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FIRST TERM : 4 JANUARY – 4 JUNE 2010 (21 weeks)

THEME : INTRODUCING BIOLOGY


LEARNING AREA : 1.0 INTRODUCTION TO BIOLOGY

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES

1 1.1 Understanding the study Carry out small group discussion on the A student is able to : TSTS
of Biology following and present the findings:  Attributing
 State what the study of  Generating ideas
a) What is the study of Biology? Biology is,
Noble Values
b) The importance of Biology with respect  Explain the importance  Having an interest and
to the study of living things, environment, of Biology, curiosity towards the
interaction between living things and the environment
environment.  Realising the science is a
means to understand
Construct a concept map based on  List the different fields nature
information gathered on the different fields of of study in Biology  Appreciating the balance
study and careers related to Biology. of nature
 List the careers related to
Biology,

Small group discussion on the importance of  State various ways of TSTS


the following : studying Biology  Sequencing
 Grouping & classifying
a) Acquiring scientific skills,  Relating
b) Scientific method,  Making inferences
c) Practising scientific attitudes and noble  Making hypothesis
values.  Making conclision

Noble Values
 Being systematic
 Being diligent &

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
 persevering
 Being cooperative
 Daring to try

Teaching Aids
 Text book
 CD Roms
 News paper cutting
 Pamphlet

1.2 Applying scientific Observe a situation and identify all the A student is able to : This activity helps the teacher
investigation variables. Suggest a question that is suitable  Identify variables in to assess students capabilities
for a scientific investigation. Discuss to : a given situation, in carrying out a scientific
a) Form a hypothesis  Identify the investigation
b) Plan the method of investigation relationship between
including selection of apparatus and two variables to form TSTS : Attributing, Grouping
work procedures. a hypothesis, and classifying, making
inferences, predicting,
Carry out an experiment :  Design and carry out making hypotheses,
a) to collect and tabulate data, a simple experiment synthesizing, making
b) present data in a suitable form to test the hypothesis, generalizations, visualizing,
c) interpret the data and draw the
conclusion,  Record and present Teaching aids : text book,
d) write a complete report data in a suitable transparency, news paper
form, cutting, LCD Projector,
Carry out an experiment on the making of apparatus using in lab,
bread using yeast in the absence and  Interpret data to draw internet
presence of sugar. Record the time taken conclusions,
for the dough to double its size. For futher Noble Values :
investigations, salt is used. During  Write a report on an - Appreciating the
investigations, highlight the need to experiment contribution of science and
practice scientific attitudes and noble technology

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
values such as honesty and accuracy in  Practice scientific - Having an interest and
recording and verifying the data. attitudes and noble curiosity towards the
values. environment
- appreciating the balance of
nature

These attitudes and values


should be observed for all
investigations in other
learning areas.

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

LEARNING AREA : 2.0 CELL STRUCTURE AND CELL ORGANISATION

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES


2 2.1 Understanding cell Prepare and study slides to compare the A student is able to :
structure and function epidermal cells of onion or cells of Hydrilla
leaf with human cheek cells.  draw and label an
animal cell,
Observe, draw and label diagrams of an
animal cell and plant cell as seen through  draw and label a
a light microscope. plant cell,

Study electron micrographs of animal cells  identify the cellular

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
and plant cells to identify cellular component of an
components of cell : animal cell,

(a) plasma membrane and cell wall,  identify the cellular


components of a
(b) cytoplasm, plant cell

(c) organelles :

(i) nucleus : nucleolus,


chromosomes,
nucleoplasm and
nuclear membrane,
(ii) rough and smooth
endoplasmic reticulum,
(iii) mitochondria,
(iv) Golgi apparatus
(v) Lysosomes
(vi) Ribosomes
(vii) Chloroplasts
(viii) Centrioles
(ix) Vacuoles
 state the functions
3 Work in small groups to match cellular of the cellular
components to their functions. components in an
animal cell,
Students present a comparison between
the structure of an animal cell and plant  state the functions
cell. of the cellular
components in a
Discuss the relationship between the plant cell
density of certain organelles with the
function of specific cells :

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
 compare and
(a) mitochondria with the function of contrast an animal
sperm cells, flight muscle cells in cell and a plant cell
insects and birds, cells in the
meristems,  relate the density of
(b) chloroplasts with the function of certain organelles
palisade cells. with the functions of
specific cells.

3&4
INTERVENSI 1 SPM
18-28JAN 2010
5 2.2 Understanding cell Observe the living processes of unicellular
organisation organisms such as feeding, locomotion A student is able to :
and reproduction through computerised  State the necessity
animation / video / microscope. for cell
specialisation in
multicellular
Carry out small group discussion on the organism as
following and present the findings : compared to
(a) cell specification in multicellular unicellular
organisms, organism,
(b) the necessity for cell specialization  Describe cell
in multicellular organisms. specialization in
(c) Cell organisation in the formation of multicellular
tissues, organs and systems in organisms,
humans, animals and plants.  Describe cell
Construct models of tissues, organs and organisation in the
systems in human, animals and plants. formation of

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
tissues, organs and
systems in
multicellular
organisms,

Conduct a discussion on the following :  State the meaning


(a) the meaning of internal of internal
environment, environment,
(b) factors affecting the internal  Identify factors
environment including temperature, affecting the
pH, osmotic pressure and glucose internal
level. environment,
(c) It is important that the organisms  Explain the A simple explanation.
cells always experience conditions necessity to
which permit efficient functioning, maintain optimal
(d) The involvement of various internal
systems in maintaining optimal environment,
internal environment. Describe the
involvement of
various systems in
maintaining optimal
internal
environment.
3.3 Appreciating the Discuss and predict the cell condition A student is able to:
uniqueness of the cell without a particular cellular component.  Predict the state of
certain cells without
Conduct a role play activity to show that a particular cellular
cells become adapted for different component,
functions.  Illustrate that most
cells specialized for
the job that they
perform.

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THEME : INVESTIGATING THE CELLS AS A BASIC UNIT OF LIVING THINGS
LEARNING AREA :3.0 MOVEMENT OF SUBSTANCES ACROSS THE PLASMA MEMBRANE

WEEK LEARNING OBJECTIVE SUGGESTED LEARNING LEARNING NOTES


ACTIVITIES OUTCOMES
3.1 Analysing the 1. Discuss and gather information on : A student is able to :
movement of a. substances that are required by
substances across cells a. state the substances
the plasma b. substances to be eliminated required by living
membrane from cells cells
c. the necessity for movement of b. state the substances
substances across the plasma that have to be
membrane eliminated from cells
d. the structure of the plasma c. explain the necessity
membrane as comprising the for movement of
phospholipids bilayer, carrier substances across
protein and pores. the plasma Only a brief account of
membrane the structure of the
2. Conduct an experiment using starch d. describe the plasma membrane is
suspension and glucose to study structure of the required
the movement of substances across plasma membrane
egg membrane or Visking tubing

3. Discuss and gather information on


a. the properties of the plasma
membrane as a semi-
permeable membrane.
b. the movement of soluble e. describe the
substances across the plasma permeability of the
membrane through simple plasma membrane

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WEEK LEARNING OBJECTIVE SUGGESTED LEARNING LEARNING NOTES
ACTIVITIES OUTCOMES
diffusion and facilitated
diffusion.

4. Carry out an activity to show A student is able to :


osmosis using a simple osmometer.
a. explain the
movement of water
molecules across the
plams membrane by
osmosis.
5. Discuss the movement of b. explain the Only basic explanation
substances across the plasma movement of of the active transport
membrane through active transport substances across process is required
the plasma
6. Use computer simulation to show membrane through
the movement of substances across the process of active
the plasma membrane through transport.
passive and active transport.

7. Discuss the processes of passive


transport and active transport in
living organisms
a. gaseous exchange in the c. Explain the process of
alveoli and blood capillaries passive transport in
(simple diffusion) living organism using
b. absorption of digested food in examples.
the villus (facilitated diffusion)
c. absorption of water by root
hairs of a plant ( osmosis)
d. ion intake by root hairs of a d. Explain the process of
plant ( active transport) active transport in

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WEEK LEARNING OBJECTIVE SUGGESTED LEARNING LEARNING NOTES
ACTIVITIES OUTCOMES
living organisms using
8. Construct a concept map by using a examples.
graphic organizer to show the
movement of substances across the
plasma membrane.

9. Use a graphic organizer to compare e. Compare and contrast


and contrast passive transport and passive transport and
active transport active transport

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CHINESE NEW YEAR HOLIDAY
15-21 FEB 2010

8 3.2 1. Carry out activities to study the A student is able to:


Understanding the effect of hypotonic and hypertonic
movement of substances solutions on plant and animal cells: a. explain what The use of human blood
across the plasma a. plasmolysis and deplasmolysis hypotonic, hypertonic is discourage
membrane in everyday in plant cells. and isotonic solutions
life b. Haemolysis and crenation in are
red blood cells. b. explain the effect of
2. Discuss : hypotonic, hypertonic
a. hypotonic, hypertonic and and isotonic solutions
isotonic solution on plant cell and
b. plasmolysis , deplasmolysis, animal cell.
haemolysis and crenation
c. flaccidity and turgidity of plant c. explain plasmolysis,
cells. deplasmolysis,
heamolysis and
crenation.

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WEEK LEARNING OBJECTIVE SUGGESTED LEARNING LEARNING NOTES
ACTIVITIES OUTCOMES

3. Carry out an investigation using


various concentration of salt or d. design an experiment
sugar solution to determine the to determine the The concentration of the
concentration of external solution concentration of external solution which is
which is isotonic to the cell sap of external solutions isotonic to the cell sap is
plant tissues. which is isotonic to determined from the
cell sap. plotted graph
4. Discuss and make an inference on
the concentration of cell sap in plant e. make an inference
tissues which is equivalent to the on the concentration
concentration of isotonic solution. of cell sap in plant
tissues.
5. Discuss and correlate the
movement of substances across f. Relate the movement
the plasma membrane with the of substances across
difference in concentration of the plasma membrane with
external solution and that of the concentration gradient.
cell sap.

6. Discuss:
a. wilting of plants caused by the
excessive use of chemical g. Explain the
fertilisers phenomenon of Discussion shoud be
b. preservation of food using salt wilting in plants using based on the concepts
or sugar examples. of osmosis and
h. Explain the plasmolysis
preservation of food
using examples

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WEEK LEARNING OBJECTIVE SUGGESTED LEARNING LEARNING NOTES
ACTIVITIES OUTCOMES
3.3 1. Compose poem to appreciate the A student is able to:
Appreciating the movement of substances across
movement of substances the plasma membrane. a. explain the necessity
across the plasma of movement of
membrane substances across the
plasma membrane which
is occur in a continuous
and controlled manner
for survival of a cell.

LEARNING AREA : 4.0 CHEMICAL COMPOSITION OF THE CELL

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES

9 4.1 Understanding the Carry out small group discussion on the A student is able to: Chemical compounds in the
chemical composition following and present the findings: cell are limited to
of the cell carbohydrates, lipids,
a) elements in the cell, including  state the elements in proteins, nucleic acids and
carbon, hydrogen, oxygen, nitrogen, the cell, water only.
sulphur, phosphorus, calcium,
potassium, magnesium, chlorine, A brief account on the
sodium and ferum, importance of
b) the presence and importance of  list the chemical carbohydrates, lipids,
chemical compounds in the cell. compounds in the proteins and nucleic acids Is
cell, required.
 explain the
importance of
organic compounds
in the cell,
 explain the

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
importance of water
in the cell.

Carry out small group discussion on the A student is able to:


following and present the findings: A detailed molecular
a) elements in carbohydrates  state the elements in structure is not required.
b)types of carbohydrates, i.e. carbohydrates,
monosaccharides, disaccharides and A brief account of
polisaccharides, using examples,  state the types of condensation and
4.2 Understanding c) the formation and breakdown of carbohydrates, hydrolysis reactions is
carbohydrates disaccharides, such as maltose, sucrose required.
and lactose,  explain the formation
d) the formation and breakdown of and breakdown of
polysaccharides, such as starch, disaccharides and
glycogen and cellulose. polysaccharides,

Conduct an activity to differentiate


between reducing and non-reducing
sugars.

A student is able to :
Carry out small group discussion on the
following and present the findings:  state the elements in
proteins,
a) elements in protein, such as carbon,
hydrogen, oxygen, sulphur nitrogen and
phosphorus,  state the various
structures of
4.3 Understanding proteins b) dipeptides and polypeptides, proteins,
 explain the formation
c) the formation and breakdown of and breakdown of
dipeptides and polypeptides,

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
dipeptides and
d) essential amino acids and non- polypeptides,
essentials amino acids.  explain the meaning
of essential amino
Use charts to illustrate the various protein acids and non-
structures, i.e. primary, secondary, tertiary essential amino
and quartenary. acids.

A student is able to :

 state the elements in


lipids,
List the main types of lipids:  state the main types
of lipids
a) fat,
b) oil,
c) wax,
d) phospholipids,
4.4 Understanding lipids e) steroids, such as cholesterol, A student is able to :
testosterone,oestrogen and
progesterone.  state the
components of fats
Carry out small group discussion on the and oils,
following and present the findings:  explain the formation
a) elements in lipids, and breakdown of
b) components of fats and oils, fats and oils,
c) formation and breakdown of fats and oils
 compare and
contrast saturated
fats and unsaturated
fats
Use a graphic organizer to compare

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
saturated fats and unsaturated fats.

9 4.5 Understanding enzymes Discuss on the following : A student is able to:


a) what enzymes are,
b) enzyme requirement in the living  state what enzymes
process, are,
c) general characteristics of enzyme,  explain why
d) naming of enzyme based on the enzymes are
substrate, needed in life
e) sites of enzyme synthesis, processes,
f) intracellular and extracellular  list the general
enzymes and examples, characteristics of
enzymes,
 relate the name of
enzyme to substrate,
 state sites where
enzymes are
synthesized,
 state the meaning of
intracellular and
extracellular
enzymes,

 explain the
Conduct a role-play activity to show the involvement of
involvement of ribosomes, endoplasmic specific organelles in
reticulum and Golgi body in the production the production of
of extracellular enzymes. extracellular
enzymes,

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES

 explain the effects of


Conduct experiments to study the effects of pH, temperature,
pH and temperature on the activities of enzyme
amylase and pepsin. concentration and
substrate
Discuss the effects of enzyme substrate concentration on
concentration on enzyme activity. enzyme activity,
 explain the
Discuss the mechanism of enzyme action mechanism of
using the ‘lock and key’ hypothesis. enzyme action,
 relate the
Discuss and correlate pH temperature, mechanism of
enzyme concentration and substrate enzyme action with
concentration on enzyme activity using the pH, temperature,
‘lock and key’ hypothesis. enzyme
concentration and
Gather information from the internet and substrate
other sources on the uses of enzymes in : concentration,
 explain the uses of
a) daily life, e.g. tenderizing meat enzymes in daily life
b) industry e.g. food processing and and industry using
detergent manufacturing. examples.

10 4.6 Realising the Conduct a role play or story telling session  Predict the
importance of the to predict the consequences of deficiency consequences of
chemical composition in in one of the chemical components in the deficiency in
cells cell. carbohydrates,
protein, lipids or
enzymes in the cell.

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES

FIRST TERM SCHOOL HOLIDAY


13-20 MAC 2010

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


LEARNING AREA : 5. CELL DIVISION
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
11 5.1 Understanding mitosis Conduct a brainstorming session on the A student is able to:
following:
 State the necessity
a) the need for production of new cells in for the production of
organisms, new cells in
b) the need for production of new cells organisms
identical to parent cells  Explain the
necessity for the
Derive the meaning and significance of production of new
mitosis from the brainstorming session. cells identical to
parent cells,
Study charts to identify the various of the
cell cycle.  State the
significance of
Make models to demonstrate mitosis and mitosis,
cytokinesis.  Identify the phases
in the cell cycle ,
Prepare and observe a slide of onion root  Explain the process
tip to identify different stages of mitosis. of mitosis and
cytokinesis,
Study the process of controlled and
uncontrolled mitosis and cytokinesis  Arrange the various
through simulation, computerized, stages of mitosis in
animation or video. the correct
sequence,

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
12 Conduct a brainstorming session to come
up with examples on mitosis as a  Compare and
controlled process for the perpetuity of contrast mitosis and
living things such as regeneration, of cytokinesis in
lizard tail, certain plant parts and the animal and plant
healing of skin. cell,
 Explain the
Gather information on diseases, including important of
cancer or tumour, caused by uncontrolled controlled mitosis,
mitosis in living things.  explain the effects
of uncontrolled
Make a trip to a research institute to study mitosis in living
tissue or culture technique. things,
 Describe the
Conduct a debate or forum on cloning application of
issues. knowledge on Techniques of cloning
mitosis in cloning, include tissue culture
 Explain the
advantages and
disadvantages of
cloning.

13 5.2 Understanding meiosis Discuss the following : A student is able to :

a) trait inheritance in offsprings ,  State the necessity


of traits inheritance
b)the need to maintain diploid in offspring for
chromosomal number from one continuation of life.
generation to another,  State the necessity
to maintain diploid
c) the need to produce gametes with chromosomal

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
haploid number of chromosomes, number from
generation to
generation.
 State the necessity
d) the uniqueness of diploid number of for production of
chromosomes in organisms, haploid gametes in
sexual reproduction
e) the significance of meiosis,  State the
significance of
f) the type of cell that undergoes meiosis meiosis,
in human, animals and plants.  Identify the type of
cell that undergoes
meiosis,
Observe the process of meiosis trough  Explain the process
computerized animation, of meiosis,
photomicrograph, prepared slides, or  Arrange the various
video. stages of meiosis in
the correct order,
Use simulation activities to show change
in chromosome behaviour during meiosis I
and meiosis ii
 Compare and
Use graphic organizers to compare and contrast meiosis I
contrast : and meiosis ii ,
 Compare and
a) meiosis I and meiosis ii. contrast meiosis
b) Meiosis and mitosis and mitosis

14 5.3 Appreciating the A student is able to:


movement of a) conduct a role play .

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
chromosomes during b) avoid radioactive and carcinogenic  describe what will
mitosis and meiosis. substances. happen when the
movement of
chromosomes
during mitosis and
meiosis do not
occur in an orderly
manner.
 Know and avoid
things that maybe
harmful.

Theme : Investigating The Physiology Of Living Thing

Learning Area : 6.0 Nutrition

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES


15 6.1 Observe and identify types of nutrition in A student is able to:
Understanding types of various organism.
nutrition
Discuss autotrophic and heterotrophic  State the types of
nutrition with reference to nutrition,
chemosynthesis, photosynthesis, holozoic  Explain autotrophic
nutrition, saprophytism, and paratism. nutrition,
 Explain heterotrophic
nutrition,
Use a graphic organizer to show the
types of nutrition.
 Classify organisms
Conduct an activity to classify various according to the types
organisms according to types of nutrition. of nutrition

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES

16 6.2 Carry out small group discussion on the A student is able to :


Applying the concept of following and present the finding:
balanced diet a) requirements of a balanced diet  explain the necessity
b) factors affecting the daily energy for a balanced diet
requirement such as age, sex, body  explain the factors
weight and occupation. affecting the daily
energy requirement
Conduct an activity to determine the  Determine the energy The unit for energy used is
energy value in food samples. value, Joule

Design activities to test for the presence  Determine the nutrient


of starch, reducing sugar, non-reducing content in food
sugar, protein and lipid in food samples. samples

Conduct an experiment to determine the


vitamin C content in various fruit juices

Match the vitamins , minerals and  explain the functions


roughage with their sources, functions and sources of vitamins,
and effects of deficiency minerals , roughage in a
diet to maintain health
Discuss the sources and functions of  explain the functions of
water in the body water in the body
Formulate and justify an appropriate diet  justify the selection of
menu for pregnant mother ,infants, an appropriate
children, teenagers, athletes, people with balanced diet for a
specific diseases, the aged and target group

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
vegetarians

17 6.3 Group discussion and presentation on the A student is able to:


Understanding malnutrition following:
a) meaning of malnutrition  explain wha
b) effects of deficiency in proteins, malnutrition is
vitamins, minerals on health  explain the effects of
c) effects of excessive intake of malnutrition
carbohydrates, lipids, vitamins and
minerals  describe ways to
d) effects of diet with low saturated fats reduce certain heath
on cardiovascular disease problems due to one’s
e) ways to reduce the risk of high blood diet
pressure, diabetes mellitus and
osteoporosis

18 6.4 Discuss the following : A student is able to :


Analyzing food digestion a) glucose, amino acids and lipids are  state the substances
required to carry out metabolic that are required to carry
processes out metabolic processes
b) complexed substances need to be  list the complex
digested substances that need to
be digested
 explain the necessity to
digest complex
substances
Draw and label parts of the human  draw and label the
digestive system human digestive system

Discuss the functions of digestive juices  state and describe the


and other substances that aid the process digestive juices and
of digestion substances involved in

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
human digestive system
Discuss the digestion of food on the  explain the digestion of
following aspects: location, chewing and carbohydrates, proteins
movement of food, glands involved, and lipids
enzymes, pH, substrates and products

Identify the parts of digestive system and  identify and describe


digestion of cellulose in ruminants and the digestion of cellulose
rodents in ruminants and
rodents
Compare and contrast the process of  compare and contrast
cellulose digestion in humans, ruminants the digestive processes
and rodents in human, ruminants
and rodens
Plan and conduct experiments to study  design experiments to
enzymes actions on starch and protein study the digestion of
starch and proteins
Discuss problems related to food  describe problems
digestion: related to food digestion
a) incomplete digestion
b) bile stone
c) reduced production of specific
digestive enzyme

19 6.5 Examine models or diagrams of the A student is able to:


Understanding the digestive system and cross-section of the
processes of absorption small intestine.  identify the parts of
and assimilation of digestive system
digested food Using models or diagrams to discuss:  explain the adaptive
a) adaptation of the small intestine characteristic of the
digestive system related

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
b) absorption process of digested food in to absorption
the villus  draw and label the
structure of the villus
 explain the process of
absorption in the villus

20 Carry out an activity to study the  make an analogy on


movement of substances through the the process of
Visking tubing absorption in the small
Correlate the movement of substances intestine
through the Visking tubing with nutrient
absorption in the small intestine
Discuss the absorption of water and  explain the absorption
minerals in the colon of water and minerals in
the colon

 describe the transport


Using diagrams, charts or computerized of nutrients by
animation discuss: circulatory system for
a) the transport of amino acid, glucose, assimilation
water soluble vitamins minerals by
circulatory system
i) from small intestine to liver through
the hepatic portal vein
ii) from liver to body cell
b) transport of lipids and fat soluble
vitamins
Make a schematic diagram to show the
transport of nutrients from the intestine to
the body cells.  explain the main
Discuss the function of liver: functions of the liver
a) storage of nutrients

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
b) processing the products of digestion
i.e. excess glucose and amino acid
c) detoxification
 describe the process of
Discuss the process of assimilation assimilation
21 6.6 Identify the colon and rectum in the A student is able to:
Understanding the digestive system
formation of feaces and  identify the part where
defecation the formation of feaces
takes place
Discuss:  describe the formation of
a) the formation of feaces feaces
b) the role of microbs in the colon  explain the role of
c) effects of antibiotics on the microbs and the effect of
microbs in the colon antibiotics on them
d) what defecation is  explain what defecation
e) the importance of defecation is
f) importance of high fiber diets  explain the importance of
g) defecation related problem i.e. defecation and high fibre
constipation, colon cancer and diets
hemorrhoids  describe the problems
related to defecation
MID YEAR EXAMINATION 2008 (10 – 26 MAY 2010)
(10 DAYS)

MID YEAR SCHOOL HOLIDAY


5-20JUNE 2010
(16 DAYS)

SECOND TERMS : 21JUNE – 19 NOVEMBER 2010 (21 WEEKS)

24
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
1 6.7 Discuss: A student is able to:
Evaluating eating habits a) relationship between eating habits and
health problems such as gastritis,  relate eating habits with
obesity, anorexia nervosa, bulimia health problems
b) evaluate the nutrient contents based  evaluate critically Eating habits involve the
on food labels or advertisements whether a particular frequency and time of
c) evaluate the eating habits of classmate eating habit is good or eating and the type of food
bad consumed

2 6.8 Realizing the Conduct an of a defective the digestive A student is able to:
importance of healthy system.
digestive system  Predict the effects of
Conduct a discussion on ways to take defective digestive
care of the digestive system, such as system on health,
good eating habits, avoid junk food, try to  Take care of the
cut down on sweet and fatty foods. digestive system for
one’s well-being.

2
6.9 Understanding the Carry out small group discussion on the A student is able to: Maize seedlings may be
importance of following and present the findings: used for this experiment.
macronutrients and  List elements required
micronutrients in plants a) the elements required by plants, by plants,
b) classify the elements required by  Classify elements
plants based on the amount needed: required by plants
(i) macronutrients consisting of carbon, based on the amount
hydrogen, oxygen, nitrogen, phosphorus, needed,
potassium, calcium, magnesium, and
sulphur,
(ii) micronutrients consisting of boron,
molybdenum, zinc, manganese, copper
and ferum.

25
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES

Plan and conduct and experiment on


plants to study the effects of
macronutrient deficiency i.e. nitrogen,
phosphorus, potassium, calcium,
magnesium, and sulphur.
 Design an experiment
to study the effects of
Discuss and correlate the effects of macronutrient
macronutrients deficiency with the deficiency in plants,
function of the macronutrient based on
the results of the experiment.  Relate the effects of
macronutrient
Collects and interpret data from various deficiency with the
source such as Internet on the function of function of
each macronutrient in plants. macronutrients,

Discuss the function of micronutrients and


effects of micronutrient deficiency in  Explain the function of
plants. each macronutrient in
plants,
 State the function of
micronutrients in
plants,
 State the effects of
micronutrient
deficiency in plants,

3 6.10 Students read about the discovery of A student is able to:


Understanding photosynthesis and extract important
photosynthesis facts from it.  Describe the
development that leads

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
to the discovery of
photosynthesis,
 State the substance
required for
photosynthesis,
 State the substance
produced from
photosynthesis,

Study a cross-section model of a leaf.  Draw and label the


Draw and label it. cross-section of a leaf,

Discuss the following:  State the function of


a) functions of the part of a leaf, each part of the leaf
b) adaptation of the leaf for optimal with respect to
photosynthesis. photosynthesis,
 Explain leaf adaptation
Carry out and activity to investigate the to optimize
adaptation of plants such as hibiscus, photosynthesis,
water lily, Hydrilla and cactus with respect  Explain how plants
to: from different habitats
a) distribution of stomata are adapted to carry
b) distribution of chloroplasts. out photosynthesis
3 6.11 Understanding the With reference to the structure of A student is able to;
mechanism of chloroplast discuss the light and dark
photosynthesis reactions of photosynthesis with respect  Identify the part of Detailed structure of
to: chloroplast related to chloroplast is not required.
a) substances required. photosynthesis, Detailed pathways for light
b) location of reaction  Explain the light and dark reactions are not
c) products of reaction. reaction of required.
photosynthesis,

27
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
Draw a simple schematic diagram of the  Explain the dark
light and dark reactions in photosynthesis. reaction of
photosynthesis,
Discuss the following:
a) compare and contrast the light
reaction and dark reaction in  Compare and contrast
photosynthesis. light reaction and dark
b) Correlate light reaction with dark reaction in
reaction in photosynthesis photosynthesis,
 Relate light reaction in
Write an equation to represent the overall photosynthesis
process of photosynthesis.  Write an equation to
represent the process
of photosynthesis,

4 6.12 A student is able to:


Synthesizing factors Conduct a brainstorming session to
affecting photosynthesis identify the factors affecting the rate of  Identify the factors
photosynthesis i.e. concentration of affecting the rate of
carbon dioxide, light intensity and photosynthesis,
temperature.  Design an experiment
to investigate the effect
Plan and carry out an experiment to study of light intensity on the
the effect of light intensity on the rate of rate of photosynthesis,
photosynthesis.  Identify the factor that
limits the rate of
photosynthesis at
different light intensity,
 Explain the effects of
temperature and
concentration of carbon
Carry out a small group discussion on the dioxide on the rate of

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
effects of light intensity temperature and photosynthesis,
concentration of carbon dioxide on rate of  Explain the difference
photosynthesis. 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
Plan a strategy based on factors affecting productivity of crops
the rate of photosynthesis to ensure crop based on on factors
production throughout the year in affecting the rate of
countries with four seasons. photosynthesis.

4 6.13 Compose a poem or lyric of a song to A student is able to :


Practicing a caring attitude show appreciation of the role of
towards plants photosynthesis in ensuring the  Tell why we need
perpetuation of life to take good care
of plants,
Conduct a planting project in the science  Identify cases of
resource garden or school compound. mishandling or
destruction of
plants.

5 6.14 Carry out small group discussion on the A student is able to:
Understanding the following and present the findings:

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
technology used in food
production a) the quantity of food needed for the  explain the need for
present and future population of improving the
the country, quality and quantity
b) the need for improving the quality of food,
and quantity of food for the
country in line with the national
food production policy,
c) effort by various agencies to  explain the effort to
diversify food production, diversify food
production,
d) methods used to improve the  explain ways to
quality and quantity of food improve the quality
production through the following: and quantity of food
production in the
(i) direct seeding for rice, country.
(ii) hydroponics and
aeroponics,
(iii) breeding,
(iv) tissue culture,
(v) genetic engineering,
(vi) soil management,
(vii) biological control.

Conduct a field trip to relevant agencies


such as Institute of Agriculture Research
and Development of Malaysia (MARDI),
Agriculture Department and Fishery
Department.

Carry out a vegetable planting project

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES

6.15 Discuss the need for food processing A student is able to:
Evaluating the based on the following:  explain the
technological development necessity for food
in food processing a) overcoming the factors causing processing
spoilage of food such as the
action of microorganisms and
oxidation,
b) extending the lifespan of food ,
c) avoiding food wastage,
d) diversifying the uses of food like
milk and dairy products,
e) ensuring sufficient food supply.

Prepare a portfolio on the technological  describe the


development of food processing from the development of
early days till the present. food processing
technology,
Correlate the following food processing  relate food
methods with factors causing food processing
spoilage: methods with
factors causing
i. cooking, food spoilage,
ii. using salt, sugar and vinegar,
iii. fermentation process,
iv. drying,
v. pasteurization,
vi. canning,
vii. refrigeration,  assess the

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
methods of food
Conduct a forum entitled “The effects of processing to justify
processing food on health”. the choice of
consuming certain
processed food.

THEME : INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS


LEARNING AREA :7.0 RESPIRATION

WEEK LEARNING OBJECTIVE SUGGESTED LEARNING LEARNING OUTCOMES NOTES


ACTIVITIES
6 7.1 1. Discuss and gather information : A student is able to :
Understanding the a. living process require energy
respiratory process in b. the main substrate for a. state that all living
energy production respiration, that is glucose, is processes require
obtained from the following : energy.
i) the digestion of b. identify the main
carbohydrates in human substrate for
and animals, producing energy
ii) the process of c. state the two types of
photosynthesis in plant respiration
c. types of respiration (aerobic d. explain what cell
and anaerobic) respiration is

2. a) Carry out an activity to show e. explain the energy


aerobic respiration. production from
b) Dicuss the energy production in glucose during the
aerobic respiration process of aerobic
respiration.

3. Carry out an experiment to f. state the condition

32
WEEK LEARNING OBJECTIVE SUGGESTED LEARNING LEARNING OUTCOMES NOTES
ACTIVITIES
investigate anaerobic respiration in leading to an aerobic
yeast respiration in cells
g. explain the process of
4. Discussion anaerobic respiration
a. condition leading to an aerobic in yeast
respiration in cells h. explain the process of
b. the process of an aerobic an aerobic respiration
respiration in human muscles. in human muscles
i. write the chemical
equations for aerobic
and anaerobic
respiration

5. Use a graphic organizer (mind j. compare and contrast


map) to compare and contrast aerobic respiration
aerobic respiration with anaerobic with anaerobic
respiration respiration

7 7.2 1. Observe graphics and discuss the A student is able to :


Analysing the respiratory respiratory structures in human and
structures and breathing other organisms including protozoa, a. state the respiratory
mechanisms in human insects, fish and amphibians. structures in human
and animal and some animals.
b. make an inference on
the various adaptation
of the respiratory
structures.
2. a) Conduct an activity to compare
the total surface area of a flat
card with a corrugated card and
correlated the increase in total

33
WEEK LEARNING OBJECTIVE SUGGESTED LEARNING LEARNING OUTCOMES NOTES
ACTIVITIES
surface area with the modified
surface structure.

b) Discuss the relationship


between total surface area of
the respiratory structures and
the efficiency of gaseous
exchange in various organisms.

c) Observe the respiratory c. describe the


structures to generalise the characteristic of
characteristics of the respiratory respiratory surfaces in
surfaces in human and other human and other
organisms. organisms.

3. a) Use a model to explain the d. describe the breathing


breathing mechanism in human. mechanism in human
and other organisms
b) Use a graphic organizer to e. compare and contrast
compare an contrast human the human respiratory
respiratory system with other system with other
organisms. organisms.

8 7.3 1. Using a diagram to discuss the A student is able to :


Understanding the process of gaseous exchange
concept of gaseous across the surface of the aveoulus a. describe the process
exchange across the and blood capillaries in the lung in of gaseous exchange
respiratory surfaces anf relation to : across the surface of
transport of gases in the alveolus and blood
human a. the difference in partial capillaries in the lungs
pressure of respiratory

34
WEEK LEARNING OBJECTIVE SUGGESTED LEARNING LEARNING OUTCOMES NOTES
ACTIVITIES
gaseous in the air of the
alveolus and blood capillaries
in the lungs i.e

i. partial pressure of oxygen


and carbon dioxide in the air
of the alveolus compared to
the partial pressure in the
blood capillaries

b. The difference in partial


pressure of oxygen and
carbon dioxide in the blood
entering the alveolus with the
blood living the alveolus ie:

i. partial pressure of oxygen


and carbon dioxide in the
blood entering the alveolus
compared to the blood living
in alveolus.

2. Discuss :
a. the transport of respiratory b. explain the transport of
gases in human respiratory gases
b. explain the process of c. explain the process of
gaseous exchange between gaseous exchange
the blood and body cells between the blood and
body cells
3. Mind maps/ graphic organizer to
explain the exchange and transport
of respiratory gasoues in human. Cautions :

35
WEEK LEARNING OBJECTIVE SUGGESTED LEARNING LEARNING OUTCOMES NOTES
ACTIVITIES
Handle the following
4. Conduct an experiment to d. distinguish the solution with care :
investigate the differences between composition of inhale Alkaline pyrogallate and
inhale and exhale air and exhale air. Concentrated potassium
hydroxide
9 7.4 1. Conduct an experiment to study A student is able to :
Understanding the the effect of a vigorous exersice on
regulatory mechanism in the rate of respiration and heart a. describe the change
respiration beat. in rate of respiration
after completing a
2. Discussion on the following : vigourous exercise.

b. correlate the rate of


a. correlate the rate of respiration respiration with the
with the oxygen and carbon oxygen and carbon
dioxide content in the body. dioxide content in the
body.
b. regulatory mechanism of c. explain the regulatory
oxygen and carbon dioxide mechanism of
content in the body oxygen and carbon
dioxide content in the
body

d. explain the human


respiratory response
3. Discussion on human respiratory and rate of
response, rate of respiration and respiration in
heart beat in different situation: different situation
e. correlate the rate of
a. vigorous activities eg : respiration with the
swimming, running, aerobic rate of heart beat

36
WEEK LEARNING OBJECTIVE SUGGESTED LEARNING LEARNING OUTCOMES NOTES
ACTIVITIES
exercise, mountain climbing
and playing badminton
b. relaxing
c. fear

10 7.5 1. Discuss and conduct an experiment A student is able to : Say “Tak Nak” to
Realising the importance to show the effects of cigarette cigarette
of maintaining a healthy smoke on white cotton wool and a. care and maintain
respiratory systems draw an anology between the lung efficient function of
and the white cotton wool. the respiratory organ

2. Show the slides of damaged lungs


(cancer) due to smoking.
7.6 1. Discuss and gather information: A student is able to : A diagram of the cross
Understanding respiration section of a leaf is
in plants a. the energy requirement and the a. describe the energy requaired
intake of oxygenintake by plants requirement
for respiration. b. explain the intake of
oxygen for
respiration
c. explain aerobic
2. Use graphic organizer to show the respiration in plants
intake of oxygen in plants

a. discuss anaerobic respiration d. explain anaerobic


carried out by rice plant in a respiration in plants
paddy field or other plants in under certain
certain situations. conditions.

3. Use a graphic organizer to e. Compare and


compare the process of respiration contrast the process

37
WEEK LEARNING OBJECTIVE SUGGESTED LEARNING LEARNING OUTCOMES NOTES
ACTIVITIES
with the process of photosynthesis of photosynthesis
in plants. and respiration

4. Discuss and gather information f.


Explain what
a. meaning of compensation point compensation point
b. correlate light intensity with is
compensation point from graph.g. Relate light intensity
c. The effect on living things when with the attainment of
the rate of photosynthesis and compensation point
rate of respiration remains ath. Predict the situation
compensation point. when the rate of
photosynthesis and
rate of respiration
remains at
compensation point
11 SECOND TERM SCHOOL HOLIDAY
4-14 SEPT 2010

HARI RAYA PUASA 2010


10-11 SEPT 2010

THEME : INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENT

LEARNING AREA : 8.0 DYNAMIC ECOSYSYTEM

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES

38
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES

12 8.1Understand the abiotic Conduct a field study to: A student is able to : Emphasis is on field study
and biotic components a) identify the abiotic components for the students to reinforce
of the environment including, pH, temperature, light  identify the abiotic their understanding in this
intensity, humidity, topography and the components of an area.
microclimate of an ecosystem ecosystem,
b) identify the biotic components of an
ecosystem  identify the biotic
c) investigate the feeding relationships of components of an
the biotic components to construct the ecosystem,
food chains and food webs, and
classify the biotic components into  classify biotic
trophic levels components inti
d) investigate the interaction between trophic levels
biotic components as follows:
i) symbiosis among plants and
animals encompassing the
following:
- commensalisms  explain the
- parasitism interactions
- mutualism between biotic
ii) saprophytism, components in
iii) predator-prey interaction. relation to feeding,
e) investigate the interaction between using examples,
biotic components in relation to
competition, which are:  explain the
i) intraspecific competition, interaction between
ii) intraspecific competition. biotic components
Conduct an experiment to study the in relation to
intraspecific competition and interspecific competition, using
competiton of plants, e.g. maize and rice examples.
Collect and interpret data to study
intraspecific competition and interspecific
competition involving Paramecium, for
example Paramecium Aurelia and
Paramecium caudatum. 39
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES

13 8.2 Understanding the Conduct a field study on an ecosystem i.e. A student is able to:
processes of a mangrove swamp or a pond to:
colonisation and  state what an
succession in an a) identify the niche, habitat, ecosystem is,
ecosystem community and population,  identify the niche,
b) investigate the process of habitat, community
colonization, and population of
c) investigate the process of ecosystem,
succession,  explain the process
d) identify pioneer species, successor of colonization,
species, dominant species and  explain the process
climax community, of succession,
e) identify the adaptive characteristics  identify the pioneer
of pioneer species and subsequent species in an
species in the habitat for the ecosystem,
processes of colonization and  identify the
succession. successors in an
ecosystem ,
Students present their findings or make a  identify the
folio. dominant species in
Study the processes of colonization and an ecosystem,
succession through video, computer
 identify the adaptive
software and printed material.
characteristics of
pioneer species,
Discuss and correlate the abiotic
 identify the adaptive
components during the processes of
characteristics of
colonization and succession in an
successors,
ecosystem.
 explain the changes
in habitat caused by
pioneer species,

40
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
 explain the changes
in habitat caused by
successors at every
level of succession
until I climax
community is
reached,
 relate the abiotic
components with
the biotic
components in an
ecosystem during
the processes of
colonization and
succession.

14 8.3 Sythesising ideas on Discuss the appropriate sampling A student is able to:
population ecology techniques to study the pollution size of
an organism.  identify the
appropriate
Conduct a field study or use an sampling technique
appropriate anology to: to study the
population size of
a) estimate the population size of an organism,
animals such as garden snail and
wood lice,  estimate the
b) investigate the distribution of population size of
plants using the quadrat sampling an organism in a
technique, habitat,

Based on the above study discuss the  determine the


distribution of an organism in a habitat. distribution of

41
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
Discuss and correlate the change in organisms in a
pollution distribution of an organism with habitat based on
the changes in each of the abiotic factors. the density,
frequency and
Plan and conduct an experiment to study percentage
the relationship of population distribution coverage of the
of an organism with changes in any one of species,
the abiotic factors such as pH,
temperature, lightintensity and humidity.  correlate the
Suggested organisms: change in a
Pleurococcus, Lemna population
distribution of an
organism with the
changes in each of
the abiotic factors,

 design an
experiment to
investigate the
effect of a change
in any one of the
abiotic factors o the
population growth
rate of an organism.

15 8.4 Understand the Discuss the following: A student is able to:


concept of biodiversity a) meaning of biodiversity,
b) need for the classification system  explain the meaning
of organisms. of biodiversity,

42
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
 explain the need for
Gather information on the following: classification of
a) the five kingdoms in the organisms,
classifications of the organisms,  state the five
which are Monera, Protista, Fungi, kingdoms used in
Plantae and Animalia, the classification of
organisms,
b) main characteristics of organisms  identify the main
in each kingdom, characteristics of
organisms in each
c) examples of organisms in each kingdom,
kingdom,  list examples of
organisms in each
Discuss the following: kingdom,
a) the hierarchy in the classification of  state the hierarchy
organisms from kingdom to in the classification
species, of organisms, using
b) the method of naming a number of examples,
vertebrates and local flowering  explain through
plants, using the Linnaeus examples, the
binomial system, method of naming
c) the importance of biodiversity. organisms using the
Linnaeus binomial
Conduct a field trip to create awareness of system,
biodiversity of an ecosystem.  explain the
importance of
biodiversity

16 8.5 Understanding the Using charts, slides and A student is able to: The scientific names of
impact of photomicrographs, identify and list various pathogen and life cycle of

43
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
microorganisms on life types of microorganisms i.e. protozoa,  classify various vectors are not required.
algae, fungi, bacteria and virus. types of
microorganisms
Conduct an experiment to study the based on their basic
effects of temperature, pH, light and characteristics,
nutrients on the activity of microorganisms  state the abiotic
e.g. Bacillus subtilis or yeast. components
affecting the activity
Gather information and discuss the role of of microorganisms,
useful microorganisms in the following:  explain the effects
a) decomposition of a change in each
b) nitrogen cycle, abiotic component
c) alimentary canal of termite, on the activity of
d) digestive system in human. microorganisms,
 explain the role of
useful
microorganisms,

