RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5

RANCANGAN MENGAJAR 2011

BIOLOGI TINGKATAN 5

THEME: PHYSIOLOGY OF LIVING THINGS

LEARNING AREA: 1.0 TRANSPORT
Wee Learning Volume of
Date Learning Outcomes Content
k Objectives homework
1 2- 1.1 A student is able to: Carry out activities to identify the problem 10 objective
6/1/2011 Understanding - identify the problem that could be that could be faced by multicellular question
the importance faced by multicellular organisms in organisms and explain how the problem is 2 structure
of having a obtaining their cellular requirements overcome in multicellular organisms item
transport system and getting rid of their waste ascompared to unicellular organisms
in some products
multicellular - suggest how the problem is
organisms overcome in multicellular
organisms.

2 9- 1.2 Synthesising A student is able to: Read text materials and view computer 10 objective
13/1/201 the concept of -state what a circulatory system is, simulations on circulatory system and question
1 circulatory -state the three components of discussion. 2 structure
system circulatory system in humans and item
animals, Use schematic diagrams to compare the
-state the medium of transport in circulatory system in the following: humans,
humans and animals, fish and amphibians.
-state the composition of human
blood, Visualise and draw concept maps on the
-explain the function of blood and circulatory system in humans.
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 systems in the following:
humans, fish and
 RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5
amphibians,
-conceptualise the circulatory
system in humans.

3 16- 1.3 A student is able to: Use a schematic diagram to 10 objective

20/1/2011 Understanding -explain the necessity for blood illustrate the mechanism of blood clotting. question
the mechanism clotting at the site of damaged 2 structure
of blood clotting blood vessels Predict the consequences of blood clotting item
-explain the mechanism of blood related problems such as haemophilia or
clotting, thrombosis.
-predict the consequences of
impaired blood clotting mechanism
in an individual.

4 23- 1.4 Synthesising A student is able to: Draw a schematic diagram on the 10 objective
27/1/201 the concept of -describe the formation of formation of interstitial fluid and lymph, question
1 lymphatic interstitial fluid, 2 structure
system -state the composition of interstitial Discuss the following: item
fluid, a) the structure of the lymphatic system,
-state the importance of interstitial b) the flow of lymph,
fluid, c) the role of the lymphatic system
-describe the fate of interstitial in transport.
fluid,
-describe the structure of the Use a graphic organiser to compare the
lymphatic system, content of blood, interstitial fluid and lymph.
-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.
5 30/1- 1.5 A student is able to: Discuss the necessity for a body defence 10 objective
3/2/2011 Understanding -state another function of the mechanism in humans. question
the role of the circulatory system besides 2 structure
circulatory transport, Gather information and discuss the item
 RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5

system in body -identify the three lines of defence body’s defence mechanism with reference
defence mechanism of the body, to:
mechanism -describe the process of a) first line of defence,
phagocytosis, b) second line of defence
-state the meaning of antigen and c) third line of defence
antibody,
-state the meaning of immunity and
immunisation,
-relate antigen and antibody to
immunity,
-name and give examples of
various types 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).

6-
6 10/2/201 TOV SPM
1
7 13- 1.6 Appreciating A student is able to: Research and discuss nuitrition and lifestyle
17/2/2011 a healthy -select and practise suitable ways which can lead to a healthy cardiovascular
cardiovascular to maintain a healthy system. Then select ways that are suitable
system cardiovascular system. and practice them.

1.7 A student is able to: Discuss the following: 10 objective

Understanding - state the necessity for transport of a) the necessity for transport of substances question
the transport of substances in plants, in plants, 2 structure
substances in -identify the vascular tissue in b) the problem that could be faced by item
plants stem, root and leaf, plants in transporting substances and how
- state the role of vascular tissue in it is overcome in plants.
the transport of substances,
-describe the structure of vascular
tissue,
-relate the structure of xylem to
transport,
-relate the structure of phloem to
 RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5
transport,
-predict the effect of removing a
ring of phloem tissue from a plant.

8 20- 1.8 Synthesising A student is able to: Discuss and draw a concept map of the 10 objective
24/2/2011 the concept of -state what translocation is, movement of water in plants in terms of question
transport of -explain the importance of the following: osmosis, transpiration pull, 2 structure
substances in translocation in plants, cohesion and adhesion of water, opening item
plants -describe the process of and closing of stomata, root pressure.
transpiration,
-explain the importance of
transpiration,
-describe the pathway of water
from the soil to the leaves,
-state 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.
LEARNING AREA: 2.0 LOCOMOTION AND SUPPORT
Wee Learning Volume of
Date Learning Outcomes Content
k Objectives homework
9 27/2-3/3/ 2.1 Understanding A student is able to: Study a model of human skeleton to 10 objective
support and -explain the necessity for support identify the following: question
locomotion in and locomotion in humans and a) axial skeleton consisting of the skull, 2 structure
humans and animals, cervical vertebrae, thoracic vertebrae, item
animals -describe problems that could be lumbar vertebrae, sacrum, coccyx, sternum
faced by humans and animals in and ribs,
support and locomotion,
-explain how problems in support b) appendicular skeleton consisting of the
and locomotion are overcome in scapula, clavicle, humerus, ulna, radius,
humans and animals, pelvic girdle, femur, tibia and fibula.
 RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5

-name the bones that make up the

axial skeleton and appendicular Draw and label a simple diagram of an arm
skeleton of the to show the arrangement ofbones, skeletal
human body, muscles and tendons.
-label the bones, the skeletal muscles
and tendons in a diagram of the arm, Observe and discuss the mechanism of
-explain how movement is about in a locomotion in an earthworm, grasshopper,
limb, fish or bird.
-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.
10 6-10/3 2.2 Appreciating A student is able to: Discuss and share ways of caring for the 10 objective
a Healthy -practise ways to care for the musculoskeletal system such as: question
musculo-skeletal musculoskeletal system. a) following a balanced diet, 2 structure
system b) having a good posture, item
c) using of proper attire for daily activities,
d) taking appropriate precautions during
vigorous activities,
e) practising correct and safe exercise
techniques.
2.3 A student is able to: Discuss the following:
Understanding -explain the necessity for support in a) the necessity for support in plants,
support in plants, b) what could be the support related
plants -explain how support is achieved in problems faced by:
aquatic plants, i. aquatic plants,
-explain how support in terrestrial ii. terrestrial plants.
plants are achieved through tissue c) how is support achieved in aquatic and
modifications. terrestrial plants.
13-17/3 CUTI PERTENGAHAN PENGGAL I

LEARNING AREA: 3.0 COORDINATION AND RESPONSE

Wee Learning Volume of
Date Learning Outcomes Content
k Objectives homework
 RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5

11 20-24/3/ 3.1 A student is able to: View computer simulations on the 10 objective
Understanding -list the changes in external and pathways in detecting and responding to question
response and internal environment faced by an external and internal stimuli in humans and 2 structure
coordination organism, animals and draw schematic diagrams item
-state why organisms have to be involving the main components.
sensitive to changes in internal and
external environment, Discuss what is meant by ‘coordination’.
-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’.
12 27-31/3/ 3.2 Analysing A student is able to: Draw a diagram to show the organisation of 10 objective
the role of -state the role of nervous system, the nervous system. View graphics of the question
human nervous -draw and label a diagram to show brain and label the main parts of the brain, 2 structure
system the organisation of the nervous and state their respective function(s). item
system,
-name the main parts of the brain Draw and label diagram of a cross section
and state their functions, of the spinal cord. Discuss the main
-draw and label a diagram of a functions of the spinal cord.
cross section of the spinal cord,
-state the main functions of the Draw and label the structure of the efferent
spinal cord, neurone (nucleus, cell body, cytoplasm,
label the structure of an efferent dendrites, axon, synaptic dendrites, myelin
neurone, sheath).
-identify the type of the neurone from
diagrams given, Identify and discuss the function of the
-state the function of each type of three types of neurone.
neurone,
-state the mode of transmission of
information along the neurone,
-describe briefly the pathway of

transmission of information from
receptors to effectors,
13 3-7/3/ -draw and label a simple diagram of a
synapse,
-describe the transmission of
nformation across synapses,
-state the role of the synapse in
transmission,
-give examples of voluntary action,
-give examples of involuntary 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,
-give examples of nervous system
related diseases.
14 10-14/4/ 3.3 Analysing A student is able to:
the role of -state what a hormone is,
hormones in -state what the endocrine system
humans is,
-state why the endocrine system is
necessary,
-state physiological processes not
directly regulated by the nervous
RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5
View computer animations on the 10 objective
transmission of information in the form of question
electrical signals. 2 structure
Discuss the mode of transmissionof item
information along the neurone.
Draw a schematic diagram to show the
pathway of transmission of Information.
Discuss voluntary action and involuntary
action with examples
Carry out group activity to label the main 10 objective
glands of the endocrine system. question
2 structure
Name the main hormones produced by item
each endocrine gland. Match the hormones
with their
functions in the following physiological
processes:
 RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5

system, (a) reproduction,

descibe how the endocrine system (b) growth,
complements the nervous system, (c) homeostasis.
-label the main glands of the
endocrine system, Discuss how secretion of a hormone can be
-name the main hormones regulated by:
produced by each endocrine gland, a) another hormone, e.g. thyroid
-state the functions of the hormones stimulating hormone (TSH),
involved in some physiological b) level of certain substances, e.g. glucose,
processes, c) nervous system.
-describe briefly how secretion of
hormone is regulated,
-describe briefly coordination involving
both the nervous system and
endocrine system, in a “fight or flight”
situation,
-state the effects of hormonal
imbalance,
state the use of hormone in medicine.
15 17-21/4/ 3.4 Synthesising A student is able to: Discuss the following : 10 objective
the concept of -explain the necessity to maintain an a) physical factors – body temperature and question
homeostasis in optimal physical and chemical blood 2 structure
humans condition in the internal environment, pressure, item
-state the meaning of homeostasis, b) chemical factors in the blood - partial
-design an experiment to study the pressure of oxygen and of carbon dioxide,
effect of different quantities of water osmotic pressure, and sugar level,
intake on urine output, c) the necessity to maintain an optimal
-relate changes in blood osmotic physical and chemical condition in the
pressure to urine output, internal
-describe the formation of urine, environment.
-relate the formation of urine to d) the meaning of homeostasis
excretion,
-describe briefly the mechanism of View computer simulations and draw a
osmoregulation, schematic diagram on the process of urine
-predict the consequences of impaired formation and
kidney function, discuss the following processes:
-describe the regulation of blood sugar a) ultrafiltration,
level, b) reabsorption,
-describe the regulation of body c) secretion.
temperature,
 RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5

-conceptualise homeostasis. Draw a schematic diagram on the action of

antidiuretic hormone (ADH), and discuss
the following:
a) the process of osmoregulation
by the kidneys,
b) negative feedback control in
osmoregulation.
16 24-28/4/ 3.5 Practising a A student is able to: Show pictures of drug addicts and 10 objective
healthy lifestyle -describe effects of drug and alcoholics, then discuss drug and alcohol question
alcohol abuse on humans, abuse. 2 structure
-explain the factors that can lead to item
drug and alcohol abuse,
-practise a healthy lifestyle.
3.6 A student is able to: Research and report on:
Understanding -state what plant hormones are, a) the meaning of plant hormone,
plant hormones -give some examples of plant b) plant hormones e.g. auxins, ethylene,
hormones, c) effect of auxins based on scientific
-infer the effects of auxins on findings on phototropism,
growth responses, d) role of auxins in phototropism and
-explain the role of auxins in geotropism,
tropism, e) the use of hormones in agriculture.
-state the use of hormones in
agriculture.
LEARNING AREA: 4.0 REPRODUCTION AND GROWTH
Wee Learning Volume of
Date Learning Outcomes Content
k Objectives homework
17 1-5/5/ 4.1 Analysing A student is able to: Discuss the following about reproduction: 10 objective
Gamete -explain the necessity for organisms to a) the necessity to reproduce, question
formation reproduce, b) the two types of reproduction, 2 structure
-state types of reproduction, c) the necessity for formation of gametes, item
-explain the necessity for formation of
gametes, Study diagrams of the stages in
-describe formation of sperm in a) The formation of a sperm and an ovum.
humans, b) Compare the formation of a sperm with
-describe formation of ovum in that of an ovum.
humans,
-compare the formation of sperm with
that of ovum.

18 8-12/5/ OTI 1 SPM
19 15-19/5/ 4.2 Analysing A student is able to:
the role Of -state what menstruation is,
hormones in the -relate menstruation to menstrual
menstrual cycle cycle,
-state the importance of the
menstrual cycle,
-state the hormones involved in the
menstrual cycle,
-explain the role of hormones in
regulating the menstrual cycle,
-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,
-state what premenstrual syndrome
(PMS) is,
-state what menopause is.
27/5/-11/6/ CUTI PERTENGAHAN TAHUN
20 22-26/5/ 4.3 A student is able to:
Understanding -describe what fertilisation is,
the early -describe in simple terms the early
development of development of a zygote,
a zygote in -name the two main stages in the
humans development of a zygote in
preparation for implantation,
-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 A student is able to:
the contribution -explain the contribution of science
RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5
Discuss the following: 10 objective
a) what menstruation is, question
b) the relation between menstruation and 2 structure
menstrual cycle, item
c) the importance of the menstrual cycle,
d) hormones involved in the menstrual
cycle,
Study and interpret graphs on hormonal
levels during the menstrual cycle.
Study diagrams, and discuss the effect of
hormonal levels
Use diagram and computer simulations to 10 objective
discuss the following: question
a) the formation of zygote, 2 structure item
b) the early development of a zygote as the
formation of a ball of cells which becomes
implanted in the wall of the uterus,
c) identify morula and blastocyst from the
diagrams given,
d) formation of identical twins, fraternal
twins and Siamese twins.
Illustrate how identical and fraternal twins
are formed, and give some differences
between them.
Research and report on:
a) family planning,
 RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5

of science and and technology to human b) sperm bank,

technology to reproduction, c) artificial insemination,
human -explain some moral issues related to d) in vitro fertilisation,
reproduction the application of science and e) surrogate mother,
technology to human reproduction, f) sexually transmitted diseases.
-what sexually transmitted diseases
are,
-give examples of sexually transmitted
diseases.
21 12/-16/6/ 4.5 Synthesising A student is able to: Draw diagrams to show the stages in the 10 objective
the concept of -identify male and female structures in formation of: question
Sexual a flower, a) pollen grains from pollen mother cell, 2 structure item
reproduction in -describe the formation of pollen b) embryo sac from embryo sac mother
flowering plants grains, cell.
-describe the formation of the embryo
sac in the ovule, Describe briefly what happens at each
-describe the formation of pollen tube, stage in both a) and b).
-describe the formation of zygote,
-describe the formation of triploid Discuss and draw a concept map of double
nucleus, fertilisation in flowering plants.
-conceptualise double fertilisation,
-relate the structure of a fruit to the Discuss the importance of double
flower parts, fertilisation for the survival of flowering
-explain the importance of double plants.
fertilisation for the survival of
flowering plants.
22 19-23/6/ 4.6 A student is able to: Study diagrams or prepared slides to identify
Understanding -explain briefly the necessity for the growth zones at root tip and shoot tip.
growth in growth in organisms,
multicellular -explain what growth is,
organisms
4.7 Understanding A student is able to: Study and interpret the data on growth in 10 objective
the growth curve -identify the parameters used in the humans and discuss the following: question
measurement of growth, a) the shape of growth curve, 2 structure item
-describe the sigmoid growth curve of b) phases of growth,
an organism, c) the relationship between the phases of
-relate the shape of the growth curve growth and the growth curve.
to the growth phases of an organism,
-explain the shape of the growth curve Study and interpret a growth curve of an
of an insect. insect and relate the shape of the curve to
 RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5

its growth.
4.8 Understanding A student is able to: Discuss the types of growth in plants. 10 objective
primary and -state the types of growth in plants, question
secondary growth -state what primary and secondary Conduct a field study to identify plants that 2 structure item
in plants growth are, undergo primary and secondary growth.
-name the tissue involved in primary
and secondary growth,
-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 contrast plants that
undergo secondary growth with
plants that do not undergo
secondary growth,
-state the economic importance of
plants that undergo secondary
growth.
THEME: VARIATION AND INHERITANCE
LEARNING AREA: 1.0 INHERITANCE
Wee Learning Volume of
Date Learning Outcomes Content
k Objectives homework
23 26-30/6/ 1.1 Synthesising A student is able to: Study diagrams showing the results of 10 objective
the concept of -state what is meant by inheritance, Mendel’s monohybrid cross experiment, question
inheritance based -differentiate traits from characters, then discuss the 2 structure item
on Mendel’s -identify characters and traits in following:
experiment Mendel’s experiments, a) characters and traits in Mendel’
-state that there is a hereditary factor experiments,
that determines a particular character, b) there is a heriditary factor that
-identify dominant and recessive determines a particular character,
traits, c) dominant traits and recessive traits,
-explain genes and alleles, d)genes and alleles,
-explain dominant alleles and e) dominant alleles and recessive alleles,
recessive alleles,
-state the meaning of phenotype, Discuss Mendel’s First Law as The Law of

-state the meaning of genotype,
-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 genotypic 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 ‘dihybird
inheritance’,
-conceptualise Mendel’s Second Law.
24 3-7/7/ 1.2 Understanding A student is able to:
inheritance -state the blood groups in the ABO
system and Rhesus factor in humans,
-explain the inheritance of ABO blood
group in humans,
-differentiate autosomes from sex
chromosomes,
-identify the different human
karyotypes,
-explain sex determination in
off-springs,
-explain sex-linked inheritance using
examples.
-describe hereditary disease,
RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5
Segregation.
Study diagrams showing the results of
Mendel’s dihybrid cross experiment, then
discuss the
following:
a) meaning of ‘dihybrid inheritance’,
b) the importance of meiosis in terms of
independent assortment of chromosomes.
Discuss Mendel’s Second Law as The Law of
Independent Assortment.
Discuss: 10 objective
a) blood groups and Rhesus factor (Rh question
factor), 2 structure item
b) inheritance of ABO blood group in
humans.
Examine a drawing of a micrograph of
human chromosomes and:
a) determine the number of chromosomes,
b) arrange the homologous pairs based on
the location of the centromere and size of
chromosome,
c) identify autosomes and sex
chromosomes.
Compare the karyotypes of a normal
human being with that of a person with
Down’s syndrome.
Draw a schematic diagram to show the
following:
a) sex determination in off-springs,
b) sex-linked inheritance of haemophilia
and colour blindness.
Gather information and discuss:
 RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5

a) hereditary disease such as thalassaemia

25 10-14/7/ 1.3 Understanding A student is able to: Draw a schematic diagram and relate how 10 objective
genes and -state the unit of inheritance, a trait is manifested from the basic unit of question
chromosomes -state the location of genes, inheritance in terms of: 2 structure item
-describe the structure of a) chromosome to DNA
deoxyribonucleic acid (DNA), b) DNA to gene,
-describe in simple terms the c) gene to protein,
manifestation of a trait of an organism d) protein to the trait of an organism.
from the basic unit of
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.
LEARNING AREA: 2.0 VARIATION
Wee Learning Volume of
Date Learning Outcomes Content
k Objectives homework
26 17-21/7/ 2.1 Understanding A student is able to: Discuss the importance of variation in 10 objective
variation in -state the importance of variation in organisms. question
organisms organisms, 2 structure item
-give examples of variation in humans, Conduct an activity to investigate variation
-state the types of variation, in humans and present the data
-compare continuous variation with graphically.
discontinuous variation. Discuss continuous and discontinuous
variation based on the graphs.
Compare continuous variation with
discontinuous variation.
27 24-28/7/ 2.2 Understanding A student is able to: Discuss the cause of variation in terms of: 10 objective
the causes of -state the factors causing variation, a) genetic factors, question
variation -explain the effects of genetic factors b) environmental factors. 2 structure item
on variation,
-explain the effects of environmental Discuss the effects of genetic factor on
factors on variation, variation.
-explain the effects of the interaction
between genetic factors and Discuss the following:
environmental factors on variation, a) chromosomal mutation,
-explain mutation, b) gene mutation.
 RANCANGAN PENGAJARAN TAHUNAN BIOLOGI TINGKATAN 5

-explain the importance of variation in

the survival of a species. Discuss examples of mutation and
mutagens.

Discuss the importance of variation in the

survival of a species.

2.3 Be respectful A student is able to: Conduct a sketch to show respect for all
towards one -accept that people are different, God’s creation.
another despite -respect each other.
variation
28 31/7/-4/8/ ULANGKAJI

29 7-25/8/ OTI 2 SPM (PERCUBAAN)

14/8/-
30-42
17/11/ ULANGKAJI