KOSM FORM 5 - PPK (Compatibility Mode)

KEMENTERIAN PELAJARAN MALAYSIA
KOSM 2006
FORM 5
BIOLOGY
1
BIOLOGY FORM 5
OVERVIEW OF THE
CURRICULUM
SPECIFICATIONS
2
AIMS
To provide students with the knowledge
& skills in S&T and enable them to
solve problems and make decisions in
everyday life based on scientific
attitudes and noble values,
AND
To develop a concerned, dynamic and
progressive society with a S&T culture
that values nature and works towards
the preservation and conservation of the
environment.
3
OBJECTIVES
1. Acquire knowledge in S&T in the context of
natural phenomena and everyday life
experiences.
2. Understand developments in the field of
Science & Technology.
3. Acquire scientific and thinking skills.
4. Apply knowledge and skills in a creative and
critical manner for problem solving and
decision making.
5. Face challenges in the scientific and
technological world and be willing to contribute
towards the development of S&T.
6. Evaluate S&T- related information wisely and
effectively.
4
OBJECTIVES
7. Practise and internalise scientific attitudes and

good moral values.
8. Realise the importance of inter-dependence
among living things and the management of
nature for survival of mankind.
9. Appreciate the contributions of S&T towards
national development and the well-being of
mankind.
10. Realise that scientific discoveries are the result
of human endeavour to the best of his or her
intellectual and mental capabilities to
understand natural phenomena for the
betterment of mankind.
5
Objectives
11. Create awareness on the need to love and
care for the environment and play an
active role in its preservation and
conservation.
6
Emphasis Of The Curriculum
The curriculum emphasises the

integration of knowledge, skills
and values through inquiry-
discovery and problem solving.
7
Learning through
experiences
Students are encouraged to
find information, to question
and to investigate
8
Learning through
discovery
Students are encouraged to
investigate and discover the main
concepts and principles of science
by themselves
9
Learning through
problem solving
Students define problem and
analyse the problem to identify
possible solutions. Students select
the most viable solution,
implement and evaluate its
effectiveness
10
ELEMENTS IN THE CURRICULUM
Knowledge
Thinking Skills
Scientific Skills
Scientific Attitudes and Noble Values
11
Knowledge
Principles
Theories
Concepts
Laws
Facts
12
THINKING SKILLS
… acquiring the tools to utilise knowledge and solve
problems
Critical Thinking - the ability to evaluate an idea
Creative Thinking - generate and produce ideas
Reasoning - used in making logical, just and rational
judgements
Thinking Strategy
Creative Skills Critical Skills
Conceptualise, Make Decision, Solve Problems

13
Thinking Skills
THINKING SKILLS
CRITICAL CREATIVE
Attributing Generating ideas
Comparing & Relating
Contrasting Making inferences
Grouping & Predicting
Classifying Making hypotheses
REASONING
Sequencing Synthesising
Prioritising Making
Analysing generalisations
Detecting bias Visualising
Evaluating Making analogies
Making conclusions Inventing
THINKING STRATEGIES
*Conceptualising *Making decisions *Problem solving14
SCIENTIFIC SKILLS
Science emphasises inquiry and problem

solving processes.
Scientific skills and thinking skills are
utilised.
Scientific skills are important in any
scientific investigation.
Examples of scientific investigation such
as conducting experiments and carrying
out projects.
15
SCIENTIFIC SKILLS
Science process skills enable students to
formulate their questions and find out the
answers systematically.
Basic Science Integrated Science

Process Skills Process Skills
• Observing • Using Space-Time Relationship

• Classifying • Interpreting Data
• Measuring and Using • Defining Operationally
Numbers • Controlling Variables
• Inferring • Hypothesising
• Predicting • Experimenting
• Communicating 16
SCIENTIFIC SKILLS
Manipulative skills in scientific investigation are

psychomotor skills that enable students to:
• use and handle science apparatus and
laboratory substances correctly,
• handle specimens correctly and carefully,
• draw specimens, apparatus and laboratory
substances accurately,
• clean science apparatus correctly,
• store science apparatus and laboratory
substances correctly and safely.
Focusing on techniques of operation and aspects of

17
safety
SCIENTIFIC ATTITUDES AND
NOBLE VALUES
• Having an interest and curiosity towards the environment.
• Being honest and accurate in recording and validating data.
• Being diligent and persevering.
• Being responsible about the safety of oneself, others, and
the environment.
• Realising that science is a means to understand nature.
• Appreciating and practising clean and healthy living.
• Appreciating the balance of nature.
• Being respectful and well-mannered.
• Being thankful to God.
• Thinking rationally.
• Being confident and independent. 18
SCIENTIFIC ATTITUDES AND
KEMENTERIAN PELAJARAN MALAYSIA NOBLE VALUES
Noble values and scientific attitudes can be

inculcated through the learning of science.
Through science activities students will develop
an interest and curiosity about their
surroundings. They will learn to be objective and
systematic in carrying out investigations.
Students also learn to be honest and accurate in
recording and validating data. They develop
concern for living things and an awareness of
their responsibility towards the environment.
19
INCULCATING PATRIOTISM
Provides an opportunity for the
development and strengthening of
patriotism among students when they
learn about:
the earth’s resources,
the richness and variety of living things,
the development of S&T.
Students will appreciate the diversity of
natural and human resources of the
country and deepen their love for the
country.
20
CONCLUSION
The Biology Curriculum has been

designed not only to provide
opportunities for students to acquire
science knowledge and skills, develop
thinking skills and thinking strategies, and
to apply this knowledge and skills in
everyday life, but also to inculcate in them
noble values and the spirit of patriotism.
The content and context suggested are
chosen based on their relevance and
appeal to students so that their interest in
the subject is enhanced 21
T & L STRATEGIES
The Biology Curriculum aims at producing

active learners.
Students are given ample opportunities to
engage in scientific investigations through
hands--on activities and experimentations.
hands
The inquiry approach, incorporating
thinking skills, thinking strategies and
thoughtful learning should be emphasised
throughout the teaching-
teaching-learning process.
22
T & L STRATEGIES
Integrate :
Content and Pedagogy in an interesting,
understandable and meaningful way.
23
T & L STRATEGIES
Learning activities should be planned in a

holistic and integrated manner that enables the
achievement of multiple learning outcomes
according to needs and context.
Teachers should avoid employing a teaching

strategy that tries to achieve each learning
outcome separately according to the order
stated in the curriculum specifications.
24
T & L STRATEGIES
Emphasise :
Acquisition and application of knowledge.

Mastering the thinking skills and scientific
skills.
Inculcation of scientific attitudes and
noble values.
25
T & L STRATEGIES
Filled with Activities:

Hands – on, Minds – on, Hearts
Hearts--on
Interesting, challenging and meaningful …
to encourage students to carry out

investigations and explorations in a systematic
and fun way
You can tell students what they need to know

very fast. But they will forget what you tell them
even faster 26
T & L STRATEGIES
Based on ‘hands-
‘hands-on and minds-
minds-on
experience”
I listen……..….I forget
I Look………….I remember
I DO………….. I UNDERSTAND
Hands-on experience creates excitement and

interest.
Students learn best by doing. 27
T & L STRATEGIES
FOCUS
Thoughtful learning and

Optimise learning outcomes
(to deepen learning and retention)
28
T & L STRATEGIES
Thoughtful Learning
A process that helps students acquire
knowledge and master skills that will
help them develop their minds to the
optimum level
29
T & L STRATEGIES
Optimise Learning Outcomes
Use technology as one of the means.

