Falcon Learning Center Topical Lesson Plan in Biology Prepared by: Berith Grace A. Magcalas Lesson 1 I.

Learning Objectives At the end of the learning activities, students should be able to: 1. define biology and explain its importance, 2. identify the branches of biology, 3. enumerate and explain the steps of scientific method, 4. solve problems using scientific method. Learning Content A. Subject Matter: Introduction to Biology B. Materials: pictures of the branches of biology C. Reference: Biology pp.1-6 D. Time Frame: 2 days Learning Experiences DAY 1 A. Motivation Tell the student to look around their environment. Observe their surroundings. Let them enumerate all the things that they see. Tell the class that what they see is part of Biology. Question: 1. What are the things you can see around you? 2. What do you think is the common characteristics of these things? 3. What is Biology? B. Presentation 1. Ask the students to define biology in their own words. 2. Using the pictures, discuss the branches of biology. The teacher will provide cues so that the students can easily remember the branches of biology. 3. Let the students cite the importance of biology in everyday life 4. Introduce the scientific method 5. Discuss the steps in scientific method. Ask the students to enumerate, explain and give examples for each step. Closure: Among the branches of Biology, what do you think is the most important? Why? IV. Evaluation: The students will think of a problem and their classmate will solve it using the scientific method.

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Agreement: Borrow an investigatory project or scientific report from your friends or librarian. Interpret and analyze the data by creating a schematic diagram. Data will be presented in front of the class. Let the students share their own evaluation of the investigatory project or scientific report. (The teacher will explain what a schematic diagram is before giving the assignment) DAY 2 A. Motivation: The teacher will post scientific situations on the board. Ask the students to give their judgment or opinions about the given situation. Questions: 1. What is the basis of your judgments? 2. How did you come up with your evaluation? B. Presentation: 1. Remind the students of the dos and donts while someone is reporting in front. 2. The teacher will provide the rubric how the students will be graded. 2. The students will give a report about their work.

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Topical Lesson Plan in Biology Prepared by: Berith Grace A. Magcalas Lesson 2 I. Learning Objectives At the end of the learning activities, students should be able to: 1. compare living and non-living things, 2. enumerate the characteristics of life, 3. explain each characteristics and give examples, 4. justify why an object is classified as living or non-living Learning Content A. Subject Matter: Characteristics of Life B. Materials: cartolina, paper C. Reference: Biology pp. 7-10 D. Time Frame: 1 day Learning Experiences A. Motivation - Ask the students to observe and classify the objects around them as living or non-living things. Questions: 1. How did you classify those objects? 2. What standard did you use in classifying them? 3. How will you know if an object is living or non-living? B. Presentation 1. Discuss the characteristics of life. 2. Let the student explain each characteristic in their own words. 3. Ask the students to give examples for further explanations. Closure: How will you classify a virus? Is it a living or a non-living thing? Analyze the characteristics of life then compare it to the characteristics of virus. IV. Evaluation: Choose one object then classify it as living or non-living thing. The student should justify his/her answer by explaining or citing the characteristics of life. Agreement: Choose one biologist listed on pages 15-18. Read his or her biography and note his or her valuable contributions in the field of biology. The students will characterize his or her choice of biologist in front.

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Falcon Learning Center Topical Lesson Plan in Biology Prepared by: Berith Grace A. Magcalas Lesson 3 I. Learning Objectives At the end of the learning activities, students should be able to: 1. identify the laboratory equipments and techniques used in Biology, 2. name occupations related to biology, 1. characterize the life of some noted biologist and cite their works, 4. label the parts of a compound microscope and state the functions of each. Learning Content A. Subject Matter: Careers in Biology B. Materials: pictures of modern techniques in Biology, C. Reference: Biology pp. 10-19, Biology Laboratory Manual pp. 1-28 D. Time Frame: 5 days Learning Experiences DAY 1 A. Motivation - If you are a biologist, what do you want to study? B. Presentation 1. Discuss briefly the noted biologists and their contributions. 2. Ask the students to cite some examples of careers in the field of Biology. 3. The students will characterize the biologists in front of the class 3. Let them explain how Biology affects their future. Closure: What do you want to be someday? Do you think Biology is related to it? How? Agreement: Answer Activity 4 Biologists at Work DAY 2 Perform Activity 1 Know your Biology Tools and Equipment Perform Activity 2 Thinking Like A Scientist and Activity 3 Acting Like A Scientist pp. 7-14 DAY 3 4. Introduce the modern biological tools and equipments 5. Explain the use of each tools and equipment Evaluation:

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SW: If you will be given a chance to invent something, what would it be and how will it contribute to Biology?

