ANNUAL LESSON PLAN

BIOLOGY

BEACONHOUSE SRI LETHIA

FORM 5 - 2018

WEEK TOPIC LEARNING OBJECTIVES LEARNING OUTCOMES REMARKS

1
2 JAN – 5
JAN UJIAN DIAGNOSTIK SUBJEK TINGKATAN 4

CHAPTER 1 : TRANSPORT
A students is able to:
2
1.1 Understanding the  Identify the problem that could be faced by multicellular in
8 JAN– 12 1.0 importance of having a obtaining their cellular requirements and getting rid their
JAN transport system in some waste products.
Transport multicellular organisms
 Suggest how the problem is overcome in multicellular
organisms

3 A students is able to:

15 JAN – 19  State what a circulatory system (CS) is.

1.0 1.2 Synthesising the
JAN
concept of circulatory  State the three components of CS in humans and animals
Transport
system  State the medium of transport in humans and animals

 State the composition of human blood

  Explain the function of blood and haemolymph in transport

 Describe the structure of human blood vessels

 Explain how blood is propelled through the human

circulatory system

 Explain briefly how blood pressure is regulated

 Compare and contrast the CS in the following: human, fish

and amphibians

 Conceptualise the CS in human

A students is able to:

1.3 Understanding the  Explain the necessity for blood clotting for blood clotting at
mechanism of blood the site of damaged blood vessels
clotting
 Explain the mechanism of blood clotting

 Predict the consequences of impaired blood clotting

mechanism in an individual.
4
A students is able to:
22 JAN – 26
1.0  Describe the formation interstitial fluid (IF).
JAN
Transport  State the composition of IF

 State the importance of IF

1.4 Synthesising the
concept of lymphatic  Describe the fate of IF.
system
 Describe the structure of Lymphatic System(LS)

 Explain how the LS complements the CS

 Compare the content of blood, interstitial fluid and lymph.

 Predict what will happen if IF fails to return to the CS

  Conceptualise the relationship between the LS and CS

A students is able to:

 State another function of the CS besides transport.

 Identify the three lines of defence mechanism of the body.

 Describe the process of phagocytosis.

5
 State the meaning of antigens and antibody.
29 JAN – 2 1.5 Understanding the
1.0  State the meaning of immunity and immunisation
FEB role of the circulatory
Transport system in body defence  Relate antigen and antibody to immunity
mechanism  Name & give examples of the various types of immunity

 State the effects of human immunodeficiency virus (HIV) on

the body’s defence mechanism

 Describe the transmission of HIV

 Suggest ways to prevent the spread of acquired immune

deficiency syndrome (AIDS)

A students is able to:

1.6 Appreciating healthy
cardiovascular system  Select and practise suitable ways to maintain healthy
cardiovascular system.
 6 1.0 A students is able to:

5 FEB – 9 Transport  State the necessity for transport of substances in plants

FEB
1.7 Understanding the
transport of substances
in plants
 Identify the vascular tissue in stem, root and leaf
 State the role of vascular tissue in the transport substances
 Describe the structure of vascular tissue

 Relate the structure of xylem to transport

 Relate the structure of phloem to transport

 Predict the effect of removing a ring of phloem tissue from a

plant

A students is able to:

 State what translocation is.

 Explain the importance of translocation in plants

 Describe process of transpiration

 Explain the importance of transpiration

7
1.8 Synthesising the  Describe the pathway of water from soil to the leaves
12 FEB – 16 1.0
concept of transport of  State the external conditions affecting transpiration
FEB Transport substances in plants
 Design experiments to study factors affecting the rate of
transpiration

 Explain the role of the root pressure in the movement of

water in plants

 Explain the role of cohesion and adhesion of water in the

movement of water in plants

 Conceptualise the transport mechanism in plants.

 CHAPTER 2 : LOCOMOTION AND SUPPORT
A students is able to:

 Explain the necessity for support and locomotion in humans

8 and animals
2.0 2.1 Understanding
20 FEB – 23  Describe problems that could be faced by human and
Locomotion support and locomotion animals in support and locomotion
FEB
and support in humans and animals
 Explain how problems in support and locomotion are
overcome in humans and animals

Name the bones that make up the axial skeleton and appendicular
skeleton of the human body.

A students is able to:

 Label the bones, the skeletal muscles and tendons in a

diagram of the arm
2.1 Understanding
9
2.0 support and locomotion  Explain how movement is brought about in a limb
26 FEB – 2 in humans and animals
Locomotion  State the function of cartilage and synovial fluid at joints
MAR
and support  Describe briefly the mechanism of locomotion in animal

 State some consequences of impaired musculoskeletal

system on support and locomotion
 A students is able to:

 Practise ways to care for the musculoskeletal system

2.2 Appreciating a
healthy musculoskeletal
system
10
2.0
5 MAR – 9
MAR Locomotion
and support
A students is able to:

2.3 Understanding  Explain the necessity for support in plants

support in plants
 Explain how support is achieved in aquatic plants.

Explain how support in terrestrial plants are achieved through tissue

modifications

11 ASSESSMENT 1 EXAMINATION

12 MAR – 16
MAR

12

19 MAR – 23
1ST MID-SEMESTER HOLIDAY
MAR
 CHAPTER 3 : COORDINATION AND RESPONSE
A students is able to:

 List the changes in external and internal environment faced

by an organism
3.1 Understanding  State why organisms have to be sensitive to changes in
13 response and internal and external environment.
coordination
3.00  Clarify through examples the meaning of ‘stimulus’ and
26 MAR – 30
Coordination ‘response’.
MAR
and response
 State the main components and pathways involved in
detecting and responding to changes in external
environment

 State the main components and pathways involved in

detecting and regulating changes in internal environment

 Clarify through examples the meaning of ‘coordination’.

A students is able to:

 State the role of nervous system

14 3.2 Analysing the role  Draw and label a diagram to show the organisation of the
3.00 of human nervous nervous system(NS)
2 APR – 6
Coordination system
APR  Name the main parts of the brain and state their function
and response
 Draw and abel a diagram of a cross section of the spinal
cord.

 State the main functions of the spinal cord

 A students is able to:

 Label the structure of an efferent neurone.

 Identify the type of the neurone from diagrams given

 State the function of each type of neurone

 State the mode of transmission of information along the

neurone

 Describe briefly the pathway of transmission of information

from receptors to effectors
15
 Draw & label a simple diagram of synapse
9 APR – 13 3.00 3.2 Analysing the role
APR  Describe the transmission of information across the
Coordination of human nervous
synapses
and response system (cont)
 State the role of synapse in transmission

 Give examples of voluntary action

 Give examples involuntary action.

 Outline the transmission of the information in voluntary

action

 Outline the transmission of the information in involuntary

action

 Draw schematic diagram showing a reflex arc

 Give examples of NS related diseases

 A students is able to:

16  State what a hormone is

16 APR – 20 3.3 Analysing the role  State what the endocrine system is
3.00
APR Coordination of hormones in humans  State why the endocrine system is necessary
and response
 State physiological processes not directly regulated by the
nervous system

 Describe how the endocrine system complements the

nervous system

A students is able to:

 Label the main glands of the endocrine system

 Name the main hormones produced by each endocrine

gland
17
 State the functions of the hormones involved in some
23 APR -27 3.00 3.3 Analysing the role physiological processes
APR Coordination of hormones in humans
 Describe briefly how secretion of hormones is regulated
and response
 Describe briefly coordination involving both the nervous
system and endocrine system in a ‘fight and flight’ situation

 State the effects of hormonal imbalance

 State the use of hormone in medicine

 Discuss how ES complements the NS

18 3.00 3.4 Synthesising the A student is able to:

1 MAY – 4 Coordination concept of homeostasis  Explain The necessity to maintain an optimal physical &
MAY and response in human chemical condition in the internal environment
  State meaning of homeostasis

 Design an experiment to study the effect of different

quantities of water intake on urine output.

 Relate changes in blood osmotic pressure to urine output

 Describe the formation of urine

Relate the formation of urine to excretion

A students is able to:

 Describe briefly the mechanism of osmoregulation

19  Predict the consequences of impaired kidney function.

3.00 3.4 Synthesising the  Describe the regulation of blood sugar level
7 MAY – 11
Coordination concept of homeostasis
MAY  Describe the regulation of body temperature
and response in human (cont)
 Conceptualise homeostasis

20 & 21
14 MAY – 25
MAY MID YEAR EXAM

22 3.5 Practising a A students is able to:

healthy lifestyle
28 MAY – 1  Describe effects of drug and alcohol abuse on humans
JUN  Explain the factors that can lead to drug and alcohol abbuse

 Practise a healthy life style.

 A students is able to

3.00 3.6 Understanding  State what plant hormones are

Coordination plants hormone
 Give some example of plant hormone
and response
 Infer the effect of auxins on growth responses

 Explain the role of auxins in tropism

 State the use of hormones in agriculture.

CHAPTER 4 : REPRODUCTION AND GROWTH

4.1 Analysing gamete A students is able to:

formation
 Explain the necessity for organisms to reproduce

 State types of reproduction

 Explain the necessity for formation of gametes

 Describe the formation sperm in humans

23
 Describe the formation ovum in humans
4 JUN – 8 4.0
JUN  Compare the formation the formation of sperm with that of
Reproduction
ovum
& Growth
Students is able to:

 State what menstruation is

4.2 Analysing the role
 Relate menstruation to menstrual cycle
of hormones in
menstrual cycle  State the importance of the menstrual cycle

 State hormones involved in the menstrual cycle

 Relate hormonal levels to the development of follicles, the

 process of ovulation, and the formation of corpus luteum.

 Relate abnormal levels to the changes in thickness of the

endometrium

 Explain the role of hormones in regulating the menstrual cycle

 State what premenstrual syndrome (PMS) is.

 State what menopause is

24 & 25

11 JUN – 22
1ST MID SEM HOLIDAY
JUN

4.3 Understanding the A students is able to:

early development of a
Zygote in humans  Describe what fertilisation is

 Describe in simple terms the early development of a zygote

26  Name the two main stages in the development of a zygote in

preparation for implantation
25 JUN – 29 4.0
JUN  Describe the formation of twins
Reproduction
& Growth  Compare identical twins with fraternal twins,

 State the function of the placenta in foetal development

 Explain the advantages of fetus having a separate circulatory

system from the mother

A students is able to:

4.4 AppreiciatingThe  Explain the contribution of science and technology to human

 contribution of science reproduction
and technology to
 Explain some moral issues related to the application of
human reproduction
science and technology to human reproduction

 What sexually transmitted diseases are

 Give examples of sexually transmitted diseases

4.5 Synthesising the A students is able to:

concept of sexual
reproduction in  Identify male and female structures in flower
flowering plants  Describe the formation of pollen grains

 Describe the formation of the embryo sac in the ovule

27
 Describe the formation of pollen tube
2 JUL – 6 JUL 4.0
Reproduction  Describe the formation of zygote
& Growth
 Describe the formation of triploid nucleus

 Conceptualise double fertilisation

 Relate the structure of fruit to the flower parts

 Explain the importance of double fertilisation for the

survival of flowering plants

4.6 Understanding A students is able to:

28 4.0 growth in multicellular
Reproduction organisms  Explain briefly the necessity for growth in organisms
9 JUL - 13
JUL & Growth
 Explain what growth is
 4.7 Understanding the
growth curve
A students is able to:

 Identify parameters used in the measurement of growth

 Describe the sigmoid growth curve on an organism

 Relate the shape to the growth curve to the growth phases

of an organism

 Explain the shape of the growth curve of an insect.

4.8 Understanding A students is able to:

29 primary and secondary
growth in plants  State the types of growths in plants.
16 JUL – 20 4.0
JUL  State what primary and secondary growth are.
Reproduction
& Growth  Name the tissue involved in primary and secondary growth

 State the location of the tissue involved in primary and

secondary growth.

30

23 JUL – 27 ASSESSMENT 2 EXAMINATIONS

JUL

CHAPTER 5 : INHERITANCE

31 5.1 Synthesising the A students is able to:

concept of inheritance
30 JUL – 3 based on Mendel’s  State what is meant by inheritance,
5.0 Inheritance
AUG experiment  Differentiate traits from characters
  Identify characters and traits in Mendel’s experiments

 State that there is a hereditary factor that determines a

particular character

 Identify the dominant and recessive traits

 Explain genes and alleles

 Explain dominant alleles and recessive alleles

A students is able to:

 State the meaning phenotype,

 State the meaning genotype,

 Relate allele combination to genotype

 State the meaning of homozygote and heterozygote

 Determine phenotype ratio of the first filial generation and

second filial generation

 State the meaning of monohybrid inheritance

 Conceptualise Mendel’s First Law

 State the meaning of ‘dihybrid inheritance’

 Conceptualise Mendel’s Second Law

32 5.2 Understanding A students is able to:

5.0 Inheritance inheritance
6 AUG – 10  State the blood groups in the ABO system and Rhesus factor
AUG in humans
  Explain the inheritance of ABO blood group in humans

 Differentiate autosomes from sex chromosomes

 Identify the different human karyotypes

 Explain sex determination in off-springs

 Explain sex-linked inheritance using example

 Describe heredity disease

A students is able to:

5.3 Understanding  State the unit of heritance

genes & chromosomes
33  State the location of genes

13 AUG – 17  Describe the structure of deoxyribonucleic acid (DNA)

AUG 5.0 Inheritance  Describe in simple terms the manifestation of a trait of an
organism from the basic unit of inheritance.

 Explain briefly the importance of genetics to mankind

 Describe the application and abuse of knowledge in genetics

 Argue on the need for ethics and moral in the application of

genetics.

34

20 AUG – 24
2ND MID-SEMESTER HOLIDAY
AUG

CHAPTER 6 : VARIATIONS
 6.1 Understanding A students is able to:
variation in
organisms  State the importance of variation in organisms

 Give examples of variation in humans

 State the types of variation

 Compare continuous variation with

discontinuous variation
6.2 Understanding
the causes of A students is able to:
variation  State the factors causing variation,

35  Explain the effects of genetic factors on

variation
27 AUG – 31
6.0
AUG  Explain the effects of environmental factors on
Variation variation

 Explain the effect of the interaction between

genetic factors and environmental factors on
variation

 Explain mutation

 Explain the importance of variation in the

survival of a species

6.3 Be respectful
The student is able to;
towards one
another despite  Accept that people are different
varition
 Respect each other
 36 REVISION

27 AUG – 31
AUG

37

10 SEPT – 14 REVISION
SEPT

38

17 SEPT – 21 REVISION
SEPT

39
REVISION
24 SEPT – 28
SEPT

40

1 OCT – 5 REVISION
OCT

41

8 OCT – 12 REVISION
OCT

42

15 OCT – 19 REVISION
0CT
 43

22 OCT – 26 REVISION
OCT

44

29 OCT – 2 FINAL EXAMINATION

NOV

45

5 NOV – 9 SPM
NOV

46

12 NOV – 16 SPM
NOV

47

19 NOV – 23 SPM
NOV

48-52

END YEAR HOLIDAY