UNIVERSITI SAINS MALAYSIA

Peperiksaan Semester Kedua

Sidang Akademik 2021/2022

Julai 2022

PGT 315/E – Biology Teaching Methods

Kaedah Mengajar Biologi

Tarikh/Date: 25 July 2022 – 8 August 2022

Masa/Duration: 2 minggu/2 weeks

PREPARED BY:
NUR FITRAHTUL ADILAH BINTI MOHD FIRDAUS NELSON

MATRIC NUMBER:
145418

PREPARED FOR:
DR. NOR ASNIZA ISHAK

SUBMISSION DATE:
08/08/2022
1. The school that you are currently teaching will be hosting an environmental
sustainability campaign.
a) As a biology teacher, explain TWO (2) actions that you will take to adress
problems related to food waste management in your school and relate it with the
concept of Education for Sustainable Development.
(10 marks)

In today’s climate, it is crucial to understand the significance of recycling and

preventing waste to reduce our environmental footprint. Appropriate action must be taken to
manage and lessen food waste. The school I am currently teaching will host an environmental
sustainability campaign. As a biology teacher, I would like to take two actions to solve the
problems related to food waste management in the school, which are Food Waste Bins and the
Stop Wasting Food Poster competition.

The first solution to lessen the problem of food waste management is named Food
Waste Bins. Biodegradable waste thrown into the general waste bin is not a good practice.
Separating the food waste from other rubbish will significantly improve the carbon footprint
and reduce the environmental impact. Thus, bins only for food waste will be provided at the
school canteen. Students, teachers, and the whole school community are compulsory to throw
their food waste into the particular bins provided. Then, the biology panel will collaborate with
the science agriculture teachers and students to recycle the food waste as biological compost
for agricultural purposes. The compost or organic fertiliser will then be applied to all plants
around the school. Hence, this action is able to give benefit in the effort to save our environment.

Next, the second initiative is to organise a poster-making competition about ‘Stop

Wasting Food.’ Food waste is recognised to be a severe problem worldwide. One way to
manage food waste is by reducing the food waste itself. This activity aims to spread awareness
of how dangerous it could be when the waste foods get to the landfills and affect our
environment. So, this competition requires the students to do research and produce a poster to
deliver the message on reducing the leftovers. For example, “Take What You Want, Eat What
You Take” and “Wasting Food is Wasting Our World.” The posters will then be hung around
the school, mainly in the canteen. Thus, this effort might seem small, but it can indirectly
impact the management of food waste in the school.

Additionally, the stated actions reflect the Education for Sustainable Development. The
activities apply transdisciplinary educational approaches to develop an ethic for lifelong
learning and seek to balance human and economic well-being with cultural tradition and respect
for the earth’s natural resources. The initiatives are related to the Sustainable Development
Goal (SDG) number 12, which is Ensure Sustainable Consumption and Production Patterns.
Mainly, the target number 12.3, which is ‘By 2030, halve per capita global food waste at the
retail and consumer levels reduce food losses along production and supply chains, including
post-harvest losses.

Therefore, the Environmental Sustainability Campaign would be meaningful because

those actions enable the teacher and students to practice the ESD and help to sustain a better
environment.
 b) Based on the topics in KSSM Biology of Form Four or Form Five, produce ONE
(1) activity to teach this topic related to food waste management in the classroom.
(15 marks)

Based on the topic Environmental Sustainability from Biology of Form five, an eco-
enzyme production activity will be carried out. This activity will teach the form five students
one way to manage food waste. The students will produce eco-enzyme from organic wastes as
a multipurpose liquid. It offers multiple applications that are created through the fermentation
of organic waste. It can be used as plant fertiliser, an insect repellent, a mopping liquid, a
cleaner for fruits and vegetables, and a kitchen cleaner.

The students have to be in pairs, and students will carry out this activity in the lab. Prior
to the lesson, the teacher will ask the students to bring vegetable or fruit waste. Each pair will
need 300 grams of lemon and orange zests. Other materials are a container, measuring cup, a
filter, scissors, one litter of water, and 100 grams of brown sugar. Masking tape and marker
pen also will be provided for labelling purposes.

