Yearly Planning F2

8/7/2019 Yearly Planning F2

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THEME A : MANAGEMENT AND CONTINUITY OF LIFE

LEARNING AREA : 1. THE WORLD THROUGH OUR SENSES

Week Learning Objectives Suggested Learning Objectives Learning Outcomes Notes

1

1.1 Carry out activities to make A student is able to: The five sensory organs

Understanding the connection between the five senses, identify and relate a sensory have been introduced in

sensory organs the sensory organ and the stimuli. organ to its stimulus, Primary Science.and their functions. state the pathway from stimulus

to response:

Stimulus-> Sensory organs ->

Nerves-> Brain-> Nerves ->

Response

1.2 Discuss what happens in our body A student is able to: The structures of the

Understanding the after a stimulus is detected. identify the structure of the human receptors are not

sense of touch. Carry out activities to study skin involved in stimuli detection, requiredthe following : state the function of different

a) structure of the human skin receptors - pressure, heat, pain,

involved in stimuli detection, draw conclusion on the sensitivity

b) sensitivity of the skin at different of the skin at different parts of the

parts of the body towards stimuli. body towards stimuli.

Discuss the sensitivity of the skin in

connection to the following situations:

a) receiving an injection,b) using Braille.

2

1.3 Discuss the structure of the nose and A student is able to:

Understanding the the position of the sensory cells using identify the structure of the nose,

sense of smell. models, charts, computer software identify the position of the sensory

and other teaching aids. cells in the detection of smell.

1.4 Carry out activities to detect the A student is able to:

Understanding the different areas of the tongue that identify the different areas of the

sense of taste. respond to different tastes. tongue that respond to different

Carry out activities to find how taste is taste,

related to smell. relate the sense of taste with the

sense of smell.


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3

1.5 Observe and identify the structure of A student is able to: Teacher is encouraged

Understanding the the human ear. identify the structure of the human to use computer sense of hearing. Discuss the function of each part ear, simulation to illustrate

of the ear. explain the function of the the hearing mechanism.

Discuss the hearing mechanism. different parts of the ear,

describe how we hear.

1.6 Examine the cow's eye or model of a A student is able to:

Understanding the human eye. identify the structure of the human

sense of sight Collect information on structure and eye,

function of each part of the eye. explain the functions of differentDiscuss how we see. parts of the eye,

describe how we see.

4

1.7 Carry out activities to study: A student is able to: Relate the properties of

Understanding light a) reflection of light, describe the properties of light i.e. light to natural phenomena

and sight b) refraction of light between two reflection and refraction, and daily usage. Angles

mediums of different density. state the various defects of vision, of incidence, reflection,

Collect information about the types of explain ways to correct vision refraction and normal are

defects of vision and the contribution/ defects, not required.use of technology to rectify them. state and give examples of the

Carry out activities to show what is limitations of sight, Astigmatism, optical

short sightedness & long sightedness connect stereoscopic and illusions, blind-spot,

are and how to correct them. monocular visions with the survival monocular and

Discuss what astigmatism is and the of animals, stereoccopic visions

way to correct it. identi fy the appropriate device to should be introduced.

Carry out activities to investigate the overcome the limitations of sight.

following: Microscope, magnifying

a) optical illusion, glass, telescope,

b) blind-spot. binoculars, ultrasound

Discuss the connection between scanning devices, X- ray

stereoscopic vision and monocular periscope should be

visions with the survivals of animals. included.


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Gather information about the device to

overcome the limitation of sight.


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1.8 Carry out activities to investigate: A student is able to:

Understanding sound a) the production of sound, describe the properties of sound,

and hearing. b) the need of medium for sound to explain the reflection and

travel, absorption of sound,

c) the reflection and absorption explain the defects of hearing

of sound and ways of rectifying the

Col lect information about defects in hearing,

1. the defects of hearing, state the l imitations of hearing,

2. ways to rectify the defects of and the device used to overcomehearing. the limitations of hearing,

Discuss the limitations of hearing and explain stereophonic hearing.

ways of improving it.

Carry out activities to investigate the Include devices such as

need for stereophonic hearing in hearing aids and

determining of direction of sound. stethoscope.

