General Biology

Prepared by:
Dr. Marilyn G. Dagalea
Dr. Arlene A. Danda
 Session Objectives:
The participants will explain the
relationship among curriculum
content, pedagogy, and
assessment in the 1st Quarter of
General Biology 1.
 Specific Objectives:
 Analyze the components of the curriculum
guide.
 Determine appropriate pedagogy in
translating learning competencies.
 Prepare proper assessment activities for
teaching/learning activities across
competencies.
Template 1: Group Assignment
General Assignment
Team Leader
Asst. Leader
Reporter
Documenter
Teaching Demo Assignment
Demonstration Teacher
Lesson Planning/DLL Lead
Materials Coordinator
Students
Process Observer
Panelist (to be assigned to
evaluate other group’s demo
presentation)
Conceptual Framework of the
Science Program
SHS for SHS Framework

S - Saysay (Meaning)
H - Husay (Mastery)
S - Sarili (Ownership)
Conceptual Framework of the Science
Program
SAYSAY: Meaning HUSAY: Mastery SARILI: Ownership
Why is this How will I deeply What can I do with
important? understand this? this?
Through this TG, Given that When teachers
teachers will be developing mastery empower learners
able to facilitate goes beyond to take ownership
memorization,
and understanding of their learning,
teachers should also
of the value of the aim for deep they develop
lessons, for each understanding of the independence and
learner to fully subject matter where self-direction,
engage in the they lead learners to learning about
content on both analyze and both the subject
the cognitive and synthesize matter and
affective levels. knowledge. themselves.
 Conceptual Framework of the
Science Program

Emphasize the significant goals of K to 12

science education which is to produce
holistically developed learners who are
scientifically, technologically, and
environmentally literate with 21st century
skills.
 Components of the Curriculum Guide
First and Second Quarter: Cell
Contents Content Performance Learning Code
Standard Standard Competencies
1. Cell 1.Cell theory 1. construct a 1. Explain the
2. Cell Structure 3D model a postulates STEM_BIO11/12
and Functions plant/anima of the cell -Ia-c-1
3.Prokaryotic l/ bacteria theory
cell vs cell using 2. Describe STEM_BIO11/12
Eukaryotic cells recyclable the -Ia-c-2
4. Cell types materials. structure
5. Cell and
Modifications 2. construct a functions of
cell major and
6. Cell Cycle membrane subcellular
a. mitosis model from organelles
b. meiosis indigenous
3.Distinguish STEM_BIO11/12
7. Transport or
prokaryotic -Ia-c-3
mechanism recyclable
and ‘
a. Simple materials
eukaryotic
diffusion
cells
according to
their
distinguishing
features
 Components of the Curriculum Guide
First and Second Quarter: Biological Molecules

Contents Content Performance Learning Code

Standard Standard Competencies
Biological Structure and 1. categorize the STEM_BIO11/
Molecules Functions of biological molecules 12
Biological (lipids, -Ii-j-15
Molecules carbohydrates,
-Carbohydrates proteins, and
-Lipids nucleic acids) STEM_BIO11/
-Proteins according to their 12 –Ii-j- 16
-Enzymes structure and
-Nucleic acids functions
2. explain the role of STEM_BIO11/
each biological 12- Ii-J-17
molecule in specific
metabolic
processes
3. Describe the
components of an
enzyme
 Components of the Curriculum Guide
Third and Fourth Quarter: Organismal Biology

Contents Content Performance Learning Code

Standard Standard Competencies
Organismal 1. Plant and Develop a 1. Compare and STEM_BIO11/1
Biology Animal presentation contrast the 2 Iva-h-1
Organs (e.g . Role – following processes
system and playing, in plants and
their dramatization animals:
functions and other forms reproduction,
of multimedia) development,
2. Feed back to show how an nutrition, gas
Mechanism organism exchange,
maintains transport/circulatio
homeostasis n, regulation of the
through the body fluids,
interaction of chemical and
the various nervous control,
organ systems immune system,
in the body and sensory and
motor mechanism.
 Components of the Curriculum Guide
Third and Fourth Quarter: Genetics
Contents Content Standard Performance Learning Code
Standard Competencies
Genetics 1.Mendel’s Laws of 1. make a 1. Predict
Inheritance pedigree geneotypes
analysis in and
2. Sex Linkage the phenotypes
learner’s of parents
3.Central Dogma of family using and
Molecular Biology simple offspring
genetic using the
4. Recombinant DNA traits laws of
2. make a inheritance
research 2. Explain sex
paper/case linkage and
study/ recombinati
poster on on
genetic
diseases
 Components of the Curriculum Guide
Third and Fourth Quarter: Evolution and Origin of
Biodeversity

Contents Content Performanc Learning Code

Standard e Standard Competencies
Evolution and Origin of Relevance,
Biodiversity
Mechanism,
Evidence/
Bases, and
Theories of
Evolution
Systematics Based on Basic Taxonomic
Evolutionary
Relationships
Concepts and
Principles,
description,
Nomenclature,
identification
and
classification