Science F3 Yearly Lesson Plan 2018.edit.docx

YEARLY LESSON PLAN SCIENCE FORM 3 2018

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YEARLY LESSON PLAN 2018 SCIENCE FORM 3 THEME : MANAGEMENT AND CONTINUITY OF LIFE LEARNING AREA : CHAPTER 1 - RESPIRATION THEME : MANAGEMENT AND CONTINUITY OF LIFE LEARNING AREA : CHAPTER 2 - BLOOD CIRCULATION AND TRANSPORT WEEK/DATE Week 1 1/1/2018 – 5/1/2018 1/1 – TAHUN BARU 2018

Week 1 1/1/2018 – 5/1/2018 1/1 – TAHUN BARU 2018

CONTENT STANDARD

LEARNING STANDARD

1.1 Analyzing the human breathing mechanism

A student is able to: 1.1.1 Identify the structure of the human respiratory system B2 1.1.2 Identify the structure of the lung 1.1.3 Describe the process of inhalation and exhalation 1.1.4 Relate the changes of air pressure in the thoracic cavity to inhalation and exhalation. 1.1.5 Describe the breathing mechanism B3

1.2 Understanding the transport of oxygen in the human body

PERFORMANCE LEVEL

A student is able to: 1.2.1 Describe the diffusion of oxygen from the alveoli into the blood capillaries B3 1.2.2 Describe the transport of oxygen by blood B2 1.2.3 Describe the diffusion of oxygen from the blood capillaries into the cells B2

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SUGGESTED ACTIVITIES 

1 -Recall the knowledge and science skills on biodiversity. 2-Understand and explain biodiversity. 3-Apply knowledge on biodiversity and able to carry out simple tasks 4-Analyse knowledge on biodiversity in context problem solving on events or natural phenomena. 5-Evaluate knowledge of biodiversity in context of problem solving and decision making to carry out a task. 6-Design a task using knowledge and science skills on biodiversity in a creative and innovative way in the context of problem solving and decision making or carry out a task in a new situation with regards to the social values/economy/ culture of the community.

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Observe models or computer software to identify the structure of the human respiratory system which consists of the nasal cavity, trachea, bronchus, lings, ribs, diaphragm and the intercostal muscles. Examine a model of a lung to identify the bronchus, bronchiole and alveolus. Build a functional model of the human respiratory system to show the relationship between the air pressure in the thoracic cavity and the process of inhalation and exhalation. Discuss the breathing mechanism

MODULE 11 (LIFE PROCESSES) EPISODE 1 AND EPISODE 2

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View a video or computer software then gather and interpret data on the following diffusion of oxygen from the alveoli into the blood capillaries and from the blood capillaries into the cells transport of oxygen by the red blood cells in the form of haemoglobin.

WEEK/DATE Week 2 8/1/2018 – 12/1/2018

CONTENT STANDARD

LEARNING STANDARD

1.3 Realizing the importance of healthy respiratory system

A student is able to: 1.3.1 List the substances which are harmful to the respiratory system 1.3.2 Explain the effects of pollutants on the respiratory system 1.3.3 List the diseases of the respiratory system practice good habits to improve the quality of air

PERFORMANCE LEVEL

SUGGESTED ACTIVITIES 

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A student is able to:

Week 3 15/1/2018 – 19/1/2018

2.1 Understanding the transport system in human

2.1.1 Describe the circulatory system as a system of tubes with a pump and valves that ensures one-way flow of blood. 2.1.2 State the function of blood B2 2.1.3 Identify the structure of the human heart B4 2.1.4 Compare and contrast the structure of arteries, veins and capillaries B3/B2 2.1.5 Relate the characteristics of the blood vessels to their functions. B4 2.1.6 Compare and contrast oxygenated and deoxygenated blood 2.1.7 Illustrate the path of blood flow in the circulatory transport 2.1.8 Describe the role of the blood circulatory system in the transport of substances B3 2.1.9 Explain the importance of maintaining a healthy heart B3

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1 -Recall the knowledge and science skills on biodiversity. 2-Understand and explain biodiversity. 3-Apply knowledge on biodiversity and able to carry out simple tasks 4-Analyse knowledge on biodiversity in context problem solving on events or natural phenomena. 5-Evaluate knowledge of biodiversity in context of problem solving and decision making to carry out a task. 6-Design a task using knowledge and science skills on biodiversity in a creative and innovative way in the context of problem solving and decision making or carry out a task in a new situation with regards to the social values/economy/ culture of the community.

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Collect and interpret data on the following: a) Substances that are harmful to the respiratory system b) Effects of harmful substances on the respiratory system. c) Diseases of the respiratory system Carry out activity to show the effect of smoking on the lungs. Hold or visit an exhibition on the effects of smoking and diseases of the lungs. Brainstorm ideas on how and put these ideas into practice.

Observe and study models, computer software or videos on the structure of the heart and type of blood vessels i.e artery, vein, capillary in the blood circulatory system) Discuss the role of blood circulatory system in the transport of substances Invite a medical officer to give a talk on “Taking Care of Your Heart”.

MODULE11 (LIFE PROCESSES) EPISODE 1 AND EPISODE MODULE25 (HUMAN HEALTH)

WEEK/DATE

CONTENT STANDARD

LEARNING STANDARD

2.2 Analyzing the human blood

A student is able to: 2.2.1 State the constituents of blood and their functions state the blood groups 2.2.2 Match the blood group of the donor to that of the recipient 2.2.3 Justify the importance of blood donation describe how donated blood is stored and handled ***ALL CONSTRUCTS ARE B6

Week 3 (continued)

15/1/2018 – 19/1/2018

Week 4

22/1/2018 – 26/1/2018

2.3 Analyzing the transport system in plants.

PERFORMANCE LEVEL

A student is able to: 2.3.1 Describe how wilting occurs 2.3.2 Describe what transpiration is BOTH B4 2.3.3 Describe the function of stomata 2.3.4 Identify the factors affecting the rate of transpiration BOTH B3 2.3.5 Describe how the factors affect the rate of transpiration B5 2.3.6 Describe the roles of transpiration 2.3.7 Investigate the pathway of water in a cut stem using a suitable stains B4 2.3.8 Identify the locations of xylem and phloem B2D3E1 2.3.9 Describe the functions of xylem and phloem B3

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1 -Recall the knowledge and science skills on biodiversity. 2-Understand and explain biodiversity. 3-Apply knowledge on biodiversity and able to carry out simple tasks 4-Analyse knowledge on biodiversity in context problem solving on events or natural phenomena. 5-Evaluate knowledge of biodiversity in context of problem solving and decision making to carry out a task. 6-Design a task using knowledge and science skills on biodiversity in a creative and innovative way in the context of problem solving and decision making or carry out a task in a new situation with regards to the social values/economy/ culture of the community.

SUGGESTED ACTIVITIES 

Invite a physician to give a talk on the following: a) the blood group, i.e. A, B, AB and O. b) the constituents of blood, i.e. plasma, red blood cell, white blood cell, platelet and their function. c) the compatibility between the blood group of the donor and that of the recipient. d) the important of blood donation e) the storage and handling of donated blood

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Observe a wilted plant and discuss how it occurred. Examine the epidermis of a leaf under microscope to identify the stomata and discuss its functions. Carry out activities to study the following a) transport of synthesized food substances via the phloem b) transport of water from roots to the leaves via the xylem. Examine cross section of root stems and leaf to identify the location of xylem and phloem.

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THEME : MANAGEMENT AND CONTINUITY OF LIFE LEARNING AREA : CHAPTER 3 - EXCRETION WEEK/DATE

CONTENT STANDARD

LEARNING STANDARD

3.1 Understanding human excretion

A student is able to: 3.1.1 Explain what excretion is B2 3.1.2 Identify the excretory organs in humans B1 3.1.3 State the excretory products of each excretory organ B1 3.1.4 Explain the importance of excretion B3

Week 5

29/1/2018 – 2/2/2018 29/1 – HARI THAIPUSAM 1/2 - HARI WILAYAH

3.2 Analyzing the urinary system in human

Week 6

5/2/2018 – 9/2/2018

3.3 Analyzing excretion in plant

PERFORMANCE LEVEL

A student is able to: 3.2.1 Identify the locations of kidneys and other parts of the urinary system B2 3.2.2 Describe the shape of the kidney 3.2.3 Identify the structures of the kidney 3.2.4 Describe the functions of the kidney ABOVE THREE B4 3.2.5 Explain the importance of maintaining healthy kidneys B3

A student is able to: 3.3.1 Describe the ways plants eliminate their excretory products B3 3.3.2 Identify the excretory products of plants B1

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SUGGESTED ACTIVITIES  

 1-Recall the knowledge and science skills on biodiversity. 2-Understand and explain biodiversity. 3-Apply knowledge on biodiversity and able to carry out simple tasks 4-Analyse knowledge on biodiversity in context problem solving on events or natural phenomena. 5-Evaluate knowledge of biodiversity in context of problem solving and decision making to carry out a task. 6-Design a task using knowledge and science skills on biodiversity in a creative and innovative way in the context of problem solving and decision making or carry out a task in a new situation with regards to the social values/economy/ culture of the community.

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Discuss what excretion is Examine models, charts or view computer software to identify the excretory organ, i.e. skin, lungs and kidney. Discuss the excretory products of each excretory organ, i.e. water, carbon dioxide, minerals salt and urea. Discuss the important of excretion.

Examine models, charts or view computer software of the urinary system to identify the locations of kidney, ureter, urinary bladder and urethra. Collect and interpret data on the function of the kidney Examine a live specimen of a kidney to a) describe the shape of the kidney b) identify the important of the kidney, i.e. cortex, medulla and pelvis. Discuss the following: a) the importance of the kidney b) living with failure kidney

Collect and interpret data on the following: a) the ways plants eliminate their excretory products. b) the excretory products of plants, i.e. carbon dioxide, water and complex waste products

THEME : MANAGEMENT AND CONTINUITY OF LIFE LEARNING AREA : CHAPTER 4 - REPRODUCTION WEEK/DATE

CONTENT STANDARD

LEARNING STANDARD

4.1 Understanding sexual and asexual reproduction

A student is able to: 4.1.1 State the importance of reproduction 4.1.2 State the types of reproduction BOTH B3 4.1.3 State what fertilization is B1 4.1.4 Describe internal and external fertilization B2 4.1.5 Compare and contrast sexual and asexual reproduction B3 4.1.5 Classify animals and plants according to their ways of reproduction B3

Week 7

12/2/2018 – 16/2/2018 16/2 – TAHUN BARU CINA 17/2 – TAHUN BARU CINA

Week 8 19/2/2018 – 23/2/2018

4.2 Analyzing the male reproductive system

PERFORMANCE LEVEL

A student is able to: 4.2.1 Identify the parts of the male reproductive system B1 4.2.2 Describe the functions of the different parts of the male reproductive system B3 4.2.3 State the role of sperm in reproduction 4.2.4 Describe the changes in male during puberty BOTH B3

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SUGGESTED ACTIVITIES 

1 -Recall the knowledge and science skills on biodiversity. 2-Understand and explain biodiversity. 3-Apply knowledge on biodiversity and able to carry out simple tasks 4-Analyse knowledge on biodiversity in context problem solving on events or natural phenomena. 5-Evaluate knowledge of biodiversity in context of problem solving and decision making to carry out a task. 6-Design a task using knowledge and science skills on biodiversity in a creative and innovative way in the context of problem solving and decision making or carry out a task in a new situation with regards to the social values/economy/ culture of the community.

Discuss the following: a) the importance and types of reproduction b) the similarities and differences between sexual and asexual reproduction  Using charts, diagrams, videos or computer software to study the following: a) fertilization b) internal fertilization and external fertilization c) the various types of asexual reproduction. i.e. binary fission, budding, spore formation, vegetative reproduction and regeneration.  Discuss and classify animal and plants according how they reproduce. MODULE 9 (LIFE CYCLE) EPISODE 2 MODULE 10 (CLASSIFYING) 

Identify the following parts of the male reproductive system with the help of charts, models, videos or computer software. a) the sexual organs, i.e. testes and penis b) the other related parts, i.e. the scrotum, urethra, sperm ducts and prostate gland.  Discuss the following: a) the function of a different parts of the male reproductive system b) the role of sperm in reproduction c) the physical, physiological and emotional changes in male during puberty MODULE 11 (LIFE PROCESSES) EPISODE 1

WEEK/DATE

CONTENT STANDARD

LEARNING STANDARD

4.3 Analyzing the female reproductive system

A student is able to: 4.3.1 Identify the parts of the female reproductive system B1 4.3.2 Describe the functions of the different parts of the female B3 reproductive system 4.3.3 State the role of an ovum in reproduction B3 4.3.4 Describe the changes in female during puberty B3 4.3.5 Compare and contrast male and female gametes in terms of size, numbers and mobility B3

Week 9

26/2/2018 – 2/3/2018

Week 10

5/3/2018 – 9/3/2018

PERFORMANCE LEVEL

4.4 Analyzing the menstrual cycle

A student is able to: 4.4.1 Describe the meaning of menstruation B2 4.4.2 Describe menstrual cycle B3 4.4.3 Describe the changes in the uterus wall during menstrual cycle B3 4.4.4 Relate the fertile phase of the menstrual cycle to fertilization B3 4.4.5 Explain the importance of personal hygiene during menstruation B3

4.5 Analyzing fertilization and pregnancy

A student is able to: 4.5.1 Identify the location of implantation of embryo 4.5.2 Describe the development of a zygote into an embryo and subsequently into a foetus until birth ABOVE THREE B3

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SUGGESTED ACTIVITIES 

1 -Recall the knowledge and science skills on biodiversity. 2-Understand and explain biodiversity. 3-Apply knowledge on biodiversity and able to carry out simple tasks 4-Analyse knowledge on biodiversity in context problem solving on events or natural phenomena. 5-Evaluate knowledge of biodiversity in context of problem solving and decision making to carry out a task. 6-Design a task using knowledge and science skills on biodiversity in a creative and innovative way in the context of problem solving and decision making or carry out a task in a new situation with regards to the social values/economy/ culture of the community.

Identify the following parts of the female reproductive system with the help of diagram, models or computer software. a) the sexual organ, i.e. ovaries and uterus b) the other related parts, i.e. the fallopian tube, vagina and cervix.  Discuss the following: a) the functions of different parts of the female reproductive system b) the role of an ovum in reproduction MODULE 11 (LIFE PROCESSES) EPISODE 1  Discuss the following: a) the functions of the different parts of the female reproductive system b) the role of an ovum in reproduction c) the physical, physiological and emotional changes in female during puberty.  Stimulate the differences between male and female gametes in term of size, number and mobility 

Discuss the following with the help of diagrams, charts, models, videos or computer software: a) the location of implantation of embryo b) the development of a zygote into an embryo and subsequently into a foetus until birth.

4.6 Understanding the importance of pre-natal care

### Week 11 12/3/2018 – 16/3/2018 Ujian Penilaian 1

WEEK/DATE Week 12

26/3/2018 – 30/4/2018

Week 13 2/4/2018 – 6/4/2018

Organise an exhibition or a multimedia presentation on the following: a) the importance of taking nutritious food to foetus b) the health of both mother and foetus during pregnancy c) the effects of smoking and taking of alcohol or certain substances such as drug on the embryo. MODULE 25 (HUMAN HEALTH)

##### 17/3/2018 – 25/3/2018 CUTI PERTENGAHAN PENGGAL 1

CONTENT STANDARD

LEARNING STANDARD

4.7 Evaluating the importance of research in human reproduction

A student is able to: 4.7.1 State the meaning of sterility 4.7.2 Describe ways to overcome sterility 4.7.3 Describe the methods of birth control ABOVE THREE B3 4.7.4 Present argument against the abuse of birth control and its effects on the community 4.7.5 Explain the importance of research on human reproduction

4.8 Analyzing the sexual reproductive system of flowering plants

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A student is able to: 4.6.1 Relate the importance of taking nutritious food to the health of both mother and foetus during pregnancy 4.6.2 Explain the importance of avoiding the intake of substances that are harmful to the foetus

PERFORMANCE LEVEL

A student is able to: 4.8.1 Identify the different parts of a flower 4.8.2 Identify the male and female reproductive parts of a flower BOTH B4 4.8.3 Identify the male and female gametes B3 4.8.4 Describe the functions of the male and female reproductive parts of a flower in sexual reproduction B3

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SUGGESTED ACTIVITIES 

1 -Recall the knowledge and science skills on biodiversity. 2-Understand and explain biodiversity. 3-Apply knowledge on biodiversity and able to carry out simple tasks 4-Analyse knowledge on biodiversity in context problem solving on events or natural phenomena. 5-Evaluate knowledge of biodiversity in context of problem solving and decision making to carry out a task. 6-Design a task using knowledge and science skills on biodiversity in a creative and innovative way in the context of problem solving and decision making or carry out a task in a

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Collect and interpret data on the following: a) the meaning of sterility b) ways to overcome sterility, i.e. nutrition, hormone treatment, surgery and IVF c) birth control, i.e. rhythm method, the use of condom, contraceptive pills, intra uterine cervix device, spermicide and and vasectomy. Debate on birth control and its effect on society.

Examine flower to identify the following parts a) petal and sepal b) the male part, i.e the stamen which consists of filament, anter and pollen grain c) the female part, i.e. the pistil which consists of the stigma, style, ovary and ovules Discuss the functions of the following a) flowers in reproduction b) male reproductive parts of the flower

Week 14

4.9 Analyzing pollination

9/4/2018 – 13/4/2018

A student is able to: 4.9.1 Describe what pollination is B2 4.9.2 Relate the characteristics of flowers to their agents of pollination

new situation with regards to the social values/economy/ culture of the community.

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4.9.3 State the types of pollination, compare and contrast self-pollination and cross-pollination B1 4.9.4 Explain the advantages of crosspollination B3 4.9.5 Explain with examples the uses of cross-pollination in agriculture B3

WEEK/DATE Week 15

16/4/2018 – 20/4/2018

CONTENT STANDARD

LEARNING STANDARD

4.10 Understanding the development of fruits and seeds in plants

A student is able to: 4.10.1 Identify the location where fertilization occurs in flowerB4 4.10.2 Describe fertilization in plants B3 4.10.3 Describe the formation of fruits and seeds B3

PERFORMANCE LEVEL

SUGGESTED ACTIVITIES  

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1 -Recall the knowledge and science skills on biodiversity. 2-Understand and explain biodiversity. 3-Apply knowledge on biodiversity and able to carry out simple

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Discuss the following with the help of models, charts, videos or computer software a) pollination b) types of pollination c) similarities and differences of self- pollination and cross pollination d) advantages of cross pollination e) uses of cross pollination in agriculture.

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Carry out an activity to study the various types of flowers to identify their pollinating agents. Use microscope to observe the development of pollen tubes in different % of sucrose solution (5% to 10%) Draw annotated diagrams of the following: a) the fertilization process in plant b) the formation of fruits and seeds Discuss the following a) the location where fertilisation occurs in flowers b) formation of fruits and seeds

4.11 Synthesizing the concept of germination of seeds Week 16

23/4/2018 – 27/4/2018

A student is able to: 4.11.1 Identify the structure of a seed 4.11.2 Explain the functions of the different parts of a seed 4.11.3 Describe the physical changes of seedlings during germination ABOVE THREE B4 4.11.4 Make hypotheses on the conditions required for the germination of seeds 4.11.5 Design an experiment to study the conditions required for the germination of seeds 4.11.6 Draw conclusions on the conditions required for germination of seeds

tasks 4-Analyse knowledge on biodiversity in context problem solving on events or natural phenomena. 5-Evaluate knowledge of biodiversity in context of problem solving and decision making to carry out a task. 6-Design a task using knowledge and science skills on biodiversity in a creative and innovative way in the context of problem solving and decision making or carry out a task in a new situation with regards to the social values/economy/ culture of the community.

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4.12 Application of vegetative reproduction in flowering plants

A student is able to: 4.12.1 Explain with examples the meaning of vegetative reproduction 4.12.2 State the parts of the plants that can reproduce vegetatively 4.12.3 Classify flowering plants according to the part that can reproduce vegetatively B3 4.12.4 Describe the application of research carried out on vegetative reproduction in agriculture

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Dissect a seed longitudinal and identify its structure using hand lens or microscope . Then, collect and interpret data on the following a) functions of different parts of a seed, i.e. the embryo (radicle, plumule and cotyledon) and testa, protected by the pericarp (fruit wall) b) physical changes of seedling in terms of the development of radicle, plumule and cotyledon. Carry out small group discussions to a) identify the variables related to the germination of seed b) formulate hypotheses about conditions required for the germination of seeds. Design and carry out experiments to determine the comditions required for the germination of seed. Carry out a study of the vegetative reproduction of various plants in a nursery to identify the types of vegetative reproduction. Discuss the application of research carried out in vegetative reproduction in agriculture

THEME : MANAGEMENT AND CONTINUITY OF LIFE LEARNING AREA : CHAPTER 5 - GROWTH WEEK/DATE

CONTENT STANDARD

LEARNING STANDARD

PERFORMANCE LEVEL

Week 17

5.1 Analysing the pattern of human

A student is able to: 5.1.1 Describe what growth is B2 5.1.2 Identify the characteristics used to measure growth rate B3 5.1.3 Analyze the growth curve for male and female B4 5.1.4 Compare and contrast between the growth rate in male and female 5.1.5 Describe the effects of nutrition on the growth in children B3

1 -Recall the knowledge and science skills on biodiversity. 2-Understand and explain biodiversity. 3-Apply knowledge on biodiversity and able to carry out simple tasks 4-Analyse knowledge on biodiversity in context problem solving on events or natural phenomena. 5-Evaluate knowledge of biodiversity in context of problem solving and decision making to carry out a task. 6-Design a task using knowledge and science skills on biodiversity in a creative and innovative way in the context of problem solving and decision making or carry out a task in a new situation with regards to the social values/economy/ culture of the community.

30/4/2018 – 4/5/2018 1/5 – HARI PEKERJA

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SUGGESTED ACTIVITIES 

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Discuss the following: a) characteristic used to measure growth rate such as height and weight b) meaning of growth c) growth of pattern in male and female d) effects of nutrition on the development of physical and mental well- being of children Carry on activities to interpret the growth curve for male and female.

MODULE 25(HUMAN HEALTH)

THEME : MATTER LEARNING AREA : CHAPTER 6 - LAND AND ITS RESOURCES WEEK/DATE

CONTENT STANDARD

LEARNING STANDARD

PERFORMANCE LEVEL

Week 18

6.1 Analyzing the various minerals found in the earth’s crust.

A student is able to: 6.1.1 Describe what a mineral is B2 6.1.2 Explain through examples that minerals exist in the form of natural elements or natural compounds B3 6.1.3 Identify the elements in natural compounds 6.1.4 Describe the properties of minerals 6.1.5 Write equations in words to show the effect of heat on the minerals BOTH B4

1 -Recall the knowledge and science skills on biodiversity. 2-Understand and explain biodiversity. 3-Apply knowledge on biodiversity and able to carry out simple tasks 4-Analyse knowledge on biodiversity in context problem solving on events or natural phenomena. 5-Evaluate knowledge of biodiversity in context of problem solving and decision making to carry out a task. 6-Design a task using knowledge and science skills on biodiversity in a creative and innovative way in the context of problem solving and decision making or carry out a task in a new situation with regards to the social values/economy/ culture of the community.

7/5/2018 – 11/5/2018

6.2 Understanding the reactions between metals and non-metals

A student is able to: 6.2.1 State examples of metals and nonmetals 6.2.2 Describe the reactions between metals and non- metals 6.2.3 Write equations in words for the reaction between metals and nonmetals 6.2.4 State that metals react with nonmetal at different rate ABOVE THREE B4

6.3 Understanding silicon compounds

A student is able to: 6.3.1 State the different forms of silicon compounds B1 6.3.2 State examples of silica 6.3.3 State examples of silicate 6.3.5 Relate the properties of silicon compounds to their stability ABOVE THREE B4 6.3.6 Explain through examples the uses of silicon compounds in our daily life B3

SUGGESTED ACTIVITIES  

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12

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Discuss what mineral is Collect and interpret data on the various type of minerals that exist in the Earth”s crust: a) natural elements. i.e. gold and silver. b) natural compounds, i.e. oxides, carbonates, sulphides and silicates Carry out activities to study the following a) hardness of minerals b) solubility of minerals in water c) the effect of heat on some metal carbonates, oxides and sulphides Brainstorm and discuss the following: a) examples of metals b) examples of non metals Carry out activities to study the reactions of some metals, i.e. Magnesium, Aluminium, Zinc and Iron with the following non metals: a)oxygen b)sulphur

Collect and interpret data on silicon components that exist in the form of silica and silicate. Carry out activities to study the properties of silica and silicate as follow: a) solubility in water b) reaction with hydrochloric acid effects of heat

WEEK/DATE Week 18

CONTENT STANDARD

LEARNING STANDARD

6.4 Analyzing calcium Compounds

A student is able to: 6.4.1 State the elements in calcium carbonate B1 6.4.2 Identify the various forms of calcium carbonate 6.4.3 Describe the properties of calcium carbonate 6.4.4 Write equations in words for the reactions of calcium carbonate ABOVE THREE B5 6.4.5 Describe the formation of calcium oxide and calcium hydroxide relate the properties of calcium compounds to their uses B3

7/5/2018 – 11/5/2018 (continued)

6.5 Analysing natural fuel resources and their importance Week 19

14/5/2018 – 18/5/2018

PERFORMANCE LEVEL

A student is able to: 6.5.1 List natural fuel resources B1 6.5.2 Explain the formation of natural fuel resources B3 6.5.3 Describe the fractional distillation of petroleum B4 6.5.4 Describe the characteristics of the various fractions from the fractional distillation of petroleum 6.5.5 Describe the uses of the various fractions of petroleum 6.5.6 Explain the contributions of petroleum and natural gas industry to the economic development of our country 6.5.7 Generate ideas on how to use natural fuel resources efficiently

13

SUGGESTED ACTIVITIES  

1 -Recall the knowledge and science skills on biodiversity. 2-Understand and explain biodiversity. 3-Apply knowledge on biodiversity and able to carry out simple tasks 4-Analyse knowledge on biodiversity in context problem solving on events or natural phenomena. 5-Evaluate knowledge of biodiversity in context of problem solving and decision making to carry out a task. 6-Design a task using knowledge and science skills on biodiversity in a creative and innovative way in the context of problem solving and decision making or carry out a task in a new situation with regards to the social values/economy/ culture of the community.

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Collect and interpret data on calcium compounds Carry out activities to study the properties of calcium carbonate as follow: a) the properties of calcium carbonate in terms of its reaction with acid, solubility in water and the effects of heat. b) the formation of calcium oxide (quicklime) and calcium hydroxide(slaked lime) Discuss the following a) Uses of calcium compound i.e. calcium carbonate, calcium oxide and calcium hydroxide b) properties of calcium compound with reference to their uses.

Access websites or visit PETROSAINS, National Science Centre or an oil refinery to collect information of natural fuel resources formed in Malaysia. Carry out an activity to study fractional distillation of petroleum Discuss the following a) Characteristics and uses of the various fractions of petroleum. b) contribution of petroleum and natural gas industry to the economic development of our country c) efficient ways to using petroleum and other natural fuel resources.

THEME : ENERGY IN LIFE LEARNING AREA : CHAPTER 7 - ELECTRICITY WEEK/DATE

CONTENT STANDARD

LEARNING STANDARD

7.1 Understanding Electrostatics

A student is able to: 7.1.1 Describe what electrostatics is B2D11E1 7.1.2 State the types of static electrical Charges B3 7.1.3 State the properties of static electrical charges B4 7.1.4 Describe how static electrical charges can be produced in some materials 7.1.5 Describe ways to detect static electrical charges 7.1.6 Explain everyday phenomena caused by static electrical charges 7.1.7 State the safety measures to be taken when dealing with static electricity BOTH B3

PERFORMANCE LEVEL

Week 20

21/5/2018 – 25/5/2018

7.2 Understanding electricity

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A student is able to: 7.2 1 Give examples of sources of electrical energy used in everyday life B4 7.2.2 State what electricity is 7.2.3 State what voltage is 7.2.4 State what resistance is ABOVE THREE B3 7.2.5 Describe the directions of current and electron flow in an electric circuit circuit B3

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SUGGESTED ACTIVITIES 

1 -Recall the knowledge and science skills on biodiversity. 2-Understand and explain biodiversity. 3-Apply knowledge on biodiversity and able to carry out simple tasks 4-Analyse knowledge on biodiversity in context problem solving on events or natural phenomena. 5-Evaluate knowledge of biodiversity in context of problem solving and decision making to carry out a task. 6-Design a task using knowledge and science skills on biodiversity in a creative and innovative way in the context of problem solving and decision making or carry out a task in a new situation with regards to the social values/economy/ culture of the community.

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Carry out the following activities a) producing static electrical charges in materials through friction. b) detecting static electrical charges using an electroscope c) observing what happens when two with the same or opposite charges are brought near each other and making conclusions about static electrical charges Discuss the following: a) what electrostatic is b) types of static electrical charges c) properties of electrical charges d) examples of material that are easily charged. i.e acetate and polyethene e) everyday phenomena related to static electrical charge. i.e lightning f) safety measures to be taken when dealing with electrical charges Collect and interpret data on the sources of electrical energy used in everyday life. Carry out activity to observe the flow of electrical current using a Van de Graff generator and a Galvanometer

MODULE 4 (ELECTRICITY) EPISODE 1 

Discuss the following a) electricity b) current c) voltage d) resistance e) direction of current and electron flow in an electric circuit

WEEK/DATE

CONTENT STANDARD

LEARNING STANDARD

7.3 Applying the understanding of measuring electricity

A student is able to: 7.3.1 Identify the instrument for measuring current B1 7.3.2 Identify the instrument for measuring voltage B4 7.3.3 State the unit for current B4 7.3.4 State the unit for voltage 7.3.5 State the unit for resistance 7.3.6 Measure current in an electric circuit 7.3.7 Measure voltage in an electric ABOVE FOUR B4

PERFORMANCE LEVEL

Week 21

28/5/2018 – 1/6/2018 29/5 – HARI WESAK 7.4 Synthesizing the relationship between current, voltage and resistance

A student is able to: 7.4.1 Design an experiment to study the relationship between resistance and current B2 7.4.2 Carry out the experiment to study the relationship between resistance and current 7.4.3 Describe the effects of the change in resistance on current 7.4.4 Design an experiment to study the relationship between voltage and current B3 7.4.5 Carry out the experiment to study the relationship between voltage and current 7.4.6 Describe the effect of the change in voltage on current 7.4.7 State Ohm’s Law

15

SUGGESTED ACTIVITIES 

 1 -Recall the knowledge and science skills on biodiversity. 2-Understand and explain biodiversity. 3-Apply knowledge on biodiversity and able to carry out simple tasks 4-Analyse knowledge on biodiversity in context problem solving on events or natural phenomena. 5-Evaluate knowledge of biodiversity in context of problem solving and decision making to carry out a task. 6-Design a task using knowledge and science skills on biodiversity in a creative and innovative way in the context of problem solving and decision making or carry out a task in a new situation with regards to the social values/economy/ culture of the community.

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Collect information and carry out a multimedia presentation on the discovery of the unit for a) current, i.e. ampere b) voltage, i.e. volt c) resistance, i.e ohm Examine the instructions and discuss its use for measuring a) current b) voltage Assemble an electric circuit and measure its current and voltage

MODULE 4 (ELECTRICITY) EPISODE 1 AND EPISODE 2

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Design and carry out an experiment to study the following: a) effects of the change in resistance on current b) effects of the change in voltage on current Discuss the following a) relationship between voltage, current and resistance b) Ohm's Law

Week 21

28/5/2018 – 1/6/2018 29/5 – HARI WESAK (continued)

7.5 Synthesizing the concept of parallel and series circuit

A student is able to: 7.5.1 Identify the components of an electric circuit and their symbols B2 7.5.2 Draw a diagram of a complete circuit 7.5.3 Build a complete electric circuit 7.5.4 Build a series circuit B3 7.5.5 Build a parallel circuit 7.5.6 Compare and contrast the arrangement of components in a series circuit and a parallel circuit

M22 4/6/2018 – 8/6/2018

PEPERIKSAAN PERTENGAHAN TAHUN

CUTI PERTENGAHAN TAHUN 9/6/2018 – 24/6/201815/6 – HARI RAYA PUASA 16/6 – HARI RAYA PUASA

16

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Match the component formed in an electric circuit to their symbols Draw the following circuit diagrams and assemble the circuit a) a complete circuit b) a series circuit c) a parallel circuit Discuss the similarities and differences between a series circuit and a parallel circuit with the of illustrations.

WEEK/DATE M23 25/6/2018 – 29/6/2018

CONTENT STANDARD

LEARNING STANDARD

7.6 Analyzing current, voltage and resistance in a series circuit

A student is able to: 7.6.1 Describe the current flowing through the components in a series circuit 7.6.2 Describe the voltages across the components in a series circuit 7.6.3 Describe the resistance in a series circuit 7.6.4 Explain the advantage and the disadvantage of a series circuit B3

7.7 Analyzing current, voltage and resistance in a parallel circuit

Week 24

7.8 Understanding magnetic

2/7/2018 – 6/7/2018

7.9 Understanding electro-magnetism

PERFORMANCE LEVEL

A student is able to: 7.7.1 Describe the current flowing through the components in a parallel circuit 7.7.2 Describe the voltage across the components in a parallel circuit 7.7.3 Describe the resistance in a parallel circuit B3 7.7.4 Explain the advantage and the disadvantage of a parallel circuit B3 7.7.5 Compare and contrast a series circuit and a parallel circuit in terms of current, voltage and resistance

A student is able to: 7.8.1 Describe what a magnetic field is 7.8.2 Draw the magnetic field of a bar magnet 7.8.3 Draw the directions of the magnetic field 7.8.4 Relate magnetic field lines and strength of magnetic field 7.8.5 Explain the use of a magnetic in a compass ABOVE FIVE B4 A student is able to: 7.9.1 Relate the current flow through a conductor with magnetismB4 7.9.2 Describe what an electromagnet is B2

17

SUGGESTED ACTIVITIES   

1 -Recall the knowledge and science skills on biodiversity. 2-Understand and explain biodiversity. 3-Apply knowledge on biodiversity and able to carry out simple tasks 4-Analyse knowledge on biodiversity in context problem solving on events or natural phenomena. 5-Evaluate knowledge of biodiversity in context of problem solving and decision making to carry out a task. 6-Design a task using knowledge and science skills on biodiversity in a creative and innovative way in the context of problem solving and decision making or carry out a task in a new situation with regards to the social values/economy/ culture of the community.

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Carry out activities to study current, voltage and resistance in a series circuit Discuss the advantages and disadvantages of a series circuit Carry out activities to study current, voltage and resistance in a parallel circuit a) discuss the advantages and disadvantages of a series circuit b) similarities and differences between series and parallel circuits

Carry out the following activities a) use iron fillings to study the magnetic field of a bar magnet b) use compass to plot the directions of a magnetic field Discuss the following: a) magnetic field b) relationship between magnetic field and strength of magnetic field Study and discuss the use of a magnet in a compass

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Carry out an activity to study the magnetic field produced by a straight wire carrying electric current

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Discuss the meaning of a) electromagnetism b) electromagnet

THEME : ENERGY IN LIFE LEARNING AREA : CHAPTER 8 - GENERATION OF ELECTRICITY WEEK/DATE

CONTENT STANDARD

LEARNING STANDARD

Week 25

8.1 Understanding the generation of electrical energy

A student is able to: 8.1.1 List the various types of generators 8.1.2 Describe the generation of electrical energy in various types of power stations 8.1.3 Compare and contrast the generation of electrical energy in various types of power stations 8.1.4 Give examples of alternative sources of energy

9/7/2018 – 13/7/2018

8.2 Understanding transformer

8.3 Analyzing the electricity transmission and distribution system

PERFORMANCE LEVEL

A student is able to: 8.2.1 Identify the different parts of a transformer B1 8.2.2 Describe how a transformer works 8.2.3 Compare and contrast a step-up transformer and a step-down transformer B3 8.2.4 Describe the roles of transformer in the transmission and distribution of electricity

A student is able to: 8.3.1 arrange in order the components in the electricity transmission and distribution system 8.3.2 describe the functions of the components in the electricity transmission and distribution system 8.3.3 describe how electricity is transmitted and distributed from power stations to consumers B3

18

SUGGESTED ACTIVITIES 

1 -Recall the knowledge and science skills on biodiversity. 2-Understand and explain biodiversity. 3-Apply knowledge on biodiversity and able to carry out simple tasks 4-Analyse knowledge on biodiversity in context problem solving on events or natural phenomena. 5-Evaluate knowledge of biodiversity in context of problem solving and decision making to carry out a task. 6-Design a task using knowledge and science skills on biodiversity in a creative and innovative way in the context of problem solving and decision making or carry out a task in a new situation with regards to the social values/economy/ culture of the community.

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Explore websites or visit a power station to collect and interpret data on the following: a) various type of generators, i.e. thermal, hydroelectric, diesel, nuclear and gas turbine. b) generation of electrical energy in various type of power station c) alternative sources of energy,i.e. solar energy and biomass. Discuss the similarities and differences in the generation of electrical energy in various types of power station Carry out an activity on the utilisation of solar energy using devices such as solar box Build a simple transformer and study its physical structure. Carry out activity to show the function of simple transformer Collect and interpret data on working principle of step up transformer and step down transformer. Discuss the step up and step down transformer in terms of a) similarities and differences b) their uses in the transmission and distribution of electricity Observe a model or a chart and discuss the electrical transmission and distribution system which includes the National Grid Network, transformer stations, switch zone, main sub-station and its branches. Collect and interrupt data on the National Grid Network in Malaysia

WEEK/DATE Week 26

16/7/2018 – 20/7/2018

CONTENT STANDARD

LEARNING STANDARD

8.4 Understanding the electrical supply and wiring system at home

A student is able to: 8.4.1 State the value of the main voltage 8.4.2 State the types of current 8.4.3 Identify the type of electric current supplied to homes 8.4.4 State the types of electrical wiring 8.4.5 Identify the parts in an electrical wiring system 8.4.6 Describe the functions of the parts of an electrical wiring system 8.4.7 Describe the wiring in a 3-pin plug BOTH B3

8.5 Analyzing the cost of electrical energy usage

8.6 Understanding the functions of fuse and earth wire

PERFORMANCE LEVEL

A student is able to: 8.5.1 State the power and voltage rating of home electrical appliances 8.5.2 Calculate the amount of current flowing through an electrical appliance 8.5.3 Recall the relationship between electrical energy usage, power and time 8.5.4 Solve problem by calculating the cost of electricity used B3

A student is able to: 8.6.1 Identify the types of fuses 8.6.2 State the ratings of fuses 8.6.3 Describe the function of fuse in electrical wiring system B4 8.6.4 Determine the suitable rating of a fuse for an electrical appliance B4 8.6.5 Describe the role of earth wire in electrical wiring system

19

SUGGESTED ACTIVITIES 

1 -Recall the knowledge and science skills on biodiversity. 2-Understand and explain biodiversity. 3-Apply knowledge on biodiversity and able to carry out simple tasks 4-Analyse knowledge on biodiversity in context problem solving on events or natural phenomena. 5-Evaluate knowledge of biodiversity in context of problem solving and decision making to carry out a task. 6-Design a task using knowledge and science skills on biodiversity in a creative and innovative way in the context of problem solving and decision making or carry out a task in a new situation with regards to the social values/economy/ culture of the community.

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Study and discuss the following: a) electrical using system at home including fuse box, main switch, circuit breaker, live wire, neutral wire, earth wire and electric metre. b) international colour code Carry out activity to a) study the structure and design of 3-pin plug b) complete the wiring of a 3-pin plug

Examine various home appliances to collect and interpret data on the power, voltage and current ratings. Calculate the amount of current following through home electrical appliances. Discuss the relationship between electrical energy usage, power and time Carry out home electrical energy usage audit to determine the cost of electrical energy use per month.

Discuss the following matter such as types of fuses, ratings of fuses, function of fuse in electrical using system and the role of earth wire in electrical wiring system. Carry out activity to study the occurrence of a short circuit Carry out activities to determine the suitable ratings of fuses for different electrical appliances

WEEK/DATE Week 27 23/7/2018 – 27/7/2018

CONTENT STANDARD

LEARNING STANDARD

8.7 Evaluating the importance of safety precautions in the use of electricity

A student is able to: 8.7.1 State the safety measures to be taken when using electricity B6 8.7.2 Describe the steps to be taken when accidents involving electricity occur 8.7.3 Justify the need for having safety precautions and safety features at home to prevent electrical accidents

8.8 Evaluating the importance of conserving electricity

PERFORMANCE LEVEL

A student is able to: 8.8.1 Identify the activities that cause electricity wastage 8.8.2 Describe ways to conserve electricity 8.8.3 Justify the needs for conserving electricity 8.8.4 Predict problems our country would face if there was a shortage of electricity

20

SUGGESTED ACTIVITIES 

1 -Recall the knowledge and science skills on biodiversity. 2-Understand and explain biodiversity. 3-Apply knowledge on biodiversity and able to carry out simple tasks 4-Analyse knowledge on biodiversity in context problem solving on events or natural phenomena. 5-Evaluate knowledge of biodiversity in context of problem solving and decision making to carry out a task. 6-Design a task using knowledge and science skills on biodiversity in a creative and innovative way in the context of problem solving and decision making or carry out a task in a new situation with regards to the social values/economy/ culture of the community.

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Collect and interpret data on the following a) causes of electrical accidents b) steps to be taken if electrical conductor occur c) safety features at home to prevent electrical accidents Discuss the need to take safety precaution when using electricity

Discuss the ways to consume electricity Carry out a project on energy efficiency Discuss and justify the needs for conserving electricity Brainstorm the problems faced by the country if there is a shortage of electricity

THEME : ASTRONOMY AND SPACE EXPLORATION LEARNING AREA : CHAPTER 9 - STAR AND GALAXIES THEME : ASTRONOMY AND SPACE EXPLORATION LEARNING AREA : CHAPTER 10 - SPACE EXPLORATION WEEK/DATE Week 28

CONTENT STANDARD

LEARNING STANDARD

9.1 Analysing the Sun

A student is able to: 9.1.1 Describe the characteristics of the Sun 9.1.2 Identify the structures of the Sun B2 9.1.3 Identify the phenomena occurring on the surface of the Sun B1 9.1.4 Explain the effects of the phenomena on the surface of the Sun on the Earth B3 9.1.5 State how energy is generated by the Sun B3

30/7/2018 – 3/8/2018

9.2 Understanding the stars and the galaxies in the Universe

PERFORMANCE LEVEL

A student is able to: 9.2.1 Define what a star is B2 9.2.2 Identify the Sun as a star 9.2.3 Identify the bright stars in the sky 9.2.4 Compare and contrast the stars based on certain characteristics ABOVE THREE B3 9.2.5 Describe the formation of stars 9.2.6 Describe the death of stars BOTH B3 9.2.7 State the types of galaxiesB1 9.2.8 Describe the Milky Way 9.2.9 Describe the Universe BOTH B3 9.2.10 State the position of the Solar System in the Universe

1 -Recall the knowledge and science skills on biodiversity. 2-Understand and explain biodiversity. 3-Apply knowledge on biodiversity and able to carry out simple tasks 4-Analyse knowledge on biodiversity in context problem solving on events or natural phenomena. 5-Evaluate knowledge of biodiversity in context of problem solving and decision making to carry out a task. 6-Design a task using knowledge and science skills on biodiversity in a creative and innovative way in the context of problem solving and decision making or carry out a task in a new situation with regards to the social values/economy/ culture of the community.

SUGGESTED ACTIVITIES 

Collect and interpret data on the following a) characteristic of the Sun. i.e. size, mass, density relative to the Earth and surface temperature. b)structures of the Sun, i.e. the corona, chromosphere and photosphere. c) phenomenon occurring at the surface of the Sun, i.e. prominences, flares and sunspots d) effects of the phenomenon on the surface of the Sun on the Earth e)generation of energy by the Sun

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Discuss the following a) the definition of star b) the Sun as a star Visit the National Planetarium or National Science Centre to collect and interpret data on the following a) bright star such s the Sirius and Rigel b) the Sun as a star c) various type of stars based as temperature, size and brightness d) formation of stars e) death of stars leaving behind the white dwarf, neuron star and black hole f) types of galaxies, i.e. elliptical, spiral and irregular. g) the Milky Way h) the Universe Take part in star gazing activities View computer software or videos to gather information about the topics in this learning area

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21

WEEK/DATE M29 6/8/2018 – 10/8/2018

CONTENT STANDARD

LEARNING STANDARD

9.3 Thankful for the existence of the Universe as a gift from God

A student is able to: 9.3.1 Appreciate the uniqueness, orderliness, beauty and harmony in the Universe as a sign of the glory God 9.3.2 Describe the expanse of the Universe compared to Earth 9.3.3 State that all the exists in the Universe is not permanent 9.3.4 Explain the importance of the Sun and the Moon to life on earth

10.1 Understanding developments in the field of astronomy and space exploration

PERFORMANCE LEVEL

A student is able to : 10.1.1 Describe the developments in the field of astronomy 10.1.2 Describe the developments in space exploration BOTH B3 10.1.3 Explain with examples the applications of technology related to space exploration and astronomy B3 10.1.4 Justify the need to continue space exploration

SUGGESTED ACTIVITIES 

1 -Recall the knowledge and science skills on biodiversity. 2-Understand and explain biodiversity. 3-Apply knowledge on biodiversity and able to carry out simple tasks 4-Analyse knowledge on biodiversity in context problem solving on events or natural phenomena. 5-Evaluate knowledge of biodiversity in context of problem solving and decision making to carry out a task. 6-Design a task using knowledge and science skills on biodiversity in a creative and innovative way in the context of problem solving and decision making or carry out a task in a new situation with regards to the social values/economy/ culture of the community.

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WEEK 30 ***** WEEK 31 ******* WEEK 32 WEEK 33 WEEK 34 WEEK 35 WEEK 36 WEEK 37 WEEK 38

13/08/2018 – 17/08/2018 18/08/2018 – 28/08/2018 27/08/2018 – 31/08/2018 31/08/2018 03/09/2018 – 07/09/2018 10/09/2018 – 14/09/2018 17/09/2018 – 21/09/2018 24/09/2018 – 28/09/2018 01/10/2018 – 05/10/2018 08/10/2018 – 12/10/2018 15/10/2018 – 19/10/2018

PERCUBAAN PT3 CUTI PERTENGAHAN PENGGAL 2 Bengkel Pecutan PT3 HARI KEBANGSAAN KE -61 Bengkel Pecutan PT3 Bengkel Pecutan PT3 Bengkel Pecutan PT3 Bengkel Pecutan PT3 Bengkel Pecutan PT3 Bengkel Pecutan PT3 PT3

22

Write a poem or haiku about the uniqueness orderliness, beauty and harmony of the Universe as a sign of the glory of God Discuss the following a) the expanse of the Universe b) all that exists in the Universe is not permanent c) the importance of the Sun and the Moon to life on Earth

Surf the Internet, visit the Planetarium or the National Science Centre to collect and interpret data on the following a) development in the fields of astronomy b) application of technology related to space exploration and astronomy, i.e. remote sensing c) development in space exploration, i.e. probes as well as man's landing on the Moon Debate on the need to continue space exploration Carry out a multimedia or presentation on the development in the field of astronomy and space exploration.