plantilla unit iv

7/29/2019 Plantilla Unit IV

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Fourth Quarter

Scope and Sequence


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Year II Approximate No. of Days: 3Fourth QuarterGeneral Topic: DNA Holds the Code; The Duplication of Chromosomes

LearningObjectives

Learning Content LearningExperiences

LearningEvaluation

Integration MultipleIntelligences

TPO: Explain thechromosomal basisof inheritance

EO1. Recognizethat chromosomescontain the codefor an organismstraits

EO2.Discusseshuman traits thatcan be inherited

EO3. Point out inthe human bodyhuman traits that

Chromosomesmake up the codefor an organismstraits. Most of uslook like ourparents becausewe have inheritedmost of their traits.

Minds on:

Students will dividein groups, thenthey will list downtheir ideasregarding whatthey think willhappen if humancharacteristicscannot be inheritedat all. Then foreach group, thatgroup will stand infront of the classand state theirideas regardingwhat will happen if

humancharacteristicscannot be inheritedat all.

Enumeration:

1. What do you calla long threadlikebody made up orDNA? It codes forinherited traits.2. In a cell, whereare chromosomesfound?3-5. Give threeexamples ofinherited traits inhumans.

Human traits areinheritable becauseof the uniquechemistry ofchromosomes. InChemistry, thereare often in-depthdiscussions ofbiomolecules.

Logical-mathematical;linguistic


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are inheritable

EO4. Recognize theimportance ofchromosomes inperpetuatinghuman species.

Hands on:

Students will giveexamples of traitsthat areinheritable, based

on their priorresearch, and thenpoint these traitsout in their body(e.g. if the trait iseye color, thenstudents point outtheir eyes).


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Academic Budget PlantillaScience II

Year II Approximate No. of Days: 3Fourth Quarter

General Topic: The Duplication of Chromosomes

LearningObjectives


LearningEvaluation


TPO: Give theimportance of DNAin the transmissionof traits

EO1. Describe thestructure of DNA.

EO2. Identify thenitrogenous basesthat can be foundin DNA.

DNA is important toensure thetransmission oftraits from onegeneration toanother. The fourbases found in DNAare adenine (A),thymine (T),cytosine (C), andguanine (G). Basepairing of DNA is asfollows: A pairswith T; C pairs withG.

Hands on:

Each student willwrite down a seriesof 10 letters atrandom. The lettersare to be chosenfrom A, B, C, and D.Then each student

will try to findsomeone who hasthe exact sameletter combination

Answer thefollowingquestions:

1. From theactivity, how manyof your classmateshave the exactsame lettercombination asyours?

2. How many ofyour classmateshave almost thesame lettercombination asyours?

3. Given yourexperience in

finding classmateswith the exact oralmost the sameletter combination

Understanding theuniqueness of ahuman being issomething thatmany studentsmay have knownalready fromValues Education.Also, recognizingthat a base pairsup with only onepartner base isrelated to themathematicalconcept ofrelations. DNAbase-pairingfollows the relation(A,T); (T,A); (C,G);and (G,C)

Logical-mathematical;linguistic;interpersonal


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EO3. Understandthat no two humanbeings can bealike, exceptidentical twins,because of thestructure of DNA.

EO4. Recognizethat bases pair upwith only onepartner base inDNA.

EO5. Describe abrief overview ofDNA replication.

as he or she has oralmost (8 or moresame letters in thesame positions) thesame. For example,ABCCCABDC isalmost the same as

ABCCBABCC.

Hands on:

Students will writedown thecomplementarybase pair orderingof a particularhalf-DNA strand.For example, if theordering of a half-DNA strand isCTAAATCGC, thenstudents shouldwrite down thecorrectcomplementaryordering, which isGATTTAGCG.

as yours, how likelyis it that anotherhuman being willhave the samegenetic makeup asyou have,considering that

DNA consists ofbillions of bases?


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Year II Approximate No. of Days: 3Fourth QuarterGeneral Topic: Dominant and Recessive Forms of Traits; The Work of Gregor Mendel

LearningObjectives


LearningEvaluation


TPO: AnalyzeMendelsexperiment ongarden peas toillustrate Mendelianprinciples ofinheritance

EO1. Narrate howGregor Mendelperformed hisexperiment.

EO2. Determinethe findings of

Mendel crossedpea plants becausepea plants haveseveral traits thatmake themamenable toanalysis. Mendelsexperiment gavethem the followingfindings: existenceof alternate alleles,presence of pairedalleles, law ofdominance, andlaw of segregation. Minds on:

A student willreport on the life ofGregor Mendel andhis main workbefore the classstarts.

Identification:

1. What plants didMendel use for hisexperiments ingenetics?2. What does the Pin P generationstand for?3. What does theF1 in F1generation standfor?4-6. Give three ofthe seven traitsanalysed byMendel during hisexperiments.7. For eachcharacter,according toMendels laws, howmany alleles are

Mendelsexperimentsconcluded thatgenetics followsestablished laws.Heredity does nothappenhaphazardly. Thefixity of laws ingenetics as impliedby Mendelsexperiments iscomparable withthe fixity of laws inphysics. In physics,we have the lawsof motion as theprimary example.

Linguistic;naturalistic


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Mendelsexperiment

EO3. Rememberfour related ideasderived fromMendels

experiment:existence ofalternate alleles,presence of pairedalleles, law ofdominance, andlaw of segregation.

Minds on:

Students willrestate, in theirown words,through recitation,

four ideas derivedfrom Mendelsexperiments withpea plants.

Students will alsogive someexamples as theyname one ofMendels ideas.

present?8. If the allelesdiffer, what do youcall the allele thatis fully expressed?9. If the allelesdiffer, what do you

call the allele thathas no noticeableeffect?10. Which ofMendels laws statethat allelesseparate duringgameteproduction?


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Academic Budget Plantilla

Science II

Year II Approximate No. of Days: 4Fourth QuarterGeneral Topic: How Traits are Inherited; How Genes Determine Traits

LearningObjectives


LearningEvaluation


TPO: Identify thetraits that followMendelian patternsof heredity

EO1. Identify thetraits that Mendel

Traits are said tofollow Mendelianinheritance if theyfollow the rulesthat Mendel

derived: existenceof alternate alleles,presence of pairedalleles, law ofdominance, andlaw of segregation.Pairs of alleles canbe heterozygous orhomozygous. Wealso differentiatebetweenphenotype andgenotype as well as

between dominantand recessive.

Minds on:

Students will recite

True or False

1. Phenotyperepresents theoutward

manifestation of acharacter.2. Genotyperepresents thenumber of allelesfor a character.3. Heterozygousmeans havingdifferent alleles.4. Homozygousmeans havingunusual alleles.

If T is the allele fortall and t is theallele for short, and

It may not beobvious, but therelationshipbetweenphenotype and

genotype can beexpressed as amathematicalrelation. Forexample, if theordered pairs in therelation can beexpressed as(genotype,phenotype), thenfor the character ofstem length, hereare the ordered

pairs:

(TT, tall)



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analysed in peaplants

EO2. List downhuman traits thatfollow Mendelianpatterns of

inheritance

EO3. Differentiateheterozygous fromhomozygous

EO4. Differentiatephenotype fromgenotype

EO5. Differentiatedominant traits

from recessivetraits in humanbeings.

on class. They willanswer questionslike these: What isthe phenotype forTt? What is thegenotype for short?Why is the

phenotype tall?Why is thephenotype short? Isthe followinggenotypehomozygous orheterozygous? Whyis the followinggenotypeheterozygous orhomozygous?

Authentic:

Students willnarrate which oftheircharacteristics theythink they inheritedfrom their parents.Students should beable to give atleast three.

T is dominant overt,

5. What is thephenotype of TT?6. What is thephenotype of Tt?

7. What is thephenotype of tt?

If G is the allele forgreen, and g is theallele for yellow,and G is dominantover g,

8. If the phenotypeis yellow, what isthe only possiblegenotype?

9-10. If thephenotype isgreen, what are thetwo possiblegenotypes?

(Tt, tall)(tt, short)

Study of inheritedtraits can helpstudents identifytheir similarities

with parents, whichis sometimesdiscussed in ValuesEducation.


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Year II Approximate No. of Days: 3Fourth QuarterGeneral Topic: A Look at Some Inherited Traits; Chance in Inheritance

LearningObjectives


LearningEvaluation


TPO: Solvemonohybrid

crosses given thephenotypes andgenotypes ofparents

EO1. Construct aPunnett squaregiven thegenotypes of theparents

EO2. Solve forphenotypic and

Monohybridcrosses are done

using Punnettsquares. WithPunnett squares itis possible topredict phenotypicratios andgenotypic ratios ofoffspring.

Hands on:

Students willconstruct Punnettsquares for certainmonohybridcrosses in the

blackboard.Students ensurethat the Punnett

Construct aPunnett square for

the followingmonohybrid cross,then state thephenotypic andgenotypic ratios forthe offspring: Gg xgg

Here are questionsrelated to the coin-toss experiment:

1. How will you

compare theexperimentalphenotypic ratio to

Of course,phenotypic and

genotypic ratiosare mathematicalratios. Hard work inexperiments is notonly unique toBiology; Chemistryand Physicsexperiments arealso replete withinstances of hardwork. Hard work isalso somethingtaught in Values

Education.

Logical-mathematical


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genotypic ratiosfoundin acompleted Punnettsquare

EO3. Recognize the

importance ofPunnett squares inpredicting traits ofoffspring.

squares that theyconstruct arecomplete andcorrect.

Minds on:

Students will statethe phenotypesand genotypes ofoffspring asrepresented by acompleted Punnettsquare.

Students will statephenotypic andgenotypic ratiosfrom completedPunnett squares.

the predictedphenotypic ratio?

2. How will youcompare theexperimentalgenotypic ratio to

the predictedgenotypic ratio?

3. Explain theimportance of hardwork in theexperiment, andtherefore, theimportance of hardwork in Mendelspea plantexperiments.


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Year II Approximate No. of Days: 2Fourth QuarterGeneral Topic: Incomplete Dominance, Codominance, and Sex-linked Traits

Learning

Objectives

Learning Content Learning Experiences Learning

Evaluation

Integration Multiple

IntelligencesTPO: Infer thatcertain laws do notalways follow theMendelianprinciples ofheredity

EO1. Defineincompletedominance,codominance, and

Incompletedominance,codominance, andsex-linked traitshave phenotypicand genotypicratios that are invariance withpredictions fromMendeliangenetics.

Minds-on:

Students will listdown traits thatexhibit incompletedominance,

Construct aPunnett square forthe followingquestions, thenanswer thequestions:

1. Is it possible fora person to haveblood type AB if hisparents have bloodtypes AB and O?

2. Is it possible fora person to have

Again, genotypicratios for non-Mendelianinheritance areagainmathematicalratios. Now,because some sex-linked diseases aredevastating, onehas to make valuejudgments, andthey are discussedin ValuesEducation.

Logical-mathematical;linguistic;interpersonal;bodily-kinesthetic


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sex-linked traits.

EO2. Make a list oftraits that exhibitincompletedominance,codominance and

sex linkage.

EO3. ConstructPunnett squaresfor incompletelydominant traitsand sex-linkedtraits.

EO4. Differentiatesthe phenotypic andgenotypic ratiosfound from

incompletelydominant traitsand sex-linkedtraits to the ratiosfound in normalPunnett squares.

EO5. Relateincompletedominance,codominance, and

sex-linked traits toreal life situations.

codominance, andsex linkage.

Hands-on:

Students willconstruct a Punnettsquare for thefollowing in theblackboard:

Snapdragoncolor (Rr x Rr):

Blood groups(AB x AO, AO xBO, and AA xBO)

Hemophilia(XnXc x XnYand XnXn xXcY)

Authentic:

In an open-endedmanner, students aredivided into groupsand will discuss thefollowing scenario inclass: Carla and Benare planning to havechildren and they

blood type AB if hisparents have bloodtypes AB and O?

3. Liza, who is acarrier of thehemophilia allele,

has four malechildren with Ted,who hashemophilia. Showwith a Punnettsquare that all ofthe male childrenshould havehemophilia.


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EO6: Exploreethical issuesregardinginheritance of sex-linked traits.

consulted a geneticspecialist to conductgenetic screening.Carla is revealed tobe a carrier of theallele for hemophilia.If Carla bears

children with Ben,male children have a50% chance ofgetting hemophilia.Each group willreceive a question,which they mustanswer and defend infront of class: (1)Should Carla and Benconsider abortion ofthe male children asa solution? What

about divorce? (2) Ifin case Carla refrainswanting to havechildren with Ben,how would Benreact? (3) Carlaknows that it ispossible that one ofher sisters is also acarrier of thehemophilia allele.Should she tell hersister to get herself

screened or not? (4)If in case both ofthem decide to have


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children, whatprecautions shouldthey take so thattheir childrenwouldnt suffer fromthe bad effects ofhemophilia?

Rubric forassessment:

Logicalsoundness ofpoint of view:40%

Choreography:20%

Consistency ofpoint of viewthroughout the

skit: 20% Audience

impact: 20%

Total: 100%Academic Budget PlantillaScience II

Year II Approximate No. of Days: 3Fourth QuarterGeneral Topic: Changes in Surroundings and Variation; The Theory of Evolution by Natural Selection

LearningObjectives Learning Content LearningExperiences LearningEvaluation Integration MultipleIntelligencesTPO: ExplainDarwins theories

Darwins theory ofevolution through

1-3. Write downthree out of five

Documentedobservations of

Logical-mathematical;


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of evolution

EO1. Briefly narrate

the life of CharlesDarwin

EO2. Give theimportant featuresof Darwins theory

of natural selection

EO3. Evaluatesome examples ofdocumentedobservations ofnatural selection

natural selection isone of thefundamentaltheories governingbiology today.

Minds on:

A student willbriefly narrate thelife of CharlesDarwin and thecircumstances thatled him to hisfindings onevolution.

Minds on:

Students will

discuss theconditions fornatural selection tooccur.

Students willanalyze pictures ofwell-documentedevolutionarypatterns:

(1) Manchestermoths; (2)

Galapagos finches;(3) Evolution ofmustard into six

conditions thatDarwin stipulatedfor naturalselection to occur.

4-5. Using Darwinsframework, in three

sentences, explainhow a giraffeobtained longerand longer necksthroughoutgenerations.

natural selectionrequired accuratemeasurements oforganisms.Measuring well is askill developed inIntegrated Science,

often done inMathematics, andreinforced in allfields of Science.

linguistic


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different varieties.



General Topic: The Theory of Acquired Characteristics

Learning Learning Content Learning Experiences Learning Integration Multiple


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Objectives Evaluation IntelligencesTPO: DifferentiateLamarcks theoryof evolution fromDarwins theory

EO1. Brieflyexplain Lamarckstheory of use anddisuse

EO2. Explain someexamples ofLamarcks theory

of use and disuse

EO3. Analyze somecounterexamplesto Lamarckstheory

EO4. CompareLamarcks theoryof use and disuseto Darwins theory

Lamarcks theoryis different fromDarwins theorybecause Lamarckinsisted thatevolution was

brought about byacquiredcharacteristicsinstead of naturalselection.Lamarcks theorywas ultimatelyfalsified.

Minds on:

On a blackboard,students will makecomparisonsbetween the featuresof Lamarcks theoryand Darwins theory.

Authentic:

Students will divideinto two halves. Onehalf will make a skitabout the wayevolution proceeds inLamarcks theory ofuse and disuse. Theother half willdramatize the wayevolution proceeds in

Darwins theory ofevolution throughnatural selection.

Answer thefollowingquestions. Limityour responses to3-5 sentences.

1. What are threeimportantdifferencesbetweenLamarcks theoryand Darwinstheory?

2. How can anexperiment thatcan potentiallydisproveLamarcks theory

proceed? Sinceyou cant bringgiraffes into yourhome use otheranimals.

The transition fromLamarcks theoryto Darwins theoryparallels manysimilar transitionsin physics and

general science:Newton toEinstein, Ptolemyto Copernicus, etc.



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Logicalsoundness ofpoint of view:

40% Choreography:

20%

Consistency ofpoint of viewthroughout theskit: 20%

Audienceimpact: 20%

Total: 100%


Year II Approximate No. of Days: 2Fourth QuarterGeneral Topic: Natural Selection in Action


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LearningObjectives


LearningEvaluation


TPO: Distinguishbetween direct andindirect evidencefor evolution

EO1. Define directand indirectevidence when itcomes to evolution

EO2. Analyzeexamples of directand indirectevidence ofevolution

EO3. Compare

direct and indirectevidences ofevolution.

EO4. Classifypresent-dayexamples ofevolution in actionas direct orindirect.

Direct evidencesfor evolution areobservablechanges that took

place over time.Direct evidencesalso count thosefrom the fossilrecord. By contrast,indirect evidencesare evidencesinferred frommorphology,embryology, andmolecular biology.

Minds on:

Students will writedown researched

direct andindirectevidences ofevolution on awhiteboard dividedinto two columns.

Students will divideinto groups of six,then they will findas manysimilarities aspossible between

direct evidences.Same goes forindirectevidences.

Hands on:

Student willperform hefollowingexperiment.

Materials 60x60 cm

square of clothHole punchGraphing paper

State whether theyrepresent direct orindirect evidencesof evolution:

1. DNA analysisnotes that humansand apes have 98%of their DNA incommon.2. Evolution ofmoths from mostlywhite to mostlyblack.3. Fossils indicate acommon ancestryin the evolution of

fish.4. Similarity oflimbs on differentspecies ofmammals implies acommon ancestor.5. Over time,bacteria sometimesdevelop resistanceto antibiotics.

Exploring pieces ofevidence throughexperimentationrequires careful

measurements,which is a skillstressed inMathematics andGeneral Science.


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5. Count thecritters that areremoved.6. Only the disccritters that are lefton the clothsurvive. Make a

graph showing thenumber of eachcolor that survived.7. The survivingdisc crittersreproduce. Addthree critters of thesame color for eachon that survived.Then follow thesame procedure asbefore.8. Make a new

graph showing thenumber of eachcolor in the secondgeneration thatsurvived.


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Science II

Year II Approximate No. of Days: 2Fourth QuarterGeneral Topic: Indirect Evidences of Shared Ancestry

LearningObjectives


LearningEvaluation


TPO: Describesome indirectevidences ofshared ancestry

EO1. Recall thedefinition ofindirect evidencesof evolution

EO2. Definehomologous andvestigial structures

EO3. Differentiateontogeny andphylogeny

Shared ancestry issupported byfindings frombiogeography,comparative

anatomy,comparativeembryology, andmolecular biology. Minds on:

Students will lookat pictures ofhomologousstructures andpoint out theirsimilarities anddifferences.

Students will sharetheir viewsregarding the

Answer thefollowing in 3-5sentences:

Some opponents of

evolution haveexclaimed: I justcant believe wecame from achimpanzee!Irrespective ofwhat you believeabout evolution,whatmisconceptiondoes the statementconvey aboutevolution?

Assessing essayquestions is done

Comparingevidences ofancestry is relatedto anthropology,discussed in Social

Studies.

Logical-mathematical;naturalistic


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Year II Approximate No. of Days: 3Fourth QuarterGeneral Topic: Mutations

LearningObjectives


LearningEvaluation


TPO: Explain howmutation occurs

EO1. Definemutation

EO2. Classifymutationsaccording to type

EO3. Illustrateexamples of the

different types ofmutations

Mutations aresudden changes inchromosomes or inthe order of baseson DNA. There are

many types ofmutations.Mutagens aresubstances thatcause mutations. Hands on:

Student willperform thefollowingexperiment.

A student will writedown a sentence

such as There liesa little pink pig.From the original

1. This type ofmutation takesplace when achromosomalfragment is

removed.2. This type ofmutation takesplace when achromosomalfragment isremoved and isreattached but inreverse orientation.3. This type ofmutation takesplace when achromosomal

fragment breaksand then transfersto a

The closest subjectthat can beintegrated with thisis English. Letslook at it this way:

Suppose wereplace the he inwhether to formweather. It canbe pointed out thateven with so smalla replacement, themeaning of theword will changedrastically. Othersignificantexamples are:not to now;

anger to angel,pay to play,etc.

Logical-mathematical;linguistic; spatial


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sentence, otherstudents will writedown the results ofdoing the following:

1. Turn all es intohs.2. Interchange hand n.3. Delete anyrandom block ofthree letters4. Remove thestring her inThere andtransfer it into theend of little

Then students willdetermine whether

the new sentencesare stillmeaningful.

Minds on:

Suppose numbersrepresentchromosomalfragments. If theoriginalchromosomeconsists of:

12345-678

nonhomologouschromosome.4. This type ofmutation takesplace when achromosomalfragment doublesitself.5. This type ofmutation occurswhen there arechemical changesin a singlenucleotide in asingle gene.6-7. What are thetwo types ofmutations under#5?8. What disease is

caused by amutation in thegene that codes forhaemoglobinproduction?9-15. Give sixexamples ofmutagens, orsubstances orconditions thatcause mutations.


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Year II Approximate No. of Days: 3Fourth QuarterGeneral Topic: Evolution and Technology

Learning

Objectives

Learning Content Learning

Experiences

Learning

Evaluation


IntelligencesTPO: Discuss theeffects of sometechnologies on theevolution oforganisms

EO1. Describes theeffects of sometechnologies on the

Technologies canchange, wittinglyor unwittingly, theway evolution oforganisms takesplace. Among thetechnology-relatedissues studied willbe: selectivebreeding,industrialization,and antibiotics. Minds on:

Students will sharein class what they

Write an essayanswering one ofthe followingquestions. Theessay must have 6-10 sentences. Hereare the questions:

1. Why do somespecies of bacteriabecome resistantto antibiotics over

time? What can bedone to preventthis from

Of course, there isplenty of ValuesEducation on thistopic, regardingwhat to do withtechnologies thathave bad effects.



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evolution oforganisms

EO2. Analyze theprocess in whichsome technologiescontribute to theevaluation oforganisms

EO3. Summarizethe favourable andunfavourableeffects oftechnologies onevolution

EO4. Prepare a listof activities thatwill prevent the

unfavourableeffects oftechnologies onevolution

have studied aboutthe following:

Selectivebreeding

The case ofthe moths of

Manchester Antibiotic

resistance inbacteria

Hands on:

Students willperform thefollowingexperiment.

Materials: 20

peanuts, unshelledMetric ruler

Procedure:

Make a table likethe following:

Length No. ofpeanuts(cm) withthat

length


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3.0-3.43.5.3.94.0-4.44.5-4.9>5.0

Measure the lengthof 20 unshelledpeanuts. Then plotyour data on thegraph.

Questions:

1. What featuresemerge in thedata?

2. Suppose youwant to grow

peanuts, but youdont havesufficient space inyour backyard formany seeds. Howcan the experimenthelp you determinewhich peanuts togrow?


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Year II Approximate No. of Days: 2Fourth QuarterGeneral Topic: Genetic Engineering

LearningObjectives


LearningEvaluation


TPO: Analyze theeffects of geneticengineering

Geneticengineering is themodification of theDNA of organisms.Geneticengineering isuseful because ithas led to betterorganisms and

even cures forsome diseases. Thepotential for

Suppose yousuddenly have allthe capabilities of agenetic engineer.Under whatcircumstanceswould you applygeneticengineering for

your children? Giveyour answer in 5-7sentences.

Values Educationagain emergeswhen makingethical judgmentsabout geneticengineering issues.

Logical-mathematical;Intrapersonal;linguistic


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EO1. Definegenetic

engineering

EO2. Analyzesexamples ofgeneticengineering

EO3. Compares theeffects of geneticengineering in ourlife

EO4. Justifies theuse (or otherwise)of geneticengineering toaccomplish someends

exploitation,however, can bevery big, and whenerrors happen,genetic errors maybe distributed inthe environmentaccidentally and

wreak havoc in theecosystem.

Minds on:

Students discuss

classic examples oforganisms thathave improvedbecause of geneticengineering.

Authentic:

Students read anarticle about thebenefits of geneticengineering in thefield of medicine.Then they willshare their views inclass.

Then students willread an articleregarding howgeneticengineering can beused to enhancebodily features

even withoutmedical need, thenstudents will again

Assessing essayquestions is doneas follows:

50% - Did thestudent

substantiate his orher pointsatisfactorily?20% - Was thestudents essaystructured (withbeginning, middle,end)?20% - Were all thestudents pointscoherent?10% - Is propergrammar andspelling upheld?

Total: 100%


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share their views inclass.


Year II Approximate No. of Days: 3Fourth QuarterGeneral Topic: Genetically Modified Organisms

LearningObjectives


LearningEvaluation


TPO: Explain whatGeneticallyModifiedOrganisms (GMO)are.

Geneticallymodified organismsare organisms thatare geneticallyengineered.Genetically

modified organismsgenerally havebetter

Write an essay onthe following: Whatplant or animal doyou want to begeneticallymodified? What

trait would youwant to replace?What new trait will

Values Educationalmost alwaysappears in topicsconcerningmodifying DNA,especially in

humans.

Logical-mathematical;linguistic;interpersonal


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EO1: Definegeneticallymodified organisms(GMO)

EO2. Giveexamples ofgeneticallymodified organisms(GMO)

EO3. Analyzefavourable andunfavourableeffects of GMO

EO4. Evaluate theextent of benefitsand harms of GMO.

EO5. Defend apoint of viewregarding GMO.

characteristics thannon-GMOs, thereare possibilities oferrors andunintended newspecies oforganisms mayarise and cause

ecologicaldisruption.

Minds on:

Students willdiscuss, from theirresearches,examples ofgeneticallymodified organisms(two plants and twoanimals)

Authentic:

Students willdebate on whethergeneticallymodified corn isgood for humansand for theenvironment.Students will divideinto two groups;one group will takethe Pro side; theother will take theCon side.Students will take

fourrepresentativesfrom each group to

serve as thereplacement andwhy?


50% - Did thestudentsubstantiate his orher pointsatisfactorily?20% - Was thestudents essaystructured (withbeginning, middle,end)?20% - Were all thestudents pointscoherent?10% - Is propergrammar andspelling upheld?

Total: 100%


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speak; the othersgive ideas.


Logicalsoundness of

point ofview: 40%

Ability torebut othersides pointof view

Properposture,tone, andarticulateness: 20%

Audience

impact: 20%

Total: 100%


Year II Approximate No. of Days: 2Fourth QuarterGeneral Topic: Cloning and Gene Splicing

Learning

Objectives

Learning Content Learning Experiences Learning

Evaluation


IntelligencesTPO: Analyze someproblems

Cloning is theprocess of creating

Answer thefollowing in 5-7

In cloning, theconcept of

Logical-mathematical;


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concerning cloningand gene splicing

EO1. Definecloning and genesplicing

EO2. Giveexamples ofsignificant clonedanimals and plants

EO3. Analyze theapplications ofgene splicing

EO4. Evaluate thebeneficial andharmful effects ofcloning and genesplicing

EO5. Defend astand regardingcloning and genesplicing

an organism that isgeneticallyidentical toanother organism.Gene splicing isthe process ofmodifying genes sothat organisms

harbouring themwill have desirablecharacteristics.

Minds on:

Students will look atthe popular examplesof cloning and genesplicing such Dollythe sheep.

Authentic:

Two students willperform a skit inclass what theywould do if they wereclones of each other(one younger thanthe other). Otherstudents will makeobservations.

Rubric forassessment of skit(Because the skit willbe performed by only2 students, allstudents will be

sentences:

Except for identicaltwins, no twohuman beings aregenetically alike.And yet in spite ofthe presence of

identical twins, notwo humans aresaid to be alikebecause identicaltwins experiencereality in differentways. Does cloningdrastically affectthe definition ofself in humans?


50% - Did thestudentsubstantiate his orher pointsatisfactorily?20% - Was thestudents essaystructured (withbeginning, middle,end)?20% - Were all thestudents points

identity is underchallenge; theconcept ofidentity (Who amI? Is there an I?) issomething that isexplored in ValuesEducation as well

as in Literatureclasses.

linguistic;interpersonal


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involved in theplanning):


Choreography:20%


Audienceimpact: 20%

Total: 100%

coherent?10% - Is propergrammar andspelling upheld?

Total: 100%


Year II Approximate No. of Days: 2

Fourth QuarterGeneral Topic: Ecosystems


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LearningObjectives


LearningEvaluation


TPO: Differentiatenatural from man-made ecosystems

EO1. Define naturaland man-madeecosystems

EO2. Giveexamples of bothnatural and man-made ecosystems

EO3. Differentiatenatural from man-made ecosystems

EO4. Predict whatman-madeecosystems mightemerge in the nearfuture.

Natural ecosystemsinclude giantbiomes such asforests andregionalecosystems. Man-

made ecosystemsare offshoots ofland development(such as canals,lakes, gardens,parks, etc.); othersare agriculturallybased.

Minds on:

Students willanalyse pictures ofboth natural andman-madeecosystems thatthey have broughtin class.

Minds on:

Students will makeconclusionsregarding futuretypes of man-madeecosystems thatmay appear astechnologyimproves.

Give one exampleof a naturalecosystem and oneexample of amanagedecosystem near

you. Point out atleast threedifferences amongthe two.

Ecosystems arealso discussed asone of theimportant featuresof geographicalregions (in Social

Studies).



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General Topic: Managed and unmanaged ecosystems

LearningObjectives


LearningEvaluation


TPO: Identify plantand animal life incontrolled(managed) and

uncontrolled(unmanaged)ecosystems

EO1. Differentiatemanaged fromunmanagedecosystems

EO2. Stateexamples ofmanaged andunmanagedecosystems

EO3. State

An unmanagedecosystem obtainsenergy directlyfrom the sun, tends

to recyclenutrients, andtends to restorewater and purify itthrough biologicalprocesses. Amanagedecosystem,however, has fewerspecies oforganisms, fewerinteractions, tendto lose nutrients,

and tend to pollutewater, so it isdependent on theamount of fertilizerand water added toit to maintain life.

Hands on:

Students will bringpictures ofmanaged andunmanagedecosystems. Thenstudents will placethem on theblackboard andthen will discusseach of them.

Determine whetherthe followingindicate amanaged or

unmanagedecosystem:

1. Tends to recyclenutrients2. Depends onexternal sourcesfor nutrition3. Manyinteractions takeplace4. Tend to losenutrients over time

if left on its own5. Tend to pollutewater.

Maintenance ofecosystems is amoral obligation toall of us

something stressedin ValuesEducation.



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examples of plantlife and animal lifefrom each type ofecosystem

EO4. State thefeatures of eachtype of ecosystem

EO5. Figure outways on how toprevent destructionbrought about bymanagedecosystems ifmanagedimproperly

Minds on:

Students will picksome examples ofmanagedecosystems fromthose posted in theblackboard, statehow destructionmight take placethrough impropermanagement, andpropose measures

to prevent furtherdestruction.


Year II Approximate No. of Days: 3Fourth QuarterGeneral Topic: Ecosystems and Environmental Issues


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LearningObjectives


LearningEvaluation


TPO: Analyze thedifferentenvironmentalissues relevant tothe community

EO1. Sharedifferent

environmentalissues relevant tothe community

EO2. Classify thedifferentenvironmentalissues into thefollowing:

Landpollution

Waterpollution

Air pollution

Exhaustion

There are manydifferent issuesaffecting theenvironment. Landpollution, water

pollution, and airpollution are themost commonlyheard of amongthem. But perhapsthe impendingissue right now isthe continualexhaustion of non-renewableresources. Minds-on:

Students will bring

newspaperclippings thatcontain news aboutrecentenvironmentalproblems. Then thestudents discussthe news in class. Afew students maybe called to readtheir news in front.

On the abstract, webelieve thatpollution isreprehensible. Yetwe see jeepney

passengersthrowing theirtrash on the street,and we seevehicles belchingsmoke on the air.Oftentimes manypeople just letthem pass by; whydo you think? Givea 5-7 sentenceanswer to this.


50% - Did thestudentsubstantiate his orher pointsatisfactorily?20% - Was thestudents essaystructured (withbeginning, middle,end)?

Values Educationemerges as wemake judgmentsregarding theeffects of peoples

actions on theenvironment.

Linguistic;naturalistic


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of naturalresources

EO3. Ascertain theextent of mansresponsibility in thedeterioratingenvironment

20% - Were all thestudents pointscoherent?10% - Is propergrammar andspelling upheld?

Total: 100%


Year II Approximate No. of Days: 3


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Fourth QuarterGeneral Topic: Solving Ecological Problems

LearningObjectives

Learning Content Learning Experiences LearningEvaluation


TPO: Suggest waysof minimizing orpreventing

ecologicalproblems

EO1. Devise waysto prevent theprogress of thedifferent types ofpollution.

EO2. Discussmeasures that canbe done to helpmaintainsustainabledevelopment

Pollution,fortunately, can beprevented if only

well know what todo. There aremany ways rightnow to preventfurther pollution.There are alsoways for us toclean up oursurroundings.Regardingsustainabledevelopment,there are ways for

us to preservenon-renewableresources.

Minds on:

Students will divideinto four groups, thenthey will performskits regardinghelping prevent thecontinual destructionof the environment.Each group will havethe following topics:(1) Preventing landpollution(2) Preventing water

pollution(3) Preventing air

A. For each one,give two ways inwhich you can help

out in the followingwhen inside theschool:

1. Preventing landpollution2. Preventingwater pollution3. Preventing airpollution4. Preservation ofnatural and non-renewable

resources

The ethicsregarding ways ofminimizing

ecologicalproblems arediscussed inValues Education.One way to see theissue is this:Collectively, webenefit fromconservation, butindividually, wegain if we use upmore resourcesthan necessary.

How can wereconcile thesetwo conflictingmorals?Mathematics alsogives us the cost-benefitperspective;compared to thebenefits that werealize now fromthe naturalresources, what

are the costs thatwe might gain on

Logical-mathematical;interpersonal


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EO3. Definerecycling

EO4. Discuss thevalue of recycling

pollution)(4) Ensuringconservation ofnatural resources

Rubric forassessment of skit(Because the skit will

be performed by only2 students, allstudents will beinvolved in theplanning):


Choreography:20%


Audienceimpact: 20%

Authentic:

Students will set up asection in the schoolcampus where

recyclable bottlescan be thrown. Thesection will contain

the long term oncethese resourcesbecome depletedfrom wanton use?


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two large nets , oneused to catch cansand another used tocatch plastic bottles.The nets will remainuntil they are full,when they will beremoved, and they

will be returnedagain.



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EO3. Explorerecent researchesof Filipino scientistsregardingeconomicallyimportant plantsand animals.

structured (withbeginning, middle,end)?20% - Were all thestudents pointscoherent?10% - Is propergrammar and

spelling upheld?

Total: 100%


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General Topic: Conservation of Economically Important Organisms

LearningObjectives

Learning Content Learning Experiences LearningEvaluation


TPO: Propose waysto conserveeconomicallyimportantorganisms

EO1. Review waysin which wecontribute to thedestruction ofthese economicallyimportant plantsand animals

Minds on:

Students will bringpictures portrayingthe destruction ofsome economicallyimportant organisms.Then they will showthe pictures in classand discuss the badeffects of thedestructionportrayed.

Authentic:

This is a wholeclass activity. Drafta contract amongyourselves thatstates that you willcare foreconomicallyimportantorganisms. Look at

the Internet forsome samples ofcontract writing.Let the contractnot exceed morethan one page.


50% - Did the

studentsubstantiate his or

Conservation ofeconomicallyimportantorganisms showsconcern for otherhuman beings whomight also benefitfrom thoseorganisms. That is

stressed in ValuesEducation.

Logical-mathematical;linguistic; bodily-kinesthetic;interpersonal

h i t


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EO2. Propose waysin which we canhelp conserveeconomicallyimportant plantsand animals

EO3. Come to aconsensusregardingconservation ofeconomicallyimportant animalsand plants

Students will divideinto groups of six.They will choose aneconomicallyimportant organismthat was discussed inclass, and then

perform a skit onthree ways toconserve the saidorganism.

Rubric forassessment of skit(Because the skit willbe performed by only2 students, allstudents will beinvolved in theplanning):


Choreography:20%


Audienceimpact: 20%

her pointsatisfactorily?20% - Was thestudents essaystructured (withbeginning, middle,end)?20% - Were all the

students pointscoherent?10% - Is propergrammar andspelling upheld?

Total: 100%


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plantilla unit iv

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