Yearly Plan Biology f4

8/8/2019 Yearly Plan Biology f4

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THEME : INTRODUCING BIOLOGYLEARNING AREA : 1.0 INTRODUCTION TO BIOLOGY

WEEK LEARNINGAREA

LEARNINGOBJECTIVES

LEARNING OUTCOMES TEACHING AND LEARNINGACTIVITIES

STRATEGIES

2CHAPTER 1

1.0Introduction to

Biology

1.1Understanding the study of Biology

Students should be able to :

•

State what the study of Biology is

• Explain the importance of Biology

• List the different fields of study in Biology

• List the careers related toBiology

• State various ways of studying Biology

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

a) what is the study of Biology?b) The importance of Biology with

respect to the study of livingthings, environment, interactionbetween living things and theenvironment.

Construct a concept map based oninformation gathered on the different fieldsof study and careers related to Biology.

Small group discussion on the importanceof the following:

a) acquiring scientific skillsb) scientific methodc) practising scientific, attitudes and

noble values.

Discussion

3 1.2 Applyingscientificinvestigation

A student is able to :

• Identify variables in agiven situation,

• Identify the relationshipbetween two variables toform a hypothesis,

• Design and carry out asimple experiment to testthe hypothesis,

• Record and present datain a suitable form,

• Interpret data to draw

Observe a situation and identify all thevariables. Suggest a question that issuitable for a scientific investigation.Discuss to:

a) form a hypothesis,b) plan the method of investigationincluding selection of apparatus and workprocedures.

Carry out an experiment:a) to collect and tabulate data,b) present data in a suitable form,

Carry out anexperiment

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conclusions,

• Write a report on anexperiment,

• Practise scientificattitudes and noblevalues.

c) interpret the data and draw 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 takenfor the dough to double its size. For further investigation, highlight the need topractice scientific attitudes and noblevalues such as honesty and accuracy inrecording and verifying data.

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

WEEK LEARNINGAREA

LEARNINGOBJECTIVES


STRATEGIES

4 CHAPTER 2

2.0 CELLSTRUCRUREAND CELLORGANISATION

2.1 Cellstructureand function

A student is able to :Draw and label an animal cellDraw and label a plant cellIdentify the cellular componentsof animal cellIdentify the cellular componentsof plant cell

Prepare and study slides to compare theepidermal cells of onion or cell 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 animalcells and plant cells to identify cellular components of cell :

a. plasma membrane, nucleolus,

chromosomes, nucleoplasm and

nuclear membraneb. rough and smooth endoplasmicreticulum

c. mithochondriad. Golgi apparatuse. Lysosomesf. Ribosomesg. Choloplastsh. Centriolesi. Vacuoles

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State the functions of the cellular components in an animal cell

Compare and contrast an animaland plant cell

Relate the density of certainorganelles with the function of specific cells

Work in small groups to match cellular components to their functions

Student 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 of sperm cells, flight muscle cell ininsects and birds, cell in themeristem

b. chloroplast with the function of palisade cells

Noble values :a. Being thankful to God

b. Being systematicc. Being cooperatived. Having an interest an curiosity

towards the living thing

5 2.2 Cellorganisation

A student is able to :State the necessity for cellspecialization in multicellular organism as compared tounicellular organism

Describe cell specialization in

multicellular organisms

Describe cell organization in theformation of tissues, organs andsystem in multicellular organisms

State the meaning of internalenvironment

Observe the living processes of unicellualar organisms such asfeeding,locomotion and reproductionthrough computerizeanimation/video/microscope

Carry out small group discussion on the

following and present the findings :a. cell specialization in multicellular

organismsb. the necessity for cell

specialization in multicelluar organisms

c. cell organization in the formationof tissues,organs and syatemn inhumans, animal and plants.

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Indentify factors affecting theinternal environment

Explain the necessity tomaintain optimal internalenvironment

Describe the involvement of various systems in maintainingoptimal internal environment

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

Conduct a discussion on the following:a. the meaning of internal

environmentb. factors affecting the internal

environment includingtemperature, pH, osmoticpressure and glucose level

c. It’s important that the organismscell always experience conditionswhich permit efficient functioning

d. The involvement of varioussystems in maintaining optimalinternal environment

Nobles values :a. Appreciating the contribution of

science and technology

b. Appreciating the balance of nature

c. Thinking rationallyd. Being systematice. Being cooperative

52.3 Apreciating

theuniquenessof the cell

A student is able to :Predict the state of certain cellswithout a particular cellular component

Illustrate that most cells are

specializad for the job that theyperform

Discuss and predict the cell conditionwithout a particular cellular component.

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

Noble values:a. Being cooperative

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

WEEK LEARNINGAREA

LEARNINGOBJECTIVES

LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES STRATEGIES

6 CHAPTER 3

MOVEMENTOFSUBSTANCESACROSS THEPLASMAMEMBRANE

3.1 Analysing themovement of substances acrossthe plasmamembrane


• State the substancesrequired by living cells

• State the substancesthat have to be eliminatedfrom cells

• Explain the necessityfor movement of substances across theplasma membrane

• Describe thestructure of the plasmamembrane

• Describe thepermeability of the plasmamembrane

• Explain themovement of soluble

substances across theplasma membranethrough the process of passive transport

• Explain themovement of water molecules across theplasma membrane by

Discuss the following:a) Substances that are required

by cellsb) Substances to be eliminated

from cellsc) The necessity for movement

of substances across the plasmamembrane

Discuss the structure of the plasmamembrane that comprises of the phospholipidbilayer, carrier protein and pores.

Conduct an experiment , using starch

suspension and glucose solution, to study themovement of substances across eggmembrane or Visking tube.

Discuss the properties of the plasmamembrane as a semi-permeable membrane.

Discuss the movement of soluble substancesacross the plasma membrane through simple

diffusion and facilitated diffusion.

Carry out an activity to show osmosis using asimple osmometer.

Discuss the movement of substances across

Discussion

Discussion

Experiment

Discussion

Discussion

Experiment

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osmosis

• Explain themovement of substancesacross the plasmamembrane through theprocess of active transport

• Explain the processof passive transport inliving organisms usingexamples

• Explain the processof active transport in livingorganisms usingexamples

• Compare andcontrast passive transportand active transport

plasma membrane through active transport.

Conduct a simulation activity to show themovement of substances across the plasmamembrane through passive transport andactive transport.

Use computer simulation to show themovement of substances across the plasmamembrane.

Discuss the process of passive transport inliving organisms:

a) gaseous exchange in the alveoli andblood capillaries (simple diffusion),

b) absorption of digested food in thevillus (facilitated diffusion)

c) absorption of water by root hairs of aplant (osmosis)

d) ion intake by root hairs of a plant(active transport)

Construct a concept map on the movement of substances across the plasma membrane

Use a graphic organizer to compare andcontrast passive transport and activetransport.

Discussion

Simulation

Simulation

Discussion

Construtisvism

Discussion

7 3.2 Understandingthe movementof substancesacross theplasmamembrane ineveryday life


• Explain what hypotonic,hypertonic and isotonicsolutions are,

• Explain the effects of hypotonic, hypertonic andisotonic solutions onplants cell and animal cell.

Carry out activities to study the effects of hypotonic and hypertonic solution on plantand animal cells.

a) Plasmolysis and deplasmolysis inplant cells

b) Haemolysis and crenation in red bloodcells

Inquiry-Discovery

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• Explain plasmolysis,deplasmolysis,haemolysis and creations

• Design an experiment todetermine theconcentration of externalsolution which is isotonicto cell sap

• Make an inference on theconcentration of cell sapin plants tissues

• Relate the movement of substances acrossplasma membrane withconcentration gradient

• Explain the phenomenonof wilting in plants usingexamples

• Explain the preservationof food using examples

Discuss the following

a) hypotonic,hypertonic and isotonicsolutions

b) plasmolysis,deplasmolysis,haemolysisand crenation

c) flaccidity and turgidity of plants cells

Carry out an investigation using variousconcentrations of salt or sugar solutions todetermine the concentrations of externalsolution which is isotonic to the cell sap of plant tissues.

Discuss and make an inference on theconcentration of cell sap in plant tissues whichis equivalent to the concentration of isotonicsolution.

Discuss and correlate the movement of substances across the plasma membrane withthe difference in concentration of the externalsolution and that of the cell sap

Discuss the followinga) wilting of plants caused by the

excessive use of chemical fertilizersb) preservation of food using salt or

sugar.

Discussion

Inquiry-Discovery

Discussion

Discussion

Contextuallearning

8 3.3 Appreciatingthe movement of substances acrossthe plasmamembrane

A student is able to :• explain the necessity of

movement of substancesacross the plasmamembrane which occursin a continuous andcontrolled manner for survival of a cell.

Compose poems to appreciate the movementof substances across the plasma membrane. Simulation

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THEME : INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGSLEARNING OUTCOMES : 4.0 CHEMICAL COMPOSITION OF THE CELL

WEEK LEARNINGAREA

LEARNINGOBJECTIVES

LEARNINGOUTCOMES

TEACHING AND LEARNING ACTIVITIES STRATEGIES

9CHAPTER 4

4.0 CHEMICALCOMPOSITIONOF THE CELL

4.1Understandingthe chemicalcomposition of the cell


• State the elements inthe cell

• List the chemicalcompounds in the cell

• Explain the

importance of organiccompounds in the cell

• Explain theimportance of water in the cell

Carry out small group discussionon the following and present the findings:a) elements in the cell,including carbon,hydrogen,oxygen,nitrogen,sulphur,phosphorus,calcium,potassium,magnesium,chlorine,sodium and ferum,

b) the presence and importance of chemicalcompounds in the cell.

Groupdiscussion

9

10 G. Gempur 1

4.2Understandingcarbohydrates


• State the elements incarbohydrates

• State the types of

carbohydrates• Explain the formation

and breakdown of disaccharides andpolysaccharides


a) elements in carbohydratesb) types of carbohydrates, i.e.

monosaccharides and

polysaccharides, using examples,c) the formation and breakdown of

disaccharides,such asmaltose,sucrose and lactose,

d) the formation and breakdown of polysaccharides, such asstarch,glycogen and cellulose.

Carry out experiments :I. The Benedict’s test to

Simulation(Games andModels)

Experiment(Activity 4.1)

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11 CutiPertengahanPenggalPertama

differentiate between thereducing and non-reducingsugars.

e) The iodine test for starch.

12 4.3Understandingproteins


• State the elements inproteins,

• State the variousstructures of proteins

• Explain the formationand breakdown of dipeptides andpolypeptides

• Explain the meaningof essential amino

acids and non-essential aminoacids.

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

a) elements in protein, such ascarbon,hydrogen,oxygen,sulphur,nitrogenand phosphorus,

b) dipeptides and polypeptides

c) the formation and breakdown of dipeptides and polypeptides

f) essential amino acids and non-essential amino acids.

Use charts to illustrate the various protein

structures,examples,primary,secondary,tertiary and quartenary.

Carry out experiment to test the presence of protein’s by using the Biuret test.

Groupdiscussion andpresentationUse charts toillustrate thevarious proteinstructures

12 4.4Understandinglipids


• state the elements inlipids,

• state the main typesof lipids,

• state the componentsof fats and oils.

