WEEK 10 (FEBRUARY 4-8, 2019)
I. Objectives
A. Content Standard
B. Performance Standard
C. Learning Competencies
II. Content
III. Learning Resources
A. References
1. Teacher's Guide Pages
2. Learner's Manual Pages
3. Textbook Pages
4. Additional Materials
B. Other Learning Materials
IV. Procedures
A. Reviewing Previous Lesson
B. Establishing the purpose
for the lesson
The learners demonstrate an understanding of the relationship between the function and structure of biological macromolecules
The learners shall be able to distinguish the structures of different biological macromolecules and relate them to their properties
Explain how the structures of carbohydrates, lipids, nucleic acid and proteins, and determine their properties and functions (S11/12PS-IIIe-22)
BIOLOGICAL MACROMOLECULES- CARBOHYDRATES BIOLOGICAL MACROMOLECULES- PROTEINS
NOTE: February 5 (TUESDAY)- HOLIDAY FEBRUARY 8, 2019 (FRIDAY)
February 7, 2019 (THURSDAY) (45 min)
(1 hr and 30 min)
pp.112-143 pp. 122-130
N/A
N/A
N/A N/A
Paper and pen, pictures of the structure of the biological macromolecules Pictures/illustrations of examples of proteins, paper and pen
Students will describe the polarity of some molecules based from Ask the learners to create a mind map of the things that they remember
electronegativity and from the symmetry of its shape. about carbohydrates. Ask them to try and include the rough structure,
elements found in carbohydrates
- different examples
- sources and connect these to its function
- general classification (mono-, di-, polysaccharide)
Present the following terms to the students. Ask them if they have any idea
about each of the terms: Ask the learners what they had for breakfast or lunch. As the learners give
a. Carbohydrates b. Saccharides
 c. Glycosidic bond d. Proteins their answers, write on the board the different proteins found in the food they
mentioned. Ask the learners what they think the functions of proteins are.
e. Amino acid
 f. Peptide bond g. Lipids
 h. Triglyceride
 i. Glycerol
 j.
Fatty acid
 k. Phospholipids l. Steroids
m. Nucleic acid
 n. Nucleotides
 o. Phosphodiester bond p.
Amphiphilic
 q. Hydrophilic tendency r. Hydrophobic tendency s.
Functional group
 t. Carboxylic acid
 u. Alcohol
 v. Amine
 w. Fischer
structure
 x. Haworth structure
 C. Presenting
Examples/Instances of the new
lesson
D. Discussing New Concepts
and Practicing New Skills # 1
E. Discussing New Concepts
and Practicing New Skills # 2
F. Developing Mastery (leads
to formative assessment)
G. Finding Practical
Applications of Concepts and
Skills in Daily Living
Give students pieces of puzzle and let them form a whole picture using
those pieces of puzzle. (This will let them realize that there are many Introduce amino acids with a picture. Ask the learners what element is
possible pictures or images formed even if there are only few types of different from carbohydrates and proteins. Mention that proteins are
puzzle pieces.) composed of amino acids in the similar way that carbohydrates are
composed of saccharides. Depending on the sequence of the different
amino acids, proteins will acquire certain structure and functions. Show the
list and classification of amino acids and very briefly go through different
categories to emphasize the wide variation in proteins.
Help them recall how the macromolecules were composed of very few Students will go around the room and observe different types of proteins.
elements, namely carbon, hydrogen, oxygen, and nitrogen. They should Then, as a group, they are going to give a brief description of each protein
also have seen the structures. type.
Start the discussion with carbohydrates, followed by proteins, lipids then,
nucleic acids. Let there be a gradual build up as the structures become
more complicated.
Using the guide questions, lead the learners into the discussion of Each group will present their description to the class.
carbohydrates.
Guide questions:

1. What elements do you see in the structure/ formula? C, H, O
2. What do you notice with the chemical formula of glucose?
- the number of C and O atoms are the same

- the number of H atoms is double that of the C and O atoms
- the formula can be rewritten as C6 (H2O)6
(given this formula, it seems that carbohydrate is composed of carbon and
water)
Show the different structures of Haworth carbohydrates of monosaccharide
and disaccharide, and polysaccharide).
Using the guide questions, lead the learners into the discussion of different
kinds of carbohydrates. Guide questions:

1. What similarities do you see in the structures?

- they have similar units (hexagon units)
- they have the same elements
2. What differences do you see in the structures?
 - they have varying
lengths - some have one, two, and many subunits
Introduce the terms and definition of saccharide, monosaccharide, Discuss further or correct misconceptions.
disaccharide, and polysaccharide. Give examples and sources of the
different saccharides.
Connect the discussions with the different functions of the different Ask students the importance of proteins in human body or the importance of
saccharides. You may let the learners draw the function based on the consuming proteins.
different sources. For example, fructose (example) can be found in fruits
(source), and fruits are sources of energy (function).
 H. Making Generalizations
and abstraction about the
lesson
I. Evaluating Learning
J. Additional Activities for
application and remediation
K. Remarks
Ask the learners to define carbohydrates and give its different types. Students will define proteins.
High Five
Students will raise their hand depending on their level of understanding the High Five
topic for today. (5 fingers as the highest level and 1 as the lowest level) Students will raise their hand depending on their level of understanding the
topic for today. (5 fingers as the highest level and 1 as the lowest level)
Tell learners to bring food samples that contains carbohydrates. None

V. Reflection

A. No. of Learners who

earned 80% in the evaluation

B. No. of learners who

require additional activities for
remediation

C. Did the remedial lessons

work? No. of learners who
have caught up with the lesson

D. No. of learners who

continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?

F. What difficulties did my

principal or supervisor can help
me solve?

G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared and submitted by Checked by Noted by

RHISSAN B. ACEBUCHE FLORENCE N. FEIGALAN JOSEHPINE M. MANINGAS

STEM-SHS Teacher II SHS Science Coordinator Assistant Principal II SHS