1. SEKOLAH MENENGAH KEBANGSAAN BUKIT GUNTONG
Subject : Science
Form : 1
WEEK LEARNING LEARNING LEARNING OUTCOME SUGGESTED LEARNING T&L SCIENTIFIC
AREA OBJECTIVE ACTIVITIES APPROACH/TSTS ATTITUDES & NOBLE
VALUES
Topic 1 : INTRODUCTION TO SCIENCE
1-2 Science is a Understanding A student is able to: 1) Describe examples of natural Science, Technology  Realising that
part of that science is phenomena that students see & Society science is a means
everyday life part of 1.1 List what he sees around him around them:  relating to understand
everyday life. that is related to science, i. growth of human from a baby to  comparing and nature
1.2 Explain the importance of an adult, contrasting  Having an interest
science in everyday life. ii. fall of a ball to the ground,  analysing and curiosity
1.3 Name some careers in science iii. melting of ice. visualising towords the
such as: 2) Discuss the uses and benefits of environment
i. science teachers, science in everyday life.
ii. doctors, 3) Attend talks on careers in science
3 The steps Understanding A student is able to: 1) Carry out a scientific Inquiry-discovery  Appreciating the
involved in a the steps in inveswtigation/experiment, e.g.  Relating contribution of
scienctific scientific 2. 1 State the steps in scientific ‘To find out what affect the  Analysing science and
investigation investigation investigation/experiment,. number of times the pendulum technology
2.2 Carry out a scientific swings back and forth  Being honest and
investigation. (oscillations) during a given accurate in
time.’ recording and
validating data
4 Physical Knowing A student is able to: 1) Discuss the physical quantities, Mastery Learning  Appreciating the
quantities and physical their units, the value of their  Attributing contribution of
their units quantities and 3.1 State physical quantities: prefixes and their symbols.  Analysing science and
their units length, mass, time, temperature i. Identify physical quantities  Relating technology
and electric current. (length, mass, time, temperature  Grouping and  Systematic
3.2 State SI units and their and electric current), their values classifying
corresponding symbols. and units found on product  Evaluating
3.3 State symbol and values of descriptions.
prefixes for the units eg: mili-, ii. Find words with the prefixes used
centi- and kilo-. in measurements such as kilo-,
centi-, and milli-
5 Measuring Understanding A student is able to: 1) Measure the length of straight Inquiry-discovery  Appreciating the
Tools the use of lines, curves and the diameter of Contextual Learning contribution of
measuring 4.1 Choose the right tool to objects using rulers, thread and  Analising science and
tools measure length. calipers.  Generating ideas technology
4.2 Estimate area of regular and 2) Estimate area of regular and
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2. irregular shapes using graph irregular shapes using graph  Being honest and
paper. paper. accurate in
4.3 Choose the right tool to 3) Measure volume of liquids using recording and
measure the volume of liquid. measuring cylinder, pipette and validating data
4.4 Determine the volume of solids burette.  Systematic
using water displacement 4) Determine the volume of regular
method. and irregular solids using the
4.5 Choose the right tool to water displacement method.
measure the temperature of a 5) Measure the body temperature
liquid and body temperature. and the temperature of water.
6-7 Measuring Understanding A student is able to: 1) Find the weight of different Inquiry-discovery  Appreciating the
Tools the concept of objects using a spring balance. Contextual Learning contribution of
mass 5.1 Determine the weight of an 2) Discuss weight as the pull of the  Analising science and
object, earth (gravitational force) on an  Generating ideas technology
5.2 Explain the concept of weight, object.  Being honest and
5.3 Explain the concept of mass, 3) Discuss mass as quantity of accurate in
5.4 Determine the mass of an matter. recording and
object, 4) Find the mass of different objects validating data
5.5 Explain the difference between using beam/lever balace or lever  Systematic
mass and weight, balance.
5.6 Apply the use of spring and 5) Discuss the difference between
beam/lever balance in the mass and weight.
context of an experiment..
8 Measuring Realising the A student s able to: 1) Discuss the various units of Mastery Learning  Appreciating the
Tools importance of measurements, e.g. nits for length  Making inference contribution of
standard units 6.1 Give example of problems that (feet, yard, chain, mile, meter,  Analysing science and
in sveryday may arise if standard units are not kilometer), units for  Relating technology
life used. weight(pound, ounce, kati, tahil,  Making conclusion  Having a critical
gram, kilogram) and analytical
2) Act out a scene to show the thinking.
problem caused by not using
standard units e.g. buying things
at the market.
Topic 2 : MAN AND THE VARIETY OF LIVING THINGS
9 Cell as a Unit Understanding A student is able to: 1) Gather information on living Mastery Learning  Realising that
of Life cells 7.1 Identify that cell is that the organism and identify the  Attributing science is a means
basic unit of living things. smallest living unit that makes up  Classifying to understand
LEARNING 7.2 Prepare slids following the the organism.  Comparing and nature
OUTCOME proper procedurs. 2) Prepare slides of cheek cells and contasting  Being thankful to
7.8 State the 7.3 Use a microscope properly, onion cells. God
similarities 7.4 Identify the general structures 3) Study the general structure of
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3. and of animal cell and a plant cell, cheek cells and onion cells under
differences 7.5 Draw the general structural of a microscope, using the correct
an animal cell and plant cell procedure.
10 Unicellular Understanding A student is able to: 1) Gather information about Mastery Learning  Realising that
and unicellular and unicellular organisms and  Attributing science is a means
multicellular multicellular 3.1 State the meaning of multicellular organisms.  Classifying to understand
organisms organisms unicellular organisms and 2) 2. Provide students with pictures  Comparing and nature
multicellular organism, cards, name cards, ‘unicellular’ contasting  Being thankful to
3.2 Give examples of unicellular and ‘multicellular’ cards. God
organisms and multicellular Students use reference materials  Being diligent and
organisms. and /or information to match the persevering
three cards for each organism.  Being fair and just
3) 3. Observe examples of
unicellular organisms and
multicellular organisms under a
microscope.
1Sst MID-TERM BREAK
12 Cell Understanding A student is able to: 1) Gather information and discuss Mastery Learning  Realising that
organisatian in that cells form the following:  Relating science is a means
the human tissues, organs 9.1 Name the different types of a) Types of human cells,  Attributing to understand
body and system in human cells, b) Functions of different types  Comparing and nature
the human 9.2 State the functions of different of human cells. contrasting  Being thankful to
body. types of human cells, 2) Use a graphic organizer  Classifying God
13 Human are Realising that A student is able to: 1) Discuss why human beings are Mastery Learning  Realising that
complex humans are complex organisms.  Relating science is a means
organism complex 11.1 Explain why human beings  Analyzing to understand
organisms are complex organisms. nature
 Being thankful to
God
Topic 3 :MATTER IN NATURE
14 Matter Understanding A student is able to: 1) Activity inquiry Inquiry-discovery  Realising that
matter 12.1State that things have mass and The basic characteristic of matter  Relating science is a means
occupy space,  Making conclusion to understand
12.2Explain what matter is, relate nature
things and matter  Being objective
15 The state of Understanding A student is able to: 1) Gather information and discuss Mastery Learning  Realising that
matter the state of 13.1State that matter is made up of what matter is made up of, the  Making analogies science is a means
matter particles. three states of matter, and to understand
13.2State the three states of matter, compare the three states of Inquiry-discovery nature
13.3State the arrangement of matter.  Visualising  Having a critical
particles in the three states of 2) The arrangement and movement  Predicting and analytical
matter, of particles in a solid, a liquid and
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4. gas. thinking.
17-18 Density Understanding A student is able to: 6) Activity inquiry Inquiry-discovery  Being honest and
density 3) Define density, Density of an object.  Visualising accurate in
4) Explain why some objects Density of a liquid.  Predicting recording and
and liquids float,  Attributing validating data.
5) Solve simple problems  Comparing and  Systematic
related to density. contrasting  Having a critical
 Problem solving and analytical
thinking.
Application of Knowing the A student is able to: 9) Floating and sinking of Contextual Learning  Realising that
properties of application of 7) Describe how man uses objects  relating science is a means
matter properties of the different states of 10) Relationship between  comparing and to understand
18 matter matter, density and flotation contrasting nature
8) Describe how man applies  generating ideas.  Being thankful to
the concept of density. God
TOPIC 4: THE VARIETY OF RESOURCES ON EARTH
The various Knowing the A student is able to: Gather information about the Mastery Learning  Having an interest
resources on different 1) List the resources on earth resources on earth, i.e. water, air, soil,  Comparing and and curiosity
earth resources on needed to sustain life, minerals. Fossil fuels and living contrasting toward the
earth 2) List the resources on earth used things  Relating environment
19-20 in everyday life.  Grouping and  Being thankful to
classifying God
 Appreciating the
balance of nature
21 PEPERIKSAAN PERTENGAHAN TAHUN/OTI1
22 - 23 CUTI PERTENGAHAN TAHUN / CUTI TERANCANG
24 Elements, Understanding A student is able to: 1.Gather information and discuss: Mastery Learning  Having a critical and
compounds elements, 1) State what elements, a) what elements, compounds and  Attributing analytical thinking
and mixtures compounds compounds and mixtures are, mixtures are,  Comparing and  Having an interest and
and mixtures 2) Give examples of elements, b) what metals and non-metals are, contrasting curiosity toward the
compounds and mixtures, c) examples of elements,  Grouping and environment
3) State the differences between compounds, mixtures, metals and classifying  Being responsible for
elements, compounds and non-metals.  Making the safety of oneself,
mixtures, 2.Compare and contrast the generalizations others and the
4) Carry out activities to compare properties of elements, compounds environment
the properties of different and mixtures. Inquiry-discovery  Realising that science
metal and non metal, 3.Carry out activaties to compare the  Comparing and is a means to
5) Classify element as metals and properties of metals in terms of contrasting understand nature
non-metals based on their appearance, hardness, conductivity of  Being fair and just
 Attributing
characteristics, heat and conductivity of electricity.
 Relating  Being confident and
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5. 6) Give examples of metals and 4.Carry out activities to separate the  Synthesising independent
non-metals. components of mixtures e.g.  Making inferences
7) Carry out activities to separate a) mixture of iron filings and sulpher  Generating ideas
the components of a mixture. powder,  Predicting
b) mixture of sand and salt.  analysing
25 The Appreciating A student is able to: 1) Discuss the importance of earth’s Mastery Learning  Having an interest and
importance of the importance 1) Explain the importance of resources (water, air, soil,  Relating curiosity toward the
the variety of of the variety variety of earth’s resources to minerals, fossil fuels and living  Evaluating environment
earth’s of earth’s man, things) to man.  Prioritizing  Realising that science
resources to resources to 2) State the meaning of the 2) Draw a concept map to show the is a means to
man man preservation and conservation relationship between these understand nature
of resources on earth, resources to the basic needs of  Being thankful to God
3) State the importance of the life.  Thinking rationally
preservation and conservation 3) Gather information on the
of resources on earth, preservation and conservation of
resources on earh.
Topic 5 :THE AIR AROUND US
26 The 5.1 Understa A student is able to: Gather information on: Mastery Learning  Having an interest and
composition of nding 1) State what air is made up of, a) The composition of air,  attributing curiosity toward the
air what air 2) Explain why air is a b) The percentage of nitrogen,  comparing and environment
is made mixture,state the average oxygen and carbon dioxide in air. contrasting  Realising that science
up of. percentage of nitrogen, oxygen Carry out activities to show:  relating is a means to
and carbon dioxide in air, a) The percentage of oxygen in air, understand nature
3) Carry out activities to show: b) that air contains water vapour, Inquiry-discovery  Being thankful to God
i.the percentage of oxygen in air, microorganisms and dust.  analyzing  Being fair and just
ii. that air contains water vapour,  attributing  Thinking rationally
microorganisms and dust.
