MON7.30 a.m - 8.05 a.mPERHIMPUNANLAWN WAY ASSUNTACLASS / ATTENDANCE4 CURIE ( /32)THEMEINVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGSTOPIC6.0 NUTRITIONMIND MAPBubble map21.43LEARNING OBJECTIVE6.5 Understanding the processes of absorption and assimilation of digested food.48.71SUCCESS CRITERIAA student is able to :(SMART) Identify the parts of the digestive system involved in absorption of digested food.NOBLE VALUESAppreciating and practising clean and healthy living.PRIOR KNOWLEDGEStudents have prior knowledge on absorption and assimilation of digested food.INDUCTION SETTeacher asks students what they know about absorption and assimilation of digested food.MAIN ACTIVITYACTIVITY 1 : Teacher explain more on absorption and assimilation of digested food.ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a concept map based ona) adaptation of the small intestine, b) absorption process of amino acids, glucose, fatty acids, glycerol,vitamins and minerals in the villus.ACTIVITY 3 : Students presenting their findings.ACTIVITY 4 : Students ask to do checkpoint homework in Biology text book.AVABubble map and text bookREFLECTIONSSUBJECT / TIMEBIOLOGY / 10.45 a.m - 11.55 a.mCLASS / ATTENDANCE5 EINSTEIN ( /29)THEMEPHYSIOLOGY OF LIVING THINGSTOPIC3.0 COORDINATION AND RESPONSEMIND MAPBubble mapLEARNING OBJECTIVE3.5 Practising a healthy lifestyle.SUCCESS CRITERIAA student is able to :(SMART) Describe effects of drug and alcohol abuse on humans.NOBLE VALUESBeing thankful to God.PRIOR KNOWLEDGEStudents have prior knowledge on healthy lifestyle.INDUCTION SETTeacher asks students what they know about healthy lifestyle.MAIN ACTIVITYACTIVITY 1 : Teacher explain more on healthy lifestyle.ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a bubble map on the structure of thea) effects of drugs and alcohol abuse such as on the nervous system, b) social factors that can lead todrug and alcohol abuse.ACTIVITY 3 : Students presenting their findings.ACTIVITY 4 : Students ask to do checkpoint homework in Biology text book.AVABubble map and text bookREFLECTIONSSUBJECT / TIMEBIOLOGY / 11.55 a.m - 1.05 p.mCLASS / ATTENDANCE4 PASTEUR ( /31)THEMEINVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGSTOPIC6.0 NUTRITIONMIND MAPBubble mapLEARNING OBJECTIVE6.5 Understanding the processes of absorption and assimilation of digested food.SUCCESS CRITERIAA student is able to :(SMART) Identify the parts of the digestive system involved in absorption of digested food.NOBLE VALUESAppreciating and practising clean and healthy living.PRIOR KNOWLEDGEStudents have prior knowledge on absorption and assimilation of digested food.INDUCTION SETTeacher asks students what they know about absorption and assimilation of digested food.MAIN ACTIVITYACTIVITY 1 : Teacher explain more on absorption and assimilation of digested food.ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a concept map based ona) adaptation of the small intestine, b) absorption process of amino acids, glucose, fatty acids, glycerol,vitamins and minerals in the villus.ACTIVITY 3 : Students presenting their findings.ACTIVITY 4 : Students ask to do checkpoint homework in Biology text book.AVABubble map and text bookREFLECTIONS

TUESSUBJECT / TIMEBIOLOGY / 8.40 a.m - 9.50 a.mCLASS / ATTENDANCE4 CURIE ( /32)THEMEINVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGSTOPIC6.0 NUTRITIONMIND MAPBubble mapLEARNING OBJECTIVE6.4 Analysing food digestionSUCCESS CRITERIAA student is able to :(SMART) State the substances required by the cell to carry out metabolic processes.NOBLE VALUESAppreciating and practising clean and healthy living.PRIOR KNOWLEDGEStudents have prior knowledge on food digestion.INDUCTION SETTeacher asks students what they know about nutrition.MAIN ACTIVITYACTIVITY 1 : Teacher explain more on food digestion.ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a concept map based on a) glucose, aminoacids and lipids are always required by the cell to carry out metabolic processes, b) complex substances likecarbohydrates, proteins and lipids need to be digested.ACTIVITY 3 : Students presenting their findings.ACTIVITY 4 : Students ask to do checkpoint homework in Biology text book.AVABubble map and text bookREFLECTIONSSUBJECT / TIMEBIOLOGY / 10.45 a.m - 11.55 a.mCLASS / ATTENDANCE5 NEWTON ( /32)THEMEPHYSIOLOGY OF LIVING THINGSTOPIC3.0 COORDINATION AND RESPONSEMIND MAPBubble mapLEARNING OBJECTIVE3.4 Synthesising the concept of homeostasis in humansSUCCESS CRITERIAA student is able to :(SMART) Explain the necessity to maintain an optimal physical and chemical condition in the internal environment.NOBLE VALUESBeing thankful to God.PRIOR KNOWLEDGEStudents have prior knowledge on endocrine system is necessary.INDUCTION SETTeacher asks students what they know about endocrine system is necessary.MAIN ACTIVITYACTIVITY 1 : Teacher explain more on endocrine system is necessary.ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a bubble map on the structure of thea) what a hormone is, b) what the endocrine system is, c) why the endocrine system is necessary, despite havingthe nervous system.ACTIVITY 3 : Students presenting their findings.ACTIVITY 4 : Students ask to do checkpoint homework in Biology text book.AVABubble map and text bookREFLECTIONSSUBJECT / TIMEBIOLOGY / 11.55 a.m - 1.05 p.mCLASS / ATTENDANCE5 FLEMMING ( /29)THEMEPHYSIOLOGY OF LIVING THINGSTOPIC3.0 COORDINATION AND RESPONSEMIND MAPBubble mapLEARNING OBJECTIVE3.4 Synthesising the concept of homeostasis in humansSUCCESS CRITERIAA student is able to :(SMART) Explain the necessity to maintain an optimal physical and chemical condition in the internal environment.NOBLE VALUESBeing thankful to God.PRIOR KNOWLEDGEStudents have prior knowledge on endocrine system is necessary.INDUCTION SETTeacher asks students what they know about endocrine system is necessary.MAIN ACTIVITYACTIVITY 1 : Teacher explain more on endocrine system is necessary.ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a bubble map on the structure of thea) what a hormone is, b) what the endocrine system is, c) why the endocrine system is necessary, despite havingthe nervous system.ACTIVITY 3 : Students presenting their findings.ACTIVITY 4 : Students ask to do checkpoint homework in Biology text book.AVABubble map and text bookREFLECTIONS

WEDSUBJECT / TIMEBIOLOGY / 7.30 a.m - 8.40 p.mCLASS / ATTENDANCE4 PASTEUR ( /31)THEMEINVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGSTOPIC6.0 NUTRITIONMIND MAPBubble mapLEARNING OBJECTIVE6.4 Analysing food digestionSUCCESS CRITERIAA student is able to :(SMART) State the substances required by the cell to carry out metabolic processes.NOBLE VALUESAppreciating and practising clean and healthy living.PRIOR KNOWLEDGEStudents have prior knowledge on food digestion.INDUCTION SETTeacher asks students what they know about nutrition.MAIN ACTIVITYACTIVITY 1 : Teacher explain more on food digestion.ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a concept map based on a) glucose, aminoacids and lipids are always required by the cell to carry out metabolic processes, b) complex substances likecarbohydrates, proteins and lipids need to be digested.ACTIVITY 3 : Students presenting their findings.ACTIVITY 4 : Students ask to do checkpoint homework in Biology text book.AVABubble map and text bookREFLECTIONSSUBJECT / TIMESCIENCE / 10.10 a.m - 11.20 a.mCLASS / ATTENDANCE3 ANGSANA ( /42)THEMEENERGY IN LIFETOPIC7.0 ELECTRICITYMIND MAPBubble mapLEARNING OBJECTIVE7.1 Understanding electrostatics.SUCCESS CRITERIAA student is able to :(SMART) State the types of static electrical charges.NOBLE VALUESThinking rationally.PRIOR KNOWLEDGEStudents have prior knowledge on electrical charges.INDUCTION SETTeacher asks students what they know about silicon compounds.MAIN ACTIVITYACTIVITY 1 : Teacher explain more on electrical charges.ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a concept map based ona) what electrostatics is, b) types of static electrical charges, c) properties of static electrical charges,d) examples of material that are easily charged, i.e. acetate and polythene, e) everyday phenomenarelated to static electrical charges, e.g. lightning, f) safety measures to be taken when dealing withelectrical charges, e.g. the use of lightning conductor.ACTIVITY 3 : Students presenting their findings.ACTIVITY 4 : Students ask to do checkpoint homework in Science text book.AVABubble map and text bookREFLECTIONSSUBJECT / TIMEBIOLOGY / 11.55 a.m - 1.05 p.mCLASS / ATTENDANCE5 FLEMMING ( /29)THEMEPHYSIOLOGY OF LIVING THINGSTOPIC3.0 COORDINATION AND RESPONSEMIND MAPBubble mapLEARNING OBJECTIVE3.4 Synthesising the concept of homeostasis in humansSUCCESS CRITERIAA student is able to :(SMART) Explain the necessity to maintain an optimal physical and chemical condition in the internal environment.NOBLE VALUESBeing thankful to God.PRIOR KNOWLEDGEStudents have prior knowledge on endocrine system is necessary.INDUCTION SETTeacher asks students what they know about endocrine system is necessary.MAIN ACTIVITYACTIVITY 1 : Teacher explain more on endocrine system is necessary.ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a bubble map on the structure of thea) what a hormone is, b) what the endocrine system is, c) why the endocrine system is necessary, despite havingthe nervous system.ACTIVITY 3 : Students presenting their findings.ACTIVITY 4 : Students ask to do checkpoint homework in Biology text book.AVABubble map and text bookREFLECTIONS

THURSSUBJECT / TIMESCIENCE / 7.30 a.m - 8.40 p.mCLASS / ATTENDANCE3 ANGSANA ( /42)THEMEMATTER IN NATURETOPIC6.0 LAND AND ITS RESOURCESMIND MAPBubble mapLEARNING OBJECTIVE6.5 Analysing natural fuel resources and their importance.SUCCESS CRITERIAA student is able to :(SMART) List the natural fuel resources.NOBLE VALUESThinking rationally.PRIOR KNOWLEDGEStudents have prior knowledge on natural fuel resources.INDUCTION SETTeacher asks students what they know about silicon compounds.MAIN ACTIVITYACTIVITY 1 : Teacher explain more on natural fuel resources.ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a concept map based ona) characteristics and uses of the various fractions of petroleum, b) contributions of petroleum andnatural gas industry to the economic development of our country, c) efficient ways of using petroleumand other natural fuel resources.ACTIVITY 3 : Students presenting their findings.ACTIVITY 4 : Students ask to do checkpoint homework in Science text book.AVABubble map and text bookREFLECTIONSSUBJECT / TIMEBIOLOGY / 9.15 a.m - 10.25 a.mCLASS / ATTENDANCE5 EINSTEIN ( /29)THEMEPHYSIOLOGY OF LIVING THINGSTOPIC3.0 COORDINATION AND RESPONSEMIND MAPBubble mapLEARNING OBJECTIVE3.4 Synthesising the concept of homeostasis in humansSUCCESS CRITERIAA student is able to :(SMART) Explain the necessity to maintain an optimal physical and chemical condition in the internal environment.NOBLE VALUESBeing thankful to God.PRIOR KNOWLEDGEStudents have prior knowledge on endocrine system is necessary.INDUCTION SETTeacher asks students what they know about endocrine system is necessary.MAIN ACTIVITYACTIVITY 1 : Teacher explain more on endocrine system is necessary.ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a bubble map on the structure of thea) what a hormone is, b) what the endocrine system is, c) why the endocrine system is necessary, despite havingthe nervous system.ACTIVITY 3 : Students presenting their findings.ACTIVITY 4 : Students ask to do checkpoint homework in Biology text book.AVABubble map and text bookREFLECTIONS

FRISUBJECT / TIMESCIENCE / 8.05 a.m - 8.40 p.mCLASS / ATTENDANCE3 ANGSANA ( /42)THEMEENERGY IN LIFETOPIC7.0 ELECTRICITYMIND MAPBubble map21.43LEARNING OBJECTIVE7.1 Understanding electrostatics.48.71SUCCESS CRITERIAA student is able to :(SMART) State the types of static electrical charges.NOBLE VALUESThinking rationally.PRIOR KNOWLEDGEStudents have prior knowledge on electrical charges.INDUCTION SETTeacher asks students what they know about silicon compounds.MAIN ACTIVITYACTIVITY 1 : Teacher explain more on electrical charges.ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a concept map based ona) what electrostatics is, b) types of static electrical charges, c) properties of static electrical charges,d) examples of material that are easily charged, i.e. acetate and polythene, e) everyday phenomenarelated to static electrical charges, e.g. lightning, f) safety measures to be taken when dealing withelectrical charges, e.g. the use of lightning conductor.ACTIVITY 3 : Students presenting their findings.ACTIVITY 4 : Students ask to do checkpoint homework in Science text book.AVABubble map and text bookREFLECTIONSSUBJECT / TIMEBIOLOGY / 10.10 a.m - 11.20 a.mCLASS / ATTENDANCE5 NEWTON ( /32)THEMEPHYSIOLOGY OF LIVING THINGSTOPIC3.0 COORDINATION AND RESPONSEMIND MAPBubble mapLEARNING OBJECTIVE3.4 Synthesising the concept of homeostasis in humansSUCCESS CRITERIAA student is able to :(SMART) Explain the necessity to maintain an optimal physical and chemical condition in the internal environment.NOBLE VALUESBeing thankful to God.PRIOR KNOWLEDGEStudents have prior knowledge on endocrine system is necessary.INDUCTION SETTeacher asks students what they know about endocrine system is necessary.MAIN ACTIVITYACTIVITY 1 : Teacher explain more on endocrine system is necessary.ACTIVITY 2 : Students are divided into 5 groups and teacher asks them to construct a bubble map on the structure of thea) what a hormone is, b) what the endocrine system is, c) why the endocrine system is necessary, despite havingthe nervous system.ACTIVITY 3 : Students presenting their findings.ACTIVITY 4 : Students ask to do checkpoint homework in Biology text book.AVABubble map and text bookREFLECTIONS