Week
Learning Objectives\Learning outcomes
Suggested Learning
Approach
Activities
Strategy
No of
Skills
periods
Notes
.1
1.
Understanding the sensory organs
Carry out activities to
and their functions
make
connection
A student is able to:
between the five senses,
Identify and relate a sensory organ the sensory organs and
the stimuli.
Constructivism
to its stimulus,
Observing
State the pathway from stimulus to
The five sensory
response:
organs have been
Discuss what happens
Stimulus Sensory organs Nerves
in our body after a
Brain NervesResponse
stimulus is detected.
2
Discussion
Communicating
4 JAN
/
6 JAN
1.
Understanding the sense of touch.
A student is able to:
Identify the structure of the human
skin involved in stimuli detection,
State the function of different
receptor pressure, heat, pain,
Draw conclusion on the sensitivity
Carry out activities to
study the following:
a)
Structure
of
the
human skin involved in
stimuli detection,
Experiment
b) Sensitivity of the discovery.
skin at different parts of
the
body
towards
and Observing
experimenting
and
introduced
Primary Science.
in
stimuli
of the skin at different part of the
body towards stimuli.
Discuss the sensitivity
The structures of
of
the receptors are
the
connection
skin
in
to
the
Discussion
following situation:
10
not required.
2
a) receiving an injection
JAN
b) using Braille
/
14
JAN
1.3
Understanding the sense of smell.
A student is able to:
Identify the structure of the nose
Identify the position of the sensory
cells in the detection of smell
Discuss the structure of
the
nose
and
the
position of the sensory
cells
using
charts,
Identifying
model,
computer
software
Observing
and
other
Communicating
teaching aids.
Week
Learning Objectives / Learning Outcomes
Discussion
Suggested Learning
Approach
Activities
Strategy
Skills
No of
periods
Notes
Carry out activities to
1.4 Understanding the sense of taste
detect
A student is able to:
areas of the tongue that
Identify the different areas of the respond
the
to
different
different
tongue that respond to different tastes.
3
Inquiry Discovery Identifying
taste,
Related the sense of taste with the Carry out activities to Constructivism
sense of smell.
17
/
Relating
find how taste is related
to smell.
21 Jan
1.5 Understanding the sense of hearing.
A student is able to:
Identify the structure of the
human ear.
Explain the function of the
different parts of the ear,
Describe how we hear.
Teacher
Observe and identify
the structure of the
human ear.
Discuss the function of
simulation
Explanation
illustrate
mechanism
the
hearing
mechanism.
or model of human eye.
Explain the function of different
learning
Discuss
A student is able to:
computer
Contextual
hearing
Examine the cow's eye
Identify the structure of human eye,
encouraged to use
each part of the ear.
1.6 Understanding the sense of sight.
Describing
is
Identifying
to
the
Collect information on
structure and function
parts of the eye,
24
/
of each part of the eye.
Describe how we see
Discuss how we see.
28 Jan
Relate
study:
properties of light
1.7 Understanding light and sight.
a) Reflection of light,
A student is able to:
b) Refraction of light
7 FEB
Explain ways to correct vision
Predicting
about
Communicating
the
to
natural
and
types
of
incidence,
reflection,
information
refraction
of
normal
and
are
defects of vision and
required.
the contribution/use of
Astigmatism,
State and give examples of the technology to rectify
them
limitations of sight,
optical
not
illusions,
blind-spot,
Carry out activities to
and show
what
short
with the sightedness and long
monocular
sightedness
introduced.
and
Connect
stereoscopic
stereoscopic
monocular
visions
visions should be
survival of animal,
daily usage. Angles
mediums of different
Collect
defects,
Inferring
the
phenomena
State the various defects of density.
vision,
Experiment
Describe the properties or light between two
i.e reflection and refraction,
11
Carry out activities to
Identify the appropriations of
sight.
are
and
how to correct them.
Contextual
Microscope,
learning
magnifying
telescope,
glass,
FEB
Week
6
Learning Objectives/ Learning Outcomes
Suggested Learning Approach
Activities
Discuss
Strategy
Skills
No of
Notes
periods
what
Binoculars,
astigmatism is and the
ultrasound
way to correct it.
scanning
device,
14
Carry out activities to
X-ray,
Feb
investigate
should be included.
/
18
Feb
the
following:
1. Optical
illusion,
2. Blind-spot.
periscope
2
Generating idea
1
Discuss the connection
between
Communicating
stereoscopic
vision and monocular
vision with the survival
21Feb
/
25
of animals.
Gather
(CUTI TAHUN
information
about the device to
BARU CINA
2011)
overcome the limitation
Feb
31 Jan 4 Feb
of sight.
1.8 Understanding sound and hearing.
2011
Carry out activities to
A student is able to:
investigate:
1. The
Describe the properties of sound,
production of
Explain
the
reflection
and
sound.
2.
The need of
absorption of sound,
medium
for
sound
to
Explain ways of rectifying the
travel.
Experiment
defects in hearing,
3. The reflection
and absorption
State the limitation of hearing,
of sound.
State the device used to overcome
the limitations of hearing,
28
Feb
/
4 Mac
Explain stereophonic hearing
Collect
about
1.
2.
2
Observing
Inferring
Discussion
Discuss the limitations
of hearing and ways of
improving it.
Carry out activities to
devices
such
hearing
as
aids
stethoscope.
information
The defects of
hearing,
Ways to rectify
the defects of
hearing.
Include
and
investigate the need for
stereophonic hearing in
determining
the
direction of sound.
1.9 Understanding the stimuli and responses Carry out experiments Inquiry Discovery Making inference
Responses
in plants.
plants
Mac
/
and
identify:
1. Stimuli
State the stimuli that cause response
Experiment
detected
by
in plants,
plants,
2. The parts of
Identify the part of plants sensitive
the
plants
to specific stimulus,
sensitive
to
specific
stimulus.
Related the response in plants to
their survival.
11
investigate
A student is able to:
07
to
PEKA Test 1
3
Relating
in
should
include
phototropism,
geotropism,
hydrotropism,
nastic
movement,
trigomotropism.
Mac
Discuss in what ways
the response of plants
towards
important
stimuli
are
for
their
survival.
LEARNING AREA
Week
Learning Objectives/ Learning
Outcomes
2. NUTRITION (Chapter 2)
Suggested Learning Activities
Approach
Strategy
Skills
No of periods
Notes
2.1 Analysing the classes of food.
10
A student is able to:
Explain through examples the
classes of food,
14
Mac
food,
/
18
State the function of each class of
Mac
Brainstorming
Discuss the classes of food i.e. carbohydrate,
protein, fats, vitamins, minerals, fibre and water Experiment
Test for starch, glucose, protein and state their functions.
and fats.
Explanation
Contextual
Carry out activities to test for starch (iodine learning
solution), protein (Million's reagent) and fats
Making inference
(alcohol-emulsion test).
Discussion
Defining
operationally
Week 11: MID SEMESTER BREAK 12 Mac 20 Mac 2011
1.
12
Evaluating the importance of a
balanced diet.
Discuss:
TEST 1
A student is able to:
a) what balanced died is,
State what a balanced diet is,
State the factors that must be
considered
when
planning
diet: age, size, sex, job, climate, state of health.
a Collect food wrappers that show calorific value
balanced diet,
21
MAC
/
b) the factor that determine a person's balanced
of food and make a list to show the calorific
Explain how the factors effect a value for each type of food.
Discuss to estimate the calories of food
balanced diet,
taken in a meal.
State the quantity of energy in
Plan a balanced diet for a day.
each
gram
of
carbohydrate,
protein and fats.
25
Inquiry Discovery
(breakfast, lunch and dinner)
Predicting
Estimate the calories of food taken in a
meal,
Mac
Brainstorming
Mastery learning
2
Defining
Plan a balanced diet.
Discussion
Week
Learning Objectives / Learning
Suggested Learning Activities
Approach Strategy
operationally
Skills
No of
Notes
periods
Outcomes
2.3 Understanding the digestive system in Discuss that digestion is the breakdown of large
13
man.
food molecules into smaller soluble molecules
A student is able to:
that can be readily absorbed by the body.
2
Constructivism
Discussion
Discussion
Identifying
/
14
Explain what digestion is,
Identify the parts of the digestive flow of food particles in the alimentary canal
Identify parts of the digestive system and the
system,
28
the
flow
of
food
particles in the alimentary canal,
Mac
/
Describe
using model/chart/CD ROM.
08
Discus the functions of the various organs in the
digestive system and the enzymes found.
Carry out activities to show the action of the
22 April
State the function of the organs in enzyme in the saliva on starch.
the digestive system,
April
Experiment
Communicating
3
"Good
Describe the process of digestion
Friday
in the alimentary canal,
2011"
List the end products of digestion
of carbohydrate, protein and fats.
14
2.4
Understanding
the
process
of
absorption of digested food.
A student is able to:
Discuss the process of absorption of the product Contextual learning
Making inference
Explain the process of absorption of digestion in the small intestine.
of the products of digestion,
Explanation
Make
inference
about
the Carry out an experiment to show the absorption
absorption of glucose through a of glucose through a Visking tube.
Visking tube
2
Discussion
Experiment
Week
Learning Objectives\Learning
outcomes
Suggested Learning Activities
Approach Strategy
Skills
No of
periods
2.5 Understanding the reabsorption of
water and defecation.
A student is able to:
15
State how water is reabsorbed in
Constructivism
the large intestine,
Explain defecation,
Discuss the reabsorption of water by the large
intestine and the process of defection.
11
April
/
15
April
Observing
Relate the problem of defecation
with eating habits
Discuss the importance of good eating habits to
Communicating
avoid constipation.
Group discussion
Relating
Notes
2.6 Put into practice the habits of healthy
eating.
A student is able to:
Justify the importance of eating
Discuss the following topics:
Mastery learning
nutritious food,
1. Practicing good eating habit i.e. eating
nutritious food and eating nutritious
Put in practice good eating habits,
food and eating in moderation,
2.
The generous distribution of food to
Justify the generous distribution
the underprivileged / needy,
of food to the underprivileged /
3.
needy,
Plan and carry out a healthy eating habit.
Relate the dining culture of
Cultural
practices
in
dining Discussion
conforming to sensitivities and
religious beliefs.
Justifying
Relating
Predicting
different people conforming to
sensitivities and religious beliefs.
THEME:
MAN AND THE VARIETY OF LIVING THINGS
LEARNING AREA:
Week
3.0 BIODIVERSITY (Chapter 3)
Learning Objectives/ Learning
Outcomes
Suggested Learning Activities
Approach
Strategy
Skills
No of
periods
Notes
3.1 Understanding variety of living
organisms and their classification
16
A student is able to:
the
general Mastery
Explain the diversity of characteristics of living organisms.
learning
living
Discuss
organisms
in
the
diversity
in
various
based
on
primary science.
animals Collect and classify various plants and Discussion
18
April
/
April
Classify
various
based
on
Emphasize
plants
on
the
Animal:
invertebrate,
vertebrate,
learning activities.
mammal, fish, bird, amphibian,
common
reptile.
Plant:
flowering
plant,
non
flowering plant, monocotyledon,
biodiversity
dicotyledon.
to
only
classification in the suggested
Explain the importance of
environment.
ideas
characteristics.
characteristics,
21
common animals into a system based on common
characteristics,
Basic concept on variety of living
organisms has been introduced in
Generating
Classify
habitat.
Classifying
the
Malaysia is one of the mega-
Build a concept map on living
organisms
based
on
the
classification above.
Discuss the importance of maintaining the
biological diversity as one of the country's
natural heritage.
biodiversity countries in the world
should be highlighted.
PEKA Test 2
LEARNING AREA
Week
4.0 INTERDEPENDENCE AMONG LIVING ORGANISM AND THE ENVIRONMENT (Chapter 4)
Learning Objectives/ Learning
Outcomes
Suggested Learning Activities
Approach
Strategy
Skills
4.1 Analysing the interdependence among Carry out a field work to study species, Inquiry discovery Observing
No of
periods
Notes
Basic concept of habitat
living organisms.
A student is able to:
community are,
17
habitat,
population,
State what habitat and ecosystem ecosystem.
are,
Identify various habitats in one
April
in
primary school.
an
Identifying
During the field work the
among living organisms and the environment
concept of ecology will be
Explain through examples the to create a balanced ecosystem.
interdependence
community
Carry out a discussion on interdependence Discussion
ecosystem,
25
has been introduced in
State what species, population and
among
constructed
living
through
contextual learning.
organisms and the environment to
29
create a balanced ecosystem.
April
17
4.2 Evaluating the interaction between Collect and interpret data on the types of Constructivism
living organisms.
Justifying
interactions between living organisms as
follows:
1. Prey-predator,
Explanation
2. Symbiosis:
commensalisms,
mutualism and parasitism e.g.
remora and shark, algae and fungi,
List the type of interactions
type worm and man,
Discussion
between living organisms,
3. Competition.
Explain
the
examples
the
interactions
between
living
concept
of
prey
predator and competition
3
A student is able to:
Basic
Generating
ideas
Predicting
has been taught in primary
school.
25
April
/
organisms,
Justify
the
interaction
29
importance
between
of
living
organisms and the environment,
April
Explain through examples the
advantages and disadvantages of
biological control in regulating
the number of pest in certain
areas.
Conduct an activity to show the importance
of the interaction between organism and the
environment.
Discuss the advantage of biological control
in regulating the numbers of pests in certain
Refer to local issues like
areas.
the
crow
Kelang.
problem
in
Week
18
Learning Objectives\Learning
Suggested Learning
outcomes
Activities
Approach Strategy
Skills
4.3 Synthesizing food web.
Collect and interpret data on the Inquiry discovery Observing
A student is able to:
producer, consumer, decomposer and
No of
Notes
periods
Food chain has been taught in primary
science.
pyramid number.
03
May
Generating ideas
consumers
06
May
Explain what producers,
and Construct a food web from a few food Discussion
decomposers are,
chains and identify the producer,
Predicting
Combine a few food consumer and decomposer.
chains to construct a
food web,
Identify the producer,
consumer
and
Discuss the energy flow in the food
web constructed.
Refer to the crown of thorn problem
decomposer in a food
web,
Relating
in the coral reef in the marine parks.
Conduct a game to show the effects of
Construct the pyramid an increase or decrease in the number
number from the food
chain,
Relate the food web and
the pyramid number to
energy flow,
of organisms in a pyramid number.
Discuss
the
consequences
in
component of living organisms in an
Predict the consequences ecosystem is missing.
if a certain component of
living organisms in the
ecosystem are missing.
Carry
out
discussion
on
what
photosynthesis is.
19
4.4 Analysing photosynthesis.
A student is able to:
09
May
State
/
13
May
Defining
factors needed for photosynthesis i.e.
operationally
what carbon
photosynthesis is,
Carry out experiments to determine the Experiment
dioxide,
water,
light
and
chlorophyll.
The carbon and oxygen cycles should
State the factor required
Analysing
for photosynthesis,
State
products
of
photosynthesis ,
Control
the
Discuss
the
photosynthesis
importance
in
of
maintaining
balanced ecosystem.
variables Discuss the carbon and oxygen cycles.
that are required for
be included.
Constructivism
Discussion
photosynthesis,
Explain
the
photosynthesis
role
of
in
maintaining a balanced
ecosystem.
Week
Learning Objectives\Learning
Suggested Learning
Approach
outcomes
Activities
Strategy
Skills
No of
Notes
periods
4.5 Evaluating the importance of Collect and interpret data on the
The
conservation and preservation of conservation and preservation
preservation has been highlighted in primary
living organism.
A student is able to:
of living organisms.
Discussion
Brainstorming
role
school.
of
man
in
conservation
and
Carry out a field work in natural
forest
(wetlands,
what highland forest or tropical rain
and forest) or an animal sanctuary
Explain
conservation
to study the conservation and
preservation are,
reserve
Explain the steps taken preservation
to preserve and conserve organisms.
of
living
living organisms,
Justify the importance of Carry out the discussion on how
conservation
preservation
of
and the improvement in science and
living technology helps in the
organisms,
conservation
of
Forest is also home to some indigenous people
should be include.
Observing
living
organisms.
Support
organized
activities
by
various
parties to preserve and Run a campaign to stress on the
conserve
the
living importance of conservation and
organisms.
preservation
of
living
organisms.
4.6 Evaluating the role of man in Carry
maintaining the balance in nature. session
A student is able to:
out
to
brainstorming
discuss
Brainstorming
Examples of environmental issues: Global
the
environmental issues affecting Discussion
climate change, habitat destruction, species
1
extinction, air, soil and water pollution, loss of
20
the balance in nature and how
16
human activities on the
May
/
20
Explain the effects of to solve it.
wetlands,
balance in nature,
Describe
how
man Carry out a discussion to justify
solves problem related to that man needs stable and
May
environment,
productive
ecosystem
ascertain a harmonious life.
Justify that human need
a stable, productive and
balanced ecosystem.
THEME
MATTER IN NATURE
to
solid
waste
management,
deforestation, land overuse, over fishing, toxin
Observing
in the environment, (release of excessive
chemicals into our environment includes
pesticides, fertilizers and pollutants).
LEARNING AREA
5.0
WATER AND SOLUTION
Learning Objectives\Learning
Week
20
Suggested Learning Activities
outcomes
5.1
Analysing
the
Approach
Strategy
Skills
No of
periods
Notes
physical
characteristics of water.
A student is able to:
State the meaning of the
freezing point of water,
Carry out activities to determine
State the meaning of the the following:
boiling point of water,
Describe
the
physical
characteristics of water,
The Kinetic Theory should be introduced.
The freezing point of
water,
Related the freezing and boiling point of
The boiling point of Inquiry
Defining
water.
operationally
discovery
Explain through examples the
effects of impurities on the
physical
characteristics
water.
of
Experiment
(23 MAY 27 MAY )
Communicating
Carry out an activity to observe
the effects of impurities on the
physical characteristics of water.
FIRST TERM EXAMINATION
water to the Kinetic Theory.
Explanation
21
WEEK 22 23
23
28/5 12/6/2011 FIRST TERM
May
HOLIDAY
/
27
May
22
/
23
Week 23-24
Week
Learning Objectives\Learning
outcomes
Suggested Learning Activities
Approach
Strategy
Skills
No of
Notes
periods
SECOND SEMESTER 2011
24
5.2 Analysing the composition of
13
Jun
water.
Carry
A student is able to:
determine the ratio of hydrogen learning
/
17 Jun
electrolysis
to Contextual
Determine the composition of to oxygen in a molecule of
water,
out
Test the presence of hydrogen
and oxygen.
Analysing
The ionic theory on electrolysis is not
Experimenting
needed. Understanding that hydrogen is
Communicating
discharged at the cathode and oxygen at
water.
the anode is adequate. The ratio of gases
Experiment
is required.
Making inference
3
Week
Learning Objectives\Learning
Suggested Learning Activities
outcomes
Approach
Strategy
5.3 Analysing the process of evaporation Carry out experiments to study the factors affecting Experiment
25
of water.
the rate of evaporation of water i.e. humidity, the
A student is able to:
temperature of the surrounding, surface area and
Explain what evaporation is,
Explain through examples the Discuss the factors affecting the rate of evaporation discovery
20 Jun
/
24 Jun
of
water
Inquiry
with Discuss the similarities and differences between
reference to the Kinetic Theory, evaporation and boiling.
Compare and contrast between
evaporation and boiling,
Describe the application of the
evaporation of water in daily
life.
periods
Experimenting
Making inference
factors that effect the rate of in relation to the Kinetic Theory.
evaporation
No of
the movement of air.
Skills
Communicating
Discussion
Gather information process and its application in
daily life. i.e. drying of clothes, preservation of
agricultural products and processing of food.
Analysing
Notes
5.4 Analysing solution and solubility
A student is able to:
25
Explain what solute, solvent and Discuss the differences between solute, solvent and Inquiry
Observing
solution are,
experimenting
solution. Carry out activities to prepare a dilute discovery
Contrast and compare between solution, a concentrated solution and a saturated
Introduce insoluble
sediments
are
known as residue.
dilute solution, concentrated and solution.
saturated solution,
and
Experiment
Communicating
Discussion
Explain what suspension is,
Explain what solubility is,
Discuss the similarities and the differences between
26
dilute solution, concentrated solution and saturated
solution.
27
Jun
solubility of solutes in water,
/
1 July
Week
Explain the factors affecting the
Explain the importance of water Carry out activities to illustrate the differences
as a universal solvent in life,
between a solution and suspension.
Learning Objectives\Learning
outcomes
Suggested Learning Activities
Give examples on the uses of Carry out experiments to determine the factor
organic solvents in our everyday affecting the solubility of a solute.
Approach
Strategy
Skills
No of
periods
Notes
Nature of solvent,
Nature of solute,
Temperature.
Carry out experiments to determine the factors
affecting the rate of dissolving:
life.
Temperature,
Rate of stirring,
Size of solute particle.
Discuss the importance of water as a universal
solvent in life.
Gather information on the application of organic
solvents in daily life.
Week
27
Learning Objectives\Learning
Suggested Learning Activities
outcomes
5.5 Analysing acid and alkali.
Carry out activities to study:
Approach
Strategy
Constructivism
A student is able to:
July
/
08
July
Identify the properties of acid in terms
Chemicals
of alkali,
of pH value, taste, corrosive nature,
State that acid and alkali
effect on litmus paper, reaction with Experiment
only show their properties
metals such as magnesium and zinc,
the
substances
Carry out a discussion to define acid
and alkali operationally.
alkali in daily life,
Explain the meaning of
laboratory should not be
2
tasted.
Making inference
Use only dilute acid and
dilute alkali.
Explanation
Do not use active metals
such as Potassium and
Discussion
in everyday life,
State the uses of acid and
the
The characteristics of alkali in terms of
which are acidic or alkaline
and observing
in
discovery
on litmus paper,
alkali,
Experimenting and
pH value, taste, corrosive nature, effect
Explain through examples
Identify
Caution:
2
the definition of acid and
Notes
periods
Defining
Identify the properties of
in the presence of water,
No of
operationally
acid, identify the properties
04
Skills
Carry out activities to determine the acidic and
alkaline substances in daily life.
Sodium in the reaction
with acid.
Gather information on the usage of acid and
alkali in everyday life such as in agriculture and
industry.
neutralization process,
Explain through examples
Discuss on the meaning of neutralization.
the uses of neutralization in
daily life.
Carry out an activity to show neutralization
using the hydroxide of the same concentration.
28
Discuss the application of neutralization in
11
July
/
15
July
daily life e.g. using shampoo and conditioner
and insect bite.
Week
28
Learning Objectives\Learning
Suggested Learning Activities
outcomes
Approach
Strategy
5.6 Analysing the methods of water Make a visit to a water purification site.
Inquiry
purification.
discovery
Skills
Observing
Natural resources or water,
The reasons for water purification.
water,
11
July
15
July
The latest developments in
discussed.
Communicating
Explanation
State the reasons for water
purification,
violet treatment can be
Brainstorming on the following:
List the natural sources of
Notes
periods
water purification e.g. ultra-
A student is able to:
No of
Discuss the various types of water purification Group
Compare the strengths and such as filtration, boiling, chlorination, and discussion
weaknesses of the various distillation. Carry out activities to study the various
types of water purification types of water purification such as filtration,
Analysing
boiling and distillation.
Pupils present their findings to discuss the
strengths and weakness of various type of water
purification.
29
5.7 Analysing the water supply
system.
the water supply system and stages involved in learning
A student is able to:
18
July
Describe how the water
July
Explain
water
ways
to
Observing
water purification.
Communicating
supply system work,
/
22
Make a visit to a water processing plant to study Contextual
save
Discuss the ways to save water. Do a project on
how much water in the average household uses.
Discussion
Week
29
Learning Objectives\Learning outcomes
Suggested Learning Activities
Approach Strategy
5.8 Understanding the preservation of water Collect and interpret data on types of water pollutants Constructivism
quality.
Industrial
waste
such
as
chemical
and
radioactive residues,
Give examples of water pollutants,
Explain
the
effect
of
water
Explain ways to control water
Domestic waste such as garbage and sewage,
Chemical from the agricultural activities such
as fertilizers and pesticides,
Siltation
caused
by
construction
and
deforestation,
pollution,
Explain ways to preserve water and
Discussion
pollution on living things,
Accidental spillage from tankers.
its quality
18
July
Conduct discussion on the effect of water pollution.
Generate ideas on ways to control water pollution.
/
22
July
Observing
which include:
A student is able to:
Skills
Discuss ways to conserve and preserve water and its quality.
Generating ideas
No of
periods
Notes
Run a campaign on 'Love Our River'.
LEARNING AREA:
Week
30
6.0 AIR PRESSURE
Learning Objectives\Learning
outcomes
Approach
Strategy
6.1 Understanding air pressure. A student Carry out an activity to discuss the kinetic Experiment
is able to:
25 Jul
theory of gases.
Experimenting
Explain the existence of air
Kinetic Theory,
Skills
discovery
pressure with reference to the
/
29 Jul
Suggested Learning Activities
Communication
Carry out an activity to show that air exerts
Explain the factors affecting air pressure.
pressure.
Discussion
No of
periods
Notes
Carry out activities to show the factors
affecting air pressure, i.e. volume and
temperature.
30
6.2 Applying the principle of air pressure Collect and interpreted data on appliances that Mastery
in daily life
use the principle of air pressure.
Brainstorming
Caution:
Learning
.
A student is able to:
Explanation
Gather
information
and
discuss
the
25 Jul
that use the principle of air
/
29 Jul
Explain with examples things spraying pump and drinking straw.
pressure,
Generate
ideas
to
solve Discuss ways of using the principle of air
problems using the principle of pressure to solve daily problems such as
air pressure,
blockage in skins and pouring condensed milk
from a can.
Relate
the
safety
measures
taken when using gas under
high pressure.
Gather information on how a gas tank
containing gas under high pressure works.
Discuss the safety precautions taken when
not
place
tank
containing gas under high
pressure near heat.
application of air pressure in syringe, siphon,
Do
Discussion
Observing
using gas under high pressure.
LEARNING AREA:
Week
7.0 DYNAMICS
Learning Objectives\Learning outcomes
Suggested Learning Activities
Approach
Strategy
Skills
No of
periods
Carry out activities to show pushing and
pulling are forces.
31
7.1 Understanding force.
Carry out activities to show the effects of
01
A student is able to:
Aug
State that a force is push or a pull,
Explain the effects of forces,
Aug
Explain the various types of forces.
force (changes in shape, position, speed and
Experiment
discovery
Experimenting
4
direction).
Discussion
05
Carry out activities to show different types
of
forces
(frictional,
gravitational,
electrostatic and magnetic force).
Making inferences
Notes
Discuss the unit of force and the principle of
a spring balance.
Carry out activity to measure the magnitude
of force.
7.2 Understanding the measurement of force.
A student is able to:
31
Week
State the unit of force,
Explain how a spring balance work,
Measure the magnitude of force.
Learning Objectives\Learning outcomes
Suggested Learning Activities
Approach
Strategy
Skills
No of
periods
Notes
7.3 Application of frictional force.
Discuss
with
examples
to
show
the Inquiry discovery
Observing
Ignore
existence of frictional force.
frictional force.
32
2
A student is able to:
Carry out activities to identify the direction
of
frictional
force
and
measure
the Explanation
Making inference
Communicating
Explain with example the existence of magnitude of the force.
frictional force,
State the direction and the magnitude
of frictional force,
Carry out an experiment to show how
Carry out an experiment to show how
different types of surfaces affect
different types of surfaces affect the Experiment
magnitude of frictional force.
frictional force,
08
Explain
the
advantages
disadvantages of friction,
and Gather information and discuss the
advantages and disadvantages of friction.
Aug
/
12
Aug
Explain ways to increase friction,
Explain ways to reduce friction,
Explain with examples the application b) reduce friction.
static
Carry out activities on ways to
a) increase friction,
of friction in daily life.
Discuss the application of increasing and
decreasing friction in our daily life.
TEST 2
PEKA TEST 3
33
7.4 Application of work.
Discuss with examples to show work is Constructivism
A student is able to:
done when an object is move by a force.
Communicating
Explanation
33
Explain with examples how work is Carry out activities to determine the work
done,
16
Aug
State the unit of work,
Calculate the work done
done by using:
Discussion
Work (J)
= Force (N) X Distance (m)
/
20
Aug
Week
Suggested Learning Activities
Learning Objectives\Learning outcomes
Approach
Strategy
Skills
No of
periods
33
34
22
Aug
/
26
Aug
7.5 Application of power.
Carry out activities to determine power by
A student is able to:
using:
State the meaning of power,
State the unit of power
Calculate power on the work done.
2
Power (W)=Work (J)
7.6 Analysing the importance of force in life.
Time (S)
Create an activity e.g. drawing a poster,
sketching or acting to show how life would
be without force.
A student is able to:
Describe how life will be if force does
not exist.
Notes
LEARNING AREA:
Week
34
29 Aug
/
02
8. 0 SUPPORT AND MOVEMENT
Learning Objectives\Learning
Suggested Learning Activities
outcomes
Approach
Strategy
Skills
No of
Notes
periods
8.1 Understanding the support systems Gather information and discuss the
in animals.
A student is able to:
Explain the support system in
September
vertebrates and the various
HARI RAYA
support
system
various support system in
1. Land and aquatic vertebrates,
2. Land and aquatic invertebrates.
in
invertebrates,
35
Carry out discussions on the following:
1. Similarities and differences
between support system in land
support system between land
Mastery
and aquatic vertebrates,
and aquatic vertebrates,
learning
2. Similarities and differences
between support system in land
Compare and contrast the
and aquatic invertebrates.
support system between land
Discussion
and aquatic invertebrates
Compare
and
contrast
the
Observing
For
invertebrates
exoskeleton,
endoskeleton,and
hydrostatic skeleton.
Generating
ideas
introduce
Analysing
Predicting
35
8.2 Understanding the support systems
in plants.
A student is able to:
Explain the various support
Carry out field work to study various
support systems of plants.
2
systems in woody and non36
woody plants,
05 Sept
/
09 Sept
37
12 Sept
Classify plants based on their
Features that help non-woody
sacs in aquatic plants.
Carry out activities to classify plants
based on their support system.
support systems.
8.3 Appreciating the support system in Discuss issues e.g.
1. Inability of whales to move back
living things.
to sea after being washed
A student is able to:
ashore,
Justify the importance of the
plants include tendrils, thorns, air
support
15 Sept
things.
system
to
living
2. A crippled person using crutches
for support.
THEME: TECNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY
LEARNING AREA: 9.0 STABILITY
Week
37
Learning Objectives\Learning outcomes
Suggested Learning Activities
Approach
Strategy
9.1 Understanding that the center of gravity Carry out activities to find the point of equilibrium in Experiment
affects stability.
regular and irregular shapes.
Skills
discovery
12
Sept
center of gravity of objects,
Sept
Carry out an experiment to find out how the center of
Relate the point of equilibrium as the gravity affects on stability of an object by manipulating
/
15
Determine the point of equilibrium in
regular and irregular shapes,
Relate the center of gravity to
periods
Experimenting
A student is able to:
No of
the
Communicating
Discussion
1.
2.
Height,
Base area.
stability of objects.
Relating
Discuss the relationship between the center of gravity
and stability.
Notes
38
9.2 Appreciating the importance of stability.
A student is able to:
19
Sept
/
23
Sept
Suggest ways to improve the stability Carry out brainstorming session on ways to improve
stability.
of objects around them,
Explain
with
examples
the
Generating ideas
application of stability in life.
Carry out activities like doing projects or playing
games to build models by applying the concept of
stability.
1
Explanation
LEARNING AREA: 10.0 SIMPLE MACHINE
Week
Learning Objectives\Learning
outcomes
Suggested Learning Activities
Approach
Strategy
Skills
No of
periods
Notes
38
10.1 Analysing levers.
Discuss how a small effort can overcome a Experiment
A student is able to:
large load with the use of a lever.
applying a force that causes a
23
Sept
Making inferences
Make an observation on devices that use
State what a lever can do, the principle of levers. Identify the load,
Identify load, force and
fulcrum in the livers,
wrench to loosen a nut, we are
List things around them
the lever,
Sept
When we open the door or use a
discovery
that use to principle of
19
Experimenting
Explain what is meant by
the moment of a force,
force and fulcrum, and then classify the Constructivism
turning effect to accomplish the
2
called the moment of a force.
Classifying
system into first, second and third class
levers. Discuss how humans apply the
principles of levers to help them overcome
Defining
large load.
operationally
Discuss that the moment of force
= force X perpendicular distance from the
pivot to force.
Carry
out
an
activity
to
show
the
relationship between moment and the
product of force and distance.
desired task. The turning effect is
39
Solve problems related to
levers.
26
Sept
/
30
Solving problem related to levers
using the following formulate:
Load (N) X distance of the load
forum fulcrum (m) = Force (N) X
Sept
distance of the force from the
fulcrum (m)
10.2 Appreciating the innovative
39
efforts in the design of machine to
simplify work.
A student is able to:
Carry out a project to build a device using
the principle of a lever.
Design or improvise a device that
uses the principle of a lever.
40 &
45
45 &
46
REVISION
SECOND TERM EXAMINATION ( 24/10 / - 04/11 /2011)/ CORRECTION (08/11/2011 18.11.2011)/ CUTI AKHIR TAHUN (19/11/2011 01.01.1012)
