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

TUESDAY (8 JANUARY 2013)
CLASS (SUBJECT): 2 AVICENNA (SCIENCE)
TIME (DURATION): 8.50 10.10 am (80 minutes)
THEME: MANAGEMENT AND CONTINUITY OF LIFE
LEARNING AREA (TOPIC): 1.0 THE WORLD THROUGH
OUR SENSES
LEARNING OBJECTIVE:
- Understanding the sense of smell
- Understanding the sense of taste
LEARNING OUTCOMES:
At the end of the lesson, students should be able
to:
- Identify the structure of the nose
- Identify the position of the sensory cells in the
detection of smell
- Identify the different areas of the tongue that
respond to different tastes
- Relate the sense of taste to the sense of smell
CCTS: Identifying, relating
TEACHING AIDS: Textbook, notebook, models, Chocolate
with Durian flavor
STRATEGY: Mastery learning
ACTIVITIES:
- Teacher take out the Chocolate with Durian flavor
- Teacher asks students who can smell the chocolate
with Durian flavor from their seat
- One student (volunteer) eat and taste the
chocolate
- 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
HOMEWORK: Write notes in their Science Folio, do
exercise (Checkpoint 1.2 till 1.4)
REFLECTION:
CLASS (SUBJECT): 5 GAMA (BIOLOGY)
TIME (DURATION): 8.10 9.20 am (70 minutes)
THEME: INVESTIGATING THE RELATIONSHIP
BETWEEN LIVING THINGS
AND THE ENVIRONMENT (FORM 4)
LEARNING AREA (TOPIC): 8.0 DYNAMIC ECOSYSTEM
LEARNING OBJECTIVE:
8.1 Understanding the abiotic and biotic components of the
environment
8.2 Understanding the processes of colonization and
succession in an ecosystem
8.3 Synthesizing ideas on population ecology
8.4 Understanding the concept of biodiversity
8.5 Appreciating biodiversity
LEARNING OUTCOMES:
At the end of the lesson, students should be able
to:
Identify is abiotic components of an ecosystem
Identify the biotic components of an ecosystem .
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 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:

WEDNESDAY (9 JANUARY 2013)
CLASS (SUBJECT): 5 SIGMA (BIOLOGY)
TIME (DURATION): 7.30 8.50 am (80 minutes)
THEME: INVESTIGATING THE RELATIONSHIP
BETWEEN LIVING THINGS
AND THE ENVIRONMENT (FORM 4)
LEARNING AREA (TOPIC): 8.0 DYNAMIC ECOSYSTEM
LEARNING OBJECTIVE:
8.1 Understanding the abiotic and biotic components of the
environment
8.2 Understanding the processes of colonization and
succession in an ecosystem
8.3 Synthesizing ideas on population ecology
8.4 Understanding the concept of biodiversity
8.5 Appreciating biodiversity
LEARNING OUTCOMES:
At the end of the lesson, students should be able
to:
Identify is abiotic components of an ecosystem
Identify the biotic components of an ecosystem .
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
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:
3. Students answers teachers questions to check
their prior knowledge about ecosystem
4. Students discuss the topics with teacher to finish
up Form 4 syllabus.
TERMINOLOGY:
Abiotic component, biotic component, trophic levels,
predator, competition, mangrove swamp,colonization,
succession, pioneer, sampling technique, distribution,
density, frequency, percentage coverage, growth rate
MORAL VALUES: Trust in God, Responsibility
HOMEWORK:
REFLECTION:
THURSDAY (10 JANUARY 2013)
CLASS (SUBJECT): 2 AVICENNA (SCIENCE)
TIME (DURATION): 7.30 8.50 am (80 minutes)
THEME: MANAGEMENT AND CONTINUITY OF LIFE
LEARNING AREA (TOPIC): 1.0 THE WORLD THROUGH
OUR SENSES
LEARNING OBJECTIVE:
1.2Understanding the sense of touch
LEARNING OUTCOMES:
At the end of the lesson, students should be able
to:
- Draw a conclusion on the sensitivity of the skin on
different parts of the body
CCTS: Drawing conclusion
TEACHING AIDS: Textbook, notebook, models, ringgit
notes
STRATEGY: Mastery learning
ACTIVITIES:
- Teacher check on students notes and exercises
- Students being asked about the previous topic to
recall back what they had learn on last lesson
- Students discuss the topic with teachers
- Students use their ringgit notes to feel by
themselves the raised dots on it
TERMINOLOGY:
Sensitivity, sensation
MORAL VALUES: Trust in God
HOMEWORK: Write notes in their Science Folio, do
exercise (Checkpoint 1.2 from the textbook).
REFLECTION:
CLASS (SUBJECT): 2 EDISON (SCIENCE)
TIME (DURATION): 10.30 11.50 am (80 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
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:
REFLECTION:
CLASS (SUBJECT): 2 EDISON (SCIENCE)
TIME (DURATION): 11.20 12.30am (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:
- Describe how we hear
CCTS: Describing
TEACHING AIDS: Textbook, notebook, model
STRATEGY: Mastery learning
ACTIVITIES:
- Teacher do short quiz to recall back what students
had learn on last lesson
- Teacher introduces the learning objective
- Students discuss the topic with students
TERMINOLOGY:
Cochlea, ear, ear drum
MORAL VALUES: Trust in God, responsibility
HOMEWORK: Write notes in their Science Folio and do
exercise Checkpoint 1.5 from text book
REFLECTION: