General-Biology 1
General-Biology 1
General-Biology 1
OBE-CURRICULUM MAP
S.Y. 2023-2024
SUBJECT : GENERAL BIOLOGY 1
GRADE LEVEL : 11/12
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
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.
IV. Alignment Matrix of Content Standards (CS); Performance Standards (PS); and Course Learning Outcomes (CLOs).
A. FIRST QUARTER
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)
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
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)
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:
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