FORM 3 SCIENCE

YEARLY PLAN 2010

SYLLABUS
MONTH SPS VALUE REMARKS
LEARNING AREA LEARNING OUTCOMES
THEME: MANAGEMENT AND A student is able to: • Making • Being
CONTINUITY OF LIFE  identify the structure of the analogies cooperative
human respiratory system, • Making • Being thankful
1. RESPIRATORY  identify the structure of the lung, inferences to God
1.1 Analysing The Human  describe the process of inhalation • Attributing
Breathing Mechanism and exhalation, • Visualizing
1.1.1 The Human Respiratory  relate the changes of air pressure
System in the thoracic cavity to
January 1.1.2 The Process of Inhalation inhalation and exhalation,
and Exhalation  describe the breathing
1 1.1.3 The Structure of the Lungs mechanism
(3th – 7th)  describe the diffusion of oxygen
1.2 Understanding The Transport of
from the alveoli into the blood
Oxygen In the Human Body
capillaries,
 describe the transport of oxygen
by blood,
 describe the diffusion of oxygen
from the blood capillaries into
the cells.

2 1.3 Realising The Importance of a A student is able to: • Making • Appreciating

(10th – 14th) Healthy Respiratory System  list the substances which are inferences and practicing
1.3.1 The Substances harmful to the respiratory • Relating clean and
which are harmful to the system, healthy living
respiratory system  explain the effects of pollutants
1.3.2 Diseases of the on the respiratory system,
Respiratory System  list the diseases that affect the

2. BLOOD CIRCULATION AND
TRANSPORT
2.1 Understanding The Transport
Systems in Humans
2.1.1 Structure of the Human
Heart
2.1.2 Functions of the Human
Heart
2.1.3 Blood Vessels
2.1.4 Blood
2.1.5 Path of Blood Flow in the
Blood Circulatory
System
3  compare and contrast oxygenated
(17th – 21st)
4 2.2 Analysing The Human Blood
(24 -28th)
th
2.2.1 The Constituents of Blood
and Their Functions
2.2.2 Human Blood Groups
2.2.3 Blood Donation
2.2.4 How Donated Blood is
Stored and Handled
2.3 Analysing The Transport
respiratory system,
 practice good habits to improve
the quality of air
 describe the circulatory system
as a system of tubes with a pump
and valves that ensure one-way
flow of blood,
 state the function of the heart,
 identify the structure of the
human heart.
A student is able to: • Relating • Being
 compare and contrast the • Comparing systematic
structure of arteries, veins and and contrasting
capillaries, • Attributing
 relate the characteristic of the
blood vessels to their functions,
and deoxygenated blood,
 illustrate the path of blood flow
in the circulatory system in the
transport of substances,
 explain the importance of
maintaining a healthy heart.
A student is able to: • Relating • Being 28th Jan – Pesta
 state the constituents of blood • Attributing cooperative Ang Pau
and their functions, • Comparing
 state the blood groups, and contrasting 5th week –
 match the blood group of the • Generating Chinese New
donor to that of the recipient, idea Year Holidays
 justify the importance of blood • Attributing
donation, • Making
 Systems in Plants
2.3.1 Transpiration
2.3.2 Rate of Transpiration
2.3.3 Importance Roles of
Transpiration
February 3. EXCRETION
3.1 Understanding Human
6 Excretion
(7 - 11th)
th
3.1.1 The Excetory Organs of
Humans
3.2 Analysing The Urinary System
In Human
3.2.1 The Kidneys
3.2.2 The Functions of The
Kidneys
3.2.3 Importance of
Maintaining
Healthy Kidneys
3.2.4 Living with Kidney
Failure
3.3 Analysing Excretion In Plants
3.3.1 How Plants Eliminate
Their Excretory Product
3.3.2 The Excretory Products of
Plants
 describe how donated blood is inferences
stored and handled, • Sequencing
 describe what transpiration is,
 describe the function of stoma,
 identify the factors affecting the
rate of transpiration,
 describe how the factors affect
the rate of transpiration,
 describe the roles of
transpiration,
 identify the locations and the
functions of xylem and phloem.
A student is able to: • Attributing • Being
 explain what excretion is, cooperative
 identify the excretory organs in • Appreciating
humans, and practicing
 state the excretory products of clean and healthy
each excretory organ, living
 explain the importance of
excretion,
 identify the locations of kidneys
and other parts of the urinary
system,
 describe the shape of the kidney,
 identify the structures of the
kidney,
 describe the functions of the
kidney,
 explain the importance of
maintaining healthy kidneys,
 describe the ways plants
eliminate their excretory

4. REPRODUCTION
4.1 Understanding Sexual and
Asexual Reproduction
4.1.1 Asexual Reproduction
4.1.2 Sexual Reproduction
4.2 Analysing The Male
Reproductive System
7  classify animals and plants
(14 – 19th)
th
8 reproduction,
(21 – 25th)
st
products,
 identify the excretory products of
plants.
A student is able to: • Visualizing • Being 15th Feb –
 state the importance of cooperative Maulidur Rasul
reproduction, holiday
 state the types of reproduction, 17th Feb – Chap
 state what fertilisation is, Goh Mei
 describe internal and external 21st – 23rd Feb –
fertilisation, Formative Test 1
 compare and contrast sexual and
asexual reproduction,
according to their ways of
 identify the parts of the male
reproductive system,
 describe the functions of the
different parts of the male
reproductive system,
 state the role of sperm in
reproduction,
 during the changes in male
during puberty.

4.3 Analysing The Female A student is able to; • Attributing • Being 3rd Mac – School
Reproductive System • identify the parts of the female Cooperative Anniversary
9
reproductive system,
(28 - 4th
th

Mac) • describe the functions of the

different parts of the female
reproductive system,
Mac 4.4 Analysing The Menstrual A student is able to: • Attributing • Being
Cycle • state the role of an ovum in cooperative
 reproduction,
• describe the changes in female
during puberty,
• compare and contrast male and
female gametes in terms of siza,
numbers and mobility,
• describe the meaning of
10 menstruation,
(7 – 11th)
th
• describe the menstrual cycle,
• describe the changes in the uterus
wall during the menstrual cycle,
• relate the fertile phase of the
menstrual cycle to fertilisation,
• explain the importance of
personal hygiene during
menstruation.
4.5 Analysing Fertilisation and A student is able to: • Relating • Being 12th – 18th Mac –
11 Pregnancy  identify the location of cooperative First Term Mid
(12 - 18th)
th
4.5.1 Fertilisation implantation of embryo, Year Break
4.5.2 Implantation and Pregnancy  the development of a zygote into
12 4.5.3 Development of an Embryo an embryo and subsequently into
(21st 25th) into a Foetus Untill Birth a foetus until birth

4.6 Understanding The Importance of A student is able to: • Relating • Being 30th Mac – 1st
Pre natal Care  relate the importance of taking cooperative April – School
13 4.7 Evaluating The Importance of nutritious food to the health of Sport’s Day
(28th – Research in Human Reproduction both mother and foetus during
1stApril) 4.8.1 Sterility pregnancy,
4.8.2 Birth Control  explain the importance of
avoiding the intake of substances
that are harmful to the foetus.

April 4.8 Analysing The Sexual A student is able to: • Attributing • Being
 Reproductive System of
Flowering Plants
4.9 Analysing Pollination
4.10 Understanding The
Development of Fruits and
Seeds in Plants
14
(4th – 8th)
15 4.12 Synthesising The Concept of
(11th – 16th) Germination of Seeds
4.12.1 Physical Changes of
Seedlings during
Germination
 identify the different parts of a • Relating Cooperative
flower, • Comparing
 identify the male and female and
reproductive parts of a flower. contrasting
 identify the male and female
gametes,
 describe the functions of the
male and female reproductive
parts of a flower in sexual
reproduction,
 describe what pollination is,
 relate the characteristics of
flowers to their agents of
pollination,
 state the types of pollination,
 compare and contrast self-
pollination and cross-pollination,
 explain the advantages of cross-
pollination,
 explain the examples the uses of
cross pollination in agriculture,
 identify the location where
fertilisation occurs in flower,
 describe the fertilisation in
plants,
 describe the formation of fruits
and seeds.
A student is able to: • Attributing • Being 11th – 13th April –
 identify the structure of a seed, • Relating cooperative Formative Test 2
 explain the functions of the • Sequencing • Daring to try
different parts of a seed, • Predicting • Thinking
 describe the physical changes of rationally
 seedlings during germination,
 make hypotheses on the
conditions required for the
germination of seeds,
 design an experiment to study the
conditions required for the
germination of seeds,
 carry out the experiment to study
the conditions required for the
germination of seeds,
 draw conclusions on the
condition required for
germination of seeds.
4.13 Application of Vegetative A student is able to: • Attributing • Being
Reproduction in Flowering  explain with examples the cooperative
Plants meaning of vegetative
reproduction,
 state the parts of the plants that
can reproduce vegetatively,
15  classify flowering plants
(11th – 16th) according to the parts that can
reproduce vegetatively,
 describe the application of
research carried out on
vegetative reproduction in
agriculture.

16 5. GROWTH A student is able to: • Comparing • Being 22nd April – Good

(18 – 22nd)
th
5.1 Analysing The Pattern of  describe what growth is, • Defining cooperative Friday
Human  identify the characteristics used operational • Being thankful
Growth to measure growth rate, • Making to God
5.1.1 How Growth is Measured  analyse the growth curve for inference
5.1.2 Effects of Nutrition on the male and female,
 Growth of Children
THEME: MATTER IN NATURE
1. LAND AND ITS RESOURCES
1.1 Analysing The Various Minerals  Describe what a mineral is
Found in the Earth Crust
1.1.1 Properties of Minerals
1.1.2 Effects of Heat on Some
Metal Carbonates, oxides
and sulphides
1.2 Underdstanding The Reactions
Between Metals and Non-
17 metals.
(25th – 29th) 1.2.1 Reactions between
metals and oxygen
1.2.2 Reactions between
metals and sulphur
May 1.3 Understanding silicons
compounds
18 1.3.1 Silica
(3 – 6th)
rd
1.3.2 Silicates
1.3.3 Uses of silicons and its
compounds in our daily
life
1.4 Analysing Calcium Compounds
1.4.1 Calcium compounds
 compare and contrast between
the growth rate in male and
female,
 describe the effects of nutrition
on the growth in children.
 Explain through examples that
minerals exist in the form of
natural compounds
 Describe the properties of
minerals
A students is able to: • Relating • Being
 write equations in words to Cooperative
show the effect of heat in the
minerals state examples of
metals and non-metals,
 describe the reactions
between metals and non-metals
 write equations in words for
the reaction between metals and
non-metals
 state that metals react with
non-metals at different rate.
A students is able to: • Relating • Thinking
 State the different forms of • Observing rationally
silicon compounds • Making • Being
 State examples of silica inference systematic
 State examples of silicate
 Relate the properties of
silicon compounds to their
stability
 Explain through examples the
uses of silicon compounds in our
 1.4.2 Uses of Calcium daily life
Compunds
1.5 Analysing Natural Fuel A students is able to: • Defining • Being thankful
Resources and Their  List the natural fuel resources operationally to God
MAY
Importance  Explain the formation of natural • Making
1.5.1 Formation of Fossil fuel resources inference
19
Fuels  Describe the fractional
(9 – 13th)
th
1.5.2 Fractional Distillation of distillation of petroleum
Petroleum
1.5.3 Efficient Ways of Using A students is able to: • Making • Being thankful
Natural Fuel Resources  Describe the characteristics inference to God
of the various fractions from the
fractional distillation of
petroleum
 Describe the uses of the
various fractions of petroleum
19
 Describe the uses of the
(9th – 13th)
various fractions of petroleum
 Explain the contributions of
petroleum and natural gas
industry to the economic
development of our country
 Generate ideas on how to use
natural fuel resources efficiently
20 REVISION SCIENCE FORM 1 AND 2
(16th – 20th)
21 MID YEAR EXAMINATION
(23rd – 27th )
22 and 23 MID YEAR SCHOOL HOLIDAY
(30th – 12th
June)
June THEME: ENERGY IN LIFE A student is able to: • Controlling • Being systematic 17th June –
ELECTRICITY  describe what electrostatics is, variables Teacher’s Day
24  state the types of static electrical
 1.1 Understanding electrostatics. charges,
 state the properties of static
electrical charges,
 describe how static electrical
charges can be produced in some
materials,
 describe ways to detect static
(13th – 17th) electrical charges, • Communicating
 explain everyday phenomena
caused by static electrical
charges,
 state the safety measures to be
taken when dealing with static
electricity.

A student is able to:

 give examples of sources of
June electrical energy used in
everyday life, • Communicating
24
 state what electricity is,
1.2 Understanding electricity.  state what voltage is, • Making • Being honest
(13th – 17th)
 state what resistance is, inference
 describe the directions of current
and electron flow in an electric
circuit.

25 1.3 Applying the understanding of A student is able to: • Observing • Having critical
measuring electricity.  identify the instrument for and analytical
(20th – 24th) measuring current, • Making thinking
 identify the instrument for inference
measuring voltage,
 state the unit for current,
 state the unit for voltage,
 state the unit for resistance,
 measure current in an electric
circuit,
  measure voltage in an electric
circuit.

A student is able to:

 design an experiment to study
the relationship between
resistance and current,
 carry out the experiment to study
the relationship between
resistance and current,
25  describe the effects of the
change in resistance on current, • Observing
1.4 Synthesising the relationship between • Being
(20th – 24th)  design an experiment to study
the relationship between voltage • Making
current, voltage and resistance. cooperative
and current, hypothesis
 carry out the experiment to study
the relationship between voltage
and current,
 describe the effect of the change
in voltage on current,
 state Ohm’s Law.

A student is able to:

 identify the components of an
electric circuit and their
symbols,
 draw a diagram of a complete • Controlling
25 circuit, variables
1.5 Synthesising the concept of parallel and  build a complete electric circuit,
(20th – 24th) • Making • Daring to try
series circuit.  build a series circuit,
(1st – 2nd) inference
 build a parallel circuit,
 compare and contrast the
arrangement of components in a
series circuit and a parallel
 circuit.
 A student is able to:
 describe the current flowing
through the components in a
26 series circuit,
• Controlling
 describe the voltages across the • Having critical
(27th – 1.6 Analysing current, voltage and variables
components in a series circuit, and analytical
1st July ) resistance in a series circuit.
 describe the resistance in a series
circuit,
 explain the advantage and the
disadvantage of a series circuit.

A student is able to:

 describe the current flowing
through the components in a
parallel circuit,
 describe the voltage across the
26 components in a parallel circuit,
 describe the resistance in a • Communicating
(27th –
1.7 Analysing current, voltage and parallel circuit, • Thinking
1st July ) • Making inference
resistance in a parallel circuit.  explain the advantage and the rationally
disadvantage of a parallel
circuit,
 compare and contrast a series
circuit and a parallel circuit in
terms of current, voltage and
 resistance.

1.8 Understanding magnetism. A student is able to:

 describe what a magnetic field • Making
July is, inference • Being
 draw the magnetic field of a bar coorperative
27 magnet,
 draw the directions of the
(4th – 8th) magnetic field,
 relate magnetic field lines and
strength to magnetic field,
  explain the use of a magnet in a
compass.

27 A student is able to: • Observing

 relate the current flow through a
(4th – 8th) 1.9 Understanding electromagnetism. conductor to magnetism, • Making • Being diligent
 describe what an electromagnet inference
is.

A student is able to:

 list the various types of
generators,
 describe the generation of
27 • Defining
2. GENERATION OF ELECTRICITY electrical energy in various types
operationally
of power stations, • being objective
(4th – 8th) 2.1 Understanding the generation of  compare and contrast the
electrical energy. generation of electrical energy in
various types of power stations,
 give examples of alternative
sources of energy.

A student is able to:

27  identify the different parts of a
transformer,
(4th – 8th)  describe how a transformer
• Relating
works,
• Being Cuti Peristiwa
 compare and contrast a step-up
2.2 Understanding transformer. • Making coorperative (HUB)
transformer and a step-down 2 August 2010
inference
transformer,
 describe the roles of transformer
in the transmission and
distribution of electricity.
 A student is able to: 11th – 13th –
 arrange in order the components Formative 3
in the electricity transmission
28 and distribution system,
(11 – 15th)
th
 describe the functions of the
• Having critical
2.3 Analysing the electricity components in the electricity • Controlling
and analytical
transmissionand distribution system. transmission and distribution variables
thinking
 system,
 describe how electricity is
transmitted and distributed from
power stations to consumers.

A student is able to:

 state the value of the main
29 voltage,
 state the types of current,
(18th-22nd)  identify the type of electric •
current supplied to homes, • Making
 state the types of electrical inference
2.4 Understanding the electrical supply and wiring,
•
wiring system at home.  identify the parts in an electrical
wiring system, • Observing
 describe the functions of the
parts of an electrical wiring
system,
 describe the wiring in a 3-pin
plug.

2.5 Analysing the cost of electrical energy A student is able to: • • Being
usage.  state the power and voltage • Controlling cooperative
30 rating of home electrical variables
appliances,
(25th-29th)  calculate the amount of current
flowing through an electrical
appliance,
  recall the relationship between
electrical energy usage, power
and time,
 solve problem by calculating the
cost of electricity used.
A student is able to:
August  identify the types of fuses,
• Being responsible
 state the ratings of fuses,
31 • Relating about the safety
 describe the function of fuse in
(1st – 5th) 2.6 Understanding the functions of fuse and of
electrical wiring system,
earth wire. • Making • oneself, others
 determine the suitable rating of a
inferences and the
fuse for an electrical appliance,
environment
 describe the role of earth wire in
electrical wiring system.
A student is able to:
31  state the safety measures to be
(1st – 5th) • Being responsible
taken when using electricity,
about the safety
 describe the steps to be taken
• Visualising of
2.7 Evaluating the importance of safety when accidents involving
precautions in the use of electricity. • oneself, others
electricity occur,
• Relatiing and the
 justify the need for having safety
environment
precautions and safety features
at home to prevent electrical
accidents.
A student is able to:
31  identify the activities that cause •
(1 – 5th)
st
electricity wastage, • Attributing • Being
 describe ways to conserve cooperative
electricity, • Predicting
2.8 Evaluating the importance of
conserving electricity.  justify the needs for conserving • Appreciating the
electricity, • Analysing contribution of
 predict problems our country sciene and
would face if there is a shortage • Making technology
of electricity. conclusions

THEME: ASTRONOMY AND SPACE A student is able to: • observing • Having an 8th – 19th – PMR
  describe the characteristics of
the Sun,
 identify the structures of the
32 Sun,
EXPLORATION
 identify the phenomena
th th interest and
(8 -12 ) occurring on the surface of the
Star and Galaxies curiosity towards EXCEL 2
Sun,
the environment
1.1 Analysing the Sun.  explain the effects of the
phenomena on the surface of the
Sun on the Earth,
 state how energy is generated by
the Sun.
A student is able to:
 define what a star is,
 identify the Sun as a star,
 identify the bright stars in the
sky,
 compare and contrast the stars • Having an
based on certain characteristics, interest and
1.2 Understanding the stars and the galaxies curiosity
33  describe the formation of stars, • communicating
(15th -19th)
in the Universe. • towards the
 describe the death of stars,
environment
 state the types of galaxies,
 describe the Milky Way,
 describe the Universe,
 state the position of the Solar
System in the Universe.

1.3 Thankful for the existence of the A student is able to: • Attributing • Being thankful to
33 Universe as a gift from God.  appreciate the uniqueness, God
(15th -19th)  orderliness, beauty and harmony • Evaluating
in the Universe as a sign of the • Appreciating the
glory of God, • Analysing contribution of
 describe the expanse of the • science and
Universe compared to Earth, technology
 state that all that exists in the
Universe is not permanent,
  explain the importance of the
Sun and the Moon to life on
Earth.

A student is able to:

 describe the developments in the
field of astronomy,
 describe the developments in
Space Exploration space exploration, • Appreciating the
34  explain with examples the contribution of
• communicating
(22 - 26th)
nd
2.1 Understanding developments in the applications of technology • science and
field of astronomy and space exploration. related to space exploration and technology
 astronomy,
 justify the need to continue
space exploration.

End of Syllabus

35
(27th – 4th Sept) Second Term Mid Year School Holiday

September 12th Sept – Mooncake Festival

36 and 37 PMR TRIAL EXAM 19th Sept – Malaysia Day
(8th – 15th)

38
(19th – 23rd)
REVISON
39
(26th – 30th)

PMR EXAMINATION 2011 (4th – 11th October)

 40
(3rd – 7th)

41
(10 – 14th)
th

42 26th Oct – Deepavali

(17 – 21st)
th

43
(24th – 28th)

44
PROGRAMME AFTER PMR
(31st – 4th Nov)

45
(8th – 11th)

46
(14th – 18th)

19 November
2011 –
SCHOOL HOLIDAY
2 January 2012

PREPARED BY, CHECKED BY, VERIFIED BY,

_______________________ _________________________ ____________________________