SMK PEREMPUAN METHODIST IPOH

YEARLY LESSON PLAN 2024

FORM 1 SCIENCE

CONTENT LEARNING STANDARD

WEEK
STANDARD
FUNDAMENTAL PERFORMANCE LEVEL SUGGESTED ACTIVITIES
THEME 1: SCIENTIFIC METHODOLOGY
LEARNING AREA: 1. INTRODUCTION TO SCIENTIFIC INVESTIGATION

Pendekatan Modular:
1 1.1 A student is able to: TP 1: +Carry out a ‘SCIENCE FUN BOOK’ activity:
11.03 –15.03 Science is part Recall the knowledge and Contents:
of daily life. Pendekatan Modular science skills on the definition *m/s 1: cover page
of science, science laboratory,
physical quantities and units, *m/s 2: what is science?
9.4 1.1.1 relate daily activities to Science the use of measuring
instruments, density and steps *m/s 3: geohazard pictures
Geohazard 1.1.2 generalise the meaning of in scientific investigation.
phenomena Science. *m/s 4: explaination about the geohazard (eg: causes
TP 2: and etc..)
1.1.7 describe innovation in Understand the definition of
technology. science, science laboratory, *m/s 5: Discuss the effects of geohazards towards
physical quantities and units, (health/economy/life) according to their creativity
the use of measuring
9.4.1 communicate about geohazard. instruments, density and steps *m/s 6: the application of tech as a precaution for
in scientific investigation and geohazards– selitkan gambar berkaitan.
9.4.2 generate ideas on how science able to explain their
and technology is used to prepare for understanding. *m/s 7: From your observation, ans Yes/ No
geohazards.
TP 3: Does the geohazard can be known as natural
Apply the definition of science, phenomena?
9.4.3 realise that environmental science laboratory, physical Does it happen in our daliy life
disasters effect human livelihood. quantities and units, the use of The Scientists have done the innovation to solve
measuring instruments, density these problems?
and steps in scientific
investigation to accomplish *m/s 8: Generalise:
simple task.
Daily life activities that lead to the definition of
Science.
TP 4: Science as a discipline that involves systematic
Analyse the entire scientific observation and experiments on natural
investigation process phenomena.
1
 conducted to determine the The innovation in technology to solve problems in
steps that can be improved, on daily life.
the definition of science,
science laboratory, physical
quantities and units, the use of  Brainstorm ideas using concept maps such as i-Think
measuring instruments, density concerning:
1.1.3 summarise the importance of and steps in scientific  the importance of science in understanding ourselves
Science in everyday life. investigation in context of and the environment to admire God's creations.
problem solving about events  fields of science and examples of field of science such
or natural phenomena. as zoology, astronomy, microbiology, geology,
1.1.4 describe the fields of Science physiology, botany, engineering, pharmacology,
TP 5: oceanography, forensics etc.
Evaluate the entire scientific  careers in the field of science
1.1.5 communicate about careers in investigation process  subjects to be learnt for a chosen career.
Science. conducted to determine the
steps that can be improved, on
1.1.6 relate subjects to be studied with the definition of science,
Science careers of interest. science laboratory,
physical quantities and units,
the use of measuring
2 instruments, density and steps
(18.03-22.03) 1.2 . A student is able to: in scientific investigation in the  Carry out activities based on the following:
Your science context of problem solving and  apparatus commonly used in laboratories.
laboratory 1.2.1 identify and state functions of the decision making to carry out a  symbols and examples of hazardous materials in the
apparatus. task. laboratory.
 classification based on self-selected criteria and then
1.2.2 identify symbols and examples of present the results in a group discussion.
hazardous materials in the laboratory.
 Group discussion and presentation of the following:
1.2.3 draw and label apparatus  laboratory rules
commonly used in the laboratory and  security measures
classify based on how it is used  measures to prevent fires
 action to be taken in the event of an accident in the
1.2.4 justify the regulations and safety
laboratory such as exposed / ingested chemicals, cuts
measures in the laboratory TP 6:
and inhaling toxic gas.
Design a presentation using
multi media / visual / folio /
 Discuss and suggest the use of suitable apparatus in
poster / role play / drama; with
carrying out an experiment, to save time and material.
creative and innovative use of
science knowledge and skills
of the definition of science,
science laboratory, physical
quantities and units, the use of
measuring instruments, density
and steps in scientific
investigation in the context of
problem solving and decision

2
 making; with regards to the
social values/ economy /
culture of the community.

3
(25.03-29.03) 1.3 A student is able to:  Measure physical quantities of length, mass, time,
Physical electric current and temperature.
quantities and 1.3.1 identify and use the correct units
their units for different physical quantities.  Collect and interpret data about symbols and values of
symbols for prefixes.
1.3.2 identify the symbols and values
of prefixes use in measurement.  Solve problems of conversion of base quantity units.

28.03 1.3.3 convert base quantity units for  Appreciate the effort of experts in creating S.I. units.
(NUZUL mass, length and time such as grams
QURAN) to kilograms, centimeters to meters,  Carry out a multimedia presentation to show the
seconds to hours and vice versa. implications of using inconsistent units in daily life.

29.03 1.3.4 justify the importance of the use

(GOOD of S.I. units in daily life
FRIDAY)

4
(01.04-05.04) 1.4 A student is able to:  Carry out station activities using measuring instruments
The use of such as rulers, measuring tapes, thermometers,
measuring 1.4.1 use the right measuring stopwatches, triple beam balances, ammeters,
instruments, Instrument and use it in the right way, voltmeters and measuring cylinders.
accuracy, to measure accurately
and consistently the quantities of Emphasise the following:
length, mass,  taking readings several times to get an accurate
consistency, time temperature and electric reading.
sensitivity and (1 -Recall the knowledge and science  relate the smallest scale value on the measuring device
error. skills on biodiversity.) to the accuracy of the readings

1.4.2 use measuring instruments with  Carry out activities using instruments such as a Vernier
higher accuracies and compare the calipers, micrometer screw gauges, electronic balances,
measurements in terms of accuracy, digital micrometer screw gauges, digital Vernier
consistency and sensitivity. calipers, digital thermometer, clinical thermometer,
digital rangefinder.

3
  Carry out activities to reduce systematic error (e.g.: zero
error) and random error (e.g.: parallax error).
1.4.3 explain how to overcome  Carry out problem solving activities that involve the skill
systematic errors and random errors.
of making estimations and then compare with actual
1.4.4 estimate the length, area, mass measurements.
or volume of an object before taking  Gather information and carry out multimedia
actual measurements. presentations on innovations in measuring instruments.

1.4.5 explain with examples

innovations of various types of
measuring instruments through a
multimedia presentation

5
(08.04-12.04) 1.5
Density A student is able to:  Conduct a scientific investigation of the relationship
between mass and density for a variety of solids which
1.5.1 arrange sequentially materials have the same volume, for example by using density
based on density cubes.
 Solve problems by using formula of density.
1.5.2 predict whether the materials will  Carry out an activity to determine the density of irregular
float and sink according to density. solids using water displacement method.
1.5.3 define operational definition of
density.  Discuss the phenomena in everyday life that involve
differences in density and presents the results of
1.5.4 calculate density using Formula discussions using multimedia.
(density= mass / volume) and water  Entrepreneurial element can be applied and practiced in
displacement method. this activity.

1.5.5 explain the phenomena related to

the density difference in everyday life.

1.5.6 innovate objects, food or

beverage using the concept of density.

6 1.6 A student is able to:  Teachers are recommended to use station method of
(15.04-19.04) Steps in a the twelve science process skills.
scientific 1.6.1 differentiate each science rocess
Investigation. skills.  Design and conduct an experiment for each group to
explain the steps and the scientific method, namely:

4
 1.6.2 make a sequence on the steps of 1. Identify a problem that could be tested by a scientific
carrying out a scientific investigation in investigation
the correct order. 2. Construct hypothesis
3. Outline how variable is manipulated and the
method of collecting data
1.6.3 conduct a scientific investigation 4. Design/ Plan and conduct scientific investigations
to solve a simple problem. 5. Present the data collected
6. Interpreting data and results with scientific reasoning
7. Make a conclusion and present a report.

COMPLEMENTARY
(MODUL HEBAT / EXPERIMENT):
# EXPERIMENT 1 :
SIMPLE PENDULUM
MODUL 21: Scientific Skill

1.7 A student is able to:  Discussion on the importance of:

Scientific • scientific attitudes and values
attitudes and 1.7.1 support scientific attitudes and • practising scientific attitudes
values in carrying values practiced by scientists.
out COMPLEMENTARY
1.7.2 justify the need to practice (MODUL HEBAT / EXPERIMENT):
scientific scientific attitudes and values when MODUL 21: Scientific Skill
investigation carrying out an investigation
.
1.7.3 practice scientific attitudes and
values while carrying out a scientific
investigation.

CUTI TAMBHAN HARI RAYA AIDIL FITRI

(8,9 &12.04)

THEME 2: MAINTENANCE AND CONTINUITY OF LIFE

LEARNING AREA : 2. CELL AS THE BASIC UNIT OF LIFE

5
 7

(22.04-26.04) 2.1 A student is able to:  Show cell division using various forms of multimedia
TP1:
Cell – structure, presentation (Need not introduce mitosis or meiosis).
Recall the knowledge and
function and 2.1.1 explain that living things are The formation of cancerous cells is discussed
organization made up of cells that carry out life’s science skills on cell as the
functions and undergo cell division. basic unit of life / coordination /  The structure of animal cells consists of the cell
response / reproduction membrane, cytoplasm, nucleus and mitochondria
2.1.3 communicate about each
structure in cells with their functions as TP2:  whereas plant cell comprises of nucleus, cell wall, cell
well as compare and contrast animal Understand cell as the basic membrane, mitochondria, chloroplasts and vacuole.
cells with plant cells. unit of life / coordination / [nucleus contains chromosomes made up of
deoxyribonucleic acid (DNA) which carries genetic
response / reproduction and
2.1.4 explain with examples the information].
able to explain their
characteristics
of unicellular and multicellular understanding.  Presentation using thinking maps on the characteristic
organisms for TP3: of unicellular and multicellular organisms
animal cells and plant cells. Apply knowledge of cell as the
basic unit of life / coordination /  The systems in human includes the nervous system,
2.1.6 conceptualise the formation of a response / reproduction to digestive system, skeletal system, excretory system,
plant and an animal with reference to accomplish simple task. respiratory system, reproductive system, lymphatic
the sequence of TP4: system, circulatory system, muscular system, endocrine
cell organization: system and the integumentary system.
Analyse knowledge of cell as
cell→tissue→organ→system→ the basic unit of life /
organism.  Multimedia presentation to appreciate how organisms
coordination / response / are formed from basic unit of cells
reproduction in context of
2.1.7 appreciate and be amazed by the
existence of various organisms. problem solving about events COMPLEMENTARY
or natural phenomena. (MODUL HEBAT / EXPERIMENT):
MODUL 23 : Cell

 Carry out a scientific investigation on animal cells and

A student is able to: TP5: plant cells using a microscope.
Evaluate knowledge of cell as
2.1.2 demonstrate the preparation of  Draw and label animal cells and plant cells observed
the basic unit of life /
slides of animal cells and plant cells under the microscope.
coordination / response /
using the correct procedures.
reproduction  The various types of human cells - nerve cells,
2.1.5 differentiate the types and in the context of problem epithelium cells, muscle cells, reproductive cells, blood
functions of animal cells and plant cells solving and decision making to cells.
carry out a task.
 The various types of plant cells - cells palisade leaves,
. guard cells, epidermal cells, capillary root’s cells.

6
(29.04-03.05) 2.2 A student is able to: TP6:  The process of cellular respiration needs oxygen and
Cell respiration Design a presentation using glucose to produce energy, carbon dioxide and water.
and 2.2.1 communicate about the process multi media / visual / folio /
photosynthesis of cellular respiration. poster / role play / drama; with  Carry out experiments to show photosynthesis needs
creative and innovative use of light energy, carbon dioxide, water and chlorophyll to
2.2.2 communicate about the process produce glucose and oxygen.
science knowledge and skills
of photosynthesis.
of the cell as the basic unit of
 Relate how cellular respiration and photosynthesis
2.2.3 differentiate the process of life / coordination / response / complement each other for the benefits of life using
cellular respiration and photosynthesis. reproduction; in the context of multimedia presentation
problem solving and decision
2.2.4 explain how the process of making; with regards to the COMPLEMENTARY
cellular respiration and the process of social values/ economy / (MODUL HEBAT / EXPERIMENT):
photosynthesis complement each culture of the community #EXPERIMENT 2 : FACTORS FOR PHOTOSYNTHESIS
other.

THEME 2: MAINTENANCE AND CONTINUITY OF LIFE

LEARNING AREA : 3. COORDINATION AND RESPONSES

9
(06.05-10.05) 3.1 A student is able to: TP1:  Gather information and carry out multimedia
Homeostasis in Recall the knowledge and presentations on how homeostasis regulates body
living things. 3.1.1 communicate about temperature and water in the human body.
science skills on cell as the
homeostasis.
basic unit of life / coordination /
 Carry out activities to show how the biological actions
3.1.2 explain with examples the response / reproduction respond to changes to stabilise the condition of the
systems involved with homeostasis in body.
humans and animals
TP2:  Gather information and make observations on how
3.1.3 explain with examples the Understand cell as the basic transpiration regulates water in plants.
systems involved in plant unit of life / coordination /
homeostasis.  Carry out brainstorming session to discuss the
response / reproduction and
importance of homeostasis using various multimedia
able to explain their
3.1.4 appreciate the importance of presentations
homeostasis in humans and living understanding.
things. COMPLEMENTARY
(MODUL HEBAT / EXPERIMENT):
# EXPERIMENT 3 : HOMEOSTASIS IN HUMANS

THEME 2: MAINTENANCE AND CONTINUITY OF LIFE

LEARNING AREA : 4. REPRODUCTION

10
(13.5-17.5) 4.1 A student is able to:  Gather and interpret data or information about sexual
7
 Sexual and TP3: and asexual reproduction:
asexual 4.1.1 compare and contrast sexual and Apply knowledge of cell as the
reproduction. asexual reproduction in animals and basic unit of life / coordination /  methods of sexual reproduction
plants. response / reproduction to  various types of asexual reproduction
accomplish simple task.
4.1.2 reason the importance of  Do a multimedia presentation to explain the importance
reproduction. of reproduction and
problems that will arise if reproduction decreases
ADDITIONAL for all living things.
A student is able to:

4.1.3 be grateful for the ability to

reproduce and the continuation of life
as a gift from God.

11
(20.5-24.5) 4.2 A student is able to: TP4:  Carry out multimedia presentations to observe and
Human discuss the structures and function of the male and
Analyse knowledge of cell as
reproductive 4.2.1 identify the structures and female reproductive systems.
system. function of the male and female the basic unit of life /
reproductive systems. coordination / response /  Discuss the physical changes and experiences during
reproduction in context of puberty.
4.2.2 communicate about the physical problem solving about
changes that occur during puberty. events or natural phenomena.  Use thinking maps to compare and contrast the male
gamete (sperm) and female gamete (ovum) in terms of
ADDITIONAL the structures and function
A student is able to:
TP5: COMPLEMENTARY
4.2.3 compare and contrast the male Evaluate knowledge of cell as (MODUL HEBAT / EXPERIMENT):
gamete with the female gamete in the the basic unit of life / MODUL 11 : Life Process
reproductive system. coordination / response /
reproduction in the context of
problem solving and decision
making to carry out a task.
4.3 A student is able to:  Integrate multimedia presentation and thinking maps to
Menstrual cycle explain:
4.3.1 communicate about the TP6:  menstruation and menstrual cycle.
menstrual cycle and the sequence of  relate the fertile phase with fertilisation.
Design a presentation using
changes in the uterus lining during  the importance of practicing good
multi media / visual / folio /
menstruation. personal hygiene during menstruation.
poster / role play / drama; with
creative and
4.3.2 relate the fertile phase of the
innovative use of science
menstrual cycle to the process of
knowledge and skills of the cell
8ertilization.
as the basic unit of life /
coordination / response /
4.3.3 justify the importance of personal
8
 hygiene during menstruation reproduction; in the context of
problem
solving and decision
making; with regards to the
social values/ economy /
culture of the community

CUTI PENGGAL 1 SESI 2024/2025

25.05.24 – 02.06.24

12 4.4 A student is able to:  Gather and share information about:

(03.6-07.6) Fertilisation and  fertilisation process.
pregnancy. 4.4.1 communicate about the process  the implantation process of embryo.
of fertilisation and the implantation of  the development of a zygote into an embryo and
embryo. subsequently into a fetus until birth.

4.4.2 justify the importance and

functions of placenta and umbilical
cord.

4.4.3 describe the development of a

zygote into an embryo and
subsequently into a fetus during
pregnancy until birth.

9
 13
(10.6-14.6) 4.5 A student is able to:  Share information from a nutritionist and to relate the
Factors affecting cause and effect of taking healthy nutritious food during
the development 4.5.1 relate the importance of taking pregnancy.
of a fetus and nutritious food during pregnancy to the
 Solve problems of miscarriage or abnormality in new
baby. health of both mother and fetus.
born babies that is commonly associated with unhealthy
4.5.2 justify the importance of avoiding lifestyle of pregnant mothers such as smoking, drugs
the intake of harmful substances to the abuse and alcohol.
fetus.  Gather, interpret information and carry out a multimedia
presentation on the impact of breastfeeding compared
4.5.3 justify the benefits of to baby formula milk in relation to the infant’s
breastfeeding compared to formula
development.
milk on the infant’s development.
 Make decision whether to breastfeed or use formula
ADDITIONAL milk.
A student is able to:

4.5.4 realise that every living creature

has a right to live even if it’s in the
womb.

14 4.6 A student is able to:  Methods to overcome infertility - hormone treatment,

(17.6-21.6) Infertility and 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
contraceptive devices in the uterus (Intrauterine
4.6.2 differentiate methods of Contraceptive Device, IUCD).
contraception.
 Debate on the abuse of knowledge regarding birth
4.6.3 realise the importance of control methods and their effect to society.
practicing frequent health screening
and to get immediate treatment for
problems related to reproductive
system.

ADDITIONAL
A student is able to:

4.6.4 criticise the abuse of knowledge

on contraception methods and its
effect to society.
10
 15 4.7 A student is able to:  Dissect different type of flowers to identify the structure
(24.6-28.6) Plant reproduction with its function which include:
4.7.1 communicate about the • male part of the flower
structure and function of each part of a • the female part of the flower
flower.

 Gather, interpret data and share relevant information on

4.7.2 justify the pollination process. the following:
• pollination process. THEME
4.7.3 describe the process of • self -pollination and cross-pollination.
fertilisation and explain the • the advantages of cross- pollination.
formation of seeds and fruits in plants • the application of cross- pollination in
agriculture.

16 A student is able to:

(01.7-05.7) COMPLEMENTARY
4.7.4 describe the germination (MODUL HEBAT / EXPERIMENT):
process of seed. #EXPERIMENT 4 : CONDITIONS FOR SEED
GERMINATION

4.7.5 solve problems if germination

does not occur

17
(08.7-12.7) PENILAIAN SUMATIF 1
(T1, T2 & T3)

CUTI AWAL MUHARAM

(8.7)

18 PENILAIAN SUMATIF 1
(15.7-19.7) (T1, T2 & T3)
MINGGU PBL
THEME 3: EXPLORATION OF ELEMENTS IN NATURE
LEARNING AREA : 5. MATTER

19 5.1 A student is able to: TP1:  Carry out activities and create a multimedia
(22.7-26.7) Matter in nature Recall the knowledge and presentation to show that living things and non-living
5.1.1 state that almost everything that science skills on matter / the things have mass and occupy space.
exists in nature is matter. periodic table / air.
 Carry out activities to differentiate:
5.1.2 prove that living things and non-  physical properties of matter such as boiling point and
living things have mass and occupy TP2: melting point, solubility, heat conductivity.
space. Understand of matter / the
11
 periodic table / air and able to  chemical properties of matter such as rusting and
5.1.3 differentiate the physical explain their understanding. flammability.
properties and chemical properties
of matter.  Carry out activities to classify materials by density,
TP3: melting point, boiling point and solubility.
5.1.4 classify materials by the different Apply knowledge of matter /
characteristics. the periodic table / air to COMPLEMENTARY
explain natural phenomena to (MODUL HEBAT / EXPERIMENT):
accomplish simple task. MODUL 6: Chemical changes
MODUL 18: Changes in matter
MODUL 30 : Matter 2
TP4:
20 Analyse knowledge of matter /
(29.7-02.8) 5.2 A student is able to: the periodic table / air in  Carry out simulations to conceptualise that matter is
Three states of 5.2.1 generalise that matter consists of context of problem solving made up of small and discrete particles.
matter particles. about events or natural
phenomena.

 Carry out visual presentations about the three states of

5.2.2 compare and contrast three matter in terms of the arrangement and movement of
states of matter based on the kinetic TP5: particles and relation to the physical properties of solids,
theory in terms of the Evaluate matter / the periodic liquids and gas (volume, shape, density and
arrangement and movement of table / air in the context of compressibility).
particles. problem solving and decision
making to carry out a task.  Carry out experiments to determine the rate of diffusion,
5.2.3 use space-time relationships to example copper(ll) sulphate in two states of matter
compare rate of diffusion in three (solid and liquid).
states of matter. (Carry out
experiments to determine the rate of  Use a diagram or a concept map to illustrate boiling,
diffusion, example copper(ll) sulphate evaporation, condensation, freezing, melting, and
in two states of matter (solid and sublimation.
liquid).
TP6:  Carry out an experiment to investigate that temperature
5.2.4 describe the change in state of Design a presentation using of water remains constant during melting and boiling.
matter, in terms of movement of multi media / visual / folio / Plot and interpret graphs to show that:
particles caused by the absorption and poster / role play / drama; with
the release of heat, based on creative and innovative use of  Temperature remains constant during the melting and
kinetic theory science knowledge and skills the boiling of water.
of matter / the periodic table /  Mass remains unchanged during; physical
5.2.5 conclude that temperature air in the context of problem transformation, i.e.
remains constant during freezing, solving and decision making; changes in state of
melting and boiling. with regards to the social matter; dissolving solid in
values/ economy / culture of a liquid; and
5.2.6 conclude that the mass remains the community. expansion by heat
constant during physical changes.
 Create a multimedia presentation about the change of
5.2.7 explain with examples the state of matter in daily life.
12
 changes of the state of matter in daily
life COMPLEMENTARY
(MODUL HEBAT / EXPERIMENT):
#EXPERIMENT 5 : RATE OF DIFUSSION

#EXPERIMENT 6 : TEMPERATURE REMAINS

CONSTANT DURING FREEZING AND BOILING

MODUL 7 : Heat
MODUL 30 : Matter 2

THEME 3: EXPLORATION OF ELEMENTS IN NATURE

LEARNING AREA : 6. PERIODIC TABLE

21 6.1 A student is able to: TP1:  Discuss by using multimedia to explain:

(05.8-09.8) Classification of Recall the knowledge and  all matter consists of atoms
elements 6.1.1 conclude that all matter consists science skills on matter / the  atomic structure
of atoms. periodic table / air.  sub-atomic particles (electron, proton and neutron)
 the difference between atoms and molecules
6.1.2 differentiate between atoms and TP2:  the difference between elements and compounds
molecules as well as elements and Understand of matter / the
compounds. periodic table / air and able to
explain their understanding.

 By referring to the periodic table, discuss the position of

metals, non-metals and inert gases.
TP3:
6.1.3 identify the position of metal, Apply knowledge of matter /
non-metal and inert gases in the the periodic table / air to
periodic table. explain natural phenomena to
accomplish simple task.

13
 22 6.1.4 differentiate the characteristics of TP4:  Carry out activities to differentiate the characteristics of
(12.8-16.8) metals and non-metals. Analyse knowledge of matter / metal and non-metal:
the periodic table / air in  shiny surfaces
ADDITIONAL context of problem solving  ductility
A student is able to: about events or natural  malleable
phenomena.  electrical and heat conductivity
6.1.5 appreciate the order of elements  boiling point and melting point.
that exist in nature that has allowed TP5:
people to organize them in the form of Evaluate matter / the periodic  Encourage creative writing and presentation in various
a table. table / air in the context of media.
problem solving and decision
making to carry out a task.
COMPLEMENTARY
(MODUL HEBAT / EXPERIMENT):
MODUL 6: Chemical changes

TP6:
6.2 A student is able to: Design a presentation using  Conduct activities to separate a mixture using various
23 Mixtures multi media / visual / folio / methods such as filtration, distillation, separation by
(19.8-23.8) 6.2.1 communicate about examples of poster / role play / drama; with
mixtures in daily life using magnets, sedimentation, flotation and
creative and
chromatography.
innovative use of science
6.2.2 solve problem of separating knowledge and skills of the
mixtures through activities based on matter / the periodic table / air COMPLEMENTARY
the different characteristics of in the context of problem (MODUL HEBAT / EXPERIMENT):
material and physical methods solving and decision making to MODUL 6: Chemical changes
carry out a task.

A student is able to:  Use various forms of multimedia to illustrate the used of
6.3 compounds in daily life.
Compounds 6.3.1 communicate about compounds
in daily life.  Carry out activities of heating metal and non-metal to
produce a compound.
6.3.2 demonstrate the formation of
compounds between metal and non-  Conclude and record that:
metal.
 mass is conserved during chemical change.
6.3.3 conclude that mass is conserved  compound can be separated through chemical method.
during chemical change.  differences in physical changes and chemical changes
during the formation of compounds.
6.3.4 separate compounds through  Create and carry out a multimedia presentation on the
chemical methods. similarities and differences between mixtures and
compounds
14
 6.3.5 differentiate between chemical COMPLEMENTARY
change and physical change. (MODUL HEBAT / EXPERIMENT):
MODUL 6: Chemical changes
6.3.6 differentiate between mixtures
and compounds.

THEME 3: EXPLORATION OF ELEMENTS IN NATURE

LEARNING AREA : 7. AIR

TP1:
24 7.1 A student is able to: Recall the knowledge and  Carry out activities to determine the percentage of
(26.8-30.8) Composition of air science skills on matter / the
oxygen in air.
7.1.1 plan ways to determine and periodic table / air.
record the composition of air.
COMPLEMENTARY
TP2:
(MODUL HEBAT / EXPERIMENT):
7.1.2 synthesis the composition of air Understand of matter / the
MODUL 16 : Earth 2
from a pie charts. periodic table / air and able to
explain their understanding.
7.1.3 justify the importance of  Interpret a pie chart on the composition of the air to
oxygen, nitrogen carbon dioxide and TP3: realise that air is a mixture.
inert gases in daily life. Apply knowledge of matter /
the periodic table / air to  Interpret and share information on daily life regarding:
7.1.5 solve problems when there is/are explain natural phenomena to  the importance of oxygen, nitrogen carbon dioxide
interferences to the oxygen and the accomplish simple task. gases and inert gases.
carbon cycle.  the oxygen cycle and the carbon cycle.
TP4:  how the carbon cycle and the oxygen cycle maintain the
Analyse knowledge of matter / percentage of gases in the atmosphere.
the periodic table / air in
ADDITIONAL context of problem solving  The effects of the increase of carbon dioxide emission
A student is able to: about events or natural to life and the environment.
phenomena.
7.1.4 appreciate the carbon cycle and COMPLEMENTARY
the oxygen cycle in maintaining the TP5: (MODUL HEBAT / EXPERIMENT):
composition of gases in the air. Evaluate matter / the periodic MODUL 6: Chemical changes
table / air in the context of
problem solving and decision
making to carry out a task.

CUTI HARI KEBANGSAAN

(31.8)

15
 25 7.2 A student is able to : TP6:  Carry out activities to prove that oxygen, heat and fuel
(02.9-06.9) Combustion Design a presentation using are needed for combustion
7.2.1 conclude about the conditions multi media / visual / folio /  List materials used as fire extinguishers for different
needed for combustion. poster / role play / drama; with sources of fire.
creative and innovative use of
7.2.2 relate the conditions of science knowledge and skills  Provide materials such as posters to create awareness
combustion with the principles used in of among the school community about the causes of fire
the manufacture of fire matter / the periodic table / air and prevention measures.
extinguishers. in the context of problem
solving and decision making;
ADDITIONAL with regards to the social
A student is able to : values/ economy / culture of
the community.
7.2.3 practice safety measures to
prevent the occurrence of fire which
can lead to the destruction of life
and property.

26 7.3 A student is able to:  Discuss and share ideas of air pollution such as haze
(09.9-13.9) Air Pollution that frequently hit our country and the sources that
7.3.1 define air pollution and air cause these pollutions.
pollutants.
 Collect, interpret and share information about:
 steps taken by authorities in controlling air pollution.
7.3.2 communicate about air pollutants
and the causes.
 adverse effects of air pollution on living things and the
environment.

7.3.3 justify steps to prevent and

control air pollution.

7.3.4 solve problems on the adverse

effects of air pollution.

CUTI PENGGAL 2 SESI 2024/2025

14.09.24 – 22.09.24

THEME 4 : ENERGY AND SUSTAINABILITY OF LIFE

LEARNING AREA : 8. LIGHTS AND OPTIC

16
 27
(23.9-27.9)
8.1 A student is able to: TP1:  Use the screen and plane mirror to show the difference
Usage of mirrors Recall the knowledge and
between real images and virtual images.
8.1.1 differentiate between a real science skills on mirrors /
image and a virtual image. characteristic of light /  Carry out an activity to determine:
reflection of light / refraction  characteristics of the image formed when the light
8.1.2 Communicate about the of light / dispersion of light / incident on the plane mirror. concave mirror (enlarge
characteristics of image formed by a scattering of light / addition and image) and convex mirror (shrink image).
plane mirror, concave mirror and subtraction of light.  the object distance and image distance in a plane mirror
convex mirror
with a sketch diagram
.
8.1.3 state that the object distance is TP2:  Discuss by using a multimedia presentation about these
equal to the image distance in a plane Understand mirrors / applications
mirror characteristic of light /  plane mirror
reflection of light / refraction of  concave mirror
8.1.4 use the plane mirror to apply the light / dispersion of light /
 convex mirrors.
concept of reflection of light. scattering of light / addition and
subtraction of light and able to
8.1.5 justify the application of concave explain their understanding. COMPLEMENTARY
mirror and convex mirror in daily life. (MODUL HEBAT / EXPERIMENT):
MODUL 27: Light
8.1.6 construct an optical instrument to
ppreciate the use these of optical
instruments to enhance the ability of
the human senses.

8.1.7 solve problems in daily life

involving the application of plane
mirror, concave mirror and convex
mirror.

8.2 A student is able to: TP3:  Carry out an activity to design an optical instrument
28 Characteristic of e.g. periscope or kaleidoscope.
Apply mirrors / characteristic of
light 8.2.1 communicate about the light / reflection of light /
(30.9-04.10) properties of light. COMPLEMENTARY
(MODUL HEBAT / EXPERIMENT):

17
 refraction of light / dispersion
of light / scattering of light / MODUL 27: Light
8.3 A student is able to: addition and subtraction of light
Reflection of light through a simple task.  The use of mirrors such as:
8.3.1 state the characteristics of image  the side mirror and rear-view mirror in the car.
formed by a plane mirror  the plane mirror uses by dentist during treatment.
TP4:  the convex mirror placed at the dangerous roads.
8.3.2 communicate about the Law Of Analyse knowledge of mirrors / Properties such as the speed of light and natural
Reflection. characteristic of light / phenomena (the formation of shadows, lightning
reflection of light / refraction of appearing before thunder, rainbows).
8.3.3 draw ray diagrams to show the light / dispersion of light /
reflection of light scattering of light / addition and
 Identify the characteristics of image formed by a plane
subtraction of light in context of
8.3.4 solve problems in daily life with mirror and sketch the image observed.
problem solving about events
the application of reflection of light. or natural phenomena.
 Carry out an experiment to measure the angle of
incidence, i and angle of reflection, r, and determine
the relationship between angle of incidence, i and
TP5:
angle of reflection, r.
Evaluate mirrors /
characteristic of light /
 Introducing The Law Of Reflection.
reflection of light / refraction of
light / dispersion of light /
 Example on the use of the concept of reflection of light.
scattering of light / addition and
subtraction of light in the
COMPLEMENTARY
context of problem solving and
(MODUL HEBAT / EXPERIMENT):
decision making to carry out a
#EXPERIMENT 7 : REFLECTION OF LIGHT
task.
29
(7.10-11.10) 8.4 A student is able to:  Collect and interpret this information about the
Refraction of light following
8.4.1 Generalise that refraction  Refraction of light
occurs when light moves
through medium of different densities.

8.4.2 draw ray diagrams to show TP6:

refraction of light when light propagate Design a presentation using  Carry out activities to show that light refract away when
from one medium to another multi media / visual / folio / travel from a medium to another medium with different
medium of different densities. poster / role play / drama; with density.
creative and innovative use of
8.4.3 generalise the relationship science knowledge and skills  Carry out an experiment to study the relationship
between the angle of incidence, i and of mirrors / characteristic of between the angle of incidence, i and angle of
angle of refraction, r, when light travels light / reflection refraction, r.
from a medium of low density to a of light / refraction of light /
medium of high density. dispersion of light / scattering  Conduct a library research and make the presentation
of light / addition and of the phenomenon of refraction.
8.4.4 justify the applications of

18
 refraction of light in daily life. subtraction of light in the COMPLEMENTARY
context of problem solving and (MODUL HEBAT / EXPERIMENT):
decision making; with regards #EXPERIMENT 8 : REFRACTION OF LIGHT
to the social values/ economy /
8.5 A student is able to: culture of the community.  Collect and interpret information about the dispersion
Dispersion of light of light and phenomena related to the dispersion of
8.5.1 communicate about the light.
30 dispersion of light.
(14.10-18.10)  Carry out activities to study the following:
8.5.2 explain with an example the  dispersion of light by using prism
dispersion of light in daily life.  formation of rainbow.

31  Using various forms of multimedia for interpreting

(21.10-25.10) 8.6 8.6.1 communicate about scattering of information about scattering of light.
Scattering of light light using various forms of multimedia
for interpreting information about  Carry out activities to study the effect of scattering of
scattering of light. light.
Collect and interpret information about the following
8.6.2 explain with an example  scattering of light
scattering of light in daily life  natural phenomena such as blue sky and reddish
sunset.
8.7 A student is able to:
Addition and of  Carry out activities study:
light subtraction 8.7.1 identify primary colours
of light  the addition of light using the primary colour filter to
8.7.2 identify the addition of primary produce secondary colour (cyan, magenta and yellow
colours to produce secondary colours.  subtraction of light that occurs when light is absorbed
or subtracted by colour filters.
8.7.3 communicate about subtraction  the difference between the addition and subtraction of
of light. light.
8.7.4 record the colours formed on the
screen when light passes through Gather information and do a multimedia presentation
colour filters.

8.7.5 differentiate the addition and

subtraction of light.

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
32
(28.10-1.11) 9.1 A student is able to: TP1:  Create a multimedia presentation about the Earth
System and Recall the knowledge and structure that consist of four main spheres that is
structure of the 9.1.1 communicate about the system

19
 Earth of the Earth science skills on about the hydrosphere, atmosphere, biosphere and geosphere.
Earth’s structure/geo-  Atmospheric stratification and its role, including the
9.1.2 explain differences in Earth disasters/Earth’s resources. depletion of the ozone layer. Introduce that
layers based on its composition and
temperature and pressure changes with altitude in the
physical characteristics. TP2: atmosphere.
ADDITIONAL Understand the Earth’s  Ocean stratification from the surface to the dark zone
A student is able to: structure/geo-disasters/Earth’s including the distribution of life forms in them.
resources and able to explain
9.1.3 realise that Earth is the only their understanding.
place that can sustain life based on its Distribution of other water bodies on Earth such as
physical characteristic. seas, rivers, glasiers, clouds and ground water are
. TP3: also introduced.
Apply knowledge on the
Earth’s structure/geo-
disasters/Earth’s resources to  Create a visual presentation to show the differences
30.10 &1.11 Cuti Tambahan between crust, mantle and core of the Earth including
Deepavali accomplish simple task.
the lithosphere, asthenosphere & mesosphere.

 Discuss that the Earth is the only home for every living
TP4: organism.
Analyse knowledge of COMPLEMENTARY
knowledge on the Earth’s (MODUL HEBAT / EXPERIMENT):
structure/geo-disasters/Earth’s MODUL 14: Earth structure
resources in context of
9.2 A student is able to: problem solving about events  Carry out an activity and present a multimedia
33 Substance of the or natural phenomena. presentation on the three types of rocks e.g. igneous
(4.11-8.11) Earth 9.2.1 explain type and characteristic of rocks, sedimentary rocks and metamorphic rocks
rocks. based on its formation.

9.2.2 communicate on how to COMPLEMENTARY

differentiate the process of rock TP5: (MODUL HEBAT / EXPERIMENT):
formation. Evaluate about the Earth’s MODUL 14: Earth structure
structure/geo-disasters/Earth’s
resources in the context of
9.3 A student is able to: problem solving and decision  Gather information about exogenic and endogenic
Main processes of making to carry out a task. processes and present it using a multimedia
the Earth 9.3.1 explain the different Earth presentation.
processes that effect the changes on
Earth.  Exogenic process – weathering, erosion, mass
depletion, land depletion, transport and sedimentation.
TP6:
9.3.2 communicate about exogenic  Endogenic process – mantle convection process,
and endogenic processes. Design a presentation using magma activity, Earth crust movement (tectonic layer)
multi media / visual / folio /
poster / role play / drama; with COMPLEMENTARY
creative and innovative use of (MODUL HEBAT / EXPERIMENT):
science knowledge and skills MODUL 14: Earth structure
20
 A student is able to: of the Earth’s structure/geo- Gather and share information about the geological time
9.5 disasters/Earth’s resources in scale of the Earth and method to determine the age of the
34 Age of the Earth 9.5.1 communicate about geological the context of problem solving Earth.
(11.11-15.11) time scale of the Earth. and decision making; with  Using visual graphic presentation to present about
regards to the social values/ fossils and relate it to earth history.
9.5.2 explain the method to determine economy / culture of the
the age of the Earth.  Discuss how knowledge on fossils can help modern
community. science.
9.5.3 communicate about fossils. using
visual graphic presentation to present
about fossils.

9.5.4 reason about the importance of

fossils in the advancement of
contemporary science.

35 9.6 A student is able to: Search for information and carry out a multimedia
(18.11-22.11) Earth resources 9.6.1 explain surface water and its presentation on surface water and aquifers.
and applied risks.  Carry out a multimedia presentation on the formation of
geology petroleum and coal.
9.6.2 explain the importance of
underground water and its risks.  Discuss the economic prospects of hydrothermal
processes.
9.6.3 communicate about economic
minerals.  Debate how exploitation of Earth’s resources without
(Economic minerals consist of metallic proper planning may cause adverse effects on living
minerals, non-metallic minerals and things on Earth.
rare earth minerals).

9.6.4 explain the formation of

petroleum and coal.

9.6.5 communicate about the

hydrothermal process.

9.6.6 solve problems about the

negative effects of unplanned human
activities on all living
things on Earth

36-37
(25.11-6.12) PROJECT WORK/ PBD
38-39
REVISION FOR UASA
(09.12-20.12)
CUTI PENGGAL 3 SESI 2024/2025

21
 23.12.24 – 29.12.24
40
(30.12-03.1) REVISION FOR UASA
41
(06.1-10.1) UASA FORM 1
42
PBL WEEK
(13.1-17.1)
CUTI AKHIR PERSEKOLAHAN SESI 2024/2025
18.01.2025 – 16.02.2025

Prepared by, Checked by, Approved by,

……………………………………… ……………………………………… ………………………………………

Noor Zamatul Shima Ahmad

Subject Teacher

22