THEME : PHYSIOLOGY OF LIVING THINGS

LEARNING AREA : 1.0 TRANSPORT (Week 1-3)

Learning Scientific attitudes

Weeks Learning Outcomes Science Process Skills
Objectives and noble values

1 1.1 Understanding A student is able to :

(2 the importance of
periods) having a transport 
Identify the problems that could be • Observing • Having an
system in some faced by multi cellular organisms in • Classifying interest and
multi cellular obtaining their cellular requirements • Measuring and curiosity towards
organisms and getting rid of their waste using number the environment.
products • Interpreting data • Being honest
• inferring and accurate in

Suggest how the problem is recording and
overcome in multi cellular organisms. validating data

1–2 1.2 Synthesising A student is able to :

weeks the concept of
(4 circulatory system  State what a circulatory system is, • observing • Being respectful
periods)  State the three components of • classifying and well
circulatory system in humans and • making inference • Being thankful
animals, • predicting to God
 State the medium of transport in • defining • Being flexible
humans and animals, operationally and open-
 State the composition of human minded
blood,

1
Weeks Learning Learning Outcomes Science Process Skills Scientific attitudes and
Objectives noble values

1.2 Synthesising 
Explain the function of blood and
the concept of haemolymph in transport,
circulatory system  Describe the structure of human
(cont) blood vessels,
 Explain how blood is propelled
through the human circulatory
system,
 Explain briefly how blood pressure
is regulated,
 Compare and contrast the
circulatory systems in the following
: humans, fish and amphibians,

Conceptualise the circulatory
system in humans.

2 week 1.3 Understanding A student is able to :

(2 the mechanism of • Defining •
Appreciating and
periods) blood clotting  Explain the necessity for blood • Observing practising healthy
clotting at the site of damaged blood • Classifying living
vessels, • Predicting • Being kind-
 Explain the mechanism of blood hearted and
• Interpreting data
clotting, caring
 Predict the consequences of • Being thankful to
impaired blood clotting mechanism God
in an individual.

2
Weeks Learning Learning Outcomes Science Process Skills Scientific attitudes
Objectives and noble values

3 1.4 Synthesising A student is able to :

weeks the concept of
(4 lymphatic system  Describe the formation of interstitial • defining • Realising that
periods) fluid, operationally science is a
 State the composition of interstitial • observing means to
fluid, • classifying understand nature
 State the importance of interstitial • predicting • Being thankful to
fluid God
 Describe the fate of interstitial fluid,
 Describe the structure of lymphatic
system,
 Explain how the lymphatic system
complements the circulatory system,
 Compare the content of blood,
interstitial fluid and lymph,
 Predict what will happen if interstitial
fluid fails to return to the circulatory
system,

Conceptualise the relationship
between the lymphatic system and
circulatory system

3
 THEME: PHYSIOLOGY OF LIVING THINGS
LEARNING AREA 1.0 TRANSPORT (Week 4-9 )

4
 Weeks Learning Learning Outcomes Science Process Skill Scientific attitudes and noble values
Objective

(1 week )
1.5 A student is able to:
Understanding the role of the circulatory
system in body defence mechanism • State another function of the circulatory system • Relating Being thankful to God

besides transport

• Identify the three lines of defence mechanism of

• Classifying Systematic
the body

• Describe the process of phagocytosis • Attributing

Critical and analytical thinking
• State the meaning of antigen and antibody • Comparing and contrasting

• State the meaning of immunity and immunisation • Communicating

• Relate antigen and antibody to immunity • Defining operationally

• Name and give examples of various types of

immunity

• State the effects of human immunodeficiency virus • Classifying

(HIV) on the body’s defence mechanism • Attributing

• Describe the transmission of HIV • Comparing and contrasting

Being respectful and well mannered
• Suggest ways to prevent the spread of acquired • Grouping and classifying

AIDS • Communicating
Being flexible and open minded
• Interpreting data
Being kind hearted and caring
• generalizing

A student is able to: • Interpreting data • appreciating and practicing clean and
1.6 Appreciating a healthy • Select and practice suitable ways to maintain a healthy • Making conclusion healthy living
cardiovascular system cardiovascular systems • evaluating

(1 week) A student is able to: • Observing • having an interest and curiosity towards
1.7 Understanding the transport of • State the necessity for transport of substances in plants, • Making inferences the environment
substances in plants • Identify the vascular tissue in stem, root and leaves • being diligent and preservering
• predicting
• State the role of vascular tissue in the transport of

substances

• Describe the structure of vascular tissue

• Relate the structure of xylem to transport

• Relate the structure of phloem to transport

• Predict the effect of removing a ring of phloem tissue

from a plant

A student is able to: • thinking rationally

(2 weeks) 1.8 Synthesizing the concept of • State what translocation is 5
• having critical and analytical
transport of substances in plant • Explain the importance of translocation in plant thinking
 THEME: PHYSIOLOGY OF LIVING THINGS
LEARNING AREA 2.0 LOCOMOTION AND SUPPORT 10 – 13 (4 weeks)

