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General-Biology 1

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Diocese of Bayombong Educational System (DBES)

Saint Joseph School


Poblacion, Diadi, Nueva Vizcaya
CP # 0977-488-4133

OBE-CURRICULUM MAP
S.Y. 2023-2024
SUBJECT : GENERAL BIOLOGY 1
GRADE LEVEL : 11/12

I. SCHOOL’S VISION-MISSION AND GRADUATE ATTRIBUTES:

VISION: A vibrant Catholic educational system for a globally competitive inclusive education towards the holistic development of stakeholders with deep spirituality,
diversified competence, and strengthened stewardship orientation.

MISSION: Guided by the Gospel values, DBES, commits to quality and transformative Catholic Education for the growth and development of stakeholders through
contextualized inclusive learner-centered curriculum, enhanced employees' professional developmental opportunities, and strengthened partnership with the
stakeholders in the pursuit of Christian discipleship and witnessing, community building, and stewardship for the service of God, family, and country.

GRADUATE ATTRIBUTES. Graduates of Saint Joseph School are expected to have the following:
1. Discipleship
2. Benevolence
3. Excellence
4. Stewardship

II. Approval and Revision History

Name Designation Signature Date Name Designation Signature Date


Last updated by Faculty Verified by Coordinator

Reviewed by Dept. Head Approved by Principal

1
III. Alignment of Performance Standards, Performance Indicators and Evaluation Standard/s

The table below shows how the alignment of the performance standards (PS) to the desired attributes of graduates, the expected course learning outcomes (CLOs),
assessment and evaluation methods to be used, and standards to measure attainment of the PS.

School’s Graduate Attributes Performance Assessment/ Evaluation


PS code Performance Standard (PS) (Core Values) Evaluation Standard(s)
Indicators (PIs) Method(s)
A1 A2 A3 A4
1. Construct a 3D model of a
plant/animal/bacterial cell using 100% of the learners must be Performance task/
able to construct a 3D model Refer to attached evaluation
recyclable materials. / / / Project-based/ Laboratory
of a plant/animal/bacterial cell standard
Activity
using recyclable materials.
Q1 2. Construct a cell membrane model
from indigenous or recyclable 100% of the learners must be
able to construct a 3D model Performance task/
Refer to attached evaluation
materials. / / / of a cell membrane using Project-based/Laboratory
standard
recyclable or indigenous Activity
materials.
1. Prepare simple fermentation setup
using common fruits to produce 100% of the class must be able Performance task/
Refer to attached evaluation
Q2 / / / to perform simple Project-based/ Laboratory
wine or vinegar via standard
fermentation process. Activity
microorganisms

IV. Alignment Matrix of Content Standards (CS); Performance Standards (PS); and Course Learning Outcomes (CLOs).

Performance Standards (PS)


CS (Note: add column if necessary)
Course Learning Outcomes (CLOs) Content Standards (CS)
CODE PS 1 PS 2 PS 3 PS 4
Week 1 The learners demonstrate understanding of
1. Explain the postulates of the cell theory. (STEM_BIO11/12- Ia-  cell theory,
c-1)  cell structure & functions
Q1 1.1. Relate the invention of the first microscopes with the  Prokaryotic vs. Eukaryotic cells /
discovery of the cell.  Cell types
1.2. Trace the beginnings of the discovery of the cell.  Cell modifications
2. Describe the structure and function of major and subcellular
2
organelles. (STEM_BIO11/12- Ia-c-2)
2.1. Describe the structures and functions of the major
organelles
Week 2
3. Distinguish prokaryotic and eukaryotic cells according to their
distinguishing features. (STEM_BIO11/12- Ia-c-3)
3.1. Differentiate prokaryotic and eukaryotic cell according to
their distinguishing feature.
4. Classify different cell types (plant/animal tissues) and specify
the function(s) of each. (STEM_BIO11/12- Ia-c-4)
4.1. Classify different cell types and specify the functions of
each.
5. Describe some cell modifications that lead to adaptation to carry
out specialized functions (e.g., microvilli, root hair).
(STEM_BIO11/12- Ia-c-5)
5.1. Describe some cell modifications that lead to adaptation for
specialized function.
Week 3 The learners demonstrate understanding of /
6. Characterize the phases of the cell cycle and their control points.  Meiosis
(STEM_BIO11/12- Id-f-6)  Mitosis
6.1. Enumerate and characterize the stages of the cell cycle.
 the stages of mitosis/meiosis
7. Describe the stages of mitosis/meiosis given 2n=6.
 the applications of meiosis and mitosis
(STEM_BIO11/12- Id-f-7)
Discuss crossing over and recombination in meiosis.  the disorders and diseases of the associated
(STEM_BIO11/12- Id-f-8) with the cell.
7.1 Describe the stages of mitosis or meiosis given 2n=6.
Week 4
8. Explain the significance or applications of mitosis/meiosis.
(STEM_BIO11/12- Id-f-9)
8.1. Explain the significance or applications of mitosis and
meiosis.
9. Identify disorders and diseases that result from the malfunction
of the cell during the cell cycle. (STEM_BIO11/12- Id-f-10)
9.1. Identify disorders and diseases that result from the
malfunction of the cell during the cell cycle
3
Week 5
10. Describe the structural components of the cell membrane.
The learners demonstrate understanding of
(STEM_BIO11/12- Ig-h-11)
10.1. Describe the structural component of the cell  the transport mechanisms
membrane. a. Simple Diffusion
11. Relate the structure and composition of the cell membrane to its b. Facilitated Transport
functions. (STEM_BIO11/12- Ig-h-12) c. Active Transport
11.1. Relate the structure and composition of the cell membrane d. Bulk/Vesicular Transport /
to its functions.  the structure and composition of the cell
Week 6 membrane
12. Explain transport mechanisms in cells (diffusion osmosis,  the transport mechanism
facilitated transport, active transport) (STEM_BIO11/12- Ig-h-  the difference between exocytosis and
13)
endocytosis
13. Differentiate exocytosis and endocytosis. (STEM_BIO11/12-
Ig-h-14)
Week 7
14. Categorize the biological molecules (lipids, carbohydrates,
proteins, and nucleic acids) according to their structure and
function. (STEM_BIO11/12- Ii-j-15)
15. Explain the role of each biological molecule in specific The learners demonstrate understanding of
metabolic processes. (STEM_BIO11/12- Ii-j-16)
 the components of an enzymes
Week 8 /
 the oxidation/reduction reactions
16. Describe the components of an enzyme. (STEM_BIO11/12- Ii-
j-17)  the pH, temperature, & substrate
17. Explain oxidation/reduction reactions. (STEM_BIO11/12- Ii-j-
18)
18. Determine how factors such as pH, temperature, and substrate
affect enzyme activity. (STEM_BIO11/12- Ii-j-19)
Q2 1. Explain coupled reaction processes and describe the role of The learners demonstrate understanding of
ATP in energy coupling and transfer.
 ATP- ADP Cycle
2. Explain the importance of chlorophyll and other pigments.
 Photosynthesis & Respiration
3. Describe the patterns of electron flow through light reaction  Light Reaction /
events.  Calvin Cycle
4. Describe the significant events of the Calvin cycle  Aerobic and Anaerobic respiration
5. Differentiate aerobic from anaerobic respiration 4 Cellular respiration
 Glycolysis, Krebs cycle, electron transport system, and
6. Explain the major features and sequence the chemical events of
chemiosmosis
cellular respiration
 ATP consumption
7. Distinguish major features of glycolysis, Krebs Cycle, electron
transport system, and chemiosmosis  Oxygen and electron flow
8. Describe reactions that produce and consume ATP  Fermentation and Aerobic respiration

9. Describe the role of oxygen in respiration and describe


pathways of electron flow in the absence of oxygen.
10. Explain the advantages and disadvantages of fermentation and
aerobic respiration.

V. Course Learning Plan and Time Frame

A. FIRST QUARTER

Week No. Course Learning Outcomes ASSESSMENT Methodology/ Resources


UNIT TOPIC/
and No. of (CLOs)/ AMT LEARNING Teaching & (References and
sessions/hrs CONTENT
GOALS Acquisition Meaning-Making Transfer Learning Activities Materials)

Week 1
1. How did the invention of the
1. Explain the postulates of the microscope contribute to the  Lecture- Text book:
INVENTION OF cell theory. FORMATIVE: discovery of the cells? discussion/ Evangelista, L. T.
Session 1- THE MICROSCOPE (STEM_BIO11/12- Ia-c-1) Power point (2017). General
2 AND THE 1.1. Relate the Drills/ 2. Who were the proponents of the presentation Biology 1 for
DISCOVERY OF cell theory? How important is it  Collaborative Senior High
invention of the first Exercises:
to know and understand the cell learning School. Quezon
CELL microscopes with the Actual labelling
theories?  Seatwork and City, Philippines:
discovery of the cell. of the major and Exercises C&E
minor parts of a
1.2. Trace the Publishing, Inc.
microscope.
beginnings of the pp. 2-34
discovery of the cell.
 Picture-
Analysis Learning Activity
(Please see Sheets
appendix 1)
5
 Identification
(Please see
appendix 1)

FORMATIVE: Mini-Debate MINI TASK:


 Choose one
Drills/ organelle of the 1. Microscopy **
 Lecture-
Exercises: cell that you (Any available
discussion/
2. Describe the structure and Puzzle (Cell think will create specimen) Power point
function of major and Organelles). a negative presentation YouTube:
subcellular organelles. impact if  Collaborative
https://www.youtube
CELL (STEM_BIO11/12- Ia-c-2)  Fill-in-the- loss/destroyed. learning
Session 3- .com/watch?
STRUCTURES blank (Please Defend your  Seatwork and
5 2.1. Describe the Exercises v=URUJD5NEXC8
AND FUNCTIONS appendix) ** answer.
structures and  Laboratory
functions of the major activity
Anagram **
organelles (Please
appendix)

LAS (Please
appendix)
FORMATIVE: Where in a prokaryotic cell is DNA  Lecture-
3. Distinguish prokaryotic and
Week 2 found? How about in eukaryotic discussion/
eukaryotic cells according to Power point
Drills/ cell? What daily Text book:
their distinguishing features. presentation
Session 1- PROKARYOTIC Exercises: Venn activity/community works can you Rea, MA.,
(STEM_BIO11/12- Ia-c-3)  Collaborative Dequillo, MZ.,
2 CELLS AND Diagram
3.1. Differentiate relate the different organelles and learning & Chua, JL.
EUKARYOTIC (Prokaryote vs.
prokaryotic and their functions?  Seatwork and
Eukaryote (2022). General
CELLS eukaryotic cell according Exercises
Biology 1.
to their distinguishing  Laboratory
 Fill-in-the- activity
Sampaloc,
feature. Manila,
blank **
Philippines: Rex
Session 3- CELL TYPES AND 4. Classify different cell  How do cells MINI TASK:
Book store, Inc.
5 FUNCTIONS (Plant types (plant/animal tissues) FORMATIVE: perform
and specify the function(s) 6 1. Differentiation of
Drills/ different Plant cell and
of each.
Exercises: functions? animal cell Learning Activity
(STEM_BIO11/12- Ia-c-4)
Picture analysis  What is the through Sheets
4.1. Classify different cell
of animal and purpose of laboratory
types and specify the
plant cell activity. Several
functions of each. cellular
prepared YouTube:
modification
Complete the specimens will be
5. Describe some cell s?
table** (Please provided for
modifications that lead to
and Animal Tissues) see appendix) identification.
adaptation to carry out
Note: You can
specialized functions (e.g.,
also prepare your
microvilli, root hair).
own specimen
(STEM_BIO11/12- Ia-c-5)
using available
5.1. Describe some cell
specimens (e.g.
modifications that lead to
LAS (Please onion and human
adaptation for specialized
appendix 5) cheek.)
function.
Week 3 6. Characterize the phases of FORMATIVE:  Lecture-
the cell cycle and their discussion/
Session 1 control points. Drills/ Exercises: Identification (Five-item) Power point
PHASES OF CELL (STEM_BIO11/12- Id-f-6) presentation
 Collaborative
CYCLE 6.1. Enumerate and Naming of the phases of the cell cycle (Please see
learning
characterize the stages of appendix)
 Seatwork and
the cell cycle. Exercises

STAGES OF 7. Describe the stages of FORMATIVE:  What is the MINI TASK:


MITOSIS AND mitosis/meiosis given 2n=6. importance
Session 2- MEIOSIS (STEM_BIO11/12- Id-f-7) Drills: Arrange of the Lab activity:
5 Discuss crossing over and the sequence of interphase Onion Root tip
recombination in meiosis. events of stage of the Investigation
(STEM_BIO11/12- Id-f-8) mitosis cell cycle? (Please refer to the
7.1. Describe the stages of  What are the lab manual/book
mitosis or meiosis given Short primary page 45-46)
2n=6. Constructed stages of the
response: cell cycle?
Describe the7
main features of
the different
stages of
mitosis and
meiosis (Please
see appendix)

Week 4 FORMATIVE:  Do animal  Lecture-


sex cells discussion/
Session 1- Short- undergo Power point
4 Constructed mitosis? presentation
Response: How?  Collaborative
What have learning
you realized  Seatwork and
8. Explain the significance or after knowing Exercises
applications of what your  Laboratory
activity
SIGNIFICANCE OF mitosis/meiosis. mom or some
MITOSIS AND (STEM_BIO11/12- Id-f-9) mothers had to
MEIOSIS 8.1. Explain the significance deal with
or applications of during the
mitosis and meiosis. child birthing
process?

SUMMATIVE MINI TASK:


TEST**
(Please see Lab Report/ Case
appendix) Study:
DISEASES 9. Identify disorders and FORMATIVE:  How do Choose one of the
ASSOCIATED diseases that result from the errors in the different diseases
Session 5 malfunction of the cell Drills/ associated with the
WITH THE CELL cell cycle
during the cell cycle. Exercises: Five- cell cycle
CYCLE result in
(STEM_BIO11/12- Id-f- item quiz ** mechanism and
MECHANISM cancer? write a
10)
9.1. Identify disorders and comprehensive case
diseases that result from Diseases study report.
the malfunction of the Identification** (Please refer to the
8
(Please see lab manual/book
cell during the cell cycle
appendix) page 45-46)
Week 5 10. Describe the structural FORMATIVE: PERFORMANCE
components of the cell  How do the TASKS:
Session 1- membrane. Drills/ hydrophilic
5 (STEM_BIO11/12- Ig-h- Exercises: regions of Construct a 3D
11) Identification the protein model of a
10.1. Describe the structural (Picture) affect its  Lecture-
plant/animal/bacteri
orientation? discussion/
component of the cell al cell using Power point
STRUCTURAL membrane. recyclable presentation
Labelling of the  What is the materials.  Collaborative
COMPOSITION OF different role of
learning
A CELL composition of membrane
11. Relate the structure and Construct a cell  Seatwork and
MEMBRANE the cell proteins in Exercises
composition of the cell membrane model
membrane
cell  Laboratory
membrane to its functions. recognition? from indigenous or
(Please see activity
(STEM_BIO11/12- Ig-h- recyclable
appendix) materials.
12)
11.1. Relate the structure and
composition of the cell (Refer to LAS
membrane to its functions. Performance Task)

Week 6 12. Explain transport FORMATIVE:


mechanisms in cells
(diffusion osmosis, Drills/  What factors could possibly affect  Lecture-
Session 1- facilitated transport, active Exercises: Five- the process of diffusion? discussion/
5 transport) item quiz ** Power point
(STEM_BIO11/12- Ig-h-  How does endocytosis differ from presentation
CELLULAR  Collaborative
13) exocytosis?
TRANSPORT learning
 Seatwork and
13. Differentiate exocytosis and Exercises
endocytosis. Venn Diagram  Laboratory
(STEM_BIO11/12- Ig-h- (Please see activity
14) appendix)

9
14. Categorize the biological FORMATIVE:
Week 7 molecules (lipids,
carbohydrates, proteins, and Drills/
Session 1- nucleic acids) according to Exercises: Five-
2 their structure and function. item quiz **
(STEM_BIO11/12- Ii-j-15) Mini-Task:
 Lecture-
Session 3- Venn Diagram Laboratory Activity: Testing for the discussion/
5 (Please see Presence of Starch Power point
presentation
BIOLOGICAL appendix)
 Collaborative
MOLECULES 15. Explain the role of each Amino Acid Determination
learning
biological molecule in FORMATIVE: (Please refer to LAS)  Seatwork and
specific metabolic Exercises
processes. Drills/ Laboratory activity
(STEM_BIO11/12- Ii-j-16) Exercises: Five-
item quiz **

Venn Diagram
(Please see
appendix)
ENZYMES 16. Describe the components of FORMATIVE:  Lecture-
Week 8 an enzyme. Mini-Task: discussion/
(STEM_BIO11/12- Ii-j-17) Drills/ Power point
Session 1 Exercises: Five- Laboratory Activity: Local Water presentation
 Collaborative
item quiz ** Source Testing
learning
 Seatwork and
Analyzing Enzymatic Activity Exercises
Venn Diagram (Please refer to LAS) Laboratory activity
(Please see
appendix)
Session 2- 17. Explain oxidation/reduction FORMATIVE:
3 reactions
(STEM_BIO11/12- Ii-j-18) Drills/
Exercises: Five-
item quiz **
10
Venn Diagram
(Please see
appendix)
Session 4- 18. Determine how factors such FORMATIVE:
5 as pH, temperature, and
substrate affect enzyme Drills/
activity (STEM_BIO11/12- Exercises: Five-
Ii-j-19) item quiz **

Venn Diagram
(Please see
appendix)

PERFORMANCE TASK EVALUATION/ CULMINATING ACTIVITY

QUARTERLY ASSESSMENT/ PERIODIC TEST (Please see appendix 7)

B. SECOND QUARTER
Week No. Course Learning Outcomes ASSESSMENT Methodology/ Resources
UNIT TOPIC/
and No. of (CLOs)/ AMT LEARNING Teaching & (References and
sessions/hrs CONTENT
GOALS Acquisition Meaning-Making Transfer Learning Activities Materials)

Week 1 1. Explain coupled reaction FORMATIVE: Pretend that you are selected to
Session 1- STRUCTURE AND explain the photosynthetic process to
processes and describe the grade one pupil. Make a “fairy tale”
5 FUNCTION OF Drills/  Lecture- Textbook:
role of ATP in energy type of story (begins with once upon a
ATP-ADP CYCLE Exercises: time” and ends with lived happily ever
discussion/
coupling and transfer. Power point
after”). You may use another sheet or
presentation Learning Activity
 Multiple the back page to answer.
 Collaborative Sheets
Choice
learning
 Seatwork and
 True or False Exercises
11
(Please
appendix 2)
2. Differentiate aerobic from  Lecture-
anaerobic respiration. FORMATIVE: discussion/
WEEK 2 Power point
3. Describe the role of oxygen Drills/ presentation YouTube:
CELLULAR
Session 1 in respiration and describe Exercises:  Collaborative
RESPIRATION learning
pathways of electron flow in Word Bank
the absence of oxygen.  Seatwork and
Exercises
 Identification
(Please
appendix) **  Lecture-
Session 2- Imagine a sealed terrarium
discussion/
5 Anagram ** containing a plant and a beetle. Power point
PROCESSES OF 4. Explain the major features (Please How does each organism provide presentation
CELLULAR and sequence the chemical appendix)
resources for the other? Could each  Collaborative
RESPIRATION events of cellular respiration organism survive if it was the only learning
living thing in the terrarium? Why  Seatwork and
or why not? Exercises
LAS (Please
appendix)
FORMATIVE:
 Lecture-
discussion/
Drills/ Power point
WEEK 3
5. Describe the patterns of Exercises: presentation
AEROBIC
electron flow through light Matching Type  Collaborative
Session 1- RESPIRATION
reaction events. learning
5  Seatwork and
 Identification
(Please Exercises
appendix) **
WEEK 4 FERMENTATION: 6. Explain the advantages and FORMATIVE: Aerobic multi-  Lecture-
AN ANAEROBIC disadvantages of cellular discussion/
Session 1- FORM OF fermentation and aerobic Drills/ Exercises: organisms need Power point
5 RESPIRATION respiration Matching Type oxygen in order to presentation
live. Explain how  Collaborative
a lack of oxygen learning
 True or False (Please appendix) **  Seatwork and
can lead to the
12
death of an
aerobic organism.
Make sure your
answer includes
Multiple Choice what is happening Exercises
physiologically as
well as the role
that oxygen plays
in aerobic
organisms.
Laboratory Activity:  Lecture-
WEEK 5 discussion/
7. Distinguish major features of FORMATIVE: Power point
ENERGY Simple Fermentation
glycolysis, Krebs Cycle, presentation
ABSORPTION AND
electron transport system, Drills/  Collaborative
Session 1- REACTIVATION
and chemiosmosis Exercises: learning
5  Seatwork and
Matching Type
Exercises
 Lecture-
 True or False
WEEK 6 8. Explain the importance of discussion/
IMPORTANCE OF (Please Power point
chlorophyll and other
CHLOROPHYLL appendix) ** presentation
pigments.
AND OTHER  Collaborative
Session 1-
PIGMENTS Multiple Choice learning
5  Seatwork and
Exercises
WEEK 7 CALVIN-BENSON 9. Describe reactions that FORMATIVE:  Lecture-
CYCLE (CARBON produce and consume ATP. discussion/
FIXATION IN THE Drills/ Power point
Session 1- DARK OR LIGHT- 10. Describe the significant Exercises: presentation
 Collaborative
5 INDEPENDENT events of the Calvin cycle. Short
learning
REACTION) Constructed
 Seatwork and
Response: Exercises
Because they
lose their
mitochondria
during
development,
red blood 13
cells
cannot perform
aerobic
respiration;
however, they
do perform
glycolysis in the
cytoplasm. Why
do all cells need
an energy
source, and
what would
happen if
glycolysis were
blocked in a red
blood cell?
PERFORMANCE TASK EVALUATION/ CULMINATING ACTIVITY (WINE TESTING AND EVALUATION)
QUARTERLY ASSESSMENT/ PERIODIC TEST (Please see appendix)

References:

A. Required Readings and other Sources:


B. Suggested Readings/ Resources
C. Online Sources:

Prepared by: Checked and Verified by: Noted by:

JUN D. ALINDAYO JOSEFINA B. MARZO SR. EVELYN C. ROSALES, HCK, MAED


Biology Teacher SHS Coordinator School Principal

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