YEARLY LESSON PLAN 2018

BIOLOGY FORM 4
SMK LUTONG, MIRI, SARAWAK
THEME : INTRODUCING BIOLOGY
LEARNING AREA : 1.0 INTRODUCTION TO BIOLOGY

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM CONTENT
OBJECTIVES
Value: Realize that Science is
A student able to: Carry out small group discussion on the following & present the findings: one of the ways to understand
nature.
1.1 Understanding  State what the study of biological is. a) What is the study of biology?
the study of  Explain the importance of biological. b) The importance of biology with respect to the study of living things, EMK: Noble values
biology  List the different fields of study in environment, interaction between living things & the environment.
I-Think: circle/bubble map
biology.
 List the careers related to biology. Construct a concept map based on information gathered on the different fields of
study & careers related to biology. HOTS: Creating
 State various ways of studying biology.
Small group discussion on the importance of the following:
a) Acquiring scientific skills
b) Scientific method
c) Practicing scientific attitude & noble values.

Week 1
2/1 - 5/1 A student is able to:
 Identify variables in a given situation.
 Identify the relationship between two
variables to form a hypothesis.
1.2 Applying  Design and carry out a simple
scientific experiment to test the hypothesis.
investigation
 Record and present data in a suitable
form.
 Interpret data to draw conclusions.
 Write a report on an experiment.
 Practice scientific attitudes and noble
values.
Observe a situation & identify all the variables. Suggest a question that is suitable Value: Realize that Science is
for a scientific investigation. Discuss to: one of the ways to understand
nature.
a) Form a hypothesis
b) Plan the method of investigation including selection of apparatus & work EMK: Information technology &
procedures. communication
Carry out an experiment: I-Think: Flow map
a) To collect & tabulate data.
HOTS: Creating
b) Present data in a suitable form.
c) Interpret the data & draw conclusion.
d) Write a complete report.
Carry out an experiment on the making of bread using yeast in the absence &
presence of sugar. Record the time taken the dough its size. For further
investigation, salt is used. During investigations, highlight the need of practice
scientific attitudes & noble values such as honesty & accuracy in recording &
verifying data.

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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK LUTONG, MIRI, SARAWAK

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

LEARNING AREA : 2.0 CELL STRUCTURE AND CELL ORGANISATION

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM CONTENT
OBJECTIVES
A student is able to: Prepare and study slides to compare the epidermal cells of onion or cell of Hydrilla Value: Appreciate the balance
2.1 Understanding  Draw and label an animal cell sp leaf which cheek cells. of nature.
cell structure and  Draw and label a plant cell
function  Identify the cellular component of an Observe, draw and label diagrams of an animal cell and plant cell as seen through EMK: Noble values
animal cell a light microscope.
 Identify the cellular component of an I-Think: Circle map, bubble map
plant cell Study electron micrographs of animal cell and plant cell to identify cellular
 State the functions of the cellular component of cell:
HOTS: Analysing
component of an animal cells. a) Plasma and membrane and cell wall.
 State the function of the cellular b) Cytoplasm
component of an plant cell. c) Organelles:
i) Nucleus: nucleolus, chromosomes, nucleoplasm and nuclear membrane
 Compare and contrast an animal cell
ii) Rough and smooth endoplasmic reticulum.
and a plant cell.
iii) Mitochondria
 Related the density of certain organelles
Week 2 iv) Golgi apparatus
with the functions of specific cells.
8/1 - 12/1 v) Lysosomes
vi) Ribosomes
vii) Chloroplast
viii) Centrioles
ix) Vacuoles

Work in small group to match cellular component to their functions. Student present
a comparison between the structure on and animal cell and plant cell.
Discuss the relationship between the density of certain organelles with the function
of specific cells:
a) Mitochondria with the function of sperm cell, flight muscle cell in.
b) Chloroplasts with the function of palisade cells

A student is able to: Observe the living processes of unicellular organism such as feeding, locomotion Value: Appreciate the balance
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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK LUTONG, MIRI, SARAWAK
and reproduction through computerized animation/video/microscope. of nature.
 State the necessity for cell Carry out small group discussion on the following and present the findings:
specialization in multi cellular organism a) Cell specialization in multi cellular organisms. EMK: Science & technology
as compared to unicellular organism. b) The necessity for cell specialization in multi cellular organism.
 Describe cell specialization in multi c) Cell organization in the formation of tissues, organs and system in humans,
I-Think: Flow map, circle map
2.2 Understanding cellular organism. animal and plants.
cell organization  Describe cell organization in the
information of tissues, organs and Construct models of tissues, organs and system in human, animals and plants HOTS: Analysing, synthesising
system in multi cellular organisms.
Conduct a discussion on the following:
 State the meaning of internal a) The meaning of internal environment.
Week 3 environment. b) Factors affecting the internal environment including temperature, Ph,
15/1 - osmotic pressure and glucose level.
19/1 c) It is important that the organism’s cells always experience conditions which
 Identify factors affecting the internal the
environment. permit efficient functioning.
& The involvement of various system in maintaining optimal.
 Explain the necessity to maintain
Week 4
optimal internal environment
22/1 -
26/1
 Describe the involvement of various
system in maintaining optimal internal
environment.

A student is able to: Discuss and predict the cell condition without a particular cellular component. Value: Having an interest and
curiosity towards the
2.3 Appreciating  Predict the state of certain cells without Conduct a role-play activity to show that cells become adapted for different environment
the uniqueness for a particular cellular component functions. EMK: Science & technology
the cell
I-Think: Circle map

HOTS: Analysing, Evaluating

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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK LUTONG, MIRI, SARAWAK

THEME : INVESTIGATING THE CELL AS BASIC UNIT OF LIVING THINGS

LEARNING AREA : 3.0 MOVEMENT OF SUBSTANCE ACROSS THE PLASMA MEMBRANE

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM CONTENT
OBJECTIVES
Week 5 A student is able to: Discuss the following: Value: Appreciate the balance
29/1 - 2/2 a) Substance that are required by cells of nature.
 State the substance required by living b) Substance to be eliminated from cells
& 3.1 Analysing the cells. c) The necessity for movement of substance across the plasma membrane
movement of  State the substance that have to be
Week 6 substance across eliminated from cells Discuss the structure of the plasma membrane as comprising the phospholipids
5/2 - 9/2 the plasma bilayer, carrier protein and pores. EMK: Science & technology
membrane.  Explain the necessity for movement of
& substance across the plasma Conduct an experiment, using starch suspension and glucose solution, to study the
membrane. movement of substance across egg membrane or visking tubing. I-Think: Flow map, circle map
Week 7
12/2 - Discuss the properties of the plasma membrane as a semi-permeable membrane HOTS: Analysing, synthesising
 Describe structure of the plasma
16/2 membrane
(16th-19th Discuss the movement of soluble substance across the plasma membrane through
–CNY)  Describe the permeability of the plasma simple diffusion and facilitated diffusion.
membrane
Carry out an activity to show osmosis using a simple osmometer.
 Explain the movement of soluble
substance across the plasma membrane Discuss the movement of substance across the plasma membrane through active
through the process of passive transport. transport.

Conduct a simulation activity to show the movement of substances across the

 Explain the movement of water
plasma membrane through passive transport.
molecules across the plasma membrane
by osmosis
Use compute simulation to show the movement of substance across the plasma
membrane.
 Explain the movement of substance
across the plasma membrane through
Discuss the processes of passive transport and active transport in living organism:
the process of active transport
a) Gaseous exchange in the alveoli and blood capillaries ( simple diffusion )
b) Absorption of digested food in the villus ( facilitated diffusion )
 Explain the process of passive transport c) Absorption of water by root hairs of a plant ( osmosis )
in living organism using examples. d) Ion intake by root hairs of a plant ( active transport )
 Explain the process of active transport in

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SMK LUTONG, MIRI, SARAWAK
living organism using examples.
 Compare and contrast passive transport
and active transport
A student is able to:
 Explain what hypotonic, hypertonic and
isotonic solutions are.
3.2 Understanding  Explain the effects of hypotonic,
the movement of hypertonic and isotonic solutions on
substance across plant cell and animal cell.
the plasma  Explain plasmolysis, deplasmolysis,
membrane in haemolysis and crenation.
Week 8
everyday life  Design an experiment to determine the
19/2 -
concentration isotonic to cell sap.
23/2
 Make an inference on the concentration
of cell sap in plant tissues.
&
 Relate the movement of substance
across plasma membrane with
Week 9
concentration gradient.
26/2 - 2/3
 Explain the phenomenon of wilting in
plants using examples.
Explain the preservation of food using
examples.
YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
Construct a concept map on the movement of substance across the plasma
membrane.
Use a graphic organizer to compare and contrast passive transport and active
transport.
Carry out activities to study the effects of hypotonic and hypertonic solutions on Value: critical and analytical
plant and animal cells. thinking
a) Plasmolysis and deplasmolysis in plant cells.
b) Haemolysis and crenation in red blood cells. EMK: Science & technology
Discuss the following: I-Think: Circle map
a) Hypotonic, hypertonic and isotonic solutions
b) Plasmolysis, deplasmolysis, haemolysis and crenation HOTS: Creating
c) Flaccidity and turgidity of plant cells
Carry out an investigation using various concentrations of salt or sugar solutions to
determine the concentrations of external solution which is isotonic to the cell sap of
plant tissues.
Discuss and make an inference on the concentration of cell sap in plant tissues
which is equivalent to the concentration of isotonic solution
Discuss and correlate the movement of substances across the plasma membrane
with the different in concentration of the external solution and that of the cell sap.
Discuss the following:
a) Wilting of plants caused by the excessive use of chemical fertilizers
Preservation of food using salt or sugar

A student is able to: Compose poems to appreciate the movement of substances across the plasma Value: Realize that Science is
3.3 Appreciating membrane. one of the ways to understand
the movement of  Explain the necessity of movement of nature.
Week 10 substances substances across the plasma
5/3 - 9/3 across the plasma membrane which occurs in a continous EMK: Science & technology
membrane and controlled manner for survival of a
cell. I-Think: Bubble map, circle map

HOTS: Analysing
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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK LUTONG, MIRI, SARAWAK

Week 10 1st MID TERM EXMANINATION/ PEPERIKSAAN PERTENGAHAN PENGGAL 1

& 11 (07-16 Mac)

19/3 –
1ST MID TERM SCHOOL HOLIDAYS/ CUTI PERTENGAHAN PENGGAL 1
25/3

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

LEARNING AREA : 4.0 CHEMICAL COMPOSITION OF THE CELL

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM CONTENT
OBJECTIVES
A student is able to: Carry out small group discussion on the following and present the findings Value: Realize that Science is
a) Elements in the cell, including carbon, hydrogen, oxygen, nitrogen, sulphur, one of the ways to understand
 State the elements in the cell. phosphorus, calcium, potassium, magnesium, chlorine, sodium and ferum. nature.
4.1 Understanding  List the chemical compounds in the cell. The presence and importance of chemical compounds in the cell.
the chemical  Explain the importance of organic EMK: Science & technology
composition of the compounds in the cell.
cell. I-Think: Circle map
Explain the importance of water in the cell.
HOTS: Analysing, Evaluating
Week 12
26/3 - A student is able to: Carry out small group discussion on the following and present the findings: Value: Appreciate the balance
30/3 a) Element in carbohydrates. of nature.
4.2 understanding  State the element in carbohydrates. b) Types of carbohydrates, monosaccharides, disaccharides and
carbohydrates  State the type of carbohydrates. polysaccharides, using examples. EMK: Creativity, innovation
Explain the formation and breakdown of c) The formation and breakdown of disaccharides such as maltose, sucrose
I-Think: Circle map, double
disaccharides and polysaccharides and lactose.
The formation and breakdown of polysacchrides such as starch, glycogen and circle map
cellulose HOTS: Analysing, Evaluating

A student is able to: Carry out small group discussion on the following and present the findings: Value: Appreciate the balance
Week 13 4.3 understanding a) Element in proteins, such as carbon, hydrogen, oxygen, sulphur, nitrogen of nature.
2/4 – 6/4 proteins  State the element in proteins. and phosphorus.
 State the various structures of proteins. b) Dipeptides and polypeptides. EMK: Creativity, innovation

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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK LUTONG, MIRI, SARAWAK
 Explain the formation and breakdown of c) The formation and breakdown of dipeptides and polypeptides. I-Think: Bridge map
dipeptides and polypeptides. d) Essential amino acids and non-essential amino acids.
 Explain the meaning of essential amino HOTS: Analysing
acids and non-essential amino acids. Used charts to illustrate the various proteins structures, i.e primary, secondary,
tertiary and quartenary.

List the main types of lipids: Value: Appreciate the balance

A student is able to: a) Fat of nature.
b) Oil
Week 14  State the element in lipids. c) Wax EMK: Creativity, innovation
9/4 –  State the main types of lipids d) Phospholipids
13/4  State the component of fats and oils. e) Steroids, such as cholesterol, testosterone, oestrogen and progesterone. I-Think: Double bubble map
4.4 understanding  Explain the formation and breakdown of
lipids fats and oils. Carry out small group discussion on the following and present the finding: HOTS: Analysing, Evaluating
 Compare and contrast saturated fats and a) Elements in lipids
unsaturated fats. b) Components of fats and oils.
c) Formation and breakdown of fats and oils.

Use a graphic organizer to compare saturated fats and unsaturated fats.

