LESSON PLAN

FORM: 4
SUBJECT: BIOLOGY
THEME:
TOPIC: 2.0 CELL STRUCTURE AND CELL ORGANISATION
SUBTOPICS: 2.2 CELL ORGANISATIONS (CELL ORGANISATION IN ANIMALS)
OBJECTIVES:
1. UNDERSTAND IN CELL ORGANISATION IN MULTICELLULAR ORGANISMS
CELL ORGANISATION IN ANIMALS.

LEARNING OUTCOMES:
1. STUDENT CAN DESCRIBE CELL ORGANISATION IN THE FORMATION OF
TISSUES, ORGANS AND SYSTEMS IN MULTICELLULAR ORGANISM.
STUDENTS CAN DEFINE TISSUE, ORGAN AND SYSTEM.
STUDENTS CAN LIST OUT FOUR MAIN TYPES OF TISSUES.
STUDENT CAN PROVIDE 3 EXAMPLE OF ORGAN IN ANIMALS.

MORALS VALUES:
1. STUDENT BEING COOPERATIVE IN CLASS
2. STUDENTS ARE DARING TO TRY
3. STUDENTS CAN BECOME MORE OBJECTIVE

INSTRUCTIONAL AIDS:
1. WHITE BOARD AND MARKER PEN
2. MAHJUNG PAPER
3. SMALL BOARD

EDUCATIONAL EMPHASIS:
1. GATHERING INFORMATION
DEFINE TERM TISSUE, ORGAN AND SYSTEM
2. INTERACTION
STUDENT CAN PARTICIPATE IN THE DISCUSSION
3. ATTRIBUTING
IDENTIFY TYPES OF TISSUE AND THEIR FUNCTION.

REFERRENCE:
1. Yeat, G. W., Subramaniam, M. a., & Rajion, A. B. (2005). Cell Structure and cell
organisation. In Biology form 4 (p. 22). Bakaprep sdn. bhd.

STEPS
AND
DURATION

TEACHING AND LEARNING ACTIVITIES

TEACHERS ACTIVITIES

Induction set 1.Teacher greets the student

5 minutes

STUDENTS ACTIVITIES
1. Student greets teacher

2. Teacher ask student to imagine an 2. Student starts to imagine the charts.

organizational charts.
- Teacher asks the student what we
- Students answer
have in an organizational chart.
- Teacher asks what is the specific job
for the rank is in the organizational - Students answer
chart.
- Teacher asks the student if all the
rank in the organizational chart did not - Students answer
do their specific job what will happen.
3. Teacher relates the organizational
3. Student listens.
charts with the lesson of the day.
- Teacher tells the student in
multicellular organisms also have it - Student listens.
own organization which have their
own specific job.
4. Teacher tells the student today class 4. Student listens.
will going to study about cell
organization in multicellular organism
5. Teacher instruct student to get ready
for the lesson.
5. Students get ready

NOTES

Learning on 1. Teacher shows a diagram about cell 1. Students look at the diagram.
development organization in multicellular organisms
to student.
- Teacher put up and stick the diagram
to the white board
- The diagram will be paste to the
white board until activity 1 start.
Before activity 1 start the diagram will
be remove.

- Students listen to the teacher.

- Teacher tells the student that it is the

diagram about cell organization in
multicellular organism
2. Teacher start to explain according to 2. Students listen to the teacher
the diagram
- Student listens.
- Teacher tells student that cell is the
basic unit of all living things
- Teacher tells the student that tissue is - Student listens.
a group of similar cells performing a
particular function.
- Student listens.
- Teacher tells the student that an organ
is a group of tissues that performed a
specialized function.
- Student listens.
- Teacher tells the student that several
organs are found within a system.
- Teacher tells the student that all - Student listens.
system work together to make up an
organism
- Student listens.
- Teacher tells the student that this
diagram is the basic flow in cell
organization in multicellular.

2. Teacher ask question to student.

- Does anyone have any question up - Student have question or no have
until now?
question
-If there is question teacher will
answer it
- If there is no question teacher will
continue teaching.
3. Teacher tells the student under 3. Student listens.
cellular organization multicellular
organism the class will learn about cell
organization in animal.
4. Teacher shows a mind maps that 4. Student listens.
explains general idea about cell
organization in animal.
- Teacher put up and pastes the mind
maps to the white board.
- The mind maps will be paste to the
white board until before activity 1
start.
5. Teacher explains about cell 5. Student listens.
organization in animals according to
the mind maps.
- Student listens.
- Teacher tells the student that in
organization in animal student will
learn about tissue, organ and system.
- Teacher tells the student that firstly
- Student listens.
they will learn about tissue.
- Teacher tells the student that there are
many different kind of tissue in - Student listens.
animals.

- Teacher tells the student list of 4 main

type of tissue in animals which is
epithelial tissue, Muscle tissue, Nerve - Student listens.
tissue and Connective tissue
- Teacher tells the student that bone,
blood cells and adipose tissue also
- Student listens.
count as tissue.
6. Teacher starts explain in detail about
epithelial cells to the student. Teacher
6. Student listens
tells the student that:- Epithelial tissue consist of one or
more layers of cells
- Student listens
- Example places that can find
epithelial tissue are skin and digestive
- Student listens
tracks.
- Epithelial tissue on the skin forms a
protective barrier against infections,
- Student listens
mechanical injuries and dehydration.
- Epithelial cells in the lining of human
intestine form mucus-secreting goblets Student listens
cells which secret mucus into the
digestive tracts.
7. Teacher tells to the student move on
to the other tissue which is muscle 7. Student listens
tissue. Teacher tells the student that:- It composed of muscle fibers.
- There are three types of muscle tissue
which is smooth muscle, skeletal
muscle and cardiac muscle.

- Teacher asks the student to imagine

they were swallow food. When the

- Student listens

- Student listens

food reach the intestine the food will - Student imagines they were swallow
found smooth muscle because intestine food.
is made up of smooth muscle.
- Smooth muscle involve in the
involuntary activities such as the
peristaltic movement along the - Student listens
digestive tracks.
- Teacher asks the student to rise up
their hand. Then teacher ask them to
put down their hands. Teacher tells the
- Students rise up their hand.
student that in our arms we can find
skeleton muscle.
- Skeleton muscle involve in voluntary
movement. It contracts and relaxes to
- Student listens
move the bone.
- Teacher asks the student to close their
eye and imagine their heart is beating
and they need to looks at the walls of
the heart. Teacher tells the student that - Student closes their eye
the wall of the heart is made up of imagines their heart beating.
cardiac muscle.
- Teacher asks students to open their
eyes.
- Cardiac muscle is involuntary and - Student open their eyes
functions to pump blood to all parts of
the body.
- Student listens
8. Teacher tells to the student move on
to the other tissue which is nerve
tissue. Teacher tells the student that:8. Student listens
- It composed of neurons or nerve
cells.
- Student listens
- Each neuron consists of dendrites and
axons.

and

- Nerve tissue functions to control and - Student listens

coordinate activities of the body.
9. Teacher tells to the student move on
to the other tissue which is connective - Student listens
tissue. Teacher tells the student that:9. Student listens
- There are three types of connective
tissue which is loose connective tissue,
dense connective tissue and cartilage.
- Loose connective tissue binds - Student listens
epithelial to underlying tissues and
hold organ in place.
- Student listens
- Dense fibrous connective tissue can
be found in tendons, which connect
muscle to bones and in ligaments,
- Student listens
which join bones together at joints.
- Cartilage is a strong and flexible
connective tissue. It provides support
to the nose, ears and covers the ends of
bones at joints
- Student listens
10. Teacher tells to the student move
on to the other tissue which is bone.
Teacher tells the student that:- consist of collagen which hardened 10. Student listens
by minerals deposits such as calcium.
- It provide protection to organs and - Student listens
support the body
11. Teacher tells to the student move
on to the other tissue which is blood - Student listens
cells. Teacher tells the student that:11. Student listens
- Blood produced in the bone marrow.

It

has

function

of

regulating,

transporting and protective function.

12. Teacher tells to the student move
on to the other tissue which is adipose
tissue. Teacher tells the student that:- It consists of tightly packed cells that 12. Student listens
stores fat.
- It acts as an energy reserve and also
provides insulation and protection.
13. Teacher tells to the student that we
have covered the parts which involve
tissue. Now move on to the
explanation about organs.
- Teacher explains about organ by
using marker and white board.

13. Student listens

- Teacher asks the students who can

give an example of organs in animals
- Teacher waits for the answer from
- Student give an example of organs in
students.
animals
- Teacher tells students that examples
of organs include heart, skin, lungs,
kidney, eyes and ears. Teachers write
the example on the white board
-Student listens
- Teacher tells the students that the
lesson will be focused the skin.
- Teacher tells the students the reason
skin is an organ because it consists of
various type of tissue joint together to -Student listens
perform specific function.
-Student listens
- Teacher tells student that skin
composed of two main layers the
epidermis and dermis.
- Teacher tells student that epidermis -Student listens
which is outer layer of skin is made up

of epithelial tissue.
- Teacher tells student that dermis is -Student listens
composed of connective tissue
epithelial tissue and muscle tissue.
14. Teacher tells to the student that we -Student listens
have covered the parts which involve
organ. Now move on to the
explanation about system.
- Teacher ask student to give an 14. Student listens
example of major system in human
that they know.
- Teacher waits for their answer.

- Student give an example of major

system in human that they know.

- Teacher provides a few example of

major system in humans such as
digestive system, respiratory system
and nervous system.
- Teacher explains to student that each
system consists of several organs that
work together to perform a common
function.
- Teacher tells student that function of
all systems must be coordinated for the
organism to survive.

- Student listens

- Teacher tells student that they will

learn about digestive system in chapter -Student listens
6 and the respiratory system in chapter
7. The remaining system will be
- Student listens
studied in form 5.
15. Teacher put down all the materials
(diagram and mind maps) on the board.

Activity 1

1. Teacher tells student that they are

going to answer a very simple quiz.

1. Student listens

- Teacher paste small board with the

quiz written to it on the white board.
- Teacher tells student that they will be
given piece of paper with word on it.
Under 30 second everyone must paste
the paper to the small board
accordingly.
- Teacher passes the piece of paper to
all students. Each student gets one
piece of paper.
- Teacher says that student can start
paste their paper.

-Student listens

-Student take the paper

-Student start pasting

- Teacher waits for all student finish

paste their paper.
- Teacher discusses the answer with
the student after all of student finishes
paste their paper.
- Teacher asks the entire student to
claps their hands for themselves for
completed the task.

Conclusion
5 minutes

-Student participate in conversation

.- Student claps their hand

1. Teacher summarizes the lesson by

asking student what had been learned.
- Teacher asks student to state what
tissue, organs and system?

- Student answers the question.

- Teacher waits for student to answer.

- Teacher asks student what are 4
main types of tissue in animals?

- Student answers the question.

- Teacher wait for student to answer

- Teacher asks student why skin is

describe as an organ?

- Student answers the question.

- Teacher waits for student to answer.

2. Teacher gives follow-up activity to
student.

- Student writes down the follow-up

activity given.

- Teacher gives link to students.

- Teacher asks students to read on cell
organization in plant on their own.

FOLLOW- UP ACTIVITY:
1. TEACHER PROVIDE LINK THAT STUDENT CAN SUFR ON INTERNET FOR
MORE UNDERSTANDING
https://biologyforlife.wordpress.com/2011/02/16/cell-organisation-in-animals/
2. TEACHER ASKS STUDENT TO READ CELL ORGANISATION IN PLANT ON
THEIR OWN. IT WILL BE DISCUSSED ON THE NEXT CLASS.

SELF EVALUATION:

SUPERVISOR COMMENT: