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Biology form 4
1. MINISTRY OF EDUCATION MALAYSIA
Integrated Curriculum for Secondary Schools
Curriculum Specifications
BIOLOGY
Form 4
Curriculum Development Centre
Ministry of Education Malaysia
2005
3. TABLE OF CONTENTS
Page
The National Philosophy v
National Philosophy of Education vii
National Science Education Philosophy ix
Preface xi
Introduction 1
Scientific Skills 2
Thinking Skills 4
Scientific Attitudes and Noble Values 8
Teaching and Learning Strategies 9
Content Organisation 12
THEME: INTRODUCING BIOLOGY
Learning Area : 1. Introduction to Biology 14
4. THEME: INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS
Learning Area : 1. Cell structure and cell organisation 16
Learning Area : 2. Movement of substances across the plasma membrane 20
Learning Area : 3. Chemical composition of the cell 24
Learning Area : 4. Cell division 28
THEME: INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS
Learning Area : 1. Nutrition 32
Learning Area : 2. Respiration 47
THEME: INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND
THE ENVIRONMENT
Learning Area : 1. Dynamic ecosystem 55
Learning Area : 2. Endangered ecosystem 62
Acknowledgements 67
Panel of Writers 68
5. THE NATIONAL PHILOSOPHY
Our nation, Malaysia, is dedicated to achieving a greater unity of all her peoples; to maintaining a democratic way of life; to
creating a just society in which the wealth of the nation shall be equitably shared; to ensuring a liberal approach to her rich
and diverse cultural traditions; to building a progressive society which shall be oriented towards modern science and
technology;
We, her peoples, pledge our united efforts to attain these ends guided by the following principles:
BELIEF IN GOD
LOYALTY TO KING AND COUNTRY
SUPREMACY OF THE CONSTITUTION
RULE OF LAW
GOOD BEHAVIOUR AND MORALITY
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6. NATIONAL PHILOSOPHY OF EDUCATION
Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated
manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious
based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are
knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving a high
level of personal well-being as well as being able to contribute to the betterment of the family, society and the nation at large.
vii
7. NATIONAL SCIENCE EDUCATION PHILOSOPHY
In consonance with the National Education Philosophy, science education in
Malaysia nurtures a
science and technology culture by focusing
on the development of individuals who are competitive, dynamic, robust and
resilient and able to
master scientific knowledge and technological competency.
ix
8. PREFACE
The aspiration of the nation to become an industrialised society In a recent development, the Government has made a decision to
depends on science and technology. It is envisaged that introduce English as the medium of instruction in the teaching
success in providing quality science education to Malaysians and learning of science and mathematics. This measure will
from an early age will serve to spearhead the nation into enable students to keep abreast of developments in science and
becoming a knowledge society and a competitive player in the technology in contemporary society by enhancing their capability
global arena. Towards this end, the Malaysian education system and know-how to tap the diverse sources of information on
is giving greater emphasis to science and mathematics science written in the English language. At the same time, this
education. move would also provide opportunities for students to use the
English language and hence, increase their proficiency in the
The Biology curriculum has been designed not only to provide language. Thus, in implementing the biology curriculum, attention
opportunities for students to acquire science knowledge and is given to developing students’ ability to use English for study
skills, develop thinking skills and thinking strategies, and to and communication, especially in the early years of learning.
apply this knowledge and skills in everyday life, but also to
inculcate in them noble values and the spirit of patriotism. It is The development of this curriculum and the preparation of the
hoped that the educational process en route to achieving these corresponding Curriculum Specifications have been the work of
aims would produce well-balanced citizens capable of many individuals over a period of time. To all those who have
contributing to the harmony and prosperity of the nation and its contributed in one way or another to this effort, may I, on behalf
people. of the Ministry of Education, express my sincere gratitude and
thanks for the time and labour expended.
The Biology curriculum aims at producing active learners. To
this end, students are given ample opportunities to engage in
scientific investigations through hands-on activities and
experimentations. The inquiry approach, incorporating thinking
skills, thinking strategies and thoughtful learning, should be (MAHZAN BIN BAKAR SMP, AMP)
emphasised throughout the teaching-learning process. The Director
content and contexts suggested are chosen based on their Curriculum Development Centre
relevance and appeal to students so that their interest in the Ministry of Education Malaysia
subject is enhanced.
xi
9. designed to produce students who are literate in
INTRODUCTION science, innovative, and able to apply scientific knowledge in
decision making and problem solving in everyday life.
As articulated in the National Education Policy, education in The elective science subjects prepare students who are more
Malaysia is an on-going effort towards developing the potential scientifically inclined to pursue the study of science at post-
of individuals in a holistic and integrated manner to produce secondary level. This group of students would take up careers in
individuals who are intellectually, spiritually, emotionally and the field of science and technology and play a leading role in this
physically balanced and harmonious. The primary and field for national development.
secondary school science curriculum is developed with the aim
of producing such individuals. For every science subject, the curriculum for the year is
articulated in two documents: the syllabus and the curriculum
As a nation that is progressing towards a developed nation specifications. The syllabus presents the aims, objectives and the
status, Malaysia needs to create a society that is scientifically outline of the curriculum content for a period of 2 years for
oriented, progressive, knowledgeable, having a high capacity for elective science subjects and 5 years for core science subjects.
change, forward-looking, innovative and a contributor to The curriculum specifications provides the details of the
scientific and technological developments in the future. In line curriculum which includes the aims and objectives of the
with this, there is a need to produce citizens who are creative, curriculum, brief descriptions on thinking skills and thinking
critical, inquisitive, open-minded and competent in science and strategies, scientific skills, scientific attitudes and noble values,
technology. teaching and learning strategies, and curriculum content. The
curriculum content provides the themes, learning areas, learning
The Malaysian science curriculum comprises three core science objectives, suggested learning activities, the intended learning
subjects and four elective science subjects. The core subjects outcomes, notes and vocabulary.
are Science at primary school level, Science at lower secondary
level and Science at upper secondary level. Elective science
subjects are offered at the upper secondary level and consist of AIMS
Biology, Chemistry, Physics, and Additional Science.
The core science subjects for the primary and lower secondary
The aims of the biology curriculum for secondary school are to
levels are designed to provide students with basic science
provide students with the knowledge and skills in science and
knowledge, prepare students to be literate in science, and
technology and enable them to solve problems and make
enable students to continue their science education at the upper
decisions in everyday life based on scientific attitudes and noble
secondary level. Core Science at the upper secondary level is
values.
Students who have followed the biology curriculum will have the
foundation in biology to enable them to pursue formal and
informal further education in science and technology.
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10. The curriculum also aims to develop a concerned, dynamic and 8. Realise the importance of inter-dependence among living
progressive society with a science and technology culture that things and the management of nature for survival of
values nature and works towards the preservation and mankind.
conservation of the environment.
9. Appreciate the contributions of science and technology
towards national development and the well-being of
OBJECTIVES mankind.
10. Realise that scientific discoveries are the result of human
The biology curriculum for secondary school enables students endeavour to the best of his or her intellectual and mental
to: capabilities to understand natural phenomena for the
betterment of mankind.
1. Acquire knowledge in biology and technology in the 11. Be aware of the need to love and care for the
context of natural phenomena and everyday life environment and play an active role in its preservation
experiences. and conservation.
2. Understand developments in the field of biology and
technology.
SCIENTIFIC SKILLS
3. Acquire scientific and thinking skills.
4. Apply knowledge and skills in a creative and critical
Science emphasises inquiry and problem solving. In inquiry and
manner to solve problems and make decisions on
problem solving processes, scientific and thinking skills are
biology-related issues.
utilised. Scientific skills are important in any scientific
investigation such as conducting experiments and carrying out
5. Apply knowledge of biology to improve one’ health and
s
projects.
well-being, and face challenges in the scientific and
technological world and be willing to contribute towards
Scientific skills encompass science process skills and
the development of science and technology.
manipulative skills.
6. Evaluate science and technology-related information Science Process Skills
wisely and effectively.
Science process skills enable students to formulate their
7. Practise and internalise scientific attitudes and good
questions and find out the answers systematically.
moral values.
2
11. Descriptions of the science process skills are as follows: Controlling Identifying the fixed variables, manipulated
Variables variable, and responding variable in an
Observing Using the sense of hearing, touch, smell, investigation. The manipulated variable is
taste and sight to collect information about an changed to observe its relationship with the
object or a phenomenon. responding variable. At the same time, the
fixed variables are kept constant.
Classifying Using observations to group objects or events
according to similarities or differences. Hypothesising Making a general statement about the
relationship between a manipulated variable
Measuring and Making quantitative observations using and a responding variable in order to explain
Using numbers and tools with standardised units. an event or observation. This statement can
Numbers Measuring makes observation more accurate. be tested to determine its validity.
Inferring Using past experiences or previously Experimenting Planning and conducting activities to test a
collected data to draw conclusions and certain hypothesis. These activities include
explain events. collecting, analysing and interpreting data and
making conclusions.
Predicting Stating the outcome of a future event based
on prior knowledge gained through Manipulative Skills
experiences or collected data.
Manipulative skills in scientific investigation are psychomotor
Communicating Using words or graphic symbols such as
skills that enable students to:
tables, graphs, figures or models to describe
an action, object or event.
? use and handle science apparatus and laboratory substances
Using Space- Describing changes in parameter with time. correctly,
Time Relationship Examples of parameters are location, ? handle specimens correctly and carefully,
direction, shape, size, volume, weight and ? draw specimens, apparatus and laboratory substances
mass. accurately,
? clean science apparatus correctly, and
Interpreting Data Giving rational explanations about an object, ? store science apparatus and laboratory substances correctly
event or pattern derived from collected data. and safely.
Defining Defining concepts by describing what must be
Operationally done and what should be observed.
3
12. THINKING SKILLS Critical Thinking Skills
A brief description of each critical thinking skill is as follows:
Thinking is a mental process that requires an individual to
integrate knowledge, skills and attitude in an effort to understand Attributing Identifying characteristics, features,
the environment. qualities and elements of a concept or an
One of the objectives of the national education system is to object.
enhance the thinking ability of students. This objective can be Comparing and Finding similarities and differences based
achieved through a curriculum that emphasises thoughtful Contrasting on criteria such as characteristics,
llearning. Teaching and learning that emphasises thinking skills features, qualities and elements of a
is a foundation for thoughtful learning. concept or event.
Grouping and Separating objects or phenomena into
Thoughtful learning is achieved if students are actively involved Classifying categories based on certain criteria such
in the teaching and learning process. Activities should be as common characteristics or features.
organised to provide opportunities for students to apply thinking
skills in conceptualisation, problem solving and decision-making. Sequencing Arranging objects and information in order
based on the quality or quantity of common
Thinking skills can be categorised into critical thinking skills and characteristics or features such as size,
creative thinking skills. A person who thinks critically always time, shape or number.
evaluates an idea in a systematic manner before accepting it. A Prioritising Arranging objects and information in order
person who thinks creatively has a high level of imagination, is based on their importance or priority.
able to generate original and innovative ideas, and modify ideas Analysing Examining information in detail by breaking
and products. it down into smaller parts to find implicit
meanings and relationships.
Thinking strategies are higher order thinking processes that
iinvolve various steps. Each step involves various critical and Detecting Bias Identifying views or opinions that have the
creative thinking skills. The ability to formulate thinking tendency to support or oppose something
strategies is the ultimate aim of introducing thinking activities in in an unfair or misleading way.
the teaching and learning process. Evaluating Making judgements on the quality or value
of something based on valid reasons or
evidence.
Making Conclusions Making a statement about the outcome of
an investigation that is based on a
hypothesis.
4
13. Creative Thinking Skills Making Analogies Understanding abstract or complex
concepts by relating them to simpler or
A brief description of each creative thinking skill is as follows: concrete concepts with similar
characteristics.
Generating Ideas Producing or giving ideas in a discussion.
Inventing Producing something new or adapting
Relating Making connections in a certain situation something already in existence to
to determine a structure or pattern of overcome problems in a systematic
relationship. manner.
Making Inferences Using past experiences or previously
collected data to draw conclusions and Thinking Strategy
explain events.
Description of each thinking strategy is as follows:
Predicting Stating the outcome of a future event
based on prior knowledge gained through Conceptualising Making generalisations based on inter-
experiences or collected data. related and common characteristics in
order to construct meaning, concept or
Making Making a general conclusion about a model.
Generalisations group based on observations on, or
information from, samples of the group. Making Decisions Selecting the best solution from various
alternatives based on specific criteria to
Visualising Recalling or forming mental images about achieve a specific aim.
a particular idea, concept, situation or
vision. Problem Solving Finding solutions to challenging or
unfamiliar situations or unanticipated
Synthesising Combining separate elements or parts to difficulties in a systematic manner.
form a general picture in various forms
such as writing, drawing or artefact. Besides the above thinking skills and thinking strategies,
another skill emphasised is reasoning. Reasoning is a skill
Making Hypotheses Making general statement about the used in making logical, just and rational judgements.
relationship between manipulated Mastering of critical and creative thinking skills and thinking
variables and responding variables to strategies is made simpler if an individual is able to reason in
explain observations or events. The an inductive and deductive manner. Figure 1 gives a general
statements can be tested to determine picture of thinking skills and thinking strategies.
validity.
5
14. Figure 1: TSTS Model in Science Mastering of thinking skills and thinking strategies (TSTS)
through the teaching and learning of science can be
developed through the following phases:
Thinking Skills 1. Introducing TSTS.
2. Practising TSTS with teacher’ guidance.
s
3. Practising TSTS without teacher’ guidance.
s
4. Applying TSTS in new situations with teacher’ s
guidance.
5. Applying TSTS together with other skills to accomplish
Critical Creative thinking tasks.
? Attributing ? Generating ideas Further information about phases of implementing TSTS can
? Comparing and ? Relating be found in the guidebook “ Buku Panduan Penerapan
contrasting ? Making inferences Kemahiran Berfikir dan Strategi Berfikir dalam Pengajaran
? Grouping and ? Predicting dan Pembelajaran Sains” (Curriculum Development Centre,
classifying
Reasoning ? Making 1999).
? Sequencing hypotheses
? Prioritising ? Synthesising Relationship between Thinking Skills and Science Process
? Analysing ? Making Skills
? Detecting bias generalisations
? Evaluating ? Visualising Science process skills are skills that are required in the
? Making ? Making analogies
process of finding solutions to a problem or making decisions
conclusions ? Inventing
in a systematic manner. It is a mental process that promotes
critical, creative, analytical and systematic thinking. Mastering
of science process skills and the possession of suitable
attitudes and knowledge enable students to think effectively.
The mastering of science process skills involves the
Thinking mastering of the relevant thinking skills. The thinking skills
Strategies that are related to a particular science process skill are as
follows:
? Conceptualising
? Making decisions
? Problem solving
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15. Science Process Skills Thinking Skills Science Process Skills Thinking Skills
Observing Attributing Controlling variables Attributing
Comparing and contrasting Comparing and contrasting
Relating Relating
Analysing
Classifying Attributing
Comparing and contrasting Making hypotheses Attributing
Grouping and classifying Relating
Comparing and contrasting
Measuring and Using Relating
Generating ideas
Numbers Comparing and contrasting
Making hypotheses
Making Inferences Relating Predicting
Comparing and contrasting Synthesising
Analysing
Experimenting All thinking skills
Making inferences
Predicting Relating Communicating All thinking skills
Visualising
Using Space-Time Sequencing Teaching and Learning based on Thinking Skills and
Relationship Prioritising Scientific Skills
Interpreting data Comparing and contrasting This biology curriculum emphasises thoughtful learning based on
Analysing thinking skills and scientific skills. Mastery of thinking skills and
Detecting bias scientific skills are integrated with the acquisition of knowledge in
Making conclusions the intended learning outcomes. Thus, in teaching and learning,
Generalising teachers need to emphasise the mastery of skills together with
Evaluating the acquisition of knowledge and the inculcation of noble values
and scientific attitudes.
Defining operationally Relating
Making analogy The following is an example and explanation of a learning
Visualising outcome based on thinking skills and scientific skills.
Analysing
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16. Example: ? Being respectful and well-mannered.
? Appreciating the contribution of science and technology.
? Being thankful to God.
Learning Outcome: Compare and contrast animal cell and ? Having critical and analytical thinking.
plant cell based on the structure and ? Being flexible and open-minded.
organelles ? Being kind-hearted and caring.
? Being objective.
Thinking Skills: Comparing and contrasting
? Being systematic.
? Being cooperative.
Explanation: ? Being fair and just.
? Daring to try.
To achieve the above learning outcome, knowledge on the ? Thinking rationally.
structure and organelles in animal and plant cells are learned ? Being confident and independent.
through comparing and contrasting. The mastery of the skill of
comparing and contrasting is as important as the acquisition of The inculcation of scientific attitudes and noble values generally
knowledge on animal and plant cells. This would enable occurs through the following stages:
students to understand topics on mitosis and meiosis. ? Being aware of the importance and the need for scientific
attitudes and noble values.
? Giving emphasis to these attitudes and values.
? Practising and internalising these scientific attitudes and
noble values.
SCIENTIFIC ATTITUDES AND NOBLE VALUES When planning teaching and learning activities, teachers need to
give due consideration to the above stages to ensure the
Science learning experiences can be used as a means to continuous and effective inculcation of scientific attitudes and
inculcate scientific attitudes and noble values in students. These values. For example, during science practical work, the teacher
attitudes and values encompass the following: should remind pupils and ensure that they carry out experiments
in a careful, cooperative and honest manner.
? Having an interest and curiosity towards the environment.
? Being honest and accurate in recording and validating data. Proper planning is required for effective inculcation of scientific
? Being diligent and persevering. attitudes and noble values during science lessons. Before the
? Being responsible about the safety of oneself, others, and first lesson related to a learning objective, teachers should
the environment. examine all related learning outcomes and suggested teaching-
? Realising that science is a means to understand nature. learning activities that provide opportunities for the inculcation of
? Appreciating and practising clean and healthy living. scientific attitudes and noble values.
? Appreciating the balance of nature.
8
17. The following is an example of a learning outcome pertaining to
the inculcation of scientific attitudes and values. Appreciating the balance of nature.
Example: Being systematic.
Level: Form Four Being cooperative.
Learning Area: 2.0 Endangered Ecosystem
Inculcating Patriotism
Learning Objective: 2.3 Realising the importance of The biology curriculum provides an opportunity for the
proper management of development and strengthening of patriotism among students.
development activities and the For example, in learning about the process of colonization and
ecosystem. succession in an ecosystem, students will learn about the rich
biodiversity in the country, they will appreciate the diversity and
uniqueness of this natural resource of the country and deepen
Learning Outcome: Explain measures taken in the their love for the country.
management of development
activities and the ecosystem to
ensure a balance of nature is TEACHING AND LEARNING STRATEGIES
maintained.
Teaching and learning strategies in the biology curriculum
Suggested Learning Carry out small group discussion emphasise thoughtful learning. Thoughtful learning is a process
Activities and present the findings, based on that helps students acquire knowledge and master skills that will
the following: help them develop their minds to the optimum level. Thoughtful
a) implementation of laws, learning can occur through various learning approaches such as
b) education on the management inquiry, constructivism, contextual learning, and mastery learning.
of resources, include the Learning activities should therefore be geared towards activating
reduce, reuse, and recycle of students’critical and creative thinking skills and not be confined
resources, to routine or rote learning. Students should be made aware of the
thinking skills and thinking strategies that they use in their
Scientific attitudes and Love and respect for the learning. They should be challenged with higher order questions
noble values environment. and problems and be required to solve problems utilising their
creativity and critical thinking. The teaching and learning process
Being responsible for the safety of should enable students to acquire knowledge, master skills and
oneself, others and the develop scientific attitudes and noble values in an integrated
environment. manner.
9
18. Teaching and Learning Approaches in Science learning approaches such as contextual learning and Science,
Technology and Society (STS).
Inquiry-Discovery
Learning themes and learning objectives that carry elements of
Inquiry-discovery emphasises learning through experiences. STS are incorporated into the curriculum. STS approach
Inquiry generally means to find information, to question and to suggests that science learning takes place through investigation
investigate a phenomenon that occurs in the environment. and discussion based on science and technology issues in
Discovery is the main characteristic of inquiry. Learning through society. In the STS approach, knowledge in science and
discovery occurs when the main concepts and principles of technology is to be learned with the application of the principles
science are investigated and discovered by students of science and technology and their impact on society.
themselves. Through activities such as experiments, students
investigate a phenomenon and draw conclusions by themselves. Contextual Learning
Teachers then lead students to understand the science concepts
through the results of the inquiry. Thinking skills and scientific Contextual learning is an approach that associates learning with
skills are thus developed further during the inquiry process. daily experiences of students. In this way, students are able to
However, the inquiry approach may not be suitable for all appreciate the relevance of science learning to their lives. In
teaching and learning situations. Sometimes, it may be more contextual learning, students learn through investigations as in
appropriate for teachers to present concepts and principles the inquiry-discovery approach.
directly to students.
Mastery Learning
Constructivism
Mastery learning is an approach that ensures all students are
Constructivism suggests that students learn about something able to acquire and master the intended learning objectives. This
when they construct their own understanding. The important approach is based on the principle that students are able to learn
attributes of constructivism are as follows: if they are given adequate opportunities. Students should be
allowed to learn at their own pace, with the incorporation of
? Taking into account students’prior knowledge.
remedial and enrichment activities as part of the teaching-
? Learning occurring as a result of students’own effort. learning process.
? Learning occurring when students restructure their
existing ideas by relating new ideas to old ones. Teaching and Learning Methods
? Providing opportunities to cooperate, sharing ideas
and experiences, and reflecting on their learning. Teaching and learning approaches can be implemented through
various methods such as experiments, discussions, simulations,
projects, and visits. In this curriculum, the teaching-learning
Science, Technology and Society
methods suggested are stated under the column “ Suggested
Learning Activities.” However, teachers can modify the
Meaningful learning occurs if students can relate their learning
suggested activities when the need arises.
with their daily experiences. Meaningful learning occurs in
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19. ? Collecting data.
The use of a variety of teaching and learning methods can ? Analysing data.
enhance students’interest in science. Science lessons that are
? Interpreting data.
not interesting will not motivate students to learn and
subsequently will affect their performances. The choice ? Making conclusions.
of teaching methods should be based on the curriculum content, ? Writing a report.
students’ abilities, students’ repertoire of intelligences, and the
availability of resources and infrastructure. Besides playing the In the implementation of this curriculum, besides guiding students
role of knowledge presenters and experts, teachers need to act to do an experiment, where appropriate, teachers should provide
as facilitators in the process of teaching and learning. Teachers students with the opportunities to design their own experiments.
need to be aware of the multiple intelligences that exist among This involves students drawing up plans as to how to conduct
students. Different teaching and learning activities should be experiments, how to measure and analyse data, and how to
planned to cater for students with different learning styles and present the outcomes of their experiment.
intelligences.
Discussion
The following are brief descriptions of some teaching and
learning methods. A discussion is an activity in which students exchange questions
and opinions based on valid reasons. Discussions can be
Experiment conducted before, during or after an activity. Teachers should
play the role of a facilitator and lead a discussion by asking
An experiment is a method commonly used in science lessons. questions that stimulate thinking and getting students to express
In experiments, students test hypotheses through investigations themselves.
to discover specific science concepts and principles. Conducting
an experiment involves thinking skills, scientific skills, and Simulation
manipulative skills.
