YEARLY LESSON PLAN 2020

BIOLOGY FORM 5

THEME : PHYSIOLOGY OF LIVING THINGS

LEARNING AREA : 1.0 TRANSPORT

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM CONTENT
OBJECTIVES
Value: Realize that Science is
A student is able to : Carry out activities to identify the problems that could be faced by multicellular one of the ways to understand
1.1 Understanding organisms and explain how the problem is overcome in multicellular organisms as nature.
the importance of  Identify the problem that could be faced compared to unicellular organisms;
having a transport by multicellular organisms in obtaining EMK: Noble values
in some their cellular requirements and getting a) correlate different sizes to total surface area /volume (TSA/V) ratio I-Think: circle map
Week 1 multicellular rid of their waste products b) discuss how the TSA/V ratio affects the movement of solutes to the interior of
2/1 - 3/1 organisms  suggest how the problem is overcome in cubes HOTS: Analysing, synthesising
multicellular organisms c) relate the outcome of a) and b) to the problem faced by the multicellular organisms
in getting cell requirements to the cells in the interior of the organisms
d) suggest ways to improve the movement of solutes to the interior of cubes without
changing the size of cubes
e) explain why there is a need for a transport system in some multicellular organisms

A student is able to: Read text materials and view computer simulations on circulatory system and discuss Value: Having an interest and
1.2 Synthesising the following: curiosity towards the environment
Week 2 the concept of  state what a circulatory system is,
6/1 - 10/1 circulatory system  state the three components of circulatory  what is a circulatory system EMK: Information technology &
in human and animals,  the three components of the circulatory system i.e. medium, vessels and pump, communication
 state the medium of transport in humans  blood and haemolymph as a medium of transport, I-Think: Bubble map, Flow map,
and animals  the composition of human blood Tree map
 state the composition of human blood,  the function of human blood and haemolymph in transport
 explain the function of blood and  the structure of human blood vessels, arteries, veins and capillaries,
haemolymph in transport HOTS: Synthesising, compare
 the basic structure and the function of the human heart,
and contrast
 describe the structure of human blood  the circulation of blood in humans in terms of :
vessels. I. pumping of the heart,
 explain how blood is propelled through the II. contraction of skeletal muscles around veins,
human III. the regulatory mechanism of blood pressure
 explain briefly how blood pressure is
regulated.

1
 YEARLY LESSON PLAN 2020
BIOLOGY FORM 5

 compare and contrast the circulatory
systems in the following humans,
fish and amphibians,
 conceptualise the circulatory system
in humans
Look at the heart of the fish, chicken and/or cow and note similarities and differences in
terms of size and number of compartments
Use schematic diagrams to compare the circulatory system in the following: humans,
fish and amphibians.

Visualize and draw concept maps on the circulatory system in humans.

1.3 Understanding A student is able to: Show photomicrographs of blood clots. Value: Appreciate the balance of
the mechanism of Discuss the necessity for blood clotting with respect to: nature
blood clotting  explain the necessity for blood clotting at a) preventing serious blood loss,
Week 3 the site of damaged blood vessels, b) preventing the entry of microorganisms and foreign particles EMK: Patriotisme
13/1 -  explain the mechanism of blood clotting c) maintaining blood pressure,
17/1  predict the consequences of impaired d) maintaining circulation of blood in a closed circulatory system, I-Think: Flow map
blood clotting mechanism in an individual HOTS:Analysing
Use a schematic diagram to illustrate the mechanism of blood clotting.

Predict the consequences of blood clotting related problems such as hemophilia or

thrombosis.

1.4 Synthesising A student is able to:
the concept of
lymphatic system  describe the formation of interstitial fluid
 state the composition of interstitial fluid
 state the importance of interstitial fluid
 describe the fate of interstitial fluid
Draw a schematic diagram Value: Having an interest and
on the formation of interstitial fluid and lymph, and discuss the following: curiosity towards the environment
a) spaces between cells
EMK: Science & technology
b) materials from blood capillaries entering these spaces
c) composition of interstitial fluid
d) the importance of interstitial fluid
I-Think: Flow map, tree map

2
 YEARLY LESSON PLAN 2020
BIOLOGY FORM 5

 describe the structure of the lymphatic e) the need for interstitial fluid to return to the circulatory system directly or via HOTS: Synthesising, compare &
system. the lymphatic system contrast
 explain how the lymphatic system Discuss the following:
complements the circulatory system  the structure of the lymphatic system
 compare the content of blood, interstitial  the flow of lymph
fluid and lymph  the role of the lymphatic system in transport
 predict what will be happen if interstitial
fluid fails to return to the circulatory Use a graphic organizer to compare the content of blood, interstitial fluid and lymph.
system
 conceptualise the relationship between Brainstorm to predict what will happen if interstitial fluid fails to return to the circulatory
the lymphatic system and circulatory system
system
Study diagram or computer simulation on the lymphatic system and discuss the
relationship between the lymphatic system and circulatory system
1.5 A student is able to : Discuss the necessity for body defence mechanism in humans. Value: Appreciate the balance of
Understanding the  State another function of the circulatory nature
Week 4 role of the system besides transport, Gather information and discuss the body’s defence mechanism with reference to:
20/1 - circulatory system EMK: Entrepreneurship
24/1 in body defence  Identify the tree lines of defence a) first line of defence
mechanism mechanism of the body, - skin I-Think: Tree map, flow map
- mucous membrane
b) second line of defence

