SMK(L) METHODIST, KL.
YEARLY SCHEME OF WORK – BIOLOGY FORM 4 – 2009
THEME : INTRODUCING BIOLOGY
LEARNING AREA : 1.0 INTRODUCTION TO BIOLOGY
WEEK LEARNING OBJECTIVES
1 1.1 Understanding the study
of Biology
SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
Carry out small group discussion on the A student is able to : TSTS
following and present the findings:  Attributing
 State what the study of  Generating ideas
a) What is the study of Biology? Biology is,
Noble Values
b) The importance of Biology with respect  Explain the importance  Having an interest and
to the study of living things, environment, of Biology, curiosity towards the
interaction between living things and the environment
environment.  Realising the science is a
means to understand
Construct a concept map based on  List the different fields nature
information gathered on the different fields of of study in Biology  Appreciating the balance
study and careers related to Biology. of nature
 List the careers related to
Biology,
Small group discussion on the importance of  State various ways of TSTS
the following : studying Biology  Sequencing
 Grouping & classifying
a) Acquiring scientific skills,  Relating
b) Scientific method,  Making inferences
c) Practising scientific attitudes and noble  Making hypothesis
values.  Making conclision
Noble Values
 Being systematic
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
 Being diligent &
 persevering
 Being cooperative
 Daring to try

Teaching Aids
 Text book
 CD Roms
 News paper cutting
 Pamphlet
1.2 Applying scientific Observe a situation and identify all the A student is able to : This activity helps the teacher
investigation variables. Suggest a question that is suitable  Identify variables in to assess students capabilities
for a scientific investigation. Discuss to : a given situation, in carrying out a scientific
a) Form a hypothesis  Identify the investigation
b) Plan the method of investigation relationship between
including selection of apparatus and two variables to form TSTS : Attributing, Grouping
work procedures. a hypothesis, and classifying, making
inferences, predicting,
Carry out an experiment :  Design and carry out making hypotheses,
a) to collect and tabulate data, a simple experiment synthesizing, making
b) present data in a suitable form to test the hypothesis, generalizations, visualizing,
c) interpret the data and draw the
conclusion,  Record and present Teaching aids : text book,
d) write a complete report data in a suitable transparency, news paper
form, cutting, LCD Projector,
Carry out an experiment on the making of apparatus using in lab,
bread using yeast in the absence and  Interpret data to draw internet
presence of sugar. Record the time taken conclusions,
for the dough to double its size. For futher Noble Values :
investigations, salt is used. During  Write a report on an - Appreciating the
investigations, highlight the need to experiment contribution of science and
practice scientific attitudes and noble technology
values such as honesty and accuracy in  Practice scientific - Having an interest and

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
recording and verifying the data. attitudes and noble curiosity towards the
values. environment
- appreciating the balance of
nature

These attitudes and values

should be observed for all
investigations in other
learning areas.

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

LEARNING AREA : 2.0 CELL STRUCTURE AND CELL ORGANISATION
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
2 2.1 Understanding cell Prepare and study slides to compare the A student is able to :
structure and function epidermal cells of onion or cells of Hydrilla
leaf with human cheek cells. draw and label an
animal cell,
Observe, draw and label diagrams of an
animal cell and plant cell as seen through draw and label a
a light microscope. plant cell,

Study electron micrographs of animal cells identify the cellular

and plant cells to identify cellular component of an
components of cell : animal cell,

(a) plasma membrane and cell wall, identify the cellular

(b) cytoplasm, components of a
(c) organelles : plant cell
(i) nucleus : nucleolus,
chromosomes,
nucleoplasm and

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
nuclear membrane,
(ii) rough and smooth
endoplasmic reticulum,
(iii) mitochondria,
(iv) Golgi apparatus
(v) Lysosomes
(vi) Ribosomes
(vii) Chloroplasts
(viii) Centrioles
(ix) Vacuoles

Work in small groups to match cellular state the functions

components to their functions. of the cellular
components in an
3 Students present a comparison between animal cell,
the structure of an animal cell and plant state the functions
cell. of the cellular
Discuss the relationship between the components in a
density of certain organelles with the plant cell
function of specific cells : compare and
contrast an animal
(a) mitochondria with the function of cell and a plant cell
sperm cells, flight muscle cells in relate the density of
insects and birds, cells in the certain organelles
meristems, with the functions of
(b) chloroplasts with the function of specific cells.
palisade cells.
4. Chinese New Year Break (26-1-2009 to 30-1-2009)
5. 2.2 Understanding cell Observe the living processes of unicellular
organisation organisms such as feeding, locomotion A student is able to :
and reproduction through computerised State the necessity
animation / video / microscope. for cell

4
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
Carry out small group discussion on the specialisation in
following and present the findings : multicellular
(a) cell specification in multicellular organism as
organisms, compared to
(b) the necessity for cell specialization unicellular
in multicellular organisms. organism,
(c) Cell organisation in the formation of Describe cell
tissues, organs and systems in specialization in
humans, animals and plants. multicellular
Construct models of tissues, organs and organisms,
systems in human, animals and plants. Describe cell
organisation in the
formation of
tissues, organs and
systems in
multicellular
Conduct a discussion on the following : organisms,
(a) the meaning of internal State the meaning
environment, of internal
(b) factors affecting the internal environment,
environment including temperature, Identify factors
pH, osmotic pressure and glucose affecting the
level. internal
(c) It is important that the organisms environment,
cells always experience conditions Explain the
which permit efficient functioning, necessity to A simple explanation.
(d) The involvement of various maintain optimal
systems in maintaining optimal internal
internal environment. environment,
Describe the
involvement of
various systems in

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
maintaining optimal
internal
environment.
2.3 Appreciating the Discuss and predict the cell condition A student is able to:
uniqueness of the cell without a particular cellular component. Predict the state of
certain cells without
Conduct a role play activity to show that a particular cellular
cells become adapted for different component,
functions. Illustrate that most
cells specialized for
the job that they
perform.

