SM St MICHAEL, PENAMPANG

SCIENCE FORM 1 YEARLY LESSON PLAN.

Date Learning Suggested Learning Learning Objectives Value CCTS Remarks

Objectives Objectives

THEME : 1. INTRODUCING SCIENCE

Learning Area : 1. Introducing science

Week 1-
3 ORIENTATION PROGRAMME FOR MATHEMATIC AND SCIENCE IN ENGLISH FORM 1

5/1-23/1
Week
5 1.1 Describe examples of A student is able to: Ability to Characterizes
Understanding natural phenomenathat  list what he sees think
2/2-6/2 that is science students see around critically and Correlate
around him that is
is
them : related to analytically
a) growth of human from science..explain the
Week 6 a baby to an adult. importance of science in
b) fall of the ball to the everyday life.
16/2- ground.  name some careers
20/2 c) melting of an ice in science such as:
a) science teachers
Discuss the uses and b) doctors
benefits of science in c) engineers
everyday life. d) environmental scientists

Attend talks on careers in

science.
Week 7
1.2 Carry out a scientific A student is able to: Ability to Characterizes affect –
16/2- Understanding investigation/experiment,  state the steps in a think mempengaruhi
20/2 the steps in e.g. ‘To find out what critically and Correlate determine –
scientific

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scientific affects the number of investigation/experim analytically menentukan
investigation. times a pendulum swings ent, hypothesis –
back and forth in a given  carry out a scientific hipotesis
time (oscillations)‘. investigation. identify –
mengenal pasti
Students will be: investigation –
a) determining what they penyiasatan
want to find out involve –
(identifying the problem), melibatkan
b) making a smart guess measure –
(forming a hypothesis), mengukur
c) planning how to test observe –
the hypothesis memerhat
(planning the
experiment) oscillations –
 identifying the ayunan
variables, lengkap
 determining the swings back
apparatus and and forth –
materials required berayun ulang
 determining the alik
procedure to pendulum –
carry out the bandul
experiment, variable –
method to collect pemboleh
and analise data. ubahi
d) carrying out the
experiment,
e) writing down what has
been observed
(collecting data),
f) finding a meaning for
what has been observed

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 (analysing and
interpreting data),
g) deciding whether the
hypothesis is true
(making conclusions),
h) writing a report on the
investigation (reporting).

Students can be asked to

report their investigations
to the class. They should
emphasized the steps
they have taken; what
they have changed; what
they have kept the same
and what they have
measured.

1.3 Identify physical A student is able to: abbreviation –

Knowing quantities (length, mass,  state the physical singkatan
physical time, temperature and appropriate –
quantities length,
quantities and
electric current), their mass, time, sesuai
their units.
values and units found temperature and corresponding
on product descriptions. electric current.state symbol –
the S.I. units and the simbol
Find words with the corresponding berpadanan
prefixes used in symbols for these electric current
measurements such as physical quantities, – arus
kilo-, centi-, and milli- .  state the symbols elektrik
Find the symbols used and values of length –
for these units of prefixes for unit of panjang
measurement. length and mass: mass – jisim
Find the values of these measurement

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 prefixes. milli-, centi-, and – ukuran
kilo-, physical
 identify and use quantity –
appropriate prefixes kuantiti
in the measurement fizik
of length and mass. prefix –
imbuhan
symbol –
simbol
value – nilai
Week 8
1.4 Measure the lengths of A student is able to: Responsible Compare and calipers –
23/2- Understanding straight lines, curves and  choose the right tool Differentiate angkup
27/2 the use of the diameters of objects Cooperative curve – garis
and measure length
measuring
using rulers, threads and  .estimate the area of lengkung
tools.
calipers. regular and irregular Ability to Generalise displacement –
Estimate the areas of shapes using graph think sesaran
regular and irregular paper, critically and Make a estimate –
shapes using graph  choose the right tool accurately hypothesis menganggarka
paper. and measure the n
Measure the volume of volume of liquid, Correlate irregular –
liquids using measuring  choose the right tool tidak sekata
cylinders, pipettes and to measure the body Characterise regular –
burettes. temperature and the sekata
Determine the volume of temperature of a volume – isi
regular and irregular liquid padu
solids using the water  determine the volume
displacement method. of solid using the
Measure the body water displacement
temperature and the method.
temperature of water.
Discuss the right choice
of tools in making
measurements.

