Marcelo Spinola School Don Andres Ipil, Zamboanga Sibugay SY 2011-2012 UbD Learning Plan Prepared by: Maria

Theresa S. Cubol

Biology II First Quarter Unit I Time Frame: 3 weeks Topic: Balance of Nature

STAGE 1 Desired Results Established Goals The learner demonstrates understanding of Balance of Nature to conserve local biodiversity. Content Standard Understanding of balance of nature contributes to conservation of local biodiversity through active involvement in community-initiated resource management activities. Performance Standard Learners, individually or in groups, participate actively in community-initiated resource management to conserve local biodiversity. Expected Graduate Attributes After the unit/ course, the students/ graduates are expected to be: 1. Critical- minded person 2. Creative and innovative thinker 3. Environmentally responsible person Transfer Goal The students will be able to independently use their learning to engage in community development activities as an environmentally responsible person. Essential Understanding The students will understand that the balance of nature contributes to conservation of local biodiversity through active involvement in community- initiated resource management activities. Essential Questions: Why is there a need to understand Balance of Nature? Knowledge Student will know I. Changes in Ecosystem a. Ecological Succession b. Ecological Backlashes II. Philippine Biodiversity III. Biodiversity Conservation Initiatives IV. Philippine Biodiversity Laws

Skills

Students will be skilled at. a. Predicting changes in biotic community after a period of time b. Discussing the different threats and pressures facing Philippine Biodiversity at both species and ecosystems level c. Explaining the importance of individual and collective actions for biodiversity conservation d. Analyzing the different environmental laws and their impact on biodiversity conservation

Stage II. Direct Evidences

GRASPS (Performance Task)

The UNESCO travel agency is trying to boost travel to the different parts of the biome in Asia by increasing the advertising and selling its vacation packages. You have been hired to make a presentation in order to sell travel package in a form of travel brochure. Your job is to search and gather facts about the biome depicting your assessment on biodiversity, citing its various endemic/ endangered species in relation to the ecosystem of the place and craft a proposed endemic/ endangered flora and fauna protection and conservation bill. Your travel brochure must be scientific, comprehensive, and persuasive to convince the travel agency officials and the proposed bill should be feasible to pass into law for proper implementation.

Travel Brochure Rubric Organization (40 %) 4 The brochure has excellent formatting and very well organized information. The brochure implies relevance and briefly discuss the ideas beyond the topic. 3 The brochure shows 5-6 appropriate formatting and well-organized information. The brochure communicates relevant information appropriately and effectively to the intended audience. All of the bill/laws are done completely, feasible enough to be applied in local communities The graphics go well with the text, and there is a good mix of text and graphics. 2 The brochure 34 organized information with random formatting. 1 The brochure's format and organization of material are confusing to the reader. The brochure communicates irrelevant information, and communicates inappropriately to the intended audience. All the laws are inappropriate and not feasible.

Ideas (30 %)

The brochure communicates 5-6 relevant information appropriately to the intended audience

Feasibility of the Conservation Bill (20 %)

Graphics (10 %)

There is entire excellence and the feasibility of the law is more than the expected outcome. Graphics shows remarkable superiority in all aspects.

There are 5-6 bill/ laws is complete and can be applied to the local community.

The graphics go well with the text, but there are so many or few that they distract from the text.

The graphics do not go with the accompanying text or appear to be randomly chosen.

Other Evidences
Pre- Assessment Acquisition Worksheets (Levels of Organization) Diagram Analysis (Food Chain/Food Web) Formative Assessment Meaning Making Song Interpretation (Nag-iisang Mundo) (AM) Transfer

Travel Tour (Biomes) (AM-T) Laboratory Activity (AM) Table/ Graphical Analysis (M-T) Video Clip Analysis (M) Biome- Concept Mapping (M) Article Analysis (M-T) Panel Discussion (A-M) Quizzes Long Test Periodical Exam

Environmental Action Simulation (T) Plant a Tree Program ( Letter of Commitment) (T)

Summative Assessment

Travel Brochure w/ proposition on conservation bills c/o Arpan

III. Learning Plan Introduction Activity 1 (Song Interpretation) (Explore) The teacher will allow the students to listen to a song, Nag-iisang Mundo (DENR theme song). Let the students note those words that are related to nature/ ecosystem. A discussion will follow integrating these questions; 1. What are those words that you choose? 2. Why is it connected/ related to the environment? Refer to Attachment no. 4 for the copy of the song. After the discussion, ideas about concepts on the ecosystem will be drawn out from the students. Activity 2 Worksheets The students will be given worksheet to assess their knowledge and skills on the concepts about ecosystem. Let the students answer the work sheet by filling in the necessary information needed. Refer to attachment 1( Different levels in the Biosphere) 2 (Abiotic vs. Biotic) 3 (Food Chain/ Food Web Making) Refer to worksheets 1-3 Transition: Now, that we are able to identify your prior knowledge about the ecosystem, lets try to go back to some words on the song in our 1st activity.

Guided Questions: 1. Going back to the lyrics of the song, what are those words that imply changes/ destruction of our environment? 2. What are the causes of this destruction? 3. What will happen to you/ world if this destruction will continue? 4. Why is it necessary to have equilibrium in the ecosystem? ( EQ) In order for us to be clarified about the importance of homeostasis in an ecosystem, you are expected to come up with an output, travel brochure with a proposition of conserving natural resources. The teacher will deeply explain the narrative of the GRASP, including its rubrics. Interaction: Transition: We will deepen our understanding about biodiversity as we go through various activity. Activity 3 Travel Tour BIOMES ( Differentiated Instruction) (Deepen) The students will be groups according to their skills, MI and modalities. See Attachment no. 5 for the instruction of the suggested outputs. Visual Diagram, Mosaic/ Collage, Flyers Audio Jingle Kinesthetic Demonstration,Role Play, Interpretative Dance There will be nine groups composed of 4 members. Each team will be assigned to a particular biome in Asia. It is the teams job to research the biome and gather facts and information about the biome. Each member of the team will become expert in a particular aspect of the biome. As a group the team will create an output which will showcases their biome as a vacation spot. Team roles: Botanist Plant expert Zoologist Animal expert Meteorologist Weather expert Geographer Map and area Expert Guide Questions; 1. What kind of activities could people do in this location? 2. What kinds of plants and animals live there/ 3. What kind of clothes should they bring? 4. Whats the weather like? 5. What is the best time of the year to travel there? 6. What are the dangerous elements of the biome? 7. How do species adapt these elements? 8. Why is it necessary to maintain homeostasis among species and these elements? (EQ) The teacher will give comments on the performance of the students by group, indicating the strengths and weaknesses needed to be follow up in the activity. Evaluation will be given to determine the understanding of the students in the different biome through a long quiz. Refer to Attachment No. 5 for the instruction of the different activities. Activity 4 Laboratory Activity ( Refer to textbook, Activity 32.2 Diversity and Dominance) EQ will be emphasized in the processing question (post- lab activity) Feedback will be given in the individual output of the students. A short quiz will be given to determine the students understanding on the experiments. Activity 5 Table and Graphical Analysis Let the students analyze a situation depicting a decrease of endemic species using the work sheet to be given by the teacher. Refer to Worksheet No. 4 The instruction needed is indicated in the worksheet. Comments on the students output will be stressed out in their individual work. Acitivity 6 Video Clip Presentation (Firm-up)

Let the students critique a 5 minutes film documentary depicting environmental ways and hazards (Natural and Man-made). Graphic Organizer will be provided with Guide Questions that would lead to EQ. Refer to Worksheet No. 5

Integration Activity 7 GRASPS (Performance Task) (Transfer)

The UNESCO travel agency is trying to boost travel to the different parts of the biome in Asia by increasing the advertising and selling its vacation packages. You have been hired to make a presentation in order to sell travel package in a form of travel brochure. Your job is to search and gather facts about the biome depicting your assessment on biodiversity, citing its various endemic/ endangered species in relation to the ecosystem of the place and craft a proposed endemic/ endangered flora and fauna protection and conservation bill. Your travel brochure must be scientific, comprehensive, and persuasive to convince the travel agency officials and the proposed bill should be feasible to pass into law for proper implementation. Acitivity 8 Synthesis ( Biome- Concept Mapping) To wrap up students understanding of this unit the concept map must be done. Students will complete the map by using the options provided. After completing the concept map, volunteer students will be asked to present their work. Underscore the part of the concept map where human beings negligent activities challenge biospheres health. Asked: Is Philippine government vigilantly protecting the countrys biodiversity? This will serve as a guide question to the next activity. Refer to Attachment no. 1 Activity 9 Article Analysis Given an article, Conservation Action and Protected Areas (Philippines), students will critiqued and discuss the different threats and pressures facing Philippine Biodiversity, as well as to analyze the different environmental laws and their impact on biodiversity conservation. Refer to attachment 2. Activity 10 Follow up activity Panel Discussion In a group of 5, assign each group to research on environmental policies and laws. At random, the teacher selects the group who would present their output to the class while another group will stand as interrogators. Audience can throw questions to the speakers. As a form of synthesis, the teacher should asked the students to determine new legal provisions to propose and to find ways by which high school students can strengthen environmental laws and policies. Acitivity 11 Environmental Action Simulation The students will follow the scenario indicated in the hand outs given by the teacher. EQ will be indicated in the processing of the activity. Refer to attachment 3. Evaluation will be given in a form of quiz to check the students understanding. Valuing Activity 12 Plant a Tree Program (Letter of Commitment)

The students will be asked to make a letter of commitment to get involved in keeping the nature balance and in preserving / conserving biodiversity in the school and their locality and or promote sustainability. Each of them will engage in a planting activity and they are going to bury their pledge of commitment together or near with their plant.

Worksheet No. 1 Name:___________________________ Yr/ Sec.__________________________

Date:_____________________ Rating:___________________

Direction: Use the graphic organizer to determine your understanding about the biosphere by giving concrete characteristics in each of the terms indicated in the organizer. You can add design or color on the organizer to make it more creative. Write your ideas on the corresponding circles.

Biosphere Biome
Co mm un ity

Ab ioti c

Ecosystem Biome Population Individual

Work Sheet No. 2 Food Web ............................................................................ Name _____________________________________ 1. For the food web, label each organism: (Some may have more than one label) P = producer 1 = Primary Consumer 2= Secondary Consumer 3 = Tertiary Consumer 2. Now label each animal as either a : H = herbivore C = carnivore O = omnivore

4. Create your own food web on the back. You do not need to draw pictures, you could just write the words. Animals to put on your web: MOUSE, CORN, BLUEBIRD, KING SNAKE, HAWK, CAT, CRICKET

Worksheet No. 3 B. Food Web Identify the: 1. Producers

2. Primary Consumers

3. Secondary Consumers

4. Herbivores

5. Carnivores

6. Omnivores

7. What elements are missing from this food web?

Construct a Food web using the following animals. This ecosystem represents a farm area. The corn is the main source of food for many of the herbivores in the area. You do not have to draw pictures; you can just use the animal names and draw arrows between them. SNAKE, CORN, CATERPILLAR, DEER, CROW, MOUSE, COUGAR, SQUIRREL, MICROORGANISMS (decomposers)

Guide Questions: 1. Give the significance of the food web in relation to how energy flows in an ecosystem. 2. What populations of organisms would be affected if plants is removed?

3. How does clear- cutting a forest ( removing all trees) affect energy flow and nutrient cycles in an ecosystem? 4. How does biodiversity help sustain ecological equilibrium? 5. When is the ecosystem disrupted? 6. How is balance of nature maintained ? Why is balance of nature necessary? (EQ)

Worksheet No. 4 Deer: Predation or Starvation Introduction: In 1970 the deer population of an island forest reserve about 518 square kilometers in size was about 2000 animals. Although the island had excellent vegetation for feeding, the food supply obviously had limits. Thus the forest management personnel feared that overgrazing might lead to mass starvation. Since the area was too remote for hunters, the wildlife service decided to bring in natural predators to control the deer population. It was hoped that natural predation would keep the deer population from becoming too large and also increase the deer quality (or health), as predators often eliminate the weaker members of the herd. In 1971, ten wolves were flown into the island. The results of this program are shown in the following table. The Population Change is the number of deer born minus the number of deer that died during that year. Fill out the last column for each year (the first has been calculated for you). Deer Wolf Deer Deer Predation Starvation Population Population Population Offspring Change 2,000 2,300 2,500 2.360 2,224 2,094 1,968 1,916 1,952 1,972 800 920 1,000 944 996 836 788 766 780 790 400 480 640 880 1,120 960 840 720 760 760 100 240 500 180 26 2 0 0 0 0 +300

Year

1971 10 1972 12 1973 16 1974 22 1975 28 1976 24 1977 21 1978 18 1979 19 1980 19

1. Graph the deer and wolf populations on the graph below. Use one color to show deer populations and another color to show wolf populations.

