Yearly teaching plan bio f4 (latest)

8/7/2019 Yearly teaching plan bio f4 (latest)

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BIOLOGY FORM 4 YEARLY TEACHING PLAN (2011)

WeekTopic, Learning Objectives & Learning

OutcomesSuggested Learning Activities TSTS

Scientific Attitudes &Noble Values

Vocabulary

FORM 4 ORIENTATION WEEK

Jan(2-4)

Chapter 1 INTRODUCTION TO BIOLOGY1.1 Understanding the study of Biology

State what the study of Biology is

Explain the importance of Biology

List the different fields of study in

Biology List the careers related to Biology

State various ways of studying 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 withrespect to the study of living things,environment, interaction betweenliving things and the environment.

Construct a concept map based oninformation gathered on the differentfields of study and careers related toBiology.

Small group discussion on theimportance of the following:(a) acquiring scientific skills,

(b) scientific method,(c) practising scientific attitudes and

noble values.

relating

makingconclusions

makinghypotheses

analysing

Being thankful toGod

being honest and

accurate in recordingand validating data

being flexible andopen-minded

being systematic

fields bidangcareer kerjaya

1.2 Applying scientific investigation

identify variables in a given structure

identify the relationship between twovariables to form a hypothesis

design and carry out a simpleexperiment to test the hypothesis

record and present data in a suitableform

interpret data to draw conclusions

write a report on an experiment

practice scientific attitudes and noblevalues

Observe a situation and identify all the

variables. Suggest a question that issuitable for a scientific investigation.Discuss to:(a) form a hypothesis,

(b)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 form,

(c)interpret the data and drawconclusion,

(d) write a complete report.

Carry out an experiment on the makingof bread using yeast in the absence andpresence of sugar. Record the timetaken for the dough to double its size.For further investigations, salt is used.During investigation, highlight the needto practise scientific attitudes and noblevalues such as honesty and accuracy in

scientificinvestigation

penyiasatansaintifikscientific attitudes sikapsaintifiknoble values nilai

murni


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recording and verifying data.


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Jan-Feb(4,5)

Feb(6,7)

Chapter 2 CELL STRUCTURE ANDCELL ORGANISATION2.1 Understanding cell structure and

function

Draw and label an animal cell

Draw and label a plant cell

Identify the cellular components of ananimal cell

Identify the cellular components of an

plant cell State the functions of the cellular

components in animal cell

State the functions of the cellularcomponents in plant cell

Compare and contrast an animal celland a plant cell

Relate the density of certain organelleswith the functions of specific cells

Prepare and study slides to compare the

epidermal cells of onion or cells ofHydrilla leaf with human cheek cells.Observe, draw and label diagrams of ananimal cell and a plant cell as seenthrough a light microscope.

Study electron micrographs of animal

cells and plant cells to identify cellularcomponents of cell:

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

(i) nucleus: nucleolus,chromosomes, nucleoplasm andnuclear membrane,

(ii) rough and smooth endoplasmicreticulum,

(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 aplant cell.

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 themeristems,

(b) chloroplasts with the function ofpalisade cells.

Comparing andcontrasting

Makinginferences

Predicting

Makingconclusions

Makinggeneralisations

Synthesising

Makinganalogies

Being diligent andpersevering

Realising thatscience is a meansto understand nature

Being co-operative

cellular componentskomponen-komponen selrelate mengiatkandensity -ketumpatan


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2.2 Understanding cell organization

State the necessity for cell specialisationin multicellular organisms as comparedto unicellular organisms

Describe cell specialisation inmulticellular organisms

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

State the meaning of internalenvironment

Identify factor affecting the internalenvironment

Explain the necessity to maintainoptimal internal environment

Describe the involvement of varioussystems in maintaining optimal internalenvironment

Observe the living processes of

unicellular organisms such as feeding,locomotion and reproduction throughcomputerised animation / video /mircoscope.

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

(a) cell specialisation in multicellularorganisms,

(b) the necessity for cell specializationin multicellular organisms

(c)cell organisation in the formation oftissues, 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 internalenvironment,

(b) factors affecting the internalenvironment including temperature,

pH, osmotic pressure and glucoselevel.

(c) it is important that the organismscells always experience conditionswhich permit efficient functioning,the involvement of various systemsin maintaining optimal internalenvironment.

living processes proses -proses kehidupancell specialisation

pengkhususan sel

2.3 Appreciating the uniqueness of thecell

Predict the state of certain cells withouta particular cellular component

Illustrate that most cells are specialisedfor the job that they perform

Discuss and predict the cell condition

without a particular cellular component.

Conduct a role-play activity to show that

cells become adapted for different

functions.

uniqueness keunikan


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Feb - Mac(8,9,12,13)

Chapter 3 MOVEMENT OF SUBSTANCESACROSS THEPLASMA MEMBRANE3.1 Analysing the movement of

substances across the plasmamembrane

State the substances required by livingcells

State the substances that have to beeliminated from cells

Explain the necessity for the movementof substances across the plasmamembrane

Describe the structure of the plasmamembrane

Describe the permeability of the plasmamembrane

Explain the movement of solublesubstances across the plasmamembrane through the process ofpassive transport

Explain the movement of watermolecules across the plasma membraneby osmosis

Explain the movement of soluble

substances across the plasmamembrane through the process of activetransport

Explain the process of passive transportin living organisms using examples

Explain the process of active transportin living organisms using examples

Compare and contrast passive transportand active transport

Discuss the following:

(a)substances that are required bycells,

(b)substances to be eliminated fromcells,

(c)the necessity for movement of

substances across the plasmamembrane.

Discuss the structure of the plasma

membrane as comprising thephospholipid bilayer, carrier protein andpores.

Conduct an experiment, using starchsuspension and glucose solution, tostudy the movement of substancesacross egg membrane or Visking tubing.

Discuss the properties of the plasmamembrane as a semipermeablemembrane.

Discuss the movement of soluble

substances across the plasma

membrane through simple diffusion andfacilitated diffusion.

Carry out an activity to show osmosis

using a simple osmometer.

Discuss the movement of substances

across the plasma membrane throughactive transport.

Conduct a simulation activity to show

the movement of substances across theplasma membrane through passivetransport and active transport.

Use computer simulation to show themovement of substances across the

plasma membrane.Discuss the processes of passive

transport and active transport in livingorganisms:

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

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

Makinginferences

Comparing &contrasting

Generatingideas

Making

conclusions Relating

Synthesising

Visualising

Predicting

analysing

being honest andaccurate in recordingand validating data

being systematic

having critical andanalytical thinking

Being diligent and

persevering Having an interest

and curiositytowards theenvironment

Being co-operative


permeability -ketelapansimple diffusion resapanringkasfacilitated diffusion resapan berbantupassive transport

pengangkutan pasifactive transport -

pengangkutan aktif


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(c) absorption of water by root hairs ofa plant (osmosis),

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

Construct a concept map on the

movement of substances across theplasma membrane.

Use a graphic organiser to compare and

contrast passive transport and activetransport.


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3.2 Understanding the movement ofsubstances across the plasmamembrane in everyday life

Explain what hypotonic, hypertonic, andisotonic solutions are

Explain the effects of hypotonic,hypertonic and isotonic solutions onplant cell and animal cell

Explain plasmolysis, deplasmolysis,haemolysis and crenation

Design an experiment to determine theconcentration of external solution whichis isotonic to cell sap

Make an inference on the concentrationof cell sap in plant tissues

Relate the movement of substancesacross plasma membrane withconcentration gradient

Explain the phenomenon of wilting inplants using examples

Explain the preservation of food usingexamples

Carry out activities to study the effects

of hypotonic and hypertonic solutions onplant and animal cells:

(a) plasmolysis and deplasmolysis inplant cells,

(b) haemolysis and crenation in redblood cells.


(a)hypotonic, hypertonic and isotonicsolutions,

(b) plasmolysis, deplasmolysis,haemolysis and crenation,

(c)flaccidity and turgidity of plant cells.

Carry out an investigation using variousconcentrations of salt or sugar solutionsto determine the concentration ofexternal solution which is isotonic to thecell sap of plant tissues.

Discuss and make an inference on the

concentration of cell sap in plant tissueswhich is equivalent to the concentrationof isotonic solution.

Discuss and correlate the movement ofsubstances across the plasmamembrane with the difference inconcentration of the external solutionand that of the cell sap


(a)wilting of plants caused by theexcessive use of chemical fertilisers,

(b)preservation of food using salt orsugar.

effects - kesanturgidity kesegahanwilting layupreservation -

pengawetan

3.3 Appreciating the movement ofsubstances across the plasmamembrane

Explain the necessity of movement ofsubstances across the plasmamembrane which occurs in a continuousand controlled manner for survival of acell

Compose poems to appreciate themovement of substances across theplasma membrane.

GERAK MAHIR7 11 MAC 2011

MID- SEMESTER BREAK14 18 March 2011


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April(13, 14,15)

Chapter 4 CHEMICAL COMPOSITIONOF THE CELL4.1 Understanding the chemical

composition of the cell

state the elements in the cell

list the chemical compoundsin the cell

explain the importance oforganic compounds in the cell

explain the importance ofwater in the cell

4.2 Understanding carbohydrates

State the elements incarbohydrates

State the types ofcarbohydrates

Explain the formation andbreakdown of disaccharides andpolysaccharides

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

(a)elements in the cell, including carbon,hydrogen, oxygen, nitrogen sulphur,phosphorus, calcium, potassium,magnesium, chlorine, sodium andferum

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


following and present the findings:(a) elements in carbohydrates,

(b)types of carbohydrates, i.e.monosaccharides, disaccharides andpolysaccharides, using examples,

(c)the formation and breakdown ofdisaccharides, such as maltose,sucrose and lactose,

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

Conduct an activity to differentiate

between reducing and non- reducingsugars.

Attributing


Analysing

Relating

Makinganalogies

Detecting bias Making

conclusions

Generatingideas

having an interestand curiositytowards theenvironment

being thankful toGod

Appreciating thebalance of nature

Being systematic

Being flexible andopen-minded

Being confident andindependent


organic compoundssebatian organik

formation pembentukanbreakdown -

penguraianreducing sugar gula

penurunnon-reducing sugar gulabukan penurun

4.3 Understanding proteins

State the elements in proteins State the various structures of

proteins

Explain the formation andbreakdown of dipeptides & polypeptides

Explain the meaning ofessential amino acids and non-essentialamino acids


following and present the findings:

(a)elements in protein, such as carbon,hydrogen, oxygen, sulphur, nitrogenand phosphorus,

(b) dipeptides and polypeptides,

(c)the formation and breakdown ofdipeptides and polypeptides,

(d)essential amino acids andnonessential amino acids.


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Use charts to illustrate the various

protein structures, i.e. primary,secondary, tertiary and quartenary

4.4 Understanding lipids

State the elements in lipids

State the main types of lipids

State the components of fats and oils

Explain the formation and breakdown offats & oils

Compare and contrast saturated fatsand unsaturated fats

List the main types of lipids:(a) fat,(b) oil,(c) wax,(d) phospholipids,

(e)steroids, such as cholesterol,testosterone, oestrogen, andprogesterone.

