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RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5

RANCANGAN MENGAJAR 2011 BIOLOGI TINGKATAN 5
THEME: PHYSIOLOGY OF LIVING THINGS LEARNING AREA: 1.0 TRANSPORT
Wee k 1 Date 26/1/2011 Learning Objectives 1.1 Understanding the importance of having a transport system in some multicellular organisms 1.2 Synthesising the concept of circulatory system Learning Outcomes A student is able to: - identify the problem that could be faced by multicellular organisms in obtaining their cellular requirements and getting rid of their waste products - suggest how the problem is overcome in multicellular organisms. A student is able to: -state what a circulatory system is, -state the three components of circulatory system in humans and animals, -state the medium of transport in humans and animals, -state the composition of human blood, -explain the function of blood and haemolymph in transport, -describe the structure of human blood vessels, -explain how blood is propelled through the human circulatory system, - explain briefly how blood pressure is regulated, -compare and contrast the circulatory systems in the following: humans, fish and Content Carry out activities to identify the problem that could be faced by multicellular organisms and explain how the problem is overcome in multicellular organisms ascompared to unicellular organisms Volume of homework 10 objective question 2 structure item

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Read text materials and view computer simulations on circulatory system and discussion. Use schematic diagrams to compare the circulatory system in the following: humans, fish and amphibians. Visualise and draw concept maps on the circulatory system in humans.

10 objective question 2 structure item

-state the importance of interstitial fluid. -predict the consequences of impaired blood clotting mechanism in an individual. 10 objective question 2 structure item 5 30/13/2/2011 1. -explain how the lymphatic system complements the circulatory system. -state the composition of interstitial fluid.4 Synthesising the concept of lymphatic system Draw a schematic diagram on the formation of interstitial fluid and lymph. b) the flow of lymph. Discuss the following: a) the structure of the lymphatic system. Use a schematic diagram to illustrate the mechanism of blood clotting. c) the role of the lymphatic system in transport. -describe the fate of interstitial fluid. Use a graphic organiser to compare the content of blood. 3 1620/1/2011 1. interstitial fluid and lymph. -conceptualise the circulatory system in humans. A student is able to: -describe the formation of interstitial fluid. -predict what will happen if interstitial fluid fails to return to the circulatory system. Gather information and discuss the 10 objective question 2 structure item . -describe the structure of the lymphatic system. -conceptualise the relationship between the lymphatic system and circulatory system. 10 objective question 2 structure item 4 2327/1/201 1 1.RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5 amphibians. Predict the consequences of blood clotting related problems such as haemophilia or thrombosis.5 Understanding the role of the circulatory Discuss the necessity for a body defence mechanism in humans.3 Understanding the mechanism of blood clotting A student is able to: -explain the necessity for blood clotting at the site of damaged blood vessels -explain the mechanism of blood clotting. A student is able to: -state another function of the circulatory system besides transport. -compare the content of blood. interstitial fluid and lymph.

-identify the vascular tissue in stem.7 Understanding the transport of substances in plants A student is able to: -select and practise suitable ways to maintain a healthy cardiovascular system.state the role of vascular tissue in the transport of substances.state the necessity for transport of substances in plants. -describe the structure of vascular tissue. -state the effects of human immunodeficiency virus (HIV) on the body’s defence mechanism. .6 Appreciating a healthy cardiovascular system 1. -state the meaning of antigen and antibody. root and leaf. -relate the structure of xylem to transport. body’s defence mechanism with reference to: a) first line of defence. Discuss the following: a) the necessity for transport of substances in plants. b) the problem that could be faced by plants in transporting substances and how it is overcome in plants. -state the meaning of immunity and immunisation. Then select ways that are suitable and practice them. -suggest ways to prevent the spread of acquired immune deficiency syndrome (AIDS). -describe the process of phagocytosis.RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5 system in body defence mechanism -identify the three lines of defence mechanism of the body. 10 objective question 2 structure item . b) second line of defence c) third line of defence 6 7 610/2/201 1 1317/2/2011 TOV SPM 1. -name and give examples of various types of immunity. -relate the structure of phloem to Research and discuss nuitrition and lifestyle which can lead to a healthy cardiovascular system. A student is able to: . -relate antigen and antibody to immunity. -describe the transmission of HIV.

sternum and ribs. Volume of homework 10 objective question 2 structure item . coccyx. ulna.1 Understanding support and locomotion in humans and animals Learning Outcomes A student is able to: -explain the necessity for support and locomotion in humans and animals. sacrum.0 LOCOMOTION AND SUPPORT Wee k 9 Date 27/2-3/3/ Learning Objectives 2. -describe problems that could be faced by humans and animals in support and locomotion. lumbar vertebrae. -conceptualise the transport mechanism in plants. root pressure. radius. -describe the process of transpiration. cohesion and adhesion of water.8 Synthesising the concept of transport of substances in plants A student is able to: -state what translocation is. -explain the importance of translocation in plants. tibia and fibula. -predict the effect of removing a ring of phloem tissue from a plant. 10 objective question 2 structure item LEARNING AREA: 2. opening and closing of stomata. humerus. -describe the pathway of water from the soil to the leaves. -state external conditions affecting transpiration. -explain the importance of transpiration. cervical vertebrae. pelvic girdle. -explain the role of root pressure in the movement of water in plants. Discuss and draw a concept map of the movement of water in plants in terms of the following: osmosis. -design experiments to study factors affecting the rate of transpiration. 8 2024/2/2011 1. femur. thoracic vertebrae. transpiration pull. Content Study a model of human skeleton to identify the following: a) axial skeleton consisting of the skull.RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5 transport. clavicle. -explain the role of cohesion and adhesion of water in the movement of water in plants. -explain how problems in support and locomotion are overcome in humans and animals. b) appendicular skeleton consisting of the scapula.

2. system Draw and label a simple diagram of an arm to show the arrangement ofbones. aquatic plants. fish or bird. ii. d) taking appropriate precautions during vigorous activities. -explain how movement is about in a limb. b) what could be the support related problems faced by: i. Discuss and share ways of caring for the musculoskeletal system such as: a) following a balanced diet. -state some consequences of impaired musculoskeletal system on support and locomotion. -state the function of cartilage and synovial fluid at joints. c) using of proper attire for daily activities. -label the bones. Observe and discuss the mechanism of locomotion in an earthworm. -explain how support is achieved in aquatic plants. 10 objective question 2 structure item 13-17/3 CUTI PERTENGAHAN PENGGAL I LEARNING AREA: 3. c) how is support achieved in aquatic and terrestrial plants. 10 6-10/3 2. Discuss the following: a) the necessity for support in plants.RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5 -name the bones that make up the axial skeleton and appendicular skeleton of the human body. -describe briefly the mechanism of locomotion in an animal. skeletal muscles and tendons. -explain how support in terrestrial plants are achieved through tissue modifications. e) practising correct and safe exercise techniques. the skeletal muscles and tendons in a diagram of the arm.0 COORDINATION AND RESPONSE Wee k Date Learning Objectives Learning Outcomes Content Volume of homework . grasshopper. b) having a good posture. terrestrial plants.3 Understanding support in plants A student is able to: -explain the necessity for support in plants.2 Appreciating A student is able to: a Healthy -practise ways to care for the musculo-skeletal musculoskeletal system.

synaptic dendrites. 10 objective question 2 structure item 12 27-31/3/ 3. axon. View graphics of the brain and label the main parts of the brain. -clarify through examples the meaning of ‘stimulus’ and ‘response’ -state the main components and pathways involved in detecting and responding to changes in external environment. -state the main functions of the spinal cord. Discuss the main functions of the spinal cord. Identify and discuss the function of the three types of neurone.2 Analysing the role of human nervous system Draw a diagram to show the organisation of the nervous system. -name the main parts of the brain and state their functions. Draw and label the structure of the efferent neurone (nucleus. Draw and label diagram of a cross section of the spinal cord. -identify the type of the neurone from diagrams given. 10 objective question 2 structure item . . and state their respective function(s). cell body. -state why organisms have to be sensitive to changes in internal and external environment. -clarify through examples the meaning of ‘coordination’.1 Understanding response and coordination A student is able to: -list the changes in external and internal environment faced by an organism.state the main components and pathways involved in detecting and regulating changes in internal environment. -describe briefly the pathway of View computer simulations on the pathways in detecting and responding to external and internal stimuli in humans and animals and draw schematic diagrams involving the main components. myelin sheath). label the structure of an efferent neurone.RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5 11 20-24/3/ 3. -state the function of each type of neurone. Discuss what is meant by ‘coordination’. -state the mode of transmission of information along the neurone. cytoplasm. -draw and label a diagram of a cross section of the spinal cord. dendrites. -draw and label a diagram to show the organisation of the nervous system. A student is able to: -state the role of nervous system.

