• Save
Cg biology
Upcoming SlideShare
Loading in...5
×
 

Cg biology

on

  • 1,112 views

Cg biology

Cg biology

Statistics

Views

Total Views
1,112
Views on SlideShare
985
Embed Views
127

Actions

Likes
0
Downloads
0
Comments
0

2 Embeds 127

http://mandilikitnationalhighschool.weebly.com 121
http://education.weebly.com 6

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Cg biology Cg biology Presentation Transcript

  • 2010 SECONDARY EDUCATION CURRICULUM SCIENCEProgram Standard: The learner demonstrates understanding of basic Science concepts and processes in an integrative way to solve problems critically,think innovatively/creatively and make informed decisions to enhance the integrity and wellness of the human person, protect the environment andconserve resources in order to sustain quality life. General Standard General Standard General Standard General Standard Grade 7 Grade 8 Grade 9 Grade 10 Integrated Science Integrative Biology Integrative Chemistry Integrative PhysicsThe learner demonstrates The learner demonstrates The learner demonstrates The learner demonstratesunderstanding of fundamental understanding of basic concepts understanding of basic concepts understanding of basic conceptsconcepts and processes in and processes in Biology as and processes in Chemistry as and processes in Physics asChemistry, Physics, Space deepened by other disciplines to deepened by other disciplines to deepened by other disciplines toScience and Ecology in an analyze/solve problems critically, analyze/solve problems critically, analyze/solve problems critically,integrative way to analyze/solve think innovatively/creatively, and think innovatively/creatively, and think innovatively/creatively, andproblems critically, think make informed decisions to make informed decisions to make informed decisions toinnovatively/creatively, and make enhance the integrity and wellness enhance the integrity and wellness enhance the integrity and wellnessinformed decisions to enhance the of the human person, protect the of the human person, protect the of the human person, protect theintegrity and wellness of the human environment and conserve environment and conserve environment and conserveperson, protect the environment, resources in order to sustain resources in order to sustain resources in order to sustainand conserve resources in order to quality life. quality life. quality life.sustain quality life. 1
  • General Standard: The learner demonstrates understanding of basic concepts and processes in Biology as deepened by other disciplines, toanalyze/solve problems critically, think innovatively/creatively, and make informed decisions to enhance the integrity and wellness of the human person,protect the environment and conserve resources in order to sustain quality life. Quarter 1A – Balance of Nature Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level of PerformanceContent Performance Understanding Question PerformanceThe learner Learners, Understanding Why is there Active Explanation Performancedemonstrates individually or in of balance of a need to involvement in assessment ofunderstanding of Balance groups, nature understand community- Show how understanding of the involvement inof Nature to conserve participate contributes to balance of initiated interrelationships among living things community-initiatedlocal biodiversity. actively in conservation of nature? resource contribute to balance of nature. resource management community- local biodiversity management activities based on theI. Changes in Ecosystem initiated Criteria: through active activities to following criteria: resource involvement in conserve local a. Thorough (explaining clearly that A. Ecological 1. Active Involvement management to community- biodiversity interrelationships among living things succession conserve local initiated contribute to balance of nature) • Teamwork B. Ecological biodiversity. resource (members work backlashes management b. Clear (expressing with clarity the together; each activities. scientific thought in oral or written member performsII. Philippine Biodiversity form) a specific task) • CommunicationIII. Biodiversity c. Justifiable ( providing depth and (members Conservation breadth of scientific reasoning) communicate Initiatives thought processes INTERPRETATION and strategies byIV. Philippine and asking questions, International Evaluate how understanding of balance discussing ideas, Biodiversity Laws of nature through community-initiated offering activities benefits local biodiversity. constructive criticisms, and 2
  • Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level of PerformanceContent Performance Understanding Question Performance Criteria: summarizing discoveries as a a. Meaningful (giving importance of result of the balance of nature using one’s group’s immediate context) involvement in community- b.Illustrative (discussing clearly how initiated resource balance of nature is valuable in management activities) conserving local biodiversity) 2. Manifestation of APPLICATION understanding of balance of nature Propose plan of action on how balance of nature can be achieved in local 3. Conservation of setting. local biodiversity Criteria: a. Appropriate (proposing ways on how plan of action can be utilized to achieve balance of nature) b. Practical (suggesting how this plan of action can be done easily) c. Efficient (expounding how the plan of action will employ the productive use of time and resources) d. Effective (achieving the desired result in using plan of action) 3
  • Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level of PerformanceContent Performance Understanding Question Performance PERSPECTIVE Analyze the best strategy or approach in achieving balance of nature done at the community level. Criteria: a. Insightful ( developing one’s view after considering the best strategy or approach in achieving balance of nature) b. Credible (citing authoritative sources of information in selecting the strategy) c. Reflective of critical thinking (combining research, knowledge of historical context, and balanced judgment to choose the best strategy or approach based on objectivity and discretion to disregard personal biases/ prejudices) EMPATHY Assume the role of an SK member who will initiate community activities in relation to balance of nature. 4
  • Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level of PerformanceContent Performance Understanding Question Performance Criteria: a. Perceptive (recognizing the task of initiating community management activities that contribute to balance of nature) b. Receptive (accepting the task readily/ willingly) c. Responsive (exhibiting the task of initiating community management activities) SELF-KNOWLEDGE Realize one’s contribution to promote and sustain balance of nature. Criteria a. Reflective (becoming aware of one’s contribution to promote and sustain balance of nature) b. Responsive (reacting positively as a result of redirecting/ changing one’s thought or view) 5
  • Quarter 1B – Cellular Structures and Functions Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level of PerformanceContent Performance Understanding Question PerformanceThe learner The learner Understanding How can Development of EXPLANATIONdemonstrates develops of cellular understandi an innovative,understanding of cellular innovative, structures and ng of marketable, Describe cellular structures and their Performancestructures and functions marketable, functions can be cellular replicable and functions. assessment on theused in the promotion of replicable and used in structures cost-effective development of the Criteria: product based on thelivelihood, food cost-effective promoting and productsproduction and health. products livelihood, food functions be resulting from a. Thorough (discussing cell structures following criteria: resulting from production and used to understanding of and functions)I. Cell Theory • Innovativeness / understanding health. improve cellular creativity of cellular life? structures and b. Justifiable (providing depth andII. Cellular Structures - originality structures and functions. breadth of scientific reasoning) - critical thinking inIII. Cellular Functions functions. finding ways/means c. Clear (expressing with clarity scientific thoughts in written or oral form) to produce the A. Transport of product materials INTERPRETATION B. Cell division • Marketability Illustrate a creative story about how the - quality C. ATP production cell maintains its life. - aesthetic value - usabilityIV. Promotion of Criteria: Livelihood, Food a. Meaningful (giving the significance of • Replicability of the Production and production its parts in keeping it alive) Health through processes Cellular Activities b. Illustrative (discussing accurate - easy/simple data/information that show details of production process the significance) - availability of materials 6
  • APPLICATION • Cost- effectivenessMake a project proposal in developing - quality product atproduct(s) based on the knowledge that low costunderstanding of the cell can be used to - availability ofimprove life. materialsCriteria:a. Appropriate (proposing ways or • Benefits to one’s approaches on how the knowledge of health and the cells can be used/adapted in relation to one’s life) environmentb. Practical (suggesting how these ways - usability or approaches can be done easily) - practicalityc. Efficient (expounding how the - safety in using the proposed ways or approaches will employ the productive use of time and product resources)d. Effective (achieving the desired result in using the knowledge of the cell)PERSPECTIVECompare the benefits derived fromdifferent commercially available productsdeveloped from understanding of thecell.Criteriaa. Insightful (providing comparison of the health benefits derived from the 7
  • products)b. Credible (citing authoritative sources of information)EMPATHYAssume how one would feel about theuse of products (developed based onunderstanding of the cell) to promotelivelihood, food production and health.Criteriaa. Perceptive (recognizing the dilemma or problem that one faces in using said products)b. Responsive (exhibiting how one will react to this situation)SELF-KNOWLEDGEReflect how one can promote livelihood,food production and health based onone’s understanding of cell structuresand functions.Criteria:a. Reflective (becoming aware of what one can do to promote livelihood, food production and health based on this understanding)b. Responsive (reacting positively as a result of developing this awareness) 8
  • Quarter 2 – Life Energy Processes and Food Production Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level of PerformanceContent Performance Understanding Question PerformanceThe learner Learners, Life energy Why are life Use of certain EXPLANATIONdemonstrates individually or in processes can energy techniques or Show the differences betweenunderstanding of life groups, use be used in (a) processes practices to photosynthesis and respiration Performanceenergy processes as certain techniques using certain valuable? produce assessment of theused in improving certain or practices to techniques or innovative, Criteria: production oftechniques or practices produce practices and (b) market viable, a. clear (explaining clearly and materials based onand developing beneficial innovative, market developing dependable and directly) the following criteria:products. viable, dependable beneficial profitable b. procedural (giving the details) and profitable products. materials basedI. From Light Energy to INTERPRETATION materials based on • Innovativeness Chemical Energy of Illustrate how life energy processes on their understanding of - uniqueness Food occur. understanding life energy - functionality about life energy processes. Criteria: -value A. Introduction: plant parts and functions processes. a. meaningful (drawing inference or making justification on the • Market Viability illustration presented) - quality B. Photosynthesis b. illustrative (discussing accurately - aesthetic value 1. Light-dependent and comprehensively the details of - usability reactions information) • Dependability 2. Light-independent APPLICATION - good quality reactions Propose ways on how understanding product of life energy processes can be used • Profitability C. Glucose and in life. - good selling price production of food - reasonable molecules Criteria production cost a. Appropriate (proposing ways or -availability of D. Plant reproduction approaches in regard to how the materials for understanding of life energy 9
  • E. Plant propagation processes can be used/adapted in production relation to one’s life) • Use of certain F. Techniques or b. Practical (suggesting how these techniques or practices for ways or approaches can be done practices production easily) (sustainable farming, c. Efficient (expounding how the • Manifestation of proposed ways or approaches will understanding of life urban gardening, employ the productive use of time energy processes hydroponics, vertical and resources) farming, bonsai- d. Effective (achieving the desired making) result in using the understanding of life energy processes)II. From Chemical Energy of Food to PERSPECTIVE Chemical Energy of Relate traditional and modern farming ATP practices in increasing food production with life energy processes. A. Aerobic respiration Criteria: B. Anaerobic a. Insightful (providing information respiration about the pros and cons of both traditional and modern farming C. Food production practices) b. Credible (giving a realistic point ofIII. Energy Flow in the view about farming practices) Ecosystem c. Reflective of critical thinking (distinguishing between irrelevant A. One-way flow of and relevant or inaccurate and energy in the accurate information about farming biosphere (deriving practices) food from the lowest trophic EMPATHY level) Role playing a farmer’s feeling when there is less production due to some conditions affecting life energy 10
  • B. Food pyramid processes such as El Niño and La Niña phenomena, pests, and otherC. Increasing food interventions. production Criteria: a. Perceptive (recognizing the problem a farmer faces) b. Receptive (accepting readily/ willingly a farmer’s feeling about the less yield of products due to some conditions such as El Nino and La Nina phenomena, pests, and other interventions) c. Sensitive (demonstrating how a farmer reacts to this situation) SELF-KNOWLEDGE Realizing how understanding of life energy processes affects one’s view on certain techniques or practices in developing beneficial products. Criteria: a. Reflective (becoming aware how one’s view on certain techniques or practices is affected by the understanding of life energy processes) b. Responsive (reacting positively as a result of redirecting / changing one’s thought or view) 11
  • Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level of PerformanceContent Performance Understanding Question PerformanceThe learner demonstrates Learners, Understanding Why do we Active EXPLANATION Performanceunderstanding of human individually or in of human organ study engagement in assessment oforgan systems which groups, engage systems human activities that Describe the coordinated functions of learners in conducting human organ systems. certain activitiespromotes proper nutrition actively in encourages one organ promote proper based on the followingand overall wellness. activities that to engage in systems? nutrition and Criteria: criteria: promote proper activities that overall wellnessI. Human Organ nutrition and promote proper to show a. Thorough (investigating how body 1. Active Systems and Nutrition overall wellness nutrition and understanding of systems work together) engagementII. Types, Prevention, to manifest overall wellness. human organ understanding of systems b. Clear (expressing the concepts 2. Promotion of Detection and with clarity how do the organ proper nutrition Treatment (traditional human organ systems work together) and overall and alternative) of systems. wellness Diseases in Each c. Justified (demonstrating the Organ System coordinated functions of the organ 3. Showing systems) understandingIII. Contemporary Health of human INTERPRETATION organ systems. Issues that Promote Proper Nutrition and Create one or several models Overall Wellness showing coordinated functions of organ systems.IV. Technologies Related to Human Organ Criteria: Systems a. Meaningful (specific relevant situations are shown) b. Illustrative (coordination among organ systems are clearly reflected) 12
  • APPLICATIONDesign an experiment that will testthe coordinated functioning of theorgan systems.Criteria:a. Appropriate (the proposed experiment focuses on the coordinated function of organ systems)b. Practical (the steps are brief and easy to follow)PERSPECTIVEInfer the effects of certaintechnologies involving organ systems.Criteria:a. Insightful (providing pros and cons of applying these technologies in organ systems)b. Credible (using authoritative sources of information while listing/citing the pros and cons of applying certain technology)c. Reflective of critical thinking (combining research and knowledge of historical context) 13
  • EMPATHYAssume the role of a patient sufferingfrom malfunction of organ system/sthat needs to undergo a costlymedical treatment but has noassurance of being relieved from suchcondition.Criteria:a. Receptive (accepting the situation when failure in any system occurred; accepting readily/willingly that there is already an advancement in technology that will cure illness or prolong life)b. Sensitive (becoming aware of consequences that may occur should the treatment fail)SELF-KNOWLEDGEReflect on health practices that shouldbe improved to promote wellness andensure proper functioning of one’sorgan systems.Criteria:a. Reflective (becoming aware of healthy lifestyles and total wellness)b. Responsive (taking appropriate actions based on the result of this reflection) 14
  • Quarter 3A – Human Organ Systems Quarter 3B - Reproduction Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level of Performance Content Performance Understanding Question PerformanceThe learner demonstrates The learner makes To the human How must Making informed EXPLANATION Performanceunderstanding of informed choices society, reproduction decisions on assessment of thereproduction and its or decisions reproduction be viewed reproduction that Explain how reproduction becomes a learner’s decision on societal issue.corresponding health, relative to must be viewed by the consider not just matters pertaining tosocial and ethical issues. reproduction as more than a human its biological INTERPRETATION reproduction based on issues with due biological society? function but as the following criteria:I. Reproduction as a consideration to function, but one well as health, Document how the reproductive Biological Function health, social and that concerns social and system is affected by certain a. Informed abnormalities. A. Mitosis and asexual ethical issues. health, social ethical issues. b. Inclusive of health, reproduction and ethical social and ethical APPLICATION issues. issues B. Meiosis and sexual Propose how understanding of reproduction reproduction can be used as basis in developing advocacy materials. C. Human reproduction PERSPECTIVE Cite how recent technologies promoteII. Reproduction and and improve the existing knowledge Health Issues on reproduction. A. Infertility and other EMPATHY abnormalities in reproductive Assume the role of a mother talking to systems her adolescent child about reproductive health. 15
  • Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level of Performance Content Performance Understanding Question Performance B. Sexually transmitted infections (STIs) SELF-KNOWLEDGEIII. Reproduction and Realize how one is influenced by the Social Issues broader understanding of reproduction which covers not only biological A. Cloning function but also health, social and ethical issues. B. Rapid population growth C. Use of fertility drugs and multiple birthsIV. Reproduction and Ethical Issues A. In vitro fertilization as used beyond health reasons B. Artificial insemination and surrogate motherhood as applied to humans. C. Abortion, early and unwanted pregnancy 16
  • Quarter 4A – Genetics Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance PerformanceThe learner The learner makes Understanding of When does Using one’s EXPLANATION Performancedemonstrates informed decisions genetics is genetics become understanding of assessment of theunderstanding of based on his/her important when valuable? genetics in making Explain how genetics can be used of the learner’sGenetics to make knowledge of making informed informed to determine the characteristics of decision based oninformed decisions genetics to develop decisions about decisions in life an organism. the followingabout promoting good one’s potentials, promoting good situations such as Criteria criteria:health, improving promote good health, improving on matterslivelihood, and making health, improve livelihood and pertaining to a. Thorough (explaining how traits 1. informedfuture choices. livelihood, and making future promotion of good are transmitted from parents to 2.reflective of the make sound choices. health, offspring using concepts in genetics) usefulness of choices. improvement of genetics b. Clear (expressing one’s livelihood, andI. Mendelian and Non- thoughts with clarity in oral or considering the making sound written form) Mendelian Laws of following: Heredity choices. c. Justifiable ( providing different examples and concrete a. development ofII. Sex-Related situations) one’s potentials Inheritance INTERPRETATION b. promotion ofIII. Molecular Genetics good health Make sense of the importance ofIV. Usefulness of understanding genetics in c. improvement of Genetics controlling certain characteristics livelihood of organisms. d. use of Criteria technology Meaningful (giving brief yet e. making future 17
  • Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance Performance substantial discussion of the choices importance of how genetic information are transmitted from parents to offspring and how individuals differ from one another). APPLICATION Propose how genetics can be applied in addressing certain situations or solving some problems (e.g., crimes). Criteria: a. Appropriate (using concept/s in genetics in addressing certain situations or solving problems) b. Practical (discussing how the proposed solution can be done with ease) PERSPECTIVE Infer the cost-effectiveness of applying genetics in improving industries. Criteria: 18
  • Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance Performance a. Insightful (drawing lessons or insights deduced from the application of genetics in improving industries) b. Credible (using authoritative sources of information on genetics) c. Reflective of critical thinking (combining research, understanding of historical context; developing higher order thinking skills while making an inference) EMPATHY Assume the role of a geneticist who applies genetics in studies or experiments while upholding respect for life and high ethical standards. Criteria: a. Perceptive (accepting that geneticists may be prone to biases as they apply genetics in their studies or experiments) b. Receptive (accepting readily/ willingly that a geneticist should uphold the value of respect for 19
  • Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance Performance life and high ethical standards while applying genetics in studies or experiments) SELF-KNOWLEDGE Be aware that one is capable of making his/her life better by making good use of his/her inherited traits or potentials based on understanding of genetics. Criteria a. Reflective (becoming aware of one’s inherited traits/potentials based on understanding of genetics) b. Responsive (reacting positively as a result of recognizing how to make good use of these traits or potentials) 20
  • Quarter 4B – Diversity of Life Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level of PerformanceContent Performance Understanding Question PerformanceThe learner Learners conduct Understanding of Why do we need Conduct of EXPLANATION Performance assessmentdemonstrates comprehensive, diverse life-forms to understand comprehensive, of the conduct ofunderstanding of the community-based is key to diverse life- community-based Describe how living advocacy based on the respecting and things differ from onediversity of life in and innovative forms? and innovative following criteria: protecting other another.appreciating other advocacy projects organisms and advocacy projectsorganisms and their or activities to or activities to • Community-based appreciating their Criteria:value or usefulness. promote respect for value or respect and protect projects or and protection of usefulness through other organisms a. Thorough (providing activitiesI. Evolution other organisms. the conduct of and appreciate depth and breadth of advocacy projects the description) • Comprehensive- A. Evidence of their origin and or activities. b. Clear (expressing the ness change (geological value or usefulness. scientific thought with evidence: age of clarity thought in oral • Innovativeness the earth and fossil or written form) c. Justifiable (providing • Manifestation of record; anatomical adequate evidence) appreciation to evidence: INTERPRETATION other organisms homologous, and their value or analogous Illustrate the usefulness. structures, and interdependence of vestigial organs; diverse organisms embryological through analogies. evidence; and biochemical Criteria: evidence) a. Meaningful (giving B. Mechanism of brief yet substantial change (scientific discussion) b. Complete (using 21
  • Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level of PerformanceContent Performance Understanding Question Performance evidence and/or adequate analogies to inferences dealing illustrate with artificial interdependence) APPLICATION selection, natural selection, Create a presentation to speciation and showcase how diversity genetic variation) of life exists in one’s immediate community.II. Biological Classification Criterion A. Usefulness of Appropriate (developing a classification presentation that suits system one’s context or community) B. Characteristics of organisms under PERSPECTIVE existing kingdom- systems Compare different initiatives that promoteIII. Value or Usefulness understanding of diversity of Certain of life. Organisms Criteria A. Ecological, medical, a. Insightful (getting insight from similarities technological and and differences economic uses of between or among certain organisms these initiatives); 22
  • Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level of PerformanceContent Performance Understanding Question Performance b. Credible (using at least one authoritative source of information while expounding similarities and differences); c. Reflective of critical thinking (distinguishing between irrelevant and relevant or inaccurate and accurate information). EMPATHY Role play human activities that either reduce, maintain or enrich diverse life-forms. Criteria: a. Perceptive (recognizing that human activities either reduce, maintain or enrich diverse life- forms) b. Responsive (exhibiting how said activities 23
  • Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level of PerformanceContent Performance Understanding Question Performance affect varied organisms) SELF-KNOWLEDGE Recognize what one can do based on understanding of diversity of life. Criteria: a. Reflective (becoming aware that this understanding can influence a person’s way of thinking, belief, attitude or behavior) b. Responsive (showing positive reaction based on this understanding) 24