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 Apply the above
measuring skills in the
context of experiments.

Week EXAM 1
9 (one paper for all form)

2/3-6/3
Week Maulidur Rasul holiday
10 Cuti Pertengahan Semester 1 (16/3-20/3 )
9/3-13/3
Week
11 1.5 Find the weights of A student is able to: Responsible Characterise beam balance
23/3- Understanding different objects using a  determine the weight – neraca alur
27/3 the concept of spring balance. Discuss Cooperative Correlate determine –
of an object,
mass.
weight as the pull of the  explain the concept menentukan
earth (gravitational force) of weight Ability to Generalize difference –
on an object.  explain the concept think perbezaan
Discuss mass as quantity of mass, critically and Compare and force – daya
of matter.  determine the mass accurately Differentiate lever balance –
Find the mass of different of an object, neraca tuas
objects using beam  explain the difference Rationale Make a mass – jisim
balance or lever balance. between mass and thinking hypothesis matter – jirim
Discuss the difference weight pull – tarikan
between mass and  apply the use of Arrange spring balance
weight. spring and according to – neraca
Apply the skills of using beam/lever balance priority spring
spring balance and in the context of an weight – berat
beam/lever balance in experiment.
the context of an
experiment.

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1.6 Discuss the various units A student is able to: Ability to Characterise act out –
Realising the of measurements, e.g.  give examples of think lakonkan
importance of units for length (foot, critically and Compare and advantage –
problems that may
standard units
yard, chain, mile, meter, arise if standard units accurately Differentiate kebaikan
in everyday
life. kilometer), units for are not used.
weight (pound, ounce, Responsible Arrange arise – timbul
kati, tahil, gram, according to disadvantage –
kilogram). Rationale priority keburukan
thinking realising –
Act out a scene to show Correlate menyedari
the Cooperative standard –
problems caused by not Make a piawai
using standard units e.g. hypothesis scene – babak
buying thing at the various –
market. Infer pelbagai
Discuss the advantages
and
disadvantages of using
different units of
measurement.

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Date Learning Suggested Learning Learning Objectives Value CCTS Remarks
Objectives Objectives

THEME : MAN AND THE VARIETY OF LIVING THINGS

Learning Area : 2. Cell as a Unit of Life

Week 2.1 Gather information on living A student is able to: Responsible Compare General
12 Understanding organisms and identify the  identify that cell and structure of a cell
cells. smallest living unit that makes Cooperative Differentiatemay include cell
is the basic unit
30/3- up the organism. of living things, wall, cell
3/4  prepare slides Self– Reliant Characterise membrane,
Prepare slides of cheek cells following the protoplasm
and onion cells. proper Fair and just Summarize (cytoplasm and
procedure, nucleus),
Study the general structure of  use a Accurate in Infer chloroplast and
cheek cells and onion cells microscope recording vacuole.
under a microscope using the properly, data Form mental
correct procedure.  identify the image The usage and
general handling of a
Draw and label the different structures of microscope is
structures of an animal cell animal cells and introduced in this
and a plant cell. plant cells, learning area.
 draw the
Compare an animal cell to a general Remind pupils of
plant cell. structure of an the safety
animal cell and precautions to be
Gather information on cell a plant cell, taken when
structures and discuss their  label the general preparing
functions. structure of an samples of cheek
animal cell and cells.
a plant cell,
 state the

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 function of each
cell structure,
 state the
similarities and
differences
between an
animal cell and
a plant cell.
Week
13 2.2 Gather information about A student is able to: Fair and just Compare Use prepared
Understanding unicellular organisms and  state the and slides or fresh
6/4- unicellular multicellular organisms. Honest and Differentiate specimens.
meaning of
organism and
10/4 unicellular accurate in
multicellular
organism. Provide students with picture organism and recording Characterise Introduce the
cards, name cards, cards with multicellular data term
the labels ‘unicellular’ and organism, Summarize ‘microorganisms’.
‘multicellular’.  give examples Self –Reliant
of unicellular Infer
Students match the three organism and
cards for each organism. multicellular Form mental
organism. images
Observe examples of
unicellular
organisms and multicellular
organisms under a
microscope.

