SMK SERI AMPANGAN, SEREMBAN

YEARLY LESSON PLAN

BIOLOGY FORM 4
YEAR 2024

WEEK / CONTENT CURRICULUM

LEARNING STANDARD NOTE CONTENT
DATE STANDARD
WEEK 1 PENGURUSAN PROGRAM MINGGU PERTAMA PEMBUKAAN SEKOLAH SESI AKADEMIK 2024
11/3-15/3
THEME 1 : FUNDAMENTALS OF BIOLOGY
Learning Area : 1.0 Introduction to Biology and Laboratory Rules
WEEK 2 1.1 Fields and Pupils are able to: Good, Average & Weak students – Brainstroming Value: Realize
18/3 – Careers in 1.1.1 State the meaning of biology. Gather information and perform multimedia presentation/ poster about that Science is
22/3 Biology 1.1.2 List the fields of study in biology, fields of study in biology (botany, ecology, etc) and development that is one of the ways to
careers and development in related related to the latest fields of biology (biotechnology, nanobiotechnology, understand
fields. bioinformatics, etc.) nature.
1.1.3 Generate ideas about development in EMK: Noble
biology fields and contribution of Find information and design poster/ multimedia presentation/ exhibition values
technology in biology to humanity. related to the contributions of biologists and the development of technology I-Think: circle map
1.1.4 Give examples of careers related to in biology in daily life. HOTS: Creating
the fields of biology. Average & Weak students- I Think map
Carry out role-playing activities about careers in the latest fields of biology.
1.2 Safety and Pupils are able to: Note: Value: Realize
Rules in 1.2.1 Explain self protective equipments and Emphasis is given to the functions of gloves, laboratory coats and shoes, that Science is
Biology their functions. eye wash, surgical masks, hand wash, fume chamber, lamina flow cabinet, one of the ways to
Laboratory 1.2.2 Identify and justify substances that can biology safety cabinet, emergency sprinkler station and others. understand
be disposed into the sink. nature.
1.2.3 Identify and justify substances that The categories of substances that can be disposed into the sink are: EMK: Information
cannot be disposed into the sink. (i) substances that have pH values between 5 and 9. technology &
1.2.4 Describe methods in managing (ii) liquids or solutions with low concentration and harmless. communication
biological wastes. I-Think: Flow map
1.2.5 Communicate about steps to manage Categories of substances that cannot be disposed into the sink are: HOTS: Creating
accidents in a laboratory. (i) solid wastes (chemical substances, glass, rubber).
1.2.6 Conclude safety practices in a Biology (ii) substances that have pH values less than 5 and more than 9.
laboratory. (iii) organic solvents.
(iv) chemical substances (acids, grease, oil, oil paint, hydrogen
1
 peroxide).
(v) toxic substances.
(vi) heavy metals.
(vii) organic wastes (microorganisms, carcasses).
(viii) radioactive wastes.
(ix) volatile substances.
(x) reactive substances.

Suggested activity:
Gather information and perform multimedia presentation about biological
wastes and identify the Standard Operating Procedure to manage the
waste substances.

Note:
Emphasis is given to accidents involving the spillage of chemical
substances and mercury*.

Good, Average & Weak students – Brainstroming

Find information on steps in managing laboratory accidents that have
been set by agencies:
(i) Malaysian Biosafety and Biosecurity Association (MBBA).
(ii) National Institute for Occupational Safety and Health (NIOSH).
Steps in managing spillage of chemical substances and mercury
are:
(i) inform the teacher / laboratory assistant.
(ii) make the spillage area as a prohibited area.
(iii) stop the spillage of chemical substances from spreading using sand
(sprinkle sulphur powder to cover mercury spillage*).
(iv) scoop the chemical substance spillage.
(v) dispose safely.
* Contact the fire department for mercury spillage.

Good students – Hot seat

Discuss the safety in a biology laboratory regarding attire ethics, safety
symbols, laboratory safety rules, emergency aids, fire related safety
regulations, handling of glass items, chemical substances, living specimens
and others.
Discuss the importance of scientific attitudes and noble values when
 conducting scientific investigations scientifically.
1.3 Communicating Pupils are able to: Note:
in Biology 1.3.1 Communicate by constructing tables based Titles in a table must consist of manipulated variable and responding
on experimental data. variable with correct units.
Example of a title in a table: Temperature/ °C or Temperature (ºC).
1.3.2 Plot a suitable graph based on the data Numerical values cannot be written as fractions.
from an experiment.
Note:
1.3.3 Sketch biological drawings based on Responding variables are represented by the vertical axis (y-axis) and
observations. manipulated variables are represented by the horizontal axis (x-axis).
Scales on the axes must be uniform.
1.3.4 Identify body planes, sections and Mark reading on the graph with suitable symbols such as the points with
directional terms in organisms. suitable symbols such as ‘x’.
Methods of drawing line graph, bar charts and histograms need to be
discussed.
Title of a graph: “Graph of (responding variable) against (manipulated
variable)”.

Note:
Pupils have prior knowledge about using a light microscope in Form 1.
Characteristics of biological drawings:
(i) large and accurate using a sharp pencil.
(ii) not shaded artistically.
(iii) lines drawn must be clear and not broken.
(iv) with labels (straight label lines without crossing).
(v) with titles.
Plan drawings and detailed drawings need to be discussed.

Note:
Body planes consist of frontal plane, sagittal plane and horizontal plane.
Sections include cross/ transverse section and longitudinal section.
Direction refers to anterior, posterior, superior, inferior, dorsal, ventral and
lateral.

3
 1.4 Scientific Pupils are able to: Note:
Investigation 1.4.1 Design an experiment to solve a problem Acquiring biological knowledge scientifically through systematic investigation
in Biology using scientific investigation methods. is emphasised.
Emphasis is given to science process skills.
EXPERIMENT 1.4.1
2.0 CELL BIOLOGY AND ORGANISATION
WEEK 2.1 Cell Structure
Pupils are able to: EXPERIMENT 2.1.1 Value: Appreciate
3 and Function 2.1.1 Prepare microscope slides of animal Note: the balance of
and plant cells. Pupils have prior knowledge about animal and plant cells in Form 1. nature.
25/3 – 28/3 EMK: Noble values
https://youtu.be/MVOpnewBWFI
(29/3 – I-Think: Circle map,
2.1.2 Identify the structures of animal and Good, Average & Weak students – Experiment
Good bubble map
plant cells based on observations 1. Prepare slides of animal and plant cells.
Friday) through a light microscope. 2. Observe, draw and label diagrams of animal and plant cells: plasma
HOTS: Analysing
2.1.3 Analyse the components of animal and membrane, cytoplasm, cell wall, vacuole and nucleus observed by
plant cells as seen on micrographs. using a light microscope.
2.1.4 State the main functions of components Animal cells: human cheek cells and chicken blood cells. Plant cells: onion
of animal and plant cells as seen on epidermal cells, leaf cells of Hydrilla sp., epidermal cells of spider lily, etc.
micrographs.
2.1.5 Compare and contrast components of Gather information and carry out a multimedia presentation about
animal and plant cells. components in animal and plant cells as seen on micrographs.
(i) cell wall.
(ii) plasma membrane.
(iii) cytoplasm.
(iv) nucleus and nuclear membrane.
(v) mitochondrion.
(vi) rough endoplasmic reticulum.
(vii) smooth endoplasmic reticulum.
(viii) Golgi apparatus.
(ix) lysosome.
(x) ribosome.
(xi) centrioles.
(xii) chloroplast.
(xiii) vacuole.
Average & Weak students- I Think map
Construct a graphic organiser/ table to compare and contrast components in
animal and plant cells.
2.2 Living Pupils are able to: Note: Value: Appreciate
Processes in 2.2.1 Conceptualise living processes in Living processes: respiration, nutrition, movement, reproduction, growth, the balance of
 Unicellular unicellular organisms such as excretion and response. nature.
Organisms Amoeba sp. and Paramecium sp.. EMK: Noble values
2.2.2 Deduce living processes in unicellular Suggested activity: I-Think: Circle map,
organisms as seen through a light Gather and discuss information on living processes in Amoeba sp. and bubble map
HOTS: Analysing
microscope. Paramecium sp. by using multimedia presentation.
Conduct an experiment by using a light microscope to study the living
processes in unicellular organisms
WEEK 4 2.3 Living Pupils are able to: Note: Value: Having an
1/4 – 5/4 Processes in 2.3.1 Correlate the uniqueness of specialised Specialised cells: epithelial cell, muscle cell, nerve cell, red blood cell, white interest and
Multicellular cell structures with their functions in blood cell, sperm cell, mesophyll cell, xylem vessel, sieve tube element, root curiosity towards
Organisms multicellular organisms. hair cell and guard cell. the environment
EMK: Science &
2.3.2 Identify specialised cells in multicellular
technology
organisms. Good students – Think-pair-share
I-Think: Circle map
2.3.3 Analyse the density of certain organelles Observe prepared slides of animal and plant tissues through a light HOTS: Analysing,
with the functions of specialised cells in microscope. Evaluating
multicellular organisms. Gather information and carry out a multimedia presentation to explain the
2.3.4 Describe the effects of deficiency, importance of cell specialisation in multicellular animals and plants.
absence or failure in the function of an Note:
organelle of certain cells in multicellular The following examples are discussed:
organisms. (i) density of mitochondrion with its function in sperm cells, muscle
cells and meristematic cells.
(ii) density of chloroplast with its function in palisade mesophyll cells
and spongy mesophyll cells.
(iii) density of rough endoplasmic reticulum and Golgi apparatus with
their functions in pancreatic cells and goblet cells.
(iv) density of smooth endoplasmic reticulum and Golgi apparatus
with their functions in liver cells.
Good, Average & Weak students – Role play
Give examples of effects of deficiency, absence or failure in the function of
organelles such as lysosome, mitochondrion, chloroplast and ribosome in
certain cells.
Gather information related to deficiency, absence or failure in the function of
an organelle in multicellular organisms such as:
(i) Tay-Sachs disease.
(ii) mitochondrial dysfunction.
2.4 Levels of Pupils are able to: Note:
Organisation 2.4.1 Make a sequence of levels of Pupils have prior knowledge about the levels of organisation in multicellular
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 in Multicellular organisation in multicellular organisms. organisms in Form 1.
Organisms 2.4.2 Identify cells, tissues or organs in an
organ system. Organ systems involved are respiratory system, digestive system,
2.4.3 Communicate about organ systems in circulatory system, lymphatic system, nervous system, integumentary
multicellular organisms with their main system, endocrine system, skeletal system, muscular system, urinary
functions. system and reproductive system.
WEEK 5 (HARI RAYA AIDIL FITRI) : 8/4 – 12/4/2024
3.0 MOVEMENT OF SUBSTANCES ACROSS A PLASMA MEMBRANE
WEEK 6 3.1 Structure of Pupils are able to: Good, Average & Weak students – I see, I think, I wonder Value: Appreciate
Plasma 3.1.1 Justify the necessity of movement of Carry out group discussions and gather information about substances the balance of
15/4 – 19/4 Membrane substances across a plasma membrane. required by cells and waste products eliminated from cells. nature.
3.1.2 Describe the components of a plasma EMK: Noble values
Note: Emphasis is given to: I-Think: Circle map,
membrane and its function based on the
bubble map
fluid mosaic model. (i) phospolipid bilayer.
HOTS: Analysing
3.1.3 Draw and label the components of a (ii) cholesterol.
plasma membrane based on the fluid (iii) pore/ channel protein.
mosaic model. (iv) carrier protein.
3.1.4 Describe the permeability of a plasma (v) glycoprotein.
membrane. (vi) glycolipid.

Good students – Project

Research on history of development of plasma membrane models.

Draw a model of a plasma membrane with its related components.

Note:
Discuss the characteristics and properties of the phospholipid bilayer.
3.2 Concept of Pupils are able to: Value: Appreciate
Movement of 3.2.1 State the characteristics of substances EXPERIMENT 3.2.2 the balance of
Substances that are able to move across a plasma nature.
Across a membrane in these aspects: Good, Average & Weak students – Experiment EMK: Noble values
Conduct an experiment to show that small molecules (example: glucose) I-Think: Circle map,
Plasma (i) size of molecules.
bubble map
Membrane (ii) polarity of molecules. are able to move across a selectively permeable membrane while large
HOTS: Analysing
(iii) ionic charge. molecules (example: starch) are not.
3.2.2 Conduct experiments to study the
movement of substances across a Good, Average & Weak students – Experiment
selectively permeable membrane by Conduct an experiment to study the movement of substances across a
using: visking tubing using simple osmometer.
 (i) Visking tubing.
(https://youtu.be/o-jJ_Ax5W2M)
(ii) simple osmometer.
(https://youtu.be/JoAIxDAYb1Y)
3.2.3 Describe by using examples movement
of substances across a plasma
membrane:
(i) passive transport.
(ii) active transport.
3.2.4 Compare and contrast passive transport
and active transport.
WEEK 7 3.3 Movement of Pupils are able to:
22/4 – 26/4 Substances 3.3.1 Explain by using examples the process of
Across a passive transport in organisms.
Plasma 3.3.2 Explain by using examples the process of
Membrane in active transport in organisms.
Living 3.3.3 Define:
Organisms (i) hypotonic solution.
(ii) hypertonic solution.
(iii) isotonic solution.
3.3.4 Design an experiment to study the effects
of different concentrations of solution on
animal and plant cells.
https://youtu.be/6vQxEquBbpE
https://youtu.be/akuQMlHEVoU
3.3.5 Communicate about the effects of
hypotonic, hypertonic and isotonic
solutionson cell based on movement of
water molecules:
(i) animal cell.
(ii) plant cell.
Design a simple osmometer.
Note:
The concept of water potential is used in osmosis.
Types of passive transport:
(i) simple diffusion.
(ii) osmosis.
(iii) facillitated diffusion.
Note: Value: Appreciate
Emphasis is given to passive transport in organisms such as: the balance of
(i) gaseous exchange between an alveolus and a blood capillary. nature.
(ii) reabsorption of water in kidney. EMK: Noble values
I-Think: Circle map,
(iii) absorption of water by a plant root hair cell.
bubble map
(iv) absorption of fructose in a villus. HOTS: Analysing
Good students- 3 stray,1 stay
Discuss carrier proteins involved in active transport, such as the sodium-
potassium pump and the proton pump.
Examples of active transport in organisms:
(i) .absorption of glucose and amino acids in a villus.
(ii) reabsorption of glucose in a kidney.
(iii) transport of sucrose from a green leaf to phloem tissue.
(iv) absorption of mineral ions by a plant root hair cell.
Carry out experiments to show the process of osmosis by using Visking
tubing, egg membrane or plant tissue.
EXPERIMENT 3.3.4
Note:
The terms ‘normal’, ‘shrink’ and ‘burst’ are used to show the conditions of an
animal cell. The phenomena involved are crenation and haemolysis/ lysis.
The terms ‘turgid’ and ‘flaccid’ are used to show the conditions of a plant
cell. The phenomena involved are plasmolysis and deplasmolysis.
Average & Weak students- i- think map
7
 Draw and label:
(i) plant cells that undergo plasmolysis and deplasmolysis.
(ii) red blood cells that undergo haemolysis and crenation.
3.4 Movement of Pupils are able to: EXPERIMENT 3.4.1 Value: critical and
Substances 3.4.1 Conduct an experiment to determine the Note: analytical thinking
Across a concentration of cell sap of a plant tissue. Discuss the concentration of cell sap in a plant tissue with phenomenon of EMK: Science &
Plasma https://youtu.be/SJDoPfzOaKo plant tissues. technology
3.4.2 Correlate the concentration of cell sap in a I-Think: Circle map
Membrane
HOTS: Creating
and its plant tissue with the phenomenon of plant Examples of application of the concept in the movement of substances
Application in wilting. across a plasma membrane in daily life:
Daily Life. 3.4.3 Explain by using examples the application isotonic drinks for athletes.
of the concept of movement of substances rehydrating drinks for diarrhoea patients.
across a plasma membrane in daily life. saline solution in the medical field.
3.4.4 Communicate about reverse osmosis in liposome in the field of medicine, cosmetic industry, etc...
water purification.
Good, Average & Weak students – I see, I think, I wonder
Gather and discuss information on excessive use of fertilisers that causes
plant wilting.
Average & Weak students – Gallery walk
Apply the concept of movement of substances across a plasma membrane
to produce food products by using local raw materials and market the
products in school:
preservation of coloured egg.
smoked banana with different colours.
coloured cabbage.
pickled fruits and vegetables.
salted fish.
Gather information about reverse osmosis through various media and
present the findings.

