SEKOLAH MENENGAH KEBANGSAAN RAJA PEREMPUAN,IPOH

YEARLY SCHEME OF WORK

BIOLOGY FORM 5 (2010)
THEME : PHYSIOLOGY OF LIVING THINGS
LEARNING AREA : 1.0 TRANSPORT
SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
1 1.1 A student is able to : Carry out activities to identify the problems 2
Understanding • Identify the that could be faced by multicellular
4/1 – 8/1
the problem that organisms and explain how the problem is
importance of could be faced overcome in multicellular organisms as
having a by multicellular compared to unicellular organisms;
transport in organisms in
some obtaining their a) correlate different sizes to total
multicellular cellular surface area /volume (TSA/V) ratio
organisms requirements and
getting rid of b) discuss how the TSA/V ratio affects the • Communicating Having an interest
their waste movement of solutes to the interior of • Measuring and and curiosity
products cubes using numbers towards the
c) relate the outcome of a) and b) to the environment
problem faced by the multicellular • Relating
organisms in getting cell requirements
to the cells in the interior of the
organisms

• suggest how the d) suggest ways to improve the movement • Relating

problem is of solutes to the interior of cubes
overcome in without changing the size of cubes
multicellular • Generating ideas
organisms e) explain why there is a need for a
transport system in some multicellular
organisms

1
 SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
2 1.2 A student is able to: Read text materials and view computer • Synthesising • Having 4
Synthesising simulations on circulatory system and • Visualising critical and
11/1 –
15/1
the concept of discuss the following: • Conceptualising analytical
circulatory • Classifying thinking
system • state what a a) what is a circulatory system • Attributing • Appreciati
circulatory system • Comparing ng and
is, practising
• Sequencing
clean and
b) the three components of the circulatory • Making
• state the three healthy living
system i.e. medium, vessels and pump, generalizations
components of • Being
circulatory in thankful to
human and God
animals, • Having
critical and
• state the medium c) blood and haemolymph as a medium of analytical
of transport in transport, thinking
humans and
animals,

• state d) the composition of human blood

the composition
of human blood,
e) the function of human blood and
a) explain the haemolymph in transport
function of
blood and
haemolymph
in transport,

2
 SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
• describe the f) the structure of human blood vessels,
structure of arteries, veins and capillaries,
human blood g) the basic structure and the function of
vessels the human heart,
h) the circulation of blood in humans in
• explain how terms of :
blood is
propelled I. pumping of the heart,
through the II. contraction of skeletal muscles
human around veins,
circulatory
system, i) the regulatory mechanism of blood
• explain briefly pressure
how blood
pressure is Look at the heart of the fish, chicken and/or
regulated, cow and note similarities and differences in
• compare and terms of size and number of compartments
contrast the
circulatory Use schematic diagrams to compare the
systems in the circulatory system in the following:
following humans, fish and amphibians.
humans, fish
and Visualize and draw concept maps on the
amphibians, circulatory system in humans.
• conceptualise
the circulatory
system in
humans

3
 SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
3 1.3 A student is able to: Show photomicrographs of blood clots. • Inferring Being responsible 2
Understanding Discuss the necessity for blood clotting with • Communicating about the safety
18/1 –
22/1
the • explain the respect to: • Predicting of oneself and
mechanism of necessity for a) preventing serious blood loss, • Sequencing others, and the
blood clotting blood clotting at b) preventing the entry of microorganisms environment
the site of and foreign particles
damaged blood c) maintaining blood pressure,
vessels, d) maintaining circulation of blood in a
closed circulatory system,

• explain the Use a schematic diagram to illustrate the

mechanism of mechanism of blood clotting.
blood clotting

• predict the
consequences of Predict the consequences of blood clotting
impaired blood related problems such as haemophilia or
clotting thrombosis.
mechanism in an
individual

4
 SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
5 1.4 A student is able to: Draw a schematic diagram • Communicating Being thankful to
Synthesising on the formation of interstitial fluid and • Comparing and God
25/1–
29/1
the concept of lymph, and discuss the following: contrasting Appreciating the
lymphatic • Generating ideas contribution of
system • describe the a) spaces between cells • Relating science and
formation of b)materials from blood capillaries entering • Predicting technology
interstitial fluid these spaces
• Synthesising
• state the c) composition of interstitial fluid
composition of
interstitial fluid

• state the d)the importance of interstitial fluid

importance of
interstitial fluid

• describe the fate e) the need for interstitial fluid to return to

of interstitial fluid the circulatory system directly or via the
lymphatic system

• describe the Discuss the following:

structure of the a) the structure of the lymphatic system
lymphatic system

5
 SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES

• explain how the b)the flow of lymph

lymphatic system
complements the c) the role of the lymphatic system in
circulatory system transport

• compare the Use a graphic organizer to compare the

content of blood, content of blood, interstitial fluid and
interstitial fluid lymph.
and lymph

• predict what will Brainstorm to predict what will happen

be happen if if interstitial fluid fails to return to the
interstitial fluid circulatory system
fails to return to
the circulatory
system

• conceptualise the Study diagram or computer simulation

relationship on the lymphatic system and discuss the
between the relationship between the lymphatic
lymphatic system system and circulatory system
and circulatory
system

6 1.5 A student is able to : Discuss the necessity for body defence Communicating Appreciating and 4
Understanding mechanism in humans. Analysing practicing clean
1/2 –5/2
the role of the Relating and healthy living
circulatory
system in

