BIOLOGY FORM 4 2019

DAILY LESSON PLAN

SUBJECT : BIOLOGY
FORM 4 CLASS 405 414
DATE WEEK TIME
VENUE BIOLOGY LAB 1 ATTENDANCE
THEME/TOPIC Physiology of Angiosperms
LEARNING AREA 20.0: Response in Plant.
CONTENT 20.2 : Phytohormone
STANDARD 20.3 : Application of Phytohormone in Agriculture.
20.2.3 Make an inference on the effects of auxin on growth response
20.2.4 Explain the role of auxin in growth response
LEARNING i. Phototropism
STANDARD ii. Geotropism
20.3.1 Justify the uses of phytohormone in agriculture.
20.3.2 Experimenting to differentiate effect of ripening of fruit with the presence of phytohormones.
LEARNING At the end of lesson, students should be able to:
OUTCOME /SUCCESS 1. Make an inference on the effects of auxin on growth response
CRITERIA 2. Explain the role of auxin in phototropism
3. Explain the role of auxin in geotropism
4. Justify the uses of phytohormone in agriculture
5. Experimenting to differentiate effect of ripening of fruit with the presence of phytohormones.

STEPS TEACHING AND LEARNING ACTIVITY FORMATIVE ASSESSMENT DIFFERENTIATION

(A) Engagement Using LCD, teacher shows a video clip of 21st CL : students
effect of auxin on plant. used apps from
apple store to study
more about structure
http://youtu.be/EZ5tU45Ti_g
of plasma
membrane.
http://youtu.be/5JXm1USHIQY
PAK21 activity I See,
(B) Exploration I Think, I Wonder
Students are instructed to;
Teacher ask student;
(a) Work in group of 4.
(b) Discuss what they have seen in the
“Do you notice any physical changes of the
video clip.
plants when the hormone is available?”
(c) Identify the difference of physical of the
plants during growth phase.

(C) Explanation
Each student within the group uses their
observations and discussion to explain the
topic.

Students begin developing definitions for key

terms in their own words.

Students listen to each others explainations.

Students ask question and try to build their

own concept by using I-Think map.

(D) Elaboration PAK21 activity I-

Teacher give comments on students’ I-Think Think Map.
Map and encourage students to elaborate
deeper on the effect of auxin in growth
response.

Teacher encourage student to relate the role

of phytohormone in agriculture so that the
main concept of phytohormone elaborated
correctly.
 BIOLOGY FORM 4 2019

(E) Evaluation
- Students express their understanding
about the topic
- Students are assigned questions in a
worksheet be completed as a homework

Closure/
Summarisation Students are asked to respond to the
assigned question and wrap up the topic
based on the answer given.

CROSS CURRICULAR
ELEMENTS

Systematic Responsible
Cooperative Dare to try
VALUES/ SIKAP
Honest Confident & independent
Patient Hardworking

STRATEGY

21ST LEARNING
ACTIVITY

TEACHING &
LEARNING AIDS/
SOURCES/
REFERENCES

405 :

REFLECTION
414 :

REMARKS
 BIOLOGY FORM 4 2019

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DAILY LESSON PLAN

SUBJECT : BIOLOGY
FORM 4 CLASS 405 414
DATE WEEK TIME
VENUE BIOLOGY LAB 1 ATTENDANCE
Investigation the cell as a basic unit of living
THEME/TOPIC
things
LEARNING AREA Movement of substances across plasma membrane
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING At the end of lesson, students should be able to:
OBJECTIVES 1. Explain the movement of soluble substances across the plasma membrane through the process of passive
/SUCCESS CRITERIA transport.
2. Explain the movement of water molecules across the plasma membrane by osmosis.
3. Explain the movement of substances across the plasma membrane through the process of active transport.
4. Explain the process of passive transport in living organisms using examples.
5. Explain the process of active transport in living organisms using examples
6. Compare and contrast passive transport and active transport

STEPS TEACHING AND LEARNING ACTIVITY FORMATIVE ASSESSMENT DIFFERENTIATION

(A) Engagement Teacher show s dry raisin and raisin after 21st CL : students
immerse into water. Teacher asks students used apps from
what is the difference between the condition apple store to study
of the raisin. Teacher asks students what more about structure
make the raisin like that. of plasma
membrane.
(B) Exploration 1. Teacher do a jigsaw puzzle activity by
dividing students into 4 expert groups.
2. They need to discuss the process of
simple diffusion, facilitated diffusion,
 BIOLOGY FORM 4 2019

osmosis and active transport in group.

3. They will share their findings with their
home based groups

(C) Explanation Teacher explain how the substances is being

transported through plasma membrane

Teacher elaborate more about the process.

(D) Elaboration Students find more about the process that
happens in their body.

Teacher asks students to fill a ticket out as

(E) Evaluation
a conclusion what did they learnt

Closure/
Summarisation

CROSS CURRICULAR
ELEMENTS

Systematic Responsible
Cooperative Dare to try
VALUES/ SIKAP
Honest Confident & independent
Patient Hardworking

STRATEGY

21ST LEARNING
ACTIVITY

TEACHING &
LEARNING AIDS/
SOURCES/
REFERENCES

REFLECTION
405 :

414 :
 BIOLOGY FORM 4 2019

REMARKS

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