MONDAY (7 JANUARY 2013) MORAL VALUES: Trust in God, Responsibility
HOMEWORK: Search for
CLASS (SUBJECT): 5 GAMA (BIOLOGY) http://www.xtremepapers.com/revision/gcse /biology/ TIME (DURATION): 8.10 9.20 am (70 minutes) transport_in_humans.php THEME: PHYSIOLOGY OF LIVING THINGS REFLECTION: LEARNING AREA (TOPIC): 1.0 TRANSPORT CLASS (SUBJECT): 2 AVICENNA (SCIENCE) LEARNING OBJECTIVE: TIME (DURATION): 9.55 10.30 am (70 minutes) 1.1Understanding the importance of having a transport THEME: MANAGEMENT AND CONTINUITY OF LIFE system in some multicellular organisms LEARNING AREA (TOPIC): 1.0 THE WORLD THROUGH LEARNING OUTCOMES: OUR SENSES At the end of the lesson, students should be able LEARNING OBJECTIVE: to: 1.1Understanding the sensory organs and their functions - Identify the problem that could be faced by 1.2Understanding the sense of touch multicellular organisms in obtaining their cellular LEARNING OUTCOMES: requirements and getting rid of their waste At the end of the lesson, students should be able products to: - Suggest how the problem is overcome in - Identify and relate a sensory organ to its stimulus multicellular organisms - State the pathway from stimulus to response: CCTS: Identifying, suggesting Stimulus Sensory organs Nerves Brain TEACHING AIDS: Textbook, notebook, potatoes, iodine Nerves Response solution CCTS: Identifying, stating STRATEGY: Mastery learning, Constructivism learning TEACHING AIDS: Textbook, notebook, models, ringgit ACTIVITIES: notes - Teacher will ask the students based on their prior STRATEGY: Mastery learning knowledge of total surface area/volume (TSA/V) ACTIVITIES: ratio. - Students have to touch their face and their friends - Teacher shows a sample of potato cube with face different volume - Students have to touch the surface of the table - Teacher discusses and explain the topic - Teacher asks students to feel the difference - Teacher select 2 students randomly and ask: between the two different surfaces 1. What is TSA/V ratio of a 3 cm cube? - Teacher will ask the students based on their prior 2. Which has a smaller TSA/V ratio a 2 cm cube knowledge of sensory organs or a 3 cm cube? - Teacher shows models of a skin, eye, nose, tongue, TERMINOLOGY: ear Cell requirements, waste products, transport, total - Teacher discusses and explain the topic surface area TERMINOLOGY: Brain, nerve, response, stimuli, sensory organ REFLECTION: MORAL VALUES: Trust in God, Responsibility HOMEWORK: Write notes in their Science Folio, do exercise (Checkpoint 1.1 from the textbook). REFLECTION:
CLASS (SUBJECT): 2 EDISON (SCIENCE)
TIME (DURATION): 12.35 1.10 noon (70 minutes) THEME: MANAGEMENT AND CONTINUITY OF LIFE LEARNING AREA (TOPIC): 1.0 THE WORLD THROUGH OUR SENSES LEARNING OBJECTIVE: - Understanding the sense of hearing LEARNING OUTCOMES: At the end of the lesson, students should be able to: - Identify the structure of the human ear - Explain the function of the different parts of the ear - Describe how we hear CCTS: Identifying, explaining, describing TEACHING AIDS: Textbook, notebook, model STRATEGY: Mastery learning ACTIVITIES: - Students observe the model of a ear - Teacher discusses and explains the topic by using the textbook and the model. TERMINOLOGY: Cochlea, ear, ear drum MORAL VALUES: Trust in God, responsibility HOMEWORK: Write notes in their Science Folio, do exercise (Checkpoint 1.5) Search on this link about the hearing mechanism in internet: http://www.youtube.com/watch?v=wxQ-XpWvtdQ - Teacher discusses and explain the topic by using the textbook and the models of a nose and a tongue TERMINOLOGY: Nose, sensory cells, bitter, salty, sour, sweet, taste, tongue MORAL VALUES: Trust in God TUESDAY (8 JANUARY 2013) HOMEWORK: Write notes in their Science Folio, do exercise (Checkpoint 1.2 till 1.4) CLASS (SUBJECT): 2 AVICENNA (SCIENCE) REFLECTION: TIME (DURATION): 8.50 10.10 am (80 minutes) CLASS (SUBJECT): 5 GAMA (BIOLOGY) THEME: MANAGEMENT AND CONTINUITY OF LIFE TIME (DURATION): 8.10 9.20 am (70 minutes) LEARNING AREA (TOPIC): 1.0 THE WORLD THROUGH THEME: INVESTIGATING THE RELATIONSHIP OUR SENSES BETWEEN LIVING THINGS LEARNING OBJECTIVE: AND THE ENVIRONMENT (FORM 4) - Understanding the sense of smell LEARNING AREA (TOPIC): 8.0 DYNAMIC ECOSYSTEM - Understanding the sense of taste LEARNING OBJECTIVE: LEARNING OUTCOMES: 8.1 Understanding the abiotic and biotic components of the At the end of the lesson, students should be able environment to: 8.2 Understanding the processes of colonization and - Identify the structure of the nose succession in an ecosystem - Identify the position of the sensory cells in the 8.3 Synthesizing ideas on population ecology detection of smell 8.4 Understanding the concept of biodiversity - Identify the different areas of the tongue that 8.5 Appreciating biodiversity respond to different tastes LEARNING OUTCOMES: - Relate the sense of taste to the sense of smell At the end of the lesson, students should be able CCTS: Identifying, relating to: TEACHING AIDS: Textbook, notebook, models, Chocolate Identify is abiotic components of an ecosystem with Durian flavor Identify the biotic components of an ecosystem . STRATEGY: Mastery learning Classify biotic component into trophic levels ACTIVITIES: Explain the interactions between biotic components in - Teacher take out the Chocolate with Durian flavor relation to feeding, using examples - Teacher asks students who can smell the chocolate State what is ecosystem identify the niche habitat, with Durian flavor from their seat community and population of an ecosystem. - One student (volunteer) eat and taste the chocolate Explain the process of colonization Explain the process of succession Abiotic component, biotic component, trophic levels, Identify the pioneer species in an ecosystem predator, competition, mangrove swamp,colonization, Identify the successors in an ecosystem succession, pioneer, sampling technique, distribution, density, frequency, percentage coverage, growth rate Identify the dominant species in an ecosystem MORAL VALUES: Trust in God, Responsibility Identify the adaptive characteristic of successors. HOMEWORK: Explain the changes in habitat caused by pioneer REFLECTION: species. Explain the changes in habitat caused by successors at every level of succession until a climax community is reached. Relate the abiotic component with the biotic component in an ecosystem during the process of colonization and succession.
Identify the appropriate sampling technique to study
the population size of an organism Estimate the population size of an organism in a habitat. Determine the distribution of organism in a habitat based on the density frequency and percentage coverage of the species. Correlate the change in population distribution of an organism with the changes in each of the abiotic factors. CCTS: Identifying, determining, estimating, correlating, relating, explaining TEACHING AIDS: Notes STRATEGY: Mastery learning ACTIVITIES: 1. Students answers teachers questions to check their prior knowledge about ecosystem 2. Students discuss the topics with teacher to finish up Form 4 syllabus. TERMINOLOGY: Classify biotic component into trophic levels Explain the interactions between biotic components in relation to feeding, using examples State what is ecosystem identify the niche habitat, community and population of an ecosystem. Explain the process of colonization Explain the process of succession Identify the pioneer species in an ecosystem Identify the successors in an ecosystem Identify the dominant species in an ecosystem Identify the adaptive characteristic of successors. Explain the changes in habitat caused by pioneer species. Explain the changes in habitat caused by successors at WEDNESDAY (9 JANUARY 2013) every level of succession until a climax community is reached. CLASS (SUBJECT): 5 SIGMA (BIOLOGY) Relate the abiotic component with the biotic TIME (DURATION): 7.30 8.50 am (80 minutes) component in an ecosystem during the process of THEME: INVESTIGATING THE RELATIONSHIP colonization and succession. BETWEEN LIVING THINGS AND THE ENVIRONMENT (FORM 4) Identify the appropriate sampling technique to study LEARNING AREA (TOPIC): 8.0 DYNAMIC ECOSYSTEM the population size of an organism LEARNING OBJECTIVE: Estimate the population size of an organism in a 8.1 Understanding the abiotic and biotic components of the environment habitat. 8.2 Understanding the processes of colonization and Determine the distribution of organism in a habitat succession in an ecosystem based on the density frequency and percentage 8.3 Synthesizing ideas on population ecology coverage of the species. 8.4 Understanding the concept of biodiversity Correlate the change in population distribution of an 8.5 Appreciating biodiversity organism with the changes in each of the abiotic LEARNING OUTCOMES: factors. At the end of the lesson, students should be able CCTS: Identifying, determining, estimating, correlating, to: relating, explaining Identify is abiotic components of an ecosystem TEACHING AIDS: Notes Identify the biotic components of an ecosystem . STRATEGY: Mastery learning ACTIVITIES: CCTS: Drawing conclusion 3. Students answers teachers questions to check TEACHING AIDS: Textbook, notebook, models, ringgit their prior knowledge about ecosystem notes 4. Students discuss the topics with teacher to finish STRATEGY: Mastery learning up Form 4 syllabus. ACTIVITIES: TERMINOLOGY: - Teacher check on students notes and exercises Abiotic component, biotic component, trophic levels, - Students being asked about the previous topic to predator, competition, mangrove swamp,colonization, recall back what they had learn on last lesson succession, pioneer, sampling technique, distribution, - Students discuss the topic with teachers density, frequency, percentage coverage, growth rate - Students use their ringgit notes to feel by MORAL VALUES: Trust in God, Responsibility themselves the raised dots on it HOMEWORK: TERMINOLOGY: REFLECTION: Sensitivity, sensation MORAL VALUES: Trust in God HOMEWORK: Write notes in their Science Folio, do exercise (Checkpoint 1.2 from the textbook). REFLECTION:
THURSDAY (10 JANUARY 2013)
CLASS (SUBJECT): 2 EDISON (SCIENCE) CLASS (SUBJECT): 2 AVICENNA (SCIENCE) TIME (DURATION): 10.30 11.50 am (80 minutes) TIME (DURATION): 7.30 8.50 am (80 minutes) THEME: MANAGEMENT AND CONTINUITY OF LIFE THEME: MANAGEMENT AND CONTINUITY OF LIFE LEARNING AREA (TOPIC): 1.0 THE WORLD THROUGH LEARNING AREA (TOPIC): 1.0 THE WORLD THROUGH OUR SENSES OUR SENSES LEARNING OBJECTIVE: LEARNING OBJECTIVE: - Understanding the sense of hearing 1.2Understanding the sense of touch LEARNING OUTCOMES: LEARNING OUTCOMES: At the end of the lesson, students should be able At the end of the lesson, students should be able to: to: - Identify the structure of the human ear - Draw a conclusion on the sensitivity of the skin on - Explain the function of the different parts of the ear different parts of the body CCTS: Identifying, explaining, describing TEACHING AIDS: Textbook, notebook, model - Menghuraikan ciri-ciri kecemerlangan diri seorang STRATEGY: Mastery learning tokoh ACTIVITIES: - Mengamalkan budaya ilmu untuk kemajuan diri - Students observe the model of an ear - Menunjukkan sikap bertanggungjawab dan - Teacher discusses and explains the topic by using akauntabiliti the textbook and the model. HASIL PEMBELAJARAN: (Teacher uses the extra time to discuss about their Di akhir pembelajaran, pelajar dapat: folio and answers in the exercises before). - Menghuraikan ciri-ciri kecemerlangan diri TERMINOLOGY: - Mengamalkan budaya ilmu untuk mencapai Cochlea, ear, ear drum kecemerlangand diri MORAL VALUES: Trust in God, responsibility - Berinteraksi dengan orang lain secara hormat dan HOMEWORK: Write notes in their Science Folio and sopan search on this link about the hearing mechanism in - Membuat refleksi untuk kejayaan diri internet: - Menunjukkan sikap bertanggungjawab dan http://www.youtube.com/watch?v=wxQ-XpWvtdQ akauntabiliti REFLECTION: - Menunjukkan ciri-ciri perwatakan yang terpuji AKTIVITI: - Guru menerangkan objektif pembelajaran - Setiap pelajar diedarkan sehelai kertas kecil untuk menulis cita-cita, kekuatan dan kelemahan diri - Pelajar berbincang bersama guru berdasarkan buku teks (halaman 2-5) - Pelajar membuat refleksi berdasarkan kekuatan dan kelemahan diri untuk mencapai cita-cita masing- FRIDAY (11 JANUARY 2013) masing KELAS (SUBJEK): 2 RHAZES (PENDIDIKAN SIVIK DAN BBM: KENEGARAAN) Buku teks Pendidikan Sivik dan Kenegaraan Tingkatan 2, MASA(TEMPOH): 7.30 8.40 am (70 minit) kertas kecil TEMA: PENCAPAIAN KENDIRI NILAI: Bertanggungjawab UNIT: PENDIDIKAN MENJAMIN KECEMERLANGAN KERJA RUMAH: Membuat nota berdasarkan buku teks DIRI halaman 2-5 OBJEKTIF PEMBELAJARAN: REFLEKSI: - Menghuraikan ciri-ciri kecemerlangan diri CLASS (SUBJECT): 5 SIGMA (BIOLOGY) - Mengamalkan budaya ilmu untuk mencapai TIME (DURATION): 9.15 10.25 am (70 minutes) kecemerlangan diri THEME: INVESTIGATING THE RELATIONSHIP - Menunjukkan ciri-ciri perwatakan yang terpuji BETWEEN LIVING THINGS AND THE ENVIRONMENT (FORM 4) Compare and contrast pollutants in the air from LEARNING AREA (TOPIC): 8.0 DYNAMIC ECOSYSTEM difference environments 9.0 ENDANGERED ECOSYSTEM State the sources of air population LEARNING OBJECTIVE: Explain what greenhouse effect is, 8.3 Synthesizing ideas on population ecology Correlate the concentration of carbon dioxide in the 8.4 Understanding the concept of biodiversity atmosphere with global warning, 8.5 Appreciating biodiversity Explain the thinning of the ozone layer, 9.1 Evaluating human activities that endanger an ecosystem Explain the impact of thinning of the ozone layer and 9.2 Understanding the greenhouse effects and thinning of global warning on the ecosystem. the ozone layer. Justify the need for development 9.3 Realizing the importance of proper management of Explain the effect of increase in population on the development activities and the ecosystem ecosystem Explain measures taken in the management of LEARNING OUTCOMES: development activities and the ecosystem to ensure a At the end of the lesson, students should be able balance of nature is maintainted to: Care for the ecosystem Identify the appropriate sampling technique to study CCTS: Identifying, determining, estimating, correlating, the population size of an organism relating, explaining Estimate the population size of an organism in a TEACHING AIDS: Notes habitat. STRATEGY: Mastery learning Determine the distribution of organism in a habitat ACTIVITIES: based on the density frequency and percentage 1. Teacher introduces the learning objectives coverage of the species. 2. Students discuss the topics with teacher to finish Correlate the change in population distribution of an up Form 4 syllabus. organism with the changes in each of the abiotic TERMINOLOGY: factors. sampling technique, distribution, density, frequency, percentage coverage, growth rate, biodiversity, Identify human activities that threaten the ecosystem classification, preservation, conservation, impact, Explain the impact of human activities on the threaten, critically, biochemical oxygen demand, ecosystem unplanned, mismanagement, development, ecosystem, Evaluate critically the effect of unplanned development flash flood, landslide, global warming, ozone depletion, and mismanagement of the ecosystem extinction, deforestation, pollution, greenhouse effects, Describe type of population and sources of population maintain, balance of nature, biological control, renewal Explain the effect of population on living things and the energy environment MORAL VALUES: Trust in God, Responsibility HOMEWORK: - Describe how we hear REFLECTION: CCTS: Describing TEACHING AIDS: Textbook, notebook, model STRATEGY: Mastery learning ACTIVITIES: CLASS (SUBJECT): 2 EDISON (SCIENCE) - Teacher do short quiz to recall back what students TIME (DURATION): 11.20 12.30am (70 minutes) had learn on last lesson THEME: MANAGEMENT AND CONTINUITY OF LIFE - Teacher introduces the learning objective LEARNING AREA (TOPIC): 1.0 THE WORLD THROUGH - Students discuss the topic with students OUR SENSES TERMINOLOGY: LEARNING OBJECTIVE: Cochlea, ear, ear drum - Understanding the sense of hearing MORAL VALUES: Trust in God, responsibility LEARNING OUTCOMES: HOMEWORK: Write notes in their Science Folio and do At the end of the lesson, students should be able exercise Checkpoint 1.5 from text book to: REFLECTION: