S.T.F.A. CHENG YU TUNG SECONDARY SCHOOL Form 4 Biology ... · 2.5 How do we use a light microscope properly? • To be able to use a light microscope properly and prepare temporary

S.T.F.A. CHENG YU TUNG SECONDARY SCHOOL

Form 4 Biology (2008 - 2009)

Teaching Schedule

Textbook : Certificate Biology New Mastering Basic Concepts (Oxford)

Panel head: Ms Poon Yuk Ling Subject Teacher: Ms Wai Yuk Shan

Teaching plan (for S4 to S5 Biology classes)

S4 S5

Chapters in Certificate Biology New Mastering

Basic Concepts

Book 1 Ch. 1 – 4,

Book 1 Ch. 7 - 8

Book 2 Ch. 11 – 16

Book 2 Ch. 9 – 10

Book 1 Ch. 5 - 6

Book 3 Ch. 17

Book 3 Ch. 18 – 25

STS connections

1 The cell Book 1 Ch. 1 – 3

2 Organisms and their environment Book 1 Ch. 4 – 6

3 Energetics Book 1 Ch. 7, 8

4 Obtaining essentials for life Book 2 Ch. 9 – 14

5 Coordination and response Book 2 Ch. 15, 16 Book 3 Ch. 17, 18

Book 3 Ch. 18

6 Regulation and defence Book 3 Ch. 19, 20

7 Reproduction and growth Book 3 Ch. 21, 22

8 Genetics and evolution Book 3 Ch. 23 – 25

08-09 Biology Teaching plan (F.4) Page 2

B Investigations

Section Cycle Learning target Practical Exercise Teaching resources

Ch1 Studying

Biology

Laboratory

Safety and rules

1.1 What is

biology?

1.2 Why do we

study

biology?

1.3 What are

some

biological

discoveries

and

inventions

1.4 How can we

study biology

effectively?

1 • To be able to

explain the

characteristics of

organisms and the

scientific method

To be able to

explain why we

should study

biology

To be able to cite

some biological

discoveries and

inventions

To be able to study

biology effectively

• To be able to make

good use of the

features of this

book to study

biology well

• Textbook p.15

• Activity book

p.5

• Smart learning CD1—Simulation

experiments—Why didn't our jelly

set?

Section Cycle Learning target Practical /STS/

connection Activity Exercise

Teaching resources

Ch 2 The cell

as a basic unit of

life

2.1 What are the

chemicals of life?

1 • To be able to

explain what the

chemicals of life

and their functions

are

E 2.2 How were

cells discovered?

1 E • To be able to

explain how the

development of

microscopes

helped in the

discovery of cells

E 2.1 Contribution

of microscope

development to cell

discovery (Activity

book p.17)

2.3 What is the

basic structure of

a cell?

2 • To be able to

describe the basic

structure and

functions of cells

• Textbook p.34

• Activity book

p.20

• Smart learning

CD1—Animations —Structure of the

cell


2.4 How are plant

and animal cells

similar to and

different from

each other?

• To be able to

describe the

similarities and

differences

between plant and

animal cells

2.5 How do we

use a light

microscope

properly?

• To be able to use a

light microscope

properly and

prepare temporary

mounts of living

tissues

2.1 Observation with

a microscope

(Activity book p.7)

2.2 Preparation of

temporary mounts of

plant cells and

tissues (Activity

book p.9)

2.3 Preparation of

temporary mounts of

animal cells and

tissues (Activity

book p.13)

• Smart learning

CD1—Video-for-lab—Observation

with a microscope

Section cycle Learning target Practical Exercise

Teaching resources

Ch 3 Cell

activities and

organization 3.1

What is

metabolism?

3 • To be able to

explain metabolism

as the catabolic and

anabolic processes

taking place within

a cell

3.2 What are

enzymes and how

do they work?

• To be able to

explain the

properties of

enzymes and their

roles in metabolism

3.1 Demonstration of

the catalytic action

of enzymes (Activity

book p.25) 3.1

Applications of

enzymes in

commercial products

and industrial

processes (Activity

book p.51)

• Textbook p.65

• Activity book

p.54

• Fun quiz 1

• Integrated

learning 1

• Revision

paper 1

• Smart learning

CD1—Animations—Lock-and-key

hypothesis


3.3 How are

enzyme activities

affected by

temperature and

pH?

• To be able to

explain the effects

of temperature and

pH on enzyme

activities

3.2 Investigation of

the effect of

temperature on

enzyme activity

(Activity book p.28)


the effect of pH on

enzyme activity


3.4 Design an

investigation of the

enzyme activities of

different washing

powders (Activity

book p.35)


protease activities in

different fruit juices



experiments—Investigation of the

effect of temperature on enzyme

activity

• Smart learning

CD1—Video-for-lab—Investigation

of the effect of pH on enzyme activity

• Smart learning

CD1—Video-for-lab—Design an

investigation of the enzyme activities

of different washing powders

3.4 How are

materials

transported across

cell membranes?

3 • To be able to

explain the

processes by which

materials move

across the cell

membrane

3.6 Study of osmosis

in non-living

material (Activity

book p.41)


in living plant cells



in living plant tissues



in living animal

tissues (Activity

book p.48) 3.2

Application of

diffusion and

osmosis

• Textbook p.65

• Activity book

p.54

• Fun quiz 1

• Integrated

learning 1

• Revision

paper 1

• Smart learning

CD1—Animations—Diffusion,

osmosis and active transport

• Smart learning CD1—DIY—Making

of an egg osmometer

• Smart learning

CD1—Video-for-lab—Study of

osmosis in non-living material

• Smart learning

CD1—Video-for-lab—Study of

osmosis in living plant cells


experiments—Study of osmosis in

living plant tissues


3.5 How are cells

organized to

perform their

functions?

3 • To be able to

explain how cells

are organized at

different levels in a

multicellular

organism

3.10 Examination of

different levels of

organization in

organisms (Activity

book p.50)

Section cycle Learning target Practical Exercise Teaching resources

Ch 4 Diversity

of organisms

4.1 What is

diversity of

organisms?

4 • To show

appreciation of the

existence of

different kinds of

organisms

4.2 How are

organisms

classified?

• To be able to

explain the basic

principles of a

classification

system

• To be able to state

the classification of

organisms into five

kingdoms

4.3 What are the

characteristics of

the animal

groups?

• To be able to

classify animals

into vertebrates and

invertebrates

4.1 Sorting of

organisms into

groups (Activity

book p.59)

4.4 What are the

characteristics of

the plant groups?

• To be able to

classify plants into

flowering plants

and non-flowering

plants

4.5 What is the

usefulness of

organisms to the

society?

4 • To show awareness

of the usefulness of

biological

knowledge of

organisms

4.1 Applications of

biological concepts

to everyday life


• Textbook

p.101

• Activity book

p.68


4.6 How do we

use biological

keys?

• To be able to

identify organisms

with a dichotomous

key

4.2 Identification of

organisms with a key


4.2 Wildlife in Hong

Kong (Activity book

p.66)

4.3 Making of a

dichotomous key of

leaves (Activity

book p.63)

Section cycle Learning target Practical Exercise

Teaching resources

Ch 7

Photosynthesis

7.1 How do plants

obtain energy?

5 • To be able to

explain the

significance of

photosynthesis

• To show

understanding of

the concepts of

photosynthesis

7.2 What are

required for

photosynthesis?

• To be able to

explain the

requirements for

photosynthesis

7.1 Detection of

starch produced from

photosynthesis (the

starch test) (Activity

book p.101)

7.2 Detection of

oxygen produced

from photosynthesis

(Activity book

p.103)


• Textbook

p.207

• Activity book

p.125

• Smart learning

CD1—Video-for-lab—Detection of

starch produced from photosynthesis

(the starch test)


the need for

chlorophyll in

photosynthesis

(Activity book

p.104)


the need for carbon

dioxide in

photosynthesis

(Activity book

p.106)

7.5 Design an


need for light in

photosynthesis

(Activity book

p.108)

7.3 How does

photosynthesis

take place?

• To be able to

explain the

photosynthetic

process and the

transport of its

products

• To show

understanding of

the importance of

photosynthesis

• Textbook

p.207

• Activity book

p.125


E 7.4 How do

environmental

factors affect the

rate of

photosynthesis?

E • To be able to

explain the effects

of light intensity

and carbon dioxide

concentration on

the rate of

photosynthesis

E 7.6 Investigation

of the effect of light

intensity on the rate

of photosynthesis

(Activity book

p.111)

E 7.7 Design an


effect of carbon

dioxide

concentration on the

rate of

photosynthesis

(Activity book

p.114)

7.1 Enhanced plant

growth in a

greenhouse (Activity

book p.122)

E • Smart learning CD1—Simulation


effect of light intensity on the rate of

photosynthesis

E 7.5 How are

photosynthetic

products used in

plants?


explain how

photosynthetic

products are used

in plants

E 7.8 Test for the

different types of

food in plants

(Activity book

p.116)

E 7.2 The

significance of

photosynthesis

7.6 How is a leaf

adapted to be a

photosynthetic

organ?

• To be able to

explain the

structural

adaptations of the

leaf as a

photosynthetic

organ

7.9 Examination of

the structure of

leaves (Activity

book p.119)


Section Cycle Learning target Practical Exercise Teaching resources

Ch 8

Respiration

8.1 How is the

energy stored in

food released?

6 • To be able to

describe how

respiration takes

place


carbon dioxide in a

living mouse

(Activity book

p.129)


carbon dioxide

production in living

germinating seeds

(Activity book

p.131)


heat production in a

living mouse

(Activity book

p.133)

8.4 Design an

investigation of heat

production in living

germinating seeds

(Activity book

p.135)

• Smart learning


of carbon dioxide production in a

living mouse

• Smart learning


of heat production in a living mouse

• Smart learning


investigation of heat production in

living germinating seeds

8.2 What are the

types of

respiration?

6 • To be able to

describe the

processes of

aerobic and

anaerobic

respiration

8.5 Demonstration of

anaerobic respiration

in germinating seeds

(Activity book

p.138)

8.1 Applications of

fermentation in the

food industry

8.6 Design an

investigation of

alcoholic

fermentation in

yeasts (Activity book

p.140)

• Textbook

p.230

• Activity book

p.147

• Fun quiz 3

• Integrated

learning 3

• Revision

paper 3


E 8.3 What is the

importance of

anaerobic

respiration during

exercise?

E • To be able to

explain the

importance of

anaerobic

respiration

E 8.2 Degree of

dependence on

anaerobic respiration

of different sports

(Activity book

p.144)


Ch 11 Food

and humans 11.1

How do humans

obtain food?

7 • To be able to

explain that

humans are

heterotrophs

• to be able to

explain the

functions of food

and our food

requirements

11.2 What are

primary food

substances?

• To be able to

explain the

functions of

carbohydrates,

fats, proteins and

water

11.3 What are

protective food

substances?

• To be able to

explain the

functions of

vitamins, minerals

and dietary fibre

11.4 How can we

test for the

presence of some

food substances?

• To be able to

perform common

food tests

11.1 Detection of

food substances by

food tests (Activity

book p.41)


the food substances

present in common

• Textbook

p.78

• Activity book

p.60

• Smart learning


investigation to compare the vitamin

C content in different fruits and

vegetables


foods (Activity book

p.47)

11.3 Design an

investigation to

compare the vitamin

C content in different

fruits and vegetables


11.5 Why is a

balanced diet

important to us?

7 • To be able to

explain why we

need a balanced

diet

• To be able to

explain the health

problems resulting

from an improper

diet

11.1 Diets of people

in different countries


11.2 Health problems

resulting from an

improper diet


Ch12

Nutrition in

humans

12.1 What are the

processes of

human nutrition?

7 • To be able to

describe the five

processes of

nutrition

12.1 Examination of

the mammalian

alimentary canal and

its associated glands


• Smart learning

CD2—Video-for-lab—Examination of

the mammalian alimentary canal and

its associated glands

12.2 How is food

ingested?

• To be able to

identify the types

of teeth


the change in pH in

the mouth before and

after eating candies

• Textbook

p.118

• Activity book

p.83


• To be able to

explain the

functions of teeth

• To be able to take

care of the teeth


12.1 Relation of diet,

eating habit and oral

hygiene to tooth

decay (Activity book

p.77)

12.2 'Fluoridated

water' versus

'fluoride toothpaste

with calcium'


12.3 How is food

moved along the

alimentary canal?

8 • To be able to

explain the

processes of

swallowing and

peristalsis

• Smart learning

CD2—Animations—Swallowing and

peristalsis

12.4 How is food

digested?

• To be able to

explain the

physical and

chemical digestion

of food

12.3 Design an


action of digestive

enzymes (Activity

book p.69)


the effect of bile salts

on oil (Activity book

p.72)

• Smart learning

CD2—Animations—Digestion and

absorption

• Smart learning

CD2—Animations—Effect of bile

salts on oil

12.5 How is the

digested food

absorbed?

9 • To be able to

explain the

absorption of the

digested food

12.5 Simulation of

digestion and

absorption in the

small intestine using

a dialysis tubing


• Smart learning

CD2—Animations—Digestion and

absorption

12.6 How is the

absorbed food

assimilated?

• To be able to

explain the

assimilation of the

absorbed food

• To be able to

explain the roles of

the liver


12.7 How are

undigested

materials egested?

• To be able to

explain the

egestion of

undigested

materials

12.3 The

occurrenceof

gastro-intestinal

disorders


Ch 13 Gas

exchange in

humans

13.1 What does

the human

breathing system

consist of?

10 • To be able to

explain the

structure of the

human breathing

system

13.1 Examination of

the mammalian

breathing system


13.2 Examination of

the pig lungs


13.2 How does

gas exchange take

place in the

alveoli?

• To be able to

describe the

process of gas

exchange in the

alveoli

• To be able to

explain how

oxygen and carbon

dioxide are

transported in

blood

13.3 Examination of

the mammalian air

sacs (Activity book

p.91)

13.4 Study of the

effects of oxygen and

carbon dioxide on

citrated chicken

blood (Activity book

p.72)


experiments—Study of the effects of

oxygen and carbon dioxide on

citrated chicken blood

13.3 How does

breathing take

place?

• To be able to

describe the

mechanism of

breathing


the differences in

composition between

inhaled and exhaled

air (Activity book

p.94)

• Smart learning

CD2—Animations—Action of

breathing

E 13.4 What is the

relation of


explain how

E 13.6 Study of the

effect of exercise on

• Textbook

p.149

• Activity book

p.105

E • Smart learning

CD2—Video-for-lab—Study of the


exercise to energy

requirement, rates

of respiration and

ventilation?

exercise affects the

energy

requirement, rates

of respiration and

ventilation

breathing using a

breath volume kit


E 13.7 Study of the

effect of exercise on

breathing using a

data logger (Activity

book p.99)

effect of exercise on breathing using

a data logger

13.5 What are the

health hazards

caused by

smoking?

• To be able to

explain the health

hazards caused by

smoking

13.1 Relationship

between smoking

and the incidence of

emphysema and lung

cancer (Activity

book p.102)

Exam 1 12-13


Ch 14

Transport in

humans

14.1 Why do we

need a transport

system?


explain the need

for a transport

system

14.2 What makes

up blood?


explain the

functions of the

different types of

blood cells

14.1 Examination of

a blood smear

(Activity book

p.109)

14.2 Detection of the

presence of glucose

in plasma (Activity

book p.111)

• Textbook

p.183

• Activity book

p.127

• Integrated

learning 4

• Fun quiz 4

• Revision

paper 4


14.3 What are the

types of blood

vessels?

• To be able to

explain how blood

flows within

arteries, veins and

capillaries

14.3 Examination of

the transverse

sections of an artery

and a vein (Activity

book p.113)

14.4 Examination of

the capillary flow in

a fish tail fin

(Activity book

p.114)

• Smart learning

CD2—Video-for-lab—Examination

of the capillary flow in a fish tail fin

14.4 What is the

structure of a heart

and how does it

function?


explain the

structure of heart

and how it

functions

• To be able to

describe the

cardiac cycle

14.5 Dissection and

examination of a pig

heart (Activity book

p.116)

14.1 Relationship

between diet,

lifestyle and the

incidence of

coronary heart

disease, stroke and

high blood pressure

(Activity book

p.122)

• Smart learning

CD2—Video-for-lab—Dissection and

examination of a pig heart

• Smart learning

CD2—Animations—Pumping action

of the heart

14.5 How is blood

circulated in the

body?

• To be able to

describe the

double circulation

in humans

14.6 How are

materials

exchanged

between blood

and the body

cells?


explain how

materials are

exchanged

between blood and

body cells

E • To be able to

explain how tissue

fluid is formed

E 14.7 What is the

lymphatic system?

E • To be able to

explain the

functions of the

lymphatic system



Ch 15

Detecting

environmental

conditions

15.1 How does

our body detect

the environment

and respond to it?

15 • To be able to state

the role of sense

organs and

receptors in the

nervous system

15.2 What is the

structure of the

human eye and

how does it see?

(2.5P) • To be able to

identify the

structures of the

human eye and

explain the

functions of its

major parts

15.1 Dissection and

observation of an ox

eye (Activity book

p.131)

• Smart learning

CD2—Animations—Structure of an

eye

• Smart learning

CD2—Video-for-lab—Dissection and

observation of an ox eye

15.3 What are the

functions of rods

and cones?


the functions of

rods and cones

15.4 How does the

eye control the

amount of light

entering it?


explain how the

eye controls the

amount of light

entering it

15.5 How can we

see near and

distant objects

clearly?

1P • To be able to

explain the

accommodation of

the eye

• Textbook

p.228

• Activity book

p.138


of a Benham's disk


E 15.6 What are

eye defects and

how are they

corrected?

1P E • To be able to

state the causes of

long sight, short

sight and colour

blindness

E • To be able to

explain the

corrections of long

sight and short

sight

E • To be aware of

the importance of

eye care

E 15.1 Modern

treatments of eye

defects and

community services

to eye patients

(Activity book

p.134)

E 15.2 Various

means of eye care

(Activity book

p.136)


Ch 16

Coordination in

humans

16.1 What does

our nervous

system consist of?

• To be able to

outline the general

plan of the nervous

system

• To be able to

describe how

central nervous

system is protected

16.2 How does the

nervous system

function?

16

• To be able to

describe the

structures and

types of neurones


how impulse is

transmitted

between neurones


the role of nervous

system

• Textbook

p.266

• Activity book

p.147


16.3 What is the

structure of the

spinal cord and

what are its

functions?

• To be able to

describe the

structure and state

the functions of

spinal cord

16.4 What is a

reflex action?

1.5P


the meaning of

reflex action

• To be able to trace

the path of a reflex

arc

• Smart learning

CD2—Animations—Withdrawal

reflex

16.5 What is the

structure and what

are its functions?

• To be able to

describe the main

parts and state the

functions of the

brain

16.1 Examination of

a human brain model

(Activity book

p.141) 16.1 Effects

of drug abuse on

body organs

(Activity book

p.143)

16.6 What are the

differences

between reflex

actions and

voluntary actions?

1.5P

• To be able to

distinguish reflex

actions and

voluntary actions

Ch 16

Coordination in

humans

E 16.7 What is

hormonal

coordination?

• To be able to

describe the

endocrine system


some examples of

endocrine glands

E 16.8 How does

hormonal control

work?

17

1.5P

• To be able to

explain the

feedback

mechanism of

hormonal control

16.2 Physiological

consequences of

imbalance of insulin

and its remedies

(Activity book

p.145)

• Textbook

p.266

• Activity book

p.147


E 16.9 What are

the similarities

and differences

between hormonal

and nervous

coordinations?

E • To be able to

state the

similarities and

differences

between hormonal

and nervous

coordination


Ch 9 Nutrition

and gas exchange

in plants

9.1 What do

organisms need

for life?

17 • to be able to

explain that

organisms need

nutrition and gas

exchange

9.2 How do plants

achieve nutrition?

1.8P • to be able to

explain that plants

are autotrophs

E • to be able to

explain the

importance of

nitrogen and

magnesium and the

application of

chemical fertilizers

in agriculture

E 9.1 Investigation

of the effects of

different minerals on

plant growth

(Activity book p.1)

E 9.1 Application of

chemical fertilizers

and its

environmental

consequences




effects of different minerals on plant

growth

E • Smart learning CD2—

Video-for-lab—Investigation of the

effect of light intensity on gas

exchange in plants using red

hydrogencarbonate indicator

9.3 How do plants

exchange gases

with the

environment?

2.5P • to be able to

explain how leaves

are adapted for gas

exchange

E • to be able to

explain the relation

between gas

exchange in leaves

and light intensity

E 9.2 Investigation


intensity on gas

exchange in plants

using red

hydrogencarbonate

indicator (Activity

book p.4)

E 9.3 Investigation


intensity on gas

exchange in plants

using a data logger

(Activity book p.7)

• Textbook

p.17

• Activity book

p.13

E • Smart learning CD2—

Video-for-lab—Investigation of the

effect of light intensity on gas

exchange in plants using a data

logger


Section Week Learning target Practical Exercise Teaching resources

Ch 10 Water

relation in plants

10.1 How is water

lost in

transpiration?

18

4P

• to be able to

describe the

process of

transpiration

E • to be able to

explain how the

environment

affects the rate of

transpiration

10.1 Demonstration

of the occurrence of

transpiration


10.2 Design an


distribution of

stomata on both

sides of a leaf


E 10.3 Measurement

of the rate of

transpiration using a

bubble potometer


E 10.4 Measurement

of the amount of

water absorbed and

lost by a plant using

a weight potometer


E 10.5 Design an


effects of

environmental

factors on the rate of

transpiration


10.2 How are

water and

minerals absorbed

in the roots?

1P • to be able to

describe the

adaptations of

roots

• to be able to

explain how water

and minerals are

absorbed in roots

10.6 Examination of

the structure of roots


• Textbook

p.46

• Activity book

p.36


CD2—Video-for-lab—Measurement

of the rate of transpiration using a

bubble potometer



effects of environmental factors on the

rate of transpiration


Ch 10 Water

relation in plants

10.3 How are

water, minerals

and organic

nutrients

transported inside

plants?

28

2P

• to be able to

identify xylem and

phloem

• to be able to

explain how

substances are

transported in

plants

10.7 Examination of

the vascular tissues

in a young

dicotyledonous stem



the plant tissue

responsible for water

transport (Activity

book p.33)


of a leaf vein bookmark

• Smart learning

CD2—Video-for-lab—Investigation of

the plant tissue responsible for water

transport

E 10.4 How are

plants supported?

E • to be able to

explain how plants

are supported

• Textbook p.46

• Activity book

p.36


Section cycle Learning

target Practical Exercise

Teaching resources

Ch 5 The

ecosystem 5.1

What is ecology?

19

1P

• To be able to

explain the

nature of

ecology as a

branch of

biology

• To be able to

explain some

important

terms in

ecology

5.2 What is the

ecosystem?

1.5P • To be able to

explain what

an ecosystem

is and its

features

• To be able to

identify the

biotic and

abiotic factors

in an

ecosystem

• Textbook

p.135

• Activity book

p.82


5.3 How does

energy flow within

an ecosystem?

20

2P

• To be able to

explain how

energy flows

within an

ecosystem

• To be able to

construct food

chains, food

webs,

pyramids of

number and

biomass and to

explain their

uses

E • To be able

to explain the

accumulation

of toxic

substances

along a food

chain

E 5.1 Pesticide

poisoning and

ciguatoxin poisoning

in humans (Activity

book p.73)


experiments—Energy flow within an

ecosystem

5.4 How are

materials recycled

in an ecosystem?

21

1P

• To be able to

explain how

carbon and

nitrogen are

recycled in an

ecosystem

E 5.5 How do

organisms interact

with each other?

1P E • To be able

to describe the

relationships

among

organisms in

an ecosystem

E 5.2 Biological

pest control


5.3 Visit to a local

field site (Activity

book p.77)



Teaching resources

Ch 6 Man and

the environment

6.1 What are

human impacts on

the environment?

22

• To be able to

explain the

effects of

human

activities on

the

environment

• Textbook

p.170

• Activity book

p.97

• Fun quiz 2


6.2 What is

pollution and how

does it affect the

environment and

our health?

2.5P • To be able to

explain the

different types

of pollution

• To be able to

explain the

effects of

pollutants

6.1 Air pollution and

water pollution in

HK (Activity book

p.87)

• Smart learning

CD1—Animations—Greenhouse effect

6.3 What natural

resources do we

have?

23

1P

• To be able to

explain the

existence of

renewable and

non-renewable

resources

6.4 What are the

undesirable effects

of

over-exploitation

of resources?

1P • To be able to

explain the

effects of

deforestation

and

over-consumpt

ion of fossil

fuels

6.2 Environmental

impacts of urban

development


6.5 How do we

protect our

environment?

24

2P

• To be able to

explain some

measures of

environmental

protection

6.3 Sustainable

development in

Hong Kong


6.4 Consequence of

not preserving

biodiversity

6.5 Our

responsibility in

protecting the

environment


• Integrated

learning 2

• Revision paper

2


of recycled paper



Teaching resources

Ch 17 25 • to be able to • Textbook


Locomotion in

humans 17.1

What makes up the

skeleton?

1P

describe the

structure and

the general

plan of the

skeleton

17.2 What is the

muscular system?

• to be able to

explain the

functions of

muscles

17.3 How do

humans move?

• to be able to

explain how

joints are

involved in

locomotion

17.1 Examination of

an arm model

(Activity book p.1)

17.1 Health issues

related to the

skeleton and muscles

(Activity book p.3)

• Smart learning

CD3—Video-for-lab—Examination of

an arm model

17.4 How do we

keep our skeleton

and muscles

healthy?

25

2P

• to be able to

show

awareness of

maintaining

correct posture

17.2 Occupational

safety (Activity book

p.7)

p.18

• Activity book

p.12

Revision 26

Final Exam 5/6-17/6


Chapter 18 Growth responses of plants

Section Time Allocation

(No. of periods) Learning target Practical Exercise

Teaching resources

E 18.1 What is

tropism?

E • to be able to state the

meaning of 'tropism'

E 18.2 How do

roots and shoots

respond to light,

gravity and

water?

1.5

E • to be able to describe

the growth responses of

roots and shoots to

light, gravity and water

E 18.1 Design an


phototropic response

of shoots (Activity

book p.17)

E 18.2 Investigation

of the geotropic

response of roots by

using clinostats


E 18.3 Design an


relative effects of

gravity and water on

roots

(Activity book

p.23)


CD3—Video-for-lab—Desig

n an investigation of the

relative effects of gravity and

water on roots

E 18.3 How is

tropism caused in

plants?


the nature of auxins and

their effect of different

concentrations


CD3—Simulation

experiments—The effect of

auxins on plant growth

E 18.4 How do

auxins cause

phototropism and

geotropism?

1.5


role of auxins in

phototropic and

geotropic responses

• Textbook

p.39

• Activity book

p.26

• Fun quiz 5

• Integrated

learning 5: A

half-day in

the football

court

• Revision

paper 5


CD3—Simulation

experiments—Plant growth

in response to light and

gravity


Chapter 19 Homeostasis in mammals



Teaching resources

19.1 What is

homeostasis?

• to be able to state the

importance of

maintaining a constant

internal environment


the feedback mechanism

in homeostasis

• Smart learning

CD3—Video-for-lab—Examin

ation of the mammalian

urinary system

19.2 How are the

amounts of water

and minerals

regulated by a

kidney?

4.5

• to be able to describe

the general plan of the

urinary system


the structure and state

the function of a kidney

19.1 Examination of

the mammalian

urinary system


E 19.2 Examination

of the mammalian

kidney (Activity

book p.32)

E 19.1 Kidney

failure and the

related community

supports (Activity

book p.36)

E 19.2 Issues

associated with

kidney transplants


CD3—Animation—Ultrafiltrat

ion and reabsorption

19.3 How is

body temperature

regulated by the

skin?

3.5 • to be able to describe

the principle of body

temperature regulation

• to be able to identify the

structure of skin and

state its role in body

temperature regulation

19.3 Examination of

the mammalian skin


19.3 Heat

exhaustion,

heatstroke and

hypothermia


• Textbook

p.78

• Activity book

p.41


E 19.4 How is

blood glucose

level regulated?


importance of regulating

blood glucose level


roles of liver, pancreas,

and related hormones in

regulating blood glucose

level

E 19.4 Discussion

on the control of

diabetes


Chapter 20 Defence against diseases



Teaching resources

20.1 What is

body defence?

• to be able to explain

what body defence and

pathogens are

20.2 What are the

non-specific

defence

methods?

2

• to be able to explain the

physical and chemical

barriers against

pathogens


phagocytosis and the

inflammatory response

20.3 What are the

specific defence

methods?


how the immune

responses defend

against diseases

20.1 Enhancement

of immunity by the

intake of 'health

food'

E 20.4 What is

the principle of

vaccination?

2

E • to be able to explain

the principle of

vaccination

E 20.2 Stories of the

development of

vaccination (Activity

book p.45)

E 20.3 Relation of

immunization

programmes to the

control of infectious

diseases

(Activity book

p.48)

• Textbook

p.99

• Activity book

p.52

• Integrated

learning 6: A

journey of

hiking

• Fun quiz 6

• Revision

paper 6


Chapter 21 Reproduction



Teaching resources

21.1 How do

cells divided?

4 • to be able to state the

significance of mitotic

and meiotic cell

divisions


their various stages

briefly

E 21.1 Examination

of mitotic cell

division (Activity

book p.57)

E 21.2 Examination

of meiotic cell

division (Activity

book p.59)


CD3—Animation—Mitotic

cell division


CD3—Animation—Meiotic

cell division

21.2 What are the

types of

reproduction?


types of reproduction

and their differences

E 21.3 How do

organisms

reproduce

asexually?

3.5


binary fission in bacteria

and vegetative

propagation in flowering

plants

E 21.3 Examination

of binary fission in

bacteria (Activity

book p.62)

E 21.1 Artificial

vegetative

propagation in

horticulture

E 21.4 Examination

and cultivation of a

vegetative

propagating organ


• Textbook

p.162

• Activity book

p.87


CD3—Video-for-lab—Exami

nation of binary fission in

bacteria


E 21.4 How do

flowering plants

reproduce

sexually?

5


the structure and

function of a flower


insect and wind

pollinations


process of fertilization

and formation of fruits

and seeds

E 21.5 Examination

of flowers (Activity

book p.66)

E 21.2 Making new

strains of plants by

crossing different

strains (Activity

book p.79)

E 21.6 Examination

of an

insect-pollinated

flower and a

wind-pollinated

flower (Activity

book p.69)


Chapter 21 Reproduction



Teaching resources

21.5 How do

humans

reproduce

sexually?

5


the general plan of

human reproductive

systems


the structure of human

gametes and the changes

at puberty


the processes of

ovulation, the menstrual

cycle, copulation and

fertilization

21.7 Examination of

the mammalian

reproductive systems


21.8 Examination of

the mammalian

sperm and ova


• Smart learning


ation of the mammalian

reproductive systems

• Smart learning

CD3—Animation—Menstrual

cycle


21.6 How does a

fertilized ovum

develop into an

embryo?


the processes of foetal

development and labour

21.9 Examination of

different stages of

foetal development


21.3 Discussion on

the definition of life

21.4 Harmful effects

of drinking and

smoking on foetal

development

21.5 Prenatal and

postnatal care


21.6 Causes of

infertility and its

treatment (Activity

book p.82)

21.7 Pros and cons

of breast-feeding

• Smart learning


ation of different stages of

foetal development

21.7 What is

birth control?

1 • to be able to describe

the methods of birth

control

21.8 Various birth

control methods


21.9 Casual sex and

abortion (Activity

book p.86)


Chapter 22 Growth and development


(No. of periods) Learning target Practical Exercise Teaching resources

E 22.1 What are

growth and

development?

1 E • to be able to state the

concept of growth and

development

E 22.2 How do

we measure

growth?

1 E • to be able to describe

the methods of

measuring growth

E 22.3 How do

growth and

development take

place in plants?

2 E • to be able to state

how growth and

development take place

in plants

E 22.1 Design an


conditions for seed

germination


E 22.2 Design an


growth of the main

root of young

seedlings

(Activity book

p.95)

E 22.3 Design an


change in fresh

weight of young

seedlings

(Activity book

p.99)

• Textbook

p.185

• Activity book

p.103

• Integrated

learning 7:

The life of

Sam and

Susan after

getting

married

• Fun quiz 7

• Revision

paper 7




conditions for seed

germination




growth of the main root of

young seedlings


Chapter 23 Genetics



Teaching resources

23.1 What

determines our

characteristics?


the structural

relationship between

DNA, genes and

chromosomes


role of DNA

• to be aware of the

Human Genome Project

23.1 Examination of

photomicrographs of

human

chromosomes

(Activity book

p.107) 23.1 The

work of Watson and

Crick (Activity book

p.114)

23.2 Human

Genome Project –

its potential benefits

and drawbacks

(Activity book

p.115)

• Smart learning

CD3—DIY—DNA extraction

23.2 What are the

patterns of

inheritance?

2 • to be able to state the

meaning of monohybrid

inheritance


meaning of some

common terms in

genetics

23.3 The work of

Gregor Mendel

(Activity book

p.117)

23.3 How can we

solve simple

Mendelian

genetic

problems?

• to be able to solve

simple Mendelian

genetic problems

23.2 Observation of

maize cobs with

grains of different

colours (Activity

book p.109)

23.4 How is sex

determined in

humans?

2.5


how sex is determined

in humans

23.5 How do we

study human

inheritance?

• to be able to analyse the

pedigree

E 23.6 What are

the genetic

disorders in

humans?

1

E • to be able to state

some examples of

genetic disorders in

humans

• Textbook

p.227

• Activity book

p.123


23.7 How do

variations occur

among

individuals of the

same species?

2.5 • to be able to distinguish

continuous and

discontinuous variations


causes of variations


effects of mutagens on

chance of mutation

23.3 Observation

and analysis of

variations in humans

(Activity book

p.111)

E 23.4 Exposure to

mutagens and the

chance of mutation

(Activity book

p.118)


Chapter 24 Genetic engineering



24.1 What is

genetic

engineering?

1 • to be able to describe

the basic technique of

genetic engineering

• Smart learning

CD3—Animation—The basic

technique of genetic

engineering

24.2 How is

genetic

engineering

applied?

2.5 • to be able to explain

how GMO are used in

food production and

production of insulin

24.1 Issues related to

genetically modified

food and genetic

engineering

(Activity book

p.127)

E 24.2 Application

of genetic

engineering in the

pharmaceutical

industry (Activity

book p.129)

• Textbook

p.249

• Activity book

p.132

Chapter 25 Evolution



E 25.1 What

evidence

supports the

theory of

evolution?


meaning of evolution


fossil formation and to

explain fossils as a clue

of evolution

E 25.1 Examination

of fossil records

(Activity book

p.135)

E 25.1 Extinct

organisms (Activity

book p.138)


CD3—DIY—Making of a

fossil

E 25.2 How can

evolution be

explained?


theory of natural

selection


E 25.2 The work of

Darwin and Wallace

(Activity book

p.141)

• Textbook

p.265

• Activity book

p.146

• Integrated

learning 8:

Leung's

family

• Fun quiz 8

• Revision


CD3—Animation—Natural

selection


significance of variations

within a species

E 25.3 Misuse of

antibiotics and

evolution of resistant

bacteria (Activity

book p.143)

paper 8

*** END ***

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S.T.F.A. CHENG YU TUNG SECONDARY SCHOOL Form 4 Biology ... · 2.5 How do we use a light microscope properly? • To be able to use a light microscope properly and prepare temporary