FORM
:5
DATE : 09/12/2014
SUBJECT
: Biology
TIME :
THEME
: Physiology of living things
TOPIC
: 5.0 Inheritance
SUBTOPIC
: 5.2 Inheritance of traits in humans
OBJECTIVE
: Understanding inheritance
LEARNING OBJECTIVES:
At the end of the lesson, student should be able to:
1. State the blood groups in the ABO system and Rhesus factor in humans.
2. Explain the inheritance of ABO blood group in humans.
MORAL VALUES:
1. Being thankful and grateful to God
2. Responsible
3. Thinking rationally
4. Awareness
EDUCATIONAL EMPHASIS:
1. Prediction
-Students predicts the compatibility of ABO blood group between different peoples.
2. Differentiate
-Students differentiate the important terms especially the term of antigen and
antibody.
3. Generate ideas
- Students develop an idea on why some people are type A blood and why another
is B or AB or O blood types.
- - Students know the relationship between the alleles, antigen and the ABO blood
types.
4. Inferences
- Students tell on why incompatibility happen in blood transfusion
5. Making conclusion
- Students make conclusion about the concept of antigen-antibodies for both
systems:
-ABO blood system
- Rhesus system/factor
INSTRUCTIONAL AIDS:
1. Whiteboard and marker pen
2. Manila cards
3. Polystyrene –ABO/RBC model
PREVIOUS KNOWLEDGE:
Students have learnt about the shape of red blood cell, four types of blood group in human
and familiar with the word of universal donor and universal recipient. (Science form 3,
chapter 2: Blood circulation)
REFERENCES:
Chang, T. H., Yasin, Y., Hamzah, F.,Kho, C.Q., Lou, S. D., Entain, L., Arif, N. A., Ismail,
N., Ali, R., Young, K. S., Rosli, Z. (2014). SPM Biology Form 5. Sasbadi sdn.Bhd.
TEACHING PROCEDURE:
STAGE
IINDUCTION
SET
( 3 minutes)
TEACHER’S ACTIVITIES
1. Teacher greets all the students.
2. Teacher draws a picture of a
thief/unknown person enter one
house.
-Teacher explains the image or
the situation.
3. Teacher asks students what they
will do if the thief / unknown
person enter their house.
4. Teacher asks again, what happen or
what will the students do if their
relatives come to their house.
5. Teacher tells the concept of
immune system (antigen-antibody)
is just like the story.
6. Teacher begins the lesson by
rolling the students on what they
will learn today.
STUDENT’S ACTIVITIES
1. Students greet the teacher.
2. Students focus and answer the
questions of the teacher.
3. Students answer that they will
fight back or stimulates selfdefences/protection towards
the thief/unknown person.
4. Students answer that they
welcoming their relative to
their house because they
know
and
recognize
them.(Nothing bad happened)
5. Students have the idea from
the story.
6. Students get ready to learn for
today’s lesson.
DEVELOPMENT
( 14 Minutes)
1. Teacher divides the lesson into 2
major parts.
2. Teacher distributes a hand-out
containing the guideline about
today's lesson.
-Teacher reminds students to be
focus and understand all the
concepts and term given.
3. Teacher continues the lesson with
the explanation of determination for
i) Blood group:
-blood transfusion
- ABO group diagram
- Teacher uses the polystyrenes RBC
model to illustrates the blood group and
explain the blood transfusion.
ii) Rhesus factor
-Rh positive
1. Students focus on the
lesson.
2. Students read and
understand the terms and
concepts given by
teacher.
3. Student pay attention on
the lesson or explanation
from teacher.
-Students focus on the
polystyrenes RBC model
and the explanation.
- Students pay attention
on the Rhesus factor
explanation by manila
card.
4. Students recall the
concept.
-Students using the
concept to understand the
relationship between
antigen-antibody.
- Rh negative
- Teacher uses manila card which
contents the story of Rhesus factor to
explain about the Rhesus system.
4. Teacher recalls about the concept
discussed at the beginning classes.
- Teacher informs students to using the
concept in other to understand the
antigen-antibody relationship.
ACTIVITY 1
1. Teacher creates a situation
which required 2
individual/students and have a
different blood types.
- Teacher asks the blood types
for both student.
- One become a donor and
another become a recipient.
1. Students pay attention to
the teacher’s instruction.
- Two students come to
front (one as a donor
and another as a
recipient).
- The two students tell
their blood types.
-
CONCLUSION
( 3 minutes)
Teacher calls for a volunteer
to determine if there blood
types are compatible with
each other’s or not.
(Explanation by using RBC
model)
1. Teacher summarizes the lesson
by asking students what had
been learned today.
-
-
One become a donor
and another become
recipient.
A volunteer explain
and determine the
compatibility for both
blood by using RBC
model.
2. Students give respond on
what they had learned.
FOLLOW-UP ACTIVITY:
-
Teacher asks students to review the chapter 5 since the topic is quite confusing for
students (The concepts should be grasp well).
SELF-EVALUATION:
-
Students can understand the lesson and appreciated the values and aware about the
important of blood group knowledge.
SUPERVISORS’ COMMENTS: