Science F2 2012

8/3/2019 Science F2 2012

1/19

YEARLY LESSON PLAN OF SCIENCE FORM 2 2012

THEME 1: MANAGEMENT AND CONTINUITY OF LIFE

Learning Area: 1.0 The World Through Our Senses.

WEEKLEARNING

OBJECTIVES

SUGGESTERED LEARNING

ACTIVITIESLEARNING OUTCOMES

SCIENCE SKILLS SCIENTIFIC ATTITUDES

AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

1.1Understanding

the sensoryorgans and their

functions.

Carry out activities to makeconnection between the five

senses, the sensory organs and thestimuli.

Discuss what happens in our bodyafter a stimulus is detected.

The students are able to;

ObservingCommunicating

RelatingMaking

conclusionsMaking inferences

Attributing

Being thankful to GodBeing responsible about the

safety of one self, othersand the environment

Being cooperative

2

Identify and relate a sensory

organ to its stimulus,State the pathway fromstimulus to response:

Stimulus Sensory organs Nerves Brain Nerves

Response

1.2Understanding

the sense oftouch.

Carry out activities to study thefollowing:



Interpreting data

AnalysingAttributing

Generating ideasEvaluating

Makingconclusions

Being thankful to GodThinking rationally

Being honest and accuratein recording and validating

dataBeing responsible about thesafety of one self, others

and the environment

Being cooperative

3

Identify the structure of the

human skin involved in stimulidetection,State the function of different

receptors pressure, heat, pain,Draw conclusion on the

sensitivity of the skin at

different parts of the bodytowards stimuli.

Structure of the human skininvolved in stimuli detection,Sensitivity of the skin at

different parts of the bodytowards stimuli.

Discuss the sensitivity of the skinin connection to the following

situations:

Receiving an injection,Using Braille.

1.3Understanding

the sense of

smell.

Discuss the structure of the noseand the position of the sensorycells using models, charts,

computer software and otherteaching aids.

The students are able to; Observing

AnalysingAttributingRelating

Makingconclusions

Being thankful to GodThinking rationally

2

Identify the structure of thenose,

Identify the position of thesensory cells in the detection ofsmell.

1.4Understanding

the sense of

taste.

Carry out activities to detect thedifferent areas of the tongue thatrespond to different tastes.

Carry out activities to find howtaste is related to smell.


ObservingCommunicatingDefining

operationally

Interpreting dataPredicting

Generating ideasAnalysingRelating

Making inferences

PredictingMaking

conclusions

Being honest and accuratein recording and validatingdata

Being responsible about the

safety of one self, othersand the environment

Being cooperativeBeing systematic

3

Identify the different areas ofthe tongue that respond to

different taste,

Relate the sense of taste withthe sense of smell.

1.5Understanding

the sense of

hearing.

Observe and identify the structureof the human ear.

Discuss the function of each partof the ear.

Discuss the hearing mechanism.


ObservingCommunicatingInterpreting data

AttributingSequencingMaking

conclusions

Being diligent andperseveringBeing thankful to God

Daring to try

2

Identify the structure of thehuman ear,

Explain the function of thedifferent parts of the ear,Describe how we hear.

1.6Understanding

the sense ofsight.

Examine the cows eye or modelof a human eye.



Making inferences

Makingconclusions

Being systematicBeing confident and

independent

2

Identify the structure of the

human eye,

8/3/2019 Science F2 2012

2/19

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

Collect information on structureand function of each part of the

eye.

Discuss how we see.

Explain the functions ofdifferent parts of the eye,

Describe how we see.

1.7Understanding

light and sight.

Carry out activities to study: The students are able to;


Interpreting data

Making inferencesMaking

hypothesesAttributingPredicting

Generating ideasAnalysing

Makingconclusions

Being systematicDaring to try

Being fair and justBeing honest and accuratein recording and validating

dataBeing cooperative

Having critical andanalytical thinkingAppreciating the

contribution of science andtechnology

Thankful to God

5

Reflection of light,Refraction of light between

two mediums of differentdensity.

Describe the properties of lighti.e. reflection and refraction,

State the various defects ofvision,

Explain ways to correct visiondefects,State and give examples of the

limitations of sight,Connect stereoscopic and

monocular visions with thesurvival of animals,Identify the appropriate device

to overcome the limitations ofsight.

Collect information about thetypes of defects of vision and the

contribution/use of technology torectify them.

Carry out activities to show whatshort sightedness and long

sightedness are and how tocorrect them.

Discuss what astigmatism is andthe way to correct it.

Carry out activities to investigatethe following:

Optical illusion,Blind-spot.

Discuss the connection betweenstereoscopic vision andmonocular vision with the

survival of animals.

Gather information about the

device to overcome the limitationof sight.

1.8Understanding

sound and

hearing.

Carry out activities to investigate: The students are able to;

ObservingCommunicatingMaking inferences

Interpreting dataPredicting

Experimenting

Making inferencesRelatingAttributing

Comparing andcontrasting

EvaluatingMakingconclusions

Being diligent andperseveringBeing systematic

Being objectiveBeing cooperative

Being fair and just

3

The production of sound,The need of medium for

sound to travel,The reflection and absorptionof sound.

Describe the properties ofsound,

Explain the reflection andabsorption of sound,Explain the defects of hearing,

Explain ways of rectifying thedefects in hearing,

State the limitations of hearing,State the device used toovercome the limitations of

hearing,Explain stereophonic hearing.

Collect information about

The defects of hearing,

Ways to rectify the defects ofhearing.

Discuss the limitations of hearing

and ways of improving it.

2

8/3/2019 Science F2 2012

3/19

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

Carry out activities to investigate

the need for stereophonic hearingin determining the direction ofsound.

1.9Understandingthe stimuli and

responses inplants.

Carry out experiments toinvestigate and identify: The students are able to;

MakinghypothesesControlling

variablesObservingCommunicating

Experimenting

ObservingAnalysingEvaluating

AttributingMakinghypotheses

RelatingMaking

conclusions

Having an interest andcuriosity towards theenvironment

Realising that science is ameans to understand natureAppreciating the balance of

natureBeing systematic

2

State the stimuli that causeresponse in plants,

Identify the parts of plantssensitive to specific stimulus,Relate the response in plants to

their survival.

Stimuli detected by plants,

The parts of the plantssensitive to specific stimulus.

Discuss in what ways theresponse of plants towards stimuliare important for their survival.

THEME 1: MANAGEMENT AND CONTINUITY OF LIFE

Learning Area: 2.0 Nutrition

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

2.1Analysing the

classes of food.

Discuss the classes of foodi.e. carbohydrate, protein, fats,

vitamins, minerals, fibre andwater and state their functions.

Carry out activities to test forstarch (iodine solution), glucose(Benedict solution), protein

(Millons reagent) and fats(alcohol-emulsion test).



Interpreting data

AttributingClassifying

Comparing andcontrastingAnalysing

RelatingPredictingMaking decision

Makinggeneralisation

Appreciating and practisingclean healthy living

Appreciating the balance ofnatureBeing objective

2

Explain through examples theclasses of food,

State the function of each classof food,

Test for starch, glucose, proteinand fats.

2.2

Evaluating theimportance of abalanced diet.

Discuss: The students are able to;

Observing

CommunicatingMaking inferencesInterpreting dataClassifying

Attributing

Making inferencesMakingconclusionsAnalysing

Being diligent and

perseveringBeing responsible about thesafety of oneself, others andthe environment

Having critical andanalytical thinking

Being flexible and open-minded

3

What a balanced diet is,The factors that determine a

persons balanced diet:age, size, sex, job, climate,

state of health.

State what a balanced diet is,State the factors that must be

considered when planning abalanced diet,

Explain how the factors affect abalanced diet,State the quantity of energy in

each gram of carbohydrate,protein and fats,

Collect food wrappers that show

calorific value of food and makea list to show the calorific valuefor each type of food.

Discuss to estimate the calories

of food taken in a meal.

Plan a balanced diet for a day.

(breakfast, lunch and dinner)

3

8/3/2019 Science F2 2012

4/19

4

8/3/2019 Science F2 2012

5/19

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

2.3Understanding

the digestivesystem in man.

Discuss that digestion is thebreakdown of large food

molecules into smaller solublemolecules that can be readily

absorbed by the body.

Identify parts of the digestive

system and the flow of foodparticles in the alimentary canal

using model/chart/CD ROM.

Discuss the functions of the

various organs in the digestivesystem and the enzymes found.

Carry out activities to show theaction of the enzyme in the saliva

on starch.



Definingoperationally

Interpreting dataMakinghypotheses

Controllingvariables

ExperimentingMaking inferences

RelatingAttributing

Makingconclusions

MakinghypothesesMaking inferences

Being diligent andpersevering

Being responsible about thesafety of oneself, others and

the environmentHaving critical andanalytical thinking


5

Explain what digestion is,

Identify the parts of thedigestive system,Describe the flow of food

particles in the alimentarycanal,

State the functions of theorgansin the digestive system,

Describe the process ofdigestion

in the alimentary canal,List the end products ofdigestion of carbohydrate,

protein and fats.

2.4

Understandingthe process ofabsorption of

digested food.

Discuss the process of absorption

of the products of digestion in thesmall intestine.

Carry out an experiment to showthe absorption of glucose through

a Visking tube.


Making

hypothesesExperimentingControlling

variablesCommunicating

Interpreting data

Making

hypothesesRelatingMaking inferences

Making analogiesMaking

conclusions

Being diligent and

perseveringBeing responsible about thesafety of oneself, others and

the environmentHaving critical and

analytical thinkingBeing flexible and open-minded

Daring to try

2

Explain the process ofabsorption of the products ofdigestion,

Make inference about theabsorption of glucose through aVisking tube.

2.5Understanding

the reabsorptionof water and

defecation.

Discuss the reabsorption of waterby the large intestine and the

process of defecation.

Discuss the importance of goodeating habits to avoidconstipation.


Makinghypotheses

CommunicatingInterpreting data

RelatingAnalysing

PrioritisingEvaluating

Making decision

Realising that science is ameans to understand nature

Appreciating and practisingclean and healthy living

Having critical andanalytical thinkingBeing flexible and open-

minded

3

State how water is reabsorbed

in the large intestine,Explain defecation,Relate the problem of

defecation with eating habits.

2.6Put into practice

the habits ofhealthy eating.

Plan and carry out a healthyeating habit.

Discuss the following topics :


Makinghypotheses



AnalysingMaking decision

PrioritisingGenerating ideasVisualising

Conceptualising


Appreciating and practisingclean and healthy living

Having critical andanalytical thinkingBeing flexible and open-

mindedBeing kind-heated andcaring

Thinking rationally

5

Justify the importance of eating

nutritious food,Put in practice good eatinghabits,

Justify the generous distributionof food to the underprivileged /

needy,Relate the dining culture ofdifferent people conforming to

sensitivities and religiousbeliefs.

Practicing good eating habits

i.e. eating nutritious food andeating in moderation,

The generous distribution offood to the underprivileged /needy,

Cultural practices in diningconforming to sensitivities

and religious beliefs.

5

8/3/2019 Science F2 2012

6/19

THEME 3: MAN AND THE VARIETY OF LIVING THINGS

Learning Area: 3.0 Biodiversity

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

3.1Understanding

variety of livingorganisms and

theirclassification.

Discuss the diversity in thegeneral characteristics of living

organisms.

Collect and classify variousplants and animals into a systembased on common characteristics.


ObservingClassifying

CommunicatingDefining

operationally

Grouping andclassifying

EvaluatingRelating

Makingconclusions

Having an interest andcuriosity towards the

environmentAppreciating the balance of

natureHaving critical andanalytical thinking


Being systematicThinking rationally

5

Explain the diversity of living

organisms in a habitat,Classify various animals basedon common characteristics,

Classify various plants basedon common characteristics,

Explain the importance ofbiodiversity to the environment.

Animal: Invertebrate,vertebrate, mammal, fish,

bird, amphibian, reptile.

Plant: Flowering plant,nonflowering plant,

monocotyledon,dicotyledonous.Build a concept map on

living organisms based on theclassification above.

Discuss the importance ofmaintaining the biological

diversity as one of the countrysnatural heritage.

THEME 3: MAN AND THE VARIETY OF LIVING THINGS

Learning Area: 4.0 Interdependence among Living Organisms and the Environment

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

4.1Analysing theinterdependence

among living

organisms.

Carry out a field work to studyspecies, habitat, population,community in an ecosystem.

Carry out a discussion oninterdependence among living

organisms and the environmentto create a balanced ecosystem.



AttributingAnalysingMakingconclusions

Having an interest andcuriosity towards theenvironmentRealising that science is a

means to understand natureAppreciating the balance of

natureBeing systematicBeing responsible about the

safety of oneself, others andthe environmentHaving critical and

analytical thinkingThinking rationally

3

State what species, population

and community are,State what habitat and

ecosystem are,Identify various habitats in oneecosystem,

Explain through examples theinterdependence among living

organisms and the environmentto create a balanced ecosystem.

6

8/3/2019 Science F2 2012

7/19

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

4.2Evaluating the

interactionbetween living

organisms.