Analysis 1. Describe what happened to the deer and wolf populations between 1971 and 1980.

2. What do you think would have happened to the deer on the island had wolves NOT been introduced?

3. Most biology textbooks describe that predators and prey exist in a balance. This "balance of nature" hypothesis has been criticized by some scientists because it suggests a relationship between predators and prey that is good and necessary. Opponents of this hypothesis propose the following questions: Why is death by predators more natural or "right" then death by starvation? How does one determine when an ecosystem is in "balance"? Do predators really kill only the old and sick prey? What evidence is there for this statement? What is your opinion of the balance of nature hypothesis? Would the deer on the island be better off, worse off, or about the same without the wolves? Defend your position. (EQ)

Video Clip Worksheet No.5

Plot Development: List three things that STRUCK you in relation to your concerns about the environment.
________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________

What are the signs of conserving biodivesity? ___________________________ ___________________________ ___________________________ _________

What are the signs depicting the threats and pressures facing Philippine biodiversity?

_______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________

________________________________ ________________________________ _____________________________

Why is it necessary to maintain the balance in nature? What are the ways and means to help in maintaining the balance of the ecosystem? (EQ)

Attachment No. 1

Biomes - Concept Map Your task is to create an image (concept) map on a particular biome. The concept map should include terms and concepts related to the biome. Each group will have a different biome and must present the information to the class. Image can be created using concept mapping software or hand drawn. Images must be included, either digital or cut from magazines (or printed)

Biomes Things to include Tundra Coniferous Forest Temperate Deciduous Forest Tropical Rain Forest Grasslands (temperate, savanna) Desert Freshwater Ecosystems Saltwater Ecosystems

Dominant animals and plants Climate and Weather patterns Location of biome Photo of area, animals and plants

Resources

Textbook (refer to the references) Websites

Grading Rubric
Poor (2pt) Serious errors in organization, difficult to follow Satisfactory (3pts) Some lapses in organization that effect coherence and unity Good (4pts) Organization shows relations of terms, few lapses in organization but overall it is easy to read and understand shows well developed ideas (terms and concepts), enough to establish purpose of concept map concept map is presented as a web, terms are linked to multiple other terms concept map shows a solid knowledge of ecology, and related terms, some minor gaps in knowledge, missing or misconnected terms Excellent (5 pts) Well organized and logical in all areas, map is organized in such a way that concepts and links are easy to follow and understand ideas are pertinent, extensive, establish purpose and show all elements of the topic

Organization

Ideas

Ideas are minimal, inappropriate or random Concept map is mostly linear, with very few multiple connections to relate terms concept map shows very little overall knowledge of ecology and related terms

Ideas are somewhat random, minimal, or repetitious concept map is mostly linear, but has some connections that link multiple ideas concept map shows some knowledge of ecology and related terms, gaps are evident

Connections

terms and concepts are linked in web form, showing multiple relationships between concepts and ideas concept map shows extensive knowledge of Ecology - links show an excellent and comprehensive understanding of ecosystems and the interrelatedness of organisms and environment

Knowledge

Items

less than 10 concepts shown

11-20 items shown

21-30 items shown

30 or more items on concept map

Total _______ out of 25

Attachment No. 2 Article Analysis CONSERVATION ACTION AND PROTECTED AREAS Conservationists fear that, without immediate intervention, the Philippines hotspot is on the brink of an extinction crisis. Logging concessions have not been eliminated from lowland forests, which have already been reduced to a tiny fraction of their original cover, and illegal logging is widespread. National parks and protected areas are crucial for the conservation of Philippine biodiversity. However, only 11 percent of the total land area of the Philippines (approximately 32,000 km) is protected. This figure drops to only six percent of the hotspot (18,000 km) when only protected areas in IUCN categories I to IV are included. National park boundaries have not been well demarcated, there is little enforcement, and there is even debate over how many parks exist in the country. Two-thirds of parks have human settlements, and one-quarter of their lands have already been disturbed or converted to agriculture. On a positive note, at least five new protected areas were proclaimed in 2002. In October 2003, the Peablanca Protected Landscape and Seascape was greatly expanded, from 4,136 hectares to 118,108 hectares. More recently, the Quirino Protected Landscape, which covers 206,875 hectares in northeastern Luzon, was established through a presidential proclamation. One way of ensuring that the network of protected areas adequately conserves biodiversity is through the conservation of Key Biodiversity Areas (KBAs), sites holding populations of globally threatened or geographically restricted species. KBAs are discrete biological units that contain species of global conservation concern and that can be potentially managed for conservation as a single unit. In the Philippines hotspot, Conservation International-Philippines in collaboration with the Field Museum in Chicago, Haribon Foundation and other local partners are in the process of identifying and delineating KBAs throughout the Philippines. This work, supported by CEPF, is a refinement of the broad-scale priorities identified during the 2000 Philippines Biodiversity Conservation Priority-Setting Process. It builds directly from the 117 Important Bird Areas defined by the Haribon Foundation, published in 2001. As IBAs are sites containing globally threatened, restricted-range, and congregators species, they provide the starting point for the incorporation of data on other taxonomic groups to identify KBAs. In addition to creating effective protected areas, basic field research is desperately needed to support conservation activities. New endemic species are being discovered all of the time, and this information feeds directly into the refinement and prioritization of KBAs. A range of other conservation activities are underway throughout the islands. For example, the Philippine Cockatoo Conservation Program on Palawan has made great progress in reducing the theft of this species eggs. On Cebu, the recent rediscovery of several of the islands presumed-extinct species (most famously the Cebu flowerpecker), has focused community conservation activities by the Cebu Biodiversity Conservation Foundation on protecting the islands last few hectares of forest. The Haribon Foundation and Critical Ecosystem Partnership Fund have organized a Threatened Species Program to support such initiatives through the provision of small grants. In the long term, it is clear that landscape- and seascape-scale conservation will be necessary to allow the Philippines extraordinary biodiversity to persist. To this end, Conservation International and the Critical Ecosystem Partnership Fund have been supporting conservation in biodiversity conservation corridors in the Sierra Madre, Palawan, and Eastern Mindanao regions. This work has included the establishment of the Philippine Eagle Alliance, to coordinate the work of the various conservation groups working within the range of this magnificent but seriously threatened flagship species for Philippine conservation.

Guide Questions: 1. What is biodiversity? _____________________________________________________________________________ ___________________________________________________________________ ____________________________________________________________________________. 2. Is the Philippines rich in biodiversity? Why? _____________________________________________________________________________

_____________________________________________________________________________ __________________________________________________________________. 3. What are the situations in the article that threatened the condition of the ecosystem? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ __________________________________________________________________. 4. What are the situations depicting the efforts of the Philippine government in the enhancement of biodiversity conservation? _______________________________________________________________________ ____________________________________________________________________________. 5. How does nature maintain its balance despite disturbances? (EQ) ________________________________________________________________________ ____________________________________________________________________________.

Attachment No. 3 Environmental Action Simulation Worksheet

Procedure

Each member of your group is part of a committee for an Environmental Organization, GCEAO (Granite City Environmental Action Organization). The GCEAO has 20,000 dollars to allot to environmental programs. Many groups have submitted their applications to receive this money. Your team's job is to determine how the 20,000 dollars should be spent. Teams shall be composed of 4-6 members. Roles Secretary Reader Community Members Keeps track of group decisions, and monies spent Reads applications/instructions Discuss the applications and determine which causes will receive money. These members most likely will want to keep money within the community and donate toward local causes

Activists Applications

These members are active in politics across the country, they will lobby toward global causes.

1,000 donated to this organization will help save 4 orphaned orangutans and pay for their rehabilitation and eventual release back into the wild. You may opt to spend more than 1,000 for this cause. 1,000 donated to this organization will help feed and house 5 dogs and 10 cats for a year. You may opt to spend more money to help more animals. The shelter also provides low cost spaying and neutering for pets to help prevent pet overpopulation. This local organization is dedicated to cleaning up creeks and natural water supplies in the area. They not only beautify the area but clean up pollution caused by chemicals and trash. This company is asking for 5,000 to help restore your local creeks. This organization is asking for 4,000 dollars to help with education. They go to local schools to teach children about environmental concerns and organize Earth Day Celebrations at local schools. This is a national organization whose job is to lobby governmental officials and see that environmentally friendly laws are passed. The Clean Air Act and the Endangered Species Act were passed due to efforts from this organization. They are requesting 5,000 that will help them continue their efforts Feeding Children Better is a national organization that travels to impoverished countries and helps to feed children (and adults). In addition, this group helps communities set up farm and clean water supplies so that hunger across the world can be decreased. They are requesting 10,000 to fund an operation in Africa to help the people there. Granite City Steelworkers for the Betterment of the Environment is a local group organized by workers of the steel mill. They are requesting 15,000 to add a special filter to the smokestack that will reduce the pollution in Granite City by 80%. Innovative Designs is a non-profit company that researches alternate energy sources, such as solar and electric power. They are currently researching a car that will run entirely on corn oil (a renewable resource). A request of 20,000 will help them complete the design and functioning of this car.

Prairieland Agriculture is a biological company that is dedicated to developing pest resistance crops. Such crops would reduce the need to put chemicals onto the land and improve the overall environment of the prairie ecosystem. 10,000 will go toward research. Recycle USA is a national company that operates locally. For $10,000 the company will set up a recycle center in your community. Recycling will reduce the amount of waste going to the landfill and be self sustaining, money from the center will be returned to the community. This organization buys land and designates it as a protected area. The land is used as a habitat for threatened animals, such as wolves, and for non threatened animals such as deer and rabbits. The organization is requesting $15,000 to buy 50 acres of land near your community that will be preserved for wildlife. This is a global organization that is dedicated to saving the rainforests in Africa, Asia, and South America. A $10,000 donation will save 500 acres of rainforest and help prevent species extinction for several animals and plants native to the rainforest. Save the Whales provided money to help endangered whales. $1,000 will save 1 whale per year. An organization devoted to education in impoverished countries. They provide services that help women make responsible choices about their reproduction, and reduce the area's overall population growth. $15,000 will provide a clinic in a country that will provide women with birth control.

Processing Questions:
1. What are the organizations that you choose? 2. Why did your group choose that organization? 3. How much money did you donated/ spent to your chosen organization? Why? 4. What are the ways to conserve the environment? 5. Why is it necessary to maintain the balance of an ecosystem?(EQ)

Attachment No. 4 Gloc-9 Nag-iisang Mundo lyrics Natatandaan mo pa ba kung ano ang tunay na kulay ng tubig Sa batis sa mga bata na nagnanais na magtampisaw Tanging ikaw at ako lang ang makapagbibigay Ng kasagutan sa kung saan ba talaga papunta Ang mga puno sa gubat wag tayong magulat Kung isang araw tayong lahat ay mamumulat Na wala ng hangin na papasok pa sa ating katawan Ang lahat ng ito ay dahil sa ating kagagawan Kung meron pang natitirang malasakit sa kalikasan Kapit kamay tayong lahat magtulungan Samasamang umawit kami ay yong sabayan 2x [Chorus:] Bundok ng basura Ilog na nananalanta Hangin na lason ang isip Tanim na sa isip ko't kamalayan Puno, nangingibang bayan Ulan dala'y karamdaman Tubig na malinis binibili Baka pati ang hangin sumunod [Refrain:] Tabi tabi po sa mga magulang namin May nais lang sabihin sa inyo Ang nagiisang mundong iniiwan nyo sa amin Paka ingatan lang ng husto [ Lyrics from: http://www.lyricsmode.com/lyrics/g/gloc_9/ nag_iisang_mundo.html ] Tabi tabi po sa mga magulang namin May nais lang sabihin sa inyo Ang nagiisang mundong iniiwan nyo sa amin Paka ingatan lang ng husto

Paka ingatan lang ng husto [Verse II:] Gano pa kadaming buhay ang dapat nating ialay Upang mapakinabangan ang bawat butil ng palay Na palaging nasisira kapag umulan Wala ng puno sa gubat kaya di na mahadlangan Ang pagkalason ng hangin Ang tangi naming dalangin Ay may abutan pa ang mga susunod pa sa atin At di na sana maamoy kung gano kabaho ang Ilog na dati'y palagi kong nilalanguyan Ang napakalawak na lupang puno lamang ng basura Di mapaglalaruan ng mga susunod na bata Na syang sasalo sa ano mang ating pinag gamitan Kaya sama sama nating alagaan ang kalikasan Bulok ang ani sa dagat Lason ang baboy at baka Bukid sa lalawigang malinis Tanaw lang sa textbook ng paaralan (Repeat Refrain) Wag hintaying maubos ang gubat Bago tayo sa problema'y mamulat Bigyang pansin ang taghoy ng ating ina Ngayon, ngayon (Repeat Refrain)

Attachment no. 5 Instructions for the differentiated learning;

Visual The students will be given a chance to choose among the output they have to make; Diagram The group had to illustrate the information that they had gathered to show the different characteristics of the biome, making it as a vacation spot. Mosaic/ Collage Using the pictures and images that describe the biome assigned in the group, they are going to create an output that would showcase the biome as a vacation spot. It is expected that they are going to integrate the important facts that would represent the entire biome. Flyers The group will create an output, using the images and gathered information that would attract people to visit the biome, hence the students are expected to utilize their data making it as a special spot. Audio Jingle Let the group compose a jingle showing the characteristics of the biome. They are expected to give a tune for their composition; hence the teacher will give them time to practice. They are going to present their output in class. Kinesthetic Demonstration Using their understanding on the biome assigned to their group, the students are expected to present a demonstration through a role play( they are going to create a situation that would promote the biome and invite people to visit the biome) or dance presentation ( the steps or music used should make people attracted on the place, the promotion of the place should be emphasized).

Rubric Travel Brochure Rubric Organization (40 %) 4 The brochure has excellent formatting and very well organized information. The brochure implies relevance and briefly discuss the ideas beyond the 3 The brochure shows 5-6 appropriate formatting and well-organized information. The brochure communicates relevant information appropriately and effectively 2 The brochure 34 organized information with random formatting. The brochure communicates 5-6 relevant information appropriately to the intended 1 The brochure's format and organization of material are confusing to the reader. The brochure communicates irrelevant information, and communicates inappropriately

Ideas (30 %)

topic. Feasibility of the Conservation Bill (20 %) There is entire excellence and the feasibility of the law is more than the expected outcome. Graphics shows remarkable superiority in all aspects.

to the intended audience. All of the bill/laws are done completely, feasible enough to be applied in local communities The graphics go well with the text, and there is a good mix of text and graphics.

audience There are 5-6 bill/ laws is complete and can be applied to the local community.

to the intended audience. All the laws are inappropriate and not feasible.

Graphics (10 %)

The graphics go well with the text, but there are so many or few that they distract from the text.

The graphics do not go with the accompanying text or appear to be randomly chosen.

Marcelo Spinola School Don Andres Ipil, Zamboanga Sibugay SY 2011-2012 UbD Learning Plan Prepared by: Amy C. Potente

Biology II First Quarter Unit II Time Frame: 4 weeks Topic: Cellular Structures/ Functions

STAGE 1 Desired Results Established Goals The learner demonstrates understanding of cellular structures and functions used in the promotion of livelihood, food production and health. Content Standard Understanding of cellular structures and functions can be used in promoting livelihood, food production and health. Performance Standard The learner develops innovative, marketable, and replicable and cost-effective products resulting from understanding of cellular structures and functions. Expected Graduate Attributes After the unit/ course, the students/ graduates are expected to be: 1. Potential entrepreneurs 2. Health advocates Transfer Goal

The students will be able to independently use their learning to make informed decision in the promotion of healthy lifestyle and develop income generating products.
Essential Understanding

The students will understand that cellular structures and functions can be used in promoting livelihood, food production and health.
Essential Questions:

How can understanding of cellular structures and functions be used to improve life?
Knowledge Student will know Skills Students will be skilled at.

I. II. III.

Cell Theory Cellular Structures Cellular Functions a. Transport of Materials b. Cell Division c. ATP Production IV. Promotion of livelihood, food production and health through cellular activities

a. Explaining how the invention of the microscope increased our knowledge of the cell. b. Discussing main parts and organelles of the cell. c. Explaining cell functions. d. Discussing recent applications of cell study with regard to livelihood, food production and health.

Stage II. Direct Evidence GRASP

The Department of health and DepEd District II of Zamboanga Sibugay are planning for a feeding program in Don Andres Elementary School intended for the identified pupils with malnutrition problems. You are one of the dieticians of DOH who are tasked to prepare a food recipe with beverage which can be used to encompass the problems in nutrition. The food recipe will be presented to the board and should reflect the following; 1. Supporting data with brief explanation of its ingredients with the nutritional values combating defects within the cell parts,

2. Adaptability of the recipe hence, it can be used by parents/ ordinary people as their income generating product,3. Affordability and availability of the ingredients.

Food Recipe CONTENT (40 %) 4 The food recipe shows the appropriate ingredients for healthy lifestyle. It contains relevant and complete supporting data depicting the nutritional value of each ingredient. Explanation, data and opinions are presented into an exemplary organized manner. The recipe is very much available and affordable that it can be used by the local people. The food presentation is very authentic and appealing. 3 The food recipe contains 5-6 appropriate ingredients and shows completenes s on its supporting data. 2 There are 4-3 appropriate ingredients with complete explanation on its ingredients nutritional value. 1 The ingredients used is inappropriate and incomplete data were presented.

Organization (25 %)

Data was organized well and thoroughly presented.

Some of the data is irrelevant and has no connections.

Organization is very poor.

Adaptability (20 %)

Presentability (15 %)

The recipe suggests 4-5 ingredients that are affordable and available for the local people. The food presentation is well organized and appealing.

There are only 2-3 ingredients available for the people.

The recipe needs a thorough improvement in terms of the availability of its ingredients. Presentability needs improvement.

Presentability lacks organization.

Other Evidences

Pre- Assessment

Acquisition Worksheets (Levels of Organization) QUIPS Inverted Pyramid

Meaning Making Rap Song Interpretation Cell Theory

Transfer

Cell City Analogy (T) Formative Assessment Timeline Readers Theater (A- M) Laboratory Activities(AM) Plant Cell Animal Cell Active Transport Video Clip Presentation (A-M) SQ3R (A-M) Concept Mapping (M) Summative Assessment Quizzes Long Test GRASPS- Food Recipe c/o TLE Campaign in Promoting healthy Lifestyle DI- (T)

III. Learning Plan A. Introduction Pre- Assessment Let the students do the following to determine their previous knowledge on the topic. Fill the tables with the appropriate ideas . QUIP- Question into Paragraph Questions ( Record the Source (Write the sources: Answers (Record notes that questions that you want to internet/books, used to will help you answer the explore) research the questions) questions)

2. Inverted Pyramid (Levels of Organization) Give your ideas about the levels of organization based on the organizer, starting from the broad level on the top line.

Activity 1 Cell Rap- Song analysis (Explore) The teacher will present a copy of rap song, refer to Attachment no. 1.
Based from the ideas, let them organize or construct a concept map, indicating the advent of the cell (history/ theory) and its cell parts and functions. Volunteers will be asked to present their work in class. Guide Questions; 1. How did you come up with your concept map? 2. What are the important details needed to be underline in the rap song? 3. In the song, it is emphasized that the cell is the basic unit of life, hence it is the composition of life, why do you need to develop your understanding about the concepts? 4. How does the different applications of the cell can help people improve their life? EQ

B. Interaction: Activity 2 Time Line (Deepen) After processing the concept map, the students will be grouped into 8. Let them create a timeline about the evolution of the cell. Using the data on the time line, each group will present their output in a form of Readers theater. The teacher will give a short quiz to evaluate the students.

Transition: Now that we already know some of the concepts in the study of cells, let us try to intensify our knowledge about the processes it involves.

Activity 3 Laboratory Activities 1. Observing Plant Cell ( Parts and Functions of the Cell) 2. Observing Animal Cell

3. Determining the Water Potential of Potato Cell (Transport of Materials) Refer to Attachment 1-3; processing questions will be integrated to deepen the EQ. Evaluation will be given to determine the understanding of the students on the experiment conducted. Comments on the performance of the students will be indicated in their output.

Transition: After knowing some of the cell activities and its parts, lets find out if all of you can already apply the concepts about it through these activities. Activity 4 Simulation (Cell City Analogy) The students will be given worksheets indicating a scenario. Let the students compare and contrast the parts and functions of the cell on the given situation. See Attachments no.2 for the instruction of the scenario. Processing questions will be integrated to deepen the EQ.

Activity 5 Video Clip Presentation (Firm-up)

A 5- minutes presentation on cell division (mitosis / meiosis) will be presented to the students. Graphic organizer will be provided for analyzing/ critiquing the video. Worksheets will be used to deepen the students acquisition of the concepts of cell division. Refer to Worksheet No.4. Feedback will be incorporated in their individual output.

Transition: In our previous activities we deepen our knowledge on the life cycle of the cell, hence we focused on mitosis, cell cycle and cell reproduction. Now, let us try to be vigilant towards our environment and critical about the new updates on cell technology, now we will work on researching this new updates into our next activity. Activity 6 SQ3R

The teacher will provide websites that would depict / indicates the latest application of cells on health and livelihood. The students are expected to create their own graphic organizer or format in presenting their research. Guided questions will be given. The following will be integrated in the guide question:

2. What are the benefits of these applications? 3. Can it cause harm to the people? Why? Defend your answer by citing examples. 4. How can it help humans beings improve their life? (EQ) The strengths and weaknesses of their output will be stressed out in their individual work.

1. What are the latest technological advancement in cell application?

C. Integration

Activity 7 GRASPS (Transfer) The Department of health and DepEd District II of Zamboanga Sibugay are planning for a feeding program in Don Andres Elementary School intended for the identified pupils with malnutrition problems. You are one of the dieticians of DOH who are tasked to prepare a food recipe with beverage which can be used to encompass the problems in nutrition. The food recipe will be presented to the board and should reflect the following; 1. Supporting data with brief explanation of its ingredients with the nutritional values combating defects within the cell parts, 2. Adaptability of the recipe hence, it can be used by parents/ ordinary people as their income generating product, 3. Affordability and availability of the ingredients. Activity 8 Concept Mapping

To wrap up the students understanding, the concept map must be done. Students will complete the map by using the options provided. The teacher will discuss additional information that would deepen their knowledge on the cell. Handouts 3-4, will be provided and used in the said discussion.

Valuing Activity 9 Called to be a Health Advocator Let the students campaign for a healthy lifestyle. The class will be group according to their learning styles, modalities and MI. The students are expected to come up with a presentation that will encourage and at the same time enhance someones perspective about having healthy habits. The presentation should also cater the promotion of livelihood opportunities using concepts/skills gained from the lesson. Visual- Pamphlets, Collage Kinesthetic- Music/Drama Play Audio- Song Animation/ Presentation, Jingle The student will be given 5 minutes to perform. For the instruction of the different activities refer to Handout No.5

Handout No. 1

Cell Theory Rap Listen close to the story I tell. It's the rapping story of the living cell. It's a happy tune that's sort of cheery. About a real tough topic called the cell theory. All animals, plants, and protists too, Are made of cells with different jobs to do. They're the basic units of all organisms, And I hope by now you got the rhythm. It all started with one dude named Hooke. Who at some cork cells took a look. He used a scope and took his time. 'Cause a cell is small and thinner than a dime. Say 1, 2, 3, 4, Are you ready to learn some more? The animal cell has many parts, And you must know each one by heart. Like the farmer man in the dell. The nucleus controls the cell. its gives the orders -- kind of like a brain. And it's protected by a nuclear membrane. Around the cell, you'll find another "skin," The cellular membrane holds the whole cell in But its job isn't simple there's no doubt, It lets some particles go in and out.

Now please don't lose your science enthusiasm, Listen to the story of the cytoplsm. All around the cell this thick fluid does go, But in the nucleus it will not flow. And don't forget those ribosomes This is where proteins come from. These protein factories are so small, you'll agree, You need an electron microscope to see. Just when you thought you weren't having any fun, Along comes the endoplasmic reticulum. These tubelike structures serve as a track, To carry stuff to the membrane and back. Now have you ever seen any doughnuts without holes? In a cell, they're called vacuoles. They're filled with stuff like H2O And they carry food so the cell can grow. Las of all, but not the very least, Mitochondria - mighty cellular beasts, Since they turn sugars into energy so well, We call them the powerhouse of the cell. Now my friend, you know it well, The unforgettable story of the living cell. "Science World" 10-5-90

Laboratory Activities Worksheet no. 1

Worksheet No. 2 The Human Cheek Cell 1. List the 3 parts of the Cell Theory _____________________________________ _____________________________________ _____________________________________ 2. Describe or define each of the following --cell membrane _____________________________ --cytoplasm _________________________________ --nucleus ___________________________________ --organelle ____________________________ Procedure: 1. Put a drop of methylene blue on a slide. Caution: methylene blue will stain clothes and skin. 2. Gently scrape the inside of your cheek with the flat side of a toothpick. Scrape lightly. 3. Stir the end of the toothpick in the stain and throw the toothpick away. 4. Place a cover slip onto the slide 5. Use the SCANNING objective to focus. You probably will not see the cells at this power. 6. Switch to low power. Cells should be visible, but they will be small and look like nearly clear purplish blobs. If you are looking at something very dark purple, it is probably not a cell 7. Once you think you have located a cell, switch to high power and refocus. (Remember, do NOT use the coarse adjustment knob at this point)

1. Sketch the cell at low and high power. Label the nucleus, cytoplasm, and cell membrane. Draw your cells to scale. Low Power High Power

5. Why is methylene blue necessary?

6. The light microscope used in the lab is not powerful enough to view other organelles in the cheek cell. What parts of the cell were visible.

6. List 2 organelles that were NOT visible but should have been in the cheek cell. 7. Is the cheek cell a eukaryote or prokaryote? How do you know? 8. Keeping in mind that the mouth is the first site of chemical digestion in a human. Your saliva starts the process of breaking down the food you eat. Keeping this in mind, what organelle do you think would be numerous inside the cells of your mouth?

Observing Plant Cells (Lab Act. 2) 1. What is the function of chloroplasts? 2. Name two structures found in plant cells but not animal cells. 3. Name three structures found in plant cells AND animal cells.

4. What structure surrounds the cell membrane (in plants) and gives the cell support.

Post Lab Questions 1. Describe the shape and the location of chloroplasts. 2. Why were no chloroplasts found in the onion cells? (Hint: think about where you find onions) 3. Which type of cell was smaller - the Onion cells or the Elodea cells? 4. Fill out the Venn diagram below to show the differences and similarities between the onion cells and the elodea cells.

Worksheet No. 3 Lab Act. 3 (Transport of Materials) Determining the Water Potential of Potato Cells Background In animal cells, the movement of water into and out of the cell is influenced by the relative concentration of solute on either side of the cell membrane. If water moves out of the cell, the cell will shrink. If water moves into the cell, the cell may swell or even burst. In plant cells, the presence of a cell wall prevents the cells from bursting, but pressure does eventually build up inside the cell and affects the process of osmosis. When the pressure inside the cell becomes large enough, no additional water will accumulate in the cell even the though cell still has a higher solute concentration than does pure water. So movement of water through the plant tissue cannot be predicted simply through knowing the relative solute concentrations on either side of the plant cell wall. Instead, the concept of water potential is used to predict the direction in which water will diffuse through living plant tissues. In a general sense, the water potential is the tendency of water to diffuse from one are to another under a given set of perimeters. Water potential is expressing in bars, a metric unit of pressure equal to about 1 atmosphere and measured with a barometer. Water potential is abbreviated by the Greek letter psi and has to major components: solute potential , which is dependent on solute concentration and

pressure potential , which results from the exertion of pressure - either positive or negative - on a solution. We express this as:

In Figure 1.1. A potato cell is placed in pure water. Initially the water potential outside the cell is 0 and is higher than the water potential inside the cell (-3). Under these conditions there will be a net movement of water into the cell. The pressure potential inside the cell will increase until the cell reaches a state of equilibrium.

Directions: 1. Pour 100 mL of your assigned solution (it will be one of the six solutions listed above in Exercise 2) into a beaker. Slice a potato into 4 equal cylinders. 2. Determine the mass of the 4 potato cylinders together and record. 3. Place the cylinders into the beaker with your assigned solution and cover with plastic wrap. Leave overnight 4. Remove the cylinders from the beakers and carefully blot of any excess solution. Record the room temperature in Celsius. 5. Determine the mass of the 4 potato cylinder together and record. 6. Calculate the % change. Contents in Final Initial Mass Bag Mass Distilled Water 0.2 M 0.4 M 0.6 M 0.8 M 1.0 M Mass difference % Change Class Average in Mass

7. Graph the results for both your individual data and class average on on graph. In order to do so, the 0 axis line should actually be in the middle of your graph. The y axis above this line should be labeled % increase in mass while the y axis below this line should be labeled % decrease. The x axis is the sucrose molarity within the beaker.

8. Determine the molar concentration of the potato cores. This would be the sucrose molarity in which the mass of the potato core does not change. To find this, draw the straight line on your graph that best fits your data. The point at which this line crosses the x axis represents the molar concentration of sucrose with a water potential that is equal to the potato tissue water potential. At this concentration, there is no net gain or loss of water from the tissue. 9. What is the Molar concentration of sucrose? ___________

10. Calculate the solute potential for the sucrose solution:

ANALYSIS OF RESULTS 1. If a potato core is allowed to dehydrate by sitting in the open air, would the water potential of the potato cells decrease or increase? Why?

2. If a plant cell has a lower water potential than its surrounding environment and if pressure is equal to zero, is the cell hypertonic (in terms of solute concentration) or hypotonic to its environment? Will the cell gain or lose water? Explain. 3. Why is balance a need in the environment of plant cell? 4. How can your knowledge about the cell processes in plants help farmers and agriculturist? (EQ)

Handout No.2 Cell City Analogy In a far away city called Grant City, the main export and production product is the steel widget. Everyone in the town has something to do with steel widget making and the entire town is designed to build and export widgets. The town hall has the instructions for widget making, widgets come in all shapes and sizes and any citizen of Grant can get the instructions and begin making their own widgets. Widgets are generally produced in small shops around the city, these small shops can be built by the carpenter's union (whose headquarters are in town hall). After the widget is constructed, they are placed on special carts which can deliver the widget anywhere in the city. In order for a widget to be exported, the carts take the widget to the postal office, where the widgets are packaged and labeled for export. Sometimes widgets don't turn out right, and the "rejects" are sent to the scrap yard where they are broken down for parts or destroyed altogether. The town powers the widget shops and carts from a hydraulic dam that is in the city. The entire city is enclosed by a large wooden fence, only the postal trucks (and citizens with proper passports) are allowed outside the city. Match the parts of the city (underlined) with the parts of the cell. 1.Mitochondria 2. Ribosomes 3. Nucleus _____________________________________________ _____________________________________________ _____________________________________________

4.Endoplasmic Reticulum _____________________________________________ 5. Golgi Apparatus 6. Protein 7. Cell Membrane 8. Lysosomes 9. Nucleolus _____________________________________________ _____________________________________________ _____________________________________________ ____________________________________________________________ _____________________________________________

** Create your own analogy of the cell using a different model. Some ideas might be: a school, a house, a factory, or anything you can imagine**

Worksheet No. 4

CELL CYCLE .....................................................Name _______________________________________

11. What moves the chromatids during mitosis? ___________________________________ 12. What anchors the spindle? ________________________________________ 13. What are the four phases of mitosis? ___________________________________________________ 14. How many daughter cells are created from mitosis and cytokinesis? ___________________________ 15. During what phase does cytokinesis begin? ________________________________________ 16. If a human cell has 46 chromosomes, how many chromosomes will be in each daughter cell? _________ 17. If a dog cell has 72 chromosomes, how many daughter cells will be created during a single cell cycle? ______ Each of these daughter cells will have how many chromosomes? ____________ 18. The nuclear membrane dissolves during what phase? ________________________ 19. In the cell pictured above, how many chromosomes are present during prophase? ________________ 20. What structure holds the individual chromatids together? ______________________________

Handout No. 3

Concept Map: Cell Structure

Handout No.4

Cell Membrane Processes

Worksheet 5

Concept Map (Cell Processes) Fill in with your ideas about the cell activities, processes and application, based on the organizer below.

Rubric

Food Recipe (GRASP) CONTENT (40 %) Individual 4 The food recipe shows the appropriate ingredients for healthy lifestyle. It contains relevant and complete supporting data depicting the nutritional value of each ingredient. Explanation, data and opinions are presented into an exemplary organized manner. The recipe is very much available and affordable that it can be used by the local people. 3 The food recipe contains 5-6 appropriate ingredients and shows completeness on its supporting data. 2 There are 4-3 appropriate ingredients with complete explanation on its ingredients nutritional value. 1 The ingredients used is inappropriate and incomplete data were presented.

Organization (25 %) Group

Data was organized well and thoroughly presented. The recipe suggests 4-5 ingredients that are affordable and available for the local people.

Some of the data is irrelevant and has no connections. There are only 2-3 ingredients available for the people.

Organization is very poor.

Adaptability (20 %) Individual

The recipe needs a thorough improvement in terms of the availability of its ingredients. Presentability needs improvement.

Presentability (15 %) Group

The food presentation is very authentic and appealing.

The food Presentability presentation is lacks well organized organization. and appealing.

Laboratory Experiment (Individual output)

Sequence (30%)

4 Logically sequenced: Question, Hypoth., Test, Mater./Proc., Data, Anal./Conclusio n. All present. Lab report sections clearly distinct from each other; grammatically correct English; figures/graphs correctly titled & labeled. Clear step-bystep description of experimental procedures; labeled diagrams/drawi ngs of any apparatuses/de vices used to carry out the experiment. Includes formulas/calcula tions used to analyze data & explains their use. Records observations and explains their import. All original data included.

3 Not more than one category missing or out of sequence.

2 Not more than 2 categories missing or out of sequence.

1 More than 2 categories missing or out of sequence.

Clarity (20 %)

Sections clearly labeled but not separated; English generally correct; figures/graphs correctly labeled but not titled. Step-by-step description that misses not more than one key detail; diagrams/drawing s included but not labeled

Sections labeled but not separated; frequent errors in grammar; figures/graphs labeled but contain errors in units, axes or headings. Step-by-step description that misses not more than two key details; apparatuses/device s mentioned but not shown.

Sections not labeled nor separated; English poor; figures/graphs not titled nor labeled.

Design (15 %)

Description lacks more than two key details; no mention of apparatuses/device s used to carry out the experiment.

Detail

(35%)

Includes formulas and calculations used to analyze data. Records observations, sometimes their import. Most original data included.

Includes formulas and some calculations used to analyze data. Records some observations. Some original data included.

Does not include formulas nor calculations used to analyze data. No observations noted. Original data not present.

Rubric (Power-point Presentation)

Descriptions Research and Note taking Individual (25%)

Content Individual (35%) Layout (25%) Group

4 Data gathered a variety of information sources, recorded and interpreted significant facts, meaningful graphics, and accurate sounds and evaluated alternative points of view. The content is written clearly and concisely with a logical progression of ideas and supporting information. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings and white space.

3 Data shows 4-5 relevant information from multiple sources of information, evaluated and synthesized relevant information.

2 Data shows 2-3 relevant information, statements, graphics which is synthesized and thoroughly evaluated.

1 Data gathered are misinterpreted, important details and points of view are ignored.

The content is written with a 4-5 logical progression of ideas and supporting information The layout uses 4-5 horizontal and vertical white space appropriately.

The content is conveying 3-4 points of view and does not create a strong sense of purpose. The layout shows 3-4 structures, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background.

The content lacks a clear point of view and logical sequence of information.

The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability.

Writing Mechanics Group (15 %)

The text is written with no errors in grammar, capitalization, punctuation, and spelling.

The text is clearly written with 2-3 mistakes and no editing required for grammar, punctuation, and spelling.

The text is presented with 4-5 mistakes in spelling, punctuation, and grammar which distracts the presentation.

Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader and major editing and revision is required.

Table and Graphical Analysis

Criteria Content (45%)

4 The ideas given encompasses more than the expected information needed to be extracted from the article. Able to interpret result with excellent accuracy. The graph is perfectly done and able to interpret data with total accuracy.

3 The information shows relevance, able to give the complete ideas.

2 The ideas given contain 3-4 important details.

1 Important details are not emphasized and mentioned.

Interpretation (35%)

The interpretation of the result is well done.

Graph (20%)

The graph is exactly done.

The result was interpreted but the important details were not given an emphasis. Some part of the graph is not correct.

Incorrect interpretation from the beginning till the end. Inaccurate graph.

Handout No. 5

Instructions for the different activities; Pamphlets, Collage The group will organize an output using images and terms that would enhance people appreciation on healthy lifestyle. The pamphlets will be distributed in the school campus while the collage will be posted in the Science Bulletin board.

Kinesthetic The group will create a situation or scenario that will express their feelings about having a healthy life, hence it would help people look at its benefits and how can it help in the enhancement of quality living. Audio Using their skills, the students will create a 5 minute presentation. They should compose their own song/jingle based on the concepts they learned .The animation should showcase the appreciation of having a quality living and improvement of life through cellular discoveries and philosophies

References:

1. Hadsall, Annalee S. High school Science Today,Diwa Learning Systems,

Makati City, Phil. 2009.

2. Cruz,Vangie, Hands and Minds on Activities for Biology II,2005. 3. Pagunsan, Manuela. Biology (Connecting with Science), Makati City, Salesiana
Publishing Inc., 2004.

4. Bato Balani for Science and Technology (Vol. 28 S.Y 2008-2009) 5. Walker, Richard .Guide to the Human Body,2008.

Websites

1. www. google.com (bio-quest)

Laboratory Activities Worksheets

2. http://www.biodiversityhotspots.org/xp/hotspots/philippines/pages/conservation.as
px

3. http://www.enchantedlearning.com/biomes/ 4. Biomes of the World

http://www.teachersfirst.com/lessons/biomes/biomes.html