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

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