Gerald LabSch. Syllabus Final

7/31/2019 Gerald LabSch. Syllabus Final

1/16

Republic of the PhilippinesDavao del Norte State College

INSTITUTE OF EDUCATIONNew Visayas, Panabo City, Davao del Norte

DAVAO DEL NORTE STATE COLLEGE INSTITUTE OF EDUCATION

VISION: A premier regional center for human resource and development, technologygeneration and transfer, and technology commercialization in the various disciplines

mandated by the College Charter with the aim in view of improving the quality of life of

the people in Davao del Norte in particular and Region XI in general.

VISION: A source of innovations in curriculum, instructional delivery and evaluationsystems designed for a dynamic teacher education program.

MISSION:

1. Primarily cater to deserving clientele particularly the underprivileged and

undeserved;

2. Develop the expertise of its personnel in their respective disciplines;3. Endeavor to be a replica of industry in the pursuit of its functions in instruction,

research, extension and production; and

4. Produce highly competent and versatile professionals, technologists,

technicians and workers who will take pro-active leadership role in the different sectors

of society.

MISSION:

1. Supply versatile education graduates who are imbibed with a high degree of

professional ethics.

2. Explore new avenues for effective and efficient teaching-learning procedures.3. Advocate new discoveries in instructional technologies.

COURSE SYLLABUS IN SCIENCE II (Biology)

I Course : Laboratory SchoolII Course Title : Science and Technology II (Biology)III No. of Units & Contact Hours/Week : 1.8 Units / 6.0 Hours per weekIV School Year : 2012 - 2013V Course Description : The course covers basic concepts on life processes focusing on structure-to-function relationships among

organisms. Evolutionary trends in the development of organ-systems are examined. This course not onlyaims to make students discover unity in diversity but also appreciate and value the role of man as

custodian of the living world.VI General Objectives : The learner demonstrates understanding of basic concepts and processes in Biology as deepened byother disciplines to analyze/solve problems critically, think innovatively/creatively, and make informeddecisions to enhance the integrity and wellness of the human person, protect the environment andconserve resources in order to sustain quality life.


2/16

VI Course Outline

Week NCBTS Topic FocusLearning Outcomes/

CompetenciesAssessment Tools

Learning

Experiences/Activities

Instructional

AidsDuration

1(June

11-15,

2012)

Social Regard for

Learning

1.1 Teachers

actions

demonstrate

value for learning

1.2 Demonstrates

that learning is of

different kinds

and from

different sources

Class Orientation

VMGO

Syllabus Contents

Election of New Set of

fficers

I. Introduction to Biology

A. Introduction

Acquaint students with the

MGO and the course outline

Orient student with classroom

olicies

- Explain the different partsof life.

- Name the different

characteristics shared by

living things

- Describe the methods ofclassification and naming

of living things

- Value the importance of

life and its diversity

- Rubric for activityoutput

- Quiz

- Discussion

- Groupings

- Synthesis

- Reflection

- Discussion/Lecture

- Brainstorming

- Group Activity

- Problem Solving

- Reporting

- Chalkboard- Syllabus

-

Handouts

- Paper and

Pen

- Chalkboard- Handouts

- Paper and

Pen

- LCD Projector

6 hrs

2

(June

18-22,

2012)

Learning

Environment

2.1 Creates an

environment that

promotes

fairness

B.. The Scientific Method - Classify and explain the

different steps of Scientific

Method

- Perform activities utilizingScientific Method

- Develop open

mindedness and positive

thinking in solving lifesproblems

- Rubric for activity

Output

- Quiz


- Brainstorming

- Group Activity

- Problem Solving

- Reporting

- Laboratory Work

- Chalkboard

- Handouts

- Paper and

Pen

- LCD Projector

6 hrs


3/16

3

(June

25-29

2012)

Community

Linkages

6.1 Establishes

learning

environments

that respond to

the aspirations of

the community

II. Changes in the Ecosystem - predict changes in a biotic

community after a period of

time.

- differentiate the two kinds of

ecological succession.

- site the different types of

ecological backlashes that

affect us.

- Value the importance of our

countrys ecosystem.

- Rubric for essaywriting

- Quiz


- Brainstorming

- Group Activity

- Problem Solving

- Reporting

- Film Showing

- Chalkboard

- Handouts

- Paper andPen

- LCD Projector

6 hrs

4

(July 2-

6,

2012)

Community

Linkages

6.1 Establishes

learning

environments

that respond to

the aspirations of

the community

III. Philippine Biodiversity - Discuss the different threats

and pressures facing

Philippine biodiversity at

both species and

ecosystems level.

- Explain the importance of

individual and collective

actions for biodiversity

conservation.

- analyze the different

environmental laws and

their impact on

biodiversity conservation.

- Rubric for essaywriting

- Quiz


- Brainstorming

- Group Activity

- Problem Solving

- Reporting

- Film Showing

- Drawing

- Chalkboard

- Handouts

- Paper and

Pen

- LCD Projector

6 hrs.

5

(July 9-

13,

2012)

Diversity of

Learners

3.1 Determines,

understands, and

accepts the

learners diverse

backgroundknowledge and

experience.

IV. The Cell

1. Cell Theory - enumerate the parts of the cell

theory

- explain that, according to the

cell theory, the basic unit of life

is the cell- value the importance of cells

- Rubric for drawing

- Quiz


- Brainstorming

- Group Activity

- Reporting

- Drawing

- Chalkboard

- Handouts

- Paper and

Pen

- LCD Projector

6 hrs


4/16

2. Microscope - Identify the parts and functions

of the microscope

- Explain how the invention of

the microscope increased our

knowledge of the cell.

- familiarize the parts, functions

and manipulation of the

microscope

- Value the importance of the

microscope


- Quiz


- Brainstorming

- Group Activity

- Reporting

- Drawing

- Laboratory Work

- Chalkboard

- Handouts

- Paper and

Pen

- LCD Projector

- Microscope

6

(July

16-20,

2012)

Social Regard for

Learning

1.2 Demonstrates

that learning is of

different kinds

and from

different sources

3. Cellular Structures - Describe the basic structure

of the cell

- Draw a model of a plant

and animal cell


cell as simplest form of life



output

- Quiz


- Brainstorming

- Group Activity

- Reporting

- Drawing

- Chalkboard

- Handouts

- Paper and

Pen

- LCD Projector

6 hrs

7

(July

23,25

27,

2012)

Diversity of

Learners

3.1 Determines,

understands, and

accepts the

learners diverse

background

knowledge and

experience.

Curriculum

4.1 Demonstrates

mastery of the

subject

A. prokaryotic vs.

eukaryotic cells

B. plant vs. animal cells.

- Differentiate prokaryotic and

eukaryotic cells

- Explain the difference between

the prokaryotic and eukaryotic

cells


eukaryotic and prokaryotic

cells

- Differentiate plant and animal

cells.

- Enumerate the difference of

plant animal- Value the significance of the

two kinds of cells



output

- Quiz


output

- Quiz


- Brainstorming

- Group Activity

- Reporting

- Drawing


- Brainstorming

- Group Activity

- Reporting

- Chalkboard

- Handouts

- Paper and

Pen

- LCD Projector

- Chalkboard

- Handouts

- Paper and

Pen- LCD Projector

6 hrs


5/16

Week NCBTS Topics

Learning

Outcomes/Competencies Assessment Tools

Learning

Experiences/Activities

Instructional

Aids Duration

10

(Aug 13

17,

2012)

Diversity of

Learners

3.1 Determines,

understands, and

accepts the

learners diverse

background

knowledge and

experience.

V. From Light Energy to

Chemical Energy of Food

- classify the parts of a plant with

complete parts

- discuss concepts on specialized

leaves, stems and roots

- value the importance of the

plant parts that is needed for its

food production


output

- Quiz


- Brainstorming

- Group Dynamics

- Film Showing

- Reporting

- Chalkboard

- Handouts

- Paper and

Pen

- LCD Projector

6 hrs

11

(Aug

20

Curriculum

4.1 Demonstratesmastery of the

subject

A. Photosynthesis

1. Light-dependent reactions - predict the possible effects ofthe oversupply and/or

undersupply of the factors

affecting photosynthesis


- Quiz

- Discussion/Lecture- Brainstorming

- Group Dynamics

- Film Showing


- Paper and

Pen

6 hrs.

8

(July 30

Aug 3,

2012)

Curriculum

4.1 Demonstrates

mastery of the

subject

C. cell cycle and cell division - Describe how certain processes

account for the passage of

molecules in and out of the cell

- Infer the importance of

transport of materials within

the cell to ones health

- Appreciate the significance of

cell transport in the cell.


output

- Quiz



- Brainstorming

- Group Activity

- Reporting

- Chalkboard

- Handouts

- Paper and

Pen

- LCD Projector

6 hrs.

9

(Aug 6

10,

2012)

FIRST PERIODICAL

EXAMINATION

- Answer specific questions

asked from the topics covered

in the first grading period

- Value the importance of study

and develop honesty in

answering questions

Paper and pencil

Test

Rubric for portfolio

Summative

Assessment

Test Paper

Test Booklet

Pen

3 hrs


6/16

24,

2012)

Diversity of

Learners

3.1 Determines,

understands, and

accepts the

learners diverse

background

knowledge and

experience.

- describe how requirements of

the light reactions are obtained

by plants

- compare the light and dark

reactions


light reaction in plant food

production

- Reporting

- Laboratory Work

- LCD Projector

12

(Aug 27

31,

2012)

Learning

Environment

2.5 Creates a

healthy

psychological

climate for

learning

Social Regard for

Learning

1.2 Demonstrates

that learning is ofdifferent kinds

and from different

sources

2. Light-independent reac-

tions

C. Glucose and production of

food molecules

- Describe how requirements of

the light-independent reactions

are obtained by plants

- Compare the light and dark

reactions

- Summarize the factors that

affect photosynthesis


dark reaction in plant food

production

- identify the presence of glucose

in plants

- describe ways on how food

molecules from glucose benefit

life

- appreciate the importance of

glucose in food production


output

- Quiz


output

- Quiz


- Brainstorming

- Group Dynamics

- Film Showing

- Reporting


- Brainstorming

- Group Dynamics

- Film Showing

- Reporting

- Chalkboard

- Handouts

- Paper and

Pen

- LCD Projector

- Chalkboard

- Handouts

- Paper and

Pen

- LCD Projector

6 hrs.

13

(Sept 3 7,

2012)

Community

Linkages

6.1 Establisheslearning

environments that

respond to the

D. Plant reproduction and

propagation

- identify each part of a flower

and relate each part to its role insexual reproduction

- discuss the stages involved in

the sexual reproduction of


output- Quiz



- Brainstorming- Group Dynamics

- Film Showing

- Reporting

- Chalkboard

- Handouts- Paper and

Pen

- LCD Projector

6 hrs.


7/16

aspirations of the

community

flowering plants

- describe some characteristics of

organisms that make them

efficient food producers

- describe ways of growing and

propagating desirable plant

species

-value each part of the plant that

aids in its reproduction

- Laboratory Work

14

(Sept

10

14,

2012)

Social Regard for

Learning

1.2 Demonstrates

that learning is of

different kinds

and from different

sources

VI. From Chemical Energy of

Food to Chemical Energy of

ATP

A. Aerobic respiration - identify the raw materials and

end products of respiration

- explain how stored energy in

glucose is released in respiration

- cite situations that show how

respiration occurs in organisms

-appreciate the aerobic

respiration that is vital to almostall living organisms


output

- Quiz

Discussion/Lecture

- Brainstorming

- Group Dynamics

- Film Showing

- Reporting

- Chalkboard

- Handouts

- Paper and

Pen

- LCD Projector

6 hrs.

15

(Sept

17

21,

2012)

Social Regard for

Learning

1.2 Demonstrates

that learning is of

different kinds

and from different

sources

B. Anaerobic respiration - explain how stored energy in

glucose is released in respiration

- compare aerobic and anaerobic

respiration in terms of ATP

production and end products

-value the importance of

anaerobic in living organisms


output

- Quiz

Discussion/Lecture

- Brainstorming

- Group Dynamics

- Film Showing

- Reporting

- Laboratory Work

- Chalkboard

- Handouts

- Paper and

Pen

- LCD Projector

6 hrs.

16

(Sept

24

Social Regard for

Learning1.2 Demonstrates

that learning is of

different kinds

VII. Energy Flow in the Eco-

systemA. One-way flow of energy in

the biosphere (deriving food

from the lowest trophic level)

- race the energy flow in a food

chain and food web

- analyze the relationship


output

- Quiz


- Brainstorming

- Group Dynamics

- Chalkboard

- Handouts

- Paper and

6 hrs.


8/16

28,

2012)

and from different

sources

between producers and

consumers through the energy

pyramid

- appreciate the flow of energy

that sustains life

- Film Showing

- Reporting

Pen

- LCD Projector

17

(Oct 1

5,

2012)

Social Regard for

Learning

1.2 Demonstrates

that learning is of

different kinds

and from different

sources

B. Food pyramid - discuss the advantage of

deriving our food source (fruits

and vegetables) from the lowest

trophic level.

- discuss the possible effects of

the disruption of food chain or

food web on food production

-value the importance of the food

pyramid in our planet


output

- Quiz


- Brainstorming

- Group Dynamics

- Film Showing

- Reporting

- Chalkboard

- Handouts

- Paper and

Pen

- LCD Projector

6 hrs.

18

(Oct 8

12,

2012)

SECOND PERIODICAL

EXAMINATION

-Answer specific questions

asked from the topics covered in

the second grading period

-Value the importance of study


answering questions

Paper and pencil

test

Rubric for project

Summative

Assessment

Test Paper

Test Booklet

Pen

3 hrs

19

(Oct

15-19

2012)

Social Regard for

Learning

1.2 Demonstrates

that learning is of

different kinds

and from different

sources

Learning

Environment

2.5 Creates a

healthy

psychologicalclimate for

learning

VIII.Human Organ Systems

and Nutrition

Systems

-recognize the necessity of coor-

dinated functioning of the organ

systems for

(a) support and movement,

(b) digestion and

absorption, and exchange,

(c) transport and protection,

(d) control, and

(e) proper growth, development,

health and survival of

humans


output

- Quiz


Socialized Discussion

Groupings

Synthesis

Reflection

- Chalkboard

- Handouts

- Paper and

Pen

- LCD Projector

6 hrs


9/16

20

(Oct

22-26

2012)

Social Regard for

Learning

1.2 Demonstrates

that learning is of

different kinds

and from different

sources

Learning

Environment

2.5 Creates a

healthy

psychological

climate for

learning

(continuation)

Human Organ Systems and

Nutrition

Systems

-analyze how nutrients (water,

carbohydrates, proteins, fats,

vitamins and minerals) contribute

to proper functioning of specific

organ systems

-infer the importance of

observing a balanced diet and of

having sleep, work, exercise in

moderation to achieve

homeostasis


output

- Quiz


Discussion/Lecture

Brainstorming

Group Activity

Problem Solving

Reporting

Laboratory Work

- Chalkboard

- Handouts

- Paper and

Pen

- LCD Projector

6 hrs

21

(Oct

29-31

2012)

Diversity of

Learners

3.1 Determines,

understands, and

accepts the

learners diverse

backgroundknowledge and

experience.

IX. Types, Prevention, Detec-

tion and Treatment (tradi-

tional

and alternative)of Diseases

in Each Organ System

-analyze the importance of the

germ theory

-identify one or more common

diseases/ disorders of each hu-

man organ system and their de-

tection, symptoms, causes andtreatment

-relate food deficiencies and life-

styles to malfunctioning of organ

systems

-suggest ways to prevent/treat

common diseases/ disorders of

human organ systems


output

- Quiz

Discussion/Lecture

Brainstorming

Group Dynamics

Drawing

Film Showing

- Chalkboard

- Handouts

- Paper and

Pen

- LCD Projector

6 hrs

22

(Nov. 5-9,

2012)

Diversity of

Learners

3.1 Determines,

understands, and

accepts thelearners diverse

background

knowledge and

X. Contemporary Health Is-

sues that Promote Proper

Nutrition and Overall Well-

ness

-discuss the implications of

current health issues on nutrition

and overall wellness

-enumerate different ways oftaking care of our organs

-value our organs


output

- Quiz


- Brainstorming

-Group Dynamics

-Film Showing-Reporting

- Chalkboard

- Handouts

- Paper and

Pen- LCD Projector

6 hrs.


