SCHOOL MANGAYAWAN HIGH SCHOOL GRADE LEVEL Grade 11

TEACHER FLORO T. PELONIO LEARNING AREA Science

DATE & TIME February 16, 2018 QUARTER First

I. OBJECTIVES
The learners demonstrate an understanding of energy flow and transformation; how autotrophs capture the energy of the sun
A. Content Standards
and convert it to chemical energy.

The learners shall be able to recite the events in photosynthesis, explain how CO2 is transformed into sugars, and make a
B. Performance Standards poster that illustrates “division of labor” in chloroplast.

C. Learning Competencies/ Objectives How photosynthetic organisms capture light energy to combine carbon dioxide and water to form energy – rich compounds.
Write the LC code for each S11/12LT-IIbd-5
II. CONTENT PHOTOSYNTHESIS AND ENERGY FLOW

III. LEARNING RESOURCES

BOOKS IN EARTH AND LIFE SCIENCES FOR SENIOR HIGH SCHOOL, VIDEO CLIPS OF THE TOPIC, PICTURES OF THE CYCLES OF
A. References
PHOTOSYNTHESIS.
1. Teacher’s Guide pages TEACHING GUIDE FOR SHS EARTH AND LIFE SCIENCES FOR SENIOR HIGH SCHOOL
2. Learner’s Materials
EARTH AND LIFE SCIENCES FOR SENIOR HIGH SCHOOL
pages
3. Textbook pages 195 - 200
4. Additional Materials from
Learning Resource (LR) LDRMS
portal
5. Other Learning Materials Internet video clips/ pictures, and links
IV. PROCEDURES
A. Reviewing previous lesson or Elicit: The teacher will start the new lesson: by describing the lesson objectives, and present the topic outline on the
presenting the new lesson (The activities in this board, and video presentation for the learners as introduction.
section will evoke or
draw out prior concepts
a. Forms of energy
or prior experiences b. Metabolic reactions
from the students) c. Enzymes as catalysts
d. Photosynthesis
1. Light reactions
2. Dark reactions
Time: 6 minutes
Videoclip: Photosynthesis and Energy Flow - Invasive Species - YouTube
https://www.youtube.com/watch?v=OMMDxJYswcM

Inquiry based Activity:

1. Give a lecture – discussion, with illustrations on the following topics:
A. Forms of energy: potential, kinetic, chemical, mechanical,
B. Laws of Thermodynamics
C. Exergenic and endergonic reactions

https://www.pinterest.com.au/pin/280067670561188532/
Engage:
B. Establishing a purpose for the (The activities in this
lesson section will stimulate
their thinking and help
them access and
connect prior
knowledge as a
jumpstart to the present
lesson

C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and Explore: Experiment:
practicing new skills #1

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
(In this section, 1. Ask students to prepare soil pots with growing mongo plants under normal sunlight. Observe what
students will be given
time to think, plan, will happen if some plants are transferred to:
investigate, and A. A shady area
organize collected
information; or the B. Inside a classroom
performance of the C. A dark room
planned/prepared
activities from the
2. Keep one or two pots under the sun. All conditions for plant growth should be kept constant
students’ manual with except exposure to different “light” or “dark” areas. Record observations on the growth of the
data gathering with
Guide Questions)
plants.
Measure the plant height every two days.
3. With paper and pen , ask students to:
a. Show the splitting of water in photosynthesis
b. Draw the electromagnetic spectrum
c. Draw a photosystem as it harvests light in the thylakoid membrane
d. Illustrate the light reactions in photosynthesis
e. Diagram the Calvin cycle
Explain: Energy Flow through Organisms: An Introduction to Photosynthesis and Respiration
(In this section,
students will be
involved in an analysis
of their exploration. In this life science classroom activity, students will use cooperative learning and whole class discussions to be
Their understanding is introduced to the concept of energy flow through organisms.
clarified and modified
because of reflective Students will use previous knowledge and available resources (science notebook, textbook, other
activities)/Analysis of books/journals) to analyze an organism and its environment, and understand the flow of energy and the basic
the gathered data and processes of photosynthesis and respiration.
results and be able to
answer the Guide
Questions leading to Learning Goals
the focus concept or
topic for the day. This activity was designed for students to understand how energy flows through organisms.
Concepts:
Analyzing an organism and its environment, energy flow through organisms, and the processes of
photosynthesis and respiration.
Vocabulary:
-Producer
-Consumer
-Photosynthesis
-Respiration
Context for Use
This activity was developed as part of the Ecology unit for 11th grade Life Science classes.
Classroom activity - whole class discussions and cooperative learning in small groups of 2 or 3.
Time needed: 1 day
Elaborate: Finding the Carbon in Sugar

H. Making generalizations and
abstractions about the lesson
Teacher Background
Most of the fuels we use come from dead plant or animal matter. The origin of fuel wood, of course, is
obvious. However, all fossil fuels also are derived from decomposed organisms that have been buried at high
temperatures and pressures for millions of years. The energy in these fuels was captured from the sun during
photosynthesis by plants, some bacteria and algae. When something burns, it combines rapidly with oxygen
in a reaction that releases energy. Most of this energy is given off in the forms of light and heat. Other things
are given off at the same time. Carbon dioxide, once trapped by green plants during photosynthesis, is formed
again and released. Water, also essential for photosynthesis, is released as well. In addition, most fuels
produce substances such as smoke and soot, and other gases like methane and carbon monoxide, when they
are burned. Some fuels, such as natural gas, burn much more cleanly than others, such as coal. However, all
fossil fuels release carbon back into the atmosphere during combustion.
Objectives and Standards
Concepts
Burning or combustion takes place when a fuel combines rapidly with oxygen. This is a chemical change.
When something burns, CO2, water and other substances are given off. Fuels made from living materials
contain carbon.
Science, Health and Math Skills
Observing
Measuring
Predicting
Recording observations
Inferring
Drawing conclusions
Materials and Setup
Teacher Materials
Clear beaker, 1,000-mL (or tempered glass bowl)
Matches
Tea candle
Wet paper towel
Materials per Group of Students
1/2 tsp of white sugar
Small piece of aluminum foil (15 cm square)
Tea candle
Wet paper towel
Materials per Group of Students or per Student
Copy of “Sugar as Fuel” student sheet
Setup
(This section will give Conduct Session 1 as a demonstration.
students the
opportunity to expand
Session 2 may be conducted by students working in groups of 2–4, or as a teacher demonstration.
and solidify/concretize Safety note. Have students remove loose papers, tie back hair and secure loose clothing before lighting
their understanding of
the concept and/or candles.
apply it to a real-world
situation) Procedure and Extensions Time: Two 30-minute sessions
Session 1: What happens when something burns?
Have the following materials ready: large beaker or tempered glass bowl, candle, matches and
several wet paper towels folded together to make a mat larger than the opening of the beaker or bowl.
Direct students’ attention to the materials you have gathered. Light the candle and ask, What is
happening to the candle? After students answer that it is burning, ask, What do you think it means to burn
something? Are we seeing a physical change in the candle or a chemical change? Remind students that a
chemical change produces substances different from the ones that originally were present. Chemical changes
usually give off or take in energy.
Ask students to predict what might happen if the candle is covered with the beaker. After students
respond, place the lighted candle on the wet towels and cover it with the container. Fold the edges of the
towels around the lip of the container to create a seal.
Have students observe what happens to the candle. The flame will become smaller until it finally
extinguishes (this usually takes less than a minute). Ask, What happened to the candle? Did it run out of
material to burn? Do you think it ran out of something else? Help students understand that the candle used as
much oxygen gas (one of the gases in air) as was possible.
Lift the container slowly and have students observe the other substances present: smoke and
condensed water vapor on the sides of the container. Let them examine the candlewick. Ask, What can we
 Evaluation: Quiz
(This section will Time: 5 minutes Assessment Tool: Rubrics Multiple Choice Quiz
provide opportunities
for concept check test
Directions. Please put a check inside the circle by answering either True or False:
items and answer key “Photosynthesis: It's Cooler in the Dark“
which are aligned to the
learning objectives –
content and 1. What are the reactants in photosynthesis? -> H2O, CO2, and light energy
performance standards
and address
misconceptions- if any) True False

2. Which of the following reasons explains why plants appear green? -> Plants cannot absorb green light.

True False

3. What roles do pigments, such as chlorophyll, play in photosynthesis? -> They determine the types of
visible light that can be used for photosynthesis.

True False

4. Where in the cell do the light reactions happen? -> The nucleus

True False

I. Evaluating learning 5. Where in the cell do the dark reactions happen? -> The matrix of the mitochondria

True False

6. In which stage of photosynthesis does carbon fixation occur? -> The light reactions

True False

7. Where are the photo systems located in the chloroplast? -> The thylakoid lumen

True False

8. Which DNA does that in the chloroplast most closely resemble? -> Human DNA

True False

9. Where in the chloroplast is RuBisCo located? -> The stomata

True False

10.What drives the movement of protons into the lumen? -> H2O molecules that assist the protons

True False
Extend: As an assignment to be submitted tomorrow and in groups, ask the students to make a poster on:
(This section gives A. Forms of energy
situation that explains
J. Additional activities for application or the topic in a new B. How enzymes work
remediation context, or integrate it C. Linear and cyclic electron flow
to another D. Calvin cycle – which reactions require ATP and NADPH
discipline/societal
concern)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught
up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor
can help me solve?
G. What innovation or localized materials did I use/discover which I
wish to share with other teachers?

Prepared by:
FLORO T. PELONIO
SHS Teacher 1
Attested by:
BERNADETTE M. LAGUMBA MAYOLISA B. MENDEZ
MT 1 - Science Pili NHS MT 1 - Science CSNHS