SMK DENGKIL

ANNUAL LESSON PLAN FOR FORM TWO SCIENCE 2011

WEEK/ DATE

LEARNING OBJECTIVES 1.1 Understanding the sensory organs and their functions.

SUGGESTED LEARNING ACTIVITIES

LEARNING OUTCOMES

SPS

NOBLE VALUES

1 03-07 Jan

THEME : Management and continuity of life CHAPTER 1 : World through our senses Carry out activities to make connection between the five A student is able to: senses, the sensory organs and the stimuli. identify and relate a sensory organ to its stimulus. Discuss what happens in our body after a stimulus is detected. state the pathway from stimulus to response:

Observing Communicating Defining operationally Observing Communicating

Being thankful to God Being objective Thinking rationally

1.2 Understanding the sense of touch. 2

Carry out activities to study the following: a) structure of the human skin involved in stimuli detection, b) sensitivity of the skin at different parts of the body towards stimuli. Discuss the sensitivity of the skin in connection to the following situations: a) receiving an injection, b) using Braille.

A student is able to: identify the structure of the human skin involved in stimuli detection state the function of different receptors pressure, heat, pain draw conclusion on the sensitivity of the skin at different parts of the body towards stimuli. A student is able to: identify the structure of the nose identify the position of the sensory cells in the detection of smell. A student is able to:

Observing Communicating Defining operationally Observing Communicating Inferring Communicating Observing Communicating Observing Communicating Defining operationally Observing Inferring Observing Communicating Observing Communicating Communicating Observing Communicating Observing Communicating Communicating

Being thankful to God Being objective Thinking rationally

10-14 Jan 1.3 Understanding the sense of smell. 1.4 Understanding the sense of taste. 3

Discuss the structure of the nose and the position of the sensory cells using models, charts, computer software and other teaching aids. Carry out activities to detect the different areas of the tongue that respond to different tastes. Carry out activities to find how taste is related to smell.

Being objective Thinking rationally

identify the different areas of the tongue that respond to different taste

Being thankful to God Being objective Thinking rationally

relate the sense of taste with the sense of smell. 1.5 Understanding the sense of hearing. Observe and identify the structure of the human ear. Discuss the function of each part of the ear. Discuss the hearing mechanism. A student is able to: identify the structure of the human ear explain the function of the different parts of the ear. describe how we hear. A student is able to: identify the structure of the human eye explain the functions of different parts of the eye

17-21 Jan

Being thankful to God Being objective Thinking rationally

1.6 Understanding the sense of sight.

Examine the cows eye or model of a human eye. Collect information on structure and function of each part of the eye. Discuss how we see.

Being thankful to God Being objective Thinking rationally

24-28 Jan

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ANNUAL LESSON PLAN FOR FORM TWO SCIENCE 2011

describe how we see. 1.7 Understanding light and sight. Carry out activities to study: a) reflection of light, b) refraction of light between two mediums of different density. Collect information about the types of defects of vision and the contribution/use of technology to rectify them. Carry out activities to show what short sightedness and long sightedness are and how to correct Carry out activities to show what short sightedness and long sightedness are and how to correct them. Discuss what astigmatism is and the way to correct it. Carry out activities to investigate the following: a) optical illusion, b) blind-spot. Discuss the connection between stereoscopic vision and monocular vision with the survival of animals. Gather information about the device to overcome the limitation of sight. A student is able to: describe the properties of light i.e. reflection and refraction state the various defects of vision explain ways to correct vision defects state and give examples of the limitations of sight connect stereoscopic and monocular visions with the survival of animals identify the appropriate device to overcome the limitations of sight. Relate the properties of light to natural phenomena and daily usage. A student is able to: describe the properties of sound explain the reflection and absorption of sound explain the defects of hearing explain ways of rectifying the defects in hearing state the limitations of hearing state the device used to overcome the limitations of hearing explain stereophonic hearing.

Communicating Defining operationally Measuring and using numbers Observing Inferring Communicating

Being thankful to God Being objective Thinking rationally

31-04 Feb

Observing Communicating Defining operationally Observing Communicating

1.8 Understanding sound and hearing.

07-11 Feb

1.9 Understanding the stimuli and responses in plants

Carry out activities to investigate: a) the production of sound, b) the need of medium for sound to travel, c) the reflection and absorption of sound. Collect information about a) the defects of hearing, b) ways to rectify the defects of hearing. Discuss the limitations of hearing and ways of improving it. Carry out activities to investigate the need for stereophonic hearing in determining the direction of sound. Understanding the stimuli and responses in plants. Carry out experiments to investigate and identify: a) stimuli detected by plants, b) the parts of the plants sensitive to specific stimulus. Discuss in what ways the response of plants towards stimuli are important for their survival.

