yearly plan f5 biology edited
TRANSCRIPT
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THEME : PHYSOLOGY OF LIVING THINGS
LEARNING AREA: 1.0 TRANSPORT
Week Learning Objectives Learning Outcomes Suggested LearningActivities
Notes Vocabulary
1.1 Understanding the importanceof having a transport system insome multicellular organisms
Students should be able to :
Identify the problem that could befaced by multicellular organisms inobtaining their cellularrequirements and getting rid of theirwaste products.
Suggest how the problem isovercome in multicellularorganisms.
Carry out activities to identify theproblem that could be faced bymulticellular organisms andexplain how the problem isovercome in multicellularorganisms as compared tounicellular organisms.a)correlate the different sizes of
cubes to total surfacearea/volume (TSA/V) ratio,
b)discuss how the (TSA/V) ratioaffects the movement ofsolute to the interior of cubes
c)relate the outcomes of (a) and(b) to the problems faced bymulticellular organisms ingetting cell requirement to thecells in the interior of theorganisms
d)suggests ways to improve themovement of solutes to theinterior of cubes withoutchanging the size of cubes
e)Explain why there is a needfor a transport system in somemulticellular organisms.
As compared tounicellular organisms
Cell requirementskeperluan sel
Waste products hasil buangan
Transportpengangkutan
Total surface areajumlah luaspermukaan
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Week Learning Objectives Learning Outcomes Suggested LearningActivities
Notes Vocabulary
1.2 Synthesising the concept ofCirculatory systems.
Students should be able to :
state what a circulatorysystem is
state the three componentof circulatory system inhumans and animals
state the medium oftransport in humans andanimals
state the composition ofhumans blood
explain the function ofblood and haemolymph intransport
describe the structure ofhuman blood vessels
explain how blood ispropelled through thehuman circulatory system.
explain briefly how bloodpressure is regulated
Read text materials and viewcomputers simulations oncirculatory system and discuss
the following:
a) what is a circulatorysystem
b) the three componentsof circulatory system,i.e. medium, vesselsand pump
c) blood and haemolymphas a medium oftransport
d) the composition ofhuman bloode) the function of bloodand haemolymph intransport
f) the structure of humanblood vessels: arteries,veins and capillaries
g) the basic structure andfunction of the humanheart
h) the circulation of bloodin humans in terms of:
i) pumping of the heartii) contraction of
skeletal musclesaround veins
i) the regulatorymechanism of bloodpressure
Only a brief descriptionof human bloodvessels is required.
Cardiac cycle is notrequired.
Baroreceptors in theaorta and carotidarteries are mentioned.
Circulatory system- sistem peredaran
Composition- komposisi
Blood vessles- salur darah
Regulatory mechanism- mekanisme kawal atur
Blood pressure- tekanan daran
Heart-jantung
Cardiac muscle- otot kardium
Skeletal muscle- otot rangka
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Notes Vocabulary
1.3 Understanding themechanism of blood clotting
compare and contrast thecirculatory systems in thefollowing: humans, fish andamphibians
conceptualise thecirculatory system inhumans
Students should be able to:
explain the necessity forblood clotting at the site ofdamaged blood vessels
explain the mechanism ofblood clotting
predict the consequencesof impaired blood clottingmechanism in an individual
Look at the heart of the fish,
chicken and / or cow and notesimilarities and differences interms of size, and number ofcompartments .
Use schematic diagrams tocompare the circulatory system inthe following: humans, fish andamphibians.
Visualize and draw concept mapson the circulatory system inhumans.
Show photomicrographs of bloodclots.
Discuss the necessity of bloodclotting with respect to:
a) preventing seriousblood loss
b) preventing the entry ofmicroorganisms orforeign particles
c) maintaining bloodpressure
d) maintaining circulationof blood in a closedcirculatory system
Use a schematic diagram toillustrate the mechanism of bloodclotting.
Predict the consequences ofblood clotting related problemssuch as haemophilia ortrombosis.
Effectors are smoothmuscles of the arteriesand cardiac muscle.
Blood clotting-pembekuan darah
Damaged blood vessel- salur darah tercedera
Impaired blood clotting-pembekuan darah terjejas
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Notes Vocabulary
1.4 Synthesising the concept oflymphatic systems.
Students should be able to :
describe the formation of interstitialfluid.
state the composition of interstitialfluid.
state the importance of interstitialfluid.
describe the fate of interstitial fluid.
describe the structure of thelymphatic system,
explain how the lymphatic systemcomplements the circulatorysystem,
compare the content of blood,interstitial fluid and lymph,
predict what will happen ifinterstitial fluid fails to return to thecirculatory system.
conceptualise the relationshipbetween the lymphatic system andcirculatory system.
Draw a schematic diagram on theformation of interstitial fluid andlymph, and discuss the following :
a) spaces between cells.b) materials from blood
capillaries entering thesespaces.
c) composition of interstitial fluid.d) The importance of interstitial
fluide) The need for interstitial fluid to
return to the circulatorysystem directly or via thelymphatic system.
Discuss the following :a) the structure of the lymphatic
system,b) The flow of lymph,c) The role of the lymphatic
system in transport.
Use a graphic organizer tocompare the content of blood,interstitial fluid and lymph.
Brainstorm to predict what werehappen if interstitial fluid fails to
return to the circulatory system.
Study diagram or computersimulation on the lymphaticsystem, and discuss therelationship between thelymphatic system and circulatorysystem.
With the exception ofthoracic duct and rightlymphatic duct, specificnames of lymphvessels and lymphnodes and notrequired.
interstitial fluid- bendalir interstis
Lyhmpatic system- system limfa
lymph nodes- nodus limfa
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Week Learning Objectives Learning Outcomes Suggested LearningActivities
Notes Vocabulary
1.5 Understanding the role ofthe circulatory system inbody defence mechanism
Students should be able to :
state another function of thecirculatory system besidestransport.
identify the three lines of defencemechanism of the body,
describe the process ofphagocytosis,
state the meaning of antigen ,antibody, immunity andimmunization,
relate antigen and antibody toimmunity.
name and give examples of varioustypes of immunity,
State the affects of humanimmunodeficiency virus (HIV) onthe bodys defence mechanism,
Discuss the necessity for a bodydefence mechanism in humans.
Gather information and discussthe bodys mechanism withreference to :a) first line of defence
- skin- mucous membrane
b) second line of defence- phagocytic white bloodcells.
c) third line of defence- lymphocytes
Draw and label the variousstages of phagocytosis
Discuss the following :a) antigens, antibodies, immunity
and immunization,b) how antigens and antibodies
are related to immunity.c)The various types of immunity
:i) active immunity (natural,
artificial)ii) passive immunity
(natural, artificial)
Carry out small group discussionon the following and present thefindings:a) the effects of HIV on the
bodys immune system.
Bodys defence mechanism- mekanisme pertahanan badan.Immunity
- keimunanImmunisation- pengimunanacquired immune deficiencysyndrome (AIDS)- sindrom kurang daya tahan
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Week Learning Objectives Learning Outcomes Suggested LearningActivities
Notes Vocabulary
1.6 Appreciating a healthycardiovascular system
1.7 Understanding the transportof substances in plants.
Describe the transmission of HIV,Suggest ways to prevent the spred
of acquired immune deficiency
syndrome (AIDS).
Students should be able to :
select and practise suitable ways tomaintain a healthy cardiovascularsystem
Students should be able to :
state the necessity for transportof substances in plants.
identify the vascular tissue in stem,root and leaf.
state the role of vascular tissue inthe transport of substances.
describe the structure of vasculartissue.
b) transmission of HIV.
c) prevention of AIDS
Research and discuss nutritionand lifestyle which can lead to ahealthy cardiovascular system.Then, select ways that aresuitable and practise them.
Discuss the following :a) the necessity for tansport ofsubstances in plants.
b) the problem that could befaced by plants intransporting substancesand how it is overcome inplants.
Carry out the followingactivities :a) to show the presence of
xylem as a continuous tubesystem to transport waterand minerals.
b) prepare slides and look atthe cross-section andlongitudinal section of adicot stem.
c) study prepared slides ofXS of stem, root and leafof a dicot plant and drawplan diagrams.
Cross section - keratan rentas
Longitudinal section keratanmembujur
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Week Learning Objectives Learning Outcomes Suggested LearningActivities
Notes Vocabulary
1.8 Synthesising the concept oftransport of substances inplants.
relate the structure of xylem totransport.
relate the structure of phloem totransport.
predict the effect of removing a ringof phloem tissue from a plant.
Students should be able to :
state what translocation is.explain the importance oftranslocation in plants.
describe the process oftranspiration.
explain the importance oftranspiration.
describe the pathway of water fromthe soil to the leaves.
Relate the following :a) the structure of xylem to
the transport of water and
mineralsb) the structure of phloem tothe transport of organicsubstances.
Carry out bark ringing to showthe role of phloem in thecontinuous transport of organicsubstances.
Discuss the following :a) the transport of organic
substances in plants.b) the importance of
translocation in plants.
Carry out small group discussionon the following and present thefindings ;a) the process of transpiration.b) the importance of
transpiration.c) the pathway of water from
soil to leaves using aschematic diagram.
Bark ringing is theremoval of a ring oftissue to the xylem
from around the trunkof a woody plant.
Mechanism to explaintranslocation is notrequired.
Pathway of water laluan air
Environmental factor factorpersekitaran.
Light intensity keamatancahaya
Relative humidity kelembapanrelative
Rate of transpiration kadartranspirasi
Root pressure tekanan akar
Transpiration pull tarikantranspirasi
Capillary action tindakankapilari
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Week Learning Objectives Learning Outcomes Suggested LearningActivities
Notes Vocabulary
state external conditions affectingtranspiration.
design experiments to study factorsaffecting the rate of transpiration.
explain the role of root pressure inthe movement of water in plants.
explain the role of cohesion andadhesion of water in the movementof water in plants.
conceptualise the transportmechanism in plants
d) the external conditionsaffecting the rate oftranspiration.
Design and conduct experimentsto study factors affecting the rateof transpiration, ie. ;a) air movementb) temperaturec) light intensityd) relative humidity
Carry out an activity to show thefollowing ;a) root pressureb) cohesion and adhesion of
water.
Discuss and draw a concept mapof the movement of water inplants in terms of the following :osmosis, transpiration pull,cohesion and adhesion of water,opening and closing of stomata,root pressure.
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THEME : PHYSIOLOGY OF LIVING THINGS
LEARNING AREA : 2.0 LOCOMOTION AND SUPPORT
Week Learning Objectives Learning Outcomes Suggested Learning Activities Notes Vocabulary
2.1 Understanding support and
locomotion in humans andanimals.
Students should be able to :
explain the necessity forsupport and locomotionin humans and animals.
describe problems thatcould be faced byhumans and animals insupport and locomotion.
explain how problems insupport and locomotion
are overcome in humansand animals.
name the bones thatmake up the axialskeleton andappendicular skeleton ofthe human body.
Carry out small group discussion on the
following :
a) the necessity for support and locomotionin humans and animals.
b) the problems that could be faced byhumans and animals in support andlocomotion.
c) how the above problems are overcome inhumans and animals.
Study a model of human skeleton to identifythe following :a) axial skeleton consisting of the skull,cervical vertebrae, thoracic vertebrae,lumbar vertebrae, sacrum, coccyx, sternumand ribs.b) appendicular skeleton consisting of thescapula, clavicle, humerus, ulna, radius,pelvic girdle, femur, tibia and fibula.
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Notes Vocabulary
label the bones, the skeletalmuscles and tendons in adiagram of the arm.
Explain how movement isbrought about in a limb.
State the function of cartilageand synovial fluid at joints
Describe briefly the mechanismof locomotion in an animal.
State some consequences ofimpaired musculoskeletal systemon support and locomotion
Observe a chicken wing to note the positionand nature of muscle, ligaments andtendons.
Draw and label a simple diagram of an armto show the arrangements of bones,skeletal muscle and tendons.
Briefly discuss;a) how the bones, skeletal
muscle, tendons and jointsbring about movement inthe arm or leg.
b) the necessity of nerveimpulses in skeletal musclecontraction.
c) the antagonistic action ofskeletal muscle.
d) all muscles has twoprimary proteins.
e) source of energy is fromATP produced in adjacentmitochondria.
f) the function of cartilage andsynovial fluid at joints
Observe and discuss the mechanism oflocomotion in an earthworm, grasshopper,fish of bird.
Discuss and present findings on musclecramps, osteoporosis, muscular dystrophyand arthrisis
The slidingFilament model ofmusclecontraction is notrequired.
Only a simpleaccount isrequired.
contraction pengecutan
impaired terjejas
muscle cramp kejang otot
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Notes Vocabulary
2.2 Appreciating a healthymusculoskeletal system
2.3 Understanding support inplants
Students should be able to :
Practise ways to care for themusculoskeletal system.
Students should be able to :
Explain the necessity forsupport in plants
Explain how support is achievedin aquatic plants
Explain how support in terrestrialplants are achieved throughtissue modification.
Discuss and share ways ofCaring for the musculoskeletal system suchas:a) following a balanced dietb) having a good posturec) using a proper attire for
daily activities.d) taking appropriate
precautions duringvigorous activities.
e) practicising correct and safeexercise techniques.
Discuss the following ;a) the necessity for support in
plants.b) what could be the support
related problems faced by( i ) aquatic plants(ii ) terrestrial plants
c) how is support achieved inaquatic and terrestrialplants.
Carry out the following activities ;a) study the adaptation for support
(aerenchyma and air sacs ) in floatingaquatic plants eg. Water hyacinth.
b) study prepared slides of
cross- sections of old stems to identifytissue that help in support.
c) investigate how support inherbaceous plants eg. spinach andbalsam is achieved without woodytissue.
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THEME : PHYSIOLOGY OF LIVING THINGS
LEARNING AREA : 3.0 COORDINATION AND RESPONSE
Week Learning Objectives Learning Outcomes Suggested LearningActivities
Notes Vocabulary
3.1 Understanding response andcoordination
Students should be able to :
list the changes in external andinternal environment faced bythe organism,
state why organisms have to besensitive to changes in internaland external environment.
clarify through examples themeaning of stimulus and
response
state the main components andpathways involved in detectingand responding to changes inexternal environment
state the main components andpathways involved in detectingand regulating changes ininternal environment,
clarify through examples themeaning of coordination
Carry out small group discussionon the following and present thefindings:
a) External stimuli, e.g. light,sound, smell, taste, temperature,pressure, and touch.
b) Internal stimuli e.g. sugar levelin the blood and osmoticpressure of blood.
c) the necessity for livingorganisms to respond to stimuli
Carry out activities to study:
a) human and animal responsesto external and internalenvironment
b) plant responses to externalenvironment
View computer simulations on thepathways in detecting andresponding to external andinternal stimuli in humans andanimals and draw schematicdiagrams involving the maincomponents.
Discuss what is meant bycoordination.
Main components arereceptors, integratingcentre and effectors.
Affent and efferentpathways are involved.
In regulating theinternal environment,negative feedback isinvolved.
External environmentpersekitaran luar
Internal environmentpersekitaran dalam
Stimulus rangsangan
Response
gerak balas
Negative feedback suap baliknegatif
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Notes Vocabulary
3.2 Analysing the role ofhuman nervous system
Students should be able to :
state the role of nervoussystem
draw and label a diagram toshow the organisation ofnervous system
name the main parts of thebrain and state theirfunctions,
draw and label a diagram ofa cross section of the spinalcord,
state the main functions ofthe spinal cord
label the structure of anafferent neurons,
identify the types of neuronsfrom diagrams given state the function of each
type of neurone
state the mode oftransmission of informationalong the neurone
describe briefly the pathwayof transmission ofinformation from receptorsto effectors
Discuss the role of nervous system.
Draw a diagram to show theorganisation of the nervous system.
View graphics of the brain and labelthe main parts of the brain, and statetheir respective function(s).
Draw and label diagram of a crosssection of a spinal cord.
Discuss the main functions of thespinal cord.
Draw and label the structure of theefferent neurone ( nucleus, cell body,cytoplasm,dendrites,axon,synapticdendrites, myelin sheath ).
Identify and discuss the function ofthe three types of neurone.
View computer animations on thetransmission of information in theform of electrical signals.
Discuss the mode of transmission ofthe information along the neurone.
Draw a schematic diagram to showthe pathway of transmission ofinformation, and discuss thefollowing:
The parts of the brain to bestudied are thecerebrum,cerebellum,medullaoblongata,pituitary,hypothalamus andthalamus.
Cross section of spinal cordinclude grey matter,whitematter,dorsal root,ventralroot,ganglion,spinal nerve.
Nervous system sistemsaraf
Spinal cord saraf tunjang
Transmission of information penghantaran maklumat
Electrical signals isyaratelectric
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Week Learning Objectives Learning Outcomes Suggested LearningActivities
Notes Vocabulary
draw and label a simple diagramof a synapse,
describe the transmission ofinformation across synapses,
state the role of synapse intransmission,
give examples of voluntaryaction,
give examples of involuntaryaction
outline the transmission ofinformation in voluntary action
outline the transmission ofinformation in involuntary action
draw a schematic diagramshowing a reflex arc,
give examples of nervoussystem diseases
a) reception of stimuli byreceptorsb) from receptors to the centralnervous systemc) integration and interpretationby the central nervous system tothe effectorsd) response by the effectors
Draw and label a simple diagramof a synapse,
Conduct small group discussionon the following:a) transmission of informationacross the synapseb) the role of the synapse intransmission
Discuss vountary action andinvountary action with examples.Discuss the following:a) vountary action e.g, raisingyour hand to answer a question,b) involuntary action involvingskeletal muscles e.g. knee jerk,c) involuntary action involvingsmooth muscles or glands eg.
normal blood pressure.
Work in small groups to draw aschematic diagram of a reflex arc
Visit homes for aged.Show compassion towards seniorcitizens and patients withAlzheimers and Parkinsonsdiseases.
Note:Conditional reflex isnot required.
Voluntary action tindakanterkawal
Involuntary action tindakan luarkawal
Knee jerk sentakan lutut
Skeletal muscles otot licin
Reflex arc arka refleks
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Week Learning Objectives Learning Outcomes Suggested LearningActivities
Notes Vocabulary
3.3 Analysing the role of hormonesin humans
Students should be able to:
state what a hormone is,
state what the endocrinesystem is,
state why the endocrinesystem is necessary,
state physiologicalprocesses not directlyregulated by the nervoussystem,
describe how the endocrinesystem complements thenervous system,
Carry out small group discussionon the following and present thefindings:
a) What a hormone is,b) What the endocrine
system isc) Why the endocrine
system is necessary,despite having thenervous system,
d) The physiologicalprocesses which arenot directly regulatedby the nervous system,e.g. menstrual cycle,development ofsecondary sexcharacteristics, growth,etc
e) How the endocrinesystem complementsthe nervous system.
Carry out group activity to labelthe main glands in the endocrinesystem.
Name the main hormonesproduced by each endocrinegland.
Endocrine glandskelenjarendocrine
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Week Learning Objectives Learnng Outcomes Suggested LearningActivities
Notes Vocabulary
label the main glands of theendocrine system,
name the main hormonesproduced by eachendocrine gland,
state the functions of thehormones involved in somephysiological processes,
describe briefly howsecretion of hormone isregulated,
describe brieflycoordination involving both
the nervous and endocrinesystem in a fight or flightsituation,
state the effects ofhormonal imbalance
state the use of hormonesin medicine
Match the hormones with theirfunctions in the followingphysiological processes:
a) Reproduction,b) Growth,c) Homeostasis.
Discuss how secretion of ahormone can be regulated by :
a) another hormone, e.g.thyroid stimulatinghormone (TSH),
b) level of certainsubstances, e.g.glucose,
c) nervous system.Discuss the involvement of boththe nervous system andendocrine system in a fight orflight situation (involvingadrenaline).
Carry out small group discussionon the following and present hefindings on:
a) the effects of imbalanceof thyroxine, growth
hormone, antidiuretichormone and insulin,
b) the use of hormones inthe treatment ofdiabetes mellitus anddwarfism.
The main hormonesrequired are:- follicle-stimulatinghormone,- luteinising hormone,- estrogen- progesterone- androgens- growth hormone- thyroid-stimulatinghormone- thyroxine- insulin- glucagons- antidiuretic hormone,and- adrenaline.
Hormonal imbalanceketidakseimbangan hormone
Dwarfism kekerdilan
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Notes Vocabulary
3.4 Synthesizing the concept ofhomeostasis in humans
Students should be able to :
Explain the necessity tomaintain an optimalphysical and chemicalcondition in the internalenvironment,
state the meaning ofhomeostasis,
design an experiment tostudy the effect of differentquantities of water intakeon urine output,
relate changes in bloodosmotic pressure to urineoutput,
describe the formation ofurine,
relate the formation of urineto excretion,
describe briefly themechanism ofosmoregulation,
Discuss the following:a) physical factors body
temperature and bloodpressure,
b) chemical factors in theblood partial pressureof oxygen and carbondioxide, osmoticpressure, and sugarlevel,
c) the necessity tomaintain an optimalphysical and chemicalcondition in the internalenvironment,
d) the meaning ofhomeostasis
Design an experiment to showthe effect of different quantities ofwater intake on urine output.
Discuss the following:a) the relationship
between regulation ofosmotic pressure andthe formation of urine,
b) the formation of urine,c) the relationship
between urineformation andexcretion.
Draw and label the followingstructures:
a) kidney,b) nephron.
Regulation of thephysical and chemicalfactors in the internalenvironment is vital forsurvival.
The action of sodiumpump is not required
Regulation -- kawalatur
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Notes Vocabulary
predict the consequencesof impaired kidney function,
describe the regulation ofblood sugar level,
describe the regulation ofbody temperature,
conceptualise homeostasis.
View computer simulations anddraw a schematic diagram on theprocess of urine formation anddiscuss the following processes:
a) ultrafiltration,b) reabsortion,c) secretion
Draw a schematic diagram on theaction of antidiuretic hormone(ADH), and discuss the following:
a) the process ofosmoregulation by thekidneys,
b) negative feedbackcontrol inosmoregulation.
Gather information and discussthe following:
a) haemodialysis,b) kidney donation and
kidney transplant,
Recall, discuss and draw aconcept map on variousmechanisms that together keepthe physical and chemicalconditions inside the organismconstant in terms of:
a) blood sugar level,b) body temperature,c) partial pressure of
oxygen and carbondioxide,
d) blood pressure.
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Week Learning Objectives Learning Outcomes Suggested LearningActivities
Notes Vocabulary
3.5 Practising a healthy lifestyle
3.6 Understanding planthormones
Students should be able to :
describe the effects of drugand alcohol abuse onhumans,
explain the factors that canlead to drug and alcoholabuse,
practise a healthy lifestyle
Students should be able to:
State what plant hormones are. Give some examples of plant
hormones.
Infer the effects of auxins ongrowth responses
Explain the role of auxinsintropism
State the use of hormones inagriculture
Show pictures of drug addictsand alcoholics, then discuss drugand alcohol abuse.Research and report on:
effects of drug andalcohol abuse such ason the nervous system,
social factors that canlead to drug andalcohol abuse.
Attend talks on drug and alcoholabuse.Participate in anti-drug abuse andanti-alcohol abuse campaigns.
Research and report on:
a) the meaning of planthormone
b) plant hormones e.g. auxins,ethylene
c) effect of auxins based onscientific findings onphototropism.
d) role of auxins inphototropism andgeotropism.
e) the use of hormones inagriculture.
Only a simpleaccount is required isrequired.
Ethylene is alsoknown as ethene.
Drug abuse penyalahgunaandadah
Responsesgerakbalas
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THEME : PHYSIOLOGY OF LIVING THINGS
LEARNING AREA : 4.0 REPRODUCTION AND GROWTH
Week Learning Objectives Learning Outcomes Suggested Learning Activities Notes Vocabulary
4.1 Analysing gamete formation
4.2 Analysing the role ofhormones in the menstrualcycle.
Students should be able to:
Explain the necessity fororganisms to reproduce
State types of reproduction. Explain the necessity for
formation of gametes.
Describe formation of sperm inhumans.
Describe formation of ovum inhumans.
Compare the formation ofsperm with that of ovum.
Students should be able to:
State what menstruation is. Relate menstruation to
menstrual cycle.
State then importance of themenstrual cycle
State the hormones involved inthe menstrual cycle
Relate hormonal levels to thedevelopment of follicles, theprocess of ovulation, and theformation of corpus luteum
Relate hormonal levels to thechanges in thickness of theendometrium
Discuss the following about
reproduction:a) the necessity to reproduceb) the two types of
reproductionc) the necessity for formation
of gametes
Study diagrams of the stages in theformation of a sperm and ovum.
Compare the formation of a spermwith that of an ovum.
Discuss the following:
a) what menstruation isb) the relation between
menstruation and menstrualcycle
c) the importance of the menstrualcycle
d)
hormones involved in themenstrual cycle
Study and interpret graphs onhormonal levels during the menstrualcycle.
Study diagrams, and discuss theeffect of hormonal levels on thefollowing :
Reproducemembiak
Menstrual cycle kitar haid
Ovulation - Pengovuman
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Notes Vocabulary
4.3 Understanding the earlydevelopment of a zygote inhumans.
Explain the role of hormones inregulating menstrual cycle
State what premenstrualsyndrome(PMS) is
State what menopause is
Students should be able to:
Describe what fertilization is. Describe in simple terms the
early development of a zygote.
Name the two main stages inthe development of a zygote inpreparation for implantation
Describe the formation of twins Compare identical twins with
fraternal twins
State the functions of theplacenta in foetal development
Explain the advantages offoetus having a separatecirculatory system from that of
the mother.
a) follicle developmentb) ovulationc) formation of corpus luteumd) thickness of the endometriumDiscuss the following:
a) Premenstrual syndromeb) MenopauseUse diagram and computer simulationto discuss the following:
a) the formation of zygoteb) the early development of a
zygote as the formation of a ballof cells which becomes
implanted in the wall of theuterus
c) identify morula and blastocystfrom the diagrams given
d) formation of identical twins,fraternal twins and Siamesetwins.
Ilustrate how identical and fraternaltwins are formed, and give somedifferences between them.Research and report on:
a) functions of the placenta infoetal developmentb) the advantages of foetushaving a separate circulatory systemfrom that of the mother.
Only a simple accountis requirerd.
Premenstrual syndrome(PMS)-Sindrom Prahaid
Menopauseputus haid
Fertilizationpersenyawaan
Identical twins- kembar seiras
Fraternal twins-kembar takseiras
Implantation-penempelan
Umbilical cord- tali pusat
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Notes Vocabulary
4.4 Appreciating thecontribution of science &technology to humanreproduction.
4.5 Synthesizing the concept ofsexual reproduction in flowering
plants.
Students should be able:
Explain the contribution ofScience & Technology tohuman reproduction
Explain some moral issuesrelated to the application ofScience & Technology tohuman reproduction.
Explain what sexuallytransmitted diseases are.
Give examples of sexuallytransmitted diseases
Students should be able to :
identify male and femalestructure in a flower.
describe the formation of pollengrains.
Describe the formation of theembryo sac in the ovule.
Describe the formation ofpollen tube.
Describe the formation ofzygote.
Describe the formation oftriploid nucleus.
Conceptualize doublefertilization.
Relate the structure of a fruit tothe flower parts.
Explain the importance ofdouble fertilization for thesurvival of flowering plants.
Research and report on:
a) family planninga) sperm bankb) artificial inseminationc) in-vitro fertilizationd) surrogate mothere) sexually transmitted diseases
Examine a flower to identify:(a) various flower part.(b)the structure which produce maleand female reproductive cells.
Draw diagrams to show thestages in the formation of
(a) pollen grains from pollenmother cell,
(b) embryo sac from embryosac mother cell.
Describe briefly what happens at eachstage in both (a) and (b).
Artificial insemination-permanianberadas
In vitro fertilisation-persenyawaan in vitro
Surrogate mother-ibu tumpang
Pollen debunga.Embryo sac pundit embrio.
Germination
percambahan.
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Notes Vocabulary
Conduct an activity to observe thegermination of pollen grains in sugarsolution.
Discuss the following:(a) the formation of two male
nuclei from the generativenucleus.
(b) The formation of a zygote .(c) The formation of triploid
nucleus.
Discuss and draw a concept map ofdouble fertilization in flowering plants.
Examine the structure of fruits.
Eg.mango.
Long beans and relate them to theflower parts:(a) seeds from the ovule.(b) seed coat from the integument(c)fruit from the ovary.
Discuss the importance of doublefertilization for the survival of floweringplants.
Double fertilizationpersenyawaan ganda dua.
Seed coat kulit biji.
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Notes Vocabulary
4.6 Understanding growth inmulticellular organisms.
4.7 Understanding the growthcurve .
Students should be able to :
Explain briefly the necessity forgrowth.
Explain what growth is.
Students should be able to :
Identify the parameter used in themeasurement of growth.
Describe the Sigmoid growth curve.
Relate the shape of the growthcurve to the growth phases of anorganisms.
Explain the shape of the growthcurve of an insect.
Discuss the necessity for growth.Carry out small group discussion ongrowth in terms of :
(a) growth being an irreversibleprocess.
(b) Increase in the number ofcells.
(c) Increase in cell size.(d) Cell differentiation.
Study diagrams or prepared slides toidentify the growth zone at root tip andshoot tip.
Generate idea on the appropriateparameter used in the measurementof growth.Conduct an activity to study thegrowth of a plant:e.g onion, maze or balsam.Study and interpret the dataOn growth in human and discuss thefollowing:
(a) the shape of growth curve.(b) Phases of growth.(c) Relationship between
(a) and (b).Study and interpret a growth of aninsect and relate the shape of thecurve to its growth.
Parameter used canbe height, length,volume, dry mass andfresh mass.
Growth pertumbuhan.Irreversible tidak berbalik.Cell differentiation pembezaan
sel.
Growth curve lengkungpertumbuhan.
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Notes Vocabulary
4.8 Understanding primary andsecondary growth in plants.
Student should be able to:
State the type of growth in plants.
State what primary and secondary
growth is.
Name the tissues involved inprimary and secondary growth.
State the location of the tissuesinvolved.
Explain the importance of primarygrowth.
Explain the importance of secondarygrowth.
Compare and contrast plant thatundergo secondary growth withplant that do not.
State the economic importance ofplants that undergo secondarygrowth.
Discuss the type of growth in plants.
Conduct a field study to identify plantsthat undergo primary and secondarygrowth.
Examine prepared slides or diagramsof a cross section of a young stem,mature stem, young root, mature rootin dicots to identify the primary andsecondary tissues.Research and report on the following:
(a) relate primary growth toheight, support andtransport of substances.
(b) Relate secondary growth toadditional support andtransport.
(c) State the importance ofvascular cambium and corkcambium.
(d) Compare plants thatundergo secondary growthwith those that do not.
(e) The economic importance ofplants that undergosecondary growth.
Primary growth pertumbuhanprimer.Secondary growthpertumbuhan sekunder.
Cork cambium cambiumgabus.
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THEME : VARIATION AND INHERITANCE.
LEARNING AREA : 1.0 INHERITANCE
Week Learning Objectives Learning Outcomes Suggested Learning Activities Notes Vocabulary
1.1 Synthesizing the concept of
inheritance based on Mendelsexperiment.
Students should be able to :
State what is meant by inheritance.Differentiate traits and characters
Identify characters and traits inMendels experiment
State that there is a hereditaryfactor that determines a particular
character.
Identify dominant trait and recessivetrait.Explain genes and allelesExplain dominant allele andrecessive alleleState the meaning of phenotypeand genotype.Relate allele combination togenotype.State the meaning of homozygote
and heterozygoteDetermine the phenotypic andgenotypic ratio in the first andsecond filial generation.
Discuss the following based on example :
(a) inheritance(b) characters and traits.Study diagrams showing the result ofMendels monohybrid cross experiment,then discuss
(a) characters and traits in Mendelsexperiment
(b) there is a hereditary factor thatdetermines a particular character.
(c) Dominant trait and recessive trait.(d) Genes and alleles(e)
Dominant allele and recessiveallele
(f) Phenotype and genotype(g) homozygote and heterozygote(h) phenotypic and genotypic ratio in
the first and second filialgeneration.
(i) the importance of meiosis I in thesegregation of alleles.
E.g:
Character: heightTrait: tall, short.
Character: colourTrait : white, red.
Schematic diagramsshould show thesegregation of allelesin meiosis
Inheritance pewarisan.
Characteristic
cirri.Hereditary factor factorpewarisan.
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Notes Vocabulary
1.2 Understanding inheritance
State the meaning of monohybridinheritance.
Conceptualize Mendels First Law.
State the meaning of dihybridinheritance.
Conceptualize Mendels SecondLaw.
