scheme of work biology form 5_ 2012
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WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS &THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLE VALUES
VOCABULARY
3 1.3Understandingthe
mechanism of blood clotting
A student is able to:
explain the
necessity for blood clotting atthe site of damaged bloodvessels,
explain themechanism of
blood clotting
predict theconsequences of impaired bloodclottingmechanism in anindividual
Show photomicrographs of blood clots.Discuss the necessity for blood clotting withrespect to:
a) preventing serious blood loss, b) preventing the entry of microorganismsand foreign particles
c) maintaining blood pressure,d) maintaining circulation of blood in a
closed circulatory system,
Use a schematic diagram to illustrate themechanism of blood clotting.
Predict the consequences of blood clottingrelated problems such as haemophilia or thrombosis.
Inferring Communicating Predicting Sequencing
Being responsibleabout the safetyof oneself and
others, and theenvironment
blood clotting pembekuandarah
damaged bloodvessel
salur darahtercedera
impaired bloodclotting
pembekuandarahterjejas
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WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OFPERIODS
5
6
1.4Synthesisingthe concept of
lymphaticsystem
A student is able to:
describe theformation of interstitial fluid
state thecomposition of interstitial fluid
state the
importance of interstitial fluid
describe the fateof interstitial fluid
describe thestructure of thelymphatic system
Draw a schematic diagramon the formation of interstitial fluid andlymph, and discuss the following:
a) spaces between cells b)materials from blood capillaries entering
these spaces
c) composition of interstitial fluid
d)the importance of interstitial fluid
e) the need for interstitial fluid to return tothe circulatory system directly or via thelymphatic system
Discuss the following:a) the structure of the lymphatic system
PRA-USBF 1
Communicating Comparing and
contrasting Generating ideas Relating Predicting Synthesising
Being thankful toGodAppreciating the
contribution of science andtechnology
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WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OFPERIODS
5 explain how thelymphatic systemcomplements thecirculatory system
compare thecontent of blood,interstitial fluidand lymph
predict what will be happen if
interstitial fluidfails to return tothe circulatorysystem
conceptualise therelationship
between thelymphatic systemand circulatorysystem
b)the flow of lymph
c) the role of the lymphatic system intransport
Use a graphic organizer to compare thecontent of blood, interstitial fluid andlymph.
Brainstorm to predict what will happenif interstitial fluid fails to return to thecirculatory system
Study diagram or computer simulationon the lymphatic system and discuss therelationship between the lymphaticsystem and circulatory system
7 1.5Understandingthe role of thecirculatorysystem in
body defence
A student is able to : Discuss the necessity for body defencemechanism in humans.
CommunicatingAnalysingRelating
Appreciating and practicing cleanand healthy living
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mechanism
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OFPERIODS
State another function of thecirculatory system
besides transport,
Identify the treelines of defencemechanism of the
body,
Describe the process of
phagocytosis
State the meaningof antigen andantibody,
State the meaningof immunity andimmunization
Relate antigen andantibody toimmunity,
Gather information and discuss the bodysdefence mechanism with reference to:
a) first line of defence- skin- mucous membrane
b) second line of defence- phagocytic white
blood cells,c) third line of defence
- lymphoytes.
Draw and lable the various stages of phagocytosis.
Discuss the following:a) antigens, antibodies,
immunity andimmunization,
b) how antigens andantibodies are related
to immunity,
PredictingVisualising
Appreciating and practicing cleanand healthy living
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WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OF
PERIODS
Name and giveexample of varioustypes of immunity,
State the effects of humanimmunodeficiencyvirus (HIV) on the
bodys defencemechanism,
Describe thetransmission of HIV,
Suggest ways to prevent the spread of acquired immune
deficiency syndrome(AIDS).
c) the various types of immunity:
i. active immunity(natural, artificial),
ii. passive immunity(natural, artificial).
Carry out small group discussion on thefollowing and present the findings:a) the effects of HIV on
the bodys immunesystem,
b) transmission of HIV,
c) prevention of AIDS.
1.6Appreciatinga healthycardiovascular system
A student is able to: Select and practice
suitable ways tomaintain a healthycardiovascular system.
Research and discuss nuitrition and lifestylewhich can lead to a healthy cardiovascular system. Then select ways that are suitableand prctise them.
