Yearly Plan 2011

SMK BANDAR PUCHONG JAYA (A)

YEARLY PLAN @ BIOLOGY FORM 5

MONTH/ LEARNING AREA/ LEARNING OUTCOMES LEARNING ACTIVITIES TSTS

WEEK LEARNING
OBJECTIVE

JAN 1.0 TRANSPORT A student is able to: Carry out activities like:-
1 1.1
(3/1-7/1) Understanding the − identify the problem that could a) correlate different sizes of
L1 importance of having a be faced by multicellular organisms in cubes to total surface area /
Transport system in obtaining their cellular requirements and volume (TSA/V) ratio,
some getting rid of their waste products,
Multicellular organisms b) discuss how the (TSA/V) ratio
affects the movement of solutes
to the interior of cubes,

c) relate the outcome of a) and b)

to the problem faced by
multicellular organisms in
getting cell requirements to the
cells in the interior of the
organisms,

−suggest how the problem is d) suggest ways to improve the

overcome in multicellular organisms. 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.

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JAN 1.2 A student is able to: Discuss the following:

1 Synthesising the concept ?state what a circulatory system is, a) what is a circulatory system,
(3/1-7/1) of circulatory system
L2 ?state the three components of b) the three components of the
circulatory system in humans and animals circulatory system, i.e.
medium, vessels and pump,

?state the medium of transport in humans c) blood and haemolymph as a

and animals medium of transport,

?state the composition of human blood d) the composition of human

blood,

? explain the function of blood and e) the function of blood and

haemolymph in transport, hemolymph in transport,

? describe the structure of human blood f) the structure of human blood

vessels vessels: arteries, veins and
capillaries,

g) the basic structure and

function of the human heart,

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JAN ? explain how blood is propelled h) the circulation of blood in

2 through the human circulatory system humans in terms of:
(10/1-14/1)
L1 i. pumping of the heart,
? explain briefly how blood pressure is ii. contraction of skeletal
regulated, muscles around veins,
iii) the regulatory mechanism of
blood pressure

? compare and contrast the circulatory Use schematic diagrams to

systems in the following: humans, fish and compare the circulatory system in
amphibians, the following: humans, fish and
amphibians.

? conceptualise the circulatory system in Visualize and draw concept maps

human on the circulatory system in
humans.

JAN 1.3 A student is able to: Show photomicrographs of blood

2 Understanding the
(10/1-14/1) mechanism of blood
L2 clotting
? 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
clots. Discuss the necessity for
blood clotting with respect to:
a) preventing serious blood loss,
b) preventing the entry of
microorganisms and foreign
particles,
c) maintaining blood pressure,
d) maintaining circulation of blood
in a closed circulatory system.
Use a schematic diagram to
illustrate the mechanism of blood
clotting.
Related problem such as
haemophilia or thrombosis

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JAN 1.4 A student is able to:
3 formation of interstitial fluid and
(17/1-21/1) Synthesising the concept ? describe the formation of interstitial fluid
L1 of lymphatic system
? 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
the lymphatic system and circulatory
system
panitiabiologi@smkbpja
Draw a schematic diagram on the
lymph, and discuss the following:
a) spaces between cells,
b) materials from blood capillaries
entering these spaces,
c) composition of interstitial fluid,
d) the importance of interstitial
fluid,
e) the need for interstitial fluid to
return to the circulatory system
directly or via the lymphatic system.
Discuss the following:
a) the structure of the lymphatic
system,
b) the flow of lymph,
c) the role of the lymphatic system
in transport.
Brainstorm to predict what will
happen if interstitial fluid fails to
return to the circulatory system.
,
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JAN 1.5 A student is able to: Gather information and discuss the
3 Understanding the role of body’s defence mechanism with
(17/1-21/1) the circulatory system in ? state another function of the circulatory reference to:
L2 body defence system besides transport, a) first line of defence
mechanism - skin,
? identify the three lines of defence - mucous membrane,
mechanism of the body,
b) second line of defence
- phagocytic white blood cells,

c) third line of defence

- lymphocytes.

? describe the process of phagocytosis, Draw and label the various stages
of phagocytosis.

Discuss the following:

? state the meaning of antigen and a) antigens, antibodies, immunity
antibody, and immunisation,

? state the meaning of immunity and

immunisation,
b) how antigens and antibodies
are related to immunity,
? relate antigen and antibody to immunity,

c) the various types of immunity:

? name and give examples of various
i. active immunity (natural,
types of immunity,
artificial),
ii. passive immunity (natural,
artificial).

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JAN 1.5 ? state the effects of human Carry out small group discussion on
4 Understanding the role of immunodeficiency virus (HIV) on the body’s HIV and AIDS
(24/1-28/1) the circulatory system in defence mechanism
L1 body defence
mechanism ? describe the transmission of HIV,

? suggest ways to prevent the spread of

acquired immune deficiency syndrome
(AIDS).

JAN 1.6 A student is able to: Research and discuss nutrition and
4 Appreciating a Healthy ? select and practice suitable ways to lifestyle which can lead to a healthy
(24/1-28/1) cardiovascular system maintain a healthy cardiovascular system. cardiovascular system. Then select
L2 ways that are suitable and practice
them.

JAN/FEB CUTI BERGANTI 1 & 2

5 CUTI PERISTIWA
31/1-4/2 CUTI TAHUN BARU CINA

FEB 1.7 A student is able to: Discuss the following:

6 Understanding the ? state the necessity for transport of
(7/2-11/2) transport of substances substances in plants,
L1 in plants
? identify the vascular tissue in
stem, root and leaf,
? state the role of vascular tissue
in the transport of substances,
a) the necessity for transport of
substances in plants,
b) the problem that could be faced
by plants in transporting substances
and how it is overcome in plants.

? describe the structure of Carry out the following activities:

vascular tissue, a) study prepared slides of XS of
stem, root and leaf of a dicot plant,
and draw plan diagrams.

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FEB 1.7 A student is able to: Relate the following:

6 Understanding the ? relate the structure of xylem to
(7/2-11/2) transport of substances transport, a) the structure of xylem to the
L2 in plants transport of water and minerals,
? relate the structure of phloem to b) the structure of phloem to the
transport, transport of organic substances.

? predict the effect of removing a Carry out bark ringing to show the
ring of phloem tissue from a role of phloem in the continuous
transport of organic substances.

1.8 ? state what translocation is Discuss the following:

Synthesising the concept a) the transport of organic
of transport of substances in plants,
substances in plants
? explain the importance of translocation in b) the importance of translocation
plants, in plants.

? describe the process of transpiration,

? explain the importance of transpiration,
? describe the pathway of water from the
soil to the leaves,
Carry out small group discussion on
the following and present the
findings:
a) the process of transpiration,
b) the importance of transpiration,

c) the pathway of water from soil

to leaves using a schematic diagram

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FEB 1.8 A student is able to:

7 Synthesising the concept
(14/2-18/2) of transport of ? state external conditions affecting Discuss the external conditions
L1 substances in plants transpiration, affecting the rate of transpiration

? design experiments to study factors Design and conduct experiments

affecting the rate of transpiration, to study factors affecting the rate
of transpiration, i.e. :
a) air movement,
b) temperature,
c) light intensity,
d) relative humidity.

FEB 1.8 ? explain the role of root pressure in the Discuss and draw a concept map of
7 Synthesising the concept movement of water in plants, the movement of water in plants in
(14/2-18/2) of transport of terms of the following:
L2 substances in plants
? explain the role of cohesion and osmosis, transpiration pull, cohesion
adhesion of water in the movement of and adhesion of water, opening and
water in plants, closing of stomata, root pressure.

