Biology yearly plan f4

THEME: INTRODUCING BIOLGY

LEARNING AREA: 1.0 INTRODUCING BIOLOGY

Week Learning Objectives Learning outcomes Notes1

04/01-08/01

1.1Understanding the study of Biology

A student is able to: state what the study of Biology is, explain the importance of Biology, list the different fields in Biology, list the careers related to Biology, state various ways of studying Biology,

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11/01-16/01

1.2Applying scientific investigation

A student is able to: identify variables in a given situation, identify the relationship between two variables to form a

hypothesis, design and carry out a simple experiment to test the hypothesis, record and present data in a suitable form, interpret data to draw conclusions, write a report on an experiment, practice scientific attitudes and noble values.

THEME : INVESTIGATING THE CELLS AS A BASIC UNIT OF LIVING THINGS

LEARNING AREA : 1.0 CELL STRUCTURE AND CELL ORGANISATION

Week Learning Objectives Learning Outcomes Notes2

11/01-16/01

1.1Understanding cell structure and function

A student is able to: draw and label an animal cell, draw and label a plant cell, identify the cellular components of an animal cell, identify the cellular components of a plant cell, state the functions of the cellular components in an animal cell, state the functions of the cellular components in a plant cell, compare and contrast an animal cell and a plant cell, relate the density of certain organelles with the functions of

specific cells.

The structure of the organelles is not required

3 1.2Understanding cell organisation

A student is able to: state the necessity for cell specialisation in multicellular

organism as compared to unicellular organism, describe cell specialization in multicellular organisms,

18/01-22/01 describe cell organisation in the formation of tissue, organs and systems in multicellular organisms,

state the meaning of internal environment, identify factors affecting the internal environment, explain the necessity to maintain optimal internal environment, describe the involvement of various systems in maintaining

optimal internal environment.

A simple explanation

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18/01-22/01

1.3Appreciating the uniqueness of the cell

A student is able to: predict the state of certain cells without a particular cellular

component, illustrate that most cells are specialized for the job that they

perform.

LEARNING AREA: 2.0 MOVEMENT OF SUBSTANCES ACROSS THE PLASMA MEMBRANE


25/01-29/01

2.1Analysing the movement of substances across the plasma membrane

A student is able to: state the substances required by living cells, state the substances that have to be eliminated from cells, explain the necessity for movement of substances across the

plasma membrane, describe the structure of the plasma membrane, describe the permeability of the plasma membrane, explain the movement of soluble substances across the plasma

membrane through the process of passive transport, explain the movement of water molecules across the plasma

membrane by osmosis, explain the movement of substances across the plasma membrane

through the process of active transport, explain the process of passive transport in living organisms using

examples, explain the process of active transport in living organisms using

examples, compare and contrast passive transport and active transport.

Only a brief account of the structure of the plasma membrane is required.

Only a basic explanation of the active transport is required.

5

01/02-05/01

2.2Understanding the movement of substances across the plasma membrane in every day life

A student is able to: explain what hypotonic, hypertonic and isotonic solutions are, explain the effect of hypotonic, hypertonic and isotonic solutions

on plant cell and animal cell, explain plasmolysis, deplasmolysis, haemolysis and crenation, design an experiment to determine the concentration of external

The use of human blood is discouraged.

solution which is isotonic to the cell sap, make an inference on the concentration of cell sap in plant

tissues, relate the movement of substances across the plasma membrane

with concentration gradient, explain the phenomenon of wilting in plants using examples, explain the preservation of food using examples.

The concentration of the external solution which is isotonic to the cell sap is determined from plotted graph.Discussion should be based on the concepts of osmosis and plasmolysis.

5

01/02-05/02

2.3Appreciating the movement of substances across the plasma membrane

A student is able to: explain the necessity of movement of substances across the

plasma membrane which occurs in a continuous and a controlled manner for survival of a cell.

LEARNING AREA: 3.0 CHEMICAL COMPOSITION OF THE CELL


08/02-10/02Ujian 1

6

11/02-12/02

3.1Understanding the chemical composition in the cell

A student is able to: state the elements in the cell, list the chemical composition in the cell, explain the importance of organic compounds in the cell, explain the importance of water in the cell.

A brief account on the importance of carbohydrates, lipids, proteins and nucleic acid is required.

6

11/02-12/02

3.2Understanding carbohydrates

A student is able to: state the elements in carbohydrate, state the types of carbohydrates, explain the formation and breakdown of disaccharides and

polysaccharides.

A detail molecular structure is not required.

A brief account of condensation and hydrolysis reactions is required.

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15/02-19/02

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Chinese New Year Holiday

3.3Understanding proteins

A student is able to: state the elements in proteins,


22/02-25/02 state the various structure of proteins, explain the formation and breakdown of dipeptides and

polypeptides, explain the meaning of essential and non-essential amino acids.


8

22/02-25/02

3.4Understanding lipids

A student is able to: state the elements in lipids, state the main types of lipids, state the components of fats and oils, explain the formation and breakdown of fats and oils compare and contrast saturated fat and unsaturated fat.



9

01/03-05/03

3.5Understanding enzymes

A student is able to: state what enzymes are, explain why enzymes are needed in life processes, list the general characteristics of enzymes, relate the name of enzymes and substrate, state sites where enzymes are synthesised, state the meaning of intracellular enzymes and extracellular

enzymes, explain the involvement of specific organelles in the production

of extracellular enzyme, explain the effects of pH, temperature, enzyme concentration,

and substrate concentration on enzyme activity, explain the mechanism of enzyme action, relate the mechanism of enzyme action with pH, temperature,

enzyme concentration and substrate concentration, explain the uses of enzymes in daily life and industry using

examples.9

01/03-05/03

3.6Realising the importance of the chemical composition in cells

A student is able to: predict the consequences of deficiency in carbohydrates, protein,

lipids or enzymes in the cell.

LEARNING AREA : 4.0 CELL DIVISION

Week Learning Objectives Learning Outcomes Notes

10

08/03-11/03

4.1Understanding mitosis

A student is able to: state the necessity for the production of new cells in organisms explain the necessity for the production of new cells identical to

parent cells, state the significance of mitosis, identify the phases in the cell cycle, explain the process of mitosis and cytokinesis, arrange the various stages of mitosis in the correct sequence, compare and contrast mitosis and cytokinesis in animal and plant

cell, explain the importance of controlled mitosis, explain the effects of uncontrolled mitosis in living things, describe the application of knowledge on mitosis in cloning, explain the advantages and disadvantages of cloning.

Techniques of cloning include tissue culture.

11

22/03-26/03

4.2Understanding meiosis

A student is able to: state the necessity of trait inheritance in offspring for

continuation of life, state the necessity to maintain diploid chromosomal number from

generation to generation, state the necessity for production of haploid gametes in sexual

reproduction, state the significance of meiosis, identify the type of cell that undergoes meiosis explain the process of meiosis, arrange the various stages of meiosis in the correct order, compare and contrast meiosis I and meiosis II, compare and contrast meiosis and mitosis.

A detailed explanation of Prophase 1 is not required.

11

22/03-26/03

4.3Appreciating the movement of chromosomes during mitosis and meiosis

A student is able to: describe what will happen when the movement of chromosomes

during mitosis and meiosis do not occur in an orderly manner, know and avoid things that maybe harmful

THEME: INVESTIGATING THE PHILOSOPHY OF LIVING THINGS

LEARNING AREA: 1.0 NUTRITION


29/03-31/03

1.1Understanding type of nutrition

A student is able to: state the type of nutrition, explain autotrophic nutrition, explain heterotrophic nutrition, classify organisms according to the types of nutrition.

12

29/03-31/03

1.2Applying the concept of balance diet

A student is able to: explain the necessity of balance diet, explain the factors affecting the daily energy requirement of the

human body, determine the energy value in food samples, determine the nutrient content in different food samples, explain the functions and sources of vitamins in a diet to maintain

health, explain the function and sources of minerals in a diet to maintain

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

diet, explain the functions of water in the body, justify the selection of an appropriate balanced diet for a target

group.

The unit for energy used is Joule.

12&1301/04-05/04

Ujian 2

13

06/04-09/04

1.3Understanding malnutrition

A student is able to: explain what malnutrition is, explain the effects of malnutrition using examples, describe ways to reduce the chance of contracting certain health

problems due to one’s diet, describe ways to reduce the effects of certain health problems.

14

12/06-16/04

1.4Analysing food digestion

A student is able to: state the substance required by the cell to carry out metabolic

processes, list the complex substances that need to be digested, explain the necessity for digestion of complex substances, draw and label human digestive system, state the digestive juices and substances that aid in the process of

digestion in human, describe the functions of the digestive juices and substances,

explain the digestion of carbohydrates, proteins and lipids in the human body,

identify parts of digestive system in ruminants and rodents involved in the digestion of cellulose,

describe the digestion of cellulose in ruminants and rodents, compare and contrast the digestive process in humans, ruminants

and rodents, design experiments to study the digestion of starch and proteins

in food samples, describe problems related to food digestion.

15

19/04-23/04

1.5Understanding the processes of absorption and assimilation of digested food.

A student is able to: identify the parts of the digestive system involved in absorption

of digested food, explain the adaptive characteristics of the digestive system

related to absorption, draw and label the structure of a villus, explain the process of absorption in the villus, maka an analogy on the process of absorption in the small

intestine, explain the absorption of water and minerals in the colon, describe the transport of nutrients by the circulatory system for

assimilation, explain the main functions of the liver, describe the process of assimilation.

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26/04-30/04

1.6Understanding the formation of faeces and defecation

A student is able to: identify the part of the digestive system where the formation of

faeces takes place, describe the formation of faeces, explain the role of microorganisms in the colon and the effect of

antibiotics on them, explain what defecation is, explain the importance of defecation, explain the importance of high fibre diets, describe the problems related to defecation.

16

26/04-30/04

1.7Evaluating eating habits

A student is able to: relate eating habits with health problems, evaluate critically whether a particular eating habit is good or

bad.

Eating habits involve the frequency and time of eating and the type of food consumed.

16 1.8Realising the importance of a

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

26/04-30/04 healthy digestive system take care of the digestive system for one’s well-being.17

03/05-07/05

1.9Understanding the importance of macronutrients and micronutrients in plants

A student is able to: list elements required by plants, classify elements required by plants based on the amount needed, design an experiment to study the effects of macronutrient

deficiency in plants, relate the effects of macronutrient deficiency with the function of

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

Maize seedlings may be used for this experiment.

1810/05-14/05

Revision + Exam

1917/05-21/05

Exam

2024/05-28/05

Exam

21

14/06-18/06

1.10Understanding photosynthesis

A student is able to: describe the development that leads to the discovery of

photosynthesis, state the substances required for photosynthesis, state the substances produced from photosynthesis, draw and label the cross section of a leaf, state the function of each part of the leaf with respect to

photosynthesis, explain leaf adaptation to optimise photosynthesis, explain how plants from different habitats are adapted to carry

out photosynthesis.22

21/06-25/061.11Understanding the mechanism of photosynthesis

A student is able to: identify the parts of chloroplast related to photosynthesis, explain the light reaction of photosynthesis, explain the dark reaction of photosynthesis, compare and contrast light reaction and dark reaction in

photosynthesis, relate light reaction with dark reaction in photosynthesis, write an equation to represent the process of photosynthesis.

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21/06-25/06

1.12Synthesising factors affecting

A student is able to: identify the factors affecting the rate of photosynthesis,

photosynthesis design an experiment to investigate the effect of light intensity on the rate of photosynthesis,

identify the factor that limits the rate of photosynthesis at different light intensity,

explain the effects of temperature and concentration of carbon dioxide on the rate of photosynthesis,

explain the difference in the rate of photosynthesis in plants throughout the day based on the changes in light intensity and temperature,

identify some ways to meet the need of increasing the productivity of crops based on factors affecting the rate of photosynthesis.

2221/06-25/06

1.13Practising a caring attitude towards plants

A student is able to: tell why we need to take good care of plants, identify cases of mishandling or destruction of plants.

23

28/06-02/07

1.14Understanding the technology used in food production

A student is able to: explain the need for improving the quality and quantity of food, explain the effort to diversity food production, explain ways to improve the quality and quantity of food

production in the country.23

28/06-02/07

1.15Evaluating the technological development in food processing

A student is able to: explain the necessity for food processing, describe the development of food processing technology, relate food processing methods with factors causing food

spoilage, assess the methods of food processing to justify the choice of

consuming certain processed food.

LEARNING AREA: 2.0 RESPIRATION


05/07-09/07

2.1Understanding the respiratory process in energy production

A student is able to: state that all living processes require energy, identify the main substrate for producing energy, state the two types of respiration,

explain what cell respiration is, explain the energy production from glucose during the process of

aerobic respiration, state the conditions leading to anaerobic respiration in cells, explain the process of anaerobic respiration in yeast, explain the process of anaerobic respiration in human muscles, write the chemical equations for aerobic and anaerobic

respiration, compare and contrast aerobic respiration with anaerobic

respiration.25

12/07-16/07

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

A student is able to: state the respiratory structures in human and some animals, make an inference on the various adaptations of the respiratory

structures, describe the characteristics of respiratory surfaces in human and

other organisms, describe the breathing mechanism in human and other organisms, compare and contrast the human respiratory system with that of

other organisms.26

19/07-23/07

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

A student is able to: describe the process of gaseous exchange across the surface of

the alveolus and blood capillaries in the lungs, explain the transport of respiratory gases, explain the process of gaseous exchange between the blood and

the body cells, distinguish the composition of inhaled and exhaled air.

Caution:Handle the following solutions with care: Alkaline pyrogallate and concentrated potassium hydroxide.

26

19/07-23/07

2.4Understanding the regulatory mechanism in respiration

A student is able to: describe the change in rate of respiration after completing a

vigorous exercise. correlate the rate of respiration with the oxygen and carbon

dioxide content in the body, explain the regulatory mechanism of oxygen and carbon dioxide

content in the body, explain the human respiratory response and rate of respiration in

different situation, correlate the rate of respiration with the rate of heart beat.

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19/07-23/07

2.5Realising the importance of maintaining a healthy respiratory

A student is able to: care and maintain efficient function of the respiratory organs.

system27

26/07-30/07

2.6Understanding respiration in plants

A student is able to: describe the energy requirement in plants, explain the intake of oxygen for respiration, explain aerobic respiration in plants, explain anaerobic respiration in plants under certain conditions, compare and contrast the process of photosynthesis and

respiration, explain what compensation point is, relate light intensity with the attainment of compensation point, predict the situation when the rate of photosynthesis and rate of

respiration remains at compensation point.

A diagram of the cross section of a leaf is required.

THEME: INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENT

LEARNING AREA: 1.0 DYNAMIC ECOSYSTEM


02/08-06/08

1.1Understanding the abiotic and biotic components of the environment

A student is able to: identify the abiotic components of an ecosystem, identify the biotic components of an ecosystem classify biotic components into trophic level, explain the interactions between biotic components in relation to

feeding, using examples, explain the interaction between biotic components in relation to

competition, using examples.

Emphasis is on field study for the students to reinforce their understanding in this area.

28&29

12/08-13/08

1.2Understanding the process of colonization and succession in an ecosystem

A student is able to: state what an ecosystem is, identify the niche, habitat,

community and population of an ecosystem,

explain the process of colonisation,

explain the process of succession, identify the pioneer species in an ecosystem, identify the successors in an ecosystem identify the dominant species in an ecosystem,

identify the adaptive characteristics of pioneer species, identify the adaptive characteristics of successors, explain the changes in habitat caused by pioneer species, explain the changes in habitat caused by successors at every level

of succession until a climax community is reached, relate the abiotic components with the biotic components in an

ecosystem during the processes of colonisation and succession.

2909/08-11/08

Ujian 3

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16/08-20/08

1.3Synthesising ideas on population ecology

A student is able to: identify the appropriate sampling technique to study the population size of an organism, estimate the population size of an

organism in a habitat, determine the distribution of

organisms in a habitat based on the density, frequency and percentage coverage of the species,

correlate the change in population distribution of an organism with the changes in each of the abiotic factors,

design an experiment to investigate the effect of a change in any one of the abiotic factors on the population growth rate of an organism.

3123/08-27/08

1.4Understanding the concept of biodiversity

A student is able to: explain the meaning of biodiversity, explain the need for classification of organisms, state the five kingdoms used in the classification of organisms, identify the main characteristics of organisms in each kingdom, list examples of organisms in each kingdom, state the hierarchy in the classification of organisms, using

examples, explain through examples, the method of naming organisms

using the Linnaeus binomial system, explain the importance of biodiversity.

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30/08-03/09

1.5Understanding the impact of microorganisms on life

A student is able to: classify various types of microorganisms based on their basic

characteristics, state the abiotic components affecting the activity of

microorganisms,

explain the effect of a change in each abiotic component on the activity of microorganisms,

explain the role of useful microorganisms, explain the effect of harmful micro-organisms, explain the meaning of pathogen, identify the pathogen, vector and symptoms of one particular

disease, explain how the disease spreads, describe the methods for controlling pathogen, explain the use of microorganisms in biotechnology, using

examples.32

30/08-03/09

1.6Appreciating biodiversity

A student is able to: justify the importance of preservation and conservation of

biodiversity. preserve and conserve various living things around him/her.

33 Hari Raya Holiday

LEARNING AREA: 2.0 ENDANGERED ECOSYSTEM


20/09-24/092.1Evaluating human activities that endanger an ecosystem

A student is able to: identify human activities that threaten the ecosystem, explain the impact of human activities on the ecosystem, evaluate critically the effects of unplanned development and

mismanagement of the ecosystem, describe types of pollution and sources of pollution, explain the effects of pollution on living things and the

environment, compare and contrast pollutants in the air from different

environments, state the sources of air pollution, interpret data on the level of air pollution in some cities, make an inference on the sources of air pollution in some cities, interpret data on the level of water pollution in some rivers, make an inference on the sources of water pollution in some rivers, predict the level of air and water pollution in a particular location

within the next ten years,

suggest strategies to solve problems related to air and water pollution in a particular location within the next ten years.

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27/09-01/10

2.2Understanding the greenhouse effect and thinning of the ozone layer.

A student is able to: explain what greenhouse effect is, correlate the concentration of carbon dioxide in the atmosphere

with global warming, explain the thinning of the ozone layer, explain the impact of thinning of the ozone layer and global

warming on the ecosystem.

35

27/09-01/10

2.3Realising the importance of proper management ofdevelopment activities andthe ecosystem

A student is able to: justify the need for development, explain the effects of increase in population on the ecosystem, explain measures taken in the management of development

activities and the ecosystem to ensure a balance of nature is maintained.

care for the ecosystem, participate in activities related to the management of the ecosystem.

36 - 37

04/10-15/10

Revision

38 - 40

18/10-05/11

Exam

41 - 42

08/11-19/11

Question Discussion

Documents

Biology yearly plan f4