FIRST TERM : 03 JANUARY 23 MAY 2009 (20 weeks)

THEME : INTRODUCING BIO OGY EARNING AREA : !"0 INTRODUCTION TO BIO OGY
#EE$ 1 EARNING OBJECTI%ES 1.1 Understanding the study of Biology SUGGESTED EARNING ACTI%ITIES Carry out small group discussion on the following and present the findings: a) What is the study of Biology? b) The importance of Biology with respect to the study of li ing things! en ironment! interaction between li ing things and the en ironment. Construct a concept map based on information gathered on the different fields of study and careers related to Biology. EARNING OUTCOMES # student is able to : "tate what the study of Biology is! '(plain the importance of Biology! NOTES T"T" #ttributing *enerating ideas +oble ,alues -a ing an interest and curiosity towards the en ironment .ealising the science is a means to understand nature #ppreciating the balance of nature

)ist the different fields of study in Biology )ist the careers related to Biology!

"mall group discussion on the importance of the following : a) #c$uiring scientific s%ills! b) "cientific method! c) &ractising scientific attitudes and noble alues.

"tate arious ways of studying Biology

T"T" "e$uencing *rouping / classifying .elating 0a%ing inferences 0a%ing hypothesis 0a%ing conclision +oble ,alues Being systematic

#EE$

EARNING OBJECTI%ES

SUGGESTED EARNING ACTI%ITIES

EARNING OUTCOMES

NOTES Being diligent / perse ering Being cooperati e 3aring to try

Teaching #ids Te(t boo% C3 .oms +ews paper cutting &amphlet 1.1 #pplying scientific in estigation 2bser e a situation and identify all the ariables. "uggest a $uestion that is suitable for a scientific in estigation. 3iscuss to : a) 4orm a hypothesis b) &lan the method of in estigation including selection of apparatus and wor% procedures. Carry out an e(periment : a) to collect and tabulate data! b) present data in a suitable form c) interpret the data and draw the conclusion! d) write a complete report Carry out an e(periment on the ma%ing of bread using yeast in the absence and presence of sugar. .ecord the time ta%en for the dough to double its si5e. 4or futher in estigations! salt is used. 3uring in estigations! highlight the need to practice scientific attitudes and noble # student is able to : 6dentify ariables in a gi en situation! 6dentify the relationship between two ariables to form a hypothesis! 3esign and carry out a simple e(periment to test the hypothesis! .ecord and present data in a suitable form! 6nterpret data to draw conclusions! Write a report on an e(periment This acti ity helps the teacher to assess students capabilities in carrying out a scientific in estigation T"T" : #ttributing! *rouping and classifying! ma%ing inferences! predicting! ma%ing hypotheses! synthesi5ing! ma%ing generali5ations! isuali5ing! Teaching aids : te(t boo%! transparency! news paper cutting! )C3 &ro7ector! apparatus using in lab! internet +oble ,alues : 8 #ppreciating the

#EE$

EARNING OBJECTI%ES

SUGGESTED EARNING ACTI%ITIES alues such as honesty and accuracy in recording and erifying the data.

EARNING OUTCOMES &ractice scientific attitudes and noble alues.

NOTES contribution of science and technology 8 -a ing an interest and curiosity towards the en ironment 8 appreciating the balance of nature These attitudes and alues should be obser ed for all in estigations in other learning areas.

THEME : INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS LEARNING AREA : 2.0 CELL STRUCTURE AND CELL ORGANISATION

WEEK 2

LEARNING OBJECTIVES 2.1 Understanding cell structure and function

SUGGESTED LEARNING ACTIVITIES Prepare and study slides to compare the epidermal cells of onion or cells of Hydrilla leaf with human cheek cells. Observe, draw and label diagrams of an animal cell and plant cell as seen through a light microscope.

LEARNING OUTCOMES A student is able to draw and label an animal cell, draw and label a plant cell,

NOTES

WEEK

LEARNING OBJECTIVES

SUGGESTED LEARNING ACTIVITIES "tudy electron micrographs of animal cells and plant cells to identify cellular components of cell #a$ plasma membrane and cell wall, #b$ cytoplasm, #c$ organelles #i$ nucleus nucleolus, chromosomes, nucleoplasm and nuclear membrane, rough and smooth endoplasmic reticulum, mitochondria, %olgi apparatus &ysosomes 'ibosomes (hloroplasts (entrioles *acuoles

LEARNING OUTCOMES identify the cellular component of an animal cell, identify the cellular components of a plant cell

NOTES

#ii$ #iii$ #iv$ #v$ #vi$ #vii$ #viii$ #i)$ !

+ork in small groups to match cellular components to their functions. "tudents present a comparison between the structure of an animal cell and plant cell. ,iscuss the relationship between the density of certain organelles with the

state the functions of the cellular components in an animal cell, state the functions of the cellular components in a plant cell

WEEK

LEARNING OBJECTIVES

SUGGESTED LEARNING ACTIVITIES function of specific cells #a$ mitochondria with the function of sperm cells, flight muscle cells in insects and birds, cells in the meristems, #b$ chloroplasts with the function of palisade cells.

LEARNING OUTCOMES compare and contrast an animal cell and a plant cell relate the density of certain organelles with the functions of specific cells.

NOTES

-.

2.2 Understanding cell organisation

Observe the living processes of unicellular organisms such as feeding, locomotion and reproduction through computerised animation . video . microscope. (arry out small group discussion on the following and present the findings #a$ cell specification in multicellular organisms, #b$ the necessity for cell speciali/ation in multicellular organisms. #c$ (ell organisation in the formation of tissues, organs and systems in humans, animals and plants. (onstruct models of tissues, organs and systems in human, animals and plants.

A student is able to "tate the necessity for cell specialisation in multicellular organism as compared to unicellular organism, ,escribe cell speciali/ation in multicellular organisms, ,escribe cell organisation in the formation of tissues, organs and systems in

WEEK

LEARNING OBJECTIVES

SUGGESTED LEARNING ACTIVITIES

LEARNING OUTCOMES multicellular organisms, "tate the meaning of internal environment, 1dentify factors affecting the internal environment, 3)plain the necessity to maintain optimal internal environment, ,escribe the involvement of various systems in maintaining optimal internal environment. A student is able to Predict the state of certain cells without a particular cellular component, 1llustrate that most cells speciali/ed for the 5ob that they perform.

NOTES

(onduct a discussion on the following #a$ the meaning of internal environment, #b$ factors affecting the internal environment including temperature, p0, osmotic pressure and glucose level. #c$ 1t is important that the organisms cells always e)perience conditions which permit efficient functioning, #d$ 2he involvement of various systems in maintaining optimal internal environment.

A simple e)planation.

!.! Appreciating the uni4ueness of the cell

,iscuss and predict the cell condition without a particular cellular component. (onduct a role play activity to show that cells become adapted for different functions.

