SCHEME OF WORK AND SUGGESTED ACTIVITIESSCIENCE FORM 1

CHAPTER 1: Introduction to scientific investigation [Textbook: PP. 1 – 38] Week:CONTENT STANDARD, LEARNING STANDARD AND SUGGESTIONS FOR ACTIVITIES PL PERFORMANCE

STANDARDCURRICULUM FEATURES

PRAKTIS DSKP (PP. 1 – 9)1.1 Science is part of daily life1.1.1 Relate daily activities to Science.1.1.2 Generalise the meaning of Science.

Suggestions for Activities (P. 1)1. Teacher shows picture cards related to daily activities to students and asks questions. Examples of questions: (a) What do you observe in the picture? (b) Is the activity related to science?2. (a) Students are divided into several groups. (b) By using picture cards, the teacher performs brainstorming and discussion activities on the following. (i) Defi nition of science (ii) Natural phenomena related to science other than the picture cards (c) The teacher asks the students to construct i-Think maps from the outcome of their discussion.

1.1.3 Summarise the importance of science in everyday life. 1.1.4 Describe the fields of Science.1.1.5 Communicate about careers in Science.1.1.6 Relate subjects to be studied with science careers of interest.

Suggestions for Activities (P. 2)1. Teacher carries out brainstorming activities with students by discussing the following topics. (a) The importance of science in the field (technological innovation) of communication, construction, agriculture and medicine. (b) Field of science – chemistry, biology, geology, astronomy, meteorology (c) Careers in science – doctor, teacher, forensic expert, engineer, zoologist2. Teacher carries out discussion activities. (a) Students are divided into several groups. (b) Each group needs to look for an example of a technological innovation which makes everyday life easier. (c) Discuss how the technological innovation can solve daily life problems.

(d) Each group presents the outcome of their

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Recall the knowledge and science skills on the definition of science, science laboratory,physical quantities and units, the use of measuring instruments, density and steps in scientificinvestigation.

Teaching Aids- Textbook- Picture cards- Guide book- Mahjong paper- Module 21 HEBAT Science- Lap-top

Cross-curricular Elements (CCE)- Science and technology- Creativity and innovation

Moral Value- Cooperative- Virtuous- Diligence

i-Think Map- Tree map

21st Century

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Understand the definition of science, science laboratory, physical quantities and units, theuse of measuring instruments, density and steps in scientific investigation and able to explaintheir understanding.

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Apply the definition of science, science laboratory, physical quantities and units, the use ofmeasuring instruments, density and steps in scientific investigation to accomplish simple task.

4 Analyse the entire

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discussion in front of the class using multimedia presentation.

1.1.7 Describe innovation in technology.

1.2 Your science laboratory1.2.1 Identify and state functions of the apparatus.1.2.2 Identify symbols and examples of hazardous materials in the laboratory.1.2.3 Draw and label apparatus commonly used in the laboratory and classify based on how it is used

Suggestion for Activities (P. 3)Teacher carries out 21st Century Learning activity,that is, Rally Robin’s activity on the symbols ofharmful substances.(a) The teacher asks students to form groups of two.(b) The teacher asks students in each group to take turns to respond verbally.(c) The teacher asks the others in the group to correct the wrong answers.

1.2.4 Justify the regulations and safety measures in the laboratory.

1.3 Physical quantities and their units1.3.1 Identify and use the correct units for different physical quantities.1.3.2 Identify the symbols and values of prefixes use in measurement.1.3.3 Convert base quantity units for mass, length and time such as grams to kilograms, centimeters to meters, seconds to hours and vice versa.1.3.4 Justify the importance of the use of S.I. units in daily life.

Suggestions for Activities (P. 4)1. Teacher carries out collecting and interpreting data activities about symbols and their values for prefi x values, nano-, micro-, milli_, centi_, kilo_, mega_, giga _.2. Teacher creates a multimedia presentation about the implications of the inconsistencies of units in daily life.

1.4 The use of measuring instruments, accuracy, consistency, sensitivity and errors1.4.1 Use the right measuring instrument and use it in the right way, to measure accurately and consistently the quantities of length, mass, time, temperature and electric current.

1.4.2 Use measuring instruments with higher

scientific investigation process conducted to determine the steps that canbe improved, on the definition of science, science laboratory, physical quantities and units, theuse of measuring instruments, density and steps in scientific investigation in context ofproblem solving about events or natural phenomena.

Learning - Brainstorming and discussion activities- Rally Robin’s activity- Quick Quiz activity- Gallery Tour activity- STEM project- Experiment- Shout Out activity

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Evaluate the entire scientific investigation process conducted to determine the steps that canbe improved, on the definition of science, science laboratory, physical quantities and units, theuse of measuring instruments, density and steps in scientific investigation in the context ofproblem solving and decision maki tnog carry out a task.

6 Design a presentation

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accuracies and compare the measurements in terms of accuracy, consistency and sensitivity.1.4.3 Explain how to overcome systematic errors and random errors.

Suggestion for Activities (P. 5)Teacher conducts Pembelajaran Abad Ke-21 (PAK-21) activity that is Quick Quiz activity.(a) The teacher shows measuring tools such as ruler, vernier calipers and micrometre screw gauge.(b) The teacher gives some questions in the 5 minute quiz. Examples of questions: (i) Comparison of the functions of measuring devices (ii) Comparison of the accuracy of measuring devices

1.4.4 Estimate the length, area, mass or volume of an object before taking actual measurements.1.4.5 Explain with examples innovations of various types of measuring instruments through a multimedia presentation.

1.5 Density1.5.1 Arrange sequentially materials based on density.1.5.2 Predict whether the materials will float and sink according to density.1.5.3 Define operational definition of density.1.5.4 Calculate density using formula (density = mass / volume) and water displacement method.

Suggestion for Activities (P. 6)Teacher conducts 21st Century Learning activity thatis Gallery Tour activity.(a) The teacher instructs students to form four groups.(b) The teacher asks each group to discuss how to make improvements based on the concept of density in daily life. Example: Making rafts using used plastic bottles.(c) The teacher asks each group to write their findings on a piece of mahjong paper.(d) The teacher asks each group to look at the findings of other groups and comment on them on the mahjong paper.

1.5.5 Explain the phenomena related to the density difference in everyday life.1.5.6 Innovate objects, food or beverage using the concept of density.

Suggestions for Activities (P. 7)

using multi media / visual / folio / poster / role play / drama; withcreative and innovative use of science knowledge and skills of the definition of science,science laboratory, physical quantities and units, the use of measuring instruments, densityand steps in scientific investigation in the context of problem solving and decision making;with regards to the social values/ economy / culture of the comm unity.

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1. Teacher asks students to carry out an activity to build submarine models to understand the concept of density.2. Teacher needs to guide students to produce submarine models. (a) The teacher describes each procedure in building a submarine model. (b) The teacher should relate the concept of density to submarine models built by students.

1.6 Steps in a scientific investigation1.6.1 Differentiate each science process skills.1.6.2 Make a sequence on the steps of carrying out a scientific investigation in the correct order.1.6.3 Conduct a scientific investigation to solve a simple problem.

Suggestion for Activities (P. 8)Teacher asks the students to carry out on experiment.(a) The teacher divides students into four groups.(b) The teacher gives each student the worksheet on this page.(c) The teacher asks the students to complete the blank spaces in the worksheet.(d) The teacher, along with the students, checks PRAKTIS PT3 (PP. 10 – 13) Fokus KBAT (PP. 14 -15)

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Aktiviti PAK-21 (P. 7) EKSPERIMEN WAJIB 1 (PP. 101 - 102)

CHAPTER 2: Cell as the basic unit of life [Textbook: PP. 44 – 69] Week:CONTENT STANDARD, LEARNING STANDARD AND SUGGESTIONS FOR ACTIVITIES PL PERFORMANCE

STANDARDCURRICULUM FEATURES

PRAKTIS DSKP (PP. 16 – 21)2.1 Cell – structure, function and organisation2.1.1 Explain that living things are made up of cells that carry out life’s functions and undergo cell division.2.1.2 Demonstrate the preparation of slides of animal cells and plant cells using the correct procedures.

Suggestions for Activities (P. 16)1. Teacher explains to students the steps to study the structure of animal and plant cells.2. Students are required to carry out an activity in pairs or groups on how to handle a microscope.3. Teacher can use these worksheets as a closing activity to test students’ understanding.4. Students are asked to share the answers in the discussion session with the teacher.

2.1.3 Communicate about each structures in cells with their functions as well as compare and contrast animal cells with plant cells.

Suggestions for Activities (P. 17)1. Teacher uses this worksheet as a PBD material.2. Teacher carries out 21st Century Learning activity, which is Shout Out activity in the classroom. (a) The teacher draws animal and plant cells on the board. (b) The teacher will demonstrate the structures found in animal and plant cells. (c) Students are encouraged to shout out the structures and their functions in a brainstorming session.

2.1.4 Explain with examples the characteristics of unicellular and multicellular organisms for animal cells and plant cells.

Suggestions for Activities (P. 18)1. Teacher uses this worksheet as a PBD material.2. Teacher carries out 21st Century Learning activity, which is Quick Quiz activity. (a) The teacher shows some pictures of organisms on the board. (b) The teacher gives some questions to students. Examples of questions:

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Recall the knowledge and science skills on cell as the basic unit of life.

Teaching Aids- Textbook- Picture- Guide book- Modules 23, 24 HEBAT Science

Cross-curricular Elements (CCE)- Science and technology- Environmental education

Moral Values- Virtuous- Responsibility- Thankful

i-Think Map- Flow Map

21st Century Learning- Quick Quiz activity- Gallery Walk activity- Shout Out activity- Mix-N-Match activity

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Understand cell as the basic unit of life and able toexplain their understanding.

3

Apply knowledge of cell as the basic unit of life to accomplish simple task.

4

Analyse knowledge of cell as the basic unit of life in context of problem solving about events or natural phenomena.

5

Evaluate knowledge of cell as the basic unit of life in the context of problem solving and decision maki tnog carry out a task.

6 Design a presentation using multi media /

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(i) What is meant by unicellular organisms and multicellular organisms? (ii) Classify the organisms given on the board to unicellular organisms or multicellular organisms.

2.1.5 Differentiate the types and functions of animal cells and plant cells.2.1.6 Conceptualise the formation of a plant and an animal with reference to the sequence of cell organization: Cell→ tissue →organ→ system →organism.

Suggestion for Activities (P. 19)Teacher can carry out 21st Century Learning activity,which is Mix-N-Match activity in the classroom.(a) The teacher writes the names of some human organs and human systems on several pieces of papers and gives them to the students.(b) Students will move around to fi nd things that can be matched with the materials available to them.(c) Students will discuss what they produce.

2.1.7 Appreciate and be amazed by the existence of various organisms.

2.2 Cell respiration and Photosynthesis2.2.1 Communicate about the process of cellular respiration.2.2.2 Communicate about the process of photosynthesis.

Suggestions for Activities (P. 20)1. Teacher explains the meaning of cellular respiration and photosynthesis to students.2. Teacher writes word equations to show the process of cellular respiration and photosynthesis to students.3. Teacher talks with students about the answers to the questions in this worksheet.

Suggestion for Activities (P. 21)Teacher carries out 21st Century Learning activity,namely Gallery Walk activity in the classroom.(a) Students are divided into groups and given an assignment on the requirements for photosynthesis.(b) The students complete the task on a piece of mahjong paper and paste it on the wall of the class.(c) Students from another group comment on the work of other groups by pasting sticker notes on the work.

2.2.3 Differentiate the process of cellular respiration and photosynthesis.

visual / folio / poster / role play / drama; withcreative and innovative use of science knowledge and skills of the cell as the basic unit of life; in the context of problem solving and decision making; with regards to the social values/ economy / culture of the com munity.

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2.2.4 Explain how the process of cellular respiration and the process of PRAKTIS PT3 (PP. 22 – 25) Fokus KBAT (PP. 26 -27) EKSPERIMEN WAJIB 2 (PP. 103 – 104)

CHAPTER 3: Coordination and Responses [Textbook: PP. 70 – 87] Week:CONTENT STANDARD, LEARNING STANDARD AND SUGGESTIONS FOR ACTIVITIES PL PERFORMANCE STANDARD CURRICULUM

FEATURESPRAKTIS DSKP (PP. 28 – 29)3.1 Homeostasis in living things 3.1.1 Communicate about homeostasis.

Suggestions for Activities (P. 28)1. Teacher explains the meaning of homeostasis using multimedia presentation which shows the following examples: (a) A labourer sweats a lot when working in the Sun. (b) A person shivers in a cold environment. (c) A person who drinks a lot of water will urinate more.2. Teacher guides the students to conclude that homeostasis is a corrective mechanism which keeps the internal environment of the body in a balanced and stable condition.3. Teacher may use this worksheet as a closure activity to test the understanding of the students .4. The students are required to share their answers during the discussion session with the teacher.

3.1.2 Explain with examples the systems involved with homeostasis in humans and animals3.1.3 Explain with examples the systems involved in plant homeostasis.

Suggestions for Activities (P. 29) 1. Teacher carries out 21st Century Learning activity, Think-Pair-Share as below. (a) Teacher shows a few diagrams of animals to the students. (b) The teacher asks questions as follows: (i) How do the animals shown in the diagram maintain homeostasis towards the changes in temperature? (ii) How do the plants regulate water content during hot and cold days?

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Recall the knowledge and science skills on coordination / response

Teaching Aids- Textbook- Pictures- Projector

Cross-curricular Elements (CCE)- Science and technology

Moral Value- Thankful

21st Century Learning- Think-Pair-Share activity - Communicating

2

Understand coordination / response and able toexplain their understanding.

3

Apply knowledge of coordination / response toaccomplish simple task.

4

Analyse knowledge of coordination / response incontext of problem solving about events or natural phenomena.

5

Evaluate knowledge of coordination / response inthe context of problem solving and decision maki tnog carry out a task.

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Design a presentation using multi media / visual / folio / poster / role play / drama; withcreative and innovative use of science knowledge and skills of the coordination / response; in the context of problem solving and decisionmaking; with regards to the social values/ economy / culture of the com munity

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(c) Time is given to the students to think and discuss in pairs in their group. (d) All the students are required to share their answers in class.2. The class and the teacher discuss the answers given by the students. PRAKTIS PT3 (PP. 30 – 32) EKSPERIMEN WAJIB 3 (PP. 105 – 106)

CHAPTER 4: Reproduction [Textbook: PP. 88 – 134] Week:CONTENT STANDARD, LEARNING STANDARD AND SUGGESTIONS FOR ACTIVITIES PL PERFORMANCE STANDARD CURRICULUM

FEATURESPRAKTIS DSKP (PP. 33 – 43)4.1 Sexual and Asexual Reproduction4.1.1 Compare and contrast sexual and asexual reproduction in animals and plants.

Suggestions for Activities (P. 33) 1. Teacher explains the meaning of sexual and asexual reproduction.2. Teacher asks students to produce i-Think maps to show similarities and differences in sexual and asexual reproduction.3. Teacher shows a video about asexual reproduction by using a projector. (a) Binary fi ssion - amoeba and paramecium (b) Budding - hydra and yeast (c) Regeneration - starfi sh and planaria (d) Spore formation - algae and fungi (e) Vegetative reproduction - carrot and onion4. Teacher gives this worksheet as a reinforcement and assessment exercise.

4.1.2 Reason the importance of reproduction.4.1.3 Be grateful for the ability to reproduce and the continuation of life as a gift from God.

