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FIRST TERM : 03 JANUARY 23 MAY 2009 (20 weeks)
THEME : INTRODUCING BIOOGY
EARNING AREA : !"0 INTRODUCTION TO BIOOGY
#EE$ EARNING OBJECTI%ES SUGGESTED EARNING ACTI%ITIES EARNING OUTCOMES NOTES
1 1.1 Understanding the studyof 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 respectto the study of liing things! enironment!interaction between liing things and the
enironment.
Construct a concept map based oninformation gathered on the different fields of
study and careers related to Biology.
"mall group discussion on the importance ofthe following :
a) #c$uiring scientific s%ills!b) "cientific method!c) &ractising scientific attitudes and noble
alues.
# student is able to :
"tate what the study ofBiology is!
'(plain the importanceof Biology!
ist the different fieldsof study in Biology
ist the careers related to
Biology!
"tate arious ways ofstudying Biology
T"T"
#ttributing
*enerating ideas
+oble ,alues
-aing an interest andcuriosity towards theenironment
ealising the science is ameans to understand
nature
#ppreciating the balanceof nature
T"T"
"e$uencing
*rouping / classifying elating
0a%ing inferences
0a%ing hypothesis
0a%ing conclision
+oble ,alues
Being systematic
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#EE$ EARNING OBJECTI%ES SUGGESTED EARNING ACTI%ITIES EARNING OUTCOMES NOTES
1. #pplying scientificinestigation
2bsere a situation and identify all theariables. "uggest a $uestion that is suitable
for a scientific inestigation. 3iscuss to :a) 4orm a hypothesis
b) &lan the method of inestigationincluding selection of apparatus andwor% procedures.
Carry out an e(periment :a) to collect and tabulate data!
b) present data in a suitable formc) interpret the data and draw the
conclusion!
d) write a complete report
Carry out an e(periment on the ma%ing of
bread using yeast in the absence andpresence of sugar. ecord the time ta%enfor the dough to double its si5e. 4or futherinestigations! salt is used. 3uringinestigations! highlight the need to
practice scientific attitudes and noble
# student is able to :
6dentify ariables in
a gien situation! 6dentify the
relationship betweentwo ariables to forma hypothesis!
3esign and carry outa simple e(perimentto test the hypothesis!
ecord and present
data in a suitableform!
6nterpret data to drawconclusions!
Write a report on an
e(periment
Being diligent /
perseering
Being cooperatie 3aring to try
Teaching #ids
Te(t boo%
C3 oms
+ews paper cutting
&hlet
This actiity helps the teacherto assess students capabilitiesin carrying out a scientificinestigation
T"T" : #ttributing! *roupingand classifying! ma%ing
inferences! predicting!ma%ing hypotheses!
synthesi5ing! ma%inggenerali5ations! isuali5ing!
Teaching aids : te(t boo%!transparency! news papercutting! C3 &ro7ector!apparatus using in lab!internet
+oble ,alues :8 #ppreciating the
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#EE$ EARNING OBJECTI%ES SUGGESTED EARNING ACTI%ITIES EARNING OUTCOMES NOTES
alues such as honesty and accuracy inrecording and erifying the data. &ractice scientific
attitudes and noblealues.
contribution of science andtechnology
8 -aing an interest andcuriosity towards theenironment8 appreciating the balance ofnature
These attitudes and aluesshould be obsered for allinestigations in otherlearning areas.
THEME : INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS
LEARNING AREA : 2.0 CELL STRUCTURE AND CELL ORGANISATION
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
2 2.1 Understanding cellstructure and function
Prepare and study slides to compare theepidermal cells of onion or cells of Hydrillaleaf with human cheek cells.
Observe, draw and label diagrams of ananimal cell and plant cell as seen througha light microscope.
A student is able to
draw and label an
animal cell,
draw and label a
plant cell,
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
!
"tudy electron micrographs of animal cellsand plant cells to identify cellular
components of cell
#a$ plasma membrane and cell wall,
#b$ cytoplasm,
#c$ organelles
#i$ nucleus nucleolus,chromosomes,nucleoplasm and
nuclear membrane,#ii$ rough and smoothendoplasmic reticulum,
#iii$ mitochondria,#iv$ %olgi apparatus#v$ &ysosomes#vi$ 'ibosomes#vii$ (hloroplasts#viii$ (entrioles#i)$ *acuoles
+ork in small groups to match cellularcomponents to their functions.
"tudents present a comparison betweenthe structure of an animal cell and plantcell.
iscuss the relationship between thedensity of certain organelles with the
identify the cellular
component of an
animal cell,
identify the cellular
components of aplant cell
state the functions
of the cellularcomponents in ananimal cell,
state the functions
of the cellularcomponents in aplant cell
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
function 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.
compare and
contrast an animalcell and a plant cell
relate the density of
certain organelleswith the functions ofspecific cells.
-. 2.2 Understanding cellorganisation
Observe the living processes of unicellularorganisms such as feeding, locomotionand reproduction through computerisedanimation video microscope.
(arry out small group discussion on thefollowing and present the findings
#a$ cell specification in multicellularorganisms,
#b$ the necessity for cell speciali/ation
in multicellular organisms.#c$ (ell organisation in the formation of
tissues, organs and systems inhumans, animals and plants.
(onstruct models of tissues, organs andsystems in human, animals and plants.
A student is able to
"tate the necessity
for cellspecialisation inmulticellularorganism ascompared tounicellularorganism,
escribe cell
speciali/ation inmulticellularorganisms,
escribe cell
organisation in theformation oftissues, organs andsystems in
;
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
(onduct a discussion on the following #a$ the meaning of internal
environment,#b$ factors affecting the internal
environment including temperature,p0, osmotic pressure and glucoselevel.
#c$ t is important that the organismscells always e)perience conditionswhich permit efficient functioning,
#d$ he involvement of varioussystems in maintaining optimalinternal environment.
multicellularorganisms,
"tate the meaning
of internalenvironment,
dentify factors
affecting theinternalenvironment,
3)plain the
necessity tomaintain optimal
internalenvironment,escribe theinvolvement ofvarious systems inmaintaining optimalinternalenvironment.
A simple e)planation.
!.! Appreciating theuni4ueness of the cell
iscuss and predict the cell conditionwithout a particular cellular component.
(onduct a role play activity to show thatcells become adapted for differentfunctions.
A student is able to
Predict the state of
certain cells without
a particular cellularcomponent,
llustrate that most
cells speciali/ed forthe 5ob that theyperform.
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WEEK LEARNING OBJECTIVE SUGGESTED LEARNINGACTIVITIES
LEARNINGOUTCOMES
NOTES
plant # active transport$
:. (onstruct a concept map by usinga graphic organi/er to show themovement of substances acrossthe plasma membrane.
;. Use a graphic organi/er tocompare and contrast passivetransport and active transport
using e)amples.
e. (ompare andcontrast passivetransport and activetransport
8
9
CHINESE NE# YEAR HOIDAY
TEST !
(!!"02 !&"02"200')
: !.2Understanding themovement of substancesacross the plasma
membrane in everydaylife
1. (arry out activities to study theeffect of hypotonic and hypertonicsolutions on plant and animal cellsa. plasmolysis and deplasmolysis
in plant cells.b. 0aemolysis and crenation in
red blood cells.2. iscuss
a. hypotonic, hypertonic andisotonic solution
b. plasmolysis , deplasmolysis,haemolysis and crenation
A student is able to
a. e)plain whathypotonic, hypertonic
and isotonic solutionsare
b. e)plain the effect ofhypotonic, hypertonicand isotonic solutionson plant cell andanimal cell.
The use of human bloodis discourage
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WEEK LEARNING OBJECTIVE SUGGESTED LEARNINGACTIVITIES
LEARNINGOUTCOMES
NOTES
c. flaccidity and turgidity of plant
cells.
!. (arry out an investigation usingvarious concentration of salt orsugar solution to determine theconcentration of e)ternal solutionwhich is isotonic to the cell sap ofplant tissues.
-. iscuss and make an inference onthe concentration of cell sap inplant tissues which is e4uivalent tothe concentration of isotonicsolution.
6. iscuss and correlate themovement of substances acrossthe plasma membrane with thedifference in concentration of thee)ternal solution and that of the cell
sap.
8. iscussa. wilting of plants caused by the
e)cessive use of chemicalfertilisers
b. preservation of food using saltor sugar
c. e)plain plasmolysis,
deplasmolysis,heamolysis andcrenation.
d. design an e)perimentto determine theconcentration ofe)ternal solutionswhich is isotonic tocell sap.
e. make an inferenceon the concentrationof cell sap in planttissues.
f. 'elate the movementof substances acrossplasma membranewith concentrationgradient.
g. 3)plain thephenomenon ofwilting in plants usinge)amples.
h. 3)plain the
The concentration of theexternal solution whichis isotonic to the cell sapis determined from theplotted graph
Discussion shoud bebased on the conceptsof osmosis andplasmolysis
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WEEK LEARNING OBJECTIVE SUGGESTED LEARNINGACTIVITIES
LEARNINGOUTCOMES
NOTES
preservation of food
using e)amples
!.!Appreciating themovement of substancesacross the plasmamembrane
1. (ompose poem to appreciate themovement of substances acrossthe plasma membrane.
A student is able to
a. e)plain the necessityof movement ofsubstances across theplasma membrane whichis occur in a continuousand controlled mannerfor survival of a cell.
LEARNING AREA : 4.0 CHEMICAL COMPOSITION OF THE CELL
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
; -.1 Understanding thechemical compositionof the cell
(arry out small group discussion on thefollowing and present the findings
a$ elements in the cell, includingcarbon, hydrogen, o)ygen, nitrogen,
sulphur, phosphorus, calcium,potassium, magnesium, chlorine,sodium and ferum,
b$ the presence and importance ofchemical compounds in the cell.
A student is able to
state the elements in
the cell,
list the chemical
compounds in thecell,
e)plain the
importance of
(hemical compounds in thecell are limited tocarbohydrates, lipids,proteins, nucleic acids andwater only.
A brief account on theimportance ofcarbohydrates, lipids,proteins and nucleic acids sre4uired.
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
-.2 Understandingcarbohydrates
-.! Understanding proteins
(arry out small group discussion on thefollowing and present the findingsa$ elements in carbohydratesb$types of carbohydrates, i.e.
monosaccharides, disaccharides andpolisaccharides, using e)amples,
c$ the formation and breakdown ofdisaccharides, such as maltose, sucroseand lactose,
d$ the formation and breakdown ofpolysaccharides, such as starch,glycogen and cellulose.
(onduct an activity to differentiatebetween reducing and non7reducingsugars.
(arry out small group discussion on thefollowing and present the findings
a$ elements in protein, such as carbon,hydrogen, o)ygen, sulphur nitrogen andphosphorus,
b$ dipeptides and polypeptides,
organic compoundsin the cell,
e)plain theimportance of waterin the cell.
A student is able to
state the elements in
carbohydrates,
state the types of
carbohydrates,
e)plain the formation
and breakdown ofdisaccharides andpolysaccharides,
A student is able to
state the elements in
proteins,
state the various
structures of
A detailed molecularstructure is not re4uired.
A brief account ofcondensation and hydrolysis
reactions is re4uired.
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
-.- Understanding lipids
c$ the formation and breakdown of
dipeptides and polypeptides,
d$ essential amino acids and non7essentials amino acids.
Use charts to illustrate the various proteinstructures, i.e. primary, secondary, tertiaryand 4uartenary.
&ist the main types of lipids
a$ fat,b$ oil,c$ wa),d$ phospholipids,e$ steroids, such as cholesterol,
testosterone,oestrogen andprogesterone.
(arry out small group discussion on thefollowing and present the findingsa$ elements in lipids,b$ components of fats and oils,c$ formation and breakdown of fats and oils
proteins,
e)plain the formation
and breakdown ofdipeptides andpolypeptides,
e)plain the meaning
of essential aminoacids and non7essential aminoacids.
A student is able to
state the elements inlipids,
state the main types
of lipids
A student is able to
state the
components of fatsand oils,
e)plain the formation
and breakdown offats and oils,
compare and
contrast saturated
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
Use a graphic organi/er to comparesaturated fats and unsaturated fats.
fats and unsaturatedfats
; -.6 Understanding en/ymes iscuss on the following a$ what en/ymes are,b$ en/yme re4uirement in the living
process,c$ general characteristics of en/yme,d$ naming of en/yme based on the
substrate,e$ sites of en/yme synthesis,
f$ intracellular and e)tracellularen/ymes and e)amples,
(onduct a role7play activity to show theinvolvement of ribosomes, endoplasmicreticulum and %olgi body in the production
A student is able to
state what en/ymes
are,
e)plain why
en/ymes areneeded in lifeprocesses,
list the generalcharacteristics ofen/ymes,
relate the name of
en/yme to substrate,
state sites where
en/ymes aresynthesi/ed,
state the meaning of
intracellular ande)tracellularen/ymes,
e)plain the
involvement ofspecific organelles inthe production of
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
of e)tracellular en/ymes.
(onduct e)periments to study the effects ofp0 and temperature on the activities ofamylase and pepsin.
iscuss the effects of en/yme substrateconcentration on en/yme activity.
iscuss the mechanism of en/yme action
using the
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
en/ymes in the cell.
FIRST TERM SCHOO HOIDAY 0'"03" !"03"200'
THEME : INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGSLEARNING AREA : 5. CELL DIVISION
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
11 6.1 Understanding mitosis (onduct a brainstorming session on thefollowing
a$ the need for production of new cells inorganisms,b$ the need for production of new cells
identical to parent cells
erive the meaning and significance ofmitosis from the brainstorming session.
"tudy charts to identify the various of thecell cycle.
?ake models to demonstrate mitosis andcytokinesis.
Prepare and observe a slide of onion roottip to identify different stages of mitosis.
"tudy the process of controlled anduncontrolled mitosis and cytokinesisthrough simulation, computeri/ed,animation or video.
A student is able to
"tate the necessity
for the production ofnew cells inorganisms
3)plain thenecessity for theproduction of newcells identical toparent cells,
"tate the
significance ofmitosis,
dentify the phases
in the cell cycle ,
3)plain the process
of mitosis andcytokinesis,
Arrange the various
stages of mitosis inthe correctse4uence,
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
chromosomes duringmitosis and meiosis.
b$ avoid radioactive and carcinogenic substances.
describe what will
happen when the
movement ofchromosomesduring mitosis andmeiosis do notoccur in an orderlymanner.
@now and avoid
things that maybeharmful.
Th! : I"#$%&'(%&"' Th Ph)$&*+*') O, L&"' Th&"'
L(-"&"' A-( : .0 N/%-&%&*"
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1! 8.1Understanding types ofnutrition
Observe and identify types of nutrition invarious organism.
iscuss autotrophic and heterotrophicnutrition with reference tochemosynthesis, photosynthesis, holo/oic
nutrition, saprophytism, and paratism.
Use a graphic organi/er to show thetypes of nutrition.
(onduct an activity to classify variousorganisms according to types of nutrition.
A student is able to
"tate the types of
nutrition,
3)plain autotrophic
nutrition, 3)plain heterotrophic
nutrition,
(lassify organisms
according to the typesof nutrition
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1!716 8.2Applying the concept ofbalanced diet
(arry out small group discussion on thefollowing and present the findinga$ re4uirements of a balanced dietb$ factors affecting the daily energy
re4uirement such as age, se), bodyweight and occupation.
(onduct an activity to determine theenergy value in food samples.
esign activities to test for the presenceof starch, reducing sugar, non7reducingsugar, protein and lipid in food samples.
(onduct an e)periment to determine thevitamin ( content in various fruit 5uices
?atch the vitamins , minerals androughage with their sources, functionsand effects of deficiency
iscuss the sources and functions ofwater in the body
Dormulate and 5ustify an appropriate dietmenu for pregnant mother ,infants,children, teenagers, athletes, people withspecific diseases, the aged and
A student is able to
e)plain the necessity
for a balanced diet
e)plain the factors
affecting the dailyenergy re4uirement
etermine the energy
value,
etermine the
nutrient content infood samples
e)plain the functions
and sources ofvitamins, minerals ,
roughage in a diet tomaintain health
e)plain the functions
of water in the body
5ustify the selection of
an appropriatebalanced diet for a
he unit for energy used isCoule
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vegetarians target group
16 8.!Understanding malnutrition
%roup discussion and presentation on thefollowinga$ meaning of malnutritionb$ effects of deficiency in proteins,
vitamins, minerals on healthc$ effects of e)cessive intake of
carbohydrates, lipids, vitamins andminerals
d$ effects of diet with low saturated fatson cardiovascular disease
e$ ways to reduce the risk of high bloodpressure, diabetes mellitus andosteoporosis
A student is able to
e)plain wha
malnutrition is
e)plain the effects of
malnutrition
describe ways to
reduce certain heathproblems due to one=s
diet
18 8.-Analy/ing food digestion
iscuss the following a$ glucose, amino acids and lipids are
re4uired to carry out metabolicprocesses
b$ comple)ed substances need to bedigested
raw and label parts of the humandigestive system
iscuss the functions of digestive 5uicesand other substances that aid the process
A student is able to
state the substances
that are re4uired tocarry out metabolicprocesses
list the comple)
substances that need
to be digested e)plain the necessity to
digest comple)substances
draw and label the
human digestivesystem
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of digestion
iscuss the digestion of food on thefollowing aspects location, chewing andmovement of food, glands involved,en/ymes, p0, substrates and products
dentify the parts of digestive system anddigestion of cellulose in ruminants androdents
(ompare and contrast the process ofcellulose digestion in humans, ruminantsand rodents
Plan and conduct e)periments to studyen/ymes actions on starch and protein
iscuss problems related to fooddigestiona$ incomplete digestionb$ bile stonec$ reduced production of specif ic
digestive en/yme
state and describe the
digestive 5uices and
substances involved inhuman digestivesystem
e)plain the digestion of
carbohydrates,proteins and lipids
identify and describe
the digestion ofcellulose in ruminants
and rodents compare and contrast
the digestiveprocesses in human,ruminants and rodens
design e)periments to
study the digestion ofstarch and proteins
describe problems
related to fooddigestion
19 8.6Understanding theprocesses of absorptionand assimilation ofdigested food
3)amine models or diagrams of thedigestive system and cross7section of thesmall intestine.
Using models or diagrams to discussa$ adaptation of the small intestine
A student is able to
identify the parts of
digestive system
e)plain the adaptive
characteristic of the
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b$ absorption process of digested food inthe villus
(arry out an activity to study themovement of substances through the*isking tubing(orrelate the movement of substancesthrough the *isking tubing with nutrientabsorption in the small intestineiscuss the absorption of water andminerals in the colon
Using diagrams, charts or computeri/edanimation discussa$ the transport of amino acid, glucose,
water soluble vitamins minerals bycirculatory system
i$ from small intestine to l iver throughthe hepatic portal vein
ii$ from liver to body cellb$ transport of lipids and fat soluble
vitamins?ake a schematic diagram to show thetransport of nutrients from the intestine tothe body cells.iscuss the function of liver
digestive systemrelated to absorption
draw and label the
structure of the villus
e)plain the process of
absorption in the villus
make an analogy on
the process ofabsorption in the smallintestine
e)plain the absorptionof water and mineralsin the colon
describe the transport
of nutrients bycirculatory system forassimilation
e)plain the main
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a$ storage of nutrientsb$ processing the products of digestioni.e. e)cess glucose and amino acidc$ deto)ification
iscuss the process of assimilation
functions of the liver
describe the process of
assimilation
8.8Understanding theformation of feaces anddefecation
dentify the colon and rectum in thedigestive system
iscussa$ the formation of feaces
b$ the role of microbs in the colonc$ effects of antibiotics on the microbs inthe colon
d$ what defecation ise$ the importance of defecationf$ importance of high fiber dietsg$ defecation related problem i.e.
constipation, colon cancer andhemorrhoids
A student is able to
identify the part where
the formation of feacestakes place
describe the formation
of feaces
e)plain the role ofmicrobs and the effectof antibiotics on them
e)plain what defecation
is
e)plain the importance
of defecation and highfibre diets
describe the problems
related to defecation
1:7 2> MID YEAR EAMINATION 200' (!2 22 MAY 200'(!0 DAYS)
MID YEAR SCHOO HOIDAY
2*MAY 0' JUNE 200'
(! DAYS)
SECOND TERMS : !9 JUNE !* NO%EMBER 200+ (22 #EE$S)
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1 8.93valuating eating habits
iscussa$ relationship between eating habits
and health problems such as gastritis,obesity, anore)ia nervosa, bulimia
b$ evaluate the nutrient contents basedon food labels or advertisements
c$ evaluate the eating habits ofclassmate
A student is able to
relate eating habits
with health problems
evaluate critically
whether a particulareating habit is good orbad
3ating habits involve thefre4uency and time ofeating and the type of foodconsumed
2 8.: 'eali/ing theimportance of healthydigestive system
(onduct an of a defective the digestivesystem.
(onduct a discussion on ways to take
care of the digestive system, such asgood eating habits, avoid 5unk food, try tocut down on sweet and fatty foods.
A student is able to
Predict the effects of
defective digestive
system on health, ake care of the
digestive system forone=s well7being.
28.; Understanding theimportance ofmacronutrients andmicronutrients in plants
(arry out small group discussion on thefollowing and present the findings
a$ the elements re4uired by plants,b$ classify the elements re4uired by
plants based on the amount needed#i$ macronutrients consisting of carbon,hydrogen, o)ygen, nitrogen, phosphorus,potassium, calcium, magnesium, andsulphur,#ii$ micronutrients consisting of boron,molybdenum, /inc, manganese, copperand ferum.
A student is able to
&ist elements re4uired
by plants,
(lassify elements
re4uired by plantsbased on the amountneeded,
?ai/e seedlings may beused for this e)periment.
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Plan and conduct and e)periment onplants to study the effects ofmacronutrient deficiency i.e. nitrogen,phosphorus, potassium, calcium,magnesium, and sulphur.
iscuss and correlate the effects ofmacronutrients deficiency with thefunction of the macronutrient based onthe results of the e)periment.
(ollects and interpret data from varioussource such as nternet on the function ofeach macronutrient in plants.
iscuss the function of micronutrients andeffects of micronutrient deficiency inplants.
esign an e)periment
to study the effects ofmacronutrientdeficiency in plants,
'elate the effects of
macronutrient
deficiency with thefunction ofmacronutrients,
3)plain the function of
each macronutrient inplants,
"tate the function of
micronutrients inplants,
"tate the effects ofmicronutrientdeficiency in plants,
! 8.1>Understandingphotosynthesis
"tudents read about the discovery ofphotosynthesis and e)tract importantfacts from it.
A student is able to
escribe the
development that leads