Scheme Of Work F52006
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THEME : PHYSIOLOGY OF LIVING THINGS LEARNING AREA : 1.0 TRANSPORT (Week 1-3)
Weeks
Learning Objectives
1 1.1 Understanding (2 the importance of periods) having a transport system in some multi cellular organisms
Learning Outcomes
Scientific attitudes and noble values
A student is able to : Identify the problems that could be faced by multi cellular organisms in obtaining their cellular requirements and getting rid of their waste products
Suggest how the problem is overcome in multi cellular organisms.
1–2 1.2 Synthesising weeks the concept of (4 circulatory system periods)
Science Process Skills
• • • • •
Observing Classifying Measuring and using number Interpreting data inferring
•
observing classifying making inference predicting defining operationally
•
•
Having an interest and curiosity towards the environment. Being honest and accurate in recording and validating data
A student is able to :
State what a circulatory system is, State the three components of circulatory system in humans and animals, State the medium of transport in humans and animals, State the composition of human blood,
• • • • •
• •
Being respectful and well Being thankful to God Being flexible and openminded
1
Weeks
Learning Objectives 1.2 Synthesising the concept of circulatory system (cont)
Learning Outcomes
2 week 1.3 Understanding (2 the mechanism of periods) blood clotting
Science Process Skills
Scientific attitudes and noble values
Explain the function of blood and haemolymph in transport, Describe the structure of human blood vessels, Explain how blood is propelled through the human circulatory system, Explain briefly how blood pressure is regulated, Compare and contrast the circulatory systems in the following : humans, fish and amphibians, Conceptualise the circulatory system in humans.
A student is able to :
Explain the necessity for blood clotting at the site of damaged blood vessels, Explain the mechanism of blood clotting, Predict the consequences of impaired blood clotting mechanism in an individual.
• • • • •
Defining Observing Classifying Predicting Interpreting data
•
• •
Appreciating and practising healthy living Being kindhearted and caring Being thankful to God
2
Weeks
Learning Objectives
3 1.4 Synthesising weeks the concept of (4 lymphatic system periods)
Learning Outcomes
Science Process Skills
Scientific attitudes and noble values
A student is able to :
Describe the formation of interstitial fluid, State the composition of interstitial fluid, State the importance of interstitial fluid Describe the fate of interstitial fluid, Describe the structure of lymphatic system, Explain how the lymphatic system complements the circulatory system, Compare the content of blood, interstitial fluid and lymph, Predict what will happen if interstitial fluid fails to return to the circulatory system, Conceptualise the relationship between the lymphatic system and circulatory system
• • • •
defining operationally observing classifying predicting
•
•
Realising that science is a means to understand nature Being thankful to God
3
THEME: PHYSIOLOGY OF LIVING THINGS LEARNING AREA 1.0 TRANSPORT (Week 4-9 )
4
Weeks
Learning
Learning Outcomes
Science Process Skill
Scientific attitudes and noble values
Objective (1 week ) 1.5
A student is able to:
Understanding the role of the circulatory •
system in body defence mechanism
•
Relating
Being thankful to God
the body
•
Classifying
Systematic
State another function of the circulatory system besides transport
•
•
Identify the three lines of defence mechanism of
Describe the process of phagocytosis
•
Attributing
•
State the meaning of antigen and antibody
•
Comparing and contrasting
•
State the meaning of immunity and immunisation
•
Communicating
•
Relate antigen and antibody to immunity
•
Defining operationally
•
Name and give examples of various types of
State the effects of human immunodeficiency virus
•
Classifying
(HIV) on the body’s defence mechanism
•
Attributing
•
Describe the transmission of HIV
•
Comparing and contrasting
•
Suggest ways to prevent the spread of acquired
•
Grouping and classifying
AIDS
•
Communicating
•
Interpreting data
•
generalizing
A student is able to:
•
Interpreting data
•
Select and practice suitable ways to maintain a healthy
•
Making conclusion
cardiovascular systems
•
evaluating
Critical and analytical thinking
immunity •
1.6 Appreciating a healthy cardiovascular system
A student is able to:
•
Observing
1.7 Understanding the transport of
•
State the necessity for transport of substances in plants,
•
Making inferences
substances in plants
•
Identify the vascular tissue in stem, root and leaves
•
predicting
•
State the role of vascular tissue in the transport of
(1 week)
Being respectful and well mannered
Being flexible and open minded Being kind hearted and caring •
appreciating and practicing clean and healthy living
•
having an interest and curiosity towards the environment
•
being diligent and preservering
substances •
Describe the structure of vascular tissue
•
Relate the structure of xylem to transport
•
Relate the structure of phloem to transport
•
Predict the effect of removing a ring of phloem tissue from a plant
(2 weeks)
A student is able to:
•