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

LEARNING AREA :3.0 MOVEMENT OF SUBSTANCES ACROSS THE PLASMA MEMBRANE

WEEK LEARNING OBJECTIVE SUGGESTED LEARNING LEARNING NOTES

ACTIVITIES OUTCOMES
6 3.1 Analysing the 1. Discuss and gather information on : A student is able to :
movement of substances a. substances that are required by
across the plasma cells a. state the substances
membrane b. substances to be eliminated required by living
from cells cells
c. the necessity for movement of b. state the substances
substances across the plasma that have to be
membrane eliminated from cells
d. the structure of the plasma c. explain the necessity
membrane as comprising the for movement of
phospholipids bilayer, carrier substances across

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WEEK LEARNING OBJECTIVE SUGGESTED LEARNING LEARNING NOTES
ACTIVITIES OUTCOMES
protein and pores. the plasma Only a brief account of
2. Conduct an experiment using starch membrane the structure of the
suspension and glucose to study d. describe the plasma membrane is
the movement of substances across structure of the required
egg membrane or Visking tubing plasma membrane

3. Discuss and gather information on

a. the properties of the plasma
membrane as a semi-
permeable membrane.
b. the movement of soluble
substances across the plasma e. describe the
membrane through simple permeability of the
diffusion and facilitated plasma membrane
diffusion.
4. Carry out an activity to show A student is able to :
osmosis using a simple osmometer.
a. explain the
movement of water
molecules across the
plams membrane by
osmosis.
5. Discuss the movement of b. explain the Only basic explanation
substances across the plasma movement of of the active transport
membrane through active transport substances across process is required
the plasma
6. Use computer simulation to show membrane through
the movement of substances across the process of active
the plasma membrane through transport.
passive and active transport.

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WEEK LEARNING OBJECTIVE SUGGESTED LEARNING LEARNING NOTES
ACTIVITIES OUTCOMES
7. Discuss the processes of passive
transport and active transport in
living organisms
a. gaseous exchange in the c. Explain the process of
alveoli and blood capillaries passive transport in
(simple diffusion) living organism using
b. absorption of digested food in examples.
the villus (facilitated diffusion)
c. absorption of water by root
hairs of a plant ( osmosis)
d. ion intake by root hairs of a d. Explain the process of
plant ( active transport) active transport in
living organisms using
8. Construct a concept map by using a examples.
graphic organizer to show the
movement of substances across the
plasma membrane.

9. Use a graphic organizer to compare e. Compare and contrast

and contrast passive transport and passive transport and
active transport active transport

7 3.2 Understanding the 1. Carry out activities to study the A student is able to:
movement of effect of hypotonic and hypertonic
substances across solutions on plant and animal cells: a. explain what The use of human blood
the plasma a. plasmolysis and deplasmolysis hypotonic, hypertonic is discourage
membrane in in plant cells. and isotonic solutions
everyday life b. Haemolysis and crenation in are
red blood cells. b. explain the effect of
2. Discuss : hypotonic, hypertonic
a. hypotonic, hypertonic and and isotonic solutions

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WEEK LEARNING OBJECTIVE SUGGESTED LEARNING LEARNING NOTES
ACTIVITIES OUTCOMES
isotonic solution on plant cell and
b. plasmolysis , deplasmolysis, animal cell.
haemolysis and crenation
c. flaccidity and turgidity of plant c. explain plasmolysis,
cells. deplasmolysis,
heamolysis and
crenation.

3. Carry out an investigation using

various concentration of salt or d. design an experiment
sugar solution to determine the to determine the The concentration of the
concentration of external solution concentration of external solution which is
which is isotonic to the cell sap of external solutions isotonic to the cell sap is
plant tissues. which is isotonic to determined from the
cell sap. plotted graph
4. Discuss and make an inference on
the concentration of cell sap in plant e. make an inference
tissues which is equivalent to the on the concentration
concentration of isotonic solution. of cell sap in plant
tissues.
5. Discuss and correlate the
movement of substances across f. Relate the movement
the plasma membrane with the of substances across
difference in concentration of the plasma membrane with
external solution and that of the concentration gradient.
cell sap.

6. Discuss:
a. wilting of plants caused by the
excessive use of chemical g. Explain the
fertilisers phenomenon of Discussion shoud be
b. preservation of food using salt wilting in plants using based on the concepts

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 WEEK LEARNING OBJECTIVE SUGGESTED LEARNING LEARNING NOTES
ACTIVITIES OUTCOMES
or sugar examples. of osmosis and
h. Explain the plasmolysis
preservation of food
using examples
8 3.3 Appreciating the 1. Compose poem to appreciate the A student is able to:
movement of movement of substances across
substances across the plasma membrane. a. explain the necessity
the plasma of movement of
membrane substances across the
plasma membrane which
is occur in a continuous
and controlled manner
for survival of a cell.
9, 10 Ujian Selaras T4, T5 dan T6A (2-3-2009 to 13-3-2009)
11 First Term – Mid Term Break (16-3-2009 to 23-3-2009)

LEARNING AREA : 4.0 CHEMICAL COMPOSITION OF THE CELL

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
4.1 Understanding the Carry out small group discussion on the A student is able to: Chemical compounds in the
12 chemical composition following and present the findings: cell are limited to
of the cell carbohydrates, lipids,
a) elements in the cell, including state the elements in proteins, nucleic acids and
carbon, hydrogen, oxygen, nitrogen, the cell, water only.
sulphur, phosphorus, calcium,
potassium, magnesium, chlorine, A brief account on the
sodium and ferum, importance of
b) the presence and importance of list the chemical carbohydrates, lipids,
chemical compounds in the cell. compounds in the proteins and nucleic acids Is
cell, required.
explain the
importance of
organic compounds
in the cell,
explain the
importance of water
in the cell.

4.2 Understanding Carry out small group discussion on the A student is able to: A detailed molecular
carbohydrates following and present the findings: structure is not required.
a) elements in carbohydrates state the elements in
b)types of carbohydrates, i.e. carbohydrates, A brief account of
monosaccharides, disaccharides and condensation and
polisaccharides, using examples, state the types of hydrolysis reactions is
c) the formation and breakdown of carbohydrates, required.
disaccharides, such as maltose, sucrose
and lactose, explain the formation
d) the formation and breakdown of and breakdown of
polysaccharides, such as starch, disaccharides and
glycogen and cellulose. polysaccharides,
Conduct an activity to differentiate

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
between reducing and non-reducing
sugars.

4.3 Understanding proteins Carry out small group discussion on the A student is able to :
following and present the findings:
state the elements in
a) elements in protein, such as carbon, proteins,
hydrogen, oxygen, sulphur nitrogen and
phosphorus,
state the various
b) dipeptides and polypeptides, structures of
proteins,
c) the formation and breakdown of explain the formation
dipeptides and polypeptides, and breakdown of
dipeptides and
d) essential amino acids and non- polypeptides,
essentials amino acids. explain the meaning
of essential amino
Use charts to illustrate the various protein acids and non-
structures, i.e. primary, secondary, tertiary essential amino
and quartenary. acids.

4.4 Understanding lipids List the main types of lipids: A student is able to :

a) fat, state the elements in

b) oil, lipids,
c) wax, state the main types
d) phospholipids, of lipids
e) steroids, such as cholesterol,
testosterone,oestrogen and
progesterone. A student is able to :
Carry out small group discussion on the
following and present the findings:

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
a) elements in lipids, state the
b) components of fats and oils, components of fats
c) formation and breakdown of fats and oils and oils,
explain the formation
and breakdown of
fats and oils,
compare and
Use a graphic organizer to compare contrast saturated
saturated fats and unsaturated fats. fats and unsaturated
fats

13, 14 4.5 Understanding enzymes Discuss on the following : A student is able to:
a) what enzymes are,

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
b) enzyme requirement in the living state what enzymes
process, are,
c) general characteristics of enzyme, explain why
d) naming of enzyme based on the enzymes are
substrate, needed in life
e) sites of enzyme synthesis, processes,
f) intracellular and extracellular list the general
enzymes and examples, characteristics of
enzymes,
relate the name of
enzyme to substrate,
state sites where
enzymes are
synthesized,
state the meaning of
intracellular and
extracellular
enzymes,
Conduct a role-play activity to show the explain the
involvement of ribosomes, endoplasmic involvement of
reticulum and Golgi body in the production specific organelles in
of extracellular enzymes. the production of
extracellular
enzymes,
Conduct experiments to study the effects of
explain the effects of
pH and temperature on the activities of
pH, temperature,
amylase and pepsin.
enzyme
concentration and
Discuss the effects of enzyme substrate
substrate
concentration on enzyme activity.
concentration on

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
Discuss the mechanism of enzyme action enzyme activity,
using the „lock and key‟ hypothesis. explain the
mechanism of
Discuss and correlate pH temperature, enzyme action,
enzyme concentration and substrate relate the
concentration on enzyme activity using the mechanism of
„lock and key‟ hypothesis. enzyme action with
pH, temperature,
Gather information from the internet and enzyme
other sources on the uses of enzymes in : concentration and
substrate
a) daily life, e.g. tenderizing meat concentration,
b) industry e.g. food processing and explain the uses of
detergent manufacturing. enzymes in daily life
and industry using
examples.
4.6 Realising the Conduct a role play or story telling session Predict the
14 importance of the to predict the consequences of deficiency consequences of
chemical composition in in one of the chemical components in the deficiency in
cells cell. carbohydrates,
protein, lipids or
enzymes in the cell.

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

LEARNING AREA : 5. CELL DIVISION
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
15 5.1 Understanding mitosis Conduct a brainstorming session on the A student is able to:
following: State the necessity
a) the need for production of new cells in for the production of
organisms, new cells in

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
b) the need for production of new cells organisms
identical to parent cells Explain the
necessity for the
Derive the meaning and significance of production of new
mitosis from the brainstorming session. cells identical to
parent cells,
Study charts to identify the various of the
cell cycle. State the
significance of
Make models to demonstrate mitosis and mitosis,
cytokinesis. Identify the phases
in the cell cycle ,
Prepare and observe a slide of onion root Explain the process
tip to identify different stages of mitosis. of mitosis and
cytokinesis,
Study the process of controlled and
uncontrolled mitosis and cytokinesis Arrange the various
through simulation, computerized, stages of mitosis in
animation or video. the correct
sequence,
Conduct a brainstorming session to come
up with examples on mitosis as a Compare and
controlled process for the perpetuity of contrast mitosis and
living things such as regeneration, of cytokinesis in
16 lizard tail, certain plant parts and the animal and plant
healing of skin. cell,
Explain the
Gather information on diseases, including important of
cancer or tumour, caused by uncontrolled controlled mitosis,
mitosis in living things.
explain the effects
of uncontrolled
Make a trip to a research institute to study
mitosis in living
tissue or culture technique.

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
things,
Conduct a debate or forum on cloning Describe the
issues. application of
knowledge on Techniques of cloning
mitosis in cloning, include tissue culture
Explain the
advantages and
disadvantages of
cloning.
5.2 Understanding meiosis Discuss the following : A student is able to :
17, 18
a) trait inheritance in offsprings , State the necessity
of traits inheritance
b)the need to maintain diploid in offspring for
chromosomal number from one continuation of life.
generation to another, State the necessity
to maintain diploid
c) the need to produce gametes with chromosomal
haploid number of chromosomes, number from
generation to
generation.
State the necessity
d) the uniqueness of diploid number of for production of
chromosomes in organisms, haploid gametes in
sexual reproduction
e) the significance of meiosis, State the
significance of
f) the type of cell that undergoes meiosis meiosis,
in human, animals and plants. Identify the type of
cell that undergoes
meiosis,
Observe the process of meiosis trough Explain the process

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
computerized animation, of meiosis,
photomicrograph, prepared slides, or Arrange the various
video. stages of meiosis in
the correct order,
Use simulation activities to show change
in chromosome behaviour during meiosis I
and meiosis ii
Compare and
Use graphic organizers to compare and contrast meiosis I
contrast : and meiosis ii ,
Compare and
a) meiosis I and meiosis ii. contrast meiosis
b) Meiosis and mitosis and mitosis
18 5.3 Appreciating the A student is able to:
movement of a) conduct a role play .
chromosomes during b) avoid radioactive and carcinogenic describe what will
mitosis and meiosis. substances. happen when the
movement of
chromosomes
during mitosis and
meiosis do not
occur in an orderly
manner.
Know and avoid
things that maybe
harmful.
19, 20, Mid Year Examination (11-5-2009 to 28-5-2009)
21
22, 23 First Term Break (1-6-2009 to 14-6-2009)

18
Theme : Investigating The Physiology Of Living Thing
Learning Area : 6.0 Nutrition
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
24 6.1 Observe and identify types of nutrition in A student is able to:
Understanding types of various organism.
nutrition Discuss autotrophic and heterotrophic
nutrition with reference to State the types of
chemosynthesis, photosynthesis, holozoic nutrition,
nutrition, saprophytism, and paratism. Explain autotrophic
nutrition,
Use a graphic organizer to show the Explain heterotrophic
types of nutrition. nutrition,

Conduct an activity to classify various Classify organisms

organisms according to types of nutrition. according to the types
of nutrition
6.2 Carry out small group discussion on the A student is able to :
24 Applying the concept of following and present the finding:
balanced diet a) requirements of a balanced diet explain the necessity
b) factors affecting the daily energy for a balanced diet
requirement such as age, sex, body explain the factors
weight and occupation. affecting the daily
energy requirement The unit for energy used is
Conduct an activity to determine the Determine the energy Joule
energy value in food samples. value,

Design activities to test for the presence Determine the nutrient

of starch, reducing sugar, non-reducing content in food
sugar, protein and lipid in food samples. samples

Conduct an experiment to determine the

vitamin C content in various fruit juices

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
Match the vitamins , minerals and explain the functions
roughage with their sources, functions and sources of vitamins,
and effects of deficiency minerals , roughage in a
diet to maintain health
Discuss the sources and functions of explain the functions of
water in the body water in the body
Formulate and justify an appropriate diet justify the selection of
menu for pregnant mother ,infants, an appropriate
children, teenagers, athletes, people with balanced diet for a
specific diseases, the aged and target group
vegetarians
24 6.3 Group discussion and presentation on the A student is able to:
Understanding malnutrition following:
a) meaning of malnutrition explain wha
b) effects of deficiency in proteins, malnutrition is
vitamins, minerals on health explain the effects of
c) effects of excessive intake of malnutrition
carbohydrates, lipids, vitamins and
minerals describe ways to
d) effects of diet with low saturated fats reduce certain heath
on cardiovascular disease problems due to one‟s
e) ways to reduce the risk of high blood diet
pressure, diabetes mellitus and
osteoporosis
24 6.4 Discuss the following : A student is able to :
Analyzing food digestion a) glucose, amino acids and lipids are state the substances
required to carry out metabolic that are required to carry
processes out metabolic processes
b) complexed substances need to be list the complex
digested substances that need to
be digested
explain the necessity to

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
Draw and label parts of the human digest complex
digestive system substances
draw and label the
Discuss the functions of digestive juices human digestive system
and other substances that aid the process
of digestion state and describe the
digestive juices and
Discuss the digestion of food on the substances involved in
following aspects: location, chewing and human digestive system
movement of food, glands involved, explain the digestion of
enzymes, pH, substrates and products carbohydrates, proteins
and lipids
Identify the parts of digestive system and
digestion of cellulose in ruminants and
rodents identify and describe
the digestion of cellulose
Compare and contrast the process of in ruminants and
cellulose digestion in humans, ruminants rodents
and rodents compare and contrast
the digestive processes
Plan and conduct experiments to study in human, ruminants
enzymes actions on starch and protein and rodens
design experiments to
Discuss problems related to food study the digestion of
digestion: starch and proteins
a) incomplete digestion describe problems
b) bile stone related to food digestion
c) reduced production of specific
digestive enzyme
25 6.5 Examine models or diagrams of the A student is able to:
Understanding the digestive system and cross-section of the
processes of absorption small intestine. identify the parts of

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
and assimilation of digestive system
digested food Using models or diagrams to discuss: explain the adaptive
a) adaptation of the small intestine characteristic of the
digestive system related
b) absorption process of digested food in to absorption
the villus draw and label the
structure of the villus
explain the process of
absorption in the villus
Carry out an activity to study the
movement of substances through the make an analogy on
Visking tubing the process of
Correlate the movement of substances absorption in the small
through the Visking tubing with nutrient intestine
absorption in the small intestine
Discuss the absorption of water and
minerals in the colon explain the absorption
of water and minerals in
Using diagrams, charts or computerized the colon
animation discuss:
a) the transport of amino acid, glucose, describe the transport
water soluble vitamins minerals by of nutrients by
circulatory system circulatory system for
i) from small intestine to liver through assimilation
the hepatic portal vein
ii) from liver to body cell
b) transport of lipids and fat soluble
vitamins
Make a schematic diagram to show the
transport of nutrients from the intestine to
the body cells.
Discuss the function of liver:
a) storage of nutrients

22
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
b) processing the products of digestion
i.e. excess glucose and amino acid explain the main
c) detoxification functions of the liver

Discuss the process of assimilation describe the process of

assimilation
25 6.6 Identify the colon and rectum in the A student is able to:
Understanding the digestive system
formation of feaces and identify the part where
defecation Discuss: the formation of feaces
a) the formation of feaces takes place
b) the role of microbs in the colon describe the formation of
c) effects of antibiotics on the feaces
microbs in the colon explain the role of
d) what defecation is microbs and the effect of
e) the importance of defecation antibiotics on them
f) importance of high fiber diets explain what defecation
g) defecation related problem i.e. is
constipation, colon cancer and explain the importance of
hemorrhoids defecation and high fibre
diets
describe the problems
related to defecation
26 6.7 Discuss: A student is able to:
Evaluating eating habits a) relationship between eating habits and
health problems such as gastritis, relate eating habits with
obesity, anorexia nervosa, bulimia health problems
b) evaluate the nutrient contents based evaluate critically Eating habits involve the
on food labels or advertisements whether a particular frequency and time of
c) evaluate the eating habits of classmate eating habit is good or eating and the type of food
bad consumed
25 6.8 Realizing the Conduct an of a defective the digestive A student is able to:

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
importance of healthy system.
digestive system Conduct a discussion on ways to take Predict the effects of
care of the digestive system, such as defective digestive
good eating habits, avoid junk food, try to system on health,
cut down on sweet and fatty foods. Take care of the
digestive system for
one‟s well-being.
26 6.9 Understanding the Carry out small group discussion on the A student is able to:
importance of following and present the findings: Maize seedlings may be
macronutrients and List elements required used for this experiment.
micronutrients in plants a) the elements required by plants, by plants,
b) classify the elements required by Classify elements
plants based on the amount needed: required by plants
(i) macronutrients consisting of carbon, based on the amount
hydrogen, oxygen, nitrogen, phosphorus, needed,
potassium, calcium, magnesium, and
sulphur, Design an experiment
(ii) micronutrients consisting of boron, to study the effects of
molybdenum, zinc, manganese, copper macronutrient
and ferum. deficiency in plants,

Plan and conduct and experiment on Relate the effects of

plants to study the effects of macronutrient
macronutrient deficiency i.e. nitrogen, deficiency with the
phosphorus, potassium, calcium, function of
magnesium, and sulphur. macronutrients,

Discuss and correlate the effects of Explain the function of

macronutrients deficiency with the each macronutrient in
function of the macronutrient based on plants,
the results of the experiment. State the function of
micronutrients in

24
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
Collects and interpret data from various plants,
source such as Internet on the function of State the effects of
each macronutrient in plants. micronutrient
deficiency in plants,
Discuss the function of micronutrients and
effects of micronutrient deficiency in
plants.
26 6.10 Students read about the discovery of A student is able to:
Understanding photosynthesis and extract important
photosynthesis facts from it. Describe the
development that leads
to the discovery of
photosynthesis,
State the substance
required for
photosynthesis,
State the substance
produced from
photosynthesis,

Study a cross-section model of a leaf. Draw and label the

Draw and label it. cross-section of a leaf,

Discuss the following: State the function of

a) functions of the part of a leaf, each part of the leaf
b) adaptation of the leaf for optimal with respect to
photosynthesis. photosynthesis,
Explain leaf adaptation
Carry out and activity to investigate the to optimize
adaptation of plants such as hibiscus, photosynthesis,
water lily, Hydrilla and cactus with respect Explain how plants
to: from different habitats

25
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
a) distribution of stomata are adapted to carry
b) distribution of chloroplasts. out photosynthesis
27 6.11 Understanding the With reference to the structure of A student is able to;
mechanism of chloroplast discuss the light and dark
photosynthesis reactions of photosynthesis with respect Identify the part of Detailed structure of
to: chloroplast related to chloroplast is not required.
a) substances required. photosynthesis, Detailed pathways for light
b) location of reaction Explain the light and dark reactions are not
c) products of reaction. reaction of required.
photosynthesis,
Draw a simple schematic diagram of the Explain the dark
light and dark reactions in photosynthesis. reaction of
photosynthesis,
Discuss the following:
a) compare and contrast the light Compare and contrast
reaction and dark reaction in light reaction and dark
photosynthesis. reaction in
b) Correlate light reaction with dark photosynthesis,
reaction in photosynthesis Relate light reaction in
photosynthesis
Write an equation to represent the overall Write an equation to
process of photosynthesis. represent the process
of photosynthesis,
27 6.12 A student is able to:
Synthesizing factors Conduct a brainstorming session to
affecting photosynthesis identify the factors affecting the rate of Identify the factors
photosynthesis i.e. concentration of affecting the rate of
carbon dioxide, light intensity and photosynthesis,
temperature. Design an experiment
to investigate the effect
Plan and carry out an experiment to study of light intensity on the
the effect of light intensity on the rate of rate of photosynthesis,

26
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
photosynthesis. Identify the factor that
limits the rate of
photosynthesis at
different light intensity,
Explain the effects of
temperature and
concentration of carbon
Carry out a small group discussion on the dioxide on the rate of
effects of light intensity temperature and photosynthesis,
concentration of carbon dioxide on rate of Explain the difference
photosynthesis. in the rate of
photosynthesis in
plants throughout the
day based on the
changes in light
intensity and
temperature,

Plan a strategy based on factors affecting Identify some ways to

the rate of photosynthesis to ensure crop meet the need of
production throughout the year in increasing the
countries with four seasons. productivity of crops
based on on factors
affecting the rate of
photosynthesis.
28 6.13 Compose a poem or lyric of a song to A student is able to :
Practicing a caring attitude show appreciation of the role of Tell why we need
towards plants photosynthesis in ensuring the to take good care
perpetuation of life of plants,
Identify cases of
Conduct a planting project in the science mishandling or
resource garden or school compound. destruction of

27
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
plants.
6.14 Carry out small group discussion on the A student is able to:
28 Understanding the following and present the findings:
technology used in food
production a) the quantity of food needed for the explain the need for
present and future population of improving the
the country, quality and quantity
b) the need for improving the quality of food,
and quantity of food for the
country in line with the national
food production policy,
c) effort by various agencies to explain the effort to
diversify food production, diversify food
production,
d) methods used to improve the explain ways to
quality and quantity of food improve the quality
production through the following: and quantity of food
production in the
(i) direct seeding for rice, country.
(ii) hydroponics and
aeroponics,
(iii) breeding,
(iv) tissue culture,
(v) genetic engineering,
(vi) soil management,
(vii) biological control.

Conduct a field trip to relevant agencies

such as Institute of Agriculture Research
and Development of Malaysia (MARDI),
Agriculture Department and Fishery
Department.

28
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
Carry out a vegetable planting project
6.15 Discuss the need for food processing A student is able to:
28 Evaluating the based on the following: explain the
technological development necessity for food
in food processing a) overcoming the factors causing processing
spoilage of food such as the
action of microorganisms and
oxidation,
b) extending the lifespan of food ,
c) avoiding food wastage,
d) diversifying the uses of food like
milk and dairy products,
e) ensuring sufficient food supply.

Prepare a portfolio on the technological describe the

development of food processing from the development of
early days till the present. food processing
technology,
Correlate the following food processing relate food
methods with factors causing food processing
spoilage: methods with
factors causing
i. cooking, food spoilage,
ii. using salt, sugar and vinegar,
iii. fermentation process,
iv. drying,
v. pasteurization, assess the
vi. canning, methods of food
vii. refrigeration, processing to justify
the choice of
Conduct a forum entitled “The effects of consuming certain
processing food on health”. processed food.

29
THEME : INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS
LEARNING AREA :7.0 RESPIRATION

WEEK LEARNING OBJECTIVE SUGGESTED LEARNING LEARNING OUTCOMES NOTES

29 7.1 Understanding the 1. Discuss and gather information :
respiratory process in
energy production
ACTIVITIES
A student is able to :
a. living process require energy
b. the main substrate for a. state that all living
respiration, that is glucose, is processes require
obtained from the following : energy.
i) the digestion of b. identify the main
carbohydrates in human substrate for
and animals, producing energy
ii) the process of c. state the two types of
photosynthesis in plant respiration
c. types of respiration (aerobic d. explain what cell
and anaerobic) respiration is

2. a) Carry out an activity to show e. explain the energy

aerobic respiration. production from
b) Dicuss the energy production in glucose during the
aerobic respiration process of aerobic
respiration.

3. Carry out an experiment to f. state the condition

investigate anaerobic respiration in
yeast
4. Discussion
a. condition leading to an aerobic
respiration in cells
b. the process of an aerobic
respiration in human muscles.
leading to an aerobic
respiration in cells
g. explain the process of
anaerobic respiration
in yeast
h. explain the process of
an aerobic respiration
in human muscles
i. write the chemical

30
WEEK LEARNING OBJECTIVE SUGGESTED LEARNING LEARNING OUTCOMES NOTES
ACTIVITIES
equations for aerobic
and anaerobic
respiration

5. Use a graphic organizer (mind j. compare and contrast

map) to compare and contrast aerobic respiration
aerobic respiration with anaerobic with anaerobic
respiration respiration
29, 30 7.2 Analysing the 1. Observe graphics and discuss the A student is able to :
respiratory structures respiratory structures in human and
and breathing other organisms including protozoa, a. state the respiratory
mechanisms in insects, fish and amphibians. structures in human
human and animal and some animals.
b. make an inference on
the various adaptation
of the respiratory
structures.
2. a) Conduct an activity to compare
the total surface area of a flat
card with a corrugated card and
correlated the increase in total
surface area with the modified
surface structure.

b) Discuss the relationship

between total surface area of
the respiratory structures and
the efficiency of gaseous
exchange in various organisms.

c) Observe the respiratory c. describe the

31
WEEK LEARNING OBJECTIVE SUGGESTED LEARNING
ACTIVITIES
structures to generalise the
characteristics of the respiratory
surfaces in human and other
organisms.
3. a) Use a model to explain the
breathing mechanism in human.
b) Use a graphic organizer to
compare an contrast human
respiratory system with other
organisms.
30 7.3 Understanding the 1. Using a diagram to discuss the
concept of gaseous process of gaseous exchange
exchange across the across the surface of the aveoulus
respiratory surfaces and blood capillaries in the lung in
anf transport of gases relation to :
in human
a. the difference in partial
pressure of respiratory
gaseous in the air of the
alveolus and blood capillaries
in the lungs i.e
i. partial pressure of oxygen
and carbon dioxide in the air
of the alveolus compared to
the partial pressure in the
blood capillaries
b. The difference in partial
LEARNING OUTCOMES NOTES
characteristic of
respiratory surfaces in
human and other
organisms.
d. describe the breathing
mechanism in human
and other organisms
e. compare and contrast
the human respiratory
system with other
organisms.
A student is able to :
a. describe the process
of gaseous exchange
across the surface of
the alveolus and blood
capillaries in the lungs
32
WEEK LEARNING OBJECTIVE SUGGESTED LEARNING LEARNING OUTCOMES NOTES
ACTIVITIES
pressure of oxygen and
carbon dioxide in the blood
entering the alveolus with the
blood living the alveolus ie:

i. partial pressure of oxygen

and carbon dioxide in the
blood entering the alveolus
compared to the blood living
in alveolus.

2. Discuss :
a. the transport of respiratory
gases in human
b. explain the process of
gaseous exchange between
the blood and body cells
3. Mind maps/ graphic organizer to
explain the exchange and transport
of respiratory gasoues in human.
4. Conduct an experiment to
investigate the differences between
inhale and exhale air
31 7.4 Understanding the 1. Conduct an experiment to study
regulatory mechanism the effect of a vigorous exersice on
in respiration the rate of respiration and heart
beat.
2. Discussion on the following :
b. explain the transport of
respiratory gases
c. explain the process of
gaseous exchange
between the blood and
body cells
Cautions :
Handle the following
solution with care :
d. distinguish the Alkaline pyrogallate and
composition of inhale Concentrated potassium
and exhale air. hydroxide
A student is able to :
a. describe the change
in rate of respiration
after completing a
vigourous exercise.

33
WEEK LEARNING OBJECTIVE
3. Discussion on human respiratory
32 7.5 Realising the 1. Discuss and conduct an experiment
importance of
maintaining a healthy
respiratory systems
SUGGESTED LEARNING
ACTIVITIES
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
response, rate of respiration and
heart beat in different situation:
a. vigorous activities eg :
swimming, running, aerobic
exercise, mountain climbing
and playing badminton
b. relaxing
c. fear
to show the effects of cigarette
smoke on white cotton wool and
draw an anology between the lung
and the white cotton wool.
LEARNING OUTCOMES NOTES
b. correlate the rate of
respiration with the
oxygen and carbon
dioxide content in the
body.
c. explain the regulatory
mechanism of
oxygen and carbon
dioxide content in the
body
d. explain the human
respiratory response
and rate of
respiration in
different situation
e. correlate the rate of
respiration with the
rate of heart beat
A student is able to : Say “Tak Nak” to
cigarette
a. care and maintain
efficient function of
the respiratory organ

2. Show the slides of damaged lungs

(cancer) due to smoking.
32 7.6 Understanding 1. Discuss and gather information: A student is able to : A diagram of the cross
respiration in plants section of a leaf is
a. the energy requirement and the a. describe the energy requaired

34
WEEK LEARNING OBJECTIVE SUGGESTED LEARNING LEARNING OUTCOMES NOTES
ACTIVITIES
intake of oxygenintake by plants requirement
for respiration. b. explain the intake of
oxygen for
respiration
c. explain aerobic
2. Use graphic organizer to show the respiration in plants
intake of oxygen in plants
a. discuss anaerobic respiration d. explain anaerobic
carried out by rice plant in a respiration in plants
paddy field or other plants in under certain
certain situations. conditions.
3. Use a graphic organizer to e. Compare and
compare the process of respiration contrast the process
with the process of photosynthesis of photosynthesis
in plants. and respiration
4. Discuss and gather information f. Explain what
a. meaning of compensation point compensation point
b. correlate light intensity with is
compensation point from graph. g. Relate light intensity
c. The effect on living things when with the attainment of
the rate of photosynthesis and compensation point
rate of respiration remains at h. Predict the situation
compensation point. when the rate of
photosynthesis and
rate of respiration
remains at
compensation point

35
 THEME : INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENT
LEARNING AREA : 80 DYNAMIC ECOSYSYTEM
WEEK LEARNING OBJECTIVES
8.1 Understand the abiotic Conduct a field study to:
and biotic components of
33 the environment
SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
A student is able to : Emphasis is on field study
a) identify the abiotic components for the students to reinforce
including, pH, temperature, light identify the abiotic their understanding in this
intensity, humidity, topography and the components of an area.
microclimate of an ecosystem ecosystem,
b) identify the biotic components of an identify the biotic
ecosystem components of an
c) investigate the feeding relationships of ecosystem,
the biotic components to construct the classify biotic
food chains and food webs, and components inti
classify the biotic components into trophic levels
trophic levels
d) investigate the interaction between explain the
biotic components as follows: interactions
i) symbiosis among plants and between biotic
animals encompassing the components in
following: relation to feeding,
- commensalisms using examples,
- parasitism
- mutualism explain the
ii) saprophytism, interaction between
iii) predator-prey interaction. biotic components
e) investigate the interaction between in relation to
biotic components in relation to competition, using
competition, which are: examples.
i) intraspecific competition,
ii) intraspecific competition.
Conduct an experiment to study the
intraspecific competition and interspecific
competiton of plants, e.g. maize and rice
36
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
Collect and interpret data to study
intraspecific competition and interspecific
competition involving Paramecium, for
example Paramecium Aurelia and
Paramecium caudatum.
8.2 Understanding the Conduct a field study on an ecosystem i.e. A student is able to:
33 processes of a mangrove swamp or a pond to:
colonisation and state what an
succession in an a) identify the niche, habitat, ecosystem is,
ecosystem community and population, identify the niche,
b) investigate the process of habitat, community
colonization, and population of
c) investigate the process of ecosystem,
succession, explain the process
d) identify pioneer species, successor of colonization,
species, dominant species and explain the process
climax community, of succession,
e) identify the adaptive characteristics identify the pioneer
of pioneer species and subsequent species in an
species in the habitat for the ecosystem,
processes of colonization and identify the
succession. successors in an
ecosystem ,
Students present their findings or make a identify the
folio. dominant species in
Study the processes of colonization and an ecosystem,
succession through video, computer
identify the adaptive
software and printed material.
characteristics of
pioneer species,
Discuss and correlate the abiotic
identify the adaptive
components during the processes of
characteristics of
colonization and succession in an
successors,

37
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
ecosystem. explain the changes
in habitat caused by
pioneer species,
explain the changes
in habitat caused by
successors at every
level of succession
until I climax
community is
reached,
relate the abiotic
components with
the biotic
components in an
ecosystem during
the processes of
colonization and
succession.
34 Second Term – Mid Term Break (22-8-2009 to 30-8-2009)
35, 36, STPM Trial Examination (1-9-2009 to 18-9-2009)
37
38 Cuti Hari Raya (20-9-2009 to 27-9-2009)
Discuss the appropriate sampling A student is able to:
39 8.3 Sythesising ideas on techniques to study the pollution size of
population ecology an organism. identify the
appropriate
Conduct a field study or use an sampling technique
appropriate anology to: to study the
population size of
a) estimate the population size of an organism,
animals such as garden snail and estimate the
wood lice, population size of

38
WEEK LEARNING OBJECTIVES
8.4 Understand the
40 concept of biodiversity
SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
b) investigate the distribution of an organism in a
plants using the quadrat sampling habitat,
technique, determine the
Based on the above study discuss the distribution of
distribution of an organism in a habitat. organisms in a
Discuss and correlate the change in habitat based on
pollution distribution of an organism with the density,
the changes in each of the abiotic factors. frequency and
percentage
Plan and conduct an experiment to study coverage of the
the relationship of population distribution species,
of an organism with changes in any one of correlate the
the abiotic factors such as pH, change in a
temperature, lightintensity and humidity. population
Suggested organisms: distribution of an
Pleurococcus, Lemna 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 o the
population growth
rate of an organism.
Discuss the following: A student is able to:
a) meaning of biodiversity,
b) need for the classification system explain the meaning
of organisms. of biodiversity,
explain the need for
Gather information on the following: classification of
39
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
a) the five kingdoms in the organisms,
classifications of the organisms, state the five
which are Monera, Protista, Fungi, kingdoms used in
Plantae and Animalia, the classification of
organisms,
b) main characteristics of organisms identify the main
in each kingdom, characteristics of
organisms in each
c) examples of organisms in each kingdom,
kingdom, list examples of
organisms in each
Discuss the following: kingdom,
a) the hierarchy in the classification of state the hierarchy
organisms from kingdom to in the classification
species, of organisms, using
b) the method of naming a number of examples,
vertebrates and local flowering explain through
plants, using the Linnaeus examples, the
binomial system, method of naming
c) the importance of biodiversity. organisms using the
Linnaeus binomial
Conduct a field trip to create awareness of system,
biodiversity of an ecosystem. explain the
importance of
biodiversity
8.5 Understanding the Using charts, slides and A student is able to:
41 impact of photomicrographs, identify and list various classify various The scientific names of
microorganisms on life types of microorganisms i.e. protozoa, types of pathogen and life cycle of
algae, fungi, bacteria and virus. microorganisms vectors are not required.
based on their basic
Conduct an experiment to study the characteristics,
effects of temperature, pH, light and state the abiotic

40
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
nutrients on the activity of microorganisms components
e.g. Bacillus subtilis or yeast. affecting the activity
of microorganisms,
Gather information and discuss the role of explain the effects
useful microorganisms in the following: of a change in each
a) decomposition abiotic component
b) nitrogen cycle, on the activity of
c) alimentary canal of termite, microorganisms,
d) digestive system in human. explain the role of
useful
microorganisms,
explain the effect of
Gather information and discuss the effects harmful micro-
of harmful microorganisms: organisms

a) causing diseases, explain the meaning

b) spoilage of food and substances. of pathogen,
identify the
Gather information and present the pathogen, vector
findings on the following: and symptoms of
a) pathogens, vectors, symptoms and one particular
methods in tansmission of disease,
diseases such as malaria, dengue explain how the
fever, cholera, ringworm, food disease spreads,
poisoning, AIDS, hepatitis and describe the
SARS, methods for
b) methods to control pathogens controlling
including the use of antibiotics, pathogen,
vaccines, antiseptics and
disinfectants.
explain the use of
microorganisms in
Gather information and present the uses
biotechnology,
of microorganisms in biotechnology, such

41
WEEK LEARNING OBJECTIVES
41 8.6 Appreciating
biodiversity
THEME : INVESTIGATING THE RELATIONSHOP BETWEEN LIVING THINGS AND ENVIRONMENT
LEARNING AREA : 9.0 ENDANGERED ECOSYSTEM
WEEK LEARNING OBJECTIVES
42 9.1. Evaluating human
activities that endanger an
ecosystem
SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
as: using examples.
a) production of antibiotics and
vaccines
b) cleaning of oil spills,
c) waste treatment,
d) food processing
e) production of bioplastic,
f) production of energy from biomass
Conduct a forum to discuss the A student is able to:
importance of preservation and justify the
conservation of biodiversity, importance
preservation and
Conduct an activity to preserve and conservation of
conserve various living things around us. biodiversity.
preserve and
conserve various
living things around
him/her.
SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
Carry out small group discussion on the following
and present the findings: A student is able to : TSTS:
c) Human activities that threaten the  Identify human Generating ideas
ecosystem, activities that Grouping and
d) The impact of human activities on the threaten the classifying
ecosystem ecosystem Evaluating
e) The effects of unplanneddevelopment of  Explain the impact of
the ecosystem, such as ; human activities on Nobles values :
I. Soil erosion the ecosystem Having an interest
42
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
II. Flash flood  Evaluate critically the and curiosity towards
III. Landslide effects of unplanned the environment
IV. Eutrofication development and
V. Water , air , thermal , and noise mismanagement of
pollution the ecosystem Teaching aids :
VI. Global warming Newspaper cuttings
VII. Ozone depletion Charts
VIII. Climatic change
IX. Ex tinction of living things
X. Deforestation
d) Types of pollution and sources of pollution  Describe types of
pollution and sources
e) Effects of pollution on the following: of pollution
I.Human health ( diseases affecting the  Explain the effects of
respiratory system,skin problems , pollution on living
conjunctivitis,cancer and cholera. things and the
II.Animal and plant habitats environment
III.Buildings
IV.Agriculture
V.Climate
Conduct an activity to analyse data on air pollution  Compare and contrast
index of some cities within and outside the pollutants in the air
country,and make and inference on the sources of from different
pollution. environments

Conduct an activity to analyse data on water  Interpret data on the

pollution , such as Oxygen Demand (BOD) value level of water
and content to heavy metals in some rivers,and pollution in some
make an inference on the sources of pollution. rivers
 Make an inference on
the sources of water
pollution in some
Conduct activities to formulate a strategy to reduce rivers

43
WEEK LEARNING OBJECTIVES
9.2 Understanding the
greenhouse effect and
thinning of the ozone layer
SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
the level of air and water pollution in a particular  Predict the level of
location by : air and water
pollution in a
particular location
within the next ten
a) Analyzing information on the population , years
such as the size of population , socio –  Suggest strategies to
economic activities , and level of air and solve problems
water pollution related to air and
b) Conducting an activity to predict the level water pollution in a
of air and water pollution at a particular particular location
location within the next ten years within the next ten
c) Preparing an action plan consisting of a years
strategy to reduce the level of air and water
pollution at that particular location within
the next ten years. A student is able to:
Carry out small group discussion on the following  Explain what
and present the findings : greenhouse effect is TSTS :
a) Greenhouse effect , including its cause and  Correlate the Analysing
effect concentration of Evaluating
b) Concentration of carbon dioxide in the carbon dioxide in the
athmosphere and correlate it with global athmosphere with
warming global warming
 Explain the thinning Nobles values :
c) Ozone depletion , including its cause and of the ozone layer Balance of nature
effect  Explain the impact of Being thankful to
d) Impact of ozone depletion and global thinning of the ozone God
warming on the ecosystem layer and global
warming on the Teaching aids :
ecosystem. CD Rom
Charts
44
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
Scrap-book
43 9.3 Realising the importance Conduct a debate on the need for development to A student is able to: TSTS :
of proper management of improve the quality of life and to meet the  Justify the need for Making decisions
development activities and requirements of an increasing population. development Detecting bias
the ecosystem
Discuss the effects of an increase in population on  Explain the effects of Nobles values :
the ecosystem. increase in Being flexible and
population on the open-minded
Carry out small group discussion on the following ecosystem Thinking rasionally
and present the findings:  Explain measure Being coorperative
a) Implementation of laws taken in the
b) Use of technology management of Teaching aids :
c) Education on the management of resources development Text book
, including the reduce , reuse and recycle activities and the
Internet
of resources ecosystem to ensure a
transperancies
d) Preservation and conservation of soil , balance of nature is
water , flora and faun of forests and maintained.
mangrove swamps
e) Practice of biological control
f) Use of renewable energy  Care for the
g) Efficient use of energy ecosystem
Conduct activities to care for the following  Participate in
ecosystem in school and at home : activities related to
a) Fish ponds the management of
b) Gardens the ecosystem
Plan and conduct a programme related to the
management of the ecosystem for example ,
“ Environment Day “
44-45 Revision and update PeKA
46 Final Term Break (23-11-2009 to 4-1-2010)

45