YEARLY LESSON PLAN 2018

BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
THEME : INTRODUCING BIOLOGY
LEARNING AREA : 1.0 INTRODUCTION TO BIOLOGY

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM CONTENT
OBJECTIVES
Value: Realize that Science is
A student able to: Carry out small group discussion on the following & present the findings: one of the ways to understand
nature.
1.1 Understanding  State what the study of biological is. a) What is the study of biology?
the study of biology  Explain the importance of biological. b) The importance of biology with respect to the study of living things, EMK: Noble values
 List the different fields of study in biology. environment, interaction between living things & the environment.
I-Think: circle map
 List the careers related to biology.
 State various ways of studying biology. Construct a concept map based on information gathered on the different fields of
study & careers related to biology. 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
A student is able to: Observe a situation & identify all the variables. Suggest a question that is suitable for Value: Realize that Science is
1/1 - 4/1
a scientific investigation. Discuss to: one of the ways to understand
 Identify variables in a given in a given nature.
situation. a) Form a hypothesis
 Identify the relationship between two b) Plan the method of investigation including selection of apparatus & work EMK: Information technology &
1.2 Applying variables to form a hypothesis. procedures. communication
scientific  Design and carry out a simple
investigation Carry out an experiment: I-Think: Flow map
experiment to test the hypothesis.
 Record and present data in a suitable a) To collect & tabulate data.
HOTS: Creating
form. b) Present data in a suitable form.
 Interpret data to draw conclusions. c) Interpret the data & draw conclusion.
 Write a report on an experiment. d) Write a complete report.
Carry out an experiment on the making of bread using yeast in the absence &
 Practice scientific attitudes and noble
presence of sugar. Record the time taken the dough its size. For further
values.
investigation, salt is used. During investigations, highlight the need of practice
scientific attitudes & noble values such as honesty & accuracy in recording &
verifying data.

1
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH

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

LEARNING AREA : 2.0 CELL STRUCTURE AND CELL ORGANISATION

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM CONTENT
OBJECTIVES
A student is able to: Prepare and study slides to compare the epidermal cells of onion or cell of Hydrilla Value: Appreciate the balance
2.1 Understanding  Draw and label an animal cell sp leaf which cheek cells. of nature.
cell structure and  Draw and label a plant cell
function  Identify the cellular component of an Observe, draw and label diagrams of an animal cell and plant cell as seen through a EMK: Noble values
animal cell light microscope.
 Identify the cellular component of an I-Think: Circle map, bubble map
plant cell Study electron micrographs of animal cell and plant cell to identify cellular
 State the functions of the cellular component of cell:
HOTS: Analysing
component of an animal cells. a) Plasma and membrane and cell wall.
 State the function of the cellular b) Cytoplasm
component of an plant cell. c) Organelles:
i) Nucleus: nucleolus, chromosomes, nucleoplasm and nuclear membrane
 Compare and contrast an animal cell and
ii) Rough and smooth endoplasmic reticulum.
a plant cell.
iii) Mitochondria
 Related the density of certain organelles
Week 2 iv) Golgi apparatus
with the functions of specific cells.
7/1 - 11/1 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
 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 Value: Appreciate the balance
and reproduction through computerized animation/video/microscope. of nature.
 State the necessity for cell specialization Carry out small group discussion on the following and present the findings:
in multi cellular organism as compared to a) Cell specialization in multi cellular organisms. EMK: Science & technology
unicellular organism. b) The necessity for cell specialization in multi cellular organism.
 Describe cell specialization in multi c) Cell organization in the formation of tissues, organs and system in humans,
I-Think: Flow map, circle map
2.2 Understanding cellular organism. animal and plants.
cell organization  Describe cell organization in the
information of tissues, organs and Construct models of tissues, organs and system in human, animals and plants HOTS: Analysing, synthesising
system in multi cellular organisms.
Conduct a discussion on the following:
 State the meaning of internal a) The meaning of internal environment.
Week 3 environment. b) Factors affecting the internal environment including temperature, Ph, osmotic
14/1 - pressure and glucose level.
18/1 c) It is important that the organism’s cells always experience conditions which
 Identify factors affecting the internal the
environment. permit efficient functioning.
& The involvement of various system in maintaining optimal.
 Explain the necessity to maintain optimal
Week 4
internal environment
21/1 -
25/1
 Describe the involvement of various
system in maintaining optimal internal
environment.

A student is able to: Discuss and predict the cell condition without a particular cellular component. Value: Having an interest and
curiosity towards the
2.3 Appreciating  Predict the state of certain cells without a Conduct a role-play activity to show that cells become adapted for different functions. environment
the uniqueness for particular cellular component EMK: Science & technology
the cell
I-Think: Circle map

HOTS: Analysing, Evaluating

3
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH

THEME : INVESTIGATING THE CELL AS BASIC UNIT OF LIVING THINGS

LEARNING AREA : 3.0 MOVEMENT OF SUBSTANCE ACROSS THE PLASMA MEMBRANE

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM CONTENT
OBJECTIVES
Week 5 A student is able to: Discuss the following: Value: Appreciate the balance
28/1 - 1/2 a) Substance that are required by cells of nature.
 State the substance required by living b) Substance to be eliminated from cells
& 3.1 Analysing the cells. c) The necessity for movement of substance across the plasma membrane
movement of  State the substance that have to be
Week 6 substance across eliminated from cells Discuss the structure of the plasma membrane as comprising the phospholipids
EMK: Science & technology
4/2 - 8/2 the plasma bilayer, carrier protein and pores.
membrane.  Explain the necessity for movement of
& substance across the plasma membrane. Conduct an experiment, using starch suspension and glucose solution, to study the I-Think: Flow map, circle map
movement of substance across egg membrane or visking tubing.

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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
HOTS: Analysing, synthesising
 Describe structure of the plasma Discuss the properties of the plasma membrane as a semi-permeable membrane
membrane
Discuss the movement of soluble substance across the plasma membrane through
 Describe the permeability of the plasma simple diffusion and facilitated diffusion.
membrane
Carry out an activity to show osmosis using a simple osmometer.
 Explain the movement of soluble
substance across the plasma membrane Discuss the movement of substance across the plasma membrane through active
through the process of passive transport. transport.

 Explain the movement of water molecules Conduct a simulation activity to show the movement of substances across the
across the plasma membrane by osmosis plasma membrane through passive transport.

Week 7  Explain the movement of substance Use compute simulation to show the movement of substance across the plasma
11/2 - across the plasma membrane through the membrane.
15/2 process of active transport
Discuss the processes of passive transport and active transport in living organism:
 Explain the process of passive transport a) Gaseous exchange in the alveoli and blood capillaries ( simple diffusion )
in living organism using examples. b) Absorption of digested food in the villus ( facilitated diffusion )
c) Absorption of water by root hairs of a plant ( osmosis )
 Explain the process of active transport in
d) Ion intake by root hairs of a plant ( active transport )
living organism using examples.
Construct a concept map on the movement of substance across the plasma
 Compare and contrast passive transport
membrane.
and active transport
Use a graphic organizer to compare and contrast passive transport and active
transport.
A student is able to: Carry out activities to study the effects of hypotonic and hypertonic solutions on plant Value: critical and analytical
Week 8 and animal cells. thinking
18/2 -  Explain what hypotonic, hypertonic and a) Plasmolysis and deplasmolysis in plant cells.
22/2 isotonic solutions are. b) Haemolysis and crenation in red blood cells. EMK: Science & technology
3.2 Understanding
& the movement of Discuss the following: I-Think: Circle map

5

SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
 Explain the effects of hypotonic,
hypertonic and isotonic solutions on plant
cell and animal cell.
 Explain plasmolysis, deplasmolysis,
haemolysis and crenation.
 Design an experiment to determine the
concentration isotonic to cell sap.
 Make an inference on the concentration
of cell sap in plant tissues.
 Relate the movement of substance
substance across
Week 9 the plasma across plasma membrane with
concentration gradient.
25/2 - 1/3 membrane in
 Explain the phenomenon of wilting in
everyday life
plants using examples.
Explain the preservation of food using
examples.
YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
a) Hypotonic, hypertonic and isotonic solutions HOTS: Creating
b) Plasmolysis, deplasmolysis, haemolysis and crenation
c) Flaccidity and turgidity of plant cells
Carry out an investigation using various concentrations of salt or sugar solutions to
determine the concentrations of external solution which is isotonic to the cell sap of
plant tissues.
Discuss and make an inference on the concentration of cell sap in plant tissues
which is equivalent to the concentration of isotonic solution
Discuss and correlate the movement of substances across the plasma membrane
with the different in concentration of the external solution and that of the cell sap.
Discuss the following:
a) Wilting of plants caused by the excessive use of chemical fertilizers
Preservation of food using salt or sugar

A student is able to: Compose poems to appreciate the movement of substances across the plasma Value: Realize that Science is
3.3 Appreciating membrane. one of the ways to understand
the movement of  Explain the necessity of movement of nature.
Week 10 substances across substances across the plasma membrane
4/3 - 8/3 the plasma which occurs in a continous and EMK: Science & technology
membrane controlled manner for survival of a cell.
I-Think: Bubble map, circle map

HOTS: Analysing

Week 10
1 st MID TERM EXMANINATION/ PEPERIKSAAN PERTENGAHAN PENGGAL 1
& 11
11/3 –
15/3

16/3 –
1 ST MID TERM SCHOOL HOLIDAYS/ CUTI PERTENGAHAN PENGGAL 1
24/3

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

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM CONTENT
OBJECTIVES
A student is able to: Carry out small group discussion on the following and present the findings Value: Realize that Science is
a) Elements in the cell, including carbon, hydrogen, oxygen, nitrogen, sulphur, one of the ways to understand
 State the elements in the cell. phosphorus, calcium, potassium, magnesium, chlorine, sodium and ferum. nature.
4.1 Understanding  List the chemical compounds in the cell. The presence and importance of chemical compounds in the cell.
the chemical  Explain the importance of organic EMK: Science & technology
composition of the compounds in the cell.
cell. I-Think: Circle map
Explain the importance of water in the cell.
HOTS: Analysing, Evaluating
Week 12
25/3 - A student is able to: Carry out small group discussion on the following and present the findings: Value: Appreciate the balance
31/3 a) Element in carbohydrates. of nature.
4.2 understanding  State the element in carbohydrates. b) Types of carbohydrates, monosaccharides, disaccharides and
carbohydrates  State the type of carbohydrates. polysaccharides, using examples. EMK: Creativity, innovation
Explain the formation and breakdown of c) The formation and breakdown of disaccharides such as maltose, sucrose and
I-Think: Circle map, double
disaccharides and polysaccharides lactose.
The formation and breakdown of polysacchrides such as starch, glycogen and circle map
cellulose HOTS: Analysing, Evaluating

A student is able to:
4.3 understanding
proteins  State the element in proteins.
 State the various structures of proteins.
 Explain the formation and breakdown of
dipeptides and polypeptides.
Week 13
1/4 – 5/4  Explain the meaning of essential amino
acids and non-essential amino acids.
Carry out small group discussion on the following and present the findings: Value: Appreciate the balance
a) Element in proteins, such as carbon, hydrogen, oxygen, sulphur, nitrogen and of nature.
phosphorus.
b) Dipeptides and polypeptides. EMK: Creativity, innovation
c) The formation and breakdown of dipeptides and polypeptides.
d) Essential amino acids and non-essential amino acids. I-Think: Bridge map
Used charts to illustrate the various proteins structures, i.e primary, secondary, HOTS: Analysing
tertiary and quartenary.

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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
List the main types of lipids: Value: Appreciate the balance
A student is able to: a) Fat of nature.
b) Oil
Week 14  State the element in lipids. c) Wax EMK: Creativity, innovation
8/4 –  State the main types of lipids d) Phospholipids
12/4  State the component of fats and oils. e) Steroids, such as cholesterol, testosterone, oestrogen and progesterone. I-Think: Double bubble map
4.4 understanding  Explain the formation and breakdown of
lipids fats and oils. Carry out small group discussion on the following and present the finding: HOTS: Analysing, Evaluating
 Compare and contrast saturated fats and a) Elements in lipids
unsaturated fats. b) Components of fats and oils.
c) Formation and breakdown of fats and oils.

Use a graphic organizer to compare saturated fats and unsaturated fats.

Week 15 4.5 Understanding Discuss in the following: Value: Appreciate the balance
15/4 – enzymes A student is able to: a) What enzymes are of nature.
19/4  State what enzymes are b) Enzymes requirement in the living process EMK: Science & technology
 Explain why enzymes are needed in life c) General characteristics of enzymes
processes d) Naming of enzymes base on the substrate I-Think: Double bubble map
 List the general characteristic of enzymes e) Sites of enzymes synthesis
 Relate the name of enzymes to substance f) Intracellular and extracellular enzymes and examples. HOTS: Analysing, Evaluating
 State sites where enzymes are
synthesized Conduct a role-play activity to show the involvement of ribosome, endoplasmic
 State the meaning of intracellular reticulum and golgy body in the production of extracellular enzymes.
enzymes and extracellular enzymes

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

A student is able to: Conduct a role play or story telling session to predict the consequences of deficiency Value: Being thankful to the
Predict the consequences of deficiency in in one of the chemical components in the cell. God.
4.6 Realizing the
carbohydrates, protein, lipids or enzymes in
importance of the EMK: Creativity, innovation
the cell.
chemical
composition in I-Think: Circle map
cells.
HOTS: Analysing

9
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH

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

LEARNING AREA : 5.0 CELL DIVISION

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM CONTENT
OBJECTIVES
A student is able to: Conduct a brainstorming session on the following: Value: Realize that Science is
a) The need for production of new cells in organisms. one of the ways to understand
 State the necessity for the production of b) The need for production of new cells identical to parent cells. nature.
new cells in organisms. Derive the meaning and significance of mitosis from the brainstorming session.
 Explain the necessity for the production EMK: Science & technology
5.1 Understanding of new cells identical to parent cells. Study charts to identify the various phase s of the cell cycle.
Mitosis  State the significance of mitosis.
Make models to demonstrate mitosis and cytokinesis. I-Think: Circle map
 Identify the phases in the cell cycle.
 Explain the processes of mitosis and
cytokinesis. Prepare and observe a slide of anion root tip to identify different stages of mitosis. HOTS: Evaluating
 Arrange the various stages of mitosis in
Week 16 the correct sequence Study the process of controlled and uncontrolled mitosis and cytokinesis through
22/4 – simulation, computerized animation or video.
 Compare and contrast mitosis and
26/4 cytokinesis in animal cell and plant cell.
Conduct a brainstorming session to come up with examples on mitosis as a
 Explain the importance of controlled
controlled process for the perpetuity of living things such as regeneration of lizard
mitosis.
tail, certain plant parts and the healing of skin.
 Explain the effect of uncontrolled mitosis
in living things. Gather information on diseases, including cancer or tumor, caused by uncontrolled
 Describe the application of knowledge on mitosis in living things.
mitosis in cloning.
 Explain the advantages and Make a trip to a research institute to study tissues culture technique.
disadvantages of cloning.
Conduct a debate or forum on cloning issues.
Week 17 A student is able to: Discuss the following: Value: critical and analytical
thinking.

10
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
5.2 understanding  State the necessity of trait inheritance in a) Trait inheritance in off springs EMK: Science & technology
meiosis offspring for continuation of life b) The need to maintain diploid chromosomal number from one generation to
 State the necessity to maintain diploid another.
chromosomal number from generation to c) The need to produce gametes with haploid number of chromosomes I-Think: Circle map, double
generation d) The uniqueness of diploid number of chromosomes in organisms circle map
 State the necessity for production of e) The significance of meiosis
29/4 – HOTS: Analysing, Evaluating
haploid gametes in sexual reproduction f) The type of cell that undergoes meiosis in human, animal and plants.
3/5
 State the significance of meiosis
 Explain the process of meiosis Observe the process of meiosis through computerized animation, photomicrograph,
 Arrange the various stages of meiosis in prepare slides or video.
the correct order.
 Compare and contrast meiosis I and
meiosis II
Use simulation activities to show changes in chromosome behaviour during meiosis I Value: Appreciate & practice
A student is able to: and meiosis II healthy & clean lifestyle.
5.3 Appreciating Use graphic organizers to compare and contrast:
Week 18 the movement of  Describe what will happen when the a) Meiosis I and Meiosis II EMK: Noble values
6/5 – chromosomes movement of chromosomes during b) Meiosis and mitosis
10/5 during mitosis and mitosis and meiosis do not occur in a
orderly manner. a) Conduct a role-play I-Think: Bridge map
meiosis
 Know and avoid things that maybe b) Avoid radioactive and carcinogenic substances
HOTS: Analysing
harmful.

Week
19 - 20 1 st TERM EXAMINATION/ PEPERIKSAAN PENGGAL 1
13/5 –
24/5
Week
21 & 22 DISCUSSION ON 1 ST TERM EXAMINATION QUESTIONS/ PERBINCANGAN SOALAN PEPERIKSAAN PENGGAL 1
27/5 –
7/6
8/6 –
1 ST TERM SCHOOL HOLIDAYS/ CUTI PENGGAL 1
23/6

11
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH

THEME : INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS

LEARNING AREA : 6.0 NUTRITION

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM CONTENT
OBJECTIVES
Observe the identify types of nutrition in various organism. Value: Cooperative
A student is able to:
Discuss autotrophic and heterotropic nutrition with reference to chemosynthesis,
Week 23  State the type of nutrition. EMK:Science & technology
6.1 Understanding photosynthesis, holozoic nutrition, saprophytism and parasitism.
24/6 –  Explain autotropic nutrition
types of nutrition
28/6  Explain heterotrophic nutrition Use a graphic organizer to show the types of nutrition. I-Think: Double bubble map
 Classify organism according to Conduct and activity to classify various organism according to types of nutrition.
types of nutrition. HOTS: Analysing
Week 24 6.2 Applying the -Carry out small group discussion on the following and present the findings: Value: Realize that Science is
1/7 – 5/7 concept of balance A student is able to : a) Requirement of a balance diet. one of the ways to understand
diet b) Factors affecting the daily energy requirement such as age, sex, body nature.
 Explain the necessity for a balance diet weight and occupation. EMK:Science & technology
 Explain the factor affecting the daily
energy requirement of the human body - Conduct and activity to determine the energy value in food samples.
I-Think: Flow map, bubble map

12

SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
 Determine the energy value in food
samples
 Determine the nutrient content in different
food samples
 Explain the function and sources of
vitamin in a diet to maintain health
 Explain the function and sources of
minerals in a diet to maintain health
 Explain the function and sources of
roughage/dietary of water in the body
 Justify the selection of an appropriate
balanced diet for a target group.
A student is able to:
 Explain what malnutrition is
 Explain the effect of malnutrition using
Week 25 6.3 Understanding examples.
8/7 – malnutrition  Describe ways to reduce the change of
12/7 contracting certain health problems due
one’s diet
 Describe ways reduce the effect of certain
health problems.
6.4 Analyzing food
digestion A student is able to
 State the substance required by the
cell to carry out metabolic process
 List the complex substance that
need to be digested
YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
- Design activity to test of the presence of starch, reducing sugar, non-reducing HOTS: Analysing, Evaluating,
sugar, protein and lipid in food samples. creating
- Conduct and experiment to determine the vitamin c content in various fruit juices
- Match the vitamin with their source, function and effects of defiency
- Match the mineral with their sources, function and effect of deficiency.
- Discuss the sources and function and efficiency of roughage
- Discuss the sources and function of water in a body.
- Carry out a group discussion to formulate and justify an appropriate diet menu
based on a nutrient chart for the following target group:
a) Pregnant mother
b) Infants
c) Children
d) Teenagers
e) Atheletes
f) People with specific diseases
g) The aged
h) Vegetarians
Carry out small group discussion on the following and present the findings: Value: Appreciate & practice
a) Meaning of malnutrition healthy & clean lifestyle.
b) Effect of deficiency in of carbohydrates, vitamins, minerals on health
c) Effect of excessive intake of carbohydrates, lipids, vitamins, minerals on health
d) A diet low in saturated fats helps reduce the chance of contracting EMK:Science & technology
cardiovascular disease
e) Ways to reduce the risk of high blood pressure, diabetes mellitus and I-Think:Bubble map
osteoporosis
HOTS: Analysing, creating
Discuss the following : Value: critical and analytical
a) Glucose, amino acid and lipids are required by the cell to carry out metabolic thinking.
process
EMK: Noble values
b) Complex substance like carbohydrate, protein and lipids need to be digested
I-Think: Flow map, Tree map
Draw and label parts of human digestive system
HOTS: Evaluating, analysing
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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
 Explain the necessity for digestion Discuss the function of digestive juices, including saliva, gastric juice. Intestines juice
of complex substance and other substance I e hydrochloric acid and bile that aid the process of digestion.
 Draw and label the human digestive
system Discuss the digestion of carbohydrates, protein and fats of the following aspects:
 State the digestive juices and a) Specific location of each digestive process
substance that aid in the process of b) Chewing of food
digestion in human c) Movement of food
 Describe the function of the d) Glands involved
digestive juices and substance e) Digestive enzymes
 Explain the digestion of f) Suitable ph for each enzymes action
carbohydrate, protein and lipids in g) Substrates and product
human body
 Identify parts of digestive system in Identify the parts of digestive system in ruminants and rodent
ruminants and rodents involved in Discuss the digestion of cellulose in ruminant ( e.g cow ) and rodent ( rabbit )
the digestion of cellulose in Use graphic organizer to compare and contra the process of cellulose digestion in
ruminants and rodents human, ruminants and rodent.
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
 Describe problems related to food
b) Bile stones preventing the flow of bile
digestion.
c) Reduce production of specific digestive enzymes
Week 26 6.5 Understanding Examine model or diagrams of the digestive system and crossection of the small Value: Having an interest and
15/7 – the processes of A student is able to: intestine. curiosity towards the
19/7 absorption and environment
assimilation of  Identify the parts of the digestive system With reference to the models diagram discuss the following: EMK: Creativity & innovation
digested food involved in absorption of digestive food a) Adaptation pf the small intestine
 Explain the adaptive characteristic of the b) Absorption process of amino acids, glucose, fatty acids, glycerol, vitamins I-Think: Circle map, bubble
digestive system related to absorption. and minerals in the villus map

14

SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
 Draw and label the structure of villus
 Explain the process of absorption in the
small intestine.
 Explain the absorption of water and
minerals in the colon.
 Describe the transport of nutrients by the
circulatory system for assimilation.
 Explain the main functions of the liver
 Describe the process of assimilation
A student is able to:
6.6 understanding
the formation  Identify the part of the digestive system
faces and where the formation of faces takes
defecation place
YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
HOTS: Analysing, evaluating
Carry out activity to study the movement of substance through the visking tubing.
Based on the above activity correlate the movement of food substances through the
visking tubing with nutrient absorption in the small intestine.
Discuss the absorption of water and minerals in the colon
Using diagrams, charts or computerized animation discuss:
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
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
Value: Being thankful to the
Carry out small group discussion on the following and present the findings: God.
a) The formations of faces
EMK:Science & technology
b) The role of microorganism in the colon
c) Effect of antibiotic on the microorganism in the colon
d) What defecation is I-Think: Bubble map, Tree map
15
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
 Describe the formation of faces e) The importance of defecation HOTS: Evaluating
 Explain the role of microorganism in the f) Importance of high fiber diet
colon and the effects of antibiotics on Defecation related problems, i.e constipation, colon cancer and haemorrhoids.
them
 Explain what defecation is
 Explain the importance of high fiber
diets
 Describe the to problem related
defecation

Carry out small group discussion on the following and present the findings: Value: Dare to try
A student is able to: a) Relationship between eating habits and health problems such as
 Relate eating habits with health i) Gastritis EMK: Noble value
6.7 Evaluating problems. ii) Obesity
eating habits  Evaluate critically whether a iii) Aneroxsia nervosa I-Think: Bubble map, double
particular eating habit is good or iv) Bulimia bubble map
bad. b) Evaluate the nutrient contents of food based on food labels or
advertisements HOTS: Analysing
Evaluate the eating habits of classmate

Week 27 Conduct an activity to predict the effects of a defective digestive system of health. Value: Being thankful to the
22/7 – A student is able to: God.
26/7 6.8 Realizing the  Predict the effects of a defective Conduct a discussion on ways to take care of the digestive system such as good
importance of a digestive system of health. eating habits, avoid eating junk food and try to cut down on sweet and fatty food. EMK: Noble value
healthy digestive Take care of the digestive system of one well
system being. I-Think: Bubble map, double
bubble map

HOTS: Analysing

6.9 Understanding Carry out small group discussion on the following and present the findings Value: Being thankful to the
the importance of A student is able to: a) The elements required by plants God.
macronutrients b) Classify the element required by plants based on the amount needed
EMK: Noble value
and micronutrients  List element required by plants i) Macronutrients, consisting of carbon, hydrogen, oxygen,
in plant  Classify elements required by plants nitrogen, phosphorous, potassium, calcium, magnesium and
based on the amount needed sulphur I-Think: Bubble map, double
bubble map

16

SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
 Design an experiment to study the effects
of macronutrient deficiency with the
functions of macronutrient.
 Explain the function of macronutrient in
plant
 State the function of micronutrient in plant
 State the of macronutrient deficiency in
plants.
A student is able to:
 Describe the development that
leads to the discovery of
photosynthesis.
 State the substance required for
photosynthesis
 State the substance produced from
6.10Understanding photosynthesis
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
6.11Understanding A student is able to:
the mechanism of
photosynthesis
YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
ii) Micronutrients consisting of boron, molyddenum, zink, HOTS: Analysing
manganese, copper and ferum.
Plan and conduct an experiment on plants to study the effects macronutrients
deficiency i e nitrogen, phosphorus, potassium,calcium, magnesium and sulphur.
Discuss and correlate the effect micronutrients deficiency with the function
macronutrients based on the result of the experiment
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
Value: Realize that Science is
Students read about the discovery of photosynthesis and extract important facts one of the ways to understand
from it. nature.
Study the cross-sectional model a leaf. Draw and label it EMK:Science & technology
Discuss the following: I-Think: Flow map
a) Functions of the parts of a leaf
b) Adaptation of the leaf for optimal photosynthesis HOTS: Analysing, synthesising
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
With reference to the structure of chloroplast discuss the light reaction and dark Value: Realize that Science is
reaction of photosynthesis with respect to: one of the ways to understand
nature.
17

SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
 Identify the parts of chloroplast related to
photosynthesis
 Explain the light reaction of
photosynthesis
 Explain the dark reaction of
photosynthesis
 Compare and contras light reaction and
Week 28 dark reaction in photosynthesis
29/7 – Write an equation to represent the
2/8 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
6.12 Synthesizing  Explain the effects of temperature and
factors affecting concentration of carbon dioxide on the
photosynthesis 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
6.13 Practicing a
Week 29 caring attitude A student is able to:
5/8 – 9/8 towards plant
& Tell why we need to take good care of plants
Identify cases of mishandling or destruction of
Week 30 plants.
YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
a) Substance required EMK: Creativity & innovation
b) Location of reaction
c) Product of reaction
I-Think: Flow map, bubble map
Draw a simple schematic diagram of the light reaction and dark reaction in
photosynthesis
HOTS: Evaluating
Discuss the following:
a) Compare and contras the light reaction and dark reaction of photosynthesis
b) Correlate light reaction and dark reaction of photosynthesis .
Write an equation to represent the overall process of photosynthesis Value: Having an interest and
curiosity towards the
Conduct a brainstorming session to identify the factors affecting the rate of environment
photosynthesis i.e concentration of carbon dioxide, light intensity and temperature 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 HOTS: Creating, analysing
concentration of carbon dioxide on the rate of photosynthesis.
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: Value: Realize that Science is
one of the ways to understand
a) The quantity of food needed for the present and future population of the nature.
country
b) The need of improving the quality of food the country in line with the national EMK: Noble value
food production policy.
c) Effort by various agencies to diversify food production I-Think: Circle map
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 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 HOTS: Evaluating
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 Value: Information technology &
A student is able to: and Development of Malaysia communication
( MARDI ) Agricultural Department and Fishery Department
 Explain the need for improving the EMK:Science & technology
6.14Understanding quality and quantity of food Carry out a vegetable planting project.
the technology  Explain the effort to diversity food Discuss the need for food processing based on the following: I-Think: Circle map
used in food production in the country a) Overcoming the factors causing spoilage of food as the action of
12/8 – production microorganism and oxidation HOTS: Creating
16/8 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
A student is able to: Prepare a portfolio on the technological development of food processing from the Value: Information technology &
early till the present communication
 Explain the necessity for food processing Correlate the following food processing methods with factors causing food spoilage
i) Cooking EMK:Science & technology
6.15 Evaluating  Describe the development of food
the technological processing technology ii) Using salt, sugar and vinegar
development in  Relate food processing methods with the iii) Fermentation process I-Think: Tree map
food processing factors causing food spoilage iv) Drying
 Asses the methods of food processing to v) Pasteurization HOTS: Creating, evaluating
justiy the choice of consuming certain vi) Canning
processed food vii) Refrigeration
Conduct a forum entitled the effects of processed food on health.

