S3 Class
Biology - Teaching Plan (S3 to S6)
Bk 1A Ch 1
Introducing biology
Section
Time allocation
(No. of periods)
Learning target
1.1 What is biology?
1
• To know what biology is
1.2 The characteristics of
organisms
1
• To know the common characteristics of
organisms
1.3 Importance of studying
biology
1
• To know the importance of studying
biology
1.4 The scientific method
3
• To know the basic steps of the
scientific method
1.5 Performing a scientific
investigation
4
• To learn the skills needed to design
investigations
Bk 1A Ch 2
Practical
Teaching resources
Exercise
• Textbook (Exercise)
p.1-14
• Scientific investigation by
Francesco Redi
Animation 1.1
1.1 Design an investigation of the effect of
fresh pineapple on the setting of jelly
Practical Workbook p.1-1
• Design an investigation of the
effect of fresh pineapple on the
setting of jelly
Simulation 1.1
The cell as the basic unit of life
Section
Time allocation
(No. of periods)
Learning target
2.1 Chemicals of life
3
• To identify the inorganic and organic
chemical constituents of organisms
2.2 Studying cells using
microscopes
4
• To understand the technological
development of microscopes
Practical
Teaching resources
Exercise
• Textbook (Exercise)
p.2-33
2.1 Observation with a light microscope
Practical Workbook p.2-1
• To be able to state the cell theory and
use microscopes to examine cell
details
• Observation with a light
microscope
Video 2.1
• Textbook (Self test)
p.2-38
• To know the types of microscopes
commonly used today
• To be able to calculate the total
magnification of a compound
microscope
• To differentiate between observations
at low-power and high-power
magnifications
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S3 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
2.3 The basic structure of a
cell
5
Learning target
• To describe the functions of different
sub-cellular structures in cells
• To differentiate between animal cells
and plant cells
Practical
2.2 Preparation of temporary mounts of
animal cells and tissues
Practical Workbook p.2-7
2.3 Preparation of temporary mounts of
plant cells and tissues
Practical Workbook p.2-10
Teaching resources
Exercise
• Structure of the animal cell
3D model 2.1
• Structure of the plant cell
3D model 2.2
• Preparation of temporary
mounts of animal cells and
tissues
Video 2.2
• Preparation of temporary
mounts of plant cells and tissues
Video 2.3
2.4 Levels of body organization
1
• To understand how cells are organized
in multicellular organisms
2.5 Prokaryotic and eukaryotic
cells
2
• To differentiate between prokaryotic
cells and eukaryotic cells
Bk 1A Ch 3
Movement of substances across cell membrane
Section
Time allocation
(No. of periods)
Learning target
Practical
Teaching resources
Exercise
3.1 Cell membrane
4
• To recognize the structure of cell
membrane and how it is related to its
properties and functions
• Fluid mosaic model of the cell
membrane
3D model 3.1
3.2 Movement of substances
across membranes
6
• To compare respective states of cells 3.1 Demonstration of osmosis using
in solutions of different water potentials
dialysis tubing
Practical Workbook p.3-1
• To compare different processes of
substance movement across cell
3.2 Demonstration of osmosis using living
membrane
animal tissue
Practical Workbook p.3-5
• Diffusion
3D animation 3.1
3.3 Study of osmosis in red blood cells
Practical Workbook p.3-8
3.4 Study of osmosis in living plant cells
Practical Workbook p.3-10
3.5 Study of osmosis in living plant tissue
Practical Workbook p.3-13
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• Textbook (Exercise)
p.3-26
• Textbook (Self test)
p.3-34
• Osmosis
3D animation 3.2
• Making of an egg osmometer
Video
• Demonstration of osmosis using
dialysis tubing
Video 3.1
• Demonstration of osmosis using
living animal tissue
Video 3.2
 Oxford University Press 2014
S3 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
Learning target
Practical
Teaching resources
Exercise
• Study of osmosis in living plant
cells
Video 3.4
• Study of osmosis in living plant
tissue
Video 3.5
• Active transport
3D animation 3.3
• Phagocytosis
Animation 3.1
• Phagocytosis in Amoeba
Video
Bk 1A Ch 4
Enzymes and metabolism
Section
Time allocation
(No. of periods)
Learning target
Practical
4.1 Metabolism
1
• To identify catabolism, anabolism and
metabolism
4.2 The role of enzymes in
metabolism
2
• To be able to state the role of enzymes 4.1 Demonstration of the breaking-down
in metabolism
action of enzymes
Practical Workbook p.4-1
Teaching resources
Exercise
• Textbook (Exercise)
p.4-25
• Textbook (Self test)
p.4-30
• Demonstration of the
breaking-down action of
enzymes
Video 4.1
4.2 Demonstration of the building-up action
of enzymes
• Demonstration of the building-up
Practical Workbook p.4-4
action of enzymes
Video 4.2
4.3 Actions and properties of
enzymes
3
• To understand how enzymes work
• Action of enzymes
Animation 4.1
• To understand why enzyme actions
are specific
• To know the properties of enzymes
4.4 Factors affecting the rate of
enzymatic reactions
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• To understand how temperature, pH
and inhibitors affect the rate of
enzymatic reactions
4.3 Investigation of the effect of
temperature on enzyme activity
Practical Workbook p.4-8
• Investigation of the effect of
temperature on enzyme activity
Simulation 4.3
4.4 Design an investigation of the effect of
pH on enzyme activity
• Investigation of the effect of pH
on enzyme activity
3
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S3 Class
Biology - Teaching Plan (S3 to S6)
Practical Workbook p.4-12
4.5 Applications of enzymes
1
• To know the applications of enzymes
4.5 Investigation of the effect of inhibitors
on enzyme activity
Practical Workbook p.4-17
• Investigation of the effect of
inhibitors on enzyme activity
Video 4.5
4.6 Investigation of the effectiveness of
different biological washing powders
Practical Workbook p.4-20
• Investigation of the effectiveness
of different biological washing
powders
Video 4.6
4.7 Design an investigation of protease
activities in different fruit juices
Practical Workbook p.4-24
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Simulation 4.4
4
• Design an investigation of
protease activities in different
fruit juices
Video 4.7
 Oxford University Press 2014
S4 Class
Biology - Teaching Plan (S3 to S6)
Bk 1A Ch 5
Food and humans
Time allocation
(No. of periods)
Section
Learning target
5.1 Modes of nutrition
1
• To know the modes of nutrition
5.2 The food requirements of
humans
3
• To identify the functions and food
sources of different food substances
Practical
Teaching resources
Exercise
• Textbook (Exercise)
p.5-34
• Textbook (Self test)
p.5-38
• To be aware of the corresponding
deficiency diseases
5.3 Food tests
5
• To test for the presence of different
food substances using appropriate
food tests
5.1 Detection of food substances by food
tests
Practical Workbook p.5-1
• Detection of food substances by
food tests
Video 5.1
• Design an investigation to
compare the amount of vitamin
C in different fruits and
vegetables
5.3 Design an investigation to compare the
Video 5.3
amount of vitamin C in different fruits
and vegetables
• Design an investigation to study
Practical Workbook p.5-12
the effect of boiling on the
amount of vitamin C in
5.4 Design an investigation to study the
vegetables
effect of boiling on the amount of
Video 5.4
vitamin C in vegetables
Practical Workbook p.5-18
5.2 Investigation of the food substances in
common foodstuffs
Practical Workbook p.5-8
5.4 Balanced diet
3
• To understand what a balanced diet is
• To understand the factors that affect
our dietary requirements
• To be aware of the health problems
resulting from an improper diet
Bk 1A Ch 6
Nutrition in humans
Section
Time allocation
(No. of periods)
6.1 The human digestive
system
3
Learning target
• To identify the main processes of
nutrition in humans
• To identify different parts of the
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Practical
6.1 Examination of the mammalian
digestive system
Practical Workbook p.6-1
5
Teaching resources
Exercise
• Examination of the mammalian
digestive system
Video 6.1
• Textbook (Exercise)
p.6-33
• Textbook (Self test)
 Oxford University Press 2014
S4 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
Learning target
Practical
Teaching resources
Exercise
digestive system
6.2 Ingestion
2
p.6-38
• To state the functions of different types
of teeth
• Structure of a tooth
3D model 6.1
• To know what dentition is and be able
to identify the two sets of teeth in
humans
• To be able to describe the structure of
a tooth
6.3 Digestion
5
• To be able to compare physical and
chemical digestion
6.2 Investigation of the action of pepsin
Practical Workbook p.6-4
• To understand the importance of
peristalsis
6.3 Demonstration of the effect of bile salts • Digestion
on oil
Animation 6.2
Practical Workbook p.6-8
• Investigation of the action of
pepsin
Video 6.2
• To identify the actions of different
digestive juices
• Swallowing and peristalsis
Animation 6.1
• Demonstration of the effect of
bile salts on oil
Video 6.3
• Effect of bile salts on oil
Animation 6.3
6.4 Absorption
5
• To know the adaptation of the small
intestine for food absorption
• To trace the route of absorption of
various food substances
6.5 Assimilation of the
absorbed food
2
6.4 Simulation of digestion and absorption
in the small intestine using dialysis
tubing
Practical Workbook p.6-10
• Structure of a villus
3D animation 6.1
• Absorption
3D animation 6.2
• To know how absorbed food molecules
are transported to other parts of the
body
• To know the fates of the absorbed food
• To state the roles of the liver
6.6 Egestion
Bk 1B Ch 7
1
• To understand what egestion is
Gas exchange in humans
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S4 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
7.1 The human breathing
system
4
7.2 Gas exchange in the air
sacs
7
Learning target
Practical
• To be able to recognize the main parts 7.1 Examination of the mammalian
of the human breathing system
breathing system
Practical Workbook p.7-1
• To know how incoming air is kept
clean, moist and warm in the
7.2 Examination of pig lungs
respiratory tract
Practical Workbook p.7-4
• Human breathing system
3D model 7.1
• To learn how gas exchange takes
place in the air sacs
7.3 Examination of mammalian air sacs
Practical Workbook p.7-8
• Gas exchange in air sacs
Animation 7.1
• To know the adaptive features of air
sacs for gas exchange
7.4 Comparison of the oxygen content of
inhaled air and exhaled air
Practical Workbook p.7-10
• Comparison of the oxygen
content of inhaled air and
exhaled air
Video 7.4
• To know the differences between the
composition of inhaled and exhaled air 7.5 Comparison of the carbon dioxide
content of inhaled air and exhaled air
Practical Workbook p.7-12
7.3 Transport of respiratory
gases
3
Teaching resources
Exercise
• Textbook (Exercise)
p.7-27
• Textbook (Self test)
p.7-34
• Comparison of the carbon
dioxide content of inhaled air
and exhaled air
Video 7.5
• To identify the adaptive features of red
blood cells for carrying oxygen
• To know how oxygen and carbon
dioxide are transported
7.4 Ventilation
Bk 1B Ch 8
3
• To know how ventilation is brought
about
• Ventilation
Animation 7.2
Transport in humans
Section
Time allocation
(No. of periods)
Learning target
2
• To be able to recognize the main parts
of human transport system
• Textbook (Exercise)
p.8-32
• To know the different components of
the human circulatory system
• Textbook (Self test)
p.8-38
8.1 The human transport
system
Practical
8.2 Blood
3
• To identify the composition of blood
and the corresponding functions
8.1 Examination of a blood smear
Practical Workbook p.8-1
8.3 Blood vessels
4
• To identify the differences between
arteries and veins
8.2 Examination of transverse sections of
an artery and a vein
Practical Workbook p.8-4
• To know what capillaries are and their
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(Second Edition)
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Teaching resources
Exercise
• Examination of the capillary flow
in a fish tail fin
Video 8.3
 Oxford University Press 2014
S4 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
Learning target
function
• To know how blood pressure changes
along blood vessels
8.4 The heart
4
• To identify different structures of the
heart
• To identify blood vessels related to the
heart
Practical
Teaching resources
Exercise
8.3 Examination of the capillary flow in a
fish tail fin
Practical Workbook p.8-7
8.4 Dissection and examination of a pig
heart
Practical Workbook p.8-10
• Structure of the human heart
3D model 8.1
• How is blood circulated around
our body?
Animation 8.1
• Dissection and examination of a
pig heart
Video 8.4
8.5 Blood circulation
2
• To know how blood is circulated in the
pulmonary and systemic circulation
8.6 Exchange of materials
between blood and body
cells
2
• To know how materials are exchanged
between blood and body cells
• To know how capillaries are adapted to
their function
• To be able to describe the formation of
tissue fluid
8.7 Lymphatic system
2
• To know the different components of
the lymphatic system
• To know how lymph moves inside
lymph vessels
• To identify the functions of the
lymphatic system
Bk 1B Ch 9
Section
Nutrition and gas exchange in plants
Time allocation
(No. of periods)
9.1 Nutrition in plants
3
Learning target
• To know how plants obtain food
• To understand why plants are
important
Practical
Exercise
9.1 Design an investigation of the effects of • Design an investigation of the
different minerals on plant growth
effects of different minerals on
Practical Workbook p.9-1
plant growth
Simulation 9.1
• To know the importance of minerals to
New Senior Secondary Mastering Biology
(Second Edition)
Teaching resources
8
• Textbook (Exercise)
p.9-18
• Textbook (Self test)
p.9-22
 Oxford University Press 2014
S4 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
Learning target
Practical
Teaching resources
Exercise
plants
9.2 Gas exchange in plants
7
• To know where gas exchange takes
place in plants
9.2 Examination of the structure of leaves
Practical Workbook p.9-6
• The structure of the leaf
3D animation 9.1
• To know how leaves are adapted to
gas exchange
9.3 Investigation of the effect of light
intensity on gas exchange in plants
using hydrogencarbonate indicator
Practical Workbook p.9-9
• Making of a leaf vein bookmark
Video
9.4 Investigation of the effect of light
intensity on gas exchange in plants
using a data logger
Practical Workbook p.9-12
• Gas exchange in the daytime
and in the dark
Animation 9.1
• Investigation of the effect of light
intensity on gas exchange in
plants using hydrogencarbonate
indicator
Video 9.3
• Investigation of the effect of light
intensity on gas exchange in
plants using a data logger
Video 9.4
Bk 1B Ch 10
Transpiration, transport and support in plants
Section
Time allocation
(No. of periods)
10.1 Transpiration in plants
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Learning target
• To know what transpiration is and
where it takes place
Practical
Teaching resources
Exercise
• Demonstration of the occurrence • Textbook (Exercise)
of transpiration
p.10-33
Video 10.1
• To know how transpiration takes place
• Textbook (Self test)
through stomata
10.2 Design an investigation of the relative • Transpiration in plants
p.10-38
abundance of stomata on both sides
3D animation 10.1
• To know how transpiration pull is
of a leaf
created
• Design an investigation of the
Practical Workbook p.10-4
relative abundance of stomata
• To understand why transpiration is
10.3 Investigation of the stomatal density
on both sides of a leaf
important
on the upper and lower epidermis of a Video 10.2
leaf
• To describe the features of leaves to
• Investigation of the stomatal
Practical Workbook p.10-9
prevent excessive water loss
density on the upper and lower
10.4 Measurement of the rate of
epidermis of a leaf
• To identify factors affecting the rate of
transpiration using a bubble potometer Simulation 10.3
transpiration
Practical Workbook p.10-13
• Measurement of the rate of
10.5 Measurement of the amount of water
transpiration using a bubble
10.1 Demonstration of the occurrence of
transpiration
Practical Workbook p.10-1
9
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S4 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
Learning target
Practical
absorbed and lost by a plant using a
weight potometer
Practical Workbook p.10-16
10.6 Design an investigation of the effects
of environmental factors on the rate of
transpiration
Practical Workbook p.10-19
10.7 Design an investigation of the effect of
leaf surface area on the rate of
transpiration
Practical Workbook p.10-25
10.2 Absorption of water and
minerals in plants
3
• To identify adaptive features of roots
for absorption
10.8 Examination of the structure of roots
Practical Workbook p.10-31
• To know how water and minerals are
absorbed by roots
10.3 Transport in plants
6
• To know where and how transport
takes place in flowering plants
• To know the adaptive features of
xylem vessels for transport of water
and minerals
• To know the adaptive features of
phloem for transport of organic
nutrients
Teaching resources
Exercise
potometer
Video 10.4
• Measurement of the amount of
water absorbed and lost by a
plant using a weight potometer
Video 10.5
• Design an investigation of the
effects of environmental factors
on the rate of transpiration
Simulation 10.6
• Design an investigation of the
effect of leaf surface area on the
rate of transpiration
Video 10.7
• The structure of the root
3D animation 10.2
• Absorption of water in plants
3D animation 10.3
10.9 Examination of the vascular tissues of • The structure of the stem
a young dicotyledonous plant
3D animation 10.4
Practical Workbook p.10-34
• Examination of the vascular
10.10 Investigation of the plant tissue
tissues of a young
responsible for water transport
dicotyledonous plant
Practical Workbook p.10-40
Video 10.9
• Transport in plants
3D animation 10.5
• Transpiration, transport and
absorption of water in plants
3D animation 10.6
• Investigation of the plant tissue
responsible for water transport
Video 10.10
10.4 Support in plants
Bk 2 Ch 11
4
• To know how plants are supported
Cell cycle and division
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S4 Class
Biology - Teaching Plan (S3 to S6)
Section
Time allocation
(No. of periods)
Learning target
3
• To be able to describe the structure of
a chromosome
• Textbook (Exercise)
p.11-25
• To be able to contrast diploid and
haploid cells
• Textbook (Self test)
p.11-30
11.1 Chromosomes
11.2 The cell cycle and mitotic
cell division
5
• To know that cell cycle consists of
interphase and mitotic cell division
• To identify different stages of mitotic
cell division
• To state the importance of mitotic cell
division
11.3 Meiotic cell division
5
• To identify different stages of meiotic
cell division
Practical
11.1 Examination of different stages of the
cell cycle
Practical Workbook p.11-1
Bk 2 Ch 12
2
Exercise
• Cell cycle and mitotic cell
division
Animation 11.1
11.2 Investigation of the relative time spent • Investigation of the relative time
in each stage of the cell cycle
spent in each stage of the cell
Practical Workbook p.11-5
cycle
Video 11.2
11.3 Examination of meiotic cell division in
a testis squash
Practical Workbook p.11-11
• To state the importance of meiotic cell
division
11.4 Examination of meiotic cell division in
an anther squash
Practical Workbook p.11-15
11.4 Comparison between
mitotic and meiotic cell
divisions
Teaching resources
• Meiotic cell division
Animation 11.2
• Examination of meiotic cell
division in a testis squash
Video 11.3
• Crossing over
Animation 11.3
• To be able to compare mitotic and
meiotic cell divisions
Reproduction in flowering plants
Section
Time allocation
(No. of periods)
Learning target
12.1 Types of reproduction
1
• To contrast asexual and sexual
reproduction
12.2 Asexual reproduction
4
• To know what binary fission is
• To know what vegetative propagation
is
Practical
Teaching resources
Exercise
• Textbook (Exercise)
p.12-26
12.1 Examination of binary fission in
bacteria
Practical Workbook p.12-1
• Examination of binary fission in
bacteria
Video 12.1
• Textbook (Self test)
p.12-30
• The process of vegetative
propagation
3D animation 12.1
• To identify storage organs involved in
vegetative propagation
• To know what cutting is
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S4 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
12.3 Sexual reproduction in
flowering plants
5
Learning target
Practical
Teaching resources
• To identify structures and functions of
various parts of a flower
12.2 Dissection and examination of a flower • Structure of a flower
Practical Workbook p.12-4
3D model 12.1
• To state the characteristics of
insect-pollinated and wind-pollinated
flowers
12.3 Examination of an insect-pollinated
flower and a wind-pollinated flower
Practical Workbook p.12-11
Exercise
• Pollination of flowering plants
Animation 12.1
• To be able to describe the process of
fertilization in flowers
• To know the significance of seed and
fruit dispersal
12.4 Significance of asexual
and sexual reproduction
Bk 2 Ch 13
1
• To know the advantages and
disadvantages of asexual and sexual
reproduction in flowering plants
Reproduction in humans
Section
Time allocation
(No. of periods)
13.1 Human reproductive
systems
5
Learning target
Practical
• To identify the structures and functions 13.1 Examination of mammalian
of male and female reproductive
reproductive systems
systems
Practical Workbook p.13-1
Teaching resources
Exercise
• The male reproductive system
Animation 13.1
• Textbook (Exercise)
p.13-40
• The female reproductive system • Textbook (Self test)
Animation 13.2
p.13-46
• Examination of mammalian
reproductive systems
Video 13.1
13.2 Human gametes
2
• To identify the differences between
sperms and ova
• To be able to describe the secondary
sexual characteristics in boys and girls
13.3 Ovulation and menstrual
cycle
4
13.4 Fertilization
2
• To know what ovulation is
• The menstrual cycle
Animation 13.3
• To realize events that happen during
the human menstrual cycle
• To know how sperms are transferred
from a male into a female body
• Fertilization in humans
Animation 13.4
• To be able to describe the process of
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S4 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
Learning target
Practical
Teaching resources
Exercise
fertilization
13.5 Development of the
embryo and foetus
5
• To know the events leading to
implantation
• To know the functions of amnion and
placenta
13.2 Examination of different stages of
foetal development
Practical Workbook p.13-7
• From embryo to foetus
Mastering Biology AR (APP)
• To understand how identical twins and
fraternal twins are formed
13.6 The birth process
2
• To be able to outline the main stages
of labour
13.7 Parental care
1
• To understand the importance of
parental care to humans
• Development of the embryo and
foetus
Animation 13.5
• Examination of different stages
of foetal development
Video 13.2
• Structure of the human foetus
3D model 13.1
• To know the advantages of
breast-feeding
13.8 Birth control
Bk 2 Ch 14
2
• To understand the biological basis and
reliability of various contraceptive
methods
Growth and development
Section
Time allocation
(No. of periods)
Learning target
14.1 Concepts of growth and
development
2
• To know what growth and
development are and how they occur
14.2 Growth and development
in plants
6
• To know the structure of a seed
• To identify the conditions for seed
germination
• To know what happens when a seed
germinates
Practical
Teaching resources
Exercise
• Textbook (Exercise)
p.14-26
14.1 Design an investigation of the
conditions for seed germination
Practical Workbook p.14-1
14.2 Investigation of the growth of the main
roots of young seedlings
Practical Workbook p.14-7
• To identify primary and secondary
growth
• Textbook (Self test)
p.14-30
• Structure of a seed
3D model 14.1
• Design an investigation of the
conditions for seed germination
Video 14.1
• Investigation of the growth of the
main roots of young seedlings
Video 14.2
• To know what happens to cells in
different regions of the root and shoot
tips during growth and development
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S4 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
Learning target
14.3 Measurement of growth
2
• To state the advantages and
disadvantages of the parameters for
measuring growth
14.4 Growth curves
2
• To identify the stages of growth in
annual plants and humans
Bk 2 Ch 15
Practical
Teaching resources
Exercise
Practical
Teaching resources
Exercise
Detecting the environment
Section
Time allocation
(No. of periods)
15.1 Detecting changes in the
environment
15.2 Detecting light by the eye
3
Learning target
• To know what irritability is
• Textbook (Exercise)
p.15-41
• To know how a response is produced
upon detecting a stimulus
8
• To identify functions of various parts of 15.1 Examination of a human eye model
the human eye
Practical Workbook p.15-1
• Structure of the human eye
Animation 15.1
• To understand how we see
• Structure of the human eye
3D model 15.1
15.2 Dissection and examination of an ox
eye
• To differentiate between rod and cone
Practical Workbook p.15-4
cells
• To understand how the eye controls
the amount of light entering it
15.3 Detecting sound by the
ear
15.4 Detecting light by plants
4
6
• Dissection and examination of
an ox eye
Video 15.2
• To know what eye accommodation is
• How do our eyes work?
