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SCIENCE FORM 2 DSKP - Coggle Diagram

- - - - 1.1.1 Elaborate and communicate about biodiversity
        
        • LEARNING STANDARD
        1.1.1 Elaborate and communicate about biodiversity
        
        • SCIENCE PROCESS SKILLS
        Communicating, classifying
        
        • THINKING SKILLS
        Grouping and classifying
        
        • VALUE
        Appreciate God’s gifts
        
        • LEARNING OBJECTIVES
        By the end of this session, students will able to describe and communicate about biodiversity.
      - 1.1.2 Justify the needs to manage biodiversity effectively.
        
        • LEARNING STANDARD
        1.1.2 Justify the needs to manage biodiversity effectively
        
        • SCIENCE PROCESS SKILLS
        Communicating
        
        • THINKING SKILLS
        Problem solving
        
        • VALUE
        Being responsible about the safety of oneself, others, and the environment
        
        • LEARNING OBJECTIVES
        By the end of this session, students can justify the needs of effective biodiversity management.
    - - 1.2.1 Differentiate organisms using a dichotomous key based on common characteristics
        
        • LEARNING STANDARD
        1.2.1 Differentiate organisms using a dichotomous key based on common characteristics
        
        • SCIENCE PROCESS SKILLS
        Classifying
        
        • THINKING SKILLS
        Grouping and classifying
        
        • VALUE
        Virtuous
        
        • LEARNING OBJECTIVE
        By the end of this session, students will able to differentiate organisms with dichotomy keys based on common features.
      - 1.2.2 Characterise the major taxonomy group
        
        • LEARNING STANDARD
        1.2.2 Characterise the major taxonomy group
        
        • SCIENCE PROCESS SKILLS
        Grouping, classifying
        
        • THINKING SKILLS
        Classifying
        
        • VALUE
        Cooperative
        
        • LEARNING OBJECTIVES
        By the end of this session, students will able to characterize the major taxonomy group
  - - - 2.1.1 Explain with examples of producer, consumer, and decomposer.
        
        • LEARNING STANDARD
        2.1.1 Explain with examples of producer, consumer, and decomposer.
        
        • SCIENCE PROCESS SKILLS
        Defining operationally
        
        • THINKING SKILLS
        Comparing and contrasting
        
        • VALUE
        Interest and curiosity towards the environment
        
        • LEARNING OBJECTIVES
        By the end of this session, students will able to explain with examples of producer, consumers, and decomposer
      - 2.1.2 Interpret food chain and food web.
        
        • LEARNING STANDARD
        2.1.2 Interpret food chain and food web.
        
        • SCIENCE PROCESS SKILLS
        Observing, communicating
        
        • THINKING SKILLS
        relating
        
        • VALUE
        Cooperative
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to interpret food chains and food chains
    - - 2.2.1 Elaborate and communicate about the role of living things in the oxygen and carbon cycles in the ecosystem.
        
        • LEARNING STANDARD
        2.2.1 Elaborate and communicate about the role of living things in the oxygen and carbon cycles in the ecosystem
        
        • SCIENCE PROCESS SKILLS
        communicating
        
        • THINKING SKILLS
        Relating
        
        • VALUE
        Realising that science is a means to understand nature
        
        • LEARNING OBJECTIVES
        By the end of this session, students will able to elaborate and communicate about the role of living things in the oxygen and carbon cycles in the ecosystem.
      - 2.2.2 Justify the role of organisms in the water cycle of an ecosystem.
        
        • LEARNING STANDARD
        2.2.2 Justify the role of organisms in the water cycle of an ecosystem.
        
        • SCIENCE PROCESS SKILLS
        communication
        
        • THINKING SKILL
        analysing
        
        • VALUE
        Realising that science is a means to understand nature
        
        • LEARNING OBJECTIVES
        By the end of this session, students will able to justify the role of organisms in the water cycle of an ecosystem
      - 2.2.3 Solve problems when there are interferences to the cycles caused by human activities.
        
        • LEARNING STANDARD
        2.2.3 Solve problems when there are interferences to the cycles caused by human activities
        
        • SCIENCE PROCESS SKILLS
        communication
        
        • THINKING SKILLS
        Relating
        
        • VALUE
        Being responsible about the safety of oneself, others, and the environment
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to solve problems when there are interferences to the cycles caused by human activities
    - - 2.3.1 Explain with examples the interdependence among living things and the environment to maintain a balanced ecosystem
        
        • LEARNING STANDARD
        2.3.1 Explain with examples the interdependence among living things and the environment to maintain a balanced ecosystem
        
        • VALUE
        Realising that science is a means to understand nature
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to explain with examples the interdependence among living things and the environment to maintain a balanced ecosystem
        
        • SCIENCE PROCESS SKILLS
        Communiating
        
        • THINKING SKILLS
        Relating, visualing, making conclusions
      - 2.3.2 Justify the importance of adaptations of living things to the environment
        
        • LEARNING STANDARD
        2.3.1 Explain with examples the interdependence among living things and the environment to maintain a balanced ecosystem
        
        • SCIENCE PROCESS SKILLS
        Communicating, observing
        
        • THINKING SKILLS
        Relating, attributing
        
        • VALUE
        Cooperative, Interest and curiosity towards the environment
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to explain with examples the interdependence among living things and the environment to maintain a balanced ecosystem.
      - 2.3.3 Communicate examples of interactions between organisms and apply these interactions in daily life
        
        • LEARNING STANDARD
        2.3.3 Communicate examples of interactions between organisms and apply these interactions in daily life
        
        • SCIENCE PROCESS SKILLS
        Communicating
        
        • THINKING SKILLS
        Relating
        
        • VALUE
        Interest and curiosity towards the environment
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to communicate examples of interactions between organisms and apply these interactions in daily life.
      - 2.3.4 Separate the factors that affect the size of population in an ecosystem
        
        • LEARNING STANDARD
        2.3.4 Separate the factors that affect the size of population in an ecosystem
        
        • SCIENCE PROCESS SKILLS
        Making inference
        
        • THINKING SKILLS
        Analysing, relating
        
        • VALUE
        Interest and curiosity towards the environment
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to separate the factors that affect the size of population in an ecosystem.
      - 2.3.5 Predict how the changes in ecosystem affect the existing resources and balance of the population
        
        • LEARNING STANDARD
        2.3.5 Predict how the changes in ecosystem affect the existing resources and balance of the population
        
        • SCIENCE PROCESS SKILLS
        Communicating
        
        • THINKING SKILLS
        Relating. Predicting
        
        VALUE
        Being responsible about the safety of oneself, others and the environment
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to predict how the changes in ecosystem affect the existing resources and balance of the population
    - - 2.4.1 Justify and communicate that man needs a stable and productive ecosystem to sustain life
        
        • LEARNING STANDARD
        2.4.1 Justify and communicate that man needs a stable and productive ecosystem to sustain life.
        
        • SCIENCE PROCESS SKILLS
        Communicating
        
        • THINKING SKILLS
        Making conclusions
        
        • VALUE
        Realising that science is a means to understand nature.
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to justify and communicate that man needs a stable and productive ecosystem to sustain life
  - - - 3.1.1 Elaborate and communicate about classes of food.
        
        • LEARNING STANDARD
        3.1.1 Elaborate and communicate about classes of food.
        
        • SCIENCE PROCESS SKILLS
        Communicating, defining operationally
        
        • THINKING SKILLS
        Analysing, relating
        
        • VALUE
        Appreciate and practise clean and healthy living
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to elaborate and communicate about classes of food
      - 3.1.2 Test the presence of starch, glucose, protein, and fats in food.
        
        • LEARNING STANDARD
        3.1.2 Test the presence of starch, glucose, protein, and fats in food.
        
        • SCIENCE PROCESS SKILLS
        Experimenting
        
        • THINKING SKILLS
        Making inference, grouping, and classifying, making conclusions, visualising, conceptualising
        
        • VALUE
        Cooperative, honest and accurate in recording and validating data
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to test the presence of starch, glucose, protein, and fats in food
    - - 3.2.1 Elaborate and communicate about a balanced diet.
        
        • LEARNING STANDARD
        3.2.1 Elaborate and communicate about a balanced diet
        
        • SCIENCE PROCESS SKILLS
        Communicating
        
        • THINKING SKILLS
        Relating, making inference
        
        • VALUE
        Appreciate and practise clean and healthy living
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to elaborate and communicate about a balanced diet
      - 3.2.2 Estimate calories of food intake in a meal and plan a balanced diet.
        
        • LEARNING STANDARD
        3.2.2 Estimate calories of food intake in a meal and plan a balanced diet.
        
        • SCIENCE PROCESS SKILLS
        Communicating, predicting, classifying, interpreting data
        
        • THINKING SKILLS
        Relating, comparing, and contrasting, evaluating, analysing
        
        • VALUE
        Appreciate and practise clean and healthy living
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to estimate calories of food intake in a meal and plan a balanced diet
      - 3.2.3 Conduct a research and justify the importance of a balanced diet, exercise, and a healthy lifestyle in order to maintain a healthy body
        
        • LEARNING STANDARD
        Conduct a research and justify the importance of a balanced diet, exercise, and a healthy lifestyle in order to maintain a healthy body
        
        • SCIENCE PROCESS SKILLS
        Measuring and using numbers, observing, interpreting data, communication
        
        • THINKING SKILLS
        Relating, comparing and contrasting, analysing, making conclusions, evaluating
        
        • VALUE
        Appreciate and practise clean and healthy living
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to conduct a research and justify the importance of a balanced diet, exercise, and a healthy lifestyle in order to maintain a healthy body
    - - 3.3.1 Elaborate and communicate about digestion
        
        • LEARNING STANDARD
        3.3.1 Elaborate and communicate about digestion.
        
        • SCIENCE PROCESS SKILLS
        Communicating, observing, classifying
        
        • THINKING SKILLS
        Relating, visualising
        
        • VALUE
        Realising that science is a means to understand nature
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to elaborate and communicate about digestion
    - - 3.4.1 Conduct an experiment to explain the absorption of the end products of digestion
        
        • LEARNING STANDARD
        3.4.1 Conduct an experiment to explain the absorption of the end products of digestion
        
        • SCIENCE PROCESS SKILLS
        Experimenting
        
        • THINKING SKILLS
        All thinking skills
        
        • VALUE
        Systematic, confident and ethic, Honest and accurate in recording and validating data
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to conduct an experiment to explain the absorption of the end products of digestion.
      - 3.4.2 Relate the function of digestive system, blood circulatory system and respiratory system.
        
