YEARLY PLAN

BIOLOGY FORM 5

THEME 1: PHYSIOLOGY OF LIVING THINGS

LEARNING AREA: 1.0 TRANSPORT

Week Learning Objectives / Learning Outcomes Remarks

1.1 Understanding the importance of having a
transport system in some multicellular
organisms.
2 A student is able to:
05.01.09 • Identify the problem that could be faced by
- multicellular organisms in obtaining their
09.01.09 cellular requirements and getting rid of their
waste products
• Suggest how the problem is overcome in
multicellular organisms
1.2 Synthesising the concept of circulatory
system.
A student is able to:
• State what a circulatory system is
• State the three components of circulatory
system in humans and animals
• State the medium of transport in human and
animals
2 • State the composition of human blood
05.01.09
• Explain the function of blood and haemolymph
-
in transport
09.01.09
• 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 system in
the following: humans, fish and amphibian
• Conceptualise the circulatory system in human
1.3Understanding the mechanism of blood
clotting
A student should be able to:
3 • Explain the necessity for blood clotting at the
12.01.09 site of damaged blood vessels
- • Explain the mechanism of blood clotting
16.01.09 • Predict the consequences of impaired blood
clotting mechanism in an individual
1.4Synthesising the concept of lymphatic
system.
A student is able to:
• Describe the formation of interstitial fluid
• State the composition of interstitial fluid
• State the importance of the interstitial fluid
• Describe the fate of interstitial fluid
• Describe the structure of the lymphatic system
3 • Explain how the lymphatic system
12.01.09
complements the circulatory system
-
• Compare the content of blood, interstitial fluid
16.01.09
and lymph

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 • Predict what will happen if interstitial fluid fails
to return to the circulatory system
• Conceptualise the relationship between the
lymphatic system and circulatory system
1.5 Understanding the role of circulatory system
in body defence mechanism
A student should be able to:
• State another function of the circulatory
system besides transport
• Identify the three lines of defence mechanism
of the body
• Describe the process of phagocytosis
• State the meaning of antigen and antibody
4
• State the meaning of immunity and
19.01.09
immunisation
-
• Relate antigen and antibody to immunity
23.01.09
• Name and give examples of various type 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)
1.6 Appreciating a healthy cardiovascular system
4 A student is able to:
19.01.09 • Select and practise suitable ways to maintain a
- healthy cardiovascular system
23.01.09
5
26.01.09 CHINESE NEW YEAR HOLIDAY
-
30.01.09
1.7Understanding the transport of substances in
plants
A student is able to:
• state the necessity for transport of
substances in plants
• identify the vascular tissue in stem, root
6 and leaf,
02.02.09 • state the role of vascular tissue in the
- transport of substances,
06.02.09 • describe the structure of vascular tissue,
• relate the structure of xylem to transport
• relate the structure of phloem to transport,
• predict the effect of removing a ring of
phloem tissue from a plant.
1.8Synthesising the concept of transport of
substances in plants
A student is able to:
• state what translocation is,
• explain the importance of translocation in
plants,
• describe the process of transpiration,
• explain the process of transpiration,
6 • describe the pathway of water from the soil

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02.02.09 to the leaves,
- • state the external conditions affecting
06.02.09 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.

THEME: PHYSIOLOGY OF LIVING THINGS

LEARNING AREA: 2.0 LOCOMOTION AND SUPPORT

Week Learning Objectives / Learning Outcomes Remarks

2.1 Understanding support and locomotion in
humans and animals
A student is able to:
• Explain the necessity for support and
locomotion in humans and animals
• Describe problems that could be faced by
humans and animals in support and locomotion
• Explain how problems in support and
locomotion are overcome in humans and
7 animals
09.02.09 • Name bones that make up the axial skeleton of
- human body
13.02.09 • Label the bones, the skeletal muscles and
tendons in a diagram of the arm
• Explain how movement is brought about in a
limb
• 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
2.2 Appreciating a healthy musculoskeletal
7 system
09.02.09 A student is able to:
- • Practise ways to care for the
13.02.09 musculoskeletal system
2.3 Understanding support in plants
A student is able to
7 • Explain the necessity for support in plants
09.02.09 • Explain how support is achieved in aquatic
- plants
13.02.09 • Explain how support in terrestrial plants are
achieved through tissue modification

THEME: PHYSIOLOGY OF LIVING THINGS

LEARNING AREA: 3.0 COORDINATION AND RESPONSE

3
 Week Learning Objectives / Learning Outcomes Remarks
3.1 Understanding response and coordination
A student is able to :
• List the changes in external and internal
environment faced by an organism
• State why organisms have to be sensitive to
changes in internal and external environment
• Clarify through examples the meaning of
‘stimulus’ and ‘response’
8 • State the main components and pathways
16.02.09 involved in detecting and responding to
- changes in external environment
20.02.09 • State the main components and pathways
involved in detecting and regulating changes in
internal environment
• Clarify through examples the meaning of
‘coordination’
3.2 Analysing the role of human nervous system
A student is able to :
• State the role of nervous system
• Draw and label a diagram to show the
organization of nervous system
• Name the main parts of the brain and state
their functions
• Draw and label a diagram of cross section of
the spinal Cord
• State the main functions of the spinal cord
9,10 • Label the structure of an efferent neurone
23.02.09
• Identify the type of the neurone from diagrams
-
given
06.03.09
• State the function of each type of neurone
• State the mode of transmission of information
along the neurone
• Describe briefly the pathway of transmission of
information from receptors to effectors
• Draw and label a simple diagram of a synapse
• Describe the transmission of information across
synapses
• State the role of the synapse in transmission
• Give examples of involuntary action
• Give examples of voluntary 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
3.3 Analysing the role of hormones in humans
A student is able :
• State what a hormone is
• State what the endocrine system is
• State why the endocrine system is necessary
• State physiological processes not directly

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 regulated by the nervous system
• Describe how the endocrine system
complements the nervous system
11 • Label the main glands of the endocrine system
09.03.09 • Name the main hormones produced by each
- endocrine gland
13.03.09 • State the functions of the hormones involved in
some physiological processes
• Describe briefly how secretion of hormone is
regulated
• Describe briefly coordination involving both the
nervous system and endocrine system
• State the effects of hormonal imbalance
• State the use of hormone in medicine
12
14.03.09 MID-SEMESTER 1 HOLIDAY
-
22,03,09
3.4 Synthesising the concept of homeostasis in
human
A student is able to;
• Explain the necessity to maintain an optimal
physical and chemical condition in the internal
environment.
• State the meaning of homeostasis
13 • Design an experiment to study the effect of
23.03.09 different
- • Quantities of water intake on urine output
27.03.09 • Describe the formation of urine
• Describe briefly the mechanism of
osmoregulation
• Predict the consequences of impaired kidney
function
• Describe the regulation of blood sugar level
• Describe the regulation of body temperature
• Conceptualise homeostasis
3.5 Practising a healthy lifestyle
13 A student is able to:
23.03.09 • Describe effects of drug and alcohol abuse on
- humans.
27.03.09 • Explain the factors that can lead to drug and
alcohol abuse
• Practise a healthy lifestyle
3.6 Understanding plant hormones
A student is able to:
• State what plant hormones are,
14 • Give some examples of plant hormones,
30.03.09 • Infer the effects of auxins on growth response,
- • Explain the role of auxins in tropism,
03.04.09 • State the use of hormones in agriculture.

THEME: PHYSIOLOGY OF LIVING THINGS

LEARNING AREA: 4.0 REPRODUCTIONS AND GROWTH

5
 Week Learning Objectives / Learning Outcomes Remarks
4.1 Analysing gamete formation
A student is able to:
• Explain the necessity for organisms to
reproduce,
15 • State types of reproduction,
06.04.09 • Explain the necessity for formation of gametes,
- • Describe formation of sperm in humans,
10.04.09 • Describe formation of ovum in humans,
• Compare the formation of sperm with that of
ovum.
4.2 Analysing the role of hormones in the
menstrual cycle
A student is able to:
• State what menstruation is,
• Relate menstruation to menstrual cycle,
• State the importance of the menstrual cycle,
• State the hormones involved in the menstrual
cycle,
16 • Relate hormonal levels to the development of
13.04.09 follicles, the process of ovulation, and the
- formation of corpus luteum,
17.04.09 • Relate hormonal levels to the changes in
thickness of the endometrium
• Explain the role of hormones in regulating the
menstrual cycle,
• State what premenstrual syndrome (PMS) is,
• State what menopause is
4.3 Understanding the early development of a
zygote in humans
A student is able to:
 Describe what fertilization is,
 Describe in simple terms the early development
of a zygote,
17  Name the two main stages in the development
20.04.09 of zygote in preparation for implantation,
-  Describe the formation of twins,
24.04.09  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 the contribution of science and
technology to human reproduction
A student is able to:
18  Explain the contribution of science and
27.04.09 technology to human reproduction,
-  Explain some moral issues related to the
01.05.09 application of science and technology to human
reproduction,
 What sexually transmitted diseases are,
 Give examples of sexually transmitted diseases.
4.5 Synthesising the concept of sexual
reproduction in flowering plants

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 A student is able to:
• Identify male and female structures in a flower,
• Describe the formation of pollen grains,
• Describe the formation of the embryo sac in
the ovule.
• Describe the formation of pollen tube
19 • Describe the formation of zygote,
04.05.09 • Describe the formation of triploid nucleus,
-
• Conceptualise double fertilization,
08.05.09
• Relate the structure of a fruit to the flower
parts
• Explain the importance of double fertilization
for the survival of flowering plants
4.6 Understanding growth in multicellular
20 organism
11.05.09 A student is able to:
- • Explain briefly the necessity for growth in
15.05.09 organisms
• Explain what growth is
4.7 Understanding the growth curve
A student is able to:
20 • Identify the parameters used in the
11.05.09 measurement of growth
- • Describe the sigmoid growth curve of an
15.05.09 organism
• Relate the shape of the growth curve to the
growth phases of an organism
• Explain the shape of the growth curve of an
insect
21,22
18.05.09 SEMESTER 1 EXAMINATION
-
29.05.09
23,24
30.05.09 MID-YEAR HOLIDAY
-
14.06.09
4.8 Understanding primary and secondary
growth in plants
A student is able to :
• State the types of growth in plants
• State what primary and secondary growth are
• State the location of the tissue involved in
25 primary and secondary growth
15.06.09 • Explain the importance of primary growth
- • Explain the importance of secondary growth
19.06.09 • Compare and contract 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 IN LIVING THINGS

LEARNING AREA: 1.0 INHHERITANCE

7
 Week Learning Objectives / Learning Outcomes Remarks
1.1Synthesising the concept of inheritance based
on Mendel’s experiment
A student is able to:
• State what is meant by inheritance
• Differentiate traits from characters
• Identify characters and traits in Mendel’s
experiments,
• State that there is a hereditary factor that
determines a particular character.
• Identify dominant and recessive traits,
• Explain genes and alleles,
• Explain dominant alleles and recessive alleles
26,27
• State the meaning of phenotype
22.06.09
- • Relate allele combination to genotype
03.07.09 • 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 genotype 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 ‘dihybrid inheritance’
• Conceptualise Mendel’s Second Law
1.2Understanding inheritance
A student is able to:
• State the blood group in ABO system and
Rhesus factor in human
28 • Explain the inheritance of ABO blood group in
06.07.09 human
- • Differentiate autosomes and sex chromosomes
10.07.09 • Identify different human karyotypes
• Explain sex determination in offspring
• Explain sex-linked inheritance using example
• Describe heredity disease
1.3Understanding genes and chromosomes
A student is able to:
• state the unit of inheritance,
• state the location of genes,
• describe the structure of deoxyribonucleic acid
29 (DNA),
13.07.09 • describe in simple terms the manifestation of a
- trait of an organism from the basic unit of
17.07.09 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

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THEME: VARIATION AND INHERITANCE IN LIVING THINGS
LEARNING AREA: 2.0 VARIATION
Week Learning Objectives / Learning Outcomes Remarks
2.1 Understanding variation in organisms
A student is able to:
30 • State the importance of variation in
20.07.09 organisms,
- • Give examples of variation in humans,
24.07.09 • State the types of variation,
• Compare continuous variation with
discontinuous variation
2.2 Understanding the causes of variation
A student is able to:
• state the factors causing variation,
• explain the effects of genetic factors on
31 variation,
27.07.09 • explain the environmental factors on variation
- • explain the effects of the interaction between
31.07.09 genetic factors and environmental factors on
variation
• explain mutation
• explain the importance of variation in the
survival of a species
2.3 Be respectful towards one another despite
32
variation
03.08.09
A student is able to:
-
• Accept that people are different
07.08.09
• Respect each other
33,34
10.08.09
MID-SEMESTER 2 EXAMINATION
-
21.08.09
35
22.08.09
MID-SEMESTER 2 HOLIDAY
-
30.08.09
36 – 38
01.09.09
REVISION
-
04.09.09
39
21.09.09
HARI RAYA AIDILFITRI HOLIDAY
-
25.09.09
40,41
28.09.09
S.P.M. TRIAL EXAM
-
09.10.09
42 – 46
12.10.09
REVISION
-
13.11.09
47 – 53
16.11.09
YEAR END HOLDAY
-
04.01.10

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