1

FORM 5 BIOLOGY YEARLY LESSON PLAN 2014

SMK LIMBANAK, Penampang.
WEEK

LEARNING
OBJECTIVES

LEARNING ACTIVITIES

LEARNING OUTCOMES

CCTS
(Creative & Critical
Thinking Skills)

VOCABULARY/
NOTES

THEME : PHYSIOLOGY OF LIVING THINGS

LEARNING AREA: CHAPTER 1.0 TRANSPORT
WEEK 1
(2/1-3/1)

1.1
Understanding the
importance
of
having a transport
system in some
multicellular
organisms

A student is able to:

Discussion on how the Identify the problem that could be Analysing
TSA/V ratio affects the
faced by multicellular organisms in Synthesising
movement
of
obtaining their cellular requirements
substances into and out
and getting rid of their waste
of the interior.
products;

Suggest how the problem is

overcome
in multicellular organisms.
Activity 1.1:
Correlating the different
sizes of cubes with the
total surface area to
volume (TSA/V) ratio
and studying how the
TSA/V ratio affects the
movement of solutes to
the interior of cubes

WEEK 2
(6/1-10/1)

1.2
Synthesising the
concept
of
circulatory system

cell requirements
- keperluan sel
waste products
- hasil buangan
transport
- pengangkutan
total surface area
- jumlah luas
permukaan
As compared to unicellular
organisms

A student is able to:

View
computer State what a circulatory system is;
simulations
on
State the three components of
circulatory system
circulatory system in humans and
animals;
Discussion

State the medium of transport in

Group presentation
humans and animals;
Visualise
and
draw

Synthesising
Analysing
Relating
Making
conclusions
Comparing

circulatory system
- sistem peredaran
composition
- komposisi
blood vessel
- salur darah

2
concepts maps on the
State the composition of human Contrasting
circulatory system in
blood;
Conceptualizing
humans

Explain the function of blood and

haemolymph in transport;

Describe the structure of human

blood vessels;

Explain how blood is propelled

through the human circulatory
system;

Explain
briefly
how
blood
pressure is regulated;

Compare and contrast the

circulatory systems in the following:
humans, fish and amphibians;

Conceptualise the circulatory

system in humans.

regulatory mechanism
- mekanisme kawal atur
blood pressure
- tekanan darah
heart jantung
cardiac muscle
- otot kardium
skeletal muscle
- otot rangka
Only a brief description of
human blood vessels is
required.
Cardiac cycle
required.

is

not

Baroreceptors in the aorta

and carotid arteries are
mentioned.
Effectors are smooth
muscles of the arteries
and cardiac muscles.

WEEK 3
(13-17/1)
Notes:
18/1
Merentas
Desa
Peringkat
Sekolah
14/1
CUTI
Maulidur
Rasul

1.3
Understanding the
mechanism of blood
clotting

A student is able to:

Discussion
Explain the necessity for blood Synthesising
Use
a
schematic
clotting at the site of damaged blood Visualising
vessel;
diagram to illustrate
Predicting
Explain the mechanism of blood
the mechanism of
blood clotting
clotting;
Predict
the
Predict the consequences of
consequences
of
impaired blood clotting mechanism in
blood clotting related
an individual.

blood clotting
- pembekuan darah
damaged blood vessel
- salur darah
tercedera
impaired blood clotting
- pembekuan darah terjejas

3
problems such
haemophilia
thrombosis
WEEK 4
(20-25/1)
Note :
Sekolah
ganti
CNY 25/1

1.4
Synthesising
the
concept of lymphatic
system

WEEK 5
(27-29/1)
30/1-3/2
Cuti
CNY
WEEK 6
(4/2-7/2)

WEEK 7
(10-14/2)

A student is able to:

Draw a schematic
diagram
on
the
formation of interstitial
fluid and lymph
Discussion
Group presentation
Use
a
graphic
organizer to compare
the content of blood,
interstitial fluid and
lymph
Brainstorm to predict
what will happen if
unterstitial fluid fails to
return
to
the
circulatory system

1.5
Understanding
the
role of the circulatory
system
in
body
defence mechanism

as
or

Study
diagram
or
computer simulation
on
the
lymphatic
system & discuss the
relationship between
the lymphatic system
and circulatory system

Describe the formation of interstitial

fluid;

State
the
composition
of
interstitial fluid;

State the importance of interstitial

fluid;

Describe the fate of interstitial

fluid;

Describe the structure of the

lymphatic system;

Explain how the lymphatic

system complements the circulatory
system;

Compare the content of blood

interstitial fluid and lymph;

Predict what will happen if

interstitial fluid fails to return to the
circulatory system;

Conceptualise the relationship

between the lymphatic system and
circulatory system.

Synthesising
Relating
Making
conclusion
Comparing
Predicting
Conceptualising

interstitial fluid
- bendalir interstis
lymphatic system
- sistem limfa
lymph nodes
- nodus limfa

With the exception of

thoracic duct and right
lymphatic duct, specific
names of lymph vessels and
lymph nodes are not
required.

A student is able to:

Discussion on the State another function of the
necessity for a body
circulatory system besides transport;
defence mechanism

Identify the three lines of defence

Draw
and
label
mechanism of the body;
various
stages
of
Describe
the
process
of

Analysing
Generating
ideas
Relating
Attributing

bodys defence mechanism

- mekanisme
pertahanan badan
immunity - keimunan
immunisation

4
phagocytosis
Disscussion
on
antigens, antibodies,
immunity
&
immunisation
Group discussion /
presentation on the
effects of HIV on the
body
s
immune
system, transmission
of HIV & prevention of
AIDS

WEEK 7
(10-14/2)

WEEK 8
(17-21/2)

1.6
Appreciating
healthy
cardiovascular
system

A student is able to:

- pengimunan
acquired immune deficiency
syndrome (AIDS)
- sindrom kurang
daya tahan

1.7
Understanding
the
transport
of
substances in plants

Discussion on nutrition
&lifestyle that can lead
to
healthy
cardiovascular system

Select and practice suitable ways to Generating

maintain a healthy cardiovascular
ideas
system.

A student is able to:

NOTES
W9
(24/2-7/3)

phagocytosis;
Visualising
State the meaning of antigen and
Making
antibody;
conclusion
State the meaning of immunity
and immunisation;
Relate antigen and antibody to
immunity;
Name and give examples of
various types of immunity;
State the effects of human
immunodeficiency virus (HIV) on the
bodys defence mechanism;
Describe the transmission of HIV;
Suggest ways to prevent the
spread
of
acquired
immune
deficiency syndrome (AIDS).

1ST MONTHLY TEST

Discussion on the
necessity
for
the
transport
of
substances in plants ,
the problem that could
be faced by plans in
transporting
substances & how it is
overcome.
Relate the structure of
xylem & phloem in

State the necessity for the transport

of substances in plants;

Identify the vascular tissue in

stem, root and leaf;

State the role of vascular tissue

in the transport of substances;

Describe the structure of vascular

tissue;

Relate the structure of xylem to

transport;

Relate the structure of phloem to

Making
generalizations

Visualising
Relating
Attributing
Relating
Predicting

cross section
- keratan rentas
Longitudinal section
- keratan membujur
Bark ringing is the removal of
a ring of tissue external to
the xylem from around the
trunk of a woody plant.

WEEK 10
(3-7/3)

1.8
Synthesising
the
concept of transport
of substances in
plants

transportation
of
transport;
water, minerals
&
Predict the effect of removing a
organic substances
ring of phloem tissue from a plant.
Carry out bark ringing
to show the role of
phloem
A student is able to:

Discussion
Activity 1.8
Studying the effect of air
movement on the rate of
transpiration by using a
photomter
Discuss and draw a
concept map of the
movement of water in
plants in terms of the
following:
Osmosis, transpiration
pull,
cohesion
and
adhesion
of
water,
opening and closing of
stomata, root pressure

State what translocation is;

Explain
the
importance
of
translocation in plants;

Describe
the
process
of
transpiration;

Explain
the
importance
of
transpiration;

Describe the pathway of water

from the soil to the leaves;

State
external
conditions
affecting transpiration;

Design experiments to study

factors affecting the rate of
transpiration;

Explain the role of root pressure

in the movement of water in plants;

Explain the role of cohesion and

adhesion of water in the movement
of water in plants;

Conceptualise
the
transport
mechanism in plants.

THEME: PHYSIOLOGY OF LIVING THINGS

LEARNIG AREA: CHAPTER 2.0 LOCOMOTION AND SUPPORT
WEEK 11
(10-14/3)

2.1
Understanding

A student is able to:

Synthesising
Visualising
Making
conclusion
Making
generalization

Priortising
Generating
ideas
Analysing
Explaining
Priortising
Making
conclusion

pathway of water
- laluan air
environmental factor
- faktor persekitaran
light intensity
- keamatan cahaya
relative humidity
- kelembapan relatif
rate of transpiration
- kadar transpirasi
root pressure
- tekanan akar
transpiration pull
- tarikan transpirasi
capillary action
- tindakan kapilari
Mechanism
to
explain
translocation is not required.

6
WEEK 12
(17-21/3)

WEEK 12
(17-21/3)
NOTES
W13
(22-30/3)

WEEK 14

support
and
locomotion
in
humans and animals

2.2
Appreciating
healthy
musculoskeletal
system

Discussion
Activity 2.2
Observing the chicken
wing to note the position
and the nature of
muscles, ligaments and
tendons
Activity 2.3 :
Observing
the
mechanism
of
locomotion
in
an
earthworm,
a
grasshopper and fish

Explain the necessity for support and

locomotion in humans and animals;

Describe problems that could be

faced by humans and animals in
support and locomotion;

Explain how problems in support

and locomotion are overcome in
humans and animals;

Name the bones that make up

the axial skeleton and appendicular
skeleton of the human body;

Label the bones, the skeletal

muscles and tendons in a diagram of
the arm;

Explain how movement is

brought about in a limb;

State the function of cartilage and

synovial fluid at joints;

Describe briefly the mechanism

of locomotion in an animal;

State some consequences of

impaired musculoskeletal system on
support and locomotion

generalizations

Analysing
Synthesising
Generating
ideas
Relating
Visualising
Relating
Analysing

A student is able to:

for

locomotion
- gerak alih
axial skeleton
- rangka paksi
appendage skeleton
- rangka apendaj
pelvic girdle
- lengkungan pelvic

joint - sendi
contraction
- pengecutan
impaired - terjejas
muscle cramp
- kejang otot
The Sliding - Filament Model
of Muscle Contraction is not
required.
Only a simple account is
required.

a
Discuss & share ways of Practice ways to care
caring
for
the
musculoskeletal system.
musculoskeletal system

support sokongan

cartilage rawan

A student is able to:

MID 1ST TERM BREAK

2.3

Making

the Making
generalisations

7
(31/3-4/4)

Understanding
support in plants

Discussion the necessity Explain the necessity for support in Visualising

for support in plants,
plants;
Analysing
support re terrestrial
Explain how support is achieved
plantslated
problems
in aquatic plants;
faced by aquatic & how
Explain how support in terrestrial
to overcome or how
plants are achieved through tissue
support is achieved by
modifications;
these plants
Activities :
Study the adaptations in
floating aquatic plants
Investigate
how
support in herbaceous
plants (spinach and
balsam) is achieved
THEME : PHYSIOLOGY OF LIVING THINGS
LEARNING AREA: CHAPTER 3.0 COORDINATION AND RESPONSE

WEEK 15
(7-11/4)

3.1
Understanding
response
coordination

A student is able to:

and

Group discussion on
external
stimuli
&
internal stimuli, & on the
necessity
for
living
things to respond to
stimuli
Activites on ;
Human
&
animal
responses to external &
internal stimuli
Plants responses to
external environment
View
computer
simulation
on
the
pathways in detecting &

List the changes in external and

internal environment faced by an
organism;

State why organisms have to be

sensitive to changes in internal and
external environment;

Clarify through examples the

meaning of stimulus and response;

State the main components and

pathways involved in detecting and
responding to changes in external
environment;

Clarify through examples the

meaning of coordination.

Visualising
Making
conclusions
Relating

external environment
- persekitaran luar
internal environment
- persekitaran dalam
stimulus - rangsangan
response - gerak balas
negative feedback
- suap balik negatif
Main
components
are
receptors, integrating centre
and effectors.
Afferent

and

efferent

8
responding to external &
internal stimuli in human
& animal
Draw
schematic
diagrams involving the
main components
Discussion
on
coordination
WEEK 15
(7-11/4)

3.2
Analysing the role of
human
nervous
system

pathways are involved

In regulating the internal
environment,
negative
feedback is involved.

A student is able to:

Discussion on the role of
nervous system
Draw a diagram to show
the organization of the
nervous system
View graphics of the
brain & label the main
parts of the brain & their
functions
Draw
&
label
the
structure of a cross
section of the spinal cord
& state their main
function
Draw
&
label
the
structure of an efferent
neurone
Identify & discuss the
function of 3 types of
neurone
Discuss the mode of
transmission
of
information along the
neurone
Discuss & Draw a
schematic diagram to

State the role of nervous system;

Draw and label a diagram to

show the organisation of the nervous
system;

Name the main parts of the brain

and state their functions;

Draw and label a diagram of a

cross section of the spinal cord;

State the main functions of the

spinal cord;

Label the structure of an efferent

neurone;

Identify the type of the neurone

from diagrams given;

State the mode of transmission of

information along the neurone;

Describe briefly the pathway of

transmission of information from
receptors to effectors;

Draw and label a simple diagram

of a synapse;

Describe the transmission of

information across synapses;

State the role of the synapse in

transmission;
Give examples of voluntary action;

Analysing
Visualising
Attributing
Visualising
Relating
Visualising
Making
conclusions
Stating
Visualising
Analysing
Priortising
Generating
ideas

nervous system
- sistem saraf
spinal cord
- saraf tunjang
transmission of
information
- penghantaran
maklumat
electrical signals
- isyarat elektrik
voluntary action
- tindakan terkawal
involuntary action
- tindakan luar kawal
knee jerk
- sentakan lutut
skeletal muscles
- otot rangka
smooth muscles
- otot licin
reflex arc - arka reflex
The parts of the brain to be
studied are the cerebrum,
cerebellum,
medulla

WEEK 16
(14-17/4)

3.3
Analysing the role of
hormones
in
humans.

Note :
16-17/4
18/4
Good
Friday

SPORTS DAY

show th pathway of
transmission
of
information
Group discussion on
synapse & draw, label a
simple
diagram
of
synapse
Group discussion on
voluntary & involuntary
action
Group work to explain &
draw schematic diagram
of a reflex arc
Group presentation on
nervous system related
diseases
Discussion on hormone,
endocrine system & how
the endocine system
complements
the
nervous system
Group activity :
to label the main glands
of the endocrine system
name
the
main
hormones produced
state the functions of the
hormones involved in
physiological processes
(reproduction, growth &
homeostasis)
Discussion
on
how
secretion of hormone is
regulated by;
Another hormone ( eg
:TSH)

Give examples of involuntary action;

Outline
the
transmission
of
information in voluntary action;
Outline
the
transmission
of
information in involuntary action;
Draw a schematic diagram showing a
reflex arc;
Give examples of nervous system
related diseases.

oblongata,
pituitary,
hypothalamus and thalamus.
Cross section of spinal cord
include grey matter, white
matter, dorsal root, ventral
root, ganglion, spinal nerve.
Note:
Conditional reflex is not
required.

endocrine glands
- kelenjar endokrin

A student is able to:

State what a hormone is;
State what the endocrine system is;
State why the endocrine system is
necessary;
State physiological processes not
directly regulated by the nervous
system;
Describe how the endocrine system
complements the nervous system;
Label the main glands of the
endocrine system;

Name the main hormones

produced by each endocrine gland;

State the functions of the

hormones
involved
in
some
physiological processes;

Describe briefly how secretion of

hormone is regulated;

Analysing
Making
conclusions
Relating
Analysing
Relating
Making
conclusions

hormonal imbalance
- ketidakseimbangan
hormon
dwarfism kekerdilan
The main hormones required
are:
- follicle stimulating
hormone;
- luteinising hormone;
- estrogen;
- progesterone;
- androgens
growth hormones;
- thyroidstimulating
hormone;
- thyroxine;
- insulin;
- glucagon;
- antidiuretic
hormone; and

10

WEEK 17
(21-25/4)

3.4
Synthesising
concept
homeostasis
humans

Level
of
certain
Describe briefly coordination
substances
(eg
:
involving both the nervous system
glucose)
and endocrine system in a fight or
Nervous system
flight situation;
State the effects of hormonal
Discussion on fight or
imbalance;
flight situation
State the use of hormone in
Discussion on effects of
medicine.
hormonal imbalance &
the use of hormone in
medicine
A student is able to:
the
of
in

Discussion on the
necessity to maintain an
optimal
physical
and
chemical condition in the
internal environment & the
meaning of homeostasis
Activity 3.5:
Studying the effect of
different
quantities
of
water intake on urine
output
Draw
&
label
the
structures of kidney &
nephron
View
computer
simulations & draw a
schematic diagram on the
process of urine formation
& discuss the processes
of
ultrafiltration,
reabsorption & secretion
Draw
a
schematic
diagram on the actionof
ADH & discuss the
osmoregulation by the

Explain the necessity to maintain an

optimal physical and chemical
condition in the internal environment;

State
the
meaning
of
homeostasis;

Design an experiment to study

the effect of different quantities of
water intake on urine output;

Relate changes in blood osmotic

pressure to urine output;

Describe the formation of urine;

Relate the formation of urine to

excretion;

Describe briefly the mechanism

of osmoregulation;

Predict the consequences of

impaired kidney function;

Describe the regulation of blood

sugar level;

Describe the regulation of body

temperature;

Conceptualise homeostasis

- adrenaline.

regulation
- kawal atur

Synthesising
Generating
ideas
Relating
Making
inferences
Making
hypothesis
Relating
Relating
Making
conclusions
Making
inferences

Regulation of the physical

and chemical factors in
internal environment is vital
for survival.
The action of sodium pump is
not required.

11
kidneys
&
negative
feedback
control
in
osmoregulation
Discussion
on
haemodylysis & kidney
donation & transplant

Recall, discuss &

draw a concept map of
various mechanisms that
together keep the physical
7 chemical conditions
inside
the
organisms
constant (blood sugar
level, body temperature,
partial pressure of oxygen
& carbon dioxide & blood
pressure)

WEEK 17
(21-25/4)

WEEK 18
(28/4-2/5)

WEEK 18

3.5
Practising a healthy
lifestyle
Group discussion

3.6
Understanding plant
Hormones

Discussion
hormones

A student is able to:

Describe effects of drug and alcohol Relating
abuse on humans;
Making

Explain the factors that can lead

conclusions
to drug and alcohol abuse;
Priortising

Practice a healthy lifestyle.

A student is able to:
plant State what plant hormones are;
Attributing

Give some examples of plant Generating

hormones;
ideas

Infer the effects of auxins on

growth responses;

Explain the role of auxins in

tropism;

State the use of hormones in

agriculture.

drug abuse
- penyalahgunaan
dadah
Only a simple account
is required.
response
- gerak balas
Ethylene is also known
as ethene.

12
(5-9/5)
13/5
Wesak
Day

REVISION

W19-W20
(12-23/5)
1ST SEM EXAM
WEEK 21
(22-27/5)
W22-23
(28/515/6)

DISCUSSION ON 1ST
EXAMINATION
MID YEAR BREAK

WEEK

LEARNING
OBJECTIVES

LEARNING ACTIVITIES

LEARNING OUTCOMES

CCTS
(Creative & Critical
Thinking Skills)

VOCABULARY/
NOTES

THEME : PHYSIOLOGY OF LIVING THINGS

LEARNING AREA: CHAPTER 4.0 REPRODUCTION AND GROWTH
WEEK 24
(16-20/6)

4.1
Analysing gamete
formation

A student is able to:

WEEK 25

4.2

Discussion
on
the
necessity to reproduce
Study the diagrams of
the stages in the
formation of gamete
Compare the formation
of sperm with that of
ovum

Explain the necessity for organisms

to reproduce;

State types of reproduction;

Explain
the
necessity
for
formation of gametes;

Describe formation of sperm in

humans;

Describe formation of ovum in

humans;

Compare the formation of sperm

with that of ovum.
A student is able to:

Making
conclusions
Relating
Making
inferences
Relating
Relating
Comparing

Reproduce - membiak

menstrual cyle
- kitar haid

13
(16-20/6)

WEEK 26
(23-27/6)

Analysing the role of

hormones
in
the Discussion
on
menstrual cycle
menstruation
&
menstrual cycle
Study & interpret graphs
on
hormonal
levels
during the menstrual
cycle
Study
diagrams
&
discuss the effect of
hormonal
levels
on
follicle
development,
ovulation, formation of
corpus
luteum
&
thickness
of
the
endometrium
Discussion
on
premenstrual system &
menopause
4.3
Understanding
the
early development of Discussion on the early
a zygote in humans
development of a zygote
in humans (use diagram
& computer simulations
to discuss)
Group discussion on
how identical & fraternal
twins are formed & state
the differences
Research & reports on ;
1. Functions of the
placenta in foetal
development
2. The advantages of

State what menstruation is;

Relate menstruation to menstrual

cycle;

State the importance of the

menstrual cycle;

State the hormones involved in

the menstrual cycle;

Relate hormonal levels to the

development of follicles, the process
of ovulation, and the formation of
corpus luteum;

Relate hormonal levels to the

changes in thickness of the
endometrium;

Explain the role of hormones in

regulating the menstrual cycle;

State
what
premenstrual
syndrome (PMS) is;

State what menopause is.

A student is able to:

Relating
Analysing
Relating
Priortising
Analysing

Describe what fertilisation is;

Describe in simple terms the

early development of a zygote;

Name the two main stages in the

development of a zygote in
preparation for implantation

Describe the formation of twins;

Compare identical twin with

fraternal twins;

State the functions of the

placenta in foetal development;

Explain the advantages of fetus

having a separate circulatory system
from that of the mother.

Relating
Comparing
Making
conclusions
Relating

ovulation
- pengovuman
premenstrual
syndrome
(PMS)
- sindrom prahaid
menopause
- putus haid

fertilisation
- persenyawaan
identical twins
- kembar seiras
fraternal twins
- kembar tak seiras
implantation
- penempelan
umbilical cord
- tali pusat
Only a simple account is
required.

14
foetus
having
a
separate circulatory
system from that of
the mother
WEEK 26
(23-27/6)

WEEK 27
(30/6-4/7)

4.4
Appreciating
the Research & report on :
contribution
of
1. Family planning
science
and
2. Sperm bank
technology to human
3. Artificial
reproduction
insemination
4. Invitro fertilization
5. Surrogate mother
6. Sexually transmitted
disease

A student is able to:

Explain the contribution of science
and
technology
to
human
Generating
reproduction;

Explain some moral issues

ideas

Relating
related to the application of science
and
technology
to
human Generating
reproduction;
ideas

What
sexually
transmitted
diseases are;

Give examples of sexually

transmitted diseases.

4.5
Synthesising
the
concept of sexual Discussion
on
the
reproduction
in
structures
which
flowering plants
produce
male
and
females
reproductive
cells
Discuss
&
draw
diagrams to show the
stages in the formation
of pollen grains &
embryo sac
Discuss
on
the
formation of zygote and
triploid nucleus
Discuss & draw a
concept map of double
fertilization in flowering
plants
Examine the structure of

A student is able to:

Identify male and female structures Synthesising
in a flower;
Relating
Describe the formation of pollen Making
generalisations
grains;
Describe the formation of the embryo
sac in the ovule;
Describe the formation of pollen
tube;
Describe the formation of zygote;
Describe the formation of triploid
nucleus;
Conceptualise double fertilisation;
Relate the structure of a fruit to the
flower parts;
Explain the importance of double
fertilization for the survival of
flowering plants.

artificial insemination
- permanian beradas
in vitro fertilisation
- persenyawaan in vitro
surrogate mother
- ibu tumpang

pollen - debunga
embryo sac
- pundi embrio
germination
- percambahan
pollen tube
- tiub debunga
double fertilisation
- persenyawaan ganda
dua
seed coat
- kulit biji

15

WEEK 27
(30/6-4/7)

WEEK 28
(7-11/7)

4.6
Understanding
growth in multicellular
organisms

4.7
Understanding
the growth curve

fruits & relate to the

flower parts (seed from
the ovule, seed coat
from the integument &
fruit from the ovary)
Discussion
on
the A student is able to:
necessity for growth
Group discussion in Explain briefly the necessity for
growth in organisms;
terms of growth is an

Explain what growth is.

irreversible
process,
increase the number of
cells, increase in cell
size & cell differentiation
Study slides or diagrams
to identify the growth
zone at root tip & shoot
tip
A student is able to:
Discussion
on
the
parameters used in the
measurement of growth
Study & interpret on
growth
in
human
(discuss on the shape of
growth curve, phases of
growth
&
the
relationship between the
phases of growth & the
growth curve)

Identify the parameters used in the

measurement of growth;
g

Describe the sigmoid growth

curve of an organism;

Relate the shape of the growth

curve to the growth phases of an
organism;

Explain the shape of the growth

curve of an insect.

Study

& interpret the

growth curve of an
insect & relate the
shape of the curve to
the growth

WEEK 28

4.8

A student is able to:

Relating

growth - pertumbuhan
irreversible
- tidak berbalik
Cell differentiation
- pembezaan sel

Analysin
Relating

growth curve
- lengkung
pertumbuhan
The parameters that can be
used include height, length,
volume, dry mass, and fresh
mass.

16
(7-11/7)

Understanding
primary
and
secondary growth in
plants

Discuss the types of

growth in plants
Group discussion on:

the importance of
primary growth;

the importance of
secondary growth;

Compare
and
contrast
plants that
undergo
secondary
growth with plants that
do
not
undergo
secondary growth;

State the economic

importance of plants
that undergo secondary
growth.

State the types of growth in plants;

State
what
primary
and
secondary growth are;

Name the tissue involved in

primary and secondary growth;

State the location of the tissue

involved in primary and secondary
growth;

Explain the importance of primary

growth;

Explain
the
importance
of
secondary growth;

Compare and contrast plants that

undergo secondary growth with
plants that do not undergo secondary
growth;

State the economic importance of

plants that undergo secondary
growth.

Analysin

Relating
Analysin

Compari

ng

primary growth
- pertumbuhan primer
secondary growth
- pertumbuhan
sekunder
cork cambium
- kambium gabus

THEME : VARIATION AND INHERITANCE

LEARNING AREA : CHAPTER 5.0 INHERITANCE
WEEK 29
(14-18/7)

5.1
Synthesising
the
concept
of Discussion
on
inheritance based on
inheritance, characters
Mendels experiment
&
traits
base
on
examples
Study diagrams showing
the results of Mendels
monohybrid
cross
experiment & discuss:
characters and traits in
Mendels experiments;
hereditary factor that
determines a particular

A student is able to:

State what is meant by inheritance;

Differentiate
traits
from
characters;

Identify characters and traits in

Mendels experiments;

State that there is a hereditary

factor that determines a particular
character;

Identify dominant and recessive

traits;

Explain genes and alleles;

Relating
Analyisn

Compari

ng

Relating

inheritance - pewarisan
characteristic - ciri
hereditary factor
- faktor pewarisan
Example:
character : height
trait
: tall, short
character : colour
trait
: white, red,...

17
character;
dominant and recessive
traits;
genes and alleles;
dominant alleles and
recessive alleles;
phenotype & genotype;
relate allele combination
to genotype;
relate phenotype to
genotype;
homozygote
and
heterozygote;
phenotypic ratio of the
first filial generation and
second filial generation;
the genotypic ratio of
the first filial generation
and
second
filial
generation;
the
importance
of
meiosis
I
in
the
segregation of allele
meaning of monohybrid
inheritance;
Activity 5.1:
Studying Mendels First
Law
of
segregation
[
using
coloured
buttons/beans]
Study diagrams showing
the results of Mendels
dihybrid
cross
experiment & discuss: Meaning of dihybrid
inheritance

Explain dominant alleles and

recessive alleles;
State the meaning of phenotype;
State the meaning of genotype;
Relate allele combination to
genotype;
Relate phenotype to genotype;
State the meaning of homozygote
and heterozygote;
Determine the phenotypic ratio of
the first filial generation and second
filial generation;
Determine the genotypic ratio of
the first filial generation and second
filial generation;
State the meaning of monohybrid
inheritance;
Conceptualise Mendels First
Law;
State the meaning of dihybrid
inheritance;
Conceptualise Mendels Second
Law.

Schematic diagrams should

show the segregation of
alleles in meiosis.
The use of Punnetts square
is required.

18
The
importance
of
meiosis in terms of
independent assortment
of chromosomes
Discuss
Mendels
Second
Law
of
Independent Assortment
WEEK 29
(14-18/7)

WEEK 29
(14-18/7)
WEEK 30
(21-25/7)

5.2
Understanding
inheritance

A student is able to:

Discussion on blood State the blood groups in the ABO

groups & Rhesus factor
system and Rhesus factor (Rh factor)
in humans;
Examine a drawing of

Explain the inheritance of ABO

micrograph of human
blood group in humans;
chromosomes
to

Differentiate autosomes from sex

differentiate autosomes
chromosomes;
from sex chromosomes;

Identify the different human

Compare
the
karyotypes;
karyotypes of a normal
Explain sex determination in offhuman being with that
springs;
of a person with downs

Explain sex-linked inheritance

syndrome.
using
examples;

Draw
schematic

Describe hereditary disease.

diagram to show: sex determination in offsprings;
sex-linked inheritance of
haemophilia & colour
blindness

Discussion
on
hereditary disease such
as thalasaemia
5.3
Understanding
A student is able to:
genes
and Discussion on the unit of
chromosomes
inheritance
&
the State the unit of inheritance;
location of genes

State the location of genes;

Construct a model of
Describe
the
structure
of

Analysin

Compari

ng

Relating

sex determination
- penentuan seks
sex-linked inheritance
- pewarisan terangkal
seks
colour blindness
- buta warna
Only a brief account is
required.

Relating
Analysin

double helix
- heliks ganda dua

19

DNA & discuss the

structure of nucleotides,
polynucleotides
&
double helix structure of
DNA
Draw
schematic
diagram & relate how a
trait is manifested from
the
basic
unit
of
inheritance in terms of
chromosome to DNA,
DNA to gene, gene To
protein and protein to
the trait of an organism
Discussion
on
the
importance of genetics
to mankind
Discussion
on
the
application & abuse of
knowledge in genetics,
eg:DNA
fingerprinting,
human genome project,
potential of stem cell
research
&
genetic
engineering[
gene
therapy,
genetically
modified food, medicineproduction of insulin]

deoxyribonucleic acid (DNA);

Making
Describe in simple terms the
conclusions
manifestation of a trait of an
organism from the basic unit of
inheritance;

Explain briefly the importance of

genetics to mankind;

Describe the application and

abuse of knowledge in genetics;

Argue on the need for ethics and

moral in the application of genetics.

DNA fingerprinting
- cap jari DNA
genetic engineering
- kejuruteraan genetik
ethics etika
An explanation of the
mechanism
of
protein
synthesis is not required.

THEME : VARIATION AND INHERITANCE

LEARNING AREA : CHAPTER 6.0 VARIATION
WEEK 30
(21-25/7)

6.1
Understanding
variation
organisms

A student is able to:

in

Discussion
on
the State the importance of variation in
importance of variation in
organisms;

Relating
Compari

variations - variasi

20
26/7-3/8
Cuti Hari
Raya

WEEK 31
(21-25/7)

WEEK 31
(21-25/7)

organisms

Give examples of variation in

Activity 6.1:
humans;
Investigating variation in
State the types of variation;
ability to roll tongue, type
Compare continuous variation
of thumb print, height
with discontinuous variation.
and
weight
among
students in the class
A student is able to:

6.2
Understanding
the
causes
of
variation
Discuss the effects of State the factors causing variation;
genetic & environmental
Explain the effects of genetic
factors on variation
factors on variation;
Discuss chromosomal &
Explain
the
effects
of
gene mutation
environmental factors on variation;
Explain the effects of the
Discuss the importance
interaction between genetic factors
of variation in the survival
and environmental factors on
of a species
variation

Explain mutation;

Explain the importance of

variation in the survival of a species.
6.3
A student is able to:
Be respectful towards
one another despite Discussion on being Accept that people are different;
variation
respectful towards one
Respect each other.
another despite variation

NOTES:
W32(4-8/8)
W33(11-15/8)
W34(18-22/8)
W35(25-29/8)
W36(01-5/9)
W37(08-12/9)
W38(13-21/9)
W39(22-26/9)
W40(29/9-03/10)
W41(07-10/10)
W42(13-17/10)

- 1ST TRIAL EXAMINATION

- 1ST TRIAL EXAMINATION
- DISCUSSION ON SPM TRIAL EXAMINATION
- REVISION
- REVISION
- REVISION
- MID 2ND SEMESTER BREAK
- REVISION
- REVISION
- REVISION
- REVISION

ng
continuous variation
- variasi selanjar
discontinuous variation
- variasi tak selanjar

Making
hypothesis

Making
conclusions

Relating

Relating

Relating

21
W43(20-22/10)
W44(27-31/10)
W45(03-07/11)
W46(10-14/11)
22/11/2012

PREPARED BY
(DINAH J. MOLIJOH)
Biology teacher

REVISION
REVISION
REVISION
SPM IS EXPECTED TO COMMENCE
YEAR END SCHOOL HOLIDAYS TILL 04/01/2014

VERIFIED BY
(SHEROLLIZA YABI)
Head of Science Panel