DAY 4 -Perform Activity 5 The Compound Microscope and Activity 6 Focusing with Compound Microscope pp. 19-28. IV. Day 5 Evaluation: Quiz

Falcon Learning Center Topical Lesson Plan in Biology Prepared by: Berith Grace A. Magcalas Lesson 4 I. Learning Objectives At the end of the learning activities, students should be able to: 1. identify and discuss the seven major elements of life and its functions, 2. enumerate and explain the inorganic compounds in the body, 3. measure the change in the pH of the water, 4. compute the kilograms of water contained in their body. Learning Content A. Subject Matter: Inorganic elements of life B. Materials: weighing scale, 250 mL beaker, 100 mL distilled water, pH meter, straw, timer, junk foods C. Reference: Biology 119-123, Biology Laboratory Manual pp. 45-48 D. Time Frame: 4 days Learning Experiences DAY 1 Perform Activity Acid from Breath pp. 45-48 DAY 2 A. Motivation - Ask the students to bring out the different food packages with labels, the teacher ask them to bring. Let them identify as many elements and compounds they can find on the food labels. B. Presentation 1. Discuss the seven major elements in living system 2. Let the students explain their functions. Evaluation: S.W. Ask the students to compute the water in their body by following the instruction of the teacher DAY 3 4. Ask the students to enumerate the inorganic compounds in the body. 5. Discuss the functions of inorganic compound Closure: Which of the following elements is the most important? Why?

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DAY 4 Evaluation: Quiz

Agreement: 1. Do the take home task on page 34. Place your answer in a one whole sheet of paper.

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Topical Lesson Plan in Biology Prepared by: Berith Grace A. Magcalas Lesson 5 I. Learning Objectives At the end of the learning activities, students should be able to: 1. enumerate the organic compound in the body, 2. explain the functions of the organic compounds, 3. identify the components and basic units of the organic compounds, 4. demonstrate the action of the enzyme catalase on hydrogen peroxide. 5. determine the effect of temperature and pH on the activity of catalase Learning Content A. Subject Matter: Organic compounds B. Materials: pictures of the structure of the organic compounds, cow or pig liver, scalpel, chopping board, potato, test tube, water, alcohol lamp, vinegar, graduated cylinder, hydrogen peroxide, forceps, marker, colored cardboard, pencil, coloring pen, ruler C. Reference: Biology 123-133, Biology Laboratory Manual pp. 57-64 D. Time Frame: 4 days Learning Experiences DAY 1 A. Motivation - Why do Filipinos love to eat rice? - Why do Americans love to eat burger? - What are the similarities of rice and burger? B. Presentation 1. Introduce the organic compounds 2. Ask the students to differentiate organic form inorganic compound. 3. Discuss carbohydrates, lipids and proteins. Connect it to the question in the motivation part 4. Explain the functions of each compound 5. Ask the students to give examples of foods that contain carbohydrates, lipids and proteins Closure: How will you maintain the proper balance of these 3 organic compounds in your body? DAY 2 4. Discuss the nucleic acids and its function 5. Let the student differentiate DNA from RNA

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Evaluation: SW: The students will conduct an interview to the canteener of the campus. They will make a summary of their interview. It should include the following: 1. 2. 3. 4. 5. Introduction List of common foods prepared in the canteen Ingredients they usually use Compound that can be found in those foods Conclusion

DAY 3 Perform Activity 14 Bubbling Tissues Agreement: Perform Activity 15 Making your own DNA structure model DAY 4 Quiz

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1st Quarter Topical Lesson Plan in Biology Prepared by: Berith Grace A. Magcalas Lesson 4 I. Learning Objectives At the end of the learning activities, students should be able to: 1. describe how organisms are classified, 2. enumerate the seven levels of classification, 3. explain the binomial nomenclature, 4. create a mnemonic device that will help them remember the levels of classification of plants and animals, 5. classify different samples of rocks.. Learning Content A. Subject Matter: Vectors and Scalars? B. Materials: rock, pictures of plants, animals, bacteria and man. C. Reference: Biology pp. 25-26 D. Time Frame: 1 day Learning Experiences DAY 1 A. Motivation - Show the pictures of plants, animals, bacteria and man. Ask the students to classify them according to their own criteria. Check the work of the students Questions: 1. Why did you classify those pictures as such? 2. What do you think is the basis of the biologists in classifying? B. Presentation 1. Discuss the seven levels of classification 2. Ask the students to give an analogy that will cover the seven levels of classification 3. Explain the Binomial Nomenclature and cite some examples. Closure: In the Philippine culture, how do we classify the people? IV. Evaluation : SW: Ask the students to classify different samples of rocks. Assess students criteria for classifying each. Let the students create a mnemonic device that will help them remember the levels of classification of plants and animals.

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Falcon Learning Center Topical Lesson Plan in Biology Prepared by: Berith Grace A. Magcalas Lesson 5 I. Learning Objectives At the end of the learning activities, students should be able to: 1. explain why biologists classify organisms, 2. enumerate the three domains of organisms, 3. differentiate the 5 kingdom system from the 6 kingdom system of classification, 4. describe the basic characteristics and life processes of representative organisms in the major taxonomic categories, 5. collect organisms and record their characteristics and life processes, 6. culture and observe the different types of protists and bacteria. Learning Content A. Subject Matter: Systems of Classification B. Materials: different organisms, pictures of each kingdoms, dried grass, hay, tap water, sterilized wide-mouth bottle, pond water, cheesecloth, rubber band, ph paper, medicine dropper, glass slides, cover slip, microscope, agar plates, marker, objects of your choice to test for the presence of microorganisms: coin, pen, key, toothpick, sandwich, fruit juice, methyl blue, glass slides, cover slips, compound microscope C. Reference: Biology pp.27-43, Biology Laboratory Manual pp. 29-36 D. Time Frame: 5 days Learning Experiences DAY 1 A. Motivation -What would happen if all the fungi and bacteria on earth suddenly died? - How would you be affected personally? B. Presentation 1. Introduce the systems of classification and ask the students what is the importance of classifying 2. Discuss the three domains of organisms DAY 2 3. Discuss the 5 kingdom system and 6 kingdom system. Let the student differentiate the 2 system of classification 4. Ask the students to describe the basic characteristics and life processes of representative organisms in each category

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Closure: Referring to systems of classification, do you consider Philippines as a biodiversity country? Evaluation: SW: Look for different organisms inside the campus then describe their characteristics and life processes. Classify them using both 5 kingdom and 6 kingdom system. DAY 3 Perform Activity 7 Protist Parade pg.29 DAY 4 Perform Activity 8 Microbes Galore pg.33 IV. DAY 5 Evaluation : Quiz

Falcon Learning Center Topical Lesson Plan in Biology Prepared by: Berith Grace A. Magcalas Lesson 6 I. Learning Objectives At the end of the learning activities, students should be able to: 1. define evolution , 2. explain the different theories about evolution, 3. describe how evolution takes place, 4. enumerate and explain the evidences of evolution, 5. compare the modern theory of evolution to Darwin and Lamarcks theory, 6. simulate camouflage done by organisms to blend with their environment. 7. make a theory about the origin of s certain entity Learning Content A. Subject Matter: Evolution B. Materials: pictures of early man and evidences of evolution, paper puncher, construction paper, 10 pieces sealable bags, cloth, transparent tape, puzzle, quiz C. Reference: Biology pp. 50-68, Biology Laboratory Manual pp. 37-40 D. Time Frame: 6 days Learning Experiences DAY 1 A. Motivation - Form two groups of volunteer students with two to three members each. Have them unscramble the pieces of puzzle and find out what the puzzle contains in three minutes. Ask the class how they decide which pieces of the puzzle go together. B. Presentation 1. Point out that like a puzzle for a scientist to understand the past, he must first find out the relationship among the things of the past. 2. Ask the students to define evolution in their own words. 3. Let the students give their explanation why evolution occurs 4. Discuss Lamarcks and Darwins Theory of Evolution. Let the student judge their work. Encourage critical thinking by asking them evidences why they consider the latter theories to be true. Evaluation: Conduct a debate in the class with the theme: Lamarck vs. Darwin: the true origin of man

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DAY 2 5. Enumerate the evidences of evolution. Ask the opinion of each student about the evidences. Let them cite examples to better explain the concept. Evaluation: SW: The students will make a live noon time talk show that will explain the evidences of evolution. They should present facts and recent discoveries. This will stimulate their awareness to the present impact of science in the society. DAY 3 6. Explain the modern theory of evolution. 7. Ask the students to compare the modern theory of evolution to the theory of Darwin and Lamarck. 8. Let them make a conclusion which one is closer to reality. Closure: What do you think is the origin of Filipino race? Explain your evidences why do you say so. DAY 4 Perform Activity 9 Survival of the fittest pp. 37-40 IV. DAY 5 Evaluation: Quiz

Falcon Learning Center Topical Lesson Plan in Biology Prepared by: Berith Grace A. Magcalas Lesson 7 I. Learning Objectives At the end of the learning activities, students should be able to: 1. describe an ecosystem,, 2. name the layers of ecological organization, 3. identify the abiotic and biotic components of the ecosystem , 4. explain the flow of energy in the food chain and food web, 5. make a food web. Learning Content A. Subject Matter: Ecology and the Flow of Energy in the Ecosystem B. Materials: bond paper, C. Reference: Biology pp. 77-84 D. Time Frame: 2days Learning Experiences DAY 1 A. Motivation - List all the objects in the environment then write their relationship in each other. B. Presentation 1. Using the activity in the motivation, let the students define ecology 2. Ask the students what is the relationship of ecology and ecosystem 3. Ask the students to describe an ecosystem 4. Discuss the layers of ecological organization 5. Explain the components of ecosystem 6. Ask the students to give examples of biotic and abiotic components Closure: How will you describe the ecosystem in the Philippines? Compare it to other countries. DAY 2 7. Introduce the flow of energy in an ecosystem 8. Discuss the food chain and food web 9. Let the student differentiate food chain from food web IV. Evaluation: SW: Make a food chain and food web and describe the energy level.

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Falcon Learning Center Topical Lesson Plan in Biology Prepared by: Berith Grace A. Magcalas Lesson 8 I. Learning Objectives At the end of the learning activities, students should be able to: 1. describe the inter-relationship of the organisms in an ecosystem, 2. explain the biogeochemical cycles, 3. observe the inter-relationship of the organisms inside the campus 4. draw the different geochemical cycles. Learning Content A. Subject Matter: Inter-relationship of organisms and Biogeochemical Cycles B. Materials: 4 milk cartons, scissors, soil, ruler, mongo seeds, large plastic or foil tray, quiz C. Reference: Biology pp. 84-90, Biology Laboratory Manual pp. 41-44 D. Time Frame: 4 days Learning Experiences DAY 1 A. Motivation - Ask the students to describe the relationship of the organisms in the ecosystem. How do they survive in a world where there is variation of species? B. Presentation 1. Discuss the inter-relationship of the organisms in an ecosystem 2. Let the students describe the relationship of the organisms. Let them cite examples for each relationship Evaluation: Let the students identify the relationship of the organisms inside the campus. DAY 2 3. Show the pictures of the different biogeochemical cycles. Let the students explain all the cycles. Evaluation: Draw the 4 biogeochemical cycles

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DAY 3 Perform Activity 10 Making the Most Out of Small Spaces pp. 41-44 IV. DAY 4 Evaluation : Quiz Falcon Learning Center Topical Lesson Plan in Biology Prepared by: Berith Grace A. Magcalas Lesson 9 I. Learning Objectives At the end of the learning activities, students should be able to: 1. differentiate natural ecosystems from man-made ecosystems, 2. enumerate and describe the terrestrial and aquatic communities, 3. identify the threats to the ecosystem, 4. give some ways on how to save the ecosystem 5. describe the terrestrial and aquatic communities in the Philippines Learning Content A. Subject Matter: Natural and Man-made Ecosystems B. Materials: cartolina, pictures of biomes, quiz C. Reference: Biology pp. 90-110 D. Time Frame: 3 days Learning Experiences DAY 1 A. Motivation - Imagine that you and your classmates are being sent to explore two islands in the Pacific. Both islands are large and organized but one island has human population and the other has none. Predict what you can expect to see on each island B. Presentation 1. Connect the students answer to the concept of natural ecosystem. 2. Discuss the natural and man-made ecosystem 3. Let the student differentiate the two 4. Ask the student to describe each community under natural ecosystem. Closure: In what of community do you want to live? Why?

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*Discuss the project for first quarter: The students will make a documentary report about the present status of ecosystem in the Philippines. The documentary should include the following: Introduction Video or pictures of the Philippine ecosystem Video report on the present situation of the Philippine ecosystem Interview to an environmentalist Conclusion DAY 2 4. Discuss the threats to the Ecosystem. Ask the students to cite some examples. 5. Let the students explain the ways on how to save the ecosystem. Evaluation: SW: The students will describe the terrestrial and aquatic community in the Philippines. They will list solutions to the ecological problems of our country and make a plan how they will implement those solutions. IV. DAY 3 Evaluation: Quiz