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YEARLY PLAN

BIOLOGY FORM 5

THEME 1: PHYSIOLOGY OF LIVING THINGS


LEARNING AREA: 1.0 TRANSPORT

Week Learning Objectives / Learning Remarks


Outcomes
1.1 Understanding the importance of
having a transport system in
some multicellular organisms.
1 A student is able to:
03.01.11 • Identify the problem that could
- be faced by multicellular
07.01.11 organisms in obtaining their
cellular requirements and getting
rid of their waste products
• Suggest how the problem is
overcome in multicellular
organisms
1.2 Synthesising the concept of
circulatory system.
A student is able to:
• State what a circulatory system
is
• State the three components of
circulatory system in humans
and animals
1,2 • State the medium of transport in
03.01.11 human and animals
- • State the composition of human
15.01.11 blood
• Explain the function of blood and
haemolymph in transport
• Describe the structure of human
blood vessels
• Explain how blood is propelled
through the human circulatory
system
• Explain briefly how blood
pressure is regulated
• Compare and contrast the
circulatory system in the
following: humans, fish and
amphibian
• Conceptualise the circulatory
system in human
1.3Understanding the mechanism of
blood clotting
A student should be able to:
3 • Explain the necessity for blood
17.01.11 clotting at the site of damaged
- blood vessels
22.01.11 • Explain the mechanism of blood
clotting
• Predict the consequences of

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impaired blood clotting
mechanism in an individual
1.4Synthesising the concept of
lymphatic system.
A student is able to:
• Describe the formation of
interstitial fluid
• State the composition of
interstitial fluid
• State the importance of the
4 interstitial fluid
24.01.11 • Describe the fate of interstitial
- fluid
28.01.11 • Describe the structure of the
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
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31.02.11
CHINESE NEW YEAR HOLIDAY
-
06.02.11
1.5 Understanding the role of
circulatory system in body
defence mechanism
A student should be able to:
• State another function of the
circulatory system besides
transport
• Identify the three lines of
defence mechanism of the body
6,7 • Describe the process of
07.02.11 phagocytosis
- • State the meaning of antigen
18.02.11 and antibody
• State the meaning of immunity
and immunisation
• Relate antigen and antibody to
immunity
• Name and give examples of
various type of immunity.
• State the effects of human
immunodeficiency virus (HIV) on
the body’s defence mechanism
• Describe the transmission of HIV
• Suggest ways to prevent the
spread of acquired immune
deficiency syndrome (AIDS)

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1.6 Appreciating a healthy
8 cardiovascular system
21.02.11 A student is able to:
- • Select and practise suitable ways
26.02.11 to maintain a healthy
cardiovascular system
1.7Understanding the transport of
substances in plants
A student is able to:
• state the necessity for transport
of substances in plants
• identify the vascular tissue in
9 stem, root and leaf,
28.02.10• state the role of vascular tissue
- in the transport of substances,
04.03.10• 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.
1.8Synthesising the concept of
transport of substances in plants
A student is able to:
• state what translocation is,
• explain the importance of
translocation in plants,
• describe the process of
transpiration,
9 • explain the process of
28.03.11 transpiration,
- • describe the pathway of water
04.03.11 from the soil to the leaves,
• state the external conditions
affecting transpiration,
• design experiments to study
factors affecting the rate of
transpiration
• explain the role of root pressure
in the movement of water in plants,
• explain the role of cohesion and
adhesion of water in the movement of
water in plants,
• conceptualise the transport
mechanism in plants.

THEME 1: PHYSIOLOGY OF LIVING THINGS


LEARNING AREA: 2.0 LOCOMOTION AND SUPPORT

Week Learning Objectives / Learning Remarks


Outcomes

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2.1 Understanding support and
locomotion in humans and animals
A student is able to:
• Explain the necessity for support
and locomotion in humans and
animals
• Describe problems that could be
faced by humans and animals in
support and locomotion
10 • Explain how problems in support
07.03.11 and locomotion are overcome in
- humans and animals
11.03.11 • Name bones that make up the
axial skeleton of human body
• Label the bones, the skeletal
muscles and tendons in a
diagram of the arm
• Explain how movement is
brought about in a limb
• State the function of cartilage
and synovial fluid at joints
• Describe briefly the mechanism
of locomotion in an animal
• State some consequences of
impaired musculoskeletal system
on support and locomotion
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14.03.11 MID-SEMESTER 1 HOLIDAY
-
20.03.11
2.2 Appreciating a healthy
12 musculoskeletal system
21.03.11 A student is able to:
- • Practise ways to care for the
25.03.11 musculoskeletal system
2.3 Understanding support in plants
A student is able to
13 • Explain the necessity for support
28.03.11 in plants
- • Explain how support is achieved
01.04.11 in aquatic plants
• Explain how support in terrestrial
plants are achieved through
tissue modification

THEME 1: PHYSIOLOGY OF LIVING THINGS


LEARNING AREA: 3.0 COORDINATION AND RESPONSE

Week Learning Objectives / Learning Remarks


Outcomes
3.1 Understanding response and
coordination
A student is able to :
• List the changes in external and
internal environment faced by an
organism

4
14 • State why organisms have to be
04.04.11 sensitive to changes in internal
– and external environment
08.04.11 • Clarify through examples the
meaning of ‘stimulus’ and
‘response’
• State the main components 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 system
A student is able to :
• State the role of nervous system
• Draw and label a diagram to
show the organization of nervous
system
• Name the main parts of the brain
and state their functions
• Draw and label a diagram of
14,15 cross section of the spinal Cord
04.04.11 • State the main functions of the
- spinal cord
15.04.11 • 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 a synapse
• Describe the transmission of
information across synapses
• State the role of the synapse in
transmission
• Give examples of involuntary
action
• Give examples of voluntary
action
• Outline the transmission of
information in voluntary action
• Outline the transmission of
information in involuntary action
• Draw a schematic diagram
showing a reflex arc

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• Give examples of nervous
system related diseases
3.3 Analysing the role of hormones
in humans
A student is able :
• State what a hormone is
• State what the endocrine system
is
• State why the endocrine system
is necessary
• State physiological processes not
16,17 directly regulated by the nervous
18.04.11 system
- • Describe how the endocrine
30.04.11 system complements the
nervous system
• Label the main glands of the
endocrine system
• Name the main hormones
produced 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
• State the effects of hormonal
imbalance
• State the use of hormone in
medicine
3.4 Synthesising the concept of
homeostasis in human
A student is able to;
• Explain the necessity to
maintain an optimal physical
and chemical condition in the
internal environment.
18 • State the meaning of
02.05.11 homeostasis
- • Design an experiment to
06.05.11 study the effect of different
quantities of water intake on
urine output
• Describe the formation of
urine
• Describe briefly the
mechanism of osmoregulation
• Predict the consequences of
impaired kidney function
• Describe the regulation of
blood sugar level
• Describe the regulation of
body temperature

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• Conceptualise homeostasis
3.5 Practising a healthy lifestyle
19 A student is able to:
09.05.11 • Describe effects of drug and
- alcohol abuse on humans.
13.05.11 • Explain the factors that can
lead to drug and alcohol abuse
• Practise a healthy lifestyle
3.6 Understanding plant hormones
A student is able to:
• State what plant hormones
19 are,
09.05.11 • Give some examples of plant
- hormones,
13.05.11 • Infer the effects of auxins on
growth response,
• Explain the role of auxins in
tropism,
• State the use of hormones in
agriculture.
20,21
16.05.11 SEMESTER 1 EXAMINATION
-
27.05.11
22,23
30.05.11 MID-YEAR HOLIDAY

12.06.11

THEME 1: PHYSIOLOGY OF LIVING THINGS


LEARNING AREA: 4.0 REPRODUCTIONS AND GROWTH

Week Learning Objectives / Learning Remarks


Outcomes
4.1 Analysing gamete formation
A student is able to:
24 • Explain the necessity for
13.06.11 organisms to reproduce,
- • State types of reproduction,
17.06.11 • Explain the necessity for
formation of gametes,
• Describe formation of sperm
in humans,
• Describe formation of ovum in
humans,
• Compare the formation of
sperm with that of ovum.
4.2 Analysing the role of hormones
in the menstrual cycle
A student is able to:
• State what menstruation is,
• Relate menstruation to
menstrual cycle,
• State the importance of the
25 menstrual cycle,

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20.06.11 • State the hormones involved
– in the menstrual cycle,
24.06.11 • Relate hormonal levels to the
development of follicles, the
process of ovulation, and the
formation of corpus luteum,
• Relate hormonal levels to the
changes in thickness of the
endometrium
• Explain the role of hormones
in regulating the menstrual
cycle,
• State what premenstrual
syndrome (PMS) is,
• State what menopause is
4.3 Understanding the early
development of a zygote in humans
A student is able to:
 Describe what fertilization is,
 Describe in simple terms the
early development of a zygote,
26  Name the two main stages in the
27.06.11 development of zygote in
– preparation for implantation,
01.07.11  Describe the formation of twins,
 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.
4.4 Appreciating the contribution of
science and technology to
human reproduction
27 A student is able to:
04.07.11  Explain the contribution of
– science and technology to human
08.07.11 reproduction,
 Explain some moral issues related
to the application of science and
technology to human
reproduction,
 What sexually transmitted
diseases are,
 Give examples of sexually
transmitted diseases.
4.5 Synthesising the concept of
sexual reproduction in flowering
plants
A student is able to:
• Identify male and female
28 structures in a flower,
11.07.11 • Describe the formation of
– pollen grains,
15.07.11 • Describe the formation of the

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embryo sac in the ovule.
• Describe the formation of
pollen tube
• Describe the formation of
zygote,
• Describe the formation of
triploid nucleus,
• Conceptualise double
fertilization,
• Relate the structure of a fruit
to the flower parts
• Explain the importance of
double fertilization for the
survival of flowering plants
4.6 Understanding growth in
29 multicellular organism
18.07.11 A student is able to:
– • Explain briefly the necessity
22.07.11 for growth in organisms
• Explain what growth is
4.7 Understanding the growth curve
A student is able to:
30 • Identify the parameters used
25.07.11 in the measurement of growth
– • Describe the sigmoid growth
29.07.11 curve of an organism
• Relate the shape of the
growth curve to the growth
phases of an organism
• Explain the shape of the
growth curve of an insect
4.8 Understanding primary and
secondary growth in plants
30 A student is able to :
25.07.11 • State the types of growth in
– plants
29.07.11 • State what primary and
secondary growth are
• State the location of the
tissue involved in primary and
secondary growth
• Explain the importance of
primary growth
• Explain the importance of
secondary growth
• Compare and contract plants
that undergo secondary growth
with plants that do not undergo
secondary growth
• State the economic
importance of plants that
undergo secondary growth

THEME 2: VARIATION AND INHERITANCE IN LIVING THINGS


LEARNING AREA: 1.0 INHHERITANCE

9
Learning Objectives / Learning
Week Remarks
Outcomes
1.1Synthesising the concept of
inheritance based on
Mendel’s experiment
A student is able to:
31,32 • State what is meant by
01.08.11 inheritance
– • Differentiate traits from
12.08.11 characters
• Identify characters and traits
in Mendel’s experiments,
• State that there is a
hereditary factor that
determines a particular
character.
• Identify dominant and
recessive traits,
• Explain genes and alleles,
• Explain dominant alleles and
recessive alleles
• State the meaning of
phenotype
• Relate allele combination to
genotype
• Relate phenotype to
genotype
• State the meaning of
homozygote and heterozygote,
• Determine the phenotypic
ratio of the first filial generation
and second filial generation,
• Determine the genotype ratio
of the first filial generation and
second filial generation,
• State the meaning of
monohybrid inheritance
• Conceptualise Mendel’s First
Law,
• State the meaning of
‘dihybrid inheritance’
• Conceptualise Mendel’s
Second Law
33,34
15.08.11
MID SEMESTER 2 EXAM

26.08.11
35
29.08.11
MID SEMESTER 2 HOLIDAY

04.09.11
1.2Understanding inheritance
A student is able to:
• State the blood group in ABO
system and Rhesus factor in
36 human

10
05.09.11 • Explain the inheritance of
– ABO blood group in human
09.09.11 • Differentiate autosomes and
sex chromosomes
• Identify different human
karyotypes
• Explain sex determination in
offspring
• Explain sex-linked inheritance
using example
• Describe heredity disease
1.3Understanding genes and
chromosomes
A student is able to:
• state the unit of inheritance,
• state the location of genes,
• describe the structure of
deoxyribonucleic acid (DNA),
37 • describe in simple terms the
12.09.11 manifestation of a trait of an
– organism from the basic unit of
16.09.11 inheritance,
• Explain briefly the importance
of genetics to mankind,
• Describe the application and
abuse of knowledge in genetics,
• Argue on the need for ethics
and moral in the application of
genetics

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THEME 2: VARIATION AND INHERITANCE IN LIVING THINGS
LEARNING AREA: 2.0 VARIATION
Week Learning Objectives / Learning Outcomes Remarks
2.1 Understanding variation in organisms
A student is able to:
38 • State the importance of variation in
19.09.11 organisms,
– • Give examples of variation in humans,
23.09.11 • State the types of variation,
• Compare continuous variation with
discontinuous variation
2.2 Understanding the causes of variation
A student is able to:
• state the factors causing variation,
• explain the effects of genetic factors on
variation,
39,40
• explain the environmental factors on
26.09.11
variation

• explain the effects of the interaction
07.10.11
between genetic factors and environmental
factors on variation
• explain mutation
• explain the importance of variation in the
survival of a species
2.3 Be respectful towards one another despite
40
variation
03.10.11
A student is able to:

• Accept that people are different
07.10.11
• Respect each other
41,42
10.10.11
SPM TRIAL EXAM

21.10.11
43 – 45
24.10.11
REVISION

11.11.11
47
21.11.11
- YEAR END HOLDAY
02.01.11

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