rpt bio f4 2014
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SMK DAMANSARA UTAMASEKOLAH KLUSTER KECEMERLANGAN
YEARLY LESSON PLAN 2014
BIOLOGY FORM 4
WeekLearning Objective
Learning Outcomes
Theme : INTRODUCING BIOLOGYLearning Area : 1.0 INTRODUCTION TO BIOLOGY
12/1 – 3/1
1.1 Understanding the study of Biology
A student is able to: State what the study of Biology is Explain the importance of Biology List the different fields of study in Biology State various ways of studying Biology
26/1 -10/1 1.2 Applying
scientific investigation
A student is able to: Identify variables in a given situation Identify the relationship between two variables to form a
hypothesis Record and present data in a suitable form Interpret data to draw conclusions Write a report on an experiment Practice scientific attitudes and noble values
Theme : INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS Learning Area : 2.0 CELL STRUCTURE AND CELL ORGANISATION
313/1-17/1
2.1 Understanding cell structure and function
A student is able to : Draw and label an animal cell Draw and label a plant cell State the functions of the cellular components in an animal
cell & plant cell Compare and contrast an animal cell & a plant cell State the functions of the cellular components in animal cell
& a plant cell Compare & contrast an animal cell and a plant Relate the density of certain organelles with the functions of
specific cells
420/1- 24/1
*24/1Maulidur rasul
2.2 Understanding cell organisation
A student is able to : state the necessity for cell specialization in multicellular
organism as compared to unicellular organism describe cell specialization in multicellular organisms, describe cell organization in the formation of tissues, organs
& systems in multicellular organisms state the meaning of internal environment identify factor affecting the internal environment explain the necessity to maintain optimal internal
environment describe the involvement of various systems in maintaining
optimal internal environment
527/1 -29/2
2.3 Appreciating the uniqueness of the cell
A student is able to : predict the state of certain cells without a particular cellular
component, illustrate that most cell are specialized for the job that they
perform
30/1 – 4/2 CUTI TAHUN BARU CINA
Theme : INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGSLearning Area : 3.0 MOVEMENT OF SUBSTANCES ACROSS THE PLASMA MEMBRANE
65/2– 7/2
3.1 Analysing the movement of substances across the plasma membrane
A student is able to : State the substances required by the cells State the substances that have to be eliminated from cells Explain the necessity for movement of substances across the
plasma membrane
710/2– 14/2
Describe the structure of the plasma membrane Describe the permeability of plasma membrane Explain the movement of soluble substances across the
plasma membrane through the process of passive transport Explain the movement of water molecules across the plasma
membrane by osmosis Explain the movement of substances across the plasma
membrane through the process of active transport Explain the process of passive transport in living organisms
using examples Explain the process of active transport in living organisms
using examples Compare and contrast passive and active transport
817/2-21/2
3.2 Understanding the movement of substances across the plasma membrane in everyday life
A student is able to : explain what hypotonic, hypertonic and isotonic solutions are Explain the effects of hypotonic, hypertonic and isotonic solutions
on plant cell and animal cell Design an experiment to determine the concentration of external
solution which is isotonic to cell sap Make an inference on the concentration of cell sap in plant tissues Relate the movement of substances across the plasma membrane
with concentration gradient Explain the phenomenon of wilting in plants using examples Explain the preservation of food using example
924/2-28/2
3.3 Appreciating the movement of substances across the plasma membrane
A student is able to: Explain the necessity of movement of substances across the
plasma membrane which occurs in a continuous and controlled manner for survival of a cell
Theme : INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGSLearning Area : 4.0 CHEMICAL COMPOSITION OF THE CELL
4.1 Understanding the chemical composition of the cell
A students is able to: state the elements in the cell list the chemical compounds in the cell explain the importance of organic compounds in the cell explain the importance of water in the cell
103/3-7/3
4.2 Understanding carbohydrates
A student is able to: state the elements in carbohydrates state the types of carbohydrates polysaccharides, using examples explain the formation and breakdown of disaccharides and
polysaccharides
1110/3-14/3
4.3Understanding proteins
A students is able to:• state the elements in proteins• state the various structures of proteins• explain the formation and breakdown of dipeptides and
polypeptides• explain the meaning of essential amino acids and non-essential
amino acids
11-12 13/3 – 19/3 PEPERIKSAAN AWAL TAHUN
1217/3-21/3
*21/3Merentas Desa
4.4Understanding lipids
A student is able to: state the elements in lipids state the main types of lipids state the components of fats and oils explain the formation and breakdown of fats and oils compare and contrast saturated fats and unsaturated fats
22/3 – 30/3 FIRST-TERM BREAK
1331/4-4/4
4.5 Understanding enzymes
A student is able to: state what enzymes are explain why enzymes are needed in life processes list the general characteristics of enzyme relate the name of enzyme to substrate state sites where enzymes are synthesized state the meaning of intracellular enzymes and extracellular explain the involvement of specific organelles in the production of
extracellular enzymes explain the effects of pH, temperature, enzyme concentration, and
substrate concentration on enzyme activity explain the mechanism of enzyme action relate the mechanism of enzyme action with pH, temperature,
enzyme concentration and substrate concentration explain the uses of enzymes in daily life and industry using
examples
4.6Realising the importance of the chemical composition in cells
predict the consequences of deficiency in carbohydrates, protein, lipids or enzyme in the cell
Theme : INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGSLearning Area : 5.0 CELL DIVISION
147/4-11/4
5.1 Understanding mitosis
A student is able to : state the necessity for the production of new cells in organisms explain the necessity for the production of new cells identical to
parent cells, state the significance of mitosis identify the phases in the cell cycle explain the process of mitosis and cytokinesis arrange the various stages of mitosis in the correct sequence, compare and contrast mitosis and cytokinesis in animal cell and
plant cell, explain the importance of controlled mitosis, explain the importance of controlled mitosis, explain the effects of uncontrolled mitosis in living things describe the application of knowledge on mitosis in cloning explain the advantages and disadvantages of cloning
1514/4-18/4
5.2Understandingmeiosis
A student is able to : state the necessity of trait inheritance in offspring for continuation
of life, state the necessity to maintain diploid chromosomal number from
generation to generation, state the necessity for production of haploid gametes in sexual
reproduction state the significance of meiosis identify the type of cell that undergoes meiosis explain the process of meiosis arrange the various stages of meiosis in the correct order compare and contrast meiosis II compare and contrast meiosis and mitosis
5.3Appreciating the movement of chromosomes during mitosis and meiosis
A student is able to : describe what will happen when the movement of chromosomes
during mitosis and meiosis do not occur in an orderly manner know and avoid things that maybe harmful
Theme : INVESTIGATING THE PHYSIOLOGY OF LIVING THINGSLearning Area : 6.0 NUTRITION
1621/4-25/4
6.1 Understanding types of nutrition
Student able to : State the types of nutrition Explain autotrophic nutrition Explain heterotrophic nutrition Classify organisms according to the types of nutrition
6.2 Applying the concept of balanced diet
A student is able to : explain what malnutrition is explain the effects of malnutrition using examples, describe ways to reduce the chance of contracting certain health
problems due to one’s diet, Describe ways to reduce the effects of certain health problems.
6.3 Understanding malnutrition
A student is able : state the substance required by the cell to carry out metabolic
processes list the complex substances, that need to be digested draw & label the human digestive system List & state the function of digestive juices the substances
involved Explain the digestion of CHO, proteins & lipids in
1728/4-2/5
*1/5HARI PEKERJA
6.4 Analysing food digestion
human body Describe problems related to food digestion Identify parts of digestive system in ruminants and rodents
involved in the digestion of cellulose, Describe the digestion of cellulose in ruminants and rodents, Compare and contrast the digestive process in humans, ruminants
and rodents Design experiments to study the digestion of starch & proteins in
food samples
185/5-7/6
6.5 Understanding the processes of absorption and assimilation of digested food
A student is able : explain the adaptive characteristic of the digestive system related
to absorption, draw and label the structure of a villus, explain the process of absorption in the villus,
18- 8/5 – 9/5 MID YEAR EXAMINATION
19 12/5 – 16/5 MID YEAR EXAMINATION
20 19/5- 27/5 MID YEAR EXAMINATION
28/5 –15/6 MID TERM BREAK
2116/6-20/6
*19/6HARI SUKAN
6.5 Understanding the processes of absorption and assimilation of digested food
A student is able : explain the absorption of water and minerals in the colon, describe the transport of nutrients by the circulatory system for
assimilation explain the functions of the liver describe the process of assimilation. make an analogy on the process of absorption in the small intestine
2223/6-27/6
6.6 Understanding the formation of faeces and defecation
A student is able to: identify the part of the digestive system where describe the formation of faeces, explain the role of microorganisms in the colon and the effect of
antibiotics on them, explain what defecation is, explain the importance of high fibre diets, describe the problems related to defecation.
6.7 Evaluating eating habits
A student is able to: relate eating habits with health problems Evaluate critically
whether a particular eating habit is good or bad.
6.8Realising the importance of a healthy digestive system
A student is able to: predict the effects of a defective digestive system on health, take care of the digestive system for one’s well-being.
2330/6-4/7
6.9 Understanding the importance of macronutrients and micronutrients in plants
A student is able to: list elements required by plants, classify elements required by plants based on the amount
needed, design an experiment to study the effects of macronutrients
deficiency in plants, relate the effects of macronutrient deficiency with the
function of macronutrients explain the function of each macronutrient in plants, state the function of micronutrients in plants, state the effects of micronutrient deficiency in plan
247/7-11/7
6.10 Understanding photosynthesis
A student is able to: describe the development that leads to the discovery of
photosynthesis, state the substances required for photosynthesis, state the substances produced from photosynthesis draw and label the cross-section of a leaf, state the function of each part of the leaf with respect to
photosynthesis, explain leaf adaptation to optimize photosynthesis, explain how plants from from different habitats are adapted
to carry out photosynthesis.
2514/7-18/7
*15/7Cuti Nuzul Al-Quran
6.11 Understanding the mechanism of photosynthesis
A student is able to : identify the parts of chloroplast related to photosynthesis, explain the light reaction of photosynthesis. explain the dark reaction of photosynthesis, Compare and contrast light reaction and dark reaction in
photosynthesis, Write an equationto represent the process of photosynthesis
6.12 Synthesising factors affecting photosynthesis
A student is able to : identify the factors affecting the rate of photosynthesis, design an experiment to investigate the effect of light
intensity on the rate of photosynthesis identify the factor that limits the rate of photosynthesis at
different light intensity, explain the effects of temperature and concentration of
carbon dioxide on the rate of photosynthesis, explain the difference in the rate of photosynthesis in plants
throughout the day based on the changes in light intensity and temperature,
identify some ways to meet the need of increasing the productivity of crops based on factors affecting the rate of photosynthesis.
26 21/7 -25/7 UJIAN BULAN JULAI
27 28/7 – 1/8 CUTI HARI RAYA AIDILFITRI28
4/8 - 8/86.13 Practicing a caring attitude towards plants
A student is able to : tell why we need to take good care of plants, identify cases of mishandling or destruction of plants.
6.14Understand the technology used in food production
A student is able to : explain the need for improving the quality and quantity of
food, explain the effort to diversify food production, explain ways to improve the quality and quantity of food
production in the country.
6.15 Evaluating the technological development in food processing
A student is able to : explain the necessity for food processing, describe the development of food processing technology, relate food processing methods with factors causing food
spoilage, assess the methods of food processing to justify the choice
of consuming certain processed food.
Theme : INVESTIGATING THE PHYSIOLOGY OF LIVING THINGSLearning Area : 7.0 RESPIRATION
284/8 - 8/8
7.1 Understanding the respiratory process in energy production
A student is able to: State that all living processes require energy, Identify the main substrate for producing energy, State the two types of respiration, Explain what cell respiration is, Explain the energy production from glucose during the process
of aerobic respiration, State the conditions leading to anaerobic respiration in cells, Explain the process of anaerobic respiration in yeast, Explain the process of anaerobic respiration in human muscles, Write the chemical equations for aerobic and anaerobic
respiration, Compare and contrast with anaerobic respiration.
2911/8-15/8
7.2 Analysing the respiratory structure
A student is able to: State the respiratory structures in human and some animals,
and breathing mechanisms in human and animal.
Make an inference on the various adaptations of the respiratory structures,
Describe the characteristic of the respiratory surfaces in human and other organisms,
Describe the breathing mechanism in human and other organisms,
Compare and contrast the human respiratory system with that of other organisms
3018/8-22/8
7.3 Understanding the concept of gaseous exchange across the respiratory surface and transport of gases in human
A student is able to: Describe the process of gaseous exchange across the surface of the
alveolus and blood capillaries in the lungs,
7.4 Understanding the regulatory mechanism in respiration
A student is able to: describe the change in rate of respiration after completing a
vigorous exercise, correlate the rate of respiration with the oxygen content in the
body. Correlate the rate of respiration with the carbon dioxide content
in the body. Explain the human respiratory response and rate of respiration in
different situations, Correlate the rate of respiration with the rate of heart beat.
3125/8-29/8
7.5 Realizing the importance of maintaining a respiratory system
A student is able to:Care and maintain efficient function of the respiratory organs.
7.6Understanding respiration in plants
A student is able to: describe the energy requirements in plants, explain the intake of oxygen for respiration
Theme : INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS & THE ENVIRONMENTLearning Area : 8.0 DYNAMIC ECOSYSTEM
3125/8-29/8
8.1 Abiotic & biotic components of the environment
A student is able to: Identity the biotic components of an ecosystem Identity the abiotic components of an ecosystem Classify biotic components into trophic levels Explain the interactions between biotic components in
relation to feeding, using examples Explain the interactions between biotic components in
relation to competition using examples
3125/8-29/8
8.2 Understanding the processes of colonisation and succession in an ecosystem
A student is able to : state what an ecosystem is, identify the niche, habitat community and population of an
ecosystem explain the process of colonization identify the pioneer species in ecosystem identify the successors in an ecosystem identify the dominant species in an ecosystem identify the adaptive characteristics of pioneer species identify the adaptive characteristics of successors explain the changes in habitat caused by pioneer species explain the changes in habitat caused by successors at every level
of succession until a climax community is reached. relate the abiotic components with the biotic components in an
ecosystem during the process of colonisation and succession
321/9-5/9
8.3Synthesising idea Understanding the processes of colonisation and succession in an ecosystem as on population ecology
A student is able to : identify the appropriate sampling technique to study the
population size of an organism estimate the population size of organism in a habitat determine the distribution of organism in a habitat based on
the density, frequency and percentage coverage of the species correlate the change in population distribution of organism
with the changes in each of the abiotic factors, design an experiment to investigate the effect of a change in
any one of the abiotic factors on the population growth rate of an organism
8.4 Understanding the concept of biodiversity
A student is able to: explain the meaning of biodiversity explain the need for classification of organisms state the five kingdoms used in classification of organisms identify the main characteristics of organisms in each
kingdom list examples or organism in each kingdom state the hierarchy in the classification of organisms using
examples explain through examples the method of naming organisms
using the Linnaeus binomial system explain the importance of biodiversity
338/9-12/9
8.5Understanding the impact of microorganisms on life
A student is able to: classify various types of microorganisms based on their
basic characteristics state the abiotic components affecting the activity of
microorganisms explain the effect of a change in each abiotic component on
the activity of microorganisms explain the role of useful microorganisms explain the harmful microorganisms explain the meaning of pathogen identify the pathogen, vector and symptoms of one particular
disease explain how the disease spreads describe the methods for controlling pathogen explain the use of microorganisms in biotechnology using
examples
8.6Appreciating biodiversity
A student is able to: justify the importance of preservation and conservation of
biodiversity preserve and conserve various living things around him/her
13/9 -21/9 CUTI PERTENGAHAN PENGGAL 2
Theme : INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS & THE ENVIRONMENTLearning Area : 9.0 ENDANGERED ECOSYSTEM
3422/9-26/9
9.1 Evaluating human activities the endanger an ecosystem
A student is able to: identify human activities that threaten the ecosystem, explain the impact of human activities on the ecosystem, evaluate critically the effects of unplanned development and
mismanagement of the ecosystem, describe types of pollution and sources of pollution explain the effects of pollution on living things and the
environment, compare and contrast pollutants in the air from different
environments, state the sources of air pollution, interpret data on the level of air pollution in some cities, make an inference on the sources of air pollution in some cities, interpret data on the level of water pollution in some rivers,
3529/9-3/10
9.2Understanding the greenhouse effect and thinning of the ozone layer
A student is able to: explain what greenhouse effect is, correlate the concentration of carbon dioxide in the atmosphere
with global warming, explain the thinning of the ozone layer, explain the impact of the thinning of the ozone layer and global
warming on the ecosystem
366/10 – 10/10
*5/10Hari Raya Qurban
9.3 Realising the importance of proper management of development activities and the ecosystem
A student is able to: Justify the need for development, Explain the effects of increase in population on the ecosystem, Explain measures taken in the management of development
activities and the ecosystem to ensure a balance of nature is maintained.
care for the ecosystem, participate in activities related to the management of the ecosystem.
3713/10 – 17/10
PEPERIKSAAN AKHIR TAHUN
3820/10
PEPERIKSAAN AKHIR TAHUN
3927/10-31/10
PEPERIKSAAN AKHIR TAHUN
4021/10 -24/10
CUTI HARI DEEPAVALI
413/11 – 7/11
PROGRAM SELEPAS PEPERIKSAAN
4210/11 – 14/11
PROGRAM SELEPAS PEPERIKSAAN
4317/11 – 21/11
PROGRAM SELEPAS PEPERIKSAAN
CUTI AKHIR TAHUN
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