bio yearly planner form 4 2014

7/21/2019 Bio Yearly Planner Form 4 2014

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BIOLOGY FORM 4 YEARLY PLANNER

THEME : INTRODUCING BIOLOGY

LEARNING AREA : 1.0 INTRODUCTION TO BIOLOGY

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES

1.1 Understanding the study

of Biology

1.2 Applying scientificinvestigation

Carry out small group discussion on the

following and present the findings:

a) What is the study of Biology

!) "he importance of Biology with respect tothe study of living things# environment#interaction !etween living things and theenvironment.

Construct a concept map !ased on informationgathered on the different fields of study andcareers related to Biology.

$mall group discussion on the importance of thefollowing :

a) Ac%uiring scientific s&ills# !) $cientific method#c) 'ractising scientific attitudes and no!le

values.

(!serve a situation and identify all thevaria!les. $uggest a %uestion that is suita!le fora scientific investigation. iscuss to :

a) *orm a hypothesis !) 'lan the method of investigation

including selection of apparatus andwor& procedures.

Carry out an e+periment :

A student is a!le to :

$tate what the studyof Biology is#

,+plain theimportance of Biology#

-ist the differentfields of study in Biology

-ist the careers relatedto Biology#

$tate various ways ofstudying Biology

A student is a!le to :dentify varia!les in a

given situation#dentify the

relationship !etweentwo varia!les to forma hypothesis#

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a) to collect and ta!ulate data# !) present data in a suita!le formc) interpret the data and draw the

conclusion#d) write a complete report

Carry out an e+periment on the ma&ing of !read using yeast in the a!sence and presence of sugar. /ecord the time ta&en for the dough to dou!le its si0e. *or futherinvestigations# salt is used. uringinvestigations# highlight the need to practicescientific attitudes and no!le values such ashonesty and accuracy in recording andverifying the data.

esign and carry out asimple e+periment totest the hypothesis#

/ecord and presentdata in a suita!leform#

nterpret data to drawconclusions#

Write a report on ane+periment

'ractice scientificattitudes and no!levalues.

2



THEME :

INVESTIGATING THE

CELL AS A BASIC

UNIT OF LIVING

THINGS

LEARNING

AREA : 2.0 CELL

STRUCTURE AND

CELL

ORGANISATION


2.1 Understanding cellstructure and function

'repare and study slides to compare theepidermal cells of onion or cells of Hydrilla leafwith human chee& cells.(!serve# draw and la!el diagrams of an animalcell and plant cell as seen through a lightmicroscope.$tudy electron micrographs of animal cells and

plant cells to identify cellular components of cell:

a) plasma mem!rane and cell wall#

!) cytoplasm#

c) organelles :

i) nucleus : nucleolus#chromosomes# nucleoplasmand nuclear mem!rane#

ii) rough and smoothendoplasmic reticulum#

iii) mitochondria#

iv) 3olgi apparatusv) -ysosomesvi) /i!osomesvii) Chloroplastsviii) Centriolesi+) 4acuoles

Wor& in small groups to match cellularcomponents to their functions.

$tudents present a comparison !etween the

structure of an animal cell and plant cell.

iscuss the relationship !etween the density ofcertain organelles with the function of specificcells :

a) mitochondria with the function of spermcells# flight muscle cells in insects and

!irds# cells in the meristems#!) chloroplasts with the function of

palisade cells.


• draw and la!el ananimal cell#

• draw and la!el a plantcell#

• identify the cellularcomponent of ananimal cell#

• identify the cellularcomponents of a plantcell

• state the functions ofthe cellularcomponents in ananimal cell#

• state the functions of

the cellularcomponents in a plantcell

• compare and contrastan animal cell and a

plant cell

• relate the density ofcertain organelles withthe functions ofspecific cells.

2 2 Understanding cell (!serve the living processes of unicellular



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

LEARNING AREA :3.0 MOVEMENT OF SUBSTANCES ACROSS THE PLASMA MEMBRANE

WEEK LEARNING OBJECTIVE SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES

.1 Analysing the movement of su!stances across the

plasma mem!rane

1. iscuss and gather information on :a. su!stances that are re%uired !y cells

!. su!stances to !e eliminated from cellsc. the necessity for movement of

su!stances across the plasma mem!raned. the structure of the plasma mem!rane

as comprising the phospholipids !ilayer# carrier protein and pores.

2. Conduct an e+periment using starchsuspension and glucose to study themovement of su!stances across eggmem!rane or 4is&ing tu!ing

. iscuss and gather information ona. the properties of the plasma mem!rane

as a semi5permea!le mem!rane. !. the movement of solu!le

su!stances across the plasmamem!rane through simplediffusion and facilitateddiffusion.


a. state thesu!stances re%uired !yliving cells

!. state thesu!stances that have to !eeliminated from cells

c. e+plain thenecessity for movement ofsu!stances across the

plasma mem!raned. descri!e the

structure of the plasmamem!rane

e. descri!e the permea!ility of the plasmamem!rane

Only a brief account of the structure of the plasmamembrane is required

6. Carry out an activity to show osmosisusing a simple osmometer.

7.8. iscuss the movement of su!stances

across the plasma mem!rane through active

transport

9. Use computer s imulation to show themovement of su!stances across the plasmamem!rane through passive and activetransport.

. iscuss the processes of passive


a. e+plain themovement of watermolecules across the plams

mem!rane !y osmosis. !. e+plain the

movement of su!stancesacross the plasmamem!rane through the

process of active transport.c. ,+plain the

process of passive transport

Only basic explanation of theactive transport process isrequired

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transport and active transport in livingorganismsa. gaseous e+change in the alveoli and

!lood capillaries simple diffusion) !. a!sorption of digested food in the villus

facilitated diffusion)c. a!sorption of water !y root hairs of a

plant osmosis)d. ion inta&e !y root hairs of a plant

active transport)

; . Construct a concept map !y using agraphic organi0er to show the movement ofsu!stances across the plasma mem!rane.

1<.Use a graphic organi0er to compare andcontrast passive transport and active transport

in living organism usinge+amples.

d. ,+plain the process of active transport inliving organisms usinge+amples.

e. Compare andcontrast passive transportand active transport

.2 Understanding themovement of su!stancesacross the plasmamem!rane in everyday life

1. Carry out activities to study theeffect of hypotonic and hypertonic solutionson plant and animal cells:

a. plasmolysis and deplasmolysis in plantcells.

!. =aemolysis and crenation in red !loodcells.

2. iscuss :a. hypotonic# hypertonic and isotonic

solution !. plasmolysis # deplasmolysis#

haemolysis and crenationc. flaccidity and turgidity of plant cells.

. Carry out an investigationusing various concentration of salt or sugarsolution to determine the concentration ofe+ternal solution which is isotonic to the cellsap of plant tissues.

A student is a!le to:

a. e+plain whathypotonic# hypertonicand isotonic solutionsare

!. e+plain the effect ofhypotonic# hypertonicand isotonic solutionson plant cell andanimal cell.

c. e+plain plasmolysis#deplasmolysis# heamolysisand crenation.

d. design an e+perimentto determine theconcentration ofe+ternal solutionswhich is isotonic to

The use of human blood isdiscourage

The concentration of theexternal solution which isisotonic to the cell sap is

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6. iscuss and ma&e an inferenceon the concentration of cell sap in planttissues which is e%uivalent to theconcentration of isotonic solution.

7. iscuss and correlate themovement of su!stances across the plasmamem!rane with the difference inconcentration of the e+ternal solution andthat of the cell sap.

8. iscuss:a. wilting of plants caused !y the

e+cessive use of chemical fertilisers !. preservation of food using salt or sugar

cell sap.

e. ma&e an inference onthe concentration of cellsap in plant tissues.

f. /elate the movementof su!stances across plasmamem!rane withconcentration gradient.

g. ,+plain the phenomenon of wilting in plants using e+amples.

h. ,+plain the preservation of food usinge+amples

determined from the plotted graph

Discussion shoud be based onthe concepts of osmosis and

plasmolysis

. Appreciating the movementof su!stances across the

plasma mem!rane

1. Compose poem to appreciatethe movement of su!stances across the

plasma mem!rane.


a. e+plain the necessity ofmovement of su!stances acrossthe plasma mem!rane which isoccur in a continuous andcontrolled manner for survivalof a cell.

8



LEARNING AREA : 4.0 CHEMICAL COMPOSITION OF THE CELL


6.1 Understanding thechemical composition ofthe cell

6.2 Understandingcar!ohydrates

Carry out small group discussion on thefollowing and present the findings:

a) elements in the cell# including car!on#hydrogen# o+ygen# nitrogen# sulphur#

phosphorus# calcium# potassium#magnesium# chlorine# sodium andferum#

!) the presence and importance ofchemical compounds in the cell.

Carry out small group discussion on thefollowing and present the findings:a) elements in car!ohydrates

!)types of car!ohydrates# i.e. monosaccharides#disaccharides and polisaccharides# usinge+amples#


• state the elements in thecell#

• list the chemicalcompounds in the cell#

• e+plain the importance oforganic compounds in thecell#

• e+plain the importance ofwater in the cell.


• state the elements incar!ohydrates#

• state the types ofcar!ohydrates#

•

e+plain the formation and !rea&down ofdisaccharides and

polysaccharides#


• state the elements in

Chemical compounds in thecell are limited tocar!ohydrates# lipids# proteins#nucleic acids and water only.

A !rief account on theimportance of car!ohydrates#lipids# proteins and nucleicacids is re%uired.

A detailed molecular structureis not re%uired.

A !rief account ofcondensation and hydrolysisreactions is re%uired.

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6. Understanding proteins

6.6 Understanding lipids

c) the formation and !rea&down ofdisaccharides# such as maltose# sucrose andlactose#

d) the formation and !rea&down of polysaccharides# such as starch# glycogen andcellulose.

Conduct an activity to differentiate !etweenreducing and non5reducing sugars.


a) elements in protein# such as car!on#hydrogen# o+ygen# sulphur nitrogen and

phosphorus#

!) dipeptides and polypeptides#

c) the formation and !rea&down of dipeptidesand polypeptides#

d) essential amino acids and non5essentialsamino acids.

Use charts to illustrate the various proteinstructures# i.e. primary# secondary# tertiary and%uartenary.

-ist the main types of lipids:

a) fat# !) oil#c) wa+#d) phospholipids#e) steroids# such as cholesterol#

testosterone#oestrogen and progesterone.

proteins#

• state the various structuresof proteins#

• e+plain the formation and !rea&down of dipeptides

and polypeptides#• e+plain the meaning ofessential amino acids andnon5 essential amino acids.


• state the elements in lipids#• state the main types of

lipids


• state the components offats and oils#

• e+plain the formation and !rea&down of fats and oils#

• compare and contrastsaturated fats andunsaturated fats




Carry out small group discussion on thefollowing and present the findings:a) elements in lipids#

!) components of fats and oils#• e+plain the effects of p=# temperature#

en0yme concentration and su!strateconcentration on en0yme activity#

• e+plain the mechanism of en0ymeaction#

relate the mechanism of en0yme actionc) formation and !rea&down of fats and oils

Use a graphic organi0er to compare saturatedfats and unsaturated fats.

6.7 Understanding en0ymes iscuss on the following :a) what en0ymes are#

!) en0yme re%uirement in the living process#

c) general characteristics of en0yme#d) naming of en0yme !ased on the

su!strate#e) sites of en0yme synthesis#f) intracellular and e+tracellular en0ymes

and e+amples#

Conduct a role5play activity to show theinvolvement of ri!osomes# endoplasmicreticulum and 3olgi !ody in the production ofe+tracellular en0ymes.

Conduct e+periments to study the effects of p=and temperature on the activities of amylase and

pepsin.


• state what en0ymes are#• e+plain why en0ymes are

needed in life processes#• list the general

characteristics of en0ymes#• relate the name of en0yme

to su!strate#• state sites where en0ymes

are synthesi0ed#• state the meaning of

intracellular ande+tracellular en0ymes#

• e+plain the involvement of specific organelles in the

production of e+tracellularen0ymes#

;




iscuss the effects of en0yme su!strateconcentration on en0yme activity.

iscuss the mechanism of en0yme action usingthe >loc& and &ey? hypothesis.

iscuss and correlate p= temperature# en0ymeconcentration and su!strate concentration onen0yme activity using the >loc& and &ey?hypothesis.

3ather information from the internet and othersources on the uses of en0ymes in :

a) daily life# e.g. tenderi0ing meat !) industry e.g. food processing and detergentmanufacturing.

• with p=# temperature#en0yme concentration andsu!strate concentration#

• e+plain the uses ofen0ymes in daily life andindustry using e+amples.

6.8 /ealising the importance of the chemical compositionin cells

Conduct a role play or story telling session to predict the conse%uences of deficiency in one of the chemical components in the cell.

• 'redict the conse%uencesof deficiency incar!ohydrates# protein#lipids or en0ymes in thecell

1<



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

LEARNING AREA : . CELL DIVISION


7.1 Understanding mitosis Conduct a !rainstorming session on thefollowing:

a) the need for production of new cells inorganisms#

!) the need for production of new cells identicalto parent cells

erive the meaning and significance of mitosisfrom the !rainstorming session.

$tudy charts to identify the various of the cellcycle.

@a&e models to demonstrate mitosis andcyto&inesis.

'repare and o!serve a slide of onion root tip toidentify different stages of mitosis.

$tudy the process of controlled and uncontrolledmitosis and cyto&inesis through simulation#computeri0ed# animation or video.

Conduct a !rainstorming session to come upwith e+amples on mitosis as a controlled process


• $tate the necessity forthe production of newcells in organisms

• ,+plain the necessityfor the production ofnew cells identical to

parent cells#

• $tate the significanceof mitosis#

• dentify the phases inthe cell cycle #

• ,+plain the process ofmitosis andcyto&inesis#

• Arrange the variousstages of mitosis in thecorrect se%uence#

• Compare and contrastmitosis and cyto&inesisin animal and plantcell#

11




computeri0ed animation# photomicrograph# prepared slides# or video.

Use simulation activities to show change inchromosome !ehaviour during meiosis andmeiosis ii

Use graphic organi0ers to compare and contrast :

a) meiosis and meiosis ii. !) @eiosis and mitosis

• Arrange the variousstages of meiosis in thecorrect order#

• Compare and contrastmeiosis and meiosisii #

• Compare and contrastmeiosis and mitosis

7. Appreciating themovement ofchromosomes duringmitosis and meiosis.

a) conduct a role play . !) avoid radioactive and carcinogenic su!stances.


• descri!e what willhappen when themovement ofchromosomes duringmitosis and meiosis donot occur in an orderly

manner.• now and avoid thingsthat may!e harmful.

1



THEME : INVESTIGATING THE PHYSIOLOGY OF LIVING THING

LEARNING AREA : !.0 NUTRITION

W,, -,A/ 3 (B ,C" 4,$ $U33,$", -,A/ 3 AC" 4 " ,$ -,A/ 3 (U"C(@,$ (",$8.1Understanding types of nutrition

(!serve and identify types of nutrition invarious organism.

iscuss autotrophic and heterotrophic nutritionwith reference to chemosynthesis#

photosynthesis# holo0oic nutrition#

saprophytism# and paratism.

Use a graphic organi0er to show the types of nutrition.

Conduct an activity to classify variousorganisms according to types of nutrition.

A student is a!le to:• $tate the types of nutrition#• ,+plain autotrophic

nutrition#• ,+plain heterotrophic

nutrition#

• Classify organismsaccording to the types of nutrition

8.2 Applying the concept of !alanced diet

Carry out small group discussion on thefollowing and present the finding:

re%uirements of a !alanced diet !) factors affecting the daily energyre%uirement such as age# se+# !ody weightand occupation.

Conduct an activity to determine the energyvalue in food samples.


• e+plain the necessity for a !alanced diet

• e+plain the factorsaffecting the daily energyre%uirement

• etermine the energyvalue#

"he unit for energy used isoule

16



W,, -,A/ 3 (B ,C" 4,$ $U33,$", -,A/ 3 AC" 4 " ,$ -,A/ 3 (U"C(@,$ (",$

esign activities to test for the presence of starch# reducing sugar# non5reducing sugar#

protein and lipid in food samples.

Conduct an e+periment to determine the vitaminC content in various fruit Duices

@atch the vitamins # minerals and roughagewith their sources# functions and effects of deficiency

iscuss the sources and functions of water inthe !ody

*ormulate and Dustify an appropriate diet menufor pregnant mother #infants# children#teenagers# athletes# people with specificdiseases# the aged and vegetarians

• etermine the nutrientcontent in food samples

• e+plain the functions andsources of vitamins# minerals# roughage in a diet tomaintain health

• e+plain the functions of water in the !ody

• Dustify the selection of anappropriate !alanced dietfor a target group

8.Understanding malnutrition

3roup discussion and presentation on thefollowing:

a) meaning of malnutrition !) effects of deficiency in proteins# vitamins#

minerals on healthc) effects of e+cessive inta&e of car!ohydrates#

lipids# vitamins and mineralsd) effects of diet with low saturated fats on

cardiovascular diseasee) ways to reduce the ris& of high !lood

pressure# dia!etes mellitus and osteoporosis


• e+plain what malnutrition is• e+plain the effects of

malnutrition• descri!e ways to reduce

certain heath pro!lems dueto one?s diet

8.6Analy0ing food digestion

iscuss the following :a) glucose# amino acids and lipids are re%uired

to carry out meta!olic processescomple+ed su!stances need to !e digested

A student is a!le to :• state the su!stances that are

re%uired to carry outmeta!olic processes

• list the comple+ su!stancesthat need to !e digested

• e+plain the necessity to17



W,, -,A/ 3 (B ,C" 4,$ $U33,$", -,A/ 3 AC" 4 " ,$ -,A/ 3 (U"C(@,$ (",$

raw and la!el parts of the human digestivesystem

iscuss the functions of digestive Duices andother su!stances that aid the process of digestion

iscuss the digestion of food on the followingaspects: location# chewing and movement of food# glands involved# en0ymes# p=# su!stratesand products

dentify the parts of digestive system anddigestion of cellulose in ruminants and rodents

Compare and contrast the process of cellulosedigestion in humans# ruminants and rodents

'lan and conduct e+periments to study en0ymes

actions on starch and protein

iscuss pro!lems related to food digestion:a) incomplete digestion

!) !ile stonec) reduced production of specific digestive

en0yme

digest comple+ su!stances• draw and la!el the human

digestive system

• state and descri!e thedigestive Duices andsu!stances involved inhuman digestive system

• e+plain the digestion ofcar!ohydrates# proteins andlipids

• identify and descri!e thedigestion of cellulose inruminants and rodents

• compare and contrast thedigestive processes inhuman# ruminants and

rodens• design e+periments to studythe digestion of starch and

proteins• descri!e pro!lems related to

food digestion

8.7Understanding the processes of a!sorption and assimilation of

digested food

,+amine models or diagrams of the digestivesystem and cross5section of the small intestine.

Using models or diagrams to discuss:a) adaptation of the small intestine

!) a!sorption process of digested food in thevillus

Carry out an activity to study the movement of su!stances through the 4is&ing tu!ing


• identify the parts of

digestive system• e+plain the adaptive

characteristic of thedigestive system related toa!sorption

• draw and la!el the structureof the villus

• e+plain the process of

18



W,, -,A/ 3 (B ,C" 4,$ $U33,$", -,A/ 3 AC" 4 " ,$ -,A/ 3 (U"C(@,$ (",$Correlate the movement of su!stances throughthe 4is&ing tu!ing with nutrient a!sorption inthe small intestine

iscuss the a!sorption of water and minerals inthe colon

Using diagrams# charts or computeri0edanimation discuss:

a) the transport of amino acid# glucose# water solu!le vitamins minerals !y circulatorysystem

i) from small intestine to liver through thehepatic portal vein

ii) from liver to !ody cell !) transport of lipids and fat solu!le vitamins

@a&e a schematic diagram to show the transportof nutrients from the intestine to the !ody cells.

iscuss the function of liver:a) storage of nutrients

!) processing the products of digestion i.e.

e+cess glucose and amino acidc) deto+ification

iscuss the process of assimilation

a!sorption in the villus

• ma&e an analogy on the process of a!sorption in thesmall intestine

• e+plain the a!sorption ofwater and minerals in thecolon

• descri!e the transport ofnutrients !y circulatorysystem for assimilation

• e+plain the main functionsof the liver

• descri!e the process of assimilation

8.8Understanding the formation of feaces and defecation

dentify the colon and rectum in the digestivesystem

iscuss:a) the formation of feaces

!) the role of micro!s in the colonc) effects of anti!iotics on the micro!s in

the colond) what defecation ise) the importance of defecationf) importance of high fi!er dietsg) defecation related pro!lem i.e. constipation#

colon cancer and hemorrhoids


• identify the part where theformation of feaces ta&es

place• descri!e the formation of

feaces• e+plain the role of micro!s

and the effect of anti!ioticson them

• e+plain what defecation is• e+plain the importance of

defecation and high fi!rediets

19



W,, -,A/ 3 (B ,C" 4,$ $U33,$", -,A/ 3 AC" 4 " ,$ -,A/ 3 (U"C(@,$ (",$• descri!e the pro!lems related

to defecation

8.9,valuating eating ha!its

iscuss:a) relationship !etween eating ha!its and health

pro!lems such as gastritis# o!esity# anore+ianervosa# !ulimia

!) evaluate the nutrient contents !ased on foodla!els or advertisements

c) evaluate the eating ha!its of classmate


• relate eating ha!its withhealth pro!lems

• evaluate critically whether a particular eating ha!it is goodor !ad

,ating ha!its involve thefre%uency and time of eatingand the type of food consumed

1. /eali0ing theimportance of healthy digestivesystem

Conduct an of a defective the digestive system.

Conduct a discussion on ways to ta&e care of thedigestive system# such as good eating ha!its#avoid Dun& food# try to cut down on sweet andfatty foods.


• 'redict the effects ofdefective digestive systemon health#

• "a&e care of the digestivesystem for one?s well5

!eing.

8.; Understanding theimportance of macronutrientsand micronutrients in plants


a) the elements re%uired !y plants# !) classify the elements re%uired !y plants !asedon the amount needed:

i) macronutrients consisting of car!on#hydrogen# o+ygen# nitrogen# phosphorus#

potassium# calcium# magnesium# and sulphur#ii) micronutrients consisting of !oron#

moly!denum# 0inc# manganese# copper andferum.

'lan and conduct and e+periment on plants tostudy the effects of macronutrient deficiency i.e.nitrogen# phosphorus# potassium# calcium#magnesium# and sulphur.


• -ist elements re%uired !y plants#

• Classify elements re%uired !y plants !ased on theamount needed#

•

• esign an e+periment to

study the effects ofmacronutrient deficiencyin plants#

• /elate the effects ofmacronutrient deficiencywith the function ofmacronutrients#

@ai0e seedlings may !e usedfor this e+periment.

MULTI FLOW MAP

CAUSE AND EFFECT

1



W,, -,A/ 3 (B ,C" 4,$ $U33,$", -,A/ 3 AC" 4 " ,$ -,A/ 3 (U"C(@,$ (",$iscuss and correlate the effects of

macronutrients deficiency with the function ofthe macronutrient !ased on the results of thee+periment.

Collects and interpret data from various sourcesuch as nternet on the function of eachmacronutrient in plants.

iscuss the function of micronutrients andeffects of micronutrient deficiency in plants.

• ,+plain the function ofeach macronutrient in

plants#• $tate the function of

micronutrients in plants#• $tate the effects of

micronutrient deficiency in plants#

8.1<Understanding photosynthesis

$tudents read a!out the discovery of photosynthesis and e+tract important facts fromit.

$tudy a cross5section model of a leaf. raw andla!el it.

iscuss the following:a) functions of the part of a leaf#

!) adaptation of the leaf for optimal photosynthesis.

Carry out and activity to investigate theadaptation of plants such as hi!iscus# water lily#

Hydrilla and cactus with respect to:a) distri!ution of stomata

!) distri!ution of chloroplasts.


• escri!e the developmentthat leads to the discoveryof photosynthesis#

• $tate the su!stancere%uired for

photosynthesis#• $tate the su!stance

produced from photosynthesis#

• raw and la!el the cross5section of a leaf#

• $tate the function of each part of the leaf withrespect to photosynthesis#

• ,+plain leaf adaptation tooptimi0e photosynthesis#

•

,+plain how plants fromdifferent ha!itats areadapted to carry out

photosynthesis8.11 Understanding themechanism of photosynthesis

With reference to the structure of chloroplastdiscuss the light and dar& reactions of

photosynthesis with respect to:a) su!stances re%uired.

!) location of reaction

A student is a!le toE

• dentify the part ofchloroplast related to

etailed structure ofchloroplast is not re%uired.

etailed pathways for light and1;



W,, -,A/ 3 (B ,C" 4,$ $U33,$", -,A/ 3 AC" 4 " ,$ -,A/ 3 (U"C(@,$ (",$c) products of reaction.

raw a simple schematic diagram of the lightand dar& reactions in photosynthesis.

iscuss the following:a) compare and contrast the light reaction

and dar& reaction in photosynthesis. !) Correlate light reaction with dar&

reaction in photosynthesis

Write an e%uation to represent the overall process of photosynthesis.

photosynthesis#• ,+plain the light reaction

of photosynthesis#• ,+plain the dar& reaction

of photosynthesis#

• Compare and contrast lightreaction and dar& reactionin photosynthesis#

• /elate light reaction in photosynthesis

• Write an e%uation torepresent the process of

photosynthesis#

dar& reactions are not re%uired.

8.12$ynthesi0ing factors affecting

photosynthesisConduct a !rainstorming session to identify thefactors affecting the rate of photosynthesis i.e.

concentration of car!on dio+ide# light intensityand temperature.

'lan and carry out an e+periment to study theeffect of light intensity on the rate of

photosynthesis.

Carry out a small group discussion on theeffects of light intensity temperature andconcentration of car!on dio+ide on rate of

photosynthesis.


• dentify the factors

affecting the rate of photosynthesis#• esign an e+periment to

investigate the effect oflight intensity on the rateof photosynthesis#

• dentify the factor thatlimits the rate of

photosynthesis at differentlight intensity#

• ,+plain the effects oftemperature and

concentration of car!ondio+ide on the rate of

photosynthesis#• ,+plain the difference in

the rate of photosynthesisin plants throughout theday !ased on the changesin light intensity and

2<



W,, -,A/ 3 (B ,C" 4,$ $U33,$", -,A/ 3 AC" 4 " ,$ -,A/ 3 (U"C(@,$ (",$

'lan a strategy !ased on factors affecting therate of photosynthesis to ensure crop productionthroughout the year in countries with fourseasons.

temperature#• dentify some ways to

meet the need ofincreasing the productivityof crops !ased on onfactors affecting the rate of

photosynthesis.8.1'racticing a caring attitudetowards plants

Compose a poem or lyric of a song to showappreciation of the role of photosynthesis inensuring the perpetuation of life

Conduct a planting proDect in the scienceresource garden or school compound.


• "ell why we need tota&e good care of

plants#• dentify cases of

mishandling ordestruction of plants.

8.16Understanding the technologyused in food production


a) the %uantity of food needed for the present and future population of thecountry#

!) the need for improving the %uality and%uantity of food for the country in linewith the national food production

policy#c) effort !y various agencies to diversify

food production#

d) methods used to improve the %ualityand %uantity of food production throughthe following:

i) direct seeding for rice#ii) hydroponics and

aeroponics#iii) !reeding#iv) tissue culture#v) gene tic engineering#vi) soil management#


• e+plain the need forimproving the %ualityand %uantity of food#

• e+plain the effort todiversify food

production#• e+plain ways to

improve the %ualityand %uantity of food

production in thecountry.

21



W,, -,A/ 3 (B ,C" 4,$ $U33,$", -,A/ 3 AC" 4 " ,$ -,A/ 3 (U"C(@,$ (",$vii) !iological control.

Conduct a field trip to relevant agencies such asnstitute of Agriculture /esearch andevelopment of @alaysia @A/ )#

Agriculture epartment and *isheryepartment.

Carry out a vegeta!le planting proDect

8.17,valuating the technologicaldevelopment in food

processing

iscuss the need for food processing !ased onthe following:

a) overcoming the factors causingspoilage of food such as the action ofmicroorganisms and o+idation#

!) e+tending the lifespan of food #c) avoiding food wastage#

d) diversifying the uses of food li&e mil&and dairy products#

e) ensuring sufficient food supply.

'repare a portfolio on the technologicaldevelopment of food processing from the earlydays till the present.

Correlate the following food processingmethods with factors causing food spoilage:

i. coo&ing#

ii . using salt# sugar and vinegar#ii i. fermentation process#iv. drying#v. pasteuri0ation#vi. canning#vii. refrigeration#

Conduct a forum entitled F"he effects of

A student is a!le to:• e+plain the necessity

for food processing

• descri!e thedevelopment of food

processing technology#• relate food processing

methods with factorscausing food spoilage#

• assess the methods offood processing to

Dustify the choice ofconsuming certain

processed food.

MULTI FLOW MAP

CAUSE AND EFFECT

22



W,, -,A/ 3 (B ,C" 4,$ $U33,$", -,A/ 3 AC" 4 " ,$ -,A/ 3 (U"C(@,$ (",$ processing food on healthG.

THEME : INVESTIG ATING THE PHYSIOLOGY OF L IVING THINGS

LEARNING AREA :".0 RESPIRATION


9.1Understanding therespiratory process in energy

production

1. iscuss and gather information :a. living process re%uire energy

!. the main su!strate forrespiration# that is glucose# is o!tainedfrom the following :

i) the digestion ofcar!ohydrates in human andanimals#

ii) the process of photosynthesis in plant

c. types of respiration aero!icand anaero!ic)

2. a) Carry out an activity to showaero!ic respiration.

!) icuss theenergy production in aero!ic respiration


a. state that all living processes re%uire energy.

!. identify the mainsu!strate for producingenergy

c. state the two types ofrespiration

d. e+plain what cellrespiration is

e. e+plain the energy production from glucoseduring the process ofaero!ic respiration.

f. state the conditionleading to an aero!icrespiration in cells

2




. Carry out an e+periment to investigateanaero!ic respiration in yeast

6. iscussiona. condition leading to an aero!ic

respiration in cells !. the process of an aero!ic respiration in

human muscles.

7. Use a graphic organi0er mindmap) to compare and contrast aero!icrespiration with anaero!ic respiration

g. e+plain the process ofanaero!ic respiration inyeast

h. e+plain the process ofan aero!ic respiration inhuman muscles

i. write the chemicale%uations for aero!ic andanaero!ic respiration

D. compare and contrastaero!ic respiration withanaero!ic respiration

9.2 Analysing the respiratorystructures and !reathingmechanisms in human andanimal

1. (!serve graphics and discussthe respiratory structures in human and otherorganisms including proto0oa# insects# fishand amphi!ians.

2. a) Conduct an activity to comparethe total surface area of a flat

card with a corrugated card andcorrelated the increase in totalsurface area with the modifiedsurface structure.

!) iscuss the relationship !etween total surface area ofthe respiratory structures andthe efficiency of gaseouse+change in various organisms.

c) (!serve the respiratory

structures to generalise thecharacteristics of the respiratorysurfaces in human and otherorganisms.

. a) Use a model to e+plain the !reathing mechanism in human.

!) Use a graphic organi0er to

A student is a!le to :a. state the respiratory

structures in human andsome animals.

!. ma&e an inference onthe various adaptation of the

respiratory structures.

c. descri!e thecharacteristic of respiratorysurfaces in human and otherorganisms.

d. descri!e the !reathingmechanism in human andother organisms

e. compare and contrastthe human respiratorysystem with other

organisms.

26




compare an contrast humanrespiratory system with otherorganisms.

9. Understanding theconcept of gaseous e+changeacross the respiratorysurfaces anf transport ofgases in human

1. Using a diagram to discuss the process of gaseous e+changeacross the surface of the aveoulusand !lood capillaries in the lung inrelation to :

a. the difference in partial pressure ofrespiratory gaseous in the air of thealveolus and !lood capillaries in thelungs i.e

i. partial pressure of o+ygen andcar!on dio+ide in the air of thealveolus compared to the partial

pressure in the !lood capillaries

!. "he difference in partial pressure of

o+ygen and car!on dio+ide in the !loodentering the alveolus with the !loodliving the alveolus ie:

i. partial pressure of o+ygen andcar!on dio+ide in the !lood enteringthe alveolus compared to the !loodliving in alveolus.

2. iscuss :a. the transport of respiratory gases in

human

!. e+plain the process of gaseouse+change !etween the !lood and !odycells

. @ind mapsH graphic organi0erto e+plain the e+change and transport ofrespiratory gasoues in human.


a. descri!e the process of gaseous e+change across thesurface of the alveolus and

!lood capillaries in the lungs

!. e+plain the transportof respiratory gases

c. e+plain the process of

gaseous e+change !etweenthe !lood and !ody cells

d. distinguish thecomposition of inhale and

Cautions : Handle the following solutionwith care :

Al aline pyrogallate and Concentrated potassiumhydroxide

27




6. Conduct an e+periment toinvestigate the differences !etween inhaleand e+hale air

e+hale air.

9.6 Understanding theregulatory mechanism inrespiration

1. Conduct an e+periment to studythe effect of a vigorous e+ersice onthe rate of respiration and heart

!eat.

2. iscussion on the following :a. correlate the rate of respiration with the

o+ygen and car!on dio+ide content inthe !ody.

!. regulatory mechanism of o+ygen andcar!on dio+ide content in the !ody

. iscussion on human respiratoryresponse# rate of respiration andheart !eat in different situation:

a. vigorous activities eg : swimming#running# aero!ic e+ercise# mountainclim!ing and playing !adminton

!. rela+ingc. fear


a. descri!e the change inrate of respiration aftercompleting a vigourouse+ercise.

!. correlate the rate ofrespiration with theo+ygen and car!ondio+ide content in the

!ody.c . e+plain the regulatory

mechanism of o+ygen andcar!on dio+ide content inthe !ody

d. e+plain the humanrespiratory response andrate of respiration indifferent situation

e. correlate the rate ofrespiration with the rate of heart !eat

9.7 /ealising the importanceof maintaining a healthy

respiratory systems

1. iscuss and conductan e+periment to show the effects of cigarette

smo&e on white cotton wool and draw ananology !etween the lung and the whitecotton wool.

2. $how the slides of damaged lungscancer) due to smo&ing.


a. care and maintainefficient function of therespiratory organ

!ay "Ta #a $ to cigarette

9.8 Understanding respiration 1. iscuss and gather A student is a !le to : A diagram of the cross section of

28




in plants information:

a. the energy re%uirement and the inta&eof o+ygeninta&e !y plants forrespiration.

2. Use graphic organi0er to showthe inta&e of o+ygen in plants

a. discuss anaero!ic respiration carried out !y rice plant in a paddy field or other plants in certain situations.

. Use a graphic organi0er tocompare the process of respiration with the

process of photosynthesis in plants.

6. iscuss and gather informationa. meaning of compensation

point !. correlate light intensity with

compensation point from graph.c. "he effect on living thingswhen the rate of photosynthesis and rateof respiration remains at compensation

point.

a. descri!e the energyre%uirement

!. e+plain the inta&e ofo+ygen for respiration

c. e+plain aero!icrespiration in plants

d. e+plainanaero!ic respiration in

plants under certainconditions.

e. Compare andcontrast the process of

photosynthesis andrespiration

f. ,+plain whatcompensation point is

g. /elate lightintensity with theattainment ofcompensation point

h. 'redict the situationwhen the rate of

photosynthesis andrate of respirationremains atcompensation point

a leaf is requaired

THEME : INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENT

LEARNING AREA : #.0 DYNAMIC ECOSYSYTEM


.1Understand the a!iotic and !iotic components of theenvironment

Conduct a field study to:a) identify the a!iotic components including#

p=# temperature# light intensity# humidity#

A student is a!le to : ,mphasis is on field study forthe students to reinforce theirunderstanding in this area.

29




topography and the microclimate of anecosystem

!) identify the !iotic components of anecosystem

c) investigate the feeding relationships of the !iotic components to construct the food

chains and food we!s# and classify the !ioticcomponents into trophic levels

d) investigate the interaction !etween !ioticcomponents as follows:

i) sym!iosis among plants and animalsencompassing the following:5 commensalisms5 parasitism5 mutualism

ii) saprophytism#iii) predator5prey interaction.

e) investigate the interaction !etween !ioticcomponents in relation to competition#which are:

i) intraspecific competition#ii) intraspecific competition.

Conduct an e+periment to study the intraspecificcompetition and interspecific competiton of

plants# e.g. mai0e and rice

Collect and interpret data to study intraspecific

competition and interspecific competitioninvolving %aramecium # for e+ample %aramecium Aurelia and %arameciumcaudatum .

• identify the a!ioticcomponents of anecosystem#

• identify the !ioticcomponents of anecosystem#

• classify !ioticcomponents intitrophic levels

• e+plain the interactions !etween !ioticcomponents in relationto feeding# usinge+amples#

• e+plain the interaction !etween !ioticcomponents in relationto competition# usinge+amples.

.2 Understanding the Conduct a field study on an ecosystem i.e. a A student is a!le to:

2




processes of colonisationand succession in anecosystem

mangrove swamp or a pond to:

a) identify the niche# ha!itat# communityand population#

!) investigate the process of coloni0ation#c) investigate the process of succession#d) identify pioneer species# successor

species# dominant species and clima+

community#e) identify the adaptive characteristics of

pioneer species and su!se%uent speciesin the ha!itat for the processes ofcoloni0ation and succession.

$tudents present their findings or ma&e a folio.$tudy the processes of coloni0ation andsuccession through video# computer softwareand printed material.

iscuss and correlate the a!iotic components

during the processes of coloni0ation andsuccession in an ecosystem.

• state what anecosystem is#

• identify the niche#ha!itat# communityand population ofecosystem#

• e+plain the process ofcoloni0ation#

• e+plain the process ofsuccession#

• identify the pioneerspecies in anecosystem#

• identify the successorsin an ecosystem #

• identify the dominantspecies in anecosystem#

•

identify the adaptivecharacteristics of pioneer species#

• identify the adaptivecharacteristics ofsuccessors#

• e+plain the changes inha!itat caused !y

pioneer species#• e+plain the changes in

ha!itat caused !ysuccessors at every

level of successionuntil clima+community is reached#

• relate the a!ioticcomponents with the

!iotic components inan ecosystem duringthe processes of

2;




coloni0ation andsuccession.

. $ythesising ideas on population ecology

iscuss the appropriate sampling techni%ues tostudy the pollution si0e of an organism.

Conduct a field study or use an appropriateanology to:

a) estimate the population si0e of animalssuch as garden snail and wood lice#

!) investigate the distri!ution of plantsusing the %uadrat sampling techni%ue#

Based on the a!ove study discuss the distri!utionof an organism in a ha!itat.

iscuss and correlate the change in pollutiondistri!ution of an organism with the changes ineach of the a!iotic factors.

'lan and conduct an e+periment to study therelationship of population distri!ution of anorganism with changes in any one of the a!ioticfactors such as p=# temperature# lightintensityand humidity.$uggested organisms:

%leurococcus # &emna


• identify theappropriate samplingtechni%ue to study the

population si0e of anorganism#

• estimate the populationsi0e of an organism ina ha!itat#

• determine thedistri!ution oforganisms in a ha!itat

!ased on the density#fre%uency and

percentage coverage of the species#

• correlate the change ina populationdistri!ution of anorganism with thechanges in each of thea!iotic factors#

• design an e+perimentto investigate the effectof a change in any oneof the a!iotic factors othe population growthrate of an organism.

.6 Understand the concept of iscuss the following: A student is a!le to:

<




!iodiversity a) meaning of !iodiversity# !) need for the classification system of

organisms.

3ather information on the following:a) the five &ingdoms in the classifications

of the organisms# which are @onera#'rotista# *ungi# 'lantae and Animalia#

!) main characteristics of organisms ineach &ingdom#

c) e+amples of organisms in each&ingdom#

iscuss the following:a) the hierarchy in the classification of

organisms from &ingdom to species# !) the method of naming a num!er of

verte!rates and local flowering plants#

using the -innaeus !inomial system#c) the importance of !iodiversity.

Conduct a field trip to create awareness of !iodiversity of an ecosystem.

• e+plain the meaning of !iodiversity#

• e+plain the need forclassification oforganisms#

• state the five &ingdomsused in theclassification oforganisms#

• identify the maincharacteristics oforganisms in each&ingdom#

• list e+amples oforganisms in each&ingdom#

• state the hierarchy inthe classification oforganisms# usinge+amples#

• e+plain throughe+amples# the methodof naming organismsusing the -innaeus

!inomial system#• e+plain the importance

of !iodiversity

.7 Understanding the impact

of microorganisms on life

Using charts# slides and photomicrographs#

identify and list various types of microorganismsi.e. proto0oa# algae# fungi# !acteria and virus.

Conduct an e+periment to study the effects oftemperature# p=# light and nutrients on theactivity of microorganisms e.g. 'acillus subtilis or yeast.


• classify various typesof microorganisms

!ased on their !asiccharacteristics#

• state the a!ioticcomponents affectingthe activity of

"he scientific names of

pathogen and life cycle ofvectors are not re%uired.

MULTI FLOW MAP

CAUSE AND EFFECT

1




3ather information and discuss the role of usefulmicroorganisms in the following:a) decomposition

!) nitrogen cycle#c) alimentary canal of termite#d) digestive system in human.

3ather information and discuss the effects of

harmful microorganisms:

a) causing diseases# !) spoilage of food and su!stances.

