Grade 11 Life Sciences: 2024 Pacesetter & Program of Assessment

NB: It is mandatory for the teacher to complete actual dates and signature as he/she covers content and daily assessment.

TERM 1 INFORMAL ASSESSMENT Date:

Date Week Strand Topic Content (Daily Assessments-Class and/or Home Work) Started -- Completed Signature

17/1-19/1 1 Orientation BASELINE ASSESSMENT Grade 7 topics:

 Biodiversity & classification ACTIVITY
Grade 8:
 Microorganisms ACTIVITY
Grade 10 topics:
 Classification ACTIVITY
 Nitrogen cycle ACTIVITY
Scientific skills:
 Scientific Investigation ACTIVITY
 Drawing of a graph ACTIVITY
 Data based questions on a graph ACTIVITY
22/1-26/1 2 Biodiversity Structure of viruses,  General characteristics and labelled diagram of
Micro Bacteria, Protista and Fungi viruses.
organisms
 General characteristics and labelled diagram of
bacteria
P2:29 Marks
 General characteristics and labelled diagram of.
Protista
Diversity, change and continuity

 General characteristics and labelled diagram of

Fungi
29/1-2/2 3 Maintenance of balance in  The role of viruses and Bacteria.
the environment  The role of Protista and Fungi
5/2-9/2 4 Symbiotic relationships of  Mutualism, Commensalism and Parasitism
bacteria
Effect and management of The effects and management on any one disease
one disease of each group caused by each of:
 Viruses (rabies, HIV/AIDS, influenza)
 Bacteria (blight, cholera, tuberculosis, anthrax)
 Draw graphs and interpret data on any one
disease caused by each of viruses and bacteria
The effects and management on any one disease
caused by each of:
 Protista (malaria)
 Fungi (rust, thrush, ringworm, athlete’s foot)
 Draw graphs and interpret data on any one
disease caused by each of Protista and Fungi

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 Grade 11 Life Sciences: 2024 Pacesetter & Program of Assessment
12/2-16/2 5 Immunity Immunity, including plants and animals’ immune

responses against the infecting micro-
organisms.
Effect of drugs, use of  The use of drugs e.g. antibiotics; effect on
microorganisms and micro-organisms
traditional technology  Vaccinations (Brief discussion)
 The use of micro-organisms to produce
medicines (e.g., insulin and antibiotics)
 Traditional technology to produce, e.g., beer,
wine and cheese.
50 MARKS INFORMAL TEST ONE (BIODIVERSITY: MICRO ORGANISMS)19 FEBRUARY 2024

19/2-23/2 6 BASELINE ASSESSMENT GRADE 10: Plant Anatomy:

 Plant tissues ACTIVITY
Biodiversity  Plant organs ACTIVITY
in Plants
GRADE 7:
P2:29 Marks  Animals & Plants ACTIVITY
 Sexual reproduction ACTIVITY
Bryophytes, Pteridophytes,  Label drawings showing various parts of the 4 plant
Gymnosperms, Angiosperms groups
 Comparative table of simple diagrams for
identification and presence of: (vascular tissue and
true leaves and roots) of the 4 plant groups to show
how they are grouped
 Comparative table of simple diagrams for
identification and presence of: (seeds/spores and
fruits, dependence of water for reproduction) of the 4
plant groups to show how they are grouped
26/2-1/3 7  Advantages and disadvantages of asexual and
sexual reproduction

Flowers as reproductive structures

Adaptations for pollination through (different pollinators)
wind, insects and birds (South African examples only)
differences and similarities

SBA FORMAL PRACTICAL TASK 1 28 FEBRUARY 2024

50 MARKS INFORMAL TEST TWO (BIODIVERSITY: PLANTS) 03 MARCH 2024

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 Grade 11 Life Sciences: 2024 Pacesetter & Program of Assessment
4/3-8/3 8 BASELINE ASSESSMENT GRADE 10: Support in Animals:
Biodiversity  Types of skeleton ACTIVITY
in Animals  Human skeleton ACTIVITY
GRADE 9 & 10 circulatory system ACTIVITY
P2:18 Marks
Porifera, Cnidaria,  Comparative table of:
Platyhelminthes, Annelida, Simple diagram for identification, four key features
Arthropoda, Chordata
i.e. symmetry and cephalisation; the number of
tissue layers developed from embryo; the number
of openings in the gut; coelom and blood systems in
the six selected phyla)
11/3-15/3 9  Compare the body plans of the different phyla and
relate it to the mode of life of each phylum with
regard to presence or absence of coelom, presence
or absence of through gut
 Suitability of each body plan for their respective
environments
 Similarities and differences between the SIX phyla
 Interpret a phylogenetic tree representing the
evolutionary history of animals
 The role of invertebrates in agriculture and
ecosystem
18/3-20/3 10 REVISION
100 MARKS SBA FORMAL TEST ONE 12 MARCH 2024

TERM 2 INFORMAL ASSESSMENT Date:

Week

Date Strand Topic Content (Daily Assessments-Class and/or Home Work) Started – Completed Signature
3/4-5/4 11 Transformation BASELINE Grade 10:
to Sustain Life ASSESSMENT  Basic cell structure with focus on the : chloroplast,
mitochondria and differences ACTIVITY
P1:32 Marks  Plant and animal tissues from grade 10 ACTIVITY
 Basic photosynthesis and respiration from grade 8
8/4-12/4 12 Photosynthesis  Process of photosynthesis using words and
Life processess in

symbols:
Animals and

 The intake of raw materials, trapping and storing of

Plants

energy, formation of food in chloroplasts and its

storage.
 The release of oxygen. Mention only of light and
dark phase (no biochemical detail of light and
dark phases are required)

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 Grade 11 Life Sciences: 2024 Pacesetter & Program of Assessment
 Importance of photosynthesis: release of
oxygen, uptake of carbon dioxide from atmosphere,
food production (trapping energy)
15/4-19/4 13  Effects of variable amounts of light, carbon dioxide
and temperature on the rate of photosynthesis
 Improve crop yields in greenhouse systems, role
of ATP as energy carrier in the cell
 ONE investigation to explain the principles of the
Scientific process:
- Light is necessary for photosynthesis
(Infuse investigation throughout the topic)
50 MARKS INFORMAL TEST THREE: PHOTOSYNTHESIS 22 APRIL 2024
22/4-26/4 14 Energy Cellular Respiration Process of respiration:
Transformation – aerobic and  Aerobic respiration: in cytoplasm and
to Sustain Life anaerobic mitochondria; use words and symbols: glycolysis,
Krebs cycle and oxidative phosphorylation (no
P1:23 Marks biochemical detail is required
 Anaerobic respiration: production of lactic acid in
muscles during exercise; word and symbols
(no biochemical detail of process is required):
 The role of anaerobic respiration in the industry,
e.g., beer brewing and bread making.
29/4-3/5 15  Comparison between aerobic and anaerobic
respiration
 TWO investigations to explain the principles of the
Scientific process:
- O2 is required by respiration,
- CO2 is produced by living organisms during
respiration
(Infuse investigations throughout the topic)
50 MARKS INFORMAL TEST FOUR: CELLULAR RESPIRATION 03 MAY 2024

6/5-10/5 16 Animal BASELINE GRADE 10:

Animals and Plants
Life processess in

Nutrition ASSESSMENT
 Inorganic/Organic compounds ACTIVITY
 Biotic components as producers and types of
consumers ACTIVITY
GRADE 9: Digestive system ACTIVITY
 The differences in dentition for herbivorous,
Dentition and carnivorous and omnivorous lifestyles in terms
Human nutrition of nutritional requirements and energy
relationships (link with ecology – food chains)

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 Grade 11 Life Sciences: 2024 Pacesetter & Program of Assessment
Human nutrition
 The macro-structure of the alimentary canal
and associated organs and the functions of
the different parts
13/5-17/5 17 Digestion The process of ingestion, digestion, absorption, assimilation
and egestion and the significance of each:
 Mechanical or physical digestion: types and
functions of different kinds of teeth, processes
of chewing. Peristalsis
 Chemical digestion: Enzymes: functions of
carbo hydrases, proteases and lipases: where
produced; substrate, pH and end-products
(Specific enzymes need not be named – link to
enzyme activity)
20/5-24/5 18 Fate of food The process of absorption, assimilation and egestion and
the significance of each:
 Absorption: small intestine as a region of most
absorption of digested food; adaptations to
increase surface area. Structure (to tissue
level) and significance of villi. Importance of
hepatic portal system in the transport of
absorbed food to the liver and then through
hepatic vein to the rest of the body.
 Assimilation: incorporation of glucose and
amino acids, and the breakdown of alcohol,
drugs and hormones.
 Egestion
SBA FORMAL ASSIGNMENT TASK: 21 MAY 2024
Homeostasis  Homeostatic control, which involves the
hormonal control of blood sugar levels
 (Links with Gr 12)
REVISION
27/5-14/6 19-21 JUNE EXAMINATION ONE PAPER 150 MARKS: WEEK 1–18 CONTENT