Week 2.3 Gather information and A student is able to: Cooperative Generalize
14 Understanding discuss  name the
13/4- that cells form the following: different types of Responsible Infer
17/4 tissues, organs a) types of human cells, human cells,
and systems in
b) functions of different types  state the Self-Reliant Compare
the human

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 body. of function of and
human cells different types of differentiate.
human cells,
Use a graphic organiser (e.g.  arrange
ladder of hierarchy) to show sequentially cell
the organisation
hierarchy of cell organisation: from simple to
complex using
cell→ tissue → organ → the terms cell,
system → organism. tissue, organ,
system and
organism.

1.4 Discuss why human beings A student is able to: Fair and just Summarise
Realising that are  explain why
humans are complex organisms. human beings Honest and Characterize
complex are complex accurate in
organisms. organisms. recording
data

Date Learning Objectives Suggested Learning Learning Objectives Value CCTS Remarks
Objectives

THEME : MATTER IN NATURE

Learning Area : 3. Matter

Week
15 3.1 Understanding Through activities, show A student is able to: Responsible Accurate
that matter has that things such as  state that things ideas
21/4- mass book, air, water, soil and have mass and Cooperative
and occupies space.
25/4 living things have mass occupy space, Make
and occupy space.  explain what Rational hypothesis

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 matter is, thinking
Discuss what matter is.  relate things Compile and
and matter, classify
List examples of matter.  carry out
activities to
show that air,
water, soil and
living things
have mass and
occupy space

3.2 Understanding Gather information and A student is able to: Rational Correlate
the three discuss a) what matter is  state that thinking
states of made up of, Compare and
matter is made
matter.
b) what the three states up of particles, Confidence Differentiate
of matter  state the three
are. states of Characterise
matter,
Compare the three  state the
states of matter in terms arrangement of
of: particles in the
a) the arrangement of three states of
particles, matter,
b) the movement of  state the
particles. differences in
the movement
Simulate the of particles in
arrangement and the three states
movement of particles in of matter.
the three states of
matter.

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Week
15 3.3 Understanding Recall the definition of A student is able to: Responsible Generate
the concept of density.  define density, ideas
20/4- density.
 explain why Confidence
24/4 Through activities, find some objects Summarise
the densities of: and liquids Self- Reliant
a) objects with regular float, Make
shape and objects with  solve simple hypothesis
irregular shape, problems
b) different liquids. related to
density,
Discuss why some  carry out
objects and liquids float activities to
by relating to density. explore the
densities of
objects and
liquids.

Week Labourer day

16 1/5/2009

27/4-
1/5

3.4 Appreciating Gather information and A student is able to: Confidence Make
the use of discuss  describe how hypothesis
properties of how: man uses the Self- Reliant
matter in
a) man uses his different states Compare and
everyday life.
knowledge of of matter, Differentiate
different states of matter  describe how
to man applies the Correlate
store and transport concept of
gases and density,
liquids,

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 b) man uses the concept  carry out an
of activity to
density in making rafts, explore the
floats applications of
etc. the concept of
floating and
Carry out an activity to sinking related
explore the applications to density.
of the concept of floating
and sinking related to
density.

Learning Area: 4. The Variety of Resources on Earth

Week
17 4.1 Knowing the Gather information A student is able to:
different resources about the resources on  list the
4/5- on earth, i.e. water, air, soil, resources on
8/5 earth. minerals, fossil fuels and earth needed to
living things. sustain life,
 list the
resources on
earth usedin
everyday life.