Invite experts to give talks.
Visits and use external resources.
Do Projects.
30
T & L STRATEGIES
Various Teaching and Learning

Approaches
Inquiry and Discovery

Constructivism
Contextual learning
Mastery Learning
Science, Technology and Society.
31
T & L STRATEGIES
Various Teaching and Learning

Methods :
Experiments
Discussions
Simulations
Projects
Visits & Use Of External Resources
Use of Technology
32
T & L STRATEGIES
Changes in culture
1. Reduce teacher’s talking – from 80-90% to
20-30%, do more practical works or activities.
2. Use a lot of graphics in presentation.
3. From teacher and student-centred to
learning-centred (activity-based).
4. Use examples/applications which are relevant
to students knowledge and experiences.
5. Support verbal statements with
actions/writing.
33
ASSESSMENT
“Teachers like to teach,

they rarely like to assess”
Teachers who can assess well

will be better teachers
Effective assessment will

enhance a teacher’s
instructional effectiveness
34
ASSESSMENT
To determine a student’s status

with respect to the knowledge,
skills or attitudes and values
that the teacher attempts to
promote
35
ASSESSMENT
Why Assessment?
• To diagnose students’ strengths and

weaknesses
• To monitor students’ progress
• To determine instructional effectiveness
36
ASSESSMENT
Continuous assessment through
observation and questions
Teachers may observe students during
activities to assess students understanding
as well as the development of skills and
noble values.
Students’ work products such as folios,

models, scrap books and presentations can
also be used as indicators.
Teachers may also question individual 37

students to assess their understanding.
ASSESSMENT
Answers: What, How, Why, and When
Do the students know:

• what they have to do,
• how to do,
• why they are doing it, and
• when they have done it?
38
Content Organisation
THEME: PHYSIOLOGY OF LIVING THINGS
LEARNING AREA: 4.0 REPRODUCTION AND GROWTH
Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
4.3 Use diagram and A student is able to:
Understanding computer simulations to describe what
the early discuss the following: fertilisation is, fertilisation
development a) the formation of describe in simple
zygote, Only a – persenyawaan
of a zygote in terms the early simple
humans b) the early development of a
development of a account
zygote, is
zygote as the
name the two main required.
formation of a ball
of cells which stages in the
becomes development of a identical twins
implanted in the zygote in – kembar seiras
wall of the uterus, preparation for
c) identify morula and implantation,
fraternal twins
blastocyst from the describe the
formation of twins, – kembar tak

diagrams given,
d) formation of compare identical
seiras
identical twins, twins with fraternal
fraternal twins and twins, implantation
39
Siamese twins. – penempelan
Content Organisation
Theme
Learning Area
Learning Objectives
Suggested Learning Activities
Learning Outcomes
Notes
Vocabulary
40
Content Organisation:
KEMENTERIAN PELAJARAN MALAYSIA Theme and Learning Area
Each theme consists of various

learning areas.
In Form 5 Biology Curriculum:

2 themes, and
6 learning areas.
41
KEMENTERIAN PELAJARAN MALAYSIA Theme and Learning Area
Theme: Physiology of Living Things
Learning Areas: 1.Transport,
2. Locomotion and Support,
3. Coordination and Response,
4. Reproduction and Growth.
Theme: Variation and Inheritance

Learning Areas: 1. Inheritance,
2. Variation.
42
KEMENTERIAN PELAJARAN MALAYSIA Learning Objectives
Learning objectives (LO) are specific

statements of the learning outcomes
that students are expected to achieve
Learning objectives define the specific

skills, the key concepts and ideas, or
the specific facts that the student must
learn
43
WORDS/PHRASES USED IN THE LEARNING
OBJECTIVES – BASED ON LEVELS IN THE
COGNITIVE AND AFFECTIVE DOMAINS
COGNITIVE DOMAINS AFFECTIVE DOMAINS
Knowledge to be aware of
Understanding to realise
Application to be appreciative
Analysis to be thankful
Synthesis to love
Evaluation to practise
to internalise
44
45
KEMENTERIAN PELAJARAN MALAYSIA Learning Outcomes
LEARNING OUTCOMES (LOC)
are written …
• based on the hierarchy of the
cognitive and affective domains,
• in the form of measurable behavioural
terms, and organised in order of
complexity.
46
BEHAVIORAL TERMS USED IN THE
LEARNING OUTCOMES:
Explain Illustrate
Identify Make generalisation
Describe Construct
State Give suggestions
Compare and Contrast Classify
Relate Make conclusions
Predict Determine
Deduce Justify
47
AFFECTIVE DOMAINS: SCIENTIFIC
ATTITUDES AND NOBLE VALUES
Learning outcomes related to the affective

domain are explicitly stated where possible.
The inculcation of relevant scientific attitudes

and noble values should be integrated into
every learning activity.
48
KEMENTERIAN PELAJARAN MALAYSIA Suggested Learning Activities
SUGGESTED LEARNING ACTIVITIES (SLA)
provide …
information on the scope and depth of
learning outcomes,
some guidance as to how learning
outcomes can be achieved.
Teachers may modify the suggested activities to suit

their students’ abilities and styles of learning.
Teachers are encouraged to design and use other
innovative and effective learning activities.
49
KEMENTERIAN PELAJARAN MALAYSIA Suggested Learning Activities
WORDS AND PHRASES USED IN THE
SUGGESTED LEARNING ACTIVITIES
Carry out activities Draw and label
Investigate Play games
Examine Simulate
Construct Invite
Observe Make presentations
View Gather information
Discuss Search the Internet
Exhibit Compile materials
Read and interpret Visit
Debate Prepare folio or scrap book
50
KEMENTERIAN PELAJARAN MALAYSIA Notes
NOTES
Give suggestions on materials used

for activities
Precautions to be taken when carrying
out activities
Explanations of difficult technical terms
To clarify further the scope of the
content
51
KEMENTERIAN PELAJARAN MALAYSIA Vocabulary
VOCABULARY
Scientific vocabulary, terminology,
conventions (including symbols, quantities and
units) mentioned in the respective SLA and
Learning Outcomes
52
CURRICULUM SPECIFICATIONS
There are some differences as

compared to the “semakan
semula” version.
53
The End
Thank you
54
WORKSHOP
Study the CS for Biology Form 5.

In groups (9 groups):
1. For each learning area :
Map out the content into concept maps.
Suggest suitable teaching strategies.
Develop questions.
Suggest suitable activities that can be
included in a teaching courseware.
55
PRESENTATION
Group No. Learning Area
1 Transport
2 Locomotion and Support
3 Coordination and Response
4 Reproduction and Growth (LO 1 – 4)
5 Reproduction and Growth (LO 5 – 8)
6 Inheritance
7 Variation
56
KEMENTERIAN PELAJARAN MALAYSIA Concept Map
A concept map is a special form of a

web diagram for exploring knowledge
and gathering and sharing information.
Concept mapping is the strategy

employed to develop a concept map.
57
A concept map consists of nodes or cells that

contain a concept, item or question and links.
The links are labeled and denote direction

with an arrow symbol. The labeled links
explain the relationship between the nodes.
The arrow describes the direction of the

relationship and reads like a sentence.
58
Uses:
Develop an understanding of a body of
knowledge.
Explore new information and relationships.
Access prior knowledge.
Gather new knowledge and information.
Share knowledge and information generated.
Design structures or processes such as written
documents, constructions, web sites, web

search, multimedia presentations.
Problem solving options. 59
Critical Questions:
What is the central word, concept, research

question or problem around which to build
the map?
What are the concepts, items, descriptive

words or telling questions that you can
associate with the concept, topic, research
question or problem?
60
Suggestions:
Use a top down approach, working from general

to specific or use a free association approach by
brainstorming nodes and then develop links and
relationships.
Use different colors and shapes for nodes &
links to identify different types of information.
Use different coloured nodes to identify prior
and new information.
Use a cloud node to identify a question.
Gather information to a question in the question
node.
61
KEMENTERIAN PELAJARAN MALAYSIA Concept Map: an example
1.5 DEFENCE MECHANISM
through
external environment internal environment

