DSKP KSSM BIOLOGI F4 & F5 Versi English

Biologi

Tingkatan 4 & 5

(EDISI BAHASA INGGERIS)



Biologi

Tingkatan 4 & 5

(EDISI BAHASA INGGERIS)

Bahagian Pembangunan Kurikulum
MEI 2019

Terbitan 2018

© Kementerian Pendidikan Malaysia

Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa juga bentuk dan dengan
cara apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum mendapat kebenaran bertulis daripada Pengarah, Bahagian
Pembangunan Kurikulum, Kementerian Pendidikan Malaysia, Aras 4-8, Blok E9, Parcel E, Kompleks Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.

CONTENT v
vi
Rukun Negara........................................................................................................................................................... vii
Falsafah Pendidikan Kebangsaan............................................................................................................................ viii
Definisi Kurikulum Kebangsaan............................................................................................................................... ix
Falsafah Pendidikan Sains Kebangsaan.................................................................................................................. 1
Kata Pengantar......................................................................................................................................................... 2
Introduction .............................................................................................................................................................. 2
Aim............................................................................................................................................................................ 3
Objectives................................................................................................................................................................. 4
Framework of the Standards Curriculum for Secondary School.............................................................................. 4
Focus........................................................................................................................................................................ 5
6
Thoughtful Science............................................................................................................................................ 8
Critical Thinking Skill.......................................................................................................................................... 13
Creative Thinking Skill....................................................................................................................................... 18
Thinking Strategies............................................................................................................................................ 20
Scientific Skills...................................................................................................................................................
Scientific Attitudes and Noble Value..................................................................................................................
21st Century Skills.....................................................................................................................................................

Higher Order Thinking Skills..................................................................................................................................... 21
Teaching and Learning Strategies............................................................................................................................ 22
Element Across the Curriculum................................................................................................................................ 28
Classroom Assessment............................................................................................................................................ 31
Content Organisation................................................................................................................................................ 38

Content Standard, Learning, Standard and Performance Standard 4 41
Fundamentals Of Biology................................................................................................................................... 126

Physiology of Humans and Animals................................................................................................................... 128
Content Standard, Learning, Standard and Performance Standard 5 158
175
Physiology of Flowering Plants.......................................................................................................................... 189
Ecosystem and Environmental Sustainability..................................................................................................... 193
Inheritance and Genetic Technology................................................................................................................... 196
Appendix ...................................................................................................................................................................
Panel of Writers.........................................................................................................................................................
Acknowledgment........................................................................................................................................................

RUKUN NEGARA

BAHAWASANYA Negara kita Malaysia mendukung cita-cita hendak:
Mencapai perpaduan yang lebih erat dalam kalangan seluruh masyarakatnya;

Memelihara satu cara hidup demokratik;
Mencipta satu masyarakat yang adil di mana kemakmuran negara

akan dapat dinikmati bersama secara adil dan saksama;
Menjamin satu cara hidup yang liberal terhadap tradisi-tradisi

kebudayaannya yang kaya dan berbagai corak;
Membina satu masyarakat progresif yang akan menggunakan

sains dan teknologi moden;

MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha
kami untuk mencapai cita-cita tersebut berdasarkan atas prinsip-prinsip yang berikut:

KEPERCAYAAN KEPADA TUHAN
KESETIAAN KEPADA RAJA DAN NEGARA

KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN

v

FALSAFAH PENDIDIKAN KEBANGSAAN

“Pendidikan di Malaysia adalah suatu usaha berterusan ke arah lebih
memperkembangkan potensi individu secara menyeluruh dan bersepadu untuk
melahirkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi
dan jasmani, berdasarkan kepercayaan dan kepatuhan kepada Tuhan. Usaha ini
adalah bertujuan untuk melahirkan warganegara Malaysia yang berilmu
pengetahuan, berketerampilan, berakhlak mulia, bertanggungjawab dan
berkeupayaan mencapai kesejahteraan diri serta memberikan sumbangan
terhadap keharmonian dan kemakmuran keluarga, masyarakat dan negara”

Sumber: Akta Pendidikan 1996 (Akta 550)

vi

DEFINISI KURIKULUM KEBANGSAAN

3. Kurikulum Kebangsaan
(1) Kurikulum Kebangsaan ialah suatu program pendidikan yang
termasuk kurikulum dan kegiatan kokurikulum yang merangkumi
semua pengetahuan, kemahiran, norma, nilai, unsur kebudayaan
dan kepercayaan untuk membantu perkembangan seseorang murid
dengan sepenuhnya dari segi jasmani, rohani, mental dan
emosi serta untuk menanam dan mempertingkatkan nilai moral yang
diingini dan untuk menyampaikan pengetahuan.

Sumber: Peraturan-Peraturan Pendidikan (Kurikulum Kebangsaan) 1997
[PU(A)531/97.]

vii

FALSAFAH PENDIDIKAN SAINS KEBANGSAAN

Selaras denFgAaLnSAFFaAlsHafPaEhNDPIeDnIdKiAdiNkaSnAIKNeSbNanEgGsAaRanA, pendidikan

sains di Malaysia memupuk budaya Sains dan Teknologi dengan
memberi tumpuan kepada perkembangan individu yang kompetitif,
dinamik, tangkas dan berdaya tahan serta dapat menguasai ilmu
sains dan keterampilan teknologi.

Sumber: Kementerian Sains, Teknologi dan Inovasi (MOSTI)

viii

KATA PENGANTAR

Kurikulum Standard Sekolah Menengah (KSSM) yang DSKP yang dihasilkan juga telah menyepadukan enam tunjang
dilaksanakan secara berperingkat mulai tahun 2017 akan Kerangka KSSM, mengintegrasikan pengetahuan, kemahiran dan
menggantikan Kurikulum Bersepadu Sekolah Menengah (KBSM) nilai, serta memasukkan secara eksplisit Kemahiran Abad Ke-21
yang mula dilaksanakan pada tahun 1989. KSSM digubal bagi dan Kemahiran Berfikir Aras Tinggi (KBAT). Penyepaduan tersebut
memenuhi keperluan dasar baharu di bawah Pelan Pembangunan dilakukan untuk melahirkan insan seimbang dan harmonis dari segi
Pendidikan Malaysia (PPPM) 2013-2025 agar kualiti kurikulum intelek, rohani, emosi dan jasmani sebagaimana tuntutan Falsafah
yang dilaksanakan di sekolah menengah setanding dengan Pendidikan Kebangsaan.
standard antarabangsa. Kurikulum berasaskan standard yang
menjadi amalan antarabangsa telah dijelmakan dalam KSSM Bagi menjayakan pelaksanaan KSSM, pengajaran dan
menerusi penggubalan Dokumen Standard Kurikulum dan pembelajaran guru perlu memberi penekanan kepada KBAT
Pentaksiran (DSKP) untuk semua mata pelajaran yang terdiri dengan memberi fokus kepada pendekatan Pembelajaran
daripada Standard Kandungan, Standard Pembelajaran dan Berasaskan Inkuiri dan Pembelajaran Berasaskan Projek, supaya
Standard Prestasi. murid dapat menguasai kemahiran yang diperlukan dalam abad
ke-21.
Usaha memasukkan standard pentaksiran di dalam dokumen
kurikulum telah mengubah lanskap sejarah sejak Kurikulum Kementerian Pendidikan Malaysia merakamkan setinggi-tinggi
Kebangsaan dilaksanakan di bawah Sistem Pendidikan penghargaan dan ucapan terima kasih kepada semua pihak yang
Kebangsaan. Menerusinya murid dapat ditaksir secara berterusan terlibat dalam penggubalan KSSM. Semoga pelaksanaan KSSM
untuk mengenal pasti tahap penguasaan mereka dalam sesuatu akan mencapai hasrat dan matlamat Sistem Pendidikan
mata pelajaran, serta membolehkan guru membuat tindakan Kebangsaan.
susulan bagi mempertingkatkan pencapaian murid.
Dr. MOHAMED BIN ABU BAKAR
Pengarah
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia

ix



INTRODUCTION KSSM BIOLOGY FORM 4 AND 5

As articulated in the National Education Philosophy, education in Secondary core science subject is designed to develop science
Malaysia is an on-going effort towards nurturing the potential of literacy and high order thinking skills as well as the ability to apply
individuals in a holistic and integrated manner, to develop individuals science knowledge, in decision-making and solving real-life
who are intellectually, spiritually, emotionally and physically problems among pupils.
balanced. The primary and secondary school curriculum standard
and assessment for sciences are developed with the aim of fostering Elective science subjects are aspired to sharpen and reinforce
such individuals. pupil’s knowledge and skills in STEM. These subjects enable pupils
to pursue high education with lifelong learning skills. These pupils
Moving towards a developed nation, Malaysia should create a are anticipated to pursue career in STEM and be able to actively
scientific, progressive, inventive and visionary community as well as participate in community development and nation-building.
benefiting the latest technologies. This community must be able to
contribute to the advancement of science and the sustainability of Pupils taking KSSM Biology will have the knowledge and skills to
technological civilisation. To achieve this, we need to develop enable them to solve problems and make decisions in everyday life
critical, creative, innovative and competent citizens who practice the related to Biology based on scientific attitudes and values. They will
culture of Science, Technology, Engineering and Mathematics also be able to further their studies and undertake biology related
(STEM). career. KSSM Biology intends to develop individuals who are
dynamic, viable, fair, practice STEM culture and responsible towards
The national science curriculum encompasses core science and community and environment.
elective science subjects. The core science subject is being offered
in primary, lower secondary and upper secondary schools, while the
eective sciences are being offered in upper secondary schools such
as are Biology, Physics, Chemistry and Additional Science.

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KSSM BIOLOGY FORM 4 AND 5

AIMS OBJECTIVES

KSSM Biology aims to develop science-literate pupils through Biology KSSM enables pupils to achieve the following objectives:
learning experiences in understanding the biology related concepts, 1. Strengthen interest and passion for biology.
developing skills, using various strategies and applying the 2. Reinforce and enrich scientific knowledge, skills, attitudes and
knowledge and skills based on scientific attitudes and values as well
as understanding the impact of science and technological values in biology through scientific investigation.
developments in society. These pupils can communicate, make 3. Enhance the ability to think logically, rationally, critically and
decisions based on scientific evidences, and able to further their
education and careers in the STEM field. creatively through processes of understanding and applying
biology in decision-making and problems solving.
4. Acknowledge that the knowledge of biology is temporary and
evolving.
5. Practise the usage of biology language and symbols and equip
pupils with skills in delivering phyiscs related ideas in the
relevant context.
6. Develop mindset about chemical concepts, theories and laws,
open-mindedness, objectiveness and proactiveness.
7. Realize social, economic, environmental and technological
implications in biology and caring for the environment and
society.
8. Appreciate biology and its application in helping to explain
phenomena and solve real worls problems.

2

KSSM FRAMEWORK KSSM BIOLOGY FORM 4 AND 5
KSSM Biology is built based on six pillars, which are
Communication; Spiritual, Attitude and Value; Humanity; creative and innovative thinking. This integration aimed at
Personal Development; Physical Development and Aesthetic; developing human capital who is knowledgeable, competent,
and Science and Technology. The six pillars are the main creative, critical, innovative and embraces noble values based
domain that support each other and are integrated with critical, on religion as illustrated in
Figure 1.

Figure 1: KSSM Framework
3

KSSM BIOLOGY FORM 4 AND 5

FOCUS scientific language; can evaluate and apply scientific knowledge
and skills in science and technology contextually, responsibly and
KSSM Biology focuses on thoughtful learning based on the three ethically. Thoughtful science also intends to produce creative and
domains, which are knowledge, skills and values. The critical individuals that can communicate and collaborate to face
development of these domains will be experienced by pupils the challenges of the 21st century demands, in which the country’s
through inquiry method in order to nurture thoughtful science progress is highly dependent upon the capacity and quality of its
individual (Figure 2). The inquiry approach includes pupil-centred human resources.
learning, constructivism, contextual learning, problem-based
learning, mastery learning as well as related strategies and Thoughtful Learning
methods. Thoughtful learning is a process of acquiring and mastering skills
The curriculum also aims to prepare pupils to face rapid and knowledge which can develop pupils mind to optimum level.
technological development and various challenges of the 21st
century like The Industrial Revolution 4.0. The group of pupils that Thoughtful science can be achieved through thoughtful learning
have gone through this curriculum will be the STEM human when pupils are actively engaged in the teaching and learning
resource who will be able to contribute towards national processes (T&L). In this process, the thoughtful learning activities
development. designed by teachers are to dig the pupils’ minds and encourage
them to think, to conceptualize, solve problems and make wise
Thoughtful Science decisions. Hence, thinking skills should be practised and cultured
According to Kamus Dewan (4th Edition), ‘fikrah’ or in English among pupils.
language ‘thoughtful’ means the ability to think and reflect. In the
context of science curriculum, thoughtful science refers to the
quality desired to be produced by the National Science Education
System. Thoughtful science learners are those who can
understand scientific ideas and are able to communicate in

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KSSM BIOLOGY FORM 4 AND 5

Critical Thinking Skills

Critical thinking skills is the ability to evaluate an idea in a logical
and rational manner to make reasonable judgement with
justifications and reliable evidences.
A brief description of each critical thinking skills is as in Table 1:

Table 1: Critical Thinking Skills

CRITICAL DESCRIPTION
THINKING SKILLS

Attributing Identifying characteristics, features, qualities
and elements of a concept or an object.

Comparing and Finding similarities and differences based on
Contrasting criteria such as characteristics, features,
qualities and elements of objects or events.
Grouping and Separating and grouping objects or
Classifying phenomena into groups based on certain
criteria such as common characteristics or
Figure 2: The Conceptual Framework for Biology Curriculum features.

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KSSM BIOLOGY FORM 4 AND 5

CRITICAL DESCRIPTION Creative Thinking Skills
THINKING SKILLS
Creative thinking skill is the ability to produce or create something
Sequencing Arranging objects and information in order new and valuable by using genuine imaginative skill and
Prioritising based on the quality or quantity of common unconventional thinking. A brief description of each creative
characteristics or features such as size, time, thinking skill is as in Table 2.
shape or number.
Arranging objects or information in order based Table 2: Creative Thinking Skills
on their importance or urgency.
CREATIVE
THINKING DESCRIPTION

Analysing Processing information by breaking it down into SKILLS
smaller parts in order to deeply and thoroughly
Detecting Bias understand them in details and their Generating Ideas Prompting thoughts or opinions related to
Evaluating interrelationship. Relating something.
Making connections in certain situations or
Making Identify/ Investigate views or opinions that have events to find relationship between a
Conclusions the tendency to support or oppose something. structure or pattern.

Assessing considerations and decisions using Making Inference Making initial conclusion and explaining an
knowledge, experiences, skills, values and event using data collection and past
giving justification. experiences.

Making a statement about the outcomes of an Predicting Forecasting an event based on
investigation based on a hypothesis. observations and previous experiences or
collected data.

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KSSM BIOLOGY FORM 4 AND 5

CREATIVE DESCRIPTION CREATIVE DESCRIPTION
THINKING THINKING
Making general statement about certain characteristics.
SKILLS matter from a group of observations on SKILLS Producing something new or modifying
Making samples or some information from that something which is already in existence to
Generalisation group. Inventing overcome problems in a systematic
manner.
Visualising Forming perception or making mental
images about a particular idea, concept, Thinking Strategy
Synthesising situation or vision.
Combining separate elements to produce Thinking strategy is structured and focused high-level thinking
Developing an overall picture in the form of writing,
Hypothesis drawing or artefact. which involves critical and creative thinking and reasoning skills in
Making a general statement about the
Developing relationship between the manipulated every steps taken to achieve the intended goal or solution to a
Analogy variable and responding variable to explain
an observation or event. This statement or problem. Description of each thinking strategy is as in Table 3.
conjecture can be tested to determine its
validity. Table 3: Thinking Strategy
Forming an understanding about a
complex or abstract concept by relating it THINKING DESCRIPTION
to simple or concrete concept with similar STRATEGY

Conceptualising Making generalisations towards building

of meaning, concept or model based on

inter-related specific common

characteristics.

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KSSM BIOLOGY FORM 4 AND 5

Making Decisions Selecting the best solution from several Thinking Skills
Problem Solving alternatives based on specific criteria to
achieve the intended aims. Critical Creative

Finding the right solutions in a systematic  Attributing  Generating ideas
manner for situations that are uncertain or  Comparing and  Relating
challenging or unanticipated difficulties.  Making
contrasting
Table 3 shows an overall picture of the thinking skills and thinking  Grouping and Reasoning inferences
strategies. Further information on thinking skills and thinking  Predicting
strategies(TSTS) can be found in Buku Panduan Penerapan classifying  Making
Kemahiran Berfikir dan Strategi Berfikir dalam Pengajaran dan  Sequencing
Pembelajaran Sains (Curriculum Development Centre, 1999).  Prioritising hypothesis
 Analysing  Synthesising
 Detecting bias  Making
 Evaluating
 Making generalisations
 Visualising
conclusions  Making analogies
 Inventing

Thinking Strategies
 Conceptualising
 Making decisions
 Problem solving

Figure 3: TSTS KSSM in KSSM Biology

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KSSM BIOLOGY FORM 4 AND 5

Scientific Skill Table 4: Science Process Skills DESCRIPTION
SCIENCE
KSSM Biology emphasizes on inquiry and problem solving. In the
process of inquiry and solving problem, scientific skills and thinking PROCESS SKILLS
skills are used. Scientific skills are important skills used during
scientific activities such as conducting experiments and projects. Observing Using the senses of sight, hearing,
touch, taste or smell to gather
Scientific skills consist of science process skills and manipulative Classifying information about objects and
skills. phenomena.
Measuring and Using observations to group objects or
Science Process Skills Using Numbers phenomena according to similarities and
differences.
Science Process Skills (SPS) are skills required in the process of Making quantitative observations using
finding solutions to a problem or making decisions in a systematic numbers and tools with standard units
manner. SPS are mental processes which promote critical, to ensure an accurate measurement.
creative, analytical and systematic thinking. Mastery of SPS
together with attitude and appropriate knowledge to guarantee the Inferring Using collected data or past
ability of pupils to think effectively. Thus, good command of SPS Predicting experiences to draw conclusions and
with positive attitude and sound knowledge will ensure effective make explanations of events.
thinking among pupils. Table 4 describes each of the SPS. Making forecast about future events
based on observations and previous
experiences or collected data.

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KSSM BIOLOGY FORM 4 AND 5

SCIENCE DESCRIPTIONS SCIENCE DESCRIPTIONS
PROCESS SKILLS PROCESS SKILLS

Communicating Using words or graphic symbols such as Hypothesising relationship between the manipulated and
tables, graphs, diagrams or models to Experimenting responding variable to explain an
explain actions, objects or events. observation or event. This statement or
conjecture can be tested to determine its
Using Space- Describing changes in parameter such as validity.
Time Relationship location, direction, shape, size, volume,
weight or mass with time. Planning and conducting an investigation
under controlled conditions to test a
Interpreting Data Giving rational explanations about an object, hypothesis, collecting and interpreting data
event or pattern derived from collected data. until a conclusion can be obtained.

Defining Giving meaning to a concept by describing Manipulative Skills
Operationally what must be done and what should be Manipulative skills are psychomotor skills that enable pupils to
observed. carry out practical works in science. It involves the development of
hand-eye coordination. These manipulative skills are:
Controlling Managing manipulated variable, responding
Variables variable and fixed variable. In a scientific  Use and handle science apparatus and substances
investigation, the manipulated variable is correctly.
changed to observe its relationship with the
responding variable. At the same time, the  Handle specimens correctly and carefully.
other variables are kept the same.  Draw specimens, apparatus and substances accurately.
 Clean science apparatus correctly.
Making a general statement about the  Store science apparatus and substances correctly and

safely.

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KSSM BIOLOGY FORM 4 AND 5

Relationship between Science Process Skills and Thinking Skills SCIENCE PROCESS SKILLS DESCRIPTION

Accomplishment in Science Process Skills require pupils to master Making Inferences
the related thinking skills. Table 5 shows these relationships.

Table 5: Relationship between Science Process Skills and Predicting Relating
Thinking Skills Using Space - Time Visualising
Relationship
SCIENCE PROCESS SKILLS DESCRIPTION Interpreting data Sequencing
Prioritising
Observing Attributing Defining operationally
Comparing and contrasting Comparing and contrasting
Classifying Relating Analysing
Attributing Detecting bias
Measuring and Using Comparing and contrasting Making conclusion
Numbers Grouping and classifying Making Generalisation
Relating Evaluating
Comparing and contrasting Relating
Developing analogy
Visualising
Analysing

Making Inferences Relating
Comparing and contrasting
Analysing

11

SCIENCE PROCESS SKILLS DESCRIPTION KSSM BIOLOGY FORM 4 AND 5

Controlling variables Attributing Teaching and Learning based on Thinking Skills and Scientific
Hypothesising Comparing and contrasting Skills
Relating
Analysing KSSM Biology emphasizes thoughtful learning based on thinking
Attributing skills and scientific skills. In this curriculum, the intended Learning
Relating Standard (LS) is written by integrating the aspired knowledge and
Comparing and contrasting skills for pupils to acquire and master. Teachers should emphasize
Generating ideas on the acquisition and proficiency of pupils’ knowledge and skills
Developing hypothesis along with attitudes and scientific values in T&L.
Predicting
Synthesising The embedding of SPS in KSSM Biology has somewhat fulfills the
aspirations of 21st century education and indirectly encourages and
uplifts the development of pupils’ high order thinking skills.

Experimenting All thinking skills

Communication All thinking skills

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KSSM BIOLOGY FORM 4 AND 5

Science Process Skills Standard

The Science Process Skills Standard is a general recommended The science process skills at level 1 and 2 stated in the Learning
and specific accomplishment which must be met by pupils in each Standard which must mastered as a basis for further study at the
level of schooling. Each statement refers to the minimum standard secondary level as shown in Table 6.
of pupils’ achievement based on schooling levels and cognitive
development.

Table 6: Science Process Skills Standard

SCIENCE Level 1 Level 2 Level 3 Level 4
(Year 1-3) (Year 4 – 6) (Form 1 – 3) (Form 4 – 5)
NO PROCESS
SKILLS  Use sensory organs
involved to make
1 Observing observation about  Use sensory organs to  Make relevant and  Make observation
phenomena or
changes that occur. make observation precise observation qualitatively and

qualitatively and qualitatively and quantitatively to make

quantitatively with quantitatively to generalization based

appropriate tools to identify trends or on trends or

describe the sequences on objects sequences.

phenomena or or phenomena.  Present advance

changes that occur.  Use correct tools findings analytically.

skillfully to make

observations.

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KSSM BIOLOGY FORM 4 AND 5

SCIENCE Level 1 Level 2 Level 3 Level 4
(Year 1-3) (Year 4 – 6) (Form 1 – 3) (Form 4 – 5)
NO PROCESS
SKILLS

2 Classifying  Collect/segregate  Compare/identify the  Compare/identify the  To identify

evidences/data/objects similarities and similarities and characteristics used to

/phenomena based on differences based on differences to segregate, choose and

observed given categories based determine the criteria explain in detail about

characteristics. on common of category for objects or the

characteristics. evidence/ data/ phenomena studied.

objects/ studied

phenomena

3 Measuring and  Measure using correct  Measure using correct  Measure using  Show ways to measure
Using
Numbers tools and standard techniques, tools with correct techniques using tools and

units. standard units. and tools with standard units with

standard units and correct techniques and

record systematically record in tables

and completely. systematically and

 Convert basic completely.

quantity units  Use complex derived

correctly. units correctly.

 Use correct derived

units.

4 Inferring  State a reasonable  Make reasonable pre-  Make more than one  Generate multiple
explanation for an assumption for an
observation. observation using the reasonable early possibilities to explain a
information given.
conclusions for an complex situation.

incident or an  Explain the relation and

14

KSSM BIOLOGY FORM 4 AND 5

SCIENCE Level 1 Level 2 Level 3 Level 4
(Year 1-3) (Year 4 – 6) (Form 1 – 3) (Form 4 – 5)
NO PROCESS
SKILLS observation using trends between
information given. observed variables with
measurements used in
investigation.

5 Predicting  Describe a possibility  Make a reasonable  Perform simple  Perform simple
development or trend development or trend
for an incident or data. prediction about an analysis based on analysis based on
obtained data to obtained data to
incident based on predict the future of predict the future of an
an object or object or phenomena.
observations, past phenomena.
 Test the prediction
experiences or data. made.

6 Communicating  Record ideas or  Record and present  Present experimental  Present experimental
information in any ideas and information findings and findings and
form. systematically in observation data in observation data in
suitable form. various form such as various complex form
simple graphics, using graphics,
pictures or tables. pictures or tables to
show the relationship
between the
associated patterns.

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KSSM BIOLOGY FORM 4 AND 5

SCIENCE Level 1 Level 2 Level 3 Level 4
(Year 1-3) (Year 4 – 6) (Form 1 – 3) (Form 4 – 5)
NO PROCESS
SKILLS  Arrange a
phenomenon or
7 Using Space incident  Arrange a  Use, analyse and
Time chronologically. phenomenon or interpret numbers and
Relationship incident numerical relationship
chronologically. efficiently when solving
problems and
 Interpret and explain conducting
the meaning of investigations.
mathematical
relations.

8 Interpreting Data  Choose relevant ideas  Give rational  Analyse data and
about objects, explanations by suggest ways to
(Not stated explicitly in incidents or patterns in interpolating and improve.
the Learning Standard) data to come up with extrapolating the
an explanation. collected data.  Detect and explain
9 Defining anomaly in collected
Operationally  Describes an  Describes the most sets of data.
interpretation by appropriate
stating what is being interpretation of a  Describe the
done and observed in concept by stating interpretation made
a specific aspects of a what is being done about the selection of
situation. and observed in a tools or methods of
situation. what is being
observed.

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KSSM BIOLOGY FORM 4 AND 5

SCIENCE Level 1 Level 2 Level 3 Level 4
(Year 1-3) (Year 4 – 6) (Form 1 – 3) (Form 4 – 5)
NO PROCESS
SKILLS

10 Controlling  Determine the  Determine all types of  Change the fixed
Variables responding and
constant variables variable, which are variable to the
after the manipulated
variable is determined responding variables, manipulated variable
in an investigation.
manipulated variables and state the new

and fixed variables. responding variable.

11 Hypothesising  Make a general  Make a relationship  Explain an expected
statement that can be
tested about the between the result from the
relationship between
the variables in an manipulated variable designed scientific
investigation.
and the responding investigation.

(Not stated explicitly in the variable to build a
Learning Standard)
hypothesis which can

be tested.

12 Experimenting  Carry out experiment,  Carry out experiment,  Trigger new question
collect data, interpret build hypothesis, and plan an experiment
data and make design methods and to test new hypothesis
conclusions to test the determine appropriate from the question.
hypothesis and write apparatus, collect
report. data, analyse,
summarise and write
report.

17

Scientific Attitudes and Noble Values KSSM BIOLOGY FORM 4 AND 5

Science learning experiences can inculcate scientific attitudes and 4. Diligent and persistent when carrying out a task.
noble values in pupils. These attitudes and values are instilled  Preservere and determined.
through the following:  Ready to repeat experiments.
 Do the task wholeheartedly.
1. Interest and curious about the environment.  Ready to accept critics and challanges.
 Seek information from teachers, friends or other people.  Strive to overcome problems and challenges.
 Do own reading.
 Collect materials or specimens for research purposes. 5. Systematic, confident and ethical.
 Carry out own research.  Conduct activities orderly and timely.
 Arrange tools and materials in order.
2. Honest and accurate in recording and validating data.  Optimistic about the task.
 Describe and record real observations.  Brave and ready to venture something new.
 Record information objectively (not affected by feelings of  Dare to defend something done.
illusions).
 Explain information rationally. 6. Collaborate.
 Cite the sources of used information.  Help friends and teachers.
 Carry out activities and experiments together.
3. Flexible and open-minded.  Selflessness.
 Accept others’ opinions.  Fair and equitable.
 Agree tp cogent evidence.
 Be open-mided.

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KSSM BIOLOGY FORM 4 AND 5

7. Be responsible for the safety of oneself, others, and the 12. Realise that science as a means to understand nature.
environment.  Express how science is used to solve problems.
 Take care of oneself and friends’ safety.  State the implications of using science to solve a problem or
 Preserve and conserve the environment. issue.
 Communicate through correct scientific language.
8. Compasionate.
 Love all living things. The inculcation of scientific attitudes and noble values generally
 Be prudent and respectful. occurs through the following stages:

9. Appreciate the contributions of science and technology.  Aware and understand the importance and the need of
 Use the creation of science and technology wisely. scientific attitudes and noble values.
 Utilise public facilities created by science and technology
responsibly.  Focus on these attitudes and noble values.
 Internalise and practise these scientific attitudes and
10. Thankful to God.
 Always be satisfied with the gift of God. noble values.
 Use the gift of God wisely.
 Be thankful to God. Sound lesson plan is required for effective inculcation of scientific
attitudes and noble values during teaching and learning. Thus,
11. Appreciate and practise clean and healthy living. before planning each lesson, teachers should examine the
 Maintain cleanliness and good health. Learning Standard, including Performance Standard fto foster
 Always be conscious of personal hygiene and clean scientific attitudes and noble values in the lesson.
environment.

19

KSSM BIOLOGY FORM 4 AND 5

21st CENTURY SKILLS PUPIL’S PROFILE DESCRIPTION

One of the aspirations in KSSM is to develop pupils with 21st about learning and about being
century skills, while focusing on thinking skills as well as life and learners themselves. Generate
career skills strongly rooted in noble values and practices. 21st questions and are receptive towards
century skills aim to prepare pupils with the characteristics perspective, values and individual
specified in Table 7: Pupils’ Profile. These features enable them to traditions and society. Confident and
compete globally. Achieving CS and LS in KSSM Biology creative in handling new learning
contributes to the acquisition of 21st century skills among pupils. areas.

Table 7: Pupils’ Profile Team Player Cooperate effectively and
PUPIL’S PROFILE harmoniously with others. Share
DESCRIPTION collective responsibility while
respecting and appreciating the
Resilient Able to face and overcome difficulties contributions of each member in the
and challenges with wisdom, team. Acquire interpersonal skills
confidence, tolerance and empathy. through collaborative activities, which
in turn mould pupils into better
Communicator Able to voice out and express their leaders and team members.
thoughts, ideas and information
confidently and creatively in verbal Curious Develop natural curiosity to explore
and written, using multi-media and strategies and new ideas. Learn skills
technology. that are needed to carry out inquiry
and research, as well as display
Thinker Able to think critically, creatively and independent learning traits. Enjoy
innovatively; solve complex problems
and make ethical decisions. Think

20

PUPIL’S PROFILE DESCRIPTION KSSM BIOLOGY FORM 4 AND 5

Principled continuous life-long learning HIGHER ORDER THINKING SKILLS
Informative experiences.
Honest and have integrity, equity with Higher Order Thinking Skills (HOTS) is explicitly stated in the
Caring/ Concern just and respect for individuals, curriculum to encourage teachers to incorporate them in teaching
Patriotic groups and community. Responsible and learning, hence stimulating structured and focused thinking
for their actions, and as well as the among pupils. Descriptions of the focused four levels of HOTS are
consequences. shown in Table 8.
Knowledgeable, have wide, deep and
balanced understanding across Table 8: Thinking Levels in HOTS
various disciplines. Explore and gain
knowledge on local and global issues THINKING LEVEL DESCRIPTION
effectively and efficiently. Understand Applying Using knowledge, skills and
ethical issues/ laws related to the
information gained. values to take actions in
Show empathy, compassion and
respect towards the needs and different situations.
feelings of others. Committed to serve
the society and ensure sustainability Analysing Breaking down information into
of the environments.
Portray love, support and respect smaller parts to enhance
towards the country.
understanding and make

relationship between the parts.

Evaluating Using knowledge, experience

skills and values to consider,

make decisions and give

justifications.

Creating Producing ideas, products or

methods and innovatively.

21

HOTS are the ability to apply knowledge, skills and values in KSSM BIOLOGY FORM 4 AND 5
reasoning and reflecting to solve problems, make decisions, to
innovate and create something. HOTS include critical thinking, TEACHING AND LEARNING STRATEGIES
creative thinking, reasoning and thinking strategy.
Teaching and learning strategies in KSSM Biology emphasise on
Critical thinking skill is the ability to evaluate an idea in a logical thoughtful learning. Thoughtful learning is a process that helps
and rational manner to make a reasonable judgement with pupils acquire knowledge and master skills which assist them to
justifications and reliable evidences. develop their minds to optimum level. Thoughtful learning
Creative thinking skill is the ability to produce or create can take place through various learning approaches such as
something new and valuable by using genuine imaginative skill inquiry, constructivism, science, technology and society, contextual
and unconventional thinking. learning and mastery learning space. Learning activities should
Reasoning skill is the ability of an individual to consider and therefore be geared towards activating pupils’ critical and creative
evaluate logically and rationally. thinking skills and not be confined to routine methods. Pupils
Thinking strategy is a way of thinking that is structured and should be made explicitly aware of the thinking skills and thinking
focused to solve problems. strategies which are employed in their learning.

HOTS can be applied in classrooms through activities in the form More higher order questions and problems posed to pupils
of reasoning, inquiry learning, problem solving and projects. encourages them to enhance their critical and creative thinking
Teachers and pupils need to use thinking tools such as thinking skills. Pupils actively involved in the teaching and learning where
maps and mind maps, including high level questioning to stimulate the acquisition of knowledge, mastery of skills and inculcation of
thinking processes among pupils. scientific attitudes and noble values are integrated.

The learning approaches that can be applied by teachers in the
classroom are as follows:

22

Inquiry Approach KSSM BIOLOGY FORM 4 AND 5

Inquiry approach emphasises learning through experiences.  Learning is the result from pupils’ own effort.
Inquiry generally means to find information, to  Learning occurs when pupils restructure their ideas through
question and to investigate a phenomenon. Discovery is the main
characteristic of inquiry. Learning through discovery occurs when relating original ideas to new ones.
the main concepts and principles of science are investigated and  Pupils have the opportunities to cooperate, share ideas and
discovered by pupils themselves. Through activities such as
experiments, pupils investigate a phenomenon and draw experiences and reflect on their learning.
conclusions by themselves. Teachers then lead pupils to
understand the science concepts through the results of the inquiry. Contextual Learning
Thinking skills and scientific skills are thus developed further
during the inquiry process. However, the inquiry approach may not Contextual learning is a method of instruction that enables pupils
be suitable for all teaching and learning situations. Sometimes, it to apply new knowledge and skills to real-life situations. In this
may be more appropriate for teachers to present concepts and context pupils do not just obtain knowledge theoretically, but
principles directly or through guided inquiry. allowing pupils to make connections and make relevance of
science learning with their lives. A contextual approach is used
Constructivism when pupils learn through investigation similar to inquiry approach.

