Yearly Plan Biology Form 5

THEME 1: PHYSIOLOGY OF LIVING THINGS LEARNING AREA: 1.0 TRANSPORT Week / Learning Objectives Date Learning Outcomes Suggested Learning Activities Scientific Skill Scientific Notes Attitudes & Noble Values Attributing Thankful to As compared to Comparing and God unicellular contrasting organisms Grouping and classifying Thinking Skill

1.1 A student is able to: Understanding the 04.01.12 importance of having 1. Identify the problem that could be a transport system in faced by multicellular organisms in some multicellular obtaining their cellular requirements and organisms. getting rid of their waste products 06.01.12 2 09.01.12 13.01.12 3 2. Suggest how the problem is overcome in multicellular organisms

Carry out activities to identify the Observing problem that could be faced by Inferring multicellular organisms and explain Predicting how the problem is overcome in Communicating multicellular organisms as compared to unicellular organisms.

DIAGNOSTIC TEST
Attributing Thankful to Comparing and God contrasting Grouping and classifying 1. Only brief description of human blood vessels is required. 2. Cardiac cycle is not required. 3. Explain briefly how blood pressure is regulated 4. Barorecept ors in the aorta and carotid arteries are mentioned. 5. Effectors are smooth

1.2 A student is able to: Discuss the following : Observing Synthesising the a. circulatory Inferring concept of system Predicting 16.01.12 1. State what a circulatory system is circulatory system. b. the three Communicating 2. State the three components of components of the circulatory circulatory system in humans and system animals c. blood and 3. State the medium of transport in haemolymph as a medium of 20.01.12 human and animals transport 4. State the composition of human d. the blood composition of human blood 5. Explain the function of blood and e. the function haemolymph in transport of blood and haemolymph in 6. Describe the structure of human transport blood vessels f. the structure 7. Explain how blood is propelled of human blood vessels through the human circulatory system g. the basic 8. Explain briefly how blood structure found in human pressure is regulated heart

9. Compare and contrast the circulatory system in the following: humans, fish and amphibian 10. Conceptualise the circulatory system in human

h. the circulation of blood in humans i. the regulation of blood pressure Look at the heart of the fish, chicken and/or cow and note similarities and differences in terms of size and number of compartments. Use schematic diagrams to compare the circulatory system in the following : Humans, Fish and Amphibians. Visualize and draw concept maps on the circulatory system in human.

muscle of the arteries and cardiac muscles.

4 23.01.12 27.01.12 5

CHINESE NEW YEAR HOLIDAY

a. Discuss the Observing necessity for blood clotting Inferring b. Use a schematic Predicting diagram to illustrate the Communicating mechanism of clotting c. Predict the consequences of blood clotting related problems such as haemophilia or thrombosis Observing Inferring Predicting Communicating Relating Thankful to Making inferens God Predicting

1.3 A student should be able to: Understanding the 30.01.12 mechanism of blood 1. Explain the necessity for blood clotting clotting at the site of damage -

2. blood vessels 3. Explain the mechanism of blood clotting 03.02.12 4. Predict the consequences of impaired blood clotting mechanism in an individual 6 1.4 A student is able to: Draw a schematic diagram on the Synthesising the formation of interstitial fluid and concept of lymphatic 06.02.12 1. Describe the formation of interstitial lymph and discuss : system. a. composition of fluid interstitial fluid 2. State the composition of interstitial b. the importance of fluid interstitial fluid 3. State the importance of the interstitial c. the need for 11.02.12 fluid interstitial fluid to return to the 4. Describe the fate of interstitial fluid circulatory system directly or 5. Describe the structure of the via the lymphatic system lymphatic system d. the structure of 6. Explain how the lymphatic system the lymphatic system complements the circulatory system e. the flow of lymph 7. Compare the content of blood, f. the role of interstitial fluid and lymph

Relating Thankful to Making inferens God Predicting

With the exception of thoracic duct and right lymphatic duct, specific names of the lymph vessels

8. Predict what will happen if interstitial fluid fails to return to the circulatory system 9. Conceptualise the relationship between the lymphatic system and circulatory system

1.5 A student should be able to: Understanding the 13.02.12 role of circulatory 1. State another function of the system in body circulatory system besides transport defence mechanism 2. Identify the three lines of defence mechanism of the body 3. Describe the process of phagocytosis Discuss the following : 24.02.12 4. State the meaning of antigen and a. Antigen, antibodies, antibody immunity and immunization 5. State the meaning of immunity and b. How antigens and immunisation antibodies are related to 6. Relate antigen and antibody to immunity immunity c. The various types of 7. Name and give examples of various immunity :type of immunity. I) I) active 8. State the effects of human immunity (natural and artificial) immunodeficiency virus (HIV) on the II) II) passive bodys defence mechanism immunity (natural and artificial) 9. Describe the transmission of HIV 10. Suggest ways to prevent the spread of acquired immune deficiency Carry out small group discussion on the following :syndrome (AIDS) a. the effect of HIV on the bodys immune system b. transmission of HIV c. prevention of AIDS 9,10 27.02.12 09.03.12 10.03.12 18.03.12 11

7, 8

lymphatic system in transport g. comparison of the content of blood, interstitial fluid and lymph h. predict in what will happen if interstitial fluid fail to return to the circulatory system i. the relationship between lymphatic and circulatory sytem a. Discuss the necessity for a body defence mechanism in humans b. Draw and label the various stages of phagocytosis

and lymph nodes are not required.

Comparing and contrasting Grouping and classifying

Appreciating and practicing clean and healthy living

TRIAL SPM 1 MID TERM SCHOOL HOLIDAY

1.6 Appreciating a A student is able to: Discuss nutrition and lifestyle which can lead to a healthy cardiovascular

19.03.12 23.03.12 11

healthy cardiovascular system

1. Select and practise suitable ways to maintain a healthy cardiovascular system

system.

1.7 A student is able to: Understanding the transport of 19.03.12 1. state the necessity for transport of substances in plants substances in plants

Discuss the necessity for transport Observing of substances in plants. Inferring Predicting Carry out the following activities : Communicating a. to show the presence of 2. identify the vascular tissue in stem, xylem as a continuous tube root and leaf, system to transport water 3. state the role of vascular tissue in the and minerals 23.03.12 transport of substances, b. prepare slides and look at 4. describe the structure of vascular the cross section (XS) and tissue, longitude section (LS) of a 5. relate the structure of xylem to dicot stem transport c. study prepared slides of XS 6. relate the structure of phloem to of stem, root and leaf of a transport, dicot plant, and draw plan diagrams. 7. predict the effect of removing a ring of Relate the following : phloem tissue from a plant. a. the structure of xylem to the transport of water and minerals, b. the structure of phloem to the transport of organic substances. 12 1.8 A student is able to: Discuss the following : Observing Synthesising the Translocation and its importance in Inferring plant. Predicting 26.03.12 concept of transport 1. state what translocation is, of substances in Communicating 2. explain the importance of plants Carry out small group discussion translocation in plants, 3. describe the process of transpiration, on : a. the process of transpiration 4. explain the process of transpiration, b. the importance of 30.03.12 5. describe the pathway of water from transpiration the soil to the leaves, c. the pathway of water from 6. state the external conditions affecting soil to leaves using a transpiration, schematic diagram 7. design experiments to study factors d. the external conditions affecting the rate of transpiration affecting the rate of 8. explain the role of root pressure in the transpiration movement of water in plants, 9. explain the role of cohesion and

Relating Appreciate Making inferens the balance Predicting of nature

Attributing Relating

Appreciating Mechanism to the balance explain translocation of nature is not required

adhesion of water in the movement of water in plants, 10. conceptualise the transport mechanism in plants.

Design and conduct experiments to study factors affecting the rate of transpiration, ie : a. air movement b. temperature c. light intensity d. relative humidity

Measuring and using numbers Inferring Predicting Communicating Using space-time relationship Interpreting data Carry out an activity to show the Defining following : operationally a. root pressure Controlling b. cohesion and adhesion of variables water Hypothesizing Experimenting Discuss and draw a concept map of the movement of water in plants. Observing Inferring Predicting Communicating

Evaluating Making conclusion

THEME 1: PHYSIOLOGY OF LIVING THINGS

LEARNINGAREA: 2.0 LOCOMOTION AND SUPPORT

Week / Date

Learning Objectives

13 02.04.12 06.04.12

2.1 Understanding support and locomotion in humans and animals

Scientific Skill Thinking Skill Scientific Notes Attitu des & Nobl e Valu es A student is able to: Carry out small group discussion on the following : Observing Relating Appreciating The slidinga. the necessity for support and locomotion in Inferring Making and filament model humans and animals Predicting inference practicing of muscle 1. Explain the b. the problems that could be faced by humans and communicating Predicting clean and contraction is necessity for support animals in support and locomotion Making healthy living not required and locomotion in c. how the above problems are overcome in humans generalization humans and animals and animals visualising 2. Describe problems that could be faced by humans and animals Study a model of human skeleton to identify the following : a. axial skeleton consisting of the skull, cervical vertebrae, in support and lumbar vertebrae, sacrum, coooxy, sternum and ribs. locomotion b. Appendicular skeleton consisting of the scapula, clavicle, 3. Explain how

Learning Outcomes

Suggested Learning Activities

problems in support humerus, ulna, radius, pelvic girdle, femur, tibia and fibula. and locomotion are overcome in humans Observe the chicken wing to note the position and nature of muscle, and animals ligaments and tendons. 4. Name bones that make up the axial Draw and label a simple diagram of an arm to show the skeleton of human arrangement of bones, skeletal muscles and tendons. body 5. Label the bones, the Briefly discuss : skeletal muscles and a. how the bones, skeletal muscles, tendons and joints tendons in a diagram bring about movement in the arm or leg of the arm b. the necessity of nerve impulses in skeletal muscle 6. Explain how contraction movement is brought c. the antagonistic action of skeletal muscles about in a limb d. all muscles has two primary proteins 7. State the function of e. source of energy is from ATP produced in adjacent cartilage and synovial mitochondria fluid at joints f. the function of cartilage and synovial fluid at joints 8. Describe briefly the mechanism of Observe and discuss the mechanism of locomotion in an locomotion in an earthworm, grasshopper, fish or bird. animal Discuss and present findings on muscle cramp, osteoporosis, muscular dystrophy and arthritis. 9. State some consequences of impaired musculoskeletal system on support and locomotion A student is able to:

Only simple account is required

2.2 Appreciating a healthy 09.04.12 Practise ways to care for the musculoskeletal musculoskeletal system system 14.04.12 14

14

Observing Inferring Predicting Communicating

Appreciating and practicing clean and healthy living

2.3 A student is able to : Discuss the following : Understanding a. the necessity for support in plants support in plants b. what could be the support related problems faced 09.04.12 1. Explain the by :necessity for support i) aquatic plants in plants ii) terrestrial plants 2. Explain how support c. how is support achieved in aquatic and terrestrial is achieved in aquatic plants 14.04.12 plants Carry out the following activities :

Observing Inferring Predicting Communicating

Appreciate the balance of nature

3. Explain how support in terrestrial plants are achieved through tissue modification

a. b. c.

study the adaptations for support (aerenchyma and air sacs) in floating aquatic plants, eg water hyacinth study prepared slides of cross sections of old stems to identify tissues that help in support investigate how support in herbaceous plant, eg spinach and balsam, is achieved without woody tissue

THEME 1: PHYSIOLOGY OF LIVING THINGS LEARNING AREA: 3.0 COORDINATION AND RESPONSE Learning Objectives Week Learning outcomes Suggested learning activities Scientific Skill Scientific Attitu des & Noble Value s Relating Appreciating Making inference the balance Predicting of nature Making generalization Visualizing Thinking Skill Notes

15 16.04.12 20.04.1 2

3.1 Understanding response and coordination

A student is able to : 1. List the changes in external and internal environment faced by an organism 2. State why organisms have to be sensitive to changes in internal and external environment 3. Clarify through examples the meaning of stimulus and response 4. State the main components and pathways involved in detecting and responding to changes in external environment 5. State the main components and pathways involved in detecting and regulating changes in internal environment 6. Clarify through examples the meaning of coordination A student is able to : 1. State the role of nervous system 2. Draw and label a diagram to show the organization of nervous

Carry out small group discussion on the following and present the findings : a. external stimuli b. internal stimuli c. the necessity for living organisms to respond to stimuli View computer simulations on the pathway of response in human and animals. Draw schematic diagrams involving the main components. Discuss what is meant by coordination

Observing Inferring Predicting Communicating

3.2 Analysing the role of human nervous 23.04.12 system

16,17

Discuss the role of nervous system Observing Draw a schematic diagram to show Inferring Predicting the organization of the nervous Communicating system View graphics of the brain and

Attributing Relating Making inference Predicting Making generalizationg

system label the main parts of the brain, and 3. Name the main parts of the brain state their respective functions and state their functions Draw and label diagram of a cross 4. Draw and label a diagram of section of the spinal cord 04.05.12 cross section of the spinal Cord Discuss the main functions of the 5. State the main functions of the spinal cord spinal cord Draw and label the structure of the 6. Label the structure of an efferent efferent neurone (nucleus, cell body, neurone cytoplasm, dendrites, axon, synaptic 7. Identify the type of the neurone dendrites, myelin sheath) from diagrams given Identify and discuss the function of 8. State the function of each type of the three types of neurone neurone Discuss the mode of transmission 9. State the mode of transmission of information along the neurone of information along the neurone Draw a schematic diagram to show 10. Describe briefly the the pathway of transmission of pathway of transmission of information information from receptors to Draw and label a simple diagram of effectors synapse 11. Draw and label a Discuss the : simple diagram of a synapse a. transmission of 12. Describe the information across the transmission of information across synapse synapses b. the role of the synapse in 13. State the role of the transmission synapse in transmission discuss 14. Give examples of voluntary action and involuntary involuntary action action with examples 15. Give examples of work in small voluntary action groups to draw a schematic diagram 16. Outline the of a reflex arc transmission of information in show voluntary action compassion towards senior citizens 17. Outline the and patients with Alzheimers and transmission of information in Parkinsons diseases involuntary action 18. Draw a schematic diagram showing a reflex arc 19. Give examples of nervous system related diseases 18 3.3 A student is able : Carry out small group discussion on the Observing Analysing the role of following and present the findings : Inferring hormones in humans a. what a hormone is Predicting 07.05.12 1. State what a hormone is b. what the endocrine Communicating 2. State what the endocrine system system is is c. why the endocrine system 3. State why the endocrine system is necessary, despite having the is necessary -

Visualizing

Relating Making inferences Predicting Making generalization Visualizing

Thankful to God

11.05.12

4. State physiological processes not directly regulated by the nervous system 5. Describe how the endocrine system complements the nervous system 6. Label the main glands of the endocrine system 7. Name the main hormones produced by each endocrine gland 8. State the functions of the hormones involved in some physiological processes 9. Describe briefly how secretion of hormone is regulated 10. Describe briefly coordination involving both the nervous system and endocrine system 11. State the effects of a. hormonal imbalance b. c. 12. State the use of hormone in medicine a. b.

nervous system d. the physiological processes which are not directly regulated by the nervous system, eg. Menstrual cycle, development of secondary sex characteristics, growth, etc e. how the endocrine system complements the nervous system

Carry out group activity to label the main glands of the endocrine system. Name the main hormones produced by each endocrine gland. Match the hormones with their functions in the following physiological processes : reproduction growth homeostasis Discuss how secretion of a hormone can be regulated by : another hormone, eg. TSH level of certain substances, eg. glucose c. nervous system

19, 20 14.05.12 25.05.12 26.05.12 10.06.12 21 11.06.12 15.06.12

TRIAL SPM 2 SEMESTER 1 SCHOOL HOLIDAY

3.4 Synthesising the concept of homeostasis in human A student is able to; Discuss the following : Observing 1. Physical Inferring factors body temperature and blood Predicting 1. Explain the necessity to maintain pressure Communicating an optimal physical and chemical 2. chemical condition in the internal factors in blood partial pressure of environment. oxygen and carbon dioxide, osmotic 2. State the meaning of pressure and sugar level homeostasis 3. The necessity 3. Design an experiment to study to maintain an optimal physical and the effect of different quantities of Relating Making inferences Predicting Making generalization Visualizing Thankful to God

water intake on urine output 4. Describe the formation of urine 5. Describe briefly the mechanism of osmoregulation 6. Predict the consequences of impaired kidney function 7. Describe the regulation of blood sugar level 8. Describe the regulation of body temperature 9. Conceptualise homeostasis

chemical condition in the internal environment 4. The meaning of homeostasis Design an experiment to show the effect of different quantities of water intake on urine output. Discuss the following : a. the relationship between the regulation of osmotic pressure and formation of urine b. formation of urine c. the relationship between urine formation and excretion Draw and label the following structures : kidney and nephron View computer simulations and draw a schematic diagram on the process of urine formation and discuss the process of ultrafiltration, reabsorption and secretion. Draw a schematic diagram on the action of ADH and discuss the following. Show pictures of drug addicts and Observing alcoholics, then discuss drug and alcohol Classifying abuse. Communicating