In simulation, an activity that resembles the actual situation is
Usually, an experiment involves the following steps: carried out. Examples of simulation are role-play, games and the
? Identifying a problem. use of models. In role-play, students play out a particular role
based on certain pre-determined conditions. Games require
? Making a hypothesis. procedures that need to be followed. Students play games in
? Planning the experiment order to learn a particular principle or to understand the process
- controlling variables. of decision-making. Models are used to represent objects or
- determining the equipment and materials needed. actual situations so that students can visualise the said objects or
situations and thus understand the concepts and principles to be
- determining the procedure of the experiment and the learned.
method of data collection and analysis.
? Conducting the experiment.
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20. Project spreadsheet are valuable tools for the analysis and presentation
of data.
A project is a learning activity that is generally undertaken by an
individual or a group of students to achieve a certain learning The use of other tools such as data loggers and computer
objective. A project generally requires several lessons to interfacing in experiments and projects also enhance the
complete. The outcome of the project either in the form of a effectiveness of teaching and learning of science.
report, an artefact or in other forms needs to be presented to the
teacher and other students. Project work promotes the
development of problem-solving skills, time management skills, CONTENT ORGANISATION
and independent learning.
Visits and Use of External Resources
The biology curriculum is organised around themes. Each theme
consists of various learning areas, each of which consists of a
The learning of science is not limited to activities carried out in
number of learning objectives. A learning objective has one or
the school compound. Learning of science can be enhanced
more learning outcomes.
through the use of external resources such as zoos, museums,
science centres, research institutes, mangrove swamps, and
Learning outcomes are written based on the hierarchy of the
factories. Visits to these places make the learning of science
cognitive and affective domains. Levels in the cognitive domain
more interesting, meaningful and effective. To optimise learning
are: knowledge, understanding, application, analysis, synthesis
opportunities, visits need to be carefully planned. Students may
and evaluation. Levels in the affective domain are: to be aware
be involved in the planning process and specific educational
of, to be in awe, to be appreciative, to be thankful, to love, to
tasks should be assigned during the visit. No educational visit is
practise, and to internalise. Where possible, learning outcomes
complete without a post-visit discussion.
relating to the affective domain are explicitly stated. The
inculcation of scientific attitudes and noble values should be
Use of Technology
integrated into every learning activity. This ensures a more
spontaneous and natural inculcation of attitudes and values.
Technology is a powerful tool that has great potential in
Learning areas in the psychomotor domain are implicit in the
enhancing the learning of science. Through the use of
learning activities.
technology such as television, radio, video, computer, and
Internet, the teaching and learning of science can be made more
Learning outcomes are written in the form of measurable
interesting and effective.
behavioural terms. In general, the learning outcomes for a
particular learning objective are organised in order of complexity.
Computer simulation and animation are effective tools for the
However, in the process of teaching and learning, learning
teaching and learning of abstract or difficult science concepts.
activities should be planned in a holistic and integrated manner
Computer simulation and animation can be presented through
that enables the achievement of multiple learning outcomes
courseware or Web page. Application tools such, as word
according to needs and context. Teachers should avoid
processor, graphic presentation software and electronic
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21. employing a teaching strategy that tries to achieve each learning
outcome separately according to the order stated in the
curriculum specifications.
The Suggested Learning Activities provide information on the
scope and dimension of learning outcomes. The learning
activities stated under the column Suggested Learning Activities
are given with the intention of providing some guidance as to
how learning outcomes can be achieved. A suggested activity
may cover one or more learning outcomes. At the same time,
more than one activity may be suggested for a particular
learning outcome. Teachers may modify the suggested activity
to suit the ability and style of learning of their students. Teachers
are encouraged to design other innovative and effective learning
activities to enhance the learning of biology.
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22. THEME: INTRODUCING BIOLOGY
LEARNING AREA: 1.0 INTRODUCTION TO BIOLOGY
Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
1.1 Carry out small group discussion A student is able to:
Understanding on the following and present the
the study of findings:
Biology a) what is the study of Biology? ? state what the study of Biology
b) the importance of Biology with is,
respect to the study of living
things, environment, interaction ? explain the importance of
between living things and the Biology,
environment.
Construct a concept map based on ? list the different fields of study fields – bidang
information gathered on the in Biology,
different fields of study and careers
related to Biology. ? list the careers related to career – kerjaya
Biology,
Small group discussion on the ? state various ways of studying
importance of the following: Biology,
a) acquiring scientific skills,
b) scientific method,
c) practising scientific attitudes
and noble values.
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23. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
1.2 Observe a situation and identify all A student is able to:
Applying the variables. Suggest a question This activity helps scientific investigation –
scientific that is suitable for a scientific ? identify variables in a given the teacher to penyiasatan saintifik
investigation investigation. Discuss to: situation, assess students’
a) form a hypothesis, capabilities to carry
b) plan the method of investigation ? identify the relationship between out a scientific
including selection of apparatus two variables to form a investigation.
and work procedures. hypothesis,
Carry out an experiment:
a) to collect and tabulate data, ? design and carry out a simple
b) present data in a suitable form, experiment to test the
c) interpret the data and draw hypothesis,
conclusion,
d) write a complete report. ? record and present data in a
suitable form,
Carry out an experiment on the
making of bread using yeast in the ? interpret data to draw
absence and presence of sugar. conclusions,
Record the time taken for the
dough to double its size. For further ? write a report on an experiment,
investigations, salt is used.
These attitudes and
During investigation, highlight the ? practise scientific attitudes and values should be scientific attitudes – sikap
need to practise scientific attitudes noble values. observed in all saintifik
and noble values such as honesty investigations in noble values – nilai murni
and accuracy in recording and other learning
verifying data. areas.
15
24. THEME: INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS
LEARNING AREA: 1.0 CELL STRUCTURE AND CELL ORGANISATION
Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
1.1 Prepare and study slides to A student is able to:
Understanding compare the epidermal cells of
cell structure onion or cells of Hydrilla leaf with ? draw and label an animal cell,
and function human cheek cells. Observe, draw
and label diagrams of an animal
cell and a plant cell as seen ? draw and label a plant cell,
through a light microscope.
