TEACHER Mrs. Helen Grace L.

Cabalag GRADE LEVEL 11

LEARNING AREA UNIT 2 HOW THE PROPERTIES OF MATTER
Core Subject - Physical
RELATE TO THEIR CHEMICAL
Science
DAILY STRUCTURE
LESSON QUARTER LESSON 15 Biological Macromolecules:
LOG 3rd
Carbohydrates
DATE January 20, 2020
(Monday)
SECTION Cookery 4-5 PM
ICT 5-6 PM
I. OBJECTIVES  
The Learners demonstrate an understanding of:
A. Content Standards
how the uses of different materials are related to their properties and
structures.
The learners shall be able to:
B. Performance Standards
explain how the intermolecular forces relate to the properties, uses and
 
structure of substance.
Explain how the structures of biological macromolecules such as
carbohydrates, lipids, nucleic acid, and proteins determine their properties
and functions. S11/12PS-IIIe-22

C. Learning Competencies/ Specific Objectives

Objectives LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learners Guide Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
At the end of this lesson, the learners will be able to:
1. Define carbohydrates;
2. Itemize the general characteristics of carbohydrates; and
3. Increase awareness on how to make the right choices when
consuming and/or differentiating good carbs from bad ones.
BIOLOGICAL MACROMOLECULES: CARBOHYDRATES
 
 
pp. 112-143
 
(1) Timberlake, K. C., (1992). Chemistry: An Introduction to
General, Organic, and Biological Chemistry 5th ed. United
States of America: HarperCollins Publishers Inc.;
(2) McMurry, J. E., Fay, R. C., (2008). Chemistry 5th ed. United
States of America: Pearson Prentice Hall.
(3) Boyer, R., (2006). Concepts in Biochemistry 3rd ed. Asia: John
Wiley & Sons Inc.
 
Recall the past lesson.
Communicating learning objectives:
 Define carbohydrates;
 Itemize the general characteristics of carbohydrates; and
 Increase awareness on how to make the right choices when
consuming and/or differentiating good carbs from bad ones.
Present the ff. terms which will be encountered in the next three days.
UNLOCKING OF TERMS:
a. Carbohydrates m. Nucleic acid

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Assessment 3)
b. Saccharides n. Nucleotides
c. Glycosidic bond o. Phosphodiester bond
d. Proteins p. Amphiphilic
e. Amino acid q. Hydrophilic tendency
f. Peptide bond r. Hydrophobic tendency
g. Lipids s. Functional group
Trapezoidal Tangram
Cut out puzzle pieces out of thick paper print-outs. Group the learners in
pairs or by three’s andhave them form the different shapes using puzzle
pieces.
Show how different configurations or shapes can be formed from identical
pieces. Explain that this is similar to how macromolecules are comprised
mainly of carbon, hydrogen, oxygen and nitrogen, and yet many different
substances are formed, all with varied properties. The different puzzle
pieces can represent different elements upon which, depending on
orientation with different pieces, creates a different pattern or
“biomolecule”.
Start the discussion with carbohydrates through a powerpoint
presentation.
Show the Fischer structure and chemical formula of glucose.
Using the guide questions, lead the learners into the discussion of
carbohydrates.
Guide questions:
1. What elements do you see in the structure/ formula? C, H, O
2. What do you notice with the chemical formula of glucose?
- the number of C and O atoms are the same
- the number of H atoms is double that of the C and O atoms
- the formula can be rewritten as C6 (H2O)6
(given this formula, it seems that carbohydrate is composed of carbon and
water)
Show the different structures of Haworth carbohydrates of
monosaccharide and disaccharide, and
polysaccharide).
Using the guide questions, lead the learners into the discussion of different
kinds of carbohydrates.
Guide questions:
1. What similarities do you see in the structures?
- they have similar units (hexagon units)
- they have the same elements
2. What differences do you see in the structures?
- they have varying lengths - some have one, two, and many subunits
Introduce the terms and definition of saccharide, monosaccharide,
disaccharide, and polysaccharide. Give examples and sources of the
different saccharides. Connect the discussions with the different functions
of the different saccharides. You may let the learners draw the
function based on the different sources. For example, fructose (example)
can be found in fruits (source), and fruits are sources of energy
(function). Another would be cellulose (example) which can be found in

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstraction about the lesson
I. Evaluate learning
plant stems, leaves, bark, roots which serves as the structural material of
plants (function).
Compare monosaccharides and disaccharides with polysaccharides to
show the relationship of structure and property/function. Point out that
there is rigidifying of the molecules as more saccharides are attached and
more branches are created. In the process of creating longer chains,
water is being released. This can be related to loss of mobility/flexibility of
polysaccharides. These molecules are also less soluble in water.
GOOD CARBS vs. BAD CARBS – Present the ff. pictures. Students will
identify whether it is a good carb or a bad carb.
Lecture about Carbohydrates
The word carbohydrate may be broken down to carbon and hydrate. From
the chemical formula of carbohydrate, notice that the ratio of
C:H:O is 1:2:1, which can be rewritten as Cn(H2O)n. Carbohydrates can be
seen as hydrates of carbon. This is a traditional but incorrect
understanding of carbohydrates but it still presents a useful picture of the
molecule. Another term for carbohydrate is saccharide. This term
is derived from the Latin word saccharum referring to sugar--a common
carbohydrate.
Carbohydrates are classified either as simple or complex. Simple sugars are
monosaccharides and disaccharides. Complex sugars are
polysaccharides.
Carbohydrates are the primary energy source of the human body. The
different saccharides that humans eat are converted to glucose which
can be readily used by the body. Around 4 kilocalories is derived from one
gram of carbohydrate. Should there be an excessive consumption
of carbohydrates, the excess is converted to glycogen which is stored in
the liver and in muscles. Glycogen is a slow-releasing carbohydrate.
Formative Assessment: - Short quiz.
Choose the letter of the correct answer.
1. Carbohydrates are organic compounds made up of ______________.
A. carbon and hydrogen
B. carbon, hydrogen and oxygen
C. carbon, hydrogen, oxygen and nitrogen
 D. carbon and oxygen
2 What are the functions of carbohydrates?
A. For repair of body tissues
B. An energy sparer
C. A source of energy, plays key role in structure and storage
D. To speed up chemical reaction
3. What is the molecular formula of sucrose?
A. C12H22O11
B. C10H20O10
C. C6H12O6
D. C12H20O11
4. Sucrose is a ______.
A. monosaccharide
B. disaccharide
C. polysaccharide
D. triose
5. Chemically most carbs are:
A. Polyhydroxy alderhydes and polyhydroxy thiols
B. Polyhydroxy alderhydes and polyhydroxy keytones
C. Polyhydroxy keytones and polyhydroxy thiols
D. aldehydes

J. Additional activities for

application or remediation
V. ASSIGNMENT Draw structures of common carbohydrates.
VI. REMARKS
 

VII. REFLECTION

Grade Level/ Section ICT COOKERY

A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well ?Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
can share with other teachers?
 Date: Checked by: