CHUNG CHENG HIGH (MAIN) SCHOOL

SEC 2 S/E SCIENCE (BIOLOGY)

SCHEME OF WORK 2012

Overview of Lower Secondary S/E Science Package Big Idea: Energy & Systems Overarching Enduring Understandings: 1. Energy drives systems and cycles. 2. Life is built around systems. 3. Adaptations allow systems to function efficiently. Lesson Order:
1. Cells, Respiration

(Link: Cells are not closed systems. They require a mechanism to bring substances into and out of cells to carry out life processes.) 2. Movement of Substances 3. Nutrients 4. Enzymes 5. Nutrition 6. Transport in Man 7. Respiration 8. Excretion 9. Reproduction 10. Ecology Covered in Secondary 2 Covered in Secondary 1

Everyday Biology (to be integrated into each topic, with a small write-up at the bottom of their notes)
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CHUNG CHENG HIGH (MAIN) SCHOOL

SEC 2 S/E SCIENCE (BIOLOGY)

SCHEME OF WORK 2012

Unit 6:Transport in living organisms (II): Transport in Man Time: Term 1 Week 1 Week 6

Term 1
Time Syllabus Content / Learning Outcomes Resources (Notes / WS / Learning Activities / Practical) Timeline: Lesson 1: Introduction of Overarchiing EUs & EQs for Biology Introduction of Topical EUs & EQs Lesson 2: Overview of transport system. Double circulation. Lesson 3: Heart structure functions as well as directions of blood flow. Strate gies IT / NE / MICL Remarks

Week 1 to Week 6 IC: Glen & Sarah

Enduring Understanding For multi-cellular organisms, a system for transporting substances is essential. For animals, blood sustains life. Blood links systems together in animals. A healthy lifestyle maintains a healthy circulatory system. Essential questions Why is a circulatory system necessary? What are the impacts of lifestyle on our circulatory system? (*Get Jo to tell her story about a tooth decay leading to heart complications.) How does blood carry out its function?

Misconceptions Red blood cell transport food / store oxygen. Muscles in heart to withstand pressure / Muscles in arterial walls to generate pressure. Aorta pumps blood.

Specific Instructional Objective At the end of the chapter, students should be able to: 6.1 The need for a transport system (a) Describe the need for a transport system in multi-cellular organisms. 6.2 Transport System in Man (b) Describe the circulation in Man to be double circulation and state the advantages of double circulation.

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CHUNG CHENG HIGH (MAIN) SCHOOL

SEC 2 S/E SCIENCE (BIOLOGY)

SCHEME OF WORK 2012

(c) Explain oxygen entering into the circulatory system via gaseous exchange at the pulmonary circulation.

6.3 Parts of the circulatory system The heart (d) Identify and label the main parts of the heart eg. right/left atrium, ventricle etc (e) Explain how the blood flows in the heart when the heart pumps 6.4 Parts of the circulatory system The blood vessels (f) Identify and name the major blood vessels connected to the heart vena cava, aorta, pulmonary artery, pulmonary vein, coronary arteries. (g) State the functional and structural differences between arteries, veins and capillaries. 6.5 Parts of the circulatory system Blood (h) Blood in the blood vessels is the medium for transport of nutrients and water to cells. (i) Describe the components of blood (eg red blood cells, white blood cells) (j) Explain the main functions of the various components of blood (eg red blood cell is to transport oxygen, white blood cell for protection, platelets for blood clotting) (k) State the unique structure of a red blood cell and how it aids its function of transporting oxygen. 6.6 Heart diseases (l) Explain what coronary heart disease is and state the causes as well effects of coronary heart diseases.

Lesson 4: Heart dissection demo. Lesson 5: Blood vessels Lesson 6: Blood Lesson 7: Heart Diseases Lesson 8: Revision.

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CHUNG CHENG HIGH (MAIN) SCHOOL

SEC 2 S/E SCIENCE (BIOLOGY)

SCHEME OF WORK 2012

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CHUNG CHENG HIGH (MAIN) SCHOOL

SEC 2 S/E SCIENCE (BIOLOGY)

SCHEME OF WORK 2012

Respiration in human beings Time: Term 1 Week 7 to Week 9, (Week 10 Common Test) Time Syllabus Content / Learning Outcomes Resources (Notes / WS / Learning Activities / Practical) Strate gies IT / NE / MICL Remarks

Respirat ion:

Week 7 to Week 9 IC: Jo

Enduring Understanding Respiratory system maintains internal balance. Respiratory system is essential in maintaining health. Essential questions Why is a respiratory system necessary? What organs are associated with respiration? Specific Instructional Objective At the end of the chapter, students should be able to: (a) *define respiration (b) *define aerobic respiration as the breaking down of food in the presence of oxygen to release a large amount of energy; carbon dioxide and water are the end-products (c) *write the word equation for aerobic respiration (d) *state the uses of energy in the human body (e) *identify on diagrams and name the larynx, trachea, bronchi, bronchioles, alveoli and associated blood capillaries (f) explain the process of gaseous exchange between alveoli and blood capillaries using diffusion

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CHUNG CHENG HIGH (MAIN) SCHOOL

SEC 2 S/E SCIENCE (BIOLOGY)

SCHEME OF WORK 2012

Excretion in human beings Time: Term 1 Week 9 to Week 10 and Term 2 Week 1 (Week 10 Common Test) Excreti on Term 1 Week 10Term 2 Week 1 Enduring Understanding Excretory system maintains internal balance. Excretory system is essential in maintaining health. Essential questions Why is an excretory system necessary? What organs are associated with excretion? How do we decide if a process is considered to be excretion? Specific Instructional Objective At the end of the chapter, students should be able to: (a) define excretion as the removal of toxic materials and the waste products of metabolism from organisms; (b) describe urea as being formed in the liver and removed by the kidneys. (c) describe the removal of carbon dioxide from the lungs; (d) identify on diagrams and name: kidneys, ureters, bladder, urethra; and state the function of each (the function of the kidney should be described simply as removing urea and excessive water from the blood); (e) describe dialysis in kidney machines as the diffusion of waste products and salts (small molecules) through a membrane - large molecules (e.g. protein) remain in the blood. Online activities for excretion

March Holida ys
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CHUNG CHENG HIGH (MAIN) SCHOOL

SEC 2 S/E SCIENCE (BIOLOGY)

SCHEME OF WORK 2012

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CHUNG CHENG HIGH (MAIN) SCHOOL

SEC 2 S/E SCIENCE (BIOLOGY)

SCHEME OF WORK 2012

Laboratory Skills in Preparation for SPA Time: Term 2 Week 2 to Week 6, (Term 2 Week 7 onwards Mid-Year-Exams), Term 3 Week 1 to Week 3 Term 2 Time

Syllabus Content / Learning Outcomes

Resources (Notes / WS / Learning Activities / Practical) Worksheets Please do the tabulation activities on nonlab days.

Strategi es IT / NE / MICL

Remarks

Term 2 Week 2 to Week 5

Term 2 Week 6

Laboratory Work Diffusion through Visking tubing Investigating properties of the Visking tubing Osmosis in Potato 1 Osmosis in Potato 2 Digestion of protein Extent of digestion of starch Revision for MYE

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CHUNG CHENG HIGH (MAIN) SCHOOL

Sexual Reproduction in human beings Term 3: Week 1 to Week 7 Week 6 onwar ds Term 3 Weeks 1-7 Semestral Assessment Revision

SEC 2 S/E SCIENCE (BIOLOGY)

SCHEME OF WORK 2012

Worksheets

Enduring Understanding Reproduction is necessary for continuity of life. Sexual reproduction produces more genetic variation. Life starts at fertilization. stem cells from embryo, embryo adoption, abortion, use of IUD as preventing implantation of the zygote, IVF Essential Questions Why is sexual reproduction preferred over asexual reproduction? Why is the male reproductive system different from the female reproductive system? How does the placenta keep the foetus alive in the mothers womb Specific Instructional Objective At the end of the chapter, students should be able to: 7.1 Reproduction (a) recognise that heredity is a process where genetic information is transmitted from one generation to another 7.2 Sexual Reproduction (b) recognise that in sexual reproduction a new individual is formed through the union of an egg and a sperm (c) recognise that a new individual formed through sexual

One or two lab sessions on Food tests to be incorporated.

Students are expected to be able to identify and label correctly the structures of the male and female reproductive system as well as the ovum and sperm.

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CHUNG CHENG HIGH (MAIN) SCHOOL

SEC 2 S/E SCIENCE (BIOLOGY)

SCHEME OF WORK 2012

reproduction receives genetic information from its mother (via the egg) and its father (via the sperm) 7.3 Growing up (a) state some of the physical changes that occur during puberty and early adolescence

(b)describe briefly the structures and functions of human male and female reproductive systems
7.4 Internal Fertilization (a) describe briefly the menstrual cycle and fertilization - fusion of the ovum and spem to form a zygote. (exclude effect of hormones) (b) state that a typical menstrual cycle is 28 days and the length of the cycle can be affected by stress, illness, vigorous exercise and poor diet (c) explain that fertilisation takes place in the oviduct and implantation takes place at the walls of the uterus (d) define terms zygote, embryo and foetus (e) describe the function of the placenta in growth and development of the foetus in the mothers womb 7.5 Family Planning - Contraception (f) State methods of contraception: Condom Diaphragm Pill Spermicide (to teach students the importance of safe sex; only the science aspect is emphasized) 7.6 Sexually Transmitted Diseases (g) Describe the signs and symptoms of sexually transmitted
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CHUNG CHENG HIGH (MAIN) SCHOOL

SEC 2 S/E SCIENCE (BIOLOGY)

SCHEME OF WORK 2012

diseases such as syphilis and AIDS, their effects and treatment (details not required)

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CHUNG CHENG HIGH (MAIN) SCHOOL

SEC 2 S/E SCIENCE (BIOLOGY)

SCHEME OF WORK 2012

Chapter 8: Ecology, energy transfer & nutrient cycle Time: Term 3, Week 8, 9, 10; Term 4 Week 1 Time Syllabus Content / Learning Outcomes Resources (Notes / WS / Learning Activities / Practical) Strategi es IT / NE / MICL Remarks

Term 3 Week 4 to Week 9 IC: Jo & Choon Mei

Enduring Understandings Nutrients are recycled in the ecosystem. Energy sustains life in an ecosystem and is non-recyclable. An organism interacts with its biotic and abiotic environment. The activities of Man will affect the balance of ecosystems. Essential Questions What is ecology? How does energy flow through the ecosystem? How are nutrients recycled in the ecosystem? What is the significance of short food chains? How does Mans activities affect the balance of ecosystems? Specific Instructional Objective At the end of the chapter, students should be able to: (a) explain the terms population and community in a named ecosystem (b) identify a habitat and some of the organisms associated with the habitat (c) explain the importance of various physical factors like air, water, temperature, light, minerals and acidity/alkalinity, to the life of the organisms (d) show an understanding of the interrelationship among the various organisms in a community (e.g. prey-predator relationship,
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CHUNG CHENG HIGH (MAIN) SCHOOL

SEC 2 S/E SCIENCE (BIOLOGY)

SCHEME OF WORK 2012

mutualism and parasitism) (e) show an understanding that habitat together with the organisms living in it forms an ecosystem (f) explain the importance of conserving the environment (g) describe the process of energy flow through the food chain in a named ecosystem starting with the green plant as a primary food producer (h) show an understanding of the concept of recycling of nutrients trapped in living organisms and explain the role of decomposers in these processes (i) describe the impact of mans activities on the environment

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