Discuss in the following: Value: Appreciate the balance

A student is able to: a) What enzymes are of nature.
 State what enzymes are b) Enzymes requirement in the living process EMK: Science & technology
 Explain why enzymes are needed in life c) General characteristics of enzymes
processes d) Naming of enzymes base on the substrate I-Think: Double bubble map
4.5 Understanding  List the general characteristic of enzymes e) Sites of enzymes synthesis
enzymes f) Intracellular and extracellular enzymes and examples. HOTS: Analysing, Evaluating
Week 15  Relate the name of enzymes to
16/4 – substance
20/4  State sites where enzymes are Conduct a role-play activity to show the involvement of ribosome, endoplasmic
synthesized reticulum and golgy body in the production of extracellular enzymes.

7

 State the meaning of intracellular
enzymes and extracellular enzymes
 Explain the involvement of specific
organelles in the production of
extracellular enzymes
 Explain the effect of Ph, temperature,
enzymes concentration and substrate
concentration on enzyme activity
 Explain the mechanism of enzymes
action.
 Relate the mechanism of enzyme action
with Ph, temperature, enzymes
concentration and substrate
concentration
 Explain the used of enzymes in daily life
and industry using examples.
A student is able to:
Predict the consequences of deficiency in
4.6 Realizing the
carbohydrates, protein, lipids or enzymes in
importance of the
the cell.
chemical
composition in
cells.
Week 15
YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK LUTONG, MIRI, SARAWAK
Conduct the experiments to study the effect of ph and temperature on the activities
of amylase and pepsin.
Discuss the effect of enzyme concentration and substrate concentration on enzyme
activity.
Discuss the mechanism of enzymes action using the ‘lock and key’ hypothesis.
Discuss and correlate ph, temperature, enzyme concentration and substrate.
Concentration on enzyme activity using the ‘lock and key’ hypothesis.
Gather information from the internet and other sources on the uses of enzymes in:
a) Daily life, e.g. tenderizing meat
Industry, e.g. food processing and detergent manufacturing.
Conduct a role play or story telling session to predict the consequences of Value: Being thankful to the
deficiency in one of the chemical components in the cell. God.
EMK: Creativity, innovation
I-Think: Circle map
HOTS: Analysing
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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK LUTONG, MIRI, SARAWAK
THEME : INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS
LEARNING AREA : 5.0 CELL DIVISION

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM CONTENT
OBJECTIVES
A student is able to: Conduct a brainstorming session on the following: Value: Realize that Science is
a) The need for production of new cells in organisms. one of the ways to understand
 State the necessity for the production of b) The need for production of new cells identical to parent cells. nature.
new cells in organisms. Derive the meaning and significance of mitosis from the brainstorming session.
 Explain the necessity for the production EMK: Science & technology
5.1 Understanding of new cells identical to parent cells. Study charts to identify the various phase s of the cell cycle.
Mitosis  State the significance of mitosis.
Make models to demonstrate mitosis and cytokinesis. I-Think: Circle map
 Identify the phases in the cell cycle.
 Explain the processes of mitosis and
cytokinesis. Prepare and observe a slide of anion root tip to identify different stages of mitosis. HOTS: Evaluating
 Arrange the various stages of mitosis in
Week 16 the correct sequence Study the process of controlled and uncontrolled mitosis and cytokinesis through
23/4 – simulation, computerized animation or video.
 Compare and contrast mitosis and
27/4 cytokinesis in animal cell and plant cell.
Conduct a brainstorming session to come up with examples on mitosis as a
 Explain the importance of controlled
controlled process for the perpetuity of living things such as regeneration of lizard
mitosis.
tail, certain plant parts and the healing of skin.
 Explain the effect of uncontrolled mitosis
in living things. Gather information on diseases, including cancer or tumor, caused by uncontrolled
 Describe the application of knowledge mitosis in living things.
on mitosis in cloning.
 Explain the advantages and Make a trip to a research institute to study tissues culture technique.
disadvantages of cloning.
Conduct a debate or forum on cloning issues.

Week 17 1st MID TERM EXMANINATION/ PEPERIKSAAN PENGGAL 1

& 18 (02-11 MEI)

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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK LUTONG, MIRI, SARAWAK
Week 19
14/5 – DISCUSSION ON 1ST TERM EXAMINATION QUESTIONS/ PERBINCANGAN SOALAN PEPERIKSAAN PENGGAL 1
18/5
A student is able to: Discuss the following: Value: critical and analytical
thinking.
5.2 understanding  State the necessity of trait inheritance in a) Trait inheritance in off springs
meiosis offspring for continuation of life b) The need to maintain diploid chromosomal number from one generation to EMK: Science & technology
 State the necessity to maintain diploid another.
chromosomal number from generation c) The need to produce gametes with haploid number of chromosomes
to generation d) The uniqueness of diploid number of chromosomes in organisms I-Think: Circle map, double
 State the necessity for production of e) The significance of meiosis circle map
Week 20
haploid gametes in sexual reproduction f) The type of cell that undergoes meiosis in human, animal and plants.
21/5 – HOTS: Analysing, Evaluating
25/5  State the significance of meiosis
 Explain the process of meiosis Observe the process of meiosis through computerized animation, photomicrograph,
 Arrange the various stages of meiosis in prepare slides or video.
the correct order.
 Compare and contrast meiosis I and
meiosis II
 Compare and contrast meiosis and
mitosis.

26/5 – 1ST TERM SCHOOL HOLIDAYS/ CUTI PENGGAL 1

24/6
Use simulation activities to show changes in chromosome behaviour during meiosis Value: Appreciate & practice
A student is able to: I and meiosis II healthy & clean lifestyle.
Week 5.3 Appreciating Use graphic organizers to compare and contrast:
21 the movement of  Describe what will happen when the a) Meiosis I and Meiosis II EMK: Noble values
25/6 chromosomes movement of chromosomes during b) Meiosis and mitosis
-29/6 during mitosis and mitosis and meiosis do not occur in a
orderly manner. a) Conduct a role-play I-Think: Bridge map
meiosis
 Know and avoid things that maybe b) Avoid radioactive and carcinogenic substances
HOTS: Analysing
harmful.

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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK LUTONG, MIRI, SARAWAK
THEME : INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS
LEARNING AREA : 6.0 NUTRITION

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM CONTENT
OBJECTIVES
Observe the identify types of nutrition in various organism. Value: Cooperative
A student is able to:
Discuss autotrophic and heterotropic nutrition with reference to chemosynthesis,
 State the type of nutrition. EMK:Science & technology
6.1 Understanding photosynthesis, holozoic nutrition, saprophytism and parasitism.
Week 22  Explain autotropic nutrition
types of nutrition
2/7 – 6/7  Explain heterotrophic nutrition Use a graphic organizer to show the types of nutrition. I-Think: Double bubble map
 Classify organism according to Conduct and activity to classify various organism according to types of nutrition.
types of nutrition. HOTS: Analysing
-Carry out small group discussion on the following and present the findings: Value: Realize that Science is
A student is able to : a) Requirement of a balance diet. one of the ways to understand
b) Factors affecting the daily energy requirement such as age, sex, body nature.
 Explain the necessity for a balance diet weight and occupation. EMK:Science & technology
 Explain the factor affecting the daily
energy requirement of the human body - Conduct and activity to determine the energy value in food samples.
 Determine the energy value in food - Design activity to test of the presence of starch, reducing sugar, non-reducing I-Think: Flow map, bubble map
samples sugar, protein and lipid in food samples.
 Determine the nutrient content in different HOTS: Analysing, Evaluating,
food samples - Conduct and experiment to determine the vitamin c content in various fruit juices creating
 Explain the function and sources of - Match the vitamin with their source, function and effects of defiency
6.2 Applying the
Week 23 vitamin in a diet to maintain health - Match the mineral with their sources, function and effect of deficiency.
concept of
 Explain the function and sources of - Discuss the sources and function and efficiency of roughage
balance diet
9/7 – - Discuss the sources and function of water in a body.
minerals in a diet to maintain health
13/7 - Carry out a group discussion to formulate and justify an appropriate diet menu
 Explain the function and sources of
based on a nutrient chart for the following target group:
roughage/dietary of water in the body
a) Pregnant mother
 Justify the selection of an appropriate
b) Infants
balanced diet for a target group.
c) Children
d) Teenagers
e) Atheletes
f) People with specific diseases
g) The aged
h) Vegetarians

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SMK LUTONG, MIRI, SARAWAK
A student is able to:
 Explain what malnutrition is
 Explain the effect of malnutrition using
Week 24 6.3 Understanding examples.
16/7 – malnutrition  Describe ways to reduce the change of
20/7 contracting certain health problems due
one’s diet
 Describe ways reduce the effect of certain
health problems.
6.4 Analyzing food
digestion A student is able to
 State the substance required by the
cell to carry out metabolic process
 List the complex substance that
need to be digested
 Explain the necessity for digestion
of complex substance
 Draw and label the human
digestive system
 State the digestive juices and
substance that aid in the process of
digestion in human
 Describe the function of the
digestive juices and substance
 Explain the digestion of
carbohydrate, protein and lipids in
human body
 Identify parts of digestive system in
ruminants and rodents involved in
the digestion of cellulose in
ruminants and rodents
 Design experiment to study the
digestion of starch and proteins in
food samples.
 Describe problems related to food
digestion.
YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
Carry out small group discussion on the following and present the findings: Value: Appreciate & practice
a) Meaning of malnutrition healthy & clean lifestyle.
b) Effect of deficiency in of carbohydrates, vitamins, minerals on health
c) Effect of excessive intake of carbohydrates, lipids, vitamins, minerals on
health EMK:Science & technology
d) A diet low in saturated fats helps reduce the chance of contracting
cardiovascular disease I-Think:Bubble map
e) Ways to reduce the risk of high blood pressure, diabetes mellitus and
osteoporosis HOTS: Analysing, creating
Discuss the following : Value: critical and analytical
a) Glucose, amino acid and lipids are required by the cell to carry out metabolic thinking.
process
EMK: Noble values
b) Complex substance like carbohydrate, protein and lipids need to be digested
I-Think: Flow map, Tree map
Draw and label parts of human digestive system
HOTS: Evaluating, analysing
Discuss the function of digestive juices, including saliva, gastric juice. Intestines
juice and other substance I e hydrochloric acid and bile that aid the process of
digestion.
Discuss the digestion of carbohydrates, protein and fats of the following aspects:
a) Specific location of each digestive process
b) Chewing of food
c) Movement of food
d) Glands involved
e) Digestive enzymes
f) Suitable ph for each enzymes action
g) Substrates and product
Identify the parts of digestive system in ruminants and rodent
Discuss the digestion of cellulose in ruminant ( e.g cow ) and rodent ( rabbit )
Use graphic organizer to compare and contra the process of cellulose digestion in
human, ruminants and rodent.
Plan and conduct experiments o the enzymes action on starch and protein food
samples.
Collect information and discuss problem related to food digestion:
a) Incomplete digestion of food
b) Bile stones preventing the flow of bile
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SMK LUTONG, MIRI, SARAWAK
A student is able to:
 Identify the parts of the digestive system
involved in absorption of digestive food
 Explain the adaptive characteristic of the
digestive system related to absorption.
 Draw and label the structure of villus
 Explain the process of absorption in the
small intestine.
 Explain the absorption of water and
minerals in the colon.
 Describe the transport of nutrients by the
circulatory system for assimilation.
6.5 Understanding  Explain the main functions of the liver
Week 25 the processes of
 Describe the process of assimilation
23/7 – absorption and
27/7 assimilation of
digested food
YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
c) Reduce production of specific digestive enzymes
Examine model or diagrams of the digestive system and crossection of the small Value: Having an interest and
intestine. curiosity towards the
environment
With reference to the models diagram discuss the following: EMK: Creativity & innovation
a) Adaptation pf the small intestine
b) Absorption process of amino acids, glucose, fatty acids, glycerol, vitamins I-Think: Circle map, bubble
and minerals in the villus map
Carry out activity to study the movement of substance through the visking tubing. HOTS: Analysing, evaluating
Based on the above activity correlate the movement of food substances through
the visking tubing with nutrient absorption in the small intestine.
Discuss the absorption of water and minerals in the colon
Using diagrams, charts or computerized animation discuss:
a) The transport of amino acid, glucose, water soluble vitamins and minerals
by the circulatory system
i) From the small intestine for the liver through the hepatic
portal vein.
ii) From the liver to the body cells.
b) Transport of lipids and fats soluble vitamins

Make a schematic diagram to show the transport of nutrients form the intestine to
the body cells.

Discuss the following function of the liver:

a) Storage of nutrients
b) Processing the product of digestion i.e excess glucose and amino acids.
c) Detoxification
Discuss the process of assimilation by the body cells.
With deference to diagram, charts or model of the digestive system, identify the
colon and rectum

Value: Being thankful to the

A student is able to: Carry out small group discussion on the following and present the findings: God.

