St.

Joseph School
Gagalangin, Tondo Manila

UbD Unit Plan

Cellular Basis of Life

Subject: Science and Technology II Grade/Year Level: Second Year Checked by:____________________

Number of
Quarter: First Meetings: 12 Prepared by: Mr. Angelo Balverde

Stage 1 – Desired Results

Transfer
Established Goal:

At the end of the unit, the Transfer Goals:

students should be able to:
The students, in the long term and on her/his own, should be able to
1. Demonstrate become knowledgeable about the basic unit of life together with structures
understanding of early and functions so that they may be able to understand the changes in their body
studies and discoveries as they grow older and in the long run they may be able to take care of it.
on cell structure and
function;
2. Realize the important Meaning
functions performed by
the different cell
Essential Understandings: Essential Questions:
organelles and relate it to
the role of human being
1. Cell is the basic unit of 1. How does understanding of cell
in the community;
3. Critically evaluate the life structures and functions become
difference of plant and 2. Plant cell differ from beneficial to mankind?
animal cell; and animal cells 2. How does scientist justify similarities
4. Convey to others the 3. Cell can be either and differences in different cell?
significance of team prokaryotic or 3. Why is it necessary to have balance
work as the different eukaryotic in everything that living organisms
body organelles work
do?
together.
 Acquisition

KNOWLEDGE SKILLS
The pupils will know… The students will be able to…

1. The history of the 1. Trace the early discoveries on cell

discovery of cell
2. The concept behind the
cell theory
3. The different cell
organelles or structures
and their functions
4. The difference
between prokaryotic
vs. eukaryotic; animal
cell vs. and plant cell
and unicellular vs.
multicellular
organisms
2. Identify the different cell structures
and its functions
3. State the cell theory
4. Appreciate the cell as a highly
organized structure
5. Differentiate prokaryotic cell from
eukaryotic cell
6. Distinguish animal cell from plant
cell
7. Differentiate unicellular from
multicellular

Stage 2 – Assessment Evidence

Performance Task:
The teacher will divide the class into five groups. Each person in a group will assigned to do a task.

Goal(s): Your task is to produce a simulated cell miniature, electronic cell model, and 3D cell structure

Role: You will act like a young, innovative, and creative biologist or cytologist

Audience: Science Teacher and classmates

Situation: propose or create ways on how understanding of scope, importance, and tool of science and
technology can be used in life through:

1. Insightful argument after considering all the advantages and disadvantages of biotechnology.
2. Credible and authoritative sources of information while arguing or defending a point of view and
practical suggestions on how these ways or can be done easily, and will employ/utilize the productive
use of time and resources.

Performance: You have to assess the manifestation of understanding scope, importance and tools of biology
through creation of ISP based on the following criteria: creativity, innovativeness, marketability, and usability for
current or future study.

Standards and Criteria: Project Rubrics and presentation Rubrics will be used to asses students work.
Other Evidence

 Quizzes
 Oral Recitation
 Seatwork
 Unit Test
 Journal Writing
 Homework

Stage 3 – Teaching and Learning Experiences

Day 1 –

1. Acquaint student with the enduring understandings and essential questions

and talk about what they might already know or have heard regarding the topic.
2. Performance task will be explained thoroughly to the students and schedules
3. Hook the student with the unit lesson plan presenting three short video clips about: fast
moving animals; amoeba, worms and plants and trees
4. Give the closure by asking this to students: Do cells and its products have use in
industry, agriculture, and medicine?
5. provide assignment about the history and development of cell

Day 2 and 3 - Stage 1 Alignment: EU 1 & EQ 1

1. Employ the 5-5-5 method for the drill or skill maintenance

2. Recall the previous lesson by using the written round robin
3. Hook the student by presenting picture. Let the student analyze and understand it. After
that ask the processing questions
4. Present a bible scripture on the book Matthew to deepen the values integration.
5. Make use of the problem given in the gospel as to introduce the lesson
6. Use a story map to show the sequence of events on the early discoveries of the cell.
Ask the processing questions afterwards.
7. Present a picture of a general model of a cell. Let the students label the parts and tell
the function of each structure.
8. Relate the function of each organelle to the jobs or different role of people to the
society give them a chart as a guide for answering.
9. Have an analogy compare the organelle of a cell to the parts of a organization e.g.
school or government.
10. Divide the class into six groups let them create a short skit, about the importance of
teamwork like the cell organelle are working to perform its task.
11. Close the discussion by letting the student reflect what they had learn, allow them to
write in their journal notebook
12. Give the assignment about the Prokaryotic vs. Eukaryotic cell
Day 4, 5 and 6 - Stage 1 Alignment: EU 2, 3 & EQ 2, 3

1. Have the students answer drill using the 5-5-5 method.

2. Motivate the student by presenting a short video clip of the following:
a. Plant cell
b. Animal cell
c. Prokaryotic cell
d. Eukaryotic cell
3. Present a bible text on the book of John for values integration
4. Study the video shown to you earlier, compare and contrast animal and plant cell. Use
a graphic organizer to put in order your thoughts.

5. Based on the video compare and contrast Prokaryotic cell and Eukaryotic cell. Use a
graphic organizer to put in order your ideas.
6. Read, think and write. Present stories related to the topic to the student let them analyze
and understand the text. Ask the processing questions afterwards.
7. Generalize the topic by presenting a table comparing plant. Animal and bacterial cell.
8. Give the closure by saying this:
 An animal cell contains 10 to 20 golgi bodies, while a plant cell contains a
hundreds. Why do you think they differ in number?
 Muscle cell have more mitochondria than other cells. Muscle cells are always
undergoing some type of movement so they constantly need energy
 Cells need water to maintain health. Turning off the faucet every time you
brush your teeth can conserve as much as five gallons of water.
9. For the reflection, relate the given bible text on Matthew to the topic for today

Day 7- Stage 1 Alignment: EU 1 & EQ 1

Laboratory work about Cell
Workbook pp. 21-22

Pre-laboratory: clarification of the procedures

Activity proper: workbook pp. 21-22/ The Cell
Post laboratory: students will answer the questions found in their workbook

Day 8- Stage 1 Alignment: EU 1 & EQ 1

Laboratory work on Cork Cells and Onion Cells
Workbook pp. 23-24

Pre-laboratory: clarification of the procedures

Activity proper: workbook pp. 21-22/ Cork Cells and Onion Cells
Post laboratory: students will answer the questions found in their workbook

Day 9- Stage 1 Alignment: EU 2 & EQ 2

Laboratory work on Comparison Between Plant and Animal Cell
Workbook pp. 26-27

Pre-laboratory: clarification of the procedures

Activity proper: workbook pp. 21-22/ Comparison Between Plant and Animal Cell
Post laboratory: students will answer the questions found in their workbook
Day 10- Stage 1 Alignment: EU 3 & EQ 2
Laboratory work on Prokaryotic and Eukaryotic Cells
Workbook pp. 85
Pre-laboratory: clarification of the procedures
Activity proper: workbook pp. 21-22/ Prokaryotic and Eukaryotic Cell
Post laboratory: students will answer the questions found in their workbook

Day 11 – Stage 1 Alignment: EU 2, 3 & EQ 2, 3

Reinforcement Activity

Materials:
 Sheet of paper
 Ball pen or pencil
 Cell illustrations provided by the teacher

Procedures:

 Study the illustration provided by the teacher. Take note of the structures the arrows point to.
Q1: of the cell presented, which did you not notice or observe in onion and cheek cell
Q2: give reasons why you did not see them
 Construct a table with 3 columns I n a sheet of paper. Write the following headings: cell structure, plant
cell and animal cell.
 Closely look at the picture provided by the teacher. In the table, mark with a check the structures that are
present in animal and plant cell.

Day 12 – Presentation of performance Task

Resources

Campbell, Neil A., et al., Essentials of Biology 5th ed., McGrawhill Publishing, 2005.
Capco, Carmelita M., Biology. Phoenix Publishing House Inc., 2003.
Odum, Eugene P., Fundamentals of Ecology, W. B. Saunders Company, 2000.
Santos, Nonato C., e-Biology. Rex Publishing House, 2003.
Santos, Nonato C., i-Biology. Rex Publishing House, 2004.
Santos, Nonato C., o-Biology. Rex Publishing House, 2009.
Seeley, Stephen S., Essentials of Anatomy and Physiology. Prentice Hall International. 2002
Transformative Education book by Rev. Fr. Gonzales
Biology Workbook
www.worldbookonline.com
www.mr.j’sbiology.com
www.slam.com
www.members.pgonline.com
www.brainpop.com
www.biotechnology.com