Scheme of Work Science Form 1 2011 SMK.

SG ACHEH, TANJONG BEREMBANG, PULAU PINANG Week Learning Area Student will taught to: 1 1.1 Understanding that science is part of everyday life Describe examples of natural phenomena that students see around them: a) growth of human from a baby to an adult, b) fall of a ball to the ground, c) melting of ice. Discuss the uses and benefits of science in everyday life. Attend talks on careers in science. 2 1.2 Understanding the steps in scientific investigation Carry out a scientific investigation/experiment, e.g. To find out what affect the number of times the pendulum swings back and forth (oscillations) during a given time'. The students will be: a) determining 'what I want to find out' (identifying the problem), b) making a smart guess (forming a hypothesis), c) planning how to test the hypothesis (planning the experiment) identify the variables, determine the Suggested Teaching and Learning Activities Learning Outcomes Student will be able to.. A student is able to: 1.list what he sees around him that is related to science, 2.explain the importance of science in everyday life, 3.name some careers in science such as: a) science teachers b) doctors c) engineers A student is able to: 1.state the steps in scientific investigation/ex periment, 2.carry out a scientific investigation. Notes

apparatus and materials required, determine the procedure to carry out the experiment, method to collect and analise data. d) carrying out the experiment, e) writing down what has been observed (collecting data), f) finding a meaning for what has been observed (analyzing and interpreting data), g) deciding whether the hypothesis is true (making conclusions), h) writing a report on the investigation (reporting). Students can be asked toreport on their investigations to the class. Students emphasise the steps they have taken; what they have changed; what they have kept the same and what they have measured. 3 1.3 Knowing physical quantities and their units Identify physical quantities (length, mass, time, temperature and electric current), their values and units found on product descriptions. Find words with the prefixes used in measurements such as kilo-,centi-, and milli-.Find the symbols used for these unit of measurement. Find the value of these A student is able to: 1.state physical quantities: length, mass, time, temperature and electrical current, 2.state the S.I. units and the corresponding symbols for these physical quantities, 3.state the symbols and values of

prefixes.

prefixes for units of length and mass: milli-, centi-, and kilo-, 4.identify and use appropriate prefixes in the measurement of length and mass. A student is able to: 1.choose the right tool and measure length in the context of an experiment, 2.estimate area of regular and irregular shapes using graph paper in the context of an experiment, 3.choose the right tool and measure the volume of liquid in the context of an experiment, 4.choose the right tool to measure the body temperature and temperature of a liquid, 5.determine the volume of solids using water displacement method in the context of an experiment. A student is able to:

the concept of mass

different objects using a spring balance. Discuss weight as the pull of the earth (gravitational force) on an object. Discuss mass as quantity of matter. Find the mass of different objects using beam/lever balance or lever balance. Discuss the difference between mass and weight. Apply the skills of using the spring balance and beam/lever balance in the context of an experiment.

1. determine the 2. 3. 4. 5.
weight of an object, explain the concept of weight, explain the concept of mass, determine the mass of an object, explain the difference between mass and weight, apply the use of spring and beam/lever balance in the context of an experiment.

1.4 Understanding the use of measuring tools

Measure the length of straight lines, curves and the diameter of objects using rulers, thread and calipers. Estimate the area of regular and irregular shapes using graph paper. Measure volume of liquids using measuring cylinder, pipette and burette. Determine the volume of regular and irregular solids using the water displacement method. Measure the body temperature and temperature of water. Discuss the right choice of tool in making measurements. Apply the above measurement skills in the context of experiments.

6.

1.6 Realising the importance of standard units in everyday life

Discuss the various units of measurements, e.g. units for length (feet, yard, chain, mile, meter, kilometer), units for weight (pound, ounce, kati, tahil, gram, kilogram). Act out a scene to show the problem caused by not using standard units e.g. buying things at the market. Discuss the advantages and disadvantages of using different units of measurement.

A student is able to 1. give examples of problems that may arise if standard units are not used.

