YEARLY LESSON PLAN 2018

BIOLOGY FORM 4
SMK BINTULU, SARAWAK
THEME : INTRODUCING BIOLOGY
LEARNING AREA : 1.0 INTRODUCTION TO BIOLOGY

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM
OBJECTIVES
CONTENT
Week 1 Value: Realize that
2/1 - A student able to: Carry out small group discussion on the following & present the Science is one of the ways
4/1 findings: to understand nature.
1.1  State what the study of biological
Understanding is. a) What is the study of biology? EMK: Noble values
the study of  Explain the importance of b) The importance of biology with respect to the study of living
I-Think: circle map
biology biological. things, environment, interaction between living things & the
 List the different fields of study environment. HOTS: Creating
in biology.
 List the careers related to biology. Construct a concept map based on information gathered on the
 State various ways of studying different fields of study & careers related to biology.
biology.
Small group discussion on the importance of the following:
a) Acquiring scientific skills
b) Scientific method
c) Practicing scientific attitude & noble values.
A student is able to: Observe a situation & identify all the variables. Suggest a question Value: Realize that
that is suitable for a scientific investigation. Discuss to: Science is one of the ways
 Identify variables in a given in a to understand nature.
given situation. a) Form a hypothesis
 Identify the relationship between b) Plan the method of investigation including selection of EMK: Information
1.2 Applying two variables to form a apparatus & work procedures. technology &
scientific hypothesis. communication
investigation  Design and carry out a simple Carry out an experiment:
a) To collect & tabulate data. I-Think: Flow map
experiment to test the hypothesis.

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 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.
YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
b) Present data in a suitable form. HOTS: Creating
c) Interpret the data & draw conclusion.
d) Write a complete report.
Carry out an experiment on the making of bread using yeast in the
absence & presence of sugar. Record the time taken the dough its
size. For further investigation, salt is used. During investigations,
highlight the need of practice scientific attitudes & noble values such
as honesty & accuracy in recording & verifying data.

THEME : INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS

LEARNING AREA : 2.0 CELL STRUCTURE AND CELL ORGANISATION

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM
OBJECTIVES
CONTENT
Week 2 A student is able to: Prepare and study slides to compare the epidermal cells of onion or Value: Appreciate the
7/1 - 2.1  Draw and label an animal cell cell of Hydrilla sp leaf which cheek cells. balance of nature.
11/1 Understanding  Draw and label a plant cell
cell structure Observe, draw and label diagrams of an animal cell and plant cell as EMK: Noble values
 Identify the cellular component
and function of an animal cell seen through a light microscope.
 Identify the cellular component I-Think: Circle map,
of an plant cell bubble map

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 State the functions of the cellular
component of an animal cells.
 State the function of the cellular
component of an plant cell.
 Compare and contrast an animal
cell and a plant cell.
 Related the density of certain
organelles with the functions of
specific cells.
YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
Study electron micrographs of animal cell and plant cell to identify HOTS: Analysing
cellular component of cell:
a) Plasma and membrane and cell wall.
b) Cytoplasm
c) Organelles:
i) Nucleus: nucleolus, chromosomes, nucleoplasm and nuclear
membrane
ii) Rough and smooth endoplasmic reticulum.
iii) Mitochondria
iv) Golgi apparatus
v) Lysosomes
vi) Ribosomes
vii) Chloroplast
viii) Centrioles
ix) Vacuoles
Work in small group to match cellular component to their functions.
Student present a comparison between the structure on and animal
cell and plant cell.
Discuss the relationship between the density of certain organelles
with the function of specific cells:
a) Mitochondria with the function of sperm cell, flight muscle cell
in.
b) Chloroplasts with the function of palisade cells

A student is able to:
 State the necessity for cell
specialization in multi cellular
organism as compared to
unicellular organism.
 Describe cell specialization in
2.2 multi cellular organism.
Understanding
Observe the living processes of unicellular organism such as feeding, Value: Appreciate the
locomotion and reproduction through computerized balance of nature.
animation/video/microscope.
Carry out small group discussion on the following and present the EMK: Science &
findings: technology
a) Cell specialization in multi cellular organisms.
I-Think: Flow map, circle
b) The necessity for cell specialization in multi cellular organism.
map

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 Describe cell organization in the
information of tissues, organs and
system in multi cellular
organisms.
 State the meaning of internal
environment.
 Identify factors affecting the
cell internal the environment.
organization
 Explain the necessity to maintain
optimal internal environment
 Describe the involvement of
various system in maintaining
optimal internal environment.
A student is able to:
2.3  Predict the state of certain cells
Appreciating without a particular cellular
the uniqueness component
for the cell
YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
c) Cell organization in the formation of tissues, organs and system HOTS: Analysing,
in humans, animal and plants. synthesising
Construct models of tissues, organs and system in human, animals
and plants
Conduct a discussion on the following:
a) The meaning of internal environment.
b) Factors affecting the internal environment including
temperature, Ph, osmotic pressure and glucose level.
c) It is important that the organism’s cells always experience
conditions which permit efficient functioning.
The involvement of various system in maintaining optimal.
Discuss and predict the cell condition without a particular cellular Value: Having an interest
component. and curiosity towards the
environment
Conduct a role-play activity to show that cells become adapted for EMK: Science &
different functions. technology
I-Think: Circle map
HOTS: Analysing,
Evaluating
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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK

THEME : INVESTIGATING THE CELL AS BASIC UNIT OF LIVING THINGS

LEARNING AREA : 3.0 MOVEMENT OF SUBSTANCE ACROSS THE PLASMA MEMBRANE

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM
OBJECTIVES
CONTENT
Week 3 A student is able to: Discuss the following: Value: Appreciate the
14/1 - a) Substance that are required by cells balance of nature.
18/1  State the substance required by b) Substance to be eliminated from cells
3.1 Analysing living cells. c) The necessity for movement of substance across the plasma
the movement  State the substance that have to be membrane
of substance eliminated from cells EMK: Science &
across the Discuss the structure of the plasma membrane as comprising the technology
plasma  Explain the necessity for phospholipids bilayer, carrier protein and pores.
membrane. I-Think: Flow map, circle
movement of substance across the
plasma membrane. map

