Yearly Teaching Plan: Guided Experiment 1.1

Yearly Teaching Plan
Week
Topic, Learning Objectives and Learning Outcomes

Chapter 1
INTRODUCTION TO BIOLOGY
1.2 Applying scientific investigation
Identify variables in a given situation.
Identify the relationship between two variables to form a
hypothesis.
Record and present data in a suitable form.
Interpret data to draw conclusions.
Write a report on an experiment.
Activity/Extra Activity
TSTS
Scientific Attitudes and Noble Values
Relating
Being honest and accurate in recording and

validating data
Extra Activity
Carry out an experiment on
the making of bread using
yeast in the absence and
presence of sugar
Making hypotheses
Analysing
Being flexible and open-minded
Chapter 2
CELL STRUCTURE AND CELL ORGANISATION
2.1 Understanding cell structure and function
Draw and label an animal cell.
Draw and label a plant cell.
Inquiry Experiment 2.1

Structure of animal cells and
plant cells
Comparing and contrasting

Making inferences
Predicting
Being diligent and persevering
2.2
Discussion Activity 2.2

Cell organisation in multicellular
organisms
Attributing
Relating
Generating ideas
Being thankful to God
Extra Activity
Watching video/computerised
animation/microscope on the
living processes of unicellular
organisms

Making generalisations
Realising that science is a means to understand

nature
Extra Activity
Conduct a role-play to show
that cells become adapted for
different functions
Synthesising
Making analogies
Being co-operative
CHAPTER 3 MOVEMENT OF SUBSTANCES ACROSS THE

PLASMA MEMBRANE
3.1 Analysing the movement of substance across the
plasma membrane
Describe the permeability of the plasma membrane.
Guided Experiment 3.1

Movement of substances
across a semi-permeable
membrane
Making inferences
Generating ideas

validating data
Being systematic
Extra Activity
Construct a concept map on
the movement of substances
across the plasma membrane
Relating
Synthesising
Having critical and analytical thinking
3.2

Effects of hypotonic, hypertonic
and isotonic solutions on
animal cells

Relating
Visualising
Generating ideas

Understanding cell organisation

State the necessity for cell specialisation in multicellular
organisms as compared to unicellular organisms.
1
2.3
Appreciating the uniqueness of the cell

Illustrate that most cells are specialised for the job that
they perform.
Penerbitan Pelangi Sdn. Bhd.
Understanding the movement of substances across the

plasma membrane in everyday life
Explain the effects of hypotonic, hypertonic and isotonic
solutions on plant cells and animal cells.
Biology Form 4

Effect of load of school bag on
rate of heartbeat
3.3
TSTS

Effects of hypotonic, hypertonic
and isotonic solutions on plant
cells

Relating
Visualising
Generating ideas
Predicting
Having an interest and curiosity towards the

environment
Design an experiment to determine the concentration of

external solution which is isotonic to cell sap.
Unguided Experiment 3.4

Concentration of an external
solution which is isotonic to cell
sap of a plant
Analysing
Being co-operative
validating data
Appreciating the movement of substances across the

plasma membrane
Extra Activity
Compose poems to appreciate
the movement of substances
across the plasma membrane
Generating ideas
Visualising
Synthesising
Extra Activity
Conduct a role-play to show
the involvement of ribosomes,
endoplasmic reticulum and
Golgi apparatus in the
production of extracellular
enzyme
Relating
Making analogies
Appreciating the balance of nature

Effect of temperature on the
activity of enzyme amylase on
starch
Analysing
Detecting bias
Being systematic

Effect of pH on enzyme
activity
Generating ideas
Attributing
Being systematic
Being confident and independent
Analysing
Being systematic
Extra Activity
Make models to demonstrate
mitosis and cytokinesis
Sequencing
Inventing

nature

Stages of mitosis
Sequencing
Attributing

Being systematic
CHAPTER 4 CHEMICAL COMPOSITION OF THE CELL

4.5 Understanding enzymes
Explain the involvement of specific organelles in the
production of extracellular enzymes.
2
Explain the effects of pH, temperature, enzyme
concentration and substrate concentration on enzyme
activity.

Effect of enzyme
concentration on rate of
biochemical reaction
CHAPTER 5 CELL DIVISION
5.1 Understanding mitosis
Explain the process of mitosis and cytokinesis
Biology Form 4
Week
Week
5.2
TSTS
Making conclusions
Relating
Evaluating
Making inferences
Appreciating the contribution of science and

technology
Extra Activity
Observe the process of meiosis
through photomicrograph,
prepared slides or video
Sequencing
Making inferences

Discussion Activity 5.2

Comparison between mitosis
and meiosis
Attributing
Relating


Energy value in food samples
Generating ideas
Relating

validating data

Nutrient content in different
food samples
Attributing
Generating ideas
Relating
Being co-operative
nature

Vitamin C content in fruit
juices
Making inferences
Generating ideas
Predicting
Relating

Appreciating and practising clean and healthy
living

Digestion of starch
Analysing
Attributing
Generating ideas
Daring to try
Thinking rationally

Digestion of protein
Analysing
Relating
Predicting
Daring to try
Understanding the processes of absorption and

assimilation of digested food
Identify the parts of the digestive system involved in
absorption of digested food.
Extra Activity
Examine models or diagrams of
the digestive system and cross
section of the small intestine
Attributing
Relating

Appreciating and practising a clean and healthy
living
Make an analogy on the process of absorption in the small

intestine.

Movement of substances
through the Visking tubing
Generating ideas
Making analogies
Making inferences
Being systematic
Being co-operative
Understanding meiosis
Explain the process of meiosis.
Determine the nutrient content in different food samples.
3
6.5
Analysing food digestion

Design experiments to study the digestion of starch and
proteins in food samples.
Biology Form 4
Extra Activity
Make a trip to a research
institute to study tissue culture
technique
CHAPTER 6 NUTRITION
6.2 Applying the concept of balanced diet
Determine the energy value in food samples.
6.4

Describe the transport of nutrients by the circulatory
system for assimilation.
Extra Activity
Using diagrams, charts or
computerised animation
to discuss the transport of
nutrients by the circulatory
system
TSTS
Sequencing
Prioritising

living
Attributing
Understanding the formation of faeces and defaecation

Identify the part of the digestive system where the
formation of faeces takes place.
Extra Activity
Using charts or models of the
digestive system to identity the
colon and rectum
6.9
Understanding the importance of macronutrients and

micronutrients in plants
Design an experiment to study the effects of macronutrient
deficiency in plants.

Effects of macronutrient
deficiency in plants
Making hypotheses
Generating ideas
Relating
Analysing
Being kind-hearted and caring

Explain the function of each macronutrient in plants.
Extra Activity
Collect and interpret data
on the function of each
macronutrient in plants

Analysing
Detecting bias
Evaluating

validating data
environment
6.10 Understanding photosynthesis

Draw and label the cross section of a leaf.
Extra Activity
Draw and label a cross section
of a leaf based on a model
Attributing
Being objective
6.12 Synthesising factors affecting photosynthesis

Design an experiment to investigate the effect of light
intensity on the rate of photosynthesis.

Effect of light intensity on the
rate of photosynthesis
Making hypotheses
Generating ideas
Relating
Analysing
Extra Activity
Plan a strategy to ensure crop
production throughout the year
in countries with four seasons
Relating
Evaluating

technology
Extra Activity
Compose a poem or lyric of a
song to show appreciation of
the role of photosynthesis
Synthesising
Visualising
Generating ideas

6.6
Identify some ways to meet the need of increasing the

productivity of crops based on factors affecting the rate of
photosynthesis.
6.13 Practising a caring attitude torwards plants
Able to tell why we need to take good care of plants.
Extra Activity
Conduct a planting project
6.14 Understanding the technology used in food production
Explain ways to improve the quality and quantity of food
production in the country.
Extra Activity
Carry out a vegetable planting
project
Relating

Relating

Biology Form 4
Week
Week
TSTS
Extra Activity
Conduct a forum on The
effects of processed food on
health
Generating ideas
Detecting bias
Evaluating
Being responsible about the safety of oneself,

others and the environment
living
CHAPTER 7 RESPIRATION
7.1 Understanding the respiratory process in energy
production
Explain the process of anaerobic respiration in yeast.

Anaerobic respiration in yeast
Making hypotheses
Relating
Generating ideas
Analysing
Being objective
Being systematic
7.2
Analysing the respiratory structures and breathing

mechanisms in human and animals
State the respiratory structures in human and some
animals.
Extra Activity
Observe live specimens
and discuss the respiratory
structures in human and other
organisms
Attributing

environment
Describe the breathing mechanism in human and other

organisms.
Extra Activity
Construct or use a model
to explain the breathing
mechanism in human
Making analogies
Generating ideas

7.3
Understanding the concept of gaseous exchange across

the respiratory surfaces and transport of gases in
human
Distinguish the composition of inhaled and exhaled air.

Composition of inhaled and
exhaled air
Attributing
Generating ideas
Making inferences
Being objective
validating data
7.4
Understanding the regulatory mechanism in respiration

Describe the change in rate of respiration after completing
a vigorous exercise.

Effects of vigorous exercising
on the rates of respiration and
heartbeat
Making hypotheses
Relating
Analysing

validating data
Being co-operative
7.5
Realising the importance of maintaining a healthy

respiratory system
Care and maintain efficient function of the respiratory
organs.
Extra Activity
Show photographs of damaged
lungs due to smoking
Evaluating
Predicting

living
6.15 Evaluating the technological development in food

processing
Assess the methods of food processing to justify the
choice of consuming certain processed food.
Biology Form 4
TSTS
CHAPTER 8 DYNAMIC ECOSYSTEM

8.1 Understanding the abiotic and biotic components of the
environment
Identify the abiotic components of an ecosystem.
Identify the biotic components of an ecosystem.
Extra Activity
Conduct a field study to identify
the abiotic components and
biotic components
Grouping and classifying

Attributing
Explain the interaction between biotic components in

relation to competition, using examples.

