Plantilla Unit I

7/29/2019 Plantilla Unit I

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First Quarter

Scope and Sequence

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Topic DaysScientific Method 4Introduction to Life Sciences 4Microscopy 4An Overview of Technology in Biology 5

Filipino and Foreign Biologists’ Discoveries 5 Tools in Research and Technology 3Cell Theory 3Cell Anatomy and Physiology 3Cellular Respiration 10Special Cell Functions 5Cell Cycle 4

5 Total 55

Academic Budget PlantillaScience II

Year II Approximate No. of Days: 4First Quarter

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General Topic: Scientific Method

LearningObjectives

Learning Content LearningExperiences

LearningEvaluation

Integration MultipleIntelligences

TPO: Design simpleexperimentsfollowing thescientific method

EO1. Discuss stepsin the scientificmethod

EO2.Gather datawith precision andaccuracy

EO3. Analyze dataand graphs to

come up withscientificconclusions.

Biology is ascientific study of life that requirescareful observationandexperimentationthrough the use of the scientificmethod. Minds on:

Students will dividein groups, thenthey will list downdifferent householdproducts andclassroommaterials that aremade frombiological andscientificprocesses. Eachgroup will thenreport to class howthese products andmaterials aremade. The groupwill also infer whatwill happen if these

materials andproducts were notinvented or made.

Enumeration:

1. In your ownwords, what isbiology?2. Why is biologyimportant tohuman society?3-5. Give threeproducts/processesthat is based inbiology.

Biology and thestudy of generalscience involveaccuracy andprecision of databeing gathered.Experiments,analysis andconclusions mustbe supported byverifiable datacollected from acontrolled set-up.Being accurate andprecise are two of the attitudesneeded in studyingmathematics.Students mustcompute for theexact and preciseanswer in everymathematicalproblem.

Logical-mathematical;verbal-linguistic

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Hands on:

Students will bedivided into 5groups. Each groupwill measureobjects andmaterials that willbe provided by theteacher. Eachgroup will beprovided withstandard and nonstandard unit of measurements.Each group willtake turns inmeasuring theobjects andmaterials given.After the activity,each group willpresent to the classthe measurementsgathered. Theteacher willsynthesize on whythe differentgroups obtaineddifferent data of measurements.

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Year II Approximate No. of Days: 4First QuarterGeneral Topic: Introduction to Life Sciences

LearningObjectives


LearningEvaluation


TPO: Identify theunifying ideas inbiology

EO1. Identify thechemical elements,compounds andmoleculesnecessary for life.

EO2. Recognize thedifferentcharacteristics of living things from

non living things

Chemical elements,compounds andmolecules arecapable of sustaining andproviding life.Living things havecertaincharacteristics thatmakes themdifferent from nonliving things

Minds on: The classwill identify thedifferent phasesthat happen duringthe water cycle.

Hands on: Theclass will observe a

plant in theclassroom. Theclass will identifythe different

Define thefollowing conceptsand terms:

1. abiotic2. biotic3. metabolism4. organiccompound5. respiration

Choose the answerthat bestcompletes each of the followingsentences.

1. Our bioticsurroundingsinclude _____.a. penguins and

mountainsb. penguins andhorsesc. mountains and

Certain chemicalelements,compounds andmolecules arecapable of sustaining andproviding life.Living things havecharacteristics thatset them apartfrom non livingthings. ThroughPhysical Education,living things neednutritious food,proper andbalanced diet andfrequent exercisesin order to functionproperly

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elements that itneeds in order tosurvive. Eachgroup will inferwhat would happento the plant if oneof the elements isabsent.

riversd. horses and rivers

2. A change of phase involves thetransfer of ______.a. energyb. matterc. liquidd. gas

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Year II Approximate No. of Days: 4First QuarterGeneral Topic: Introduction to Life Sciences

LearningObjectives


LearningEvaluation


TPO: Identify thetheories about theorigins of life

EO1. Understandthe differenttheories about theorigins of life.

EO2. Identifyproofs that supportthe differenttheories about theorigins of life.

Scientists andbiologists havedeveloped theoriesabout how lifemight have arisenon Earth.

Hands on:A student willreport on theexperiments madeby Francesco Rediand LazaroSpallanzani

Minds on:Students will reciteon what they

understand on thephrase “All lifefrom life.”

Identification:Match each termabove with thephrases that bestdescribes it.

Biogenesis

Spontaneousgeneration

1. The belief thatorganisms todaycan arise fromnonliving things.

2. An acceptedidea that all lifecomes from life.

The differenttheories about theorigins of life arerelated to ValuesEducation.Attitudes andvalues as imbuedby students areaffected by theirorigins,surroundings andenvironment. Anurturing and welldevelopedenvironment cancultivate aresponsible andmorally straightstudent.

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Year II Approximate No. of Days: 5First QuarterGeneral Topic: Microscopy

LearningObjectives


LearningEvaluation


TPO1: Identify theparts of acompoundmicroscope

TPO2: Give uses of the compoundmicroscope

EO1. Identify thedifferent parts andfunctions of themicroscope.

EO2. Correctly usethe microscopewhen conductingexperiments and

The capable use of a microscope isvery important inthe study of biology. Studentsmust also know thescientific conceptsand theories withregards to theproper functioningof the microscope’slenses

Minds on:

The students willidentify thedifferent parts andfunctions of themicroscope.

Authentic:

Students will

The teacher willprovide a workingmodel of amicroscope. Theteacher will call outthe name of thestudent. Thestudent will statethe indicated partof the microscopeand its function.

Much like anyother equipments,the microscopemust be wellmaintained andmust be well takencared for to be ableto functionproperly. Thepropermaintenance andupkeep of themicroscope can bediscussed in

Technology andLivelihoodEducation classes.

Provisions onmultipleintelligence caninclude themechanicalmaintenance andupkeep of themicroscope.

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looking at samples. individuallymanipulate themicroscope to beable to view agiven sample.


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Year II Approximate No. of Days: 5First QuarterGeneral Topic: An Overview of Technology in Biology

LearningObjectives


LearningEvaluation


TPO1: Explainbiological conceptsin given technology

TPO2: Assess theimplications andresponsibility of any biotechnology

EO1: Definebiotechnology

EO2: Giveexamples of biotechnology inour daily lives

Technology inbiology is a fast-growing trend.

There, however,are inherent issueswhen we usetechnology onliving things. Weshall cover anoverview of cloningand geneticengineering asbiotechnologicalinnovations.

Minds on:

Students will bringnews about recentadvances inbiotechnology andthen bring them toclass.

Hands on:

Students will lookfor manifestationsof biotechnologyinside theclassroom, andthen report them to

Give three ways inwhichbiotechnology canbe abused (notused). Then givethree ways for youto mitigate suchabuses.

Technology isevolving, not onlyin Biology, but inother branches of science such asChemistry andPhysics. In fact,many advances inBiology can bederivatives of advances inChemistry andPhysics.

Linguistic; bodily-kinesthetic

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EO3: Analyze anoverview of twobiotechnologicalinnovations:cloning and geneticengineering

class.

Authentic:

Students will readabout Dolly, thesheep, as well asgeneticallymodified organisms(GMO). Thenstudents will recitein class and shareideas about thebenefits of biotechnology.

Academic Budget PlantillaPage | 11



Science II

Year II Approximate No. of Days: 3First QuarterGeneral Topic: Filipino and Foreign Biologists’ Discoveries

LearningObjectives


LearningEvaluation


TPO: Describe thecontributions of Filipino and foreignscientists in thefield of biology andbiotechnology

EO1: Identifyforeign and Filipinoscientists whomade capitalcontributions tobiology

EO2: Identify thecharacteristics of biologists, whetherFilipino or foreign

Foreign and Filipinoscientists alikehave widened ourunderstandingabout life. From theancients, such asAristotle, theFather of Biology,to the biologiststoday, we owe ourknowledge of Biology to anillustrious line of scientists.

Minds on:

Students will bringshort biographiesof foreign andFilipino scientists.

The biographiesmust containdiscoveries as wellas the everydaylives of thescientists.

While discussingthe biographies,students will select

Match the followingscientists with theirdiscoveries:

1. Padolina2. Mendel3. Aristotle4. Del Mundo5. Leeuwenhoek

A. Devised anincubatorB. Divided animalsinto land, water,and air animalsC. Notable FilipinobiotechnologistD. Father of Modern GeneticsE. Invented thelight microscope

Contributions of Filipino scientistsas well as foreignscientists aresometimes coveredin History subjects.

Linguistic;interpersonal

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EO3: Propose waysin which the youthcan be inspired topursue scientificendeavors in thefuture

characteristics thatmade the scientistsstand out.

Authentic:

Students will reciteeveryday situationsin which they oftenapply thecharacteristics of biologists that theyhave determined.


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Year II Approximate No. of Days: 3First QuarterGeneral Topic: Tools in Research and Technology

LearningObjectives


LearningEvaluation


TPO: Name thespecial tools inresearch andtechnology

EO1: Identifydifferent laboratorytools by name

EO2: Identifyfunctions of different laboratorytools

EO3: Identify moresophisticatedlaboratory tools

Before doingexperiments thatrequire manyinstruments,students should beacquainted withthe instrumentsfirst. Nevertheless,there are moreadvancedinstruments thataren’t typicallyfound in thePhilippine highschool biologylaboratory, butthey will becovered as well.

Hands on:

Students will begiven the chanceto look and touchthe differentlaboratoryinstruments foundin the classroom.Under set limits,students will beallowed to operatesome of them.

Minds on:

Students will bringpictures of differentsophisticatedlaboratory toolsfound outside thelaboratory, thendiscuss their usesin class.

Students will taketurns doing thefollowing: Teacherlays down 15laboratoryinstruments on thetable, then In 1minute, studentwill name correctlyall the tools there.

Laboratoryinstruments arealso useful inPhysics andChemistry.

Bodily-kinesthetic

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Year II Approximate No. of Days:3First QuarterGeneral Topic: Cell Theory

LearningObjectives Learning Content LearningExperiences LearningEvaluation Integration MultipleIntelligences TPO: Identify andrecognize thetheory about cells

EO1. Narrate thehistory of the celltheory EO2. Identify thedifferent cellspecialization andlevels of organization of cells

Biologists andscientists havedevised the celltheory to explainthe differentfunctions,specialization andparts of the cell. Minds on:

The students willidentify thedifferent parts of the cell.

Authentic:

Students willindividuallymanipulate themicroscope to beable to view agiven sample. Thestudent mustdescribe thedifferent parts of the cell foundunder the

Recitation

1. How are plantsand animal cellsdifferent? How arethey similar?

Cell theory gives adefinitive answer tothe question “Whatare we?” Suchinquiries areexplained in depthin ValuesEducation.

Students withspatial intelligencecan attempt todraw or illustratethe differentsample of cellsviewed under themicroscope.

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microscope.


Year II Approximate No. of Days: 10First Quarter

General Topic: Cell Anatomy and Physiology

LearningObjectives


LearningEvaluation


TPO1: Identify thedifferent parts of the cell.

TPO2: Differentiateplant cells fromanimal cells.

TPO3. Differentiateunicellular frommulticellularorganisms.

TPO4: Differentiateprokaryotic cellsfrom eukaryoticcells.

TPO5: Point outthat the activitiesof certain cellorganelles are usedto promote foodproduction andhealth

The cell hasdifferent parts thathave distinctfunctions and roles.Cells of animals arevastly differentfrom the cells of other organisms.Unicellularorganisms andmulticellularorganisms alsodiffer in someways; prokaryoticcells andeukaryotic cellsalso differ inessential ways.

Hands on:

Choose the answerthat bestcompletes each of the followingsentences.

1. All living thingsneed ______ ingreater quantitiesthan any othersubstance.a. proteinb. waterc. nucleic acidsd. lipids

2. Hair andfeathers are madeup of _____.a. proteinb. cellulosec. carbohydratesd. lipids

3. The smallest

Knowing how touse the microscopeis an integral skillapplicable also toChemistry.

Spatial; bodily-kinesthetic

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EO1: Point out theparts of the cell(plant call andanimal cell)

EO2. Identify thefunctions of thedifferent parts of the cell

EO3. Compareprokaryotic andeukaryotic cells

EO4. Analyze thedifferences incomplexitybetween unicellularand multicellularorganisms

EO5. Compareplant cells andanimal cells

Given a largepicture of a cell,students will pointto a part of a cell,then give itsfunctions

Authentic:

Students willindividuallymanipulate themicroscope to beable to view agiven sample. Thestudent willcompare andcontrast thefollowing based ontheir observationsof the samples:

(1) Prokaryotic andeukaryotic cells(2) Unicellular andmulticellularorganisms(3) Plant cells andanimal cells

Minds on:

The students willtabulate the

carbohydrates are ______?a. celluloseb. a simple sugarc. nucleotided. starch

True or False

1. Plant cellsnormally have cellwalls.2. Animal cellsnormally have nonuclei.3. Animal cells arenormallyeukaryotic cells.4. Bacteria areunicellularorganisms.5. Plant cells areprokaryotic cells.

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EO6: Identifydifferent uses of organelles intechnology.

E07. Explain howtechnologicaladvances fromfunctions of organelles canaffect living in thePhilippines.

differences andsimilaritiesbetween:

(1) Prokaryotic andeukaryotic cells(2) Unicellular and

multicellularorganisms(3) Plant cells andanimal cells

Minds on:

Students will bringresearches of newsitems regardingorganelles used intechnology, thenwill report them in

class. Otherstudents will react

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Year II Approximate No. of Days: 5First QuarterGeneral Topic: Cellular Respiration

LearningObjectives


LearningEvaluation


TPO1: State therequirements of cellular respiration

TPO2: Explain thestages of cellularrespiration

EO1. Define cellularrespiration

EO2. Give thesteps, the basicsubstances, andthe enzymesrequired for cellularrespiration to takeplace

EO3. Solve for thenet result of

Cellular respirationis the processthrough which cellsproduce energy inthe form of ATP.Cellular respirationinvolves three mainsteps: glycolysis,Krebs cycle, andelectron-transportchain. Minds on:

Students will makea detailed list of the steps involvedin glycolysis, Krebscycle, and electrontransport chain,along with theenzymes involved.

