YEARLY SCHEME OF WORK – BIOLOGY FORM 4 – 2019

THEME : INTRODUCING BIOLOGY

LEARNING AREA : 1.0 INTRODUCTION TO BIOLOGY
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES

1 1.1 Understanding the study Carry out small group discussion on the A student is able to : TSTS
2-4/1 of Biology following and present the findings:  Attributing
 State what the study of  Generating ideas
a) What is the study of Biology? Biology is,
Noble Values
b) The importance of Biology with respect  Explain the importance  Having an interest
to the study of living things, environment, of Biology, and curiosity towards
interaction between living things and the the environment
environment.  Realising the science
is a means to
Construct a concept map based on  List the different fields understand nature
information gathered on the different fields of of study in Biology  Appreciating the
study and careers related to Biology. balance of nature
 List the careers related to
Biology,

Small group discussion on the importance of  State various ways of TSTS

the following : studying Biology  Sequencing
 Grouping &
a) Acquiring scientific skills, classifying
b) Scientific method,  Relating
c) Practising scientific attitudes and noble  Making inferences
values.  Making hypothesis
 Making conclusion

Noble Values
 Being systematic
 Being diligent &
 persevering
 Being cooperative

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
 Daring to try

Teaching Aids
 Text book
 CD Rom
 News paper cutting
2 1.2 Applying scientific Observe a situation and identify all the A student is able to :  Pamphlet
7-11/1 investigation variables. Suggest a question that is suitable  Identify variables in This activity helps the
for a scientific investigation. Discuss to : a given situation, teacher to assess students
a) Form a hypothesis  Identify the capabilities in carrying
b) Plan the method of investigation relationship between out a scientific
including selection of apparatus and two variables to form investigation
work procedures. a hypothesis,
TSTS : Attributing,
Carry out an experiment :  Design and carry out Grouping and classifying,
a) to collect and tabulate data, a simple experiment making inferences,
b) present data in a suitable form to test the hypothesis, predicting, making
c) interpret the data and draw the hypotheses,
conclusion,  Record and present synthesizing, making
d) write a complete report data in a suitable generalizations,
form, visualizing,
Carry out an experiment on the making of
bread using yeast in the absence and  Interpret data to draw Teaching aids : text book,
presence of sugar. Record the time taken conclusions, transparency, news paper
for the dough to double its size. For cutting, LCD Projector,
further investigations, salt is used. During  Write a report on an apparatus using in lab,
investigations, highlight the need to experiment internet
practice scientific attitudes and noble
values such as honesty and accuracy in  Practice scientific Noble Values :
recording and verifying the data. attitudes and noble - Appreciating the
values. contribution of science
and technology
- Having an interest and
curiosity towards the
environment

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
- appreciating the balance
of nature

These attitudes and

values should be
observed for all
investigations in other
learning areas.

THEME : INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS

LEARNING AREA : 2.0 CELL STRUCTURE AND CELL ORGANISATION
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
3 2.1 Understanding cell Prepare and study slides to compare the A student is able to :
14-18/1 structure and function epidermal cells of onion or cells of Hydrilla
leaf with human cheek cells.  draw and label an
animal cell,
Observe, draw and label diagrams of an
animal cell and plant cell as seen through a  draw and label a plant
light microscope. cell,

Study electron micrographs of animal cells  identify the cellular

and plant cells to identify cellular components component of an
of cell : animal cell,

(a) plasma membrane and cell wall,  identify the cellular

(b) cytoplasm, components of a plant
(c) organelles : cell
(i) nucleus : nucleolus,
chromosomes,  state the functions of
nucleoplasm and nuclear the cellular
membrane, components in an
(ii) rough and smooth animal cell,
endoplasmic reticulum,
(iii) mitochondria,

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WEEK LEARNING OBJECTIVES
4
2.2 Understanding cell
21-25/1 organisation
SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
(iv) Golgi apparatus  state the functions of
(v) Lysosomes the cellular
(vi) Ribosomes components in a plant
(vii) Chloroplasts cell
(viii) Centrioles
(ix) Vacuoles  compare and contrast
an animal cell and a
Work in small groups to match cellular plant cell
components to their functions.
Students present a comparison between the  relate the density of
structure of an animal cell and plant cell. certain organelles
Discuss the relationship between the density of with the functions of
certain organelles with the function of specific specific cells.
cells :
(a) mitochondria with the function of
sperm cells, flight muscle cells in
insects and birds, cells in the
meristems,
(b) chloroplasts with the function of
palisade cells.
Observe the living processes of unicellular A student is able to :
organisms such as feeding, locomotion and  State the necessity for
reproduction through computerised cell specialisation in
animation / video / microscope. multicellular
Carry out small group discussion on the organism as
following and present the findings : compared to
(a) cell specification in multicellular unicellular organism
organisms,
(b) the necessity for cell specialization in  Describe cell
multicellular organisms. specialization in
(c) Cell organisation in the formation of multicellular
tissues, organs and systems in humans, organisms,
animals and plants.  Describe cell
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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
Construct models of tissues, organs and organisation in the
systems in human, animals and plants. formation of tissues,
organs and systems in
multicellular
Conduct a discussion on the following : organisms,
(a) the meaning of internal environment,
(b) factors affecting the internal  State the meaning of
environment including temperature, internal environment,
pH, osmotic pressure and glucose
level.
(c) It is important that the organisms cells  Identify factors
always experience conditions which affecting the internal
permit efficient functioning, environment
(d) The involvement of various systems in
maintaining optimal internal  Explain the necessity
environment. to maintain optimal A simple explanation.
internal environment,
Describe the
involvement of
various systems in
maintaining optimal
internal
environment.

5 2.3 Appreciating the Discuss and predict the cell condition without A student is able to:
28/1 uniqueness of the cell a particular cellular component.  Predict the state of
-1/2 certain cells without a
Conduct a role play activity to show that cells particular cellular
become adapted for different functions. component,
 Illustrate that most
cells specialized for
the job that they
perform.

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES

CUTI TAHUN BARU CINA

6
4-8/2

THEME : INVESTIGATING THE CELLS AS A BASIC UNIT OF LIVING THINGS

LEARNING AREA :3.0 MOVEMENT OF SUBSTANCES ACROSS THE PLASMA MEMBRANE

WEE LEARNING OBJECTIVE SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES

K
7 3.1 Analysing the movement of 1. Discuss and gather information on :
11- substances across the plasma a. substances that are required by cells
15/2 membrane b. substances to be eliminated from cells
c. the necessity for movement of
substances across the plasma
membrane
d. the structure of the plasma membrane
as comprising the phospholipids
bilayer, carrier protein and pores.
2. Conduct an experiment using starch
suspension and glucose to study the
movement of substances across egg
membrane or Visking tubing
3. Discuss and gather information on
a. the properties of the plasma
membrane as a semi-permeable
membrane.
b. the movement of soluble
substances across the plasma
membrane through simple
diffusion and facilitated
diffusion.
A student is able to :
a. state the substances
required by living cells
b. state the substances that
have to be eliminated
from cells
c. explain the necessity for
movement of substances
across the plasma
membrane
d. describe the structure of Only a brief account of
the plasma membrane the structure of the
plasma membrane is
required
e. describe the permeability
of the plasma membrane

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 WEE LEARNING OBJECTIVE SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
K
7 4. Carry out an activity to show osmosis A student is able to :
11-15/2 using a simple osmometer.
a. explain the movement of
5. Discuss the movement of substances water molecules across
across the plasma membrane through the plams membrane by
active transport osmosis.
b. explain the movement of
6. Use computer simulation to show the substances across the Only basic explanation
movement of substances across the plasma plasma membrane of the active transport
membrane through passive and active through the process of process is required
transport. active transport.

7. Discuss the processes of passive transport

and active transport in living organisms
a. gaseous exchange in the alveoli and
blood capillaries (simple diffusion) c. Explain the process of
b. absorption of digested food in the passive transport in living
villus (facilitated diffusion) organism using examples.
c. absorption of water by root hairs of a
plant ( osmosis)
d. ion intake by root hairs of a plant
( active transport) d. Explain the process of
active transport in living
8. Construct a concept map by using a organisms using examples.
graphic organizer to show the movement
of substances across the plasma membrane.

9. Use a graphic organizer to compare and

contrast passive transport and active e. Compare and contrast
transport passive transport and
active transport

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WEE LEARNING OBJECTIVE SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
K

8 3.2 Understanding the movement 1. Carry out activities to study the effect of A student is able to:
18- of substances across the hypotonic and hypertonic solutions on
22/2 plasma membrane in plant and animal cells: a. explain what The use of human
everyday life a. plasmolysis and deplasmolysis in hypotonic, hypertonic blood is discourage
plant cells. and isotonic solutions
b. Haemolysis and crenation in red are
blood cells. b. explain the effect of
2. Discuss : hypotonic, hypertonic
a. hypotonic, hypertonic and isotonic and isotonic solutions
solution on plant cell and
b. plasmolysis , deplasmolysis, animal cell.
haemolysis and crenation
c. flaccidity and turgidity of plant cells. c. explain plasmolysis,
deplasmolysis, heamolysis
and crenation.

3. Carry out an investigation using various

concentration of salt or sugar solution to d. design an experiment
determine the concentration of external to determine the
solution which is isotonic to the cell sap of concentration of The concentration of
plant tissues. external solutions the external solution
which is isotonic to which is isotonic to the
4. Discuss and make an inference on the cell sap. cell sap is determined
concentration of cell sap in plant tissues from the plotted graph
which is equivalent to the concentration of e. make an inference on the
isotonic solution. concentration of cell sap
in plant tissues.
5. Discuss and correlate the movement of Discussion shoud be
substances across the plasma membrane f. Relate the movement of based on the concepts
with the difference in concentration of substances across plasma of osmosis and
the external solution and that of the cell membrane with plasmolysis
sap. concentration gradient.

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 WEE LEARNING OBJECTIVE SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
K
g. Explain the phenomenon
6. Discuss: of wilting in plants using
a. wilting of plants caused by the examples.
excessive use of chemical fertilisers h. Explain the preservation
b. preservation of food using salt or of food using examples
sugar

8 3.3 Appreciating the movement 1. Compose poem to appreciate the A student is able to:
18- of substances across the movement of substances across the
22/2 plasma membrane plasma membrane. a. explain the necessity of
movement of substances
across the plasma membrane
which is occur in a
continuous and controlled
manner for survival of a cell.

LEARNING AREA : 4.0 CHEMICAL COMPOSITION OF THE CELL

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
4.1 Understanding the Carry out small group discussion on the A student is able to: Chemical compounds
9 chemical composition of following and present the findings: in the cell are limited to
25/2-1/3 the cell carbohydrates, lipids,
a) elements in the cell, including  state the elements in the proteins, nucleic acids
carbon, hydrogen, oxygen, nitrogen, cell, and water only.
sulphur, phosphorus, calcium,  list the chemical
potassium, magnesium, chlorine, compounds in the cell, A brief account on the
sodium and ferum,  explain the importance of importance of
b) the presence and importance of organic compounds in the carbohydrates, lipids,
chemical compounds in the cell. cell, proteins and nucleic
 explain the importance of acids Is required.
water in the cell.
4.2 Understanding Carry out small group discussion on the A student is able to:

9
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
carbohydrates following and present the findings:
a) elements in carbohydrates  state the elements in
b)types of carbohydrates, i.e. carbohydrates,
monosaccharides, disaccharides and
polisaccharides, using examples,  state the types of
c) the formation and breakdown of carbohydrates, A detailed molecular
disaccharides, such as maltose, sucrose structure is not
and lactose,  explain the formation and required.
d) the formation and breakdown of breakdown of
polysaccharides, such as starch, glycogen disaccharides and A brief account of
and cellulose. polysaccharides, condensation and
hydrolysis reactions is
Conduct an activity to differentiate required.
between reducing and non-reducing sugars.

Carry out small group discussion on the

4.3 Understanding proteins following and present the findings:

a) elements in protein, such as carbon,

hydrogen, oxygen, sulphur nitrogen and A student is able to :
phosphorus,
 state the elements in
b) dipeptides and polypeptides, proteins,
 state the various
c) the formation and breakdown of structures of proteins,
dipeptides and polypeptides,  explain the formation and
breakdown of dipeptides
d) essential amino acids and non-essentials and polypeptides,
amino acids.
 explain the meaning of
essential amino acids and
Use charts to illustrate the various protein
non- essential amino
structures, i.e. primary, secondary, tertiary
acids.
and quartenary.

10
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES

10 4.4 Understanding lipids List the main types of lipids: A student is able to :
4-8/3
a) fat,  state the elements in
b) oil, lipids,
c) wax,  state the main types of
d) phospholipids, lipids
e) steroids, such as cholesterol,
testosterone,oestrogen and
progesterone. A student is able to :
Carry out small group discussion on the
following and present the findings:  state the components of
a) elements in lipids, fats and oils,
b) components of fats and oils,  explain the formation and
c) formation and breakdown of fats and oils breakdown of fats and
oils,
 compare and contrast
Use a graphic organizer to compare saturated fats and
saturated fats and unsaturated fats. unsaturated fats

11 MID TERM 1 EXAMINATION

11-15/3

12 4.5 Understanding enzymes Discuss on the following : A student is able to:

18-22/3 a) what enzymes are,  state what enzymes are,
b) enzyme requirement in the living  explain why enzymes are
process, needed in life processes,
c) general characteristics of enzyme,  list the general
d) naming of enzyme based on the characteristics of
substrate, enzymes,
e) sites of enzyme synthesis,  relate the name of
f) intracellular and extracellular enzyme to substrate,
enzymes and examples,  state sites where enzymes
are synthesized,
 state the meaning of

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
intracellular and
extracellular enzymes,
 explain the involvement
of specific organelles in
the production of
extracellular enzymes,

 explain the effects of pH,

temperature, enzyme
Conduct a role-play activity to show the concentration and
involvement of ribosomes, endoplasmic substrate concentration
reticulum and Golgi body in the production on enzyme activity,
of extracellular enzymes.  explain the mechanism of
enzyme action,
 relate the mechanism of
Conduct experiments to study the effects of enzyme action with pH,
pH and temperature on the activities of temperature, enzyme
amylase and pepsin. concentration and
substrate concentration,
Discuss the effects of enzyme substrate  explain the uses of
concentration on enzyme activity. enzymes in daily life and
industry using examples.
Discuss the mechanism of enzyme action
using the ‘lock and key’ hypothesis.

Discuss and correlate pH temperature,

enzyme concentration and substrate
concentration on enzyme activity using the
‘lock and key’ hypothesis.

Gather information from the internet and

other sources on the uses of enzymes in :

a) daily life, e.g. tenderizing meat

b) industry e.g. food processing and

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
detergent manufacturing.
13 MID TERM 1 HOLIDAY
25-29/3

4.6 Realising the importance Conduct a role play or story telling session  Predict the consequences
14 of the chemical to predict the consequences of deficiency in of deficiency in
1-5/4 composition in cells one of the chemical components in the cell. carbohydrates, protein,
lipids or enzymes in the
cell.

THEME : INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS

LEARNING AREA : 5. CELL DIVISION
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
15 5.1 Understanding mitosis Conduct a brainstorming session on the A student is able to:
8-12/4 following:  State the necessity for
a) the need for production of new cells in the production of new
organisms, cells in organisms
b) the need for production of new cells  Explain the necessity
identical to parent cells for the production of
new cells identical to
Derive the meaning and significance of parent cells,
mitosis from the brainstorming session.
 State the significance
Study charts to identify the various of the cell of mitosis,
cycle.  Identify the phases in
the cell cycle ,
Make models to demonstrate mitosis and  Explain the process of
cytokinesis. mitosis and
cytokinesis,
Prepare and observe a slide of onion root tip to
identify different stages of mitosis.  Arrange the various
stages of mitosis in
Study the process of controlled and the correct sequence,

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
uncontrolled mitosis and cytokinesis through
simulation, computerized, animation or video.  Compare and contrast
mitosis and
Conduct a brainstorming session to come up cytokinesis in animal
with examples on mitosis as a controlled and plant cell,
process for the perpetuity of living things such  Explain the important
as regeneration, of lizard tail, certain plant of controlled mitosis,
parts and the healing of skin.  explain the effects of
uncontrolled mitosis
Gather information on diseases, including in living things,
cancer or tumour, caused by uncontrolled  Describe the
mitosis in living things. application of
knowledge on mitosis
Make a trip to a research institute to study in cloning,
tissue or culture technique.  Explain the
advantages and
Conduct a debate or forum on cloning issues. disadvantages of
cloning.

Techniques of cloning
include tissue culture

16 5.2 Understanding meiosis Discuss the following : A student is able to :

15-19/4
a) trait inheritance in off springs ,  State the necessity of
traits inheritance in
b)the need to maintain diploid chromosomal offspring for
number from one generation to another, continuation of life.
 State the necessity to
c) the need to produce gametes with haploid maintain diploid
number of chromosomes, chromosomal number
from generation to
generation.

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
 State the necessity for
d) the uniqueness of diploid number of production of haploid
chromosomes in organisms, gametes in sexual
reproduction
e) the significance of meiosis,  State the significance
of meiosis,
f) the type of cell that undergoes meiosis in  Identify the type of
human, animals and plants. cell that undergoes
meiosis,
 Explain the process of
Observe the process of meiosis trough meiosis,
computerized animation, photomicrograph,  Arrange the various
prepared slides, or video. stages of meiosis in
the correct order,
Use simulation activities to show change in
chromosome behaviour during meiosis I and
meiosis ii

Use graphic organizers to compare and  Compare and contrast

17 contrast : meiosis I and meiosis
22-26/4 ii ,
a) meiosis I and meiosis ii.
 Compare and contrast
b) Meiosis and mitosis
meiosis and mitosis

18 5.3 Appreciating the a) conduct a role play . A student is able to:

29/4 -3/5 movement of chromosomes
during mitosis and meiosis.
b) avoid radioactive and carcinogenic
substances.  describe what will
happen when the
movement of
chromosomes during
mitosis and meiosis
do not occur in an
orderly manner.
 Know and avoid
things that maybe

15
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
harmful.

19-21 TERM 1 EXAMINATION

6-24/5

22-23 FIRST TERM HOLIDAY

27/5-7/6

Theme : Investigating The Physiology Of Living Thing

Learning Area : 6.0 Nutrition

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES

24 6.1 Observe and identify types of nutrition in A student is able to:
10-14/6 Understanding types of various organism.
nutrition Discuss autotrophic and heterotrophic  State the types of
nutrition with reference to chemosynthesis, nutrition,
photosynthesis, holozoic nutrition,  Explain autotrophic
saprophytism, and paratism. nutrition,
 Explain heterotrophic
Use a graphic organizer to show the types of nutrition,
nutrition.  Classify organisms
according to the types of
Conduct an activity to classify various nutrition
organisms according to types of nutrition.

6.2 Carry out small group discussion on the A student is able to :

25 Applying the concept of following and present the finding:

16
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
17-21/6 balanced diet a) requirements of a balanced diet  explain the necessity for a
b) factors affecting the daily energy balanced diet
requirement such as age, sex, body weight  explain the factors
and occupation. affecting the daily energy
requirement The unit for energy used
Conduct an activity to determine the energy  Determine the energy is Joule
value in food samples. value,

Design activities to test for the presence of  Determine the nutrient

starch, reducing sugar, non-reducing sugar, content in food samples
protein and lipid in food samples.

Conduct an experiment to determine the

vitamin C content in various fruit juices
 explain the functions and
Match the vitamins , minerals and roughage sources of vitamins,
with their sources, functions and effects of minerals , roughage in a
deficiency diet to maintain health
 explain the functions of
Discuss the sources and functions of water in water in the body
the body
 justify the selection of an
Formulate and justify an appropriate diet
appropriate balanced diet
menu for pregnant mother ,infants, children,
for a target group
teenagers, athletes, people with specific
diseases, the aged and vegetarians

25 6.3 Group discussion and presentation on the A student is able to:

17-21/6 Understanding malnutrition following:
a) meaning of malnutrition  explain what malnutrition
b) effects of deficiency in proteins, vitamins, is
minerals on health  explain the effects of
c) effects of excessive intake of malnutrition
carbohydrates, lipids, vitamins and
minerals  describe ways to reduce
d) effects of diet with low saturated fats on certain heath problems due

17
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
cardiovascular disease to one’s diet
e) ways to reduce the risk of high blood
pressure, diabetes mellitus and
osteoporosis
26 6.4 Discuss the following : A student is able to :
24 - Analyzing food digestion a) glucose, amino acids and lipids are  state the substances that
28/6 required to carry out metabolic processes are required to carry out
b) complexed substances need to be digested metabolic processes
 list the complex substances
that need to be digested
Draw and label parts of the human digestive  explain the necessity to
system digest complex substances
 draw and label the human
Discuss the functions of digestive juices and digestive system
other substances that aid the process of
digestion  state and describe the
digestive juices and
Discuss the digestion of food on the following substances involved in
aspects: location, chewing and movement of human digestive system
food, glands involved, enzymes, pH,  explain the digestion of
substrates and products carbohydrates, proteins
and lipids
Identify the parts of digestive system and
digestion of cellulose in ruminants and
rodents
 identify and describe the
digestion of cellulose in
Compare and contrast the process of cellulose
ruminants and rodents
digestion in humans, ruminants and rodents
 compare and contrast the
digestive processes in
Plan and conduct experiments to study
human, ruminants and
enzymes actions on starch and protein
rodens
Discuss problems related to food digestion:  design experiments to
a) incomplete digestion study the digestion of
b) bile stone starch and proteins
 describe problems related

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WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
c) reduced production of specific digestive to food digestion
enzyme
26 6.5 Examine models or diagrams of the digestive A student is able to:
24-28/6 Understanding the processes system and cross-section of the small
of absorption and assimilation intestine.  identify the parts of
of digested food digestive system
Using models or diagrams to discuss:  explain the adaptive
a) adaptation of the small intestine characteristic of the
digestive system related to
b) absorption process of digested food in the absorption
villus  draw and label the
structure of the villus
 explain the process of
absorption in the villus
Carry out an activity to study the movement
of substances through the Visking tubing  make an analogy on the
Correlate the movement of substances through process of absorption in
the Visking tubing with nutrient absorption in the small intestine
the small intestine
Discuss the absorption of water and minerals
in the colon  explain the absorption of
water and minerals in the
Using diagrams, charts or computerized colon
animation discuss:
a) the transport of amino acid, glucose, water
 describe the transport of
soluble vitamins minerals by circulatory
nutrients by circulatory
system
system for assimilation
i) from small intestine to liver through
the hepatic portal vein
ii) from liver to body cell
b) transport of lipids and fat soluble vitamins
Make a schematic diagram to show the
transport of nutrients from the intestine to the
body cells.
Discuss the function of liver:

19
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
a) storage of nutrients
b) processing the products of digestion i.e.  explain the main functions
excess glucose and amino acid of the liver
c) detoxification
 describe the process of
Discuss the process of assimilation assimilation
27 6.6 Identify the colon and rectum in the digestive A student is able to:
1-5/7 Understanding the formation system
of faeces and defecation  identify the part where the
Discuss: formation of faeces takes
a) the formation of faeces place
b) the role of microbs in the colon  describe the formation of
c) effects of antibiotics on the microbs in faeces
the colon  explain the role of microbs
d) what defecation is and the effect of antibiotics
e) the importance of defecation on them
f) importance of high fiber diets  explain what defecation is
g) defecation related problem i.e.  explain the importance of
constipation, colon cancer and defecation and high fibre
hemorrhoids diets
 describe the problems
related to defecation

27 6.7 Discuss: A student is able to:

1-5/7 Evaluating eating habits
27 6.8 Realizing the
1-5/7 importance of healthy
digestive system
a) relationship between eating habits and
health problems such as gastritis, obesity,  relate eating habits with
anorexia nervosa, bulimia health problems
b) evaluate the nutrient contents based on  evaluate critically whether a Eating habits involve the
food labels or advertisements particular eating habit is frequency and time of
c) evaluate the eating habits of classmate good or bad eating and the type of
food consumed
Conduct an of a defective the digestive A student is able to:
system.
Conduct a discussion on ways to take care of  Predict the effects of

20
WEEK LEARNING OBJECTIVES
28 6.9 Understanding the
8-12/7 importance of macronutrients
and micronutrients in plants
SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
the digestive system, such as good eating defective digestive
habits, avoid junk food, try to cut down on system on health,
sweet and fatty foods.  Take care of the digestive
system for one’s well-
being.
Carry out small group discussion on the A student is able to:
following and present the findings: Maize seedlings may be
 List elements required by used for this experiment.
a) the elements required by plants, plants,
b) classify the elements required by plants  Classify elements
based on the amount needed: required by plants based
(i) macronutrients consisting of carbon, on the amount needed,
hydrogen, oxygen, nitrogen, phosphorus,
potassium, calcium, magnesium, and sulphur,  Design an experiment to
(ii) micronutrients consisting of boron, study the effects of
molybdenum, zinc, manganese, copper and macronutrient deficiency
ferum. in plants,

Plan and conduct and experiment on plants to  Relate the effects of

study the effects of macronutrient deficiency macronutrient deficiency
i.e. nitrogen, phosphorus, potassium, calcium, with the function of
magnesium, and sulphur. macronutrients,
Discuss and correlate the effects of  Explain the function of
macronutrients deficiency with the function of each macronutrient in
the macronutrient based on the results of the plants,
experiment.  State the function of
micronutrients in plants,
Collects and interpret data from various
 State the effects of
source such as Internet on the function of each
micronutrient deficiency
macronutrient in plants.
in plants,
Discuss the function of micronutrients and
effects of micronutrient deficiency in plants.
28 6.10 Students read about the discovery of A student is able to:

21
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
8-12/7 Understanding photosynthesis photosynthesis and extract important facts
from it.  Describe the development
that leads to the discovery
of photosynthesis,
 State the substance
required for
photosynthesis,
 State the substance
produced from
photosynthesis,

 Draw and label the cross-

Study a cross-section model of a leaf. Draw section of a leaf,
and label it.
 State the function of each
Discuss the following: part of the leaf with
a) functions of the part of a leaf, respect to photosynthesis,
b) adaptation of the leaf for optimal  Explain leaf adaptation to
photosynthesis. optimize photosynthesis,
 Explain how plants from
Carry out and activity to investigate the
different habitats are
adaptation of plants such as hibiscus, water
adapted to carry out
lily, Hydrilla and cactus with respect to:
photosynthesis
a) distribution of stomata
b) distribution of chloroplasts.
29 6.11 Understanding the With reference to the structure of chloroplast A student is able to;
15-19/7 mechanism of photosynthesis discuss the light and dark reactions of
photosynthesis with respect to:  Identify the part of Detailed structure of
a) substances required. chloroplast related to chloroplast is not
b) location of reaction photosynthesis, required.
c) products of reaction.  Explain the light reaction Detailed pathways for
of photosynthesis, light and dark reactions
Draw a simple schematic diagram of the light  Explain the dark reaction are not required.
and dark reactions in photosynthesis. of photosynthesis,

22
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
Discuss the following:  Compare and contrast
a) compare and contrast the light light reaction and dark
reaction and dark reaction in reaction in
photosynthesis. photosynthesis,
b) Correlate light reaction with dark  Relate light reaction in
reaction in photosynthesis photosynthesis
 Write an equation to
Write an equation to represent the overall represent the process of
process of photosynthesis. photosynthesis,
29 6.12 A student is able to:
15-19/7 Synthesizing factors affecting Conduct a brainstorming session to identify
photosynthesis the factors affecting the rate of photosynthesis  Identify the factors
i.e. concentration of carbon dioxide, light affecting the rate of
intensity and temperature. photosynthesis,
 Design an experiment to
Plan and carry out an experiment to study the investigate the effect of
effect of light intensity on the rate of light intensity on the rate
photosynthesis. of photosynthesis,
 Identify the factor that
limits the rate of
photosynthesis at
different light intensity,
 Explain the effects of
temperature and
Carry out a small group discussion on the concentration of carbon
effects of light intensity temperature and dioxide on the rate of
concentration of carbon dioxide on rate of photosynthesis,
photosynthesis.  Explain the difference in
the rate of photosynthesis
in plants throughout the
day based on the changes
in light intensity and
temperature,

 Identify some ways to

23
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
Plan a strategy based on factors affecting the meet the need of
rate of photosynthesis to ensure crop increasing the
production throughout the year in countries productivity of crops
with four seasons. based on factors
affecting the rate of
photosynthesis.

30 6.13 Compose a poem or lyric of a song to show A student is able to :

22-26/7 Practicing a caring attitude appreciation of the role of photosynthesis in  Tell why we need to
towards plants ensuring the perpetuation of life take good care of
plants,
Conduct a planting project in the science  Identify cases of
resource garden or school compound. mishandling or
destruction of plants.

6.14 Carry out small group discussion on the A student is able to:
30 Understanding the technology following and present the findings:
22-26/7 used in food production
a) the quantity of food needed for the  explain the need for
present and future population of the improving the quality
country, and quantity of food,
b) the need for improving the quality
and quantity of food for the country in
line with the national food production
policy,  explain the effort to
c) effort by various agencies to diversify diversify food
food production, production,
 explain ways to
d) methods used to improve the quality improve the quality
and quantity of food production and quantity of food
through the following: production in the
country.
(i) direct seeding for rice,
(ii) hydroponics and

24
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
aeroponics,
(iii) breeding,
(iv) tissue culture,
(v) genetic engineering,
(vi) soil management,
(vii) biological control.

Conduct a field trip to relevant agencies such

as Institute of Agriculture Research and
Development of Malaysia (MARDI),
Agriculture Department and Fishery
Department.
Carry out a vegetable planting project
6.15 Discuss the need for food processing based on A student is able to:
30 Evaluating the technological the following:  explain the necessity
22-26/7 development in food a) overcoming the factors causing for food processing
processing spoilage of food such as the action of
microorganisms and oxidation,
b) extending the lifespan of food ,
c) avoiding food wastage,
d) diversifying the uses of food like milk
and dairy products,
e) ensuring sufficient food supply.

Prepare a portfolio on the technological

development of food processing from the  describe the
early days till the present. development of food
processing
Correlate the following food processing technology,
methods with factors causing food spoilage:  relate food processing
i. cooking, methods with factors
ii. using salt, sugar and vinegar, causing food
iii. fermentation process, spoilage,
iv. drying,  assess the methods of

25
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
v. pasteurization, food processing to
vi. canning, justify the choice of
vii. refrigeration, consuming certain
processed food.
Conduct a forum entitled “The effects of
processing food on health”.

THEME : INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS

LEARNING AREA :7.0 RESPIRATION

WEEK LEARNING OBJECTIVE SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES

31 7.1 Understanding the 1. Discuss and gather information : A student is able to :
29/7-2/8 respiratory process in a. living process require energy
energy production b. the main substrate for respiration, that a. state that all living
is glucose, is obtained from the processes require energy.
following : b. identify the main substrate
i) the digestion of carbohydrates in for producing energy
human and animals, c. state the two types of
ii) the process of photosynthesis in respiration
plant d. explain what cell
c. types of respiration (aerobic and respiration is
anaerobic) e. explain the energy
production from glucose
2. a) Carry out an activity to show during the process of
aerobic respiration. aerobic respiration.
b) Discuss the energy production in
aerobic respiration f. state the condition leading
to an aerobic respiration in
3. Carry out an experiment to investigate cells
anaerobic respiration in yeast g. explain the process of
anaerobic respiration in

26
WEEK LEARNING OBJECTIVE SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
4. Discussion yeast
a. condition leading to an aerobic h. explain the process of an
respiration in cells aerobic respiration in
b. the process of an aerobic respiration in human muscles
human muscles. i. write the chemical
equations for aerobic and
anaerobic respiration
5. Use a graphic organizer (mind map) to j. compare and contrast
compare and contrast aerobic respiration aerobic respiration with
with anaerobic respiration anaerobic respiration

32 MID TERM 2 EXAMINATION

5-9/8
33 MID TERM 2 HOLIDAY
12-16/8

34 7.2 Analysing the 1. Observe graphics and discuss the
19-23/8 respiratory structures respiratory structures in human and other
and breathing organisms including protozoa, insects, fish
mechanisms in human and amphibians.
and animal
2. a) Conduct an activity to compare
the total surface area of a flat
card with a corrugated card and
correlated the increase in total
surface area with the modified
surface structure.
b) Discuss the relationship
between total surface area of
the respiratory structures and
the efficiency of gaseous
exchange in various organisms.
c) Observe the respiratory
A student is able to :
a. state the respiratory
structures in human and
some animals.
b. make an inference on the
various adaptation of the
respiratory structures.
c. describe the characteristic
of respiratory surfaces in
human and other
organisms.
d. describe the breathing
mechanism in human and
other organisms
e. compare and contrast the
human respiratory system
with other organisms.

27
WEEK LEARNING OBJECTIVE SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
structures to generalise the
characteristics of the respiratory
surfaces in human and other
organisms.

3. a) Use a model to explain the

breathing mechanism in human.

b) Use a graphic organizer to

compare an contrast human
respiratory system with other
organisms.

35 7.3 Understanding the 1. Using a diagram to discuss the A student is able to :

26-30/8 concept of gaseous
exchange across the
respiratory surfaces and
transport of gases in
human
process of gaseous exchange
across the surface of the alveolus
and blood capillaries in the lung in
relation to :
a. the difference in partial pressure of
respiratory gaseous in the air of the
alveolus and blood capillaries in the
lungs i.e
a. describe the process of
gaseous exchange across
the surface of the alveolus
and blood capillaries in the
lungs
b. explain the transport of
respiratory gases

i. partial pressure of oxygen and c. explain the process of

carbon dioxide in the air of the gaseous exchange between
alveolus compared to the partial the blood and body cells
pressure in the blood capillaries
d. distinguish the composition
b. The difference in partial pressure of of inhale and exhale air.
oxygen and carbon dioxide in the
blood entering the alveolus with the

28
WEEK LEARNING OBJECTIVE SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
blood living the alveolus ie:

i. partial pressure of oxygen and

carbon dioxide in the blood
entering the alveolus compared to
the blood living in alveolus.

2. Discuss :
a. the transport of respiratory gases in
human
b. explain the process of gaseous
exchange between the blood and body
cells

3. Mind maps/ graphic organizer to explain Cautions :

the exchange and transport of respiratory Handle the following
gases in human. solution with care :
Alkaline pyrogallate and
4. Conduct an experiment to investigate the Concentrated potassium
differences between inhale and exhale air hydroxide

36 7.4 Understanding the 1. Conduct an experiment to study A student is able to :

2-6/8 regulatory mechanism the effect of a vigorous exercise on
in respiration the rate of respiration and heart a. describe the change in
beat. rate of respiration after
completing a vigorous
2. Discussion on the following : exercise.
a. correlate the rate of respiration with b. correlate the rate of
the oxygen and carbon dioxide respiration with the
content in the body. oxygen and carbon
dioxide content in the
b. regulatory mechanism of oxygen and body.
carbon dioxide content in the body c. explain the regulatory
mechanism of oxygen
and carbon dioxide

29
WEEK LEARNING OBJECTIVE SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
content in the body
3. Discussion on human respiratory d. explain the human
response, rate of respiration and respiratory response and
heart beat in different situation: rate of respiration in
different situation
a. vigorous activities eg : swimming, e. correlate the rate of
running, aerobic exercise, mountain respiration with the rate
climbing and playing badminton of heart beat
b. relaxing
c. fear

36 7.5 Realising the 1. Discuss and conduct an experiment to A student is able to : Say “Tak Nak” to
2-6/9 importance of show the effects of cigarette smoke on cigarette
maintaining a healthy white cotton wool and draw an anology a. care and maintain
respiratory systems between the lung and the white cotton efficient function of the
wool. respiratory organ

2. Show the slides of damaged lungs

(cancer) due to smoking.

37 7.6 Understanding 1. Discuss and gather information: A student is able to : A diagram of the cross
9-13/9 respiration in plants a. describe the energy section of a leaf is
a. the energy requirement and the intake requirement required
of oxygen intake by plants for b. explain the intake of
respiration. oxygen for respiration
c. explain aerobic
2. Use graphic organizer to show the intake respiration in plants
of oxygen in plants d. explain anaerobic
a. discuss anaerobic respiration carried respiration in plants
out by rice plant in a paddy field or under certain conditions.
other plants in certain situations. e. Compare and contrast the
process of photosynthesis
3. Use a graphic organizer to compare the and respiration
process of respiration with the process of f. Explain what
photosynthesis in plants. compensation point is

30
WEEK LEARNING OBJECTIVE SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
g. Relate light intensity with
4. Discuss and gather information the attainment of
a. meaning of compensation point compensation point
b. correlate light intensity with h. Predict the situation
compensation point from graph. when the rate of
c. The effect on living things when the photosynthesis and
rate of photosynthesis and rate of rate of respiration
respiration remains at compensation remains at
point. compensation point

THEME : INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENT
LEARNING AREA : 80 DYNAMIC ECOSYSYTEM
WEEK LEARNING OBJECTIVE SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOME NOTES
8.1 Understand the abiotic Conduct a field study to: A student is able to : Emphasis is on field study
37 and biotic components of the a) identify the abiotic components for the students to
9-13/9 environment including, pH, temperature, light  identify the abiotic reinforce their
intensity, humidity, topography and the components of an understanding in this area.
microclimate of an ecosystem ecosystem,
b) identify the biotic components of an  identify the biotic
ecosystem components of an
c) investigate the feeding relationships of ecosystem,
the biotic components to construct the  classify biotic
food chains and food webs, and classify components inti
the biotic components into trophic levels trophic levels
d) investigate the interaction between biotic
components as follows:  explain the
i) symbiosis among plants and interactions between
animals encompassing the biotic components in
following: relation to feeding,

31
 - commensalisms using examples,
- parasitism
- mutualism  explain the
ii) saprophytism, interaction between
iii) predator-prey interaction. biotic components in
e) investigate the interaction between biotic relation to
components in relation to competition, competition, using
which are: examples.
i) intraspecific competition,
ii) intraspecific competition.

Conduct an experiment to study the

intraspecific competition and interspecific
competiton of plants, e.g. maize and rice
Collect and interpret data to study
intraspecific competition and interspecific
competition involving Paramecium, for
example Paramecium Aurelia and
Paramecium caudatum.

8.2 Understanding the Conduct a field study on an ecosystem i.e. a A student is able to:
37 processes of colonisation mangrove swamp or a pond to:
9-13/9 and succession in an  state what an
ecosystem a) identify the niche, habitat, ecosystem is,
community and population,  identify the niche,
b) investigate the process of habitat, community
colonization, and population of
c) investigate the process of succession, ecosystem,
d) identify pioneer species, successor  explain the process of
species, dominant species and climax colonization,
community,  explain the process of
e) identify the adaptive characteristics succession,
of pioneer species and subsequent  identify the pioneer
species in the habitat for the species in an
processes of colonization and ecosystem,

32
 succession.  identify the
successors in an
Students present their findings or make a ecosystem ,
folio.  identify the dominant
Study the processes of colonization and species in an
succession through video, computer software ecosystem,
and printed material.  identify the adaptive
characteristics of
Discuss and correlate the abiotic components pioneer species,
during the processes of colonization and  identify the adaptive
succession in an ecosystem. characteristics of
successors,
 explain the changes
in habitat caused by
pioneer species,
 explain the changes
in habitat caused by
successors at every
level of succession
until I climax
community is
reached,
 relate the abiotic
components with the
biotic components in
an ecosystem during
the processes of
colonization and
succession.

Discuss the appropriate sampling techniques A student is able to:

38 8.3 Synthesising ideas on to study the pollution size of an organism.
16-20/9 population ecology  identify the
Conduct a field study or use an appropriate appropriate sampling
anology to: technique to study the
population size of an

33
 a) estimate the population size of organism,
animals such as garden snail and  estimate the
wood lice, population size of an
b) investigate the distribution of plants organism in a habitat,
using the quadrat sampling technique,  determine the
Based on the above study discuss the distribution of
distribution of an organism in a habitat. organisms in a habitat
Discuss and correlate the change in pollution based on the density,
distribution of an organism with the changes frequency and
in each of the abiotic factors. percentage coverage
of the species,
Plan and conduct an experiment to study the  correlate the change
relationship of population distribution of an in a population
organism with changes in any one of the distribution of an
abiotic factors such as pH, temperature, organism with the
lightintensity and humidity. changes in each of
Suggested organisms: the abiotic factors,
Pleurococcus, Lemna  design an experiment
to investigate the
effect of a change in
any one of the abiotic
factors o the
population growth
rate of an organism.

8.4 Understand the concept of Discuss the following: A student is able to:
38 biodiversity a) meaning of biodiversity,
16-20/9 b) need for the classification system of  explain the meaning
organisms. of biodiversity,
 explain the need for
Gather information on the following: classification of
a) the five kingdoms in the organisms,
classifications of the organisms,  state the five
which are Monera, Protista, Fungi, kingdoms used in the
Plantae and Animalia, classification of
organisms,

34
 b) main characteristics of organisms in  identify the main
each kingdom, characteristics of
organisms in each
c) examples of organisms in each kingdom,
kingdom,  list examples of
organisms in each
Discuss the following: kingdom,
a) the hierarchy in the classification of  state the hierarchy in
organisms from kingdom to species, the classification of
b) the method of naming a number of organisms, using
vertebrates and local flowering examples,
plants, using the Linnaeus binomial  explain through
system, examples, the method
c) the importance of biodiversity. of naming organisms
using the Linnaeus
Conduct a field trip to create awareness of binomial system,
biodiversity of an ecosystem.  explain the
importance of
biodiversity

8.5 Understanding the impact Using charts, slides and photomicrographs, A student is able to:
38 of microorganisms on identify and list various types of  classify various types The scientific names of
16-20/9 life microorganisms i.e. protozoa, algae, fungi, of microorganisms pathogen and life cycle of
bacteria and virus. based on their basic vectors are not required.
characteristics,
Conduct an experiment to study the effects of  state the abiotic
temperature, pH, light and nutrients on the components affecting
activity of microorganisms e.g. Bacillus the activity of
subtilis or yeast. microorganisms,
 explain the effects of
Gather information and discuss the role of a change in each
useful microorganisms in the following: abiotic component on
a) decomposition the activity of
b) nitrogen cycle, microorganisms,
c) alimentary canal of termite,  explain the role of
d) digestive system in human. useful

35
 microorganisms,
 explain the effect of
harmful micro-
Gather information and discuss the effects of organisms
harmful microorganisms:
 explain the meaning
a) causing diseases, of pathogen,
b) spoilage of food and substances.  identify the pathogen,
vector and symptoms
Gather information and present the findings of one particular
on the following: disease,
a) pathogens, vectors, symptoms and  explain how the
methods in tansmission of diseases disease spreads,
such as malaria, dengue fever,  describe the methods
cholera, ringworm, food poisoning, for controlling
AIDS, hepatitis and SARS, pathogen,
b) methods to control pathogens
including the use of antibiotics,  explain the use of
vaccines, antiseptics and microorganisms in
disinfectants. biotechnology, using
examples.
Gather information and present the uses of
microorganisms in biotechnology, such as:
a) production of antibiotics and vaccines
b) cleaning of oil spills,
c) waste treatment,
d) food processing
e) production of bio-plastic,
f) production of energy from biomass

Conduct a forum to discuss the importance of A student is able to:

39 8.6 Appreciating biodiversity preservation and conservation of biodiversity,  justify the importance
23-27/9 preservation and
Conduct an activity to preserve and conserve conservation of
various living things around us. biodiversity.
 preserve and

36
 conserve various
living things around
him/her.

THEME : INVESTIGATING THE RELATIONSHOP BETWEEN LIVING THINGS AND ENVIRONMENT

LEARNING AREA : 9.0 ENDANGERED ECOSYSTEM

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES

39 9.1. Evaluating human Carry out small group discussion on the
23-27/9 activities that endanger an following and present the findings: A student is able to : TSTS:
ecosystem c) Human activities that threaten the  Identify human  Generating
ecosystem, activities that threaten ideas
d) The impact of human activities on the ecosystem  Grouping and
the ecosystem  Explain the impact of classifying
e) The effects of unplanned human activities on  Evaluating
development of the ecosystem, such the ecosystem
as ;  Evaluate critically the Nobles values :
I. Soil erosion effects of unplanned  Having an
II. Flash flood development and interest and
III. Landslide mismanagement of curiosity
IV. Eutrofication the ecosystem towards the
V. Water , air , thermal , and noise environment
pollution
VI. Global warming
VII. Ozone depletion Teaching aids :
VIII. Climatic change  Newspaper
IX. Extinction of living things cuttings
X. Deforestation  Charts
d) Types of pollution and sources of  Describe types of
pollution pollution and sources
of pollution
e) Effects of pollution on the following:  Explain the effects of
I. Human health ( diseases pollution on living
affecting the respiratory things and the
system, ,skin problems , environment

37
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
conjunctivitis, cancer and
cholera.
II. Animal and plant habitats
III. Buildings  Compare and contrast
IV. Agriculture pollutants in the air
V. Climate from different
Conduct an activity to analyse data on air environments
pollution index of some cities within and
outside the country, and make and inference  Interpret data on the
on the sources of pollution. level of water
pollution in some
Conduct an activity to analyse data on water rivers
pollution , such as Oxygen Demand (BOD)  Make an inference on
value and content to heavy metals in some the sources of water
rivers, and make an inference on the sources pollution in some
of pollution. rivers
 Predict the level of
air and water
pollution in a
Conduct activities to formulate a strategy to particular location
reduce the level of air and water pollution in within the next ten
a particular location by : years
 Suggest strategies to
a) Analyzing information on the solve problems
population , such as the size of related to air and
population , socio – economic water pollution in a
activities , and level of air and water particular location
pollution within the next ten
b) Conducting an activity to predict the years
level of air and water pollution at a
particular location within the next ten
years
c) Preparing an action plan consisting
of a strategy to reduce the level of air
and water pollution at that particular

38
WEEK LEARNING OBJECTIVES
9.2 Understanding the
greenhouse effect and
thinning of the ozone layer
39 9.3 Realising the importance
23-27/9 of proper management of
development activities and
the ecosystem
SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
location within the next ten years.
TSTS :
Carry out small group discussion on the A student is able to:  Analysing
following and present the findings :  Evaluating
a) Greenhouse effect , including its  Explain what
cause and effect greenhouse effect is
b) Concentration of carbon dioxide in  Correlate the
the atmosphere and correlate it with concentration of Nobles values :
global warming carbon dioxide in the  Balance of
atmosphere with nature
c) Ozone depletion , including its cause global warming  Being thankful
and effect  Explain the thinning to God
d) Impact of ozone depletion and global of the ozone layer
warming on the ecosystem  Explain the impact of Teaching aids :
thinning of the ozone  CD Rom
layer and global  Charts
warming on the
 Scrap-book
ecosystem.
Conduct a debate on the need for A student is able to: TSTS :
development to improve the quality of life  Justify the need for  Making
and to meet the requirements of an increasing development decisions
population.  Detecting bias
 Explain the effects of
Discuss the effects of an increase in increase in population Nobles values :
population on the ecosystem. on the ecosystem  Being flexible
 Explain measure and open-
Carry out small group discussion on the taken in the minded
following and present the findings: management of  Thinking
a) Implementation of laws development rasionally
b) Use of technology activities and the  Being co-
c) Education on the management of ecosystem to ensure a operative
resources , including the reduce , balance of nature is
reuse and recycle of resources maintained. Teaching aids :
d) Preservation and conservation of  Text book
39
WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
soil , water , flora and faun of forests  Internet
and mangrove swamps  Care for the  transparencies
e) Practice of biological control ecosystem
f) Use of renewable energy  Participate in
g) Efficient use of energy activities related to
Conduct activities to care for the following the management of
ecosystem in school and at home : the ecosystem
a) Fish ponds
b) Gardens

Plan and conduct a programme related to the

management of the ecosystem for example ,
“ Environment Day”

40 -42 TERM 2 EXAMINATION

30/9
-18/10

Revision
43
21-
25/10
44 PRIZE GIVING
28/10-
1/11
Revision
45-47
4-22/11

40