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YEARLY LESSON PLAN 2010

SCIENCE FORM 4

THEME : INTRODUCING SCIENCE


LEARNING AREA : 1. SCIENTIFIC INVESTIGATION

Week Learning Objectives Learning Outcomes Remark

JANUARY 1.1 A student is able to:


Analysing method of
scientific investigation • Explain the steps in scientific investigation
• Carry out a scientific investigation
• Write a report on a scientific investigation
• Explain the importance of scientific investigation
1
(04 – 08)
1.2 A student is able to:
Realising the need to • Identify scientific attitudes and noble values practiced by scientists
practice scientific attitudes • Explain the need to practice scientific attitudes and noble values when carrying
and noble values when out a scientific investigation
carrying out scientific • Practice scientific attitudes and noble values when carrying out a scientific
investigations investigation

THEME : MAINTENANCE AND CONTINUITY OF LIFE


LEARNING AREA : 2. BODY COORDINATION

Week Learning Objectives Learning Outcomes Remark

2.1 A student is able to:


2 Understanding body • Describe what body coordination is
(11 – 15) coordination • Identify the body systems that control and regulate coordination
• State the importance of body coordination

2.2 A student is able to:


Understanding the human • identify the component parts of the human nervous system.
nervous system • State the function of each component part of the nervous system.

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• State what a neurone is
• Identify the parts of a neurone
• State the function of each part of the neurone
• Identify the different types of neurone
• State the function of each type of neurone
• Compare a nd contrast the different types of neurone

3 2.3 A student is able to:


(18 – 22) Analysing nervous • State what receptors and effectors are
coordination • State the functions of receptors and effectors
• Explain with examples what are reflex action is
• Describe a reflex arc
• Illustrate the path taken by an impulse in the reflex arc.

2.4 A student is able to:


Understanding the role of • Explain what proprioceptors are
proprioceptors in • Explain the importance of proprioceptors
maintaining balance and
coordination.

4 2.5 A student is able to:


(25 – 29) Understanding the human • Identify the main parts of the human brain
brain and its complexity • State the functions of each main part of the human brain
• Explain what voluntary action is
• Give examples of voluntary action
• Explain what involuntary action is
• Give examples of involuntary action
• Explain the effects of injuries to specific parts of the human brain.

2.6 A student is able to:


Understanding hormonal • Describe what a hormone is
coordination in the body • Describe hat endocrine glands are
• Identify the main endocrine glands and their respective locations in the body
• State the functions of hormones secreted by the endocrine glands
• Describe the effects of hormonal imbalance on health

2
FEBRUARY 2.7 A student is able to:
Analysing coordination • Compare and contrast nervous coordination with hormonal coordination
1 between the nervous • Explain with examples the coordination between the nervous system and the
(01 – 05) system and the endocrine endocrine system in response to a specific stimulus
system • Explain the importance of coordination between the nervous system and the
endocrine system in response to a specific stimulus

2.8 A student is able to:


Evaluating the effects of • Define what drugs are
drug abuse on body • List examples of drugs
coordination and health • Explain what drug abuse is
• Describe the effects of drug abuse on body coordination
• Describe the effects of drug abuse on health

2.9 A student is able to:


Analysing the effects of • List examples of alcoholic drinks
excessive consumption of • Describe the effects of excessive consumption of alcohol on body coordination
alcohol on body • Describe the effects of excessive consumption of alcohol on health
coordination and health • Justify the importance of avoiding excessive consumption of alcohol

2 2.10 A student is able to:


(08 – 12) Realising the importance • State what mind is
of sound and healthy mind • Identify factors that affect the mind
• Explain how substance abuse can affect the mind
• Justify the importance of a healthy and sound mind

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THEME : MAINTENANCE AND CONTINUITY OF LIFE
LEARNING AREA : 3. HEREDITY AND VARIATION

Week Learning Objectives Learning Outcomes Remark

2 3.1 A student is able to:


(08 – 12) Understanding cell
division • State what genes, deoxyribonucleic acids (DNA), and chromosomes are
• Describe the relationship between gene, DNA and chromosome,
• State what mitosis is,
• State what meiosis is
• Describe the process of mitosis
• Describe the process of meiosis
• Compare and contrast mitosis and meiosis
• Explain the importance of meiosis and mitosis.

3 3.2 A student is able to: 15/2 : Holiday for Chinese


(15 – 19) Understanding the New Year
principles and mechanism • Explain what dominant genes and recessive genes are,
of inheritance • Identify dominant traits and recessive traits in human,
• Illustrate the mechanism of inheritance of traits using schematic diagram,
• Predict the genotype and phenotype ratios of a monohybrid cross

3.3 A student is able to:


Understanding sex
determination and the • Explain what sex chromosomes are,
occurrence of twins in • Explain how sex is determined,
human beings • Explain the formation of identical and non-identical twins,
• Compare and contrast identical twins and non-identical twins,
• Explain what Siamese twins are.

4 3.4 A student is able to: 26/2 : Holiday for ‘Maulid


(22 – 26) Understanding mutation • State what mutation is Nabi’
• State the types of mutation
• List examples of mutation
• Identify causes of mutation
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• State the advantages and disadvantages of mutation

3.5 A student is able to:


Evaluating the effects of • list the contributions of genetic research in various fields,
genetic research on • explain selective breeding in plants and livestock,
human life • state the importance of selective breeding in plant and livestock
• describe the technology used for selective breeding
• present arguments for and against genetic research.

MAC
PRE TEST 1
1
(01 – 05)

3.6 A student is able to:


2 Analysing variation • state what variation is,
(08 – 12) among living things • list variation in humans,
• classify variation into continuous and discontinuous variation,
• compare and contrast continuous and discontinuous variation,
• identify factors that cause variation,
• explain the importance of variation.

3.7 A student is able to:


Realising the need to • explain how the misuse of knowledge in the field of genetics can endanger life,
adhere to a code of ethics • describe the importance of establishing and adhering to ethics and morals in
in genetic research scientific research for the benefit of mankind.

3
SCHOOL BREAK (SEM 1)
(15 – 19)

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THEME : MATTER IN NATURE
LEARNING AREA : 4. MATTER AND SUBSTANCE

Week Learning Objectives Learning Outcomes Remark

4 4.1 A student is able to:


(22 – 26) Analyzing changes in the • explain the kinetic theory of matter,
states of matter • relate changes in heat to changes in kinetic energy of the particles in matter,
• explain the interconversion of the three states of matter based on the kinetic
theory of matter.

4.2 A student is able to:


Understanding the • describe the structure of an atom,
structure of an atom • identify the subatomic particles,
• compare and contrast the subatomic particles

5 4.3 A student is able to:


(29/3 – 2/4) Applying the idea of • state what proton number is,
proton number and • state what nucleon number is,
nucleon number in atoms • relate the number of protons, neutrons and electrons in an atom to its proton
of elements number and nucleon number,
• deduce the number of protons, electrons and neutrons in atoms of different
elements,
• make generalization on the numbers of protons and electrons in atoms of
different elements,
• state what isotopes are,
• give examples of isotopes

APRIL 4.4 A student is able to:


Understanding the • describe the arrangement of elements in the Periodic Table,
2 classification of elements • describe what is meant by groups and periods in the Periodic Table,
(05 – 09) in the Periodic Table • identify the locations of metals, non-metals and semimetals in the Periodic
Table,
• state the importance of the Periodic Table

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4.5 A student is able to:
Understanding the • describe what atoms, molecules and ions are,
properties of substances • identify the particles in substances as atoms, molecules and ions,
based on the particles • state examples of substances made of atoms, molecules and ions,
3 present in them
(12 – 16) • describe the different methods of purification of substances,
• relate the characteristics of substances to the methods of purification used,
• explain with examples the methods of purification used to produce substances
used in daily life

4.6 A student is able to:


Appreciating the • describe how man uses various substances of different characteristics and
existence and uses of states in daily life,
various substances of • justify the importance of the existence of various substances of different
different characteristics characteristics and states that benefit mankind.

THEME : ENERGY IN LIFE


LEARNING AREA : 5. ENERGY AND CHEMICAL CHANGES

Week Learning Objectives Learning Outcomes Remark

4 5.1 A student is able to:


(19 – 23) Understanding physical • explain what physical change is
and chemical changes • explain what chemical change is
• give examples of physical changes in daily life
• give examples of chemical changes in daily life
• compare and contrast physical change and chemical changes

5.2 A student is able to:


Analysing heat change in • state that chemical reactions involve heat change,
chemical reaction • identify reactions involving heat loss
• identify reactions involving heat gain
• relate changes in temperature of reactants to exothermic reactions

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• relate changes in temperature of reactants to endothermic reactions
• explain through examples heat changes that occur during industrial chemical
reactions.