1.9 Carry out experiments to investigate A student is able to: Responses in plants should

Understanding the and identify: state the stimuli that cause include phototropism,stimuli and responses a) stimuli detected by plants, response in plants, geotropism, hydrotropism,

in plants. b) the parts of the plants sensitive to identify the parts of plants nastic movement,

specific stimulus. sensitive to specific stimulus, tigmotropism.

Discuss in what ways the response relate the response in plants to

of plants towards stimuli are important their survival.

for their survival.

LEARNING AREA : 2. NUTRITION

Week Learning Objectives Suggested Learning Objectives Learning Outcomes Notes2.1 Discuss the classes of food i.e. A student is able to: Only the major vitamins

Analysing the carbohydrates, protein, fats, vitamins, miner explain through examples the (A, B, C, D, E and K) and

classes of food. minerals, fibre, water and state classes of food, minerals (calcium, sodium,

their functions. state the function of each class i ron, iodine, phosphorus


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7Carry out activities to test for starch of food, and potassium) are

(iodine solution), glucose (Benedict test for starch, glucose, protein required.

solution), protein (Millon's reagent) and fats. Vit B need not be classified

and fats (alcoholemulsion test) into BL B2 and so on.

Introduce alcohol-emulsion

test for fat.


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2.2 Discuss: A student is able to:

Evaluating the a) what a balanced diet is, state what a balanced diet is,

importance of a b) the factors that determine a state the factors that must be

balanced diet. person's balanced diet: age, size, sex, job, considered when planning a

climate state of health. balanced diet,

Collect food wrappers that show explain how the factors affect acalorific value of food and make a list balanced diet,

to show calorific value for each state the quantity of energy in

type of food. each gram of carbohydrate,

Discuss to estimate the calories of protein and fats,

food taken in a meal. estimate the calories of food taken The unit of energy in food

Plan a balanced diet for a day. in a meal, can be measured either in

(breakfast, lunch and dinner) plan a balanced diet. joules or calories.

2.3 Discuss that digestion is the A student is able to: Enzymes should onlyUnderstanding the breakdown of large food molecules explain what digestion is, include amylase, protease

digestive system in into smaller soluble molecules that can identify the parts of the digestive and lipase.

man. be readily absorbed by the body. system,

Identify parts of the digestive system describe the flow of food particles

and the flow of food particles in the in the alimentary canal,

alimentary canal using model/chart/CD. state the functions of the organs

Discuss the functions of the various in the digestive system;

organs in the digestive system and describe the process of digestion

the enzymes found. in the alimentary canal,

Carry out activities to show the action list the end products of digestion

of enzyme in the saliva on starch. of carbohydrate, protein and fats.


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10 UJIAN SELARAS 1

CUTI PERTENGAHAN PENGGAL ( 12.03.2011 - 20.03.2011)


11

2.4 Discuss the process of absorption of A student is able to: The structure of vilus is not

Understanding the products of digestion in the small explain the process of absorption required. Need only mention

process of absorption of intestine. of the products of digestion, vilus increases the surface area

digested food Carry out an experiment to show the make inference about the for absorption.

absorption of glucose through a absorption of glucose through a

Visking tube. Visking tube.

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2.5 Discuss the reabsorption of water by A student is able to:

Understanding the large intestine and the process of state how water is reabsorbed in

reabsorption of water defecation. the large intestine,

and defecation. Discuss the importance of good eating explain defecation,

habits to avoid constipation. relate the problem of defecation

with eating habits.

2.6 Plan and carry out a healthy eating A student is able to:

Put into practice the habit. justify the importance of eating

habits of healthy Discuss the following topics : nutritious food,

eating. a) practicing good eating habits i.e. put in practice good eating habits,

eating nutritious food and eating in justify the generous distribution of

moderation. food to the underprivileged /

b) the generous distribution of food to needy, relate the dining culture of

underprivileged / needy, different people conforming to

c) cultural practices in dining sensitivities and religious beliefs.

conforming to sensitivities and

religious beliefs.

THEME B : MAN AND THE VARIETY OF LIVING THINGS

LEARNING AREA : 3. BIODIVERSITY



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3.1 Discuss the diversity in the general A student is able to: Basic concept on variety of

Understanding variety of characteristics of living organisms. explain the diversity of living living organisms has been

living organisms and organisms in a habitat, introduced in primary

their classification. Collect and classify various plants and classify various animals based on science.

animals into a system based on common characteristics, Emphasize only on the

common characteristics. classify various plants based on classification in thecommon characteristics, suggested learning activities.