5

 Describe structure of the plasma
membrane
 Describe the permeability of the
plasma membrane
 Explain the movement of soluble
substance 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
substance across the plasma
membrane through the process of
active transport
 Explain the process of passive
transport in living organism using
examples.
 Explain the process of active
transport in living organism using
examples.
 Compare and contrast passive
transport and active transport
YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
Conduct an experiment, using starch suspension and glucose HOTS: Analysing,
solution, to study the movement of substance across egg membrane synthesising
or visking tubing.
Discuss the properties of the plasma membrane as a semi-permeable
membrane
Discuss the movement of soluble substance across the plasma
membrane through simple diffusion and facilitated diffusion.
Carry out an activity to show osmosis using a simple osmometer.
Discuss the movement of substance across the plasma membrane
through active transport.
Conduct a simulation activity to show the movement of substances
across the plasma membrane through passive transport.
Use compute simulation to show the movement of substance across
the plasma membrane.
Discuss the processes of passive transport and active transport in
living organism:
a) Gaseous exchange in the alveoli and blood capillaries ( simple
diffusion )
b) Absorption of digested food in the villus ( facilitated diffusion )
c) Absorption of water by root hairs of a plant ( osmosis )
d) Ion intake by root hairs of a plant ( active transport )
Construct a concept map on the movement of substance across the
plasma membrane.
Use a graphic organizer to compare and contrast passive transport
and active transport.
6

A student is able to:
 Explain what hypotonic,
hypertonic and isotonic solutions
3.2 are.
Understanding  Explain the effects of hypotonic,
the movement hypertonic and isotonic solutions
of substance on plant cell and animal cell.
across the  Explain plasmolysis,
plasma deplasmolysis, haemolysis and
membrane in crenation.
everyday life  Design an experiment to
Week 4 determine the concentration
21/1 - isotonic to cell sap.
25/1  Make an inference on the
concentration of cell sap in plant
tissues.
 Relate the movement of substance
across plasma membrane with
concentration gradient.
 Explain the phenomenon of
wilting in plants using examples.
Explain the preservation of food
using examples.
YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
Carry out activities to study the effects of hypotonic and hypertonic Value: critical and
solutions on plant and animal cells. analytical thinking
a) Plasmolysis and deplasmolysis in plant cells.
b) Haemolysis and crenation in red blood cells. EMK: Science &
technology
Discuss the following:
I-Think: Circle map
a) Hypotonic, hypertonic and isotonic solutions
b) Plasmolysis, deplasmolysis, haemolysis and crenation HOTS: Creating
c) Flaccidity and turgidity of plant cells
Carry out an investigation using various concentrations of salt or
sugar solutions to determine the concentrations of external solution
which is isotonic to the cell sap of plant tissues.
Discuss and make an inference on the concentration of cell sap in
plant tissues which is equivalent to the concentration of isotonic
solution
Discuss and correlate the movement of substances across the plasma
membrane with the different in concentration of the external solution
and that of the cell sap.
Discuss the following:
a) Wilting of plants caused by the excessive use of chemical
fertilizers
Preservation of food using salt or sugar

A student is able to: Compose poems to appreciate the movement of substances across the Value: Realize that
Week 4 3.3 plasma membrane. Science is one of the ways
21/1 - Appreciating  Explain the necessity of to understand nature.
25/1 the movement movement of substances across
of substances the plasma membrane which EMK: Science &
across the occurs in a continous and technology
plasma controlled manner for survival of
I-Think: Bubble map,
membrane a cell.
circle map

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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
HOTS: Analysing

THEME : INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS

LEARNING AREA : 4.0 CHEMICAL COMPOSITION OF THE CELL

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM
OBJECTIVES
CONTENT
A student is able to: Carry out small group discussion on the following and present the Value: Realize that
findings Science is one of the ways
 State the elements in the cell. a) Elements in the cell, including carbon, hydrogen, oxygen, to understand nature.
4.1  List the chemical compounds in nitrogen, sulphur, phosphorus, calcium, potassium, magnesium,
Understanding the cell. chlorine, sodium and ferum. EMK: Science &
the chemical  Explain the importance of organic The presence and importance of chemical compounds in the cell. technology
composition of compounds in the cell. I-Think: Circle map
the cell. Explain the importance of water in
the cell. HOTS: Analysing,
Evaluating
Week 5
A student is able to: Carry out small group discussion on the following and present the Value: Appreciate the
28/1 -
findings: balance of nature.
1/2
4.2  State the element in a) Element in carbohydrates.
understanding carbohydrates. b) Types of carbohydrates, monosaccharides, disaccharides and EMK: Creativity,
carbohydrates  State the type of carbohydrates. polysaccharides, using examples. innovation
Explain the formation and breakdown c) The formation and breakdown of disaccharides such as maltose,
I-Think: Circle map,
of disaccharides and polysaccharides sucrose and lactose.
double circle map
The formation and breakdown of polysacchrides such as starch,
glycogen and cellulose HOTS: Analysing,
Evaluating
Week 6
4/2 – PUBLIC HOLIDAY CHINESE NEW YEAR
8/2

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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
A student is able to: Carry out small group discussion on the following and present the Value: Appreciate the
4.3 findings: balance of nature.
understanding  State the element in proteins. a) Element in proteins, such as carbon, hydrogen, oxygen, sulphur,
proteins  State the various structures of nitrogen and phosphorus.
Week 7 proteins. b) Dipeptides and polypeptides.
11/2 -  Explain the formation and c) The formation and breakdown of dipeptides and polypeptides. EMK: Creativity,
15/2 breakdown of dipeptides and d) Essential amino acids and non-essential amino acids. innovation
polypeptides.
Used charts to illustrate the various proteins structures, i.e primary, I-Think: Bridge map
 Explain the meaning of essential
amino acids and non-essential secondary, tertiary and quartenary.
HOTS: Analysing
amino acids.
A student is able to: List the main types of lipids: Value: Appreciate the
a) Fat balance of nature.
Week 8  State the element in lipids. b) Oil
18/2 -  State the main types of lipids c) Wax EMK: Creativity,
22/2  State the component of fats and d) Phospholipids innovation
4.4
oils. e) Steroids, such as cholesterol, testosterone, oestrogen and
understanding I-Think: Double bubble
 Explain the formation and progesterone.
lipids map
breakdown of fats and oils.
 Compare and contrast saturated Carry out small group discussion on the following and present the HOTS: Analysing,
fats and unsaturated fats. finding: Evaluating
a) Elements in lipids
b) Components of fats and oils.
c) Formation and breakdown of fats and oils.

Use a graphic organizer to compare saturated fats and unsaturated

fats.

Week 9 4.5 Discuss in the following: Value: Appreciate the

25/2 – Understanding A student is able to: a) What enzymes are balance of nature.
27/2 enzymes  State what enzymes are b) Enzymes requirement in the living process EMK: Science &
 Explain why enzymes are needed c) General characteristics of enzymes technology
in life processes d) Naming of enzymes base on the substrate
 List the general characteristic of e) Sites of enzymes synthesis I-Think: Double bubble
enzymes f) Intracellular and extracellular enzymes and examples. map

9

 Relate the name of enzymes to
substance
 State sites where enzymes are
synthesized
 State the meaning of intracellular
enzymes and extracellular
enzymes
 Explain the involvement of
specific organelles in the
production of extracellular
enzymes
 Explain the effect of Ph,
temperature, enzymes
concentration and substrate
concentration on enzyme activity
 Explain the mechanism of
enzymes action.
 Relate the mechanism of enzyme
action with Ph, temperature,
enzymes concentration and
substrate concentration
 Explain the used of enzymes in
daily life and industry using
examples.
A student is able to:
Predict the consequences of
4.6 Realizing deficiency in carbohydrates, protein,
the importance lipids or enzymes in the cell.
of the chemical
composition in
cells.
YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
HOTS: Analysing,
Conduct a role-play activity to show the involvement of ribosome, Evaluating
endoplasmic reticulum and golgy body in the production of
extracellular enzymes.
Conduct the experiments to study the effect of ph and temperature on
the activities of amylase and pepsin.
Discuss the effect of enzyme concentration and substrate
concentration on enzyme activity.
Discuss the mechanism of enzymes action using the ‘lock and key’
hypothesis.
Discuss and correlate ph, temperature, enzyme concentration and
substrate.
Concentration on enzyme activity using the ‘lock and key’
hypothesis.
Gather information from the internet and other sources on the uses of
enzymes in:
a) Daily life, e.g. tenderizing meat
Industry, e.g. food processing and detergent manufacturing.
Conduct a role play or story telling session to predict the Value: Being thankful to
consequences of deficiency in one of the chemical components in the the God.
cell.
EMK: Creativity,
innovation
I-Think: Circle map
HOTS: Analysi
1st MID TERM EXAMINATION
10
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
Week 9
- 11
28/2 –
15/3

THEME : INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS

LEARNING AREA : 5.0 CELL DIVISION

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM
OBJECTIVES
CONTENT
Week A student is able to: Conduct a brainstorming session on the following: Value: Realize that
12 a) The need for production of new cells in organisms. Science is one of the ways
18/3-  State the necessity for the b) The need for production of new cells identical to parent cells. to understand nature.
22/3 5.1 production of new cells in Derive the meaning and significance of mitosis from the
Understanding organisms. brainstorming session. EMK: Science &
Mitosis  Explain the necessity for the technology
production of new cells identical Study charts to identify the various phase s of the cell cycle. I-Think: Circle map
to parent cells.

11
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
Make models to demonstrate mitosis and cytokinesis. HOTS: Evaluating

Prepare and observe a slide of anion root tip to identify different

stages of mitosis.

Study the process of controlled and uncontrolled mitosis and

cytokinesis through simulation, computerized animation or video.

Conduct a brainstorming session to come up with examples on

 State the significance of mitosis. mitosis as a controlled process for the perpetuity of living things such
 Identify the phases in the cell as regeneration of lizard tail, certain plant parts and the healing of
skin.
cycle.
 Explain the processes of mitosis
Gather information on diseases, including cancer or tumor, caused by
and cytokinesis.
uncontrolled mitosis in living things.
 Arrange the various stages of
mitosis in the correct sequence Make a trip to a research institute to study tissues culture technique.
 Compare and contrast mitosis
and cytokinesis in animal cell and Conduct a debate or forum on cloning issues.
plant cell.
Week
13 1st MID TERM SCHOOL HOLIDAY
23/3 –
29/3

12

A student is able to:
5.2  State the necessity of trait
understanding inheritance in offspring for
meiosis 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
Week  Explain the process of meiosis
 Arrange the various stages of
14
1/4 – meiosis in the correct order.
 Compare and contrast meiosis I
5/4
and meiosis II
 Compare and contrast meiosis
and mitosis.
5.3 A student is able to:
Appreciating
the movement  Describe what will happen when
of the movement of chromosomes
chromosomes during mitosis and meiosis do not
during mitosis occur in a orderly manner.
and meiosis  Know and avoid things that
maybe harmful.
THEME : INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS
LEARNING AREA : 6.0 NUTRITION
YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
Discuss the following: Value: critical and
analytical thinking.
a) Trait inheritance in off springs
b) The need to maintain diploid chromosomal number from one
generation to another.
c) The need to produce gametes with haploid number of
chromosomes
d) The uniqueness of diploid number of chromosomes in
organisms
e) The significance of meiosis
f) The type of cell that undergoes meiosis in human, animal and
plants.
EMK: Science &
Observe the process of meiosis through computerized animation, technology
photomicrograph, prepare slides or video.
I-Think: Circle map,
double circle map
HOTS: Analysing,
Evaluating
Use simulation activities to show changes in chromosome behaviour Value: Appreciate &
during meiosis I and meiosis II practice healthy & clean
Use graphic organizers to compare and contrast: lifestyle.
a) Meiosis I and Meiosis II EMK: Noble values
b) Meiosis and mitosis
I-Think: Bridge map
a) Conduct a role-play
b) Avoid radioactive and carcinogenic substances HOTS: Analysing
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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM
OBJECTIVES
CONTENT
Week Observe the identify types of nutrition in various organism. Value: Cooperative
15 A student is able to: Discuss autotrophic and heterotropic nutrition with reference to
8/4 –  State the type of nutrition. chemosynthesis, photosynthesis, holozoic nutrition, saprophytism EMK:Science &
12/4 6.1 Understanding  Explain autotropic nutrition and parasitism. technology
types of nutrition  Explain heterotrophic I-Think: Double bubble
nutrition Use a graphic organizer to show the types of nutrition. map
HOTS: Analysing
 Classify organism according Conduct and activity to classify various organism according to types
to types of nutrition. of nutrition.
6.2 Applying the -Carry out small group discussion on the following and present the Value: Realize that
concept of balance A student is able to : findings: Science is one of the
diet a) Requirement of a balance diet. ways to understand
 Explain the necessity for a b) Factors affecting the daily energy requirement such as age, EMK:Science &
balance diet sex, body weight and occupation. technology
- Conduct and activity to determine the energy value in food
samples. I-Think: Flow map,
bubble map

14
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
 Explain the factor affecting the - Design activity to test of the presence of starch, reducing sugar, HOTS: Analysing,
daily energy requirement of the non-reducing sugar, protein and lipid in food samples. Evaluating, creating
human body
 Determine the energy value in - Conduct and experiment to determine the vitamin c content in
food samples various fruit juices
 Determine the nutrient content in - Match the vitamin with their source, function and effects of
different food samples defiency
 Explain the function and sources - Match the mineral with their sources, function and effect of
of vitamin in a diet to maintain deficiency.
health - Discuss the sources and function and efficiency of roughage
 Explain the function and sources - Discuss the sources and function of water in a body.
of minerals in a diet to maintain - Carry out a group discussion to formulate and justify an
health appropriate diet menu based on a nutrient chart for the following
 Explain the function and sources target group:
of roughage/dietary of water in a) Pregnant mother
the body b) Infants
c) Children
 Justify the selection of an
d) Teenagers
appropriate balanced diet for a
e) Atheletes
target group.
f) People with specific diseases
g) The aged
h) Vegetarians
A student is able to: Carry out small group discussion on the following and present the Value: Appreciate &
findings: practice healthy & clean
 Explain what malnutrition is a) Meaning of malnutrition lifestyle.
 Explain the effect of malnutrition b) Effect of deficiency in of carbohydrates, vitamins, minerals on
6.3 Understanding EMK:Science &
using examples. health
malnutrition technology
Week  Describe ways to reduce the c) Effect of excessive intake of carbohydrates, lipids, vitamins,
16 change of contracting certain minerals on health I-Think:Bubble map
15/4 – health problems due one’s diet d) A diet low in saturated fats helps reduce the chance of
19/4  Describe ways reduce the effect of contracting cardiovascular disease HOTS: Analysing,
certain health problems. e) Ways to reduce the risk of high blood pressure, diabetes creating
mellitus
Discuss and osteoporosis
the following : Value: critical and
6.4 Analyzing A student is able to a) Glucose, amino acid and lipids are required by the cell to carry analytical thinking.
food digestion out metabolic process EMK: Noble values

15
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
 State the substance required
by the cell to carry out
metabolic process
 List the complex substance
that need to be digested
 Explain the necessity for
digestion of complex
substance
 Draw and label the human
digestive system
 State the digestive juices
and substance that aid in the
process of digestion in
human
 Describe the function of the
digestive juices and
substance
 Explain the digestion of
carbohydrate, protein and
lipids in human body
 Identify parts of digestive
system in ruminants and
rodents involved in the
digestion of cellulose in
ruminants and rodents
 Design experiment to study
the digestion of starch and
proteins in food samples.
 Describe problems related to
food digestion.
19/04/19
22/04/19
b) Complex substance like carbohydrate, protein and lipids need I-Think: Flow map, Tree
to be digested map
HOTS: Evaluating,
Draw and label parts of human digestive system analysing
Discuss the function of digestive juices, including saliva, gastric
juice. Intestines juice and other substance I e hydrochloric acid and
bile that aid the process of digestion.
Discuss the digestion of carbohydrates, protein and fats of the
following aspects:
a) Specific location of each digestive process
b) Chewing of food
c) Movement of food
d) Glands involved
e) Digestive enzymes
f) Suitable ph for each enzymes action
g) Substrates and product
Identify the parts of digestive system in ruminants and rodent
Discuss the digestion of cellulose in ruminant ( e.g cow ) and rodent
( rabbit )
Use graphic organizer to compare and contra the process of
cellulose digestion in human, ruminants and rodent.
Plan and conduct experiments o the enzymes action on starch and
protein food samples.
Collect information and discuss problem related to food digestion:
a) Incomplete digestion of food
b) Bile stones preventing the flow of bile
c) Reduce production of specific digestive enzymes
GOOD FRIDAY
EASTER MONDAY (CUTI PERISTIWA)
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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
A student is able to:
 Identify the parts of the digestive
system involved in absorption of
digestive food
 Explain the adaptive
characteristic of the digestive
system related to absorption.
 Draw and label the structure of
villus
 Explain the process of absorption
in the small intestine.
 Explain the absorption of water
and minerals in the colon.
 Describe the transport of
6.5 Understanding
Week nutrients by the circulatory
the processes of
17 system for assimilation.
absorption and
22/4 –
assimilation of  Explain the main functions of the
26/4
digested food liver
 Describe the process of
assimilation
Examine model or diagrams of the digestive system and crossection Value: Having an interest
of the small intestine. and curiosity towards the
environment
With reference to the models diagram discuss the following: EMK: Creativity &
a) Adaptation pf the small intestine innovation
b) Absorption process of amino acids, glucose, fatty acids,
glycerol, vitamins and minerals in the villus I-Think: Circle map,
bubble map
Carry out activity to study the movement of substance through the
HOTS: Analysing,
visking tubing.
evaluating
Based on the above activity correlate the movement of food
substances through the visking tubing with nutrient absorption in the
small intestine.
Discuss the absorption of water and minerals in the colon
Using diagrams, charts or computerized animation discuss:
a) The transport of amino acid, glucose, water soluble vitamins
and minerals by the circulatory system
i) From the small intestine for the liver through the
hepatic portal vein.
ii) From the liver to the body cells.
b) Transport of lipids and fats soluble vitamins
Make a schematic diagram to show the transport of nutrients form
the intestine to the body cells.
Discuss the following function of the liver:
a) Storage of nutrients
b) Processing the product of digestion i.e excess glucose and
amino acids.
c) Detoxification
Discuss the process of assimilation by the body cells.
With deference to diagram, charts or model of the digestive system,
identify the colon and rectum
17
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
Value: Being thankful to
A student is able to: Carry out small group discussion on the following and present the the God.
findings:
 Identify the part of the a) The formations of faces
6.6 understanding b) The role of microorganism in the colon
digestive system where the
the formation formation of faces takes place c) Effect of antibiotic on the microorganism in the colon
faces and d) What defecation is
 Describe the formation of faces
defecation e) The importance of defecation
 Explain the role of
Week microorganism in the colon and f) Importance of high fiber diet
18 the effects of antibiotics on Defecation related problems, i.e constipation, colon cancer and
29/4 – them haemorrhoids.
3/5  Explain what defecation is EMK:Science &
 Explain the importance of high technology
fiber diets I-Think: Bubble map,
 Describe the to problem related Tree map
defecation
HOTS: Evaluating
Carry out small group discussion on the following and present the Value: Dare to try
A student is able to: findings:
EMK: Noble value
 Relate eating habits with a) Relationship between eating habits and health problems such
health problems. as I-Think: Bubble map,
6.7 Evaluating  Evaluate critically whether a i) Gastritis
double bubble map
eating habits particular eating habit is ii) Obesity
HOTS: Analysing
good or bad. iii) Aneroxsia nervosa
iv) Bulimia
b) Evaluate the nutrient contents of food based on food labels or
advertisements
Evaluate the eating habits of classmate
6.8 Realizing the Conduct an activity to predict the effects of a defective digestive Value: Being thankful to
importance of a A student is able to: system of health. the God.
healthy digestive  Predict the effects of a
system defective digestive system Conduct a discussion on ways to take care of the digestive system EMK: Noble value
of health. such as good eating habits, avoid eating junk food and try to cut
I-Think: Bubble map,
Take care of the digestive system of down on sweet and fatty food.
double bubble map
one well being.

18
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
HOTS: Analysing
1 MAY 2019 LABOUR DAY
Carry out small group discussion on the following and present the Value: Being thankful to
A student is able to: findings the God.
a) The elements required by plants EMK: Noble value
 List element required by plants b) Classify the element required by plants based on the
 Classify elements required by amount needed
I-Think: Bubble map,
plants based on the amount i) Macronutrients, consisting of carbon, hydrogen,
oxygen, nitrogen, phosphorous, potassium, double bubble map
needed
 Design an experiment to study calcium, magnesium and sulphur HOTS: Analysing
the effects of macronutrient ii) Micronutrients consisting of boron,
6.9 Understanding deficiency with the functions of molyddenum, zink, manganese, copper and
the importance of macronutrient. ferum.
macronutrients  Explain the function of
and micronutrients macronutrient in plant Plan and conduct an experiment on plants to study the effects
in plant  State the function of macronutrients deficiency i e nitrogen, phosphorus,
micronutrient in plant potassium,calcium, magnesium and sulphur.
 State the of macronutrient
deficiency in plants. Discuss and correlate the effect micronutrients deficiency with the
function macronutrients based on the result of the experiment

Collect and interpret data from various sources such as internet on

the function of each macronutrient in plants

Discuss the function of micronutrients and effect of macronutrients

deficiency in plants

Week
18 – 20 MID YEAR EXAM
2/5 –
17/5

19
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
Week
21 DISCUSSION ON 1st TERM EXAMINATION QUESTIONS
20/5 –
24/5
Week
22-23 1ST TERM SCHOOL HOLIDAY
25/5 – HARI GAWAI DAYAK
9/6
10 / 6 / 2019 – KPM PUBLIC HOLIDAY

A student is able to: Value: Realize that

 Describe the development
that leads to the discovery of
photosynthesis.
 State the substance required
for photosynthesis
Week 6.10Understanding  State the substance produced
24 photosynthesis from photosynthesis
10/6 –  Draw and label the cross
14/6 section of a leaf
 State the functions of each
part of the leaf with respect
to photosynthesis
 Explain leaf adaptation to
optimize photosynthesis.
 Different habitats are
adapted to carry out
photosynthesis
6.11Understanding A student is able to:
the mechanism of
photosynthesis
 Identify the parts of chloroplast
related to photosynthesis
Students read about the discovery of photosynthesis and extract Science is one of the
important facts from it. ways to understand
nature.
EMK:Science &
Study the cross-sectional model a leaf. Draw and label it
technology
Discuss the following: I-Think: Flow map
a) Functions of the parts of a leaf HOTS: Analysing,
b) Adaptation of the leaf for optimal photosynthesis synthesising
Carry out an activity to investigate the adaptation of plants such as
hibiscus, water lily, hydrilla and cactus with respect to:
a) Distribution of stomata
b) Distribution of choloplast
With reference to the structure of chloroplast discuss the light Value: Realize that
reaction and dark reaction of photosynthesis with respect to: Science is one of the
ways to understand
a) Substance required nature.
EMK: Creativity &
b) Location of reaction
innovation
20
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
 Explain the light reaction of
photosynthesis
 Explain the dark reaction of
photosynthesis
 Compare and contras light
reaction and dark reaction in
photosynthesis
Write an equation to represent
the process of photosynthesis
A student is able to:
 Identify the factors affecting the
rate of photosynthesis
 Design the experiment to
investigate the effect of light
intensity on the rate of
photosynthesis
 Identify the factor that limits the
6.12 Synthesizing
factors affecting rate of photosynthesis at different
light intensity
photosynthesis
 Explain the effects of
temperature and concentration of
carbon dioxide on the rate of
photosynthesis
 Explain the different in the rate
of photosynthesis in plants
throughout the day based on the
changes in light intensity and
temperature
6.13 Practicing a
caring attitude A student is able to:
towards plant Tell why we need to take good care
of plants
Identify cases of mishandling or
destruction of plants.
c) Product of reaction I-Think: Flow map,
Draw a simple schematic diagram of the light reaction and dark bubble map
reaction in photosynthesis HOTS: Evaluating
Discuss the following:
a) Compare and contras the light reaction and dark reaction of
photosynthesis
b) Correlate light reaction and dark reaction of photosynthesis .
Write an equation to represent the overall process of photosynthesis Value: Having an interest
and curiosity towards the
Conduct a brainstorming session to identify the factors affecting the environment
rate of photosynthesis i.e concentration of carbon dioxide, light EMK:Science &
intensity and temperature technology
I-Think: Circle map
Plan and carry out an experiment to study the effect of light
intensity on the rate of photosynthesis HOTS: Creating,
analysing
Carry out small group discussion of effect of light intemsity,
temperature and concentration of carbon dioxide on the rate of
photosynthesis.
Plan a strate by based on factors the rate of photosynthesis to ensure
crop production throughout the year in countries with four season.
Compose a poem or lyric of a song to show appreciation of the role
of photosynthesis in ensuring the perpetuation of life.
Conduct
Carry outasmall
planting project
group in the science
discussion on then resource
followinggarden or school
and present the Value: Realize that
findings: Science is one of the
ways to understand
a) The quantity of food needed for the present and future nature.
population of the country
EMK: Noble value
21
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
b) The need of improving the quality of food the country in line I-Think: Circle map
with the national food production policy.
c) Effort by various agencies to diversify food production
d) Methods used to improve the quality and quantity of food HOTS: Evaluating
production through the following:
i) Direct seeding for rice
ii) Hydroponic and aeroponic
iii) Breeding
iv) Tissue cultural
v) Genetic engineering
vi) Soil management
vii) Biological control
Conduct a field trip relevant agencies such as the Institute of Value: Information
A student is able to: Agricultural Research and Development of Malaysia technology &
( MARDI ) Agricultural Department and Fishery Department communication
Week  Explain the need for
25 6.14 EMK:Science &
improving the quality and Carry out a vegetable planting project.
17/6 – Understanding the technology
quantity of food Discuss the need for food processing based on the following:
21/6 technology used in
 Explain the effort to a) Overcoming the factors causing spoilage of food as the action
food production I-Think: Circle map
diversity food production in of microorganism and oxidation
the country b) Extending the life span of food HOTS: Creating
c) Avoiding food wastage
d) Diversifying the uses of food like milk and dairy products
e) Ensuring sufficient food supply
6.15 Evaluating A student is able to: Prepare a portfolio on the technological development of food Value: Information
the technological processing from the early till the present technology &
development in  Explain the necessity for food Correlate the following food processing methods with factors communication
food processing processing causing food spoilage EMK:Science &
 Describe the development of i) Cooking technology
food processing technology ii) Using salt, sugar and vinegar
I-Think: Tree map
iii) Fermentation process

22
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
 Relate food processing methods iv) Drying HOTS: Creating,
with the factors causing food v) Pasteurization evaluating
spoilage vi) Canning
 Asses the methods of food vii) Refrigeration
processing to justiy the choice of Conduct a forum entitled the effects of processed food on health.
consuming certain processed
food

THEME : INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS

LEARNING AREA : 7.0 RESPIRATION

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM
OBJECTIVES
CONTENT
Week 7.1 A student is able to: Discuss the following : Value: Realize that
26 Understanding  State that all living processes a) Living process required energy Science is one of the ways
24/6- the respiratory required energy. b) The main substrate for respiration, that is glucose is obtained to understand nature.
28/6 process in  Identify the main substrate from the following:
energy for producing energy i) The digestion of carbohydrates in human and
production  State the two types of animals.
respiration ii) The process of photosynthesis in plants
 Explain what cell respiration
Carry out of a discussion on the types of respiration EMK: Noble value
is
 Explain the energy Carry out an activity to show aerobic respiration
production from glucose Discuss the energy production in aerobic respiration I-Think: Bubble map,
during the process of aerobic Conduct an experiment to investigate an anaerobic respiration in double bubble map
Respiration yeast

23
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
HOTS: Evaluating
Discuss the following:
a) Conditions leading to anaerobic respiration in cell
b) The process of anaerobic respiration in human muscle

Use a graphic organizer to compare and contrast aerobic respiration

with anaerobic respiration.
 State the conditions leading
to anaerobic respiration in
yeast
 Explain the process of
anaerobic respiration in
human muscle
 Write the chemical equations
Observe graphic and live specimens and discuss the respiratory Value: Having an interest
A student is able to: structure in human and other organism including protozoa, insects, and curiosity towards the
fish and amphibians environment
 State the respiratory structure in EMK:Science &
human and some animals Conduct an activity to compare the total surface area of a flat card technology
 Make an inference on the various with a corrugated card and correlate the increase in total surface area
I-Think: Circle map
adaptations of the respiratory with a modified surface structure.
7.2 Analysing
structure Discuss the relationship between the total surface area of the
the respiratory HOTS: Evaluating,
 Describe the characteristic of respiratory structure and the efficiency of gaseous exchanges in
structure and analysing
respiratory surface in human and various organism
breathing
mechanisms in other organism
 Compare and contrast the human Observe the respiratory structure to generalize the characteristic of
human and
respiratory system with that of the respiratory surface in human and other organism such as
animal.
other organisms. protozoa, insects, fish and amphibians

Construct or use a model that can be manipulate to explain the

breathing mechanism in human. Discuss the breathing mechanism of
other organisms such as protozoa, insects, fish and amphibians.

Use graphic organizer to compare and contras the human respiratory

system with that of other organisms.

24
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
A student is able to: Using the diagram, discuss the process exchange across the surface of Value:
the alveolus and blood capillaries in the lungs in relation to: EMK: Creativty &
 Describe the process of gaseous a) The different in partial pressure of respiratory gaseous in the air innovation
Week exchange across the surface of the of the alveolus and blood capillaries in the lungs,
27 alveolus and blood capillaries in i) Partial pressure of oxygen is higher in the air of the I-Think: Flow map, circle
1/7 – the lungs. alveolus compare to the partial pressure of oxygen map
HOTS: Analysing,
5/7 7.3  Explain the transport of in the blood capillaries.
Understanding synthesizing
respiratory gases ii) Partial pressure of carbon dioxide is lower in the air
the concept of  Explain the process of gaseous of the alveolus compared to the partial of carbon
gaseous exchange between in the blood dioxide in the blood capillaries.
exchange and body cells. b) The different in partial pressure of oxygen and carbon dioxide
across the  Distinguish the composition of in the blood entering the alveolus with the blood leaving the
respiratory alveolus i.e
inhaled and exhaled air.
surface and i) Partial pressure of oxygen is lower in the blood
transport of entering the alveolus compared to the partial
gases in human pressure of oxygen in the blood leaving the
alveolus.
ii) Partial pressure of carbon dioxide is higher in the
blood entering the alveolus compared to the partial
pressure of carbon dioxide in the blood leaving the
alveolus.
7.4 A student is able to: Discuss the following: Value: Appreciate&
Understanding  Describe the change in rate of a) The transport of respiratory gases in human practice healthy & clean
the regulatory respiration after completing a b) The exchange of respiratory gases between the blood and body lfestyle.
Week mechanism in vigorous exercise cells. EMK: Noble values
28 respiration. Use schematic diagram to explain the exchange and transport of
I-Think: Flow map,
8/7 – respiratory gases in human.
double bubble map
12/7

25

 Correlate the rate of respiration
with the oxygen and carbon
dioxide content in the body
 Explain the regulatory mechanism
of oxygen and carbon dioxide
content 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.
7.5 Realizing A student is able to:
the importance  Care and maintain efficient
of maintaining function of the respiratory
a healthy organs.
respiratory
system
7.6 A student is able to:
Understanding  Describe the energy
respiration in requirement in plants
plants.  Explain the intake of oxygen
for respiration.
YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
Conduct an experiment to investigate the different between inhale HOTS: Analysing
and exhale air in term of oxygen, carbon dioxide and heat content.
Study the process of respiratory gas exchange and transport using
simulation and computerized animations.
Conduct an experiment to study the effects of a vigorous exercise on
the rate of respiration and rate of heart beat.
a) Correlate the rate of respiration with the oxygen and carbon
dioxide content in the body.
b) Regulatory mechanism of oxygen and carbon dioxide content in
the body .
Conduct a discussion on human respiration response, rate of
respiration and rate of heart beat in different situations:
a) Vigorous activities such as swimming, running, aerobic,
exercise, mountain climbing and playing badminton.
b) Relaxing
c) Fear
Discuss the habit to be cultivated or avoided to ensure the efficient Value: Appreciate&
function of the respiratory organs practice healthy & clean
Conduct an experiment to show the effects of cigarette smoke on lfestyle.
white cotton wool and draw an analogy between the lungs and the EMK: Noble values
white cotton wool
Show photographs of damaged lungs( cancer ) due to smoking. I-Think: Circle map
HOTS: Analysing,
synthesising
Discuss the following: Value: Realize that
a) The lower energy requirement of plant compared to animal for Science is one of the ways
living processes to understand nature.
b) The intake of oxygen by plants for respiration. EMK: Noble values
I-Think: Circle map,
Draw a diagram to show the intake of oxygen in plants.
double bubble map
26

 Explain aerobic respiration in
plants.
 Explain anaerobic respiration
in plants under certain
conditions
 Compare and contras the
process of photosynthesis
and respiration.
 Explain what compensation
point is
 Relate light intensity with the
attainment of compensation
point
 Predict the situation when
the rate of photosynthesis
and rate of respiration
YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
HOTS: Evaluating,
Discuss the anaerobic respiration carried out by rice plants in a paddy creating
field or other plants in certain situations like flooding.
Use a graphic organizer to compare the process of respiration with
the process of photosynthesis in plants.
Discuss the following
a) Meaning of compensation point
b) Correlate light intensity with compensation point from graph
Visualize and describe the effect on living things when the rate of
photosynthesis and rate of respiration remains at compensation point.

THEME : INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENT
LEARNING AREA : 8.0 DYNAMIC ECOSYSTEM

LEARNING CURRICULUM
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CONTENT
OBJECTIVES
Week 8.1 A student is able to: Conduct a field study to: Value: Realize that
29 Understanding  Identify is abiotic components of a) Identify the biotic components including ph, temperature, light Science is one of the
15/7- the abiotic and an ecosystem intensity, humidity, topography and the microclimate of an ways to understand
19/7 biotic  Identify the biotic components of ecosystem. nature.
components of an ecosystem . b) Identify the biotic components of an ecosystem.
the  Classify biotic component into EMK: Environmental
environment trophic levels education

27
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
c) Investigate the feeding relationship of the biotic components to I-Think: Circle map
construct the food chains and food webs and classify the biotic
components into trophic levels. HOTS: Analysing,
d) Investigate the interaction between biotic components as synthesising
follows:
i) Symbiosis among plants and animal encompassing
the following
- commensalisms
- parasitism
- mutualism
ii) Saprophytism
iii) Predator –prey interaction
e) Investigate the interaction between biotic component in relation
 Explain the interactions between to competition which are:
biotic components in relation to i) Intraspecific competition
feeding, using examples ii) Interspecific competition

Conduct an experiment to study the intraspecific competition and

interspecific competition of plants
e.g maize and rice

collect and interpret data to study intraspecific competition and

interspecific competition involving paramecium for example
Paramecium Aurelia and Paramecium caudatum.

15 / 7 /2019 – 18 /7 / 2019 SCHOOL SPORT DAY

19 / 7 / 2019 CUTI PERISTIWA

22 / 7/ 2019 SARAWAK INDEPENDENT DAY

Week 8.2 Conduct a field study on an ecosystem i.e a mangrove swamp or a Value: Realize that
30 Understanding A student is able to: pond to: Science is one of the
the processes of ways to understand
nature.

28
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
22/7 –  State what is ecosystem a) Identify the niche, community and population. EMK: Environmental
26/7 identify the niche habitat, b) Investigate the processes of colonization. education
community and population of c) Investigate the process of succession
an ecosystem. d) Identify pioneer species, successor species, dominant species I-Think: Circle map,
 Explain the process of and climax community. flow map
colonization e) Identify the adaptive characteristic of pioneer species and HOTS: Analysing
 Explain the process of subsequent species in the habitat for the processes of
succession colonization and succession.
 Identify the pioneer species in
an ecosystem Students present their findings or make a folio.
 Identify the successors in an Study the processes of colonization and succession through video,
colonization ecosystem computer software and printed material.
and succession  Identify the dominant species
in an ecosystem in an ecosystem Discuss and correlate the abiotic component and biotic component
during the processes of colonization and succession in an system.
 Identify the adaptive
characteristic 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 component
with the biotic component in
an ecosystem during the
process of colonization and
succession.
8.3 A student is able to: Discuss the appropriate sampling technique to study the population Value: Realize that
Synthesizing size of an organism Science is one of the
ideas on  Identify the appropriate sampling ways to understand
population technique to study the population Conduct a field study or use an appropriate analogy to: nature.
Week ecology size of an organism a) Estimate the population size of animal such as snails and wood
31  Estimate the population size of an lice. EMK: Environmental
organism in a habitat. education

29
 YEARLY LESSON PLAN 2018
SMK BINTULU, SARAWAK
29/7-  Determine the distribution of
2/8 organism in a habitat based on the
density frequency and percentage
coverage of the species.
 Correlate the change in population
distribution of an 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 A student is able to:
Understanding
the concept of  explain the meaning of
biodiversity biodiversity,
 explain the need for
classification of
BIOLOGY FORM 4
b) Investigate the distribution of plants using the quadrat sampling I-Think:Circle map
technique.
HOTS: Analysing,
Based on the above study discuss the distribution of an organism a synthesising
habitat.
Discuss and correlate the change in population distribution of an
organism with the changes in each of the abiotic factors.
Plan and conduct an experiment to study the relationship of population
distribution of an organism with changes in any one of the abiotic
factors such as ph, temperature light intensity and humidity. Suggested
organism: Pleurococcus, lemna
Value: Appreciate the
Discuss the following: balance of nature
a) Meaning of the biodiversity
b) Need for the classification system of organisms. EMK: Environmental
education
Gather information on the following:
I-Think:Circle map
30
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
organisms,state the five a) The five kingdom in the classification of organism, which are HOTS: Creating
kingdoms used in the Monera, Protista, Fungi, Plantae and Animalia
classification of organisms, b) Main characteristics of organisms in each kingdom
 identify the main c) Examples of organism in each kingdom.
characteristics of organisms in
each kingdom,
 list examples of organisms 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.

Week 8.5 Discuss the following: Value: Realize that

32 Understanding  Classify various types of a) Several type of microorganisms Science is one of the
5/8 – the impact of microorganisms based on b) Classify abiotic and bitic components based on given ways to understand
9/8 microorganisms their basic characteristics, diagrams nature.
on life  State the abiotic components c) Classify disease and vectors based on articles/
affecting the activity of magazines/ newspapers EMK:Science &
microorganisms, d) Suggest ways to control pathogen technology
 Explain the effect of a change e) Role of microrganisms in biotechnology/daily life
I-Think: Tree map,
in each abiotics component on
circle map

31
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
the activity of HOTS: Evaluating
microorganisms,
 Explain the role of useful
microorganisms
 Explain the effect of 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.
Discuss the following: Value: Appreciate the
A student is able to: a) The hierarchy in the classification of organism from kingdom to balance of nature
8.6 species.
 Justify the importance of b) The method of naming a number of vertebrates and local EMK: Environmental
Appreciating education
biodiversity preservation and conservation flowering plants, using the Linnaeus binomial system
of biodiversity c) The importance of biodiversity
I-Think: Circle map
 Preserve and conserve various
living things around him/her Conduct a field trip to create awarness of biodiversity of an HOTS: Analysing,
ecosystem. synthesising
Week
33 SECOND MID TERM SCHOOL HOLIDAY
10 /8 –
18/8

32
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
THEME : INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENT
LEARNING AREA : 9.0 ENDANGERED ECOSYSTEM

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM
OBJECTIVES
CONTENT
9.1 Evaluating A student is able to: Carry out small group discussion on the following present the Value: Appreciate the
human findings: balance of nature
activities that  Identify human activities that a) Human activities that threaten the ecosystem
endanger an threaten the ecosystem b) The impact of human activities on the ecosystem EMK: Environmental
ecosystem  Explain the impact of human c) The effect of unplanned make an inference on the sources of education
activities on the ecosystem pollution
I-Think: Multi-flow map

33
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
Conduct and activity to analyse data on air pollution index of some HOTS: Evaluating,
cities within and outside the country and make an inference on the creating
sources of pollution.

Conduct an activity to analyse data on water pollution such as

Biochemical Oxygen Demand ( BOD ) value and content of heavy
metals in some rivers and make an inference on the sources of
pollution

Conduct activity to formulate a strategy to reduce the level of air and

water pollution in a particular location by:

a) Analyzing information on the population, such as the size of

population, socio-economic activities and level of air and water
pollution.
b) Conducting an activity to predict the level of air and water
pollution at a particular location within the next ten tears
c) Preparing an action plan consisting of a strategy to
development and mismanagement of the ecosystem, such as:
 Evaluate critically the effect of i. Soil erosion
unplanned development and ii. Flash flood
mismanagement of the ecosystem iii. Landslide
 Describe type of population and iv. Eutrofication
Week sources of population v. Water, air, thermal and noise pollution.
34  Explain the effect of population vi. Global warning
19/8 – on living things and the vii. Ozone depletion
23/8 environment viii. Climatic change
 Compare and contrast pollutants ix. Extinction of living thing
in the air from difference x. Deforestation
environments
 State the sources of air population
 Interpret data on the level of air d) Types of pollution and sources of pollution
pollution in some cities e) Effects of pollution on the following:
 Make an inference on the sources
of air pollution in some cities 1) Humans health ( disease affecting the respiratory
 Interpret data on the level of water system, skin problem, conjunctivitis, cancer and
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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
Week Conduct and experiment to compare solid pollutants in the air of Value: Appreciate the
35 A student is able to: different environments and reduce the level of air and water pollution balance of nature
9.2
26/8 – at that particular location within the next ten years.
Understanding
30/8  Explain what greenhouse
the greenhouse
effect is, Carry out small group discussion on the following and present the
effects and
 Correlate the concentration findings:
thinning of the EMK: Environmental
of carbon dioxide in the a) Greenhouse effect, including its cause and effect
ozone layer.
atmosphere with global b) Concentration of carbon dioxide in the atmosphere and education
warning, correlate in with global warning. I-Think: Multi-flow map
 Explain the thinning of the c) Ozone depletion, including its cause and effect
d) Impact of ozone depletion and global warning on the HOTS: Evaluating
ozone layer,
 Explain the impact of ecosystem.
thinning of the ozone layer
and global warning on the
ecosystem

Week 9.3 Realizing Conduct a debate on the need for development to improve the quality Value: Appreciate the
36 the importance A student is able to: of life and to meet requirements of an increasing population. balance of nature
2/9 – of proper
6/9 management of  Justify the need for development Discuss the effect of an increase in population on the ecosystem EMK: Environmental
development  Explain the effect of increase in education
activities and population on the ecosystem Carry out small group discussion on the following and present the
I-Think: Multi-flow map,
the ecosystem findings:
double bubble map
a) Implementation of laws

35
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK
 Explain measures taken in the b) Use of technology HOTS: Analysing,
management of development c) Education on the management of resources, including the synthesising
activities and the ecosystem to reduce, reuse and recycle of resource preservation and
ensure a balance of nature is conservation of soil, water, flora and fauna of forest and
maintainted mangrove swamps.
 Care for the ecosystem d) Practice of biological control
 Participate in activities related to e) Use of renewable energy
the management of the ecosystem f) Efficient use of energy

Conduct activities to care for the following ecosystem in school and

at home:
a) Fish pounds
b) Gardens

Plan and conduct a program related to the management of the

ecosystem for example “Environment Day”

WEEK
37 - 40 REVISION FOR 2ND TERM EXAMINATION/ ULANGKAJI UNTUK PEPERIKSAAN PENGGAL 2

WEEK
40 - 42 2ND TERM EXAMINATION/ PEPERIKSAAN PENGGAL 2
4/10 –
18/10
WEEK
DISCUSSION ON QUESTIONS & 2ND TERM EXAMINATION RESULTS SUBMISSION/ PERBINCANGAN SOALAN & PENYERAHAN
43 –
MARKAH PEPERIKSAAN PENGGAL 2
44

WEEK REVISION
45 - 47

23/11-
31/12 2ND TERM SCHOOL HOLIDAYS/ CUTI PENGGAL 2

36
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK BINTULU, SARAWAK

Prepared by: Endorsed by:

_________________ ___________________________
(Rubi Anak Ambang) (CHIONG LEE SZE)
Head of Biology Panel Head of Math & Science Department

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