13 3-7/3/ 14 10-14/4/ 3. -give examples of involuntary action.RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5 transmission of information from receptors to effectors. -state why the endocrine system is necessary. A student is able to: -state what a hormone is. Match the hormones with their functions in the following physiological processes: 10 objective question 2 structure item . -outline the transmission of information in involuntary action. -give examples of nervous system related diseases. -draw a schematic diagram showing a reflex arc. Discuss the mode of transmissionof information along the neurone. -state the role of the synapse in transmission.3 Analysing the role of hormones in humans -draw and label a simple diagram of a synapse. -state what the endocrine system is. -outline the transmission of information in voluntary action. -give examples of voluntary action. -state physiological processes not directly regulated by the nervous View computer animations on the transmission of information in the form of electrical signals. -describe the transmission of nformation across synapses. Draw a schematic diagram to show the pathway of transmission of Information. Name the main hormones produced by each endocrine gland. Discuss voluntary action and involuntary action with examples 10 objective question 2 structure item Carry out group activity to label the main glands of the endocrine system.

b) reabsorption. (a) reproduction. 15 17-21/4/ 3. (b) growth. e. -relate changes in blood osmotic pressure to urine output. osmotic pressure. e. -describe briefly the mechanism of osmoregulation. b) level of certain substances. -label the main glands of the endocrine system. -describe the regulation of body temperature. -describe the regulation of blood sugar level. -describe briefly coordination involving both the nervous system and endocrine system. descibe how the endocrine system complements the nervous system. A student is able to: -explain the necessity to maintain an optimal physical and chemical condition in the internal environment. c) secretion. -describe briefly how secretion of hormone is regulated.RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5 system.4 Synthesising the concept of homeostasis in humans Discuss the following : a) physical factors – body temperature and blood pressure.g. -design an experiment to study the effect of different quantities of water intake on urine output. c) the necessity to maintain an optimal physical and chemical condition in the internal environment. Discuss how secretion of a hormone can be regulated by: a) another hormone.g. state the use of hormone in medicine. (c) homeostasis. and sugar level. in a “fight or flight” situation. -state the meaning of homeostasis. -relate the formation of urine to excretion. -name the main hormones produced by each endocrine gland. thyroid stimulating hormone (TSH).partial pressure of oxygen and of carbon dioxide. 10 objective question 2 structure item . d) the meaning of homeostasis View computer simulations and draw a schematic diagram on the process of urine formation and discuss the following processes: a) ultrafiltration. -describe the formation of urine. b) chemical factors in the blood . -predict the consequences of impaired kidney function. -state the functions of the hormones involved in some physiological processes. -state the effects of hormonal imbalance. glucose. c) nervous system.

Study diagrams of the stages in -describe formation of sperm in a) The formation of a sperm and an ovum.RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5 -conceptualise homeostasis. b) plant hormones e. c) the necessity for formation of gametes. -explain the factors that can lead to drug and alcohol abuse.6 Understanding plant hormones A student is able to: -describe effects of drug and alcohol abuse on humans. -infer the effects of auxins on growth responses.1 Analysing Gamete formation Learning Outcomes Content A student is able to: Discuss the following about reproduction: -explain the necessity for organisms to a) the necessity to reproduce. b) negative feedback control in osmoregulation.g. A student is able to: -state what plant hormones are. auxins. Volume of homework 10 objective question 2 structure item . e) the use of hormones in agriculture.0 REPRODUCTION AND GROWTH Wee k 17 Date 1-5/5/ Learning Objectives 4. -state the use of hormones in agriculture. and discuss the following: a) the process of osmoregulation by the kidneys. -compare the formation of sperm with that of ovum. then discuss drug and alcohol abuse. d) role of auxins in phototropism and geotropism. -explain the role of auxins in tropism. -give some examples of plant hormones. -practise a healthy lifestyle. humans. Show pictures of drug addicts and alcoholics. 10 objective question 2 structure item Research and report on: a) the meaning of plant hormone. b) the two types of reproduction. 16 24-28/4/ 3.5 Practising a healthy lifestyle 3. LEARNING AREA: 4. c) effect of auxins based on scientific findings on phototropism. -explain the necessity for formation of gametes. ethylene. reproduce. -state types of reproduction. humans. Draw a schematic diagram on the action of antidiuretic hormone (ADH). b) Compare the formation of a sperm with -describe formation of ovum in that of an ovum.

c) the importance of the menstrual cycle. A student is able to: -describe what fertilisation is. and discuss the effect of hormonal levels 10 objective question 2 structure item 20 27/5/-11/6/ 22-26/5/ CUTI PERTENGAHAN TAHUN 4. b) the early development of a zygote as the formation of a ball of cells which becomes implanted in the wall of the uterus. -describe in simple terms the early development of a zygote. -describe the formation of twins. -explain the advantages of fetus having a separate circulatory system from that of the mother.3 Understanding the early development of a zygote in humans Use diagram and computer simulations to discuss the following: a) the formation of zygote. Illustrate how identical and fraternal twins are formed. and the formation of corpus luteum. and give some differences between them. -compare identical twins with fraternal twins. 10 objective question 2 structure item 4. Study and interpret graphs on hormonal levels during the menstrual cycle. c) identify morula and blastocyst from the diagrams given. -explain the role of hormones in regulating the menstrual cycle. b) the relation between menstruation and menstrual cycle. A student is able to: -explain the contribution of science Discuss the following: a) what menstruation is.4 Appreciating the contribution . -state the functions of the placenta in foetal development. -state what menopause is. fraternal twins and Siamese twins.RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5 18 19 8-12/5/ 15-19/5/ 4. -relate hormonal levels to the changes in thickness of the endometrium. -state what premenstrual syndrome (PMS) is. d) formation of identical twins. -relate menstruation to menstrual cycle. -name the two main stages in the development of a zygote in preparation for implantation. Research and report on: a) family planning. -state the importance of the menstrual cycle. the process of ovulation. -relate hormonal levels to the development of follicles. Study diagrams. d) hormones involved in the menstrual cycle.2 Analysing the role Of hormones in the menstrual cycle OTI 1 SPM A student is able to: -state what menstruation is. -state the hormones involved in the menstrual cycle.

technology to human reproduction. a) pollen grains from pollen mother cell. -give examples of sexually transmitted diseases. b) phases of growth.5 Synthesising the concept of Sexual reproduction in flowering plants 22 19-23/6/ 4. the application of science and e) surrogate mother. Study and interpret a growth curve of an insect and relate the shape of the curve to 10 objective question 2 structure item 21 12/-16/6/ 4. stage in both a) and b). -explain what growth is. growth in organisms. -relate the shape of the growth curve to the growth phases of an organism. A student is able to: Study diagrams or prepared slides to identify -explain briefly the necessity for the growth zones at root tip and shoot tip. -describe the formation of zygote. c) the relationship between the phases of growth and the growth curve.7 Understanding A student is able to: the growth curve -identify the parameters used in the measurement of growth. Study and interpret the data on growth in humans and discuss the following: a) the shape of growth curve. 2 structure item -describe the formation of pollen b) embryo sac from embryo sac mother grains.RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5 of science and technology to human reproduction and technology to human b) sperm bank. fertilisation for the survival of flowering -explain the importance of double plants. A student is able to: Draw diagrams to show the stages in the 10 objective -identify male and female structures in formation of: question a flower. fertilisation in flowering plants. c) artificial insemination. fertilisation for the survival of flowering plants. -describe the sigmoid growth curve of an organism. -what sexually transmitted diseases are. cell. -describe the formation of the embryo sac in the ovule. f) sexually transmitted diseases. -explain some moral issues related to d) in vitro fertilisation. -relate the structure of a fruit to the Discuss the importance of double flower parts. -conceptualise double fertilisation. -explain the shape of the growth curve of an insect. -describe the formation of triploid Discuss and draw a concept map of double nucleus. . reproduction. Describe briefly what happens at each -describe the formation of pollen tube.6 Understanding growth in multicellular organisms 4.

1 Synthesising the concept of inheritance based on Mendel’s experiment Learning Outcomes A student is able to: -state what is meant by inheritance. its growth. -identify characters and traits in Mendel’s experiments. Discuss the types of growth in plants. Discuss Mendel’s First Law as The Law of Volume of homework 10 objective question 2 structure item . e) dominant alleles and recessive alleles. -explain dominant alleles and recessive alleles. Content Study diagrams showing the results of Mendel’s monohybrid cross experiment. -compare and contrast plants that undergo secondary growth with plants that do not undergo secondary growth. -state the location of the tissue involved in primary and secondary growth. b) there is a heriditary factor that determines a particular character. c) dominant traits and recessive traits. -explain the importance of secondary growth. Conduct a field study to identify plants that undergo primary and secondary growth. -state the meaning of phenotype. then discuss the following: a) characters and traits in Mendel’ experiments.RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5 4. d)genes and alleles. -state what primary and secondary growth are. -explain the importance of primary growth.0 INHERITANCE Wee k 23 Date 26-30/6/ Learning Objectives 1. -identify dominant and recessive traits. -state that there is a hereditary factor that determines a particular character. 10 objective question 2 structure item THEME: VARIATION AND INHERITANCE LEARNING AREA: 1. -differentiate traits from characters.8 Understanding primary and secondary growth in plants A student is able to: -state the types of growth in plants. -state the economic importance of plants that undergo secondary growth. -explain genes and alleles. -name the tissue involved in primary and secondary growth.

