SCHEME OF WORK SCIENCE F3 (2021)

YEARLY LESSON PLAN FOR YEAR 2021
SCIENCE FORM 3 (DLP)

SCIENCE PANEL
Department of Science and Mathematics

SMK DATUK MANSOR BAHAU

1

WEEK CONTENT STANDARDS LEARNING STANDARDS ACTIVITIES PERFORME STANDARD NOTES

THEME 1 :MAINTENANCE AND CONTINUITY OF LIFE
CHAPTER 1 : STIMULI AND RESPONSES

W1 1.1 Human nervous Student will be able to: Make a creative presentation on: Recall the knowledge and Circle map
(20/1- system 1.1.1 Describe the structures • Parts involved in the movement science skills about stimuli Appreciative
22/1) and functions of human and responses.
nervous system through of impulses from the affector to 28/1 : Cuti Hari
W2 drawings. the effector. Understand and explain Thaipusam
(25/1- 1.1.2 Make a sequence to • The pathways of impulses in about stimuli and Flow Map
29/1) show the pathway of voluntary and involuntary responses.
impulses in voluntary and actions. Circle map
W3 1.2 Stimuli and involuntary actions. Apply knowledge about Able to reason
(1/2- responses in human 1.1.3 Justify the importance Carry out activities to determine the stimuli and responses and
5/2) of human nervous system in importance of both voluntary and able to carry out simple Multi-Flow Map
life. involuntary actions such as: tasks Considerate
• Measuring the speed of response
1.2.1 Draw the structures of Analyse knowledge about
sensory organs and explain in catching a falling ruler stimuli and responses in
their functions and (voluntary action), context of problem solving
sensitivities towards stimuli. • Detecting the changes in the on events or natural
pupil towards light intensity phenomena.
1.2.2 Explain the mechanism (involuntary action).
of hearing and sight through Make a creative presentation on the MV : Helping
drawings structure and functions of each part
W4 1.2 Stimuli and 1.2.3 Relate the human of the eye, ear, nose, skin and
(8/2- responses in human sensory organs to the tongue.
12/2) sensitivity towards various Carry out activites to show the
combination of stimuli. sensitivity of sensory organs (tongue
and skin) towards stimuli related to
the number of receptors.
Discuss and explain using a model :
• Hearing mechanism.
• Sight mechanism.
Carry out activities to show the
sensitivity of sensory organs towards
stimuli which relate to the number of
receptors.

2

10/2-12/2 CUTI TAHUN BARU CINA

1.2 Stimuli and 1.2.4 Explain through Make a multimedia presentation on: Evaluate knowledge about 15/2 Cuti
responses in human stimuli and responses in Peristiwa (CNY)
W5 examples how the limitation • Optical illusion and blind spot. context of problem solving
(15/2- and decision making to Multi-Flow Map
19/2) of senses, defect in sensory • Various types of audio visual carry out a task.
Responsible
organs and aging affect defects such as shortsightedness, Design a task using
knowledge and science
human hearing and sight. long-sightedness, astigmatism and skills about stimuli and
responses in a creative and
hearing defects. innovative way in the
context of problem solving
• Correcting audio visual defects and decision making or
carry out a task in a new
using convex lens, concave lens situation with regards to
the social
and hearing aids. values/economy/culture of
the community.
• Examples and effects of unhealthy

lifestyle or high risk careers that

affect the sensitivity of sensory

organs.

• Being thankful for the Gift of

senses and the importance of

practicing safety and healthcare of

the sensory organs.

W6 1.3 The stimuli and 1.3.1 Describe the parts of a Responses in plants include 27/2 AGM PIBG
(22/2- responses in plants plant that are sensitive phototropism, geotropism, Brace map
26/2) towards stimuli. hydrotropism, thigmotropism and Able to think
nastic movement in the following logically
1.3.2 Justify how responses aspects:
in plants ensure their • Stimuli detected by plants. Bridge Map
sustainability and survival. • Parts of a plant that respond
1.3.3 Carry out experiments
to study responses in plants towards stimuli.
towards various stimuli. • Directions of responses towards

stimuli (positive or negative)
Relate plants response towards
stimuli to get the best conditions for
growth. How the plants response
need to be stated.
Carry out investigation through
experiments on responses in plants
towards light, water, gravity and

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touch.

W7 1.4 Importance of 1.4.1 Explain with examples Solve problems on responses in Bridge Map
(1/3- responses to stimuli in the types of sight and plants in different situations such as Circle Map
5/3) animals hearing in animals. (Extra in the ISS (International Space Thankful
Content) Station).
Bridge Map
Make a multimedia presentation Understanding
on: Stereoscopic and monoscopic
vision in animals 4
Stereophonic hearing and different
frequencies for different animals.

