Curriculum Pacing Guide for Grade 8

In Science II
I. Course Program Description

The Science curriculum of the Chiang Kai Shek College, High School Department, is a general program, composed of Biological and Physical Science specifically divided
into General Science, Biology, Chemistry and Physics with additional special science and math classes.
The Science Curriculum is based on the minimum level of competency required by the Department of Education with additional topics to enrich the program in substance
and in form.
The emphasis in all courses is on providing the students with ample opportunities for discovery through personal experience and the scientific method.
Activities are designed to develop among students an awareness of the significance of Science on humanity, thereby preparing them for lifelong learning in the
technological world.
Integration of values in science instruction is anchored in our vision mission through various valuing processes with emphasis on propriety, righteousness, incorruptibility
and honor.
Various activities such as field trips, individual or group researches, film showing, panel discussion, hands-on experiments are also included in the program to enhance
students’ understanding and application of science concepts.
II. General Objectives of the Science Program

After finishing the four-year science curriculum, the students should be able to:
1. Develop the scientific way of thinking and reasoning through
a. the methods of scientific inquiry applied to actual life situations and investigations,
b. the interpretations and verifications of scientific laws in the areas of General Science, Biology, Chemistry,
and Physics.
2. Recognize and appreciate the scientific advancements which will improve man’s quality of life in technological age
through research and development.
3. Acquire and develop the values of propriety, righteousness, incorruptibility, and honor towards work, concern for
others, environmental consciousness and humility as they interact in the classroom, laboratory, field trips and
project making.
4. Convey the content and application of science through laboratory experiments and activities appropriately.
5. Gain knowledge and acquire scientific skills in preparation for higher level of learning.
III. Course Description of Science II

The course Science II – Biology is intended for second year students in the secondary level. It deals with the principles and concepts of Biology.
The first part of the course will include the nature and importance of biology, characteristics of life, cellular and chemical basis of life, microscopy, classification of
organisms, diversity among microorganisms, diversity in the plant and animal kingdoms.
The second part describes the diversity of plants and animals together with the discussion and descriptions of life energy, photosynthesis, respiration, structural organization
of plants and the different systems of the human body and its medical concerns.
The last part tackles the system of reproduction, cell division, classical genetics, and extensions of Mendelian inheritance: sex related inheritance, with solving of genetic
problems, molecular genetics and DNA technology.
The course also includes hands-on activities and demonstrations to enrich and reinforce the concepts learned in biology.
IV. Specific Objectives of Science II

At the end of the course, the students will be able to:

1. gain knowledge and understanding of the fundamental principles of life;

2. apply these fundamental principles learned in their day to day experience;
3. develop proper scientific attitudes such as curiosity about the things around them;
4. develop keenly the skills of using their different senses in performing an experiment/activity;
5. be trained in the scientific way of making observations, descriptions, comparisons, classifications and measurements for the
collection of relevant data and information;
6. develop skills in identifying and controlling variables in any investigations in order to arrive at precise conclusions and
generalizations;
7. record data systematically and interpret them accurately;
8. train them in handling biological tools and equipment the proper way and with care;
9. develop skills in working individually or by groups; and
10. observe cleanliness and discipline in any laboratory activities.
 SCOPE AND SEQUENCE

First Quarter VI. Structural Organization of Animals

6.1 Digestive System
I. Nature & Importance of Biology 6.2 Respiratory System
6.3 Circulatory System
II. Cellular and Chemical Basis of Life 6.4 Excretory system
2.1 Cell Structure and Composition
2.2 Variation in Plant Cell and Animal Cell Third Quarter
2.3 Microscope
2.4 Passage of Substances Through the Cell Membrane 6.5 Nervous System
2.5 Levels of Cellular Organization 6.7 Endocrine System
2.6 Organic and Inorganic Compounds 6.8 Skeletal & Muscular System

III. Biological Diversity VII. Reproduction

3.1 Classification of Organisms 7.1 Mitosis
3.2 Diversity among Microorganisms 7.2 Meiosis
3.3 Diversity in the Plant Kingdom 7.3 Human Reproduction
3.4 Diversity in the Animal Kingdom
VIII Genetics
Second Quarter 8.1 Classical Genetics
IV. Life Energy 8.2 Extensions of Mendelian Inheritance
4.1 Photosynthesis 8.3 Sex Related Inheritance
4.2 Respiration
IX Molecular Genetics
V. Structural Organization of Plants 9.1 DNA Replication
5.1 Roots 9.2 DNA Technology
5.2 Stems
5.3 Leaves
5.4 Flower
 CRITERION REFERENCE CHART

UNITS/TITLES TOPICS/ACTIVITIES SKILLS

FIRST QUARTER

Unit I – Nature and Importance of Biology Topics: 1. defining

1. Introduction to Biology 2. listing
3. describing
4. comparing
5. reasoning
6. analyzing

Unit II – Cellular and Chemical Basis of Topics:

Life 1. Cell theory 1. defining
2. Cell Structure and Composition 2. describing
3. Variation in Plant and Animal Cell 3. drawing
4. Organic and Inorganic Compounds 4. comparing/differentiating
5. Passage of Materials through the 5. manipulating
Plasma membrane 6. observing
6. Microscopy 7. labeling

Activities:

Compound Microscope
Observing Cells Under the Microscope
Osmosis in Living Tissues

Unit III – Biological Diversity Topics:

1. Classification of Organisms 1. describing
2. Binomial Nomenclature 2. outlining
3. Bacteria 3. explaining
4. Virus 4. indentifying
5. Protists 5. comparing
 6. Algae 6. analyzing
7. Fungi 7. illustrating
8. Fern and Mosses 8. researching
9. Animal Phyla 9. labeling
10. drawing
Activity:
Classifying Bacteria using dichotomous
Key.

SECOND QUARTER
Topics:
Unit IV – Life Energy 1. Chloroplast Structure 1. drawing
2. Photosynthesis 2. labeling
3. identifying
4. explaining
Activity: 5. describing
Classifying Organisms 6. analyzing
Starch Test in a Leaf 7. researching
8. comparing
9. outlining

Unit V – Structural Organization of Plants Topics:

1. Plant Tissues 1. drawing
2. External and Internal Structure of 2. labeling
Roots 3. identifying
3. External and Internal Structure of 4. explaining
Stem 5. describing
4. External and Internal Structure of 6. analyzing
Leaf 7. researching
5. External and Internal Structure of 8. comparing
Flower 9. outlining
10. experimenting
Activity:
Parts of a Flower
Unit VI - Structural Organization of Topics: 1. drawing
Animals 1. Animal Tissues 2. labeling
2. Digestive System 3. identifying
3. Respiratory System 4. explaining
4. Circulatory System 5. describing
6. analyzing
Activities: 7. researching
Lung Capacity 8. comparing
The Effects of Physical Exercise on 9. outlining
Pulse Rate 10. experimenting

THIRD QUARTER

Unit VI (Con’t) Topics: 1. drawing

1. Nervous sytem 2. labeling
2. Endocrine system 3. identifying
3. Skeletal System 4. explaining
4. Muscular System 5. describing
6. analyzing
7. researching
8. comparing
9. outlining

Unit VII - Reproduction Topics: 1. drawing

1. Chromosomes 2. labeling
2. Mitosis 3. identifying
3. Meiosis 4. explaining
4. Human Reproduction System 5. describing
(Male & Female) 6. analyzing
7. researching
Activity: 8. comparing
Stages of Cell Division (Mitosis) 9. outlining
Unit VIII - Genetics Topics:
1. Classical Genetics 1. researching
2. Monohybrid and Dihybrid Crosses 2. explaining
3. Non-Mendelian Inheritance 3. solving
4. Incomplete Dominance 4. outlining
5. Codominance 5. identifying
6. Multiple Allelism 6. inferring
7. Sex-Related Inheritance 7. evaluating
8. Mutation

Unit IX – Molecular Genetics Topics:

1. DNA/RNA 1. researching
2. Discovery of DNA 2. explaining
3. DNA Structure 3. solving
4. DNA Replication 4. outlining
5. Protein Synthesis 5. identifying
6. inferring
Activities: 7. experimenting
Extracting and Observing DNA 8. observing
Determining of Genetic Traits
(Simulating Protein synthesis)
 VALUES DEVELOPMENT CHART

CONTENT VALUES/GRADUATE ATTRIBUTES

I. THE NATURE AND IMPORTANCE OF BIOLOGY  Appreciative

 Analytical Thinker
 Critical Thinker
 Creative Learner
 Active Learner
 Cautious
 Awareness
 Concern

II. CELLULAR AND CHEMICAL BASIS OS LIFE  Critical Thinker

 Analytical Thinker
 Active Learner
 Creative
 Oneness

III. BIOLOGICAL DIVERSITY  Being Systematic

 Organize
 Respectful of Life
 Resourceful
 Responsible
 Civic Consciousness

IV. LIFE ENERGY  Analytical Thinker

 Critical Thinker
 Respectful
 Conservation of Energy

V. STRUCTURAL ORGANIZATION OF PLANTS  Critical Thinker

 Active Learner
 Civic Consciousness
 Care for Nature
  Respect for Life
 Love of Nature
 Care for Plants

VI. STRUCTURAL ORGANIZATION OF ANIMALS  Critical Thinker

 Active Learner
 Health Conscious
 Observe Personal Hygiene
 Concise
 Care for Animals
 Respect for life

VII. REPRODUCTION  Appreciative

 Critical Thinker
 Analytical Thinker
 Observe Personal Hygiene
 Active Learner
 Being responsible

VIII. GENETICS  Critical Thinker

 Analytical Thinker
 Astute
 Quick-witted
 Active Learner
 Enthusiasm
 Respect for Life
 Socially Responsible
 Personal and Socially Conscious

IX. Molecular Genetics  Communicatively Competent

 Steadfast
 Critical Thinker
 Concern for Others
 Responsible
 Socially Responsible
GRADUATE STANDARD OF LEARNINGS CONTENT STRATEGIES EVALUATION REFERENCES
ATTRIBUTES
F I R S T Q U A R T E R
 Define Biology and give its scope as the  Collage making of pictures  Group Activity Biology by Raven
 Appreciative science of life and give the significance and benefits Unit I showing biology related Presentation and Biology by Campbell
 Analytical thinker of many biological discoveries. NATURE AND events and its significance to Report
 Critical Thinker  Identify examples of everyday activities IMPORTANCE OF humans.  Quiz
 Creative learner related to Biology BIOLOGY  Guided Class Discussion  Situation
 Active Learner  .Explain the significance or importance of  Demonstration Analysis
 Cautious these biology related events in our life, society, and  Unlocking of Difficult
environment terms
 Powerpoint presentation on
the significance of biology in
our life and the many
benefits human get from
biological discoveries

 Explain the concepts of the Cell theory  Research on the discovery  Quiz Biology by Raven
 Critical Thinker  Identify the parts and describe the functions Unit II of the cell  Completion of Biology by Campbell
 Analytical of the cell CELLULAR AND  Guided Class Discussion table
Thinker  Differentiate prokaryotic from eukaryotic CHEMICAL BASIS  Story telling in studying the  Labeling the
 Active Learner cells OF LIFE parts of a cell is similar in parts of a cell
 Creative  Compare plant and animal cells going to the mall.  Group
 Name the common elements and compound The Cellular Basis of  Power point presentation of presentation
found in living things Life the animal and plant cells  Graded
 Differentiate inorganic and organic showing the parts/ structures recitation
compounds.  Table construction showing
 Explain the important role water plays in the the difference between
existence of living things. animal cell and plant cell,
 Appreciate the biological importance or The Chemical Basis of eukaryotes and prokaryotes
functions of the different inorganic and organic Life  Definition of terms related
compounds in the living system. to molecules of life.
 Doing a commercial
showing the importance of
inorganic and organic
GRADUATE STANDARD OF LEARNINGS CONTENT STRATEGIES EVALUATION REFERENCES
ATTRIBUTES
compound in humans.

 State and describe the requirement of a cell  Definition of terms  Quiz Biology by Raven
 Critical Thinker  Differentiate the two phases of metabolism The Life of the Cell  Power point presentation  Seatwork Biology by Campbell
 Analytical  Explain the primary functions of the plasma showing the structure of cell  Graded Modern Biology by
Thinker membrane using the fluid mosaic model. membrane and transport Recitation Velasquez
 Describe the various processes involved in the proteins  Drawing and
exchange of materials between the cell and its  Demonstration and labeling
surroundings. diagrammatic representation  Practical quiz
 Identify the parts and give the functions of the Contributions of of the effect of the three  Group
compound microscope Science and types of solution on plant presentation
 Explain the basic principles underlying Technology and animal cells
microscopy (Microscopy and  Guided Class Discussion
 Describe the different types of microscope Microscope)  Research about food
and its uses in different fields of study. preservation and meat curing
 Apply the principle of osmosis in food  Summary table comparison
preservation. between passive transport
 Demonstrate the proper handling and use of and active transport
microscope. processes.
 Simulation presentation
about transport processes in
the cell membrane
 Demonstration on the
proper use and handling of
microscope

 Define taxonomy and identify the processes  Guided Class Discussion  Quiz Biology by Raven
involved in taxonomic work  Drill on the use of  Creative Writing Biology by Campbell
 Discuss the importance of classifying Unit III dichotomous identification (Story about an Modern Biology by
organism BIOLOGICAL key animal of their Velasquez
 Being Systematic  Justify scientists’ preference for scientific DIVERSITY  Peer Tutoring choice)
and organize names over common names of plants, animals and  Use of representative  Table
 Appreciative other living things Classification of specimen to give the general Completion
 Respect for Life  Name the five kingdoms and enumerate the Organisms description of the kingdom
GRADUATE STANDARD OF LEARNINGS CONTENT STRATEGIES EVALUATION REFERENCES
ATTRIBUTES
basic characteristics of each where they are included
 Cite at least three examples to illustrate the  Table Construction
basis for classifying living things showing the different
 Discuss the differences in the 2-3-4-5, 8- kingdom and their general
kingdom schemes of classification and explain why descriptions.
schemes for classifying organisms change.  Powerpoint presentation of
 Explain the importance of dichotomous key in the development of the
classifying living things biological schemes of
 Use classifying keys in order to group classification.
unknown organisms.
 Cite structural and functional characteristics  Power point  Quiz Biology by Raven
 Being Systematic that are used as basis for classifying microorganism. Diversity among presentation/Use of pictures  Recitation Biology by Campbell
and organize  Give the distinguishing characteristics of Microorganisms of representative organisms  Table Modern Biology by
 Respect for Life bacteria, protists, and fungi. (Bacteria, Protists, &  Research about the general Completion Velasquez.
 Discuss how life began and how the primitive Fungi) and Viruses characteristics of Kingdoms
forms of life eventually evolved into more complex Monera, Protista and Fungi
types of organisms. and their common
 Identify some of the beneficial and harmful representatives
effects of microorganisms to mankind.  Table construction showing
 Increase the level of awareness on the the general characteristics of
significance of bacteria, protists and fungi in humans, representative organisms.
other organisms, and mostly especially in the  Short video clips about the
environment. bacteria, protists, fungi, and
viruses

 Discuss the basis for plant classification  Power point presentation  Quiz Biology by Raven
 Being Systematic  Point out the diversity in plant forms by Diversity in the Plant showing representative  Recitation Biology by Campbell
and organize describing the general characteristics of the Kingdom organisms of divisions of  Table Modern Biology
 Respect for Life representatives of the divisions in the major plant Kingdom Plantae Completion
groups  Illustration of the Life
 Define the terms gametophyte and sporophyte Cycles of moss, fern
and explain the meaning of alternation of generations  Definition of Terms
in plants.  Guided Class Discussion
 Discuss the major differences in the life  Use of acetate or specimen
cycles of mosses, ferns, and flowering plants and in studying the parts of the
GRADUATE STANDARD OF LEARNINGS CONTENT STRATEGIES EVALUATION REFERENCES
ATTRIBUTES
enumerate some of the important benefits derived flower and double
from plants. fertilization in flowering
 Awareness on the significance of plants in plants
humans, animals, and our environment.
 Suggest ways to preserve and conserve our
Philippine forests.
 Cite the general characteristics exhibited by  Power point presentation of  Quiz Biology by Raven
 Being Systematic all animals Diversity in Animal Animal Phyla  Recitation Biology by Campbell
and organize  Discuss the structural and functional Kingdom  Film Viewing (Animal  Table Modern Biology by
 Respect for Life characteristics that are used in describing animals Kingdom) Completion Velasquez
 Creative  Give the distinguishing characteristics of (1)  Table Construction
sponges, (2) cnidarians, (3) flatworms, (4) showing the animal phyla
nematodes, (5) mollusks, (6) annelids, (7) arthropods, and their general
(8) echinoderms, (9) chordates characteristics and common
 Cite examples to illustrate how each of the representatives.
animal groups affects people  Research on the animal
 Appreciate the diversity of animals in the phyla and their general
Philippines and think of concrete ways to help characteristics.
conserve them.
S E C O N D Q U A R T E R
 Identify the structure of chloroplast and  Guided Class Discussion  Quiz Biology by Raven
 Analytical chlorophyll and their involvement in the food-making Unit IV  Power point presentation  Written Biology by Campbell
Thinker process of the plants. Life Energy showing leaf, and chloroplast Graded Modern Biology by
 Critical Thinker  Describe how plants are structurally adapted and their structures Recitation Velasquez
 Respectful to perform the function of photosynthesis.  Definition of terms  Drawing and
 Explain how plants harness light energy from Leaf Structure  Presentation of labeling of a leaf
the sun. photosynthetic processes in  Practical quiz
 Discuss how photosynthesis uses radiant Photosynthesis: an outline or illustrative form
energy in the manufacture of food. Gateway of Energy into  Peer Tutoring
 Differentiate the light-dependent and light- the Biosphere  Simulating the stages of
independent reactions of photosynthesis. photosynthesis
 Explain the role of plants in supplying energy
to an ecosystem..
 Show awareness of the human’s and animals’
dependence on plants for food.
 Identify cell parts that help plants  Show illustration of the  Oral Biology by Raven
GRADUATE STANDARD OF LEARNINGS CONTENT STRATEGIES EVALUATION REFERENCES
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 Critical Thinker manufacture food, support their bodies and store food Unit V types of plant tissue, primary Recitation Biology by Campbell
 Active Learner and water. Structural and secondary growth in  Written Modern Biology by
 Discuss how cells are organized into tissues Organization of roots Quiz Velasquez
and tissues into organs in plants Plants  Guided Class Discussion  Color-coded
 Relate how structural organization contributes  Power point presentation of identification of
to the performance of important life processes in the types and structures of parts.
plants. External and internal roots and their functions.  Practical quiz
 Explain how plants directly or indirectly Structure and Function  Pair or peer tutoring
benefit humans and other animals. of the Root
 Give the general and specialized functions of
the root.
 Enumerate and describe the different root
system.
 Enumerate the different zones at the root tip.
 Identify the parts and give the function of a
mature root.
 Explain how secondary root will arise from
primary root.
 Describe and give examples of modified roots
and their functions.
 Give the general and specialized functions of  Use of illustration of the  Oral Biology by Raven
 Critical Thinker the stem. External and internal types of plant tissue Recitation Biology by Campbell
 Active Learner  Identify the external and internal parts of a Structure and Function  Definition of terms  Wrriten Modern Biology by
stem and give the functions of each. of the Stem  Use of model of plants and Quiz Velasquez
 Differentiate between a monocot stem and a stems for structural  Color-coded
herbaceous dicot stem. identification and growth identification of
 Describe the secondary growth of a stem. process parts.
 Identify the parts and give the functions of a  Guided Class Discussion  Practical quiz
wood.  Power point presentation of
 Differentiate between a sapwood and the structures and functions
heartwood in terms of location and it activity. of stem.
 Describe and give examples of modified stem  Table comparison between
 Identify the parts involved in plants growth woody stems and herbaceous
and development and monocot and dicot stem
 Discuss the role of the environment and
internal chemical factors in regulating the processes
GRADUATE STANDARD OF LEARNINGS CONTENT STRATEGIES EVALUATION REFERENCES
ATTRIBUTES
of growth and development in plants.
 Critical Thinker  Explain why different plants flower at  Power point presentation of  Oral Biology by Raven
 Active Learner different seasons during the year. Sexual Reproduction in flowers. Recitation Biology by Campbell
 Identify the parts and functions of a flower. Flowering Plants  Diagrammatic  Practical Modern Biology by
 Relate the parts of the flower to their role in Representation of the life quiz Velasquez
sexual reproduction. cycle of flowering plants  Quiz
 Discuss the stages involved in the sexual  Making an outline of the  Sequencin
reproduction of flowering plants. events in the formation of g of
 Identify the parts of the fruit and the parts of male and female Events
the flower from which they developed. gametophytes in flowering
 Discuss the parts of the seeds and trace their plants
development into parts of the young plant.  Illustration of the double
 Cite the reasons why plant reproduction is fertilization in flowering
important to man. plants
 Guided Class Discussion

 Characterize the type of cells that make up  Show illustration of the  Oral Recitation Biology by Raven
 Critical Thinker every tissue. types of animal tissues.  Quiz Biology by Campbell
 Active Learner  Illustrate how the variation in the structure Unit VI  Microscopic view of cell  Seatwork Modern Biology by
and type of animal cells conforms to variation in Structural tissue  Practical quiz Velasquez
function. Organization of  Guided Class Discussion
 Identify and describe the types of tissues in Animals  Definition of terms
animals.  Power point presentation of
 Identify animal tissues and relate their animal tissue
distinctive structural characteristics to the functions
they perform.
 Describe the changes that the food you eat  Guided Class Discussion  Quiz Biology by Raven
 Critical Thinker undergoes until it is ready for absorption Food Getting,  Use of acetate showing the  Graded Biology by Campbell
 Observe Personal  Explain why taking in food is essential to the Digestion and digestive parts. Recitation
Hygiene heterotrophic organisms like men. Absorption  Outlining the changes in  Seatwork
 Health  State the function of the digestive system. food as it passes the  Table
Consciousness  Differentiate between chemical digestion and alimentary canal Completion
mechanical digestion.  Making a chart showing the
 Identify the organs that make up the digestive different digestive and
tract and give their functions. accessory organs, the
 Describe how accessory organs and glands aid digestive substances they
GRADUATE STANDARD OF LEARNINGS CONTENT STRATEGIES EVALUATION REFERENCES
ATTRIBUTES
the body in the digestive process produce and the different
 Identify the enzymes/substances secreted by actions of the substances.
the accessory and digestive organs that bring about  Research on the common
the digestion process. diseases of the Digestive
 Identify the end products of carbohydrate, system
protein, lipids digestion.  Compare and contrast
 Suggest ways to take care of the digestive mechanical digestion and
system. chemical digestion.
 Become aware of the infections related to  Power point presentation
digestion such as septic poisoning, indigestion, galls and short video clips on
stone and among others digestive system
 State the function of the respiratory system.  Definition of terms  Quiz Biology by Raven
 Critical Thinker  Distinguish between breathing and Respiratory System  Diagrammatic  Seatwork Biology by Campbell
 Observe Personal respiration, inspiration and expiration. (External and Internal Representation of the  Graded Modern Biology by
Hygiene  Differentiate between internal respiration and respiration) passageway of air in and out Recitation Velasquez
external respiration in terms of the organs involved in of the respiratory system  Sequencin
the gas exchange.  Short video clips g of
 Enumerate the organs of the respiratory  Demonstration of the events
system and give their functions. mechanism of breathing
 Trace the pathway of oxygen and carbon  Show pictures of the parts
dioxide in the human respiratory tract. of respiratory system
 Describe how man’s respiratory system is  Research about health
especially adapted for inhaling and exhaling. articles related to respiratory
 Explain the mechanism of breathing. system
 Suggest ways to take care of the respiratory
 Power point presentation
system.
and short video clips
 Become aware of the infections related to
respiratory system
respiratory system such as asthma, acidosis, lung
cancer, and among others.

 Cite examples of life processes that require  Guided Class Discussion  Quiz Biology by Raven
the use of energy. Cellular Respiration:  Definition of terms  Seatwork Biology by Campbell
 Explain how respiration allows organisms to Obtaining Energy from  Presentation of respiratory  Graded Modern Biology by
obtain energy from food. Food pathways in an outline or Recitation Velasquez
 Analytical  Compare the general equations of illustrative form
Thinker photosynthesis and cellular respiration.  Research about beer-
GRADUATE STANDARD OF LEARNINGS CONTENT STRATEGIES EVALUATION REFERENCES
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 Critical Thinker  Compare and contrast aerobic respiration and making, wine-making, bread-
fermentation. making
 Enumerate and describe the stages of aerobic  Make a table showing ATP
respiration and identify the site in mitochondrion production in aerobic
where they occur. respiration and anaerobic
 Compute for the total ATP’s produced in the respiration
different stages of aerobic respiration.  Peer Tutoring
 Differentiate between lactic acid fermentation  Concept-mapping of
and alcohol fermentation in terms of the products. Cellular respiration
 Cite some industrial importance of alcohol  Definition of terms
fermentation.  Power point presentation
 Relate muscle fatigue to lactic acid
fermentation.
 Assess the importance of oxygen in the
improvement of the efficiency of respiration in
harnessing energy from food.
 Identify features of man’s circulatory system  Guided Class Discussion  Quiz Biology by Raven
 Critical Thinker which permits it to function efficiently. Circulatory System  Use of pictures of the heart,  Seatwork Biology by Campbell
 Observe Personal  State the function of the circulatory system. blood vessel and blood  Graded
Hygiene  Describe the composition of the blood and the Cardiovascular system  Diagrammatic Recitation
 Concise importance of each. and lymphatic system representation showing the  Labeling of
 Describe the role of white blood cell as blood flow in the heart, lungs parts
“soldiers of the body”. and different parts of the  Practical quiz
 Identify and describe the parts of the body
circulatory system.  Use of chart to trace blood
 Differentiate between the types of blood flow in the heart
vessels according to their size, quantity and function.  Table construction showing
 Illustrate the human heart and show its the different blood cells and
important parts. their functions
 Trace the pathway of blood through the heart.  Compare and contrast
 Trace the pathway of blood in the different between cardiovascular
types of body circulations. system and lymphatic system
 Describe and trace how pacemaker regulates as to theit components and
heart beat. functions.
 Show awareness of the precautionary
measures to take in order to maintain a normal and
GRADUATE STANDARD OF LEARNINGS CONTENT STRATEGIES EVALUATION REFERENCES
ATTRIBUTES
healthy heart.
 Identify the parts of a mammalian heart.

 State the importance of the excretory system.  Diagrammatic  Sequencing of Biology by Raven
 Critical Thinker  Describe the features of man’s excretory Excretory System and Representation of the events Biology by Campbell
 Observe Personal system which permits it to function efficiently. urinary system formation of urine  Graded Modern Biology by
Hygiene  Discuss how the amount of water and salts in  Guided Class Discussion Recitation Velasquez
 Active Learner the blood is maintained.  Table Construction  Quiz
 Explain the role of the liver and some other showing excretory organs,
organs of the body in the excretion of metabolic excretory process and their
wastes. waste products
 Define the different processes involved in the  Power point presentation
formation of urine. about Excretory and Urinary
 Show the structures of the nephron and system.
explain how they function in the urine formation.
 Trace the expulsion of nitrogenous wastes
through the urinary tract.
 Suggest ways to take care of kidneys and liver
to make a healthy body.

T H I R D Q U A R T E R

 Critical Thinker  Compare and contrast the central nervous  Show illustration of the  Quiz Biology by Raven
 Observe Personal system and peripheral nervous system in terms of divisions of nervous system,  Labeling of Biology by Campbell
Hygiene location and function nerves and brain parts Modern Biology by
 Active Learner  Describe the structure and functions of Control of Body  Concept-mapping of the  Seatwork Velasquez
neurons or nerve cells. Processes through the divisions of nervous system
 Enumerate and differentiate between the types Nervous System and its main function
of nerve cell and its functions.  Guided Class Discussion
 Trace the pathway of a nerve impulse from a  List down responses of the
sense organ that perceives a stimulus to the body sympathetic and
parts that respond to the stimulus. parasympathetic nervous
 Describe how a nerve impulse travels along a system in a given situation
neuron as well as one neuron to another.  Demonstrate and trace the
 Explain how the central nervous system pathway of a reflex arc
GRADUATE STANDARD OF LEARNINGS CONTENT STRATEGIES EVALUATION REFERENCES
ATTRIBUTES
controls voluntary and involuntary movements of the  Power point and short
body. video clips
 Describe and give the roles of the supporting
cells of the nervous system.
 Name and distinguish the parts of the central
nervous system.
 Identify the parts of the brain and give their
function.
 Describe the spinal cord and give its
importance as part of a reflex arc.
 Contrast the actions of the sympathetic and
parasympathetic nervous system.
 Relate the function of the endocrine system to  Diagrammatic  Oral Recitation Biology by Raven
 Critical Thinker the nervous system in maintaining body homeostasis. Control of Body Representation of the  Written Biology by Campbell
 Respectful  Describe the feedback mechanism of Through the Endocrine feedback mechanism Quiz Modern Biology by
 Active Learner hormones and give examples. System  Show illustration of the  Labeling Velasquez
 Name the endocrine glands and state their different parts of the of parts
locations, the hormones they secrete, the actions of endocrine system  Tracing
the hormones, and the diseases brought about by their  Constructing a table pathways
deficiencies. showing endocrine glands,
 Correlate the actions of the endocrine system hormones secreted, target
with those of other body systems. organ and actions.
 Determine the effects of low and high  Research on the diseases
concentrations of certain hormones in the body. caused by undersecretion or
 Describe the characteristics of individual oversecretion of hormones
whose conditions result from hyperactive or  Guided Class Discussion
hypoactive endocrine glands.  Power point and short
video clips presentation
 State the general functions of the skeletal  Guided Class Discussion  Quiz Biology by Raven
 Critical Thinker system. Skeletal and Muscular  Making table showing the  Graded Biology by Campbell
 Active Learner  Enumerate delicate organs protected by the System classification of bones, their Recitation Modern Biology by
 Creative skeleton. characteristics and examples  Labeling Velasquez
 Classify bones according to their size and  Use model of skeleton to of
shape. identify parts of appendicular parts
 Enumerate all the bones included under axial and axial skeleton
skeleton and appendicular skeleton that compose a  Demonstration of the
GRADUATE STANDARD OF LEARNINGS CONTENT STRATEGIES EVALUATION REFERENCES
ATTRIBUTES
human body. different movement of
 Relate the importance of bone marrow to movable and slightly
blood cell formation. movable joints
 Describe the process of bone remodeling.  Demonstration of muscles
 Locate and identify the important joints in the working in pair
human body.  Making an outline of the
 Demonstrate the movement allowed by the organization of skeletal
joints. muscle
 State the general functions of the muscular  Table completion showing
system. the comparison of the 3 types
 Differentiate the three types of muscle of muscle
according to function, description, and location.  Power point and video clip
 Describe the structural anatomy of the presentation
muscle.  Simulation of the sliding
 Explain how muscles work in pair and give its filament theory
importance.
 Differentiate between actin and myosin
filaments and give their role in muscle contraction.
 Demonstrate and explain the sliding filament
theory.
 Identify types of cells based on functions and  Guided Class Discussion  Quiz Biology by Raven
 Appreciative chromosome number. Unit VII  Definition of terms  Graded Biology by Campbell
 Critical Thinker  Explain the meaning of homologous Reproduction  Show illustration of the Recitation Modern Biology by
 Analytical chromosomes. different events in the Velasquez
Thinker  Discuss the importance of maintaining a Chromosomes and process of mitosis and
characteristic number of chromosomes in all Cell Division meiosis
individuals of the species.  Diagrammatic
 Explain the stages of the cell cycle. Cell Division representation of
 Define mitosis and describe the changes that spermatogenesis and
occur during each stage. oogenesis
 Explain the importance of mitosis in the life  Simulation of the events in
of an organism. the stages of mitosis and
 Identify the factors that determine when and meiosis
how often cells will divide.  Table completion showing
 Discuss the negative consequences when cell the comparison between
division goes wrong. mitosis and meiosis
GRADUATE STANDARD OF LEARNINGS CONTENT STRATEGIES EVALUATION REFERENCES
ATTRIBUTES
 Define meiosis and describe the changes that  Show illustration of the
occur during each stage. phases of the cell cycle
 Relate the occurrence of crossing-over in  Simulation of the different
creating variations among siblings. stages of mitosis
 Explain why the formation of gametes must  Power point and short
involve meiosis. video presentation
 Compare and contrast meiosis and mitosis.

 Critical Thinker  Identify the parts of the human male and  Diagrammatic  Oral Biology by Raven
 Observe Personal female reproductive systems. Human Reproduction Representation of the Recitation Biology by Campbell
Hygiene  Trace the production and the path taken by the pathway of sperm formation  Quiz Modern Biology by
 Active Learner sperm cells from their point of origin to the urethra of  Show illustration of the  Reaction Velasquez
a human male’s body. parts of male reproductive Paper
 Point out the important parts of a sperm cell system
and correlate these structures to the functions of the  Guided Class Discussion
sperm cells.  Film viewing of the parts of
 Describe the bodily changes that accompany male and female
fertilization, development of the embryo and birth. reproductive system
 Enumerate and describe the different phases  Film viewing about
of menstrual cycle. fertilization and normal
 Explain the role of hormones in human childbirth
reproduction and population growth.  Show table showing the
 Suggest ways to take care of the reproductive monthly changes in the
system. ovary, hormonal level and
ovary
 Critical Thinker  Discuss the effects of heredity and  Research about the life  Quiz Biology by Raven
 Active Learner environment in the development of an individual. Unit VIII Genetics history of Mendel  Laborator Biology by Campbell
 Analytical  Cite some important events in the life of  Definition of terms y Modern Biology by
Thinker Gregor Mendel. Classical Genetics  Drill on genetic crosses Report Velasquez
 Differentiate between genotype and  Peer Tutoring  Graded
phenotype, heterozygous and homozygous, recessive  Guided Class Discussion Recitation
trait and dominant trait.  Problem Solving using  Seatwork
 Explain the inheritance based on Mendelian Punnett square
Laws.
 Power point presentation
 Apply the rules of probability in predicting
the outcome of a cross.
GRADUATE STANDARD OF LEARNINGS CONTENT STRATEGIES EVALUATION REFERENCES
ATTRIBUTES
 Solve monohybrid and dihybrid crosses given
the phenotypes and genotypes of parents.
 Use the punnett square and test cross methods
in solving monohybrid and dihybrid crosses correctly.

 Critical Thinker  Identify characters whose inheritance does not  Research about non-  Quiz Biology by Raven
 Analytical thinker conform to predicted outcomes based on Mendel’s Extensions of Mendelian traits  Board Biology by Campbell
Law of Inheritance. Mendelian Inheritance  Guided Class Discussion work Modern Biology by
 Solve genetic problems related to multiple  Drill on monohybrid cross  Seatwork Velasquez
alleles, incomplete dominance and codominance. involving non-Mendelian  Laborator
 Identify the phenotypic and genotypic ratio inheritance y
from a given set of problems and compare them to  Peer Tutoring Report
Mendelian ratio.  Problem Solving
 Identify the law that was not strictly followed  Power point and short
in the Non-Mendelian Patterns of Inheritance. video presentation

 Astute  Explain how chromosomes determine sex in  Research about sex-linked  Quiz Biology by Raven
 Quick-witted humans Sex-Related traits  Board Biology by Campbell
 Cite examples of sex-related characters Inheritance  Peer Tutoring work Modern Biology by
 Explain why these characters are expressed  Guided Class Discussion  Seatwork Velasquez
more frequently in one sex than in another.  Problem solving using  Laborator
 Describe the characteristics of people with Punnett square involving y
color-blindness, hemophilia and hypertrichosis. sex-linked trait Report
 Differentiate the 3 types of sex-related  Power point and short
inheritance. video clip presentation
 Solve problem sets involving sex-related
inheritance
 Identify factors that can influence the
expression of human sexuality.
 Modest  Explain the relationship between the cell’s  Research about the  Quiz Biology by Raven
 Respectful chromosomes, genes and DNA. Unit IX different causes and effect of  Creative Biology by Campbell
 Describe the molecular structure of DNA. Molecular Genetics mutation Writing Modern Biology by
 Discuss the essential functions of DNA  Outline the types of  Laborator Velasquez
 Explain in your own words the central dogma mutation y
of molecular genetics.  Debate on the ethical issue Report
 Describe the similarities and differences in the facing genetic disorders
GRADUATE STANDARD OF LEARNINGS CONTENT STRATEGIES EVALUATION REFERENCES
ATTRIBUTES
chemical composition of DNA and RNA.  Guided Class Discussion
 Differentiate the 3 kinds of RNA in structure  Power point and short
and function. video clip presentation
 Define and describe the two stages in protein  Simulation of protein
synthesis and give their importance. synthesis
 Identify codons and anticodons and state the
role of each in protein synthesis.
 Explain the importance of genetic code in the
translation process.
 Relate the function of the DNA from the
storage of genetic information to the expression of
hereditary characteristics.
 Define mutation and identify factors that
induce mutation.
 Differentiate between trisomy and monosomy.
 Describe the karyotype and physical
characteristics of individual with Turners Syndrome,
Patau Syndrome, Klinefelter Syndrome, Jacob
Syndrome and Edward Syndrome.
 Support ethical decisions people must make
when faced with genetic disorder.
 Communicatively  Define DNA replication and its significance.  Peer Tutoring  Quiz Biology by Raven
Competent  Describe and illustrate the model of DNA DNA Replication  Guided Class Discussion  Graded Biology by Campbell
replication.  Show illustration of the Recitation Modern Biology by
 Identify the direction of DNA replication and events in the process of DNA Velasquez
relate this to the antiparallel configuration of the replication
DNA.  Power point and short
 Enumerate the enzymes involved in the video presentation
replication of DNA and give their functions.  Simulation of DNA
 Trace the replication of DNA in the lagging duplication
strand and leading strand.  Demonstration of
 Compare the replication in the leading strand DNA replication
and lagging strand. involving zipper or any
 Compare the two resulting strands of the model
DNA.
 Relate DNA replication to cell division.
 Steadfast  Discuss the important techniques employed in  Research about the  Quiz Biology by Raven
 Concern for DNA Technology. DNA Technology? discovery of DNA  Board Biology by Campbell
others  Cite some of the uses and potential  Trace the discovery of work
 Communicatively applications of DNA Technology. nucleic acids  Seatwork
competent  Define the terms DNA recombinant  Guided Class Discussion  Presentation of
 Critical thinker technology, transgenic organism, and cloning.  Show illustration of the the 3D model of
 Identify some restriction enzyme and give model and structure of DNA DNA
their uses.  Making a 3D model
 Identify organisms that can serve as vector in of DNA
the DNA recombinant technology.  Power point and short
 Cite some of the uses and potential video clips
applications of DNA technology for humans
 Argue the positive and negative consequences
of the use of DNA technology.