SEKOLAH MENENGAH KEBANGSAAN SULTAN ABDUL SAMAD, PJ

YEARLY SCHEME OF WORK

BIOLOGY FORM 5 (2018)

THEME : PHYSIOLOGY OF LIVING THINGS

LEARNING AREA : 1.0 TRANSPORT

SCIENTIFIC
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SKILLS &
REMARKS
DATE OBJECTIVE OUTCOMES ACTIVITIES THINKING
SKILLS
1 1.1 Understanding the A student is able to : Carry out activities to identify the problems that
importance of having a  Identify the problem that could be faced by multicellular organisms and
2/1/18 – transport in some could be faced by explain how the problem is overcome in
5/1/18 multicellular multicellular organisms multicellular organisms as compared to unicellular
organisms in obtaining their cellular organisms;
requirements and getting
rid of their waste a) correlate different sizes to total surface area Communicating
*1/1/17 products /volume (TSA/V) ratio
(Cuti Measuring and
Tahun  suggest how the problem b) discuss how the TSA/V ratio affects the using numbers
Baharu) is overcome in movement of solutes to the interior of cubes
multicellular organisms c) relate the outcome of a) and b) to the problem Relating
faced by the multicellular organisms in getting
cell requirements to the cells in the interior of Relating
the organisms
Generating ideas
d) suggest ways to improve the movement of
solutes to the interior of cubes without changing
the size of cubes

e) explain why there is a need for a transport

system in some multicellular organisms

1
 SCIENTIFIC
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SKILLS &
REMARKS
DATE OBJECTIVE OUTCOMES ACTIVITIES THINKING
SKILLS
2 1.2 Synthesising the A student is able to: Read text materials and view computer simulations Synthesising
concept of circulatory  state what a circulatory on circulatory system and discuss the following:
8/1/18 – system system is, Visualising
12/1/18 a) what is a circulatory system
 state the three components Conceptualising
of circulatory in human b) the three components of the circulatory system
and animals, i.e. medium, vessels and pump, Classifying

 state the medium of c) blood and haemolymph as a medium of Attributing

transport in humans and transport,
animals, Comparing
d) the composition of human blood
 state the composition of Sequencing
human blood, e) the function of human blood and haemolymph
in transport Making
 explain the function of generalizations
blood and haemolymph in f) the structure of human blood vessels, arteries,
transport veins and capillaries,

 describe the structure of g) the basic structure and the function of the
human blood vessels. human heart,

h) the circulation of blood in humans in terms of :

 explain how blood is
I. pumping of the heart,
propelled through the
II. contraction of skeletal muscles
human
around veins,
III. the regulatory mechanism of blood
 explain briefly how blood
pressure
pressure is regulated.

2

WEEK/ LEARNING LEARNING
DATE OBJECTIVE OUTCOMES
 explain briefly how
blood pressure is
regulated,
 compare and contrast
the circulatory systems
in the following
humans, fish and
amphibians,
 conceptualise the
circulatory system in
humans
3 1.3 Understanding the A student is able to:
mechanism of blood
15/1/17- clotting  explain the necessity for
19/1/17 blood clotting at the site of
damaged blood vessels,
 explain the mechanism of
blood clotting
 predict the consequences
of impaired blood clotting
mechanism in an
individual
SCIENTIFIC
SUGGESTED LEARNING SKILLS &
REMARKS
ACTIVITIES THINKING
SKILLS
Look at the heart of the fish, chicken and/or cow
and note similarities and differences in terms of size
and number of compartments
Use schematic diagrams to compare the circulatory
system in the following: humans, fish and
amphibians.
Visualize and draw concept maps on the circulatory
system in humans.
Show photomicrographs of blood clots. Inferring
Discuss the necessity for blood clotting with respect
to: Communicating
a) preventing serious blood loss,
b) preventing the entry of microorganisms and Predicting
foreign particles
c) maintaining blood pressure, Sequencing
d) maintaining circulation of blood in a closed
circulatory system,
Use a schematic diagram to illustrate the mechanism
of blood clotting.
Predict the consequences of blood clotting related
problems such as haemophilia or thrombosis.
3

WEEK/ LEARNING LEARNING
DATE OBJECTIVE OUTCOMES
4 1.4 Synthesising the A student is able to:
concept of lymphatic
22/1/17- system  describe the formation of
26/1/17 interstitial fluid
 state the composition of
interstitial fluid
 state the importance of
interstitial fluid
 describe the fate of
interstitial fluid
 d escribe the structure of
the lymphatic system.
5  explain how the lymphatic
system complements the
29/1/18 circulatory system
-  compare the content of
2/2/18 blood, interstitial fluid and
lymph
*31/1/1  predict what will be
8 happen if interstitial fluid
Cuti fails to return to the
Thaipus circulatory system
am  conceptualize the
relationship between the
lymphatic system and
circulatory system
SCIENTIFIC
SUGGESTED LEARNING SKILLS &
REMARKS
ACTIVITIES THINKING
SKILLS
Draw a schematic diagram Communicating
on the formation of interstitial fluid and lymph, and
discuss the following: Comparing and
a) spaces between cells contrasting
b) materials from blood capillaries entering these
spaces Generating ideas
c) composition of interstitial fluid Relating
d) the importance of interstitial fluid Predicting
e) the need for interstitial fluid to return to the Synthesising
circulatory system directly or via the lymphatic
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 to compare the content
of blood, interstitial fluid and lymph.
Brainstorm to predict what will happen if
interstitial fluid fails to return to the circulatory
system
Study diagram or computer simulation on the
lymphatic system and discuss the relationship
between the lymphatic system and circulatory
system
4

WEEK/ LEARNING LEARNING
DATE OBJECTIVE OUTCOMES
6 1.5 A student is able to :
Understanding the role  State another function of
5/2/18 of the circulatory the circulatory system
- system in body besides transport,
13/2/18 defence mechanism
 Identify the tree lines of
defence mechanism of the
body,
 Describe the process of
phagocytosis
 State the meaning of
antigen and antibody,
 State the meaning of
immunity and
immunization
 Relate antigen and antibody
to immunity,
 Name and give example of
various types of immunity,
 State the effects of human
immunodeficiency virus
(HIV) on the body’s
defence mechanism,
 Describe the transmission
of HIV,
Suggest ways to prevent the
spread of acquired immune
deficiency syndrome (AIDS).
SCIENTIFIC
SUGGESTED LEARNING SKILLS &
REMARKS
ACTIVITIES THINKING
SKILLS
Discuss the necessity for body defence mechanism Communicating
in humans.
Analysing
Gather information and discuss the body’s defence
mechanism with reference to: Relating
a) first line of defence Predicting
- skin
- mucous membrane Visualising
b) second line of defence
- phagocytic white
blood cells,
c) third line of defence
- lymphoytes.
Draw and lable the various stages 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 discussion on the following
and present the findings:
a) the effects of HIV on the body’s immune
system,
b) transmission of HIV,
c) prevention of AIDS.
5
 7 TAHUN BARU CINA:14 FEB –19 FEB 2018
8 1.6 A student is able to:
20/2/18 Appreciating a healthy  Select and practice suitable
– cardiovascular system ways to maintain a healthy
23/2/18 cardiovascular system.
9 1.7 A student is able to:
Understanding the
26/2/18 transport of substances  state the necessity for
– 2/3/18 in plants transport of substances in
plants.
 identify the vascular tissue
in stem, root and leaf
 state the role for vascular
tissue in the transport of
substances
 describe the structure of
vascular tissue.
 relate the structure of
xylem to transport
 relate the structure of
phloem to transport
 predict the effect of
removing a ring of phloem
tissue from a plant.
Research and discuss nuitrition and lifestyle which  Anaysing
can lead to a healthy cardiovascular system. Then  Evaluating
select ways that are suitable and prctise them.
Discuss the following:  Relating
 Analysing
a) the necessity for transport of substances in  Comparing and
plants. contrasting
 Synthesising
b) the problem that could be faced by plants in  Attributing
transporting substances and how it is
overcome in plants.
Carry out the following activities:
a) to show the presence of xylem as a
continuous tube system to transport
water and minerals.
b) prepare slides and look at the cross
section (XS) and longitudinal
section (LS) of a dicot stem
c) study prepared slides of XS of stem ,root,
and leaf of a dicot plant and draw the plan
diagrams
Relate the following :
a) the structure of xylem to the transport of
water and minerals.
b) the structure of phloem to the transport of
organic substances.
Carry out bark ringing to show the role of phloem in
the continuous transport of organic substances.
6
 10 1.8 Synthesising the A student is able to:
5/3/18 concept of transport of
– substances in plants  state what translocation is,
9/3/18
 explain the importance of
translocation in plants
 describe the process of
transpiration
 explain the importance of
transpiration,
 describe the pathway of
water from the soil to the
leaves,
 state external conditions
affecting transpiration,
 design experiments to study
factors affecting the rate of
transpiration,
 explain the role of root
pressure in the movement
of water in plants,
 explain the role cohesion
and adhesion of water in
the movement of water in
plants,
 conceptualize the transport
mechanism in plants
Discuss the following: Predicting
Interpreting data
a) the transport of organic substances in plants. Controlling
variables
b) The importance of translocation in plants Measuring and
using numbers
Carry out small group discussion on the following Experimenting
and present the findings: Hypothesizing
Analyzing
a) the process of transpiration, Making conclusion
Comparing and
b) the importance of transpiration, contrasting
Attributing
Generating ideas
c) the pathway of water from soil to leaves  Grouping and
using a schematic diagram, classifying
 Sequencing
Evaluating
d) the external conditions affecting the rate of
transpiration
Design and conduct experiments to study factors
affecting the rate of transpiration, i.e:
a) air movement,
b) temperature
c) light intensity
d) relative humidity.
Carry out an activity to show the following:
a) root pressure,
b) cohesion and adhesion of water
Discuss and draw a concept map of the movement
of water in plants in terms of the following:
osmosis, transpiration pull, cohesion and adhesion
of water, opening and closing of stomata, root
pressure
7
 11 UJIAN BULAN MAC: 12 MAC – 16 MAC 2018
CUTI PERTENGAHAN PENGGAL 1
17 MAC – 25 MAC 2018

THEME : PHYSIOLOGY OF LIING THINGS

LEARNING AREA : 2.0 LOCOMOTION AND SUPPORT

SCIENTIFIC
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SKILLS &
REMARKS
DATE OBJECTIVE OUTCOMES ACTIVITIES THINKING
SKILLS
12 2.1 Understanding A student is able to: Discuss in groups and the group leader have present  Attributing
support and  Explain the necessity the findings to the class:-
26/3/18 locomotion in humans for support and a) the necessity for support and locomotion in  Grouping
– and animals locomotion in humans humans and animals.
30/3/18 and animals.
b) the problems that could be faced by humans
 Describe the problems and animals in support and locomotion.
that could be faced by
humans and animals in c) how problems in support and locomotionare
support and overcome in humans and animals
locomotion.

 Explain how problems

in support and
locomotionare
overcome in humans
and animals.

 name bones that make up
the axial skeleton and
appendicular skeleton of
the human body,
label the bones, skeletal
muscles and tendons in a
diagram of the arm
Study the model of human skeleton to identify the  Classifying
following: Classifying
a) axial skeleton consisting of the skull,  Attributing
cervical vertebrae, thoracic vertebrae,
lumbar vertetrae, sacrum, coccyx,  Grouping
sternum and ribs and classifying

8
 explain how movement in a
limb,
 state the function of
cartilage and synovial fluid
at joints,
 describe briefly the
mechanism of locomotion
in an animal,
 state some consequences of
impaired muscloskeletal
system on support and
locomotion
b) appendicular skeleton consisting of  Using space
scapula, calvicle, humerus, ulna, radius, time relationship
pelvic girdle, tibia and fibula.
 Defining the
Observe a chicken wing to note the position and operationally
nature of muscles, ligaments and tendons. -Sequencing
-Making analogy
Draw and label a simple diagram of an arm to show -Isualizing
the arrangement of bones, skeletal muscles and -Relating
tendon.  Classifying
Briefly discuss:  Attributing
a) how the bones, skeletal muscles, tendon  Comparing
and joints bring about movement on the and contrasting
arm or leg,
 Grouping
b) the necessity of nerve impulses in and classifying
skeletal muscle contraction
 Observing
c) the antagonistic action of skeletal
muscles,
Communicating
-Attributing
d) all muscle has two primary proteins,
- Comparing and
contrasting
e) source of energy is from the ATP
- All thinking skills
produced in adjacent mitochondria,
Interpreting data
f) function of cartilage and synovial fluid
communicating
at joints.
All thinking skills
Observe and discuss the mechanism of locomotion
in an earthworm, grasshopper, fish or bird.
Discuss and present finding on muscle cramp,
osteoporosis, muscular dystrophy and arthritis.
9
 SCIENTIFIC
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SKILLS &
REMARKS
DATE OBJECTIVE OUTCOMES ACTIVITIES THINKING
SKILLS
13 2.2 Appreciating a A student is able to : Discuss and share ways of caring the musculo- Communicating
healthy musculo-  Practise ways to care skeleton systems such as : - All thinking skills
2/4/18- skeletal system for the musculo-skeletal a) following a balanced diet,
6/4/18 system b) having a good posture Observing
c) using a proper attire for daily
activities Inferring
d) taking appropriate precautions
during vigorous activities
e) practising correct and safe exercise
2.3 techniques Communicating
Understanding support  Explain the necessity
in plants for support in plants Discuss the following: Observing
a) the necessity for support in plants
 Explain how support Inferring
is achieved in aquatic b) what could be the support related
plants problems faced by : Communicating
i) aquatic plants - Comparing and
ii) terrestrial plants Contrasting
 Explain how support
in terrestrial plants are c) how is support achieved in aquatic
achieved through tissue and terrestrial plants the necessity for support in
modifications plants

d) what could be the support related

problems faced by :
j) aquatic plants
iii) terrestrial plants

e) how is support achieved in aquatic Observing

and terrestrial plants
Carry out the following activities: Inferring
a) study the adaptation for support aerenchyma and
air sacs) in floating aquatic plans, e.g. water Experimenting
hyacinth)
b) study prepared slides of cross sections of old Communicating
10
 stems to identify tissue that help in support. - Attributing
- Comparing and
c) investigate how support in herbaceous plant e.g. contrasting
spinach and balsam is achieved without woody - Relating
tissue - Grouping and
classifying
d) study the adaptation for support - All thinking
(aerenchyma and air sacs in floating aquatic skills
plants, e.g. water hyacinth)

e) study prepared slides of cross sections of old

stems to identify tissue that help in support.

f) investigate how support in herbaceous plant e.g.

spinach and balsam is achieved without woody
tissue

THEME : PHYSIOLOGY OF LIING THINGS

LEARNING AREA : 3.0 COORDINATION AND RESPONSE

SCIENTIFIC
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SKILLS &
REMARKS
DATE OBJECTIVE OUTCOMES ACTIVITIES THINKING
SKILLS
14 3.1 Understanding A student is able to Carry out small group discussion on the following  Observing
9/4/18 – response and  list the changes the and present the findings :  Inferring
13/4/18 coordination external and internal  Relating
environment faced by an a) external stimuli , eg light, sound, smell,  Making
organism taste, temperature , pressure and touch generalizations and
isualising
 state why organism have go be b) internal stimuli eg sugar level in the blood  Predicting
sensitive to change in internal and osmotic pressure of blood  Analysing
and external environment and evaluating
c) the necessity for living organisms to
 Experiment
 clarify through examples the respond to stimuli
ing and
meaning of stimulus and
classifying
response Carry out the activities to study
 Making
a) human and animal responses to external and
analogies and
 state the main components internal environment
11
 and pathways involved in b) plant responses to external environment inventing
detecting and responding to
change in external environment View computer simulations on the pathways in Observing and
 state the main components detecting and responding to external and internal communicating
and pathways involved in stimuli in humans and animals and  Visualising
detecting and regulating change  Defining
in internal environment Draw systematic diagrams involving the main operationally
 Clarify through examples components  Sequencing
the meaning of ‘coordination’ prioritizing and
Discuss what meant by coordination generating
ideas.
15 3.2 Analysing A student is able to Discuss the role of the nervous system Observing
16/4/18 the role of  Attributing
– human  state the role nervous system Draw a diagram to show the organization of the  Comparing
20/4/18 nervous  draw and label a diagram to nervous system. and contrasting
system show the organization of the  Relating
nervous system View graphics of the brain and label the main parts
 name the main parts of the of the brain, and state their respective functions Classifying
brain and state their functions  Grouping
 draw and label a diagram of a Draw and label diagram of a cross section of the and classifying
cross section of the spinal cord spinal cord
 state the main functions of the
spinal cord Discuss the main functions of the spinal cord
 label the structure of an efferent
neurone
 identify the type of the neurone Draw and label the structure of the efferent neurone Observing
form the diagrams given ( nucleus, cell body, cytoplasm, dendrites, axon,  Attributing
synaptic dendrites, myelin sheath )  Comparing
 state the function of each and contrasting
type of neurone Identify and discuss the function of the three types  Relating
of neurone
 state the mode of transmission Classifying
of information along the View computer animations oin the transmission of  Grouping
neurone information in the form of electrical signals and classifying
Discuss the m ode of transmission of in formation
along the neurone

16  describe briefly the pathway of Draw schematic diagram to show the pathway of Observing
12
 transmissions of information transmission of information and discuss the  Attributing
23/4/18 from receptors to effectors following  Comparing
- and contrasting
27/4/18 a) reception of stimuli by receptors  Relating
b) from receptors to the central nervous system
c) integration and interpretation by the central Classifying
nervous system  Grouping
d) from the central nervous system to the and classifying
effectors
e) respond by the effectors

 draw and label a simple
diagram of a synapse
 describe the transmission
of information across synapses
 state the role of the synapse in
the transmission
 give examples of voluntary
action
 give examples of
involuntary action
 outline the transmission of
information in voluntary action
 outline the transmission of
information in involuntary
action
 draw a schematic diagram
showing a reflects arc
 give examples of nervous
system related diseases
17 3.3 Analysing the A student is able to
role of hormones in  state what a hormone is
30/4/18 humans
–  state what the endocrine
4/5/18 system is
Draw and label a simple diagram of a synapse,
Conduct small group discussion on the following:  Sequencing
a) transmission of information across the  Visualising
synapse
b) the role of the synapse in transmission
Discuss voluntary action and involuntary action with Observing
examples
 Attributing
Discuss the following:
 Comparing
a) voluntary action eg. raising your hand to answer
and contrasting
a question
b) involuntary action involving skeletal muscles eg.  Relating
knee jerk,
c) involuntary action involving smooth muscles or Classifying
glands eg. normal blood pressure.  Grouping
and classifying
Work in groups to draw a schematic diagram of a
reflex arc. Making
generalisation
Visit homes for the aged. Show compassion towards
senior citizens and patients with Alzheimer’s and
Parkinson’s diseases
Carry out small group discussion on the following Scientific Skills:
and present the findings: Classifying,
a) what a hormone is Making
inferences,
b) what the endocrine system is Predicting