1.4.2 Communicate how Discuss responses in animals such as:
sensory organs ensure the
survival of animals on Earth. Responses Example
(Extra Content)
Whiskers Hysterix

africaeaustralis

Electric field Gymnarchus
niloticus

Pheromone Melolontha
melolontha
Jacobson's Vipera berus
organ

More than a Lyssomanes viridis
pair of eyes

Body sensor Valanga nigricornis

Lateral line Scomber
australasicus

CHAPTER 2: RESPIRATION

W8 2.1 Respiratory system A pupil is able to: Make a multimedia presentation to Recall the knowledge and
(8/3- explain the structure in the human science skills about
12/3) 2.1.1 Draw and label the respiratory system. respiration.
internal structures of the
human respiratory system Make a model or simulation to Understand and explain
and describe the breathing discuss the actions of the diaphragm, about respiration.
mechanism. intercostal muscles, movement of
the rib cage, changes in the volume Apply knowledge about
and air pressure in the thoracic cavity

2.1.2 Carry out experiments during inhalation and exhalation. respiration and able to carry
to investigate the differences Compare the results of the out simple tasks
in the content of gases in experiments to the percentage of
W9 2.2 Movement and inhaled and exhaled air oxygen and carbon dioxide in inhaled Analyse knowledge about 17-18/3
(15/3- exchange of gases in 2.2.1 Describe the movement and exhaled air theoretically respiration in context of PTD T3
19/3) the human body and exchange of oxygen and problem solving on events
carbon dioxide in the human Make a creative presentation to or natural phenomena. Flow Map
body. show the:
• Exchange of oxygen and carbon Evaluate knowledge about Pro-active
2.2.2 Justify the importance respiration in context of
of adaptation of the alveolar dioxide due to the difference in problem solving and
structure to increase concentration in the alveolus and decision making to carry
efficiency of gaseous blood capillary. out a task.
exchange in the human body. • Diffusion of oxygen from the
W9 2.2 Movement and alveolus into the blood capillary. Design a task using Tree Map
(15/3- exchange of gases in • Formation of an unstable knowledge and science
19/3) the human body compound, that is, skills about respiration in a
oxyhaemoglobin. creative and innovative
• Release of oxygen into the body way in the context of
cells. problem solving and
• Oxidation of food during cellular decision making or carry
respiration to release energy. out a task in a new
• Diffusion of carbon dioxide from situation with regards to
the cell into the blood capillary the social
then into the alveolus. values/economy/culture of
Factors that affect the efficiency of the community.
the alveolus to maximise the gaseous
exchange are thickness, moisture, Tolerance
surface area and network of
capillaries.

2.3 Health of human 2.3.1 Communicate about Gather information, analyse and
respiratory system substances that are harmful make a multimedia presentation
to the respiratory system as based on data from the Malaysia
well as diseases and their Health Ministry or other countries on
symptoms. respiratory diseases such as:

• Emphysema
• Lung cancer

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• Bronchitis

• Asthma

2.3.2 Carry out an Realise that smoking affects the

experiment to show the health of the smoker and others who

effects of smo king on the do not smoke. Introduce the term

lungs. passive smoker.

PENILAIAN PERTAMA TINGKATAN 3, WEEK 10 (22/3 – 26/3/2021)

CUTI PERTENGAHAN PENGGAL 1 (27/3-4/42021)

W11 2.4 Adaptation in 2.4.1 Justify how the Do a creative presentation to explain 10/4 Road Run
(5/4 – respiratory system Brace Map
9/4) respiratory system adapts in how other organisms carry out Independent

different situations. respirationn Flow Map
Resourceful
• Moist skin , Gills, Trachea
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W12 2.5 Gaseous exchange 2.5.1 Explain the mechanism Carry out an active reading activity
(12/4 – in plants of gaseous exchange in on the adaptation and the ability of
16/4) plants. the respiratory system in the
following context:

• Different altitudes (at the
bottom of the sea and
mountainous regions)

• Sports activities and
lifestyle (athlete and
swimmer)

• Diseases (anaemia and
sickle cell patient)

Soak a leaf in boiling water to
observe the gas released from its
surface.
Observe the structure of a stoma
under a microscope and make a
multimedia presentation to show:
• A stomatal pore is controlled by

two guard cells
• During the day, water enters the

guard cells by osmosis, causing
them to become turgid and open
the stomatal pore.

• Diffusion of carbon dioxide takes

place in the stoma due to the

difference in concentration.

• During the night, water is lost

from the guard cells through

osmosis causing the stomatal

pore to close.

2.5.2 Communicate to justify Make a multimedia presentation on Multi-Flow Map

the importance of an the effects of pollution on plants and

unpolluted environment for preventive steps to be taken in local

the growth and survival of or global context.

plants

CHAPTER 3 : TRANPOSRTATION

W13 3.1 Transport system in A pupil is able to: Gather and share information on: Recall the knowledge and 23/4 Hari
(19/4- organisms • The need for a transport system science skills about Bertemu
23/4) 3.1.1 Describe the function of transportation. Pelanggan T3
3.2 Blood circulatory transport systems in complex in organisms Multi-Flow Map
W14 system and simple organisms. • The function of a transport Understand and explain Open minded
(26/4- 3.1.2 Compare and contrast about transportation.
30/4) the functions of transport system in organisms 29/4 Cuti Nuzul Al
systems in complex and • The importance of a functional Apply knowledge about Quran
simple organisms. transportation and able to Grateful
3.1.3 Justify the importance transport system in organisms carry out simple tasks
of the function of transport and its impact if the system does
system in organisms. (Extra not function properly. Analyse knowledge about
Content) transportation in context of
3.2.1 Generalise the meaning Carry out an active reading activity to problem solving on events
of blood circulatory system in compare and contrast the blood or natural phenomena.
animals. circulatory system in vertebrates
such as, mammals, reptiles, Evaluate knowledge about
3.2.2 Communicate to amphibians, birds and fishes transportation in context of
explain the structure and Make a multimedia presentation problem solving and
functions of a heart and based on research of real animal decision making to carry
blood vessels in human blood hearts to explain its structure and out a task.
circulatory system functions.
Design a task using
knowledge and science
skills about transportation

7

3.2.3 Carry out experiments Focus on the heart’s structures in a creative and innovative Bubble Map
to study factors that affect which enable it to carry out its way in the context of
pulse rate. function. problem solving and
decision making or carry
Draw cross sections of an artery, vein out a task in a new
and blood capillary to differentiate situation with regards to
the structures and functions. the social
Carry out vigorous activities to relate values/economy/culture of
the increase in pulse rate to the rate the community.
of oxygen uptake and release of
carbon dioxide.

Measure and take blood pressure
readings (systolic and diastolic
readings) and discuss the lub dub
sound produced during heartbeat.

3.2.4 Justify the importance Study the effect of physical activities
of maintaining a heathy on pulse rate and discuss other
heart. factors that influence pulse rate such
as:

• Gender , Age , Body health
Attention should be given to heart
health due to the significance of its
functions in one’s wellness.

Carry out project-based learning
using STEM approaches to plan an
awareness campaign to enhance
knowledge and understanding about
heart health.

3.3 Human blood 3.3.1 Separate the Separate the component of blood
components and using centrifugal separation.
W15 constituents of human blood. Tree Map
(3/5 – Carry out an active reading activity Able to reason
7/5) on the constituents transported in
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3.3.2 Identify blood groups blood, that is, nutrients, gases,
and the effects of receiving enzymes, hormones and waste
incompatible blood groups. products.
Collect data on blood groups from
3.3.3 Communicate about each student and discuss:
the importance of blood • Compatibility of blood donors and
donation in context of daily
life recipients in aspects of antigen
types and antibodies for blood
W15 3.4 Transport system in 3.4.1 Describe transpiration groups A, B, AB and O. Bubble
(3/5 – plants in plants • Effects of incompatible blood Map
7/5) 3.4.2 Carry out types such as blood coagulation.
experiments to *Blood is needed everyday in saving
lives. Blood is required for surgery
and blood transfusion for accident
victims as well as treating diseases
like leukemia, thalassaemia and
haemophilia.

Carry out project-based learning
using STEM approaches to plan and
organize activities to solve the
following issues:
• Importance of blood donation.
• Criteria to be a blood donor
• Issues related to blood donation.
• Methods of handling and storing

donated blood.

Please refer to frequently asked
questions posed in the National
Blood Bank
website/www/pdn.gov.my for
further insight on this discussion.
Observe video to understand
transpiration in plants.
Factors affecting the rate of
transpiration are:

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investigate the factors ⚫ Light intensity, Air humidity, Hardworking
affecting the rate of Temperature, Wind
transpiration.
Being thankful to the uniqueness of
3.4.3 Differentiate the transport system for continuity
between the of life.
structure and
functions of Investigate water pathway in
components in a the cross section of a stem
vascular bundle of a using dye or browse the
plant. internet to locate the position
and structure of the xylem and
3.5 Blood circulatory Compare blood phloem in a vascular bundle.
system and circulatory system
transport system in animals with Based on the understandin of
in plants transport sytem in transport system in plants,
plants. discuss examples of
hypothetical situations in the
absence of xylem or phloem.
Being thankful for the uniqueness of
the circulatory system to the
continuity of life.

WEEK 16 (10/5-14/5)
(10/5) CUTI PERTISTIWA & CUTI HARI RAYA AIDIL FITRI (11/5-14/5)

THEME 2 : EXPLORATION OF ELEMENTS IN NATURE
CHAPTER 4 : REACTIVITY OF METALS

W17 4.1 Variety of minerals 4.1.1 A pupil IS able to: Minerals in Earth’s crust consist of: Recall the knowledge and
(17/5 – Explain with examples science skills about
21/5) minerals that are • Elements such as gold and reactivity of metals. Tree Map
found in the Earth’s Resourceful
silver. Understand and explain

• Compounds such as bauxite,

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crust. haematite, galena and about reactivity of metals.
cassiterite.
4.1.2 Identify elements Apply knowledge about
found in natural Carry out activities to show that reactivity of metals and
compounds. natural compounds are formed able to carry out simple
from the combination of several tasks
elements. Analyse knowledge about
reactivity of metals in
Introduce the common and context of problem
solving on events or
scientific names for a compound. naturEalel mpheenntosmena.

Example: EvaluAaltuemkinnoiuwmleadngde about
reactOivxityygeonf metals in
Common name Scientific name conteLxetaodfapnrdoblem
solvinSuglapnhdurdecision
Bauxite Aluminium making

(aluminium ore) Oxide to carry out a task.
Design a task using
Galena Plumbum(II) knowledge and science
skillsUasbeosut reactivity of
(plumbum ore) Sulphide metals in a creative and
innovative way in the
4.1.3 Explain with examples Gather information on context of problem
the characteristics of natural minerals and its uses. solvinNgeuatnrdaldiseecision
natural minerals and its Examples: makiancgidoirc csaorilry out a task
uses in daily life. Natural minerals Chemical / in a new situation with
regarMdsaktoe tghlaesssocial
physical values/economy/culture
characteristic of the community.

Calcium oxide Basic

Silicon dioxide High melting
point

W17 4.2 Reactivity series of Construct a reactivity Study the reaction of heating Flow Map
(17/5 – metals series of metals based metals such as magnesium, Appreciative
21/5) on its reactivity with aluminium, zinc, ferrum and
oxygen and write the lead, with oxygen.
word equation for the
reactions. Arrange metals into a reactivity

11

series based on their reactions.

Determine the position Demonstration by teacher:

of carbon and hydrogen • Determine the position
in the reactivity series
of metals. of carbon in the
reactivity series by

heating ferrum(II) oxide

with carbon (Example –

Thermite reaction).

Pupils carry out these metal

heating activities:

- Zinc oxide with carbon.

- Aluminium oxide with carbon.

W17 4.3 Extraction of 4.3.1 Communicate Make a multimedia presentation on Flow
(17/5 – metals from its Map
21/5) ore. about the how metals extraction is done
extraction of metals based on process below: 14-15/6
SUKANTARA
from its ore by • Extraction of Iron.
illustrations. • Extraction of tin in Malaysia. 12

4.3.2 Generate ideas on how Debate on mining issues in Malaysia
to solve problems from and its impact on the environment.
unplanned mining activities
to life on Earth. Make a poster presentation or

gallery walk on how efforts are

made to conserve mining areas

towards sustainable development

WEEK 17-18 ( 19-28 Mei 2021) PEPERIKSAAN PERTENGAHAN TAHUN / PT3
*28 MEI 2021 – SAMBUTAN HARI GURU & HARI RAYA AIDILFITRI

29/5 – 13/6/2021 CUTI PERTENGAHAN TAHUN
CHAPTER 5 : THERMOCHEMISTRY

5.1 Endothermic and A pupil is able to: Carry out an investigation to verify Recall the knowledge and
exothermic reactions similarities and differences in science skills about
5.1.1 Define endothermic and exothermic termochemistry.
W19 endothermic and reactions with respect to:
(14/6 –

18/6) exothermic • Changes in thermometer Understand and explain 19/6 MAK
reactions. about termochemistry. Tree Map
5.1.2 Relate heat reading. Responsible
absorbed or Apply knowledge about
released in a • Changes in heat. termochemistry and able to
chemical reaction to carry out simple tasks
endothermic and Relate these changes with
exothermic the concept of thermal Analyse knowledge about
reactions. equilibrium. termochemistry in context
5.1.3 Carry out an of problem solving on
experiment to Note: events or natural
compare and contrast phenomena.
endothermic and Examples of chemical changes
exothermic reactions. that involve heat are the burning Evaluate knowledge about
of paper, photosynthesis, bomb termochemistry in context
explosion, cake baking, and of problem solving and
respiration. decision making to carry
out a task
5.1.4 Explain with Carry out project based learning to
examples determine the best parameter or Design a task using
exothermic and variables for: knowledge and science
endothermic skills about termochemistry
reactions. • Producing materials to relieve in a creative and innovative
way in the context of
muscle cramp problem solving and
decision making or carry
• Producing emergency lamps out a task in a new
situation with regards to
during power failure the social
values/economy/culture of
• Building a the community.

container which
maintains high
temperature or
low temperature.

Refer to Modul 7 HEBAT Sains
(Heat)
THEME 3 : ENERGY AND SUSTAINABILITY IN LIFE
CHAPTER 6 ELECTRICITY AND MAGNETISM

13

W20 6.1 Generation of A pupil is able to: Refer to Module 19 HEBAT Recall the knowledge and 21-22/6 Acara
(21/6 – electricity 6.1.1 Describe energy Sains (Earth Resources). science skills about Padang
25/6) sources in terms of electricity and magnetism.
renewable energy and non- Build a simple generator that can 25/6 Kejohanan
renewable energy (Extra light up LEDs, using magnets and Understand and explain Sukan Tahunan
Content) coils of wire. It should be stressed about t electricity and Sekolah
6.1.2 Explain with that current is induced only when magnetism.
examples the process of the magnetic field is cut. 26/6 Program
generating electricity from Apply knowledge about Dasar Warga
various sources of energy Carry out a group discussion on how electricity and magnetism Emas
electricity is generated in power and able to carry out
6.1.3 Differentiate stations using various sources of simple tasks Bridge Map
between direct current and energy.
alternating current. Use a cathode ray oscilloscope to Analyse knowledge Thankful
show the difference in the shape of about electricity
6.1.4 Solve problems the graph, direction of the current and magnetism in
related to electricity supply and voltage change for direct context of problem
in life. current (d.c.) and alternating solving on events
current (a.c.). or natural
6.2.1 Carry out an Make a model or innovation to solve phenomena.
experiment to build a step- problems involving the generation of
W20 6.2 Transformer up and a step-down electricity in rural areas, using Evaluate knowledge Tree Map
(21/6 – transformer. turbines and generators, without about electricity and Able to reason
25/6) affecting the environment. magnetism in context
Refer to Module 22 HEBAT Sains of problem solving 14
(Energy). and decision making
Make a creative presentation about to carry out a task.
transformers:
Design a task using
⚫ Describe that transformers
only work with alternating
current.

⚫ Build a simple transformer
using a laminated iron
core.

6.2.2 Communicate about Control variables such as the ratio of knowledge and science Cirlce Map
transformers and the use of the number of secondary coils to the skills about electricity
transformers in electrical number of primary coils in building and magnetism in a
home appliances. step-up and step-down transformers. creative and innovative
way in the context of
6.2.3 Solve numerical Make a multimedia presentation problem solving and
problems using formula about the use of transformers in decision making or carry
involving transformers home appliances. out a task in a new
situation with regards to
Introduce the formula: the social
Np = Vp values/economy/culture
Ns Vs of the community
Np - Number of turns of primary
coil.
Ns - Number of turns of secondary
coil.
Vp - Input voltage of primary coil.
Vs - Output voltage of secondary
coil.

W21 6.3 Transmision and 6.3.1 Explain the function of Arrange in order the components in 2/7 Hari Bertemu
(28/6 – distribution of components in the the transmission and distribution of Pelanggan
transmission and distribution electricity such as power stations,
2/7) electricity of electricity by drawing. step-up transformer stations, Flow – Map
National Grid Network, step-down
transformer stations, distribution Open minded
sub-stations, switches, main intake
6.3.2 Explain sub-stations.

with examples electricity Discuss the issues and impact of
National Grid Network pylons near
supply and wiring systems in residential area.
Discuss single phase and 3-phase
homes. wiring systems in homes.

Components of home wiring system
Introduce 2 pin and 3 pin plugs and
its suitability of use in different

15

6.3.3 Distinguish between countries.
safety components in a home Carry out an activity to identify the
electrical wiring system. functions, types and rating of fuses,
and to determine the suitable value
of fuse to be used.

W21 6.4 Calculate the cost of 6.3.4 Communicate about Make a group discussion to identify:
(28/6 – electricity consumption safety in transmission and
distribution of electricity and • Function of earth wire.
2/7) the use of electrical • Function of the
appliances
Miniature Circuit
6.4.1 Define energy Breaker(MCB), and Earth
efficiency. Leakage Circuit
6.4.2 List examples of Breaker(ELCB).
technology that appliesthe
concept of energy efficiency. • Lightning conductor.
6.4.3 Determine the • Switch.
amount of electricity used in
electrical appliances. Make brochures or posters for the
following:

• Cause of electrical short circuit.
• Cause of electrical accidents.
• Safety measures when using

electricity.

• Steps to take when electrical

shock occurs.
Introduce the role of the Energy
Commision in the labelling of
electrical equipments using Energy
Efficiency Rating and Labelling.

List down the power and voltage
values of electrical appliances at
home.

6.4.4 Relate electrical Calculate the current used by each
energy consumption, power electrical appliances.
Introduce the formula:

Energy Consumption (kWh) = Power

16

and time by calculating the (kW) x Time(h)

cost of electrical energy used

by electrical appliances.

W21 6.4.5 Conduct a home Interpret data on electricity use with Emphasis is given to:
(28/6 – energy audit of electrical reference to the electricity bill
appliances used as a measure collected within a specified period of • Energy efficiency.
2/7) to save electricity usage at time. Make conclusions about usage • Power sales
home. patterns observed and suggest saving
Appliances with Energy
measures that need to be taken. Efficiency Rating and
Labelling

6.4.6 Communicate Make a multimedia presentation on

about ways of the concept of green building in a

saving electrical energy usage local or global context.

at home. Design or innovate a model of a

green building that applies the

concept of energy

conservation, through project

base learning, using STEM

approach.

CHAPTER 7 : ENERGY AND POWER

W22 7.1 W ork, Energy and A pupil is able to: Conduct activities and solve Recall the knowledge and Circle Map
(5/7- Power numerical problems to calculate work science skills about energy Sincere
9/7) 7.1.1 Define work and solve done for: and power.
problems related to energy in
the context of daily life. ⚫ An object moving horizontally. Understand and explain
⚫ An object moving about energy and power.

vertically (against Apply knowledge about
energy and power and
gravitational force). able to carry out simple
tasks
Discuss the relationship Analyse knowledge about
between total work done energy and power in
and energy used. context of problem
solving on events or
Work is defined as the product of natural phenomena.
force and displacement in the
direction of the force. Energy is the
ability to do work.

Work = Force x Displacement (W=Fs)

17

S.I. unit for work is Joule.

W22 7.2 Potential Energy 7.2.1 Explain with When a force of 1 Newton is Evaluate knowledge about Helping one
(5/7- and Kinetic Energy examples gravitational applied to move an object over a energy and power in another
9/7) potential energy and solve displacement of 1 meter in the context of problem
7.2 Potential Energy problems in the context of direction of the force, 1 J of energy solving and decision Understanding
W23 and Kinetic Energy daily life is used. (1 Nm = 1 J) making
(12/7– Conduct activity to solve numerical to carry out a task.
16/7) 7.3 Principle of problems related to potential energy.
Conservation OF Energy Design a task using
Gravitational potential energy is work knowledge and science
done to lift an object to a height, h, skills about energy and
from the Earth’s surface. power in a creative and
innovative way in the
Gravitational potential energy =mgh context of problem solving
and decision making or
Weight (W) = mass(m) x carry out a task in a new
situation with regards to
gravitational acceleration(g). g is the social
values/economy/culture of
approximately 10 m/s2 or 10 N/kg the community.

17/7 – 25/7/2021 CUTI PERTENGAHAN PENGGAL 2

7.2.2 Calculate elastic Discuss that elastic potential energy
potential energy in the is the energy stored in a compressed
context of daily life. or stretched spring.

7.2.3.Explain with examples Relate elastic potential energy, Ep as
kinetic energy in the context work done, W to compress or stretch
of daily life. a spring over a displacement, x from
7.3.1 Explain with examples the position of equilibrium.
The Principle of Conservation Discuss that kinetic energy is the
of Energy. energy possessed by a moving object.

7.3.2 Solve qualitative and Conduct an activity to demonstrate
quantitative problems The Principle of Conservation of
involving the transformation Energy, by observing an oscillating
system such as a simple pendulum
and loaded spring.
Discuss daily situations involving the
conversion of energy such as the
motion of a swing, the falling of an

18

of kinetic energy and object from a certain height, the
potential energy in a closed movement of the roller- coaster and
system. toys with springs like toy cars and
pistols.

Solve quantitative problems using
the following equations
CHAPTER 8 : RADIOACTIVITY

W23 8.1 History of the A pupil is able to: Introduce the following physicists: Recall the knowledge and 14/7 : Karnival
(12/7– discovery of science skills about Kokurikulum
16/7) radioactivity 8.1.1 Describe the history of Wilhelm Roentgen. radioactivity.
the discovery of radioactivity. Henri Becquerel. Circle Map
Marie and Pierre Understand and explain
8.1.2 Explain with examples Curie. about radioactivity. Responsible
radioactive materials, Make a cloud chamber to study the
8.2 Atom and radioactivity and the concept tracks produced by radioactive Apply knowledge about
nucleus of half-life. substances. radioactivity and able to
8.2.1 Draw an atomic carry out simple tasks
W24 8.3 Ionising structure in a stablestate. According to Dalton's Atomic Analyse knowledge about 28/7 : MAK HEM
(26/7 – radiation and Non- 8.2.2 Explain the Theory, atoms are the smallest radioactivity in context of & Kokurikulum
30/7) ionising radiation formation of positive particles in matter. However, the problem solving on events
ions and negative ions. development of science has or natural phenomena. Able to think
succeeded in finding particles that Evaluate knowledge about logically
8.3.1 Describe ioni are even smaller than protons and radioactivity in context of
sing radiation and neutrons. problem solving and
non- ionising Emphasis is given to the understanding decision making to carry
radiation. that an atom is neutral because the out a task.
8.3.2 Differentiate the number of protons and electrons are Design a task using
three types of ionising the same. knowledge and science
radiation in radioactive Research and report on ionising skills about radioactivity in
decay. radiation such as alpha, beta, gamma a creative and innovative
and X-rays. way in the context of
problem solving and
decision making or carry
out a task in a new
situation with regards to

19

8.3.3 Explain with Carry out an activity to detect natural the social
examples sources of ionising background radiation in soils, rocks and values/economy/culture
radiation in the environment, plants using a background radiation of the community.
natural resources and man- survey meter.
made sources
8.3.4 Discuss ways to manage Interprete health-related data on the
the risks from exposure to level of ionising radiation absorbed by
natural and man made the human body.
ionising radiation.

Determine the action to be taken if it

exceeds the safety level, especially for

individuals working in the aviation sector

or industries related to radioisotope

processing and production

W24 8.4 The use of 8.4.1 Communicate Conduct a gallery walk on the use of
(26/7 – radioactive radiation
30/7) about the use of radioactive radiation in the areas of Bubble Map
Sincere
radioactive radiation for agriculture, defense, medicine,
Flow Map
wellbeing about tahrecheologuysoer geoocfhrraodnioalocgtiyv,e radiation for wellbeing.

industrial and food preservation.

8.4.2 Justify the

importance of proper

handling of

radioactive
substances and

radioactive waste.

THEME 4 : EARTH AND SPACE EXPLORATION

CHAPTER 9 : SPACE WEATHER

W25 9.1 The Sun's activities A pupil is able to: Gather and share information on Recall the knowledge and
(2/8- that affect the Earth 9.1.1 Explain the structure of the Sun’s structure consisting of science skills about space
6/8) the Sun and phenomena that core, convection zone, radiation weather.
occur on the Sun’s surface by zone, photosphere, chromosphere
drawing. and corona. Understand and explain
about space weather.

9.1.2 Justify the Gather and share information about Apply knowledge about
importance of the the magnetosphere in terms of space weather and able to
Earth’s magnetosphere. carry out simple tasks

20

W25 9.2 Space Weather 9.2.1 Communicate about definition, formation, shape and its Analyse knowledge about Understanding
(2/8- space weather and its effects importance. space weather in context of
6/8) on Earth. Brainstorming on the condition of problem solving on events 10/8 : Cuti Awal
Earth without the magnetosphere. or natural phenomena. Muharam
11/8: Majlis
Gather and share information on Evaluate knowledge about Perlantikan Ketua
space weather in terms of its space weather in context of Pengawas
definition and effects on the Earth problem solving and Bridge Map
such as the formation of aurora, decision making to carry Open minded
disturbances of telecommunication, out a task.
navigation system and power lines.
Design a task using
Interpreting space weather data by knowledge and science
relating the number of sunspots skills about space weather
(solar cycle) with the increase of in a creative and innovative
coronal mass ejections and solar way in the context of
wind. problem solving and
decision making or carry
CHAPTER 10 : SPACE EXPLORATION out a task in a new
situation with regards to
W26 10.1 Development in A pupil is able to Carry out an active reading activity to the social
(9/8- astronomy 10.1.1 Explain the historical know the development of model values/economy/culture of
13/8) development of the Solar the community.

System model by drawing built by: Recall the knowledge and
science skills about space
W26 10.2 Development of 10.2.1 Communicate about ⚫ Ptolemy, Copernicus, Kepler exploration.
(9/8- technology and its the importance of the Realizing that knowledge gained by
application in space development of technology scientific research is a product of Understand and explain
human effort to obtain rational about space exploration.
explanations about natural
phenomena based on the ability to Apply knowledge about
think out of the box. space exploration and able
to carry out simple tasks
Carry out an active reading activity or
make a multimedia presentation on: Analyse knowledge about
space exploration in context
of problem solving on
events or natural

21

13/8) exploration and its application in space The history of space exploration. phenomena.
exploration. Construction of rockets, satellites and
space probes. Evaluate knowledge about
10.2.2 Justify the need to Remote sensing technology used in space exploration in context
continue space exploration agriculture, geology, disaster of problem solving and
management, defence and etc. decision making to carry
out a task.
Debate on issues of space
exploration in the local and global Design a task using
context. knowledge and science
skills about space
exploration in a creative
and innovative way in the
context of problem solving
and decision making or
carry out a task in a new
situation with regards to
the social
values/economy/culture of
the community.

W27 PERCUBAAN PENTAKSIRAN TINGKATAN 3
(16/8 –
20/8) REVISION FORM 1 1.3.1 identify and use the Measure physical quantities of PS 3: Apply the definition of WORKSHEET Form
CHAPTER 1 correct units for different length, mass, time, electric current science, science laboratory, 1
W28 physical quantities. and temperature. Take note of values physical quantities and
23/8- and units used in the specification units, the use of measuring 23-30/8 : Ujian
27/8 1.3.2 identify the symbols and labels of products. instruments, density and Lisan PT3
and values of prefixes use in steps in scientific BM & BI
1.3 Physical measurement. Collect and interpret data about investigation to accomplish
quantities and their symbols and values of symbols for simple task. 26-28/8 : Kem
units 1.3.3 convert base quantity prefixes of nano-, micro-, mili_, PS 4: Analyse the entire Badan Beruniform
units for mass, length and centi_, kilo_, mega_, giga _. scientific investigation
time such as grams to process conducted to 27/8 : Sambutan
kilograms, centimeters to Solve problems of conversion of base determine the steps that Ambang
meters, seconds to hours and quantity units. can be improved, on the Kemerdekaan
vice versa. definition of science,
science laboratory, physical Understanding
1.3.4 justify the importance quantities and units, the

22

of the use of S.I. units in daily Appreciate the effort of experts in use of measuring
life. creating S.I. units (Système instruments, density and
International d'Unités) to facilitate steps in scientific
international understanding. investigation in context of
problem solving about
Carry out a multimedia events or natural
presentation to show the phenomena.
implications of using
inconsistent units in daily life. PS 5: Evaluate the entire
scientific investigation
process conducted to
determine the steps that
can be improved, on the
definition of science,
science laboratory, physical
quantities and units, the
use of measuring
instruments, density and
steps in scientific
investigation in the context
of problem solving and
decision making to carry out
a task.

W29 REVISION FORM 1 2.2.1 communicate about the The process of cellular respiration 31/8 : Cuti Hari
30/8– process of cellular needs oxygen and glucose to produce Kebangsaan
CHAPTER 2 respiration. energy, carbon dioxide and water.
3/9 2.2.2 communicate about the Open minded
2.2 Cell respiration process of photosynthesis. Carry out experiments to show
and photosynthesis 2.2.3 differentiate the photosynthesis needs light energy,
process of cellular respiration carbon dioxide, water and
and photosynthesis. chlorophyll to produce glucose and
oxygen.
2.2.4 explain how the Relate how cellular respiration and
process of cellular respiration photosynthesis complement each
and the process of other for the benefits of life using
photosynthesis complement multimedia presentations.
each other.

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W30 REVISION FORM 1 3.1.1 communicate about PS 4: Analyse knowledge of cell as Carry out activities to show 10/9 : Hari
6/9 – homeostasis the basic unit of life / coordination / how the biological actions Bertemu
10/9 CHAPTER 3 response / reproduction in context of respond to changes to Pelanggan T3
Coordination and problem solving about events or stabilise the condition of
response natural phenomena. the body Tree map

11/9 – 19/9/2021 – CUTI PERTENGAHAN PENGGAL 2 (KEDUA)

W31 REVISION FORM 1 4.7.1 communicate about the Gather, interpret data and share PS 4: Analyse knowledge of
20/9 –
24/9 4.7 Plant structure and function of relevant information on the cell as the basic unit of life / Resourceful
reproduction
each part of a flower. following: coordination / response /

• pollination process . reproduction in context of

4.7.2 justify the pollination • self -pollination and cross- problem solving about

process. pollination . events or natural

• the advantages of cross- pollination phenomena.

4.7.3 describe the process of .

fertilisation and explain the • the application of cross- pollination PS 5: Evaluate knowledge

formation of seeds and fruits in agriculture. of cell as the basic unit of

in plants. life / coordination /

Discuss and carry out multimedia response / reproduction in

presentation on the context of problem

the process of fertilisation in plants solving and decision making

and the formation of fruits and to carry out a task.

seeds.

W32 REVISION FORM 1 6.1.1 conclude that all matter Discuss by using multimedia to PS3: Apply knowledge of Able to think
27/9 – 6: Periodic table consists of atoms. explain: matter / the periodic table / logically
1/10 • all matter consists of atoms air to explain natural
6.1.2 differentiate between • atomic structure phenomena to accomplish
6.1 Classification of atoms and molecules as well • sub-atomic particles (electron, simple task.
elements as elements and compounds.
proton and neutron)
W32 6.1.3 identify the position of • the difference between atoms PS4: Analyse knowledge of
27/9 – metal, nonmetal and inert matter / the periodic table /
1/10 gases in the periodic table. and molecules air in context of problem
• the difference between solving about events or
natural phenomena.
elements and compounds

6.1.4 differentiate the

24

characteristics of metals and By referring to the periodic table, PS5: Evaluate matter / the
non-metals. discuss the position of metals, non- periodic table / air in the
6.1.5 appreciate the order of metals and inert gases. context of problem solving
elements Carry out activities to differentiate and decision making to
that exist in nature that has the characteristics of metal and non- carry out a task.
allowed people to organize metal:
W33 REVISION FORM 2 them in the form of a table. • shiny surfaces PS6: Design a presentation 4/10-29/10 :
4/10 – • ductility using multi media / visual / Pemantapan
8/10 3.3 Human’s digestive 3.3.1 Elaborate and • malleable folio / poster / role play / Minda T3
system communicate about • electrical and heat conductivity drama; with creative and
digestion. • boiling point and melting point innovative use of science 6/10 : Penilaian
knowledge and skills of Kokurikulum
Encourage creative writing and matter / the periodic table / (Sukan &
presentation in various media. air in the context of Permainan)
problem solving and
Compare the physical and decision making; with 9/10 : Sri Aman
chemical processes of regards to the social values/ Strong & Fit
digestion. economy / culture of the
community. Mind map:
The functions of pancreas, liver and Bubble map
gall bladder need to be explained. 4-Analyse knowledge on
nutrition in context of Tolerance
The end product of digestion of problem solving on events
carbohydrates, protein and fats or natural phenomena.
need to be discussed. 5-Evaluate knowledge of
nutrition in context of
Conduct scientific investigation to problem solving and
show the action of enzyme in decision making to carry
saliva on starch. out a task.
6-Design a task using
knowledge and science
skills on nutrition in a
creative and innovative
way in the context of
problem solving and
decision making or
carry out a task in a new
situation with regards

25

W34 REVISION FORM 2 4.2.1 Elaborate and Gather information on types of to the social 13/10 : Penilaian
11/10 – communicate about immunisation received by children. values/economy/cultur Koko (Kelab &
15/10 4.2 Body defence the function of body e of the community Persatuan)
system defence system. Based on the children’s
immunisation schedule, -Evaluate knowledge of Grateful
intepret the following: human health in
context of problem
Relationship between antigens and solving and decision
antibodies. making to carry out a
Effects of repeated immunisation task.
against body defence (introduce the 6-Design a task using
graph of primary dan secondary knowledge and science
immunisation responses). skills on human health in a
creative and innovative way
in the context of problem
solving and decision
making or carry out a task
in a new situation with
regards to the social
values/economy/culture of
the community.

W35 7.2 The flow of 7.2.1 Elaborate and Carry out a scientific investigation to 6-Design a task using Mind map: Bubble
18/10 - electric current in communicate about the study: knowledge and science map
series circuit and flow of electric current in ✓ The flow of current by skills on electricity and
22/10 parallel circuit series circuit and parallel magnetism in a MoralValues:
circuit. building a complete series creative and innovative Determined
circuit and parallel circuit, way in the context of
✓ Advantages and disadvantages problem solving and
of series circuit and parallel decision making or
circuit, carry out a task in a
✓ Electrical wiring at home, new situation with
regards to the social
Solve numerical problems values/economy/cultur
e of the community.
related to current, voltage and

resistance in series circuit and

parallel circuit.

W36

26

25/10-- PENTAKSIRAN AKHIR TAHUN TINGKATAN 3
29/10
W37 PROGRAM PENJANA MINDA
1/11 (2/11 Cuti Peristiwa & 3 - 5/11 Cuti Hari Deepavali)
5/11
W38 PROGRAM PENJANA MINDA
8/11-
12/11 Mendedahkan pelajar PROGRAM PENJANA MINDA Pelajar berada di dewan
W39 mengenai disiplin dan PROGRAM PRA TING 4 dan dikelolakan oleh pihak
15/11- peraturan sekolah (HAL EHWAL MURID – DISIPLIN / PERATURAN) HEM
19/11 Mendedahkan pelajar Pelajar berada di dewan
W40 dengan mata pelajaran PROGRAM PRA TING 4 dan dikelolakan oleh
22- Tingkatan 4 (Pendahuluan mata pelajaran elektif T4) Kaunselor dan KP
26/11
W41 PROGRAM PRA TING 4 Pelajar berada di dewan
29/11- (Pendahuluan mata pelajaran elektif T4) dan dikelolakan oleh
3/12 Kaunselor dan KP
CUTI AKHIR TAHUN
W42 Mendedahkan pelajar
6/12- dengan mata pelajaran
10/12 Tingkatan 4

11/12-
31/12

Prepared by : Muhammad Fadhlullah Bin Ramadzan
Science Teacher
SMK Datuk Mansor, Bahau

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