YEARLY PLAN

BIOLOGY FORM 4

Theme 1: Introducing Biology

Learning Area: 1.0 Introduction to Biology

Week Learning Objectives/ Learning Outcomes Remarks

1.1 Understanding the study of Biology
1 A student is able to
04.01.10  State what the study of Biology is
–  Explain the importance of Biology
08.01.10  List the different fields of study in Biology
 List the careers related to Biology
 State various ways of studying Biology
1.2 Applying scientific investigations
A student is able to
1  Identify variables in a given situation
04.01.10  Identify the relationship between two variables to form
– a hypothesis
08.01.10  Design and carry out a simple experiment to test a
hypothesis
11.01.10 –  Record and present data in a suitable form
15.01.10  Interpret data to draw conclusions
 Write a report on a experiment
 Practice scientific attitudes and noble values

Theme 2: Investigation the cell as a basic unit of living things

Learning Area: 2.0 Cell Structure and cell organisation

Week Learning Objectives/ Learning Outcomes Remarks

2.1 Understanding cell structure and function
A student is able to
2  Draw and label an animal cell
11.01.10 –  Draw and label a plant cell
15.01.10  Identify the cellular components of an animal cell
 Identify the cellular components of a plant cell
 State the functions of the cellular components in
an animal cell
 State the functions of the cellular components in
a plant cell
 Compare and contrast an animal cell and a plant
cell
 Relate the density of certain organelles with the
functions of specific cells
2.2 Understanding cell organization
3 A student is able to
18.01.10  State the necessity for cell specialization in
- multicellular organism as compared to unicellular organism
22.01.10  Describe cell specialization in multicellular

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 organisms
 Describe cell organization in the formation of
tissues, organs and systems in multicellular organisms
 State the meaning of internal environment
 Identify factors affecting the internal
environment
 Explain the necessity to maintain optimal internal
environment
 Describe the involvement of various systems in
maintaining optimal internal environment
2.3 Appreciating the uniqueness of the cell
4 A student is able to
25.01.10  Predict the state of certain cells without a
- particular cellular component
29.01.10  Illustrate that most cells are specialised for the
job that they perform

5 and 6 3.1 Analysing the movement of substances across the plasma

01.02.10 membrane
- A student is able to:
12.02.10 • State the substances required by living cells,
• State the substances that have to be eliminated from
cells,
• Explain the necessity for movement of substances across
the plasma membrane,
• Describe the structure of the plasma membrane
• Describe the permeability of the plasma membrane
• Explain the movement of soluble substances across the
plasma membrane through the process of passive
transport.
• Explain the movement of water molecules across the
plasma membrane by osmosis
• Explain the movement of substances across the plasma
membrane through the process of active transport.
• Explain the process of passive transport in living
organisms using examples
• Explain the process of active transport in living organism
using examples.
• Compare and contrast passive transport and active
transport.

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15.02.10 CHINESE NEW YEAR HOLIDAY
-
19.02.10

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Theme 2: Investigating the cell as a basic unit of living things
Learning Area: 3.0 Movement of substances across the plasma membrane

Week Learning Objectives/ Learning Outcomes Remarks

3.2 Understanding the movement of substances across the
plasma membrane in everyday life.
A student is able to:
• explain what hypotonic, hypertonic and isotonic solutions
are,
• explain the effects of hypotonic, hypertonic and isotonic
solutions on plant cell and animal cell
• explain plasmolysis, deplasmolysis, haemolysis and
crenation
• Design an experiment to determine the concentration of
8 external solution which is isotonic to cell sap.
22.02.09 • Make an inference on the concentration of cell sap in
- plant tissues
26.02.09 • Relate the movement of substances across plasma
membrane with concentration gradient
• Explain the phenomenon of the wilting in plants using
examples
• Explain the preservation of food using examples
3.3 Appreciating the movement of substances across the
plasma membrane
A student is able to:
• explain the necessity of movement of substances across
the plasma membrane which occurs in a continuous and
controlled manner for survival of a cell

Theme 2: Investigating the cell as a basic unit of living things

Learning Area: 4.0 Chemical composition of the cell

Week Learning Objectives/ Learning Outcomes Remarks

4.1 Understanding the chemical composition of the cell.
A student is able to:
 State the element in the cell
 List the chemical compound in the cell
8  Explain the importance of organic compound in the cell,
22.02.09  Explain the importance of water in the cell.
-
26.02.09

4.2 Understanding carbohydrates

9 A student is able to:
01.03.10  State the element in carbohydrates,
-  State the types of carbohydrates,

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05.03.10  Explain the formation and breakdown of disaccharides
and polysaccharides.
4.3 Understanding proteins
10 A student is able to:
08.03.10  State the elements in proteins,
-  State the various structures of proteins,
12.03.10  Explain the formation and breakdown of dipeptides and
polypeptides,
 Explain the meaning of essential amino acids and non-
essential amino acids.

Theme 2: Investigating the cell as a basic unit of living thing

Theme: 5.0 Cell division

Week Learning Objectives/ Learning Outcomes Remarks

11
15.03.10 MID-SEMESTER 1 HOLIDAY
-
19.03.10
12 4.4 Understanding lipids
22.03.10 A student is able to:
-  State the elements in lipids,
26.03.10  State the main types of lipids,
 State the components of fats and oils,
13  Explain the formation and breakdown of fats and oils,
29.03.10 Compare and contrast saturated fats and unsaturated
- fats.
02.04.10

Week Learning Objectives/ Learning Outcomes Remarks

4.5 Understanding enzymes
14
05.04.10 A student is able to:
-  State what enzymes are,
09.04.10  Explain why enzymes are needed in life processes,
 List the general characteristics of enzymes,
 Relate the name of enzyme to substrate,
 State sites where enzymes are synthesised,
 State the meaning of intracellular enzymes and
extracellular enzymes,
 Explain the involvement of specific organelles in the
production of extracellular enzymes,
 Explain the effects of pH, temperature, enzyme
concentration, and substrate concentration on enzyme
activity,
 Explain the mechanisms of enzyme action,
 Relate the mechanism of enzyme action with pH,
temperature, enzyme concentration and substrate

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 concentration,
Explain the uses of enzymes in daily life and industry using
examples.
4.5 Realising the importance of the chemical
composition in cells.
A student is able to:
Predict the consequences of deficiency in carbohydrates,
proteins, lipids, or enzymes in the cell
5.1 Understanding mitosis
A student is able to
15  State the necessity for the production of new cells in
12.04.10 organisms
-  Explain the necessity for the production of new cells
16.04.10 identical to parent cells
 State the significance of mitosis
 Identify the phases in the cell cycle
 Explain the process of mitosis and cytokinesis
 Arrange the various stages of mitosis in the correct
sequence
 Compare and contrast mitosis in animal cell and plant
cell
 Explain the importance of controlled mitosis
 Explain the effects of uncontrolled mitosis in living
things
 Describe the application of knowledge on mitosis in
cloning
Explain the advantages and disadvantages of cloning

5.2 Understanding meiosis
A student is able to:
• State the necessity of trait inheritance in offspring for
continuation of life.
• State the necessity to maintain diploid chromosomal
number from generation to generation
• State the necessity for production of haploid gametes
• State the significance of meiosis
• Identify the type of cell that undergoes meiosis
• Explain the process of meiosis
• Arrange the various stages of meiosis in the correct
order
• Compare and contrast meiosis I and meiosis II
15,16 • Compare and contrast meiosis and mitosis
16.04.10
-
23.04.10

5.3 Appreciating the movement of chromosomes during

mitosis and meiosis
17-18 A student is able to:

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 Theme 3: Investigating the Physiology of Living Things
26.04.10 • Describe what will happen when the movement of
Learning Area: 6.0 Nutrition
- chromosomes during mitosis and meiosis do not occur in
07.05.10 an orderly manner
Know and avoid things that maybe harmful

6.1 Understanding types of nutrition

A student is able to:
 States the types of nutrition
 Explain autotrophic nutrition
19  Explain heterotrophic nutrition
10.05.10 Classify organisms according to the types of nutrition
-
14.05.10
20 6.2.Applying the concept of balanced diet
17.05.10 A student is able to:
-  Explain the necessity for a balanced diet
21.05.10  Explain the factors affecting the daily energy
requirement of the human body
 Determine the energy value in food samples
 Determine the nutrient content in different food
samples
 Explain the functions and sources of vitamins in a diet
to maintain health
 Explain the functions and sources of roughage/dietary
fibre in a in a diet
 Explain the functions of water in the body
Justify the selection of an appropriate balanced diet
for a target group
6.3 Understanding malnutrition
20
17.05.10 A student is able to:
-  Explain what malnutrition is
21.05.10  Explain the effects of malnutrition using examples
 Describe ways to reduce the chance of contracting
certain health problems due to one’s diet
Describe ways to reduce the effects of
certain health problems

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18.05.09 SEMESTER 1 EXAMINATION
-
29.05.09
22,23,24
31.05.10 MID-YEAR HOLIDAY
-
18.06.10
6.4 Analysing food digestion
A student is able to:
 State the substances required by cell to carry out

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 metabolic processes
25  List the complex substances that need to be digested
21.06.10  Explain the necessity for digestion of complex
- substances
25.06.10  Draw and label the human digestive system
 State the digestive juices and substances that aid in
the process of digestion in human
 Describe the function of the digestive juices and
substances
 Explain the digestion of carbohydrates, proteins, and
lipids in the human body
 Identify parts of digestive system in ruminants and
rodents involved in the digestion of cellulose
 Describe the digestion of cellulose in ruminants and
rodents
 Compare and contrast the digestive process in humans,
ruminants and rodents
 Design experiments to study the digestion of starch
and proteins in food samples
Describe problems related to food digestion

6.5 Understanding the processes of absorption

and assimilation of digested food.
A student is able to:
 Identify the parts of the digestive system involved in
absorption of digested food
 Explain the adaptive characteristic of the digestive
system related to absorption
 Draw and label the structure of a villus
 Explain the process of absorption in the villus
 Make an analogy on the process of absorption in the
small intestine
 Explain the absorption of water and minerals in the
colon
 Describe the transport of nutrients by the circulatory
system for assimilation
 Explain the main functions of the liver
Describe the process of assimilation

6.6 Understanding the formation of faeces and

defecation
26 A student is able to:
28.06.10  Identify the part of the digestive system where the
- formation of faeces takes place
02.07.10  Describe the formation of faecese
 Explain the role of microorganisms in the colon and the
effect of antibiotics on them
 Explain what defecation is
 Explain the importance of defecation

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  Explain the importance of high fibre diets
Describe the problems related to
defecation

6.7.Evaluating eating habits

A student is able to:
 relate eating habits with health problem
evaluate critically whether a particular eating habit is
good or bad

6.8 Realising the importance of a healthy

digestive system
A student is able to:
 predict the effects of a defective digestive system on
health
take care of the digestive system for one’s well-being

6.9 Understanding the importance of

macronutrients and micronutrients in plants
A student is able to:
 list elements required by plants
 classify elements required by plants based on the
amount needed
 design an experiment to study the effects of
macronutrient deficiency in plants

 relate the effects of macronutrient deficiency with the

function of macronutrients
 explain the function of each macronutrient in plants
 state the function of micronutrients in plants
state the effects of micronutrient deficiency in plants

6.10 Understanding photosynthesis

A student is able to:
 describe the development that leads to the discovery of
photosynthesis
 state the substances required for photosynthesis
 draw and label the cross-section of a leaf
 state the function of each part of the leaf with respect
to photosynthesis
 explain leaf adaptation to optimise photosynthesis
 explain how plants from different habitats are adapted
to carry out photosynthesis
6.11 Understanding the mechanism of
photosynthesis
A student is able to:
 identify the parts of chloroplast related to

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 photosynthesis
 explain the light reaction of photosynthesis
27  explain the dark reaction of photosynthesis
05.07.10  compare and contrast light reaction and dark reaction in
- photosynthesis
09.07.10  relate light reaction with dark reaction in
photosynthesis
 write an equation to represent the process of
photosynthesis
6.12 Synthesising factors affecting photosynthesis
A student is able to:
 identify the factors affecting the rate of
photosynthesis
 design an experiment to investigate the effect of light
intensity on the rate of photosynthesis
 identify the factor that limits the rate of
photosynthesis at different light intensity
 explain the effects of temperature and concentration
of carbon dioxide on the rate of photosynthesis
28  explain the difference in the rate of photosynthesis in
12.07.10 plants throughout the day based on the changes in light
- intensity and temperature
16.07.10  identify some ways to meet the need of increasing the
productivity of crops based on factors affecting the
rate of photosynthesis
28 6.13 Practising a caring attitude towards plants
12.07.10 A student is able to:
-  tell why we need to take good care of plants
16.07.10  identify cases of mishandling or destruction of plants
6.14 Understanding the technology used in food
29 production
19.07.10 A student is able to:
-  explain the need for improving the quality and quantity
24.07.10 of food
 explain the effort to diversity food product
 explain ways to improve the quality and quantity of food
production in the country
6.15 Evaluating the technological development in
food processing
A student is able to:
29  explain the necessity for food processing
19.07.10  describe the development of food processing technology
-  relate food processing methods with factors causing
24.07.10 food spoilage
 assess the methods of food processing to justify the
choice of consuming certain processed food.

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Theme: Investigating the physiology of living of things
Learning Area: 7.0 Respiration

Week Learning Objectives/ Learning Outcomes Remarks

7.1 Understanding the respiratory process in energy
production
A student should be able to:
 State that all living things require energy
 Identify the main substrate for respiration
 State the two types of respiration
 Explain what cell respiration is
 Explain the energy production from glucose during
the process of aerobic respiration
30  Write the chemical equation for aerobic respiration
26.07.10  State the conditions leading to anaerobic respiration
- is cells
30.07.10  Explain the process of anaerobic in yeast.
 Explain the process of anaerobic respiration in
human muscles
 Write the chemical equation for anaerobic
respiration
 Compare and contrast aerobic respiration with
anaerobic respiration
7.2 Analysing the respiratory structures and breathing
mechanisms in human and animal
A student should be able to:
 State the respiratory structures in human and some
animals
 Make an inference on the various adaptations of the
respiratory structures
31  Describe the characteristics of respiratory surfaces
02.08.10 in human and other organisms
-  Describe the breathing mechanism in human and
06.08.10 other organisms
 Compare and contrast the human respiratory system
with that of other organisms.
7.3 Understanding the concept of gaseous exchange across
the respiratory surfaces and transport of gases in
humans
A student should be able to:
32  Describe the process of gaseous exchange across
09.08.10 the surface of the alveolus and blood capillaries in the
- lungs
14.08.10  Explain the transport of respiratory gases
 Explain the process of gaseous exchange between
the blood and body cells
 Distinguish the composition of inhaled and exhaled

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 air.
7.4 Understanding the regulatory mechanism in respiration
A student should be able to:
 Describe the change in rate of respiration after
completing a vigorous exercise
 correlate the rate of respiration with the oxygen
33 and carbon dioxide content in the body
10.08.09  explain the regulatory mechanism of oxygen and
- carbon dioxide content in the body
14.08.09  explain the human respiratory response and rate of
respiration in different situations
 correlate the rate of respiration with the rate of
heart beat
7.5 Realising the importance of maintaining a healthy
33 respiratory system
10.08.09 A student should be able to
-  care and maintain efficient function of the
14.08.09 respiratory system
7.6 Understanding respiration in plants
A student should be able to:
 describe the energy requirement in plants
 explain the intake of oxygen for respiration
 explain aerobic respiration in plants
34 and  explain anaerobic respiration in plants
35  compare and contrast the process of photosynthesis
23.08.10 and respiration
-  explain what compensation point is
03.09.10  relate light intensity with the attainment of
compensation point
 predict the situation when the rate of
photosynthesis and rate of respiration remains at
compensation point
36
06.09.10
MID-SEMESTER 2 HOLIDAY
-
12.09.10

Theme 4: Investigating the Relationship between Living Things and The Environment
Learning Area: 8.0 Dynamic Ecosystem

Week Learning Objectives/ Learning Outcomes Remarks

8.1 Understanding the abiotic and biotic components of
the environment.
37 A student is able to :
13.09.10  Identify the abiotic components of an ecosystem
-  Identify the biotic components of an ecosystem

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 17.09.10  Classify biotic components into trophic levels
 Explain the interactions between biotic components
in relation to feeding, using examples
8.2 Understanding the processes of colonization and
succession in an ecosystem.
A student is able to :
 State what an ecosystem is
 Identify the niche, habitat , community and
population of an ecosystem
37  Explain the process of colonization and succession.
13.09.10  Identify the pioneer species , successors, dominant
- species in an ecosystem
17.09.10  Identify the adaptive characteristics of pioneer
species, successors
 Explain the changes in habitat caused by pioneer
species, by successors at every level of succession until
a climax community is reached.
 Relate the abiotic component with the biotic
components in an ecosystem during the processes of
colonization and succession.
8.3 Synthesising ideas on population ecology
A student is able to :
 Identify the appropriate sampling technique to
study the population size of an organism.
38  Estimate the population size of an organism in a
20.09.10 habitat
-  Determine the distribution of organisms in a habitat
24.09.10 based on the density, frequency and percentage
coverage of the species
 Correlate the change in population distribution of an
organism with the changes in each of the abiotic
factors
8.4 Understanding the concept of biodiversity
A student is able to:
 explain the meaning of biodiversity,
 explain the need for classification of organisms,
 state the five kingdoms used in the classification of
organisms,
39-40  identify the main characteristics of organisms in
27.09.10 each kingdom,
-  list examples of organisms in each kingdom,
08.10.10  state the hierarchy in the classification of
organisms, using examples,
 explain through examples, the method of naming
organisms using the Linnaeus binomial system,
 explain the importance of biodiversity.
8.5 Understanding the impact of microorganisms on life
A student is able to:
 Classify various types of microorganisms based on

12
 their basic characteristics,
 State the abiotic components affecting the activity
of microorganisms,
 Explain the effect of a change in each abiotics
41 component on the activity of microorganisms,
11.10.10  Explain the role of useful microorganisms
-  Explain the effect of harmful microorganisms,
15.10.10  Explain the meaning of pathogen,
 Identify the pathogen, vector and symptoms of one
particular disease,
 Explain how the disease spreads,
 Describe the methods for controlling pathogen,
 Explain the use of microorganisms in biotechnology,
using examples.

8.6 Appreciating biodiversity

41 A student is able to:
11.10.10  Justify the importance of preservation and
- conservation of biodiversity.
15.10.10  Preserve and conserve various living things around
him/her

Theme 4: Investigation the Relationship between Living Things and The Environment
Learning Area: 9.0 Endangered Ecosystems

Week Learning Objectives/ Learning Outcomes Remarks

9.1 Evaluating human activities that endanger an ecosystem
A student is able to
 Identify human activities that threaten the ecosystem
 Explain the impact of human activities on the ecosystem
 Evaluate critically the effects of unplanned
42 development and mismanagement of the ecosystem
18.10.10  Describe types of pollution and source of pollution
-  Explain the effects of pollution on living things and the
22.10.10 environment
9.2 Evaluating human activities that endanger an ecosystem
A student is able to
 Compare and contrast pollutants in the air from
different environments
 Relating the level of water pollution with Biochemical
Oxygen Demand ( BOD ) value on water from different
sources
43  Interpret data on the level of air pollution and water
25.10.10 pollution in some cities and some rivers
-  Make an inference on the sources of air pollution and
29.10.10 water pollution in some cities and some rivers
 Predict the level of air and water pollution in a
particular location within the next ten years
 Suggest strategies to solve problems related to air and

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 water pollution in a particular location within the next
ten years
9.3 Understanding the greenhouse effect and thinning of the
ozone layer
44 A student is able to :
01.11.10 • Explain greenhouse effect
- • Correlate the concentration of carbon dioxide in the
05.11.10 atmosphere with global warming
• Explain the thinning of the ozone layer
• Explain the impact of thinning of the ozone layer and
global warming on the ecosystem
9.4 Realising the importance of proper management of
development
44 A student is able to :
 Justify the need for development
 Explain the effects of increase in population on the
ecosystem
 Explain measures taken in the management of
development activities and the ecosystem to ensure a
balance of nature is maintained
45,46
08.11.09 SEMESTER 2 EXAMINATION
-
19.11.09
47 – 53
22.11.10 YEAR END HOLIDAY
-
02.01.10

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