Constructivism is a learning theory which suggests that learners Mastery Learning
construct their own knowledge and understanding of the world
through experiences and reflecting on those experiences. The Mastery learning ensures all pupils acquire and master the
important elements of constructivisme are: intended learning objectives. This approach is
based on the principle that pupils are able to learn if given the
 Teachers have to consider pupils’ prior knowledge. opportunities. Pupils should be allowed to learn at their own pace,
with the incorporation of remedial and enrichment activities as part
of the teaching-learning process.

23

Problem/ Project Based Learning KSSM BIOLOGY FORM 4 AND 5

Problem/ project based learning (PBL) is a student-centered For effective PBL, the provided issue of problem should;
pedagogy where pupils learn through prompting solving issues/  encourage pupils to understand the concept clearly an deeply.
problems. The issues or problems are provided by teachers.  Require pupils to justify and support their decisions.
Teachers can provide issues, problems or projects from various  meet the intended and previous related content/ learning
sources such as newspapers, magazines, journals, books,
textbooks, and cartoons, videos, television, films and others to suit standards.
the teaching and learning.  Be suitable to the capabilities of the pupils to ensure they can
Real world and relevant problem or project is used as a platform to
encourage pupils to the intended the concepts and principles. PBL work together to complete the task.
promotes the development of critical thinking skills, problem  Be open and captivating enough to motivate and enhance
solving abilities, and communication skills.
pupils’ interest.
PBL provides students the opportunity to work in a team,
collaborate on inquiring and evaluating research materials, STEM APPROACH
analysing data, justifying and making decision, and nurturing life- STEM approach is the teaching and learning (T&L) method which
long learning among pupils. applies integrated knowledge, skills and values of STEM through
inquiry, problem solving or project in the context of daily life,
environmentand, as well as local and global community, as shown
in Diagram 4.

24

KSSM BIOLOGY FORM 4 AND 5

5. Using mathematical thinking and computational thinking,
6. Developing explanations and designing solutions,
7. Engaging in debates and discussion based on evidence,

and
8. Acquiring information, evaluating and communicating about

the information.

Diagram 4: STEM Teaching and Learning Approach Computational thinking is a cognitive process involved in
formulating problems and solutions which can be represented in a
STEM T&L which is contextual and authentic can encourage form that can be effectively executed by humans and/ or
in depth learning amongst pupils. Pupils can work in groups or computers. Computational thinking helps pupils to solve complex
individually based on the nature of the T&L activities. The STEM problems easily through organizing, analysing and presenting data
practices that are encouraged during STEM T&L are as follows: or ideas in a logical and systematic way.

1. Questioning and identifying problems, Varied T&L activties can elevate pupils’ interest towards
2. Developing and using models, science. Interesting science lessons will motivate pupils to study
3. Planning and carrying out investigations, which will then show favourable influence on their performance.
4. Analyzing and interpreting data, The T&L activities should correspond to the intended curriculum
content, pupils’ ability and multiple intelligences, as well as
resources and facilities available.

25

Some T&L activities encouraged in science are as follows: KSSM BIOLOGY FORM 4 AND 5

Scientific Investigation/ Experiment Diagram 5: Steps to carry out anscientific investigation/ experiment

A scientific investigation/ experiment is commonly used in science
lessons. The hypothesis is tested by pupils through an
investigation to discover certain scientific concepts of principle.
Carrying out scientific investigation/ experiment encourages pupils
to cultivate thnking skills, science process skills and manipulative
skills.

In general, the procedures to conduct a scientific investigation/
experiment are shown in Diagram 5.

With the introduction of KSSM Biology, pupils are given the
opportunity to design scientific investigation/ experiments beside
the usual teacher-guided scientific investigations/ experiments.
Pupils are expected to plan and design the experiment, collect and
analyse data, interpret and display results, and finally share and
present their report and findings.

26

Simulation KSSM BIOLOGY FORM 4 AND 5

Simulation is an activity that imitates the real situation. Simulations Visits and Use of External Resources
can be carried out through role-play, games or using model. In
role-playing, pupil act out a particular role spontaneously based on Science learning is not limited to schools only. Science learning
a certain pre-determined conditions. Whereas in gaming, pupils is can take place at the zoos, museums, science centers, research
required to follow procedures. Pupil plays games in order to learn a institutes, mangrove swamps and factories too. Visits to such
particular principle or to understand the process of decision places can make learning more effective, fun and meaningful.
making. While in modelling, an object/ replica is used to represent Learning through visits can be impacted by careful planning. To
the real thing/ process. Pupils will be able to visualise the actual optimise learning, students must carry out activities or perform
situation, thus understand the concepts and principles to be assignments during the visit and held discussion after the visit.
learned.
The Use of Technology
Project
Technology is a highly effective and powerful tool to increase
Activities carried out by individuals or groups of students to interest in science learning. Through the use of technologies such
achieve certain goals. Project takes a long time and usually reach as television, radio, video, computers and the internet, science
out with the formal learning time. Pupils’ reports, artifacts or other T&L can be more exciting and effective. Animation and computer
forms of project outcomes need to be presented to teachers and simulation can be used as an effective tool to learn difficult and
fellow pupils. Project work promotes problem solving skills, time abstract science concepts. Computer simulations and animation
management skills and self-study. can also be displayed in the form of coursewareor through website.
Software applications such as word processors, graphic
presentation software and electronic spreadsheets are valuable
tools that can be employed to analyse and present data.

27

The use of other technologies such as data loggers and KSSM BIOLOGY FORM 4 AND 5
computerized user interface in experiments and projects can be of
effective assistants in science teaching and learning. ELEMENTS ACROSS THE CURRICULUM

Good management of activities and two-ways interactions between Elements Across Curriculum is a set of value-added elements
teacher-pupils and pupils-pupils during T&L further liberate their applied in the teaching and learning process other than those
thinking skills to a higher level. specified in the standard content. The application of these
elements is aimed at strengthening the human capital skills and
competency besides preparing pupils for the challenges of the
present and the future. The elements are explained below:

1. Language
 Using correct instruction language in all subjects.
 Emphasising promunication correct sentences structure,
grammar and terminologies in T&L in order to assist pupils
to communicate effectively and organise their thoughts
clearly and systematically.

2. Environmental Sustainability Awareness
 Developing awareness, nurturing the love and care for the
environment through teaching and learning.
 Promoting knowledge and awareness on the importance of
the environmental ethics and sustainability for pupils to
appriciate.