Suggestions for Activities (P. 34) 1. Teacher explains to the students about the study and presentation to be done by the students in groups.2. Teacher asks the students to find information from various sources such as

1Recall the knowledge and science skills on reproduction

Teaching Aids- Textbook- Projector- Internet- Mahjong paper- Guide book- Picture

Cross-curricular Elements (CCE)- Science and technology- ICT

Moral Values- Thankful- Diligence- Cooperation

HOTS- Analysis- Evaluation

i-Think Map- Flow map

21st Century Learning

2

Understand reproduction and able to explain their understanding.

3

Apply knowledge of reproduction toaccomplish simple task.

4

Analyse knowledge of reproduction incontext of problem solving about events or natural phenomena.

5

Evaluate knowledge of reproduction inthe context of problem solving and decision maki tnog carry out a task.

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Design a presentation using multi media / visual / folio / poster / role play / drama; withcreative and innovative use of science knowledge and skills of the reproduction; in the context of problem solving and decisionmaking; with regards to the social values/ economy / culture of the com munity

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the Internet, magazines, newspapers and a variety of other resources to complete the task.3. Presentation is carried out after each group has completed the assignment given for two weeks.

4.2 Human Reproductive System4.2.1 Identify the structures and function of the male and female reproductive systems.4.2.2 Communicate about the physical changes that occur during puberty.

Suggestions for Activities (PP. 35-36)1. Teacher uses the questions in this worksheet as a PBD material.2. Teacher carries out a 21st Century Learning activity, namely Quadrat activity in the classroom. (a) The teacher divides students into groups of four. (b) A circle is drawn in the centre of a piece of mahjong paper. Outside the circle, the teacher divides the paper into four sections (one part for one pupil). (c) Each student writes a suggestion/answer to questions given. (d) Students discuss with members of the group and write responses that have been agreed on by all members of the group in the circle.3. Teacher discusses the answers in the classroom while correcting mistakes made by students.4. Teacher needs to explain more clearly answers for students’ understanding.

4.2.3 Compare and contrast the male gamete with the female gamete in the reproductive system.

4.3 Menstrual cycle 4.3.1 Communicate about the menstrual cycle and the sequence of changes in the uterus lining during menstruation.4.3.2 Relate the fertile phase of the menstrual cycle to the process of fertilisation.4.3.3 Justify the importance of personal hygiene during menstruation.

Suggestions for Activities (P. 37)1. Teacher uses the questions in this

- Think-Pair-Share activity - STEM project- Quadrat activity- Think-Pair-Share activity - Table Talkers activity- Using Large Picture Card activity

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worksheet as a PBD material.2. Teacher carries out a 21st Century Learning activity, namely Think-Pair-Share activity in the classroom. (a) The teacher divides students into small groups. (b) The teacher asks students to answer questions individually. (c) After having answered the questions, students will discuss with their friends in pairs. (d) Students will share information or the results of the discussion with a partner in the classroom.3. Teacher discusses the answers in the classroom while correcting students’ mistakes.

4.4 Fertilisation and pregnancy4.4.1 Communicate about the process of fertilisation and the implantation of embryo.4.4.2 Justify the importance and functions of placenta and umbilical cord.4.4.3 Describe the development of a zygote into an embryo and subsequently into a foetus during pregnancy until birth.

Suggestions for Activities (PP. 38-39)1. Teacher carries out 21st Century Learning activity, namely Quick Quiz activity in the classroom.2. Teacher gives questions to students. Examples: (a) What does fertilisation mean? (b) State the sequence of zygote development in the uterus. (c) What are the functions of amnion, placenta and umbilical cord?3. Teacher discusses the answers in the classroom while correcting students’ mistakes.4. Teacher needs to explain more clearly about answers for students’ understanding.

4.5 Factors affecting the development of a Foetus and baby4.5.1 Relate the importance of taking nutritious food during pregnancy to the health of both mother and foetus.4.5.2 Justify the importance of avoiding the intake of harmful substances to the foetus.

4.5.3 Justify the benefits of breastfeeding compared to formula milk on the infant’s

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development.

Suggestions for Activities (PP. 40-41)1. Teacher carries out 21st Century Learning activity, namely Table Talkers activity in the classroom. (a) The teacher divides students into groups. (b) The teacher prepares a topic written on a card and places it on a table. Examples: Intake of nutritious foods by pregnant women, pregnant women’s lifestyle and breastfeeding. (c) Students will discuss the topic on the card either verbally or in writing.2. Teacher discusses the answers in the classroom while correcting students’ mistakes.3. Teacher needs to explain more clearly the answers for students’ understanding.

4.5.4 Realise that every living creature has a right to live even if its in the womb.

4.6 Infertility and Contraception4.6.1 Communicate the meaning of infertility and how to overcome them.4.6.2 Differrentiate methods of contraception.4.6.3 Realise the importance of practicing frequent health screening and to get immediate treatment for problems related to reproductive system.4.6.4 Criticise the abuse of knowledge on contraception methods and its effect to society.

4.7 Plant reproduction4.7.1 Communicate about the structure and function of each part of a flower.4.7.2 Justify the pollination process.4.7.3 Describe the process of fertilisation and explain the formation of seeds and fruits in plants.4.7.4 Describe the germination process of a seed.

Suggestions for Activities (PP. 42-43)1. Teacher asks students to bring different types of fl owers for this topic.2 Teacher carries out PAK-21 activity, that is the Using Large Picture Card activity in class. (a) Each group is required to produce a large diagram of the structure of a fl ower on a piece of mahjong paper that is pasted on the table of the respective groups. (b) Each member should label the fl ower structure that has been drawn.

