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Second Quarter
Scope and Sequence
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Topic DaysClassification System for Organisms 3Monerans and Viruses 3Protists 4Fungi 5Simple Plants 4
An Overview of Photosynthesis 2Complex Plants 5Growth of Flowering Plants 5Reproduction in Flowering Plants 5Invertebrates 5Cold-blooded Vertebrates 5Warm-blooded Vertebrates 5Animal Behavior 4
Total 55
Academic Budget PlantillaScience II
Year II Approximate No. of Days: 3Second QuarterGeneral Topic: Classification System for Organisms
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LearningObjectives
Learning Content LearningExperiences
LearningEvaluation
Integration MultipleIntelligences
TPO: Describe thedistinguishingcharacteristics of
the differentgroups oforganisms
EO1. Group livingthings according towhere and how agroup lives
The first majorgroup are known askingdoms.
KINGDOM
Phylum
Class
Order
Family
Genus
Species
Phylum is thelargest of thesesubgroups while
Minds on:
Students will dividein groups; they willbe given list ofnames of livingthings withscientific namesand commonnames. They willgroup each livingthings fromkingdom down tospecies
Hands on:
One student from
each groups willpresent their workin front of theclass.
Enumeration:
1. In which
subgroup of akingdom are theorganisms mostclosely related?Least related?2. What twosubgroups give anorganism itsscientific name?3. Why aredichotomous keysuseful?4.What are the 5kingdoms of livingthings
Classification intosmaller and smallersubsets is a skill
that is developed inEnglish and, in amore abstractlevel, in Math.
Logical-mathematical;linguistic;
naturalistic
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EO2. Use scientificname in namingorganisms
EO3. Identify livingthings usingdichotomous key
EO4. Identify thefive kingdomssystem ofgroupings
species is thelowest.
Each different kindof organism has itsown scientificname. The
scientific name ismade up of 2 parts.The first part is thename of the genusto w/c theorganisms belongs.The 2nd part is thename ofspeciesw/c is a latinadjective thatdescribes theorganism.
Dichotomous key isdesigned to dividea group oforganisms into twosmaller groups.These two smallergroups are thendivided into smallergroups, until theindividual speciesis identified.
The five kingdomsinclude:
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1. Monerans these are one-celled organismswith simple cellstructure.2. Protists theseorganisms are one-
celled with morecomplex cellstructure thanmonerans.3.Fungi these aremany-celledorganisms thatabsorb fooddecaying materialsor from livingthings.4. Plants theseare complex instructure and aremade up of manycells.5. Animals theseare many-celledorganisms that eatfood.
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Academic Budget PlantillaScience II
Year II Approximate No. of Days: 3Second QuarterGeneral Topic: Monerans and Viruses
LearningObjectives
Learning Content LearningExperiences
LearningEvaluation
Integration MultipleIntelligences
TPO: Describesome commonmonerans andviruses and theireffects on hostcells
EO1. Describe blue-green algae
The name blue -green alga wasgiven to thesemicroscopicorganisms becauseof 2 coloredsubstances they allcontain. One ischlorophyll and theother is bluepigment.
Blue- green algae
Hands on:
Activity basedExperiment:
Observing differenttypes of bacteria
Materials:microscope,prepared slides ofcocci, bacilli andspirilla
Choose the answerthat complete eachof the followingsentences:1). All of thefollowing are
common types ofbacteria,except____a. Coccib. Bacillic. Filamentad. Spirilla2.) Anaerobes donot need ___ forgrowth.a. Oxygenb. Carbon dioxidec. Nitrogend. Pigment3.) A ___ needs aliving cell in order
Processes involvedin blue-green algaeproduce chemicals and they arecovered inChemistry.
Linguistic;naturalistic
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EO2. Describe
bacteria
EO3. Distinguishaerobe fromanaerobe
are one-celled andare able tophotosynthesize.They can surviveon land or in water.
Bacteria are amongthe smallestorganisms known.They are foundalmost everywhere.
The 3 basic shapesof bacteria are:cocci, bacilli, andspirilla
Many bacteria gettheir food bybreaking downwaste products anddead tissues andknown asdecomposers.Some species havethe try to formresting cells calledendospores. Itforms whentheconditions arenot good forgrowth andreproduction.
Purpose: Toobserve, identifyand draw the 3basic types ofbacteria.
Prcedure:1. Draw 3 largesquares (about 5cm square) on apiece of paper.2. Get a preparedslide o each type ofbacterium.3. Set up yourmicroscope andobserve one slideunder low power.4. Carefully switchthe objective tohigh power.CAUTION: Use onlythe fine focus inhigh power.5. Notice the sizeand shape of thebacteria you areobserving. Yourbacteria may bestained with a dieto make themvisible. Note that innature bacteria arenot colored.6. In one of the
to reproduce.a. Bacteriab. Blue-green algaec. Virusd. Host4.) Some types of___ are able to
break down wasteproducts and deadorganisms.a. Ruminantb Blue-green algaec. Virusd. Bacteria
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EO4. Give thehelpful and harmfuleffect of bacteria
Aerobes are thosespeciesthat needoxygen to surviveand grow. They usethe oxygen in
respiration to breakdown food andreleases energy,while anaerobesare other speciesof bacteria that donot need oxygenfor growth. Insteadof using respirationto break downfood, w/c requiresoxygen, they usefermentation.
Bacteria play a rolein the lives of allorganisms in theenvironment. Theyare also greatimportance tohumans. Bacteriaare helpful innumerous ways.But, they can alsobe harmful.
One majorcontributionbacteria make is
square draw a fewof the bacteria yousee under themicroscope.7. Label yourdrawing with thename of the
species ofbacterium you areobserving.8. Repeat thisprocedure for theother 2 slides.
Questions:1. What 3 types ofbacteria did youobserve? Give thename and shape ofthe bacterium foreach.2. How do the szesof the 3 types ofbacteria compare?
Conclusion:How are bacteriaclassified? Howelse could they beclassified?
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1.breaking downwaste products anddead organisms; 2.Bacteria also helpsome animals, suchas ruminants,digest food; 3.
Bacteria also live inlarge intestines ofhumans. They growon food we areunable to digestand make vitamins,w/c we absorb anduse; 5. Anotherimportant functionof bacteria isnitrogen fixation;and 6. Bacteria areused widely by
humans in makingfoods
Some bacteriacause problems forhumans and otherorganisms. 1.Oneway in w/c bacteriacan be harmful iscausing food tospoil; 2. Somebacteria producepoisons w/c cancause sickness andsometimes death;3. Sometimes
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decomposition ofwastes and deadorganisms bybacteria can beharmful; 4. Manyspecies of bacteriacause diseases in
plants, animals,and humans. Theseare parasites.
Academic Budget PlantillaScience II
Year II Approximate No. of Days: 4
Second QuarterGeneral Topic: Protists
LearningObjectives
Learning Content LearningExperiences
LearningEvaluation
Integration MultipleIntelligences
TPO: Describe thedistinguishingcharacteristics ofthe differentgroups oforganisms
Choose the answerthat complete eachof the followingsentences:1). Single-celledalgae do notinclude____a. Euglenasb. Diatomsc. Protozoa
Classification anddescription areskills that are oftenlearned in English.
Linguistic
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EO1. Describeprotists
EO2. Give thedifferences of the 3phyla of single-celled algae
Protists are simpleorganisms that aresingle-celled.Protists differ fromone another in theway they obtainfood. The cells of
protists are muchlarger and morecomplex than thoseof monerans. Theyhave a truenucleus, as well asthe manystructures found incomplex cells.There are 8 majorphyla of protists.
One phylum ofsingle-celled algaeis the euglenas.Most euglenas livein freshwater lakesand ponds andappear in greencolor. Sometimesthey are found inthe soil or in otherdamp places. Thereis a long flagellumat one end of thecell w/c is used formovement. They
Hands on:
Activity basedExperiment:
Observing Protozoa
Materials:microscope, Surveyset of live protozoa,medicine dropper,clean slides andcover slips
Purpose: Toidentify variousprotists using adichotomous key.
Prcedure:
1. Set up themicroscope andadjust the light.2. Get a clean slideand cover slip.3. Make a wetmount of aprotozoa culture4.Put the slide onthe microscope5. Observe firstunder low power.Move the slide untilyou found anorganism.6. Change to high
d. Golden algae2.) Thetrypanosome is aflagellate thatcauses ___.a. Red tideb. African sleeping
sicknessc. Malariad. Diatomaceousearth3.) Theparamecium is aprotozoan and a___.a. Flagellateb. Ciliatec. Sarcodined. Sporozoan4.) Slime molds
havecharacteristics likeanimals and ___during differentparts of their lives.a. Sporozoansb Fungic. Plantsd. Flagellates
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EO3. Describeprotozoa and itsfour phyla
have no cell wall.
A second phylum ismade up of thegolden algae w/ccan look brown oryellow. They have
cell walls andmostly live in saltwater. The bestknown goldenalgae are thediatoms.
The third phylumincludes thedinoflagellates.These protists areunique becausethey have 2 flagella
on the side of thebody. They arefound in bothfreshwater and seawater. Somespecies produceflashes of light, in away similar tofireflies. Some ofthem arepoisonous. A few ofthese speciescontain redpigments. Atcertain times of theyear, there are so
power. CAUTION:Use only the finefocus in highpower.7. Follow theorganism andwatch how it
moves.8. On a separatepiece of paper,draw a sketch ofthe organism youare viewing. Nextto the sketch, writea short descriptionof the organism.Pay attention to itsmeans ofmovement and itsstructure.
