SEC 2010 SCIENCE II Integrative Biology TEACHING GUIDE FIRST QUARTER B (CELLULAR STRUCTURES AND FUNCTION)

7/31/2019 SEC 2010 SCIENCE II Integrative Biology TEACHING GUIDE FIRST QUARTER B (CELLULAR STRUCTURES AND FUNCTION)

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2010 Secondary Education CurriculumIntegrative Biology

Quarter: 1B Topic: Cellular Structures and

Functions

Time Frame: 25 days

Stage 1Content Standard:

The learner demonstrates understanding of cellular structuresand functions used in the livelihood, promotion of foodproduction and health.

Performance Standard:The learner develops innovative, marketable, replicable and cost-effective products resulting from understanding of cellularstructures and functions.

Essential Understanding(s):

Understanding of cellular structures and functions can be usedin promoting livelihood, food production and health.

Essential Question(s):

How can understanding of cellular structures and functions beused?

Learners will know:

I. Cell Theory

II. Cellular Structures

III. Cellular Functions

A. Transport of materials

B. Cell division

C. ATP production

IV. Promotion of Livelihood, Food Production and Health

through Cellular Activities

Learners will be able to:

1. Explain how the invention of the microscope increased ourknowledge of the cell.

2. Discuss main parts and organelles of the cell.

3. Explain cell functions.

4. Discuss recent applications of cell study with regard tolivelihood, food production and health.


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Stage 2

Product or Performance Task:

Innovative, marketable, replicable, cost-effective products resulting fromunderstanding of cellular structures andfunctions

EXPLANATION

Describe cellular structures and theirfunctions.

Criteria:

a. Thorough discussing completely howcell structures work)

b. Justifiable (providing depth andbreadth of scientific reasoning)

c. Clear (expressing with clarity scientificthoughts in written or oral form)

INTERPRETATION

Illustrate how cell maintains its life througha creative story.

Criteria:

a. Meaningful (giving the significance ofits parts in keeping it alive.);

b. Illustrative (discussing accuratedata/information that show details of thesignificance);

APPLICATION

Make a project proposal for developing

product(s) based on the knowledge about

Evidence at the level of performance

Performance assessment of the productbased on the following criteria: Innovativeness/ creativity

- originality- critical thinking in finding ways/meansto produce the product

Marketability

- quality- aesthetic value- usability

Replicability of the production processes- easy/simple production process- availability of materials

Cost- effectiveness- quality product at low cost- availability of materials

Benefits to ones health and the

environment

- usability- practicality- safety in using the product


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cell.

Criteria:

a. Appropriate (proposing ways orapproaches how the knowledge of cellscan be used/adapted in relation to oneslife)

b. Practical (suggesting how these waysor approaches can be done easily)

c. Efficient (expounding how the proposedways or approaches will employ theproductive use of time and resources)

d. Effective (achieving the desired resultin using the knowledge of the cell)

PERSPECTIVE

Compare benefits derived from differentcommercially available productsdeveloped through understanding of cell.

Criteria:

a. Insightful (providing comparison of thehealth benefits derived from the products)

b. Credible (citing authoritative sources ofinformation)


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EMPATHY

Assume what a one would feel aboutthe use of products (developed based onunderstanding of cell) to promotelivelihood, food production and health.

Criteria:

a. Perceptive (recognizing the dilemmaor problem that one faces in using saidproducts)

b. Responsive (exhibiting how one willreact to this situation)

SELF-KNOWLEDGE

Reflect how one can promote livelihood,food production and health based onones understanding of cell structures andfunctions.

Criteria:

a. Reflective (becoming aware on what

one can do to promote livelihood, foodproduction and health based on thisunderstanding)

b. Responsive (reacting positively as aresult of developing this awareness)


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Stage 3

Teaching/Learning Sequence:

EXPLORE

Learners shall:

1. undergo assessment on background knowledge of characteristics of life

2. be introduced the topic cell structures and functions and its subtopics

(Suggested Activity:The learners will trace development in technology and contributions of scientists that led to thediscovery of the cell. Research the following people: Robert Hooke, Hans and Zacharias Jannsen, Anton vanLeeuwenhoek, Matthias Schleiden, Theodor Schwann, Rudolf Virchow. List some of their contributions to science and dates

of these contributions. Refer to attached suggested activity CSF 1.)

3. be oriented on related and varied resources and materials to be used in understanding cell structures and functions (see

resources and equipment/materials needed)

4. be given time to formulate questions on cell structures and functions to initially find out what is/are interesting for them; be

given time to formulate other questions leading to the Essential Question focusing on the value of cell structures and

functions.

(SuggestedStrategies: KWL, Focus Group Discussion, brainstorming, think-pair & square, dyads, round robin,etc.)

5. generate as many tentative ideas (TI) related to the Essential Question (EQ) as possible to show what they already knowabout cell structures and functions

As part of initial activities, learners shall be given an overview of the cell as a highly organize structure,understanding how discoveries on cellular structure and functions have led to useful technologies, whatthey are expected to learn and how their learning shall be assessed. This also involves understanding ormaking meanings out of the scientific knowledge obtained.


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(Suggested Strategies: Use brainstorming, Focus Group Discussion, graphic organizer, concept mapping, etc. At thispoint, the teacher shall be careful not to reject learners opinion but shall encourage them to give their ideas without beingjudged as right or wrong. Each tentative idea (TI) shall be written on the board.)

6. be grouped accordingly to choose some of the identified prior knowledge, alternative conceptions and tentative ideas (TI)

(Suggestion: Whatever each group of learners selected, the group shall be asked to challenge or explore the validity of

these prior knowledge, alternative conceptions or tentative ideas during the Firm Up Stage.)

7. be oriented that they need to show their understanding of cell structures and functions by developing products resultingfrom this understanding.

8. be informed that these products resulting from understanding of cellular structures and functions shall be assessed basedon the following criteria: (a) Innovativeness/ creativity (b) marketability (c) replicability of the production processes(d) cost-effectiveness (e) promotion of livelihood, food production and health.

(Suggestion: Brainstorming may be used to discuss how these criteria shall be used. Learners need to be clarified on the

details on how their product or performance shall be assessed. Such details of criteria may be revised based onagreements reached.)

FIRM UP

Varied learning experiences shall be introduced to help learners disprove alternative conceptions,examine/assess prior knowledge, and begin to discover the validity of tentative ideas(TI) related to the EQ;

make their understanding of cell structures and functions real; equip them with skills and knowledge; andundergo differentiated instruction to address their unique strengths and needs. This involves acquiringscientific knowledge which is about accessing information, i.e., what information is needed, where informationcan be located and how information can be gathered focusing on cellular structures and functions


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I. Cell Theory

Learners shall:

1. explain that, according to the cell theory, the basic unit of life is the cell

(MAIN IDEA:The millions of different kinds of living things that exist on earth today have the following characteristics incommon: they are composed of cells, function as a result of their cells and produce new offspring by cell reproduction. Theconcepts of the cell theory serve to unite all living things.)

(Strategy Strategies: think pair & square, group discussion)

(Suggested Activity: Evaluate evidence to support the cell theory.Construct a timeline showing the chronology of thehistorical events leading to the development of the cell theory. Refer to suggested activity CSF Activity 2.)

2. describe how the invention of the microscope increased our knowledge of the cell

(Strategy Strategies: KWL Chart, graphic organizer, group discussion)

(Suggested Activity: 1) Give a brief history on the invention and development of the microscope. Describe thedistinguishing features of each type of microscope, how it operates and how objects are viewed that later led to theknowledge about the cell. 2) Present and discuss their output)

(Strategy: KWL Chart, graphic organizer, group discussion)

3. be familiarized with parts, functions and manipulation of the microscope

(Main Idea: Familiarization with the parts and proper manipulation of the microscope will make the study of biology effectiveand enjoyable.)

(Strategy: Think, Pair & Share)

(Suggested Activity: Identify parts and function of the microscope, handle the microscope properly and store the


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microscope properly. Refer to suggested activity CSF Activity 3.)

a. Cellular Structures4. describe the main parts of the cell

(Main Idea: The main parts of the cell are: (a) the cell membrane, which defines the boundaries of the cell; (b) the nucleus,which controls the activities of the cell, and (c) the cytoplasm, where various cell organelles are found.)

(SuggestedStrategies: Show & Tell, graphic organizer-describing wheel)

(Suggested Activities: Activity 1. Identify the main parts of the cell. Using their creative abilities and resources from books,trace, color and label main parts of the cell. Present and discuss their outputs. Activity 2. Use microscope to observe partsof the cell. )

5. explain the functions of the cell organelles.

(Main Idea: Inside the cell, a variety of specialized structures called organelles carry out their functions for different cellactivities.)

(Suggested Strategies: making models, group discussion)

(Suggested Activity: Create an accurate, detailed 3-D model of either a plant or animal cell. Each organelle must have thecorrect shape and be about the right size for the model (i.e., Ribosomes should not be larger than the nucleus). Models maybe edible or not. Refer to attached suggested CSF activity 4)

6. differentiate prokaryotic and eukaryotic cells

(Main Idea: There are many different cells that do many different things. But all of these cells fall into one of the two maincategories: prokaryotic cells and eukaryotic cells.

(SuggestedStrategies: making models, group discussion, oral presentation)

(Suggested Activity: Create an accurate, detailed 3-D model of prokaryotic and eukaryotic cells. Prepare an oral report


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about the similarities and differences between prokaryotic and eukaryotic cells. Refer to attached suggested activity CSF 5)

7. differentiate plant and animal cells.

(Main Idea: Plant cells have cell wall, plastids and large vacuoles; these are not found in animal cells. Animal cells have acentrosome which is absent in plant cells.)

(SuggestedStrategies: brainstorming, oral presentation, class discussion)

(Suggested Activity: Construct Venn diagram to differentiate plant and animal cells. Refer to attached suggested activityCSF 6)

a. Cellular FunctionsA. Transport of materials (active and passive transport, phagocytosis, endocytosis, exocytosis, etc.)

8. describe how certain processes account for the passage of molecules in and out of the cell

(Main Idea: Molecular transport is the movement of molecules across a membrane. Two kinds of molecular transport are

used in an organism: passive and active transport.)

(Suggested Strategy: games/experiments/simulations)

(Suggested Activity: Conduct experiments to draw concepts on passive transport; ICT materials and other references maybe used to draw concepts about active transport. Refer to attached suggested activity CSF 7.)

9. infer the importance of transport of materials within the cell to ones health

(Main Idea: Transport of substances ranges from simple movement of substances needed to survive, to the balancing ofcompounds to keep the cell in a stable environment.)

(Suggested Strategy: KWL, use of ICT materials; use of INTERNET)

(Suggested Activity: Use available reference materials to understand concept about transport of materials or WebInvestigations: Analyze why transport of materials is important in understanding carrier-mediated transport leading to a


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basic understanding of how cells and organisms work. Examine how all essential nutrients (e.g., ions, glucose, amino

acids) must be brought into the cell via some sort of regulated transport mechanisms rather than via diffusion. Discussabout low potassium deficiency, use of IV fluids to patients, etc. Refer to attached suggested activity CSF 8)

b. Cell Division(TN: Discuss two types, mitosis and meiosis with emphasis on mitosis, the second type meiosis to be

discussed in connection with sexual reproduction in Quarter 3)

10.observe the stages of cell division.

(Main Idea: Cell division is the process in which a cell divides into two new cells, and it occurs in a series of stages inmitosis.)

(SuggestedStrategies: experiments/ model making)

(Suggested Activity: Observing Mitosis: a) Observing the phases of mitosis as they appear under a microscope. b) Useprepared slides of mitosis in animal and plant cells. Refer to attached suggested activity CSF 9.)

11.explain the relevance of cell division in medicine and agriculture.

(Main Idea: The most important applications of mitosis are in plant research and in many biological and medicalexperiments.)

(SuggestedStrategies: KWL Chart, Focus Group Discussion, brainstorming, think-pair & square)

(Suggested Activity: Use available reference materials or Web Investigation: a) Utilize information on the INTERNET to

identify practical applications of cell division in medicine and agriculture. B) Write a brief description of the applicationsand their contribution to medicine and agriculture. Refer to attached suggested activity CSF 10.)

C. ATP production

12.discuss the importance of ATP production in the life of the cell. (TN: Focus discussion on the organelle involved in ATPproduction; use varied resources or materials, e.g., models and ICT materials in the discussion)

(Main Idea: Mitochondria convert the energy contained in food into a useful molecular form of energy for the cell ATP.)


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(Suggested Strategies: KWL Chart, Focus Group Discussion, brainstorming, think-pair & square,graphic organizer Fivesentence paragraph, model making)

(Suggested Activity: Use available reference materials or Web Investigation: a) Utilize information on the INTERNET, ICTmaterials and models to study the mitochondria and how ATP is produced as a form of energy for the cell. b) Make amodel of a mitochondrion showing its parts. Refer to attached suggested activity CSF 11.)

IV. Promotion of Livelihood, Food Production and Health through cellular activities

13.discuss recent applications of cell study with regard to livelihood, food production and health.(TN: Tissue culture as used

in plant propagation, cancer treatments, delaying ageing process; stem cell technology)

(Main idea: Cell and cell products are utilized in both traditional and modern biotechnology to produce materials to maintain

and improve life.)

(Suggested Activity: Web Investigation: a) Identify different examples of cell and cell products. b) Discuss and describe their

applications in improving agriculture, health and medicine. Refer to attached suggested activity CSF 12.)

(Strategy: KWL Chart, Focus Group Discussion, brainstorming, think-pair & square)

DEEPEN

Learners shall be engaged in understanding scientific knowledge which includes the processing andmaking meanings out of the information. Learners need to reflect, revisit, revise and rethink their ideas;express their understandings and engage in meaningful self-evaluation; and undergo in-depth study of cellstructure, functions and processes using multiple sources of information and various modalities ofmanifesting learning.


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Learners shall:

1. apply technologies to demonstrate how cellular functions promote livelihood, food production and health.(TN: Learners

shall be encouraged to make use of food preservation techniques like drying, salting, pickling, use of sugar,

refrigeration and non-refrigeration techniques; developing products for aesthetic reasons like soaking and dyeing

potpourri making, producing varied colors of flowers, etc.)

(Suggested Activities: Conduct a 2-day handson activity for learners to develop products utilizing food preservation

techniques like drying, salting, pickling, use of sugar, refrigeration and other nonrefrigeration techniques;

developing products for aesthetic reasons like soaking and dyeing potpourri making, producing varied colors offlowers, etc. by applying different technologies to demonstrate how cellular functions promote livelihood, food production

and health.)

2. make a project proposal to develop innovative, marketable, replicable and cost-effective products resulting from understandingof cellular structures and functions that promote livelihood, food production and health.

At the level of understanding, learner shall:

3. describe the cellular structures and their functions (EXPLANATION)4. reflect on the possible effects of the environment on cells (SELF-KNOWLEDGE)5. compare and contrast different commercially available cell products and explain their benefits on ones health.

( PERSPECTIVE)

To draw out the essential understanding, learners shall:

6. contemplate on the essential question How can understanding of cellular structures and functions be usedto improve life?by doing the following:

Reexamine their revised TI; and

Justify their previous answers based on the understanding(s) gained


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TRANSFER

Learners shall:

1. develop innovative, marketable, replicable and cost-effective products resulting from understanding of cellular structures andfunctions that promote livelihood, food production and health

2. Evaluate their own product based on specific criteria.

Resources (Websites, Software, etc.)

http.//www.lessonplansic.com/biology_lesson_plans_cell_organelles.phphttp.//www.biology-online.org/9/5_protein_activity.htmhttp//www.epilepsy.com/epilepsy/mitochondrial functionshttp//www.buzzle.com/articles/mitochondria_structure_and functions.htmlhttp//www.cas.muohio.edu/mbi-ws/microscopes/evolution.htmlhttp//www.cas.muohio.edu/mbi-ws/microscopes/microscopes/fathers.html

Other references:

Joaquin, C. et al. Functional Biology Modular Approach

Krogh, david. Biology: A Guide to the Natural World, 2nd ed.

Science & Technology. Biology textbook

Miller & Levine. Biology

There is no need to encourage learners to organize their learning experiences so that they can move

from teacher-guided and concrete activities to independent applications where they create or produce

new knowledge in science. This is to challenge learners to transfer their learning in new settings and use

this creatively to generate new ideas, view things differently and reengineer processes. Learners shall be

involved in designing, constructing, planning, producing new knowledge and/or inventing products

which can promote livelihood, food production and health.


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Materials/Equipment Needed:

Manila paperMarking pens

Colored papers

Cutouts

Glasswares

Computer

Computer presentations

LCD Projector

Educational film

SEC 2010 SCIENCE II Integrative Biology TEACHING GUIDE FIRST QUARTER B (CELLULAR STRUCTURES AND FUNCTION)

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