Unit Author

First and Last Name

Jessa Mae Alcoy

Jeremy Bartolome
Renz Dave Calzada
Karen Macadangdang
Jessica Mae Anne Manuel
Marc Kevin Manuel
Karen Noble
Krihs Anne Joy Pagala
Novelyn Salvador

Author's E-mail Address

Renz122996@yahoo.com.ph

Course Name(s)
Course Number(s)
Course Section(s)
School City, State, Zip

2900

Instructor Name(s):

Unit Overview
Unit Plan Title

Biorhythm

Curriculum-Framing Questions

Essential Question

Is it important to reproduce?
What is reproduction? How do you find life cycle? What is
metamorphosis?

Unit Questions

What is the difference between complete metamorphosis

and incomplete metamorphosis?
In what situation does knowing about reproduction helpful?

Unit Summary

This unit is about reproduction of living things. The activities are meant to derive the levels of
the life cycle of animals, plants and humans. The strategy used is practical work. Also, the
relationship between complete metamorphosis and incomplete metamorphosis is highlighted.
Oftentimes, teachers just give the levels of the life cycle to the pupils and let them draw for
some activities. This maybe one of the reasons why pupils cannot distinguish complete
metamorphosis from incomplete metamorphosis. The purpose of this unit plan is to teach Life
Cycle through a constructive approach and in collaborative groups about the life cycle.
Throughout all lessons, there is scaffolding, and hands- on engaging activities. In this unit,
students will turn into bioligists as they learn about animal life cycle, plant life cycle and
human life cycle.
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Subject Area(s):

Mathematics- counts the number of days during the cycle

Language arts- writing an essay, creating life cycle portfolio and writing observations and
reflections.
Arts- draws the life cycle for presentation
Grade Level (Click boxes of all grade levels that apply)

K-2
6-8
ESL
Gifted and Talented

3-5
9-12
Resource
Other:

Student Objectives/Learning Outcomes

1.
2.
3.
4.
5.
6.
7.
8.

Understand the stages of the life cycle.

Identify and analyze the different stages of the life cycle.
Examine a bean during germination.

Reflect on their journal observations.

Create a portfolio about the lesson.
Differentiate between complete metamorphosis and incomplete metamorphosis.
Create a simple book about the stages of life cycle.
Present an output

Targeted State Frameworks/Content Standards/Benchmarks

K-12 Curriculum
4. Heredity: Inheritance and Variation
4.1 Life Cycles
4.2 Humans, Animals and Plants
*Plants and animals have life cycles.
*These may include beginning of a life, development into an adult, reproduction as
An adult, and eventually death.
Life cycle which can be affected by their environment.
Procedures

Day 1
The teacher will have an introduction about reproduction. That female parent produces
egg cells in its reproductive organ called the ovary and male parent produces sperm cells in
its reproductive organ called the testes. Then the teacher will ask a question, What
happens when a sperm cell and an egg cell unite? before presenting a power point about
the different life cycles of animals, plants and humans.
After the presentation, the teacher will give an activity or seat work about the lesson
given.

Day 2
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The teacher will teach a poem:

Little Plant
In the heart of the seed
Buried deep, so deep
A dear little plant
Lay fast asleep
Wake! said the voice
Of the raindrops bright.
The little plant heard
And it rose to see
What the wonderful
Outside world might be!
After teaching the poem, the teacher will divide the class into 4 groups for their activity.
In this lesson the students will be watching a video about plant life cycle. After watching,
each group should go outside the classroom and look for the stages of a plant. And they
are expected to bring a seed, germinated seed and a seedling. Then they have to present
what they gathered each group
Day 3
In this day, the teacher will conduct a seat work about plant life cycle.
Day 4

In the fourth day, the teacher again will divide the class into 3. Wherein each group are
assigned to go to the library for 30 minutes and research about animal life cycle. The student
must draw different life cycles and present their output after the given time.
Day 5
The teacher will teach a song:
Five Green and Speckled Frogs
Five green and speckled frogs
Sat on a speckled log
Eating some most delicious bugs.
Yum! Yum!
One jumped into the pool
Where it was nice and cool,
Then there were four green speckled frog.
Ribbit! ribbit! ribbit!

The teacher will show a video about different animal life cycle. While watching, the
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teacher is explaining the different stages of the cycles. And discusses mainly the difference
between complete metamorphosis and incomplete metamorphosis of the life cycle. After
watching the video. The teacher will instruct the students to make their own song about an
animal or insects in the same groupings like in the 4th day.
Day 6
Before starting human life cycle, the teacher will ask some questions about animal life
cycle to test if learners understood the previous lessons. Then conduct a quiz about plant
and animal life cycle.

Day 7
In this lesson, the teacher will show a video about human life cycle. After watching the
video, the students will be asked to write an essay about the changes of their selves from
the day they were born until their present ages.
Day 8
In this day, the students will stay in their respective groups and make an output about
their lesson with life cycle. They are advised to draw animal, plant and human life cycle.
They need to reflect also about the lesson in this unit. And should prepare their own cheers
or songs.
Day 9
This is the time where students will be presenting their outputs. They will draw their
numbers to know the order of presentation. The teacher had prepared her rubrics for
grading the said activity.
ASSESSMENT RUBRIC FOR LIFE CYCLE PRESENTATION
Presentation
Below
Developing
Meeting
Exceeding
Expectations
Skills
Expectations
Expectations
1
2
3
4
The
stages
are
clearly
shown,
colorful
and
neat. Shows
time and effort
Presentation
is short and
creative
Demonstrating
teamwork
Day 11
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The pupils will be given a quiz about the unit and as an assignment they do reflective
writing. The responses of the pupils will be used as guide of the teacher in improving the
activities for the unit.

Approximate Time Needed (Example: 45 minutes, 4 hours, 1 year, etc.)

11 days, 60 minutes each day

Prerequisite Skills

Students will need to understand the idea of a life cycle and be introduced to the purpose of
the lesson
Key Lesson
1. What is life Cycle? (The student will be introduced to what life cycle and its stages.)
2. What is metamorphosis? ( The students will learn about metamorphosis and its kinds)
3. The Flourishing Life Cycle ( Students will review all that they have learned in the
3 lessons)
Materials and Resources Required For Unit

Technology Hardware (Click boxes of all equipment needed.)

Camera
Laser Disk
Computer(s)
Printer
Digital Camera
Projection System
DVD Player
Scanner
Internet Connection
Television

VCR
Video Camera
Video Conferencing Equip.
Other:

Technology Software (Click boxes of all software needed.)

Database/Spreadsheet
Image Processing
Desktop Publishing
Internet Web Browser
E-mail Software
Multimedia
Encyclopedia on CD-ROM

Web Page Development

Word Processing
Other:

Printed Materials

Books, activity sheet

Supplies

Manila paper, coupon bond, crayons

Internet Resources

http://www.KidZone.ws

Others

Accommodations for Differentiated Instruction

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Most of the activities included in this unit involve exploration.

For the resource pupils, they can do the exploration but
most probably they settle with just answering the question
without going further with their investigation.
Resource Student

For instance, in the preparation of the presentation the slow

or even the average pupils may just prepare 3 to 5 drawings
without much enhancement and may just contain the answer
to the question What happens when sperm cell and egg cell
unites? In the activity where pupils use manila paper or
coupon bond to present their out drawing of different life
cycles.

Student Assessment

For each activity, the teacher goes around the room not only to give assistance but also to
assess how the pupils go about the activity. She takes notes of the difficulties the pupils are
encountering both in preparing the project and in doing the problem solving activities or the
explorations. She also takes notice of those who are actively participating from those who are
not.
For the projects, evaluation guidelines are prepared focusing on content, organization, layout
and design, and communication. Each project is rated by the teacher based on these criteria
and to be done after the presentation.
A quiz about the unit will be given to the pupils. The quiz focuses on the concepts they have
learned about the unit.

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