9. Label yoursketch w/ the typeof protozoan10. Repeat theprocedure for theother slides.11. Drawings areincluded to aid youin identifyingdifferent protozoa.Questions:1. How manyprotozoa were youable to identify?Conclusion:Describe w/c
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many reddinoflagellates thatthey turn the waterred. Thisoccurrence isknown as red tide.
Protozoa areprotists that haveanimal likecharacteristics.They are made upof single cells anddo not have cellwalls. They do notcontain chlorophyll.They areconsumers.
Protozoa are
classified by theway they move.There are 4 phylaof protozoa, one foreach type ofmovement.1. Ciliates w/ thelargest number ofspecies. They moveby beating thenumerous hair likecilia that cover theoutside of theircells. They havedistinct shapeseven though they
characteristicswere most useful inidentifying theprotozoa youobserved.
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EO4. Identify slimemolds and its 2
stages of life
do not have cellwalls. Most live infreshwater orsaltwater.2. Flagellates moveby means of one ormore whip like
flagella . Somespecies live infreshwater orsaltwater. Manyspecies areparasites inanimals. Manytypes of flagellatescause diseases.3. Sarcodines moveabout usingpseudopods,constantly
changing shape,extending parts oftheir body. Anexample is theamoeba.Pseudopods alsoaid in getting food.Some species arecovered by hardshells.4. Sporozoans hasno specialized wayof moving about.
All are parasitesthat live inside thebodies of other
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organisms. Theyformed restingcells or spores, atsome point of theirlives. They causevariety of diseasesin humans and
animals and oneexample is malaria.
Slime molds areunusual organismsand make up theeight phylum ofprotists. Their lifehas 2 main stages.In one stage, theslime mold is amass of cytoplasmthat has many
nuclei. Undercertain conditionsthe mass ofcytoplasm stopsmoving and theslime mold beginsto grow upright.This is thereproductive stage.In this stage theslime mold lookslike a fungus.
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Academic Budget PlantillaScience II
Year II Approximate No. of Days: 5Second Quarter
General Topic: Fungi
LearningObjectives
Learning Content LearningExperiences
LearningEvaluation
Integration MultipleIntelligences
TPO: Describe thedistinguishingcharacteristics ofthe differentgroups oforganisms
EO1. Describe thefungal kingdom
The fungalkingdom includesthe familiarmushrooms, plusmany other formssuch as molds andyeasts, w/c may behelpful as well asharmful to otherorganisms.
Most fungi aremany-celledorganisms w/
Ask students tobring mushroomsin class. Eachgroup will observethe mushroom.They will draw it ina piece of paperand identify all theparts.
After the
observation eachgroup will presenttheir works by
Club fungusHyphaeLichenMyceliumSac fungusSporangiumSporangium fungus
*Match each termabove w/ thenumbered phrasethat best describesit.1. Type of fungusthat producesspore cases.2. Threadlikestructure found infungi3. Structure that isthe main part of
the body of afungus4. Spore-bearing
Classification anddescription areskills that arelearned in English.
Linguistic
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EO2. Identifysporangium fungi,club fungi and sacfungi
complex cellstructure. Theylack chlorophylland so cannotperformphotosynthesis.
They are made upof long threads ofcells called hypaeand this form aninterlocking massof threads called amycelium.
Fungi aredecomposers.
Sporangium fungus
is commonly knownas bread mold andare found in thesoil, in manure, onfruits, and onstarchy food stuffs.They needmoisture andwarmth to growwell.
Club fungi havetiny clublike
structures, w/cproduce thespores. Many
describing thestructure andfunction of amushroom.
case found on theend of a hypha5. Mushrooms aremembers of thistype of fungus6. Type of fungusthat includes
yeasts and molds7. Combination of afungus and an alga
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EO3. Give otherimportant fungi
species arepoisonous.
Sac fungi are verylarge phylum offungi. Most speciesare microscopic,
though others canbe easily seen. Thespores areproduced in tiny,enclosed tubes orsacs. Some sacfungi are parasites.Yeasts are on typeof sac fungi. Somesac fungi can causeserious infectionsin humans.
Fungi in theirvarious forms havedifferent uses.Some fungi arebeneficial, whileothers aredestructive.
Some providedrugs for use infighting diseasesand one such drug
is the antibioticpenicillin, w/c isproduced by the
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EO4. Describelichen
sac fungus calledPenicillium.
Although fungi helprecycle chemicalsby breaking downand removing dead
organic matter,some speciesattack the tissuesof living trees andplants. These fungiare parasites. Like,Phytophthoraattacks potatoescausing them t rot;Plamopara, w/cattack grapes.
A lichen is theresult of apartnershipbetween a fungusand an alga. Foundon barren rocksand soil, lichenscan grow wherenothing else couldpossibly surviveand where neither
fungi nor algaecould exist alone.They can
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sometimes bedestructive tohuman structures.
Academic Budget PlantillaScience II
Year II Approximate No. of Days: 4Second QuarterGeneral Topic: Simple Plants
LearningObjectives
Learning Content LearningExperiences
LearningEvaluation
Integration MultipleIntelligences
TPO: Differentiatesexual fromasexualreproduction in avariety oforganisms
Answer thefollowingquestions:
1. What isalteration ofgenerations?
Describe how itoccurs in one typeof simple plants.
Classification anddescription areskills that arelearned in English.
Linguistic;naturalistic
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EO1. Differentiatesexualreproduction fromasexualreproduction
EO2. Give thedifference ofvascular plants to
nonvascular plants
Plant life cyclediffer in animportant wayfrom the life cyclesof the organismsyou have learnedabout so far.
Reproduction inmost plantsconsists of 2stages.
One stage is sexualstage. In this stagepalnts reproduceby making eggsand sperm.
The other stage isasexual stage,
where plantsreproduce bymaking spores.Each stage is calleda generation. Thecompletion of bothgenerations marksone cycle. Thistype of life cycle iscalled alteration ofgenerations. Itocurs in bothsimple and
complex plants.
One way plants are
Activity BasedExperiment:
ObservingLiverworts
Materials:
Living MarchantiaplantsMagnifying glassMicroscopesDissecting needlesPrepared slides ofmale and femaleMarchantiareproductivestructures
PurposeTo become familiar
w/ the structure ofthe body andreproductive partsof a liverwort.
Procedure1. Obtain a livingsample of theliverwortMarchantia and ahand lens.2. Observe the flat,lobe-shaped part of
the plant. Theseleaflike structurescarry out
2. Whatdistinguishessimple plants tocomplex plants?3. How is itpossible for redand brown algae to
carry outphotosynthesissince they are notgreen?4. What parts of akelp are similar tthe roots, stems,and leaves of acomplex plant?Why thesestructures are notconsidered trueroots, stems, and
leaves?5. How are mossesand liverwortssimilar? How arethey different?
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EO3. Identify thethree types ofmany-celled algae
classified isaccording towhether they havetubelike structuresthat carry waterand othersubstances. These
structures aremade up of specialtissue calledvascular tissue.
Vascular plants arethose plants withvascular tissue. Forexample: ferns,trees, vines andmany other comonplants.
While nonvascularplants are otherplants that lackvascular tissue.These include man-celled algae,mosses, andliverworts. Theseplants get waterdirectly from theirsurroundings.
Nonvascular plants
are consideredsimple plants andvascular plants are
photosynthesis.Notice that theyare shapedsomewhat like aliver; hence thename liverwort3. Draw a sketch of
the leaflikestructures.4. If there arestalks growingupward from theleaflike structures,draw a sketch ofone of these. Eggsand sperm areformed in the tipsof male and femalestalks on differentplants.
5. Observe theunderside of theliverwort. The verythin threads arerootlike structures.These anchor theplant and absorbwater and mineralsfrom the soil. Drawa sketch of therootlike structures.6. Obtain oneprepared slide of
each of theMarchantiareproductive
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EO4. Comparemosses from
liverworts
consideredcomplex plants.
The simplest of thenonvascular plantsare the many-celled algae. The 3
types or the 3phyla are:
1. Green algae areusually found infreshwater, butsome live insaltwater2. Red algae areseaweeds w/c livein or near theocean. Theyappear red
because they havea red pigment inadditon tochlorphyll. Not allred algae are red.3.Brown algae arethe familiarseaweeds and kelpfound in theseashore. Theircells contain abrown pigment inadditon to
chlorophyll.
Mosses belong to
structures. Observeeach under themicroscope. Thefemale structuresappear as upside-down vases. Themale structures are
oval-shaped.7. Draw a sketch ofthe male andfemalereproductivestructures.
Questions1. Did theMarchantia plantsyou observed havereproductivestructures growing
from the leaflikepart of the plant? Ifso, were you ableto identify it aseither the malestructure or thefemale structure?2.Do liverwortshave true leavesand roots? Why orwhy not?
Conclusion
Describe thefunction of thereproductive
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Reproduction isvery similar tomosses.
Academic Budget PlantillaScience II
Year II Approximate No. of Days: 2Second QuarterGeneral Topic: An Overview of Photosynthesis
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LearningObjectives
Learning Content LearningExperiences
LearningEvaluation
Integration MultipleIntelligences
TPO1: Staterequirements ofplants for growth
TPO2: State therequirements ofphotosynthesis
EO1. State thedifferentrequirements ofphotosynthesis
EO2. Analyze theeffect of eachrequirement ofphotosynthesis onplants
EO3. Explain whatwould happen ifsome of therequirements of
photosynthesiswere not met
In green plants,photosynthesis hasdifferentrequirements:water, carbondioxide, and
sunlight.
Water facilitatesthe flow of mineralsfrom soil to theplant. Carbondioxide andsunlight are bothintegral tophotosynthesis
Without water,plants will simply
wilt.
Students willrepresent theprocess ofphotosynthesisthrough anillustration.
Students willreason out whatwill happen ifcertain conditions
of photosynthesisarent met at all.
Explain thenecessity of thefollowingrequirements of
photosynthesis:
1. Water2. Sunlight3. Carbon dioxide4. Soil
There is plenty ofChemistry going onhere. Moleculesinvolved in
photosynthesis arecovered inChamistry.
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Academic Budget PlantillaScience II
Year II Approximate No. of Days: 5Second Quarter
General Topic: Complex Plants
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LearningObjectives
Learning Content LearningExperiences
LearningEvaluation
Integration MultipleIntelligences
TPO: Describe thedistinguishingcharacteristics ofthe differentgroups of
organisms
EO1. Identify the 2major groups oftracheophytes.
EO2. Differentiate
The tracheophytesinclude 2 majorgroups: ferns andseed plants.Ferns havevascular tissue andtrue roots, stemsand leaves but
they do not makeseeds. This is oneimportant way inw/c ferns differfrom seed plants.
Trees, bushes,shrubs, plantsgrown for theirflowers, and mostof our food sourcesare seed plants.Seed plants
reproduce bymaking seeds. Thisfeature make them
ComparingMonocot and DicotLeaves
Students willobserve some ofthe differencesbetween monocots
and dicots. Theywill needmagnifying glass,Zebrina (wanderingjew) leaf, ivy leaf,leaves from mapletree and otherplants in their area.
Students in eachgroup will lookcarefully at the leafsamples w/ the
magnifying glass,and then identifythe monocot and
Identify thefollowing:1. Whatcharacteristics of aplant cause it to be
classified as anangiosperm?2. How do fernsdiffer fromtracheophytes?3. Whatcharacteristics ofseed plants make itpossible for themto survive in manydifferentenvironments?4. What are the 2
key differencesbetweengymnosperms andangiosperms?5. Describereproduction inconifers.
Classification anddescription areskills that arelearned in English.
Linguistic;naturalistic
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angiosperms fromgymnosperms
EO3. Describecone-bearingplants
different from allother plants.
Angiosperms andgymnosperms aretwo kinds of seedplants.
Angiosperms haveflowers andproduce seedsenclosed in a fruit.They are alsoknown as floweringplants. Example:Maole trees,tomato plants, androse bushes.
Gymnospermsproduce seeds thatare not enclosed ina fruit. A largegroup of familiargymnosperms isthe conifers, theirseeds are enclosedin cones. They arealso called cone-bearing plants.Example: Pinetrees, fir trees,
redwoods andjuniper bushes.
dicot leaves. Theywill draw a sketchof both leaves,making sure toinclude the veinpattern and stempatterns.
As a conclusion,they willsummarize thedifferencesbetween monocotand dicot leaves.And what othercharacteristics aredifferent in thesetwo kinds offlowering plants.
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EO4. Differentiatemonocot from dicot
The most commongymnosperm isconifers. Theseplants have round,pointed leavesknown as needles.It has a protectivecoating that helpsthe trees from theeffect of extremetemperatures.
They reproduce byforming cones.They make bothmale and female
cones.
Flowering plantsare divided into 2groups dependingon the number ofcotyledons in theseed. A cotyledonis a seed leaf; w/cprovides food forthe plant embryo inthe seed when itbegins to grow.
Monocots areflowering plants
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that have only onecotyledon, such ascorn.
Dicots are thosethat have twocotyledons, such asbeans.
Monocots anddicots differ inseveral ways. Thevascular tissue in adicot stem isarranged in circlewhile in monocots,they are scatteredin separate bundlesthroughout thestem.
Monocot leaveshave veins that areparallel and theroot system isfibrous, w/ manystringlike brancheswhile dicot plantshaveVeins that look likea net and the rootsare usuallydominated by a
large central root.
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Academic Budget PlantillaScience II
Year II Approximate No. of Days: 5
Second QuarterGeneral Topic: Growth of Flowering Plants
LearningObjectives
Learning Content LearningExperiences
LearningEvaluation
Integration MultipleIntelligences
TPO1: Illustrate thecoordinatedfunctions of cells,tissues, organsystems inmaintaining the lifeof plants, animals,and human beings.
TPO2: Describe theenergy locationand function ofchlorophyllpigments
TPO3: Explain lightand dark reactionsof photosynthesis
TPO4: Identify thecharacteristics ofplants that make
Answer thefollowingquestions:1. When would youexpect a plant totake in morecarbon-dioxide atnight or during theday?2. How can annualring tell us aboutthe past growingconditions of aplant? How would adrought berepresented as anannual ring?3. A tree has beengrowing for several
years but no scalescars are found onthe twigs. How
There is plenty ofchemistry involvedin discussionsregarding growthof flowering plants.Different chemicalsinvolved inphotosynthesis areanalyzed in depthin Chemistryclasses.
Linguistic;naturalistic
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them efficientproducers
TPO5: Describe theparts and finctionsof the differentorgan systems inplants
TPO6: Illustratehow materials andwater are absorbedand transported inplants
EO1. Identify thedifferent planttissues and itsfunction
Tissues serve toprovide suppliesand protection forthe plant. In itsown way, eachtype of tissuemeets a need ofthe entire plant.
Epidermis is aprotective tissuecovering theoutside surfaces ofthe plants roots,stems, leaves, andflowers.
Another planttissue is involved inthe storage of food.
Storage tissuesare usually made oflarge cells w/ small
Finding theLocation of XylemCells in plants.
Materials:Twig from a tree,celery stalk, knife,phloroglucinol,medicine dropper
PurposeTo observe xylemtissue and to findout whether it islocated in the sameplace in variousplants.
Procedure:1. Cut 5-cm section
from a twig.2. Add a drop ofphloroglucinol t the
would you explainthis observation?4. What is meantby a positivetropism? How is itdifferent from anegative tropism?
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EO2. Give thefunctions of themain organs ofplants
nuclei.
Vascular tissue isinvolved in thetransport ofsubstances w/inthe plant. The cellsare long andnarrow, formingtubes.
Plants have organsthat performspecial tasks. Eachorgan containsepidermal, storage,and transporttissues. The mainorgans of plantsare:
Roots anchor theplants, absorbwater, and storefood. The first plantorgan to emergefrom the seed.
Leaves are thelargest sugar-producing organ inmost plants. Theyare arranged on
their stems in thebest pattern tocatch sunlight that
cut end of the twig.( the chemicalphloroglucinol canbe used to locatexylem cells inplants. It causesthe hard materialin cell walls to turnred.)3. Cut the sectionof twig lengthwise.Add a drop ofphloroglucinol tothe cut.4. Cut 5-cm sectionfrom a celery stalk.Add a drop ofphloroglucinol tothe cut end of thecelery stalk.5. Cut the sectionof celerylengthwise. Add adrop ofphloroglucinol tothe cut.
Questions1. When a drop ofphloroglucinol isadded to the cutend of a twig, whatpart turns red?
2. When added tothe lengthwise cutof the twig, what
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is needed to makefood. Most of thechlorophyll in aplant is found inleaf cells.
Stems do more forthe plant than link
the leaves and theroots. It also servesas a highwaythrough w/cmaterials aretransported to allcells and plants.
Photosynthesis isactually 2processes. Oneprocess requireslight while theother process doesnot require light.
The light reaction:In the lightreaction,chlorophyll trapsthe energy insunlight. The sunsenergy causes ATPto be produced.
During lightreaction, watersplit into hydrogen
part turns red?3. Where is thexylem cells locatedin the twig?4. When a drop ofphlorglucinol isadded to the cutend of the celery
stalk what partturns red?5. When added tothe lengthwise cutof celery, what partturns red?6. Where is thexylem cells locatedin the celery?7. Which containsore xylem cells, asection of a twig ora section of celery?8. Which plant islikely to growtaller? Why?ConclusionWhat have youlearn about thelocation of xylemcells in plants.
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EO4. Differentiatexylem cells fromphloem cells
EO5.Identify factorsthat affect plantgrowth
and oxygen. Someof the oxygen isused by plants inrespiration. Butmusc of the oxygenis given off into theair.
The dark reaction:In the darkreaction, carbondioxide and otherchemicals arecombined t formsugar. Energy forthis process comesfrom ATP producedin the lightreaction. Some ofthe sugar producedis used by the plantin respiration.Some is used forgrowth. The extrasugar is stored inroots, stems, andleaves.
In plants, materialsare moved fromone place toanother through
the xylem andphloem cells.
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EO6. Describeplant cycles
Xylem cells areinvolved in thetransport of waterand minerals.Xylem tubes carrywater and mineralsfrom the roots toother cells in the
plant.
Phloem cellsfunction in thetransport of food.Sugars made in theleafAre carried by thephloem to budsabove the leaf.
Water, minerals,light andtemperature affectthe growth ofplants. Too muchor too little of anyof these factors canstop plant growth.Abiotic conditionsw/c stop thegrowths of a plantare called limitingfactors.
Many plants have
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daily rhythms. Eachevening, every leafon an oxalis plantfolds up. In themorning, the leafflattens.
Some plants have
flowers that openand close atspecific times eachday.
Academic Budget PlantillaScience II
Year II Approximate No. of Days: 5Second QuarterGeneral Topic: Reproduction in Flowering Plants
LearningObjectives
Learning Content LearningExperiences
LearningEvaluation
Integration MultipleIntelligences
TPO1: Analyze therole of green plants
as energy supplierof the ecosystem
AntherGermination
Imperfect flowerNectarPerfect flower
Some methodsused in planting
and flowering arecovered in TLE.
Linguistic;naturalistic
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TPO2: Givescientificexplanationsbehind farmingpractices
EO1. DescribeVegetativePropagation
Vegetativepropagation occursnaturally in manyplants. It is oftenused artificially bypeople to grow newplants.
In nature, someplants reproducevegetatively fromspecialized stems.Some grassesproduce stems thatgrow underground.Some plants, suchas onions and lilies,produce bulbs.Plants such asstrawberry producea special trailingstem called arunner.
One way to growhouse or gardenplants is to makecuttings. Stem
The Parts of aFlower
MaterialsDissecting needleA complete lily orgladiolus flowerMagnifying glassPlain white paper
PurposeTo observe thestructure of aflower
Procedure1. Take a flowerand put it on apiece of paper.2. Gently examinethe flower withouttearing it apart.3. Draw a sketch ofyour flower. Labelthe petals, sepals,stamens, andpistils.4. Examine your
PetalPistilSeed coatSepalStamen
Match each termabove with the
numbered phrasethat best describesit.1. Process wherethe seed coat splitsand a young plantemerges.2. Malereproductivestructure inflowering plants:pollen develops atthe tip3. Femalereproductivestructure inflowering plants:the ovary forms atthe base.4. Leaflike part atthe base of aflower.5. Sugarysubstanceproduced by aflower.6. Flower that hasboth stamens and
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EO4. Describepollination and fruit
formation
it are the ovules,where the eggs areproduced.
Flowers that haveboth stamens andpistils are calledperfect flowers.
Flowers that haveeither stamens orpistils, but not bothare calledimperfectflowers.
In some kinds ofplants, pollen canfertilize egs fromthe same plant,
this is known asself-pollination. Inothers, the pollenmust come fromanother plant.
Pollen is carriedfrom one plant toanother by thewind or by bees orother insects.When a pollengrain lands on thetip of the pistil, itbegins to grow a
stamen, and pistil.Label eachstructure on yourdiagram.
Questions1. How manysepals are in your
flower?2. How manypetals are in yourflower?3. How manystamens are inyour flower?
ConclusionIs your flower amonocot or dicot?How do you know?
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EO5. Describe theprocess ofgermination.
tube.Once insidethe ovary the tubeenters an ovulecontaining anunfertilized egg.The sperm nucleusmoves through thetube and fertilizes
the egg, forming azygote.
The zygote startsto divide by mtosisand grows in size.Then forming anembryo.
The ovulecontaining theembryo with itsfood supply
develops into aseed covered by aprotective coat, theseed coat.
As the seed form,the ovaryenlarges.. theovary may form apod, shell, fleshyfruit or berry.
Under the rightconditions, theplant embryo will
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start to grow andform a new plant.Before thishappens, the seedcoat must split. Theprocess in w/c seedcoat splits and theyoung plant appear
is calledgermination.Before gemination,the seeds take inwater. The waterseems to releaseenzymes w/in theembryo.
Before a seed willgerminate,environmentalconditions must be
jst right. Thetemperature mustbe moderate, theseed must have agood supply ofoxygen.
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Academic Budget PlantillaScience II
Year II Approximate No. of Days: 5Second QuarterGeneral Topic: Invertebrates
Page | 67
Learning
Objectives
Learning Content Learning
Experiences
Learning
Evaluation
Integration Multiple
IntelligencesTPO: Describe thedistinguishingcharacteristics ofh diff
ArachnidCentipedeCoelenterate
Classification anddescription areskills that arel d i li h
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AcademicBudgetPlantilla
Science II
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the differentgroups oforganisms
EO1. DifferentiatePorifera fromCoelenterates
Sponges classifiedas Poriferabecause their thicksides have manyholes or pores, w/cconnect the insideand the outside.They live attachedto rocks, shells orother solid surfacesin water. The bodyof a sponge is likea sack. The insideis known as thecentral cavity. Asponge is made up
of 2 cell layers. Thecell lining thecentral cavity haveflagella and shortcollars extendinginto the cavity.They reproduceboth sexually andasexually.
Jellyfish, seaanemones, coralsand Portuguese
man-of-wars allbelong to the samephylum ofinvertebrates, thecoelenterates. Alllive in water. Theirbody is morecomplex than that
Experiment:Feeding Planaria
MaterialsPlanaria cultureWatch glassForcepsMicroscopeWaterRaw liverToothpick
PurposeTo observe planariafeeding
Procedure1. Take a forcepsand carefully put aplanarian into awatch glass.2. Cover theplanarian withwater.3. Put the watchglass under amicroscope andobserve theplanarian.
4. With the help ofthe diagram, locatethe structures onthe planarian.Notice that it has ahead region and atail region. Twoeyespots are
CrustaceanEchinodermExoskeletonInsectMillipedeSpongeVertebrate
Match each termabove with thenumbered phrasethat best describesit.1. Animals that hasbackbone.2. Phylum ofsimple animals thathave sacklikebodies coveredwith pores.3. Phylum of
animals with water-pumping systemsand externalskeletons of plates.4. Skeleton foundon the outside ofthe body.5. Lobster andcrabs belong to thisclass.6. Class ofarthropod havingmany legs with one
pair of legs on eachbody segment.7. Class ofarthropod havingmany legs with twopairs of legs oneach bodysegments.
learned in English.
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Learning
Objectives
Learning Content Learning
Experiences
Learning
Evaluation
Integration Multiple
IntelligencesTPO: Describe thedistinguishingcharacteristics ofthe different
AmphibianBony fishChamberChordate
Classification anddescription areskills that arelearned in English
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the differentgroups oforganisms
EO1. Give thedifferentcharacteristics ofvertebrates
EO2. Describe the-
Vertebrates arethose animals thathave backbones.All vertebratesbelong to the onephylum of animal,the Chordates.Vertebrates haveinternal skeletonsmade up of manybones or cartilagethat supports thebody shape andweight. Musclesare attached invarious ways to thebones of avertebratesskeleton. Allvertebrates havewell-developedbody systems.Vertebrates aredivided into 5groups: fish,amphibians,reptiles, and
mammals. Thesegroups vary instructure, life cycleand behavior.Vertebrates aregrouped accordingto whether theyget their body heat
Activity: ObservingFish
MaterialsLarge jarWaterSmall fishFish foodSmall fish net
PurposeTo observe a fishsphysical structureand some aspectsof its behaviour.
Procedure1. Take a large jarand fill it withwater.2. Using the fishnet, get one fish.Be careful to put itinto the jar as soonas possible.3. Look at your fishand draw a sketch
of it. Label themouth, eyes, gills,and fins. Note howmany fins it hasand how the scalesare shed. Alsoindicate what kindof fish you have.
ChordateCold-bloodedFishReptileSpawningWarm-blooded
Match each termabove with thenumbered phrasethat best describesit.1. Large spaceinside the heart2. Any cold-blooded vertebratethat breathesthrough lungs allits life3. Any cold-blooded vertebratethat lives in thewater throughoutits life4. Any animal witha bodytemperature thatdoes not changewith theenvironment5.Any animal with abody temperaturethat changes withthe environment
6. Any vertebrate7. The process oflaying andfertilizing fish eggs8. Fish with aninternal skeleton ofbone9. Animal that
learned in English.
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Academic Budget PlantillaScience II
Year II Approximate No. of Days: 5Second QuarterGeneral Topic: Warm-blooded Vertebrates
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A d i B d t Pl till
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Academic Budget PlantillaScience II
Year II Approximate No. of Days: 4Second QuarterGeneral Topic: Animal Behavior
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Learning
Objectives
Learning Content Learning
Experiences
Learning
Evaluation
Integration Multiple
IntelligencesTPO: Describe thedistinguishingcharacteristics ofthe different
Choose the answerthat bestcompletes each ofthe following
Classification anddescription areskills that arelearned in English.
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groups oforganisms
EO1. Differentiate
Inherited behaviorfrom learnedbehavior
Behavior that isnatural for an
organism is calledinheritedbehavior. It doesnot have to belearned. There areseveral types ofinherited behavior.Animals withsimple nervoussystem oftenrespond to astimulus by movintoward or awayfrom it (taxis).Animals w/ a well-developed nervoussystem may alsorespond verysimple tostimulus(reflexes).The third is acomplex inheritedbehavior calledinstinct.
In contrast toinherited behavior,learned behavioris acquired throughlearning. One typeof learning that canproduce a learnedbehavior is
Students will dividein groups. They will
be given picturesshowing differentbehaviors. Theywill list all thebehaviors that theyobserved. And thenclassify it whetherit is inherited orlearned behaviour.Each group, in frontof the class, willexplain why theythink it is a learnedor inheritedbehaviour.
gsentences:1. Pulling your footback from a sharpstone is anexample of a __?a. Taxisb. Reflexc. Instinct
d. Stimulus2. Animals mayavoid harshweather and lack offood throughmigration or __?a. Conditioningb. Sending signalsc. social behaviord. Hibernation3. Cyclic behaviorcan be caused by acycle in theexternalenvironment or bya __?a. Taxisb. Reflexc. Biological clockd. Learnedbehavior.
