Academic Budget Plantilla Science and Technology for the Modern World Maria Olivares, Ma.

Eloisa Bermio, Juanita Cruz 2nd Quarter Scope and Sequence Learning Content Unit IV Life Energy Plants as Energy Producers and Suppliers in an Ecosystem Chlorophyll Scientific Explanations of Farming Practices Flow of Energy *Using Food as Source of Energy Unit VI Organ Systems Organizational Levels in Living Organisms Protective Systems of the Body Energy-Producing and Distributing Systems Prepared By: Aira Gisel S. Conti 1 4 4 Days Waste Elimination System Controlling and Regulating Systems The Plants Systems 1 5 2

1 3 1 2 2

Unit VII Reproduction Cell Division Patterns of Reproduction Plant Reproduction Animal Reproduction Human Reproduction Issues on Human Reproduction Total number of Days: 4 2 2 2 4 2 42

Academic Budget Plantilla Science and Technology for the Modern World Maria Olivares, Ma. Eloisa Bermio, Juanita Cruz Year level: 2nd year Quarter: 2nd Quarter Gen. Topic: Plants as Energy Producers and Suppliers in an Ecosystem Unit: IV No. of Days: 1

Learning Objectives

Learning Content

Learning Experience

Evaluation of Learning Outcomes

Integration

Multiple Intelligences

TPO: Understand how organisms obtain energy EO1: Define what is Energy EO2: Explain why do plants are considered as an energy suppliers

Energy is defined as the The students will The rubrics which assess capacity to do work. give their ideas about the poster is on the last Energy and how it is part of this quarter. passed on to the different Plants are a known organisms source of food of other After the organisms and are known the as a supplier next to the brainstorming, students will have to

Physics: The main topic which is Energy is most likely a part of physics which is then integrated in this lesson since energy is needed by organisms in

Spatial-Visual Students which has such skills in making artistic work such as a poster would be encourage in this lesson since poster making is included in this

EO3: Identify the Trophic or Energy Levels

sun. These organisms can present a poster about convert light energy into their thoughts on the said chemical energy. lesson. Producers are the first and lowest trophic level which produces food; Consumers are the one who consumes the producers or the other consumers for they cant produce their own food; Decomposers which is the last level, breaks down producers and consumers into simpler units usable for plants and algae. Producers: Algae Plants and

order to live.

topic. Linguistic The proper usage of the definition of each term must be observed since this lesson will all in need of the meaning and connection between thoughts.

EO4: Give some examples of each of the trophic or energy level.

Consumers: cow, horse, etc. (Herbivores); lion, tiger, wolf etc. (carnivores) Decomposers: fungi and bacteria

Academic Budget Plantilla Science and Technology for the Modern World Maria Olivares, Ma. Eloisa Bermio, Juanita Cruz Year level: 2nd year Quarter: 2 Quarter Gen. Topic: Chlorophyll
nd

Unit: IV No. of Days: 3

Learning Objectives

Learning Content

Learning Experience

Evaluation of Learning Outcomes

Integration

Multiple Intelligences

TPO: Describe the location and function of the chlorophyll pigments Label the parts of a chloroplast EO1: Describe what is a chlorophyll and its function EO2: Illustrate and name the parts of a chloroplast Chlorophyll is a pigment necessary for photosynthesis. It is contained in structure called chloroplast. Chloroplast is composed of three membranes: the outer, inner and the third membrane consist of flattened sacs called thylakoids. These are all stack together and called grana. The disperse granules of chlorophyll are contained in the stroma. EO3: Identify and characterize the different types of a The most known types of chlorophyll are the chlorophyll a which There will be four volunteer students who will draw a chloroplast in the board and label its parts. Physics: In this topic, colors and wavelength are discussed which are also discussed in physics Spatial-Visual Students which have such skills in making artistic work such as a poster would be encourage in this lesson since poster making is included in this topic.

chlorophyll and its function

absorbs red wavelength chlorophyll b absorbs blue wavelength.

light and which light

Academic Budget Plantilla Science and Technology for the Modern World Maria Olivares, Ma. Eloisa Bermio, Juanita Cruz

Year level: 2nd year Quarter: 2nd Quarter Gen. Topic: Chlorophyll

Unit: IV No. of Days: 3

Learning Objectives

Learning Content

Learning Experience

Evaluation of Learning Outcomes

Integration

Multiple Intelligences

TPO: Explain the requirements of photosynthesis EO1: Describe what is photosynthesis EO2: Give the requirements and end product of photosynthesis Photosynthesis is a An experiment that will process of food making show that light, is of plants required for photosynthesis to occur will be conducted 1 day Photosynthesis requires before the lesson will be chlorophyll, light, carbon discussed. The following dioxide, and water. Its are the steps for the said end product is glucose experiment: and its by product is 1. Take a potted plant and oxygen Chemistry: This lesson involves the different processes used in chemistry to show the The student will create an requirements of experiment paper which photosynthesis involves the observation seen in the experiment and conclusion. Logical-Mathematical: Is clearly included in the lesson since experiment was conducted. And logical thinking was involved to answer the questions in the experiment.

EO3: Describe the factors that affect the rate of photosynthesis

destarch it by keeping it Photosynthesis is affected in darkness for 24 hours. by three factors: the intensity of light which 2. To one of the leaves provide the energy for attach a piece of metal photosynthesis and may foil or paper on both cause chlorophyll to sides. capture more energy to produce glucose when 3. Leave the plant in much light energy is sunlight for 48 hours. absorbed; temperature which causes enzymes 4. Then take the leaf and involved in remove its metal foil. photosynthesis to be non functional when it is 5. Decolorize the leaf as greater or lesser than in the above experiment 20C to 40C; last is the and test for starch. availability of raw materials such as carbon An experiment is done in dioxide and water, for the classroom to test for shortage of water causes the presence of starch the stomata to close thus, which will indicate the carbon dioxide cannot occurrence of enter the leaf and there photosynthesis. The will be no glucose following are the produce instructions for the said experiment: 1. The leaf is first decolourised by treating it in 90% ethanol

(alcohol) solution. It is then rinsed in hot water to remove all alcohol and to soften the tissue. 2. The leaf is now colourless. Then iodine solution (brown in colour) is poured over the leaf. 3. The leaf turns blueblack indicating that it contains starch

Academic Budget Plantilla Science and Technology for the Modern World Maria Olivares, Ma. Eloisa Bermio, Juanita Cruz Year level: 2nd year Quarter: 2 Quarter Gen. Topic: Chlorophyll
nd

Unit: IV No. of Days: 3

Learning Objectives

Learning Content

Learning Experience

Evaluation of Learning Outcomes

Integration

Multiple Intelligences

TPO: Explain light and dark reactions of photosynthesis EO1: Describe light reaction EO2: List the steps that happens in light reaction

Light reactions are a series of steps that start with the trapping of the light energy. 1. Chlorophyll absorbs the units of light called photons
2. Energy from the

Students will create a song about the steps on the dark and light phase of photosynthesis

The criteria which assess the songs written and performed by the students are the following: Content50% Musicality (melody).25% Audience Impact..10% Stage presence (dance moves, confidence). .15% _______ 100%

Physics: The discussed lessons involve energy which is engage in physics. Chemistry: The lesson discussed entails chemistry in such a with the behavior of the atoms and molecules included in the lesson.

Musical: It involves the creation of a song which entails the lesson discussed. Bodily Kinesthetic: Involves physical activities or movement which involves the dance steps in the presentation. Linguistic: Involves connecting words and phrases for the song written.

photons excites the electrons of the chlorophyll molecules causing the electrons to transfer to a higher energy level. 3. Electrons from a

high energy level move to a lower energy level. Electrons release energy which is utilized to form Adenosine Triphosphate (ATP) 4. Water molecules split into hydrogen and oxygen EO3: Characterize the dark reaction EO4: Explain the process involve in the dark reaction Series of chemical events in the dark reaction forms a cycle which is the Calvin Cycle.
1. In

Dark reaction takes place even without light.

the stroma, CO2 enters the Calvin Cycle combines

2. CO2

with five-carbon (5-C) sugar molecule and forms 2 molecules of three-carbon (3-C) acid. 3. 3-C acid is reduced by NADPH with the use of the energy from ATP into 2 molecules of a 3C sugar The result of the dark reaction is that energy previously stored in ATP and NADPH is now in the sugar molecules. This reaction completed the transformation of light to chemical energy.

