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RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5

RANCANGAN MENGAJAR TAHUNAN 2015
BIOLOGI TINGKATAN 5
THEME: PHYSIOLOGY OF LIVING THINGS
LEARNING AREA: 1.0 TRANSPORT
Week

Date

1

12/1/2015
To
6/1/2015

2

19/1/2015
To
23/1/2015

3

4

26/1/2015
To
30/1/2015

2/2/2015
To
6/2/2015

Learning
Objectives
1.1Understandi
ng the
importance of
having a
transport
system in some
multicellular
organisms
1.2
Synthesising
the concept of
circulatory
system

1.3
Understanding
the mechanism
of blood clotting

1.4
Synthesising
the concept of
lymphatic
system

Learning Outcomes

Content

A student is able to:
- identify the problem that could be
faced by multicellular organisms in
obtaining their cellular requirements
and getting rid of their waste products
- suggest how the problem is
overcome in multicellular organisms.

Carry out activities to identify the
problem that could be faced by
multicellular organisms and explain
how the problem is overcome in
multicellular organisms
ascompared to unicellular organisms

A student is able to:
-state what a circulatory system is,
-state the three components of
circulatory system in humans and
animals,
-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 circulatory
systems in the following: humans, fish
and
amphibians,
-conceptualise the circulatory system
in humans.

Read text materials and view
computer simulations on circulatory
system and discussion.

A student is able to:
-explain the necessity for blood clotting
at the site of damaged
blood vessels
-explain the mechanism of blood
clotting,
-predict the consequences of impaired
blood clotting mechanism in an
individual.
A student is able to:
-describe the formation of interstitial
fluid,
-state the composition of interstitial fluid,
-state the importance of interstitial fluid,
-describe the fate of interstitial fluid,
-describe the structure of the lymphatic
system,
-explain how the lymphatic system
complements the circulatory system,
-compare the content of blood,
interstitial fluid and lymph,
-predict what will happen if interstitial
fluid fails to return to the circulatory
system,
-conceptualise the relationship between

Use a schematic diagram to
illustrate the mechanism of blood
clotting.

Volume of
homework
10 objective
question
2 structure
item

10 objective
question
2 structure
item

Use schematic diagrams to compare
the circulatory system in the
following: humans, fish and
amphibians.
Visualise and draw concept maps on
the circulatory system in humans.

10 objective
question
2 structure
item

Predict the consequences of blood
clotting related problems such as
haemophilia or thrombosis.
Draw a schematic diagram on the
formation of interstitial fluid and
lymph,
Discuss the following:
a) the structure of the lymphatic
system,
b) the flow of lymph,
c) the role of the lymphatic system
in transport.
Use a graphic organiser to compare
the content of blood, interstitial fluid
and lymph.

10 objective
question
2 structure
item

1. -explain the importance of transpiration. -describe the pathway of water from the soil to the leaves. Research and discuss nuitrition and lifestyle which can lead to a healthy cardiovascular system. -relate the structure of xylem to transport. Discuss the following: a) the necessity for transport of substances in plants. -describe the process of phagocytosis. -state the effects of human immunodeficiency virus (HIV) on the body’s defence mechanism. transpiration pull. cohesion and adhesion of water. -state the meaning of antigen and antibody. root pressure. . -describe the process of transpiration.7 Understanding the transport of substances in plants A student is able to: -select and practise suitable ways to maintain a healthy cardiovascular system.state the role of vascular tissue in the transport of substances. -explain the importance of translocation in plants. b) the problem that could be faced by plants in transporting substances and how it is overcome in plants. opening and closing of stomata. -explain the role of root pressure in the movement of water in plants. -state the meaning of immunity and immunisation. -explain the role of cohesion and adhesion of water in the movement of water in plants. root and leaf. 5 9/2/2015 To 13/2/2015 CUTI THAIPUSAM (3/2/2015) 1. -conceptualise the transport mechanism in plants. Gather information and discuss the body’s defence mechanism with reference to: a) first line of defence.RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5 the lymphatic system and circulatory system. KARNIVAL KOAKADEMIK (2/2-13/2) 6 16/2/2015 To 20/2/2015 CUTI TAHUN BARU CINA (19-20/2) 7 23/2/2015 To 27/2/2015 A student is able to: . Then select ways that are suitable and practice them. 1. -relate antigen and antibody to immunity. Discuss the necessity for a body defence mechanism in humans. -identify the three lines of defence mechanism of the body.5 Understanding the role of the circulatory system in body defence mechanism A student is able to: -state another function of the circulatory system besides transport. 10 objective question 2 structure item 10 objective question 2 structure item 10 objective question 2 structure item .state the necessity for transport of substances in plants. -relate the structure of phloem to transport. -state external conditions affecting transpiration. -predict the effect of removing a ring of phloem tissue from a plant. -describe the transmission of HIV. -suggest ways to prevent the spread of acquired immune deficiency syndrome (AIDS). -design experiments to study factors affecting the rate of transpiration.6 Appreciating a healthy cardiovascular system 1. -identify the vascular tissue in stem. -describe the structure of vascular tissue. b) second line of defence c) third line of defence Discuss and draw a concept map of the movement of water in plants in terms of the following: osmosis.8 Synthesising the concept of transport of substances in plants A student is able to: -state what translocation is. -name and give examples of various types of immunity.

RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5 LEARNING AREA: 2.1 Understanding support and locomotion in humans and animals 2. ulna. ii. the skeletal muscles and tendons in a diagram of the arm. A student is able to: -practise ways to care for the musculoskeletal system. -label the bones. -explain how movement is about in a limb. grasshopper. thoracic vertebrae. skeletal muscles and tendons. Observe and discuss the mechanism of locomotion in an earthworm.0 COORDINATION AND RESPONSE Week 10 Date 23/3/2015 To 27/3/2015 Learning Objectives 3. -state some consequences of impaired musculoskeletal system on support and locomotion. -name the bones that make up the axial skeleton and appendicular skeleton of the human body. humerus. -state why organisms have to be sensitive to changes in internal and external environment. -clarify through examples the meaning of ‘stimulus’ and ‘response’ -state the main components and pathways involved in detecting and responding to changes in external environment. .2 Appreciating a Healthy musculoskeletal system 2. c) using of proper attire for daily activities. -describe problems that could be faced by humans and animals in support and locomotion. b) having a good posture. pelvic girdle. b) what could be the support -explain how support in terrestrial plants related problems faced by: are achieved through tissue modifications. 10 objective question 2 structure item LEARNING AREA: 3. clavicle. -explain how problems in support and locomotion are overcome in humans and animals. e) practising correct and safe exercise techniques. a) the necessity for support in -explain how support is achieved in aquatic plants. cervical vertebrae. Draw and label a simple diagram of an arm to show the arrangement ofbones. aquatic plants. -state the function of cartilage and synovial fluid at joints. Volume of homework 10 objective question 2 structure item b) appendicular skeleton consisting of the scapula.3 Understanding support in plants Learning Outcomes Content A student is able to: -explain the necessity for support and locomotion in humans and animals. sacrum. A student is able to: Discuss the following: -explain the necessity for support in plants. coccyx. d) taking appropriate precautions during vigorous activities. tibia and fibula. c) how is support achieved in aquatic and terrestrial plants. femur. Volume of homework 10 objective question 2 structure item .0 LOCOMOTION AND SUPPORT Week Date 8 2/3/2015 To 6/3/2015 KARNIVAL SEGAK (2/3-6/3/2015) 9 9/3/2015 To 27/3/2015 UJIAN 1 (9/313/3/2015) CUTI PERTENGAH AN PENGGAL 1 (1422/3/2015) Learning Objectives 2. lumbar vertebrae. Study a model of human skeleton to identify the following: a) axial skeleton consisting of the skull. radius. Discuss what is meant by ‘coordination’.state the main components and pathways involved in detecting and View computer simulations on the pathways in detecting and responding to external and internal stimuli in humans and animals and draw schematic diagrams involving the main components. Discuss and share ways of caring for the musculoskeletal system such as: a) following a balanced diet.1 Understanding response and coordination Learning Outcomes Content A student is able to: -list the changes in external and internal environment faced by an organism. terrestrial plants. i. -describe briefly the mechanism of locomotion in an animal. plants. sternum and ribs. fish or bird.

Discuss cord. involuntary action with examples -draw a schematic diagram showing a reflex arc. -draw and label a diagram of a cross section of the spinal cord. 10 objective question 2 structure item . the pathway of transmission of -outline the transmission of information in Information. transmission of information in the question -describe the transmission of nformation form of electrical signals. thyroid stimulating hormone (TSH). function(s). cell -state the function of each type of body.3 Analysing the role of hormones in humans A student is able to: -state what a hormone is. 3. neurone. Identify and discuss the function of -describe briefly the pathway of the three types of neurone. transmission. cytoplasm. -label the main glands of the endocrine system. -draw and label a simple diagram of a View computer animations on the 10 objective synapse. e. 3. in a “fight or flight” situation. item -name the main parts of the brain and and state their respective state their functions. organisation of the nervous system. efferent neurone (nucleus. -state the mode of transmission of information along the neurone. -describe briefly coordination involving both the nervous system and endocrine system. -outline the transmission of information Discuss voluntary action and in involuntary action. glucose. dendrites. axon. -give examples of voluntary action. Discuss the mode of transmissionof item -state the role of the synapse in information along the neurone. Draw a schematic diagram to show -give examples of involuntary action. 2 structure across synapses. Discuss how secretion of a hormone can be regulated by: a) another hormone. (b) growth. myelin sheath).11 30/3/2015 To 3/4/2015 12 6/4/2015 To 10/4/2015 13 13/4/2015 TO 17/4/2015 RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5 regulating changes in internal environment.g. b) level of certain substances. synaptic dendrites.2 Analysing A student is able to: Draw a diagram to show the 10 objective the role of -state the role of nervous system. -describe briefly how secretion of hormone is regulated. -state the functions of the hormones involved in some physiological processes. Draw and label diagram of a cross -state the main functions of the spinal section of the spinal cord. descibe how the endocrine system complements the nervous system. -give examples of nervous system related diseases. -identify the type of the neurone from Draw and label the structure of the diagrams given. label the main parts of the brain. Name the main hormones produced by each endocrine gland. (c) homeostasis. -state the effects of hormonal imbalance. state the use of hormone in medicine. c) nervous system. neurone. question human nervous -draw and label a diagram to show the View graphics of the brain and 2 structure system organisation of the nervous system. -clarify through examples the meaning of ‘coordination’. -state why the endocrine system is necessary. -state physiological processes not directly regulated by the nervous system. Carry out group activity to label the main glands of the endocrine system. e. -state what the endocrine system is. the main functions of the spinal label the structure of an efferent cord. -name the main hormones produced by each endocrine gland. voluntary action. Match the hormones with their functions in the following physiological processes: (a) reproduction.g. transmission of information from receptors to effectors.

c) secretion. A student is able to: -state what menstruation is. output. Discuss the following: a) what menstruation is. -compare the formation of sperm with that of ovum. -practise a healthy lifestyle. Discuss the following about reproduction: a) the necessity to reproduce. d) role of auxins in phototropism and geotropism. and discuss the following: a) the process of osmoregulation by the kidneys. b) negative feedback control in osmoregulation. auxins. LEARNING AREA: 4. discuss the following processes: -describe the regulation of body a) ultrafiltration. b) Compare the formation of a sperm with that of an ovum. -describe formation of ovum in humans. draw a schematic diagram on the -describe the regulation of blood sugar process of urine formation and level. b) reabsorption. then discuss drug and alcohol abuse. -state the importance of the menstrual Study diagrams of the stages in a) The formation of a sperm and an ovum. Show pictures of drug addicts and alcoholics. -state the use of hormones in agriculture. b) the relation between menstruation and menstrual cycle. -state types of reproduction. plant hormones -give some examples of plant hormones. -explain the necessity for formation of gametes. Draw a schematic diagram on the action of antidiuretic hormone (ADH). -infer the effects of auxins on growth responses. -explain the factors that can lead to drug and alcohol abuse. b) the two types of reproduction. item -state the meaning of homeostasis. -relate changes in blood osmotic pressure c) the necessity to maintain an to urine output.0 REPRODUCTION AND GROWTH Week Date 16 4/5/2015 To 8/5/2015 Learning Objectives 4.6 A student is able to: Understanding -state what plant hormones are.g.5 Practising a healthy lifestyle A student is able to: -describe effects of drug and alcohol abuse on humans. 10 objective question 2 structure item Research and report on: a) the meaning of plant hormone. -predict the consequences of impaired View computer simulations and kidney function. temperature. environment. Volume of homework 10 objective question 2 structure item 10 objective question 2 structure item . b) chemical factors in the blood -design an experiment to study the effect of partial pressure of oxygen and of different quantities of water intake on urine carbon dioxide. and sugar level. 3. ethylene. pressure. -relate menstruation to menstrual cycle. condition in the internal -relate the formation of urine to excretion. -describe briefly the mechanism of d) the meaning of homeostasis osmoregulation. -describe formation of sperm in humans. optimal physical and chemical -describe the formation of urine. 3. c) the necessity for formation of gametes. osmotic pressure. -conceptualise homeostasis. e) the use of hormones in agriculture. -explain the role of auxins in tropism. c) effect of auxins based on scientific findings on phototropism.2 Analysing the role Of hormones in the menstrual Learning Outcomes Content A student is able to: -explain the necessity for organisms to reproduce.4 Synthesising the concept of homeostasis in humans RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5 A student is able to: Discuss the following : 10 objective -explain the necessity to maintain an a) physical factors – body question optimal physical and chemical condition in temperature and blood 2 structure the internal environment.14 15 20/4/2015 To 24/4/2015 27/4/2015 To 1/5/2015 KEJOHANAN OLAHRAGA (29/4/2015) HARI PEKERJA (1/5/2015) CUTI HARI WESAK (3/5/2015) 3. b) plant hormones e.1 Analysing Gamete formation 4.

-explain the advantages of fetus having a separate circulatory system from that of the mother. c) artificial insemination. -give examples of sexually transmitted diseases. the process of ovulation. A student is able to: Study diagrams or prepared slides to -explain briefly the necessity for growth in identify the growth zones at root tip and organisms. -describe the formation of the embryo sac in the ovule. -describe the formation of triploid nucleus. b) the early development of a zygote as the formation of a ball of cells which becomes implanted in the wall of the uterus. d) hormones involved in the -explain the role of hormones in regulating menstrual cycle. d) in vitro fertilisation. d) formation of identical twins.cycle 17-19 20 11/5/2015 To 28/5/2015 1/6/2015 To 12/6/2015 15/6/2015 4. and discuss the -state what premenstrual syndrome (PMS) effect of hormonal levels is.7 Understanding A student is able to: the growth curve -identify the parameters used in the Study and interpret the data on growth in humans and discuss the 10 objective question .3 To Understanding 19/6/2015 the early development of a zygote in humans 4. and give some differences between them. -explain what growth is. -state what menopause is. menstrual cycle. and hormonal levels during the the formation of corpus luteum.5 Synthesising the concept of Sexual reproduction in flowering plants RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5 cycle. shoot tip. -relate the structure of a fruit to the flower parts. Study diagrams. -state the functions of the placenta in foetal development. Discuss the importance of double fertilisation for the survival of flowering plants. e) surrogate mother. fraternal twins and Siamese twins. b) sperm bank. Discuss and draw a concept map of double fertilisation in flowering plants. 10 objective question 2 structure item Illustrate how identical and fraternal twins are formed. 4. -relate hormonal levels to the development Study and interpret graphs on of follicles. -describe the formation of pollen grains. -describe the formation of zygote. A student is able to: -identify male and female structures in a flower. -name the two main stages in the development of a zygote in preparation for implantation. Use diagram and computer simulations to discuss the following: a) the formation of zygote. c) the importance of the menstrual -state the hormones involved in the cycle. -explain some moral issues related to the application of science and technology to human reproduction. Research and report on: a) family planning. f) sexually transmitted diseases. -describe the formation of twins. 10 objective question 2 structure item Describe briefly what happens at each stage in both a) and b). -conceptualise double fertilisation.6 Understanding growth in multicellular organisms 4. -describe in simple terms the early development of a zygote. Draw diagrams to show the stages in the formation of: a) pollen grains from pollen mother cell. the menstrual cycle. A student is able to: -explain the contribution of science and technology to human reproduction. -what sexually transmitted diseases are. menstrual cycle. -compare identical twins with fraternal twins. PEPERIKSAAN PERTENGAHAN TAHUN CUTI PERTENGAHAN TAHUN A student is able to: -describe what fertilisation is. -explain the importance of double fertilisation for the survival of flowering plants. c) identify morula and blastocyst from the diagrams given.4 Appreciating the contribution of science and technology to human reproduction 21 22 22/6/2015 To 26/6/2015 29/6/2015 To 3/7/2015 4. -describe the formation of pollen tube. b) embryo sac from embryo sac mother cell. -relate hormonal levels to the changes in thickness of the endometrium.

b) phases of growth. then discuss the following: a) characters and traits in Mendel’ experiments.0 INHERITANCE Week Date 23 6/7/2015 To 10/7/2015 24 13/7/2015 Learning Objectives 1. -state that there is a hereditary factor that determines a particular character. question secondary growth -state what primary and secondary growth 2 structure item in plants are. -differentiate traits from characters. -explain the importance of primary growth. THEME: VARIATION AND INHERITANCE LEARNING AREA: 1. c) dominant traits and recessive traits. b) the importance of meiosis in terms of independent assortment of chromosomes. d)genes and alleles. Study and interpret a growth curve of an insect and relate the shape of the curve to its growth. secondary growth. Study diagrams showing the results of Mendel’s monohybrid cross experiment. -conceptualise Mendel’s Second Law. -relate allele combination to genotype. Discuss: 10 objective . -identify dominant and recessive traits. -explain the importance of secondary growth. -state the meaning of ‘dihybird inheritance’.8 Understanding A student is able to: Discuss the types of growth in 10 objective primary and -state the types of growth in plants. -explain genes and alleles.2 Understanding A student is able to: Volume of homework 10 objective question 2 structure item Discuss Mendel’s First Law as The Law of Segregation. -identify characters and traits in Mendel’s experiments. -state the meaning of monohybrid inheritance. 1. -state the location of the tissue involved in primary and secondary growth. -relate phenotype to genotype. Conduct a field study to identify -name the tissue involved in primary and plants that undergo primary and secondary growth. -compare and contrast plants that undergo secondary growth with plants that do not undergo secondary growth. -conceptualise Mendel’s First Law. -state the meaning of phenotype.1 Synthesising the concept of inheritance based on Mendel’s experiment Learning Outcomes Content A student is able to: -state what is meant by inheritance. phases of growth and the growth -explain the shape of the growth curve of curve. plants. Study diagrams showing the results of Mendel’s dihybrid cross experiment. Discuss Mendel’s Second Law as The Law of Independent Assortment. organism. -state the economic importance of plants that undergo secondary growth. -determine the phenotypic ratio of the first filial generation and second filial generation. -explain dominant alleles and recessive alleles. -state the meaning of homozygote and heterozygote. -state the meaning of genotype. following: 2 structure item -describe the sigmoid growth curve of an a) the shape of growth curve.RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5 measurement of growth. 4. then discuss the following: a) meaning of ‘dihybrid inheritance’. an insect. -relate the shape of the growth curve to the c) the relationship between the growth phases of an organism. e) dominant alleles and recessive alleles. -determine the genotypic ratio of the first filial generation and second filial generation. b) there is a heriditary factor that determines a particular character.

0 VARIATION Week Date 26 27/7/2015 To 31/7/2015 27 11/8/2014 To 15/8/2014 Learning Learning Outcomes Objectives 2. in humans. b) environmental factors. based on the location of the -describe hereditary disease. Content Discuss the importance of variation in organisms. chromosomes. a) determine the number of -explain sex determination in off-springs. Discuss the cause of variation in terms of: a) genetic factors. Compare continuous variation with discontinuous variation. -explain briefly the importance of genetics to mankind.3 Understanding A student is able to: Draw a schematic diagram and genes and -state the unit of inheritance. -explain the effects of environmental factors on variation. from the basic unit of inheritance in -describe the structure of deoxyribonucleic terms of: acid (DNA). Draw a schematic diagram to show the following: a) sex determination in off-springs. a) chromosome to DNA -describe in simple terms the manifestation b) DNA to gene. of human chromosomes and: -identify the different human karyotypes. -differentiate autosomes from sex Examine a drawing of a micrograph chromosomes. organism. (Rh factor). centromere and size of chromosome. Conduct an activity to investigate variation in humans and present the data graphically. -compare continuous variation with discontinuous variation.To 17/7/2015 CUTI HARI RAYA AIDILFITRI (17-18/7/2015) 25 20/7/2015 To 24/7/2015 KARNIVAL SEGAK 2 (23/7/2015) inheritance RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5 -state the blood groups in the ABO system a) blood groups and Rhesus factor question and Rhesus factor in humans. b) sex-linked inheritance of haemophilia and colour blindness. Gather information and discuss: a) hereditary disease such as thalassaemia 1.2 Understanding A student is able to: the causes of -state the factors causing variation. -give examples of variation in humans. -state the types of variation. 10 objective question 2 structure item LEARNING AREA: 2. between genetic factors and environmental factors on variation. variation -explain the effects of genetic factors on variation. -explain sex-linked inheritance using b) arrange the homologous pairs examples. of a trait of an organism from the basic unit c) gene to protein. 2 structure item -explain the inheritance of ABO blood b) inheritance of ABO blood group group in humans. Discuss the following: Volume of homework 10 objective question 2 structure item 10 objective question 2 structure item .1 Understanding A student is able to: variation in -state the importance of variation in organisms organisms. -describe the application and abuse of knowledge in genetics. c) identify autosomes and sex chromosomes. Discuss continuous and discontinuous variation based on the graphs. relate how a trait is manifested chromosomes -state the location of genes. Compare the karyotypes of a normal human being with that of a person with Down’s syndrome. Discuss the effects of genetic factor -explain the effects of the interaction on variation. argue on the need for ethics and moral in the application of genetics. 2. of d) protein to the trait of an inheritance.

RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5 -explain mutation. -respect each other. Discuss examples of mutation and mutagens. Discuss the importance of variation in the survival of a species. ULANGKAJI (LATI TUBI) PEPERIKSAAN PERCUBAAN SPM 2015 PERBINCANGAN KERTAS SOALAN PERCUBAAN SPM 2015 CUTI PERTENGAHAN PENGGAL 2 ULANGKAJI ( GERAK GEMPUR) SPM 2015 SPM 2015 MULA & PERSEDIAAN AKHITR TAHUN CUTI AKHIR TAHUN 2015 .3 Be respectful towards one another despite variation 28 29-31 32-33 34 -38 39-41 10/8/2015 To 14/8/2015 17/8/2015 To 4/9/2015 7/9/2015 To 18/9/2015 19/9/2015 To 27/9/2015 28/9/2015 To 30/10/2015 2/11/2015 To 20/11/2015 21/11/20153/1/2016 A student is able to: -accept that people are different. 2. a) chromosomal mutation. survival of a species. Conduct a sketch to show respect for all God’s creation. -explain the importance of variation in the b) gene mutation.