THEME: MANAGEMENT AND CONTINUITY OF LIFE LEARNING AREA: 1.

0 THE WORLD THROUGH OUR SENSES Chapter 1)

Week

Learning Objectives\Learning outcomes

Suggested Learning Activities Carry out to Approach Strategy Skills

No of period s Notes

.1

1. Understanding

the sensory organs and their functions

activities make connection between five the

A student is able to: y Identify and relate a sensory organ to its stimulus, y State from the pathway to stimulus

the

senses, sensory and Constructivism Observing The five sensory organs have been introduce d Primary Science. in

organs

the stimuli.

response: 4 JAN / 8 JAN Stimulusp Sensory organsp Nervesp Brainp NervespResponse

Discuss what happens our after stimulus detected. in body a is Discussion Communicatin g

1. Understanding
sense of touch. A student is able to: y

the

Carry activities study following: a)

out to the

Identify the structure of the human skin involved detection, in stimuli

Structure Experiment discovery. and

of the human skin involved in stimuli detection, b) Sensitivity of the skin at different parts of the body towards stimuli

State the function of different receptor pressure, heat, pain, Draw conclusion on the sensitivity of the skin at different part of the body towards

Observing and experimenting

The structures of are 2 the not receptors

Discussion

required.

stimuli. 11 JAN / 15 JAN Discuss the skin the in

sensitivity of connection to the following situation: a) b) Braille Discuss 1.3 Understanding sense of smell. A student is able to: y Identify the structure of the nose y Identify the position of the sensory cells in the detection of smell the structure the cells the of receiving using an injection

the nose and position using Discussion 1 Communicatin g of the sensory model, charts, computer software and other teaching aids. Observing Identifying

Week

Learning Objectives / Learning Outcomes

Suggested Learning Activities Carry out to the Approach Strategy Skills

No of period s Notes

1.4 Understanding the sense of taste A student is able to: 3 y Identify the different areas of the tongue 18 / y 22 Jan that respond to different taste, Related the sense of taste with the sense of smell.

activities detect different

areas of the tongue respond different tastes. Constructivism Carry activities find out to how Relating that to Inquiry Discovery Identifying 2

taste related smell.

is to

Teacher 1.5 Understanding the sense of hearing. A student is able to: y 3 y Identify the structure of the human ear. Explain the function of the different parts of the ear, y Describe hear. how we Observe and identify structure the ear. Discuss function the ear. Discuss hearing mechanism. the the of the of Describing Contextual learning Explanation 2 is encourag ed to use computer simulatio n the Identifying hearing mechanis m to illustrate

human

each part of

Examine the cow's eye or model 1.6 Understanding the sense of sight. A student is able to: 4 y Identify the structure of human eye, y 25 / 29 Jan Discuss how we see. 4 1.7 Understanding light and sight. A student is able to: Carry activities study: a) Reflection of light, out to Experiment y Explain the function of different parts of the eye, Describe how we see Collect information on structure 2 and function of each part of the eye. 3 human eye. of

b) Refraction y Describe reflection refraction, y 5 y State the various ways and of to give the defects of vision, Explain State examples correct vision defects, 1 FEB / y y the and of mediums different density. Collect information about types defects the of of Contextual learning light of properties or light i.e between two

limitations of sight, Connect stereoscopic and monocular visions with the survival of animal, y Identify appropriations sight. the of

vision and the contribution/ use of technology to rectify them Carry activities show short sightedness and long sightedness are and how to them. correct out to what

5 FEB

Learning Wee k Objectives/ Learning Outcomes 5

Suggested Learning Activities Discuss what

Approach Strategy

Skills

No of periods

Notes

Binoculars, ultrasound 2 scanning device, X-ray, periscope 2 Generating idea 1 Communicati should included. be

astigmatism is and the way to correct 6 it. Carry activities 08 Feb / 12 investigate following: out to the

1. Optical
illusion,

Feb

2. Blindspot. Discuss the

ng

connection between stereoscopic 15 vision and

Feb / 19 Feb

monocular vision with the survival of animals. Gather information about the device to overcome the limitation of sight. 1.8 Understanding sound and hearing. A student is able to: Carry activities investigate: out to 2

(CUTI TAHUN BARU CINA 2010)

1. The
y 8 Describe the properties of sound, y Explain the 22 Feb / 26 Feb y reflection and absorptio n sound, Explain ways the defects in hearing, y State the limitation of hearing, Discuss the of rectifying of productio n of sound. 2. The need of medium for sound to travel. 3. The reflection and absorptio n of sound. Collect information about 2

Include Experiment Observing 3 Inferring Discussion devices and stethoscope. such

as hearing aids

1. The
defects of hearing, 2. Ways to rectify the defects of hearing.

State the device used the limitation s hearing, Explain stereopho nic hearing of to overcome

limitations of improving it. Carry activities investigate need stereophonic hearing determining direction sound.

of

hearing and ways out to the for in the of

1.9 Understanding the 9 stimuli and in responses plants. A student is able to: 01 Mac / y State the stimuli that cause response 05 Mac y in plants, Identify the part of plants sensitive to specific stimulus, y Related the response

Carry experiments investigate identify:

out to and 3

1. Stimuli
detected by plants, 2. The parts of the plants sensitive to specific stimulus. Making Inquiry Discovery Relating Experiment inference Responses in plants should include phototropism, geotropism, hydrotropism, nastic movement, trigomotropis Discuss in what ways the response of plants towards stimuli survival. are important for their m.

in plants to their survival.

PEKA Test 1

LEARNING AREA:
Learning Objectives/ Learning Outcomes 2.1 Analysing the

2. NUTRITION (Chapter 2)
Approach Strategy No of periods

Week

Suggested Learning Activities

Skills

Notes

classes of food. A student is able to: 10 y Explain through examples 08 Mac / 12 Mac y y State function food, Test for starch, glucose, protein fats. and Carry out activities to test for starch (iodine solution), protein Discussion Defining operationally TEST 1 (Million's reagent) and fats (alcohol-emulsion test). Contextual learning Making inference 3 the the of classes of food, Discuss the classes of food i.e. carbohydrate, protein, fats, vitamins, minerals, functions. Explanation 2 fibre and Experiment Brainstorming water and state their

each class of

Week 11: MID SEMESTER BREAK 14 Mac 21 Mac 2010

1. Evaluating the
importance of a balanced diet. Discuss: a) what balanced died is, A student is able to: y State what a balanced 12 y is, State factors 22 MAC / 26 Mac y must considered when planning a balanced diet, Explain the effect balanced diet, y State quantity gram carbohydrate, protein fats. and the of y of how factors a y Discuss estimate calories meal. Plan balanced for lunch dinner) a (breakfast, and a diet day. to the of Discussion the that be diet b) the factor that determine a person's balanced diet: age, size, sex, job, climate, state of health. Collect food wrappers that show calorific Inquiry Discovery Predicting Mastery learning Defining operationally 2
Brainstorming

value of food and make a list to show the calorific value for each type of food.

food taken in a

energy in each

Estimate calories meal,

the of

food taken in a

Plan a balanced diet.

Week

Learning Objectives / Learning Outcomes

Suggested Learning Activities

Approach Strategy

Skills

No of periods

Notes

2.3 Understanding the digestive system in man. 13 / 14 y Explain Identify parts 29 Mac / 09 April y system, Describe the flow of food particles in the alimentary canal, y State the function of the organs in the digestive system, y Describe process the of of what the the Identify parts of the digestive system and the flow of in food the Discussion Identifying particles A student is able to: Discuss that digestion is the breakdown of large food molecules into smaller soluble molecules that can be readily absorbed by the body. Constructivism Discussion digestion is, y

digestive

alimentary canal using model/chart/CD ROM. Discus the functions of the various organs in the digestive system Experiment Communicating

02 April

"Good Friday 2010"

and the enzymes found. Carry out activities to show the action of the enzyme in the saliva on starch.

digestion in the

alimentary canal, y List the end of of and products digestion carbohydrate, protein fats.

2.4 Understanding the process of absorption of 14 digested food. A student is able to: y Explain process absorption digestion, y Make inference about absorption glucose through Visking tube Learning Week Objectives\Learning outcomes a the of Carry out an Discussion the of of Discuss the process of absorption of the product of digestion in the small intestine. Contextual learning Explanation 2 Making inference

the products of

experiment to show the absorption of glucose through a Visking tube. Experiment

Suggested Learning Activities

Approach Strategy

Skills

No of periods

Notes

15

2.5 Understanding the reabsorption of water and defecation.

Discuss

the

Constructivism 2 Observing

reabsorption of water by the large intestine

12 April / 16 April

A student is able to: y State water reabsorbed the intestine, y Explain defecation, y Relate problem eating habits the of how is in

and

the

process

of Communicating Relating

defection.

Discuss the importance of good eating habits to avoid constipation.

Group discussion

large

defecation with

2.6 Put into practice the habits of healthy eating. A student is able to: y Justify eating nutritious food, y Put in practice good habits, y Justify generous distribution of food to the underprivilege d / needy, y Relate of people conforming to sensitivities and religious the different dining culture the eating the Plan and carry out a healthy eating habit. Discuss the following topics:

importance of

1. Practicing
good eating habit i.e. eating nutritious food and eating nutritious food and eating in moderation, 2. The generous distribution of food to the underprivilege d / needy, 3. Cultural practices in dining conforming to sensitivities and religious beliefs. Justifying

Mastery learning

Relating

Discussion

Predicting

beliefs.

THEME: MAN AND THE VARIETY OF LIVING THINGS

Week

Learning Objectives/ Learning Outcomes 3.1 variety Understanding of and living their

Suggested Learning Activities

Approach Strategy

Skills

No of periods

Notes

16

organisms classification

Discuss the diversity in the general characteristics of living organisms. Mastery learning

Basic concept on variety of living organisms in has been introduced primary science. 2 Classifying 2 Emphasize only on the the suggested classification in learning activities.

A student is able to: y Explain diversity living 19 April / 23 April y organisms in a habitat. Classify various animals based on common characteristics, y Classify various plants based common characteristics, y Explain the importance of biodiversity to the environment. on the of

Collect various based

and plants on

classify and Discussion

animals into a system common characteristics. y Animal: invertebrate, vertebrate, mammal, reptile. y Plant: flowering plant, non flowering plant, monocotyledon, dicotyledon. y Build a concept map on living organisms based fish, bird, amphibian, Generating ideas

1 Malaysia is one of the megabiodiversity countries in the world should be highlighted.

on classification above.

the

Discuss the importance of maintaining the biological diversity as one of the country's heritage. natural

PEKA Test 2

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

Week

Learning Objectives/ Learning Outcomes

Suggested Learning Activities

Approach Strategy

Skills

No of periods

Notes

4.1

Analysing

the living

Carry out a field work to study species, habitat, Inquiry discovery Observing population, community in an ecosystem.

Basic concept habitat been introduced in Identifying 2 primary school. Discussion of has

interdependence among organisms. A student is able to: 17 y State species, population and community what

Carry out a discussion on interdependence among living organisms and the environment to create a balanced ecosystem.

are, y State habitat 26 April / 30 April y Identify various habitats in one ecosystem, Explain through examples the interdependen ce living organisms and the environment to create a balanced ecosystem. among what and

During field the of will through contextual learning.

the work

concept ecology be

ecosystem are, y

constructed

17

4.2

Evaluating

the

Collect and interpret data on the types of interactions between living organisms as follows:

Basic concept and competition has taught primary Explanation Generating ideas 3 school. been in of prey predator

interaction

between

living organisms. A student is able to:

1. Prey-predator, 2. Symbiosis:
y List the type of interactions between living organisms, y Explain interactions between living organisms, Conduct an activity to show the importance of the interaction between the examples the commensalisms, mutualism and parasitism e.g. remora and shark, algae and fungi, type worm and man, 3. Competition.

Constructivism

Justifying

Discussion

Predicting

Justify interaction between living

the

organism environment.

and

the

importance of

organisms and the y environment, Explain through examples the advantages and disadvantages of biological control in regulating the number of pest in certain areas.

Discuss the advantage of biological control in regulating the numbers of pests in certain areas.

Refer to local issues like the crow problem in Kelang.

Learning Week Objectives\Learning outcomes

Suggested Learning Activities

Approach Strategy

Skills

No of periods

Notes

4.3 Synthesizing food web. 18 A student is able to:

Collect and interpret data on the producer, consumer, decomposer pyramid number. and Inquiry discovery

Observing

Food has taught primary science.

chain been in

Generating ideas 2 Predicting

03 May / 07 May

Explain producers,

what Construct a food web from the consumer decomposer. a few food Discussion chains and identify producer, and Relating

consumers and decomposers are, y Combine a few food chains to construct a

food web, y Identify producer, consumer a food web, y Construct pyramid number from the food chain, y Relate the food web and the to the certain of in pyramid number energy flow, y Predict if a consequences component living organisms are missing. Carry out discussion on 19 4.4 Analysing what photosynthesis is. the ecosystem the Conduct a game to show the effects of an increase or decrease in the number in of a the in in a an organisms pyramid Discuss consequences organisms and decomposer in the Discuss the energy flow in the food web constructed. Refer to the crown of thorn problem in the coral reef in the marine parks.

number.

component of living ecosystem is missing.

photosynthesis. A student is able to: 10 May y / 14 May y State what Carry out experiments to determine needed the for i.e. Constructivism Defining operationally 2 Analysing Discuss importance photosynthesis maintaining the of in a Discussion The and carbon oxygen factors photosynthesis is, State the factor required for photosynthesis, y State products of photosynthesis Experiment

photosynthesis

carbon dioxide, water, light and chlorophyll.

cycles should be included.

, y Control variables the that

balanced ecosystem. Discuss the carbon and oxygen cycles.

are required for photosynthesis, y Explain role the of

photosynthesis in maintaining a balanced ecosystem. Learning Week Objectives\Learning outcomes Suggested Learning Activities

Approach Strategy

Skills

No of periods

Notes

4.5

Evaluating

the of and

Collect

and

importance conservation organism. A student is able to:

interpret data on the conservation and preservation of organisms. living The role of man in conservation preservation primary school. Carry out a field and has

preservation of living

been highlighted in

Explain and

what

work in natural forest (wetlands, highland forest or tropical rain or an Observing the of Discussion 1 Forest is also home to some indigenous people include. should be reserve Brainstorming

conservation preservation are, y Explain preserve organisms, y Justify importance conservation and preservation of the of the and steps taken to conserve living

forest) to

animal sanctuary study conservation and preservation living organisms.

Carry

out

the on

discussion

living organisms, y Support activities organized by various parties to preserve and conserve living organisms. the

how science in conservation

the and the of

improvement in technology helps

living organisms.

Run a campaign to stress on the importance preservation of of conservation and living organisms.

4.6 Evaluating the role of man in maintaining the balance in nature. A student is able to: 20 Carry out a Examples environmental issues: climate habitat species pollution, Brainstorming wetlands, deforestation, overuse, environment, (release of excessive chemicals into our environment fertilizers pollutants). and includes pesticides, Global change, destruction, extinction, loss of solid land over of

brainstorming session to discuss the environmental issues the affecting in

17 May / 21 May

Explain effects human

the of

balance

nature and how to solve it.

air, soil and water

activities on the balance nature, y Describe man how solves in

waste management, Carry out a to Discussion Observing 1

discussion

problem related to environment, y Justify stable, productive and balanced ecosystem. that human need a

justify that man needs stable and productive ecosystem ascertain harmonious life. to a

fishing, toxin in the

THEME: MATTER IN NATURE LEARNING AREA: 5.0 WATER AND SOLUTION Learning Week Objectives\Learning outcomes 20 5.1 water. A student is able to: y State the Carry out activities to determine the following: the y The freezing point the y water, The boiling point water. the of Carry the out effects an Experiment Explanation of of Inquiry discovery Related Communicating freezing water to the and the Defining operationally of 4 The introduced. Kinetic Theory should be Analysing the Suggested Learning Activities Approach Strategy No of periods

Skills

Notes

physical characteristics of

meaning of the freezing point of water, y State meaning of the boiling point of water, y Describe physical characteristics of water, y Explain through examples effects physical characteristics of water.

impurities on the activity to observe impurities on the physical characteristics 21 FIRST 24 May TERM water. of

boiling point of Kinetic Theory.

EXAMINATION (24 MAY 28 MAY )

/ 28 May

22 / 23 WEEK 22 23 31/5 13/6/2010 CUTI GAWAI 2010 - FIRST TERM HOLIDAY Week 23-24 Learning Week Objectives\Learning outcomes Suggested Learning Activities Approach Strategy No of periods

Skills

Notes

SECOND SEMESTER 2010

The ionic theory on electrolysis is 5.2 Analysing the Carry electrolysis of hydrogen in out to to a Contextual learning Making Experiment inference Analysing Experimenting Communicating 3 not needed. Understanding that hydrogen is discharged at the cathode oxygen at and the

composition of water. A student is able to: y 24 Determine composition water, y Test presence hydrogen oxygen. the of and the of

determine the ratio oxygen

molecule of water.

anode is adequate. The ratio of gases is required.

Learning Week Objectives\Learning outcomes

Suggested Learning Activities

Approach Strategy

Skills

No of periods

Notes

5.3

Analysing

the Carry out experiments to study the factors affecting the rate of evaporation of water i.e. humidity, of surface the the area Experiment Experimenting 2

process of evaporation of water. A student is able to: 25 y Explain Explain through examples factors the that what evaporation is, 21 Jun / 25 Jun y

temperature surrounding,

and the movement of air. Discuss the factors affecting the rate of evaporation in relation Theory. Discuss the similarities and differences between Discussion evaporation and boiling. Gather information process and and its application in daily life. i.e. drying of clothes, preservation of agricultural products and processing of food. the Analysing to the Kinetic Inquiry discovery Communicating Making inference

effect the rate of evaporation of water with reference the Theory, y Compare contrast between evaporation and boiling, y Describe the evaporation of application of to Kinetic

water in daily life. 3

5.4 Analysing solution and solubility A student is able to: y Explain and 25 y are, Contrast compare between dilute solution, concentrated and 26 y 28 Jun / 2 July saturated what what Carry illustrate between y Explain factors the suspension. out the a activities solution to and solution, Explain Explain suspension is, y solubility is, differences Discuss the similarities and the differences and between Communicating saturated dilute solution, concentrated solution solution. and what Discuss the differences Inquiry discovery

solute, solvent solution

between solute, solvent and solution. Carry out activities to prepare a dilute solution, a concentrated solution and a saturated solution. Discussion Observing and experimenting Introduce insoluble sediments are known as residue. Experiment

affecting solubility solutes water, y Explain water as

the of in the a

importance of universal solvent in life,

Learning Week Objectives\Learning outcomes

Suggested Learning Activities Carry out experiments to determine solute. y y y Nature of solvent, Nature of solute, Temperature. the factor affecting the solubility of a

Approach Strategy

Skills

No of periods

Notes

Give examples on the uses of organic solvents in our everyday life. Carry out experiments to determine affecting dissolving: y y y Temperature, Rate of stirring, Size particle. of solute the the factors rate of

Discuss the importance of water as a universal solvent in life.

Gather information on the application of organic solvents in daily life.

Learning Week Objectives\Learning outcomes

Suggested Learning Activities

Approach Strategy

Skills

No of periods

Notes

27

5.5 Analysing acid and alkali. A student is able to: y Identify properties the of

Carry out activities to study: Constructivism 2

Caution:

Chemicals in the not laboratory should be tasted.

05 July / 09 July y

Identify properties

the of Experiment and discovery Defining operationally 1 Experimenting and observing Explanation Making Discussion in pH taste, inference 2

acid, identify the properties of alkali, State that acid and only their properties the of water, y Explain through examples the definition acid alkali, y Identify substances which acidic are or y the of and y in presence alkali show

acid in terms of pH value, taste, corrosive nature, effect on litmus reaction paper, with

Use dilute and alkali.

only acid dilute

metals such as magnesium and zinc, The characteristics of alkali of terms value, corrosive nature, effect on litmus paper, Carry out a to 3 discussion

Do not use active metals such as Potassium and Sodium in reaction with acid. the

alkaline

in

define acid and alkali operationally.

everyday life, y State the uses of acid and alkali in daily life, y Explain meaning 28 process, y 12 July / 16 July Explain through examples the uses in daily life. of neutralization the of

Carry out activities to determine the acidic and alkaline substances in daily life.

neutralization

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

Discuss on the meaning of neutralization.

Carry out an activity to show neutralization using the hydroxide of the same concentration.

Discuss the application of neutralization in daily life e.g. using shampoo and conditioner and insect bite.

Learning Week Objectives\Learning outcomes

Suggested Learning Activities

Approach Strategy

Skills

No of periods

Notes

Make a visit to a water purification site.

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

purification

distillation. Carry out activities to study the various types of water purification distillation. such as filtration, boiling and

Pupils

present

their

findings to discuss the strengths and weakness of various type of water purification.

29

5.7 Analysing the water

Make a visit to a water

Contextual

Observing

supply system. A student is able to: 19 July / 23 July y y Describe how the work, Explain ways to save water water supply system

processing system involved purification.

plant and in

to

learning Communicating

study the water supply stages water Discussion Discuss the ways to save water. Do a project on how much water in the average household uses.

Learning Week Objectives\Learning outcomes

Suggested Learning Activities

Approach Strategy

Skills

No of periods

Notes

29

5.8

Understanding of

the water

Collect and interpret data on types of water pollutants which include: y Industrial waste such as chemical and Constructivism Observing radioactive residues,

preservation quality.

A student is able to:

Give of

examples water the on

Domestic waste such as garbage and sewage,

pollutants, y Explain pollution living things, y Explain ways to control pollution, y Explain ways to preserve water y water y y effect of water

Chemical from the agricultural activities such as fertilizers and pesticides, Siltation caused by construction deforestation, Accidental from tankers. spillage and

Discussion

Generating ideas

and its quality Conduct discussion on the effect of water pollution. Generate ideas on ways to control water pollution.

Discuss ways to conserve and preserve water and its quality. Run a campaign on 'Love Our River'.

LEARNING AREA:

6.0 AIR PRESSURE

Learning Week Objectives\Learning outcomes

Suggested Learning Activities

Approach Strategy

Skills

No of periods

Notes

6.1 to: y 26 July / 30 y July

Understanding

air

Carry out an activity to discuss the kinetic theory of gases. Experiment discovery Carry out an activity to show that air Communication Discussion Carry out activities to show the factors exerts pressure. Experimenting 2

pressure. A student is able 30

Explain pressure

the with

existence of air reference to the Kinetic Theory, Explain factors air pressure. the affecting

affecting air pressure, i.e. volume and temperature.

Collect

and

interpreted data on appliances that use the principle of air pressure. 6.2 Applying the principle of air pressure in daily life . A student is able to: Gather and information discuss of the air Brainstorming Caution: Mastery Learning Discuss ways of Do not place Observing 3 tank containing gas Discussion under high pressure near heat. Explanation

application siphon,

pressure in syringe, spraying pump and drinking straw.

Explain examples that use

with things the

principle of air 30 y pressure, Generate ideas to solve using pressure, y Relate the safety measures under pressure. taken high when using gas problems the

using the principle of air pressure to solve daily problems such as blockage in skins and a can. pouring condensed milk from

principle of air

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

Learning Week Objectives\Learning outcomes

Suggested Learning Activities

Approach Strategy

Skills

No of periods

Notes

Carry out activities to show pushing and pulling are forces. 7.1 Understanding force. 31 A student is able to: 02 Aug / 06 Aug y y y State that a force is push or a pull, Explain the effects of forces, Explain the various types of forces. Carry out activities to show different types of forces (frictional, gravitational, electrostatic magnetic force). and Carry out activities to show the effects of force (changes in shape, position, speed and direction). Making Discussion inferences Experiment discovery 4 Experimenting

7.2

Understanding

the

Discuss the unit of force balance. and the principle of a spring

measurement of force. A student is able to: y State the unit of force, 31 y Explain how a

Carry out activity to

spring work, y Measure magnitude force. Learning Week

balance the of

measure

the

magnitude of force.

Objectives\Learning outcomes

Suggested Learning Activities

Approach Strategy

Skills

No of periods

Notes

32

7.3 Application of frictional force.

Discuss the existence

with of

examples to show frictional force. 1 Ignore Carry out activities to identify the of Inquiry discovery Observing 2 the of the 2 static frictional force.

A student is able to:

Explain example existence

with the of

direction measure magnitude force.

frictional force and

frictional force, y 09 Aug / 13 Aug y State the direction and the magnitude of frictional force, Carry out an to

1 Carry out an Explanation Making inference experiment to show how different types of surfaces affect the magnitude frictional force. of Experiment Communicating

experiment

show how different types of surfaces affect force, y Explain advantages disadvantages friction, y Explain ways to increase friction, y Explain ways to reduce friction, y Explain with the and of frictional

Gather information and discuss the and of advantages disadvantages friction. TEST 2

examples application friction life. in

the of daily

Carry out activities on ways to a) increase friction, b) reduce friction.

Discuss application increasing decreasing in our daily life.

the of and friction 2

33

PEKA TEST 3

33

7.4 Application of work. A student is able to: Discuss with

examples to show y 16 Aug / y 20 Aug y Explain examples work is done, State the unit of work, Calculate the work done Carry out activities to determine the Discussion work done by using: with how work is done when an object is move by a force. Explanation Communicating 2 Constructivism

Work (J) = Force (N) X Distance (m)

Learning Week Objectives\Learning outcomes

Suggested Learning Activities

Approach Strategy

Skills

No of periods

Notes

33 7.5 Application of power. A student is able to: 34 y State the meaning of power, y 23 Aug y / 27 Aug State the unit of power Calculate power on the work done. Power (J) Time (S) (W)=Work Carry out activities to determine power by using: 2

Create an activity e.g. 7.6 Analysing the importance of force in life. drawing a poster, sketching or acting to show how life A student is able to: 1 would be without force.

Describe how life will be if force does not exist.

LEARNING AREA: 8. 0 SUPPORT AND MOVEMENT

Learning Week Objectives\Learning outcomes 8.1 Understanding the support animals. 34 A student is able to: y Explain support system vertebrates and 35 various support system 30 Aug / 03 September y in invertebrates, Compare and contrast support system between land 31 August 2010 y and aquatic vertebrates, Compare and contrast support "National Day" system between land and aquatic invertebrates the the the in the systems in

Suggested Learning Activities

Approach Strategy

Skills

No of periods

Notes

Gather information and discuss the various support system in

1. Land

and aquatic vertebrates, 2. Land and aquatic invertebrates. 2 Observing

Carry out discussions on the following:

1. Similarities and
differences between support system in land and aquatic vertebrates, 2. Similarities and differences between support system in land and aquatic invertebrates.

Mastery learning

Generating ideas

For invertebrates introduce exoskeleton, endoskeleton,and hydrostatic skeleton.

Discussion

Analysing

Predicting

8.2 Understanding the support plants. A student is able to: 35 / y Explain various support systems woody nonplants, y Classify plants based on support systems. their Carry out activities to classify plants based on their support system. in and woody Carry out field work to study various support systems of plants. 2 Features plants tendrils, air that include thorns, in sacs help non-woody the systems in

aquatic plants.

36 06 Sept / 10 Sept

"CUTI HARI RAYA PUASA 2010"

8.3 Appreciating the 37 support system in living things. A student is able to: 13 Sep / 17 Sept y Justify the

Discuss issues e.g. of whales to move back to sea after being washed ashore, 2. A crippled person using crutches for support.

1. Inability

importance of the support system to

living things.

THEME: TECNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY LEARNING AREA: 9.0 STABILITY

Learning Week Objectives\Learning outcomes

Suggested Learning Activities

Approach Strategy

Skills

No of periods

Notes

9.1 Understanding that the center of gravity affects stability. A student is able to: y Determine point equilibrium 37 regular irregular shapes, y Relate the point of equilibrium as the center of gravity of objects, y Relate the center of gravity to of stability objects. the of in and

Carry out activities to find the point of equilibrium in regular shapes. and irregular Experimenting

Carry out an experiment to find out how the center of gravity affects on stability of an object by manipulating the

Experiment discovery Communicating

4 Discussion Relating

1. Height, 2. Base area.

Discuss between

the the

relationship center of

gravity and stability.

38

9.2

Appreciating

the

Carry

out

brainstorming Generating ideas 1

importance of stability. A student is able to: 20 Sept y Suggest ways to

session on ways to improve stability.

/ 24 Sept y

improve around them, Explain examples application stability in life.

the

Carry out activities like doing projects or playing games to build models by applying the concept of stability. Explanation

stability of objects with the of

LEARNING AREA: 10.0 SIMPLE MACHINE

Learning Week Objectives\Learning outcomes

Suggested Learning Activities

Approach Strategy

Skills

No of periods

Notes

38 10.1 Analysing levers. A student is able to: y List around that lever, y State what a lever can do, y Identify load, force livers, y Explain what is meant by the moment of a force, and fulcrum in the use things them to

Discuss how a small effort can overcome a large load with the use of a lever. Experiment discovery Make observation an on Making Constructivism inferences Experimenting 2 2 When we open the door or use a wrench to loosen a nut, we are applying a force effect Classifying desired The Defining operationally that to task. turning causes a turning accomplish the

principle of the

devices that use the principle of levers. Identify the load, force and fulcrum, and then classify the system second into and first, third

class levers. Discuss how humans apply the principles of levers to help them overcome load. large

effect is called 1 the moment of a force.

Discuss =

that

the X

moment of force force perpendicular distance from the pivot to force.

Carry out an activity to show and the the relationship between moment distance. product of force and

Solve problems related levers. to

39

Solving problem related 27 Sept / 01 Oct to levers using the following formulate: Load (N) X distance of the load forum fulcrum (m) = Force (N) X distance of the force from the fulcrum (m) 10.2 Appreciating the innovative efforts in the 39 design of machine to simplify work. A student is able to: Carry out a project to build a device using the principle 2

of a lever. Design or improvise a device that uses the principle of a lever.

40 & 45

45 & 46