 making  Being confident and
inferences independent
27 The properties Understanding A student is able to: Gather information on the properties Mastery Learning  Having an interest and
of oxygen and the properties 1) List the properties of oxygen of oxygen and carbon dioxide.  attributing curiosity toward the
carbon dioxide of oxygen and and carbon dioxide, Carry out activities to show the  comparing and environment
carbon dioxide 2) Identify oxygen and carbon properties of oxygen and carbon contrasting  Realising that science
dioxide based on its properties, dioxide in the following aspects:  relating is a means to
3) Choose a suitable test for a) Solubility in water understand nature
oxygen and carbon dioxide b) Reaction with sodium hydroxide Inquiry-discovery  Being responsible for
c) The effect on: glowing and  relating the safety of oneself,
burning wooden splinter, litmus  making others and the
paper, lime water, bicarbonate inferences environment
indicator.  Thinking rationally
 evaluating
 Being confident and
independent
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6.  Being objective
28 Oxygen is Understanding A student is able to: Gather information and discuss Mastery Learning  Having a critical and
needed for oxygen is 1) State that energy, carbon respiration.  attributing analytical thinking
respiration needed in dioxide and water vapour are Carry out an experiment to show that  relating  Realising that science
respiration the products of respiration, during respiration, living things is a means to
2) Relate that living things uses a) Use oxygen Inquiry-discovery understand nature
oxygen and give out carbon b) Give out carbon dioxide  relating  Thinking rationally
doxide during respiration, c) Inhaled and exhaled air  making inferences  Being confident and
3) Compare and contrast the  predicting independent
content of oxygen in inhaled  Being objective
 comparing and
and exhaled air in human,
contrasting
 contextual learning
29 Oxygen is Understanding A student is able to: Gather information and discuss Mastery Learning  Having a critical and
needed for that oxygen is 1) State what combustion is, combustion.  attributing analytical thinking
combustion needed for 2) State that oxygen is needed for 1) Carry out an experiment to:  relating  Realising that science
combustion combustion, a) Show that oxygen is needed for is a means to
(burning) 3) List the products of combustion, Inquiry-discovery understand nature
combustion, b) Invertigate the effect of the size  attributing  Thinking rationally
4) Carry out experiments to of a container on the length of  analyzing  Being confident and
investigate combustion time a candle burns,  predicting independent
2) Carry out activity to test for the  Being fair and just
 making inferences
products of combustion of
charcoal such as carbon dioxide
 evaluating  Being responsible for
and water.
 synthesizing the safety of oneself,
 analysing others and the
environment
30 The effects of Analyzing the A student is able to: Gather information and discuss: Inquiry-discovery  Realising that science
air pollution effects of air 1) Explain what air pollution is, 1) What air pollution is, is a means to
pollution 2) List examples of air pollutants, 2) Examples of air pollutants. understand nature
3) List the sources of air 3) The sources of air pollutants,  Thinking rationally
pollutants 4) The effects of air pollution on  Being cooperative
4) Describe the effects of air man and the environment,  Being confident and
pollutants 5) The steps needed to control air independent
pollution.
31 The A student is able to: Gather information and discuss: Mastery Learning  Having an interest and
importance of Realising the 1) Describe how life would be 1) how life would be without clean  relating curiosity toward the
keeping the air importance of without clean air, air,  evaluating environment
clean keeping the air 2) Suggest ways to keep the air 2) ways to keep the air clean,  comporing and  Appreciating and
clean clean, 3) habits that keep the air clean. contrasting practicing clean and
3) Practise habits that keep the air Carry out activity to show the  predicting healthy living
clean. pollutants in cigarette smoke. Inquiry-discovery  Realising that science
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7.  relating is a means to
 predicting understand nature
 general ideas  Thinking rationally
Topic 3 : SOURCES OF ENERGY
32 The various Understanding A student is able to: Gather information about the various Mastery Learning  Having an interest and
forms and various forms 1) List various forms of energy, forms and sources of energy and  attributing curiosity toward the
sources of and sources of 2) List various sources of energy, energy changes.  relating environment
energy energy 3) Identify energy changes, Discuss the sun as the primary  grouping and  Being thankful to
4) Identify the sun as the primary sources of energy. classifying Allah
souce of energy, Carry out activity to see the energy  Realising that science
5) Carry out an activity to change: Inquiry-discovery is a means to
investigate energy change from 1) From potential to kinetic energy  relating understand nature
potential to kinetic energy and for example a ball rolling down  analysing  Thinking rationally
vice versa. an inclined slope,  Being confident and
 making inferences
2) From kenitic to potential energy independent
33 Renewable Understanding A student is able to: Gather information and discuss the Contextual learning  Realising that science
and non- renewable and 1) Define renewable and non- meaning of renewable and non- is a means to
renewable non-renewable renewable sources sources of renewable energy souces. Mastery Learning understand nature
energy sources energy sources energy, Carry out a project on: Inquiry-discovery  Being thankful to
2) Group the various sources of 1) Renewable and non-renewable  Relating Allah
energy into renewable and non- energy sources,  Grouping and  Thinking rationally
renewable 2) The uses of solar energy, classifying  Being cooperative
3) Explain why we need to 3) The ways to increase efficient  Comparing and  Being confident and
conserve energy use of energy. contrasting independent
4) Suggest ways to use energy  making
efficiently. conclusions
34 CUTI PERTENGAHAN PENGGAL / CUTI TERANCANG
35 The Realizing the A student is able to: Discuss the importance of conserving Mastery Learning  Having an interest and
importance of importance of 1) Describe the importance of energy sources.  Relating curiosity toward the
conserving conserving conserving energy sources,  Grouping and environment
energy sources energy sources 2) Explain the use and Discuss the use and management of classifying  Being thankful to
management of energy sources. energy sources.  Comparing and Allah
contrasting
 evaluating
36 Heat Understanding A student is able to: Carry out activities to show:  Realising that science
heat as a form 1) State that the sun gives out 1) The sun gives out heat, is a means to
of energy heat, 2) Ways to produce heat, understand nature
2) State other sources of heat, 3) Heat and temperature are not the  Being thankful to
3) State that heat is a form of same, Allah
energy,
4) Give examples of the uses of
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8. heat,
5) State the meaning of
temperature,
6) State the difference between
haet and temperature.
37 Heat Understanding A student is able to: Carry out activities to show that heat  Having an interest and
heat flow and 1) State that heat causes solids, cause solids, liquid and gases to curiosity toward the
its effect liquid and gases to expand and expand and contract.(ball and ring, environment
contract, mercury in thermometer and air in  Realising that science
2) State that heat flows in three round-bottomed flask) is a means to
different ways (conduction, understand nature
convention and radiation), Carry out activities to show how heat  Being thankful to
3) State that heat flows from from flows by conduction, convention and Allah
hot to cold, radiation,
4) Give examples of heat flow in
natural phenomena,
38 The effect of Analyzing the A student is able to: Carry out activities to show the Mastery Learning  Having an interest and
heat on matter effect of heat 1) State the change in state of change in state of matter in physical  Relating curiosity toward the
on matter matter in physical processes, processes.  Comparing and environment
2) Explain that change in state of contrasting  Realising that science
matter involves absorbtion and Discuss:  Making inferences is a means to
release of heat, 1) The effects of heat on the state of  Analyzing understand nature
3) Give examples of daily matter  Being thankful to
observations which show a 2) Examples of daily observation Inquiry-discovery Allah
change in state of matter. which shows a change in state of  Analyzing  Thinking rationally
matter.  Being confident and
 Attributing
independent
39 Heat Applying the A student is able to: Discuss the uses of expansion and Mastery Learning  Having an interest and
principles of 1) Explain with examples the uses contraction of matter in the  Relating curiosity toward the
expansion and of expansion and contraction of following:  Analyzing environment
contraction of matter in daily life. 1) Mercury in a thermometer,  Comparing and  Realising that science
matter 2) Apply principle of expansion 2) The bimetallic strip in a fire contrasting is a means to
and contraction of matter in alarm,  evaluating understand nature
solving simple problems. 3) Gaps in railwy track,  Being thankful to
4) Rollers in steel bridges. Allah
 Thinking rationally
Discuss the uses of the principle of
expansion and contraction of matter
to solve simple problems.
40 Absorption Understanding A student is able to: Carry out experiments to show that: Inquiry-discovery  Realising that science
and radiation hat dark, dull 1) State that dark, dull objects 1) dark, dull objects absorp heat  relating is a means to
of heat objects absorp absorp heat better rthan white, better rthan white, shiny objects,  Analyzing understand nature
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9. and give out shiny objects, 2) dark, dull objects give out heat  Making inferences  Thinking rationally
heat better 2) State that dark, dull objects better than white, shiny objects,  Being confident and
give out heat better than white, Inquiry-discovery independent
shiny objects,  relating
Carry out experiment to investigate  attributing
heat absorption and heat release.  Analysing
41 The benefit of Appreciating A student is able to: Discuss and put into practice Mastery Learning  Realising that science
heat flow the benefit of Put into practice the principle of activities such as opening of windows  Relating is a means to
heat flow heat low to provide comfortable in the classroom or laboratory to  Making inferences understand nature
living. improve air circulation.  Analyzing  Being thankful to
Allah
 Thinking rationally
42 - 43 PEPERIKSAAN AKHIR TAHUN
44 - 46 AKTIVITI SELEPAS PEPERIKSAAN AKHIR TAHUN
39-41 KEM / LATIH TUBI INTENSIF
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