3D animation 15.1
• To understand how the eye focuses on
near and distant objects
• Making of a Benham’s disk
Video
• To know the causes and corrections of
short sight, long sight and colour
blindness
• Short sight and long sight
Animation 15.2
• To identify functions of various parts of 15.3 Examination of a human ear model
the human ear
Practical Workbook p.15-9
• Structure of the human ear
3D model 15.2
• To understand how we hear
• How do our ears work?
3D animation 15.2
• To identify the responses of shoots
and roots to light
• To identify where auxins are produced
15.4 Investigation of the phototropic
responses of shoots and roots
Practical Workbook p.15-11
• Textbook (Self test)
p.15-50
• Investigation of the phototropic
responses of shoots and roots
Simulation 15.4
• Investigation of the substance
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Biology - Teaching Plan (S3 to S6)
and their effects
that controls phototropic
response in plants
Simulation 15.5
• To know how auxins cause phototropic
responses in plants
• The effects of auxins on shoot
growth
Animation 15.3
Bk 2 Ch 16
Coordination in humans
Section
Time allocation
(No. of periods)
Learning target
2
• To be able to identify different parts of
the human nervous system
• Textbook (Exercise)
p.16-33
• To differentiate between different types
of neurones
• Textbook (Self test)
p.16-38
16.1 The human nervous
system
16.2 Transmission of nerve
impulses between
neurones
2
16.3 The central nervous
system
4
16.4 Reflex action and
voluntary action
Practical
• To know how nerve impulses are
transmitted across a synapse
3
Exercise
• Transmission of nerve impulses
between neurones
3D animation 16.1
• To know the significance of synapses
• To know the main parts of the brain
and their functions
Teaching resources
16.1 Examination of a human brain model
Practical Workbook p.16-1
• Structure of the human brain
3D model 16.1
• To identify the structure and functions
of the spinal cord
• What are the functions of our
brain?
Animation 16.1
• To be able to trace the reflex arc
• Withdrawal reflex
Animation 16.2
• To know the significance of reflex
actions
• Knee jerk reflex
Animation 16.3
• To know how the nervous system
brings about voluntary actions
16.5 Differences between
reflex actions and
voluntary actions
1
• To contrast reflex and voluntary
actions
16.6 The human endocrine
system
2
• To know how hormones are
transported to all parts of the body
• To know the general function of
hormones
16.7 Comparison between
hormonal coordination
New Senior Secondary Mastering Biology
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1
• To contrast hormonal and nervous
15
 Oxford University Press 2014
S4 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
and nervous coordination
Bk 2 Ch 17
Learning target
Practical
Teaching resources
Exercise
Practical
Teaching resources
Exercise
coordination
Movement in humans
Section
Time allocation
(No. of periods)
17.1 The human skeleton
2
Learning target
• To know what the human skeleton is
made up of
• Structure of the human skeleton • Textbook (Exercise)
3D model 17.1
p.17-26
• To know the general plan of the human
skeleton
• Textbook (Self test)
p.17-30
• To know the functions of the human
skeleton
17.2 Joints
2
• To identify functions of various parts of
a movable joint
• To differentiate between hinge joints
and ball-and-socket joints
17.3 Muscles
2
• To know what skeletal muscles are
made up of and how they are attached
to bones
17.4 Movement of the body
3
• To be able to identify opposing
muscles
17.1 Examination of a human arm model
Practical Workbook p.17-1
• To know how muscles and bones work
together to bring about movement
17.5 Initiation of muscle
contraction
7
• To know how muscle contraction is
initiated
• Action of opposing muscles
Animation 17.1
• Examination of a human arm
model
Video 17.1
17.2 Observation of the contraction of
• Initiation of muscle contraction
teased muscle from the leg of a pithed by nerve impulses
frog
3D animation 17.1
Practical Workbook p.17-4
• Observation of the contraction of
17.3 Electrical stimulation of a nerve in leg
teased muscle from the leg of a
muscle of a pithed frog
pithed frog
Practical Workbook p.17-8
Video 17.2
• Electrical stimulation of a nerve
in leg muscle of a pithed frog
Video 17.3
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S4 Class
Biology - Teaching Plan (S3 to S6)
Bk 2 Ch 18
Section
Homeostasis
Time allocation
(No. of periods)
18.1 The concept of
homeostasis
18.2 Mechanism of
homeostasis
3
Learning target
Practical
• To know what homeostasis is
Exercise
• Textbook (Exercise)
p.18-15
• To know the major parameters of the
internal environment of our body and
the importance of keeping them stable
4
Teaching resources
• Textbook (Self test)
p.18-18
• To know how homeostasis is brought
about
• To know how blood glucose level is
regulated and why this is important
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S5 Class
Biology - Teaching Plan (S3 to S6)
Bk 3 Ch 19
Biodiversity
Time allocation
(No. of periods)
Section
Learning target
19.1 Diversity of life forms
2
• To understand what biodiversity is
19.2 Classification
3
• To know how organisms are classified
and named
19.3 Development of the
classification system
3
• To know the modern classification of
organisms
19.4 The six kingdoms
4
• To know the characteristics of the six
kingdoms
Practical
Teaching resources
Exercise
• Textbook (Exercise)
p.19-33
• Textbook (Self test)
p.19-38
• Chinese White Dolphins
Video
• To contrast archaebacteria and
bacteria
• To know how plants and animals are
classified
19.5 Dichotomous keys
6
• To know the use of a dichotomous key 19.1 Using a key to identify organisms from
a local habitat
Practical Workbook p.19-1
19.2 Constructing a dichotomous key for
plants
Practical Workbook p.19-4
Bk 3 Ch 20
Ecosystems
Section
Time allocation
(No. of periods)
20.1 Basic concepts of ecology
2
Learning target
Practical
Teaching resources
Exercise
• To be aware of the levels of
organization in ecological studies
• Textbook (Exercise)
p.20-52
• To be aware of the self-supporting,
stable and dynamic nature of an
ecosystem
• Textbook (Self test)
p.20-58
• To know the major types of
ecosystems in Hong Kong
20.2 Abiotic factors of an
ecosystem
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• To identify the abiotic factors in an
ecosystem
18
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S5 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
20.3 Biotic community of an
ecosystem
3
Learning target
Practical
• To differentiate between the habitat
and niche of an organism
Teaching resources
Exercise
• Ecological succession
Animation 20.1
• To understand what species diversity
and dominant species are
• To know the modes of interactions
among organisms in a community
• To differentiate between primary
succession and secondary succession
20.4 Energy flow in an
ecosystem
5
• To know how energy flows within an
ecosystem
• To be able to define a food chain and a
food web
• To know the roles of producers and
consumers in the energy flow of an
ecosystem
• To know how energy is lost from one
trophic level to another
• To distinguish between pyramid of
numbers and pyramid of biomass
20.5 Material cycling in an
ecosystem
20.6 Conservation of
ecosystems
5
1
• To know how carbon and nitrogen are
cycled in an ecosystem
• The carbon cycle
Animation 20.2
• To know the roles of producers,
consumers and decomposers in
energy flow and material cycling
• The nitrogen cycle
Animation 20.3
• To be aware of the impact of human
activities on ecosystems
• To know how to conserve ecosystems
20.7 Ecological study
6
• To know the use of quadrats, line
transects and belt transects in an
ecological study
20.1 Conducting an ecological study of a
local habitat
Practical Workbook p.20-1
• To know how to measure abiotic
factors in an ecological study
Bk 3 Ch 21
• Sampling methods in ecological
studies
Simulation 20.1
• Mangrove, rocky shore and
freshwater stream
Virtual tours with worksheets
Photosynthesis
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 Oxford University Press 2014
S5 Class
Biology - Teaching Plan (S3 to S6)
Section
Time allocation
(No. of periods)
Learning target
21.1 The basic concepts of
photosynthesis
1
• To know what photosynthesis is
21.2 The site of photosynthesis
2
• To know the adaptive features of a leaf
for photosynthesis
Practical
Teaching resources
Exercise
• Textbook (Exercise)
p.21-36
• Textbook (Self test)
p.21-42
• Structure of a chloroplast
3D model 21.1
• To know the adaptive features of a
chloroplast for photosynthesis
21.3 The requirements for
photosynthesis
8
• To be aware of the need of
destarching a plant before conducting
experiments
21.1 Detection of starch produced in
photosynthesis (the iodine test)
Practical Workbook p.21-1
• Detection of starch produced in
photosynthesis (the iodine test)
Video 21.1
• To know the requirements for
photosynthesis
21.2 Detection of oxygen produced in
photosynthesis
Practical Workbook p.21-5
• Detection of oxygen produced in
photosynthesis
Video 21.2
21.3 Investigation of the need for
chlorophyll in photosynthesis
Practical Workbook p.21-7
• Investigation of the need for
chlorophyll in photosynthesis
Video 21.3
21.4 Investigation of the need for carbon
dioxide in photosynthesis
Practical Workbook p.21-11
• Investigation of the need for
chlorophyll in photosynthesis
Simulation 21.3
21.5 Investigation of the need for light in
photosynthesis
Practical Workbook p.21-14
• Investigation of the need for
carbon dioxide in photosynthesis
Simulation 21.4
• Investigation of the need for light
in photosynthesis
Simulation 21.5
21.4 The process of
photosynthesis
4
• To understand the major steps of
photochemical reactions
• Photochemical reactions (light
reactions)
3D animation 21.1
• To understand the major steps of the
Calvin cycle
• Calvin cycle (dark reactions)
3D animation 21.2
• To know the relationship between
photochemical reactions and the
Calvin cycle
21.5 Factors affecting the rate
of photosynthesis
New Senior Secondary Mastering Biology
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5
• The process of photosynthesis
3D animation 21.3
• To know the effect of light intensity and 21.6 Investigation of the effect of light
• Investigation of the effect of light
carbon dioxide concentration on the
intensity on the rate of photosynthesis intensity on the rate of
rate of photosynthesis
Practical Workbook p.21-17
photosynthesis
Simulation 21.6
• To know how the rate of
21.7 Design an investigation of the effect of
photosynthesis is regulated in a
carbon dioxide concentration on the
• Design an investigation of the
20
 Oxford University Press 2014
S5 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
Learning target
greenhouse
21.6 The fate of photosynthetic
products
1
• To know the fate of photosynthetic
products
21.7 The significance of
photosynthesis
1
• To know the significance of
photosynthesis
Bk 3 Ch 22
Practical
rate of photosynthesis
Practical Workbook p.21-22
Teaching resources
Exercise
effect of carbon dioxide
concentration on the rate of
photosynthesis
Video 21.7
Respiration
Section
Time allocation
(No. of periods)
22.1 The basic concepts of
respiration
2
Learning target
Practical
Teaching resources
Exercise
• To know what respiration is
• Textbook (Exercise)
p.22-35
• To know the role of ATP in cellular
metabolism
• Textbook (Self test)
p.22-42
• To identify the two types of respiration
22.2 The site of respiration
3
• To know where respiration takes place
in a cell
22.3 Aerobic respiration
8
• To understand the major steps of
aerobic respiration
• Structure of a mitochondrion
3D model 22.1
22.1 Investigation of carbon dioxide
production in germinating seeds
Practical Workbook p.22-1
22.2 Investigation of carbon dioxide
production in a living mouse
Practical Workbook p.22-4
22.3 Investigation of heat production in
germinating seeds
Practical Workbook p.22-7
22.4 Investigation of heat production in a
living mouse
Practical Workbook p.22-10
• Glycolysis
3D animation 22.1
• Krebs cycle
3D animation 22.2
• Oxidative phosphorylation
3D animation 22.3
• The process of aerobic
respiration
3D animation 22.4
• Investigation of carbon dioxide
production in germinating seeds
Video 22.1
• Investigation of carbon dioxide
production in a living mouse
Video 22.2
• Investigation of heat production
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S5 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
Learning target
Practical
Teaching resources
Exercise
in germinating seeds
Video 22.3
• Investigation of heat production
in a living mouse
Video 22.4
22.4 Anaerobic respiration
4
• To know how anaerobic respiration
occurs in yeast and skeletal muscles
• To know the importance of anaerobic
respiration
22.5 Design an investigation of alcoholic
fermentation in yeast
Practical Workbook p.22-13
• Design an investigation of
alcoholic fermentation in yeast
Video 22.5
• To know what oxygen debt is
• To state the applications of anaerobic
respiration
22.5 Comparison of aerobic
and anaerobic respiration
1
• To contrast between aerobic and
anaerobic respiration
22.6 Relationship between
respiration and
photosynthesis
1
• To contrast between respiration and
photosynthesis
Bk 3 Ch 23
Infectious diseases
Section
Time allocation
(No. of periods)
Learning target
23.1 The meaning of health
1
• To recognize the meaning of health
23.2 Types of diseases
2
• To recognize the meaning of a disease
Practical
Teaching resources
• Textbook (Exercise)
p.23-25
• Textbook (Self test)
p.23-30
• To identify the major difference
between infectious and non-infectious
diseases
23.3 Causes of infectious
diseases
3
Exercise
• To know what pathogens are and how
they cause diseases
• General structure of a virus
3D model 23.1
• The transmission cycle of
malaria
Animation 23.1
23.4 Transmission of infectious
diseases and preventive
New Senior Secondary Mastering Biology
(Second Edition)
4
• To know how infectious diseases are
transmitted and the preventive
measures to reduce the spread of
22
 Oxford University Press 2014
S5 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
measures
Learning target
Practical
Teaching resources
Exercise
these diseases
23.5 Treatment of infectious
diseases
3
• To know how antibiotics kill or inhibit
bacterial growth
• Development of antibiotic
resistance in a population of
bacteria
Animation 23.2
• To know the consequences of
indiscriminate use of antibiotics
• The effects of antibiotic discs on
a bacterial lawn
Video
• To know how to slow down the
development of antibiotic resistance in
bacteria
• To know what sulpha drugs are and
their functions
Bk 3 Ch 24
Non-infectious diseases and disease prevention
Time allocation
(No. of periods)
Section
24.1 Non-infectious diseases
5
24.2 Prevention of diseases
4
Learning target
Practical
• To know some examples of
non-infectious diseases, their
treatment, risk factors and ways of
prevention
Teaching resources
• Development of cancer
Animation 24.1
Exercise
• Textbook (Exercise)
p.24-21
• Cause of coronary heart disease • Textbook (Self test)
3D animation 24.1
p.24-26
• To know what immunization is
• To know how immunization
programmes contribute to disease
prevention
• To know how healthy lifestyles
contribute to disease prevention
• To know how to promote community
health
Bk 3 Ch 25
Body defence mechanisms
Section
Time allocation
(No. of periods)
25.1 Non-specific defence
New Senior Secondary Mastering Biology
(Second Edition)
5
Learning target
• To know the characteristics of
Practical
Teaching resources
25.1 Identifying features of the mammalian • Inflammatory response
skin that are related to body defence
23
Exercise
• Textbook (Exercise)
 Oxford University Press 2014
S5 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
mechanisms
Learning target
non-specific defence mechanisms
Practical
Practical Workbook p.25-1
Teaching resources
Animation 25.1
• To know the first line of defence and
be able to give examples of physical
and chemical barriers
Exercise
p.25-24
• Textbook (Self test)
p.25-30
• To know how blood clotting provides
body defence
• To know how phagocytosis provides
body defence
• To know what happens in an
inflammatory response
25.2 Specific defence
mechanisms
5
• To recognize the actions of B cells and
T cells in immune response
• Production of antibodies
3D animation 25.1
• To know how antibodies act against
pathogens or their toxins
• Actions of antibodies
Animation 25.2
• To be able to distinguish between
primary and secondary responses
• To understand the principle of
vaccination
• To distinguish between active and
passive immunity
Bk 4 Ch 26
Basic genetics
Section
Time allocation
(No. of periods)
26.1 DNA — carrier of genetic
information
6
Learning target
• To compare the composition of DNA
and that of RNA
Practical
Exercise
• Watson-Crick model of DNA
3D model 26.1
• Textbook (Exercise)
p.26-39
• To describe the Watson-Crick model of
DNA
• Structure of a chromosome
3D animation 26.1
• Textbook (Self test)
p.26-46
• To know the structural relationship
between a chromosome, DNA and a
gene
• DNA replication
Animation 26.1
26.1 Extraction of DNA
Practical Workbook p.26-1
• Extraction of DNA
Video 26.1
• To know how genes determine an
organism’s body characteristics
New Senior Secondary Mastering Biology
(Second Edition)
Teaching resources
24
 Oxford University Press 2014
S5 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
Learning target
Practical
Teaching resources
Exercise
• To know why DNA is suited to its
function as a genetic material
26.2 Mendel’s Laws of
inheritance
7
• To know what monohybrid inheritance 26.2 Observation of maize cobs with grains • Observation of maize cobs with
is
of different colours
grains of different colours
Practical Workbook p.26-7
Simulation 26.2
• To be able to state the Law of
Segregation
• To know the ways to determine the
genotype of an organism with a
dominant character
• To know what dihybrid inheritance is
• To be able to state the Law of
Independent Assortment
26.3 Inheritance in humans
4
• To know how blood groups and sex
are determined in humans
• Studying a pedigree
Animation 26.2
• To know what sex-linked genes are
26.4 Variations in organisms
3
• To contrast continuous and
discontinuous variations
• To know why variations occur
26.3 Observation and analysis of variations
in humans
Practical Workbook p.26-9
• To know how genetic variations are
brought about
Bk 4 Ch 27
Molecular genetics
Section
Time allocation
(No. of periods)
27.1 From DNA to proteins
6
Learning target
Practical
• To be able to state the features of the
genetic code
Teaching resources
• Protein synthesis
Animation 27.1
• To identify the two main stages of
protein synthesis
Exercise
• Textbook (Exercise)
p.27-20
• Textbook (Self test)
p.27-26
• To identify the characteristics of
transcription and translation
27.2 Mutations
New Senior Secondary Mastering Biology
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5
• To distinguish between gene mutations
and chromosome mutations
• Gene mutations
Animation 27.2
25
 Oxford University Press 2014
S5 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
Learning target
Practical
Teaching resources
Exercise
Practical
Teaching resources
Exercise
• To distinguish between spontaneous
mutations and induced mutations
• To be able to give examples of
mutagens
Bk 4 Ch 28
Biotechnology
Time allocation
(No. of periods)
Section
Learning target
28.1 Recombinant DNA
technology
5
• To know the major steps and
applications of recombinant DNA
technology
28.2 DNA fingerprinting
8
• To know the major steps, basic
principle and applications of DNA
fingerprinting
• Basic principle of recombinant
DNA technology
Animation 28.1
28.1 Separation of DNA fragments using
gel electrophoresis
Practical Workbook p.28-1
• Gel electrophoresis
Animation 28.2
• Textbook (Exercise)
p.28-22
• Textbook (Self test)
p.28-26
• Separation of DNA fragments
using gel electrophoresis
Video 28.1
• Parentage test by DNA
fingerprinting
Animation 28.3
28.3 Human Genome Project
4
• To know the goals, benefits and
limitations of the Human Genome
Project
• To appreciate the joint efforts of
scientists in international genomics
projects
Bk 4 Ch 29
Section
Evolution I
Time allocation
(No. of periods)
Learning target
29.1 The origin of life
3
• To know how life originated
29.2 Evolution
5
• To know how the diversified life forms
on earth today were formed
New Senior Secondary Mastering Biology
(Second Edition)
Practical
Teaching resources
• Making of a fossil
Video
26
Exercise
• Textbok (Exercise)
p.29-18
• Textbook (Self test)
p.29-22
 Oxford University Press 2014
S5 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
Learning target
Practical
Teaching resources
Exercise
Practical
Teaching resources
Exercise
• To understand how fossils provide
evidence for evolution
• To know the limitations of using fossil
records as evidence for evolution
• To know other evidence that supports
the theory of evolution
Bk 4 Ch 30
Evolution II
Section
Time allocation
(No. of periods)
30.1 Mechanism of evolution
6
Learning target
• To know how evolution takes place
• Natural selection
Animation 30.1
• To state the differences between
Lamarck’s theory and Darwin’s theory
• Textbook (Exercise)
p.30-17
• Textbook (Self test)
p.30-22
• To know some examples of natural
selection in action
• To understand how
insecticide-resistant insect pests and
antibiotic-resistant bacteria develop
30.2 Speciation
4
• To know what speciation is
• Speciation
Animation 30.2
• To know how speciation occurs
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(Second Edition)
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S6 Class
Biology - Teaching Plan (S3 to S6)
Bk E1 Ch 1
Regulation of water content
Time allocation
(No. of periods)
Section
1.1 Importance of
osmoregulation
1
Learning target
Practical
Teaching resources
Exercise
• To realize the importance of
osmoregulation
• Textbook (Exercise)
p.25
• To identify the major organs involved in
osmoregulation
• Textbook (Self test)
p.108
1.2 The general plan of the
urinary system
2
• To identify the major parts of the
urinary system and their functions
1.1 Examination of the mammalian urinary
system
Textbook p.113
• Examination of the mammalian
urinary system
Video E1, 1.1
1.3 Structure of the kidney
2
• To know the structure of a nephron
1.2 Examination of the mammalian kidney
Textbook p.116
• Structure of the human kidney
3D model E1, 1.1
1.4 Formation of urine
4
• To know how ultrafiltration takes place
in a nephron
• Ultrafiltration and reabsorption
Animation E1, 1.1
• To know the adaptive features of the
proximal convoluted tubule for
reabsorption
• To know how substances in the
glomerular filtrate are reabsorbed into
the blood
1.5 The role of kidneys
2
• To know the actions of ADH in keeping
the water potential of the blood stable
• To understand the role of kidneys in
excretion
1.6 The dialysis machine
2
• To know what happens if a person’s
kidneys do not function properly
• How does a dialysis machine
work?