5 5.3 A student is able to: .


( 26 – 30) Synthesising the • describe the reactivity of metals with water,
reactivity series of metals • describe the reactivity of metals with acids,
• Describe the reactivity of metals with oxygen,
• Compare and contrast the reactivity of metals with water, acids and oxygen,
• Arrange metals with order of reactivity
• Construct the reactivity series of metals based on reactivity of metal with
oxygen,
• Identify the position of carbon in the reactivity series.

5.4 A student is able to:


Applying the concepts of • Relate the position of metals in reactivity series to the method of extraction of
reactivity series of metals metals from their ores,
• Explain with examples the process of extraction of a metal from its ore using
carbon,
• State the importance of the reactivity series.

MAY 5.5 A student is able to:


Understanding • state what electrolysis is,
2 electrolysis • state what anode, cathode, anion, cation and electrolyte are,
(03 – 07) • describe the electrolysis of an electrolyte using carbon electrodes,
• explain the uses of electrolysis in industry

5.6 A student is able to:


Understanding the • describe how simple cell works,
production of electrical • list the various types of cells and their uses,
energy from chemical • state the advantages and disadvantages of various types of cells
reactions

3 5.7 A student is able to:

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(10 – 14) Understanding chemical • give examples of chemical reactions which require light,
reactions that occur in the • explain the effect of light on photosensitive chemicals,
present of light • explain why certain chemicals are stored in dark bottles

5.8 A student is able to:


Appreciating in • describe how energy obtained from chemical reactions should be used
innovative efforts in the efficiently to prevent wastage
design of equipment • describe how equipment utilizing chemical reactions as sources of energy
using chemical reactions should be disposed to reduce environmental pollution,
as sources of energy • give suggestions on new ways of using chemical reactions as sources of
energy for equipment,
• put into practice good habits when using and disposing equipment that uses
chemical reaction as a source of energy.

4
REVISION
(17 – 18)

(19/05 – 04/06) MID YEAR EXAMINATION 28/5 : Wesak Day

JUNE
DISCUSSION FOR MID YEAR EXAMINATION PAPER
1
(01 – 04)

(07 – 18)
SCHOOL BREAK (MID YEAR)

THEME : ENERGY IN LIFE


LEARNING AREA : 6. NUCLEAR ENERGY

Week Learning Objectives Learning Outcomes Remark

4 6.1 A student is able to:


(21 – 25) Understanding • state what radioactive substances are,
radioactive substances • give examples of radioactive substances
• describe the process of radioactive decay,
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• name the three types of radioactive radiations
• describe the characteristics of each types of radioactive radiation
• compare and contrast radioactive radiation
• explain what radioisotopes are,
• give examples of radioisotopes,
• explain the uses of radioactive substances.

4 6.2 A student is able to:


(28/06 – 02/07) Understanding the • describe the production of nuclear energy through fission,
production of nuclear • describe the production of nuclear energy through fusion,
energy and its uses • state the uses of nuclear energy,
• describe the process of generating electricity from nuclear energy,
• explain the effects of nuclear energy production.

6.3 A student is able to:


Awareness of the need • state the effects of radioactive radiations on living things,
for proper handling of • describe the correct way of handling radioactive substances and radioactive
radioactive substances. waste,
• explain the need for proper handling of radioactive substances and radioactive
waste.

THEME : ENERGY IN LIFE


LEARNING AREA : 7. LIGHT, COLOUR AND SIGHT

Week Learning Objectives Learning Outcomes Remark

JULY 7.1 A student is able to:


Synthesising the • state the characteristics of images formed by plan mirror ,
2 formation of image by • state the characteristics of images formed by convex lens ,
(05 – 09) plain mirrors and lenses. • state the characteristics of images formed by concave lens ,
• compare and contrast images of distant objects formed by convex lenses and
concave lenses,
• draw and labeled ray diagram to show the formation of image by light rays
passing through a convex lens,
• draw and labeled ray diagram to show the formation of image by light rays
passing through a concave lens,
10
• draw ray diagrams to explain how characteristics of images formed by convex
lenses vary with object distance,
• determine the focal length of a convex lens.

