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RPT DLP F5 Biology 2024
RPT DLP F5 Biology 2024
WEEK &
DATE CONTENT LEARNING STANDARD SUGGESTED ACTIVITY – NOTES
1
1.1 Pupils are able: Notes:
Organisation 1.1.1 Communicate about the types of plant tissue and Types of tissue and main functions:
W1 of Plant Tissue their main functions. (i) meristematic tissues.
(ii) permanent tissues:
11/3/2024- - epidermal tissue
15/03/2024 - ground tissue
- vascular tissue
Suggested activity:
Gather information and carry out a presentation about
the uses of plant tissues in everyday life.
Average and weak students – Gallery Walk
Good students - Presentation
I-Think: Bubble map, double bubble map
. Suggested activity:
Gather information about types and uses of timber in
Malaysia from agencies such as:
(i) Forestry Department of Peninsular Malaysia /
Sabah / Sarawak.
2
(ii) Malaysian Timber Industry Board (MTIB).
1.3.3 Conduct an experiment to study the effects of factor on Good , Average and weak students –Round table
the growth curve of a plant..
Suggested activity:
Gather information about growth curves.
Design an experiment to study the effects of sound
on plant growth.
PERFORMANCE STANDARDS
ORGANISATION OF PLANT TISSUES AND GROWTH
1 Recall the knowledge and basic science skills of organisation of plant tissues and growth.
2 Understand and able to explain the organisation of plant tissues and growth.
3 Apply knowledge and skills about organisation of plant tissues and growth to explain events or phenomena to carry out
simple task.
4 Analyse information about organisation of plant tissues and growth and apply science skills in the context of problem
solving.
3
5 Evaluate to make judgement about organisation of plant tissues and growth in the context of problem solving and apply
science skills in the context of problem solving and decision making to carry out a task.
6 Create using knowledge and scientific skills related to organisation of plant tissues and growth in the context of problem
solving and decision making or carrying out an assignment in a new situation creatively and innovatively giving due
consideration to the social values/ economy/ culture of the community
giving due consideration to the social values/ economy/ culture of the community
4
2.2 Main Organ Pupils are able to: Suggested activity:
for Gaseous Prepare a microscope slide to
Exchange 2.2.1 Justify the necessity of gaseous exchange in plants observe and describe the condition
of guard cells of spider lily plants or
2.2.2 Explain the mechanism of stomatal opening and closing based on: any other plant.
(i) the uptake of potassium ions. Good, Average and weak students –
(ii) changes in sucrose concentration. Experimen
I-Think: Flow map
2.2.3 Conduct an experiment to compare stomatal distribution on upper
and lower epidermis of monocotyledon and eudicotyledon leaves Design a model to relate the
mechanism of stomatal opening
2.2.4 Predict with explanation the effect of water deficiency in plants on and closing to uptake of potassium
stomatal opening and closing. ions and changes in sucrose
concentration.
Suggested activity:
Design a microbalance to compare
water loss from the upper and
lower epidermis of a leaf.
2.3.3 Conduct experiments to study the Good, Average and weak students –
effects of environmental factors on rate of Experimen
transpiration using a photometer.
Suggested activity:
Design experiments to study the
effects of pollution levels, leaves
5
positions and plant locations on
rate of transpiration in plants.
Good studens :
Competency –Based learning
Average and weak students – Guided
Experimen
2.4 Main Organ for Pupils are able to: Suggested activity:
Photosynthesis 2.4.1Justify the necessity of photosynthesis in plants Carry out a group discussion and
make multimedia presentation
W4 2.4.2 Relate the adaptations of internal structure of a leaf to about the history of the discovery
photosynthesis. of photosynthesis.
01/04/2024-
05/04/2024 2.4.3 Identify structures of a chloroplast: Conduct a study on adaptations of
(i) granum. plants to optimize photosynthesis:
(ii) thylakoid. (i) mosaic arrangement of leaves
(iii) stroma.
(ii) orientation of eudicotyledon
2.4.4 Relate light-dependent and light- independent reactions in leaves
photosynthesis.