1.5 Understanding

Find the weights of

2.1 Understanding

Gather information on

A student is able to:

cells

living organisms and identify, the smallest living unit that makes up the organism. Prepare slides of cheek cells and onion cells. Study the general structure of cheek cells and onion cells under a microscope, using the correct procedure. Draw and label the different structures of an animal cell and a plant cell. Compare an animal cell and a plant cell. Gather information on cell structures and discuss their functions.

1.identify that cell

is the basic unit of living things, 2.prepare slides following the proper procedures, 3.use a microscope properly, 4.identify the general structures of animal cells and plant ceils, 5.draw the general structures of an animal cell and a plant cell, 6.label the general structure of an animal cell and a plant ceil, 7.state the function of each cell structure, 8.state the similarities and differences between the two cells. A student is able to: 1.state the meaning of unicellular organisms and multicellular organisms, 2.give examples of unicellular organisms and multicellular organisms.

and multicellular organisms under a microscope. 9 2.3 Understanding that cells form tissues, organs and systems in the human body. Gather information and discuss the following: a) types of human cells, b) functions of different types of human cells. Use a graphic organiser (e.g. ladder of hierarchy) to show the organisation of cells: cell tissue organ system organism A student is able to: 1. name the different types of human cells, 2. state the function of different types of human cells, 3. arrange sequentially cell organisation from simple to complex using the terms cell, tissue, organ, system and organism. A student is able to: 1. explain why human beings are complex organisms. A student is able to: 1. state that things have mass and occupy space, 2. explain what matter is, and to relate things and matter, 3. carry out activities to show

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2.4 Realising that humans are complex organisms

Discuss why human beings are complex organisms.

2.2 Understanding unicellular organism and multicellular organism

Gather information about unicellular organisms and multicellular organisms. Provide students with picture cards, name cards, 'unicellular' and 'multicellular' cards. Students use reference materials and/or information to match the three cards for each organism. Observe examples of unicellular organisms

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3.1 Understanding that matter has mass and occupies space

Through activities, show that things such as book, air, water, soil and living things have mass and occupy space. Discuss what matter is. List examples of matter.

that air, water, soil and living things have mass and occupy space. 12 3.2 Understanding the three states of matter Gather information and discuss a) what matter is made up of, b) what the three states of matter are. Compare the three states of matter in terms of: a) the arrangement of particles, b) the movement of particles. Simulate the arrangement and movement of particles in the three states of matter. A student is able to: 1. state that matter is made up of particles, 2. state the three states of matter, 3. state the arrangeme nt of particles in the three states of matter, 4. state the difference s in the movement of particles in the three states of matter. A student is able to: 1. define density, 2. explain why some objects and liquids float,

Discuss why some objects and liquids float by relating them to density.

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solve simple problems related to density, carry out activities to explore the densities of objects and liquids.

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3.4 Appreciating the use of properties of matter in everyday life

Gather information and discuss how: a) man uses his knowledge of different states of matter to store and transport gases and liquids, b) man uses the concept of density in making rafts, floats etc. Carry out an activity to explore the applications of the concept of floating and sinking related to density.

A student is able to: 1. describe how man uses the different states of matter, 2. describe how man applies the concept of density, 3. carry out an activity to explore the applicatio ns of the concept of floating and sinking related to density. A student is able to: 1. list the resources on earth needed to sustain life, 2. list the

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3.3 Understanding the concept of density

Recall the definition of density. Through activities, find the densities of: a) objects with regular or irregular shape, b) different liquids.

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4.1 Knowing the different resources on earth

Gather information about the resources on earth, i.e. water, air, soil, minerals, fossil fuels and living things.

resources on earth used in everyday life. 16 4.2 Understanding elements, compounds and mixtures Gather information and discuss a) what elements, compounds and mixtures are, b) what metals and nonmetals are, c) examples of elements, compounds, mixtures, metals and non-metals. Compare and contrast the properties of elements, compounds and mixtures. Carry out activities to compare the properties of metals and non-metals in terms of appearance, hardness, conductivity of heat and conductivity of electricity, Carry out activities to separate the components of mixtures e.g. a) mixture of iron filings and sulphur powder, b) mixture of sand and salt. A student is able to: 1. state what elements, compound s and mixtures are, 2. give examples of elements, compound s and mixtures, 3. state the .difference s between elements, compound s and mixtures, 4. carry out activities to compare the properties of different metal and non metals, 5. classify elements as metals and nonmetals based on their characteris tics, 6. give

7.

examples of metals and nonmetals, carry out activities to separate the componen ts of a mixture.

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4.3 Appreciating the importance of the variety or earth resources to man

Discuss the importance of earth's resources (water, air, soil, minerals, fossil fuels and living things) to man. Draw a concept map to show the relationship between these resources to the basic needs of life. Gather information on the preservation and conservation of resources on earth. Discuss the importance of the preservation and conservation of resources on earth (e.g. recycling of paper will help reduce the cutting down of trees; conserving clean water prevents water shortage). Carry out a project/campaign/compet ition on the reusing and recycling of materials.

A student is able to: 1. explain the importanc e of variety of earth's resources to man, 2. state the meaning of the preservati on and conservati on of resources on earth, 3. state the importanc e of the preservati on and conservati on of resources on earth, 4. practise reusing and recycling of materials e.g. using old unfinished

exercise books as note books and collecting old newspaper s for recycling. 18 5.1 Understanding what air is made up of (the composition of air) Gather information on: a) the composition of air, b) the percentage of nitrogen, oxygen and carbon dioxide in air. Carry out activities to show: a) the percentage of oxygen in air, b) that air contains water vapour, microorganisms and dust. A student is able to: 1. state what air is made up of, 2. explain why air is a mixture, 3. state the average percentage of nitrogen, oxygen and carbon dioxide in air, 4. carry out activities to show: a) the percentage of oxygen in air, b) that air contains water vapour, microorganisms and dust. A student is able to 1. list the properties of oxygen and carbon dioxide,

dioxide in the following aspects: a) solubility in water, b) reaction with sodium hydroxide. c) the effect on: glowing and burning wooden splinter, litmus paper, lime water, bicarbonate indicator.

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3.

identify oxygen and carbon dioxide based on its properties, choose a suitable test for oxygen and carbon dioxide

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5.3 Understanding oxygen is needed in respiration

Gather information and discuss respiration. Carry out an experiment to show that during respiration, living things (a) use oxygen, (b) give out carbon dioxide.

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5.2 Understanding the properties or oxygen and carbon dioxide

Gather information on the properties of oxygen and carbon dioxide. Carry out activities to show the properties of oxygen and carbon

A student is able to 1. state that energy, carbon dioxide and water vapour are the products of respiration , 2. relate that living things use oxygen and give out carbon dioxide during respiration , 3. compare and contrast the content of oxygen in inhaled and exhaled air in

4.

5.

humans, state that oxygen is needed for respiration , carry out an experimen t to show that living things use oxygen and give out carbon dioxide during respiration .

d) the effects of air pollution on man and the environment, e) the steps needed to control air pollution. Carry out a project to study: a) air pollution in an area around the school. b) the effects of air pollution. 23 5.6 Realising the importance of keeping the air clean Gather information and discuss: a) how life would be without clean air, b) ways to keep the air clean, c) habits that keep the air clean. Carry out an activity to show the pollutants in cigarette smoke.

4.describe the effects of air pollution, 5.explain the steps needed to prevent and control air pollution.

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5.4 Understanding oxygen is needed for combustion(burni ng)

Gather information and discuss combustion. Carry out experiments to: a) show that oxygen is needed for combustion. b) investigate the effect of the size of a container on the length of time a candle burns, Carry out activity to test for the products of combustion of charcoal such as carbon dioxide and water.

A student is able to: 1. state what combustio n is, 2. state that oxygen is needed for combustio n, 3. list the products of combustio n, 4. carry out experimen ts to investigate combustio n. A student is able to: 1.explain what air pollution is, 2.list examples of air pollutants, 3.list the sources of air pollutants,

A student is able to: 1. describe how life would be without clean air, 2. suggest ways to keep the air clean, 3. practise habits that keep the air clean. A student is able to: 1. list the various forms of energy, 2. list the various sources of energy, 3. identify energy changes, 4. identify the sun as the primary source of energy, 5. carry out an activity

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6.1 Understanding various forms and sources of energy

Gather information about the various forms and sources of energy and energy changes. Discuss the sun as the primary source of energy. Carry out activity to see the energy change from potential to kinetic energy for example a ball rolling down an inclined slope from kinetic to potential energy for example the winding of the coil in a toy car.

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5.5 Analysing the effects of air pollution

Gather information and discuss: a) what air pollution is, b) examples of air pollutants, c) the sources of air pollutants,

to investigate energy change from potential to kinetic energy and vice versa. 25 6.2 Understanding renewable and non-renewable energy Gather information and discuss the meaning of renewable and nonrenewable energy sources. Carry out a project on; a) renewable and nonrenewable energy sources. b) the uses of solar energy. c) the ways to increase efficient use of energy. A student is able to: 1. define renewable and nonrenewable sources of energy. 2. group the various sources of energy into renewable and nonrenewable 3. explain why we need to conserve energy. 4. suggest ways to use energy efficiently. A student is able to 1. describe the importanc e of conservin g energy sources. 2. explain the use and manageme nt of

energy sources. 27 7.1 Understanding heat as s form of energy Carry out activities to show; a) the sun gives out heat b) ways to produce heat c) hest and temperature are not the same (Ask students to predict and observe now the temperatures change, e.g. when they mix volumes of hot and cold water). Discuss a) that heat is a form of energy b) the uses of heat in our daily life c) what temperature is d) the difference between temperature and heat. A student is able to 1. state that the sun gives out heat, 2. state other sources of heat, 3. state that heat is a form of energy, 4. give examples of the uses of heat, 5. state the meaning of temperatur e, 6. state the difference between heat and temperatur e. A student is able to 1. state that heat causes solids, liquids and gases to expand and contract, 2. state that heat flows in three different ways (conductio n, convectio n and

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7.2 Understanding heat flow and its effect

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6.3 Realising the importance of conserving energy sources

Discuss the importance of conserving energy sources. Discuss the use and management of energy sources.

Carry out activities to show that heat causes solids, liquids and gases to expand and contract. (ball and ring, mercury in thermometer and air in round-bottomed flask) Carry out activities to show how heat flows by conduction, convection and radiation. Carry out group activities to discuss: a) natural phenomena such as land breeze, sea breeze and the warming of the earth by the sun,

b) how buildings can be kept cool, c) what a heat conductor is, d) what a heat insulator is, e) the uses of heat conductors and heat insulators in daily life. Carry out an experiment to investigate different materials as heat insulators.

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radiation), state that heat flows from hot to cold, give examples of heat flow in natural phenomen a, state what a heat conductor is, state what a heat insulator is, list uses of heat conductor s and heat insulators in daily life, carry out an experimen t to investigate different materials as heat insulators.

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7.4 Applying the principles of expansion and contraction of matter

Discuss the use of expansion and contraction of matter in the following: a) mercury in a thermometer b) the bimetallic strip in a fire alarm. c) gaps in railway tracks d) rollers in steel bridges. Discuss the use of the principle of expansion and contraction of matter to solve simple problems.

involves absorption and release of heat. 3. give examples of daily observatio ns which show a change in state of matter. A student is able to 1. explain with examples the use of expansion and contractio n of matter in daily life. 2. apply principle of expansion and contractio n of matter in solving simple problems. A student is able to 1. state that dark, dull objects absorb heat better than white, shiny objects, 2. state that

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7.3 Analysing the effect of heat on matter

Carry out activities 10 show the change in state of matter in physical processes. Discuss: (i) the effects of heat on the state of matter (ii) examples of daily observation which shows a change in state of matter.

A student is able to 1. state the change in state of matter in physical processes. 2. explain that change in state of matter

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7.5 Understanding that dark, dull objects absorb and give out heat better

Carry out experiments to show that: a) dark, dull objects absorb heat better than white, shiny objects, b) dark, dull objects give out heat better than white, shiny objects.

3.

dark, dull objects give out heat better than white, shiny objects, carry out experimen ts to investigate heat absorption and heat release.

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7.6 Appreciating the benefits of heat flow

Discuss and put into practice activities such as opening of windows in the classroom or laboratory to improve air circulation.

A student is able to: put into practice the principle of heat flow to provide comfortable living.