Rancangan Pengajaran Tahunan Form 1 Science DLP 2021

SEKOLAH MENENGAH KEBANGSAAN SEKSYEN 24 (2) SCHEME OF WORK 2021
JALAN CILI BUNGA 24/25, 40300 SHAH ALAM FORM 1 SCIENCE
1
SCHEME OF WORK 2021

FORM 1 SCIENCE
CONTENT MODUL HEBAT/

WEEK LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD EXPERIMENT
THEME 1: SCIENTIFIC METHODOLOGY
LEARNING AREA: 1. INTRODUCTION TO SCIENTIFIC INVESTIGATION
Science is part A student is able to: TP 1: Discuss daily life activities that lead to the
of daily life. Recall the knowledge and definition of Science.
1.1.1 relate daily activities to Science science skills on the definition of
1.1.2 generalise the meaning of Science. science, science laboratory, Students generalise science as a discipline that
1.1.3 summarise the importance of physical quantities and units, involves systematic observation and experiments
science in everyday life. the use of measuring on natural phenomena.
1.1.4 describe the fields of Science instruments, density and steps in
1.1.5 communicate about careers in scientific investigation. Brainstorm ideas using concept maps such as i-
1
Science. Think concerning:
20/1-22/1
1.1.6 relate subjects to be studied with TP 2: ● the importance of science in understanding
Science careers of interest. Understand the definition of ourselves and the environment to admire God's
2
1.1.7 describe innovation in technology. science, science laboratory, creations.
25/1 -29/1
physical quantities and units, ● fields of science and examples of field of
the use of measuring science such as zoology, astronomy,
28/1
instruments, density and steps in microbiology, geology, physiology, botany,
Thaipusam
scientific investigation and able engineering, pharmacology, oceanography,
to explain their understanding. forensics etc.
●careers in the field of science
TP 3: ● subjects to be learnt for a chosen career.
Apply the definition of science,
science laboratory, physical Group discussions and multimedia presentations
quantities and units, the use of on examples of innovation in technology to solve
measuring instruments, density problems in daily life.
and steps in scientific
investigation to accomplish
1.2 A student is able to: simple task. Carry out activities based on the following:
Your science ● apparatus commonly used in laboratories.
laboratory 1.2.1 identify and state functions of the TP 4: ● symbols and examples of hazardous
apparatus. Analyse the entire scientific materials in the laboratory.
1.2.2 identify symbols and examples of investigation process ● classification based on self-selected criteria and
hazardous materials in the laboratory. conducted to determine the then present the results in a group discussion.
1.2.3 draw and label apparatus steps that can be improved, on
3
commonly used in the laboratory and the definition of science, Group discussion and presentation of the
1/2 – 5/2
classify based on how it is used science laboratory, physical following:
1.2.4 justify the regulations and safety quantities and units, the use of ● laboratory rules
measures in the laboratory. measuring instruments, density ● security measures
and steps in scientific ● measures to prevent fires
investigation in context of ● action to be taken in the event of an accident
problem solving about events or in the laboratory such as exposed / ingested
natural phenomena. chemicals, cuts and inhaling toxic gas.
2

STANDARD EXPERIMENT
TP 5: Discuss and suggest the use of suitable apparatus

Evaluate the entire scientific in carrying out an experiment, to save time and
investigation process material.
conducted to determine the
steps that can be improved, on
1.3 A student is able to: the definition of science, Measure physical quantities of length, mass, time,
Physical 1.3.1 identify and use the correct units for science laboratory, physical electric current and temperature.
quantities and different physical quantities. quantities and units, the use of
their units 1.3.2 identify the symbols and values of measuring instruments, density Collect and interpret data about symbols and
4 prefixes use in measurement. and steps in scientific values of symbols for prefixes.
8/2 – 12/2 1.3.3 convert base quantity units for investigation in the context of
mass, length, and time such as grams to problem solving and decision Solve problems of conversion of base quantity
10/2 – 12/2 kilograms, centimetres to meters, making to carry out a task. units.
CHINESE seconds to hours and vice versa.
NEW YEAR 1.3.4 justify the importance of the use of TP 6: Appreciate the effort of experts in creating S.I.
S.I. units in daily life Design a presentation using units.
multi media / visual / folio /
poster / role play / drama; with Carry out a multimedia presentation to show the
creative and innovative use of implications of using inconsistent units in daily life.
science knowledge and skills of
the definition of science,
1.4 A student is able to: science laboratory, physical Carry out station activities using measuring
The use of quantities and units, the use of instruments such as rulers, measuring tapes,
measuring 1.4.1 use the right measuring instrument measuring instruments, density thermometers, stopwatches, triple beam
instruments, and use it in the right way, to measure and steps in scientific balances, ammeters, voltmeters and measuring
accuracy, accurately and consistently the investigation in the context of cylinders.
consistency, quantities of length, mass, time, problem solving and decision
sensitivity and temperature and electric (1 -Recall the making; with regards to the Emphasise the following:
error. knowledge and science skills on social values/ economy / ● taking readings several times to get an accurate
biodiversity.) culture of the community. reading.
1.4.2 use measuring instruments with ●relate the smallest scale value on the measuring
higher accuracies and compare the device to the accuracy of the readings
5
measurements in terms of accuracy,
15/2 – 19/2
consistency and sensitivity. Carry out activities using instruments such as a
1.4.3 explain how to overcome Vernier calipers, micrometer screw gauges,
systematic errors and random errors. electronic balances, digital micrometer screw
1.4.4 estimate the length, area, mass or gauges, digital Vernier calipers, digital
volume of an object before taking thermometer, clinical thermometer, digital
actual measurements. rangefinder.
3

STANDARD EXPERIMENT
1.4.5 explain with examples innovations Carry out activities to reduce systematic error
of various types of measuring instruments (e.g.: zero error) and random error (e.g.: parallax
through a multimedia presentation error).
Carry out problem solving activities that involve

the skill of making estimations and then compare
with actual measurements.
Gather information and carry out multimedia

presentations on innovations in measuring
instruments.
1.5 A student is able to: Conduct a scientific investigation of the

Density relationship between mass and density for a
1.5.1 arrange sequentially materials variety of solids which have the same volume, for
based on density example by using density cubes.
1.5.2 predict whether the materials will
float and sink according to density. Solve problems by using formula of density.
1.5.3 define operational definition of Carry out an activity to determine the density of
6
density. irregular solids using water displacement method.
22/2 – 26/2
1.5.4 calculate density using formula
(density= mass / volume) and water Discuss the phenomena in everyday life that
displacement method. involve differences in density and presents the
1.5.5 explain the phenomena related to results of discussions using multimedia.
the density difference in everyday life. Entrepreneurial element can be applied and
1.5.6 innovate objects, food or beverage practiced in this activity.
using the concept of density.
1.6 A student is able to: Teachers are recommended to use station # EXPERIMENT 1 :
Steps in a method of the twelve science process skills. SIMPLE PENDULUM
scientific 1.6.1 differentiate each science process
Investigation. skills. Design and conduct an experiment for each
1.6.2 make a sequence on the steps of group to explain the steps and the scientific MODUL 2 : Scientific Skill
carrying out a scientific investigation in method, namely:
the correct order. 1. Identify a problem that could be tested by a
7
1.6.3 conduct a scientific investigation to scientific investigation
1/3 -5/3
solve a simple problem. 2. Construct hypothesis
3. Outline how variable is manipulated and the
method of collecting data
4. Design and conduct scientific investigations
5. Present the data collected
6. Interpreting data and results with scientific
reasoning
7. Make a conclusion and present a report.
4

STANDARD EXPERIMENT
1.7 A student is able to: Discussion on the importance of: MODUL 21: Scientific
Scientific • scientific attitudes and values Skill
attitudes and 1.7.1 support scientific attitudes and • practising scientific attitudes
values in values practiced by scientists.
carrying out 1.7.2 justify the need to practice
scientific scientific attitudes and values when
investigation carrying out an investigation
1.7.3 practice scientific attitudes and
values while carrying out a scientific
investigation.
THEME 2: MAINTENANCE AND CONTINUITY OF LIFE

LEARNING AREA : 2. CELL AS THE BASIC UNIT OF LIFE
2.1 A student is able to: TP1: MODUL 23 : Cell

Cell – structure, Recall the knowledge and
function and 2.1.1 explain that living things are made science skills on cell as the basic
organization up of cells that carry out life’s functions unit of life / coordination /
and undergo cell division. response / reproduction
2.1.2 demonstrate the preparation of
Show cell division using various forms of
slides of animal cells and plant cells using TP2:
multimedia presentation (Need not introduce
the correct procedures. Understand cell as the basic unit
mitosis or meiosis). The formation of cancerous
2.1.3 communicate about each of life / coordination / response
cells is discussed
structure in cells with their functions as / reproduction and able to
well as compare and contrast animal explain their understanding.
Carry out a scientific investigation on animal cells
cells with plant cells.
8 and plant cells using a microscope.
TP3:
8/3 – 12/3
Apply knowledge of cell as the
Draw and label animal cells and plant cells
basic unit of life / coordination /
11/3 observed under the microscope.
response / reproduction to
Israk
accomplish simple task.
Mikraj The structure of animal cells consists of the cell
membrane, cytoplasm, nucleus and mitochondria
TP4:
whereas plant cell comprises of nucleus, cell wall,
Analyse knowledge of cell as
cell membrane, mitochondria, chloroplasts and
the basic unit of life /
vacuole. [nucleus contains chromosomes made
coordination / response /
up of deoxyribonucleic acid (DNA) which carries
reproduction in context of
genetic information].
problem solving about events or
natural phenomena.
5

STANDARD EXPERIMENT
9 2020 FINAL YEAR EXAMINATION 1 & 2

15/3 – 19/3 (15/3/2021 – 19/3/2021)
A student is able to: TP5: Presentation using thinking maps on the

