First Quarter

Scope and Sequence Page | 1

Topic Scientific Method Introduction to Life Sciences Microscopy An Overview of Technology in Biology Filipino and Foreign Biologists Discoveries Tools in Research and Technology Cell Theory Cell Anatomy and Physiology Cellular Respiration Special Cell Functions Cell Cycle Total

Days 4 4 4 5 5 3 3 3 10 5 4 5 55

Academic Budget Plantilla Science II Year II First Quarter Approximate No. of Days: 4 Page | 2

General Topic: Scientific Method Learning Objectives TPO: Design simple experiments following the scientific method Learning Content Biology is a scientific study of life that requires careful observation and experimentation through the use of the scientific method. Learning Experiences Learning Evaluation Enumeration: 1. In your own words, what is biology? 2. Why is biology important to human society? 3-5. Give three products/processes that is based in biology. Integration Biology and the study of general science involve accuracy and precision of data being gathered. Experiments, analysis and conclusions must be supported by verifiable data collected from a controlled set-up. Being accurate and precise are two of the attitudes needed in studying mathematics. Students must compute for the exact and precise answer in every mathematical problem. Multiple Intelligences Logicalmathematical; verbal-linguistic

Minds on: Students will divide in groups, then they will list down different household products and classroom materials that are made from biological and scientific processes. Each group will then report to class how these products and materials are made. The group will also infer what will happen if these materials and products were not invented or made.

EO1. Discuss steps in the scientific method EO2.Gather data with precision and accuracy

EO3. Analyze data and graphs to come up with scientific conclusions.

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Hands on: Students will be divided into 5 groups. Each group will measure objects and materials that will be provided by the teacher. Each group will be provided with standard and non standard unit of measurements. Each group will take turns in measuring the objects and materials given. After the activity, each group will present to the class the measurements gathered. The teacher will synthesize on why the different groups obtained different data of measurements.

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Academic Budget Plantilla Science II Year II First Quarter General Topic: Introduction to Life Sciences Learning Objectives TPO: Identify the unifying ideas in biology Learning Content Chemical elements, compounds and molecules are capable of sustaining and providing life. Living things have certain characteristics that makes them different from non living things Minds on: The class will identify the different phases that happen during the water cycle. Hands on: The class will observe a plant in the classroom. The class will identify the different Learning Experiences Learning Evaluation Define the following concepts and terms: 1. abiotic 2. biotic 3. metabolism 4. organic compound 5. respiration Choose the answer that best completes each of the following sentences. 1. Our biotic surroundings include _____. a. penguins and mountains b. penguins and horses c. mountains and Approximate No. of Days: 4

Integration Certain chemical elements, compounds and molecules are capable of sustaining and providing life. Living things have characteristics that set them apart from non living things. Through Physical Education, living things need nutritious food, proper and balanced diet and frequent exercises in order to function properly

Multiple Intelligences

EO1. Identify the chemical elements, compounds and molecules necessary for life. EO2. Recognize the different characteristics of living things from non living things

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elements that it needs in order to survive. Each group will infer what would happen to the plant if one of the elements is absent.

rivers d. horses and rivers 2. A change of phase involves the transfer of ______. a. energy b. matter c. liquid d. gas

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Academic Budget Plantilla Science II Year II First Quarter General Topic: Introduction to Life Sciences Learning Objectives TPO: Identify the theories about the origins of life Learning Content Scientists and biologists have developed theories about how life might have arisen on Earth. Learning Experiences Learning Evaluation Identification: Match each term above with the phrases that best describes it. Biogenesis Spontaneous generation Hands on: A student will report on the experiments made by Francesco Redi and Lazaro Spallanzani Minds on: Students will recite on what they understand on the phrase All life from life. Page | 7 1. The belief that organisms today can arise from nonliving things. 2. An accepted idea that all life comes from life. Approximate No. of Days: 4

Integration The different theories about the origins of life are related to Values Education. Attitudes and values as imbued by students are affected by their origins, surroundings and environment. A nurturing and well developed environment can cultivate a responsible and morally straight student.

Multiple Intelligences

EO1. Understand the different theories about the origins of life. EO2. Identify proofs that support the different theories about the origins of life.

