RPT BIOLOGI TING 4 2018

THEME
LEARNING AREA
WEEK

YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
INTRODUCING BIOLOGY
1.0 INTRODUCTION TO BIOLOGY

:
:

LEARNING
OBJECTIVES

LEARNING OUTCOMES
A student able to:

1.1 Understanding
the study of biology







State what the study of biological is.
Explain the importance of biological.
List the different fields of study in biology.
List the careers related to biology.
State various ways of studying biology.

SUGGESTED LEARNING ACTIVITIES
Carry out small group discussion on the following & present the findings:
a)
b)

What is the study of biology?
The importance of biology with respect to the study of living things,

environment, interaction between living things & the environment.

Construct a concept map based on information gathered on the different fields of
study & careers related to biology.

CURRICULUM CONTENT
Value: Realize that Science is
one of the ways to understand
nature.
EMK: Noble values
I-Think: circle map
HOTS: Creating

Small group discussion on the importance of the following:
a) Acquiring scientific skills
b) Scientific method
c) Practicing scientific attitude & noble values.
Week 1
1/1 - 4/1

A student is able to:

1.2 Applying
scientific
investigation

 Identify variables in a given in a given
situation.
 Identify the relationship between two
variables to form a hypothesis.
 Design and carry out a simple
experiment to test the hypothesis.
 Record and present data in a suitable
form.
 Interpret data to draw conclusions.
 Write a report on an experiment.
 Practice scientific attitudes and noble
values.

Observe a situation & identify all the variables. Suggest a question that is suitable for

a scientific investigation. Discuss to:
a)
b)

Form a hypothesis
Plan the method of investigation including selection of apparatus & work
procedures.

Carry out an experiment:
a) To collect & tabulate data.
b) Present data in a suitable form.
c) Interpret the data & draw conclusion.
d) Write a complete report.
Carry out an experiment on the making of bread using yeast in the absence &
presence of sugar. Record the time taken the dough its size. For further
investigation, salt is used. During investigations, highlight the need of practice
scientific attitudes & noble values such as honesty & accuracy in recording &
verifying data.

1

Value: Realize that Science is
one of the ways to understand
nature.
EMK: Information technology &
communication
I-Think: Flow map
HOTS: Creating

YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
THEME
:
LEARNING AREA :
WEEK

INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS
2.0 CELL STRUCTURE AND CELL ORGANISATION

LEARNING
OBJECTIVES
2.1 Understanding
cell structure and
function

Week 2
7/1 - 11/1

LEARNING OUTCOMES
A student is able to:
 Draw and label an animal cell
 Draw and label a plant cell
 Identify the cellular component of an
animal cell
 Identify the cellular component of an
plant cell
 State the functions of the cellular
component of an animal cells.
 State the function of the cellular

component of an plant cell.
 Compare and contrast an animal cell and
a plant cell.
 Related the density of certain organelles
with the functions of specific cells.

SUGGESTED LEARNING ACTIVITIES

CURRICULUM CONTENT

Prepare and study slides to compare the epidermal cells of onion or cell of Hydrilla
sp leaf which cheek cells.

Value: Appreciate the balance of
nature.

Observe, draw and label diagrams of an animal cell and plant cell as seen through a
light microscope.

EMK: Noble values

Study electron micrographs of animal cell and plant cell to identify cellular
component of cell:
a) Plasma and membrane and cell wall.
b) Cytoplasm
c) Organelles:
i)
Nucleus: nucleolus, chromosomes, nucleoplasm and nuclear membrane
ii)
Rough and smooth endoplasmic reticulum.
iii) Mitochondria
iv) Golgi apparatus
v) Lysosomes
vi) Ribosomes
vii) Chloroplast
viii) Centrioles
ix) Vacuoles
Work in small group to match cellular component to their functions. Student present
a comparison between the structure on and animal cell and plant cell.
Discuss the relationship between the density of certain organelles with the function

of specific cells:
a) Mitochondria with the function of sperm cell, flight muscle cell in.
b) Chloroplasts with the function of palisade cells

2

I-Think: Circle map, bubble map
HOTS: Analysing

2.2 Understanding
cell organization

Week 3
14/1 18/1
&

YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
A student is able to:

Observe the living processes of unicellular organism such as feeding, locomotion
and reproduction through computerized animation/video/microscope.
 State the necessity for cell specialization Carry out small group discussion on the following and present the findings:
a) Cell specialization in multi cellular organisms.
in multi cellular organism as compared to
b) The necessity for cell specialization in multi cellular organism.
unicellular organism.
c) Cell organization in the formation of tissues, organs and system in humans,
 Describe cell specialization in multi
animal and plants.
cellular organism.
 Describe cell organization in the
Construct models of tissues, organs and system in human, animals and plants
information of tissues, organs and
system in multi cellular organisms.
Conduct a discussion on the following:
a) The meaning of internal environment.
 State the meaning of internal
b) Factors affecting the internal environment including temperature, Ph, osmotic
environment.

pressure and glucose level.
c) It is important that the organism’s cells always experience conditions which
 Identify factors affecting the internal the
permit efficient functioning.
environment.
The involvement of various system in maintaining optimal.

Value: Appreciate the balance of
nature.
EMK: Science & technology
I-Think: Flow map, circle map
HOTS: Analysing, synthesising

 Explain the necessity to maintain optimal
internal environment

Week 4
21/1 25/1

 Describe the involvement of various
system in maintaining optimal internal
environment.

2.3 Appreciating
the uniqueness for
the cell

A student is able to:

Discuss and predict the cell condition without a particular cellular component.

 Predict the state of certain cells without a
particular cellular component

Conduct a role-play activity to show that cells become adapted for different functions.

Value: Having an interest and
curiosity towards the
environment
EMK: Science & technology
I-Think: Circle map
HOTS: Analysing, Evaluating

3

YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH

THEME
LEARNING AREA
WEEK

:
:

INVESTIGATING THE CELL AS BASIC UNIT OF LIVING THINGS
3.0 MOVEMENT OF SUBSTANCE ACROSS THE PLASMA MEMBRANE

LEARNING
OBJECTIVES

Week 5
28/1 - 1/2
&
Week 6
4/2 - 8/2
&

LEARNING OUTCOMES
A student is able to:

3.1 Analysing the
movement of
substance across
the plasma
membrane.

 State the substance required by living
cells.
 State the substance that have to be
eliminated from cells
 Explain the necessity for movement of
substance across the plasma membrane.

SUGGESTED LEARNING ACTIVITIES
Discuss the following:
a) Substance that are required by cells
b) Substance to be eliminated from cells
c) The necessity for movement of substance across the plasma membrane

CURRICULUM CONTENT
Value: Appreciate the balance of
nature.

Discuss the structure of the plasma membrane as comprising the phospholipids
bilayer, carrier protein and pores.

EMK: Science & technology

Conduct an experiment, using starch suspension and glucose solution, to study the
movement of substance across egg membrane or visking tubing.

I-Think: Flow map, circle map

4

YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
HOTS: Analysing, synthesising
 Describe structure of the plasma
membrane
 Describe the permeability of the plasma
membrane
 Explain the movement of soluble
substance across the plasma membrane
through the process of passive transport.
 Explain the movement of water molecules
across the plasma membrane by osmosis
Week 7
11/2 15/2

 Explain the movement of substance
across the plasma membrane through the
process of active transport
 Explain the process of passive transport
in living organism using examples.
 Explain the process of active transport in
living organism using examples.
 Compare and contrast passive transport
and active transport
A student is able to:

Week 8
18/2 22/2
&

3.2 Understanding
the movement of

 Explain what hypotonic, hypertonic and
isotonic solutions are.

Discuss the properties of the plasma membrane as a semi-permeable membrane
Discuss the movement of soluble substance across the plasma membrane through
simple diffusion and facilitated diffusion.
Carry out an activity to show osmosis using a simple osmometer.
Discuss the movement of substance across the plasma membrane through active
transport.
Conduct a simulation activity to show the movement of substances across the
plasma membrane through passive transport.
Use compute simulation to show the movement of substance across the plasma
membrane.
Discuss the processes of passive transport and active transport in living organism:
a) Gaseous exchange in the alveoli and blood capillaries ( simple diffusion )
b) Absorption of digested food in 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 )
Construct a concept map on the movement of substance across the plasma
membrane.
Use a graphic organizer to compare and contrast passive transport and active
transport.
Carry out activities to study the effects of hypotonic and hypertonic solutions on plant
and animal cells.
a) Plasmolysis and deplasmolysis in plant cells.
b) Haemolysis and crenation in red blood cells.

Value: critical and analytical
thinking

Discuss the following:

I-Think: Circle map

5

EMK: Science & technology

Week 9
25/2 - 1/3

substance across
the plasma
membrane in
everyday life

YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
a) Hypotonic, hypertonic and isotonic solutions
 Explain the effects of hypotonic,
b) Plasmolysis, deplasmolysis, haemolysis and crenation
hypertonic and isotonic solutions on plant
c) Flaccidity and turgidity of plant cells
cell and animal cell.
 Explain plasmolysis, deplasmolysis,
Carry out an investigation using various concentrations of salt or sugar solutions to
haemolysis and crenation.
determine the concentrations of external solution which is isotonic to the cell sap of
 Design an experiment to determine the
plant tissues.
concentration isotonic to cell sap.
 Make an inference on the concentration
Discuss and make an inference on the concentration of cell sap in plant tissues
of cell sap in plant tissues.
which is equivalent to the concentration of isotonic solution
 Relate the movement of substance
across plasma membrane with
Discuss and correlate the movement of substances across the plasma membrane
concentration gradient.
with the different in concentration of the external solution and that of the cell sap.
 Explain the phenomenon of wilting in
plants using examples.
Explain the preservation of food using
Discuss the following:
examples.
a) Wilting of plants caused by the excessive use of chemical fertilizers
Preservation of food using salt or sugar
A student is able to:

Week 10
4/3 - 8/3

3.3 Appreciating
the movement of
substances across
the plasma
membrane

Compose poems to appreciate the movement of substances across the plasma
membrane.

 Explain the necessity of movement of
substances across the plasma membrane
which occurs in a continous and
controlled manner for survival of a cell.

