Unit I

Unit Title:

Cell: The Basic Unit of Life

Teacher (s)

Lourence E. Retone

Subject and grade level

Biology 11

Time Frame and Duration

17 hours

Standards addressed:
Content Standard: Demonstrate understanding of the cell, the basic structure & function of
any living organism.
Performance Standard:
The learners shall be able
to:
1. construct a 3D model of
a plant/animal/bacterial cell using recyclable materials3D model of a plant/animal/bacterial cell
using recyclable materials
2. construct a cell membrane model from indigenous or recyclable materials

Step 1: List Content

UNIT I: THE CELL: THE
BASIC UNIT OF LIFE
1. Cell Theory
a. Microscope
2. Cell Structure
and Function
a. Prokaryotic
Cell
b.
Eukaryotic Cell
- Animal Cell
- Plant Cell
3. Cell Cycle
a. Mitosis
b. Meiosis
Transport Mechanisms
a. Simple Diffusion,
b. Facilitated Transport,
c. Active Transport,
d. Bulk/ Vesicular

Step 2: Extract and Identify concepts

Checklist

A
re the content
topics aligned
to the
standards
addressed?

Are
the content topics
specific to the
discipline?

Do
the topics show
what students
should know?

All living
things are
made up of
cells.
Taking care of
your cells can
make one
healthy.
Replacing old
cells are
important in
order for the
proper
function of
the body

Checklist

Are the
understandings
stated in full
sentences?

Are the
concepts included in
the statements?

Transport
Step 3: Formulate focus questions

How can you consider something as living?

What will happen if you only have one kind of cell in
your body?
Can a person live if its cells will not reproduce?
What is the importance of transporting nutrients and
waste in and out of your body?

Checklist

Are the
questions engaging
and thoughtprovoking?

Are the
questions openended?

Are the
questions aligned
with the conceptual
statement?

Step 4: Skills targeted and developed

Checklist

1. Identify using visual forms the different kinds of cell in

the body
2. Categorize using written form the difference between a
plant cell and an animal cell
3. Explain using visual forms the different transport
mechanism in a cell

Does the
skills show what
students must do in
relation to what they
need to know?

Does the
skill show a measurable
and specific action and
ability?

Does the
skill show the manner
or mode by which
students assessment
will be conducted?

Does the
skills show an
alignment with the
content/ standards?

Step 5: Identify appropriate Assessment (Formative, summative, and standard addressed)

Written Works
Seatworks/ Assignments (every topic in Unit I)
Short Quizzes (after every topic in Unit I)
Laboratory activity: (Laboratory sheets)
Performance Task
Microscope Activity
Identification of slides (Plant cell and Animal cell)
Clay model of the types of cell division

Checklist

Do your
assessments target
your learning
objectives and
standards?

Diffusion and Osmosis Laboratory activity

Quarterly Assessment: (Coverage: all of the topics in Unit I)

Quarterly Examination
Step 6: Learning Activities
Checklist

Day 1: Schools Mission Statement, Aspiration and Core Values

-

Getting to know Activity

Mission Statement
Basic Education Aspiration
Core Values

Day 2: Introduction to Biology

- Drawing activity
- Lecture
Day 3: Science Process Skills
- Lecture
- Group Activity
Day 4: Cell Theory
How can you consider something as living?
-

Lego Blocks ( introduction about the cell)

Lecture ( brief introduction about the cell theory)

Drawing (individual)- Students will draw things that has the same or
close to the function of a cell and describe their similarities. Then they
will show it in class.
Formative Assessment:
(Pen and paper) Identification type Cell theory
Day 5: Microscope
How can you consider something as living?
-

Lecture (brief discussion on how the microscope works, its

proper handling and the types of microscope)

Formative Assessment:
Slide viewing- students will be tasked to view sample slides and will be
graded on how they manipulate the microscope properly.
Day 6: Cell theory and Microscope
How can you consider something as living?

Do you
have activities to
acquire
skills/knowledge
(S/K)

Do you
have activities that
will make meaning of
facts/processes? (M)

Do you
have activities that
will allow students to
apply learning in
another context? (A)

Brief recall about the past topic

Performance Task:
Moving Exam (Coverage: cell theory and microscope)
Day 7: Cell parts and function (Cell parts & function)
What will happen if you only have one kind of cell
in your body?
-

Lecture ( brief introduction about the cell, its parts and its
functions )

Formative Assessment:
Group reporting: In a cartolina, each group will draw a city that depicts
the parts of the cell and they will explain what places in the city are
related to each part of a cell. (Rubric to be followed)
Day 8: Cell parts and function (Prokaryotic & Eukaryotic cell)
What will happen if you only have one kind of cell
in your body?
-