Animal: Invertebrate, vertebrate, explain the importance of

mammal, fish, bird, amphibian, reptile. biodiversity to the environment.

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Plant: Flowering plant, non-flowering Malaysia is one of the 12

plant (monocotyledon, dicotyledon.) mega-biodiversity countries in

the world should be

Build a concept map on living organisms highlighted.

based on the classification above.Discuss the importance of maintaining

biological diversity as one of the

country's natural heritage.

LEARNING AREA : 4. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT


14

4.1 Carry out a field work to study A student is able to: Basic concept of habitat

Analysing the species, habitat, population, community state what species, population has been introduced in

interdependence in an ecosystem. and community are, primary schoolamong living state what habitat and ecosystem

organisms. are,

4.2 Collect and interpret data on the types A student is able to: Basic concept of prey

Evaluating the of interactions between living list the types of interactions predator and competition

interaction between organisms as follows: between l iving organisms, has been taught in primaryliving organisms. a) prey-predator, explain with examples the school.

b) symbiosis: commensalism, interactions between living Refer to local issues like the

mutualism and parasitism e.g. remora organisms, crow problem in Kelang.

and shark, algae and fungi, tape worm justify the importance of


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and man interaction between living

c) competition. organisms and the environment,

Conduct an activity to show the explain through examples the

importance of the interaction between advantages and disadvantages of

organisms and the environment. biological control in regulating the

Discuss the advantages of biological number of pest in certain areas.

control in regulating the numbers of

pests in certain areas


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4.3 Collect and interpret data on the A student is able to: Food chain has been taught

Synthesizing food producer, consumer, decomposer and explain what producers, in primary science.web. pyramid number. consumers and decomposers are, Refer to the crown of thorn

Construct a food web from a few food chain combine a few food chains to problem in the coral reef in

chains and identify the producer, construct a food web, the marine parks.

consumer and decomposer. identify the producer, consumer

Discuss the energy flow in the food and decomposer in a food web,

web constructed. construct a pyramid number from

Conduct a game to show the effects a food chain,

of an increase or decrease in the relate the food web and the

number of organisms in a pyramid pyramid number to energy flow,number. Discuss the consequences predict the consequences if a

if a component of living organisms certain component of living

in an ecosystem is missing. organisms in the ecosystem is

is missing.

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4.4 Carry out discussion on what A student is able to: The carbon and oxygen

Analysing photosynthesis is. state what photosynthesis is, cycles should be included.

photosynthesis. Carry out experiments to determine the state the factors required for

factors needed for photosynthesis i.e. photosynthesis,

carbon dioxide, water, light and state the products ofchlorophyll. photosynthesis,

Discuss the importance of control the variables that are

photosynthesis in maintaining a required for photosynthesis,

balanced ecosystem. explain the role of photosynthesis


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Discuss the carbon and oxygen in maintaining a balanced

cycles. ecosystem.

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4.5 Collect and interpret data on the A student is able to: The role of man in

Evaluating the conservation and preservation of living explain what conservation and conservation and

importance of organisms. preservation are, preservation has been

conservation and Carry out a field work in a natural explain the steps taken to highlighted in primary

preservation of living forest reserve (wetlands, highland preserve and conserve living school.

organisms. forest or tropical rain forest) or an organisms.

animal sanctuary to study the justify the importance of

conservation and preservation of living conservation and preservation of

organisms. living organisms,


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Carry out a discussion on how the Support activities organised by Forest is also home to some

improvement in science and technology various parties to preserve and indigenous people should be

helps in the conservation and conserve the living organisms. included.

preservation of living organisms.

Run a campaign to stress on the

importance of conservation and

preservation.

Carry out a role play involving the

parties concerned in solving problemsrelated to the conservation and

preservation of living organisms.

4.6 Carry out a brainstorming session to A student is able to: Examples of environmental

Evaluating the role of discuss the environmental issues explain the effects of human issues: Global climate

man in maintaining the affecting the balance in nature and activities on the balance in nature, changes, habitat destruction,

balance in nature. how to solve i t. describe how man solves species extinction, air, soil

problems related to environment, and water pollution, loss

justify that human need a stable, of wetlands, solid wasteproductive and balanced management, deforestation,

ecosystem. land overuse, over fishing,

toxin in the environment,

(release of excessive


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chemicals into our

environment includes

pesticides, fertilizers

and pollutants).

18, 19 & 20 PEPERIKSAAN PERTENGAHAN TAHUN (10.05.2011 - 27.05.2011)

CUTI PERTENGAHAN TAHUN (28.05.2011 - 12.06.2011)

THEME C : MATTER IN NATURE

LEARNING AREA : 5. WATER AND SOLUTION


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5.1 Carry out activities to determine the A student is able to: The Kinetic Theory should

Analysing the physical following: state the meaning of the freezing be introduced.

characteristics of the freezing point of water, point of water,

water the boiling point of water. state the meaning of the boiling Relate the freezing and

point of water, boiling point of water to the

Carry out an act ivity to observe the describe the physical Kinetic Theory

effects of impurities on the physical characteristics of water, The ionic theory on

characterist ic of water. explain through examples the . electrolysis is not needed.

effects of impurities on the

physical characteristics of water

5.2 Carry out an electrolysis to determine A student is able to: Understanding that hydrogen is

Analysing the the ratio of hydrogen to oxygen in a determine the composition of discharged at the cathode

composition of water molecule of water. water, and oxygen at the anode is

test the presence of hydrogen adequate. The ratio of gases

and oxygen. is required.


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5.3 Carry out experiments to study the A student is able to:

Analysing the process of factor affecting the rate of evaporation explain what evaporation is,

evaporation of water. of water i.e. humidity, the temperature explain through examples the

of the surrounding, surface area and factors that affect the rate of

the movement of air. evaporation of water with

Discuss the factors affecting the rate reference to the Kinetic Theory,

of evaporation in relation to the Kinetic compare and contrast between

Theory. evaporation and boiling,

Discuss the similarities and differences describe the application of the

between evaporation and boiling. evaporation of water in daily life.

Gather information on evaporation

process and its application in daily life.

i.e. drying of clothes, preservation of

agricultural products.


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5.4 Discuss the differences between A student is able to: Introduce insoluble sediments

Analysing solution and solute, solvent and solution. Carry out explain what solute, solvent and sediments are known

solubility. activities to prepare a dilute solution, solution are, as residue.

a concentrated solution and a

a saturated solution.

Discuss the similarities and differences contrast and compare between

between dilute solution, concentrated dilute solution, concentrated and

solution and saturated solution. saturated solution,

Carry out activities to illustrate the explain what suspension is,

differences between a solution and a

suspension.

Carry out experiments to determine the explain what solubility is,

factors affecting the solubility of a explain the factors affecting the

solute. solubility of solutes in water,

Nature of solvent, explain the importance of water

Nature of solute, as a universal solvent in life,


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Temperature. give examples on the uses of

organic solvents in our everyday

life.

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5.5 Carry out activities to study: A students are able to: Caution:

Analysing acid and the properties of acid in terms of pH identify the properties of acid, Chemicals in the laboratory

alkali. value, taste, corrosive nature, effect identify the properties of alkali, should not be tasted.

on litmus paper, reaction with metals state that acid and alkali only Use only dilute acid and

such as magnesium and zinc, show their properties in the dilute alkali.

the characteristics of alkali in terms presence of water, Do not use active metals

of pH value, taste, corrosive nature, explain through examples the such as Potassium and

effect on litmus paper, defini tion of acid and alkal i, Sodium in the reaction with

carry out a discussion to define acid acidand alkali operationally.


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Carry out activities to determine the A students are able to: Caution:

acidic and alkaline substances in daily identify the substances which are Chemicals in the laboratory

life acidic or alkaline in everyday life, should not be tasted.

Gather information on the usage of state the uses of acid and alkali in Use only dilute acid andacid and alkali in everyday life such as daily life, dilute alkali.

in agriculture and industry. explain the meaning of Do not use active metals

Discuss on the meaning of neutral isation, such as Potassium and

neutralisation. write an equation in words to Sodium in the reaction with

Carry out an activity to show describe the neutralisation acid

neutralisation using the hydrochloric process,

acid and sodium hydroxide of the explain through examples the

same concentration. uses of neutralisation in daily li fe.

