Plantilla Unit II-IV

7/29/2019 Plantilla Unit II-IV

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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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Year II Approximate No. of Days: 3Second QuarterGeneral Topic: Monerans and Viruses

LearningObjectives


LearningEvaluation


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.


Year II Approximate No. of Days: 4

Second QuarterGeneral Topic: Protists

LearningObjectives


LearningEvaluation


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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Year II Approximate No. of Days: 5Second Quarter

General Topic: Fungi

LearningObjectives


LearningEvaluation


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.


Year II Approximate No. of Days: 4Second QuarterGeneral Topic: Simple Plants

LearningObjectives


LearningEvaluation


TPO: Differentiatesexual fromasexualreproduction in avariety oforganisms

Answer thefollowingquestions:

1. What isalteration ofgenerations?

Describe how itoccurs in one typeof simple plants.



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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.


Year II Approximate No. of Days: 2Second QuarterGeneral Topic: An Overview of Photosynthesis

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LearningObjectives


LearningEvaluation


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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Year II Approximate No. of Days: 5Second Quarter

General Topic: Complex Plants

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LearningObjectives


LearningEvaluation


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.



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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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Year II Approximate No. of Days: 5

Second QuarterGeneral Topic: Growth of Flowering Plants

LearningObjectives


LearningEvaluation


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.


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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.


Year II Approximate No. of Days: 5Second QuarterGeneral Topic: Reproduction in Flowering Plants

LearningObjectives


LearningEvaluation


TPO1: Analyze therole of green plants

as energy supplierof the ecosystem

AntherGermination

Imperfect flowerNectarPerfect flower

Some methodsused in planting

and flowering arecovered in TLE.


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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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Year II Approximate No. of Days: 5Second QuarterGeneral Topic: Invertebrates

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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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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


Experiences

Learning

Evaluation


IntelligencesTPO: Describe thedistinguishingcharacteristics ofthe different

AmphibianBony fishChamberChordate

Classification anddescription areskills that arelearned in English


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Page | 70


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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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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Year II Approximate No. of Days: 4Second QuarterGeneral Topic: Animal Behavior

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Learning

Objectives


Experiences

Learning

Evaluation


IntelligencesTPO: Describe thedistinguishingcharacteristics ofthe different

Choose the answerthat bestcompletes each ofthe following



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Page | 74

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


TPO1: Describe theparts and functions ofthe different organsystems


TPO3: Give thefunction of thedifferent organ

systems


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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Year II Approximate No. ofDays:2Third QuarterTopic: The Nervous System; Support, Management and Control of the Human Body



TPO2: Identify theparts of the differentorgan systems in the

human body



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


SpatialIntelligence

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Year II Approximate No. of Days:2Third QuarterTopic: The Respiratory System; Supply and Transport



TPO2: Identify the

parts of the differentorgan systems in thehuman body


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

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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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Year II Approximate No. of Days:2Third QuarterTopic: The Digestive System; Supply and Transport



TPO2: Identify theparts of the different

organ systems in thehuman body



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?


Year II Approximate No. ofDays:2Third QuarterTopic: Blood and Lymph; Supply and Transport




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


Page | 90

different organsystems

throughout the body.Blood is the fluid ofhealth transporting 1 What is contained


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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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Year II Approximate No. of Days:2Third QuarterTopic: The Excretory System; Supply and Transport




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


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.

Page | 93

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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Year II Approximate No. ofDays:1Third QuarterTopic: Detecting Internal Changes; Internal Checks and Balances




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


Logical-mathematical;bodily-linesthetic

Page | 95

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?

Page | 97

partner time youfor one minute.Calculate the

b f i


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number of timesyou inhale whilebreathingnormally.

3. Record your data


Year II Approximate No. ofDays:2Third QuarterTopic: The Endocrine Glands; Internal Checks and Balances


TPO1: Describe theparts and functions of

The brain and nervesplay major parts in

Anatomy andphysiology

LinguisticIntelligence

Page | 98

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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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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Year II Approximate No. ofDays:2Third Quarter

Topic: Detecting External Changes; Internal Checks and Balances

Page | 101


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


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

Page | 102

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


TPO4: Assess theimportance of each ofthe body system in


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


systems


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


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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Year II Approximate No. of Days:3Third Quarter

Topic: The Menstrual Cycle; Reproduction and Life Stages





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?


Linguistic andInterpersonalIntelligence

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results from thebreakdown of tinyblood vessels in thelining of the uterus.


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Year II Approximate No. of Days:2Third QuarterTopic: Pregnancy; Reproduction and Life Stages



systems


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


processes andmolecules that aremostly discussedin Chemistry.

LinguisticIntelligence

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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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Year II Approximate No. ofDays:3Third QuarterTopic: Birth and infancy and Other Life Stages; Reproduction and Life Stages



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


SpatialIntelligence

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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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Year II Approximate No. ofDays:2Third QuarterTopic: Organic Nutrients, Inorganic Nutrients and a Balance Diet; Nutrients and Your Health



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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Year II Approximate No. ofDays:4Third QuarterTopic: Fertility Problems and Population Growth


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


processes and

InterpersonalIntelligece

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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?


Year II Approximate No. ofDays:3Third QuarterTopic: Maintaining the Balance; Maintaining a Healthy Body

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The body is a set ofsystem in delicatebalance. The body

Nutrients arediscussed ingreater depth inChemistry.

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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



EO1. Determine theimportant reason toexercise

EO2. Differentiateanaerobic and aerobicexercise

E03. Identify thecauses of

Plantilla Unit II-IV

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Transcript of Plantilla Unit II-IV