Summary of Yearly Lesson Plan Science Form 2

8/12/2019 Summary of Yearly Lesson Plan Science Form 2

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SUMMARY OF YEARLY LESSON PLAN SCIENCE FORM 2 (YEAR 2014)

WEEK/

DATE

THEME/

LEARNING

AREA

LEARNING

OBJECTIVE

LEARNING

OUTCOMEACHIEVEMENT

1

1/1/14

-2/1/14

MANAGEMENT

& CONTINUITY

OF LIFE

THE WORLD

THROUGH OUR

SENSES

1.1 Understandingthe sensory

organs and their

functions

1.2 Understanding

the sense of touch

A student is able to

a) identify and relate a sensory organ to its stimulus,b) state the pathway from stimulus to response

A student is able to:

a)identify the structure of the human skin involved instimuli detection,

b)state the function of different receptors

c)draw conclusion on the sensitivity of the skin atdifferent parts of the body.

2

5/1/14

-9/1/14

1.2 Understandingthe sense of

smell

1.4 Understanding

the sense of taste


a) identify the structure of the nose,b) identify the position of the sensory cells in thedetection of smell.

A student is able to:a)identify the different areas of the tongue that respondto different taste,

b) relate the sense of taste with the sense of smell.

3

12/1/14

-16/1/14

1.5 Understandingthe sense of hearing

1.6 Understanding

the sense of sight

A student is able to:a)identify the structure of the human ear,

b) explain the function of the different parts of the ear,c) describe how we hear.

A student is able to:a) identify the structure of the human eye,

b)explain the functions of different parts of the eye,

c) describe how we see.4

20/1/14-23/1/14

1.7 Understanding

light and sight

A student is able to:a) describe the properties of light i.e. reflection and

refraction,b) state the various defects of vision,c)explain ways to correct vision defects,d)state and give examples of the limitations of sight,

e) connect stereoscopic and monocular visions with thesurvival of animals,f) identify the appropriate device to overcome thelimitations of sight

5

26/1/14

-29/1/14

1.8 Understanding

sound and hearing

A student is able to:a) describe the properties of sound,

b) explain the reflection andabsorption of sound,

c) explain the defects of hearing,d) explain ways of rectifying thedefects in hearing,e) state the limitations of hearing,

f) state the device used to overcome the limitations ofhearing,g) explain stereophonic hearing.

1.9 Understandingthe stimuli and

responses in plants

A student is able to:a) state the stimuli that cause response in plants,

b) identify the parts of plants sensitive to specificstimulus,c) relate the response in plants to their survival.

6

7

9/14

-13/2/14

MANAGEMENT

& CONTINUI TY

OF LIFE

2.1 Analysing the

classes of food

2.2 Evaluating the

importance of a

A student is able to:a) explain through examples theclasses of food,

b) state the function of each class of food,

c) test for starch, glucose, protein and fats.A student is able to:a) state what a balanced diet is,

b) state the factors that must be considered when


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Nutrition

balanced diet

protein and fats,

planning a balanced diet,c) explain how the factors affect a

balanced diet,d) state the quantity of energy ineach gram of carbohydrate,

8

16/2/14

-20/2/14

2.3 Understanding

the digestive system

in man

A student is able to:a) explain what digestion is,

b) identify the parts of the digestive system,c) describe the flow of food particles in the alimentary

canal,d) state the functions of the organs in the digestivesystem,e) describe the process of digestion in the alimentarycanal,

f) list the end products of digestion of carbohydrate,

9

23/2/14

-27/2/14

2.4 Understanding

the process of

absorption of

digested food

A student is able to:a) explain the process of absorption of the products of

digestion,b) make inference about the absorption of glucosethrough a Visking tube.

10

2/3/14

-6/3/14

2.5 Understanding

the reabsorption of

water and defecation

A student is able to:a) state how water is reabsorbed in the large intestine,

b) explain defecation,

c) relate the problem of defecation with eating habits.

11

9/3/14

-

13 /3/14

2.6 Put into practice

the habits of healthy

eating.

A student is able to:a)justify the importance of eating nutritious food,

b) put in practice good eating habits,c) justify the generous distribution of food to the

underprivileged / needy,d) relate the dining culture of different peopleconforming to sensitivities and religious beliefs

12

16/3/14

-20/3/14

MAN AND THE

VARIETY OF

LIVING THINGS

1. Biodiversity

1.1 Understanding

variety of living

organisms and their

classification

A student is able to:a)explain the diversity of living organisms in a habitat,

b) classify various animals based on commoncharacteristics,c) classify various plants based on common

characteristics,d)explain the importance of biodiversity to theenvironment

13

30/3/14

-3/4/14MAN AND THE

VARIETY OF

LIVING THINGS

2.Interdependenceamong living

organism and the

environment

2.1 Analysing the

interdependence

among livingorganisms

A student is able to:a) state what species, population and community are,

b) state what habitat and ecosystem are,c) identify various habitats in one ecosystem,

e) explain through examples the interdependenceamong living organisms and the environment to create a

balanced ecosystem

14

5/4/14

-10/4/14

2.2 Evaluating the

interaction between

living organisms


a) list the types of interactions between livingorganisms,

b) explain with examples the interactions betweenliving organisms,

c) justify the importance of interaction between livingorganisms and the environment,

d) explain through examples the advantages anddisadvantages of biological control in regulating

the number of pest in certain areas.

15

13/4/14

-17/4/14

2.3 Synthesizing food

web

A student is able to:a) explain what producers, consumers and decomposers

are,b) combine a few food chains to construct a food web,c) identify the producer, consumer and decomposer in afood web,

d) construct a pyramid number from a food chain,e) relate the food web and the pyramid number toenergy flow,f) predict the consequences if a certain component of

living organisms in the ecosystem is missing.16

20/4/14

-24/4/14

2.4 Analysing

photosynthesis

A student is able to:a)state what photosynthesis is,

b) state the factors required for photosynthesis,


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c) state the products of photosynthesis,d)control the variables that are

required for photosynthesis,e) explain the role of photosynthesis in maintaining a

balanced ecosystem.

17

27/4/14

-30/4/14

18

4/5/14

-8/5/14

2.5 Evaluating the

importance of

conservation and

preservation of

living organisms.

A student is able to:a) explain what conservation and

preservation are,b) explain the steps taken to preserve and conserve

living organisms,c) justify the importance of conservation and

preservation of living organisms,d) support activities organised by various parties to

preserve and conserve the living organisms.

19

10/5/14

-15/5/14

2.6 Evaluating the

role of man in

maintaining balance

of nature

A student is able to:a)explain the effects of human activities on the balancein nature,

b) describe how man solves problems related to

environment,c) justify that human need a stable, productive and

balanced ecosystem.20 & 21

10/5/14-22/5/14

22

15/6/14

-19/6/14

MATTER IN

NATURE

1. Water and

Solution

1.1 Analysing thephysical

characteristic of

water

1.2 Analysing the

composition of water

A student is able to:a) state the meaning of the freezing point of water,

b) state the meaning of the boiling point of water,c) describe the physical characteristics of water,

d) explain through examples the effects of impurities onthe physical characteristics ofwater.

A student is able to:a) determine the composition of water,

b) test the presence of hydrogen and oxygen.

23

22/6/14

-

26/6/14

1.3 Analysing theevaporation ofwater

1.4 Analysing the

solution and

solubility


a) explain what evaporation is,b) explain through examples the factors that affect therate of evaporation of water withreference to the Kinetic Theory,

c) compare and contrast between evaporation andboiling,d) describe the application of the evaporation of waterin daily life.

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

b) contrast and compare between dilute solution,

c) concentrated and saturatedsolution,d) explain what suspension is,

e) explain what solubility is,f) explain the factors affectingthe solubility of solutes in water,g) explain the importance of

water as a universal solvent inlife,

h) give examples on the uses oforganic solvents in oureveryday life

23

22/6/14

-

26/6/14

1.5 Analysing acid

and alkali

A student is able to:a)identify the properties of acid,

b)dentify the properties of alkali,c) state that acid and alkali only show their properties in

the presence of water,d) explain through examples the definition of acid and


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alkali,e) identify the substances which are acidic or alkaline in

everyday life,f) state the uses of acid and alkali in daily life,g) explain the meaning of neutralisation,h) write an equation in words to describe the

neutralisation process,i) explain through examples the uses of neutralisation indaily life.

