Plantilla Unit II-IV

Second Quarter
Scope and Sequence Page | 24
Topic Classification System for Organisms Monerans and Viruses Protists Fungi Simple Plants An Overview of Photosynthesis Complex Plants Growth of Flowering Plants Reproduction in Flowering Plants Invertebrates Cold-blooded Vertebrates Warm-blooded Vertebrates Animal Behavior Total
Days 3 3 4 5 4 2 5 5 5 5 5 5 4 55
Academic Budget Plantilla Science II Year II Second Quarter General Topic: Classification System for Organisms Approximate No. of Days: 3
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Learning Objectives TPO: Describe the distinguishing characteristics of the different groups of organisms
Learning Content
Learning Experiences
Learning Evaluation Enumeration: 1. In which subgroup of a kingdom are the organisms most closely related? Least related? 2. What two subgroups give an organism its scientific name? 3. Why are dichotomous keys useful? 4.What are the 5 kingdoms of living things
Integration Classification into smaller and smaller subsets is a skill that is developed in English and, in a more abstract level, in Math.
Multiple Intelligences Logicalmathematical; linguistic; naturalistic
EO1. Group living things according to where and how a group lives
The first major group are known as kingdoms. KINGDOM Phylum Class Order Family Genus
Minds on: Students will divide in groups; they will be given list of names of living things with scientific names and common names. They will group each living things from kingdom down to species Hands on:
Species Phylum is the largest of these subgroups while One student from each groups will present their work in front of the class. Page | 26
species is the lowest. EO2. Use scientific name in naming organisms Each different kind of organism has its own scientific name. The scientific name is made up of 2 parts. The first part is the name of the genus to w/c the organisms belongs. The 2nd part is the name of species w/c is a latin adjective that describes the organism. Dichotomous key is designed to divide a group of organisms into two smaller groups. These two smaller groups are then divided into smaller groups, until the individual species is identified. The five kingdoms include: Page | 27
EO3. Identify living things using dichotomous key
EO4. Identify the five kingdoms system of groupings
1. Monerans these are onecelled organisms with simple cell structure. 2. Protists these organisms are onecelled with more complex cell structure than monerans. 3.Fungi these are many-celled organisms that absorb food decaying materials or from living things. 4. Plants these are complex in structure and are made up of many cells. 5. Animals these are many-celled organisms that eat food.
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Academic Budget Plantilla Science II Year II Second Quarter General Topic: Monerans and Viruses Learning Objectives TPO: Describe some common monerans and viruses and their effects on host cells Learning Content Learning Experiences Learning Evaluation Choose the answer that complete each of the following sentences: 1). All of the following are common types of bacteria, except____ a. Cocci b. Bacilli c. Filamenta d. Spirilla 2.) Anaerobes do not need ___ for growth. a. Oxygen b. Carbon dioxide c. Nitrogen d. Pigment 3.) A ___ needs a living cell in order Approximate No. of Days: 3
Integration Processes involved in blue-green algae produce chemicals and they are covered in Chemistry.
Multiple Intelligences Linguistic; naturalistic
EO1. Describe bluegreen algae
The name blue green alga was given to these microscopic organisms because of 2 colored substances they all contain. One is chlorophyll and the other is blue pigment. Blue- green algae
Hands on: Activity based Experiment: Observing different types of bacteria Materials: microscope, prepared slides of cocci, bacilli and spirilla
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are one-celled and are able to photosynthesize. They can survive on land or in water. EO2. Describe bacteria
Purpose: To observe, identify and draw the 3 basic types of bacteria.
EO3. Distinguish aerobe from anaerobe
Prcedure: 1. Draw 3 large Bacteria are among squares (about 5 the smallest cm square) on a organisms known. piece of paper. They are found 2. Get a prepared almost everywhere. slide o each type of bacterium. The 3 basic shapes 3. Set up your of bacteria are: microscope and cocci, bacilli, and observe one slide spirilla under low power. 4. Carefully switch Many bacteria get the objective to their food by high power. breaking down CAUTION: Use only waste products and the fine focus in dead tissues and high power. known as 5. Notice the size decomposers. and shape of the Some species have bacteria you are the try to form observing. Your resting cells called bacteria may be endospores. It stained with a die forms when to make them theconditions are visible. Note that in not good for nature bacteria are growth and not colored. reproduction. 6. In one of the
to reproduce. a. Bacteria b. Blue-green algae c. Virus d. Host 4.) Some types of ___ are able to break down waste products and dead organisms. a. Ruminant b Blue-green algae c. Virus d. Bacteria
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EO4. Give the helpful and harmful effect of bacteria
Aerobes are those species that need oxygen to survive and grow. They use the oxygen in respiration to break down food and releases energy, while anaerobes are other species of bacteria that do not need oxygen for growth. Instead of using respiration to break down food, w/c requires oxygen, they use fermentation. Bacteria play a role in the lives of all organisms in the environment. They are also great importance to humans. Bacteria are helpful in numerous ways. But, they can also be harmful. One major contribution bacteria make is
square draw a few of the bacteria you see under the microscope. 7. Label your drawing with the name of the species of bacterium you are observing. 8. Repeat this procedure for the other 2 slides. Questions: 1. What 3 types of bacteria did you observe? Give the name and shape of the bacterium for each. 2. How do the szes of the 3 types of bacteria compare? Conclusion: How are bacteria classified? How else could they be classified?
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1.breaking down waste products and dead organisms; 2. Bacteria also help some animals, such as ruminants, digest food; 3. Bacteria also live in large intestines of humans. They grow on food we are unable to digest and make vitamins, w/c we absorb and use; 5. Another important function of bacteria is nitrogen fixation; and 6. Bacteria are used widely by humans in making foods Some bacteria cause problems for humans and other organisms. 1.One way in w/c bacteria can be harmful is causing food to spoil; 2. Some bacteria produce poisons w/c can cause sickness and sometimes death; 3. Sometimes Page | 32
decomposition of wastes and dead organisms by bacteria can be harmful; 4. Many species of bacteria cause diseases in plants, animals, and humans. These are parasites.
Academic Budget Plantilla Science II Year II Second Quarter General Topic: Protists Learning Objectives TPO: Describe the distinguishing characteristics of the different groups of organisms Learning Content Learning Experiences Learning Evaluation Choose the answer that complete each of the following sentences: 1). Single-celled algae do not include____ a. Euglenas b. Diatoms c. Protozoa Approximate No. of Days: 4
Integration Classification and description are skills that are often learned in English.
Multiple Intelligences Linguistic
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EO1. Describe protists
Protists are simple organisms that are single-celled. Protists differ from one another in the way they obtain food. The cells of protists are much larger and more complex than those of monerans. They have a true nucleus, as well as the many structures found in complex cells. There are 8 major phyla of protists.
Hands on: Activity based Experiment: Observing Protozoa Materials: microscope, Survey set of live protozoa, medicine dropper, clean slides and cover slips Purpose: To identify various protists using a dichotomous key. Prcedure: 1. Set up the microscope and adjust the light. 2. Get a clean slide and cover slip. 3. Make a wet mount of a protozoa culture 4.Put the slide on the microscope 5. Observe first under low power. Move the slide until you found an organism. 6. Change to high
EO2. Give the differences of the 3 phyla of singlecelled algae
One phylum of single-celled algae is the euglenas. Most euglenas live in freshwater lakes and ponds and appear in green color. Sometimes they are found in the soil or in other damp places. There is a long flagellum at one end of the cell w/c is used for movement. They
d. Golden algae 2.) The trypanosome is a flagellate that causes ___. a. Red tide b. African sleeping sickness c. Malaria d. Diatomaceous earth 3.) The paramecium is a protozoan and a ___. a. Flagellate b. Ciliate c. Sarcodine d. Sporozoan 4.) Slime molds have characteristics like animals and ___ during different parts of their lives. a. Sporozoans b Fungi c. Plants d. Flagellates
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have no cell wall.
EO3. Describe protozoa and its four phyla
power. CAUTION: Use only the fine A second phylum is focus in high made up of the power. golden algae w/c 7. Follow the can look brown or organism and yellow. They have watch how it cell walls and moves. mostly live in salt 8. On a separate water. The best piece of paper, known golden draw a sketch of algae are the the organism you diatoms. are viewing. Next to the sketch, write The third phylum a short description includes the of the organism. dinoflagellates. Pay attention to its These protists are means of unique because movement and its they have 2 flagella structure. on the side of the 9. Label your body. They are sketch w/ the type found in both of protozoan freshwater and sea 10. Repeat the water. Some procedure for the species produce other slides. flashes of light, in a 11. Drawings are way similar to included to aid you fireflies. Some of in identifying them are different protozoa. poisonous. A few of Questions: these species 1. How many contain red protozoa were you pigments. At able to identify? certain times of the Conclusion: year, there are so Describe w/c Page | 35
many red dinoflagellates that they turn the water red. This occurrence is known as red tide. Protozoa are protists that have animal like characteristics. They are made up of single cells and do not have cell walls. They do not contain chlorophyll. They are consumers. Protozoa are classified by the way they move. There are 4 phyla of protozoa, one for each type of movement. 1. Ciliates w/ the largest number of species. They move by beating the numerous hair like cilia that cover the outside of their cells. They have distinct shapes even though they
characteristics were most useful in identifying the protozoa you observed.
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EO4. Identify slime molds and its 2 stages of life
do not have cell walls. Most live in freshwater or saltwater. 2. Flagellates move by means of one or more whip like flagella . Some species live in freshwater or saltwater. Many species are parasites in animals. Many types of flagellates cause diseases. 3. Sarcodines move about using pseudopods, constantly changing shape, extending parts of their body. An example is the amoeba. Pseudopods also aid in getting food. Some species are covered by hard shells. 4. Sporozoans has no specialized way of moving about. All are parasites that live inside the bodies of other Page | 37
organisms. They formed resting cells or spores, at some point of their lives. They cause variety of diseases in humans and animals and one example is malaria. Slime molds are unusual organisms and make up the eight phylum of protists. Their life has 2 main stages. In one stage, the slime mold is a mass of cytoplasm that has many nuclei. Under certain conditions the mass of cytoplasm stops moving and the slime mold begins to grow upright. This is the reproductive stage. In this stage the slime mold looks like a fungus.
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Academic Budget Plantilla Science II Year II Second Quarter General Topic: Fungi Learning Objectives TPO: Describe the distinguishing characteristics of the different groups of organisms Learning Content Learning Experiences Learning Evaluation Club fungus Hyphae Lichen Mycelium Sac fungus Sporangium Sporangium fungus *Match each term above w/ the numbered phrase that best describes it. 1. Type of fungus that produces spore cases. 2. Threadlike structure found in fungi 3. Structure that is the main part of the body of a fungus 4. Spore-bearing Page | 39 Approximate No. of Days: 5
Integration Classification and description are skills that are learned in English.
Multiple Intelligences Linguistic
EO1. Describe the fungal kingdom
The fungal kingdom includes the familiar mushrooms, plus many other forms such as molds and yeasts, w/c may be helpful as well as harmful to other organisms. Most fungi are many-celled organisms w/
Ask students to bring mushrooms in class. Each group will observe the mushroom. They will draw it in a piece of paper and identify all the parts. After the observation each group will present their works by
complex cell structure. They lack chlorophyll and so cannot perform photosynthesis. They are made up of long threads of cells called hypae and this form an interlocking mass of threads called a mycelium. Fungi are decomposers. Sporangium fungus is commonly known as bread mold and are found in the soil, in manure, on fruits, and on starchy food stuffs. They need moisture and warmth to grow well. Club fungi have tiny clublike structures, w/c produce the spores. Many
describing the structure and function of a mushroom.
case found on the end of a hypha 5. Mushrooms are members of this type of fungus 6. Type of fungus that includes yeasts and molds 7. Combination of a fungus and an alga
EO2. Identify sporangium fungi, club fungi and sac fungi
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species are poisonous. Sac fungi are very large phylum of fungi. Most species are microscopic, though others can be easily seen. The spores are produced in tiny, enclosed tubes or sacs. Some sac fungi are parasites. Yeasts are on type of sac fungi. Some sac fungi can cause serious infections in humans. Fungi in their various forms have different uses. Some fungi are beneficial, while others are destructive. Some provide drugs for use in fighting diseases and one such drug is the antibiotic penicillin, w/c is produced by the Page | 41
EO3. Give other important fungi
sac fungus called Penicillium. EO4. Describe lichen Although fungi help recycle chemicals by breaking down and removing dead organic matter, some species attack the tissues of living trees and plants. These fungi are parasites. Like, Phytophthora attacks potatoes causing them t rot; Plamopara, w/c attack grapes.
A lichen is the result of a partnership between a fungus and an alga. Found on barren rocks and soil, lichens can grow where nothing else could possibly survive and where neither fungi nor algae could exist alone. They can Page | 42
sometimes be destructive to human structures.
Academic Budget Plantilla Science II Year II Second Quarter General Topic: Simple Plants Learning Objectives TPO: Differentiate sexual from asexual reproduction in a variety of organisms Learning Content Learning Experiences Learning Evaluation Answer the following questions: 1. What is alteration of generations? Describe how it occurs in one type of simple plants. Page | 43 Approximate No. of Days: 4
EO1. Differentiate sexual reproduction from asexual reproduction
Plant life cycle differ in an important way from the life cycles of the organisms you have learned about so far. Reproduction in most plants consists of 2 stages. One stage is sexual stage. In this stage palnts reproduce by making eggs and sperm. The other stage is asexual stage, where plants reproduce by making spores. Each stage is called a generation. The completion of both generations marks one cycle. This type of life cycle is called alteration of generations. It ocurs in both simple and complex plants. One way plants are
Activity Based Experiment: Observing Liverworts Materials: Living Marchantia plants Magnifying glass Microscopes Dissecting needles Prepared slides of male and female Marchantia reproductive structures Purpose To become familiar w/ the structure of the body and reproductive parts of a liverwort. Procedure 1. Obtain a living sample of the liverwort Marchantia and a hand lens. 2. Observe the flat, lobe-shaped part of the plant. These leaflike structures carry out
2. What distinguishes simple plants to complex plants? 3. How is it possible for red and brown algae to carry out photosynthesis since they are not green? 4. What parts of a kelp are similar t the roots, stems, and leaves of a complex plant? Why these structures are not considered true roots, stems, and leaves? 5. How are mosses and liverworts similar? How are they different?
EO2. Give the difference of vascular plants to nonvascular plants
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classified is according to whether they have tubelike structures that carry water and other substances. These structures are made up of special tissue called vascular tissue. Vascular plants are those plants with vascular tissue. For example: ferns, trees, vines and many other comon plants. While nonvascular plants are other plants that lack vascular tissue. These include mancelled algae, mosses, and liverworts. These plants get water directly from their surroundings. Nonvascular plants are considered simple plants and vascular plants are
EO3. Identify the three types of many-celled algae
photosynthesis. Notice that they are shaped somewhat like a liver; hence the name liverwort 3. Draw a sketch of the leaflike structures. 4. If there are stalks growing upward from the leaflike structures, draw a sketch of one of these. Eggs and sperm are formed in the tips of male and female stalks on different plants. 5. Observe the underside of the liverwort. The very thin threads are rootlike structures. These anchor the plant and absorb water and minerals from the soil. Draw a sketch of the rootlike structures. 6. Obtain one prepared slide of each of the Marchantia reproductive Page | 45
considered complex plants. The simplest of the nonvascular plants are the manycelled algae. The 3 types or the 3 phyla are: 1. Green algae are usually found in freshwater, but some live in saltwater 2. Red algae are seaweeds w/c live in or near the ocean. They appear red because they have a red pigment in additon to chlorphyll. Not all red algae are red. 3.Brown algae are the familiar seaweeds and kelp found in the seashore. Their cells contain a brown pigment in additon to chlorophyll. Mosses belong to
structures. Observe each under the microscope. The female structures appear as upsidedown vases. The male structures are oval-shaped. 7. Draw a sketch of the male and female reproductive structures. Questions 1. Did the Marchantia plants you observed have reproductive structures growing from the leaflike part of the plant? If so, were you able to identify it as either the male structure or the female structure? 2.Do liverworts have true leaves and roots? Why or why not? Conclusion Describe the function of the reproductive Page | 46
EO4. Compare mosses from liverworts
the pylum of plants called bryophytes. They are tiny plants, rarely growing taller than a few centimeters. Mosses live in moist, shady places. They are abundant in forest. Their life cycle includes both sexual and asexual stages. Like mosses, liverworts are tiny nonvascular plants that live in moist areas. These plants are often found growing together. They resemble mosses, except that they lie flat on the ground and their leaflike structures appear scaly. The leaflike structures perform photosynthesis for the plant
structures that you observed under the microscope. What role do these play in the reproduction of the liverwort? What generation do they represent?
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Reproduction is very similar to mosses.
Academic Budget Plantilla Science II Year II Second Quarter General Topic: An Overview of Photosynthesis Approximate No. of Days: 2
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Learning Objectives TPO1: State requirements of plants for growth TPO2: State the requirements of photosynthesis
Learning Content
Learning Evaluation Explain the necessity of the following requirements of photosynthesis: 1. 2. 3. 4. Water Sunlight Carbon dioxide Soil
Integration There is plenty of Chemistry going on here. Molecules involved in photosynthesis are covered in Chamistry.
Multiple Intelligences
EO1. State the different requirements of photosynthesis
In green plants, photosynthesis has different requirements: water, carbon dioxide, and sunlight.
Students will represent the process of photosynthesis through an illustration.
EO2. Analyze the effect of each requirement of photosynthesis on plants
EO3. Explain what would happen if some of the requirements of photosynthesis were not met
Water facilitates the flow of minerals from soil to the plant. Carbon dioxide and sunlight are both integral to photosynthesis Students will reason out what Without water, will happen if plants will simply certain conditions wilt. of photosynthesis arent met at all. Page | 49
Academic Budget Plantilla Science II Year II Second Quarter General Topic: Complex Plants Approximate No. of Days: 5
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Learning Content
EO1. Identify the 2 major groups of tracheophytes.
The tracheophytes include 2 major groups: ferns and seed plants. Ferns have vascular tissue and true roots, stems and leaves but they do not make seeds. This is one important way in w/c ferns differ from seed plants. Trees, bushes, shrubs, plants grown for their flowers, and most of our food sources are seed plants. Seed plants reproduce by making seeds. This feature make them
Comparing Monocot and Dicot Leaves Students will observe some of the differences between monocots and dicots. They will need magnifying glass, Zebrina (wandering jew) leaf, ivy leaf, leaves from maple tree and other plants in their area. Students in each group will look carefully at the leaf samples w/ the magnifying glass, and then identify the monocot and
Learning Evaluation Identify the following: 1. What characteristics of a plant cause it to be classified as an angiosperm? 2. How do ferns differ from tracheophytes? 3. What characteristics of seed plants make it possible for them to survive in many different environments? 4. What are the 2 key differences between gymnosperms and angiosperms? 5. Describe reproduction in conifers.
EO2. Differentiate
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angiosperms from gymnosperms
different from all other plants. Angiosperms and gymnosperms are two kinds of seed plants. Angiosperms have flowers and produce seeds enclosed in a fruit. They are also known as flowering plants. Example: Maole trees, tomato plants, and rose bushes. Gymnosperms produce seeds that are not enclosed in a fruit. A large group of familiar gymnosperms is the conifers, their seeds are enclosed in cones. They are also called conebearing plants. Example: Pine trees, fir trees, redwoods and juniper bushes.
dicot leaves. They will draw a sketch of both leaves, making sure to include the vein pattern and stem patterns. As a conclusion, they will summarize the differences between monocot and dicot leaves. And what other characteristics are different in these two kinds of flowering plants.
EO3. Describe cone-bearing plants
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EO4. Differentiate monocot from dicot
The most common gymnosperm is conifers. These plants have round, pointed leaves known as needles. It has a protective coating that helps the trees from the effect of extreme temperatures. They reproduce by forming cones. They make both male and female cones. Flowering plants are divided into 2 groups depending on the number of cotyledons in the seed. A cotyledon is a seed leaf; w/c provides food for the plant embryo in the seed when it begins to grow. Monocots are flowering plants Page | 53
that have only one cotyledon, such as corn. Dicots are those that have two cotyledons, such as beans. Monocots and dicots differ in several ways. The vascular tissue in a dicot stem is arranged in circle while in monocots, they are scattered in separate bundles throughout the stem. Monocot leaves have veins that are parallel and the root system is fibrous, w/ many stringlike branches while dicot plants have Veins that look like a net and the roots are usually dominated by a large central root.
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Academic Budget Plantilla Science II Year II Second Quarter General Topic: Growth of Flowering Plants Learning Objectives TPO1: Illustrate the coordinated functions of cells, tissues, organ systems in maintaining the life of plants, animals, and human beings. TPO2: Describe the energy location and function of chlorophyll pigments TPO3: Explain light and dark reactions of photosynthesis TPO4: Identify the characteristics of plants that make Learning Content Learning Experiences Learning Evaluation Answer the following questions: 1. When would you expect a plant to take in more carbon-dioxide at night or during the day? 2. How can annual ring tell us about the past growing conditions of a plant? How would a drought be represented as an annual ring? 3. A tree has been growing for several years but no scale scars are found on the twigs. How Approximate No. of Days: 5
Integration There is plenty of chemistry involved in discussions regarding growth of flowering plants. Different chemicals involved in photosynthesis are analyzed in depth in Chemistry classes.
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them efficient producers TPO5: Describe the parts and finctions of the different organ systems in plants TPO6: Illustrate how materials and water are absorbed and transported in plants
would you explain this observation? 4. What is meant by a positive tropism? How is it different from a negative tropism?
EO1. Identify the different plant tissues and its function
Tissues serve to provide supplies and protection for the plant. In its own way, each type of tissue meets a need of the entire plant. Epidermis is a protective tissue covering the outside surfaces of the plants roots, stems, leaves, and flowers. Another plant tissue is involved in the storage of food. Storage tissues are usually made of large cells w/ small
Finding the Location of Xylem Cells in plants. Materials: Twig from a tree, celery stalk, knife, phloroglucinol, medicine dropper Purpose To observe xylem tissue and to find out whether it is located in the same place in various plants. Procedure: 1. Cut 5-cm section from a twig. 2. Add a drop of phloroglucinol t the Page | 56
nuclei. Vascular tissue is involved in the transport of substances w/in the plant. The cells are long and narrow, forming tubes. EO2. Give the functions of the main organs of plants Plants have organs that perform special tasks. Each organ contains epidermal, storage, and transport tissues. The main organs of plants are: Roots anchor the plants, absorb water, and store food. The first plant organ to emerge from the seed. Leaves are the largest sugarproducing organ in most plants. They are arranged on their stems in the best pattern to catch sunlight that
cut end of the twig. ( the chemical phloroglucinol can be used to locate xylem cells in plants. It causes the hard material in cell walls to turn red.) 3. Cut the section of twig lengthwise. Add a drop of phloroglucinol to the cut. 4. Cut 5-cm section from a celery stalk. Add a drop of phloroglucinol to the cut end of the celery stalk. 5. Cut the section of celery lengthwise. Add a drop of phloroglucinol to the cut. Questions 1. When a drop of phloroglucinol is added to the cut end of a twig, what part turns red? 2. When added to the lengthwise cut of the twig, what Page | 57
is needed to make food. Most of the chlorophyll in a plant is found in leaf cells. Stems do more for the plant than link the leaves and the roots. It also serves as a highway through w/c materials are transported to all cells and plants. Photosynthesis is actually 2 processes. One process requires light while the other process does not require light. The light reaction: In the light reaction, chlorophyll traps the energy in sunlight. The suns energy causes ATP to be produced. During light reaction, water split into hydrogen
part turns red? 3. Where is the xylem cells located in the twig? 4. When a drop of phlorglucinol is added to the cut end of the celery stalk what part turns red? 5. When added to the lengthwise cut of celery, what part turns red? 6. Where is the xylem cells located in the celery? 7. Which contains ore xylem cells, a section of a twig or a section of celery? 8. Which plant is likely to grow taller? Why? Conclusion What have you learn about the location of xylem cells in plants.
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and oxygen. Some of the oxygen is used by plants in respiration. But musc of the oxygen is given off into the air. The dark reaction: In the dark reaction, carbon dioxide and other chemicals are combined t form sugar. Energy for this process comes from ATP produced in the light reaction. Some of the sugar produced is used by the plant in respiration. Some is used for growth. The extra sugar is stored in roots, stems, and leaves. In plants, materials are moved from one place to another through the xylem and phloem cells. Page | 59
EO4. Differentiate xylem cells from phloem cells
EO5.Identify factors that affect plant growth
Xylem cells are involved in the transport of water and minerals. Xylem tubes carry water and minerals from the roots to other cells in the plant. EO6. Describe plant cycles Phloem cells function in the transport of food. Sugars made in the leaf Are carried by the phloem to buds above the leaf. Water, minerals, light and temperature affect the growth of plants. Too much or too little of any of these factors can stop plant growth. Abiotic conditions w/c stop the growths of a plant are called limiting factors.
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daily rhythms. Each evening, every leaf on an oxalis plant folds up. In the morning, the leaf flattens. Some plants have flowers that open and close at specific times each day.
Academic Budget Plantilla Science II Year II Second Quarter General Topic: Reproduction in Flowering Plants Learning Objectives TPO1: Analyze the role of green plants as energy supplier of the ecosystem Learning Content Learning Experiences Learning Evaluation Anther Germination Imperfect flower Nectar Perfect flower Approximate No. of Days: 5
Integration Some methods used in planting and flowering are covered in TLE.
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TPO2: Give scientific explanations behind farming practices
Petal Pistil Seed coat Sepal Stamen Match each term above with the numbered phrase that best describes it. 1. Process where the seed coat splits and a young plant emerges. 2. Male reproductive structure in flowering plants: pollen develops at the tip 3. Female reproductive structure in flowering plants: the ovary forms at the base. 4. Leaflike part at the base of a flower. 5. Sugary substance produced by a flower. 6. Flower that has both stamens and Page | 62
EO1. Describe Vegetative Propagation
Vegetative propagation occurs naturally in many plants. It is often used artificially by people to grow new plants. In nature, some plants reproduce vegetatively from specialized stems. Some grasses produce stems that grow underground. Some plants, such as onions and lilies, produce bulbs. Plants such as strawberry produce a special trailing stem called a runner. One way to grow house or garden plants is to make cuttings. Stem
The Parts of a Flower Materials Dissecting needle A complete lily or gladiolus flower Magnifying glass Plain white paper Purpose To observe the structure of a flower Procedure 1. Take a flower and put it on a piece of paper. 2. Gently examine the flower without tearing it apart. 3. Draw a sketch of your flower. Label the petals, sepals, stamens, and pistils. 4. Examine your
EO2. Identify the different parts of the flower
cutings are usually the easiest to grow. Sepals are leaflike parts at the base of the flower. These helps prtect the flower when it is bud. To the inside of the sepals are the petals. Very often, they are brightly colored and may also produce special odors and sugary substance called nectar. Stamens are the male reproductive organ. Located at the center of the flower. At their tip are knoblke structures called anthers.
EO3. Compare perfect flowers from imperfect flowers
Pistil is the female reprodctive organ. The swelling at the base of the pistil is called ovary. Inside
flower closely. How many sepals does it have? How many petals does it have? 5. Gently pull the petals and sepals from the flower. Try to find the stalk like stamens. These are the male reproductive parts. Stamens produce pollen grains. 6. Examine the stamens with a magnifying glass. How many stamens are there? 7. Locate the pistil. This is the female reproductive part of the flower. The tip of the pistil has a sticky surface. Pollen grains cling to the surface when they land there. 8. After you have examined each part of the flower with the magnifying glass, draw a sketch of the petal, sepal,
pistil. 7. Knoblike structure at the tip of a stamen. 8. Protective covering of a seed. 9. Flower part to the inside of the sepals: often brightly colored. 10. Flower that has either stamens or pistils.
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it are the ovules, where the eggs are produced. Flowers that have both stamens and pistils are called perfect flowers. Flowers that have either stamens or pistils, but not both are called imperfect flowers. In some kinds of plants, pollen can fertilize egs from the same plant, this is known as self-pollination. In others, the pollen must come from another plant. Pollen is carried from one plant to another by the wind or by bees or other insects. When a pollen grain lands on the tip of the pistil, it begins to grow a
stamen, and pistil. Label each structure on your diagram. Questions 1. How many sepals are in your flower? 2. How many petals are in your flower? 3. How many stamens are in your flower? Conclusion Is your flower a monocot or dicot? How do you know?
EO4. Describe pollination and fruit formation
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tube.Once inside the ovary the tube enters an ovule containing an unfertilized egg. The sperm nucleus moves through the tube and fertilizes the egg, forming a zygote. EO5. Describe the process of germination. The zygote starts to divide by mtosis and grows in size. Then forming an embryo. The ovule containing the embryo with its food supply develops into a seed covered by a protective coat, the seed coat. As the seed form, the ovary enlarges.. the ovary may form a pod, shell, fleshy fruit or berry. Under the right conditions, the plant embryo will Page | 65
start to grow and form a new plant. Before this happens, the seed coat must split. The process in w/c seed coat splits and the young plant appear is called germination. Before gemination, the seeds take in water. The water seems to release enzymes w/in the embryo. Before a seed will germinate, environmental conditions must be jst right. The temperature must be moderate, the seed must have a good supply of oxygen.
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Academic Budget Plantilla Science II Year II Second Quarter General Topic: Invertebrates Approximate No. of Days: 5
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Learning Content
EO1. Differentiate Porifera from Coelenterates
Sponges classified as Porifera because their thick sides have many holes or pores, w/c connect the inside and the outside. They live attached to rocks, shells or other solid surfaces in water. The body of a sponge is like a sack. The inside is known as the central cavity. A sponge is made up of 2 cell layers. The cell lining the central cavity have flagella and short collars extending into the cavity. They reproduce both sexually and asexually. Jellyfish, sea anemones, corals and Portuguese man-of-wars all belong to the same phylum of invertebrates, the coelenterates. All live in water. Their body is more complex than that
Experiment: Feeding Planaria Materials Planaria culture Watch glass Forceps Microscope Water Raw liver Toothpick Purpose To observe planaria feeding Procedure 1. Take a forceps and carefully put a planarian into a watch glass. 2. Cover the planarian with water. 3. Put the watch glass under a microscope and observe the planarian. 4. With the help of the diagram, locate the structures on the planarian. Notice that it has a head region and a tail region. Two eyespots are
Learning Evaluation Arachnid Centipede Coelenterate Crustacean Echinoderm Exoskeleton Insect Millipede Sponge Vertebrate Match each term above with the numbered phrase that best describes it. 1. Animals that has backbone. 2. Phylum of simple animals that have sacklike bodies covered with pores. 3. Phylum of animals with waterpumping systems and external skeletons of plates. 4. Skeleton found on the outside of the body. 5. Lobster and crabs belong to this class. 6. Class of arthropod having many legs with one pair of legs on each body segment. 7. Class of arthropod having many legs with two pairs of legs on each body segments.
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Year II Second Quarter General Topic: Cold-blooded Vertbrates
Approximate No. of Days: 5
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Learning Content
Learning Evaluation Amphibian Bony fish Chamber Chordate Cold-blooded Fish Reptile Spawning Warm-blooded Match each term above with the numbered phrase that best describes it. 1. Large space inside the heart 2. Any coldblooded vertebrate that breathes through lungs all its life 3. Any coldblooded vertebrate that lives in the water throughout its life 4. Any animal with a body temperature that does not change with the environment 5.Any animal with a body temperature that changes with the environment 6. Any vertebrate 7. The process of laying and fertilizing fish eggs 8. Fish with an internal skeleton of bone 9. Animal that
EO1. Give the different characteristics of vertebrates
EO2. Describe the
Vertebrates are those animals that have backbones. All vertebrates belong to the one phylum of animal, the Chordates. Vertebrates have internal skeletons made up of many bones or cartilage that supports the body shape and weight. Muscles are attached in various ways to the bones of a vertebrates skeleton. All vertebrates have well-developed body systems. Vertebrates are divided into 5 groups: fish, amphibians, reptiles, and mammals. These groups vary in structure, life cycle and behavior. Vertebrates are grouped according to whether they get their body heat
Activity: Observing Fish Materials Large jar Water Small fish Fish food Small fish net Purpose To observe a fishs physical structure and some aspects of its behaviour. Procedure 1. Take a large jar and fill it with water. 2. Using the fish net, get one fish. Be careful to put it into the jar as soon as possible. 3. Look at your fish and draw a sketch of it. Label the mouth, eyes, gills, and fins. Note how many fins it has and how the scales are shed. Also indicate what kind of fish you have.
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Academic Budget Plantilla Science II Year II Second Quarter General Topic: Warm-blooded Vertebrates Approximate No. of Days: 5
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Learning Content
EO1. Give the characteristics of a warm-blooded vertebrates
EO2. Describe birds
The body temperature of warm-blooded vertebrates does not vary with the outside temperaturebecaus e they can produce their own body heat. This enables them to maintain constant body temperature. These animals include birds and mammals. All birds have feathers, a beak, two wings, two legs and eggs in shells. Although all birds have feathers and wings, not all birds fly. Examples are ostritches and penguins. Birds that do fly have specialized body structures. Birds have heart with 4 chambers. Different bird species have different shapes of
Activity: Observing Birds Materials Paper Pencil Diagram of birds Purpose To observe the different body structures that provides birds with the means to survive. Procedure 1. Look at the diagram of birds. Examine the feet. Which type of feet would work best for swimming? For perching? For grasping prey?for wading in water? 2. Make a sketch of each of the different types of bird feet you see. Label each sketch with the function you think it performs. 3. Examine the
Learning Evaluation Choose the answer that best completes each of the following sentences. 1. Warm-blooded vertebrates include mammals and __? a. Fish b. Amphibians c. Reptiles d. Birds 2. Warm-blooded vertebrates produce their body heat __? a. By moving constantly b. From the food they eat c. From the water they drink d. By sleeping 3. All mammalian species __? a. Nurse their young from mammary glands b. Live on land c. Give birth to live young. d. Eat birds, fish, or other mammals 4. The development of the young in a koala is most like that in a __? a. Spiny anteater b. Kangaroo c. Brown bear d. Walrus
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Academic Budget Plantilla Science II Year II Second Quarter General Topic: Animal Behavior Approximate No. of Days: 4
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Learning Content
EO1. Differentiate Inherited behavior from learned behavior
Behavior that is natural for an organism is called inherited behavior. It does not have to be learned. There are several types of inherited behavior. Animals with simple nervous system often respond to a stimulus by movin toward or away from it (taxis). Animals w/ a welldeveloped nervous system may also respond very simple to stimulus(reflexes). The third is a complex inherited behavior called instinct. In contrast to inherited behavior, learned behavior is acquired through learning. One type of learning that can produce a learned behavior is
Learning Evaluation Choose the answer that best completes each of the following sentences: 1. Pulling your foot back from a sharp stone is an example of a __? a. Taxis Students will divide b. Reflex in groups. They will c. Instinct be given pictures d. Stimulus showing different 2. Animals may behaviors. They avoid harsh will list all the weather and lack of behaviors that they food through observed. And then migration or __? classify it whether a. Conditioning it is inherited or b. Sending signals learned behaviour. c. social behavior Each group, in front d. Hibernation of the class, will 3. Cyclic behavior explain why they can be caused by a think it is a learned cycle in the or inherited external behaviour. environment or by a __? a. Taxis b. Reflex c. Biological clock d. Learned behavior. In your own sentence answer the following questions 1. Trained seals are given a fish after they perform each trick. Why is it important for the seal to get the fish? 2. A dog inside a
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Third Quarter
Scope and Sequence

Topic The Skeletal System; Support, Management and Control of the Human Body The Muscular System; Support, Management and Control of the Human Days 2 2
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Body The Nervous System; Support, Management and Control of the Human Body The Respiratory System; Supply and Transport The Digestive System; Supply and Transport The Circulatory System; Supply and Transport Blood and Lymph; Supply and Transport The Excretory System; Supply and Transport Detecting Internal Changes; Internal Checks and Balances The Endocrine Glands; Internal Checks and Balances Detecting External Changes; Internal Checks and Balances The Male Reproductive System; Reproduction and Life Stages The Female Reproductive System; Reproduction and Life Stages The Menstrual Cycle; Reproduction and Life Stages Pregnancy; Reproduction and Life Stages Birth and infancy and Other Life Stages; Reproduction and Life Stages Organic Nutrients, Inorganic Nutrients and a Balance Diet; Nutrients and Your Health Fertility Problems and Population Growth Defending the Healthy Body; Maintaining a Healthy Body Maintaining the Balance; Maintaining a Healthy Body Exercise; Your Bodys Performance Making Choices about Drugs; Your Bodys Performance Hazards in Our Surroundings; Your Bodys Performance Helpful Technologies For Defective Body parts Total
2 2 2 2 2 2 1 2 2 2 2 3 2 3 2 4 5 3 2 2 2 2 55
Academic Budget Plantilla Science II Biology
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Year II 2 Third Quarter Topic: The Skeletal System; Support, Management and Control of the Human Body Learning Objectives TPO1: Describe the parts and functions of the different organ systems TPO2: Identify the parts of the different organ systems in the human body TPO3: Give the function of the different organ systems TPO4: Assess the importance of each of the body system in the overall functioning of the organism Learning Content Humans have an internal skeletal system. Internal skeletons are made of bones, cartilages, and ligaments. Skeletal system supports the body, protects the delicate internal organs, provides body movement, stores and releases important minerals for the body, and produces blood cells. Learning Experiences Learning Evaluation Integration
Approximate No. of Days:
Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry.
Multiple Intelligences Bodily-kinesthetic Intelligence
EO1. Describe the structures of bones and cartilages EO2. Explain the functions of the
Building Bones To help students learn about the composition of bones, have the students re-create bones and marrow with cardboard toilet paper tubes and sponges. In addition, make other bones with empty toilet
Identification: 1. What are the important functions of the bones? 2. Define cartilage and give its significance. 3. What joins bones together? Give its types. Page | 77
skeletal system
paper tubes. Lead a class discussion about the different types of bones and explain that humans have marrow inside our own bones; marrow produces blood cells, has a sponge-like composition, and is lighter than the surrounding bone. Then, compare human bones and birds' bones, which are hollow, and explain why birds need hollow bones so they can fly.
4. What is the role of tendons between muscle and bone? 5. Why do bones heal faster in children than in adults?
EO3. Locate and identify the important bones and joints in the human body
Using a danceable song, student will dance and pinpoint the different joints of their body.
Academic Budget Plantilla Science II Biology Page | 78
Year II Days:2 Third Quarter Topic: The Muscular System; Support, Management and Control of the Human Body Learning Objectives TPO1: Describe the parts and functions of the different organ systems TPO2: Identify the parts of the different organ systems in the human body TPO3: Give the function of the different organ systems TPO4: Assess the importance of each of the body system in the overall functioning of the organism EO1. Classify muscles according to their types and functions EO2. State and explain the functions Learning Content The bones have no way of moving by themselves. They are attached to muscles, which can contract to bring movement. The muscular system is composed of muscle cells and tissues held tightly together in bundles. There are more than 600 muscles in our body, and they make up more than half of our body weight Group Activity Muscle Challenge tests students' retention of muscle functions. Separate students into two groups. One player from each group will come up and sit in a chair with her back Identification: 1. Differentiate muscle cells according to (a) appearance; (b) location; and (c) function. 2. What connects voluntary muscle? Learning Experiences Learning Evaluation Integration
Approximate No. of
Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry.
Multiple Intelligences Interpersonal and Linguistic Intelligences
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of muscular system EO3. Differentiate muscle cells according its appearance, location and function.
toward the wall. You will write a muscle on the board. The students from each group will then openly call out functions of this muscle so that the group member can identify the word behind them. Once one group succeeds, the group wins a point. Each student in each group will participate. Continue the game as long as needed until all muscles are practiced. The group with the most points wins.
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Academic Budget Plantilla Science II Biology Year II Days:2 Third Quarter Topic: The Nervous System; Support, Management and Control of the Human Body Learning Objectives TPO1: Describe the parts and functions of the different organ systems TPO2: Identify the parts of the different organ systems in the human body TPO3: Give the function of the different organ systems TPO4: Assess the importance of each of the body system in the overall functioning of the organism EO1. Distinguish the Learning Content Nervous system is like intercom system in school. It enables anyone to quickly transmit information or messages from one place to another or from one person to the other. This shortlived mechanism is important for the proper functioning of school as it is for our body. Having senses is useless unless the change they detect can be used to help us to decide what we should do. This means that information from sense cells must pass to our brain, the organ Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry. Approximate No. of
Multiple Intelligences Spatial Intelligence
Creating a Diagram of the Brain This activity can be used as an introduction to the nervous system.
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parts of the nervous system EO2. Describe the structure and functions of neurons or nerve cells EO3. Explain the nature and pathway of nerve impulses EO4. Illustrate how peripheral and autonomic nervous system work EO5. Identify the different function of the brain
that controls our body. The brain then sends information to our muscles to do our action. This information passes through the nervous system.
Groups of four or five students will create their own poster or diagram of the brain. Pupils are encouraged to tap into their creative sides using pictures, sketches and words to form a collage in each section of the brain to represent the functions of these lobes. For example, in the frontal lobe section, drawings of people smiling, crying or communicating can be utilized. In the parietal lobe section, images representing the five senses can be pasted. Students should do some basic research and be innovative using a variety of mediums such as clay, photographs, and other craft materials .
nervous system. 3. Identify and five functions of the following: a. Cranial nerves b. Sensory nerve fibers c. Motor nerve fibers d. Spinal cord e. Cerebral cortex f. Medulla oblongata g. Pons h. Pupil i. dentrites j. cerebellum k. myelin sheath l. axon m. synapse n. olfactory nerve o. optic nerve p. retina 4. What part of the brain controls breathing, speech and balance?
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Academic Budget Plantilla Science II Biology Year II 2 Third Quarter Topic: The Respiratory System; Supply and Transport Learning Objectives TPO1: Describe the parts and functions of the different organ systems TPO2: Identify the parts of the different organ systems in the human body TPO3: Give the function of the different organ systems TPO4: Assess the importance of each of the body system in the overall functioning of the organism Learning Content Respiration is the process by which the body gets energy from food and oxygen. The organs of the respiratory system are involved in taking air into the body and passageway from your nostrils to your lungs, the lungs themselves, and the muscles that control our lungs are part of this system. Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry. Approximate No. of Days:
Lab Activity Materials A piece of string for Based on the activity: 1. Was the circumference of Page | 83
EO1. Define respiration and its two phases EO2. Explain the relationship between cell respiration and gas exchange in the lungs EO3. Trace the pathway of oxygen and carbon dioxide through the human respiratory tract EO4. Distinguish between breathing and respiration
every student; each piece should be more than large enough to fit around each students chest A marker for each student or each pair of students Notebook for record Procedure for Students, Part 1 1. Take the string in front of you and measure your chest as you inhale. Hold the spot on the string that marks this measurement with your finger, then mark it with the marker. 2. Now exhale, measure with the string, and mark this new spot using a different colored marker. 3. Compare the two marks. Write down what you observe in your notebook. Procedure for Students, Part 2
your chest largest when you inhaled or when you exhaled? 2. Which way is the diaphragm moving on an inhalation? 3. Which way does it move on an exhalation?
Answer the ff: 1. What are the two phases of respiration? 2. How is the structure of an air sac adapted to perform in function? 3. What is the difference between breathing and cellular respiration? 4. Why does exposure to carbon monoxide (CO) increase the rate of breathing?
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1. Put both hands between your ribs, under your sternum (breastbone), and breathe in and out. 2. Feel your diaphragm moving up and down
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Academic Budget Plantilla Science II Biology Year II 2 Third Quarter Topic: The Digestive System; Supply and Transport Learning Objectives TPO1: Describe the parts and functions of the different organ systems TPO2: Identify the parts of the different organ systems in the human body TPO3: Give the function of the different organ systems TPO4: Assess the importance of each of the body system in the overall functioning of the organism Learning Content The digestive system takes food into the body. It breaks down into bits small enough to pass through cell membranes. This breaking down of food is then put into the blood. The mouth, esophagus, stomach and intestines are organs of the digestive system. Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry. Approximate No. of Days:
Multiple Intelligences Interpersonal and Spatial Intelligence
Travel Brochure Divide the class into several groups of three or four students
Answer the ff: 1. Define the digestion and its two major phases or stages. 2. What mechanical Page | 86
EO1. Describe the digestion process and its functions EO2. Identify and locate the structures, organs, and substances that bring about the digestion process EO3. Give function of each organ in digestive system EO4. Describe how some accessory organs and glands aid the body in the digestive process
each. Assign each group a "location" of the digestive system. For example, one group has "stomach," while another has "small intestine." Ask each group to design a travel brochure for their "location." Ask them to include pertinent information, such as the overall appearance of the location, the activities that occur there and the imports (what comes in) and exports (what goes out). You might also ask them to include possible dangers or complications that can occur at their specific location. Allow the students to be creative with their descriptions and have fun with the explanations.
digestion processes do the following perform on food? a. Mouth b. Esophag us c. Stomach d. Small intestine e. Large intestine 3. What substances undergo chemical digestion in the following? a. Mouth b. Esophag us c. Small intestine
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Academic Budget Plantilla Science II Biology Year II Days:2 Third Quarter Topic: The Circulatory System; Supply and Transport Learning Objectives TPO1: Describe the parts and functions of the different organ systems TPO2: Identify the parts of the different organ systems in the human body TPO3: Give the function of the different organ systems TPO4: Assess the Learning Content The circulatory system is the main transport system of the body. It is the means by which nutrients, enzymes and other important needs for the proper functioning of body systems, organs, tissues and cells as well as body defense components are transported to where they are required. Waste products of tissue metabolism are Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry. Approximate No. of
Multiple Intelligences Musical and Spatial Intelligence
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importance of each of the body system in the overall functioning of the organism EO1. Know the functions of the circulatory system EO2. Identify and describe the parts of the circulatory system EO3. Explain the significance of exercise in blood circulation EO4. Show awareness of the precautionary measures to take in order to maintain normal, healthy heart.
also transported to where they will be eliminated or otherwise acted upon. Foreign material such as bacteria and viruses may be transported around the body by the system.
Activity based experiment: Purpose: To observe evidence of the blood circulating through the body. Procedure 1. Hold one hand down at your side. Hold the other hand above your head. 2. Count to thirty, and then hold your hands side by side. Observe them closely 3. Listen to your heart through a stethoscope. Move the receiver around your chest until the heartbeat is loudest. 4. Take your partners pulse. Place your finger lightly on the wrist until you can feel the pulse beats. Count the number of beats per minute. Have
Based on the activity: 1. What difference did you see in your hands after holding one hand up and one hand down? 2. Describe the two sounds you hear as the heart beats. 3. What was your pulse before exercising? After exercising? 4. What factors can have an effect on circulation? How might circulation be different during space voyage? Answer the ff: 5. From which side of the heart does blood pass to most of the body? 6. What kind of blood vessels carries the blood toward the heart? 7. What kind of blood vessels carries the blood away from the heart? 8. How would you advertise the Page | 89
your partner take our pulse. 5. Exercise for ten minutes. Then take each others pulse again right away. Note any change. EO5. Illustrate human heart and show its important parts Students will draw and identify the different parts of the heart
advocation of good health habits to prevent heart diseases in the school? In your community?
Academic Budget Plantilla Science II Biology Year II Days:2 Third Quarter Topic: Blood and Lymph; Supply and Transport Learning Objectives TPO1: Describe the parts and functions of the different organ systems TPO2: Identify the parts of the different organ systems in the human body TPO3: Give the function of the Learning Content Blood is the fluid of life, transporting oxygen from the lungs to body tissue and carbon dioxide from body tissue to the lungs. Blood is the fluid of growth, transporting nourishment from digestion and hormones from glands Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry. Approximate No. of
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different organ systems TPO4: Assess the importance of each of the body system in the overall functioning of the organism EO1. Differentiate blood and lymph EO2: Identify the importance of the blood and lymph
throughout the body. Blood is the fluid of health, transporting disease fighting substances to the tissue and waste to the kidneys. Lymph is an important part of the circulatory system. It aids the body's absorption of nutrients and helps to remove waste from the tissue.
Students will make a list of different characteristics of blood and lymph and identify its differences.
1. What is contained in blood plasma? 2. What type of blood is the universal donor? The universal receiver? 3. What is the function of the hemoglobin? 4. Where does lymph come from? 5. What takes place in lymph nodes?
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Academic Budget Plantilla Science II Biology Year II 2 Third Quarter Topic: The Excretory System; Supply and Transport Learning Objectives TPO1: Describe the parts and functions of the different organ systems TPO2: Identify the parts of the different organ systems in the human body TPO3: Give the function of the different organ systems Learning Content The excretory removes wastes from the body. A waste is bypoduct of metabolism that may harm or poison the cells. Some substances are needed by the cells in small amounts. But in large amounts these same substances may be poisonous. When this occurs, the excess Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry. Approximate No. of Days:
Make A Model
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TPO4: Assess the importance of each of the body system in the overall functioning of the organism EO1. Identify and give the sources of waste materials from body cells EO2. Define excretion and its significance EO3. Explain how the structures of kidneys function as excretory organs EO4. Show structures of kidneys EO5. Trace the expulsion of nitrogenous waste from urine formation until it passes down the urinary tract.
must be removed from the body.
Making a model is great way to get students involved in a tactile lesson. Using materials found at home or in the classroom, students can make a model of the excretory system. Suggested materials include kidney beans for the kidneys, yarn, uncooked spaghetti strands and straws for the tubes and blood vessels and a marshmallow for the bladder. Models can also be made using salt-flour dough or sculpting clay that hardens in the open air or oven. Students can also simulate digestion and the removing the solid wastes from food by making a zip top bag stomach. Add crackers, corn and a few other food items to a zip top bag and add water. Simulate the contracting of the stomach muscles by squeezing the bag.
that remove excess water from the body 2. How does a rich blood supply help a kidney carry out its function? 3. Why do we have to excrete cell and body waste? 4. What will happen to our body if the urine is not formed? 5. Name and describe the three processes in urine formation.
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Then drain the bag through a coffee filter. Some particles will go through but the solid wastes will remain in the filter, similar to what happens in the small intestine. Carefully squeeze excess water from the filter. This represents the large intestines function. Finally, you should be left with only solid wastes, especially the fibrous items like the corn or fruit.
