Yearly Plan Biology Form 4

YEARLY PLAN

BIOLOGY FORM 4 2014

 

Theme 1: Introducing Biology

Learning Area: 1.0 Introduction to Biology

 

Week	Learning Objectives/ Learning Outcomes	Remarks
1	1.1 Understanding the study of Biology A student is able to State what the study of Biology is Explain the importance of Biology List the different fields of study in Biology List the careers related to Biology State various ways of studying Biology
2	1.2 Applying scientific investigationsA student is able to Identify variables in a given situation Identify the relationship between two variables to form a hypothesis Design and carry out a simple experiment to test a hypothesis Record and present data in a suitable form Interpret data to draw conclusions Write a report on a experiment Practice scientific attitudes and noble values

 

Theme 2: Investigation the cell as a basic unit of living things

Learning Area:  1.0 Cell Structure and cell organisation

Week	Learning Objectives/ Learning Outcomes	Remarks
3	1.1 Understanding cell structure and functionA student is able to Draw and label an animal cell Draw and label a plant cell Identify the cellular components of an animal cell Identify the cellular components of a plant cell State the functions of the cellular components in an animal cell State the functions of the cellular components in a plant cell Compare and contrast an animal cell and a plant cell Relate the density of certain organelles with the functions of specific cells
4	1.2 Understanding cell organisationA student is able to State the necessity for cell specialization in multicellular organism as compared to unicellular organism Describe cell specialization in multicellular organisms Describe cell organization in the formation of tissues, organs and systems in multicellular organisms State the meaning of internal environment Identify factors affecting the internal environment Explain the necessity to maintain optimal internal environment Describe the involvement of various systems in maintaining optimal internal environment 1.3 Appreciating the uniqueness of the cell A student is able to Predict the state of certain cells without a particular cellular component Illustrate that most cells are specialised for the job that they perform

 

Theme 2: Investigating the cell as a basic unit of living things

Learning Area: 2.0 Movement of substances across the plasma membrane

 

Week	Learning Objectives/ Learning Outcomes	Remarks
5	2.1 Analysing the movement of substances across the plasma membraneA student is able to: State the substances required by living cells, State the substances that have to be eliminated from cells, Explain the necessity for movement of substances across the plasma membrane, Describe the structure of the plasma membrane Describe the permeability of the plasma membrane Explain the movement of soluble substances across the plasma membrane through the process of passive transport. Explain the movement of water molecules across the plasma membrane by osmosis Explain the movement of substances across the plasma membrane through the process of active transport. Explain the process of passive transport in living organisms using examples Explain the process of active transport in living organism using examples. Compare and contrast passive transport and active transport.
6	2.2 Understanding the movement of substances across the plasma membrane in everyday life.A student is able to: explain what hypotonic, hypertonic and isotonic solutions are, explain the effects of hypotonic, hypertonic and isotonic solutions on plant cell and animal cell explain plasmolysis, deplasmolysis, haemolysis and crenation Design an experiment to determine the concentration of external solution which is isotonic to cell sap. Make an inference on the concentration of cell sap in plant tissues Relate the movement of substances across plasma membrane with concentration gradient Explain the phenomenon of the wilting in plants using examples Explain the preservation of food using examples 2.3 Appreciating the movement of substances across the plasma membrane A student is able to: explain the necessity of movement of substances across the plasma membrane which occurs in a continuous and controlled manner for survival of a cell

 

Theme 2: Investigating the cell as a basic unit of living things

Learning Area: 3.0 Chemical composition of the cell

Week	Learning Objectives/ Learning Outcomes	Remarks
7	3.1         Understanding the chemical composition of the cell.A student is able to: State the element in the cell List the chemical compound in the cell Explain the importance of organic compound in the cell, Explain the importance of water in the cell. 3.2         Understanding carbohydrates A student is able to: State the element in carbohydrates, State the types of carbohydrates, Explain the formation and breakdown of disaccharides and polysaccharides.
8	3.3         Understanding proteinsA student is able to: State the elements in proteins, State the various structures of proteins, Explain the formation and breakdown of dipeptides and polypeptides, Explain the meaning of essential amino acids and non-essential amino acids. 3.4         Understanding lipids A student is able to: State the elements in lipids, State the main types of lipids, State the components of fats and oils, Explain the formation and breakdown of fats and oils, Compare and contrast saturated fats and unsaturated fats.
9,10	3.5         Understanding enzymesA student is able to: State what enzymes are, Explain why enzymes are needed in life processes, List the general characteristics of enzymes, Relate the name of enzyme to substrate, State sites where enzymes are synthesised, State the meaning of intracellular enzymes and extracellular enzymes, Explain the involvement of specific organelles in the production of extracellular enzymes, Explain the effects of pH, temperature, enzyme concentration, and substrate concentration on enzyme activity, Explain the mechanisms of enzyme action, Relate the mechanism of enzyme action with pH, temperature, enzyme concentration and substrate concentration, Explain the uses of enzymes in daily life and industry using examples. 3.6         Realising the importance of the chemical composition in cells. A student is able to: Predict the consequences of deficiency in carbohydrates, proteins, lipids, or enzymes in the cell
11,12	MID SEMESTER 1 EXAM
13	MID SEMESTER 1 HOLIDAY

Theme 2: Investigating the cell as a basic unit of living thing

Theme: 4.0 Cell division

 

Week	Learning Objectives/ Learning Outcomes	Remarks
14	4.1 Understanding mitosis A student is able to State the necessity for the production of new cells in organisms Explain the necessity for the production of new cells identical to parent cells State the significance of mitosis Identify the phases in the cell cycle Explain the process of mitosis and cytokinesis Arrange the various stages of mitosis in the correct sequence Compare and contrast mitosis in animal cell and plant cell Explain the importance of controlled mitosis Explain the effects of uncontrolled mitosis in living things Describe the application of knowledge on mitosis in cloning Explain the advantages and disadvantages of cloning
15	4.2 Understanding meiosisA student is able to: State the necessity of trait inheritance in offspring for continuation of life. State the necessity to maintain diploid chromosomal number from generation to generation State the necessity for production of haploid gametes State the significance of meiosis Identify the type of cell that undergoes meiosis Explain the process of meiosis Arrange the various stages of meiosis in the correct order Compare and contrast meiosis I and meiosis 4.3   Appreciating the movement of chromosomes during mitosis and meiosis A student is able to: 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 harmfulII Compare and contrast meiosis and mitosis

 

Theme 3: Investigating the Physiology of Living Things

Learning Area: 1.0 Nutrition

 

Week	Learning Objectives/ Learning Outcomes	Remarks
16	1.1 Understanding types of nutritionA student is able to: States the types of nutrition Explain autotrophic nutrition Explain heterotrophic nutrition Classify organisms according to the types of nutrition 1.2 Applying the concept of balanced diet A student is able to: Explain the necessity for a balanced diet Explain the factors affecting the daily energy requirement of the human body Determine the energy value in food samples Determine the nutrient content in different food samples Explain the functions and sources of vitamins in a diet to maintain health Explain the functions and sources of roughage/dietary fibre in a in a diet Explain the functions of water in the body Justify the selection of an appropriate balanced diet for a target group
17	1.3 Understanding malnutritionA student is able to: Explain what malnutrition is Explain the effects of malnutrition using examples Describe ways to reduce the chance of contracting certain health problems due to one’s diet Describe ways to reduce the effects of certain health problems 1.4 Analysing food digestion A student is able to: State the substances required by cell to carry out metabolic processes List the complex substances that need to be digested Explain the necessity for digestion of complex substances
18	Draw and label the human digestive system State the digestive juices and substances that aid in the process of digestion in human Describe the function of the digestive juices and substances Explain the digestion of carbohydrates, proteins, and lipids in the human body Identify parts of digestive system in ruminants and rodents involved in the digestion of cellulose Describe the digestion of cellulose in ruminants and rodents Compare and contrast the digestive process in humans, ruminants and rodents Design experiments to study the digestion of starch and proteins in food samples Describe problems related to food digestion
19	1.5 Understanding the processes of absorption and assimilation of digested food.A student is able to: Identify the parts of the digestive system involved in absorption of digested food Explain the adaptive characteristic of the digestive system related to absorption Draw and label the structure of a villus Explain the process of absorption in the villus Make an analogy on the process of absorption in the small intestine Explain the absorption of water and minerals in the colon Describe the transport of nutrients by the circulatory system for assimilation Explain the main functions of the liver Describe the process of assimilation
19	1.6 Understanding the formation of faeces and defecationA student is able to: Identify the part of the digestive system where the formation of faeces takes place Describe the formation of faeces Explain the role of microorganisms in the colon and the effect of antibiotics on them Explain what defecation is Explain the importance of defecation Explain the importance of high fibre diets Describe the problems related to defecation 1.7 Evaluating eating habits A student is able to: relate eating habits with health problem evaluate critically whether a particular eating habit is good or bad 1.8 Realising the importance of a healthy digestive system A student is able to: predict the effects of a defective digestive system on health take care of the digestive system for one’s well- being
20,21	SEMESTER 1 EXAMINATION
22,23,24	MID-YEAR HOLIDAY
25	1.9 Understanding the importance of macronutrients and micronutrients in plantsA student is able to: list elements required by plants classify elements required by plants based on the amount needed design an experiment to study the effects of macronutrient deficiency in plants relate the effects of macronutrient deficiency with the function of macronutrients explain the function of each macronutrient in plants state the function of micronutrients in plants state the effects of micronutrient deficiency in plants
26	1.10      Understanding photosynthesisA student is able to: describe the development that leads to the discovery of photosynthesis state the substances required for photosynthesis draw and label the cross-section of a leaf state the function of each part of the leaf with respect to photosynthesis explain leaf adaptation to optimise photosynthesis explain how plants from different habitats are adapted to carry out photosynthesis
26	1.11      Understanding the mechanism of photosynthesisA student is able to: identify the parts of chloroplast related to photosynthesis explain the light reaction of photosynthesis explain the dark reaction of photosynthesis compare and contrast light reaction and dark reaction in photosynthesis relate light reaction with dark reaction in photosynthesis write an equation to represent the process of photosynthesis
27	1.12      Synthesising factors affecting photosynthesisA student is able to: identify the factors affecting the rate of photosynthesis design an experiment to investigate the effect of light intensity on the rate of photosynthesis identify the factor that limits the rate of photosynthesis at different light intensity explain the effects of temperature and concentration of carbon dioxide on the rate of 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 meet the need of increasing the productivity of crops based on factors affecting the rate of photosynthesis 1.13      Practising a caring attitude towards plants A student is able to: tell why we need to take good care of plants identify cases of mishandling or destruction of plants
28	1.14      Understanding the technology used in food productionA student is able to: explain the need for improving the quality and quantity of food explain the effort to diversity food product explain ways to improve the quality and quantity of food production in the country 1.15      Evaluating the technological development in food processing A student is able to: explain the necessity for food processing describe the development of food processing technology  relate food processing methods with factors causing food spoilage Assess the methods of food processing to justify the choice of consuming certain processed food.

 

Theme:  Investigating the physiology of living of things

Learning Area:  2.0 Respiration

 

Week	Learning Objectives/ Learning Outcomes	Remarks
29	2.1 Understanding the respiratory process in energy productionA student should be able to: State that all living things require energy Identify the main substrate for respiration State the two types of respiration Explain what cell respiration is Explain the energy production from glucose during the process of aerobic respiration Write the chemical equation for aerobic respiration State the conditions leading to anaerobic respiration is cells Explain the process of anaerobic in yeast. Explain the process of anaerobic respiration in human muscles Write the chemical equation for anaerobic respiration Compare and contrast aerobic respiration with anaerobic respiration
29	2.2 Analysing the respiratory structures and breathing mechanisms in human and animal A student should be able to: State the respiratory structures in human and some animals Make an inference on the various adaptations of the respiratory structures Describe the characteristics of respiratory surfaces in human and other organisms Describe the breathing mechanism in human and other organisms Compare and contrast the human respiratory system with that of other organisms.
30	2.3 Understanding the concept of gaseous exchange across the respiratory surfaces and transport of gases in humansA student should be able to: Describe the process of gaseous exchange across the surface of the alveolus and blood capillaries in the lungs Explain the transport of respiratory gases Explain the process of gaseous exchange between the blood and body cells Distinguish the composition of inhaled and exhaled air.
30	2.4  Understanding the regulatory mechanism in respirationA student should be able to: Describe the change in rate of respiration after completing  a vigorous exercise correlate the rate of respiration with the oxygen and carbon dioxide content  in the body explain the regulatory mechanism of oxygen and carbon dioxide content in the body explain the human respiratory response and rate of respiration in different situations correlate the rate of respiration with the rate of heart beat 2.5 Realising  the  importance of  maintaining  a healthy respiratory system A student should be able to care and maintain efficient  function of the respiratory system
31	HARI RAYA PUASA HOLIDAY
32	2.6  Understanding respiration in plantsA student should be able to: describe the energy requirement in plants explain the intake of oxygen for respiration explain aerobic respiration in plants explain anaerobic respiration in plants compare and contrast the process of photosynthesis and respiration explain what compensation point is relate light intensity with the attainment of compensation point predict the situation when the rate of photosynthesis and rate of respiration remains at compensation point

 

Theme 4: Investigating the Relationship between Living Things and The Environment

Learning Area: 1.0 Dynamic Ecosystem

 

Week	Learning Objectives/ Learning Outcomes	Remarks
33	1.1       Understanding the abiotic and biotic components of the environment.A student is able to : Identify the abiotic components of an ecosystem Identify the biotic components of an ecosystem Classify biotic components into trophic levels Explain the interactions between biotic components in relation to feeding, using examples 1.2       Understanding the processes of colonization and succession in an ecosystem. A student is able to : State what an ecosystem is Identify the niche, habitat , community and population of an ecosystem Explain the process of colonisation and succession. Identify the pioneer species , successors, dominant species in an ecosystem Identify the adaptive characteristics of pioneer species, successors Explain the changes in habitat caused by pioneer species, by successors at every level of succession until a climax community is reached. Relate the abiotic component with the biotic components in an ecosystem during the processes of colonization and succession.
34	1.3       Synthesising ideas on population ecologyA student is able to : Identify the appropriate sampling technique to study the population size of an organism. Estimate the population size of an organism in a habitat Determine the distribution of organisms in a habitat based on the density, frequency and percentage coverage of the species Correlate the change in population distribution of an organism with the changes in each of the abiotic factors
35	1.4       Understanding the concept of biodiversityA student is able to: explain the meaning of biodiversity, explain the need for classification of organisms, state the five kingdoms used in the classification of organisms, identify the main characteristics of organisms in each kingdom, list examples of organisms in each kingdom, state the hierarchy in the classification of organisms, using examples, explain through examples, the method of naming organisms using the Linnaeus binomial system, explain the importance of biodiversity.
36,37	MID SEMESTER 2 EXAM
38	MID SEMESTER 2 HOLIDAY
39	1.5 Understanding the impact of microorganisms on lifeA student is able to: Classify various types of microorganisms based on their basic characteristics, State the abiotic components affecting the activity of microorganisms, Explain the effect of a change in each abiotics component on the activity of microorganisms, Explain the role of useful microorganisms Explain the effect of harmful microorganisms, Explain the meaning of pathogen, Identify the pathogen, vector and symptoms of one particular disease, Explain how the disease spreads, Describe the methods for controlling pathogen, Explain the use of microorganisms in biotechnology, using examples. Appreciating biodiversity A student is able to: Justify the importance of preservation and conservation of biodiversity. Preserve and conserve various living things around him/her

 

Theme 4:  Investigation the Relationship between Living Things and The Environment

Learning Area:  2.0 Endangered Ecosystems

 

Week	Learning Objectives/ Learning Outcomes	Remarks
40-41	2.1 Evaluating human activities that endanger an ecosystemA student is able to Identify human activities that threaten the ecosystem Explain the impact of human activities on the ecosystem Evaluate critically the effects of unplanned development and mismanagement of the ecosystem Describe types of pollution and source of pollution Explain the effects of pollution on living things and the environment Compare and contrast pollutants in the air from different environments Relating the level of water pollution with Biochemical Oxygen Demand ( BOD ) value on water from different sources Interpret data on the level of air pollution and water pollution in some cities and some rivers Make an inference on the sources of air pollution and water pollution in some cities and some rivers Predict the level of air and water pollution in a particular location within the next ten years Suggest strategies to solve problems related to air and water pollution in a particular location within the next ten years
42	2.2 Understanding the greenhouse effect and thinning of the ozone layerA student is able to : Explain greenhouse effect Correlate the concentration of carbon dioxide in the atmosphere with global warming Explain the thinning of the ozone layer Explain the impact of thinning of the ozone layer and global warming on the ecosystem 2.3 Realising the importance of proper management of development A student is able to : Justify the need for development Explain the effects of increase in population on the ecosystem Explain measures taken in the management of development activities and the ecosystem to ensure a balance of nature is maintained
43,44,45	SEMESTER 2 EXAMINATION
46 ,47	REVISION
48 – 52	YEAR END HOLIDAY