CURRICULUM SPECIFICATIONS
FOR
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)
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, · 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, | 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
| 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, · 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 |
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