Lecture ( about the prokaryotic and eukaryotic cell, its parts and
its functions )

Formative Assessment:
Graphic Organizer: Students will compare and contrast prokaryotic and
eukaryotic cell
Day 9: Cell parts and function (Animal cell )
What will happen if you only have one kind of cell
in your body?
-

Lecture ( about the animal cell, its parts and its functions )

Formative Assessment:
Seatwork: Pen and Paper Exam:
Day 10: Cell parts and function (Animal cell )
What will happen if you only have one kind of cell
in your body?
Slide Viewing- Students will view sample slides of the animal and plant
cell
Formative Assessment:
Slide Identification- Students will identify if the slide shown in the
microscope is a plant or an animal cell. They will also identify some of
its parts.

Day 11: Cell parts and function ( Plant cell )

What will happen if you only have one kind of cell
in your body?
-

Lecture ( about the plant cell, its parts and its functions )

Formative Assessment:
Seatwork: Pen and Paper Exam:
Day 12: Cell parts and function ( Plant cell )
What will happen if you only have one kind of cell
in your body?
Slide Viewing- Students will view sample slides of the animal and plant
cell
Formative Assessment:
Slide Identification- Students will identify if the slide shown in the
microscope is a plant or ad animal cell. They will also identify some of
its parts.
Day 13: Cell parts and function (Animal cell and Plant )
What will happen if you only have one kind of cell
in your body?
-

Brief recall of the previous topic.

Performance Task:
Moving Examination
Day 14: Cell Cycle (Mitosis)
Can a person live if its cells will not reproduce?
-

Lecture ( about the cell cycle and mitosis )

Video presentation

Formative Assessment: (individual)

Illustration- after the video presentation, students will make their own
illustration of the cell cycle and mitosis
Day 15: Cell Cycle (Meiosis)
Can a person live if its cells will not reproduce?
-

Lecture ( about the meiosis )

Video Presentation

Formative Assessment:
Pen and Paper test: (Coverage: meiosis)
Day 16: Cell Cycle (Mitosis and Meiosis)
Can a person live if its cells will not reproduce?
-

Recall of mitosis and meiosis

Performance Task: Group work

Clay model- Students will make a clay model that shows the process of
mitosis and meiosis.
Day 17: Transport Mechanisms
What is the importance of transporting nutrients and
waste in and out of your body?
-

Lecture (different types of transport mechanism)

Video presentation

Graphic organizer- students will make graphic organizers about the

different kinds of transport mechanism.
Day 18: Transport Mechanisms
What is the importance of transporting nutrients and
waste in and out of your body?
-

Recall of the previous lesson

Performance Task:
Laboratory Activity: Osmosis and Diffusion
Day 19: Transport Mechanisms
What is the importance of transporting nutrients and
waste in and out of your body?
-

Review the whole unit for the unit test

Day 20: Transport Mechanisms

What is the importance of transporting nutrients and
waste in and out of your body?
Summative Examination
Unit Test- Coverage: All the topics in Unit I
Step 7: Resource/Text Selection/materials
McGraw Hill Textbook

Checklist

Are the
resources for
learning adequate

and varied?

Step 8: Evaluation
What evidence was found to show students understanding of the concept statements?
Which learning engagements help build, connect and deepen student understanding of the
concept statements?
What were the challenges (for students and teachers) of this unit? How were these challenges
resolved?
What recommendations or changes need to make to improve the unit?

Unit II
Unit Title:

BIOMOLECULES

Teacher (s)

Lourence E. Retone

Subject and grade level

Biology 11

Time Frame and Duration

8 hours

Standards addressed:
Content Standard:
Demonstrate understanding of biological molecules and their importance in different life
processes
Performance Standard:
The learner should be able to:
Create a book accordion showing the different biological molecules and their functions in a
human body.
Step 1: List Content
6. Structures and
Functions of
Biomolecules
a. Carbohydrates
b. Lipids
c. Proteins
d. Nucleic acids

Step 2: Extract and Identify concepts

Checklist

A
re the content
topics aligned
to the
standards
addressed?

Are
the content topics
specific to the
discipline?

Every
organism
needs to stay
healthy
Good food in
right amounts
nourishes the
body
Having a
balanced diet
is important

Checklist

Are the
understandings
stated in full
sentences?

Are the
concepts included in
the statements?


Do
the topics show
what students
should know?

to have a
healthy body

Step 3: Formulate focus questions

How is having a balanced diet important in the body?

Do you believe in the saying, You are what you eat?

Checklist

Are the
questions engaging
and thoughtprovoking?

Are the
questions openended?

Are the
questions aligned
with the conceptual
statement?

Step 4: Skills targeted and developed

Checklist

1. Differentiate using visual forms the different

biomolecules.
2. Identify using written form the role of each biomolecule
in specific metabolic process
3. List using written form the different components of an
enzyme

Does the
skills show what
students must do in
relation to what they
need to know?

Does the
skill show a measurable
and specific action and
ability?

Does the
skill show the manner
or mode by which
students assessment
will be conducted?

Does the
skills show an
alignment with the
content/ standards?

Step 5: Identify appropriate Assessment (Formative, summative, and standard addressed)

Written Works
Seatworks/Assignments (after every discussion)
Short quizzes ( After each topic)
Laboratory activity: (Laboratory sheets)
Performance Task

Checklist

Do your
assessments target
your learning
objectives and
standards?

Laboratory Activity
Reporting

Quarterly Assessment ( Coverage: all topics in Unit II)

Quarterly Examination
Step 6: Learning Activities
Day 21: Structures and Functions of Biomolecules
How is having a balanced diet important in the
body?
-

Lecture ( Introduction about biomolecules)

Brainstorming (by pair) about the discussion

Formative Assessment:
Oral Presentation: After the brainstorming, students will share to the
class on what they had learned today.

Day 22: Structures and Functions of Biomolecules

How is having a balanced diet important in the
body?
-

Lecture (Lipids)
Short skit: on the effects of lipids
Illustration (by pair): Students will draw the structure of lipids
and carbohydrates.

Formative assessment:
Seatwork: Pen and paper test.
Day 23: Structures and Functions of Biomolecules
How is having a balanced diet important in the
body?
-

Lecture (carbohydrates)
Short skit: on the effects of lipids and carbohydrates
Illustration (by pair): Students will draw the structure of lipids
and carbohydrates.

Formative assessment:
Seatwork: Pen and paper test.

Checklist

Do you
have activities to
acquire
skills/knowledge
(S/K)

Do you
have activities that
will make meaning of
facts/processes? (M)

Do you
have activities that
will allow students to
apply learning in
another context? (A)

Day 24: Structures and Functions of Biomolecules

How is having a balanced diet important in the
body?
-

Lecture (Proteins)
Brainstorming by group: Students will work by groups
and discuss about proteins

Formative assessment:
Seatwork: Pen and paper test.
Day 25: Structures and Functions of Biomolecules
How is having a balanced diet important in the
body?
-

Lecture (Proteins)
Brainstorming by group: Students will work by groups
and discuss about proteins

Formative assessment:
Seatwork: Pen and paper test.
Day 26: Structures and Functions of Biomolecules
How is having a balanced diet important in the
body?
-

Lecture (Enzymes)
Brainstorming by group: Students will work by groups
and discuss about proteins

Formative assessment:
Seatwork: Pen and paper test.

Day 27: Structures and Functions of Biomolecules

Do you believe in the saying, You are what you
eat?
Performance Task
Laboratory Activity: Enzymes
- Students will identify the composition and function of an
enzyme and they will answer the laboratory sheet
Day 28: Structures and Functions of Biomolecules

Do you believe in the saying, You are what you

eat?
-

Lecture ( Nucleic acids)

Model making: Students will make a model of a DNA and an
RNA

Formative Assessment:
Seatwork: Pen and paper test.
Day 29: Structures and Functions of Biomolecules
Do you believe in the saying, You are what you
eat?
Performance Task
Laboratory Activity: Enzymes
- Students will identify the composition and function of an
enzyme and they will answer the laboratory sheet
Day 30: Structures and Functions of Biomolecules
Do you believe in the saying, You are what you
eat?
-

Brainstorming (by pair) about biomolecules

Formative Assessment;
Quiz Bee: Students will work in pairs to answer questions. They will be
graded according to their rank in the quiz.
Day 31: Structures and Functions of Biomolecules
Do you believe in the saying, You are what you
eat?
-

Review on all the topics in biomolecules

Summative Assessment:
Unit Test: (coverage: Biomolecules)
Step 7: Resource/Text Selection/materials
McGraw Hill Textbook

Checklist

Are the
resources for
learning adequate
and varied?

Step 8: Evaluation

What evidence was found to show students understanding of the concept statements?
Which learning engagements help build, connect and deepen student understanding of the
concept statements?
What were the challenges (for students and teachers) of this unit? How were these challenges
resolved?
What recommendations or changes need to make to improve the unit?

Unit III
Unit Title:

UNIT III: ENERGY TRANSFORMATION

Teacher (s)

Lourence E. Retone

Subject and grade level

Biology 11

Time Frame and Duration

9 hours

Standards addressed:
Content Standard:
Demonstrate understanding of the biological significance of cellular respiration and
photosynthesis to all forms of living organisms.
Performance Standard:
The learner should be able to:
prepare simple fermentation
setup using common fruits
to produce wine or vinegar
via microorganisms
Step 1: List Content

Step 2: Extract and Identify concepts

1. Photosynthesis
a. Light
Dependent
b. Light
Independent
2. Respiration
a. Aerobic
b. Anaerobic
c. Fermentation

Checklist

A
re the content
topics aligned
to the
standards
addressed?

Are
the content topics
specific to the
discipline?

Do
the topics show
what students
should know?

Plants are
important for
us in order to
survive

Sunlight is the
main source
of energy in
the planet

Being active
enables us to
be physically
fit.

Checklist

Are the
understandings
stated in full
sentences?

Are the
concepts included in
the statements?

Step 3: Formulate focus questions

What will happen if all plants die?

Can we survive without sunlight?
Why do we need to breath?
Why do spoiled foods taste sour?

Checklist

Are the
questions engaging
and thoughtprovoking?

Are the
questions openended?

Are the
questions aligned
with the conceptual
statement?

Step 4: Skills targeted and developed

Checklist

1. Outline in written form the different steps in

photosynthesis
2. Differentiate in visual form the different kinds of
respiration
3. Identify using problem solving the best process to
produce energy.

Does the
skills show what
students must do in
relation to what they
need to know?

Does the
skill show a measurable
and specific action and
ability?

Does the
skill show the manner
or mode by which
students assessment
will be conducted?

Does the
skills show an

alignment with the

content/ standards?

Step 5: Identify appropriate Assessment (Formative, summative, and standard addressed)

Checklist

Written Works
Seatworks/Assignments (after every discussion)
Short quizzes ( After each topic)
Laboratory activity: (Laboratory sheets)
Performance Task
Laboratory Activity
Chart making (For the processes of aerobic, anaerobic and
fermentation.)

Do your
assessments target
your learning
objectives and
standards?

Quarterly Assessment ( Coverage: all topics in Unit II)

Quarterly Examination
Step 6: Learning Activities
Day 29: Photosynthesis
Can we survive without sunlight?
-

Lecture (Introduction about photosynthesis)

Students will draw a world without photosynthesis and they will
write their reflections after.

Formative Assessment:
Seatwork: Pen and Paper test
Day 30: Photosynthesis (light-dependent)
Can we survive without sunlight?
-

Video Presentation
Lecture

Formative Assessment:
Students will make a recipe that shows how plants produce glucose in
the light dependent reaction
Day 31: Photosynthesis (light-independent)
What will happen if all plants die?
-

Lecture
Activity (by pair): Students will make a flowchart of the process
of the light- independent reaction.

Formative Assessment:

Checklist

Do you
have activities to
acquire
skills/knowledge
(S/K)

Do you
have activities that
will make meaning of
facts/processes? (M)

Do you
have activities that
will allow students to
apply learning in
another context? (A)

Seatwork: Students will fill in the missing components in the flowchart

of the process of photosynthesis.
Day 32: Photosynthesis
What will happen if all plants die?
Performance Task
Laboratory Activity: Students will observe a hydrilla and they will
identify the rate of photosynthesis it makes in different conditions.
Day 33: Respiration
Why do we need to breathe?
-

Lecture ( Introduction)
Diagram making: Cellular respiration- photosynthesis diagram
Play: What is the importance of respiration?

Formative Assessment:
Reflection Paper: on what the topic
Day 34: Respiration
Why do we need to breathe?
-

Lecture ( Aerobic respiration)

Video Presentation

Formative Assessment::
Pen and Paper Test
Day 35: Respiration
Why do we need to breathe?
-

Lecture ( Fermentation)
Group presentation

Formative Assessment::
Pen and Paper Test
Day 36: Respiration
Why do spoiled foods taste sour?
Performance Task:
Laboratory Activity: Fermentation
Day 37: Photosynthesis and Respiration
Summative Assessment:
Unit Test: (Coverage: Photosynthesis and respiration)

Step 7: Resource/Text Selection/materials

McGraw Hill Textbook

Checklist

Are the
resources for
learning adequate
and varied?

Step 8: Evaluation
What evidence was found to show students understanding of the concept statements?
Which learning engagements help build, connect and deepen student understanding of the
concept statements?
What were the challenges (for students and teachers) of this unit? How were these challenges
resolved?
What recommendations or changes need to make to improve the unit?