Anaysing Evaluating
Beingcooperative
Appreciating
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WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS8 1.7
Understanding
the transportof substancesin plants
A student is able to:
state the necessityfor transport of substances in
plants.
identify thevascular tissue instem, root and leaf
state the role for vascular tissue inthe transport of substances
describe thestructure of vascular tissue.
relate the structureof xylem totransport
Discuss the following:
a) the necessity for transport of substances in plants.
b) the problem that could be faced by plants in transporting substances andhow it is overcome in plants.
Carry out the following activities:a) to show the presence of xylem as a
continuous tube system to transportwater and minerals.
b) prepare slides and look at the crosssection (XS) and longitudinalsection (LS) of a dicot stem
c) study prepared slides of XS of stem ,root, and leaf of a dicot plantand draw the plan diagrams
Relate the following :
a) the structure of xylem to thetransport of water and minerals.
Relating Analysing Comparing and
contrasting Synthesising Attributing
Having aninterest andcuriosity towardsthe environment
Being honest andaccurate inrecording andvalidating data
Realizing thescientific is ameans tounderstand
nature Being thankful togod
Having criticaland analyticalthinking
Being systematic Being fair and
just Thinking
rationally Being confidentand independent
Being kind-hearted andcaring
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WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OF
PERIODS
relate the structureof phloem totransport
predict the effectof removing a ringof phloem tissuefrom a plant.
b) the structure of phloem to the
transport of organic substances.
Carry out bark ringing to show the role of phloem in the continuous transport of organic substances.
Beingobjective
8 1.8
Synthesisingthe concept of transport of substances in
plants
A student is able to:
state whattranslocation is,
explain theimportance of translocation in
plants
describe the process of transpiration
explain theimportance of transpiration,
Discuss the following:
a) the transport of organic substancesin plants.
b) The importance of translocation in plants
Carry out small group discussion on thefollowing and present the findings:
a) the process of transpiration,
b) the importance of transpiration,
Observing
Predicting Interpreting data Controlling
variables Measuring and
using numbers Experimenting Hypothesizing Analyzing Making
conclusion Comparing and
contrasting Attributing Generating ideas Making
generalization
Having an
interest andcuriositytowards theenvironment
Being honestand accuratein recordingandvalidatingdata
Realizing thescientific is ameans tounderstandnature
Beingthankful togod
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Making analogies
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OF
PERIODS
describe the pathway of water from the soil to theleaves,
state externalconditionsaffectingtranspiration,
design experimentsto study factorsaffecting the rateof transpiration,
explain the role of root pressure in themovement of water in plants,
c) the pathway of water from soil toleaves using a schematic diagram,
d) the external conditions affecting therate of transpiration
Design and conduct experiments to studyfactors affecting the rate of transpiration,i.e:
a) air movement, b) temperaturec) light intensityd) relative humidity.
Carry out an activity to show the following: b) root pressure,c) cohesion and adhesion of water
Grouping andclassifying
SequencingEvaluating
Havingcritical andanalyticalthinking
Beingsystematic
Being fair and just
Thinkingrationally
Beingconfident andindependent
Being kind-hearted andcaring
being objective
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THEME : PHYSIOLOGY OF LIING THINGSLEARNING AREA : 2.0 LOCOMOTION AND SUPPORT
WEEK/
DATE
LEARNING
OBJECTIVE
LEARNING
OUTCOMES
SUGGESTED LEARNING
ACTIVITIES
SCIENTIFIC SKILLS
& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OF
PERIODS
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10 name bones thatmake up the axialskeleton andappendicular skeleton of thehuman body,
label the bones,skeletal musclesand tendons in adiagram of thearm,
explain howmovement in alimb,
Study the model of human skeleton toidentify the following:
a) axial skeleton consisting of the skull,cervical vertebrae, thoracic vertebrae,lumbar vertetrae, sacrum, coccyx,sternum and ribs
b) appendicular skeleton consisting of scapula, calvicle, humerus, ulna, radius,
pelvic girdle, tibia and fibula.
Observe a chicken wing to note the positionand nature of muscles, ligaments andtendons.
Draw and label a simple diagram of an armto show the arrangement of bones, skeletalmuscles and tendon.
Briefly discuss:
a) how the bones, skeletal muscles, tendonand joints bring about movement on thearm or leg,
Attributing Grouping and
classifying Classifying
Classifying Attributing Grouping and
classifying
Using space time
relationship Defining the
operationally- Sequencing
Being thankfulto God
Beingresponsibleabout the safetyof oneself,others and theenvironment.
Realizing thatscience is ameans tounderstandnature.
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OF
PERIODS
state the functionof cartilage and
b) the necessity of nerve impulses inskeletal muscle contraction
- Making analogy- Isualizing
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11
synovial fluid at joints,
describe briefly themechanism of locomotion in ananimal,
state someconsequences of impairedmuscloskeletalsystem on supportand locomotion
c) the antagonistic action of skeletalmuscles,
d) all muscle has two primary proteins,e) source of energy is from the ATP
produced in adjacent mitochondria,f) function of cartilage and synovial fluid
at joints.
Observe and discuss the mechanism of locomotion in an earthworm, grasshopper,fish or bird.
Discuss and present finding on musclecramp, osteoporosis, muscular dystrophyand arthritis.
CUTI PERTENGAHAN PENGGAL
- Relating Classifying Attributing Comparing and
contrasting Grouping and
classifying
Observing Communicating- Attributing- Comparing and
contrasting- All thinking skills
Interpreting datacommunicating
- All thinking skills
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OF
PERIODS
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12 2.2Appreciatinga healthymusculo-skeletalsystem
A student is able to : Practise ways
to care for themusculo-skeletalsystem
Discuss and share ways of caring themusculo-skeleton systems such as :a) following a balanced diet,
b) having a good posturec) using a proper attire for
daily activitiesd) taking appropriate
precautions during vigorous activitiese) practising correct and safeexercise techniques
Communicating- All thinking skills
Appreciatingand practicingclean andhealthy living
Bieng kindhearted andcaring
Beingresponsibleabout thesafety of oneself, other andenviroment
12 2.3Understanding
support in plants
A student is able to : Explain the
necessity for support in plants
Explain howsupport isachieved inaquatic plants
Discuss the following:a) the necessity for support in
plants
b) what could be the supportrelated problems faced by :i) aquatic plantsii) terrestrial plants
c) how is support achieved inaquatic and terrestrial plants
Communicating
Observing Inferring Communicating- Comparing and
contrasting
Communicating Observing Inferring Communicating
Having an
interest andcuriositytowards theenvironment.
Be honestand accuratein recordingand validatingdata
Beingthankful toGod
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLE
NUMBER OF
PERIODS
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VALUES
Explain howsupport interrestrial plantsare achievedthrough tissue
modifications
Carry out the following activities:a) study the adaptation for support
( aerenchyma and air sacs) in floatingaquatic plans, e.g. water hyacinth)
b) study prepared slides of cross sections of old stems to identify tissue that help insupport.
c) investigate how support in herbaceous plant e.g. spinach and balsam is achievedwithout woody tissue
Observing Inferring Experimenting Communicating- Attributing- Comparing and
contrasting- Relating- Grouping and
classifying- All thinking skills
THEME : PHYSIOLOGY OF LIING THINGSLEARNING AREA : 3.0 COORDINATION AND RESPONSE
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WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OF
PERIODS
13 3.1Understandingresponse and
coordination
A student is able to
list the
changes theexternal andinternalenvironment faced
by an organism
state why organismhave go besensitive to changein internal andexternalenvironment
clarify throughexamples themeaning of stimulus andresponse
state the maincomponents and
pathways involvedin detecting andresponding tochange in externalenvironment
Carry out small group discussion on thefollowing and present the findings :
a) external stimuli , eg light, sound,smell, taste, temperature , pressureand touch
b) internal stimuli eg sugar level in the blood and osmotic pressure of blood
c) the necessity for living organisms torespond to stimuli
Carry out the activities to studya) human and animal responses to
external and internal environment b) plant responses to external
environment
View computer simulations on the pathwaysin detecting and responding to external andinternal stimuli in humans and animals and
Observing Inferring Relating Making
generalizations andisualising
Predicting
Analysing andevaluating
Experimentingandclassifying
Makinganalogies andinventing
Having aninterest andcuriosity
towards theenvironment
Realizing thatscience is ameans tounderstandsnature
Being thankfulto God
2
SCIENTIFIC NUMBER
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WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
ATTITUDES & NOBLEVALUES
OFPERIODS
state the main
components and pathways involved
in detecting andregulating changein internalenvironment
Clarifythrough examplesthe meaning of coordination
Draw systematic diagrams involving themain components
Discuss what meant by coordination
Observing andcommunicating
Visualising Defining
operationally Sequencing
prioritizing andgenerating ideas.
14 3.2 Analysingthe role of humannervoussystem
A student is able to
state the rolenervous system
draw and label adiagram to showthe organization of the nervous system
name the main
parts of the brainand state their functions
Discuss the role of the nervous system
Draw a diagram to show the organization of the nervous system.
View graphics of the brain and label the
main parts of the brain, and state their respective functions
Observing Attributing Comparing and
contrasting Relating
Classifying Grouping and
classifying
Being honestand accurate
Beingresponsible
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WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OF
PERIODS
draw and label adiagram of a crosssection of the
spinal cord
state the mainfunctions of thespinal cord
label the structureof an efferentneurone
identify the type of the neurone formthe diagrams given
state thefunction of eachtype of neurone
state the mode of transmission of
information alongthe neurone
Draw and label diagram of a cross sectionof the spinal cord
Discuss the main functions of the spinalcord
Draw and label the structure of the efferentneurone ( nucleus, cell body, cytoplasm,dendrites, axon, synaptic dendrites, myelinsheath )
Identify and discuss the function of thethree types of neurone
View computer animations oin thetransmission of information in the form of electrical signals
Discuss the m ode of transmission of information along the neurone
Observing Attributing Comparing and
contrasting Relating
Classifying Grouping and
classifying
Having criticaland analyticalthinking
Beingsystematic
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WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OF
PERIODS
describe briefly the pathway of transmissions of
information fromreceptors toeffectors
draw and label asimple diagram of a synapse
describe thetransmission of information acrosssynapses
state the role of thesynapse in the
transmissiongive examples of voluntary action
give examplesof involuntaryaction
Draw schematic diagram to show the pathway of transmission of information anddiscuss the following
a) reception of stimuli by receptors b) from receptors to the central nervous
systemc) integration and interpretation by the
central nervous systemd) from the central nervous system to
the effectorse) respond by the effectors
Draw and label a simple diagram of asynapse,
Conduct small group discussion on thefollowing:
a) transmission of information acrossthe synapse
b) the role of the synapse intransmission
Discuss voluntary action and involuntaryaction with examples
Observing Attributing Comparing and
contrasting Relating
Classifying Grouping and
classifying
Sequencing Visualising
Observing Attributing Comparing and
contrasting Relating
Appreciatingthe contribution
of science andtechnology.
Having criticaland analyticalthinking
Being fair andjust
Being confidentandindependent.
Being objective
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WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OF
PERIODS
outline thetransmission of information involuntary action
outline thetransmission of information ininvoluntary action
draw a schematicdiagram showinga reflects arc
give examples of nervous systemrelated diseases
Discuss the following:a) voluntary action eg. raising your hand toanswer a question
b) involuntary action involving skeletalmuscles eg. knee jerk,
c) involuntary action involving smoothmuscles or glands eg. normal blood
pressure.
Work in groups to draw a schematic diagramof a reflex arc.
Visit homes for the aged. Show compassiontowards senior citizens and patients withAlzheimers and Parkinsons diseases.
Classifying Grouping and
classifying
Makinggeneralisation
Being thankfulto God
Bieng kindhearted andcaring
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produced by eachendocrine gland
Making inferences
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OF
PERIODS
15 state the functionsof hormonesinvolved in
physiological processes
describe brieflyhow secretion of hormone isregulated
describe brieflycoordinationinvolving bothnervous systemand endocrinesystem in a fightof flight situation
state the effects of hormonalimbalance
state the usehormone inmedicine
Match the hormones with their functions inthe following physiological processes:a) reproduction
b) growthc) homeostasis
discuss how secretion of a hormone can beregulated by:a) another hormone, e.g. thyroid stimulating
hormone (TSH) b) level of certain substances, e.g. glucosec) nervous system
Discuss the involvement of both the nervoussystem and the endocrine system in a fightor flight situation (involving adrenaline).
Carry out small group discussion on thefollowing and present the findings on:a) the effects of imbalance of thyroxine,
growth hormone, antidiuretic hormone,and insulin
b) the use of hormone in the treatment of diabetes mellitus and dwarfism
Thinking Skills: Attributing, Relating, Analysing, Comparing and
contrasting
Scientific Skills: Communicating Analysing, Visualising, All Thinking Skills
Beingsystematic
Appreciatingthe balance of nature.
Appreciating
the balance of nature
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16 PRA-PEP. PERTENGAHAN TAHUN
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLE
VALUES
NUMBER OF
PERIODS
17 relate the changes
in blood osmotic pressure to urineoutput.
describe theformation of urine,
eelate theformation of urineto excretion.
describe briefly
the mechanism of osmoregulation
Discuss the following:a) the relationship between the
regulation of osmotic pressure andthe formation of urine
b) the formation of urine
c) the relationship between urineformation and excretion
Draw and label the following structures:a) kidney
b) nephron
View computer simulations and draw aschematic diagram on the process of urineformation and discuss the following
processes:a) ultrafiltration
b) reabsorptionc) secretion
Analysing Making conclusions Generalising
Observing Attributing Relating
Making inferences Analysing Making conclusions
Being confidentand independent
Realisingscience is ameans tounderstandnature
Being objective Being
systematic
Realisingscience is ameans tounderstandnature
Being flexibleand openminded
Beingsystematic
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WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLE
VALUES
NUMBER OF
PERIODS
predict theconsequences of impaired kidneyfunction
describe theregulation of
blood sugar level describe the
regulation of bodytemperature
conceptualisehomeostasis
Draw a schematic diagram on the action of antidiuretic hormone (ADH) and discuss thefollowing:
b) the process of osmoregulation by thekidneys
c) negative feedback control inosmoregulation
Gather information and discuss thefollowing:
a) Haemodialysis b) Kidney donation and kidney
transplant
Recall, discuss and draw a concept map onvarious mechanisms that together keep the
physical and chemical conditions inside theorganism constant in terms of :
a) blood sugar level b) body temperaturec) partial pressure of oxygen and
carbon dioxided) blood pressure
Observing and Inferring. Relating, making
generalizations andvisualising
Observing and
Inferring. Relating, makinggeneralizations andvisualising
Beingsystematic
Appreciatingthe contributionof science andtechnology
Beingresponsibleabout the safetyof oneself ,others and theenvironment
Being thankfulto God
17 3.5 Practisinga healthylifestyle
A students is able to: describe effects of
drugs and alcohol
Show pictures of drug addicts andalcoholics, then discuss drug and alcoholabuse.
Scientific skills: Classifying, Predicting
Beingresponsibleabout safety of
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abuse on humans. Reach and report on:a) Effects of drugs and alcohol abuse such
as on the nervous system,
oneself, others,and the
environment.
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLE
VALUES
NUMBER OF
PERIODS
explain the factorsthat can lead to drugand alcohol abuse
practise a healthylifestyle
b) Social factors that can lead to drug andalcohol abuse.
Attend talks on drug and alcohol abuse.
Participate in anti-drug abuse and anti-alcohol abuse campaigns.
Thinking skills Attributing Comparing and
contrasting, Grouping and
classifying Relating visualising
Beingrespectful andwell mannered
Appreciatingand practisingclean andhealthy living
18 3.6
Understand-ing planthormone
A student is able to:
state what planthormones are,
give someexamples of planthormones,
infer the effects of auxins on growthresponses,
explain the role of auxins in
tropisme, state the use of hormones inagriculture.
Research and report on:
a) the meaning of plant hormones,
b) plant hormones e.g. auxins,ethylene,
c) effect of auxins based on scientificfindings on phototropisme,
d) role of auxins in phototropisme andgeotropisme,
e) the use of hormones in agriculture.
Attributing
Relating
Being thankfulto God.
Beingresponsibleabout the safetyof oneself,others, and theenvironment.