thinking rationally
1.8 Synthesizing the concept of
•
State what translocation is
•
5 having critical and analytical
transport of substances in plant
•
Explain the importance of translocation in plant
thinking
THEME: PHYSIOLOGY OF LIVING THINGS LEARNING AREA 2.0 LOCOMOTION AND SUPPORT 10 – 13 (4 weeks)
6
Weeks
Learning
Learning Outcomes
Science Process Skill
Scientific attitudes and noble values
Objective 10 ( 2 periods )
2.1 Understanding support and
A student is able to:
locomotion in humans and animals •
Explain the necessity for support and locomotion
•
Defining operationally
Be thankful to God for support and
•
Classifying
locomotion to living thing
in humans and animals •
Describe problems that could be faced by humans and animals in support and locomotion
10
A student is able to: •
( 2 periods)
Explains how problems in support and locomotion are overcome in humans and animals
•
Name the bones that make up the axial skeleton and appendicular skeleton of the human body
11
A student is able to: •
( 2 periods)
Label the bones, the skeletal muscles and tendons
•
Observing
•
Attributing
•
Visualization
in diagram of the arm • 11
Explain how movement is brought about in a limb
A student is able to: •
( 2 periods)
State the function of cartilage and synovial fluid at
living
joints •
Appreciating and practicing healthy
Describe briefly the mechanism of locomotion in an animal
•
State some consequences of impaired musculoskeletal system on support and locomotion
•
State some consequences of impaired musculoskeletal system on support and locomotion
12 ( 2 periods )
2.2 Appreciating a healthy
A student is able to: •
Communicating
Being cooperative
Practise ways to care for the musculoskeletal
•
Prioritising
Daring to try
system
•
Making conclusion
•
Evaluating
musculoskeletal •
Thinking rationally Being flexible and open minded
Be thankful to God for healthy musculoskeletal.
12
2.3 Understanding support in plant
A student is able to: •
( 2 periods ) •
Explain the necessity for support in plants
•
Explain how support is achieved in aquatic plants
•
Attributing
Being kind-hearted and caring
Comparing and
Appreciating the balance of nature.
contrasting
7
THEME: INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS LEARNING AREA 3.0 COORDINATION AND RESPONSE (Week 14-18)(5 weeks )
8
Weeks
Learning
Learning Outcomes
Science Process Skill
Scientific attitudes and noble values
Objective 14 ( 2 period )
3.1 Understanding response and
A student is able to:
coordination •
•
Observing
•
Classifying
•
Observing ( draw and
•
Be thankful to God.
label )
•
Being
Being thankful to God
List the changes in external and internal environment faced by an organism
•
State why organism have to be sensitive to changes in internal and external environment
•
Clarify through examples the meaning of ‘stimulus’ and ‘response’
•
State the main component s and pathways involved in detecting and responding to changes in external environment
•
State the main components and pathways involved in detecting and regulating changes in internal environment
•
Clarify through examples the meaning of ‘coordination’
3.2 Analysing the role of human nervous ( 6 periods )
system
A student is able to: •
State the role of nervous system
•
Draw and label a diagram to show organisation of
•
Classifying
the nervous system •
Name the main parts of the brain and state their functions,
•
Draw and label the diagram of a cross section of the spinal cord
•
State the main functions of the spinal cord
•
Label the structure of an efferent neurone
•
Identify the type of the neurone from diagrams given
•
State the function of each type of neurone
•
State the mode of transmission of information along the neurone
•
Describe briefly the pathway of transmission of information from receptors to effectors
•
Draw and label a simple diagram of synapse
•
Describe the transmission of information across synapses
•
State the role of the synapse in transmission
•
Give examples of voluntary action
•
Give examples of involuntary action
9
Weeks
Learning
Learning Outcomes
Science Process Skill
Nobles Values
Objective 3.3 Analysing the role of hormones in ( 3 periods )
A student is able to:
Being thankful to god •
humans
Making inferences
•
State what a hormones is
Appreciating and practising clean and
•
State what the endocrine system is
healthy living
•
State why the endocrine system is necessary
•
State physiological processes not directly
Being co-operative
regulated by the nervous system •
Describe how the endocrine system complements the nervous systems
•
Label the main glands of the endocrine systems
•
Name the main hormones produces by each endocrine gland
•
State the functions of the hormones involved in some physiological processes
•
Describe briefly how secretion of hormone is regulated
•
Describe briefly coordination involving both the nervous system and endocrine system, in a ‘fight or flight’ situation
4 period
3.4 Synthesising the concepts of
•
State the effects of hormonal imbalance
•
State the use of hormone in medicine
A student is able to:
homeostasis in humans •
•
Observing
•
Interpreting data
Being honest and accurate
Explain the necessity to maintain an optimal physical and chemical condition in the internal environment
•
State the meaning of homeostasis
•
Design an experiment to study the effect of different quantities of water intake on urine output
•
Relate changes in blood osmotic pressure to urine output
•
Describe the formation of urine
•
Relate the formation of urine to excretion
•
Describe briefly the mechanism of osmoregulation
•
Predict the consequences of impaired kidney function
•
Describe the regulation of blood sugar level
10
THEME : PHYSIOLOGY OF LIVING THINGS LEARNING AREA: 4.0 REPRODUCTION AND GROWTH (Week 19- ) WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
SCIENCE PROCESS SKILL
SCIENTIFIC METHODS AND NOBLE VALUE
4 periods
4.1 Analysing gamete formation
A student is able to:
•
explain the necessity for organisms to reproduce,
•
Observing
•
state types of reproduction,
•
Classifying
•
explain the necessity for formation of gametes,
•
describe formation of sperm in human,
•
describe formation of ovum in human,
•
compare the formation of sperm with that of
•
Communicating
•
Love and respect each other
•
Being thankful to God
•
Being cooperative
•
Appreciating the
ovum 6 periods
4.2
Analysing the role of hormones in
A student is able to:
the menstrual cycle •
state what menstruation is,
•
Communicating
•
relate menstruation to menstrual cycle,
•
Using space-time
•
state the importance of the menstrual cycle,
•
state the hormones involve in the menstrual
relationship
balance of nature •
Being thankful to God
•
Being cooperative
cycle, •
relate hormonal levels to the development of follicle, the process of ovulation, and the formation of corpus luteum,
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
SCIENCE PROCESS SKILL
SCIENTIFIC METHODS AND NOBLE VALUE
•
relate hormonal levels to the changes in thickness of the endometrium,
•
explain the role of hormone in regulating the menstrual cycle,
4 periods
4.3
Understanding the early
•
state what premenstrual syndrome (PMS) is,
•
state what menopause is.
A student is able to:
11
development of a zygote in •
humans.
•
•
Describe what fertilisation is,
•
Observing
•
Be thankful to God
Describe in simple terms the early development
•
Communicating
•
Appreciating the balance of
of a zygote,
•
Making inferences
Name the two main stages in development of a
•
Using space-time relationship
zygote in preparation for implantation, •
Describe the formation of twins,
•
Compare identical twins with fraternal twins,
•
State the functions of the placenta in foetal
nature •
Love and respect each other
•
Being kind-hearted and caring
development, •
Explain the advantages of fetus having a separate circulatory system from that of the mother.
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
SCIENCE PROCESS SKILL
SCIENTIFIC METHODS AND NOBLE VALUE
2 periods
4.4
Appreciating the contribution
A student is able to:
of science and technology to human reproduction.
•
•
Explain the contribution of science and
•
Using space –
technology to human reproduction,
time
Explain some morale issues related to the
relationship
application of science and technology to human reproduction, •
What sexually transmitted diseases are,
•
Give examples of sexually transmitted diseases.
•
•
Appreciating the contribution of science and technology
•
Predicting
Being flexible and open minded
•
Thinking rationally
12
THEME: PHYSIOLOGY OF LIVING THINGS LEARNING AREA : 4.0 REPRODUCTION AND GROWTH (Week (2 periods) Weeks
4.6 Understanding growth in Learning
A student is able to: Learning Outcomes •
multicellular organisms Objective
Explain briefly the necessity for growth in organisms
(3 periods)
4.5 Synthesising the concept of sexual
A student able to:what growth is, • isExplain
(2 period)
reproduction in flowering plantscurve 4.7 Understanding the growth
• isIdentify A student able to:male and female structures in a flower,
(4 periods)
4.8 Understanding primary and secondary growth in plants.
•
Science DefiningProcess operationally Skill
•
Classifying •
Observing
flowering plants Appreciating the balance of nature Being to God Being thankful honest and accurate in recording
••
Using space –time Classifying
•
Describe the formation of the embryo sac in the growth,
•
relationship Observing
•
Describe the sigmoid growth curve of an organism, ovule,
••
Predicting Data Interpreting
•
Describe formation pollencurve tube,to the growth Relate thethe shape of theof growth
•
Communicating
•
Describeofthe phases an formation organism,of zygote,
•
Explain of theofgrowth of an insect. Describethe theshape formation triploidcurve nucleus,
•
Conceptualise double fertilisation,
•
Relate the structure of a fruit to the flower parts,
• •
State what primary and secondary growth are,
•
Name the tissue involved in primary and secondary
multicellular To appreciateorganisms. the sexual reproduction in
Classifying Defining operationally
Describethe theparameters formation of pollen grains, Identify used in the measurement of
of flowering Statesurvival the types of growthplants. in plants
To appreciate the types of growing in
••
•
• isExplain A student able to the : importance of double fertilisation for the
Being thankful to God. Scientific attitudes and noble values
•
Observing
Thinking rationally and validating data. Being confident and independent
Realising that science is a means to understand nature.