24

30/6/14

-

3/7/14

1.6 Analysing the

method of water

purification

1.7 Analysing the

water supply system

A student is able to:a) list the natural sources of water,

b) state the reasons for water purification,c) describe the various types of water purification,d) compare the strengths and weaknesses of the various

types of water purification.

A student is able to:a) describe how the water supply system works,

b) explain ways to save water.

25

6/7/14

-

10/7/14

1.8 Understanding

the preservation of

water quality


a) give examples of water pollutants,b) explain the effect of water pollution on living things,c) explain ways to control water pollution,d) explain ways to preserve water and its quality.

27

20/7/14

-24/7/14

MATTER IN

NATURE

Air pressure

2.1 Understandingair pressure

2.2 Applying the

principle of air

pressure in daily life

A student is able to :a) explain the existence of air pressure with reference tothe Kinetic Theory,

b) explain the factors affecting air pressure.

A student is able to:a) explain with examples things that use the principle of

air pressure,b) generate ideas to solve problems using the principleof air pressure,c) relate the safety measures taken when using gas

under high pressure.28

29

3/8/14

-

7/8/14

MATTER IN

NATURE

FORCE AND

MOTION

1.1 Understandingforce

1.2 Understandingthe

measurement of

force

A student is able to:a) state that a force is a push or a pull,

b) explain the effects of forces,c) explain the various types of forces.

A student is able to:a) state the unit of force,

b) explain how a spring balance works,c) measure the magnitude of force.

30

10/8/14

-14/8/14

1.3 Application of

frictional force


a) explain with example the existence of frictionalforce,

b) state the direction and the magnitude of frictionalforce,

c) carry out an experiment to show how different typesof surfaces affect frictional force,

d) explain the advantages and disadvantages of friction,e) explain ways to increase friction,

f) explain ways to reduce friction,g) explain with examples theapplication of friction in daily life.

31

17/8/14

-21/8/14

1.4Application of work

1.5 Application of

A student is able to:a) explain with examples how workis done,a) state the unit of work,

b) calculate the work done.

A student is able to:a) state the meaning of power,


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power

1.6 Analysing the

importance of force

in life

.

b) state the unit of power,c) calculate power on the work

done.

A student is able to:a) describe how life will be if force

does not exist

32

24/8/14

-28/8/14

MATTER IN

NATURE

2.0 SUPPORT AND

MOVEMENT

2.1 Understanding

the support system

in animals

.

2.2 Understanding

the support system

in plants

.

2.3 Appreciating thesupport system in

living things

A student is able to:a) explain the support system in vertebrates and thevarious support systems ininvertebrates,

b) compare and contrast the support system between

land and aquatic vertebrates,c) compare and contrast the support system betweenland and aquatic invertebrates.

A student is able to:a) explain the various supportsystems in woody and nonwoody plants,

b) classify plants based on their support systems.


c) justify the importance of thesupport system to living things.

33

1/9/14

-4/9/14

TECHNOLOGICAL

AND INDUSTRIAL

DEVELOPMENT IN

SOCIETY

1. Stability

1.1Understandingthet the centre of

gravity affects

stability

1.2 Appreciatingthe importance

of stability

A student is able to:a) determine the point of equilibrium in regular andirregular shapes,

b) relate the point of equilibrium as the centreof gravity of objects,c) relate the centre of gravity to the stability of objects.


a) suggest ways to improve the stability of objectsaround them,

b) explain with examples the application of stability in

life.

34

7/9/14

-11/9/14

TECHNOLOGICAL

AND INDUSTRIAL

DEVELOPMENT IN

SOCIETY

2. Simple Machine

2.1 Analysing levers

2.2 Appreciating the

innovative efforts in

the design of

machines to simplifywork.

A student is able to:a) list things around them that use the principle of the

lever,b) state what a lever can do,c) identify load, force and fulcrum in the lever,d) classify levers,

e) explain what is meant by the moment of a force,f) solve problems related to levers.


a) design or improvise adevice that use the

principle of a lever.

Summary of Yearly Lesson Plan Science Form 2

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