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MONDAY (7 JANUARY 2013) MORAL VALUES: Trust in God, Responsibility

HOMEWORK: Search for


CLASS (SUBJECT): 5 GAMA (BIOLOGY) http://www.xtremepapers.com/revision/gcse /biology/
TIME (DURATION): 8.10 9.20 am (70 minutes) transport_in_humans.php
THEME: PHYSIOLOGY OF LIVING THINGS REFLECTION:
LEARNING AREA (TOPIC): 1.0 TRANSPORT CLASS (SUBJECT): 2 AVICENNA (SCIENCE)
LEARNING OBJECTIVE: TIME (DURATION): 9.55 10.30 am (70 minutes)
1.1Understanding the importance of having a transport THEME: MANAGEMENT AND CONTINUITY OF LIFE
system in some multicellular organisms LEARNING AREA (TOPIC): 1.0 THE WORLD THROUGH
LEARNING OUTCOMES: OUR SENSES
At the end of the lesson, students should be able LEARNING OBJECTIVE:
to: 1.1Understanding the sensory organs and their functions
- Identify the problem that could be faced by 1.2Understanding the sense of touch
multicellular organisms in obtaining their cellular LEARNING OUTCOMES:
requirements and getting rid of their waste At the end of the lesson, students should be able
products to:
- Suggest how the problem is overcome in - Identify and relate a sensory organ to its stimulus
multicellular organisms - State the pathway from stimulus to response:
CCTS: Identifying, suggesting Stimulus Sensory organs Nerves Brain
TEACHING AIDS: Textbook, notebook, potatoes, iodine Nerves Response
solution CCTS: Identifying, stating
STRATEGY: Mastery learning, Constructivism learning TEACHING AIDS: Textbook, notebook, models, ringgit
ACTIVITIES: notes
- Teacher will ask the students based on their prior STRATEGY: Mastery learning
knowledge of total surface area/volume (TSA/V) ACTIVITIES:
ratio. - Students have to touch their face and their friends
- Teacher shows a sample of potato cube with face
different volume - Students have to touch the surface of the table
- Teacher discusses and explain the topic - Teacher asks students to feel the difference
- Teacher select 2 students randomly and ask: between the two different surfaces
1. What is TSA/V ratio of a 3 cm cube? - Teacher will ask the students based on their prior
2. Which has a smaller TSA/V ratio a 2 cm cube knowledge of sensory organs
or a 3 cm cube? - Teacher shows models of a skin, eye, nose, tongue,
TERMINOLOGY: ear
Cell requirements, waste products, transport, total - Teacher discusses and explain the topic
surface area TERMINOLOGY:
Brain, nerve, response, stimuli, sensory organ REFLECTION:
MORAL VALUES: Trust in God, Responsibility
HOMEWORK: Write notes in their Science Folio, do
exercise (Checkpoint 1.1 from the textbook).
REFLECTION:

CLASS (SUBJECT): 2 EDISON (SCIENCE)


TIME (DURATION): 12.35 1.10 noon (70 minutes)
THEME: MANAGEMENT AND CONTINUITY OF LIFE
LEARNING AREA (TOPIC): 1.0 THE WORLD THROUGH
OUR SENSES
LEARNING OBJECTIVE:
- Understanding the sense of hearing
LEARNING OUTCOMES:
At the end of the lesson, students should be able
to:
- Identify the structure of the human ear
- Explain the function of the different parts of the ear
- Describe how we hear
CCTS: Identifying, explaining, describing
TEACHING AIDS: Textbook, notebook, model
STRATEGY: Mastery learning
ACTIVITIES:
- Students observe the model of a ear
- Teacher discusses and explains the topic by using
the textbook and the model.
TERMINOLOGY:
Cochlea, ear, ear drum
MORAL VALUES: Trust in God, responsibility
HOMEWORK: Write notes in their Science Folio, do
exercise (Checkpoint 1.5)
Search on this link about the hearing mechanism in
internet:
http://www.youtube.com/watch?v=wxQ-XpWvtdQ
- Teacher discusses and explain the topic by using
the textbook and the models of a nose and a
tongue
TERMINOLOGY:
Nose, sensory cells, bitter, salty, sour, sweet, taste,
tongue
MORAL VALUES: Trust in God
TUESDAY (8 JANUARY 2013) HOMEWORK: Write notes in their Science Folio, do
exercise (Checkpoint 1.2 till 1.4)
CLASS (SUBJECT): 2 AVICENNA (SCIENCE) REFLECTION:
TIME (DURATION): 8.50 10.10 am (80 minutes) CLASS (SUBJECT): 5 GAMA (BIOLOGY)
THEME: MANAGEMENT AND CONTINUITY OF LIFE TIME (DURATION): 8.10 9.20 am (70 minutes)
LEARNING AREA (TOPIC): 1.0 THE WORLD THROUGH THEME: INVESTIGATING THE RELATIONSHIP
OUR SENSES BETWEEN LIVING THINGS
LEARNING OBJECTIVE: AND THE ENVIRONMENT (FORM 4)
- Understanding the sense of smell LEARNING AREA (TOPIC): 8.0 DYNAMIC ECOSYSTEM
- Understanding the sense of taste LEARNING OBJECTIVE:
LEARNING OUTCOMES: 8.1 Understanding the abiotic and biotic components of the
At the end of the lesson, students should be able environment
to: 8.2 Understanding the processes of colonization and
- Identify the structure of the nose succession in an ecosystem
- Identify the position of the sensory cells in the 8.3 Synthesizing ideas on population ecology
detection of smell 8.4 Understanding the concept of biodiversity
- Identify the different areas of the tongue that 8.5 Appreciating biodiversity
respond to different tastes LEARNING OUTCOMES:
- Relate the sense of taste to the sense of smell At the end of the lesson, students should be able
CCTS: Identifying, relating to:
TEACHING AIDS: Textbook, notebook, models, Chocolate Identify is abiotic components of an ecosystem
with Durian flavor Identify the biotic components of an ecosystem .
STRATEGY: Mastery learning Classify biotic component into trophic levels
ACTIVITIES: Explain the interactions between biotic components in
- Teacher take out the Chocolate with Durian flavor relation to feeding, using examples
- Teacher asks students who can smell the chocolate
State what is ecosystem identify the niche habitat,
with Durian flavor from their seat
community and population of an ecosystem.
- One student (volunteer) eat and taste the
chocolate Explain the process of colonization
Explain the process of succession Abiotic component, biotic component, trophic levels,
Identify the pioneer species in an ecosystem predator, competition, mangrove swamp,colonization,
Identify the successors in an ecosystem succession, pioneer, sampling technique, distribution,
density, frequency, percentage coverage, growth rate
Identify the dominant species in an ecosystem
MORAL VALUES: Trust in God, Responsibility
Identify the adaptive characteristic of successors.
HOMEWORK:
Explain the changes in habitat caused by pioneer REFLECTION:
species.
Explain the changes in habitat caused by successors at
every level of succession until a climax community is
reached.
Relate the abiotic component with the biotic
component in an ecosystem during the process of
colonization and succession.

Identify the appropriate sampling technique to study


the population size of an organism
Estimate the population size of an organism in a
habitat.
Determine the distribution of organism in a habitat
based on the density frequency and percentage
coverage of the species.
Correlate the change in population distribution of an
organism with the changes in each of the abiotic
factors.
CCTS: Identifying, determining, estimating, correlating,
relating, explaining
TEACHING AIDS: Notes
STRATEGY: Mastery learning
ACTIVITIES:
1. Students answers teachers questions to check
their prior knowledge about ecosystem
2. Students discuss the topics with teacher to finish
up Form 4 syllabus.
TERMINOLOGY:
Classify biotic component into trophic levels
Explain the interactions between biotic components in
relation to feeding, using examples
State what is ecosystem identify the niche habitat,
community and population of an ecosystem.
Explain the process of colonization
Explain 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 characteristic of successors.
Explain the changes in habitat caused by pioneer
species.
Explain the changes in habitat caused by successors at
WEDNESDAY (9 JANUARY 2013) every level of succession until a climax community is
reached.
CLASS (SUBJECT): 5 SIGMA (BIOLOGY) Relate the abiotic component with the biotic
TIME (DURATION): 7.30 8.50 am (80 minutes) component in an ecosystem during the process of
THEME: INVESTIGATING THE RELATIONSHIP colonization and succession.
BETWEEN LIVING THINGS
AND THE ENVIRONMENT (FORM 4) Identify the appropriate sampling technique to study
LEARNING AREA (TOPIC): 8.0 DYNAMIC ECOSYSTEM
the population size of an organism
LEARNING OBJECTIVE:
Estimate the population size of an organism in a
8.1 Understanding the abiotic and biotic components of the
environment habitat.
8.2 Understanding the processes of colonization and Determine the distribution of organism in a habitat
succession in an ecosystem based on the density frequency and percentage
8.3 Synthesizing ideas on population ecology coverage of the species.
8.4 Understanding the concept of biodiversity Correlate the change in population distribution of an
8.5 Appreciating biodiversity organism with the changes in each of the abiotic
LEARNING OUTCOMES: factors.
At the end of the lesson, students should be able CCTS: Identifying, determining, estimating, correlating,
to: relating, explaining
Identify is abiotic components of an ecosystem TEACHING AIDS: Notes
Identify the biotic components of an ecosystem . STRATEGY: Mastery learning
ACTIVITIES: CCTS: Drawing conclusion
3. Students answers teachers questions to check TEACHING AIDS: Textbook, notebook, models, ringgit
their prior knowledge about ecosystem notes
4. Students discuss the topics with teacher to finish STRATEGY: Mastery learning
up Form 4 syllabus. ACTIVITIES:
TERMINOLOGY: - Teacher check on students notes and exercises
Abiotic component, biotic component, trophic levels, - Students being asked about the previous topic to
predator, competition, mangrove swamp,colonization, recall back what they had learn on last lesson
succession, pioneer, sampling technique, distribution, - Students discuss the topic with teachers
density, frequency, percentage coverage, growth rate - Students use their ringgit notes to feel by
MORAL VALUES: Trust in God, Responsibility themselves the raised dots on it
HOMEWORK: TERMINOLOGY:
REFLECTION: Sensitivity, sensation
MORAL VALUES: Trust in God
HOMEWORK: Write notes in their Science Folio, do
exercise (Checkpoint 1.2 from the textbook).
REFLECTION:

THURSDAY (10 JANUARY 2013)


CLASS (SUBJECT): 2 EDISON (SCIENCE)
CLASS (SUBJECT): 2 AVICENNA (SCIENCE) TIME (DURATION): 10.30 11.50 am (80 minutes)
TIME (DURATION): 7.30 8.50 am (80 minutes) THEME: MANAGEMENT AND CONTINUITY OF LIFE
THEME: MANAGEMENT AND CONTINUITY OF LIFE LEARNING AREA (TOPIC): 1.0 THE WORLD THROUGH
LEARNING AREA (TOPIC): 1.0 THE WORLD THROUGH OUR SENSES
OUR SENSES LEARNING OBJECTIVE:
LEARNING OBJECTIVE: - Understanding the sense of hearing
1.2Understanding the sense of touch LEARNING OUTCOMES:
LEARNING OUTCOMES: At the end of the lesson, students should be able
At the end of the lesson, students should be able to:
to: - Identify the structure of the human ear
- Draw a conclusion on the sensitivity of the skin on - Explain the function of the different parts of the ear
different parts of the body CCTS: Identifying, explaining, describing
TEACHING AIDS: Textbook, notebook, model - Menghuraikan ciri-ciri kecemerlangan diri seorang
STRATEGY: Mastery learning tokoh
ACTIVITIES: - Mengamalkan budaya ilmu untuk kemajuan diri
- Students observe the model of an ear - Menunjukkan sikap bertanggungjawab dan
- Teacher discusses and explains the topic by using akauntabiliti
the textbook and the model. HASIL PEMBELAJARAN:
(Teacher uses the extra time to discuss about their Di akhir pembelajaran, pelajar dapat:
folio and answers in the exercises before). - Menghuraikan ciri-ciri kecemerlangan diri
TERMINOLOGY: - Mengamalkan budaya ilmu untuk mencapai
Cochlea, ear, ear drum kecemerlangand diri
MORAL VALUES: Trust in God, responsibility - Berinteraksi dengan orang lain secara hormat dan
HOMEWORK: Write notes in their Science Folio and sopan
search on this link about the hearing mechanism in - Membuat refleksi untuk kejayaan diri
internet: - Menunjukkan sikap bertanggungjawab dan
http://www.youtube.com/watch?v=wxQ-XpWvtdQ akauntabiliti
REFLECTION: - Menunjukkan ciri-ciri perwatakan yang terpuji
AKTIVITI:
- Guru menerangkan objektif pembelajaran
- Setiap pelajar diedarkan sehelai kertas kecil untuk
menulis cita-cita, kekuatan dan kelemahan diri
- Pelajar berbincang bersama guru berdasarkan buku
teks (halaman 2-5)
- Pelajar membuat refleksi berdasarkan kekuatan dan
kelemahan diri untuk mencapai cita-cita masing-
FRIDAY (11 JANUARY 2013) masing
KELAS (SUBJEK): 2 RHAZES (PENDIDIKAN SIVIK DAN BBM:
KENEGARAAN) Buku teks Pendidikan Sivik dan Kenegaraan Tingkatan 2,
MASA(TEMPOH): 7.30 8.40 am (70 minit) kertas kecil
TEMA: PENCAPAIAN KENDIRI NILAI: Bertanggungjawab
UNIT: PENDIDIKAN MENJAMIN KECEMERLANGAN KERJA RUMAH: Membuat nota berdasarkan buku teks
DIRI halaman 2-5
OBJEKTIF PEMBELAJARAN: REFLEKSI:
- Menghuraikan ciri-ciri kecemerlangan diri CLASS (SUBJECT): 5 SIGMA (BIOLOGY)
- Mengamalkan budaya ilmu untuk mencapai TIME (DURATION): 9.15 10.25 am (70 minutes)
kecemerlangan diri THEME: INVESTIGATING THE RELATIONSHIP
- Menunjukkan ciri-ciri perwatakan yang terpuji BETWEEN LIVING THINGS
AND THE ENVIRONMENT (FORM 4) Compare and contrast pollutants in the air from
LEARNING AREA (TOPIC): 8.0 DYNAMIC ECOSYSTEM difference environments
9.0 ENDANGERED ECOSYSTEM State the sources of air population
LEARNING OBJECTIVE: Explain what greenhouse effect is,
8.3 Synthesizing ideas on population ecology Correlate the concentration of carbon dioxide in the
8.4 Understanding the concept of biodiversity atmosphere with global warning,
8.5 Appreciating biodiversity
Explain the thinning of the ozone layer,
9.1 Evaluating human activities that endanger an
ecosystem Explain the impact of thinning of the ozone layer and
9.2 Understanding the greenhouse effects and thinning of global warning on the ecosystem.
the ozone layer. Justify the need for development
9.3 Realizing the importance of proper management of Explain the effect of increase in population on the
development activities and the ecosystem ecosystem
Explain measures taken in the management of
LEARNING OUTCOMES: development activities and the ecosystem to ensure a
At the end of the lesson, students should be able balance of nature is maintainted
to: Care for the ecosystem
Identify the appropriate sampling technique to study CCTS: Identifying, determining, estimating, correlating,
the population size of an organism relating, explaining
Estimate the population size of an organism in a TEACHING AIDS: Notes
habitat. STRATEGY: Mastery learning
Determine the distribution of organism in a habitat ACTIVITIES:
based on the density frequency and percentage 1. Teacher introduces the learning objectives
coverage of the species. 2. Students discuss the topics with teacher to finish
Correlate the change in population distribution of an up Form 4 syllabus.
organism with the changes in each of the abiotic TERMINOLOGY:
factors. sampling technique, distribution, density, frequency,
percentage coverage, growth rate, biodiversity,
Identify human activities that threaten the ecosystem
classification, preservation, conservation, impact,
Explain the impact of human activities on the
threaten, critically, biochemical oxygen demand,
ecosystem unplanned, mismanagement, development, ecosystem,
Evaluate critically the effect of unplanned development flash flood, landslide, global warming, ozone depletion,
and mismanagement of the ecosystem extinction, deforestation, pollution, greenhouse effects,
Describe type of population and sources of population maintain, balance of nature, biological control, renewal
Explain the effect of population on living things and the energy
environment MORAL VALUES: Trust in God, Responsibility
HOMEWORK: - Describe how we hear
REFLECTION: CCTS: Describing
TEACHING AIDS: Textbook, notebook, model
STRATEGY: Mastery learning
ACTIVITIES:
CLASS (SUBJECT): 2 EDISON (SCIENCE) - Teacher do short quiz to recall back what students
TIME (DURATION): 11.20 12.30am (70 minutes) had learn on last lesson
THEME: MANAGEMENT AND CONTINUITY OF LIFE - Teacher introduces the learning objective
LEARNING AREA (TOPIC): 1.0 THE WORLD THROUGH - Students discuss the topic with students
OUR SENSES TERMINOLOGY:
LEARNING OBJECTIVE: Cochlea, ear, ear drum
- Understanding the sense of hearing MORAL VALUES: Trust in God, responsibility
LEARNING OUTCOMES: HOMEWORK: Write notes in their Science Folio and do
At the end of the lesson, students should be able exercise Checkpoint 1.5 from text book
to: REFLECTION: