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Unit Title:
Teacher (s)
Lourence E. Retone
Biology 11
17 hours
Standards addressed:
Content Standard: Demonstrate understanding of the cell, the basic structure & function of
any living organism.
Performance Standard:
The learners shall be able
to:
1. construct a 3D model of
a plant/animal/bacterial cell using recyclable materials3D model of a plant/animal/bacterial cell
using recyclable materials
2. construct a cell membrane model from indigenous or recyclable materials
A
re the content
topics aligned
to the
standards
addressed?
Are
the content topics
specific to the
discipline?
Do
the topics show
what students
should know?
All living
things are
made up of
cells.
Taking care of
your cells can
make one
healthy.
Replacing old
cells are
important in
order for the
proper
function of
the body
Checklist
Are the
understandings
stated in full
sentences?
Are the
concepts included in
the statements?
Transport
Step 3: Formulate focus questions
Checklist
Are the
questions engaging
and thoughtprovoking?
Are the
questions openended?
Are the
questions aligned
with the conceptual
statement?
Does the
skills show what
students must do in
relation to what they
need to know?
Does the
skill show a measurable
and specific action and
ability?
Does the
skill show the manner
or mode by which
students assessment
will be conducted?
Does the
skills show an
alignment with the
content/ standards?
Checklist
Do your
assessments target
your learning
objectives and
standards?
Drawing (individual)- Students will draw things that has the same or
close to the function of a cell and describe their similarities. Then they
will show it in class.
Formative Assessment:
(Pen and paper) Identification type Cell theory
Day 5: Microscope
How can you consider something as living?
-
Formative Assessment:
Slide viewing- students will be tasked to view sample slides and will be
graded on how they manipulate the microscope properly.
Day 6: Cell theory and Microscope
How can you consider something as living?
Do you
have activities to
acquire
skills/knowledge
(S/K)
Do you
have activities that
will make meaning of
facts/processes? (M)
Do you
have activities that
will allow students to
apply learning in
another context? (A)
Performance Task:
Moving Exam (Coverage: cell theory and microscope)
Day 7: Cell parts and function (Cell parts & function)
What will happen if you only have one kind of cell
in your body?
-
Lecture ( brief introduction about the cell, its parts and its
functions )
Formative Assessment:
Group reporting: In a cartolina, each group will draw a city that depicts
the parts of the cell and they will explain what places in the city are
related to each part of a cell. (Rubric to be followed)
Day 8: Cell parts and function (Prokaryotic & Eukaryotic cell)
What will happen if you only have one kind of cell
in your body?
-
Lecture ( about the prokaryotic and eukaryotic cell, its parts and
its functions )
Formative Assessment:
Graphic Organizer: Students will compare and contrast prokaryotic and
eukaryotic cell
Day 9: Cell parts and function (Animal cell )
What will happen if you only have one kind of cell
in your body?
-
Lecture ( about the animal cell, its parts and its functions )
Formative Assessment:
Seatwork: Pen and Paper Exam:
Day 10: Cell parts and function (Animal cell )
What will happen if you only have one kind of cell
in your body?
Slide Viewing- Students will view sample slides of the animal and plant
cell
Formative Assessment:
Slide Identification- Students will identify if the slide shown in the
microscope is a plant or an animal cell. They will also identify some of
its parts.
Lecture ( about the plant cell, its parts and its functions )
Formative Assessment:
Seatwork: Pen and Paper Exam:
Day 12: Cell parts and function ( Plant cell )
What will happen if you only have one kind of cell
in your body?
Slide Viewing- Students will view sample slides of the animal and plant
cell
Formative Assessment:
Slide Identification- Students will identify if the slide shown in the
microscope is a plant or ad animal cell. They will also identify some of
its parts.
Day 13: Cell parts and function (Animal cell and Plant )
What will happen if you only have one kind of cell
in your body?
-
Performance Task:
Moving Examination
Day 14: Cell Cycle (Mitosis)
Can a person live if its cells will not reproduce?
-
Formative Assessment:
Pen and Paper test: (Coverage: meiosis)
Day 16: Cell Cycle (Mitosis and Meiosis)
Can a person live if its cells will not reproduce?
-
Performance Task:
Laboratory Activity: Osmosis and Diffusion
Day 19: Transport Mechanisms
What is the importance of transporting nutrients and
waste in and out of your body?
-
Checklist
Are the
resources for
learning adequate
and varied?
Step 8: Evaluation
What evidence was found to show students understanding of the concept statements?
Which learning engagements help build, connect and deepen student understanding of the
concept statements?
What were the challenges (for students and teachers) of this unit? How were these challenges
resolved?
What recommendations or changes need to make to improve the unit?
Unit II
Unit Title:
BIOMOLECULES
Teacher (s)
Lourence E. Retone
Biology 11
8 hours
Standards addressed:
Content Standard:
Demonstrate understanding of biological molecules and their importance in different life
processes
Performance Standard:
The learner should be able to:
Create a book accordion showing the different biological molecules and their functions in a
human body.
Step 1: List Content
6. Structures and
Functions of
Biomolecules
a. Carbohydrates
b. Lipids
c. Proteins
d. Nucleic acids
A
re the content
topics aligned
to the
standards
addressed?
Are
the content topics
specific to the
discipline?
Every
organism
needs to stay
healthy
Good food in
right amounts
nourishes the
body
Having a
balanced diet
is important
Checklist
Are the
understandings
stated in full
sentences?
Are the
concepts included in
the statements?
Do
the topics show
what students
should know?
to have a
healthy body
Checklist
Are the
questions engaging
and thoughtprovoking?
Are the
questions openended?
Are the
questions aligned
with the conceptual
statement?
Does the
skills show what
students must do in
relation to what they
need to know?
Does the
skill show a measurable
and specific action and
ability?
Does the
skill show the manner
or mode by which
students assessment
will be conducted?
Does the
skills show an
alignment with the
content/ standards?
Checklist
Do your
assessments target
your learning
objectives and
standards?
Laboratory Activity
Reporting
Formative Assessment:
Oral Presentation: After the brainstorming, students will share to the
class on what they had learned today.
Lecture (Lipids)
Short skit: on the effects of lipids
Illustration (by pair): Students will draw the structure of lipids
and carbohydrates.
Formative assessment:
Seatwork: Pen and paper test.
Day 23: Structures and Functions of Biomolecules
How is having a balanced diet important in the
body?
-
Lecture (carbohydrates)
Short skit: on the effects of lipids and carbohydrates
Illustration (by pair): Students will draw the structure of lipids
and carbohydrates.
Formative assessment:
Seatwork: Pen and paper test.
Checklist
Do you
have activities to
acquire
skills/knowledge
(S/K)
Do you
have activities that
will make meaning of
facts/processes? (M)
Do you
have activities that
will allow students to
apply learning in
another context? (A)
Lecture (Proteins)
Brainstorming by group: Students will work by groups
and discuss about proteins
Formative assessment:
Seatwork: Pen and paper test.
Day 25: Structures and Functions of Biomolecules
How is having a balanced diet important in the
body?
-
Lecture (Proteins)
Brainstorming by group: Students will work by groups
and discuss about proteins
Formative assessment:
Seatwork: Pen and paper test.
Day 26: Structures and Functions of Biomolecules
How is having a balanced diet important in the
body?
-
Lecture (Enzymes)
Brainstorming by group: Students will work by groups
and discuss about proteins
Formative assessment:
Seatwork: Pen and paper test.
Formative Assessment:
Seatwork: Pen and paper test.
Day 29: Structures and Functions of Biomolecules
Do you believe in the saying, You are what you
eat?
Performance Task
Laboratory Activity: Enzymes
- Students will identify the composition and function of an
enzyme and they will answer the laboratory sheet
Day 30: Structures and Functions of Biomolecules
Do you believe in the saying, You are what you
eat?
-
Formative Assessment;
Quiz Bee: Students will work in pairs to answer questions. They will be
graded according to their rank in the quiz.
Day 31: Structures and Functions of Biomolecules
Do you believe in the saying, You are what you
eat?
-
Summative Assessment:
Unit Test: (coverage: Biomolecules)
Step 7: Resource/Text Selection/materials
McGraw Hill Textbook
Checklist
Are the
resources for
learning adequate
and varied?
Step 8: Evaluation
What evidence was found to show students understanding of the concept statements?
Which learning engagements help build, connect and deepen student understanding of the
concept statements?
What were the challenges (for students and teachers) of this unit? How were these challenges
resolved?
What recommendations or changes need to make to improve the unit?
Unit III
Unit Title:
Teacher (s)
Lourence E. Retone
Biology 11
9 hours
Standards addressed:
Content Standard:
Demonstrate understanding of the biological significance of cellular respiration and
photosynthesis to all forms of living organisms.
Performance Standard:
The learner should be able to:
prepare simple fermentation
setup using common fruits
to produce wine or vinegar
via microorganisms
Step 1: List Content
1. Photosynthesis
a. Light
Dependent
b. Light
Independent
2. Respiration
a. Aerobic
b. Anaerobic
c. Fermentation
Checklist
A
re the content
topics aligned
to the
standards
addressed?
Are
the content topics
specific to the
discipline?
Do
the topics show
what students
should know?
Plants are
important for
us in order to
survive
Sunlight is the
main source
of energy in
the planet
Being active
enables us to
be physically
fit.
Checklist
Are the
understandings
stated in full
sentences?
Are the
concepts included in
the statements?
Checklist
Are the
questions engaging
and thoughtprovoking?
Are the
questions openended?
Are the
questions aligned
with the conceptual
statement?
Does the
skills show what
students must do in
relation to what they
need to know?
Does the
skill show a measurable
and specific action and
ability?
Does the
skill show the manner
or mode by which
students assessment
will be conducted?
Does the
skills show an
Written Works
Seatworks/Assignments (after every discussion)
Short quizzes ( After each topic)
Laboratory activity: (Laboratory sheets)
Performance Task
Laboratory Activity
Chart making (For the processes of aerobic, anaerobic and
fermentation.)
Do your
assessments target
your learning
objectives and
standards?
Formative Assessment:
Seatwork: Pen and Paper test
Day 30: Photosynthesis (light-dependent)
Can we survive without sunlight?
-
Video Presentation
Lecture
Formative Assessment:
Students will make a recipe that shows how plants produce glucose in
the light dependent reaction
Day 31: Photosynthesis (light-independent)
What will happen if all plants die?
-
Lecture
Activity (by pair): Students will make a flowchart of the process
of the light- independent reaction.
Formative Assessment:
Checklist
Do you
have activities to
acquire
skills/knowledge
(S/K)
Do you
have activities that
will make meaning of
facts/processes? (M)
Do you
have activities that
will allow students to
apply learning in
another context? (A)
Lecture ( Introduction)
Diagram making: Cellular respiration- photosynthesis diagram
Play: What is the importance of respiration?
Formative Assessment:
Reflection Paper: on what the topic
Day 34: Respiration
Why do we need to breathe?
-
Formative Assessment::
Pen and Paper Test
Day 35: Respiration
Why do we need to breathe?
-
Lecture ( Fermentation)
Group presentation
Formative Assessment::
Pen and Paper Test
Day 36: Respiration
Why do spoiled foods taste sour?
Performance Task:
Laboratory Activity: Fermentation
Day 37: Photosynthesis and Respiration
Summative Assessment:
Unit Test: (Coverage: Photosynthesis and respiration)
Checklist
Are the
resources for
learning adequate
and varied?
Step 8: Evaluation
What evidence was found to show students understanding of the concept statements?
Which learning engagements help build, connect and deepen student understanding of the
concept statements?
What were the challenges (for students and teachers) of this unit? How were these challenges
resolved?
What recommendations or changes need to make to improve the unit?