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SUBJECT: SCIENCE LEVEL: FORM 3
WEEK THEME/UNIT LEARNING STANDARDS NOTES MATERIAL/ REMARK

REFERENCES

TERM 1 / 2024
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1 1.1 Human A student is able to :- Note: Human nervous system consists of the
nervous system brain, spinal cord, and peripheral nerves.
11-15 1.1.1 Describe the structures and
March functions of the human nervous Suggested activity:
system through drawings. Make a creative presentation on:
 Parts involved in the movement of
1.1.2 Make a sequence to show the impulses from the affector to the
pathway of impulses in voluntary effector.
and involuntary actions.
 The pathways of impulses in voluntary
and involuntary actions.

1.1.3 Justify the importance of the human Carry out activities to determine the
nervous system in life. importance of both voluntary and involuntary
actions such as:
 Measuring the speed of response in
catching a falling ruler (voluntary
action),

 Detecting the changes in the pupil

towards light intensity (involuntary
action).

2-3 1.2 Stimuli and A student is able to :- Suggested activity:

responses in
18-29 Make a creative presentation on the structure
human
March and functions of each part of the eye, ear, nose,
1.2.1 Draw the structures of sensory organs and
skin and tongue.
explain their functions and sensitivities towards
stimuli.
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Carry out activites to show the sensitivity of
sensory organs (tongue and skin) towards
1.2.2 Explain the mechanism of hearing and stimuli related to the number of receptors.
sight through drawings.
Note:
Introduce the functions of:
1.2.3 Relate the human sensory organs to the  Photoreceptors (rods and cones).
sensitivity towards various combinations of
 Taste buds (different taste areas on
stimuli.
the tongue including umami).

 Olfactory receptor cells.

Suggested activity:

Discuss and explain using a model:

 Hearing mechanism.

 Sight mechanism.
Suggested activity:
Carry out activities to show the sensitivity of
sensory organs toward stimuli which relate to
the number of receptors.

Investigate the sensitivity of sensory

organs in the combination of:
 Sense of taste and sense of smell.
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 Sense of touch and sense of sight.

 Sense of hearing and sense of sight.

 Sense of hearing and balancing.

Suggested activity:

Make a multimedia presentation on:

1.2.4 Explain through examples how the
 Optical illusion and blind spot.
limitation of senses, defect in sensory organs
and aging affect human hearing and sight.  Various types of audio-visual defects
such as short- sightedness, long-
sightedness, astigmatism and hearing
1.2.5 Justify how innovations and technologies defects.
can improve the ability to sense in sensory
 Correcting audio-visual defects using
organs.
convex lens, concave lens, and hearing
aids.

 Examples and effects of unhealthy

lifestyles or high-risk careers that affect
the sensitivity of sensory organs.

Being thankful for the Gift of senses and the

importance of practicing safety and healthcare
of the sensory organs.
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4 1.3 The stimuli 1.3.1 Describe the parts of a plant that are Note: Responses in plants include
and responses in sensitive towards stimuli. phototropism, geotropism, hydrotropism,
1-5 April plants thigmotropism and nastic movement in the
following aspects:

1.3.2 Justify how responses in plants ensure  Stimuli detected by plants.

their sustainability and survival.
 Parts of a plant that respond towards
stimuli.

1.3.3 Carry out experiments to study responses Directions of responses towards stimuli
in plants towards various stimuli. (positive or negative).
*(EXPERIMENT 1.1; TEXTBOOK page 30-33)
Note: Relate plants response towards stimuli to
get the best conditions for growth. How the
plants response need to be stated.

Suggested activity:
Carry out investigation through experiments on
responses in plants towards light, water, gravity
and touch.

Solve problems on responses in plants in

different situations such as in the ISS
(International Space Station).

5 School Holiday/ Hari Raya

8-12 April
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6 1.4 Importance A student is able to :- Suggested activity:
of responses to
15-19 April 1.4.1 Explain with examples the types of Make a multimedia presentation on:
stimuli in animals
sight and hearing in animals.
 Stereoscopic and monoscopic vision in
1.4.2 Communicate how sensory organs ensure animals,
the survival of animals on Earth.  Stereophonic hearing and
different frequencies for different
animals.