<

THEME : INVESTIGATING THE CELLS AS A BASIC UNIT OF LIVING THINGS LEARNING AREA :3.0 MOVEMENT OF SUBSTANCES ACROSS THE PLASMA MEMBRANE WEEK 6 LEARNING OBJECTIVE !.1 Analysing the movement of substances across the plasma membrane SUGGESTED LEARNING ACTIVITIES 1. ,iscuss and gather information on a. substances that are re4uired by cells b. substances to be eliminated from cells c. the necessity for movement of substances across the plasma membrane d. the structure of the plasma membrane as comprising the phospholipids bilayer, carrier protein and pores. 2. (onduct an e)periment using starch suspension and glucose to study the movement of substances across egg membrane or *isking tubing !. ,iscuss and gather information on a. the properties of the plasma membrane as a semi7 permeable membrane. b. the movement of soluble substances across the plasma membrane through simple diffusion and facilitated LEARNING OUTCOMES A student is able to a. state the substances re4uired by living cells b. state the substances that have to be eliminated from cells c. e)plain the necessity for movement of substances across the plasma membrane d. describe the structure of the plasma membrane NOTES

Only a brief account of the structure of the plasma membrane is required

e. describe the permeability of the plasma membrane

WEEK

LEARNING OBJECTIVE

SUGGESTED LEARNING ACTIVITIES diffusion. -. (arry out an activity to show osmosis using a simple osmometer.

LEARNING OUTCOMES A student is able to a. e)plain the movement of water molecules across the plams membrane by osmosis. b. e)plain the movement of substances across the plasma membrane through the process of active transport.

NOTES

6. ,iscuss the movement of substances across the plasma membrane through active transport 8. Use computer simulation to show the movement of substances across the plasma membrane through passive and active transport. 9. ,iscuss the processes of passive transport and active transport in living organisms a. gaseous e)change in the alveoli and blood capillaries #simple diffusion$ b. absorption of digested food in the villus #facilitated diffusion$ c. absorption of water by root hairs of a plant # osmosis$ d. ion intake by root hairs of a

Only basic explanation of the active transport process is required

c. 3)plain the process of passive transport in living organism using e)amples.

d. 3)plain the process of active transport in living organisms

>

WEEK

LEARNING OBJECTIVE

SUGGESTED LEARNING ACTIVITIES plant # active transport$ :. (onstruct a concept map by using a graphic organi/er to show the movement of substances across the plasma membrane. ;. Use a graphic organi/er to compare and contrast passive transport and active transport

LEARNING OUTCOMES using e)amples.

NOTES

e. (ompare and contrast passive transport and active transport

8 9

CHINESE NE# YEAR HO IDAY

TEST ! (!!"02 !&"02"200') : !.2 Understanding the movement of substances across the plasma membrane in everyday life 1. (arry out activities to study the effect of hypotonic and hypertonic solutions on plant and animal cells a. plasmolysis and deplasmolysis in plant cells. b. 0aemolysis and crenation in red blood cells. 2. ,iscuss a. hypotonic, hypertonic and isotonic solution b. plasmolysis , deplasmolysis, haemolysis and crenation A student is able to a. e)plain what hypotonic, hypertonic and isotonic solutions are b. e)plain the effect of hypotonic, hypertonic and isotonic solutions on plant cell and animal cell. The use of human blood is discourage

WEEK

LEARNING OBJECTIVE

SUGGESTED LEARNING ACTIVITIES c. flaccidity and turgidity of plant cells.

LEARNING OUTCOMES c. e)plain plasmolysis, deplasmolysis, heamolysis and crenation. d. design an e)periment to determine the concentration of e)ternal solutions which is isotonic to cell sap. e. make an inference on the concentration of cell sap in plant tissues. f. 'elate the movement of substances across plasma membrane with concentration gradient.

NOTES

!. (arry out an investigation using various concentration of salt or sugar solution to determine the concentration of e)ternal solution which is isotonic to the cell sap of plant tissues. -. ,iscuss and make an inference on the concentration of cell sap in plant tissues which is e4uivalent to the concentration of isotonic solution. 6. ,iscuss and correlate the movement of substances across the plasma membrane with the difference in concentration of the e)ternal solution and that of the cell sap. 8. ,iscuss a. wilting of plants caused by the e)cessive use of chemical fertilisers b. preservation of food using salt or sugar

The concentration of the external solution which is isotonic to the cell sap is determined from the plotted graph

g. 3)plain the phenomenon of wilting in plants using e)amples. h. 3)plain the

Discussion shoud be based on the concepts of osmosis and plasmolysis

1@

WEEK

LEARNING OBJECTIVE

SUGGESTED LEARNING ACTIVITIES

LEARNING OUTCOMES preservation of food using e)amples A student is able to a. e)plain the necessity of movement of substances across the plasma membrane which is occur in a continuous and controlled manner for survival of a cell.

NOTES

!.! Appreciating the movement of substances across the plasma membrane

1. (ompose poem to appreciate the movement of substances across the plasma membrane.

LEARNING AREA : 4.0 CHEMICAL COMPOSITION OF THE CELL WEEK ; LEARNING OBJECTIVES -.1 Understanding the chemical composition of the cell SUGGESTED LEARNING ACTIVITIES (arry out small group discussion on the following and present the findings a$ elements in the cell, including carbon, hydrogen, o)ygen, nitrogen, sulphur, phosphorus, calcium, potassium, magnesium, chlorine, sodium and ferum, b$ the presence and importance of chemical compounds in the cell. LEARNING OUTCOMES A student is able to state the elements in the cell, NOTES (hemical compounds in the cell are limited to carbohydrates, lipids, proteins, nucleic acids and water only. A brief account on the importance of carbohydrates, lipids, proteins and nucleic acids 1s re4uired.

list the chemical compounds in the cell, e)plain the importance of

11

WEEK

LEARNING OBJECTIVES

SUGGESTED LEARNING ACTIVITIES

LEARNING OUTCOMES organic compounds in the cell, e)plain the importance of water in the cell. A student is able to state the elements in carbohydrates, state the types of carbohydrates, e)plain the formation and breakdown of disaccharides and polysaccharides,

NOTES

-.2 Understanding carbohydrates

(arry out small group discussion on the following and present the findings a$ elements in carbohydrates b$types of carbohydrates, i.e. monosaccharides, disaccharides and polisaccharides, using e)amples, c$ the formation and breakdown of disaccharides, such as maltose, sucrose and lactose, d$ the formation and breakdown of polysaccharides, such as starch, glycogen and cellulose. (onduct an activity to differentiate between reducing and non7reducing sugars. (arry out small group discussion on the following and present the findings a$ elements in protein, such as carbon, hydrogen, o)ygen, sulphur nitrogen and phosphorus,

A detailed molecular structure is not re4uired. A brief account of condensation and hydrolysis reactions is re4uired.

A student is able to state the elements in proteins, state the various structures of

-.! Understanding proteins

b$ dipeptides and polypeptides,

11

WEEK

LEARNING OBJECTIVES

SUGGESTED LEARNING ACTIVITIES c$ the formation and breakdown of dipeptides and polypeptides, d$ essential amino acids and non7 essentials amino acids. Use charts to illustrate the various protein structures, i.e. primary, secondary, tertiary and 4uartenary.

LEARNING OUTCOMES proteins, e)plain the formation and breakdown of dipeptides and polypeptides, e)plain the meaning of essential amino acids and non7 essential amino acids. A student is able to state the elements in lipids, state the main types of lipids

NOTES

&ist the main types of lipids a$ b$ c$ d$ e$ fat, oil, wa), phospholipids, steroids, such as cholesterol, testosterone,oestrogen and progesterone.

-.- Understanding lipids

A student is able to state the components of fats and oils, e)plain the formation and breakdown of fats and oils, compare and contrast saturated

(arry out small group discussion on the following and present the findings a$ elements in lipids, b$ components of fats and oils, c$ formation and breakdown of fats and oils

19

WEEK

LEARNING OBJECTIVES

SUGGESTED LEARNING ACTIVITIES Use a graphic organi/er to compare saturated fats and unsaturated fats.

LEARNING OUTCOMES fats and unsaturated fats

NOTES

-.6 Understanding en/ymes

,iscuss on the following a$ what en/ymes are, b$ en/yme re4uirement in the living process, c$ general characteristics of en/yme, d$ naming of en/yme based on the substrate, e$ sites of en/yme synthesis, f$ intracellular and e)tracellular en/ymes and e)amples,

A student is able to state what en/ymes are, e)plain why en/ymes are needed in life processes, list the general characteristics of en/ymes, relate the name of en/yme to substrate, state sites where en/ymes are synthesi/ed, state the meaning of intracellular and e)tracellular en/ymes,

(onduct a role7play activity to show the involvement of ribosomes, endoplasmic reticulum and %olgi body in the production

e)plain the involvement of specific organelles in the production of

1:

WEEK

LEARNING OBJECTIVES

SUGGESTED LEARNING ACTIVITIES of e)tracellular en/ymes.

LEARNING OUTCOMES e)tracellular en/ymes, e)plain the effects of p0, temperature, en/yme concentration and substrate concentration on en/yme activity, e)plain the mechanism of en/yme action, relate the mechanism of en/yme action with p0, temperature, en/yme concentration and substrate concentration, e)plain the uses of en/ymes in daily life and industry using e)amples. Predict the conse4uences of deficiency in carbohydrates, protein, lipids or

NOTES

(onduct e)periments to study the effects of p0 and temperature on the activities of amylase and pepsin. ,iscuss the effects of en/yme substrate concentration on en/yme activity. ,iscuss the mechanism of en/yme action using the <lock and key= hypothesis. ,iscuss and correlate p0 temperature, en/yme concentration and substrate concentration on en/yme activity using the <lock and key= hypothesis. %ather information from the internet and other sources on the uses of en/ymes in a$ daily life, e.g. tenderi/ing meat b$ industry e.g. food processing and detergent manufacturing. 1> -.8 'ealising the importance of the chemical composition in cells (onduct a role play or story telling session to predict the conse4uences of deficiency in one of the chemical components in the cell.

1;

WEEK

LEARNING OBJECTIVES

SUGGESTED LEARNING ACTIVITIES

LEARNING OUTCOMES en/ymes in the cell.

NOTES

FIRST TERM SCHOO HO IDAY 0'"03" !("03"200' THEME : INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS LEARNING AREA : 5. CELL DIVISION WEEK LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES 11 6.1 Understanding mitosis (onduct a brainstorming session on the following a$ the need for production of new cells in organisms, b$ the need for production of new cells identical to parent cells ,erive the meaning and significance of mitosis from the brainstorming session. "tudy charts to identify the various of the cell cycle. ?ake models to demonstrate mitosis and cytokinesis. Prepare and observe a slide of onion root tip to identify different stages of mitosis. "tudy the process of controlled and uncontrolled mitosis and cytokinesis through simulation, computeri/ed, animation or video.

LEARNING OUTCOMES A student is able to "tate the necessity for the production of new cells in organisms 3)plain the necessity for the production of new cells identical to parent cells, "tate the significance of mitosis, 1dentify the phases in the cell cycle , 3)plain the process of mitosis and cytokinesis, Arrange the various stages of mitosis in the correct se4uence,

NOTES

1<

WEEK

LEARNING OBJECTIVES

11.

SUGGESTED LEARNING ACTIVITIES (onduct a brainstorming session to come up with e)amples on mitosis as a controlled process for the perpetuity of living things such as regeneration, of li/ard tail, certain plant parts and the healing of skin. %ather information on diseases, including cancer or tumour, caused by uncontrolled mitosis in living things. ?ake a trip to a research institute to study tissue or culture techni4ue. (onduct a debate or forum on cloning issues.

LEARNING OUTCOMES (ompare and contrast mitosis and cytokinesis in animal and plant cell, 3)plain the important of controlled mitosis, e)plain the effects of uncontrolled mitosis in living things, ,escribe the application of knowledge on mitosis in cloning, 3)plain the advantages and disadvantages of cloning.

NOTES

2echni4ues of cloning include tissue culture

12

6.2 Understanding meiosis

,iscuss the following a$ trait inheritance in offsprings , b$the need to maintain diploid chromosomal number from one generation to another, c$ the need to produce gametes with

A student is able to "tate the necessity of traits inheritance in offspring for continuation of life. "tate the necessity to maintain diploid chromosomal

1=

WEEK

LEARNING OBJECTIVES

SUGGESTED LEARNING ACTIVITIES haploid number of chromosomes,

d$ the uni4ueness of diploid number of chromosomes in organisms, e$ the significance of meiosis, f$ the type of cell that undergoes meiosis in human, animals and plants. Observe the process of meiosis trough computeri/ed animation, photomicrograph, prepared slides, or video. Use simulation activities to show change in chromosome behaviour during meiosis 1 and meiosis ii Use graphic organi/ers to compare and contrast a$ meiosis 1 and meiosis ii. b$ ?eiosis and mitosis

LEARNING OUTCOMES number from generation to generation. "tate the necessity for production of haploid gametes in se)ual reproduction "tate the significance of meiosis, 1dentify the type of cell that undergoes meiosis, 3)plain the process of meiosis, Arrange the various stages of meiosis in the correct order,

NOTES

(ompare and contrast meiosis 1 and meiosis ii , (ompare and contrast meiosis and mitosis

6.! Appreciating the movement of

A student is able to a$ conduct a role play .

1>

WEEK

LEARNING OBJECTIVES chromosomes during mitosis and meiosis.

SUGGESTED LEARNING ACTIVITIES b$ avoid radioactive and carcinogenic substances.

LEARNING OUTCOMES describe what will happen when the movement of chromosomes during mitosis and meiosis do not occur in an orderly manner. @now and avoid things that maybe harmful.

NOTES

Th ! : I"# $%&'(%&"' Th Ph)$&*+*') O, L&#&"' Th&"' L (-"&"' A- ( : ..0 N/%-&%&*" +33@ 1! &3A'A1A% OBC3(21*3" "U%%3"23, &3A'A1A% A(21*1213" &3A'A1A% OU2(O?3" AO23" 8.1 Observe and identify types of nutrition in A student is able to Understanding types of various organism. nutrition ,iscuss autotrophic and heterotrophic "tate the types of nutrition with reference to nutrition, chemosynthesis, photosynthesis, holo/oic 3)plain autotrophic nutrition, saprophytism, and paratism. nutrition, 3)plain heterotrophic nutrition, Use a graphic organi/er to show the types of nutrition. (onduct an activity to classify various organisms according to types of nutrition. (lassify organisms according to the types of nutrition

1?

+33@

&3A'A1A% OBC3(21*3"

"U%%3"23, &3A'A1A% A(21*1213"

&3A'A1A% OU2(O?3"

AO23"

1!716

8.2 (arry out small group discussion on the Applying the concept of following and present the finding balanced diet a$ re4uirements of a balanced diet b$ factors affecting the daily energy re4uirement such as age, se), body weight and occupation. (onduct an activity to determine the energy value in food samples. ,esign activities to test for the presence of starch, reducing sugar, non7reducing sugar, protein and lipid in food samples. (onduct an e)periment to determine the vitamin ( content in various fruit 5uices ?atch the vitamins , minerals and roughage with their sources, functions and effects of deficiency ,iscuss the sources and functions of water in the body Dormulate and 5ustify an appropriate diet menu for pregnant mother ,infants, children, teenagers, athletes, people with specific diseases, the aged and

A student is able to e)plain the necessity for a balanced diet e)plain the factors affecting the daily energy re4uirement ,etermine the energy 2he unit for energy used is Coule value, ,etermine the nutrient content in food samples

e)plain the functions and sources of vitamins, minerals , roughage in a diet to maintain health e)plain the functions of water in the body 5ustify the selection of an appropriate balanced diet for a

1@

+33@

&3A'A1A% OBC3(21*3"

"U%%3"23, &3A'A1A% A(21*1213" vegetarians

&3A'A1A% OU2(O?3" target group

AO23"

16

8.! Understanding malnutrition

%roup discussion and presentation on the A student is able to following a$ meaning of malnutrition e)plain wha b$ effects of deficiency in proteins, malnutrition is vitamins, minerals on health e)plain the effects of c$ effects of e)cessive intake of malnutrition carbohydrates, lipids, vitamins and minerals describe ways to d$ effects of diet with low saturated fats reduce certain heath on cardiovascular disease problems due to one=s e$ ways to reduce the risk of high blood diet pressure, diabetes mellitus and osteoporosis ,iscuss the following A student is able to a$ glucose, amino acids and lipids are state the substances re4uired to carry out metabolic that are re4uired to processes carry out metabolic b$ comple)ed substances need to be processes digested list the comple) substances that need to be digested e)plain the necessity to digest comple) ,raw and label parts of the human substances digestive system draw and label the human digestive ,iscuss the functions of digestive 5uices system and other substances that aid the process

18

8.Analy/ing food digestion

11

+33@

&3A'A1A% OBC3(21*3"

"U%%3"23, &3A'A1A% A(21*1213" of digestion

&3A'A1A% OU2(O?3" state and describe the digestive 5uices and ,iscuss the digestion of food on the substances involved in following aspects location, chewing and human digestive movement of food, glands involved, system en/ymes, p0, substrates and products e)plain the digestion of carbohydrates, 1dentify the parts of digestive system and proteins and lipids digestion of cellulose in ruminants and rodents (ompare and contrast the process of cellulose digestion in humans, ruminants and rodents Plan and conduct e)periments to study en/ymes actions on starch and protein ,iscuss problems related to food digestion a$ incomplete digestion b$ bile stone c$ reduced production of specific digestive en/yme identify and describe the digestion of cellulose in ruminants and rodents compare and contrast the digestive processes in human, ruminants and rodens design e)periments to study the digestion of starch and proteins describe problems related to food digestion

AO23"

19

8.6 Understanding the processes of absorption and assimilation of digested food

3)amine models or diagrams of the A student is able to digestive system and cross7section of the small intestine. identify the parts of digestive system Using models or diagrams to discuss e)plain the adaptive a$ adaptation of the small intestine characteristic of the

11

+33@

&3A'A1A% OBC3(21*3"

"U%%3"23, &3A'A1A% A(21*1213"

&3A'A1A% OU2(O?3" digestive system b$ absorption process of digested food in related to absorption the villus draw and label the structure of the villus e)plain the process of absorption in the villus (arry out an activity to study the movement of substances through the *isking tubing (orrelate the movement of substances through the *isking tubing with nutrient absorption in the small intestine ,iscuss the absorption of water and minerals in the colon make an analogy on the process of absorption in the small intestine e)plain the absorption of water and minerals in the colon describe the transport of nutrients by circulatory system for assimilation

AO23"

Using diagrams, charts or computeri/ed animation discuss a$ the transport of amino acid, glucose, water soluble vitamins minerals by circulatory system i$ from small intestine to liver through the hepatic portal vein ii$ from liver to body cell b$ transport of lipids and fat soluble vitamins ?ake a schematic diagram to show the transport of nutrients from the intestine to the body cells. ,iscuss the function of liver

e)plain the main

19

+33@

&3A'A1A% OBC3(21*3"

1:7 2>

"U%%3"23, &3A'A1A% A(21*1213" &3A'A1A% OU2(O?3" AO23" a$ storage of nutrients functions of the liver b$ processing the products of digestion i.e. e)cess glucose and amino acid c$ deto)ification describe the process of ,iscuss the process of assimilation assimilation 8.8 1dentify the colon and rectum in the A student is able to Understanding the digestive system formation of feaces and identify the part where defecation the formation of feaces takes place ,iscuss describe the formation a$ the formation of feaces of feaces b$ the role of microbs in the colon e)plain the role of c$ effects of antibiotics on the microbs in microbs and the effect the colon of antibiotics on them d$ what defecation is e)plain what defecation e$ the importance of defecation is f$ importance of high fiber diets e)plain the importance g$ defecation related problem i.e. of defecation and high constipation, colon cancer and fibre diets hemorrhoids describe the problems related to defecation MID YEAR E)AMINATION 200' (!2 22 MAY 200' (!0 DAYS) MID YEAR SCHOO HO IDAY 2(*MAY 0' JUNE 200' (!( DAYS)

SECOND TERMS : !9 JUNE !* NO%EMBER 200+ (22 #EE$S)

1:

+33@ 1

&3A'A1A% OBC3(21*3" 8.9 3valuating eating habits

"U%%3"23, &3A'A1A% A(21*1213" ,iscuss a$ relationship between eating habits and health problems such as gastritis, obesity, anore)ia nervosa, bulimia b$ evaluate the nutrient contents based on food labels or advertisements c$ evaluate the eating habits of classmate (onduct an of a defective the digestive system. (onduct a discussion on ways to take care of the digestive system, such as good eating habits, avoid 5unk food, try to cut down on sweet and fatty foods.

&3A'A1A% OU2(O?3" A student is able to relate eating habits with health problems evaluate critically whether a particular eating habit is good or bad

AO23"

3ating habits involve the fre4uency and time of eating and the type of food consumed

8.: 'eali/ing the importance of healthy digestive system

A student is able to Predict the effects of defective digestive system on health, 2ake care of the digestive system for one=s well7being. ?ai/e seedlings may be used for this e)periment.

2 8.; Understanding the importance of macronutrients and micronutrients in plants (arry out small group discussion on the following and present the findings a$ the elements re4uired by plants, b$ classify the elements re4uired by plants based on the amount needed #i$ macronutrients consisting of carbon, hydrogen, o)ygen, nitrogen, phosphorus, potassium, calcium, magnesium, and sulphur, #ii$ micronutrients consisting of boron, molybdenum, /inc, manganese, copper and ferum. A student is able to &ist elements re4uired by plants, (lassify elements re4uired by plants based on the amount needed,

1;

+33@

&3A'A1A% OBC3(21*3"

"U%%3"23, &3A'A1A% A(21*1213" Plan and conduct and e)periment on plants to study the effects of macronutrient deficiency i.e. nitrogen, phosphorus, potassium, calcium, magnesium, and sulphur.

&3A'A1A% OU2(O?3"

AO23"

,iscuss and correlate the effects of macronutrients deficiency with the function of the macronutrient based on the results of the e)periment. (ollects and interpret data from various source such as 1nternet on the function of each macronutrient in plants. ,iscuss the function of micronutrients and effects of micronutrient deficiency in plants.

,esign an e)periment to study the effects of macronutrient deficiency in plants, 'elate the effects of macronutrient deficiency with the function of macronutrients, 3)plain the function of each macronutrient in plants, "tate the function of micronutrients in plants, "tate the effects of micronutrient deficiency in plants,

8.1> Understanding photosynthesis

"tudents read about the discovery of photosynthesis and e)tract important facts from it.

A student is able to ,escribe the development that leads

1<

+33@

&3A'A1A% OBC3(21*3"

"U%%3"23, &3A'A1A% A(21*1213"

&3A'A1A% OU2(O?3" to the discovery of photosynthesis, "tate the substance re4uired for photosynthesis, "tate the substance produced from photosynthesis, ,raw and label the cross7section of a leaf,

AO23"

"tudy a cross7section model of a leaf. ,raw and label it. ,iscuss the following a$ functions of the part of a leaf, b$ adaptation of the leaf for optimal photosynthesis. (arry out and 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 chloroplasts. ! 8.11 Understanding the mechanism of photosynthesis +ith reference to the structure of chloroplast discuss the light and dark reactions of photosynthesis with respect to a$ substances re4uired. b$ location of reaction c$ products of reaction.

"tate the function of each part of the leaf with respect to photosynthesis, 3)plain leaf adaptation to optimi/e photosynthesis, 3)plain how plants from different habitats are adapted to carry out photosynthesis A student is able toE 1dentify the part of chloroplast related to photosynthesis, 3)plain the light reaction of photosynthesis, ,etailed structure of chloroplast is not re4uired. ,etailed pathways for light and dark reactions are not re4uired.

1=

+33@

&3A'A1A% OBC3(21*3"

"U%%3"23, &3A'A1A% A(21*1213" ,raw a simple schematic diagram of the light and dark reactions in photosynthesis. ,iscuss the following a$ compare and contrast the light reaction and dark reaction in photosynthesis. b$ (orrelate light reaction with dark reaction in photosynthesis +rite an e4uation to represent the overall process of photosynthesis.

&3A'A1A% OU2(O?3" 3)plain the dark reaction of photosynthesis, (ompare and contrast light reaction and dark reaction in photosynthesis, 'elate light reaction in photosynthesis +rite an e4uation to represent the process of photosynthesis,

AO23"

8.12 "ynthesi/ing factors affecting photosynthesis

A student is able to (onduct a brainstorming session to identify the factors affecting the rate of photosynthesis i.e. concentration of carbon dio)ide, light intensity and temperature. Plan and carry out an e)periment to study the effect of light intensity on the rate of photosynthesis. 1dentify the factors affecting the rate of photosynthesis, ,esign an e)periment to investigate the effect of light intensity on the rate of photosynthesis, 1dentify the factor that limits the rate of photosynthesis at different light intensity, 3)plain the effects of temperature and concentration of carbon

(arry out a small group discussion on the

1>

+33@

&3A'A1A% OBC3(21*3"

"U%%3"23, &3A'A1A% A(21*1213" effects of light intensity temperature and concentration of carbon dio)ide on rate of photosynthesis.

&3A'A1A% OU2(O?3" dio)ide on the rate of photosynthesis, 3)plain the difference in the rate of photosynthesis in plants throughout the day based on the changes in light intensity and temperature, 1dentify some ways to meet the need of increasing the productivity of crops based on on factors affecting the rate of photosynthesis.

AO23"

Plan a strategy based on factors affecting the rate of photosynthesis to ensure crop production throughout the year in countries with four seasons.

8.1! Practicing a caring attitude towards plants

(ompose a poem or lyric of a song to show appreciation of the role of photosynthesis in ensuring the perpetuation of life (onduct a planting pro5ect in the science resource garden or school compound.

A student is able to 2ell why we need to take good care of plants, 1dentify cases of mishandling or destruction of plants.

8.1-

(arry out small group discussion on the

A student is able to

1?

+33@

&3A'A1A% OBC3(21*3" Understanding the technology used in food production

"U%%3"23, &3A'A1A% A(21*1213" following and present the findings a$ the 4uantity of food needed for the present and future population of the country, b$ the need for improving the 4uality and 4uantity of food for the country in line with the national food production policy, c$ effort by various agencies to diversify food production, d$ methods used to improve the 4uality and 4uantity of food production through the following #i$ #ii$ #iii$ #iv$ #v$ #vi$ #vii$ direct seeding for rice, hydroponics and aeroponics, breeding, tissue culture, genetic engineering, soil management, biological control.

&3A'A1A% OU2(O?3" e)plain the need for improving the 4uality and 4uantity of food,

AO23"

e)plain the effort to diversify food production, e)plain ways to improve the 4uality and 4uantity of food production in the country.

(onduct a field trip to relevant agencies such as 1nstitute of Agriculture 'esearch and ,evelopment of ?alaysia #?A',1$, Agriculture ,epartment and Dishery ,epartment. (arry out a vegetable planting pro5ect

9@

+33@

&3A'A1A% OBC3(21*3"

"U%%3"23, &3A'A1A% A(21*1213"

&3A'A1A% OU2(O?3"

AO23"

8.16 3valuating the technological development in food processing

,iscuss the need for food processing based on the following a$ overcoming the factors causing spoilage of food such as the action of microorganisms and o)idation, b$ e)tending the lifespan of food , c$ avoiding food wastage, d$ diversifying the uses of food like milk and dairy products, e$ ensuring sufficient food supply. Prepare a portfolio on the technological development of food processing from the early days till the present. (orrelate the following food processing methods with factors causing food spoilage i. ii. iii. iv. v. vi. cooking, using salt, sugar and vinegar, fermentation process, drying, pasteuri/ation, canning,

A student is able to e)plain the necessity for food processing

describe the development of food processing technology, relate food processing methods with factors causing food spoilage,

91

+33@

&3A'A1A% OBC3(21*3"

"U%%3"23, &3A'A1A% A(21*1213" vii. refrigeration, (onduct a forum entitled F2he effects of processing food on healthG.

&3A'A1A% OU2(O?3" assess the methods of food processing to 5ustify the choice of consuming certain processed food.

AO23"

THEME : INVESTIGATING THE PH0SIOLOG0 OF LIVING THINGS LEARNING AREA :1.0 RESPIRATION WEEK 8 LEARNING OBJECTIVE 9.1 Understanding the respiratory process in energy production SUGGESTED LEARNING ACTIVITIES 1. ,iscuss and gather information a. living process re4uire energy b. the main substrate for respiration, that is glucose, is obtained from the following i$ the digestion of carbohydrates in human and animals, ii$ the process of photosynthesis in plant c. types of respiration #aerobic and anaerobic$ 2. a$ (arry out an activity to show aerobic respiration. b$ ,icuss the energy production in aerobic respiration LEARNING OUTCOMES A student is able to a. state that all living processes re4uire energy. b. identify the main substrate for producing energy c. state the two types of respiration d. e)plain what cell respiration is e. e)plain the energy production from glucose during the process of aerobic respiration. NOTES

91

WEEK

LEARNING OBJECTIVE

SUGGESTED LEARNING ACTIVITIES !. (arry out an e)periment to investigate anaerobic respiration in yeast -. ,iscussion a. condition leading to an aerobic respiration in cells b. the process of an aerobic respiration in human muscles.

LEARNING OUTCOMES f. state the condition leading to an aerobic respiration in cells g. e)plain the process of anaerobic respiration in yeast h. e)plain the process of an aerobic respiration in human muscles i. write the chemical e4uations for aerobic and anaerobic respiration 5. compare and contrast aerobic respiration with anaerobic respiration

NOTES

6. Use a graphic organi/er #mind map$ to compare and contrast aerobic respiration with anaerobic respiration 9 9.2 Analysing the respiratory structures and breathing mechanisms in human and animal 1. Observe graphics and discuss the respiratory structures in human and other organisms including proto/oa, insects, fish and amphibians.

A student is able to a. state the respiratory structures in human and some animals. b. make an inference on the various adaptation of the respiratory structures.

2. a$ (onduct an activity to compare

99

WEEK

LEARNING OBJECTIVE

SUGGESTED LEARNING ACTIVITIES the total surface area of a flat card with a corrugated card and correlated the increase in total surface area with the modified surface structure. b$ ,iscuss the relationship between total surface area of the respiratory structures and the efficiency of gaseous e)change in various organisms. c$ Observe the respiratory structures to generalise the characteristics of the respiratory surfaces in human and other organisms. !. a$ Use a model to e)plain the breathing mechanism in human. b$ Use a graphic organi/er to compare an contrast human respiratory system with other organisms.

LEARNING OUTCOMES

NOTES

c. describe the characteristic of respiratory surfaces in human and other organisms. d. describe the breathing mechanism in human and other organisms e. compare and contrast the human respiratory system with other organisms. A student is able to a. describe the process of gaseous e)change

9.! Understanding the concept of gaseous e)change across the

1. Using a diagram to discuss the process of gaseous e)change across the surface of the aveoulus and blood capillaries in the lung in

9:

WEEK

LEARNING OBJECTIVE respiratory surfaces anf transport of gases in human

SUGGESTED LEARNING ACTIVITIES relation to a. the difference in partial pressure of respiratory gaseous in the air of the alveolus and blood capillaries in the lungs i.e i. partial pressure of o)ygen and carbon dio)ide in the air of the alveolus compared to the partial pressure in the blood capillaries

LEARNING OUTCOMES across the surface of the alveolus and blood capillaries in the lungs

NOTES

b. 2he difference in partial pressure of o)ygen and carbon dio)ide in the blood entering the alveolus with the blood living the alveolus ie i. partial pressure of o)ygen and carbon dio)ide in the blood entering the alveolus compared to the blood living in alveolus.

2. ,iscuss a. the transport of respiratory gases in human b. e)plain the process of gaseous e)change between the blood and body cells

b. e)plain the transport of respiratory gases c. e)plain the process of gaseous e)change

9;

WEEK

LEARNING OBJECTIVE

SUGGESTED LEARNING ACTIVITIES !. ?ind maps. graphic organi/er to e)plain the e)change and transport of respiratory gasoues in human. -. (onduct an e)periment to investigate the differences between inhale and e)hale air

LEARNING OUTCOMES between the blood and body cells

NOTES

d. distinguish the composition of inhale and e)hale air. A student is able to a. describe the change in rate of respiration after completing a vigourous e)ercise. b. correlate the rate of respiration with the o)ygen and carbon dio)ide content in the body. c. e)plain the regulatory mechanism of o)ygen and carbon dio)ide content in the body d. e)plain the human respiratory response and rate of

Cautions : Handle the following solution with care : Al aline pyrogallate and Concentrated potassium hydroxide

9.Understanding the regulatory mechanism in respiration

1. (onduct an e)periment to study the effect of a vigorous e)ersice on the rate of respiration and heart beat. 2. ,iscussion on the following a. correlate the rate of respiration with the o)ygen and carbon dio)ide content in the body. b. regulatory mechanism of o)ygen and carbon dio)ide content in the body

!. ,iscussion on human respiratory

9<

WEEK

LEARNING OBJECTIVE

SUGGESTED LEARNING ACTIVITIES response, rate of respiration and heart beat in different situation a. vigorous activities eg swimming, running, aerobic e)ercise, mountain climbing and playing badminton b. rela)ing c. fear

LEARNING OUTCOMES respiration in different situation e. correlate the rate of respiration with the rate of heart beat

NOTES

9.6 'ealising the importance of maintaining a healthy respiratory systems

1. ,iscuss and conduct an e)periment to show the effects of cigarette smoke on white cotton wool and draw an anology between the lung and the white cotton wool. 2. "how the slides of damaged lungs #cancer$ due to smoking. 1. ,iscuss and gather information a. the energy re4uirement and the intake of o)ygenintake by plants for respiration.

A student is able to a. care and maintain efficient function of the respiratory organ

!ay "Ta #a $ to cigarette

9.8 Understanding respiration in plants

A student is able to a. describe the energy re4uirement b. e)plain the intake of o)ygen for respiration c. e)plain aerobic respiration in plants d. e)plain anaerobic

A diagram of the cross section of a leaf is requaired

2. Use graphic organi/er to show the intake of o)ygen in plants a. discuss anaerobic respiration

9=

WEEK

LEARNING OBJECTIVE

SUGGESTED LEARNING ACTIVITIES carried out by rice plant in a paddy field or other plants in certain situations. !. Use a graphic organi/er to compare the process of respiration with the process of photosynthesis in plants. -. ,iscuss and gather information a. meaning of compensation point b. correlate light intensity with compensation point from graph. c. 2he effect on living things when the rate of photosynthesis and rate of respiration remains at compensation point.

LEARNING OUTCOMES respiration in plants under certain conditions. e. (ompare and contrast the process of photosynthesis and respiration f. 3)plain what compensation point is g. 'elate light intensity with the attainment of compensation point h. Predict the situation when the rate of photosynthesis and rate of respiration remains at compensation point

NOTES

THEME : INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENT LEARNING AREA : 2.0 D0NAMIC ECOS0S0TEM

9>

WEEK 1>

LEARNING OBJECTIVES :.1Understand the abiot and biotic components of the environment

SUGGESTED LEARNING ACTIVITIES (onduct a field study to a$ identify the abiotic components including, p0, temperature, light intensity, humidity, topography and the microclimate of an ecosystem b$ identify the biotic components of an ecosystem c$ investigate the feeding relationships of the biotic components to construct the food chains and food webs, and classify the biotic components into trophic levels d$ investigate the interaction between biotic components as follows i$ symbiosis among plants and animals encompassing the following 7 commensalisms 7 parasitism 7 mutualism ii$ saprophytism, iii$ predator7prey interaction. e$ investigate the interaction between biotic components in relation to competition, which are i$ intraspecific competition, ii$ intraspecific competition. (onduct an e)periment to study the

LEARNING OUTCOMES A student is able to identify the abiotic components of an ecosystem, identify the biotic components of an ecosystem, classify biotic components inti trophic levels

NOTES 3mphasis is on field study for the students to reinforce their understanding in this area.

e)plain the interactions between biotic components in relation to feeding, using e)amples, e)plain the interaction between biotic components in relation to competition, using e)amples.

9?

WEEK

LEARNING OBJECTIVES :.2 Understanding the processes of colonisation and succession in an ecosystem

SUGGESTED LEARNING ACTIVITIES (onduct a field study on an ecosystem i.e. a mangrove swamp or a pond to a$ identify the niche, habitat, community and population, b$ investigate the process of coloni/ation, c$ investigate the process of succession, d$ identify pioneer species, successor species, dominant species and clima) community, e$ identify the adaptive characteristics of pioneer species and subse4uent species in the habitat for the processes of coloni/ation and succession. "tudents present their findings or make a folio. "tudy the processes of coloni/ation and succession through video, computer software and printed material. ,iscuss and correlate the abiotic components during the processes of coloni/ation and succession in an ecosystem.

LEARNING OUTCOMES A student is able to state what an ecosystem is, identify the niche, habitat, community and population of ecosystem, e)plain the process of coloni/ation, e)plain the process of succession, identify the pioneer species in an ecosystem, identify the successors in an ecosystem , identify the dominant species in an ecosystem, identify the adaptive characteristics of pioneer species, identify the adaptive characteristics of successors, e)plain the changes in habitat caused by pioneer species,

NOTES

:@

WEEK

LEARNING OBJECTIVES

SUGGESTED LEARNING ACTIVITIES

LEARNING OUTCOMES e)plain the changes in habitat caused by successors at every level of succession until 1 clima) community is reached, relate the abiotic components with the biotic components in an ecosystem during the processes of coloni/ation and succession. SECOND TERM SCHOO HO IDAY !( 2* AUGUST 200' A student is able to identify the appropriate sampling techni4ue to study the population si/e of an organism, estimate the population si/e of an organism in a habitat,

NOTES

11

:.! "ythesising ideas on population ecology

,iscuss the appropriate sampling techni4ues to study the pollution si/e of an organism. (onduct a field study or use an appropriate anology to a$ estimate the population si/e of animals such as garden snail and wood lice, b$ investigate the distribution of plants using the 4uadrat sampling techni4ue,

:1

WEEK

LEARNING OBJECTIVES

SUGGESTED LEARNING ACTIVITIES Based on the above study discuss the distribution of an organism in a habitat. ,iscuss and correlate the change in pollution distribution of an organism with the changes in each of the abiotic factors. Plan and conduct an e)periment to study the relationship of population distribution of an organism with changes in any one of the abiotic factors such as p0, temperature, lightintensity and humidity. "uggested organisms %leurococcus, &emna

LEARNING OUTCOMES determine the distribution of organisms in a habitat based on the density, fre4uency and percentage coverage of the species, correlate the change in a population distribution of an organism with the changes in each of the abiotic factors, design an e)periment to investigate the effect of a change in any one of the abiotic factors o the population growth rate of an organism.

NOTES

12

:.- Understand the

,iscuss the following

A student is able to

:1

WEEK

LEARNING OBJECTIVES concept of biodiversity

SUGGESTED LEARNING ACTIVITIES a$ meaning of biodiversity, b$ need for the classification system of organisms. %ather information on the following a$ the five kingdoms in the classifications of the organisms, which are ?onera, Protista, Dungi, Plantae and Animalia, b$ main characteristics of organisms in each kingdom, c$ e)amples of organisms in each kingdom, ,iscuss the following a$ the hierarchy in the classification of organisms from kingdom to species, b$ the method of naming a number of vertebrates and local flowering plants, using the &innaeus binomial system, c$ the importance of biodiversity. (onduct a field trip to create awareness of biodiversity of an ecosystem.

LEARNING OUTCOMES e)plain the meaning of biodiversity, e)plain the need for classification of organisms, state the five kingdoms used in the classification of organisms, identify the main characteristics of organisms in each kingdom, list e)amples of organisms in each kingdom, state the hierarchy in the classification of organisms, using e)amples, e)plain through e)amples, the method of naming organisms using the &innaeus binomial system, e)plain the importance of biodiversity

NOTES

:9

WEEK 1!

LEARNING OBJECTIVES :.6 Understanding the impact of microorganisms on life

SUGGESTED LEARNING ACTIVITIES Using charts, slides and photomicrographs, identify and list various types of microorganisms i.e. proto/oa, algae, fungi, bacteria and virus. (onduct an e)periment to study the effects of temperature, p0, light and nutrients on the activity of microorganisms e.g. 'acillus subtilis or yeast. %ather information and discuss the role of useful microorganisms in the following a$ decomposition b$ nitrogen cycle, c$ alimentary canal of termite, d$ digestive system in human.

LEARNING OUTCOMES A student is able to classify various types of microorganisms based on their basic characteristics, state the abiotic components affecting the activity of microorganisms, e)plain the effects of a change in each abiotic component on the activity of microorganisms, e)plain the role of useful microorganisms,

NOTES 2he scientific names of pathogen and life cycle of vectors are not re4uired.

%ather information and discuss the effects of harmful microorganisms a$ causing diseases, b$ spoilage of food and substances. %ather information and present the findings on the following

e)plain the effect of harmful micro7 organisms e)plain the meaning of pathogen, identify the

::

WEEK

LEARNING OBJECTIVES

SUGGESTED LEARNING ACTIVITIES a$ pathogens, vectors, symptoms and methods in tansmission of diseases such as malaria, dengue fever, cholera, ringworm, food poisoning, A1,", hepatitis and "A'", b$ methods to control pathogens including the use of antibiotics, vaccines, antiseptics and disinfectants.

LEARNING OUTCOMES pathogen, vector and symptoms of one particular disease, e)plain how the disease spreads, describe the methods for controlling pathogen,

NOTES

%ather information and present the uses of microorganisms in biotechnology, such as a$ production of antibiotics and vaccines b$ cleaning of oil spills, c$ waste treatment, d$ food processing e$ production of bioplastic, f$ production of energy from biomass 1! :.8 Appreciating biodiversity (onduct a forum to discuss the importance of preservation and conservation of biodiversity, (onduct an activity to preserve and conserve various living things around us.

e)plain the use of microorganisms in biotechnology, using e)amples.

A student is able to 5ustify the importance preservation and conservation of biodiversity. preserve and

:;

WEEK

LEARNING OBJECTIVES

SUGGESTED LEARNING ACTIVITIES

LEARNING OUTCOMES conserve various living things around him.her.

NOTES

THEME : IN%ESTIGATING THE RE ATIONSHO, BET#EEN I%ING THINGS AND EN%IRONMENT EARNING AREA : 9"0 ENDANGERED ECOSYSTEM
#EE$ 1: EARNING OBJECTI%ES ?.1. ' aluating human acti ities that endanger an ecosystem SUGGESTED EARNING ACTI%ITIES Carry out small group discussion on the following and present the findings: c) -uman acti ities that threaten the ecosystem! d) The impact of human acti ities on the ecosystem e) The effects of unplannedde elopment of the ecosystem! such as A 6. "oil erosion 66. 4lash flood 666. )andslide 6,. 'utrofication ,. Water ! air ! thermal ! and noise pollution ,6. *lobal warming ,66. 25one depletion ,666. Climatic change 6B. '( tinction of li ing things B. 3eforestation d) Types of pollution and sources of pollution EARNING OUTCOMES NOTES

# student is able to : T"T": *enerating ideas 6dentify human acti ities that *rouping and threaten the classifying ecosystem ' aluating '(plain the impact of human acti ities on +obles alues : the ecosystem -a ing an interest ' aluate critically the and curiosity towards effects of unplanned the en ironment de elopment and mismanagement of the ecosystem Teaching aids : +ewspaper cuttings Charts

:<

#EE$

EARNING OBJECTI%ES

SUGGESTED EARNING ACTI%ITIES e) 'ffects of pollution on the following: 6. -uman health C diseases affecting the respiratory system!s%in problems ! con7uncti itis!cancer and cholera. 66. #nimal and plant habitats 666. Buildings 6,. #griculture ,. Climate Conduct an acti ity to analyse data on air pollution inde( of some cities within and outside the country!and ma%e and inference on the sources of pollution. Conduct an acti ity to analyse data on water pollution ! such as 2(ygen 3emand CB23) alue and content to hea y metals in some ri ers!and ma%e an inference on the sources of pollution.

EARNING OUTCOMES 3escribe types of pollution and sources of pollution '(plain the effects of pollution on li ing things and the en ironment

NOTES

Compare and contrast pollutants in the air from different en ironments 6nterpret data on the le el of water pollution in some ri ers 0a%e an inference on the sources of water pollution in some ri ers &redict the le el of air and water pollution in a particular location within the ne(t ten

Conduct acti ities to formulate a strategy to reduce the le el of air and water pollution in a particular location by :

a) #naly5ing information on the population ! such as the si5e of population ! socio D economic acti ities ! and le el of air and water pollution

:=

#EE$

EARNING OBJECTI%ES

SUGGESTED EARNING ACTI%ITIES b) Conducting an acti ity to predict the le el of air and water pollution at a particular location within the ne(t ten years c) &reparing an action plan consisting of a strategy to reduce the le el of air and water pollution at that particular location within the ne(t ten years.

EARNING OUTCOMES years "uggest strategies to sol e problems related to air and water pollution in a particular location within the ne(t ten years

NOTES

?.1 Understanding the greenhouse effect and thinning of the o5one layer

Carry out small group discussion on the following and present the findings : a) *reenhouse effect ! including its cause and effect b) Concentration of carbon dio(ide in the athmosphere and correlate it with global warming c) 25one depletion ! including its cause and effect d) 6mpact of o5one depletion and global warming on the ecosystem

# student is able to: '(plain what greenhouse effect is Correlate the concentration of carbon dio(ide in the athmosphere with global warming '(plain the thinning of the o5one layer '(plain the impact of thinning of the o5one layer and global warming on the ecosystem. # student is able to: Eustify the need for de elopment

T"T" : #nalysing ' aluating

+obles alues : Balance of nature Being than%ful to *od Teaching aids : C3 .om Charts "crap8boo% T"T" : 0a%ing decisions 3etecting bias

1;

?.9 .ealising the importance of proper management of de elopment acti ities and

Conduct a debate on the need for de elopment to impro e the $uality of life and to meet the re$uirements of an increasing population.

:>

#EE$

EARNING OBJECTI%ES the ecosystem

SUGGESTED EARNING ACTI%ITIES 3iscuss the effects of an increase in population on the ecosystem. Carry out small group discussion on the following and present the findings: a) 6mplementation of laws b) Use of technology c) 'ducation on the management of resources ! including the reduce ! reuse and recycle of resources d) &reser ation and conser ation of soil ! water ! flora and faun of forests and mangro e swamps e) &ractice of biological control f) Use of renewable energy g) 'fficient use of energy Conduct acti ities to care for the following ecosystem in school and at home : a) 4ish ponds b) *ardens &lan and conduct a programme related to the management of the ecosystem for e(ample ! F 'n ironment 3ay F

EARNING OUTCOMES '(plain the effects of increase in population on the ecosystem '(plain measure ta%en in the management of de elopment acti ities and the ecosystem to ensure a balance of nature is maintained.

NOTES +obles alues : Being fle(ible and open8minded Thin%ing rasionally Being coorperati e Teaching aids : Te(t boo% 6nternet transperancies

Care for the ecosystem &articipate in acti ities related to the management of the ecosystem

:?

#EE$ 1< 1= 8 1> 1? 1@ 11 8 11

EARNING OBJECTI%ES

SUGGESTED EARNING ACTI%ITIES -#.6 .#G# #636)46T.6 -2)63#G 46+#) 'B#0 @<.1@ D 1=.1@.1@@> -#.6 &'+G#0&#6#+ "6E6) 3''&#,#)6 '+.6C-0'+T 42. 42.0 : "G))#BU" G'#. '+3 "C-22) -2)63#G 1; +2,'0B'. 1@@> D 1 E#+U#.G 1@@>

EARNING OUTCOMES

NOTES

;@