Academic Budget Plantilla

Academic Budget Plantilla

Science and Technology for the Modern World

Maria Olivares, Ma. Eloisa Bermio, Juanita Cruz

2nd Quarter

Scope and Sequence

Learning Content Days Unit IV Life Energy Plants as Energy Producers and Suppliers in an Ecosystem 1Chlorophyll 3Scientific Explanations of Farming Practices 1Flow of Energy 2 *Using Food as Source of Energy 2 Unit VI Organ Systems Organizational Levels in Living Organisms 1Protective Systems of the Body 4Energy-Producing and Distributing Systems 4

Waste Elimination System 1Controlling and Regulating Systems 5The Plants Systems 2 Unit VII Reproduction Cell Division 4Patterns of Reproduction 2Plant Reproduction 2Animal Reproduction 2Human Reproduction 4Issues on Human Reproduction 2

Total number of Days: 42

Prepared By: Aira Gisel S. Conti




Year level: 2nd year Unit: IV

Quarter: 2nd Quarter No. of Days: 1

Gen. Topic: Plants as Energy Producers and Suppliers in an Ecosystem

Learning Objectives Learning Content Learning Experience Evaluation of Learning Outcomes

Integration Multiple Intelligences

TPO:

Understand how organisms obtain energy

EO1:

Define what is Energy

EO2:

Explain why do plants are considered as an energy suppliers

Energy is defined as the capacity to do work.

Plants are a known source of food of other organisms and are known as a supplier next to the sun. These organisms can convert light energy into

The students will give their ideas about Energy and how it is passed on to the different organisms

After the brainstorming, the students will have to present a poster about

The rubrics which assess the poster is on the last part of this quarter.

Physics:

The main topic which is Energy is most likely a part of physics which is then integrated in this lesson since energy is needed by organisms in order to live.

Spatial-Visual

Students which has such skills in making artistic work such as a poster would be encourage in this lesson since poster making is included in this topic.

EO3:

Identify the Trophic or Energy Levels

EO4:

Give some examples of each of the trophic or energy level.

chemical energy.

Producers are the first and lowest trophic level which produces food; Consumers are the one who consumes the producers or the other consumers for they can’t produce their own food; Decomposers which is the last level, breaks down producers and consumers into simpler units usable for plants and algae.

Producers: Plants and Algae

Consumers: cow, horse, etc. (Herbivores); lion, tiger, wolf etc. (carnivores)

Decomposers: fungi and bacteria

their thoughts on the said lesson. Linguistic

The proper usage of the definition of each term must be observed since this lesson will all in need of the meaning and connection between thoughts.






Gen. Topic: Chlorophyll



TPO: Describe the location and function of the chlorophyll pigments

EO1:

Describe what is a chlorophyll and its function

EO2:

Illustrate and name the parts of a chloroplast

Chlorophyll is a pigment necessary for photosynthesis. It is contained in structure called chloroplast.

Chloroplast is composed of three membranes: the outer, inner and the third

There will be four volunteer students who will draw a chloroplast in the board and label its parts.

Label the parts of a chloroplast Physics:

In this topic, colors and wavelength are discussed which are also discussed in physics

Spatial-Visual

Students which have such skills in making artistic work such as a poster would be encourage in this lesson since poster making is included in this topic.

EO3:

Identify and characterize the different types of a chlorophyll and its function

membrane consist of flattened sacs called thylakoids.

These are all stack together and called grana. The disperse granules of chlorophyll are contained in the stroma.

The most known types of chlorophyll are the chlorophyll a which absorbs red light wavelength and chlorophyll b which absorbs blue light wavelength.









TPO:

Explain the requirements of photosynthesis

EO1:

Describe what is photosynthesis

EO2:

Give the requirements and end product of photosynthesis

Photosynthesis is a process of food making of plants

Photosynthesis requires chlorophyll, light, carbon dioxide, and water. Its end product is glucose and its by product is

An experiment that will show that light, is required for photosynthesis to occur will be conducted 1 day before the lesson will be discussed. The following are the steps for the said experiment:

The student will create an experiment paper which involves the observation seen in the experiment and conclusion.

Chemistry:

This lesson involves the different processes used in chemistry to show the requirements of photosynthesis

Logical-Mathematical:

Is clearly included in the lesson since experiment was conducted. And logical thinking was involved to answer the questions in the experiment.

EO3:

Describe the factors that affect the rate of photosynthesis

oxygen

Photosynthesis is affected by three factors: the intensity of light which provide the energy for photosynthesis and may cause chlorophyll to capture more energy to produce glucose when much light energy is absorbed; temperature which causes enzymes involved in photosynthesis to be non functional when it is greater or lesser than 20˚C to 40˚C; last is the availability of raw materials such as carbon dioxide and water, for shortage of water causes the stomata to close thus, carbon dioxide cannot enter the leaf and there will be no glucose produce

1. Take a potted plant and destarch it by keeping it in darkness for 24 hours.

2. To one of the leaves attach a piece of metal foil or paper on both sides.

3. Leave the plant in sunlight for 48 hours.

4. Then take the leaf and remove its metal foil.

5. Decolorize the leaf as in the above experiment and test for starch.

An experiment is done in the classroom to test for the presence of starch which will indicate the occurrence of photosynthesis. The following are the instructions for the said experiment:

1. The leaf is first decolourised by treating it in 90% ethanol

(alcohol) solution. It is then rinsed in hot water to remove all alcohol and to soften the tissue. 2. The leaf is now colourless. Then iodine solution (brown in colour) is poured over the leaf. 3. The leaf turns blue-black indicating that it contains starch









TPO:

Explain light and dark reactions of photosynthesis

EO1:

Describe light reaction

EO2:

List the steps that happens in light reaction

Light reactions are a series of steps that start with the trapping of the light energy.

1. Chlorophyll absorbs the units of light called photons

Students will create a song about the steps on the dark and light phase of photosynthesis

The criteria which assess the songs written and performed by the students are the following:

Content…………50%

Musicality (melody).25%

Audience Impact…..10%

Physics:

The discussed lessons involve energy which is engage in physics.

Chemistry:

The lesson discussed entails chemistry in such

Musical:

It involves the creation of a song which entails the lesson discussed.

Bodily Kinesthetic:

Involves physical activities or movement

EO3:

Characterize the dark reaction

2. Energy from the photons “excites” the electrons of the chlorophyll molecules causing the electrons to transfer to a higher energy level.

3. Electrons from a high energy level move to a lower energy level. Electrons release energy which is utilized to form Adenosine Triphosphate (ATP)

4. Water molecules split into hydrogen and oxygen

Dark reaction takes place even without light.

Stage presence (dance moves, confidence)…….….15%

_______

100%

a with the behavior of the atoms and molecules included in the lesson.

which involves the dance steps in the presentation.

Linguistic:

Involves connecting words and phrases for the song written.

EO4:

Explain the process involve in the dark reaction

Series of chemical events in the dark reaction forms a cycle which is the Calvin Cycle.

1. In the stroma, CO2 enters the Calvin Cycle

2. CO2 combines with five-carbon (5-C) sugar molecule and forms 2 molecules of three-carbon (3-C) acid.

3. 3-C acid is reduced by NADPH with the use of the energy from ATP into 2 molecules of a 3-C sugar

The result of the dark reaction is that energy previously stored in ATP and NADPH is now in the sugar molecules. This reaction completed the

transformation of light to chemical energy.






Gen. Topic: Scientific Explanations of Farming Practices



TPO:

Give Scientific Explanations behind farming practices

EO1:

Identify and Characterize the different scientific explanations of farming practices

Girdling is a technique which entails the complete removal of a ring of a bark from a stem or branch, leaving the wood intact. This speed up and makes movement of substances from the roots to the leaves more efficiently, thus increasing the rate of photosynthesis.

Pesticides are chemical substances used to stop harmful organisms and pests which compete with the plants for the essential materials for photosynthesis thus,

The students are grouped and are asked to discuss about the different farming practices and its scientific explanation.

The activity will be evaluated by the following criteria:

Content……………....50%

Delivery………….…..30%

Organization…………20%

______

100 %

Chemistry:

This lesson includes chemicals which are used in farming practices and its affect on the plants.

Linguitic:

This lesson includes words and languages which will affect the relationship between ideas and the presentation of each group.

Logical-Mathematical:

This involves the logical thinking of the students regarding the scientific explanations of such practices that are applied in farming.

destroying the plants.

Fertilizer is a chemical substance added to the soil to increase yield of crops when the soil is poor fertilizers provide nitrogen, phosphorus and potassium which are necessary for the plants nourishment and growth and when plants are healthy they become efficient in making food.

Pruning is a method by which parts of a tree or a plant are trimmed off, this adds up to the plants efficiency in making food and also allows the plant to use more of its energy in producing flowers and fruits instead of maintaining braches, leaves etc.

Irrigation refers to the artificial watering of crops which provide enough water supply for the plants which allows

the plant to utilize the water in making glucose or in the process photosynthesis.




Year level: 2nd year Unit: VI


Gen. Topic: Flow of Energy



TPO:

Recognize the importance of the interdependency of living things for important gases through oxygen-carbon dioxide cycle

EO1:

Explain the importance of the Oxygen-Carbon Dioxide to organisms

Plant uses the energy of the sun to turn carbon dioxide and water into glucose and oxygen.

Animals consume glucose and oxygen and in turn give off CO2 and water while their waste products like CO2 and water are used by plants thus, the CO2 – O2 Cycle is continuous.

The students will be grouped and will be assigned to construct a poster about the importance of the Carbon-Oxygen Cycle

The rubrics which assess the poster are on the last part of this quarter.

Chemistry:

The lesson integrated the movement and use of some of the elements in the environment.

Spatial-Visual

Students which have such skills in making artistic work such as a poster would be encourage in this lesson since poster making is included in this topic.

Linguistic

The proper use of words and some symbolisms are applied in this lesson






Gen. Topic: Flow of Energy



TPO:

Characterize the flow of energy from the different organisms

EO1:

Differentiate a food chain form a food web

Chemosynthesis is the production of organic matter in the absence of light which is usually done by the organisms in the ocean.

The energy is transferred among the living components of an ecosystem is accomplished through food chain and food web.

Food Chain illustrates the transfer of energy from the green plants to a series of organisms while food webs are interconnecting food chains. Organisms obtain energy by eating one preceding it and are in turn consumed by other organisms in the next level.

Energy pyramid

Fieldtrip around the school will be done. The students will list down at least 10 animals and 5 plants that they saw during the fieldtrip. This activity will last for 20 minutes.

The students will create and illustrate at least three (3) food chain and create a food web out of all the food chain that they’ve done.

Physics

Some concepts about physics are applied in this lesson such as the calories and energy.

Chemistry:

This lesson has the process that entails different molecules and its changes within the process.

Spatial-Visual:

The lesson integrates drawing of the organisms seen in the fieldtrip.

EO2:

Discuss the energy pyramid and the energy requirements of human.

represents the food and energy available in each level.

Food is a basic requirement of all the living things. The energy provided by these nutrients are expressed in units called calories which expresses the heat output of the organisms or the energy value of the food.

There are several factors that influence the calorie intake and these are the sex, age, physical activity, health and climatic conditions of an individual






Gen. Topic: Using Food as a Source of Energy



TPO:

Describe the cell part involved in producing energy

EO1:

Describe and Identify the function of mitochondrion in producing energy

Respiration takes place in the Mitochondria of plants and animal cells.

It consists of two membranes the outer membrane which encloses the organelle and the inner membrane which is known as cristae folds back and forth into the interior of the mitochondrion.

The energy lost as heat is less in the mitochondrion. Sugar molecules are breakdown little by little and the energy released is trapped at once thus the energy is neither

The students will draw the mitochondria and label its parts.

The students will make an essay about the importance of the mitochondria and the processes that occurs in it.

Label the parts of a mitochondria

The rubrics which assess the essay are on the last part of this quarter.

Physics:

The lesson integrated the use of heat and energy inside the mitochondria.

Spatial-Visual

Students which have such skills in making artistic work such as a drawing is included in this topic.

Linguistic

The proper use of words and some symbolisms are applied in this lesson specifically in the essay part.

wasted nor lost.