Study electron micrographs of
animal cells and plant cells to
identify cellular components of cell: The structure of the cellular components –
a) plasma membrane and cell ? identify the cellular components organelles is not komponen-komponen sel
wall, of an animal cell, required.
b) cytoplasm,
c) organelles: ? identify the cellular components
(i) nucleus: nucleolus, of a plant cell,
chromosomes,
nucleoplasm and nuclear
membrane,
(ii) rough and smooth
endoplasmic reticulum,
(iii) mitochondria,
(iv) Golgi apparatus,
(v) lysosomes,
(vi) ribosomes,
(vii) chloroplasts,
(viii) centrioles,
(ix) vacuoles.
16
25. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
Work in small groups to match ? state the functions of the cellular relate – mengiatkan
cellular components to their components in an animal cell,
functions. ? state the functions of the cellular density - ketumpatan
components in a plant cell,
Students present a comparison ? compare and contrast an animal
between the structure of an animal cell and a plant cell,
cell and a plant cell.
Discuss the relationship between ? relate the density of certain
the density of certain organelles organelles with the functions of
with the function of specific cells: specific cells.
a) mitochondria with the function
of sperm cells, flight muscle
cells in insects and birds, cells
in the meristems,
b) chloroplasts with the function of
palisade cells.
17
26. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
1.2 Observe the living processes of A student is able to:
Understanding unicellular organisms such as ? state the necessity for cell living processes – proses -
cell feeding, locomotion and specialisation in multicellular proses kehidupan
organisation reproduction through computerised organism as compared to
animation / video / mircoscope. unicellular organism, cell specialisation –
pengkhususan sel
Carry out small group discussion
on the following and present the
findings:
a) cell specialisation in ? describe cell specialisation in
multicellular organisms, multicellular organisms,
b) the necessity for cell
specialization in multicellular
organisms
c) cell organisation in the ? describe cell organisation in the
formation of tissues, organs formation of tissues, organs and
and systems in humans, systems in multicellular
animals and plants. organisms,
Construct models of tissues,
organs and systems in human,
animals and plants.
18
27. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
Conduct a discussion on the ? state the meaning of internal A simple
following: environment, explanation.
a) the meaning of internal ? identify factors affecting the
environment, internal environment,
b) factors affecting the internal
environment including
temperature, pH, osmotic ? explain the necessity to maintain
pressure and glucose level. optimal internal environment,
c) it is important that the
organism’ cells always
s
experience conditions which ? describe the involvement of
permit efficient functioning, the various systems in maintaining
involvement of various systems optimal internal environment.
in maintaining optimal internal
environment.
1.3 Discuss and predict the cell A student is able to:
Appreciating condition without a particular ? predict the state of certain cells uniqueness – keunikan
the uniqueness cellular component. without a particular cellular
of the cell component,
Conduct a role-play activity to show ? illustrate that most cells are
that cells become adapted for specialised for the job that they
different functions. perform.
19
28. LEARNING AREA: 2.0 MOVEMENT OF SUBSTANCES ACROSS THE PLASMA MEMBRANE
Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
2.1 Discuss the following: A student is able to:
Analysing the a) substances that are required by ? state the substances required by
of movement of cells, living cells,
substances b) substances to be eliminated ? state the substances that have
across the from cells, to be eliminated from cells,
plasma c) the necessity for movement of ? explain the necessity for
membrane substances across the plasma movement of substances across
membrane. the plasma membrane,
Discuss the structure of the plasma ? describe the structure of the Only a brief account
membrane as comprising the plasma membrane, of the structure of
phospholipid bilayer, carrier protein the plasma
and pores. membrane is
required.
Conduct an experiment, using
starch suspension and glucose
solution, to study the movement of
substances across egg membrane
or Visking tubing.
permeability - ketelapan
Discuss the properties of the ? describe the permeability of the
plasma membrane as a semi - plasma membrane, simple diffusion – resapan
permeable membrane. ringkas
Discuss the movement of soluble ? explain the movement of soluble facilitated diffusion –
substances across the plasma substances across the plasma resapan berbantu
membrane through simple diffusion membrane through the process
and facilitated diffusion. of passive transport, passive transport –
pengangkutan pasif
Carry out an activity to show ? explain the movement of water active transport -
osmosis using a simple molecules across the plasma pengangkutan aktif
osmometer. membrane by osmosis,
20
29. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
Discuss the movement of ? explain the movement of Only a basic
substances across the plasma substances across the plasma explanation of the
membrane through active membrane through the process active transport
transport. of active transport, process is required.
Conduct a simulation activity to
show the movement of substances
across the plasma membrane
through passive transport and
active transport.
Use computer simulation to show
the movement of substances
across the plasma membrane.
Discuss the processes of passive ? explain the process of passive
transport and active transport in transport in living organisms
living organisms: using examples,
a) gaseous exchange in the alveoli
and blood capillaries (simple ? explain the process of active
diffusion), transport in living organisms
b) absorption of digested food in using examples,
the villus (facilitated diffusion),
c) absorption of water by root hairs
of a plant (osmosis),
d) ion intake by root hairs of a plant
(active transport).
21
30. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
Construct a concept map on the ? compare and contrast passive
movement of substances across transport and active transport.
the plasma membrane.
Use a graphic organiser to
compare and contrast passive
transport and active transport.
2.2 Carry out activities to study the A student is able to:
Understanding effects of hypotonic and hypertonic
the movement solutions on plant and animal cells: ? explain what hypotonic, The use of human
of substances a) plasmolysis and deplasmolysis hypertonic and isotonic solutions blood is
across the in plant cells, are, discouraged.
plasma b) haemolysis and crenation in red ? explain the effects of hypotonic, effects - kesan
membrane in blood cells. hypertonic and isotonic solutions
everyday life on plant cell and animal cell,
Discuss the following: ? explain plasmolysis,
a) hypotonic, hypertonic and deplasmolysis, haemolysis and
isotonic solutions, crenation,
b) plasmolysis, deplasmolysis,
haemolysis and crenation,
c) flaccidity and turgidity of plant turgidity - kesegahan
cells.
Carry out an investigation using ? design an experiment to The concentration of
various concentrations of salt or determine the concentration of the external solution
sugar solutions to determine the external solution which is which is isotonic to
concentration of external solution isotonic to cell sap, the cell sap is
which is isotonic to the cell sap of determined from the
plant tissues. plotted graph.
22
31. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
Discuss and make an inference on ? make an inference on the Discussion should wilting – layu
the concentration of cell sap in concentration of cell sap in plant be based on the
plant tissues which is equivalent to tissues, concepts of osmosis
the concentration of isotonic and plasmolysis. preservation - pengawetan
solution.
Discuss and correlate the ? relate the movement of
movement of substances across substances across plasma
the plasma membrane w ith the membrane with concentration
difference in concentration of the gradient,
external solution and that of the cell
sap.
Discuss the following: ? explain the phenomenon of
a) wilting of plants caused by the wilting in plants using examples,
excessive use of chemical
fertilisers, ? explain the preservation of food
b) preservation of food using salt using examples.
or sugar.
2.3 Compose poems to appreciate the A student is able to:
Appreciating movement of substances across ? explain the necessity of
the movement the plasma membrane. movement of substances across
of substances the plasma membrane which
across the occurs in a continuous and
plasma controlled manner for survival of
membrane a cell.
23
32. LEARNING AREA: 3.0 CHEMICAL COMPOSITION OF THE CELL
Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
3.1 Carry out small group discussion A student is able to: Chemical
Understanding on the following and present the compounds in the organic compounds –
the chemical findings: ? state the elements in the cell, cell are limited to sebatian organik
composition of a) elements in the cell, including carbohydrates,
the cell carbon, hydrogen, oxygen, ? list the chemical compounds in lipids, proteins,
nitrogen sulphur, phosphorus, the cell, nucleic acids and
calcium, potassium, water only.
magnesium, chlorine, sodium
and ferum, ? explain the importance of A brief account on
b) the presence and importance of organic compounds in the cell, the importance of
chemical compounds in the carbohydrates,
cell. ? explain the importance of water lipids, proteins and
in the cell. nucleic acids is
required.
3.2 Carry out small group discussion A student is able to:
Understanding on the following and present the A detailed molecular
carbohydrates findings: ? state the elements in structure is not
a) elements in carbohydrates, carbohydrates, required.
b) types of carbohydrates, i.e. ? state the types of
monosaccharides, carbohydrates,
disaccharides and
polysaccharides, using A brief account of
examples, ? explain the formation and condensation and formation – pembentukan
c) the formation and breakdown of breakdown of disaccharides and hydrolysis reactions
disaccharides, such as polysaccharides. is required. breakdown - penguraian
maltose, sucrose and lactose,
d) the formation and breakdown of reducing sugar – gula
polysaccharides, such as penurun
starch, glycogen and cellulose.
Conduct an activity to differentiate non-reducing sugar – gula
between reducing and non- bukan penurun
reducing sugars.
24
33. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
3.3 Carry out small group discussion A student is able to:
Understanding on the following and present the
proteins findings:
a) elements in protein, such as ? state the elements in proteins, A detailed molecular
carbon, hydrogen, oxygen, structure is not
sulphur, nitrogen and required.
phosphorus,
b) dipeptides and polypeptides, ? state the various structures of A brief account of
c) the formation and breakdown of proteins, condensation and
dipeptides and polypeptides, ? explain the formation and hydrolysis reactions
d) essential amino acids and non- breakdown of dipeptides and is required.
essential amino acids. polypeptides,
? explain the meaning of essential
Use charts to illustrate the various amino acids and non-essential
protein structures, i.e. primary, amino acids.
secondary, tertiary and quartenary.
3.4 List the main types of lipids: A student is able to:
Understanding a) fat,
lipids b) oil, ? state the elements in lipids,
c) wax,
d) phospholipids, ? state the main types of lipids, A detailed molecular
e) steroids, such as cholesterol, structure is not
testosterone, oestrogen, and required.
progesterone.
25
34. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
Carry out small group discussion ? state the components of fats A brief account of saturated fats – lemak tepu
on the following and present the and oils. condensation and
findings: ? explain the formation and hydrolysis reactions unsaturated fats – lemak
a) elements in lipids, breakdown of fats and oils, is required. tak tepu
b) components of fats and oils,
c) formation and breakdown of
fats and oils. ? compare and contrast saturated
fats and unsaturated fats.
Use a graphic organiser to
compare saturated fats and
unsaturated fats.
3.5 Discuss on the following: A student is able to:
Understanding a) what enzymes are, ? state what enzymes are,
enzymes b) enzyme requirement in the ? explain why enzymes are
living process, needed in life processes,
c) general characteristics of ? list the general characteristics of
enzyme, enzymes,
d) naming of enzyme based on ? relate the name of enzyme to
the substrate, substrate,
e) sites of enzyme synthesis, ? state sites where enzymes are
f) intracellular and extracellular synthesised, intracellular enzyme –
enzymes and examples. ? state the meaning of intracellular enzim intrasel
enzymes and extracellular
Conduct a role-play activity to show enzymes, extracellular enzyme –
the involvement of ribosomes, ? explain the involvement of enzim luar sel
endoplasmic reticulum, and Golgi specific organelles in the
body in the production of production of extracellular
extracellular enzyme. enzymes,
26
35. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
Conduct experiments to study the ? explain the effects of pH, concentration - kepekatan
effects of pH and temperature on temperature, enzyme
the activities of amylase and concentration, and substrate substrates – substrat
pepsin. concentration on enzyme
activity,
Discuss the effects of enzyme
concentration and substrate
concentration on enzyme activity.
Discuss the mechanism of enzyme ? explain the mechanism of
action using the ‘
lock and key’ enzyme action,
hypothesis.
Discuss and correlate pH, ? relate the mechanism of enzyme
temperature, enzyme concentration action with pH, temperature,
and substrate concentration on enzyme concentration and
enzyme activity using the ‘
lock and substrate concentration,
key ‘hypothesis.
