Tuesday, January 24, 2012








 

CURRICULUM SPECIFICATIONS

1FOR

FORM 1


SCIENCE








TABLE OF CONTENTS

                                   



Page


THEME:         INTRODUCING SCIENCE


            Learning Area:            1. Introduction to Science

3




THEME:         MAN AND THE VARIETY OF LIVING THINGS


            Learning Area:            1. Cell as a Unit of Life

9




THEME:         MATTER IN NATURE


            Learning Area:            1. Matter

12

            Learning Area:            2. The Variety of Resources on Earth

14

            Learning Area:            3. The Air Around Us

17

 



THEME:         ENERGY


            Learning Area:            1. Sources of Energy

21

            Learning Area:            2. Heat

23


THEME:         INTRODUCING  SCIENCE

Learning Area:          1. Introduction to Science

Week
Learning Objectives
Suggested Learning Activities
Learning Outcomes
Notes

 

 

1.1 Understanding that science is part of everyday life





Describe examples of natural phenomena that students see around them:
a)    growth of human from a baby to an adult,
b)    fall of a ball to the ground,
c)    melting of ice.

Discuss the uses and benefits of science in everyday life.

Attend talks on careers in science.


A student is able to:

·         list what he sees around him that is related to science,
·         explain the importance of science in everyday life,
·         name some careers in science such as:
a)    science teachers
b)    doctors
c)    engineers


During the learning activities, bring out the science concepts and principles students have learned in primary school.

Talks on careers in science by professionals.


1.2
Understanding the steps in scientific investigation

Carry out a scientific investigation/experiment, e.g. ‘To find out what affect the number of times the pendulum swings back and forth (oscillations) during a given time’.




The students will be:
a)    determining ‘what I want to find out’  (identifying the problem),
b)    making a smart guess (forming a hypothesis),
c)    planning how to test the hypothesis (planning the experiment)
  • identify the variables,
  • determine the apparatus and materials required,
  • determine the procedure to carry out the experiment, method to collect and analise data.
d)    carry out the experiment,
e)    writing down what has been observed (collecting data),
f)     finding a meaning for what has been observed (analyzing and interpreting data),
g)    deciding whether the hypothesis is true (making conclusions),
h)    writing a report on the investigation (reporting).




Students can be asked to report on their investigations to the class. Student emphasises the steps they have taken; what they have changed; what they have kept the same and what they have measured.


A student is able to:

·         state the steps in scientific investigation/experiment,
·         carry out a scientific investigation.



Scientific investigation involves the use of science process skills.





There should be a guided discussion for steps (a) to (d) before carrying out the experiment.














This is helping the teacher to identify the students’ capability to carry out a scientific investigation.




1.3
Knowing physical quantities and their units

 

Identify physical quantities (length, mass, time, temperature and electric current), their values and units found on product descriptions.


Find words with the prefixes used in measurements such as kilo-, centi-, and milli- .

Find the symbols used for these unit of measurement.

Find the value of these prefixes.






A student is able to:

·         state physical quantities: length, mass, time, temperature and electrical current,
·         state the S.I. units and the corresponding symbols for these physical quantities,
·         state the symbols and values of prefixes for units of length and mass: milli-, centi-, and kilo-,
·         identify and use appropriate prefixes in the measurement of length and mass.


Product descriptions can be found on labels, boxes of electrical appliances, food packets, etc.

S.I. is an abbreviation for the French term Systéme International d’Unités which means international system for units i.e. metre, kilogram, second, etc.




1.4
Understanding the use of measuring tools


 

Measure the length of straight lines, curves and diameter of objects using rulers, thread and calipers.

 

Estimate the area of regular and irregular shapes using graph paper.


Measure volume of liquids using measuring cylinder, pipette and burette.

Determine the volume of regular and irregular solids using the water displacement method.

Measure the body temperature and temperature of water.

Discuss the right choice tool in making measurements.

Apply the above measurement skills in the context of experiments.

 



A student is able to:

·         choose the right tool and measure length in the context of an experiment,
·         estimate area of regular and irregular shapes using graph paper in the context of an experiment,
·         choose the right tool and measure the volume of liquid in the context of an experiment,
·         choose the right tool to measure the body temperature and temperature of a liquid,
·         determine the volume of solids using water displacement method in the context of an experiment.


Make sure students take measurements correctly and accurately.




1.5
Understanding the concept of  mass

Find the weights of different objects using a spring balance.


Discuss weight as the pull of the earth (gravitational force) on an object.

Discuss mass as quantity of matter.

Find the mass of different objects using beam/lever balance or lever balance.

Discuss the difference between mass and weight.

Apply the skills of using the spring balance and beam/lever balance in the context of an experiment.










A student is able to:

·         determine the weight of an object,
·         explain the concept of weight,
·         explain the concept of mass,
·         determine the mass of an object,
·         explain the difference between mass and weight,
·         apply the use of spring and beam/lever balance in the context of an experiment.



Unit for weight : newton   
Unit for mass :             kilogram

Carry out an experiment where students have to apply the measurement skills of mass or weight.



1.6
Realising the importance of standard units in everyday life

Discuss the various units of measurements, e.g. units for length (feet, yard, chain, mile, meter, kilometer), units for weight (pound, ounce, kati, tahil, gram, kilogram).

Act out a scene to show the problem caused by not using standard units e.g. buying things at the market.

Discuss the advantages and disadvantages of using different units of measurement.



A student is able to:

·         give examples of problems that may arise if standard units are not used.

Get assistance from  English Language teachers in preparing the script for the act.


THEME:         MAN AND THE VARIETY OF LIVING THINGS

Learning Area:          1. Cell as a Unit of Life


Learning Objectives
Suggested Learning Activities
Learning Outcomes
Notes
Vocabulary

1.1 Understanding cells


Gather information on living organisms and identify the smallest living unit that makes up the organism.

Prepare slides of cheek cells and onion cells.

Study the general structure of cheek cells and onion cells under a microscope, using the correct procedure.

Draw and label the different structures of an animal cell and a plant cell.

Compare an animal cell and a plant cell.

Gather information on cell structures and discuss their functions.


A student is able to:

·         identify that cell is the basic unit of living things,
·         prepare slides following the proper procedures,
·         use a microscope properly,
·         identify the general structures of animal cells and plant cells,
·         draw the general  structures of an animal cell and a plant cell,
·         label the general  structure of an animal cell and a plant cell,
·         state the function of each cell structure,
·         state the similarities and differences between the two cells.



General structure of a cell includes cell wall, cell membrane, protoplasm (cytoplasm and nucleus), chloroplast and vacuole.

The usage and handling of a microscope is introduced here.

Remind pupils of the safety precautions to be taken when preparing  samples of cheek cells.


animal cell – sel haiwan cell wall – dinding sel
cheek cells – sel pipi
chloroplast – kloroplas cytoplasm – sitoplasma handling – mengendali
general – umum
microscope – mikroskop
nucleus – nukleus
onion – bawang merah
plant cell – sel tumbuhan precautions – langkah  
                     keselamatan prepare – sediakan
protoplasm - protoplasma
remind – ingatkan
sample – sampel
slide – slaid
structure – struktur
vacuole - vakuol


1.2 Understanding unicellular organism and multicellular organism



Gather information about unicellular organisms and multicellular organisms.

Provide students with picture cards, name cards, ‘unicellular’ and ‘multicellular’ cards. Students use reference materials and/or information to match the three cards for each organism.

Observe examples of unicellular organisms and multicellular organisms under a microscope.



A student is able to:

·         state the meaning of unicellular organisms and multicellular organisms,
·         give examples of unicellular organisms and multicellular organisms.

Use prepared slides or fresh specimens.

Introduce the term ‘microorganisms’.




multicellular organism –          organisma multisel
unicellular organism –             organisma satu sel



1.3 Understanding that cells form tissues, organs and systems in the human body.

Gather information and discuss the following:
a)    types of human cells,
b)    functions of different types of human cells.








Use a graphic organiser (e.g. ladder of hierarchy) to show the organisation of cells:
cell à tissue à organ à system à organism















A student is able to:

·         name the different types of human cells,
·         state the function of different types of human cells,
·         arrange sequentially cell organisation from simple  to complex using the terms cell, tissue, organ, system and organism.



arrange sequentially –             susun             mengikut             urutan
cell – sel
function – fungsi
human beings – manusia
ladder - tangga
organ – organ
organisation of cells –             organisasi sel
system – sistem


simple - mudah
tissues – tisu







1.4
Realising that humans are complex organisms

Discuss why human beings are complex organisms.


A student is able to:

·         explain why human beings are complex organisms.




complex organism –             organisma             kompleks
human beings – manusia
realising - menyedari



THEME:         MATTER IN NATURE


Learning Area:          1. Matter


Learning Objectives
Suggested Learning Activities
Learning Outcomes
Notes
Vocabulary

1.1 Understanding that matter has mass
and occupies space


Through activities, show that things such as book, air, water, soil and living things have mass and occupy space.

Discuss what matter is.

List examples of matter.


A student is able to:

·         state that things has mass and occupies space,
·         explain what matter is, relate things and matter,
·         carry out activities to show that air, water, soil and living things have mass and occupy space.




air – udara
living things – benda hidup
mass – jisim
matter – jirim
occupies - memenuhi
water – air
soil – tanih


1.2 Understanding the three states of matter


Gather information and discuss
a)    what matter is made up of,
b)    what the three states of matter are.

Compare the three states of matter in terms of:
a)    the arrangement of particles,
b)    the movement of particles.

Simulate the arrangement and movement of particles in the three states of matter.


A student is able to:

·         state that matter is made up of particles,
·         state the three states of matter,
·         state the arrangement of particles in the three states of matter,
·         state the differences in the movement of particles in the three states of matter.






particles - zarah
simulate -  membuat             simulasi
arrangement – susunan
movement – gerakan
states of matter – keadaan                                  jirim

1.3 Understanding the concept of density



Recall the definition of density.

Through activities, find the densities of:
a)  objects with regular or irregular shape,
b)  different liquids.

Discuss why some objects and liquids float by relating it to density.


A student is able to:

·         define density,
·         explain why some objects and liquids float,
·         solve simple problems related to density,
·         carry out activities to explore the densities of objects and liquids.



Archimedes Principle need not be introduced.



definition – takrifan
explain – menerangkan
float – timbul
liquid – cecair
object with irregular shape – objek berbentuk                    tak sekata
object with regular shape – objek berbentuk                    sekata
recall – ingat semula
solve – selesaikan


1.4 Appreciating the use of properties of matter in everyday life

Gather information and discuss how:

a)    man uses his knowledge of  different states of matter to store and transport gases and liquids,
b)    man uses the concept of density in making rafts, floats etc.

Carry out an activity to explore the applications of the concept of floating and sinking related to density.

A student is able to:

·         describe how man uses the different states of matter,
·          describe how man applies the concept of density,
·         carry out an activity to explore the applications of the concept of floating and sinking related to density.






aplications – aplikasi
appreciating – menghargai
applies – mengaplikasi
build – bina
floats - pelampung
gases – gas
properties – sifat
raft – rakit
store – menyimpan
transport – mengangkut



Learning Area:          2. The Variety of Resources on Earth

Learning Objectives
Suggested Learning Activities
Learning Outcomes
Notes
Vocabulary

2.1
Knowing the different resources on earth



Gather information about the resources on earth, i.e. water, air, soil, minerals, fossil fuels and living things.



A student is able to:

·   list the resources on earth needed to sustain life,
·   list the resources on earth used in everyday life.




life – kehidupan
knowing – mengetahui
resources - sumber
to sustain life – menyokong kesinambungan kehidupan


2.2
Understanding elements, compounds and mixtures




Gather information and discuss
a)    what elements, compounds and mixtures are,
b)    what metals and non-metals are,
c)    examples of elements, compounds, mixtures, metals and non-metals.

Compare and contrast the properties of elements, compounds and mixtures.

Carry out activities to compare the properties of metals and non-metals in terms of appearance,
hardness, conductivity of heat and conductivity of electricity,

Carry out activities to separate the components of mixtures e.g.
a)  mixture of iron filings and sulphur powder,
b)  mixture of sand and salt.


A student is able to:

·      state what elements,  compounds and mixtures are,
·      give examples of elements, compounds and mixtures,
·      state the differences between elements, compounds and mixtures,
·      carry out activities to compare the properties of different metal and non metals,
·      classify elements as metals and non-metals based on their characteristics,
·        give examples of metals and non-metals,


·        carry out activities to separate the components of a mixture.




appearance – rupa
characterstics - ciri
classify – mengelaskan
compound – sebatian
components – komponen
conductivity - 
                    kekonduksian electricity - elektrik
element – unsur
hardness – kekerasan
heat – haba
mixture – campuran
separate – mengasingkan
understanding –                                  memahami



2.3
Appreciating the importance of the variety of earth’s resources to man



Discuss the importance of earth’s resources (water, air, soil, minerals, fossil fuels and living things) to man.

Draw a concept map to show the relationship between these resources to the basic needs of life.

Gather information on the preservation and conservation of resources on earth.

Discuss the importance of the preservation and conservation of resources on earth (e.g. recycling
of paper will help reduce the
cutting down of trees; conserving
clean water prevents water shortage).

Carry out a project/ campaign/ competition on the reusing and recycling of materials.


A student is able to:

·     explain the importance of variety of earth’s resources to man,
·     state the meaning of the preservation and conservation of resources on earth,
·     state the importance of the preservation and conservation of  resources on earth,
·     practise reusing and recycling of materials e.g. using old unfinished exercise books as note books and collecting old newspapers for recycling. 




appreciating – menghargai
concept map – peta                            konsep
conservation –             pemuliharaan/            penggunaan                berhemat
needs of life – keperluan                    hidup
preservation -             pemeliharaan resources – sumber
relationship –   hubung kait







Learning Area:          3. The Air Around Us

Learning Objectives
Suggested Learning Activities
Learning Outcomes
Notes
Vocabulary

3.1
Understanding what air is made up of (the composition of air)

Gather information on:
a)    the composition of air,
b)    the percentage of nitrogen, oxygen and carbon dioxide in air.

Carry out activities to show:
a)    the percentage of oxygen in air,
b)    that air contains water vapour, microorganisms and dust.


A student is able to:

·         state what air is made up of,
·         explain why air is a mixture,
·         state the average percentage of nitrogen, oxygen and carbon dioxide in air,
·         carry out activities to show:
a)    the percentage of oxygen in air,
b)    that air contains water vapour, microorganisms and dust.


Air is a mixture of nitrogen, oxygen, carbon dioxide, inert gases, water vapour, microorganisms and dust.

carbon dioxide – karbon             dioksida
composition – komposisi
dust - habuk
microorganisms –             mikroorganisma
nitrogen – nitrogen
oxygen – oksigen
inert gas – gas nadir
water vapour – wap air



3.2
Understanding the properties of oxygen and carbon dioxide



Gather information on the properties of oxygen and carbon dioxide.

Carry out activities to show  the properties of oxygen and carbon dioxide in the following aspects:

a)  solubility in water,

b)  reaction with sodium hydroxide,

c)  the effect on:
glowing and burning wooden splinter, litmus paper, lime water, bicarbonate indicator.


A student is able to

·         list the properties of oxygen and carbon dioxide,
·         identify oxygen and carbon dioxide based on its properties,
·         choose a suitable test for oxygen and carbon dioxide




lime water - air kapur
glowing - berbara
indicator - penunjuk
reaction - tindak balas
solubility -  keterlarutan
wooden splinter - kayu uji


3.3
Understanding oxygen is needed in respiration


Gather information and discuss respiration.

Carry out an experiments to show that during respiration, living things
(a) use oxygen,
(b) give out carbon dioxide.






A student is able to

·     state that energy, carbon dioxide and water vapour are the products of respiration,
·     relate that living things use oxygen and give out carbon
                    dioxide during respiration,
·     compare and contrast the content of oxygen in inhaled and exhaled air in humans,
·     state that oxygen is needed for respiration,
·     carry out an experiment to show that living things use oxygen and give out carbon dioxide during respiration.









carbon dioxide – karbon                         dioksida energy – tenaga
exhaled air – udara
                      hembusan inhaled air – udara                                    sedutan
oxygen – oksigen
role – peranan
rate of respiration –             kadar respirasi

water vapour – wap air
yeast - yis

3.4
Understanding oxygen is needed for combustion (burning)

Gather information and discuss combustion.

Carry out experiments to:
a)    show that oxygen is needed for combustion,
b)    investigate the effect of the size of a container on the length of time a candle burns,

Carry out activity to test for the products of combustion of charcoal such as carbon dioxide and water.


A student is able to:

·         state what combustion is,
·         state that oxygen is needed for combustion,
·         list the products of combustion,
·         carry out experiments to investigate combustion.


Charcoal is an example of carbon.

candle – lilin
charcoal – arang
combustion –             pembakaran
carbon - karbon
product – hasil



3.5
Analysing the effects of air pollution


Gather information and discuss:

a)    what air pollution is,
b)    examples of air pollutants,
c)    the sources of air pollutants,
d)    the effects of air pollution on man and the environment,
e)    the steps needed to control air     pollution.





Carry out a project to study:

a)    air pollution in an area around the school.
b)    the effects of air pollution.


A student is able to:

·         explain what air pollution is,
·         list examples of air pollutants,
·         list the sources of air pollutants,
·         describe the effects of air pollution,
·         explain the steps needed to prevent and control air pollution.




air pollution –             pencemaran                udara
control – mengawal
effect – kesan
analysing – menganalisis
environment – alam sekitar
prevent – mencegah
pollutant – bahan pencemar
sources – sumber


3.6
Realising the importance of keeping the air clean

Gather information and discuss:

a)    how life would be without clean air,
b)    ways to keep the air clean,
c)    habits that keep the air clean.

Carry out activity to show the pollutants in cigarette smoke.

A student is able to:

·         describe how life would be without clean air,
·         suggest ways to keep the air clean,
·         practise habits that keep the air clean.




describe – perihalkan
habits – amalan
suggest - cadangkan



THEME:            ENERGY

 

Learning Area:          1. Sources of Energy


Learning Objectives
Suggested Learning Activities
Learning Outcomes
Notes
Vocabulary

1.1
Understanding various forms and sources of energy


Gather information about the various forms and sources of energy and energy changes.

Discuss the sun as the primary source of energy.

Carry out activity to see the energy change
  • from potential to kinetic energy for example a ball rolling down an inclined slope
  • from kinetic to potential energy for example the winding of the coil in a toy car.


A student is able to:

·         list the various forms of energy,
·         list the various sources of energy,
·         identify energy changes,
·         identify the sun as the primary source of  energy,
·         carry out an activity to investigate energy change from potential to kinetic energy and vice versa.


coil - spring
energy change –                     perubahan                   bentuk tenaga
form – bentuk
inclined slope – satah                                 condong
kinetic energy -  tenaga                         kinetik
potential energy – tenaga             keupayaan
primary source – sumber
                            utama
various – pelbagai
vice versa - sebaliknya


1.2
Understanding renewable and non-renewable energy

Gather information and discuss the meaning of renewable and non-renewable energy sources.

Carry out a project on:
a)    renewable and non-renewable energy sources.
b)    the uses of solar energy.
c)    the ways to increase efficient use of energy


A student is able to:

·         define renewable and non-renewable sources of energy.
·         group the various sources of energy into renewable and non-renewable.
·         explain why we need to conserve energy.
·         suggest ways to use energy efficiently.

Project includes of making scrap books, models and posters.

efficient – cekap
conserve – memelihara
non-renewable – tidak boleh diperbaharui
renewable – boleh diperbaharui
solar energy – tenaga suria


1.3
Realising the importance of conserving energy sources

 

Discuss the importance of conserving energy sources.


Discuss the use and management of energy sources.


A student is able to

·         describe the importance of  conserving energy sources.
·         explain the use and management of energy sources.


Discussions can in the form of forums, brain storming etc.

management –             pengurusan

 

 



Learning Area :         2. Heat


Learning Objectives
Suggested Learning Activities
Learning Outcomes
Notes
Vocabulary

2.1 Understanding  heat as a form of energy

 

Carry out activities to show:


a)    the sun gives out heat
b)    ways to produce heat
c)  heat and temperature are not the same
(Ask students to predict and observe how the temperatures change when they: e.g. mix volumes of hot and cold water).

Discuss
a)    heat is a form of energy
b)    the uses of heat in our daily life
c)    what temperature is
d)    the difference between temperature and heat.











A student is able to

·         state that the sun gives out heat,
·         state other sources of heat,
·         state that heat is a form of energy,
·         give examples of the uses of heat,
·         state the meaning of temperature,
·         state the difference between heat and temperature.




daily life – kehidupan                         harian
difference – perbezaan
examples – contoh
gives out – mengeluarkan
heat – haba
meaning – maksud
temperature – suhu


2.2 Understanding heat flow and its effect

 

Carry out activities to show that heat causes solids, liquids and gases to expand and contract.

(ball and ring, mercury in thermometer and air in round-bottomed flask)

Carry out activities to show how heat flows by conduction, convection and radiation.

Carry out group activities to discuss:
a)   natural phenomena such as land breeze, sea breeze and the warming of the earth by the sun,
b)   how buildings can be kept cool,
c)   what a heat conductor is,
d)   what a heat insulator is,
e)   the uses of heat conductors and heat insulators in daily life.

Carry out an experiment to investigate different materials as heat insulators.


A student is able to

·         state that heat causes solids, liquids and gases to expand and contract,
·         state that heat flows in three different ways (conduction, convection and radiation),
·         state that heat flows from hot to cold,
·         give examples of heat flow in natural phenomena,
·         state what a heat conductor is,
·         state what a heat insulator is,
·         list uses of heat conductors and heat insulators in daily life,
·         carry out experiment to investigate different materials as heat insulators.

Explain the effect of heating and cooling on the volumes of solids, liquids and gases.

conduction – konduksi
contract - mengecut
convection – perolakan
expand – mengembang
flow – mengalir
gas – gas
insulator – penebat
land breeze – bayu darat
liquid – cecair
natural phenomena –             fenomena alam
radiation – sinaran
sea breeze – bayu laut
solid – pepejal





2.3
Analysing the effect of heat on matter



Carry out activities to show the  change in state of matter in  physical processes.

Discuss
(i)   the effects of heat on the state of matter
(ii)  examples of daily observation which shows a change in state of matter.



A student is able to

·         state the change in state of matter in physical processes.
·         explain that change in state of matter involves absorption and release of heat.
·         give examples of daily observations which show a change in state of matter.


Physical processes includes melting, boiling, freezing, evaporation,
condensation and sublimation.

boiling - pendidihan condensation - kondensasi
evaporation - penyejatan freezing - pembekuan
melting - peleburan
process – proses
reference – rujukan
sublimation -              pemejalwapan



2.4
Applying the principles of expansion and contraction of matter



Discuss the use of  expansion and contraction of matter in the following:

a)    mercury in a thermometer
b)    the bimetallic strip in a fire alarm.
c)    gaps in railway tracks
d)    rollers in steel bridges.

Discuss the use of the principle of expansion and contraction of matter to solve simple problems.




A student is able to

·        explain with examples the use of expansion and contraction of matter in daily life.
·        apply principle of expansion and contraction of matter in solving simple problems.





bimetallic strip – jalur             dwilogam
expansion -             pengembangan
contraction - pengecutan
fire alarm – alat penggera             kebakaran
rollers – penggolek
steel bridges – jambatan                     logam

2.5
Understanding that dark, dull objects absorb and give out heat better

 

Carry out experiments to show that:


a)    dark, dull objects absorb heat better than white, shiny objects,
b)    dark, dull objects gives out heat better than white, shiny objects.


A student is able to

·         state that dark, dull objects absorb heat better than white, shiny objects,
·         state that dark, dull objects gives out heat better than white, shiny objects,
·         carry out experiments to investigate heat absorption and heat release.




absorb - menyerap
dull - pudar
dark - gelap


2.6
Appreciating the benefits of heat flow

 

Discuss and put into practice such as opening of windows in the classroom or laboratory to improve air circulation.


A student is able to:

·         put to practise the principle of heat flow to provide  comfortable living.



improve air circulation –  
            memperbaiki             pengudaraan
comfortable living –
            kehidupan yang             selesa










No comments:

Post a Comment

Search This Blog