Collect and interpret data on thetypes of interactions between

living organisms as follows:



Interpreting data

AttributingAnalysing

Makingconclusions


environmentRealising that science is a

means to understand natureAppreciating the balance ofnature

Being systematicBeing responsible about the

safety of oneself, others andthe environmentHaving critical and


2

List the types of interactions

between living organisms,Explain with examples theinteractions between living

organisms,Justify the importance of

interaction between livingorganisms and the environment,Explain through examples the

advantages and disadvantagesof biological control in

regulating the number of pest incertain areas.

Prey-predator,Symbiosis: commensalisms,

mutualism and parasitisme.g. remora and shark,algae and fungi, tape worm

and man,Competition.

Conduct an activity to show theimportance of the interaction

between organisms and theenvironment.

Discuss the advantages ofbiological control in regulating

the numbers of pests in certainareas.

4.3

Synthesisingfood web.

Collect and interpret data on the

producer, consumer, decomposerand pyramid number.

Construct a food web from a fewfood chains and identify the

producer, consumer anddecomposer.

Discuss the energy flow in thefood web constructed.

Conduct a game to show theeffects of an increase or decrease

in the number of organisms in apyramid number. Discuss theconsequences if a component of

living organisms in an ecosystemis missing.


Observing


Attributing

AnalysingMakingconclusions

Having an interest and

curiosity towards theenvironmentRealising that science is a


natureBeing systematicBeing responsible about the

safety of oneself, others andthe environment

Having critical andanalytical thinkingThinking rationally

5

Explain what producers,

consumers and decomposersare,

Combine a few food chains toconstruct a food web,Identify the producer, consumer

and decomposer in a food web,Construct a pyramid number

from a food chain,Relate the food web and the

pyramid number to energy flow,

Predict the consequences if acertain component of living

organisms in the ecosystem aremissing.

4.4

Analysingphotosynthesis.

Carry out discussion on what

photosynthesis is.

Carry out experiments todetermine the factors needed for

photosynthesis i.e. carbon

dioxide, water, light andchlorophyll.

Discuss the importance ofphotosynthesis in maintaining a

balanced ecosystem.


Observing

Making inferencesInterpreting data

Communicating

Relating

PredictingProblem solving

Having interest and

curiosity towards theenvironment

Realising that science is ameans to understand natureBeing diligent and

perseveringHaving critical and

analytical thinkingAppreciating thecontribution of science and

technology

5

State what photosynthesis is,State the factors required for

photosynthesis,

State the products ofphotosynthesis,

Control the variables that arerequired for photosynthesis,Explain the role of

photosynthesis in maintaining abalanced ecosystem.

7

8/3/2019 Science F2 2012

8/19

Being systematic

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

Discuss the carbon and oxygencycles.

Daring to tryThinking rationally

4.5Evaluating theimportance of

conservation andpreservation of

livingorganisms.

Collect and interpret data on theconservation and preservation ofliving organisms.

Carry out a field work in a

natural forest reserve (wetlands,highland forest or tropical rainforest) or an animal sanctuary to

study the conservation andpreservation of living organisms.

Carry out a discussion on howthe improvement in science and

technology helps in theconservation and preservation of

living organisms.

Run a campaign to stress on the

importance of conservation andpreservation / Carry out a roleplay involving the parties

concerned in solving problemsrelated to the conservation and

preservation of living organisms.


ObservingMakinghypotheses

Interpreting dataCommunicating

Comparing andcontrastingExperimenting


Makingconclusions

Comparing andcontrastingAttributing

AnalysingRelating

Making inferencesGenerating ideasMaking

conclusions

Having interest andcuriosity towards theenvironment


Being responsible about thesafety of oneself, others andenvironment


Being systematicBeing confident andindependent

Thinking rationally

5

Explain what conservation andpreservation are,

Explain the steps taken topreserve and conserve livingorganisms,

Justify the importance ofconservation and preservation

of living organisms,Support activities organised by

various parties to preserve andconserve the living organisms.

4.6

Evaluating therole of man in

maintaining thebalance in

nature.

Carry out a brainstorming session

to discuss the environmentalissues affecting the balance innature and how to solve it.

Carry out a discussion to justifythat man needs stable and

productive ecosystem to ascertaina harmonious life.


Controlling

variablesExperimentingCommunicatingMaking inferences

Interpreting data

Making

hypothesesMaking inferencesSequencingRelating

Makingconclusions

Being diligent and

perseveringBeing responsible about thesafety of oneself, others andenvironment



Thinking rationally

3

Explain the effects of humanactivities on the balance in

nature,Describe how man solves

problems related toenvironment,Justify that human need a table,

productive and balancedecosystem.

THEME 4: MATTER IN NATURE

Learning Area: 5.0 Water and Solution

8

8/3/2019 Science F2 2012

9/19

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

5.1Analysing the

physical

characteristics ofwater.

Carry out activities to determinethe following:


ObservingMeasuring andusing number

Communicating

RelatingAttributingMaking inferences

Makingconclusions

Having an interest andcuriosity towards theenvironment


5

State the meaning of thefreezing point of water,

State the meaning of the boiling

The freezing point of water,

The boiling point of water.

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

Carry out an activity to observethe effects of impurities on the

physical characteristics of water.

point of water,Describe the physicalcharacteristics of water,

Explain through examples theeffects of impurities on the

physical characteristics ofwater.

Making inferencesDefiningoperationally

Interpreting data

Daring to tryBeing confident andindependent

Thinking rationally

5.2

Analysing thecomposition of

water.

Carry out electrolysis to

determine the ratio of hydrogento oxygen in a molecule of water.


Observing

Measuring andusing numberCommunicating

Making inferencesDefining

operationallyInterpreting data

Relating

AttributingMaking inferencesMaking

conclusions


curiosity towards theenvironmentBeing honest and accurate

in recording and validatingdata

Daring to tryBeing confident andindependent

Thinking rationally

2

Determine the composition of

water,Test the presence of hydrogen

and oxygen.

5.3Analysing the

process ofevaporation of

water.

Carry out experiments to studythe factors affecting the rate of

evaporation of wateri.e. humidity, the temperature ofthe surrounding, surface area and

the movement of air.

Discuss the factors affecting therate of evaporation in relation to

the Kinetic Theory.

Discuss the similarities and

differences between evaporationand boiling.

Gather information onevaporation process and its

application in daily life.i.e. drying of clothes,

preservation of agricultural

products and processing of food.



ExperimentingCommunicatingMaking inferences

Interpreting data

Makinghypotheses

Making inferencesSequencingRelating

Makingconclusions




Being systematicBeing confident and

independentThinking rationally

5

Explain what evaporation is,

Explain through examples thefactors that affect the rate ofevaporation of water with

reference to the Kinetic Theory,Compare and contrast betweenevaporation and boiling,

Describe the application of the

evaporation of water in dailylife.

5.4 Discuss the diffe rences be tween The students are able to; Observing Compar ing and Having interest and 5

9

8/3/2019 Science F2 2012

10/19

Analysingsolution and

solubility.

solute, solvent and solution.

Carry out activities to prepare adilute solution, a concentrated

solution and a saturated solution.

Discuss the similarities and

differences between dilutesolution, concentrated solution

and saturated solution.

Makinghypotheses


Comparing andcontrastingExperimenting


Makingconclusions

contrastingAttributing

AnalysingRelating

Making inferencesGenerating ideasMaking

conclusions






Thinking rationally

Explain what solute, solventand solution are,

Contrast and comparebetween dilute solution,

concentrated and saturatedsolution,Explain what suspension is,

Explain what solubility is,Explain the factors affecting

the solubility of solutes inwater,

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

Carry out activities to illustratethe differences between a

solution and a suspension.

Carry out experiments to

determine the factors affectingthe solubility of a solute.

Explain the importance ofwater as a universal solvent in

life,Give examples on the uses oforganic solvents in our

everyday life.

Nature of solvent,

Nature of solute,Temperature.

Carry out experiments todetermine the factors affecting

the rate of 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 indaily life.

5.5

Analysing acidand alkali.

Carry out activities to study: The students are able to;

Observing


Making inferencesMeasuring andusing number

Experimenting

Generating ideas


RelatingAnalysingMaking

generationsGrouping andclassifying

AttributingEvaluation

Makingconclusions

Having interest and


Being diligent andperseveringBeing responsible about the

safety of oneself, others andenvironmentRealising that science is a

means to understand natureBeing systematic

Being confident andindependentAppreciating the

5

The properties of acid interms of pH value, taste,corrosive nature, effect on

litmus paper, reaction withmetals such as magnesium

and zinc,The characteristics of alkaliin terms of pH value, taste,

corrosive nature, effect onlitmus paper,

Carry out a discussion todefine acid and alkalioperationally.

Identify the properties of acid,identify the properties of alkali,State that acid and alkali only

show their properties in thepresence of water,

Explain through examples thedefinition of acid and alkali,Identify the substances which

are acidic or alkaline ineveryday life,

State the uses of acid andalkali in daily life,Explain the meaning of

10

8/3/2019 Science F2 2012

11/19

neutralisation,Write an equation in words to

describe the neutralisationprocess,

Explain through examples theuses of neutralisation in dailylife.


Thinking rationally

Carry out activities to determine

the acidic and alkaline substancesin daily life.

Gather information on the usageof acid and alkali in everyday life

such as in agriculture andindustry.

Discuss on the meaning ofneutralisation.

Carry out an activity to show

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

neutralisation using the

hydrochloric acid and sodiumhydroxide of the sameconcentration.

Discuss the application of

neutralisation in daily lifee.g. using shampoo andconditioner and, insect bite.

5.6Analysing the

methods of

waterpurification.

Make a visit to a waterpurification site.

Brainstorming on the following:



RelatingAnalysingComparing and

contrastingPredicting


Realising that science is ameans to understand natureHaving critical and

analytical thinkingAppreciating the

contribution of science andtechnologyBeing systematic

Being confident andindependent

Thinking rationally

5

List the natural sources ofwater,

State the reasons for waterpurification,Describe the various types of

water purification,Compare the strengths and

weaknesses of the various typesof water purification.

Natural resources of water,

The reasons for waterpurification.

Discuss the various types ofwater purification such asfiltration, boiling, chlorination

and distillation.

Carry out activities to study thevarious types of water

purification such as filtration,

boiling and distillation.

Pupils present their findings todiscuss the strengths andweaknesses of the various types

of water purification.

5.7 Make a visit to a water The students are able to; Observing Interpreting data Having interest and 2

11

8/3/2019 Science F2 2012

12/19

Analysing thewater supply

system.

processing plant to study thewater supply system and stages

involved in water purification.

Discuss the ways to save water.

Do a project on how much water

the average household uses.

CommunicatingMaking inferences

Interpreting data

Making inferencesMaking

conclusionsRelating

Generating ideasAnalysing



Having critical andanalytical thinkingAppreciating the


Describe how the water supplysystem works,

Explain ways to save water.

5.8Understandingthe preservation

of water quali ty .

Collect and interpret data ontypes of water pollutantswhich include:

Industrial waste such aschemical and radioactiveresidues,

The students are able to;Give examples of water

pollutants,

Explain the effect of waterpollution on living things,


Interpreting data

AnalysingInterpreting dataPredicting

MakingconclusionsRelating



3

12

8/3/2019 Science F2 2012

13/19

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

Domestic waste such asgarbage and sewage,

Chemicals from theagricultural activities such as

fertilisers and pesticides,Siltation caused by

constructions anddeforestation,Accidental spillage from

tankers.

Explain ways to control waterpollution,

Explain ways to preserve waterand its quality.


Appreciating thecontribution of science and

technologyBeing systematic

Thinking rationally

Conduct discussion on the effect

of water pollution on livingthings.

Generate ideas on ways to controlwater pollution.

Discuss ways to conserve andpreserve water and its quality.

Run a campaign on Love OurRivers.

THEME 4: MATTER IN NATURE

Learning Area: 6.0 Air Pressure

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

6.1Understandingair pressure.

Carry out an activity to discussthe kinetic theory of gases.

Carry out an activity to show that

air exerts pressure.

Carry out activities to show thefactors affecting air pressure,

i.e. volume and temperature.


ObservingInterpreting dataCommunicating

Experimenting

Making inferencesMakingconclusions

VisualisingAnalysingAttributing

Relating

PredictingMakingconclusions


Realising that science is a

means to understand natureBeing diligent andperseveringHaving critical and


technologyDaring to try

Thinking rationally

2

Explain the existence of airpressure with reference to the

Kinetic Theory,

Explain the factors affecting airpressure.

13

8/3/2019 Science F2 2012

14/19

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

6.2Applying the

principle of airpressure in daily

life.

Collect and interpret data onappliances that use the principle

of air pressure.

Gather information and discussthe application of air pressure in

syringe, siphon, spraying pumpand drinking straw.

Discuss ways of using theprinciple of air pressure to solvedaily problems such as blockage

in sinks and pouring condensedmilk from a can.

Gather information on how a gastank containing gas under high

pressure works.

Discuss the safety precautions

taken when using gas under high

pressure.


ObservingMaking inferences


RelatingPredicting

Problem solving

Having interest andcuriosity towards the


means to understand natureBeing diligent and

perseveringHaving critical andanalytical thinking

Appreciating thecontribution of science andtechnology

Being systematicDaring to try

Thinking rationally

3

Explain with examples things

that use the principle of airpressure,Generate ideas to solve

problems using the principle ofair pressure,

Relate the safety measurestaken when using gas underhigh pressure.

THEME 5: FORCE AND MOTION

Learning Area: 7.0 Dynamics

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

7.1Understanding

force.

Carry out activities to showpushing and pulling are forces.

Carry out activities to show the

effects of force (changes inshape, position, speed and

direction).

Carry out activities to showdifferent types of forces(frictional, gravitational,

electrostatic and magnetic force).


ObservationCommunicatingMaking inferences

Interpreting data


Measuring andusing numbers

AttributingGenerating ideasVisualising

Analysing

RelatingMaking

conclusions


Realising that science is a

means to understand natureBeing diligent and

perseveringHaving critical and


technologyBeing systematic

Daring to tryThinking rationally

3

State that a force is a push or apull,

Explain the effects of forces,

Explain the various types offorces.

7.2

Understandingthe measurement

of force.

Discuss the unit of force and the

principle of a spring balance.

Carry out activity to measure the


Observation


Making inferences

Makingconclusions

Having interest and

curiosity towards theenvironmentBeing honest and accurate

2

State the unit of force,

Explain how a spring balanceworks,

14

8/3/2019 Science F2 2012

15/19

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

principle of a spring balance.

Carry out activity to measure themagnitude of force.

Measure the magnitude offorce.

in recording and validatingdata



Appreciating the balance ofnatureBeing systematic

Thinking rationally

7.3Application of

frictional force.

Discuss with examples to showthe existence of frictional force.

Carry out activities to identify thedirection of frictional force and

measure the magnitude of theforce.

Carry out an experiment to showhow different types of surfaces

affect the magnitude of frictional

force.

Gather information and discussthe advantages and disadvantages

of friction.

Carry out activities on ways to


Makinghypotheses

ControllingvariablesInterpreting data

ExperimentingCommunicating

Makinghypotheses

SequencingRelatingGenerating ideas

AttributingAnalysing

Makingconclusions


environmentBeing honest and accuratein recording and validating

dataBeing diligent and

perseveringRealising that science is ameans to understand nature

Appreciating the




Thinking rationally

5

Explain with example theexistence of frictional force,

State the direction and themagnitude of frictional force,

Carry out an experiment toshow how different types ofsurfaces affect frictional force,

Explain the advantages anddisadvantages of friction,

Explain ways to increase

friction,Explain ways to reduce friction,

Explain with examples theapplication of friction in dailylife.

Increase friction,Reduce friction.

Discuss the application ofincreasing and decreasing frictionin our daily life.

7.4

Application ofwork.

Discuss with examples to show

work is done when an object ismoved by a force.

Carry out activities to determine

the work done by using:

Work (J)

= Force (N) x Distance (m)


Communicating

Measuring andusing numbers

Interpreting data

Analysing

Makingconclusions

Having interest and



dataBeing diligent and

persevering



Thinking rationally

5

Explain with examples howwork is done,

State the unit of work,Calculate the work done.

7.5Application of

power.

Carry out activities to determinepower by using:


CommunicatingMeasuring and

using numbers

Makingconclusions


environment

3

State the meaning of power,

State the unit of power,

15

8/3/2019 Science F2 2012

16/19

Calculate power on the work Interpreting data Realising that science is a

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

Power (W) = Work (J)

Time (s)

done.

means to understand the

natureHaving critical and


7.6

Analysing theimportance offorce in life.

Create an activity e.g. drawing a

poster, sketching or acting toshow how life would be withoutforce.


Communicating

Measuring andusing numbersInterpreting data

Attributing

Comparing andcontrastingAnalysing

RelatingMakingconclusions

Having interest and

curiosity towards theenvironmentRealising that science is a

means to understand thenatureHaving critical and

analytical thinkingBeing systematic

Thinking rationally

2

Describe how life will be if

force does not exist.

THEME 5: FORCE AND MOTION

Learning Area: 8.0 Support and Movement

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

8.1Understanding

the supportsystems inanimals.

Gather information and discussthe various support systems in


ObservingInterpreting data

Communicating

AttributingComparing and

contrastingAnalysingRelating

Makingconclusions


dataRealising that science is ameans to understand nature

Appreciating the balance ofnature

Having critical andanalytical thinkingBeing thankful to God

Being systematicThinking rationally

5

Explain the support system in

vertebrates and the varioussupport systems ininvertebrates,

Compare and contrast thesupport system between landand aquatic vertebrates,

Compare and contrast thesupport system between land

and aquatic invertebrates.

Land and aquatic vertebrates,Land and aquaticinvertebrates.

Carry out discussions on thefollowing:

Similarities and differencesbetween support systems inland and aquatic vertebrates,

Similarities and differencesbetween support systems in

land and aquaticinvertebrates.

8.2

Understandingthe supportsystems in

plants.

Carry out field work to study

various support systems of plants.

Carry out activities to classify

plants based on their supportsystems.


Observing

Interpreting dataCommunicatingMaking inferences

Generating ideas

Making inferencesMakingconclusions

Being honest and accurate

in recording and validatingdataRealising that science is a

means to understand natureAppreciating the balance ofnature

Having critical and

analytical thinking

3

Explain the various support

systems in woody andnonwoody plants,

Classify plants based on theirsupport systems.

16

8/3/2019 Science F2 2012

17/19

Being thankful to GodBeing systematic

17

8/3/2019 Science F2 2012

18/19

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

8.3Appreciating the

support systemin living things.

Discuss issues e.g. The students are able to;

ObservingInterpreting data

Communicating

AttributingComparing and

contrastingAnalysing

RelatingMaking

conclusions


dataRealising that science is a


natureHaving critical andanalytical thinking

Being thankful to GodBeing systematicThinking rationally

2

Inability of whales to move

back to sea after beingwashed ashore,A crippled person using

crutches for support.

Justify the importance of the

support system to living things.

THEME 6: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY

Learning Area: 9.0 Stability

WEEKLEARNING

OBJECTIVES


ACTIVITIES

LEARNING OUTCOMESSCIENCE SKILLS SCIENTIFIC ATTITUDES

AND NOBLE VALUES

NO OF

PERIODS

REMARKS

SPS CCTS

9.1Understanding

that the centre of

gravity affectsstability.

Carry out activities to find thepoint of equilibrium in regularand irregular shapes.

Carry out an experiment to findout how the centre of gravity

effects the stability of an objectby manipulating the



PredictingInterpreting data

ControllingvariablesExperimenting

Makinghypotheses

MakinghypothesesRelating

AnalysingAttributing

PredictingMakingconclusions



Realising that science is ameans to understand natureAppreciating the


Having critical andanalytical thinkingBeing objective

Being systematic

Thinking rationallyBeing confident an

independent

5

Determine the point ofequilibrium in regular and

irregular shapes,Relate the point ofequilibrium as the centre

of gravity of objects,Relate the centre of gravity to

the stability of objects.

Height,

Base area.

Discuss the relationship between

the centre of gravity and stability.

9.2Appreciating the

importance ofstability.

Carry out a brainstorming sessionon ways to improve stability.

Carry out activities like doing

projects or playing games tobuild models by applying theconcept of stability.



Interpreting data

ClassifyingAnalysing

Makingconclusions


dataAppreciating the

contribution of science andtechnologyHaving critical and

analytical thinkingBeing flexible and open-

mindedBeing systematicThinking rationally

5

Suggest ways to improve

the stability of objectsaround them,Explain with examples the

application of stability in life.

18

8/3/2019 Science F2 2012

19/19

THEME 6: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY

Learning Area: 10.0 Simple Machine

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

10.1

Analysing

levers.

Discuss how a small effort can

overcome a large load with the

use of a lever.

Make an observation on devicesthat use the principles of levers.Identify the load, force and

fulcrum, and then classify thesystems into first, second and

third class levers. Discuss howhumans apply the principles oflevers to help them overcome

large load.

Discuss that the momentof force= force x perpendicular distance

from the pivot to force.

Carry out an activity to show therelationship between moment andthe product of force and distance.

Solving problems related tolevers using the following

formulae:Load (N) x distance of the

load from fulcrum (m) =Force (N) x distance ofthe force from the fulcrum

(m)


Observing

Experimenting

Communicating

Relating

Making inferences

PredictingAnalysing

Generating ideasMakingconclusions


curiosity towards the

environmentBeing honest and accurate

in recording and validatingdataBeing diligent and

perseveringRealising that science is a

means to understand natureAppreciating thecontribution of science and

technologyHaving critical and

analytical thinkingBeing objectiveBeing cooperative

Thinking rationally

5

List things around them

that use the principle ofthe lever,

State what a lever can do,Identify load, force andfulcrum in the lever,

Classify levers,Explain what is meant by themoment of a force,

Solve problems related tolevers.

10.2Appreciating the

innovativeefforts in the

design ofmachine to

simplify work.

Carry out a project to build adevice using the principle of a

lever.


ObservingExperimenting

Communicating

SynthesisingConceptualising

Problem solvingMaking decisions



means to understand natureAppreciating thecontribution of science and

technologyHaving critical and

analytical thinkingBeing objectiveThinking rationally

5

Design or improvise a devicethat uses the principle of alever.

19

Science F2 2012

Documents

Transcript of Science F2 2012