Suggested activity:
Discuss responses in animals such as:

Responses Example
Whiskers Hysterix africaeaustralis
Electric field Gymnarchus niloticus
Pheromone Melolontha melolontha
Jacobson's organ Vipera berus

More than a pair Lyssomanes viridis

of eyes
Body sensor Valanga nigricornis
Lateral line Scomber australasicus

The scientific names of the animals are only for

teacher’s reference.
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7 2.1 Respiratory A student is able to :- Suggested activity:
system
22-26 April Make a multimedia presentation to explain
the structure in the human respiratory
2.1.1 Draw and label the internal structures of system.
2.2 Movement the human respiratory system and describe the
and exchange of breathing mechanism.
gases in the Make a model or simulation to discuss the
human body actions of the diaphragm, intercostal muscles,
movement of the rib cage, changes in the
volume and air pressure in the thoracic cavity
during inhalation and exhalation.
2.3 Health of
human
respiratory
system Note:
Compare the results of the experiments to the
percentage of oxygen and carbon dioxide in
inhaled and exhaled air theoretically.

2.1.2 Carry out experiments to investigate the

differences in the content of gases in inhaled
and exhaled air. (EXP 2.1).
Suggested activity:

Make a creative presentation to show the:

 Exchange of oxygen and carbon dioxide

due to the difference in concentration in
2.2.1 Describe the movement and exchange of the alveolus and blood capillary.
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oxygen and carbon dioxide in the human body.
 Diffusion of oxygen from the alveolus
into the blood capillary.

 Formation of an unstable
compound, that is,
oxyhaemoglobin.

 Release of oxygen into the body cells.

 Oxidation of food during cellular

respiration to release energy.

Diffusion of carbon dioxide from the cell into

the blood capillary then into the alveolus

Note:
Factors that affect the efficiency of the alveolus
to maximise the gaseous exchange are
thickness, moisture, surface area and network
of capillaries.
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Suggested activity:
Gather information, analyse and make a
multimedia presentation based on data from
the Malaysia Health Ministry or other countries
on respiratory diseases such as:
 Emphysema

 Lung cancer

 Bronchitis

 Asthma

Note:
Examples of substances that are harmful to the
respiratory system are tar, sulphur dioxide,
2.2.2 Justify the importance of adaptation of the
carbon monoxide, nitrogen dioxide, pollen
alveolar structure to increase efficiency of
grains, haze and dust.
gaseous exchange in the human body.

Note:
2.3.1 Communicate about substances that are
harmful to the respiratory system as well as Realise that smoking affects the health of
diseases and their symptoms. the smoker and others who do not smoke.
Introduce the term passive smoker.
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2.3.2 Carry out an experiment to show the

effects of smoking on the lungs. (EXP 2.2)
Demonstration by teacher.
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8 2.4 Adaptation in A student is able to :- Suggested activity:

respiratory Do a creative presentation to explain how other
29 April – 3 organisms carry out respiration
system
May
2.4.1 Justify how the respiratory system adapts  Moist skin
in different situations.
 Gills

 Trachea

2.5 Gaseous Carry out an active reading activity on the

adaptation and the ability of the respiratory
exchange in
system in the following context:
plants
 Different altitudes (at the bottom
of the sea and mountainous
regions)
 Sports activities and lifestyle (athlete and
swimmer)

 Diseases (anaemia and sickle cell patient)

Note:
Realise that exercise and the choice of healthy
lifestyle are important to the respiratory
system.

Suggested activity:
Soak a leaf in boiling water to observe the gas
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released from its surface.

Observe the structure of a stoma under a

microscope and make a multimedia
presentation to show:
 A stomatal pore is controlled by two guard
cells

 During the day, water enters the guard

cells by osmosis, causing them to
become turgid and open the stomatal
pores.

 Diffusion of carbon dioxide takes place

2.5.1 Explain the mechanism of gaseous
in the stoma due to the difference in
exchange in plants. concentration.
 During the night, water is lost from the
guard cells through osmosis causing the
stomatal pore to close.

Note:
Osmosis needs to be introduced to explain how
it affects the stomatal pore.

Suggested activity:
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Make a multimedia presentation on the effects
of pollution on plants and preventive steps to
be taken in local or global context.

2.5.2 Communicate to justify the importance of

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an unpolluted environment for the growth and
survival of plants.

9 3.1 Transport A student is able to :- Suggested activity:

system in Gather and share information on:
6-10 May
organisms  The need for a transport system in
3.1.1 Describe the function of transport systems organisms
in complex and simple organisms.
 The function of a transport system in
organisms
3.1.2 Compare and contrast the functions of  The importance of a functional transport
transport systems in complex and simple system in organisms and its impact if the
organisms. system does not function properly.

Note:
3.1.3 Justify the importance of the function of A simple organism does not have any specific
transport system in organisms. transport system. Substances such as oxygen
and nutrients from the environment enter the
cell via diffusion through the cell membrane.
Excretory products are eliminated from cells via
the same method.

Suggested activity:
Carry out an active reading activity to compare
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and contrast the blood circulatory system in
vertebrates such as, mammals, reptiles,
amphibians, birds and fishes.
Note:
The blood circulatory system is a tubular system
comprising of a pump and valves to ensure the
flow of blood in one direction.
Suggested activity:
Make a multimedia presentation based on
research of real animal hearts to explain its
structure and functions.
3.2.1 Generalise the meaning of blood
circulatory system in animals. Focus on the heart’s structures which enable
3.2 Blood it to carry out its function.
circulatory
Draw cross sections of an artery, vein and
system
3.2.2 Communicate to explain the structure and blood capillary to differentiate the
functions of a heart and blood vessels in human structures and functions.
blood circulatory system. Note:
Introduce pulmonary and systemic circulatory
systems.
3.2.3 Carry out experiments to study factors
that affect pulse rate (EXP 3.1).
Religious sensitivities have to be taken into
account when obtaining the real animal heart.
3.2.4 Justify the importance of maintaining a
healthy heart.
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Suggested activity:

Carry out vigorous activities to relate the

increase in pulse rate to the rate of oxygen
uptake and release of carbon dioxide.

Measure and take blood pressure readings

(systolic and diastolic readings) and discuss
the lub dub sound produced during
heartbeat.

Study the effect of physical activities on pulse

rate and discuss other factors that influence
pulse rate such as:

 Gender

 Age

 Body health

Suggested activity:
Attention should be given to heart health
due to the significance of its functions in
one’s wellness.

Carry out project-based learning using STEM

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approaches to plan an awareness campaign to
enhance knowledge and understanding about
heart health.

10 3.3 Human blood A student is able to :- Suggested activity:

13-17 May Separate the component of blood using

centrifugal separation.
3.3.1 Separate the components and
constituents of human blood.
Carry out an active reading activity on the
constituents transported in blood, that is,
3.3.2 Identify blood groups and the effects of nutrients, gases, enzymes, hormones and waste
receiving incompatible blood groups. products.

3.3.3 Communicate about the importance of Suggested activity:

blood donation in context of daily life. Collect data on blood groups from each student
and discuss:
 Compatibility of blood donors and
recipients in aspects of antigen types
and antibodies for blood groups A, B,
AB and O.

 Effects of incompatible blood types

such as blood coagulation.
Suggested activity:
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Blood is needed everyday in saving lives.

Blood is required for surgery and blood
transfusion for accident victims as well as
treating diseases like leukemia, thalassaemia
and haemophilia.

Carry out project-based learning using STEM

approaches to plan and organize activities to
solve the following issues:

 Importance of blood donation.

 Criteria to be a blood donor

 Issues related to blood donation.

 Methods of handling and storing donated

blood.

Please refer to frequently asked questions

posed in the National Blood Bank
website/www/pdn.gov.my for further insight
on this discussion.

11 3.4 Transport A student is able to :- Suggested activity:

system in plants Observe video to understand transpiration in
20-24 May plants.
3.4.1 Describe transpiration in plants.
Note:
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3.5 Blood Introduce guttation in plants.
circulatory
3.4.2 Carry out experiments to investigate the
system and Notes:
factors affecting the rate of transpiration.
transport system
in plants Factors affecting the rate of transpiration are:
*(EXPERIMENT 3.4.2)
 Light intensity

3.4.3 Differentiate between the structure and  Air humidity

functions of components in a vascular bundle of  Temperature
a plant.
 Wind

Being thankful to the uniqueness of the

3.5.1 Compare blood circulatory system in transport system for continuity of life.
animals with transport sytem in plants.

Suggested activity:
Investigate water pathway in the cross section
of a stem using dye or browse the internet to
locate the position and structure of the xylem
and phloem in a vascular bundle.
Based on the understanding of transport
system in plants, discuss examples of
hypothetical situations in the absence of xylem
or phloem.
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Note:
Being thankful for the uniqueness of the
circulatory system to the continuity of life.

12 School Holiday
27-31 May

TERM 2/ 2024

13 4.1 Variety of A student is able to: Note:

minerals Minerals in Earth’s crust consist of:
3-7 June
 Elements such as gold and silver.
4.1.1 Explain with examples minerals that are
found in the Earth’s crust.  Compounds such as bauxite, hematite,
galena and cassiterite.
Suggested activity:
4.1.2 Identify elements found in natural
compounds. Carry out activities to show that natural
compounds are formed from the combination
of several elements.

4.1.3 Explain with examples the characteristics

of natural minerals and its uses in daily life. Introduce the common and scientific
names for a compound. Example:
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Common name Scientific Elements
name
Bauxite Aluminium Aluminium and
(aluminium ore) Oxide Oxygen
Galena Plumbum(II) Lead and
(plumbum ore) Sulphide Sulphur

Suggested activity:
Gather information on natural
minerals and their uses.

14 4.2 Reactivity A student is able to: Suggested activity:

series of metals
10-14 June Study the reaction of heating metals
such as magnesium, aluminium, zinc,
4.2.1 Construct a reactivity series of metals ferrum and lead, with oxygen.
4.3 Extraction of based on its reactivity with oxygen and write
metals from its the word equation for the reactions. Arrange metals into a reactivity series based on
ore their reactions.

4.2.2 Determine the position of carbon and

hydrogen in the reactivity series of metals. Suggested activity:

Demonstration by teacher:

4.3.1 Communicate about the extraction of Determine the position of carbon in the
metals from its ore by illustrations. reactivity series by heating ferrum(II) oxide with
carbon (Example – Thermite reaction).
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Pupils carry out these metal heating activities:

4.3.2 Generate ideas on how to solve problems - Zinc oxide with carbon.
from unplanned mining activities to life on - Aluminium oxide with carbon.
Earth.
Note:

The position of hydrogen in the reactivity series

of metals is determined by interpretation of
data.

Suggested activity:

Make a multimedia presentation on how metals

extraction is done based on process below:
 Extraction of Iron.

 Extraction of tin in Malaysia.

Suggested activities:

Debate on mining issues in Malaysia and its

impact on the environment.

Make a poster presentation or gallery walk on

how efforts are made to conserve mining areas
towards sustainable development.
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15 5.1 Endothermic A student is able to :- Suggested activity:

and exothermic
17-21 June Carry out an investigation to verify
reactions
similarities and differences in endothermic
5.1.1 Define endothermic and exothermic
and exothermic reactions with respect to:
reactions.
 Changes in thermometer reading.
5.1.2 Relate heat absorbed or released in a
chemical reaction to endothermic and  Changes in heat.
exothermic reactions.
Relate these changes with the concept
5.1.3 Carry out an experiment to compare and of thermal equilibrium.
contrast endothermic and exothermic
Note:
reactions. (EXP 5.1)
Examples of chemical changes that involve heat
5.1.4 Explain with examples exothermic and are the burning of paper, photosynthesis, bomb
endothermic reactions. explosion, cake baking, and respiration.

5.1.5 Design materials using the concept of

exothermic and endothermic processes to
Suggested activity:
solve problems in life.
Carry out project based learning to
determine the best parameter or variables
for:
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 Producing materials to relieve muscle
cramp.

 Producing emergency lamps during power

failure

 Building a container which

maintains high temperature
or low temperature.

16 6.1 Generation A student is able to: Note:

of electricity
24-28 June Examples of renewable energy sources are
hydropower, waves, solar, tides, winds,
6.1.1 Describe energy sources in terms of biomass, and geothermal.
renewable energy and non-renewable energy.
Examples of non-renewable energy
sources are nuclear energy, coal,
6.1.2 Explain with examples the process of natural gas and diesel.
generating electricity from various sources of Suggested activity:
energy.
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Build a simple generator that can light up

6.1.3 Differentiate between direct current and LEDs, using magnets and coils of wire. It
alternating current. should be stressed that current is induced
only when the magnetic field is cut.

Carry out a group discussion on how electricity

6.1.4 Solve problems related to electricity
is generated in power stations using various
supply in life.
sources of energy.

Suggested activity:
Use a cathode ray oscilloscope to show the
difference in the shape of the graph, direction
of the current and voltage change for direct
current (d.c.) and alternating current (a.c.).

Note:

Most generators generate a.c. while solar cells

and batteries produce d.c.

Suggested activity:

Make a model or innovation to solve

problems involving the generation of
electricity in rural areas, using turbines and
generators, without affecting the
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environment.

17 6.2 Transformer A student is able to: Suggested activity:

Make a creative presentation about
1-5 July transformers:
- Describe that transformers only work
6.2.1 Carry out an experiment to build a with alternating current.
step-up and a step-down transformer. - Build a simple transformer using a
*(EXP 6.2.1) laminated iron core.

Control variables such as the ratio of the

6.2.2 Communicate about transformers and the number of secondary coils to the number of
use of transformers in electrical home primary coils in building step-up and step-down
appliances. transformers.

6.2.3 Solve numerical problems using formula Suggested activity:

involving transformers. Make a multimedia presentation about the use
of transformers in home appliances.

Note:
Introduce the formula:
Np = V p
Ns Vs

Np - Number of turns of primary coil.

Ns - Number of turns of secondary coil.
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Vp - Input voltage of primary coil.
Vs - Output voltage of secondary
coil.
Vs - Voltan output secondary coil.

18 6.3 A student is able to :- Suggested activity:

Transmission and
8-12 July Arrange in order the components in the
distribution of
transmission and distribution of electricity
electricity 6.3.1 Explain the function of components in the
such as power stations, step-up transformer
transmission and distribution of electricity by
stations, National Grid Network, step-down
drawing.
transformer stations, distribution sub-stations,
switches, main intake sub-stations.

6.3.2 Explain with examples electricity supply Discuss the issues and impact of National Grid
and wiring systems in homes. Network pylons near residential area.

6.3.4 Distinguish between safety components in Suggested activity:

a home electrical wiring system. Discuss single phase and 3-phase wiring
systems in homes.

6.3.5 Communicate about safety in transmission Note:

and distribution of electricity and the use of Components of home wiring system include a
electrical appliances. fuse box, circuit breaker, main switch, live wire,
neutral wire, earth wire, electrical meter and
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the usage of international color codes in wiring.

Introduce 2 pin and 3 pin plugs and its

suitability of use in different countries.

Suggested activity:

Carry out an activity to identify the functions,

types and rating of fuses, and to determine the
suitable value of fuse to be used.

Make a group discussion to identify:

- Function of earth wire.
- Function of the Miniature Circuit
Breaker(MCB), and Earth Leakage
Circuit Breaker(ELCB).

- Lightning conductor.

- Switch

Suggested activity:
Make brochures or posters for the following:
 Cause of electrical short circuit.

 Cause of electrical accidents.

 Safety measures when using electricity.