Academic Budget Plantilla Science and Technology for the Modern World Maria Olivares, Ma. Eloisa Bermio, Juanita Cruz Year level: 2nd year Quarter: 2nd Quarter Gen. Topic: Scientific Explanations of Farming Practices Unit: IV No. of Days: 1

Learning Objectives

Learning Content

Learning Experience

Evaluation of Learning Outcomes

Integration

Multiple Intelligences

TPO: Give Scientific Explanations behind farming practices EO1: Identify and Characterize the different scientific explanations of farming practices

Girdling is a technique which entails the complete removal of a ring of a bark from a stem or branch, leaving the wood intact. This speed up and makes movement of substances from the roots to the leaves more efficiently, thus increasing the rate of photosynthesis. Pesticides are chemical substances used to stop harmful organisms and pests which compete with the plants for the essential materials for photosynthesis thus, destroying the plants.

The students are grouped and are asked to discuss about the different farming practices and its scientific explanation.

The activity will be evaluated by the following criteria:

Chemistry:

Linguitic: This lesson includes words and languages which will affect the relationship between ideas and the presentation of each group.

This lesson includes chemicals which are Content....50% used in farming practices Delivery...30% and its affect on the plants. Organization20% ______ 100 %

Logical-Mathematical: This involves the logical thinking of the students regarding the scientific explanations of such practices that are applied in farming.

Fertilizer is a chemical substance added to the soil to increase yield of crops when the soil is poor fertilizers provide nitrogen, phosphorus and potassium which are necessary for the plants nourishment and growth and when plants are healthy they become efficient in making food. Pruning is a method by which parts of a tree or a plant are trimmed off, this adds up to the plants efficiency in making food and also allows the plant to use more of its energy in producing flowers and fruits instead of maintaining braches, leaves etc. Irrigation refers to the artificial watering of crops which provide enough water supply for the plants which allows

the plant to utilize the water in making glucose or in the process photosynthesis.

Academic Budget Plantilla

Science and Technology for the Modern World Maria Olivares, Ma. Eloisa Bermio, Juanita Cruz Year level: 2nd year Quarter: 2nd Quarter Gen. Topic: Flow of Energy Unit: VI No. of Days: 2

Learning Objectives

Learning Content

Learning Experience

Evaluation of Learning Outcomes

Integration

Multiple Intelligences

TPO: Recognize the importance of the interdependency of living things for important gases through oxygencarbon dioxide cycle EO1: Explain the importance of the Oxygen-Carbon Dioxide to organisms Plant uses the energy of the sun to turn carbon dioxide and water into glucose and oxygen. The students will be grouped and will be assigned to construct a poster about the importance of the Animals consume Carbon-Oxygen Cycle glucose and oxygen and The rubrics which assess the poster are on the last part of this quarter. Chemistry: The lesson integrated the movement and use of some of the elements in the environment. Spatial-Visual Students which have such skills in making artistic work such as a poster would be encourage in this lesson since poster

in turn give off CO2 and water while their waste products like CO2 and water are used by plants thus, the CO2 O2 Cycle is continuous.

making is included in this topic. Linguistic The proper use of words and some symbolisms are applied in this lesson

Academic Budget Plantilla Science and Technology for the Modern World Maria Olivares, Ma. Eloisa Bermio, Juanita Cruz Year level: 2nd year Quarter: 2nd Quarter Gen. Topic: Flow of Energy Unit: IV No. of Days: 2

Learning Objectives

Learning Content

Learning Experience

Evaluation of Learning Outcomes

Integration

Multiple Intelligences

TPO: Characterize the flow of energy from the different organisms

Chemosynthesis is the production of organic matter in the absence of light which is Fieldtrip around the usually done by the school will be done. The students will list down at organisms in the ocean. least 10 animals and 5 The energy is plants that they saw transferred among the during the fieldtrip. This living components of an activity will last for 20 ecosystem is minutes. accomplished through food chain and food web.
Food Chain illustrates the transfer of energy from the green plants to a series of organisms while food webs are interconnecting food chains. Organisms obtain energy by eating one preceding it and are in turn consumed by other organisms in the next level.

The students will create and illustrate at least three (3) food chain and create a food web out of all the food chain that theyve done.

Physics

Spatial-Visual:

Some concepts about The lesson integrates physics are applied in this drawing of the organisms lesson such as the seen in the fieldtrip. calories and energy. Chemistry: This lesson has the process that entails different molecules and its changes within the process.

EO1: Differentiate a food chain form a food web

EO2:

Energy

pyramid

Academic Budget Plantilla Science and Technology for the Modern World Maria Olivares, Ma. Eloisa Bermio, Juanita Cruz Year level: 2nd year Quarter: 2 Quarter Gen. Topic: Using Food as a Source of Energy
nd

Unit: VI No. of Days: 2

Learning Objectives

Learning Content

Learning Experience

Evaluation of Learning Outcomes

Integration

Multiple Intelligences

TPO: Describe the cell part involved in producing energy EO1: Describe and Identify the function of mitochondrion in producing energy Respiration takes place The students will draw in the Mitochondria of the mitochondria and plants and animal cells. label its parts. It consists of two membranes the outer membrane which encloses the organelle and the inner membrane which is known as cristae folds back and forth into the interior of the mitochondrion. The energy lost as heat is less in the Physics: The lesson integrated the use of heat and energy inside the mitochondria. Spatial-Visual Students which have such skills in making artistic work such as a drawing is included in this topic. Linguistic The proper use of words and some symbolisms are applied in this lesson specifically in the essay part.

Label the parts of a mitochondria

The students will make an essay about the importance of the mitochondria and the processes that occurs in it.

The rubrics which assess the essay are on the last part of this quarter.

mitochondrion. Sugar molecules are breakdown little by little and the energy released is trapped at once thus the energy is neither wasted nor lost.

Supplementary Book: Biology: Science and Technology Textbook for Second Year Treyes, Rodolfo et al

Academic Budget Plantilla

Science and Technology for the Modern World Maria Olivares, Ma. Eloisa Bermio, Juanita Cruz Year level: 2nd year Quarter: 2nd Quarter Gen. Topic: Using Food as a Source of Energy Unit: VI No. of Days: 2

Learning Objectives

Learning Content

Learning Experience

Evaluation of Learning Outcomes

Integration

Multiple Intelligences

TPO: Explain the stages of cellular respiration EO1: Describe cellular respiration EO2: List and discuss the different stages of cellular respiration

Cellular respiration is a respiration that occurs The students will be inside the cell grouped will construct an Essay which discusses Glycolysis is the the stages of cellular first process that occurs respiration. in the cytoplasm in which glucose, a 6-carbon

Linguistic The rubrics which assess the essay are on the last part of this quarter. Chemistry: The lesson integrated the movement and use of some of the elements in the environment in relation to cellular The proper use of words and constructing an essay that is done with the correct terms and grammars is observed in this lesson

sugar, breaks down into two pyruvates each consisting of two 3 carbons. This process yields a net gain of 2 ATP molecules and 2 NADPH Second major step/process is the Krebs Cycle which takes place in the mitochondrion. Pyruvates moves from the cytoplasm into the mitochondrion and forms acetyl coenzyme A which then enters the Kreb Cycle and produces several substances, many of these are recycled by moving continuously in The third and last step is the Electron transport which occurs in the mitochondrion. Electrons in NADH and FADH2 flow through a series of electron transport acceptors which are located in the inner part of the

respiration

Logical-Mathematical Is observed in this lesson since logical thinking is needed for the construction of the essay.

mitochondrion. Flow of electrons and H+ results ATP formation, the final acceptor in the chain is oxygen. The electrons, hydrogen ions and oxygen combines to form water.

Supplementary Book: Biology: Science and Technology Textbook for Second Year Treyes, Rodolfo et al

Academic Budget Plantilla Science and Technology for the Modern World Maria Olivares, Ma. Eloisa Bermio, Juanita Cruz Year level: 2nd year Quarter: 2nd Quarter Gen. Topic: Organizational Levels in living Organisms Unit: VI No. of Days: 1

Learning Objectives

Learning Content

Learning Experience

Evaluation of Learning Outcomes

Integration

Multiple Intelligences

TPO1: Describe the coordinated functions of cells, tissues, and organ systems in maintaining the life of plants, animals and human beings. TPO2: Recognize the necessity of an organized system for proper growth development and survival of organisms Create a concept map about the cell, tissues and organ systems which are involved in the maintenance of life of the living organisms. Site some examples of each level. The rubrics which assess the concept map are on the last part of this quarter. Chemistry Since each level of organization has its chemical composition included in the lesson. Linguistic The proper use of words and constructing a concept map that is done with the correct terms is observed in this lesson Logical-Mathematical Is observed in this lesson since logical thinking is needed for the

EO1: Describe a cell Cell is a basic unit of structure and function of all the organisms. Tissues are cells group together which eventually forms tissue. These are structurally similar and perform the same function. Organs are several types of tissues that joins together to form an organ which performs a particular function. Organ systems are made up of the interacting organs. All of the organ systems are interrelated and work in coordination. EO3: Explain what is an organized system An organized system is where every cell, tissue, organs in the body

construction of the concept map integrated in this lesson.

EO2: Characterize a tissue, organs, Organ System

contributes in some way to the proper growth and development and survival of the organisms. Example is the function of the blood specifically the WBC which fight foreign substances in the body etc.

Academic Budget Plantilla Science and Technology for the Modern World Maria Olivares, Ma. Eloisa Bermio, Juanita Cruz Year level: 2nd year Quarter: 2 Quarter Gen. Topic: Protective Systems of the Body
nd

Unit: VI No. of Days: 4

Learning Objectives

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Learning Experience

Evaluation of Learning Outcomes

Integration

Multiple Intelligences

TPO: Describe the parts and function of the different organ systems EO1: Characterize the Integumentary System EO2: State the description and function of the skin Integumentary systems Viewing of form the bodys protection slides for the Skin will which includes the skin, hair be done in the class. and nails. The students will then draw the different Skin performs many slides viewed and label functions for the body; it its parts. prevents the entry of harmful organisms and cushions the body from physical injury; it Create an Essay keeps water and salts from which entails how the seeping out of the body; It is a muscles move and sense organ thus it has differentiate the types receptors for heat, cold, touch, of muscles pressure and pain. It also helps An experiment control the body temperature. And get rid of wastes through will be done for the composition of the sweat. bones and the Skin is made up of three procedure are the different layers which are the following: epidermis, dermis and fat Materials: layers. One cardboard tube Epidermis is a layer of

Label the layers of the Skin Physics These lesson includes topics such as temperature, pressure, weight and other terms related to physics

Spatial-Visual Students skills in making artistic work such as a drawing are included in this topic. Linguistic The proper use of words and constructing an essay that is done with the correct grammar and understanding. Logical-Mathematical Is observed in this lesson since logical thinking is needed for the construction of the essay and experiments integrated in this lesson.

The rubrics which assess the essay are on the last part of this quarter.

The students will be doing an experiment paper for the experiment in the skeletal system.

Academic Budget Plantilla Science and Technology for the Modern World Maria Olivares, Ma. Eloisa Bermio, Juanita Cruz Year level: 2nd year Quarter: 2nd Quarter Gen. Topic: Energy-producing and Distributing Systems Unit: VI No. of Days: 4

Learning Objectives

Learning Content

Learning Experience

Evaluation of Learning Outcomes

Integration

Multiple Intelligences

TPO: Describe the parts and function of the different organ systems EO1: Characterize the Digestive System EO2: Explain the two stages of digestion EO3: Identify the parts and function of the digestive system EO4: Classify the structures, substances and processes involved in digestion EO5: Describe the respiratory

Students will create a poem about the functions of the digestive system Experiment will be done about the process of respiration. The procedure are as follows: Materials: 16 or 20 oz. plastic bottle a small lump of clay 1 straw colored water Procedure: 1. Fill the bottle half way with colored water. Put the straw in it and place the clay over the opening (holding the straw in place coming out of the bottle).