Intraspecific competition and
interspecific competition
Making hypotheses
Attributing

validating data
8.2
Understanding the process of colonisation and

succession in an ecosystem
Explain the process of colonisation and succession.
Identify the pioneer species and successors.
Identify the adaptive characteristics of pioneer species and
successors.
Extra Activity
Conduct a field study on an
ecosystem, for example, a
mangrove swamp or a pond
Attributing
Grouping and classifying

environment
8.3
Synthesising ideas on population ecology

Estimate the population size of an organism in a habitat.

Capture, mark, release and
recapture method
Making hypotheses
Generating ideas
Visualising
Synthesising

validating data
Determine the distribution of organisms in a habitat based

on the density, frequency and percentage coverage of the
species.

Quadrat sampling technique
Making hypotheses
Evaluating
Generating ideas
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.

Effect of change of abiotic
factor on the population growth
rate of an organism
Making hypotheses
Analysing
Attributing

Being systematic
8.4
Understanding the concept of biodiversity

Explain the importance of biodiversity.
Extra Activity
Conduct a field trip to create
awareness of an ecosystem
Evaluating
Detecting bias

environment
8.5
Understanding the impact of microorganisms on life

Explain the effect of a change in each abiotic component
on the activity of microorganisms.
Extra Activity
Effect of abiotic components on
the activity of microorganisms
Making inferences
Relating
Being systematic
Being co-operative
8.6
Appreciating biodiversity
Justify the importance of preservation and conservation of
biodiversity.
Extra Activity
Conduct a forum to discuss the
importance of preserving and
conserving biodiversity
Evaluating
Generating ideas
Detecting bias


validating data
Biology Form 4
Week
Week

CHAPTER 9 ENDANGERED ECOSYSTEM
9.1 Evaluating human activities that endanger an ecosystem
Compare and contrast pollutants in the air from different
environments.
9.3
TSTS

Detecting bias
Generating ideas


living
Interpret data on the level of water pollution in some

rivers.

Level of water pollution in
different sources of water
Relating

Suggest strategies to solve problems related to air and

water pollution in a particular location within the next ten
years.
Extra Activity
Prepare an action plan on
the strategies taken to solve
problems of air and water
pollution
Generating ideas
Prioritising
Detecting bias
Evaluating
Thinking rationally
technology
Realising the importance of proper management of

development activities and the ecosystem
Justify the need for development.
Extra Activity
Conduct a debate on the need
for development to improve the
quality of life
Generating ideas
Synthesising
Detecting bias
Evaluating
Being objective
Being fair and just
Care for the ecosystem.
Extra Activity
Conduct activities to take care
fish ponds and gardens at
home or in school
Relating
Evaluating

Participate in activities related to the management of the

ecosystem.
Extra Activity
Conduct a programme, for
example, Environment Day
in school
Inventing
Relating
Evaluating


Solid pollutants in the air of
different environments
Biology Form 4

Yearly Teaching Plan: Guided Experiment 1.1

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Yearly Teaching Plan

Topic, Learning Objectives and Learning Outcomes

Scientific Attitudes and Noble Values

Being honest and accurate in recording and

Being flexible and open-minded

Inquiry Experiment 2.1

Comparing and contrasting

Being diligent and persevering

Discussion Activity 2.2

Being thankful to God

Comparing and contrasting

Realising that science is a means to understand

CHAPTER 3 MOVEMENT OF SUBSTANCES ACROSS THE

Guided Experiment 3.1

Being honest and accurate in recording and

Having critical and analytical thinking

Inquiry Experiment 3.2

Comparing and contrasting

Having critical and analytical thinking

Understanding cell organisation

Appreciating the uniqueness of the cell

Penerbitan Pelangi Sdn. Bhd.

Understanding the movement of substances across the

Guided Experiment 1.1

Topic, Learning Objectives and Learning Outcomes

Scientific Attitudes and Noble Values

Inquiry Experiment 3.3

Comparing and contrasting

Having an interest and curiosity towards the

Design an experiment to determine the concentration of

Unguided Experiment 3.4

Appreciating the movement of substances across the

Being thankful to God

Appreciating the balance of nature

Guided Experiment 4.1

Guided Experiment 4.2

Realising that science is a means to understand

Inquiry Experiment 5.1

Being diligent and persevering

CHAPTER 4 CHEMICAL COMPOSITION OF THE CELL

Unguided Experiment 4.3

Penerbitan Pelangi Sdn. Bhd.

Topic, Learning Objectives and Learning Outcomes

Appreciating the contribution of science and

Being thankful to God

Discussion Activity 5.2

Being thankful to God

Guided Experiment 6.1

Being honest and accurate in recording and

Inquiry Experiment 6.2

Guided Experiment 6.3

Being thankful to God

Guided Experiment 6.4

Unguided Experiment 6.5

Understanding the processes of absorption and

Being thankful to God

Make an analogy on the process of absorption in the small

Guided Experiment 6.6

Determine the nutrient content in different food samples.

Analysing food digestion

Scientific Attitudes and Noble Values

Topic, Learning Objectives and Learning Outcomes