Evaluate knowledge of cell as characteristic of unicellular and multicellular
2.1.4 explain with examples the the basic unit of life / organisms
Characteristics of unicellular and coordination / response /
multicellular organisms for animal cells reproduction in the context of The various types of human cells - nerve cells,
and plant cells. problem solving and decision epithelium cells, muscle cells, reproductive cells,
2.1.5 differentiate the types and making to carry out a task. blood cells.
functions of animal cells and plant cells.
2.1.6 conceptualise the formation of a TP6: The various types of plant cells - cells palisade
plant and an animal with reference to Design a presentation using leaves, guard cells, epidermal cells, capillary
10
the sequence of cell organization: multi media / visual / folio / root’s cells.
22/3 – 26/3
cell→tissue→organ→system→organism. poster / role play / drama; with
2.1.7 appreciate and be amazed by the creative and innovative use of The systems in human includes the nervous system,
existence of various organisms. science knowledge and skills of digestive system, skeletal system, excretory system,
the cell as the basic unit of life / respiratory system, reproductive system, lymphatic
coordination / response / system, circulatory system, muscular system,
reproduction; in the context of endocrine system and the integumentary system.
problem solving and decision
making; with regards to the Multimedia presentation to appreciate how
social values/ economy / organisms are formed from basic unit of cells
culture of the community.
MID TERM HOLIDAY 1 (27/03/2021 – 04/04/2021)

27/3 – 4/4
9 DAYS
2.2 The process of cellular respiration needs oxygen #EXPERIMENT 2 :

Cell respiration A student is able to: and glucose to produce energy, carbon dioxide FACTORS FOR
and and water. PHOTOSYNTHESIS
photosynthesis 2.2.1 communicate about the process of
cellular respiration. Carry out experiments to show photosynthesis
2.2.2 communicate about the process of needs light energy, carbon dioxide, water and
photosynthesis. chlorophyll to produce glucose and oxygen.
11 2.2.3 differentiate the process of cellular
5/4 – 9/4 respiration and photosynthesis. Relate how cellular respiration and photosynthesis
2.2.4 explain how the process of cellular complement each other for the benefits of life
respiration and the process of using multimedia presentation
photosynthesis complement each other.
6

STANDARD EXPERIMENT
THEME 2: MAINTENANCE AND CONTINUITY OF LIFE

LEARNING AREA : 3. COORDINATION AND RESPONSES
LEARNING AREA : 4. REPRODUCTION
3.1 A student is able to: TP1: Gather information and carry out multimedia # EXPERIMENT 3 :
Homeostasis in Recall the knowledge and presentations on how homeostasis regulates body HOMEOSTASIS IN
living things. 3.1.1 communicate about homeostasis. science skills on cell as the basic temperature and water in the human body. HUMANS
3.1.2 explain with examples the systems unit of life / coordination / Carry out activities to show how the biological
12
involved with homeostasis in humans response / reproduction actions respond to changes to stabilise the
12/4 – 16/4
and animals condition of the body.
3.1.3 explain with examples the systems TP2:
13
involved in plant homeostasis. Understand cell as the basic unit Gather information and make observations on
19/4 – 23/4
3.1.4 appreciate the importance of of life / coordination / how transpiration regulates water in plants.
homeostasis in humans and living things. response/reproduction and
able to explain their Carry out brainstorming session to discuss the
understanding. importance of homeostasis using various
multimedia presentations.
TP3:
Apply knowledge of cell as the
14 4.1 A student is able to: basic unit of life / coordination / Gather and interpret data or information about
26/4 – 30/4 Sexual and response / reproduction to sexual and asexual reproduction:
asexual 4.1.1 compare and contrast sexual and accomplish simple task. • methods of sexual reproduction
29/4 reproduction. Asexual reproduction in animals and • various types of asexual reproduction
NUZUL plants. TP4:
AL-QURAN 4.1.2 reason the importance of Analyse knowledge of cell as Do a multimedia presentation to explain the
reproduction. the basic unit of life / importance of reproduction and problems that
1/5 4.1.3 be grateful for the ability to coordination / response / will arise if reproduction decreases for all living
HARI reproduce and the continuation of life reproduction in context of things.
PEKERJA as a gift from God. problem solving about events or
natural phenomena.
4.2 A student is able to: TP5: Carry out multimedia presentations to observe MODUL 11 : Life Process
Human Evaluate knowledge of cell as and discuss the structures and function of the
reproductive 4.2.1 identify the structures and function the basic unit of life / male and female reproductive systems.
system. of the male and female reproductive coordination / response /
systems. reproduction in the context of Discuss the physical changes and experiences
4.2.2 communicate about the physical problem solving and decision during puberty.
15 making to carry out a task.
changes that occur during puberty.
3/5 – 7/5
4.2.3 compare and contrast the male Use thinking maps to compare and contrast the
gamete with the female gamete in the male gamete (sperm) and female gamete
reproductive system. (ovum) in terms of the structures and function.
7

STANDARD EXPERIMENT
4.3 A student is able to: TP6: Integrate multimedia presentation and thinking
Menstrual Design a presentation using maps to explain:
cycle 4.3.1 communicate about the menstrual multi media / visual / folio / • menstruation and menstrual cycle.
cycle and the sequence of changes poster / role play / drama; with • relate the fertile phase with fertilisation.
in the uterus lining during creative and innovative use of • the importance of practicing good personal
menstruation. science knowledge and skills of hygiene during menstruation.
the cell as the basic unit of life /
coordination / response /
4.3.2 relate the fertile phase of the reproduction; in the context of
Menstrual cycle to the process of problem solving and decision
fertilisation. making; with regards to the
social values/ economy /
4.3.3 justify the importance of personal culture of the community.
hygiene during menstruation
4.4 A student is able to: Gather and share information about:

Fertilisation • fertilisation process.
and 4.4.1 communicate about the process of • the implantation process of embryo.
16
pregnancy. fertilisation and the implantation of • the development of a zygote into an embryo
10/5 – 14/5
embryo. and subsequently into a foetus until birth.
4.4.2 justify the importance and functions
11/5
of placenta and umbilical cord.
HARI RAYA
4.4.3 describe the development of a
AIDILFITRI
zygote into an embryo and subsequently
into a foetus during pregnancy until
birth.
17
17/5 – 21/5
18
MID YEAR EXAMINATION
4/5-8/5
(4/5/2021 - 22/5/2021)
26/5
HARI
WESAK
MID YEAR HOLIDAY

29/5 – 13/6
(29/5/2021 – 13/6/2021)
8

STANDARD EXPERIMENT
4.5 A student is able to: Share information from a nutritionist and to relate
Factors the cause and effect of taking healthy nutritious
affecting the 4.5.1 relate the importance of taking food during pregnancy.
development nutritious food during pregnancy to
of a foetus and the health of both mother and foetus. Solve problems of miscarriage or abnormality in
baby. newborn babies that is commonly associated with
4.5.2 justify the importance of avoiding unhealthy lifestyle of pregnant mothers such as
19
the Intake of harmful substances to the smoking, drugs abuse and alcohol.
14/6 – 18/6
foetus.
Gather, interpret information, and carry out a
4.5.3 justify the benefits of breastfeeding multimedia presentation on the impact of
compared to formula milk on the infant’s breastfeeding compared to baby formula milk in
development. relation to the infant’s development.
4.5.4 realise that every living creature
has a right to live even if it’s in the Make decision whether to breastfeed or use
womb. formula milk.
4.6 A student is able to: ●Methods to overcome infertility - hormone

Infertility and treatment, surgery and in-vitro
contraception 4.6.1 communicate the meaning of ●Methods of contraception for married couples:
infertility and how to overcome them. contraceptive pills, implants, condoms and
4.6.2 differentiate methods of contraceptive devices in the uterus (Intrauterine
contraception. Contraceptive Device, IUCD).
20
4.6.3 realise the importance of
21/6 – 25/6
practicing frequent health screening Debate on the abuse of knowledge regarding
and to get immediate treatment for birth control methods and their effect to society.
problems related to reproductive system.
4.6.4 criticise the abuse of knowledge on
contraception methods and its effect to
society.
4.7 A student is able to: Dissect different type of flowers to identify the #EXPERIMENT 4 :
Plant structure with its function which include: CONDITIONS FOR SEED
reproduction 4.7.1 communicate about the structure • male part of the flower GERMINATION
and function of each part of a flower. • the female part of the flower
4.7.2 justify the pollination process.
21 Gather, interpret data and share relevant
28/6 – 2/7 information on the following:
• pollination process. THEME
• self -pollination and cross-pollination.
• the advantages of cross- pollination.
• the application of cross- pollination in
agriculture.
9

STANDARD EXPERIMENT
THEME 3: EXPLORATION OF ELEMENTS IN NATURE

LEARNING AREA : 5. MATTER
5.1 A student is able to: TP1: Carry out activities and create a multimedia MODUL 6: Chemical
Matter in Recall the knowledge and presentation to show that living things and non- changes
nature 5.1.1 state that almost everything that science skills on matter / the living things have mass and occupy space.
exists in nature is matter. periodic table / air. MODUL 18: Changes in
Carry out activities to differentiate: matter
5.1.2 prove that living things and non- TP2: • physical properties of matter such as boiling
living things have mass and occupy Understand of matter / the point and melting point, solubility, heat MODUL 30 : Matter 2
22
space. periodic table / air and able to conductivity.
5/7 – 9/7
explain their understanding. • chemical properties of matter such as rusting
5.1.3 differentiate the physical properties and flammability.
and chemical properties of matter. TP3:
Apply knowledge of matter / Carry out activities to classify materials by density,
5.1.4 classify materials by the different the periodic table / air to melting point, boiling point and solubility.
characteristics. explain natural phenomena to
accomplish simple task.
5.2 A student is able to: TP4: Carry out simulations to conceptualise that matter #EXPERIMENT 5 : RATE
Three states of Analyse knowledge of matter / is made up of small and discrete particles. OF DIFUSSION
matter 5.2.1 generalise that matter consists of the periodic table / air in
particles. context of problem solving Carry out visual presentations about the three #EXPERIMENT 6 :
5.2.2 compare and contrast three states about events or natural states of matter in terms of the arrangement and TEMPERATURE REMAINS
of matter based on the kinetic theory in phenomena. movement of particles and relation to the physical CONSTANT DURING
terms of the arrangement and properties of solids, liquids and gas (volume, FREEZING AND BOILING
movement of particles. TP5: shape, density and compressibility).
5.2.3 use space-time relationships to Evaluate matter / the periodic MODUL 7 : Heat
compare rate of diffusion in three states table / air in the context of Carry out experiments to determine the rate of
of matter. (Carry out experiments to problem solving and decision diffusion, example copper(ll) sulphate in two
determine the rate of diffusion, example making to carry out a task. states of matter (solid and liquid). MODUL 30 : Matter 2
23 copper(ll)sulphate in two states of
12/7 – 16/7 matter (solid and liquid). TP6: Use a diagram or a concept map to illustrate
5.2.4 describe the change in state of Design a presentation using boiling, evaporation, condensation, freezing,
matter, in terms of movement of multi media / visual / folio / melting, and sublimation.
particles caused by the absorption and poster / role play / drama; with
the release of heat, based on kinetic creative and innovative use of Carry out an experiment to investigate that
theory science knowledge and skills of temperature of water remains constant during
5.2.5 conclude that temperature matter / the periodic table / air melting and boiling. Plot and interpret graphs to
remains in the context of problem show that:
constant during freezing, melting and solving and decision making; • Temperature remains constant during the
boiling. with regards to the social melting and the boiling of water.
5.2.6 conclude that the mass remains values/ economy / culture of
constant during physical changes. the community.
10

STANDARD EXPERIMENT
5.2.7 explain with examples the changes • Mass remains unchanged during; physical
of the state of matter in daily life transformation, i.e. changes in state of matter;
dissolving solid in a liquid; and expansion by heat
Create a multimedia presentation about the

change of state of matter in daily life.
MID TERM HOLIDAY 2 (17/7/2021 – 25/7/2021)

17/7 – 25/7
9 DAYS

LEARNING AREA : 6. PERIODIC TABLE
6.1 A student is able to: TP1: Discuss by using multimedia to explain: • all matter MODUL 6: Chemical
Classification Recall the knowledge and consists of atoms • atomic structure • sub-atomic changes
of elements 6.1.1 conclude that all matter consists of science skills on matter / the particles (electron, proton and neutron) • the
atoms. periodic table / air. difference between atoms and molecules • the
6.1.2 differentiate between atoms and difference between elements and compounds
molecules as well as elements and TP2:
compounds Understand of matter / the By referring to the periodic table, discuss the
6.1.3 identify the position of metal, non- periodic table / air and able to position of metals, non-metals and inert gases.
metal and inert gases in the periodic explain their understanding.
24
table. TP3: Carry out activities to differentiate the
26/7 – 30-7
6.1.4 differentiate the characteristics of Apply knowledge of matter / characteristics of metal and non-metal:
metals and non-metals. the periodic table / air to • shiny surfaces
6.1.5 appreciate the order of elements explain natural phenomena to • ductility
that exist in nature that has allowed accomplish simple task. • malleable
people to organize them in the form of a • electrical and heat conductivity
table. TP4: • boiling point and melting point.
Analyse knowledge of matter /
the periodic table / air in Encourage creative writing and presentation in
context of problem solving various media.
about events or natural
phenomena.
6.2 A student is able to: Conduct activities to separate a mixture using MODUL 6: Chemical
Mixtures 6.2.1 communicate about examples of TP5: various methods such as filtration, distillation, changes
mixtures in daily life. Evaluate matter / the periodic separation by using magnets, sedimentation,
6.2.2 solve problem of separating table / air in the context of flotation, and chromatography.
25
mixtures through activities based on the problem solving and decision
2/8 – 6/8
different characteristics of material and making to carry out a task.
physical methods
11

STANDARD EXPERIMENT
6.3 A student is able to: TP6: Use various forms of multimedia to illustrate the MODUL 6: Chemical
Compounds Design a presentation using used of compounds in daily life. changes.
6.3.1 communicate about compounds in multi media / visual / folio /
daily life. poster / role play / drama; with Carry out activities of heating metal and non-
6.3.2 demonstrate the formation of creative and innovative use of metal to produce a compound.
compounds between metal and non- science knowledge and skills of
26
metal. matter / the periodic table / air Conclude and record that:
9/8 – 13/8
6.3.3 conclude that mass is conserved in the context of problem • mass is conserved during chemical change.
during chemical change. solving and decision making; • compound can be separated through chemical
10/8
6.3.4 separate compounds through with regards to the social method.
AWAL
chemical methods. values/ economy / culture of • differences in physical changes and chemical
MUHARAM
6.3.5 differentiate between chemical the community. changes during the formation of compounds.
change and physical change.
6.3.6 differentiate between mixtures and Create and carry out a multimedia presentation
compounds. on the similarities and differences between
mixtures and compounds

LEARNING AREA : 7. AIR
7.1 A student is able to: TP1: Carry out activities to determine the percentage MODUL 16 : Earth 2
Composition of Recall the knowledge and of oxygen in air.
air 7.1.1 plan ways to determine and record science skills on matter / the MODUL 6: Chemical
the composition of air periodic table / air. changes
7.1.2 synthesis the composition of air TP2: Interpret a pie chart on the composition of the air
from a pie chart. Understand of matter / the to realise that air is a mixture.
7.1.3 justify the importance of oxygen, periodic table / air and able to
nitrogen carbon dioxide and inert gases explain their understanding. Interpret and share information on daily life
in daily life. regarding:
7.1.4 appreciate the carbon cycle and TP3: • the importance of oxygen, nitrogen carbon
27
the oxygen cycle in maintaining the Apply knowledge of matter / dioxide gases and inert gases.
16/8 – 20/8
composition of gases in the air. the periodic table / air to • the oxygen cycle and the carbon cycle.
7.1.5 solve problems when there is/are explain natural phenomena to • how the carbon cycle and the oxygen cycle
interferences to the oxygen and the accomplish simple task. maintain the percentage of gases in the
carbon cycle. atmosphere.
TP4:
Analyse knowledge of matter / The effects of the increase of carbon dioxide
the periodic table / air in emission to life and the environment.
context of problem solving
about events or natural
phenomena.
12

STANDARD EXPERIMENT
7.2 A student is able to : TP5: Carry out activities to prove that oxygen, heat
Combustion Evaluate matter / the periodic and fuel are needed for combustion
7.2.1 conclude about the conditions table / air in the context of
needed for combustion. problem solving and decision List materials used as fire extinguishers for different
7.2.2 relate the conditions of combustion making to carry out a task. sources of fire.
28
with the principles used in the
23/8 – 27/8
manufacture of fire extinguishers. TP6: Provide materials such as posters to create
7.2.3 practice safety measures to Design a presentation using awareness among the school community about
prevent the occurrence of fire which multi media / visual / folio / the causes of fire and prevention measures.
can lead to the destruction of life and poster / role play / drama; with
property. creative and innovative use of
matter / the periodic table / air
7.3 A student is able to: in the context of problem Discuss and share ideas of air pollution such as
Air Pollution solving and decision making; haze that frequently hit our country and the
7.3.1 define air pollution and air with regards to the social sources that cause these pollutions.
29
pollutants. values/ economy / culture of
30/8 – 3/9
7.3.2 communicate about air pollutants the community. Collect, interpret and share information about:
and the causes. • steps taken by authorities in controlling air
31/8
7.3.3 justify steps to prevent and control pollution.
HARI
air pollution. • adverse effects of air pollution on living things
KEBANGSA
7.3.4 solve problems on the adverse and the environment.
AN
effects of air pollution.
THEME 4 : ENERGY AND SUSTAINABILITY OF LIFE

LEARNING AREA : 8. LIGHTS AND OPTIC
8.1 A student is able to: TP1: Use the screen and plane mirror to show the MODUL 27: Light
Usage of Recall the knowledge and difference between real images and virtual
mirrors 8.1.1 differentiate between a real image science skills on mirrors / images.
and a virtual image. characteristic of light / reflection
8.1.2 Communicate about the of light / refraction of light / Carry out an activity to determine: •
characteristics of image formed by a dispersion of light / scattering of characteristics of the image formed when the
plane mirror, concave mirror and light / addition and subtraction light incident on the plane mirror. concave mirror
30
convex mirror of light. (enlarge image) and convex mirror (shrink image).
6/9 – 10/9
8.1.3 state that the object distance is • the object distance and image distance in a
equal to the image distance in a plane plane mirror with a sketch diagram
mirror
8.1.4 use the plane mirror to apply the Discuss by using a multimedia presentation about
concept of reflection of light. these applications: • plane mirror • concave
mirror • convex mirrors.
13

STANDARD EXPERIMENT
8.1.5 justify the application of concave TP2:

mirror and convex mirror in daily life. Understand mirrors /
8.1.6 construct an optical instrument to characteristic of light / reflection
appreciate the use these of optical of light / refraction of light /
instruments to enhance the ability of the dispersion of light / scattering of
human senses. light / addition and subtraction
8.1.7 solve problems in daily life involving of light and able to explain their
the application of plane mirror, concave understanding.
mirror and convex mirror.
MID TERM HOLIDAY 3 (11/9/2021 – 19/9/2021)

11/9 – 19/9
9 DAYS
8.2 A student is able to: TP3: Carry out an activity to design an optical MODUL 27: Light
Characteristic Apply mirrors / characteristic of instrument e.g. periscope or kaleidoscope.
of light 8.2.1 communicate about the properties light / reflection of light /
of light. refraction of light / dispersion of The use of mirrors such as:
light / scattering of light / • the side mirror and rear-view mirror in the car.
addition and subtraction of light • the plane mirror uses by dentist during
through a simple task. treatment.
• the convex mirror placed at the dangerous
TP4: roads.
Analyse knowledge of mirrors /
characteristic of light / reflection Properties such as the speed of light and natural
of light / refraction of light / phenomena (the formation of shadows, lightning
dispersion of light / scattering of appearing before thunder, rainbows).
light / addition and subtraction
of light in context of problem
31
solving about events or natural
20/9 – 24/9
phenomena.
creative and innovative use of
mirrors / characteristic of light /
reflection of light / refraction of
light / dispersion of light /
scattering of light / addition and
subtraction of light in the
context of problem solving and
decision making; with regards to
the social values/ economy /
culture of the community.
14

STANDARD EXPERIMENT
8.3 A student is able to: TP5: Identify the characteristics of image formed by a #EXPERIMENT 7 :
Reflection of Evaluate mirrors / characteristic plane mirror and sketch the image observed. REFLECTION OF LIGHT
light 8.3.1 state the characteristics of image of light / reflection of light /
formed by a plane mirror refraction of light / dispersion of Carry out an experiment to measure the angle of
light / scattering of light / incidence, i and angle of reflection, r, and
31 addition and subtraction of light determine the relationship between angle of
20/9 – 24/9 8.3.2 communicate about the Law of in the context of problem incidence, i and angle of reflection, r.
Reflection. solving and decision making to
8.3.3 draw ray diagrams to show the carry out a task. Introducing The Law Of Reflection.
reflection of light
8.3.4 solve problems in daily life with the TP6: Example on the use of the concept of reflection of
application of reflection of light. Design a presentation using light.
multi media / visual / folio /
poster / role play / drama; with
8.4 A student is able to: Collect and interpret this information about the #EXPERIMENT 8 :
Refraction of following • Refraction of light REFRACTION OF LIGHT
light 8.4.1 Generalise that refraction occurs
when light moves through medium of Carry out activities to show that light refract away
different densities when travel from a medium to another medium
8.4.2 draw ray diagrams to show with different density.
refraction of light when light propagate
from one medium to another medium Carry out an experiment to study the relationship
of different densities. between the angle of incidence, i and angle of
8.4.3 generalise the relationship between refraction, r.
the angle of incidence, i and angle of
refraction, r, when light travels from a Conduct a library research and make the
medium of low density to a medium of presentation of the phenomenon of refraction.
high density.
32 8.4.4 justify the applications of refraction
27/9 – 1/10 of light in daily life.
8.5 A student is able to: Collect and interpret information about the
Dipersion of dispersion of light and phenomena related to the
light 8.5.1 communicate about the dispersion dispersion of light.
of light.
8.5.2 explain with an example the Carry out activities to study the following:
dispersion of light in daily life. • dispersion of light by using prism
• formation of rainbow.
15

STANDARD EXPERIMENT
8.6 8.6.1 communicate about scattering of Using various forms of multimedia for interpreting
Scattering of light using various forms of multimedia for information about scattering of light.
light interpreting information about scattering
of light. Carry out activities to study the effect of
8.6.2 explain with an example scattering scattering of
of light in daily life light.
Collect and interpret information about the

following
● scattering of light
● natural phenomena such as blue sky and
reddish sunset.
8.7 A student is able to: Carry out activities to study:

Addition and of
light 8.7.1 identify primary colours • the addition of light using the primary colour
subtraction of 8.7.2 identify the addition of primary filter to produce secondary colour (cyan,
light colour to produce secondary colours. magenta and yellow
8.7.3 communicate about subtraction of • subtraction of light that occurs when light is
32
light absorbed or subtracted by colour filters.
27/9 – 1/10
8.7.4 record the colours formed on the • the difference between the addition and
screen when light passes through colour subtraction of light.
filters.
8.7.5 differentiate the addition and Gather information and do a multimedia
subtraction of light. presentation
8.7.6 explain with examples addition and
subtraction of light in daily life.
THEME 5: EXPLORATION OF EARTH AND SPACE

LEARNING AREA: 9: EARTH
9.1 A student is able to: TP1: Create a multimedia presentation about the Earth MODUL 14: Earth
System and Recall the knowledge and structure that consist of four main spheres that is structure
structure of the 9.1.1 communicate about the system of science skills on about the hydrosphere, atmosphere, biosphere and
Earth the Earth Earth’s structure/geo- geosphere.
33 9.1.2 explain differences in Earth layers disasters/Earth’s resources. ● Atmospheric stratification and its role, including
4/10 – 8/10 based on its composition and physical the depletion of the ozone layer. Introduce that
characteristics. temperature and pressure changes with altitude in
9.1.3 realise that Earth is the only place the atmosphere.
that can sustain life based on its physical ● Ocean stratification from the surface to the dark
characteristic. zone including the distribution of life forms in them.
16

STANDARD EXPERIMENT
TP2: Distribution of other water bodies on Earth such as

Understand the Earth’s seas, rivers, glaciers, clouds and ground water are
structure/geo-disasters/Earth’s also introduced.
resources and able to explain
their understanding. Create a visual presentation to show the
differences between crust, mantle and core of
TP3: the Earth including the lithosphere, asthenosphere
Apply knowledge on the Earth’s & mesosphere.
structure/geo-disasters/Earth’s
resources to accomplish simple Discuss that the Earth is the only home for every
task. living organism.
TP4:
9.2 A student is able to: Analyse knowledge of Carry out an activity and present a multimedia MODUL 14: Earth
Substance of knowledge on the Earth’s presentation on the three types of rocks e.g. structure
the Earth 9.2.1 explain type and characteristic of structure/geo-disasters/Earth’s igneous rocks, sedimentary rocks and
rocks. resources in context of problem metamorphic rocks based on its formation.
9.2.2 communicate on how to solving about events or natural
differentiate the process of rock phenomena.
formation.
TP5:
33 Evaluate about the Earth’s
4/10 – 8/10 9.3 A student is able to: structure/geo-disasters/Earth’s Gather information about exogenic and MODUL 14: Earth
Main resources in the context of endogenic processes and present it using a structure
processes of 9.3.1 explain the different Earth problem solving and decision multimedia presentation.
the Earth processes that effect the changes on making to carry out a task. Exogenic process – weathering, erosion, mass
Earth. depletion, land depletion, transport and
9.3.2 communicate about exogenic and TP6: sedimentation.
endogenic processes. Design a presentation using Endogenic process – mantle convection process,
multi media / visual / folio / magma activity, Earth crust movement (tectonic
poster / role play / drama; with layer)
creative and innovative use of
9.4 A student is able to: the Earth’s structure/geo- Collect, interpret data through a multimedia
Geohazard disasters/Earth’s resources in the presentation on geohazards e.g. earthquake,
phenomena 9.4.1 communicate about geohazard. context of problem solving and volcanism, land slide, tsunami, global warming,
9.4.2 generate ideas on how science decision making; with regards to acid rain, quicksand and sinkholes
and technology is used to prepare for the social values/ economy /
34 culture of the community.
geohazards. Discuss and share ideas on how science and
11/10
9.4.3 realise that environmental disasters technology can be used to prepare for the
15/10
effect human livelihood. possibilities of geohazards.
17

STANDARD EXPERIMENT
Using various media to explain impact of

environmental disasters e.g. loss of life, loss of
property, diseases, and starvation. Highlight the
need to sympathise with victims of environmental
disaster.
9.5 A student is able to: Gather and share information about the MODUL 15: EARTH 1
Age of the geological time scale of the Earth and method to
Earth 9.5.1 communicate about geological determine the age of the Earth.
time scale of the Earth.
9.5.2 explain the method to determine Using visual graphic presentation to present about
the age of the Earth. fossils and relate it to earth history.
9.5.3 communicate about fossils. Using
visual graphic presentation to present Discuss how knowledge on fossils can help
about fossils. modern science.
9.5.4 reason about the importance of
fossils in the advancement of
contemporary science.
34
11/10
9.6 A student is able to: Search for information and carry out a multimedia
15/10
Earth resources presentation on surface water and aquifers.
35
and applied 9.6.1 explain surface water and its risks.
21/9-25/9
geology 9.6.2 explain the importance of Carry out a multimedia presentation on the
underground water and its risks. formation of petroleum and coal.
9.6.3 communicate about economic
minerals. Economic minerals consist of Discuss the economic prospects of hydrothermal
metallic minerals, non- metallic minerals processes.
and rare earth minerals
9.6.4 explain the formation of petroleum Debate how exploitation of Earth’s resources
and coal. without proper planning may cause adverse
9.6.5 communicate about the effects on living things on Earth.
hydrothermal process.
9.6.6 solve problems about the negative
effects of unplanned human activities
on all living things on Earth
35
18/10
22/10
FINAL YEAR EXAMINATION
19/10 (18/10/2021 – 2/11/2021)
HARI
MAULIDUR
RASUL
18

STANDARD EXPERIMENT
36
25/10
29/10
FINAL YEAR EXAMINATION
37 (18/10/2021 – 2/11/2021)
1/11 – 5/11
4/11
DEEPAVALI
38
8/11
12/11
39
15/11
REVISION
19/11
40
22/11
26/11
41
29/11
3/12
PBD UPDATE AND FILING
42
6/12
10/12
11/12
31/12 SCHOOL HOLIDAYS (11/12/2021 – 31/12/2021)
PREPARED BY,
TEACHER SITI SHAHARZAD BINTI WAHAB
SEKOLAH MENENGAH KEBANGSAAN SEKSYEN 24 (2), SHAH ALAM
2021
19

Rancangan Pengajaran Tahunan Form 1 Science DLP 2021

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SEKOLAH MENENGAH KEBANGSAAN SEKSYEN 24 (2) SCHEME OF WORK 2021

JALAN CILI BUNGA 24/25, 40300 SHAH ALAM FORM 1 SCIENCE

SCHEME OF WORK 2021

CONTENT MODUL HEBAT/

CONTENT MODUL HEBAT/

TP 5: Discuss and suggest the use of suitable apparatus

CONTENT MODUL HEBAT/

Carry out problem solving activities that involve

Gather information and carry out multimedia

1.5 A student is able to: Conduct a scientific investigation of the

CONTENT MODUL HEBAT/

THEME 2: MAINTENANCE AND CONTINUITY OF LIFE

2.1 A student is able to: TP1: MODUL 23 : Cell

CONTENT MODUL HEBAT/

9 2020 FINAL YEAR EXAMINATION 1 & 2

A student is able to: TP5: Presentation using thinking maps on the

MID TERM HOLIDAY 1 (27/03/2021 – 04/04/2021)

2.2 The process of cellular respiration needs oxygen #EXPERIMENT 2 :

CONTENT MODUL HEBAT/

THEME 2: MAINTENANCE AND CONTINUITY OF LIFE

CONTENT MODUL HEBAT/

4.4 A student is able to: Gather and share information about:

MID YEAR HOLIDAY

CONTENT MODUL HEBAT/

4.6 A student is able to: ●Methods to overcome infertility - hormone

CONTENT MODUL HEBAT/

THEME 3: EXPLORATION OF ELEMENTS IN NATURE

CONTENT MODUL HEBAT/

Create a multimedia presentation about the

MID TERM HOLIDAY 2 (17/7/2021 – 25/7/2021)

THEME 3: EXPLORATION OF ELEMENTS IN NATURE

CONTENT MODUL HEBAT/

THEME 3: EXPLORATION OF ELEMENTS IN NATURE

CONTENT MODUL HEBAT/

THEME 4 : ENERGY AND SUSTAINABILITY OF LIFE

CONTENT MODUL HEBAT/

8.1.5 justify the application of concave TP2:

MID TERM HOLIDAY 3 (11/9/2021 – 19/9/2021)

CONTENT MODUL HEBAT/

CONTENT MODUL HEBAT/

Collect and interpret information about the

8.7 A student is able to: Carry out activities to study:

THEME 5: EXPLORATION OF EARTH AND SPACE

CONTENT MODUL HEBAT/

TP2: Distribution of other water bodies on Earth such as

CONTENT MODUL HEBAT/

Using various media to explain impact of

CONTENT MODUL HEBAT/

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