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 Grade 11 Life Sciences: 2024 Pacesetter & Program of Assessment
TERM 3 INFORMAL ASSESSMENT Date:
Date Week Strand Topic (Daily Assessments-Class and/or Home Work) Started -- Completed Signature

BASELINE  Relevant body systems from Grade 9 and ecology from Grade 8
ASSESSMENT ACTIVITY
Gaseous Gaseous exchange
exchange  Distinguish between cellular respiration, breathing and gas
9/7-12/7 22
exchange.
P1:32 Marks  Requirements of efficient gas exchange organs:
 Large surface area, thin, moist, well ventilated, protected, transport
system
Human Gas exchange:
 The structure (macro and tissue level), location, adaptations and
15/7-19/7 23 functioning of the ventilation system: trachea, epiglottis, bronchi,
Life processes in plant & animals

bronchioles, lungs, ribs, intercostal muscles, diaphragm, alveoli

 Ventilation of the lungs:
 Gaseous exchange in alveoli
 The transport of gases around the body
22/7-26/7 24
 Gaseous exchange in tissues; and
 Composition of inspired air vs. expired air – analyse data
 Homeostatic control of breathing. (Links with Gr 12)
29/7-2/8 25 Excretion – Brief role of the following:
urinary system:  the lungs
structure,  the kidneys and bladder
functions,  the liver
adaptations  the alimentary canal (gut);
 the skin.
P1:32 Marks  Substances secreted by each and the origins of these substances
5/8-8/8 26  The structure of the:
- Urinary system: position of kidneys, ureters, bladder, urethra.
- Kidney: structure and functioning, removal of urea and excess
water and salts, re-absorption of glucose and some salts.
- Nephron: structure and functioning: ultra-filtration, re-absorption,
tubular excretion, pH control, formation of urine
 Homeostatic control of water and salts: role of ADH and aldosterone
(Links with Gr 12)
SBA FORMAL PRACTICAL TASK TWO: 16 AUGUST 2024

50 Marks INFORMAL TEST FIVE- Gaseous exchange and Excretion:23 AUGUST 2024

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 Grade 11 Life Sciences: 2024 Pacesetter & Program of Assessment
12/8-16/8 27 BASELINE Grade 8 & 10 ecology/ecosystem ACTIVITY
ASSESSMENT
Population Population size:
Ecology  Immigration, emigration, mortality, natality, carrying capacity & limiting
factors
P2:37 Marks  Use given data to draw line graphs of logistic and geometric growth
forms
 Perform calculations on estimation of population size using:
o Simple sampling; Mark recapture
19/8-23/8 28 Interactions in  Interpret graphs showing predator-prey relationships and competition
the  Differentiate amongst the three different types of symbiosis, using
environment examples
26/8-30/8 29
Environmental Studies

 Specialisation: competitive exclusion and resource partitioning; discuss

one example of co-existence in animals and one example in plants
100 MARKS SBA FORMAL TEST 2: WEEK 22 – 29): 10 SEPTEMBER 2024
2/9-6/9 30 Human Impact:  Causes and Consequences of the following in South Africa:
On the
Environment
The atmosphere and climate change: Describe/interpret data
P2:37 Marks - Carbon dioxide emissions and Carbon footprint
- Deforestation
- Greenhouse effect, enhanced
- Greenhouse effect and global warming: desertification, drought
and floods
- Methane emissions and
- Ozone depletion
9/9-13/9 31 Water
- Describe problems and possible solutions on water availability and
quality
- Draw/interpret graphs and tables on water quality and availability
16/9-20/9 32 Food Security
- Describe problems and possible solutions in making food available
for an increasing human population
- Draw/interpret graphs and tables on food security
50 Marks INFORMAL TEST SIX – HUMAN IMPACT: 19 SEPTEMBER 2024

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 Grade 11 Life Sciences: 2024 Pacesetter & Program of Assessment
TERM 4 INFORMAL ASSESSMENT Date:
Date Week Strand Topic (Daily Assessments-Class and/or Home Work) Started -- Completed Signature
1/10--11/10 33-34  Loss of Biodiversity
- Describe threats to biodiversity and ways in which biodiversity can be
maintained
- Draw/interpret graphs and tables on biodiversity
 Solid Waste Disposal
- Managing dumpsites for rehabilitation and prevention of soil and water
pollution.
- The need for recycling.
- Using methane from dumpsites for domestic use: heating and lighting; and
- Safe disposal of nuclear waste
REVISION
50 Marks INFORMAL TEST SEVEN – HUMAN IMPACT:
10 OCTOBER 2024

14/10-11/12 35-43 REVISION

NOVEMBER EXAMINATIONS: PAPER 1 AND 2

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 Grade 11 Life Sciences: 2024 Pacesetter & Program of Assessment

Requisite PAPER 1 PAPER 2

Revise balance in ecosystems from Grade 8 and 10
PreKnowledge Marks: 150 Marks: 150
Reference books, media reports, internet, magazines, newspapers.
Time: 2½ hours Time: 2½ hours
Watch Telematics video on human impact on the environment at: Learners must answer all 3 questions. Learners must answer all 3 questions.
Resources
https://bit.ly/2lTaRk0
(other than
textbook) to Topics and marks: Topics and marks:
enhance Photosynthesis – 32 Biodiversity and classification of
learning Animal nutrition -32 microorganisms- 29
Respiration – 22 Biodiversity in plants and reproduction
Gaseous exchange – 32 – 29
 Worksheets: Interpret case studies, tables and graphs
Excretion – 32 Biodiversity of animals -18
 Practical observation of ONE example of human influence on the
environment in local area; write a report Population ecology - 37
 Interpret articles e.g. rhino poaching Human impact - 37
 Conduct a solid waste analysis
 Informal test Cognitive levels:
Informal Knowing science - 40%;
Assessment Understanding science - 25%;
Applying scientific knowledge - 20%;
Evaluating, analyzing and synthesising science knowledge - 15%

Degrees of difficulty for examination and test questions:

Easy - 30%;
Moderate - 40%;
Difficult - 25%;
Very difficult - 5%
SBA
(Formal SBA Weighting: 60% End of year Examinations: Weighting: 40%
Assessment)

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 Grade 11 Life Sciences: 2024 Pacesetter & Program of Assessment

Elaboration on the different tasks of the Programme of Formal Assessment

1. TESTS AND EXAMINATIONS 3. PRACTICAL TASKS

 All formal and informal tests as indicated in the program must be  30 – 40 marks are allocated to a practical task
written on the specified date.  Each practical task assesses at least 3 of the 7 skills and
 The test and examinations covers all work as indicated in the pace must include skill 6 and/or 7
setter.  At least ONE of the practical tasks includes manipulation
 Each formal test must be 100 marks. of apparatus and/or collection of data
 Mainly specific Aims 1 and 3 are covered.  All 7 skills are covered annually
 Specific aim 2 (knowledge and understanding of investigations and 1. Follow instructions
practical work) is also included but in a smaller proportion compared 2. Handle apparatus
to Specific Aims 1 and 3. 3. Make observations
4. Record data
 Tests and examinations are balanced in terms of cognitive levels and 5. Measure
topic weightings. In this regard weightings grids should be used. 6. Interpret
 Tests and examinations must be analysed diagnostically and 7. Design/plan investigations
appropriate remedial and intervention strategies instituted.
 Tests and examinations follow the external examination in its design, Plan and design investigations by:
rigour and format  Identify a problem
2. ASSIGNMENT  Hypothesising
 The assignment is a long task (1½ - 2 hours under controlled  Selecting apparatus or equipment and/or materials
 Identifying variables Procedure
conditions)
 Suggesting ways of controlling variables
 It is out of 100 marks  Planning an experiment
 Is completed at school and not at home  Suggesting ways of recording results
 Covers a variety of topics  Understanding the need for replication or verification /
 Includes as many as possible of the following: reliability and validity
o Analysing and interpreting data
o Making drawings
o Plotting graphs and Drawing tables
o Performing calculations
o Justifying conclusions

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