Bio f4 Yearly Planner1

8/8/2019 Bio f4 Yearly Planner1

1/45

1

SMK(L) METHODIST, KL.

YEARLY SCHEME OF WORK BIOLOGY FORM 42009

THEME : INTRODUCING BIOLOGYLEARNING AREA : 1.0 INTRODUCTION TO BIOLOGYWEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES

1 1.1 Understanding the study

of Biology

Carry out small group discussion on the

following and present the findings:

a) What is the study of Biology?

b) The importance of Biology with respectto the study of living things, environment,

interaction between living things and theenvironment.

Construct a concept map based on

information gathered on the different fields of

study and careers related to Biology.

Small group discussion on the importance of

the following :

a) Acquiring scientific skills,b) Scientific method,c) Practising scientific attitudes and noble

values.

A student is able to :

State what the study ofBiology is,

Explain the importanceof Biology,

List the different fieldsof study in Biology

List the careers related toBiology,

State various ways ofstudying Biology

TSTS

Attributing Generating ideas

Noble Values

Having an interest andcuriosity towards the

environment Realising the science is a

means to understandnature

Appreciating the balanceof nature

TSTS

Sequencing

Grouping & classifying Relating Making inferences Making hypothesis Making conclision

Noble Values

Being systematic


2/45

2

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES

1.2 Applying scientificinvestigation

Observe a situation and identify all thevariables. Suggest a question that is suitable

for a scientific investigation. Discuss to :

a) Form a hypothesisb) Plan the method of investigationincluding selection of apparatus andwork procedures.

Carry out an experiment :

a) to collect and tabulate data,b) present data in a suitable formc) interpret the data and draw the

conclusion,

d) write a complete report

Carry out an experiment on the making of

bread using yeast in the absence andpresence of sugar. Record the time taken

for the dough to double its size. For futher

investigations, salt is used. During

investigations, highlight the need to

practice scientific attitudes and noblevalues such as honesty and accuracy in


Identify variables ina given situation,

Identify therelationship betweentwo variables to forma hypothesis,

Design and carry outa simple experiment

to test the hypothesis,

Record and presentdata in a suitable

form,

Interpret data to drawconclusions,

Write a report on anexperiment

Practice scientific

Being diligent & persevering

Being cooperative Daring to try

Teaching Aids

Text book CD Roms News paper cutting PamphletThis activity helps the teacherto assess students capabilities

in carrying out a scientific

investigation

TSTS : Attributing, Groupingand classifying, making

inferences, predicting,

making hypotheses,

synthesizing, making

generalizations, visualizing,

Teaching aids : text book,

transparency, news paper

cutting, LCD Projector,apparatus using in lab,

internet

Noble Values :

- Appreciating the

contribution of science and

technology- Having an interest and


3/45

3


recording and verifying the data. attitudes and noble

values.

curiosity towards the

environment

- appreciating the balance ofnature

These attitudes and values

should be observed for all

investigations in other

learning areas.

THEME : INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGSLEARNING AREA : 2.0 CELL STRUCTURE AND CELL ORGANISATION

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES2 2.1 Understanding cell

structure and functionPrepare and study slides to compare theepidermal cells of onion or cells of Hydrillaleaf with human cheek cells.

Observe, draw and label diagrams of ananimal cell and plant cell as seen througha light microscope.

Study electron micrographs of animal cellsand plant cells to identify cellular

components of cell :

(a) plasma membrane and cell wall,(b) cytoplasm,(c) organelles :

(i) nucleus : nucleolus,chromosomes,nucleoplasm and


draw and label ananimal cell,

draw and label aplant cell,

identify the cellularcomponent of an

animal cell,

identify the cellularcomponents of aplant cell


4/45

4


3

nuclear membrane,(ii) rough and smooth

endoplasmic reticulum,(iii) mitochondria,(iv) Golgi apparatus(v) Lysosomes(vi) Ribosomes(vii) Chloroplasts(viii) Centrioles(ix) Vacuoles

Work in small groups to match cellularcomponents to their functions.

Students present a comparison betweenthe structure of an animal cell and plantcell.Discuss the relationship between thedensity of certain organelles with thefunction of specific cells :

(a) mitochondria with the function ofsperm cells, flight muscle cells ininsects and birds, cells in the

meristems,(b) chloroplasts with the function ofpalisade cells.

state the functionsof the cellular

components in ananimal cell,state the functionsof the cellularcomponents in aplant cellcompare andcontrast an animalcell and a plant cellrelate the density ofcertain organelles

with the functions ofspecific cells.

4. Chinese New Year Break (26-1-2009 to 30-1-2009)5. 2.2 Understanding cell

organisationObserve the living processes of unicellularorganisms such as feeding, locomotionand reproduction through computerisedanimation / video / microscope.


State the necessityfor cell


5/45

5

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESCarry out small group discussion on thefollowing and present the findings :

(a) cell specification in multicellularorganisms,(b) the necessity for cell specialization

in multicellular organisms.(c) Cell organisation in the formation of

tissues, organs and systems inhumans, animals and plants.

Construct models of tissues, organs andsystems in human, animals and plants.

Conduct a discussion on the following :(a) the meaning of internal

environment,(b) factors affecting the internal

environment including temperature,pH, osmotic pressure and glucoselevel.

(c) It is important that the organisms

cells always experience conditionswhich permit efficient functioning,(d) The involvement of various

systems in maintaining optimalinternal environment.

specialisation inmulticellular

organism ascompared tounicellularorganism,Describe cellspecialization inmulticellularorganisms,Describe cellorganisation in theformation of

tissues, organs andsystems inmulticellularorganisms,State the meaningof internalenvironment,Identify factorsaffecting theinternalenvironment,

Explain thenecessity tomaintain optimalinternalenvironment,Describe theinvolvement ofvarious systems in

A simple explanation.


6/45

6

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESmaintaining optimalinternal

environment.2.3 Appreciating theuniqueness of the cell

Discuss and predict the cell conditionwithout a particular cellular component.

Conduct a role play activity to show thatcells become adapted for differentfunctions.

A student is able to:Predict the state ofcertain cells withouta particular cellularcomponent,Illustrate that mostcells specialized forthe job that theyperform.

THEME : INVESTIGATING THE CELLS AS A BASIC UNIT OF LIVING THINGSLEARNING AREA :3.0 MOVEMENT OF SUBSTANCES ACROSS THE PLASMA MEMBRANE

WEEK LEARNING OBJECTIVE SUGGESTED LEARNINGACTIVITIES

LEARNINGOUTCOMES

NOTES

6 3.1 Analysing themovement of substancesacross the plasma

membrane

1. Discuss and gather information on :a. substances that are required by

cells

b. substances to be eliminatedfrom cells

c. the necessity for movement ofsubstances across the plasmamembrane

d. the structure of the plasmamembrane as comprising thephospholipids bilayer, carrier


a. state the substances

required by livingcells

b. state the substancesthat have to beeliminated from cells

c. explain the necessityfor movement ofsubstances across


7/45

7


LEARNINGOUTCOMES

NOTES

protein and pores.

2. Conduct an experiment using starchsuspension and glucose to studythe movement of substances acrossegg membrane or Visking tubing

3. Discuss and gather information ona. the properties of the plasma

membrane as a semi-permeable membrane.

b. the movement of solublesubstances across the plasma

membrane through simplediffusion and facilitateddiffusion.

the plasma

membraned. describe thestructure of theplasma membrane

e. describe the

permeability of theplasma membrane

Only a brief account of

the structure of theplasma membrane isrequired

4. Carry out an activity to showosmosis using a simple osmometer.

5. Discuss the movement of

substances across the plasmamembrane through active transport

6. Use computer simulation to showthe movement of substances acrossthe plasma membrane throughpassive and active transport.


a. explain themovement of watermolecules across theplams membrane byosmosis.

b. explain the

movement ofsubstances acrossthe plasmamembrane throughthe process of activetransport.

Only basic explanation

of the active transportprocess is required


8/45

8


LEARNINGOUTCOMES

NOTES

7. Discuss the processes of passive

transport and active transport inliving organismsa. gaseous exchange in the

alveoli and blood capillaries(simple diffusion)

b. absorption of digested food inthe villus (facilitated diffusion)

c. absorption of water by roothairs of a plant ( osmosis)

d. ion intake by root hairs of aplant ( active transport)

8. Construct a concept map by using agraphic organizer to show themovement of substances across theplasma membrane.

9. Use a graphic organizer to compareand contrast passive transport andactive transport

c. Explain the process ofpassive transport inliving organism usingexamples.

d. Explain the process ofactive transport in

living organisms usingexamples.

e. Compare and contrastpassive transport andactive transport

7 3.2 Understanding the

movement ofsubstances acrossthe plasmamembrane ineveryday life

1. Carry out activities to study the

effect of hypotonic and hypertonicsolutions on plant and animal cells:a. plasmolysis and deplasmolysis

in plant cells.b. Haemolysis and crenation in

red blood cells.2. Discuss :

a. hypotonic, hypertonic and

A student is able to:

a. explain whathypotonic, hypertonicand isotonic solutionsare

b. explain the effect ofhypotonic, hypertonicand isotonic solutions

The use of human bloodis discourage


9/45

9


LEARNINGOUTCOMES

NOTES

isotonic solution

b. plasmolysis , deplasmolysis,haemolysis and crenationc. flaccidity and turgidity of plant

cells.

3. Carry out an investigation usingvarious concentration of salt orsugar solution to determine theconcentration of external solution

which is isotonic to the cell sap ofplant tissues.

4. Discuss and make an inference onthe concentration of cell sap in planttissues which is equivalent to theconcentration of isotonic solution.

5. Discuss and correlate themovement of substances acrossthe plasma membrane with the

difference in concentration of theexternal solution and that of thecell sap.

6. Discuss:a. wilting of plants caused by the

excessive use of chemicalfertilisers

b. preservation of food using salt

on plant cell and

animal cell.

c. explain plasmolysis,deplasmolysis,heamolysis andcrenation.

d. design an experimentto determine theconcentration of

external solutionswhich is isotonic tocell sap.

e. make an inferenceon the concentrationof cell sap in planttissues.

f. Relate the movementof substances across

plasma membrane withconcentration gradient.

g. Explain thephenomenon ofwilting in plants using

The concentration of theexternal solution which is

isotonic to the cell sap isdetermined from theplotted graph

Discussion shoud bebased on the concepts


10/45

10


LEARNINGOUTCOMES

NOTES

or sugar examples.

h. Explain thepreservation of foodusing examples

of osmosis and

plasmolysis

8 3.3 Appreciating themovement ofsubstances acrossthe plasmamembrane

1. Compose poem to appreciate themovement of substances acrossthe plasma membrane.


a. explain the necessityof movement ofsubstances across theplasma membrane whichis occur in a continuousand controlled manner

for survival of a cell.9, 10 Ujian Selaras T4, T5 dan T6A (2-3-2009 to 13-3-2009)11 First TermMid Term Break (16-3-2009 to 23-3-2009)

LEARNING AREA : 4.0 CHEMICAL COMPOSITION OF THE CELLWEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES


11/45

11


124.1 Understanding the

chemical composition

of the cell

4.2 Understandingcarbohydrates

Carry out small group discussion on thefollowing and present the findings:

a) elements in the cell, includingcarbon, hydrogen, oxygen, nitrogen,sulphur, phosphorus, calcium,potassium, magnesium, chlorine,sodium and ferum,

b) the presence and importance ofchemical compounds in the cell.

Carry out small group discussion on thefollowing and present the findings:a) elements in carbohydratesb)types of carbohydrates, i.e.

monosaccharides, disaccharides and

polisaccharides, using examples,c) the formation and breakdown ofdisaccharides, such as maltose, sucroseand lactose,

d) the formation and breakdown ofpolysaccharides, such as starch,glycogen and cellulose.

Conduct an activity to differentiate


state the elements inthe cell,

list the chemicalcompounds in thecell,explain theimportance of

organic compoundsin the cell,explain theimportance of waterin the cell.


state the elements incarbohydrates,

state the types ofcarbohydrates,

explain the formationand breakdown ofdisaccharides andpolysaccharides,

Chemical compounds in thecell are limited to

carbohydrates, lipids,proteins, nucleic acids andwater only.

A brief account on theimportance ofcarbohydrates, lipids,proteins and nucleic acids Isrequired.

A detailed molecularstructure is not required.

A brief account ofcondensation and

hydrolysis reactions isrequired.


12/45

12


4.3 Understanding proteins

4.4 Understanding lipids

between reducing and non-reducingsugars.


a) elements in protein, such as carbon,hydrogen, oxygen, sulphur nitrogen andphosphorus,

b) dipeptides and polypeptides,

c) the formation and breakdown of

dipeptides and polypeptides,

d) essential amino acids and non-essentials amino acids.

Use charts to illustrate the various proteinstructures, i.e. primary, secondary, tertiaryand quartenary.

List the main types of lipids:

a) fat,b) oil,c) wax,d) phospholipids,e) steroids, such as cholesterol,

testosterone,oestrogen andprogesterone.



state the elements inproteins,

state the variousstructures ofproteins,explain the formation

and breakdown ofdipeptides andpolypeptides,explain the meaningof essential aminoacids and non-essential aminoacids.


state the elements inlipids,state the main typesof lipids



13/45

13

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESa) elements in lipids,b) components of fats and oils,

c) formation and breakdown of fats and oils

Use a graphic organizer to comparesaturated fats and unsaturated fats.

state thecomponents of fats

and oils,explain the formationand breakdown offats and oils,compare andcontrast saturatedfats and unsaturatedfats

13, 14 4.5 Understanding enzymes Discuss on the following :a) what enzymes are,



14/45

14

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESb) enzyme requirement in the living

process,

c) general characteristics of enzyme,d) naming of enzyme based on thesubstrate,

e) sites of enzyme synthesis,f) intracellular and extracellular

enzymes and examples,

Conduct a role-play activity to show theinvolvement of ribosomes, endoplasmicreticulum and Golgi body in the productionof extracellular enzymes.

Conduct experiments to study the effects ofpH and temperature on the activities ofamylase and pepsin.

Discuss the effects of enzyme substrateconcentration on enzyme activity.

state what enzymesare,

explain whyenzymes areneeded in lifeprocesses,list the generalcharacteristics ofenzymes,relate the name ofenzyme to substrate,state sites whereenzymes are

synthesized,state the meaning ofintracellular andextracellularenzymes,

explain theinvolvement ofspecific organelles inthe production ofextracellular

enzymes,

explain the effects ofpH, temperature,enzymeconcentration andsubstrateconcentration on


15/45

15

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESDiscuss the mechanism of enzyme actionusing the lock and key hypothesis.

Discuss and correlate pH temperature,enzyme concentration and substrateconcentration on enzyme activity using thelock and key hypothesis.

Gather information from the internet andother sources on the uses of enzymes in :

a) daily life, e.g. tenderizing meatb) industry e.g. food processing and

detergent manufacturing.

enzyme activity,explain the

mechanism ofenzyme action,relate themechanism ofenzyme action withpH, temperature,enzymeconcentration andsubstrateconcentration,explain the uses of

enzymes in daily lifeand industry usingexamples.

144.6 Realising the

importance of thechemical composition incells

Conduct a role play or story telling sessionto predict the consequences of deficiencyin one of the chemical components in thecell.

Predict theconsequences ofdeficiency incarbohydrates,protein, lipids orenzymes in the cell.

THEME : INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGSLEARNING AREA : 5. CELL DIVISIONWEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES15 5.1 Understanding mitosis Conduct a brainstorming session on the

following:a) the need for production of new cells inorganisms,

A student is able to:State the necessityfor the production ofnew cells in


16/45

16


16

b) the need for production of new cellsidentical to parent cells

Derive the meaning and significance ofmitosis from the brainstorming session.

Study charts to identify the various of thecell cycle.

Make models to demonstrate mitosis andcytokinesis.

Prepare and observe a slide of onion root

tip to identify different stages of mitosis.

Study the process of controlled anduncontrolled mitosis and cytokinesisthrough simulation, computerized,animation or video.

Conduct a brainstorming session to comeup with examples on mitosis as acontrolled process for the perpetuity ofliving things such as regeneration, of

lizard tail, certain plant parts and thehealing of skin.

Gather information on diseases, includingcancer or tumour, caused by uncontrolledmitosis in living things.

Make a trip to a research institute to studytissue or culture technique.

organismsExplain the

necessity for theproduction of newcells identical toparent cells,

State thesignificance ofmitosis,Identify the phasesin the cell cycle ,Explain the process

of mitosis andcytokinesis,

Arrange the variousstages of mitosis inthe correctsequence,

Compare andcontrast mitosis andcytokinesis in

animal and plantcell,Explain theimportant ofcontrolled mitosis,explain the effectsof uncontrolledmitosis in living


17/45

17


Conduct a debate or forum on cloning

issues.

things,Describe the

application ofknowledge onmitosis in cloning,Explain theadvantages anddisadvantages ofcloning.

Techniques of cloninginclude tissue culture

17, 185.2 Understanding meiosis Discuss the following :

a) trait inheritance in offsprings ,

b)the need to maintain diploidchromosomal number from onegeneration to another,

c) the need to produce gametes withhaploid number of chromosomes,

d) the uniqueness of diploid number ofchromosomes in organisms,

e) the significance of meiosis,

f) the type of cell that undergoes meiosisin human, animals and plants.

Observe the process of meiosis trough


State the necessityof traits inheritance

in offspring forcontinuation of life.

State the necessityto maintain diploidchromosomalnumber fromgeneration togeneration.State the necessityfor production ofhaploid gametes in

sexual reproductionState thesignificance ofmeiosis,Identify the type ofcell that undergoesmeiosis,Explain the process


18/45

18

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTEScomputerized animation,photomicrograph, prepared slides, orvideo.

Use simulation activities to show changein chromosome behaviour during meiosis Iand meiosis ii

Use graphic organizers to compare andcontrast :

a) meiosis I and meiosis ii.b) Meiosis and mitosis

of meiosis,Arrange the various

stages of meiosis inthe correct order,

Compare andcontrast meiosis Iand meiosis ii ,Compare andcontrast meiosisand mitosis

18 5.3 Appreciating themovement ofchromosomes duringmitosis and meiosis.

a) conduct a role play .b) avoid radioactive and carcinogenic

substances.


describe what willhappen when themovement ofchromosomesduring mitosis andmeiosis do notoccur in an orderlymanner.Know and avoid

things that maybeharmful.

19, 20,

21Mid Year Examination (11-5-2009 to 28-5-2009)

22, 23 First Term Break (1-6-2009 to 14-6-2009)


19/45

19

Theme : Investigating The Physiology Of Living ThingLearning Area : 6.0 Nutrition

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES24 6.1

Understanding types ofnutrition

Observe and identify types of nutrition invarious organism.Discuss autotrophic and heterotrophicnutrition with reference tochemosynthesis, photosynthesis, holozoicnutrition, saprophytism, and paratism.

Use a graphic organizer to show thetypes of nutrition.

Conduct an activity to classify variousorganisms according to types of nutrition.


State the types ofnutrition,

Explain autotrophicnutrition,Explain heterotrophicnutrition,

Classify organisms

according to the typesof nutrition

246.2Applying the concept ofbalanced diet

Carry out small group discussion on thefollowing and present the finding:a) requirements of a balanced dietb) factors affecting the daily energy

requirement such as age, sex, bodyweight and occupation.

Conduct an activity to determine theenergy value in food samples.

Design activities to test for the presenceof starch, reducing sugar, non-reducingsugar, protein and lipid in food samples.

Conduct an experiment to determine thevitamin C content in various fruit juices


explain the necessityfor a balanced dietexplain the factorsaffecting the dailyenergy requirementDetermine the energyvalue,

Determine the nutrientcontent in foodsamples

The unit for energy used isJoule


20/45

20

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESMatch the vitamins , minerals androughage with their sources, functionsand effects of deficiency

Discuss the sources and functions ofwater in the bodyFormulate and justify an appropriate dietmenu for pregnant mother ,infants,children, teenagers, athletes, people withspecific diseases, the aged andvegetarians

explain the functionsand sources of vitamins,

minerals , roughage in adiet to maintain healthexplain the functions ofwater in the body

justify the selection ofan appropriatebalanced diet for atarget group

24 6.3Understanding malnutrition

Group discussion and presentation on thefollowing:

a) meaning of malnutritionb) effects of deficiency in proteins,vitamins, minerals on health

c) effects of excessive intake ofcarbohydrates, lipids, vitamins andminerals

d) effects of diet with low saturated fatson cardiovascular disease

e) ways to reduce the risk of high bloodpressure, diabetes mellitus andosteoporosis


explain whamalnutrition isexplain the effects of

malnutrition

describe ways toreduce certain heathproblems due to onesdiet

24 6.4Analyzing food digestion Discuss the following :a) glucose, amino acids and lipids arerequired to carry out metabolicprocesses

b) complexed substances need to bedigested

A student is able to :state the substances

that are required to carryout metabolic processeslist the complex

substances that need tobe digestedexplain the necessity to


21/45

21

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESDraw and label parts of the humandigestive system

Discuss the functions of digestive juicesand other substances that aid the processof digestion

Discuss the digestion of food on thefollowing aspects: location, chewing andmovement of food, glands involved,enzymes, pH, substrates and products

Identify the parts of digestive system anddigestion of cellulose in ruminants androdents

Compare and contrast the process ofcellulose digestion in humans, ruminantsand rodents

Plan and conduct experiments to studyenzymes actions on starch and protein

Discuss problems related to fooddigestion:a) incomplete digestionb) bile stonec) reduced production of specific

digestive enzyme

digest complexsubstancesdraw and label the

human digestive system

state and describe thedigestive juices andsubstances involved inhuman digestive systemexplain the digestion of

carbohydrates, proteinsand lipids

identify and describethe digestion of cellulosein ruminants androdentscompare and contrast

the digestive processesin human, ruminantsand rodensdesign experiments to

study the digestion of

starch and proteinsdescribe problems

related to food digestion

25 6.5Understanding theprocesses of absorption

Examine models or diagrams of thedigestive system and cross-section of thesmall intestine.


identify the parts of


22/45

22

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESand assimilation ofdigested food Using models or diagrams to discuss:

a) adaptation of the small intestine

b) absorption process of digested food inthe villus

Carry out an activity to study themovement of substances through theVisking tubingCorrelate the movement of substancesthrough the Visking tubing with nutrientabsorption in the small intestineDiscuss the absorption of water andminerals in the colon

Using diagrams, charts or computerizedanimation discuss:a) the transport of amino acid, glucose,

water soluble vitamins minerals bycirculatory system

i) from small intestine to liver throughthe hepatic portal vein

ii) from liver to body cellb) transport of lipids and fat soluble

vitaminsMake a schematic diagram to show thetransport of nutrients from the intestine tothe body cells.Discuss the function of liver:a) storage of nutrients

digestive systemexplain the adaptive

characteristic of thedigestive system relatedto absorptiondraw and label the

structure of the villusexplain the process of

absorption in the villus

make an analogy onthe process ofabsorption in the small

intestine

explain the absorptionof water and minerals inthe colon

describe the transportof nutrients bycirculatory system forassimilation


23/45

23

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESb) processing the products of digestioni.e. excess glucose and amino acidc) detoxification

Discuss the process of assimilation

explain the mainfunctions of the liver

describe the process ofassimilation

25 6.6Understanding theformation of feaces anddefecation

Identify the colon and rectum in thedigestive system

Discuss:a) the formation of feacesb) the role of microbs in the colonc) effects of antibiotics on the

microbs in the colond) what defecation ise) the importance of defecationf) importance of high fiber dietsg) defecation related problem i.e.

constipation, colon cancer andhemorrhoids


identify the part wherethe formation of feacestakes place

describe the formation offeaces

explain the role ofmicrobs and the effect ofantibiotics on them

explain what defecationis

explain the importance ofdefecation and high fibrediets

describe the problemsrelated to defecation

26 6.7

Evaluating eating habits

Discuss:

a) relationship between eating habits andhealth problems such as gastritis,obesity, anorexia nervosa, bulimia

b) evaluate the nutrient contents basedon food labels or advertisements

c) evaluate the eating habits of classmate


relate eating habits withhealth problemsevaluate criticallywhether a particulareating habit is good orbad

Eating habits involve thefrequency and time ofeating and the type of foodconsumed

25 6.8 Realizing the Conduct an of a defective the digestive A student is able to:


24/45

24

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESimportance of healthydigestive system

system.Conduct a discussion on ways to takecare of the digestive system, such asgood eating habits, avoid junk food, try tocut down on sweet and fatty foods.

