Biology G 12 Ch.15 Novi

SPINS INTERACTIONAL SCHOOL
Long-term planning ( Semester Plan )

Teacher : NOVI LINAWATI S Topic : 15. COORDINATION
Subject : BIOLOGY Time Allocation : 10% OF THE COURSE
Level : Higher Secondary Date : 22 JULY - 2 AUGUST 2019
Grade/Semester : 12/1
Indicators Learning objective Activities Time Resources Assessment Comments
15.1.a  Discuss the need for 50 MIN CD-ROM CHAPTER WISE

Students are able PER TEST, QUIZ,
communication between organs
to analyze the Compare the nervous in a multicellular organism and CLASS Bioscope – has PROJECT
and endocrine systems how activities need to be PERIOD images of nerves (LS
coordination controlled and coordinated. (W)
as communication and TS).
system in systems that co-ordinate (Basic)
 Use a brainstorm session to
humans and responses to changes in
gauge learner knowledge and to
the internal and external discuss the main features of
plants Online
environment each. As individuals make
suggestions and agree whether http://www.udel.edu/Bi
they are referring to the nervous ology/Wags/histopage/
or endocrine system. (W) (Basic)
o Learners note down that the colorpage/cp/cp.htm
two systems are for control,
coordination and internal http://www.s-
communication, and that they cool.co.uk/a-
can interrelate and affect level/biology/nervous-
each other. (W) (Basic) and-hormonal-control
 Learners research and give
definitions of the terms: stimulus,
receptor, effector, control centre
and response. (I) (Basic)
 Learners list the features of an Textbooks/Publicatio
endocrine gland (an organ or ns
tissue), with teacher guidance.
(W) (I) (Basic) Bio Factsheet 38:
o Learners sketch endocrine Animal hormones and
glands onto a cut-out / hormone action.
diagram of a body and name
the hormones that they
King p. 151-152
secrete. Fill in any gaps in
knowledge, mentioning those
Siddiqui p.164-167,
particularly that are in this
syllabus. (I) (Basic) 171
o Learners name the target
cells / tissues of each
hormone, consolidating
understanding of hormones Past Papers
acting at a distance from
their origin and at particular Paper 41, June 2011,
sites of action. (W) (Basic) Q9 (a)
 Focus on the nervous system
and ask what the equivalent to
the hormones would be to enable
coordination. Encourage learners
to use the terms nerve impulses
or impulses. (W) (Basic)
 Continue the discussion for
learners to name the brain as the
main control centre, and muscles
and glands, including endocrine
glands, as effectors.
 Divide the class into two. One
half participates in a group
discussion to suggest examples
of internal changes in organisms,
stating for each one: the organs /
systems that are affected;
receptor(s); communication
method; effector(s); and
response(s). The other half
suggests examples of changes in
external environment. The two
groups come together to share
ideas. (W) (G) (Basic).
CHAPTER WISE
15.1.b TEST, QUIZ,
 Discuss the need for PROJECT
describe the structure of communication between organs Online
a sensory neurone and in a multicellular organism and
a motor neurone how activities need to be http://www2.estrellamo
controlled and coordinated. (W) untain.edu/faculty/fara
Key concepts (Basic) bee/biobk/BioBookNE
 Use a brainstorm session to RV.html#The%20Neur
Cells as the units of life gauge learner knowledge and to
on
discuss the main features of
each. As individuals make
http://users.rcn.com/jki
suggestions and agree whether
they are referring to the nervous mball.ma.ultranet/Biolo
or endocrine system. (W) (Basic) gyPages/N/Neurons.ht
o Learners note down that the ml
two systems are for control,
coordination and internal
communication, and that they
can interrelate and affect Past Papers
each other. (W) (Basic)
 Learners research and give Paper 43, Nov 2011,
definitions of the terms: stimulus, Q9 (a)
receptor, effector, control centre
and response. (I) (Basic)
 Learners list the features of an
endocrine gland (an organ or
tissue), with teacher guidance.
(W) (I) (Basic)
o Learners sketch endocrine
glands onto a cut-out /
diagram of a body and name
the hormones that they
secrete. Fill in any gaps in
knowledge, mentioning those
particularly that are in this
syllabus. (I) (Basic)
o Learners name the target
cells / tissues of each
hormone, consolidating
understanding of hormones
acting at a distance from
their origin and at particular
sites of action. (W) (Basic)
 Focus on the nervous system
and ask what the equivalent to
the hormones would be to enable
coordination. Encourage learners
to use the terms nerve impulses
or impulses. (W) (Basic)
 Continue the discussion for
learners to name the brain as the
main control centre, and muscles
and glands, including endocrine
glands, as effectors.
 Divide the class into two. One
half participates in a group
discussion to suggest examples
of internal changes in organisms,
stating for each one: the organs /
systems that are affected;
receptor(s); communication
method; effector(s); and
response(s). The other half
suggests examples of changes in
external environment. The two
groups come together to share
ideas. (W) (G) (Basic).
CHAPTER WISE
TEST, QUIZ,
PROJECT
15.1.c  Explain the difference between a Online
sensory receptor cell and a
outline the roles of http://faculty.washingto
sense organ, e.g. tongue = organ
sensory receptor cells in n.edu/chudler/twopt.ht
of taste; taste cells are
detecting stimuli and ml
chemoreceptors (sensory
stimulating the
receptor cells) found in clusters http://www.answers.co
transmission of nerve
called taste buds. (W) (Basic) m/topic/taste-and-
impulses in sensory
 Explain that the different forms smell
neurones (a suitable
of energy arriving at the sensory
example is the
receptor get converted
chemoreceptor cell
(transduced) into electrical
found in human taste Textbooks/Publicatio
energy of the nerve impulse.
buds) ns
o State that all sensory
receptors are transducers.
King p.180-183
(W) (Basic)
Key concepts  Learners research and list the
different sensory receptors in
Cells as the units of life, Past Papers
humans and name the forms of
Organisms in their energy received by each
Paper 41, Nov 2011,
environment receptor. (P) (I) (Basic) Q11 (a)
 Describe the sensory neurone
with a resting potential and
explain how a stimulus leads to
membrane depolarisation and
impulse transmission.
o State that depolarisation
causes an action potential to
be generated and explain
that details are covered
later. (W) (Challenging)
 Choose for example,
chemoreceptors as sensory
receptors and state that they
detect specific molecules or
classes of molecule.
o Learners suggest internal
and external stimuli that are
detected by chemoreceptors
and give examples of
responses (e.g. the
difference between harmful
/ toxic substances taken into
the mouth and food). (W)
(Basic)
 Show learners a diagram of a
sensory receptor cell /
chemoreceptor and explain that
a taste cell has contact with a
sensory neurone.
o Explain that the binding of
molecules to receptors on
the cell surface membrane
(many microvilli) of the taste
cell leads to depolarisation,
which is passed onto the
sensory neurone and the
control centre.
o Learners state the type of
transduction that has
occurred. (W) (Challenging)
 Learners produce a diagram of a
sensory receptor cell, showing
synapses with dendrites of a
sensory neurone.
o Learners annotate the
sequence of events
occurring from the detection
of a stimulus to an impulse
being transmitted along the
sensory neurone. (I)
(Challenging)
 Introduce the terms receptor
potential and all-or-nothing
law/rule, either by teacher-led
discussion or by
textbook/internet research. (W)
(I) (Challenging)
 Practical: learners carry out
experiments to investigate
touch, temperature and pain
receptors in the skin. (P) (I)
(Basic)
CHAPTER WISE
TEST, QUIZ,
PROJECT
15.1.d Online
 Explain that a reflex arc is the
describe the functions of neural pathway behind a reflex http://www.sumanasin
sensory, relay and action. c.com/webcontent/ani
motor neurones in a o Introduce the relay neurone mations/content/reflex
reflex arc before asking learners to arcs2.html
draw and annotate a reflex
arc. (W) (I) (Basic)
 Practical: learners look at
prepared slides of cross-sections
Key concepts of the spinal cord to identify http://www.sciencejoy
features. (I) (Basic) wagon.com/explrsci/m
Cells as the units of life
 Practical: learners carry out an edia/reflex.htm
experiment on a particular reflex
http://www.intelligencet
action.
est.com/reflex/index.ht
o For each, learners draw a
m
reflex arc and annotate to
show the function of the
neurones. (F)
 Learners research examples of Textbooks/Publicatio
reflexes using the spinal cord ns
and the brain, detailing:
stimulus; receptor; effector; and Bio Factsheet 58:
Reflex action
response. (H) (Basic)
o Learners share examples
with the class. (W) (Basic)
CHAPTER WISE
TEST, QUIZ,
PROJECT
 Describe an action potential as a
15.1.e rapid, temporary change in a
membrane potential, explaining
describe and explain the Online
that this acts as a ‘booster’ to
transmission of an ensure the impulse (see 15.1.a) http://www.biology4all.
action potential in a travels the distance. (W) (Basic) com/resources_library/
myelinated neurone and
 Explain the potential difference details.asp?ResourceI
its initiation from a D=40
across the neurone membrane
resting potential (the http://www.biologymad
(mention also the presence of
importance of sodium .com/NervousSystem/
large anions inside the axon). nerveimpulses.htm
and potassium ions in
o Build on AS Level knowledge http://outreach.mcb.ha
impulse transmission
to discuss how the resting rvard.edu/animations/a
should be emphasised)
potential is maintained
(membrane polarised) by the ctionpotential_short.sw
sodium-potassium pump. f
Key concepts o Explain the presence of non-
Cells as the units of life,
voltage gated channels and
facilitated diffusion of K+ Past Papers
Biochemical processes outwards.
o Describe the voltage-gated Paper 41, Nov 2011,
channels (NaV and KV) Q11 (a)
specific to the two ions
(which are closed). (W)
(Challenging)
 Learners set the scene by
drawing an annotated diagram
of the axon at rest / polarised. (I)
(Basic)
 Revisit understanding of
‘partially permeable’ and discuss
‘relatively impermeable’ and
‘relatively permeable’.
o Explain that open voltage-
gated channels will increase
membrane permeability to
the ion concerned (Na+ or
K+). (W) (Basic)
 Display diagrams showing the
outside and the inside of a
neurone – one at a time or
project an animation – to explain
what occurs when
depolarisation in the previous
section increases the membrane
voltage above a threshold value
(relate back to all-or-nothing
from 15.1.c). Include diagrams
for:
o Depolarisation: explain how
the open NaV channels
stimulate more channels to
open (further depolarisation
= positive feedback); action
potential = the large change
in membrane potential.
o Repolarisation: Describe the
changes occurring to NaV
and KV channels and
movement of ions.
o (Temporary) undershoot:
explain that the membrane
is more permeable to K+ than
at rest, until their channels
close.
o Refractory period: explain
how closed voltage-gated
channels and action of the
sodium-potassium pump
restores the resting
potential.
o At each stage, learners
suggest permeability states
to the different ions,
highlighting the slower-to-
react KV channels and the
importance of inactivity of
NaV channels. (W)
(Challenging)
 Learners prepare the axes on
graph paper and sketch the
changes to potential as each
stage is discussed. (I) (Basic)
o Learners annotate the graph,
explaining what is occurring
at different time points:
resting potential, rising and
falling phases of action
potential, undershoot,
refractory period. (F)
 Discuss how Na+ entering the
axon establishes a local circuit
between this and the negatively
charged resting potential in the
area ahead. (W) (Challenging)
o Learners suggest how
current flow changes
membrane permeability to
Na+ to cause self-
propagation of the action
potential, and how/why this
is in one direction only. (W)
(Challenging)
 Discuss the two phases of the
refractory period. (W)
(Challenging)
 Learners draw four diagrams of
the same section of axon (e.g.
draw a simple cylinder to show
the outside and inside of the
neurone), headed ‘resting
potential’ ‘depolarisation’
‘repolarisation’ ‘refractory
period’.
o Learners draw on the
location or movement of Na+
and K+, giving a summary
under each diagram. (I)
(Challenging)
 Learners explain the difference CHAPTER WISE
between the following: absolute TEST, QUIZ,
refractory period and relative PROJECT
refractory period; resting
potential and action potential;
15.1.f polarised and depolarised;
impulse and action potential. (H)
explain the importance  Learners use resources to draw a
of the myelin sheath labelled, annotated diagram Online
(saltatory conduction) in showing transmission of an
http://www.bu.edu/hist
determining the speed action potential in a myelinated ology/m/t_electr.htm
of nerve impulses and axon.
the refractory period in o Learners add explanations to http://www.bu.edu/hist
determining their show how saltatory ology/p/21201loa.htm
frequency conduction is brought about,
noting the high http://www.uni-
concentration of voltage- mainz.de/FB/Medizin/
gated channels at the nodes. Anatomie/workshop/E
Key concepts
o Learners note how saltatory M/EMSchwannE.html
Cells as the units of life conduction has a great effect
on speed of transmission of
impulses. (I) (Challenging) Past Papers
 Learners link the inactivated
sodium voltage-gated channels Paper 41, June 2011,
during the falling phase and part Q6 (c)
of the undershoot of the action
potential (see 15.1.e), to an
inability to trigger another
action potential immediately if a
second depolarisation arrives.
o Learners annotate their
action potential graph. (W)
(I) (Challenging)
 Learners interpret diagrams and
electron micrographs of an axon
with a myelin sheath, identifying
Schwann cells and nodes of
Ranvier.
Learners study electron
CHAPTER WISE
micrographs of unmyelinated TEST, QUIZ,
axons and make comparisons. (I) PROJECT
(Basic)
15.1.g
describe the structure of

a cholinergic synapse  Learners copy out a definition of Online
and explain how it a synapse. Explain they will
study a cholinergic synapse, http://www.sumanasin
functions, including the
which is a chemical synapse. (W) c.com/webcontent/ani
role of calcium ions
(I) (Basic) mations/content/synap
 Learners draw and label a tictransmission.html
diagram of a synapse. (I) (Basic)
Key concepts http://users.rcn.com/jki
 Learners compare electron
mball.ma.ultranet/Biolo
Cells as the units of life, micrographs and diagrams of
gyPages/D/Drugs.html
synapses. (I) (Basic)
Biochemical processes  Remind learners of links with AS
Level before outlining events in
synaptic transmission: for Textbooks/Publicatio
example, mitochondria, ns
exocytosis, diffusion, membrane
Bio Factsheet 20:
proteins, hydrolysis catalysed by
Nerves and synapses
enzymes. (W) (Basic)
 One learner makes the first Bio Factsheet 155:
statement in the sequence of Answering exam
events in synaptic transmission questions on neurones
and chooses another learner to and synapse
describe the next event, and so
on. (G) (Basic)
 A learner chooses a diagram in Past Papers
the sequence and a partner
describes what is occurring and Paper 43, Nov 2011,
what will happen next. (P) Q9 (b)
(Basic)
 Learners rearrange a set of
diagrams to arrive at the correct
sequence of events in synaptic
transmission. (F) (Basic)
o Learners add annotations to
the sequenced diagrams and
if necessary make additional
bullet points. (F)
(Challenging)
Extension: discuss the effects of
drugs on the transmission across
the synapse and show learners
how to apply knowledge and
understanding to new situations.
CHAPTER WISE
(W) (Basic)
TEST, QUIZ,
PROJECT
15.1.h
outline the roles of  Learners suggest and note down

which features ensure one-way King p.202-205.
synapses in the nervous
transmission of impulses across
system in allowing a synapse (vesicles with
transmission in one transmitter substance only
direction and in allowing found in the presynaptic Past Papers
connections between neurone; specific receptor Paper 41, Nov 2012,
one neurone and many proteins only located on the Q1 (b(i)
others (summation, postsynaptic membrane). (W) (I)
facilitation and inhibitory (Basic)
synapses are not  Discuss the fact that one
required) neurone can have many
synapses relating to it, thus
allowing interconnection of
Key concepts numerous nerve pathways. (W)
(I) (Basic)
Cells as the units of life  Background: discuss the benefits
of interconnection (a stimulus
can lead to a range of responses;
can collect more information;
excitatory and inhibitory CHAPTER WISE
synapses provide more flexibility TEST, QUIZ,
in response, hence a wider range PROJECT
of behaviour. (W) (Basic)
Extension: learners carry out some
simple investigations into learning
that involves synapses. (P) (I)
15.1.i (Challenging)
 Learners study one or more
describe the roles of Online
labelled diagrams and establish
neuromuscular that: striated muscle is http://www.bu.edu/hist
junctions, transverse voluntary; skeletal muscle, the ology/p/21501ooa.htm
system tubules and multinucleate cells are also
sarcoplasmic reticulum known as muscle fibres and
in stimulating contain a bundle of myofibrils.
contraction in striated o Learners note that the cell http://www.getbodysm
muscle surface membrane of the art.com/ap/muscletissu
muscle fibre is termed e/fibers/sr/tutorial.html
sarcolemma, and the
Key concepts cytoplasm is sarcoplasm.
o Explain that the sarcoplasmic Textbooks/Publicatio
Cells as the units of life, reticulum is in contact with ns
the myofibrils and is similar
Biochemical processes to SER (Unit 1) and that Bio Factsheet 190:
transverse system tubules Neuromuscular
are infoldings of the cell junctions
surface membrane. (W)
(Basic)
 Learners label a diagram of a
neuromuscular junction, adding
labels using resources and
knowledge of synaptic
transmission.
o Learners note that the
neuromuscular junction is a
form of synapse that is
necessary to allow the
effector to respond. (I)
(Basic)
 Learners sort cards containing
details of the sequence of events
occurring following
depolarisation at the synaptic
terminal of the motor neurone
(end with calcium ion release by
the sarcoplasmic reticulum – see
15.1.k).
o Learners make notes,
highlighting roles of the
named items in the learning
objective. (P) (I)
(Challenging)
Extension: learners research
myasthenia gravis (Unit 11) and CHAPTER WISE
compare a normal and a TEST, QUIZ,
myasthenic neuromuscular PROJECT
junction. (H) (Challenging)
15.1.j  Discuss the idea of a sarcomere

(see 15.1.i diagrams) as the basic
describe the
unit of contraction, a repeating
ultrastructure of striated
unit of a pattern made by thick Online
muscle with particular
and thin protein filaments. (W)
reference to sarcomere
(Basic) http://www.bu.edu/hist
structure
 Learners label and annotate ology/p/21601ooa.htm
diagrams of the same sarcomere
(i) relaxed, (ii) contracting, and
Key concepts (iii) fully contracted, to prepare
for 15.1.k.
Cells as the units of life
Learners compare electron
micrographs with their diagram. (I)
CHAPTER WISE
(Basic) TEST, QUIZ,
PROJECT
15.1.k
 Explain the sliding filament
explain the sliding model while learners add labels
filament model of to prepared diagrams.
muscular contraction o Discuss the role of the
including the roles of released calcium ions in Textbooks/Publicatio
troponin, tropomyosin, binding to sites on troponin ns
calcium ions and ATP and shifting the position of
tropomyosin to expose the Bio Factsheet 46:
myosin binding sites. (W) Muscles.
(Basic)
Key concepts
 Learners annotate their
Biochemical processes diagrams from 15.1.j. (I)
(Challenging)
 As a whole group, the first
member states the first event
occurring, ‘depolarisation of the
membrane of the synaptic
terminal’ and then chooses the
next member of the group to
continue the ‘story’. (W)
(Challenging)
Learners produce a written
account, or a flow chart diagram,
CHAPTER WISE
summarising the sequence of TEST, QUIZ,
events occurring from the arrival of PROJECT
an action potential at the synaptic
terminal of the motor neurone to
the contraction of the sarcomere.
(F)
15.1.l  Learners review the endocrine

system and hormones with a
explain the roles of the
short written test.
hormones FSH, LH,
oestrogen and
 Discuss the different origins of Online
progesterone in
the named hormones involved in
the menstrual cycle, explaining http://www.biologymad
controlling changes in
target tissues differ. .com/master.html?http:
the ovary and uterus
o Emphasise for later their //www.biologymad.co
during the human
importance in synchronising m/Hormones/Hormone
menstrual cycle
activities of the ovary and s.htm
uterus. (W) (Basic)
http://highered.mcgraw
 Use diagrams to describe the
Key concepts -
maturation of the follicle in the
hill.com/sites/0072495
ovary, ovulation and the
Cells as the units of life, 855/learner_view0/cha
formation of the corpus luteum.
pter28/animation__pos
Biochemical processes o Describe the events itive_and_negative_fe
occurring in the uterus. (W) edback__quiz_1_.html
(Basic)
 Learners draw a large outline http://highered.mcgraw
graph. The x-axis being time (to -
28 days – explain that cycles hill.com/sites/0072495
may be longer or shorter), y-axis 855/learner_view0/cha
being hormone concentration pter28/animation__mat
(arbitrary units). uration_of_the_follicle
o Learners sketch diagrams of _and_oocyte.html
(i) the physical changes in
the uterus over 28 days
(above the graph), and (ii)
Textbooks/Publicatio
the changes occurring in the
ns
ovary (below the graph). (I)
(Basic)
o Using description and Bio Factsheet 57:
question and answers build Oestrous cycles.
up the graph to show the
changing concentrations of Includes the menstrual
cycle
the hormones over the 28
days (use a method to
distinguish oestrogen and
progesterone, the sex Past Papers
hormones, from FSH and LH,
the two pituitary hormones. Paper 41, June 2012,
o Discuss the feedback Q5 (a)
mechanisms that occur to
Paper 42, Nov 2013,
enable the cycle to be Q4
controlled, learners annotate
or add bullet point notes.
(W) (I) (Challenging)
 Extension: learners investigate
the role of gonadotrophin
releasing hormone (GnRH) in the
control of the menstrual cycle.
(I) (Challenging)
 Learners discuss the changes to
the graph(s) for shorter / longer
cycles, explaining the reasons for
their choices. (G) (Challenging)
 Learners describe specific
CHAPTER WISE
examples within the cycle of TEST, QUIZ,
positive and negative feedback PROJECT
mechanisms. (I) (Challenging)
Learners complete unlabelled
diagrams and graphs showing the
events in the menstrual cycle. (F)
15.1.m
outline the biological  Learners research how the

basis of contraceptive combined oral contraceptive pill
pills containing prevents pregnancy and
oestrogen and/or compare this with the
progesterone /progestin-only Online
progesterone
pill. (H) (Basic)
http://www.patient.co.u
 Learners consider how k/search.asp?searchT
concentrations of oestrogen and erm=contraceptive+pill
Key concepts progesterone differ in women &collections=Condition
Observation and
who are taking the contraceptive _Leaflets
experiment pill.
o Learners explain the effects http://hcd2.bupa.co.uk/
of these differences in terms fact_sheets/html/horm
of the feedback mechanisms onal_contraception.ht
discussed in 15.1.l. (I) ml
(Challenging)
Past Papers
Paper 43, June 2011,

Q3 (b)
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Biology G 12 Ch.15 Novi

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Biology G 12 Ch.15 Novi

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SPINS INTERACTIONAL SCHOOL

Long-term planning ( Semester Plan )

Subject : BIOLOGY Time Allocation : 10% OF THE COURSE

Level : Higher Secondary Date : 22 JULY - 2 AUGUST 2019

Indicators Learning objective Activities Time Resources Assessment Comments

15.1.a  Discuss the need for 50 MIN CD-ROM CHAPTER WISE

describe the structure of

outline the roles of  Learners suggest and note down

15.1.j  Discuss the idea of a sarcomere

15.1.l  Learners review the endocrine

outline the biological  Learners research how the

Paper 43, June 2011,

SPINS Interactional School

SPINS Interactional School

SPINS Interactional School

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