1.MINISTRY OF EDUCATION MALAYSIA Integrated Curriculum for Secondary SchoolsCurriculum Specifications BIOLOGY Form 4Curriculum Development CentreMinistry of Education Malaysia 2005

2. Copyright 2005 Ministry of Education Malaysia First published 2005 All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, and recording or by any information storage and retrieval system, without permission in writing from the Director of Curriculum Development Centre, Level 4-8, Block E9, Government Complex Parcel E, 62604 Putrajaya, Malaysia. 3. TABLE OF CONTENTS PageThe National Philosophy vNational Philosophy of EducationviiNational Science Education Philosophy ixPreface xiIntroduction1Scientific Skills 2Thinking Skills 4Scientific Attitudes and Noble Values 8Teaching and Learning Strategies9Content Organisation12THEME:INTRODUCING BIOLOGY Learning Area : 1. Introduction to Biology14 4. THEME:INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGSLearning Area : 1. Cell structure and cell organisation16 Learning Area : 2. Movement of substances across the plasma membrane 20 Learning Area : 3. Chemical composition of the cell24 Learning Area : 4. Cell division 28 THEME:INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS Learning Area : 1. Nutrition 32 Learning Area : 2. Respiration 47 THEME:INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENT Learning Area : 1. Dynamic ecosystem 55 Learning Area : 2. Endangered ecosystem62Acknowledgements67Panel of Writers68 5. THE NATIONAL PHILOSOPHY Our nation, Malaysia, is dedicated to achieving a greater unity of all her peoples; to maintaining a democratic way of life; to creating a just society in which the wealth of the nation shall be equitably shared; to ensuring a liberal approach to her rich and diverse cultural traditions; to building a progressive society which shall be oriented towards modern science and technology; We, her peoples, pledge our united efforts to attain these ends guided by the following principles: BELIEF IN GOD LOYALTY TO KING AND COUNTRY SUPREMACY OF THE CONSTITUTION RULE OF LAW GOOD BEHAVIOUR AND MORALITYv 6. NATIONAL PHILOSOPHY OF EDUCATION Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving a high level of personal well-being as well as being able to contribute to the betterment of the family, society and the nation at large. vii 7. NATIONAL SCIENCE EDUCATION PHILOSOPHYIn consonance with the National Education Philosophy, science education in Malaysia nurtures a science and technology culture by focusing on the development of individuals who are competitive, dynamic, robust and resilient and able to master scientific knowledge and technological competency. ix 8. PREFACEThe aspiration of the nation to become an industrialised societyIn a recent development, the Government has made a decision to depends on science and technology. It is envisaged that introduce English as the medium of instruction in the teaching success in providing quality science education to Malaysiansand learning of science and mathematics. This measure will from an early age will serve to spearhead the nation into enable students to keep abreast of developments in science and becoming a knowledge society and a competitive player in thetechnology in contemporary society by enhancing their capability global arena. Towards this end, the Malaysian education systemand know-how to tap the diverse sources of information on is giving greater emphasis to science and mathematics science written in the English language. At the same time, this education.move would also provide opportunities for students to use the English language and hence, increase their proficiency in the The Biology curriculum has been designed not only to providelanguage. Thus, in implementing the biology curriculum, attention opportunities for students to acquire science knowledge and is given to developing students ability to use English for study skills, develop thinking skills and thinking strategies, and to and communication, especially in the early years of learning. apply this knowledge and skills in everyday life, but also to inculcate in them noble values and the spirit of patriotism. It isThe development of this curriculum and the preparation of the hoped that the educational process en route to achieving thesecorresponding Curriculum Specifications have been the work of aims would produce well-balanced citizens capable ofmany individuals over a period of time. To all those who have contributing to the harmony and prosperity of the nation and itscontributed in one way or another to this effort, may I, on behalf people. of the Ministry of Education, express my sincere gratitude and thanks for the time and labour expended. The Biology curriculum aims at producing active learners. To this end, students are given ample opportunities to engage in scientific investigations through hands-on activities and experimentations. The inquiry approach, incorporating thinking skills, thinking strategies and thoughtful learning, should be(MAHZAN BIN BAKAR SMP, AMP) emphasised throughout the teaching-learning process. TheDirector content and contexts suggested are chosen based on theirCurriculum Development Centre relevance and appeal to students so that their interest in theMinistry of Education Malaysia subject is enhanced.xi 9. designed to produce students who are literate in INTRODUCTIONscience, innovative, and able to apply scientific knowledge in decision making and problem solving in everyday life. As articulated in the National Education Policy, education in The elective science subjects prepare students who are more Malaysia is an on-going effort towards developing the potential scientifically inclined to pursue the study of science at post- of individuals in a holistic and integrated manner to produce secondary level. This group of students would take up careers in individuals who are intellectually, spiritually, emotionally andthe field of science and technology and play a leading role in this physically balanced and harmonious. The primary and field for national development. secondary school science curriculum is developed with the aim of producing such individuals.For every science subject, the curriculum for the year is articulated in two documents: the syllabus and the curriculum As a nation that is progressing towards a developed nationspecifications. The syllabus presents the aims, objectives and the status, Malaysia needs to create a society that is scientifically outline of the curriculum content for a period of 2 years for oriented, progressive, knowledgeable, having a high capacity forelective science subjects and 5 years for core science subjects. change, forward-looking, innovative and a contributor toThe curriculum specifications provides the details of the scientific and technological developments in the future. In linecurriculum which includes the aims and objectives of the with this, there is a need to produce citizens who are creative,curriculum, brief descriptions on thinking skills and thinking critical, inquisitive, open-minded and competent in science and strategies, scientific skills, scientific attitudes and noble values, technology. teaching and learning strategies, and curriculum content. The curriculum content provides the themes, learning areas, learning The Malaysian science curriculum comprises three core science objectives, suggested learning activities, the intended learning subjects and four elective science subjects. The core subjectsoutcomes, notes and vocabulary. are Science at primary school level, Science at lower secondary level and Science at upper secondary level. Elective science subjects are offered at the upper secondary level and consist ofAIMS Biology, Chemistry, Physics, and Additional Science.The core science subjects for the primary and lower secondary The aims of the biology curriculum for secondary school are to levels are designed to provide students with basic science provide students with the knowledge and skills in science and knowledge, prepare students to be literate in science, and technology and enable them to solve problems and make enable students to continue their science education at the upper decisions in everyday life based on scientific attitudes and noble secondary level. Core Science at the upper secondary level is values.Students who have followed the biology curriculum will have the foundation in biology to enable them to pursue formal and informal further education in science and technology.1 10. The curriculum also aims to develop a concerned, dynamic and8.Realise the importance of inter-dependence among living progressive society with a science and technology culture thatthings and the management of nature for survival of values nature and works towards the preservation andmankind. conservation of the environment. 9.Appreciate the contributions of science and technology towards national development and the well-being of OBJECTIVESmankind.10. Realise that scientific discoveries are the result of human The biology curriculum for secondary school enables studentsendeavour to the best of his or her intellectual and mental to: capabilities to understand natural phenomena for the betterment of mankind. 1. Acquire knowledge in biology and technology in the 11. Be aware of the need to love and care for thecontext of natural phenomena and everyday life environment and play an active role in its preservationexperiences. and conservation.2. Understand developments in the field of biology andtechnology. SCIENTIFIC SKILLS 3. Acquire scientific and thinking skills.4. Apply knowledge and skills in a creative and critical Science emphasises inquiry and problem solving. In inquiry andmanner to solve problems and make decisions on problem solving processes, scientific and thinking skills arebiology-related issues. utilised. Scientific skills are important in any scientific investigation such as conducting experiments and carrying out 5. Apply knowledge of biology to improve one health ands projects.well-being, and face challenges in the scientific andtechnological world and be willing to contribute towards Scientific skills encompass science processskills andthe development of science and technology. manipulative skills. 6. Evaluate science and technology-related informationScience Process Skillswisely and effectively. Science process skills enable students to formulate their 7. Practise and internalise scientific attitudes and good questions and find out the answers systematically.moral values.2 11. Descriptions of the science process skills are as follows:Controlling Identifying the fixed variables, manipulated Variables variable, and responding variable in an Observing Using the sense of hearing, touch, smell, investigation. The manipulated variable is taste and sight to collect information about an changed to observe its relationship with the object or a phenomenon. responding variable. At the same time, the fixed variables are kept constant. Classifying Using observations to group objects or events according to similarities or differences. Hypothesising Making a general statement about the relationship between a manipulated variable Measuring and Making quantitative observations usingand a responding variable in order to explain Using numbers and tools with standardised units.an event or observation. This statement can Numbers Measuring makes observation more accurate.be tested to determine its validity.Inferring Using past experiences or previouslyExperimenting Planning and conducting activities to test a collected data to draw conclusions andcertain hypothesis. These activities include explain events. collecting, analysing and interpreting data and making conclusions. PredictingStating the outcome of a future event based onpriorknowledgegainedthrough Manipulative Skills experiences or collected data. Manipulative skills in scientific investigation are psychomotor CommunicatingUsing words or graphic symbols such as skills that enable students to:tables, graphs, figures or models to describean action, object or event. ? use and handle science apparatus and laboratory substances Using Space-Describing changes in parameter with time.correctly, Time Relationship Examples of parameters are location,? handle specimens correctly and carefully, direction, shape, size, volume, weight and? draw specimens, apparatus and laboratory substances mass. accurately, ? clean science apparatus correctly, and Interpreting Data Giving rational explanations about an object, ? store science apparatus and laboratory substances correctly event or pattern derived from collected data. and safely.DefiningDefining concepts by describing what must be Operationally done and what should be observed. 3 12. THINKING SKILLSCritical Thinking Skills A brief description of each critical thinking skill is as follows: Thinking is a mental process that requires an individual to integrate knowledge, skills and attitude in an effort to understandAttributing Identifyingcharacteristics,features, the environment. qualities and elements of a concept or an One of the objectives of the national education system is to object. enhance the thinking ability of students. This objective can beComparing and Finding similarities and differences based achieved through a curriculum that emphasises thoughtful Contrasting on criteria such as characteristics, llearning. Teaching and learning that emphasises thinking skills features, qualities and elements of a is a foundation for thoughtful learning. concept or event.Grouping andSeparating objects or phenomena into Thoughtful learning is achieved if students are actively involvedClassifying categories based on certain criteria such in the teaching and learning process. Activities should be as common characteristics or features. organised to provide opportunities for students to apply thinking skills in conceptualisation, problem solving and decision-making.SequencingArranging objects and information in orderbased on the quality or quantity of common Thinking skills can be categorised into critical thinking skills and characteristics or features such as size, creative thinking skills. A person who thinks critically alwaystime, shape or number. evaluates an idea in a systematic manner before accepting it. APrioritisingArranging objects and information in order person who thinks creatively has a high level of imagination, is based on their importance or priority. able to generate original and innovative ideas, and modify ideas AnalysingExamining information in detail by breaking and products. it down into smaller parts to find implicit meanings and relationships. Thinking strategies are higher order thinking processes that iinvolve various steps. Each step involves various critical andDetecting Bias Identifying views or opinions that have the creative thinking skills. The ability to formulate thinking tendency to support or oppose something strategies is the ultimate aim of introducing thinking activities inin an unfair or misleading way. the teaching and learning process. Evaluating Making judgements on the quality or value of something based on valid reasons or evidence.Making Conclusions Making a statement about the outcome of an investigation that is based on a hypothesis.4 13. Creative Thinking Skills Making Analogies Understanding abstract or complex concepts by relating them to simpler or A brief description of each creative thinking skill is as follows:concreteconcepts with similar characteristics. Generating IdeasProducing or giving ideas in a discussion.InventingProducing something new or adapting RelatingMaking connections in a certain situation something already in existence to to determine a structure or pattern ofovercome problems in a systematic relationship. manner.Making Inferences Using past experiences or previously collected data to draw conclusions and Thinking Strategy explain events.Description of each thinking strategy is as follows: PredictingStating the outcome of a future event based on prior knowledge gained throughConceptualisingMaking generalisations based on inter- experiences or collected data.related and common characteristics in order to construct meaning, concept or MakingMaking a general conclusion about a model. Generalisations group based on observations on, or information from, samples of the group.Making Decisions Selecting the best solution from various alternatives based on specific criteria to Visualising Recalling or forming mental images aboutachieve a specific aim. a particular idea, concept, situation or vision.Problem SolvingFinding solutions to challenging or unfamiliar situations or unanticipated SynthesisingCombining separate elements or parts to difficulties in a systematic manner. form a general picture in various forms such as writing, drawing or artefact.Besides the above thinking skills and thinking strategies,another skill emphasised is reasoning. Reasoning is a skill Making Hypotheses Making general statement about the used in making logical, just and rational judgements. relationship betweenmanipulatedMastering of critical and creative thinking skills and thinking variables and responding variables tostrategies is made simpler if an individual is able to reason in explain observations or events. Thean inductive and deductive manner. Figure 1 gives a general statements can be tested to determinepicture of thinking skills and thinking strategies. validity.5 14. Figure 1: TSTS Model in Science Mastering of thinking skills and thinking strategies (TSTS) through the teaching and learning of science can be developed through the following phases: Thinking Skills 1. Introducing TSTS.2. Practising TSTS with teacher guidance.s3. Practising TSTS without teacher guidance.s4. Applying TSTS in new situations with teachers guidance.5. Applying TSTS together with other skills to accomplishCritical Creativethinking tasks.? Attributing ? Generating ideasFurther information about phases of implementing TSTS can ? Comparing and ? Relatingbe found in the guidebook Buku Panduan Penerapan contrasting ? Making inferences Kemahiran Berfikir dan Strategi Berfikir dalam Pengajaran ? Grouping and? Predictingdan Pembelajaran Sains (Curriculum Development Centre, classifying Reasoning ? Making1999). ? Sequencing hypotheses ? Prioritising? SynthesisingRelationship between Thinking Skills and Science Process ? Analysing ? MakingSkills ? Detecting bias generalisations ? Evaluating? Visualising Science process skills are skills that are required in the ? Making? Making analogies process of finding solutions to a problem or making decisions conclusions ? Inventing in a systematic manner. It is a mental process that promotes critical, creative, analytical and systematic thinking. Mastering of science process skills and the possession of suitable attitudes and knowledge enable students to think effectively.The mastering of science process skills involves theThinking mastering of the relevant thinking skills. The thinking skillsStrategies that are related to a particular science process skill are as follows:? Conceptualising? Making decisions? Problem solving 6 15. Science Process Skills Thinking Skills Science Process Skills Thinking Skills ObservingAttributing Controlling variablesAttributingComparing and contrastingComparing and contrastingRelating Relating Analysing ClassifyingAttributingComparing and contrasting Making hypothesesAttributingGrouping and classifying Relating Comparing and contrasting Measuring and UsingRelating Generating ideas NumbersComparing and contrasting Making hypotheses Making InferencesRelating PredictingComparing and contrastingSynthesisingAnalysingExperimentingAll thinking skillsMaking inferences Predicting RelatingCommunicatingAll thinking skillsVisualisingUsing Space-Time SequencingTeaching and Learning based on Thinking Skills and Relationship PrioritisingScientific SkillsInterpreting dataComparing and contrasting This biology curriculum emphasises thoughtful learning based onAnalysing thinking skills and scientific skills. Mastery of thinking skills andDetecting biasscientific skills are integrated with the acquisition of knowledge inMaking conclusionsthe intended learning outcomes. Thus, in teaching and learning,Generalisingteachers need to emphasise the mastery of skills together withEvaluatingthe acquisition of knowledge and the inculcation of noble valuesand scientific attitudes. Defining operationally RelatingMaking analogyThe following is an example and explanation of a learningVisualising outcome based on thinking skills and scientific skills.Analysing7 16. Example:? Being respectful and well-mannered. ? Appreciating the contribution of science and technology. ? Being thankful to God. Learning Outcome:Compare and contrast animal cell and ? Having critical and analytical thinking.plant cell based on the structure and? Being flexible and open-minded.organelles ? Being kind-hearted and caring. ? Being objective. Thinking Skills: Comparing and contrasting ? Being systematic. ? Being cooperative. Explanation:? Being fair and just. ? Daring to try. To achieve the above learning outcome, knowledge on the ? Thinking rationally. structure and organelles in animal and plant cells are learned? Being confident and independent. through comparing and contrasting. The mastery of the skill of comparing and contrasting is as important as the acquisition of The inculcation of scientific attitudes and noble values generally knowledge on animal and plant cells. This would enableoccurs through the following stages: students to understand topics on mitosis and meiosis. ? Being aware of the importance and the need for scientific attitudes and noble values. ? Giving emphasis to these attitudes and values. ? Practising and internalising these scientific attitudes and noble values.SCIENTIFIC ATTITUDES AND NOBLE VALUES When planning teaching and learning activities, teachers need to give due consideration to the above stages to ensure the Science learning experiences can be used as a means tocontinuous and effective inculcation of scientific attitudes and inculcate scientific attitudes and noble values in students. Thesevalues. For example, during science practical work, the teacher attitudes and values encompass the following: should remind pupils and ensure that they carry out experiments in a careful, cooperative and honest manner. ? Having an interest and curiosity towards the environment. ? Being honest and accurate in recording and validating data. Proper planning is required for effective inculcation of scientific ? Being diligent and persevering. attitudes and noble values during science lessons. Before the ? Being responsible about the safety of oneself, others, andfirst lesson related to a learning objective, teachers should the environment.examine all related learning outcomes and suggested teaching- ? Realising that science is a means to understand nature. learning activities that provide opportunities for the inculcation of ? Appreciating and practising clean and healthy living. scientific attitudes and noble values. ? Appreciating the balance of nature.8 17. The following is an example of a learning outcome pertaining to the inculcation of scientific attitudes and values.Appreciating the balance of nature. Example:Being systematic. Level: Form FourBeing cooperative. Learning Area: 2.0 Endangered Ecosystem Inculcating Patriotism Learning Objective:2.3 Realising the importance of The biology curriculum provides an opportunity for the propermanagementofdevelopment and strengthening of patriotism among students. development activities and theFor example, in learning about the process of colonization and ecosystem.succession in an ecosystem, students will learn about the rich biodiversity in the country, they will appreciate the diversity and uniqueness of this natural resource of the country and deepenLearning Outcome:Explain measures taken in the their love for the country. managementofdevelopment activities and the ecosystem to ensure a balance of nature is TEACHING AND LEARNING STRATEGIES maintained. Teaching and learning strategies in the biology curriculumSuggested Learning Carry out small group discussionemphasise thoughtful learning. Thoughtful learning is a processActivities and present the findings, based onthat helps students acquire knowledge and master skills that will the following:help them develop their minds to the optimum level. Thoughtful a) implementation of laws,learning can occur through various learning approaches such as b) education on the managementinquiry, constructivism, contextual learning, and mastery learning. of resources, include the Learning activities should therefore be geared towards activating reduce, reuse, and recycle of studentscritical and creative thinking skills and not be confined resources,to routine or rote learning. Students should be made aware of the thinking skills and thinking strategies that they use in theirScientific attitudes and Loveandrespect for thelearning. They should be challenged with higher order questionsnoble values environment.and problems and be required to solve problems utilising their creativity and critical thinking. The teaching and learning process Being responsible for the safety of should enable students to acquire knowledge, master skills and oneself,others andthe develop scientific attitudes and noble values in an integrated environment.manner.9 18. Teaching and Learning Approaches in Science learning approaches such as contextual learning and Science, Technology and Society (STS). Inquiry-Discovery Learning themes and learning objectives that carry elements of Inquiry-discovery emphasises learning through experiences.STS are incorporated into the curriculum. STS approach Inquiry generally means to find information, to question and to suggests that science learning takes place through investigation investigate a phenomenon that occurs in the environment.and discussion based on science and technology issues in Discovery is the main characteristic of inquiry. Learning through society. In the STS approach, knowledge in science and discovery occurs when the main concepts and principles of technology is to be learned with the application of the principles science are investigated and discovered by students of science and technology and their impact on society. themselves. Through activities such as experiments, students investigate a phenomenon and draw conclusions by themselves.Contextual Learning Teachers then lead students to understand the science concepts through the results of the inquiry. Thinking skills and scientificContextual learning is an approach that associates learning with skills are thus developed further during the inquiry process. daily experiences of students. In this way, students are able to However, the inquiry approach may not be suitable for all appreciate the relevance of science learning to their lives. In teaching and learning situations. Sometimes, it may be more contextual learning, students learn through investigations as in appropriate for teachers to present concepts and principles the inquiry-discovery approach. directly to students. Mastery Learning Constructivism Mastery learning is an approach that ensures all students are Constructivism suggests that students learn about something able to acquire and master the intended learning objectives. This when they construct their own understanding. The importantapproach is based on the principle that students are able to learn attributes of constructivism are as follows:if they are given adequate opportunities. Students should be allowed to learn at their own pace, with the incorporation of ? Taking into account studentsprior knowledge. remedial and enrichment activities as part of the teaching- ? Learning occurring as a result of studentsown effort.learning process. ? Learning occurring when students restructure their existing ideas by relating new ideas to old ones. Teaching and Learning Methods ? Providing opportunities to cooperate, sharing ideas and experiences, and reflecting on their learning.Teaching and learning approaches can be implemented through various methods such as experiments, discussions, simulations, projects, and visits. In this curriculum, the teaching-learning Science, Technology and Society methods suggested are stated under the column Suggested Learning Activities.However, teachers can modify the Meaningful learning occurs if students can relate their learning suggested activities when the need arises. with their daily experiences. Meaningful learning occurs in 10 19. ?Collecting data. The use of a variety of teaching and learning methods can ?Analysing data. enhance studentsinterest in science. Science lessons that are ?Interpreting data. not interesting will not motivate students to learn and subsequently will affect their performances. The choice ?Making conclusions. of teaching methods should be based on the curriculum content,?Writing a report. students abilities, students repertoire of intelligences, and the availability of resources and infrastructure. Besides playing theIn the implementation of this curriculum, besides guiding students role of knowledge presenters and experts, teachers need to act to do an experiment, where appropriate, teachers should provide as facilitators in the process of teaching and learning. Teachersstudents with the opportunities to design their own experiments. need to be aware of the multiple intelligences that exist amongThis involves students drawing up plans as to how to conduct students. Different teaching and learning activities should be experiments, how to measure and analyse data, and how to planned to cater for students with different learning styles and present the outcomes of their experiment. intelligences.Discussion The following are brief descriptions of some teaching and learning methods.A discussion is an activity in which students exchange questionsand opinions based on valid reasons. Discussions can be Experiment conducted before, during or after an activity. Teachers shouldplay the role of a facilitator and lead a discussion by asking An experiment is a method commonly used in science lessons.questions that stimulate thinking and getting students to express In experiments, students test hypotheses through investigationsthemselves. to discover specific science concepts and principles. Conducting an experiment involves thinking skills, scientific skills, and Simulation manipulative skills.In simulation, an activity that resembles the actual situation is Usually, an experiment involves the following steps: carried out. Examples of simulation are role-play, games and the ? Identifying a problem. use of models. In role-play, students play out a particular rolebased on certain pre-determined conditions. Games require ? Making a hypothesis. procedures that need to be followed. Students play games in ? Planning the experimentorder to learn a particular principle or to understand the process- controlling variables.of decision-making. Models are used to represent objects or- determining the equipment and materials needed. actual situations so that students can visualise the said objects orsituations and thus understand the concepts and principles to be- determining the procedure of the experiment and the learned.method of data collection and analysis. ? Conducting the experiment.11 20. Projectspreadsheet are valuable tools for the analysis and presentationof data. A project is a learning activity that is generally undertaken by an individual or a group of students to achieve a certain learningThe use of other tools such as data loggers and computer objective. A project generally requires several lessons to interfacing in experiments and projects also enhance the complete. The outcome of the project either in the form of a effectiveness of teaching and learning of science. report, an artefact or in other forms needs to be presented to the teacher and other students. Project work promotes the development of problem-solving skills, time management skills, CONTENT ORGANISATION and independent learning.Visits and Use of External ResourcesThe biology curriculum is organised around themes. Each themeconsists of various learning areas, each of which consists of a The learning of science is not limited to activities carried out innumber of learning objectives. A learning objective has one or the school compound. Learning of science can be enhancedmore learning outcomes. through the use of external resources such as zoos, museums, science centres, research institutes, mangrove swamps, andLearning outcomes are written based on the hierarchy of the factories. Visits to these places make the learning of sciencecognitive and affective domains. Levels in the cognitive domain more interesting, meaningful and effective. To optimise learningare: knowledge, understanding, application, analysis, synthesis opportunities, visits need to be carefully planned. Students mayand evaluation. Levels in the affective domain are: to be aware be involved in the planning process and specific educationalof, to be in awe, to be appreciative, to be thankful, to love, to tasks should be assigned during the visit. No educational visit ispractise, and to internalise. Where possible, learning outcomes complete without a post-visit discussion.relating to the affective domain are explicitly stated. Theinculcation of scientific attitudes and noble values should be Use of Technologyintegrated into every learning activity. This ensures a morespontaneous and natural inculcation of attitudes and values. Technology is a powerful tool that has great potential inLearning areas in the psychomotor domain are implicit in the enhancing the learning of science. Through the use oflearning activities. technology such as television, radio, video, computer, and Internet, the teaching and learning of science can be made moreLearning outcomes are written in the form of measurable interesting and effective.behavioural terms. In general, the learning outcomes for aparticular learning objective are organised in order of complexity. Computer simulation and animation are effective tools for theHowever, in the process of teaching and learning, learning teaching and learning of abstract or difficult science concepts.activities should be planned in a holistic and integrated manner Computer simulation and animation can be presented throughthat enables the achievement of multiple learning outcomes courseware or Web page. Application tools such, as wordaccording to needs and context. Teachers should avoid processor, graphic presentation software and electronic12 21. employing a teaching strategy that tries to achieve each learning outcome separately according to the order stated in the curriculum specifications.The Suggested Learning Activities provide information on the scope and dimension of learning outcomes. The learning activities stated under the column Suggested Learning Activities are given with the intention of providing some guidance as to how learning outcomes can be achieved. A suggested activity may cover one or more learning outcomes. At the same time, more than one activity may be suggested for a particular learning outcome. Teachers may modify the suggested activity to suit the ability and style of learning of their students. Teachers are encouraged to design other innovative and effective learning activities to enhance the learning of biology. 13 22. THEME: INTRODUCING BIOLOGY LEARNING AREA: 1.0 INTRODUCTION TO BIOLOGY LearningSuggested Learning ActivitiesLearning OutcomesNotes VocabularyObjectives1.1 Carry out small group discussion A student is able to: Understanding on the following and present the the study offindings: Biology a) what is the study of Biology? ? state what the study of Biology b) the importance of Biology withis, respect to the study of living things, environment, interaction ? explain the importance of between living things and theBiology, environment.Construct a concept map based on ?list the different fields of study fields bidang information gathered on the in Biology, different fields of study and careers related to Biology. ? list the careers related tocareer kerjaya Biology,Small group discussion on the ? state various ways of studying importance of the following:Biology, a) acquiring scientific skills, b) scientific method, c) practising scientific attitudesand noble values.14 23. LearningSuggested Learning ActivitiesLearning OutcomesNotesVocabulary Objectives1.2 Observe a situation and identify all A student is able to: Applyingthe variables. Suggest a question This activity helps scientific investigation scientificthat is suitable for a scientific? identify variables in a giventhe teacher topenyiasatan saintifik investigation investigation. Discuss to: situation, assess students a) form a hypothesis, capabilities to carry b) plan the method of investigation ? identify the relationship between out a scientific including selection of apparatus two variables to form ainvestigation. and work procedures. hypothesis,Carry out an experiment: a) to collect and tabulate data,? design and carry out a simple b) present data in a suitable form, experiment to test the c) interpret the data and drawhypothesis,conclusion, d) write a complete report. ? record and present data in a suitable form, Carry out an experiment on the making of bread using yeast in the ?interpret data to draw absence and presence of sugar.conclusions, Record the time taken for the dough to double its size. For further ? write a report on an experiment, investigations, salt is used. These attitudes and During investigation, highlight the ? practise scientific attitudes and values should bescientific attitudes sikap need to practise scientific attitudes noble values. observed in all saintifik and noble values such as honestyinvestigations in noble values nilai murni and accuracy in recording and other learning verifying data. areas.15 24. THEME: INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS LEARNING AREA: 1.0 CELL STRUCTURE AND CELL ORGANISATION Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary Objectives 1.1Prepare and study slides toA student is able to: Understandingcompare the epidermal cells of cell structure onion or cells of Hydrilla leaf with ? draw and label an animal cell, and function human cheek cells. Observe, drawand label diagrams of an animalcell and a plant cell as seen? draw and label a plant cell,through a light microscope. Study electron micrographs ofanimal cells and plant cells toidentify cellular components of cell: The structure of the cellular components a) plasma membrane and cell ?identify the cellular components organelles is notkomponen-komponen selwall,of an animal cell, required.b) cytoplasm,c) organelles:?identify the cellular components(i) nucleus: nucleolus,of a plant cell, chromosomes, nucleoplasm and nuclear membrane,(ii) rough and smooth endoplasmic reticulum,(iii) mitochondria,(iv) Golgi apparatus,(v) lysosomes,(vi) ribosomes,(vii) chloroplasts,(viii) centrioles,(ix) vacuoles. 16 25. Learning Suggested Learning ActivitiesLearning Outcomes NotesVocabulary Objectives Work in small groups to match ? state the functions of the cellular relate mengiatkancellular components to theircomponents in an animal cell,functions.? state the functions of the cellular density - ketumpatancomponents in a plant cell,Students present a comparison ? compare and contrast an animalbetween the structure of an animalcell and a plant cell,cell and a plant cell. Discuss the relationship between? relate the density of certainthe density of certain organelles organelles with the functions ofwith the function of specific cells:specific cells.a) mitochondria with the functionof sperm cells, flight musclecells in insects and birds, cellsin the meristems,b) chloroplasts with the function ofpalisade cells. 17 26. LearningSuggested Learning ActivitiesLearning Outcomes Notes Vocabulary Objectives 1.2 Observe the living processes of A student is able to: Understanding unicellular organisms such as ? state the necessity for cellliving processes proses - cellfeeding, locomotion and specialisation in multicellular proses kehidupan organisationreproduction through computerised organism as compared to animation / video / mircoscope. unicellular organism, cell specialisation pengkhususan sel Carry out small group discussion on the following and present the findings: a) cell specialisation in ? describe cell specialisation in multicellular organisms,multicellular organisms, b) the necessity for cell specialization in multicellular organisms c) cell organisation in the ? describe cell organisation in the formation of tissues, organsformation of tissues, organs and and systems in humans,systems in multicellular animals and plants. organisms,Construct models of tissues, organs and systems in human, animals and plants. 18 27. LearningSuggested Learning ActivitiesLearning Outcomes Notes Vocabulary Objectives Conduct a discussion on the? state the meaning of internal A simplefollowing: environment,explanation.a) the meaning of internal ? identify factors affecting the environment,internal environment,b) factors affecting the internal environment including temperature, pH, osmotic? explain the necessity to maintain pressure and glucose level. optimal internal environment,c) it is important that the organism cells alwayss experience conditions which ? describe the involvement of permit efficient functioning, the various systems in maintaining involvement of various systemsoptimal internal environment. in maintaining optimal internal environment. 1.3Discuss and predict the cell A student is able to: Appreciating condition without a particular ? predict the state of certain cells uniqueness keunikan the uniqueness cellular component.without a particular cellular of the cell component,Conduct a role-play activity to show ? illustrate that most cells arethat cells become adapted forspecialised for the job that theydifferent functions. perform. 19 28. LEARNING AREA: 2.0 MOVEMENT OF SUBSTANCES ACROSS THE PLASMA MEMBRANE Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary Objectives 2.1Discuss the following: A student is able to: Analysing thea) substances that are required by ? state the substances required by of movement ofcells,living cells, substances b) substances to be eliminated ? state the substances that have across thefrom cells, to be eliminated from cells, plasma c) the necessity for movement of ? explain the necessity for membranesubstances across the plasmamovement of substances across membrane. the plasma membrane, Discuss the structure of the plasma ?describe the structure of theOnly a brief accountmembrane as comprising the plasma membrane, of the structure ofphospholipid bilayer, carrier protein the plasmaand pores.membrane isrequired.Conduct an experiment, usingstarch suspension and glucosesolution, to study the movement ofsubstances across egg membraneor Visking tubing. permeability - ketelapanDiscuss the properties of the? describe the permeability of theplasma membrane as a semi -plasma membrane,simple diffusion resapanpermeable membrane.ringkas Discuss the movement of soluble ?explain the movement of soluble facilitated diffusion substances across the plasma substances across the plasmaresapan berbantumembrane through simple diffusionmembrane through the processand facilitated diffusion. of passive transport, passive transport pengangkutan pasifCarry out an activity to show? explain the movement of water active transport -osmosis using a simple molecules across the plasma pengangkutan aktifosmometer. membrane by osmosis,20 29. Learning Suggested Learning ActivitiesLearning OutcomesNotes Vocabulary Objectives Discuss the movement of? explain the movement ofOnly a basicsubstances across the plasma substances across the plasma explanation of themembrane through activemembrane through the process active transporttransport. of active transport, process is required. Conduct a simulation activity toshow the movement of substancesacross the plasma membranethrough passive transport andactive transport. Use computer simulation to showthe movement of substancesacross the plasma membrane. Discuss the processes of passive ? explain the process of passivetransport and active transport intransport in living organismsliving organisms:using examples,a) gaseous exchange in the alveoli and blood capillaries (simple ? explain the process of active diffusion), transport in living organismsb) absorption of digested food inusing examples, the villus (facilitated diffusion),c) absorption of water by root hairs of a plant (osmosis),d) ion intake by root hairs of a plant (active transport). 21 30. LearningSuggested Learning Activities Learning OutcomesNotes VocabularyObjectivesConstruct a concept map on the ? compare and contrast passive movement of substances acrosstransport and active transport. the plasma membrane.Use a graphic organiser to compare and contrast passive transport and active transport.2.2 Carry out activities to study theA student is able to: Understanding effects of hypotonic and hypertonic the movementsolutions on plant and animal cells: ? explain what hypotonic, The use of human of substances a) plasmolysis and deplasmolysis hypertonic and isotonic solutions blood is across thein plant cells,are,discouraged. plasmab) haemolysis and crenation in red ? explain the effects of hypotonic, effects - kesan membrane in blood cells. hypertonic and isotonic solutions everyday lifeon plant cell and animal cell, Discuss the following: ? explain plasmolysis, a) hypotonic, hypertonic and deplasmolysis, haemolysis and isotonic solutions,crenation, b) plasmolysis, deplasmolysis, haemolysis and crenation, c) flaccidity and turgidity of plant turgidity - kesegahan cells. Carry out an investigation using ? design an experiment to The concentration of various concentrations of salt ordetermine the concentration ofthe external solution sugar solutions to determine the external solution which iswhich is isotonic to concentration of external solution isotonic to cell sap, the cell sap is which is isotonic to the cell sap of determined from the plant tissues. plotted graph.22 31. LearningSuggested Learning ActivitiesLearning Outcomes Notes Vocabulary ObjectivesDiscuss and make an inference on ? make an inference on the Discussion should wilting layu the concentration of cell sap in concentration of cell sap in plant be based on the plant tissues which is equivalent to tissues, concepts of osmosis the concentration of isotonic and plasmolysis.preservation - pengawetan solution.Discuss and correlate the? relate the movement of movement of substances acrosssubstances across plasma the plasma membrane w ith themembrane with concentration difference in concentration of the gradient, external solution and that of the cell sap.Discuss the following: ? explain the phenomenon of a) wilting of plants caused by the wilting in plants using examples,excessive use of chemicalfertilisers,? explain the preservation of food b) preservation of food using salt using examples.or sugar. 2.3 Compose poems to appreciate theA student is able to: Appreciatingmovement of substances across? explain the necessity of the movementthe plasma membrane. movement of substances across of substancesthe plasma membrane which across the occurs in a continuous and plasma controlled manner for survival of membrane a cell.23 32. LEARNING AREA: 3.0 CHEMICAL COMPOSITION OF THE CELL Learning Suggested Learning Activities Learning OutcomesNotesVocabulary Objectives 3.1Carry out small group discussion A student is able to: Chemical Understandingon the following and present the compounds in the organic compounds the chemical findings:? state the elements in the cell, cell are limited tosebatian organik composition of a) elements in the cell, including carbohydrates, the cell carbon, hydrogen, oxygen,? list the chemical compounds inlipids, proteins,nitrogen sulphur, phosphorus,the cell, nucleic acids andcalcium, potassium,water only.magnesium, chlorine, sodiumand ferum, ? explain the importance of A brief account onb) the presence and importance oforganic compounds in the cell,the importance ofchemical compounds in thecarbohydrates,cell.? explain the importance of water lipids, proteins and in the cell.nucleic acids is required. 3.2Carry out small group discussion A student is able to: Understandingon the following and present the A detailed molecular carbohydratesfindings:? state the elements in structure is nota) elements in carbohydrates,carbohydrates,required.b) types of carbohydrates, i.e.? state the types ofmonosaccharides, carbohydrates,disaccharides andpolysaccharides, usingA brief account ofexamples,? explain the formation andcondensation and formation pembentukanc) the formation and breakdown ofbreakdown of disaccharides and hydrolysis reactionsdisaccharides, such as polysaccharides. is required. breakdown - penguraianmaltose, sucrose and lactose,d) the formation and breakdown of reducing sugar gulapolysaccharides, such aspenurunstarch, glycogen and cellulose.Conduct an activity to differentiatenon-reducing sugar gulabetween reducing and non- bukan penurunreducing sugars. 24 33. LearningSuggested Learning Activities Learning Outcomes Notes VocabularyObjectives3.3 Carry out small group discussion A student is able to: Understanding on the following and present the proteinsfindings: a) elements in protein, such as? state the elements in proteins,A detailed molecular carbon, hydrogen, oxygen, structure is not sulphur, nitrogen and required. phosphorus, b) dipeptides and polypeptides,? state the various structures ofA brief account of c) the formation and breakdown ofproteins,condensation and dipeptides and polypeptides, ? explain the formation andhydrolysis reactions d) essential amino acids and non-breakdown of dipeptides andis required. essential amino acids. polypeptides,? explain the meaning of essential Use charts to illustrate the various amino acids and non-essential protein structures, i.e. primary,amino acids. secondary, tertiary and quartenary.3.4 List the main types of lipids: A student is able to: Understanding a) fat, lipidsb) oil,? state the elements in lipids, c) wax, d) phospholipids,? state the main types of lipids,A detailed molecular e) steroids, such as cholesterol, structure is not testosterone, oestrogen, andrequired. progesterone. 25 34. LearningSuggested Learning Activities Learning OutcomesNotes VocabularyObjectivesCarry out small group discussion ? state the components of fatsA brief account of saturated fats lemak tepu on the following and present the and oils. condensation and findings:? explain the formation and hydrolysis reactions unsaturated fats lemak a) elements in lipids, breakdown of fats and oils, is required. tak tepu b) components of fats and oils, c) formation and breakdown of fats and oils. ? compare and contrast saturatedfats and unsaturated fats. Use a graphic organiser to compare saturated fats and unsaturated fats.3.5 Discuss on the following:A student is able to: Understanding a) what enzymes are, ? state what enzymes are, enzymes b) enzyme requirement in the ? explain why enzymes areliving process, needed in life processes, c) general characteristics of? list the general characteristics ofenzyme, enzymes, d) naming of enzyme based on ? relate the name of enzyme tothe substrate,substrate, e) sites of enzyme synthesis,? state sites where enzymes are f) intracellular and extracellular synthesised, intracellular enzyme enzymes and examples. ? state the meaning of intracellular enzim intraselenzymes and extracellular Conduct a role-play activity to show enzymes, extracellular enzyme the involvement of ribosomes,? explain the involvement of enzim luar sel endoplasmic reticulum, and Golgi specific organelles in the body in the production ofproduction of extracellular extracellular enzyme.enzymes,26 35. Learning Suggested Learning Activities Learning Outcomes NotesVocabulary Objectives Conduct experiments to study the ? explain the effects of pH,concentration - kepekataneffects of pH and temperature on temperature, enzymethe activities of amylase andconcentration, and substratesubstrates substratpepsin.concentration on enzyme activity,Discuss the effects of enzymeconcentration and substrateconcentration on enzyme activity. Discuss the mechanism of enzyme ?explain the mechanism ofaction using the lock and key enzyme action,hypothesis. Discuss and correlate pH,? relate the mechanism of enzymetemperature, enzyme concentrationaction with pH, temperature,and substrate concentration on enzyme concentration andenzyme activity using the lock and substrate concentration,key hypothesis. Gather information from theInternet and other sources on theuses of enzymes in:? explain the uses of enzymes ina) daily life, e.g. tenderising meat daily life and industry usingb) industry e.g. food processing examples.and detergent manufacturing.3.6 Realising theConduct a role play or story telling ? predict the consequences of deficiency - kekurangan importance ofsession to predict the deficiency in carbohydrates, the chemical consequences of deficiency in oneprotein, lipids or enzymes in the composition in of the chemical components in thecell. cellscell.27 36. LEARNING AREA: 4.0 CELL DIVISIONLearningSuggested Learning Activities Learning Outcomes Notes VocabularyObjectives 4.1 Understanding Conduct a brainstorming sessionA student is able to: mitosis on the following:? state the necessity for the a) the need for production of newproduction of new cells in cells in organisms,organisms, b) the need for production of new? explain the necessity for the identical - seiras cells identical to parent cells. production of new cells identicalto parent cells,significance - kepentingan Derive the meaning and ? state the significance of mitosis, significance of mitosis from the brainstorming session.Study charts to identify the various ? identify the phases in the cell phases of the cell cycle.cycle,Make models to demonstrate ? explain the process of mitosis mitosis and cytokinesis. and cytokinesis, Prepare and observe a slide of ? arrange the various stages of onion root tip to identify different mitosis in the correct sequence, stages of mitosis.Study the process of controlled and ?compare and contrast mitosis uncontrolled mitosis and and cytokinesis in animal cell cytokinesis through simulation,and plant cell, computerised animation or video. 28 37. Learning Suggested Learning ActivitiesLearning Outcomes NotesVocabulary Objectives Conduct a brainstorming session to ?explain the importance ofTechniques of controlled mitosis mitosiscome up with examples on mitosiscontrolled mitosis,cloning include terkawalas a controlled process for thetissue culture.perpetuity of living things such asregeneration regeneration of lizard tail, certain pertumbuhan / penjanaanplant parts and the healing of skin. semula Gather information on diseases, ? explain the effects of uncontrolled mitosis including cancer or tumour, causeduncontrolled mitosis in living mitosis luar kawalby uncontrolled mitosis in living things,things.? describe the application ofMake a trip to a research institute knowledge on mitosis into study tissue culture technique.cloning, Conduct a debate or forum on? explain the advantages andcloning issues. disadvantages of cloning.29 38. LearningSuggested Learning ActivitiesLearning Outcomes NotesVocabularyObjectives 4.2 Discuss the following:A student is able to: Understanding a) trait inheritance in offsprings,trait inheritance meiosis b) the need to maintain diploid ? state the necessity of trait pewarisan cirichromosomal number from oneinheritance in offspring for offspring anakgeneration to another, continuation of life, c) the need to produce gametes? state the necessity to maintainwith haploid number of diploid chromosomal numberchromosomes, from generation to generation, d) the uniqueness of diploid? state the necessity fornumber of chromosomes in production of haploid gametes inorganisms, sexual reproduction, e) the significance of meiosis, ? state the significance of meiosis, f) the type of cell that undergoes? identify the type of cell thatmeiosis in human, animals andundergoes meiosis,plants.Observe the process of meiosis? explain the process of meiosis,A detailed through computerised animation,explanation of photomicrograph, prepared slides, ? arrange the various stages ofProphase 1 is not or video. meiosis in the correct order,required.Use simulation activities to show changes in chromosome behaviour during meiosis I and meiosis II ? compare and contrast meiosis I Use graphic organisers to compare and meiosis II, and contrast: ? compare and contrast meiosis a) Meiosis I and meiosis II, and mitosis. b) Meiosis and mitosis. 30 39. Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary Objectives4.3a) conduct a role-play,A student is able to: Appreciating the movement b) avoid radioactive and ? describe what will happen when ofcarcinogenic substances.the movement of chromosomes chromosomes during mitosis and meiosis do during mitosisnot occur in an orderly manner, and meiosis. ? know and avoid things that maybe harmful. 31 40. THEME: INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS LEARNING AREA: 1.0 NUTRITION LearningSuggested Learning ActivitiesLearning OutcomesNotesVocabulary Objectives 1.1 Understanding Observe and identify types of A student is able to: types ofnutrition in various organisms. nutrition Discuss autotrophic and ? state the types of nutrition, heterotrophic nutrition with? explain autotrophic nutrition, reference to chemosynthesis, ? explain heterotrophic nutrition, photosynthesis, holozoic nutrition, saprophytism, and parasitism. Use a graphic organiser to show the types of nutrition. Conduct an activity to classify ? classify organisms according to various organisms according tothe types of nutrition. types of nutrition.1.2 Carry out small group discussionA student is able to: Applying theon the following and present the concept offindings: ? explain the necessity for a balanced diet gizi balanced diet a) requirements of a balanced diet, balanced diet,seimbang b) factors affecting the daily energy ? explain the factors affecting therequirement such as age, sex,daily energy requirement of thebody weight and occupation.human body, Conduct an activity to determine? determine the energy value in The unit for energy the energy value in food samples. food samples, used is Joule.Design activities to test for the ? determine the nutrient content in presence of starch, reducing sugar, different food samples, non-reducing sugar, protein and lipid in food samples.32 41. Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary ObjectivesConduct an experiment todetermine the Vitamin C content in ? explain the functions and roughage / dietary fibre various fruit juices.sources of vitamins in a diet topelawas maintain health,Match the vitamins with theirsources, functions and effects ofdeficiency.Match the minerals with their? explain the functions andsources, functions and effects ofsources of minerals in a diet totarget group kumpulandeficiency.maintain health,sasaranDiscuss the sources, functions and ? explain the functions anddeficiency of roughage. sources of roughage / dietaryDiscuss the sources and functionsfibre in a diet,of water in the body.? explain the functions of water in the body,Carry out a group discussion toformulate and justify an appropriatediet menu based on a nutrient chart ?justify the selection of anfor the following target groups: appropriate balanced diet for aa) pregnant mothers, target group.b) infants,c) children,d) teenagers,e) athletes,f) people with specific diseases,g) the aged,h) vegetarians. 33 42. Learning Suggested Learning ActivitiesLearning OutcomesNotesVocabulary Objectives1.3Carry out small group discussionA student is able to: Understandingon the following and present the malnutrition findings:a) meaning of malnutrition, ? explain what malnutrition is,b) effects of deficiency in proteins, ? explain the effects ofvitamins, minerals, on health,malnutrition using examples,c) effects of excessive intake ofcarbohydrates, lipids, vitamins ? describe ways to reduce theand minerals on health, chance of contracting certaind) a diet low in saturated fats helphealth problems due to one sreduce the chance ofdiet,contracting cardiovasculardisease,? describe ways to reduce thee) ways to reduce the risk of higheffects of certain healthblood pressure, diabetesproblems.mellitus and osteoporosis.1.4 Discuss the following: A student is able to: Analysing food a) glucose, amino acids and lipids? state the substances required by metabolic processes digestionare always required by the cell the cell to carry out metabolicproses metabolikto carry out metabolicprocesses,processes,b) complex substances like? list the complex substances thatcarbohydrates, proteins and need to be digested,lipids need to be digested. ? explain the necessity fordigestion of complexsubstances,Draw and label parts of the human ? draw and label the humandigestive system. digestive system,a)?34 43. Learning Suggested Learning ActivitiesLearning OutcomesNotes Vocabulary Objectives Discuss the functions of digestive? state the digestive juices and digestive juices jusjuices, including saliva, gastric substances that aid in the pencernaanjuice, pancreatic juice, intestinal process of digestion in human,? describe the functions of thebile - hempedujuice and other substances, i.e.digestive juices and substances,hydrochloric acid and bile that aidthe process of digestion.? explain the digestion ofDiscuss the digestion ofcarbohydrates, proteins andcarbohydrates, proteins and fats on lipids in the human body,the following aspects:a) specific location of eachdigestive process,b) chewing of food,c) movement of food,d) glands involved,e) digestive enzymes,f) suitable pH for each enzymeaction,g) substrates and products.? identify parts of digestive systemIdentify the parts of digestive in ruminants and rodentssystem in ruminants and rodents.involved in the digestion ofcellulose,Discuss the digestion of cellulose? describe the digestion ofin ruminants (eg. cow) and rodentscellulose in ruminants and(rabbit). rodents, Use graphic organiser to compare? compare and contrast theand contrast the process of digestive process in humans,cellulose digestion in humans,ruminants and rodents,ruminants and rodents. 35 44. LearningSuggested Learning Activities Learning OutcomesNotes Vocabulary ObjectivesPlan and conduct experiments to?design experiments to study the study the enzyme actions on starchdigestion of starch and proteins and protein food samples. in food samples,Collect information and discuss ? describe problems related to problems related to food digestion: food digestion. b) incomplete digestion of food, c) bile stones preventing the flow of bile, reduced production of specific digestive enzyme.1.5 Examine models or diagrams of the A student is able to: Understanding digestive system and cross-section? identify the parts of the digestive the processes of the small intestine. Withsystem involved in absorption ofadaptive characteristic of absorption reference to the models ordigested food,ciri-ciri penyesuaian and diagrams discuss the following: ? explain the adaptive assimilation of a) adaptation of the smallcharacteristic of the digestive absorption - penyerapan digested food intestine,system related to absorption, b) absorption process of amino? draw and label the structure of a small intestine usus kecil acids, glucose, fatty acids,villus, glycerol, vitamins and minerals ? explain the process of in the villus.absorption in the villus, Carry out an activity to study the movement of substances through the Visking tubing. ? 36 45. Learning Suggested Learning ActivitiesLearning Outcomes NotesVocabulary Objectives Based on the above activity ? make an analogy on the processtransport pengangkutancorrelate the movement of foodof absorption in the smallsubstances through the Viskingintestine,tubing with nutrient absorption incirculatory system sistemthe small intestine.peredaranDiscuss the absorption of water ? explain the absorption of water liver hatiand minerals in the colon.and minerals in the colon,Using diagrams, charts orcomputerised animation discuss:a) the transport of amino acids, ?describe the transport of assimilation - assimilasi glucose, water soluble vitaminsnutrients by the circulatory and minerals by the circulatorysystem for assimilation, system i) from the small intestine to the liver through the hepatic portal vein, ii) from the liver to the body cells,b) transport of lipids and fat soluble vitamins.Make a schematic diagram to showthe transport of nutrients from theintestine to the body cells.37 46. Learning Suggested Learning ActivitiesLearning OutcomesNotes Vocabulary Objectives Discuss the following functions of? explain the main functions of thethe liver:liver,a) storage of nutrients,b) processing the products ofdigestion i.e. excess glucoseand amino acids,c) detoxification.Discuss the process of assimilation ? describe the process ofby the body cells.assimilation.1.6With reference to diagrams, chartsA student is able to: Understanding or model of the digestive system,? identify the part of the digestive defecation penyahtinjaan the formation of identify the colon and rectum.system where the formation of faeces and faeces takes place,faeces tinja defecationCarry out small group discussionon the following and present thefindings: ? describe the formation ofa) the formation of faeces, faeces,b) the role of microorganisms inthe colon,? explain the role ofc) effects of antibiotics on themicroorganisms in the colon andmicroorganisms in the colon,the effect of antibiotics on them,d) what defecation is,? explain what defecation is,e) the importance of defecation,? explain the importance ofdefecation,f)importance of high fibre diets, ? explain the importance of highfibre diets, constipation sembelitg) defecation related problems, ? describe the problems related to i.e. constipation, colon cancerdefecation.haemorrhoids - buasir and haemorrhoids. 38 47. LearningSuggested Learning ActivitiesLearning OutcomesNotes Vocabulary Objectives 1.7 Carry out small group discussionA student is able to: Evaluatingon the following and present the eating habits findings: a) relationship between eating? relate eating habits with health Eating habitseating habits tabiat habits and health problemsproblems,involve themakan such as: frequency and time health problems masalah (i) gastritis, of eating and thekesihatan (ii) obesity,type of food (iii) anorexia nervosa,consumed. (iv) bulimia, b) evaluate the nutrient contents ? evaluate critically whether a of food based on food labels or particular eating habit is good or advertisments,bad. c) evaluate the eating habits of classmates. 1.8 Conduct an activity to predict theA student is able to: Realising the effects of a defective digestive? predict the effects of a defectivedefective digestive system importance of a system. digestive system on health, sistem pencernaan yang healthy tidak berfungsi dengan baik digestive Conduct a discussion on ways to ? take care of the digestive systemtake care of the digestive system,system for one well-being. s such as good eating habits, avoid junk food, try to cut down on sweet and fatty foods. 39 48. Learning Suggested Learning ActivitiesLearning OutcomesNotesVocabulary Objectives 1.9Carry out small group discussionA student is able to: Understandingt on the following and present the he importancefindings: of a) the elements required by ? list elements required by plants,elements unsur-unsur macronutrients plants, andb) classify the elements required ? classify elements required by micronutrients by plants based on the amount plants based on the amount in plantsneeded: needed,(i) macronutrients consisting of carbon, hydrogen, oxygen, nitrogen, phosphorus, potassium, calcium, magnesium and sulphur,(ii) micronutrients consisting of boron, molybdenum, zinc, manganese, copper and ferum.Plan and conduct an experiment on ?design an experiment to studyMaize seedlingsplants to study the effects of the effects of macronutrient may be used for thismacronutrient deficiency i.e.deficiency in plants,experiment.nitrogen, phosphorus, potassium,calcium, magnesium and sulphur.? relate the effects ofDiscuss and correlate the effects of macronutrient deficiency withmacronutrient deficiency with thethe function of macronutrients,function of the macronutrientsbased on the results of theexperiment. 40 49. LearningSuggested Learning Activities Learning OutcomesNotesVocabularyObjectivesCollect and interpret data from? explain the function of each various sources such as themacronutrient in plants, Internet on the function of each ? state the function of macronutrient in plants. micronutrients in plants,Discuss the function of? state the effects of micronutrient mirconutrients and effects ofdeficiency in plants. micronutrient deficiency in plants.1.10 Students read about the discovery A student is able to: Understanding of photosynthesis and extract? describe the development that photosynthesis important facts from it.leads to the discovery ofphotosynthesis,? state the substances requiredfor photosynthesis, Study a cross-sectional model of a ? state the substances produced leaf. Draw and label it. from photosynthesis,? draw and label the cross- Discuss the following: section of a leaf, a) functions of the parts of a leaf, b) adaptation of the leaf for? state the function of each part ofoptimal photosynthesis. the leaf with respect tophotosynthesis,? explain leaf adaptation to adaptation - penyesuaianoptimise photosynthesis, Carry out an activity to investigate the adaptation of plants such as hibiscus, water lily, Hydrilla and ? explain how plants from different cactus with respect to:habitats are adapted to carry out a) distribution of stomata,photosynthesis. b) distribution of chloroplasts.41 50. Learning Suggested Learning ActivitiesLearning OutcomesNotesVocabularyObjectives 1.11 UnderstandingWith reference to the structure ofA student is able to: the mechanismchloroplast discuss the light and Detailed structure of of dark reactions of photosynthesis? identify the parts of chloroplast chloroplast is not photosynthesis with respect to:related to photosynthesis,required. light reaction tindakbalasa) substances required. ? explain the light reaction of cahayab) location of reaction.photosynthesis, Detailed pathwaysc) products of reaction.? explain the dark reaction offor light and darkdark reaction tindakbalasphotosynthesis, reactions are not gelapDraw a simple schematic diagram required.of the light and dark reactions inphotosynthesis.Discuss the following:a) compare and contrast the light ? compare and contrast light reaction and dark reaction inreaction and dark reaction in photosynthesis,photosynthesis,b) correlate light reaction with dark ? relate light reaction with dark reaction in photosynthesis.reaction in photosynthesis, Write an equation to represent the? write an equation to representoverall process of photosynthesis.the process of photosynthesis. 42 51. Learning Suggested Learning Activities Learning OutcomesNotes VocabularyObjectives 1.12 Conduct a brainstorming session to A student is able to: Synthesising identify the factors affecting the ? identify the factors affecting the factorsrate of photosynthesis i.e.rate of photosynthesis, affectingconcentration of carbon dioxide, photosynthesis light intensity and temperature.Plan and carry out an experiment ? design an experiment toto study the effect of light intensity investigate the effect of lighton the rate of photosynthesis. intensity on the rate of photosynthesis, ? identify the factor that limits the rate of photosynthesis atlight intensity keamatan different light intensity, cahaya Carry out small group discussion ? explain the effects of limiting factor- faktoron the effects of light intensity, temperature and concentrationpenghadtemperature and concentration of of carbon dioxide on the rate ofcarbon dioxide on the rate ofphotosynthesis,photosynthesis.? explain the difference in the rate of photosynthesis in plants throughout the day based on the changes in light intensity and temperature,Plan a strategy based on factors ? identify some ways to meet theaffecting the rate of photosynthesis need of increasing theto ensure crop productionproductivity of crops based onthroughout the year in countries factors affecting the rate ofcrops - tanamanwith four seasons. photosynthesis.43 52. LearningSuggested Learning Activities Learning Outcomes NotesVocabulary Objectives 1.13Compose a poem or lyric of a song A student is able to: Practising ato show appreciation of the role of caring attitude photosynthesis in ensuring the? tell why we need to take good towards plantsperpetuation of life. care of plants,Conduct a planting project in the? identify cases of mishandling science resource garden or schoolor destruction of plants. compound.1.14Carry out small group discussion A student is able to: Understanding on the following and present the the technologyfindings: used in fooda) the quantity of food needed for ? explain the need for improvingimproving - production the present and future population the quality and quantity of food, menambahbaikkanof the country, b) the need for improving thequality and quantity of food forthe country in line with thenational food production policy, c) effort by various agencies to ? explain the effort to diversifydiversify food production,food production,diversify - mempelbagaikan d) methods used to improve the ? explain ways to improve thequality and quantity of foodquality and quantity of foodproduction through the following: production in the country.(i) direct seeding for rice,(ii) hydroponics and aeroponics,(iii) breeding,(iv) tissue culture,(v) genetic engineering(vi) soil management,(vii)biological control. 44 53. Learning Suggested Learning ActivitiesLearning OutcomesNotesVocabulary ObjectivesConduct a field trip to relevant agencies such as the Institute of Agricultural Research and Development of Malaysia (MARDI), Agriculture Department and Fishery Department.Carry out a vegetable planting project.1.15 Discuss the need for food A student is able to: Evaluating the processing based on the following: food processing technologicala) overcoming the factors ? explain the necessity for food pemprosesan makanan development incausing spoilage of food suchprocessing, foodas the action of microorganisms development - processingand oxidation,perkembanganb) extending the lifespan of food,c) avoiding food wastage,food spoilage kerosakand) diversifying the uses of food makanan like milk and dairy products,e) ensuring sufficient food supply.Prepare a portfolio on the? describe the development of technological development of food food processing technology, processing from the early days till the present.45 54. Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary Objectives Correlate the following food? relate food processing methodsprocessing methods with factors with factors causing foodcausing food spoilage:spoilage, i. cooking, ii. using salt, sugar and vinegar, iii. fermentation process, iv. drying, v. pasteurization, vi. canning, vii. refrigeration.? assess the methods of foodConduct a forum entitled The processing to justify the choiceeffects of processed food onof consuming certain processedhealth.food.46 55. LEARNING AREA: 2.0 RESPIRATIONLearning Suggested Learning ActivitiesLearning Outcomes Notes Vocabulary Objectives 2.1 Discuss the following: A student is able to: Understanding the respiratory a) living processes require energy, ?state that all living processes living processes proses- process in require energy, proses kehidupan energyb) the main substrate for? identify the main substrate for production respiration, that is glucose, isproducing energy,obtained from the following:(i) the digestion of carbohydrates in human and animals,(ii) the process of photosynthesis in plants.? state the two types of Carry out a discussion on the typesrespiration, of respiration.? explain what cell respiration is, Carry out an activity to show aerobic respiration.? explain the energy production Discuss the energy production in from glucose during the process aerobic respiration. of aerobic respiration,? state the conditions leading toanaerobic respiration in cells, ? explain the process of anaerobic Conduct an experiment to respiration in yeast, investigate anaerobic respiration in yeast. 47 56. LearningSuggested Learning ActivitiesLearning OutcomesNotes Vocabulary Objectives Discuss the following: ? explain the process of anaerobica) condition leading to anaerobicrespiration in human muscles, respiration in cells, ? write the chemical equations forb) the process of anaerobicaerobic and anaerobic respiration in human muscles. respiration, Use a graphic organiser to ? compare and contrast aerobiccompare and contrast aerobic respiration with anaerobicrespiration with anaerobic respiration.respiration.2.2Observe graphics and live A student is able to: Analysing thespecimens and discuss the respiratoryrespiratory structures in human and ? state the respiratory structuresrespiratory structures structures and other organisms including in human and some animals,struktur pernafasan Breathingprotozoa, insects, fish and mechanisms inamphibians. human and animal Conduct an activity to compare the ? make an inference on thetotal surface area of a flat card with various adaptations of the corrugated card kada corrugated card, and correlate respiratory structures,lipatan beralunthe increase in total surface areawith the modified surface structure.adaptations - penyesuaianDiscuss the relationship betweenthe total surface area of therespiratory structures and theefficiency of gaseous exchange invarious organisms. 48 57. LearningSuggested Learning ActivitiesLearning Outcomes Notes Vocabulary Objectives Observe the respiratory structures ? describe the characteristics of respiratory surfaces to generalise the characteristics of respiratory surfaces in human permukaan respirasithe respiratory surfaces in humanand other organisms,and other organisms such asprotozoa, insects, fish andamphibians.Construct or use a model that can? describe the breathingbreathing mechanism be manipulated to explain themechanism in human and othermekanisma pernafasanbreathing mechanism in human.organisms,Discuss the breathing mechanismof other organisms such asprotozoa, insects, fish andamphibians.Use graphic organiser to compare ? compare and contrast theand contrast the human respiratory human respiratory system withsystem with that of otherthat of other organisms.organisms. 49 58. LearningSuggested Learning Activities Learning OutcomesNotes Vocabulary Objectives 2.3Using a diagram, discuss theA student is able to: Understandingprocess of gaseous exchange the concept of across the surface of the alveolus? describe the process of gaseousgaseous exchange gaseousand blood capillaries in the lungs in exchange across the surface of pertukaran gas exchange relation to:the alveolus and blood across the a) the difference in partialcapillaries in the lungs,blood capillaries kapilari respiratorypressure of respiratory gases in darah surfaces and the air of the alveolus and transport of blood capillaries in the lungs,partial pressure tekanan gases in i.e: separa human(i) partial pressure of oxygenis higher in the air of thealveolus compared to thepartial pressure of oxygenin the blood capillaries,(ii) partial pressure of carbondioxide is lower in the airof the alveolus comparedto the partial pressure ofcarbon dioxide in the bloodcapillaries. b) the difference in partial pressure of oxygen and carbon dioxide in the blood entering the alveolus with the blood leaving the alveolus i.e.: (i) partial pressure of oxygenis lower in the bloodentering the alveoluscompared to the partialpressure of oxygen in theblood leaving the alveolus.50 59. LearningSuggested Learning Activities Learning OutcomesNotesVocabulary Objectives(ii) partial pressure of carbondioxide is higher in theblood entering the alveoluscompared to the partialpressure of carbon dioxidein the blood leaving thealveolus. Discuss the following:a) the transport of respiratory ? explain the transport of Caution: inhaled air udara sedutan gases in human,respiratory gases, Handle the followingb) the exchange of respiratory? explain the process of gaseous solutions with care: exhaled air udara gases between the blood andexchange between the blood Alkaline pyrogallate hembusan body cells.and body cells,and concentrated? distinguish the composition of potassiumUse schematic diagram to explaininhaled and exhaled air. hydroxide.the exchange and transport ofrespiratory gases in human. Conduct an experiment toinvestigate the differences betweeninhaled and exhaled air in terms ofoxygen, carbon dioxide and heatcontent. Study the process of respiratorygas exchange and transport usingsimulations and computerisedanimations. 51 60. LearningSuggested Learning ActivitiesLearning Outcomes Notes Vocabulary Objectives 2.4Conduct an experiment to study A student is able to: Understandingthe effects of a vigorous exercise the regulatory on the rate of respiration and rate? describe the change in rate of mechanism in of heart beat. respiration after completing avigorous exercise respiration vigorous exercise,senaman cergasConduct a discussion on thefollowing: a) correlate the rate of respiration ? correlate the rate of respiration with the oxygen and carbonwith the oxygen and carbon dioxide contents in the body, dioxide content in the body,regulatory mechanism mekanisma kawalaturb) regulatory mechanism of ? explain the regulatory oxygen and carbon dioxide mechanism of oxygen and contents in the body. carbon dioxide content in the body,Conduct a discussion on human ?explain the human respiratory response gerak balasrespiratory response, rate ofresponse and rate of respirationrespiration and rate of heart beat inin different situations,different situations:a) vigorous activities such as?correlate the rate of respiration rate of heart beat kadar swimming, running, aerobicwith the rate of heart beat.denyutan jantung exercise, mountain climbing and playing badminton,b) relaxing,c) fear.52 61. LearningSuggested Learning ActivitiesLearning OutcomesNotesVocabulary Objectives 2.5Discuss the habits to be cultivatedA student is able to: Realising theor avoided to ensure the efficient ? care and maintain efficient efficient berkesan importance offunction of the respiratory organs.function of the respiratory maintaining a organs. healthyConduct an experiment to show the respiratoryeffects of cigarette smoke on whit e system cotton wool and draw an analogybetween the lungs and the whitecotton wool. Show photographs of damagedlungs (cancer) due to smoking. 2.6Discuss the following: A student is able to: Understandinga) the lower energy requirement? describe the energy requirement energy requirement respiration inof plants compared to animals in plants,keperluan tenaga plantsfor living processes, b) the intake of oxygen by plants? explain the intake of oxygen forfor respiration. respiration,Draw a diagram to show the intake? explain aerobic respiration in A diagram of theof oxygen in plants. plants,cross-section of aleaf is required.Discuss the anaerobic respiration? explain anaerobic respiration incarried out by rice plants in aplants under certain conditions,paddy field or other plants incertain situations like flooding. 53 62. LearningSuggested Learning ActivitiesLearning Outcomes Notes Vocabulary Objectives Use a graphic organiser to ? compare and contrast thecompare the process of respiration process of photosynthesis and compensation point titikwith the process of photosynthesis respiration,pampasanin plants. light intensity keamatanDiscuss the following:?explain what compensation cahayaa) meaning of compensation point is, point, ?relate light intensity with theb) correlate light intensity withattainment of compensation compensation point from graph.point, Visualise and describe the effect? predict the situation when theon living things when the rate ofrate of photosynthesis and ratephotosynthesis and rate of of respiration remains atrespiration remains at compensation point.compensation point.54 63. THEME: INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENT LEARNING AREA: 1.0 DYNAMIC ECOSYSTEMLearning Suggested Learning Activities Learning Outcomes Notes Vocabulary Objectives 1.1 Conduct a field study to: A student is able to: Understanding a) identify the abiotic components? identify the abiotic components Emphasis is on fieldabiotic components the abiotic andincluding pH, temperature, light of an ecosystem,study for the komponen abiotik biotic intensity, humidity, topography, students to reinforce components ofand the microclimate of an their understanding biotic components theecosystem, in this area. komponen biotik environment b) identify the biotic components ? identify the biotic components ofof an ecosystem, an ecosystem, c) investigate the feedingrelationships of the biotic? classify biotic components into trophic levels aras trofcomponents to construct thetrophic levels,food chains and food web s, andclassify the biotic componentsinto trophic levels, d) investigate the interaction? explain the interactions betweenbetween biotic components as biotic components in relation tofollows: feeding, using examples,(i) symbiosis among plantsand animals encompassing ? explain the interaction betweenthe following: biotic components in relation to- commensalism, competition, using examples.- parasitism,- mutualism,(ii) saprophytism,(iii) predator - prey interaction. 55 64. Learning Suggested Learning ActivitiesLearning OutcomesNotes Vocabulary Objectives(e) investigate the interaction predator pemangsa between biotic components inprey - mangsa relation to competition, which are: (i) intraspecific competition,competition - persaingan (ii) interspecific competition. Conduct an experiment to study the intraspecific competition and interspecific competition 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. 1.2 Conduct a field study on anA student is able to: Understanding ecosystem i.e. a mangrove swamp? state what an ecosystem is,mangrove swamp paya the processes or a pond to:? identify the niche, habitat, bakau of colonisation a) identify the niche, habitat,community and population of an and successioncommunity and population,ecosystem, in an b) investigate the process of? explain the process of ecosystem colonisation,colonisation,colonisation pengkolonian c) investigate the process of? explain the process of succession,succession, d) identify pioneer species, ? identify the pioneer species insuccession sesaran successor species, dominantan ecosystem, species and climax community,? identify the successors in ansuccessors spesiesecosystem, penyesar 56 65. LearningSuggested Learning ActivitiesLearning OutcomesNotes Vocabulary Objectives e) identify the adaptive ? identify the dominant species in adaptive characteristics characteristics of pioneeran ecosystem,ciri penyesuaian species and subsequent? identify the adaptive species in the habitat for thecharacteristics of pioneer pioneer spesies perintis processes of colonisation and species, succession. ? identify the adaptive characteristics of successors, ? explain the changes in habitat caused by pioneer species,Students present their findings or ? explain the changes in habitatmake a folio.caused by successors at everyclimax community- komuniti level of succession until a climax klimaksStudy the processes of colonisationand succession through video,community is reached,computer software and printed ?relate the abiotic componentsmaterial.with the biotic components in an ecosystem during the processesDiscuss and correlate the abioticof colonisation and succession.component and biotic componentduring the processes ofcolonisation and succession in anecosystem. 57 66. LearningSuggested Learning ActivitiesLearning OutcomesNotes Vocabulary Objectives 1.3Discuss the appropriate sampling A student is able to: Synthesising techniques to study the population ? identify the appropriate sampling ideas on size of an organism. technique to study the sampling technique teknik populationpopulation size of an organism,persampelan ecologyConduct a field study or use anappropriate analogy to:? estimate the population size ofa) estimate the population size of an organism in a habitat, animals such as garden snails and wood lice,b) investigate the distribution ofdistribution taburan plants using the quadrat s