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(En. ) (Pn. ) (Pn. ) (Pn. )
Penyelaras Tingkatan 1 Ketua Panitia Sains Guru Kanan Sains dan Matematik Pengetua

PENYELARAS T.1 2025

 SMK MUARA TUANG
YEARLY LESSON PLAN 2025/2026
SCIENCE KSSM FORM 1 DLP

CONTENT
WEEK LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD

THEME 1: SCIENTIFIC METHODOLOGY

LEARNING AREA: 1. INTRODUCTION TO SCIENTIFIC INVESTIGATION

WEEK 1 FIRST WEEK  PROGRAM AMALAN GURU PENYAYANG DAN JOM KE SEKOLAH (17/02/2025)
17/02 – PROGRAMME.  PROGRAM ORIENTASI & SUAI KENAL MURID TINGKATAN 1 (18/03 – 20/02/2025)
21/02/2025  BERSAMA GURU SUBJEK (21/02/2025)
WEEK 2 1.1 Science is A student is able to: TP 1 : Recall the knowledge and science  Discuss daily life activities that lead to the definition of Science.
24/03/- part of daily life. skills on the definition of science, science
28/03/2025 laboratory, physical quantities and units, the  Students generalise science as a discipline that involves
1.1.1 relate daily activities to Science use of measuring instruments, density and systematic observation and experiments on natural
1.1.2 generalise the meaning of Science steps in scientific investigation. phenomena.
1.1.3 summarise the importance of science TP 2 : Understand the definition of science,  Brainstorm ideas using concept maps such as i-
WEEK 3 in everyday life. science laboratory, physical quantities and Think concerning:
3/03 – units, the use of measuring instruments, ● the importance of science in understanding ourselves and
7/03/2025 1.1.4 describe the fields of Science. density and steps in scientific investigation the environment to admire God's creations.
and able to explain their understanding. ● fields of science and examples of field of science such as
1.1.5 communicate about careers in Science.
TP 3 : Apply the definition of science, science zoology, astronomy, microbiology, geology, physiology,
1.1.6 relate subjects to be studied with science laboratory, physical quantities and units, the botany, engineering, pharmacology, oceanography,
careers of interest. use of measuring instruments, density and forensics etc.
steps in scientific investigation to accomplish ●careers in the field of science
1.1.7 describe innovation in technology. simple task. ● subjects to be learnt for a chosen career.
TP 4 : Analyse the entire scientific
investigation process conducted to determine  Group discussions and multimedia presentations on examples
the steps that can be improved, of innovation in technology to solve problems in daily life.

on the definition of science, science

laboratory, physical quantities and units, the
use of measuring instruments, density and
steps in scientific investigation in context of
problem solving about events or natural
phenomena.
TP 5 : Evaluate the entire scientific
investigation process conducted to determine
the steps that can be improved, on the
definition of science, science
A student is able to: laboratory, physical quantities and units, the  Carry out activities based on the following:
1.2 Your science use of measuring instruments, density, and ● apparatus commonly used in laboratories.
PENYELARAS T.1 2025
 laboratory 1.2.1 identify and state functions of the steps in scientific investigation in the context ● symbols and examples of hazardous materials in the
WEEK 4 apparatus. of problem solving and decision making to laboratory.
1.2.2 identify symbols and examples of carry out a task.
10/03 – hazardous materials in the TP 6 : Design a presentation using multi
● classification based on self-selected criteria and then present the
14/03/2025 laboratory. media / visual / folio / poster / role play /
results in a group discussion.
1.2.3 draw and label apparatus commonly used drama; with creative and innovative use of
in the laboratory and classify based on science knowledge and skills of the definition  Group discussion and presentation of the following :
how it is used of science, science laboratory, physical ● laboratory rules
1.2.4 justify the regulations and safety quantities and units, the use of measuring ● security measures
measures in the laboratory. instruments, density and steps in scientific ● measures to prevent fires
investigation in the context of problem solving ● action to be taken in the event of an accident in the laboratory
and decision making; with regards to the such as exposed / ingested chemicals, cuts and inhaling toxic
social values/ economy / culture of the
gas.
community.
 Discuss and suggest the use of suitable apparatus in carrying out
an experiment, to save time and material.
1.3 Physical 1.3.1 identify and use the correct units for  Measure physical quantities of length, mass, time, electric
quantities and their different physical quantities. TP 1 : Recall the knowledge and science skills current and temperature.
units 1.3.2 identify the symbols and values of prefixes on the definition of science, science laboratory,
use in measurement.  Collect and interpret data about symbols and values of
physical quantities and units, the use of
symbols for prefixes.
1.3.3 convert base quantity units for measuring instruments, density and steps in
mass, length, and time such as scientific investigation.  Solve problems of conversion of base quantity units.
grams to kilograms, centimetres to
metres, seconds to hours and vice  Appreciate the effort of experts in creating S.I. units.
versa. TP 2 : Understand the definition of science,
 Carry out a multimedia presentation to show the implications of
1.3.4 justify the importance of the use of science laboratory, physical quantities and using inconsistent units in daily life.
S.I. units in daily life units, the use of measuring instruments,
density and steps in scientific investigation and
able to explain their understanding.

TP 3 : Apply the definition of science, science

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

TP 4 : Analyse the entire scientific investigation

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

PENYELARAS T.1 2025

 06/04 – 14/04/2024 CUTI HARI RAYA AIDILFITRI 2024

WEEK 5 1.4 A student is able to: TP 5 : Evaluate the entire scientific  Carry out station activities using measuring instruments such
The use of investigation process conducted to as rulers, measuring tapes, thermometers, stopwatches, triple
measuring 1.4.1 use the right measuring instrument and determine the steps that can be improved, beam balances, ammeters, voltmeters and measuring
17/03 – instruments, on the definition of science, science cylinders.
use it in the right way, to measure
21/03/2025 accuracy, accurately and consistently the quantities laboratory, physical quantities and units, Emphasise the following:
consistency, ● taking readings several times to get an accurate reading.
of length, mass, time, temperature, and the use of measuring instruments, density ●relate the smallest scale value on the measuring device to
sensitivity, electric current and steps in scientific investigation in the the accuracy of the readings
and error. context of problem solving and decision
1.4.2 use measuring instruments with higher making to carry out a task.
accuracies and compare the  Carry out activities using instruments such as a vernier callipers,
measurements in terms of accuracy, TP 6 : Design a presentation using multi micrometre screw gauges, electronic balances, digital
consistency, and sensitivity. media / visual / folio / poster / role play / micrometre screw gauges, digital vernier callipers, digital
drama; with creative and innovative use of thermometer, clinical thermometer, digital rangefinder
1.4.3 explain how to overcome systematic science knowledge and skills of the definition  Carry out activities to reduce systematic error (eg: zero error)
errors and random errors. of science, science laboratory, physical and random error (eg: parallax error).
quantities and units, the use of measuring  Carry out problem solving activities that involve the skill of
1.4.4 estimate the length, area, mass, or instruments, density and steps in scientific making estimations and then compare with actual
volume of an object before taking actual investigation in the context of problem solving measurements.
measurements. and decision making; with regards to the  Gather information and carry out multimedia presentations on
social values/ economy / culture of the innovations in measuring instruments.
1.4.5 explain with examples innovations of
various types of measuring instruments community
through a multimedia presentation

WEEK 6
A student is able to:  Conduct a scientific investigation of the relationship between
1.5 Density mass and density for a variety of solids which have the same
24/03 – 1.5.1 arrange sequentially materials based on volume, for example by using density cubes.
27/03/2025 density  Solve problems by using formula of density.
 Carry out an activity to determine the density of irregular solids
using water displacement method.

PENYELARAS T.1 2025

 1.5.2 predict whether the materials will float  Discuss the phenomena in everyday life that involve differences
CUTI and sink according to density. in density and presents the results of discussions using
1.5.3 define operational definition of density. multimedia.
GANTI  Entrepreneurial element can be applied and practiced in this
1.5.4 calculate density using formula (density
Sempena = mass / volume) and water displacement activity.
Perayaan method.
Hari Raya 1.5.5 explain the phenomena related to the
Puasa density difference in everyday life.
(tertakluk 1.5.6 innovate objects, food or beverage using
kepada the concept of density.
kelulusan)

WEEK 7 1.6 A student is able to:

31/03 – Steps in a 1.6.1 differentiate each science process skills.  Teachers are recommended to use station method of the
1/04/2025 scientific twelve science process skills.
Hari investigation. 1.6.2 make a sequence on the steps of carrying  Design and conduct an experiment for each group to explain
Raya out a scientific investigation in the correct the steps and the scientific method, namely:
Aidilfitri order. 1. Identify a problem that could be tested by a scientific
1.6.3 conduct a scientific investigation to investigation
solve a simple problem. 2. Construct hypothesis
2/04 –
# EXPERIMENT 1 : SIMPLE PENDULUM 3. Outline how variable are manipulated and the
04/04/202 method of collecting data
5 4. Design and conduct scientific investigations
Cuti KPM 5. Present the data collected
(Hari 6. Interpreting data and results with scientific
Raya reasoning
Aidilfitri) 7. Make a conclusion and present a report.
MODUL 2 : Scientific Skill
1.7 A student is able to:  Discussion on the importance of:
WEEK 8 Scientific  scientific attitudes and values
attitudes and 1.7.1 support scientific attitudes and values
practiced by scientists.  practising scientific attitude
values in carrying
7/04 – out scientific 1.7.2 justify the need to practice scientific
11/04/2025 investigation attitudes and values when carrying out an MODUL 21: Scientific Skill
investigation
.
1.7.3 practice scientific attitudes and values
while carrying out a scientific
investigation.

PENYELARAS T.1 2025

 THEME 2: MAINTENANCE AND CONTINUITY OF LIFE
LEARNING AREA: 2. CELL AS THE BASIC UNIT OF LIFE 3. COORDINATION AND RESPONSES 4. REPRODUCTION

WEEK 9 2.1 TP1: Recall the knowledge and science

Cell – A student is able to: skills on cell as the basic unit of life /  Show cell division using various forms of multimedia
structure, coordination / response / reproduction presentation (Need not introduce mitosis or meiosis). The
14/04 – function, and 2.1.1 explain that living things are made up of formation of cancerous cells is discussed
TP2: Understand cell as the basic unit of
17/04/2025 organization cells that carry out life’s functions and
life / coordination / response / reproduction  Carry out a scientific investigation on animal cells and plant
undergo cell division. cells using a microscope.
and able to explain their understanding.
18/04/2025 2.1.2 demonstrate the preparation of slides of TP3: Apply knowledge of cell as the basic  Draw and label animal cells and plant cells observed under the
Good microscope.
animal cells and plant cells using the unit of life / coordination / response /
 The structure of animal cells consists of the cell membrane,
Friday correct procedures. reproduction to accomplish simple task. cytoplasm, nucleus, and mitochondria
2.1.3 communicate about each structure in TP4: Analyse knowledge of cell as the  whereas plant cell comprises of nucleus, cell wall, cell
cells with their functions as well as basic unit of life / coordination / response / membrane, mitochondria, chloroplasts, and vacuole.
compare and contrast animal cells with reproduction in context of problem solving [nucleus contains chromosomes made up of
plant cells. about events or natural phenomena. deoxyribonucleic acid (DNA) which carries genetic
2.1.4 explain with examples the characteristics TP5: Evaluate knowledge of cell as the information].
of unicellular and multicellular organisms basic unit of life / coordination / response /
WEEK 10 for animal cells and plant cells. reproduction in the context of problem MODUL 23 : Cell
2.1.5 differentiate the types and functions of solving and decision making to carry out a
21/04 – animal cells and plant cells.
task.
25/04/2025 2.1.6 conceptualise the formation of a plant and
an animal with reference to the sequence TP6 : Design a presentation using multi  presentation using thinking maps on the characteristic of
of cell organization: cell tissue, organ, media / visual / folio / poster / role play / unicellular and multicellular organisms
system organism. drama; with creative and innovative use of
2.1.7 appreciate and be amazed by the science knowledge and skills of the cell as  The various types of human cells - nerve cells, epithelium
existence of various organisms. the basic unit of life / coordination / cells, muscle cells, reproductive cells, blood cells.
response / reproduction; in the context of  The various types of plant cells - cells palisade leaves,
problem solving and decision making; with guard cells, epidermal cells, capillary root’s cells.
regards to the social values/ economy /
culture of the community.  The systems in human includes the nervous system,
digestive system, skeletal system, excretory system,
respiratory system, reproductive system, lymphatic
system, circulatory system, muscular system, endocrine
system, and the integumentary system.
 Multimedia presentation to appreciate how organisms are
formed from basic unit of cells.

PENYELARAS T.1 2025

WEEK 11 2.2 TP1 : Recall the knowledge and science  The process of cellular respiration needs oxygen and
Cell respiration and A student is able to: glucose to produce energy, carbon dioxide and water.
photosynthesis. skills on cell as the basic unit of life /
28/04 - 2.2.1 communicate about the process coordination / response / reproduction
2/05/2025 of cellular respiration.

2.2.2 communicate about the TP2 : Understand cell as the basic unit of
process of photosynthesis.  Carry out experiments to show photosynthesis needs
life / coordination / response / reproduction
light energy, carbon dioxide, water and chlorophyll to
and able to explain their understanding. produce glucose and oxygen.
2.2.3 differentiate the process of
cellular respiration and
photosynthesis. TP3 : Apply knowledge of cell as the basic
unit of life / coordination / response /
2.2.4 explain how the process of cellular  Relate how cellular respiration and photosynthesis
respiration and the process of reproduction to accomplish simple task. complement each other for the benefits of life using
photosynthesis complement each multimedia presentation
other. TP4 : Analyse knowledge of cell as the
#EXPERIMENT 2 : FACTORS
basic unit of life / coordination / response /
FOR PHOTOSYNTHESIS reproduction in context of problem solving
A student is able to: about events or natural phenomena.
3.1 Homeostasis
WEEK 12 in living things. 3.1.1 communicate about homeostasis.  Gather informations and carry out multimedia
TP5 : Evaluate knowledge of cell as the
presentations on how homeostasis regulates body
5/05 - 3.1.2 explain with examples the systems basic unit of life / coordination / response / temperature and water in the human body.
9/05/2025 involved with homeostasis in humans reproduction in the context of problem  Carry out activities to show how the biological actions
and animals respond to changes to stabilise the condition of the
solving and decision making to carry out a
body.
3.1.3 explain with examples the task.  Gather informations and make observations on how
systems involved in plant transpiration regulates water in plants.
homeostasis. TP6 : Design a presentation using multi  Carry out brainstorming session to discuss the
importance of homeostasis using various multimedia
3.1.4 appreciate the importance of media / visual / folio / poster / role play / presentations.
homeostasis in humans and living drama; with creative and innovative use of
things. science knowledge and skills of the cell as
# EXPERIMENT 3 : HOMEOSTASIS the basic unit of life / coordination /
IN HUMANS response / reproduction; in the context of
problem solving and decision making; with
regards to the social values/ economy /
culture of the community.

PENYELARAS T.1 2025

WEEK 13 4.1 Sexual and A student is able to:  Gather and interpret data or information about sexual and
asexual asexual reproduction:
reproduction. 4.1.1 compare sexual and asexual • methods of sexual reproduction
13/05 - reproduction in animals and plants. • various types of asexual reproduction
16/05/202  Do a multimedia presentation to explain the importance of
5 4.1.2 reason the importance of reproduction. reproduction and problems that will arise if reproduction
decreases for all living things.
4.1.3 be grateful for the ability to reproduce
and the continuation of life as a gift
12/05/202 from God.
5
Wesak
day

WEEK 14 4.2.2 communicate about the physical

4.2 Human changes that occur during puberty.  Carry out multimedia presentations to observe and
reproductive discuss the structures and function of the male and
19/05 – system. 4.2.3 compare and contrast the male female reproductive systems.
23/05/2025 gamete with the female gamete in the  Discuss the physical changes and experiences
reproductive system. during puberty.

 Use thinking maps to compare and contrast the male

gamete (sperm) and female gamete (ovum) in terms of the
structures and function.

 MODUL 11 : Life Process

 Integrate multimedia presentation and thinking maps

A student is able to: to explain:
4.3 Menstrual cycle 4.3.1 communicate about the menstrual • menstruation and menstrual cycle.
cycle and the sequence of changes
• relate the fertile phase with fertilisation.
in the uterus lining during
the importance of practicing good personal
menstruation.
4.3.2 relate the fertile phase of the hygiene during menstruation.
menstrual cycle to the process of
fertilisation.
4.3.3 justify the importance of personal
hygiene during menstruation.

PENYELARAS T.1 2025

WEEK 15  Gather and share information about:
A student is able to: • fertilisation process.
26/05 – 4.4 Fertilisation and
pregnancy. 4.4.1 communicate about the process of • the implantation process of embryo.
28/05/2024 fertilisation and the implantation of
embryo.  the development of a zygote into an embryo and
WEEK 16 4.4.2 justify the importance and functions of subsequently into a foetus until birth.
29/05 – placenta and umbilical cord.
9/06/2025
Cuti 4.4.3 describe the development of a zygote
4.5
Penggal 1, Factors affecting the into an embryo and subsequently into
Sesi  Share information from a nutritionist and to
development of a a foetus during pregnancy until birth.
relate the cause and effect of taking healthy
2025/26 foetus and baby. nutritious food during pregnancy.
A student is able to:
 Solve problems of miscarriage or abnormality
1/06 – 4.5.1 relate the importance of taking in newborn babies that is commonly
2/06/2025 nutritious food during pregnancy to the associated with unhealthy lifestyle of
Perayaan health of both mother and foetus. pregnant mothers such as smoking, drugs
Hari Gawai abuse and alcohol.
Dayak

7/06/2025
Hari Raya
Qorban

WEEK 17 4.5.3 justify the benefits of breastfeeding  Gather, interpret information and carry out a
compared to formula milk on the multimedia
infant’s development.  presentation on the impact of breastfeeding
10/06 – 4.5.4 realise that every living creature has a compared to baby formula milk in relation to the
13/06/2025 right to live even if its in the womb infant’s development.
 Make decision whether to breastfeed or use formula
milk.

PENYELARAS T.1 2025

 A student is able to: TP1 : Recall the knowledge
4.6 Infertility and science skills on cell as ● Methods to overcome infertility - hormone treatment , surgery and in-vitro
WEEK 17 and 4.6.1 communicate the meaning ● Methods of contraception for married couples – contraceptive pills,
contraception
the basic unit of life /
of infertility and how to implants, condoms and contraceptive devices in the uterus
overcome them.
coordination / response /
10/06 – (Intrauterine Contraceptive Device, IUCD).
reproduction
13/06/2025 4.6.2 differentiate methods of
contraception. TP2 : Understand cell as the
basic unit of life /  Debate on the abuse of knowledge regarding birth control methods and
4.6.3 realise the importance of coordination / response / their effect to society.
practicing frequent health
screening and to get i
reproduction and able to
immediate treatment for explain their understanding.
problems related to
reproductive system. TP3 : Apply knowledge of cell
as the basic unit of life /
4.6.4 criticise the abuse of knowledge coordination / response /
on
contraception methods and
reproduction to accomplish
its effect to society. simple task.
WEEK 18 4.7 A student is able to:
Plant TP4 : Analyse knowledge of
reproduction 4.7.1 communicate about the cell as the basic unit of life /  Dissect different type of flowers to identify the structure with its function which
16/06 –
structure and function of coordination / response / include:
17/06/2025 each part of a flower. • male part of the flower
reproduction in context of
• the female part of the flower
problem solving about events
4.7.2 justify the pollination process.  Gather, interpret data and share relevant information on the following:
or natural phenomena. • pollination process .
17/06 –
20/06/2025 • self -pollination and cross-pollination .
TP5 : Evaluate knowledge of • the advantages of cross- pollination .
KEJOHAN
cell as the basic unit of life / • the application of cross- pollination in agriculture.
AN
coordination / response /
OLAHRAG
reproduction in the context of
A SUKAN problem solving and decision
TAHUNAN making to carry out a task.
SEKOLAH-
UNIMAS TP6 : Design a presentation
using multi media / visual /
folio / poster / role play /
A student is able to: drama; with creative and
4.7 innovative use of science
Plant 4.7.3 describe the process of knowledge and skills of the  Discuss and carry out multimedia presentation on the process of fertilisation in
reproduction fertilisation and explain the cell as the basic unit of life / plants and the formation of fruits and seeds.
formation of seeds and fruits coordination / response /
PENYELARAS T.1 2025
 in plants. reproduction; in the context of  Conduct an experiment to determine the required conditions for the
problem solving and decision germination of seeds.
4.7.4 describe the germination making; with regards to the
process of a seed.  Collect and interpret data on the following:
social values/ economy /
4.7.5 solve problems if germination culture of the community. • functions of the different parts of a seed.
does not occur. physical changes to the seed during germination in terms of the growth of the
radicle, the plumule and the cotyledon.
#EXPERIMENT 4 : CONDITIONS FOR
SEED GERMINATION

PENYELARAS T.1 2025

 THEME 3: EXPLORATION OF ELEMENTS IN NATURE LEARNING AREA :
5. MATTER 6. PERIODIC TABLE 7. AIR
A student is able to: TP1 : Recall the knowledge and science
5.1 Matter skills on matter / the periodic table / air.  Carry out activities and create a multimedia presentation
WEEK 19 in nature 5.1.1 state that almost everything that exists in to show that living things and non-living things have
nature is matter. TP2 : Understand of matter / the periodic mass and occupy space.
24/07 – table / air and able to explain their
26/07/2025 5.1.2 prove that living things and non living understanding.
things have mass and occupy space.
TP3 : Apply knowledge of matter / the  Carry out activities to differentiate:
23/06/2025 periodic table / air to explain natural • physical properties of matter such as boiling point and
5.1.3 differentiate the physical properties and
Cuti chemical properties of matter. phenomena to accomplish simple task. melting point, solubility, heat conductivity.
Peristiwa • chemical properties of matter such as rusting and
(CP2)* TP4 : Analyse knowledge of matter / the flammability.
5.1.4 classify materials by the different periodic table / air in context of problem  Carry out activities to classify materials by density,
23/06/2025 characteristics. solving about events or natural melting point, boiling point and solubility.
Awal phenomena.
Muharam MODUL 6: Chemical changes
TP5 : Evaluate matter / the periodic table / MODUL 18: Changes in matter
air in the context of problem solving and MODUL 30 : Matter 2
decision making to carry out a task
.

TP6 : Design a presentation using multi

media / visual / folio / poster / role play /
drama; with creative and innovative use of
science knowledge and skills of matter /
the periodic table / air in the context of
problem solving and decision making; with
regards to the social values/ economy /
culture of the community.

PENYELARAS T.1 2025

 5.2 A student is able to:
WEEK 20 Three states  Carry out simulations to conceptualise that matter is
of Matter 5.2.1 generalise that matter consists of made up of small and discrete particles.
30/06 – particles.
03/07/2025  Carry out visual presentations about the three states of
5.2.2 compare and contrast three states of matter in terms of the arrangement and movement of
04/07/2025 matter based on the kinetic theory in particles and relation to the physical properties of solids,
terms of the arrangement and movement liquids and gas (volume, shape, density and
Hari of particles. compressibility).
Pemuafakata  Carry out experiments to determine the rate of
n Ibu bapa 5.2.3 use space-time relationships to compare diffusion, example copper(ll) sulphate in two states
T1-T5 rate of diffusion in three states of matter. of matter (solid and liquid).
Carry out experiments to determine the
rate of diffusion, example copper(ll)  Use a diagram or a concept map to illustrate boiling,
sulphate in two states of matter (solid and evaporation, condensation, freezing, melting, and
liquid). sublimation.
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

WEEK 21
7/07 –
11/07/2025

WEEK 22
14/07 –
18/07/2025
Ujian Pertengahan Semester Akademik T1-3

PENYELARAS T.1 2025

 5.2.5 conclude that temperature remains
WEEK 23 5.2 constant during freezing, melting and  Carry out an experiment to investigate that temperature
Three states of Matter boiling. of water remains constant during melting and boiling.
21/07 – Plot and interpret graphs to show that:
25/07/2025 5.2.6 conclude that the mass remains • Temperature remains constant during the melting and
constant during physical changes. the boiling of water.
• Mass remains unchanged during; physical
22/07/2025 transformation, ie changes in state of matter;
Hari 5.2.7 explain with examples the changes of the
state of matter in daily life. dissolving solid in a liquid; and expansion by heat
Kemerdeka  Create a multimedia presentation about the change of
an Negeri #EXPERIMENT 5 : RATE OF DIFUSSION state of matter in daily life.
Sarawak
#EXPERIMENT 6 : TEMPERATURE REMAINS
CONSTANT DURING FREEZING AND MODUL 7 : Heat
BOILING MODUL 30 : Matter 2

WEEK 24 6.1 TP1 : Recall the knowledge and science

28/07 – A student is able to: skills on matter / the periodic table / air.
Classification of  Discuss by using multimedia to explain: • all matter
1/08/2025 elements consists of atoms • atomic structure • sub-atomic
6.1.1 conclude that all matter consists of TP2 : Understand of matter / the periodic
atoms. particles (electron, proton and neutron) • the difference
table / air and able to explain their between atoms and molecules • the difference between
6.1.2 differentiate between atoms and understanding. elements and compounds
molecules as well as elements and
compounds TP3 : Apply knowledge of matter / the
. periodic table / air to explain natural  By referring to the periodic table, discuss the position of
6.1.3 identify the position of metal, non-metal phenomena to accomplish simple task.
metals, non-metals and inert gases.
and inert gases in the periodic table.
TP4 : Analyse knowledge of matter / the
periodic table / air in context of problem
MODUL 6: Chemical changes
solving about events or natural
phenomena.

TP5 : Evaluate matter / the periodic table /

A student is able to: air in the context of problem solving and  Carry out activities to differentiate the characteristics of
6.1.4 differentiate the characteristics of metals decision making to carry out a task. metal and non-metal:
and non-metals. • shiny surfaces
WEEK 25 TP6 : Design a presentation using multi • ductility
6.1.5 appreciate the order of elements that media / visual / folio / poster / role play / • malleable
4/08 – exist in nature that has allowed people to • electrical and heat conductivity
8/08/2025 organize them in the form of a table. • boiling point and melting point.
 Encourage creative writing and presentation in various
media.

PENYELARAS T.1 2025

 A student is able to: drama; with creative and innovative use of
6.2 Mixtures science knowledge and skills of matter / MODUL 6: Chemical changes
6.2.1 communicate about examples of the periodic table / air in the context of
mixtures in daily life problem solving and decision making; with
regards to the social values/ economy /
6.2.2 solve problem of separating mixtures culture of the community.  Conduct activities to separate a mixture using various
through activities based on the different methods such as filtration, distillation, separation by
characteristics of material and physical using magnets, sedimentation, flotation and
methods chromatography.
MODUL 6: Chemical changes
TP1 : Recall the knowledge and science
skills on matter / the periodic table / air.
WEEK 26 A student is able to:  Use various forms of multimedia to illustrate the used of
6.3 Compounds compounds in daily life.
11/08 - 6.3.1 communicate about compounds in daily TP2 : Understand of matter / the periodic
15/08/2025 life. table / air and able to explain their  Carry out activities of heating metal and non-metal to
understanding. produce a compound.
6.3.2 demonstrate the formation of compounds
between metal and non-metal.  Conclude and record that:
TP3 : Apply knowledge of matter / the
periodic table / air to explain natural • mass is conserved during chemical change.
6.3.3 conclude that mass is conserved during • compound can be separated through chemical method.
chemical change. phenomena to accomplish simple task.
• differences in physical changes and chemical changes
TP4 : Analyse knowledge of matter / the during the formation of compounds.
6.3.4 separate compounds through chemical
periodic table / air in context of problem
methods.  Create and carry out a multimedia presentation on the
solving about events or natural
phenomena. similarities and differences between mixtures and
6.3.5 differentiate between chemical change compounds
and physical change.
TP5 : Evaluate matter / the periodic table /
6.3.6 differentiate between mixtures and air in the context of problem solving and MODUL 6: Chemical changes.
compounds. decision making to carry out a task.

WEEK 27 A student is able to: TP6 : Design a presentation using multi

7.1 media / visual / folio / poster / role play /  Carry out activities to determine the percentage of
18/08 - Composition of 7.1.1 plan ways to determine and record the drama; with creative and innovative use of oxygen in air.
22/08/2025 air composition of air science knowledge and skills of matter /  Interpret a pie chart on the composition of the air to
. the periodic table / air in the context of realise that air is a mixture.
7.1.2 synthesise the composition of air from problem solving and decision making; with
a pie chart. regards to the social values/ economy /  Interpret and share information on daily life regarding:
7.1.3 justify the importance of oxygen, culture of the community. • the importance of oxygen, nitrogen carbon dioxide
nitrogen carbon dioxide and inert gases gases and inert gases.
in daily life. • the oxygen cycle and the carbon cycle.
7.1.4 appreciate the carbon cycle and the • how the carbon cycle and the oxygen cycle maintains
oxygen cycle in maintaining the the percentage of gases in the atmosphere.
composition of gases in the air.

PENYELARAS T.1 2025

 7.1.5 solve problems when there is/are  The effects of the increase of carbon dioxide emission to
interferences to the oxygen and the life and the environment.
carbon cycle.
MODUL 16 : Earth 2
MODUL 6: Chemical changes

PENYELARAS T.1 2025

 WEEK 28 A student is able to : TP1 : Recall the knowledge and
7.2 Combustion science skills on matter / the periodic  Carry out activities to prove that oxygen, heat and
25/08 - 7.2.1 conclude about the conditions needed table / air. fuel are needed for combustion
29/08/25 for combustion.  List materials used as fire extinguishers for
TP2 : Understand of matter / the different sources of fire.
7.2.2 relate the conditions of combustion periodic table / air and able to explain
with the principles used in the manufacture of their understanding.  Provide materials such as posters to create
fire extinguishers. awareness among the school community about the
TP3 : Apply knowledge of matter / the causes of fire and prevention measures.
7.2.3 practice safety measures to prevent periodic table / air to explain natural
the occurrence of fire which can lead to the phenomena to accomplish simple
destruction of life and property. task.

TP4 : Analyse knowledge of matter /

WEEK 29 A student is able to: the periodic table / air in context of  Discuss and share ideas of air pollution such as
7.3 Air Pollution problem solving about events or natural haze that frequently hit our country and the sources
02/09 - 7.3.1 define air pollution and air pollutants. phenomena. that cause these pollutions.
4/09/25  Collect, interpret and share information about:
7.3.2 communicate about air pollutants and TP5 : Evaluate matter / the periodic • steps taken by authorities in controlling air pollution.
1/08/2025 the causes. table / air in the context of problem • adverse effects of air pollution on living things and
Cuti Gantian solving and decision making to carry out the environment.
Hari 7.3.3 justify steps to prevent and control a task.
Kebangsaan air pollution.
TP6 : Design a presentation using multi
7.3.4 solve problems on the adverse effects media / visual / folio / poster / role play /
5/08/2025
of air pollution. drama; with creative and innovative use
Maulidur of science knowledge and skills of
Rasul matter / the periodic table / air in the
context of problem solving and decision
making; with regards to the social values/
economy / culture of the community.

THEME 4 : ENERGY AND SUSTAINABILITY OF LIFE

LEARNING AREA : 8. LIGHTS AND OPTIC

PENYELARAS T.1 2025

 8.1 Usage of A student is able to:
mirrors
MINGGU 30 8.1.1 differentiate between a real image and  Use the screen and plane mirror to show the
08/09 – a virtual image. difference between real images and virtual images.
11/09/2025  Carry out an activity to determine: • characteristics of
8.1.2 Communicate about the characteristics the image formed when the light incident on the
SAMBUTAN of image formed by a plane mirror,
plane mirror. concave mirror (enlarge image) and
HARI concave mirror and convex mirror
. convex
MALAYSIA
12/09/2025 8.1.3 state that the object distance is equal TP1 : Recall the knowledge and mirror (shrink image). • the object distance and image
to the image distance in a plane mirror science skills on mirrors / characteristic distance in a plane mirror with a sketch diagram
of light / reflection of light / refraction of  Discuss by using a multimedia presentation about these
8.1.4 use the plane mirror to apply the light / dispersion of light / scattering of application: • plane mirror • concave mirror • convex
concept of reflection of light. light / addition and subtraction of light.
mirrors.
8.1.5 justify the application of concave TP2 : Understand mirrors / characteristic MODUL 27: Light
mirror and convex mirror in daily life. of light / reflection of light / refraction of
light / dispersion of light / scattering of
light / addition and subtraction of light and
A student is able to: able to explain their understanding.
8.2 8.1.6 construct an optical instrument to  Carry out an activity to design an optical instruments
Characteristic of TP3 : Apply mirrors / characteristic of light
appreciate the use these of optical eg. periscope or kaleidoscope.
light / Reflection of light / refraction of light /
instruments to enhance the ability of dispersion of light / scattering of light /
the human senses. addition and subtraction of light through a
simple task.  The use of mirrors such as:
8.1.7 solve problems in daily life involving the • the side mirror and rear-view mirror in the car.
application of plane mirror, concave TP4 : Analyse knowledge of mirrors / • the plane mirror use by dentist during treatment.
mirror and convex mirror. characteristic of light / reflection of light / • the convex mirror placed at the dangerous roads.
refraction of light / dispersion of light /
scattering of light / addition and
8.2.1 communicate about the properties of subtraction of light in context of problem  Properties such as the speed of light and
light. solving about events or natural natural phenomena (the formation of shadows,
phenomena. lightning appearing before thunder, rainbows).
MODUL 27: Light

PENYELARAS T.1 2025

 A student is able to: TP5 : Evaluate mirrors / characteristic of
8.3 Reflection of light / reflection of light / refraction of light
light 8.3.1 state the characteristics of image / dispersion of light / scattering of light /  Identify the characteristics of image formed by a
formed by a plane mirrors addition and subtraction of light in the plane mirror and sketch the image observed.
context of problem solving and decision
8.3.2 communicate about the Law of making to carry out a task.  Carry out an experiment to measure the angle of
Reflection. incidence, i and angle of reflection, r, and determine
TP6 : Design a presentation using multi the relationship between angle of incidence, i and
8.3.3 draw ray diagrams to show the media / visual / folio / poster / role play / angle of reflection, r.
reflection of light drama; with creative and innovative use  Introducing The Law Of Reflection.
of science knowledge and skills of
8.3.4 solve problems in daily life with the mirrors / characteristic of light / reflection
application of reflection of light. of light / refraction of light / dispersion of  Example on the use of the concept of reflection of light.
light / scattering of light / addition and
subtraction of light in the context of
#EXPERIMENT 7 : REFLECTION OF LIGHT problem solving and decision making;
with regards to the social values/
economy / culture of the community.

PENYELARAS T.1 2025

 8.4 Refraction A student is able to:  Collect and interpret these information about the
of light following
8.4.1 Generalise that refraction occurs when  Refraction of light
light moves through medium of different
densities  Carry out activities to show that light refract away when
. travel from a medium to another medium with different
8.4.2 draw ray diagrams to show refraction of density.
light when light propagate from one  Carry out an experiment to study the relationship
medium to another medium of different between the angle of incidence, i and angle of refraction, r.
densities.
 Conduct a library research and make the presentation of
8.4.3 generalise the relationship between the the phenomenon of refraction.
angle of incidence, i and angle of
refraction, r, when light travels from a
medium of low density to a medium of
high density.
8.4.4 justify the applications of refraction of light
in daily life.
#EXPERIMENT 8 : REFRACTION
OF LIGHT

MINGGU 31 A student is able to: TP1 : Recall the knowledge and science
17/09 – 8.5 Dispersion skills on mirrors / characteristic of light /
of light 8.5.1 communicate about the dispersion of reflection of light / refraction of light /  Collect and interpret information about the dispersion of
19/09/2025 dispersion of light / scattering of light /
light. light and phenomena related to the dispersion of light.
CUTI addition and subtraction of light.  Carry out activities to study the following:
PENGGAL 8.5.2 explain with an example the dispersion of • dispersion of light by using prism
2 light in daily life. TP2 : Understand mirrors / characteristic • formation of rainbow.
of light / reflection of light / refraction of  Using various forms of multimedia for interpreting
15/09/2025 light / dispersion of light / scattering of light information about scattering of light.
HARI / addition and subtraction of light and able
MALAYSIA to explain their understanding.
8.6.1 communicate about scattering of light
16/09/2025 8.6 Scattering Using various forms of multimedia for  Carry out activities to study the effect of scattering of
TP3 : Apply mirrors / characteristic of light
of light interpreting information about light.
/ reflection of light / refraction of light /
scattering of light. Collect and interpret information about the following
dispersion of light / scattering of light /
8.6.2 explain with an example scattering of light addition and subtraction of light through a ● scattering of light
in daily life simple task. ● natural phenomena such as blue sky and reddish
sunset.
TP4 : Analyse knowledge of mirrors /
characteristic of light / reflection of light /

PENYELARAS T.1 2025

 MINGGU 32 A student is able to: refraction of light / dispersion of light /
22/09 – 8.7 scattering of light / addition and
Addition and of 8.7.1 identify primary colours subtraction of light in context of problem
26/09/2025 light solving about events or natural
subtraction of 8.7.2 identify the addition of primary colours phenomena.
light to produce secondary colours.
TP5 : Evaluate mirrors / characteristic of  Carry out activities to study:
8.7.3 communicate about subtraction of light light / reflection of light / refraction of light /
. dispersion of light / scattering of light / • the addition of light using the primary colour filter to
8.7.4 record the colours formed on the screen addition and subtraction of light in the produce secondary colour (cyan, magenta and yellow
when light passes through colour filters. context of problem solving and decision • subtraction of light that occurs when light is absorbed
making to carry out a task. or subtracted by colour filters.
8.7.5 differentiate the addition and subtraction • the difference between the addition and subtraction of
of light. TP6 : Design a presentation using multi light.
media / visual / folio / poster / role play /
8.7.6 explain with examples addition and drama; with creative and innovative use of
subtraction of light in daily life. science knowledge and skills of mirrors /
characteristic of light / reflection  Gather information and do a multimedia presentation
of light / refraction of light / dispersion of
light / scattering of light / addition and
subtraction of light in the context of
problem solving and decision making; with
regards to the social values/ economy /
culture of the community.

THEME 5: EXPLORATION OF EARTH AND SPACE

LEARNING AREA: 9: EARTH
MINGGU 33 9.1 A student is able to:
System and TP1 : Recall the knowledge and science
30/09 – structure of 9.1.1 communicate about the system of the skills on about the Earth’s structure/geo-  Create a multimedia presentation about the Earth
3/10/2025 the Earth Earth disasters/Earth’s resources. structure that consist of four main spheres that is
hydrosphere, atmosphere, biosphere and geosphere.
29/09/2025 9.1.2 explain differences in Earth layers based ● Atmospheric stratification and its role, including the
Cuti
Peristiwa
(CP3)*

PENYELARAS T.1 2025

 on its composition and physical TP2 : Understand the Earth’s depletion of the ozone layer. Introduce that
characteristics. structure/geo-disasters/Earth’s resources temperature and pressure changes with altitude
. and able to explain their understanding. in the atmosphere.
9.1.3 realise that Earth is the only place that ● Ocean stratification from the surface to the
can sustain life based on its physical dark zone including the distribution of life
TP3 : Apply knowledge on the Earth’s forms in them. Distribution of other water
characteristic.
structure/geo-disasters/Earth’s resources bodies on Earth such as seas, rivers,
to accomplish simple task. glasiers,clouds and ground water is also
introduced.
TP4: Analyse knowledge of knowledge on  Create a visual presentation to show the
the Earth’s structure/geo-disasters/Earth’s differences between crust, mantle and core of
resources in context of problem solving the Earth including the lithosphere,
about events or natural phenomena. asthenosphere & mesosphere.

 Discuss that the Earth is the only home for

every living organism.
TP5 : Evaluate about the Earth’s
structure/geo-disasters/Earth’s resources
MODUL 14: Earth structure
in the context of problem solving and
decision making to carry out a task.
MINGGU 34 A student is able to:  Carry out an activity and present a multimedia
9.2 presentation on the three types of rocks
6/10 – Substance of 9.2.1 explain type and characteristics of rocks. TP 6 : Design a presentation using multi e.g.igneous rocks, sedimentary rocks and
10/10/2025 the Earth media / visual / folio / poster / role play / metamorphic rocks based on its formation.
9.2.2 communicate on how to differentiate the drama; with creative and innovative use of
process of rock formation. science knowledge and skills of the MODUL 14: Earth structure
A student is able to Earth’s structure/geo-disasters/Earth’s
9.3 : resources in the context of problem  Gather information about exogenic and
Main 9.3.1 explain the different Earth processes that solving and decision making; with regards endogenic processes and present it using a
processes of effect the changes on Earth. to the social values/ economy / culture of multimedia presentation.
the Earth the community.  Exogenic process – weathering, erosion, mass
9.3.2 communicate about exogenic and depletion, land depletion, transport and
endogenic processes. sedimentation.
 Endogenic process – mantle convection
process, magma activity, Earth crust movement
(tectonic layer)
MODUL 14: Earth structure
A student is able to:  Collect, interpret data through a multimedia
9.4 presentation on geohazards e.g. earthquake,
Geohazard 9.4.1 communicate about geohazard. volcanism, land slide, tsunami, global warming,
phenomena
9.4.2 generate ideas on how science and acid rain, quicksand and sinkholes
technology are used to prepare for  Discuss and share ideas on how science and
geohazards. technology can be use to prepare for the
possibilities of geohazards.
9.4.3 realise those environmental  Using various media to explain impact of
disasters effect human livelihood environmental disasters e.g. loss of life, loss of
property, diseases, and starvation. Highlight the
PENYELARAS T.1 2025
 need to sympathise with victims of environmental
disaster.

PENYELARAS T.1 2025

 MINGGU .
35 9.5 Age of A student is able to:
the Earth TP1 : Recall the knowledge and science  Gather and share informations about the geological time
9.5.1 communicate about geological time scale skills on about the Earth’s structure/geo-
13/10 – disasters/Earth’s resources.
scale of the Earth and method to determine the age of
17/10/2025 of the Earth. the Earth.
 Using visual graphic presentation to present about
9.5.2 explain the method to determine the age TP2 : Understand the Earth’s
fossils and relate it to earth history.
of the Earth. structure/geo-disasters/Earth’s resources
and able to explain their understanding.
9.5.3 communicate about fossils. Using visual  Discuss how knowledge on fossils can help modern
graphic presentation to present about science.
TP3 : Apply knowledge on the Earth’s
fossils.
structure/geo-disasters/Earth’s resources
9.5.4 reason about the importance of fossils in to accomplish simple task. MODUL 15: EARTH 1
the advancement of contemporary
science. TP4: Analyse knowledge of knowledge on
the Earth’s structure/geo-disasters/Earth’s
resources in context of problem solving
about events or natural phenomena.
MINGGU A student is able to:
36 9.6 Earth  Search for information and carry out a multimedia
resources and TP5 : Evaluate about the Earth’s
9.6.1 explain surface water and its risks. presentation on surface water and aquifers.
applied structure/geo-disasters/Earth’s resources
21/10 – geology in the context of problem solving and
24/10/2025 9.6.2 explain the importance of underground
water and its risks. decision making to carry out a task.  Carry out a multimedia presentation on the formation of
petroleum and coal.
20/10/2025 9.6.3 communicate about economic minerals. TP 6 : Design a presentation using multi
Hari Economic minerals consist of metallic media / visual / folio / poster / role play /
Deepavali minerals, non- metallic minerals and rare  Discuss the economic prospects of hydrothermal
drama; with creative and innovative use of
earth minerals processes.
science knowledge and skills of the
. Earth’s structure/geo-disasters/Earth’s
9.6.4 explain the formation of petroleum and  Debate how exploitation of Earth’s resources without
resources in the context of problem proper planning may cause adverse effects on living
coal. solving and decision making; with regards things on Earth.
to the social values/ economy / culture of
9.6.5 communicate about the hydrothermal
the community.
process.

9.6.6 solve problems about the negative

effects of unplanned human
activities on all living things on Earth

MINGGU 37
27/10/2025-28/10/2025
Ujian Akhir Sesi Akademik T1-T3

PENYELARAS T.1 2025

 MINGGU 37
29/10 - PROJECT BASED LEARNING (PBL)
30/10/2025
MINGGU 38
3/11 –
7/11/2025 PROJECT BASED LEARNING (PBL)

MINGGU 39
10/11 –
14/11/2025 PROJECT BASED LEARNING (PBL)

MINGGU 40
17/11 –
21/11/2025 PROJECT BASED LEARNING (PBL)

MINGGU 41
24/11 –
28/11/2025 INTERVENTION

MINGGU 42
1/12 –
5/12/2025 INTERVENTION

MINGGU 43
8/12 –
12/12/2025 INTERVENTION

MINGGU 44
15/12 – INTERVENTION
19/12/2025

MINGGU 45-
MINGGU 47
Cuti Akhir Persekolahan Sesi 2025/26
22/12/2025 –
08/01/2026

DISEDIAKAN OLEH :

PENYELARAS T.1 2025