Students will recitethe starting

State whether thefollowing takeplace duringglycolysis, Krebscycle, or electrontransport chain:

1. Pyruvate isproduced.2. NADH isproduced alongwith acetyl CoA.3. Glucose isturned glucose-6phosphate.4. Electrons fallfrom NADH andFADH2 to oxygen.5. ATP forms afterdonation of aphosphate fromGTP to ADP.

Some of thesubstancesinvolved in cellularrespiration arediscussed inChemistry.

Logical-mathematical

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cellular respiration products and theend products of cellular respiration.


Year II Approximate No. of Days: 4First QuarterGeneral Topic: Special Cell Functions

LearningObjectives


LearningEvaluation


TPO1. Explain howosmosis is relatedto diffusion

TPO2. Distinguishbetween active andpassive transport

TPO3. Differentiatephagocytosis fromexocytosis

EO1. Definediffusion, osmosis,active transport,

Diffusion is thetendency of molecules to spreadout on an availablespace. Osmosis is thepassage of waterfrom a region of highconcentration to aregion of lowconcentration along aselectivelypermeablemembrane. Activetransport involvesexpenditure of energy; passivetransport doesn’t.Phagocytosis is theengulfing of smallerparticles; exocytosisinvolves formation of fusion of vesicleswith the plasma

Minds on:

Students will

Identify thefollowing cellprocesses:

1. Passage of waterfrom a region of high concentrationto a region of lowconcentrationacross a selectivelypermeablemembrane.2. Tendency of molecules tospread out on anavailable space.3. Engulfing of smaller particles.4. Transport thatinvolves energyuse.5. Transport thatdoesn’t involve

Diffusion andosmosis apply notonly to biologicalprocesses, but alsoto some chemicalprocesses, whichwill be covered inChemistry

Spatial (fromwatching videos);logical-mathematical

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and passivetransport

EO2. Giveexamples of diffusion in dailylife

EO3. Definehypertonic,hypotonic, andisotonic solutions

EO4. Explain thecell parts andfunctions involvedin phagocytosisand exocytosis

E05. Explain the

importance of these different cellfunctions

membrane. discuss severaltextbook examplesof diffusion,osmosis, activetransport, andpassive transport.

Students willdetermine

Authentic:

Students will watcha short video clipfeaturingphagocytosis andexocytosis, thenstudents willdetermine the cell

parts and thefunctions involved.

energy use.

Suppose theresolution of 25%solute in theenvironment.Would the following

be hypertonic,hypotonic, orisotonic?

1. 25% solute2. 22% solute3. 27.5% solute

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Year II Approximate No. of Days: 5First QuarterGeneral Topic: Cell Cycle

LearningObjectives


LearningEvaluation


TPO1. Describe thecell cycle

TPO2. Explainmitosis and meiosis

TPO3. Differentiatemitosis frommeiosis

EO1. State the fourstages of mitosis inorder and the eightstages of meiosis inorder

EO2. Describe whathappens in theinterphase stage,mitosis, and

Division of cellstakes placethrough mitosis (forsomatic cells) andmeiosis (for sexcells). Mitosis and

meiosis have steps(prophase,metaphase,anaphase, andtelophase) alongwith interphasetaking place whencells are notdividing

Minds on:

Students willobserve picturesthat contain thesteps in celldivision.

Authentic:

Students will watch

State whether thefollowing involvesmitosis or meiosis:

1. Division of sexcells

2. Chromosomenumber is halved3. Chromosomenumberremains the same4. Crossing overand synapsis takeplace5. Division of somatic cells

State whether thefollowing takesplace in prophase,metaphase,anaphase, or

There is plenty of chemistry involvedin the mechanics of cell division.

Logical-mathematical;spatial

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meiosis

EO3. Give thefundamentaldifferencesbetweenmitosis and meiosis

short video clips of dividing cells, thenthey will state theirreactions to thevideo clips.

telophase (of mitosis):

1. Formation of spindle fibers2. Division of sisterchromatids

3. Lining up of chromosomes onequatorial plate4. Disappearanceof nuclearmembrane5. Reappearance of nuclear membrane

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Plantilla Unit I

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