Discuss the application ofneutralisation in daily life e.g using

shampoo & conditioner and insect bite

5.6 Make a visit to a water purification site. A student is able to: The latest developments in

Analysing the methods Brainstorming on the following: list the natural sources of water, water purification e.g.


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of water purification. natural resources of water, state the reasons for water ultraviolet treatment can be

the reasons for water purification. purification, discussed

Discuss the various types of water describe the various types of

purification such as filtration, boiling, water purification,

chlorination and distillation. Carry out compare the strengths and

activities to study the various types of weaknesses of the various types

water purification such as filtration, water purification.

boiling and distillation

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5.7 Pupils present their f indings to discuss A student is able to:

Analysing the water the strengths and weaknesses of the describe how the water supply

supply system. various types of water purification. system works,

Make a visit to a water processing explain ways to save water.

plant to study the water supply system

and stages involved in water

purification.

Discuss the ways to save water. Do a

project on how much water the

average household uses.


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5.8 Collect and interpret data on types of A student is able to:

Understanding the water pollutants which include: give examples of water pollutants,preservation of water industrial waste such as chemical explain the effect of water

quality. and radioactive residues, pollution on living things,

domestic waste such as garbage explain ways to control water

and sewage, pollution,

chemicals from the agricultural activity explain ways to preserve water

such as fertilisers and pesticides, and its quality.

siltation caused by constructions and

deforestation,

accidental spillage from tankers.Conduct discussion on the effect of

water pollution on living things.

Generate ideas on ways to control

water pollution.


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Discuss ways to conserve and

preserve water and its quality. Run a

a campaign 'Love Our Rivers'.

LEARNING AREA: 6. AIR PRESSURE


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6.1 Carry out an activity to discuss the A student is able to:

Understanding air kinectic theory of gases. explain the existence of air

pressure. Carry out an activity to show that air pressure with reference to the

exerts pressure Kinetic Theory,

Carry out activities to show the factors explain the factors affecting air

affecting air pressure, i.e. volume and pressure

temperature

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6.2 Collect and interpret data on appliances A student is able to: Caution:

Applying the principle of that use the principle of air pressure. explain with examples things that Do not place tank containing

air pressure in daily life. Gather information and discuss the use the principle of air pressure, gas under high pressure

application of air pressure in syringe, generate ideas to solve problems near heat.

siphon, spraying pump and drinking using the principle of air pressure,

straw. relate the safety measures taken

when using gas under high

pressure


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Discuss ways of using the principle

of air pressure to solve daily problems

such as blockage in sinks

Gather information on how a gas tank

containing gas under high pressure

works.

Discuss the safety precautions taken

when using gas under high pressure.

30 UJIAN SELARAS 3 (15.08.2011 - 19.08.2011)

THEME D : FORCE AND MOTION

LEARNING AREA : 7. DYNAMICS



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7.1 Carry out activit ies to show pushing A student is able to:

Understanding force. and pulling are forces. state that a force is a push or a

Carry out activities to show the effects pull,

of force (changes in shape, position, explain the effects of forces,

speed and direction). explain the various types of

Carry out activities to show different forces.

types of forces (frictional,gravitational,

electrostatic and magnetic force).

A student is able to:

7.2 Discuss the unit of force and the state the unit of force,

Understanding the principle of a spring balance. explain how a spring balance

measurement of force. Carry out activity to measure the works,

magnitude of force measure the magnitude of force.

CUTI PERTENGAHAN PENGGAL KE 2 (27.08.2011 - 04.09.2011)

32

7.3 Discuss with examples to show the A student is able to:

Application of frictional existence of frictional force. explain with example the Ignore static frictional force.

force. Carry out activities to identify the existence of frictional force,

direction of frictional force and state the direction and the

measure the magnitude of the force. magnitude of frictional force,

Carry out an experiment to show how carry out an experiment to show

different types of surfaces affect the how different types of surfaces

magnitude of the force. affect frictional force,


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Gather information and discuss the explain the advantages and

advantages and disadvantages of disadvantages of friction,

friction. explain ways to increase friction,

Carry out activities on ways to explain ways to reduce friction,

a) increase friction, explain with examples the

b) reduce friction. application of friction in daily life.

Discuss the application of increasing

and decreasing friction in our daily life

7.4 Discuss with examples to show work A student is able to:

Application of work. is done when an object is moved by explain with examples how work

a force. is done.

Carry out activities to determine the state the unit of work,


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work done by using: calculate the work done.

Work (J) = Force (N) x Distance (m)

7.5 Carry out activities to determine power by A student is able to:

Application of power. using: state the meaning of power,

state the unit of power,

Time (s) calculate power on the work done.

7.6 Create an activi ty e.g. drawing a poster, A student is able to:

Analysing the sketching or acting to show how life describe how life will be if force

importance of force would be without force. does not exist.

in life.

LEARNING AREA : 8. SUPPORT AND MOVEMENT


34

8.1 Gather information and discuss the Explain the support system in For invertebrates introduce

Understanding the various support system in vertebrate and invertebrate. exoskeleton, endoskeleton,

support system in (a) land and aquatic vertebrate. Compare and contrast the and hydrostatic skleleton.

animals. (b) land and aquatic invertebrate. support system between land and

Carry out discussion on the following: aquatic vertebrate.

a) similarities and differences between Compare and contrast the

support system in land and aquatic support system in land and

vertebrate aquatic invertebrate,


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b) similarities and differences between

support system in land and aquatic

invertebrate

8.2 Carry out field work to study various A student is able to: Features that help non-

Understanding the support systems in plant. Explain the various system in woody plants include tendrils,support system in Carry out activities to classify plants woody and non-woody plants. thorn, air sacs in aquatic

plant. based on their support system. Classify plants based on their plants

support system.

8.3 Discuss issues e.g

Power (W) = Work (J)


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Appreciating the support a) inability of whales yo move back to A student is able to:

system in living things. see after being washed in ashore, justify the important of the

b) a crippled person using crutches support system to living things.

for support.

THEME E : TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY

LEARNING AREA : 9. STABILITY


36

9.1 Carry out activities to find the point of A student is able to:

Understanding that the equilibrium in regular and irregular determine the point of equilibrium

center of gravity shapes. in regular and irregular shapes.

affect stability. Carry out experiment to find out how Relate the point of equilibrium as

center of gravity affects the stability of the center of gravity of objects,

an object by manipulating the Relate the center of gravity to the

a) height stability of objects.

b) base area

Discuss the relationship between the

center of gravity and stability.

9.2 Carry out a brainstorming session on A student is able to:

Appreciating the ways to improve stabili ty. Suggest ways to improve the

importance of stability. Carry out activities like doing projects stability of objects around them.

or playing games to builds models by Explains with examples the

applying the concept of stability. applications of stability in life.

LEARNING AREA : 10. SIMPLE MACHINE


10.1 Discuss how a small effort can A student is able to: When you open the door or

Anylising levers. overcome large load with the use of a List thins around them that use use a wrench to loosen a

lever. the principle of the lever nut, we are applying aMake an observation on devices State the lever can do, force that causes the

that uses the principles of levers. Identify load, force and fulcrumin turning effect to accomplish

Identify the load, force and fulcrum, & the lever, the desired task. The turning

then classify the system into first, Classify levera, effect is called the moment


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second and third class levers. of force.

Discuss how human apply the

principles of levers to help them

overcome large load.

Discuss that the moment of force Explain what is meant by the

= Force (N) x Perpendicular distance moment of force,

from the pivot to the force (m)

Carry out an activity to show the

relationship between and the product

of force and distance.

Solving problems related to levers Solves problems related to levers

using the following formula:

Load (N) X distance of the load from

fulcrum (m)

= Effort X distance of effort from the

fulcrum (m).

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10.2 Carry out a project to build a device A student is able to:

Appriciating the using the principle of a lever. Design or improve a device that

innovative efforts in uses the principle of a lever.

the design of machine

to simplify work.

LATIHAN ULANGKAJI

39 PEPERIKSAAN AKHIR TAHUN TI, T2, T4 (24.10.2011 - 28.10.2011)

40 PERBINCANGAN

41 PERBINCANGAN

42 CUTI AKHIR TAHUN (19.11.2011 - 01.01.2012)


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Vocabulary

brain - otak

nerve saraf

response gerakbalas

stimuli - rangsangan

sensory organ - organ deria

cold - kesejukan

heat - kepanasan

pain - kesakitan

pressure - tekanan

kepekaan

skin - kulit

touch sentuhan

nose - hidung

sensory cells - sel deria

bitter - pahit

salty - masin

sour - masamsweet - manis

recep or - u ung sara-


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Vocabulary

taste - rasa

tongue - lidah

cochlea - koklea

ear telinga

ear drum - gegendang

telinga

density - ketumpatan

medium -bahantara

reflection -pantulan

refraction - pembiasan

astigmatism - astigmatisme

blind spot - bintik/titik buta

dekat

monocular vision -

penglihatan monokular

optical illusion - Ilusi optik

periscope - periskop

jauh

stereoscopic vision -

penglihatan stereoskopik

colour blindness - buta

ong s g e ness ra un

s or s g e ness ra un


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warna

Vocabulary

Vocabulary

fats - lemakfibre pelawas

potassium - kalium

starch - kanji


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sodium natrium

Vocabulary

Balanced diet gizi

seimbang

calorific value - nilai kalori

climate - cuaca

food wrapper

bungkusan makanan

alimentary canal - salur

penghadaman

anus - dubur

appendix - umbai usus

bile - jus hempedu

digestion - penghadaman

enzyme - enzim

gall bladder pundi hempedu

hempedu

gut - salur penghadamaninsoluble - tidak larut

large intestine - usus

besar

liver - hati


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saliva- air liur

small intestine - usus kecil

stomach perut

Vocabulary

absorption - penyerapan

analogise - membuat

analogi

blood stream - aliran

darah

diffusion resapanconstipation - sembelit

defecation - penyahtinjaan

large intestine - usus

besar

reabsoption - penyerapan

semula

habits - amalan

needy - sangat miskin

nutritious food - makananberkhasiat

underprivileged - kurang

bernasib baik

religious beliefs -

kepercayaan agama

Vocabulary


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amphibian - amfibia

bird burung

dicotyledon - dikotiledon

diversity - kepelbagaian

fish - ikan

flowering plant -

tumbuhan berbunga

living organism -

organisma hidup

monocotyledon

monokotiledon

non-flowering plant -

tumbuhan tidak berbunga

reptile - reptilia

mammal - mamalia

Vocabulary

community- komuniti

ecosystem - ekosistem

habitat - habitat

predict meramal

population - populasi

species spesis

interdependence -

saling bersandaran

environment - persekitaran

kawalan biologi

parasitism parasitisme

pest - perosak

a van age - e a an-

compe on - persa ngan

-e uru an n erac on -

prey pre a or -mangsa


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regulate - mengawal

symbiosis simbiosi

Vocabulary

Balance in nature-

keseimbangan alam

consumer - pengguna

decomposer - pengurai

food web - siratan

makanan

primary consumer -

pengguna primer

producer- pengeluar

pyramid number -

piramid nombor

secondary consumer -

pengguna sekunder

tertiary consumer -

pengguna tertie

balanced ecosystem -

ekosistem yang seimbang

oxygen cycle - kitar

oksigen

carbon cycle - kitarkarbon

photosynthesis-

fotosintesis


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conservation-pemuliharaan

reserve forest hutan

simpan

highland forest hutan

tanah tinggi

indigenous people orang

asli

preservation-pemeliharaan

sanctuary-santuari

Vocabulary

tropical rainforest - hutan

hujan tropika

wetlands - tanah bencah /

lembap

acid rain - hujan asid

brainstorming -

sumbangsaran

climate change -

perubahan iklimexcessive berlebihan

land overuse -penggunaan

tanah yang berlebihan

green house effect - kesan

e ores a on -pene angan


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rumah hijau

over fishing -penangkapan

ikan tidak terkawal

pollution - pencemaran

solid waste management -

pengurusan sisa

pesticides - pestisidtoxin - toksin

species extinction -

kepupusan species

Vocabulary

boiling point - takat didih

freezing point - takat beku

inference - inferens

impurities - bendasing

physical characteristics -

ciri-ciri fizikal

anode - anod

cathode - katodelectrolysis - elektrolisis

composition komposisi

ionic theory - teori ionik

discharge - terhasil


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agricultural product - hasil

pertanian

humidity - kelembapan

evaporation of water -

penyejatan air

movement of air -

pergerakan udara

food -pemprosesan makanan

makanan

preservation - pengawetan

rate of evaporation - kadar

penyejatan

temperature of the

surrounding -suhu sekeliling

surface area - luas

permukaan

Vocabulary

concentrated solution -

larutan pekat

dilute solution - larutan

cair

nature of solute - jenis zat

pelarut

nature of solvent - jenis

pelarut

organic solvent - pelarut

organik

residue - baki/sisa

suspension - bahan

terampai

saturated solution - larutan

tepu

sediment - bahan

mendapan

solubility - kelarutan

solute -zat pelarut


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solution - larutan

solvent - pelarut

universal solvent - pelarut

universal

volume of solvent - isipadu

pelarut

active metal - logam aktif

alkaline substance -bahan

beralkali

concentration - kepekatan

concentrated acid - asid

pekat

concentrated alkali - alkali

pekat

corrosive - mengkakis

dilute acid - asid cair

dilute alkali - alkali cair

Vocabulary

equation in words -

persamaan perkataan

hydrochloric acid - asid

hidroklorik

litmus paper kertas litmus

metal - logam

neutralization - peneutralan

operational definition -

definisi secara operasi

potassium - kalium

sodium - natrium

sodium hydroxide -

natrium hidroksida

boiling - pendidihan

chlorination - pengklorinan


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filtration - penurasan

natural resources -sumber

semulajadi

distillation - penyulingan

water purification site -

loji pembersihan air

air

domestic uses -

penggunaan domestik

usage of water

pengunaan air

water supply system -

sistem bekalan air

Vocabulary

construction - pembinaan

deforestation - penebangan

hutan

garbage - sampah

industrial waste -

bahan buangan industri

domestic waste - bahan

buangan domestik

fertiliser - baja

pesticide -pestisid

preservation - pemeliharaan

radioactive residue -

sisa radioaktif

siltation -pengelodakan

sewage - sisa bahan


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kumbahan

water pollutant - bahan

cemar air

Vocabulary

air pressure - tekanan

udara

appliances -peralatan

existence - kewujudan

temperature - suhu

volume- isipadu

syringe - picagari

siphon - sifon

spray - penyembur

drinking straw - penyedut

minuman

blockage- tersumbat

Vocabulary

gas under high pressure -

gas di bawah tekanan

tinggi

safety measures - langkah

keselamatan

Vocabulary


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electrostatic force - daya

elektrostatik

frictional force daya geseran

speed kelajuan

magnitude - magnitud

spring balance - neraca spring

existence kewujudan

surface permukaan

Vocabulary

distance jarak

work kerja

power kuasa

sketch lakaran

grav a ona orce aya

magne c orce aya


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Vocabulary

Vocabulary

Beached whale paus

pantai

Crippled tempangCrutches tongkak ketiak


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Vocabulary

Vocabulary

Perpendicular distance

jarak tegak


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LEARNING AREA : 1. THE WORLD THROUGH OUR SENSES

Week Learning Objectives ested Learning Objec Learning Outcomes Notes Vocabulary

21.1 Understanding the Carry out activities to make A student is able to: The five sensory organs brain - otak

sensory organs and their connection between the five s identify and relate a sensory have been introduced in nerve saraf

functions. the sensory organ and the sti organ to its stimulus, Primary Science. response gerakbalas

state the pathway from stimulus stimuli - rangsangan

to response: sensory organ - organ deria

Stimulus-> Sensory organs ->

Nerves-> Brain-> Nerves ->Response

1.2 Understanding the Discuss what happens in our A student is able to: The structures of the cold - kesejukan

sense of touch. after a stimulus is detected. identify the structure of the human receptors are not heat - kepanasan

Carry out activities to study skin involved in stimuli detection, required pain - kesakitan

the following : state the function of different pressure - tekanan

a) structure of the human skin receptors - pressure, heat, pain,

involved in stimuli detection, draw conclusion on the sensitivity kepekaan

b) sensitivity of the skin at diffof the skin at different parts of the skin - kulit

parts of the body towards stimbody towards stimuli. touch sentuhan

Discuss the sensitivity of the skin in

connection to the following situations:

a) receiving an injection,

b) using Braille.

1.3 Understanding the Discuss the structure of the n A student is able to: nose - hidung

sense of smell. the position of the sensory cell identify the structure of the nose, sensory cells - sel deria

models, charts, computer soft identify the position of the sensory

and other teaching aids. cells in the detection of smell.

receptor - hujung sarafsensitivity -

Yearly Planning F2

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Transcript of Yearly Planning F2