28

3. Noble Values KSSM BIOLOGY FORM 4 AND 5
 Instilling noble values in all subjects to ensure that pupils
are aware of their importance and gradually practice them. 5. Patriotism
 Practising noble values which encompass the aspects of  Nurturing patriotism in all subjects, extracurricular activities
spirituality, humanity and citizenship in relation to pupils’ and community services,
daily life.  Developing the spirit of love for the country as
well as encouraging the feelings of ‘truly proud to be
4. Science and Technology Malaysians’ amongst pupils.
 Raising the pupils’ interest in the science and technology
to improve scientific and technological literacy. 6. Creativity and Innovation
 Using technology in teaching and learning can contribute  Giving time and opportunity in all subjects for pupils to be
and assist efficient and effective learning. creative and innovative through extracting and generating
 Integration of science and technology in the or creating new/ original ideas.
teaching and learning enhances knowledge, skills and  Exploiting and fostering pupils’ creativity and
values in all subjects for examples: innovativeness to see and realise their full potential.
 Integrating elements of creativity and innovation in teaching
(i) knowledge of science and technology principles, and learning to ensure human capital meet the challenges
concepts and facts related to science and technology; of 21st Century.

(ii) Process skills (process of thought and specific
manipulative skills);

(iii) Scientific attitudes and values
(iv) Technological knowledge and skills.

29

KSSM BIOLOGY FORM 4 AND 5

7. Entrepreneurship 9. Global Sustainability
 Incorporating the characteristics and practices of  Discussing Global Sustainability directly or indirectly in
enterpreneurship, gradually shaping a culture amongst related subjects, prompt and develop sustainable thinking
pupils, (responsive towards the environment, being responsible,
 Fostering entrepreneured characteristics through activities creative and resourceful) with the concept of living within
which promote diligence, honesty, trustworthiness and global resources without damaging its present or future
responsibility as well as developing creative and innovative environment,
mindset to drive ideas into the economy.  Educating global sustainability prepares pupils to face
challenges on complex interconnected global issues.
8. Information and Communication Technology (ICT)
 Incorperating information and communication technology 10. Financial Education
(ICT) in the lessons to ensure pupils have the ability to  Incorporating Financial Education to build future
apply and strengthen their basic knowledge and skills in generations who are financial literate, capable of making
ICT, wise financial decisions and practise ethical financial
 Uitilizing ICT to motivate pupils to be creative, stimulates management and skills.
interesting and fun T&L and improve the quality of learning,  Exploring financial management and skills directly or
 Integrating ICT in teaching appropriate topics to further indirectly in T&L through topics related to finance e.g
enhance pupils’ understanding of the content subject. simple and compound interest, foreign exchange,
budgeting credit-debit, saving and financial safety.
 Simulating financial management activities to prepare
pupils with knowledge, skills and values which are relevant
and useful to their living.

30

CLASSROOM ASSESSMENT KSSM BIOLOGY FORM 4 AND 5
Classroom Assessment is the process of obtaining information on
student development planned, implemented and reported by the • Take into consideration the various levels of knowledge and
teacher concerned. This process is ongoing to enable teachers to skills learned.
determine the Student Mastery Level.
• Allow pupils to show various learning capabilities.
Classroom Assessment can be implemented by teachers • Assess the pupil's mastery level on Learning Standard and
formatively and summatively. Assessment is formatively
implemented at the same time with the T&L process, while Performance Standards.
summative assessments are implemented at the end of a learning • Follow up actions for recovery and consolidation purposes.
unit, term, semester or year. Teachers should plan, construct
valuation items or instruments, administer, examine, record and Performance Standard of KSSM Biology
report levels of mastery based on DSKP.
Classroom Assessment for KSSM Biology is evaluated from three
In order to ensure that assessments help to improve the ability and main domains which are knowledge, skills and affective domains
mastery of the pupils, the teacher should implement the (for nobles’ values).
assessments that have the following characteristics:
Knowledge and science process skills integrated in learning area
• Use various assessment methods such as observation, oral and are assessed based on the stated Performance Standards (PS).
writing. PS aims to gauge the achievement of students mastering the
specific knowledge, skills and values. Assessment of scientific
• Use various assessment strategies that can be implemented by skills can be carried out continuously, periodically or in clusters
teachers and pupils. throughout the year. Therefore, it is important for teachers to use
professional judgment in determining the pupils’ performance
levels. There are 6 performance levels with their general
descriptors shown in Table 9.

31

KSSM BIOLOGY FORM 4 AND 5

Table 9: General Descriptors of Performance Level in Science All the investigations/ experiments/ activities listed in each theme
subjects for KSSM Biology in Table 10 are COMPULSORY. Investigations/ experiments/
activities are conducted using inquiry approach.
PERFORMANCE DESCRIPTORS
LEVEL

1 Recall knowledge and basic skills of Table 10: List of Investigations/ Experiment/ Activity in each Theme
science.
THEME EXPERIMENTS
2 Understand the knowledge and skills of
science and explain the understanding. 1.4.1 Design an experiment to solve a
2.1.1
3 Apply knowledge and science skills to carry 3.2.2 problem using scientific
out simple tasks.
Analyze information about knowledge and investigation methods

4 science skills in the context of problem Prepare slides of animal and plant
solving.
Evaluate to make judgement about the cells.

5 science knowledge and skills in context Conduct experiments to investigate
problem solving and decision-making to the movement of substances
carrying out a task. across a selectively permeable
Invent by applying the knowledge and skills membrane by using:
in context problem solving and decision-
(i) visking tubing
6 making or carrying out an assignment in a (ii) simple osmometer
new situation creatively and innovatively,
giving due consideration to the social values/ BASIC BIOLOGY Design an experiment to
economy/ culture of the community. 3.3.4 investigate the effects of different
concentrations of solution on
animal and plant cells.

Teachers can refer to Appendix to view the relationship between 3.4.1 Conduct an experiment to
the key verbs of each Performance Level in Performance 5.2.9 determine the concentration of cell
Standards and verbs in the Learning Standard with examples of sap of a plant tissue.
student activity that can be implemented.
Design and conduct experiments to
study the effects of temperature
and pH on the activities of amylase
and pepsin.

32

KSSM BIOLOGY FORM 4 AND 5

THEME EXPERIMENTS THEME EXPERIMENTS
Conduct an experiment to
7.2.3 investigate aerobic respiration.

7.3.4 Conduct an experiment to 17.3.3 Conduct experiments to study the
investigate fermentation in yeast. effects of environmental factors on
the rate of transpiration using a
9.2.5 Conduct experiments to investigate potometer.
digestions of starch, proteins and
9.6.1 lipids in food samples. 17.4.8 Conduct experiments to study
PHYSIOLOGY OF effects of environmental factors on
HUMANS AND 9.6.2 Conduct an experiment to the rate of photosynthesis.
ANIMALS investigate the energy values in
food samples. 19.4.3 Conduct experiments to study the
13.2.5 Conduct an experiment to effectiveness of phytoremediation
determine the contents of vitamin C 20.3.2 plants in controlling:
16.2.3 in fruit juices or vegetables.
(i) water pollution.
Conduct an experiment to ECOSYSTEM AND 25.1.3 (ii) soil pollution.
investigate the effects of the ENVIRONMENTAL Conduct an experiment to compare
different volume intake of water on SUSTAINABILITY the effects of presence of a
urine formation. phytohormone on fruit ripening.
Conduct an experiment to Identify
zone of cell division, zone of cell Conduct an experiment to compare
elongation and zone of cell the levels of Biochemical Oxygen
differentiation in a seed radicle. Demand (BOD) in different water
samples.
PHYSIOLOGY OF 16.3.3 Conduct an experiment to study the
FLOWERING growth curve of a plant.
PLANTS 27.2.2 Conduct an experiment to study
INHERITANCE continuous and discontinuous
17.2.3 Conduct an experiment to compare AND GENETIC variation in humans.
stomatal distribution on upper and TECHNOLOGY
lower epidermis of monocotyledon
and eudicotyledon leaves

33

KSSM BIOLOGY FORM 4 AND 5

Reporting on scientific skills assessments is done twice a year. PERFOMANCE DESCRIPTOR
Table 11 can be used as guidance on making professional LEVEL  Plan and carry out the correct strategy and
judgment for the reporting.
3 procedure in the scientific investigation with
Table 11: General Statement for Scientific Skills Performance guidance.
Level in KSSM Biology 4  Use correct material and apparatus.
 Collect and record relevant data.
PERFOMANCE DESCRIPTOR  Organize data in numerical or visual form with
LEVEL  Poorly planned scientific investigation. some error.
 Inappropriate materials and apparatus used in  Make an interpretation and conclusion based
1 on the collected data.
the scientific investigation.  Write an incomplete scientific investigation
2  No data collected and recorded. report.
 No or unclear explanation of the scientific  Plan and carry out the correct strategy and
procedure in the scientific investigation.
investigation.  Handle and use the correct material and
 Plan the correct strategy and procedure in the apparatus to get an accurate result.
 Collect relevant data and record in a suitable
scientific investigation with guidance. format.
 Use suitable material and apparatus.  Organize the data in the numerical or visual
 Collect and record incomplete or irrelevant form with no error.
 Interpret the data and make an accurate
data. conclusion based on the aim of the scientific
 Make an interpretation and conclusion not investigation.

based on the collected data.

34

KSSM BIOLOGY FORM 4 AND 5

PERFOMANCE DESCRIPTOR Assessment of scientific attitudes and values can be implemented
LEVEL  Write a complete report on the scientific throughout the year. Table 12 can be used as guide for teachers in
making a professional judgment.
investigation

 Carry out a scientific investigation and writing Table 12: General Interpretation of the Performance Level in
a complete report. Scientific Attitudes and Values of KSSM Biology

 Collect, organize and present data in PERFOMANCE DESCRIPTOR
numerical or visual form well. LEVEL
 State how science is used to solve
5 1 problems.
 Interpret data and make conclusions
accurately with scientific reasoning. 2  State the implication of using science to
 Identify the trend, pattern and relevant data. solve problems or certain issues.
 Justify the outcome of the scientific 3
investigation relating to theory, principle and  Use science language to communicate.
law of science in the reporting.  Document the source of information used.
 Evaluate and suggest ways to improve to the
 State how science is used to solve
6 scientific investigation methods and further problems.
inquiry investigation if needed.
 State the implication of using science to
 Discuss the validity of the data and suggest solve problems or certain issues.
ways to improve the method of data
collection.  Use science language to communicate.
 Document the source of information used.

 State how science is used to solve
problems.

 State the implication of using science to
solve problems or certain issues.

 Use limited science language to
communicate.

 Document a few sources of information
used.

35

KSSM BIOLOGY FORM 4 AND 5

PERFOMANCE DESCRIPTOR PERFOMANCE DESCRIPTOR
LEVEL LEVEL
 Determine how science is used to solve
4 problems or certain issues.  Use science language consistently to
communicate clearly and accurately.
5  Determine the implication of using science
to solve problems or certain issues.  Document all the sources of information
6 used.
 Always use sufficient science language to
communicate.  Become a role model to other pupil.

 Conclude how science is used to solve
problems or certain issues.

 Conclude the implication of using science
to solve problems or certain issues.

 Always use good science language to
communicate.

 Document all the sources of information
used.

 Conclude how science is used to solve
problems or certain issues.

 Discuss and analyse the implication of
using science to solve problems or certain
issues.

36

KSSM BIOLOGY FORM 4 AND 5

The Overall Performance Level Table 13: Overall Mastering Level KSSM Biology Statement

Overall Performance Level of KSSM Biology is to be determined at PERFOMANCE DESCRIPTOR
the end of each year. This Overall Performance Level includes LEVEL
aspects of knowledge, skills and values. Teachers need to assess Pupils have the basic knowledge of biology or
pupils collectively and holistically by looking at all aspects of the 1 can use the basic skills or give response
learning process. Teachers’ professional judgment should be (Know) towards basic knowledge in the field of
employed in all assessment processes, particularly in determining Biology.
the overall performance level. Professional judgments can be made
based on knowledge and experience of teachers, teacher-pupil 2 Pupils show understanding by explaining
interactions, and discussions with committee members of relevant (Know and something learned in the form of
departments. Table 13 shows the overall performance level understand) communication in the field of Biology.
descriptors of KSSM Biology.
. 3 Pupils use knowledge to carry out skills on
(Know, understand situation in the field of Biology.

and do)

4 Pupils use knowledge and performing a
(Know, understand civilised skill that is in accordance with the
and can do it with procedure or analytically and systematically in
the field of Biology.
manners)

5 Pupils use knowledge and apply skills to new
(Know, understand situation by following procedures or
and can do it with systematically and consistently and positively
in the field of Biology.
good manners)
Pupils are able to utilize existing knowledge
6 and skills to be used in a new systematic,
(Know, understand positive, creative and innovative situation in
and can do it with the production of new ideas and can be
civilized manner) emulated in the field of Biology.

37

KSSM BIOLOGY FORM 4 AND 5

CONTENT ORGANISATION 9.0 Nutrition and Human
Digestive System
Form 4 and Form 5 Biology KSSM consist of five themes:
Fundamentals of Biology, Physiology Humans and Animals, 10.0 Transport in
Physiology Flowering Plants, Ecosystem and Nature Sustainability Humans and
also Inheritance and Genetic Technology. Each theme is divided Animals
into several fields of learning as shown in Table 14.
11.0 Immunity in Humans
Table 14:Theme and Field of Biology Form 4 and 5. 12.0 Coordination and

Learning Field Response in
Humans
Theme 13.0 Homeostasis and
Human Urinary
Form 4 Form 5 System
14.0 Support and
Fundamentals 1.0 Introduction to Movements in
of Biology Biology and Humans and
Laboratory Rules Animals
Physiology of 15.0 Sexual
2.0 Biology and Cell Flowering Reproduction,
Organisation Plants Development and
Growth in Humans
3.0 Movement of and Animals
Substances Across a
Plasma Membrane 16.0 Organisation of
Plant Tissues
4.0 Chemical and Growth
Composition in a Cell
17.0 Leaf Structure
5.0 Metabolism and and Function
Enzymes
18.0 Nutrition in Plants
6.0 Cell Division 19.0 Transport in
7.0 Cellular Respiration
Plants
Physiology of 8.0 Respiratory System 20.0 Responses in
Humans and in Humans and
Animals Animals Plants
21.0 Sexual

Reproduction in
Flowering Plants

38