yearly plan science form 2

7/29/2019 yearly plan science form 2

1/38

Created by CDC SZA SMKN

YEARLY TEACHING PLANFORM 2

SCIENCE

SCIENCE PANEL OF SMKIS 2013


2/38

Created by CDC SZA 10

TABLE OF CONTENTS

THEMES & LEARNING AREAS Page

THEME 1 : MANAGEMENT AND CONTINUITY OF LIFELearning Area: 1. World through our senses 2-4Learning Area: 2. Nutrition 4-6

THEME 2 : MAN AND THE VARIETY OF LIVING THINGS Learning Area: 1. Biodiversity 6

Learning Area: 2. Interdependence among living organisms and the environment 7-10

THEME 3 : MATTER IN NATURELearning Area: 1. Water and Solution 10-15Learning Area: 2. Air Pressure 16-17

THEME 4 : FORCE AND MOTIONLearning Area: 1. Dynamics 15-16

Learning Area: 2. Support and Movement 17

THEME 5 : TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETYLearning Area: 1. Stability 18Learning Area: 2. Simple Machine 19

2


3/38


THEME: MANAGEMENT AND CONTINUITY OF LIFELEARNING AREA: 1. THE WORLD THROUGH OUR SENSES

Week& date

Chapters & Learning Outcomes Suggested Learning Activities

CCTS(Critical

& creativethinking

skills)

SPS(ScienceProcessSkills)

ScientificAttitudes &

NobleValues

Notes

1stSem.

1

2-4/1/13

CHAPTER 1 : THE WORLDTHROUGH OUR SENSES

LO1 Sensory organs

The five senses, the sensoryorgans and the stimuli.

The pathway from stimulus toresponse

Stimulus Sensory organs

Nerves Brain NervesResponse

Activity 1.1 textbook v.1 (Relate dailyactivities & senses that involved)

Discussion of what happens in our bodyafter a stimulus is detected.

Characterise

Correlate

Visualising

Generalise

Observing

Inferring

Beingthankful toGod.

Beingobjective.

Beingresponsibleabout thesafety of

oneself,others, andenvironment

2

7

11/1/13

LO2 Sense of touch

The structure of the humanskin involved in stimulidetection,

The sensitivity of the skin atdifferent parts of the bodytowards stimuli.

Discuss the sensitivity of theskin in daily life

Using models, charts, computer softwareand other teaching aids.

Carry out activity to compare thesensitivity of different parts of the bodytowards touch

Discussion of connection to the following

situations such as receiving an injection,using Braille

Characterise

Correlate

Analyse

Conclude

Observing

Interpretingdata

Realisingthat scienceis a meanstounderstandnature.

The structuresof the receptorsare notrequired.

3


4/38


Week& date


CCTS(Critical

& creativethinkingskills)



NobleValues

Notes

1stSem.

1

2-4/1/13


LO1 Sensory organs







Characterise

Correlate

Visualising

Generalise

Observing

Inferring


Beingobjective.

Beingresponsibleabout thesafety ofoneself,others, and

environment

2

7

11/1/13

LO3 Sense of smell

Identify the structure of thenose,

Identify the position of thesensory cells in the detectionof smell.

Using models, charts, computer softwareand other teaching aids.

Characterise

Correlate

Visualising

Observing

InferringBeingresponsibleabout thesafety ofoneself,others, andenvironment

2

7

11/1/13

LO4 Sense of taste. The different areas of the

tongue that respond todifferent taste,

Relate the sense of taste withthe sense of smell.

Carry out activities to detect the differentareas of the tongue that respond todifferent tastes.

Carry out activities to find how taste isrelated to smell.

Compare &differentiate

Correlate

Conclude

Classify

Inferring

Interpretingdata

Beingthankful toGod

4


5/38


Week& date


CCTS(Critical




NobleValues

Notes

1stSem.

1

2-4/1/13


LO1 Sensory organs







Characterise

Correlate

Visualising

Generalise

Observing

Inferring


Beingobjective.


environment

3

14

18/1/13

LO5 Sense of hearing

The structure of the humanear,

The function of the differentparts of the ear,

Mechanism of hearing.

Computer simulation to illustrate thehearing mechanism.

Discussion of the hearing mechanism.

Characterise

Visualising

Observing Beingresponsibleabout thesafety ofoneself,others, andenvironment

3

14

18/1/13

LO6 Sense of sight.

Identify the structure of thehuman eye,

Explain the functions ofdifferent parts of the eye,

Describe how we see.

Examine the cows eye or model of a

human eye.

Collect information on structure andfunction of each part of the eye.

Discuss of sight mechanism

Characteris

e

Visualising

Observing Being

objective.


5


6/38


Week& date


CCTS(Critical




NobleValues

Notes

1stSem.

1

2-4/1/13


LO1 Sensory organs







Characterise

Correlate

Visualising

Generalise

Observing

Inferring


Beingobjective.


environment

4

21/1

25/1/13

LO7 Light and sight.

Describe the properties oflight i.e. Reflection, refraction.

State the various defectsof vision,

Ways to correct visiondefects,

The limitations of sight,

Stereoscopic and monocularvisions with the survival ofanimals,

The appropriate device to

Carry out activities to study:reflection of light &b) refraction of light between two

mediums of different density.Collect information about the types ofdefects of vision and the contribution/useof technology to rectify them.

Carry out activities to show what shortsightedness and long sightedness are and

how to correct them.

Discuss what astigmatism is and the wayto correct it.

Carry out activities to investigatea) optical illusion,b) blind-spot.

Visualising


Analyse

Correlate

Makinganalogy bystating andgiveexamples

Compare &

Definingoperationally

Classifying

Measuringand usingnumbers

Inferring


Communicating

Beinghonest andaccurate inrecordingandvalidatingdata.

Appreciating

thecontributionof scienceandtechnology.

Thinkingrationally.

Relate theproperties oflight to naturalphenomena anddaily usage.

Angles ofincidence,reflection,refraction andnormal are notrequired.

Astigmatism,optical illusions,blind-spot,monocular andstereoscopicvisions shouldbe introduced.

Microscope,

6


7/38


Week& date


CCTS(Critical




NobleValues

Notes

1stSem.

1

2-4/1/13


LO1 Sensory organs







Characterise

Correlate

Visualising

Generalise

Observing

Inferring


Beingobjective.


environment

overcome the limitations ofsight. Discuss the connection between

stereoscopic vision and monocular visionwith the survival of animals.

Gather information about the device toovercome the limitation of sight.

contrast byconnecting

Generateideas byidentifying

magnifyingglass,telescope,binoculars,ultrasoundscanningdevice, X-ray,periscopeshould beincluded.

5

28/1

1/2/13

LO8 Sound and hearing.

Describe the properties ofsound,

The reflection andabsorption of sound,

Explain the defects ofhearing,

Discuss the limitations of hearing andways of improving it.

Carry out activities to investigate the needfor stereophonic hearing in determiningthe direction of sound.

CorrelateVisualising

Relating


Predicting

Appreciatingthecontributionof scienceandtechnology.

Thinking

.Includeddevices such ashearing aidsandstethoscope.

7


8/38


Week& date


CCTS(Critical




NobleValues

Notes

1stSem.

1

2-4/1/13


LO1 Sensory organs







Characterise

Correlate

Visualising

Generalise

Observing

Inferring


Beingobjective.


environment

Ways of rectifying thedefects in hearing,

The limitations of hearing,

The device used toovercome the limitations ofhearing,

Explain stereophonichearing.

rationally.

5

28/1

1/2/13

LO9 The stimuli and responses inplants.

The stimuli that causeresponse in plants,

The parts of plantssensitive to specific stimulus,

Relate the response inplants to their survival.

Carry out experiments to investigate:a) stimuli detected by plants,b) identify the parts of the plantssensitive to specific stimulus.

Discuss in what ways the response ofplants towards stimuli are important fortheir survival.

AnalyseSynthesizingDifferentiateConcludeSequencingCharacterise

Experimenting

Observing

Inferring

Beingaccurate inrecordingdata.

Beingsystematic.

Havingcritical and

Responses inplants shouldincludephototropism,geotropism,hydrotropism,nasticmovement,thigmotropism.

8


9/38


Week& date


CCTS(Critical




NobleValues

Notes

1stSem.

1

2-4/1/13


LO1 Sensory organs







Characterise

Correlate

Visualising

Generalise

Observing

Inferring


Beingobjective.


environment

Correlate analyticalthinking.

LEARNING AREA: 2. NUTRITION6

4 -8/2/13

CHAPTER2 :NUTRITION

LO1 The classes of food.

Explain through the

classes of food,

State the function ofeach class of food,

Test for starch, glucose,protein and fats.

Discuss the classes of food i.e.carbohydrate, protein, fats, vitamins,

minerals, fibre and water and state theirfunctions.

Carry out activities to test for starch (iodinesolution), glucose (Benedicts solution),protein (Millons reagent) and fats (alcohol-emulsion test).

Characterise

Compare &contrast

CorrelateVisualisingMakinganalogy

Observing

Classifyin

g


Realisingthatscience istools to

understand nature

Beingkind-hearted

Only the majorvitamins [ A, B, C,D, E and K ] &minerals [calcium,sodium, iron,

iodine, phosphorusand potassium ] arerequired .

Vitamin B need notbe classified intoB1, B2 and so on.

Introduce alcohol-

9


10/38


Week& date


CCTS(Critical




NobleValues

Notes

1stSem.

1

2-4/1/13


LO1 Sensory organs







Characterise

Correlate

Visualising

Generalise

Observing

Inferring


Beingobjective.


environment

emulsion test forfat.

Week& date


CCTS(Critical &creativethinkingskills)



NobleValues

Notes

6

4 -8/2/13

LO2 The importance of a balanceddiet.

Meaning of a balanced dietis,

The factors that must beconsidered when planning abalanced diet,

Explain how the factors affecta balanced diet,

Discuss:a) what a balanced diet is,

b) the factors that determine apersons balanced diet: age,size, sex, job, climate, state ofhealth.

Collect food wrappers that showcalorific value of food and make alist to show the calorific value for

Compare &contrast

Correlate

AnalyseGeneralise

CorrelateCompare &contrast

Measuringand using

numbers

Communicating

Inferring

Beingcooperative.

Appreciatingandpractisingclean andhealthyliving.

The unit ofenergy in food

can bemeasured eitherin joules orcalories.

10


11/38


Week& date





NobleValues

Notes

The quantity of energy ineach gram of carbohydrate,protein and fats,

Estimate the calories of foodtaken in a meal,

Plan a balanced diet.

each type of food.

Discuss to estimate the calories offood taken in a meal.

Plan a balanced diet for a day(breakfast, lunch and dinner).

Characterise Observing

8

18

22/2/13

LO3 The digestive system in man.

Explain what digestion is,

The parts of the digestivesystem,

The flow of food particles inthe alimentary canal,

The functions of the organsin the digestive system,

The process of digestion inthe alimentary canal,

End products of digestion ofcarbohydrate, protein andfats.

Discuss that digestion is thebreakdown of large food moleculesinto smaller soluble molecules thatcan be readily absorbed by thebody.

Identify parts of the digestivesystem and the flow of foodparticles in the alimentary canalusing model/chart/CD ROM.

Discuss the functions of thevarious organs in the digestivesystem and the enzymes found.

Carry out activities to show theaction of the enzyme in the salivaon starch.

CharacteriseCompare &contrast byidentifying

AnalyseVisualising


SequencingPrioritisingGeneralise

Observing

Defining

operationally

Inferring

Communicating

Practisinghealthyliving.

Being

objective.

Beingcooperative.

Enzymes shouldonly includeamylase,protease andlipase.

8

18

22/2/13

LO4 The process of absorption ofdigested food.

The process of absorptionof the products of digestion,

The absorption of glucose

Discuss the process of absorptionof the products of digestion in thesmall intestine.

Carry out an experiment to showthe absorption of glucose through


AnalyseMaking analogy

Inferring


Thinkingrationally.

Beingcooperative.

The structure ofvilus is notrequired. Needonly mentionvilus increasesthe surface area

11


12/38


Week& date





NobleValues

Notes

through a Visking tube. a Visking tube. for absorption.

9

25/2

1/3/13

LO5 The re-absorption of waterand defecation.

Water reabsorption in thelarge intestine,

Defecation,

The problem of defecationwith eating habits.

Discuss the reabsorption of waterby the large intestine and theprocess of defecation.

Discuss the importance of goodeating habits to avoid constipation.


AnalyseMaking analogy

Inferring


Thinkingrationally.

Beingcooperative

9

25/2

1/3/13

LO6 The habits of healthy eating.

The importance of eatingnutritious food,

Practice good eatinghabits,

The generous distributionof food to theunderprivileged / needy,

The dining culture ofdifferent people conforming tosensitivities and religiousbeliefs.

Plan and carry out a healthy eatinghabit.

Discuss the following topics :a) practicing good eating habits i.e.

eating nutritious food and eatingin moderation,

b) the generous distribution of foodto the underprivileged / needy,

c) cultural practices in diningconforming to sensitivities andreligious beliefs.

Correlate

Compare &contrast

RelatingVisualising

Inferring

Predicting

Appreciatingand

practicingclean andhealthyliving.

Being kind-hearted andcaring.

THEME: MAN AND THE VARIETY OF LIVING THINGS

LEARNING AREA: 1. BIODIVERSITY

12


13/38


Week& date


CCTS(Critical



ScientificAttitudes& NobleValues

Notes

10

25/2

1/3/13

10

4

8/3/13

CHAPTER 3 : BIODIVERSITY

LO1 The variety of livingorganisms and theirclassification.

Explain the diversity ofliving organisms in a habitat,

Classify various animalsbased on commoncharacteristics,

Classify various plantsbased on commoncharacteristics,

Explain the importance ofbiodiversity to theenvironment.

Discuss the diversity in the general

characteristics of living organisms.

Collect and classify various plantsand animals into a system based oncommon characteristics.a) Animal: Invertebrate, vertebrate,

mammal, fish, bird, amphibian,reptile.

b) Plant: Flowering plant, non-flowering plant, monocotyledon,dicotyledon.

c) Build a concept map on living

organisms based on theclassification above.

Discuss the importance ofmaintaining the biological diversity asone of the countrys natural heritage.

Correlate

Compare &contrast

Characterise


Generateideas

AnalyseGeneraliseConclude

Inferring

Observing

Classifying

Communicating

Having an

interestandcuriositytowardstheenvironment.

Beingsystematic.

Having

critical andanalyticalthinking.

.Basic concept on

variety of livingorganisms has beenintroduced in primaryscience.

Emphasize only onthe classification inthe suggestedlearning activities.

Malaysia is one of thetwelve mega-

biodiversity countriesin the world shouldbe highlighted

LEARNING AREA: 2. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT

11

11

15/3/13

CHAPTER 4: THE INTER-DEPENDENCE AMONGLIVING ORGANISMS.

LO1 The inter-dependenceamong living organisms

Species, population andcommunity are,

Habitat and ecosystem

Various habitats in one

Carry out a field work to studyspecies, habitat, population,community in an ecosystem.

Characterise

FormmentalimageAnalyse

Observing

Classify

Havingcritical andanalyticalthinking

Realisingthatscience isa meanstounderstan

Basic concept of preypredator andcompetition has beentaught in primary

school.

Refer all to localissues like the crowproblem in Klang.

Basic concept ofhabitat has been

13


14/38


Week& date


CCTS(Critical




Notes

10

25/2

1/3/13

10

4

8/3/13















Correlate

Compare &contrast

Characterise


Generateideas


Inferring

Observing

Classifying

Communicating

Having an


Beingsystematic.

Having


.Basic concept on





LEARNING AREA: 2. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENTecosystem,

The interdependenceamong living organismsand the environment to

create a balancedecosystem,

Carry out a discussion oninterdependence among livingorganisms and the environment tocreate a balanced ecosystem.

Correlatebyexplainingthrough

examples

d nature..

Appreciating thebalance of

nature.

introduced in primaryschool.

During the field workthe concept of

ecology will beconstructed throughcontextual learning.

14


15/38


Week& date


CCTS(Critical




Notes

10

25/2

1/3/13

10

4

8/3/13















Correlate

Compare &contrast

Characterise


Generateideas


Inferring

Observing

Classifying

Communicating

Having an


Beingsystematic.

Having


.Basic concept on






11

11

15/3/13

LO2 The interaction betweenliving organisms.

The types of interactions

between living organisms,

The interactions betweenliving organisms,

The importance ofinteraction between livingorganisms and theenvironment,

Collect and interpret data on thetypes of interactions as follows:a) prey-predator,b) symbiosis: commensalism,

mutualism and parasitism e.g.remora and shark, algae and fungi,tape worm and man,

c) competition.

Conduct an activity to show theimportance of the interactionbetween organisms and theenvironment.

Characterise

Conclude

byexplainingwithexamplesCompile &differentiate

Analyse by

Observing

Interpretingdata

Classifying

InferringDefiningoperationally

Realisingthatscience is ameans to

understandnature.

15


16/38


Week& date


CCTS(Critical




Notes

10

25/2

1/3/13

10

4

8/3/13















Correlate

Compare &contrast

Characterise


Generateideas


Inferring

Observing

Classifying

Communicating

Having an


Beingsystematic.

Having


.Basic concept on






11

11

15/3/13

LO3 The food web.

Meanings of producers,consumers and

decomposersCombination of a few foodchains to construct a foodweb,.

The producer, consumerand decomposer in a foodweb,

Collect and interpret data on theproducer, consumer, decomposer andpyramid number.

Construct a food web from a few foodchains and identify the producer,consumer and decomposer.

Discuss the energy flow in the foodweb constructed.

Characterise

Conclude

byidentifying&constructing

VisualisingCorrelate

Observing

Interpretingdata

Predicting

Communicating

Havingcritical andanalytical

thinking.

Beingcooperative

Being

Food chain has beentaught in primaryscience

Refer to the crown ofthorn problem in thecoral reef in themarine park

16


17/38


Week& date


CCTS(Critical




Notes

10

25/2

1/3/13

10

4

8/3/13















Correlate

Compare &contrast

Characterise


Generateideas


Inferring

Observing

Classifying

Communicating

Having an


Beingsystematic.

Having


.Basic concept on






Pyramid number from afood chain,

Relate the food web andthe pyramid number toenergy flow.

Predict the consequences ifa certain component ofliving organisms in theecosystem is missing

Conduct a game to show the effectsof an increase or decrease in thenumber of organisms in a pyramidnumber. Discuss the consequences ifa component of living organisms in

an ecosystem is missing

GenerateideasAnalyseGeneralise

ConcludeForecasting

Predictinghonest .

17


18/38


Week& date


CCTS(Critical




Notes

10

25/2

1/3/13

10

4

8/3/13












c) Build a concept map on livingorganisms based on theclassification above.


Correlate

Compare &contrast

Characterise


GenerateideasAnalyseGeneraliseConclude

Inferring

Observing

Classifying

Communicating

Having an


Beingsystematic.

Havingcritical andanalyticalthinking.

.Basic concept on



Malaysia is one of thetwelve mega-biodiversity countriesin the world shouldbe highlighted


12

18/3

22/3/13

LO4 Photosynthesis.

Meaning of photosynthesis

The factors required for

photosynthesis,

State the products ofphotosynthesis,

The variables that arerequired for photosynthesis,

Carry out discussion on whatphotosynthesis is.

Carry out experiments to determinethe factors needed for photosynthesisi.e. carbon dioxide, water, light andchlorophyll.

Discuss the importance ofphotosynthesis in maintaining abalanced ecosystem.

CharacteriseHypothesising


Synthesising

CommunicatingExperimenting

Hypothesising

Inferring

Beinghonest andaccurate inrecording

andvalidatingdata.

Beingresponsibleof theenvironment.

The carbon andoxygen cycle shouldbe included.

18


19/38


Week& date


CCTS(Critical




Notes

10

25/2

1/3/13

10

4

8/3/13














Correlate

Compare &contrast

Characterise



Inferring

Observing

Classifying

Communicating

Having an


Beingsystematic.


.Basic concept on





CUTI PERTENGAHAN PENGGAL PERTAMA23 MAC 2013 31 MAC 2013

13

1

5/4/13

LO5 The importance of

conservation andpreservation of livingorganisms.

Explain what conservationand preservation are,

Collect and interpret data on the

conservation and preservation ofliving organisms.

Carry out a field work in a naturalforest reserve (wetlands, highlandforest or tropical rain forest) or ananimal sanctuary to study theconservation and preservation of

Conclude

Compare &contrast

GenerateideasAnalyseGeneralise

Interpreting

data

Inferring

Communicating

Beingcooperative.

Appreciating the

The role of man inconservation andpreservation hasbeen highlighted inprimary school.

Forest is also home tosome indigenous

19


20/38


Week& date


CCTS(Critical




Notes

10

25/2

1/3/13

10

4

8/3/13






Explain the importance of

biodiversity to theenvironment.








Correlate

Compare &contrast

Characterise



Inferring

Observing

Classifying

Communicating

Having an


Beingsystematic.


.Basic concept on





Explain the steps taken topreserve and conserve livingorganisms,

Justify the importance of

conservation and preservation ofliving organisms,

Support activities organisedby various parties to preserve andconserve the living organisms.

living organisms.

Discussion on how the improvementin science and technology helps inthe conservation and preservation of

living organisms.

Run a campaign to stress on theimportance of conservation andpreservation / Carry out a role playinvolving the parties concerned insolving problems related to theconservation and preservation of

Conclude

Generate

ideasAnalyseGeneraliseConclude

Communicating

balance ofnature.


people should beincluded.

20


21/38


Week& date


CCTS(Critical




Notes

10

25/2

1/3/13

10

4

8/3/13















Correlate

Compare &contrast

Characterise



Inferring

Observing

Classifying

Communicating

Having an


Beingsystematic.


.Basic concept on




LEARNING AREA: 2. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENTliving organisms.

21


22/38


Week& date


CCTS(Critical




Notes

10

25/2

1/3/13

10

4

8/3/13















Correlate

Compare &contrast

Characterise



Inferring

Observing

Classifying

Communicating

Having an


Beingsystematic.


.Basic concept on





14

8

12/4/13

LO6 The role of man inmaintaining the balance innature.

The effects of humanactivities on the balance innature,

How man solve problemsrelated to environment,

Human need a stable,

Carry out a brainstorming session todiscuss the environmental issuesaffecting the balance in nature and

how to solve it.

Carry out a discussion to justify thatman needs stable and productiveecosystem to ascertain a harmoniouslife.

CorrelateAnalyse

Generateideas(justify)

Inferring

Communicating

Beingrespectfuland well-

mannered.

Beingflexibleand open-minded.

Daring to

Example ofenvironmentalIssues: Global climatechange, habitat

destruction, speciesextinction, air, soiland water pollution,loss of wetlands, solidwaste management,deforestation, landoveruse, over fishing,toxin in the

22


23/38


Week& date


CCTS(Critical




Notes

10

25/2

1/3/13

10

4

8/3/13















Correlate

Compare &contrast

Characterise



Inferring

Observing

Classifying

Communicating

Having an


Beingsystematic.


.Basic concept on




LEARNING AREA: 2. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENTproductive and balancedecosystem.

try. environment.

23


24/38


THEME: MATTER IN NATURELEARNING AREA: 1. WATER AND SOLUTION

Week& date


CCTS(Critical

&creativethinkingskills)



NobleValues

Notes

15

16

19/4/13

CHAPTER 5 : WATER & SOLUTION

LO1 The physical characteristics ofwater.

State the meaning of thefreezing point of water,

The meaning of the boiling pointof water,

The physical characteristics ofwater,

Explain through example the

effects of impurities on thephysical characteristics ofwater.

Carry out activities to determine thefollowing:

a) the freezing point of water,b) the boiling point of water.

Carry out an activity to observe theeffects of impurities on the physical

characteristics of water.

Characterise

Correlate

Conclude

Observing


Interpreting data

Being honestand accuratein recordingandvalidatingdata

The kineticTheory should beintroduced.

Relate thefreezing andboiling point ofwater to thekinetic Theory.

24


25/38


Week& date


CCTS(Critical




NobleValues

Notes

16

22

26/4/13

LO2 The composition of water.

Determine the composition ofwater,

Test the presence of hydrogenand oxygen.

Carry out an electrolysis to determinethe ratio of hydrogen to oxygen in amolecule of water.

Characterise

Analyse

Visualising

Observing

Inferring



The ionic theoryon electrolysis isnot needed.Understand ngthat hydrogen isdischarge at thecathode andoxygen at theanode isadequate. Theratio of gases isrequired.

17

29/4

3/5/13

LO3 The process of evaporation ofwater.

Meaning of evaporation

Examples the factors that affectthe rate of evaporation of waterwith reference to the kinetictheory,

Compare and contrast betweenevaporation and boiling,

The application of theevaporation of water in daily life.

Carry out experiments to study thefactors affecting the rate ofevaporation of water i.e. humidity, thetemperature of the surrounding,surface area and the movement of air.

Discuss the factors affecting the rateof evaporation in relation to thekinetic theory.

Discuss the similarities anddifferences between evaporation and

boiling.

Gather information on evaporationprocess and its application in daily lifei.e. drying of clothes, preservation ofagricultural products and processingof food.

Characterise

Compare& contrast


CorrelateCompile &differentiate

Observing


ExperimentingInterpreting dataDefiningoperational

lySpacing-timerelationship

Inferring

Being honestand accuratein recordingandvalidatingdata

Appreciatingthe balance

of nature

25


26/38


Week& date


CCTS(Critical




NobleValues

Notes

Classifying

18

6

10/5/13

19

13/5 17/5/13

20

20/5-

24/5

LO4 Solution and solubility.

Meanings of solute, solventand solution

Contrast and compare betweendilute solution, concentratedand saturated solution,

Explain what suspension is,

Explain what solubility is,

Explain the factors affecting thesolubility of solutes in water,

Explain the importance of wateras a universal solvent in life,

Give examples on the uses oforganic solvents in oureveryday life.

Discuss the differences betweensolute, solvent and solution.

Carry out activities to prepare a dilutesolution, a concentrated solution anda saturated solution.

Discuss the similarities and

differences between dilute solution,concentrated solution and saturatedsolution.

Carry out activities to illustrate thedifferences between a solution and asuspension.

Carry out experiments to determinethe factors affecting the solubility of asolute.a) Nature of solvent,b) Nature of solute,

c) Temperature.

Carry out experiment to determinethe factors affecting the rate ofdissolving:temperature,rate of stirring,

Characterise

Compare,Compile ,differentiate &

contrast

Visualising

Correlate

Compare& contrastGenerateideas

AnalyseSynthesisingGeneraliseConcludeForecastin

Observing

Classifying

Defining

operationally

Inferring

Communicating

Experimenting

Spacing-timerelationship


Appreciatingthecontribution

of scienceandtechnology

Daring to try

Being honestand accuratein recordingandvalidatingdata.

Introduceinsolublesediments areknown asresidue.

26


27/38


Week& date


CCTS(Critical




NobleValues

Notes

size of solute particle.

Discuss the importance of water as auniversal solvent in life.

Gather information on the applicationof organic solvents in daily life.

g

CUTI PERTENGAHAN TAHUN25 MEI 2013 9 JUN 2013

21

10

14/6/13

LO5 Acid and alkali.

Identify the properties of acid,

identify the properties of alkali,

State that acid and alkali onlyshow their properties in thepresence of water,

Explain through examples thedefinition of acid and alkali,

Identify the substances whichare acidic or alkaline ineveryday life,

State the uses of acid and alkaliin daily life,

Explain the meaning ofneutralisation,

Write an equation in words to

Carry out activities to study:a) the properties of acid in terms of

pH value, taste, corrosive nature,

effect on litmus paper, reactionwith metals such as magnesiumand zinc,

b) the characteristics of alkali interms of pH value, taste, corrosivenature, effect on litmus paper,

c) carry out a discussion to defineacid and alkali operationally.

Carry out activities to determine theacidic and alkaline substances in dailylife.

Gather information on the usage ofacid and alkali in everyday life such asin agriculture and industry.

Discuss on the meaning ofneutralisation.

Carry out an activity to show

Characterise

Compile &differentiate

CorrelateMakinganalogy

Compare& contrastGenerateideas

AnalyseSynthesisingGeneraliseConcludeForecasting

Observing

Classifying

Interpreting data


Communicating

Appreciatingthe

contributionof scienceandtechnology


Appreciatingthe balanceof nature

Caution:

Chemicals in the

laboratoryshould not betasted.Use only diluteacid and dilutealkali.

Do not useactive metalsuch aspotassium andsodium in thereaction with

acid.

27


28/38


Week& date


CCTS(Critical




NobleValues

Notes

describe the neutralisation

process,

Explain through examples theuses of neutralization in dailylife.

neutralisation using the hydrochloric

acid and sodium hydroxide of thesame concentration.

Discuss the application ofneutralization in daily life e.g. usingshampoo and conditioner and, insectbite.

22

17

21/6/13

LO6 The methods of waterpurification.

List the natural sources ofwater,

State the reasons for waterpurification,

Describe the various types ofwater purification,

Make a visit to a water purificationsite.

Brainstorming on the following:

natural resources of water,

the reasons for waterpurification.

Discuss the various types of waterpurification such as filtration, boiling,chlorination and distillation.

Carry out activities to study the

GenerateideasAnalyse

GeneraliseConclude

Compile &

Communicating

Defining

operationally

Classifying

Appreciatingandpracticingclean andhealthy living

Appreciatingthecontributionof scienceandtechnology

The latestdevelopment inwaterpurifications e.g.ultraviolet

treatment can bediscussed.

28


29/38


Week& date


CCTS(Critical




NobleValues

Notes

Compare the strengths andweaknesses of the various typesof water purification.

various types of water purification

such as filtration, boiling anddistillation.

Pupils present their findings to discussthe strengths and weaknesses of thevarious types of water purification.

differentia

te

Being

thankful toGod.

22

17

21/6/13

LO7 The water supply system.

Describe how the water supplysystem works,

Explain ways to save water.

Make a visit to a water processingplant to study the water supplysystem and stages involved in waterpurification.

Discuss the ways to save water. Do aproject on how much water theaverage household uses.


GeneraliseConclude

Communicating

Interpreting data

Having aninterest andcuriositytowards theenvironment.

22

17/6

21/6/13

LO8 The preservation of waterquality.

Give examples of waterpollutants,

Explain the effect of waterpollution on living things,

Explain ways to control waterpollution,

Explain ways to preserve waterand its quality.

Collect and interpret data on types ofwater pollutants which include:a) industrial waste such as chemical

and radioactive residues,b) domestic waste such as garbage

and sewage,c) chemicals from the agricultural

activities such as fertilisers andpesticides,

d) siltation caused by constructionsand deforestation,e) accidental spillage from tankers.

Conduct discussion on the effect ofwater pollution on living things.

Generate ideas on ways to control


Characterise

Conclude


GeneraliseConcludeRelating

Classifying

Observing

Interpreting data

Communic

atingInferring

Predicting

Beingobjective


Appreciatingandpracticingclean andhealthyliving.

29


30/38


Week& date


CCTS(Critical




NobleValues

Notes

water pollution.

Discuss ways to conserve andpreserve water and its quality. Run acampaign on Love Our Rivers.

Visualisin

g

THEME: MATTER IN NATURELEARNING AREA: 2. AIR PRESSURE

Week& date


CCTS(Critical &creativethinking

skills)



NobleValues

Notes

23

24

28/6/13

CHAPTER 6 : AIR PREESURE

LO1 Air pressure.

Explain the existence of airpressure with reference tothe Kinetic Theory,

Explain the factors affectingair pressure.

Carry out an activity to discuss thekinetic theory of gases.

Carry out an activity to show thatair exerts pressure.

Carry out activities to show thefactors affecting air pressure, i.e.volume and temperature.

Characterise

Analyse

Visualising

Generate ideasGeneraliseConclude

Observing

Inferring


Communicating

Realising thatscience is amean tounderstandnature.


30


31/38


Week& date





NobleValues

Notes

23

24

28/6/13

LO2 The principle of air pressure

in daily life.

Explain with examples thingsthat use the principle of airpressure,

Generate ideas to solveproblems using the principleof air pressure,

Relate the safety measurestaken when using gas underhigh pressure.

Collect and interpret data onappliances that use the principle ofair pressure.

Gather information and discuss theapplication of air pressure insyringe, siphon, spraying pumpand drinking straw.

Discuss ways of using the principleof air pressure to solve dailyproblems such as blockage in sinksand pouring condensed milk from

a can.

*Teachers can design someactivities.

Gather information on how a gastank containing gas under highpressure works.

Discuss the safety precautionstaken when using gas under highpressure.

Characterise

Conclude

Generate ideasAnalyse

GeneraliseConcludeCorrelate

Observing

Interpretingdata

Communicating

Inferring

Appreciating

thecontributionof scienceandTechnology.


Beingcooperative.

Caution:

Do not placetank containinggas under highpressure nearheat.

PENTAKSIRAN PUSAT24 - 27

THEME: FORCE AND MOTIONLEARNING AREA: 1. DYNAMICS

31


32/38


Week& date





Noble Values

Notes

28

29/7

2/8/13

28

29/7

2/8/13

CHAPTER 7 : DYNAMICS

LO1 Force.

State that a force is a push ora pull,

Explain the effects of forces,

Explain the various types offorces.

Carry out activities to showpushing and pulling are forces.

Carry out activities to show theeffects of force (changes in shape,position, speed and direction).

Carry out activities to showdifferent types of forces (frictional,gravitational, electrostatic andmagnetic force).

Characterise

Visualising

Sequencing

Compile &differentiateGenerate ideasAnalyseSynthesisingGeneralise

Observing


Using timespace-relationship

Classifying

Communicating

Rational andobjective inthinking.

Beingcooperative

Appreciatingthecontribution ofscience andtechnology.

29

5

6/8/13

LO2 The measurement of force.

State the unit of force.

Principle of a spring balanceworks.

The magnitude of force.

Discuss the unit of force and theprinciple of a spring balance.

Carry out activity to measure themagnitude of force.

Characterise

Correlate

Conclude

Observing


Interpretingdata

Being honestand accuratein recordingand validatingdata.

Beingsystematic.

30

19

23/8/13

LO3 Application of frictional force.

Explain with example theexistence of frictional force,

State the direction and themagnitude of frictional force,

Carry out an experiment toshow how different types of

Discuss with examples to show theexistence of frictional force.

Carry out activities to identify thedirection of frictional force andmeasure the magnitude of theforce.

Characterise

Correlate

Conclude

Visualising

Observing


Interpretingdata


Having critical

Ignore staticfrictional force

32


33/38


Week& date





Noble Values

Notes

surfaces affects frictionalforce,

Explain the advantages anddisadvantages of friction,

Explain ways to increasefriction.

Explain ways to reducefriction,

Explain with examples theapplication of friction in dailylife.

Carry out an experiment to show

how different types of surfacesaffect the magnitude of frictionalforce.

Gather information and discuss theadvantages and disadvantages offriction.

Carry out activities on ways toincrease friction,reduce friction.

Discuss the application of

increasing and decreasing frictionin our daily life.

Compile &

differentiateGenerate ideasAnalyseSynthesisingConcludeGeneralise

Defining

operationally

Experimenting

Communicating

and analyticalthinking.

Beingcooperative.

31

26

30/8/13

LO4 Application of work.

Explain with examples howwork is done,

State the unit for work,

Calculate the work done.

Discuss with examples to showwork done when an object ismoved by a force.

Carry out activities to determinethe work done by using:Work (J) = Force (N) X

Distance (m)

Compile &differentiateCorrelateGenerate ideasAnalyseSynthesisingConcludeGeneralise

Communicating


Interpretingdata

Beingcooperative.

Having criticaland analyticalthinking.

31

26

LO5 Application of power.

State the meaning of power,

Carry out activities to determinepower by using:Power (W) = Work (J)

Visualising Definingoperationally

Being honestand accuratein recording

33


34/38


Week& date





Noble Values

Notes

30/8/13

State the unit for power,

Calculate power on the workdone.

Time (s) Correlate

Conclude

Measuringand using

numbers

Interpretingdata

and validatingdata.

Beingsystematic.

32

2

6/9/13

LO6 The importance of force in life.

Describe life if force does notexist.

Create an activity to show how lifewould be without force, e.g. in aposter, a sketch or skit.

CharacteriseGenerate ideasAnalyseSynthesisingGeneralise

Observing

Communicating


THEME: FORCE AND MOTION

LEARNING AREA: 2. SUPPPORT AND MOVEMENT

Week& date





NobleValues

Notes

33

9

13/9/13

CHAPTER 8 : SUPPORT &MOVEMNT

LO1 The support system in animals.

Explain the various supportsystems in vertebrates and

invertebrates,

Compare and contrast thesupport system between landand aquatic vertebrates,

Compare and contrast the

Gather information and discuss thevarious support systems ina) land and aquatic vertebrates,b) land and aquatic invertebrates.

.

Characterise

Visualising


Observing


Classifying

Interest andinquisitive.

Realising thatscience is ameans to

understandnature.

Forinvertebratesintroduceexoskeletonendoskeleton,

hydrostaticskeleton

34


35/38


Week& date





NobleValues

Notes

support system between landand aquatic invertebrates.

33

9 -13/9/13

LO2 The support system in plants.

Explain the various supportsystems in plants, in woodyand non-woody plants

Classify plants based on theirsupport systems.

Carry out activities to study the

various support systems in plants.

Carry out activities to classifyplants based on their supportsystems.

Characterise

Visualising


Observing


Classifying

Interest andinquisitive.


Features thathelp non-woody

plants includetendrils, thorns,air sacs inaquatic plants.

34

17

20/9/13

LO3 Appreciating the supportsystem in living things.

Justify the important of thesupport system to livingthings

Discuss issues i.e.:a) inability of whales to moveback to the sea after beingwashed to shore,b) a crippled person usingcrutches for support.

Generate ideasAnalyseGeneraliseConclude

Visualising

Communicating



THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY

35


36/38


LEARNING AREA: 1. STABILITY

Week& date





NobleValues

Notes

35

23

27/9/13

3630/9 4/10/13

CHAPTER 9 : STABILITY

LO1 Factors affecting the stability

Determine the point ofequilibrium in regular andirregular shapes,

Relate the point ofequilibrium as the centre ofgravity of objects,

Relate the centre of gravity

to the stability of objects.

Carry out activities to find thepoint of equilibrium in regular andirregular shapes.

Carry out an experiment to find outhow the centre of gravity affectsthe stability of an object bymanipulating theheight,base area.

Discuss the relationship betweenthe centre of gravity to stability.

Characterise

Correlate


Visualising

Observing

Inferring

Classifying


Beingcooperative.


37

7

11/10/13

LO2 Appreciating the importanceof stability.

Ways to improve thestability of objects aroundthem,

Explain with examples theapplication of stability in life.

Carry out a brain storming sessionon ways to improve stability.

Carry out activities like projects orgames to build models byapplying the concept of stability.

CharacteriseCorrelate bysuggesting

Generate ideasAnalyseGeneraliseConclude

Visualising

ObservingInferring

Communicating

Defining

operationally


36


37/38


THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETYLEARNING AREA: 2. SIMPLE MACHINE

Week& date

Chapters & LearningOutcomes

Suggested Learning Activities




NobleValues

Notes

38

14

18/10/13

39

21

25/10/13

CHAPTER 10 : SIMPLEMACHINE

LO1 Levers.

List things around themthat use the principle ofthe lever,

State what a lever cando,

Identify load, force andfulcrum in the lever,

Classify levers,

Explain what is meantby the moment of a

force,

Solve problems relatedto levers.

Discuss that the lever enables us to:a) change a small force into a big force,b) change a small movement into a

large movement,c) state that the moment of force =

force X perpendicular distance frompivot to force.

Make an observation to identify theload, force and fulcrum then classifythem into first, second and third classlevers.

Carry out an activity to show therelationship between moment and theproduct of force and distance.

Solving problems related to levers usingthe following formulae:Load (N) X distance of the load fromfulcrum (m) = Force (N) X distance ofthe force from the fulcrum (m)

Characterise

Correlate

Makinganalogy

GenerateideasAnalyseGeneraliseConcludeCompile &differentiate

Correlate

Observing

Inferring


Communicating

Classifying

Measuringand usingnumbers.

Ability tothink criticallyandanalytically.

When we openthe door or usea wrench toloosen a nut,we areapplying aforce thatcauses aturning effectto accomplishthe desiredtask. Theturning effect

is called themoment of aforce.

37


38/38


Week& date

Chapters & LearningOutcomes

Suggested Learning Activities




NobleValues

Notes

40-41

28/10

8/11/13

LO2 Appreciating the

innovative efforts in thedesign of machine tosimplify work.

Design or improvise adevice using theprinciple of a lever.

Carry out a project to build a deviceusing the principles of a lever.

Characterise

CorrelateGenerateideasAnalyseGeneraliseConclude

Observing


Communicating


42Kemaskini fail peribadi pelajar sains tingkatan 2 2013.

38

yearly plan science form 2

Documents

Transcript of yearly plan science form 2