Gather information from the
Internet and other sources on the
uses of enzymes in: ? explain the uses of enzymes in
a) daily life, e.g. tenderising meat daily life and industry using
b) industry e.g. food processing examples.
and detergent manufacturing.
3.6
Realising the Conduct a role play or story telling ? predict the consequences of deficiency - kekurangan
importance of session to predict the deficiency in carbohydrates,
the chemical consequences of deficiency in one protein, lipids or enzymes in the
composition in of the chemical components in the cell.
cells cell.
27
36. LEARNING AREA: 4.0 CELL DIVISION
Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
4.1
Understanding Conduct a brainstorming session A student is able to:
mitosis on the following: ? state the necessity for the
a) the need for production of new production of new cells in
cells in organisms, organisms,
b) the need for production of new ? explain the necessity for the identical - seiras
cells identical to parent cells. production of new cells identical
to parent cells, significance - kepentingan
Derive the meaning and ? state the significance of mitosis,
significance of mitosis from the
brainstorming session.
Study charts to identify the various ? identify the phases in the cell
phases of the cell cycle. cycle,
Make models to demonstrate ? explain the process of mitosis
mitosis and cytokinesis. and cytokinesis,
Prepare and observe a slide of ? arrange the various stages of
onion root tip to identify different mitosis in the correct sequence,
stages of mitosis.
Study the process of controlled and ? compare and contrast mitosis
uncontrolled mitosis and and cytokinesis in animal cell
cytokinesis through simulation, and plant cell,
computerised animation or video.
28
37. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
Conduct a brainstorming session to ? explain the importance of Techniques of controlled mitosis – mitosis
come up with examples on mitosis controlled mitosis, cloning include terkawal
as a controlled process for the tissue culture.
perpetuity of living things such as regeneration –
regeneration of lizard tail, certain pertumbuhan / penjanaan
plant parts and the healing of skin. semula
Gather information on diseases, ? explain the effects of uncontrolled mitosis –
including cancer or tumour, caused uncontrolled mitosis in living mitosis luar kawal
by uncontrolled mitosis in living things,
things.
? describe the application of
Make a trip to a research institute knowledge on mitosis in
to study tissue culture technique. cloning,
Conduct a debate or forum on ? explain the advantages and
cloning issues. disadvantages of cloning.
29
38. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
4.2 Discuss the following: A student is able to:
Understanding a) trait inheritance in offsprings, trait inheritance –
meiosis b) the need to maintain diploid ? state the necessity of trait pewarisan ciri
chromosomal number from one inheritance in offspring for offspring – anak
generation to another, continuation of life,
c) the need to produce gametes ? state the necessity to maintain
with haploid number of diploid chromosomal number
chromosomes, from generation to generation,
d) the uniqueness of diploid ? state the necessity for
number of chromosomes in production of haploid gametes in
organisms, sexual reproduction,
e) the significance of meiosis, ? state the significance of meiosis,
f) the type of cell that undergoes ? identify the type of cell that
meiosis in human, animals and undergoes meiosis,
plants.
Observe the process of meiosis ? explain the process of meiosis, A detailed
through computerised animation, explanation of
photomicrograph, prepared slides, ? arrange the various stages of Prophase 1 is not
or video. meiosis in the correct order, required.
Use simulation activities to show
changes in chromosome behaviour
during meiosis I and meiosis II
? compare and contrast meiosis I
Use graphic organisers to compare
and meiosis II,
and contrast:
? compare and contrast meiosis
a) Meiosis I and meiosis II,
and mitosis.
b) Meiosis and mitosis.
30
39. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
4.3 a) conduct a role-play, A student is able to:
Appreciating
the movement b) avoid radioactive and ? describe what will happen when
of carcinogenic substances. the movement of chromosomes
chromosomes during mitosis and meiosis do
during mitosis not occur in an orderly manner,
and meiosis.
? know and avoid things that
maybe harmful.
31
40. THEME: INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS
LEARNING AREA: 1.0 NUTRITION
Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
1.1
Understanding Observe and identify types of A student is able to:
types of nutrition in various organisms.
nutrition
Discuss autotrophic and ? state the types of nutrition,
heterotrophic nutrition with ? explain autotrophic nutrition,
reference to chemosynthesis,
? explain heterotrophic nutrition,
photosynthesis, holozoic nutrition,
saprophytism, and parasitism.
Use a graphic organiser to show
the types of nutrition.
Conduct an activity to classify ? classify organisms according to
various organisms according to the types of nutrition.
types of nutrition.
1.2 Carry out small group discussion A student is able to:
Applying the on the following and present the
concept of findings: ? explain the necessity for a balanced diet – gizi
balanced diet a) requirements of a balanced diet, balanced diet, seimbang
b) factors affecting the daily energy ? explain the factors affecting the
requirement such as age, sex, daily energy requirement of the
body weight and occupation. human body,
Conduct an activity to determine ? determine the energy value in The unit for energy
the energy value in food samples. food samples, used is Joule.
Design activities to test for the
? determine the nutrient content in
presence of starch, reducing sugar,
different food samples,
non-reducing sugar, protein and
lipid in food samples.
32
41. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
Conduct an experiment to
determine the Vitamin C content in ? explain the functions and roughage / dietary fibre –
various fruit juices. sources of vitamins in a diet to pelawas
maintain health,
Match the vitamins with their
sources, functions and effects of
deficiency.
Match the minerals with their ? explain the functions and
sources, functions and effects of sources of minerals in a diet to target group – kumpulan
deficiency. maintain health, sasaran
Discuss the sources, functions and
? explain the functions and
deficiency of roughage.
sources of roughage / dietary
Discuss the sources and functions fibre in a diet,
of water in the body. ? explain the functions of water in
the body,
Carry out a group discussion to
formulate and justify an appropriate
diet menu based on a nutrient chart ? justify the selection of an
for the following target groups: appropriate balanced diet for a
a) pregnant mothers, target group.
b) infants,
c) children,
d) teenagers,
e) athletes,
f) people with specific diseases,
g) the aged,
h) vegetarians.
33