In your ownsentence answerthe followingquestions1. Trained seals aregiven a fish afterthey perform eachtrick. Why is itimportant for theseal to get the fish?2. A dog inside a
g
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Third Quarter
Scope and Sequence
Topic DaysThe Skeletal System; Support, Management and Control of the Human Body 2The Muscular System; Support, Management and Control of the Human 2
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Body
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BodyThe Nervous System; Support, Management and Control of the Human Body 2The Respiratory System; Supply and Transport 2The Digestive System; Supply and Transport 2The Circulatory System; Supply and Transport 2Blood and Lymph; Supply and Transport 2
The Excretory System; Supply and Transport 2Detecting Internal Changes; Internal Checks and Balances 1
The Endocrine Glands; Internal Checks and Balances 2
Detecting External Changes; Internal Checks and Balances 2The Male Reproductive System; Reproduction and Life Stages 2The Female Reproductive System; Reproduction and Life Stages 2The Menstrual Cycle; Reproduction and Life Stages 3Pregnancy; Reproduction and Life Stages 2Birth and infancy and Other Life Stages; Reproduction and Life Stages 3Organic Nutrients, Inorganic Nutrients and a Balance Diet; Nutrients and
Your Health2
Fertility Problems and Population Growth 4Defending the Healthy Body; Maintaining a Healthy Body 5Maintaining the Balance; Maintaining a Healthy Body 3Exercise; Your Bodys Performance 2Making Choices about Drugs; Your Bodys Performance 2
Hazards in Our Surroundings; Your Bodys Performance 2Helpful Technologies For Defective Body parts 2
Total 55
Academic Budget PlantillaScience II Biology
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Year II Approximate No of Days:
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Year II Approximate No. of Days:2Third QuarterTopic: The Skeletal System; Support, Management and Control of the Human Body
Learning Objectives Learning Content Learning Experiences Learning Evaluation Integration MultipleIntelligences
TPO1: Describe the
parts and functions ofthe different organsystems
TPO2: Identify theparts of the differentorgan systems in thehuman body
TPO3: Give thefunction of thedifferent organsystems
TPO4: Assess theimportance of each ofthe body system inthe overall functioningof the organism
EO1. Describe thestructures of bonesand cartilages
EO2. Explain thefunctions of the
Humans have an
internal skeletalsystem. Internalskeletons are made ofbones, cartilages, andligaments. Skeletalsystem supports thebody, protects thedelicate internalorgans, provides bodymovement, stores andreleases importantminerals for the body,and produces blood
cells.
Building BonesTo help students learnabout the compositionof bones, have thestudents re-createbones and marrowwith cardboard toiletpaper tubes andsponges. In addition,
make other boneswith empty toilet
Identification:
1. What are theimportant functionsof the bones?
2. Define cartilageand give itssignificance.
3. What joins bones
together? Give itstypes.
Anatomy and
physiologyinvariably involvechemicalprocesses andmolecules that aremostly discussedin Chemistry.
Bodily-kinesthetic
Intelligence
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Year II Approximate No. ofDays:2Third QuarterTopic: The Muscular System; Support, Management and Control of the Human Body
Learning Objectives Learning Content Learning Experiences Learning Evaluation Integration MultipleIntelligences
TPO1: Describe theparts and functions ofthe different organsystems
TPO2: Identify theparts of the differentorgan systems in thehuman body
TPO3: Give thefunction of thedifferent organ
systems
TPO4: Assess theimportance of each ofthe body system inthe overall functioningof the organism
EO1. Classify musclesaccording to theirtypes and functions
EO2. State andexplain the functions
The bones have noway of moving bythemselves. They areattached to muscles,which can contract tobring movement. Themuscular system iscomposed of musclecells and tissues heldtightly together inbundles. There aremore than 600muscles in our body,
and they make upmore than half of ourbody weight
Group Activity
Muscle Challengetests students'retention of musclefunctions. Separatestudents into twogroups. One playerfrom each group will
come up and sit in achair with her back
Identification:
1. Differentiatemuscle cells accordingto (a) appearance; (b)location; and (c)function.2. What connectsvoluntary muscle?
Anatomy andphysiologyinvariably involvechemicalprocesses andmolecules that aremostly discussedin Chemistry.
Interpersonal andLinguisticIntelligences
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Academic Budget PlantillaScience II Biology
Year II Approximate No. ofDays:2Third QuarterTopic: The Nervous System; Support, Management and Control of the Human Body
Learning Objectives Learning Content Learning Experiences Learning Evaluation Integration MultipleIntelligences
TPO1: Describe theparts and functions ofthe different organsystems
TPO2: Identify theparts of the differentorgan systems in the
human body
TPO3: Give thefunction of thedifferent organsystems
TPO4: Assess theimportance of each ofthe body system inthe overall functioningof the organism
EO1. Distinguish the
Nervous system is likeintercom system inschool. It enablesanyone to quicklytransmit informationor messages from oneplace to another orfrom one person to
the other. This short-lived mechanism isimportant for theproper functioning ofschool as it is for ourbody.Having senses isuseless unless thechange they detectcan be used to help usto decide what weshould do. This meansthat information from
sense cells must passto our brain, the organ
Creating a Diagram ofthe BrainThis activity can beused as an
introduction to thenervous system.
Identification:1. Give the
functions of thenervous system.
2. What is neuron?Give its role in the
Anatomy andphysiologyinvariably involvechemicalprocesses andmolecules that aremostly discussedin Chemistry.
SpatialIntelligence
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Academic Budget PlantillaScience II Biology
Year II Approximate No. of Days:2Third QuarterTopic: The Respiratory System; Supply and Transport
Learning Objectives Learning Content Learning Experiences Learning Evaluation Integration MultipleIntelligences
TPO1: Describe theparts and functions ofthe different organsystems
TPO2: Identify the
parts of the differentorgan systems in thehuman body
TPO3: Give thefunction of thedifferent organsystems
TPO4: Assess theimportance of each ofthe body system inthe overall functioning
of the organism
Respiration is theprocess by which thebody gets energy fromfood and oxygen. Theorgans of therespiratory system are
involved in taking airinto the body andpassageway from yournostrils to your lungs,the lungs themselves,and the muscles thatcontrol our lungs arepart of this system.
Lab Activity
Materials A piece of string for
Based on the activity:
1. Was thecircumference of
Anatomy andphysiologyinvariably involvechemicalprocesses andmolecules that are
mostly discussedin Chemistry.
SpatialIntelligence
Page | 83
EO1 Defineevery student; eachpiece should be
your chest largestwhen you inhaled
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EO1. Definerespiration and its twophases
EO2. Explain therelationship betweencell respiration andgas exchange in thelungs
EO3. Trace thepathway of oxygenand carbon dioxidethrough the humanrespiratory tract
EO4. Distinguishbetween breathingand respiration
piece should bemore than largeenough to fit aroundeach studentschest
A marker for eachstudent or each pair
of students Notebook for record
Procedure forStudents, Part 1
1. Take the string infront of you andmeasure your chestas you inhale. Holdthe spot on thestring that marksthis measurementwith your finger,
then mark it withthe marker.2. Now exhale,measure with thestring, and markthis new spot usinga different coloredmarker.3. Compare the twomarks. Write downwhat you observe inyour notebook.
Procedure forStudents, Part 2
when you inhaledor when youexhaled?
2. Which way is thediaphragm movingon an inhalation?
3. Which way does itmove on anexhalation?
Answer the ff:1. What are the two
phases ofrespiration?
2. How is thestructure of an air
sac adapted toperform infunction?
3. What is thedifference betweenbreathing andcellularrespiration?
4. Why doesexposure to carbonmonoxide (CO)increase the rateof breathing?
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Academic Budget PlantillaScience II Biology
Year II Approximate No. of Days:2Third QuarterTopic: The Digestive System; Supply and Transport
Learning Objectives Learning Content Learning Experiences Learning Evaluation Integration MultipleIntelligences
TPO1: Describe theparts and functions ofthe different organsystems
TPO2: Identify theparts of the different
organ systems in thehuman body
TPO3: Give thefunction of thedifferent organsystems
TPO4: Assess theimportance of each ofthe body system inthe overall functioningof the organism
The digestive systemtakes food into thebody. It breaks downinto bits small enoughto pass through cellmembranes. Thisbreaking down of food
is then put into theblood. The mouth,esophagus, stomachand intestines areorgans of thedigestive system.
Travel Brochure
Divide the class intoseveral groups ofthree or four students
Answer the ff:1. Define the digestion
and its two major
phases or stages.2. What mechanical
Anatomy andphysiologyinvariably involvechemicalprocesses andmolecules that aremostly discussed
in Chemistry.
Interpersonal andSpatialIntelligence
Page | 86
EO1. Describe thedigestion process and each. Assign each
"l i " f
digestion processesdo the following
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g pits functions
EO2. Identify andlocate the structures,organs, andsubstances that bringabout the digestionprocess
EO3. Give function ofeach organ indigestive system
EO4. Describe howsome accessoryorgans and glands aidthe body in thedigestive process
group a "location" ofthe digestive system.For example, onegroup has "stomach,"while another has"small intestine." Askeach group to design
a travel brochure fortheir "location." Askthem to includepertinent information,such as the overallappearance of thelocation, the activitiesthat occur there andthe imports (whatcomes in) and exports(what goes out). Youmight also ask themto include possible
dangers orcomplications that canoccur at their specificlocation. Allow thestudents to becreative with theirdescriptions and havefun with theexplanations.
gperform on food?
a. Mouthb. Esophagusc. Stomachd. Smallintestinee. Largeintestine
3. What substancesundergo chemicaldigestion in thefollowing?
a. Mouthb. Esophagusc. Smallintestine
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importance of each ofthe body system in
also transported towhere they will be Activity based Based on the activity:
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the overall functioningof the organism
EO1. Know thefunctions of thecirculatory system
EO2. Identify anddescribe the parts ofthe circulatory system
EO3. Explain thesignificance ofexercise in bloodcirculation
EO4. Show awarenessof the precautionarymeasures to take inorder to maintainnormal, healthy heart.
eliminated orotherwise acted upon.Foreign material suchas bacteria andviruses may betransported aroundthe body by the
system.
experiment:
Purpose:To observe evidenceof the bloodcirculating throughthe body.
Procedure1. Hold one hand
down at your side.Hold the other handabove your head.
2. Count to thirty, andthen hold yourhands side by side.Observe themclosely
3. Listen to your heartthrough astethoscope. Movethe receiver aroundyour chest until theheartbeat isloudest.
4. Take your partnerspulse. Place yourfinger lightly on thewrist until you canfeel the pulsebeats. Count the
number of beatsper minute. Have
1. What difference didyou see in yourhands after holdingone hand up andone hand down?
2. Describe the twosounds you hear as
the heart beats.3. What was your
pulse beforeexercising? Afterexercising?
4. What factors canhave an effect oncirculation? Howmight circulation bedifferent duringspace voyage?
Answer the ff:5. From which side of
the heart doesblood pass to mostof the body?
6. What kind of bloodvessels carries theblood toward theheart?
7. What kind of bloodvessels carries theblood away fromthe heart?
8. How would youadvertise the
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your partner takeour pulse.
5 E i f t
advocation of goodhealth habits to
t h t
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EO5. Illustrate human
heart and show itsimportant parts
5. Exercise for tenminutes. Then takeeach others pulseagain right away.Note any change.
Students will draw and
identify the differentparts of the heart
prevent heartdiseases in theschool? In yourcommunity?
Academic Budget PlantillaScience II Biology
Year II Approximate No. ofDays:2Third QuarterTopic: Blood and Lymph; Supply and Transport
Learning Objectives Learning Content Learning Experiences Learning Evaluation Integration MultipleIntelligences
TPO1: Describe theparts and functions ofthe different organsystems
TPO2: Identify theparts of the differentorgan systems in thehuman body
TPO3: Give thefunction of the
Blood is the fluid oflife, transportingoxygen from the lungsto body tissue andcarbon dioxide frombody tissue to thelungs. Blood is thefluid of growth,transportingnourishment from
digestion andhormones from glands
Anatomy andphysiologyinvariably involvechemicalprocesses andmolecules that aremostly discussedin Chemistry.
Page | 90
different organsystems
throughout the body.Blood is the fluid ofhealth transporting 1 What is contained
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TPO4: Assess theimportance of each ofthe body system inthe overall functioningof the organism
EO1. Differentiateblood and lymph
EO2: Identify theimportance of theblood and lymph
health, transportingdisease fightingsubstances to thetissue and waste tothe kidneys.
Lymph is an important
part of the circulatorysystem. It aids thebody's absorption ofnutrients and helps toremove waste fromthe tissue.
Students will make alist of differentcharacteristics ofblood and lymph andidentify its
differences.
1. What is containedin blood plasma?
2. What type of bloodis the universaldonor? Theuniversal receiver?
3. What is the function
of the hemoglobin?4. Where does lymph
come from?5. What takes place in
lymph nodes?
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Academic Budget PlantillaScience II Biology
Year II Approximate No. of Days:2Third QuarterTopic: The Excretory System; Supply and Transport
Learning Objectives Learning Content Learning Experiences Learning Evaluation Integration MultipleIntelligences
TPO1: Describe theparts and functions ofthe different organsystems
TPO2: Identify theparts of the differentorgan systems in thehuman body
TPO3: Give thefunction of the
different organsystems
The excretoryremoves wastes fromthe body. A waste isbypoduct ofmetabolism that mayharm or poison thecells. Somesubstances areneeded by the cells insmall amounts. But inlarge amounts thesesame substances may
be poisonous. Whenthis occurs, the excess Make A Model 1. Name three organs
Anatomy andphysiologyinvariably involvechemicalprocesses andmolecules that aremostly discussedin Chemistry.
SpatialIntelligence
Page | 92
TPO4: Assess theimportance of each of
must be removedfrom the body.
Making a model isgreat way to getstudents involved in a
that remove excesswater from thebody
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importance of each ofthe body system inthe overall functioningof the organism
EO1. Identify and give
the sources of wastematerials from bodycells
EO2. Define excretionand its significance
EO3. Explain how thestructures of kidneysfunction as excretoryorgans
EO4. Show structuresof kidneys
EO5. Trace theexpulsion ofnitrogenous wastefrom urine formationuntil it passes downthe urinary tract.
students involved in atactile lesson. Usingmaterials found athome or in theclassroom, studentscan make a model ofthe excretory system.
Suggested materialsinclude kidney beansfor the kidneys, yarn,uncooked spaghettistrands and straws forthe tubes and bloodvessels and amarshmallow for thebladder. Models canalso be made usingsalt-flour dough orsculpting clay thathardens in the openair or oven.Students can alsosimulate digestion andthe removing the solidwastes from food bymaking a zip top bagstomach. Addcrackers, corn and afew other food itemsto a zip top bag andadd water. Simulatethe contracting of thestomach muscles bysqueezing the bag.
body2. How does a rich
blood supply help akidney carry out itsfunction?
3. Why do we have toexcrete cell and
body waste?4. What will happen to
our body if theurine is not formed?
5. Name and describethe three processesin urine formation.
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Then drain the bagthrough a coffee filter.Some particles will go
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Some particles will gothrough but the solidwastes will remain inthe filter, similar towhat happens in thesmall intestine.Carefully squeeze
excess water from thefilter. This representsthe large intestinesfunction. Finally, youshould be left withonly solid wastes,especially the fibrousitems like the corn orfruit.
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Academic Budget PlantillaScience II Biology
Year II Approximate No. ofDays:1Third QuarterTopic: Detecting Internal Changes; Internal Checks and Balances
Learning Objectives Learning Content Learning Experiences Learning Evaluation Integration MultipleIntelligences
TPO1: Give thefunction of thedifferent organsystems
TPO2: Assess theimportance of each ofthe body system inthe overall functioningof the organism
Blood links the cells ofour body. Blood mustbe fairly constant intemperature,composition, and rateof flow. Sensors indifferent body organsdetect changes in theblood. Too little or toomuch of somethingcan trigger an
Anatomy andphysiologyinvariably involvechemicalprocesses andmolecules that aremostly discussedin Chemistry.
Logical-mathematical;bodily-linesthetic
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unwanted response.The body has ways tomaintain this balance.
Activity basedexperiment:
Based on theexperiment:
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EO1. Explain theinvolvement of thebrain in waterbalance, breathingrate and heat control
EO2. Give thefunction of the bloodinvolving the threecheck and balancesystems such as;water balance,breathing rate andheat control
p
Purpose:To find out whatfactors outside yourbody affect yourbreathing rate.
ProcedureA. The Effect of
Exercise1. Breathe normally2. Have your
partner time youfor one minute,while you countthe number oftimes you inhale.Repeat this counttwo more times
3. Record your data4. Your breathing
rate is theaverage numberof times youinhale perminute. Find theaverage of thethree numbers.Record youraverage on aclass chart
5. Run in place for30 seconds
pA.1. How does exercise
affect yourbreathing rate?
2. Does exerciseaffect the rate of
some studentsmore than others?What factors mightaccount for thisdifference?
3. What happens inyour body thatmakes exerciseaffect yourbreathing rate?
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6. Immediatelyafterwards, haveyour partner
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count thenumber of timesyou inhale in onminute
7. Record data.
B. Breathing intoPaper Bag1. Fit a paper bag
snugly over yourmouth and nose.Breathe normallyinto the bag for30 seconds.
2. Remove thepaper bag.Immediatelycount thenumber of times
you inhale in oneminute.
3. Record your data
C. Taking ShortBreaths1. For 15 seconds
take fast, shortbreath in andout. Then start tobreathenormally.
2. Have your
B.1. Was your breathing
rate greater or lessthan usual? Wasthis also true foryour classmates?
2. What might be thecause of the ratechange?
3. Do you think aperson with sickle-cell anemia mightbreathe faster orslower than aperson with normalblood? Why?
C.1. When you started
to breathenormally after thefast, short breaths,did you breatheslower or fasterthan usual?
2. Did your classmatenotice the samechange in theirbreathing rates?
3. What do you thinkis the cause?
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partner time youfor one minute.Calculate the
b f i
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number of timesyou inhale whilebreathingnormally.