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(c) They also need to explain the function of each labelled structure.3. Teacher shows a large picture of the structure of a palm fruit and seed germination separately to guide students to answer questions 7 (b) and 7 (c).4. Teacher gives some examples of cross- PRAKTIS PT3 (PP. 44 – 47) Aktiviti PAK-21/Projek STEM (P. 34) EKSPERIMEN WAJIB 4 (PP. 107 – 108)

CHAPTER 5: Matter [Textbook: PP. 136 – 161] Week:CONTENT STANDARD, LEARNING STANDARD AND SUGGESTIONS FOR ACTIVITIES PL PERFORMANCE STANDARD CURRICULUM

FEATURESPRAKTIS DSKP (PP. 48 – 50)5.1 Matter in nature5.1.1 State that almost everything that exists in nature is matter.5.1.2 Prove that living things and nonliving things have mass and occupy space.5.1.3 Differentiate the physical properties and chemical properties of matter.

Suggestions for Activities (P. 48)1. Teacher uses this worksheet as a PBD material.2. Teacher explains the characteristics of matter, i.e. has mass and occupies space.3. Teacher explains to students that not all things consist of matter, such as sound and heat waves.

Suggestion for Activities (P. 49)Teacher collaborates using this worksheet.(a) Students in the class are divided into three groups.(b) These groups will conduct Activity I, Activity II and Activity III separately.(c) Observations obtained from these activities will be shared with other groups.(d) Discussions are conducted in the classroom.

5.1.4 Classify materials by the different characteristics.

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Recall the knowledge and science skills on matter.

Teaching Aids- Textbook- Notes

Cross-curricular Elements (CCE)- Science and technology

Moral Values- Diligence- Cooperation

HOTS- Application

21st Century Learning- Table Cloth

2

Understand of matter and able to explain their understanding.

3

Apply knowledg oef matter to explain natural phenomena toaccomplish simple task.

4

Analyse knowledge of matter in context of problem solving about events or natural phenomena.

5

Evaluate matter in the context of problem solving and decision making to carry out a task.

6 Design a presentation using multi media / visual / folio / poster / role play / drama; with

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5.2 Three states of matter5.2.1 Generalise that matter consists of particles.5.2.2 Compare and contrast three states of matter based on the kinetic theory in terms of the arrangement and movement of particles.5.2.3 Use space-time relationships to compare rate of diffusion in three states of matter.5.2.4 Describe the change in state of matter, in terms of movement of particles caused by the absorption and the release of heat, based on kinetic theory.

Suggestion for Activities (P. 50)Teacher can carry out 21st Century Learning activities, i.e. Table Cloth activity.(a) The teacher provides questions in this page

creative and innovative use of science knowledge and skills of matter in the context of problem solving and decision making; with regards to the social values/ economy / culture of the commu nity.

activity

PRAKTIS PT3 (PP. 51 – 54) EKSPERIMEN WAJIB 5 (PP. 109 – 110) EKSPERIMEN WAJIB 6 (PP. 111 – 112)

CHAPTER 6: Periodic Table [Textbook: PP. 162 – 193] Week:CONTENT STANDARD, LEARNING STANDARD AND SUGGESTIONS FOR ACTIVITIES PL PERFORMANCE STANDARD CURRICULUM

FEATURES

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PRAKTIS DSKP (PP. 55 – 57)6.1 Classification of element6.1.1 Conclude that all matter consists of atoms.6.1.2 Differentiate between atoms and molecules as well as elements and compounds.6.1.3 Identify the position of metal, nonmetal and inert gases in the periodic table.6.1.4 Differentiate the characteristics of metals and non-metals.

Suggestions for Activities (P. 55)1. Teacher explains about atoms and molecules.2. Teacher carries out 21st century learning activity, which is Dramatisation activity in the classroom.(a) The teacher divides students into two large groups.(b) The teacher provides labelled cards of subatom to each student.(c) Students are asked to play a role according to the diagram of the atomic structure shown by presenting it in the form of a drama.(d) Other students do an evaluation after the presentation session ends.3. Teacher gives the worksheet as a reinforcement exercise and student assessment.

6.1.5 Appreciate the order of elements that exist in nature that has allowed people to organize them in the form of a table.

6.2 Mixture 6.2.1 Communicate about examples of mixtures in daily life6.2.2 Solve problem of separating mixtures through activities based on the different characteristics of material and physical methods

Suggestions for Activities (P. 56)1. Students are asked to relate the knowledge gained from Module 28, HEBAT Science activity.

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Recall the knowledge and science skills on the periodic table.

Teaching Aids- Textbook- Module 6, 28 HEBAT Science

Cross-curricular Elements (CCE)- Science and technology

Moral Values- Diligence- Cooperation

21st Century Learning- Dramatisation activity - I See, I Think, I Wonder activity - Café activity

2

Understand of the periodic table and able to explain their understanding.

3

Apply knowledge of the periodic table to explain natural phenomena toaccomplish simple task.

4

Analyse knowledge of the periodic table in context of problem solving aboutevents or natural phenomena.

5

Evaluate the periodic table in the context of problem solving and decisionmaking to carry out a task.

6 Design a presentation using multi media / visual / folio / poster / role play / drama; withcreative and innovative use of science knowledge and skills of the periodic table in the context of problem solving and decision making; with regards to the socialvalues/ economy / culture of the commu nity.

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2. Teacher carries out 21st Century Learning activity, namely I See, I Think, I Wonder in class. The teacher uses the diagram in the exercise book and the student is asked to: (a) list/discuss what they see (See). (b) think about what they see and associate it with daily life (Think). (c) ask questions related to what has been learned before (Wonder).

6.3Compound6.3.1 communicate about compoundsin daily life.

Suggestions for Activities (P. 57)1. Teacher uses this worksheet as PBD materials.2. Students are asked to answer the questions individually before the activity is started. PRAKTIS PT3 (PP. 58 – 61)

CHAPTER 7: Air [Textbook: PP. 194 – 218] Week:CONTENT STANDARD, LEARNING STANDARD AND SUGGESTIONS FOR ACTIVITIES PL PERFORMANCE STANDARD CURRICULUM

FEATURESPRAKTIS DSKP (PP. 62 – 66) 1 Recall the knowledge and Teaching Aids

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7.1 Composition of Air7.1.1 Plan ways to determine and record the composition of air.7.1.2 Synthesise the composition of air from a pie chart.

Suggestions for Activities (P. 62)1. (a) The teacher uses a Microsoft PowerPoint presentation on an introduction that can help in understanding of the context and background of air composition. (b) The teacher can also use a Microsoft PowerPoint presentation from Module 16 HEBAT Science showing air composition in the form of a pie chart. (c) Teacher asks students questions. Example of question: State the composition of air.2. Teacher gives this sheet as a reinforcement and assessment exercise.

7.1.3 Justify the importance of oxygen, nitrogen carbon dioxide and inert gases in daily life.7.1.4 Appreciate the carbon cycle and the oxygen cycle in maintaining the composition of gases in the air.7.1.5 Solve problems when there is/are interferences to the oxygen and the carbon cycle.

7.2 Combustion7.2.1 Conclude about the conditions needed for combustion.7.2.2 Relate the conditions of combustion with the principles used in the manufacture of fire extinguishers.7.2.3 Practice safety measures to prevent the occurrence of fire which can lead to the destruction of life and property.

Suggestions for Activities (PP. 63-64)1. Presentation Activity (a) Teacher divides students into four groups. (b) Teacher gives each group a picture of a different fi re extinguisher. (c) Teacher asks questions. (i) What type of extinguisher is it? (ii) What are the causes of a fi re that can be extinguished using a fire extinguisher? (iii) State the steps on how to use the fi re extinguisher. (d) The teacher asks each group to present the outcome of the discussion in front of the class.

science skills on air. - Textbook- Module 16 HEBAT Science

Cross-curricular Elements (CCE)- Science and technology- Environmental education

Moral Values- Cooperation- Thankful

HOTS- Application- Analysis- Evaluation

i-Think MapCircle map

21st Century Learning- Presentation activity- Brainstorming activity

2Understand of air and able to explain their understanding.

3

Apply knowledge of air to explain natural phenomena toaccomplish simple task.

4

Analyse knowledge of air in context of problem solving about events or natural phenomena.

5

Evaluate air in the context of problem solving and decisionmaking to carry out a task.

6

Design a presentation using multi media / visual / folio / poster / role play / drama; withcreative and innovative use of science knowledge and skills of air in the context of problem solving and decision making; with regards to the socialvalues/ economy / culture of the commu nity.

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(e) Teacher corrects mistakes of students’ concepts, if any.2. (a) Teacher asks every student to fi nd information about the causes of fi res and measures to prevent fi res from printed media sources and electronic media. Some examples of websites for reference:

• http://glam.my/glam-deko/10-penyebabkebakaran-di-rumah/

• https://sukaviral.net/langkah-mencegahkebakaran-di-rumah/

(b) Teacher asks each student to provide materials such as posters to educate the school community about the causes of fires and preventive measures.3. Teacher carries out activities to prove that oxygen, heat and fuel are needed for combustion.

7.3 Air Pollution7.3.1 Define air pollution and air pollutants.7.3.2 Communicate about air pollutants and the causes.7.3.3 Justify steps to prevent and control air pollution.7.3.4 Solve problems on the adverse effects of air pollution.

Suggestions for Activities (PP. 65-66)1. Teacher carries out PAK-21 activity, i.e. Brainstorming activity. (a) Using the questions in this sheet, the teacher asks the pupils to give clear ideas. (b) Teacher can correct/add information about the topic discussed for students to understand it better.2. Teacher carries out group discussion activities on air pollution topics.

(a) Students are divided into small groups. (b) Each group will be given an air pollutant. Each group member should discuss the causes and effects of pollution caused by the air pollutant.

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(c) After completion of the discussion session, the representatives of each group should present the outcome of the discussion in front of the class. (d) The teacher and other students can correct/add information to the topics presented. PRAKTIS PT3 (PP. 67 – 70)

CHAPTER 8: Lights and Optic [Textbook: PP. 220 – 252] Week:CONTENT STANDARD, LEARNING STANDARD AND SUGGESTIONS FOR ACTIVITIES PL PERFORMANCE STANDARD CURRICULUM

FEATURESPRAKTIS DSKP (PP. 71 – 79)8.1 The use of mirrors8.1.1 Differentiate between a real image and a virtual image.8.1.2 Communicate about the characteristics of image formed by a plane mirror, concave mirror and convex mirror.8.1.3 State that the object distance is equal to the image distance in a plane mirror

Suggestions for Activities (P. 71)1. Teacher uses this worksheet as a PBD material.2. Teacher carries out PAK-21 activity, namely Think-Pair-Share activity in the classroom. (a) The teacher divides students in pairs. (b) Students will answer questions in this worksheet individually. (c) Then, the students will discuss the answers with their partners. (d) The result of the discussion with a partner will be shared with friends in class.

8.1.4 Use the plane mirror to apply the concept of reflection of light.8.1.5 Justify the application of concave mirror and convex mirror in daily life.

8.1.6 Construct an optical instruments to appreciate the use these of optical instruments to enhance the ability of the human senses.8.1.7 Solve problems in daily life involving

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Recall the knowledge and science skills on mirrors / characteristic of light / reflection of light /refraction of light / dipersion of light / scattering of light / addition and substraction of light.

Teaching Aids- Textbook- Module 27 HEBAT Science- Mirror- PowerPoint slides- Prisms

Cross-curricular Elements (CCE)- Science and technology

Moral Value- Cooperative

i-Think Map- Flow map

21st Century

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Understand mirrors / characteristic of light / reflection of light / refraction of light / dipersion oflight / scattering of light / addition and substraction of light and able to explain theirunderstanding.

3

Apply mirrors / characteristic of light / reflection of light / refraction of light / dipersion of light /scattering of light / addition and substraction of light through a simple task.

4 Analyse knowledge of mirrors / characteristic of light / reflection of light / refraction of light /dipersion of light / scattering of light / addition and

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

8.2 Properties of light8.2.1 Communicate about the properties of light.

8.3 Reflection of light8.3.1 State the characteristics of image formed by a plane mirrors8.3.2 Communicate aboiut the Law of Reflection.8.3.3 Draw ray diagrams to show the reflection of light8.3.4 Solve problems in daily life.with the application of reflection of light.

Suggestions for Activities (PP. 72-73)1. Teacher brings students out of the classroom with mirrors provided and asks students to make light refl ections using sunlight.2. Students are asked to use a mirror to prove the law of refl ection.3. Students share their observations with the class in a brief presentation.4. Teacher carries out PAK-21 activity, which is Quick Quiz activity in the classroom. (a) The teacher will ask some questions to test students’ understanding of what they are learning. Examples of questions: • What are the characteristics of the image formed on the plane mirror? • Explain the law of refl ection. • Draw a diagram of light refl ection ray on the plane mirror. (b) Students will answer by writing the answers in an exercise book.5. Students are required to complete this worksheet in a group discussion.6. Teacher chooses a student to share answers.

8.4 Refraction of light8.4.1 Generalisethat refraction occurs when light moves through médium of different densities.8.4.2 Draw ray diagrams to show refraction of light when light propagate from one medium to another medium of different densities.

8.4.3 Generalise the relationship between the angle of incidence, i and angle of refraction, r , when light travels from a medium of low density to a medium of high density.

substraction of light in context of problemsolving about events or natural phenomena.

Learning- Think-Pair- Share activity- Quick Quiz activity- Gallery Walk activity- Three Stray, One Stay activity

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Evaluate mirrors / characteristic of light / reflection of light / refraction of light / dipersion of light/ scattering of light / addition and substraction of light in the context of problem solving anddecision making to carry out a task.

6 Design a presentation using multi media / visual / folio / poster / role play / drama; with creativeand innovative use of science knowledge and skills of mirrors / characteristic of light / reflectionof light / refraction of light / dipersion of light / scattering of light / addition and substraction oflight in the context of problem solving and decision making; with regards to the socialvalues/ economy / culture of the commu nity.

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Suggestions for Activities (PP. 74-75)1. Teacher shows pictures of the phenomenon of refraction of light through a slideshow using MS PowerPoint.2. Students are asked to respond to the phenomena based on information from textbooks/effective notes.3. Students are divided into several groups and teacher shows how to draw a diagram of alight refraction ray.4. Students work in groups to complete this worksheet.5. Teacher explains and gives an answer review to students.

8.4.4 Justify the applications of refraction of light in daily life.

8.5 Dispersion of light8.5.1 Communicate about the dispersion of light.8.5.2 Explain with an example the dispersion of light in daily life.

Suggestions for Activities (PP. 76-77)1. Teacher brings students out of the classroom and asks the students to produce a rainbow using the principle of light refl ection from a mirror placed in a container fi lled with water.2. Students are asked to differentiate the result of the refl ection without water and the refl ection from the water.3. Teacher asks the students to produce a fractional colour from spreading light on white paper and pastes it on the wall of the classroom.

Refer to YouTube Video:https://www.youtube.com/watch?v=5ta8bQWi5n4

4. Teacher carries out 21st century learning activity, which is Bus Stop activity.(a) The teacher sticks the questions in this worksheet in several places in the classroom.

(b) Students will move from one stop to another in a group and discuss the questions.(c) Students share their thoughts and record the comments and information received.

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8.6 Scattering of light8.6.1 Communicate about scattering of light8.6.2 Explain with an example scattering of light in daily life

Suggestions for Activities (P. 78)Teacher carries out 21st century learning activity,which is Gallery Walk activity in the classroom.(a) The teacher divides students into small groups.(b) Each group will be given a topic of discussion. • The phenomenon of blue sky • The phenomenon of red sunset(c) Each group should record the outcome of the discussion on a piece of mahjong paper and paste it on the walls to be seen by other groups.(d) Students from other groups will comment on the work of other groups by pasting sticker notes on the mahjong paper.

8.7 Addition and subtraction of light8.7.1 Identify primary colours8.7.2 Identify the addition of primary colours to produce secondary colours.

Suggestions for Activities (P. 79)1. Teacher uses materials from Module 27 HEBAT PRAKTIS PT3 (PP. 80 – 83) FOKUS KBAT (P. 84) EKSPERIMEN WAJIB 7 (PP. 113 – 114) EKSPERIMEN WAJIB 8 (PP. 115 – 116)

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CHAPTER 9: Earth [Textbook: PP. 254 – 277] Week:CONTENT STANDARD, LEARNING STANDARD AND SUGGESTIONS FOR ACTIVITIES PL PERFORMANCE STANDARD CURRICULUM

FEATURESPRAKTIS DSKP (PP. 85 – 90)9.1 The system and structure of the earth9.1.1 Communicate about the system of the Earth

Suggestions for Activities (P. 85)1. Teacher carries out 21st century learning activity, which is Rainbow Groups activity in the classroom. (a) The teacher divides students into four large groups. (b) Students are in groups (Home Group) and each group is assigned different discussion topics (four major components, atmospheric, biosphere, hydrosphere and geosphere). (c) Upon completion of the group discussion, the students will form a new group (Colour Group). This group consists of a member from each of the different groups. (d) Students will state the outcome of the discussion to their new group.2. Teacher gives this worksheet as a reinforcement and assessment exercise.

9.1.2 Explain differences in Earth layers based on its composition and physical characteristics.9.1.3 Realise that Earth is the only place that can sustain life based on its physical characteristic

9.2Composition of the Earth9.2.1 explain type and characterictic of rocks.9.2.2 communicate on how to differentiate theprocess of rock formation.

9.3 Main processes of the Earth9.3.1 Explain the different Earth processes that effect the changes on Earth.9.3.2 Communicate about exogenic and endogenic processes.

Suggestions for Activities (P. 86)1. Teacher plays videos from the following websites about exogenous and endogenous processes:

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Recall the knowledge and science skills on about the Earth’s structure/geo-disasters/Earth’sresources.

Teaching Aids- Textbook- Module 15 HEBAT Science

Cross-curricular Elements (CCE)- Science and technology- Environmental education

Moral Values- Cooperative- Thankful- Diligence

HOTS- Application- Analysis- Evaluation

21st Century Learning- Rainbow Groups activity

2

Understand the Earth’s structure/geo-disasters/Earth’s resources and able to explain theirunderstanding.

3

Apply knowledge on the Earth’s structure/geo-disasters/Earth’s resources to accomplish simple task.

4

Analyse knowledge of knowledge on the Earth’s structure/geo-disasters/Earth’s resources in contextof problem solving about events or natural phenomena.

5

Evaluate about the Earth’s structure/geo-disasters/Eart h’s resources in the context of problemsolving and decision makin tog carry out a task.

6 Design a presentation using multi media / visual / folio / poster / role play / drama; with creative andinnovative use of science knowledge and skills of the Earth’s structure/geo-disasters/Earth’sresources in the context of problem solving and decision making; with regards to the socialvalues/ economy / culture of the commu nity.

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• https://www.youtube.com/watch?v=Ar1QR_t4qnw

• https://www.youtube.com/watch?v=T4eadJI8NzM

2. Students are asked to respond to the phenomenon based on information from textbooks/effective notes.3. Students discuss the answers in groups.4. Teacher responds to students’ answers.

9.4 Geohazard phenomena9.4.1 Communicate about geohazard.9.4.2 Generate ideas on how science and technology are used to prepare for geohazards.

Suggestions for Activities (PP. 87-88)1. Teacher carries out 21st Century Learning activity, which is Bus Stop activity in the classroom. (a) Teacher will paste a few topics on geohazards in several places in the classroom. (b) Students will move from one stop to another in groups and discuss topics on geohazards which are relevant. (c) Students share opinions and record comments and information obtained.2. Teacher gives this worksheet as a reinforcement and assessment exercise.3. Teacher carries out a discussion session with students.4. Teacher can show video about the tsunami that occurred in Malaysia in 2004.

https://www.youtube.com/watch?v=FFpcDC3KHzA

5. Teacher tells about the impact of the tsunami and the steps to be taken during a tsunami.

9.4.3 Realise that enviromental disasters effect human livelihood

- Bus Stop activity - Table Talkers activity

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9.5 Age of the earth9.5.1 Communicate about geological time scale of the Earth.9.5.2 Explain the method to determine the age of the Earth.9.5.3 Communicate about fossils.9.5.4 Reason about the importance of fossils in the advancement of contemporary science.

9.6 Earth resources and applied geology9.6.1 Explain surface water and its risks.9.6.2 Explain the importance of underground water and its risks.9.6.3 Communicate about economic minerals.9.6.4 Explain the formation of petroleum and coal.9.6.5 Communicate about the hydrothermal process.9.6.6 Solve problems about the negative effects of unplanned human activities on all living things on Earth. PRAKTIS PT3 (PP. 91 – 74)

PENILAIAN AKHIR TAHUN (P. 117)

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