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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK LUTONG, MIRI, SARAWAK
a) The formations of faces EMK:Science & technology
 Identify the part of the digestive system b) The role of microorganism in the colon
where the formation of faces takes c) Effect of antibiotic on the microorganism in the colon
I-Think: Bubble map, Tree map
place d) What defecation is
6.4 understandin  Describe the formation of faces e) The importance of defecation HOTS: Evaluating
g  Explain the role of microorganism in f) Importance of high fiber diet
the formation the colon and the effects of antibiotics Defecation related problems, i.e constipation, colon cancer and haemorrhoids.
faces and on them
defecation  Explain what defecation is
 Explain the importance of high fiber
diets
 Describe the to problem related
defecation

Carry out small group discussion on the following and present the findings: Value: Dare to try
A student is able to: a) Relationship between eating habits and health problems such as
 Relate eating habits with health i) Gastritis EMK: Noble value
6.7 Evaluating problems. ii) Obesity
eating habits  Evaluate critically whether a iii) Aneroxsia nervosa I-Think: Bubble map, double
particular eating habit is good or iv) Bulimia bubble map
bad. b) Evaluate the nutrient contents of food based on food labels or
advertisements HOTS: Analysing
Evaluate the eating habits of classmate

Week 26 Conduct an activity to predict the effects of a defective digestive system of health. Value: Being thankful to the
30/7-3/8 A student is able to: God.
6.8 Realizing the  Predict the effects of a defective Conduct a discussion on ways to take care of the digestive system such as good
importance of a digestive system of health. eating habits, avoid eating junk food and try to cut down on sweet and fatty food. EMK: Noble value
healthy digestive Take care of the digestive system of one well
system being. I-Think: Bubble map, double
bubble map

HOTS: Analysing

6.9 Understanding Carry out small group discussion on the following and present the findings Value: Being thankful to the
the importance of A student is able to: a) The elements required by plants God.
macronutrients b) Classify the element required by plants based on the amount needed
EMK: Noble value
 List element required by plants

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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK LUTONG, MIRI, SARAWAK
 Classify elements required by plants i) Macronutrients, consisting of carbon, hydrogen, oxygen, I-Think: Bubble map, double
based on the amount needed nitrogen, phosphorous, potassium, calcium, magnesium bubble map
 Design an experiment to study the effects and sulphur
of macronutrient deficiency with the ii) Micronutrients consisting of boron, molyddenum, zink, HOTS: Analysing
functions of macronutrient. manganese, copper and ferum.
 Explain the function of macronutrient in
plant Plan and conduct an experiment on plants to study the effects macronutrients
 State the function of micronutrient in plant deficiency i e nitrogen, phosphorus, potassium,calcium, magnesium and sulphur.
 State the of macronutrient deficiency in
and micronutrients plants. Discuss and correlate the effect micronutrients deficiency with the function
in plant macronutrients based on the result of the experiment

Collect and interpret data from various sources such as internet on the function of
each macronutrient in plants

Discuss the function of micronutrients and effect of macronutrients deficiency in

plants

A student is able to: Value: Realize that Science is

Students read about the discovery of photosynthesis and extract important facts one of the ways to understand
 Describe the development that from it. nature.
leads to the discovery of
photosynthesis. Study the cross-sectional model a leaf. Draw and label it EMK:Science & technology
 State the substance required for
photosynthesis Discuss the following: I-Think: Flow map
 State the substance produced from a) Functions of the parts of a leaf
b) Adaptation of the leaf for optimal photosynthesis HOTS: Analysing, synthesising
6.10Understandin photosynthesis
g photosynthesis  Draw and label the cross section of Carry out an activity to investigate the adaptation of plants such as hibiscus, water
a leaf lily, hydrilla and cactus with respect to:
 State the functions of each part of a) Distribution of stomata
the leaf with respect to b) Distribution of choloplast
photosynthesis
 Explain leaf adaptation to optimize
photosynthesis.
 Different habitats are adapted to
carry out photosynthesis

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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK LUTONG, MIRI, SARAWAK
A student is able to: With reference to the structure of chloroplast discuss the light reaction and dark Value: Realize that Science is
reaction of photosynthesis with respect to: one of the ways to understand
 Identify the parts of chloroplast related to nature.
photosynthesis a) Substance required
 Explain the light reaction of b) Location of reaction EMK: Creativity & innovation
6.11Understandin
g the mechanism photosynthesis c) Product of reaction
of photosynthesis  Explain the dark reaction of Draw a simple schematic diagram of the light reaction and dark reaction in
photosynthesis photosynthesis
 Compare and contras light reaction and
Discuss the following: HOTS: Evaluating
dark reaction in photosynthesis
Week 27 Write an equation to represent the a) Compare and contras the light reaction and dark reaction of photosynthesis
6/8 – process of photosynthesis b) Correlate light reaction and dark reaction of photosynthesis .
10/8

A student is able to:
 Identify the factors affecting the rate of
photosynthesis
 Design the experiment to investigate the
effect of light intensity on the rate of
photosynthesis
 Identify the factor that limits the rate of
photosynthesis at different light intensity
6.12 Synthesizing  Explain the effects of temperature and
factors affecting concentration of carbon dioxide on the
photosynthesis rate of photosynthesis
 Explain the different in the rate of
photosynthesis in plants throughout the
day based on the changes in light
intensity and temperature
 Identify some ways to meet the need of
increasing the productivity of croup based
on factors affecting the rate of
photosynthesis
Write an equation to represent the overall process of photosynthesis Value: Having an interest and
curiosity towards the
Conduct a brainstorming session to identify the factors affecting the rate of environment
photosynthesis i.e concentration of carbon dioxide, light intensity and temperature EMK:Science & technology
Plan and carry out an experiment to study the effect of light intensity on the rate of
photosynthesis I-Think: Circle map
Carry out small group discussion of effect of light intemsity, temperature and HOTS: Creating, analysing
concentration of carbon dioxide on the rate of photosynthesis.
Plan a strate by based on factors the rate of photosynthesis to ensure crop
production throughout the year in countries with four season.
Compose a poem or lyric of a song to show appreciation of the role of
photosynthesis in ensuring the perpetuation of life.
Conduct a planting project in the science resource garden or school compound

Week 28 6.13 Practicing a

13/8 – caring attitude A student is able to:
17/8 towards plant
Tell why we need to take good care of plants
Identify cases of mishandling or destruction of plants.

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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK LUTONG, MIRI, SARAWAK

Carry out small group discussion on then following and present the findings: Value: Realize that Science is
A student is able to: one of the ways to understand
a) The quantity of food needed for the present and future population of the nature.
Tell why we need to take good care of plants country
Identify cases of mishandling or destruction b) The need of improving the quality of food the country in line with the EMK: Noble value
6.13 Practicing a of plants. national food production policy.
caring attitude I-Think: Circle map
c) Effort by various agencies to diversify food production
towards plant d) Methods used to improve the quality and quantity of food production HOTS: Evaluating
6.14Understandin through the following:
g the technology i) Direct seeding for rice
used in food A student is able to: ii) Hydroponic and aeroponic
production iii) Breeding
 Explain the need for improving the iv) Tissue cultural
quality and quantity of food v) Genetic engineering
 Explain the effort to diversity food vi) Soil management
production in the country vii) Biological control

6.14Understandin Conduct a field trip relevant agencies such as the Institute of Agricultural Research Value: Information technology
g the technology A student is able to: and Development of Malaysia & communication
used in food ( MARDI ) Agricultural Department and Fishery Department
production  Explain the need for improving the EMK:Science & technology
6.15 Evaluating quality and quantity of food Carry out a vegetable planting project.
the technological  Explain the effort to diversity food Discuss the need for food processing based on the following: I-Think: Circle map
development in production in the country a) Overcoming the factors causing spoilage of food as the action of
food processing microorganism and oxidation HOTS: Creating
A student is able to:
b) Extending the life span of food
 Explain the necessity for food processing c) Avoiding food wastage
 Describe the development of food d) Diversifying the uses of food like milk and dairy products
processing technology e) Ensuring sufficient food supply

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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK LUTONG, MIRI, SARAWAK
 Relate food processing methods with the
A student is able to: Prepare a portfolio on the technological development of food processing from the Value: Information technology
early till the present & communication
 Explain the necessity for food processing Correlate the following food processing methods with factors causing food spoilage
 Describe the development of food i) Cooking
processing technology ii) Using salt, sugar and vinegar
6.15 Evaluating  Relate food processing methods with the iii) Fermentation process
the technological factors causing food spoilage iv) Drying EMK:Science & technology
development in  Asses the methods of food processing to v) Pasteurization
food processing justiy the choice of consuming certain vi) Canning
vii) Refrigeration I-Think: Tree map
processed food

Conduct a forum entitled the effects of processed food on health.

WEEK 29 2nd MID TERM SCHOOL HOLIDAYS/ CUTI PERTENGAHAN PENGGAL 2

18/8 – 26/8

THEME : INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS

LEARNING AREA : 7.0 RESPIRATION

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM CONTENT
OBJECTIVES
Week 30 7.1 Understanding A student is able to: Discuss the following : Value: Realize that Science is
27/8-31/8 the respiratory a) Living process required energy one of the ways to understand
process in energy  State that all living processes b) The main substrate for respiration, that is glucose is obtained from the nature.
production required energy. following:
 Identify the main substrate for i) The digestion of carbohydrates in human and animals. EMK: Noble value
producing energy ii) The process of photosynthesis in plants
 State the two types of respiration I-Think: Bubble map, double
 Explain what cell respiration is Carry out of a discussion on the types of respiration bubble map

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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK LUTONG, MIRI, SARAWAK
Carry out an activity to show aerobic respiration HOTS: Evaluating
Discuss the energy production in aerobic respiration
Conduct an experiment to investigate an anaerobic respiration in yeast

Discuss the following:

 Explain the energy production from
glucose during the process of
aerobic respiration
 State the conditions leading to
anaerobic respiration in yeast
 Explain the process of anaerobic
A student is able to:
 State the respiratory structure in human
and some animals
 Make an inference on the various
adaptations of the respiratory structure
7.2 Analysing the
 Describe the characteristic of respiratory
respiratory
surface in human and other organism
structure and
breathing  Compare and contrast the human
respiratory system with that of other
mechanisms in
organisms.
human and animal.
a) Conditions leading to anaerobic respiration in cell
b) The process of anaerobic respiration in human muscle
Use a graphic organizer to compare and contrast aerobic respiration with anaerobic
respiration.
Observe graphic and live specimens and discuss the respiratory structure in human Value: Having an interest and
and other organism including protozoa, insects, fish and amphibians curiosity towards the
environment
Conduct an activity to compare the total surface area of a flat card with a
EMK:Science & technology
corrugated card and correlate the increase in total surface area with a modified
surface structure.
I-Think: Circle map
Discuss the relationship between the total surface area of the respiratory structure
and the efficiency of gaseous exchanges in various organism
HOTS: Evaluating, analysing
Observe the respiratory structure to generalize the characteristic of the respiratory
surface in human and other organism such as protozoa, insects, fish and
amphibians

Construct or use a model that can be manipulate to explain the breathing

mechanism in human. Discuss the breathing mechanism of other organisms such
as protozoa, insects, fish and amphibians.

Use graphic organizer to compare and contras the human respiratory system with
that of other organisms.

7.2 Understandin A student is able to: Using the diagram, discuss the process exchange across the surface of the Value: Critical & analytical
Week 31 g the concept alveolus and blood capillaries in the lungs in relation to: thinking
3/9 –-7/9 of gaseous  Describe the process of gaseous a) The different in partial pressure of respiratory gaseous in the air of the
exchange exchange across the surface of the alveolus and blood capillaries in the lungs, EMK: Creativty & innovation

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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK LUTONG, MIRI, SARAWAK
alveolus and blood capillaries in the i) Partial pressure of oxygen is higher in the air of the alveolus I-Think: Flow map, circle map
lungs. compare to the partial pressure of oxygen in the blood
HOTS: Analysing, synthesizing
 Explain the transport of respiratory gases capillaries.
 Explain the process of gaseous ii) Partial pressure of carbon dioxide is lower in the air of the
exchange between in the blood and body alveolus compared to the partial of carbon dioxide in the
cells. blood capillaries.
 Distinguish the composition of inhaled b) The different in partial pressure of oxygen and carbon dioxide in the blood
across the and exhaled air. entering the alveolus with the blood leaving the alveolus i.e
respiratory i) Partial pressure of oxygen is lower in the blood entering the
surface and alveolus compared to the partial pressure of oxygen in the
transport of blood leaving the alveolus.
gases in ii) Partial pressure of carbon dioxide is higher in the blood
human entering the alveolus compared to the partial pressure of
carbon dioxide in the blood leaving the alveolus.
A student is able to: Discuss the following: Value: Appreciate& practice
 Describe the change in rate of a) The transport of respiratory gases in human healthy & clean lfestyle.
respiration after completing a vigorous b) The exchange of respiratory gases between the blood and body cells.
exercise Use schematic diagram to explain the exchange and transport of respiratory gases EMK: Noble values
 Correlate the rate of respiration with the in human.
oxygen and carbon dioxide content in the
body Conduct an experiment to investigate the different between inhale and exhale air in
 Explain the regulatory mechanism of term of oxygen, carbon dioxide and heat content. I-Think: Flow map, double
oxygen and carbon dioxide content the bubble map
body, Study the process of respiratory gas exchange and transport using simulation and
7.4 Understanding computerized animations. HOTS: Analysing
 Explain the human respiratory response
the regulatory and rate of respiration in different
mechanism in situations Conduct an experiment to study the effects of a vigorous exercise on the rate of
respiration.  Correlate the rate of respiration with the respiration and rate of heart beat.
rate of heart beat. a) Correlate the rate of respiration with the oxygen and carbon dioxide content
in the body.
b) Regulatory mechanism of oxygen and carbon dioxide content in the body .
Conduct a discussion on human respiration response, rate of respiration and rate of
heart beat in different situations:
a) Vigorous activities such as swimming, running, aerobic, exercise, mountain
climbing and playing badminton.
b) Relaxing
c) Fear

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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK LUTONG, MIRI, SARAWAK
Discuss the habit to be cultivated or avoided to ensure the efficient function of the Value: Appreciate& practice
7.5 Realizing the A student is able to: respiratory organs healthy & clean lfestyle.
importance of  Care and maintain efficient Conduct an experiment to show the effects of cigarette smoke on white cotton wool
maintaining a function of the respiratory organs. and draw an analogy between the lungs and the white cotton wool EMK: Noble values
healthy respiratory Show photographs of damaged lungs( cancer ) due to smoking.
system I-Think: Circle map
HOTS: Analysing, synthesising

A student is able to:
 Describe the energy requirement
in plants
 Explain the intake of oxygen for
respiration.
 Explain aerobic respiration in
plants.
 Explain anaerobic respiration in
plants under certain conditions
7.6 Understanding  Compare and contras the process
respiration in of photosynthesis and respiration.
plants.  Explain what compensation point
is
 Relate light intensity with the
attainment of compensation point
 Predict the situation when the rate
of photosynthesis and rate of
respiration remains at
compensation point.
Discuss the following: Value: Realize that Science is
a) The lower energy requirement of plant compared to animal for living one of the ways to understand
processes nature.
b) The intake of oxygen by plants for respiration.
EMK: Noble values
Draw a diagram to show the intake of oxygen in plants.
I-Think: Circle map, double
Discuss the anaerobic respiration carried out by rice plants in a paddy field or other bubble map
plants in certain situations like flooding.
HOTS: Evaluating, creating
Use a graphic organizer to compare the process of respiration with the process of
photosynthesis in plants.
Discuss the following
a) Meaning of compensation point
b) Correlate light intensity with compensation point from graph
Visualize and describe the effect on living things when the rate of photosynthesis
and rate of respiration remains at compensation point.

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 YEARLY LESSON PLAN 2018
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SMK LUTONG, MIRI, SARAWAK
THEME : INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENT
LEARNING AREA : 8.0 DYNAMIC ECOSYSTEM

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM CONTENT
OBJECTIVES
Week Conduct a field study to: Value: Realize that Science is
32 a) Identify the biotic components including ph, temperature, light intensity, one of the ways to understand
10/9 – humidity, topography and the microclimate of an ecosystem. nature.
14/9 b) Identify the biotic components of an ecosystem.
c) Investigate the feeding relationship of the biotic components to construct the EMK: Environmental
food chains and food webs and classify the biotic components into trophic education
levels.
d) Investigate the interaction between biotic components as follows: I-Think: Circle map
i) Symbiosis among plants and animal encompassing the
A student is able to: following HOTS: Analysing,
 Identify is abiotic components of an - commensalisms synthesising
ecosystem - parasitism
8.1 Understanding  Identify the biotic components of an - mutualism
the abiotic and ecosystem . ii) Saprophytism
biotic components  Classify biotic component into trophic iii) Predator –prey interaction
of the environment levels e) Investigate the interaction between biotic component in relation to competition
 Explain the interactions between biotic which are:
components in relation to feeding, using i) Intraspecific competition
examples ii) Interspecific competition

Conduct an experiment to study the intraspecific competition and interspecific

competition of plants
e.g maize and rice

collect and interpret data to study intraspecific competition and interspecific

competition involving paramecium for example Paramecium Aurelia and
Paramecium caudatum.

8.2 Understanding Conduct a field study on an ecosystem i.e a mangrove swamp or a pond to: Value: Realize that Science is
the processes of A student is able to: one of the ways to understand
colonization and a) Identify the niche, community and population. nature.

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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK LUTONG, MIRI, SARAWAK
 State what is ecosystem identify the b) Investigate the processes of colonization. EMK: Environmental
niche habitat, community and c) Investigate the process of succession education
population of an ecosystem. d) Identify pioneer species, successor species, dominant species and climax
 Explain the process of colonization community. I-Think: Circle map, flow map
 Explain the process of succession e) Identify the adaptive characteristic of pioneer species and subsequent species
 Identify the pioneer species in an in the habitat for the processes of colonization and succession. HOTS: Analysing
ecosystem
 Identify the successors in an Students present their findings or make a folio.
ecosystem Study the processes of colonization and succession through video, computer
 Identify the dominant species in an software and printed material.
succession in an ecosystem
Discuss and correlate the abiotic component and biotic component during the
ecosystem  Identify the adaptive characteristic
processes of colonization and succession in an system.
of successors.
 Explain the changes in habitat
caused by pioneer species.
 Explain the changes in habitat
caused by successors at every level
of succession until a climax
community is reached.
 Relate the abiotic component with
the biotic component in an
ecosystem during the process of
colonization and succession.
8.3 Synthesizing A student is able to: Discuss the appropriate sampling technique to study the population size of an Value: Realize that Science is
ideas on organism one of the ways to understand
population ecology  Identify the appropriate sampling nature.
technique to study the population size of Conduct a field study or use an appropriate analogy to:
an organism a) Estimate the population size of animal such as snails and wood lice. EMK: Environmental
 Estimate the population size of an b) Investigate the distribution of plants using the quadrat sampling technique. education
organism in a habitat.
I-Think:Circle map
 Determine the distribution of organism in a Based on the above study discuss the distribution of an organism a habitat.
habitat based on the density frequency Discuss and correlate the change in population distribution of an organism with the HOTS: Analysing,
and percentage coverage of the species. changes in each of the abiotic factors.
synthesising
 Correlate the change in population
distribution of an organism with the
changes in each of the abiotic factors. Plan and conduct an experiment to study the relationship of population distribution of
 Design an experiment to investigate the an organism with changes in any one of the abiotic factors such as ph, temperature
effect of a change in any one of the abiotic light intensity and humidity. Suggested organism: Pleurococcus, lemna

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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK LUTONG, MIRI, SARAWAK
factors on the population growth rate of an
organism.

A student is able to: Value: Appreciate the balance

Discuss the following: of nature
 explain the meaning of biodiversity, a) Meaning of the biodiversity
 explain the need for classification of b) Need for the classification system of organisms. EMK: Environmental
organisms,state the five kingdoms education
used in the classification of Gather information on the following:
a) The five kingdom in the classification of organism, which are Monera, Protista, I-Think:Circle map
organisms,
 identify the main characteristics of Fungi, Plantae and Animalia HOTS: Creating
8.4 Understanding organisms in each kingdom, b) Main characteristics of organisms in each kingdom
Week the concept of  list examples of organisms in each c) Examples of organism in each kingdom.
33 biodiversity kingdom,
17/9 –  state the hierarchy in the
21/9 classification of organisms, using
examples,
 explain through examples, the
method of naming organisms using
the Linnaeus binomial system,
 explain the importance of
biodiversity.

Value: Realize that Science is

 Classify various types of Discuss the following: one of the ways to understand
8.5 Understanding microorganisms based on their basic a) Several type of microorganisms nature.
the impact of characteristics, b) Classify abiotic and bitic components based on given diagrams
microorganisms on  State the abiotic components c) Classify disease and vectors based on articles/ magazines/ EMK:Science & technology
life affecting the activity of newspapers
microorganisms, I-Think: Tree map, circle map
d) Suggest ways to control pathogen

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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK LUTONG, MIRI, SARAWAK
 Explain the effect of a change in e) Role of microrganisms in biotechnology/daily life HOTS: Evaluating
each abiotics component on the
activity of microorganisms,
 Explain the role of useful
microorganisms
 Explain the effect of harmful
microorganisms,
 Explain the meaning of pathogen,
 Identify the pathogen, vector and
symptoms of one particular disease,
 Explain how the disease spreads,
 Describe the methods for controlling
pathogen,
 Explain the use of microorganisms
in biotechnology, using examples.
Discuss the following: Value: Appreciate the balance
A student is able to: a) The hierarchy in the classification of organism from kingdom to species. of nature
b) The method of naming a number of vertebrates and local flowering plants,
8.6 Appreciating  Justify the importance of using the Linnaeus binomial system EMK: Environmental
biodiversity preservation and conservation of c) The importance of biodiversity education
biodiversity
Conduct a field trip to create awarness of biodiversity of an ecosystem. I-Think: Circle map
 Preserve and conserve various
living things around him/her HOTS: Analysing,
synthesising

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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK LUTONG, MIRI, SARAWAK
THEME : INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENT
LEARNING AREA : 9.0 ENDANGERED ECOSYSTEM

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM CONTENT
OBJECTIVES
9.1 Evaluating A student is able to: Carry out small group discussion on the following present the findings: Value: Appreciate the balance
human activities a) Human activities that threaten the ecosystem of nature
that endanger an  Identify human activities that threaten the b) The impact of human activities on the ecosystem
ecosystem ecosystem c) The effect of unplanned make an inference on the sources of pollution EMK: Environmental education
 Explain the impact of human activities on
the ecosystem Conduct and activity to analyse data on air pollution index of some cities within and
I-Think: Multi-flow map
 Evaluate critically the effect of unplanned outside the country and make an inference on the sources of pollution.
development and mismanagement of the HOTS: Evaluating, creating
ecosystem Conduct an activity to analyse data on water pollution such as Biochemical Oxygen
 Describe type of population and sources Demand ( BOD ) value and content of heavy metals in some rivers and make an
of population inference on the sources of pollution
Week 34  Explain the effect of population on living
24/9 – things and the environment Conduct activity to formulate a strategy to reduce the level of air and water pollution
28/9  Compare and contrast pollutants in the in a particular location by:
air from difference environments
a) Analyzing information on the population, such as the size of population,
 State the sources of air population
socio-economic activities and level of air and water pollution.
 Interpret data on the level of air pollution
b) Conducting an activity to predict the level of air and water pollution at a
in some cities
particular location within the next ten tears
 Make an inference on the sources of air c) Preparing an action plan consisting of a strategy to development and
pollution in some cities mismanagement of the ecosystem, such as:
 Interpret data on the level of water
pollution in some rivers i. Soil erosion
 Make an inference on the sources of ii. Flash flood
water pollution in some rivers iii. Landslide
 Predict the level of air and water pollution iv. Eutrofication
in a particular location within the next ten v. Water, air, thermal and noise pollution.
years vi. Global warning
 Suggest strategies to solve problems vii. Ozone depletion
related to air and water pollution in a viii. Climatic change
particular location within the next ten ix. Extinction of living thing
years x. Deforestation

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 YEARLY LESSON PLAN 2018
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SMK LUTONG, MIRI, SARAWAK
d) Types of pollution and sources of pollution
e) Effects of pollution on the following:

1) Humans health ( disease affecting the respiratory system, skin

problem, conjunctivitis, cancer and cholera)
2) Animal and plants habitats
3) Buildings
4) Agriculture and Climate
Conduct and experiment to compare solid pollutants in the air of different Value: Appreciate the balance
A student is able to: environments and reduce the level of air and water pollution at that particular of nature
location within the next ten years.
 Explain what greenhouse effect is, EMK: Environmental education
9.2 Understanding  Correlate the concentration of Carry out small group discussion on the following and present the findings:
the greenhouse carbon dioxide in the atmosphere a) Greenhouse effect, including its cause and effect I-Think: Multi-flow map
effects and with global warning, b) Concentration of carbon dioxide in the atmosphere and correlate in with
thinning of the global warning. HOTS: Evaluating
 Explain the thinning of the ozone
ozone layer. c) Ozone depletion, including its cause and effect
layer,
 Explain the impact of thinning of d) Impact of ozone depletion and global warning on the ecosystem.
the ozone layer and global warning
on the ecosystem

Week 35
9.3 Realizing the Conduct a debate on the need for development to improve the quality of life and to Value: Appreciate the balance
01/10 –
importance of A student is able to: meet requirements of an increasing population. of nature
05/10
proper
management of  Justify the need for development Discuss the effect of an increase in population on the ecosystem EMK: Environmental education
development  Explain the effect of increase in
activities and the population on the ecosystem Carry out small group discussion on the following and present the findings: I-Think: Multi-flow map, double
ecosystem  Explain measures taken in the a) Implementation of laws bubble map
management of development activities b) Use of technology
and the ecosystem to ensure a balance c) Education on the management of resources, including the reduce, reuse HOTS: Analysing, synthesising
of nature is maintainted and recycle of resource preservation and conservation of soil, water, flora
 Care for the ecosystem and fauna of forest and mangrove swamps.
 Participate in activities related to the d) Practice of biological control
management of the ecosystem e) Use of renewable energy
f) Efficient use of energy

Conduct activities to care for the following ecosystem in school and at home:
a) Fish pounds
b) Gardens
27
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK LUTONG, MIRI, SARAWAK

Plan and conduct a program related to the management of the ecosystem for
example “Environment Day”
Week
REVISION FOR 2ND TERM EXAMINATION/ ULANGKAJI UNTUK PEPERIKSAAN PENGGAL 2
36-37

Week
2ND TERM EXAMINATION/ PEPERIKSAAN PENGGAL 2
38-39

Week
DISCUSSION ON QUESTIONS & 2ND TERM EXAMINATION RESULTS SUBMISSION/ PERBINCANGAN SOALAN & PENYERAHAN MARKAH PEPERIKSAAN PENGGAL 2
40-42

23/11-
2ND TERM SCHOOL HOLIDAYS/ CUTI PENGGAL 2
31/12

28