Students should be able to :
state the blood groupsinthe ABO system and
Rhesus factor (Rh factor)in humans
explain the inheritance ofABO blood group inhumans
(j) Meaning of monohybridinheritance.
Conduct an activity using coloured buttons orbeans to illustrate Mendels First Law.
Discuss Mendels First Law as the Law ofSegregation.
Study diagrams showing the result ofMendels dihybrid cross experiment thendiscuss the following:(a)meaning of dihybrid inheritance(b) the importance of meiosis in terms ofindependent assortment of chromosome.
Discuss Mendels Second Law as the Law of
Independent Assortment.
Discuss :
a) blood groupsand Rhesus factor(Rh) factor)
b) inheritance of ABO blood group inhumans.
The use of Punnettssquare is required.
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Notes Vocabulary
1.3 Understanding genes
and chromosomes
differentiate autosomesfrom sex chromosomes
identify the differenthuman karyotypes,
explain sexdetermination in off-springs
explain sex-linkedinheritance usingexamples.
describe hereditydiseases.
Students should be able to :
state the unit ofinheritance state the location of
genes. describe the structure of
deoxyribonucleic acid(DNA)
describe in simple termsthe manifestation of atrait of an organism fromthe basic unit ofinheritance
Examine a drawing of a micrograph of humanchromosomes and :
a) determine the number of chromosomes,b) arrange the homologus pairs based on the
location of the centromere and size ofchromosomes
c) identify autosomes and sex chromosomesCompare the karyoptypes of a normal human beingwith that of a person with Downs syndrome.
Draw a schematic diagram to show the following :a) sex determination in offspringsb) sex-linked inheritance of haemophilia and
colour blindness
Gather information and discuss:a) hereditary disease such as thalassaemia
Research and report on :a) unit of inheritanceb) the location of genes
Construct a model of deoxyribonucleic acid (DNA)and discuss the following :
a) structure of nucleotidesb) structure of polynucleotidesc) double helix structure of DNA
Only a brief accountis required
sex determinationpenentuan seks
sex-linked inheritance-pewarisan terangkai seks
colour blindness-buta warna
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Week Learning Objectives Learnng Outcomes Suggested Learning Activities Notes Vocabulary
explain briefly the importanceof genetics to mankind.
describe the application andabuse of knowledge ingenetics.
argue on the need for ethicsand moral in the application ofgenetics.
Draw a schematic diagram and relate how a traitis manifested from the basic unit of inheritance interms of :
a) chromosomes to DNAb) DNA to genec) Gene to proteind) Protein to the trait of an organism
Research and report on the following :a) DNA fingerprintingb) Human genome projectc) Potential of stem cell researchd) Genetic engineering,
i) gene therapyii) genetically modified
organisiii) genetically modified foodiv) medicine (production ofinsulin)
Discuss the implications of the above to mankind.
Conduct a forum or debate on ethical and moralissues in the application of knowledge in genetics.
Visit research centres that conduct research ingenetic engineering.
An explanation ofthe mechanism ofprotein synthesis is
not required
Double helix- helix gandadua
DNA fingerprinting cap jariDNA
Genetic engineering
kejuruteraan genetic
Ethics-etika
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THEME : VARIATION AND INHERITANCE
LEARNING AREA : 2.0 VARIATION
Week Learning Objectives Learning Outcomes Suggested Learning Activities Notes Vocabulary
2.1 Understanding variations in
organisms
2.2 Understanding the causes ofvariation
Students should be able to :
State the importance ofvariations in organism Give examples of
variation in humans.
State the type of variation. Compare continuous
variation withdiscontinuous variationwith discontinuousvariation
A student is able to :
State the factors causingvariation.
Explain the effects ofgenetic factors onvariation.
Explain the effects ofenvironmental factors onvariation.
Discuss the importance of variation
in organisms.
Conduct an activity to investigatevariation in humans and present thedata graphyically.
Discuss continous and discontinousvariation based on graphs.
Compare continuous variations withdiscontinuous variation.
Discuss the causes of variation interms of :
a) genetic factorsb) environmental
Discuss the effects of genetic factoron variation.Conduct an activity, such as roleplaying or modelbuilding , to show
the process of genetic recombination.
Conduct an activity to study theeffects of different environmentalfactors on the variation of plants
Variations- variasi
Continuous variation- variasiselanjar
Discontinous variation- variasitak selanjar
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Notes Vocabulary
2.3 Be respectful towards oneantother despite variation
Explain mutation.
Explain the importance ofvariation in the survival ofa species.
Students should be able to :
Accept that people aredifferent.
Respect each other
Discuss the following :a) Chromosomal mutation,b) gene mutation
Discuss examples of mutation and
mutagens
Discuss the importance of variation inthe survival of a species
Participates in games and clubactivities involving individuals fromvarious ethnic groups.
Conduct a sketch to show respect forall Gods creation