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SMK(L) METHODIST, KL.
YEARLY SCHEME OF WORK BIOLOGY FORM 42009
THEME : INTRODUCING BIOLOGYLEARNING AREA : 1.0 INTRODUCTION TO BIOLOGYWEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
1 1.1 Understanding the study
of Biology
Carry out small group discussion on the
following and present the findings:
a) What is the study of Biology?
b) The importance of Biology with respectto the study of living things, environment,
interaction between living things and theenvironment.
Construct a concept map based on
information gathered on the different fields of
study and careers related to Biology.
Small group discussion on the importance of
the following :
a) Acquiring scientific skills,b) Scientific method,c) Practising scientific attitudes and noble
values.
A student is able to :
State what the study ofBiology is,
Explain the importanceof Biology,
List the different fieldsof study in Biology
List the careers related toBiology,
State various ways ofstudying Biology
TSTS
Attributing Generating ideas
Noble Values
Having an interest andcuriosity towards the
environment Realising the science is a
means to understandnature
Appreciating the balanceof nature
TSTS
Sequencing
Grouping & classifying Relating Making inferences Making hypothesis Making conclision
Noble Values
Being systematic
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1.2 Applying scientificinvestigation
Observe a situation and identify all thevariables. Suggest a question that is suitable
for a scientific investigation. Discuss to :
a) Form a hypothesisb) Plan the method of investigationincluding selection of apparatus andwork procedures.
Carry out an experiment :
a) to collect and tabulate data,b) present data in a suitable formc) interpret the data and draw the
conclusion,
d) write a complete report
Carry out an experiment on the making of
bread using yeast in the absence andpresence of sugar. Record the time taken
for the dough to double its size. For futher
investigations, salt is used. During
investigations, highlight the need to
practice scientific attitudes and noblevalues such as honesty and accuracy in
A student is able to :
Identify variables ina given situation,
Identify therelationship betweentwo variables to forma hypothesis,
Design and carry outa simple experiment
to test the hypothesis,
Record and presentdata in a suitable
form,
Interpret data to drawconclusions,
Write a report on anexperiment
Practice scientific
Being diligent & persevering
Being cooperative Daring to try
Teaching Aids
Text book CD Roms News paper cutting PamphletThis activity helps the teacherto assess students capabilities
in carrying out a scientific
investigation
TSTS : Attributing, Groupingand classifying, making
inferences, predicting,
making hypotheses,
synthesizing, making
generalizations, visualizing,
Teaching aids : text book,
transparency, news paper
cutting, LCD Projector,apparatus using in lab,
internet
Noble Values :
- Appreciating the
contribution of science and
technology- Having an interest and
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recording and verifying the data. attitudes and noble
values.
curiosity towards the
environment
- appreciating the balance ofnature
These attitudes and values
should be observed for all
investigations in other
learning areas.
THEME : INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGSLEARNING AREA : 2.0 CELL STRUCTURE AND CELL ORGANISATION
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES2 2.1 Understanding cell
structure and functionPrepare and study slides to compare theepidermal cells of onion or cells of Hydrillaleaf with human cheek cells.
Observe, draw and label diagrams of ananimal cell and plant cell as seen througha light microscope.
Study electron micrographs of animal cellsand plant cells to identify cellular
components of cell :
(a) plasma membrane and cell wall,(b) cytoplasm,(c) organelles :
(i) nucleus : nucleolus,chromosomes,nucleoplasm and
A student is able to :
draw and label ananimal cell,
draw and label aplant cell,
identify the cellularcomponent of an
animal cell,
identify the cellularcomponents of aplant cell
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nuclear membrane,(ii) rough and smooth
endoplasmic reticulum,(iii) mitochondria,(iv) Golgi apparatus(v) Lysosomes(vi) Ribosomes(vii) Chloroplasts(viii) Centrioles(ix) Vacuoles
Work in small groups to match cellularcomponents to their functions.
Students present a comparison betweenthe structure of an animal cell and plantcell.Discuss the relationship between thedensity of certain organelles with thefunction of specific cells :
(a) mitochondria with the function ofsperm cells, flight muscle cells ininsects and birds, cells in the
meristems,(b) chloroplasts with the function ofpalisade cells.
state the functionsof the cellular
components in ananimal cell,state the functionsof the cellularcomponents in aplant cellcompare andcontrast an animalcell and a plant cellrelate the density ofcertain organelles
with the functions ofspecific cells.
4. Chinese New Year Break (26-1-2009 to 30-1-2009)5. 2.2 Understanding cell
organisationObserve the living processes of unicellularorganisms such as feeding, locomotionand reproduction through computerisedanimation / video / microscope.
A student is able to :
State the necessityfor cell
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESCarry out small group discussion on thefollowing and present the findings :
(a) cell specification in multicellularorganisms,(b) the necessity for cell specialization
in multicellular organisms.(c) Cell organisation in the formation of
tissues, organs and systems inhumans, animals and plants.
Construct models of tissues, organs andsystems in human, animals and plants.
Conduct a discussion on the following :(a) the meaning of internal
environment,(b) factors affecting the internal
environment including temperature,pH, osmotic pressure and glucoselevel.
(c) It is important that the organisms
cells always experience conditionswhich permit efficient functioning,(d) The involvement of various
systems in maintaining optimalinternal environment.
specialisation inmulticellular
organism ascompared tounicellularorganism,Describe cellspecialization inmulticellularorganisms,Describe cellorganisation in theformation of
tissues, organs andsystems inmulticellularorganisms,State the meaningof internalenvironment,Identify factorsaffecting theinternalenvironment,
Explain thenecessity tomaintain optimalinternalenvironment,Describe theinvolvement ofvarious systems in
A simple explanation.
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESmaintaining optimalinternal
environment.2.3 Appreciating theuniqueness of the cell
Discuss and predict the cell conditionwithout a particular cellular component.
Conduct a role play activity to show thatcells become adapted for differentfunctions.
A student is able to:Predict the state ofcertain cells withouta particular cellularcomponent,Illustrate that mostcells specialized forthe job that theyperform.
THEME : INVESTIGATING THE CELLS AS A BASIC UNIT OF LIVING THINGSLEARNING AREA :3.0 MOVEMENT OF SUBSTANCES ACROSS THE PLASMA MEMBRANE
WEEK LEARNING OBJECTIVE SUGGESTED LEARNINGACTIVITIES
LEARNINGOUTCOMES
NOTES
6 3.1 Analysing themovement of substancesacross the plasma
membrane
1. Discuss and gather information on :a. substances that are required by
cells
b. substances to be eliminatedfrom cells
c. the necessity for movement ofsubstances across the plasmamembrane
d. the structure of the plasmamembrane as comprising thephospholipids bilayer, carrier
A student is able to :
a. state the substances
required by livingcells
b. state the substancesthat have to beeliminated from cells
c. explain the necessityfor movement ofsubstances across
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protein and pores.
2. Conduct an experiment using starchsuspension and glucose to studythe movement of substances acrossegg membrane or Visking tubing
3. Discuss and gather information ona. the properties of the plasma
membrane as a semi-permeable membrane.
b. the movement of solublesubstances across the plasma
membrane through simplediffusion and facilitateddiffusion.
the plasma
membraned. describe thestructure of theplasma membrane
e. describe the
permeability of theplasma membrane
Only a brief account of
the structure of theplasma membrane isrequired
4. Carry out an activity to showosmosis using a simple osmometer.
5. Discuss the movement of
substances across the plasmamembrane through active transport
6. Use computer simulation to showthe movement of substances acrossthe plasma membrane throughpassive and active transport.
A student is able to :
a. explain themovement of watermolecules across theplams membrane byosmosis.
b. explain the
movement ofsubstances acrossthe plasmamembrane throughthe process of activetransport.
Only basic explanation
of the active transportprocess is required
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7. Discuss the processes of passive
transport and active transport inliving organismsa. gaseous exchange in the
alveoli and blood capillaries(simple diffusion)
b. absorption of digested food inthe villus (facilitated diffusion)
c. absorption of water by roothairs of a plant ( osmosis)
d. ion intake by root hairs of aplant ( active transport)
8. Construct a concept map by using agraphic organizer to show themovement of substances across theplasma membrane.
9. Use a graphic organizer to compareand contrast passive transport andactive transport
c. Explain the process ofpassive transport inliving organism usingexamples.
d. Explain the process ofactive transport in
living organisms usingexamples.
e. Compare and contrastpassive transport andactive transport
7 3.2 Understanding the
movement ofsubstances acrossthe plasmamembrane ineveryday life
1. Carry out activities to study the
effect of hypotonic and hypertonicsolutions on plant and animal cells:a. plasmolysis and deplasmolysis
in plant cells.b. Haemolysis and crenation in
red blood cells.2. Discuss :
a. hypotonic, hypertonic and
A student is able to:
a. explain whathypotonic, hypertonicand isotonic solutionsare
b. explain the effect ofhypotonic, hypertonicand isotonic solutions
The use of human bloodis discourage
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isotonic solution
b. plasmolysis , deplasmolysis,haemolysis and crenationc. flaccidity and turgidity of plant
cells.
3. Carry out an investigation usingvarious concentration of salt orsugar solution to determine theconcentration of external solution
which is isotonic to the cell sap ofplant tissues.
4. Discuss and make an inference onthe concentration of cell sap in planttissues which is equivalent to theconcentration of isotonic solution.
5. Discuss and correlate themovement of substances acrossthe plasma membrane with the
difference in concentration of theexternal solution and that of thecell sap.
6. Discuss:a. wilting of plants caused by the
excessive use of chemicalfertilisers
b. preservation of food using salt
on plant cell and
animal cell.
c. explain plasmolysis,deplasmolysis,heamolysis andcrenation.
d. design an experimentto determine theconcentration of
external solutionswhich is isotonic tocell sap.
e. make an inferenceon the concentrationof cell sap in planttissues.
f. Relate the movementof substances across
plasma membrane withconcentration gradient.
g. Explain thephenomenon ofwilting in plants using
The concentration of theexternal solution which is
isotonic to the cell sap isdetermined from theplotted graph
Discussion shoud bebased on the concepts
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or sugar examples.
h. Explain thepreservation of foodusing examples
of osmosis and
plasmolysis
8 3.3 Appreciating themovement ofsubstances acrossthe plasmamembrane
1. Compose poem to appreciate themovement of substances acrossthe plasma membrane.
A student is able to:
a. explain the necessityof movement ofsubstances across theplasma membrane whichis occur in a continuousand controlled manner
for survival of a cell.9, 10 Ujian Selaras T4, T5 dan T6A (2-3-2009 to 13-3-2009)11 First TermMid Term Break (16-3-2009 to 23-3-2009)
LEARNING AREA : 4.0 CHEMICAL COMPOSITION OF THE CELLWEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
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124.1 Understanding the
chemical composition
of the cell
4.2 Understandingcarbohydrates
Carry out small group discussion on thefollowing and present the findings:
a) elements in the cell, includingcarbon, hydrogen, oxygen, nitrogen,sulphur, phosphorus, calcium,potassium, magnesium, chlorine,sodium and ferum,
b) the presence and importance ofchemical compounds in the cell.
Carry out small group discussion on thefollowing and present the findings:a) elements in carbohydratesb)types of carbohydrates, i.e.
monosaccharides, disaccharides and
polisaccharides, using examples,c) the formation and breakdown ofdisaccharides, such as maltose, sucroseand lactose,
d) the formation and breakdown ofpolysaccharides, such as starch,glycogen and cellulose.
Conduct an activity to differentiate
A student is able to:
state the elements inthe cell,
list the chemicalcompounds in thecell,explain theimportance of
organic compoundsin the cell,explain theimportance of waterin the cell.
A student is able to:
state the elements incarbohydrates,
state the types ofcarbohydrates,
explain the formationand breakdown ofdisaccharides andpolysaccharides,
Chemical compounds in thecell are limited to
carbohydrates, lipids,proteins, nucleic acids andwater only.
A brief account on theimportance ofcarbohydrates, lipids,proteins and nucleic acids Isrequired.
A detailed molecularstructure is not required.
A brief account ofcondensation and
hydrolysis reactions isrequired.
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4.3 Understanding proteins
4.4 Understanding lipids
between reducing and non-reducingsugars.
Carry out small group discussion on thefollowing and present the findings:
a) elements in protein, such as carbon,hydrogen, oxygen, sulphur nitrogen andphosphorus,
b) dipeptides and polypeptides,
c) the formation and breakdown of
dipeptides and polypeptides,
d) essential amino acids and non-essentials amino acids.
Use charts to illustrate the various proteinstructures, i.e. primary, secondary, tertiaryand quartenary.
List the main types of lipids:
a) fat,b) oil,c) wax,d) phospholipids,e) steroids, such as cholesterol,
testosterone,oestrogen andprogesterone.
Carry out small group discussion on thefollowing and present the findings:
A student is able to :
state the elements inproteins,
state the variousstructures ofproteins,explain the formation
and breakdown ofdipeptides andpolypeptides,explain the meaningof essential aminoacids and non-essential aminoacids.
A student is able to :
state the elements inlipids,state the main typesof lipids
A student is able to :
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESa) elements in lipids,b) components of fats and oils,
c) formation and breakdown of fats and oils
Use a graphic organizer to comparesaturated fats and unsaturated fats.
state thecomponents of fats
and oils,explain the formationand breakdown offats and oils,compare andcontrast saturatedfats and unsaturatedfats
13, 14 4.5 Understanding enzymes Discuss on the following :a) what enzymes are,
A student is able to:
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESb) enzyme requirement in the living
process,
c) general characteristics of enzyme,d) naming of enzyme based on thesubstrate,
e) sites of enzyme synthesis,f) intracellular and extracellular
enzymes and examples,
Conduct a role-play activity to show theinvolvement of ribosomes, endoplasmicreticulum and Golgi body in the productionof extracellular enzymes.
Conduct experiments to study the effects ofpH and temperature on the activities ofamylase and pepsin.
Discuss the effects of enzyme substrateconcentration on enzyme activity.
state what enzymesare,
explain whyenzymes areneeded in lifeprocesses,list the generalcharacteristics ofenzymes,relate the name ofenzyme to substrate,state sites whereenzymes are
synthesized,state the meaning ofintracellular andextracellularenzymes,
explain theinvolvement ofspecific organelles inthe production ofextracellular
enzymes,
explain the effects ofpH, temperature,enzymeconcentration andsubstrateconcentration on
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESDiscuss the mechanism of enzyme actionusing the lock and key hypothesis.
Discuss and correlate pH temperature,enzyme concentration and substrateconcentration on enzyme activity using thelock and key hypothesis.
Gather information from the internet andother sources on the uses of enzymes in :
a) daily life, e.g. tenderizing meatb) industry e.g. food processing and
detergent manufacturing.
enzyme activity,explain the
mechanism ofenzyme action,relate themechanism ofenzyme action withpH, temperature,enzymeconcentration andsubstrateconcentration,explain the uses of
enzymes in daily lifeand industry usingexamples.
144.6 Realising the
importance of thechemical composition incells
Conduct a role play or story telling sessionto predict the consequences of deficiencyin one of the chemical components in thecell.
Predict theconsequences ofdeficiency incarbohydrates,protein, lipids orenzymes in the cell.
THEME : INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGSLEARNING AREA : 5. CELL DIVISIONWEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES15 5.1 Understanding mitosis Conduct a brainstorming session on the
following:a) the need for production of new cells inorganisms,
A student is able to:State the necessityfor the production ofnew cells in
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b) the need for production of new cellsidentical to parent cells
Derive the meaning and significance ofmitosis from the brainstorming session.
Study charts to identify the various of thecell cycle.
Make models to demonstrate mitosis andcytokinesis.
Prepare and observe a slide of onion root
tip to identify different stages of mitosis.
Study the process of controlled anduncontrolled mitosis and cytokinesisthrough simulation, computerized,animation or video.
Conduct a brainstorming session to comeup with examples on mitosis as acontrolled process for the perpetuity ofliving things such as regeneration, of
lizard tail, certain plant parts and thehealing of skin.
Gather information on diseases, includingcancer or tumour, caused by uncontrolledmitosis in living things.
Make a trip to a research institute to studytissue or culture technique.
organismsExplain the
necessity for theproduction of newcells identical toparent cells,
State thesignificance ofmitosis,Identify the phasesin the cell cycle ,Explain the process
of mitosis andcytokinesis,
Arrange the variousstages of mitosis inthe correctsequence,
Compare andcontrast mitosis andcytokinesis in
animal and plantcell,Explain theimportant ofcontrolled mitosis,explain the effectsof uncontrolledmitosis in living
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Conduct a debate or forum on cloning
issues.
things,Describe the
application ofknowledge onmitosis in cloning,Explain theadvantages anddisadvantages ofcloning.
Techniques of cloninginclude tissue culture
17, 185.2 Understanding meiosis Discuss the following :
a) trait inheritance in offsprings ,
b)the need to maintain diploidchromosomal number from onegeneration to another,
c) the need to produce gametes withhaploid number of chromosomes,
d) the uniqueness of diploid number ofchromosomes in organisms,
e) the significance of meiosis,
f) the type of cell that undergoes meiosisin human, animals and plants.
Observe the process of meiosis trough
A student is able to :
State the necessityof traits inheritance
in offspring forcontinuation of life.
State the necessityto maintain diploidchromosomalnumber fromgeneration togeneration.State the necessityfor production ofhaploid gametes in
sexual reproductionState thesignificance ofmeiosis,Identify the type ofcell that undergoesmeiosis,Explain the process
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTEScomputerized animation,photomicrograph, prepared slides, orvideo.
Use simulation activities to show changein chromosome behaviour during meiosis Iand meiosis ii
Use graphic organizers to compare andcontrast :
a) meiosis I and meiosis ii.b) Meiosis and mitosis
of meiosis,Arrange the various
stages of meiosis inthe correct order,
Compare andcontrast meiosis Iand meiosis ii ,Compare andcontrast meiosisand mitosis
18 5.3 Appreciating themovement ofchromosomes duringmitosis and meiosis.
a) conduct a role play .b) avoid radioactive and carcinogenic
substances.
A student is able to:
describe what willhappen when themovement ofchromosomesduring mitosis andmeiosis do notoccur in an orderlymanner.Know and avoid
things that maybeharmful.
19, 20,
21Mid Year Examination (11-5-2009 to 28-5-2009)
22, 23 First Term Break (1-6-2009 to 14-6-2009)
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Theme : Investigating The Physiology Of Living ThingLearning Area : 6.0 Nutrition
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES24 6.1
Understanding types ofnutrition
Observe and identify types of nutrition invarious organism.Discuss autotrophic and heterotrophicnutrition with reference tochemosynthesis, photosynthesis, holozoicnutrition, saprophytism, and paratism.
Use a graphic organizer to show thetypes of nutrition.
Conduct an activity to classify variousorganisms according to types of nutrition.
A student is able to:
State the types ofnutrition,
Explain autotrophicnutrition,Explain heterotrophicnutrition,
Classify organisms
according to the typesof nutrition
246.2Applying the concept ofbalanced diet
Carry out small group discussion on thefollowing and present the finding:a) requirements of a balanced dietb) factors affecting the daily energy
requirement such as age, sex, bodyweight and occupation.
Conduct an activity to determine theenergy value in food samples.
Design activities to test for the presenceof starch, reducing sugar, non-reducingsugar, protein and lipid in food samples.
Conduct an experiment to determine thevitamin C content in various fruit juices
A student is able to :
explain the necessityfor a balanced dietexplain the factorsaffecting the dailyenergy requirementDetermine the energyvalue,
Determine the nutrientcontent in foodsamples
The unit for energy used isJoule
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESMatch the vitamins , minerals androughage with their sources, functionsand effects of deficiency
Discuss the sources and functions ofwater in the bodyFormulate and justify an appropriate dietmenu for pregnant mother ,infants,children, teenagers, athletes, people withspecific diseases, the aged andvegetarians
explain the functionsand sources of vitamins,
minerals , roughage in adiet to maintain healthexplain the functions ofwater in the body
justify the selection ofan appropriatebalanced diet for atarget group
24 6.3Understanding malnutrition
Group discussion and presentation on thefollowing:
a) meaning of malnutritionb) effects of deficiency in proteins,vitamins, minerals on health
c) effects of excessive intake ofcarbohydrates, lipids, vitamins andminerals
d) effects of diet with low saturated fatson cardiovascular disease
e) ways to reduce the risk of high bloodpressure, diabetes mellitus andosteoporosis
A student is able to:
explain whamalnutrition isexplain the effects of
malnutrition
describe ways toreduce certain heathproblems due to onesdiet
24 6.4Analyzing food digestion Discuss the following :a) glucose, amino acids and lipids arerequired to carry out metabolicprocesses
b) complexed substances need to bedigested
A student is able to :state the substances
that are required to carryout metabolic processeslist the complex
substances that need tobe digestedexplain the necessity to
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESDraw and label parts of the humandigestive system
Discuss the functions of digestive juicesand other substances that aid the processof digestion
Discuss the digestion of food on thefollowing aspects: location, chewing andmovement of food, glands involved,enzymes, pH, substrates and products
Identify the parts of digestive system anddigestion of cellulose in ruminants androdents
Compare and contrast the process ofcellulose digestion in humans, ruminantsand rodents
Plan and conduct experiments to studyenzymes actions on starch and protein
Discuss problems related to fooddigestion:a) incomplete digestionb) bile stonec) reduced production of specific
digestive enzyme
digest complexsubstancesdraw and label the
human digestive system
state and describe thedigestive juices andsubstances involved inhuman digestive systemexplain the digestion of
carbohydrates, proteinsand lipids
identify and describethe digestion of cellulosein ruminants androdentscompare and contrast
the digestive processesin human, ruminantsand rodensdesign experiments to
study the digestion of
starch and proteinsdescribe problems
related to food digestion
25 6.5Understanding theprocesses of absorption
Examine models or diagrams of thedigestive system and cross-section of thesmall intestine.
A student is able to:
identify the parts of
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESand assimilation ofdigested food Using models or diagrams to discuss:
a) adaptation of the small intestine
b) absorption process of digested food inthe villus
Carry out an activity to study themovement of substances through theVisking tubingCorrelate the movement of substancesthrough the Visking tubing with nutrientabsorption in the small intestineDiscuss the absorption of water andminerals in the colon
Using diagrams, charts or computerizedanimation discuss:a) the transport of amino acid, glucose,
water soluble vitamins minerals bycirculatory system
i) from small intestine to liver throughthe hepatic portal vein
ii) from liver to body cellb) transport of lipids and fat soluble
vitaminsMake a schematic diagram to show thetransport of nutrients from the intestine tothe body cells.Discuss the function of liver:a) storage of nutrients
digestive systemexplain the adaptive
characteristic of thedigestive system relatedto absorptiondraw and label the
structure of the villusexplain the process of
absorption in the villus
make an analogy onthe process ofabsorption in the small
intestine
explain the absorptionof water and minerals inthe colon
describe the transportof nutrients bycirculatory system forassimilation
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESb) processing the products of digestioni.e. excess glucose and amino acidc) detoxification
Discuss the process of assimilation
explain the mainfunctions of the liver
describe the process ofassimilation
25 6.6Understanding theformation of feaces anddefecation
Identify the colon and rectum in thedigestive system
Discuss:a) the formation of feacesb) the role of microbs in the colonc) effects of antibiotics on the
microbs in the colond) what defecation ise) the importance of defecationf) importance of high fiber dietsg) defecation related problem i.e.
constipation, colon cancer andhemorrhoids
A student is able to:
identify the part wherethe formation of feacestakes place
describe the formation offeaces
explain the role ofmicrobs and the effect ofantibiotics on them
explain what defecationis
explain the importance ofdefecation and high fibrediets
describe the problemsrelated to defecation
26 6.7
Evaluating eating habits
Discuss:
a) relationship between eating habits andhealth problems such as gastritis,obesity, anorexia nervosa, bulimia
b) evaluate the nutrient contents basedon food labels or advertisements
c) evaluate the eating habits of classmate
A student is able to:
relate eating habits withhealth problemsevaluate criticallywhether a particulareating habit is good orbad
Eating habits involve thefrequency and time ofeating and the type of foodconsumed
25 6.8 Realizing the Conduct an of a defective the digestive A student is able to:
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESimportance of healthydigestive system
system.Conduct a discussion on ways to takecare of the digestive system, such asgood eating habits, avoid junk food, try tocut down on sweet and fatty foods.
Predict the effects ofdefective digestivesystem on health,Take care of thedigestive system forones well-being.
26 6.9 Understanding theimportance ofmacronutrients andmicronutrients in plants
Carry out small group discussion on thefollowing and present the findings:
a) the elements required by plants,b) classify the elements required byplants based on the amount needed:
(i) macronutrients consisting of carbon,hydrogen, oxygen, nitrogen, phosphorus,potassium, calcium, magnesium, andsulphur,(ii) micronutrients consisting of boron,molybdenum, zinc, manganese, copperand ferum.
Plan and conduct and experiment onplants to study the effects ofmacronutrient deficiency i.e. nitrogen,
phosphorus, potassium, calcium,magnesium, and sulphur.
Discuss and correlate the effects ofmacronutrients deficiency with thefunction of the macronutrient based onthe results of the experiment.
A student is able to:
List elements requiredby plants,Classify elementsrequired by plants
based on the amountneeded,
Design an experimentto study the effects ofmacronutrientdeficiency in plants,
Relate the effects ofmacronutrientdeficiency with the
function ofmacronutrients,
Explain the function ofeach macronutrient inplants,State the function ofmicronutrients in
Maize seedlings may beused for this experiment.
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESCollects and interpret data from varioussource such as Internet on the function ofeach macronutrient in plants.
Discuss the function of micronutrients andeffects of micronutrient deficiency inplants.
plants,State the effects ofmicronutrientdeficiency in plants,
26 6.10Understandingphotosynthesis
Students read about the discovery ofphotosynthesis and extract importantfacts from it.
Study a cross-section model of a leaf.Draw and label it.
Discuss the following:a) functions of the part of a leaf,b) adaptation of the leaf for optimalphotosynthesis.
Carry out and activity to investigate theadaptation of plants such as hibiscus,water lily, Hydrillaand cactus with respectto:
A student is able to:
Describe thedevelopment that leadsto the discovery ofphotosynthesis,
State the substancerequired forphotosynthesis,State the substanceproduced fromphotosynthesis,
Draw and label thecross-section of a leaf,
State the function of
each part of the leafwith respect tophotosynthesis,Explain leaf adaptationto optimizephotosynthesis,Explain how plantsfrom different habitats
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESa) distribution of stomatab) distribution of chloroplasts.
are adapted to carryout photosynthesis
27 6.11 Understanding themechanism ofphotosynthesis
With reference to the structure ofchloroplast discuss the light and darkreactions of photosynthesis with respectto:a) substances required.b) location of reactionc) products of reaction.
Draw a simple schematic diagram of thelight and dark reactions in photosynthesis.
Discuss the following:a) compare and contrast the light
reaction and dark reaction inphotosynthesis.
b) Correlate light reaction with darkreaction in photosynthesis
Write an equation to represent the overallprocess of photosynthesis.
A student is able to;
Identify the part ofchloroplast related tophotosynthesis,Explain the lightreaction ofphotosynthesis,Explain the darkreaction ofphotosynthesis,
Compare and contrastlight reaction and darkreaction inphotosynthesis,Relate light reaction inphotosynthesisWrite an equation torepresent the processof photosynthesis,
Detailed structure ofchloroplast is not required.Detailed pathways for lightand dark reactions are notrequired.
27 6.12
Synthesizing factorsaffecting photosynthesis
Conduct a brainstorming session toidentify the factors affecting the rate ofphotosynthesis i.e. concentration ofcarbon dioxide, light intensity andtemperature.
Plan and carry out an experiment to studythe effect of light intensity on the rate of
A student is able to:
Identify the factorsaffecting the rate ofphotosynthesis,Design an experimentto investigate the effectof light intensity on therate of photosynthesis,
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESphotosynthesis.
Carry out a small group discussion on theeffects of light intensity temperature andconcentration of carbon dioxide on rate ofphotosynthesis.
Plan a strategy based on factors affectingthe rate of photosynthesis to ensure cropproduction throughout the year incountries with four seasons.
Identify the factor thatlimits the rate ofphotosynthesis atdifferent light intensity,Explain the effects oftemperature andconcentration of carbondioxide on the rate ofphotosynthesis,Explain the differencein the rate ofphotosynthesis inplants throughout the
day based on thechanges in lightintensity andtemperature,
Identify some ways tomeet the need ofincreasing theproductivity of cropsbased on on factorsaffecting the rate of
photosynthesis.28 6.13Practicing a caring attitudetowards plants
Compose a poem or lyric of a song toshow appreciation of the role ofphotosynthesis in ensuring theperpetuation of life
Conduct a planting project in the scienceresource garden or school compound.
A student is able to :Tell why we needto take good careof plants,Identify cases ofmishandling ordestruction of
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESplants.
286.14Understanding thetechnology used in foodproduction
Carry out small group discussion on thefollowing and present the findings:
a) the quantity of food needed for thepresent and future population ofthe country,
b) the need for improving the qualityand quantity of food for thecountry in line with the nationalfood production policy,
c) effort by various agencies todiversify food production,
d) methods used to improve thequality and quantity of foodproduction through the following:
(i) direct seeding for rice,(ii) hydroponics and
aeroponics,(iii) breeding,(iv) tissue culture,(v) genetic engineering,(vi) soil management,(vii) biological control.
Conduct a field trip to relevant agenciessuch as Institute of Agriculture Researchand Development of Malaysia (MARDI),Agriculture Department and FisheryDepartment.
A student is able to:
explain the need forimproving thequality and quantityof food,
explain the effort todiversify food
production,explain ways toimprove the qualityand quantity of foodproduction in thecountry.
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESCarry out a vegetable planting project
286.15Evaluating thetechnological developmentin food processing
Discuss the need for food processingbased on the following:
a) overcoming the factors causingspoilage of food such as theaction of microorganisms andoxidation,
b) extending the lifespan of food ,c) avoiding food wastage,d) diversifying the uses of food like
milk and dairy products,e) ensuring sufficient food supply.
Prepare a portfolio on the technologicaldevelopment of food processing from theearly days till the present.
Correlate the following food processingmethods with factors causing foodspoilage:
i. cooking,ii. using salt, sugar and vinegar,iii. fermentation process,iv. drying,v. pasteurization,vi. canning,vii. refrigeration,
Conduct a forum entitled The effects ofprocessing food on health.
A student is able to:explain thenecessity for foodprocessing
describe thedevelopment offood processingtechnology,
relate foodprocessingmethods withfactors causingfood spoilage,
assess themethods of foodprocessing to justifythe choice ofconsuming certainprocessed food.
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THEME : INVESTIGATING THE PHYSIOLOGY OF LIVING THINGSLEARNING AREA :7.0 RESPIRATION
WEEK LEARNING OBJECTIVE SUGGESTED LEARNING
ACTIVITIES
LEARNING OUTCOMES NOTES
29 7.1 Understanding therespiratory process inenergy production
1. Discuss and gather information :a. living process require energyb. the main substrate for
respiration, that is glucose, isobtained from the following :i) the digestion of
carbohydrates in humanand animals,
ii) the process ofphotosynthesis in plant
c. types of respiration (aerobicand anaerobic)
2. a) Carry out an activity to showaerobic respiration.
b) Dicuss the energy production inaerobic respiration
3. Carry out an experiment toinvestigate anaerobic respiration inyeast
4. Discussiona. condition leading to an aerobic
respiration in cellsb. the process of an aerobic
respiration in human muscles.
A student is able to :
a. state that all livingprocesses requireenergy.
b. identify the mainsubstrate forproducing energy
c. state the two types ofrespiration
d. explain what cellrespiration is
e. explain the energyproduction fromglucose during theprocess of aerobicrespiration.
f. state the conditionleading to an aerobicrespiration in cells
g. explain the process ofanaerobic respirationin yeast
h. explain the process ofan aerobic respirationin human muscles
i. write the chemical
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WEEK LEARNING OBJECTIVE SUGGESTED LEARNINGACTIVITIES
LEARNING OUTCOMES NOTES
5. Use a graphic organizer (mindmap) to compare and contrastaerobic respiration with anaerobicrespiration
equations for aerobicand anaerobicrespiration
j. compare and contrastaerobic respirationwith anaerobicrespiration
29, 30 7.2 Analysing therespiratory structuresand breathingmechanisms inhuman and animal
1. Observe graphics and discuss therespiratory structures in human andother organisms including protozoa,insects, fish and amphibians.
2. a) Conduct an activity to comparethe total surface area of a flatcard with a corrugated card andcorrelated the increase in totalsurface area with the modifiedsurface structure.
b) Discuss the relationshipbetween total surface area ofthe respiratory structures andthe efficiency of gaseousexchange in various organisms.
c) Observe the respiratory
A student is able to :
a. state the respiratorystructures in humanand some animals.
b. make an inference onthe various adaptationof the respiratorystructures.
c. describe the
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WEEK LEARNING OBJECTIVE SUGGESTED LEARNINGACTIVITIES
LEARNING OUTCOMES NOTES
structures to generalise thecharacteristics of the respiratorysurfaces in human and otherorganisms.
3. a) Use a model to explain thebreathing mechanism in human.
b) Use a graphic organizer tocompare an contrast humanrespiratory system with otherorganisms.
characteristic ofrespiratory surfaces inhuman and otherorganisms.
d. describe the breathingmechanism in humanand other organisms
e. compare and contrastthe human respiratorysystem with otherorganisms.
30 7.3 Understanding theconcept of gaseousexchange across therespiratory surfacesanf transport of gasesin human
1. Using a diagram to discuss theprocess of gaseous exchangeacross the surface of the aveoulusand blood capillaries in the lung inrelation to :
a. the difference in partialpressure of respiratorygaseous in the air of thealveolus and blood capillariesin the lungs i.e
i. partial pressure of oxygenand carbon dioxide in the airof the alveolus compared tothe partial pressure in theblood capillaries
b. The difference in partial
A student is able to :
a. describe the processof gaseous exchangeacross the surface ofthe alveolus and bloodcapillaries in the lungs
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WEEK LEARNING OBJECTIVE SUGGESTED LEARNINGACTIVITIES
LEARNING OUTCOMES NOTES
pressure of oxygen andcarbon dioxide in the bloodentering the alveolus with theblood living the alveolus ie:
i. partial pressure of oxygenand carbon dioxide in theblood entering the alveoluscompared to the blood livingin alveolus.
2. Discuss :a. the transport of respiratory
gases in humanb. explain the process of
gaseous exchange betweenthe blood and body cells
3. Mind maps/ graphic organizer toexplain the exchange and transportof respiratory gasoues in human.
4. Conduct an experiment toinvestigate the differences betweeninhale and exhale air
b. explain the transport ofrespiratory gases
c. explain the process ofgaseous exchangebetween the blood andbody cells
d. distinguish thecomposition of inhaleand exhale air.
Cautions :Handle the followingsolution with care :Alkaline pyrogallate andConcentrated potassiumhydroxide
31 7.4 Understanding theregulatory mechanismin respiration
1. Conduct an experiment to studythe effect of a vigorous exersice onthe rate of respiration and heartbeat.
2. Discussion on the following :
A student is able to :
a. describe the changein rate of respirationafter completing avigourous exercise.
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WEEK LEARNING OBJECTIVE SUGGESTED LEARNINGACTIVITIES
LEARNING OUTCOMES NOTES
a. correlate the rate of respirationwith the oxygen and carbon
dioxide content in the body.
b. regulatory mechanism ofoxygen and carbon dioxidecontent in the body
3. Discussion on human respiratoryresponse, rate of respiration andheart beat in different situation:
a. vigorous activities eg :swimming, running, aerobicexercise, mountain climbingand playing badminton
b. relaxingc. fear
b. correlate the rate ofrespiration with the
oxygen and carbondioxide content in thebody.
c. explain the regulatorymechanism ofoxygen and carbondioxide content in thebody
d. explain the humanrespiratory responseand rate of
respiration indifferent situation
e. correlate the rate ofrespiration with therate of heart beat
32 7.5 Realising theimportance ofmaintaining a healthyrespiratory systems
1. Discuss and conduct an experimentto show the effects of cigarettesmoke on white cotton wool anddraw an anology between the lungand the white cotton wool.
2. Show the slides of damaged lungs(cancer) due to smoking.
A student is able to :
a. care and maintainefficient function ofthe respiratory organ
Say Tak Nak tocigarette
32 7.6 Understandingrespiration in plants
1. Discuss and gather information:
a. the energy requirement and the
A student is able to :
a. describe the energy
A diagram of the crosssection of a leaf isrequaired
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WEEK LEARNING OBJECTIVE SUGGESTED LEARNINGACTIVITIES
LEARNING OUTCOMES NOTES
intake of oxygenintake by plantsfor respiration.
2. Use graphic organizer to show theintake of oxygen in plantsa. discuss anaerobic respiration
carried out by rice plant in apaddy field or other plants incertain situations.
3. Use a graphic organizer tocompare the process of respiration
with the process of photosynthesisin plants.
4. Discuss and gather informationa. meaning of compensation pointb. correlate light intensity with
compensation point from graph.c. The effect on living things when
the rate of photosynthesis andrate of respiration remains atcompensation point.
requirementb. explain the intake of
oxygen forrespiration
c. explain aerobicrespiration in plants
d. explain anaerobicrespiration in plantsunder certainconditions.
e. Compare andcontrast the process
of photosynthesisand respiration
f. Explain whatcompensation pointis
g. Relate light intensitywith the attainment ofcompensation point
h. Predict the situationwhen the rate of
photosynthesis and
rate of respirationremains atcompensation point
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THEME : INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENTLEARNING AREA : 80 DYNAMIC ECOSYSYTEM
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
33
8.1 Understand the abiotic
and biotic components ofthe environment
Conduct a field study to:
a) identify the abiotic componentsincluding, pH, temperature, lightintensity, humidity, topography and themicroclimate of an ecosystem
b) identify the biotic components of anecosystem
c) investigate the feeding relationships ofthe biotic components to construct thefood chains and food webs, andclassify the biotic components intotrophic levels
d) investigate the interaction betweenbiotic components as follows:
i) symbiosis among plants andanimals encompassing thefollowing:- commensalisms- parasitism- mutualism
ii) saprophytism,iii) predator-prey interaction.
e) investigate the interaction between
biotic components in relation tocompetition, which are:
i) intraspecific competition,ii) intraspecific competition.
Conduct an experiment to study theintraspecific competition and interspecificcompetiton of plants, e.g. maize and rice
A student is able to :
identify the abioticcomponents of anecosystem,
identify the bioticcomponents of anecosystem,classify bioticcomponents intitrophic levels
explain theinteractionsbetween bioticcomponents inrelation to feeding,using examples,
explain theinteraction betweenbiotic components
in relation tocompetition, usingexamples.
Emphasis is on field study
for the students to reinforcetheir understanding in thisarea.
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESCollect and interpret data to studyintraspecific competition and interspecificcompetition involving Paramecium, for
example Paramecium AureliaandParamecium caudatum.
338.2 Understanding the
processes ofcolonisation andsuccession in anecosystem
Conduct a field study on an ecosystem i.e.a mangrove swamp or a pond to:
a) identify the niche, habitat,community and population,
b) investigate the process ofcolonization,
c) investigate the process ofsuccession,
d) identify pioneer species, successorspecies, dominant species andclimax community,
e) identify the adaptive characteristicsof pioneer species and subsequentspecies in the habitat for theprocesses of colonization andsuccession.
Students present their findings or make afolio.Study the processes of colonization andsuccession through video, computersoftware and printed material.
Discuss and correlate the abioticcomponents during the processes ofcolonization and succession in an
A student is able to:
state what anecosystem is,
identify the niche,habitat, communityand population ofecosystem,explain the processof colonization,
explain the processof succession,
identify the pioneerspecies in anecosystem,identify thesuccessors in anecosystem ,
identify the
dominant species inan ecosystem,identify the adaptivecharacteristics ofpioneer species,identify the adaptivecharacteristics ofsuccessors,
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESecosystem. explain the changes
in habitat caused bypioneer species,
explain the changesin habitat caused bysuccessors at everylevel of successionuntil I climaxcommunity isreached,relate the abioticcomponents withthe bioticcomponents in anecosystem duringthe processes ofcolonization andsuccession.
34 Second TermMid Term Break (22-8-2009 to 30-8-2009)
35, 36,
37STPM Trial Examination (1-9-2009 to 18-9-2009)
38 Cuti Hari Raya (20-9-2009 to 27-9-2009)
39 8.3 Sythesising ideas on
population ecology
Discuss the appropriate samplingtechniques to study the pollution size of
an organism.
Conduct a field study or use anappropriate anology to:
a) estimate the population size ofanimals such as garden snail andwood lice,
A student is able to:
identify theappropriatesampling techniqueto study thepopulation size ofan organism,estimate thepopulation size of
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESb) investigate the distribution of
plants using the quadrat samplingtechnique,
Based on the above study discuss thedistribution of an organism in a habitat.Discuss and correlate the change inpollution distribution of an organism withthe changes in each of the abiotic factors.
Plan and conduct an experiment to studythe relationship of population distributionof an organism with changes in any one ofthe abiotic factors such as pH,temperature, lightintensity and humidity.
Suggested organisms:Pleurococcus, Lemna
an organism in ahabitat,determine the
distribution oforganisms in ahabitat based onthe density,frequency andpercentagecoverage of thespecies,correlate thechange in apopulationdistribution of anorganism with thechanges in each ofthe abiotic factors,design anexperiment toinvestigate theeffect of a changein any one of theabiotic factors o thepopulation growthrate of an organism.
408.4 Understand the
concept of biodiversityDiscuss the following:
a) meaning of biodiversity,b) need for the classification system
of organisms.
Gather information on the following:
A student is able to:
explain the meaningof biodiversity,explain the need forclassification of
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESa) the five kingdoms in the
classifications of the organisms,which are Monera, Protista, Fungi,
Plantae and Animalia,
b) main characteristics of organismsin each kingdom,
c) examples of organisms in eachkingdom,
Discuss the following:a) the hierarchy in the classification of
organisms from kingdom to
species,b) the method of naming a number of
vertebrates and local floweringplants, using the Linnaeusbinomial system,
c) the importance of biodiversity.
Conduct a field trip to create awareness ofbiodiversity of an ecosystem.
organisms,state the fivekingdoms used in
the classification oforganisms,identify the maincharacteristics oforganisms in eachkingdom,list examples oforganisms in eachkingdom,state the hierarchyin the classificationof organisms, usingexamples,explain throughexamples, themethod of namingorganisms using theLinnaeus binomialsystem,explain theimportance of
biodiversity
418.5 Understanding the
impact ofmicroorganisms on life
Using charts, slides andphotomicrographs, identify and list varioustypes of microorganisms i.e. protozoa,algae, fungi, bacteria and virus.
Conduct an experiment to study theeffects of temperature, pH, light and
A student is able to:classify varioustypes ofmicroorganismsbased on their basiccharacteristics,state the abiotic
The scientific names ofpathogen and life cycle ofvectors are not required.
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESnutrients on the activity of microorganismse.g. Bacillus subtilisor yeast.
Gather information and discuss the role ofuseful microorganisms in the following:a) decompositionb) nitrogen cycle,c) alimentary canal of termite,d) digestive system in human.
Gather information and discuss the effectsof harmful microorganisms:
a) causing diseases,b) spoilage of food and substances.
Gather information and present thefindings on the following:
a) pathogens, vectors, symptoms andmethods in tansmission ofdiseases such as malaria, denguefever, cholera, ringworm, foodpoisoning, AIDS, hepatitis and
SARS,b) methods to control pathogens
including the use of antibiotics,vaccines, antiseptics anddisinfectants.
Gather information and present the usesof microorganisms in biotechnology, such
componentsaffecting the activityof microorganisms,
explain the effectsof a change in eachabiotic componenton the activity ofmicroorganisms,explain the role ofusefulmicroorganisms,explain the effect ofharmful micro-organisms
explain the meaningof pathogen,identify thepathogen, vectorand symptoms ofone particulardisease,explain how thedisease spreads,
describe themethods forcontrollingpathogen,
explain the use ofmicroorganisms inbiotechnology,
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTESas:
a) production of antibiotics andvaccines
b) cleaning of oil spills,c) waste treatment,d) food processinge) production of bioplastic,f) production of energy from biomass
using examples.
41 8.6 Appreciatingbiodiversity
Conduct a forum to discuss theimportance of preservation andconservation of biodiversity,
Conduct an activity to preserve andconserve various living things around us.
A student is able to:justify theimportancepreservation andconservation ofbiodiversity.
preserve andconserve variousliving things aroundhim/her.
THEME : INVESTIGATING THE RELATIONSHOP BETWEEN LIVING THINGS AND ENVIRONMENT
LEARNING AREA : 9.0 ENDANGERED ECOSYSTEM
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
42 9.1. Evaluating human
activities that endanger anecosystem
Carry out small group discussion on the following
and present the findings:c) Human activities that threaten the
ecosystem,
d) The impact of human activities on theecosystem
e) The effects of unplanneddevelopment ofthe ecosystem, such as ;
I. Soil erosion
A student is able to : Identify human
activities that
threaten the
ecosystem
Explain the impact ofhuman activities on
the ecosystem
TSTS:Generating ideas
Grouping and
classifying
Evaluating
Nobles values :
Having an interest
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II. Flash floodIII. LandslideIV. Eutrofication
V. Water , air , thermal , and noisepollution
VI. Global warmingVII. Ozone depletion
VIII. Climatic changeIX. Ex tinction of living thingsX. Deforestation
d) Types of pollution and sources of pollution
e) Effects of pollution on the following:I.Human health ( diseases affecting the
respiratory system,skin problems ,conjunctivitis,cancer and cholera.
II.Animal and plant habitats
III.Buildings
IV.Agriculture
V.Climate
Conduct an activity to analyse data on air pollutionindex of some cities within and outside the
country,and make and inference on the sources of
pollution.
Conduct an activity to analyse data on waterpollution , such as Oxygen Demand (BOD) valueand content to heavy metals in some rivers,and
make an inference on the sources of pollution.
Conduct activities to formulate a strategy to reduce
Evaluate critically theeffects of unplanned
development and
mismanagement ofthe ecosystem
Describe types ofpollution and sources
of pollution
Explain the effects of
pollution on livingthings and theenvironment
Compare and contrastpollutants in the air
from different
environments
Interpret data on thelevel of waterpollution in some
rivers
Make an inference onthe sources of water
pollution in somerivers
and curiosity towards
the environment
Teaching aids :
Newspaper cuttings
Charts
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9.2 Understanding the
greenhouse effect and
thinning of the ozone layer
the level of air and water pollution in a particular
location by :
a) Analyzing information on the population ,such as the size of population , socioeconomic activities , and level of air and
water pollution
b) Conducting an activity to predict the levelof air and water pollution at a particularlocation within the next ten years
c) Preparing an action plan consisting of astrategy to reduce the level of air and water
pollution at that particular location withinthe next ten years.
Carry out small group discussion on the following
and present the findings :
a) Greenhouse effect , including its cause andeffect
b) Concentration of carbon dioxide in theathmosphere and correlate it with global
warming
c) Ozone depletion , including its cause andeffect
d) Impact of ozone depletion and globalwarming on the ecosystem
Predict the level ofair and water
pollution in a
particular locationwithin the next tenyears
Suggest strategies tosolve problems
related to air and
water pollution in a
particular locationwithin the next ten
years
A student is able to:
Explain whatgreenhouse effect is
Correlate theconcentration ofcarbon dioxide in the
athmosphere 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.
TSTS :
Analysing
Evaluating
Nobles values :
Balance of nature
Being thankful to
God
Teaching aids :
CD Rom
Charts
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Scrap-book
43 9.3 Realising the importance
of proper management of
development activities andthe ecosystem
Conduct a debate on the need for development to
improve the quality of life and to meet the
requirements of an increasing population.
Discuss the effects of an increase in population on
the ecosystem.
Carry out small group discussion on the following
and present the findings:a) Implementation of lawsb) Use of technologyc) Education on the management of resources
, including the reduce , reuse and recycle
of resourcesd) Preservation and conservation of soil ,
water , flora and faun of forests and
mangrove swamps
e) Practice of biological controlf) Use of renewable energyg) Efficient use of energy
Conduct activities to care for the following
ecosystem in school and at home :
a) Fish pondsb) Gardens
Plan and conduct a programme related to themanagement of the ecosystem for example ,
Environment Day
A student is able to:
Justify the need for
development
Explain the effects ofincrease in
population on the
ecosystem
Explain measuretaken in the
management of
development
activities and the
ecosystem to ensure abalance of nature is
maintained.
Care for theecosystem
Participate inactivities related to
the management of
the ecosystem
TSTS :
Making decisions
Detecting bias
Nobles values :
Being flexible and
open-minded
Thinking rasionally
Being coorperative
Teaching aids :
Text book
Internettransperancies
44-45 Revision and update PeKA
46 Final Term Break (23-11-2009 to 4-1-2010)
Recommended