YEARLY LESSON PLAN

BIOLOGY FORM 4
YEAR 2020

WEEK / CONTENT
LEARNING STANDARD NOTE REMARK
DATE STANDARD
THEME 1 : FUNDAMENTALS OF BIOLOGY
Learning Area : 1.0 Introduction to Biology and Laboratory Rules
1 1.1 Fields and Pupils are able to: Suggested activities:
02/01/20 Careers in 1.1.1 State the meaning of biology. Gather information and perform multimedia presentation/ poster about fields
– Biology 1.1.2 List the fields of study in biology, of study in biology (botany, ecology, etc) and development that is related to
03/01/20 careers and development in related the latest fields of biology (biotechnology, nanobiotechnology,
fields. bioinformatics, etc.)
1.1.3 Generate ideas about development in
Cuti Tahun biology fields and contribution of Find information and design poster/ multimedia presentation/ exhibition
Baru technology in biology to humanity. related to the contributions of biologists and the development of technology
(01/01, 1.1.4 Give examples of careers related to the in biology in daily life.
Wed) fields of biology.
Carry out role-playing activities about careers in the latest fields of biology.
2 1.2 Safety and Pupils are able to: Note:
06/01/20 Rules in 1.2.1 Explain self protective equipments and Emphasis is given to the functions of gloves, laboratory coats and shoes,
– Biology their functions. eye wash, surgical masks, hand wash, fume chamber, lamina flow cabinet,
10/01/20 Laboratory 1.2.2 Identify and justify substances that can biology safety cabinet, emergency sprinkler station and others.
be disposed into the sink.
1.2.3 Identify and justify substances that The categories of substances that can be disposed into the sink are:
cannot be disposed into the sink. (i) substances that have pH values between 5 and 9.
1.2.4 Describe methods in managing (ii) liquids or solutions with low concentration and harmless.
biological wastes.
1.2.5 Communicate about steps to manage Categories of substances that cannot be disposed into the sink are:
accidents in a laboratory. (i) solid wastes (chemical substances, glass, rubber).
1.2.6 Conclude safety practices in a Biology (ii) substances that have pH values less than 5 and more than 9.
laboratory. (iii) organic solvents.
(iv) chemical substances (acids, grease, oil, oil paint, hydrogen
peroxide).
(v) toxic substances.
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 (vi) heavy metals.
(vii) organic wastes (microorganisms, carcasses).
(viii) radioactive wastes.
(ix) volatile substances.
(x) reactive substances.

Suggested activity:
Gather information and perform multimedia presentation about biological
wastes and identify the Standard Operating Procedure to manage the waste
substances.

Note:
Emphasis is given to accidents involving the spillage of chemical
substances and mercury*.

Suggested activity:
Find information on steps in managing laboratory accidents that have been
set by agencies:
(i) Malaysian Biosafety and Biosecurity Association (MBBA).
(ii) National Institute for Occupational Safety and Health (NIOSH).

Steps in managing spillage of chemical substances and mercury are:

(i) inform the teacher / laboratory assistant.
(ii) make the spillage area as a prohibited area.
(iii) stop the spillage of chemical substances from spreading using sand
(sprinkle sulphur powder to cover mercury spillage*).
(iv) scoop the chemical substance spillage.
(v) dispose safely.
* Contact the fire department for mercury spillage.

Note:
Discuss the safety in a biology laboratory regarding attire ethics, safety
symbols, laboratory safety rules, emergency aids, fire related safety
regulations, handling of glass items, chemical substances, living specimens
and others.

Discuss the importance of scientific attitudes and noble values when

conducting scientific investigations scientifically.
1.3 Communicating Pupils are able to: Note:
in Biology 1.3.1 Communicate by constructing tables based Titles in a table must consist of manipulated variable and responding
on experimental data. variable with correct units.
Example of a title in a table: Temperature/ °C or Temperature (ºC).
1.3.2 Plot a suitable graph based on the data Numerical values cannot be written as fractions.
from an experiment.
Note:
1.3.3 Sketch biological drawings based on Responding variables are represented by the vertical axis (y-axis) and
observations. manipulated variables are represented by the horizontal axis (x-axis).
Scales on the axes must be uniform.
1.3.4 Identify body planes, sections and Mark reading on the graph with suitable symbols such as the points with
directional terms in organisms. suitable symbols such as ‘x’.
Methods of drawing line graph, bar charts and histograms need to be
discussed.
Title of a graph: “Graph of (responding variable) against (manipulated
variable)”.

Note:
Pupils have prior knowledge about using a light microscope in Form 1.
Characteristics of biological drawings:
(i) large and accurate using a sharp pencil.
(ii) not shaded artistically.
(iii) lines drawn must be clear and not broken.
(iv) with labels (straight label lines without crossing).
(v) with titles.
Plan drawings and detailed drawings need to be discussed.

Note:
Body planes consist of frontal plane, sagittal plane and horizontal plane.
Sections include cross/ transverse section and longitudinal section.
Direction refers to anterior, posterior, superior, inferior, dorsal, ventral and
lateral.
1.4 Scientific Pupils are able to: Note:
Investigation 1.4.1 Design an experiment to solve a problem Acquiring biological knowledge scientifically through systematic investigation
in Biology using scientific investigation methods. is emphasised.
Emphasis is given to science process skills.

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 EXPERIMENT 1.4.1
2.0 CELL BIOLOGY AND ORGANISATION
3 2.1 Cell Structure Pupils are able to: EXPERIMENT 2.1.1
13/01/20 and Function 2.1.1 Prepare microscope slides of animal Note:
– and plant cells. Pupils have prior knowledge about animal and plant cells in Form 1.
17/01/20 2.1.2 Identify the structures of animal and
plant cells based on observations Suggested activity:
through a light microscope. 1. Prepare slides of animal and plant cells.
2.1.3 Analyse the components of animal and 2. Observe, draw and label diagrams of animal and plant cells: plasma
plant cells as seen on micrographs. membrane, cytoplasm, cell wall, vacuole and nucleus observed by
2.1.4 State the main functions of components using a light microscope.
of animal and plant cells as seen on Animal cells: human cheek cells and chicken blood cells. Plant cells: onion
micrographs. epidermal cells, leaf cells of Hydrilla sp., epidermal cells of spider lily, etc.
2.1.5 Compare and contrast components of
animal and plant cells. Gather information and carry out a multimedia presentation about
components in animal and plant cells as seen on micrographs.
(i) cell wall.
(ii) plasma membrane.
(iii) cytoplasm.
(iv) nucleus and nuclear membrane.
(v) mitochondrion.
(vi) rough endoplasmic reticulum.
(vii) smooth endoplasmic reticulum.
(viii) Golgi apparatus.
(ix) lysosome.
(x) ribosome.
(xi) centrioles.
(xii) chloroplast.
(xiii) vacuole.

Construct a graphic organiser/ table to compare and contrast components in

animal and plant cells.
2.2 Living Pupils are able to: Note:
Processes in 2.2.1 Conceptualise living processes in Living processes: respiration, nutrition, movement, reproduction, growth,
Unicellular unicellular organisms such as excretion and response.
Organisms Amoeba sp. and Paramecium sp..
2.2.2 Deduce living processes in unicellular Suggested activity:
organisms as seen through a light Gather and discuss information on living processes in Amoeba sp. and
 microscope. Paramecium sp. by using multimedia presentation.
Conduct an experiment by using a light microscope to study the living
processes in unicellular organisms
4 2.3 Living Pupils are able to: Note: ALK Kurikulum
20/01/20 Processes in 2.3.1 Correlate the uniqueness of specialised Specialised cells: epithelial cell, muscle cell, nerve cell, red blood cell, white PAT 2019
– Multicellular cell structures with their functions in blood cell, sperm cell, mesophyll cell, xylem vessel, sieve tube element, root T1, T2, T4
22/01/20 Organisms multicellular organisms. hair cell and guard cell. (20/1, Mon)
2.3.2 Identify specialised cells in multicellular
organisms. Suggested activity:
2.3.3 Analyse the density of certain organelles Observe prepared slides of animal and plant tissues through a light
with the functions of specialised cells in microscope.
multicellular organisms. Gather information and carry out a multimedia presentation to explain the
2.3.4 Describe the effects of deficiency, importance of cell specialisation in multicellular animals and plants.
Cuti Tahun absence or failure in the function of an
Baru Cina organelle of certain cells in multicellular Note:
(23/1 - 27/1, organisms. The following examples are discussed:
Thu - Mon) (i) density of mitochondrion with its function in sperm cells, muscle
cells and meristematic cells.
(ii) density of chloroplast with its function in palisade mesophyll cells
and spongy mesophyll cells.
(iii) density of rough endoplasmic reticulum and Golgi apparatus with
their functions in pancreatic cells and goblet cells.
(iv) density of smooth endoplasmic reticulum and Golgi apparatus
with their functions in liver cells.

Give examples of effects of deficiency, absence or failure in the function of

organelles such as lysosome, mitochondrion, chloroplast and ribosome in
certain cells.

Suggested activity:
Gather information related to deficiency, absence or failure in the function of
an organelle in multicellular organisms such as:
(i) Tay-Sachs disease.
(ii) mitochondrial dysfunction.
2.4 Levels of Pupils are able to: Note:
Organisation 2.4.1 Make a sequence of levels of Pupils have prior knowledge about the levels of organisation in multicellular

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 in Multicellular organisation in multicellular organisms. organisms in Form 1.
Organisms 2.4.2 Identify cells, tissues or organs in an
organ system. Organ systems involved are respiratory system, digestive system,
2.4.3 Communicate about organ systems in circulatory system, lymphatic system, nervous system, integumentary
multicellular organisms with their main system, endocrine system, skeletal system, muscular system, urinary
functions. system and reproductive system.
3.0 MOVEMENT OF SUBSTANCES ACROSS A PLASMA MEMBRANE
5 3.1 Structure of Pupils are able to: Suggested activity:
28/01/20 Plasma 3.1.1 Justify the necessity of movement of Carry out group discussions and gather information about substances
– Membrane substances across a plasma membrane. required by cells and waste products eliminated from cells.
31/01/20 3.1.2 Describe the components of a plasma
membrane and its function based on the Note: Emphasis is given to:
fluid mosaic model. (i) phospolipid bilayer.
3.1.3 Draw and label the components of a (ii) cholesterol.
plasma membrane based on the fluid (iii) pore/ channel protein.
mosaic model. (iv) carrier protein.
3.1.4 Describe the permeability of a plasma (v) glycoprotein.
membrane. (vi) glycolipid.

Suggested activity:
Research on history of development of plasma membrane models.

Draw a model of a plasma membrane with its related components.

Note:
Discuss the characteristics and properties of the phospholipid bilayer.
3.2 Concept of Pupils are able to:
Movement of 3.2.1 State the characteristics of substances EXPERIMENT 3.2.2
Substances that are able to move across a plasma
Across a membrane in these aspects: Suggested activity:
Plasma (i) size of molecules. Conduct an experiment to show that small molecules (example: glucose)
Membrane (ii) polarity of molecules. are able to move across a selectively permeable membrane while large
(iii) ionic charge. molecules (example: starch) are not.
3.2.2 Conduct experiments to study the
movement of substances across a Suggested activity:
selectively permeable membrane by Conduct an experiment to study the movement of substances across a
using: visking tubing using simple osmometer.
(i) Visking tubing. Design a simple osmometer.
 (ii) simple osmometer.
3.2.3 Describe by using examples movement Note:
of substances across a plasma The concept of water potential is used in osmosis.
membrane: Types of passive transport:
(i) passive transport. (i) simple diffusion.
(ii) active transport. (ii) osmosis.
3.2.5 Compare and contrast passive transport (iii) facillitated diffusion.
and active transport.
6 3.3 Movement of Pupils are able to: Note: Semakan buku
03/02/20 Substances 3.3.1 Explain by using examples the process of Emphasis is given to passive transport in organisms such as: latihan kali-1
– Across a passive transport in organisms. (i) gaseous exchange between an alveolus and a blood capillary. (3/2 – 28/2)
07/02/20 Plasma 3.3.2 Explain by using examples the process of (ii) reabsorption of water in kidney.
Membrane in active transport in organisms. (iii) absorption of water by a plant root hair cell.
Living 3.3.3 Define: (iv) absorption of fructose in a villus.
Organisms (i) hypotonic solution.
(ii) hypertonic solution. Suggested activity:
(iii) isotonic solution. Discuss carrier proteins involved in active transport, such as the sodium-
3.3.4 Design an experiment to study the effects potassium pump and the proton pump.
of different concentrations of solution on Examples of active transport in organisms:
animal and plant cells. (i) .absorption of glucose and amino acids in a villus.
3.3.5 Communicate about the effects of (ii) reabsorption of glucose in a kidney.
hypotonic, hypertonic and isotonic (iii) transport of sucrose from a green leaf to phloem tissue.
solutionson cell based on movement of (iv) absorption of mineral ions by a plant root hair cell.
water molecules: Carry out experiments to show the process of osmosis by using Visking
(i) animal cell. tubing, egg membrane or plant tissue.
(ii) plant cell. EXPERIMENT 3.3.4

Note:
The terms ‘normal’, ‘shrink’ and ‘burst’ are used to show the conditions of an
animal cell. The phenomena involved are crenation and haemolysis/ lysis.
The terms ‘turgid’ and ‘flaccid’ are used to show the conditions of a plant
cell. The phenomena involved are plasmolysis and deplasmolysis.
Suggested activity:
Draw and label:
(i) plant cells that undergo plasmolysis and deplasmolysis.
(ii) red blood cells that undergo haemolysis and crenation.