Conduct an investigation to
2.4.5 Write a chemical equation to represent the process of separate photosynthetic pigments
photosynthesis. in a leaf using paper
2.4.6 Compare and contrast light- dependent and light-independent chromatography.
reactions in photosynthesis.
Good students: Hot seating
2.4.7 Explain environmental factors that affect the rate of photosynthesis: Average and weak students: Table talkers
(i) light intensity.
(ii) temperature.
(iii) concentration of carbon dioxide. Suggested activity:
Carry out a discussion to gather
2.4.8 Conduct experiments to study effects of environmental factors on information about light- dependent
the rate of photosynthesis. and light-independent reactions in
photosynthesis based on:
2.4.9 Analyse the effects of different light intensities and colours of light (i) materials required.
on the rates of photosynthesis.
(ii) sites of reactions.
(iii) products of reactions.
6
Suggested activity:
Design an indoor greenhouse.
Suggested activity:
Design an experiment to identify
the best colour of light for
maximum rate of photosynthesis in
an aquatic plant.
Suggested activity:
Prepare a proposal on ways to
increase agricultural yields for
countries with four seasons based
on the factors affecting the rate of
photosynthesis.
7
PERFORMANCE STANDARDS
LEAF STRUCTURE AND FUNCTION
1 Recall the knowledge and basic science skills of organisation of leaf structure and function.
2 Understand and able to explain organisation of leaf structure and function
3 Apply knowledge about organisation of leaf structure and function to explain events or phenomena of nature and
conduct a simple task.
4 Analyse information about organisation of leaf structure and function and apply science skills in the context of
problem solving.
5 Evaluate to make judgement about organisation of leaf structure and function and apply science skills in the context
of problem solving and decision making to carry out a task.
6 Create using knowledge and scientific skills related to organisation of leaf structure and function in the context of
problem solving and decision making or carrying out an assignment in a new situation creatively and innovatively
giving due consideration to the social values/ economy/ culture of the community.assignment in a new situation
creatively and innovatively giving due consideration to the social values/ economy/ culture of the community.
8
W6 3.1 Main Pupils are able to: Note:
Inorganic 3.1.1 Identify macronutrients and micronutrients required by plants. Main inorganic nutrients for plants:
15/04/2024- Nutrients (i) Macronutrients (carbon, oxygen,
3.1.2 Justify the necessity of macronutrients and micronutrients in plants. hydrogen, nitrogen, potassium, calcium,
19/04/2024 magnesium, phosphorus and sulfur).
(ii) Micronutrients (chlorine, iron, manganese,
boron, zinc, copper, nickel and
molybdenum).
Suggested activity:
Conduct an experiment to investigate effects
of macronutrient ratios on plant growth.
Suggested activity:
3.2 Organ for Pupils are able to: Suggested activity: Observe
Water and Mineral prepared microscope slides of cross sections
Salts Uptake 3.2.1 Describe the root structure for water and mineral salts uptake. of monocotyledon and eudicotyledon roots
3.2.2 Justify root adaptations for water and mineral salts uptake.
3.3 Diversity in Pupils are able to :
Plant Nutrition Suggested activity:
3.3.1 Describe nutritional adaptations of plants. Gather information about plants:
(i) carnivorous.
(ii) parasitic.
(iii) epiphytic.
PERFORMANCE STANDARDS
NUTRITION IN PLANTS
1 Recall the knowledge and basic science skills of nutrition in plants
2 Understand and able to explain the nutrition in plants.
3 Apply knowledge and skills about nutrition in plants to carry out simple task.
4 Analyse information about nutrition in plants and apply science skills in the context of problem solving.
5 Evaluate to make judgement about nutrition in plants and apply science skills in the context of problem solving and
decision making to carry out a task.
6 Create using knowledge and scientific skills related to nutrition in plants in the context of problem solving and decision making or
conduct an activity/ a task in a new situation creatively and innovatively by considering social/ economy/ culture of society.
10
4.1 Vascular Pupils are able to: Suggested activity:
Tissues 4.1.1 Justify the necessity of transport in plants. Carry out an activity to observe the structure
of xylem in a longitudinal section of a celery
4.1.2 Relate structural adaptations of xylem vessels and tracheids to stalk.
W7 transport water and mineral salts.
Study the role of xylem tissue in the transport
22/04/2024- 4.1.3 Relate the structural adaptations of sieve tubes and companion of water and mineral salts in stems of
cells to the transportation of organic substances herbaceous plants.
26/04/2024
Good, Students : inquiry experiment
Average & Weak students – Experiment
Suggested activity:
Watch videos and use thinking tools to
compare and contrast guttation and
transpiration.
Average and weak students – I-Think
Good students – Think-pair-share
I-Think:Circle map, bubble map]
11
4.3 Pupils are able to : Suggested activity: Conduct an experiment
Translocation to study the role of phloem tissue in the
4.3.1 Define translocation. transport of organic substances.
4.3.2 Justify the necessity of translocation in plants Good, Students : inquiry experiment
Average & Weak students – Experiment
4.3.3 Describe pathways of translocation in plants.
Note:
. Translocation pathways from green leaves to
other organs such as:
(i) roots.
(ii) shoots.
(iii) stems.
(iv) fruits
W8 4.4 Pupils are able to : Suggested activity:
29/04/2024- Phytoremediation 4.4.1 Define phytoremediation. Gather information about phytoremediation.
03/05/2024 Good students - Presentation
4.4.2 Explain the uses of phytoremediation in life. Average and weak students – Round Table
PERFORMANCE STANDARDS
NUTRITION IN PLANTS
1 Recall the knowledge and basic science skills of organisation of transport in plants.
2 Understand and able to explain transport in plants.
3 knowledge and skills about transport in plants to carry out simple task.
4 Apply Analyse information about transport in plants and apply science skills in the context of problem solving.
12
5 Evaluate to make judgement about transport in plants and apply science skills in the context of problem solving and decision making to
carry out a task.
Create using knowledge and scientific skills related to transport in in the context of problem solving and decision making or
6 carrying out an assignment in a new situation creatively and innovatively giving due consideration to the social values/
economy/ culture of the community.
5.2.3 Make inferences on effects of auxins on growth response. Average and weak students – Round table
Good students – Think-pair-share
5.2.4 Explain the roles of auxins in plant responses.
(i) phototropism. Suggested activity:
(ii) geotropism. (ii) extracellular enzymes. Design an experiment to study the
responses of radicle and plumule of a
seedling towards gravitational pull
CUTI PENGGAL 1
29/05/2023 – 04/06/2023
PERFORMANCE STANDARDS
RESPONSE IN PLANTS
1 Recall the knowledge and basic science skills of responses in plants.
2 Understand and able to explain responses in plants.
3 Apply knowledge and skills about responses in plants to carry out simple task.
4 Analyse knowledge about responses in plants and apply science skills in the context of problem solving.
5 Evaluate to make judgement about responses in plants and apply science skills in the context of problem
solving and decision making to carry out a task.
6 Create using knowledge and scientific skills related to responses in plants in the context of problem solving
and decision making or carrying out an assignment in a new situation creatively and innovatively giving due
consideration to the social values/ economy/ culture of the community.
15
6.4 Pupils are able to: Suggested activity:
Development 6.4.1 Describe double fertilization and development of seeds and Observe the structures of fruits such as mangoes
of Seeds and fruits. and legumes, and relate the structures of flowers
Fruits to fruits:
6.4.2 Relate the structure of seeds to ovules. (i) seeds from ovules.
(ii) seed coats from integuments.
6.4.3 Relate the structure of fruit to ovary. (iii) fruits from ovaries.
Suggested activity:
Carry out a multimedia presentation on the
development of fruits from flowers.
PERFORMANCE STANDARDS
SEXUAL REPRODUCTION IN FLOWERING PLANTS
1 Recall the knowledge and basic science skills of sexual reproduction in flowering plants..
2 Understand and able to explain sexual reproduction in flowering plants.
3 Apply knowledge and skills about sexual reproduction in flowering plants to carry out simple task
4 Analyse information about sexual reproduction in flowering plants and apply science skills in the context of problem
solving.
5 Evaluate Evaluate to make judgement about sexual reproduction in flowering and apply science skills in the context of
problem solving and decision making to carry out a task.
6 Create using knowledge and scientific skills related to sexual reproduction in flowering plants in the context of problem
16
solving and decision making or carrying out an assignment in a new situation creatively and innovatively giving due
consideration to the social values/ economy/ culture of the community
PERFORMANCE STANDARDS
17
2
Understand and able to explain adaptations of plants in different habitats.
3 Apply knowledge and skills about adaptations of plants in different habitats to carry out simple task.
4 Analyse information about adaptations of plants in different habitats and apply science skills in the context of
problem solving.
5 Evaluate to make judgement about adaptations of plants in different and apply science skills in the context of
problem solving and decision making to carry out a task.
6 Create using knowledge and scientific skills related to adaptations of plants in different habitats in the context
of problem solving and decision making or carrying out an assignment in a new situation creatively and
innovatively giving due consideration to the social values/ economy/ culture of the community.
18
(i) Archaebacteria. Examples of organisms in each kingdom:
(ii) Eubacteria. (i) Archaebacteria: Sulfur Bacteria.
(iii) Protista. (ii) Eubacteria: Thermus Aquaticus (Taq).
(iv) Fungi. (iii) Protista: Protozoa, algae and slime mold.
(v) Plantae. (iv) Fungi: Yeast and multicellular fungi (mushroom).
(vi) Animalia. (v) Plantae: seedless plants and plants with seeds.
(vi) Animalia: invertebrates and vertebrates.
8.1.3 Describe the main features of organisms in each kingdom.
Suggested activity:
8.1.4 Describe the naming of organisms according to the Binomial Gather information and carry out a presentation about
Nomenclature System. the history of classification systems.
8.2.3 Justify the importance of biodiversity on the environment and Suggested activity:
humans. Discuss the effects of loss of biodiversity on the
environment and humans.
Good, Average students : I Think map
I-Think:Circle map
19
8.3 Pupils are able to: Suggested activity:
Microorgani 8.3.1 Identify the main characteristics of microorganisms and Debate on the status of a virus as a non-living thing.
sms and viruses:
Viruses (i) bacteria. Prepare and observe microscope slides of bacteria (from
(ii) protozoa. yogurt), fungi (yeasts) and algae (spirogyra).
(iii) algae.
(iv) fungi. Suggested activity:
(v) viruses. Conduct activities to study the role of nitrogen fixing
W15 bacteria in plants.
8.3.2 Describe the roles of microorganisms in nitrogen cycle.
24/6/2024- Suggested activity:
28/6/2024 Design an eco-friendly vector trap/ repellent.
8.3.3 Explain the roles of microorganisms as:
(i) producers. Suggested activity:
(ii) decomposers. Gather information and carry out a presentation about
(iii) symbions. pathogenic diseases caused by:
(iv) parasites. (i) viruses (e.g.: Human papilloma virus).
(ii) bacteria (e.g.:Salmonella sp.).
(iii) protozoa (e.g.:Plasmodium sp.).
8.3.4 Define the terms:
(iv) fungi (e.g.:Tinea sp.).
(i) pathogens.
(ii) vectors.
Good students : Hot Chair
Average and weak students : Presentation
8.3.5 Explain the effects of pathogens on human health. I-Think: Tree map, circle map
PERFORMANCE STANDARDS
BIODIVERSITY
1 Recall the knowledge and basic science skills of biodiversity.
2 Understand and able to explain biodiversity
3 Apply knowledge and skills about biodiversity to carry out simple task.
4 Analyse information about biodiversity and apply science skills in the context of problem solving.
5 Evaluate to make judgement about biodiversity and apply science skills in the context of problem solving and decision making
to carry out a task.
6 Create using knowledge and scientific skills related to biodiversity in the context of problem solving and decision making or
carrying out an assignment in a new situation creatively and innovatively giving due consideration to the social values/
20
economy/ culture of the community.
THEME 4 : ECOSYSTEM AND ENVIRONMENTAL SUSTAINABILITY
LEARNING AREA : 9.0 ECOSYSTEM
9.1.3 Explain autotrophic and heterotrophic nutritions. Draw, label and discuss inverted pyramids of
numbers and biomass.
9.1.4 Communicate about biotic components according to trophic levels.
Suggested activity:
9.1.5 Describe energy flow in a food chain.
Analyse the interactions between organisms from
videos watched.
9.1.6 Describe ecological pyramids:
Good, Average and weak students : Flipped classroom
(i) pyramid of numbers.
(ii) pyramid of biomass.
Conduct an experiment to study the effects of
(iii) pyramid of energy.
intraspecific and interspecific competitions
between organisms.
9.1.7 Analyse types of interactions between biotic components:
(i) parasitism.
(ii) commensalism. Good, Students : inquiry experiment
(iii) mutualism. Average & Weak students – Experiment
(iv) saprophytism.
(v) competition. Suggested activity:
(vi) predation. Conduct studies and carry out a presentation on
the importance of a mangrove ecosystem as in:
9.1.8 Explain a mangrove ecosystem in terms of: (i) charcoal industry.
(i) biotic components. (ii) cottage industry (e.g.: production of atap
(ii) abiotic components. nipah, cockles, shrimps, crabs and palm sugar).
(iii) adaptations of mangrove trees. Good, Average and weak students : Field study
(iv) colonisation and succession.
(v) its importance.
21
9.2 Pupils are able to: Note:
Population Parameters involved in quadrat sampling:
Ecology 9.2.1 Describe factors affecting population distribution. (i) frequency.
(ii) density.
9.2.2 Analyse data to estimate population size of organisms using: (iii) cover.
(i) quadrat sampling technique.
(ii) capture-mark-release-recapture technique. Suggested activity:
i. Conduct a field study to estimate plant
population size in the school field.
ii. Conduct a field study to estimate animal
population size.
iii. Conduct a field study to the effects of abiotic
components on the population of an organism
Good, Average and weak students : Field study
PERFORMANCE STANDARDS
ECOSYSTEM
1 Recall the knowledge and basic science skills of ecosystem.
2 Understand and able to explain ecosystem.
3 Apply knowledge and skills about ecosystem to carry out simple task.
4 Analyse information about biodiversity and apply science skills in the context of problem solving.
5 Evaluate to make judgement about ecosystem and apply science skills in the context of problem solving and decision making to
carry out a task.
6 Create using knowledge and scientific skills related to ecosystem in the context of problem solving and decision making or
carrying out an assignment in a new situation creatively and innovatively giving due consideration to the social values/
economy/ culture of the community.
22
HEME 4 : ECOSYSTEM AND ENVIRONMENTAL SUSTAINABILITY
LEARNING AREA : 10.0 ENVIRONMENTAL SUSTAINABILITY
23
Preservation, Conduct a collaborative activity with other organisations to propose
Conservation 10.2.1 Define the terms: measures to preserve, conserve and restore the environment of a
and (i) preservation of ecosystem. local area.
Restoration of (ii) conservation of ecosystem.
Ecosystem (iii) restoration of ecosystem. Note:
In situ and ex situ conservation and restoration of ecosystems.
10.2.2
Justify the necessity of: Suggested activity:
(i) preservation of ecosystem. Conduct a mini project to restore a mangrove ecosystem.
(ii) conservation of ecosystem.
(iii) restoration of ecosystem. Gather information from the Department of Wildlife and National Park
(PERHILITAN) and present the findings about protected and totally
protected organisms in Malaysia.
24
10.4.3 Communicate about applications of social
science to solve environmental problems and Suggested activity:
Build a green wall or vertical garden in school using solid wastes.
challenges.
Recycle kitchen wastes and expired food to produce natural
fertilizers or plant growth inducer.
Produce eco-enzyme as cleaning agents from fruit wastes.
Produce foliar fertilizer as vegetable growth inducer from kitchen
wastes.
Produce flour as natural plasticine from banana peel. Produce biogas
from solid organic wastes.
Outline an action plan to overcome the energy consumption issues
and the social responsibility in sustaining the
environment of a local area.
PERFORMANCE STANDARDS
ENVIRONMENTAL SUSTAINABILITY
1 Recall the knowledge and basic science skills of sustainability of the environment.
2 Understand and able to explain sustainability of the environment.
3 Apply knowledge and skills about sustainability of the environment to carry out simple task.
4 Analyse information about sustainability of the and apply science skills in the context of problem solving.
5 Evaluate to make judgement about sustainability of the environment and apply science skills in the context of problem
solving and decision making to carry out a task.
6 Create using knowledge and scientific skills related to the environment in the context of problem solving and decision
making or carrying out an assignment in a new situation creatively and innovatively giving due consideration to the social
values/ economy/ culture of the community.
11.1.3 Differentiate terms related to inheritance: Present an analogy to illustrate a monohybrid cross.
(i) genes and alleles. Good, Average & Weak students: Case Study learning
(ii) characteristics and traits.
(iii) phenotypes and genotypes.
Construct a cross diagram to show the relationship among
(iv) dominant alleles and recessive alleles.
(v) dominant traits and recessive traits. genes, traits, characteristics, alleles, genotypes,
(vi) homozygotes and heterozygotes. phenotypes, homozygotes and heterozygotes.
(vii) pure breeds and hybrids. Note:
(viii) parental generation and filial generations. Monohybrid cross diagrams include:
(i) phenotypes and genotypes of parental generation.
11.1.4 Construct monohybrid cross diagrams (ii) meiosis.
(iii) gametes.
11.1.5 Determine genotypic and phenotypic ratios of filial (iv) fertilization.
generations in a monohybrid cross. (v) genotypes and phenotypes of filial generations.
(vi) genotypic and phenotypic ratios of filial generations.
11.1.6 Describe Mendel’s First Law . Note:
Genotypes and phenotypes of filial generations can be
represented by using a Punnett square.
26
11.2 Dihybrid Pupils are able to : Note:
W 20 Inheritance Genotypes and phenotypes of filial generations can be
11.2.1 Describe the meaning of a dihybrid cross. represented by using a Punnett square.
29/7/2024- Suggested activity:
2/8/2024 11.2.2 Explain a dihybrid cross based on Mendel's Gather and present information about Mendel's Second
experiments. Law.
29/7/2024
CUTI 11.2.3 Good students – Presentation
PERISTIWA Average and weak students – Round table
2 11.2.4 Construct a dihybrid cross diagram.
Determine genotypic and phenotypic ratios of filial generations
in a dihybrid cross.
27
11.4 Pupils are able to: Note:
W 21 Inheritance in Discuss karyotypes of males, females and individuals with
Humans 11.4.1 Identify types of human chromosomes: different chromosomal numbers. Note:
5/8/2024- (i) autosomes. Examples of human inheritance are:
9/8/2024 (ii) sex chromosomes. (i) ABO blood groups.
11.4.2 Analyse and describe human karyotypes. (ii) Rhesus factor (Rh).
(iii) thalassemia.
11.4.3 Match paternal and maternal chromosomes of humans (iv) ability to roll the tongue.
in a drawing/ micrograph to build a complete karyotype of an (v) types of earlobe.
individual. (vi) sex determination.
(vii) sex-linked inheritance (colour blindness, haemophilia).
11.4.4 Relate Mendel's Laws to human inheritance.
Suggested activity:
11.4.5 Analyse human inheritance by constructing inheritance Conduct a Ishihara test to identify inheritance of colour
cross diagrams. blindness among pupils.
Suggested activity:
Construct a cross diagram to determine genotypic and
11.4.6 Analyse human inheritance by studying family phenotypic ratios.
pedigrees.
Suggested activity:
Construct a family pedigree based on phenotypic and
genotypic information among family members.
PERFORMANCE STANDARDS
INHERITANCE
1 Recall the knowledge and basic science skills of inheritance.
2 Understand and able to explain the inheritance.
3 Apply knowledge and skills about inheritance to carry out simple task.
4 Analyse information about inheritance and apply science skills in the context of problem solving.
5 Evaluate to make judgement about and apply science skills in the context of problem solving and decision making to carry
out a task.
6 Create using knowledge and scientific skills related to in the context of problem solving and decision making or carrying out
an assignment in a new situation creatively and innovatively giving due consideration to the social values/ economy/ culture
of the community.
28
THEME 4 : ECOSYSTEM AND ENVIRONMENTAL SUSTAINABILITY
29
LEARNING AREA : 12.0 VARIATION
PERFORMANCE STANDARDS
VARIATION
1 Recall the knowledge and basic science skills of variation.
2 Understand and able to explain variation.
3 Apply knowledge and skills about variation to carry out simple task.
4 Analyse information about variation and apply science skills in the context of problem solving.
5 Evaluate to make judgement about variation and apply science skills in the context of problem solving and decision making to
carry out a task.
6 Create using knowledge and scientific skills related to variation in the context of problem solving and decision making or
carrying out an assignment in a new situation creatively and innovatively giving due consideration to the social values/
economy/ culture of the community.
31
THEME 4 : ECOSYSTEM AND ENVIRONMENTAL SUSTAINABILITY
LEARNING AREA : 13.0 GENETIC TECHNOLOGY
13.2.2 Describe applications of biotechnology in life. Visit organisations such as FRIM, MPOB, MARDI,
MRB and higher education centres to gather
13.2.3 Justify the importance of biotechnology in lif. information about Yellow biotechnology.
Note:
Examples of biotechnology applications:
(i) gene therapy.
(ii) DNA profiling.
(iii) production of insect/ herbicide tolerant plants.
(iv) cleaning of oil spills.
(v) production of microbial metabolites.
(vi) nanobiotechnology.
(vii) bioinformatics.
32
Suggested activity:
Design an entrepreneurial proposal to produce a
product using biotechnology.
Discuss the Clustered Regularly Interspace Short
Palindromic Repeats (CRISPR) technology.
Design products using inexpensive, discarded and
biodegradable materials to overcome oil spill
problems in aquatic ecosystems.
Suggested activity:
Debate on the effects of biotechnology on
humans, animals and the environment.
Discuss applications of artificial intelligences in
biological fields in the Industrial Revolution 4.0 era
(IR 4.0).
Good, Average students -debate
weak students – Round table
PERFORMANCE STANDARDS
GENETIC TECHNOLOGY
1 Recall the knowledge and basic science skills of genetic technology.
2 Understand and able to explain genetic technology.
3 Apply knowledge and skills about genetic technology to carry out simple task.
4 Analyse information about genetic technology and apply science skills in the context of problem solving.
5 Evaluate to make judgement about genetic technology and apply science skills in the context of problem solving and
decision making to carry out a task.
6 Create using knowledge and scientific skills related to genetic technology in the context of problem solving and decision
making or carrying out an assignment in a new situation creatively and innovatively giving due consideration to the
social values/ economy/ culture of the community.
33
STANDARD
W 25 & W 26
2/9/2024-13/9/2024
SPM TRIAL EXAM
14/9/2024 – CUTI PENGGAL 2
22/9/2024
W27
23/9/2024-27/9/2024
DISCUSS SPM TRIAL EXAM
W 28 Intensive Revision Program
30/9/2024-4/9/2024
W 29 Intensive Revision Program
7/10/2024-11/10/2024
W 30 Intensive Revision Program
14/10/2024-18/10/2024
14/10/2024
CUTI PERISTIWA 4
W 31 Intensive Revision Program
21/10/2024-25/10/2024
W 32 Intensive Revision Program
28/10/2024-1/11/2024
W 33 Intensive Revision Program
4/11/2024-8/11/2024
W 34 Intensive Revision Program
11/11/2024-15/11/2024
W 35 PEPERIKSAAN SPM (UAS, UB, UM)
18/11/2024-22/11/2024
W 36 PEPERIKSAAN SPM (UAS, UB, UM)
25/11/2024– 29/11/2024
W 37 Intensive Revision Program
2/12/2024 – 6/12/2024
W 38 Intensive Revision Program
9/12/2024 – 13/12/2024
W 39 Intensive Revision Program
16/12/2024– 20/12/2024 PEPERIKSAAN SPM (BERTULIS) bermula 18/12/2024
W 40 PEPERIKSAAN SPM (BERTULIS)
30/12/2024-3/1/2025
W41 PEPERIKSAAN SPM (BERTULIS)
6/1/2025-10/1/2025
34
W42 PEPERIKSAAN SPM (BERTULIS)
13/1/2025-17/1/2025
Cuti Akhir Persekolahan Sesi 2023/2024
(18/1/2025-16/2/2025)
Tahun Baharu Cina (29-30/1/2025)
35