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11 Learning Objectives/ Learning Outcomes 1.1 Understanding the study of Biology A student is able to State what the study of Biology is Explain the importance of Biology List the different fields of study in Biology List the careers related to Biology State various ways of studying Biology 1.2Applying scientific investigations A student is able to Identify variables in a given situation Identify the relationship between two variables to form a hypothesis Design and carry out a simple experiment to test a hypothesis Record and present data in a suitable form Interpret data to draw conclusions Write a report on a experiment Practice scientific attitudes and noble values Remarks
2 10.01.11 – 14.01.11
Theme 2: Investigation the cell as a basic unit of living things Learning Area: 1.0 Cell Structure and cell organisation Week Learning Objectives/ Learning Outcomes 1.1 Understanding cell structure and function A student is able to Draw and label an animal cell Draw and label a plant cell Identify the cellular components of an animal cell Identify the cellular Remarks
3 17.01.11 21.01.11
01. organs and systems in multicellular organisms State the meaning of internal environment Identify factors affecting the internal environment Explain the necessity to maintain optimal internal environment Describe the involvement of various systems in maintaining optimal internal environment 1.11 Theme 2: Investigating the cell as a basic unit of living things Learning Area: 2.0 Movement of substances across the plasma membrane 2 .11 04.3 Appreciating the uniqueness of the cell A student is able to Predict the state of certain cells without a particular cellular component Illustrate that most cells are specialised for the job that they perform CHINESE NEW YEAR HOLIDAY 5 31.01.4 24.01.2Understanding cell organization A student is able to State the necessity for cell specialization in multicellular organism as compared to unicellular organism Describe cell specialization in multicellular organisms Describe cell organization in the formation of tissues.11 components of a plant cell State the functions of the cellular components in an animal cell State the functions of the cellular components in a plant cell Compare and contrast an animal cell and a plant cell Relate the density of certain organelles with the functions of specific cells 1.02.11 28.
2 Understanding the movement of substances across the plasma membrane in everyday life. • Explain the movement of water molecules across the plasma membrane by osmosis • Explain the movement of substances across the plasma membrane through the process of active transport.11 25.Week 6 07. A student is able to: • explain what hypotonic. • Explain the necessity for movement of substances across the plasma membrane. • State the substances that have to be eliminated from cells. • Explain the process of passive transport in living organisms using examples • Explain the process of active transport in living organism using examples. • explain the effects of hypotonic.11 11. • Describe the structure of the plasma membrane • Describe the permeability of the plasma membrane • Explain the movement of soluble substances across the plasma membrane through the process of passive transport.02.11 Learning Objectives/ Learning Outcomes 2.11 7 21. • Compare and contrast passive transport and active transport. haemolysis and crenation • Design an experiment to determine the concentration of external solution which is isotonic to cell sap.02. deplasmolysis.02. hypertonic and isotonic solutions on plant cell and animal cell • explain plasmolysis. 2.02.1 Analysing the movement of substances across the plasma membrane A student is able to: • State the substances required by living cells. • Make an inference on the Remarks 3 . hypertonic and isotonic solutions are.
2 Understanding carbohydrates A student is able to: State the element in carbohydrates.02.03.11 – 25. 3.3 Appreciating the movement of substances across the plasma membrane A student is able to: • explain the necessity of movement of substances across the plasma membrane which occurs in a continuous and controlled manner for survival of a cell Theme 2: Investigating the cell as a basic unit of living things Learning Area: 3.concentration of cell sap in plant tissues • Relate the movement of substances across plasma membrane with concentration gradient • Explain the phenomenon of the wilting in plants using examples • Explain the preservation of food using examples 2.11 4 .3 Understanding proteins A student is able to: State the elements in proteins. A student is able to: State the element in the cell List the chemical compound in the cell Explain the importance of organic compound in the cell. Explain the formation and breakdown of disaccharides and polysaccharides.11 04. State the various structures of proteins. 3. Remarks 8 21. Explain the formation and breakdown of dipeptides and polypeptides.11 9 28.0 Chemical composition of the cell Week Learning Objectives/ Learning Outcomes 3.1 Understanding the chemical composition of the cell. Explain the importance of water in the cell.02.02. State the types of carbohydrates.
03. 3. temperature. or enzymes in the cell 11 5 . State sites where enzymes are synthesised. 3. Explain the mechanisms of enzyme action. Relate the mechanism of enzyme action with pH. and substrate concentration on enzyme activity. temperature.03. proteins.11 Explain the meaning of essential amino acids and nonessential amino acids.5 Understanding enzymes A student is able to: State what enzymes are. Relate the name of enzyme to substrate. State the main types of lipids. State the components of fats and oils.10 07.11 11. enzyme concentration and substrate concentration. A student is able to: Predict the consequences of deficiency in carbohydrates. State the meaning of intracellular enzymes and extracellular enzymes. Explain the uses of enzymes in daily life and industry using examples. Explain the involvement of specific organelles in the production of extracellular enzymes. List the general characteristics of enzymes.4 Understanding lipids A student is able to: State the elements in lipids. Compare and contrast saturated fats and unsaturated fats. lipids.6 Realising the importance of the chemical composition in cells. Explain why enzymes are needed in life processes. 3. Explain the effects of pH. enzyme concentration. Explain the formation and breakdown of fats and oils.
03.11 26.11 01.04.0 Cell division Week Learning Objectives/ Learning Outcomes 4.1 Understanding mitosis A student is able to State the necessity for the production of new cells in organisms Explain the necessity for the production of new cells identical to parent cells State the significance of mitosis Identify the phases in the cell cycle Explain the process of mitosis and cytokinesis Arrange the various stages of mitosis in the correct sequence Compare and contrast mitosis in animal cell and plant cell Explain the importance of controlled mitosis Explain the effects of uncontrolled mitosis in living things Describe the application of knowledge on mitosis in cloning • Explain the advantages and disadvantages of cloning 4.03.03.14.11 13 28.03.11 18.11 MID-SEMESTER 1 HOLIDAY Theme 2: Investigating the cell as a basic unit of living thing Theme: 4.11 6 . State the necessity to maintain diploid chromosomal number from generation to generation State the necessity for production of haploid gametes State the significance of meiosis Identify the type of cell that undergoes meiosis Explain the process of meiosis Arrange the various stages of meiosis in the correct order Compare and contrast meiosis Remarks 12 21.03.2 Understanding meiosis A student is able to: State the necessity of trait inheritance in offspring for continuation of life.
1Understanding types of nutrition A student is able to: States the types of nutrition Explain autotrophic nutrition Explain heterotrophic nutrition Classify organisms according to the types of nutrition 1.04.3Understanding malnutrition A student is able to: Explain what malnutrition is Explain the effects of Remarks 14 04.2Applying the concept of balanced diet A student is able to: Explain the necessity for a balanced diet Explain the factors affecting the daily energy requirement of the human body Determine the energy value in food samples Determine the nutrient content in different food samples Explain the functions and sources of vitamins in a diet to maintain health Explain the functions and sources of roughage/dietary fibre in a in a diet Explain the functions of water in the body Justify the selection of an appropriate balanced diet for a target group 1.0 Nutrition Week Learning Objectives/ Learning Outcomes 1.04.3 Appreciating the movement of chromosomes during mitosis and meiosis A student is able to: Describe what will happen when the movement of chromosomes during mitosis and meiosis do not occur in an orderly manner Know and avoid things that maybe harmfulII Compare and contrast meiosis and mitosis Theme 3: Investigating the Physiology of Living Things Learning Area: 1.04.11 7 .11 08.11 15 11.I and meiosis 4.
11 17-18 25.04.11 – 22.04.5Understanding the processes of absorption and assimilation of digested food.04.11 06.4Analysing food digestion A student is able to: State the substances required by cell to carry out metabolic processes List the complex substances that need to be digested Explain the necessity for digestion of complex substances Draw and label the human digestive system State the digestive juices and substances that aid in the process of digestion in human Describe the function of the digestive juices and substances Explain the digestion of carbohydrates. proteins.11 16 18. A student is able to: Identify the parts of the digestive system involved in absorption of digested food Explain the adaptive characteristic of the digestive system related to absorption Draw and label the structure of a villus 8 .11 malnutrition using examples Describe ways to reduce the chance of contracting certain health problems due to one’s diet Describe ways to reduce the effects of certain health problems 1. and lipids in the human body Identify parts of digestive system in ruminants and rodents involved in the digestion of cellulose Describe the digestion of cellulose in ruminants and rodents Compare and contrast the digestive process in humans.05. ruminants and rodents Design experiments to study the digestion of starch and proteins in food samples Describe problems related to food digestion 1.15.04.
7Evaluating eating habits A student is able to: relate eating habits with health problem evaluate critically whether a particular eating habit is good or bad 1.11 27.21 16.05.05.05.23 30.05.8Realising the importance of a healthy digestive system A student is able to: predict the effects of a defective digestive system on health take care of the digestive system for one’s well.05.11 22.6Understanding the formation of faeces and defecation A student is able to: Identify the part of the digestive system where the formation of faeces takes place Describe the formation of faeces Explain the role of microorganisms in the colon and the effect of antibiotics on them Explain what defecation is Explain the importance of defecation Explain the importance of high fibre diets Describe the problems related to defecation 1.11 MID-YEAR HOLIDAY 9 .11 13.being SEMESTER 1 EXAMINATION 20.19 09.11 Explain the process of absorption in the villus Make an analogy on the process of absorption in the small intestine Explain the absorption of water and minerals in the colon Describe the transport of nutrients by the circulatory system for assimilation Explain the main functions of the liver Describe the process of assimilation 1.
11 1.11 25 20.06.06.11 17.10.06.06.06.9Understanding the importance of macronutrients and micronutrients in plants A student is able to: list elements required by plants classify elements required by plants based on the amount needed design an experiment to study the effects of macronutrient deficiency in plants relate the effects of macronutrient deficiency with the function of macronutrients explain the function of each macronutrient in plants state the function of micronutrients in plants state the effects of micronutrient deficiency in plants 1.06.11 Understanding the mechanism of photosynthesis A student is able to: identify the parts of chloroplast related to photosynthesis explain the light reaction of photosynthesis explain the dark reaction of photosynthesis compare and contrast light reaction and dark reaction in photosynthesis relate light reaction with dark 24 13.11 10 .11 26 27.11 31.11 24.06.10 Understanding photosynthesis A student is able to: describe the development that leads to the discovery of photosynthesis state the substances required for photosynthesis draw and label the crosssection of a leaf state the function of each part of the leaf with respect to photosynthesis explain leaf adaptation to optimise photosynthesis explain how plants from different habitats are adapted to carry out photosynthesis 1.
07.13 Practising a caring attitude towards plants A student is able to: tell why we need to take good care of plants identify cases of mishandling or destruction of plants 1.12 Synthesising factors affecting photosynthesis A student is able to: identify the factors affecting the rate of photosynthesis design an experiment to investigate the effect of light intensity on the rate of photosynthesis identify the factor that limits the rate of photosynthesis at different light intensity explain the effects of temperature and concentration of carbon dioxide on the rate of photosynthesis explain the difference in the rate of photosynthesis in plants throughout the day based on the changes in light intensity and temperature identify some ways to meet the need of increasing the productivity of crops based on factors affecting the rate of photosynthesis 1.11 08.15 Evaluating the technological development in food processing A student is able to: explain the necessity for food processing describe the development of 11 .07.11 reaction in photosynthesis write an equation to represent the process of photosynthesis 1.11 15.07.07.14 Understanding the technology used in food production A student is able to: explain the need for improving the quality and quantity of food explain the effort to diversity food product explain ways to improve the quality and quantity of food production in the country 1.11 28 11.27 04.
11 22.07.07.07. Explain the process of anaerobic respiration in human muscles Write the chemical equation for anaerobic respiration Compare and contrast aerobic respiration with anaerobic respiration 2.11 29.07.0 Respiration Week Learning Objectives/ Learning Outcomes 2.1 Understanding the respiratory process in energy production A student should be able to: State that all living things require energy Identify the main substrate for respiration State the two types of respiration Explain what cell respiration is Explain the energy production from glucose during the process of aerobic respiration Write the chemical equation for aerobic respiration State the conditions leading to anaerobic respiration is cells Explain the process of anaerobic in yeast.11 12 . food processing technology relate food processing methods with factors causing food spoilage Assess the methods of food processing to justify the choice of consuming certain processed food.11 30 25.2 Analysing the respiratory structures and breathing mechanisms in human and animal A student should be able to: State the respiratory structures in human and some animals Make an inference on the various adaptations of the respiratory structures Describe the characteristics Remarks 29 18. Theme: Investigating the physiology of living of things Learning Area: 2.
4 Understanding the regulatory mechanism in respiration A student should be able to: Describe the change in rate of respiration after completing a vigorous exercise correlate the rate of respiration with the oxygen and carbon dioxide content in the body explain the regulatory mechanism of oxygen and carbon dioxide content in the body explain the human respiratory response and rate of respiration in different situations correlate the rate of respiration with the rate of heart beat 2.08.3 Understanding the concept of gaseous exchange across the respiratory surfaces and transport of gases in humans A student should be able to: Describe the process of gaseous exchange across the surface of the alveolus and blood capillaries in the lungs Explain the transport of respiratory gases Explain the process of gaseous exchange between the blood and body cells Distinguish the composition of inhaled and exhaled air.11 32 08.11 of respiratory surfaces in human and other organisms Describe the breathing mechanism in human and other organisms Compare and contrast the human respiratory system with that of other organisms.08.08.5 Realising the importance of maintaining a healthy respiratory system A student should be able to care and maintain efficient function of the respiratory system 2.31 01. 2. 2.11 12.6 Understanding respiration in plants A student should be able to: describe the energy 13 .11 05.08.
09.11 14 .2 Understanding the processes of colonization and succession in an ecosystem. habitat . community and population of an ecosystem Explain the process of colonization and succession.08.09.09.0 Dynamic Ecosystem Week Learning Objectives/ Learning Outcomes 1. A student is able to : State what an ecosystem is Identify the niche. Remarks 36 05. using examples 1. A student is able to : Identify the abiotic components of an ecosystem Identify the biotic components of an ecosystem Classify biotic components into trophic levels Explain the interactions between biotic components in relation to feeding. 34 15.11 09.11 26.08.11 requirement in plants explain the intake of oxygen for respiration explain aerobic respiration in plants explain anaerobic respiration in plants compare and contrast the process of photosynthesis and respiration explain what compensation point is relate light intensity with the attainment of compensation point predict the situation when the rate of photosynthesis and rate of respiration remains at compensation point MID-SEMESTER 2 HOLIDAY 35 29.11 Theme 4: Investigating the Relationship between Living Things and The Environment Learning Area: 1.11 02.33.1 Understanding the abiotic and biotic components of the environment.08.
4 Understanding the concept of biodiversity A student is able to: explain the meaning of biodiversity.37 12. successors Explain the changes in habitat caused by pioneer species.09.09. 1. state the five kingdoms used in the classification of organisms.11 38-39 19. explain the need for classification of organisms.11 16. dominant species in an ecosystem Identify the adaptive characteristics of pioneer species. explain through examples.3 Synthesising ideas on population ecology A student is able to : Identify the appropriate sampling technique to study the population size of an organism.09. Estimate the population size of an organism in a habitat Determine the distribution of organisms in a habitat based on the density. 15 . frequency and percentage coverage of the species Correlate the change in population distribution of an organism with the changes in each of the abiotic factors 1. successors. Relate the abiotic component with the biotic components in an ecosystem during the processes of colonization and succession.11 Identify the pioneer species . state the hierarchy in the classification of organisms. identify the main characteristics of organisms in each kingdom. using examples.11 30. by successors at every level of succession until a climax community is reached. list examples of organisms in each kingdom.09.
Identify the pathogen. Explain how the disease spreads. Explain the effect of a change in each abiotics component on the activity of microorganisms. Explain the use of microorganisms in biotechnology.5Understanding the impact of microorganisms on life A student is able to: Classify various types of microorganisms based on their basic characteristics. Describe the methods for controlling pathogen. State the abiotic components affecting the activity of microorganisms. 1.40 03. using examples.10.1 Evaluating human activities that endanger an ecosystem A student is able to Identify human activities that threaten the ecosystem Explain the impact of human activities on the ecosystem Remarks 41 10.11 16 .0 Endangered Ecosystems Week Learning Objectives/ Learning Outcomes 2. explain the importance of biodiversity.11 the method of naming organisms using the Linnaeus binomial system.10. Explain the role of useful microorganisms Explain the effect of harmful microorganisms.10. Appreciating biodiversity A student is able to: Justify the importance of preservation and conservation of biodiversity. Explain the meaning of pathogen.11 07. vector and symptoms of one particular disease. Preserve and conserve various living things around him/her Theme 4: Investigation the Relationship between Living Things and The Environment Learning Area: 2.
11 43 24.1 Evaluating human activities that endanger an ecosystem A student is able to Compare and contrast pollutants in the air from different environments Relating the level of water pollution with Biochemical Oxygen Demand ( BOD ) value on water from different sources Interpret data on the level of air pollution and water pollution in some cities and some rivers Make an inference on the sources of air pollution and water pollution in some cities and some rivers Predict the level of air and water pollution in a particular location within the next ten years Suggest strategies to solve problems related to air and water pollution in a particular location within the next ten years 184.108.40.206.11 42 17.10.11 21.2 Understanding the greenhouse effect and thinning of the ozone layer A student is able to : • Explain greenhouse effect • Correlate the concentration of carbon dioxide in the atmosphere with global warming • Explain the thinning of the ozone layer • Explain the impact of thinning of the ozone layer and global warming on the ecosystem 2.11 Evaluate critically the effects of unplanned development and mismanagement of the ecosystem Describe types of pollution and source of pollution Explain the effects of pollution on living things and the environment 2.3Realising the importance of proper management of development A student is able to : Justify the need for development 17 .11 28.10.14.
11 220.127.116.11 SEMESTER 2 EXAMINATION YEAR END HOLIDAY 18 .11.11.11 47 – 52 21.11 30. Explain the effects of increase in population on the ecosystem Explain measures taken in the management of development activities and the ecosystem to ensure a balance of nature is maintained 44.46 31.10.