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 7 3.4 Movement of Pupils are able to: EXPERIMENT 3.4.1 Karnival
10/02/20 Substances 3.4.1 Conduct an experiment to determine the Note: Koakademik dan
– Across a concentration of cell sap of a plant tissue. Discuss the concentration of cell sap in a plant tissue with phenomenon of Koperasi
14/02/20 Plasma 3.4.2 Correlate the concentration of cell sap in a plant tissues. (10/2 - 14/2,
Membrane plant tissue with the phenomenon of plant Mon - Fri)
and its wilting. Examples of application of the concept in the movement of substances
Application in 3.4.3 Explain by using examples the application across a plasma membrane in daily life:
Daily Life. of the concept of movement of substances isotonic drinks for athletes.
across a plasma membrane in daily life. rehydrating drinks for diarrhoea patients.
3.4.4 Communicate about reverse osmosis in saline solution in the medical field.
water purification. liposome in the field of medicine, cosmetic industry, etc...

Suggested activity:
Gather and discuss information on excessive use of fertilisers that causes
plant wilting.

Apply the concept of movement of substances across a plasma membrane

to produce food products by using local raw materials and market the
products in school:
preservation of coloured egg.
smoked banana with different colours.
coloured cabbage.
pickled fruits and vegetables.
salted fish.
Gather information about reverse osmosis through various media and
present the findings.
4.0 CHEMICAL COMPOSITION IN A CELL
8 4.1 Water Pupils are able to: Note:
17/02/20 4.1.1 Describe the properities water molecule. Pupils have prior knowledge about the properties of water in Form 2.
– 4.1.2 Correlate the properties of water with its The properties of water to be discussed:
21/02/20 importance in the cell. (i) polarity.
(ii) specific heat capacity of water.
(iii) cohesion force.
(iv) adhesion force.
4.2 Pupils are able to: Note:
Carbohydrates 4.2.1 List the elements of carbohydrate. Pupils have prior knowledge about the classes of food and food tests in
4.2.2 Explain the types of carbohydrates: Form 2.
(i) monosaccharides. Detailed molecular structure of carbohydratesis not needed.
 (ii) disaccharides.
(iii) polysaccharides. Suggested activity:
4.2.3 Conceptualise the formation and Carry out discussion and presentation on the following:
breakdown of: (i) elements in carbohydrates
(i) disaccharides. (ii) types of carbohydrates, which are monosaccharides (glucose,
(ii) polysaccharides. fructose, galactose), disaccharides (maltose, sucrose, lactose) and
4.2.4 Write and explain the word equation for the polysaccharides (starch, glycogen and cellulose).
formation and the breakdown of Design an experiment to determine the presence of reducing sugar and
disaccharides. non-reducing sugar (sucrose).
4.2.5 Justify the importance of carbohydrates in
cell. Note:
Glucose is the monomer of polysaccharides.
Only a simple explanation on condensation and hydrolysis reactions is
required.
9
24/02/20 UJIAN 1
– (24/1 – 28/1, Mon – Fri)
28/02/20
10 4.3 Proteins Pupils are able to: Note: Ujian Psikometrik
02/03/20 4.3.1 List the elements of proteins. Amino acid is the monomer of polypeptides. T1, T4
– 4.3.2 Conceptualise the formation and the (2/3, Mon)
06/03/20 breakdown of dipeptides and polypeptides. Suggested activity:
4.3.3 Write and explain the word equation for Gather information and present the following:
the formation and the breakdown of (i) elements in proteins, such as carbon, hydrogen, oxygen, sulphur,
dipeptides. nitrogen and phosphorus.
4.3.4 Justify the importance of proteins in a cell. (ii) the formation and the breakdown of dipeptides and polypeptides.
4.4 Lipids Pupils are able to: Notes:
4.4.1 List the elements in lipids. Types of lipids:
4.4.2 Explain the main types of lipids. fat.
4.4.3 Describe the formation and the wax.
breakdown of a triglyceride. phospholipids.
4.4.4 Write and explain the word equation for steroids (cholesterol, testosterone, oestrogen and progesterone).
the formation and the breakdown of a Suggested activity:
triglyceride. Carry out discussion and presentation on:
4.4.5 Justify the importance of lipids in cell and elements in lipids.
multicellular organisms. components of triglyceride.

9
 formation and breakdown of triglyceride.
Construct thinking tools (example: mind maps, tree maps) to compare
saturated fats and unsaturated fats.
4.5 Nucleic acids
Pupils are able to: Note:
4.5.1 List the elements in nucleic acids. Nucleotide is a monomer of nucleic acids.
4.5.2 Explain the structure of nucleotides:
(i) nitrogenous base. Suggested activity:
(ii) ribose or deoxyribose sugars. Draw a molecular structure of DNA in an uncoiled form.
(iii)) phosphate. Build a model of DNA.
4.5.3 Describe the structure of the nucleic acids:
(i) deoxyribonucleic acid (DNA). Suggested activity:
(ii) ribonucleic acid (RNA). Conduct a computer simulation/ multimedia presentation to explain the
4.5.4 Justify the importance of nucleic acids in structure of the nucleic acids.
cells:
(i) carrier of herediritary information.
(ii) production of proteins.
4.5.5 Describe the formation of chromosomes
from DNA and proteins.
5.0 METABOLISM AND ENZYMES
11 5.1 Metabolism Pupils are able to:
09/03/20 5.1.1 Define metabolism.
– 5.1.2 State the types of metabolism in a cell:
13/03/20 (i) anabolism.
(ii) catabolism.
5.2 Enzymes Pupils are able to: Note:
5.2.1 Define enzymes. Pupils have prior knowledge about fundamentals of enzymes in Form 2.
5.2.2 Reason out the necessity of enzymes in Emphasis is given to the fact that not all enzymes are synthesised from
metabolism. proteins.
5.2.3 Describe the naming of enzymes with
the addition of –ase to their substrates. Suggested activity:
5.2.4 Characterise the general properties of Gather information and present about the naming of enzymes according to
enzymes. the conventional and the International of Biochemistry and Molecular
5.2.5 Communicate about the involvement of Biology (IUBMB) methods.
specific organelles in the production of: EXPERIMENT 5.2.9
(i) intracellular enzymes.
(ii) extracellular enzymes. Suggested activity:
5.2.6 Explain the mechanism of enzyme Carry out a multimedia presentation about the production of intracellular
action using the ‘lock and key’ and extracellular enzymes.
 hypothesis.
5.2.7 Interpret energy diagrams to explain the Note:
mechanism of enzyme action. Explanation about the effects of change in temperature is based on kinetic
5.2.8 Correlate the mechanism of enzyme energy, structural changes, effective collision frequency and denaturation.
action with the change in the following
factors: Explanation about the effects of change in pH is based on structural
(i) temperature. changes and denaturation.
(ii) pH.
(iii) substrate concentration. Note:
(iv) enzyme concentration. Catalase enzyme from liver (chicken) or potato may also be used.
5.2.9 Design and conduct experiments to
study the effects of temperature and pH
on the activities of amylase and pepsin.
5.3 Application of Pupils are able to: Suggested activity:
Enzymes in 5.3.1 Explain by using examples the Discuss the use of enzyme immobilisation technology in industries.
Daily Life application of enzymes in daily life. Examples of the uses of enzymes in bio-detergent, fish
processing, leather production, medicine, lactose-free milk and fruit juices.
CUTI PERTENGAHAN PENGGAL 1
(14/3 – 22/3)
6.0 CELL DIVISION
12 6.1 Cell Division Pupils are able to: Note:
23/03/20 6.1.1 Describe: Characterise briefly the events that occur in nuclear and cytoplasmic
– (i) karyokinesis (nuclear division). divisions
27/03/20 (ii) cytokinesis (cytoplasmic division).
6.1.2 Describe the terms haploid, diploid,
chromatin, homologous chromosomes,
paternal chromosome and maternal
chromosome.
6.2 Cell Cycle and Pupils are able to: Suggested activity:
Mitosis 6.2.1 Describe the phases in a cell cycle: Gather information and perform a simulation activity about mitosis.
(i) interphase.
(ii) G1 phase. Note:
(iii) S phase. Characterise the events that occur in each stage of mitosis.
(iv) G2 phase. Suggested activity:
(v) M phase. Draw and label the stages of mitosis in the correct order (Prophase,
(vi) mitosis. Metaphase, Anaphase and Telophase).

11
 (vii) cytokinesis.
6.2.2 Arrange the stages of mitosis in the Observe prepared slides of each stage of mitosis through a light
correct order. microscope.
6.2.3 Communicate about the cell structure of
each stage of mitosis and cytokinesis by Design a three dimensional model of the stages of mitosis.
using labelled diagrams.
6.2.4 Compare and contrast mitosis and Make an illustration by using multimedia to differentiate
cytokinesis in animal and plant cells. mitosis and cytokinesis in animal and plant cells.
6.2.5 Discuss the necessity of mitosis in:
(i) development of embryo. Gather and present information on the application of mitosis in the fields of
(ii) growth of organisms. agriculture and medicine:
(iii) healing of wounds on the skin. (i) tissue culture.
(iv) regeneration. (ii) meat culture.
(v) asexual reproduction. (iii) stem cell therapy.

Organise visits to study about tissue culture at:

(i) Forest Research Institute Malaysia (FRIM).
(ii) Malaysian Palm Oil Council (MPOC).
(iii) Malaysian Agricultural Research and Development Institute (MARDI).
(iv) Malaysian Rubber Board (MRB).
(v) Higher Learning Institutions.
13 6.3 Meiosis Pupils are able to: Note: Anugerah
30/03/20 6.3.1 State the meaning of meiosis. Define meiosis. Cemerlang
– 6.3.2 Identify types of cells that undergo Akademik SPM
03/04/20 meiosis. Suggested activity: 2019
6.3.3 State the necessity of meoisis in: Gather information and discuss the necessity of meiosis. (3/4, Fri)
(i) the formation of gametes.
(gametogenesis). Suggested activity:
(ii) producing genetic variation. Conduct different simulation activities to explain changes that occur in each
(iii) maintaining diploid chromosomal stage of meiosis I and meiosis II.
numbers from one generation to
another. Suggested activity:
6.3.4 Explain the stages of meiosis in the Construct thinking tools to:
correct order: (i) compare and contrast meiosis I and meiosis II.
(i) Meiosis I. (ii) compare and contrast meiosis and mitosis.
(ii) Meiosis II.
6.3.5 Draw and label the cell structure in each
stage of meiosis I, meiosis II and
 cytokinesis.
6.3.7 Compare and contrast meiosis and
mitosis.
6.4 Issues of Cell Pupils are able to: Suggested activity:
Division on 6.4.1 Explain the effects of abnormal mitosis Research on diseases such as tumour and cancer due to uncontrolled
Human on human health: mitosis.
Health (i) tumour.
(ii) cancer. Suggested activity:
6.4.2 Evaluate the effects of abnormal Discuss with examples disorders caused by abnormal meiosis.
meiosis on Down Syndrome individuals.

7.0 CELLULAR RESPIRATION

14 7.1 Production of Pupils are able to: Suggested activity:
06/04/20 energy through 7.1.1 Justify the necessity of energy in Conduct group discussions on the necessity of energy in metabolic
– cellular metabolic processes. processes.
10/04/20 respiration 7.1.2 Identify the main substrate used in
energy production. Note:
7.1.3 List the types of cellular respiration: Glucose is the main substrate for cellular respiration that is produced from:
(i) aerobic respiration. (i) digestion of carbohydrates in humans and animals.
(ii) anaerobic respiration. (ii) photosynthesis in plants.
(iii) fermentation.
7.2 Aerobic Pupils are able to: EXPERIMENT 7.2.3
respiration 7.2.1 Conceptualise energy production from
glucose during aerobic respiration in Note:
cells. Explanation includes the breakdown of glucose (glycolysis) that occurs in
7.2.2 Write a word equation for aerobic the cytoplasm and the production of carbon dioxide and ATP in
respiration in cells. mitochondria.
7.2.3 Conduct an experiment to study aerobic
respiration.
15 7.3 Fermentation Pupils are able to: Note:
13/04/20 7.3.1 State the factors that cause Fermentation occurs in human muscle cells, certain types of bacteria, yeast
– fermentation to occur in cells. and plants.
17/04/20 7.3.2 Explain by using examples energy
production from glucose during Suggested activity:
fermentation in: Study fermentation process by using Lactobacillus.
(i) human muscle cells.

13
 (ii) Lactobacillus. Suggested activity:
(iii) yeast. Apply the concept of fermentation to produce food products and market the
(iv) plants such as paddy. products in school. Pupils may conduct this as a co-curricular activity.
7.3.3 Write and explain word equations for:
(i) lactic acid fermentation.
(ii) alcohol fermentation. EXPERIMENT 7.3.4
7.3.4 Conduct an experiment to study
fermentation in yeast.
7.3.6 Compare and contrast aerobic
respiration and fermentation.

16 Sambutan
20/04/20 PEPERIKSAAN PERTENGAHAN TAHUN T4, T5 Hari Guru
– (23/4 – 20/5) (20/4, Mon
24/04/20 - Cuti Peristiwa)
17
PEPERIKSAAN PERTENGAHAN TAHUN T4, T5
27/04/20
(23/4 – 20/5)
–
Cuti Hari Pekerja (1/5, Fri)
30/04/20
18
PEPERIKSAAN PERTENGAHAN TAHUN T4, T5
04/05/20
(23/4 – 20/5)
–
Cuti Hari Wesak (7/5, Thu)
08/05/20
19
PEPERIKSAAN PERTENGAHAN TAHUN T4, T5
11/05/20
(23/4 – 20/5)
–
Cuti Nuzul Quran (11/5, Mon)
15/05/20
20
PEPERIKSAAN PERTENGAHAN TAHUN T4, T5
18/05/20
(23/4 – 20/5)
–
Cuti Hari Raya Aidilfitri (21/5-22 /5, Thu - Fri)
22/05/20

CUTI PERTENGAHAN TAHUN

(23/5 – 7/6)

THEME : PHYSIOLOGY OF HUMANS AND ANIMALS

8.0 RESPIRATORY SYSTEMS IN HUMANS AND ANIMALS
 21 8.1 Types of Pupils are able to: Note: Semakan buku
08/06/20 Respiratory 8.1.1 Identify respiratory structures in: Pupils have learned about the respiratory organs and breathing in humans latihan kali-2
– System (i) insects. in Form 3. (8/6 – 3/7)
12/06/20 (ii) fish.
(iii) amphibians. Suggested activity:
(iv) humans. Conduct an experiment to study the effects of an increase in total surface
8.1.2 Describe the adaptation of respiratory area on the rate of difussion as an analogy in gaseous exchange.
structures and their functions for
gaseous exchange in: Conduct experiments to study respiratory structures in animals.
(i) animals.
(ii) humans. Construct thinking tools to compare respiratory structures in humans and
8.1.3 Compare and contrast respiratory animals.
structures in humans and animals.
8.2 Mechanisms of Pupils are able to: Suggested activity:
Breathing 8.2.1 Compare and contrast breathing Construct a model to show the actions of diaphragm muscle during
mechanisms in humans and animals. breathing in humans.

Design a model to show the antagonistic actions of intercostal muscles

during breathing in humans.
8.3 Gaseous Pupils are able to: Note:
Exchange in 8.3.1 Communicate about external and Pupils have learned about the transport of oxygen in humans in Form 3.
Humans internal respirations:
(i) gaseous exchange between lungs Concepts of partial pressure of oxygen and partial pressure of carbon
and blood. dioxide are used to explain gaseous exchange.
(ii) transport of respiratory gases from
lungs to tissues.
(iii) gaseous exchange between blood
and tissues.
(iv) transport of respiratory gases from
tissues to lungs.
8.4 Health Issues Pupils are able to: Suggested activity:
Related to the 8.4.1 Narrate the effects of Chronic Carry out a presentation on COPD.
Human Obstructive Pulmonary Disease (COPD)
Respiratory on the human respiratory system:
System (i) asthma.
(ii) chronic bronchitis.

15
 (iii) emphysema.
9.0 NUTRITION AND HUMAN DIGESTIVE SYSTEM
22 9.1 Digestive Pupils are able to: Note:
15/06/20 System 9.1.1 Identify structures of the human Pupils have been introduced to the human digestive system in Form 1.
– digestive system.
19/06/20 Human digestive system structures that will be discussed:
Mouth, salivary glands, oesophagus, stomach, liver, gall bladder, pancreas,
small intestine and large intestine.

Suggested activity:
Draw and label structures of salivary, gastric and intestinal glands seen on
prepared slides by using a light microscope.
9.2 Digestion Pupils are able to: Note:
9.2.1 Describe the types of digestion: Pupils have been introduced to physical and chemical digestions in Form 1.
(i) physical digestion.
(ii) chemical digestion. Physical digestion: mastication and peristalsis. Chemical digestion: enzyme
9.2.2 Analyse the process and products of actions.
carbohydrate digestion in the mouth. Cells in a gastric gland:
9.2.3 Analyse the process and products of (i) chief cells (secrete pepsinogen).
protein digestion in the stomach. (ii) parietal cells (secrete hydrochloric acid).
9.2.4 Describe digestions of carbohydrates, (iii) goblet cells (secrete mucus).
proteins and lipids in the small intestine.
9.2.5 Conduct experiments to study Emphasis is given to the digestion of carbohydrates, proteins and lipids in
digestions of starch, proteins and lipids the small intestine.
in food samples. (i) liver: produces bile.
(ii) gall bladder: stores and secretes bile.
(iii) pancreas: secretes trypsin, pancreatic amylase and lipase.
(iv) ileum: secretes mucus, maltase, sucrase, lactase and erepsin.
EXPERIMENT 9.2.5
9.3 Absorption Pupils are able to: Note:
9.3.1 Identify the structure of a villus in the Emphasis is given to the structure of a villus in the ileum:
ileum. (i) epithelial cells.
9.3.2 Communicate about the adaptations of (ii) goblet cells.
ileum and villus in the absorption of (iii) blood capillaries.
digested food. (iv) lacteals.
(v) intestinal glands.
Note:
Adaptations of ileum and villus in absorption have been introduced to pupils
 in Form 1.

Emphasis is given to the adaptations of ileum and villus in the absorption of

digested food:
(i) fructose by facilitated diffusion.
(ii) glucose and galactose by active transport .
(iii) amino acids by active transport.
(iv) vitamins by active transport.
(v) water by osmosis.
(vi) fatty acids and glycerol by simple diffusion.

Suggested activity:
Gather information about the absorption of alcohol and drugs and present
the findings.
23 9.4 Assimilation Pupils are able to: Suggested activity: Hari Terbuka
22/06/20 9.4.1 Describe the roles of the circulatory Gather information and explain the assimilation of lipids. T1 – T5
– system in assimilation of digested food. (26/6, Fri)
26/06/20 9.4.2 Discuss the functions of liver in Research on various functions of the liver and produce a scrap book.
assimilation of digested food:
(i) metabolisms of digested food
(carbohydrates and proteins).
(ii) storage of nutrients.
(iii) detoxification.
9.5 Defaecation Pupils are able to: Note:
9.5.1 Explain the functions of the large Pupils have been introduced to defaecation in Form 1.
intestine:
(i) absorption of water and vitamins. Emphasis is given to the production of vitamins by microorganisms and
(ii) formation of faeces. absorption by the large intestine.
9.6 Balanced Diet Pupils are able to: EXPERIMENT 9.6.1
9.6.1 Conduct an experiment to study the
energy values in food samples. EXPERIMENT 9.6.2
9.6.2 Conduct an experiment to determine the
contents of vitamin C in fruit or Notes:
vegetables juices. Pupils have been introduced to balanced diet in Form 1.
9.6.3 Justify the modification of diets for Suggested activity:
individuals that: Investigate the effects of temperature on the contents of vitamin C in fruit or

17
 (i) experience obesity. vegetable juices by conducting experiments.
(ii) experience a specific disease
- diabetes mellitus. Note:
- cardiovascular. Pupils have been introduced to the importance of a balanced diet and
- cancer. factors affecting energy requirement of individuals in Form 1.

Suggested activity:
Plan a meal based on the Malaysian Healthy Plate for different individuals.
9.7 Health Issues Pupils are able to: Suggested activity:
Related to 9.7.1 Predict the effects of modifying digestive Discuss on health issues that are related to defecation.
Digestive organs on human health.
System and 9.7.2 Outline health issues related to Conduct case study on the health issues that are related to humans’ eating
Eating Habits defecation. habits.
9.7.3 Correlate health issues that are related
to eating habits. Examples of health issues that are related to eating habits:
(i) type 2 diabetes.
(ii) obesity.
(iii) gastritis.
(iv) acid reflux.
(v) muscle dysmorphia.
(vi) aneroxsia nervosa.
(vii) bulimia nervosa.
(viii) pica.
10.0 TRANSPORT IN HUMANS AND ANIMALS
24 10.1 Types of Pupils are able to: Majlis ALK
29/6/20 Circulatory 10.1.1 Justify the necessity of transport systems Suggested activity: Kurikulum PPT
– System in complex multicellular organisms. Design an experiment to study the effect of the change in the total surface (29/6, Mon)
03/07/20 10.1.2 Identify substances that are transported area/volume (TSA/V) ratio on the rate of diffusion.
by the transport system:
(i) substances required by a cell.
(ii) waste products of a cell.
10.1.3 Conceptualise types of circulatory
system in complex multicellular
organisms.
(i) open circulatory system.
(ii) closed circulatory system.
10.1.4 Compare and contrast circulatory systems
in complex multicellular organisms:
 (i) insects.
(ii) fish.
(iii) amphibians.
(iv) humans.
10.2 Circulatory Pupils are able to: Note:
System of 10.2.1 Describe components of the human Pupils have learned the human blood circulation in Form 3. Emphasise the
Humans circulatory system: types of blood vessels:
(i) heart. (i) artery.
(ii) blood vessel. (ii) arteriole.
(iii) blood. (iii) capillary.
10.2.2 Explain the composition of blood: (iv) venule.
(i) blood plasma. (v) vein.
(ii) blood cells.
10.2.3 Compare and contrast the types of
blood vessels:
(i) artery.
(ii) vein.
(iii) capillary.
10.2.4 Label the structure of a human heart
and associated blood vessels:
(i) aorta.
(ii) vena cava.
(iii) pulmonary artery and pulmonary
vein.
(iv) coronary artery and coronary vein.
(v) semilunar valve.
(vi) bicuspid valve and tricuspid valve.
(vii) septum.
10.2.5 Describe the functions of parts of the
heart.
10.3 Mechanism Pupils are able to: Suggested activity:
of Heart Beat 10.3.1 Describe the human heart beat Production of “lub-dub” sound by the heart is discussed.
mechanism:
(i) sinoatrial node (pacemaker) .
(ii) atrioventricular node.
(iii) bundle of His.

19
 (vi) Purkinje fibres.
10.3.2 Communicate about forces that cause
the blood to circulate in humans:
(i) pumping of the heart.
(ii) contraction of skeletal muscles.
25 10.4 Mechanism Pupils are able to: Suggested activity:
06/07/20 of Blood 10.4.1 Justify the necessity for blood clotting Watch a video on blood clotting mechanism.
– Clotting mechanism.
10/07/20 10.4.2 Describe blood clotting mechanism.
10.4.3 Describe health issues related to blood Suggested activity:
clotting: Gather and present information about thrombosis, embolism and
(i) thrombosis. haemophilia.
(ii) embolism.
(iii) haemophilia.
10.5 Blood Pupils are able to: Note:
Grouping of 10.5.1 Describe ABO blood group. Emphasis is given to antigen A, antigen B, anti-A antibody and anti-B
Humans 10.5.2 Correlate ABO blood group with blood antibody.
donation.
10.5.3 Describe Rhesus factor. Note:
10.5.4 Reason out incompatibility of Rhesus Antigen D and anti-D antibody are discussed.
factor in pregnancies.
10.6 Health Issues Pupils are able to: Suggested activity:
Related to the 10.6.1 Justify the necessity for a healthy Conduct a case study on practices in taking care of the circulatory system.
Human circulatory system.
Circulatory 10.6.2 Communicate about cardiovascular Gather information and discuss about treatments for heart failure.
System diseases. Examples of cardiovascular diseases:
(i) arteriosclerosis.
(ii) atherosclerosis.
(iii) hypertension.
(iv) angina.
(v) myocardial infarction.
(vi) stroke.
10.7 Lymphatic Pupils are able to: Note:
System of 10.7.1 Synthesise the process of formation of Lymphatic organs: spleen, tonsils, thymus gland, appendix and bone
Humans tissue fluid and lymph. marrow.
10.7.2 Compare and contrast the contents of
lymph and:
(i) tissue fluid.
 (ii) blood.
10.7.3 Describe components of the lymphatic
system:
(i) lymph.
(ii) lymphatic capillaries.
(iii) lymphatic vessels.
(iv) lymph nodes.
(v) lymphatic organs.
10.7.4 Justify the necessity of the lymphatic
system:
(i) complements the blood circulatory
system.
(ii) transports lipid soluble substances.
(iii) body defence.
10.8 Health Issues Pupils are able to: Suggested activity:
Related to the 10.8.1 Describe health issues related to the Gather information and discuss the causes of oedema.
Human lymphatic system. (i) filariasis.
Lymphatic (ii) parasitic infection.
System (iii) plasma protein deficiency.
(iv) pregnancy.
(v) bedridden patients.
11.0 IMMUNITY IN HUMANS
26 11.1 Body Pupils are able to: Note: Silibus T3 Tamat
13/07/20 Defence 11.1.1 Define: Pupils have been introduced to the three lines of body defence in Form 2. (17/7 – Fri)
– (i) immunity.
17/07/20 (ii) antigen.
(iii) antibody.
11.1.2 Describe the three lines of body defence
in humans:
(i) first line of defence
- physical
- chemical
(ii) second line of defence
- fever
- inflammation
- phagocytosis

21
 (iii) third line of defence
- antibody
- memory cell
11.2 Actions of Pupils are able to: Suggested activity:
Antibodies 11.2.1 Discuss the actions of antibodies on Design games to show antigen-antibody reactions.
foreign antigens:
(i) neutralisation.
(ii) agglutination.
(iii) precipitation.
(iv) opsonisation.
(v) complement fixation.
11.3 Types of Pupils are able to:
Immunity 11.3.1 Communicate about the types of
immunity:
(i) passive immunity.
(ii) active immunity.
11.3.2 Compare and contrast passive immunity
and active immunity.
11.4 Health Pupils are able to: Suggested activity:
Issues 11.4.1 Describe health issues related to Carry out a study on health issues related to immunity in humans:
Related to Acquired Immuno Deficiency Syndrome (i) Systemic Lupus Erythematosus (SLE).
Immunity (AIDS). (ii) allergy.
27
UJIAN 2
20/07/20
T1, T2, T4
–
(20/7 – 24/7, Mon – Fri)
24/07/20
CUTI PERTENGAHAN PENGGAL 2
(25/7 – 2/8)
12.0 COORDINATION AND RESPONSE IN HUMANS
28 12.1 Coordination Pupils are able to: Suggested activity: Silibus T5 Tamat
03/08/20 and 12.1.1 Make a sequence and describe Conduct a role play activity to explain coordination and response. (7/8, Fri)
– Response components in human coordination:
07/08/20 (i) stimulus.
(ii) receptor.
(iii) integration centre.
(iv) effector.
(v) response.
 12.1.2 Identify and describe external and
internal stimuli
12.1.3 List the types of sensory receptors
based on the stimuli involved:
(i) chemoreceptor.
(ii) mechanoreceptor.
(iii) photoreceptor.
(iv) thermoreceptor.
(v) baroreceptor.
(vi) nocireceptor.
12.1.4 Justify the necessity to respond to
external and internal stimuli.
12.2 Nervous Pupils are able to: Note:
System 12.2.1 Construct an organisational chart and Peripheral nervous system that are discussed:
explain the structures of the human (i) somatic nervous system.
nervous system: (ii) autonomic nervous system.
(i) central nervous system
- brain
- spinal cord
(i) peripheral nervous system
- sensory receptor
- cranial nerve
- spinal nerve
12.2.2 Explain the functions of parts of in the
central nervous system related to
coordination and response.
(i) brain
- cerebrum
- cerebellum
- medulla oblongata
- hypotalamus
- pituitary gland
(ii) spinal cord
12.2.3 Communicate about the functions of
parts of the peripheral nervous system
in coordination and response.

23
 29 12.3 Neurones Pupils are able to: Note:
10/08/20 and Synapse 12.3.1 Draw and label structures of a sensory Emphasis is given to sensory neurone, relay neurone and motor neurone.
– neurone and a motor neurone:
14/08/20 (i) dendrite. Suggested activity:
(ii) axon. Design a simulation model of the nervous coordination using electrical
(iii) cell body . circuit.
(iv) myelin sheath.
(v) node of Ranvier.
12.3.2 Analyse the functions of each type of
neurone in impulse transmission.
12.3.3 Explain the structure and function of
synapse.
12.3.4 Explain the transmission of impulse
across a synapse.
12.4 Voluntary Pupils are able to: Note:
and 12.4.1 Compare and contrast voluntary and Discuss the spinal reflex only.
Involuntary involuntary actions.
Actions 12.4.2 Describe the reflex actions involving:
(i) two neurones.
(ii) three neurones.
12.4.3 Draw a reflex arc.
12.5 Health Pupils are able to: Suggested activity:
Issues 12.5.1 Communicate about the health issues Carry out research on health issues that are related to the nervous system:
Related to related to the nervous system. (i) mutliple sclerosis.
the Nervous 12.5.2 Describe the effects of drug and alcohol (ii) Alzheimer.
System abuse on human coordination and (iii) Parkinson.
response. (iv) Lou Gehrig/ Amyotrophic Lateral Sclerosis (ALS).
(v) Attention Deficit Hyperactivity Disorder (ADHD).
(vi) autism.
(vii) cerebral palsy.
(viii) epilepsy.

Carry out research on traditional methods (acupuncture and others) in

health treating issues related to the nervous system.
30 12.6 Endocrine Pupils are able to: Note: SIMULASI PT3
17/08/20 System 12.6.1 State the role of endocrine glands in Emphasis is given to the endocrine gland in humans. (17/8 – 25/8,
– humans. (i) hypothalamus. Mon – Tue)
21/08/20 12.6.2 Identify and label the endocrine glands (ii) pituitary.
 in humans. (iii) thyroid. PERCUBAAN
Cuti Awal 12.6.3 Analyse the functions of hormones (iv) pancreas. SPM
Muharam secreted by each endocrine glands: (v) adrenal. (17/8 – 11/9)
(20/8, Thu) (i) hypothalamus (vi) ovaries.
- gonadotropin releasing hormone (vii) testes
(GnRH)
(ii) anterior lobe of pituitary Note:
- growth hormone (GH) Examples of “fight or flight” situations: excited, frightened or stressed.
- follicle stimulating hormone (FSH)
- luteinising hormone (LH)
- thyroid stimulating hormone (TSH)
- adrenocorticotropic hormone (ACTH)
(iii) posterior lobe of pituitary
- oxytocin hormone
- antidiuretic hormone (ADH)
(iv) thyroid
- thyroxine hormone
(v) pancreas
- insulin hormone
- glucagon hormone
(vi) adrenal
- adrenaline hormone
- aldosterone hormone
(vii) ovary
- oestrogen hormone
- progesterone hormone
(viii) testis
- testosterone hormone
12.6.4 Discuss involvements of the nervous
system and endocrine system in a “fight
or flight” situation.
12.6.5 Compare and contrast the nervous and
the endocrine system.
12.7 Health Pupils are able to: Note:
Issues 12.7.1 Predict the effects of hormonal Examples of hormonal imbalances on human health are:
Related to imbalances on human health. (i) dwarfism.

25
 the (ii) gigantism.
Endocrine (iii) hyperthyroidism.
System (iv) hypothyroidism.
(v) diabetes mellitus.
(vi) diabetes insipidus.
13.0 HOMEOSTASIS AND HUMAN URINARY SYSTEM
31 13.1 Homeostasis Pupils are able to: Note:
24/08/20 13.1.1 Explain the meaning of homeostasis. Pupils have been introduced to the concept of homeostasis in humans in
- 13.1.2 Justify the neccesity to maintain Form 1.
28/08/20 physical and chemical factors in the
internal environment. Note:
13.1.3 Describe the involvement of various Regulation of partial pressure of carbon dioxide in blood is correlated with
organ systems in maintaining an the respiratory control centre and cardiovascular control centre.
optimal internal environment.
13.1.4 Apply the knowledge of homeostasis
concept in regulation of:
(i) body temperature.
(ii) blood sugar level.
(iii) partial pressure of carbon dioxide.
(iv) blood pressure.

32 13.2 Urinary Pupils are able to: Suggested activity:

31/08/20 System 13.2.1 Identify the structure and functions of a Build models of :
- kidney. (i) kidney.
04/09/20 13.2.2 Draw, label and explain the structure of (ii) nephrone.
a nephrone and collecting duct. (iii) collecting duct.
Cuti Hari 13.2.3 Describe the formation of urine:
Kebangsaan (i) ultrafiltration. Note:
(31/8, Mon) (ii) reabsorption. Emphasis is given to substances that are reabsorbed: water, glucose,
(iii) secretion. amino acid and salt.
13.2.4 Synthesise the concept of homeostasis
by using negative feedback mechanism Suggested activity:
in osmoregulation. Gather information and discuss about haemodialysis.
13.2.5 Conduct an experiment to study the
effects of different volumes of of water Carry out activities to raise funds for a haemodialysis centre.
intake on urine formation.
 EXPERIMENT 13.2.5
13.3 Health Issues Pupils are able to: Suggested activity:
Related to the 13.3.1 Describe health issues that are related Gather information and perform multimedia presentation
Urinary to the urinary system. about health issues that are related to the urinary system such as kidney
System stones.
14.0 SUPPORT AND MOVEMENT IN HUMANS AND ANIMALS
33 14.1 Types of Pupils are able to: Suggested activity:
07/09/20 Skeleton 14.1.1 List the types of skeleton in humans and Conduct brainstorming activity to explain the importance of skeletons in
- animals: humans and animals.
11/09/20 (i) hydrostatic skeleton.
(ii) exoskeleton.
(iii) endoskeleton.
14.1.2 Justify the necessity of skeletons in
humans and animals.
14.2 Musculo- Pupils are able to: Suggested activity:
skeletal 14.2.1 Identify bones that form the human Observe a model of human skeletal to identify bones that form the human
System of skeletal system: skeletal system.
Humans (i) axial skeleton.
(ii) appendicular skeleton. Note:
14.2.2 Characterise types of vertebrae in the Discuss examples of freely moveable joints such as hinge joint and ball-
backbone: and-socket joint.
(i) cervical vertebrae (including atlas
and axial). Suggested activity:
(ii) thoracic vertebrae. Conduct a dissection on a chicken wing to observe the structures of the
(iii) lumbar vertebrae. bones, cartilages, skeletal muscles, tendons and ligaments.
(iv) sacral vertebrae.
(vii) caudal vertebrae.
14.2.3 Compare and contrast the types of
vertebrae.
14.2.4 State types of joints in the human
skeletal system.
(i) immovable joints.
(ii) slightly moveable joints.
(iii) freely moveable joints.
14.2.5 Draw, label and explain the human
forearm hinge joint structure:

27
 (i) bones.
(ii) cartilages.
(iii) skeletal muscles.
(iv) tendons.
(v) ligaments.
(vi) sinovial membrane.
(vii) sinovial fluid.
34 14.3 Movement Pupils are able to: Note:
14/09/20 and 14.3.1 Explain the movement mechanisms in: Emphasis is given to the concept of antagonistic muscle concept.
- Locomotion (i) human forearm.
18/09/20 (ii) human leg (walking). Animals that should be emphasised:
14.3.2 Describe briefly the locomotion (i) earthworms.
Cuti Hari mechanisms in animals. (ii) fish.
Malaysia (iii) grasshoppers (jump).
(16/9, Wed) (iv) bird (flight).