13
  state why the endocrine system c) why the endocrine system is necessary, despite
is necessary having the nervous system  Thinking Skills:
 Attributing,
*1/5/18  state physiological process not d) the physiological processes which are not directly  Relating,
(Cuti directly regulated by the regulated by the nervous system e.g. menstrual  Analysing
Hari nervous system cycle, development of secondary sex
Pekerja characteristics, growth, etc  Scientific Skills:
)  describe how the endocrine  Classifying,
system complements the e) How the endocrine system complements the
 Making
nervous system nervous system
inferences
 label the main glands of the Carry out group activity to label the main glands of
endocrine system the endocrine system.

 name the main hormones Name the main hormones produced by each
produced by each endocrine endocrine gland.
gland
18  state the functions of hormones Match the hormones with their functions in the Thinking Skill
involved in physiological following physiological processes:
7/5/18- processes a) reproduction Attributing,
11/5/18 b) growth
 describe briefly how secretion c) homeostasis Relating,
of hormone is regulated
*10/5/1 discuss how secretion of a hormone can be regulated Analysing,
8  describe briefly by:
(Cuti coordination involving both a) another hormone, e.g. thyroid stimulating Comparing and
Hari nervous system and endocrine hormone (TSH) contrasting
Wesak) system in a fight of flight b) level of certain substances, e.g. glucose
situation c) nervous system

 state the effects of hormonal Discuss the involvement of both the nervous system
imbalance and the endocrine system in a “fight or flight”
situation (involving adrenaline).
 state the use hormone in
medicine Carry out small group discussion on the following Scientific Skills:
and present the findings on: Communicating
a) the effects of imbalance of thyroxine, growth Analysing,
hormone, antidiuretic hormone, and insulin Visualising,
All Thinking Skills
14
 b) the use of hormone in the treatment of diabetes
mellitus and dwarfism

SCIENTIFIC
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SKILLS &
REMARKS
DATE OBJECTIVE OUTCOMES ACTIVITIES THINKING
SKILLS
19 3.4 A student is able to: Discuss the following:  Predicting &
Synthesising  explain the necessity to maintain a) physical factors – body temperature and Analysing
14/5/18 the concept of an optimal physical and chemical blood pressure,  Making
– homeostasis in condition in the internal conclusions
18/5/18 humans environment b) chemical factors in the blood partial pressure  Generalising
of oxygen and of carbon dioxide, osmotic
 state the meaning of homeostasis, pressure, and sugar level,

c) the necessity to maintain an optimal physical

and chemical condition in the internal
environment.
Experimenting: all
d) The meaning of homeostasis, thinking skills
 design an experiment to study the Design an experiment to show the effect of different
effect of different quantities of quantities of water intake on urine output. Observing and
water intake on urine output, Inferring.
Relating,
Making
generalizations
and visualizing

20-22 PEPERIKSAAN PERTENGAHAN TAHUN: 21 MAY – 8 JUN 2018

CUTI PERTENGAHAN TAHUN: 28 MAY – 12 JUNE
23  Relate the changes in blood Discuss the following:  Analysing
osmotic pressure to urine output. a) the relationship between the regulation of
25/6/18- osmotic pressure and the formation of urine.  Making
29/6/18  describe the formation of urine, conclusions
b) The formation of urine
 eelate the formation of urine to  Generalising
excretion. c) the relationship between urine formation
and excretion
15
 describe briefly the mechanism of
osmoregulation Draw and label the following structures:
a) kidney  Observing
 predict the consequences of b) nephron
impaired kidney function  Attributing
View computer simulations and draw a schematic
 describe the regulation of blood diagram on the process of urine formation and  Relating
sugar level discuss the following processes:
a) ultrafiltration  Making
 describe the regulation of body b) reabsorption inferences
temperature c) secretion  Analysing
 Making
 conceptualise homeostasis conclusions
Draw a schematic diagram on the action of
antidiuretic hormone (ADH) and discuss the
following:
 Observing and
a) the process of osmoregulation by the
 Inferring.
kidneys
b) negative feedback control in osmoregulation  Relating,
Gather information and discuss the following:  Making
a) Haemodialysis generalizations
b) Kidney donation and kidney transplant

Recall, discuss and draw a concept map on various  Observing and

mechanisms that together keep the physical and  Inferring
chemical conditions inside the organism constant in  Relating and
terms of : making
a) blood sugar level generalizations and
b) body temperature visualising
c) partial pressure of oxygen and carbon
dioxide blood pressure

16
 SCIENTIFIC
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SKILLS &
REMARKS
DATE OBJECTIVE OUTCOMES ACTIVITIES THINKING
SKILLS
24 3.5 Practising A students is able to: Show pictures of drug addicts and alcoholics, Scientific skills:
a healthy then discuss drug and alcohol abuse.  Classifying,
2/7/18- lifestyle  describe effects of drugs and alcohol  Predicting
6/7/18 abuse on humans. Reach and report on:
a) Effects of drugs and alcohol abuse such as on Thinking skills
 explain the factors that can lead to drug the nervous system,  Attributing
and alcohol abuse  Comparing
b) Social factors that can lead to drug and and
 practise a healthy lifestyle alcohol abuse. contrasting,
 Grouping and
Attend talks on drug and alcohol abuse. classifying
 Relating
c) Participate in anti-drug abuse and anti-alcohol visualising
abuse campaigns.

25 3.6 A student is able to: Research and report on:  Attributin

Understand-  state what plant hormones are, a) the meaning of plant hormones g
9/7/18- ing plant  give some examples of plant hormones, b) plant hormones e.g. auxins, ethylene,
13/7/18 hormone  infer the effects of auxins on growth c) effect of auxins based on scientific  Relating
responses, findings on phototropisme,
 explain the role of auxins in tropisme, d) role of auxins in phototropisme and
 state the use of hormones in geotropisme,
agriculture. e) the use of hormones in agriculture.

17
THEME : PHYSIOLOGY OF LIING THINGS
LEARNING AREA : 4.0 REPRODUCTION AND GROWTH

SCIENTIFIC
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SKILLS &
REMARKS
DATE OBJECTIVE OUTCOMES ACTIVITIES THINKING
SKILLS
26 4.1 Analysing A student is able to : Discuss the following about reproduction : Communicating
gamete  Attributing
16/7/18 formation  explain the necessity for organisms a) the necessity to reproduce  Sequencing
– to reproduce  Comparing and
20/7/18  state types of reproduction b) the two types of reproduction contrasting
 explain the necessity for formation of
gametes c) the necessity for formation of gametes
 describe formation of sperm in
humans Study diagrams of stages in the formation of a sperm
 describe formation of ovum in and an ovum
humans
 compare the formation of sperm Compare the formation of a sperm with that of an
with that of ovum ovum

27 4.2 Analysing A student is able to : Discuss the following : Communicating

the role of  state what menstruation is  Relating
23/7/18 hormones in a) what menstruation is  Predicting
– the menstrual  relate menstruation to menstrual
27/7/18 cycle cycle b) the relation between menstruation and menstrual
cycle
 state the importance of the menstrual c) the importance of the menstrual cycle
cycle
d) hormones involved in the menstrual cycle
 state the hormones involved in the Study diagrams and discuss the effect of hormonal Communicating
menstrual cycle levels on the following : Relating
Predicting
 relate hormonal levels to the a) follicle development
development of follicles, the b) ovulation
c) formation of corpus luteum
18
 process of ovulation and the
formation of corpus luteum
 relate hormonal levels to the
changes in thickness of the
endometrium
explain the role of hormones in
regulating the menstrual cycle:-
 state what premenstrual
syndrome (PMS) is
 state what menopause is
28 4.3 A student is able to :
Understanding
30/7/18- the early
3/8/18 development of  describe what fertilization is
a zygote in
humans  describe in simple terms the early
development of a
zygote
 name the two stages in the
development of a zygote in
preparation for implantation
 describe the formation of twins
 compare identical twins with fraternal
twins
 state the functions of the placenta in
foetal development
 explain the advantages of fetus
having a separate circulatory system
from that of the
mother
d) thickness of the endometrium
Discuss the following :
a) premenstrual syndrome
b) menopause
Use diagram and computer simulations to discuss the
following :  Communicating
a) the formation of zygote  Sequencing
b) the early development of a zygote as the  Comparing and
formation of a ball of cells which becomes contrasting
implanted in the wall of the uterus
c) Identify morula and blastocyst from the diagrams
given
d) Formation of identical twins, fraternal twins and
Siamese twins
Illustrate how identical and fraternal twins are
formed and fraternal twins are formed and give some
differences between them
Research and report on :
a) functions of the placenta in foetal development
the advantages of fetus having a separate
circulatory system from that of the mother
19
 SCIENTIFIC
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SKILLS &
REMARKS
DATE OBJECTIVE OUTCOMES ACTIVITIES THINKING
SKILLS
29 4.4 A student is able to: Research and report on :  Observing
Appreciating  Evaluating
6/8/18 the  explain the contribution of science a) Family planning
-10/8/18 contribution and technology to human
of science and reproduction b) Sperm bank
technology to  explain some moral issues related
human to the application of science and c) Artificial insemination
reproduction technology to human reproduction
 explain what sexually transmitted d) In vitro fertilization
disease are
 give example of sexually e) surrogate mother
transmitted disease
f) sexually transmitted disease

30 4.5 A student is able to: Examine a flower to identify :  Communicating

Synthesizing a)Various flower parts  Analyzing
13/8/18- the concept of  identify male and female structures b) The structure which produce male and  Synthesizing
17/8/18 sexual in a flower female reproductive cells  visualising
reproduction  describe the formation of pollen Draw diagrams to show the stages in the formation of
on flowering grains :
plants a) Pollen grains from pollen mother cells
 describe the formation of embryo b) Embryo sac from the embryo sac mother
sac in the ovule cells
Describe briefly what happen at each stage in both
 describe the formation of pollen (a) and (b)
tube Conduct an activity to observe the germination of
 describe the formation of zygote pollen grains in sugar solution

 describe the formation of triploid Discuss the following :

nucleus a) The formation of two male nuclei from
the generative nucleus,

20
  conceptualise double fertilization b) The formation of zygote,
c) The formation of triploid nucleus
 relate the structure of a fruit to the
flower part Discuss and draw a concept map of double
fertilization in flowering plants
 explain the importance of double
fertilization for the survival of Examine the structure of fruits e.g. mango, long
flowering plants beans, and relate them to the flower parts:
a) Seed from the ovule,
b) Seed coat from the integument,
c) Fruit from the ovary
Discuss the importance of double fertilization for the
survival of flowering plants.
CUTI PERTENGAHAN PENGGAL 2
& CUTI HARI RAYA AIDILFITRI: 18 OGOS – 26 OGOS 2018
31 4.6 A student is able to : Discuss the necessity for for growth.  Predicting
27/8/18-  Sequencing
31/8/18 Understanding  explain the necessity for gowth in Carry out small group discussion on growth in terms
growth in organisms, of :
*31/8/18 multicellular  explain what growth is, a) growth being an irreversible process,
Cuti Hari organisms. b) increase in the number of cells,
Kemerde c) increase in cell size,
kaan d) cell differentiation.

4.7 A student is able to : Study diagrams or prepared slides to identify the

Understanding growth zones at root tip and shoot tip.
the growth  identified the parameters used in
curve. the measurement of growth. Generate ideas on the appropriate parameters used in  Using space
the measurement of growth. Time
 describe the sigmoid growth relationship.
curve of an organism, Conduct an activity to study the growth of a plant,
e.g. onion, maize or balsam.  Analysing
 relate the shape of the growth
curve to the growth phases of an Study and interpret the data on growth in humans and  Predicting
organism, discuss the following :
a) the shape of growth curve,
 explain the shape b) phases of growth,
of the growth curve c)
of an insect. the relationship between the phases of growth and the
21
 growth curve.

Study and interpret a growth curve of an insect and

relate the shape of the curve to its growth.
32 4.8 A student is able to : Discuss the types of growth in plants.  Experimenting
Understanding
3/9/18– primary and  state the types of growth in Conduct a field study to identify plants that undergo  Comparing and
7/9/18 secondary plants, primary and secondaru growth. Contrasting
growth implants.
 state the primary and secondary Examine prepared slides or diagrams of across
growth are, section of a young stem, matured stem, young root,
matured root, in dicots to identify primary and
 name the tissue involved in secondary tissues.
primary and secondary growth,
Research and report on the following :
 explain the importance of a) relate primary growth to height, support and
primary growth, transport of substances,

 compare and contrast plants b) relate secondary growth to additional support

that undergo secondary growth
with plants that do not undergo
secondary growth,
 state the economic
importance of plants that
undergo secondary growth.
and transport,
c) state the importance of vascular cambium
and cork cambium to secondary growth,
d) compare plants that undergo secondary
growth with those that do not,

e) the economic importance of plants that

undergo secondary growth

22
THEME : VARIATION AND INHERITANCE
LEARNING AREA : INHERITANCE

SCIENTIFIC
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SKILLS &
REMARKS
DATE OBJECTIVE OUTCOMES ACTIVITIES THINKING
SKILLS
33 1.1 A student is able to: Discuss the following based on examples. Ss: classifying
Synthesising
10/9/18- the concept of  State what is meant by a) inheritance Ts: Attributing
14/9/18 inheritance inheritance Comparing
based on  Differentiate traits from b) characters and traits & contrasting
*11/9/18 Mendel’s characters Grouping &
Cuti Awal experiment  Identify characteristic and traits classifying
Muharram in Mendel’s experiments
 State that there is a hereditary Study diagrams showing the result of Mendel’s
factor that determines a monohybrid cross experiment, then discuss the Ss:
particular character following: Classifying
 Identify dominant and recessive a) characters and traits in Mendel’s experiment Predicting
traits b) there is a hereditary factor that determines a Communicating
 Explain genes and alleles particular character Interpreting data
c) dominant and recessive traits Defining
 Explain dominant and recessive
d) genes and alleles operationally
alleles
e) dominant and recessive alleles
 State the meaning of phenotype
f) phenotype and genotype Ts:
 State the meaning of genotype g) homozygote and heterozygote Attributing
 Relate allele combination to h) phenotypic ratio and genotypic ratio in the Comparing &
genotype first and second filial generation contrasting
 Relate phenotype to genotype i) the importance of meiosis I in the Relating
 State the meaning of segregation of alleles Visualizing
homozygote and heterozygote j) meaning of monohybrid inheritance Analyzing
 Determine the phenotypic ratio Generalizing
of the first filial generation and Conduct an activity using coloured buttons/beans to
second filial generation illustrate Mendel’s First Law. Ts:
 Determine the genotypic ratio of Discuss Mendel’s First Law as the Law of Attributing
23
  first filial generation and second Segregation
filial generation Analyzing
 State the meaning of Study diagrams showing the results of Mendel’s
monohybrid inheritance Dihybrid cross experiment, then discuss the Generalizing
 Conceptualize Mendel’s First following
Law Grouping &
 State the meaning of dihybrid a) meaning of dihybrid inheritance classifying
inheritance
 Conceptualize Mendel’s Second b) the importance of meiosis in terms of Making
Law independent assortment of chromosomes conclusion

Discuss Mendel’s Second Law as the Law of

Independent Assortment
34 1.2 A student is able to: Discuss : Ss:
Understanding  State the blood groups in the a) blood groups and Rhesus factor (Rh factor) Classifying
17/9/18 – inheritance ABO system and Rhesus factor b) inheritance of ABO blood group in humans Observing
21/9/18 in humans Examine a drawing of a micrograph of human communicating
 Explain the inheritance of ABO chromosomes and :
*17/9/18 blood group in humans a) determine the number of chromosomes
Cuti Umum  Differentiate autosomes from b) arrange the homologous pairs based on the Ts:
Hari sex chromosomes location of the centromere and size of Confident and
Malaysia  Identify the different human chromosomes independent
karyotypes c) identify autosomes and sex chromosomes Sequencing
 Explain sex determination in off Comparing and
spring Compare the karyotype of a normal human being contrasting
 Explain sex-linked inheritance with that of a person with Down’s syndrome Attributing
using examples Grouping and
Draw a schematic diagram to show the following : classifying
 Describe hereditary diseases
a) sex determination in offsprings relating
b) sex-linked inheritance of hemophilia and
colour blindness
Gather information and discuss
a) hereditary diseases such as Thalassaemia

24
THEME : VARIATION AND INHERITANCE
LEARNING AREA : INHERITANCE

SCIENTIFIC
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SKILLS &
REMARKS
DATE OBJECTIVE OUTCOMES ACTIVITIES THINKING
SKILLS
35 6.1 A student is able to: Discuss the importance of variation in organisms  Attributing
Understanding  Relating
24/9/18- variation in  State the importance of variation in Conduct an activity to investigate variation in  Making
28/9/18 organisms organisms humans and present the data graphically inferences
 Analyzing
 Give examples of variation in Discuss continuous variations with discontinuous  Making
humans variation based on the graphs conclusion
 Generating
 State the types of variation Compare continuous variations with discontinuous ideas
variation
 Grouping and
 Compare continuous variations classifying
with discontinuous variation  Comparing and
contrasting
 Sequencing
 Evaluating
 Synthesizing
 Making
conclusions

25
 36 6.2 A student is able to: Discuss the cause of variation in term of:  Attributing
Understanding a)genetic factors  Analyzing
2/10/18- the causes of  State the factors causing variation b)environmental factors  Comparing and
5/10/18 variation  Explain the effect of genetic Discuss the effects of genetic factors on variation contrasting
factors on variation  Visualizing
 Explain the effects of Conduct an activity, such as role-playing or model-  Making
environmental factors on variation building, to show the process of genetic inferences
 Explain the effects of the recombination  Making
interaction between genetic factors conclusion
and environmental factors on Conduct an activity to study the effects of different
 Comparing and
variation environmental factors on the variation of plants
contrasting
 Explain mutation  Visualizing
 Explain the importance of variation Discuss the following:
a) chromosomal mutation  Making
in the survival of a species inferences
b) gene mutation
 Making
Discuss examples of mutation and mutagens conclusion

Discuss the importance of variation in the survival of

a species
37 6.3 Be A student is able to: Participate in games and club activities involving  Detecting bias
respectful individuals from various ethnics groups  Evaluating
8/10/18 towards one  Accept that people are different  Making
- another despite Conduct a sketch to show respect for all God’s conclusion
variation  Respect each other creation
12/10/1
8

28 - 32 REVISION: 1 AUG – 2 SEPT

33 - 35 PERCUBAAN SPM: 5 SEPT – 28 SEPT
36 - 40 REVIEW AND PROGRAM PECUTAN: 4 OCT – 4 NOV
PEPERIKSAAN SPM: 5 NOV – 1 DEC

Prepared by, Checked Certified by,

…………………………………. …………………………………..
(PN RABIATUL ADAWIYAH BINTI SUEP) (PN REMA RAGAVAN A/P RAGAVAN KRISHNAN)
KETUA PANITIA BIOLOGI GURU KANAN SAINS & MATEMATIK
26