Observing Communicating

Being thankful to God Being objective Thinking rationally

Communicating Communicating Defining operationally Observing Inferring Communicating Being thankful to God Being objective Thinking rationally

A student is able to: state the stimuli that cause response in plants identify the parts of plants sensitive to specific stimulus relate the response in plants to their survival.

7 14-18 Feb

2.1 Analysing the classes of food.

THEME : Management and continuity of life CHAPTER 2 : Nutrition Discuss the classes of food i.e. carbohydrate, protein, fats, A student is able to: vitamins, minerals, fibre and water and state their explain through examples the classes of food, functions. state the function of each class of food, test for starch, glucose, protein and fats. Carry out activities to test for starch (iodine solution), glucose (Benedict solution), protein (Millons reagent) and fats (alcohol-emulsion test).

Observing Inferring Communicating

Being thankful to God Being objective Thinking rationally

SMK DENGKIL

ANNUAL LESSON PLAN FOR FORM TWO SCIENCE 2011

2.2 Evaluating the importance of a balanced diet.

Discuss: a) what a balanced diet is, b) the factors that determine a persons balanced diet: age, size, sex, job, climate, state of health. Collect food wrappers that show calorific value of food and make a list to show the calorific value for 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) .. estimate the calories of food taken in a meal, .. plan a balanced diet. Discuss that digestion is the breakdown of large food molecules into smaller soluble molecules that can be readily absorbed by the body. Identify parts of the digestive system and the flow of food particles in the alimentary canal using model/chart/CD ROM. Discuss the functions of the various organs in the digestive system and the enzymes found. Carry out activities to show the action of the enzyme in the saliva on starch. Discuss the process of absorption of the products of digestion in the small intestine. Carry out an experiment to show the absorption of glucose through a Visking tube.

A student is able to: state what a balanced diet is, state the factors that must be considered when planning a balanced diet, explain how the factors affect a balanced diet, state the quantity of energy in each gram of carbohydrate, protein and fats

Observing Inferring Communicating

Being thankful to God Being objective Thinking rationally

8 21-25 Feb

2.3 Understanding the digestive system in man.

A student is able to: explain what digestion is, identify the parts of the digestive system, describe the flow of food particles in the alimentary canal, state the functions of the organs in the digestive system, describe the process of digestion in the alimentary canal, list the end products of digestion of carbohydrate, protein and fats.

Observing Inferring Communicating

Being thankful to God Being objective Thinking rationally

9 28-04 Mac 10

2.4 Understanding the process of absorption of digested food.

A student is able to: explain the process of absorption of the products of digestion, make inference about the absorption of glucose through a visking tube.

Observing Inferring Communicating

Being thankful to God Being objective Thinking rationally

FIRST MONTHLY TEST (07-11 MARCH) FIRST MID TERM SCHOOL BREAK (12-20 MARCH)
2.5 Understanding the reabsorption of water and defecation. Discuss the reabsorption of water by the large intestine and the process of defecation. Discuss the importance of good eating habits to avoid constipation. Plan and carry out a healthy eating habit. Discuss the following topics : a) practicing good eating habits i.e. eating nutritious food and eating in moderation, b) the generous distribution of food to the underprivileged / needy, c) cultural practices in dining conforming to sensitivities and religious beliefs. A student is able to: state how water is reabsorbed in the large intestine, explain defecation, relate the problem of defecation with eating habits. A student is able to: justify the importance of eating nutritious food, put in practice good eating habits, justify the generous distribution of food to the underprivileged / needy, relate the dining culture of different people conforming to sensitivities and religious beliefs. Observing Inferring Communicating Observing Inferring Communicating Being thankful to God Being objective Thinking rationally Being thankful to God Being objective Thinking rationally

11 21-25 Mac

2.6 Put into practice the habits of healthy eating.

THEME : Man and the Variety of Living Things CHAPTER 3 : Biodiversity

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ANNUAL LESSON PLAN FOR FORM TWO SCIENCE 2011

12 28-01 April 13 04-08 April

3.1 Understanding variety of living organisms and their classification.

4.1 Analysing the interdependence among living organisms. 14 11-15 April 4.2 Evaluating the interaction between living organisms.