Suggested activity:
Invent a model that shows the mechanism of movements in animals.
14.4 Health Pupils are able to: Suggested activity:
Issues 14.4.1 Describe health issues related to Conduct research on treatments to help individuals that have health issues
Related to thehuman musculoskeletal system: related to the human musculoskeletal system.
the Human (i) osteoporosis.
Musculoskel (ii) osteomalacia. Construct a walking aid for an individual with muscle injury or joint pains.
etal System (iii) rickets.
(iv) arthritis. Discuss the effects of using electronic gadgets exessively on body
(v) scoliosis. postures.
14.4.2 Justify practices to maintain a healthy
musculoskeletal system. Note:
Practices to maintain a healthy musculo skeletal system:
(i) exercise.
(ii) balanced diet.
(iii) correct body posture.
(iv) suitable clothes.

15.0 SEXUAL REPRODUCTION, DEVELOPMENT AND GROWTH IN HUMANS AND ANIMALS

15.1 Reproductive Pupils are able to: Note:
System of 15.1.1 Characterise the anatomy of: Pupils have been introduced to the human reproductive system in Form 1.
Humans (i) male reproductive system.
 (ii) female reproductive system.
15.2 Gameto- Pupils are able to: Note:
genesis in 15.2.1 Justify the necessity of gametogenesis. The hormones in spermatogenesis: FSH, LH and testosterone.
Humans 15.2.2 Describe gamete formation:
(i) spermatogenesis. The hormones in oogenesis: FSH, LH, oestrogen and progesterone.
(ii) oogenesis.
15.2.3 Identify the structure of:
(i) sperm
- head
- middle piece
- tail
(ii) Graafian follicle
- secondary oocyte
- follicular cells
15.2.4 Compare and contrast between
spermatogenesis and oogenesis.
15.3 Menstrual Pupils are able to: Note:
Cycle 15.3.1 Analyse the changes in the levels of Pupils have been introduced to the menstrual cycle in Form 1.
hormones involved during:
(i) menstruation. The hormones that are discussed: FSH, LH, oestrogen and progesterone.
(ii) folicle development.
(iii) thickening of the endometrium. Suggested activity:
(iv) ovulation. Determine the ovulation day if the menstrual cycle is not 28 days
(v) corpus luteum formation. (irregular).
15.3.2 Correlate the changes in the levels of
hormones involved with: Suggested activity:
(i) pregnancy. Discuss the andropause syndrome.
(ii) miscarriage.
15.3.3 State the meaning of premenstrual
syndrome and menopausal syndrome.
35 15.4 Development Pupils are able to: Note: ALK Kurikulum T5
21/09/20 of Human 15.4.1 Describe fertilisation process and the Pupils have been introduced to fertilisation and pregnancy in Form 1. (28/9, Mon)
- Foetus formation of zygotes.
25/09/20 15.4.2 Make a sequences and explain the early Note: Solat Hajat PT3
development of an embryo until Pupils have learned the importance and functions of the placenta and (2/10, Fri)
implantation: umbilical cord in Form 1.

29
 (i) two-celled embryo.
(ii) morula.
(iii) blastocyst.
15.4.3 Explain the role of human chorionic
gonadotropin (HCG) hormone in the
early stages of pregnancy.
15.4.4 Communicate about the roles of
following structures in the development
of a foetus:
(i) placenta.
(ii) umbilical cord.
15.4.5 Justify the necessity for separate foetal
and maternal blood circulatory systems.
15.5 Formation of Pupils are able to: Suggested activity:
Twins 15.5.1 Describe the processes in the formation Gather information on the lives of conjoined twins and surgeries that can be
of twins: done.
(i) identical twins.
(ii) fraternal twins.
15.5.2 Compare and contrast between identical
and fraternal twins.
15.5.3 Correlate cellular division with the
formation of conjoined twins.
15.6 Health Pupils are able to: Note:
Issues 15.6.1 State the meaning of impotency. Pupils have been introduced to impotency and prevention of pregnancies in
Related to 15.6.2 Communicate about causes of human Form 1.
the Human impotency.
Reproductive Suggested activity:
System Debate on the advantages and disadvantages of the contribution of science
and technology in human reproduction.
36 15.7 Growth in Pupils are able to: Note: Silibus T5 Tamat
28/09/20 Humans and 15.7.1 Explain the meaning of growth in The phases in a sigmoid growth curve: (7/8, Fri)
- Animals organisms. (i) lag phase.
02/10/20 15.7.2 Determine parameters to measure (ii) rapid growth phase.
growth in humans and animals. (iii) slow growth phase.
15.7.3 Describe the growth of insects with (iv) stationary phase.
exoskeleton: (v) senescense
• complete metamorphosis. (vii) death phase.
• incomplete metamorphosis.
 15.7.4 Analyse the growth phases on sigmoid
growth curves of humans and animals. Suggested activity:
15.7.5 Analyse the staircase-shaped growth Conduct a project and gather data to study metamorphosis in insects.
curve of animals with exoskeletons.
37
05/10/20 PEPERIKSAAN AKHIR TAHUN T4 PT3 Bertulis
- (5/10 – 30/10) (5/10 - 30/10)
09/10/20
38
12/10/20 PEPERIKSAAN AKHIR TAHUN T4 PAT T1, T2
- (5/10 – 30/10) (14/10 - 23/10)
16/10/20
39 Solat Hajat SPM
19/10/20 PEPERIKSAAN AKHIR TAHUN T4 (23/10, Fri)
- (5/10 – 30/10) Hari Graduasi
23/10/20 (24/10, Sat)
40
PEPERIKSAAN AKHIR TAHUN T4
26/10/20 SPM Fasa 1
(5/10 – 30/10)
- (26/10 - 28/10)
Cuti Maulud Nabi (29/10, Thu)
30/10/20
41
02/11/20 SPM Fasa 2
PERBINCANGAN KERTAS PAT T4
- (2/11 - 2/12)
06/11/20
42
09/11/20 PERBINCANGAN KERTAS PAT T4
- Cuti Deepavali (13/11 – 15/11, Fri - Mon)
13/11/20
43
16/11/20 PERBINCANGAN KERTAS PAT T4
- Cuti Deepavali (13/11 – 15/11, Fri - Mon)
20/11/20
CUTI AKHIR TAHUN
(21/11 – 31/12/2020)

31