SMK JUASSEH, 72500 KUALA PILAH

YEARLY LESSON PLAN 2022

SCIENCE KSSM FORM 2

Theme 1: MAINTENANCE AND CONTINUITY OF LIFE

Learning area: 1.0 Biodiversity
WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
WEEK 1 A student is able to: Carry out a multimedia presentation to discuss:
1.1 Diversity of 1.1.1 Elaborate and communicate  The definition of biodiversity.
21/3 – 25/3 organism about biodiversity.  How biodiversity exists.
 The importance of biodiversity in terms of:
- sources of food,
- balanced in nature,
- generating economy such as recreation,
1 -Recall the knowledge and science tourism, biotechnology, medicine, industrial raw materials.
skills on biodiversity. - ecological sources.
2-Understand and explain biodiversity. - education.
3-Apply knowledge on biodiversity and able  Malaysia as one of the 12 mega-biodiversity countries in the
to carry out simple tasks world needs to be preserved
1.1.2 Justify the needs to manage 4-Analyse knowledge on biodiversity in Carry out activities to discuss:
biodiversity effectively. context of problem solving on events or  The effects of human activities on
natural phenomena. biodiversity,
5-Evaluate knowledge of biodiversity in  The methods to conserve and
context of problem solving and decision preserve biodiversity including
making to carry out a task. endemic and endangered species.
WEEK 2 1.2 Classification of 1.2.1 Differentiate organisms using 6-Design a task using knowledge and science Carry out activities to construct the dichotomous key and
organisms a dichotomous key based on skills on biodiversity in a creative and classify organisms based on common characteristics.
28/3 – 1/4 common characteristics. innovative way in the context of problem Notes:
solving and decision making or carry out a Animal: Vertebrate and invertebrate, Mammal, Reptile,Fish,
task in a new situation with regards to the Bird and Amphibian.
social values/economy/culture of the Plant: Flowering plant, Non-flowering plant, Monocotyledon
community. and Dicotyledon.
1.2.2 Characterise the major Students use their prior knowledge to carry out activities to
taxonomy group. identify the characteristics which differentiate the major
taxonomy groups.
Examples:
The characteristics that differentiate between plants,animals
and fungi or the differences between Mammal,
Reptile, Fish, Bird and Amphibian.
Theme 1: MAINTENANCE AND CONTINUITY OF LIFE
Learning area: 2.0 ECOSYSTEM

WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

STANDARD
WEEK 3 2.1 Energy flow in A student is able to: Notes:
ecosystem Refer to various activities in Module 1 HEBAT Science
4/4 – 8/4 2.1.1 Explain with examples of (Ecosystem).
producer, consumer and Introduce the terms of primary carnivore and
decomposer. secondary carnivore.

1 -Recall the knowledge and science Carry out activities to show the relationship between
2.1.2 Interprete food chain and skills on ecosystem. organisms in food chains and food web to show the
food web. 2-Understand and explain ecosystem. energy transferred from the producer to the consumer
3-Apply knowledge on ecosystem and able
WEEK 3 2.2 Nutrient cycle in 2.2.1 Elaborate and communicate to carry out simple tasks
the ecosystem about the role of living
4/4 – 8/4 things in the oxygen and
4-Analyse knowledge on ecosystem in
context of problem solving on events or
carbon cycles in the natural phenomena. Carry out multimedia presentation that relates the roles
ecosystem. 5-Evaluate knowledge of ecosystem in of living things to the water, oxygen and carbon cycle.
context of problem solving and decision
2.2.2 Justify the role of organisms making to carry out a task.
in the water cycle of an 6-Design a task using knowledge and science
ecosystem. skills on ecosystem in a creative and
2.2.3 Solve problems when there innovative way in the context of problem Interferences caused by human activities such as:
are interferences to the cycles solving and decision making or carry out a  Uncontrolled deforestation.
caused by human activities. task in a new situation with regards to the  Burning of fossil fuels.
social values/economy/culture of the  Excessive use of water resources for agriculture and
community. domestic consumption.
Gather information and do a multimedia presentation
on how the interaction of prey-predator is used in biological
control of pest.
Discuss the advantages of biological control over
chemical control, and the prolonged impact of biological
control.
 WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
WEEK 4 2.3 Interdependence 2.3.1 1 -Recall the knowledge and science Gather information about:
and interaction Explain with examples the skills on ecosystem.  Species, population, community, habitat and ecosystem.
11/4 – 15/4 among organisms interdependence among living 2-Understand and explain ecosystem.  Balanced in nature.
and,between things and the environment to 3-Apply knowledge on ecosystem and able Carry out field studies to investigate habitat, population,
organisms and maintain a balanced ecosystem. to carry out simple tasks community in ecosystems.
the environment. 4-Analyse knowledge on ecosystem in Discuss interdependence between living organisms
context of problem solving on events or and their environment to create a balanced ecosystem
2.3.2 Justify the importance of natural phenomena. Conduct scientific investigations to study the effects of
adaptations of living things to the 5-Evaluate knowledge of ecosystem in natural factors such as temperature, light and humidity
environment. context of problem solving and decision on the distribution of animals and plants.
making to carry out a task. Do a multimedia presentation on how animals and
6-Design a task using knowledge and science plants adapt to the desert, tundra and tropical climates
skills on ecosystem in a creative and of their habitats.
innovative way in the context of problem
2.3.3 Communicate examples of solving and decision making or carry out a Interaction between organisms are:
interactions between organisms and task in a new situation with regards to the 1) Prey-predator.
apply these interactions in daily social values/economy/culture of the 2) Symbiosis: Commensalism, mutualism and parasitism.
WEEK 5 life. community. 3) Competition.
18/4– 22/4
2.3.4 Separate the factors that Factors that affect the size of population are:
affect the size of population  Diseases.
in an ecosystem.  Predators.
 Food resources.
 Drought.
WEEK 6
25/4 – 29/4 2.3.5 Predict how the changes in Changes in ecosystem such as:
ecosystem affect the existing  Water supply.
resources and balance of the  Migration.
population.  Changes of population (effects of increasing and decreasing
number of organisms towards a balanced nature).
Refer to the Interactive problem solving in Module 1
HEBAT Science (Ecosystem) about interferences in an
ecosystem.

2.4 The role of human 2.4.1 Justify and communicate that Carry out a role play to discuss the importance of man
in maintaining a man needs a stable and in managing nature to ensure the sustainability of life.
balanced nature productive ecosystem to Identify several agencies or stakeholders and the
sustain life. public to solve local or global issues:
 Causes of environmental issues.
 Impact on the local community.
 Proposed methods to solve the problems.
Theme 1: MAINTENANCE AND CONTINUITY OF LIFE
Learning area: 3.0 NUTRITION

WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

STANDARD
WEEK 7 3.1 Classes of food A student is able to: Discuss the classes of food; carbohydrates, protein,
3.1.1 Elaborate and communicate fats, vitamins, minerals, fibres and water and state their
2/5 – 6/5 about classes of food. functions and sources through multimedia
presentations.
Only the major vitamins (A, B, C, D, E and K) and
minerals (calcium, sodium, iron, iodine, phosphorus
and potassium) are required.
Vitamin B need not be classified into B1, B2 and so
forth.
3.1.2 Test the presence of starch, Conduct a scientific investigation to test the presence
glucose, protein and fats in of starch (iodine solution), glucose (Benedict solution),
food. protein (Millon’s reagent) and fats (alcohol-elmusion
test).
WEEK 8 3.2 Importance of a 3.2.1 Elaborate and communicate Refer balanced diet to food pyramid or plate portion.
balanced diet about a balanced diet. 1 -Recall the knowledge and science Factors affecting calorific requirement are age,
9/5 – 13/5 . skills on nutrition. size,sex, occupation, climates and state of health.
3.2.2 Estimate calories of food 2-Understand and explain nutrition. Carry out activities to estimate calorific value of food in
intake in a meal and plan a 3-Apply knowledge on nutrition and able a meal.
balanced diet. to carry out simple tasks Energy stored in food can be measured in units such
4-Analyse knowledge on nutrition in as joules or calories. Identify the calorific value or the
context of problem solving on events or energy value per gram of carbohydrates, protein and
natural phenomena. fats.
5-Evaluate knowledge of nutrition in Collect food wrappers that show calorific value of food
context of problem solving and decision and make a list to show the calorific value for each type
making to carry out a task. of food.
6-Design a task using knowledge and science Plan a balanced diet for a day (breakfast, lunch and
skills on nutrition in a creative and dinner) based on different factors.
3.2.3 innovative way in the context of problem Carry out activities to create awareness and emphasise
Conduct a research and justify the solving and decision making or carry out a the importance of maintaining health in preventing
importance of a balanced diet, task in a new situation with regards to the diseases such as heart disease, hypertension,
exercise and a healthy lifestyle in social values/economy/culture of the diabetes, skin cancer and lung cancer.
order to maintain a healthy body community. Project-based learning:
Obesity among school children is on the rise in
Malaysia. This is related to improper diet and lifestyle.
Conduct reseach on obesity among students in school.
Relate to eating processed food as well as junk food.
Suggest ways to solve this problem at the school’s
Level
 3.4.2 Do a multimedia presentation on the transport of the
Relate the function of digestive end products of digestion by blood to body cells for
system, blood circulatory system assimilation and respiration.
and respiratory system. Emphasise on how the systems work together in the
digestion process.

3.4.3 Elaborate and communicate Do a multimedia presentation or simulation on the

about transport and reabsorption of water by large intestine
defecation. and the process of defecation.
Discuss the following:
 The importance of good eating habits to avoid
constipation.
 Implication to health if unbalanced diet is practised
especially without or lacking in fibre.
WEEK 9
16/5 – 1st Term Exam Science
20/5

WEEK10
23/5 – Correction Paper 1st Term Exam Science
27/5

WEEK11 30 - 31 May 2022: Cuti Ganti

30/5 – 3/6 1 – 2 June 2022: Hari Gawai
3 June 2022: Cuti Tambahan KPM
4/6 – 12/6
1st School Holiday
Theme 1: MAINTENANCE AND CONTINUITY OF LIFE
Learning area: 4.0 HUMAN HEALTH

WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

STANDARD
4.1 A student is able to: Infectious diseases:
Infectious and non- 1) Water – cholera.
infectious diseases 4.1.1 2) Air – Tuberculosis, H1N1, SARS, Flu.
WEEK 12 Differentiate and communicate 3) Body contact - ringworm and fungal infection.
13/6-17/6 about infectious and non-infectious 4) Vectors – leptospirosis, dengue, malaria, Zika.
diseases 1 -Recall the knowledge and science Non- infectious diseases:
4.1.2 skills on human health. 1) Cancer.
Explain how infectious diseases are 2-Understand and explain human health. 2) Hypertension.
spread. 3-Apply knowledge on human health and 3) Diabetes.
able 4) Cardiovascular diseases.
4.1.3 to carry out simple tasks Project-based learning:
Separate the cause and spread of 4-Analyse knowledge on human health in Carry out a case study to discuss diseases among
infectious diseases. context of problem solving on events or Malaysians based on statistics from the Ministry of
4.1.4 natural phenomena. Health:
Generate ideas on the mechanism 5-Evaluate knowledge of human health in  Most common diseases in Malaysia,
to prevent the spread of infectious context of problem solving and decision  Types of diseases that can be transmitted,the
diseases. making to carry out a task. causes and ways to overcome the diseases.
6-Design a task using knowledge and science
4.2.5 skills on human health in a creative and List practices that can boost or weaken immunity in
Justify good practices towards innovative way in the context of problem terms of:
attaining strong immune system. solving and decision making or carry out a  Nutrition (local fruits, cooked food, vegetables).
task in a new situation with regards to the  Physical activities.
social values/economy/culture of the  Lifestyle.
4.2.6 community. Brainstorm the following:
Justify and communicate about the  Reccurrence of controlled diseases such as
importance of immunisation and l eprosy, whooping cough dan tuberculosis.
health level of individuals to the  The rise in the costs of health care.
family, social, economy and nation.  Affecting the quality of work.
 Insurance purchase.
 Quality of life,
 Labour force (migration).
Theme 2: EXPLORATION OF ELEMENTS IN NATURE
Learning area: 5.0 WATER AND SOLUTION

WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

STANDARD
WEEK 13 5.1 A student is able to: 1 -Recall the knowledge and science Collect information and create a multimedia presentation
20/6 – 24/6 Physical skills on water and solution. about water:
characteristics of 5.1.1 Elaborate and 2-Understand and explain water and  As basic resources for survival of all living things.
water communicate about water. solution.  As a compound.
3-Apply knowledge on water and Physical state of water i.e boiling point, freezing
solution and able to carry out simple point, colour, density, surface tension, capillary
tasks action, effect of absorption and heat release on
4-Analyse knowledge on water and water.
solution in context of problem solving Conduct a scientific investigation on water:
on events or natural phenomena.  Carry out electrolysis to determine the
5-Evaluate knowledge of water and composition of elements in water molecule.
solution in context of problem solving  Effect of impurities in the melting point and
and decision making to carry out a task. boiling point of water.
5.1.2 6-Design a task using knowledge and Carry out an experiment to study the factors affecting
Carry out experiments and science skills on water and solution in a the rate of water evaporation such as humidity,
communicate about the water creative and innovative way in the surrounding temperature, surface area and the
evaporation process in context of problem solving and decision movement of air.
daily life. making or carry out a task in a new Create a multimedia presentation based on the
situation with regards to the social following:
values/economy/culture of the  Relate the evaporation process to daily life
community. activities.
 How water loss through evaporation process can
be reduced in agriculture.
 Refrigerators uses evaporation process for
cooling.
 WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
WEEK 14 5.2 5.2.1 1 -Recall the knowledge and science Carry out a scientific investigation to define:
27/6 – 1/7 Solution and rate of Explain with example the skills on water and solution.  Solute, solvent, solution and suspension.
solubility meaning of solution and 2-Understand and explain water and  Diluted solution, concentrated solution and
solubility. solution. saturated solution.
5.2.2 3-Apply knowledge on water and Carry out an experiment on the factors affecting the rate
Carry out experiment to solution and able to carry out simple of solubility such as temperature of solvent, rate of
determine the factors affecting tasks stirring, size of solute.
the rate of solubility. 4-Analyse knowledge on water and
5.2.3 solution in context of problem solving Carry out activities to identify examples of colloid in
Explain with examples the on events or natural phenomena. daily life like emulsion and foam.
meaning of colloids in daily 5-Evaluate knowledge of water and
life. solution in context of problem solving
5.2.4 Elaborate and and decision making to carry out a task. Gather information about water as a universal solvent
communicate the uses of 6-Design a task using knowledge and and give examples on the uses of water as a universal
water as a universal solvent in science skills on water and solution in a solvent.
daily life and manufacturing creative and innovative way in the
industry. context of problem solving and decision
5.2.5 Demonstrate examples of making or carry out a task in a new Illustrate examples of organic solvents and their uses in
organic solvent situation with regards to the social daily life using thinking maps.
and their uses in daily life. values/economy/culture of the  Alcohol.
community.  Kerosene.
 Acetone.
 Turpentine.
 Ether.
Carry out scientific investigations such as:
 Removing dirt caused by certain substance such as
lubricant and paint.
 Preparation of paint and cosmetics.
 WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
WEEK 15 5.3 5.3.1 Carry out activities to produce clean water using the
4/7 – 8/7 Water purification Demonstrate the water methods of:
and water supply purification method.  Boiling.
1 -Recall the knowledge and science  Filtration.
skills on water and solution.  Purification.
2-Understand and explain water and  Chlorination.
solution.  Distillation.
5.3.2 3-Apply knowledge on water and Find information or brainstorm and create a multimedia
Solve problems in getting water solution and able to carry out simple presentation on how a country without water can provide
supply for daily life usage. tasks water supply by:
4-Analyse knowledge on water and  Recycling water.
solution in context of problem solving  Collecting water from fog.
on events or natural phenomena.  Collecting water from the sea (Reverse osmosis).
5.3.3 5-Evaluate knowledge of water and Find information about different stages involved in water
Build a model and ommunicate solution in context of problem solving supply system:
about water supply system. and decision making to carry out a task.  Filtration.
6-Design a task using knowledge and  Oxidation.
science skills on water and solution in a  Coagulation.
creative and innovative way in the  Sedimentation.
context of problem solving and decision  Filtration.
making or carry out a task in a new  Chlorination.
situation with regards to the social  Fluoridation.
5.3.4 values/economy/culture of the Discussion and evaluation on the following:
Justify water sustainability as a community.  Awareness about water content that is safe to
key to healthy living. consume.
 The effect of water pollution on living things and
environment based on real cases such as mercury
poisoning in Minamata Bay, Japan.
 River pollution and River Cleaning Method.
 The individual role to ensure the sustainability of
water.
Project-based learning
Carry out water audit activity to determine the amount of
water consumed in home or school.
Suggest water conservation steps or create a simple
innovative method to conserve water and increase
efficiency of water usage.
Theme 2: EXPLORATION OF ELEMENTS IN NATURE
Learning area: 6.0 ACID AND ALKALI

WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

STANDARD
A student is able to: Physical properties of acid and alkali
WEEK 16  The characteristic of acid in terms of pH value,
11/7– 15/7 6.1.1 Defining operationally 1 -Recall the knowledge and science taste, corrosiveness, effect on litmus paper,
acid and alkali. skills on acid and alkali. reaction with metals i.e: magnesium, zinc.
2-Understand and explain acid and  The characteristic of alkali in terms of pH value,
alkali. taste, corrosiveness and effect on litmus paper.
3-Apply knowledge on acid and alkali The properties of acid and alkali are only shown in the
and able to carry out simple tasks presence of water.
6.1 6.1.2 4-Analyse knowledge on acid and alkali Carry out activities to determine acidic and alkaline
Properties of acid Explain with examples of in context of problem solving on subtances in daily life using:
and alkali acidic and alkaline events or natural phenomena.  Litmus paper.
subtances. 5-Evaluate knowledge of acid and alkali  Universal indicator.
in context of problem solving and  Methyl orange.
decision making to carry out a task.  Phenolphthalein.
6-Design a task using knowledge and  pH meter.
6.1.3 Demonstrate the Science skills on acid and alkali in a Carry out activites to study the ralationship between pH
technique to determine the creative and innovative way in the value and strength of acid and alkali.
strength of acid and alkali context of problem solving and
based on pH decision making or carry out a
value. task in a new situation with regards to
6.1.4 Identify the uses of acid the social values/economy/culture of Gather, interpret and present data about the uses of
and alkali in daily the community. acid and alkali in daily life including the agricultural and
life. industrial sectors.
WEEK 17 6.2.1 Explain the neutralization Carry out titration experiment using acid and alkali to
18/7 – 22/7 reaction.
6.2 determine the end point using indicator.
Neutralisation Write word equation for neutralisation.

6.2.2 Explain with examples Application of neutralisation in daily life such as:
the use of  The use of toothpaste.
neutralisation reaction in daily  Fabric softener and hair conditioner.
life.  Regulate soil pH.
 Neutralising industrial waste.
Theme 3: ENERGY AND SUSTAINABILITY OF LIFE
Learning area: 7.0 Electricity and magnetism

WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

STANDARD
WEEK 18 7.1 A student is able to: Discuss by using multimedia presentation on the
25/7 –29/7 Electricity following:
7.1.1 Describe and communicate  Why energy is needed in daily life.
about energy.  Types of energy.
 Sources of energy.
7.1.2 Carry out activities using materials such as polythene
Explain and communicate about rod, acetate rod, glass rod, balloon to show the
the existence of electrostatic 1 -Recall the knowledge and science existence of electrostatic charges.
charges. skills on electricity. Carry out activities to determine the existence of
2-Understand and explain electricity. electrostatic charges, quantity of electrical charges and
3-Apply knowledge on electricity and types of electrostatic charges using an electroscope.
7.1.3 able to carry out simple tasks Carry out a simulation on lightning formation using a
Explain with examples on 4-Analyse knowledge on electricity in Van de Graff generator or Wimhurst machine.
electrostatic in context of problem solving on events Collect information and solve problems in daily life such
daily life. or natural phenomena. as:
5-Evaluate knowledge of electricity in  Choosing suitable fabric to be worn in low humidity
context of problem solving and weather.
decision  Prevent vehicle from fire while filling petrol.
making to carry out a task.  Looking for a shelter during thunderstorm.
6-Design a task using knowledge and (Faraday’s cage concept)
7.1.4 Science skills on electricity in a Carry out a scientific investigation to relate the flow of
Draw a conclusion that the flow of creative and innovative way in the charges in an electrical conductor with electric current
charges context of problem solving and by using a Van de Graff generator connected to an
produce electric current. decision making or carry out a earthed galvanometer.
7.1.5 task in a new situation with regards to Gather information and carry out activities to discover
Characterise current, voltage and the social values/economy/culture of units for current, voltage and resistance.
resistance and their units. the community. Measure current and voltage in an electrical circuit using
suitable measuring apparatus
7.1.6 Design and carry out experiment to study the effects of
Draw a conclusion on the changes in:
relationship  Resistance on current,
between current, voltage and  Voltage on current.
resistance. Discussion on relationship between voltage, current and
resistance using Ohm’s Law.
WEEK 19 7.2 7.2.1 Carry out a scientific investigation to study:
1/8– 5/8 The flow of electric Elaborate and communicate about  The flow of current by building a complete series
current in the flow of electric current in series circuit and parallel circuit,
series circuit and circuit and parallel circuit.  Advantages and disadvantages of series circuit and
parallel parallel circuit,
circuit  Electrical wiring at home,
Solve numerical problems related to current, voltage
and resistance in series circuit and parallel circuit.
 WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
7.3 7.3.1 1 -Recall the knowledge and science Carry out the following activities:
WEEK 20
Magnetism Draw a conclusion about the skills on electricity.  Using iron filings to study magnetic field of a bar
8/8– 12/8 characteristics 2-Understand and explain electricity. magnet,
of a magnet. 3-Apply knowledge on electricity and  Using compass to show the directions of the
able to carry out simple tasks magnetic field.
4-Analyse knowledge on electricity in Sketch and study the pattern of the magnetic field of
context of problem solving on events various types of magnets such as bar magnet,
or natural phenomena. horseshoe magnet and magnadur magnet.
7.3.2 5-Evaluate knowledge of electricity in Carry out activities to show relationship between:
Describe and communicate about context of problem solving and  Magnetic field lines and the strength of magnetic
electromagnet. decision field,
making to carry out a task.  The strength of magnetic force and distance
6-Design a task using knowledge and between magnetic field lines.
Science skills on electricity in a Carry out investigation to study the pattern and direction
creative and innovative way in the of a magnetic field produced by a conductor carrying
context of problem solving and current, a coiled wire and a solenoid.
decision making or carry out a Draw the pattern and mark the direction of the magnetic
task in a new situation with regards to field produced by a conductor carrying current, a coiled
the social values/economy/culture of wire and a solenoid.
7.3.3 the community. Investigate the relationship between the strength of a
Carry out an experiment and magnetic field with
communicate  current flow,
about the uses of magnet and  number of turns.
electromagnet in daily life. Gather information and make multimedia presentation
on the uses of magnet and electromagnet in daily life
such as in compasses and electic bells.
Theme 3: ENERGY AND SUSTAINABILITY OF LIFE
Learning area: 8.0 FORCE AND MOTION

WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

STANDARD
WEEK 21 A student is able to: 1 -Recall the knowledge and science Carry out an indoor or outdoor activity to show the
15/8 – 19/8 skills on force and motion. presence of different types of forces such as
8.1.1 2-Understand and explain force and gravitational force, weight, normal force, frictional force,
8.1 Elaborate and communicate about motion. elastic force, bouyant forcé.
Force force. 3-Apply knowledge on force and motion Refer to Module 12 HEBAT Science (Force).
8.1.2 and Sketch a diagram to show that force has magnitude,
Explain that force has magnitude, able to carry out simple tasks direction and point of application
direction and point of application. 4-Analyse knowledge on force and
8.1.3 motion in Carry out an activity using a spring balance to measure
Measure force in S.I. unit. context of problem solving on events force for example, weight of object, frictional force.
8.1.4 or natural phenomena. Discussion may involve the following situations:
Explain with examples that every 5-Evaluate knowledge of force and  A stationary object on a table,
action force has an equal (same motion in Weight (action force) is the same as normal force
magnitude)reaction force but in the context of problem solving and (reaction force),
opposite direction. decision  An object floating on water,
making to carry out a task. Weight (action force) is the same as bouyant force
6-Design a task using knowledge and (reaction force),
Science skills on force and motion in a  Two trolleys placed on a horizontal runway with a
creative and innovative way in the compressed spring between them will move in
context of problem solving and opposite directions of the same distance when
decision making or carry out a released.
task in a new situation with regards to First trolley acts on the second trolley (action force) and
the social values/economy/culture of at the same time the second trolley exerts a force of the
the community same magnitude but in different direction (reaction
force).
WEEK 22 8.2 8.2.1 Carry out an activities to study the effects of force on
22/8 – 26/8 Effects of force Elaborate and communicate about change in shape, position, speed and direction such
the effects of forcé.  moving a stationary toy car,
 changing the speed of a moving toy car,
 stopping a moving toy car,
 changing the direction of a moving toy car,
 changing the shape of plasticine.
8.2.2 Carry out an activity to determine the buoyant force
Explain and communicate the using a spring balance.
relationship between the (Buoyant force = actual weight – apparent weight)
differences in densities and Carry out an investigation to prove that objects denser
the effects of bouyancy in daily than water will submerge by using density cubes.
life. Solve problems on how cargo ships are able to maintain
afloat at a safe level when travelling in different oceans
of different temperatures and densities using a Plimsoll
 line as a guidance.

WEEK 23
29/8 – 2/9
2nd Term Exam

3/9 – 11/9
2nd Term School Holidays
 WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
8.2.3 1 -Recall the knowledge and science Discuss various examples of levers according to the
WEEK 24 Classify and solve problems on skills on force and motion. classes of lever in daily life.
12/9– 16/9 levers based on the position of 2-Understand and explain force and Solve numerical problems using the following formula:
fulcrum, load and effort. motion. Load x Load arm = Effort x Effort arm
3-Apply knowledge on force and motion *(Load arm –distance of load from fulcrum)
and *(Effort arm – distance of effort from fulcrum)
8.2.4 able to carry out simple tasks When opening a door or loosening a nut using a
Explain and communicate about 4-Analyse knowledge on force and spanner, we use a force that produces a turning effect.
the moment of forcé. motion in The turning effect is known as the moment of force.
context of problem solving on events Carry out activities to show the relationship between the
or natural phenomena. moment of force and the lever arm length in situations
5-Evaluate knowledge of force and such as opening a door or loosing a nut.
motion in Moment of a force = force (N) x perpendicular distance
context of problem solving and (m)
decision Refer to Module 12 HEBAT Science(Force)
8.2.5 making to carry out a task. To investigate how the changes in surface area affects
Carry out an experiment and 6-Design a task using knowledge and the pressure produced when a similar force is applied
communicate about pressure and Science skills on force and motion in a Introduce formula : Pressure = Force / Surface area
its application in daily creative and innovative way in the Make a multimedia presentation about the applications
life. context of problem solving and of pressure in daily life.
8.2.6 decision making or carry out a Carry out an activity to show that air exerts pressure.
Elaborate and communicate about task in a new situation with regards to Carry out activities to show the factors that affect air
gas the social values/economy/culture of pressure, that are;volume and temperature.
pressure based on the kinetic the community
theory of gas.
8.2.7 Carry out activities to show the existance of atmospheric
Explain and communicate about pressure by using Magdeburg hemisphere, suction
the existance of atmospheric pump, drinking straw, siphon, syringe, vacuum cleaner.
pressure and the Active reading, video or data analysist to show the
effects of altitude on the magnitude relationship between altitude and atmospheric pressure.
ofpressure. Solve problems related to air pressure and atmospheric
pressure in daily life.
Pupils need to use the term of air pressure and
atmospheric pressure correctly.
Refer to Module 16 HEBAT Science (Atmosphere)
8.2.8 Carry out an activity to show the changes in the size of
Explain the effects of depth on an air bubble when the depth of the liquid changes by
liquid pressure. using a (1 metre) glass tube containing water or oil.
Explain with examples the effects of depth on fluid
pressure in daily life such as the thickness of walls of
the dam, design of the submarine.
Theme 3: ENERGY AND SUSTAINABILITY OF LIFE
Learning area: 9.0 HEAT

WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

STANDARD
WEEK 25 9.1 A student is able to: Discuss and share about the following:
19/9 –23/9 Temperature and 1 -Recall the knowledge and science  Definition of temperature.
heat 9.1.1 skills on heat.  Differences between temperature and heat.
Make a comparison between 2-Understand and explain heat. Refer to Module 7 HEBAT Science (Heat).
heat and temperature. 3-Apply knowledge on heat and
9.2 9.2.1 able to carry out simple tasks Carry out activities to show heat transfer by
Heat flow and Explain how heat flows from a 4-Analyse knowledge on heat in  Conduction.
thermal equilibrium hot region to a cold region. context of problem solving on events  Convection.
or natural phenomena.  Radiation.
9.2.2 5-Evaluate knowledge of heat in Carry out group activities to discuss natural phenomena
Explain and communicate context of problem solving and such as land breeze, sea breeze and warming of earth
about heat flow in natural decision by the sun.
phenomena. making to carry out a task.
9.2.3 6-Design a task using knowledge and Carry out group activities to discuss the following:
Communicate about heat Science skills on heat in a  Definition of heat conductor.
conductors and heat insulators creative and innovative way in the  Definition of heat insulator.
and their uses in daily life. context of problem solving and  Various uses of heat conductors and insulators
decision making or carry out a in daily life.
task in a new situation with regards to Carry out investigations to study the uses of different
the social values/economy/culture of materials as heat insulators.
9.3 9.3.1 the community Carry out activites to show heat can cause solid, liquid
WEEK 26 Principle of Explain how heat can cause the and gas to expand and contract.
26/9 – 23/9 expansion and expansion
contraction of matter and contraction in solid, liquid
and gas.
9.3.2 Discuss the uses of expansion and contraction of
Communicate about the matter:
various uses of  Mercury in thermometers.
expansion and contraction of  Bimetallic strip in fire alarms.
matter in  Gap between railway tracks.
daily life.  Roller on steel bridges.
Discuss the uses of principle of expansion and
contraction of matter in solving simple problems.
 WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
WEEK 27 9.4 9.4.1 1 -Recall the knowledge and science
3/10 – 7/10 Relation between the Demonstrate how dark, dull skills on heat. Carry out an activity to show:
types of surfaces of objects absorb 2-Understand and explain heat.  Dark and dull objects absorb heat better than
objects to heat heat better than white, shiny 3-Apply knowledge on heat and white and shiny objects.
absorption and objects. able to carry out simple tasks  Dark and dull objects radiate heat better than
emission. 4-Analyse knowledge on heat in white and shiny objects.
context of problem solving on events
9.4.2 or natural phenomena.
Demonstrate how dark, dull 5-Evaluate knowledge of heat in
objects radiate context of problem solving and
heat better than white, shiny decision
objects. making to carry out a task.
9.4.3 6-Design a task using knowledge and Project-based learning:
Conceptualise and design using Science skills on heat in a The Green House Concept fulfills a few criteria such as
the heat concept in daily life. creative and innovative way in the energy efficiency, water efficiency, sustainable
context of problem solving and construction site, construction materials, innovation,
decision making or carry out a etcetera.
task in a new situation with regards to Design a ‘Green Home’ which uses minimum energy to
the social values/economy/culture of keep the house cool or vice-versa.
the community A pupil is able to
design or make innovation in the local or global context.
Theme 3: ENERGY AND SUSTAINABILITY OF LIFE
Learning area; 10.0 SOUND WAVE

WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

STANDARD
WEEK 28 10.1 A student is able to: Carry out an activity to explain that sound waves:
10/10-14/10 Characteristics of 1 -Recall the knowledge and science  Need a medium to travel.
sound waves 10.1.1 skills on sound wave.  Can be reflected.
communicate about the basic 2-Understand and explain sound wave.  Can be absorbed by different types of Surface.
characteristics of sound waves. 3-Apply knowledge on sound wave and  Have different speed in different médium.
able to carry out simple tasks Refer to Module 28 HEBAT Science (Sound).
10.2.1 4-Analyse knowledge on sound wave in
10.2 Explain frequency and its unit, context of problem solving on events
Loudness and pitch and amplitude of vibration. or natural phenomena.
of sound 10.2.1 5-Evaluate knowledge of sound wave in Carry out scientific investigations using audio generator,
Explain frequency and its unit, context of problem solving and oscilloscope and amplifier to study the characteristics of
and decision making to carry out a task. sound waves where the oscilloscope shows the different
amplitude of vibration. 6-Design a task using knowledge and patterns of sound waves (amplitude and frequency) and
10.2.2 Science skills on sound wave in a loudness of sound (amplitude).
Relate frequency to pitch. creative and innovative way in the
10.2.3. context of problem solving and
Relate amplitude to loudness. decision making or carry out a
10.2.4 task in a new situation with regards to Carry out activities to show loudness and pitch using
Explain with examples the social values/economy/culture of musical instruments such as piano, recorder, drum and
loudness and pitch using the community guitar.
musical instruments.
 WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
WEEK 29 10.3 10.3.1 1 -Recall the knowledge and science
17/10 –21/10 Phenomena and Explain with example skills on sound wave. Explain with example/video on echo phenomena in daily
applications of phenomena related 2-Understand and explain sound wave. life.
reflection of sound to reflection of sound waves 3-Apply knowledge on sound wave and Carry out an activity to compare the pitch of an
waves such as echo able to carry out simple tasks ambulance siren/air horn/ a fast moving motocycle
and Doppler effect 4-Analyse knowledge on sound wave in engine passes an observer.
context of problem solving on events An increase (or decrease) in the frequency of sound as
or natural phenomena. the moving source and observer move towards (or away
5-Evaluate knowledge of sound wave in from) each other is known as Doppler Effect.
10.3.2 context of problem solving and Conduct video simulation to show the uses of sonar in
Explain with example the decision making to carry out a task. shipping industry and fisheries, sonogram in medical
applications of reflection of 6-Design a task using knowledge and field and how bats estimate distance while flying.
sound waves Science skills on sound wave in a
10.3.3 creative and innovative way in the Make a multimedia presentation on the followingt:
Elaborate and communicate context of problem solving and  The limitations of hearing for human and
about limitations of hearing for decision making or carry out a animals.
humans and animals task in a new situation with regards to  Ways to overcome human limitations of hearing.
10.3.4 the social values/economy/culture of
Explain with examples ways to the community
overcome human limitations of
hearing
Theme 4: EARTH AND SPACE EXPLORATION
Learning area: 11.0 Stars and Galaxies in the Universe

WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

STANDARD
11.1 A student is able to: Gather information from technology devices such as the
WEEK 30 Stars and galaxies in telescope to expand ideas about objects in space, for
24/10 – the universe 11.1.1 1-Recall the knowledge and science example:
28/10 Communicate about the skills on stars and galaxies in the - galaxies including the Milky Way,
characteristics of objects in universe. - nebula,
space. 2-Understand and explain stars and - life cycle of stars (Nebula Hypothesis).
galaxies in the universe. Galaxies and types of galaxies, such as, eliptical, spiral
3-Apply knowledge on stars and and irregular galaxies.
galaxies in the universe and State the position of the Solar System in the Milky Way
able to carry out simple tasks Galaxy.
4-Analyse knowledge on stars and Compare the relative sizes between Earth , planets,
galaxies in the universe in Solar System, Milky Way Galaxy and the Universe.
context of problem solving on events Amazed by the universe that God has created.
11.1.2 or natural phenomena. Characteristics of stars include temperature, size,
Compare and contrast the 5-Evaluate knowledge of stars and distance, colour and brightness.
characteristics of stars galaxies in the universe in Surf Skychart, Stellarium (free astronomy software), and
(including the Sun) and relate context of problem solving and Earth Centred Universe (ECU) to get information about
them to the observation of stars decision making to carry out a task. the similarities and differences on the characteristics of
on the Earth. 6-Design a task using knowledge and stars.
Science skills on stars and galaxies in Visit an Observatory or planetarium to observe objects
the universe in a creative and in the sky during the day and night.
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
Theme 4: EARTH AND SPACE EXPLORATION
Learning area: 12.0 SOLAR SYSTEM

WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

STANDARD
12.1 A student is able to: Astronomical unit and light years as measures of
WEEK 31 Solar System distance in space.
31/10 –4/11 12.1.1 Carry out calculations by converting units between a.u
Compare distances between the or light years to kilometres.
Sun and the planets in the Solar Refer to Modul 17 HEBAT Sains (Solar System).
System using astronomical
WEEK 32 units (a.u.) and light years. 1-Recall the knowledge and science
7/11– 11/11 12.1.2 skills on solar system. Characteristics used for comparisons:
Construct a table to compare 2-Understand and explain solar system. Size, distance, temperature, density, relative
and contrast 3-Apply knowledge on solar system and gravitational pull to the Earth, atmospheric layers,
the planets in the Solar System able to carry out simple tasks surface condition, direction and speed of planet rotation
with the 4-Analyse knowledge on solar system in and revolvement of planets in their own orbits including
Earth. context of problem solving on events natural satellites of each planet.
12.1.3 or natural phenomena. Examples of relationships between characteristics:
Explore the possible 5-Evaluate knowledge of solar system in  Temperature and distance from the Sun,
relationship based on the context of problem solving and  Density and gravitational pull,
planets’ characteristics and decision making to carry out a task.  Distance, time and speed,
explain the relationship 6-Design a task using knowledge and  Direction of rotation.
including anomalies that may Science skills on solar system in a
arise. creative and innovative way in the
12.1.4 context of problem solving and Problem-based learning:
Reason and make analogies in decision making or carry out a Rotations, action forces and movement can be
hypothetical situations related task in a new situation with regards to predicted from data collected based on understanding
to the Solar System the social values/economy/culture of of the Solar System.
the community Discuss the example of hypothetical situations as
follows:
 What will happen if the Earth stops rotating?
Rotates at a slower pace?
 Why are there planets with two or more moons?
 If you are on the Moon, explain your observation
on the shape of the Earth?
 Will you see phases of the Earth if you are on the
Moon?
12.1.5 Conduct brainstorming session on the following:
Justify the Earth as the most Whether other planets can sustain life if natural sources
ideal planet for life based on on Earth have depleted – discussion is focused on
data collected. sustainable living.
Realise the role of each individual as a prudent
consumer in managing nature and the importance of
reducing ecological footprint.
Theme 4: EARTH AND SPACE EXPLORATION
Learning area: 13.0 METEOROID, ASTEROID, COMET

WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

STANDARD
WEEK 33 13.1 A student is able to: Prepare and share a multimedia presentation to:
14/11 -18/11 Other objects in the 1-Recall the knowledge and science (a) compare and contrast between meteoroid, asteroid
Solar System: 13.1.1 Communicate on other skills on meteroroid, asteroid and and comet,
Meteoroids, objects in the solar system, comet. (b) predict what will happen to the Earth if it is hit by
Asteroids and such as meteoroids, asteroids 2-Understand and explain meteroroid, meteoroid, asteroid and comet.
Comets dan comets. asteroid and comet.
13.1.2 3-Apply knowledge on meteroroid, Make observations on meteors at night or visit a
Discuss the movements of asteroid and comet and planetarium.
meteoroids, asteroids and able to carry out simple tasks Use multimedia presentations on the movements of
comets and their effects on 4-Analyse knowledge on meteroroid, meteoroids.
the Earth based on data. asteroid and comet in
13.1.3 context of problem solving on events Collect information and carry out multimedia
Generate ideas on how to or natural phenomena. presentation on the phenomena of asteroids and other
reduce or prevent the 5-Evaluate knowledge of meteroroid, objects colliding with the Earth.
possibility of asteroids asteroid and comet in Meteorites is introduced.
colliding context of problem solving and
with the Earth. decision
making to carry out a task.
6-Design a task using knowledge and
Science skills on meteroroid, asteroid
and comet 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
WEEK 34
21/11 - 25/11

WEEK 35 INTENSIVE REVISION

28/11 - 2/12

WEEK 36
5/12- 9/12 3rd Term Exam

10/12 – 31/12 3rd Term School Holidays

 WEEK 37
2/1 –6/1/2023 INTENSIVE REVISION/ Correction Science Paper
WEEK 38
9/1 –13/1/2023 INTENSIVE REVISION
WEEK 39 INTENSIVE REVISION
16/1 –20/1/2023
WEEK 40 INTENSIVE REVISION
23/1 –27/1/2023
WEEK 41 INTENSIVE REVISION
30/1 –3/2/2023
WEEK 42 INTENSIVE REVISION
6/2 –10/2/2023
WEEK 43 INTENSIVE REVISION
13/2 –17/2/2023
Final School Holidays for 2022/2023 Session
18/2 – 12/3/2023