Carry out small group discussion on thefollowing and present the findings:(a) elements in lipids,(b) components of fats and oils,

(c)formation and breakdown of fats and

oils.Use a graphic organiser to compare

saturated fats and unsaturated fats.

saturated fats lemak tepuunsaturated fats lemaktak tepu


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4.5 Understanding enzymes

State what enzymes are

Explain why enzymes are needed in lifeprocesses

List the general characteristics ofenzymes

Relate the name of enzyme to substrate

State sites where enzymes aresynthesised

State the meaning of intracellularenzymes and extracellular enzymes

Explain the involvement of organelles inthe production of extracellular enzymes

Explain the effects of pH, temperature,enzyme concentration and substrateconcentration on enzyme activity

Explain the mechanisms of enzymeaction

Relate the mechanism of enzyme actionwith pH, temperature, enzymeconcentration and substrateconcentration

Explain the uses of enzymes in daily lifeand industry using examples

4.6 Realising the importance of thechemical composition in cells

Predict the consequences of deficiencyin carbohydrates, protein, lipids orenzymes in the cell

Discuss on the following:(a) what enzymes are,

(b)enzyme requirement in the livingprocess,

(c)general characteristics of enzyme,

(d) naming of enzyme based on thesubstrate,

(e) sites of enzyme synthesis

(f) intracellular and extracellularenzymes and examples.

Conduct a role-play activity to show the

involvement of ribosomes, endoplasmicreticulum, and Golgi body in theproduction of extracellular enzyme.

Conduct experiments to study the

effects of pH and temperature on theactivities of amylase and pepsin.

Discuss the effects of enzyme

concentration and substrateconcentration on enzyme activity.

Discuss the mechanism of enzyme

action using the lock and keyhypothesis.

Discuss and correlate pH, temperature,

enzyme concentration and substrateconcentration on enzyme activity usingthe lock and key hypothesis.

Gather information from the Internet

and other sources on the uses ofenzymes in:(a) daily life, e.g. tenderising meat

(b)industry e.g. food processing anddetergent manufacturing.

Conduct a role play or story telling sessionto predict theconsequences of deficiency in one of thechemical components in the cell.

intracellular enzymeenzim intraselextracellularenzyme enzim luar selconcentration -kepekatansubstrates substrat

deficiency -kekurangan


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Apr - May(16,17,18)

Chapter 5 CELL DIVISON5.1 Understanding mitosis

State the necessity for the production ofnew cells in organisms

Explain the necessity for the llproduction of new cells identical toparent cells

State the significance of mitosis

Identify the phases in the cycle

Explain the process of mitosis andcytokinesis

Arrange the various stages of mitosis inthe correct sequence

Compare and contrast mitosis andcytokinesis in animal cell and plant cell

Explain the importance of controlledmitosis

Explain the effects of uncontrolledmitosis in living things

Describe the application of knowledgeon mitosis in cloning

Explain the advantages anddisadvantages of cloning

Conduct a brainstorming session on the

following:

(a) the need for production of new cellsin organisms,

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

(c)Derive the meaning and significanceof mitosis from the brainstormingsession.

Study charts to identify the various

phases of the cell cycle.

Make models to demonstrate mitosis

and cytokinesis.

Prepare and observe a slide of onion

root tip to identify different stages ofmitosis.

Study the process of controlled and

uncontrolled mitosis and cytokinesisthrough simulation, computerisedanimation or video.

Conduct a brainstorming session tocome up with examples on mitosis as acontrolled process for the perpetuity ofliving things such as regeneration oflizard tail, certain plant parts and thehealing of skin.

Gather information on diseases,

including cancer or tumour, caused byuncontrolled mitosis in living things.

Make a trip to a research institute tostudy tissue culture technique.

Conduct a debate or forum on cloning

issues.

Sequencing

Inventing

Attributing

Makingconclusions

Makinginferences

Visualising



Being systematic



identical - seirassignificance kepentingancontrolled mitosis mitosisterkawalregeneration

pertumbuhan /

penjanaansemulauncontrolled mitosismitosis luar kawal


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5.2 Understanding meiosis

State the necessity of trait inheritance inoffspring for continuation of life

State the necessity to maintain diploidchromosomal number from generationto generation

State the necessity for production ofhaploid gametes in sexual reproduction

State the significance of meiosis

Identify the type of cell that undergoesmeiosis

Explain the process of meiosis

Arrange the various stages of meiosis inthe correct order

Compare and contrast meiosis I andmeiosis II

Compare and contrast meiosis andmitosis

5.3 Appreciating the movement ofchromosomes during mitosis andmeiosis

Describe what will happen when themovement of chromosomes duringmitosis and meiosis do not occur in anorderly manner

Know and avoid things that maybeharmful

Discuss the following:(a) trait inheritance in offsprings(b) the need to maintain diploid

chromosomal 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

meiosis in human, animals andplants.

Observe the process of meiosis throughcomputerised animation,photomicrograph, prepared slides, orvideo.

Use simulation activities to showchanges in chromosome behaviourduring meiosis I and meiosis II

Use graphic organisers to compare andcontrast:(a) Meiosis I and meiosis II,(b) Meiosis and mitosis.

a) conduct a role-play,b) avoid radioactive and carcinogenicsubstances.

trait inheritance pewarisan cirioffspring anak

FIRST SEMESTER EXAM(16 - 27 MAY 2011)

FIRST SEMESTER BREAK(28 12 JUN 2011)


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June-July(24,25,26,2

7)

Chapter 6 NUTRITION6.1 Understanding types of nutrition

State the types of nutrition

Explain autotrophic nutrition

Explain heterotrophic nutrition

Classify organisms according to thetypes of nutrition

6.2 Applying the concept of balanced diet

Explain the necessity for a balanced diet

Explain the factors affecting the dailyenergy requirement of the human body

Determine the energy value in foodsample

Determine the nutrient content indifferent food samples

Explain the functions and sources ofvitamins in a diet to maintain health

Explain the functions and sources ofminerals in a diet to maintain health

Explain the functions and sources ofroughage/dietary fibre in a diet

Explain the functions of water in thebody

Justify the selection of an appropriatebalanced diet for a target group

Observe and identify types of nutritionin various organisms.

Discuss autotrophic and heterotrophicnutrition with reference tochemosynthesis, photosynthesis,holozoic nutrition, saprophytism, andparasitism.

Use a graphic organiser to show thetypes of nutrition.

Conduct an activity to classify variousorganisms according to types ofnutrition.


following and present the findings:(a) requirements of a balanced diet,

(b)factors affecting the daily energyrequirement such as age, sex, bodyweight and occupation.

Conduct an activity to determine the

energy value in food samples.

Design activities to test for the presence

of starch, reducing sugar, non-reducingsugar, protein and lipid in food samples.

Conduct an experiment to determine theVitamin C content in various fruit juices.

Match the vitamins with their sources,

functions and effects of deficiency.

Match the minerals with their sources,

functions and effects of deficiency.

Discuss the sources, functions and

deficiency of roughage.

Discuss the sources and functions of

water in the body.Carry out a group discussion to

formulate and justify an appropriate dietmenu based on a nutrient chart for thefollowing target groups:(a) pregnant mothers,(b) infants,(c) children,(d) teenagers,(e) athletes,

Generatingideas

Relating

Makingconclusions

Attributing

Makinginferences

Predicting

Analysing Comparing and

contrasting

Makinganalogies

Sequencing

Prioritising

Detecting bias

Evaluating

Visualising

being honest andaccurate in recordingand validating data


Being co-operative



Appreciating andpractising clean andhealthy living

Daring to try

Thinking rationally


Being systematic

Being flexible andopen-minded

Being kind heartedand caring

Having an interestand curiosity

towards theenvironment

Being objective

Appreciating thecontribution ofscience &technology

Being responsibleabout the safety ofoneself, others andthe environment

balanced diet giziseimbangroughage / dietaryfibre

pelawastarget group kumpulansasaran


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6.7 Evaluating eating habits

Relating eating habits with healthproblems

Evaluate critically whether a particulareating habit is good or bad

6.8 Realising the importance of a healthydigestive system

Predict the effects of a defectivedigestive system on health

Take care of the digestive system forones well-being

6.9 Understanding the importance ofmacronutrients and micronutrients inplants

List elements required by plants

Classify elements required by plantsbased on the amount needed

Design an experiment to study theeffects of macronutrient deficiency inplants

Relate the effects of macronutrientdeficiency with the function ofmacronutrients

Explain the function of eachmacronutrient in plants

State the function of micronutrientdeficiency in plants

State the effect of micronutrient

deficiency in plants

Carry out small group discussion on thefollowing and present the findings:(a) relationship between eating habits

and healthproblems such as:i. gastritis,ii. obesity,iii. anorexia nervosa,iv. bulimia,

(b) evaluate the nutrient contents offood based on food labels or

advertisments,(c) evaluate the eating habits of

classmates.

Conduct an activity to predict the effectsof a defective digestive system.

Conduct a discussion on ways to take

care of the digestive system, such asgood eating habits, avoid junk food, tryto cut down on sweet and fatty foods.

Carry out small group discussion on thefollowing and present the findings:(a) the elements required by plants,(b) classify the elements required by

plants based on the amountneeded:

(i) macronutrients consisting ofcarbon, hydrogen,

oxygen, nitrogen, phosphorus,potassium,

calcium, magnesium andsulphur,

(ii) micronutrients consisting ofboron,

molybdenum, zinc,manganese, copper and

ferum.

Plan and conduct an experiment onplants to study the effects ofmacronutrient deficiency i.e. nitrogen,phosphorus, potassium, calcium,magnesium and sulphur.

Discuss and correlate the effects of

macronutrient deficiency with the

eating habits tabiatmakanhealth problems masalahkesihatan

defective digestivesystem sistem

pencernaan yangtidak berfungsidengan baik

elements unsur-unsur


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6.10Understanding photosynthesis

Describe the development that leads tothe discovery of photosynthesis

State the substances required forphotosynthesis

State the substances produced fromphotosynthesis

Draw and label the cross-section of aleaf

State the function of each part of theleaf with respect to photosynthesis

Explain leaf adaptation to optimisephotosynthesis

Explain how plants from differenthabitats are adapted to carry outphotosynthesis

6.11Understanding the mechanism ofphotosynthesis

Identify the parts of chloroplast related

tophotosynthesis

Explain the light reaction ophotosynthesis

Explain the dark reaction ophotosynthesis

Compare and contrast light reaction

and dark reaction in photosynthesis

Relate light reaction with dark reaction

inphotosynthesis

Write an equation to represent theprocess of

Photosynthesis

function of the macronutrients based onthe results of the experiment.

Collect and interpret data from various

sources such as the Internet on thefunction of each macronutrient in plants.

Discuss the function of mirconutrients

and effects of micronutrient deficiencyin plants.

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

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

Discuss the following:(a) functions of the parts of a leaf,(b) adaptation of the leaf for optimal

photosynthesis.

Carry out an activity to investigate the

adaptation of plants such as hibiscus,water lily, Hydrilla and cactus withrespect to:(a) distribution of stomata,(b) distribution of chloroplasts.

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

Draw a simple schematic diagram of thelight and dark reactions inphotosynthesis.

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

adaptation penyesuaian

light reaction tindakbalascahayadark reaction

tindakbalasgelap

light intensity keamatancahayalimiting factor-faktor

penghadcrops tanaman


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6.12Synthesising factors affectingphotosynthesis

Identify the factors affecting the rate ofphotosynthesis

Design an experiment to investigate theeffect of light intensity on the rate ofphotosynthesis

Identify the factor that limits the rate of

photosynthesis at different lightintensity

Explain the effects of temperature andconcentration of carbon dioxide on therate of photosynthesis

Explain the difference in the rate ofphotosynthesis in plants throughout theday based on the changes in lightintensity and temperature

Identify some ways to meet the needincreasing the productivity of cropsbased on factors affecting the rate ofphotosynthesis

6.13Practising a caring attitude towards

plants Tell why we need to take good care of

plants

Identify cases of mishandling ordestruction of plants

6.14Understanding the technology usedin food production

Explain the need for improving thequality and quantity of food

Explain the effort to diversity foodproduction

Explain ways to improve the quality andquantity of food production in the

country

overall process of 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 tostudy the effect of light intensity on therate of photosynthesis.

Carry out small group discussion on theeffects of light intensity, temperatureand concentration of carbon dioxide onthe rate of photosynthesis.

Plan a strategy based on factorsaffecting the rate of photosynthesis toensure crop production throughout theyear in countries with four seasons.

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.

Carry out small group discussion on thefollowing and present the findings:(a) the quantity of food needed for the

present and future population of thecountry,

(b) the need for improving the qualityand quantity of food for the countryin line with the national foodproduction policy,

(c) effort by various agencies todiversify food production,

(d) methods used to improve the

quality and quantity of foodproduction through the following:i. direct seeding for rice,ii. hydroponics and aeroponics,iii. breeding,iv. tissue culture,v. genetic engineeringvi. soil management,vii. biological control.

improving -menambahbaikkandiversify -mempelbagaikan

food processing pemprosesanmakanan

development -perkembanganfood spoilage kerosakanmakanan


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6.15Evaluating technological

development in food processing Explain the necessity for food

processing

Describe the development of foodprocessing technology

Relate food processing methods withfactors causing food spoilage

Asses the methods of food processing tojustify the choice of consuming certainprocessed food

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

Carry out a vegetable planting project.

Discuss the need for food processing

based on the following:

(a) overcoming the factors causingspoilage of food such as the actionof microorganisms and oxidation,

(b) extending the lifespan of food,(c) avoiding food wastage

(d) diversifying the uses of food likemilk and dairy products,

(e) ensuring sufficient food supply.

Prepare a portfolio on the technologicaldevelopment of food processing fromthe early days till the present.

Correlate the following food processing

methods 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 ofprocessed food on health.


18/28

July(28,29,30)

Chapter 7 RESPIRATION7.1 Understanding the respiratory

process in energy production

State the all living processes requireenergy

Identify the main substrate for producingenergy

State the two types of respiration

Explain what cell respiration is

Explain the energy production fromglucose during the process of aerobicrespiration

State the conditions leading to anaerobicrespiration in cells

Explain the process of anaerobicrespiration in yeast

Explain the process of anaerobicrespiration in human muscles

Write the chemical equations for aerobicand aerobic respiration

Compare and contrast aerobicrespiration with anaerobic respiration

7.2 Analysing the respiratory structuresand breathing mechanisms in human

an animals State the respiratory structures in

human and some animals

Make an inference on the variousadaptations of the respiratory structures

Describe the characteristics respiratorysurfaces in human and other organisms

Describe the breathing mechanisms inhuman and other organisms

Compare and contrast the humanrespiratory system with that of otherorganisms

7.3 Understanding the concept ofgaseous exchange across therespiratory surfaces and transports of

Discuss the following:(a) living processes require energy,(b) the main substrate for respiration,

that is glucose, is obtained from thefollowing:i. the digestion of carbohydrates in

human and animals,ii. the process of photosynthesis in

plants.

Carry out a discussion on the types ofrespiration.

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 anaerobic

respiration in cells,(b) the process of anaerobic respiration

in human muscles.(c) Use a graphic organiser to compare

and contrast aerobic respirationwith anaerobic respiration.

Observe graphics and live specimensand discuss the respiratory structures inhuman and other organisms includingprotozoa, insects, fish and amphibians.

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 thetotal surface area of the respiratorystructures and the efficiency of gaseousexchange in various organisms.

Observe the respiratory structures togeneralise the characteristics of the

respiratory surfaces in human and otherorganisms such as protozoa, insects, fishand amphibians.

Construct or use a model that can bemanipulated to explain the breathingmechanism in human.

Discuss the breathing mechanism ofother organisms such as protozoa,insects, fish and amphibians.

Generatingideas

Analysing

Makingconclusions

Attributing


makinganalogies

Makinginferences

Relating

evaluating

predicting

Being systematic

Having an interestand curiositytowards theenvironment

being thankful toGod

being responsibleabout the safety ofoneself, others and

the environment Being objective

Being honest andaccurate in recording& validating data

Being co-operative

Appreciating andpractising clean &healthy living

living processes prosesproseskehidupan

respiratorystructures struktur pernafasancorrugated card kadlipatan beralunadaptations

penyesuaianrespiratory surfaces

permukaan respirasibreathingmechanism mekanisma

pernafasan

gaseous exchange pertukaran gasblood capillaries


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gases in human

Describe the process of gaseousexchange across the surface of thealveolus and blood capillaries in thelungs

Explain the transport of respiratorygaseous

Explain the process of gaseousexchange between the blood and bodycells

Distinguish the composition of inhaled

and exhaled air

7.4 Understanding the regulatorymechanism in respiration

Describe the change in rate ofrespiration after completing a vigorousexercise

Correlate the rate of respiration with theoxygen and carbon dioxide content inthe body

Explain the regulatory mechanism ofoxygen and carbon dioxide content in

Use graphic organiser to compare andcontrast the human respiratory systemwith that of other organisms.

Using a diagram, discuss the process ofgaseous exchange across the surface ofthe alveolus and blood capillaries in thelungs in relation to:(a) the difference in partial pressure of

respiratory gases in the air of the

alveolus and blood capillaries in thelungs, i.e:i. partial pressure of oxygen is

higher in the air of the alveoluscompared to the partial pressureof oxygen in the blood capillaries,

ii.partial pressure of carbon dioxideis lower in the air of the alveoluscompared to the partial pressureof carbon dioxide in the bloodcapillaries.

(b) the difference in partial pressure ofoxygen and carbon dioxide in theblood entering the alveolus with theblood leaving the alveolus i.e.:

i. partial pressure of oxygen islower in the blood entering thealveolus compared to the partialpressure of oxygen in the bloodleaving the alveolus.

ii.partial pressure of carbon dioxideis higher in the blood enteringthe alveolus compared to thepartial pressure of carbon dioxidein the blood leaving the alveolus.


(a) the transport of respiratory gases inhuman,

(b) the exchange of respiratory gasesbetween the blood and body cells.

Use schematic diagram to explain the

exchange and transport of respiratorygases in human.

Conduct an experiment to investigate

the differences between inhaled andexhaled air in terms of oxygen, carbondioxide and heat content.

kapilaridarahpartial pressure tekananseparainhaled air udarasedutanexhaled air udarahembusan

vigorous exercise senaman cergasregulatorymechanism mekanisma

kawalaturresponse gerakbalasrate of heart beat kadardenyutan jantung


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the body

Explain the human respiratory responseand rate of respiration in differentsituations

Correlate the rate of respiration with therate of heart beat

7.5 Realising the importance ofmaintaining a healthy respiratorysystem

Care and maintain efficient function ofthe respiratory organs

7.6 Understanding respiration in plants

Describe the energy requirement inplants

Explain the intake of oxygen forrespiration

Explain aerobic respiration in plants

Explain anaerobic respiration in plantsunder certain conditions

Compare and contrast the process ofphotosynthesis and respiration

Explain what compensation point is

Relate light intensity with the attainmentof compensation point

Predict the situation when the rate ofphotosynthesis and rate of respirationremains at compensation point

Study the process of respiratory gas

exchange and transport usingsimulations and computerisedanimations.

Conduct an experiment to study theeffects of a vigorous exercise on the rateof respiration and rate of heart beat.

Conduct a discussion on the following:

(a) correlate the rate of respiration withthe oxygen and carbon dioxidecontents in the body,

(b) regulatory mechanism of oxygenand carbon dioxide contents in thebody.

(c) Conduct a discussion on humanrespiratory response, rate ofrespiration and rate of heart beat indifferent situations:i. vigorous activities such as

swimming, running, aerobicexercise, mountain climbing andplaying badminton,

ii. relaxing,iii.fear.

Discuss the habits to be cultivated oravoided to ensure the efficient functionof the respiratory organs.

Conduct an experiment to show theeffects of cigarette smoke on whitecotton wool and draw an analogybetween the lungs and the white cottonwool.

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

Discuss the following:(a) mthe lower energy requirement of

plants compared to animals forliving processes,

(b) the intake of oxygen by plants forrespiration.

Draw a diagram to show the intake ofoxygen in plants.

Discuss the anaerobic respiration carriedout by rice plants in a paddy field orother plants in certain situations likeflooding.

Use a graphic organiser to compare the

efficient berkesan

energy requirementkeperluan tenagacompensation point titik

pampasanlight intensity keamatancahaya


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process of respiration with the processof 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 onliving things when the rate ofphotosynthesis and rate of respirationremains at compensation point.


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Aug(31,32,33,3

4)

Chapter 8 DYNAMIC ECOSYSTEM8.1 Understanding the abiotic and biotic

components of the environment

Identify the abiotic components of anecosystem

Identify the biotic components of anecosystem

Classify biotic components into trophiclevels

Explain the interaction between bioticcomponents in relation to feeding, using

examples Explain the interaction between biotic

components in relation to competition,using examples

Conduct a field study to:

(a) identify the abiotic componentsincluding pH, temperature, lightintensity, humidity, topography, andthe microclimate of an ecosystem,

(b) identify the biotic components of anecosystem,

(c) investigate the feeding relationshipsof the biotic components toconstruct the food chains and foodwebs, and classify the bioticcomponent into trophic levels,

(d) investigate the interaction betweenbiotic components as follows:

i. symbiosis among plants andanimals encompassing thefollowing:

- commensalism,- parasitism,

- mutualism,ii. saprophytism,iii. predator - prey interaction.

(e) investigate the interaction betweenbiotic components in relation to

competition, which are:i. intraspecific competition,ii. interspecific competition.

Conduct an experiment to study the

intraspecific competition andinterspecific competition of plants, e.g.maize and rice.

Collect and interpret data to study

intraspecific competition andinterspecific competition involvingParamecium, for example Parameciumaurelia and Paramecium caudatum.

Grouping andclassifying

Attributing


Makingconclusions

Generatingideas

Visualising

Synthesising

Evaluating

Analysing

Detecting bias

Makinginferences

Relating


Being honest &accurate in recording& validating data

having an interest &curiosity towards theenvironment

Being responsibleabout the safety on

oneself, others & theenvironment

being diligent &persevering


Being systematic

Being co-operative

abiotic componentskomponen abiotikbiotic components komponen biotiktrophic levels arastrofpredator

pemangsaprey - mangsa

competition -persaingan


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8.2 Understanding the process ofcolonisation and succession in anecosystem

State what an ecosystem is

Identify the niche, habitat, communityand population of an ecosystem

explain the process of colonisation andsuccession

identify pioneer species andsuccessors in an ecosystem

identify the dominant species in anecosystem

identify the adaptive characteristics ofpioneer species and successors

explain the changes in habitat casedby pioneer species

explain the changes in habitat casedby successors at every level ofsuccession until a climax community isreached

relate the abiotic components with thebiotic components in an ecosystemduring the processes of colonisation andsuccession

8.3 Synthesising ideas in populationecology

Identify the appropriatesampling technique to study thepopulation size of an organism

estimate the population size ofan organism in a habitat

determine the distribution oforganisms in a habitat based on thedensity, frequency and percentagecoverage of the species

correlate the change inpopulation distribution of an organism

with the changes in each of the abioticfactors

design an experiment to investigate theeffect of a change in any one of theabiotic factors on the population growthrate of an organism.

Conduct a field study on an ecosystemi.e. a mangrove swamp or a pond to:(a) identify the niche, habitat,

community and population,(b) investigate the process of

colonisation,(c) investigate the process of

succession,(d) identify pioneer species, successor

species, dominant species and

climax community,(e) identify the adaptive characteristics

of pioneer species and subsequentspecies in the habitat for theprocesses of colonisation andsuccession.

Students present their findings or makea folio.

Study the processes of colonisation andsuccession through video, computersoftware and printed material.

Discuss and correlate the abioticcomponent and biotic component duringthe processes of colonisation andsuccession in an ecosystem.

Discuss the appropriate samplingtechniques to study the population sizeof an organism.

Conduct a field study or use anappropriate analogy to:(a) estimate the population size of

animals such as garden snails andwood lice,

(b) investigate the distribution of plantsusing the quadrat samplingtechnique.

Based on the above study discuss thedistribution of an organism in a habitat.

Discuss and correlate the change inpopulation distribution of an organismwith the changes in each of the abioticfactors.

Plan and conduct an experiment to

study the relationship of populationdistribution of an organism with changes

mangrove swamp payabakaucolonisation

pengkoloniansuccession sesaransuccessors spesies

penyesaradaptive

characteristics ciri penyesuaianpioneer spesies

perintisclimax community-komunitiklimaks

sampling technique teknik

persampelandistribution taburandensity kepadatanfrequency kekerapanpercentagecoverage

peratus litupangrowth rate kadar

pertumbuhan


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8.4 Understanding the concept ofbiodiversity

Explain the meaning of biodiversity

Explain the need of classification oforganisms

State the five kingdoms used in theclassification of organisms

Identify the main characteristics oforganisms in each kingdom

List examples of organisms in eachkingdom

State the hierarchy in the classificationof organisms using examples

Explain through examples, the methodof naming organisms using the Linnaeusbinomial system

Explain the importance of biodiversity

8.5 Understanding the impact of

microorganisms on life Classify various types of microorganisms

based on their basic characteristics

State the abiotic components affectingthe activity of microorganisms

Explain the effect of a change in eachabiotic component on the activity ofmicroorganisms

Explain the role of useful

in any one of the abiotic factors such aspH, temperature, light intensity andhumidity. Suggested organisms:Pleurococcus, Lemna

Discuss the following:(a) meaning of biodiversity,(b) need for the classification system of

organisms.

Gather information on the following:(a) the five kingdoms in the

classification of organisms,whichare Monera, Protista, Fungi, Plantaeand Animalia,

(b) main characteristics of organisms ineach 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 Linnaeus binomialsystem,

(c) the importance of biodiversity.

Conduct a field trip to create awarenessof biodiversity of an ecosystem.

Using charts, slides andphotomicrographs, identify and listvarious types of microorganisms i.e.protozoa, algae, fungi, bacteria andvirus.

Conduct an experiment to study the

effects of temperature, pH, light andnutrients on the activity ofmicroorganisms e.g. Bacillussubtilis or

biodiversity biokepelbagaianclassification

pengelasan

decomposition -pereputanalimentary canal saluralimentarypathogen -patogentransmission -

pemindahan

food poisoning keracunanmakananoil spills tumpahanminyakwaste treatment rawatankumbahan


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microorganisms

Explain the effect of harmfulmicroorganism

Explain the meaning of pathogen

Identify the pathogen, vector andsymptom of one particular disease

Explain how the disease spread

Describe the methods for controllingpathogen

Explain the use of microorganisms inbiotechnology using examples

8.6 Appreciating biodiversity

Justify the importance of preservationand conservation of biodiversity

Preserve and conserve various livingthings around him/her

yeast.

Gather information and discuss the roleof useful microorganisms in thefollowing:(a) decomposition,(b) nitrogen cycle,(c) alimentary canal of termite,(d) digestive system in human.

Gather information and discuss theeffects of harmful micro -organisms:(a) causing diseases,

(b) spoilage of food and substances. Gather information and present the

findings on the following:(a) pathogens, vectors, symptoms, and

methods in transmission of diseasessuch as malaria, dengue fever,cholera, ringworm, food poisoning,AIDS, hepatitis, and SARS,

(b) methods to control pathogensincluding the use of antibiotics,vaccines, antiseptics anddisinfectants.

Gather information and present the usesof microorganisms in biotechnology,such as:(a) production of antibiotics and

vaccines,(b) cleaning of oil spills,(c) waste treatment,(d) food processing,(e) production of bioplastic,(f) production of energy from biomass.

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

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

preservation -pemeliharaanconservation

pemuliharaan

MID SECOND SEMESTER BREAK(27 AUG - 4 SEPT 2011)


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Sept(36,37,38)

Chapter 9 ENDANGERED ECOSYSTEM9.1 Evaluating human activities that

endanger an ecosystem

Identify human activities that threatenthe ecosystem

Explain the impact of human activitieson the ecosystem

Evaluate critically the effects ofunplanned development andmismanagement of the ecosystem

Describe types of pollution and sources

of pollution Explain the effects of pollution on living

things and the environment

Compare and contrast pollutants in theair from different environments

State the sources of air pollution

Interpret data on the level of airpollution in some cities

Make an inference on the sources of airpollution in some cities

Interpret data on the level of waterpollution in some rivers

Make an inference on the sources ofwater pollution in some rivers

Predict the level of air and water

pollution in a particular location withinthe next ten years

Suggest strategies to solve problemsrelated to air and water pollution in aparticular location within the ext tenyears

Carry out small group discussion on thefollowing and present the findings:(a) human activities that threaten the

ecosystem,(b) the impact of human activities on

the ecosystem,(c) the effects of unplanned

development and mismanagementof the ecosystem, such as:i. soil erosion

ii. flash flood,iii. landslide,iv. eutrofication,v. water, air, thermal and noise

pollution,vi. global warming,vii. ozone depletionviii. climatic change,ix. extinction of living things,x. deforestation,

(d) types of pollution and sources ofpollution,

(e) effects of pollution on the following:

i. human health ( diseases affectingthe respiratory system, skinproblems, conjunctivitis, cancerand cholera),

ii. animal and plant habitats,iii. buildings,iv.agriculture,v. climate.

Conduct an experiment to compare solid

pollutants in the air of differentenvironments and make an inference onthe sources of pollution.

Conduct an activity to analyse data onair pollution index of some cities withinand outside the country, and make aninference on the sources of pollution.

Conduct an activity to analyse data on

water pollution, such as BiochemicalOxygen Demand (BOD) value andcontent of heavy metals in some rivers,and make an inference on the sources ofpollution.

Conduct activities to formulate a

strategy to reduce the level of air andwater pollution in a particular location


Detecting bias

Generatingideas

Makingconclusions

Relating

Prioritising

Evaluating

Synthesising

Evaluating

Inventing

Appreciating andpractising clean andhealth living

Being responsibleabout the safety ononeself, others & theenvironment

Thinking rationally

Appreciating thecontribution of

science &technology

Being objective

Being fair and just

being of kind-hearted and caring

appreciating thebalance nature

impact impak/kesanthreaten -mengancamcritically secarakritisunplanned tidakterancangmismanagement salah

pengurusandevelopment -pembangunanecosystem ekosistemflash food banjirkilatlandslide tanahruntuhglobal warming

pemanasan globalozone depletion

penipisan ozonextinction kepupusandeforestation -

penyahutananpollution-pencemaranBiochemical OxygenDemand keperluan

oksigen biokimia


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9.2 Understanding the greenhouse effectand thinning of the ozone layer

Explain what greenhouse effect is

Correlate the concentration of carbondioxide in the atmosphere with globalwarming

Explain the thinning of the ozone layer

Explain the impact of thinning of theozone layer and global warming on theecosystem

9.3 Realising the importance of propermanagement of developmentactivities and the ecosystem

Justify the need fordevelopment

Explain the effects of increasein population on the ecosystem

Explain the measures taken inthe management of developmentactivities and the ecosystem to ensure abalance of nature is maintained

Care for the ecosystem

Participate in activities relatedto the management of the ecosystem

by:

(a) analysing information on thepopulation, such as the size ofpopulation, socio-economicactivities, and level of air and waterpollution,

(b) conducting an activity to predict thelevel of air and water pollution at aparticular location within the nextten years,

(c) preparing an action plan consistingof a strategy to reduce the level ofair and water pollution at thatparticular location within the nextten years.


following and present the findings:

(a) greenhouse effect, including itscause and effect,

(b) concentration of carbon dioxide inthe atmosphere and correlate itwith global warming,

(c) ozone depletion, including its causeand effect,

(d) impact of ozone depletion andglobal warming on the ecosystem.

Conduct a debate on the need for

development to improve the quality oflife and to meet the requirements of anincreasing population.

Discuss the effects of an increase in

population on the ecosystem.


following and present the findings:(a) implementation of laws,(b) use of technology,

greenhouse effect kesanrumah hijauglobal warming

pemanasan global

balance of nature keseimbangan alam

maintain mengekalkanbiological control kawalanbiologirenewable energy tenagadiperbaharui


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(c) education on the management ofresources, including the reduce,reuse, and recycle of resources,

(d) preservation and conservation ofsoil, water, flora and fauna offorests and mangrove swamps,

(e) practice of biological control,(f) use of renewable energy,(g) efficient use of energy.

Conduct activities to care for the

following ecosystems in school and athome:(a) fish ponds,(b) gardens.

Plan and conduct a programme relatedto the management of the ecosystem,for example, Environment Day.

REVISION

FORM 4 SEMESTER 2 EXAMINATION 201119 OCT 03 NOV 2011

Prepared by: Checked by: Verified by:

(JUNAINAH USUP) (HASSAN MOHD. UKONG) (JANNIE A. ROMANBiology Coordinator Head of Pure Science Panel Head of Science &Mathematics DepartmentSMK Tun Fuad Stephens Kiulu SMK Tun Fuad Stephens Kiulu SMK Tun FuadStephens Kiulu

Documents

Yearly teaching plan bio f4 (latest)