Discuss the diversity in the general characteristics of A student is able to: living organisms. explain the diversity of living organisms in a habitat, Collect and classify various plants and animals into a classify various animals based on common characteristics, system based on common characteristics. - Animal: Invertebrate, vertebrate, mammal, fish, bird, amphibian, reptile. Plant : Flowering plant, non- flowering plant, classify various plants based on common characteristics, monocotyledon, dicotyledon. explain the importance of biodiversity to the environment - Build a concept map on living organisms based on the classification above. Discuss the importance of maintaining the biological diversity as one of the countrys natural heritage. THEME : Man and the variety of living things. CHAPTER 4: Interdependence among living organisms Carry out a field work to study species, habitat, A student is able to: population, community in an ecosystem. state what species, population and community are, Carry out a discussion on interdependence among living state what habitat and ecosystem are, organisms and the environment to create a balanced identify various habitats in one ecosystem, ecosystem. explain through examples the interdependence among living organisms and the environment to create a balanced ecosystem Collect and interpret data on the types of interactions A student is able to: between living organisms as follows: list the types of interactions between living organisms, a) prey-predator, explain with examples the interactions between living b) symbiosis: commensalism, mutualism and parasitism organisms, e.g. remora and shark, algae and fungi, tape worm and justify the importance of interaction between living organisms man, and the environment, c) competition. explain through examples the advantages and disadvantages of Conduct an activity to show the importance of the biological control in regulating the number of pest in certain interaction between organisms and the environment. areas. Discuss the advantages of biological control in regulating the numbers of pests in certain areas. Collect and interpret data on the producer, consumer, decomposer and pyramid number. Construct a food web from a few food chains and identify the producer, consumer and decomposer. Discuss the energy flow in the food web constructed. Conduct a game to show the effects of an increase or decrease in the number of organisms in a pyramid number. Discuss the consequences if a component of living organisms in an ecosystem is missing. Carry out discussion on what photosynthesis is. Carry out experiments to determine the factors needed for photosynthesis i.e. carbon dioxide, water, light and chlorophyll. Discuss the importance of photosynthesis in maintaining a balanced ecosystem. Discuss the carbon and oxygen cycles. Collect and interpret data on the conservation and preservation of living organisms. A student is able to: explain what producers, consumers and decomposers are, combine a few food chains to construct 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 a certain component of living organisms in the ecosystem is missing. A student is able to: state what photosynthesis is, state the factors required for photosynthesis, state the products of photosynthesis, control the variables that are required for photosynthesis, explain the role of photosynthesis in maintaining a balanced ecosystem. A student is able to:

Observing Inferring Communicating

Being thankful to God Being objective Thinking rationally

Observing Inferring Communicating

Being thankful to God Being objective Thinking rationally

Observing Inferring Communicating

Being thankful to God Being objective Thinking rationally

4.3 Synthesizing food web. 15 18-22 April

Observing Inferring Communicating

Being thankful to God Being objective Thinking rationally

16 25-29 April

4.4 Analysing photosynthesis.

Observing Inferring Communicating

Being thankful to God Being objective Thinking rationally

17

4.5 Evaluating the

Observing

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ANNUAL LESSON PLAN FOR FORM TWO SCIENCE 2011

importance of conservation and preservation of living organisms.

02-06 April

4.6 Evaluating the role of man in maintaining the balance in nature.

Carry out a field work in a natural forest reserve (wetlands, highland forest or tropical rain forest) or an animal sanctuary to study the conservation and preservation of living organisms. Carry out a discussion on how the improvement in science and technology helps in the conservation and preservation of living organisms. Run a campaign to stress on the importance of conservation and preservation / Carry out a role play involving the parties concerned in solving problems related to the conservation and preservation of living organisms. Carry out a brainstorming session to discuss the environmental issues affecting the balance in nature and how to solve it. Carry out a discussion to justify that man needs stable and productive ecosystem to ascertain a harmonious life.

explain what conservation and preservation are, explain the steps taken to preserve and conserve living organisms, justify the importance of conservation and preservation of living organisms, support activities organised by various parties to preserve and conserve the living organisms.

Inferring Communicating

Being objective Thinking rationally

18 09-13 Mei

5.1 Analysing the physical characteristics of water. 5.2 Analysing the composition of water.

A student is able to: explain the effects of human activities on the balance in nature, describe how man solves problems related to environment, justify that human need a stable, productive and balanced ecosystem. THEME : Matter in Nature. CHAPTER 5: Water and solution Carry out activities to determine the following: A student is able to: the freezing point of water, state the meaning of the freezing point of water, the boiling point of water. state the meaning of the boiling point of water, Carry out an activity to observe the effects of impurities describe the physical characteristics of water, on the physical characteristics of water. explain through examples the effects of impurities on the physical characteristics of water. Carry out an electrolysis to determine the ratio of A student is able to: hydrogen to oxygen in a molecule of water. determine the composition of water, test the presence of hydrogen and oxygen.

Observing Inferring Communicating

Being thankful to God Being objective Thinking rationally

Observing Inferring Communicating

Being thankful to God Being objective Thinking rationally

Observing Inferring Communicating

Being thankful to God Being objective Thinking rationally

19-20

MIDYEAR EXAM (16-27 MAY) FIRST YEAR SCHOOL BREAK (28 MAY 12 JUNE)
5.3 Analysing the process of evaporation of water. Carry out experiments to study the factors affecting the rate of evaporation of water i.e. humidity, the temperature of the surrounding, surface area and the movement of air. Discuss the factors affecting the rate of evaporation in relation to the Kinetic Theory. Discuss the similarities and differences between evaporation and boiling. Gather information on evaporation process and its application in daily life. i.e. drying of clothes, preservation of agricultural products and processing of food. Discuss the differences between solute, solvent and solution. A student is able to: explain what evaporation is, explain through examples the factors that affect the rate of evaporation of water with reference to the Kinetic Theory, compare and contrast between evaporation and boiling, describe the application of the evaporation of water in daily life. Observing Inferring Communicating Being thankful to God Being objective Thinking rationally

21 13-17 Mei

22

5.4 Analysing solution

A student is able to: explain what solute, solvent and solution are,

Observing

Being thankful to God

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ANNUAL LESSON PLAN FOR FORM TWO SCIENCE 2011

and solubility

20-24 Mei

5.5 Understanding the preservation of water quality. 23 27-01 July

Carry out activities to prepare a dilute solution, a concentrated solution and a saturated solution. Discuss the similarities and differences between dilute solution, concentrated solution and saturated solution. Carry out activities to illustrate the differences between a solution and a suspension. Carry out experiments to determine the factors affecting the solubility of a solute. i. Nature of solvent, ii. Nature of solute, iii. Temperature. Carry out experiments to determine the factors affecting the rate of dissolving: i. temperature, ii. rate of stirring, [Link] of solute particle. Discuss the importance of water as a universal solvent in life. Gather information on the application of organic solvents in daily life. Collect and interpret data on types of water ollutants which include: industrial waste such as chemical and radioactive residues, domestic waste such as garbage and sewage, chemicals from the agricultural activities such as fertilisers and pesticides, siltation caused by constructions and deforestation, accidental spillage from tankers. Conduct discussion on the effect of water pollution on living things. Generate ideas on ways to control water pollution. Discuss ways to conserve and preserve water and its quality. Run a campaign on Love Our Rivers. Make a visit to a water purification site. Brainstorming on the following: natural resources of water, the reasons for water purification. Discuss the various types of water purification such as filtration, boiling, chlorination and distillation. Carry out activities to study the various types of water purification such as filtration, boiling and distillation. Pupils present their findings to discuss the strengths and weaknesses of the various types of water purification. Make a visit to a water processing plant to study the water 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. Collect and interpret data on types of water pollutants which include:

contrast and compare between dilute solution, concentrated and saturated solution, explain what suspension is, explain what solubility is, explain the factors affecting the solubility of solutes in water, explain the importance of water as a universal solvent in life, give examples on the uses of organic solvents in our everyday life.

Inferring Communicating

Being objective Thinking rationally

A student is able to: give examples of water pollutants, explain the effect of water pollution on living things, explain ways to control water pollution, explain ways to preserve water and its quality.

Observing Inferring Communicating

Being thankful to God Being objective Thinking rationally

5.6 Analysing the methods of water purification. 24 04-08 July

A student is able to: list the natural sources of water, state the reasons for water purification, describe the various types of water purification, compare the strengths and weaknesses of the various types of water purification. The latest developments in water purification e.g. ultra-violet treatment can be discussed. A student is able to: describe how the water supply system works, explain ways to save water.

Observing Inferring Communicating

Being thankful to God Being objective Thinking rationally

5.7 Analysing the water supply system.

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Being thankful to God Being objective Thinking rationally

25

5.8 Understanding

A student is able to: give examples of water pollutants,

Observing

Being thankful to God

SMK DENGKIL

ANNUAL LESSON PLAN FOR FORM TWO SCIENCE 2011

the preservation of water quality.

11-15 July

.. industrial waste such as chemical and radioactive residues, .. domestic waste such as garbage and sewage, .. chemicals from the agricultural activities such as fertilisers and pesticides, .. siltation caused by constructions and deforestation, .. accidental spillage from tankers. Conduct discussion on the effect of water pollution on living things. Generate ideas on ways to control water pollution. Discuss ways to conserve and preserve water and its quality. Run a campaign on Love Our Rivers. Carry out an activity to discuss the kinetic theory of gases. Carry out an activity to show that air exerts pressure. Carry out activities to show the factors affecting air pressure, i.e. volume and temperature Collect and interpret data on appliances that uses the principle of air pressure Gather information and discuss the application of air pressure in syringe, siphon, spraying pump and drinking straw. Discuss ways of using the principle of air pressure to solve daily problems such as blockage in sinks and pouring condensed milk from a can Gather information on how a gas tank containing gas under high pressure works Discuss the safety precautions taken when using gas under high pressure

explain the effect of water pollution on living things, explain ways to control water pollution, explain ways to preserve water and its quality.

Inferring Communicating

Being objective Thinking rationally

26 18-26 July

6.1 Understanding air pressure.

THEME : Matter in Nature. CHAPTER 6: AIR PRESSURE A student is able to : explain the existence of air pressure with reference to the Kinetic Theory, explain the factors affecting air pressure A student is able to : Explain with examples things that use the principle of air pressure, Generate ideas to solve problems using the principle of air pressure Relate the safety measures taken when using gas under high pressure

Observing Inferring Communicating Observing Inferring Communicating

Being thankful to God Being objective Thinking rationally Being thankful to God Being objective Thinking rationally

6.2 Application of the principle of air pressure 27 25-29 July

7.1 Understanding force. 28 01-05 Aug

7.2 Understanding the measurement of force. 7.3 Application of frictional force.

29 08-12 Aug

THEME : FORCE AND MOTION CHAPTER 7 : DYNAMICS Carry out activities to show pushing and pulling are A student is able to: forces. state that a force is a push or a pull, Carry out activities to show the effects of force (changes explain the effects of forces, in shape, position, speed and direction). explain the various types of forces. Carry out activities to show different types of forces (frictional, gravitational, electrostatic and magnetic force). Discuss the unit of force and the principle of a spring A student is able to: balance. state the unit of force, Carry out activity to measure the magnitude of force. explain how a spring balance works, measure the magnitude of force. Discuss with examples to show the existence of A student is able to: frictional force. explain with example the existence of frictional force, Carry out activities to identify the direction of frictional state the direction and the magnitude of frictional force, force and measure the magnitude of the force. carry out an experiment to show how different types of Carry out an experiment to show how different types of surfaces affect frictional force, surfaces affect the magnitude of frictional force. explain the advantages and disadvantages of friction,

Observing Inferring Communicating

Being thankful to God Being objective Thinking rationally

Observing Inferring Communicating Observing Inferring Communicating

Being thankful to God Being objective Thinking rationally Being thankful to God Being objective Thinking rationally

SMK DENGKIL

ANNUAL LESSON PLAN FOR FORM TWO SCIENCE 2011

7.4 Application of work

Gather information and discuss the advantages and disadvantages of friction. Carry out activities on ways to a) increase friction, b) reduce friction. Discuss the application of increasing and decreasing friction in our daily life. Discuss with examples to show work is done when an object is moves by a force. Carry out activities to determine the work done by using: Work(J)=Force(N) X Distance(m) Carry out activities to determine power by using: Power(W)=Work(J) X Time (s)

explain ways to increase friction, explain ways to reduce friction, explain with examples the application of friction in daily life.

A student is able to:

30 15-19 Aug

7.5 Application of power

Explain with examples how work is done,, State the unit of work Calculate the work done. A student is able to: State the meaning of power State the unit of power

7.6 Analysing the importance of force in life 31

Create an activity e.g. drawing a poster, sketching or acting to show how life would be without force.

Calculate power on the work done. A student is able to: Describe how life will be if force does not exist

SECOND MONTHLY TEST (22-26 AUGUST) SECOND MID TERM SCHOOL BREAK (27 AUGUST-04 SEPT)
8.1 Understanding the support systems in animals. THEME : FORCE AND MOTION CHAPTER 8: SUPPORT AND MOVEMENT Gather information and discuss the various support A student is able to: systems in explain the support system in vertebrates and the various a) land and aquatic vertebrates, support systems in invertebrates, b) land and aquatic invertebrates. compare and contrast the support system between land and Carry out discussions on the following: aquatic vertebrates, a) similarities and differences between support systems compare and contrast the support system between land and in land and aquatic vertebrates, aquatic invertebrates. b) similarities and differences between support systems in land and aquatic invertebrates. Carry out field work to study various support systems of A student is able to: plants. explain the various support systems in woody and non-woody Carry out activities to classify plants based on their plants, support systems. classify plants based on their support systems. Discuss issues e.g. A student is able to: a) inability of whales to move back to sea after being justify the importance of the support system to living things. washed ashore, b) a crippled person using crutches for support THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENTS IN SOCIETY CHAPTER 9 : STABILITY Carry out activities to find the point of equilibrium in A student is able to: regular and irregular shapes. determine the point of equilibrium in regular and irregular Carry out an experiment to find out how the centre of shapes, Observing Inferring Communicating Being thankful to God Being objective Thinking rationally

32 05-09 Sept

33 12-16 Sept

8.2 Understanding the support systems in plants. 8.3 Appreciating the support system in living things.

Observing Inferring Communicating Observing Inferring Communicating

Being thankful to God Being objective Thinking rationally Being thankful to God Being objective Thinking rationally

34

9.1 Understanding that the centre of gravity

Observing Inferring

Being thankful to God Being objective Thinking rationally

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ANNUAL LESSON PLAN FOR FORM TWO SCIENCE 2011

affects stability. 19-23 Sept 9.2 Appreciating the importance of stability.

35 26-30 Sept

gravity affects the stability of an object by manipulating the a) height, b) base area. Discuss the relationship between the centre of gravity and stability. Carry out a brainstorming session on ways to improve stability. Carry out activities like doing projects or playing games to build models by applying the concept of stability.

relate the point of equilibrium as the centre of gravity of objects, relate the centre of gravity to the stability of objects.

Communicating

A student is able to: suggest ways to improve the stability of objects around them, explain with examples the application of stability in life.

Observing Inferring Communicating

Being thankful to God Being objective Thinking rationally

10.1 Analysing levers

36 03-07 Oct

37 10-14 Oct 38 39-40 41-42

10.2 Appreciating the innovative efforts in the design of machines to simplify work

THEME : TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENTS IN SOCIETY CHAPTER 10 : SIMPLE MACHINES Discuss how a small effort can overcome a large load A student is able to: with the use of a lever. list things around them that use the principle of the lever, Make an observation on devices that use the principles of levers. Identify the load, force and fulcrum, and then classify state what a lever can do, the systems into first, second and third class levers. Discuss how humans apply the principles of levers to identify load, force and fulcrum in the lever, help them overcome large load. classify levers, Discuss that the moment of force = force X perpendicular distance from the pivot to force. Carry out an activity to show the relationship between explain what is meant by the moment of a force, moment and the product of force and distance. Solving problems related to levers using the following formulae: solve problems related to levers. Load (N) X distance of the load from fulcrum (m) = Force (N) X distance of the force from the fulcrum (m) Carry out a project to build a device using the principle A student is able to: of a lever. design or improvise a device that use the principle of a lever.

Observing Inferring Communicating Observing Defining operationally Communicating Observing Classifying

Being thankful to God Being objective Thinking rationally Being thankful to God Being objective Thinking rationally

Defining operationally Communicating Measuring and using numbers Measuring and using numbers observing Appreciati ng the contribution of science and technology.

REVISION AND EXERCISE FINAL YEAR EXAMNINATION REVISION AND EXERCISE SCHOOL HOLIDAY (19 NOVEMBER 05 JANUARY)