3. Record your data
Academic Budget PlantillaScience II Biology
Year II Approximate No. ofDays:2Third QuarterTopic: The Endocrine Glands; Internal Checks and Balances
Learning Objectives Learning Content Learning Experiences Learning Evaluation Integration MultipleIntelligences
TPO1: Describe theparts and functions of
The brain and nervesplay major parts in
Anatomy andphysiology
LinguisticIntelligence
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the different organsystems
TPO2 Gi th
keeping a balancedinternal environment.Impulses travel
i kl l
invariably involvechemicalprocesses and
l l th t
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TPO2: Give thefunction of thedifferent organsystems
TPO3: Assess the
importance of each ofthe body system inthe overall functioningof the organism
EO1. Give thefunctions of theendocrine system
EO2. Name theendocrine glands and
state their locations,the hormone(s) theysecrete, the actions ofthe hormones, and thediseases broughtabout by theirdeficiencies.
quickly along neurons.A lack of balance mayresult in a rapidresponse from thebody. Some responsesare slower. These
responses arecontrolled bychemicals. Chemicalsthat help keep theinternal environmentbalanced are calledhormones.
InstructionsAnterior PituitaryHormones
1. Create a sentencewhich uses the firstletters or,optimally, somepart of the firstsyllable of the
hormones that tellsa story or invokes astriking image:"Fools LootingAlexandria GrowHorns, ProvokingTears" rendersfollicle-stimulatinghormone (FSH)luteinizing hormone(LH),adrenocorticotropichormone (ACTH),
growth hormone
1. What is a gland?How does itfunction?
2. What are thedifferent glands inthe body?
3. How do exocrineglands differ fromendocrine glands?
4. Define hormones
and give theirfunctions.
molecules that aremostly discussedin Chemistry.
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(GH), prolactin (P),and thyroid-stimulatinghormone (TSH)
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hormone (TSH).2. Copy the mnemonic
of your choice ontoone side of anindex card. Writethe essential
information of eachhormonerepresented in themnemonic on theother side of thecard: it's name,symbol, function,and precursor.
3. Quiz yourself byflashing themnemonic side ofthe card andjogging your
memory for theinitials and namesof the hormonesreferred to. Onlylook when you can'tremember. Practicethis way until youcan remember all ofthem withoutlooking.
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Academic Budget PlantillaScience II Biology
Year II Approximate No. ofDays:2Third Quarter
Topic: Detecting External Changes; Internal Checks and Balances
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Learning Objectives Learning Content Learning Experiences Learning Evaluation Integration MultipleIntelligences
TPO1: Recognize the Our external Anatomy and Linguistic and
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TPO1: Recognize thenecessity of anorganized system forproper growth,development, andsurvival of the
organism
TPO2: Assess theimportance of each ofthe body system inthe overall functioningof the organism
EO1. Explain howdifferent sense organs
like eyes, ears, nose,tongue and skinreceive informationfrom the environment
Our externalenvironment isconstantly changing.The temperature ischanging. The amountof light is changing.
The amount of soundis changing. We aresurrounded bydifferent smells. Wehave organs thatdetect changes in ourenvironment. Theseorgans are calledsense organs. Theskin, eyes, ears,tongue, and nose aresense organs.
Describing FoodGive each student apiece of chocolate orother small morsel offood, instructing your
class not to eat the foodyet. Guide your studentsin describing the sampleusing all five senses,beginning with sightbefore working up totaste. Students mayinclude a few simpleadjectives but shouldalso describe the food inmore complex ways. Forexample, students mightdraw comparisons
between the sample and
1. Can a person withnormallyfunctioning eyes
still be blind? Whyor why not?
2. Why is vitamin Aessential forproper vision?
Anatomy andphysiologyinvariably involvechemicalprocesses andmolecules that are
mostly discussedin Chemistry.
Linguistic andSpatialIntelligence
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unrelated objects. Forsound, students mustdescribe how the foodsounds when being
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sounds when beingunwrapped, broken orotherwise handled.Students must describetaste last, at which pointthey can eat the food.
Describing PicturesPass a photograph orother picture around theclass. Choose a picturewith a subject that moststudents can relate to,such as a familygathering or schoolevent. Instruct studentsto describe the setting ofthe photograph using allfive senses. At the high
school level, studentsmust use complexdescriptions instead ofsimple adjectives. Forinstance, instead ofsaying that a person inthe photograph sittingnear a fireplace feels"hot," students mightdescribe the sensation ofthe sweat likely beadingon the individual's skin.
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Third QuarterTopic: The Male Reproductive System; Reproduction and Life Stages
Learning Objectives Learning Content Learning Experiences Learning Evaluation Integration Multiple
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IntelligencesTPO1: Describe theparts and functions ofthe different organsystems
TPO2: Identify theparts of the humanreproductive system
TPO3: Give thefunction of thedifferent organsystems
TPO4: Assess theimportance of each ofthe body system in
the overall functioningof the organism
EO1. Identify anddescribe the partsthat make up themale reproductivesystem
EO2. Trace theproduction and thepath taken by the
sperm cells from their
The male reproductivesystem consists ofthree parts: theorgans that produce
sex cells, the ductsthat carry the sexcells, and a controlsystem,
The testes, also calledthe testicles, are theorgans that producesex cells. Millions ofsex cells, or sperm,are produced everyday. The protectivesac called the
scrotum. The scrotumboth protects thetestes and provides acooler environmentthan in the body,which sperm requireto live.
Reciprocal
1. Students will pairup and join desksso they can worktogether
2. Each group is giventwo diagrams, oneis labelled the otheris blank
3. The students are toquiz each other onthe male
reproductive
1. What is thefunction ofscrotum?
2. What are the threemain parts of themale reproductivesystem?
3. What kind ofproblem is oftencaused by theprostate?
Anatomy andphysiologyinvariably involvechemical
processes andmolecules that aremostly discussedin Chemistry.
Linguistic andInterpersonalIntelligence
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point of origin to theurethra of a humanmales body.
system until4. they can label each
organ on thediagramh h ld k
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5. They should taketurns quizzingpartner A first andB second
6. The students were
also given a wordsearch with malereproductivevocabulary
7. to help strengthenthe studentsunderstanding ofthe material
Academic Budget Plantilla
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Science II Biology
Year II Approximate No. of Days:2
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2Third QuarterTopic: The Female Reproductive System; Reproduction and Life Stages
Learning Objectives Learning Content Learning Experiences Learning Evaluation Integration Multiple
IntelligencesTPO1: Describe theparts and functions ofthe different organsystems
TPO2: Identify theparts of the humanreproductive system
TPO3: Give thefunction of thedifferent organ
systems
TPO4: Assess theimportance of each ofthe body system inthe overall functioningof the organism
EO1. Identify anddescribe the partsthat make up thefemale reproductivesystem
The female body,like the male body,has organs, ducts, andhormones involved inreproduction.
Ovaries are importantorgans in a womansbody. Located deep ina womans abdomen,the ovaries produceeggs that, when
fertilized by sperm,develop into babies.Although the ovariescontain thousands ofpotential eggs, usuallyonly one egg maturesat a time and iscapable of beingfertilized.
The Journey of theFemale Egg --- OvumAssign each group ofstudents a componentof the femalereproductive system.In a large area, askstudents to sit on the
floor with their group,
1. Give the significantrole played by eachof the following:a. Ovumb. Fertilizationc. Ovariesd. Vaginae. Fallopian tube
2. In which organ
Anatomy andphysiologyinvariably involvechemicalprocesses andmolecules that aremostly discussedin Chemistry.
InterpersonalIntelligence
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EO2. Give the functionof the femalereproductive system
leaving two openingin the group. Select astudent to act as the"ovum." The ovum willbegin the journey
does the growth ofthe baby occur?
3. What regulates thefemalereproductive
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begin the journeystanding in the ovarygroup. The membersof the ovary group willprovide information
about the ovum andtell the ovum whereshe is headed. Theprocess continues asthe ovum travelsthroughout thereproductive system--- from ovulation tomenstruation orfertilization andimplantation.
reproductivesystem?
4. Where does thenew baby develop?
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Academic Budget PlantillaScience II Biology
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Year II Approximate No. of Days:3Third Quarter
Topic: The Menstrual Cycle; Reproduction and Life Stages
Learning Objectives Learning Content Learning Experiences Learning Evaluation Integration MultipleIntelligences
TPO1: Give thefunction of thedifferent organsystems
TPO2: Assess theimportance of each ofthe body system in
the overall functioningof the organism
TPO3. Describe thestages ofdevelopment of thefertilized embryo andfetus
EO1. Understand thestages in themenstrual cycle.
The menstrual cyclerefers to the growthand release of amature egg from awomans bodyfollowed by thematuration of anotheregg. The averagemenstrual cycle lasts
28 days. Within eachmenstrual cycle, thereis a period ofmenstrual flow whichlasts from three tofive days. This iscalled menstruation.When a womanmenstruates, her bodysheds the unfertilizedegg and a portion ofthe uterus lining. Theblood that is part of
the menstrual flow
Let the studentdiscuss the stages inmenstrual cycle
1. How does themenstrual cycleoccur in females?
2. How long is thecompletemenstrual cycle?
3. Where does afertilized eggattach itself?
4. How long is theusual period of
menstrual flow?
Anatomy andphysiologyinvariably involvechemicalprocesses andmolecules that aremostly discussedin Chemistry.
Linguistic andInterpersonalIntelligence
Page | 109
results from thebreakdown of tinyblood vessels in thelining of the uterus.