The rubrics which assess Physics: the poem are on the last This lesson involves part of this quarter. topics about physics or topics related to physics such as the concept on the experiments Experiment paper will be passed by the students. Chemistry This lesson involves the chemical properties of some of the topics discussed in this chapter.

Linguistic The proper use of words and constructing a poem that is done with the correct grammar and understanding. Logical-Mathematical Is observed in this lesson since logical thinking is needed for the construction of the poem and experiments integrated in this lesson. Bodily Kinesthetic This involves the skit performed by the students.

Academic Budget Plantilla Science and Technology for the Modern World Maria Olivares, Ma. Eloisa Bermio, Juanita Cruz Year level: 2nd year Quarter: 2nd Quarter Gen. Topic: Waste Elimination System Unit: VI No. of Days: 1

Learning Objectives

Learning Content

Learning Experience

Evaluation of Learning Outcomes

Integration

Multiple Intelligences

TPO: Describe the parts and function of the different organ systems Materials: EO1: Characterize the Excretory System EO2: Identify the waste products of the excretory system EO3: Discuss the parts and function of the Kidney * body diagram (use your own, or download our PDF) * small marshmallows * glue * kidney beans * cafeteria straws * scissors * spaghetti (uncooked) * red yarn * brown paper sack * blue yarn * tag board Procedure: I had the students work in small groups. Each group had a brown lunch sack with all of their materials inside. On the outside of the bag I wrote what each student needed to grab Experiment papers will be passed by the students Physics: This lesson involves topics about physics or topics related to physics such as the concept on the experiments Chemistry This lesson involves the chemical properties of some of the topics discussed in this chapter. Linguistic The proper use of words and constructing a poem that is done with the correct grammar and understanding. Logical-Mathematical Is observed in this lesson since logical thinking is needed for the construction of the poem and experiments integrated in this lesson. Bodily Kinesthetic This involves the skit performed by the students.

out of the bag. I also had the list on the overhead. Students were responsible for getting their own materials out of the bag. Each student needs: * 3 Kidney Beans (Represents the Kidneys) * 3 Spaghetti pieces (Represents the Ureters) * 2 Marshmallows (Represents the Bladder) * 2 Straw pieces (Represents the Urethra) * 2 pieces of Red Yarn (Represents the Arteries) * 2 pieces of Blue Yarn (Represents the Veins) One of each item will be used for the key at the top of the tag board. I used rubber cement to attach the body model to the tag board prior to the lesson.

Making the Model: 1. Glue on the kidney beans. 2. The yarn will be approx. 3 inches long. The student will have to separate the yarn into two pieces about 1/2 way up so that the arteries and the veins can go down each leg. Glue on the arteries and the veins. 3. Insert the approximately 1 inch long spaghetti lengths into the minimarshmallow at an angle. This represents the ureters draining down into the bladder. 4. Insert the approx. 1 centimeter long piece of straw into the bottom of the marshmallow. This represents the urethra. Place glue on the marshmallow only. The spaghetti should be just high enough togo over

the top of the yarn. 5. The students now have a wonderful model so that they can describe to a partner just exactly what happens in the Excretory System.

Academic Budget Plantilla Science and Technology for the Modern World

Maria Olivares, Ma. Eloisa Bermio, Juanita Cruz Year level: 2nd year Quarter: 2nd Quarter Gen. Topic: Controlling and Regulating System Unit: VI No. of Days: 5

Learning Objectives

Learning Content

Learning Experience

Evaluation of Learning Outcomes

Integration

Multiple Intelligences

TPO: Describe the parts and function of the different organ systems EO1: Characterize the Nervous System EO2: Describe the parts of the nervous system EO3:

Make a model of a neuron, brain using clay and label its parts.