17/8 – 2 nd MID TERM SCHOOL HOLIDAYS/ CUTI PERTENGAHAN PENGGAL 2

25/8

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

THEME : INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS

LEARNING AREA : 7.0 RESPIRATION

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM CONTENT
OBJECTIVES
Week 31 A student is able to: Discuss the following : Value: Realize that Science is
26/8 – a) Living process required energy one of the ways to understand
30/8  State that all living processes b) The main substrate for respiration, that is glucose is obtained from the nature.
required energy. following:
 Identify the main substrate for i) The digestion of carbohydrates in human and animals. EMK: Noble value
producing energy ii) The process of photosynthesis in plants
 State the two types of respiration I-Think: Bubble map, double
 Explain what cell respiration is Carry out of a discussion on the types of respiration bubble map
7.1 Understanding Carry out an activity to show aerobic respiration
 Explain the energy production from
the respiratory Discuss the energy production in aerobic respiration HOTS: Evaluating
glucose during the process of
process in energy Conduct an experiment to investigate an anaerobic respiration in yeast
aerobic respiration
production
 State the conditions leading to
anaerobic respiration in yeast Discuss the following:
a) Conditions leading to anaerobic respiration in cell
 Explain the process of anaerobic
b) The process of anaerobic respiration in human muscle
respiration in human muscle
 Write the chemical equations for
Use a graphic organizer to compare and contrast aerobic respiration with anaerobic
aerobic and anaerobic respiration
respiration.
 Compare and contras aerobic
respiration with anaerobic
respiration.

7.2 Analysing the Observe graphic and live specimens and discuss the respiratory structure in human Value: Having an interest and
respiratory A student is able to: and other organism including protozoa, insects, fish and amphibians curiosity towards the
structure and environment
breathing  State the respiratory structure in human Conduct an activity to compare the total surface area of a flat card with a corrugated
EMK:Science & technology
mechanisms in and some animals card and correlate the increase in total surface area with a modified surface
human and animal.  Make an inference on the various structure.
adaptations of the respiratory structure I-Think: Circle map

20
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
 Describe the characteristic of respiratory Discuss the relationship between the total surface area of the respiratory structure HOTS: Evaluating, analysing
surface in human and other organism and the efficiency of gaseous exchanges in various organism
 Compare and contrast the human
respiratory system with that of other Observe the respiratory structure to generalize the characteristic of the respiratory
organisms. surface in human and other organism such as protozoa, insects, fish and amphibians

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: Using the diagram, discuss the process exchange across the surface of the alveolus Value: Critical & analytical
Week 32 and blood capillaries in the lungs in relation to: thinking
2/9 – 6/9  Describe the process of gaseous a) The different in partial pressure of respiratory gaseous in the air of the
exchange across the surface of the alveolus and blood capillaries in the lungs, EMK: Creativty & innovation
alveolus and blood capillaries in the i) Partial pressure of oxygen is higher in the air of the alveolus
lungs. compare to the partial pressure of oxygen in the blood I-Think: Flow map, circle map
7.3 Understanding
the concept of  Explain the transport of respiratory gases capillaries. HOTS: Analysing, synthesizing
gaseous exchange  Explain the process of gaseous exchange ii) Partial pressure of carbon dioxide is lower in the air of the
across the between in the blood and body cells. alveolus compared to the partial of carbon dioxide in the blood
respiratory surface  Distinguish the composition of inhaled capillaries.
and transport of and exhaled air. b) The different in partial pressure of oxygen and carbon dioxide in the blood
gases in human 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.
7.4 Understanding A student is able to: Discuss the following: Value: Appreciate& practice
the regulatory  Describe the change in rate of respiration a) The transport of respiratory gases in human healthy & clean lfestyle.
mechanism in after completing a vigorous exercise b) The exchange of respiratory gases between the blood and body cells.
respiration.  Correlate the rate of respiration with the Use schematic diagram to explain the exchange and transport of respiratory gases in EMK: Noble values
oxygen and carbon dioxide content in the human.
body

21

SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
 Explain the regulatory mechanism of
oxygen and carbon dioxide content the
body,
 Explain the human respiratory response
and rate of respiration in different
situations
 Correlate the rate of respiration with the Conduct an experiment to study the effects of a vigorous exercise on the rate of
rate of heart beat.
YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
Conduct an experiment to investigate the different between inhale and exhale air in I-Think: Flow map, double
term of oxygen, carbon dioxide and heat content. bubble map
Study the process of respiratory gas exchange and transport using simulation and HOTS: Analysing
computerized animations.
respiration and 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

Discuss the habit to be cultivated or avoided to ensure the efficient function of the Value: Appreciate& practice
7.5 Realizing the A student is able to: respiratory organs healthy & clean lfestyle.
importance of  Care and maintain efficient function Conduct an experiment to show the effects of cigarette smoke on white cotton wool
maintaining a of the respiratory organs. and draw an analogy between the lungs and the white cotton wool EMK: Noble values
healthy respiratory Show photographs of damaged lungs( cancer ) due to smoking.
system I-Think: Circle map
HOTS: Analysing, synthesising

7.6 Understanding A student is able to: Discuss the following: Value: Realize that Science is
respiration in  Describe the energy requirement in a) The lower energy requirement of plant compared to animal for living one of the ways to understand
plants. plants processes nature.
 Explain the intake of oxygen for b) The intake of oxygen by plants for respiration.
EMK: Noble values
respiration.
 Explain aerobic respiration in Draw a diagram to show the intake of oxygen in plants.
plants. I-Think: Circle map, double
bubble map

22
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
 Explain anaerobic respiration in Discuss the anaerobic respiration carried out by rice plants in a paddy field or other HOTS: Evaluating, creating
plants under certain conditions plants in certain situations like flooding.
 Compare and contras the process
of photosynthesis and respiration. Use a graphic organizer to compare the process of respiration with the process of
 Explain what compensation point is photosynthesis in plants.
 Relate light intensity with the
attainment of compensation point Discuss the following
 Predict the situation when the rate a) Meaning of compensation point
of photosynthesis and rate of b) Correlate light intensity with compensation point from graph
respiration remains at
compensation point. Visualize and describe the effect on living things when the rate of photosynthesis
and rate of respiration remains at compensation point.

THEME : INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENT
LEARNING AREA : 8.0 DYNAMIC ECOSYSTEM

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM CONTENT
OBJECTIVES
Week 8.1 Understanding A student is able to: Conduct a field study to: Value: Realize that Science is
33 the abiotic and  Identify is abiotic components of an a) Identify the biotic components including ph, temperature, light intensity, one of the ways to understand
9/9 – biotic components ecosystem humidity, topography and the microclimate of an ecosystem. nature.
13/9 of the environment  Identify the biotic components of an b) Identify the biotic components of an ecosystem.
ecosystem . c) Investigate the feeding relationship of the biotic components to construct the EMK: Environmental
 Classify biotic component into trophic food chains and food webs and classify the biotic components into trophic education
levels levels.
d) Investigate the interaction between biotic components as follows: I-Think: Circle map

23
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
i) Symbiosis among plants and animal encompassing the following HOTS: Analysing,
- commensalisms synthesising
- parasitism
- mutualism
ii) Saprophytism
iii) Predator –prey interaction
e) Investigate the interaction between biotic component in relation to competition
which are:
i) Intraspecific competition
ii) Interspecific competition
 Explain the interactions between biotic
components in relation to feeding, using Conduct an experiment to study the intraspecific competition and interspecific
examples 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.

8.2 Understanding Conduct a field study on an ecosystem i.e a mangrove swamp or a pond to: Value: Realize that Science is
the processes of A student is able to: one of the ways to understand
colonization and a) Identify the niche, community and population. nature.
succession in an  State what is ecosystem identify the b) Investigate the processes of colonization.
EMK: Environmental
ecosystem niche habitat, community and c) Investigate the process of succession
d) Identify pioneer species, successor species, dominant species and climax education
population of an ecosystem.
 Explain the process of colonization community.
I-Think: Circle map, flow map
 Explain the process of succession

24
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
 Identify the pioneer species in an e) Identify the adaptive characteristic of pioneer species and subsequent species HOTS: Analysing
ecosystem in the habitat for the processes of colonization and succession.
 Identify the successors in an
ecosystem Students present their findings or make a folio.
 Identify the dominant species in an Study the processes of colonization and succession through video, computer software
ecosystem and printed material.
 Identify the adaptive characteristic of
successors. Discuss and correlate the abiotic component and biotic component during the
 Explain the changes in habitat processes of colonization and succession in an system.
caused by pioneer species.
 Explain the changes in habitat
caused by successors at every level
of succession until a climax
community is reached.
 Relate the abiotic component with
the biotic component in an
ecosystem during the process of
colonization and succession.

A student is able to:
 Identify the appropriate sampling technique
to study the population size of an organism
 Estimate the population size of an
organism in a habitat.
8.3 Synthesizing  Determine the distribution of organism in a
ideas on habitat based on the density frequency and
population ecology percentage coverage of the species.
 Correlate the change in population
distribution of an organism with the
changes in each of the abiotic factors.
 Design an experiment to investigate the
effect of a change in any one of the abiotic
factors on the population growth rate of an
organism.
Discuss the appropriate sampling technique to study the population size of an Value: Realize that Science is
organism one of the ways to understand
nature.
Conduct a field study or use an appropriate analogy to:
a) Estimate the population size of animal such as snails and wood lice. EMK: Environmental
b) Investigate the distribution of plants using the quadrat sampling technique. education
Based on the above study discuss the distribution of an organism a habitat. I-Think:Circle map
Discuss and correlate the change in population distribution of an organism with the HOTS: Analysing,
changes in each of the abiotic factors.
synthesising
Plan and conduct an experiment to study the relationship of population distribution of
an organism with changes in any one of the abiotic factors such as ph, temperature
light intensity and humidity. Suggested organism: Pleurococcus, lemna

25
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
A student is able to: Value: Appreciate the balance
Discuss the following: of nature
 explain the meaning of biodiversity, a) Meaning of the biodiversity
b) Need for the classification system of organisms. EMK: Environmental
 explain the need for classification of
education
organisms,state the five kingdoms
used in the classification of Gather information on the following:
a) The five kingdom in the classification of organism, which are Monera, Protista, I-Think:Circle map
organisms,
 identify the main characteristics of Fungi, Plantae and Animalia HOTS: Creating
organisms in each kingdom, b) Main characteristics of organisms in each kingdom
8.4 Understanding
Week c) Examples of organism in each kingdom.
the concept of  list examples of organisms in each
34
biodiversity kingdom,
16/9 –
20/9  state the hierarchy in the
classification of organisms, using
examples,
 explain through examples, the
method of naming organisms using
the Linnaeus binomial system,
 explain the importance of
biodiversity.

8.5 Understanding Value: Realize that Science is

the impact of  Classify various types of Discuss the following: one of the ways to understand
microorganisms on microorganisms based on their basic a) Several type of microorganisms nature.
life characteristics, b) Classify abiotic and bitic components based on given diagrams
 State the abiotic components c) Classify disease and vectors based on articles/ magazines/ EMK:Science & technology
affecting the activity of newspapers
microorganisms, d) Suggest ways to control pathogen I-Think: Tree map, circle map

26
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
 Explain the effect of a change in e) Role of microrganisms in biotechnology/daily life HOTS: Evaluating
each abiotics component on the
activity of microorganisms,
 Explain the role of useful
microorganisms
 Explain the effect of harmful
microorganisms,
 Explain the meaning of pathogen,
 Identify the pathogen, vector and
symptoms of one particular disease,
 Explain how the disease spreads,
 Describe the methods for controlling
pathogen,
 Explain the use of microorganisms in
biotechnology, using examples.
Discuss the following: Value: Appreciate the balance
A student is able to: a) The hierarchy in the classification of organism from kingdom to species. of nature
b) The method of naming a number of vertebrates and local flowering plants,
8.6 Appreciating  Justify the importance of preservation using the Linnaeus binomial system EMK: Environmental
biodiversity and conservation of biodiversity c) The importance of biodiversity education
 Preserve and conserve various living
Conduct a field trip to create awarness of biodiversity of an ecosystem. I-Think: Circle map
things around him/her
HOTS: Analysing,
synthesising

THEME : INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENT
LEARNING AREA : 9.0 ENDANGERED ECOSYSTEM

LEARNING
WEEK LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES CURRICULUM CONTENT
OBJECTIVES

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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
9.1 Evaluating A student is able to: Carry out small group discussion on the following present the findings: Value: Appreciate the balance
human activities a) Human activities that threaten the ecosystem of nature
that endanger an  Identify human activities that threaten the b) The impact of human activities on the ecosystem
ecosystem ecosystem c) The effect of unplanned make an inference on the sources of pollution EMK: Environmental education
 Explain the impact of human activities on
the ecosystem Conduct and activity to analyse data on air pollution index of some cities within and
I-Think: Multi-flow map
outside the country and make an inference on the sources of pollution.

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 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
HOTS: Evaluating, creating
Conduct an activity to analyse data on water pollution such as Biochemical Oxygen
Demand ( BOD ) value and content of heavy metals in some rivers and make an
inference on the sources of pollution

Conduct activity to formulate a strategy to reduce the level of air and water pollution
in a particular location by:

a) Analyzing information on the population, such as the size of population, socio-

economic activities and level of air and water pollution.
b) Conducting an activity to predict the level of air and water pollution at a
particular location within the next ten tears
c) Preparing an action plan consisting of a strategy to development and
mismanagement of the ecosystem, such as:

i. Soil erosion
ii. Flash flood
iii. Landslide
 Evaluate critically the effect of unplanned iv. Eutrofication
development and mismanagement of the v. Water, air, thermal and noise pollution.
ecosystem vi. Global warning
 Describe type of population and sources vii. Ozone depletion
Week 35 of population viii. Climatic change
23/9 –  Explain the effect of population on living ix. Extinction of living thing
27/9 things and the environment x. Deforestation
 Compare and contrast pollutants in the air
from difference environments
 State the sources of air population d) Types of pollution and sources of pollution
 Interpret data on the level of air pollution e) Effects of pollution on the following:
in some cities
 Make an inference on the sources of air 1) Humans health ( disease affecting the respiratory system, skin
pollution in some cities problem, conjunctivitis, cancer and cholera)
 Interpret data on the level of water 2) Animal and plants habitats
pollution in some rivers 3) Buildings
 Make an inference on the sources of 4) Agriculture and Climate
Value: Appreciate the balance
9.2 Understanding
A student is able to: of nature
the greenhouse

29
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
Conduct and experiment to compare solid pollutants in the air of different EMK: Environmental education
 Explain what greenhouse effect is, environments and reduce the level of air and water pollution at that particular
 Correlate the concentration of location within the next ten years. I-Think: Multi-flow map
effects and carbon dioxide in the atmosphere
thinning of the with global warning, Carry out small group discussion on the following and present the findings: HOTS: Evaluating
ozone layer.  Explain the thinning of the ozone a) Greenhouse effect, including its cause and effect
layer, b) Concentration of carbon dioxide in the atmosphere and correlate in with
 Explain the impact of thinning of the global warning.
ozone layer and global warning on c) Ozone depletion, including its cause and effect
the ecosystem d) Impact of ozone depletion and global warning on the ecosystem.
Conduct a debate on the need for development to improve the quality of life and to Value: Appreciate the balance
A student is able to: meet requirements of an increasing population. of nature

 Justify the need for development Discuss the effect of an increase in population on the ecosystem EMK: Environmental education
 Explain the effect of increase in
population on the ecosystem Carry out small group discussion on the following and present the findings: I-Think: Multi-flow map, double
9.3 Realizing the  Explain measures taken in the a) Implementation of laws bubble map
importance of management of development activities b) Use of technology
proper and the ecosystem to ensure a balance of c) Education on the management of resources, including the reduce, reuse HOTS: Analysing, synthesising
management of nature is maintainted and recycle of resource preservation and conservation of soil, water, flora
development  Care for the ecosystem and fauna of forest and mangrove swamps.
activities and the  Participate in activities related to the d) Practice of biological control
ecosystem management of the ecosystem e) Use of renewable energy
f) Efficient use of energy

Conduct activities to care for the following ecosystem in school and at home:
a) Fish pounds
b) Gardens

Plan and conduct a program related to the management of the ecosystem for
example “Environment Day”
WEEK
REVISION FOR 2 ND TERM EXAMINATION/ ULANGKAJI UNTUK PEPERIKSAAN PENGGAL 2
36-37

WEEK
2 ND TERM EXAMINATION/ PEPERIKSAAN PENGGAL 2
38 – 40

30
 YEARLY LESSON PLAN 2018
BIOLOGY FORM 4
SMK SULTAN BADLISHAH, 09000 KULIM, KEDAH
WEEK
DISCUSSION ON QUESTIONS & 2 ND TERM EXAMINATION RESULTS SUBMISSION/ PERBINCANGAN SOALAN & PENYERAHAN MARKAH PEPERIKSAAN PENGGAL 2
41 – 43

23/11-
2 ND TERM SCHOOL HOLIDAYS/ CUTI PENGGAL 2
31/12

31