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Academic Budget PlantillaScience II Biology
Year II Approximate No. of Days:2Third QuarterTopic: Pregnancy; Reproduction and Life Stages
Learning Objectives Learning Content Learning Experiences Learning Evaluation Integration MultipleIntelligences
TPO1: Give thefunction of thedifferent organ
systems
TPO2: Assess theimportance of each ofthe body system inthe overall functioningof the organism
TPO3:
EO1. Illustrate andexplain thefertilization of the
ovum.
When sperm are inthe oviduct as the eggis moving toward theuterus, fertilization
can occur. The resultof fertilization is thezygote. After thezygote reaches theuterus and begins togrow t is called anembryo. Pregnancy Time Line
A healthy child startswith a healthypregnancy. Teachyour childdevelopment students
about pregnancy by
1. What is the task ofthe uterus duringbirth?
2. What are thethree stages ofbirth?
3. What is ectopic
pregnancy? How
Anatomy andphysiologyinvariably involvechemical
processes andmolecules that aremostly discussedin Chemistry.
LinguisticIntelligence
Page | 110
EO2. Show and pointout significant stagesin the development ofthe ovum
engaging them in thecreation of apregnancy time line.Assign each pupilseveral weeks, or a
can it be harmful?
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the ovum several weeks, or arange of weeks, withina pregnancy. Ask eachstudent to search thereference books for
diagrams showingexpecteddevelopment duringthat stage ofpregnancy. Provide orencourage students toacquire standardpregnancy texts suchas "What to Expectwhen You'reExpecting" by HeidiMurkoff and SharonMazel or "Pregnancy &
Childbirth: TheComplete Guide" byTracie Hotchner, bothof which containdetailed informationand diagrams of thevarious stages ofpregnancy. Instructthe students to copyany diagrams thatthey find and use thewritten information ineach text to compose
a paragraphPage | 111
describing thechanges that occur tobaby and mom duringthat week or block ofweeks.
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Create a line across aclassroom wall usingcolored tape or
ribbon. Place weekmarkers along thetime line you created.When students bringin their information,allow them to placetheir gatheredmaterials in theappropriate place onthe wall.
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Academic Budget PlantillaScience II Biology
Year II Approximate No. ofDays:3Third QuarterTopic: Birth and infancy and Other Life Stages; Reproduction and Life Stages
Learning Objectives Learning Content Learning Experiences Learning Evaluation Integration MultipleIntelligences
TPO1: Assess theimportance of each ofthe body system inthe overall functioningof the organism
EO1. Identify changesin boys and girls
during adolescence
When birth occurs, theuterus must force thebaby from themothers body. Theprocess of forcing thefetus from themothers body iscalled labor. Theuterus contracts
throughout
Trial Run Parenthood
Show your studentsjust how taxingparenting can be byallowing them to try it
out. Give each student
1. At what agedoes a childbecome an adult?2. What changes
take place in boys
Anatomy andphysiologyinvariably involvechemicalprocesses andmolecules that aremostly discussedin Chemistry.
SpatialIntelligence
Page | 113
EO2. List down thechanges happen frombirth to middle or oldage.
pregnancy, keepingthe muscles exercisedand ready for birth.During infancy, babiesneed a great deal of
an egg to take care offor a set period oftime. Sign the bottomof each egg to ensurethat no students
and girls duringadolescent?3. Whatresponsibilities areusually taken on
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love and caring.During childhood,physical and motorskills develop.Between ages 18 to20, during adulthood,our bodies become fullgrown. Middle age isthe period of agebeyond youngadulthood but beforethe onset of old age.
surreptitiously swaptheir original egg for afresh one. Instruct thestudents to carry theiregg with themeverywhere, takingcare not to drop theirfragile, temporarybaby. Grade studentson their success inkeeping their egg"alive" throughout thecourse of the activity.
during earlyadulthood?4. What doesmenopauseinvolve?
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Academic Budget PlantillaScience II Biology
Year II Approximate No. ofDays:2Third QuarterTopic: Organic Nutrients, Inorganic Nutrients and a Balance Diet; Nutrients and Your Health
Learning Objectives Learning Content Learning Experiences Learning Evaluation Integration MultipleIntelligences
TPO1: Assess theimportance of each ofthe body system inthe overall functioningof the organism
EO1. Define food andexplain its significance
to the human body
Any material that anorganism needs to liveand grow is known asa nutrient. Nutrientssupply the energyused for all lifeactivities. Thenutrients needed byall organisms are
proteins,
Choosing DrinksBefore class, preparesmall paper cups on a
tray that contain a
1. Why should ameal contain allnine essential
amino acids?
Nutrients arefurther covered inChemistry.
SpatialIntelligence
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consumption of drinkswith statisticalinformation
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Academic Budget PlantillaScience II Biology
Year II Approximate No. ofDays:4Third QuarterTopic: Fertility Problems and Population Growth
Learning Objectives Learning Content Learning Experiences Learning Evaluation Integration MultipleIntelligences
TPO1: Analyze someproblems on fertility
TPO2: Suggest ways
of planning population
Fertility problems arecommonplaceconcerns for bothmales and females, so
they must find ways
Enumerate fiveexamples of methodsused for familyplanning, then state
how each of them
Anatomy andphysiologyinvariably involvechemical
processes and
InterpersonalIntelligece
Page | 117
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the body system inthe overall functioningof the organism
TO2: Identify the risksof contamination to
properly. A disease isa disturbance of thebody.
biochemistry somethingcovered inChemistry.
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of contamination tovarious sexuallytransmitted diseases
EO1. Identify threetypes ofmicroorganisms thatcan cause disease inhumans
EO2. Determine thetwo main types ofbody defences againstdiseases
EO3. Differentiateinfectious disease andbody disorder;depressants andstimulants; antibodiesand antibitics
Students will learn thebasics of the immunesystem using aworksheet withcartoon depictions ofthe different lines ofdefence.Students will then bedivided into groups to"act out" whathappens when thebody faces an invader.Students in eachgroup will have todecide how to bestrepresent the immuneresponse and performtheir version for theclass.
1. What are thetwo basic types ofdiseases?2. What are thedifferencebetween aninfectious diseaseand a bodydisorder?3. Name the threetypes ofmicroorganismsthat can causediseases inhumans.4. How areantibodies andantibiotics similar?How are theydifferent?
Academic Budget PlantillaScience II Biology
Year II Approximate No. ofDays:3Third QuarterTopic: Maintaining the Balance; Maintaining a Healthy Body
Page | 119
Learning Objectives Learning Content Learning Experiences Learning Evaluation Integration MultipleIntelligences
TPO1: Assess theimportance of each ofthe body system in
The body is a set ofsystem in delicatebalance. The body
Nutrients arediscussed ingreater depth inChemistry.
NaturalisticIntelligence
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e body sys ethe overall functioningof the organism
EO1. Determine theresult when a persontake in more caloriesthan he needs
EO2. Describe twoproblems with a dietin which most of thecalories come from fat
EO3. Identify theeffect of alcohol in apersons nervoussystem
ba a ce e bodymust receive abalanced supply ofnutrients. Too much ortoo little of a nutrientcan throw the body offbalance. So can drugs.Even those that ishelpful in smallamounts.
Activity basedExperimentComparing the Energyfrom Walnuts andPeanutsMaterials:3 walnut halves,graduated cylinder ormetric measuringspoons, 3 peanuthalves, safety glasses,6 matches, heart-resistant test tube,thermometer, testtube holder, cork,straight pin
Purpose:Determine if there ismore energy inwalnuts or in peanuts.The breakdown offood in cells duringthe energy releaseprocess is somethinglike burning. When
burned outside of the
Based on theexperiment:1. When the first
walnut was burned,how much did thetemperature of thewater in the testtube increases?
2. What was theaverage rise ofwater temperaturefor the three trialswith the walnuts?
3. Nutrition booksshow that walnutscontain 40% morecalories thanpeanuts. How doesthat statementcompare with yourdata?
4. What comparisonscan you draw aboutenergy fromwalnuts andpeanuts? If you
were dieting, Which
C e s y
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body, food releasesheat. The heatreleased from burningfood can nemeasured. This heat iscomparable to the
type of nut wouldbe better for you toeat?
Fill in the blank.1. Cholesterol can be
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pamount of energy thatis released from thebreakdown of foodinside the body.
Procedure:1. Put 10ml of water
in a heat-resistanttest tube. Measureand record thetemperature of thewater
2. Stick a pin througha walnut half sothat the walnut isup by the head ofthe pin. Stick theother end of the pininto a cork
3. Light a walnut withthe match. Using atest tube holder,hold the test tubewith the water in itover the burningwalnut. (Caution:Wear safety glasseswhen heating glassover a flame)
4. When the wall nut
a problem forpeople who eattoo much ___.
a. White
sugarb. Whiteflourc. Saturated fatd. Protein
2. ___ is especiallydamaging to thebrain and livera. Cholesterolb. LSDc. Nicotined. alcohol
3. Eating a balanceddiet will prevent___.a. Pneumoniab. Obesityc. Malnutritiond. Sugar diabetes
4. ___ will supplyenergy but willlack necessarynutrients.a. Empty calories
b. DepressantsPage | 121
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Science II Biology
Year II Approximate No. ofDays:2Third QuarterT i E i Y B d P f
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Topic: Exercise; Your Bodys Performance
Learning Objectives Learning Content Learning Experiences Learning Evaluation Integration MultipleIntelligences
TPO1: Assess theimportance of each ofthe body system inthe overall functioningof the organism
EO1. Determine theimportant reason toexercise
EO2. Differentiateanaerobic and aerobicexercise
E03. Identify thecauses of