Minggu 3 RPH

RANCANGAN PENGAJARAN DAN PEMBELAJARAN
MINGGU 3 (3)
Date : 15 January 2016 Day : Sunday Week : 3 (3)

Class : 2 Autentik/2 Bitara Time : 9.00-10.00 am Subject : Science
Learning Area : CHAPTER 1: THE WORLD

THROUGH OUR SENSES Learning objective can
be achieved
Learning Objective : successfully.
1.9 Understanding the stimuli and responses in plants.
25 from 29 student can
Learning Outcomes : answer the questions in
Candidates should be able to: Form 2 Biology
Module.
state the stimuli that cause response in plants,
identify the parts of plants sensitive to specific stimulus, All the student can
relate the response in plants to their survival. carry out the
Cary out the experiment experiment according
to the procedure.
Set induction:
Teacher shows the demonstration of the experiment to the Result of the
students. experiment will be
taken on Thursday.
Activities :
Student carries out a scientific experiment to study 22 from 29 students
a) stimuli detected by plants, can answer oral
b) the parts of the plants sensitive to specific stimulus. questions asked by the
teacher very well.
Teacher acts as a facilitator.
Closing:
Student do the report of the experiment.

Student discuss in what ways the response of plants
towards stimuli are important for their survival.
Students do the exercise and questions given
Students and teacher discuss the questions.
Learning Tools :
Power Point Presentation, Science Form 2 Text Book,
Science Form 2 Practice Book

Class : 1 Dinamik Time : 10.20-11.20 am Subject : Science
Learning objective can
Learning Area : CHAPTER 1: INTRODUCTION TO be achieved
SCIENCE successfully.
Learning Objective : 25 from 29 student can

1.5 Understanding density answer the questions in
Form 2 Biology
Learning Outcomes : Module.
Candidates should be able to:
arrange sequentially materials based on density. All the student can
predict whether the materials will float and sink carry out the activity
according to density. according to the
define operational definition of density. procedure and calculate
calculate density using formula (density= mass / volume) the density of the rock.
and water displacement method.
innovate objects, food or beverage using the concept of 22 from 29 students
density. can answer oral
questions asked by the
Set induction: teacher very well.
Teacher collect some material such copper, iron, wood,
and others, and put it in the water. Students will see
whether the material will float or sink.
Activities :
Students do an activity, find rock and calculate the

density of the rock.
Students solve problems by using formula of density and
using water displacement method.
Students give some examples and explain the phenomena
related to the density difference in everyday life.
Student discuss the phenomena in everyday life that
involve differences in density and presents the results of
discussions using multimedia.
Closing:
Students do the exercise and question given
Learning Tools :
Class : 1 Futuris Time : 11.50-1.20 am Subject : Science
Learning Area : CHAPTER 1: INTRODUCTION TO Learning objective can

SCIENCE be achieved
successfully.
Learning Objective :
1.5 Understanding density 27 from 35 student can
answer the questions in
Learning Outcomes : Form 1 Biology
Candidates should be able to: Module.
arrange sequentially materials based on density.
predict whether the materials will float and sink 25 from 35 students
according to density. can answer oral
define operational definition of density. questions asked by the
calculate density using formula (density= mass / volume) teacher very well.
and water displacement method.
innovate objects, food or beverage using the concept of
density.
Set induction:
Teacher collect some material such copper, iron, wood,
and others, and put it in the water. Students will see
whether the material will float or sink.
Activities :
Students do an activity, find rock and calculate the
density of the rock.
Students solve problems by using formula of density and
using water displacement method.
Students give some examples and explain the phenomena
related to the density difference in everyday life.
Student discuss the phenomena in everyday life that
involve differences in density and presents the results of
discussions using multimedia.
Closing:
Learning Tools :
Class : 4 Cendekia Time : 1.30-2.30 am Subject : Biology
Learning Area : CHAPTER 3: MOVEMENT OF Learning objective can

SUBSTANCES ACROSS THE PLASMA MEMBRANE be achieved
successfully.
2.1 Analysing the of movement of substances across the plasma 23 from 27 student can
membrane answer the questions in
Form 4 Biology
22 from 27 students
state the substances required by living cells, can answer oral
state the substances that have to be eliminated from cells, questions asked by the
explain the necessity for movement of substances across teacher very well
the plasma membrane,
describe the structure of the plasma membrane,
describe the permeability of the plasma membrane,
explain the movement of soluble substances across the
plasma membrane through the process of passive
transport,
explain the movement of water molecules across the
plasma membrane by osmosis.
Set induction:
Teacher shows the video animation of movement of substances across the
Plasma membrane.
Activities :
Students discuss the following:
a) substances that are required by cells,
b) substances to be eliminated from cells,
c) the necessity for movement of substances across the
plasma membrane.
Student discuss the structure of the plasma membrane as
comprising the phospholipid bilayer, carrier protein and
pores.
Students discuss the properties of the plasma membrane
as a semipermeable membrane.
Students discuss the movement of soluble substances
across the plasma membrane through simple diffusion
and facilitated diffusion.
Closing:
Learning Tools :
Power Point Presentation, Biology Form 4 Text Book,
Biology Form 4 Practice Book
Date : 16 January 2016 Day : Monday Week : 3 (3)

Learning Area : CHAPTER 1 : INTRODUCTION TO be achieved

1.7 Understanding the steps in scientific investigation. answer the questions in
Form 2 Biology
Students can carry out
Differentiate each science process skill the experiment
state the steps in a scientific investigation/experiment, according to the
carry out a scientific investigation. procedure.
Scientific attitudes and values in carrying out scientific
investigation 27 from 35 students
support scientific attitudes and values practiced by can answer oral
scientists. questions asked by the
practising scientific attitudes teacher very well.
Set induction:
Teacher shows the demonstration of the experiment to the
students.
Activities :
Student carries out a scientific experiment,
To find out what affects the number of times a
pendulum swings back and forth in a given time
(oscillations).
Teacher acts as facilitator.
Each group present importance of scientific attitudes and
values
Closing:
Learning Tools :

Class : 2 Elit Time : 10.20-11.50 am Subject : Science
Learning Area : CHAPTER 1: THE WORLD Learning objective can

THROUGH OUR SENSES be achieved
successfully.
1.9 Understanding the stimuli and responses in plants. 25 from 29 student can
answer the questions in
Learning Outcomes : Form 2 Biology
Candidates should be able to: Module.
state the steps in a scientific investigation/experiment, All the student can

carry out a scientific investigation. carry out the
experiment according
Set induction: to the procedure.
students. Result of the
experiment will be
Activities : taken on Thursday.
Student carries out a scientific experiment to study
a) stimuli detected by plants, 22 from 29 students
b) the parts of the plants sensitive to specific stimulus. can answer oral
questions asked by the
Teacher acts as facilitator. teacher very well
Closing:
Student discuss in what ways the response of plants
towards stimuli are important for their survival.
Learning Tools :
Learning Area : CHAPTER 1 : INTRODUCTION TO be achieved

1.7 Understanding the steps in scientific investigation. answer the questions in
Form 4 Biology
22 from 27 students
state the steps in a scientific investigation/experiment, can answer oral
carry out a scientific investigation. questions asked by the
teacher very well
Set induction:
students.
Activities :
(oscillations).
Closing:
Learning Tools :
Date : 17 January 2016 Day : Tuesday Week : 3 (3)
Learning objectives
Learning Area : CHAPTER 1: INTRODUCTION TO were not achieved
SCIENCE because teacher got
MC.
1.7 Scientific attitudes and values in carrying out scientific PdP need to be
investigation postponed.
Learning Outcomes :
support scientific attitudes and values practiced by

scientists.
practising scientific attitudes
justify the need to practice scientific attitudes and values
when carrying out an investigation.
practice scientific attitudes and values while carrying out
a scientific investigation.
Set induction:
Teacher ask student to do discussion on the importance of
scientific attitudes and values
Activities :

values
Teacher acts as a facilitator.
Closing:
Learning Tools :

Learning objectives
Learning Area : CHAPTER 1 : INTRODUCTION TO were not achieved
SCIENCE because teacher got
MC.
1.7 Understanding the steps in scientific investigation. PdP need to be
postponed.
Learning Outcomes :
Differentiate each science process skill

state the steps in a scientific investigation/experiment,
carry out a scientific investigation.
Scientific attitudes and values in carrying out scientific
investigation
support scientific attitudes and values practiced by
scientists.
practising scientific attitudes
Set induction:
students.
Activities :
(oscillations).
values
Closing:
Learning Tools :

Class : 2 Autentik/ 2 Bitara Time : 11.50-1.20 am Subject : Science
Learning objectives
Learning Area : CHAPTER 2 : NUTRITION were not achieved
Learning Objective : because teacher got
2.1 Analysing the classes of food. MC.
Learning Outcomes : PdP need to be

Candidates should be able to: postponed.
explain through examples the classes of food,

state the function of each class of food,
test for starch, glucose, protein and fats.
Set induction:
Teacher shows some pictures of food and ask student the type of
nutrient content inside the food.
Activities :
Teacher ask students to divide into groups.
Each group need to present the classes of food i.e.
carbohydrate, protein, fats, vitamins, minerals, fibre and
water and state their functions.
Student carry out experiment to test for starch (iodine
solution), glucose (Benedict solution), protein (Millons
reagent) and fats (alcohol-emulsion test.
Closing:
Learning Tools :

Learning Area : CHAPTER 2: Cell structure, function and Learning objectives

organization were not achieved
Learning Objective : because teacher got
2.1 Understanding cell structure, function and organization MC.
Learning Outcomes : PdP need to be

Candidates should be able to: postponed.
explain that living things are made up of cells that carry

out lifes functions and undergo cell division.
demonstrate the preparation of slides of animal cells and
plant cells using the correct procedures..
communicate about each structures in cells with their
functions as well as compare and contrast animal cells
with plant cells.
Set induction:
Teacher show the video of cell division using and introduce
mitosis or meiosis. The formation of cancerous cells is
discussed.

Activities :
Carry out a scientific investigation on animal cells and

plant cells using a microscope.
Draw and label animal cells and plant cells observed
under the microscope
The structure of animal cells consists of the cell
membrane, cytoplasm, nucleus and mitochondria whereas
plant cell comprise of nucleus, cell wall, cell membrane,
mitochondria, chloroplasts and vacuole.
nucleus contains chromosomes made up of
deoxyribonucleic acid (DNA) which carries genetic
information.
Closing:
Learning Tools :
Date : 18 January 2016 Day : Wednesday Week : 3 (3)

Class : 4 Cendekia Time : 7.30-9.00 am Subject : Science
Learning Area : CHAPTER 3: MOVEMENT OF be achieved
SUBSTANCES ACROSS THE PLASMA MEMBRANE successfully.

2.1 Analysing the of movement of substances across the plasma answer the questions in
membrane Form 4 Biology
Module.
Learning Outcomes :
Candidates should be able to: 22 from 27 students
can answer oral
state the substances required by living cells, questions asked by the
state the substances that have to be eliminated from cells, teacher very well
explain the necessity for movement of substances across
transport,
Set induction:
plasma membrane.
Activities :
plasma membrane.
pores.
Closing:
Students do the exercise and question give
Students and teacher discuss the questions
Learning Tools :

Learning Area : CHAPTER 2: Cell structure, function and be achieved
organization successfully.
2.1 Understanding cell structure, function and organization
23 from 27 student can
Learning Outcomes : answer the questions in
Candidates should be able to: Form 4 Biology
Module.
explain that living things are made up of cells that carry
out lifes functions and undergo cell division. 22 from 27 students
demonstrate the preparation of slides of animal cells and can answer oral
plant cells using the correct procedures.. questions asked by the
communicate about each structures in cells with their teacher very well
functions as well as compare and contrast animal cells
with plant cells.
Set induction:
Teacher show the video of cell division using and introduce
mitosis or meiosis. The formation of cancerous cells is
discussed.

Activities :
Carry out a scientific investigation on animal cells and

plant cells using a microscope.
Draw and label animal cells and plant cells observed
under the microscope
The structure of animal cells consists of the cell
membrane, cytoplasm, nucleus and mitochondria whereas
plant cell comprise of nucleus, cell wall, cell membrane,
mitochondria, chloroplasts and vacuole.
nucleus contains chromosomes made up of
deoxyribonucleic acid (DNA) which carries genetic
information.
Closing:
Learning Tools :
Learning
Learning Area : CHAPTER 2 : NUTRITION objective can be
achieved
Learning Objective : successfully.
2.1 Analysing the classes of food.
Student can do the
Learning Outcomes : presentation well.
23 from 29 student
explain through examples the classes of food, can answer the
state the function of each class of food, questions in Form
test for starch, glucose, protein and fats. 2 Biology Module.
Set induction: 22 from 29

Teacher shows some pictures of food and ask student the type of students can
nutrient content inside the food. answer oral
questions asked by
Activities : the teacher very
Teacher ask students to divide into groups. well
Each group need to present the classes of food i.e.
carbohydrate, protein, fats, vitamins, minerals, fibre and
water and state their functions.
Student carry out experiment to test for starch (iodine
solution), glucose (Benedict solution), protein (Millons
reagent) and fats (alcohol-emulsion test.
Closing:
Learning Tools :
Date : 19 January 2016 Day : Thursday Week : 3 (3)
Class : 4 Cendekia Time : 8.00-9.00 am Subject : Science
Learning Area : CHAPTER 3: MOVEMENT OF be achieved
SUBSTANCES ACROSS THE PLASMA MEMBRANE successfully.

2.1 Analysing the of movement of substances across the plasma answer the questions in
membrane Form 4 Biology
Module.
Learning Outcomes :
Candidates should be able to: 22 from 27 students
can answer oral
state the substances required by living cells, questions asked by the
state the substances that have to be eliminated from cells, teacher very well
explain the necessity for movement of substances across
transport,
Set induction:
plasma membrane.
Activities :
plasma membrane.
pores.
Closing:
Students do the exercise and question give
Students and teacher discuss the questions
Learning Tools :

Class : 2 Autentik/2 Bitara Time : 9.00-10.00 am Subject : Science
Learning
Learning Area : CHAPTER 1 : THE WORLD THROUGH objective can be
OUR SENSES achieved
successfully.
1.7 Understanding light and sight. 23 from 27 student
can answer the
Learning Outcomes : questions in Form
Candidates should be able to: 4 Biology Module.
identify the appropriate device to overcome the 22 from 27

limitations of sight.. students can
answer oral
Set induction: questions asked by
Teacher shows the demonstration of the experiment to the the teacher very
students. well
Activities :
Students carry out activities to show what short
sightedness and long sightedness are and how to correct
them.
Students discuss what astigmatism is and the way to
correct it.
Students carry out activities to investigate the following:
a) optical illusion,
b) blind-spot.
Students discuss the differences between stereoscopic
vision and monocular vision with the survival of animals.
Gather information about the device to overcome the
limitation of sight.
Closing:
Learning Tools :
Learning
OUR SENSES achieved
successfully.
can answer the
conceptualise the formation of a plant and an animal with 22 from 27

reference to the sequence of cell organization: students can
o cell- tissue organ- system - organism. answer oral
questions asked by
appreciate and be amazed by the existence of various the teacher very
organisms. well
Set induction:
Teacher shows the video of of cell organization:.
Activities :
Student do discussion on the systems in human includes
the nervous system, digestive system, skeletal system,
excretory system, respiratory system, reproductive
system, lymphatic system, circulatory system, muscular
system, endocrine system and the integumentary system
Student discuss how to appreciate how organisms
are formed from basic unit of cells.
Closing:
Learning Tools :

Class : 2 Elit Time : 1.30-2.30 pm Subject : Science
Learning
OUR SENSES achieved
successfully.
can answer the
identify the appropriate device to overcome the 22 from 27

limitations of sight.. students can
answer oral
Set induction: questions asked by
Teacher shows the demonstration of the experiment to the the teacher very
students. well
Activities :
Students carry out activities to show what short
sightedness and long sightedness are and how to correct
them.
Students discuss what astigmatism is and the way to
correct it.
Students carry out activities to investigate the following:
a) optical illusion,
b) blind-spot.
Students discuss the differences between stereoscopic
vision and monocular vision with the survival of animals.
Gather information about the device to overcome the
limitation of sight.
Closing:
Learning Tools :

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RANCANGAN PENGAJARAN DAN PEMBELAJARAN

Date : 15 January 2016 Day : Sunday Week : 3 (3)

Learning Area : CHAPTER 1: THE WORLD

Student do the report of the experiment.

Date : 15 January 2016 Day : Sunday Week : 3 (3)

Learning Objective : 25 from 29 student can

Students do an activity, find rock and calculate the

Learning Area : CHAPTER 1: INTRODUCTION TO Learning objective can

Learning Area : CHAPTER 3: MOVEMENT OF Learning objective can

Date : 16 January 2016 Day : Monday Week : 3 (3)

Learning Objective : 26 from 35 student can

Date : 16 January 2016 Day : Monday Week : 3 (3)

Learning Area : CHAPTER 1: THE WORLD Learning objective can

state the steps in a scientific investigation/experiment, All the student can

Learning Objective : 23 from 27 student can

support scientific attitudes and values practiced by

Each group present importance of scientific attitudes and

Date : 17 January 2016 Day : Tuesday Week : 3 (3)

Differentiate each science process skill

Date : 17 January 2016 Day : Tuesday Week : 3 (3)

Learning Outcomes : PdP need to be

explain through examples the classes of food,

Date : 17 January 2016 Day : Tuesday Week : 3 (3)

Learning Area : CHAPTER 2: Cell structure, function and Learning objectives

Learning Outcomes : PdP need to be

explain that living things are made up of cells that carry

Carry out a scientific investigation on animal cells and

Date : 18 January 2016 Day : Wednesday Week : 3 (3)

Learning Objective : 23 from 27 student can

Date : 18 January 2016 Day : Wednesday Week : 3 (3)

Carry out a scientific investigation on animal cells and

Set induction: 22 from 29

Learning Objective : 23 from 27 student can

Date : 19 January 2016 Day : Thursday Week : 3 (3)

identify the appropriate device to overcome the 22 from 27

conceptualise the formation of a plant and an animal with 22 from 27

Date : 19 January 2016 Day : Thursday Week : 3 (3)

identify the appropriate device to overcome the 22 from 27

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