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Academic Budget Plantilla Science II Biology Year II Days:1 Third Quarter Topic: Detecting Internal Changes; Internal Checks and Balances Learning Objectives TPO1: Give the function of the different organ systems TPO2: Assess the importance of each of the body system in the overall functioning of the organism Learning Content Blood links the cells of our body. Blood must be fairly constant in temperature, composition, and rate of flow. Sensors in different body organs detect changes in the blood. Too little or too much of something can trigger an Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry. Approximate No. of
Multiple Intelligences Logicalmathematical; bodily-linesthetic
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unwanted response. The body has ways to maintain this balance. EO1. Explain the involvement of the brain in water balance, breathing rate and heat control EO2. Give the function of the blood involving the three check and balance systems such as; water balance, breathing rate and heat control
Activity based experiment: Purpose: To find out what factors outside your body affect your breathing rate. Procedure A. The Effect of Exercise 1. Breathe normally 2. Have your partner time you for one minute, while you count the number of times you inhale. Repeat this count two more times 3. Record your data 4. Your breathing rate is the average number of times you inhale per minute. Find the average of the three numbers. Record your average on a class chart 5. Run in place for 30 seconds
Based on the experiment: A. 1. How does exercise affect your breathing rate? 2. Does exercise affect the rate of some students more than others? What factors might account for this difference? 3. What happens in your body that makes exercise affect your breathing rate?
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6. Immediately afterwards, have your partner count the number of times you inhale in on minute 7. Record data. B. Breathing into Paper Bag 1. Fit a paper bag snugly over your mouth and nose. Breathe normally into the bag for 30 seconds. 2. Remove the paper bag. Immediately count the number of times you inhale in one minute. 3. Record your data C. Taking Short Breaths 1. For 15 seconds take fast, short breath in and out. Then start to breathe normally. 2. Have your
B. 1. Was your breathing rate greater or less than usual? Was this also true for your classmates? 2. What might be the cause of the rate change? 3. Do you think a person with sicklecell anemia might breathe faster or slower than a person with normal blood? Why? C. 1. When you started to breathe normally after the fast, short breaths, did you breathe slower or faster than usual? 2. Did your classmate notice the same change in their breathing rates? 3. What do you think is the cause?
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partner time you for one minute. Calculate the number of times you inhale while breathing normally. 3. Record your data
Academic Budget Plantilla Science II Biology Year II Days:2 Third Quarter Topic: The Endocrine Glands; Internal Checks and Balances Learning Objectives TPO1: Describe the parts and functions of Learning Content The brain and nerves play major parts in Learning Experiences Learning Evaluation Integration Anatomy and physiology Approximate No. of
Multiple Intelligences Linguistic Intelligence Page | 98
the different organ systems TPO2: Give the function of the different organ systems TPO3: Assess the importance of each of the body system in the overall functioning of the organism
keeping a balanced internal environment. Impulses travel quickly along neurons. A lack of balance may result in a rapid response from the body. Some responses are slower. These responses are controlled by chemicals. Chemicals that help keep the internal environment balanced are called hormones.
invariably involve chemical processes and molecules that are mostly discussed in Chemistry.
Instructions Anterior Pituitary Hormones 1. Create a sentence which uses the first letters or, optimally, some part of the first syllable of the hormones that tells a story or invokes a striking image: "Fools Looting Alexandria Grow Horns, Provoking Tears" renders follicle-stimulating hormone (FSH) luteinizing hormone (LH), adrenocorticotropic hormone (ACTH), growth hormone
EO1. Give the functions of the endocrine system EO2. Name the endocrine glands and state their locations, the hormone(s) they secrete, the actions of the hormones, and the diseases brought about by their deficiencies.
1. What is a gland? How does it function? 2. What are the different glands in the body? 3. How do exocrine glands differ from endocrine glands? 4. Define hormones and give their functions.
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(GH), prolactin (P), and thyroidstimulating hormone (TSH). 2. Copy the mnemonic of your choice onto one side of an index card. Write the essential information of each hormone represented in the mnemonic on the other side of the card: it's name, symbol, function, and precursor. 3. Quiz yourself by flashing the mnemonic side of the card and jogging your memory for the initials and names of the hormones referred to. Only look when you can't remember. Practice this way until you can remember all of them without looking.
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Academic Budget Plantilla Science II Biology Year II Days:2 Third Quarter Topic: Detecting External Changes; Internal Checks and Balances Approximate No. of
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Learning Objectives TPO1: Recognize the necessity of an organized system for proper growth, development, and survival of the organism TPO2: Assess the importance of each of the body system in the overall functioning of the organism
Learning Content Our external environment is constantly changing. The temperature is changing. The amount of light is changing. The amount of sound is changing. We are surrounded by different smells. We have organs that detect changes in our environment. These organs are called sense organs. The skin, eyes, ears, tongue, and nose are sense organs.
Learning Evaluation
Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry.
Multiple Intelligences Linguistic and Spatial Intelligence
EO1. Explain how different sense organs like eyes, ears, nose, tongue and skin receive information from the environment
Describing Food Give each student a piece of chocolate or other small morsel of food, instructing your class not to eat the food yet. Guide your students in describing the sample using all five senses, beginning with sight before working up to taste. Students may include a few simple adjectives but should also describe the food in more complex ways. For example, students might draw comparisons between the sample and
1. Can a person with normally functioning eyes still be blind? Why or why not? 2. Why is vitamin A essential for proper vision?
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unrelated objects. For sound, students must describe how the food sounds when being unwrapped, broken or otherwise handled. Students must describe taste last, at which point they can eat the food. Describing Pictures Pass a photograph or other picture around the class. Choose a picture with a subject that most students can relate to, such as a family gathering or school event. Instruct students to describe the setting of the photograph using all five senses. At the high school level, students must use complex descriptions instead of simple adjectives. For instance, instead of saying that a person in the photograph sitting near a fireplace feels "hot," students might describe the sensation of the sweat likely beading on the individual's skin.
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Academic Budget Plantilla Science II Biology Year II Days:2 Approximate No. of Page | 104
Third Quarter Topic: The Male Reproductive System; Reproduction and Life Stages Learning Objectives TPO1: Describe the parts and functions of the different organ systems TPO2: Identify the parts of the human reproductive system TPO3: Give the function of the different organ systems TPO4: Assess the importance of each of the body system in the overall functioning of the organism EO1. Identify and describe the parts that make up the male reproductive system EO2. Trace the production and the path taken by the sperm cells from their Learning Content The male reproductive system consists of three parts: the organs that produce sex cells, the ducts that carry the sex cells, and a control system, The testes, also called the testicles, are the organs that produce sex cells. Millions of sex cells, or sperm, are produced every day. The protective sac called the scrotum. The scrotum both protects the testes and provides a cooler environment than in the body, which sperm require to live. Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry. Multiple Intelligences Linguistic and Interpersonal Intelligence
Reciprocal 1. Students will pair up and join desks so they can work together 2. Each group is given two diagrams, one is labelled the other is blank 3. The students are to quiz each other on the male reproductive
1. What is the function of scrotum? 2. What are the three main parts of the male reproductive system? 3. What kind of problem is often caused by the prostate?
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point of origin to the urethra of a human males body.
system until 4. they can label each organ on the diagram 5. They should take turns quizzing partner A first and B second 6. The students were also given a word search with male reproductive vocabulary 7. to help strengthen the students understanding of the material
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Science II Biology Year II 2 Third Quarter Topic: The Female Reproductive System; Reproduction and Life Stages Learning Objectives TPO1: Describe the parts and functions of the different organ systems TPO2: Identify the parts of the human reproductive system TPO3: Give the function of the different organ systems TPO4: Assess the importance of each of the body system in the overall functioning of the organism EO1. Identify and describe the parts that make up the female reproductive system Learning Content The female body, like the male body, has organs, ducts, and hormones involved in reproduction. Ovaries are important organs in a womans body. Located deep in a womans abdomen, the ovaries produce eggs that, when fertilized by sperm, develop into babies. Although the ovaries contain thousands of potential eggs, usually only one egg matures at a time and is capable of being fertilized. Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry. Approximate No. of Days:
Multiple Intelligences Interpersonal Intelligence
The Journey of the Female Egg --- Ovum Assign each group of students a component of the female reproductive system. In a large area, ask students to sit on the floor with their group,
1. Give the significant role played by each of the following: a. Ovum b. Fertilization c. Ovaries d. Vagina e. Fallopian tube 2. In which organ Page | 107
EO2. Give the function of the female reproductive system
leaving two opening in the group. Select a student to act as the "ovum." The ovum will begin the journey standing in the ovary group. The members of the ovary group will provide information about the ovum and tell the ovum where she is headed. The process continues as the ovum travels throughout the reproductive system --- from ovulation to menstruation or fertilization and implantation.
does the growth of the baby occur? 3. What regulates the female reproductive system? 4. Where does the new baby develop?
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Academic Budget Plantilla Science II Biology Year II 3 Third Quarter Topic: The Menstrual Cycle; Reproduction and Life Stages Learning Objectives TPO1: Give the function of the different organ systems TPO2: Assess the importance of each of the body system in the overall functioning of the organism TPO3. Describe the stages of development of the fertilized embryo and fetus EO1. Understand the stages in the menstrual cycle. Learning Content The menstrual cycle refers to the growth and release of a mature egg from a womans body followed by the maturation of another egg. The average menstrual cycle lasts 28 days. Within each menstrual cycle, there is a period of menstrual flow which lasts from three to five days. This is called menstruation. When a woman menstruates, her body sheds the unfertilized egg and a portion of the uterus lining. The blood that is part of the menstrual flow Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry. Approximate No. of Days:
Multiple Intelligences Linguistic and Interpersonal Intelligence
Let the student discuss the stages in menstrual cycle
1. How does the menstrual cycle occur in females? 2. How long is the complete menstrual cycle? 3. Where does a fertilized egg attach itself? 4. How long is the usual period of menstrual flow? Page | 109
results from the breakdown of tiny blood vessels in the lining of the uterus.
Academic Budget Plantilla Science II Biology Year II 2 Third Quarter Topic: Pregnancy; Reproduction and Life Stages Learning Objectives TPO1: Give the function of the different organ systems TPO2: Assess the importance of each of the body system in the overall functioning of the organism TPO3: EO1. Illustrate and explain the fertilization of the ovum. Learning Content When sperm are in the oviduct as the egg is moving toward the uterus, fertilization can occur. The result of fertilization is the zygote. After the zygote reaches the uterus and begins to grow t is called an embryo. Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry. Pregnancy Time Line A healthy child starts with a healthy pregnancy. Teach your child development students about pregnancy by 1. What is the task of the uterus during birth? 2. What are the three stages of birth? 3. What is ectopic pregnancy? How Page | 110 Approximate No. of Days:
Multiple Intelligences Linguistic Intelligence
EO2. Show and point out significant stages in the development of the ovum
engaging them in the creation of a pregnancy time line. Assign each pupil several weeks, or a range of weeks, within a pregnancy. Ask each student to search the reference books for diagrams showing expected development during that stage of pregnancy. Provide or encourage students to acquire standard pregnancy texts such as "What to Expect when You're Expecting" by Heidi Murkoff and Sharon Mazel or "Pregnancy & Childbirth: The Complete Guide" by Tracie Hotchner, both of which contain detailed information and diagrams of the various stages of pregnancy. Instruct the students to copy any diagrams that they find and use the written information in each text to compose a paragraph
can it be harmful?
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describing the changes that occur to baby and mom during that week or block of weeks. Create a line across a classroom wall using colored tape or ribbon. Place week markers along the time line you created. When students bring in their information, allow them to place their gathered materials in the appropriate place on the wall.
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Academic Budget Plantilla Science II Biology Year II Days:3 Third Quarter Topic: Birth and infancy and Other Life Stages; Reproduction and Life Stages Learning Objectives TPO1: Assess the importance of each of the body system in the overall functioning of the organism EO1. Identify changes in boys and girls during adolescence Learning Content When birth occurs, the uterus must force the baby from the mothers body. The process of forcing the fetus from the mothers body is called labor. The uterus contracts throughout Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry. Approximate No. of
Trial Run Parenthood Show your students just how taxing parenting can be by allowing them to try it out. Give each student 1. At what age does a child become an adult? 2. What changes take place in boys
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EO2. List down the changes happen from birth to middle or old age.
pregnancy, keeping the muscles exercised and ready for birth. During infancy, babies need a great deal of love and caring. During childhood, physical and motor skills develop. Between ages 18 to 20, during adulthood, our bodies become full grown. Middle age is the period of age beyond young adulthood but before the onset of old age.
an egg to take care of for a set period of time. Sign the bottom of each egg to ensure that no students surreptitiously swap their original egg for a fresh one. Instruct the students to carry their egg with them everywhere, taking care not to drop their fragile, temporary baby. Grade students on their success in keeping their egg "alive" throughout the course of the activity.
and girls during adolescent? 3. What responsibilities are usually taken on during early adulthood? 4. What does menopause involve?
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Academic Budget Plantilla Science II Biology Year II Days:2 Third Quarter Topic: Organic Nutrients, Inorganic Nutrients and a Balance Diet; Nutrients and Your Health Learning Objectives TPO1: Assess the importance of each of the body system in the overall functioning of the organism EO1. Define food and explain its significance to the human body Learning Content Any material that an organism needs to live and grow is known as a nutrient. Nutrients supply the energy used for all life activities. The nutrients needed by all organisms are proteins, Learning Experiences Learning Evaluation Integration Nutrients are further covered in Chemistry. Approximate No. of
Choosing Drinks Before class, prepare small paper cups on a tray that contain a
1. Why should a meal contain all nine essential amino acids? Page | 115
EO2. List basic food materials needed by the body
carbohydrates, fats, vitamins, minerals, and water. These nutrients are found in food. Green plants and certain algae can make the food they need.
variety of drinks. Print a chart with the nutritional information, including calories, for one serving of each drink. There should be at least four different drink options: water, milk, fruit juice and soda. At the beginning of the class, ask each student to select a drink. After each student has selected his drink of choice, survey the class and write on the board how many students chose each drink. Next, ask the students to prepare a written explanation about why they chose their drink. Students then estimate how much of the particular drink they consume each day. Instruct the students to write down all the nutrition information that they know about their chosen drink. Finally, have students compare their
2. Why are carbohydrates important nutrients? 3. What are the two main groups of vitamins?
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consumption of drinks with statistical information
Academic Budget Plantilla Science II Biology Year II Days:4 Third Quarter Topic: Fertility Problems and Population Growth Learning Objectives TPO1: Analyze some problems on fertility TPO2: Suggest ways of planning population Learning Content Fertility problems are commonplace concerns for both males and females, so they must find ways Learning Experiences Learning Evaluation Enumerate five examples of methods used for family planning, then state how each of them Integration Anatomy and physiology invariably involve chemical processes and Approximate No. of
Multiple Intelligences Interpersonal Intelligece
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growth EO1: Identify examples of fertility problems in both males and females. EO2. Identify the remedies for fertility problems. EO3. Identify the most commonly used methods of family planning. EO4. Discuss the ethics of the different methods for controlling population growth.
to alleviate them. However, population growth is also a widespread concern, and there are many ways that population growth can be attained. However, there are ethical principles that come into play when population growth is the issue.
works. Students will answer questions about fertility problems as well as their cures.
molecules that are mostly discussed in Chemistry. Ethics of population growth is sometimes covered in Values Education.
Students will bring pictures of the methods used in family planning, then will discuss how they function in class. Then at the end, students will discuss whether use of such methods is morally sound, not, or whether they will reserve judgment. Academic Budget Plantilla Science II Biology
Year II 5 Third Quarter Topic: Defending the Healthy Body; Maintaining a Healthy Body Learning Objectives TPO1: Assess the importance of each of Learning Content The body does not always function Learning Experiences Learning Evaluation Integration
Approximate No. of Days:
Diseases involve a modification of the bodys
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the body system in the overall functioning of the organism TO2: Identify the risks of contamination to various sexually transmitted diseases EO1. Identify three types of microorganisms that can cause disease in humans EO2. Determine the two main types of body defences against diseases EO3. Differentiate infectious disease and body disorder; depressants and stimulants; antibodies and antibitics
properly. A disease is a disturbance of the body.
biochemistry something covered in Chemistry. Students will learn the basics of the immune system using a worksheet with cartoon depictions of the different lines of defence. Students will then be divided into groups to "act out" what happens when the body faces an invader. Students in each group will have to decide how to best represent the immune response and perform their version for the class. 1. What are the two basic types of diseases? 2. What are the difference between an infectious disease and a body disorder? 3. Name the three types of microorganisms that can cause diseases in humans. 4. How are antibodies and antibiotics similar? How are they different?
Academic Budget Plantilla Science II Biology Year II Days:3 Third Quarter Topic: Maintaining the Balance; Maintaining a Healthy Body Approximate No. of
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Learning Objectives TPO1: Assess the importance of each of the body system in the overall functioning of the organism EO1. Determine the result when a person take in more calories than he needs EO2. Describe two problems with a diet in which most of the calories come from fat EO3. Identify the effect of alcohol in a persons nervous system
Learning Content The body is a set of system in delicate balance. The body must receive a balanced supply of nutrients. Too much or too little of a nutrient can throw the body off balance. So can drugs. Even those that is helpful in small amounts.
Learning Evaluation
Integration Nutrients are discussed in greater depth in Chemistry.
Multiple Intelligences Naturalistic Intelligence
Activity based Experiment Comparing the Energy from Walnuts and Peanuts Materials: 3 walnut halves, graduated cylinder or metric measuring spoons, 3 peanut halves, safety glasses, 6 matches, heartresistant test tube, thermometer, test tube holder, cork, straight pin Purpose: Determine if there is more energy in walnuts or in peanuts. The breakdown of food in cells during the energy release process is something like burning. When burned outside of the
Based on the experiment: 1. When the first walnut was burned, how much did the temperature of the water in the test tube increases? 2. What was the average rise of water temperature for the three trials with the walnuts? 3. Nutrition books show that walnuts contain 40% more calories than peanuts. How does that statement compare with your data? 4. What comparisons can you draw about energy from walnuts and peanuts? If you were dieting, Which Page | 120
body, food releases heat. The heat released from burning food can ne measured. This heat is comparable to the amount of energy that is released from the breakdown of food inside the body. Procedure: 1. Put 10ml of water in a heat-resistant test tube. Measure and record the temperature of the water 2. Stick a pin through a walnut half so that the walnut is up by the head of the pin. Stick the other end of the pin into a cork 3. Light a walnut with the match. Using a test tube holder, hold the test tube with the water in it over the burning walnut. (Caution: Wear safety glasses when heating glass over a flame) 4. When the wall nut
type of nut would be better for you to eat? Fill in the blank. 1. Cholesterol can be a problem for people who eat too much ___. a. White sugar b. White flour c. Saturate d fat d. Protein 2. ___ is especially damaging to the brain and liver a. Cholesterol b. LSD c. Nicotine d. alcohol 3. Eating a balanced diet will prevent ___. a. Pneumonia b. Obesity c. Malnutrition d. Sugar diabetes 4. ___ will supply energy but will lack necessary nutrients. a. Empty calories b. Depressants Page | 121
is completely burned, measure and record the temperature of the water 5. Repeat the activity for the walnut two more times. Each time, replace the water in the test tube with 10ml of fresh water. Measure and record the temperature of the water before and after each trial 6. Repeat the activity three more times, using peanut halves instead f walnut halves
c. Magnesium and calcium d. Vitamins A and C
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Science II Biology Year II Days:2 Third Quarter Topic: Exercise; Your Bodys Performance Learning Objectives TPO1: Assess the importance of each of the body system in the overall functioning of the organism EO1. Determine the important reason to exercise EO2. Differentiate anaerobic and aerobic exercise E03. Identify the causes of muscle fatigue Learning Content Exercise can make a huge difference in how well the human body functions. People who get the right kind of exercise have good muscle tone. Learning Experiences Learning Evaluation Integration Keeping body healthy through exercise is covered in Values Education. Specific exercises are covered in MAPEH. Approximate No. of
Multiple Intelligences Bodily-kinesthetic Intelligence
Activity Based Experiment A Muscle Fatigue Materials: Washer, scissors, 100g mass, mater stick, string, clock or watch with second hand. Purpose: To find out how long it takes for muscles in the finger to become fatigued Procedure: 1. Make a pendulum by tying a washer to one end of a 30cm length of string.
Based on the activity: 1. Did your finger speed up or slow down as time passed? 2. Were there more or fewer finger bends in the second 3minute period? 3. Was the 1-minute rest period long enough? Explain why or why not. 4. What causes muscle fatigue? 5. How can muscle fatigue be overcome? Answer the following:
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2.
3.
4.
5.
Hang the free end so that the washer can swing freely from side to side Tie a 100g mass to one end of a 50cm length of string. Tie a loop in the other end. Slip the loop over our finger. Place your forearm on a desk top so that your fingers extend beyond the desk. Turn the palm of your hand upward. If the mass touches the floor, shorten the string by tying knots in it. Set the pendulum in motion. With each swing, bend the finger from which the mass is hanging. Try to keep up with the pendulum as well as you can. Have a partner call off 1-minute time periods. Count the number of finger bends in each minute until 3 minutes are up.
6. What is the most important reason to exercise? 7. How is anaerobic exercise different from aerobic exercise?
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Record your data in a chart 6. After 3-minute period, rest 1 minute. Repeat for 3 minutes. Plot your data on a graph. Academic Budget Plantilla Science II Biology Year II 2 Third Quarter Topic: Making Choices about Drugs; Your Bodys Performance Learning Objectives TPO1: Assess the importance of each of the body system in the overall functioning of the organism EO1. Determine the effect of psychoactive drugs to central nervous system EO2. Identify the two types of drug addiction Eo3. Explain the Learning Content The most dangerous drugs all have one thing in common: they affect the central nervous system. These drugs alter the ways we sense, perceive and feel about reality. Learning Experiences Learning Evaluation Integration Structures of drugs are covered in greater depth in Chemistry. Effects of drugs are also covered in MAPEH. Based on the activity: 1. What pro-drug argument do you find hardest to resist? 2. How do you think you would feel in real situation in which drugs were available? 3. What are your Page | 125 Approximate No. of Days:
Multiple Intelligences Interpersonal and Bodily-kinesthetic Intelligence
Simulation: Ask student to create a five-minute skit in which one of them plays a drug user and tries to talk a second student into trying some drug. Have two of the students pretend to be partners of the drug user and two of the students play friends of the
factors cause a drug user to need more drugs
victim. Try to think of all the arguments a drug pusher might use to persuade someone to try drugs. Then think of all the arguments might use in rebuttal. Present skit to the rest of the class
overall attitudes towards drugs? 4. How does psychoactive drugs alter the central nervous system? 5. What are the two types of drug addiction?
Academic Budget Plantilla Science II Biology Year II Days:2 Third Quarter Topic: Hazards in Our Surroundings; Your Bodys Performance Learning Objectives TPO1: Assess the importance of each of the body system in the overall functioning of the organism EO1. Determine household substances contain poisons EO2. Identify the effect of dangerous Learning Content Health and performance can also be threatened from third source: the hazards in our surroundings. These hazards include poison in food and water and in common household products, burns and explosions and other types of accidents. Learning Experiences Learning Evaluation Integration Structures of poisons are covered in greater depth in Chemistry. Activity Based Experiment The presence of Poisons Purpose: To locate the poisons Based on the activity: 1. How many poisonous products did you find? 2. Did you find any products that had no poison warnings Page | 126 Approximate No. of
Multiple Intelligences Naturalistic Intelligence
chemicals in the environment
in your home and to learn how to handle them Procedure: 1. Make a list with the following headings: Product, Poisonous ingredient, Antidote, Safety Stored? 2. Make survey of your home and read the labels on each of the household products you discover. If the product is stored in a closed container away from foods, clothing, and linens and out of the reach of young children, write Yes: in the Safety stores column. If not, write No and tell why not? 3. Discuss any No items with your parents to see whether other safe storage places can be found. 4. Compare your list with those made by
or other cautions on the container but which contained chemicals you had never heard of? What were those chemicals? Do you think it would be safe to swallow them? 3. Did you uncover a household hazard you did not know existed? 4. Are there many dangerous substances in your home?
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your classmates
Academic Budget Plantilla Science II Biology Year II 2 Third Quarter Topic: Helpful Technologies For Defective Body Parts Learning Objectives TPO1: Identify the technologies that help the scientific defective organ system function properly Learning Content Recent technologies have helped in making defective body organs functional again, mainly the heart, the lungs, the kidneys, and the sense organs. Students will bring pictures of Page | 128 Learning Experiences Learning Evaluation Which of the recent technologies discussed would you like to be seen in our hospitals and why? Give two of those technologies along with the reasons. Integration Knowledge of different technologies is discussed in Integrated Science. Approximate No. of Days:
Multiple Intelligences Logicalmathematical
EO1. Give examples of
technologies that help defective body parts function properly EO2. Cite instances in which these technologies are useful in restoring normal body functions EO3. Determine the benefits of these technologies compared to the risks
technologies that can help defective body parts function properly, then the students will share them in class.
Students will discuss: Despite the benefits of these technologies, there are also risks. Are using these technologies worth the risks and the money spent on them?
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Fourth Quarter
Scope and Sequence
Topic DNA Holds the Code; The Duplication of Chromosomes The Duplication of Chromosomes Dominant and Recessive Forms of Traits; The Work of Gregor Mendel How Traits are Inherited; How Genes Determine Traits A Look at Some Inherited Traits; Chance in Inheritance Incomplete Dominance, Codominance, and Sex-linked Traits Changes in Surroundings and Variation; The Theory of Evolution by Natural Selection The Theory of Acquired Characteristics Natural Selection in Action Indirect Evidences of Shared Ancestry Mutations Evolution and Technology Days 3 3 3 4 3 2 3 2 2 2 3 3
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Genetic Engineering Genetically Modified Organisms Cloning and Gene Splicing Ecosystems Managed and Unmanaged Ecosystems Ecosystems and Environmental Issues Solving Ecological Problems Economically Important Organisms Conservation of Economically Important Organisms Total
2 3 2 2 2 3 3 3 2 55
Academic Budget Plantilla Science II Year II Fourth Quarter General Topic: DNA Holds the Code; The Duplication of Chromosomes Learning Objectives TPO: Explain the chromosomal basis of inheritance Learning Content Chromosomes make up the code for an organisms traits. Most of us look like our parents because we have inherited most of their traits. Learning Experiences Learning Evaluation Enumeration: 1. What do you call a long threadlike body made up or DNA? It codes for inherited traits. 2. In a cell, where Approximate No. of Days: 3
Integration Human traits are inheritable because of the unique chemistry of chromosomes. In Chemistry, there are often in-depth discussions of
Multiple Intelligences Logicalmathematical; linguistic
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EO1. Recognize that chromosomes contain the code for an organisms traits EO2.Discusses human traits that can be inherited
Minds on: Students will divide in groups, then they will list down their ideas regarding what they think will happen if human characteristics cannot be inherited at all. Then for each group, that group will stand in front of the class and state their ideas regarding what will happen if human characteristics cannot be inherited at all. Hands on:
are chromosomes found? 3-5. Give three examples of inherited traits in humans.
biomolecules.
EO3. Point out in the human body human traits that are inheritable EO4. Recognize the importance of chromosomes in perpetuating human species.
Students will give examples of traits that are inheritable, based on their prior research, and then point these traits out in their body (e.g. if the trait is eye color, then students point out Page | 132
their eyes).
Academic Budget Plantilla Science II Year II Fourth Quarter General Topic: The Duplication of Chromosomes Learning Objectives TPO: Give the importance of DNA in the transmission of traits Learning Content DNA is important to ensure the transmission of traits from one generation to Learning Experiences Learning Evaluation Answer the following questions: 1. From the Approximate No. of Days: 3
Integration Understanding the uniqueness of a human being is something that many students
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EO1. Describe the structure of DNA. EO2. Identify the nitrogenous bases that can be found in DNA.
another. The four bases found in DNA are adenine (A), thymine (T), cytosine (C), and guanine (G). Base pairing of DNA is as follows: A pairs with T; C pairs with G.
activity, how many of your classmates have the exact same letter combination as yours? Hands on: Each student will write down a series of 10 letters at random. The letters are to be chosen from A, B, C, and D. Then each student will try to find someone who has the exact same letter combination as he or she has or almost (8 or more same letters in the same positions) the same. For example, ABCCCABDC is almost the same as ABCCBABCC. Hands on: Students will write down the complementary base pair ordering of a particular 2. How many of your classmates have almost the same letter combination as yours? 3. Given your experience in finding classmates with the exact or almost the same letter combination as yours, how likely is it that another human being will have the same genetic makeup as you have, considering that DNA consists of billions of bases?
may have known already from Values Education. Also, recognizing that a base pairs up with only one partner base is related to the mathematical concept of relations. DNA base-pairing follows the relation (A,T); (T,A); (C,G); and (G,C)
EO3. Understand that no two human beings can be alike, except identical twins, because of the structure of DNA. EO4. Recognize
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that bases pair up with only one partner base in DNA. EO5. Describe a brief overview of DNA replication.
half-DNA strand. For example, if the ordering of a halfDNA strand is CTAAATCGC, then students should write down the correct complementary ordering, which is GATTTAGCG.
Academic Budget Plantilla Science II Year II Fourth Quarter General Topic: Dominant and Recessive Forms of Traits; The Work of Gregor Mendel Learning Objectives TPO: Analyze Mendels experiment on garden peas to illustrate Mendelian Learning Content Mendel crossed pea plants because pea plants have several traits that make them Learning Experiences Learning Evaluation Identification: 1. What plants did Mendel use for his experiments in Approximate No. of Days: 3
Integration Mendels experiments concluded that genetics follows established laws.
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principles of inheritance
amenable to analysis. Mendels experiment gave them the following findings: existence of alternate alleles, presence of paired alleles, law of dominance, and law of segregation.
Minds on: A student will report on the life of Gregor Mendel and his main work before the class starts. Minds on: Students will restate, in their own words, through recitation, four ideas derived from Mendels experiments with pea plants. Students will also give some examples as they name one of Mendels ideas.
EO1. Narrate how Gregor Mendel performed his experiment. EO2. Determine the findings of Mendels experiment EO3. Remember four related ideas derived from Mendels experiment: existence of alternate alleles, presence of paired alleles, law of dominance, and law of segregation.
