RPH Bio F4 Jan 2020

SMK JALAN ARANGDAILY LESSON PLAN; SUBJECT : BIOLOGY
DATE: 2ND Jan 2020 DAY : THURSDAY CLASS : 4 ATOM TIME: 1050 - 1150
LEARNING
AREA/ THEME 1.0 INTRODUCTION TO BIOLOGY TEACHING AND LEARNING STRATEGIES
Inquiry Based learning /
CONTENT 1.1 Fields and careers in Biology Problem Based learning
STANDARD Application of Technology
LEARNING At the end of lesson, student will be able to :
OBJECTIVE (OP) 21st Century Teaching & Learning (PAK 21)
1.1.1 State what is the study of Biology Entry card / Exit Card
1.1.2 Explain the importance of Biology Gallery Walk
1.1.3 List the different fields of study Biology Games - TARSIA
1.1.4 List the careers related to Biology x Stay, y Stray
1.1.5 State various ways of studying Biology. Group Prensentation /
Students can : Role Play
1. Produce bubble map to list down what is Biology using Traffic Light /
mini whiteboard
2. Produce bubble map to explain the importance of
Biology using mini whiteboard THINKING MAPS
3. Produce bubble map to list down different fields of Circle Map
SUCCESS
Bubble Map /
CRITERIA (KK) Biology.
Double Bubble Map
4. Produce thinking map to list down the careers related
Tree Map
to Biology using mini whiteboard.
Brace Map
5. Produce tninking map to state the various ways of Flow Map
studying Biology by referring to textbook / reference Multi Flow Map
books. Bridge Map
1. Set Induction HIGHER ORDER THINKING SKILLS (HOTS)

Teacher shows the diagram of plants and animals Remembering /
Understanding /
Teacher will ask a few questions related to living things Applying /
to stimulate/ trigger off the thinking of students. Analysing /
Evaluating
Creating
2. Exploration
- Student are divided into 5 groups CROSS CURRICULAR ELEMENTS (EMK)
(7 persons in a group) English /
- Group 1 : Students are asked to produce bubble map Patriotrism
to list down living things / organisms related to Biology Creativity and Innovation /
(referred to textbook or reference books) Information and Communication
- Group 2 : Students are asked to produce bubble map Technology
to list down the importance of Biology. Science and Technology /
- Group 3: Students are asked to list down various fields
of Biology using thinking map. SCIENTIFIC ATTITUDE AND VALUES
- Group 4 :Students are asked to produce a thinking Interest and inquisitiveness
map to list down careers related to Biology. towards environment
By referring to textbook or reference books Open-mindedness
Honesty and accuracy in data-
- Group 5 : Students are asked to list down various ways
recording & verification
of studying Biology using bubble map
ACTIVITIES Systematic, confident and ethical /
- Students are asked to do presentation and other The understanding that science is
students/ groups give comment one of the ways to understand /
nature.
3. Conclusion Appreciating and practising clean
and healthy lifestyle.
Teachers/ Students make conclusion Cooperation /
Appreciating the contributions of
science & technology.
Showing gratitude towards God’s /
creation.
Ikram
SCIENCE PROCESS SKILLS

Differentiating / Observing /
Collecting / Predicting
Classsifying / Evaluating
Generalising Analysing
ASSESSMENT AND EVALUATION
TEACHING AIDS Written Exercise
/ Text Book on Page: Subject Module Oral /
Quiz
2-4
Presentation /
/ Reference book/ Model/Pictures/ Chart Others:
Workbook
Hand-outs / Others:
Mini whiteboard
PENTAKSIRAN BILIK DARJAH (PBD)
Tahap 1 Tahap 4
Tahap 2 Tahap 5
Tahap 3 Tahap 6
TEACHER’S REFLECTION
All students can list down careers related to Biology

SMK JALAN ARANG
DAILY LESSON PLAN; SUBJECT : BIOLOGY
DATE: TH Jan 2020 DAY : WEDNESDAY CLASS : 4 ELEKTRON TIME: 0800 - 0900
LEARNING 1.0 INTRODUCTION TO BIOLOGY
AREA/ THEME TEACHING AND LEARNING STRATEGIES
TOPIC 1.4 Applying scientific investigation Inquiry Based learning /
LEARNING At the end of lesson, student will be able to : Problem Based learning /
OBJECTIVE (OP) Application of Technology
1.2.1 Identify variables in a given situation
1.2.2 identify the two variables to form a hypothesis 21st Century Teaching & Learning (PAK 21)
1.2.3 Design and carry out a simple experiment to test the Entry card / Exit Card
hypothesis. Gallery Walk
1.2.4 Record and present data in a suitable form. Games - TARSIA
1.2.5 Interpret data to draw conclusion. x Stay, y Stray
Students can : Group Prensentation /
1. list down the three variables to study the fermentation Role Play
process of yeast in glucose solution by using mini Traffic Light /
whiteboard.
SUCCESS 2. Carry out experiment to study the effects of gas
THINKING MAPS
CRITERIA (KK) produced from fermentation process
Circle Map
3. Write down the hypothesis related to fermentation of
Bubble Map /
yeast using mini whiteboard.
Double Bubble Map
4. Produce a table to record the data from experiment. Tree Map
5. Making a written conclusion from the data collected. Brace Map
Flow Map
Multi Flow Map
Bridge Map
1. Set Induction
Teacher carry out a simple experiment by dissolving
a spoon of sugar in cold water and warm water. HIGHER ORDER THINKING SKILLS (HOTS)
Remembering /
Teacher will ask students to state the 3 variables Understanding /
from the experiment shown to them. Applying /
Analysing /
Evaluating /
2. Exploration
Creating
- Student are divided into 6 groups
(6 persons in a group) CROSS CURRICULAR ELEMENTS (EMK)
- Teacher explain to the students regarding the English /
procedures of the experiment with reference to the Patriotrism
Biology practical book , page 6. Creativity and Innovation /
- Each group send a representative to collect the Information and Communication
apparatus and materials prepared. Technology
- Students carried out experiment to study the effects of Science and Technology /
ACTIVITIES gas produced from fermentation on the diameter of
balloon. SCIENTIFIC ATTITUDE AND VALUES
- Each group need to produce a table to record the time Interest and inquisitiveness
towards environment
taken and the diameter of the balloon.
Open-mindedness
- After completed the experiment, each group is required
Honesty and accuracy in data- /
to write down the hypothesis on mini whiteboard. recording & verification
- Students are asked to write a report from the results of Systematic, confident and ethical /
the experiment. The understanding that science is
- Teacher and students give comment one of the ways to understand /
nature.
3. Conclusion Appreciating and practising clean
Teachers/ Students make conclusion Cooperation /
creation.
Ikram
Classsifying / Evaluating /
Generalising Analysing /
TEACHING AIDS
/ Practical Book on Subject Module ASSESSMENT AND EVALUATION
Page: 6 Written Exercise
/ Reference book/ Model/Pictures/ Chart Oral /
Workbook Quiz
Presentation /
Hand-outs / Others:
Others:
Mini whiteboard
Learning objectives achieved.

SMK JALAN ARANG
DATE: 6 th Jan 2019 DAY : MONDAY CLASS : 4 ELEKTRON TIME: 1145 - 1255
LEARNING
AREA/ THEME 2.0 CELL BIOLOGY AND ORGANISATION TEACHING AND LEARNING STRATEGIES
CONTENT 2.1 Understanding cell structure and function Problem Based learning
2.1.1 Draw and label an animal cell Entry card / Exit Card
2.1.2 Draw and label a plant cell Gallery Walk
2.1.3 Identify the cellular components of an animal cell Games - TARSIA
2.1.4 Identify the cellular components of a plant cell x Stay, y Stray
2.1.5 State the functions of the cellular components in Group Prensentation
animal cells Role Play
2.1.6 State the functions of the cellular components in Traffic Light /
a plant cell.
Students can :
1. Draw and label an animal cell in the notebook THINKING MAPS
2. Draw and label a plant cell in the notebook Circle Map /
3. Produce thinking map to identify the cellular Bubble Map /
SUCCESS components of animal cell Double Bubble Map
CRITERIA (KK) 4. Produce thinking map to identify the cellular Tree Map
components of a plant cell Brace Map
5. Produce tninking map to state the functions of cellular Flow Map
Components in animal cells Multi Flow Map
Bridge Map
6. Produce bubble map to state the functions of cellular
Components in the plant cell
ACTIVITIES HIGHER ORDER THINKING SKILLS (HOTS)
Remembering /
1. Set Induction Understanding /
Teacher shows the model of a cell. Applying /
Analysing /
Teacher will ask a few questions related to cells Evaluating /
to stimulate/ trigger off the thinking of Creating
students
CROSS CURRICULAR ELEMENTS (EMK)
2. Exploration
English /
- Student are divided into 6 groups
Patriotrism
(6 persons in a group)
Creativity and Innovation /
- All Students are asked to draw and label an animal cell Information and Communication
In their notebook (referred to textbook or reference Technology
books) Science and Technology /
- All students are asked to draw and label a plant cell
In their notebook. SCIENTIFIC ATTITUDE AND VALUES
- All students are asked to list down the cellular Interest and inquisitiveness
components of the cells towards environment
- All students are asked to list down the functions of the Open-mindedness
components / organells of the cells by referring to Honesty and accuracy in data-
textbook or reference books recording & verification
- Systematic, confident and ethical /
3. Conclusion The understanding that science is
one of the ways to understand /
nature.
Teachers/ Students make conclusion Appreciating and practising clean
Cooperation /
creation.
Ikram
TEACHING AIDS SCIENCE PROCESS SKILLS

/ Text Book on Page: Subject Module Collecting / Predicting
16 - 19 Classsifying / Evaluating
/ Reference book/ Model/Pictures/ Chart Generalising Analysing
Workbook
Hand-outs / Others:
Mini whiteboard

Written Exercise /
Oral /
Quiz
Presentation
Others: question-answering /

Tahap 1 Tahap 4
Tahap 2 Tahap 5
Tahap 3 Tahap 6
All the students can draw and label plants and animal cells correctly
SMK JALAN ARANG
DATE: 9 th Jan 2020 DAY : THURSDAY CLASS : 4 ATOM TIME: 1050 - 1150
LEARNING
CONTENT 2.2 Living processes in unicellular organisms Problem Based learning
2.2.1 Describe living processes in unicellular organisms Entry card / Exit Card
2.2.2 Describe cell organisation in formation of tissues, Gallery Walk
Organs and systems in multicellular organisms. Games - TARSIA
2.2.3 State the meaning of internal environment x Stay, y Stray
2.2.4 Explain the necessity to maintain optimal internal Group Prensentation /
environment Role Play
2.2.5 Describe the involvement of various systems in Traffic Light /
maintaining optimal internal environment
Students can :
1. Produce bubble map to list down the necessity for cell THINKING MAPS
specialisation using mini whiteboard. Circle Map
2. Produce bubble map to describe cell organisation Bubble Map /
using mini whiteboard. Double Bubble Map
SUCCESS 3. Produce thinking map to list down meaning of Tree Map
CRITERIA (KK) Internal environment. Brace Map
4. Produce thinking map to explain the necessity to Flow Map
maintain optimal internal environment. Multi Flow Map
Bridge Map
5. Produce tninking map to describe the involvement of
various systems in maintaining optimal internal
environment by referring to textbook / reference books HIGHER ORDER THINKING SKILLS (HOTS)
Remembering /
Understanding /
Applying /
1. Set Induction Analysing /
Teacher shows a video clip about cell specialisation Evaluating /
Creating
Teacher will ask a few questions related to cell
specialisation to stimulate/ trigger off the thinking of
English /
students
Patriotrism
2. Exploration
- Student are divided into 6 groups Information and Communication
(6 persons in a group) Technology
- Group 1 : Students are asked to produce bubble map Science and Technology /
to list down necessity for cell specialisation (referred to
textbook or reference books) SCIENTIFIC ATTITUDE AND VALUES
- Group 2 : Students are asked to produce bubble map Interest and inquisitiveness
to describe cell organisation involving tissues, organ towards environment
And systems. Open-mindedness
- Group 3: Students are asked to explain the meaning of Honesty and accuracy in data-
Internal environment. recording & verification
- Group 4 & 5 :Students are asked to produce a thinking
map to explain the necessity to maintain optimal The understanding that science is
internal environment.by referring to textbook or
nature.
reference books. Appreciating and practising clean
- Group 6 : Students are asked to describe the and healthy lifestyle.
involvement of various system in maintaining optimal Cooperation /
Internal environment using bubble map Appreciating the contributions of
- Students are asked to do presentation and other science & technology.
students/ groups give comment Showing gratitude towards God’s /
creation.
3. Conclusion Ikram
Teachers/ Students make conclusion SCIENCE PROCESS SKILLS

TEACHING AIDS ASSESSMENT AND EVALUATION
Written Exercise /
22 Quiz
/ Reference book/ Model/Pictures/ Chart Presentation /
Workbook Others:
Hand-outs / Others:
Photostated exercises

Tahap 1 / Tahap 4
Tahap 2 Tahap 5
Tahap 3 Tahap 6
All students can draw and label Amoeba sp correctly

SMK JALAN ARANG
DATE: 10 th Jan 2020 DAY : FRIDAY CLASS : 4 ELEKTRON TIME: 0800 - 0900
LEARNING
CONTENT 2.2 Living processes in unicellular organisms Problem Based learning
2.2.1 Describe living processes in unicellular organisms Entry card / Exit Card
2.2.2 Describe cell organisation in formation of tissues, Gallery Walk
Organs and systems in multicellular organisms. Games - TARSIA
2.2.3 State the meaning of internal environment x Stay, y Stray
2.2.4 Explain the necessity to maintain optimal internal Group Prensentation /
environment Role Play
2.2.5 Describe the involvement of various systems in Traffic Light /
maintaining optimal internal environment
Students can :
6. Produce bubble map to list down the necessity for cell THINKING MAPS
specialisation using mini whiteboard. Circle Map
7. Produce bubble map to describe cell organisation Bubble Map /
using mini whiteboard. Double Bubble Map
SUCCESS 8. Produce thinking map to list down meaning of Tree Map
CRITERIA (KK) Internal environment. Brace Map
9. Produce thinking map to explain the necessity to Flow Map
maintain optimal internal environment. Multi Flow Map
Bridge Map
10. Produce tninking map to describe the involvement of
various systems in maintaining optimal internal
environment by referring to textbook / reference books HIGHER ORDER THINKING SKILLS (HOTS)
Remembering /
Understanding /
Applying /
4. Set Induction Analysing /
Teacher shows a video clip about cell specialisation Evaluating /
Creating
Teacher will ask a few questions related to cell
specialisation to stimulate/ trigger off the thinking of
English /
students
Patriotrism
5. Exploration
- Student are divided into 6 groups Information and Communication
(6 persons in a group) Technology
to list down necessity for cell specialisation (referred to
textbook or reference books) SCIENTIFIC ATTITUDE AND VALUES
- Group 2 : Students are asked to produce bubble map Interest and inquisitiveness
to describe cell organisation involving tissues, organ towards environment
And systems. Open-mindedness
- Group 3: Students are asked to explain the meaning of Honesty and accuracy in data-
Internal environment. recording & verification
map to explain the necessity to maintain optimal The understanding that science is
internal environment.by referring to textbook or
nature.
reference books. Appreciating and practising clean
- Group 6 : Students are asked to describe the and healthy lifestyle.
involvement of various system in maintaining optimal Cooperation /
Internal environment using bubble map Appreciating the contributions of
- Students are asked to do presentation and other science & technology.
students/ groups give comment Showing gratitude towards God’s /
creation.
6. Conclusion Ikram
Teachers/ Students make conclusion SCIENCE PROCESS SKILLS

Written Exercise /
22 Quiz
/ Reference book/ Model/Pictures/ Chart Presentation /
Workbook Others:
Hand-outs / Others:
Photostated exercises

Tahap 1 / Tahap 4
Tahap 2 Tahap 5
Tahap 3 Tahap 6
All students can draw and label Amoeba sp correctly

SMK JALAN ARANG
DATE: 13 th Jan 2020 DAY : MONDAY CLASS : 4 ELEKTRON TIME: 0800 - 0900
LEARNING
CONTENT 2.4 Levels of organisation Problem Based learning
2.4.1 Make a sequence of levels of organisation Entry card / Exit Card
2.4.2 Identify cells, tissues, organ and system Gallery Walk
in multicellular organisms. Games - TARSIA
2.4.3 Communicate about organ systems x Stay, y Stray
Group Prensentation /
1. Produce bubble map to list down the levels of Traffic Light /
organisation using mini whiteboard.
SUCCESS
2. Produce bubble map to describe cell , tissues and organs
CRITERIA (KK) THINKING MAPS
using mini whiteboard
Circle Map
3. Produce tninking map to describe the organ system by
Bubble Map /
referring to textbook / reference books
Double Bubble Map
Tree Map
Brace Map
Flow Map
1. Set Induction Multi Flow Map
Teacher shows a video clip about human system Bridge Map
Teacher will ask a few questions related to organ

system to stimulate/ trigger off the thinking of HIGHER ORDER THINKING SKILLS (HOTS)
students Remembering /
2. Exploration Understanding /
- Student are divided into 6 groups Applying /
Analysing /
Evaluating /
- Group 1 & 2 : Students are asked to produce bubble
Creating
map to describe cell organisation involving tissues,
organ and systems. CROSS CURRICULAR ELEMENTS (EMK)
- Group 3 & 4 : Students are asked to explain the English /
meaning and importance of organ system. Patriotrism
- Group 5 & 6 : Students are asked to describe the Creativity and Innovation /
ACTIVITIES involvement of various system in maintaining optimal Information and Communication
Internal environment using bubble map Technology
- Students are asked to do presentation and other Science and Technology /
students/ groups give comment
SCIENTIFIC ATTITUDE AND VALUES
3. Conclusion Interest and inquisitiveness
towards environment
Open-mindedness
Teachers/ Students make conclusion
Systematic, confident and ethical /
The understanding that science is
nature.
Appreciating and practising clean
Cooperation /
TEACHING AIDS Showing gratitude towards God’s /
creation.
/ Text Book on Page: Subject Module Ikram
22
/ Reference book/ Model/Pictures/ Chart SCIENCE PROCESS SKILLS
Workbook Differentiating / Observing /
Hand-outs / Others: Collecting / Predicting
Photostated exercises Classsifying / Evaluating
Written Exercise /
Oral /
Quiz
Presentation /
Others:

Tahap 1 / Tahap 4
Tahap 2 Tahap 5
Tahap 3 Tahap 6
All students are able to describe organ system of organisms

SMK JALAN ARANG
DATE: 13 th Jan 2020 DAY : MONDAY CLASS : 4 ATOM TIME: 1050 - 1150
LEARNING
CONTENT 2.4 Levels of organisation Problem Based learning
2.4.1 Make a sequence of levels of organisation Entry card / Exit Card
2.4.2 Identify cells, tissues, organ and system Gallery Walk
in multicellular organisms. Games - TARSIA
2.4.3 Communicate about organ systems x Stay, y Stray
Group Prensentation /
1. Produce bubble map to list down the levels of Traffic Light /
organisation using mini whiteboard.
SUCCESS
2. Produce bubble map to describe cell , tissues and organs
CRITERIA (KK) THINKING MAPS
using mini whiteboard
Circle Map
3. Produce tninking map to describe the organ system by
Bubble Map /
referring to textbook / reference books
Double Bubble Map
Tree Map
Brace Map
Flow Map
1. Set Induction Multi Flow Map
Teacher shows a video clip about human system Bridge Map
Teacher will ask a few questions related to organ

system to stimulate/ trigger off the thinking of HIGHER ORDER THINKING SKILLS (HOTS)
students Remembering /
2. Exploration Understanding /
- Student are divided into 6 groups Applying /
Analysing /
Evaluating /
- Group 1 & 2 : Students are asked to produce bubble
Creating
map to describe cell organisation involving tissues,
organ and systems. CROSS CURRICULAR ELEMENTS (EMK)
- Group 3 & 4 : Students are asked to explain the English /
meaning and importance of organ system. Patriotrism
- Group 5 & 6 : Students are asked to describe the Creativity and Innovation /
ACTIVITIES involvement of various system in maintaining optimal Information and Communication
Internal environment using bubble map Technology
- Students are asked to do presentation and other Science and Technology /
students/ groups give comment
SCIENTIFIC ATTITUDE AND VALUES
3. Conclusion Interest and inquisitiveness
towards environment
Open-mindedness
Teachers/ Students make conclusion
Systematic, confident and ethical /
The understanding that science is
nature.
Cooperation /
TEACHING AIDS Showing gratitude towards God’s /
creation.
/ Text Book on Page: Subject Module Ikram
22
/ Reference book/ Model/Pictures/ Chart SCIENCE PROCESS SKILLS
Workbook Differentiating / Observing /
Hand-outs / Others: Collecting / Predicting
Photostated exercises Classsifying / Evaluating
Written Exercise /
Oral /
Quiz
Presentation /
Others:

Tahap 1 / Tahap 4
Tahap 2 Tahap 5
Tahap 3 Tahap 6
All students are able to describe organ system of organisms

SMK JALAN ARANG
DATE: 23rd Jan 2019 DAY : WEDNESDAY CLASS : 4E TIME: 0700-0820
LEARNING
AREA/ THEME 2.0 MOVEMENT OF SUBSTANCES ACROSS PLASMA TEACHING AND LEARNING STRATEGIES
MEMBRANE Inquiry Based learning /
Problem Based learning
TOPIC 2.1 Analysing the movement of substances across the Application of Technology
plasma membrane
LEARNING At the end of lesson, student will be able to : 21st Century Teaching & Learning (PAK 21)
OBJECTIVE (OP) Entry card / Exit Card
2.1.1 State the substances that are required by cells Gallery Walk
2.1.2 State the subtances to be eliminated from cells Games - TARSIA
2.1.3 Describe the structure of plasma membrane x Stay, y Stray
Students can : Group Prensentation /
1. Produce bubble map to list down substances that are Role Play
required by cells using mini whiteboard Traffic Light /
2. Produce bubble map to list down substances to be
eliminated by cells using mini whiteboard
THINKING MAPS
3. Drawing and labelling the diagram of plasma
SUCCESS Circle Map
membrane on a piece of mahjong paper.
CRITERIA (KK) Bubble Map /
4. Produce thinking map to list down characteristics of
Double Bubble Map
plasma membrane using mini whiteboard. Tree Map
5. Produce tninking map to explain the structure of Brace Map
plasma membrane by referring to textbook / reference Flow Map
books Multi Flow Map
6. Produce bubble map to list down the characteristics of Bridge Map
plasma membrane.
HIGHER ORDER THINKING SKILLS (HOTS)

1. Set Induction Remembering /
Teacher shows the diagram of plasma Understanding /
membrane Applying /
Analysing /
Teacher will ask a few questions related to plasma
Evaluating /
membrane to stimulate/ trigger off the thinking of
Creating
students
2. Exploration CROSS CURRICULAR ELEMENTS (EMK)
- Student are divided into 6 groups English /
(6 persons in a group) Patriotrism
- Group 1 : Students are asked to produce bubble map Creativity and Innovation /
to list down substances that are required by cells Information and Communication
(referred to textbook or reference books) Technology
to list down substances to be eliminated from cells
- Group 3: Students are asked to draw and label the SCIENTIFIC ATTITUDE AND VALUES
diagram of plasma membrane on mahjong paper. Interest and inquisitiveness
ACTIVITIES towards environment
Open-mindedness
map to explain the structure of plasma membrane
By referring to textbook or reference books recording & verification
- Group 6 : Students are asked to list down Systematic, confident and ethical /
characteristics of plasma membrane using bubble map The understanding that science is
- Students are asked to do presentation and other one of the ways to understand /
students/ groups give comment nature.
3. Conclusion and healthy lifestyle.
Cooperation /
Teachers/ Students make conclusion Appreciating the contributions of
creation.
Ikram


/ Text Book on Page: Subject Module Written Exercise
43 Oral /
/ Reference book/ Model/Pictures/ Chart Quiz
Workbook Presentation /
Hand-outs / Others: Others:
Mini whiteboard
Learning objectives achieved.

RPH Bio F4 Jan 2020

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SMK JALAN ARANGDAILY LESSON PLAN; SUBJECT : BIOLOGY

1. Set Induction HIGHER ORDER THINKING SKILLS (HOTS)

SCIENCE PROCESS SKILLS

All students can list down careers related to Biology

Learning objectives achieved.

TEACHING AIDS SCIENCE PROCESS SKILLS

ASSESSMENT AND EVALUATION

PENTAKSIRAN BILIK DARJAH (PBD)

Teachers/ Students make conclusion SCIENCE PROCESS SKILLS

PENTAKSIRAN BILIK DARJAH (PBD)

All students can draw and label Amoeba sp correctly

Teachers/ Students make conclusion SCIENCE PROCESS SKILLS

PENTAKSIRAN BILIK DARJAH (PBD)

All students can draw and label Amoeba sp correctly

Teacher will ask a few questions related to organ

PENTAKSIRAN BILIK DARJAH (PBD)

All students are able to describe organ system of organisms

Teacher will ask a few questions related to organ

PENTAKSIRAN BILIK DARJAH (PBD)

All students are able to describe organ system of organisms

HIGHER ORDER THINKING SKILLS (HOTS)

SCIENCE PROCESS SKILLS

TEACHING AIDS ASSESSMENT AND EVALUATION

Learning objectives achieved.

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