Supplementary Book:

Biology: Science and Technology Textbook for Second Year

Treyes, Rodolfo et al






Gen. Topic: Using Food as a Source of Energy



TPO:

Explain the stages of cellular respiration

EO1:

Describe cellular respiration

EO2:

List and discuss the different stages of cellular respiration

Cellular respiration is a respiration that occurs inside the cell

Glycolysis is the first process that occurs in the cytoplasm in which glucose, a 6-carbon sugar, breaks down into two pyruvates each consisting of two 3 carbons. This process yields a net gain of 2 ATP molecules and 2 NADPH

Second major step/process is the Krebs Cycle which takes place in the mitochondrion.

The students will be grouped will construct an Essay which discusses the stages of cellular respiration.


Chemistry:

The lesson integrated the movement and use of some of the elements in the environment in relation to cellular respiration

Linguistic

The proper use of words and constructing an essay that is done with the correct terms and grammars is observed in this lesson

Logical-Mathematical

Is observed in this lesson since logical thinking is needed for the construction of the essay.

Pyruvates moves from the cytoplasm into the mitochondrion and forms acetyl coenzyme A which then enters the Kreb Cycle and produces several substances, many of these are recycled by moving continuously in the cycle. CO2 moves out the cell while NADH and FADH2 participate in the next step.

The third and last step is the Electron transport which occurs in the mitochondrion. Electrons in NADH and FADH2 flow through a series of electron transport acceptors which are located in the inner part of the mitochondrion. Flow of electrons and H+ results ATP formation, the final acceptor in the chain is oxygen. The electrons, hydrogen ions and oxygen combines to form water.

Supplementary Book:

Biology: Science and Technology Textbook for Second Year

Treyes, Rodolfo et al






Gen. Topic: Organizational Levels in living Organisms

TPO1:

Describe the coordinated functions of cells, tissues, and organ systems in maintaining the life of plants, animals and human beings.

TPO2:

Recognize the necessity of an organized system for proper growth development and survival of organisms

EO1:

Describe a cell

EO2:

Characterize a tissue, organs, Organ System

Cell is a basic unit of structure and function of all the organisms.

Tissues are cells group together which eventually forms tissue. These are structurally similar and perform the same function.

Organs are several types of tissues that joins

Create a concept map about the cell, tissues and organ systems which are involved in the maintenance of life of the living organisms. Site some examples of each level.

The rubrics which assess the concept map are on the last part of this quarter.

Chemistry

Since each level of organization has its chemical composition included in the lesson.

Linguistic

The proper use of words and constructing a concept map that is done with the correct terms is observed in this lesson


Is observed in this lesson since logical thinking is needed for the construction of the concept map integrated in this lesson.

EO3:

Explain what is an organized system

together to form an organ which performs a particular function.

Organ systems are made up of the interacting organs. All of the organ systems are interrelated and work in coordination.

An organized system is where every cell, tissue, organs in the body contributes in some way to the proper growth and development and survival of the organisms. Example is the function of the blood specifically the WBC which fight foreign substances in the body etc.






Gen. Topic: Protective Systems of the Body



TPO:

Describe the parts and function of the different organ systems

EO1:

Characterize the Integumentary System

EO2:

State the description and function of the skin

Integumentary systems form the body’s protection which includes the skin, hair and nails.

Skin performs many functions for the body; it prevents the entry of harmful organisms and cushions the body from physical injury; it keeps water and salts from seeping out of the body; It is a sense organ thus it has receptors for heat, cold, touch, pressure and pain. It also helps control the body temperature. And get rid of wastes through sweat.

Skin is made up of three different layers which are the epidermis, dermis and fat layers.

Epidermis is a layer of flat, dead cells with keratin

Viewing of slides for the Skin will be done in the class. The students will then draw the different slides viewed and label its parts.

Create an Essay which entails how the muscles move and differentiate the types of muscles

An experiment will be done for the composition of the bones and the procedure are the following:

Materials: One cardboard tube per student, small rocks, kitchen sponges,

Label the layers of the Skin


The students will be doing an experiment paper for the experiment in the skeletal system.

Physics

These lesson includes topics such as temperature, pressure, weight and other terms related to physics

Spatial-Visual

Students skills in making artistic work such as a drawing are included in this topic.

Linguistic

The proper use of words and constructing an essay that is done with the correct grammar and understanding.


Is observed in this lesson since logical thinking is needed for the construction of the essay and experiments integrated in this lesson.






Gen. Topic: Energy-producing and Distributing Systems



TPO:


EO1:

Characterize the Digestive System

EO2:

Explain the two stages of digestion

EO3:

Identify the parts and function of the digestive system

EO4:

Classify the structures, substances and processes involved in digestion

EO5:

Describe the respiratory system

Students will create a poem about the functions of the digestive system

Experiment will be done about the process of respiration. The procedure are as follows:

Materials:

16 or 20 oz. plastic bottle a small lump of clay 1 straw colored water Procedure: 1. Fill the bottle half way with colored water. Put the straw in it and place the clay over the opening (holding the straw in place coming out of the bottle).

2. Tell the children that

The rubrics which assess the poem are on the last part of this quarter.

Experiment paper will be passed by the students.

Physics:

This lesson involves topics about physics or topics related to physics such as the concept on the experiments

Chemistry

This lesson involves the chemical properties of some of the topics discussed in this chapter.

Linguistic

The proper use of words and constructing a poem that is done with the correct grammar and understanding.


Is observed in this lesson since logical thinking is needed for the construction of the poem and experiments integrated in this lesson.

Bodily Kinesthetic

This involves the skit performed by the students.






Gen. Topic: Waste Elimination System



TPO:


EO1:

Characterize the Excretory System

EO2:

Identify the waste products of the excretory system

EO3:

Discuss the parts and function of the Kidney

Materials:

* body diagram (use your own, or download our PDF)* small marshmallows* glue* kidney beans* cafeteria straws* scissors* spaghetti (uncooked)* red yarn* brown paper sack* blue yarn* tag board

Procedure:I had the students work in small groups. Each group had a brown lunch sack with all of their materials inside. On the outside of the bag I wrote what each student needed to grab out of the bag. I also had the list on the overhead.

Experiment papers will be passed by the students

Physics:


Chemistry

This lesson involves the chemical properties of some of the topics discussed in this chapter.

Linguistic




Bodily Kinesthetic

This involves the skit performed by the students.

http://www.teachnet.com/graphics/lesson/science/bodydiagr.pdf

http://www.teachnet.com/graphics/lesson/science/bodydiagr.pdf

Students were responsible for getting their own materials out of the bag.

Each student needs:

* 3 Kidney Beans (Represents the Kidneys)* 3 Spaghetti pieces (Represents the Ureters)* 2 Marshmallows (Represents the Bladder)* 2 Straw pieces (Represents the Urethra)* 2 pieces of Red Yarn (Represents the Arteries)* 2 pieces of Blue Yarn (Represents the Veins)

One of each item will be used for the key at the top of the tag board. I used rubber cement to attach the body model to the tag board prior to the lesson.

Making the Model:

1. Glue on the kidney beans.

2. The yarn will be approx. 3 inches long. The student will have to separate the yarn into two pieces about 1/2 way up so that the arteries and the veins can go down each leg. Glue on the arteries and the veins.3. Insert the approximately 1 inch long spaghetti lengths into the mini-marshmallow at an angle. This represents the ureters draining down into the bladder.4. Insert the approx. 1 centimeter long piece of straw into the bottom of the marshmallow. This represents the urethra. Place glue on the marshmallow only. The spaghetti should be just high enough to‹go over the top of the yarn.5. The students now have a wonderful model so that they can describe to a partner just exactly

what happens in the Excretory System.






Gen. Topic: Controlling and Regulating System



TPO:


EO1:

Characterize the Nervous System

EO2:

Describe the parts of the nervous system

EO3:

Discuss how the nervous system works

EO4:

Describe the endocrine system

EO5:

Discuss the regulation

Make a model of a neuron, brain using clay and label its parts.

The rubrics which assess the model are on the last part of this quarter.

Label the parts of a neuron

Physics:


Chemistry

This lesson involves the chemical properties of some of the topics discussed in

Linguistic




Bodily Kinesthetic

This involves the skit performed by the

of the endocrine system

EO6:

Confer about the glands, hormones and its function

EO7:

Explain the effects of low and high levels of hormones

EO8:

Identify the different senses of the body

EO9:

Explain how the Eyes can see, Ears can hear, Tongue can taste and how the skin can feel

Create a song which entails the different glands, hormones, targets and function.

Experiment will be conducted in the class which will show the strong sense of smell. The procedure and materials are as follows:

Materials: samples of various substances with distinctive smells






_______

100%

Experiment papers will be submitted by the students.

students.

(Some suggestions are lemon, peanut butter, vinegar, peppermint, chocolate, baby powder, cheese, and alcohol.) recording sheet with four columns for recording the following information.

container number

smells like

easy to recognize

hard to recognize

Procedures: 1. Place a small amount of each substance in a separate container. Number each of the containers and keep a list of the substance and the number of its container.

2. Place each container at separate stations throughout the room.

3. Divide the class into pairs. Provide each pair

of students with a recording sheet for their answers.

4. Have one of the partners wear a blindfold. The other partner acts as the "helper" and leads the blindfolded "detective" to a smell station. The "helper" uncovers the container and allows the "detective" to smell. The "detective" then attempts to identify the substance by smell only. The "helpers" record the "detective's" guess and whether it was hard or easy for the "detective" to identify. When a pair of students reaches the halfway point in the investigation, have them switch roles.

5. When the activity is completed, check the lists with the students and ask for their

responses.






Gen. Topic: Controlling and Regulating System



TPO:

Recognize the technologies that help defective organ system to function properly

EO1:

Identify and discuss the technologies that help a defective organ system to function properly

There will be sharing of thoughts about the technologies used to help defective organ systems to function properly.

Write an essay which will include the different technologies used to help defective organ systems to function properly


Physics:


Chemistry


Linguistic

The proper use of words and constructing an essay that is done with the correct grammar and understanding.


Is observed in this lesson since logical thinking is needed for the construction of the essay rated in this lesson






Gen. Topic: The Plant Systems



TPO1:

Describe the parts and functions of the different organ systems of plants

TPO2:

Explain the requirements of plants for growth

EO1:

Identify and discuss the three types of structure that comprises a vascular plant

EO2:

Discuss the Absorption and transport of nutrients and water in plants

EO3:

Give and explain the factors affecting plant growth

Sharing of the students about plants requirement for growth.

Create a song about the plants parts and requirements for growth.

Enumeration:

1. What are the three major parts of a vascular plant?

2. Give at least three requirements for plants growth.






_______

Physics:


Chemistry


Linguistic

The proper use of words and constructing a song that is done with the correct grammar and understanding.

Musical:

It involves the creation of a song which entails the lesson discussed.

Bodily Kinesthetic:

Involves physical activities or movement which involves the dance steps in the presentation.

EO4:

Explain how homeostasis is achieve in plants

100%




Year level: 2nd year Unit: VII


Gen. Topic: Cell Division



TPO1:

Describe the cell cycle

TPO2:

Differentiate mitosis from meiosis

EO1:

EO2:

Compare and contrast mitosis and meiosis

EO3:

Illustrate the phases of mitosis and meiosis

EO4:

Explain the occurrence of meiosis in males and females

EO5:

Discuss meiosis in the

Draw and label the different phases of mitosis and meiosis

Label the phases of mitosis and meiosis

Physics:


Chemistry


Bodily Kinesthetic:

Involves physical activities or movement which involves the dance steps in the presentation.

preservation of chromosome number






Gen. Topic: Patterns of Reproduction



TPO1:

Understand the patterns of reproduction among organisms

TPO2:

Differentiate sexual and asexual reproduction of organisms

EO1:

Compare and contrast sexual and asexual reproduction

EO2:

Discuss and Illustrate some of the examples of asexual reproduction of organisms

EO3:

State other process of vegetative propagation of plants






Gen. Topic: Plant Reproduction

Evaluation of Learning

Learning Objectives Learning Content Learning Experience Outcomes Integration Multiple Intelligences

TPO1:


EO1:

Discuss the fertilization and development in flowering plants

EO2:

Discuss and Illustrate reproduction of other organisms

EO3:

State and describe the reproductive structures of flowering plants






Gen. Topic: Animal Reproduction



TPO1:


EO1:

Illustrate and discuss the alternation of generation of cnidarians

EO2:

Explain hermaphrodism






Gen. Topic: Animal Reproduction



TPO1:


EO1:


EO2:


EO3:

Compare and contrast external and internal fertilization

EO4:

Illustrate the metamorphosis of a butterfly






Gen. Topic: Human Reproduction



TPO1:

Explain the process of human reproduction

EO1:


EO2:


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