Animation E1, 1.2
• To understand how the dialysis
machine helps clean the blood
Bk E1 Ch 2
Regulation of body temperature
Section
Time allocation
(No. of periods)
2.1 Importance of body
temperature regulation
New Senior Secondary Mastering Biology
(Second Edition)
2
Learning target
Practical
• To state the importance of keeping
body temperature stable
Teaching resources
Exercise
• Textbook (Exercise)
p.54
28
 Oxford University Press 2014
S6 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
Learning target
Practical
Teaching resources
Exercise
• To know the major ways of heat
exchange between the body and the
environment
2.2 The control centre of body
temperature
3
• Textbook (Self test)
p.108
• To know the role of the hypothalamus
in detecting changes in internal and
external temperatures
• To know the actions of the
thermoregulatory centre when there
are changes in skin or blood
temperature
2.3 Mechanisms of body
temperature regulation
4
• To know the roles of various structures 2.1 Identifying features of mammalian skin
of the skin in body temperature
that are related to temperature
regulation
regulation
Textbook p.119
• To state the changes of the body
under cold and hot conditions
2.4 Heatstroke and
hypothermia
2
• To know what heatstroke and
hypothermia are
Bk E1 Ch 3
• How does the skin regulate body
temperature?
3D animation E1, 2.1
Regulation of gas content in blood
Section
Time allocation
(No. of periods)
Learning target
Practical
Teaching resources
Exercise
3.1 Importance of regulating
gas content in blood
1
• To be aware of the importance of
regulating gas content in blood
• Textbook (Exercise)
p.82
3.2 Control of breathing
3
• To be able to explain how the
respiratory centre brings about the
basic rhythm of breathing
• Textbook (Self test)
p.108
• To be able to explain the effects of
carbon dioxide content in blood on the
rate and depth of breathing
3.3 Control of heart beat
4
• To be able to explain how the heart
beat is initiated
• Initiation of heart beat
Animation E1, 3.1
• To know what happens at different
times in a cardiac cycle
• The cardiac cycle
Animation E1, 3.2
• To know what heart rate, stroke
volume and cardiac output are
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 Oxford University Press 2014
S6 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
Learning target
Practical
Teaching resources
Exercise
• To understand how cardiac output is
controlled
3.4 Effect of exercise on
breathing and heart beat
5
• To be able to explain how exercise
3.1 Study of the changes in the rate and
affects the rate and depth of breathing
depth of breathing before and after
and cardiac output
exercise using a breath volume kit
Textbook p.121
• To be aware of the significance of
changes in rate and depth of breathing 3.2 Study of the changes in the rate and
and the cardiac output
depth of breathing before and after
exercise using a data logger
Textbook p.124
3.3 Study of the changes in heart rate
before and after exercise using a data
logger
Textbook p.128
Bk E1 Ch 4
• Study of the changes in the rate
and depth of breathing before
and after exercise using a data
logger
Video E1, 3.2
• Study of the changes in heart
rate before and after exercise
using a data logger
Video E1, 3.3
Hormonal control of reproductive cycle
Time allocation
(No. of periods)
Section
4.1 Interaction of hormones in
the menstrual cycle
4
Learning target
Practical
• To be able to state the major
hormones involved in the menstrual
cycle and their functions
4.2 Use of hormones as
contraceptives
3
• To understand how hormones are
used as contraceptives
4.3 Use of hormones in the
treatment of infertility
3
• To understand how synthetic
hormones are used in the treatment of
infertility
Teaching resources
Exercise
• Interaction of hormones in the
menstrual cycle
Animation E1, 4.1
• To understand how follicle stimulating
hormone, luteinising hormone,
oestrogen and progesterone interact to
bring about changes in the menstrual
cycle
Bk E2 Ch 1
• Study of the changes in the rate
and depth of breathing before
and after exercise using a
breath volume kit
Video E1, 3.1
• Textbook (Exercise)
p.103
• Textbook (Self test)
p.108
Human impact on the environment
New Senior Secondary Mastering Biology
(Second Edition)
30
 Oxford University Press 2014
S6 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
Learning target
Practical
Teaching resources
Exercise
• To know the impact of rapid human
population growth on the environment
and possible ways to reduce the
impact
1.1 Impact of rapid human
population growth on the
environment
2
1.2 Natural resources
2
• To differentiate between renewable
and non-renewable resources
1.3 The environmental impact
of malpractices in fisheries
4
• To know the environmental impact of
malpractices in fisheries
1.4 The environmental impact
of malpractices in
agriculture
4
• To know the environmental impact of
malpractices in agriculture
• Textbook (Exercise)
p.36
• Textbook (Self test)
p.90
• To understand bioaccumulation and
biomagnification of pesticides in
organisms
• To understand the causes of
eutrophication
1.5 The environmental impact
of industrialization and
urbanization
8
• To know the environmental impact of
land clearance and reclamation
1.1 Design an investigation of the lichen
distribution as an indication of air
pollution
Textbook p.95
• To be able to state the sources of air
pollution and water pollution, and their
effects on human health
1.2 Investigation of the air quality in
different locations
Textbook p.101
• Investigation of the air quality in
different locations
Video E2, 1.2
• Comparison of the oxygen
content of clean and polluted
water using a data logger
Video E2, 1.3
1.3 Comparison of the oxygen content of
clean and polluted water using a data
logger
Textbook p.107
1.4 Design an investigation to study the
types, sources and effects of pollutants
in a freshwater stream or a shore
habitat
Textbook p.111
1.6 Global environmental
issues
Bk E2 Ch 2
6
• To understand the causes and
consequences of global warming, acid
rain and algal bloom
• Greenhouse effect
Animation E2, 1.1
• Consequences of algal bloom
Animation E2, 1.2
Human responsibilities for the environment
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(Second Edition)
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 Oxford University Press 2014
S6 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
Learning target
Practical
Teaching resources
Exercise
2.1 Sustainable development
1
• To know what sustainable
development is
• Textbook (Exercise)
p.84
2.2 Management of resources
3
• To be able to state the measures taken
to promote sustainable fisheries and
agriculture in Hong Kong
• Textbook (Self test)
p.90
2.3 Pollution control
4
• To identify the 4 Rs in environmental
protection
• To be able to state the measures taken
to control air pollution and water
pollution in Hong Kong
• To identify the roles of microorganisms
in sewage treatment
• To be able to state the measures taken
to manage solid waste in Hong Kong
2.4 The need for conservation
3
• To realize the need for conservation
• To realize the importance of preserving
biodiversity
2.5 Conservation of species
4
• To know what endangered species are
• To be able to state the measures for
protecting endangered species
2.6 Conservation of habitats
4
• To identify some conservation areas in
Hong Kong
• To be aware of some ecological
restoration projects and habitat
creation projects in Hong Kong
2.7 Roles of individuals in
conservation
Bk E3 Ch 1
Section
2
• To know what individuals can do in
conservation
Basic microbiology
Time allocation
(No. of periods)
New Senior Secondary Mastering Biology
(Second Edition)
Learning target
Practical
32
Teaching resources
Exercise
 Oxford University Press 2014
S6 Class
Biology - Teaching Plan (S3 to S6)
Section
Time allocation
(No. of periods)
1.1 What are microorganisms?
1
• To know what microorganisms are
1.2 Viruses
3
• To know the structure of viruses
Learning target
Practical
• Textbook (Exercise)
p.38
• Textbook (Self test)
p.108
• Multiplication of viruses
3D animation E3, 1.1
• To understand what happens when
viruses enter a latent period
4
Exercise
• General structure of a virus
3D model E3, 1.1
• To understand how viruses multiply
1.3 Diversity of
microorganisms
Teaching resources
• To recognize the three main groups of
microorganisms
• To identify the general features of
different groups of microorganisms
1.4 Growth of microorganisms
5
• To be able to state the growth
requirements of microorganisms
• To recognize the stages of microbial
growth
• To understand how to measure the
growth of microorganisms
1.5 Laboratory techniques for
studying microorganisms
5
• To understand the purposes of
carrying out aseptic techniques
• To be able to state what aseptic
techniques involve
Bk E3 Ch 2
1.1 Culture of yeast using aseptic
techniques
Textbook p.113
• Culture of yeast using aseptic
techniques
Video E3, 1.1
1.2 Design an investigation to study the
growth of microorganisms
Textbook p.123
Use of microorganisms
Section
Time allocation
(No. of periods)
2.1 Using microorganisms for
commercial purposes
2
Learning target
Practical
Teaching resources
Exercise
• To understand why microorganisms
are widely used for making commercial
products
• Textbook (Exercise)
p.70
• Textbook (Self test)
p.108
• To understand how microorganisms
are cultured on a large scale
2.2 Food processing
New Senior Secondary Mastering Biology
(Second Edition)
5
• To understand how microorganisms
are used in beer-brewing,
wine-making, bread-making and
2.1 Production of alcoholic drinks and
bread by fermentation
Textbook p.129
33
• Design an investigation of the
optimal conditions for
fermentation by yeast
 Oxford University Press 2014
S6 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
Learning target
production of yoghurt
Practical
2.2 Design an investigation of the optimal
conditions for fermentation by yeast
Textbook p.135
Teaching resources
Exercise
Simulation E3, 2.2
2.3 Production of yoghurt by fermentation
Textbook p.141
2.3 Pharmaceutical industry
2
• To identify the roles of microorganisms
in antibiotic and vaccine production
2.4 Industrial enzyme
production
3
• To identify the roles of microorganisms
in producing enzymes in biological
washing powder
• To identify the roles of microorganisms
in producing enzymes used in the
production of fruit juice
2.5 Sewage treatment
2
• To identify the roles of microorganisms
in sewage treatment
2.6 Biogas production
2
• To identify the roles of microorganisms
in biogas production
2.7 Genetically modified
microorganisms
2
• To realize the significance and
potential hazards of using GM
microorganisms
Bk E3 Ch 3
Harmful effects of microorganisms
Section
Time allocation
(No. of periods)
Learning target
3.1 How do microorganisms
cause diseases in
humans?
2
• To understand how microorganisms
cause diseases in humans
3.2 Food-borne infection and
food poisoning
4
• To differentiate between food-borne
infection and food poisoning
Practical
Teaching resources
Exercise
• Textbook (Exercise)
p.103
• Textbook (Self test)
p.108
• To be able to state the common factors
contributing to food-borne infection and
food poisoning
• To understand how to prevent
food-borne infection and food
poisoning
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(Second Edition)
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 Oxford University Press 2014
S6 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
Learning target
3.3 Microbial deterioration
2
• To understand how microorganisms
cause deterioration of food and useful
material
3.4 Control of microbial growth
3
• To state the physical and chemical
methods for controlling microbial
growth
Bk E4 Ch 1
Practical
Teaching resources
Exercise
Practical
Teaching resources
Exercise
Techniques in modern biotechnology
Time allocation
(No. of periods)
Learning target
1.1 Introduction to
biotechnology
1
• To know what modern biotechnology is
1.2 Recombinant DNA
technology
4
• To be able to describe the major steps
in recombinant DNA technology
Section
• Textbook (Exercise)
p.32
• Production of human insulin
Animation E4, 1.1
• Textbook (Self test)
p.90
• To understand how human insulin is
produced using recombinant plasmids
• To be able to state the advantages of
using recombinant DNA technology in
the production of human insulin
1.3 Genetically modified
organisms
1.4 Plant and animal cloning
4
5
• To be able to describe how GMOs are
produced
• Production of GM plants
Animation E4, 1.2
• To be able to state the benefits and
potential hazards of producing GMOs
• Making of Golden Rice
Animation E4, 1.3
• To be able to outline the major steps in
cloning plants by tissue culture
• To be able to state the applications of
plant cloning
• To know that animals have been
cloned by embryo splitting and nuclear
transfer
• To be able to outline the major steps
involved in nuclear transfer
• To be able to state the applications of
animal cloning
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(Second Edition)
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 Oxford University Press 2014
S6 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
Learning target
Practical
Teaching resources
Exercise
• To state the advantages and
disadvantages of plant and animal
cloning
1.5 Polymerase chain reaction
5
• To understand the basic principle of
polymerase chain reaction
• To be able to state the applications of
polymerase chain reaction
1.1 Using polymerase chain reaction to
amplify DNA fragments
Textbook p.95
• Polymerase chain reaction
Animation E4, 1.4
• Using polymerase chain reaction
to amplify DNA fragments
Video E4, 1.1
• Using polymerase chain reaction
to amplify DNA fragments and
performing gel electrophoresis
Simulation E4, 1.1
1.6 DNA fingerprinting
4
• To understand the major steps in DNA
fingerprinting
• DNA fingerprinting
Animation E4, 1.5
• To be able to state the applications of
DNA fingerprinting
Bk E4 Ch 2
Applications in biotechnology
Section
Time allocation
(No. of periods)
2.1 Production of
pharmaceutical products
5
Learning target
Practical
• To give examples of pharmaceutical
products produced using
biotechnology
Teaching resources
Exercise
• Textbook (Exercise)
p.65
• Textbook (Self test)
p.90
• To understand the roles of bacteria in
the production of pharmaceutical
products
• To understand why plasmids are used
as vectors
• To understand why bacteria are used
as host cells
2.2 Gene therapy
5
• To know what gene therapy is
• To know the potential benefits and
hazards of gene therapy
2.3 Stem cell therapy
New Senior Secondary Mastering Biology
(Second Edition)
4
• To give examples of potential
36
 Oxford University Press 2014
S6 Class
Biology - Teaching Plan (S3 to S6)
Time allocation
(No. of periods)
Section
Learning target
Practical
Teaching resources
Exercise
Practical
Teaching resources
Exercise
applications of stem cells in medicine
2.4 Transgenic plants and
animals
4
• To understand the uses of transgenic
plants and animals in agriculture and
scientific research
• To give examples of desirable
characters introduced into plants and
animals
Bk E4 Ch 3
Bioethics
Section
Time allocation
(No. of periods)
Learning target
3.1 What is bioethics?
2
• To be aware of bioethics
3.2 Some issues in
biotechnology
4
• To be able to list some issues related
to GM food, animal cloning, human
reproductive cloning, the Human
Genome Project, gene therapy and
stem cell therapy
• Textbook (Exercise)
p.87
• Textbook (Self test)
p.90
*** END ***
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