HOTS: Creating

Value: Realize that Science is
one of the ways to understand
nature.
EMK: Science & technology
I-Think: Bubble map, circle map
HOTS: Analysing

Week 10
& 11
11/3 –
15/3
16/3 –
24/3

1st MID TERM EXMANINATION/ PEPERIKSAAN PERTENGAHAN PENGGAL 1

1ST MID TERM SCHOOL HOLIDAYS/ CUTI PERTENGAHAN PENGGAL 1

6

THEME
:
LEARNING AREA :
WEEK

YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS
4.0 CHEMICAL COMPOSITION OF THE CELL

LEARNING
OBJECTIVES

LEARNING OUTCOMES
A student is able to:

4.1 Understanding
the chemical
composition of the
cell.
Week 12
25/3 31/3

 State the elements in the cell.
 List the chemical compounds in the cell.
 Explain the importance of organic
compounds in the cell.
Explain the importance of water in the cell.
A student is able to:

4.2 understanding
carbohydrates

 State the element in carbohydrates.
 State the type of carbohydrates.
Explain the formation and breakdown of
disaccharides and polysaccharides

A student is able to:
4.3 understanding
proteins

Week 13
1/4 – 5/4

 State the element in proteins.
 State the various structures of proteins.
 Explain the formation and breakdown of
dipeptides and polypeptides.
 Explain the meaning of essential amino
acids and non-essential amino acids.

SUGGESTED LEARNING ACTIVITIES
Carry out small group discussion on the following and present the findings
a) Elements in the cell, including carbon, hydrogen, oxygen, nitrogen, sulphur,
phosphorus, calcium, potassium, magnesium, chlorine, sodium and ferum.
The presence and importance of chemical compounds in the cell.

CURRICULUM CONTENT
Value: Realize that Science is
one of the ways to understand
nature.
EMK: Science & technology
I-Think: Circle map
HOTS: Analysing, Evaluating

Carry out small group discussion on the following and present the findings:
a) Element in carbohydrates.
b) Types of carbohydrates, monosaccharides, disaccharides and
polysaccharides, using examples.
c) The formation and breakdown of disaccharides such as maltose, sucrose and
lactose.
The formation and breakdown of polysacchrides such as starch, glycogen and
cellulose

Value: Appreciate the balance of
nature.

Carry out small group discussion on the following and present the findings:
a) Element in proteins, such as carbon, hydrogen, oxygen, sulphur, nitrogen and
phosphorus.
b) Dipeptides and polypeptides.
c) The formation and breakdown of dipeptides and polypeptides.
d) Essential amino acids and non-essential amino acids.

Value: Appreciate the balance of
nature.

Used charts to illustrate the various proteins structures, i.e primary, secondary,
tertiary and quartenary.

HOTS: Analysing

7

EMK: Creativity, innovation
I-Think: Circle map, double
circle map
HOTS: Analysing, Evaluating

EMK: Creativity, innovation
I-Think: Bridge map

Week 14
8/4 –
12/4
4.4 understanding
lipids

YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
List the main types of lipids:
A student is able to:
a) Fat
b) Oil
c) Wax
 State the element in lipids.
d) Phospholipids
 State the main types of lipids
e) Steroids, such as cholesterol, testosterone, oestrogen and progesterone.
 State the component of fats and oils.
 Explain the formation and breakdown of
fats and oils.
 Compare and contrast saturated fats and
unsaturated fats.

Carry out small group discussion on the following and present the finding:
a) Elements in lipids
b) Components of fats and oils.
c) Formation and breakdown of fats and oils.

Value: Appreciate the balance of
nature.
EMK: Creativity, innovation
I-Think: Double bubble map
HOTS: Analysing, Evaluating

Use a graphic organizer to compare saturated fats and unsaturated fats.
Week 15
15/4 –
19/4

4.5 Understanding
enzymes

A student is able to:
 State what enzymes are
 Explain why enzymes are needed in life
processes
 List the general characteristic of enzymes
 Relate the name of enzymes to substance
 State sites where enzymes are
synthesized
 State the meaning of intracellular
enzymes and extracellular enzymes

Discuss in the following:
a) What enzymes are
b) Enzymes requirement in the living process
c) General characteristics of enzymes
d) Naming of enzymes base on the substrate
e) Sites of enzymes synthesis
f) Intracellular and extracellular enzymes and examples.
Conduct a role-play activity to show the involvement of ribosome, endoplasmic
reticulum and golgy body in the production of extracellular enzymes.

8

Value: Appreciate the balance of
nature.
EMK: Science & technology
I-Think: Double bubble map
HOTS: Analysing, Evaluating







4.6 Realizing the
importance of the
chemical
composition in
cells.

YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
Conduct the experiments to study the effect of ph and temperature on the activities
Explain the involvement of specific
of amylase and pepsin.
organelles in the production of
extracellular enzymes
Discuss the effect of enzyme concentration and substrate concentration on enzyme
Explain the effect of Ph, temperature,
activity.
enzymes concentration and substrate
concentration on enzyme activity
Discuss the mechanism of enzymes action using the ‘lock and key’ hypothesis.
Explain the mechanism of enzymes
action.
Discuss and correlate ph, temperature, enzyme concentration and substrate.
Relate the mechanism of enzyme action
Concentration on enzyme activity using the ‘lock and key’ hypothesis.
with Ph, temperature, enzymes
Gather information from the internet and other sources on the uses of enzymes in:
concentration and substrate concentration
a) Daily life, e.g. tenderizing meat
Explain the used of enzymes in daily life
Industry, e.g. food processing and detergent manufacturing.
and industry using examples.

A student is able to:
Predict the consequences of deficiency in
carbohydrates, protein, lipids or enzymes in
the cell.

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

Value: Being thankful to the
God.
EMK: Creativity, innovation
I-Think: Circle map
HOTS: Analysing

9

YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
THEME
LEARNING AREA

WEEK

:

: INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS
5.0 CELL DIVISION

LEARNING
OBJECTIVES

LEARNING OUTCOMES
A student is able to:

5.1 Understanding
Mitosis

Week 16
22/4 –
26/4

 State the necessity for the production of
new cells in organisms.
 Explain the necessity for the production
of new cells identical to parent cells.
 State the significance of mitosis.
 Identify the phases in the cell cycle.
 Explain the processes of mitosis and
cytokinesis.
 Arrange the various stages of mitosis in
the correct sequence
 Compare and contrast mitosis and
cytokinesis in animal cell and plant cell.
 Explain the importance of controlled
mitosis.
 Explain the effect of uncontrolled mitosis
in living things.
 Describe the application of knowledge on
mitosis in cloning.
 Explain the advantages and
disadvantages of cloning.

Week 17

A student is able to:

SUGGESTED LEARNING ACTIVITIES
Conduct a brainstorming session on the following:
a) The need for production of new cells in organisms.
b) The need for production of new cells identical to parent cells.
Derive the meaning and significance of mitosis from the brainstorming session.
Study charts to identify the various phase s of the cell cycle.

CURRICULUM CONTENT
Value: Realize that Science is
one of the ways to understand
nature.
EMK: Science & technology

Make models to demonstrate mitosis and cytokinesis.

I-Think: Circle map

Prepare and observe a slide of anion root tip to identify different stages of mitosis.

HOTS: Evaluating

Study the process of controlled and uncontrolled mitosis and cytokinesis through
simulation, computerized animation or video.
Conduct a brainstorming session to come up with examples on mitosis as a
controlled process for the perpetuity of living things such as regeneration of lizard
tail, certain plant parts and the healing of skin.
Gather information on diseases, including cancer or tumor, caused by uncontrolled
mitosis in living things.
Make a trip to a research institute to study tissues culture technique.
Conduct a debate or forum on cloning issues.
Discuss the following:

10

Value: critical and analytical
thinking.

5.2 understanding
meiosis

29/4 –
3/5

Week 18
6/5 –
10/5

Week
19 - 20
13/5 –
24/5
Week
21 & 22
27/5 –
7/6
8/6 –
23/6

5.3 Appreciating
the movement of
chromosomes
during mitosis and
meiosis

YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
a) Trait inheritance in off springs
 State the necessity of trait inheritance in
b) The need to maintain diploid chromosomal number from one generation to
offspring for continuation of life
another.
 State the necessity to maintain diploid
c)
The need to produce gametes with haploid number of chromosomes
chromosomal number from generation to
d)
The uniqueness of diploid number of chromosomes in organisms
generation
e)
The significance of meiosis
 State the necessity for production of
f)
The type of cell that undergoes meiosis in human, animal and plants.
haploid gametes in sexual reproduction
 State the significance of meiosis
Observe the process of meiosis through computerized animation, photomicrograph,
 Explain the process of meiosis
prepare slides or video.
 Arrange the various stages of meiosis in
the correct order.
 Compare and contrast meiosis I and
meiosis II
Use simulation activities to show changes in chromosome behaviour during meiosis I
A student is able to:
and meiosis II
Use graphic organizers to compare and contrast:
a) Meiosis I and Meiosis II
 Describe what will happen when the
b) Meiosis and mitosis
movement of chromosomes during
mitosis and meiosis do not occur in a
a) Conduct a role-play
orderly manner.
b) Avoid radioactive and carcinogenic substances
 Know and avoid things that maybe
harmful.

1st TERM EXAMINATION/ PEPERIKSAAN PENGGAL 1
DISCUSSION ON 1ST TERM EXAMINATION QUESTIONS/ PERBINCANGAN SOALAN PEPERIKSAAN PENGGAL 1

1ST TERM SCHOOL HOLIDAYS/ CUTI PENGGAL 1

11

EMK: Science & technology
I-Think: Circle map, double
circle map
HOTS: Analysing, Evaluating

Value: Appreciate & practice
healthy & clean lifestyle.
EMK: Noble values
I-Think: Bridge map
HOTS: Analysing

YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH

THEME
:
LEARNING AREA :
WEEK

Week 23
24/6 –
28/6

Week 24
1/7 – 5/7

INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS
6.0 NUTRITION

LEARNING
OBJECTIVES

6.1 Understanding
types of nutrition

6.2 Applying the
concept of balance
diet

LEARNING OUTCOMES
A student is able to:
 State the type of nutrition.
 Explain autotropic nutrition
 Explain heterotrophic nutrition
 Classify organism according to
types of nutrition.
A student is able to :
 Explain the necessity for a balance diet
 Explain the factor affecting the daily
energy requirement of the human body

SUGGESTED LEARNING ACTIVITIES

CURRICULUM CONTENT

Observe the identify types of nutrition in various organism.
Discuss autotrophic and heterotropic nutrition with reference to chemosynthesis,
photosynthesis, holozoic nutrition, saprophytism and parasitism.

Value: Cooperative

Use a graphic organizer to show the types of nutrition.
Conduct and activity to classify various organism according to types of nutrition.

I-Think: Double bubble map

-Carry out small group discussion on the following and present the findings:
a)
Requirement of a balance diet.
b)
Factors affecting the daily energy requirement such as age, sex, body
weight and occupation.

Value: Realize that Science is
one of the ways to understand
nature.
EMK:Science & technology

EMK:Science & technology

HOTS: Analysing

- Conduct and activity to determine the energy value in food samples.
I-Think: Flow map, bubble map

12

Week 25
8/7 –
12/7

6.3 Understanding
malnutrition

6.4 Analyzing food
digestion

YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
- Design activity to test of the presence of starch, reducing sugar, non-reducing
 Determine the energy value in food
sugar, protein and lipid in food samples.
samples
 Determine the nutrient content in different
- Conduct and experiment to determine the vitamin c content in various fruit juices
food samples
- Match the vitamin with their source, function and effects of defiency
 Explain the function and sources of
- Match the mineral with their sources, function and effect of deficiency.
vitamin in a diet to maintain health
- Discuss the sources and function and efficiency of roughage
 Explain the function and sources of
- Discuss the sources and function of water in a body.
minerals in a diet to maintain health
- Carry out a group discussion to formulate and justify an appropriate diet menu
 Explain the function and sources of
based on a nutrient chart for the following target group:
roughage/dietary of water in the body
a) Pregnant mother
 Justify the selection of an appropriate
b) Infants
balanced diet for a target group.
c) Children
d) Teenagers
e) Atheletes
f)
People with specific diseases
g) The aged
h) Vegetarians
A student is able to:
Carry out small group discussion on the following and present the findings:
a) Meaning of malnutrition
Explain
what
malnutrition
is
b) Effect of deficiency in of carbohydrates, vitamins, minerals on health

c) Effect of excessive intake of carbohydrates, lipids, vitamins, minerals on health
Explain
the
effect
of
malnutrition
using

d) A diet low in saturated fats helps reduce the chance of contracting
examples.
cardiovascular disease
Describe
ways
to
reduce
the
change
of

e)
Ways to reduce the risk of high blood pressure, diabetes mellitus and
contracting certain health problems due
osteoporosis
one’s diet
Describe
ways
reduce
the
effect
of
certain

health problems.
Discuss the following :
A student is able to
a) Glucose, amino acid and lipids are required by the cell to carry out metabolic
process
 State the substance required by the
b)
Complex substance like carbohydrate, protein and lipids need to be digested
cell to carry out metabolic process
 List the complex substance that
Draw and label parts of human digestive system
need to be digested

13

HOTS: Analysing, Evaluating,
creating

Value: Appreciate & practice
healthy & clean lifestyle.
EMK:Science & technology
I-Think:Bubble map
HOTS: Analysing, creating
Value: critical and analytical
thinking.
EMK: Noble values
I-Think: Flow map, Tree map
HOTS: Evaluating, analysing

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Week 26
15/7 –
19/7

6.5 Understanding
the processes of
absorption and
assimilation of
digested food

YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
Discuss the function of digestive juices, including saliva, gastric juice. Intestines juice
Explain the necessity for digestion
and other substance I e hydrochloric acid and bile that aid the process of digestion.
of complex substance
Draw and label the human digestive
Discuss the digestion of carbohydrates, protein and fats of the following aspects:
system
a) Specific location of each digestive process
State the digestive juices and
substance that aid in the process of b) Chewing of food
c) Movement of food
digestion in human
d) Glands involved
Describe the function of the
e) Digestive enzymes
digestive juices and substance
f)
Suitable ph for each enzymes action
Explain the digestion of
g) Substrates and product
carbohydrate, protein and lipids in
human body
Identify the parts of digestive system in ruminants and rodent
Identify parts of digestive system in
Discuss the digestion of cellulose in ruminant ( e.g cow ) and rodent ( rabbit )
ruminants and rodents involved in
Use graphic organizer to compare and contra the process of cellulose digestion in
the digestion of cellulose in
human, ruminants and rodent.
ruminants and rodents
Plan and conduct experiments o the enzymes action on starch and protein food
Design experiment to study the
samples.
digestion of starch and proteins in
Collect information and discuss problem related to food digestion:
food samples.
a) Incomplete digestion of food
b) Bile stones preventing the flow of bile
Describe problems related to food
c) Reduce production of specific digestive enzymes
digestion.

A student is able to:

Examine model or diagrams of the digestive system and crossection of the small
intestine.

 Identify the parts of the digestive system
involved in absorption of digestive food

With reference to the models diagram discuss the following:
a) Adaptation pf the small intestine

Value: Having an interest and
curiosity towards the
environment
EMK: Creativity & innovation
I-Think: Circle map, bubble map

14

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YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
b) Absorption process of amino acids, glucose, fatty acids, glycerol, vitamins
Explain the adaptive characteristic of the
and minerals in the villus
digestive system related to absorption.
Draw and label the structure of villus
Carry out activity to study the movement of substance through the visking tubing.
Explain the process of absorption in the
small intestine.
Based on the above activity correlate the movement of food substances through the
Explain the absorption of water and
visking tubing with nutrient absorption in the small intestine.
minerals in the colon.
Describe the transport of nutrients by the
Discuss the absorption of water and minerals in the colon
circulatory system for assimilation.
Explain the main functions of the liver
Using diagrams, charts or computerized animation discuss:
Describe the process of assimilation
a) The transport of amino acid, glucose, water soluble vitamins and minerals
by the circulatory system
i)
From the small intestine for the liver through the hepatic portal
vein.
ii)
From the liver to the body cells.
b) Transport of lipids and fats soluble vitamins

HOTS: Analysing, evaluating

Make a schematic diagram to show the transport of nutrients form the intestine to the
body cells.
Discuss the following function of the liver:
a) Storage of nutrients
b) Processing the product of digestion i.e excess glucose and amino acids.
c) Detoxification
Discuss the process of assimilation by the body cells.
With deference to diagram, charts or model of the digestive system, identify the
colon and rectum
A student is able to:
6.6 understanding
the formation
faces and
defecation

 Identify the part of the digestive system
where the formation of faces takes
place

Carry out small group discussion on the following and present the findings:
a) The formations of faces
b) The role of microorganism in the colon
c) Effect of antibiotic on the microorganism in the colon
d) What defecation is

15

Value: Being thankful to the
God.
EMK:Science & technology
I-Think: Bubble map, Tree map

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6.7 Evaluating
eating habits

Week 27
22/7 –
26/7

6.8 Realizing the
importance of a
healthy digestive
system

YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
e) The importance of defecation
Describe the formation of faces
f) Importance of high fiber diet
Explain the role of microorganism in the
Defecation related problems, i.e constipation, colon cancer and haemorrhoids.
colon and the effects of antibiotics on
them
Explain what defecation is
Explain the importance of high fiber
diets
Describe the to problem related
defecation

A student is able to:
 Relate eating habits with health
problems.
 Evaluate critically whether a
particular eating habit is good or
bad.

A student is able to:
 Predict the effects of a defective
digestive system of health.
Take care of the digestive system of one well
being.

HOTS: Evaluating

Carry out small group discussion on the following and present the findings:
a) Relationship between eating habits and health problems such as
i)
Gastritis
ii)
Obesity
iii) Aneroxsia nervosa
iv) Bulimia
b) Evaluate the nutrient contents of food based on food labels or
advertisements
Evaluate the eating habits of classmate

Value: Dare to try

Conduct an activity to predict the effects of a defective digestive system of health.

Value: Being thankful to the
God.

Conduct a discussion on ways to take care of the digestive system such as good
eating habits, avoid eating junk food and try to cut down on sweet and fatty food.

EMK: Noble value
I-Think: Bubble map, double
bubble map
HOTS: Analysing

EMK: Noble value
I-Think: Bubble map, double
bubble map
HOTS: Analysing

6.9 Understanding
the importance of
macronutrients
and micronutrients
in plant

A student is able to:
 List element required by plants
 Classify elements required by plants
based on the amount needed

Carry out small group discussion on the following and present the findings
a) The elements required by plants
b) Classify the element required by plants based on the amount needed
i)
Macronutrients, consisting of carbon, hydrogen, oxygen,
nitrogen, phosphorous, potassium, calcium, magnesium and
sulphur

16

Value: Being thankful to the
God.
EMK: Noble value
I-Think: Bubble map, double
bubble map

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YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
ii)
Micronutrients consisting of boron, molyddenum, zink,
Design an experiment to study the effects
manganese, copper and ferum.
of macronutrient deficiency with the
functions of macronutrient.
Plan and conduct an experiment on plants to study the effects macronutrients
Explain the function of macronutrient in
deficiency i e nitrogen, phosphorus, potassium,calcium, magnesium and sulphur.
plant
State the function of micronutrient in plant
Discuss and correlate the effect micronutrients deficiency with the function
State the of macronutrient deficiency in
macronutrients based on the result of the experiment
plants.

HOTS: Analysing

Collect and interpret data from various sources such as internet on the function of
each macronutrient in plants
Discuss the function of micronutrients and effect of macronutrients deficiency in
plants
A student is able to:
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6.10Understanding
photosynthesis

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6.11Understanding
the mechanism of
photosynthesis

Describe the development that
leads to the discovery of
photosynthesis.
State the substance required for
photosynthesis
State the substance produced from
photosynthesis
Draw and label the cross section of
a leaf
State the functions of each part of
the leaf with respect to
photosynthesis
Explain leaf adaptation to optimize
photosynthesis.
Different habitats are adapted to
carry out photosynthesis

A student is able to:

Students read about the discovery of photosynthesis and extract important facts
from it.

Value: Realize that Science is
one of the ways to understand
nature.

Study the cross-sectional model a leaf. Draw and label it

EMK:Science & technology

Discuss the following:
a) Functions of the parts of a leaf
b) Adaptation of the leaf for optimal photosynthesis
Carry out an activity to investigate the adaptation of plants such as hibiscus, water
lily, hydrilla and cactus with respect to:
a) Distribution of stomata
b) Distribution of choloplast

I-Think: Flow map

With reference to the structure of chloroplast discuss the light reaction and dark
reaction of photosynthesis with respect to:

Value: Realize that Science is
one of the ways to understand
nature.

17

HOTS: Analysing, synthesising

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Week 28
29/7 –
2/8

6.12 Synthesizing
factors affecting
photosynthesis

Week 29
5/8 – 9/8
&
Week 30

6.13 Practicing a
caring attitude
towards plant

YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
a) Substance required
Identify the parts of chloroplast related to
b) Location of reaction
photosynthesis
c) Product of reaction
Explain the light reaction of
Draw
a simple schematic diagram of the light reaction and dark reaction in
photosynthesis
photosynthesis
Explain the dark reaction of
photosynthesis
Discuss the following:
Compare and contras light reaction and
a) Compare and contras the light reaction and dark reaction of photosynthesis
dark reaction in photosynthesis
b) Correlate light reaction and dark reaction of photosynthesis .
Write an equation to represent the
process of photosynthesis

A student is able to:
 Identify the factors affecting the rate of
photosynthesis
 Design the experiment to investigate the
effect of light intensity on the rate of
photosynthesis
 Identify the factor that limits the rate of
photosynthesis at different light intensity
 Explain the effects of temperature and
concentration of carbon dioxide on the
rate of photosynthesis
 Explain the different in the rate of
photosynthesis in plants throughout the
day based on the changes in light
intensity and temperature
 Identify some ways to meet the need of
increasing the productivity of croup based
on factors affecting the rate of
photosynthesis

Write an equation to represent the overall process of photosynthesis

I-Think: Flow map, bubble map
HOTS: Evaluating

Conduct a brainstorming session to identify the factors affecting the rate of
photosynthesis i.e concentration of carbon dioxide, light intensity and temperature

Value: Having an interest and
curiosity towards the
environment
EMK:Science & technology

Plan and carry out an experiment to study the effect of light intensity on the rate of
photosynthesis

I-Think: Circle map

Carry out small group discussion of effect of light intemsity, temperature and
concentration of carbon dioxide on the rate of photosynthesis.

HOTS: Creating, analysing

Plan a strate by based on factors the rate of photosynthesis to ensure crop
production throughout the year in countries with four season.
Compose a poem or lyric of a song to show appreciation of the role of
photosynthesis in ensuring the perpetuation of life.
Conduct a planting project in the science resource garden or school compound

Carry out small group discussion on then following and present the findings:
A student is able to:
a)
Tell why we need to take good care of plants
Identify cases of mishandling or destruction of
plants.

EMK: Creativity & innovation

b)
c)

The quantity of food needed for the present and future population of the
country
The need of improving the quality of food the country in line with the national
food production policy.
Effort by various agencies to diversify food production

18

Value: Realize that Science is
one of the ways to understand
nature.
EMK: Noble value
I-Think: Circle map

YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
d) Methods used to improve the quality and quantity of food production through
the following:
i)
Direct seeding for rice
ii)
Hydroponic and aeroponic
iii) Breeding
iv) Tissue cultural
v) Genetic engineering
vi) Soil management
vii) Biological control
Conduct a field trip relevant agencies such as the Institute of Agricultural Research
and Development of Malaysia
( MARDI ) Agricultural Department and Fishery Department

A student is able to:

12/8 –
16/8

6.14Understanding
the technology
used in food
production

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Explain the need for improving the
quality and quantity of food
Explain the effort to diversity food
production in the country

A student is able to:
6.15 Evaluating
the technological
development in
food processing

17/8 –
25/8

 Explain the necessity for food processing
 Describe the development of food
processing technology
 Relate food processing methods with the
factors causing food spoilage
 Asses the methods of food processing to
justiy the choice of consuming certain
processed food

Carry out a vegetable planting project.
Discuss the need for food processing based on the following:
a) Overcoming the factors causing spoilage of food as the action of
microorganism and oxidation
b) Extending the life span of food
c) Avoiding food wastage
d) Diversifying the uses of food like milk and dairy products
e) Ensuring sufficient food supply
Prepare a portfolio on the technological development of food processing from the
early till the present
Correlate the following food processing methods with factors causing food spoilage
i)
Cooking
ii)
Using salt, sugar and vinegar
iii) Fermentation process
iv) Drying
v) Pasteurization
vi) Canning
vii) Refrigeration
Conduct a forum entitled the effects of processed food on health.

2nd MID TERM SCHOOL HOLIDAYS/ CUTI PERTENGAHAN PENGGAL 2

19

HOTS: Evaluating

Value: Information technology &
communication
EMK:Science & technology
I-Think: Circle map
HOTS: Creating

Value: Information technology &
communication
EMK:Science & technology
I-Think: Tree map
HOTS: Creating, evaluating

YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
THEME
LEARNING AREA

WEEK

:
:

INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS
7.0 RESPIRATION

LEARNING
OBJECTIVES

LEARNING OUTCOMES
A student is able to:
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7.1 Understanding
the respiratory
process in energy
production

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Week 31
26/8 –
30/8

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7.2 Analysing the
respiratory
structure and
breathing
mechanisms in
human and animal.

State that all living processes
required energy.
Identify the main substrate for
producing energy
State the two types of respiration
Explain what cell respiration is
Explain the energy production from
glucose during the process of
aerobic respiration
State the conditions leading to
anaerobic respiration in yeast
Explain the process of anaerobic
respiration in human muscle
Write the chemical equations for
aerobic and anaerobic respiration
Compare and contras aerobic
respiration with anaerobic
respiration.

A student is able to:
 State the respiratory structure in human
and some animals
 Make an inference on the various
adaptations of the respiratory structure

SUGGESTED LEARNING ACTIVITIES
Discuss the following :
a) Living process required energy
b) The main substrate for respiration, that is glucose is obtained from the
following:
i)
The digestion of carbohydrates in human and animals.
ii)
The process of photosynthesis in plants
Carry out of a discussion on the types of respiration
Carry out an activity to show aerobic respiration
Discuss the energy production in aerobic respiration
Conduct an experiment to investigate an anaerobic respiration in yeast

CURRICULUM CONTENT
Value: Realize that Science is
one of the ways to understand
nature.
EMK: Noble value
I-Think: Bubble map, double
bubble map
HOTS: Evaluating

Discuss the following:
a) Conditions leading to anaerobic respiration in cell
b) The process of anaerobic respiration in human muscle
Use a graphic organizer to compare and contrast aerobic respiration with anaerobic
respiration.

Observe graphic and live specimens and discuss the respiratory structure in human
and other organism including protozoa, insects, fish and amphibians
Conduct an activity to compare the total surface area of a flat card with a corrugated
card and correlate the increase in total surface area with a modified surface
structure.

Value: Having an interest and
curiosity towards the
environment
EMK:Science & technology
I-Think: Circle map

20

YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
Discuss the relationship between the total surface area of the respiratory structure
 Describe the characteristic of respiratory
and the efficiency of gaseous exchanges in various organism
surface in human and other organism
 Compare and contrast the human
Observe the respiratory structure to generalize the characteristic of the respiratory
respiratory system with that of other
surface in human and other organism such as protozoa, insects, fish and amphibians
organisms.

HOTS: Evaluating, analysing

Construct or use a model that can be manipulate to explain the breathing
mechanism in human. Discuss the breathing mechanism of other organisms such as
protozoa, insects, fish and amphibians.
Use graphic organizer to compare and contras the human respiratory system with
that of other organisms.
A student is able to:
Week 32
2/9 – 6/9

7.3 Understanding
the concept of
gaseous exchange
across the
respiratory surface
and transport of
gases in human

7.4 Understanding
the regulatory
mechanism in
respiration.

 Describe the process of gaseous
exchange across the surface of the
alveolus and blood capillaries in the
lungs.
 Explain the transport of respiratory gases
 Explain the process of gaseous exchange
between in the blood and body cells.
 Distinguish the composition of inhaled
and exhaled air.

A student is able to:
 Describe the change in rate of respiration
after completing a vigorous exercise
 Correlate the rate of respiration with the
oxygen and carbon dioxide content in the
body

Using the diagram, discuss the process exchange across the surface of the alveolus
and blood capillaries in the lungs in relation to:
a) The different in partial pressure of respiratory gaseous in the air of the
alveolus and blood capillaries in the lungs,
i)
Partial pressure of oxygen is higher in the air of the alveolus
compare to the partial pressure of oxygen in the blood
capillaries.
ii)
Partial pressure of carbon dioxide is lower in the air of the
alveolus compared to the partial of carbon dioxide in the blood
capillaries.
b) The different 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 oxygen is lower in the blood entering the
alveolus compared to the partial pressure of oxygen in the
blood leaving the alveolus.
ii)
Partial pressure of carbon dioxide is higher in the blood entering
the alveolus compared to the partial pressure of carbon dioxide
in the blood leaving the alveolus.

Value: Critical & analytical
thinking

Discuss the following:
a) The transport of respiratory gases in human
b) The exchange of respiratory gases between the blood and body cells.
Use schematic diagram to explain the exchange and transport of respiratory gases in
human.

Value: Appreciate& practice
healthy & clean lfestyle.

21

EMK: Creativty & innovation
I-Think: Flow map, circle map
HOTS: Analysing, synthesizing

EMK: Noble values

YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
Conduct an experiment to investigate the different between inhale and exhale air in
 Explain the regulatory mechanism of
term of oxygen, carbon dioxide and heat content.
oxygen and carbon dioxide content the
body,
Study the process of respiratory gas exchange and transport using simulation and
 Explain the human respiratory response
computerized animations.
and rate of respiration in different
situations
Conduct an experiment to study the effects of a vigorous exercise on the rate of
 Correlate the rate of respiration with the
respiration and rate of heart beat.
rate of heart beat.
a) Correlate the rate of respiration with the oxygen and carbon dioxide content in
the body.
b) Regulatory mechanism of oxygen and carbon dioxide content in the body .
Conduct a discussion on human respiration response, rate of respiration and rate of
heart beat in different situations:
a) Vigorous activities such as swimming, running, aerobic, exercise, mountain
climbing and playing badminton.
b) Relaxing
c) Fear

7.5 Realizing the
importance of
maintaining a
healthy respiratory
system

A student is able to:
 Care and maintain efficient function
of the respiratory organs.

Discuss the habit to be cultivated or avoided to ensure the efficient function of the
respiratory organs
Conduct an experiment to show the effects of cigarette smoke on white cotton wool
and draw an analogy between the lungs and the white cotton wool
Show photographs of damaged lungs( cancer ) due to smoking.

I-Think: Flow map, double
bubble map
HOTS: Analysing

Value: Appreciate& practice
healthy & clean lfestyle.
EMK: Noble values
I-Think: Circle map
HOTS: Analysing, synthesising

7.6 Understanding
respiration in
plants.

A student is able to:
 Describe the energy requirement in
plants
 Explain the intake of oxygen for
respiration.
 Explain aerobic respiration in
plants.

Discuss the following:
a) The lower energy requirement of plant compared to animal for living
processes
b) The intake of oxygen by plants for respiration.
Draw a diagram to show the intake of oxygen in plants.

22

Value: Realize that Science is
one of the ways to understand
nature.
EMK: Noble values
I-Think: Circle map, double
bubble map

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THEME
LEARNING AREA
WEEK
Week
33
9/9 –
13/9

:
:

LEARNING
OBJECTIVES
8.1 Understanding
the abiotic and
biotic components
of the environment

YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
Discuss the anaerobic respiration carried out by rice plants in a paddy field or other
Explain anaerobic respiration in
plants in certain situations like flooding.
plants under certain conditions
Compare and contras the process
Use a graphic organizer to compare the process of respiration with the process of
of photosynthesis and respiration.
Explain what compensation point is photosynthesis in plants.
Relate light intensity with the
Discuss the following
attainment of compensation point
a) Meaning of compensation point
Predict the situation when the rate
b) Correlate light intensity with compensation point from graph
of photosynthesis and rate of
respiration remains at
Visualize and describe the effect on living things when the rate of photosynthesis
compensation point.
and rate of respiration remains at compensation point.

HOTS: Evaluating, creating

INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENT
8.0 DYNAMIC ECOSYSTEM
LEARNING OUTCOMES
A student is ab