Gather information and discuss the effects  explain the effect of


of harmful microorganisms: harmful micro-
organisms
a) causing diseases,
b) spoilage of food and substances.
 explain the meaning
Gather information and present the of pathogen,
findings on the following:  identify the
a) pathogens, vectors, symptoms and pathogen, vector
methods in tansmission of and symptoms of
diseases such as malaria, dengue one particular
fever, cholera, ringworm, food disease,
poisoning, AIDS, hepatitis and

44
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
SARS,  explain how the
b) methods to control pathogens disease spreads,
including the use of antibiotics,  describe the
vaccines, antiseptics and methods for
disinfectants. controlling
pathogen,

Gather information and present the uses


of microorganisms in biotechnology, such  explain the use of
as: microorganisms in
a) production of antibiotics and biotechnology,
vaccines using examples.
b) cleaning of oil spills,
c) waste treatment,
d) food processing
e) production of bioplastic,
f) production of energy from biomass
16-18
FINAL YEAR EXAMINATION
7 OKT 2010 - 20 OKT 2010

19 8.6 Appreciating Conduct a forum to discuss the A student is able to:


biodiversity importance of preservation and  justify the
conservation of biodiversity, importance
preservation and
Conduct an activity to preserve and conservation of
conserve various living things around us. biodiversity.
 preserve and
conserve various

45
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
living things around
him/her.

THEME : INVESTIGATING THE RELATIONSHOP BETWEEN LIVING THINGS AND ENVIRONMENT

LEARNING AREA : 9.0 ENDANGERED ECOSYSTEM

WEEK LEARNING SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES


OBJECTIVES
9.1. Evaluating human Carry out small group discussion on the following
activities that endanger an and present the findings: A student is able to : TSTS:
ecosystem c) Human activities that threaten the  Identify human  Generating ideas
ecosystem, activities that  Grouping and
d) The impact of human activities on the threaten the classifying
ecosystem ecosystem  Evaluating
e) The effects of unplanneddevelopment of  Explain the impact of
the ecosystem, such as ; human activities on Nobles values :
I. Soil erosion the ecosystem  Having an interest
II. Flash flood  Evaluate critically the and curiosity towards
III. Landslide effects of unplanned the environment
IV. Eutrofication development and
V. Water , air , thermal , and noise mismanagement of
pollution the ecosystem Teaching aids :
VI. Global warming  Newspaper cuttings
VII. Ozone depletion  Charts
VIII. Climatic change
IX. Ex tinction of living things
X. Deforestation
d) Types of pollution and sources of pollution  Describe types of
pollution and sources

46
WEEK LEARNING SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
OBJECTIVES
20 e) Effects of pollution on the following: of pollution
I.Human health ( diseases affecting the  Explain the effects of
respiratory system,skin problems , pollution on living
conjunctivitis,cancer and cholera. things and the
II.Animal and plant habitats environment
III.Buildings
IV.Agriculture
V.Climate

Conduct an activity to analyse data on air pollution


index of some cities within and outside the
country,and make and inference on the sources of  Compare and contrast
pollution. pollutants in the air
from different
Conduct an activity to analyse data on water environments
pollution , such as Oxygen Demand (BOD) value
and content to heavy metals in some rivers,and  Interpret data on the
make an inference on the sources of pollution. level of water
pollution in some
rivers
 Make an inference on
Conduct activities to formulate a strategy to reduce the sources of water
the level of air and water pollution in a particular pollution in some
location by : rivers
 Predict the level of
air and water
pollution in a
a) Analyzing information on the population , particular location
such as the size of population , socio – within the next ten
economic activities , and level of air and years
water pollution  Suggest strategies to
b) Conducting an activity to predict the level solve problems

47
WEEK LEARNING SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
OBJECTIVES
of air and water pollution at a particular related to air and
location within the next ten years water pollution in a
c) Preparing an action plan consisting of a particular location
strategy to reduce the level of air and water within the next ten
pollution at that particular location within years
the next ten years.

9.2 Understanding the Carry out small group discussion on the following A student is able to:
greenhouse effect and and present the findings : TSTS :
thinning of the ozone layer a) Greenhouse effect , including its cause and  Explain what  Analysing
effect greenhouse effect is  Evaluating
b) Concentration of carbon dioxide in the  Correlate the
athmosphere and correlate it with global concentration of
warming carbon dioxide in the
athmosphere with Nobles values :
c) Ozone depletion , including its cause and global warming  Balance of nature
effect  Explain the thinning  Being thankful to
d) Impact of ozone depletion and global of the ozone layer God
warming on the ecosystem  Explain the impact of
thinning of the ozone Teaching aids :
layer and global  CD Rom
warming on the  Charts
ecosystem.  Scrap-book

48
WEEK LEARNING SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
OBJECTIVES

21 9.3 Realising the importance Conduct a debate on the need for development to A student is able to: TSTS :
of proper management of improve the quality of life and to meet the  Justify the need for  Making decisions
development activities and requirements of an increasing population. development  Detecting bias
the ecosystem
Discuss the effects of an increase in population on  Explain the effects of Nobles values :
the ecosystem. increase in  Being flexible and
population on the open-minded
Carry out small group discussion on the following ecosystem  Thinking rasionally
and present the findings:  Being coorperative
a) Implementation of laws
b) Use of technology  Explain measure Teaching aids :
c) Education on the management of resources taken in the  Text book
, including the reduce , reuse and recycle of management of  Internet
resources development
 transperancies
d) Preservation and conservation of soil , activities and the
water , flora and faun of forests and ecosystem to ensure a
mangrove swamps balance of nature is
e) Practice of biological control maintained.
f) Use of renewable energy
g) Efficient use of energy  Care for the
ecosystem
Conduct activities to care for the following
ecosystem in school and at home :
a) Fish ponds  Participate in
b) Gardens activities related to
Plan and conduct a programme related to the the management of
management of the ecosystem for example , the ecosystem
“ Environment Day “

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WEEK LEARNING SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
OBJECTIVES

YEAR END SCHOOL HOLIDAY


20 NOVEMBER 2010 – 3 JANUARY 2010

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