3ather information and present the findings onthe following:

a) pathogens# vectors# symptoms andmethods in tansmission of diseases suchas malaria# dengue fever# cholera#ringworm# food poisoning# A $#hepatitis and $A/$#

!) methods to control pathogens includingthe use of anti!iotics# vaccines#antiseptics and disinfectants.

3ather information and present the uses ofmicroorganisms in !iotechnology# such as:

a) production of anti!iotics and vaccines !) cleaning of oil spills#c) waste treatment#d) food processinge) production of !ioplastic#f) production of energy from !iomass

microorganisms#• e+plain the effects of a

change in each a!ioticcomponent on theactivity ofmicroorganisms#

• e+plain the role ofusefulmicroorganisms#

• e+plain the effect ofharmful micro5organisms

• e+plain the meaning of pathogen#

• identify the pathogen#vector and symptomsof one particulardisease#

• e+plain how thedisease spreads#

• descri!e the methodsfor controlling

pathogen#• e+plain the use of

microorganisms in !iotechnology# usinge+amples.

1.8 Appreciating !iodiversity Conduct a forum to discuss the importance of preservation and conservation of !iodiversity#

Conduct an activity to preserve and conservevarious living things around us.

A student is a!le to:• Dustify the importance

preservation andconservation of

!iodiversity.

2




• preserve and conservevarious living thingsaround himHher.

THEME : INVESTIGATING THE RELATIONSHOP BETWEEN LIVING THINGS AND ENVIRONMENT

LEARNING AREA : $.0 ENDANGERED ECOSYSTEM


;.1. ,valuating humanactivities that endanger anecosystem

Carry out small group discussion on the followingand present the findings:

c) =uman activities that threaten theecosystem#

d) "he impact of human activities on theecosystem

e) "he effects of unplanneddevelopment of theecosystem# such as E

. $oil erosion

A student is a!le to :dentify human

activities that threatenthe ecosystem,+plain the impact ofhuman activities onthe ecosystem,valuate critically the

"$"$:• 3enerating ideas• 3rouping and

classifying• ,valuating

o!les values :




. *lash flood. -andslide

4. ,utrofication4. Water # air # thermal # and noise

pollution4 . 3lo!al warming

4 . (0one depletion4 . Climatic change

I. ,+ tinction of living thingsI. eforestation

d) "ypes of pollution and sources of pollution

e) ,ffects of pollution on the following:. =uman health diseases affecting the

respiratory system#s&in pro!lems #conDunctivitis#cancer and cholera.

. Animal and plant ha!itats. Buildings

4. Agriculture4. Climate

Conduct an activity to analyse data on air pollutioninde+ of some cities within and outside thecountry#and ma&e and inference on the sources of

pollution.

Conduct an activity to analyse data on water pollution # such as (+ygen emand B( ) value andcontent to heavy metals in some rivers#and ma&e aninference on the sources of pollution.

Conduct activities to formulate a strategy to reducethe level of air and water pollution in a particularlocation !y :

a) Analy0ing information on the population #such as the si0e of population # socio J

effects of unplanneddevelopment andmismanagement of theecosystem

escri!e types of pollution and sourcesof pollution

,+plain the effects of pollution on livingthings and theenvironment

Compare and contrast pollutants in the airfrom differentenvironments

nterpret data on thelevel of water

pollution in somerivers@a&e an inference onthe sources of water

pollution in somerivers'redict the level of airand water pollution ina particular locationwithin the ne+t tenyears$uggest strategies to

solve pro!lems relatedto air and water

pollution in a particular locationwithin the ne+t tenyears


• =aving an interest andcuriosity towards theenvironment

"eaching aids :• ewspaper cuttings• Charts

MULTI FLOW MAP

CAUSE AND EFFECT6




;.2 Understanding thegreenhouse effect and thinningof the o0one layer

economic activities # and level of air andwater pollution

!) Conducting an activity to predict the level of air and water pollution at a particularlocation within the ne+t ten years

c) 'reparing an action plan consisting of astrategy to reduce the level of air and water

pollution at that particular location within

the ne+t ten years.

Carry out small group discussion on the followingand present the findings :

a) 3reenhouse effect # including its cause andeffect

!) Concentration of car!on dio+ide in theathmosphere and correlate it with glo!alwarming

c) (0one depletion # including its cause andeffect

d) mpact of o0one depletion and glo!al

warming on the ecosystem

,+plain whatgreenhouse effect is

Correlate theconcentration ofcar!on dio+ide in the

athmosphere withglo!al warming,+plain the thinningof the o0one layer ,+plain the impact ofthinning of the o0onelayer and glo!alwarming on theecosystem.

"$"$ :• Analysing• ,valuating

o!les values :• Balance of nature• Being than&ful to 3od

"eaching aids :• C /om• Charts• $crap5!oo&

;. /ealising the importanceof proper management ofdevelopment activities and theecosystem

Conduct a de!ate on the need for development toimprove the %uality of life and to meet there%uirements of an increasing population.

iscuss the effects of an increase in population on theecosystem.

Carry out small group discussion on the followingand present the findings:

a) mplementation of laws !) Use of technologyc) ,ducation on the management of resources #

including the reduce # reuse and recycle ofresources

d) 'reservation and conservation of soil #water # flora and faun of forests andmangrove swamps

e) 'ractice of !iological controlf) Use of renewa!le energy

A student is a!le to:ustify the need for

development

,+plain the effects ofincrease in populationon the ecosystem,+plain measure ta&enin the management ofdevelopment activitiesand the ecosystem to

ensure a !alance ofnature is maintainedCare for theecosystem'articipate in activitiesrelated to themanagement of theecosystem

"$"$ :• @a&ing decisions• etecting !ias

o!les values :• Being fle+i!le and

open5minded• "hin&ing rasionally• Being coorperative

"eaching aids :• "e+t !oo& • nternet• transperancies

MULTI FLOW MAP

CAUSE AND EFFECT

7




g) ,fficient use of energy

Conduct activities to care for the followingecosystem in school and at home :

a) *ish ponds !) 3ardens

'lan and conduct a programme related to the

management of the ecosystem for e+ample #F ,nvironment ay F

8

bio yearly planner form 4 2014

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