        • LEARNING STANDARD
        3.4.2 Relate the function of digestive system, blood circulatory system and respiratory system
        
        • SCIENCE PROCESS SKILLS
        Communicating, relating
        
        • THINKING SKILLS
        Predicting, analysing
        
        • VALUE
        Realising that science is a means to understand nature
        
        • LEARNING OBJECTIVE
        By the end of this session, students will be able to relate the function of digestive system, blood circulatory system and respiratory system
      - 3.4.3 Elaborate and communicate about defecation
        
        • LEARNING STANDARD
        3.4.3 Elaborate and communicate about defecation.
        
        • SCIENCE PROCESS SKILLS
        Communicating, predicting
        
        • THINKING SKILLS
        Relating
        
        • VALUE
        Appreciate and practise clean and healthy living
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to elaborate and communicate about defecation
  - - - 4.1.1 Differentiate and communicate about infectious and non-infectious diseases.
        
        • LEARNING STANDARD
        4.1.1 Differentiate and communicate about infectious and non-infectious diseases
        
        • SCIENCE PROCESS SKILLS
        Classifying, observing, communicating
        
        • THINKING SKILLS
        Comparing and contrasting, grouping, and classifying
        
        • VALUE
        Appreciating the contribution of science and technology
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to differentiate and communicate about infectious and non-infectious diseases
      - 4.1.2 Explain how infectious diseases are spread.
        
        • LEARNING STANDARD
        4.1.2 Explain how infectious diseases are spread
        
        • SCIENCE PROCESS SKILLS
        Communicating, classifying
        
        • THINKING SKILLS
        Relating, analysing
        
        • VALUE
        Appreciate and practise clean and healthy living.
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to explain how infectious diseases are spread
      - 4.1.3 Separate the cause and spread of infectious diseases
        
        • LEARNING STANDARD
        4.1.3 Separate the cause and spread of infectious diseases.
        
        • SCIENCE PROCESS SKILLS
        Classifying, observing, communicating
        
        • THINKING SKILLS
        Relating, grouping, and classifying
        
        • VALUE
        Appreciate and practise clean and healthy living
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to separate the cause and spread of infectious diseases
      - 4.1.4 Generate ideas on the mechanism to prevent the spread of infectious diseases
        
        • LEARNING STANDARD
        4.1.4 Generate ideas on the mechanism to prevent the spread of infectious diseases
        
        • SCIENCE PROCESS SKILLS
        Communicating, predicting
        
        • THINKING SKILLS
        Relating, generating ideas
        
        • VALUE
        Cooperative, Being responsible about the safety of oneself, others and the environment
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to generate ideas on the mechanism to prevent the spread of infectious diseases
    - - 4.2.1 Elaborate and communicate about the function of body defence system.
        
        • LEARNING STANDARD
        4.2.1 Elaborate and communicate about the function of body defence system
        
        • SCIENCE PROCESS SKILLS
        Communicating
        
        • THINKING SKILLS
        Relating, visualising
        
        • VALUE
        Appreciate God’s gifts
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to elaborate and communicate about the function of body defence system.
      - 4.2.2 Define antigens, antibodies, and immunity
        
        • LEARNING STANDARD
        4.2.2 Define antigens, antibodies, and immunity
        
        • SCIENCE PROCESS SKILLS
        Communicating, defining operationally
        
        • THINKING SKILLS
        Visualising, relating
        
        • VALUE
        Appreciate God’s gifts ,Realising that science is a means to understand nature
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to explain antigens, antibodies, and immunity.
      - 4.2.3 Justify the importance of immunisation.
        
        • LEARNING STANDARD
        4.2.3 Justify the importance of immunisation.
        
        • SCIENCE PROCESS SKILLS
        Communicating
        
        • THINKING SKILLS
        Relating, making conclusions
        
        • VALUE
        Appreciating the contribution of science and technology
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to explain the importance of immunisation
      - 4.2.4 Differentiate passive immunity and active immunity.
        
        • LEARNING STANDARD
        4.2.4 Differentiate passive immunity and active immunity.
        
        • SCIENCE PROCESS SKILLS
        Classifying, communicating
        
        • THINKING SKILLS
        Grouping and classifying, comparing, and contrasting
        
        • VALUE
        Appreciating the contribution of science and technology
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to differentiate passive immunity and active immunity
      - 4.2.5 Justify good practices towards attaining strong immune system
        
        • LEARNING STANDARD
        4.2.5 Justify good practices towards attaining strong immune system.
        
        • SCIENCE PROCESS SKILLS
        Communicating, predicting
        
        • THINKING SKILLS
        Relating
        
        • VALUE
        Appreciate and practise clean and healthy living
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to interprets good practices towards attaining strong immune system
      - 4.2.6 Justify and communicate about the importance of immunisation and health level of individuals to the family, social, economy and nation
        
        • LEARNING STANDARD
        4.2.6 Justify and communicate about the importance of immunisation and health level of individuals to the family, social, economy and nation
        
        • SCIENCE PROCESS SKILLS
        Communicating, predicting
        
        • THINKING SKILLS
        Making conclusion, relating
        
        • VALUE
        Being responsible about the safety of oneself, others and the environment, Appreciate and practise clean and healthy living
        
        • LEARNING OBJECTIVES
        By the end of this session, students will be able to clarify and communicate about the importance of immunisation and health level of individuals to the family, social, economy and nation.
- - - - 7.1.1 Describe and communicate about energy.
        
        • LEARNING STANDARD
        7.1.1 : Describe and communicate about energy.
        
        • SCIENCE PROCESS SKILLS
        
        Observing
        
        • THINKING SKILLS
        
        Attributing
        
        • VALUE
        
        Interest and curiosity towards the environment
        
        • LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to describe and communicate about energy
      - 7.1.2 Explain and communicate about the existence of electrostatic charges.
        
        • LEARNING STANDARD
        7.1.2 : Explain and communicate about the existence of electrostatic charges
        
        • SCIENCE PROCESS SKILLS
        
        Defining operationally
        
        • THINKING SKILL
        
        Visualising
        
        • VALUE
        
        Realising that science is a means to understand nature.
        
        • LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to explain and communicate about the existence of electrostatic charges
      - 7.1.3 Explain with examples on electrostatic in daily life.
        
        • LEARNING STANDARD
        7.1.3 : Explain with examples on electrostatic in daily life.
        
        • SCIENCE PROCESS SKILLS
        
        Observing
        
        • THINKING SKILLS
        
        attributing
        
        • VALUE
        
        Appreciating the contribution of science and technology.
        
        • LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to explain with examples on electrostatic in daily life
      - 7.1.4 Draw a conclusion that the flow of charges produce electric current
        
        • LEARNING STANDARD
        7.1.4 : Draw a conclusion that the flow of charges produce electric current
        
        • SCIENCE PROCESS SKILLS
        
        Making Inferences
        
        • THINKING SKILLS
        
        Analysing
        
        • VALUE
        
        Realising that science is a means to understand nature
        
        • LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to draw a conclusion that the flow of charges produce electric current
      - 7.1.5 Characterise current, voltage and resistance and their units
        
        • LEARNING STANDARD
        7.1.5 : Characterise current, voltage and resistance and their units
        
        • SCIENCE PROCESS SKILLS
        
        Classifying
        
        • THINKING SKILL
        
        Comparing and contrasting Grouping and classifying
        
        • VALUE
        Systematic, confident and ethic
        
        • LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to characterise current, voltage and resistance and their units
      - 7.1.6 Draw a conclusion on the relationship between current, voltage and resistance
        
        • LEARNING STANDARD
        7.1.6 : Draw a conclusion on the relationship between current, voltage and resistance
        
        • SCIENCE PROCESS SKILLS
        
        Making Inferences
        
        • THINKING SKILLS
        
        Analysing
        
        • VALUE
        
        Systematic, confident and ethic
        
        • LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to draw a conclusion on the relationship between current, voltage and resistance
    - - 7.2.1 Elaborate and communicate about the flow of electric current in series circuit and parallel circuit.
        
        • LEARNING STANDARD
        7.2.1 : Elaborate and communicate about the flow of electric current in series circuit and parallel circuit
        
        • SCIENCE PROCESS SKILLS
        
        OBSERVING
        
        • THINKING SKILLS
        
        attributing
        
        • VALUE
        
        Realising that science is a means to understand nature
        
        • LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to elaborate and communicate about the flow of electric current in series circuit and parallel circuit
    - - 7.3.1 Draw a conclusion about the characteristics of a magnet.
        
        • LEARNING STANDARD
        7.3.1 : Draw a conclusion about the characteristics of a magnet.
        
        • SCIENCE PROCESS SKILLS
        
        Making Inferences
        
        • THINKING SKILLS
        
        Analysing
        
        • VALUE
        
        Realising that science is a means to understand nature
        
        • LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to draw a conclusion about the characteristics of a magnet
      - 7.3.2 Describe and communicate about electromagnet.
        
        • LEARNING STANDARD
        7.3.2 : Describe and communicate about electromagnet
        
        • SCIENCE PROCESS SKILLS
        
        Observing
        
        • THINKING SKILLS
        
        attributing
        
        • VALUE
        
        Realising that science is a means to understand nature
        
        • LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to describe and communicate about electromagnet
      - 7.3.3 Carry out an experiment and communicate about the uses of magnet and electromagnet in daily life.
        
        • LEARNING STANDARD
        7.3.3 : Carry out an experiment and communicate about the uses of magnet and electromagnet in daily life.
        
        • SCIENCE PROCESS SKILLS
        
        Experimenting
        
        • THINKING SKILLS
        
        Making hypothesis
        
        • VALUE
        
        Honest and accurate in recording and validating data.
        
        • LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to carry out an experiment and communicate about the uses of magnet and electromagnet in daily life.
  - - - • LEARNING STANDARD
        8.1.1 : Elaborate and communicate about forcé.
      - • SCIENCE PROCESS SKILLS
        
        OBSERVING
      - • THINKING SKILL
        
        attributing
      - • VALUE
        
        APPRICIATE GOD’S GIFTS
      - • LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to elaborate and communicate about forcé
    - - • LEARNING STANDARD
        8.1.2 : Explain that force has magnitude, direction and point of aplication.
      - • SCIENCE PROCESS SKILLS
        
        making hypothesis
      - • THINKING SKILLS
        
        Generating ideas
      - • VALUE
        
        Appreciating the contribution of science and technology
      - • LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to explain that force has magnitude, direction and point of aplication
    - - • LEARNING STANDARD
        8.1.3 : Measure force in S.I. unit.
      - • SCIENCE PROCESS SKILLS
        
        Measuring and Using Numbers
      - • THINKING SKILLS
        
        Comparing and contrasting
      - • VALUE
        
        Honest and accurate in recording and validating data
      - • LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to measure force in s.i. unit.
    - - • LEARNING STANDARD
        8.1.4 : Explain with examples that every action forcé has an equal (same magnitude) reaction forcé but in the opposite direction.
      - • SCIENCE PROCESS SKILLS
        
        Defining operationally
      - • THINKING SKILLS
        
        Visualising
      - • VALUE
        
        Appreciating the contribution of science and technology
      - • LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to explain with examples that every action forcé has an equal (same magnitude) reaction forcé but in the opposite direction
    - - 8.2.1 Elaborate and communicate about the effects of forcé.
        
        • LEARNING STANDARD
        8.2.1 : Elaborate and communicate about the effects of forcé.
        
        • SCIENCE PROCESS SKILLS
        
        Observing
        
        • THINKING SKILLS
        
        Relating
        
        • VALUE
        
        Realising that science is a means to understand nature
        
        • LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to elaborate and communicate about the effects of forcé.
      - 8.2.2 Explain and communicate the relationship between the differences in densities and the effects of bouyancy in daily life.
        
        • LEARNING STANDARD
        8.2.2 : Explain and communicate the relationship between the differences in densities and the effects of bouyancy in daily life.
        
        • SCIENCE PROCESS SKILLS
        
        Classifying
        
        • THINKING SKILLS
        
        Comparing and contrasting Grouping and classifying
        
        • VALUE
        
        APPRICIATE GOD’S GIFTS
        
        • LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to explain and communicate the relationship between the differences in densities and the effects of bouyancy in daily life
      - 8.2.3 Classify and solve problems on levers based on the position of fulcrum, load and effort
        
        • LEARNING STANDARD
        8.2.3 : Classify and solve problems on levers based on the position of fulcrum, load and effort
        
        • SCIENCE PROCESS SKILLS
        
        Classifying
        
        • THINKING SKILLS
        
        Comparing and contrasting Grouping and classifying
        
        • VALUE
        
        Realising that science is a means to understand nature.
        
        • LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to classify and solve problems on levers based on the position of fulcrum, load and effort
      - 8.2.4 Explain and communicate about the moment of forcé.
        
        • LEARNING STANDARD
        8.2.4 : Explain and communicate about the moment of forcé
        
        • SCIENCE PROCESS SKILLS
        
        Defining operationally
        
        • THINKING SKILLS
        
        Relating
        
        • VALUE
        
        Interest and curiosity towards the environment
        
        • LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to explain and communicate about the moment of forcé
      - 8.2.5 Carry out an experiment and communicate about pressure and its application in daily life.
        
        • LEARNING STANDARD
        8.2.5 : Carry out an experiment and communicate about pressure and its application in daily life.
        
        • SCIENCE PROCESS SKILLS
        
        Experimenting
        
        • THINKING SKILLS
        
        Making hypothesis
        
        • VALUE
        
        Diligent and persevere when carrying out a task
        
        • LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to communicate about pressure and its application in daily life.
      - 8.2.6 Elaborate and communicate about gas pressure based on the kinetic theory of gas
        
        • LEARNING STANDARD
        8.2.6 : Elaborate and communicate about gas pressure based on the kinetic theory of gas
        
        • SCIENCE PROCESS SKILLS
        
        Making hypothesis
        
        • THINKING SKILLS
        
        Making hypothesis
        
        • VALUE
        
        Realising that science is a means to understand nature
        
        • LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to elaborate and communicate about gas pressure based on the kinetic theory of gas
      - 8.2.7 Explain and communicate about the existance of atmospheric pressure and the effects of altitude on the magnitude of pressure
        
        • LEARNING STANDARD
        8.2.7 : Explain and communicate about the existance of atmospheric pressure and the effects of altitude on the magnitude of pressure
        
        • SCIENCE PROCESS SKILLS
        
        Communication
        
        • THINKING SKILLS
        
        Making hypothesis
        
        • VALUE
        
        Realising that science is a means to understand nature
        
        • LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to explain and communicate about the existance of atmospheric pressure and the effects of altitude on the magnitude of pressure
      - 8.2.8 Explain the effects of depth on liquid pressure.
        
        • LEARNING STANDARD
        8.2.8 : Explain the effects of depth on liquid pressure
        
        • SCIENCE PROCESS SKILLS
        
        Making hypothesis
        
        • THINKING SKILLS
        
        Synthesising
        
        • VALUE
        
        Appreciating the contribution of science and technology
        
        • LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to explain the effects of depth on liquid pressure
  - - - LEARNING STANDARD9.1.1 : Make a comparison between heat and temperature
        
        SCIENCE PROCESS SKILL
        
        Observing and classifying
        
        THINKING SKILLS
        
        Comparing and contrasting, Grouping and classifying
        
        VALUE
        
        Interest and curiosity towards the environment
        
        LEARNING OBJECTIVE
        by the end of this lesson, students will be able to make a comparison between heat and temperature
    - - LEARNING STANDARD
        9.2.1 : Explain how heat flows from a hot region to a cold region
        
        SCIENCE PROCESS SKILLS
        
        Classifying, Making inferences, Define operationally
        
        THINKING SKILLS
        
        Attributing, Grouping and classifying, Analysing
        
        VALUE
        
        Flexible and open-minded
        
        LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to explain how heat flows from a hot region to a cold region
      - LEARNING STANDARD
        9.2.2 : Explain and communicate about heat flow in natural phenomena
        
        SCIENCE PROCESS SKILLS
        
        Observing, Communicating
        
        THINKING SKILLS
        
        Analysing
        
        VALUE
        
        Flexible and open-minded
        
        LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to explain and communicate about heat flow in natural phenomena
      - LEARNING STANDARD
        9.2.3 : Communicate about heat conductors and heat insulators and their uses in daily life
        
        SCIENCE PROCESS SKILLS
        
        Classifying and communicating, Define operationally
        
        THINKING SKILLS
        
        Comparing and contrasting,Grouping and classifying,Making hypothesis
        
        VALUE
        
        Flexible and open-minded
        
        LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to communicate about heat conductors and heat insulation and their uses in daily life
    - - 9.3.1 : Explain how heat can cause the expansion and contraction in solid, liquid an gas
        
        SCIENCE PROCESS SKILLS
        
        Observing, Communicating, Making conclusions
        
        THINKING SKILLS
        
        Analyzing, Making conclusions, Making inferences
        
        VALUE
        
        Interest and curiosity towards the environment
        
        LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to explain how heat can cause the expansion and contraction in solid, liquid an gas
      - 9.3.2 : Communicate about the various uses of expansion and contraction of matter in life
        
        SCIENCE PROCESS SKILLS
        
        Classifying, Communicating
        
        THINKING SKILLS
        
        Grouping and classifying
        
        VALUE
        
        Flexible and open-minded
        
        LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to communicate about the various uses of expansion and contraction of matter in life
    - - 9.4.1 : Demonstrate how dark, dull objects absorb heat better than white, shiny objects
        
        SCIENCE PROCESS SKILLS
        
        Observing, Experimenting, Making inferences, Making hypothesis
        
        THINKING SKILLS
        
        Making hypotheses ,Making conclusions, Relating
        
        VALUE
        
        Cooperative
        
        LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to demonstrate how dark, dull objects absorb heat better than white, shiny objects
      - 9.4.2 : Demonstrate how dark, dull objects radiate heat better than white, shiny objects
        
        SCIENCE PROCESS SKILLS
        -Observing, Experimenting, Making inferences, Making hypothesis
        
        THINKING SKILLS
        
        Making hypotheses ,Making conclusions, Relating
        
        VALUE
        
        Cooperative
        
        LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to demonstrate how dark, dull objects radiate heat better than white, shiny objects
      - 9.4.3 : Conceptualise and design using the heat concept in daily life
        
        SCIENCE PROCESS SKILLS
        
        Observing
        
        THINKING SKILLS
        
        Conceptualising, Relating
        
        VALUE
        
        Realising that science is a means to understand nature
        
        LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to conceptualise and design using the heat concept in daily life
  - - - 10.1.1.: Communicate about the basic characteristics of sound waves
        
        SCIENCE PROCESS SKILLS
        
        Observing, Classifying
        
        THINKING SKILLS
        
        Attributing, Comparing and contrasting
        
        VALUE
        
        Realising that science is a means to understand nature
        
        LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to communicate about the basic characteristics of sound waves
    - - 10.2.1.: Explain frequency and its unit and amplitude of vibration
        
        SCIENCE PROCESS SKILLS
        
        Observing, Controlling variables
        
        THINKING SKILLS
        
        Atributing
        
        VALUE
        
        Flexible and open-minded
        
        LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to explain frequency and its unit and amplitude of vibration
      - 10.2.2.: Relate frequency to pitch
        
        SCIENCE PROCESS SKILLS
        -Experimenting, Using space-time relationship, Interpreting data
        
        THINKING SKILLS
        
        Experimenting, Analysing
        
        VALUE
        
        Diligent and persevere when carrying out a task
        
        LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to relate frequency to pitch
      - 10.2.3.: Relate amplitude to loudness
        
        SCIENCE PROCESS SKILL
        -Experimenting, Using space-time relationship, Interpreting data
        
        THINKING SKILLS
        
        Experimenting, Analysing
        
        VALUE
        
        Diligent and persevere when carrying out a task
        
        LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to relate amplitude to loudness
      - 10.2.4.: Explain with examples loudness and pitch using musical instruments
        
        SCIENCE PROCESS SKILLS
        
        Observing, Classifying, Experimenting
        
        THINKING SKILLS
        
        Analysing, Visualising
        
        VALUE
        
        Appreciating the contribution of science and technology
        
        LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to explain with examples loudness and pitch using musical instruments
    - - 10.3.1.: Explain with examples phenomena related to reflection of sound waves such as echo and Doppler effect
        
        SCIENCE PROCESS SKILLS
        
        Communicating
        
        THINKING SKILLS
        
        Relating
        
        VALUE
        
        Appreciating the contribution of science and technology
        
        LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to explain with examples the phenomena related to reflection of sound waves such as echo and Doppler effect
      - 10.3.2.: Explain with examples the applications of reflection of sound waves
        
        SCIENCE PROCESS SKILLS
        
        Observing and classifying
        
        THINKING SKILLS
        
        Attributing, Comparing and contrasting
        
        VALUE
        
        Appriciate God’s gifts
        
        LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to explain with examples the applications of reflection of sound waves
      - 10.3.3.: Explain with examples ways to overcome human limitations of hearing for humans and animals
        
        SCIENCE PROCESS SKILLS
        
        Observing, Classifying, Communicating
        
        THINKING SKILLS
        
        Visualising, Analysing
        
        VALUE
        
        Appriciate God’s gifts
        
        LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to elaborate and communicate the limitations of hearing for human and animals
      - 10.3.4.: Explain with examples ways to overcome human limitations of hearing
        
        SCIENCE PROCESS SKILLS
        
        Observing, Classifying, Communicating
        
        THINKING SKILLS
        -Visualising, Analysing
        
        VALUE
        
        Appriciate God’s gifts
        
        LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to explain with examples ways to overcome human limitations of hearing
- - - - SCIENCE PROCESS SKILLS- Observing and making hypothesis
      - THINKING SKILLS
        
        Attributing, comparing and making hypothesis
      - VALUE- Appriciate god’s gifts
      - LEARNING OBJECTIVE- by the end of this lesson, students will be able to understand the charactheristics of galaxies and the life cycle of stars
    - - SCIENCE PROCESS SKILLS- Observing, classifying and use time – space relationships
      - THINKING SKILLS
        
        Attributing , comparing and contrasting , grouping and classifying and sequencing
      - VALUE- Virtuous
      - LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to compare and contrast characteristics of stars include temperature, size, distance, colour and brightness
  - - - SCIENCE PROCESS SKILL
        
        Classifying and measuring and using numbers
      - THINKING SKILLS
        
        Comparing and contrasting and sequencing
      - VALUE
        
        Interest and curiosity towards the environment
      - LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to calculate the distances between the sun and the planets in the solar
    - - SCIENCE PROCESS SKILLS- Classifying and measuring and using numbers
      - THINKING SKILLS
        
        Comparing and contrasting and sequencing
      - VALUE- Interest and curiosity towards the environment
      - LEARNING OBJECTIVE- by the end of this lesson, students will be able to construct a table in order to make comparision between size, distance, temperature, density, relative gravitational pull to the earth, atmospheric layers, surface condition, direction and speed of planet rotation and revolvement of planets in their own orbits including natural satellites of each planet
    - - SCIENCE PROCESS SKILLS- Evaluating and making conclusions
      - THINKING SKILLS
        
        Making hypothesis
      - VALUE- Interest and curiosity towards the environment
      - LEARNING OBJECTIVE- by the end of this lesson, students will be able to analyze the relationships between charactheristics temperature and distance from the sun, density and gravitational pull, distance, time and speed, direction of rotation.
    - - SCIENCE PROCESS SKILLS- Making inferences ,predicting and defining operationally
      - THINKING SKILLS
        
        Making inferences, relating and making analogies
      - VALUE- Honest and accurate in recording and validating data
      - LEARNING OBJECTIVE- by the end of this lesson, students will be able to explain rotations, action forces and movement of the solar system.
    - - SCIENCE PROCESS SKILLS- Interpreting data
      - THINKING SKILLS
        
        Analysing, making conclusions and evaluating
      - VALUE- Honest and accurate in recording and validating data
      - LEARNING OBJECTIVE- by the end of this lesson, students will be able to justify the earth is the most ideal planet for the living things
  - - - SCIENCE PROCESS SKILLS- Observing and predicting
      - THINKING SKILLS
        
        Attributing and visualising
      - VALUE
        
        Interest and curiosity towards the environment
      - LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to compare and contrast between meteoroid, asteroid and comet
    - - SCIENCE PROCESS SKILLS
        
        Observing and predicting
      - THINKING SKILLS
        
        Attributing and visualising
      - VALUE
        
        Interest and curiosity towards the environment
      - LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to discuss the movements of meteoroids, asteroids and comets and their effects on the earth.
    - - SCIENCE PROCESS SKILLS
        
        Making hypothesis
      - THINKING SKILLS
        
        Generating ideas
      - VALUE
        
        Realising that science is a means to understand nature
      - LEARNING OBJECTIVE
        
        by the end of this lesson, students will be able to generate ideas on how to reduce or prevent the possibility of asteroids colliding with the earth.
- - - - 5.1.1 Elaborate and communicate about water
        
        • SCIENCE PROCESS SKILLS
        • Interpreting data, Communicating
        
        • THINKING SKILLS
        • Generating ideas
        
        • VALUE
        • Interest and curiosity towards the environment
        
        • LEARNING OBJECTIVE
        • By the end of this lesson, students will be able to elaborate and communicate about water
      - 5.1.2 Carry out experiments and communicate about the water evaporation process in daily life
        
        • SCIENCE PROCESS SKILLS
        • Communicating , interpreting data
        
        • THINKING SKILLS
        • Generating ideas
        
        • VALUE
        • Honest and accurate in recording and validating data
        
        • LEARNING OBJECTIVE
        • By the end of this lesson, students will be able to carry out experiments and communicate about the water evaporation process in daily life
    - - 5.2.1 Explain with example the meaning of solution and solubility.
        
        • SCIENCE PROCESS SKILLS
        • Communicating
        
        • THINKING SKILLS
        • Interpreting data
        
        • VALUE
        o Honest and accurate in recording and validating data
        
        • LEARNING OBJECTIVES
        o By the end of this lesson, students will be able to explain with example the meaning of soluble and solubility.
      - 5.2.2 Carry out experiment to determine the factors affecting the rate of solubility
        
        • SCIENCE PROCESS SKILLS
        o Experimenting
        
        • THINKING SKILLS
        o Relating , analysing
        
        • VALUE
        o Systematic, confident and ethic
        
        • LEARNING OBJECTIVE
        o By the end of this lesson, students will be able to carry out experiment to determine the factors affecting the rate of solubility
      - 5.2.3 Explain with examples the meaning of colloids in daily life
        
        • SCIENCE PROCESS SKILLS
        o Communicating
        
        • THINKING SKILLS
        o Interpreting data
        
        • VALUE
        o Honest and accurate in recording and validating data
        
        • LEARNING OBJECTIVE
        o By the end of this lesson, students will be able to explain with examples the meaning of colloids in daily life
      - 5.2.4 Elaborate and communicate the uses of water as a universal solvent in daily life and manufacturing industry
        
        • SCIENCE PROCESS SKILLS
        o Communicating
        
        • THINKING SKILLS
        o Relating, analysing
        
        • VALUE
        o Appreciate and practise clean and healthy living
        
        • LEARNING OBJECTIVE
        o By the end of this lesson, students will be able to elaborate and communicate the uses of water as a universal in daily life and manufacturing industry
      - 5.2.5 Demonstrate examples of organic solvent and their uses in daily life
        
        • SCIENCE PROCESS SKILLS
        o Observing
        
        • THINKING SKILLS
        o Attributing
        
        • VALUES
        o Realising that science is a means to understand nature
        
        • LEARNING OBJECTIVES
        o By the end of this lesson, students will be able to demonstrate examples of organic solvent and their uses in daily life.
    - - 5.3.1 Demonstrate the water purification method
        
        • SCIENCE PROCESS SKILLS
        o Observing
        
        • THINKING SKILLS
        o Evaluating
        
        • VALUES
        o Honest and accurate in recording and validating data.
        
        • LEARNING OBJECTIVE
        o By the end of this lesson, students will be able to demonstrate the water purification method
      - 5.3.2 Solve problems in getting water supply for daily life usage
        
        • SCIENCE PROCESS SKILLS
        o Communicating
        
        • THINKING SKILLS
        o Relating
        
        • VALUES
        o Flexible and open-minded
        
        • LEARNING OBJECTIVE
        o By the end of this lesson, students will be able to solve problems in getting water supply for daily life usage.
      - 5.3.3 Build a model and communicate about water supply system
        
        • SCIENCE PROCESS SKILLS
        o Communicating
        
        • THINKING SKILLS
        o Attributing, generating ideas
        
        • VALUES
        o Interest and curiosity towards the environment
        
        • LEARNING OBJECTIVE
        o By the end of this lesson, students will be able to build a model and communicate about water supply system
      - 5.3.4 Justify water sustainability as a key to healthy living
        
        • SCIENCE PROCESS SKILLS
        o Define operationally
        
        • THINKING SKILLS
        o Evaluating
        
        • VALUES
        o Appreciate and practise clean and healthy living
        
        • LEARNING OBJECTIVE
        o By the end of this lesson, students will be able to justify water sustainability as a key to healthy living
  - - - 6.1.1 Defining operationally acid and alkali
        
        • SCIENCE PROCESS SKILLS
        o Interpreting data
        
        • THINKING SKILLS
        o Attributing
        
        • VALUES
        o Interest and curiosity towards the environment
        
        • LEARNING OBJECTIVE
        o By the end of this lesson, students will be able to define operationally acid and alkali.
      - 6.1.2 Explain with examples of acidic and alkaline substances
        
        • SCIENCE PROCESS SKILLS
        o Communicating
        
        • THINKING SKILLS
        o Attributing
        
        • VALUES
        o Interest and curiosity towards the environment
        
        • LEARNING OBJECTIVE
        o By the end of this lesson, students will be able to explain with examples of acidic and alkaline substances.
      - 6.1.3 Demonstrate the technique to determine the strength of acid and alkaline based on pH value.
        
        • SCIENCE PROCESSS SKILLS
        o Experimenting
        
        • THINKING SKILLS
        o Comparing and contrasting
        
        • VALUES
        o Cooperative
        
        • LEARNING OBJECTIVE
        o By the end of this lesson, students will be able to demonstrate the technique to determine the strength of acid and alkaline based on pH value.
      - 6.1.4 Identify the uses and alkali in daily life
        
        • SCIENCE PROCESS SKILLs
        o Interpreting data
        
        • THINKING SKILLS
        o Attributing
        
        • VALUES
        o Diligent and persevere when carrying out a task
        
        • LEARNING OBJECTIVE
        o By the end of this lesson, students will be able to identify the uses of acid and alkali in daily life
    - - 6.2.1 Explain the neutralisation reaction
        
        • SCIENCE PROCESS SKILLS
        o Communicating
        
        • THINKING SKILLS
        o Attributing
        
        • VALUES
        o Interest and curiosity towards the environment
        
        • LEARNING OBJECTIVE
        o By the end of this lesson, students will be able to explain the neutralisation reaction
      - 6.2.2 Explain with examples the use of neutralisation reaction in daily life
        
        • SCIENCE PROCESS SKILLS
        o Communicating
        
        • THINKING SKILLS
        o Attributing
        
        • VALUES
        o Realising that science is a means to understand nature.
        
        • LEARNING OBJECTIVE
        o By the end of this lesson, students will be able to explain with examples the use of neutralisation in daily life.