2010 Secondary Education Curriculum                                                                                       ...
2010 Secondary Education Curriculum                                                                                       ...
2010 Secondary Education Curriculum                                                                Integrative Biologycell...
2010 Secondary Education Curriculum                                                              Integrative BiologyEMPATH...
2010 Secondary Education Curriculum                                                                                       ...
2010 Secondary Education Curriculum                                                                                       ...
2010 Secondary Education Curriculum                                                                                       ...
2010 Secondary Education Curriculum                                                                                       ...
2010 Secondary Education Curriculum                                                                                       ...
2010 Secondary Education Curriculum                                                                                       ...
2010 Secondary Education Curriculum                                                                                       ...
2010 Secondary Education Curriculum                                                                                       ...
2010 Secondary Education Curriculum                                                                                       ...
2010 Secondary Education Curriculum                                               Integrative BiologyMaterials/Equipment N...
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Sci q1 b cellular structures&functions

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Sci q1 b cellular structures&functions

  1. 1. 2010 Secondary Education Curriculum Integrative BiologyQuarter: 1B Topic: Cellular Structures and Time Frame: 25 days Functions Stage 1Content Standard: Performance Standard: The learner develops innovative, marketable, replicable and cost-The learner demonstrates understanding of cellular structures effective products resulting from understanding of cellularand functions used in the livelihood, promotion of food structures and functions.production and health.Essential Understanding(s): Essential Question(s):Understanding of cellular structures and functions can be used How can understanding of cellular structures and functions bein promoting livelihood, food production and health. used?Learners will know: Learners will be able to: I. Cell Theory 1. Explain how the invention of the microscope increased our knowledge of the cell. II. Cellular Structures 2. Discuss main parts and organelles of the cell. III. Cellular Functions 3. Explain cell functions. A. Transport of materials 4. Discuss recent applications of cell study with regard to B. Cell division livelihood, food production and health. C. ATP production IV. Promotion of Livelihood, Food Production and Health through Cellular Activities
  2. 2. 2010 Secondary Education Curriculum Integrative Biology Stage 2Product or Performance Task: EXPLANATION Evidence at the level of performanceInnovative, marketable, replicable, cost- Describe cellular structures and their Performance assessment of the producteffective products resulting from functions. based on the following criteria:understanding of cellular structures and • Innovativeness/ creativityfunctions Criteria: - originality - critical thinking in finding ways/means a. Thorough discussing completely how to produce the product cell structures work) • Marketability - quality b. Justifiable (providing depth and - aesthetic value breadth of scientific reasoning) - usability • Replicability of the production processes c. Clear (expressing with clarity scientific - easy/simple production process thoughts in written or oral form) - availability of materials INTERPRETATION • Cost- effectiveness Illustrate how cell maintains its life through - quality product at low cost a creative story. - availability of materials Criteria: • Benefits to one’s health and the environment a. Meaningful (giving the significance of its parts in keeping it alive.); - usability - practicality b. Illustrative (discussing accurate - safety in using the product data/information that show details of the significance); APPLICATION Make a project proposal for developing product(s) based on the knowledge about
  3. 3. 2010 Secondary Education Curriculum Integrative Biologycell.Criteria:a. Appropriate (proposing ways orapproaches how the knowledge of cellscan be used/adapted in relation to one’slife)b. Practical (suggesting how these waysor approaches can be done easily)c. Efficient (expounding how the proposedways or approaches will employ theproductive use of time and resources)d. Effective (achieving the desired resultin using the knowledge of the cell)PERSPECTIVECompare benefits derived from differentcommercially available productsdeveloped through understanding of cell.Criteria:a. Insightful (providing comparison of thehealth benefits derived from the products)b. Credible (citing authoritative sources ofinformation)
  4. 4. 2010 Secondary Education Curriculum Integrative BiologyEMPATHYAssume what a one would feel aboutthe use of products (developed based onunderstanding of cell) to promotelivelihood, food production and health.Criteria:a. Perceptive (recognizing the dilemmaor problem that one faces in using saidproducts)b. Responsive (exhibiting how one willreact to this situation)SELF-KNOWLEDGEReflect how one can promote livelihood,food production and health based onone’s understanding of cell structures andfunctions.Criteria:a. Reflective (becoming aware on whatone can do to promote livelihood, foodproduction and health based on thisunderstanding)b. Responsive (reacting positively as aresult of developing this awareness)
  5. 5. 2010 Secondary Education Curriculum Integrative Biology Stage 3Teaching/Learning Sequence:EXPLORE As part of initial activities, learners shall be given an overview of the cell as a highly organize structure, understanding how discoveries on cellular structure and functions have led to useful technologies, what they are expected to learn and how their learning shall be assessed. This also involves understanding or making meanings out of the scientific knowledge obtained.Learners shall: 1. undergo assessment on background knowledge of characteristics of life 2. be introduced the topic cell structures and functions and its subtopics (Suggested Activity: The learners will trace development in technology and contributions of scientists that led to the discovery of the cell. Research the following people: Robert Hooke, Hans and Zacharias Jannsen, Anton van Leeuwenhoek, Matthias Schleiden, Theodor Schwann, Rudolf Virchow. List some of their contributions to science and dates of these contributions. Refer to attached suggested activity CSF 1.) 3. be oriented on related and varied resources and materials to be used in understanding cell structures and functions (see resources and equipment/materials needed) 4. be given time to formulate questions on cell structures and functions to initially find out what is/are interesting for them; be given time to formulate other questions leading to the Essential Question focusing on the value of cell structures and functions. (Suggested Strategies: KWL, Focus Group Discussion, brainstorming, think-pair & square, dyads, round robin, etc.) 5. generate as many tentative ideas (TI) related to the Essential Question (EQ) as possible to show what they already know about cell structures and functions
  6. 6. 2010 Secondary Education Curriculum Integrative Biology (Suggested Strategies: Use brainstorming, Focus Group Discussion, graphic organizer, concept mapping, etc. At this point, the teacher shall be careful not to reject learners’ opinion but shall encourage them to give their ideas without being judged as right or wrong. Each tentative idea (TI) shall be written on the board.) 6. be grouped accordingly to choose some of the identified prior knowledge, alternative conceptions and tentative ideas (TI) (Suggestion: Whatever each group of learners selected, the group shall be asked to challenge or explore the validity of these prior knowledge, alternative conceptions or tentative ideas during the Firm Up Stage.) 7. be oriented that they need to show their understanding of cell structures and functions by developing products resulting from this understanding. 8. be informed that these products resulting from understanding of cellular structures and functions shall be assessed based on the following criteria: (a) Innovativeness/ creativity (b) marketability (c) replicability of the production processes(d) cost- effectiveness (e) promotion of livelihood, food production and health. (Suggestion: Brainstorming may be used to discuss how these criteria shall be used. Learners need to be clarified on the details on how their product or performance shall be assessed. Such details of criteria may be revised based on agreements reached.)FIRM UP Varied learning experiences shall be introduced to help learners disprove alternative conceptions, examine/assess prior knowledge, and begin to discover the validity of tentative ideas(TI) related to the EQ; make their understanding of cell structures and functions real; equip them with skills and knowledge; and undergo differentiated instruction to address their unique strengths and needs. This involves acquiring scientific knowledge which is about accessing information, i.e., what information is needed, where information can be located and how information can be gathered focusing on cellular structures and functions
  7. 7. 2010 Secondary Education Curriculum Integrative Biology I. Cell TheoryLearners shall: 1. explain that, according to the cell theory, the basic unit of life is the cell (MAIN IDEA: The millions of different kinds of living things that exist on earth today have the following characteristics in common: they are composed of cells, function as a result of their cells and produce new offspring by cell reproduction. The concepts of the cell theory serve to unite all living things.) (Strategy Strategies: think pair & square, group discussion) (Suggested Activity: Evaluate evidence to support the cell theory. Construct a timeline showing the chronology of the historical events leading to the development of the cell theory. Refer to suggested activity CSF Activity 2.) 2. describe how the invention of the microscope increased our knowledge of the cell (Strategy Strategies: KWL Chart, graphic organizer, group discussion) (Suggested Activity: 1) Give a brief history on the invention and development of the microscope. Describe the distinguishing features of each type of microscope, how it operates and how objects are viewed that later led to the knowledge about the cell. 2) Present and discuss their output) (Strategy: KWL Chart, graphic organizer, group discussion) 3. be familiarized with parts, functions and manipulation of the microscope (Main Idea: Familiarization with the parts and proper manipulation of the microscope will make the study of biology effective and enjoyable.) (Strategy: Think, Pair & Share) (Suggested Activity: Identify parts and function of the microscope, handle the microscope properly and store the
  8. 8. 2010 Secondary Education Curriculum Integrative Biology microscope properly. Refer to suggested activity CSF Activity 3.) a. Cellular Structures 4. describe the main parts of the cell (Main Idea: The main parts of the cell are: (a) the cell membrane, which defines the boundaries of the cell; (b) the nucleus, which controls the activities of the cell, and (c) the cytoplasm, where various cell organelles are found.) (Suggested Strategies: Show & Tell, graphic organizer-describing wheel) (Suggested Activities: Activity 1. Identify the main parts of the cell. Using their creative abilities and resources from books, trace, color and label main parts of the cell. Present and discuss their outputs. Activity 2. Use microscope to observe parts of the cell. ) 5. explain the functions of the cell organelles. (Main Idea: Inside the cell, a variety of specialized structures called organelles carry out their functions for different cell activities.) (Suggested Strategies: making models, group discussion) (Suggested Activity: Create an accurate, detailed 3-D model of either a plant or animal cell. Each organelle must have the correct shape and be about the right size for the model (i.e., Ribosomes should not be larger than the nucleus). Models may be edible or not. Refer to attached suggested CSF activity 4) 6. differentiate prokaryotic and eukaryotic cells (Main Idea: There are many different cells that do many different things. But all of these cells fall into one of the two maincategories: prokaryotic cells and eukaryotic cells. (Suggested Strategies: making models, group discussion, oral presentation) (Suggested Activity: Create an accurate, detailed 3-D model of prokaryotic and eukaryotic cells. Prepare an oral report
  9. 9. 2010 Secondary Education Curriculum Integrative Biologyabout the similarities and differences between prokaryotic and eukaryotic cells. Refer to attached suggested activity CSF 5) 7. differentiate plant and animal cells. (Main Idea: Plant cells have cell wall, plastids and large vacuoles; these are not found in animal cells. Animal cells have a centrosome which is absent in plant cells.) (Suggested Strategies: brainstorming, oral presentation, class discussion) (Suggested Activity: Construct Venn diagram to differentiate plant and animal cells. Refer to attached suggested activity CSF 6) a. Cellular Functions A. Transport of materials (active and passive transport, phagocytosis, endocytosis, exocytosis, etc.) 8. describe how certain processes account for the passage of molecules in and out of the cell (Main Idea: Molecular transport is the movement of molecules across a membrane. Two kinds of molecular transport are used in an organism: passive and active transport.) (Suggested Strategy: games/experiments/simulations) (Suggested Activity: Conduct experiments to draw concepts on passive transport; ICT materials and other references may be used to draw concepts about active transport. Refer to attached suggested activity CSF 7.) 9. infer the importance of transport of materials within the cell to one’s health (Main Idea: Transport of substances ranges from simple movement of substances needed to survive, to the balancing of compounds to keep the cell in a stable environment.) (Suggested Strategy: KWL, use of ICT materials; use of INTERNET) (Suggested Activity: Use available reference materials to understand concept about transport of materials or Web Investigations: Analyze why transport of materials is important in understanding carrier-mediated transport leading to a
  10. 10. 2010 Secondary Education Curriculum Integrative Biology basic understanding of how cells and organisms work. Examine how all essential nutrients (e.g., ions, glucose, amino acids) must be brought into the cell via some sort of regulated transport mechanisms rather than via diffusion. Discuss about low potassium deficiency, use of IV fluids to patients, etc. Refer to attached suggested activity CSF 8)b. Cell Division(TN: Discuss two types, mitosis and meiosis with emphasis on mitosis, the second type meiosis to be discussed in connection with sexual reproduction in Quarter 3) 10. observe the stages of cell division. (Main Idea: Cell division is the process in which a cell divides into two new cells, and it occurs in a series of stages in mitosis.) (Suggested Strategies: experiments/ model making) (Suggested Activity: Observing Mitosis: a) Observing the phases of mitosis as they appear under a microscope. b) Use prepared slides of mitosis in animal and plant cells. Refer to attached suggested activity CSF 9.) 11. explain the relevance of cell division in medicine and agriculture. (Main Idea: The most important applications of mitosis are in plant research and in many biological and medical experiments.) (Suggested Strategies: KWL Chart, Focus Group Discussion, brainstorming, think-pair & square) (Suggested Activity: Use available reference materials or Web Investigation: a) Utilize information on the INTERNET to identify practical applications of cell division in medicine and agriculture. B) Write a brief description of the applications and their contribution to medicine and agriculture. Refer to attached suggested activity CSF 10.)C. ATP production 12. discuss the importance of ATP production in the life of the cell. (TN: Focus discussion on the organelle involved in ATP production; use varied resources or materials, e.g., models and ICT materials in the discussion) (Main Idea: Mitochondria convert the energy contained in food into a useful molecular form of energy for the cell – ATP.)
  11. 11. 2010 Secondary Education Curriculum Integrative Biology (Suggested Strategies: KWL Chart, Focus Group Discussion, brainstorming, think-pair & square, graphic organizer – Five sentence paragraph, model making) (Suggested Activity: Use available reference materials or Web Investigation: a) Utilize information on the INTERNET, ICT materials and models to study the mitochondria and how ATP is produced as a form of energy for the cell. b) Make a model of a mitochondrion showing its parts. Refer to attached suggested activity CSF 11.)IV. Promotion of Livelihood, Food Production and Health through cellular activities 13. discuss recent applications of cell study with regard to livelihood, food production and health.(TN: Tissue culture as used in plant propagation, cancer treatments, delaying ageing process; stem cell technology) (Main idea: Cell and cell products are utilized in both traditional and modern biotechnology to produce materials to maintain and improve life.)(Suggested Activity: Web Investigation: a) Identify different examples of cell and cell products. b) Discuss and describe theirapplications in improving agriculture, health and medicine. Refer to attached suggested activity CSF 12.) (Strategy: KWL Chart, Focus Group Discussion, brainstorming, think-pair & square)DEEPEN Learners shall be engaged in understanding scientific knowledge which includes the processing and making meanings out of the information. Learners need to reflect, revisit, revise and rethink their ideas; express their understandings and engage in meaningful self-evaluation; and undergo in-depth study of cell structure, functions and processes using multiple sources of information and various modalities of manifesting learning.
  12. 12. 2010 Secondary Education Curriculum Integrative BiologyLearners shall: 1. apply technologies to demonstrate how cellular functions promote livelihood, food production and health.(TN: Learners shall be encouraged to make use of food preservation techniques like drying, salting, pickling, use of sugar, refrigeration and non-refrigeration techniques; developing products for aesthetic reasons like soaking and dyeing – potpourri making, producing varied colors of flowers, etc.) (Suggested Activities: Conduct a 2-day hands–on activity for learners to develop products utilizing food preservation techniques like drying, salting, pickling, use of sugar, refrigeration and other nonrefrigeration techniques; developing products for aesthetic reasons like soaking and dyeing – potpourri making, producing varied colors of flowers, etc. by applying different technologies to demonstrate how cellular functions promote livelihood, food production and health.)2. make a project proposal to develop innovative, marketable, replicable and cost-effective products resulting from understanding of cellular structures and functions that promote livelihood, food production and health.At the level of understanding, learner shall: 3. describe the cellular structures and their functions (EXPLANATION) 4. reflect on the possible effects of the environment on cells (SELF-KNOWLEDGE) 5. compare and contrast different commercially available cell products and explain their benefits on one’s health. ( PERSPECTIVE)To draw out the essential understanding, learners shall: 6. contemplate on the essential question “How can understanding of cellular structures and functions be used to improve life?” by doing the following: • Reexamine their revised TI; and • Justify their previous answers based on the understanding(s) gained
  13. 13. 2010 Secondary Education Curriculum Integrative BiologyTRANSFER There is no need to encourage learners to organize their learning experiences so that they can move from teacher-guided and concrete activities to independent applications where they create or produce new knowledge in science. This is to challenge learners to transfer their learning in new settings and use this creatively to generate new ideas, view things differently and reengineer processes. Learners shall be involved in designing, constructing, planning, producing new knowledge and/or inventing products which can promote livelihood, food production and health.Learners shall: 1. develop innovative, marketable, replicable and cost-effective products resulting from understanding of cellular structures and functions that promote livelihood, food production and health 2. Evaluate their own product based on specific criteria.Resources (Websites, Software, etc.)http.//www.lessonplansic.com/biology_lesson_plans_cell_organelles.phphttp.//www.biology-online.org/9/5_protein_activity.htmhttp//www.epilepsy.com/epilepsy/mitochondrial – functionshttp//www.buzzle.com/articles/mitochondria_structure_and functions.htmlhttp//www.cas.muohio.edu/mbi-ws/microscopes/evolution.htmlhttp//www.cas.muohio.edu/mbi-ws/microscopes/microscopes/fathers.htmlOther references: • Joaquin, C. et al. Functional Biology – Modular Approach • Krogh, david. Biology: A Guide to the Natural World, 2nd ed. • Science & Technology. Biology textbook • Miller & Levine. Biology
  14. 14. 2010 Secondary Education Curriculum Integrative BiologyMaterials/Equipment Needed:Manila paperMarking pensColored papersCutoutsGlasswaresComputerComputer presentationsLCD ProjectorEducational film

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