as involving circular system
2nd line 3rd line
1st line such as
e.g. immunity immunisation
phogocytosis gives
skin, type
by
mucus,
passive active
tears. white blood cells
known as known as
natural artificial natural artificial

e.g. e.g. e.g.
breast serum vaccination
feeding injection 62
form of
Glossary of Terms Used In
Curriculum Document
1. Define
only a formal statement or
equivalent paraphrase being
required
2. State
implies a concise answer with little
or no supporting argument
3. List
requires a number of points,
generally each of one word, with no
elaboration 63
KEMENTERIAN PELAJARAN MALAYSIA Curriculum Document
4. Explain
may imply reasoning or some reference in
theory, depending on the context
5. Describe
state in words (using diagrams where
appropriate) the main points of the topic.
It is often used with reference either to
particular phenomena of particular
experiments. It should include reference
to observations associated with the
phenomena.
64
KEMENTERIAN PELAJARAN MALAYSIA Curriculum Document
6. Discuss
to give a critical account of the points
involved in the topic.
7. Predict
making a forecast about what will happen
in the future based on prior knowledge
gained through experiences or collected
data.
8. Deduce
produce the required answer not by recall
but by making a logical connection between
other pieces of information. 65
Curriculum Document
9. Suggest
used in two main context, i.e. either to
imply that there is no unique answer or to
imply applying general knowledge to a
‘novel’ situation.
10. Calculate
used when numerical answer is required.
11. Measure
implies that quantity concerned can be
directly obtained from a suitable measuring
instrument.
66
Curriculum Document
12. Experimenting
planning and conducting activities to test
a hypothesis. These activities include
collecting, analysing and interpreting
data.
67

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KEMENTERIAN PELAJARAN MALAYSIA

7. Practise and internalise scientific attitudes and

The curriculum emphasises the

Creative Skills Critical Skills

Conceptualise, Make Decision, Solve Problems

Science emphasises inquiry and problem

Basic Science Integrated Science

• Observing • Using Space-Time Relationship

Manipulative skills in scientific investigation are

Focusing on techniques of operation and aspects of

Noble values and scientific attitudes can be

The Biology Curriculum has been

The Biology Curriculum aims at producing

Learning activities should be planned in a

Teachers should avoid employing a teaching

Acquisition and application of knowledge.

Filled with Activities:

to encourage students to carry out

You can tell students what they need to know

Hands-on experience creates excitement and

Thoughtful learning and

(to deepen learning and retention)

Optimise Learning Outcomes

Use technology as one of the means.

Various Teaching and Learning

Inquiry and Discovery

Various Teaching and Learning

“Teachers like to teach,

Teachers who can assess well

Effective assessment will

To determine a student’s status

• To diagnose students’ strengths and

• To monitor students’ progress

• To determine instructional effectiveness

Students’ work products such as folios,

Teachers may also question individual 37

Answers: What, How, Why, and When

Do the students know:

formation of twins, – kembar tak

Each theme consists of various

In Form 5 Biology Curriculum:

Theme: Variation and Inheritance

Learning objectives (LO) are specific

Learning objectives define the specific

COGNITIVE DOMAINS AFFECTIVE DOMAINS

Learning outcomes related to the affective

The inculcation of relevant scientific attitudes

Teachers may modify the suggested activities to suit

Give suggestions on materials used

There are some differences as

Study the CS for Biology Form 5.

Group No. Learning Area

2 Locomotion and Support

3 Coordination and Response

4 Reproduction and Growth (LO 1 – 4)

5 Reproduction and Growth (LO 5 – 8)

A concept map is a special form of a

Concept mapping is the strategy

A concept map consists of nodes or cells that

The links are labeled and denote direction

The arrow describes the direction of the

Access prior knowledge.