3
 YEARLY LESSON PLAN 2020
BIOLOGY FORM 5

 Describe the process of phagocytosis - phagocytic white blood cells, HOTS: Analysing
c) third line of defence
 State the meaning of antigen and antibody, - lymphoytes.

 State the meaning of immunity and Draw and lable the various stages of phagocytosis.
immunization Discuss the following:
a) antigens, antibodies,immunity and immunization, Value: Appreciate the balance of
 Relate antigen and antibody to immunity, nature

 Name and give example of various types of b) how antigens and antibodies are related to immunity,
immunity,
c) the various types of immunity:
 State the effects of human i. active immunity (natural, artificial),
immunodeficiency virus (HIV) on the ii. passive immunity (natural, artificial).
body’s defence mechanism,
Carry out small group discussion on the following and present the findings:
 Describe the transmission of HIV,
a) the effects of HIV on the body’s immune system,
 Suggest ways to prevent the spread of
b) transmission of HIV,
acquired immune deficiency syndrome
c) prevention of AIDS.
(AIDS).

1.6 A student is able to: Research and discuss nuitrition and lifestyle which can lead to a healthy cardiovascular Value: Appreciate & practice
Appreciating a  Select and practice suitable ways to system. Then select ways that are suitable and prctise them. healthy & clean lifestyle.
healthy maintain a healthy cardiovascular system. EMK: Creativity & innovation
cardiovascular
Week 5 system I-Think:Bubble map
27/1 -
31/1 HOTS: Generating ideas

1.7 A student is able to: Discuss the following: Value: Realize that Science is
Understanding the one of the ways to understand
transport of  state the necessity for transport of a) the necessity for transport of substances in plants. nature.
substances in substances in plants. b) the problem that could be faced by plants in transporting substances and how
plants  identify the vascular tissue in stem, root it is overcome in plants. EMK: Language
and leaf
 state the role for vascular tissue in the Carry out the following activities: I-Think:Circle map, tree map
transport of substances

4
 YEARLY LESSON PLAN 2020
BIOLOGY FORM 5

 describe the structure of vascular tissue. a) to show the presence of xylem as a continuous tube system to transport water HOTS: Analysing, classiying
 relate the structure of xylem to transport and minerals.
 relate the structure of phloem to transport b) prepare slides and look at the cross section (XS) and longitudinal section (LS)
 predict the effect of removing a ring of of a dicot stem
phloem tissue from a plant. c) study prepared slides of XS of stem ,root, and leaf of a dicot plant and draw
the plan diagrams
Relate the following :
a) the structure of xylem to the transport of water and minerals.
c) the structure of phloem to the transport of organic substances.

Carry out bark ringing to show the role of phloem in the continuous transport of organic
substances.

Week 6 1.8 Synthesising A student is able to: Discuss the following: Value: Appreciate the balance of
3/2 - 7/2 the concept of nature
transport of  state what translocation is, a) the transport of organic substances in plants.
substances in  explain the importance of translocation in b) The importance of translocation in plants EMK: Noble values
plants plants
 describe the process of transpiration Carry out small group discussion on the following and present the findings: I-Think:Circle map, bubble map
a) the process of transpiration,
 explain the importance of transpiration, b) the importance of transpiration,
c) the pathway of water from soil to leaves using a schematic diagram, HOTS: Synthesising
 describe the pathway of water from the soil d) the external conditions affecting the rate of transpiration
to the leaves,
Design and conduct experiments to study factors affecting the rate of transpiration, i.e:
 state external conditions affecting a) air movement,
transpiration, b) temperature
c) light intensity
d) relative humidity.

5
 YEARLY LESSON PLAN 2020
BIOLOGY FORM 5

 design experiments to study factors
affecting the rate of transpiration,
 explain the role of root pressure in the
movement of water in plants,
 explain the role cohesion and adhesion of
water in the movement of water in plants,
Carry out an activity to show the following:
a) root pressure,
b) cohesion and adhesion of water
Discuss and draw a concept map of the movement of water in plants in terms of the
following: osmosis, transpiration pull, cohesion and adhesion of water, opening and
closing of stomata, root pressure

 conceptualize the transport mechanism

in plants

THEME : PHYSIOLOGY OF LIING THINGS

LEARNING AREA : 2.0 LOCOMOTION AND SUPPORT

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM CONTENT
OBJECTIVES
Week 7 A student is able to: Value: Appreciate the balance
10/2 - Discuss in groups and the group leader have present the findings to the class:- of nature
14/2 2.1Understanding  Explain the necessity for support a) the necessity for support and locomotion in humans and animals
support and and locomotion in humans and b) the problems that could be faced by humans and animals in support and EMK: Creativity & innovation
locomotion in humans animals. locomotion.
and animals  Describe the problems that could be c) how problems in support and locomotion are overcome in humans and
faced by humans and animals in animals I-Think:Circle map
support and locomotion.
Study the model of human skeleton to identify the following:

6
 YEARLY LESSON PLAN 2020
BIOLOGY FORM 5

 Explain how problems in support HOTS: Application

and locomotion are overcome in
humans and animals.
 name bones that make up the axial
skeleton and appendicular skeleton
of the human body,
 label the bones, skeletal muscles
and tendons in a diagram of the
arm
 explain how movement in a limb,
 state the function of cartilage and
synovial fluid at joints,
 describe briefly the mechanism of
locomotion in an animal,
 state some consequences of
impaired musculoskeletal system
on support and locomotion
a) axial skeleton consisting of the skull, cervical vertebrae, thoracic vertebrae, lumbar
vertebrae, sacrum, coccyx, sternum and ribs
b) appendicular skeleton consisting of scapula, clavicle, humerus, ulna, radius, pelvic
girdle, tibia and fibula.
Observe a chicken wing to note the position and nature of muscles, ligaments and
tendons.
Draw and label a simple diagram of an arm to show the arrangement of bones, skeletal
muscles and tendon.
Briefly discuss:
a) how the bones, skeletal muscles, tendon and joints bring about movement on the
arm or leg,
b) the necessity of nerve impulses in skeletal muscle contraction
c) the antagonistic action of skeletal muscles,
d) all muscle has two primary proteins,
e) source of energy is from the ATP produced in adjacent mitochondria,
f) function of cartilage and synovial fluid at joints.

Observe and discuss the mechanism of locomotion in an earthworm, grasshopper, fish

or bird.

Discuss and present finding on muscle cramp, osteoporosis, muscular dystrophy and
arthritis.

Discuss and share ways of caring the musculo-skeleton systems such as : V alue: Appreciate & practice
2.2 Appreciating a A student is able to : a) following a balanced diet, healthy & clean lifestyle.
healthy  Practise ways to care for the b) having a good posture
musculoskeletal musculoskeletal system c) using a proper attire for daily activities EMK: Noble values
system d) taking appropriate precautions during vigorous activities I-Think:Circle map
e) practising correct and safe exercise techniques
HOTS: Evaluating

2.3 A student is able to : Discuss the following: Value: Realize that Science is
Understanding support a) the necessity for support in plants\ one of the ways to understand
Week 8 in plants  Explain the necessity for support in b) what could be the support related problems faced by : nature.
17/2 - plants i) aquatic plants EMK: Environmental education
21/2 ii) terrestrial plants

7
 YEARLY LESSON PLAN 2020
BIOLOGY FORM 5

 Explain how support is achieved in c) how is support achieved in aquatic and terrestrial plants the I-Think:Bubble map
aquatic plants necessity for support in plants
 Explain how support in terrestrial d) what could be the support related problems faced by : HOTS: Analysing
plants are achieved through tissue j) aquatic plants
modifications iii) terrestrial plants
e) how is support achieved in aquatic and terrestrial plants

Carry out the following activities:

a) study the adaptation for support aerenchyma and air sacs) in floating aquatic
plans, e.g. water hyacinth)
b)
c) study prepared slides of cross sections of old stems to identify tissue that help in
support.
d) investigate how support in herbaceous plant e.g. spinach and balsam is achieved
without woody tissue
e) study the adaptation for support ( aerenchyma and air sacs) in floating aquatic
plans, e.g. water hyacinth)
f) study prepared slides of cross sections of old stems to identify tissue that help in
support.
g) investigate how support in herbaceous plant e.g. spinach and balsam is achieved
without woody tissue

8
 YEARLY LESSON PLAN 2020
BIOLOGY FORM 5

THEME : PHYSIOLOGY OF LIING THINGS

LEARNING AREA : 3.0 COORDINATION AND RESPONSE

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM CONTENT
OBJECTIVES
Week 9 3.1 Understanding A student is able to Carry out small group discussion on the following and present the findings : Value: Being thankful to the
24/2 - response and God.
28/2 coordination  list the changes the external and a) external stimuli , eg light, sound, smell, taste, temperature, pressure and
internal environment faced by an touch EMK: Science & technology:
organism b) internal stimuli eg sugar level in the blood and osmotic pressure of blood
 state why organism have go be sensitive c) the necessity for living organisms to respond to stimuli
to change in internal and external I-Think:Bubble map, flow map
environment Carry out the activities to study
 clarify through examples the meaning of a) human and animal responses to external and internal environment
stimulus and response b) plant responses to external environment HOTS: Analysing
 state the main components and
pathways involved in detecting and View computer simulations on the pathways in detecting and responding to external and
responding to change in external internal stimuli in humans and animals
environment
 state the main components and Draw systematic diagrams involving the main components
pathways involved in detecting and Discuss what meant by coordination
regulating change in internal environment
 Clarify through examples the meaning of
‘coordination’

3.2 Analysing A student is able to Value: Having an interest and

the role of
human  state the role nervous system
nervous  draw and label a diagram to show the
system organization of the nervous system
 name the main parts of the brain
and state their functions
curiosity towards the
Discuss the role of the nervous system environment
EMK: Creativity & innovation
Draw a diagram to show the organization of the nervous system.
I-Think:Bridge map, tree map,
View graphics of the brain and label the main parts of the brain, and state their bubble map
respective functions

9
 YEARLY LESSON PLAN 2020
 draw and label a diagram of a cross
section of the spinal cord
 state the main functions of the spinal cord
 label the structure of an efferent neurone
 identify the type of the neurone form the
diagrams given
 state the function of each type of
neurone
 state the mode of transmission of
information along the neurone
 describe briefly the pathway of
transmissions of information from
receptors to effectors
 draw and label a simple diagram of a
synapse
 describe the transmission of
information across synapses
 state the role of the synapse in the
transmission
 give examples of voluntary action
 give examples of involuntary action
 outline the transmission of
information in voluntary action
 outline the transmission of
information in involuntary action
 draw a schematic diagram showing a
reflects arc
 give examples of nervous system related
diseases
BIOLOGY FORM 5
HOTS: Analysing
Draw and label diagram of a cross section of the spinal cord
Discuss the main functions of the spinal cord
Draw and label the structure of the efferent neurone ( nucleus, cell body, cytoplasm,
dendrites, axon, synaptic dendrites, myelin sheath )
Identify and discuss the function of the three types of neurone
View computer animations on the transmission of information in the form of electrical
signals
Discuss the mode of transmission of in formation along the neurone
Draw schematic diagram to show the pathway of transmission of information and
discuss the following
a) reception of stimuli by receptors
b) from receptors to the central nervous system
c) integration and interpretation by the central nervous system
d) from the central nervous system to the effectors
e) respond by the effectors
Draw and label a simple diagram of a synapse,
Conduct small group discussion on the following:
a) transmission of information across the synapse
b) the role of the synapse in transmission
Discuss voluntary action and involuntary action with examples
Discuss the following:
a) voluntary action eg. raising your hand to answer a question
b) involuntary action involving skeletal muscles eg. knee jerk,
c) involuntary action involving smooth muscles or glands eg. normal blood pressure.
Work in groups to draw a schematic diagram of a reflex arc.
Visit homes for the aged. Show compassion towards senior citizens and patients with
Alzheimer’s and Parkinson’s diseases.
10
 YEARLY LESSON PLAN 2020
BIOLOGY FORM 5

Week 10 & 11
1 st MID TERM EXMANINATION/ PEPERIKSAAN PERTENGAHAN PENGGAL 1
2/3 – 13/3

14/3 – 23/3 1 ST MID TERM SCHOOL HOLIDAYS/ CUTI PERTENGAHAN PENGGAL 1

Week 12 A student is able to
23/3-27/3
 state what a hormone is
 state what the endocrine system is
 state why the endocrine system is
necessary
 state physiological process not directly
regulated by the nervous system
 describe how the endocrine system
complements the nervous system
 label the main glands of the endocrine
system
 name the main hormones produced by
each endocrine gland
3.3 Analysing the role
 state the functions of hormones involved
of hormones in
in physiological processes
humans
 describe briefly how secretion of hormone
is regulated
 describe briefly coordination
involving both nervous system and
endocrine system in a fight of flight
situation
 state the effects of hormonal imbalance
 state the use hormone in medicine
Carry out small group discussion on the following and present the findings: Value: Being thankful to the
a) what a hormone is God.
b) what the endocrine system is
c) why the endocrine system is necessary, despite having the nervous system EMK: Science & technology
d) the physiological processes which are not directly regulated by the nervous system
e.g. menstrual cycle, development of secondary sex characteristics, growth, etc
e) How the endocrine system complements the nervous system I-Think:Circle map, buble map
Carry out group activity to label the main glands of the endocrine system. HOTS: Analysing
Name the main hormones produced by each endocrine gland.
Match the hormones with their functions in the following physiological processes:
a) reproduction
b) growth
c) homeostasis
discuss how secretion of a hormone can be regulated by:
a) another hormone, e.g. thyroid stimulating hormone (TSH)
b) level of certain substances, e.g. glucose
c) nervous system
Discuss the involvement of both the nervous system and the endocrine system in a
“fight or flight” situation (involving adrenaline).
Carry out small group discussion on the following and present the findings on:
a) the effects of imbalance of thyroxine, growth hormone, antidiuretic hormone, and
insulin
b) the use of hormone in the treatment of diabetes mellitus and dwarfism

3.4 Synthesising the A student is able to: Discuss the following: Value: Cooperation
Week 13 concept of a) physical factors – body temperature and blood pressure,
30/3 – 3/4
EMK: Noble values
11
 YEARLY LESSON PLAN 2020
BIOLOGY FORM 5

 explain the necessity to maintain an b) chemical factors in the blood partial pressure of oxygen and of carbon I-Think:Flow map
optimal physical and chemical condition dioxide, osmotic pressure, and sugar level,
in the internal environment c) the necessity to maintain an optimal physical and chemical condition in the HOTS: Application
 state the meaning of homeostasis, internal environment
 design an experiment to study the effect d) The meaning of homeostasis,
of different quantities of water intake on
urine output, Design an experiment to show the effect of different quantities of water intake on urine
 relate the changes in blood osmotic output.
pressure to urine output. Discuss the following:
 describe the formation of urine, a) the relationship between the regulation of osmotic pressure and the
 relate the formation of urine to excretion. formation of urine.
b) The formation of urine
 describe briefly the mechanism of
c) the relationship between urine formation and excretion
osmoregulation
 predict the consequences of impaired
Draw and label the following structures:
kidney function
a) kidney
 describe the regulation of blood sugar b) nephron
level
 describe the regulation of body View computer simulations and draw a schematic diagram on the process of urine
homeostasis in temperature formation and discuss the following processes:
humans  conceptualise homeostasis a) ultrafiltration
b) reabsorption
c) secretion

Draw a schematic diagram on the action of antidiuretic hormone (ADH) and discuss the
following:
a) the process of osmoregulation by the kidneys
b) negative feedback control in osmoregulation

Gather information and discuss the following:

a) Haemodialysis
b) Kidney donation and kidney transplant

Recall, discuss and draw a concept map on various mechanisms that together keep
the physical and chemical conditions inside the organism constant in terms of :
a) blood sugar level
b) body temperature
partial pressure of oxygen and carbon dioxide blood pressure
3.5 Practising a A students is able to: Show pictures of drug addicts and alcoholics, then discuss drug and alcohol abuse. V alue: Appreciate & practice
healthy lifestyle Reach and report on: healthy & clean lifestyle.

12
 YEARLY LESSON PLAN 2020
BIOLOGY FORM 5

 describe effects of drugs and alcohol abuse
on humans.
 explain the factors that can lead to drug
and alcohol abuse
 practise a healthy lifestyle
3.6 A student is able to:
Understanding plant  state what plant hormones are,
hormone  give some examples of plant hormones,
 infer the effects of auxins on growth
responses,
 explain the role of auxins in tropisme,
 state the use of hormones in agriculture.
a) Effects of drugs and alcohol abuse such as on the nervous system, EMK: Noble values
b) Social factors that can lead to drug and alcohol abuse.
Attend talks on drug and alcohol abuse. I-Think:Bubble map
Participate in anti-drug abuse and anti-alcohol abuse campaigns. HOTS: Synthesising,
application
Research and report on: Value: Having an interest and
a) the meaning of plant hormones curiosity towards the
b) plant hormones e.g. auxins, ethylene, environment
c) effect of auxins based on scientific findings on phototropisme, EMK: Information technology &
d) role of auxins in phototropisme and geotropisme, communication
e) the use of hormones in agriculture.
I-Think:Circle map, bubble map

HOTS: Analysing

THEME : PHYSIOLOGY OF LIING THINGS

LEARNING AREA : 4.0 REPRODUCTION AND GROWTH

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM CONTENT
OBJECTIVES
4.1 Analysing gamete A student is able to : Discuss the following about reproduction : Value: Being thankful to the
formation God.
 explain the necessity for organisms to a) the necessity to reproduce EMK: Creativity & innovation
reproduce b) the two types of reproduction
 state types of reproduction c) the necessity for formation of gametes I-Think:PFlow map, double
Week 14  explain the necessity for formation of bubble map
6/4 – 10/4 gametes Study diagrams of stages in the formation of a sperm and an ovum
 describe formation of sperm in humans HOTS: Compare & contrast
 describe formation of ovum in humans Compare the formation of a sperm with that of an ovum
 compare the formation of sperm
with that of ovum
A student is able to : Discuss the following : Value: Think rationally
 state what menstruation is

13
 YEARLY LESSON PLAN 2020
BIOLOGY FORM 5

4.2 Analysing the role  relate menstruation to menstrual cycle a) what menstruation is EMK: Science & technology
of hormones in the  state the importance of the menstrual cycle b) the relation between menstruation and menstrual cycle
menstrual cycle  state the hormones involved in the c) the importance of the menstrual cycle
d) hormones involved in the menstrual cycle I-Think:Circle map, bridge map
menstrual cycle
 relate hormonal levels to the
development of follicles, the Study diagrams and discuss the effect of hormonal levels on the following : HOTS: Application
process of ovulation and the
formation of corpus luteum a) follicle development
 relate hormonal levels to the b) ovulation
changes in thickness of the c) formation of corpus luteum
endometrium d) thickness of the endometrium
explain the role of hormones in regulating the
menstrual cycle:- Discuss the following :
 state what premenstrual a) premenstrual syndrome
syndrome (PMS) is b) menopause
 state what menopause is

4.3 Understanding the A student is able to :
early development of a
zygote in humans
 describe what fertilization is
 describe in simple terms the early
development of a zygote
 name the two stages in the development of
a zygote in preparation for implantation
 describe the formation of twins
 compare identical twins with fraternal twins
 state the functions of the placenta in foetal
development
 explain the advantages of fetus having a
separate circulatory system from that of the
mother
Use diagram and computer simulations to discuss the following : Value: Being thankful to the
a) the formation of zygote God.
b) the early development of a zygote as the formation of a ball of cells which
becomes implanted in the wall of the uterus EMK: Information technology &
c) Identify morula and blastocyst from the diagrams given communication
d) Formation of identical twins, fraternal twins and Siamese twins
I-Think:Flow map, double
Illustrate how identical and fraternal twins are formed and fraternal twins are formed bubble map
and give some differences between them
HOTS: Synthesising, analysing
Research and report on :
a) functions of the placenta in foetal development
b) the advantages of fetus having a separate circulatory system from that of the
mother

Week 16 4.4 A student is able to: Research and report on : Value: Appreciate the
20/4 – Appreciating the contribution of Science &
24/4 contribution of science  explain the contribution of science and a) Family planning technology
technology to human reproduction b) Sperm bank EMK: Science & technology

14
 YEARLY LESSON PLAN 2020
BIOLOGY FORM 5

and technology to  explain some moral issues related to the c) Artificial insemination I-Think Bubble map
human reproduction application of science and technology to d) In vitro fertilization
human reproduction e) surrogate mother HOTS: Analysing
 explain what sexually transmitted disease f) sexually transmitted disease
are
 give example of sexually transmitted
disease

Week 17 4.5 A student is able to: Examine a flower to identify : Value: Dare to try
27/4 – 1/5 Synthesizing the a) Various flower parts
concept of sexual  identify male and female structures in a b) The structure which produce male and female reproductive cells EMK: Language
& reproduction on flower
flowering plants  describe the formation of pollen grains Draw diagrams to show the stages in the formation of :
Week 18  describe the formation of embryo sac in a) Pollen grains from pollen mother cells I-Think:Flow map
4/5 – 8/5 the ovule b) Embryo sac from the embryo sac mother
 describe the formation of pollen tube cells
HOTS: Analysing
 describe the formation of zygote
 describe the formation of triploid nucleus Describe briefly what happen at each stage in both (a) and (b)
 conceptualise double fertilization
Conduct an activity to observe the germination of pollen grains in sugar solution
 relate the structure of a fruit to the flower
part
 explain the importance of double Discuss the following :
fertilization for the survival of flowering a) The formation of two male nuclei from the generative nucleus,
plants b) The formation of zygote,
c) The formation of triploid nucleus

Discuss and draw a concept map of double fertilization in flowering plants

Examine the structure of fruits e.g. mango, long beans, and relate them to the flower
parts:

a) Seed from the ovule,

b) Seed coat from the integument,
c) Fruit from the ovary

Discuss the importance of double fertilization for the survival of flowering plants.

15
 YEARLY LESSON PLAN 2020
BIOLOGY FORM 5

Week
19 - 20 1 st TERM EXAMINATION/ PEPERIKSAAN PENGGAL 1
11/5 – 22/5
1 ST TERM SCHOOL HOLIDAYS/ CUTI PENGGAL 1
23/5-7/6 (2 W)
A student is able to : Discuss the necessity for for growth. Value: Appreciate the balance
of nature
Week 21  explain the necessity for gowth in Carry out small group discussion on growth in terms of : EMK: Noble values
8/6-12/6 4.6 organisms,
Understanding growth  explain what growth is, a) growth being an irreversible process, I-Think: Circle map
in multicellular b) increase in the number of cells,
organisms. c) increase in cell size,
d) cell differentiation. HOTS: Compare and contrast

Study diagrams or prepared slides to identify the growth zones at root tip and shoot tip
A student is able to : Generate ideas on the appropriate parameters used in the measurement of growth. Value: Cooperation

 identified the parameters used in the Conduct an activity to study the growth of a plant, e.g. onion, maize or balsam. EMK: Information technology &
measurement of growth. communication
Week 22  describe the sigmoid growth curve of an Study and interpret the data on growth in humans and discuss the following :
4.7 I-Think Bridge map
15/6-19/6 organism, a) the shape of growth curve,
Understanding the
 relate the shape of the growth curve to the b) phases of growth,
growth curve. HOTS: Analysing
growth phases of an organism, c)
 explain the shape of the growth curve the relationship between the phases of growth and the growth curve.
of an insect.
Study and interpret a growth curve of an insect and relate the shape of the curve to its
growth.

4.8 A student is able to : Discuss the types of growth in plants. Value: high manner & respect
Understanding primary
and secondary growth  state the types of growth in plants, Conduct a field study to identify plants that undergo primary and secondaru growth. EMK: creativity & innovation
in plants.  state the primary and secondary growth I-Think:Circle map, bubble map
are,

16
 YEARLY LESSON PLAN 2020
 name the tissue involved in primary and
secondary growth,
 explain the importance of primary growth,
compare and contrast plants that undergo
secondary growth with plants that do not
undergo secondary growth,
state the economic importance of plants that
undergo secondary growth.
THEME : VARIATION AND INHERITANCE
LEARNING AREA : INHERITANCE
LEARNING
WEEK LEARNING OUTCOMES
OBJECTIVES
Week 23 5.1 Synthesising the A student is able to:
22/6-26/6 concept of inheritance
& based on Mendel’s  State what is meant by inheritance
Week 24 experiment  Differentiate traits from characters
29/6-3/7  Identify characteristic and traits in
Mendel’s experiments
 State that there is a hereditary factor that
determines a particular character
 Identify dominant and recessive traits
 Explain genes and alleles
 Explain dominant and recessive alleles
 State the meaning of phenotype
 State the meaning of genotype
 Relate allele combination to genotype
 Relate phenotype to genotype
 State the meaning of homozygote and
heterozygote
BIOLOGY FORM 5
Examine prepared slides or diagrams of across section of a young stem, matured HOTS: Analysing
stem, young root, matured root, in dicots to identify primary and secondary tissues.
Research and report on the following :
a) relate primary growth to height, support and transport of substances,
b) relate secondary growth to additional support and transport,
c) state the importance of vascular cambium and cork cambium to secondary
growth
d) compare plants that undergo secondary growth with those that do not,
e) the economic importance of plants that undergo secondary growth
SUGGESTED LEARNING ACTIVITIES CURRICULUM CONTENT
Discuss the following based on examples. Value: Realize that Science is
one of the ways to understand
a) inheritance nature.
b) characters and traits
EMK: Scince & technology
Study diagrams showing the result of Mendel’s monohybrid cross experiment, then
discuss the following: I-Think:Circle map
a) characters and traits in Mendel’s experiment
b) there is a hereditary factor that determines a particular character
c) dominant and recessive traits HOTS: Synthesising
d) genes and alleles
e) dominant and recessive alleles
f) phenotype and genotype
g) homozygote and heterozygote
h) phenotypic ratio and genotypic ratio in the first and second filial generation
i) the importance of meiosis I in the segregation of alleles
j) meaning of monohybrid inheritance
17
 YEARLY LESSON PLAN 2020
 Determine the phenotypic ratio of the first
filial generation and second filial
generation
 Determine the genotypic ratio of
 first filial generation and second filial
generation
 State the meaning of monohybrid
inheritance
 Conceptualize Mendel’s First Law
 State the meaning of dihybrid inheritance
 Conceptualize Mendel’s Second Law
5.2 Understanding A student is able to:
inheritance  State the blood groups in the ABO system
and Rhesus factor in humans
 Explain the inheritance of ABO blood
group in humans
 Differentiate autosomes from sex
chromosomes
 Identify the different human karyotypes
 Explain sex determination in off spring
 Explain sex-linked inheritance using
examples
 Describe hereditary diseases
Week 25 5.3 Understanding A student is able to :
6/7 – 10/7 gene and chromosome
state the unit of inheritance, state the
BIOLOGY FORM 5
Conduct an activity using coloured buttons/beans to illustrate Mendel’s First Law.
Discuss Mendel’s First Law as the Law of Segregation
Study diagrams showing the results of Mendel’s Dihybrid cross experiment, then
discuss the following
a) meaning of dihybrid inheritance
b) the importance of meiosis in terms of independent assortment of
chromosomes
Discuss Mendel’s Second Law as the Law of Independent Assortment
Discuss : Value: Being thankful to the
a) blood groups and Rhesus factor (Rh factor) God
b) inheritance of ABO blood group in humans EMK: Science & technology
Examine a drawing of a micrograph of human chromosomes and :
a) determine the number of chromosomes
I-Think:Circle map, tree map
b) arrange the homologous pairs based on the location of the centromere and
size of chromosomes HOTS: Synthesisng
c) identify autosomes and sex chromosomes
Compare the karyotype of a normal human being with that of a person with Down’s
syndrome
Draw a schematic diagram to show the following :
a) sex determination in offsprings
b) sex-linked inheritance of hemophilia and colour blindness
Gather information and discuss
a) hereditary diseases such as Thalassaemia
Research and report on: Value: Realize that Science is
a) unit of inheritance one of the ways to understand
b) the location of genes nature.
18
 YEARLY LESSON PLAN 2020
location of genes,
describe the structure of
deoxyribonucleic acid (DNA),
describe in simple terms the manifestation of
a trait of an organism from the basic unit of
inheritance,
explain briefly the importance of genetics to
mankind,
describe the application and abuse of
knowledge in genetics,
argue on the need for ethics and moral in the
application of genetics.
THEME : VARIATION AND INHERITANCE
LEARNING AREA : VARIATION
BIOLOGY FORM 5
EMK: Science & technology
Construct a model of deoxyribonucleic acid (DNA) and discuss the following:
c) structure of nucleotides
d) structure of polynucleotides I-Think:Circle map, bubble map
e) double helix of DNA
Draw a schematic diagram and relate how a trait is manifested from the basic unit of HOTS: Application
inheritance in terms of:
f) chromosome to DNA
g) DNA to gene
h) Gene to protein
i) Protein to the trait of an organism
Research and report on the following:
j) DNA finger printing
k) Human genome project
l) Potential of stem cell research
m) Genetic engineering,
n) gene therapy
o) genetically modified organisms
p) genetically modified food
q) medicine (production of insulin)
Discuss the implications of the above to mankind.
Conduct a forum or debate on ethical and moral issues in the application of knowledge
in genetics.
Visit research centers that conduct research in genetic engineering.
19
 YEARLY LESSON PLAN 2020
BIOLOGY FORM 5

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM CONTENT
OBJECTIVES
6.1 Understanding A student is able to: Discuss the importance of variation in organisms Value: Being thankful to the
variation in organisms God
 State the importance of variation in Conduct an activity to investigate variation in humans and present the data graphically
organisms EMK: Creativity & innovation
 Give examples of variation in humans Discuss continuous variations with discontinuous variation based on the graphs
 State the types of variation
 Compare continuous variations with Compare continuous variations with discontinuous variation I-Think:Circle map, tree map
discontinuous variation
HOTS: Analysing

Week 26 6.2 Understanding the A student is able to: Discuss the cause of variation in term of: Value: Critical & analytical
1307- causes of variation thinking
17/7  State the factors causing variation a)genetic factors
&  Explain the effect of genetic factors on b)environmental factors EMK: Science & technology
Week 27 variation
20/7-  Explain the effects of environmental Discuss the effects of genetic factors on variation
24/7 factors on variation I-Think:Bubble map
Conduct an activity, such as role-playing or model-building, to show the process of
 Explain the effects of the interaction HOTS: Generating idea
genetic recombination
between genetic factors and
environmental factors on variation
Conduct an activity to study the effects of different environmental factors on the
 Explain mutation
variation of plants
 Explain the importance of variation in the
survival of a species Discuss the following:
a) chromosomal mutation
b) gene mutation

Discuss examples of mutation and mutagens

Discuss the importance of variation in the survival of a species

Value: Critical & analytical

6.3 Be respectful A student is able to: Participate in games and club activities involving individuals from various ethnics thinking
towards one another groups
EMK: Science & technology
despite variation  Accept that people are different
 Respect each other Conduct a sketch to show respect for all God’s creation I-Think:Bubble map

20
 YEARLY LESSON PLAN 2020
BIOLOGY FORM 5

HOTS: Analysing

27/7-/2019-31/7/2019 2 nd MID TERM SCHOOL HOLIDAYS/ CUTI PERTENGAHAN PENGGAL 2

WEEK 28 & WEEK 29

TRIAL SPM EXAMINATION/ PEPERIKSAAN PERCUBAAN SPM
3/8-14/8
WEEK 30 & WEEK 31
DISCUSSION ON TRIAL SPM EXAMINATION/PERBINCANGAN KERTAS PEPERIKSAAN PERCUBAAN SPM
17/8-28/8
WEEK 32-WEEK 40
SPM WORKSHOP/REVISION// BENGKEL SPM/ULANGKAJI
31/8-30/10

WEEK 41-WEEK 43 + SCHOOL HOLIDAYS

PEPERIKSAAN SPM/ SPM EXAMINATION

21