SMJK PHOR TAY

BIOLOGY FORM 4 (YEARLY PLAN 2015)

Week
1
2

Objectives

Learning Outcomes
THEME: INTRODUCING BIOLOGY
Learning Area: 1.0 Introduction to Biology
PENANGGUHAN PERSEKOLAHAN AKIBAT BENCANA BANJIR
1.1
A student is able to:
Understanding the

state what the study of Biology is

study of Biology

explain the importance of Biology

list the different fields of study in Biology

list the careers related to Biology

state various ways of studying Biology

1.2
A student is able to:
Applying scientific

identify variables in a given situation

investigation

identify the relationship between two variables to form a

hypothesis

design and carry out a simple experiment to test the

hypothesis

record and present data in a suitable form

interpret data to draw conclusions

write a report on an experiment

practise scientific attitudes and noble values

THEME: INVESTIGATING THE CELLS AS A BASIC UNIT OF LIVING THINGS
Learning Area: 1.0 Cell Structure and Cell Organisation
1.1
A student is able to:
Understanding cell

draw and label an animal cell

structure and

draw and label a plant cell

function

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
1.2
A student is able to:
Understanding cell

state the necessity for cell specialisation in multicellular

organisation
organism as compared to unicellular organism

describe cell specialisation in multicellular organisms

describe cell organisation 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
1.3
A student is able to:
Appreciating the

predict the state of certain cells without a particular cellular

uniqueness of the
component
cell

illustrate that most cells are specialised for the job that they
perform
Learning Area: 2.0 Movement of Substances Across The Plasma Membrane
2.1
A student is able to:
Analysing the

state the substances required by living cells

movement of

state the substances that have to be eliminated from cells

substances across

explain the necessity for movement of substances across the

the plasma
plasma membrane
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

Activities

- Small group
discussion and
presentation
- Construct a concept
map
- Observe a situation
and identify the
variables
- Carry out an
experiment

- Prepare and study

slides to compare cells
- Observe, draw and
label diagrams of
animal cell and plant
cell
- Compare and present
- Discussion
- Drawing mind map
- Observe living
processes of unicellular
organism
- Small group
discussion and
presentation

- Discussion
- Role play

- Discussion
- Conduct an
experiment to study the
movement of
substances across egg
membrane or visking
tubing
- Simulation activity
- Construct a concept
map
- Construct a table

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 organisms using

examples

compare and contrast passive transport and active transport

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 external

solution which is isotonic to cell sap

make an inference on the concentration of cell sap in plant

tissues

relate the movement of substances across plasma membrane

with concentration gradient

explain the phenomenon of wilting in plants using examples

explain the preservation of food using samples

CHINESE NEW YEAR
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

7
8

2.2
Understanding
the movement
of substances
across the plasma
membrane in
everyday life

2.3
Appreciating the
movement of
substances across
the plasma
membrane

9
10

3.1
Understanding the
chemical
composition of the
cell

10

3.2
Understanding
carbohydrates

10

3.3
Understanding
proteins

10

3.4
Understanding
lipids

11

3.5
Understanding
enzymes

EXAM WEEK (UJIAN PERTAMA)

Learning Area: 3.0 Chemical Composition of The Cell
A student is able to:

state the elements in the cell

list the chemical compounds in the cell

explain the importance of organic compounds in the cell

explain the importance of water in the cell

A student is able to:

state the elements in carbohydrates

state the types of carbohydrates

explain the formation and breakdown of disaccharides and

polysaccharides
A student is able to:

state the elements in proteins

state the various structures of proteins

explain the formation and breakdown of dipeptides and

polypeptides

explain the meaning of essential amino acids and non-essential

amino acids
A student is able to:

state the elements in lipids

state the main types of lipids

state the components of fats and oils

explain the formation and breakdown of fats and oils

compare and contrast saturated fats and unsaturated fats

SCHOOL HOLIDAY (CUTI PERTENGAHAN PENGGAL I)
A student is able to:

state what enzymes are 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 mechanism of enzyme action

- Carry out experiments

- Discussion
- Carry out an
investigation
- Drawing maps
- Constructing table

- Discussion

- Group discussion

- Group discussion
- Conduct an activity to
differentiate between
reducing and non
reducing sugars
- Group discussion

- Group discussion

- Discussion
- Role play
- Conduct experiments
- Gather information
from internet

relate the mechanism of enzyme action with pH, temperature,

enzyme concentration and substrate concentration

11

3.6
Realising the
importance of
chemical
composition in cells

12

4.1
Understanding
mitosis

13

4.2
Understanding
meiosis

13

4.3
Appreciating the
movement of
chromosomes
during mitosis and
meiosis

14

14-15

1.1
Understanding
types f nutrition

1.2
Applying the
concept of balanced
diet

explain the uses of enzymes in daily life and industry using

examples
A student is able to:

predict the consequences of deficiency in carbohydrates,

protein, lipids or enzymes in the cell
Learning Area: 4.0 Cell Division
A student is able to:

state the necessity for the production of new cells in organisms

explain the necessity for the production of new cells 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 and cytokinesis 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

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 in sexual

reproduction

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

compare and contrast meiosis and mitosis

A student is able to:

describe what will happen when the movement of chromosomes

during mitosis and meiosis do not occur in an orderly manner

know and avoid things that maybe harmful

THEME: INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS
Learning Area: 1.0 Nutrition
A student is able to:

state the types of nutrition

explain autotrophic nutrition

explain heterotrophic nutrition

classify organisms according to the types of nutrition

A student is able to:

explain the necessity for a balanced diet

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 minerals in a diet to

maintain health

explain the functions and sources of roughage/ dietary fibre in a

diet

explain the functions of water in the body

justify the selection of an appropriate balanced diet for a group

- Discussion

- Brainstorming session
- Make charts
- Make models
- Prepare and observe
a slide
- Debate or forum
- Make mind maps

- Discussion
- Construct table

- Discussion

- Discussion
- construct table

- Discussion
- Conducting
experiments
- Food test
- Construct mind map

16

17

18-19
20

1.3
Understanding
malnutrition

1.4
Analysing food
digestion

1.5
Understanding the
processes of
absorption and
assimilation of
digested food

20

1.6
Understanding the
formation of faeces
and defecation

21

1.7
Evaluating eating
habits

21

22

1.8
Realising the
importance of a
healthy digestive
system
1.9
Understanding the
importance of
macronutrients and

A student is able to:

explain what malnutrition is

- Group discussion
- Presentation

explain the effects of malnutrition using examples

describe ways to reduce the chance of contracting certain health

problems due to ones diet
describe ways to reduce the effects of certain
A student is able to:

state the substances required by the cell to carry out metabolic

processes

list the complex substances that need to be digested

explain the necessity for digestion of complex substances

draw and label the human digestive system

state the digestive juices and substances that aid in the process
of digestion in human,

describe the functions 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

EXAM WEEK (PEPERIKSAAN PERTENGAHAN TAHUN)
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

A student is able to:

identify the part of the digestive system where the formation of

faeces takes place

describe the formation of faeces

explain the role of microorganisms in the colon and the effect of

antibiotics on them

explain what defecation is

explain the importance of defecation

explain the importance of high fibre diets

describe the problems related to defecation

SCHOOL HOLIDAY (CUTI PERTENGAHAN TAHUN)
A student is able to:
relate eating habits with health problems

- Discussion
- Draw and label
diagrams
- Construct Chart
- Conduct experiment
- Collect information
from internet

- Examine models
- Discussion
- Conduct experiment
- Draw concept map

- Discussion
- Presentation
- Collect information
from internet

- Discussion
- Presentation

evaluate critically whether a particular eating habit is good or

bad
A student is able to:
predict the effects of a defective digestive system on health

- Discussion
- Presentation

take care of the digestive system for ones well-being

A student is able to:

list elements required by plants

classify elements required by plants based on the amount

needed

- Discussion
- Conduct experiments
- Collect information
from internet

micronutrients in
plants

23

1.10
Understanding
phtosynthesis

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

A student is able to:
describe the development that leads to the discovery of
photosynthesis
state the substances required for photosynthesis

23

1.11
Understanding the
mechanism of
photosynthesis

24

24

25
26

1.12
Synthesising factors
affecting
photosynthesis

1.13
Practising a caring
attitude towards
plants
1.14
Understanding the
technology used in
food production

26

1.15
Evaluating the
technological
development in food
processing

27

2.1
Understanding the
respiratory process

- Discussion
- Presentation

state the substances produced from photosynthesis

draw and label the crosssection 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
A student is able to:
identify the parts of chloroplast related to photosynthesis

- Presentation

explain the light reaction of photosynthesis

- Discussion
- Draw diagrams
- Write an equation

explain the dark reaction of photosynthesis

compare and contrast light reaction and dark reaction in
photosynthesis
relate light reaction with dark reaction in photosynthesis

write an equation to represent the process of 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
explain the difference in the rate of photosynthesis in plants
throughout the day based on the changes in light intensity and
temperature
identify some ways to meet the need of increasing the
productivity of crops based on factors affecting the rate of
photosynthesis.
A student is able to:

tell why we need to take good care of plants

identify cases of mishandling or destruction of plants

HARI RAYA AIDILFITRI
A student is able to:

explain the need for improving the quality and quantity of food

explain the effort to diversify food production

explain ways to improve the quality and quantity of food

production in the country
A student is able to:

explain the necessity for food processing

describe the development of food processing technology,

relate food processing methods with factors causing food

spoilage

assess the methods of food processing to justify the choice

of consuming certain processed food
Learning Area: 2.0 Respiration
A student is able to:

state that all living processes require energy

- Brainstorming session
- Plan and carry out
experiment
- Discussion
- Presentation

- Project
- Collect information
from internet
- Discussion
- Collect information
from internet
- Presentation
- Discussion
- Presentation

- Discussion
- Carry out experiment
- Presentation

in energy
production

28

2.2
Analysing the
respiratory
structures and
breathing
mechanisms in
human and animal

29

2.3
Understanding
the concept of
gaseous exchange
across the
respiratory
surfaces and
transport of gases
in human

30
31

31

32

33

2.4
Understanding
the regulatory
mechanism in
respiration

2.5
Realising the
importance of
maintaining a
healthy respiratory
system
2.6
Understanding
respiration in
plants

identify the main substrate for producing energy

state the two types of respiration
explain what cell respiration is
explain the energy production
from glucose during the process of aerobic respiration
state the conditions leading to anaerobic respiration in cells
explain the process of anaerobic respiration in yeast
explain the process of anaerobic respiration in human muscles
write the chemical equations for aerobic and anaerobic
respiration

compare and contrast aerobic respiration with anaerobic

respiration
A student is able to:

state the respiratory structures in human and some animals

make an inference on the various adaptations of the respiratory

structures

describe the characteristics of respiratory surfaces in human and

other organisms

describe the breathing mechanism in human and other

organisms

compare and contrast the human respiratory system with that of

other organisms
A student is able to:

describe the process of gaseous exchange across the surface of

the alveolus and blood capillaries in the lungs

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 air

EXAM WEEK (UJIAN KEDUA)
A student is able to:
describe the change in rate of respiration after completing a
vigorous exercise
correlate the rate of respiration with the oxygen and carbon
dioxide content in the body
explain the regulatory mechanism of oxygen and carbon dioxide
content in the body
explain the human respiratory response and rate of respiration in
different situations
correlate the rate of respiration with the rate of heart beat
A student is able to:

care and maintain efficient function of the respiratory organs

- Draw and label

diagrams
- Carry out experiment
- Make model
- Construct table

- Draw and label

diagrams
- Discussion
- Carry out experiment

- Discussion
- Carry out experiment

- Discussion
- Carry out experiment

A student is able to:

- Discussion
- Draw and label

describe the energy requirement in plants

diagram

explain the intake of oxygen for respiration

- Presentation

explain aerobic respiration in plants

explain anaerobic respiration in plants under certain conditions

compare and contrast the process of photosynthesis and

respiration

explain what compensation point is

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
THEME: INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENT
Learning Area: 1.0 Dynamic Ecosystem
1.1
A student is able to:
- Field study
Understanding
- Carry out experiment
identify the abiotic components of an ecosystem
the abiotic and
- Collect and interpret
identify the biotic components of an ecosystem
biotic components
data

of the environment

34-35

1.2
Understanding
the processes
of colonisation
and succession
in an ecosystem

explain the interactions between biotic components in relation to

feeding, using examples
explain the interaction between biotic components in relation to
competition, using examples
A student is able to:

state what an ecosystem is

36

37-38
39

40

1.3
Synthesising
ideas on population
ecology

1.4
Understanding
the concept of
biodiversity

1.5
Understanding
the impact of
microorganisms on
life

classify biotic components into trophic levels

identify the niche, habitat, community and population of an

ecosystem
explain the process of colonisation
explain the process of succession
identify the pioneer species in an ecosystem
identify the successors in an ecosystem
identify the dominant species in an ecosystem
identify the adaptive characteristics of pioneer species
identify the adaptive characteristics of successors
explain the changes in habitat caused by pioneer species

explain the changes in habitat caused by successors at every

level of succession until a climax community is reached
relate the abiotic components with the biotic components in an
ecosystem during the processes of colonisation and succession
SCHOOL HOLIDAY (CUTI PERTENGAHAN PENGGAL II)
A student is able to:

identify the appropriate sampling technique to study the

population size of an organism

estimate the population size of an organism in a habitat

determine the distribution of organisms in a habitat 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
design an experiment to investigate the effect of a change in any
one of the abiotic factors on the population growth rate of an
organism
EXAM WEEK (PEPERIKSAAN AKHIR TAHUN)
A student is able to:
explain the meaning of biodiversity

explain the need for classification of organisms

- Field study
- Discussion
- Plan and carry out
experiment

- Discussion
- Collect information
from internet
- Presentation

state the five kingdoms used in the classification of organisms

identify the main characteristics of organisms in each kingdom
list examples of organisms in each kingdom

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
A student is able to:

classify various types of microorganisms based on their basic

characteristics

state the abiotic components affecting the activity of

microorganisms

explain the effect of a change in each abiotic component on the

activity of microorganisms

explain the role of useful microorganisms

explain the effect of harmful micro-organisms

explain the meaning of pathogen

identify the pathogen, vector and symptoms of one particular

disease
explain how the disease spreads

- Field study
- Make a folio
- Discussion
- Presentation

describe the methods for controlling pathogen

- Construct charts
- Carry out experiment
- Collect information
and present

40

1.6
Appreciating
biodiversity

41

2.1
Evaluating human
activities that
endanger an
ecosystem

41

2.2
Understanding the
greenhouse effect
and thinning of the
ozone layer

42

2.3
Realising the
importance of
proper management
of development
activities and the
ecosystem

explain the use of microorganisms in biotechnology, using

examples
A student is able to:
justify the importance of preservation and conservation of
biodiversity
preserve and conserve various living things around him/her
Learning Area: 2.0 Endangered 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 development and

mismanagement of the ecosystem

describe types of pollution and sources of pollution

explain the effects of pollution on living things and the

environment

compare and contrast pollutants in the air from different

environments

state the sources of air pollution

interpret data on the level of air pollution in some cities

make an inference on the sources of air pollution in some cities

interpret data on the level of water pollution in some rivers

make an inference on the sources of water pollution in 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 water

pollution in a particular location within the next ten years
A student is able to:
explain what greenhouse effect is

correlate the concentration of carbon dioxide in the 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
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

care for the ecosystem, participate in activities related to the

management of the ecosystem
SCHOOL HOLIDAY (CUTI AKHIR TAHUN)

- Forum

- Group discussion
- Carry out experiment
- Presentation

- Discussion
- Collect information
from internet
- Presentation

- Discussion
- Debate
- Project