7.30 a.m - 8.05 a.

m
LAWN WAY ASSUNTA
CLASS / ATTENDANCE
THEME
TOPIC
MIND MAP
LEARNING OBJECTIVE
SUCCESS CRITERIA
(SMART)
NOBLE VALUES
PRIOR KNOWLEDGE
INDUCTION SET
MAIN ACTIVITY

AVA
REFLECTIONS
SUBJECT / TIME
CLASS / ATTENDANCE
THEME
TOPIC
MIND MAP
LEARNING OBJECTIVE
SUCCESS CRITERIA
(SMART)
NOBLE VALUES
PRIOR KNOWLEDGE
INDUCTION SET
MAIN ACTIVITY

AVA
REFLECTIONS
SUBJECT / TIME
CLASS / ATTENDANCE
THEME
TOPIC
MIND MAP
LEARNING OBJECTIVE
SUCCESS CRITERIA
(SMART)
NOBLE VALUES
PRIOR KNOWLEDGE
INDUCTION SET
MAIN ACTIVITY

AVA
REFLECTIONS

PERHIMPUNAN
4 CURIE ( /32)
INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS
6.0 NUTRITION
Bubble map
6.5 Understanding the processes of absorption and assimilation of digested food.
A student is able to :
Identify the parts of the digestive system involved in absorption of digested food.
Appreciating and practising clean and healthy living.
Students have prior knowledge on absorption and assimilation of digested food.
Teacher asks students what they know about absorption and assimilation of digested food.
ACTIVITY 1 : Teacher explain more on absorption and assimilation of digested food.
ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a concept map based on
a) adaptation of the small intestine, b) absorption process of amino acids, glucose, fatty acids, glycerol,
vitamins and minerals in the villus.
ACTIVITY 3 : Students presenting their findings.
ACTIVITY 4 : Students ask to do checkpoint homework in Biology text book.
Bubble map and text book

BIOLOGY / 10.45 a.m - 11.55 a.m

5 EINSTEIN ( /29)
PHYSIOLOGY OF LIVING THINGS
3.0 COORDINATION AND RESPONSE
Bubble map
3.5 Practising a healthy lifestyle.
A student is able to :
Describe effects of drug and alcohol abuse on humans.
Being thankful to God.
Students have prior knowledge on healthy lifestyle.
Teacher asks students what they know about healthy lifestyle.
ACTIVITY 1 : Teacher explain more on healthy lifestyle.
ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a bubble map on the structure of the
a) effects of drugs and alcohol abuse such as on the nervous system, b) social factors that can lead to
drug and alcohol abuse.
ACTIVITY 3 : Students presenting their findings.
ACTIVITY 4 : Students ask to do checkpoint homework in Biology text book.
Bubble map and text book

BIOLOGY / 11.55 a.m - 1.05 p.m

4 PASTEUR ( /31)
INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS
6.0 NUTRITION
Bubble map
6.5 Understanding the processes of absorption and assimilation of digested food.
A student is able to :
Identify the parts of the digestive system involved in absorption of digested food.
Appreciating and practising clean and healthy living.
Students have prior knowledge on absorption and assimilation of digested food.
Teacher asks students what they know about absorption and assimilation of digested food.
ACTIVITY 1 : Teacher explain more on absorption and assimilation of digested food.
ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a concept map based on
a) adaptation of the small intestine, b) absorption process of amino acids, glucose, fatty acids, glycerol,
vitamins and minerals in the villus.
ACTIVITY 3 : Students presenting their findings.
ACTIVITY 4 : Students ask to do checkpoint homework in Biology text book.
Bubble map and text book

PERHIMPUNAN

F LIVING THINGS

d assimilation of digested food.

d in absorption of digested food.

g.
assimilation of digested food.
rption and assimilation of digested food.
and assimilation of digested food.
nd teacher asks them to construct a concept map based on
b) absorption process of amino acids, glucose, fatty acids, glycerol,

work in Biology text book.

umans.

.
thy lifestyle.
style.
nd teacher asks them to construct a bubble map on the structure of the
e such as on the nervous system, b) social factors that can lead to

work in Biology text book.

F LIVING THINGS

d assimilation of digested food.

d in absorption of digested food.

g.
assimilation of digested food.
rption and assimilation of digested food.
and assimilation of digested food.
nd teacher asks them to construct a concept map based on
b) absorption process of amino acids, glucose, fatty acids, glycerol,

work in Biology text book.

SUBJECT / TIME
CLASS / ATTENDANCE
THEME
TOPIC
MIND MAP
LEARNING OBJECTIVE
SUCCESS CRITERIA
(SMART)
NOBLE VALUES
PRIOR KNOWLEDGE
INDUCTION SET
MAIN ACTIVITY

AVA
REFLECTIONS

SUBJECT / TIME
CLASS / ATTENDANCE
THEME
TOPIC
MIND MAP
LEARNING OBJECTIVE
SUCCESS CRITERIA
(SMART)
NOBLE VALUES
PRIOR KNOWLEDGE
INDUCTION SET
MAIN ACTIVITY

AVA
REFLECTIONS
SUBJECT / TIME
CLASS / ATTENDANCE
THEME
TOPIC
MIND MAP
LEARNING OBJECTIVE
SUCCESS CRITERIA
(SMART)
NOBLE VALUES
PRIOR KNOWLEDGE
INDUCTION SET
MAIN ACTIVITY

AVA
REFLECTIONS

BIOLOGY / 8.40 a.m - 9.50 a.m

4 CURIE ( /32)
INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS
6.0 NUTRITION
Bubble map
6.4 Analysing food digestion
A student is able to :
State the substances required by the cell to carry out metabolic processes.
Appreciating and practising clean and healthy living.
Students have prior knowledge on food digestion.
Teacher asks students what they know about nutrition.
ACTIVITY 1 : Teacher explain more on food digestion.
ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a concept map based on a) glucose, amino
acids and lipids are always required by the cell to carry out metabolic processes, b) complex substances like
carbohydrates, proteins and lipids need to be digested.
ACTIVITY 3 : Students presenting their findings.
ACTIVITY 4 : Students ask to do checkpoint homework in Biology text book.
Bubble map and text book

BIOLOGY / 10.45 a.m - 11.55 a.m

5 NEWTON ( /32)
PHYSIOLOGY OF LIVING THINGS
3.0 COORDINATION AND RESPONSE
Bubble map
3.4 Synthesising the concept of homeostasis in humans
A student is able to :
Explain the necessity to maintain an optimal physical and chemical condition in the internal environment.
Being thankful to God.
Students have prior knowledge on endocrine system is necessary.
Teacher asks students what they know about endocrine system is necessary.
ACTIVITY 1 : Teacher explain more on endocrine system is necessary.
ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a bubble map on the structure of the
a) what a hormone is, b) what the endocrine system is, c) why the endocrine system is necessary, despite having
the nervous system.
ACTIVITY 3 : Students presenting their findings.
ACTIVITY 4 : Students ask to do checkpoint homework in Biology text book.
Bubble map and text book

BIOLOGY / 11.55 a.m - 1.05 p.m

5 FLEMMING ( /29)
PHYSIOLOGY OF LIVING THINGS
3.0 COORDINATION AND RESPONSE
Bubble map
3.4 Synthesising the concept of homeostasis in humans
A student is able to :
Explain the necessity to maintain an optimal physical and chemical condition in the internal environment.
Being thankful to God.
Students have prior knowledge on endocrine system is necessary.
Teacher asks students what they know about endocrine system is necessary.
ACTIVITY 1 : Teacher explain more on endocrine system is necessary.
ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a bubble map on the structure of the
a) what a hormone is, b) what the endocrine system is, c) why the endocrine system is necessary, despite having
the nervous system.
ACTIVITY 3 : Students presenting their findings.
ACTIVITY 4 : Students ask to do checkpoint homework in Biology text book.
Bubble map and text book

F LIVING THINGS

y out metabolic processes.

g.

ion.
on.
nd teacher asks them to construct a concept map based on a) glucose, amino
d by the cell to carry out metabolic processes, b) complex substances like
need to be digested.

work in Biology text book.

mans

sical and chemical condition in the internal environment.

m is necessary.
ocrine system is necessary.
system is necessary.
nd teacher asks them to construct a bubble map on the structure of the
ndocrine system is, c) why the endocrine system is necessary, despite having

work in Biology text book.

mans

sical and chemical condition in the internal environment.

m is necessary.
ocrine system is necessary.
system is necessary.
nd teacher asks them to construct a bubble map on the structure of the
ndocrine system is, c) why the endocrine system is necessary, despite having

work in Biology text book.

SUBJECT / TIME
CLASS / ATTENDANCE
THEME
TOPIC
MIND MAP
LEARNING OBJECTIVE
SUCCESS CRITERIA
(SMART)
NOBLE VALUES
PRIOR KNOWLEDGE
INDUCTION SET
MAIN ACTIVITY

AVA
REFLECTIONS

SUBJECT / TIME
CLASS / ATTENDANCE
THEME
TOPIC
MIND MAP
LEARNING OBJECTIVE
SUCCESS CRITERIA
(SMART)
NOBLE VALUES
PRIOR KNOWLEDGE
INDUCTION SET
MAIN ACTIVITY

AVA
REFLECTIONS
SUBJECT / TIME
CLASS / ATTENDANCE
THEME
TOPIC
MIND MAP
LEARNING OBJECTIVE
SUCCESS CRITERIA
(SMART)
NOBLE VALUES
PRIOR KNOWLEDGE
INDUCTION SET
MAIN ACTIVITY

AVA
REFLECTIONS

BIOLOGY / 7.30 a.m - 8.40 p.m

4 PASTEUR ( /31)
INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS
6.0 NUTRITION
Bubble map
6.4 Analysing food digestion
A student is able to :
State the substances required by the cell to carry out metabolic processes.
Appreciating and practising clean and healthy living.
Students have prior knowledge on food digestion.
Teacher asks students what they know about nutrition.
ACTIVITY 1 : Teacher explain more on food digestion.
ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a concept map based on a) glucose, amino
acids and lipids are always required by the cell to carry out metabolic processes, b) complex substances like
carbohydrates, proteins and lipids need to be digested.
ACTIVITY 3 : Students presenting their findings.
ACTIVITY 4 : Students ask to do checkpoint homework in Biology text book.
Bubble map and text book

SCIENCE / 10.10 a.m - 11.20 a.m

3 ANGSANA ( /42)
ENERGY IN LIFE
7.0 ELECTRICITY
Bubble map
7.1 Understanding electrostatics.
A student is able to :
State the types of static electrical charges.
Thinking rationally.
Students have prior knowledge on electrical charges.
Teacher asks students what they know about silicon compounds.
ACTIVITY 1 : Teacher explain more on electrical charges.
ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a concept map based on
a) what electrostatics is, b) types of static electrical charges, c) properties of static electrical charges,
d) examples of material that are easily charged, i.e. acetate and polythene, e) everyday phenomena
related to static electrical charges, e.g. lightning, f) safety measures to be taken when dealing with
electrical charges, e.g. the use of lightning conductor.
ACTIVITY 3 : Students presenting their findings.
ACTIVITY 4 : Students ask to do checkpoint homework in Science text book.
Bubble map and text book

BIOLOGY / 11.55 a.m - 1.05 p.m

5 FLEMMING ( /29)
PHYSIOLOGY OF LIVING THINGS
3.0 COORDINATION AND RESPONSE
Bubble map
3.4 Synthesising the concept of homeostasis in humans
A student is able to :
Explain the necessity to maintain an optimal physical and chemical condition in the internal environment.
Being thankful to God.
Students have prior knowledge on endocrine system is necessary.
Teacher asks students what they know about endocrine system is necessary.
ACTIVITY 1 : Teacher explain more on endocrine system is necessary.
ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a bubble map on the structure of the
a) what a hormone is, b) what the endocrine system is, c) why the endocrine system is necessary, despite having
the nervous system.
ACTIVITY 3 : Students presenting their findings.
ACTIVITY 4 : Students ask to do checkpoint homework in Biology text book.
Bubble map and text book

F LIVING THINGS

y out metabolic processes.

g.

ion.
on.
nd teacher asks them to construct a concept map based on a) glucose, amino
d by the cell to carry out metabolic processes, b) complex substances like
need to be digested.

work in Biology text book.

es.
n compounds.
harges.
nd teacher asks them to construct a concept map based on
atic electrical charges, c) properties of static electrical charges,
y charged, i.e. acetate and polythene, e) everyday phenomena
g. lightning, f) safety measures to be taken when dealing with
ning conductor.

work in Science text book.

mans

sical and chemical condition in the internal environment.

m is necessary.
ocrine system is necessary.
system is necessary.
nd teacher asks them to construct a bubble map on the structure of the
ndocrine system is, c) why the endocrine system is necessary, despite having

work in Biology text book.

SUBJECT / TIME
CLASS / ATTENDANCE
THEME
TOPIC
MIND MAP
LEARNING OBJECTIVE
SUCCESS CRITERIA
(SMART)
NOBLE VALUES
PRIOR KNOWLEDGE
INDUCTION SET
MAIN ACTIVITY

AVA
REFLECTIONS

SCIENCE / 7.30 a.m - 8.40 p.m

3 ANGSANA ( /42)
MATTER IN NATURE
6.0 LAND AND ITS RESOURCES
Bubble map
6.5 Analysing natural fuel resources and their importance.
A student is able to :
List the natural fuel resources.
Thinking rationally.
Students have prior knowledge on natural fuel resources.
Teacher asks students what they know about silicon compounds.
ACTIVITY 1 : Teacher explain more on natural fuel resources.
ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a concept map based on
a) characteristics and uses of the various fractions of petroleum, b) contributions of petroleum and
natural gas industry to the economic development of our country, c) efficient ways of using petroleum
and other natural fuel resources.
ACTIVITY 3 : Students presenting their findings.
ACTIVITY 4 : Students ask to do checkpoint homework in Science text book.
Bubble map and text book

SUBJECT / TIME
CLASS / ATTENDANCE

BIOLOGY / 9.15 a.m - 10.25 a.m

5 EINSTEIN ( /29)

THEME
TOPIC
MIND MAP
LEARNING OBJECTIVE
SUCCESS CRITERIA
(SMART)
NOBLE VALUES
PRIOR KNOWLEDGE
INDUCTION SET
MAIN ACTIVITY

PHYSIOLOGY OF LIVING THINGS

3.0 COORDINATION AND RESPONSE
Bubble map
3.4 Synthesising the concept of homeostasis in humans
A student is able to :
Explain the necessity to maintain an optimal physical and chemical condition in the internal environment.
Being thankful to God.
Students have prior knowledge on endocrine system is necessary.
Teacher asks students what they know about endocrine system is necessary.
ACTIVITY 1 : Teacher explain more on endocrine system is necessary.
ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a bubble map on the structure of the
a) what a hormone is, b) what the endocrine system is, c) why the endocrine system is necessary, despite having
the nervous system.
ACTIVITY 3 : Students presenting their findings.
ACTIVITY 4 : Students ask to do checkpoint homework in Biology text book.
Bubble map and text book

AVA
REFLECTIONS

portance.

esources.
con compounds.
uel resources.
and teacher asks them to construct a concept map based on
various fractions of petroleum, b) contributions of petroleum and
mic development of our country, c) efficient ways of using petroleum

mework in Science text book.

mans

sical and chemical condition in the internal environment.

m is necessary.
ocrine system is necessary.
system is necessary.
nd teacher asks them to construct a bubble map on the structure of the
ndocrine system is, c) why the endocrine system is necessary, despite having

work in Biology text book.

SUBJECT / TIME
CLASS / ATTENDANCE
THEME
TOPIC
MIND MAP
LEARNING OBJECTIVE
SUCCESS CRITERIA
(SMART)
NOBLE VALUES
PRIOR KNOWLEDGE
INDUCTION SET
MAIN ACTIVITY

AVA
REFLECTIONS

SUBJECT / TIME
CLASS / ATTENDANCE
THEME
TOPIC
MIND MAP
LEARNING OBJECTIVE
SUCCESS CRITERIA
(SMART)
NOBLE VALUES
PRIOR KNOWLEDGE
INDUCTION SET
MAIN ACTIVITY

AVA
REFLECTIONS

SCIENCE / 8.05 a.m - 8.40 p.m

3 ANGSANA ( /42)
ENERGY IN LIFE
7.0 ELECTRICITY
Bubble map
7.1 Understanding electrostatics.
A student is able to :
State the types of static electrical charges.
Thinking rationally.
Students have prior knowledge on electrical charges.
Teacher asks students what they know about silicon compounds.
ACTIVITY 1 : Teacher explain more on electrical charges.
ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a concept map based on
a) what electrostatics is, b) types of static electrical charges, c) properties of static electrical charges,
d) examples of material that are easily charged, i.e. acetate and polythene, e) everyday phenomena
related to static electrical charges, e.g. lightning, f) safety measures to be taken when dealing with
electrical charges, e.g. the use of lightning conductor.
ACTIVITY 3 : Students presenting their findings.
ACTIVITY 4 : Students ask to do checkpoint homework in Science text book.
Bubble map and text book

BIOLOGY / 10.10 a.m - 11.20 a.m

5 NEWTON ( /32)
PHYSIOLOGY OF LIVING THINGS
3.0 COORDINATION AND RESPONSE
Bubble map
3.4 Synthesising the concept of homeostasis in humans
A student is able to :
Explain the necessity to maintain an optimal physical and chemical condition in the internal environment.
Being thankful to God.
Students have prior knowledge on endocrine system is necessary.
Teacher asks students what they know about endocrine system is necessary.
ACTIVITY 1 : Teacher explain more on endocrine system is necessary.
ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a bubble map on the structure of the
a) what a hormone is, b) what the endocrine system is, c) why the endocrine system is necessary, despite h
the nervous system.
ACTIVITY 3 : Students presenting their findings.
ACTIVITY 4 : Students ask to do checkpoint homework in Biology text book.
Bubble map and text book

rges.
con compounds.
charges.
and teacher asks them to construct a concept map based on
static electrical charges, c) properties of static electrical charges,
sily charged, i.e. acetate and polythene, e) everyday phenomena
e.g. lightning, f) safety measures to be taken when dealing with
ghtning conductor.

mework in Science text book.

humans

hysical and chemical condition in the internal environment.

stem is necessary.
ndocrine system is necessary.
e system is necessary.
and teacher asks them to construct a bubble map on the structure of the
endocrine system is, c) why the endocrine system is necessary, despite having

mework in Biology text book.