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 Steps to take when electrical shock
occurs.

19 6.4 Calculate the A student is able to :- Note:

cost of electricity
15-19 July Introduce the role of the Energy Commision in
consumption the labelling of electrical equipments using
6.4.1 Define energy efficiency. Energy Efficiency Rating and Labelling.
6.4.2 List examples of technology that applies
Suggested activity:
the concept of energy efficiency.
 List down the power and voltage
6.4.3 Determine the amount of electricity used
values of electrical appliances at
in electrical appliances.
home.
6.4.4 Relate electrical energy consumption,  Calculate the current used by each
power and time by calculating the cost of electrical appliances.
electrical energy used by electrical appliances.
Note:
6.4.5 Conduct a home energy audit of electrical Introduce formula:
appliances used as a measure to save electricity Power (W) = Electrical energy used (J) / Time (s)
usage at home. Power (W) = Voltage (V) x Electric current (A)

6.4.6 Communicate about ways of saving

electrical energy usage at home. Note:
Introduce the formula:

Energy Consumption (kWh) = Power (kW) x

Time(h)
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Suggested activity:
Interpret data on electricity use with reference
to the electricity bill collected within a specified
period of time. Make conclusions about usage
patterns observed and suggest saving measures
that need to be taken.

Suggested activity:
Make a multimedia presentation on the
concept of green building in a local or global
context.

Malaysia is aiming to reduce carbon

footprint by reducing carbon dioxide
emissions by 45% by 2030.

Extracted from Sun

Daily 21 April 2016

Design or innovate a model of a green

building that applies the concept of energy
conservation, through project base
learning, using STEM approach.

Emphasis is given to:

 Energy efficiency.
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 Power sales

 Appliances with Energy Efficiency Rating

and Labelling

20-21 Revision Week

22 July – 2
Aug

22-24 MID TERM EXAM

5-23 Aug

25-26 7.1 Work, Energy A student is able to :- Suggested activity:

and Power
26 Aug – 6 Conduct activities and solve numerical
Sept problems to calculate work done for:
7.1.1 Define work and solve problems related
to energy in the context of daily life.  An object moving horizontally.

 An object moving vertically

(against gravitational force).
7.1.2 Relate power with work and solve
problems in the context of daily life. Discuss the relationship between
total work done and energy used.

Note:

Work is defined as the product of force and

displacement in the direction of the force.
Energy is the ability to do work.
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Work = Force x Displacement (W=Fs)

S.I. unit for work is Joule.

When a force of 1 Newton is applied to move

an object over a displacement of 1 meter in
the direction of the force, 1 J of energy is
used.
(1 Nm = 1 J)

Suggested activity:
Conduct activities and solve numerical
problems to calculate power when:
- An object is moving horizontally.
- An object is moving vertically.
using a spring balance and stopwatch.

Note:
Power is defined as the rate of doing

work. Power = Work/ Time.

S.I. unit for power is Watt.

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When 1 Joule of work is done in 1

second, power of 1 Watt is used.

(1 J/s = 1 W)

27 7.2 Potential A student is able to :- Suggested Activity:

Energy and
9-13 Sept Conduct activity to solve numerical problems
Kinetic Energy
related to potential energy.
7.2.1 Explain with examples gravitational
potential energy and solve problems in the Note:
context of daily life.
Gravitational potential energy is work done to
lift an object to a height, h, from the Earth’s
surface.
7.2.2 Calculate elastic potential energy in the
context of daily life. Gravitational potential energy =mgh

Note:
7.2.3 Explain with examples kinetic Weight (W) = mass(m) x gravitational
energy in the context of daily life. acceleration(g).

g is approximately 10 m/s2 or 10 N/kg

Suggested activity:
WESLEY METHODIST SCHEME
SCHOOL BANDAR SERI OF WORK
COALFIELDS 2024
Discuss that elastic potential energy is the
energy stored in a compressed or stretched
spring.

Relate elastic potential energy, Ep as work

done, W to compress or stretch a spring over a
displacement, x from the position of
equilibrium.

Note:
Elastic potential energy, Ep = ½ Fx
Force to extend a spring increases uniformly
from zero with the extention of the spring.
Therefore, to calculate work done in stretching
a spring, we use average value of force, that is:
Average force = (0 + F)/2 = ½ F

Suggested activity:

Discuss that kinetic energy is the energy

possessed by a moving object.

Note:

Kinetic energy, Ek = ½ mv2

 WESLEY METHODIST SCHEME
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28 School Holiday/ Malaysia's day/ P. Muhd Bday

16-20 Sept

TERM 3/ 2024
29 7.3 Principle of A student is able to :- Suggested activity:
Conservation of Conduct an activity to demonstrate The
23-27 Sept Principle of Conservation of Energy, by
Energy
7.3.1 Explain with examples The Principle of observing an oscillating system such as a simple
pendulum and loaded spring.
Conservation of Energy.
 WESLEY METHODIST SCHEME
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COALFIELDS 2024

Suggested activity:
7.3.2 Solve qualitative and quantitative
problems involving the transformation of kinetic Discuss daily situations involving the conversion
energy and potential energy in a closed system. of energy such as the motion of a swing, the
falling of an object from a certain height, the
movement of the roller- coaster and toys with
springs like toy cars and pistols.

Solve quantitative problems using the following

equations:

Note:
mgh = ½ mv2
½ Fx = mgh
½ Fx = ½ mv2
30 8.1 History of the A student is able to :- Note:
discovery of
30 Sept – 4 Introduce the following physicists:
radioactivity
Oct  Wilhelm Roentgen.
8.1.1 Describe the history of the discovery of
radioactivity.  Henri Becquerel.

 Marie and Pierre Curie

8.1.2 Explain with examples radioactive Suggested activity:
materials, radioactivity and the concept of half-
Make a cloud chamber to study the tracks
life.
produced by radioactive substances.

Note:
 WESLEY METHODIST SCHEME
SCHOOL BANDAR SERI OF WORK
COALFIELDS 2024
Radioactivity is the spontaneous decomposition
of an unstable nucleus by emitting radioactive
radiations.

Examples of radioactive materials are: Carbon-

14 (C-14), Radon-222 (Rn-222), Thorium-232
(Th-232), Uranium- 235 (U-235)

Introduce unit of radioactivity such as

Becquerel (Bq) and Curie (Ci).

31 8.2 Atom and A student is able to :- Note:

nucleus heat
7-11 Oct According to Dalton's Atomic Theory, atoms are
absorption and
the smallest particles in matter. However, the
emission. 8.2.1 Draw an atomic structure in a stable
development of science has succeeded in
state.
finding particles that are even smaller than
protons and neutrons.

8.2.2 Explain the formation of positive ions and Emphasis is given to the understanding that an
negative ions. atom is neutral because the number of protons
and electrons are the same.

32 8.3 Ionising A student is able to :- Suggested activity:

radiation and Research and report on ionising radiation such
14-15 Oct as alpha, beta, gamma and X-rays.
Non- ionising
radiation 8.3.1 Describe ionising radiation and non-
ionising radiation. Note:
The difference between the three rays in terms
WESLEY METHODIST SCHEME
SCHOOL BANDAR SERI OF WORK
COALFIELDS 2024
of particle size, charge, ionising power,
8.3.2 Differentiate the three types of ionising penetrating power, deflection by magnetic field
radiation in radioactive decay. and electric field.

8.3.3 Explain with examples sources of ionising

Suggested activity:
radiation in the environment, natural resources
Carry out an activity to detect natural
and man-made sources.
background radiation in soils, rocks and plants
using a background radiation survey meter.
8.3.4 Discuss ways to manage the risks from
exposure to natural and man made ionising
Note:
radiation.
 Natural sources of ionising radiation
are cosmic rays and background
radiation

 Man-made sources of ionising

radiation are nuclear accidents,
nuclear tests, and the production of
radioisotopes for various uses.

 The unit of dose rate measurement for

background radiation is
microSievert/hour (μSv / h). 1 Sv is
equal to 1 Joule of radioactive energy
absorbed by 1 kilogram of living tissue.

 Dose rate less than 0.2 μSv / h is

considered a safe level of background
radiation.
 WESLEY METHODIST SCHEME
SCHOOL BANDAR SERI OF WORK
COALFIELDS 2024

Suggested activity:

Interprete health-related data on the level of

ionising radiation absorbed by the human body.

Determine the action to be taken if it exceeds

the safety level, especially for individuals
working in the aviation sector or industries
related to radioisotope processing and
production.

33 8.4 The use of A student is able to :- Suggested activity:

radioactive Conduct a gallery walk on the use of radioactive
21-25 Oct
radiation radiation in the areas of agriculture, defense,
8.4.1 Communicate about the use of radioactive medicine, archeology or geochronology,
radiation for wellbeing. industrial and food preservation.

8.4.2 Justify the importance of proper handling Note:

of radioactive substances and radioactive
waste. Safety measures in the handling of radioactive
substances and radioactive waste.

To be in awe of the Almighty for creating

 WESLEY METHODIST SCHEME
SCHOOL BANDAR SERI OF WORK
COALFIELDS 2024
radioactive particles that have many uses to
sustain

34 9.1 The Sun's A student is able to: Suggested activity:

activities that
28 Oct – 1 affect the Earth Gather and share information on the Sun’s
Nov structure consisting of core, convection zone,
9.1.1 Explain the structure of the Sun and
radiation zone, photosphere, chromosphere
phenomena that occur on the Sun’s surface by
and corona.
drawing.
Notes:
9.2 Space Examples of phenomena that occur on the
Weather 9.1.2 Justify the importance of the Earth’s
surface of the Sun are granules, prominence,
magnetosphere.
solar flares, solar cycle, sunspots, coronal mass
ejections and solar wind.

9.2.1 Communicate about space weather and its

effects on Earth. Suggested activity:

Gather and share information about the

magnetosphere in terms of definition,
formation, shape and its importance.

Brainstorming on the condition of Earth without

the magnetosphere.

Suggested activity:
 WESLEY METHODIST SCHEME
SCHOOL BANDAR SERI OF WORK
COALFIELDS 2024
Gather and share information on space weather
in terms of its definition and effects on the
Earth such as the formation of aurora,
disturbances of telecommunication, navigation
system and power lines.
Interpreting space weather data by relating
the number of sunspots (solar cycle) with the
increase of coronal mass ejections and solar
wind.

Note:

An aurora is formed when cosmic rays collide

with gas atoms and molecules in the Earth’s
atmosphere.

35 REVISION WEEK
4-8 Nov

36-38 MONTHLY TEST

11-29 Nov

39 10.1 A student is able to :- Suggested activitiy:

Development in
2-6 Dec Carry out an active reading activity to know the
astronomy
development of model built by:
10.1.1 Explain the historical development of the
Solar System model by drawing. - Ptolemy
 WESLEY METHODIST SCHEME
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COALFIELDS 2024
- Copernicus
- Kepler

Realizing that knowledge gained by scientific

research is a product of human effort to obtain
rational explanations about natural phenomena
based on the ability to think out of the box.

40 10.2 A student is able to :- Suggested activity:

Development of
9-13 Dec technology and Carry out an active reading activity or make a
its application in 10.2.1 Communicate about the importance of multimedia presentation on:
space - The history of space exploration.
the development of technology and its
exploration
application in space exploration. - Construction of rockets, satellites and
space probes.

Remote sensing technology used in agriculture,

10.2.2 Justify the exploration need to continue
geology, disaster management, defence and
space
etc.
 WESLEY METHODIST SCHEME
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COALFIELDS 2024

Suggested activity:
Debate on issues of space exploration in the
local and global context.

41 REVISION WEEK
16-20 Dec

42 School Holiday/ Christmas

23-27 Dec

43 REVISION WEEK
30 Dec-

3 Jan

44-45 UASA 2024/2025

6-17 Jan

46-49 School Holiday

20 Jan-14
Feb