genetics? 2. What does the P in P generation stand for? 3. What does the F1 in F1 generation stand for? 4-6. Give three of the seven traits analysed by Mendel during his experiments. 7. For each character, according to Mendels laws, how many alleles are present? 8. If the alleles differ, what do you call the allele that is fully expressed? 9. If the alleles differ, what do you call the allele that has no noticeable effect? 10. Which of Mendels laws state that alleles separate during gamete production?
Heredity does not happen haphazardly. The fixity of laws in genetics as implied by Mendels experiments is comparable with the fixity of laws in physics. In physics, we have the laws of motion as the primary example.
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Academic Budget Plantilla Science II Year II Fourth Quarter General Topic: How Traits are Inherited; How Genes Determine Traits Learning Objectives TPO: Identify the traits that follow Mendelian patterns of heredity Learning Content Traits are said to follow Mendelian inheritance if they follow the rules that Mendel Learning Experiences Learning Evaluation True or False 1. Phenotype represents the outward Approximate No. of Days: 4
Integration It may not be obvious, but the relationship between phenotype and
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EO1. Identify the traits that Mendel analysed in pea plants EO2. List down human traits that follow Mendelian patterns of inheritance EO3. Differentiate heterozygous from homozygous EO4. Differentiate phenotype from genotype EO5. Differentiate dominant traits
derived: existence of alternate alleles, presence of paired alleles, law of dominance, and law of segregation. Pairs of alleles can be heterozygous or homozygous. We also differentiate between phenotype and genotype as well as between dominant Minds on: and recessive. Students will recite on class. They will answer questions like these: What is the phenotype for Tt? What is the genotype for short? Why is the phenotype tall? Why is the phenotype short? Is the following genotype homozygous or heterozygous? Why is the following genotype heterozygous or homozygous? Authentic:
manifestation of a character. 2. Genotype represents the number of alleles for a character. 3. Heterozygous means having different alleles. 4. Homozygous means having unusual alleles. If T is the allele for tall and t is the allele for short, and T is dominant over t, 5. What is the phenotype of TT? 6. What is the phenotype of Tt? 7. What is the phenotype of tt? If G is the allele for green, and g is the allele for yellow, and G is dominant over g, 8. If the phenotype is yellow, what is the only possible genotype?
genotype can be expressed as a mathematical relation. For example, if the ordered pairs in the relation can be expressed as (genotype, phenotype), then for the character of stem length, here are the ordered pairs: (TT, tall) (Tt, tall) (tt, short) Study of inherited traits can help students identify their similarities with parents, which is sometimes discussed in Values Education.
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from recessive traits in human beings.
Students will narrate which of their characteristics they think they inherited from their parents. Students should be able to give at least three.
9-10. If the phenotype is green, what are the two possible genotypes?
Academic Budget Plantilla Science II Year II Fourth Quarter General Topic: A Look at Some Inherited Traits; Chance in Inheritance Learning Objectives TPO: Solve monohybrid Learning Content Monohybrid crosses are done Learning Experiences Learning Evaluation Construct a Punnett square for Approximate No. of Days: 3
Integration Of course, phenotypic and
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crosses given the phenotypes and genotypes of parents
using Punnett squares. With Punnett squares it is possible to predict phenotypic ratios and genotypic ratios of offspring.
Hands on: Students will construct Punnett squares for certain monohybrid crosses in the blackboard. Students ensure that the Punnett squares that they construct are complete and correct. Minds on:
the following monohybrid cross, then state the phenotypic and genotypic ratios for the offspring: Gg x gg Here are questions related to the cointoss experiment: 1. How will you compare the experimental phenotypic ratio to the predicted phenotypic ratio? 2. How will you compare the experimental genotypic ratio to the predicted genotypic ratio? 3. Explain the importance of hard work in the experiment, and therefore, the importance of hard work in Mendels pea plant experiments.
EO1. Construct a Punnett square given the genotypes of the parents EO2. Solve for phenotypic and genotypic ratios foundin a completed Punnett square EO3. Recognize the importance of Punnett squares in predicting traits of offspring.
genotypic ratios are mathematical ratios. Hard work in experiments is not only unique to Biology; Chemistry and Physics experiments are also replete with instances of hard work. Hard work is also something taught in Values Education.
Students will state the phenotypes and genotypes of offspring as represented by a completed Punnett square. Students will state phenotypic and genotypic ratios from completed Punnett squares.
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Academic Budget Plantilla Science II Year II Fourth Quarter General Topic: Incomplete Dominance, Codominance, and Sex-linked Traits Learning Objectives TPO: Infer that Learning Content Incomplete Learning Experiences Learning Evaluation Construct a Approximate No. of Days: 2
Integration Again, genotypic
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certain laws do not always follow the Mendelian principles of heredity
dominance, codominance, and sex-linked traits have phenotypic and genotypic ratios that are in variance with predictions from Mendelian genetics.
Punnett square for the following questions, then answer the questions: 1. Is it possible for a person to have blood type AB if his parents have blood types AB and O? 2. Is it possible for a person to have blood type AB if his parents have blood types AB and O? 3. Liza, who is a carrier of the hemophilia allele, has four male children with Ted, who has hemophilia. Show with a Punnett square that all of the male children should have hemophilia.
Minds-on: Students will list down traits that exhibit incomplete dominance, codominance, and sex linkage.
EO1. Define incomplete dominance, codominance, and sex-linked traits. EO2. Make a list of traits that exhibit incomplete dominance, codominance and sex linkage. EO3. Construct Punnett squares for incompletely dominant traits and sex-linked traits. EO4. Differentiates the phenotypic and genotypic ratios found from incompletely dominant traits and sex-linked traits to
ratios for nonMendelian inheritance are again mathematical ratios. Now, because some sexlinked diseases are devastating, one has to make value judgments, and they are discussed in Values Education.
mathematical; linguistic; interpersonal; bodily-kinesthetic
Hands-on: Students will construct a Punnett square for the following in the blackboard: Snapdragon color (Rr x Rr): Blood groups (AB x AO, AO x BO, and AA x BO) Hemophilia (XnXc x XnY
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the ratios found in normal Punnett squares.
and XnXn x XcY) Authentic:
EO5. Relate incomplete dominance, codominance, and sex-linked traits to real life situations. EO6: Explore ethical issues regarding inheritance of sexlinked traits.
In an open-ended manner, students are divided into groups and will discuss the following scenario in class: Carla and Ben are planning to have children and they consulted a genetic specialist to conduct genetic screening. Carla is revealed to be a carrier of the allele for hemophilia. If Carla bears children with Ben, male children have a 50% chance of getting hemophilia. Each group will receive a question, which they must answer and defend in front of class: (1) Should Carla and Ben consider abortion of the male children as a solution? What about divorce? (2) If in case Carla refrains Page | 143
wanting to have children with Ben, how would Ben react? (3) Carla knows that it is possible that one of her sisters is also a carrier of the hemophilia allele. Should she tell her sister to get herself screened or not? (4) If in case both of them decide to have children, what precautions should they take so that their children wouldnt suffer from the bad effects of hemophilia? Rubric for assessment: Logical soundness of point of view: 40% Choreography: 20% Consistency of point of view throughout the skit: 20% Audience Page | 144
impact: 20% Total: 100%
Year II Approximate No. of Days: 3 Fourth Quarter General Topic: Changes in Surroundings and Variation; The Theory of Evolution by Natural Selection Learning Objectives TPO: Explain Darwins theories of evolution Learning Content Darwins theory of evolution through natural selection is one of the fundamental theories governing biology today. Minds on: EO1. Briefly narrate the life of Charles Darwin A student will briefly narrate the life of Charles Darwin and the circumstances that led him to his findings on evolution. Minds on: Students will discuss the conditions for natural selection to occur. Students will analyze pictures of well-documented Page | 146 Learning Experiences Learning Evaluation 1-3. Write down three out of five conditions that Darwin stipulated for natural selection to occur. 4-5. Using Darwins framework, in three sentences, explain how a giraffe obtained longer and longer necks throughout generations. Integration Documented observations of natural selection required accurate measurements of organisms. Measuring well is a skill developed in Integrated Science, often done in Mathematics, and reinforced in all fields of Science. Multiple Intelligences Logicalmathematical; linguistic
EO2. Give the important features of Darwins theory of natural selection EO3. Evaluate some examples of documented observations of natural selection
evolutionary patterns: (1) Manchester moths; (2) Galapagos finches; (3) Evolution of mustard into six different varieties.
Year II Fourth Quarter General Topic: The Theory of Acquired Characteristics Learning Objectives TPO: Differentiate Lamarcks theory of evolution from Darwins theory Learning Content Lamarcks theory is different from Darwins theory because Lamarck insisted that evolution was brought about by acquired characteristics instead of natural selection. Lamarcks theory was ultimately falsified. Learning Experiences Learning Evaluation Answer the following questions. Limit your responses to 3-5 sentences. 1. What are three important differences between Lamarcks theory and Darwins theory? 2. How can an experiment that can potentially disprove Lamarcks theory proceed? Since you cant bring giraffes into your home use other animals.
Integration The transition from Lamarcks theory to Darwins theory parallels many similar transitions in physics and general science: Newton to Einstein, Ptolemy to Copernicus, etc.
EO1. Briefly explain Lamarcks theory of use and disuse EO2. Explain some examples of Lamarcks theory of use and disuse EO3. Analyze some counterexamples to Lamarcks theory EO4. Compare Lamarcks theory of use and disuse to Darwins theory
Minds on: On a blackboard, students will make comparisons between the features of Lamarcks theory and Darwins theory. Authentic: Students will divide into two halves. One half will make a skit about the way evolution proceeds in Lamarcks theory of use and disuse. The
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other half will dramatize the way evolution proceeds in Darwins theory of evolution through natural selection. Rubric for assessment: Logical soundness of point of view: 40% Choreography: 20% Consistency of point of view throughout the skit: 20% Audience impact: 20%
Total: 100%
Year II Fourth Quarter General Topic: Natural Selection in Action Learning Objectives TPO: Distinguish between direct and indirect evidence for evolution EO1. Define direct and indirect evidence when it comes to evolution EO2. Analyze examples of direct and indirect evidence of evolution EO3. Compare direct and indirect evidences of evolution. EO4. Classify present-day examples of evolution in action as direct or indirect. Learning Content Direct evidences for evolution are observable changes that took place over time. Direct evidences also count those from the fossil record. By contrast, indirect evidences are evidences inferred from morphology, embryology, and molecular biology. Learning Experiences Minds on: Students will write down researched direct and indirect evidences of evolution on a whiteboard divided into two columns. Students will divide into groups of six, then they will find as many similarities as possible between direct evidences. Same goes for indirect evidences. Hands on: Student will perform he following experiment. Learning Evaluation State whether they represent direct or indirect evidences of evolution: 1. DNA analysis notes that humans and apes have 98% of their DNA in common. 2. Evolution of moths from mostly white to mostly black. 3. Fossils indicate a common ancestry in the evolution of fish. 4. Similarity of limbs on different species of mammals implies a common ancestor. 5. Over time, bacteria sometimes develop resistance to antibiotics.
Integration Exploring pieces of evidence through experimentation requires careful measurements, which is a skill stressed in Mathematics and General Science.
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Materials 60x60 cm square of cloth Hole punch Graphing paper 20 pieces construction paper Discs, 10 different colors Pencil Procedure 1. Spread a square of cloth on a desk. 2. Scatter 10 discs of each color on the cloth. Spread the discs evenly. The discs represent organisms called disc critters. You and the other students represent organisms that eat disc critters. 3. Have three students in each group remove 19 critters each from the cloth. The fourth student in each group should remove 18 discs. 4. Before each selection, turn away from the Page | 151
cloth. Then turn back and pick up the first disc critter that you see. 5. Count the critters that are removed. 6. Only the disc critters that are left on the cloth survive. Make a graph showing the number of each color that survived. 7. The surviving disc critters reproduce. Add three critters of the same color for each on that survived. Then follow the same procedure as before. 8. Make a new graph showing the number of each color in the second generation that survived.
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Academic Budget Plantilla Science II Year II Fourth Quarter General Topic: Indirect Evidences of Shared Ancestry Learning Objectives TPO: Describe some indirect evidences of shared ancestry Learning Content Shared ancestry is supported by findings from biogeography, comparative anatomy, comparative embryology, and molecular biology. Learning Experiences Learning Evaluation Answer the following in 3-5 sentences: Some opponents of evolution have exclaimed: I just cant believe we came from a chimpanzee! Irrespective of what you believe about evolution, what misconception does the statement convey about evolution? Assessing essay Page | 153 Approximate No. of Days: 2
Integration Comparing evidences of ancestry is related to anthropology, discussed in Social Studies.
Multiple Intelligences Logicalmathematical; naturalistic
Minds on: Students will look at pictures of homologous structures and point out their similarities and differences. Students will share their views
EO1. Recall the definition of indirect evidences of evolution EO2. Define homologous and vestigial structures EO3. Differentiate ontogeny and
phylogeny EO4. Cite different examples of the indirect evidences of shared ancestry
regarding the existence of common ancestry, especially in humans.
questions is done as follows: 50% - Did the student substantiate his or her point satisfactorily? 20% - Was the students essay structured (with beginning, middle, end)? 20% - Were all the students points coherent? 10% - Is proper grammar and spelling upheld? Total: 100%
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Academic Budget Plantilla Science II Year II Fourth Quarter General Topic: Mutations Learning Objectives TPO: Explain how mutation occurs Learning Content Mutations are sudden changes in chromosomes or in the order of bases on DNA. There are many types of mutations. Mutagens are substances that cause mutations. Learning Experiences Learning Evaluation 1. This type of mutation takes place when a chromosomal fragment is removed. 2. This type of mutation takes place when a chromosomal fragment is removed and is reattached but in reverse orientation. 3. This type of mutation takes place when a chromosomal fragment breaks and then transfers to a Approximate No. of Days: 3
Integration The closest subject that can be integrated with this is English. Lets look at it this way: Suppose we replace the he in whether to form weather. It can be pointed out that even with so small a replacement, the meaning of the word will change drastically. Other significant examples are: not to now; anger to angel, pay to play, etc.
Multiple Intelligences Logicalmathematical; linguistic; spatial
EO1. Define mutation EO2. Classify mutations according to type EO3. Illustrate examples of the different types of mutations
Hands on: Student will perform the following experiment. A student will write down a sentence such as There lies a little pink pig. From the original
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sentence, other students will write down the results of doing the following: 1. Turn all es into hs. 2. Interchange h and n. 3. Delete any random block of three letters 4. Remove the string her in There and transfer it into the end of little Then students will determine whether the new sentences are still meaningful. Minds on: Suppose numbers represent chromosomal fragments. If the original chromosome consists of: 12345-678
nonhomologous chromosome. 4. This type of mutation takes place when a chromosomal fragment doubles itself. 5. This type of mutation occurs when there are chemical changes in a single nucleotide in a single gene. 6-7. What are the two types of mutations under #5? 8. What disease is caused by a mutation in the gene that codes for haemoglobin production? 9-15. Give six examples of mutagens, or substances or conditions that cause mutations.
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Students will identify the type of mutation/s that took place in the following chromosomes: EO4. State different causes of mutations EO5. Relates the different causes of mutations to reallife activities a. 1235-678 b. 12345345-678 c. 12354-678 d. 4545-678 e. 112234-876 Students will state their views regarding pictures of the different manifestations of beneficial and harmful mutations in plants, animals, and humans. Students will share researches about mutagens that are found in our everyday lives.
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Academic Budget Plantilla Science II Year II Fourth Quarter General Topic: Evolution and Technology Learning Objectives TPO: Discuss the effects of some technologies on the evolution of organisms Learning Content Technologies can change, wittingly or unwittingly, the way evolution of organisms takes place. Among the technology-related issues studied will be: selective breeding, industrialization, and antibiotics. Learning Experiences Learning Evaluation Write an essay answering one of the following questions. The essay must have 610 sentences. Here are the questions: 1. Why do some species of bacteria become resistant to antibiotics over time? What can be done to prevent this from happening in a large scale? Page | 158 Approximate No. of Days: 3
Integration Of course, there is plenty of Values Education on this topic, regarding what to do with technologies that have bad effects.
Minds on: Students will share in class what they have studied about the following:
EO1. Describes the effects of some technologies on the evolution of organisms
EO2. Analyze the process in which some technologies contribute to the evaluation of organisms EO3. Summarize the favourable and unfavourable effects of technologies on evolution EO4. Prepare a list of activities that will prevent the unfavourable effects of technologies on evolution
Selective breeding The case of the moths of Manchester Antibiotic resistance in bacteria
2. What are five uses of selective breeding of plants? Assessing essay questions is done as follows: 50% - Did the student substantiate his or her point satisfactorily? 20% - Was the students essay structured (with beginning, middle, end)? 20% - Were all the students points coherent? 10% - Is proper grammar and spelling upheld? Total: 100%
Hands on: Students will perform the following experiment. Materials: 20 peanuts, unshelled Metric ruler Procedure: Make a table like the following: Length peanuts (cm) that <2.5 2.5-2-9 3.0-3.4 3.5.3.9 4.0-4.4 No. of with length
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4.5-4.9 >5.0 Measure the length of 20 unshelled peanuts. Then plot your data on the graph. Questions: 1. What features emerge in the data? 2. Suppose you want to grow peanuts, but you dont have sufficient space in your backyard for many seeds. How can the experiment help you determine which peanuts to grow?
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Academic Budget Plantilla Science II Year II Fourth Quarter General Topic: Genetic Engineering Learning Objectives TPO: Analyze the effects of genetic engineering Learning Content Genetic engineering is the modification of the DNA of organisms. Genetic engineering is useful because it has led to better organisms and even cures for some diseases. The potential for exploitation, however, can be very big, and when errors happen, genetic errors may be distributed in Learning Experiences Learning Evaluation Suppose you suddenly have all the capabilities of a genetic engineer. Under what circumstances would you apply genetic engineering for your children? Give your answer in 5-7 sentences. Assessing essay questions is done as follows: Minds on: Page | 161 Approximate No. of Days: 2
Integration Values Education again emerges when making ethical judgments about genetic engineering issues.
Multiple Intelligences Logicalmathematical; Intrapersonal; linguistic
EO1. Define genetic engineering EO2. Analyzes examples of genetic engineering
the environment accidentally and wreak havoc in the ecosystem.
Students discuss classic examples of organisms that have improved because of genetic engineering. Authentic:
EO3. Compares the effects of genetic engineering in our life EO4. Justifies the use (or otherwise) of genetic engineering to accomplish some ends
Students read an article about the benefits of genetic engineering in the field of medicine. Then they will share their views in class. Then students will read an article regarding how genetic engineering can be used to enhance bodily features even without medical need, then students will again share their views in class.
50% - Did the student substantiate his or her point satisfactorily? 20% - Was the students essay structured (with beginning, middle, end)? 20% - Were all the students points coherent? 10% - Is proper grammar and spelling upheld? Total: 100%
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Academic Budget Plantilla Science II Year II Fourth Quarter General Topic: Genetically Modified Organisms Learning Objectives TPO: Explain what Genetically Modified Organisms (GMO) are. Learning Content Genetically modified organisms are organisms that are genetically engineered. Genetically modified organisms generally have better characteristics than non-GMOs, there are possibilities of errors and unintended new species of organisms may arise and cause Learning Experiences Learning Evaluation Write an essay on the following: What plant or animal do you want to be genetically modified? What trait would you want to replace? What new trait will serve as the replacement and why? Assessing essay questions is done as follows: Page | 163 Approximate No. of Days: 3
Integration Values Education almost always appears in topics concerning modifying DNA, especially in humans.
Multiple Intelligences Logicalmathematical; linguistic; interpersonal
Minds on:
EO1: Define genetically modified organisms (GMO) EO2. Give examples of genetically modified organisms (GMO) EO3. Analyze favourable and unfavourable effects of GMO EO4. Evaluate the extent of benefits and harms of GMO. EO5. Defend a point of view regarding GMO.
ecological disruption.
Students will discuss, from their researches, examples of genetically modified organisms (two plants and two animals) Authentic: Students will debate on whether genetically modified corn is good for humans and for the environment. Students will divide into two groups; one group will take the Pro side; the other will take the Con side. Students will take four representatives from each group to speak; the others give ideas. Rubric for assessment: Logical soundness of
50% - Did the student substantiate his or her point satisfactorily? 20% - Was the students essay structured (with beginning, middle, end)? 20% - Were all the students points coherent? 10% - Is proper grammar and spelling upheld? Total: 100%
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point of view: 40% Ability to rebut other sides point of view Proper posture, tone, and articulatenes s: 20% Audience impact: 20%
Total: 100% Academic Budget Plantilla Science II Year II Fourth Quarter General Topic: Cloning and Gene Splicing Learning Objectives TPO: Analyze some problems concerning cloning and gene splicing Learning Content Cloning is the process of creating an organism that is genetically identical to another organism. Gene splicing is the process of modifying genes so that organisms harbouring them Learning Experiences Learning Evaluation Answer the following in 5-7 sentences: Except for identical twins, no two human beings are genetically alike. And yet in spite of the presence of identical twins, no Approximate No. of Days: 2
Integration In cloning, the concept of identity is under challenge; the concept of identity (Who am I? Is there an I?) is something that is explored in Values Education as well as in Literature
Multiple Intelligences Logicalmathematical; linguistic; interpersonal
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EO1. Define cloning and gene splicing EO2. Give examples of significant cloned animals and plants EO3. Analyze the applications of gene splicing EO4. Evaluate the beneficial and harmful effects of cloning and gene splicing EO5. Defend a stand regarding cloning and gene splicing
will have desirable characteristics.
Minds on:
two humans are said to be alike Students will look at because identical the popular examples twins experience of cloning and gene reality in different splicing such Dolly ways. Does cloning the sheep. drastically affect the definition of self in humans? Authentic: Two students will perform a skit in class what they would do if they were clones of each other (one younger than the other). Other students will make observations. Rubric for assessment of skit (Because the skit will be performed by only 2 students, all students will be involved in the planning): Logical soundness of point of view: 40% Choreography: 20% Assessing essay questions is done as follows: 50% - Did the student substantiate his or her point satisfactorily? 20% - Was the students essay structured (with beginning, middle, end)? 20% - Were all the students points coherent? 10% - Is proper grammar and spelling upheld? Total: 100%
classes.
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Consistency of point of view throughout the skit: 20% Audience impact: 20%
Total: 100%
Academic Budget Plantilla Science II Year II Fourth Quarter General Topic: Ecosystems Learning Objectives TPO: Differentiate natural from manmade ecosystems Learning Content Natural ecosystems include giant biomes such as forests and regional ecosystems. Manmade ecosystems are offshoots of land development (such as canals, Learning Experiences Learning Evaluation Give one example of a natural ecosystem and one example of a managed ecosystem near you. Point out at least three differences among the two. Approximate No. of Days: 2
Integration Ecosystems are also discussed as one of the important features of geographical regions (in Social Studies).
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EO1. Define natural and man-made ecosystems EO2. Give examples of both natural and manmade ecosystems EO3. Differentiate natural from manmade ecosystems EO4. Predict what man-made ecosystems might emerge in the near future.
lakes, gardens, parks, etc.); others are agriculturally based.
Minds on: Students will analyse pictures of both natural and man-made ecosystems that they have brought in class.
Minds on: Students will make conclusions regarding future types of man-made ecosystems that may appear as technology improves.
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Academic Budget Plantilla Science II Year II Fourth Quarter General Topic: Managed and unmanaged ecosystems Learning Objectives TPO: Identify plant and animal life in controlled (managed) and uncontrolled (unmanaged) ecosystems Learning Content An unmanaged ecosystem obtains energy directly from the sun, tends to recycle nutrients, and tends to restore water and purify it through biological processes. A managed Learning Experiences Learning Evaluation Determine whether the following indicate a managed or unmanaged ecosystem: 1. Tends to recycle nutrients 2. Depends on external sources Page | 169 Approximate No. of Days: 2
Integration Maintenance of ecosystems is a moral obligation to all of us something stressed in Values Education.
EO1. Differentiate managed from unmanaged ecosystems EO2. State examples of managed and unmanaged ecosystems EO3. State examples of plant life and animal life from each type of ecosystem EO4. State the features of each type of ecosystem
ecosystem, however, has fewer species of organisms, fewer interactions, tend to lose nutrients, and tend to pollute water, so it is dependent on the amount of fertilizer and water added to it to maintain life.
Hands on: Students will bring pictures of managed and unmanaged ecosystems. Then students will place them on the blackboard and then will discuss each of them.
for nutrition 3. Many interactions take place 4. Tend to lose nutrients over time if left on its own 5. Tend to pollute water.
Minds on: EO5. Figure out ways on how to prevent destruction brought about by managed ecosystems if Students will pick some examples of managed ecosystems from those posted in the Page | 170
managed improperly
blackboard, state how destruction might take place through improper management, and propose measures to prevent further destruction.
Academic Budget Plantilla Science II Year II Fourth Quarter General Topic: Ecosystems and Environmental Issues Learning Objectives TPO: Analyze the different environmental issues relevant to the community Learning Content There are many different issues affecting the environment. Land pollution, water pollution, and air pollution are the most commonly heard of among them. But perhaps the impending issue right now is Learning Experiences Learning Evaluation On the abstract, we believe that pollution is reprehensible. Yet we see jeepney passengers throwing their trash on the street, and we see vehicles belching smoke on the air. Oftentimes many Approximate No. of Days: 3
Integration Values Education emerges as we make judgments regarding the effects of peoples actions on the environment.
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the continual exhaustion of nonrenewable resources. EO1. Share different environmental issues relevant to the community EO2. Classify the different environmental issues into the following: Land pollution Water pollution Air pollution Exhaustion of natural resources EO3. Ascertain the extent of mans responsibility in the deteriorating environment
Minds-on: Students will bring newspaper clippings that contain news about recent environmental problems. Then the students discuss the news in class. A few students may be called to read their news in front.
people just let them pass by; why do you think? Give a 5-7 sentence answer to this. Assessing essay questions is done as follows: 50% - Did the student substantiate his or her point satisfactorily? 20% - Was the students essay structured (with beginning, middle, end)? 20% - Were all the students points coherent? 10% - Is proper grammar and spelling upheld? Total: 100%
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Academic Budget Plantilla Science II Year II Fourth Quarter General Topic: Solving Ecological Problems Learning Objectives TPO: Suggest ways of minimizing or preventing ecological problems Learning Content Pollution, fortunately, can be prevented if only well know what to do. There are many ways right now to prevent further pollution. There are also ways for us to clean up our surroundings. Regarding Learning Experiences Learning Evaluation A. For each one, give two ways in which you can help out in the following when inside the school: 1. Preventing land pollution 2. Preventing water pollution 3. Preventing air Approximate No. of Days: 3
Integration The ethics regarding ways of minimizing ecological problems are discussed in Values Education. One way to see the issue is this: Collectively, we benefit from conservation, but
Multiple Intelligences Logicalmathematical; interpersonal
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EO1. Devise ways to prevent the progress of the different types of pollution. EO2. Discuss measures that can be done to help maintain sustainable development
sustainable development, there are ways for us to preserve nonrenewable resources.
Minds on: Students will divide into four groups, then they will perform skits regarding helping prevent the continual destruction of the environment. Each group will have the following topics: (1) Preventing land pollution (2) Preventing water pollution (3) Preventing air pollution) (4) Ensuring conservation of natural resources Rubric for assessment of skit (Because the skit will be performed by only 2 students, all students will be involved in the planning): Logical soundness of point of view:
pollution 4. Preservation of natural and nonrenewable resources
individually, we gain if we use up more resources than necessary. How can we reconcile these two conflicting morals? Mathematics also gives us the costbenefit perspective; compared to the benefits that we realize now from the natural resources, what are the costs that we might gain on the long term once these resources become depleted from wanton use?
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EO3. Define recycling EO4. Discuss the value of recycling
40% Choreography: 20% Consistency of point of view throughout the skit: 20% Audience impact: 20%
Authentic: Students will set up a section in the school campus where recyclable bottles can be thrown. The section will contain two large nets , one used to catch cans and another used to catch plastic bottles. The nets will remain until they are full, when they will be removed, and they will be returned again.
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Academic Budget Plantilla Science II Year II Fourth Quarter General Topic: Economically Important Organisms Learning Objectives TPO: Evaluate the economic importance of organisms Learning Content Many species of organisms have the potential to boost a countrys economy. That can be because the products themselves are largely in demand (like fruits) or because derivatives of those Learning Experiences Learning Evaluation Give three economically important organisms in the Philippines (one plant, one animal, and one bacterium). For each organism chosen, state its main use and how its supply is kept Approximate No. of Days: 3
Integration Conservation of economically important organisms shows concern for other human beings who might also benefit from those organisms. That is stressed in Values Education.
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products have large-scale industrial applications. EO1. Give examples of economically important plants and animals EO2. Ascertain the uses of economically important plants and animals EO3. Explore recent researches of Filipino scientists regarding economically important plants and animals.
big enough to sustain important economic needs. Minds on: Students will bring clippings/articles regarding the works of Filipino scientists regarding economically important plants and animals. Then students will share them in class. Assessing essay questions is done as follows: 50% - Did the student substantiate his or her point satisfactorily? 20% - Was the students essay structured (with beginning, middle, end)? 20% - Were all the students points coherent? 10% - Is proper grammar and spelling upheld? Total: 100%
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Academic Budget Plantilla Science II Year II Fourth Quarter General Topic: Conservation of Economically Important Organisms Learning Objectives TPO: Propose ways to conserve economically important organisms Learning Content Learning Experiences Learning Evaluation This is a whole class activity. Draft a contract among yourselves that states that you will care for economically important organisms. Look at the Internet for Approximate No. of Days: 2
Integration Conservation of economically important organisms shows concern for other human beings who might also benefit from those organisms. That is stressed in Values
Multiple Intelligences Logicalmathematical; linguistic; bodilykinesthetic; interpersonal
Minds on:
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EO1. Review ways in which we contribute to the destruction of these economically important plants and animals
Students will bring pictures portraying the destruction of some economically important organisms. Then they will show the pictures in class and discuss the bad effects of the destruction portrayed. Authentic:
some samples of contract writing. Let the contract not exceed more than one page. Assessing essay questions is done as follows: 50% - Did the student substantiate his or her point satisfactorily? 20% - Was the students essay structured (with beginning, middle, end)? 20% - Were all the students points coherent? 10% - Is proper grammar and spelling upheld? Total: 100%
Education.
EO2. Propose ways in which we can help conserve economically important plants and animals EO3. Come to a consensus regarding conservation of economically important animals and plants
Students will divide into groups of six. They will choose an economically important organism that was discussed in class, and then perform a skit on three ways to conserve the said organism. Rubric for assessment of skit (Because the skit will be performed by only 2 students, all students will be involved in the planning):
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Logical soundness of point of view: 40% Choreography: 20% Consistency of point of view throughout the skit: 20% Audience impact: 20%
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Plantilla Unit II-IV

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Plantilla Unit II-IV

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Second Quarter

Scope and Sequence Page | 24

Multiple Intelligences Logicalmathematical; linguistic; naturalistic

EO3. Identify living things using dichotomous key

EO4. Identify the five kingdoms system of groupings

Multiple Intelligences Linguistic; naturalistic

EO1. Describe bluegreen algae

Purpose: To observe, identify and draw the 3 basic types of bacteria.

EO3. Distinguish aerobe from anaerobe

EO4. Give the helpful and harmful effect of bacteria

Multiple Intelligences Linguistic

EO1. Describe protists

EO2. Give the differences of the 3 phyla of singlecelled algae

have no cell wall.

EO3. Describe protozoa and its four phyla

characteristics were most useful in identifying the protozoa you observed.

EO4. Identify slime molds and its 2 stages of life

Multiple Intelligences Linguistic

EO1. Describe the fungal kingdom

describing the structure and function of a mushroom.

EO2. Identify sporangium fungi, club fungi and sac fungi

EO3. Give other important fungi

sometimes be destructive to human structures.

Multiple Intelligences Linguistic; naturalistic

EO1. Differentiate sexual reproduction from asexual reproduction

EO2. Give the difference of vascular plants to nonvascular plants

EO3. Identify the three types of many-celled algae

EO4. Compare mosses from liverworts

Reproduction is very similar to mosses.

EO1. State the different requirements of photosynthesis

Students will represent the process of photosynthesis through an illustration.

EO2. Analyze the effect of each requirement of photosynthesis on plants

EO1. Identify the 2 major groups of tracheophytes.

Multiple Intelligences Linguistic; naturalistic

angiosperms from gymnosperms

EO3. Describe cone-bearing plants

EO4. Differentiate monocot from dicot

Multiple Intelligences Linguistic; naturalistic

EO1. Identify the different plant tissues and its function

EO4. Differentiate xylem cells from phloem cells

EO5.Identify factors that affect plant growth

Many plants have Page | 60

Multiple Intelligences Linguistic; naturalistic

TPO2: Give scientific explanations behind farming practices

EO1. Describe Vegetative Propagation

EO2. Identify the different parts of the flower

EO3. Compare perfect flowers from imperfect flowers

EO4. Describe pollination and fruit formation

EO1. Differentiate Porifera from Coelenterates

Academic Budget Plantilla Science II Page | 68

Year II Second Quarter General Topic: Cold-blooded Vertbrates

Approximate No. of Days: 5

EO1. Give the different characteristics of vertebrates

EO2. Describe the

EO1. Give the characteristics of a warm-blooded vertebrates

EO2. Describe birds

EO1. Differentiate Inherited behavior from learned behavior

Scope and Sequence

Academic Budget Plantilla Science II Biology

Approximate No. of Days:

Multiple Intelligences Bodily-kinesthetic Intelligence

Academic Budget Plantilla Science II Biology Page | 78

Multiple Intelligences Interpersonal and Linguistic Intelligences