Second Quarter

Scope and Sequence

Topic Classification System for Organisms Monerans and Viruses Protists Fungi Simple Plants An Overview of Photosynthesis Complex Plants Growth of Flowering Plants Reproduction in Flowering Plants Invertebrates Cold-blooded Vertebrates Warm-blooded Vertebrates Animal Behavior Total

Days 3 3 4 5 4 2 5 5 5 5 5 5 4 55

Academic Budget Plantilla Science II

Year II Second Quarter General Topic: Classification System for Organisms Learning Objectives TPO: Describe the distinguishing characteristics of the different groups of organisms Learning Content Learning Experiences Learning Evaluation Enumeration: 1. In which subgroup of a kingdom are the organisms most closely related? Least related? 2. What two subgroups give an organism its scientific name? 3. Why are dichotomous keys useful? 4.What are the 5 kingdoms of living things

Approximate No. of Days: 3

Integration Classification into smaller and smaller subsets is a skill that is developed in English and, in a more abstract level, in Math.

Multiple Intelligences Logicalmathematical; linguistic; naturalistic

EO1. Group living things according to where and how a group lives

The first major group are known as kingdoms. KINGDOM Phylum Class Order Family Genus

Minds on: Students will divide in groups; they will be given list of names of living things with scientific names and common names. They will group each living things from kingdom down to species Hands on:

Species One student from each groups will

Phylum is the largest of these subgroups while species is the lowest. EO2. Use scientific name in naming organisms Each different kind of organism has its own scientific name. The scientific name is made up of 2 parts. The first part is the name of the genus to w/c the organisms belongs. The 2nd part is the name of species w/c is a latin adjective that describes the organism. Dichotomous key is designed to divide a group of organisms into two smaller groups. These two smaller groups are then divided into smaller groups, until the individual species is identified.

present their work in front of the class.

EO3. Identify living things using dichotomous key

EO4. Identify the five kingdoms system of groupings

The five kingdoms include: 1. Monerans these are onecelled organisms with simple cell structure. 2. Protists these organisms are onecelled with more complex cell structure than monerans. 3.Fungi these are many-celled organisms that absorb food decaying materials or from living things. 4. Plants these are complex in structure and are made up of many cells. 5. Animals these are many-celled organisms that eat food.

Academic Budget Plantilla Science II Year II Second Quarter General Topic: Monerans and Viruses Learning Objectives TPO: Describe some common monerans and viruses and their effects on host cells Learning Content Learning Experiences Learning Evaluation Choose the answer that complete each of the following sentences: 1). All of the following are common types of bacteria, except____ a. Cocci b. Bacilli c. Filamenta d. Spirilla 2.) Anaerobes do not need ___ for growth. a. Oxygen b. Carbon dioxide Approximate No. of Days: 3

Integration Processes involved in blue-green algae produce chemicals and they are covered in Chemistry.

Multiple Intelligences Linguistic; naturalistic

EO1. Describe bluegreen algae

The name blue green alga was given to these microscopic organisms because of 2 colored substances they all contain. One is chlorophyll and the

Hands on: Activity based Experiment: Observing different types of bacteria Materials:

other is blue pigment. Blue- green algae are one-celled and are able to photosynthesize. They can survive on land or in water. EO2. Describe bacteria

microscope, prepared slides of cocci, bacilli and spirilla Purpose: To observe, identify and draw the 3 basic types of bacteria.

EO3. Distinguish aerobe from anaerobe

Prcedure: 1. Draw 3 large Bacteria are among squares (about 5 the smallest cm square) on a organisms known. piece of paper. They are found 2. Get a prepared almost everywhere. slide o each type of bacterium. The 3 basic shapes 3. Set up your of bacteria are: microscope and cocci, bacilli, and observe one slide spirilla under low power. 4. Carefully switch Many bacteria get the objective to their food by high power. breaking down CAUTION: Use only waste products and the fine focus in dead tissues and high power. known as 5. Notice the size decomposers. and shape of the Some species have bacteria you are the try to form observing. Your resting cells called bacteria may be endospores. It stained with a die forms when to make them

c. Nitrogen d. Pigment 3.) A ___ needs a living cell in order to reproduce. a. Bacteria b. Blue-green algae c. Virus d. Host 4.) Some types of ___ are able to break down waste products and dead organisms. a. Ruminant b Blue-green algae c. Virus d. Bacteria

theconditions are not good for growth and reproduction. Aerobes are those species that need oxygen to survive and grow. They use the oxygen in respiration to break down food and releases energy, while anaerobes are other species of bacteria that do not need oxygen for growth. Instead of using respiration to break down food, w/c requires oxygen, they use fermentation. Bacteria play a role in the lives of all organisms in the environment. They are also great importance to humans. Bacteria are helpful in numerous ways. But, they can also be harmful.

EO4. Give the helpful and harmful effect of bacteria

visible. Note that in nature bacteria are not colored. 6. In one of the square draw a few of the bacteria you see under the microscope. 7. Label your drawing with the name of the species of bacterium you are observing. 8. Repeat this procedure for the other 2 slides. Questions: 1. What 3 types of bacteria did you observe? Give the name and shape of the bacterium for each. 2. How do the szes of the 3 types of bacteria compare? Conclusion: How are bacteria classified? How else could they be classified?

One major contribution bacteria make is 1.breaking down waste products and dead organisms; 2. Bacteria also help some animals, such as ruminants, digest food; 3. Bacteria also live in large intestines of humans. They grow on food we are unable to digest and make vitamins, w/c we absorb and use; 5. Another important function of bacteria is nitrogen fixation; and 6. Bacteria are used widely by humans in making foods Some bacteria cause problems for humans and other organisms. 1.One way in w/c bacteria can be harmful is causing food to spoil; 2. Some bacteria produce

poisons w/c can cause sickness and sometimes death; 3. Sometimes decomposition of wastes and dead organisms by bacteria can be harmful; 4. Many species of bacteria cause diseases in plants, animals, and humans. These are parasites.

Academic Budget Plantilla Science II Year II Second Quarter General Topic: Protists Approximate No. of Days: 4

Learning Objectives TPO: Describe the distinguishing characteristics of the different groups of organisms

Learning Content

Learning Experiences

EO1. Describe protists

Protists are simple organisms that are single-celled. Protists differ from one another in the way they obtain food. The cells of protists are much larger and more complex than those of monerans. They have a true nucleus, as well as the many structures found in complex cells. There are 8 major phyla of protists.

Hands on: Activity based Experiment: Observing Protozoa Materials: microscope, Survey set of live protozoa, medicine dropper, clean slides and cover slips Purpose: To identify various protists using a dichotomous key. Prcedure: 1. Set up the microscope and adjust the light. 2. Get a clean slide

EO2. Give the differences of the 3 phyla of singlecelled algae

One phylum of single-celled algae is the euglenas.

Learning Evaluation Choose the answer that complete each of the following sentences: 1). Single-celled algae do not include____ a. Euglenas b. Diatoms c. Protozoa d. Golden algae 2.) The trypanosome is a flagellate that causes ___. a. Red tide b. African sleeping sickness c. Malaria d. Diatomaceous earth 3.) The paramecium is a protozoan and a ___. a. Flagellate b. Ciliate c. Sarcodine d. Sporozoan 4.) Slime molds have characteristics like animals and ___ during different

Integration Classification and description are skills that are often learned in English.

Multiple Intelligences Linguistic

Most euglenas live in freshwater lakes and ponds and appear in green color. Sometimes they are found in the soil or in other damp places. There is a long flagellum at one end of the cell w/c is used for movement. They have no cell wall.

and cover slip. 3. Make a wet mount of a protozoa culture 4.Put the slide on the microscope 5. Observe first under low power. Move the slide until you found an organism. 6. Change to high power. CAUTION: Use only the fine A second phylum is focus in high made up of the power. golden algae w/c 7. Follow the can look brown or organism and yellow. They have watch how it cell walls and moves. mostly live in salt 8. On a separate water. The best piece of paper, known golden draw a sketch of algae are the the organism you diatoms. are viewing. Next to the sketch, write The third phylum a short description includes the of the organism. dinoflagellates. Pay attention to its These protists are means of unique because movement and its they have 2 flagella structure. on the side of the 9. Label your body. They are sketch w/ the type found in both of protozoan freshwater and sea 10. Repeat the

parts of their lives. a. Sporozoans b Fungi c. Plants d. Flagellates

EO3. Describe protozoa and its four phyla

water. Some species produce flashes of light, in a way similar to fireflies. Some of them are poisonous. A few of these species contain red pigments. At certain times of the year, there are so many red dinoflagellates that they turn the water red. This occurrence is known as red tide. Protozoa are protists that have animal like characteristics. They are made up of single cells and do not have cell walls. They do not contain chlorophyll. They are consumers. Protozoa are classified by the way they move. There are 4 phyla of protozoa, one for

procedure for the other slides. 11. Drawings are included to aid you in identifying different protozoa. Questions: 1. How many protozoa were you able to identify? Conclusion: Describe w/c characteristics were most useful in identifying the protozoa you observed.

EO4. Identify slime molds and its 2 stages of life

each type of movement. 1. Ciliates w/ the largest number of species. They move by beating the numerous hair like cilia that cover the outside of their cells. They have distinct shapes even though they do not have cell walls. Most live in freshwater or saltwater. 2. Flagellates move by means of one or more whip like flagella . Some species live in freshwater or saltwater. Many species are parasites in animals. Many types of flagellates cause diseases. 3. Sarcodines move about using pseudopods, constantly changing shape, extending parts of their body. An example is the

amoeba. Pseudopods also aid in getting food. Some species are covered by hard shells. 4. Sporozoans has no specialized way of moving about. All are parasites that live inside the bodies of other organisms. They formed resting cells or spores, at some point of their lives. They cause variety of diseases in humans and animals and one example is malaria. Slime molds are unusual organisms and make up the eight phylum of protists. Their life has 2 main stages. In one stage, the slime mold is a mass of cytoplasm that has many nuclei. Under certain conditions the mass of cytoplasm stops

moving and the slime mold begins to grow upright. This is the reproductive stage. In this stage the slime mold looks like a fungus.

Academic Budget Plantilla Science II Year II Second Quarter General Topic: Fungi Learning Objectives TPO: Describe the distinguishing characteristics of the different Learning Content Learning Experiences Learning Evaluation Club fungus Hyphae Lichen Mycelium Approximate No. of Days: 5

Integration Classification and description are skills that are learned in English.

Multiple Intelligences Linguistic

groups of organisms

Sac fungus Sporangium Sporangium fungus *Match each term above w/ the numbered phrase that best describes it. 1. Type of fungus that produces spore cases. 2. Threadlike structure found in fungi 3. Structure that is the main part of the body of a fungus 4. Spore-bearing case found on the end of a hypha 5. Mushrooms are members of this type of fungus 6. Type of fungus that includes yeasts and molds 7. Combination of a fungus and an alga

EO1. Describe the fungal kingdom

The fungal kingdom includes the familiar mushrooms, plus many other forms such as molds and yeasts, w/c may be helpful as well as harmful to other organisms. Most fungi are many-celled organisms w/ complex cell structure. They lack chlorophyll and so cannot perform photosynthesis. They are made up of long threads of cells called hypae and this form an interlocking mass of threads called a mycelium. Fungi are

Ask students to bring mushrooms in class. Each group will observe the mushroom. They will draw it in a piece of paper and identify all the parts. After the observation each group will present their works by describing the structure and function of a mushroom.

EO2. Identify sporangium fungi, club fungi and sac

fungi

decomposers. Sporangium fungus is commonly known as bread mold and are found in the soil, in manure, on fruits, and on starchy food stuffs. They need moisture and warmth to grow well. Club fungi have tiny clublike structures, w/c produce the spores. Many species are poisonous. Sac fungi are very large phylum of fungi. Most species are microscopic, though others can be easily seen. The spores are produced in tiny, enclosed tubes or sacs. Some sac fungi are parasites. Yeasts are on type of sac fungi. Some

EO3. Give other important fungi

sac fungi can cause serious infections in humans. Fungi in their various forms have different uses. Some fungi are beneficial, while others are destructive. Some provide drugs for use in fighting diseases and one such drug is the antibiotic penicillin, w/c is produced by the sac fungus called Penicillium. EO4. Describe lichen Although fungi help recycle chemicals by breaking down and removing dead organic matter, some species attack the tissues of living trees and plants. These fungi are parasites. Like, Phytophthora attacks potatoes causing them t rot;

Plamopara, w/c attack grapes.

A lichen is the result of a partnership between a fungus and an alga. Found on barren rocks and soil, lichens can grow where nothing else could possibly survive and where neither fungi nor algae could exist alone. They can sometimes be destructive to human structures.

Academic Budget Plantilla Science II Year II Second Quarter General Topic: Simple Plants Learning Objectives TPO: Differentiate sexual from asexual reproduction in a variety of organisms Learning Content Learning Experiences Learning Evaluation Answer the following questions: 1. What is alteration of generations? Describe how it occurs in one type of simple plants. 2. What distinguishes simple plants to complex plants? 3. How is it possible for red and brown algae to carry out photosynthesis since they are not green? 4. What parts of a kelp are similar t the roots, stems, and leaves of a Approximate No. of Days: 4

Integration Classification and description are skills that are learned in English.

Multiple Intelligences Linguistic; naturalistic

EO1. Differentiate sexual reproduction from asexual reproduction

Plant life cycle differ in an important way from the life cycles of the organisms you have learned about so far. Reproduction in most plants consists of 2 stages. One stage is sexual stage. In this stage palnts reproduce

Activity Based Experiment: Observing Liverworts Materials: Living Marchantia plants Magnifying glass Microscopes Dissecting needles Prepared slides of male and female Marchantia

by making eggs and sperm. The other stage is asexual stage, where plants reproduce by making spores. Each stage is called a generation. The completion of both generations marks one cycle. This type of life cycle is called alteration of generations. It ocurs in both simple and complex plants. One way plants are classified is according to whether they have tubelike structures that carry water and other substances. These structures are made up of special tissue called vascular tissue. Vascular plants are those plants with vascular tissue. For

reproductive structures Purpose To become familiar w/ the structure of the body and reproductive parts of a liverwort. Procedure 1. Obtain a living sample of the liverwort Marchantia and a hand lens. 2. Observe the flat, lobe-shaped part of the plant. These leaflike structures carry out photosynthesis. Notice that they are shaped somewhat like a liver; hence the name liverwort 3. Draw a sketch of the leaflike structures. 4. If there are stalks growing upward from the leaflike structures, draw a sketch of one of these. Eggs

complex plant? Why these structures are not considered true roots, stems, and leaves? 5. How are mosses and liverworts similar? How are they different?

EO2. Give the difference of vascular plants to nonvascular plants

example: ferns, trees, vines and many other comon plants. While nonvascular plants are other plants that lack vascular tissue. These include mancelled algae, mosses, and liverworts. These plants get water directly from their surroundings. Nonvascular plants are considered simple plants and vascular plants are considered complex plants. The simplest of the nonvascular plants are the manycelled algae. The 3 types or the 3 phyla are: 1. Green algae are usually found in freshwater, but some live in saltwater

EO3. Identify the three types of many-celled algae

and sperm are formed in the tips of male and female stalks on different plants. 5. Observe the underside of the liverwort. The very thin threads are rootlike structures. These anchor the plant and absorb water and minerals from the soil. Draw a sketch of the rootlike structures. 6. Obtain one prepared slide of each of the Marchantia reproductive structures. Observe each under the microscope. The female structures appear as upsidedown vases. The male structures are oval-shaped. 7. Draw a sketch of the male and female reproductive structures. Questions

EO4. Compare mosses from liverworts

2. Red algae are seaweeds w/c live in or near the ocean. They appear red because they have a red pigment in additon to chlorphyll. Not all red algae are red. 3.Brown algae are the familiar seaweeds and kelp found in the seashore. Their cells contain a brown pigment in additon to chlorophyll. Mosses belong to the pylum of plants called bryophytes. They are tiny plants, rarely growing taller than a few centimeters. Mosses live in moist, shady places. They are abundant in forest. Their life cycle includes both sexual and asexual

1. Did the Marchantia plants you observed have reproductive structures growing from the leaflike part of the plant? If so, were you able to identify it as either the male structure or the female structure? 2.Do liverworts have true leaves and roots? Why or why not? Conclusion Describe the function of the reproductive structures that you observed under the microscope. What role do these play in the reproduction of the liverwort? What generation do they represent?

stages. Like mosses, liverworts are tiny nonvascular plants that live in moist areas. These plants are often found growing together. They resemble mosses, except that they lie flat on the ground and their leaflike structures appear scaly. The leaflike structures perform photosynthesis for the plant Reproduction is very similar to mosses.

Academic Budget Plantilla Science II Year II Second Quarter General Topic: An Overview of Photosynthesis Learning Objectives TPO1: State requirements of plants for growth TPO2: State the requirements of Learning Content Learning Experiences Learning Evaluation Explain the necessity of the following requirements of photosynthesis: Approximate No. of Days: 2

Integration There is plenty of Chemistry going on here. Molecules involved in photosynthesis are covered in

Multiple Intelligences

photosynthesis

1. 2. 3. 4. In green plants, photosynthesis has different requirements: water, carbon dioxide, and sunlight. Students will represent the process of photosynthesis through an illustration.

Water Sunlight Carbon dioxide Soil

Chamistry.

EO1. State the different requirements of photosynthesis

EO2. Analyze the effect of each requirement of photosynthesis on plants

EO3. Explain what would happen if some of the requirements of photosynthesis were not met

Water facilitates the flow of minerals from soil to the plant. Carbon dioxide and sunlight are both integral to photosynthesis Students will reason out what Without water, will happen if plants will simply certain conditions wilt. of photosynthesis arent met at all.

Academic Budget Plantilla Science II Year II Second Quarter General Topic: Complex Plants Learning Objectives TPO: Describe the distinguishing characteristics of the different groups of Learning Content Learning Experiences Learning Evaluation Identify the following: 1. What characteristics of a plant cause it to be Approximate No. of Days: 5

Integration Classification and description are skills that are learned in English.

Multiple Intelligences Linguistic; naturalistic

organisms

EO1. Identify the 2 major groups of tracheophytes.

The tracheophytes include 2 major groups: ferns and seed plants. Ferns have vascular tissue and true roots, stems and leaves but they do not make seeds. This is one important way in w/c ferns differ from seed plants. Trees, bushes, shrubs, plants grown for their flowers, and most of our food sources are seed plants. Seed plants reproduce by making seeds. This feature make them different from all other plants. Angiosperms and gymnosperms are two kinds of seed

Comparing Monocot and Dicot Leaves Students will observe some of the differences between monocots and dicots. They will need magnifying glass, Zebrina (wandering jew) leaf, ivy leaf, leaves from maple tree and other plants in their area. Students in each group will look carefully at the leaf samples w/ the magnifying glass, and then identify the monocot and dicot leaves. They will draw a sketch of both leaves, making sure to include the vein pattern and stem patterns.

classified as an angiosperm? 2. How do ferns differ from tracheophytes? 3. What characteristics of seed plants make it possible for them to survive in many different environments? 4. What are the 2 key differences between gymnosperms and angiosperms? 5. Describe reproduction in conifers.

EO2. Differentiate angiosperms from gymnosperms

plants. Angiosperms have flowers and produce seeds enclosed in a fruit. They are also known as flowering plants. Example: Maole trees, tomato plants, and rose bushes. Gymnosperms produce seeds that are not enclosed in a fruit. A large group of familiar gymnosperms is the conifers, their seeds are enclosed in cones. They are also called conebearing plants. Example: Pine trees, fir trees, redwoods and juniper bushes. As a conclusion, they will summarize the differences between monocot and dicot leaves. And what other characteristics are different in these two kinds of flowering plants.

EO3. Describe cone-bearing plants

The most common gymnosperm is conifers. These

EO4. Differentiate monocot from dicot

plants have round, pointed leaves known as needles. It has a protective coating that helps the trees from the effect of extreme temperatures. They reproduce by forming cones. They make both male and female cones. Flowering plants are divided into 2 groups depending on the number of cotyledons in the seed. A cotyledon is a seed leaf; w/c provides food for the plant embryo in the seed when it begins to grow. Monocots are flowering plants that have only one cotyledon, such as corn. Dicots are those that have two cotyledons, such as

beans. Monocots and dicots differ in several ways. The vascular tissue in a dicot stem is arranged in circle while in monocots, they are scattered in separate bundles throughout the stem. Monocot leaves have veins that are parallel and the root system is fibrous, w/ many stringlike branches while dicot plants have Veins that look like a net and the roots are usually dominated by a large central root.

Academic Budget Plantilla Science II Year II Second Quarter General Topic: Growth of Flowering Plants Learning Objectives TPO1: Illustrate the coordinated functions of cells, tissues, organ systems in maintaining the life of plants, animals, and human beings. TPO2: Describe the energy location and function of chlorophyll pigments TPO3: Explain light and dark reactions of photosynthesis TPO4: Identify the characteristics of plants that make them efficient producers Learning Content Learning Experiences Learning Evaluation Answer the following questions: 1. When would you expect a plant to take in more carbon-dioxide at night or during the day? 2. How can annual ring tell us about the past growing conditions of a plant? How would a drought be represented as an annual ring? 3. A tree has been growing for several years but no scale scars are found on the twigs. How would you explain this observation? 4. What is meant

Approximate No. of Days: 5

Integration There is plenty of chemistry involved in discussions regarding growth of flowering plants. Different chemicals involved in photosynthesis are analyzed in depth in Chemistry classes.

Multiple Intelligences Linguistic; naturalistic

TPO5: Describe the parts and finctions of the different organ systems in plants TPO6: Illustrate how materials and water are absorbed and transported in plants

by a positive tropism? How is it different from a negative tropism?

EO1. Identify the different plant tissues and its function

Tissues serve to provide supplies and protection for the plant. In its own way, each type of tissue meets a need of the entire plant. Epidermis is a protective tissue covering the outside surfaces of the plants roots, stems, leaves, and flowers. Another plant tissue is involved in the storage of food. Storage tissues are usually made of large cells w/ small nuclei. Vascular tissue is

Finding the Location of Xylem Cells in plants. Materials: Twig from a tree, celery stalk, knife, phloroglucinol, medicine dropper Purpose To observe xylem tissue and to find out whether it is located in the same place in various plants. Procedure: 1. Cut 5-cm section from a twig. 2. Add a drop of phloroglucinol t the cut end of the twig. ( the chemical phloroglucinol can

involved in the transport of substances w/in the plant. The cells are long and narrow, forming tubes. EO2. Give the functions of the main organs of plants Plants have organs that perform special tasks. Each organ contains epidermal, storage, and transport tissues. The main organs of plants are: Roots anchor the plants, absorb water, and store food. The first plant organ to emerge from the seed. Leaves are the largest sugarproducing organ in most plants. They are arranged on their stems in the best pattern to catch sunlight that is needed to make food. Most of the chlorophyll in a

be used to locate xylem cells in plants. It causes the hard material in cell walls to turn red.) 3. Cut the section of twig lengthwise. Add a drop of phloroglucinol to the cut. 4. Cut 5-cm section from a celery stalk. Add a drop of phloroglucinol to the cut end of the celery stalk. 5. Cut the section of celery lengthwise. Add a drop of phloroglucinol to the cut. Questions 1. When a drop of phloroglucinol is added to the cut end of a twig, what part turns red? 2. When added to the lengthwise cut of the twig, what part turns red? 3. Where is the xylem cells located

plant is found in leaf cells. Stems do more for the plant than link the leaves and the roots. It also serves as a highway through w/c materials are transported to all cells and plants. Photosynthesis is actually 2 processes. One process requires light while the other process does not require light. The light reaction: In the light reaction, chlorophyll traps the energy in sunlight. The suns energy causes ATP to be produced. During light reaction, water split into hydrogen and oxygen. Some of the oxygen is used by plants in

in the twig? 4. When a drop of phlorglucinol is added to the cut end of the celery stalk what part turns red? 5. When added to the lengthwise cut of celery, what part turns red? 6. Where is the xylem cells located in the celery? 7. Which contains ore xylem cells, a section of a twig or a section of celery? 8. Which plant is likely to grow taller? Why? Conclusion What have you learn about the location of xylem cells in plants.

respiration. But musc of the oxygen is given off into the air. The dark reaction: In the dark reaction, carbon dioxide and other chemicals are combined t form sugar. Energy for this process comes from ATP produced in the light reaction. Some of the sugar produced is used by the plant in respiration. Some is used for growth. The extra sugar is stored in roots, stems, and leaves. In plants, materials are moved from one place to another through the xylem and phloem cells. Xylem cells are involved in the transport of water

EO4. Differentiate xylem cells from phloem cells

EO5.Identify factors that affect plant growth

and minerals. Xylem tubes carry water and minerals from the roots to other cells in the plant. EO6. Describe plant cycles Phloem cells function in the transport of food. Sugars made in the leaf Are carried by the phloem to buds above the leaf. Water, minerals, light and temperature affect the growth of plants. Too much or too little of any of these factors can stop plant growth. Abiotic conditions w/c stop the growths of a plant are called limiting factors.

Many plants have daily rhythms. Each evening, every leaf on an oxalis plant

folds up. In the morning, the leaf flattens. Some plants have flowers that open and close at specific times each day.

Academic Budget Plantilla Science II Year II Second Quarter General Topic: Reproduction in Flowering Plants Learning Objectives TPO1: Analyze the Learning Content Learning Experiences Learning Evaluation Anther Approximate No. of Days: 5

Integration Some methods

Multiple Intelligences Linguistic;

role of green plants as energy supplier of the ecosystem TPO2: Give scientific explanations behind farming practices

Germination Imperfect flower Nectar Perfect flower Petal Pistil Seed coat Sepal Stamen Match each term above with the numbered phrase that best describes it. 1. Process where the seed coat splits and a young plant emerges. 2. Male reproductive structure in flowering plants: pollen develops at the tip 3. Female reproductive structure in flowering plants: the ovary forms at the base. 4. Leaflike part at the base of a flower. 5. Sugary substance

used in planting and flowering are covered in TLE.

naturalistic

EO1. Describe Vegetative Propagation

Vegetative propagation occurs naturally in many plants. It is often used artificially by people to grow new plants. In nature, some plants reproduce vegetatively from specialized stems. Some grasses produce stems that grow underground. Some plants, such as onions and lilies, produce bulbs. Plants such as strawberry produce a special trailing stem called a runner.

The Parts of a Flower Materials Dissecting needle A complete lily or gladiolus flower Magnifying glass Plain white paper Purpose To observe the structure of a flower Procedure 1. Take a flower and put it on a piece of paper. 2. Gently examine the flower without tearing it apart. 3. Draw a sketch of your flower. Label

EO2. Identify the different parts of the flower

One way to grow house or garden plants is to make cuttings. Stem cutings are usually the easiest to grow. Sepals are leaflike parts at the base of the flower. These helps prtect the flower when it is bud. To the inside of the sepals are the petals. Very often, they are brightly colored and may also produce special odors and sugary substance called nectar. Stamens are the male reproductive organ. Located at the center of the flower. At their tip are knoblke structures called anthers.

EO3. Compare

Pistil is the female

the petals, sepals, stamens, and pistils. 4. Examine your flower closely. How many sepals does it have? How many petals does it have? 5. Gently pull the petals and sepals from the flower. Try to find the stalk like stamens. These are the male reproductive parts. Stamens produce pollen grains. 6. Examine the stamens with a magnifying glass. How many stamens are there? 7. Locate the pistil. This is the female reproductive part of the flower. The tip of the pistil has a sticky surface. Pollen grains cling to the surface when they land there. 8. After you have examined each part of the flower

produced by a flower. 6. Flower that has both stamens and pistil. 7. Knoblike structure at the tip of a stamen. 8. Protective covering of a seed. 9. Flower part to the inside of the sepals: often brightly colored. 10. Flower that has either stamens or pistils.

perfect flowers from imperfect flowers

reprodctive organ. The swelling at the base of the pistil is called ovary. Inside it are the ovules, where the eggs are produced. Flowers that have both stamens and pistils are called perfect flowers. Flowers that have either stamens or pistils, but not both are called imperfect flowers. In some kinds of plants, pollen can fertilize egs from the same plant, this is known as self-pollination. In others, the pollen must come from another plant. Pollen is carried from one plant to another by the wind or by bees or other insects.

with the magnifying glass, draw a sketch of the petal, sepal, stamen, and pistil. Label each structure on your diagram. Questions 1. How many sepals are in your flower? 2. How many petals are in your flower? 3. How many stamens are in your flower? Conclusion Is your flower a monocot or dicot? How do you know?

EO4. Describe pollination and fruit formation

When a pollen grain lands on the tip of the pistil, it begins to grow a tube.Once inside the ovary the tube enters an ovule containing an unfertilized egg. The sperm nucleus moves through the tube and fertilizes the egg, forming a zygote. EO5. Describe the process of germination. The zygote starts to divide by mtosis and grows in size. Then forming an embryo. The ovule containing the embryo with its food supply develops into a seed covered by a protective coat, the seed coat. As the seed form, the ovary enlarges.. the ovary may form a pod, shell, fleshy fruit or berry.

Under the right conditions, the plant embryo will start to grow and form a new plant. Before this happens, the seed coat must split. The process in w/c seed coat splits and the young plant appear is called germination. Before gemination, the seeds take in water. The water seems to release enzymes w/in the embryo. Before a seed will germinate, environmental conditions must be jst right. The temperature must be moderate, the seed must have a good supply of oxygen.

Academic Budget Plantilla Science II Year II Second Quarter General Topic: Invertebrates Approximate No. of Days: 5

Learning Objectives TPO: Describe the distinguishing characteristics of the different groups of organisms

Learning Content

Learning Experiences

EO1. Differentiate Porifera from Coelenterates

Sponges classified as Porifera because their thick sides have many holes or pores, w/c connect the inside and the outside. They live attached to rocks, shells or other solid surfaces in water. The body of a sponge is like a sack. The inside is known as the central cavity. A sponge is made up of 2 cell layers. The cell lining the central cavity have flagella and short collars extending into the cavity. They reproduce both sexually and asexually. Jellyfish, sea anemones, corals and Portuguese man-of-wars all belong to the same phylum of invertebrates, the coelenterates. All live in water. Their body is more complex than that

Experiment: Feeding Planaria Materials Planaria culture Watch glass Forceps Microscope Water Raw liver Toothpick Purpose To observe planaria feeding Procedure 1. Take a forceps and carefully put a planarian into a watch glass. 2. Cover the planarian with water. 3. Put the watch glass under a microscope and observe the planarian. 4. With the help of the diagram, locate the structures on the planarian. Notice that it has a head region and a tail region. Two eyespots are

Learning Evaluation Arachnid Centipede Coelenterate Crustacean Echinoderm Exoskeleton Insect Millipede Sponge Vertebrate Match each term above with the numbered phrase that best describes it. 1. Animals that has backbone. 2. Phylum of simple animals that have sacklike bodies covered with pores. 3. Phylum of animals with waterpumping systems and external skeletons of plates. 4. Skeleton found on the outside of the body. 5. Lobster and crabs belong to this class. 6. Class of arthropod having many legs with one pair of legs on each body segment. 7. Class of arthropod having many legs with two pairs of legs on each body segments.

Integration Classification and description are skills that are learned in English.

Multiple Intelligences

Academic Budget Plantilla Science II

Year II Second Quarter General Topic: Cold-blooded Vertbrates

Approximate No. of Days: 5

Learning Objectives TPO: Describe the distinguishing characteristics of the different groups of organisms

Learning Content

Learning Experiences

Learning Evaluation Amphibian Bony fish Chamber Chordate Cold-blooded Fish Reptile Spawning Warm-blooded Match each term above with the numbered phrase that best describes it. 1. Large space inside the heart 2. Any coldblooded vertebrate that breathes through lungs all its life 3. Any coldblooded vertebrate that lives in the water throughout its life 4. Any animal with a body temperature that does not change with the environment 5.Any animal with a body temperature that changes with the environment 6. Any vertebrate 7. The process of laying and fertilizing fish eggs 8. Fish with an internal skeleton of bone 9. Animal that

Integration Classification and description are skills that are learned in English.

Multiple Intelligences

EO1. Give the different characteristics of vertebrates

EO2. Describe the

Vertebrates are those animals that have backbones. All vertebrates belong to the one phylum of animal, the Chordates. Vertebrates have internal skeletons made up of many bones or cartilage that supports the body shape and weight. Muscles are attached in various ways to the bones of a vertebrates skeleton. All vertebrates have well-developed body systems. Vertebrates are divided into 5 groups: fish, amphibians, reptiles, and mammals. These groups vary in structure, life cycle and behavior. Vertebrates are grouped according to whether they get their body heat

Activity: Observing Fish Materials Large jar Water Small fish Fish food Small fish net Purpose To observe a fishs physical structure and some aspects of its behaviour. Procedure 1. Take a large jar and fill it with water. 2. Using the fish net, get one fish. Be careful to put it into the jar as soon as possible. 3. Look at your fish and draw a sketch of it. Label the mouth, eyes, gills, and fins. Note how many fins it has and how the scales are shed. Also indicate what kind of fish you have.

Academic Budget Plantilla Science II Year II Second Quarter General Topic: Warm-blooded Vertebrates Approximate No. of Days: 5

Learning Objectives TPO: Describe the distinguishing characteristics of the different groups of organisms

Learning Content

Learning Experiences

EO1. Give the characteristics of a warm-blooded vertebrates

EO2. Describe birds

The body temperature of warm-blooded vertebrates does not vary with the outside temperaturebecaus e they can produce their own body heat. This enables them to maintain constant body temperature. These animals include birds and mammals. All birds have feathers, a beak, two wings, two legs and eggs in shells. Although all birds have feathers and wings, not all birds fly. Examples are ostritches and penguins. Birds that do fly have specialized body structures. Birds have heart with 4 chambers. Different bird species have different shapes of

Activity: Observing Birds Materials Paper Pencil Diagram of birds Purpose To observe the different body structures that provides birds with the means to survive. Procedure 1. Look at the diagram of birds. Examine the feet. Which type of feet would work best for swimming? For perching? For grasping prey?for wading in water? 2. Make a sketch of each of the different types of bird feet you see. Label each sketch with the function you think it performs. 3. Examine the

Learning Evaluation Choose the answer that best completes each of the following sentences. 1. Warm-blooded vertebrates include mammals and __? a. Fish b. Amphibians c. Reptiles d. Birds 2. Warm-blooded vertebrates produce their body heat __? a. By moving constantly b. From the food they eat c. From the water they drink d. By sleeping 3. All mammalian species __? a. Nurse their young from mammary glands b. Live on land c. Give birth to live young. d. Eat birds, fish, or other mammals 4. The development of the young in a koala is most like that in a __? a. Spiny anteater b. Kangaroo c. Brown bear d. Walrus

Integration Classification and description are skills that are learned in English.

Multiple Intelligences

Academic Budget Plantilla Science II Year II Second Quarter General Topic: Animal Behavior Approximate No. of Days: 4

Learning Objectives TPO: Describe the distinguishing characteristics of the different groups of organisms

Learning Content

Learning Experiences

EO1. Differentiate Inherited behavior from learned behavior

Behavior that is natural for an organism is called inherited behavior. It does not have to be learned. There are several types of inherited behavior. Animals with simple nervous system often respond to a stimulus by movin toward or away from it (taxis). Animals w/ a welldeveloped nervous system may also respond very simple to stimulus(reflexes). The third is a complex inherited behavior called instinct. In contrast to inherited behavior, learned behavior is acquired through learning. One type of learning that can produce a learned behavior is

Learning Evaluation Choose the answer that best completes each of the following sentences: 1. Pulling your foot back from a sharp stone is an example of a __? a. Taxis Students will divide b. Reflex in groups. They will c. Instinct be given pictures d. Stimulus showing different 2. Animals may behaviors. They avoid harsh will list all the weather and lack of behaviors that they food through observed. And then migration or __? classify it whether a. Conditioning it is inherited or b. Sending signals learned behaviour. c. social behavior Each group, in front d. Hibernation of the class, will 3. Cyclic behavior explain why they can be caused by a think it is a learned cycle in the or inherited external behaviour. environment or by a __? a. Taxis b. Reflex c. Biological clock d. Learned behavior. In your own sentence answer the following questions 1. Trained seals are given a fish after they perform each trick. Why is it important for the seal to get the fish? 2. A dog inside a

Integration Classification and description are skills that are learned in English.

Multiple Intelligences