SCIENCE FORM 1YEARLY LESSON PLAN 2014WEEKTHEME /LEARNINGAREALEARNINGOBJECTIVESLEARNING OUTCOMES NOTES IB ELEMENTS1(or!"#$%&21'0 INTRO(UCING SCIENCE1.1 Understanding that science is part of everyday lifeA student is able to: list what he sees around him that is related to science, explain the importance of science in everyday life, name some careers in science such as:a) science teachersb) doctorsc) engineersDuring the learningactivities, bring outthe science concepts and principles students have learned in primary school.al!s on careers in science by professionals.T)!*!1A"CommunicationCollaborationCritical thinking"#InquirersThinkersKnowledgeable+ 1.$ Understanding the steps in scientific investigationA student is able to: state the steps in scientific investigation % experiment, carry out a scientific investigation.&cientific investigation involves the use of science process s!ills.here should be a guided discussion for steps 'a) to 'd) before carrying out the experiment.T)!*!1A"CommunicationCollaborationCritical thinking"#InquirersThinkersKnowledgeable1WEEKTHEME /LEARNINGAREALEARNINGOBJECTIVESLEARNING OUTCOMES NOTES IB ELEMENTS1(or!"#$%&21'0 INTRO(UCING SCIENCE1.1 Understanding that science is part of everyday lifeA student is able to: list what he sees around him that is related to science, explain the importance of science in everyday life, name some careers in science such as:a) science teachersb) doctorsc) engineersDuring the learningactivities, bring outthe science concepts and principles students have learned in primary school.al!s on careers in science by professionals.T)!*!1A"CommunicationCollaborationCritical thinking"#InquirersThinkersKnowledgeablehis is helping the teacher to identify the students( capability to carry out a scientific investigation.4,-1.)*nowing physical +uantities and their unitsA student is able to: state physical +uantities:length, mass, time, temperature and #roduct descriptions can be found on labels, boxes of electrical appliances, food T)!*!1A"CommunicationCollaborationCritical thinking$WEEKTHEME /LEARNINGAREALEARNINGOBJECTIVESLEARNING OUTCOMES NOTES IB ELEMENTS1(or!"#$%&21'0 INTRO(UCING SCIENCE1.1 Understanding that science is part of everyday lifeA student is able to: list what he sees around him that is related to science, explain the importance of science in everyday life, name some careers in science such as:a) science teachersb) doctorsc) engineersDuring the learningactivities, bring outthe science concepts and principles students have learned in primary school.al!s on careers in science by professionals.T)!*!1A"CommunicationCollaborationCritical thinking"#InquirersThinkersKnowledgeable(+1 J$".CNY&electrical current, state the &.,. units and the corresponding symbols for these physical +uantities, state the symbols and values of prefixes for units of length and mass:milli-, centi-, and !ilo-, identify and use appropriate prefixes in the measurement of length and mass. pac!ets, etc.&.,. is an abbreviation for the.rench term Systme International dUnits which means internationalsystem for units i.e.metre, !ilogram, second, etc."#InquirersThinkersKnowledgeable)WEEKTHEME /LEARNINGAREALEARNINGOBJECTIVESLEARNING OUTCOMES NOTES IB ELEMENTS1(or!"#$%&21'0 INTRO(UCING SCIENCE1.1 Understanding that science is part of everyday lifeA student is able to: list what he sees around him that is related to science, explain the importance of science in everyday life, name some careers in science such as:a) science teachersb) doctorsc) engineersDuring the learningactivities, bring outthe science concepts and principles students have learned in primary school.al!s on careers in science by professionals.T)!*!1A"CommunicationCollaborationCritical thinking"#InquirersThinkersKnowledgeable//01.0 Understanding the use of measuring tools A student is able to: choose the right tool andmeasure length in the context of an experiment, estimate area of regular and irregular shapes using graph paper in the context of an experiment, choose the right tool andmeasure the volume of li+uid in the context of an experiment, choose the right tool to 1a!e sure studentsta!e measurements correctly and accurately.T)!*!1A"CommunicationCollaborationCritical thinking"#InquirersThinkers0WEEKTHEME /LEARNINGAREALEARNINGOBJECTIVESLEARNING OUTCOMES NOTES IB ELEMENTS1(or!"#$%&21'0 INTRO(UCING SCIENCE1.1 Understanding that science is part of everyday lifeA student is able to: list what he sees around him that is related to science, explain the importance of science in everyday life, name some careers in science such as:a) science teachersb) doctorsc) engineersDuring the learningactivities, bring outthe science concepts and principles students have learned in primary school.al!s on careers in science by professionals.T)!*!1A"CommunicationCollaborationCritical thinking"#InquirersThinkersKnowledgeable1 1.2 Understanding the concept ofmassA student is able to: determine the weight of an ob3ect, explain the concept of weight, explain the concept of mass, determine the mass of anob3ect, explain the difference between mass and weight, apply the use of spring and beam%lever balance Unit for weight : newtonUnit for mass : !ilogram 4arry out an experiment where students have to apply the measurement s!ills of mass or weight.T)!*!1A"CommunicationCollaborationCritical thinking2WEEKTHEME /LEARNINGAREALEARNINGOBJECTIVESLEARNING OUTCOMES NOTES IB ELEMENTS1(or!"#$%&21'0 INTRO(UCING SCIENCE1.1 Understanding that science is part of everyday lifeA student is able to: list what he sees around him that is related to science, explain the importance of science in everyday life, name some careers in science such as:a) science teachersb) doctorsc) engineersDuring the learningactivities, bring outthe science concepts and principles students have learned in primary school.al!s on careers in science by professionals.T)!*!1A"CommunicationCollaborationCritical thinking"#InquirersThinkersKnowledgeablein the context of an experiment."#InquirersThinkersKnowledgeable11.56ealising the importance of standard units in everyday lifeA student is able to: give examples of problems that may arise if standard units are not used. 2,2'0 MAN AN( THE VARIETY OF LIVING THINGS$.1 Understanding cells A student is able to: identify that cell is the basic unit of living 7eneral structure of a cell includes cell wall, cell membrane, T)!*!25WEEKTHEME /LEARNINGAREALEARNINGOBJECTIVESLEARNING OUTCOMES NOTES IB ELEMENTS1(or!"#$%&21'0 INTRO(UCING SCIENCE1.1 Understanding that science is part of everyday lifeA student is able to: list what he sees around him that is related to science, explain the importance of science in everyday life, name some careers in science such as:a) science teachersb) doctorsc) engineersDuring the learningactivities, bring outthe science concepts and principles students have learned in primary school.al!s on careers in science by professionals.T)!*!1A"CommunicationCollaborationCritical thinking"#InquirersThinkersKnowledgeable10 things, prepare slides following the proper procedures, use a microscope properly, identify the general structures of animal cells and plant cells, draw the generalstructures of an animal cell and a plant cell, label the generalstructure of an animal cell and a plant cell, state the function of each cell structure,protoplasm 'cytoplasm and nucleus), chloroplast and vacuole.he usage and handling of a microscope is introduced here.6emind pupils of the safety precautions to be ta!en when preparingsamples A"CollaborationOrganisationCreative thinking"#InquirersThinkerse!lective8WEEKTHEME /LEARNINGAREALEARNINGOBJECTIVESLEARNING OUTCOMES NOTES IB ELEMENTS1(or!"#$%&21'0 INTRO(UCING SCIENCE1.1 Understanding that science is part of everyday lifeA student is able to: list what he sees around him that is related to science, explain the importance of science in everyday life, name some careers in science such as:a) science teachersb) doctorsc) engineersDuring the learningactivities, bring outthe science concepts and principles students have learned in primary school.al!s on careers in science by professionals.T)!*!1A"CommunicationCollaborationCritical thinking"#InquirersThinkersKnowledgeable state the similarities and differences between the two cells.of chee! cells.11 $.$ Understanding unicellular organism and multicellular organism A student is able to: state the meaning of unicellular organisms and multicellular organisms, give examples of unicellularorganisms and multicellularorganisms.Use prepared slidesor fresh specimens.,ntroduce the term 9microorganisms(. :WEEKTHEME /LEARNINGAREALEARNINGOBJECTIVESLEARNING OUTCOMES NOTES IB ELEMENTS1(or!"#$%&21'0 INTRO(UCING SCIENCE1.1 Understanding that science is part of everyday lifeA student is able to: list what he sees around him that is related to science, explain the importance of science in everyday life, name some careers in science such as:a) science teachersb) doctorsc) engineersDuring the learningactivities, bring outthe science concepts and principles students have learned in primary school.al!s on careers in science by professionals.T)!*!1A"CommunicationCollaborationCritical thinking"#InquirersThinkersKnowledgeable12,1+P!3 110.21/+$.) Understanding that cells form tissues, organsand systems in the human bodyA student is able to: name the different types of human cells, state the function of different types of humancells, arrange se+uentially cellorganisation from simpleto complex using the terms cell, tissue, organ, system T)!*!2A"CollaborationOrganisationCreative thinking"#InquirersThinkerse!lective;WEEKTHEME /LEARNINGAREALEARNINGOBJECTIVESLEARNING OUTCOMES NOTES IB ELEMENTS1(or!"#$%&21'0 INTRO(UCING SCIENCE1.1 Understanding that science is part of everyday lifeA student is able to: list what he sees around him that is related to science, explain the importance of science in everyday life, name some careers in science such as:a) science teachersb) doctorsc) engineersDuring the learningactivities, bring outthe science concepts and principles students have learned in primary school.al!s on careers in science by professionals.T)!*!1A"CommunicationCollaborationCritical thinking"#InquirersThinkersKnowledgeableand organism.14$.0 6ealising that humans are complex organismsA student is able to: explain why human beings are complex organisms.14 +'0'0 MATTER INNATURE+'1'0 M$##!r).1.1 Understanding that matter has mass and occupies spaceA student is able to: state that things has mass and occupies space, explain what matter is, 1