Yearly Lesson Plan (Biology F5)

THEME: PHYSIOLOGY OF LIVING THINGSLEARNING AREA: 1.0 TRANSPORT

DATE LearningObjectives

Suggested Learning Activities

Learning Outcomes Notes Vocabulary

5 -9 JAN 1.1Understandingthe importanceof having atransportsystem in somemulticellularorganisms

Carry out activities to identify the problem that could be faced by multicellular organisms and explainhow the problem is overcome in multicellular organisms ascompared to unicellular organisms:

a) correlate different sizes ofcubes to total surface area /volume (TSA/V) ratio,b) discuss how the (TSA/V) ratio affects the movement of solutes to the interior of cubes,c) relate the outcome of a) and b) to the problem faced by multicellular organisms ingetting cell requirements to the cells in the interior of theorganisms,d) suggest ways to improve the movement of solutes to the interior of cubes withoutchanging the size of cubes,e) explain why there is a need for a transport system in some multicellular organisms.

A student is able to:

identify the problem that couldbe faced by multicellularorganisms in obtaining theircellular requirements and gettingrid of their waste products,

suggest how the problem isovercome in multicellularorganisms

As compared tounicellular organisms

cell requirements– keperluan sel

waste products– hasil buangan

Transport –pengangkutan

total surface area– jumlah luas permukaan

1

12 -16 JAN 1.2Synthesisingthe concept ofcirculatorysystem

Read text materials and viewcomputer simulations on circulatorysystem and discuss the following:a) what is a circulatory system,b) the three components of the circulatory system, i.e.medium, vessels and pump,blood and haemolymph as amedium of transport,d) the composition of humanblood,e) the function of blood andhemolymph in transport,f) the structure of human blood vessels: arteries, veins and capillaries,g) the basic structure andfunction of the human heart,h) the circulation of blood inhumans in terms of:i. pumping of the heart,ii. contraction of skeletalmuscles around veins,i) the regulatory mechanism of blood pressure.

Look at the heart of the fish,chicken and/or cow, and notesimilarities and differences in terms of size, and number ofcompartments.Use schematic diagrams tocompare the circulatory

A student is able to:state what a circulatory systemis,state the three components ofcirculatory system in humansstate the medium of transport inhumans and animalsstate the composition of humanbloodexplain the function of blood andhaemolymph in transportdescribe the structure of humanblood vesselsexplain how blood is propelledthrough the human circulatorysystemexplain briefly how bloodpressure is regulated,compare and contrast thecirculatory systems in thefollowing: humans, fish andamphibians,conceptualise the circulatorysystem in humans.

Only a brief descriptionof human bloodvessels is required.

Cardiac cycle is notrequired.

Baroreceptors in theaorta and carotidarteries are mentioned.Effectors are smoothmuscles of the arteriesand cardiac muscles.

circulatory system– sistem peredaran

composition – komposisi

blood vessel – salur darah

heart – jantung

cardiac muscle– otot kardium

skeletal muscle– otot rangka

regulatory mechanism– mekanisme kawal atur

2

system in the following: humans, fish and amphibians

Visualise and draw concept maps on the circulatory system in humans.

2-6 FEB 1.3Understandingthe mechanismof blood clotting

Show photomicrographs of blood clots. Discuss the necessity for blood clotting with respect to:a) preventing serious blood loss,b) preventing the entry ofmicroorganisms and foreignparticles,c) maintaining blood pressure,d) maintaining circulation of blood in a closed circulatory system

Use a schematic diagram toillustrate the mechanism of blood clotting.Predict the consequences of blood clotting related problems such ashaemophilia or thrombosis.

A student is able to:explain the necessity for bloodclotting at the site of damagedblood vessels,

explain the mechanism of bloodclotting,

predict the consequences ofimpaired blood clottingmechanism in an individual.

blood clotting– pembekuan darah

damaged blood vessel– salur darah tercedera

impaired blood clotting– pembekuan darahterjejas

9-13 FEB 1.4Synthesisingthe concept oflymphaticsystem

Draw a schematic diagram on the formation of interstitial fluid and lymph, and discuss the following:

a) spaces between cells,


describe the formation ofinterstitial fluid,

Interstitial fluid– bendalir interstis

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b) materials from blood capillaries entering these spaces,c) composition of interstitial fluid, d) the importance of interstitial fluid,e) the need for interstitial fluid to return to the circulatory system directly or via the lymphatic system.

Discuss the following:a) the structure of the lymphaticsystem,b) the flow of lymph,c) the role of the lymphatic system

Use a graphic organiser 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 computersimulation on the lymphatic system, and discuss the relationship between the lymphatic system and circulatory system.

state the composition of interstitial fluid,

state the importance ofinterstitial fluid,describe the fate of interstitialfluid,describe the structure of thelymphatic system,explain how the lymphaticsystem complements thecirculatory system

compare the content of blood,interstitial fluid and lymph,

predict what will happen ifinterstitial fluid fails to return tothe circulatory system,

conceptualise the relationshipbetween the lymphatic systemand circulatory system

With the exception ofthoracic duct and rightlymphatic duct, specificnames of lymphvessels and lymphnodes are not required.

lymphatic system– sistem limfa

lymph nodes – nodus limpa

4

16-20 FEB 1.5Understandingthe role of thecirculatorysystem in bodydefencemechanism

Discuss the necessity for a body defence mechanism in humans.Gather information and discuss the body’s defence mechanism with reference to:a) first line of defence- skin,- mucous membrane,b) second line of defence- phagocytic white blood cells,c) third line of defence- lymphocytes.

Draw and label the various stages of phagocytosis.

Discuss the following:a) antigens, antibodies, immunity and immunisation,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’simmune system,

A student is able to:state another function of thecirculatory system besidestransport,identify the three lines ofdefence mechanism of the body,

describe the process ofphagocytosis,

state the meaning of antigen and antibody,state the meaning of immunityand immunisation,relate antigen and antibody toimmunity,name and give examples ofvarious types of immunity,

state the effects of humanimmunodeficiency virus (HIV) onthe body’s defence mechanism,describe the transmission of

immunity – keimunan

immunisation –pengimunan

acquired immunedeficiency syndrome(AIDS) – sindrom kurangdaya tahan

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b) transmission of HIV, c) prevention of AIDS.).

HIV,suggest ways to prevent thespread of acquired immunedeficiency syndrome (AIDS)

23-27 FEB 1.6 Appreciating a healthycardiovascularsystem

1.7 Understandingthe transport ofsubstances inplants

Research and discuss nuitrition and lifestyle which can lead to a healthycardiovascular system. Then select ways that are suitable and practice them..Discuss the following:a) the necessity for transport of substances in plants,b) the problem that could be faced by plants in 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) andlongitudinal section (LS) of adicot stem,c) study prepared slides of XS of stem, root and leaf of a dicot plant, and draw plan diagrams.

Relate the following:


select and practise suitableways to maintain a healthycardiovascular system

A student is able to:state the necessity for transportof substances in plants,

identify the vascular tissue instem, root and leaf,state the role of vascular tissuein the transport of substances,describe the structure ofvascular tissue,

Bark ringing

cross section– keratan rentas

longitudinal section– keratan membujur

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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.

relate the structure of xylem totransport,

relate the structure of phloem to transport,

predict the effect of removing aring of phloem tissue from aplant.

is theremoval of a ring oftissue external to thexylem from around thetrunk of a woody plant.

2-6 MAR 1.8Synthesisingthe concept oftransport ofsubstances inplants

Discuss the following:a) the transport of organicsubstances in plants,b) the importance of translocation in plants.

Carry out small group discussion on the following and present the findings:a) the process of transpiration,b) the importance of transpiration, c) the pathway of water from soil to leaves using a schematic diagram,d) the external conditions affecting the rate of transpiration

A student is able to:state what translocation is,explain the importance oftranslocation in plants,

describe the process oftranspiration,

explain the importance oftranspiration,describe the pathway of waterfrom the soil to the leaves

state external conditionsaffecting transpiration

design experiments to study

Mechanism to explaintranslocation is notrequired.

pathway of water- laluan air

environmental factor- factor persekitaran

light intensity- keamatan cahaya

relative humidity- kelembapan relatif

rate of transpiration- kadar transpirasi

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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 ofwater.

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.

factors affecting the rate oftranspiration,

explain the role of root pressure in the movement of water in plants,explain the role of cohesion and adhesion of water in themovement of water in plants,

conceptualise the transportmechanism in plants.

root pressure- tekanan akar

transpiration pull- tarikan transpirasi

capillary action- tindakan kapilari

LEARNING AREA: 2.0 LOCOMOTION AND SUPPORT




9-13 MAR

2.1Understandingsupport andlocomotion inhumans andanimals

Carry out small group discussion on the following:a) the necessity for support and locomotion in humans and animals,b) the problems that could


explain the necessity for support and locomotion in humans and animals,describe problems that could

support - sokongan

locomotion - gerak alih

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be faced by humans and animals in support and locomotion,c) how the above problems are overcome in humans and animals.

be faced by humans and animals in support and locomotionexplain how problems in support and locomotion are overcome in humans and animals,

16-27 MAR

Study a model of human skeleton to identify the following:a) axial skeleton consisting of the skull, cervical vertebrae, thoracic vertebrae, lumbar vertebrae, sacrum, coccyx,sternum and ribs,b) appendicular skeletonconsisting of the scapula,clavicle, humerus, ulna, radius, pelvic girdle, femur, tibia and fibula.

Observe a chicken wing to note the position and nature of muscles,ligaments and tendons.

Draw and label a simple diagram of an arm to show the arrangement of bones, skeletal muscles andtendons.

name the bones that make upthe axial skeleton andappendicular skeleton of thehuman body,

label the bones, the skeletalmuscles and tendons in adiagram of the arm,

axial skeleton- rangka paksi

appendage skeleton- rangka apendaj

pelvic girdle- lengkungan pelvic

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30 MAR-3 APRIL

Briefly discuss:a) how the bones, skeletalmuscles, tendons and joints bring about movement in the arm or leg,b) the necessity of nerve impulses in skeletal muscle contraction,c) the antagonistic action of skeletal muscles,d) all muscle has two primary proteins,e) source of energy is from ATP produced in adjacentmitochondria,f) the function of cartilage and synovial fluid at joints.

Observe and discuss themechanism of locomotion in an earthworm, grasshopper, fish or bird.

Discuss and present findings on muscle cramp, osteoporosis, muscular dystrophy, and arthritis.

explain how movement isbrought about in a limb

state the function of cartilageand synovial fluid at joints,

describe briefly the mechanismof locomotion in an animal,

state some consequences ofimpaired musculoskeletalsystem on support andlocomotion.

The Sliding –FilamentModel of MuscleContraction is notrequired.

Only a simple accountis required.

joint - sendi

contraction - pengecutan

cartilage - rawan

impaired - terjejasmuscle cramp - kejangotot

6-10 APR 2.2Appreciating ahealthymusculoskeletalsystem

Discuss and share ways of caring for the musculoskeletal systemsuch as:a) following a balanced diet,b) having a good posture,

A student is able to:practise ways to care for themusculoskeletal system.

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c) using of proper attire for daily activities,d) taking appropriate precautions during vigorous activities,e) practising correct and safe exercise techniques.

6-10 APR 2.3Understandingsupport inplants

Discuss the following:a) the necessity for support in plants,b) what could be the support related problems faced by:i. aquatic plants,ii. terrestrial plants.c) how is support achieved in aquatic and terrestrial plants.

Carry out the following activities:a) study the adaptations for support (aerenchyma and air sacs) in floating aquatic plants,e.g. water hyacinth,b) study prepared slides of cross sections of old stems to identify tissue that help in support,c) investigate how support in herbaceous plant, e.g. spinach and balsam, is achieved withoutwoody tissue.

A student is able to:explain the necessity for support in plants,

explain how support is achieved in aquatic plants

explain how support in terrestrial plants are achieved through tissue modifications.

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LEARNING AREA: 3.0 COORDINATION AND RESPONSE




13-17 APR

3.1Understandingresponse andcoordination

Carry out small group discussion on the following and present the findings:a) external stimuli, e.g. light, sound, smell, taste,temperature, pressure andtouch,b) internal stimuli e.g. sugar level in the blood and osmotic pressure of blood,c) the necessity for livingorganisms to respond to stimuli,

Carry out activities to study:a) human and animal responses to external and internal environment,b) plant responses to external environment.

View computer simulations on the pathways in detecting and responding to external and internalstimuli in humans and

A student is able to:list the changes in external andinternal environment faced by anorganism,

state why organisms have to be sensitive to changes in internal and external environment,

clarify through examples themeaning of ‘stimulus’ and‘response’,

state the main components and pathways involved in detecting and responding to changes in external environment,state the main components and pathways involved in

Main components are receptors, integrating centre and effectors.Afferent and efferent pathways are

external environment- persekitaran luar

internal environment- persekitaran dalam

stimulus - rangsangan

response - gerak balas

negative feedback- suap balik negatif

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animals and draw schematic diagrams involving the main components.

Discuss what is meant by‘coordination’.

detecting and regulating changes in internal environment,

clarify through examples themeaning of ‘coordination’

involved In regulating theinternal environment,negative feedback isinvolved.

20-24 APR

3.2Analysing therole of humannervous system

Discuss the role of nervous system.

Draw a diagram to show the organisation of the nervous system.

View graphics of the brain and label the main parts of the brain, and state their respective function(s).

Draw and label diagram of a cross section of the spinal cord.

Discuss the main functions of the spinal cord.

Draw and label the structure of the efferent neurone (nucleus, cell body, cytoplasm, dendrites, axon, synaptic dendrites, myelin sheath).

A student is able to:state the role of nervous system,draw and label a diagram toshow the organisation of thenervous system,

name the main parts of the brain and state their functions,

draw and label a diagram of a cross section of the spinal cord,

state the main functions of the spinal cord,

label the structure of an efferent neurone,

identify the type of the

The parts of the brainto be studied are thecerebrum, cerebellum,medulla oblongata, pituitary, hypothalamusand thalamus.

Cross section of spinal cord includes greymatter, white matter, dorsal root, ventral root, ganglion, spinalnerve.

nervous system- sistem saraf

spinal cord- saraf tunjang

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Identify and discuss the function of the three types of neurone.

View computer animations on the transmission of information in the form of electrical signals.

Discuss the mode of transmission of information along the neurone.

neuronefrom diagrams given,

state the function of each type of neurone

state the mode of transmissionof information along the neurone

transmission ofinformation -penghantaran maklumat

electrical signals- isyarat elektrik

27-31 APR

Draw a schematic diagram to show the pathway of transmission of information, and discuss the following:a) reception of stimuli byreceptors,b) from receptors to the central nervous system,c) integration and interpretation bythe central nervous system,d) from the central nervous system to the effectors,e) response by the effectors.

Draw and label a simple

describe briefly the pathway oftransmission of information fromreceptors to effectors

draw and label a simple

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diagram of a synapse,

Conduct small group discussion onthe following:a) transmission of information across the synapse.b) the role of the synapse in transmission,

Discuss voluntary action and involuntary action with examples.

Discuss the following:a) voluntary action eg. raising your hand to answer a question,b) involuntary action involving skeletal muscles eg. knee jerk,c) involuntary action involving smooth muscles, cardiac muscles or glands eg. Normal blood pressure.

Work in small groups to draw a schematic diagram of a reflex arc.

diagram of a synapse,

describe the transmission ofinformation across synapses,

state the role of the synapse intransmission,

give examples of voluntaryaction,give examples of involuntaryaction,

outline the transmission ofinformation in voluntary action,outline the transmission ofinformation in involuntary action,

draw a schematic diagramshowing a reflex arc,give examples of nervoussystem related diseases.

Note:Conditional reflex is not required.

voluntary action– tindakan terkawal

involuntary action– tindakan luar kawal

knee jerk – sentakan lutut

\skeletal muscles– otot rangka

smooth muscles – ototlicin

reflex arc – arka refleks

4-8 3.3 Carry out small group A student is able to: endocrine glands

15

MAY Analysing therole ofhormones inhumans

discussion onthe following and present the findings:a) what a hormone is,b) what the endocrine system is,c) why the endocrine system is necessary, despite having thenervous system,d) the physiological processes which are not directly regulated by the nervous system e.g.menstrual cycle, development of secondary sex characteristics, growth, etc.,e) how the endocrine system complements the nervous system.

Carry out group activity to label the main glands of the endocrine system.

Name the main hormonesproduced by each endocrine gland.

Match the hormones with their functions in the followingphysiological processes:(a) reproduction,

state what a hormone is,state what the endocrine system is,state why the endocrine system is necessary,

state physiological processesnot directly regulated by thenervous system,

descibe how the endocrine system complements thenervous system

label the main glands of theendocrine system

name the main hormonesproduced by each endocrinegland,

state the functions of thehormones involved in somephysiological processes,

The main hormonesrequired are:- follicle stimulatinghormone,- luteinising hormone,- estrogen,- progesterone,- androgens- growth hormone,- thyroid-stimulatinghormone,- thyroxine,- insulin,- glucagon,- antidiuretic hormone,and- adrenaline.

– kelenjar endokrin

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(b) growth,(c) homeostasis.

Discuss how secretion of a hormone can be regulated by:a) another hormone, e.g. thyroid stimulating hormone (TSH),b) level of certain substances, e.g.glucose,c) nervous system.

Discuss the involvement of both the nervous system and the endocrinesystem in a “fight or flight” situation (involving adrenaline).

Carry out small group discussion onthe following and present the findings on:a) the effects of imbalance of thyroxine, growth hormone, antidiuretic hormone, and insulin,b) the use of hormone in the treatment of diabetes mellitus and dwarfism.

describe briefly how secretion of hormone is regulated

describe briefly coordinationinvolving both the nervoussystem and endocrine system, ina “fight or flight” situation,

state the effects of hormonalimbalance,state the use of hormone in medicine.

hormonal imbalance- ketidakseimbanganhormon

dwarfism - kekerdilan

8-12 3.4 Discuss the following : A student is able to: Regulation of the

17

JUNE Synthesisingthe concept ofhomeostasis inhumans

a) physical factors – bodytemperature and bloodpressure,b) chemical factors in the blood - partial pressure of oxygen and of carbon dioxide, osmotic pressure, and sugar level,c) the necessity to maintain an optimal physical and chemicalcondition in the internalenvironment.d) the meaning of homeostasis,

Design an experiment to show the effect of different quantities of water intake on urine output.

Discuss the following:a) the relationship between the regulation of osmotic pressure and the formation of urine,b) the formation of urine,c) the relationship between urineformation and excretion.

Draw and label the followingstructures:a) kidney,

explain the necessity to maintain an optimal physical and chemical condition in the internal environment,

state the meaning ofhomeostasis,

design an experiment to study the effect of different quantities of water intake on urine output,

relate changes in blood osmotic pressure to urine output,

relate the formation of urine to excretion,describe the formation of urine,

physical and chemicalfactors in internalenvironment is vital forsurvival.

The action of sodium pump is not required.

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b) nephron.

View computer simulations and draw a schematic diagram on theprocess of urine formation and discuss the following processes:a) ultrafiltration,b) reabsorption,c) secretion.

Draw a schematic diagram on the action of antidiuretic hormone(ADH), and discuss the following:a) the process of osmoregulation by the kidneys,b) negative feedback control in osmoregulation.

Gather information and discuss the following:a) haemodialysis,b) kidney donation and kidney transplant.

Recall, discuss and draw a conceptmap on various mechanisms thattogether keep the physical and chemical conditions inside theorganism constant in

? describe briefly the mechanism of osmoregulation,

predict the consequences ofimpaired kidney function,

describe the regulation of blood sugar level,describe the regulation of body temperature,conceptualise homeostasis.

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terms of:a) blood sugar level,b) body temperature,c) partial pressure of oxygen and of carbon dioxide,d) blood pressure.

15-18 JUNE

3.5Practising ahealthy lifestyle

Show pictures of drug addicts and alcoholics, then discuss drug andalcohol abuse.Research and report on:a) effects of drugs and alcohol abuse such as on the nervous system,b) social factors that can lead to drug and alcohol abuse.

Attend talks on drug and alcohol abuse.

Participate in anti-drug abuse and anti-alcohol abuse campaigns.


describe effects of drug andalcohol abuse on humans,

explain the factors that can lead to drug and alcohol abuse,

practise a healthy lifestyle.

drug abuse- penyalahgunaan

15-18 JUNE

3.6Understandingplant hormones

Research and report on:a) the meaning of plant hormone,b) plant hormones e.g. auxins, ethylene,c) effect of auxins based onscientific findings onphototropism,d) role of auxins in

A student is able to:state what plant hormones are,give some examples of planthormones,infer the effects of auxins ongrowth responses,

explain the role of auxins in

Ethylene is also known as ethene.

responses - gerak balas

20

phototropism and geotropism,e) the use of hormones inagriculture.

tropism,state the use of hormones inagriculture.

LEARNING AREA: 4.0 REPRODUCTION AND GROWTH


Suggested Learning Activities Learning Outcomes Notes Vocabulary

22-26 JUNE

4.1Analysinggameteformation

Discuss the following aboutreproduction:a) the necessity to reproduce,b) the two types of reproduction, c) the necessity for formation ofgametes,

Study diagrams of the stages in the formation of a sperm and an ovum.

Compare the formation of a sperm with that of an ovum.

A student is able to:explain the necessity fororganisms to reproduce,state types of reproductionexplain the necessity forformation of gametes,describe formation of sperm in humans,describe formation of ovum in humans,

compare the formation of sperm with that of ovum.

reproduce – membiak

22-26 JUNE

4.2Analysing therole of hormones in the menstrual cycle

Discuss the following:a) what menstruation is,b) the relation betweenmenstruation and menstrualcycle,c) the importance of the menstrual cycle,d) hormones involved in the menstrual cycle,

Study and interpret graphs on

A student is able to:state what menstruation is,relate menstruation to menstrual cycle,state the importance of themenstrual cycle,state the hormones involved in the menstrual cycle,

explain the role of

menstrual cycle– kitar haid

ovulation –

21

hormonal levels during themenstrual cycle.

Study diagrams, and discuss theeffect of hormonal levels on thefollowing:a) follicle development,b) ovulation,c) formation of corpus luteum,d) thickness of the endometrium

Discuss the following:a) premenstrual syndrome,b) menopause.

hormones in regulating the menstrual cycle,

relate hormonal levels to the development of follicles, the process of ovulation, and the formation of corpus luteum,relate hormonal levels to the changes in thickness of the endometrium,state what premenstrualsyndrome (PMS) is,state what menopause is.

pengovuman

premenstrual syndrome(PMS) – sindrom prahaid

menopause – putus haid

29 JUNE-3 JULY

4.3Understandingthe earlydevelopment ofa zygote inhumans

Use diagram and computersimulations to discuss the following:a) the formation of zygote,b) the early development of azygote as the formation of a ballof cells which becomesimplanted in the wall of theuterus,c) identify morula and blastocystfrom the diagrams given,d) formation of identical twins,fraternal twins and Siamesetwins.Illustrate how identical and fraternal twins are formed, and give some differences between them.

A student is able to:describe what fertilisation is,describe in simple terms the early development of a zygote,name the two main stages in the development of a zygote in preparation for implantation,describe the formation of twins,

compare identical twins with fraternal twins,

fertilisation– persenyawaan

implantation – penempelan

umbilical cord – tali pusat

identical twins – kembar seiras

fraternal twins– kembar tak seiras

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Research and report on:a) functions of the placenta infoetal development,b) the advantages of fetus having a separate circulatory system from that of the mother.

state the functions of theplacenta in foetal development,explain the advantages of fetus having a separate circulatory system from that of the mother.

29 JUNE-3 JULY

4.4Appreciatingthe contributionof science andtechnology tohumanreproduction

Research and report on:a) family planning,b) sperm bank,c) artificial insemination,d) in vitro fertilisation,e) surrogate mother,f) sexually transmitted diseases.

A student is able to:explain the contribution ofscience and technology tohuman reproduction,explain some moral issues related to the application of science and technology tohuman reproduction,what sexually transmitteddiseases are,give examples of sexuallytransmitted diseases.

artificial insemination– permanian beradasin vitro fertilisation– persenyawaan in vitrosurrogate mother– ibu tumpang

6-10 JULY

4.5Synthesisingthe concept ofsexualreproduction inflowering plants

Examine a flower to identify:a) various flower parts,b) the structures which producemale and female reproductivecells.

Draw diagrams to show the stages in the formation of:a) pollen grains from pollenmother cell,b) embryo sac from embryo sacmother cell.

Describe briefly what happens

A student is able to:identify male and femalestructures in a flower,

describe the formation of pollen grains,describe the formation of the embryo sac in the ovule,

? describe the formation of pollen tube

pollen – debunga

embryo sac – pundi

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at each stage in both a) and b).

Conduct an activity to observe the germination of pollen grains in sugar solution.

Discuss the following:a) the formation of two male nuclei from the generative nucleus,b) the formation of a zygote,c) the formation of triploid nucleus,

Discuss and draw a concept map of double fertilisation in flowering plants.

Examine the structure of fruits, e.g. mango, long 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 fertilisation for the survival of flowering plants.

describe the formation ofzygote,

describe the formation of triploid nucleus,

conceptualise doublefertilisation,

relate the structure of a fruit to the flower parts,

explain the importance of double fertilisation for the survival of flowering plants

double fertilisation– persenyawaan ganda

seed coat – kulit biji

13-17 4.6 Discuss the necessity for A student is able to: growth –

24

JULY Understandinggrowth inmulticellularorganisms

growth.Carry out small group discussion on growth in terms of:a) growth being an irreversibleprocess,b) increase in the number of cells,c) increase in cell size,d) cell differentiation.

Study diagrams or prepared slides to identify the growth zones at root tip and shoot tip.

explain briefly the necessity for growth in organisms,explain what growth is,

pertumbuhan

irreversible – tidak berbaliik

cell differentiation– pembezaan sel

13-17 JULY

4.7Understandingthe growthcurve

Generate ideas on the appropriate parameters used in the measurement of growth.Conduct an activity to study thegrowth of a plant, e.g. onion, maize,or balsam.Study and interpret the data ongrowth in humans and discuss the following:a) the shape of growth curve,b) phases of growth,c) the relationship between thephases of growth and the growth curve.

Study and interpret a growth curve of an insect and relate the shape of the curve to its growth.


identify the parameters used in the measurement of growth,describe the sigmoid growth curve of an organism,

relate the shape of the growth curve to the growth phases of an organism,

explain the shape of the growth curve of an insect.

The parameters that can be used include height, length, volume, dry mass, and fresh mass.

growth curve– lengkung pertumbuhan

20-24 4.8Understanding

Discuss the types of growth inPlants

A student is able to: primary growth

25

JULY primary andsecondarygrowth in plants Conduct a field study to identify

plants that undergo primary andsecondary growth.

Examine prepared slides ordiagrams of a cross section of ayoung stem, matured stem, young root, matured root, in dicots to identify the primary and secondary tissues.

Research and report on thefollowing:a) relate primary growth to height, support and transport ofsubstances,b) relate secondary growth toadditional support andtransport,c) state the importance of vascular cambium and cork cambium to secondary growth,d) compare plants that undergosecondary growth with thosethat do not,e) the economic importance ofplants that undergo secondarygrowth.

state the types of growth inPlantsstate what primary andsecondary growth are,

name the tissue involved inprimary and secondary growth,state the location of the tissue involved in primary and secondary growth,

explain the importance ofprimary growth,explain the importance ofsecondary growth,

compare and contrast plants that undergo secondary growth withplants that do not undergosecondary growth,state the economic importance of plants that undergo secondary growth

–pertumbuhan primer

cork cambium– kambium gabus

THEME: VARIATION AND INHERITANCELEARNING AREA: 1.0 INHERITANCE

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27-31 JULY

1.1Synthesisingthe concept ofinheritancebased onMendel’sexperiment

Discuss the following base onexamples:a) inheritance,b) characters and traits.

Study diagrams showing the resultsof Mendel’s monohybrid crossexperiment, then discuss thefollowing:a) characters and traits in Mendel’ experiments,

b) there is a heriditary factor thatdetermines a particularcharacter,

c) dominant traits and recessivetraits,d) genes and alleles, e) dominant alleles and recessive alleles,f) phenotype and genotype,

g) homozygote and heterozygote,

A student is able to:state what is meant byInheritancedifferentiate traits fromcharacters,

identify characters and traits in Mendel’s experiments,state that there is a hereditary factor that determines a particular character,identify dominant and recessive traits,explain genes and alleles,explain dominant alleles and recessive alleles,state the meaning of phenotype,state the meaning of genotype,relate allele combination togenotype,relate phenotype to genotypestate the meaning ofhomozygote and heterozygotedetermine the phenotypic

inheritance – pewarisan

characteristic – ciri

hereditary factor– faktor pewarisan

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h) phenotypic ratio and genotypic ratio in the first and second filial generation,

i) the importance of meiosis I inthe segregation of alleles,j) meaning of monohybridinheritance.

Conduct an activity using coloured buttons/beans to illustrate Mendel’s First Law.

Discuss Mendel’s First Law as The Law of Segregation.Study diagrams showing the results of Mendel’s dihybrid cross experiment, then discuss the following:a) meaning of ‘dihybridinheritance’,b) the importance of meiosis interms of independentassortment of chromosomes.

Discuss Mendel’s Second Law as The Law of IndependentAssortment.

and genotypic ratio of the first filial generation and second filial generation

state the meaning of monohybrid inheritance,

conceptualise Mendel’s First Law,

state the meaning of ‘dihybird inheritance’

conceptualise Mendel’s SecondLaw.