The rubrics which assess the Physics: model are on the last part of this This lesson involves quarter. topics about physics or topics related to physics such as the concept on Label the parts of a neuron the experiments Chemistry

Linguistic The proper use of words and constructing a poem that is done with the correct grammar and understanding. Logical-Mathematical

Discuss how the nervous system works EO4: Describe the endocrine system EO5: Discuss the regulation of the endocrine system EO6: Confer about the glands, hormones and its function EO7: Explain the effects of low and high levels of hormones EO8: Identify the different senses of the body Create a song which The criteria which assess the entails the different songs written and performed by glands, hormones, the students are the following: targets and function. Content50% Musicality (melody).25% Audience Impact..10% Stage presence (dance moves, confidence)..15% _______ 100%

This lesson involves the chemical properties of some of the topics discussed in

Is observed in this lesson since logical thinking is needed for the construction of the poem and experiments integrated in this lesson. Bodily Kinesthetic This involves the skit performed by the students.

EO9: Explain how the Eyes can see, Ears can hear, Tongue can taste and how the skin can feel

Experiment will be conducted in the class which will show the strong sense of smell. The procedure and materials are as follows: Materials: samples of various substances with distinctive smells (Some suggestions are lemon, peanut butter, vinegar, peppermint, chocolate, baby powder, recording sheet with four columns for container number smells like easy to recognize hard to recognize Procedures: 1. Place a small amount of each substance in a separate container. Number each of the containers and keep a list of the

substance and the number of its container. 2. Place each container at separate stations throughout the room. 3. Divide the class into pairs. Provide each pair of students with a recording sheet for their answers. 4. Have one of the partners wear a blindfold. The other partner acts as the "helper" and leads the blindfolded "detective" to a smell station. The "helper" uncovers the container and allows the "detective" to smell. The "detective" then attempts to identify the substance by smell only. The "helpers" record the "detective's" guess and whether it was hard or easy for the "detective" to identify. When a pair

of students reaches the halfway point in the investigation, have them switch roles. 5. When the activity is completed, check the lists with the students and ask for their responses.

Academic Budget Plantilla Science and Technology for the Modern World Maria Olivares, Ma. Eloisa Bermio, Juanita Cruz Year level: 2nd year Quarter: 2 Quarter Gen. Topic: Controlling and Regulating System
nd

Unit: VI No. of Days: 5

Learning Objectives

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Learning Experience

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Integration

Multiple Intelligences

TPO: Recognize the technologies that help defective organ system to function properly EO1: Identify and discuss the technologies that help a defective organ system to function properly There will be sharing of thoughts about the technologies used to help defective organ systems to function properly. Write an essay which will The rubrics which assess include the different the essay are on the last technologies used to help part of this quarter. defective organ systems to function properly

Physics: This lesson involves topics about physics or topics related to physics such as the concept on the experiments Chemistry This lesson involves the chemical properties of some of the topics discussed in

Linguistic The proper use of words and constructing an essay that is done with the correct grammar and understanding. Logical-Mathematical Is observed in this lesson since logical thinking is needed for the construction of the essay rated in this lesson

Academic Budget Plantilla Science and Technology for the Modern World Maria Olivares, Ma. Eloisa Bermio, Juanita Cruz Year level: 2nd year Quarter: 2nd Quarter Gen. Topic: The Plant Systems Unit: VI No. of Days: 2

Learning Objectives

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Learning Experience

Evaluation of Learning Outcomes

Integration

Multiple Intelligences

TPO1: Describe the parts and functions of the different organ systems of plants TPO2: Explain the requirements of plants for growth EO1: Identify and discuss the three types of structure that comprises a vascular plant EO2: Discuss the Absorption and transport of nutrients and water in plants EO3: Give and explain the factors affecting plant growth

Sharing of the students Enumeration: about plants requirement 1. What are the three for growth. major parts of a vascular plant? 2. Give at least three requirements for plants growth.

Physics: This lesson involves topics about physics or topics related to physics such as the concept on the experiments Chemistry Linguistic The proper use of words and constructing a song that is done with the correct grammar and understanding.

Create a song about the plants parts and The criteria which assess requirements for growth. the songs written and performed by the students are the following: Content50% Musicality (melody).25% Audience Impact..10% Stage presence (dance moves, confidence). .15%

This lesson involves the chemical properties of some of the topics discussed in

Musical: It involves the creation of a song which entails the lesson discussed. Bodily Kinesthetic: Involves physical activities or movement which involves the dance steps in the presentation.

_______ EO4: Explain how homeostasis is achieve in plants 100%

Academic Budget Plantilla Science and Technology for the Modern World Maria Olivares, Ma. Eloisa Bermio, Juanita Cruz

Year level: 2nd year Quarter: 2nd Quarter Gen. Topic: Cell Division

Unit: VII No. of Days: 4

Learning Objectives

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TPO1: Describe the cell cycle TPO2: Differentiate mitosis from meiosis EO1: Discuss the cell cycle Chemistry EO2: Compare and contrast mitosis and meiosis This lesson involves the chemical properties of some of the topics discussed in Draw and label different phases mitosis and meiosis the Label the phases of mitosis of and meiosis Physics: This lesson involves topics about physics or topics related to physics such as the concept on the experiments Bodily Kinesthetic: Involves physical activities or movement which involves the dance steps in the presentation.

EO3: Illustrate the phases of mitosis and meiosis EO4: Explain the occurrence of meiosis in males and females EO5: Discuss meiosis in the preservation of chromosome number

Academic Budget Plantilla

Science and Technology for the Modern World Maria Olivares, Ma. Eloisa Bermio, Juanita Cruz Year level: 2nd year Quarter: 2nd Quarter Gen. Topic: Patterns of Reproduction Unit: VII No. of Days: 2

Learning Objectives

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Learning Experience

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Integration

Multiple Intelligences

TPO1: Understand the patterns of reproduction among organisms TPO2: Differentiate sexual and asexual reproduction of organisms EO1: Compare and contrast sexual and asexual

reproduction EO2: Discuss and Illustrate some of the examples of asexual reproduction of organisms EO3: State other process of vegetative propagation of plants

Academic Budget Plantilla Science and Technology for the Modern World Maria Olivares, Ma. Eloisa Bermio, Juanita Cruz Year level: 2nd year Quarter: 2 Quarter Gen. Topic: Plant Reproduction
nd

Unit: VII No. of Days: 2

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Integration

Multiple Intelligences

TPO1: Understand the patterns of reproduction among organisms EO1: Discuss the fertilization and development in flowering plants EO2: Discuss and Illustrate reproduction of other organisms EO3: State and describe the reproductive structures of flowering plants

Academic Budget Plantilla Science and Technology for the Modern World Maria Olivares, Ma. Eloisa Bermio, Juanita Cruz Year level: 2nd year Quarter: 2nd Quarter Gen. Topic: Animal Reproduction Unit: VII No. of Days: 2

Learning Objectives

Learning Content

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Integration

Multiple Intelligences

TPO1: Understand the patterns of reproduction among organisms EO1: Illustrate and discuss the alternation of generation of cnidarians EO2: Explain hermaphrodism Academic Budget Plantilla Science and Technology for the Modern World Maria Olivares, Ma. Eloisa Bermio, Juanita Cruz Year level: 2nd year Quarter: 2 Quarter Gen. Topic: Animal Reproduction
nd

Unit: VII No. of Days: 2

Learning Objectives

Learning Content

Learning Experience

Evaluation of Learning Outcomes

Integration

Multiple Intelligences

TPO1: Understand the patterns of reproduction among organisms EO1: Illustrate and discuss the alternation of generation of cnidarians EO2: Explain hermaphrodism EO3: Compare and contrast external and internal fertilization EO4: Illustrate the metamorphosis of a

butterfly

Academic Budget Plantilla Science and Technology for the Modern World Maria Olivares, Ma. Eloisa Bermio, Juanita Cruz Year level: 2nd year Quarter: 2nd Quarter Gen. Topic: Human Reproduction Unit: VII No. of Days: 4

Learning Objectives

Learning Content

Learning Experience

Evaluation of Learning Outcomes

Integration

Multiple Intelligences

TPO1: Explain the process of human reproduction EO1: Illustrate and discuss the alternation of generation of cnidarians EO2: Explain hermaphrodism