6
 Weeks Learning Learning Outcomes Science Process Skill Scientific attitudes and noble values
Objective

10 2.1 Understanding support and A student is able to:

( 2 periods ) locomotion in humans and animals • Defining operationally Be thankful to God for support and

• Explain the necessity for support and locomotion • Classifying locomotion to living thing

in humans and animals

• Describe problems that could be faced by humans

and animals in support and locomotion

10 A student is able to:

( 2 periods) • Explains how problems in support and locomotion

are overcome in humans and animals

• Name the bones that make up the axial skeleton

and appendicular skeleton of the human body

11 A student is able to: • Observing

( 2 periods) • Label the bones, the skeletal muscles and tendons • Attributing
in diagram of the arm

• Explain how movement is brought about in a limb

11 A student is able to:

( 2 periods) • State the function of cartilage and synovial fluid at • Visualization Appreciating and practicing healthy

joints living

• Describe briefly the mechanism of locomotion in

an animal

• State some consequences of impaired

musculoskeletal system on support and

locomotion

• State some consequences of impaired

musculoskeletal system on support and

locomotion

12 2.2 Appreciating a healthy A student is able to:

( 2 periods ) musculoskeletal • Communicating Being cooperative

• Practise ways to care for the musculoskeletal • Prioritising Daring to try

system Thinking rationally

• Making conclusion
Being flexible and open minded
• Evaluating

Be thankful to God for healthy

musculoskeletal.

12 2.3 Understanding support in plant A student is able to:

( 2 periods ) • Attributing Being kind-hearted and caring 7
• Explain the necessity for support in plants • Comparing and Appreciating the balance of nature.

• Explain how support is achieved in aquatic plants contrasting

 THEME: INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS
LEARNING AREA 3.0 COORDINATION AND RESPONSE (Week 14-18)(5 weeks )

8
 Weeks Learning Learning Outcomes Science Process Skill Scientific attitudes and noble values
Objective

14 3.1 Understanding response and A student is able to: • Observing Being thankful to God
( 2 period ) coordination • Classifying
• List the changes in external and internal

environment faced by an organism

• State why organism have to be sensitive to

changes in internal and external environment

• Clarify through examples the meaning of ‘stimulus’

and ‘response’

• State the main component s and pathways

involved in detecting and responding to changes in

external environment

• State the main components and pathways involved

in detecting and regulating changes in internal

environment

• Clarify through examples the meaning of

‘coordination’

3.2 Analysing the role of human nervous A student is able to: • Observing ( draw and • Be thankful to God.
( 6 periods ) system • State the role of nervous system label ) • Being
• Draw and label a diagram to show organisation of • Classifying

the nervous system

• Name the main parts of the brain and state their

functions,

• Draw and label the diagram of a cross section of

the spinal cord

• State the main functions of the spinal cord

• Label the structure of an efferent neurone

• Identify the type of the neurone from diagrams

given

• State the function of each type of neurone

• State the mode of transmission of information

along the neurone

• Describe briefly the pathway of transmission of

information from receptors to effectors

• Draw and label a simple diagram of synapse

• Describe the transmission of information across

synapses

• State the role of the synapse in transmission 9

• Give examples of voluntary action

• Give examples of involuntary action

 Weeks Learning Learning Outcomes Science Process Skill Nobles Values
Objective

3.3 Analysing the role of hormones in A student is able to: Being thankful to god
( 3 periods ) humans • Making inferences
• State what a hormones is Appreciating and practising clean and

• State what the endocrine system is healthy living

• State why the endocrine system is necessary

Being co-operative
• State physiological processes not directly

regulated by the nervous system

• Describe how the endocrine system

complements the nervous systems

• Label the main glands of the endocrine systems

• Name the main hormones produces by each

endocrine gland

• State the functions of the hormones involved in

some physiological processes

• Describe briefly how secretion of hormone is

regulated

• Describe briefly coordination involving both the

nervous system and endocrine system, in a

‘fight or flight’ situation

• State the effects of hormonal imbalance

• State the use of hormone in medicine

4 period 3.4 Synthesising the concepts of A student is able to: • Observing Being honest and accurate
homeostasis in humans • Interpreting data
• Explain the necessity to maintain an optimal

physical and chemical condition in the internal

environment

• State the meaning of homeostasis

• Design an experiment to study the effect of

different quantities of water intake on urine

output

• Relate changes in blood osmotic pressure to

urine output

• Describe the formation of urine

• Relate the formation of urine to excretion

• Describe briefly the mechanism of

osmoregulation

• Predict the consequences of impaired kidney 10

function

• Describe the regulation of blood sugar level

 THEME : PHYSIOLOGY OF LIVING THINGS
LEARNING AREA: 4.0 REPRODUCTION AND GROWTH (Week 19- )

WEEKS LEARNING OBJECTIVES LEARNING OUTCOMES SCIENCE PROCESS SKILL SCIENTIFIC METHODS AND
NOBLE VALUE
4 periods 4.1 Analysing gamete formation A student is able to:

• explain the necessity for organisms to reproduce, • Observing • Love and respect

• state types of reproduction, • Classifying each other

• explain the necessity for formation of gametes, • Communicating • Being thankful to God

• describe formation of sperm in human, • Being cooperative

• describe formation of ovum in human,

• compare the formation of sperm with that of

ovum

6 periods 4.2 Analysing the role of hormones in A student is able to:

the menstrual cycle

• state what menstruation is, • Communicating • Appreciating the

• relate menstruation to menstrual cycle, • Using space-time balance of nature

• state the importance of the menstrual cycle, relationship • Being thankful to God

• state the hormones involve in the menstrual • Being cooperative

cycle,

• relate hormonal levels to the development of

follicle, the process of ovulation, and the

formation of corpus luteum,

WEEKS LEARNING OBJECTIVES LEARNING OUTCOMES SCIENCE PROCESS SKILL SCIENTIFIC METHODS AND
NOBLE VALUE

• relate hormonal levels to the changes in

thickness of the endometrium,

• explain the role of hormone in regulating the

menstrual cycle,

• state what premenstrual syndrome (PMS) is,

• state what menopause is.

4 periods 4.3 Understanding the early A student is able to:

11
 development of a zygote in
humans.
WEEKS LEARNING OBJECTIVES
2 periods 4.4 Appreciating the contribution
of science and technology to
human reproduction.
• Describe what fertilisation is, • Observing • Be thankful to God
• Describe in simple terms the early development • Communicating • Appreciating the balance of
of a zygote, • Making inferences nature
• Name the two main stages in development of a • Using space-time relationship • Love and respect each other
zygote in preparation for implantation, • Being kind-hearted and
• Describe the formation of twins, caring
• Compare identical twins with fraternal twins,
• State the functions of the placenta in foetal
development,
• Explain the advantages of fetus having a
separate circulatory system from that of the
mother.
LEARNING OUTCOMES SCIENCE PROCESS SKILL SCIENTIFIC METHODS AND
NOBLE VALUE
A student is able to:
• Explain the contribution of science and • Using space – • Appreciating the contribution
technology to human reproduction, time of science and technology
• Explain some morale issues related to the relationship • Being flexible and open
application of science and technology to human • Predicting minded
reproduction, • Thinking rationally
• What sexually transmitted diseases are,
• Give examples of sexually transmitted diseases.
12
 THEME: PHYSIOLOGY OF LIVING THINGS
LEARNING AREA : 4.0 REPRODUCTION AND GROWTH (Week
(2 periods)
Weeks 4.6 Understanding growth in
Learning A student is able to: Learning Outcomes • Science
DefiningProcess
operationally
Skill Being thankful
Scientific to God.
attitudes and noble values
multicellular organisms
Objective • Explain briefly the necessity for growth in organisms • Classifying To appreciate the types of growing in

(3 periods) 4.5 Synthesising the concept of sexual A student

• isExplain
able to:what growth is, • Observing multicellular
To appreciateorganisms.
the sexual reproduction in

(2 period) reproduction
4.7 in flowering
Understanding plantscurve
the growth • isIdentify
A student able to:male and female structures in a flower, •• Classifying
Defining operationally
flowering plants
Appreciating the balance of nature

• Describethe
theparameters
formation of pollen grains, Being
Being thankful to God
honest and accurate in recording
Identify used in the measurement of •• Using space –time
Classifying
Thinking
and rationally
validating data.
• Describe the formation of the embryo sac in the
growth, • relationship
Observing
Being confident and independent
•
••
Describe
ovule, the sigmoid growth curve of an organism, Predicting Data
Interpreting
• Describe
Relate thethe formation
shape of theof pollencurve
growth tube,to the growth • Communicating
• Describeofthe
phases an formation
organism,of zygote,

• Explain
Describethe
theshape of theofgrowth
formation triploidcurve of an insect.
nucleus,

• Conceptualise double fertilisation,

• Relate the structure of a fruit to the flower parts,

(4 periods) 4.8 Understanding primary and • isExplain

A student able to the
: importance of double fertilisation for the • Observing Realising that science is a means to
secondary growth in plants. • Statesurvival of flowering
the types of growthplants.
in plants understand nature.

• State what primary and secondary growth are,

• Name the tissue involved in primary and secondary • Classifying

growth

• State the location of the tissue involved in primary and • Experimenting

secondary growth,

• Explain the importance of the primary growth,

• Inferring
• Explain the importance of secondary growth,

• Compare and contrast plants that undergo secondary

growth with plants that do not undergo secondary

• Defining operationally
growth,
• Defining operationally
• State the economic importance of plants that undergo Appreciating the contribution of science

secondary growth. • Classifying and technology

13
THEME: VARIATION AND INHERITANCE
LEARNING AREA 1.0 INHERITANCE

14
 Weeks Learning
Objective
(1period) 1.1 Synthesising the concept of
inheritance based on Mendel’s
experiment.
(2period) 1.1 Synthesising the concepts of
inheritance based on Mendel’s
experiments (cont.)
(2period) 1.1 Synthesising the concepts of
inheritance based on Mendel’s
experiments (cont.)
(1period) 1.2 Understanding inheritance
1.2 Understanding inheritance
(2period)
(2period) 1.3 Understanding genes and
Learning Outcomes Science Process Skill Scientific attitudes and noble values
A student is able to: • Observing • Being thankful to God
• State what is meant by inheritance • Predicting • Realising that science is
• Differentiate traits from characters • Classifying a means to understand
• Identify characters and traits in Mendel’s nature
experiments • Thinking rationally
• State that there is a hereditary factors that
determines a particular character
• Identify dominant and recessive traits
• Explain genes and alleles
• Explain dominant alleles and recessive alleles
A student is able to: • Communicating • Thinking rationally
• State the meaning of phenotype • Observing
• State the meaning of genotype • Classifying
• Relate allele combination to genotype • Predicting
• Relate phenotype to genotype
• State the meaning of homozygote and
heterozygote
• Determine the phenotypic ratio of the first filial
generation
• Determine the genotypic ratio of the first filial
generation and second filial generation
• State the meaning of monohybrid inheritance
A student is able to: • Communicating • Being systematic
• Conceptualise Mendel’s First Law • Defining Operationally • Being flexible and open-
• State the meaning of “dihybird inheritance” minded
• Conceptualise Mendel’s Second Law
A student is able to: • Observing • Being thankful to God
• State the blood groups in the ABO systems and • Classifying • Being honest
Rhesus factor in humans • Predicting
• Explain the inheritance of ABO blood groups in
humans
• Differentiate autosomes from sex chromosomes
• Identify the different human karyotypes
• Explain sex determination in off-springs
• Explain sex-linked inheritance using examples
• Being thankful to God
• Describe heredity disease
• Classifying • Being flexible and open
15
• Making Inferences minded
A student is able to: • Observing • Being honest
 THEME: VARIATION AND INHERITANCE
LEARNING AREA 2.0 VARIATION 14 – 22 (9 weeks )
Weeks Learning
Learning Learning
Learning
Outcomes
Outcomes Science
ScienceProcess
ProcessSkill
Skill Scientific attitudes
Noblesand
Values
noble values
Objective
Objective

1 week 2.3
2.1Understanding
Be respectful towards
variationone
in organism.
another AAstudent
studentisisable
ableto,
to: • •
ObservingExperimenting Appreciating
Realising that
thescience
balanceisof
a nature.
means to
( 4period)
(2 period ) this part variation • •
Accept state
that people
the important
are different,
of variation in organism • •
Classifying
Measuring and Being
understand
thankfulnature.
to god.

• •
Respect
give
each
example
other. of variation in humans, Being
Beingkind-hearted
thankful to God.
and caring.
• using numbers
Communicating
Being cooperative.
• state the types of variation, • Communicating

• compare continuous variation with discontinuous • Interpreting data

variation. • Classifying

1 week 2.2 Understanding the curses of variation. A student is able to: Having an interest and curiosity
( 4 periods ) • Classifying towards the environment.

• state the factors causing variation, • Predicting

• explain the effects of genetic factors on variation, Being responsible about the safety of
• Experimenting
oneself, others and the environment.
• explain the effects of environmental factors on • Communicating
variation,
Being thankful to God.
• explain the mutation ,

• explain the important of variation in the survival of

Being cooperative.
a species.

emm2007

SCHEME OF WORK

BIOLOGY

FORM FIVE

2007

PREPARED BY

PARTICIPANTS OF K.O.S.M

16
 BIOLOGY GROUP

RAINFOREST RESORT

KUALA TAHAN

JERANTUT

PAHANG DARUL MAKMUR

17
18