YEARLY LESSON PLAN SCIENCE FORM 1

THEME: INTRODUCING SCIENCE

Learning area: 1. Introduction to Science

Month/We
Learning objective Learning outcomes
ek
Orientation Programme For A student is able to:
Jan Science & Mathematics in • Pronounce, spell and understanding the use
English (OPSME) of word.
1.1 A student is able to:
Understanding that science is • list what he sees around him that is related
part of to science,
everyday life. • explain the importance of science in
everyday life
• name some careers in science

1.2 A student is able to:

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

1.3 A student is able to:

Knowing physical quantities and • state the physical quantities length, mass,
their units. time, temperature and electric current,
• state the S.I. units and the corresponding
symbols for these physical quantities,
• state the symbols and values of prefixes for
unit of length and mass: milli-, centi-, and
kilo-,
• Identify and use appropriate prefixes in the
measurement of length and mass.

1.4 A student is able to:

Understanding the use of • choose the right tool and measure length,
measuring • estimate the area of regular and irregular
tools. shapes using graph paper,
• choose the right tool and measure the
volume of liquid,
• choose the right tool to measure the body
temperature and the temperature of a
liquid,
• determine the volume of solid using the
water displacement method.

1.5 A student is able to:

Understanding the concept of • determine the weight of an object,
mass. • explain the concept of weight,
• explain the concept of mass,
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 • determine the mass of an object,
• explain the difference between mass and
weight,
• apply the use of spring and beam/lever
balance in the context of an experiment.
1.6 A student is able to:
Realising the importance of • give examples of problems that may arise if
standard units in everyday life. standard units are not used.

THEME: MAN AND THE VARIETY OF LIVING THINGS

Learning Area: 2. Cell as a Unit of Life

2.1 A student is able to:

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

2.2 A student is able to:

Understanding unicellular • state the meaning of unicellular organism
organism and and multicellular organism,
Multicellular organism. • give examples of unicellular organism and
multicellular organism.

2.3 A student is able to:

Understanding that cells form • name the different types of human cells,
tissues, organs and systems in • state the function of different types of
the human human cells,
body. • arrange sequentially cell organisation from
simple to complex using the terms cell,
tissue, organ, system and organism.

2.4 A student is able to:

Realising that humans are • explain why human beings are complex
complex organisms.
organisms.

THEME: MATTER IN NATURE

Learning Area: 3. Matter

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 3.1 A student is able to:
Mac Understanding that matter has • state that things have mass and occupy
mass and occupies space. space,
• explain what matter is,
• relate things and matter,
• carry out activities to show that air, water,
soil and living things have mass and occupy
space.

3.2 A student is able to:

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

3.3 A student is able to:

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

3.4 A student is able to:

Appreciating the use of • describe how man uses the different states
properties of of matter,
matter in everyday life. • describe how man applies the concept of
density,
• carry out an activity to explore the
applications of the concept of floating and
sinking related to density.

THEME: MATTER IN NATURE

Learning Area: 4. The Variety of Resources on Earth

4.1 A student is able to:

April Knowing the different resources • list the resources on earth needed to
on sustain life,
earth. • list the resources on earth used in everyday
life.

4.2 A student is able to:

Understanding elements, • state what elements, compounds and
compound and mixtures. mixtures are,
• give examples of elements, compounds and
mixtures,
• state the differences between elements,
compounds and mixtures,

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 • carry out activities to compare and contrast
the properties of different metals and
nonmetals,
• classify elements as metals and non-metals
based on their characteristics,
• give examples of metals and non-metals,

4.3 A student is able to:

Appreciating the importance of • explain the importance of variety of earth’s
the variety of earth’s resources resources to man,
to man. • state the meaning of the preservation and
conservation of resources on earth,
• state the importance of the preservation
and conservation of resources on earth,
• practise reducing the use, reusing and
recycling of materials.

THEME: MATTER IN NATURE

Learning Area: 5. The Air Around Us

5.1 A student is able to:

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

5.2 A student is able to:

Understanding the properties of • list the properties of oxygen and carbon
oxygen and carbon dioxide. dioxide,
• identify oxygen and carbon dioxide based
on their properties,
• choose a suitable test for oxygen and
carbon dioxide.
5.3 A student is able to:
June Understanding that oxygen is • state that energy, carbon dioxide and water
needed in vapour are the products of respiration,
respiration. • relate that living things use oxygen and
give out carbon i oxide during respiration,
• compare and contrast the content of
oxygen in inhaled and exhaled air in
humans,
• state that oxygen is needed for respiration,
• carry out an experiment to show that living
things use oxygen and give out carbon
dioxide during respiration.

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 5.4 A student is able to:
Understanding that oxygen is • state what combustion is,
needed for combustion(burning). • state that oxygen is needed for combustion,
• list the products of combustion,
• carry out experiments to investigate
combustion.

5.5 A student is able to:

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

5.6 A student is able to:

Realising the importance of • describe how life would be without clean air,
keeping the air clean. • suggest ways to keep the air clean,
• practise habits that keep the air clean.

THEME: ENERGY
Learning Area: 6. Sources of Energy

6.1 A student is able to:

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

6.2 A student is able to:

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

6.3 A student is able to:

Realising the importance of • describe the importance of conserving
conserving energy sources. energy sources,
• explain the use and management of energy
sources.

THEME: ENERGY
Learning Area : 7. Heat

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 7.1 A student is able to:
August Understanding heat as a form • state that the sun gives out heat,
of energy. • state other sources of heat,
• state that heat is a form of energy,
• give examples of the uses of heat,
• state the meaning of temperature,
• state the difference between heat and
temperature.

7.2 A student is able to:

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

7.3 A student is able to:

Analysing the effect of heat on • state the change in state of matter in
matter. physical processes,
• explain that change in state of matter
involves the absorption and release of heat,
• give examples of daily observations which
show a change in state of matter.

7.4 A student is able to:

Septembe Applying the principle of • explain with examples the use of expansion
r/ expansion and contraction of and contraction of matter in daily life,
October matter. • apply the principle of expansion and
contraction of matter insolving simple
problems.

7.5 A student is able to:

Understanding that dark, dull • state that dark, dull objects absorb heat
objects absorb and give out heat better than white, shiny objects,
better. • state that dark, dull objects give out heat
better than white, shiny objects,
• carry out experiments to investigate heat
absorption and heat release.
7.6 A student is able to:
Appreciating the benefits of heat • put into practice the principle of heat flow
flow. to provide comfortable living.

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Prepared by;

…………………………………
LENNY VERRA JOSEPH
SMK KUDAT

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