? conceptualise the transport mechanism

in plants.

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FEB 2.0 LOCOMOTION & A student is able to: Carry out small group discussion on
8 SUPPORT ? explain the necessity for support the following:
(21/2-25/2) 2.1 and locomotion in humans and a) the necessity for support and
L1 Understanding animals, locomotion in humans and animals,
support and locomotion
in humans and animals ? describe problems that could be faced by b) the problems that could be faced
humans and animals in support and by humans and animals in support
locomotion, and locomotion,

? explain how problems in support and c) how the above problems are
locomotion are overcome in humans and overcome in humans and animals.
animals

? name the bones that make up the axial Study a model of human skeleton
skeleton and appendicular skeleton of the
human body,

? label the bones, the skeletal muscles and Observe a chicken wing to note the
tendons in a diagram of the arm,, position and nature of muscles,
ligaments and tendons.

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FEB 2.1 ? explain how movement is brought about Briefly discuss:

8 Understanding
(21/2-25/2) support and locomotion
L2 in humans and animals
in a limb, a) the antagonistic action of
skeletal muscles,
b) source of energy is from ATP
produced in adjacent mitochondria,

? state the function of cartilage and c) the function of cartilage and

synovial fluid at joints, synovial fluid at joints.

? describe briefly the mechanism of Observe and discuss the

locomotion in an animal, mechanism of locomotion in an
earthworm, grasshopper, fish or
bird.
2.2
Appreciating a ?state some consequences of impaired Discuss and present findings on
Healthy musculoskeletal musculoskeletal system on support and muscle cramp, osteoporosis,
system locomotion Muscular dystrophy and arthritis.
locomotion.

2.2 A student is able to: Discuss and share ways of caring

FEB/MAC Appreciating a for the musculoskeletal system
9 Healthy musculoskeletal ? practise ways to care for the such as:
(28/2-4/3) system musculoskeletal system.
L1 a) following a balanced diet,
b) having a good posture,
c) using of proper attire for daily
activities,
d) taking appropriate precautions
during vigorous activities,
e) practising correct and safe
exercise techniques.

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MAC 2.3 A student is able to: Discuss the following:

9 Understanding ? explain the necessity for support in a) the necessity for support in
(28/2-4/3) support in plants plants, plants,
L2
b) what could be the support related
? explain how support is achieved in problems faced by:
aquatic plants, i. aquatic plants,
ii. terrestrial plants.

c) how is support achieved in

? explain how support in terrestrial plants aquatic and terrestrial plants.
are achieved through tissue modifications.

MAC 3.0 COORDINATION & A student is able to: Carry out small group discussion on
10 RESPONSE the following and present the
(7/3-11/3) 3.1 findings:
L1 Understanding ? list the changes in external and internal a) external stimuli, e.g. light, sound,
response and environment faced by an organism, smell, taste, temperature, pressure
coordination and touch,

b) internal stimuli e.g. sugar level

in the blood and osmotic pressure of
blood,

? state why organisms have to be sensitive
to changes in internal and external
environment,
? clarify through examples the meaning of
‘stimulus’ and response
c) the necessity for living organisms
to respond to stimuli,
Carry out activities to study:
a) human and animal responses to
external and internal
environment,

? state the main components and b) plant responses to external

pathways involved in detecting and environment.
responding to

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changes in external environment,

? state the main components and
pathways involved in detecting and
regulating changes in internal environment
Discuss what is meant by
? clarify through examples the ‘coordination’.
meaning of ‘coordination’.

MAC 3.2 A student is able to:

10 Analysing the role of ? state the role of nervous system, Discuss the role of nervous system.
(7/3-11/3) human nervous system
L2 ? draw and label a diagram to show the Draw a diagram to show the
organisation of the nervous system, organisation of the nervous system.

? name the main parts of the brain and View graphics of the brain and label
state their functions, the main parts of the brain, and
state their respective function(s).

? draw and label a diagram of across Draw and label diagram of a cross
section of the spinal cord, section of the spinal cord.
? state the main functions of the spinal
cord

MAC
11
(14/3-18/3) CUTI PERTENGAHAN PENGGAL 1
L2

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MAC 3.2 ? label the structure of an efferent Draw and label the structure of the
12 Analysing the role of neurone, efferent neurone
(21/3-25/3) human nervous system ? identify the type of the neurone from
L1 diagrams given,
View computer animations on the
? state the function of each type of transmission of information in the
neurone, form of electrical signals.

Discuss the mode of transmission

? state the mode of transmission of
Information along the neurone,
? describe briefly the pathway of
transmission of information from receptors
to effectors,
of information along the neurone.
Draw a 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) response by the effectors.

Draw and label a simple diagram of

a synapse,
? draw and label a simple diagram of a
Conduct small group discussion on
synapse,
the following:

a) transmission of information
across the synapse.
? describe the transmission of information
across synapses, b) the role of the synapse in
transmission,
? state the role of the synapse in
transmission,

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MAC 3.2 Discuss voluntary action and

12 Analysing the role of ? give examples of voluntary action, involuntary action with examples.
(21/3-25/3) human nervous system ? give examples of involuntary action,
L2

Discuss the following:

A student should be able to:
? outline the transmission of information in
voluntary action,
? outline the transmission of
information in involuntary action,
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, cardiac
muscles or glands eg. normal
blood pressure.

? draw a schematic diagram Work in small groups to draw a

showing a reflex arc, schematic diagram of a reflex arc.

Visit homes for the aged. Show

compassion towards senior citizens
? give examples of nervous
and patients with Alzheimer’s and
system related diseases.
Parkinson’s diseases.

WEEK 13
28 MAC-1 APRIL
UJIAN PENILAIAN 1

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APRIL 3.3 A student is able to: Carry out small group discussion on
14 Analysing the role of the following and present the
(4/4-8/4) hormones in humans findings:
L1/L2 ? state what a hormone is, a) what a hormone is,
@ Discussion on exam
papers ? state what the endocrine system is, b) what the endocrine system is,

? state why the endocrine system is c) why the endocrine system is

necessary, necessary, despite having the
nervous system,

? state physiological processes not directly d) the physiological processes

regulated by the nervous system,
which are not directly regulated
by the nervous system
e.g. menstrual cycle, development
of secondary sex characteristics,
growth, etc.,

? descibe how the endocrine system e) how the endocrine system

complements the nervous system complements the nervous system.

Carry out group activity to label the

? label the main glands of the endocrine
main glands of the endocrine
system,
system.

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A student is able to:

APRIL 3.3 Name the main hormones
15 Analysing the role of ? name the main hormones produced by produced by each endocrine gland.
(11/4-15/4) hormones in humans each endocrine gland,
L1/L2
@Minggu sains & ? state the functions of the hormones Match the hormones with their
Matematik involved in some physiological processes, functions in the following
physiological processes:
(a) reproduction,
(b) growth,
(c) homeostasis.

? describe briefly how secretion of Discuss how secretion of a

hormone is regulated, 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.

? describe briefly coordination involving Discuss the involvement of both the

both the nervous system and endocrine nervous system and the endocrine
system, in a “fight or flight” situation, system in a “fight or flight” situation
(involving adrenaline).

Carry out small group discussion on

the following and present the
findings on:

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a) the effects of imbalance of

? state the effects of hormonal imbalance,
? state the use of hormone in medicine
thyroxine, growth hormone,
antidiuretic hormone, and
insulin,
b) the use of hormone in the
treatment of diabetes mellitus
and dwarfism.

APRIL 3.4 A student is able to: Discuss the following :

16 Synthesising the concept
(18/4-22/4) of homeostasis in ? explain the necessity to maintain an a) physical factors – body
L1/L2 humans optimal physical and chemical condition in temperature and blood
the internal environment, pressure,

b) chemical factors in the blood -

partial pressure of oxygen and of
carbon dioxide, osmotic pressure,
and sugar level,

c) the necessity to maintain an

optimal physical and chemical
condition in the internal
environment.

? state the meaning of homeostasis d) the meaning of homeostasis,

? design an experiment to study the effect Design an experiment to show the

of different quantities of water intake on effect of different quantities of
urine output, water intake on urine output.

Discuss the following:

? relate changes in blood osmotic pressure a) the relationship between the

to urine output, regulation of osmotic pressure and
the formation of urine,

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c) the formation of urine,

? describe the formation of urine,
d) the relationship between urine
? relate the formation of urine to excretion, formation and excretion.

Draw and label the following

structures:
a) kidney,
b) nephron.

View computer simulations and

draw a schematic diagram on the
process of urine formation and
discuss the following processes:
a) ultrafiltration,
b) reabsorption,
c) secretion.,

APRIL 3.4 Draw a schematic diagram on the

17 Synthesising the concept action of antidiuretic hormone
(25/4-29/4) of homeostasis in ? describe briefly the mechanism of (ADH), and discuss the following:
L1 humans osmoregulation,
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
? predict the consequences of impaired
transplant.
kidney function,

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? describe the regulation of blood sugar

level, Recall, discuss and draw a concept
? describe the regulation of body map on various mechanisms that
temperature, together keep the physical and
chemical conditions inside the
? conceptualise homeostasis. organism constant .

APRIL 3.5 A student is able to: Research and report on:

17 Practising a healthy ? describe effects of drug and alcohol a) effects of drugs and alcohol
(25/4-29/4) lifestyle abuse on humans, abuse such as on the nervous
L2 system,

? explain the factors that can lead to drug b) social factors that can lead to
and alcohol abuse, drug and alcohol abuse.

? practise a healthy lifestyle.

APRIL 3.6 A student is able to: Research and report on:

18 Understanding plant
(2/5-6/5) hormones ? state what plant hormones are, a) the meaning of plant hormone,
L1/L2
? give some examples of plant b) plant hormones e.g. auxins,
2/5/2011 hormones, ethylene,
(Labour day) ? infer the effects of auxins on c) effect of auxins based on
growth responses, scientific findings on phototropism,
7/5/2011
School Day ? explain the role of auxins in tropism, d) role of auxins in phototropism and
geotropism,

? state the use of hormones in agriculture e) the use of hormones in

agriculture.

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MEI PEPERIKSAAN PERTENGAHAN TAHUN 2011

19-21 (Chapter 1- chapter 3)
(9/5-27/5)

MEI/JUN CUTI PERTENGAHAN TAHUN 2011

22-23
(30/5-10/6)

JUN 4.0 REPRODUCTION & A student is able to: Discuss the following about
24 GROWTH reproduction:
(13/6-17/6) 4.1 ? explain the necessity for organisms to a) the necessity to reproduce,
L1/L2 Analysing gamete reproduce,
formation
? state types of reproduction, b) the two types of reproduction,
? explain the necessity for formation of c) the necessity for formation of
gametes, gametes,

Dicsussion for mid term exam papers

JUN 4.0 REPRODUCTION & A student is able to:

25 GROWTH
(20/6-24/6) 4.1 ? describe formation of sperm in humans, Study diagrams of the stages in the
L1 Analysing gamete ? describe formation of ovum in humans, formation of a sperm and an ovum.
formation
? compare the formation of sperm with Compare the formation of a sperm
that of ovum with that of an ovum using table

JUN 4.2 A student is able to: Discuss the following:

25 Analysing the
(20/6-24/6) role of hormones in the ? state what menstruation is, a) what menstruation is,
menstrual cycle b) the relation between menstruation

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L2 ? relate menstruation to menstrual cycle, and menstrual cycle,

c) the importance of the menstrual
? state the importance of the menstrual cycle,
@Pra Sukan cycle, d) hormones involved in the
? state the hormones involved in menstrual menstrual cycle,
cycle

? explain the role of hormones in regulating Study and interpret graphs on

the menstrual cycle, hormonal levels during the
menstrual cycle.

Study diagrams, and discuss the

effect of hormonal levels on the
following:

? relate hormonal levels to the a) follicle development,

development of follicles, the process of b) ovulation,
ovulation, and the c) formation of corpus luteum,
formation of corpus luteum, d) thickness of the endometrium.

? relate hormonal levels to the changes in

thickness of the endometrium,

Discuss the following:

? state what premenstrual syndrome a) premenstrual syndrome,
(PMS) is,
b) menopause.
? state what menopause is.

JUN/JULY 4.3 A student is able to: Discuss the following:

26 Understanding the early
(27/6-1/7) development of a zygote ? describe what fertilisation is, a) the formation of zygote,
L1 in humans
? describe in simple terms the early b) the early development of a zygote
development of a zygote, as the formation of a ball of cells

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which becomes implanted in the

wall of the uterus,

? name the two main stages in the
development of a zygote in preparation for
implantation,
? describe the formation of twins,
c) identify morula and blastocyst
from the diagrams given,
d) Formation of identical twins,
fraternal twins and Siamese twins.

? compare identical twins with fraternal Illustrate how identical and fraternal
twins, twins are formed, and give some
differences between them.

? state the functions of the placenta in Research and report on:

foetal development a) functions of the placenta in
foetal development,

? explain the advantages of fetus having a b) the advantages of fetus having

separate circulatory system from that of the a separate circulatory system
mother. from that of the mother.

JUN/JULY 4.4 A student is able to: Research and report on:

26 Appreciating the
(27/6-1/7) contribution of science ? explain the contribution of science and a) family planning,
L2 and technology to human technology to human reproduction, b) sperm bank,
reproduction c) artificial insemination,
? explain some moral issues related to the d) in vitro fertilisation,
application of science and technology to e) surrogate mother,
human reproduction,

? what sexually transmitted diseases are, f) Sexually transmitted diseases.

? give examples of sexually transmitted
diseases.

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JULY 4.5 A student is able to: Examine a flower to identify:

27 Synthesising the concept a) various flower parts,
(4/7-8/7) of sexual reproduction in ? identify male and female structures in a b) the structures which produce
L1 flowering plants flower, male and female reproductive cells.

Draw diagrams to show the stages

in the formation of:
? describe the formation of pollen grains, a) pollen grains from pollen mother
cell,
? describe the formation of the embryo sac b) Embryo sac from embryo sac
in the ovule, mother cell.

Describe briefly what happens at

each stage in both a) and b).

Conduct an activity to observe the

germination of pollen grains in
sugar solution.

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JULY 4.5 A student is able to: Discuss the following:

27 Synthesising the concept ? describe the formation of zygote, a) the formation of two male nuclei
(4/7-8/7) of sexual reproduction in ? describe the formation of triploid nucleus, from the generative nucleus,
L2 flowering plants ? describe the formation of pollen tube, b) the formation of a zygote,
c) the formation of triploid nucleus,

? conceptualise double fertilisation, Discuss and draw a concept map of

double fertilisation in flowering
plants.

? relate the structure of a fruit to the flower
parts,
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

? explain the importance of double
fertilisation for the survival of
fertilisation for the survival of flowering flowering plants.
plants.

JULY 4.6 A student is able to:

28 Understanding growth in ? explain briefly the necessity for growth in Carry out small group discussion on
(11/7-15/7) Multicellular organisms organisms, growth
L1
UJIAN 2 ? explain what growth is,
@(13/7/2011)
4.7 A student is able to:
Understanding the
growth curve ? identify the parameters used in the
measurement of growth
? describe the sigmoid growth curve of an
organism,

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? relate the shape of the growth curve to Study and interpret the data on
the growth phases of an organism, growth in humans and discuss the
following:

a) the shape of growth curve,

b) phases of growth,
c) the relationship between the
phases of growth and the growth
curve.

? explain the shape of the growth curve of Study and interpret a growth curve
an insect of an insect and relate the shape of
the curve to its growth.

JULY
28-29 UJIAN PENILAIAN 2
(13/7-22/7) MESYUARAT PANITIA BIOLOGI KE-3

JULY 4.8 A student is able to:

30 Understanding primary ? state the types of growth in plants, Discuss the 2 types of growth in
(25/7-29/7) and secondary growth in ? state what primary and secondary growth plants.
L1/L2 plants are,

? name the tissue involved in primary and Examine prepared slides or

@Discussion on exam diagrams of a cross section of a
secondary growth,
papers young stem, matured stem, young
? state the location of the tissue involved in root, matured root, in dicots to
primary and secondary growth, identify the primary and secondary
tissues.

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Yearly Plan 2011
? explain the importance of primary growth,
? explain the importance of secondary
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.
panitiabiologi@smkbpja
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.
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Yearly Plan 2011

JULY 5.0 INHERITANCE A student is able to: Study diagrams showing the results
31 ? state what is meant by inheritance of Mendel’s monohybrid cross
(1/8-5/8) 5.1 ? differentiate traits from characters experiment,
L1 Synthesising the concept
of inheritance based on ? identify characters and traits in Mendel’s Discuss:-
Mendel’s experiment experiments, a) the importance of meiosis I in the
segregation of alleles,
? state that there is a hereditary factor that
determines a particular character,

? identify dominant and recessive traits, Conduct an activity using coloured

buttons/beans to illustrate Mendel’s
First Law.
? explain genes and alleles,

? explain dominant alleles and recessive

alleles,

? state the meaning of phenotype,

? state the meaning of genotype,

JULY 5.1 Α student should be able to:-

31 Synthesising the concept ? relate allele combination to genotype,
(1/8-5/8) of inheritance based on ? relate phenotype to genotype,
L2 Mendel’s experiment ? state the meaning of homozygote and
heterozygote,

? determine the phenotypic ratio of the first

filial generation and second filial
generation,

? determine the genotypic ratio of the first

filial generation and second filial
generation,

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Yearly Plan 2011

JULY 5.1
32 Synthesising the concept ? state the meaning of monohybrid
(8/8-12/8) of inheritance based on inheritance,
L1 Mendel’s experiment ? conceptualise Mendel’s First Law,

Study diagrams showing the results

of Mendel’s dihybrid cross
experiment, then discuss the
following:

? state the meaning of ‘dihybird a) meaning of ‘dihybrid inheritance’,

inheritance’,
b) the importance of meiosis in
terms of independent assortment of
chromosomes.

Discuss Mendel’s Second Law as

? conceptualise Mendel’s Second Law. The Law of Independent
Assortment.

JULY 5.2 A student is able to: Discuss:

32 Understanding
(8/8-12/8) inheritance ? state the blood groups in the a) blood groups and Rhesus factor
L2 ABO system and Rhesus factor in humans, (Rh factor),

? explain the inheritance of ABO blood b) inheritance of ABO blood group

group in humans, in humans.

? differentiate autosomes from sex Examine a drawing of a micrograph

chromosomes, of human chromosomes and:

a) determine the number of

? identify the different human karyotypes,
chromosomes,

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Yearly Plan 2011

b) arrange the homologous pairs

based on the location of the
centromere and size of
chromosome,

c) identify autosomes and sex

chromosomes.

Compare the karyotypes of a

normal human being with that of a
person with Down’s syndrome.

OGOS 5.2 A student is able to Draw a schematic diagram to show

33 Understanding the following:
(15/8-19/8) inheritance ? explain sex determination in offsprings, a) sex determination in off-springs,
L1
CUTI NUZUL ? explain sex-linked inheritance using b) sex-linked inheritance of
QURAN@17/8 examples. haemophilia and colour blindness.

Gather information and discuss:

? describe hereditary disease a) hereditary disease such as
thalassaemia,

OGOS 5.3 A student is able to: Research and report on:

33 Understanding genes
(15/8-19/8) and ? state the unit of inheritance, a) unit of inheritance,
L1/L2 Chromosomes ? state the location of genes, b) the location of genes.

? describe the structure of Construct a model of deoxyribonucleic acid (DNA) and

deoxyribonucleic acid (DNA), discuss the following:
a) structure of nucleotides,
b) structure of polynucleotides,
c) double helix structure of DNA.

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Yearly Plan 2011

Draw a schematic diagram and relate how a trait is

manifested from the basic unit of inheritance in terms
of:
? describe in simple terms the a) chromosome to DNA
manifestation of a trait of an organism from b) DNA to gene,
the basic unit of inheritance c) gene to protein,
d) protein to the trait of an organism.

? explain briefly the importance of genetics Research and report on the

to mankind, following:
a) DNA fingerprinting,
b) human genome project,
c) potential of stem cell research,

d) genetic engineering,
i. gene therapy,
ii. genetically modified organisms,
iii. genetically modified food,
iv. medicine (production of insulin).

? describe the application and abuse of
knowledge in genetics,
? argue on the need for ethics and moral in
the application of genetics.
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

SEPT. 6.0 VARIATION A student is able to: Discuss the importance of variation
34 6.1 in organisms.
(22/9-26/9) Understanding variation ? state the importance of variation in
L1/L2 in organisms organisms,

? give examples of variation in humans, Conduct an activity to investigate variation in humans

? state the types of variation, and present the data graphically.

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Yearly Plan 2011

Discuss continuous and discontinuous variation based

on the graphs.

Compare continuous variation with discontinuous

? compare continuous variation with variation.
discontinuous variation.

6.2 A student is able to: Discuss the cause of variation in

SEPT. Understanding the terms of:
34 causes of variation ? state the factors causing variation, a) genetic factors,
(22/9-26/9) ? explain the effects of genetic factors on b) environmental factors.
L1/L2 variation,
? explain the effects of environmental Discuss the effects of genetic factor on variation.
factors on variation,

? explain the effects of the interaction Conduct an activity to study the effects of different
between genetic factors and environmental environmental factors on the variation of plants.
factors on variation,

? explain mutation Discuss the following:

a) chromosomal mutation,
b) gene mutation.
Discuss examples of mutation and
mutagens.
,

Discuss the importance of variation

? explain the importance of variation in the
in the survival of a species.
survival of a species

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6.3
Be respectful towards A student is able to:
one another despite
variation ? accept that people are different, Participate in games and club activities involving
? respect each other. individuals from various ethnic groups.

OGOS.
35 CUTI PERTENGAHAN PENGGAL II
(29/8-3/9) CUTI SEMPENA HARI RAYA PUASA
HARI KEBANGSAAN

SEPT
36-38 PERCUBAAN SPM 2011
(5/9-23/9)

SEPT
39-40 PERBINCANGAN KERTAS SOALAN PERCUBAAN SPM 2011
(26/9-7/10)

OKT
41-46 ULANGKAJI @ANJAL SPM @ WEEK 42 -PEMULANGAN BUKU TEKS T5/PEMINJAMAN SEMULA
(10/10-18/11) WEEK 43- CUTI GANTI, CUTI PERISTIWA, CUTI DEEPAVALI, CUTI GANTI 4
HARI GRADUASI @17/11/2011

NOV. PEPERIKSAAN SPM

47
(21/11/2011)

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Yearly Plan 2011

panitiabiologi@smkbpja 33