3 7.2 A student is able to:


(12 -16) Synthesising the • identify the parts of optical instruments involved in image formation,
formation of image by • draw ray diagrams for light brays passing through an optical instruments,
optical instruments • compare and contrast the mechanisms in focusing and controlling the amount
of light that enters human eyes and a camera,
• explain the structure and function of various parts of the eye using a camera as
an analogy.

7.3 A student is able to:


Analyzing light • state what light dispersion is,
dispersion • explain through examples how dispersion of light occurs

4 7.4 A student is able to:


(19 – 23) Analysing light • state what light scattering is,
scattering • give examples of phenomena related to light scattering,
• explain through examples how scattering of light occurs in natural
phenomena.

7.5 A student is able to:


Analysing the addition • identify primary and secondary colours,
and subtraction of • explain how addition of primary colours produces secondary colours,
coloured lights. • explain the subtraction of colours by coloured filters.

5
PRE TEST 2
(26 – 30)

AUGUST 7.6 A student is able to:


Applying the principle of • explain subtraction of coloured lights by coloured objects,
1 subtraction of coloured • explain the appearance of coloured objects under white light,
(02 – 06) light to explain the • explain the appearance of coloured objects under coloured lights,
appearance of coloured • state the function of rod and cone cells in the eye.
objects.

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7.7 A student is able to:
Analysing the effects of • state what pigment is,
mixing pigments • list the uses of pigments,
• compare and contrast the mixing of pigments with the addition of coloured
lights,
• explain through examples the effects of pigments on light,
• make conclusions about the mixing of pigments.

2 7.8 A student is able to:


(09 – 13) Evaluating the • list the uses of colour in daily life,
importance of colour in • state with examples the importance of colour to living things,
daily life • justify the importance of colour to living things.

7.9 A student is able to:


Appreciating the benefits • relate the inventions of various types of optical instruments to their
of various types of contributions to mankind.
optical instruments to
mankind.

THEME : TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY


LEARNING AREA : 8. CHEMICALS IN INDUSTRY

12
Week Learning Objectives Learning Outcomes Remark

3 8.1 A student is able to:


(16 – 20) Understanding the • State what an alloy is,
properties of alloys and • Give examples of alloys,
their uses in industry. • Explain how the formation of alloy can change the properties of metals,
• Relate the changes in the properties of metals when they are converted to
alloys to the arrangement of particles in the alloys,
• Relate the properties of alloys to their uses in daily life,
• Describe the importance of alloys in industry,
• State what superconductor alloys are.

4
TRIAL SMA EXAMINATION
(23 – 26)

5 8.2 A student is able to: 31/8 : Holiday for


(30/08 – 03/09) Analyzing the production • list the uses of ammonium and its compounds in daily life, Independent Day
and uses of ammonia in • describe how ammonium is produced in industry,
industry. • state the factors which affect the production of ammonia in industry,
• state the industrial uses of ammonia,
• describe how ammonia is used to produce ammonium salt fertilizers and urea.

SEPTEMBER
SCHOOL BREAK (SEM 2)
2
(06 – 10)

3 8.3 A student is able to:


(13 – 17) Analyzing the effects of • identify manufacturing activities which are sources of pollution,
industrial waste disposal • explain the effects of improper industrial waste disposal,
on the environment • relate the effects of industrial waste disposal to the survival of living things,
• state with the examples the methods of controlling industrial waste disposal to
avoid pollution.

8.4 A student is able to:


Realizing the need for • describe the consequences of uncontrolled and haphazard disposal of
preservation and industrial waste,
conservation • explain the importance of practicing the responsible way of disposing
environment from industrial waste.
industrial waste pollution
for the well-being of
mankind. 13
REVISION
4
(20 – 24)
Prepared by : ……………………………………
Verified by : …………………………….………
Name : Cik Nurul Azah Binti Mohd Arop
Name : Tuan Haji Sakip b. Haji Mansor PPT
th
Date : 04 January 2010
Date : …………………………………….

Checked by : …………………………

Panitia name : Cik Mardiana bt Othman

Date :: 04th January 2010

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