• Explain the formation

List the main types of lipids :

a) fat,b) oil,c) wax,d) phospholipids,

e) steroids,such ascholesterol,testosterone,estrogen,andprogesterone.


a) elements in lipids,

Groupdiscussion andpresentation

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and breakdown of fats and oils,

Compare and contrastsaturated fats andunsaturated fats.

b) components of fats and oils,c) formation and breakdown of fats and oils.

Use a graphic organizer to comparesaturated fats and unsaturated fats.

Carry out experiments for fats and oils:I. the spot test

the emulsion test

Experiment

13 4.5Understandingenzymes


• state what enzymesare

• explain why enzymesare needed in lifeprocesses

• list the generalcharacteristics of enzymes,

• relate the name of enzyme to substrate

• state sites whereenzymes aresynthesized

• state the meaning of intracellular enzymesand extracellular enzymes,

• explain theinvolvement of

specific organelles inthe production of extracellular enzymes,

• explain the effects of pH,temperature,enzyme concentration and

Discuss on the following :

a) What enzymes are,b) Enzyme requirement in the living

process,c) General characteristics of enzyme,d) Naming of enzyme based on the

substrate,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 production of extracellular enzyme.

Conduct experiments to study the effects of pH and temperature on the activities of amylase and pepsin

Discuss the mechanism of enzyme actionusing the ‘lock and key’ hypothesis.

Discuss and correlatepH,temperature,enzyme concentration andsubstrate concentration on enzyme activityusing the ‘lock and key’ hypothesis.

Gather information from the internet and

Discussion

Role-playactivity

Experiment

(Activity 4.3)

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substrateconcentration

• on enzyme activity,

• explain themechanism of enzyme action,concentration andsubstrateconcentration,

• explain the uses of enzymes in daily lifeand industry usingexamples

other sources on the uses of enzymes in :a) daily lifeb) industry

13 4.6 Realising theimportance of thechemicalcomposition incells


• predict theconsequences of deficiency incarbohydrates,protein,lipids or enzymes inthe cell

Conduct a role play or story telling sessionto predict the consequences of deficiency inone of the chemical components in the cell

A role play or story tellingsession

THEME: INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND ENVIRONMENTLEARNING AREA: 5.0 CELL DIVISION

WEEK LEARNING

AREA

LEARNING

OBJECTIVES

LEARNING OUTCOMES TEACHING AND LEARNING

ACTIVITIES

STRATEGIES

14 CHAPTER 5

5.0 CellDivision

5.1Understandingmitosis


• State the necessity for theproduction of new cells inorganisms,

• Explain the necessity for theproduction of new cells identicalto parent cells,

Conduct a brainstorming session onthe following:a)The need for production of

new cellsb) the need for production of

new cells identical to parentCells

Brainstorming




• State the significance of mitosis

• Identify the phase in the cellcycle

• Explain the process of mitosisand cytokinesis

• Arrange the various stages of mitosis in the correct sequence.

•

Compare and contrast mitosisand cytokinesis in animal celland plant cell

• Explain the importance of controlled mitosis

• Explain the effects of uncontrolled mitosis in livingthings

• Describe the application of knowledge on mitosis in cloning

• Explain the advantages anddisadvantages of cloning

Derive the meaning and significanceof mitosis from the brainstormingsession

Study charts to identify the variousphases of the cell cycle.

Make models to demonstrate mitosisand cytokinesis.

Prepare and observe a slide of onionroot tip to identify different stages of mitosis

Study the process of controlled anduncontrolled mitosis and cytokinesisthrough simulation computerizedanimation or video.

Conduct a brainstorming session tocome up with examples on mitosis asa controlled process for the perpetuityof living things such as regenerationof lizard tail, certain plants part andthe healing of skin.

Gather information on diseases,including cancer or tumour, cause byuncontrolled mitosis in living things

Make a trip to a research institute to

study tissue culture technique.

Conduct a debate of forum on cloningissues.

Simulation(make models)

Experiment

Use of technology(internet/ video)

Visit

15 5.2Understandingmeiosis

A student is able to:State the necessity of trait

• inheritance in offspring for continuation of life

Discuss the following :

a) Trait inheritance in offspringb) the need to maintain diploid

Discussion




• State the necessity to maintaindiploid chromosomal number from generation to generation

• State the necessity for production of haploid gametes insexual reproduction

• State the significance of meiosis

•

Identify the type of cell thatundergoes meiosis

• Explain the process of meiosis

• Arrange the various stages of meiosis in the correct order

• Compare and contrast meiosis Iand meiosis II

Compare and contrast

chromosomal number fromone generation to another

c) the need to produce gameteswith haploid number of chromosomes

d) the uniqueness of diploidnumber of chromosomes inorganisms

e) the significance of meiosisf) the type of cell that

undergoes meiosis in human,animals and plants.

g) trait inheritance in offspringsh) the need to maintain diploid

chromosomal number fromone generation to another

i) the need to produce gameteswith haploid number of chromosomes

j) the uniqueness of diploid

number of chromosomes inorganisms

k) the significance of meiosisl) the type of cell that

undergoes meiosis in human,animals and plants.

Observe the process of meiosisthrough computerised animation,photomicrograph, prepared slides, or video.

Use simulation activities to showchanges in chromosomes behaviour during meiosis I and meiosis II

Use graphic organizers to compareand contrast :

a)Meiosis I and meiosis IIb)Meiosis and mitosis

Graphicorganizer




15 5.3 Appreciatingthe movement of chromosomesduring mitosisand meiosis

A student is able :

• Describe what will happen whenthe movement of chromosomesduring mitosis and meiosis donot occur in an orderly manner.

Know and avoid things that may beharmful.

a)Conduct a role-playb)Avoid radioactive and

carcinogenic substances

Simulation (roleplay

THEME: INVESTIGATING THE PHYSIOLOGY OF LIVING THINGSLEARNING AREA: 6.0 NUTRITION

WEEK LEARNINGAREA

LEARNINGOBJECTIVES


STRATEGIES

16 CHAPTER 6

6.0NUTRITION

6.1Understanding

types of nutrition.


• State the types of nutrition,

• Explain autotrophic nutrition,

• Explain heterotrophic.

Classify organisms according to thetypes of nutrition.

Observe and identify types of nutritionin various organisms.

Discuss autotrophic and heterotrophicnutrition with reference tochemosynthesis, photosynthesis,holozoic nutrition, saprophytism andparasitism.Use graphic organizer to show thetypes of nutrition.

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

Inquiry-discovery

Discussion

176.2 Applying the

concept of balanceddiet.

A student is able to:

Explain the necessity of balanceddiet.

Explain the factors affecting thedaily energy requirement of thehuman body,

Determine the energy value in foodsamples.

Determine the nutrient content in

Carry out small group discussion andpresent:

Requirement of a balanced diet

Factors affecting the daily energyrequirement such us energy as age,body weight and occupation..

Conduct an activity to determine theenergy value in food samples.Design activities to test for thepresence of starch, reducing sugar,non-reducing sugar, protein and lipid

Discussion

Experiment

Constructivism




different food samples.

Explain the functions and sourcesof vitamins in a diet to maintainhealth.Explain the functions and sourcesof minerals in a diet to maintainhealth.Explain the functions and sourcesof roughage / dietary fibre in a diet.Explain the functions of water in thebody.

Justify the selection of anappropriate balanced diet for atarget group.

in food samples.

Conduct an experiment to determinethe Vitamin C content in various fruit

juices.

Match the vitamins with their sources,functions, and effects of deficiency.

Match the mineral with their sources,functions, and effects of deficiency.

Discuss the sources, functions anddeficiency of roughage.

Discuss the sources and functions of water in the body.

Carry out a group discussion toformulate and justify an appropriate

diet menu based on a nutrient chartfor the following target group:

1. Pregnant mothers,2. Infants3. Children4. Teenagers5. Athletes6. People with specific diseases7. The aged8. Vegetarians.

17

6.3

Understandingmalnutrition


Explain what malnutrition is,

Explain the effect of malnutritionusing examples,

Carry out small group discussion on

the following and present the findings:

• Meaning of malnutrition

• Effect of deficiency in proteins,vitamins and minerals on health,

• Effects of excessive intake of carbohydrates, lipids, vitamins

Discussion

Constructivism




Describe ways to reduce thechance of contracting certainproblems due to one’s diet.

Describe ways to reduce the effectsof certain health problems.

and minerals on health.

• A diet low in saturated fats helpreduce the chance of contracting cardiovascular disease.

• Ways to reduce the risk of highblood pressure, diabetesmellitus and osteoporosis.

186.4 Analysing

fooddigestion.

A student is able to:State the substances required bythe cell to carry out metabolicprocesses.

List the complex substances thatneed to be digested.

Explain the necessity for digestion

of complex substances.

Draw and label the human digestivesystem,

State the digestive juices andsubstances that aid in the processof digestion in human.

Describe the functions of thedigestive juices and substances,

Explain the digestion of carbohydrates, proteins and

lipids in the human.

Discuss the following :

• Glucose, amino acids and lipidsare always required by the cellto carry out metabolicprocesses.

• Complex substances likecarbohydrates, protein andlipids need to be digested.

Draw and label parts of humandigestive system.

Discuss the functions of digestive juices, including saliva, gastric juice,pancreatic juice, intestinal juice andother substances, i.e. hydrochloricacid and bile, that aid the process of digestion.

Discuss the digestion of carbohydrates, protein and fats on thefollowing aspects:

Specific location of eachdigestive process.

Chewing of food

Movement of food

Discussion

Constructivism

Simulation




Identify parts of digestive system inruminants and rodents involved inthe digestion of cellulose,

Describe the digestion of cellulosein ruminants and rodents,Compare and contrast the digestiveprocess in humans, ruminants androdents,

Design experiment to study thedigestion of starch and proteins in

food samples.

Describe problems related to fooddigestion.

Glands involved

Digestive enzymes

Suitable pH for each enzymeaction

Substrates and productsIdentify the parts of digestive systemin ruminants and rodents.

Discuss the digestion of cellulose inruminants (e.g. Cow) and rodents(rabbit).

Use graphic organizer to compareand contrast the process of cellulosein digestion in human, ruminants androdents.

Plan and conduct experiments tostudy the enzyme actions on starchand protein food samples.

Collect information and discussproblems related to food digestion:

Incomplete digestion of foodBile stone preventing the flow of bile.Reduced the production of specificdigestive enzyme

196.5

Understandingtheprocesses of absorptionand

assimilation of digested food


Identify the parts of the digestivesystem involved in absorption of digested food.

Explain the adaptive characteristicsof the digestive system related toabsorption.

Examine models or diagrams of digestive system and cross-section of the small intestine.

With reference to the models or diagrams discuss the following :a) adaptation of the small intestineb) absorption process of amino acids,glucose, fatty acids, glycerol, vitaminsand minerals in the villus.

Constructivism

Discussion




Draw and label structure of a villus.

Explain the process of absorption inthe villus.

Make an analogy on the process of absorption in the small intestine.

Explain the absorption of water andminerals in the colon.

Describe the transport of nutrientsby the circulatory system for assimilation.

Explain the main functions of theliver

Carry out an activity to study themovement of food substancesthrough the Visking tubing.