-explain sex determination in off-springs. -relate phenotype to genotype. 1. -explain the inheritance of ABO blood group in humans. b) sex-linked inheritance of haemophilia and colour blindness. -conceptualise Mendel’s Second Law.RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5 -state the meaning of genotype. b) inheritance of ABO blood group in humans. b) arrange the homologous pairs based on the location of the centromere and size of chromosome. -determine the phenotypic ratio of the first filial generation and second filial generation. -relate allele combination to genotype. Gather information and discuss: 10 objective question 2 structure item . -identify the different human karyotypes. then discuss the following: a) meaning of ‘dihybrid inheritance’. -differentiate autosomes from sex chromosomes. -state the meaning of homozygote and heterozygote. Draw a schematic diagram to show the following: a) sex determination in off-springs. Compare the karyotypes of a normal human being with that of a person with Down’s syndrome. -determine the genotypic ratio of the first filial generation and second filial generation. 24 3-7/7/ Discuss: a) blood groups and Rhesus factor (Rh factor). b) the importance of meiosis in terms of independent assortment of chromosomes. Discuss Mendel’s Second Law as The Law of Independent Assortment. -explain sex-linked inheritance using examples. c) identify autosomes and sex chromosomes. Segregation. Study diagrams showing the results of Mendel’s dihybrid cross experiment. -state the meaning of ‘dihybird inheritance’. -describe hereditary disease. -conceptualise Mendel’s First Law. -state the meaning of monohybrid inheritance.2 Understanding A student is able to: inheritance -state the blood groups in the ABO system and Rhesus factor in humans. Examine a drawing of a micrograph of human chromosomes and: a) determine the number of chromosomes.

1 Understanding A student is able to: variation in -state the importance of variation in organisms organisms. argue on the need for ethics and moral in the application of genetics. -state the types of variation. -describe the structure of deoxyribonucleic acid (DNA). Conduct an activity to investigate variation in humans and present the data graphically. -explain the effects of environmental factors on variation. Discuss the following: a) chromosomal mutation.2 Understanding A student is able to: the causes of -state the factors causing variation. b) gene mutation.RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5 25 10-14/7/ 1. chromosomes -state the location of genes. -explain mutation. -explain the effects of the interaction between genetic factors and environmental factors on variation.3 Understanding A student is able to: genes and -state the unit of inheritance. d) protein to the trait of an organism. -describe the application and abuse of knowledge in genetics. Discuss the effects of genetic factor on variation. 10 objective question 2 structure item LEARNING AREA: 2. Discuss the cause of variation in terms of: a) genetic factors. -compare continuous variation with discontinuous variation. 10 objective question 2 structure item . Compare continuous variation with discontinuous variation. -give examples of variation in humans. variation -explain the effects of genetic factors on variation. -explain briefly the importance of genetics to mankind. c) gene to protein. -describe in simple terms the manifestation of a trait of an organism from the basic unit of inheritance.0 VARIATION Wee k 26 Date 17-21/7/ Content Discuss the importance of variation in organisms. Learning Learning Outcomes Objectives 2. a) hereditary disease such as thalassaemia Draw a schematic diagram and relate how a trait is manifested from the basic unit of inheritance in terms of: a) chromosome to DNA b) DNA to gene. Volume of homework 10 objective question 2 structure item 27 24-28/7/ 2. b) environmental factors. Discuss continuous and discontinuous variation based on the graphs.

ULANGKAJI OTI 2 SPM (PERCUBAAN) ULANGKAJI . Discuss the importance of variation in the survival of a species. Discuss examples of mutation and mutagens.RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5 -explain the importance of variation in the survival of a species. Conduct a sketch to show respect for all God’s creation. 2. -respect each other.3 Be respectful towards one another despite variation 28 29 30-42 31/7/-4/8/ 7-25/8/ 14/8/17/11/ A student is able to: -accept that people are different.