Academic Budget Plantilla Science II Year II First Quarter General Topic: Microscopy Learning Objectives TPO1: Identify the parts of a compound microscope TPO2: Give uses of the compound microscope Learning Content The capable use of a microscope is very important in the study of biology. Students must also know the scientific concepts and theories with regards to the proper functioning of the microscopes lenses Learning Experiences Learning Evaluation The teacher will provide a working model of a microscope. The teacher will call out the name of the student. The student will state the indicated part of the microscope and its function. Approximate No. of Days: 5

Integration Much like any other equipments, the microscope must be well maintained and must be well taken cared for to be able to function properly. The proper maintenance and upkeep of the microscope can be discussed in Technology and Livelihood Education classes.

Multiple Intelligences Provisions on multiple intelligence can include the mechanical maintenance and upkeep of the microscope.

Minds on: EO1. Identify the different parts and functions of the microscope. EO2. Correctly use the microscope when conducting experiments and The students will identify the different parts and functions of the microscope. Authentic: Students will

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looking at samples.

individually manipulate the microscope to be able to view a given sample.

Academic Budget Plantilla Science II Page | 9

Year II First Quarter General Topic: An Overview of Technology in Biology Learning Objectives TPO1: Explain biological concepts in given technology TPO2: Assess the implications and responsibility of any biotechnology Learning Content Technology in biology is a fastgrowing trend. There, however, are inherent issues when we use technology on living things. We shall cover an overview of cloning and genetic engineering as biotechnological innovations. Learning Experiences Learning Evaluation Give three ways in which biotechnology can be abused (not used). Then give three ways for you to mitigate such abuses.

Approximate No. of Days: 5

Integration Technology is evolving, not only in Biology, but in other branches of science such as Chemistry and Physics. In fact, many advances in Biology can be derivatives of advances in Chemistry and Physics.

Multiple Intelligences Linguistic; bodilykinesthetic

EO1: Define biotechnology EO2: Give examples of biotechnology in our daily lives

Minds on: Students will bring news about recent advances in biotechnology and then bring them to class. Hands on: Students will look for manifestations of biotechnology inside the classroom, and then report them to

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EO3: Analyze an overview of two biotechnological innovations: cloning and genetic engineering

class. Authentic: Students will read about Dolly, the sheep, as well as genetically modified organisms (GMO). Then students will recite in class and share ideas about the benefits of biotechnology.

Academic Budget Plantilla Page | 11

Science II Year II First Quarter General Topic: Filipino and Foreign Biologists Discoveries Learning Objectives TPO: Describe the contributions of Filipino and foreign scientists in the field of biology and biotechnology Learning Content Foreign and Filipino scientists alike have widened our understanding about life. From the ancients, such as Aristotle, the Father of Biology, to the biologists today, we owe our knowledge of Biology to an illustrious line of scientists. Learning Experiences Learning Evaluation Match the following scientists with their discoveries: 1. 2. 3. 4. 5. Padolina Mendel Aristotle Del Mundo Leeuwenhoek Approximate No. of Days: 3

Integration Contributions of Filipino scientists as well as foreign scientists are sometimes covered in History subjects.

Multiple Intelligences Linguistic; interpersonal

Minds on: Students will bring short biographies of foreign and Filipino scientists. The biographies must contain discoveries as well as the everyday lives of the scientists. While discussing the biographies, students will select

EO1: Identify foreign and Filipino scientists who made capital contributions to biology EO2: Identify the characteristics of biologists, whether Filipino or foreign

A. Devised an incubator B. Divided animals into land, water, and air animals C. Notable Filipino biotechnologist D. Father of Modern Genetics E. Invented the light microscope

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characteristics that made the scientists stand out. EO3: Propose ways in which the youth can be inspired to pursue scientific endeavors in the future Authentic: Students will recite everyday situations in which they often apply the characteristics of biologists that they have determined.

Academic Budget Plantilla Science II Page | 13

Year II First Quarter General Topic: Tools in Research and Technology Learning Objectives TPO: Name the special tools in research and technology EO1: Identify different laboratory tools by name EO2: Identify functions of different laboratory tools Learning Content Before doing experiments that require many instruments, students should be acquainted with the instruments first. Nevertheless, there are more advanced instruments that arent typically found in the Philippine high school biology laboratory, but they will be covered as well. Learning Experiences Learning Evaluation Students will take turns doing the following: Teacher lays down 15 laboratory instruments on the table, then In 1 minute, student will name correctly all the tools there.

Approximate No. of Days: 3

Integration Laboratory instruments are also useful in Physics and Chemistry.

Multiple Intelligences Bodily-kinesthetic

Hands on: Students will be given the chance to look and touch the different laboratory instruments found in the classroom. Under set limits, students will be allowed to operate some of them. Minds on: Students will bring pictures of different sophisticated laboratory tools found outside the laboratory, then discuss their uses in class.

EO3: Identify more sophisticated laboratory tools

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Academic Budget Plantilla Science II Year II First Quarter General Topic: Cell Theory Learning Objectives TPO: Identify and recognize the theory about cells Learning Content Biologists and scientists have devised the cell theory to explain the different functions, specialization and parts of the cell. Learning Experiences Learning Evaluation Recitation 1. How are plants and animal cells different? How are they similar? Minds on: The students will identify the different parts of the cell. Authentic: Students will individually manipulate the microscope to be able to view a given sample. The student must describe the different parts of the cell found under the Page | 15 Approximate No. of Days:3

Integration Cell theory gives a definitive answer to the question What are we? Such inquiries are explained in depth in Values Education.

EO1. Narrate the history of the cell theory EO2. Identify the different cell specialization and levels of organization of cells

Multiple Intelligences Students with spatial intelligence can attempt to draw or illustrate the different sample of cells viewed under the microscope.

microscope. Academic Budget Plantilla Science II Year II First Quarter General Topic: Cell Anatomy and Physiology Learning Objectives TPO1: Identify the different parts of the cell. TPO2: Differentiate plant cells from animal cells. TPO3. Differentiate unicellular from multicellular organisms. TPO4: Differentiate prokaryotic cells from eukaryotic cells. TPO5: Point out that the activities of certain cell organelles are used to promote food production and health Learning Content The cell has different parts that have distinct functions and roles. Cells of animals are vastly different from the cells of other organisms. Unicellular organisms and multicellular organisms also differ in some ways; prokaryotic cells and eukaryotic cells also differ in essential ways. Learning Experiences Learning Evaluation Choose the answer that best completes each of the following sentences. 1. All living things need ______ in greater quantities than any other substance. a. protein b. water c. nucleic acids d. lipids 2. Hair and feathers are made up of _____. a. protein b. cellulose c. carbohydrates d. lipids Hands on: 3. The smallest Page | 16 Approximate No. of Days: 10

Integration Knowing how to use the microscope is an integral skill applicable also to Chemistry.

Multiple Intelligences Spatial; bodilykinesthetic

EO1: Point out the parts of the cell (plant call and animal cell) EO2. Identify the functions of the different parts of the cell EO3. Compare prokaryotic and eukaryotic cells EO4. Analyze the differences in complexity between unicellular and multicellular organisms EO5. Compare plant cells and animal cells

Given a large picture of a cell, students will point to a part of a cell, then give its functions

carbohydrates are ______? a. cellulose b. a simple sugar c. nucleotide d. starch True or False

Authentic: Students will individually manipulate the microscope to be able to view a given sample. The student will compare and contrast the following based on their observations of the samples: (1) Prokaryotic and eukaryotic cells (2) Unicellular and multicellular organisms (3) Plant cells and animal cells Minds on: The students will tabulate the

1. Plant cells normally have cell walls. 2. Animal cells normally have no nuclei. 3. Animal cells are normally eukaryotic cells. 4. Bacteria are unicellular organisms. 5. Plant cells are prokaryotic cells.

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differences and similarities between: (1) Prokaryotic and eukaryotic cells (2) Unicellular and multicellular organisms (3) Plant cells and animal cells EO6: Identify different uses of organelles in technology. Minds on: Students will bring researches of news items regarding organelles used in technology, then will report them in class. Other students will react

E07. Explain how technological advances from functions of organelles can affect living in the Philippines.

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Academic Budget Plantilla Science II Year II First Quarter General Topic: Cellular Respiration Learning Objectives TPO1: State the requirements of cellular respiration Learning Content Learning Experiences Learning Evaluation State whether the following take place during glycolysis, Krebs cycle, or electron transport chain: 1. Pyruvate is produced. 2. NADH is produced along with acetyl CoA. 3. Glucose is turned glucose-6 phosphate. 4. Electrons fall from NADH and FADH2 to oxygen. 5. ATP forms after donation of a phosphate from GTP to ADP. Page | 19 Approximate No. of Days: 5

Integration Some of the substances involved in cellular respiration are discussed in Chemistry.

Cellular respiration is the process through which cells produce energy in TPO2: Explain the the form of ATP. stages of cellular Cellular respiration respiration involves three main steps: glycolysis, Krebs cycle, and electron-transport EO1. Define cellular chain. respiration EO2. Give the steps, the basic substances, and the enzymes required for cellular respiration to take place EO3. Solve for the net result of

Multiple Intelligences Logicalmathematical

Minds on: Students will make a detailed list of the steps involved in glycolysis, Krebs cycle, and electron transport chain, along with the enzymes involved. Students will recite the starting

cellular respiration

products and the end products of cellular respiration.

Academic Budget Plantilla Science II Year II First Quarter General Topic: Special Cell Functions Learning Objectives TPO1. Explain how osmosis is related to diffusion TPO2. Distinguish between active and passive transport TPO3. Differentiate phagocytosis from exocytosis Learning Content Diffusion is the tendency of molecules to spread out on an available space. Osmosis is the passage of water from a region of high concentration to a region of low concentration along a selectively permeable membrane. Active transport involves expenditure of energy; passive transport doesnt. Phagocytosis is the engulfing of smaller particles; exocytosis involves formation of fusion of vesicles with the plasma Learning Experiences Learning Evaluation Identify the following cell processes: 1. Passage of water from a region of high concentration to a region of low concentration across a selectively permeable membrane. 2. Tendency of molecules to spread out on an available space. 3. Engulfing of smaller particles. 4. Transport that involves energy use. 5. Transport that doesnt involve Approximate No. of Days: 4

Integration Diffusion and osmosis apply not only to biological processes, but also to some chemical processes, which will be covered in Chemistry

Multiple Intelligences Spatial (from watching videos); logicalmathematical

EO1. Define diffusion, osmosis, active transport,

Minds on: Students will

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and passive transport EO2. Give examples of diffusion in daily life EO3. Define hypertonic, hypotonic, and isotonic solutions EO4. Explain the cell parts and functions involved in phagocytosis and exocytosis E05. Explain the importance of these different cell functions

membrane.

discuss several textbook examples of diffusion, osmosis, active transport, and passive transport. Students will determine Authentic: Students will watch a short video clip featuring phagocytosis and exocytosis, then students will determine the cell parts and the functions involved.

energy use. Suppose there solution of 25% solute in the environment. Would the following be hypertonic, hypotonic, or isotonic? 1. 25% solute 2. 22% solute 3. 27.5% solute

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Academic Budget Plantilla Science II Year II First Quarter General Topic: Cell Cycle Learning Objectives TPO1. Describe the cell cycle TPO2. Explain mitosis and meiosis TPO3. Differentiate mitosis from meiosis Learning Content Learning Experiences Learning Evaluation State whether the following involves mitosis or meiosis: 1. Division of sex cells 2. Chromosome number is halved 3. Chromosome number remains the same 4. Crossing over and synapsis take place 5. Division of somatic cells State whether the following takes place in prophase, metaphase, anaphase, or Page | 22 Approximate No. of Days: 5

Integration There is plenty of chemistry involved in the mechanics of cell division.

EO1. State the four stages of mitosis in order and the eight stages of meiosis in order EO2. Describe what happens in the interphase stage, mitosis, and

Division of cells takes place through mitosis (for somatic cells) and meiosis (for sex cells). Mitosis and meiosis have steps (prophase, metaphase, anaphase, and telophase) along with interphase Minds on: taking place when cells are not Students will dividing observe pictures that contain the steps in cell division. Authentic: Students will watch

Multiple Intelligences Logicalmathematical; spatial

meiosis EO3. Give the fundamental differences between mitosis and meiosis

short video clips of dividing cells, then they will state their reactions to the video clips.

telophase (of mitosis): 1. Formation of spindle fibers 2. Division of sister chromatids 3. Lining up of chromosomes on equatorial plate 4. Disappearance of nuclear membrane 5. Reappearance of nuclear membrane

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