Based on the above activity correlatethe movement of food substance

through the Visking tubing withnutrient absorption in the smallintestine

Discuss the absorption of water andminerals in the colon

Using diagrams, charts or computerized animation discuss :

a) the transport of amino acids,glucose, water soluble vitamins and

minerals by the circulatory system

i) from the small intestine to the liver through the hepatic portal vein,ii) from the liver to the body cells

b) transport of lipids and fat solublevitamins

Make a schematic diagram to showthe transport of nutrients from theintestine to the body cells.

Discuss the following functions of theliver:

a) storage of nutrientsb) processing the products of digestion i.e excess glucose andamino acids,

Inquiry-discovery

Experiment




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PeperiksaanPertengahanTahun

Cuti Penggal 1

Describe the process of assimilation.

c) detoxification.

Discuss the process of assimilation bythe body cells

246.6Understandingthe

formation of faeces

anddefecation


• Identify the part of thedigestive system where theformation of faeces take place

• Describe the formation of faeces.

• Explain the role of microorganisms in the colonand the effect of antibiotics onthem.

• Explain what defecation is

• Explain the importance of highfibre diets

• Describe the problems relatedto defecation.

With reference to diagrams, charts or model of the digestive system, identifythe colon and rectum.

Carry out small group discussion onthe following and present thefindings :

the formation of faeces

the role of microorganisms inthe colon

effect of antibiotics on themicroorganisms in the colon

what defecation is.

the importance of defecation.

importance of high fibre diets.

Defecation related problems i.econstipation, colon cancer andhaemorrhoids.




246.7 Evaluatingeating habits


• Relate eating habits withhealth problems

• Evaluate critically whether aparticular eating habit is goodor bad.

A student is able to:• relate eating habits with healthproblems,

• evaluate critically whether aparticular

eating habit is good or bad.

Carry out small group discussion onthe following and present thefindings :

a) relationship between eating habitsand

health problems such as :

Gastritis Obesity

Anorexia nervosa

Bulimiab) evaluate the nutrient contents of food based on food labels or advertisements

c) evaluate the eating habits of classmates

Carry out small group discussion onthe following and present the findings:

(a) Relationship between eatinghabits and health problemssuch as:

(i) gastritis(ii) obesity(iii) anorexia nervosa(iv) bulimia

(b) Evaluate the nutrient contentsof food based on food labels

or advertisements

(c) Evaluate the eating habits of classmates.

Constructivism

Discussion

Inquiry-discovery

246.8 Realizing theimportance of a

A student is able to: Conduct a discussion on ways to takecare of the digestive system, such as

Discussion




healthy digestivesystem

• predict the effects of a defectivedigestive system on health,• take care of the digestive systemfor one’s well-being.

good eating habits, avoid junk food,try to cut down on sweet and fattyfoods.


WEEK LEARNINGAREA

LEARNINGOBJECTIVES


STRATEGIES



Rianashahdu dis06

AREA OBJECTIVES ACTIVITIES

256.9Understandingthe importance of macronutrientsandmicronutrients inplants


• List elements required by plants,

• Classify elements required byplants based on the amountneeded.

• Design and experiment to studythe effects on macronutrientsdeficiency in plants.

• Relate the effect of macronutrientdeficiency with the function of macronutrients.

• Explain the function of eachmacronutrient in plants.

• State the function of micronutrientin plants.

• State the effect of micronutrient

Carry out small group discussion onthe following and present the findings:

(a) the element required byplants

(b) classify the elements requiredby plants based on amountneeded:

(i) macronutrients consistingof carbon, hydrogen,oxygen, nitrogen,phosphorus, potassium,calcium, magnesium andsulphur,

( ii ) micronutrients consistingof boron, molybdenum,zinc, manganese, copper and ferum.

- Being systematic.

- Being cooperative.- Love and respect for the

environment.

Plan and conduct an experimentonPlants to study the effects of macronutrient deficiency examplenitrogen, phosphorus, potassiumcalcium, magnesium and sulphur.

-Having critical and analytical

thinking.

-Being honest and accurate inrecording and validating data.

Discuss and correlate the effectsof macronutrient deficiency withthe function of the macronutrientsbased on the results of theexperiment.

Collect and interpret data fromvarious sources such as theinternet on the function of eachmacronutrient in plant

Discussion

Inquiry Discovery

experiment

Discussion

Project

22



THEME: INVESTIGATION THE PHYSIOLOGY OF LIVING THINGSLAERNING OUTCOMES : 7.0 RESPIRATION

WEEK LEARNINGAREA

LEARNINGOBJECTIVES

LEARNING OUTCOMES TEACHING &LEARNING ACTIVITIES

STRATEGIES

28 CHAPTER 7

7.0RESPIRATION

7.1 Understandingthe respiratory

process in energyproduction

A students is able to:

• State that all living processes

require energy• Identify the main substrate for

producing energy

• state the two types of respiration,

• explain what cell respiration is,

• explain the energy production fromglucose during the process of aerobic respiration,

• State the conditions leading toanaerobic

• Explain the process of anaerobicrespiration in yeast.

• Explain the process of anaerobicrespiration in human muscles,

• Write the chemical equations for aerobic and anaerobic respiration,

• compare and contrast aerobicrespiration with anaerobic

respiration.

Discuss the following:a) learning processes require energy

b) The main substrate for respiration, thatis glucose, is obtain from the following(i) the digestion of carbohydrate in humanand animals,(ii)the process of photosynthesis in plants

Carry out a discussion on the types of respiration.

Carry out an activity to show aerobicrespiration

Discuss the energy production in aerobicrespiration

Conduct an experiment to investigateanaerobic respiration in yeast.

Discuss the following:a) Condition leading to anaerobicrespiration in cellsb) The process of anaerobic respiration inhuman muscles.

Use a graphic organiser to compare andcontrast aerobic respiration withanaerobic respiration.

Small group discussion on the importanceof the following:a) scientific skills/ method :-comparing and contrasting-Analysing

Discussion

Discussion

Experiment

Discussion




b) Practicing scientific attitude and noblevalues-Appreciating the balance of nature-Having critical and analytical thinking-Being cooperative-Being thankful to God

Discussion

287.2 Analysing therespiratory structureand breathing

mechanisms inhuman and animals


• state the respiratory structures inhuman and some animal

• make an inference on the variousadaptation of the respiratorystructures

• describe the characteristics of respiratory surfaces in human andother organisms

• describe the breathing mechanismin human and other organisms

• compare and contrast the humanrespiratory system with that of other organisms

Observe graphics and live specimens anddiscuss the respiratory structures inhuman and others organisms including

protozoa, insects, fish, and amphibian.

Conduct an activity to compare the totalsurface area of a flat card with acorrugated card, and correlate theincrease in total surface area with themodified surface structure

Discuss the relationship between the totalsurface area of the respiratory structureand the efficiency of gaseous exchange invarious organisms

Observe the respiratory structures togeneralize the characteristics of therespiratory surfaces in human an othersorganisms such as protozoa, insects, fish,and amphibians

Construct or use a model that can bemanipulated to explain the breathing

Discussion

Simulation

Discussion

Discussion




287.3 Understandingthe concepts of gaseous exchangeacross the respiratorysurfaces andtransport of gaseousin humans


• describe the process of gaseousexchange across the surface of the alveolus and blood capillariesin the lungs

• explain the transport of respiratory

gases

• explain the process of gaseousexchange between the blood andthe body cells

• distinguish the composition of inhaled and exhaled

mechanism in human.

Discuss the breathing mechanism of other organisms such as protozoa,insects, fish, and amphibians

Use graphic organizer to compare andcontrast the human respiratory system

with that of other organism

Small group discussion on the importanceof the following:a) Scientific skill/method:-Comparing and contrasting-Relating-Analysingb) Practising scientific attitude and noble

values:-Realising science is a means tounderstand nature-Being thankfull to God-Having critical and analytical thinking

Using a diagram, discuss the process of gaseous exchange across the surface of the alveolus and blood capillaries in thelungs in relation to:a) the different in partial pressure of respiratory gases in the air of the alveolus

and blood capillaries in the lungs,i.e:(i) partial pressure of oxygen is higher inthe air of the alveolus compared to thepartial pressure of oxygen in the bloodcapillaries(ii) partial pressure of the carbon dioxideis lower in the air of the alveoluscompared to the partial pressure of

Simulation

Discussion

Constructivism

Discussion

Discussion




carbon dioxide in the blood capillaries

b) the difference in partial pressure of oxygen and carbon dioxide in the bloodentering the alveolus with the bloodleaving the alveolusi. e:(i) partial pressure of oxygen is lower in

the blood entering the alveolus comparedto the partial pressure of oxygen in theblood leaving the alveolus(ii) partial pressure of carbon dioxide ishigher in the blood entering the alveoluscompared to partial pressure of carbondioxide in the blood leaving the alveolus

Discuss the following:a) the transport of respiratory gases inhumanb) the exchange of respiratory gases

between the blood and the body cells

Use schematic diagram to explain theexchange and transport of respiratorygases in human

Conduct an experiment to investigate thedifferences between inhaled and exhaledair in term of oxygen, carbon dioxide andheat contain

Study the process of respiratory gas

exchange and transport using simulationand computerised animation

Small group discussion on the importanceof the following :a) Acquiring scientific skills/method-Interpreting data-Controlling variables-making hypothesis

Discussion

Constructivism

Experiment




-experimenting-communicatingb) Practising scientific attitudes and noblevalues-Being objective-Being systematic-Being honest and accurate in readingand validating data

-thinking rationally-realising that science is a means tounderstand nature

297.5 Realising theimportance of maintaining a healthyrespiratory system


• care and maintain efficient functionof the respiratory organs.

Discusss the habits to be cultivated or avoided to ensure the efficient function of the respiratory organs.

Conduct an experiment to show theeffects of cigarette smoke on white cotton

wool and draw an analogy between thelungs and the white cotton wool.

Show photographs of damaged lungs(cancer) due to smoking.


a) scientific skills:

interpreting data

defining operationally

controlling variables

making hypothesis experimenting

communicatingb) noble values:

cooperative

systematic

Discussion

Experiment

Discussion

7.6 Understanding A student is able to: Discuss the following: Discussion




29 respiration in plants • describe the energy requirement inplants,

• explain the intake of oxygen for respiration,

• explain aerobic respiration in plants,

• explain anaerobic respiration inplants under certain conditions,

• compare and contrast the processof photosynthesis and respiration,

• explain what compensation point is,

• relate light intensity with theattainment of compensation point,

• predict the situation when the rate of photosynthesis and rate of respiration remains at compensationpoint.

a) the lower energy requirement of plantscompared to animals for livingprocesses,

b) the intake of oxygen by plants for respiration

Draw a diagram to show the intake of oxygen in plants.

Discuss the anaerobic respiration carriedout by rice plants in a paddy field or other plants in certain situations like flooding.

Use a graphic organiser to compare theprocess of respiration with the process of photosynthesis in plants.

Discuss the following:a) meaning of compensation point,b) correlate light intensity with

compensation point from graph.

Visualise and describe the effect on livingthings when the rate of photosynthesisand rate of respiration remains atcompensation points.


a) scientific skills

comparing and contrastingb) noble values:

appreciating the balance of nature being thankful to God.

Constructivism

Discussion

Discussion

Discussion

THEME: INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND ENVIRONMENTLEARNING AREA: 8.0 DYNAMIC ECOSYSTEM




WEEK LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES TEACHING ANDLEARNING ACTIVITIES

STRATEGIES

30CHAPTER 8

8.0 Dynamic

Ecosystem

8.1 Understanding the abiotic andbiotic components of theenvironment


-Identify the abiotic

components of anecosystem,

-Identify the biotic

components of anecosystem,

-Classify bioticcomponents into trophic

levels -Explain the interactions

between biotic componentsin relation to feeding, usingexamples,

-Explain the interactionbetween biotic componentsin relation to competition,using examples.

Conduct a field study to :

a) Identify the abiotic

components including pH,temperature, light intensity,humidity, topography,and the microclimate of anecosystem, b) Identify the bioticcomponents of anecosystem, c) Investigate the feedingrelationships of the biotic

d) Investigate theinteraction between bioticbiotic components asfollows:(i) Symbiosis among plantsand animalsencompassing thefollowing :

-Commensalism,-Parasitism,

-Mutualism,(ii) Saprophytism,(iii) predator-preyinteraction

e) Investigate theinteraction between bioticcomponents in relation tocompetition, which are:

Visit and use of externalresources.

Contextual learning.

Constructivism




(i) Intraspecific competition,(ii) Interspecificcompetition. Conduct an experiment tostudy the intraspecificcompetition andinterspecific competition of

plants,e.g. maize and rice. Collect and interpret datato study intraspesificcompetition andinterspesific competitioninvolving:Paramecium, for exampleParamecium aurelia andParamecium caudatum

NV: Appreciating thebalance of nature.Being thankful to God.

31 8.2 Understanding theprocesses of colonisation andsuccession in an ecosystem


-State what an ecosystem is.- Identify the niche, habitat

community and populationof an ecosystems,- Explain the process of

colonization-Explain the process of

succession,-Identify the pioneer

species in an ecosystem,-Identify the successors

in an ecosystem-Identify the dominant

species in an ecosystem,

Conduct a field study on anecosystem i.e. a mangroveswamp or a pond to: a) Identify the niche,habitat, community andpopulation.

b) Investigate the processof colonisation,c) Investigate the processof succession.

d) Identify pioneer species,successor species,dominant species andclimax community

Simulation (games)




-Identify the adaptivecharacteristics of pioneer species-Identify the adaptive

characteristics of successors

e) Identify the adaptivecharacteristics of pioneer species and subsequentspecies and subsequentspecies in the habitat for the processes of colonisation and

succession. Students present their findings or make a folio.Study the processes of colonisation andsuccessionthrough video, computer software and printedmaterial. Discuss and correlate the

abiotic componentand biotic componentsduring the processes of colonisation andsuccession in anecosystem.

NV: Being thankful to GodNV:Appreciating thebalance of natureNV:Being respectful andwell -mannered

Project

328.3 Synthesising ideas onpopulation ecology


-Identify the appropriatesampling technique to studythe population size of anorganism,-Estimate the population

size of an organism in a

Discuss the appropriatesampling techniques tostudy the population size of an organism.

Conduct a field study or use an appropriate

Experiment::- Fieldwork- Laboratory




habitat

-Determine the distributionof organisms in a habitatbased on the density,freqency and percentagecoverage of the

species,

-Correlate the change inpopulation distribution of anorganism with the changesin each of the abioticfactors,

-Design an experiment to

investigate the effect of achange in any one of theabiotic factors on thepopulation growth rate of an organism.

analogy to : a) estimate the populationsize of animals such asgarden snails and woodlice, b) Investigate the

distribution of plants usingthequadrat samplingtechnique. Based on the above srudydiscuss the distributin of an organism in a habitat. Discuss and correlate thechange in populationdistribution of an organism

wih the changes in eachof the abiotic factors. Plan and conduct anexperiment to study therelationship of populationdistribution of anorganism with changes inany one of the abioticfactors such as pH,temperature, light intensityand humidity.

Suggested organisms:Pleurococcus, Lemna

NV: Being systematicNV: Being cooperativeNV: Having an interest and

curiosity towards theenvironment

NV: Being responsible

Experiment




33 G. Gempur 2

about the safety of oneself, other and theenvironment.

34 8.4 Understanding the concept

of biodiversity.


- Explain the meaningof biodiversity.- explain the need for classification of organisms.- state the five kingdomsused in the classification of organisms.

- identify the maincharacteristics of organisms in eachkingdom,

- list examples of organisms in eachkingdom. - State the hierarchyin the classification of

organisms. Usingexamples.

- Explain throughexamples, the methodof naming organismsusing the LinneausBinomial system.

Discuss the following:

a. Meaning of biodiversity.b. Need for theclassification system of organisms. Gather information on thefollowing:a. The five kingdoms in theclassification of organisms, which areMonera, Protista, Fungi,Plantae and Animalia.

b. Main characteristic of organisms in eachkingdom.

c. Examples of organismsin each kingdom.

Discuss the following:a. The hierarchy in the

classification of organisms from kingdom tospecies. b. The method of naming anumber of vertebrates and localflowering plants, usingthe Linnaneus binomial

Discussion

Use of technology




- explain the importanceof biodiversity.

system. c. The importance of biodiversity. Conduct a field trip tocreate awareness of biodiversity of an

ecosystem.

NV: Being respectful andwell- mannered

NV: Being thankful to God

35 8.5 Understanding the impactof microorganisms on life

A student is able to:- Classify various typesof microorganisms based ontheir basic characteristics.

- State the abioticcomponents affectingthe activity of microorganisms, - Explain the effect of a change in each abiotic

component on the activtyof microorganisms, - explain the role of usefulmicroorganisms,

Using chart, slides andphotomicrographs,identify and list varioustypes of microorganisms i.e.

protozoa, algae, fungi,bacteria and virus.

Conduct an experiment tostudy the effectsof temperature, pH, lightand nutrients on theactivity of microorganismse.e. BacillusSubtilis or yeast.

Gather information anddiscuss the role of useful microorganisms inthe following:a. decompositionb. nitrogen cyclec. alimentary canal of termite

Project (gather information frominternet)




- Explain the effect of harmfulmicro-organisms,

- explain the meaning of pathogen.

- identify the pathogen,vector and symptoms of one particular disease.- Explain how the disease

spreads- describe the method for controlling pathogen,

- Explain the use of microorganisms inbiotechnology, using

examples.

d. digestive system inhuman. Gather information anddiscuss harmfulmicroorganisms:a. causing diseasesb. spoilage of food and

substances Gather information andpresent the findingson the following;a. pathogen, vectors,symptoms and methodin transmission of diseasessuch as malaria,dengue fever, cholera,ringworm, foodpoisoning, AIDS, hepatitis

and SARS. b. methods to controlpathogens including theeffects of the use of antibiotics, vaccines,antisepticsand disinfectants. Gather information andpresent the uses of microorganisms in

biotechnology, such as:a. production of antibioticsand vaccines.b. cleaning of oil spills.c. waste treatment.d. food processing.e. production of bioplastic.f. production of energy frombiomass.

Project (gather information frominternet)




36 Cuti PertengahanPenggal Kedua

NV : Being systematicNV : Being cooperativeNV : Appreciating thebalance of natureNV: Appreciating andpractising clean andhealthy living.

37 8.6 Appreciating biodiversity A student is able to :- Justify the importanceof preservation andconservation of biodiversity.

- Preserve and conservevarious living thingsaround him/her.

Conduct a forum to discussthe importance of preservation andconservation of biodiversity.

Conduct an activity topreserve and conservevarious living things aroundus.

NV : Being responsibleabout the safety of oneself, other andenvironment.NV : Appreciating thebalance of nature

Constructivism




THEME: INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND ENVIRONMENTLEARNING AREA : 9.0 ENDANGERED ECOSYSTEM

WEEK LEARNING AREA LEARNINGOBJECTIVE


STRATEGIES

38 9.0 ENDANGEREDECOSYSTEM

9.1 Evaluating humanactivities that endanger an ecosystem

A student is able to :a) Identify human activities

that threaten theecosystem

b) Explain the impact of human activities on theecosystem.

c) Evaluate critically theeffect of unplanneddevelopment and

mismanagement of theecosystem.

d) Describe type of pollutionand sources of pollution.

e) Explain the effects of pollution in living thingand the environment.

f) Compare and contrastpollutants in the air from

different environments.g) State the sources of air pollution.

h) Interpret data on the labelof air pollution in somecities.

i) Make an inference on thesources of air pollution insome cities.

Carry out small group discussionon the following and present thefindings :

a) Human activities that threatenthe ecosystem.

b) The impact of humanactivities on the ecosystem.

c) The effect of unplanneddevelopment and

mismanagement of theecosystem.

d) Types of pollution andsources of pollution.

e) Effect of pollution.

Conduct an experiment tocompare solid pollutants in the air of different environments andmake an inference on the sources

of pollution.

Conduct an activity to analyzedata on air pollution index of some cities within and outside thecountry, and make an inferenceon the sources of pollution.

Conduct an activity to analyze

Discussion

Experiment




j) Interpret data on the levelof water pollution in somerivers.

k) Make an inference on thesources of water pollution in some rivers.

l) Predict the level of air and water pollution in aparticular location withinthe next ten years.

m) Suggest strategies tosolve problems related toair and water pollution ina particular location withinthe next ten years.

data on water pollution, such asBiochemical Oxygen Demand(BOD) value and content of heavymetal in some rivers, and makean inference on the sources of pollution.

Conduct activities to formulate a

strategy to reduce the level of air and water pollution.

39 9.2 understanding thegreenhouse effect and

thinning of the ozonelayer.


a) Explain the greenhouse effect is.

b) Correlate theconcentration of carbon dioxide in theatmosphere withglobal warming.

c) Explain the thinningof the ozone layer.

d) Explain the impact of thinning of the ozone

layer and globalwarming on theecosystem.

Carry out small group discussionon the following and present the

findings.a) greenhouse effect

b) global warming

c) ozone depletion

Discussion

40 9.3 Realising theimportance of proper management of development activitiesand the ecosystem

A student is able toa) justify the need for development

b) explain the effects of

Conduct a debate on the need for development to improve thequality of life and to meet therequirement of an increasingpopulations.

Constructivisme




41

424344

Revision for exam

Peperiksaan Akhir Tahun

increase in population on theecosystem

c) explain measures taken inthe management of development activities andthe ecosystem to ensure abalanced of nature is

maintained.

d) care for the ecosysteme) participate in activitiesrelated to the management of the ecosystem

Discuss the effects of an increasein population on the ecosystem

Carry out small group discussionon the following and present thefindings:a) implementation of lawsb) use of technology

c) education on the managementof resources, including thereduce, reuse, and recycle of resourcesd) preservation and conservationof soil, water, flora and fauna 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 ecosystems in schooland at home:a) fish pondsb) gardens

Plan and conduct a programmerelated to the management of theecosystem, for example,‘Environmental Day’

Discussion

Visit and Use of External Resources

Disediakan oleh,Norazimah Mohamed Nor


Documents

Yearly Plan Biology f4