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Suggested Learning Approach No of

Week Learning Objectives\Learning outcomes Skills Notes


Activities Strategy periods

.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
to its stimulus, the stimuli. Constructivism Observing
State the pathway from stimulus to The five sensory
response: organs have been
Discuss what happens introduced in
2
Stimulus Sensory organs Nerves in our body after a Primary Science.
Brain NervesResponse stimulus is detected. Discussion Communicating
4 JAN
/
6 JAN
1. Understanding the sense of touch.
Carry out activities to
study the following:
A student is able to:
a) Structure of the
Identify the structure of the human
human skin involved in
skin involved in stimuli detection,
stimuli detection, Experiment and Observing and
State the function of different
b) Sensitivity of the discovery. experimenting
receptor pressure, heat, pain,
skin at different parts of
the body towards
Draw conclusion on the sensitivity
2

stimuli

Discuss the sensitivity The structures of


of the skin at different part of the
of the skin in the receptors are
body towards stimuli.
connection to the not required.
following situation: Discussion
10
a) receiving an injection 2
JAN
b) using Braille
/
14
JAN
1.3 Understanding the sense of smell.
A student is able to:
Discuss the structure of
Identify the structure of the nose
the nose and the
Identify the position of the sensory Observing
position of the sensory
cells in the detection of smell Identifying
cells using model,
charts, computer 1
Discussion
software and other
Communicating
teaching aids.

Suggested Learning Approach No of


Week Learning Objectives / Learning Outcomes Skills Notes
Activities Strategy periods
Carry out activities to
1.4 Understanding the sense of taste detect the different
A student is able to: areas of the tongue that
Identify the different areas of the respond to different
tongue that respond to different tastes. Inquiry Discovery Identifying
3 taste,
2

Related the sense of taste with the Carry out activities to Constructivism Relating
17 sense of smell. find how taste is related
/ to smell.
21 Jan

Teacher is
1.5 Understanding the sense of hearing.
Observe and identify Describing encouraged to use
A student is able to:
the structure of the computer
Identify the structure of the Contextual
human ear. simulation to
human ear. learning
Discuss the function of Explanation 2 illustrate the
Explain the function of the
each part of the ear. hearing
different parts of the ear,
Discuss the hearing mechanism
mechanism. Identifying
Describe how we hear.

1.6 Understanding the sense of sight. Examine the cow's eye 3


A student is able to: or model of human eye.
Identify the structure of human eye,
Explain the function of different 2
4 Collect information on
structure and function
parts of the eye,
of each part of the eye.
24
Describe how we see
/
28 Jan Discuss how we see.
Carry out activities to Relate the
study: properties of light
1.7 Understanding light and sight. a) Reflection of light, Experiment Inferring 2 to natural
A student is able to: b) Refraction of light phenomena and
Describe the properties or light between two daily usage. Angles
i.e reflection and refraction, mediums of different Predicting 1 of incidence,
State the various defects of density. Communicating reflection,
vision, Collect information refraction and
about the types of 3 normal are not
Explain ways to correct vision
defects of vision and required.
defects,
the contribution/use of Astigmatism,
State and give examples of the technology to rectify optical illusions,
5 them blind-spot,
limitations of sight,
Carry out activities to monocular and
Connect stereoscopic and show what short stereoscopic
7 FEB monocular visions with the sightedness and long visions should be
/ survival of animal, sightedness are and introduced.
how to correct them. Contextual Microscope,
Identify the appropriations of
learning magnifying glass,
sight.
11 telescope,
FEB

Suggested Learning Approach No of


Week Learning Objectives/ Learning Outcomes Skills Notes
Activities Strategy periods
6 Discuss what Binoculars,
astigmatism is and the ultrasound
way to correct it. 2 scanning device,
14 Carry out activities to X-ray, periscope
Feb investigate the should be included.
/ following: 2
1. Optical
18 Generating idea
illusion,
Feb 2. Blind-spot.
1
Discuss the connection Communicating
7 between stereoscopic
vision and monocular
vision with the survival
21Feb of animals. (CUTI TAHUN
/ Gather information BARU CINA
25 about the device to 2011)
overcome the limitation 31 Jan 4 Feb
Feb
of sight. 2011

1.8 Understanding sound and hearing. Carry out activities to Include devices
A student is able to: investigate: such as hearing
Describe the properties of sound, 1. The
2 aids and
production of
Explain the reflection and sound. stethoscope.
absorption of sound, 2. The need of
medium for
sound to 2
Explain ways of rectifying the travel.
8 Experiment Observing
defects in hearing,
3. The reflection
and absorption
State the limitation of hearing, of sound.
Inferring
State the device used to overcome
Collect information
28 the limitations of hearing, Discussion
about
Feb 1. The defects of
Explain stereophonic hearing hearing,
/
2. Ways to rectify
4 Mac the defects of 3
hearing.

Discuss the limitations


of hearing and ways of
improving it.
Carry out activities to
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
in plants. to investigate and plants should
9 A student is able to: identify: 3 include
State the stimuli that cause response 1. Stimuli
Experiment Relating phototropism,
detected by
in plants, plants, geotropism,
07 Identify the part of plants sensitive 2. The parts of hydrotropism,
the plants
Mac to specific stimulus, sensitive to nastic movement,
/ specific trigomotropism.
Related the response in plants to stimulus.
their survival.

11
PEKA Test 1
Mac

Discuss in what ways


the response of plants
towards stimuli are
important for their
survival.

LEARNING AREA : 2. NUTRITION (Chapter 2)

Learning Objectives/ Learning Approach


Week Suggested Learning Activities Skills No of periods Notes
Outcomes Strategy
2.1 Analysing the classes of food.
10 A student is able to:
Explain through examples the
classes of food,
14 State the function of each class of Brainstorming
Mac food, Discuss the classes of food i.e. carbohydrate,
/ protein, fats, vitamins, minerals, fibre and water Experiment
18 Test for starch, glucose, protein and state their functions.
Explanation
Mac and fats. 2
Contextual
Carry out activities to test for starch (iodine learning
Making inference
solution), protein (Million's reagent) and fats 3
(alcohol-emulsion test).
Discussion
Defining TEST 1
operationally

Week 11: MID SEMESTER BREAK 12 Mac 20 Mac 2011


1. Evaluating the importance of a
balanced diet.

12 Discuss:
A student is able to: a) what balanced died is,
State what a balanced diet is,
b) the factor that determine a person's balanced
State the factors that must be
diet: age, size, sex, job, climate, state of health.
considered when planning a Collect food wrappers that show calorific value
balanced diet, 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,
Brainstorming
taken in a meal.
21 State the quantity of energy in Plan a balanced diet for a day. Inquiry Discovery
MAC each gram of carbohydrate, (breakfast, lunch and dinner)
/ protein and fats. Predicting
25 Estimate the calories of food taken in a
Mastery learning 2
Mac meal,
Defining
Plan a balanced diet. operationally
Discussion

Week Learning Objectives / Learning Suggested Learning Activities Approach Strategy Skills No of Notes
Outcomes periods

2.3 Understanding the digestive system in Discuss that digestion is the breakdown of large 2
man. food molecules into smaller soluble molecules
13 A student is able to: that can be readily absorbed by the body. Constructivism Discussion
/
14
Explain what digestion is, Identify parts of the digestive system and the
Identify the parts of the digestive flow of food particles in the alimentary canal
system, using model/chart/CD ROM. Discussion Identifying
Discus the functions of the various organs in the
Describe the flow of food
28 digestive system and the enzymes found.
particles in the alimentary canal,
Mac Carry out activities to show the action of the 22 April
/ State the function of the organs in enzyme in the saliva on starch.
08 the digestive system, Experiment Communicating
April 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 2
absorption of glucose through a of glucose through a Visking tube. Discussion
Visking tube
Experiment

Learning Objectives\Learning No of
Week Suggested Learning Activities Approach Strategy Skills Notes
outcomes periods

2.5 Understanding the reabsorption of


water and defecation.
A student is able to:
State how water is reabsorbed in
15 the large intestine, Constructivism

Explain defecation, Discuss the reabsorption of water by the large


intestine and the process of defection.
Observing
11 Relate the problem of defecation
2
April with eating habits
/ Discuss the importance of good eating habits to
Communicating
15 avoid constipation.
Relating
April Group discussion
2.6 Put into practice the habits of healthy
eating.
A student is able to:
Plan and carry out a healthy eating habit.
Justify the importance of eating Justifying
Discuss the following topics: Mastery learning
nutritious food, 1. Practicing good eating habit i.e. eating
Put in practice good eating habits, nutritious food and eating nutritious
food and eating in moderation,
2. The generous distribution of food to Relating 1
Justify the generous distribution
the underprivileged / needy,
of food to the underprivileged /
needy, 3. Cultural practices in dining Discussion
conforming to sensitivities and Predicting
religious beliefs.
Relate the dining culture of
different people conforming to
sensitivities and religious beliefs.

THEME: MAN AND THE VARIETY OF LIVING THINGS

LEARNING AREA: 3.0 BIODIVERSITY (Chapter 3)

Learning Objectives/ Learning Approach No of


Week Suggested Learning Activities Skills Notes
Outcomes Strategy periods
3.1 Understanding variety of living
organisms and their classification
16 A student is able to: Discuss the diversity in the general Mastery Classifying 2 Basic concept on variety of living
Explain the diversity of characteristics of living organisms. learning organisms has been introduced in
living organisms in a primary science.
habitat. Generating 2
Classify various animals Collect and classify various plants and Discussion ideas
based on common animals into a system based on common Emphasize only on the
characteristics, characteristics. classification in the suggested
18 Animal: invertebrate, vertebrate, learning activities.
Classify various plants
April mammal, fish, bird, amphibian,
based on common
/ reptile.
characteristics,
21 Plant: flowering plant, non 1
April Explain the importance of flowering plant, monocotyledon,

biodiversity to the dicotyledon. Malaysia is one of the mega-

environment. biodiversity countries in the world


Build a concept map on living
should be highlighted.
organisms based on the
classification above.

Discuss the importance of maintaining the


biological diversity as one of the country's
natural heritage.
PEKA Test 2

LEARNING AREA : 4.0 INTERDEPENDENCE AMONG LIVING ORGANISM AND THE ENVIRONMENT (Chapter 4)

Learning Objectives/ Learning Approach No of


Week Suggested Learning Activities Skills Notes
Outcomes Strategy periods

4.1 Analysing the interdependence among Carry out a field work to study species, Inquiry discovery Observing 2 Basic concept of habitat
living organisms.
A student is able to:
State what species, population and has been introduced in

community are, primary school.


habitat, population, community in an
17 State what habitat and ecosystem ecosystem.
are,

Identifying
Identify various habitats in one
Carry out a discussion on interdependence Discussion
ecosystem, During the field work the
among living organisms and the environment
concept of ecology will be
25 Explain through examples the to create a balanced ecosystem.
constructed through
April interdependence among living 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 Justifying Basic concept of prey
living organisms. interactions between living organisms as predator and competition
A student is able to: follows: 3 has been taught in primary
1. Prey-predator,
Explanation Generating school.
2. Symbiosis: commensalisms,
mutualism and parasitism e.g. ideas
List the type of interactions remora and shark, algae and fungi,
type worm and man,
between living organisms, Discussion
Explain the examples the 3. Competition. Predicting
interactions between living
25 organisms,
April Conduct an activity to show the importance
Justify the importance of
/ of the interaction between organism and the
interaction between living
29 environment.
organisms and the environment,
April

Explain through examples the


Discuss the advantage of biological control
advantages and disadvantages of
in regulating the numbers of pests in certain Refer to local issues like
biological control in regulating
areas. the crow problem in
the number of pest in certain
Kelang.
areas.
Learning Objectives\Learning Suggested Learning No of
Week Approach Strategy Skills Notes
outcomes Activities periods

18 4.3 Synthesizing food web. Collect and interpret data on the Inquiry discovery Observing 2 Food chain has been taught in primary
A student is able to: producer, consumer, decomposer and science.
pyramid number.
03 Generating ideas
May Explain what producers,
/ consumers and Construct a food web from a few food Discussion
06 decomposers are, chains and identify the producer, Predicting
May Combine a few food consumer and decomposer.
chains to construct a
food web,
Discuss the energy flow in the food
Identify the producer,
web constructed. Relating
consumer and
Refer to the crown of thorn problem
decomposer in a food
in the coral reef in the marine parks.
web,
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


of organisms in a pyramid number.
the pyramid number to
Discuss the consequences in a
energy flow,
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. 2
A student is able to:
Carry out experiments to determine the Experiment Defining
09 factors needed for photosynthesis i.e. operationally
May State what carbon dioxide, water, light and The carbon and oxygen cycles should
photosynthesis is, chlorophyll. Constructivism be included.
State the factor required Analysing
/ for photosynthesis,
13 Discuss the importance of
State products of
May photosynthesis in maintaining a
photosynthesis ,
balanced ecosystem.
Control the variables Discuss the carbon and oxygen cycles.
that are required for Discussion
photosynthesis,

Explain the role of


photosynthesis in
maintaining a balanced
ecosystem.

Learning Objectives\Learning Suggested Learning Approach No of


Week Skills Notes
outcomes Activities Strategy periods

4.5 Evaluating the importance of Collect and interpret data on the The role of man in conservation and
conservation and preservation of conservation and preservation preservation has been highlighted in primary
living organism. of living organisms. Discussion Brainstorming 1 school.
A student is able to:
Carry out a field work in natural
forest reserve (wetlands,

Explain what highland forest or tropical rain


conservation and forest) or an animal sanctuary
preservation are, to study the conservation and

Explain the steps taken preservation of living

to preserve and conserve organisms.


living organisms,

Justify the importance of Carry out the discussion on how Forest is also home to some indigenous people
conservation and the improvement in science and should be include.
Observing
preservation of living technology helps in the
organisms, conservation of living
organisms.
Support activities
organized 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 out a brainstorming Brainstorming Examples of environmental issues: Global
maintaining the balance in nature. session to discuss the climate change, habitat destruction, species
A student is able to: environmental issues affecting Discussion 1 extinction, air, soil and water pollution, loss of
20

the balance in nature and how


Explain the effects of to solve it.
16
human activities on the
May wetlands, solid waste management,
balance in nature,
/ deforestation, land overuse, over fishing, toxin
Describe how man Carry out a discussion to justify
20 Observing in the environment, (release of excessive
solves problem related to that man needs stable and
May chemicals into our environment includes
environment, productive ecosystem to
pesticides, fertilizers and pollutants).
ascertain a harmonious life.
Justify that human need
a stable, productive and
balanced ecosystem.

THEME : MATTER IN NATURE


LEARNING AREA : 5.0 WATER AND SOLUTION
Learning Objectives\Learning Approach No of
Week Suggested Learning Activities Skills Notes
outcomes Strategy periods
20 5.1 Analysing the physical
characteristics of water.
A student is able to:
State the meaning of the
freezing point of water, Carry out activities to determine The Kinetic Theory should be introduced.
State the meaning of the the following:
boiling point of water, The freezing point of
water, Related the freezing and boiling point of
Describe the physical
The boiling point of Inquiry Defining water to the Kinetic Theory.
characteristics of water,
water. discovery operationally
Explain through examples the 4

effects of impurities on the


physical characteristics of Experiment Communicating
Carry out an activity to observe
water.
the effects of impurities on the
physical characteristics of water. Explanation

FIRST TERM EXAMINATION


(23 MAY 27 MAY )
21

WEEK 22 23
23 28/5 12/6/2011 FIRST TERM
May HOLIDAY
/ Week 23-24
27
May

22
/
23
Learning Objectives\Learning Approach No of
Week Suggested Learning Activities Skills Notes
outcomes Strategy periods

SECOND SEMESTER 2011

24
5.2 Analysing the composition of
water. Carry out electrolysis to Contextual Analysing The ionic theory on electrolysis is not
13 A student is able to: determine the ratio of hydrogen learning Experimenting needed. Understanding that hydrogen is
Jun Determine the composition of to oxygen in a molecule of Communicating discharged at the cathode and oxygen at
/ water, water. the anode is adequate. The ratio of gases
17 Jun Test the presence of hydrogen Experiment is required.
and oxygen. Making inference
3
Learning Objectives\Learning Approach No of
Week Suggested Learning Activities Skills Notes
outcomes Strategy periods

5.3 Analysing the process of evaporation Carry out experiments to study the factors affecting Experiment Experimenting
of water. the rate of evaporation of water i.e. humidity, the
A student is able to: temperature of the surrounding, surface area and 2
Explain what evaporation is, the movement of air. Inquiry Making inference
25 Explain through examples the Discuss the factors affecting the rate of evaporation discovery
factors that effect the rate of in relation to the Kinetic Theory.
evaporation of water with Discuss the similarities and differences between Communicating
20 Jun reference to the Kinetic Theory, evaporation and boiling. Discussion
/ Gather information process and its application in
Compare and contrast between
24 Jun daily life. i.e. drying of clothes, preservation of
evaporation and boiling,
agricultural products and processing of food.
Describe the application of the Analysing

evaporation of water in daily


life.
3

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 and Introduce insoluble
solution are, solution. Carry out activities to prepare a dilute discovery experimenting sediments are
Contrast and compare between solution, a concentrated solution and a saturated known as residue.
dilute solution, concentrated and solution.
saturated solution, 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.
Explain the factors affecting the
27 solubility of solutes in water,
Jun Explain the importance of water Carry out activities to illustrate the differences
/ as a universal solvent in life, between a solution and suspension.
1 July

Learning Objectives\Learning Approach No of


Week Suggested Learning Activities Skills Notes
outcomes Strategy periods
Give examples on the uses of Carry out experiments to determine the factor
organic solvents in our everyday affecting the solubility of a solute.
Nature of solvent,
Nature of solute,

Temperature.

Carry out experiments to determine the factors


affecting the rate of dissolving:
Temperature,
Rate of stirring,
life.
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.
Learning Objectives\Learning Approach No of
Week Suggested Learning Activities Skills Notes
outcomes Strategy periods

27 5.5 Analysing acid and alkali. Carry out activities to study: Constructivism Defining Caution:
A student is able to: operationally
Identify the properties of 2
acid, identify the properties Identify the properties of acid in terms Chemicals in the
of alkali, of pH value, taste, corrosive nature, Experimenting and laboratory should not be
04 State that acid and alkali effect on litmus paper, reaction with Experiment and observing 2 tasted.
July only show their properties metals such as magnesium and zinc, discovery
/ in the presence of water, The characteristics of alkali in terms of
08 pH value, taste, corrosive nature, effect Making inference 1 Use only dilute acid and
Explain through examples
July on litmus paper, dilute alkali.
the definition of acid and
alkali, Carry out a discussion to define acid
Explanation
and alkali operationally.
Identify the substances Do not use active metals

which are acidic or alkaline such as Potassium and

in everyday life, Discussion Sodium in the reaction


with acid.
Carry out activities to determine the acidic and
State the uses of acid and
alkaline substances in daily life.
alkali in daily life,

Explain the meaning of


Gather information on the usage of acid and
alkali in everyday life such as in agriculture and
industry.

neutralization process,

Discuss on the meaning of neutralization.


Explain through examples
the uses of neutralization in
daily life.
Carry out an activity to show neutralization
3
using the hydroxide of the same concentration.

28

Discuss the application of neutralization in


daily life e.g. using shampoo and conditioner
11
and insect bite.
July
/
15
July
Learning Objectives\Learning Approach No of
Week Suggested Learning Activities Skills Notes
outcomes Strategy periods

28 5.6 Analysing the methods of water Make a visit to a water purification site. Inquiry Observing 2 The latest developments in
purification. discovery water purification e.g. ultra-
A student is able to: violet treatment can be
Brainstorming on the following: discussed.
Natural resources or water,
List the natural sources of The reasons for water purification. Communicating
water, Explanation
11 State the reasons for water
July purification,
/ Discuss the various types of water purification Group
15 Compare the strengths and such as filtration, boiling, chlorination, and discussion Analysing
July weaknesses of the various distillation. Carry out activities to study the various
types of water purification types of water purification such as filtration,
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


Make a visit to a water processing plant to study Contextual
system. Observing
the water supply system and stages involved in learning
A student is able to:
water purification.
18 Describe how the water
July supply system work, Communicating
/
Discuss the ways to save water. Do a project on
22 Explain ways to save
how much water in the average household uses. Discussion
July water
No of
Week Learning Objectives\Learning outcomes Suggested Learning Activities Approach Strategy Skills Notes
periods

29 5.8 Understanding the preservation of water Collect and interpret data on types of water pollutants Constructivism Observing 3
quality. which include:
A student is able to: Industrial waste such as chemical and
radioactive residues, Discussion Generating ideas
Domestic waste such as garbage and sewage,
Give examples of water pollutants,
Chemical from the agricultural activities such
Explain the effect of water
as fertilizers and pesticides,
pollution on living things,
Siltation caused by construction and
Explain ways to control water
deforestation,
pollution,
Accidental spillage from tankers.
Explain ways to preserve water and
its quality

Conduct discussion on the effect of water pollution.


18
Generate ideas on ways to control water pollution.
July
/
22
Discuss ways to conserve and preserve water and its quality.
July
Run a campaign on 'Love Our River'.

LEARNING AREA: 6.0 AIR PRESSURE

Learning Objectives\Learning Approach No of


Week Suggested Learning Activities Skills Notes
outcomes Strategy periods

30 6.1 Understanding air pressure. A student Carry out an activity to discuss the kinetic Experiment Experimenting 2
is able to: theory of gases. discovery
Explain the existence of air
25 Jul pressure with reference to the Communication
/ Kinetic Theory, Carry out an activity to show that air exerts
29 Jul Explain the factors affecting air pressure.
pressure. Discussion
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 Brainstorming 3 Caution:
in daily life use the principle of air pressure. Learning
.
A student is able to: Explanation Do not place tank
Gather information and discuss the containing gas under high
application of air pressure in syringe, siphon, pressure near heat.
Explain with examples things spraying pump and drinking straw. Discussion Observing
25 Jul that use the principle of air
/ pressure,
29 Jul 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


using gas under high pressure.

LEARNING AREA: 7.0 DYNAMICS

Approach No of
Week Learning Objectives\Learning outcomes Suggested Learning Activities Skills Notes
Strategy periods

Carry out activities to show pushing and


pulling are forces.
31 7.1 Understanding force.

Experiment
Carry out activities to show the effects of Experimenting
discovery
01 A student is able to: force (changes in shape, position, speed and
4
Aug State that a force is push or a pull, direction).
/ Explain the effects of forces, Making inferences
Discussion
05
Aug Explain the various types of forces. Carry out activities to show different types
of forces (frictional, gravitational,
electrostatic and magnetic force).
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. 1


A student is able to:
State the unit of force,
Explain how a spring balance work,

31
Measure the magnitude of force. 2

Approach No of
Week Learning Objectives\Learning outcomes Suggested Learning Activities Skills Notes
Strategy periods
7.3 Application of frictional force. Discuss with examples to show the Inquiry discovery Observing Ignore static
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 1
Explain with example the existence of magnitude of the force.
frictional force,
State the direction and the magnitude Communicating 2
of frictional force, Carry out an experiment to show how
different types of surfaces affect the Experiment
Carry out an experiment to show how
magnitude of frictional force. 2
different types of surfaces affect
frictional force,

Explain the advantages and Gather information and discuss the


08 disadvantages of friction, advantages and disadvantages of friction.
Aug 1
/ Explain ways to increase friction,

12 Carry out activities on ways to TEST 2


Explain ways to reduce friction,
Aug a) increase friction,
Explain with examples the application b) reduce friction.
of friction in daily life.

Discuss the application of increasing and


decreasing friction in our daily life.
PEKA TEST 3

2
33
Communicating
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.

Explanation
33 Explain with examples how work is Carry out activities to determine the work
done, done by using:
State the unit of work, 2
Discussion

Calculate the work done


Work (J)
= Force (N) X Distance (m)
16
Aug
/
20
Aug

Approach No of
Week Learning Objectives\Learning outcomes Suggested Learning Activities Skills Notes
Strategy periods

33
34
7.5 Application of power. Carry out activities to determine power by
22
A student is able to: using:
Aug
State the meaning of power,
/ 2
State the unit of power
26
Power (W)=Work (J)
Aug
Calculate power on the work done. Time (S)

7.6 Analysing the importance of force in life. Create an activity e.g. drawing a poster, 1
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.
LEARNING AREA: 8. 0 SUPPORT AND MOVEMENT

Learning Objectives\Learning Approach No of


Week Suggested Learning Activities Skills Notes
outcomes Strategy periods
34 8.1 Understanding the support systems Gather information and discuss the
29 Aug in animals. various support system in
1. Land and aquatic vertebrates,
/ A student is able to:
2. Land and aquatic invertebrates.
02 Explain the support system in
September vertebrates and the various
HARI RAYA support system in
invertebrates, Carry out discussions on the following:
Compare and contrast 1. Similarities and differences
the
between support system in land
support system between land and aquatic vertebrates, Mastery Observing 2 For invertebrates introduce
and aquatic vertebrates, learning exoskeleton, endoskeleton,and
35 2. Similarities and differences hydrostatic skeleton.
between support system in land
Compare and contrast the Generating
and aquatic invertebrates.
support system between land Discussion ideas
and aquatic invertebrates
Analysing

Predicting

35 8.2 Understanding the support systems


in plants.
Carry out field work to study various
A student is able to:
support systems of plants.
Explain the various support Features that help non-woody
systems in woody and non- 2 plants include tendrils, thorns, air
36 woody plants, sacs in aquatic plants.
Carry out activities to classify plants
05 Sept
based on their support system.
/ Classify plants based on their
09 Sept support systems.

37 8.3 Appreciating the support system in Discuss issues e.g. 1


living things. 1. Inability of whales to move back
to sea after being washed
A student is able to: ashore,
12 Sept Justify the importance of the
/ support system to living 2. A crippled person using crutches
15 Sept things. for support.

THEME: TECNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY


LEARNING AREA: 9.0 STABILITY

Approach No of
Week Learning Objectives\Learning outcomes Suggested Learning Activities Skills Notes
Strategy periods

37 9.1 Understanding that the center of gravity Carry out activities to find the point of equilibrium in Experiment Experimenting
affects stability. regular and irregular shapes. discovery
A student is able to: 4
Determine the point of equilibrium in
regular and irregular shapes, Carry out an experiment to find out how the center of
12 Relate the point of equilibrium as the gravity affects on stability of an object by manipulating Communicating
Sept center of gravity of objects, the Discussion
1. Height,
/
2. Base area.
15 Relate the center of gravity to

Sept stability of objects.

Relating

Discuss the relationship between the center of gravity


and stability.
38
9.2 Appreciating the importance of stability.
A student is able to:
Suggest ways to improve the stability Carry out brainstorming session on ways to improve
19
of objects around them, stability.
Sept
Explain with examples the
/ Generating ideas
application of stability in life.
23
Carry out activities like doing projects or playing 1
Sept
games to build models by applying the concept of
Explanation
stability.
LEARNING AREA: 10.0 SIMPLE MACHINE

Learning Objectives\Learning Approach No of


Week Suggested Learning Activities Skills Notes
outcomes Strategy periods
10.1 Analysing levers. Discuss how a small effort can overcome a Experiment Experimenting When we open the door or use a
A student is able to: large load with the use of a lever. discovery wrench to loosen a nut, we are
38 List things around them applying a force that causes a
that use to principle of Making inferences turning effect to accomplish the
the lever, Make an observation on devices that use 2 desired task. The turning effect is
State what a lever can do, the principle of levers. Identify the load, called the moment of a force.
force and fulcrum, and then classify the Constructivism Classifying
Identify load, force and
19 system into first, second and third class
fulcrum in the livers,
Sept levers. Discuss how humans apply the
/ principles of levers to help them overcome Defining 2
Explain what is meant by
23 large load. operationally
the moment of a force,
Sept

Discuss that the moment of force


= force X perpendicular distance from the
pivot to force.

Carry out an activity to show the 1


relationship between moment and the
product of force and distance.
1

39 Solve problems related to 2


levers.

26
Sept
/ Solving problem related to levers
30 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


efforts in the design of machine to
39
simplify work.
A student is able to:
Carry out a project to build a device using
the principle of a lever.
2
Design or improvise a device that
uses the principle of a lever.

40 &
REVISION
45

SECOND TERM EXAMINATION ( 24/10 / - 04/11 /2011)/ CORRECTION (08/11/2011 18.11.2011)/ CUTI AKHIR TAHUN (19/11/2011 01.01.1012)
45 &
46