4.0 CHEMICAL COMPOSITION IN A CELL

WEEK 8 4.1 Water Pupils are able to: Note: Value: Realize that
4.1.1 Describe the properities water molecule. Pupils have prior knowledge about the properties of water in Form 2. Science is one of the
29/4 – ways to understand
4.1.2 Correlate the properties of water with its The properties of water to be discussed:
 3/5 importance in the cell. (i) polarity. nature.
(ii) specific heat capacity of water. EMK: Science &
technology
(iii) cohesion force. I-Think: Circle map
(iv) adhesion force. HOTS: Analysing,
Evaluating

4.2 Pupils are able to: Note: Value: Appreciate

Carbohydrates 4.2.1 List the elements of carbohydrate. Pupils have prior knowledge about the classes of food and food tests in the balance of
4.2.2 Explain the types of carbohydrates: Form 2. nature.
(i) monosaccharides. Detailed molecular structure of carbohydratesis not needed. EMK: Creativity,
innovation
(ii) disaccharides.
I-Think: Circle map,
(iii) polysaccharides. Good, Average & Weak students –Rainbow group
double circle map
4.2.3 Conceptualise the formation and Carry out discussion and presentation on the following: HOTS: Analysing,
breakdown of: (i) elements in carbohydrates Evaluating
(i) disaccharides. (ii) types of carbohydrates, which are monosaccharides (glucose,
(ii) polysaccharides. fructose, galactose), disaccharides (maltose, sucrose, lactose) and
4.2.4 Write and explain the word equation for the polysaccharides (starch, glycogen and cellulose).
formation and the breakdown of Design an experiment to determine the presence of reducing sugar and
disaccharides. non-reducing sugar (sucrose).
4.2.5 Justify the importance of carbohydrates in
cell. Note:
Glucose is the monomer of polysaccharides.
Only a simple explanation on condensation and hydrolysis reactions is
required.
WEEK 9 (AR1 / UJIAN PROGRESIF) : 6/5 – 10/5/24
WEEK 10 4.3 Proteins Pupils are able to: Note: Value: Appreciate
13/5-17/3 4.3.1 List the elements of proteins. Amino acid is the monomer of polypeptides. the balance of
4.3.2 Conceptualise the formation and the nature.
breakdown of dipeptides and polypeptides. Good, Average & Weak students –Rainbow group EMK: Creativity,
Gather information and present the following: innovation
4.3.3 Write and explain the word equation for
I-Think: Bridge map
the formation and the breakdown of (i) elements in proteins, such as carbon, hydrogen, oxygen, sulphur,
HOTS: Analysing
dipeptides. nitrogen and phosphorus.
4.3.4 Justify the importance of proteins in a cell. (ii) the formation and the breakdown of dipeptides and polypeptides.
4.4 Lipids Pupils are able to: Notes: Value: Appreciate
4.4.1 List the elements in lipids. Types of lipids: fat.wax.phospholipids.steroids (cholesterol, testosterone, the balance of
4.4.2 Explain the main types of lipids. oestrogen and progesterone). nature.
4.4.3 Describe the formation and the Average & Weak students –Puzzle It Out EMK: Creativity,

9
 breakdown of a triglyceride. Carry out discussion and presentation on: innovation
4.4.4 Write and explain the word equation for elements in lipids. I-Think: Double
the formation and the breakdown of a components of triglyceride. bubble map
triglyceride. formation and breakdown of triglyceride. HOTS: Analysing
4.4.5 Justify the importance of lipids in cell and Construct thinking tools (example: mind maps, tree maps) to compare
multicellular organisms. saturated fats and unsaturated fats.

4.5 Nucleic acids Pupils are able to: Note: Value: Appreciate
4.5.1 List the elements in nucleic acids. Nucleotide is a monomer of nucleic acids. the balance of
4.5.2 Explain the structure of nucleotides: nature.
(i) nitrogenous base. Suggested activity: EMK: Science &
technology
(ii) ribose or deoxyribose sugars. Draw a molecular structure of DNA in an uncoiled form.
I-Think: Double
(iii)) phosphate. Build a model of DNA. bubble map
4.5.3 Describe the structure of the nucleic acids: HOTS: Analysing,
(i) deoxyribonucleic acid (DNA). Suggested activity: Evaluating
(ii) ribonucleic acid (RNA). Conduct a computer simulation/ multimedia presentation to explain the
4.5.4 Justify the importance of nucleic acids in structure of the nucleic acids.
cells:
(i) carrier of herediritary information.
(ii) production of proteins.
4.5.5 Describe the formation of chromosomes
from DNA and proteins.
WEEK 11 5.1 Metabolism Pupils are able to: Note: Value: Appreciate
20/4-24/4 5.1.1 Define metabolism. Pupils have prior knowledge about fundamentals of enzymes in Form 2. the balance of
5.1.2 State the types of metabolism in a cell: Emphasis is given to the fact that not all enzymes are synthesised from nature.
(i) anabolism. proteins. EMK: Science &
technology
(ii) catabolism.
I-Think: Double
5.2 Enzymes Pupils are able to: Good students –Hot seating
bubble map
5.2.1 Define enzymes. Average & Weak students –Gallery walk
HOTS: Analysing,
5.2.2 Reason out the necessity of enzymes in Gather information and present about the naming of enzymes according to Evaluating
metabolism. the conventional and the International of Biochemistry and Molecular
5.2.3 Describe the naming of enzymes with Biology (IUBMB) methods.
the addition of –ase to their substrates. EXPERIMENT 5.2.9
5.2.4 Characterise the general properties of
enzymes. Suggested activity:
5.2.5 Communicate about the involvement of Carry out a multimedia presentation about the production of intracellular
specific organelles in the production of: and extracellular enzymes.
(i) intracellular enzymes.
 (ii) extracellular enzymes. Note:
5.2.6 Explain the mechanism of enzyme Explanation about the effects of change in temperature is based on kinetic
action using the ‘lock and key’ energy, structural changes, effective collision frequency and denaturation.
hypothesis.
5.2.7 Interpret energy diagrams to explain the Explanation about the effects of change in pH is based on structural
mechanism of enzyme action. changes and denaturation.
5.2.8 Correlate the mechanism of enzyme
action with the change in the following Note:
factors: Catalase enzyme from liver (chicken) or potato may also be used.
(i) temperature.
(ii) pH.
(iii) substrate concentration.
(iv) enzyme concentration.
5.2.9 Design and conduct experiments to
study the effects of temperature and pH
on the activities of amylase and pepsin.
https://youtu.be/1N9eB0vDbik
https://youtu.be/4EUo0grCabw

11
 5.3 Application of Pupils are able to: Suggested activity: Value: Being thankful
Enzymes in 5.3.1 Explain by using examples the Discuss the use of enzyme immobilisation technology in industries. to the God.
Daily Life application of enzymes in daily life. Examples of the uses of enzymes in bio-detergent, fish EMK: Creativity,
processing, leather production, medicine, lactose-free milk and fruit juices. innovation
I-Think: Circle map
HOTS: Analysing

WEEK 12 (CUTI PENGGAL 1) : 27/5-31/5/24

6.0 CELL DIVISION
WEEK 13 6.1 Cell Division Pupils are able to: Note: Value: Realize that
6.1.1 Describe: Characterise briefly the events that occur in nuclear and cytoplasmic Science is one of
1. 3/6 – 7/6 (i) karyokinesis (nuclear division). divisions the ways to
(ii) cytokinesis (cytoplasmic division). understand nature.
EMK: Science &
6.1.2 Describe the terms haploid, diploid,
technology
chromatin, homologous chromosomes, I-Think: Circle map
paternal chromosome and maternal HOTS: Evaluating
chromosome.

6.2 Cell Cycle and Pupils are able to: Good students –Brainstrorming Value: Realize that
Mitosis 6.2.1 Describe the phases in a cell cycle: Gather information and perform a simulation activity about mitosis. Science is one of
(i) interphase. the ways to
(ii) G1 phase. Note: understand nature.
Characterise the events that occur in each stage of mitosis. EMK: Science &
(iii) S phase.
Good, Average & Weak students –Project technology
(iv) G2 phase. I-Think: Circle map
(v) M phase. Draw and label the stages of mitosis in the correct order (Prophase,
HOTS: Evaluating
(vi) mitosis. Metaphase, Anaphase and Telophase).
(vii) cytokinesis.
6.2.2 Arrange the stages of mitosis in the Observe prepared slides of each stage of mitosis through a light
correct order. microscope.
6.2.3 Communicate about the cell structure of
each stage of mitosis and cytokinesis by Design a three dimensional model of the stages of mitosis.
using labelled diagrams.
6.2.4 Compare and contrast mitosis and Make an illustration by using multimedia to differentiate
cytokinesis in animal and plant cells. mitosis and cytokinesis in animal and plant cells.
 6.2.5 Discuss the necessity of mitosis in:
(i) development of embryo.
(ii) growth of organisms.
(iii) healing of wounds on the skin.
(iv) regeneration.
(v) asexual reproduction.
WEEK 14 6.3 Meiosis Pupils are able to:
10/6-14/6 6.3.1 State the meaning of meiosis.
6.3.2 Identify types of cells that undergo
meiosis.
6.3.3 State the necessity of meoisis in:
(i) the formation of gametes.
(gametogenesis).
(ii) producing genetic variation.
(iii) maintaining diploid chromosomal
numbers from one generation to
another.
6.3.4 Explain the stages of meiosis in the
correct order:
(i) Meiosis I.
(ii) Meiosis II.
6.3.5 Draw and label the cell structure in each
stage of meiosis I, meiosis II and
cytokinesis.
6.3.7 Compare and contrast meiosis and
mitosis.
WEEK 15 6.4 Issues of Cell Pupils are able to:
Division on 6.4.1 Explain the effects of abnormal mitosis
17/6-21/6
Human on human health:
Gather and present information on the application of mitosis in the fields of
agriculture and medicine:
(i) tissue culture.
(ii) meat culture.
(iii) stem cell therapy.
Organise visits to study about tissue culture at:
(i) Forest Research Institute Malaysia (FRIM).
(ii) Malaysian Palm Oil Council (MPOC).
(iii) Malaysian Agricultural Research and Development Institute (MARDI).
(iv) Malaysian Rubber Board (MRB).
(v) Higher Learning Institutions.
Note: Value: critical and
Define meiosis. analytical thinking.
EMK: Science &
Good students –Presentation technology
Gather information and discuss the necessity of meiosis. I-Think: Circle map,
double circle map
HOTS: Analysing,
Conduct different simulation activities to explain changes that occur in each
Evaluating
stage of meiosis I and meiosis II.
Average & Weak students –Puzzle It Out
Construct thinking tools to:
(i) compare and contrast meiosis I and meiosis II.
(ii) compare and contrast meiosis and mitosis.
Good, Average & Weak students –Quick Quiz Value: Appreciate &
Research on diseases such as tumour and cancer due to uncontrolled practice healthy &
clean lifestyle.
mitosis.
EMK: Noble values
13
 Health (i) tumour. I-Think: Bridge map
(ii) cancer. Discuss with examples disorders caused by abnormal meiosis. HOTS: Analysing
6.4.2 Evaluate the effects of abnormal
meiosis on Down Syndrome individuals.

WEEK 16 & 17 : PEPERIKSAAN PERTENGAHAN TAHUN (24/6 – 5/6/24)

7.0 CELLULAR RESPIRATION
WEEK 7.1 Production of Pupils are able to: Good students- Brainstroming Value: Realize that
18 energy through 7.1.1 Justify the necessity of energy in Conduct group discussions on the necessity of energy in metabolic Science is one of
cellular metabolic processes. processes. the ways to
(8/7 – understand nature.
12/7) respiration 7.1.2 Identify the main substrate used in
Note: EMK: Noble value
energy production.
I-Think: Bubble
7.1.3 List the types of cellular respiration: Glucose is the main substrate for cellular respiration that is produced from:
map, double bubble
(i) aerobic respiration. (i) digestion of carbohydrates in humans and animals. map
(ii) anaerobic respiration. (ii) photosynthesis in plants. HOTS: Evaluating
(iii) fermentation.
7.2 Aerobic Pupils are able to: EXPERIMENT 7.2.3
respiration 7.2.1 Conceptualise energy production from
glucose during aerobic respiration in cells. Note:
7.2.2 Write a word equation for aerobic respiration Explanation includes the breakdown of glucose (glycolysis) that occurs in
in cells.
the cytoplasm and the production of carbon dioxide and ATP in
7.2.3 Conduct an experiment to study aerobic
respiration. mitochondria.
https://youtu.be/_D4J1mcPlH8
WEEK 7.3 Fermentation Pupils are able to: Note:
19 7.3.1 State the factors that cause Fermentation occurs in human muscle cells, certain types of bacteria, yeast
fermentation to occur in cells. and plants.
15/7 – 19/7 7.3.2 Explain by using examples energy
production from glucose during Good, Average & Weak students – Experiment
fermentation in: Study fermentation process by using Lactobacillus.
(i) human muscle cells.
(ii) Lactobacillus. Suggested activity:
(iii) yeast. Apply the concept of fermentation to produce food products and market the
(iv) plants such as paddy. products in school. Pupils may conduct this as a co-curricular activity.
7.3.3 Write and explain word equations for:
(i) lactic acid fermentation.
(ii) alcohol fermentation. EXPERIMENT 7.3.4
7.3.4 Conduct an experiment to study
 fermentation in yeast.
https://youtu.be/kannpJbCL9I
7.3.6 Compare and contrast aerobic
respiration and fermentation.

THEME : PHYSIOLOGY OF HUMANS AND ANIMALS

8.0 RESPIRATORY SYSTEMS IN HUMANS AND ANIMALS
WEEK 20 8.1 Types of Pupils are able to: Note: Value: Having an
22/7 – 26/7 Respiratory 8.1.1 Identify respiratory structures in: Pupils have learned about the respiratory organs and breathing in humans interest and
System (i) insects. in Form 3. curiosity towards
(ii) fish. the environment
Good, Average & Weak students – Experiment EMK:Science &
(iii) amphibians.
technology
(iv) humans. Conduct an experiment to study the effects of an increase in total surface
I-Think: Circle map
8.1.2 Describe the adaptation of respiratory area on the rate of difussion as an analogy in gaseous exchange. HOTS: Evaluating,
structures and their functions for analysing
gaseous exchange in: Conduct experiments to study respiratory structures in animals.
(i) animals. Good students – Presentation
(ii) humans. Construct thinking tools to compare respiratory structures in humans and
8.1.3 Compare and contrast respiratory animals.
structures in humans and animals.

8.2 Mechanisms of Pupils are able to: Construct a model to show the actions of diaphragm muscle during breathing in humans.
Breathing 8.2.1 Compare and contrast breathing Design a model to show the antagonistic actions of intercostal muscles during breathing in
humans.
mechanisms in humans and animals.

15
 8.3 Gaseous Pupils are able to: Note:
Exchange in 8.3.1 Communicate about external and Pupils have learned about the transport of oxygen in humans in Form 3.
Humans internal respirations:
(i) gaseous exchange between lungs Concepts of partial pressure of oxygen and partial pressure of carbon
and blood. dioxide are used to explain gaseous exchange.
(ii) transport of respiratory gases from
lungs to tissues.
(iii) gaseous exchange between blood
and tissues.
(iv) transport of respiratory gases from
tissues to lungs.
8.4 Health Issues Pupils are able to: Good students – Presentation
Related to the 8.4.1 Narrate the effects of Chronic Carry out a presentation on COPD.
Human Obstructive Pulmonary Disease (COPD)
Respiratory on the human respiratory system:
System (i) asthma.
(ii) chronic bronchitis.
(iii) emphysema.
9.0 NUTRITION AND HUMAN DIGESTIVE SYSTEM
WEEK 9.1 Digestive Pupils are able to: Note: Value: critical and
21 System 9.1.1 Identify structures of the human Pupils have been introduced to the human digestive system in Form 1. analytical thinking.
digestive system. Human digestive system structures that will be discussed: EMK: Noble values
29/7 – 2/8
Mouth, salivary glands, oesophagus, stomach, liver, gall bladder, pancreas, I-Think: Flow map,
Tree map
small intestine and large intestine.
HOTS: Evaluating,
Suggested activity: analysing
Draw and label structures of salivary, gastric and intestinal glands seen on
prepared slides by using a light microscope.
9.2 Digestion Pupils are able to: Note:
9.2.1 Describe the types of digestion: Pupils have been introduced to physical and chemical digestions in Form 1.
(i) physical digestion. Physical digestion: mastication and peristalsis. Chemical digestion: enzyme
(ii) chemical digestion. actions.
9.2.2 Analyse the process and products of Cells in a gastric gland:
carbohydrate digestion in the mouth. (i) chief cells (secrete pepsinogen).
9.2.3 Analyse the process and products of (ii) parietal cells (secrete hydrochloric acid).
protein digestion in the stomach. (iii) goblet cells (secrete mucus).
9.2.4 Describe digestions of carbohydrates,
proteins and lipids in the small intestine. Emphasis is given to the digestion of carbohydrates, proteins and lipids in
9.2.5 Conduct experiments to study the small intestine.
 digestions of starch, proteins and lipids (i) liver: produces bile.
in food samples. (ii) gall bladder: stores and secretes bile.
https://youtu.be/jzoCS8yYEE4 (iii) pancreas: secretes trypsin, pancreatic amylase and lipase.
(iv) ileum: secretes mucus, maltase, sucrase, lactase and erepsin.
EXPERIMENT 9.2.5
9.3 Absorption Pupils are able to: Note:
9.3.1 Identify the structure of a villus in the Emphasis is given to the structure of a villus in the ileum:
ileum. (i) epithelial cells.
9.3.2 Communicate about the adaptations of (ii) goblet cells.
ileum and villus in the absorption of (iii) blood capillaries.
digested food. (iv) lacteals.
(v) intestinal glands.
Note:
Adaptations of ileum and villus in absorption have been introduced to pupils
in Form 1.
Emphasis is given to the adaptations of ileum and villus in the absorption of
digested food:
(i) fructose by facilitated diffusion.
(ii) glucose and galactose by active transport .
(iii) amino acids by active transport.
(iv) vitamins by active transport.
(v) water by osmosis.
(vi) fatty acids and glycerol by simple diffusion.
Good, Average & Weak students – Peresentation
Gather information about the absorption of alcohol and drugs and present
the findings.
9.4 Assimilation Pupils are able to: Suggested activity: Value: Having an
9.4.1 Describe the roles of the circulatory Gather information and explain the assimilation of lipids. interest and
system in assimilation of digested food. curiosity towards
9.4.2 Discuss the functions of liver in Research on various functions of the liver and produce a scrap book. the environment
EMK: Creativity &
assimilation of digested food:
innovation
(i) metabolisms of digested food I-Think: Circle map,
(carbohydrates and proteins). bubble map
(ii) storage of nutrients. HOTS: Analysing,
(iii) detoxification. evaluating
9.5 Defaecation Pupils are able to: Note:

17
 9.5.1 Explain the functions of the large Pupils have been introduced to defaecation in Form 1.
intestine:
(i) absorption of water and vitamins. Emphasis is given to the production of vitamins by microorganisms and
(ii) formation of faeces. absorption by the large intestine.

WEEK 22 9.6 Balanced Diet Pupils are able to: EXPERIMENT 9.6.1
5/8 – 9/8 9.6.1 Conduct an experiment to study the
energy values in food samples. EXPERIMENT 9.6.2
https://youtu.be/JtD_H8BdzfM
9.6.2 Conduct an experiment to determine the Notes:
contents of vitamin C in fruit or Pupils have been introduced to balanced diet in Form 1.
vegetables juices. Suggested activity:
https://youtu.be/WzVMxGRqLJY Investigate the effects of temperature on the contents of vitamin C in fruit or
9.6.3 Justify the modification of diets for vegetable juices by conducting experiments.
individuals that:
(i) experience obesity. Note:
(ii) experience a specific disease Pupils have been introduced to the importance of a balanced diet and
- diabetes mellitus. factors affecting energy requirement of individuals in Form 1.
- cardiovascular.
- cancer. Suggested activity:
Plan a meal based on the Malaysian Healthy Plate for different individuals.
9.7 Health Issues Pupils are able to: Good students –Round Table Value: Being thankful
Related to 9.7.1 Predict the effects of modifying digestive Discuss on health issues that are related to defecation. to the God.
Digestive organs on human health. Conduct case study on the health issues that are related to humans’ eating EMK:Science &
System and 9.7.2 Outline health issues related to habits. technology
Examples of health issues that are related to eating habits: I-Think: Bubble map,
Eating Habits defecation.
Tree map
9.7.3 Correlate health issues that are related (i) type 2 diabetes.
HOTS: Evaluating
to eating habits. (ii) obesity.
(iii) gastritis.
(iv) acid reflux.
(v) muscle dysmorphia.
(vi) aneroxsia nervosa.
(vii) bulimia nervosa.
(viii) pica.
 10.0 TRANSPORT IN HUMANS AND ANIMALS
WEEK 23 10.1 Types of Pupils are able to: Value: Realize that
12/8 – 16/8 Circulatory 10.1.1 Justify the necessity of transport systems Average and weak students – Round Table Science is one of
System in complex multicellular organisms. Good students – Guided Experiment (PKS 1) the ways to
10.1.2 Identify substances that are transported Design an experiment to study the effect of the change in the total surface understand nature.
area/volume (TSA/V) ratio on the rate of diffusion. EMK: Noble values
by the transport system:
I-Think: circle map
(i) substances required by a cell. HOTS: Analysing,
(ii) waste products of a cell. synthesizing
10.1.3 Conceptualise types of circulatory
system in complex multicellular
organisms.
(i) open circulatory system.
(ii) closed circulatory system.
10.1.4 Compare and contrast circulatory systems
in complex multicellular organisms:
(i) insects.
(ii) fish.
(iii) amphibians.
(iv) humans.
10.2 Circulatory Pupils are able to: Note:
System of 10.2.1 Describe components of the human Pupils have learned the human blood circulation in Form 3. Emphasise the
Humans circulatory system: types of blood vessels:
(i) heart. (i) artery.
(ii) blood vessel. (ii) arteriole.
(iii) blood. (iii) capillary.
10.2.2 Explain the composition of blood: (iv) venule.
(i) blood plasma. (v) vein.
(ii) blood cells.
10.2.3 Compare and contrast the types of
blood vessels:
(i) artery.
(ii) vein.
(iii) capillary.
10.2.4 Label the structure of a human heart
and associated blood vessels:

19
 (i) aorta.
(ii) vena cava.
(iii) pulmonary artery and pulmonary
vein.
(iv) coronary artery and coronary vein.
(v) semilunar valve.
(vi) bicuspid valve and tricuspid valve.
(vii) septum.
10.2.5 Describe the functions of parts of the
heart.
WEEK 10.3 Mechanism Pupils are able to: Suggested activity:
24 of Heart Beat 10.3.1 Describe the human heart beat Production of “lub-dub” sound by the heart is discussed.
19/8 – 23/8 mechanism:
(i) sinoatrial node (pacemaker) .
(ii) atrioventricular node.
(iii) bundle of His.
(vi) Purkinje fibres.
10.3.2 Communicate about forces that cause
the blood to circulate in humans:
(i) pumping of the heart.
(ii) contraction of skeletal muscles.

WEEK 25 10.4 Mechanism Pupils are able to: Good students - Presentation Value: Appreciate
26/8 – of Blood 10.4.1 Justify the necessity for blood clotting Watch a video on blood clotting mechanism. the balance of
30/8 Clotting mechanism. nature
10.4.2 Describe blood clotting mechanism. EMK: Patriotisme
Average and weak students – Think –pair -share. I-Think: Flow map
10.4.3 Describe health issues related to blood
Gather and present information about thrombosis, embolism and HOTS:Analysing
clotting:
(i) thrombosis. haemophilia.
(ii) embolism.
(iii) haemophilia.
10.5 Blood Pupils are able to: Note:
Grouping of 10.5.1 Describe ABO blood group. Emphasis is given to antigen A, antigen B, anti-A antibody and anti-B
Humans 10.5.2 Correlate ABO blood group with blood antibody.
donation.
10.5.3 Describe Rhesus factor. Note:
10.5.4 Reason out incompatibility of Rhesus Antigen D and anti-D antibody are discussed.
 factor in pregnancies.
10.6 Health Issues Pupils are able to: Good students – Project
Related to the 10.6.1 Justify the necessity for a healthy Average and weak students- Gallery walk
Human circulatory system. Conduct a case study on practices in taking care of the circulatory system.
Circulatory 10.6.2 Communicate about cardiovascular
System diseases. Gather information and discuss about treatments for heart failure.
Examples of cardiovascular diseases:
(i) arteriosclerosis.
(ii) atherosclerosis.
(iii) hypertension.
(iv) angina.
(v) myocardial infarction.
(vi) stroke.
10.7 Lymphatic Pupils are able to: Note:
System of 10.7.1 Synthesise the process of formation of Lymphatic organs: spleen, tonsils, thymus gland, appendix and bone
Humans tissue fluid and lymph. marrow.
10.7.2 Compare and contrast the contents of lymph
and:
(i) tissue fluid.
(ii) blood.
10.7.3 Describe components of the lymphatic
system:
(i) lymph.
(ii) lymphatic capillaries.
(iii) lymphatic vessels.
(iv) lymph nodes.
(v) lymphatic organs.
10.7.4 Justify the necessity of the lymphatic
system:
(i) complements the blood circulatory
system.
(ii) transports lipid soluble substances.
(iii) body defence.
10.8 Health Issues Pupils are able to: Good students – Hot seat
Related to the 10.8.1 Describe health issues related to the Average and weak students – Gallery Walk
Gather information and discuss the causes of oedema.
Human lymphatic system. (i) filariasis.
Lymphatic (ii) parasitic infection.
System (iii) plasma protein deficiency.
(iv) pregnancy.
21
 (v) bedridden patients.
11.0 IMMUNITY IN HUMANS
WEEK 26 & 11.1 Body Pupils are able to: Note:
27 Defence 11.1.1 Define: Pupils have been introduced to the three lines of body defence in Form 2.
2/9 – 13/9 (i) immunity.
(ii) antigen.
(iii) antibody.
11.1.2 Describe the three lines of body defence
in humans:
(i) first line of defence
- physical
- chemical
(ii) second line of defence
- fever
- inflammation
- phagocytosis
(iii) third line of defence
- antibody
- memory cell
11.2 Actions of Pupils are able to: Good, Average and weak students – Role play Value: Appreciate
Antibodies 11.2.1 Discuss the actions of antibodies on Design games to show antigen-antibody reactions. the balance of
foreign antigens: nature
(i) neutralisation. EMK:
Entrepreneurship
(ii) agglutination.
I-Think: Tree map,
(iii) precipitation. flow map
(iv) opsonisation. HOTS: Analysing
(v) complement fixation.
11.3 Types of Pupils are able to:
Immunity 11.3.1 Communicate about the types of
immunity:
(i) passive immunity.
(ii) active immunity.
11.3.2 Compare and contrast passive immunity
and active immunity.
 WEEK 28 : CUTI PENGGAL 2 (16/9 – 20/9)
11.4 Health Pupils are able to: Suggested activity:
Issues 11.4.1 Describe health issues related to Carry out a study on health issues related to immunity in humans:
Related to Acquired Immuno Deficiency Syndrome (i) Systemic Lupus Erythematosus (SLE)
Immunity (AIDS). (ii) allergy.

