Learning Area: CHAPTER 2: NUTRITION Learning Objective

RANCANGAN PENGAJARAN DAN PEMBELAJARAN
MINGGU 1 (5)
Date : 5 February 2017 Day : Sunday Week : 1 (5)

Class : 2 Autentik/2 Bitara Time : 9.00-10.00 am Subject : Science
Learning Area : CHAPTER 2 : NUTRITION Learning objective can

be achieved
Learning Objective : successfully.
2.1 Analysing the classes of food.
26 from 31 student can
Learning Outcomes : answer the questions in
Candidates should be able to: Form 2 Biology
Module.
explain what digestion is,
identify the parts of the digestive system, Students can carry out
describe the flow of food particles in the alimentary the experiment
canal, according to the
state the functions of the organs in the digestive system, procedure and get the
describe the process of digestion in the alimentary canal, correct result.
list the end products of digestion of carbohydrate, protein
and fats. 27 from 31 students
can answer oral
Set induction: questions asked by the
Teacher shows the video of digestion system. teacher very well.
Teacher ask questions based on the videos.
Activities :
Teacher ask students to explain about the process of
digestion again.
Students identify parts of the digestive system and the
flow of food particles in the alimentary canal
using model.
Students discuss the functions of the various organs in the
digestive system and the enzymes found.
Students carry out an experiment to show the action of
the enzyme in the saliva on starch.
Teacher acts as facilitator
Closing:
Students do the exercise and questions given
Students and teacher discuss the questions.
Learning Tools :
Power Point Presentation, Science Form 2 Text Book,
Science Form 2 Practice Book
Class : 1 Dinamik Time : 10.20-11.20 am Subject : Science
.
Learning Area : CHAPTER 2: Cell structure, function and Learning objective can
organization be achieved
2.1 Understanding cell structure, function and organization
Module.
explain that living things are made up of cells that carry
out lifes functions and undergo cell division. Students can carry out
demonstrate the preparation of slides of animal cells and the experiment
plant cells using the correct procedures.. according to the
communicate about each structures in cells with their procedure and get the
functions as well as compare and contrast animal cells correct result.
with plant cells.
27 from 32 students
Set induction: can answer oral
Teacher show the video of cell division using and introduce questions asked by the
mitosis or meiosis. The formation of cancerous cells is teacher very well.
discussed.

Activities :
Students carry out a scientific investigation on animal

cells and plant cells using a microscope.
Students draw and label animal cells and plant cells
observed under the microscope
Teacher tell them that the structure of animal cells should
consists of the cell membrane, cytoplasm, nucleus and
mitochondria whereas plant cell comprise of nucleus, cell
wall, cell membrane, mitochondria, chloroplasts and
vacuole.
nucleus contains chromosomes made up of
deoxyribonucleic acid (DNA) which carries genetic
information.
Closing:
Student do the report of the experiment.
Students do the exercise and question given
Learning Tools :
Class : 1 Futuris Time : 11.50-1.20 am Subject : Science
Learning Area : CHAPTER 2: Cell structure, function and Learning objective can
organization be achieved
2.1 Understanding cell structure, function and organization
Module.
explain that living things are made up of cells that carry
out lifes functions and undergo cell division. Students can carry out
demonstrate the preparation of slides of animal cells and the experiment
plant cells using the correct procedures.. according to the
communicate about each structures in cells with their procedure and get the
functions as well as compare and contrast animal cells correct result.
with plant cells.
27 from 32 students
Set induction: can answer oral
Teacher show the video of cell division using and introduce questions asked by the
mitosis or meiosis. The formation of cancerous cells is teacher very well.
discussed.
Activities :
Students carry out a scientific investigation on animal

cells and plant cells using a microscope.
Students draw and label animal cells and plant cells
observed under the microscope
Teacher tell them that the structure of animal cells should
consists of the cell membrane, cytoplasm, nucleus and
mitochondria whereas plant cell comprise of nucleus, cell
wall, cell membrane, mitochondria, chloroplasts and
vacuole.
nucleus contains chromosomes made up of
deoxyribonucleic acid (DNA) which carries genetic
information.
Closing:
Learning Tools :
Class : 4 Cendekia Time : 1.30-2.30 am Subject : Biology
Learning Area : CHAPTER 3: MOVEMENT OF

SUBSTANCES ACROSS THE PLASMA MEMBRANE
Learning Objective :
2.2 Understanding the of movement of substances across the
plasma membrane in everyday life
Learning Outcomes :
Candidates should be able to:
explain what hypotonic, hypertonic and isotonic solutions

are,
explain the effects of hypotonic, hypertonic and isotonic
solutions on plant cell and animal cell,
explain plasmolysis, deplasmolysis, haemolysis and
crenation,
design an experiment to determine the concentration of
external solution which is isotonic to cell sap,
Set induction:
Teacher shows the video animation of movement of substances
across the plasma membrane.
Activities :
Students carry out activities to study the effects of
hypotonic and hypertonic solutions on plant and animal
cells:
a) plasmolysis and deplasmolysis in plant cells
b) haemolysis and crenation in red blood cells.
Students discuss the following:
a) hypotonic, hypertonic and isotonic solutions,
b) plasmolysis, deplasmolysis, haemolysis and crenation,
c) flaccidity and turgidity of plant cells.
Students carry out an investigation using various
concentrations of salt or sugar solutions to determine the
concentration of external solution which is isotonic to the
cell sap of plant tissues.
Closing:
Learning Tools :
Date : 6 February 2017 Day : Monday Week : 1 (5)

Learning objective can
Learning Area : CHAPTER 2: Cell structure, function and be achieved
organization successfully.
2.2 Cell respiration and photosynthesis 25 from 31 student can
answer the questions in
Learning Outcomes : Form 2 Biology
Candidates should be able to: Module.
communicate about the process of cellular respiration. Students can carry out
communicate about the process of photosynthesis. the experiment
differentiate the process of cellular respiration and according to the
photosynthesis. procedure.
explain how the process of cellular respiration and the
process of photosynthesis complement each other. 24 from 31 students
can answer oral
Set induction: questions asked by the
Teacher show the video of respiration and teacher very well.
photosynthesis.
Activities :
Student find the differences between the process of
cellular respiration and photosynthesis.
Students carry out experiments to show
photosynthesis needs light energy, carbon dioxide,
water and chlorophyll to produce glucose and oxygen.
The process of cellular respiration needs oxygen and
glucose to produce energy, carbon dioxide and water.
Students relate how cellular respiration and
photosynthesis complement each other for the
benefits of life using multimedia presentations
Closing:
Learning Tools :
Date : 6 February 2017 Day : Monday Week :1 (5)
Class : 2 Elit Time : 10.20-11.50 am Subject : Science

be achieved
2.1 Analysing the classes of food.
Module.
explain what digestion is,
identify the parts of the digestive system, All the student can
describe the flow of food particles in the alimentary carry out the
canal, experiment according
state the functions of the organs in the digestive system, to the procedure.
describe the process of digestion in the alimentary canal,
list the end products of digestion of carbohydrate, protein Result of the
and fats. experiment will be
taken on Thursday.
Set induction:
Teacher shows the video of digestion system. 22 from 35 students
Teacher ask questions based on the videos. can answer oral
questions asked by the
Activities : teacher very well
Teacher ask students to explain about the process of
digestion again.
Students identify parts of the digestive system and the
flow of food particles in the alimentary canal
using model.
Students discuss the functions of the various organs in the
digestive system and the enzymes found.
Students carry out activities to show the action of the
enzyme in the saliva on starch.
Closing:
Learning Tools :
Date : 6 February 2017 Day : Monday Week : 1 (5)
communicate about the process of cellular respiration. 22 from 32 students

communicate about the process of photosynthesis. can answer oral
differentiate the process of cellular respiration and questions asked by the
photosynthesis. teacher very well
process of photosynthesis complement each other.
Set induction:
Teacher show the video of respiration and
photosynthesis.
Activities :
Students find the differences between the process of
Closing:
Learning Tools :
Date : 7 February 2017 Day : Tuesday Week : 1 (5)

Class : 4 Cendekia Time : 7.30-8.30 am Subject : Science
Learning Area : CHAPTER 3.0 CHEMICAL Learning objective can

COMPOSITION OF THE CELL be achieved
successfully.
1.7 Understanding the chemical composition of the cell 18 from 25 student can
state the elements in the cell, 17 from 25 students

list the chemical compounds in the cell, can answer oral
explain the importance of organic compounds in the cell, questions asked by the
explain the importance of water in the cell. teacher very well.
Set induction:
Teacher ask student to do discussion on the importance of
scientific attitudes and values
Activities :
Students carry out small group discussion on the

following and present the findings:
a) elements in the cell, including carbon, hydrogen,
oxygen, nitrogen sulphur, phosphorus, calcium,
potassium, magnesium, chlorine, sodium and ferum,
b) the presence and importance of chemical compounds
in the cell.
Teacher acts as a facilitator.
Closing:
Learning Tools :
Date : 7 February 2017 Day : Tuesday Week : 1 (5)

be achieved
2.4 Understanding the process of absorption of digested food.
Module.
explain the process of absorption of the products of
digestion, Students can carry out
make inference about the absorption of glucose through a the experiment
Visking tube according to the
procedure and get the
.Set induction: correct result.
Teacher shows the demonstration of the experiment to the
students. 27 from 35 students
can answer oral
Activities : questions asked by the
Students discuss the process of absorption of the products teacher very well.
of digestion in the small intestine.
Students carry out an experiment to show the absorption
of glucose through a Visking tube.
Teacher acts as a facilitator
Closing:
Learning Tools :
Date : 8 February 2017 Day : Wednesday Week : 1 (5)


be achieved
Module.
digestion, Students can carry out
make inference about the absorption of glucose through a the experiment
Visking tube according to the
procedure and get the
.Set induction: correct result.
students. 27 from 32 students
can answer oral
Activities : questions asked by the
Students discuss the process of absorption of the products teacher very well.
of digestion in the small intestine. .
Closing:
Learning Tools :


Set induction:
photosynthesis.
Activities :
Student find the differences between the process of
Closing:
Learning Tools :


Set induction:
photosynthesis.
Activities :
Students find the differences between the process of
Closing:
Learning Tools :
Date : 9 February 2017 Day : Thursday Week : 1 (5)

Class : 4 Cendekia Time : 8.00-9.00 am Subject : Science
PdP need to be
Learning Area : CHAPTER 4: CHEMICAL postponed.
COMPOSITION OF THE CELL
Cuti Thaipusam
4.2 Understanding carbohydrates
Learning Outcomes :
state the elements in carbohydrates,

state the types of carbohydrates,
explain the formation and breakdown of disaccharides
and polysaccharides.
Set induction:
Teacher shows the video animation of movement of substances across the
plasma membrane.
Activities :
Students carry out small group discussion on the
following and present the findings:
a) elements in carbohydrates,
b) types of carbohydrates, i.e.
monosaccharides, disaccharides and polysaccharides,
using examples,
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.
Sudents conduct an experiment to differentiate between
reducing and non reducing sugars.
Closing:
Learning Tools :

Class : 2 Autentik/2 Bitara Time : 9.00-10.00 am Subject : Science
PdP need to be
Learning Area : CHAPTER 2 : NUTRITION postponed.
Learning Objective : Cuti Thaipusam

Learning Outcomes :

digestion,
make inference about the absorption of glucose through a
Visking tube
.Set induction:
students.
Activities :
Students discuss the process of absorption of the products
of digestion in the small intestine.
Closing:
Learning Tools :

PdP need to be
Learning Area : CHAPTER 3 : BODY COORDINATION postponed.
AND RESPONSES
Cuti Thaipusam
3.1 Homeostasis in living things
Learning Outcomes :
communicate about homeostasis.

explain with examples the systems involved with
homeostasis in humans and animals tasks.
explain with examples the systems involved in plant
homeostasis.
appreciate the importance of homeostasis in humans and
living things.
.
Set induction:
Teacher shows the video of of cell organization:
Activities :
Students gather informations and carry out multimedia
presentations on how homeostasis regulates body
temperature and water in the human body.
Students carry out activities to show how the biological
actions respond to changes to stabilise the condition of
the body such as:
a) sweating in the heat and shivering when cold.
b) the heart rate increases when executing heavy
Students gather informations and make observations on
how transpiration regulates water in plants.
Sudents carry out brainstorming session to discuss the
importance of homeostasis using various multimedia
presentations
Closing:
Learning Tools :

Learning Area: CHAPTER 2: NUTRITION Learning Objective

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RANCANGAN PENGAJARAN DAN PEMBELAJARAN

Date : 5 February 2017 Day : Sunday Week : 1 (5)

Learning Area : CHAPTER 2 : NUTRITION Learning objective can

Students carry out a scientific investigation on animal

Students carry out a scientific investigation on animal

Learning Area : CHAPTER 3: MOVEMENT OF

explain what hypotonic, hypertonic and isotonic solutions

Date : 6 February 2017 Day : Monday Week : 1 (5)

Learning Area : CHAPTER 2 : NUTRITION Learning objective can

communicate about the process of cellular respiration. 22 from 32 students

Date : 7 February 2017 Day : Tuesday Week : 1 (5)

Learning Area : CHAPTER 3.0 CHEMICAL Learning objective can

state the elements in the cell, 17 from 25 students

Students carry out small group discussion on the

Learning Area : CHAPTER 2 : NUTRITION Learning objective can

Date : 8 February 2017 Day : Wednesday Week : 1 (5)

Learning Area : CHAPTER 2 : NUTRITION Learning objective can

Date : 8 February 2017 Day : Wednesday Week : 1 (5)

communicate about the process of cellular respiration. 22 from 31 students

Date : 8 February 2017 Day : Wednesday Week : 1 (5)

communicate about the process of cellular respiration. 22 from 32 students

Date : 9 February 2017 Day : Thursday Week : 1 (5)

state the elements in carbohydrates,

Date : 9 February 2017 Day : Thursday Week : 1 (5)

Learning Objective : Cuti Thaipusam

explain the process of absorption of the products of

Date : 9 February 2016 Day : Thursday Week : 1 (5)

communicate about homeostasis.

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