3.5 A student is able to: Practising a healthy lifestyle 11.06.12 1. Describe effects of drug and alcohol abuse on humans. 2. Explain the factors that can lead Research and report on : a. effects of drugs and to drug and alcohol abuse alcohol abuse such as on the nervous system 15.06.12 3. Practise a healthy lifestyle b. social factors that can lead to drug and alcohol abuse Participate in anti-drug and anti-alcohol abuse campaigns. 3.6 A student is able to: Research and report on : Understanding plant hormones a. the meaning of plant 18.06.12 1. State what plant hormones are, hormone 2. Give some examples of plant b. plant hormones, eg. hormones, Auxins, ethylene 3. Infer the effects of auxins on 22

21

Grouping and classifying

Appreciating and practicing clean and healthy living

Observing Inferring Predicting Communicating

Evaluating Making conclusion

Ethylene is also known as ethane

22.06.12

growth response, 4. Explain the role of auxins in tropism, 5. State the use of hormones in agriculture.

c. effect of auxins based on scientific findings on phototropism d. role of auxins in phototropism and geotropism e. the use of hormones in agriculture

LEARNING AREA: 4.0 REPRODUCTIONS AND GROWTH Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skill Thinking Skill Scientific Attitud es & Noble Values Being responsible about safety of oneself and others Notes

23 25.06.12 29.06.12

4.1 Analysing gamete formation

A student is able to: 1. Explain the necessity for organisms to reproduce, 2. State types of reproduction, 3. Explain the necessity for formation of gametes, 4. Describe formation of sperm in humans, 5. Describe formation of ovum in humans, 6. Compare the formation of sperm with that of ovum

Discuss the following about reproduction : a. the necessity to reproduce b. the two types of reproduction c. the necessity for formation of gametes Study diagrams of the stages in the formation of a sperm and an ovum. Compare the formation of a sperm with that of an ovum.

Observing Inferring Predicting Communicating

Evaluating Making conclusions

4.2 A student is able to: Discuss the following : Observing Analysing the role of a. what menstruation is Inferring hormones in the b. the relationship between Predicting 02.07.12 1. State what menstruation is, menstrual cycle menstruation and menstrual cycle Communicating 2. Relate menstruation to menstrual c. the importance of the cycle, menstrual cycle 3. State the importance of the d. hormones involved in menstrual cycle, the menstrual cycle 06.07.12 4. State the hormones involved in the menstrual cycle, 5. Relate hormonal levels to the development of follicles, the process of ovulation, and the formation of corpus luteum, Study and interpret graphs on hormonal levels during the menstrual cycle. Study diagrams, and discuss the effect of

24

Evaluating Making conclusions

Being responsible about safety of oneself and others

6. Relate hormonal levels to the changes in thickness of the endometrium 7. Explain the role of hormones in regulating the menstrual cycle, 8. State what premenstrual syndrome (PMS) is, 9. State what menopause is A student is able to:

hormonal levels on the following : a. follicle development b. ovulation c. formation of corpus luteum d. thickness of the endometrium Discuss the following : a. premenstrual syndrome b. menopause Evaluating Making conclusion Thankful to God Only a simple account is required

4.3 Understanding the 09.07.12 early development of a zygote in humans 13.07.12

25

Use diagram and computer simulations to Observing discuss the following : Inferring a. the formation of zygote Predicting a. Describe what fertilization is, b. the early development of Communicating b. Describe in simple terms the a zygote as the formation of a ball early development of a zygote, of cells which becomes implanted in c. Name the two main stages in the the wall of the uterus development of zygote in c. identify morula and preparation for implantation, blastocyst from the diagrams given d. Describe the formation of twins, d. formation of identical e. Compare identical twins with twins, fraternal twins and Siamese fraternal twins twins f. State the functions of the placenta in foetal development, g. Explain the advantages of fetus Illustrate how identical and fraternal twins are formed, and give some differences having a separate circulatory between them. system from that of the mother. Research and report on: a. family planning b. sperm bank c. artificial insemination d. in vitro fertilization e. surrogate mother f. sexually transmitted related to the application of science diseases and technology to human reproduction, c. What sexually transmitted diseases are, d. Give examples of sexually transmitted diseases Observing Inferring Predicting Communicating

4.4 A student is able to: Appreciating the contribution of 09.07.12 a. Explain the contribution of science and science and technology to human technology to human reproduction, reproduction b. Explain some moral issues 13.07.12

25

Relating Making inferences Predicting Making generalization Visualizing

Appreciate the contribution of science & technology

26 16.07.12

4.5 Synthesising the concept of sexual reproduction in flowering plants

A student is able to:

Examine a flower to identify: a. pollen grains from pollen mother cell a. Identify male and female b. embryo sac from embryo sac structures in a flower, mother cell b. Describe the formation of pollen

Relating Making inferences Predicting Making generalization

Realizing that science is a means to understand nature

 20.07.1 2

grains, Describe briefly what happens at each c. Describe the formation of the stage in both (a) and (b). embryo sac in the ovule. d. Describe the formation of pollen Conduct an activity to observe the tube germination of pollen grains in sugar e. Describe the formation of zygote, solution. f. Describe the formation of triploid nucleus, Discuss the following : g. Conceptualise double fertilization, a. the formation of two male nuclei h. Relate the structure of a fruit to from the generative nucleus the flower parts b. the formation of a zygote c. the formation of tripoid nucleus i. Explain the importance of double Discuss and draw a concept map of fertilization for the survival of double fertilization in flowering plants. flowering plants Examine the structure of fruits, e.g. mango, long beans and relate them to the flower parts : a. seed from the ovule b. seed coat from the integument c. fruit from the ovary Discuss the importance of double fertilization for the survival of flowering plants.

Visualizing

4.6 A student is able to: Understanding growth in multicellular 23.07.12 a. Explain briefly the necessity for organism growth in organisms 27.07.12 b. Explain what growth is 27 23.07.12 27.07.12 4.7 Understanding the growth curve A student is able to: a. Identify the parameters used in the measurement of growth b. Describe the sigmoid growth curve of an organism c. Relate the shape of the growth curve to the growth phases of an organism

27

Discuss the necessity for growth. Study diagrams or prepared slides to identify the growth zones at root tip and shoot tip.

Observing Inferring Predicting Communicating

Generate ideas on the appropriate 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 b. phases of growth c. the relationship between the phases of growth and the growth curve

Measuring and using numbers Communicating Interpreting data

Relating Making inferences Predicting Making generalization Visualizing Relating Making inferences Predicting Making generalization Visualizing

Realizing that science is a means to understand nature

Realizing that science is a means to understand nature

The parameters that can be used include height, length, volume, dry mass and fresh mass

d. Explain the shape of the growth curve of an insect study and interpret a growth curve of an

insect and relate the shape of the curve to its growth. 4.8 A student is able to : Discuss the types of growth in plants. Observing Understanding Inferring primary and Conduct a field study to identify plants that Predicting 23.07.12 a. State the types of growth in secondary growth in undergo primary and secondary growth. Communicating plants plants 27.07.12 b. State what primary and Examine prepared slides or diagrams of a secondary growth are cross section of a young stem, matured c. State the location of the tissue involved in primary and secondary stem, young root, matured root, in dicots to identify the primary and secondary growth d. Explain the importance of primary tissues. growth Research and report on the following : e. Explain the importance of a. relate primary growth to secondary growth height, support and transport of f. Compare and contract plants that substances. undergo secondary growth with b. Relate secondary plants that do not undergo growth to additional support and secondary growth transport g. State the economic importance of c. State the importance of plants that undergo secondary vascular cambium and cork growth cambium to secondary growth d. Compare plants that undergo secondary growth with those that do not e. The economic importance of plants that undergo secondary growth 27 Realizing that science is a means to understand nature

THEME 2: VARIATION AND INHERITANCE IN LIVING THINGS LEARNING AREA: 1.0 INHHERITANCE

Scientific Skill Week Learning Objectives Learning Outcomes Suggested Learning Activities

Thinking Skill

28

1.1 A student is able to: Synthesising the concept of inheritance a. State what is meant by

Discuss the following base on examples : Observing a. inheritance Inferring b. characters and traits Predicting

Making generalization Synthesizing

Scientific Notes Attitude s& Noble Values Being objective Example character : height

30.07.12 03.08.12

based on Mendels experiment

Communicating Study diagram showing the results of inheritance Mendels monohybrid cross experiment, b. Differentiate traits from then discuss the following : characters a. characters and traits c. Identify characters and traits b. dominant trait and recessive traits in Mendels experiments, c. genes and alleles d. State that there is a d. dominant alleles and recessive hereditary factor that determines a alleles particular character. e. phenotype and genotype e. Identify dominant and f. homozygote and heterozygote recessive traits, g. phenotypic ratio and genotypic f. Explain genes and alleles, ratio in the first and second filial g. Explain dominant alleles and generation recessive alleles h. the importance of meiosis I in the h. State the meaning of segregation of alleles phenotype i. meaning of monohybrid i. Relate allele combination to inheritance genotype j. Relate phenotype to genotype k. State the meaning of homozygote and heterozygote, l. Determine the phenotypic ratio of the first filial generation and second filial generation, Conduct an activity using coloured buttons m. Determine the genotype ratio / beans to illustrate Mendels First Law. of the first filial generation and second filial generation, Discuss Mendels First Law as The Law of n. State the meaning of Segregation. monohybrid inheritance o. Conceptualise Mendels First Study diagrams showing the results of Law, Mendels dihybrid cross experiment, then p. State the meaning of discuss the following : dihybrid inheritance a. meaning of dihybrid inheritance q. Conceptualise Mendels b. importance of meiosis in terms of Second Law independent assortment of r. State the meaning of chromosomes. dihybrid inheritance Discuss Mendels Second Law as The s. Conceptualise Mendels Law of Independent Assortment Second Law A student is able to: Discuss a. blood groups and Rhesus factor (Rh factor) a. State the blood group in ABO b. inheritance of ABO blood group system and Rhesus factor in human in humans b. Explain the inheritance of ABO blood group in human

Making analogies

Trait : tall, short Character : colour Trait : white, red Schematic diagrams should show the segregation of alleles in meiosis

29 06.08.12

1.2 Understanding inheritance

The use of Punnetts Square is required

 10.08.12

c. Differentiate autosomes and sex Examine a drawing of a micrograph of chromosomes human chromosomes and d. Identify different human a. determine the number of karyotypes chromosomes e. Explain sex determination in b. arrange the homologous pairs offspring based on the location of the f. Explain sex-linked inheritance centromere and size of using example chromosome g. Describe heredity disease Compare the karyotypes of a normal human being with that of a person with Downs Syndrome. Draw a schematic diagram to show the following : a. sex determination in off-springs b. sex linked inheritance of haemophilia and colour blindness Gather information and discuss : a. hereditary disease such as thalassaemia

1.3 A student is able to: Research and report on : Understanding genes a. unit of inheritance and chromosomes b. the location of genes 06.08.11 a. state the unit of inheritance, b. state the location of genes, Research and report on the following : c. describe the structure of a. DNA fingerprinting deoxyribonucleic acid (DNA), b. Human genome project d. describe in simple terms the c. Potential of stem cell research 10.09.11 manifestation of a trait of an d. Genetic engineering (gene organism from the basic unit of theraphy, genetically modified inheritance, organisms, genetically modified e. Explain briefly the importance of food, medicine (production of genetics to mankind, insulin)) f. Describe the application and abuse of knowledge in genetics, Discuss the implications of the above to mankind. g. Argue on the need for ethics and moral in the application of genetics Conduct a forum or debate on ethical and moral issues in the application of knowledge in genetics. Visit research centres that conduct research in genetic engineering.

29

Observing Inferring Predicting Communicating

Evaluating Making conclusions

Appreciating the contribution of science & technology

THEME 2: VARIATION AND INHERITANCE IN LIVING THINGS LEARNING AREA: 2.0 VARIATION Suggested Learning Activities Scientific skill Thinking skill Scientific attitu des & nobl e valu es Notes

Week

Learning Objectives

Learning Outcomes

A student is able to: 30 2.1 13.08.12 Understanding variation in organisms 17.08.12 a. State the importance of variation in organisms, b. Give examples of variation in humans, c. State the types of variation, d. Compare continuous variation with discontinuous variation A student is able to: state the factors causing variation, a. explain the effects of genetic factors on variation, b. explain the environmental factors on variation c. explain the effects of the interaction between genetic factors and environmental factors on variation d. explain mutation e. explain the importance of variation in the survival of a species A student is able to: 2.3 Be respectful towards one another despite variation a. Accept that people are different b. Respect each other

30 13.08.12 17.08.12 2.2 Understanding the causes of variation

30 13.08.12 17.08.12 18.08.12 -

MID TERM SCHOOL HOLIDAY

26.08.12 31, 32, 33 27.08.12 14.09.12 34 - 42 17.09.12 16.11.12

TRIAL SPM 3

REVISION