Teaching Guide for Senior High School General Biology 1 PDF

The Commission on Higher Education in collaboration with the Philippine Normal University Teaching Guide for Senior High School GENERAL BIOLOGY 1 SPECIALIZED SUBJECT | ACADEMIC-STEM This Teaching Guide was collaboratively developed...

The Commission on Higher Education in collaboration with the Philippine Normal University Teaching Guide for Senior High School GENERAL BIOLOGY 1 SPECIALIZED SUBJECT | ACADEMIC-STEM This Teaching Guide was collaboratively developed and reviewed by educators from public and private schools, colleges, and universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Commission on Higher Education, K to 12 Transition Program Management Unit - Senior High School Support Team at [email protected]. We value your feedback and recommendations.  Development Team Team Leaders: Florencia G. Claveria, Ph.D., Dawn T. Crisologo Writers: Doreen D. Domingo, Ph.D., Aileen C. dela This Teaching Guide by the Cruz, Chuckie Fer A. Calsado, Doreen D. Commission on Higher Education is Domingo, Janet S. Estacion, Justin Ray M. Guce, licensed under a Creative Mary Jane C. Flores, Nolasco H. Sablan Commons Attribution- NonCommercial-ShareAlike 4.0 Technical Editors: Annalee S. Hadsall, Ph.D. International License. This means Published by the Commission on Higher Education, 2016 Copy Reader: Caroline H. Pajaron you are free to: Chairperson: Patricia B. Licuanan, Ph.D. Share — copy and redistribute the Illustrator: Ma. Daniella Louise F. Borrero material in any medium or format Commission on Higher Education Cover Artists: Paolo Kurtis N. Tan, Renan U. Ortiz Adapt — remix, transform, and K to 12 Transition Program Management Unit build upon the material. Office Address: 4th Floor, Commission on Higher Education, The licensor, CHED, cannot revoke C.P. Garcia Ave., Diliman, Quezon City Senior High School Support Team these freedoms as long as you Telefax: (02) 441-0927 / E-mail Address: [email protected] CHED K to 12 Transition Program Management Unit follow the license terms. However, Program Director: Karol Mark R. 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Dalena Printed in the Philippines by EC-TEC Commercial, No. 32 St. Louis Compound 7, Baesa, Quezon City, [email protected] Table of Contents Introduction....................................... 1 DepEd General Biology 1 Curriculum Guide............. 5 Chapter 3: Energy Transformation Chapter 1: Cell Lesson 11: Photosynthesis and Cellular Respiration........... 86 Lesson 1: The Cell: Endomembrane System, Mitochondria, Lesson 12: Forms of Energy, Laws of Energy Transformation Chloroplasts, Cytoskeleton, and Extracellular Components... 9 and Role of ATP....................................... 99 Lesson 2: Mitochondria and Chloroplasts................. 15 Lesson 13: Energy Transformation Part 1.................... 111 Lesson 3: Structure and Functions of Animal Tissues and Cell Lesson 14: Energy Transformation Part 2.................... 120 Modification........................................ 28 Lesson 15: Energy Transformation Part 3.................... 128 Lesson 4: Cell Cycle and Cell Division.................... 36 Lesson 16: Cellular Respiration Part 1...................... 133 Lesson 5: Transport Mechanisms Part 1................... 46 Lesson 17: Cellular Respiration Part 2...................... 150 Lesson 6: Transport Mechanisms Part 2................... 50 Lesson 18: Cellular Respiration Part 3...................... 165 Chapter 2: Biological Molecules Lesson 19: ATP in Cellular Metabolism and Photosynthesis..... 176 Lesson 7: Carbohydrates and Lipids..................... 57 Lesson 8: Amino Acids and Proteins Part 1................ 70 Biographical Notes..................................... 184 Lesson 9: Amino Acids and Proteins Part 2................ 73 Lesson 10: Biological Molecules: Enzymes................ 78 Introduction As the Commission supports DepEd’s implementation of Senior High School (SHS), it upholds the vision and mission of the K to 12 program, stated in Section 2 of Republic Act 10533, or the Enhanced Basic Education Act of 2013, that “every graduate of basic education be an empowered individual, through a program rooted on...the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in creative and critical thinking, and the capacity and willingness to transform others and oneself.” To accomplish this, the Commission partnered with the Philippine Normal University (PNU), the National Center for Teacher Education, to develop Teaching Guides for Courses of SHS. Together with PNU, this Teaching Guide was studied and reviewed by education and pedagogy experts, and was enhanced with appropriate methodologies and strategies. Furthermore, the Commission believes that teachers are the most important partners in attaining this goal. Incorporated in this Teaching Guide is a framework that will guide them in creating lessons and assessment tools, support them in facilitating activities and questions, and assist them towards deeper content areas and competencies. Thus, the introduction of the SHS for SHS Framework. The SHS for SHS Framework, which stands for “Saysay-Husay-Sarili for Senior High School,” is at the core of this book. The lessons, which combine high-quality content with flexible elements to SHS for SHS accommodate diversity of teachers and environments, promote these three fundamental concepts: Framework SAYSAY: MEANING HUSAY: MASTERY SARILI: OWNERSHIP Why is this important? How will I deeply understand this? What can I do with this? Through this Teaching Guide, Given that developing mastery When teachers empower teachers will be able to facilitate goes beyond memorization, learners to take ownership of an understanding of the value teachers should also aim for their learning, they develop of the lessons, for each learner deep understanding of the independence and self- to fully engage in the content subject matter where they lead direction, learning about both on both the cognitive and learners to analyze and the subject matter and affective levels. synthesize knowledge. themselves.  Biology I is a Science, Technology, Engineering and Mathematics (STEM) Specialized Subject About this taken in the first half of Grades 11/12. Learners go on a journey geared toward the deeper Teaching Guide understanding and appreciation of life processes at the cellular and molecular levels previously introduced in Grades 7-10. They will also apply basic chemistry and physics principles as they examine the transformation of energy in organisms. Implementing this course at the senior high school level is subject to numerous challenges with mastery of content among educators tapped to facilitate learning and a lack of resources to deliver the necessary content and develop skills and attitudes in the learners, being foremost among these. In support of the SHS for SHS framework developed by CHED, these teaching guides were crafted and refined by biologists and biology educators in partnership with educators from focus groups all over the Philippines to provide opportunities to develop the following: 1. Saysay through meaningful, updated, and context-specific content that highlights important points and common misconceptions so that learners can connect to their real- world experiences and future careers; 2. Husay through diverse learning experiences that can be implemented in a resource- poor classroom or makeshift laboratory that tap cognitive, affective, and psychomotor domains are accompanied by field-tested teaching tips that aid in facilitating discovery and development of higher-order thinking skills; and 3. Sarili through flexible and relevant content and performance standards allow learners the freedom to innovate, make their own decisions, and initiate activities to fully develop their academic and personal potential. These ready-to-use guides are helpful to educators new to either the content or biologists new to the experience of teaching Senior High School due to their enriched content presented as lesson plans or guides. Veteran educators may also add ideas from these guides to their repertoire. The Biology Team hopes that this resource may aid in easing the transition of the different stakeholders into the new curriculum as we move towards the constant improvement of Philippine education. 2  This Teaching Guide is mapped and aligned to the DepEd SHS Curriculum, designed to be highly Parts of the usable for teachers. It contains classroom activities and pedagogical notes, and is integrated with Teaching Guide innovative pedagogies. All of these elements are presented in the following parts: 1. Introduction Highlight key concepts and identify the essential questions Show the big picture Connect and/or review prerequisite knowledge Clearly communicate learning competencies and objectives Motivate through applications and connections to real-life 2. Motivation Give local examples and applications Engage in a game or movement activity Provide a hands-on/laboratory activity Connect to a real-life problem 3. Instruction/Delivery Give a demonstration/lecture/simulation/hands-on activity Show step-by-step solutions to sample problems Give applications of the theory Connect to a real-life problem if applicable 4. Practice Discuss worked-out examples Provide easy-medium-hard questions Give time for hands-on unguided classroom work and discovery Use formative assessment to give feedback 5. Enrichment Provide additional examples and applications Introduce extensions or generalisations of concepts Engage in reflection questions Encourage analysis through higher order thinking prompts 6. Evaluation Supply a diverse question bank for written work and exercises Provide alternative formats for student work: written homework, journal, portfolio, group/individual projects, student-directed research project  On DepEd Functional Skills and CHED College Readiness Standards As Higher Education Institutions (HEIs) welcome the graduates of On the other hand, the Commission declared the College the Senior High School program, it is of paramount importance to Readiness Standards that consist of the combination of knowledge, align Functional Skills set by DepEd with the College Readiness skills, and reflective thinking necessary to participate and succeed - Standards stated by CHED. without remediation - in entry-level undergraduate courses in The DepEd articulated a set of 21st century skills that should be college. embedded in the SHS curriculum across various subjects and tracks. The alignment of both standards, shown below, is also presented in These skills are desired outcomes that K to 12 graduates should this Teaching Guide - prepares Senior High School graduates to the possess in order to proceed to either higher education, revised college curriculum which will initially be implemented by AY employment, entrepreneurship, or middle-level skills development. 2018-2019. College Readiness Standards Foundational Skills DepEd Functional Skills Produce all forms of texts (written, oral, visual, digital) based on: 1. Solid grounding on Philippine experience and culture; 2. An understanding of the self, community, and nation; Visual and information literacies, media literacy, critical thinking 3. Application of critical and creative thinking and doing processes; and problem solving skills, creativity, initiative and self-direction 4. Competency in formulating ideas/arguments logically, scientifically, and creatively; and 5. Clear appreciation of one’s responsibility as a citizen of a multicultural Philippines and a diverse world; Global awareness, scientific and economic literacy, curiosity, Systematically apply knowledge, understanding, theory, and skills for the development of critical thinking and problem solving skills, risk taking, flexibility the self, local, and global communities using prior learning, inquiry, and experimentation and adaptability, initiative and self-direction Global awareness, media literacy, technological literacy, Work comfortably with relevant technologies and develop adaptations and innovations for creativity, flexibility and adaptability, productivity and significant use in local and global communities accountability Global awareness, multicultural literacy, collaboration and Communicate with local and global communities with proficiency, orally, in writing, and interpersonal skills, social and cross-cultural skills, leadership through new technologies of communication and responsibility Interact meaningfully in a social setting and contribute to the fulfilment of individual and Media literacy, multicultural literacy, global awareness, collaboration and interpersonal skills, social and cross-cultural shared goals, respecting the fundamental humanity of all persons and the diversity of skills, leadership and responsibility, ethical, moral, and spiritual groups and communities values 4  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SPECIALIZED SUBJECT Grade: Grade 11/12 Quarters: 1st to 2nd Quarter Subject Title: Biology I No. of Hours: 40 hours/10 Weeks per Quarter Subject Description: This subject is designed to enhance the understanding of the principles and concepts in the study of biology, particularly life processes at the cellular and molecular levels. It also covers the transformation of energy in organisms. Content Content Standard Performance Standard Learning Competencies Code Cell The learners demonstrate an The learners shall be able The learners... understanding of: to: 1. explain the postulates of the cell theory STEM_BIO11/12 1. construct a 3D model of 1. Cell Theory -Ia-c-1 a plant/animal/ 2. Cell Structure and 2. describe the structure and function of major and STEM_BIO11/12 bacterial cell using Functions subcellular organelles -Ia-c-2 recyclable materials 3. Prokaryotic vs Eukaryotic 3. distinguish prokaryotic and eukaryotic cells according to STEM_BIO11/12 Cells 2. construct a cell their distinguishing features -Ia-c-3 4. Cell Types membrane model from 5. Cell Modifications 4. classify different cell types (plant/animal tissues) and STEM_BIO11/12 indigenous or recyclable materials specify the function(s) of each -Ia-c-4 5. describe some cell modifications that lead to adaptation to carry out specialized functions (e.g., microvilli, root STEM_BIO11/12 hair) -Ia-c-5 6. Cell Cycle 1. characterize the phases of the cell cycle and their control STEM_BIO11/12 a. Mitosis points -Id-f-6 b. Meiosis 2. describe the stages of mitosis/meiosis given 2n=6 STEM_BIO11/12 -Id-f-7 3. discuss crossing over and recombination in meiosis STEM_BIO11/12 -Id-f-8 4. explain the significance or applications of mitosis/meiosis STEM_BIO11/12 -Id-f-9 5. identify disorders and diseases that result from the STEM_BIO11/12 malfunction of the cell during the cell cycle -Id-f-10 7. Transport Mechanisms 1. describe the structural components of the cell STEM_BIO11/12 a. Simple Diffusion -Ig-h-11 K to 12 Senior High School STEM Specialized Subject – General Biology 1 December 2013 Page 1 of 4  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SPECIALIZED SUBJECT Content Content Standard Performance Standard Learning Competencies Code b. Facilitated Transport membrane c. Active Transport d. Bulk/Vesicular 2. relate the structure and composition of the cell STEM_BIO11/12 Transport membrane to its function -Ig-h-12 3. explain transport mechanisms in cells (diffusion osmosis, STEM_BIO11/12 facilitated transport, active transport) -Ig-h-13 4. differentiate exocytosis and endocytosis STEM_BIO11/12 -Ig-h-14 Biological Structures and Functions of 1. categorize the biological molecules(lipids, carbohydrates, Molecules Biological Molecules proteins, and nucleic acids) according to their structure STEM_BIO11/12 - Carbohydrates and function -Ii-j-15 - Lipids 2. explain the role of each biological molecule in specific STEM_BIO11/12 - Proteins metabolic processes -Ii-j-16 - Enzymes - Nucleic Acids 3. describe the components of an enzyme STEM_BIO11/12 -Ii-j-17 4. explain oxidation/reduction reactions STEM_BIO11/12 -Ii-j-18 5. determine how factors such as pH, temperature, and STEM_BIO11/12 substrate affect enzyme activity -Ii-j-19 Energy 1. ATP- ADP Cycle prepare simple fermentation 1. explain coupled reaction processes and describe the role STEM_BIO11/12 Transformation 2. Photosynthesis setup using common fruits of ATP in energy coupling and transfer -IIa-j-1 3. Respiration to produce wine or vinegar 2. describe the major features and chemical events in STEM_BIO11/12 via microorganisms photosynthesis and respiration -IIa-j-2 3. explain the importance of chlorophyll and other STEM_BIO11/12 pigments -IIa-j-3 4. describe the patterns of electron flow through light STEM_BIO11/12 reaction events -IIa-j-4 5. describe the significant events of the Calvin cycle STEM_BIO11/12 -IIa-j-5 K to 12 Senior High School STEM Specialized Subject – General Biology 1 December 2013 Page 2 of 4  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SPECIALIZED SUBJECT Content Content Standard Performance Standard Learning Competencies Code 6. differentiate aerobic from anaerobic respiration STEM_BIO11/12 -IIa-j-6 7. explain the major features and sequence the chemical STEM_BIO11/12 events of cellular respiration -IIa-j-7 8. distinguish major features of glycolysis, Krebs cycle, STEM_BIO11/12 electron transport system, and chemiosmosis -IIa-j-8 9. describe reactions that produce and consume ATP STEM_BIO11/12 -IIa-j-9 10. describe the role of oxygen in respiration and describe STEM_BIO11/12 pathways of electron flow in the absence of oxygen -IIa-j-10 11. compute the number of ATPs needed or gained in STEM_BIO11/12 photosynthesis and respiration -IIa-j-11 12. explain the advantages and disadvantages of STEM_BIO11/12 fermentation and aerobic respiration -IIa-j-12 K to 12 Senior High School STEM Specialized Subject – General Biology 1 December 2013 Page 3 of 4  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SPECIALIZED SUBJECT Code Book Legend Sample: STEM_BIO11/12-IIa-j-12 LEGEND SAMPLE Learning Area and Strand/ Subject or Science, Technology, Engineering and Specialization Mathematics First Entry STEM_BIO11/12 Grade Level Grade 11 or 12 Domain/Content/ Uppercase Letter/s General Biology Component/ Topic - Roman Numeral Quarter Second Quarter II *Zero if no specific quarter Lowercase Letter/s *Put a hyphen (-) in between letters to indicate Week Weeks one to ten a-j more than a specific week - explain the advantages and disadvantages Arabic Number Competency 12 of fermentation and aerobic respiration K to 12 Senior High School STEM Specialized Subject – General Biology 1 December 2013 Page 4 of 4 General Biology 1 60 MINS The Cell: Endomembrane System, Mitochondria, Chloroplasts, Cytoskeleton, and Extracellular Components Content Standards The learners demonstrate an understanding of (1) Composition of the LESSON OUTLINE endomembrane system; (2) Structure and function of organelles involved in Introduction Review on the differences between 5 energy transformation; (3) Structure and functions of the cytoskeleton; and, (4) prokaryotic and eukaryotic cells; submission Composition and functions of the extracellular components or matrix. and discussion of responses to the pre-topic homework assigned before the lecture. Performance Standards The learners shall be able to construct three-dimensional models of whole cells Motivation Brief class activity on prokaryotic and 5 using indigenous or recyclable materials. The models shall show the following eukaryotic cells. cell parts: (1) Endomembrane System, (2) Mitochondria, and (3) Chloroplast Instruction/ Lecture. Board work on cell parts, structure, 40 Learning Competencies Practice and function. Examination of cheek cells and The learners: (1) explain the postulates of the cell theory (STEM_BIO11/12-1a- Hydrilla cells under a microscope. Class activity on identifying the parts and functions c-1); (2) describe the structure and function of major and subcellular organelles of the endomembrane system. (STEM_BIO11/12-Ia-c-2); (3) describe the structural components of the cell membrane (STEM_BIO11/12-Ig-h-11); and (4) relate the structure and Enrichment Class discussion on cell size and relationship 5 composition of the cell membrane to its function (STEM_BIO11/12-Ig-h-12) of surface area and volume Specific Learning Outcomes Evaluation Assessment of learners’ knowledge; 5 At the end of the unit lesson, the learners shall be able to: assignment of homework for next lecture illustrate the structure of the endomembrane system, label its parts, and Materials microscope (slide, cover slip), hand-held understand how the system works lens, work books, methylene blue, plastic illustrate the structure of the mitochondria, label its parts, and understand spoon/popsicle stick, Hydrilla plansts, the importance of the enfolding of the inner mitochondrial membrane colored chalk/white board marker illustrate the structure of the chloroplast, label its parts, and relate these Resources (continued at the end of Teaching Guide) parts to photosynthesis (1) (n.d.). Retrieved from parts such as the lysosomes, peroxisomes, endosomes, and cell membrane (2) (n.d.). Retrieved from Assignments should be handwritten. (n.d.). Retrieved from< http://study.com/academy/exam/topic/cell-biology.html> This strategy is aimed at ensuring that the Assign a research assignment on this question: How do environmental toxins like lead and mercury learners have read the topic rather than just affect the functions of the cell? The assignment shall be submitted one week after this lesson. copying and printing from a source. RESOURCES (CONTINUED): (4) (n.d.). Retrieved from (5) (n.d.). Retrieved from (6) (n.d.). Retrieved from (7) (n.d.). Retrieved from (8) (n.d.). Retrieved from ASSESSMENT Learning Competency Assessment Tool Exemplary Satisfactory Developing Beginnning The learners shall be able Learner Learner was able to Learner was able to answer Learner was able to (1) Learner was not to: participation (during answer all the question/s the main question without answer the questions able to answer the 1. describe the structure and lecture) without referring to his/ referring to his/her notes but he/she referred question/s function of major and her notes but was not able to answer to his/her notes (2) Learner read notes subcellular organelles follow-up question/s of his/her classmate (STEM_BIO11/12-Ia-c-2) Assignment Learner submitted an Learner submitted a Learner submitted a (1) Learner did not assignment beyond the comprehensive and well- well written report submit an assignment requirements written assignment but some responses (2) Learner submitted lack details a partially-finished assignment The learners shall be able Learner Learner was able to Learner was able to answer Learner was able to (1) Learner was not to: participation (during concisely answer all the the main question without answer the questions able to answer the 2. describe the structural practice) questions referring to his/her notes but he/she referred question/s components of the cell but was not able to answer to his/her notes (2) Learner read notes membrane follow-up question/s of his/her classmate (STEM_BIO11/12-Ig-h-11) Laboratory Learner submitted Learner submitted drawings Learner submitted (1) Learner was not (Examination of drawings that were that fulfilled the drawings that were able to submit Animal and Plant beyond the requirements requirements (complete incomplete drawings Cells) and detailed) (2) Learner’s drawings were haphazardly done The learners shall be able Examination Learner obtained 90% to Learner obtained 70% to Learner obtained Learner obtained less to: 100% correct answers in 89.99% correct answers in 50% to 69.99% that 50% correct 3. relate the structure and the examination the examination correct answers in the answers in the composition of the cell examination examination membrane to its function Research Learner submitted a Learner submitted a Learner submitted a (1) Learner did not (STEM_BIO11/12-Ig-h12) Assignment research assignment comprehensive and well- well written report submit an assignment beyond the requirements written research assignment but some responses (2) Learner submitted lack details a partially-finished assignment 14 General Biology 1 60 MINS Mitochondria and Chloroplasts Content Standards The learners demonstrate an understanding of the structure and function of the LESSON OUTLINE mitochondria and chloroplasts, the organelles involved in energy Introduction Review of relevant terminologies and 5 transformation. definitions Performance Standards Motivation Understanding of key concepts using real-life 5 The learners shall be able to construct three-dimensional models of whole cells situations using indigenous or recyclable materials. These models should show the Instruction/ Discussion and lecture proper 30 mitochondria and chloroplasts. Delivery Learning Competencies Practice Drawing (with label) activity 10 The learners describe the structure and function of major and subcellular organelles (STEM_BIO11/12-Ia-c-2) and distinguish prokaryotic and eukaryotic Enrichment Computation of surface area vs volume 5 cells according to their distinguishing features (STEM_BIO11/12 -Ia-c-3) Evaluation Answering practice questions and homework 5 Resources (continued at the end of Teaching Guide) Specific Learning Outcomes (1) http://scienceaid.co.uk/biology/biochemistry/atp.html At the end of the lesson, the learners shall be able to: (2) http://www.britannica.com/list/6-cell-organelles) (3) http://www.nature.com/scitable/topicpage/mitochondria-14053590) illustrate the structure of the mitochondria, label its parts, and understand (4) http://www.britannica.com/list/6-cell-organelles the importance of the enfolding of the inner mitochondrial membrane (5) http://www.nature.com/scitable/topicpage/mitochondria-14053590) illustrate the structure of the chloroplast, label its parts, and relate these (6) http://biology.tutorvista.com/animal-and-plant-cells/chloroplasts.html parts to photosynthesis (7) ttp://www.nature.com/scitable/topicpage/mitochondria-14053590 INTRODUCTION (5 MINS) Facilitate a review of the following concepts: Differences between prokaryotic and eukaryotic cells Definition of an ‘organelle’ Differences between membrane-bound organelles and non-membrane-bound organelles Functions of the different parts of a cell The endomembrane system MEMBRANE-BOUND ORGANELLES NON-MEMBRANE-BOUND ORGANELLES Nucleus Ribosomes Smooth ER Centrioles Rough ER Cytoskeleton Golgi Apparatus Vacuoles and Vesicles Mitochondria Chloroplast and other plastids Lysosomes Peroxisomes Explain that in eukaryotic cells, the machinery of the cell is compartmentalized into organelles. The compartmentalization of the cell into membrane-bound organelles: allows conflicting functions (i.e., synthesis vs. breakdown) and several cellular activities to occur simultaneously without interference from each other separates the DNA material of the nucleus, mitochondria, and chloroplast increases the surface area-volume ratio of the cell 16 Encourage the learners to look at the cell as both a system and subsystem. They should develop an understanding of how the parts of a cell interact with one another and how these parts help to do the ‘work’ of the cell (Source: (n.d.). Retrieved from ) Emphasize to the learners that energy transformation is one of the characteristics of life. This refers to the ability to obtain and use energy. This characterizes the main function of the mitochondria and the chloroplasts. MOTIVATION (5 MINS) Ask the learners how they understand the concept of compartmentalization. Relate the concept to how the cell is compartmentalized into organelles. Compare compartmentalization to the division of a house into a receiving room or sala, kitchen, dining room, comfort rooms, bedrooms, etc. Teacher tip Explain to the learner that this is how the Ask the learners why they think a house is divided into several rooms. cell is able to allow conflicting functions A possible response is that partitioning of the house into different parts facilitates the simultaneous (e.g., synthesis vs breakdown) and several occurrence of several activities without interfering with one another. Also, materials needed for each cellular activities to occur simultaneously without interference from each other. activity can be stored at their specific areas. For example, pots and pans are being stored in the kitchen and not in the bedroom. Beds and pillows are found in the bedroom and not in the toilet/bath. Explain to the learners that the mitochondria and chloroplasts have a small amount of DNA. Although most of the proteins of these organelles are imported from the cytosol and are thus programmed by the nuclear DNA, their DNA programs the synthesis of the proteins made on the organelles’ ribosomes (Source: Campbell et al). Compartmentalization separates the DNA material of the nucleus, mitochondria, and chloroplast. Ask the learners if they have experienced going to a city/municipal hall and if they have observed that the Mayor, Vice-Mayor, and the City/Municipal Administrator have separate offices. You can use other examples such as the University President, VP for Academic Affairs, VP for Finance; Philippine President, Vice President, Senators, etc. Compare the nuclear DNA to the Mayor and the mitochondrial DNA and chloroplast DNA to the Vice Mayor. The Mayor runs the city/municipality but the Vice Mayor also performs functions that are Teacher tip specific to their positions. They need different offices (or compartments) to avoid conflict in their functions. Select a fruit that can be easily peeled like calamansi or dalandan Introduce the concept of surface area-volume ratio/relationship to the learners. Show a fruit to the learners and explain that the outer surface of the fruit is the surface area. Peel the fruit and show them what’s inside, explaining that the inside of the fruit is the volume. Explain to the learners that surface area (SA) and volume (V) do not increase in the same manner. As an object increases in size, its volume increases as the cube of its linear dimensions while surface area increases as the square of its linear dimensions. Example: If the initial starting point is the same: SA = 2; Volume = 2 (Ratio = 1:1) A one-step increase will result to: SA = 22 = 4 while V = 23 = 8 (Ratio = 1:2) Teacher tip Ask questions to the learners while giving INSTRUCTION/DELIVERY (30 MINS) the lecture. If an LCD projector is not available, draw Explain and discuss the nature and functions of the Adenosine Triphosphate (ATP) to the learners. the structure of the mitochondria and Adenosine Triphosphate (ATP)—It is the major energy currency of the cell that provides the energy for chloroplast on the board. most of the energy-consuming activities of the cell. The ATP regulates many biochemical pathways. Mechanism: When the third phosphate group of ATP is removed by hydrolysis, a substantial amount of free energy is released. ATP + H2O → ADP + Pi where ADP is adenosine diphosphate and Pi is inorganic phosphate Group the learners into pairs. Ask one to draw the endomembrane system as he/she explains it to his/ her partner. Reshuffle the groupings and repeat until all learners have performed the exercise. 18 Illustration 1: Energy release in Hydrolysis (Source: (n.d.). Retrieved from http://scienceaid.co.uk/biology/biochemistry/atp.html) Illustration 2: Chemical Energy and ATP (Source: (n.d.). Retrieved from http://winklebiology.weebly.com/chemical-energyatp.html) Synthesis of ATP ADP + Pi → ATP + H2O requires energy: 7.3 kcal/mole occurs in the cytosol by glycolysis  occurs in mitochondria by cellular respiration occurs in chloroplasts by photosynthesis Consumption of ATP ATP powers most energy-consuming activities of cells, such as: anabolic (synthesis) reactions, such as: joining transfer RNAs to amino acids for assembly into proteins synthesis of nucleoside triphosphates for assembly into DNA and RNA synthesis of polysaccharides synthesis of fats active transport of molecules and ions conduction of nerve impulses maintenance of cell volume by osmosis addition of phosphate groups (phosphorylation) to different proteins (e.g., to alter their activity in cell signaling) muscle contraction beating of cilia and flagella (including sperm) bioluminescence Extracellular ATP In mammals, ATP also functions outside of cells. ATP is released in the following examples: from damaged cells to elicit inflammation and pain from the carotid body to signal a shortage of oxygen in the blood from taste receptor cells to trigger action potentials in the sensory nerves leading back to the brain from the stretched wall of the urinary bladder to signal when the bladder needs emptying In eukaryotic cells, the mitochondria and chloroplasts are the organelles that convert energy to other forms which cells can use for their functions. Discuss the function and structure of the mitochondria. 20 Mitochondria (singular, mitochondrion)—Mitochondria are the sites of cellular respiration, the metabolic process that uses oxygen to drive the generation of ATP by extracting energy from sugars, fats, and other fuels. The mitochondria are oval-shaped organelles found in most eukaryotic cells. They are considered to be the ‘powerhouses’ of the cell. As the site of cellular respiration, mitochondria serve to transform molecules such as glucose into an energy molecule known as adenosine triphosphate (ATP). ATP fuels cellular processes by breaking its high-energy chemical bonds. Mitochondria are most plentiful in cells that require significant amounts of energy to function, such as liver and muscle cells. Figure 1: Structure of the Mitochonsdria (Source: (n.d.). Retrieved from http://www.britannica.com/list/ 6-cell-organelles) The mitochondria has two membranes that are similar in composition to the cell membrane: Outer membrane—is a selectively permeable membrane that surrounds the mitochondria. It is the site of attachment for the respiratory assembly of the electron transport chain and ATP Synthase. It has integral proteins and pores for transporting molecules just like the cell membrane Inner membrane—folds inward (called cristae) to increase surfaces for cellular metabolism. It contains ribosomes and the DNA of the mitochondria. The inner membrane creates two enclosed spaces within the mitochondria: intermembrane space between the outer membrane and the inner membrane; and matrix that is enclosed within the inner membrane. Ask questions to the learners on the structure of the mitochondria. A sample question could be: What is the importance of the enfolding of the mitochondria? The response would be to increase the surface area that can be ‘packed’ into such a small space. Discuss the purpose of the mitochondrial membranes. 22 As mentioned, the mitochondria has two membranes: the outer and inner mitochondrial membranes. Outer Membrane Teacher tip fully surrounds the inner membrane, with a small intermembrane space in between has many protein-based pores that are big enough to allow the passage of ions and molecules as large as a small protein Lecture on mitochondrial membranes can be accessed at (n.d.). Retrieved from Inner membrane. is loaded with proteins involved in electron transport and ATP synthesis surrounds the mitochondrial matrix, where the citric acid cycle produces the electrons that travel from one protein complex to the next in the inner membrane. At the end of this electron transport chain, the final electron acceptor is oxygen, and this ultimately forms water (H20). At the same time, the electron transport chain produces ATP in a process called oxidative phosphorylation During electron transport, the participating protein complexes push protons from the matrix out to the intermembrane space. This creates a concentration gradient of protons that another protein complex, called ATP synthase, uses to power synthesis of the energy carrier molecule ATP. Figure 4: The Electrochemical Proton Gradient and the ATP Synthase (Source: (n.d.). Retrieved from http://www.nature.com/scitable/topicpage/mitochondria-14053590) Explain and discuss the structure and functions of the Chloroplasts. Chloroplasts—Chloroplasts, which are found in plants and algae, are the sites of photosynthesis. This process converts solar energy to chemical energy by absorbing sunlight and using it to drive the synthesis of organic compounds such as sugars from carbon dioxide and water. The word chloroplast is derived from the Greek word chloros which means ‘green’ and plastes which means ‘the one who forms’. The chloroplasts are cellular organelles of green plants and some eukaryotic organisms. These organelles conduct photosynthesis. They absorb sunlight and convert it into sugar molecules. They also produce free energy stored in the form of ATP and NADPH through photosynthesis. Chloroplasts are double membrane-bound organelles and are the sites of photosynthesis. The 22 chloroplast has a system of three membranes: the outer membrane, the inner membrane, and the thylakoid system. The outer and the inner membranes of the chloroplast enclose a semi-gel-like fluid Teacher tip known as the stroma. The stroma makes up much of the volume of the chloroplast. The thylakoid system floats in the stroma. If an LCD projector is not available, draw the structure of the chloroplast on the board. Structure of the Chloroplast Outer membrane—This is a semi-porous membrane and is permeable to small molecules and ions which diffuse easily. The outer membrane is not permeable to larger proteins. Intermembrane Space—This is usually a thin intermembrane space about 10-20 nanometers and is present between the outer and the inner membrane of the chloroplast. Inner membrane—The inner membrane of the chloroplast forms a border to the stroma. It Lecture on structure and functions of the chloroplast can be accessed at (n.d.). regulates passage of materials in and out of the chloroplast. In addition to the regulation activity, Retrieved from. membrane of the chloroplast. It is the space outside the thylakoid space. The chloroplast DNA, chloroplast ribosomes, thylakoid system, starch granules, and other proteins are found floating around the stroma. Thylakoid System The thylakoid system is suspended in the stroma. It is a collection of membranous sacks called thylakoids. Thylakoids are small sacks that are interconnected. The membranes of these thylakoids are the sites for the light reactions of the photosynthesis to take place. The chlorophyll is found in the thylakoids. The thylakoids are arranged in stacks known as grana. Each granum contains around 10-20 thylakoids. The word thylakoid is derived from the Greek word thylakos which means 'sack'. Important protein complexes which carry out the light reaction of photosynthesis are embedded in the membranes of the thylakoids. The Photosystem I and the Photosystem II are complexes that harvest light with chlorophyll and carotenoids. They absorb the light energy and use it to energize the electrons. The molecules present in the thylakoid membrane use the electrons that are energized to pump hydrogen ions into the thylakoid space. This decreases the pH and causes it to become acidic in nature. A large protein complex known as the ATP synthase controls the concentration gradient of the hydrogen ions in the thylakoid space to generate ATP energy. The hydrogen ions flow back into the stroma. Thylakoids are of two types: granal thylakoids and stromal PRACTICE (10 MINS) thylakoids. Granal thylakoids are arranged in the grana. These Group the learners into pairs. Ask one to draw the mitochondria and circular discs that are about 300-600 nanometers in diameter. The label its parts while the other does the same for chloroplast. Once stromal thylakoids are in contact with the stroma and are in the form done, the partners exchange tasks (i.e., the learner that drew the of helicoid sheets. mitochondria now does the same for the chloroplast). The granal thylakoids contain only Photosystem II protein complex. Reproduce these diagrams without the labels and use these for the This allows them to stack tightly and form many granal layers with class activity. granal membrane. This structure increases stability and surface area for the capture of light. To demonstrate how folding increases surface area, ask the learners to trace the edges of the outer membrane with a thread and The Photosystem I and ATP synthase protein complexes are present measure the length of the thread afterwards. Repeat the same for in the stroma. These protein complexes act as spacers between the the inner membrane. Compare the results and discuss how the sheets of stromal thylakoids. enfolding of the inner membrane increases surface area through folding. 24 ENRICHMENT (30 MINS) 1. Using the figure below, ask learners to compute surface area vs. volume. 2. Draw the table on the board and instruct the learners to write their measurements.  Teacher tip EVALUATION (60 MINS) Clarify to the learners the misconception that the appearance of Ask the learners to answer practice questions on the following electronic resources: organelles are static and rigid. http://www.mcqbiology.com/2013/03/multiple-choice-questions-on_25.html#.Vl7Uq3YrLrc http://www.uic.edu/classes/bios/bios100/summer2004/samples02.htm http://www.tutorvista.com/content/science/science-i/fundamental-unit-life/question-answers-1.php http://www.buzzfeed.com/kellyoakes/the-mitochondria-is-the-powerhouse-of-the-cell#.fajAl0b6o http://global.oup.com/uk/orc/biosciences/cellbiology/wang/student/mcqs/ch10/ Possible responses to the homework (Source: Campbell et al, 10th Ed.): Teacher tip Check the electronic resources on They have double membranes and are not part of the endomembrane system. Endosymbiotic Theory: Their shape is changeable. They are autonomous (somewhat independent) organelles that grow and occasionally pinch in two, https://www.youtube.com/watch? v=bBjD4A7R2xU (Endosymbiotic thereby reproducing themselves. Theory in plain English) They are mobile and move around the cell along tracks of the cytoskeleton, a structural network of the https://www.youtube.com/watch?v=- cell. FQmAnmLZtE They contain ribosomes, as well as multiple circular DNA molecules associated with their inner membranes. The DNA in these organelles programs the synthesis of some organelle proteins on ribosomes that have been synthesized and assembled there as well. 2. Give out the homework for next meeting. What are the characteristics shared by these two energy transforming organelles? Instruct the learners to write an essay on probable reasons for these the shared characteristics of the mitochondria and the chloroplast. Learners shall submit a handwritten essay on the Endosymbiotic Theory and how it explains the similarity between the mitochondria and chloroplast. 26 EVALUATION Learning Competency Assessment Tool Exemplary Satisfactory Developing Beginnning The learners shall be Learner Learner was able to Learner was able to Learner was able to (1) Learner was not able to describe the participation answer all the question/ answer the main question answer the able to answer the following: (during lecture) s without referring to without referring to his/ questions but he/ question/s his/her notes her notes but was not she referred to his/ (2) Learner read able to answer follow-up her notes notes of his/her 1. structure and question/s classmate function of major and subcellular organelles Assignment Learner submitted an Learner submitted a Learner submitted a (1) Learner did not (STEM_BIO11/12-Ia- assignment beyond the comprehensive and well- well written report submit an c-2) requirements written assignment but some responses assignment lack details (2) Learner submitted a partially-finished assignment Examination Learner obtained 90% Learner obtained 70% to Learner obtained Learner obtained to 100% correct 89.99% correct answers 50% to 69.99% less that 50% correct answers in the in the examination correct answers in answers in the examination the examination examination Essay Assignment Learner submitted an Learner submitted an Learner submitted a (1) Learner did not essay beyond the essay that was well-written essay submit an essay requirements comprehensive and well- some details are (2) Learner written lacking submitted a partially-finished essay General Biology 1 180 MINS Structure and Functions of Animal Tissues and Cell Modification Content Standard LESSON OUTLINE The learners demonstrate an understanding of animal tissues and cell Introduction Communicating learning objectives to the 5 modification. learners. Performance Standard Motivation Class Activity: Pinoy Henyo Classroom 10 The learners shall be able to construct a three-dimensional model of the animal Edition tissue by using recyclable or indigenous materials. Instruction/ Review on the Hierarchy of Biological 95 Learning Competencies Delivery Organisation and PTSF; Lesson on Animal The learners: Tissues and on Cell Modfication classify different cell types (plant/animal tissue) and specify the functions of Practice Class Activity: Reporting on structure and 60 each (STEM_BIO11/12-Ia-c-4) function of animal tissue or showing of describe some cell modifications that lead to adaptation to carry out infomercial on diseases. specialized functions (e.g., microvilli, root hair) (STEM_BIO11/12-Ia-c-5) Evaluation Class Quiz 10 Specific Learning Outcomes At the end of the lesson, the learners shall be able to: Materials microscopes, LCD Projector (if available), laptop or computer present a five-minute report on how the structures of different animal (if available), manila paper, cartolina, photos, images, or tissues define their function or show a two-minute infomercial about a illustrations of different types of tissues, drawing materials disease that is caused by animal tissue malfunction; (e.g. pens, pencils, paper, color pencils, etc.) provide insights, offer constructive feedback, and note areas of improvement on their classmates’ reports or infomercial Resources (continued at the end of Teaching Guide) (1) Reece JB, U. L., (2010). Campbell Biology 10th. San Francisco (CA). 28 INTRODUCTION (5 MINS) Teacher tip Introduce the following learning objectives by flashing these on the board: For this particular lesson, start with the Motivation first (i.e., class activity on Pinoy classify different cell types (plant/animal tissue) and specify the functions of each (STEM_BIO11/12- Henyo Classroom Edition). After the game, Ia-c-4) proceed to the Introduction by describe some cell modifications that lead to adaptation to carry out specialized functions (e.g., communicating the learning objectives to the learners. microvilli, root hair) (STEM_BIO11/12-Ia-c-5) For the part when the learners have to state the learning objectives using their own words, ask the learners to face their Ask the learners to work in pairs and write the learning objectives using their own words. seatmates and work in pairs. If the learners are more comfortable in stating the learning objectives in Tagalog or In their local dialect, ask them to do so. Teacher tip MOTIVATION (10 MINS) Prior to this lesson, assign a reading material or chapter for this topic. This shall aid in the facilitation of the class activity. PINOY HENYO CLASSROOM EDITION Divide the class into two groups. In choosing the mystery words for the game, do not limit yourself with the four types of animal tissues. You may choose Explain to the learners that instead of having the typical one-on-one Pinoy Henyo, only one terms that describe the tissue type or even body parts wherein the tissues are located. representative from each group shall be asked to go to the front and have the mystery word card on You may also include diseases that are his/her forehead. Only three words shall be allowed from the groups: “Oo”, “Hindi”, or “Pwede”. caused by certain malfunctions on the Violation of the rules of the game (e.g., communicating the mystery word to the guesser) shall merit tissues. corresponding penalties or disqualification. Assign three representatives per group to guess the Make sure to mention the chosen mystery mystery words. Each guesser shall be given one minute and 30 seconds. words in the discussion. This shall help the learners to understand the connection of the game with the lesson. At the end of the activity, ask one or two learners what they think the learning objectives of the lesson will be. Immediately proceed with the Introduction. Check how the class behaves during the activity. If the learners get rowdy, you may choose to stop the game. Make sure to warn the learners of the consequences first before the start of the activity. INSTRUCTION/DELIVERY (95 MINS) Teacher tip Facilitate a five-minute review on the Hierarchy of Biological Organization and on the concept of “form Do not use too much time for the review. fits function”, the unifying theme in Biology. Just make sure to guide or lead the learners in remembering past lessons. Provide clues if necessary. Review on Hierarchy of Biological Organization 1. Discuss that new properties arise with each step upward the hierarchy of life. These are called emergent properties. 2. Ask the class what the levels of biological organization are. The learners should be able to answer this since this is just a review. In case the class does not respond to the question, you may facilitate the discussion by mentioning the first level of the hierarchy. 3. Start with the cell since it is the most basic unit of life that shows all life properties. cells tissue organ organ system multicellular organism Illustrate this by showing photos of the actual hierarchy using animals that are endemic in the Philippines (e.g., pilandok, dugong, and cloud rat). Teacher tip For the review on “form fits function”, if the class does not respond well, start giving your own examples for the students to Review on the unifying theme in Biology: “form fits function” figure out this unifying theme. Make sure to relate structure to function. 1. Ask the class what the relation of form (structure) to function and vice versa is Mention the role of fossils in determining 2. Ask for examples of versaingit of life that shows all life properthe torpedo shape of the body of the habits of extinct animals. By doing this, dolphins (mammals with fishlike characteristics) and the bone structure and wing shape of birds in it shall establish a strong connection between form and function and shall give relation to flying. relevance on the study of this connection in Biology. After this, you may now proceed to the new topic on animal tissues. 30 Facilitate a class activity (i.e., observation of cells under a microscope) to illustrate that animals are Teacher tip made up of cells. This shall be the foundation of the definition of and discussion on animal tissues. The If microscopes are available for this activity, whole activity and discussion shall last for 90 minutes. allot 20-30 minutes for the observation of cells. If microscopes are not available, allot only 10-15 minutes. If microscopes are available for this activity, set up the equipment and the slides that were prepared Prior to the activity, prepare the slides that prior to the activity. Each slide should show one type of tissue (i.e., epithelial tissue, connective tissue, will be put under the microscopes. The muscle tissue, and nervous tissue). Make sure that the labels are covered because the learners will be slides shall contain the different types of asked to name the tissues based on their observations during the discussion. tissue. Make sure to focus the slides so that the learners can observe them clearly. If there are no microscopes available for the activity, prepare cut-out images, photos, or illustrations Give the learners enough time to observe that show the different types of tissues (i.e., epithelial tissue, connective tissue, muscle tissue, and the specimens and then ask them to draw on their notebooks what they were able to nervous tissue). Make sure that the images, photos, or illustrations are not labeled because the learners observe under the microscopes. Encourage will be asked to name them. the learners to write down the description and function of the specific tissue type as you go through the discussion. Also, do not immediately identify the type of tissue based on the descriptions that you will be presenting to the class. The learners will be asked to identify which among the slides under the If microscopes are not available and you microscope or which image, photo, or illustration matches the description of the structure and function have shown photos, images, or illustrations instead, ask the learners to draw them on that will be given during the discussion. their notebooks and encourage them to write down the description and function of the specific tissue type as you go through After the class activity, proceed with the actual lecture. If a computer, laptop, or projector is available, the discussion. show a PowerPoint presentation that shows the description and function of tissues. If there is no available equipment, you may use flash cards or manila paper where description of structure and function of the different tissue types are written down. Ask the learners which among the microscope Teacher tip slides, image, photo, or illustration fits the given information on description and function. After the Prepare the lecture in such a way that you learners’ responses, you can flash or show the next slide which shall reveal the image of the specimen do not immediately reveal the label of the with the corresponding label or type of tissue. images or the terms that are being described. The learners should first be asked to identify the images or slides that fit Epithelial Tissue—This type of tissue is commonly seen outside the body as coverings or as linings of the description of the structures and functions. This will make the students more organs and cavities. Epithelial tissues are characterized by closely-joined cells with tight junctions (i.e., a engaged in the discussion. Always remind type of cell modification). Being tightly packed, tight junctions serve as barriers for pathogens, the learners to take down notes while you mechanical injuries, and fluid loss. flash information for each tissue type.  Teacher tip Cells that make up epithelial tissues can have distinct arrangements: Take note that the part on cell modifications is incorporated in the discussion on the cuboidal—for secretion structure of the respective cells that make simple columnar—brick-shaped cells; for secretion and active absorption up the tissue that is being discussed. Give simple squamous—plate-like cells; for exchange of material through diffusion emphasis on the differences on the features of the cells that make up the tissue type. stratified squamous—multilayered and regenerates quickly; for protection pseudo-stratified columnar—single layer of cells; may just look stacked because of varying height; For examples or illustrations of the different for lining of respiratory tract; usually lined with cilia (i.e., a type of cell modification that sweeps the types of tissues, it is better to use an animal mucus). that is endemic in the Philippines or in your specific region so that the learners can relate more in the discussion. Figure 1: Epithelial Tissue (Source: Reece JB, U. L. (2010). Campbell Biology 10th. San Francisco (CA):.) 32  Connective Tissue—These tissues are composed of the following: BLOOD —made up of plasma (i.e., liquid extracellular matrix); contains water, salts, and dissolved proteins; erythrocytes that carry oxygen (RBC), leukocytes for defense (WBC), and platelets for blood clotting. CONNECTIVE TISSUE PROPER (CTP)—made up of loose connective tissue that is found in the skin and fibrous connective tissue that is made up of collagenous fibers found in tendons and ligaments. Adipose tissues are also examples of loose connective tissues that store fats which functions to insulate the body and store energy. CARTILAGE —characterized by collagenous fibers embedded in chondroitin sulfate. Chondrocytes are the cells that secrete collagen and chondroitin sulfate. Cartilage functions as cushion