2
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19 20 PEP. PERTENGAHAN TAHUN
THEME : PHYSIOLOGY OF LIING THINGS
LEARNING AREA : 4.0 REPRODUCTION AND GROWTH
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OF
PERIODS
21 4.1 Analysinggameteformation
A student is able to :
explain the necessityfor organisms toreproduce
state types of reproduction
explain the necessityfor formation of gametes
describe formationof sperm in humans
describe formationof ovum in humans
compare theformation of sperm
with that of ovum
Discuss the following about reproduction :
a) the necessity to reproduce
b) the two types of reproduction
c) the necessity for formation of gametes
Study diagrams of stages in the formationof a sperm and an ovum
Compare the formation of a sperm withthat of an ovum
Communicating Attributing Sequencing Comparing andcontrasting
Appreciating thecontribution of
science andtechnology
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WEEK/DATE LEARNINGOBJECTIVE LEARNINGOUTCOMES SUGGESTED LEARNINGACTIVITIES SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFIC
ATTITUDES & NOBLEVALUES
NUMBER
OFPERIODS
21 4.2 Analysingthe role of hormones inthe menstrualcycle
A student is able to :
state whatmenstruation is
relate menstruationto menstrual cycle
state the importanceof the menstrualcycle
state the hormonesinvolved in themenstrual cycle
relate hormonallevels to thedevelopment of follicles, the processof ovulation and theformation of corpus
luteum relate hormonal
levels to thechanges in thicknessof the endometrium
Discuss the following :
a) what menstruation is
b) the relation between menstruation andmenstrual cycle
c) the importance of the menstrual cycle
d) hormones involved in the menstrualcycle
Study diagrams and discuss the effect of hormonal levels on the following :
a) follicle development b) ovulationc) formation of corpus luteumd) thickness of the endometrium
Communicating Relating Predicting
Realising thatscience is amean tounderstandnature
Being thankfulto God
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22 23 CUTI PERTENGAHAN TAHUN26 MEI 10 JUN 2012
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES & NOBLEVALUES
NUMBER OFPERIODS
explain the role of hormones inregulating themenstrual cycle
state what premenstrualsyndrome (PMS) is
state whatmenopause is
Discuss the following :a) premenstrual syndrome
b) menopause
24 4.3Understandingthe earlydevelopmentof a zygote in
humans
A student is able to :
describe what
fertilization is
describe in simpleterms the earlydevelopment of azygote
name the two stages
Use diagram and computer simulations todiscuss the following :
a) the formation of zygote
b) the early development of a zygote as theformation of a ball of cells which
becomes implanted in the wall of theuterus
c) Identify morula and blastocyst from the
Communicating Sequencing Comparing andcontrasting
Being thankfulto God
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in the developmentof a zygote in
preparation for implantation
diagrams givend) Formation of identical twins, fraternal
twins and Siamese twins
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OF
PERIODS
describe theformation of twins
compare identicaltwins with fraternaltwins
state the functionsof the placenta infoetal development
explain theadvantages of fetushaving a separatecirculatory systemfrom that of the
mother
Illustrate how identical and fraternal twinsare formed and fraternal twins are formedand give some d ifferences between them
Research and report on :
a) functions of the placenta in foetaldevelopment
b) the advantages of fetus having aseparate circulatory system from that of the mother
24 4.4Appreciatingthecontributionof science and
A student is able to:
explain thecontribution of
Research and report on :
a) Family planning
Observing Evaluating
Appreciatingand practicingclean andhealthy living
2
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technology tohumanreproduction
science andtechnology tohuman reproduction
b) Sperm bank
c) Artificial insemination
d) In vitro fertilization
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES & NOBLEVALUES
NUMBER OFPERIODS
explain some moralissues related to theapplication of science andtechnology tohumanreproduction
explain whatsexuallytransmitted diseaseare
give example of sexuallytransmitted disease
e) surrogate mother
f) sexually transmitted disease
25 4.5Synthesizing
the concept of sexualreproductionon flowering
plants
A student is able to:
identify male andfemale structures ina flower
describe theformation of pollen
Examine a flower to identify :
a) Various flower parts
b) The structure which produce male andfemale reproductive cells
Draw diagrams to show the stages in theformation of :
Communicating Analyzing Synthesizing visualising
Realizing thant
science is amean tounderstandnature
2
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flowering plants b) Seed coat fromthe integument,
c) Fruit from theovary
Discuss the importance of doublefertilization for the survival of flowering
plants.
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES & NOBLEVALUES
NUMBER OFPERIODS
26 4.6Understandinggrowth inmulticellular organisms.
A student is able to :
explain thenecessity for gowth inorganisms,
explain whatgrowth is,
Discuss the necessity for for growth.
Carry out small group discussion on growthin terms of :
a) growth being an irreversible process, b) increase in the number of cells,c) increase in cell size,d) cell differentiation.
Study diagrams or prepared slides toidentify the growth zones at root tip andshoot tip.
Predicting
Sequencing
Being thankfulto God.
1
26 4.7Understandingthe growthcurve.
A student is able to :
identified the parameters used inthe measurement of growth.
describe thesigmoid growth curve
Generate ideas on the appropriate parameters used in the measurement of growth.
Conduct an activity to study the growth of a plant, e.g. onion, maize or balsam.
Study and interpret the data on growth inhumans and discuss the following :
Using space-timerelationship.
Analysing
Predicting
Having critical& analyticalthinking.
2
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c) state the importance of vascular cambium and cork cambium tosecondary growth,
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES & NOBLEVALUES
NUMBER OFPERIODS
compare andcontrast plants thatundergo secondarygrowth with plantsthat do notundergo secondary
growth, state the economic
importance of plants that undergosecondary growth.
d) compare plants that undergosecondary growth with those that donot,
e) the economic importance of plantsthat undergo secondary growth.
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THEME : VARIATION AND INHERITANCELEARNING AREA : INHERITANCE
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OF
PERIODS
28 1.1Synthesisingthe concept of inheritance
based onMendelsexperiment
A student is able to:
State what is meant by inheritance
Differentiate traitsfrom characters
Identifycharacteristic andtraits in Mendelsexperiments
State that there is ahereditary factor that
determines a particular character
Identify dominantand recessive traits
Explain genes and
Discuss the following based on examples.
a) inheritance
b) characters and traits
Study diagrams showing the result of Mendelsmonohybrid cross experiment, then discuss thefollowing:
a) characters and traits in Mendelsexperiment
b) there is a hereditary factor thatdetermines a particular character
c) dominant and recessive traits
d) genes and alleles
Ss: classifying
Ts: AttributingComparing
& contrastingGrouping &classifying
Ss:Classifying Predicting
interest andcuriosity
honest &accurate
being objective being systematic thinking
nationally
interest and
2
2
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alleles
Explain dominantand recessive alleles
e) dominant and recessive allelesCommunicatingInterpreting dataDefining operationally
Ts:AttributingComparing & contrastingRelatingVisualizing
curiosity honest &
accurate being objective being systematic thinking
nationally
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OF
PERIODS
State the meaning of phenotype
State the meaning of
genotype
Relate allelecombination togenotype
Relate phenotype togenotype
State the meaning of homozygote and
heterozygote
Determine the phenotypic ratio of the first filialgeneration andsecond filialgeneration
f) phenotype and genotype
g) homozygote and heterozygote
h) phenotypic ratio and genotypic ratio inthe first and second filial generation
AnalyzingGeneralizing
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Determine thegenotypic ratio of first filial generationand second filialgeneration
i) the importance of meiosis I in thesegregation of alleles
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OF
PERIODS
State the meaning of monohybridinheritance
ConceptualizeMendels First Law
State the meaning of dihybrid inheritance
ConceptualizeMendels SecondLaw
j) meaning of monohybrid inheritance
Conduct an activity using coloured buttons/beans to illustrate Mendels First Law.
Discuss Mendels First Law as the Law of Segregation
Study diagrams showing the results of MendelsDihybrid cross experiment, then discuss thefollowing
a) meaning of dihybrid inheritance
b) the importance of meiosis in terms of independent assortment of chromosomes
Discuss Mendels Second Law as the Law of Independent Assortment
Ts:AttributingAnalyzingGeneralizingGrouping & classifyingMaking conclusion
Being honest Daring to try Thinking
nationally Thankful to God
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WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OF
PERIODS
29 1.2Understandinginheritance
A student is able to:
State the bloodgroups in the ABOsystem and Rhesusfactor in humans
Explain theinheritance of ABO
blood group in
humans Differentiate
autosomes from sexchromosomes
Identify the differenthuman karyotypes
Explain sexdetermination in off spring
Discuss :a) blood groups and Rhesus factor (Rh
factor)
b) inheritance of ABO blood group inhumans
Examine a drawing of a micrograph of humanchromosomes and :
a) determine the number of chromosomes b) arrange the homologous pairs based on
the location of the centromere and sizeof chromosomes
c) identify autosomes and sexchromosomes
Compare the karyotype of a normal human
being with that of a person with Downssyndrome
Draw a schematic diagram to show thefollowing :
a) sex determination in offsprings
Ss:ClassifyingObservingcommunicating
Ts:Confident andindependentSequencingComparing andcontrastingAttributingGrouping and classifyingrelating
-Appreciating thecontribution of science andtechnology
-Being systematic-Being thankful toGod
-Having an interestand curiositytowards theexperiment
- Being flexible andopen minded
-Appreciating and practicising cleanand healthy living
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Explain sex-linkedinheritance usingexamples
b) sex-linked inheritance of hemophiliaand colour blindness
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OF
PERIODS
Describe hereditarydiseases
Gather information and discussa) hereditary diseases such as Thalassaemia
291.3Understandinggenes andchromosomes
State the unit of inheritance
State the location of
genes Describe thestructure of deoxyribonucleicacid (DNA)
Describe in simpleterms themanifestation of atrait or an organismfrom he basic unit of inheritance
Explain briefly theimportance of
Research and report on:a) unit of inheritance
b) the location of genes
Construct a model of deoxyribonucleic acid(DNA) and discuss the following:a) structure of nucleotides
b) structure of polynucleotidesc) double helix of DNA
Draw a schematic diagram and relate how a traitis manifested from the basic unit of inheritancein terms of:
a) chromosome to DNA b) DNA to genec) Gene to proteind) Protein to the trait of an organism
Research and report on the following:a) DNA finger printing
b) Human genome project
Ss :observingTsSequencingRelatingvisualising
Having interestand curiosity
Being thankful to
God.
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genetics to mankind c) Potential of stem cell researchd) Genetic engineering,
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OF
PERIODS
Describe theapplication andabuse of knowledgein genetics
Argue on the needfor ethics and moralin the application of genetics
i) gene therapyii) genetically modified organismsiii) genetically modified foodiv) medicine (production of insulin)
Discuss the implications of the above tomankind.
Conduct a forum or debate on ethical and moralissues in the application of knowledge ingenetics.
Visit research centres that conduct research ingenetic engineering.
SsCommunicatingTsAll thinking skills
Thinkingrationally
Being confident
and independent
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Synthesizing Making conclusions
analyticalthinkingBeing systematicBeing honest andaccurate inrecording andvalidating data
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OF
PERIODS
30 6.2Understandingthe causes of variation
A student is able to:
State the factorscausing variation
Explain the effectof genetic factorson variation
Explain the effectsof environmentalfactors on variation
Explain the effectsof the interaction
between geneticfactors andenvironmentalfactors on variation
Explain mutation
Discuss the cause of variation in term of:
a)genetic factors b)environmental factors
Discuss the effects of genetic factors onvariation
Conduct an activity, such as role-playing or model-building, to show the process of genetic recombination
Conduct an activity to study the effects of different environmental factors on the
variation of plants
Discuss the following:a) chromosomal mutation
Attributing Analyzing
Comparing andcontrasting
Visualizing Making inferences Making conclusion
Comparing andcontrasting
Visualizing Making inferences
Realizing thatscience is ameans tounderstand nature
Having an interestand curiositytowards theenvironmentBeing responsibleabout the safetyof oneself, othersand theenvironment
Flexible andopen-minded
Having an interestand curiositytowards theenvironment
5
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Explain theimportance of variation in thesurvival of a species
b) gene mutation
Discuss examples of mutation and mutagens
Discuss the importance of variation in thesurvival of a species
Making conclusion Being responsibleabout the safetyof oneself, othersand theenvironment
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OF
PERIODS
AnalyzingComparing andcontrastingVisualizingMaking conclusionAttributingObservingMaking analogiesGenerating ideasRelatingMaking conclusion
Flexible andopen-minded
Having an interestand curiositytowards theenvironment
Flexible andopen-minded
Having criticaland analyticalthinking
Having an interest
and curiositytowards theenvironment
Being cooperative
Being honest
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Appreciating the balance of nature
Appreciating thecontribution of science andtechnology
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS& THINKING SKILLS
SCIENTIFICATTITUDES &
NOBLEVALUES
NUMBER OF
PERIODS
306.3 Berespectfultowards oneanother despitevariation
A student is able to:
Accept that peopleare different
Respect each other
Participate in games and club activitiesinvolving individuals from various ethnicsgroups
Conduct a sketch to show respect for allGods creation
Detecting bias Evaluating Making conclusion
Being respectfuland well-manneredBeing fair and
justBeing kind-hearted andcaring
Being respectfuland well-manneredBeing fair and
justBeing kind-
hearted andcaringMINGGU 31 - 35
MINGGU ULANGKAJI STRATEGIK MINGGU 36 - 37
PEPERIKSAAN PERCUBAAN SPMMINGGU 38 - 45
MINGGU ULANGKAJI STRATEGIK
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MINGGU 46PEPERIKSAAN SPM 2009
Prepared by, Checked by, Checked by, Certified by,
.. .. . ..(PN. SALIZA BT. OTHMAN)
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