6
 body defence
mechanism
SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
• State another Gather information and discuss the body’s
function of the defence mechanism with reference to:
circulatory system
besides transport,

• Identify the tree a) first line of defence

lines of defence - skin
mechanism of the - mucous membrane
body, b) second line of defence
- phagocytic white
blood cells,
c) third line of defence
- lymphoytes.
• Describe the
process of Draw and lable the various stages of Predicting Appreciating and
phagocytosis phagocytosis. Visualising practicing clean
and healthy living

• State the meaning Discuss the following:

of antigen and a) antigens, antibodies,
antibody, immunity and
• State the meaning immunization,
of immunity and
immunization
b) how antigens and
• Relate antigen and
antibodies are related
antibody to
to immunity,
immunity,

7
 SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
• Name and give c) the various types of
example of various immunity:
types of immunity, i. active immunity
• State the effects of (natural, artificial),
human ii. passive immunity
immunodeficiency (natural, artificial).
virus (HIV) on the
body’s defence Carry out small group discussion on the
mechanism, following and present the findings:
• Describe the a) the effects of HIV on
transmission of the body’s immune
HIV, system,
Suggest ways to
prevent the spread of b) transmission of HIV,
acquired immune
deficiency syndrome c) prevention of AIDS.
(AIDS).

7 1.6 A student is able to: Research and discuss nuitrition and lifestyle • Anaysing •Being
Appreciating • Select and practice which can lead to a healthy cardiovascular • Evaluating cooperative
8/2 –
12/2
a healthy suitable ways to system. Then select ways that are suitable •Appreciating
cardiovascular maintain a healthy and prctise them.
system cardiovascular
system.

8
 SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE VALUES PERIODS
14/2 – 16/2 - CUTI TAHUN BARU CINA
17/2 - CUTI PERISTIWA
18/2 – 19/2 - CUTI BERGANTI

7 1.7 A student is able to: Discuss the following: • Having an 4

Understanding • Relating interest and
22/2 –
26/2
the transport • state the necessity a) the necessity for transport of • Analysing curiosity towards
of substances for transport of substances in plants. • Comparing and the environment
in plants substances in contrasting • Being honest and
plants. b) the problem that could be faced by • Synthesising accurate in
plants in transporting substances and • Attributing recording and
how it is overcome in plants. validating data
• Realizing the
Carry out the following activities: scientific is a
• identify the a) to show the presence of xylem as a means to
vascular tissue in continuous tube system to transport understand
stem, root and leaf water and minerals. nature
• Being thankful to
• state the role for b) prepare slides and look at the cross god
vascular tissue in section (XS) and longitudinal • Having critical
the transport of section (LS) of a dicot stem and analytical
substances thinking
• Being systematic
• describe the c) study prepared slides of XS of
stem ,root, and leaf of a dicot plant • Being fair and
structure of just
vascular tissue. and draw the plan diagrams
• Thinking
rationally
Relate the following : • Being confident
and independent

9
 • relate the structure a) the structure of xylem to the • Being kind-
of xylem to transport of water and minerals. hearted and
transport caring

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
b) the structure of phloem to the
• relate the structure transport of organic substances. • Being
of phloem to objective
transport Carry out bark ringing to show the role of
phloem in the continuous transport of
• predict the effect organic substances.
of removing a ring
of phloem tissue
from a plant.

8 1.8 A student is able to: Discuss the following: • Observing • Ha 2

Synthesising • Predicting ving an
1/3 – 5/3
the concept of • state what a) the transport of organic substances • Interpreting data interest and
transport of translocation is, in plants. • Controlling curiosity
substances in variables towards the
plants • explain the b) The importance of translocation in • Measuring and environment
importance of plants using numbers • Be
translocation in • Experimenting ing honest
plants • Hypothesizing and accurate
in recording
Carry out small group discussion on the • Analyzing
and
following and present the findings: • Making validating
a) the process of transpiration, conclusion
• describe the data
process of • Comparing and • Re
transpiration contrasting alizing the
• Attributing scientific is a
• explain the b) the importance of transpiration, • Generating ideas means to
10
 importance of • Making understand
transpiration, generalization nature
• Making analogies • Be
ing thankful
to god

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
• describe the c) the pathway of water from soil to • Grouping and • Ha
pathway of water leaves using a schematic diagram, classifying ving critical
from the soil to • Sequencing and analytical
the leaves, Evaluating thinking
• Be
• state external d) the external conditions affecting the ing
conditions rate of transpiration systematic
affecting • Be
transpiration, ing fair and
just
• design Design and conduct experiments to study • Th
experiments to factors affecting the rate of transpiration, inking
study factors i.e: rationally
affecting the rate a) air movement, • Be
of transpiration, b) temperature ing confident
c) light intensity and
d) relative humidity. independent
• B
• explain the Carry out an activity to show the following:
eing kind-
role of root b) root pressure,
hearted and
pressure in the caring
movement of being objective
water in
plants,

11
 SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
• explain the c) cohesion and adhesion of water
role cohesion
and adhesion
of water in the
movement of
water in
plants,

• conceptualize Discuss and draw a concept map of the

the transport movement of water in plants in terms of the
mechanism in following: osmosis, transpiration pull,
plants cohesion and adhesion of water, opening
and closing of stomata, root pressure