Predict the effects ofdefective digestivesystem on health,Take care of thedigestive system forones well-being.

26 6.9 Understanding theimportance ofmacronutrients andmicronutrients in plants


a) the elements required by plants,b) classify the elements required byplants based on the amount needed:

(i) macronutrients consisting of carbon,hydrogen, oxygen, nitrogen, phosphorus,potassium, calcium, magnesium, andsulphur,(ii) micronutrients consisting of boron,molybdenum, zinc, manganese, copperand ferum.

Plan and conduct and experiment onplants to study the effects ofmacronutrient deficiency i.e. nitrogen,

phosphorus, potassium, calcium,magnesium, and sulphur.

Discuss and correlate the effects ofmacronutrients deficiency with thefunction of the macronutrient based onthe results of the experiment.


List elements requiredby plants,Classify elementsrequired by plants

based on the amountneeded,

Design an experimentto study the effects ofmacronutrientdeficiency in plants,

Relate the effects ofmacronutrientdeficiency with the

function ofmacronutrients,

Explain the function ofeach macronutrient inplants,State the function ofmicronutrients in

Maize seedlings may beused for this experiment.


25/45

25

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESCollects and interpret data from varioussource such as Internet on the function ofeach macronutrient in plants.

Discuss the function of micronutrients andeffects of micronutrient deficiency inplants.

plants,State the effects ofmicronutrientdeficiency in plants,

26 6.10Understandingphotosynthesis

Students read about the discovery ofphotosynthesis and extract importantfacts from it.

Study a cross-section model of a leaf.Draw and label it.

Discuss the following:a) functions of the part of a leaf,b) adaptation of the leaf for optimalphotosynthesis.

Carry out and activity to investigate theadaptation of plants such as hibiscus,water lily, Hydrillaand cactus with respectto:


Describe thedevelopment that leadsto the discovery ofphotosynthesis,

State the substancerequired forphotosynthesis,State the substanceproduced fromphotosynthesis,

Draw and label thecross-section of a leaf,

State the function of

each part of the leafwith respect tophotosynthesis,Explain leaf adaptationto optimizephotosynthesis,Explain how plantsfrom different habitats


26/45

26

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESa) distribution of stomatab) distribution of chloroplasts.

are adapted to carryout photosynthesis

27 6.11 Understanding themechanism ofphotosynthesis

With reference to the structure ofchloroplast discuss the light and darkreactions of photosynthesis with respectto:a) substances required.b) location of reactionc) products of reaction.

Draw a simple schematic diagram of thelight and dark reactions in photosynthesis.

Discuss the following:a) compare and contrast the light

reaction and dark reaction inphotosynthesis.

b) Correlate light reaction with darkreaction in photosynthesis

Write an equation to represent the overallprocess of photosynthesis.

A student is able to;

Identify the part ofchloroplast related tophotosynthesis,Explain the lightreaction ofphotosynthesis,Explain the darkreaction ofphotosynthesis,

Compare and contrastlight reaction and darkreaction inphotosynthesis,Relate light reaction inphotosynthesisWrite an equation torepresent the processof photosynthesis,

Detailed structure ofchloroplast is not required.Detailed pathways for lightand dark reactions are notrequired.

27 6.12

Synthesizing factorsaffecting photosynthesis

Conduct a brainstorming session toidentify the factors affecting the rate ofphotosynthesis i.e. concentration ofcarbon dioxide, light intensity andtemperature.

Plan and carry out an experiment to studythe effect of light intensity on the rate of


Identify the factorsaffecting the rate ofphotosynthesis,Design an experimentto investigate the effectof light intensity on therate of photosynthesis,


27/45

27

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESphotosynthesis.

Carry out a small group discussion on theeffects of light intensity temperature andconcentration of carbon dioxide on rate ofphotosynthesis.

Plan a strategy based on factors affectingthe rate of photosynthesis to ensure cropproduction throughout the year incountries with four seasons.

Identify the factor thatlimits the rate ofphotosynthesis atdifferent light intensity,Explain the effects oftemperature andconcentration of carbondioxide on the rate ofphotosynthesis,Explain the differencein the rate ofphotosynthesis inplants throughout the

day based on thechanges in lightintensity andtemperature,

Identify some ways tomeet the need ofincreasing theproductivity of cropsbased on on factorsaffecting the rate of

photosynthesis.28 6.13Practicing a caring attitudetowards plants

Compose a poem or lyric of a song toshow appreciation of the role ofphotosynthesis in ensuring theperpetuation of life

Conduct a planting project in the scienceresource garden or school compound.

A student is able to :Tell why we needto take good careof plants,Identify cases ofmishandling ordestruction of


28/45

28

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESplants.

286.14Understanding thetechnology used in foodproduction


a) the quantity of food needed for thepresent and future population ofthe country,

b) the need for improving the qualityand quantity of food for thecountry in line with the nationalfood production policy,

c) effort by various agencies todiversify food production,

d) methods used to improve thequality and quantity of foodproduction through the following:

(i) direct seeding for rice,(ii) hydroponics and

aeroponics,(iii) breeding,(iv) tissue culture,(v) genetic engineering,(vi) soil management,(vii) biological control.

Conduct a field trip to relevant agenciessuch as Institute of Agriculture Researchand Development of Malaysia (MARDI),Agriculture Department and FisheryDepartment.


explain the need forimproving thequality and quantityof food,

explain the effort todiversify food

production,explain ways toimprove the qualityand quantity of foodproduction in thecountry.


29/45

29

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESCarry out a vegetable planting project

286.15Evaluating thetechnological developmentin food processing

Discuss the need for food processingbased on the following:

a) overcoming the factors causingspoilage of food such as theaction of microorganisms andoxidation,

b) extending the lifespan of food ,c) avoiding food wastage,d) diversifying the uses of food like

milk and dairy products,e) ensuring sufficient food supply.

Prepare a portfolio on the technologicaldevelopment of food processing from theearly days till the present.

Correlate the following food processingmethods with factors causing foodspoilage:

i. cooking,ii. using salt, sugar and vinegar,iii. fermentation process,iv. drying,v. pasteurization,vi. canning,vii. refrigeration,

Conduct a forum entitled The effects ofprocessing food on health.

A student is able to:explain thenecessity for foodprocessing

describe thedevelopment offood processingtechnology,

relate foodprocessingmethods withfactors causingfood spoilage,

assess themethods of foodprocessing to justifythe choice ofconsuming certainprocessed food.


30/45

30

THEME : INVESTIGATING THE PHYSIOLOGY OF LIVING THINGSLEARNING AREA :7.0 RESPIRATION

WEEK LEARNING OBJECTIVE SUGGESTED LEARNING

ACTIVITIES

LEARNING OUTCOMES NOTES

29 7.1 Understanding therespiratory process inenergy production

1. Discuss and gather information :a. living process require energyb. the main substrate for

respiration, that is glucose, isobtained from the following :i) the digestion of

carbohydrates in humanand animals,

ii) the process ofphotosynthesis in plant

c. types of respiration (aerobicand anaerobic)

2. a) Carry out an activity to showaerobic respiration.

b) Dicuss the energy production inaerobic respiration

3. Carry out an experiment toinvestigate anaerobic respiration inyeast

4. Discussiona. condition leading to an aerobic

respiration in cellsb. the process of an aerobic

respiration in human muscles.


a. state that all livingprocesses requireenergy.

b. identify the mainsubstrate forproducing energy

c. state the two types ofrespiration

d. explain what cellrespiration is

e. explain the energyproduction fromglucose during theprocess of aerobicrespiration.

f. state the conditionleading to an aerobicrespiration in cells

g. explain the process ofanaerobic respirationin yeast

h. explain the process ofan aerobic respirationin human muscles

i. write the chemical


31/45

31



5. Use a graphic organizer (mindmap) to compare and contrastaerobic respiration with anaerobicrespiration

equations for aerobicand anaerobicrespiration

j. compare and contrastaerobic respirationwith anaerobicrespiration

29, 30 7.2 Analysing therespiratory structuresand breathingmechanisms inhuman and animal

1. Observe graphics and discuss therespiratory structures in human andother organisms including protozoa,insects, fish and amphibians.

2. a) Conduct an activity to comparethe total surface area of a flatcard with a corrugated card andcorrelated the increase in totalsurface area with the modifiedsurface structure.

b) Discuss the relationshipbetween total surface area ofthe respiratory structures andthe efficiency of gaseousexchange in various organisms.

c) Observe the respiratory


a. state the respiratorystructures in humanand some animals.

b. make an inference onthe various adaptationof the respiratorystructures.

c. describe the


32/45

32



structures to generalise thecharacteristics of the respiratorysurfaces in human and otherorganisms.

3. a) Use a model to explain thebreathing mechanism in human.

b) Use a graphic organizer tocompare an contrast humanrespiratory system with otherorganisms.

characteristic ofrespiratory surfaces inhuman and otherorganisms.

d. describe the breathingmechanism in humanand other organisms

e. compare and contrastthe human respiratorysystem with otherorganisms.

30 7.3 Understanding theconcept of gaseousexchange across therespiratory surfacesanf transport of gasesin human

1. Using a diagram to discuss theprocess of gaseous exchangeacross the surface of the aveoulusand blood capillaries in the lung inrelation to :

a. the difference in partialpressure of respiratorygaseous in the air of thealveolus and blood capillariesin the lungs i.e

i. partial pressure of oxygenand carbon dioxide in the airof the alveolus compared tothe partial pressure in theblood capillaries

b. The difference in partial


a. describe the processof gaseous exchangeacross the surface ofthe alveolus and bloodcapillaries in the lungs


33/45

33



pressure of oxygen andcarbon dioxide in the bloodentering the alveolus with theblood living the alveolus ie:

i. partial pressure of oxygenand carbon dioxide in theblood entering the alveoluscompared to the blood livingin alveolus.

2. Discuss :a. the transport of respiratory

gases in humanb. explain the process of

gaseous exchange betweenthe blood and body cells

3. Mind maps/ graphic organizer toexplain the exchange and transportof respiratory gasoues in human.

4. Conduct an experiment toinvestigate the differences betweeninhale and exhale air

b. explain the transport ofrespiratory gases

c. explain the process ofgaseous exchangebetween the blood andbody cells

d. distinguish thecomposition of inhaleand exhale air.

Cautions :Handle the followingsolution with care :Alkaline pyrogallate andConcentrated potassiumhydroxide

31 7.4 Understanding theregulatory mechanismin respiration

1. Conduct an experiment to studythe effect of a vigorous exersice onthe rate of respiration and heartbeat.

2. Discussion on the following :


a. describe the changein rate of respirationafter completing avigourous exercise.


34/45

34



a. correlate the rate of respirationwith the oxygen and carbon

dioxide content in the body.

b. regulatory mechanism ofoxygen and carbon dioxidecontent in the body

3. Discussion on human respiratoryresponse, rate of respiration andheart beat in different situation:

a. vigorous activities eg :swimming, running, aerobicexercise, mountain climbingand playing badminton

b. relaxingc. fear

b. correlate the rate ofrespiration with the

oxygen and carbondioxide content in thebody.

c. explain the regulatorymechanism ofoxygen and carbondioxide content in thebody

d. explain the humanrespiratory responseand rate of

respiration indifferent situation

e. correlate the rate ofrespiration with therate of heart beat

32 7.5 Realising theimportance ofmaintaining a healthyrespiratory systems

1. Discuss and conduct an experimentto show the effects of cigarettesmoke on white cotton wool anddraw an anology between the lungand the white cotton wool.

2. Show the slides of damaged lungs(cancer) due to smoking.


a. care and maintainefficient function ofthe respiratory organ

Say Tak Nak tocigarette

32 7.6 Understandingrespiration in plants

1. Discuss and gather information:

a. the energy requirement and the


a. describe the energy

A diagram of the crosssection of a leaf isrequaired


35/45

35



intake of oxygenintake by plantsfor respiration.

2. Use graphic organizer to show theintake of oxygen in plantsa. discuss anaerobic respiration

carried out by rice plant in apaddy field or other plants incertain situations.

3. Use a graphic organizer tocompare the process of respiration

with the process of photosynthesisin plants.

4. Discuss and gather informationa. meaning of compensation pointb. correlate light intensity with

compensation point from graph.c. The effect on living things when

the rate of photosynthesis andrate of respiration remains atcompensation point.

requirementb. explain the intake of

oxygen forrespiration

c. explain aerobicrespiration in plants

d. explain anaerobicrespiration in plantsunder certainconditions.

e. Compare andcontrast the process

of photosynthesisand respiration

f. Explain whatcompensation pointis

g. Relate light intensitywith the attainment ofcompensation point

h. Predict the situationwhen the rate of

photosynthesis and

rate of respirationremains atcompensation point


36/45

36

THEME : INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENTLEARNING AREA : 80 DYNAMIC ECOSYSYTEM


33

8.1 Understand the abiotic

and biotic components ofthe environment

Conduct a field study to:

a) identify the abiotic componentsincluding, pH, temperature, lightintensity, humidity, topography and themicroclimate of an ecosystem

b) identify the biotic components of anecosystem

c) investigate the feeding relationships ofthe biotic components to construct thefood chains and food webs, andclassify the biotic components intotrophic levels

d) investigate the interaction betweenbiotic components as follows:

i) symbiosis among plants andanimals encompassing thefollowing:- commensalisms- parasitism- mutualism

ii) saprophytism,iii) predator-prey interaction.

e) investigate the interaction between

biotic components in relation tocompetition, which are:

i) intraspecific competition,ii) intraspecific competition.

Conduct an experiment to study theintraspecific competition and interspecificcompetiton of plants, e.g. maize and rice


identify the abioticcomponents of anecosystem,

identify the bioticcomponents of anecosystem,classify bioticcomponents intitrophic levels

explain theinteractionsbetween bioticcomponents inrelation to feeding,using examples,

explain theinteraction betweenbiotic components

in relation tocompetition, usingexamples.

Emphasis is on field study

for the students to reinforcetheir understanding in thisarea.


37/45

37

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESCollect and interpret data to studyintraspecific competition and interspecificcompetition involving Paramecium, for

example Paramecium AureliaandParamecium caudatum.


processes ofcolonisation andsuccession in anecosystem

Conduct a field study on an ecosystem i.e.a mangrove swamp or a pond to:

a) identify the niche, habitat,community and population,

b) investigate the process ofcolonization,

c) investigate the process ofsuccession,

d) identify pioneer species, successorspecies, dominant species andclimax community,

e) identify the adaptive characteristicsof pioneer species and subsequentspecies in the habitat for theprocesses of colonization andsuccession.

Students present their findings or make afolio.Study the processes of colonization andsuccession through video, computersoftware and printed material.

Discuss and correlate the abioticcomponents during the processes ofcolonization and succession in an


state what anecosystem is,

identify the niche,habitat, communityand population ofecosystem,explain the processof colonization,

explain the processof succession,

identify the pioneerspecies in anecosystem,identify thesuccessors in anecosystem ,

identify the

dominant species inan ecosystem,identify the adaptivecharacteristics ofpioneer species,identify the adaptivecharacteristics ofsuccessors,


38/45

38

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESecosystem. explain the changes

in habitat caused bypioneer species,

explain the changesin habitat caused bysuccessors at everylevel of successionuntil I climaxcommunity isreached,relate the abioticcomponents withthe bioticcomponents in anecosystem duringthe processes ofcolonization andsuccession.

34 Second TermMid Term Break (22-8-2009 to 30-8-2009)

35, 36,

37STPM Trial Examination (1-9-2009 to 18-9-2009)

38 Cuti Hari Raya (20-9-2009 to 27-9-2009)

39 8.3 Sythesising ideas on

population ecology

Discuss the appropriate samplingtechniques to study the pollution size of

an organism.

Conduct a field study or use anappropriate anology to:

a) estimate the population size ofanimals such as garden snail andwood lice,


identify theappropriatesampling techniqueto study thepopulation size ofan organism,estimate thepopulation size of


39/45

39

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESb) investigate the distribution of

plants using the quadrat samplingtechnique,

Based on the above study discuss thedistribution of an organism in a habitat.Discuss and correlate the change inpollution distribution of an organism withthe changes in each of the abiotic factors.

Plan and conduct an experiment to studythe relationship of population distributionof an organism with changes in any one ofthe abiotic factors such as pH,temperature, lightintensity and humidity.

Suggested organisms:Pleurococcus, Lemna

an organism in ahabitat,determine the

distribution oforganisms in ahabitat based onthe density,frequency andpercentagecoverage of thespecies,correlate thechange in apopulationdistribution of anorganism with thechanges in each ofthe abiotic factors,design anexperiment toinvestigate theeffect of a changein any one of theabiotic factors o thepopulation growthrate of an organism.

408.4 Understand the

concept of biodiversityDiscuss the following:

a) meaning of biodiversity,b) need for the classification system

of organisms.

Gather information on the following:


explain the meaningof biodiversity,explain the need forclassification of


40/45

40

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESa) the five kingdoms in the

classifications of the organisms,which are Monera, Protista, Fungi,

Plantae and Animalia,

b) main characteristics of organismsin each kingdom,

c) examples of organisms in eachkingdom,

Discuss the following:a) the hierarchy in the classification of

organisms from kingdom to

species,b) the method of naming a number of

vertebrates and local floweringplants, using the Linnaeusbinomial system,

c) the importance of biodiversity.

Conduct a field trip to create awareness ofbiodiversity of an ecosystem.

organisms,state the fivekingdoms used in

the classification oforganisms,identify the maincharacteristics oforganisms in eachkingdom,list examples oforganisms in eachkingdom,state the hierarchyin the classificationof organisms, usingexamples,explain throughexamples, themethod of namingorganisms using theLinnaeus binomialsystem,explain theimportance of

biodiversity


impact ofmicroorganisms on life

Using charts, slides andphotomicrographs, identify and list varioustypes of microorganisms i.e. protozoa,algae, fungi, bacteria and virus.

Conduct an experiment to study theeffects of temperature, pH, light and

A student is able to:classify varioustypes ofmicroorganismsbased on their basiccharacteristics,state the abiotic

The scientific names ofpathogen and life cycle ofvectors are not required.


41/45

41

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESnutrients on the activity of microorganismse.g. Bacillus subtilisor yeast.

Gather information and discuss the role ofuseful microorganisms in the following:a) decompositionb) nitrogen cycle,c) alimentary canal of termite,d) digestive system in human.

Gather information and discuss the effectsof harmful microorganisms:

a) causing diseases,b) spoilage of food and substances.

Gather information and present thefindings on the following:

a) pathogens, vectors, symptoms andmethods in tansmission ofdiseases such as malaria, denguefever, cholera, ringworm, foodpoisoning, AIDS, hepatitis and

SARS,b) methods to control pathogens

including the use of antibiotics,vaccines, antiseptics anddisinfectants.

Gather information and present the usesof microorganisms in biotechnology, such

componentsaffecting the activityof microorganisms,

explain the effectsof a change in eachabiotic componenton the activity ofmicroorganisms,explain the role ofusefulmicroorganisms,explain the effect ofharmful micro-organisms

explain the meaningof pathogen,identify thepathogen, vectorand symptoms ofone particulardisease,explain how thedisease spreads,

describe themethods forcontrollingpathogen,

explain the use ofmicroorganisms inbiotechnology,


42/45

42

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESas:

a) production of antibiotics andvaccines

b) cleaning of oil spills,c) waste treatment,d) food processinge) production of bioplastic,f) production of energy from biomass

using examples.

41 8.6 Appreciatingbiodiversity

Conduct a forum to discuss theimportance of preservation andconservation of biodiversity,

Conduct an activity to preserve andconserve various living things around us.

A student is able to:justify theimportancepreservation andconservation ofbiodiversity.

preserve andconserve variousliving things aroundhim/her.

THEME : INVESTIGATING THE RELATIONSHOP BETWEEN LIVING THINGS AND ENVIRONMENT

LEARNING AREA : 9.0 ENDANGERED ECOSYSTEM


42 9.1. Evaluating human

activities that endanger anecosystem

Carry out small group discussion on the following

and present the findings:c) Human activities that threaten the

ecosystem,

d) The impact of human activities on theecosystem

e) The effects of unplanneddevelopment ofthe ecosystem, such as ;

I. Soil erosion

A student is able to : Identify human

activities that

threaten the

ecosystem

Explain the impact ofhuman activities on

the ecosystem

TSTS:Generating ideas

Grouping and

classifying

Evaluating

Nobles values :

Having an interest


43/45

43


II. Flash floodIII. LandslideIV. Eutrofication

V. Water , air , thermal , and noisepollution

VI. Global warmingVII. Ozone depletion

VIII. Climatic changeIX. Ex tinction of living thingsX. Deforestation

d) Types of pollution and sources of pollution

e) Effects of pollution on the following:I.Human health ( diseases affecting the

respiratory system,skin problems ,conjunctivitis,cancer and cholera.

II.Animal and plant habitats

III.Buildings

IV.Agriculture

V.Climate

Conduct an activity to analyse data on air pollutionindex of some cities within and outside the

country,and make and inference on the sources of

pollution.

Conduct an activity to analyse data on waterpollution , such as Oxygen Demand (BOD) valueand content to heavy metals in some rivers,and

make an inference on the sources of pollution.

Conduct activities to formulate a strategy to reduce

Evaluate critically theeffects of unplanned

development and

mismanagement ofthe ecosystem

Describe types ofpollution and sources

of pollution

Explain the effects of

pollution on livingthings and theenvironment

Compare and contrastpollutants in the air

from different

environments

Interpret data on thelevel of waterpollution in some

rivers

Make an inference onthe sources of water

pollution in somerivers

and curiosity towards

the environment

Teaching aids :

Newspaper cuttings

Charts


44/45

44



greenhouse effect and

thinning of the ozone layer

the level of air and water pollution in a particular

location by :

a) Analyzing information on the population ,such as the size of population , socioeconomic activities , and level of air and

water pollution

b) Conducting an activity to predict the levelof air and water pollution at a particularlocation within the next ten years

c) Preparing an action plan consisting of astrategy to reduce the level of air and water

pollution at that particular location withinthe next ten years.


and present the findings :

a) Greenhouse effect , including its cause andeffect

b) Concentration of carbon dioxide in theathmosphere and correlate it with global

warming

c) Ozone depletion , including its cause andeffect

d) Impact of ozone depletion and globalwarming on the ecosystem

Predict the level ofair and water

pollution in a

particular locationwithin the next tenyears

Suggest strategies tosolve problems

related to air and

water pollution in a

particular locationwithin the next ten

years


Explain whatgreenhouse effect is

Correlate theconcentration ofcarbon dioxide in the

athmosphere with

global warming

Explain the thinning

of the ozone layer Explain the impact of

thinning of the ozone

layer and global

warming on the

ecosystem.

TSTS :

Analysing

Evaluating

Nobles values :

Balance of nature

Being thankful to

God

Teaching aids :

CD Rom

Charts


45/45

45


Scrap-book

43 9.3 Realising the importance

of proper management of

development activities andthe ecosystem

Conduct a debate on the need for development to

improve the quality of life and to meet the

requirements of an increasing population.

Discuss the effects of an increase in population on

the ecosystem.


and present the findings:a) Implementation of lawsb) Use of technologyc) Education on the management of resources

, including the reduce , reuse and recycle

of resourcesd) Preservation and conservation of soil ,

water , flora and faun of forests and

mangrove swamps

e) Practice of biological controlf) Use of renewable energyg) Efficient use of energy

Conduct activities to care for the following

ecosystem in school and at home :

a) Fish pondsb) Gardens

Plan and conduct a programme related to themanagement of the ecosystem for example ,

Environment Day


Justify the need for

development

Explain the effects ofincrease in

population on the

ecosystem

Explain measuretaken in the

management of

development

activities and the

ecosystem to ensure abalance of nature is

maintained.

Care for theecosystem

Participate inactivities related to

the management of

the ecosystem

TSTS :

Making decisions

Detecting bias

Nobles values :

Being flexible and

open-minded

Thinking rasionally

Being coorperative

Teaching aids :

Text book

Internettransperancies

44-45 Revision and update PeKA

46 Final Term Break (23-11-2009 to 4-1-2010)

Documents

Bio f4 Yearly Planner1