•
Classifying
•
Experimenting
•
Inferring
•
Defining operationally
State the economic importance of plants that undergo
•
Defining operationally
secondary growth.
•
Classifying
growth •
State the location of the tissue involved in primary and secondary growth,
•
Explain the importance of the primary growth,
•
Explain the importance of secondary growth,
•
Compare and contrast plants that undergo secondary growth with plants that do not undergo secondary growth,
•
Appreciating the contribution of science and technology
13
THEME: VARIATION AND INHERITANCE LEARNING AREA 1.0 INHERITANCE
14
Weeks
Learning
Learning Outcomes
Science Process Skill
Scientific attitudes and noble values
Objective (1period)
1.1 Synthesising the concept of
A student is able to:
•
Observing
•
Being thankful to God
•
Realising that science is
inheritance based on Mendel’s
•
State what is meant by inheritance
•
Predicting
experiment.
•
Differentiate traits from characters
•
Classifying
•
Identify characters and traits in Mendel’s
nature
experiments •
a means to understand
•
Thinking rationally
•
Thinking rationally
State that there is a hereditary factors that determines a particular character
(2period)
1.1 Synthesising the concepts of
•
Identify dominant and recessive traits
•
Explain genes and alleles
•
Explain dominant alleles and recessive alleles
A student is able to:
•
Communicating
inheritance based on Mendel’s
•
State the meaning of phenotype
•
Observing
experiments (cont.)
•
State the meaning of genotype
•
Classifying
•
Relate allele combination to genotype
•
Predicting
•
Relate phenotype to genotype
•
State the meaning of homozygote and
•
Communicating
•
Being systematic
Defining Operationally
•
Being flexible and open-
heterozygote •
Determine the phenotypic ratio of the first filial generation
•
Determine the genotypic ratio of the first filial generation and second filial generation
• (2period)
(1period)
1.1 Synthesising the concepts of
State the meaning of monohybrid inheritance
A student is able to:
inheritance based on Mendel’s
•
Conceptualise Mendel’s First Law
experiments (cont.)
•
State the meaning of “dihybird inheritance”
•
Conceptualise Mendel’s Second Law
1.2 Understanding inheritance
•
minded
•
Observing
•
Being thankful to God
State the blood groups in the ABO systems and
•
Classifying
•
Being honest
Rhesus factor in humans
•
Predicting
•
Being thankful to God
•
Being flexible and open
A student is able to: •
•
Explain the inheritance of ABO blood groups in humans
1.2 Understanding inheritance (2period)
(2period)
1.3 Understanding genes and
•
Differentiate autosomes from sex chromosomes
•
Identify the different human karyotypes
•
Explain sex determination in off-springs
•
Explain sex-linked inheritance using examples
•
Describe heredity disease
A student is able to:
•
Classifying
•
Making Inferences
•
Observing
minded •
Being honest
15
THEME: VARIATION AND INHERITANCE LEARNING AREA 2.0 VARIATION 14 – 22 (9 weeks ) Weeks
Learning Learning
Learning Learning Outcomes Outcomes
Science ScienceProcess ProcessSkill Skill
Scientific attitudes Noblesand Values noble values
Objective Objective 1 week
2.3 2.1Understanding Be respectful towards variationone in organism. another
AAstudent studentisisable ableto, to:
•
• Observing Experimenting
Appreciating Realising that thescience balanceisof a nature. means to
( 4period) (2 period )
this part variation
•
• Accept state that people the important are different, of variation in organism
•
• Classifying Measuring and
Being understand thankfulnature. to god.
•
• Respect give each example other. of variation in humans,
•
using numbers Communicating
1 week
2.2 Understanding the curses of variation.
•
state the types of variation,
•
Communicating
•
compare continuous variation with discontinuous
•
Interpreting data
variation.
•
Classifying
A student is able to:
Being Beingkind-hearted thankful to God. and caring. Being cooperative.
Having an interest and curiosity •
Classifying
•
state the factors causing variation,
•
Predicting
•
explain the effects of genetic factors on variation,
•
Experimenting
•
explain the effects of environmental factors on
•
Communicating
( 4 periods )
towards the environment.
Being responsible about the safety of oneself, others and the environment.
variation, Being thankful to God.
•
explain the mutation ,
•
explain the important of variation in the survival of
Being cooperative.
a species.
emm2007
SCHEME OF WORK BIOLOGY FORM FIVE 2007 PREPARED BY PARTICIPANTS OF K.O.S.M
16
BIOLOGY GROUP RAINFOREST RESORT KUALA TAHAN JERANTUT PAHANG DARUL MAKMUR
17
18
Weeks
Learning Objectives
1 1.1 Understanding (2 the importance of periods) having a transport system in some multi cellular organisms
Learning Outcomes
Scientific attitudes and noble values
A student is able to : Identify the problems that could be faced by multi cellular organisms in obtaining their cellular requirements and getting rid of their waste products
Suggest how the problem is overcome in multi cellular organisms.
1–2 1.2 Synthesising weeks the concept of (4 circulatory system periods)
Science Process Skills
• • • • •
Observing Classifying Measuring and using number Interpreting data inferring
•
observing classifying making inference predicting defining operationally
•
•
Having an interest and curiosity towards the environment. Being honest and accurate in recording and validating data
A student is able to :
State what a circulatory system is, State the three components of circulatory system in humans and animals, State the medium of transport in humans and animals, State the composition of human blood,
• • • • •
• •
Being respectful and well Being thankful to God Being flexible and openminded
1
Weeks
Learning Objectives 1.2 Synthesising the concept of circulatory system (cont)
Learning Outcomes
2 week 1.3 Understanding (2 the mechanism of periods) blood clotting
Science Process Skills
Scientific attitudes and noble values
Explain the function of blood and haemolymph in transport, Describe the structure of human blood vessels, Explain how blood is propelled through the human circulatory system, Explain briefly how blood pressure is regulated, Compare and contrast the circulatory systems in the following : humans, fish and amphibians, Conceptualise the circulatory system in humans.
A student is able to :
Explain the necessity for blood clotting at the site of damaged blood vessels, Explain the mechanism of blood clotting, Predict the consequences of impaired blood clotting mechanism in an individual.
• • • • •
Defining Observing Classifying Predicting Interpreting data
•
• •
Appreciating and practising healthy living Being kindhearted and caring Being thankful to God
2
Weeks
Learning Objectives
3 1.4 Synthesising weeks the concept of (4 lymphatic system periods)
Learning Outcomes
Science Process Skills
Scientific attitudes and noble values
A student is able to :
Describe the formation of interstitial fluid, State the composition of interstitial fluid, State the importance of interstitial fluid Describe the fate of interstitial fluid, Describe the structure of lymphatic system, Explain how the lymphatic system complements the circulatory system, Compare the content of blood, interstitial fluid and lymph, Predict what will happen if interstitial fluid fails to return to the circulatory system, Conceptualise the relationship between the lymphatic system and circulatory system
• • • •
defining operationally observing classifying predicting
•
•
Realising that science is a means to understand nature Being thankful to God
3
THEME: PHYSIOLOGY OF LIVING THINGS LEARNING AREA 1.0 TRANSPORT (Week 4-9 )
4
Weeks
Learning
Learning Outcomes
Science Process Skill
Scientific attitudes and noble values
Objective (1 week ) 1.5
A student is able to:
Understanding the role of the circulatory •
system in body defence mechanism
•
Relating
Being thankful to God
the body
•
Classifying
Systematic
State another function of the circulatory system besides transport
•
•
Identify the three lines of defence mechanism of
Describe the process of phagocytosis
•
Attributing
•
State the meaning of antigen and antibody
•
Comparing and contrasting
•
State the meaning of immunity and immunisation
•
Communicating
•
Relate antigen and antibody to immunity
•
Defining operationally
•
Name and give examples of various types of
State the effects of human immunodeficiency virus
•
Classifying
(HIV) on the body’s defence mechanism
•
Attributing
•
Describe the transmission of HIV
•
Comparing and contrasting
•
Suggest ways to prevent the spread of acquired
•
Grouping and classifying
AIDS
•
Communicating
•
Interpreting data
•
generalizing
A student is able to:
•
Interpreting data
•
Select and practice suitable ways to maintain a healthy
•
Making conclusion
cardiovascular systems
•
evaluating
Critical and analytical thinking
immunity •
1.6 Appreciating a healthy cardiovascular system
A student is able to:
•
Observing
1.7 Understanding the transport of
•
State the necessity for transport of substances in plants,
•
Making inferences
substances in plants
•
Identify the vascular tissue in stem, root and leaves
•
predicting
•
State the role of vascular tissue in the transport of
(1 week)
Being respectful and well mannered
Being flexible and open minded Being kind hearted and caring •
appreciating and practicing clean and healthy living
•
having an interest and curiosity towards the environment
•
being diligent and preservering
substances •
Describe the structure of vascular tissue
•
Relate the structure of xylem to transport
•
Relate the structure of phloem to transport
•
Predict the effect of removing a ring of phloem tissue from a plant
(2 weeks)
A student is able to:
•
thinking rationally
1.8 Synthesizing the concept of
•
State what translocation is
•
5 having critical and analytical
transport of substances in plant
•
Explain the importance of translocation in plant
thinking
THEME: PHYSIOLOGY OF LIVING THINGS LEARNING AREA 2.0 LOCOMOTION AND SUPPORT 10 – 13 (4 weeks)
6
Weeks
Learning
Learning Outcomes
Science Process Skill
Scientific attitudes and noble values
Objective 10 ( 2 periods )
2.1 Understanding support and
A student is able to:
locomotion in humans and animals •
Explain the necessity for support and locomotion
•
Defining operationally
Be thankful to God for support and
•
Classifying
locomotion to living thing
in humans and animals •
Describe problems that could be faced by humans and animals in support and locomotion
10
A student is able to: •
( 2 periods)
Explains how problems in support and locomotion are overcome in humans and animals
•
Name the bones that make up the axial skeleton and appendicular skeleton of the human body
11
A student is able to: •
( 2 periods)
Label the bones, the skeletal muscles and tendons
•
Observing
•
Attributing
•
Visualization
in diagram of the arm • 11
Explain how movement is brought about in a limb
A student is able to: •
( 2 periods)
State the function of cartilage and synovial fluid at
living
joints •
Appreciating and practicing healthy
Describe briefly the mechanism of locomotion in an animal
•
State some consequences of impaired musculoskeletal system on support and locomotion
•
State some consequences of impaired musculoskeletal system on support and locomotion
12 ( 2 periods )
2.2 Appreciating a healthy
A student is able to: •
Communicating
Being cooperative
Practise ways to care for the musculoskeletal
•
Prioritising
Daring to try
system
•
Making conclusion
•
Evaluating
musculoskeletal •
Thinking rationally Being flexible and open minded
Be thankful to God for healthy musculoskeletal.
12
2.3 Understanding support in plant
A student is able to: •
( 2 periods ) •
Explain the necessity for support in plants
•
Explain how support is achieved in aquatic plants
•
Attributing
Being kind-hearted and caring
Comparing and
Appreciating the balance of nature.
contrasting
7
THEME: INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS LEARNING AREA 3.0 COORDINATION AND RESPONSE (Week 14-18)(5 weeks )
8
Weeks
Learning
Learning Outcomes
Science Process Skill
Scientific attitudes and noble values
Objective 14 ( 2 period )
3.1 Understanding response and
A student is able to:
coordination •
•
Observing
•
Classifying
•
Observing ( draw and
•
Be thankful to God.
label )
•
Being
Being thankful to God
List the changes in external and internal environment faced by an organism
•
State why organism have to be sensitive to changes in internal and external environment
•
Clarify through examples the meaning of ‘stimulus’ and ‘response’
•
State the main component s and pathways involved in detecting and responding to changes in external environment
•
State the main components and pathways involved in detecting and regulating changes in internal environment
•
Clarify through examples the meaning of ‘coordination’
3.2 Analysing the role of human nervous ( 6 periods )
system
A student is able to: •
State the role of nervous system
•
Draw and label a diagram to show organisation of
•
Classifying
the nervous system •
Name the main parts of the brain and state their functions,
•
Draw and label the diagram of a cross section of the spinal cord
•
State the main functions of the spinal cord
•
Label the structure of an efferent neurone
•
Identify the type of the neurone from diagrams given
•
State the function of each type of neurone
•
State the mode of transmission of information along the neurone
•
Describe briefly the pathway of transmission of information from receptors to effectors
•
Draw and label a simple diagram of synapse
•
Describe the transmission of information across synapses
•
State the role of the synapse in transmission
•
Give examples of voluntary action
•
Give examples of involuntary action
9
Weeks
Learning
Learning Outcomes
Science Process Skill
Nobles Values
Objective 3.3 Analysing the role of hormones in ( 3 periods )
A student is able to:
Being thankful to god •
humans
Making inferences
•
State what a hormones is
Appreciating and practising clean and
•
State what the endocrine system is
healthy living
•
State why the endocrine system is necessary
•
State physiological processes not directly
Being co-operative
regulated by the nervous system •
Describe how the endocrine system complements the nervous systems
•
Label the main glands of the endocrine systems
•
Name the main hormones produces by each endocrine gland
•
State the functions of the hormones involved in some physiological processes
•
Describe briefly how secretion of hormone is regulated
•
Describe briefly coordination involving both the nervous system and endocrine system, in a ‘fight or flight’ situation
4 period
3.4 Synthesising the concepts of
•
State the effects of hormonal imbalance
•
State the use of hormone in medicine
A student is able to:
homeostasis in humans •
•
Observing
•
Interpreting data
Being honest and accurate
Explain the necessity to maintain an optimal physical and chemical condition in the internal environment
•
State the meaning of homeostasis
•
Design an experiment to study the effect of different quantities of water intake on urine output
•
Relate changes in blood osmotic pressure to urine output
•
Describe the formation of urine
•
Relate the formation of urine to excretion
•
Describe briefly the mechanism of osmoregulation
•
Predict the consequences of impaired kidney function
•
Describe the regulation of blood sugar level
10
THEME : PHYSIOLOGY OF LIVING THINGS LEARNING AREA: 4.0 REPRODUCTION AND GROWTH (Week 19- ) WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
SCIENCE PROCESS SKILL
SCIENTIFIC METHODS AND NOBLE VALUE
4 periods
4.1 Analysing gamete formation
A student is able to:
•
explain the necessity for organisms to reproduce,
•
Observing
•
state types of reproduction,
•
Classifying
•
explain the necessity for formation of gametes,
•
describe formation of sperm in human,
•
describe formation of ovum in human,
•
compare the formation of sperm with that of
•
Communicating
•
Love and respect each other
•
Being thankful to God
•
Being cooperative
•
Appreciating the
ovum 6 periods
4.2
Analysing the role of hormones in
A student is able to:
the menstrual cycle •
state what menstruation is,
•
Communicating
•
relate menstruation to menstrual cycle,
•
Using space-time
•
state the importance of the menstrual cycle,
•
state the hormones involve in the menstrual
relationship
balance of nature •
Being thankful to God
•
Being cooperative
cycle, •
relate hormonal levels to the development of follicle, the process of ovulation, and the formation of corpus luteum,
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
SCIENCE PROCESS SKILL
SCIENTIFIC METHODS AND NOBLE VALUE
•
relate hormonal levels to the changes in thickness of the endometrium,
•
explain the role of hormone in regulating the menstrual cycle,
4 periods
4.3
Understanding the early
•
state what premenstrual syndrome (PMS) is,
•
state what menopause is.
A student is able to:
11
development of a zygote in •
humans.
•
•
Describe what fertilisation is,
•
Observing
•
Be thankful to God
Describe in simple terms the early development
•
Communicating
•
Appreciating the balance of
of a zygote,
•
Making inferences
Name the two main stages in development of a
•
Using space-time relationship
zygote in preparation for implantation, •
Describe the formation of twins,
•
Compare identical twins with fraternal twins,
•
State the functions of the placenta in foetal
nature •
Love and respect each other
•
Being kind-hearted and caring
development, •
Explain the advantages of fetus having a separate circulatory system from that of the mother.
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
SCIENCE PROCESS SKILL
SCIENTIFIC METHODS AND NOBLE VALUE
2 periods
4.4
Appreciating the contribution
A student is able to:
of science and technology to human reproduction.
•
•
Explain the contribution of science and
•
Using space –
technology to human reproduction,
time
Explain some morale issues related to the
relationship
application of science and technology to human reproduction, •
What sexually transmitted diseases are,
•
Give examples of sexually transmitted diseases.
•
•
Appreciating the contribution of science and technology
•
Predicting
Being flexible and open minded
•
Thinking rationally
12
THEME: PHYSIOLOGY OF LIVING THINGS LEARNING AREA : 4.0 REPRODUCTION AND GROWTH (Week (2 periods) Weeks
4.6 Understanding growth in Learning
A student is able to: Learning Outcomes •
multicellular organisms Objective
Explain briefly the necessity for growth in organisms
(3 periods)
4.5 Synthesising the concept of sexual
A student able to:what growth is, • isExplain
(2 period)
reproduction in flowering plantscurve 4.7 Understanding the growth
• isIdentify A student able to:male and female structures in a flower,
(4 periods)
4.8 Understanding primary and secondary growth in plants.
•
Science DefiningProcess operationally Skill
•
Classifying •
Observing
flowering plants Appreciating the balance of nature Being to God Being thankful honest and accurate in recording
••
Using space –time Classifying
•
Describe the formation of the embryo sac in the growth,
•
relationship Observing
•
Describe the sigmoid growth curve of an organism, ovule,
••
Predicting Data Interpreting
•
Describe formation pollencurve tube,to the growth Relate thethe shape of theof growth
•
Communicating
•
Describeofthe phases an formation organism,of zygote,
•
Explain of theofgrowth of an insect. Describethe theshape formation triploidcurve nucleus,
•
Conceptualise double fertilisation,
•
Relate the structure of a fruit to the flower parts,
• •
State what primary and secondary growth are,
•
Name the tissue involved in primary and secondary
multicellular To appreciateorganisms. the sexual reproduction in
Classifying Defining operationally
Describethe theparameters formation of pollen grains, Identify used in the measurement of
of flowering Statesurvival the types of growthplants. in plants
To appreciate the types of growing in
••
•
• isExplain A student able to the : importance of double fertilisation for the
Being thankful to God. Scientific attitudes and noble values
•
Observing
Thinking rationally and validating data. Being confident and independent
Realising that science is a means to understand nature.
•
Classifying
•
Experimenting
•
Inferring
•
Defining operationally
State the economic importance of plants that undergo
•
Defining operationally
secondary growth.
•
Classifying
growth •
State the location of the tissue involved in primary and secondary growth,
•
Explain the importance of the primary growth,
•
Explain the importance of secondary growth,
•
Compare and contrast plants that undergo secondary growth with plants that do not undergo secondary growth,
•
Appreciating the contribution of science and technology
13
THEME: VARIATION AND INHERITANCE LEARNING AREA 1.0 INHERITANCE
14
Weeks
Learning
Learning Outcomes
Science Process Skill
Scientific attitudes and noble values
Objective (1period)
1.1 Synthesising the concept of
A student is able to:
•
Observing
•
Being thankful to God
•
Realising that science is
inheritance based on Mendel’s
•
State what is meant by inheritance
•
Predicting
experiment.
•
Differentiate traits from characters
•
Classifying
•
Identify characters and traits in Mendel’s
nature
experiments •
a means to understand
•
Thinking rationally
•
Thinking rationally
State that there is a hereditary factors that determines a particular character
(2period)
1.1 Synthesising the concepts of
•
Identify dominant and recessive traits
•
Explain genes and alleles
•
Explain dominant alleles and recessive alleles
A student is able to:
•
Communicating
inheritance based on Mendel’s
•
State the meaning of phenotype
•
Observing
experiments (cont.)
•
State the meaning of genotype
•
Classifying
•
Relate allele combination to genotype
•
Predicting
•
Relate phenotype to genotype
•
State the meaning of homozygote and
•
Communicating
•
Being systematic
Defining Operationally
•
Being flexible and open-
heterozygote •
Determine the phenotypic ratio of the first filial generation
•
Determine the genotypic ratio of the first filial generation and second filial generation
• (2period)
(1period)
1.1 Synthesising the concepts of
State the meaning of monohybrid inheritance
A student is able to:
inheritance based on Mendel’s
•
Conceptualise Mendel’s First Law
experiments (cont.)
•
State the meaning of “dihybird inheritance”
•
Conceptualise Mendel’s Second Law
1.2 Understanding inheritance
•
minded
•
Observing
•
Being thankful to God
State the blood groups in the ABO systems and
•
Classifying
•
Being honest
Rhesus factor in humans
•
Predicting
•
Being thankful to God
•
Being flexible and open
A student is able to: •
•
Explain the inheritance of ABO blood groups in humans
1.2 Understanding inheritance (2period)
(2period)
1.3 Understanding genes and
•
Differentiate autosomes from sex chromosomes
•
Identify the different human karyotypes
•
Explain sex determination in off-springs
•
Explain sex-linked inheritance using examples
•
Describe heredity disease
A student is able to:
•
Classifying
•
Making Inferences
•
Observing
minded •
Being honest
15
THEME: VARIATION AND INHERITANCE LEARNING AREA 2.0 VARIATION 14 – 22 (9 weeks ) Weeks
Learning Learning
Learning Learning Outcomes Outcomes
Science ScienceProcess ProcessSkill Skill
Scientific attitudes Noblesand Values noble values
Objective Objective 1 week
2.3 2.1Understanding Be respectful towards variationone in organism. another
AAstudent studentisisable ableto, to:
•
• Observing Experimenting
Appreciating Realising that thescience balanceisof a nature. means to
( 4period) (2 period )
this part variation
•
• Accept state that people the important are different, of variation in organism
•
• Classifying Measuring and
Being understand thankfulnature. to god.
•
• Respect give each example other. of variation in humans,
•
using numbers Communicating
1 week
2.2 Understanding the curses of variation.
•
state the types of variation,
•
Communicating
•
compare continuous variation with discontinuous
•
Interpreting data
variation.
•
Classifying
A student is able to:
Being Beingkind-hearted thankful to God. and caring. Being cooperative.
Having an interest and curiosity •
Classifying
•
state the factors causing variation,
•
Predicting
•
explain the effects of genetic factors on variation,
•
Experimenting
•
explain the effects of environmental factors on
•
Communicating
( 4 periods )
towards the environment.
Being responsible about the safety of oneself, others and the environment.
variation, Being thankful to God.
•
explain the mutation ,
•
explain the important of variation in the survival of
Being cooperative.
a species.
emm2007
SCHEME OF WORK BIOLOGY FORM FIVE 2007 PREPARED BY PARTICIPANTS OF K.O.S.M
16
BIOLOGY GROUP RAINFOREST RESORT KUALA TAHAN JERANTUT PAHANG DARUL MAKMUR
17
18
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