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