4.2 Understanding Gather information and A student is able to: Responsible Compare and
elements, discuss  state what differentiate
compounds and a) What elements, elements, Confidence
mixtures. compounds and compounds and Arrange
mixtures are, mixtures are, Cooperative according to
 give examples priority
b) What metals and of elements, Systematic

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 nonmetals compounds and Correlate
are, mixtures,
 state the Summarise
c) Examples of differences
elements, compounds, between Characterize
mixtures, metals and elements,
non-metals. compounds and Compile and
mixtures, classify
Compare and contrast  carry out
the properties of activities to
elements, compounds compare and
and mixtures. contrast the
properties of
Carry out activities to different metals
compare the properties and nonmetals,
of metals and nonmetals  classify
in terms of appearance, elements as
hardness, conductivity of metals and non-
heat and conductivity of metals based
electricity. on their
characteristics,
Carry out activities to  give examples
separate the of metals and
components of mixtures non-metals,
e.g.  carry out
a) mixture of iron filings activities to
and sulphur powder, separate the
b) mixture of sand and components of
salt a mixture.
Week
18 4.3 Appreciating the Discuss the importance A student is able to: Systematic Correlate
importance of the of earth’s resources  explain the
11/5- variety of earth’s (water, air, soil, importance of Responsible Make

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15/5 resources to man. minerals, fossil fuels and variety of hypothesis
living things) to man. earth’s Self – Reliant
resources to Infer
Draw a concept map to man, Rational
show the relationship  state the thinking Compare and
between these meaning of the differentiate
resources to the basic preservation Confidence
needs of life. and Characterize
conservation of
Gather information on resources on Correlate
the preservation and earth,
conservation of  state the Make
resources on earth. importance of hypothesis
the preservation
Discuss the importance and
of the preservation and conservation of
conservation of resources on
resources on earth (e.g. earth,
recycling of paper  practise
reduces the cutting reducing the
down of trees; use, reusing
conserving clean water and recycling of
prevents water materials.
shortage).

Carry out a project,

campaign or competition
on reducing the use,
reusing and recycling of
materials
e.g. using old unfinished
exercise books as note
books and collecting old
newspapers.

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Week EXAM 2
19 & ( Paper 1 and paper 2)
20
18/5-29/5

Learning Area : 5. The Air Around Us

Week 1
5.1 Understanding Gather information on: A student is able to: Responsible Characterize
15/6- what air is a) the composition of air,  state what air is
19/6 made up of. b) the percentage of made up of, Cooperative Infer
nitrogen, oxygen and  explain why air
carbon dioxide in air. is a mixture, Rational Summarise
 State the thinking
Carry out activities to percentage of Generate
show: nitrogen, Self-reliant ideas
a) the percentage of oxygen and
oxygen in air, carbon dioxide Make
b) that air contains water in air, hypothesis
vapour, microorganisms  carry out
and dust. activities to
show:
a) the percentage
of oxygen in air,
b) that air contains
water vapour,
microorganisms
and dust.

Week 2
5.2 Understanding Gather information on A student is able to: Responsible Characteristic
22/6- the properties of the  list the
26/6 oxygen and properties of oxygen and properties of Cooperative Infer

15
carbon dioxide. carbon dioxide. oxygen and
carbon dioxide, Rational Summarise
Carry out activities to  identify oxygen thinking
show the properties of and carbon Generate
oxygen and carbon dioxide based ideas
dioxide in the following on their
aspects: properties, Make
a) solubility in water,  choose a hypothesis
b) reaction with sodium suitable test for
hydroxide, oxygen and
c) the effect on: carbon dioxide
glowing and burning
wooden splinter, litmus
paper, lime water,
bicarbonate indicator.

5.3 Understanding Gather information and A student is able to: Responsible Characterize
that oxygen is discuss respiration.  state that
needed in energy, carbon Cooperative Infer
respiration. Carry out an experiment dioxide and
to show that during water vapour Rational Summarise
respiration, living things are the thinking
(a) use oxygen, products of Generate
(b) give out carbon respiration, ideas
dioxide.  relate that living
things Make
useoxygen and hypothesis
give out carbon
dioxide during
respiration,
 compare and
contrast the
content of

16
 oxygen in
inhaled and
exhaled air in
humans,
 state that
oxygen is
needed for
respiration,
 carry out an
experiment to
show that living
things use
oxygen and
give out carbon
dioxide during
respiration.
Week 3
A student is able to: Responsible Characteristic
23/4- 5.4 Understanding Gather information and  state what
3/7 that oxygen is discuss combustion. combustion is, Cooperative Infer
needed for  state that
combustion Carry out experiments oxygen is Self-reliant Form mental
(burning). to: needed for image
a) show that oxygen is combustion,
needed for combustion,  list the products Invent
b) investigate the effect of combustion,
of the size of a container  carry out
on the length of time a experiments to
candle burns. investigate
combustion.
Carry out activity to test
for the products of
combustion of charcoal

17
 and candle.

Week 4
5.5 Analysing the Gather information and A student is able to: Responsible Characteristic
6/7- effects of air discuss:  Explain what air
10/7 pollution. a)what air pollution is, pollution is, Cooperative Infer
b)examples of air  List examples
pollutants, of air pollutants, Rational Make
c)the sources of air  List the sources thinking hypothesis
pollutants, of air pollutants,
d)the effects of air  Describe the Generate
pollution on man and the effects of air ideas
environment, pollution,
e)the steps needed to  Explain the Summarise
control air steps needed to
pollution. prevent and
control air
Carry out a project to pollution.
study:
a)air pollution in an area
around the school,
b)the effects of air
pollution.

5.6 Realising the Gather information and A student is able to: Responsible Form mental
importance of discuss:  Describe how image
keeping the air a) how life would be life would be Cooperative
clean. without clean air, without clean Arrange
b) ways to keep the air air,
clean,  suggest ways to Characteristic
c) habits that keep the keep the air
air clean. clean,
 Practise habits

18
 Carry out an activity to that keep the air
show the pollutants in clean.
cigarette smoke.

THEME: ENERGY
Learning Area: 6. Sources of Energy
Week 5
6.1 Gather information A student is able to: Grateful for Compare and
13/7-17/7 Understanding about the various forms  list the various gods Blessing differentiate
various forms and sources of energy, forms of
and sources of and energy changes. energy, Cooperative Generate
energy.  list the various idea
Discuss the sun as the sources of Self- reliant
primary source of energy, Infer
energy.  identify energy
changes, Make a
Carry out activity to see  identify the sun hypothesis
the as the primary
change of energy source of
change : energy,
a) from potential to  carry out an
kinetic energy, activity to
e.g. a ball rollingdown a investigate the
slope. change of
b) from kinetic to energy from
potential potential to
energy, kinetic energy
e.g. the winding of and vice versa.
the spring in a toy car.
Week 6
6.2 Gather information and A student is able to:
20/7-24/7 Understanding discuss the meaning of  define
renewable and renewable and non- renewable and

19
 non-renewable renewable energy nonrenewable
energy. sources. sources of
energy,
Carry out a project on:  group the
a) renewable and non- various sources
renewable energy of energy into
sources, renewable and
b) the uses of solar non renewable,
energy,  explain why we
c) the ways to increase need to
efficient use of energy. conserve
energy,
 suggest ways to
use energy
efficiently.

6.3 Realising the Discuss the

A student is able to: Responsible Generate
importance of importance of  describe the ideas
conserving conserving energy importance of Cooperative
energy sources. sources. conserving Generalize
energy sources, Self –reliant
Discuss the use and  explain the use Make
management of energy and hypothesis
sources. management of
energy sources.

Learning Area : 7. Heat

Week 7
7.1 Carry out activities to A student is able to: Rational Compare and
27/7- Understanding show:  State that the thinking differentiate
31/7 heat as a form a) the sun gives out sun gives out
of energy. heat, heat, Fair and just Correlate
b) ways to produce heat,  state other

20
 c) heat and temperature sources of heat Self- reliant Compile and
are not the same e.g.  state that heat classify
ask students to predict is a form of Systematic
and observe how the energy, Characterize
temperatures change  give examples
when hot and cold water of the uses of
are mixed. heat,
 state the
Discuss: meaning of
a) that heat is a form of temperature
energy,  state the
b) the uses of heat in difference
our daily life between heat
c) what temperature is, and
d) the difference temperature.
between
temperature and heat
.
Week 8
7.2 Carry out activities to A student is able to: Responsible Compile and Explain the
3/8- 7/8 Understanding show that heat causes  state that heat classify effect of
heat flow and solids, liquids and causes solids, Cooperative heating and
its effect. gases to expand and liquids and Compile and cooling
contract.(ball and ring, gases to Rational differentiate on solids,
mercury in thermometer expand and thinking liquids
and air in contract, Characterise and gases.
roundbottomed flask)  state that heat Confident
flows in three Generate
Carry out activities to different ways ideas
show how heat flows by (conduction,
conduction, convection convection and Infer
and radiation. radiation)
 state that heat Make
Carry out group hypothesis

21
 activities to discuss: flows from hot
a) natural phenomena to cold Compile and
such as  give examples classify
land breeze, sea breeze of heat flow in
and natural
the warming of the earth phenomena
by the  state what a
sun, heat conductor
b) how buildings can be is,
kept  state what a
cool, heat insulator
c) what a heat conductor is,
is,  list uses of heat
d) what a heat insulator conductors and
is, heat insulators
e) the uses of heat in daily life,
conductors  carry out an
and heat insulators in experiment to
daily life. investigate the
Carry out an experiment use of different
to materials as
investigate the use of heat insulators.
different
materials as heat
insulators.
Week 9
7.3 Analysing Carry out activities to A student is able to: Rational Compare and
10/8- the show the change in  state the thinking differentiate
14/8 effect of heat on state of matter in change in state
matter. physical processes of matter in Confident Generalize
physical
Discuss: processes, Cooperative Summarise
(i) the effects of heat on  explain that
the state of matter,

22
 (ii) examples of daily change in state
observations which of matter
show a change in state involves the
of matter. absorption and
release of heat
 give examples
of daily
observations
which show a
change in state
of matter.

Week 10 Exam 3
( 17/8-21/8 )

Week 11 Semester Break

(24/8-28-8)
Cuti Hari Kebangsaan ( 31/8 )

Week 12
7.4 Applying the Discuss the use of A student is able to: Fair and just Infer
7/9-11/9 principle of expansion and  explain with
expansion and contraction of matter in examples the Rational Correlate
contraction of the following: use of thinking
matter. a) mercury in a expansion and Compile and
thermometer, contraction of Responsible classify
b) bimetallic strip in a matter in daily
fire alarm, life, Compare and
c) gaps in railway tracks,  apply the differentiate
d) rollers in steel principle of
bridges. expansion and
contraction of
Discuss the use of the matter in
principle of expansion solving simple

23
 nd contraction of matter problems.
to solve simple
problems.

Week 12
7.5 Carry out experiments A student is able to: Systematic Generalize
7/9-11/9 Understanding to show that:  state that dark,
that dark, dull a) dark, dull objects dull objects Rational Characterize
objects absorb absorb heat better than absorb heat thinking
and give out white, shiny objects, better than Make
heat better. b) dark, dull objects give white, shiny Responsible hypothesis
out heat better than objects,
white, shiny objects.  state that dark, Cooperative Correlate
dull objects give
out heat better Infer
than white,
shiny objects,
 carry out
experiments to
investigate heat
absorption and
heat release.

7.6 Appreciating Discuss and put into A student is able to: Rational Correlate
the benefits of practice activities such  put into practice thinking
heat flow. as the opening of the principle of Summarise
windows in the heat flow to Fair and just
classroom or laboratory provide Generise
to improve air comfortable Confident
circulation. living.

24
Date
Holiday
Week 14
21/9- 25/9
Revision 4th Exam
Week 15 -16
28/9 – 9/10

Week 17 4th Examination

12/10- 16/10

Week18 & 19
19/10– 30/10 Discussion and Revision

Week 20 4th Examination

2/11-6/11

Week 21& 22 Discussion

Semester Break
23/11-3/1/2010

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 SCIENCE
YEARLY LESSON PLAN
FORM 1 2009
SM ST MICHAEL, PENAMPANG

BY
DG KU ROSHALIZAH BT AG HASSAN

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