The procedure for this activity starts with dissolving the brown sugar. Students will add
the brown sugar and one litter of water into the container. Then, they will stir the solution until
the brown sugar is fully dissolved. After that, the lemon and orange zests which have been cut
into smaller pieces, will be added to the container. Next, the students will have to close the
container cap tightly and shake the container vigorously for a few minutes to mix the zests with
the solution. Subsequently, the students must ensure the container is fully sealed and label the
date.

The students have to leave the mixture for three months to get the best result. During
the months, the students need to open the container cap frequently to release the gas created
during fermentation and avoid the build-up of pressure in the container. After three months,
the mixture will be ready for use. The students must filter the solution to remove the lemon and
orange zests. They will sieve out the residue and alternatively use it as compost. The solution
will be placed in another clean bottle or spray bottle for easy usage.

Students can use the eco-enzyme as a natural fertiliser and pesticide from this activity.
However, they need to dilute the solution to a ratio of at least 1:100. A concentrated solution
may cause the soil to become too acidic or cause plant burn. Also, they can use the solution as
a cleaning agent to clean the floor, toilet, or kitchen. The orange, lemon, and lime peels give
the eco-enzyme a citrus scent. The students are also allowed to market the products in school
or on an online platform. They can pack the solution into a few small spray bottles, design it,
and sell the product as a co-curricular activity.

This activity will encourage the students to manage their food waste in a suitable
manner. It also exposes them to conduct a good practices to save the environment. Instead of
letting the food waste get into the landfills and affect the environment, there are many ways to
sustain our environment. Numerous products can be produced using food waste, namely the
eco-enzyme, fertilisers as vegetable growth inducers, and flour as natural plasticine from
banana peel.

Furthermore, this science learning experience of food waste management is able to

inculcate noble values in students. One of the scientific attitudes is to collaborate, which the
students carry out the activity in pairs, and they will help each other to produce the eco-enzyme
successfully. They also will be responsible for the safety of oneself, others, and the
environment as they try to preserve and conserve the environment by making the eco-enzyme
using food waste.

Additionally, this activity enlightens the element of STEM education. Eco-enzyme

activity integrated the Science element in which the students learn about the concept of
fermentation in the production of eco-enzyme. The aspect of engineering is also integrated as
they produce the product from food waste for daily usage. This activity also incorporates the
element across the curriculum, which is entrepreneurship through selling the eco-enzyme
product.

Therefore, a teacher can carry out the eco-enzyme activity to teach students related to
food waste management. This practice uses the concept of green technology, which they learn
under the topic of environmental sustainability. The students learn the application of products,
equipment, and system to preserve the environment and nature while minimising the negative
impacts of human activities. The eco-enzyme activity allows the students to practice a better
lifestyle by sustaining the environment.
 Nur Fitrahtul Adilah binti Mohd Firdaus Nelson (145418)

STEM
biology
E D U C A T I O N I N

TEM
What is STEM?
S
ENGIN.
SCIENC A body of

MATH
E knowledge

The stu The study of

dy TECH. about the

of the
patterns and

natural
Includes the
design and

relationships

world
people,

creation of

include organisation,
among

s
knowledge,
human-made

physics processes,
quantities,

,
products and

chemis and devices

numbers,

try,
that create
a process for

and bio and shapes.

logy,
and operate
solving

their la technological
mathematics

ws,
products and

problems.
includes

conven
tion,
the products

both

princip themselves.
les,
theoretical

concep
ts,
and applied.
and fac
ts.

Challenges
& Strategies
Lack of teaching models &

STEM Skills general guidelines.

Limited time to plan activity
STEM skills consist of Struggle to complete the

Process Skills; used in the learning syllabus.

process & apply knowledge in solving Lack of teaching aids.
problems. Involve science & math Lack of professional trainings

process skills, design skills form & for the teachers.

computational thinking skills. Sometimes bureaucracy limit

Technical Skills; psychomotor skills the teachers to implement new

involving manipulative skills,

teaching approach.
management and handling skills of
Some students are not

materials, tools and machines in a right

interested to get involved in

and safe manner.

hand-on activities.
Different levels of

understanding in students;

teacher need to prepare various

types of activities respectively.

Integrated STEM in

Biology classroom
Fieldwork to collect data; Presentations, storytelling,

- about flora & fauna

model;
found in the school
- create a model of cell

compound to learn about

structure & present it.
biodiversity and
- use glass bottles & glass

ecosystem. beads to model the

- about height and eye

bottleneck phenomenon

color to learn Variation. of population.

Experimenting; generate a
Use technology; watch

hypothesis, find
online videos and play

relationships, and
simulations;
calculate data. - Example: play simulation

- Experiment on effects of
website about ABO blood

hypotonic, hypertonic and

type on

isotonic solutions on plant

https://javalab.org/en/cat

cells using onion strip. egory/biology_en/

References
1. Ishak, N. A. (2022). STEM Concept And Practices [Slides]. E-Learning.
2. Wahid, N. T. A., & Talib, O. (2017). Stem Integration in Classroom Practices among Biology Teachers in Mara Junior Science College

(MJSC). International Journal of Academic Research in Business and Social Sciences, 7(4). https://doi.org/10.6007/ijarbss/v7-i4/2912
3. Zhou, Y. (2022). Integrate STEM Education into Biology Teaching. Advances in Social Science, Education and Humanities Research, 670,

357–358.
2. b) By referring to topics in Form Four or Form Five Biology KSSM, produce ONE
(1) lesson plan that you can relate the topic with every element of STEM.
(15 marks)

Lesson Plan

Date 29 July 2022

Time 8.00 am - 9.30 am

Class 5 Akas

Number of students 20

Subject Biology Form 5

Learning Area Chapter 11 Inheritance

Content Standard 11.1 Monohybrid Inheritance

11.1.4 Construct monohybrid cross diagrams.

11.1.5 Determine genotypic and phenotypic ratios of filial
Learning Standard
generations in a monohybrid cross.
11.1.6 Describe Mendel's First Law

At the end of the lesson, students should be able to:

1) Draw the Monohybrid cross diagrams.
2) State the genotypic and phenotypic ratios of filial
Learning Outcome
generations in a monohybrid cross.
3) Memorise the Mendel's First Law.
4) Analyse a question about phenotypic ratios.

Cross-curricular Noble Values, Science and Technology, Creativity and

element Innovation

Observing, Measuring and Using Numbers, Communicating,

Science Process Skills
Interpreting Data

i) Diligent and persistent when carrying out a task.

Scientific Attitudes & ii) Systematic, confident and ethical.
Noble Values iii) Collaborate.
iv) Appreciate the contributions of science and technology.

Students' Prior Terms related to inheritance and the monohybrid cross carried
Knowledge out by Mendel.

Course Delivery Mode Face-to-face Learning

 TikTok and YouTube videos, Google Jamboard, recycle
Teaching Aids
materials, and art tools.

1. Kementerian Pendidikan Malaysia. (2018). Biologi Dokumen

Standard Kurikulum dan Pentaksiran Tingkatan 4 & 5.
Teacher's Reference Kementerian Pendidikan Malaysia.
2. Khalid, J., Abdul Wahid, R., & Sudin, S. (2020). Biology
Form 5. IMS BOOKS TRADING SDN. BHD.

Khalid, J., Abdul Wahid, R., & Sudin, S. (2020). Biology Form
Students' Reference
5. IMS BOOKS TRADING SDN. BHD.
 Teaching and Learning Activities

Stage/Time Teacher's Student's

Content Remarks
Allocated Activities Activities
Engagement Watching 1. Teacher starts 1. Students Purpose: To
(±5 minutes) TikTok video the class with a demonstrate an give students
greeting. interest in ideas about the
observing the day's activity.
2. Teacher asks the videos.
students to watch Integrated
some TikTok and 2. Students element of;
YouTube videos focus on the Science:
related to the videos and take Monohybrid
Monohybrid cross. note of cross
(APPENDIX 1) important Technology:
information. TikTok and
3. The teacher YouTube videos
introduces the 3. Students jot
topic, the learning down what they Scientific
standards, and the will learn for process skills:
activity for the today's class. Observing
day.
Noble values:
Interest and
curious about
the
environment,
e.g., the
physical
differences in
offspring.
 Teaching aids:
TikTok and
YouTube videos

Exploration Creating a 1. Teacher asks 1. Students sit in Purpose: To

(±50 minutes) monohybrid students to divide their respective create a
cross-board into two groups. groups. Monohybrid
model. cross template
Materials idea: 2. Teacher assigns 2. Students that can be used
- Cupboard/ the task for each discuss with multiple times.
PVC board group. their groupmate
- Thumb tacks the Monohybrid Integrated
- Bottle caps Group 1: cross model element of;
- Art rope/ Monohybrid they want to Science:
sewing schematic model. create. Concept of
thread Monohybrid
- Marker pens Group 2: 3. Students cross.
- Boxes Monohybrid cross discuss and
- Watercolour model using distribute roles Engineering:
(APPENDIX Punnett square for each Creating a
2) member. Monohybrid
Compulsory cross model
features 4. Students template that
- The board can be gather the can be used for
used multiple materials they different traits.
times to represent bring.
the Monohybrid Additional
cross for other 5. Students start element:
traits. making the Art:
Monohybrid Make use of
3. Teacher allows cross-board recycled
the students to do model. materials to
any Monohybrid design a model
 cross other than of Monohybrid
Mendel's. cross in a
meaningful
4. Teacher asks the way.
students to take out
the materials they Scientific
bring. process skills:
Experimenting
5. Teacher
provides additional Noble values:
materials to aid the Collaborate and
students in the be responsible
model making. for the safety of
the
environment,
e.g., using
recycled
materials.

Teaching aids:
Recycled
materials and art
tools.

Explanation Presentation 1. Teacher asks the 1. Students Purpose: To

(±10 minutes) from each representative present their enhance the
group and from each group to Monohybrid student's
discussion present their cross model. knowledge and
with the Monohybrid cross strengthen their
teacher. model. 2. Other memory.
students listen
2. Teacher points and demonstrate
out if there is any an interest in
 mistake by the their friend's Integrated
students. presentation. element of;
Science:
3. Teacher 3. Other Learn the
discusses with the students take correct way to
students to correct note of any draw the
any mistakes. important Monohybrid
information cross.
based on the
presentation and Scientific
discussion. process skills:
Communicating

Noble values:
Collaborate and
be open-
minded.

Teaching aids:
Monohybrid
cross model
created by the
students.

Elaboration 1. Drawing the 1. Teacher asks the 1. Students draw Purpose:

(±20 minutes) monohybrid students to draw the schematic Learn to
schematic the Monohybrid diagram of the correctly draw
diagram. schematic diagram two the Monohybrid
on their exercise Monohybrid schematic
2. Calculation book using the cross models diagram and
of phenotypic correct format. created in their expose the
ratio. exercise book. students to a
HOTS question.
 3. Discussion 2. Teacher asks the 2. Students read
on HOTS students to open and understand Integrated
question. their textbook to the phenotypic element of;
page 235 and read ratio calculation Science: The
the "Bio with based on concept of the
Mathematics" mathematical phenotypic
feature. principles. ratio.
(APPENDIX 3)
3. Students try Mathematics:
3. Teacher to answer the Calculation of
provides a HOTS HOTS question. the phenotypic
question about ratio.
calculating the 4. Students
phenotypic ratio. discuss the Scientific
(APPENDIX 4) solution with process skills:
their classmates Interpreting data
4. Teacher and teacher.
discusses the Noble values:
solution with the Realise that
students. science as a
means to
understand
nature.

Teaching aids:
Biology Form 5
textbook and
HOTS question.

Evaluation Completion of 1. Teacher 1. The students Purpose: To

(±5 minutes) concept map provides a link to enter the Google evaluate the
and summary. Google Jamboard Jamboard via students if they
that shows an their gadget.
incomplete 2. The students understand the
concept map complete the lesson.
summarising the concept map
Mendel together with Integrated
monohybrid their classmates element of;
experiment. Science:
(APPENDIX 5) 3. Students The Mendel
provide a short First Law and
2. Teacher asks the summary and the Monohybrid
students to fill in give feedback cross diagram.
the blank to about the lesson.
complete the Technology:
concept map Use of gadgets
together. to access the
Google
3. Teacher asks Jamboard.
some students to
give a short Scientific
summary and process skills:
share their Communicating
feedback about the
lesson. Noble values:
Appreciate the
contributions of
science and
technology.

Teaching aids:
Google
Jamboard
 APPENDICES

APPENDIX 1

Sample of videos related.

TikTok link: https://vt.tiktok.com/ZSR2L4s61/?k=1
YouTube link: https://www.youtube.com/watch?v=J2J5v861CTI

APPENDIX 2

Graphic sample of the Monohybrid cross-board model and suggested recycle materials to use.
APPENDIX 3

Biology Form 5 Textbook, pg 235

APPENDIX 4

HOTS questions
Gregor Mendel bred a population of pea plants, producing a large number
of offspring. Of this offspring, 6,022 plants produced yellow seeds and
2,001 produced green seeds. What percentage of the total offspring
displayed the dominant trait? Give your answer to the nearest whole
number.

Remarks: In order to solve this question, the students must understand the term dominant trait
and be able to distinguish which trait is dominant. Also, they need to know how to calculate a
percentage.
APPENDIX 5

Google Jamboard link:

https://jamboard.google.com/d/1AaT7dW5FUaBGJPkRlwWWfeZEgs7A0jGeiwXVnFezXvI
/edit?usp=sharing

Incomplete concept map of summary of Mendel Monohybrid Experiment

3. By using the principles of game-based learning, design a simple ONLINE game related
to any topic in KSSM Biology Form Four or Form Five. Describe the procedure for
playing the online game.
(25 marks)

A topic chosen is Sexual Reproduction in Flowering Plants from KSSM Biology Form
Five. In this topic, the students learn about the structure of a flower, the development of pollen
grains and embryo sacs, pollination and fertilisation, the development of seeds and fruits, and
the importance of seeds for survival.

A simple online game using Gimkit: Fishtopia was designed to be one of the activities
for the lesson on this topic. This game is specially designed to be played at the end of the lesson.
Plants-related topic is known to be less desirable by the majority of students. Hence, this game
was designed to attract the students to learn in a fun way and enhance their knowledge by
answering questions related to the topic chosen.

Fishtopia is an entire 2D world with characters, locations to explore, and secrets to

uncover. The core of the game is simple, and the students need to answer questions to earn bait.
Then, they have to use the bait for fishing and sell the fish to earn cash. The students will play
the game for one hour, and the student with the most cash and rarest fish catch at the end of the
game wins.

To play this game, students need a gadget such as a laptop, tablet, or smartphone and
an internet connection. Firstly, the teacher will provide a link to the Gimkit website. The teacher
will set up the Fishtopia mode and generate a code for the game session. The students will
enter the code the teacher gave, set a name to be displayed, and join the session.

Next, when every student has joined the game session, the teacher will click on a button
to start the game. All students will enter Fishtopia and start playing the game for one period.
Inside Fishtopia, students who use a computer or laptop will move their character using AWSD
or Arrow keys. At the same time, students who play using mobile phones or tablet will move
their character by tapping and holding. When the students encounter something to interact with,
they press Enter for computer or tap for the mobile user.

Fishtopia is a huge and more ambitious game mode. The students will explore
Fishtopia and discover a few locations such as the station for answering questions, selling
station, fish collection, gear shop, power shop, ticket counter, purple pond, sandy shore, cosmic
cove, and the lucky lake. Each of the locations has its purpose in the adventure.

The students will answer questions at the question-answering station to collect bait.
Students will get baits for any correct answers, and they can answer as many questions as they
can. However, any wrong answer will deduct their bait. If the students answer wrongly, the
correct answers will show up. Thus, they will learn from their mistake and not repeat them.

Once they have collected the baits, they may go to any small ponds around to fish. The
worth of fish depends on the type. If the students obtain the common fish, such as Gray fish,
they will get $1. If they catch uncommon fish such as Redfish, they will receive $5. The
students may fish as often as they want as long as they have the baits. However, the backpack
they carry has its limit to carrying the fish. So, they have to sell their fish first at the Sell Station
to free up some space or go to the Gear Shop to purchase an upgrade for their backpack.

At the Gear Shop, the students may purchase upgrades using the cash collected from
the fish they sold. There are two upgrades for the backpack: medium backpack and large
backpack. Gear Shop also offer an upgrade for the fishing rod named expert rod, which will
catch the rarer fish. All these upgrades will require the students to pay with their cash collected.

Next, the students may buy tickets to the purple pond, sandy shore, or cosmic cove at
the ticket counter. Once they have purchased the ticket, they may visit the boat launch to take
a ride to the desired location. Each location has a different type of fish worth differently. The
ticket bought is infinite use so that they can turn back and forth from the mainland to the
locations based on the ticket purchased.

At the Fish Collection, the students may view all the fish they have collected so far in
the game. They need to interact with the button provided by pressing enter to view their
collection. There are common fish which are Grey and Green fish. Uncommon fish is Redfish.
Rare fish, namely Blue and Purple, and epic level, which are Beach fish, Starfish, and Galaxy
fish. There are also Berry and Gimfish that can be obtained at Lucky lake. The rarest type of
fish obtain, the more worthy the fishes are.

Fishtopia game integrated the principle of game-based learning. This game is

intrinsically motivating because it is a voluntary activity. The students will learn and answer
the question for its inherent satisfaction. Next, this game offers learning through intense
enjoyment and fun. Within an hour, they have to make a strategy in order to obtain the most
cash and collect the rarest fish collections. Throughout the gameplay, they must answer
questions about Sexual Reproduction in Flowering Plants.

Furthermore, this game encourages independent inquiry and exploration. The students
have to explore the Fishtopia world and its features. Based on my experience, it is quite hard
in the first three minutes. However, after walking through Fishtopia, I can grasp how it works
and plan my strategy to collect the most cash and fish collections. Therefore, the students are
able to learn the topic of Sexual Reproduction in Flowering Plants in a different and exciting
environment.
4. Produce ONE (1) lesson plan from KSSM Biology for Form Four or Form Five that
related to food. Explain the activities involved and justify the choosen food.
(25 marks)
Lesson Plan
Date 5 August 2022

Time 8.00 am - 9.30 am

Class 4 Sains Cekap

Number of students 20

Subject Biology Form 4

Learning Area Chapter 7 Cellular Respiration

Content Standard 7.3 Fermentation

7.3.2 Explain by using examples energy production from
glucose during Fermentation in:
i) human muscle cells
ii) Lactobacillus
Learning Standard iii) yeast
iv) plants such as paddy.
7.3.3 Write and explain word equations for:
i) lactic acid fermentation.
ii) alcohol fermentation.
At the end of the lesson, students should be able to:
1) explain energy production from glucose during
Learning Outcome Fermentation in yeast by making doughnuts,
2) write the word equation for alcohol fermentation,
3) produce food product which is doughnuts.
Cross-curricular
Language, Science and Technology, Creativity and Innovation.
element
Science Process Skills Observing, Measuring and Using Numbers
Honest and accurate in recording and validating data,
Scientific Attitudes &
collaborate, and be responsible for the safety of oneself, others,
Noble Values
and the environment.
Students' Prior
Aerobic respiration
Knowledge
Course Delivery Mode Face-to-face learning
Biology KSSM Form Four textbook, ingredients to make
Teaching Aids
doughnuts, Google Classroom, camera or mobile phone.
Kementerian Pendidikan Malaysia. (2018). Biologi Dokumen
Standard Kurikulum dan Pentaksiran Tingkatan 4 & 5.
Kementerian Pendidikan Malaysia.
Teacher's Reference

Yeat, G. W., Abd. Aziz, N. A., Mohd. Yusuf, Y., & Ibrahim, N.,
H. (2019). Biology Form 4. MUST READ SDN. BHD.
Yeat, G. W., Abd. Aziz, N. A., Mohd. Yusuf, Y., & Ibrahim, N.,
Students' Reference
H. (2019). Biology Form 4. MUST READ SDN. BHD.
 Teaching and Learning Activities

Stage/Time Teacher's Student's

Content Remarks
Allocated Activities Activities
Engagement Greetings and 1. Teacher starts 1. Students Purpose: To
(±5 minutes) asking the class with a demonstrate an give students
questions greeting. interest in ideas about the
learning the day's activity.
2. Teacher asks a subject.
few questions Integrated
related to 2. Students element of;
Fermentation. respond to the Science: The
question given concept of
3. The teacher by the teacher. Fermentation
introduces the
topic, the learning 3. Students jot
standards, and the down what they
activity for the will learn for
day. today's class.

Exploration Doughnut 1. Teacher asks 1. Students sit in Purpose: To

(±50 minutes) making. – students to divide their respective learn that
Dough into four groups. groups. alcohol
preparation. fermentation is
2. Teacher 2. Students used to produce
provides the discuss with doughnuts.
essential their groupmate
ingredients to how they will Integrated
make the make the element of;
doughnuts. doughnuts or Science:
produce their Fermentation of
3. Teacher asks the recipe. alcohol.
students to start
making the 3. Students Technology:
doughnut. discuss and Use a camera or
distribute roles mobile phone to
4. Teacher asks for each take pictures
each group to write member. and videos.
their recipe on a
mahjong paper. 4. Students start Mathematics:
making their Measuring the
5. Teacher asks the dough. ingredients
students to observe correctly.
any changes to 5. While waiting
their dough after a for the dough, Scientific
certain time and the students process skills:
record it. write their Observing, and
recipe on Measuring and
6. Along the mahjong paper Using Numbers.
activity, teacher and design it.
asks the students to Noble values:
take pictures or 6. Students Honest and
videos to record observe the accurate in
the process. changes in their recording and
dough and validating data,
7. Teacher record them. collaborate and
monitors the be responsible
students 7. Students for the safety of
throughout the shape their oneself, others,
session and assists smaller dough and the
them if needed. into doughnuts. environment.

8. Each group
take pictures
and videos of
their process.
Explanation Presentation 1. Teacher asks the 1. Each Purpose: To
(±10 minutes) from each representative representative enhance the
group. from each group to presents their student's
present their recipe recipe and steps knowledge and
and steps in on making share recipes.
making the doughnuts.
doughnuts. Scientific
2. Other process skills:
2. Teacher asks the students listen Communicating
group members to and demonstrate
justify any an interest in Noble values:
uniqness or their friend's Collaborate
difference in their presentation.
recipe.
3. Other
3. Teacher asks the students note
representative of any important
each group about information
their observation. based on the
presentation.

Elaboration 1. Doughnut 1. Teacher asks 1. Students start Purpose: To

(±20 minutes) making. – students to frying their discuss the
Frying and continue their doughnuts energy
eating. doughnut making. production from
2. Each group glucose during
2. Discussion 2. Teacher asks state their arise Fermentation by
on any each group if any problem if any. yeast.
problem that problem arises
arises (if any). throughout the 3. Students Noble values:
process and discuss the Be responsible
discusses the causes and for the safety of
oneself, others,
3. Discussion reason and solutions for the and the
on HOTS solution. problem occur. environment.
question.
For example; 4. Students
a) The dough is discuss and try
not rising, to answer the
b) the dough sticks HOTS question.
to the tray or bowl,
etc. 5. Students eat
their doughnuts
3. Teacher asks together.
HOTS questions to
the students.

For example;
a) Why use cold
water?
b) why have to
cover the dough?
c) which dough
will expand bigger,
the one with less
sugar added or the
one with more
sugar added?

4. Teacher
discusses the
questions together
with the students.
Evaluation Summary and 1. The teacher asks 1. Students Purpose: To
(±5 minutes) feedback from a few students to provide a evaluate the
the students. share the day's summary and students if they
lesson and activity give feedback understand the
summary. about the lesson. lesson.

2. The teacher asks 2. Students Integrated

some students to compile their element of;
share their photos. Technology:
feedback about the Use Google
activity. 3. Students Classroom
upload their
3. Teacher asks the photos or videos Scientific
students to upload compilation in process skills:
their compilation the Google Communicating
of pictures or Classroom.
videos in the
Google Classroom
before the next
lesson.
 In the topic of Fermentation in chapter Cellular Respiration: Biology form four, the
food chosen is the doughnut. The doughnut is one example of a food that can relate to the
alcohol fermentation by yeast. Besides bread, the doughnut is the food that can be produced by
anaerobic alcohol fermentation by yeast that carries the zymase enzyme. This enzyme converts
glucose into alcohol, energy, and carbon dioxide. In doughnut making, the dough is left for a
certain time to allow the alcohol fermentation by the yeast to occur. The by-product of alcohol
fermentation, carbon dioxide, is released to make the dough rise. Additionally, when the
doughnut is fried, the carbon dioxide will further expand inside the doughnut, producing tiny
holes which make the doughnut soft and spongy.

Besides, the students will be more exposed to the food laboratory, which is learning
biology practicals using food. The doughnut is chosen because it is easy to make and delicious
to eat. The cost to produce doughnuts is affordable and no-match compared with the student's
experience. This activity also involves hands-on learning, which may give the students a long-
term memory of the application. Other than that, students can be creative in creating the recipe
for the doughnut, which makes the learning process more fun. Lastly, the students can eat their
sugary doughnuts together with their friends.