10/16

experience. XI. Technologies Related to

Human Organ

-describe advances in

technologies that promote

healthy human organ systems

- compare different technologies

that is used to augment the

function of a damaged organ

- value the importance of our

organ to care for it properly


output

- Quiz


- Brainstorming

-Group Dynamics

-Film Showing

-Reporting

- Chalkboard

- Handouts

- Paper and

Pen

- LCD Projector

23

(Nov.

12-16,

2012)

Social Regard for

Learning

1.2 Demonstrates

that learning is of

different kinds

and from different

sources

Learning

Environment

2.5 Creates a

healthy

psychological

climate forlearning

XII. Reproduction as a Bio-

logical Function

A. Mitosis and Meiosis

B. Human reproduction

-describe how mitosis results to

asexual reproduction

-describe the importance of the

meiosis in gamete formation

-compare different types of

sexual reproduction in lower

forms of life and in animals

-value the formation of life

through mitosis and meiosis

-describe the menstrual cycle-describe the process of

fertilization

-trace the development of the

zygote up to the fetal stage

-appreciate the beauty of life and

its creation


output

- Quiz


- Quiz


- Brainstorming

-Group Dynamics

-Film Showing

-Reporting


-Group Dynamics

-Film Showing

-Reporting

- Chalkboard

- Handouts

- Paper and

Pen

- LCD Projector


- Paper and

Pen

- LCD Projector

6 hrs

24

(Nov.

19-232012)

Social Regard for

Learning

1.2 Demonstrates

that learning is of

different kindsand from different

sources

XIII. Reproduction and

Health Issues

-identify the causes and risks of

the abnormalities in the male and

female reproductive system and

cite ways how toprevent them

-investigate common sexually

transmitted infections


output

- Quiz


- Brainstorming

-Group Dynamics


- Chalkboard

- Handouts

- Paper and

Pen- LCD Projector

6 hrs


11/16

-examine their personal

responsibility in preventing the

spread of STIs

-value the importance of the

reproductive system and its

significance for human survival

25

(Nov.

26- 30,

2012)

Social Regard for

Learning

1.2 Demonstrates

that learning is of

different kinds

and from different

sources

XIV. Reproduction and Social

Issues

-investigate the development of

animal and human cloning

-investigate how cloning

becomes a social issue

-give some implications of rapid

population growth

-determine how fertility drugs

affect ones health.

-value life as it is


output

- Quiz


- Brainstorming

-Group Dynamics

-Film Showing

-Reporting

- Chalkboard

- Handouts

- Paper and

Pen

- LCD Projector

6 hrs

26

(Dec.3

7,

2012)

Social Regard for

Learning

1.2 Demonstrates

that learning is of

different kindsand from different

sources

XV. Reproduction and Ethical

Issues

-investigate new tools,

techniques and dilemmas

presented by in vitro fertilization

-discuss the moral and ethicalissues involved with the test tube

babies

-analyze surrogacy and the

existing laws

-appreciate technologies that

helps human reproduction


output

- Quiz


- Brainstorming

-Group Dynamics


- Chalkboard

- Handouts

- Paper and

Pen- LCD Projector

6 hrs.

27

(Dec.

10-14,

2012)

Social Regard for

Learning

1.2 Demonstrates

that learning is of

different kinds

and from differentsources

A. Abortion, early and

unwanted pregnancy

-discuss scientific implication and

ethical issues on abortion

-realize the impact of premature

parenthood on their future lives

- value life and proper familyplanning methods to prevent

abortion, early and unwanted

pregnancy


output

- Quiz


- Brainstorming

-Group Dynamics

-Film Showing

-Reporting

- Chalkboard

- Handouts

- Paper and

Pen

- LCD Projector

6 hrs


12/16

28

(Jan. 7-

11

2013)

Social Regard for

Learning

1.2 Demonstrates

that learning is of

different kinds

and from different

sources

LearningEnvironment

2.5 Creates a

healthy

psychological

climate for

learning

XVI. Mendelian and

Non-Mendelian Laws of He-

redity

analyze Mendels experiment on

arden peas illustrating the

endelian principles of

nheritance

infer that genes control the

nheritance of a character

identify traits that follow

endelian patterns of heredity

-solve monohybrid and dihybrid

rosses given the phenotypes and

enotypes of parents

infer that certain traits do not

lways follow the Mendelian

rinciples of heredity

-infer that certain traits do not

lways follow the Mendelian

rinciples of heredity

appreciate the study of genetics


output

- Quiz

Socialized Discussion

Groupings

Synthesis

Reflection

Syllabus

Chalkboard

Paper and Pen

6 hrs

29

(Jan.

14-18

2013)

Social Regard for

Learning

1.2 Demonstrates

that learning is of

different kinds

and from different

sources

XVII. Molecular Genetics - describe the structures of RNA

and DNA

- analyze the vital role played by

DNA, RNA and proteins in

heredity

- determine causes of mutation

- describe what happens when

mutation occurs

- value the importance of DNA

and RNA in the formation of

living organisms


output

- Quiz

Discussion/Lecture

Brainstorming

Group Activity

Group Dynamics

Problem Solving

Reporting

Chalkboard

Handouts/

actsheets

Activity Sheet

Paper and Pen

6 hrs


13/16

30

(Jan.

21-25

2013)

THIRD GRADING

EXAMINATION


asked from the topics covered in

the third grading



answering questions

Paper and pencil

test

Rubric for project

Summative

Assessment

Test Paper

Test Booklet

Pen

3 hrs

31(Jan.

28-Feb.

1,

2013)

Social Regard for

Learning1.2 Demonstrates

that learning is of

different kinds

and from different

sources

XVIII. Sex-Related Inher-itance

- discuss how sex in humans isdetermined

- explain different sex

chromosomal aberrations

- differentiate sex-limited and

sex-influenced traits

- make an inference on sex-linked

traits

-appreciate sex related

inheritance traits


- Quiz


- Group Dynamics

- Film Showing

-Reporting


- Paper and

Pen

- LCD Projector

6 hrs.

32

(Feb.4-

8,

2013)

Social Regard for

Learning

1.2 Demonstratesthat learning is of

different kinds

and from different

sources

Community

Linkages

6.1 Establishes

learning

environments that

respond to the

aspirations of the

community

XIX. Usefulness of Genetics - explain what Genetically

Modified Organisms or Foods are- discuss the medical importance

of genetics

- analyze how genetics is used in

agriculture and other areas that

promote and improve livelihood

- describe how genetics is used in

applying certain technologies like

genetic engineering

- analyze how genetics can help

make sound decisions

- appreciate the usefulness of

genetics in improving human lives


output- Quiz


- Brainstorming- Group Dynamics

- Film Showing

-Reporting

- Chalkboard

- Handouts- Paper and

Pen

- LCD Projector

6 hrs


14/16

33

(Feb.

11-15

2013)

Social Regard for

Learning

1.2 Demonstrates

that learning is of

different kinds

and from different

sources

Learning

Environment2.5 Creates a

healthy

psychological

climate for

learning

XX. Evolution

A. Evidence of change (geo-

logical evidence: age of the

earth

and fossil record; anatomical

evidence: homologous,

analogous structures, and

vestigial organs; embryologi-cal

evidence; and biochemical

evidence)

- determine how the earths

history spans from the present to

the assumed age of the earth

- discuss the geologic time scale

- analyze the available data that

support or negate the assumed

age of the earth

- describe how fossils are formed- make inferences from other

evidence of change

- appreciate the evolution

process that life on earth has

undergone


output

- Quiz


- Brainstorming

- Group Dynamics

- Film Showing

-Reporting

- Chalkboard

- Handouts

- Paper and

Pen

- LCD Projector

6 hrs

34

(Feb.

18-22,

2013)

Social Regard for

Learning

1.2 Demonstrates

that learning is of

different kinds

and from different

sources

B. Mechanism of change (sci-

entific evidence and/or

inferences dealing with artifi-

cial selection, natural selec-

tion,

speciation and genetic varia-tion)

- describe artificial selection

- describe natural selection

- simulate natural selection

- make an investigation on

mutations, genetic

recombination, and genetic driftand how these concepts are used

in explaining evolution

- appreciate the theory which

theorizes on how organisms

evolve and adapt


output

- Quiz


- Brainstorming

- Group Dynamics

- Film Showing

-Reporting

- Chalkboard

- Handouts

- Paper and

Pen

- LCD Projector

6 hrs

35

(Feb.

25

Mar.1,

2013)

Social Regard for

Learning

1.2 Demonstrates

that learning is of

different kinds

and from different

sources

XXI. Biological Classification - discuss the importance of

classifying organisms

- discuss the of classification

- discuss characteristics of

organisms placed in each of the

six kingdoms

- value the importance ofdiversity in life


output

- Quiz


- Brainstorming

- Group Dynamics

- Film Showing

-Reporting

- Chalkboard

- Handouts

- Paper and

Pen

- LCD Projector

6 hrs.


15/16

36

(Mar.

48,

2013)

Learning

Environment

2.5 Creates a

healthy

psychological

climate for

learning

Community

Linkages6.1 Establishes

learning

environments that

respond to the

aspirations of the

community

XXII. Value or Usefulness of

Certain Organisms

Ecological, medical,

- analyze the value or usefulness

of various organisms in regard to

health, ecology, economy and

technology.

- enumerate important species of

organisms that are useful to

humans and nature

- appreciate the usefulness of the

creatures in helping us andnature


output

- Quiz


- Brainstorming

- Group Dynamics

- Film Showing

-Reporting

- Chalkboard

- Handouts

- Paper and

Pen

- LCD Projector

6hrs.

37

(Mar.

1115,

2013)

FINAL EXAMINATION


asked from the topics covered in -

the fourth grading


and develop honesty inanswering questions

Paper and pencil

test

Rubric for project

Summative

Assessment

Test Paper

Test Booklet

Pen

3 hrs

VII Course Requirements : Active class participation, Class attendance, Class exercises (seat work, quizzes), Drawing material,Written assignment, Periodical examination, Long test, Reporting

Grading : Periodical Examinations 25%Quizzes 10%Assignments 10%Participation 35%

Projects 20%100%


16/16

VIII References : Campbell, N. A., Williamson, B., & Heyden, R. J. (2006). Biology: Exploring life. New Jersey: PearsonPrentice HaCampbell, N. A., Reece, J. B., & Mitchell, L.G. (1999). Biology(5th ed.). New York: Benjamin Cummings,an imprinof Addison Wesley Longman, Inc.Campbell, N. A., Reece, J. B., & Simon, E.J. (2004). Essential Biology(2nd ed.). New York: Benjamin Cum-mings,an imprint of Pearson Education, Inc.Melchor, MarcianoB., 2007. Introduction to Biology. Rex Book Store, Quezon CityDitan, Carolina, 2005. Introduction to Biological Science. National Book Store, Mandaluyong CityJohnson, George B. , 2008. Essentials of the Living World. 5 th Edition. McGraw Hill, Boston, USA

www.biologycorner.comwww.biology101.orgwww.courseworld.comwww.101science.com

Prepared by:

GERALD G. APOSTOLInstructor

Approved by:

FLORENCIA D. SITCHON, Ph. D.Dean, Institute of Education
http://www.biologycorner.com/http://www.biologycorner.com/http://www.biologycorner.com/http://www.biologycorner.com/http://www.biology101.org/http://www.biology101.org/http://www.biologycorner.com/

Gerald LabSch. Syllabus Final

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