Teaching Guide Biology 1
Teaching Guide Biology 1
Teaching Guide Biology 1
c. Identify and draw basic building blocks of the four major classes of biological
molecules.
f. Give common examples of each type of the four major biological molecules.
SPECIFIC At the end of this chapter the learners shall be able to:
LEARNING
OUTCOMES a. Make a basic building blocks of the Major Biological Macromolecules.
II. MOTIVATION
1. Divide the class into group of three.
2. Distribute sample food or nutrition labels to each group and ask
them if they know how to interpret the information written on
the food labels.
3. You may ask them the following questions to facilitate the
discussion and call on several groups to present in front of the
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class: Teacher Tip: (if any)
How many servings are there in this container?
For the food labels, local products
Would you agree that this is the reasonable amount of that are familiar to the learners will
food you would consume per serving? How many total make the best samples. Make sure
food calories© are in this container? that the labels have carbohydrates,
How much fat is present in one serving? What kind of fats and proteins in them. If there are
fat? What is the importance of consuming fats in our no food labels available, you may do
diet? an image search and print some
How much protein is present in one serving? What is sample food labels from the internet.
the importance of consuming protein in our diet?
How much carbohydrate is present in one serving? Divisions into small groups of two or
What kind of carbohydrate? What is the importance of three may facilitate sharing. Only call
consuming carbohydrate in our diet? on two or three groups to present if
Recall that human beings, like animals are heterotrophs there is limited time.
that need to take in energy and organic molecules
(Carbohydrates, Proteins and Fats) from plant and Expect the responses to vary
animal matter. depending on how realistic the
Explain to the learners that this lesson will describe the serving size is. You can also discuss
structure of carbohydrates and lipids and explain the how advertisers influence how people
role that these biomolecules play in important biological perceive food. Take note that a food
processes. calorie is the same as 1kcal or 1000
calories. A young adult would often
III. INSTRUCTION/DELIVERY need to take 1800-2500c per day,
Present a diagram similar to the one below: depending on their size and level of
http://www.personal.psu.edu/staff/m/b/mbt102/bisci4online/chemistry/elementsorgnsm.jpg activity.
Point out that the bulk (i.e. more than 90%) of the human body Responses may include saturated,
weight is provided by only three elements: oxygen, carbon and unsaturated and trans fats. Explain to
hydrogen. We get these elements primarily from the food we eat, the learners that the three fats will be
the water we drink and from the air we inhale around us. discussed in more detail during the
lesson. Regarding its importance,
Explain to the learners that biogeochemical cycles such as carbon- expect responses ranging from energy
oxygen cycle and water cycle play important roles in ensuring that source, insulation, for flavor, for aid in
we have access to these important elements. All forms of life, not cooking, for heart health, skin health,
only that of humans, are made up of four kinds of important large etc.
molecules: carbohydrates, lipids, proteins and nucleic acids. All of
these have carbon atoms as their backbones since carbon is capable Possible responses include sugar,
of forming up four chemical bonds with atoms of other elements. fibers, etc. Regarding its importance,
responses may include, energy source,
Facilitate the lecture on Carbohydrates, Lipids, Proteins and Nucleic for aid in regular bowel movement,
Acids. for provision of building blocks for
biosynthesis.
Heterotrophs, such as human beings, obtain energy and raw materials Use ball and stick models or plastic
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from food. These are important for cell growth, cell division, blocks to demonstrate how
metabolism, repair and maintenance of the body. Nutrients can be dehydration and hydrolysis reactions
classified as either organic nutrients (i.e. those that contain carbon such occur. Simple reusable ones may be
as carbohydrates, fats, proteins, vitamins and nucleic acids) or inorganic constructed from toothpicks or clay or
nutrients (i.e. those that do not contain carbon such as water and similar materials.
mineral salts)
If a projector is available, you may
What are Carbohydrates? also use animations like the ones
found at
Carbohydrates are organic compounds made up of carbon, hydrogen <http://www.cengage.com/biology/
and oxygen. These compounds have a general formula of CnH2mOm. discipline_content/animations/
This means that the hydrogen and oxygen atoms are present in a ratio reaction_types.swfto> to help in
of 2:1. For example, glucose a formula of C6H12O6 and sucrose has a visualization.
formula of C12H22O11.
Correct Response: 999 water
Carbohydrates are usually good sources of raw materials for other molecules
organic molecules and energy. One gram of CHO provides 4 food
Calories or 16kj of energy. In human diet During the Discussion, invite the
learners to find different kinds of
How are Carbohydrates formed? carbohydrates in their food labels.
CHO are examples of macromolecules. These are chainlike molecules Teacher Tip:
called polymers (mere means part) made from repeating units like Examples of alpha helices and beta
monomers. Polymers can be formed from covalenty-bonded monomers sheets may be created using wire for
much like a single structure can be made out of repeated building blocks the backbone and yarn for the H-
linked to each other. bonds; invite learners to speculate on
why alpha helix structures are
These monomers called monosaccharide, from covalent bonds when associated with storage
one monomer loses a hydroxyl group and the other loses a hydrogen polysaccharides and beta sheets with
atom in dehydration or condensation reactions, forming disaccharides. structural polysaccharides.
This reaction requires energy occur. The bound formed is called a
glycosidic linkage.
Longer polysaccharide chains are formed by monomer addition through Teacher Tip:
succeeding dehydration reactions. These reactions can occur in the Invite learners to compare the rigidity
human liver as carbohydrates are stored as polysaccharides called or structural integrity of plant matter
glycogen or in ground tissues of plantswhere there are stored as starch. or paper, a shrimp’s shell, and a
mushroom. Explain that all these
Polysaccharides are broken down into simpler components through the structures are formed from β sheets
use of water to break covalent bonds and release energy. The process,
known as hydrolysis (hydro means water and lysis means split), is the
opposite of dehydration reactions and often occurs in the digestive tract
during chemical and mechanical digestion. Here, enzymes break bonds
within polysaccharides. With the aid of water, one H group attaches to a
monosaccharide while another –OH group attaches to the other.
Comprehension question:
How many molecules of water are needed to completely hydrolyze a
polysaccharide that is one thousand monosaccharide long?
Carbohydrates can be classified into three main categories, according to Demonstrate the effects of the
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increasing complexity: straight chains of saturated FAs on
Monosaccharides (monos means single and saccharmeans packing by piling together flat
sugar) structures like books or blackboard
Disaccharides (di means two) erasers and ask learners to compare
Polysaccharide (poly means many) this with the stacking or packing of
irregularly shaped objects like
What are Lipids? partially folded sheets of cardboard.
Lipids are class of macromolecules that are nonpolar and hydrophobic in During discussion, invite the learners
nature. Major types include fats and oils, waxes, phospholipids and to find different kinds of fats in their
steroids. Fats are stored form of energy and are also known as food labels and decide on whether a
triglycerols or triglycerides. Fats are made up of fatty acids and either particular food is healthier than
glycerol or sphingosine. another based on its fat content.
Steroids are another class of lipids. Their basic structure has four
focused carbon rings. Cholesterol is a type of steroid and is an important
constituent of the plasma membrane, where it helps to maintain the
fluid nature of the membrane. It is also the precursor of steroid
hormones such as testosterone.
Divide the class into groups. Instruct the learners to This activity may be done as a class if time does
prepare the following materials that are needed for the not permit for the activity to be done in separate
laboratory activity. groups. If Benedict’s solution is not available, you
may only perform the last two tests.
Eight glass droppers, medicine droppers, or caps
12 test tubes In the absence of laboratory gradechemicalsyou
Test tube holders or tongs may improvise with store bought chemicals like
Beaker iodine and 70% ethyl alcohol for medical use.
Alcohol lamp Make sure to test the procedure before
Benedicts solution performing the activity in the class
Iodine solution
Ethanol solution
Glucose solution
Flour or cornstarch
Cooking oil
Sample of student brought food or drink
Mortar and pestle
Step 1
Mix equal volumes (2.5 mL) of Benedict’s solution and the
sample in a test tube and shake the mixture.
Step 2
Place the test tube in boiling water for 5 minutes.
CAUTION: Make sure that the mouth of the test tube is
pointed AWAY from your classmates.
Step 3
Allow to cool and observe the contents. A brickred
precipitate indicates that large amounts of reducing sugars
are present in the sample. Yellow-orange precipitate
indicates that a moderate amount is present. A blue-green
color indicates that only trace amounts are present.
Step 1
Add three drops of iodine solution to the sample in a test
tube or any white container.
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Step 2
If iodine changes from orange brown to blue black starch is
present in the sample.
Step 1
Add 2.5mL of ethanol solution to a drop of the sample in a
test tube. Shae the mixture well.
Step 2
Sample should dissolve in ethanol to form a clear solution.
Step 3
Add 2.5 mL of water to mixture and shake well.
Step 4
If a cloudy white emulsion is present at the bottom of the
tube, fats are present in the sample.
Divide the class into small groups. Provide the groups with
different structures of lipids or carbohydrates and ask them
to create models using common or recyclable materials.
https://upload.wikimedia.org
https://www.mikeblaber.org/oldwine/
BCH4053/Lecture13/triglyceride.jpg
https://my.bpcc.edu/content/blgy225/
biomolecules/phospholipid.gif
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TOPIC/LESSON NAME UNIT 1: READING TEXTBOOKS ACROSS DISCIPLINES
I. INTRODUCTION
II. MOTIVATION
Define Bibliography
Discuss the two formats used in writing bibliography
(American Psychological Association- APA and
Modern Language Association-MLA)
Show examples of each format
Discuss how to write bibliography using these two
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formats.
Note:
Discuss the definition of annotated bibliography and
show example/s. In preparing an annotated
bibliography, use your preferred style.
If you are into visual arts, write your
Interactive Discussion on Lesson 3: reading Texts in Mathematics and the annotated bibliography on index
Humanities
cards and decorate them accordingly.
I. THE NATURE OF KNOWLEDGE IN MATHEMATICS AND THE
HUMANITIES
If you want to see all the entries in
just one look, you may want to
Mathematics deal with numbers and patterns, it is expected prepare a chart or table containing
to be an accurate discipline. the bibliographic entries as well as
Mathematics make use of numbers and symbols in order to important details about them.
express certain truths.
Mathematics is objective in nature.
Humanities are a set of disciplines that attempt to capture the
richness of the human experience
Humanities help people become more fully human through
different art forms such as literature, visual arts and music.
Humanities are subjective in nature.
II. THE LANGUAGE OF MATHEMATICS AND THE HUMANITIES
ASSESSMENT
Remembering questions
Understanding questions
Analyzing questions
Evaluating questions
Creating questions
Reading Tip:
Using your marginal notes or a
separate sheet of paper, enumerate
Interactive Discussion on Lesson 4: Paraphrasing and Summarizing
the details given in support of the
Define Paraphrasing
main point presented in each section.
What constitutes an effective paraphrase? Weed out those that are not crucial so
that you will no longer need to go
I. Process of Paraphrasing through them as you write your
1. Repeatedly read the passage to be paraphrased. summary.
2. Do not look at the passage while you are writing your
paraphrase. Note: Some things to consider:
3. After writing your paraphrase, read the original passage once “What sort of ideas are presented in
again to check if you were able to accurately capture its this section?”
meaning. “How are they organized?”
4. Check if your paraphrase has errors in grammar or mechanics.
“Which ones are important, and
5. Always cite your source
which ones are not?”
What is plagiarism?
What are the common types of plagiarism? Use the potion for marginal notes
1. Word-for-Word(Verbatim) Plagiarism below to jot down your thoughts.
2. Word order Plagiarism
3. Ideal Plagiarism
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Reading Tip:
Define Summary or Precis Closely examine the concluding
paragraph to help you identify the
I. Summarizing Process salient points presented in the essay.
1. Read the text you are about to summarize over and over Note that the conclusion and your
again summary have a similar function, and
2. Identify the main idea of the text
that is to succinctly recapitulate the
3. Put your feet into your reader’s shoes
4. Ensure a smooth flow of ideas.
ideas throughout the text.
5. Limit your summary to a few sentences.
6. Do not forget to proof read your work.
IV. ENRICHMENT
Group the students into 5, let them answer the following and let them share on
how they come up with their answers.
Lesson 1:
Answer REFRESHER A (VOCABULARY CHECK), B(SHORT ANSWERS) p13
Lesson 2:
Answer REFRESHERA(VOCABULARY CHECK) and B(PREPARING A
TRADITIONAL BIBLIOGRAPHY), C(PREPARING AN ANNOTATED
BIBLIOGRAPHY) p25-26
Lesson 3:
Answer REFRESHER (SHORT ANSWERS) p41
Lesson 4:
Answer REFRESHER A 9PARAPHRASING) and B (SUMMARIZING) P52
V. EVALUATION
Lesson 1:
Answer CHALLENGE AND REFLECTION P14-15
Lesson 2:
Answer CHALLENGE 1 AND 2 P27
Lesson 3:
Answer CHALLENGE P41
Lesson 4:
Answer CHALLENGE P52
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RED ARROW HIGH SCHOOL
Magsaysay Street San Nicolas, Pangasinan 2447