Schematic diagramsshould show thesegregation ofalleles in meiosis.

The use of Punnett’s square is required

3-7 AUG 1.2Understanding

Discuss:a) blood groups and Rhesus


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inheritance factor (Rh factor),b) inheritance of ABO blood group in humans.

Examine a drawing of a micrograph of human chromosomes and:a) determine the number ofchromosomes,b) arrange the homologous pairsbased on the location of thecentromere and size ofchromosome,c) identify autosomes and sexchromosomes.

Compare the karyotypes of anormal human being with that of a person with Down’s syndrome.

Draw a schematic diagram to show the following:a) sex determination in off-springs,b) sex-linked inheritance ofhaemophilia and colourblindness.

Gather information and discuss:a) hereditary disease such asthalassaemia,

state the blood groups in theABO system and Rhesus factor in humans,

explain the inheritance of ABO blood group in humans,

differentiate autosomes from sex chromosomes,

identify the different humankaryotypes,

explain sex determination in offsprings,

explain sex-linked inheritance using examples.

describe hereditary disease,

sex determination– penentuan seks

sex-linked inheritance– pewarisan terangkai seks

colour blindness– buta warna

10-14 AUG

1.3Understanding

Research and report on:a) unit of inheritance,

A student is able to:state the unit of

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genes andchromosomes

b) the location of genes.

Construct a model ofdeoxyribonucleic acid (DNA) anddiscuss the following:a) structure of nucleotides,b) structure of polynucleotides,c) double helix structure of DNA.

Draw a schematic diagram andrelate how a trait is manifested from the basic unit of inheritance in terms of:a) chromosome to DNAb) DNA to gene,c) gene to protein,d) protein to the trait of an organism.

Research and report on thefollowing:a) DNA fingerprinting,b) human genome project,c) potential of stem cell research,d) genetic engineering,i. gene therapy,ii. genetically modifiedorganisms,iii. genetically modified food,iv. medicine (production ofinsulin).

Discuss the implications of theabove to mankind.

inheritancestate the location of genes,

describe the structure ofdeoxyribonucleic acid (DNA),

describe in simple terms the manifestation of a trait of an organism from the basic unit of inheritance,

explain briefly the importance of genetics to mankind,describe the application and abuse of knowledge in genetics,

An explanation ofthe mechanism ofprotein synthesis is not required

double helix– heliks ganda dua

DNA fingerprinting– cap jari DNA

genetic engineering– kejuruteraan genetik

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Conduct a forum or debate onethical and moral issues in theapplication of knowledge ingenetics.

argue on the need for ethics and moral in the application of genetics.

ethics – etika

LEARNING AREA: 2.0 VARIATION



17-20 AUG

2.1Understandingvariation inorganisms

Discuss the importance of variation n organisms.

Conduct an activity to investigate ariation in humans and present the data graphically

Discuss continuous anddiscontinuous variation based on the graphs.

Compare continuous variation with discontinuous variation.

A student is able to:state the importance of variation in organisms,give examples of variation in humans

state the types of variation,

compare continuous variation with discontinuous variation.

variations – variasi

continuous variation– variasi selanjar

discontinuous variation– variasi tak selanjar

31-5 SEPT

2.2Understandingthe causes ofvariation

Discuss the cause of variation interms of:a) genetic factors,b) environmental factors.

Discuss the effects of genetic factor on variation.

Conduct an activitiy, such as roleplaying or model-building, to

A student is able to:state the factors causingVariation

explain the effects of genetic factors on variation

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show the process of geneticrecombination.

Conduct an activity to study theeffects of different environmentalfactors on the variation of plants.

Discuss the following:a) chromosomal mutation,b) gene mutation.

Discuss examples of mutation and mutagens.Discuss the importance of variation in the survival of a species.

explain the effects ofenvironmental factors onvariation,explain the effects of theinteraction between geneticfactors and environmentalfactors on variation,

explain mutation,

explain the importance ofvariation in the survival of aspecies.

7-12 SEPT

2.3Be respectfultowards oneanother despitevariation

Participate in games and clubactivities involving individuals from various ethnic groups.

Conduct a sketch to show respect for all God’s creation.

A student is able to:accept that people are different,respect each other

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Documents

Yearly Lesson Plan (Biology F5)