12.0 COORDINATION AND RESPONSE IN HUMANS

WEEK 29 12.1 Coordination Pupils are able to: Conduct a role play activity to explain coordination and response. Value: Being
23/9 – 27/9 and 12.1.1 Make a sequence and describe thankful to the God.
Response components in human coordination: EMK: Science &
(i) stimulus. technology:
I-Think:Bubble map,
(ii) receptor.
flow map
(iii) integration centre. HOTS: Analysing
(iv) effector.
(v) response.
12.1.2 Identify and describe external and
internal stimuli
12.1.3 List the types of sensory receptors
based on the stimuli involved:
(i) chemoreceptor.
(ii) mechanoreceptor.
(iii) photoreceptor.
(iv) thermoreceptor.
(v) baroreceptor.
(vi) nocireceptor.
12.1.4 Justify the necessity to respond to
external and internal stimuli.
12.2 Nervous Pupils are able to: Note:
System 12.2.1 Construct an organisational chart and Peripheral nervous system that are discussed:
explain the structures of the human (i) somatic nervous system.
nervous system: (ii) autonomic nervous system.
(i) central nervous system
- brain
- spinal cord
(i) peripheral nervous system
- sensory receptor
23
 - cranial nerve
- spinal nerve
12.2.2 Explain the functions of parts of in the
central nervous system related to
coordination and response.
(i) brain
- cerebrum
- cerebellum
- medulla oblongata
- hypotalamus
- pituitary gland
(ii) spinal cord
12.2.3 Communicate about the functions of
parts of the peripheral nervous system
in coordination and response.

WEEK 30 12.3 Neurones Pupils are able to: Note: Value: Having an
30/9 – 4/10 and Synapse 12.3.1 Draw and label structures of a sensory Emphasis is given to sensory neurone, relay neurone and motor neurone. interest and
neurone and a motor neurone: curiosity towards
(i) dendrite. Average and weak students – I-Think the environment
Good students – Think-pair-share EMK: Creativity &
(ii) axon.
Design a simulation model of the nervous coordination using electrical innovation
(iii) cell body . I-Think:Bridge map,
(iv) myelin sheath. circuit.
tree map, bubble
(v) node of Ranvier. map
12.3.2 Analyse the functions of each type of HOTS: Analysing
neurone in impulse transmission.
12.3.3 Explain the structure and function of
synapse.
12.3.4 Explain the transmission of impulse
across a synapse.
12.4 Voluntary Pupils are able to: Note:
and 12.4.1 Compare and contrast voluntary and Discuss the spinal reflex only.
Involuntary involuntary actions.
Actions 12.4.2 Describe the reflex actions involving:
(i) two neurones.
(ii) three neurones.
12.4.3 Draw a reflex arc.
 12.5 Health Pupils are able to: Average and weak students – Round table
Issues 12.5.1 Communicate about the health issues Good students – Hot seat
Related to related to the nervous system. Carry out research on health issues that are related to the nervous system:
the Nervous 12.5.2 Describe the effects of drug and alcohol (i) mutliple sclerosis.
System abuse on human coordination and (ii) Alzheimer.
response. (iii) Parkinson.
(iv) Lou Gehrig/ Amyotrophic Lateral Sclerosis (ALS).
(v) Attention Deficit Hyperactivity Disorder (ADHD).
(vi) autism.
(vii) cerebral palsy.
(viii) epilepsy.
Carry out research on traditional methods (acupuncture and others) in
health treating issues related to the nervous system.
WEEK 31 12.6 Endocrine Pupils are able to: Note:
7/10 – System 12.6.1 State the role of endocrine glands in Emphasis is given to the endocrine gland in humans.
11/10 humans. (i) hypothalamus.
12.6.2 Identify and label the endocrine glands (ii) pituitary.
in humans. (iii) thyroid.
12.6.3 Analyse the functions of hormones (iv) pancreas.
secreted by each endocrine glands: (v) adrenal.
(i) hypothalamus (vi) ovaries.
- gonadotropin releasing hormone (vii) testes
(GnRH)
(ii) anterior lobe of pituitary Note:
- growth hormone (GH) Examples of “fight or flight” situations: excited, frightened or stressed.
- follicle stimulating hormone (FSH)
- luteinising hormone (LH)
- thyroid stimulating hormone (TSH)
- adrenocorticotropic hormone (ACTH)
(iii) posterior lobe of pituitary
- oxytocin hormone
- antidiuretic hormone (ADH)
(iv) thyroid
25
 - thyroxine hormone
(v) pancreas
- insulin hormone
- glucagon hormone
(vi) adrenal
- adrenaline hormone
- aldosterone hormone
(vii) ovary
- oestrogen hormone
- progesterone hormone
(viii) testis
- testosterone hormone
12.6.4 Discuss involvements of the nervous
system and endocrine system in a “fight
or flight” situation.
12.6.5 Compare and contrast the nervous and
the endocrine system.

12.7 Health Pupils are able to: Note:

Issues 12.7.1 Predict the effects of hormonal Examples of hormonal imbalances on human health are:
Related to imbalances on human health. (i) dwarfism.
the (ii) gigantism.
Endocrine (iii) hyperthyroidism.
System (iv) hypothyroidism.
(v) diabetes mellitus.
(vi) diabetes insipidus.
 13.0 HOMEOSTASIS AND HUMAN URINARY SYSTEM
WEEK 32 13.1 Homeostasis Pupils are able to: Note: Value: Being
13.1.1 Explain the meaning of homeostasis. Pupils have been introduced to the concept of homeostasis in humans in thankful to the God.
14/10 – 13.1.2 Justify the neccesity to maintain Form 1. EMK: Science &
18/10 physical and chemical factors in the technology:
I-Think:Bubble map,
internal environment. Note:
flow map
13.1.3 Describe the involvement of various Regulation of partial pressure of carbon dioxide in blood is correlated with HOTS: Analysing
organ systems in maintaining an the respiratory control centre and cardiovascular control centre.
optimal internal environment.
13.1.4 Apply the knowledge of homeostasis
concept in regulation of:
(i) body temperature.
(ii) blood sugar level.
(iii) partial pressure of carbon dioxide.
(iv) blood pressure.

13.2 Urinary Pupils are able to: Good students: Project

System 13.2.1 Identify the structure and functions of a Average and weak students: Gallery walk
kidney. Build models of :
13.2.2 Draw, label and explain the structure of (i) kidney.
a nephrone and collecting duct. (ii) nephrone.
13.2.3 Describe the formation of urine: (iii) collecting duct.
(i) ultrafiltration. Note:
(ii) reabsorption. Emphasis is given to substances that are reabsorbed: water, glucose,
(iii) secretion. amino acid and salt.
13.2.4 Synthesise the concept of homeostasis Suggested activity:
by using negative feedback mechanism Gather information and discuss about haemodialysis.
in osmoregulation. Carry out activities to raise funds for a haemodialysis centre.
13.2.5 Conduct an experiment to study the EXPERIMENT 13.2.5
effects of different volumes of of water

27
 intake on urine formation.

WEEK 33 13.3 Health Issues Pupils are able to: Average and weak students – I-Think
21/10 – Related to the 13.3.1 Describe health issues that are related Good students – Think-pair-share
25/10 Urinary to the urinary system. Gather information and perform multimedia presentation
System about health issues that are related to the urinary system such as kidney
stones.
14.0 SUPPORT AND MOVEMENT IN HUMANS AND ANIMALS
WEEK 34 14.1 Types of Pupils are able to: Average and weak students – Round table Value: Appreciate &
28/10 – Skeleton 14.1.1 List the types of skeleton in humans and Good students – Hot seat practice healthy &
1/11 animals: Conduct brainstorming activity to explain the importance of skeletons in clean lifestyle.
(i) hydrostatic skeleton. humans and animals. EMK: Noble values
I-Think:Circle map
(ii) exoskeleton.
HOTS: Evaluating
(iii) endoskeleton.
14.1.2 Justify the necessity of skeletons in
humans and animals.
14.2 Musculo- Pupils are able to: Suggested activity: Value: Realize that
skeletal 14.2.1 Identify bones that form the human Observe a model of human skeletal to identify bones that form the human Science is one of
System of skeletal system: skeletal system. the ways to
Humans (i) axial skeleton. understand nature.
EMK:
(ii) appendicular skeleton. Note:
Environmental
14.2.2 Characterise types of vertebrae in the Discuss examples of freely moveable joints such as hinge joint and ball- education
backbone: and-socket joint. I-Think:Bubble map
(i) cervical vertebrae (including atlas HOTS: Analysing
and axial). Good, average and weak students: Experiment
(ii) thoracic vertebrae. Conduct a dissection on a chicken wing to observe the structures of the
(iii) lumbar vertebrae. bones, cartilages, skeletal muscles, tendons and ligaments.
(iv) sacral vertebrae.
(vii) caudal vertebrae.
14.2.3 Compare and contrast the types of
vertebrae.
14.2.4 State types of joints in the human
skeletal system.
(i) immovable joints.
(ii) slightly moveable joints.
(iii) freely moveable joints.
 14.2.5 Draw, label and explain the human
forearm hinge joint structure:
(i) bones.
(ii) cartilages.
(iii) skeletal muscles.
(iv) tendons.
(v) ligaments.
(vi) sinovial membrane.
(vii) sinovial fluid.
WEEK 35 14.3 Movement Pupils are able to: Note: Value: Realize that
4/11 – 8/11 and 14.3.1 Explain the movement mechanisms in: Emphasis is given to the concept of antagonistic muscle concept. Science is one of
Locomotion (i) human forearm. the ways to
(ii) human leg (walking). Animals that should be emphasised: understand nature.
EMK:
14.3.2 Describe briefly the locomotion (i) earthworms.
Environmental
mechanisms in animals. (ii) fish. education
(iii) grasshoppers (jump). I-Think:Bubble map
(iv) bird (flight). HOTS: Analysing

Good students: project

Invent a model that shows the mechanism of movements in animals.
14.4 Health Pupils are able to: Average and weak students – Think-Pair-Share Value: Realize that
Issues 14.4.1 Describe health issues related to Conduct research on treatments to help individuals that have health issues Science is one of
Related to thehuman musculoskeletal system: related to the human musculoskeletal system. the ways to
the Human (i) osteoporosis. understand nature.
Construct a walking aid for an individual with muscle injury or joint pains. EMK:
Musculoskel (ii) osteomalacia.
Environmental
etal System (iii) rickets. education
(iv) arthritis. Discuss the effects of using electronic gadgets exessively on body I-Think:Bubble map
(v) scoliosis. postures. HOTS: Analysing
14.4.2 Justify practices to maintain a healthy
musculoskeletal system. Note:
Practices to maintain a healthy musculo skeletal system:
(i) exercise.
(ii) balanced diet.
(iii) correct body posture.
(iii) suitable clothes.

29
 15.0 SEXUAL REPRODUCTION, DEVELOPMENT AND GROWTH IN HUMANS AND ANIMALS
WEEK 36 15.1 Reproductive Pupils are able to: Note: Value: Being
11/11 – System of 15.1.1 Characterise the anatomy of: Pupils have been introduced to the human reproductive system in Form 1. thankful to the God.
15/11 Humans (i) male reproductive system. EMK: Creativity &
(ii) female reproductive system. innovation
I-Think:PFlow map,
double bubble map
HOTS: Compare &
contrast
15.2 Gameto- Pupils are able to: Note:
genesis in 15.2.1 Justify the necessity of gametogenesis. The hormones in spermatogenesis: FSH, LH and testosterone.
Humans 15.2.2 Describe gamete formation:
(i) spermatogenesis. The hormones in oogenesis: FSH, LH, oestrogen and progesterone.
(ii) oogenesis.
15.2.3 Identify the structure of:
(i) sperm
- head
- middle piece
- tail
(ii) Graafian follicle
- secondary oocyte
- follicular cells
15.2.4 Compare and contrast between
spermatogenesis and oogenesis.
15.3 Menstrual Pupils are able to: Note: Value: Think
Cycle 15.3.1 Analyse the changes in the levels of Pupils have been introduced to the menstrual cycle in Form 1. rationally
hormones involved during: EMK: Science &
(i) menstruation. The hormones that are discussed: FSH, LH, oestrogen and progesterone. technology
(ii) folicle development. I-Think:Circle map,
(iii) thickening of the endometrium. bridge map
Average and weak students – Round table
(iv) ovulation. HOTS: Application
Good students – Hot seat
(v) corpus luteum formation.
15.3.2 Correlate the changes in the levels of Determine the ovulation day if the menstrual cycle is not 28 days
hormones involved with: (irregular).
(i) pregnancy.
(ii) miscarriage. Discuss the andropause syndrome.
15.3.3 State the meaning of premenstrual
syndrome and menopausal syndrome.
WEEK 37 15.4 Development Pupils are able to: Note: Value: Being thankful
18/11 – of Human 15.4.1 Describe fertilisation process and the Pupils have been introduced to fertilisation and pregnancy in Form 1. to the God.
22/11 Foetus formation of zygotes. EMK: Information
15.4.2 Make a sequences and explain the early Note: technology &
communication
development of an embryo until Pupils have learned the importance and functions of the placenta and
I-Think:Flow map,
implantation: umbilical cord in Form 1. double bubble map
(i) two-celled embryo. HOTS: Synthesising,
(ii) morula. analysing
(iii) blastocyst.
15.4.3 Explain the role of human chorionic
gonadotropin (HCG) hormone in the
early stages of pregnancy.
15.4.4 Communicate about the roles of
following structures in the development
of a foetus:
(i) placenta.
(ii) umbilical cord.
15.4.5 Justify the necessity for separate foetal
and maternal blood circulatory systems.
15.5 Formation of Pupils are able to: Good students – Presentation
Twins 15.5.1 Describe the processes in the formation Gather information on the lives of conjoined twins and surgeries that can be
of twins: done.
(i) identical twins.
(ii) fraternal twins.
15.5.2 Compare and contrast between identical
and fraternal twins.
15.5.3 Correlate cellular division with the
formation of conjoined twins.
15.6 Health Pupils are able to: Note:
Issues 15.6.1 State the meaning of impotency. Pupils have been introduced to impotency and prevention of pregnancies in
Related to 15.6.2 Communicate about causes of human Form 1.
the Human impotency.
Reproductive Good students:
System Debate on the advantages and disadvantages of the contribution of science
and technology in human reproduction.
31
 Average and weak students: Round table
WEEK 38 15.7 Growth in Pupils are able to: Note:
Humans and 15.7.1 Explain the meaning of growth in The phases in a sigmoid growth curve:
25/11 – Animals organisms. (i) lag phase.
29/11 15.7.2 Determine parameters to measure (ii) rapid growth phase.
growth in humans and animals. (iii) slow growth phase.
15.7.3 Describe the growth of insects with (iv) stationary phase.
exoskeleton: (v) senescense
• complete metamorphosis. (vii) death phase.
• incomplete metamorphosis.
15.7.4 Analyse the growth phases on sigmoid
growth curves of humans and animals. Good students: Project
15.7.5 Analyse the staircase-shaped growth Conduct a project and gather data to study metamorphosis in insects.
curve of animals with exoskeletons.
WEEK 39 END OF YEAR ASSESSMENT
& 40
(2/12 –
13/12)

WEEK DISCUSSION OF END OF YEAR ASSESSMENT

41 - 45
CUTI PENGGAL 3 : (23/12 – 27/12/24)

16/12 – 17/1
18/2-10/3: END OF YEAR HOLIDAY 2024/2025