UJIAN SELARAS BERFOKUS 1

8 MAC 2010 – 12 MAC 2010

CUTI PERTENGAHAN PENGGAL 1

15 MAC 2010 – 19 MAC 2010

12
THEME : PHYSIOLOGY OF LIING THINGS
LEARNING AREA : 2.0 LOCOMOTION AND SUPPORT

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES

13
 Study the model of human skeleton to • Attributing • Being thankful
identify the following: • Grouping and to God
classifying
• name bones a) axial skeleton consisting of the skull, • Classifying
that make up the cervical vertebrae, thoracic vertebrae, • Being
axial skeleton and lumbar vertetrae, sacrum, coccyx, responsible
appendicular sternum and ribs about the safety
skeleton of the of oneself,
human body, others and the
environment.
b) appendicular skeleton consisting of • Classifying • Realizing that
scapula, calvicle, humerus, ulna, radius, • Attributing science is a
pelvic girdle, tibia and fibula. means to
• Grouping and
classifying understand
Observe a chicken wing to note the position nature.
and nature of muscles, ligaments and
• label the tendons.
bones, skeletal • Using space time
muscles and Draw and label a simple diagram of an arm
to show the arrangement of bones, skeletal relationship
tendons in a
muscles and tendon. • Defining the
diagram of the
operationally
arm,
- Sequencing
• explain how
movement in a Briefly discuss:
limb,
a) how the bones, skeletal muscles, tendon
and joints bring about movement on the
arm or leg,

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
14
 b) the necessity of nerve impulses in - Making analogy
skeletal muscle contraction - Isualizing
c) the antagonistic action of skeletal - Relating
muscles,
d) all muscle has two primary proteins,
e) source of energy is from the ATP
produced in adjacent mitochondria,
• state the f) function of cartilage and synovial fluid
function of at joints. • Classifying
cartilage and • Attributing
synovial fluid at • Comparing and
joints, contrasting
• Grouping and
classifying

• Observing
Observe and discuss the mechanism of
• Communicating
• describe locomotion in an earthworm, grasshopper,
- Attributing
briefly the fish or bird.
- Comparing and
mechanism of contrasting
locomotion in an - All thinking skills
animal,

Discuss and present finding on muscle • Interpreting data

cramp, osteoporosis, muscular dystrophy communicating
and arthritis. - All thinking skills
• state some
consequences of
impaired
muscloskeletal
system on support
and locomotion

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
15
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
10 2.2 A student is able to : Discuss and share ways of caring the • Communicating • Appreciating
Appreciating • Practise ways musculo-skeleton systems such as : - All thinking skills and practicing
9/3 –
13/3
a healthy to care for the a) following a balanced diet, clean and
musculo- musculo-skeletal b) having a good posture healthy living
skeletal system c) using a proper attire for • Bieng kind
system daily activities hearted and
d) taking appropriate caring
precautions during vigorous activities • Being
e) practising correct and safe responsible
exercise techniques about the
safety of
oneself, other
and
enviroment

10 2.3 A student is able to : Discuss the following:

Understanding • Explain the a) the necessity for support in • Communicating • Having an
9/3 –
13/3
support in necessity for plants • Observing interest and
plants support in plants • Inferring curiosity
• Communicating towards the
- Comparing and environment.
b) what could be the support contrasting • Be honest
related problems faced by : and accurate
i) aquatic plants in recording
terrestrial plants • Communicating and validating
• Explain how • Observing data
support is c) how is support achieved in • Being
aquatic and terrestrial plants • Inferring
achieved in thankful to
• Communicating
aquatic plants God

SCIENTIFIC NUMBER

16
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
• Observing
• Inferring

Carry out the following activities: • Experimenting

• Explain how a) study the adaptation for support • Communicating
support in ( aerenchyma and air sacs) in floating - Attributing
terrestrial plants aquatic plans, e.g. water hyacinth) - Comparing and
are achieved contrasting
through tissue b) study prepared slides of cross sections of - Relating
modifications old stems to identify tissue that help in - Grouping and
support. classifying
- All thinking skills
c) investigate how support in herbaceous
plant e.g. spinach and balsam is achieved
without woody tissue

CUTI PERTENGAHAN PENGGAL SATU

14 MAC 2009 – 22 MAC 2009

THEME : PHYSIOLOGY OF LIING THINGS

17
LEARNING AREA : 3.0 COORDINATION AND RESPONSE

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
11 3.1 A student is able to Carry out small group discussion on the Having an 2
Understanding following and present the findings : interest and
23/3
-27/3
response and curiosity
coordination  list the a) external stimuli , eg light, sound, • Observing towards the
changes the smell, taste, temperature , pressure • Inferring environment
external and and touch • Relating
internal • Making Realizing that
environment faced b) internal stimuli eg sugar level in the generalizations and science is a
by an organism blood and osmotic pressure of blood isualising means to
understands
c) the necessity for living organisms to • Predicting nature
 state why respond to stimuli
organism have go Being thankful
be sensitive to to God
change in internal
and external
environment • Analysing and
Carry out the activities to study
evaluating
 clarify a) human and animal responses to
external and internal environment • Experimenting
through examples and
the meaning of b) plant responses to external
environment classifying
stimulus and • Making
response analogies and
 state the main View computer simulations on the pathways inventing
components and in detecting and responding to external and
pathways involved internal stimuli in humans and animals and
in detecting and
responding to
change in external

18
 SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
environment • Observing and
communicating
• state the main Draw systematic diagrams involving the • Visualising
components and main components • Defining
pathways involved operationally
in detecting and • Sequencing
regulating change prioritizing and
in internal generating ideas.
environment

• Clarify Discuss what meant by coordination

through examples
the meaning of
‘coordination’

12 3.2 Analysing A student is able to Observing Being honest

the role of • Attributing and accurate
30/3 –
3/4
human  state the role Discuss the role of the nervous system • Comparing and
nervous nervous system contrasting Being
system • Relating responsible
 draw and label Draw a diagram to show the organization of
a diagram to show the nervous system. Classifying
the organization of • Grouping and
the nervous system classifying

 name the main View graphics of the brain and label the
parts of the brain main parts of the brain, and state their
and state their respective functions
functions

19
 SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
 draw and label Draw and label diagram of a cross section
a diagram of a of the spinal cord
cross section of the
spinal cord
Having critical
 state the main Discuss the main functions of the spinal Observing and analytical
functions of the cord • Attributing thinking
spinal cord • Comparing and
contrasting Being
 label the Draw and label the structure of the efferent • Relating systematic
structure of an neurone ( nucleus, cell body, cytoplasm,
efferent neurone dendrites, axon, synaptic dendrites, myelin Classifying
sheath ) • Grouping and
classifying
 identify the Identify and discuss the function of the
type of the neurone three types of neurone
form the diagrams
given

 state the
function of each
type of neurone
View computer animations oin the
transmission of information in the form of
 state the mode
electrical signals
of transmission of
information along
Discuss the m ode of transmission of in
the neurone
formation along the neurone

20
 SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
 describe Draw schematic diagram to show the Observing
briefly the pathway pathway of transmission of information and • Attributing • Appreciating
of transmissions of discuss the following • Comparing and the contribution
information from contrasting of science and
receptors to a) reception of stimuli by receptors • Relating technology.
effectors b) from receptors to the central nervous
system Classifying Having critical
c) integration and interpretation by the • Grouping and and analytical
central nervous system classifying thinking
d) from the central nervous system to
the effectors Being fair and
e) respond by the effectors just

 draw and label Draw and label a simple diagram of a

a simple diagram synapse,
of a synapse Being confident
• Sequencing and
 describe the Conduct small group discussion on the independent.
• Visualising
transmission of following:
information across a) transmission of information across Being objective
synapses the synapse
b) the role of the synapse in
 state the role transmission
Observing
of the synapse in • Attributing
the transmission Discuss voluntary action and involuntary • Comparing and
 give examples action with examples contrasting
of voluntary • Relating
action

21
  give examples
of involuntary
action

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES

 outline the Discuss the following: Being thankful

transmission of a) voluntary action eg. raising your hand to to God
information in answer a question
voluntary action b) involuntary action involving skeletal • Bieng kind
muscles eg. knee jerk, Classifying hearted and
 outline the c) involuntary action involving smooth • Grouping and caring
transmission of muscles or glands eg. normal blood classifying
information in pressure.
involuntary action • Making
Work in groups to draw a schematic diagram generalisation
of a reflex arc.

 draw a Visit homes for the aged. Show compassion

schematic towards senior citizens and patients with
diagram showing Alzheimer’s and Parkinson’s diseases.
a reflects arc

 give examples
of nervous system
related diseases

22
 SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
13 3.3 Analysing A student is able to Carry out small group discussion on the 8
the role of  state what a following and present the findings:
6/4 –
10/4
hormones in hormone is what a hormone is
humans Scientific Skills: Realising that
 state what the b) what the endocrine system is Classifying, science is a
endocrine system Making inferences, means to
is Predicting understand
nature
 state why the c) why the endocrine system is necessary,
endocrine system despite having the nervous system
is necessary

 state d) the physiological processes which are not • Thinking Skills:

physiological directly regulated by the nervous system
• Attributing,
process not e.g. menstrual cycle, development of
secondary sex characteristics, growth, etc • Relating,
directly regulated • Analysing
by the nervous
system
e) How the endocrine system complements Being thankful
 describe how the nervous system to God
the endocrine
system
complements the
nervous system Carry out group activity to label the main
glands of the endocrine system.

23
  label the main Having critical
glands of the Name the main hormones produced by each Scientific Skills: and analytical
endocrine system endocrine gland. Classifying, thinking
Making inferences
 name the main
hormones
produced by each
endocrine gland

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
 state the Match the hormones with their functions in Thinking Skills:
functions of the following physiological processes: Attributing,
hormones a) reproduction Relating,
involved in b) growth Analysing, Being
physiological c) homeostasis Comparing and systematic
processes contrasting
discuss how secretion of a hormone can be
 describe briefly regulated by:
how secretion of a) another hormone, e.g. thyroid stimulating
hormone is hormone (TSH)
regulated b) level of certain substances, e.g. glucose
nervous system Appreciating
the balance of
Discuss the involvement of both the nervous nature.
 describe briefly system and the endocrine system in a “fight
coordination or flight” situation (involving adrenaline).
involving both
nervous system
and endocrine
system in a fight
of flight situation
Carry out small group discussion on the Scientific Skills:
following and present the findings on:
24
 a) the effects of imbalance of thyroxine, Communicating • Appreciati
growth hormone, antidiuretic hormone, Analysing, ng
 state the effects and insulin Visualising, the balance of
of hormonal All Thinking Skills nature
imbalance b) the use of hormone in the treatment of
diabetes mellitus and dwarfism
 state the use
hormone in
medicine

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
14 3.4 A student is able to: Discuss the following: Predicting & Appreciating
Synthesising • explain the a) physical factors – body temperature Analysing and practicing
13/4 –
17/4
the concept of necessity to and blood pressure, Making conclusions clean and
homeostasis maintain an Generalising healthy living
in humans optimal physical
and chemical Being thankful
condition in the to God
internal
environment Appreciating
the balance of
b) chemical factors in the blood partial nature
pressure of oxygen and of carbon
dioxide, osmotic pressure, and sugar
level,

c) the necessity to maintain an optimal

physical and chemical condition in
the internal environment.

• state the meaning d) The meaning of homeostasis,

of homeostasis,

25
 • Experimenting: Having critical
Design an experiment to show the effect of all thinking skills and analytical
• design an different quantities of water intake on urine thinking
experiment to output. Being
study the effect of • Observing and systematic
different • Inferring. Being
quantities of • Relating, cooperative
water intake on making Thinking
urine output, generalizations and rationally
visualising

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
Discuss the following: Analysing Being confident
• relate the changes a) the relationship between the Making conclusions and independent
in blood osmotic regulation of osmotic pressure and Generalising
pressure to urine the formation of urine Realising
output. science is a
means to
• describe the b) the formation of urine Observing understand
formation of Attributing nature
urine, Relating

• eelate the c) the relationship between urine Being objective

formation of urine formation and excretion Being
Making inferences
to excretion. Analysing systematic
Making conclusions
Draw and label the following structures: Realising
a) kidney science is a
b) nephron means to
understand
• describe briefly View computer simulations and draw a nature
26
 the mechanism of schematic diagram on the process of urine
osmoregulation formation and discuss the following Being flexible
processes: and open
a) ultrafiltration minded
b) reabsorption
c) secretion Being
systematic

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
Draw a schematic diagram on the action of Being
antidiuretic hormone (ADH) and discuss the Observing and systematic
following: Inferring.
b) the process of osmoregulation by the Relating, making
kidneys generalizations and
c) negative feedback control in visualising
osmoregulation
• Appreciating
• predict the Gather information and discuss the • Observing and the contribution
consequences of following: • Inferring. of science and
impaired kidney a) Haemodialysis technology
• Relating, making
function b) Kidney donation and kidney
generalizations and
transplant
visualising
• Being
• describe the Recall, discuss and draw a concept map on responsible
regulation of various mechanisms that together keep the about the safety
blood sugar level physical and chemical conditions inside the of oneself ,
• describe the organism constant in terms of : others and the
regulation of body a) blood sugar level environment
temperature b) body temperature
27
 • conceptualise c) partial pressure of oxygen and
homeostasis carbon dioxide • Being thankful
d) blood pressure to God

15 3.5 Practising A students is able to: Show pictures of drug addicts and Scientific skills: • Being
a healthy • describe effects of alcoholics, then discuss drug and alcohol Classifying, responsible
20/4 -
24/4
lifestyle drugs and alcohol abuse. Predicting about safety of
abuse on humans. Reach and report on: oneself, others,
a) Effects of drugs and alcohol abuse such and the
as on the nervous system, environment.

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
• explain the factors b) Social factors that can lead to drug and Thinking skills • Being
that can lead to drug alcohol abuse. • Attributing respectful and
and alcohol abuse • Comparing and well mannered
contrasting,
• practise a healthy Attend talks on drug and alcohol abuse. • Grouping and • Appreciating
lifestyle classifying and practising
Participate in anti-drug abuse and anti- clean and
alcohol abuse campaigns. • Relating healthy living
• visualising
15 3.6 A student is able to: Research and report on: 2
Understand- • state what plant a) the meaning of plant hormones, • Being thankful
20/4 -
24/4
ing plant hormones are, • Attributing to God.
hormone
• give some b) plant hormones e.g. auxins, • Relating • Being
examples of plant ethylene, responsible
hormones, about the safety
of oneself,
• infer the effects of c) effect of auxins based on scientific others, and the
auxins on growth findings on phototropisme, environment.
responses,
28
 • explain the role of d) role of auxins in phototropisme and
auxins in geotropisme,
tropisme,

• state the use of e) the use of hormones in agriculture.

hormones in
agriculture.

THEME : PHYSIOLOGY OF LIING THINGS

LEARNING AREA : 4.0 REPRODUCTION AND GROWTH

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
16 4.1 Analysing A student is able to : Discuss the following about reproduction :
gamete
27/4 –
1/5
formation • explain the necessity a) the necessity to reproduce
for organisms to •Communicating Appreciating the
reproduce • Attributing contribution of
• Sequencing science and
• state types of b) the two types of reproduction • Comparing and technology
reproduction contrasting

• explain the necessity c) the necessity for formation of gametes

for formation of
gametes

• describe formation Study diagrams of stages in the formation

of sperm in humans of a sperm and an ovum

• describe formation
29
 of ovum in humans
Compare the formation of a sperm with
• compare the that of an ovum
formation of sperm
with that of ovum

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
17 4.2 Analysing A student is able to : Discuss the following :
the role of
4/5 – 8/5
hormones in • state what a) what menstruation is •Communicating • Realising that
the menstrual menstruation is • Relating science is a
cycle • relate menstruation b) the relation between menstruation • Predicting mean to
to menstrual cycle and menstrual cycle understand
• state the importance c) the importance of the menstrual nature
of the menstrual cycle
cycle • Being thankful
• state the hormones to God
involved in the d) hormones involved in the menstrual
menstrual cycle cycle
• relate hormonal
levels to the
development of Study diagrams and discuss the effect of
follicles, the process hormonal levels on the following :
of ovulation and the
formation of corpus a) follicle development
luteum b) ovulation
c) formation of corpus luteum
• relate hormonal
d) thickness of the endometrium
30
 levels to the
changes in thickness
of the endometrium

PEPERIKSAAN PERTENGAHAN TAHUN

11 MEI 2009 – 29 MEI 2009

CUTI PERTENGAHAN TAHUN

30 MEI 2009 – 14 JUN 2009

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
• explain the role of
hormones in
regulating the
menstrual cycle

• state what Discuss the following :

premenstrual a) premenstrual syndrome
syndrome (PMS) is b) menopause

• state what
menopause is

21 4.3 A student is able to : Use diagram and computer simulations to

Understanding discuss the following : • Communicating • Being thankful
15/6 –
19/6
the early • Sequencing to God
development • describe what a) the formation of zygote • Comparing and
of a zygote in fertilization is contrasting
humans
• describe in simple b) the early development of a zygote as the
terms the early formation of a ball of cells which
31
 development of a becomes implanted in the wall of the
zygote uterus

• name the two stages c) Identify morula and blastocyst from the
in the development diagrams given
of a zygote in d) Formation of identical twins, fraternal
preparation for twins and Siamese twins
implantation

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
• describe the
formation of twins

• compare identical Illustrate how identical and fraternal twins

twins with fraternal are formed and fraternal twins are formed
twins and give some differences between them

• state the functions Research and report on :

of the placenta in
foetal development a) functions of the placenta in foetal
development
• explain the b) the advantages of fetus having a
advantages of fetus separate circulatory system from that of
having a separate the mother
circulatory system
from that of the
mother

22 2

32
22/6 – 4.4 A student is able to: Research and report on : • Observing • Appreciating
26/6 Appreciating Evaluating and practicing
the • explain the a) Family planning clean and
contribution contribution of healthy living
of science and science and b) Sperm bank
technology to technology to
human human reproduction c) Artificial insemination
reproduction
d) In vitro fertilization

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
• explain some moral e) surrogate mother
issues related to the
application of f) sexually transmitted disease
science and
technology to
human
reproduction
• explain what
sexually
transmitted disease
are
• give example of
sexually
transmitted disease

23 4.5 A student is able to: Examine a flower to identify :

Synthesizing • Communicating • Realizing thant 2
29/6 –
3/7
the concept of • identify male and a) Various flower parts • Analyzing science is a
sexual female structures in • Synthesizing mean to
reproduction a flower b) The structure which produce male and • visualising understand

33
 on flowering female reproductive cells nature
plants
• describe the Draw diagrams to show the stages in the
formation of pollen formation of :
grains
a) Pollen grains from pollen mother cells
• describe the
formation of b) Embryo sac from the embryo sac mother
embryo sac in the cells
ovule

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
Describe briefly what happen at each stage
in both (a) and (b)

• describe the Conduct an activity to observe the

formation of pollen germination of pollen grains in sugar
tube solution

Discuss the following :

• describe the
formation of zygote a) The formation of two male nuclei from
the generative nucleus,
• describe the
formation of b) The formation of zygote,
triploid nucleus
c) The formation of triploid nucleus
• conceptualise
double fertilization Discuss and draw a concept map of double
fertilization in flowering plants
• relate the structure
of a fruit to the Examine the structure of fruits e.g. mango,
34
 flower part long beans, and relate them to the flower
parts:
a) Seed from the
ovule,
b) Seed coat from
the integument,
• explain the c) Fruit from the
importance of ovary
double fertilization Discuss the importance of double
for the survival of fertilization for the survival of flowering
flowering plants plants.
SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
24
4.6 A student is able to : Discuss the necessity for for growth. • Predicting • Being thankful 1
6/7 -10/7
Understanding to God.
growth in • explain the Carry out small group discussion on growth • Sequencing
multicellular necessity for gowth in in terms of :
organisms. organisms,
a) growth being an irreversible process,
• explain what b) increase in the number of cells,
growth is, c) increase in cell size,
d) cell differentiation.

Study diagrams or prepared slides to

identify the growth zones at root tip and
shoot tip.

25 4.7 A student is able to : Generate ideas on the appropriate Using space-time 2

Understanding parameters used in the measurement of relationship. • Having critical
13/7 –
17/7
the growth • identified the growth. & analytical
curve. parameters used in • Analysing thinking.
the measurement of Conduct an activity to study the growth of a
35
 growth. plant, e.g. onion, maize or balsam. • Predicting

• describe the Study and interpret the data on growth in

sigmoid growth curve humans and discuss the following :
of an organism,

• relate the shape of a) the shape of growth curve,

the growth curve to b) phases of growth,
the growth phases of c) the relationship between the phases
an organism, of growth and the growth curve.
SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
• explain the shape Study and interpret a growth curve of an
of the growth curve insect and relate the shape of the curve to its
of an insect. growth.

25 A student is able to : Discuss the types of growth in plants. 4

4.8 • Experimenting • Realising that
13/7 –
17/7
Understanding • state the types of Conduct a field study to identify plants that science is a
primary and growth in plants, undergo primary and secondaru growth. • Comparing and means
secondary Contrasting to understand
growth • state the primary Examine prepared slides or diagrams of nature.
implants. and secondary growth across section of a young stem, matured
are, stem, young root, matured root, in dicots to
identify primary and secondary tissues.
• name the tissue
involved in primary
and secondary
growth,

• explain the Research and report on the following :

importance of a) relate primary growth to height,

36
 primary growth, support and transport of substances,

b) relate secondary growth to

additional support and transport,

c) state the importance of vascular

cambium and cork cambium to
secondary growth,

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
• compare and d) compare plants that undergo
contrast plants that secondary growth with those that do
undergo secondary not,
growth with plants
that do not e) the economic importance of plants
undergo secondary that undergo secondary growth.
growth,

• state the economic

importance of
plants that undergo
secondary growth.

37
THEME : VARIATION AND INHERITANCE
LEARNING AREA : INHERITANCE

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
26 1.1 A student is able to: Discuss the following based on examples. Ss: classifying • interest and
Synthesising curiosity
20/7 – the concept of • State what is meant a) inheritance Ts: Attributing • honest &
24/7 inheritance Comparing
by inheritance accurate
based on b) characters and traits & contrasting • being objective 2
Mendel’s • Differentiate traits Grouping & • being systematic
experiment from characters classifying • thinking
nationally
• Identify Study diagrams showing the result of Mendel’s
characteristic and monohybrid cross experiment, then discuss the
traits in Mendel’s following:
experiments a) characters and traits in Mendel’s
experiment
• State that there is a b) there is a hereditary factor that
hereditary factor that determines a particular character
determines a c) dominant and recessive traits
particular character

38
 • Identify dominant
and recessive traits
d) genes and alleles Ss: 2
• Explain genes and Classifying Predicting • interest and
Communicating curiosity
alleles
e) dominant and recessive alleles Interpreting data
Defining operationally
• honest &
• Explain dominant accurate
and recessive alleles Ts: • being objective
Attributing • being systematic
Comparing & contrasting • thinking
Relating nationally
Visualizing

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
Analyzing
• State the meaning of f) phenotype and genotype Generalizing
phenotype

• State the meaning of

genotype

• Relate allele
combination to
genotype

• Relate phenotype to
genotype
g) homozygote and heterozygote
• State the meaning of
homozygote and
heterozygote
h) phenotypic ratio and genotypic ratio in
• Determine the
the first and second filial generation
phenotypic ratio of
39
 the first filial
generation and
second filial
generation
i) the importance of meiosis I in the
• Determine the segregation of alleles
genotypic ratio of
first filial generation
and second filial
generation

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES

40
 • State the meaning of
monohybrid j) meaning of monohybrid inheritance
inheritance
Conduct an activity using coloured
• Conceptualize buttons/beans to illustrate Mendel’s First Law.
Mendel’s First Law Discuss Mendel’s First Law as the Law of
Segregation

Study diagrams showing the results of Mendel’s Ts: • Being honest

Dihybrid cross experiment, then discuss the Attributing • Daring to try
following Analyzing • Thinking
Generalizing nationally
a) meaning of dihybrid inheritance Grouping & classifying
Making conclusion • Thankful to God
• State the meaning of
dihybrid inheritance b) the importance of meiosis in terms of
independent assortment of
chromosomes

• Conceptualize Discuss Mendel’s Second Law as the Law of

Mendel’s Second Independent Assortment
Law

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
26 1.2 A student is able to:
Understanding Discuss : Ss: -Appreciating the
20/7 – inheritance • State the blood a) blood groups and Rhesus factor (Rh Classifying contribution of
24/7 factor) Observing science and
groups in the ABO
41
 system and Rhesus communicating technology
factor in humans
-Being systematic
• Explain the b) inheritance of ABO blood group in Ts: -Being thankful to
inheritance of ABO humans Confident and God
blood group in independent
humans Sequencing -Having an interest
Comparing and and curiosity
• Differentiate Examine a drawing of a micrograph of human contrasting towards the
autosomes from sex chromosomes and : Attributing experiment
chromosomes a) determine the number of chromosomes Grouping and classifying
b) arrange the homologous pairs based on relating - Being flexible and
the location of the centromere and size open minded
of chromosomes
c) identify autosomes and sex -Appreciating and
chromosomes practicising clean
and healthy living
• Identify the different Compare the karyotype of a normal human
human karyotypes being with that of a person with Down’s
syndrome

• Explain sex Draw a schematic diagram to show the

determination in off following :
spring a) sex determination in offsprings

• Explain sex-linked
inheritance using
b) sex-linked inheritance of hemophilia
examples
and colour blindness

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES

42
 • Describe hereditary Gather information and discuss
diseases a) hereditary diseases such as Thalassaemia

26
1.3 • State the unit of Research and report on: Ss : • Having interest
20/7 – Understanding inheritance a) unit of inheritance observing and curiosity
24/7 genes and b) the location of genes Ts
• State the location of • Being thankful to
chromosomes genes Sequencing God.
• Describe the Construct a model of deoxyribonucleic acid Relating
structure of (DNA) and discuss the following: visualising
deoxyribonucleic a) structure of nucleotides
acid (DNA) b) structure of polynucleotides
c) double helix of DNA

• Describe in simple Draw a schematic diagram and relate how a trait

terms the is manifested from the basic unit of inheritance
manifestation of a in terms of:
trait or an organism a) chromosome to DNA
from he basic unit of b) DNA to gene
inheritance c) Gene to protein
d) Protein to the trait of an organism

Research and report on the following:

• Explain briefly the
a) DNA finger printing
importance of
b) Human genome project
genetics to mankind
c) Potential of stem cell research
d) Genetic engineering,

SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES

43
 • Describe the i) gene therapy Ss
application and ii) genetically modified organisms Communicating • Thinking
abuse of knowledge iii) genetically modified food Ts rationally
in genetics iv) medicine (production of insulin) All thinking skills • Being confident
and independent
Discuss the implications of the above to
mankind.

• Argue on the need Conduct a forum or debate on ethical and moral

for ethics and moral issues in the application of knowledge in
in the application of genetics.
genetics
Visit research centres that conduct research in
genetic engineering.

THEME : VARIATION AND INHERITANCE

LEARNING AREA : INHERITANCE

44
 SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
27 6.1 A student is able to: Discuss the importance of variation in • Attributing Critical and 2
Understanding organisms • Relating analytical
27/7 –
31/7
variation in • State the • Making inferences thinking
organisms importance of Conduct an activity to investigate variation Being cooperative
variation in in humans and present the data graphically Realizing that
organisms science is a
Discuss continuous variations with means to
• Give examples of discontinuous variation based on the graphs understand nature
variation in • Attributing
humans Compare continuous variations with • Analyzing Critical and
discontinuous variation analytical
• Making conclusion
• State the types of thinking
• Generating ideas Being cooperative
variation
• Grouping and Critical and
classifying analytical
• Compare • Comparing and
continuous thinking
contrasting Being systematic
variations with
discontinuous
• Sequencing Critical and
variation
• Analyzing analytical
• Comparing and thinking
contrasting Being systematic
• Evaluating Being honest and
• Synthesizing accurate in
• Making conclusions recording and
validating data

45
 SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
27 6.2 A student is able to: Discuss the cause of variation in term of: 5
Understanding
27/7 –
31/7
the causes of • State the factors a)genetic factors
variation causing variation b)environmental factors • Attributing Realizing that
• Analyzing science is a
• Explain the effect Discuss the effects of genetic factors on means to
of genetic factors variation understand nature
on variation
• Comparing and
• Explain the effects Conduct an activity, such as role-playing or contrasting Having an interest
of environmental model-building, to show the process of • Visualizing and curiosity
factors on variation genetic recombination • Making inferences towards the
environment
• Making conclusion
• Explain the effects Conduct an activity to study the effects of Being responsible
of the interaction different environmental factors on the about the safety
between genetic variation of plants of oneself, others
factors and and the
environmental environment
factors on variation Flexible and
open-minded
Discuss the following: • Comparing and
Explain mutation contrasting
a) chromosomal mutation Having an interest
b) gene mutation • Visualizing and curiosity
• Making inferences towards the
Discuss examples of mutation and mutagens • Making conclusion environment
Being responsible
Explain the Discuss the importance of variation in the about the safety
importance of survival of a species of oneself, others
variation in the and the
survival of a species environment

46
 SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
Analyzing Flexible and
Comparing and open-minded
contrasting
Visualizing Having an interest
Making conclusion and curiosity
towards the
environment
Flexible and
open-minded
Having critical
Attributing and analytical
Observing thinking
Having an interest
and curiosity
towards the
environment
Flexible and
Making analogies open-minded
Generating ideas Being cooperative
Relating Being honest
Making conclusion Appreciating the
balance of nature
Appreciating the
contribution of
science and
technology

47
 SCIENTIFIC NUMBER
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS ATTITUDES & OF
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE PERIODS
VALUES
27
6.3 Be A student is able to: • Detecting bias Being respectful
27/7 –
31/7
respectful Participate in games and club activities • Evaluating and well-
towards one • Accept that people involving individuals from various ethnics • Making conclusion mannered
another are different groups Being fair and
despite just
variation • Respect each other Conduct a sketch to show respect for all Being kind-
God’s creation hearted and
caring

Being respectful
and well-
mannered
Being fair and
just
Being kind-
hearted and
caring
MINGGU 28 - 30 ( 3 OGOS 2009 – 21 OGOS 2009 )
MINGGU ULANGKAJI STRATEGIK
MINGGU 31 - 33 ( 01 SEPTEMBER 2009 – 18 SEPTEMBER 2009 )
PEPERIKSAAN PERCUBAAN SPM
21 SEPTEMBER 2009 – 25 SEPTEMBER 2009
CUTI AIDILFITRI DAN CUTI BERGANTI
MINGGU 35 - 41 ( 28 SEPTEMBER 2009 – 13 NOVEMBER 2009 )
MINGGU ULANGKAJI STRATEGIK
MINGGU 42
PEPERIKSAAN SPM 2009

Prepared by, Checked by, Checked by, Certified by,

…………………………….. ………………………….. ………………………………. …………………………………..

(PN. MAH YI FUN)
48