YEARLY LESSON PLAN

SCEINCE FORM TWO

2007

THEME: MANAGEMENT AND CONTINUITY OF LIFE

LEARNING AREA: 1. THE WORLD THROUGH OUR SENSES

DATE WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES

02.01.08 1 1.1 Understanding the sensory Carry out activities to make connection between the fives senses, A student is able to:
Hingga organs and their functions the sensory organs and the stimuli.  Identify and relate a sensory organs to its
04.01.08 stimulus.
Discuss what happens in our body after a stimulus is detected.  State the pathway from stimulus to response:
Stimulus ---sensory organs --- nerves --- brain ---
nerves ---response.

1.2 Understanding the sense of Carry out activities to study the following: A student is able to:
touch. a) Structure of the human skin involved in stimuli detection,
b) Sensitivity of the skin at different parts of the body  Identify the structure of the human skin involved
towards stimuli. in stimuli detection,
 State the function of different receptors –
Discuss the sensitivity of the skin in connection to the following pressure, heat, pain,
situations: Draw conclusion on the sensitivity of the skin at
a) Receiving an injection different parts of the body towards stimuli.
b) Using braille.
06.01.08 2 1.3 Understanding the sense of Discuss the structure of the nose and the position of the sensory A student is able to:
Hingga smell. cells using models, charts, computer software and other teaching  Identify the structure of the nose,
10.01.08 aids. Identify the position of the sensory cells in the
detection of smell.

1.4 Understanding the sense of Carry out activities to detect the different areas of the tongue that A student is able to:
taste. respond to different tastes.
 Identify the different areas of the tongue that
Carry out activities to find how taste is related to smell. respond to different taste,
 Relate the sense of taste with the sense of smell.
13.01.08 3 1.5 Understanding the sense of Observe and identify the structure of the human ear. A student is able to:
Hingga hearing. Discuss the function of each part of the ear.  Identify the structure of the human ear,
17.01.08 Discuss the hearing mechanism.  Explain the fuction of the differnt parts of the
ear,
Describe how we hear.
1.6 Understanding the sense of Examine the cow’s eye or model of human eye.
sight. Collect information on structure and function of each parts of the A student is able to:
eye.  Identify the structure of the human eye,
 Explain the functions of different parts of the
Discuss how we see. eye,
Describe how we see.
20.01.08 4 1.7 Understanding light and Carry out activities to study: A student is able to:
Hingga sight.
24.01.08 a) Reflection of light,  Describe the properties of light. i.e reflection
b) Reflection of light between two mediums of different density. and refraction,
 State the various defects of vision,
Collect information about the types of defects of vision and the  Explain ways to correct vision defects,
contribution/use of technology to rectify them.  State and give examples of the limitations of
sight,
Carry out activities to show what short sightedness and long  Connect stereoscopic and monocular visions
sightedness are and how to correct them. with the survival of animals,
Identify the appropriate device to overcome the
Discuss what astigmatism is and the way to correct it. limitations of sight
Carry out activities to investigate the following:

a) Optical illusion,
b) Blind spot

Discuss the connection between stereoscopic vision and monocular

vision with the survival of animals.

Gather information about the device to overcome the limitation of

sight.

27.01.08 5 1.8 Understanding sound and Carry outactivities to investigate: A student is able to:
Hingga hearing. a) The production of sound,
31.01.08 b) The need of medium for sound to travel,  Describe the properties of sound,
c) The reflection and absorption of sound.  Explain the reflection and absorption of sound,
 Explain the defects of hearing,
Collect information about  Explain ways of rectifying the defect in hearing,
a) The defects of hearing,  State the limitations of hearing,
b) Ways to rectify the defects or hearing.  State the device used to overcome the
limitations of hearing,
Discuss the limitations of hearing and ways of improving it. Explain stereophonic hearing.
Carry out activities to investigate the need for srereophonic hearing
in determining the direction of sound.

03.02.08 6 1.9 Understanding the stimuli Carry out experiments to investigate and identify: A student is able to:
Hingga and responses in plants. a) Stimuli detected by plants,
07.02.08 b) The parts of the plants sensitive to specific stimulus.  State the stimuli that cause response in plants,
 Identify the partas of plants sensitive to specific
Discuss in what ways the response of plants towards stimuli are stimulus,
important for their survival. Relate the response in plants to their survival.
THEME: MANAGEMENT AND CONTINUITY OF LIFE
LEARNING AREA: 2. NUTRITION
10.02.08 7 2.1 Analysing the classes of food Discuss the classes of food i.e carbohydrate, protein, fats, vitamins, A student is able to:
Hingga minerals, fibre and water and state their fuctions.
14.02.08  Explain through examples the classes of food,
Carry out activities to test for:  State the function of each class of food,
Starch (iodine solution), glucose (benedict solution), protein Test for starch, glucose, protein and fats.
(millon’s reagent) and fats (alcohol-emulsion test)

2.2 Evaluating the importance of Discuss: A student is able to:

a balanced diet. a) What a balanced diet is,
b) The factors that determine a person’s balanced diet: age, size,  State what a balanced diet is,
sex, job, climate, state of health.  State the factors that must be considered when
planning a balanced diet,
Collect food wrappers that show calorific value of food and make a  Explain how the factors affect a balanced diet,
list to show the calorific value for each type of food.  State the quantity of energy in each gram of
carbohydrate, protein and fats,
Discuss to estimate the calories of food taken in a meal.
 Estimate the callories of food taken in a meal,
Plan a balanced diet.
Plan a balanced diet for a day. (breakfast, lunch and dinner)
17.02.08 8
Hingga
21.02.08 UJIAN BULAN FEBRUARI
24.02.08
Hingga 9
28.02.08
02.03.08 2.2 Understanding the digenstive Discuss that digestion is the breakdown of large food molecules into A student is able to:
Hingga 10 system in man. smaller soluble molecules that can be readily absorbed by the body.  Explain what digestion is,
06.03.08  Identify the parts of the digestive system,
Identify parts of the digestive system and the flow of food particles  Describe the flow of food particles in the
in the alimentary canal using model/ chart/ CD ROM. alimentary canal,
 State the function of the organs in the digestive
Discuss the function of the various organs in the digestive system system,
and the enzyme found.  Describe the process of digestion in the
alimentary canal,
Carry out activities to show the action of the enzyme in the saliva List the end products of digestion of carbohydrate,
on starch. protein and fats.

2.3 Understanding the process Discuss the process of absorption of the products of digestion in A student is able to:
of absorption of digested the small intestine.  Explain the process of absorption of the
food. products of digestion,
Carry out an experiment to shaow the absorption of glucose
 Nake inference about the absorption of
through a visking tube.
glucose through a visking tube.
07.03.08
HINGGA CUTI PERTENGAHAN PENGGAL PERTAMA
15.03.08
16.03.08 2.4 Understanding the Discuss the reabsorption of water by the large intestine and the A student is able to:
Hingga 11 reabsorption of water and process of defecation.
20.03.08 defecation.  State how water is reabsorbed in the large
Discuss the importance of good eating habits to avoid constipation. intestine,
 Explain defecation,
Plan and carry out a healthy eating habit. Relate the problem of defecation with eating habits.

2.5 Put into practice the habits
of healthy eating.
Discuss the following topics: A student is able to:
a) Practicing good eating habits i.e eating nutrious food and eating
in moderation,  Justify the importance of eating mutrious food,
b) The generous distribution of food to the underprivileged/  Put in practice good eating habits,
needy,  Justify the generous distribution of good to the
c) Cultural practices in dining conforming to sensitivities and underprivileged/ needy,
religious beleifs. Relate the dining culture of different people
conforming to sensitivities and religious beliefs.

THEME: MAN AND THE VARIETY OF LIVING THINGS

LEARNING AREA: 1. BIODIVERSITY
23.03.08 1.1 Understanding variety of Discuss the diversity in the general characteristics of living A student is able to:
Hingga 12 living organisma and their organisms.
27.03.08 classification.  Explain the diversity of living organisms ia a
Collect and classify various plants and animals into a system based habitat,
on common characteristics.  Classify various animals based on common
- Animal: Invertebrate, vertebrate, mammal, fish, bird, characteristics,
amphibian, reptile.  Classify various plants based on common
- Plants: flowering plant, non-flowering plant, characteristics,
monocotyledon, dicotyledon, Explain the importance of biodiversity to the
- Build a concept map on living organisms based on the environment.
classification above.

Discuss the importance of maintaining the biological diversity as one

of the country’s natural heritage.
THEME: MAN AND THE VARIETY OF LIVING THINGS
LEARNING AREA: 2. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT

30.03.08 13 2.1 Analysing the Carry out a field work to study species, habitat, population, A student is able to:
Hingga interdependence among living community in an ecosystem.
03.04.08 organisms.  State what species, population, and community
Carry out a discussion on interdependence among living organisms are,
and the environment to create a balanced ecosystem.  State what habitat and ecosystem are,
 Identify various habitats in one ecosystem,
Explain through examples the interdependence
among living organisms and the environment to
create a balanced ecosystem.
 2.2 Evaluating the interaction
between living organisms.
Collect and interpret data on the types of interaction between living
organisms as follows:
a) Prey-predator,
b) Symbiosis: commensalism, mutualism and parasitism. E.g
remora and shark, algae and fungi, tape worm and man.
c) Competetion.
Conduct an activity to show the importance of the interaction
between organisms and the environment.
Discuss the advantages of biological control in regulating the
numbers of pests in certain areas.
A student is able to:
 List the types of interaction between living
organisms,
 Explain with examples the interactions between
living organisms,
 Justify the importance of interaction between
living organisms and the environment,
Explain through examples the advantages and
disadvantages of biological control in regulating the
number of pests in certain areas.

06.04.08
Hingga 14
10.04.08
13.04.08 15 UJIAN PENGESANAN 1
Hingga
17.04.08
20.04.08 16 2.3 synthesizing food web. Collect and interpret data on the producer, consumer, decomposer A student is able to:
Hingga and pyramid number.
24.04.08  explain what producers, consumers and
Construct a food web from a few food chains and identify the decomposers are,
producers, consumer and decomposer.  combine a few food chains to construct a food
web,
Discuss the energy flow in the food web constructed.  identify the producers, consumer and
decomposer in a food web,
Conduct a game to show the effects of an increase or decrease in  construct a pyramid number from a food chain,
the number of orgasnisms in a pyramid number. Discuss the  relate the food web and the pyramid number to
consequences if a component of living organisms in an ecosystem is energy flow,
missing.  predict the consequences if a certain component
of living organisms in the ecosystem is missing.
Carry out discussion on what photosynthesis is.

Carry out experiments to determine the factors needed for

2.4 Analysing photosynthesis
photosynthesis i.e carbon dioxide, water, light and chlorophil.
Discuss the importance of photosynthesis in maintaining a balanced
ecosystem.
Discuss the carbon and oxygen cycles.
A student is able to:
 State what photosynthesis is,
 State the factors required for photosyntesis,
 State the products of photosynthesis,
 Control the variables that are required for the
photosynthesis,
Explain the role of photosynthesis in maintaining a
balanced ecosystem.
27.04.08 17 2.5 Evaluating the importance of Collect and interpret data on the conservation and preservation of A student is able to:
Hingga conservation and living organisms.
01.05.08 preservation of living  Explain what conservation and preservation are,
organisms. Carry out a field work in a natural forest reserve (wetland, hingland  Explain the steps taken to preserve and conserve
forest or tropical rain forest) or an animal sanctuary to study the living organisms,
conservation of living organisms.  Justify the importance of conservation and
preservation of living organisms,
Carry out a discussion on how the improvement in sceince and Support activities organised by various parties to
technology helps in the conservation and preservation of living preserve and conserve the living organisms.
organisms.

Run a campaign to stress on the importance of conservation and

preservation/ carry out a role play involving the parties concerned
in solving problems related to the conservation and preservation of
living organisms.
04.05.08 18 2.6 Evaluating the role of man in Carry out a brainstorming session to discuss the environmental A student is able to:
Hingga maintaining the balanced in issues affecting the balanced in nature and how to solve it.
08.05.08 nature.  Explain the effects of human activities on the
Carry out a discussion to justify that man needs stable and balance in nature,
productive ecosystem to ascertain a harmonious life.  Describe how man solves problems related to
environment,
 Justify that human need a stable, productive and
balanced ecosystem.
11.05.08 19
Hingga
15.05.08
18.05.08 20 PEPERIKSAAN PERTENGAHAN TAHUN
Hingga
22.05.08
23.05.08
Hingga CUTI PERTENGAHAN TAHUN
08.06.08

THEME: MATTER IN NATURE

LEARNING AREA: 1. WATER AND SOLUTION

09.06.08 21 1.1 Analysing the physical Carry out activities to determine the following: A student is able to:
Hingga characteristics of water.  The freezing point of water,
12.06.08  The boiling point of water.  State the meaning of the freezing point of water,
 State the meaning of the boiling point of water,
Carry out an activity to observe the effects of impurities on the  Describe the physical characteristics of water,
physicals characteristics of water. Explain through examples the effects of impurities
on the physical characteristics of water.

1.2 Analysing the composition of Carry out an electrolysis to determine the ratio of hydrogens to A student is able to:
water. oxygen in a molecule of water.  Determine the composition of water,
 Test the presence of hydrogen and oxygens.
15.06.08 22 1.3 Analysing the process of Carry out experiments to study the factors affecting the rate of A student is able to:
Hingga evaporation of water. evaporation of water i.e humidity, the temperature, surface area and
19.06.08 the movement of air.  Explain what evaporation is,
 Explain through examples the factors that affect
Discuss the factors affecting the rate of evaporation in relation to the rate of evaporation of water with reference
the kinetic theory. to the Kinetic Theory,
 Compare and contrast between evaporation and
Discuss the similarities and differences between evaporation and boiling,
boiling. Describe the application of the evaporation of water
in daily life.
Gather information on evaporation process and its application in
daily life i.e drying of clothes, preserveation of agricultural products
and processing of food.

1.4 Analysing solution and
solubility.
Discuss the differences between solute, solvent and solution. A student is able to:
Carry out activities to prepare a dilute solution, a concentrated
solution and a saturated solution.  Explain what solute, solvent and solution are,
 Contrast and compare between dilute solution,
Discuss the similarities and differences between dilute solution, concentrated and sturated solution,
concentrated solution, and saturated solution.  Explain what suspension is,
 Explain what solubility is,
Carry out activities to illustrate the differeces between a solution
 Explain the factors affecting the solubility of
and a suspension.
solutes in waterm,
Carry out experiment to determine the factors affecting the  Explain the importance of water as a universal
solubility of a solute. solvent in life,
Give examples on the uses of organics solvents in
 Nature of solvent
our everyday life.
 Nature of solute
 Temperature

Carry out experiments to determine the factors affecting the rate

odf dissolving:
 Temperature
 Rate of stirring
 Size of solute particle.

Discuss the importance of water as a universal solvent in life.

Gather information on the application of organic solvents in daily
life.
22.06.08 23 1.5 Analysing acid and alkali. Carry out activities to study: A student is able to:
Hingga  identify the properties of acid, identify the
26.06.08  The properties of acid in terms of pH value, taste, properties of alkali,
corrosive nature, effect on litmus paper, reaction with  state that acid and alkali only show their
metals such as magnesium and zinc. properties in the presence of water,
 The characteristics of alkali in terms of pH value, taste,  explain through examples the definition of
corrosive nature, effect on litmus paper, acid and alkali,
 Carry out a discussion to define acid and alkali  identify the substances which are acidic or
operationally. alkaline in everyday life,
 Carry out activities to determine the acidic and alkaline substances
in daily life.
Gather information on the usage of acids and alkali in everyday life
such as in agriculture and industry.
Discuss on the meaning of neutralisation.
 state the uses of acid and alkali in daily life,
 explain the meaning of neutralisation,
 write an equation in words to describe
the neutralisation process,
 explain through examples the uses of
neutralisation in daily life.

Carry out an activity to show neutralisation using the hydrochloric

acid and sodium hydroxide of the same consentration.

Discuss the application of neutralisation in daily life e.g using

shampoo and conditioner and, insect bite.

1.6 Analysing the methods of
water purification
Make a visit to a water purification site.
Brainstorming on the following:
 Natural resources of water,
 The reason of water purification.
Discuss the various types of water purification such as filtration,
boiling, chlorination and distillation.
Carry out activities to study the various types of water purification
such as filtration, boiling and distillation.
A student is able to:
 List the natural sources of water,
 State the reasons for water purification,
 Describe the various types of water purification,
Compare the strengths and weaknesses of the
various types of water purification.

Pupils present their findings to discuss the strength and weaknesses

of the various types of water purification.
29.06.08 24 1.7 Analysing the water supply Make a visit to a water processing plant to study the water supply A student is able to:
Hingga system. system and stages involved in water purification.
03.07.08  Describe how the water supply system works,
Discuss the ways to save water. Do a project on how much water Explain ways to save water.
the average houshold uses.
06.07.08 25 1.8 Understanding the Collect and interpret data on types of water pollutants which A student is able to:
Hingga preservation of water include:
10.07.08 quality.  Industrial waste such as chemical and radioactives  Give examples of water pollutants,
residues,  Explain the effect of water pollution on living
 Domestic waste such as garbage and sewage, things,
 Chemicals from the agricultural activities such as  Explain ways to control water pollution,
fertelizers and pesticides, Explain ways to preserve water and its quality.
 Siltation caused by constructions and deforestation,
 Accidental spillage from tankers.

Conduct discussion on the effect of water pollution on living things.

Generate ideas on ways to control water pollution,

Discuss ways to conserve and preserve water and its quality. Run a
campaign on ‘Love Our Rivers’.
13.07.08 26
Hingga
17.07.08
20.07.08 27 UJIAN PENGESANAN 2 DAN UJIAN JULAI
Hingga
24.07.08

THEME: MATTER IN NATURE

LEARNING AREA: 2. AIR PRESSURE

27.07.08 28 2.1 Understanding air pressure Carry out an activity to discuss the kinetic theory of gases. A student is able to:
Hingga
31.07.08 Carry out an activity how that air exerts pressure.  Explain in existence of air pressure with
reference to the Kinetic Theory,
Carry out activities to show the factors affecting air pressure, i.e. Explain the factors affecting air pressure.
volume and temperature.

03.08.08 29 Collect and interpret data on appliances that use the principle of air A student is able to:
Hingga 2.2 Applying the principle of air pressure.
07.08.08 pressure in daily life.  Explain with examples things that use the
Gather information and discuss the application of air pressure in principle of air pressure.
syringe, siphon, spraying pump and drinking straw.  Generate ideas to solve problems using the
principle of air pressure,
Discuss ways of using the principle of air pressure to solve daily Relate the safety measures taken when using gas
problems such as blokage in sinks and pouring condensed milk from under high pressure.
a can.

Gather information on how a gas tank containing gas under hing

pressure works.

Discuss the safety precautions taken using gas under high pressure.
10.08.08
Hingga
14.08.08

15.08.08
Hingga CUTI PERTENGAHAN PENGGAL KEDUA
23.08.08

THEME: FORCE AND MOTION

LEARNING AREA: 1. DYNAMICS
24.08.08 30 1.1 Understanding force Carry out activities to show pushing and pulling are forces. A student is able to:
Hingga
28.08.08 Carry out activities to show the effects of force (change in shape,  State that a force is a push or a pull,
position, speed and direction).  Explain the effects of force,
Explain the various types of forces.
Carry out activities to show different types of forces (frictional,
 gravitional, electrostatic and magnetic force).

1.2 Understanding the Discuss the unit of force and the principle of a spring balance. A student is able to:
measurement of force.
Carry out activity to measure the magnitude of force.  State the unit of force,
 Explain how a spring balance works,
Measure the magnitude of force.
01.09.08 31 1.3 Application of frictional Discuss with examples to show the existence of frictional force. A student is able to:
Hingga force.
04.09.08 Carry out activities to identify the direction of frictional force and  Explain with examples the existence of frictional
measure the magnitude of the force. force,
 State the direction and the magnitude of
Carry out an experiment to show how different types of surfaces frictional force,
affect the megnitude of frictional force.  Carry out an experiment to show how different
types of surfaces affect frictional force.
Gather information and discuss the advantages and disadvantages of  Explain the advantages and disadvantages of
friction. friction.
 Explain ways to increase friction,
Carry out activities on ways to  Explain ways to reduce friction
a) Increase friction.
 Explain with examples the application of friction
b) Reduce friction.
in daily life.
Discuss the application of increasing and decreasing friction in our
daily life.
07.09.08 32 1.4 Application work. Discuss with examples to show work is done when an object is A student is able to:
Hingga moved by a force.
11.09.08  Explain with examples how work is done,
Carry out activities to determine the work done by using:  Staet the unit of work,
Work (J) = Force (N) X Distance (m) Calculate the work done.

1.5 Application power. Carry out activities to determine power by using: A student is able to:

Power (W) = Work (J)  State the meaning of power,

1.6 Analysing the importance of
force in life.
THEME: FORCE AND MOTION
LEARNING AREA: 2. SUPPORT AND MOVEMENT
Times (s)  State the unit of power
Calculate power on the work done
Create an activity e.g drawing a poster, sketching or acting to show A student is able to:
how life would be without force. Describe how life will be if force does not exist.

14.09.08 33 2.1 Understanding the support Gather information and discuss the various support systems in A student is able to:
Hingga systems in animals. a) Land and aquatic vertebrates,
18.09.08 b) Land and aquatic invertebrates.  Explain the support systems in vertebrates and
the various support systems in invertebrates,
Carry out discussion on the following:  Compare and contrast the support systems
a) Simmilarities and differences between support systems in land between land and equatic vertebrates,
and aquatic vertebrates, Compare and contrast the support system between
b) Similarities and differences between support systems in land land and aquatic invertebrates.
 and aquatic invertebrates.
21.09.08 34 2.2 Understanding the support Carry out field work to study various support systems of plants. A student is able to:
Hingga systems in plants.
25.09.08 Carryout activities to classify plants based on their support systems.  Explain the various support systems in woody
and non-woody plants,
 Classify plants based on their support systems.

28.09.08 35 2.3 Appreciating the support Discuss issues e.g, A student is able to:
Hingga system in living thing. a) Inability of whales to move back to sea after being washed
30.09.08 ashore, Justify the importance of the support system to
b) A crippled person using crutches for support. living things.

THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY

LEARNING AREA: 1. STABILITY
06.10.08 36 1.1 Understanding that the Carry out activities to find the point of equilibrium in regular and A student is able to:
Hingga centre of gravity affects irregular shapes.
09.10.08 stability.  Determine the point of equilibrium in regular
Carry out an experiment to find out how the centre of gravity and irregular shapes,
affects the stability of an objects by manipulating the  Relate the point of equilibrium as the center of
a) Height, gravity of objects,
b) Base area. Relate the centre of gravity to the stability of
objects.
Discuss the relationship between the centre of gravity and stability.

12.10.08 37 1.2 Appreciating the importance Carry out a brainstroming session on ways to improve stability. A student is able to:
Hingga of stability
16.10.08 Carry out activities like doing projects or playing games to build  Suggest ways to improve the stability of objects
models by applying the concept of stability. around them.
 Explain with examples the application of stability
in life.


THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY

LEARNING AREA: 2. SIMPLE MACHINE
19.10.08 38 2.1 Analysing levers. Discuss how a small effort can overcome a large load with the use A student is able to:
Hingga of a lever.
23.10.08  List things around them that use the principle of
Make a observation on devices that use the principles of levers, lever,
Identif the load, force and fulcrum, and then classify the systems into  State what a lever can do,
first, second and third class levers. Discuss how humans apply the  Identify load, force and fulcrum in the lever,
principles of levers to help them overcome large load.  Classify levers,
 Explain what is meant by the moment of a force,
Discuss that the moment of force  Solve problems related to levers.
 = force X perpendicular distance from the pivot to force.

2.2 Appreciating the innovative Carry out an activity to show the relationship between moment and A student is able to:
efforts in the design of the product of force and distance.
machine to simplify work.  Design or improve a device that use the
Solving problems related to levers using the following formula: principle od a lever.

Load (N) X distance of the load from fulcrum (m) = Force (N) X
distance of the force from the fulcrum (m).

Carry out a project to build a device using the principle of lever.

26.10.08 39
Hingga PEPERIKSAAN AKHIR TAHUN
30.10.08
02.11.08 40
Hingga
06.11.08
09.11.08 41
Hingga
13.11.08
14.11.08 CUTI AKHIR TAHUN