SACRED HEART DIOCESAN SCHOOL, INC

Molave, Zamboanga del Sur

“Where peacemaking is life-giving.”

TEACHING GUIDE IN GENERAL BIOLOGY 1

Topic: Macromolecules Subject Area: General Biology

Values: Pro-active Grade Level: Grade 11
References:
1. Conceptual Science and Beyond General Biology 1 by Maria Corazon C. Yap pages 90 - 119.
Designer: Mrs. May R. Abao
Performance Standard:
The learners shall be able to demonstrate an understanding of the basic molecular structure and primary
functions of the four major categories of biological molecules.
Objectives:
At the end of the lesson, the students must be able to:
1. Compare and contrast the basic molecular structures of liquids, proteins, carbohydrates, and nucleic
acids.
2. Compare and contrast the primary functions of lipids, proteins, carbohydrates and nucleic acids.
3. Identify and describe examples of lipids, proteins, carbohydrates and nucleic acids.

MOTIVATION

1. To make the concept of macromolecules easier to grasp for the students, introduce it through a short
story telling of how food powers the human body.
2. Ask for a volunteer to share with the class about the breakfast he/she had in the morning. Then, relate
this to the concept of macromolecules.
3. Share with the class that the foods that ate get digested inside their; these break down into tinier
pieces which are absorbed by cells. These tiny pieces of food are MACROMOLECULES.
4. Note that not all macromolecules are the same and can be ingested by all types of cells; hence, they
are classified into different types.

INTRODUCTION

5. Have a short recap of the lessons discussed in the first unit. Ask the students to give a short overview of
what they have learned about:
b. Cell theory
c. Cell structure and functions
d. Classifications of cells;
e. Cell cycle; and
f. Cell transport
I. Let the students answer the first question in HOW WELL DO YOU KNOW THESE? On page 91.
Then, slowly introduce them the concept of biological molecules. Have them answer the rest of the
questions on page 91.
You may also opt to ask them the following questions as a pre-assessment.
a. What is polymer? How are these related to macromolecules?
b. What is monomer? How are these related to polymers?
c. Differentiate polymerization and hydrolysis

INSTRUCTION/DELIVERY

1. Define macromolecules and their function. Note that there are four categories of macromolecules, which
are subdivided further into more types.
2. Divide the discussion of each macromolecules in detail per day.
 3. After the lesson on a certain macromolecules, you can ask the students to complete the following 3-2-
1 Chart to be submitted at the end of the period.
3 major things you learned about the topic


 .
 .

2 things about the topic that you find interesting

 .
 .
1 question you still have about the topic


4. Cap each discussion with an activity/ activities analyzing the specific macromolecules tackled that day.
This can be used as a springboard in understanding the structures, functions and characteristics of each
macromolecules.
For the following macromolecules, here are the activities that need to be done.
b. For the discussion on proteins: activity 6.1 on page 94 and laboratory activity 6.1 on page 96-
97.
c. For the discussion on carbohydrates: activity 6.2 on page 102, laboratory activity 6.2 on page
102-103 and laboratory 6.3 on page 105-106.
d. For the discussion on lipids: activity 6.3 on page 109 and activity 6.4 on pages 109-110.
e. For discussion on nucleic acids: activity 6.4 on page 113 and activity 6.5 on page 114.
5. Ask the students to recap the lesson by dividing them into groups of four-five members. Each group
will be given a copy of the following worksheet that will serve as their conceptual grid in summarizing
what they have learned.
Carbohydrates Lipids Proteins Nucleic acids

Elements
present in the
molecule

Basic units

Structure

Functions

Examples

PRACTICE

1. Before starting on the discussion of the lesson, have the students do a daily diet journal.
Ask them to write down the food they eat for breakfast, lunch, snack, and dinner every day. Note that they
should record the energy value and composition of each food they ingest, and present the information in
graphs. At the end of the lesson, have them describe the results of their diet journal.
 ENRICHMENT

Research: instruct the students to collect information about nutrition and dietary issues of Filipino. What are
the current major concerns?

EVALUATION
Have the students answer the following.
a. Complete the table to show conclusions.
Food test Observation Conclusion
Sample mixed with ethanol White emulsion was formed
and water.
Sample mixed with sodium Purple color was observed
hydroxide and 1 % copper
sulfate, drop by drop
Sample mixed with Benedict’s Formation of orange-red
solution and then boiled precipitate was observed
Sample mixed with iodine
solution

b. You are given a slice of tomato and cucumber. Your task is to find out if these foods contain reducing
sugar, proteins or fats. Output the experiment that you should conduct to test the food samples for
reducing sugar, proteins and fats.