ASSUMPTION ACADEMY, INC.

TANAUAN, LEYTE
S.Y. 2024-2025

UNIT LEARNING PLAN

LEARNING PLAN

EXPLORE
TOPIC: Life Science Unit Introduction and Overview:

CONTENT STANDARDS: This unit is about Life Science.

1. Familiarity and proper use of a
compound microscope are essential to You will learn to explore the intricacies of living organisms and their interactions. Also, you will become
observe cells. familiar with essential science equipment, such as the compound microscope, which allows you to observe
2. The organelles of plant and animal the tiny details of plant and animal cells. Understanding these cells, the basic units of life, will provide you
cells can be identified using a with insights into how living organisms function at a microscopic level. You will also delve into the process
compound microscope. of cellular reproduction, a fundamental concept that explains how cells divide and multiply, ensuring the
3. Cells are the basic unit of life and growth and survival of organisms.
mitosis, and meiosis are the basic
forms of cell division. You will examine the levels of biological organization, from the simplest cells to complex ecosystems. This
4. Fertilization occurs when a male will help you appreciate how different levels of life are interconnected and depend on one another.
reproductive cell fuses with a female Additionally, you will study trophic levels and the transfer of energy within an ecosystem. This exploration
reproductive cell. will reveal how energy flows from one organism to another, forming the basis of food chains and ecological
5. Sexual reproduction is the basis of balance. By understanding these concepts, you will gain a deeper appreciation for the balance that
heredity. sustains life on Earth.
6. The level of biological organization
provides a simple way of connecting
the simplest part of the living world to Essential Question:
the most complex.
7. Identifying trophic levels helps Consider this question: How do the structures and functions of cells and their components, observed
understand the transfer of energy from through scientific tools like the compound microscope, contribute to the organization, reproduction, and
one organism to another as shown in a energy transfer within biological systems?
food pyramid.
Map of Conceptual Change Activity for Students’ Prior/New Knowledge:
 Students will show their initial answer to the EQ with the use of Background Knowledge.
PERFORMANCE STANDARD:
By the end of the Quarter, learners Right Now, This is my Idea Question After the session
demonstrate understanding of the parts and
function of a compound microscope and use
this to identify cell structure. They recognize
that the cell is the basic unit of life and that
some organisms are unicellular and some are
multicellular. They explain that there are two
types of cell division, and that reproduction
can occur through sexual or asexual
processes. They use diagrams to make
connections between organisms and their
environment at various levels of organization.
They explain the process of energy transfer
through trophic levels in food chains.

LEARNING COMPETENCY
FIRM-UP (ACQUISITION)
(as stated in Curriculum Map)
LC1 (A) Activity 1
Identify the ten (10) basic parts (i.e. eyepiece Parts and Functions of a Compound Microscope
(ocular lens), objective lenses, coarse
adjustment knob, fine adjustment knob, stage, Introduction:
Instructions: Below are the names of different parts of a compound microscope and their corresponding
stage clips, diaphragm, light source, arm, and
functions. Your task is to match each part of the microscope in Column A with its corresponding function in
base) and functions of a compound Column B.
microscope.
Questions to Answer:

Learning Target(s): 1. What is the purpose of the eyepiece (ocular lens) in magnifying the specimen?
2. Which part of the microscope allows you to change the magnification levels?
1. I can identify the parts and explain the 3. How do you bring a specimen into focus when using a compound microscope?
functions of a compound microscope, 4. Which part of the microscope controls the amount of light that reaches the specimen?
5. What is the role of the stage in positioning the specimen for viewing?
Success Criteria:

"In my description, I am able to accurately

Learning Resources/Materials/Handout/Worksheet:
name all the parts of the microscope." Clickable Links : (Website Title and URL)
(Show sample worksheet below)
"In my explanation, I am able to clearly
describe the function of each part of the
microscope."

“In my description, I am able to categorize

the microscope into three main functions.”

Activity 2
Category Chunking
Introduction:
Instructions: After completing Activity 1, briefly describe the function of each part in the categories listed
below, using your own words.

Questions to Answer:

Category 1: Viewing and Magnification

a. Eyepiece (Ocular Lens):
b. Objective Lenses:
Category 2: Focusing
a. Coarse Adjustment Knob
b. Fine Adjustment Knob
Category 3: Specimen Handling
a. Stage:
b. Stage Clips:
c. Diaphragm:
d. Light Source:
e. Arm:
f. Base:

Learning Resources/Materials/Handout/Worksheet:
Clickable Links : (Website Title and URL)
(Show sample worksheet below)

Sample Assessment Item:

1. Which part of the microscope is used to view the specimen?

A) Objective lens
B) Stage
C) Eyepiece (Ocular lens)
D) Diaphragm
2. What is the function of the coarse adjustment knob?
A) To adjust the light intensity
B) To bring the specimen into general focus
C) To move the objective lenses
D) To hold the slide in place
3. How would improper use of the coarse adjustment knob at high magnification likely
affect the observation?
A) It would improve image clarity
B) It could break the slide or damage the lens
C) It would increase magnification
D) It would have no effect
4. Consider a scenario where you need to observe a thick specimen that requires
different focal planes. Which microscope feature would you utilize to view it clearly, and
why?
A) The objective lenses because they provide different levels of magnification
 B) The stage because it can move up and down
C) The coarse and fine adjustment knobs because they allow precise focusing at
different depths
D) The light source because it illuminates the specimen
5. Imagine you are observing a transparent specimen that requires fine details to be
visible. Which combination of microscope parts would you adjust, and why?
A) Increase magnification with the objective lenses and decrease light with the
diaphragm for better contrast
B) Use only the coarse adjustment knob to quickly focus on the specimen
C) Increase the light intensity with the light source and fine-tune focus with the fine
adjustment knob for detailed observation
D) Move the stage clips to reposition the slide for a better view

LC3 (A) Activity 1

Recognize that some organisms are unicellular Unicellular and Multicellular Organism
(i.e. amoeba, bacteria) that depend upon one
cell for all of their functions and some are Introduction:
multicellular (i.e. human, plants, animals) with There are two types of living organisms depending on the presence of functioning cells. This lesson would
many cells to perform different functions. be essential for a living organism to survive is the presence of the parts of the cells

Learning Target(s): Instructions: (specific for students to follow even without the teacher)
I can recognize that some organisms are made
up of only one cell (unicellular), like amoebas Questions to Answer:
and bacteria, which perform all necessary 1. How do we compare unicellular to multicellular organisms?
functions within that single cell. I can also 2. How do unicellular cell survive?
understand that other organisms, like humans, 3. What are the important facts about unicellular and multicellular organisms?
plants, and animals, are made up of many cells 4. How do we explain the processes happening in unicellular and multicellular organism
(multicellular) where different cells perform
different functions." Learning Resources/Materials/Handout/Worksheet:
Clickable Links : (Website Title and URL)
Success Criteria: (Show sample worksheet below)

1. In my description, I am able to identify

examples of unicellular organisms and
describe how they rely on one cell for all
life functions.
2. In my description, I am able to explain Unicellular Multicellular
what multicellular organisms are and
how their cells are specialized to Unicellular organisms are Multicellular organisms are
perform different functions. composed of a single cell. composed of more than one cell.
3. In my description, I am able to compare
and contrast unicellular and multicellular Simple body organization Complex body organization
organisms in terms of their structure and
functions. A single cell carries out all Multiple cells perform different
necessary life processes. functions.

The total cell body is Only the outer cells are exposed
exposed to the environment. to the environment.

Division of labour is at the Division of labour is at cellular,

organelle level. tissue, organs, and organ system
level.

Includes both eukaryotes Includes only eukaryotes.

and prokaryotes.

The lifespan of a unicellular Multicellular organisms have a

organism is usually short. comparatively longer lifespan.

Examples of unicellular Examples of multicellular

organism includes organism includes :
● Escherichia coli. ● Mushrooms.
● Diatoms. ● Worms.
● Protozoa. ● Cats.
● Protista. ● Dogs.
● Streptococcus. ● Humans.
● Pneumococci. ● Fish.
● Dinoflagellates. ● Grass.
● Pine trees.

Multiple-Choice Questions:
 1. Which statement best describes a unicellular organism?
a) It is made up of many specialized cells.
b) It relies on one cell for all its life functions.
c) It can only survive in water.
d) It has cells that are specialized for different tasks.

2. Which of the following is an example of a unicellular organism?

a) Human
b) Amoeba
c) Plant
d) Dog

3. In multicellular organisms, different cells perform different functions. This is because:

a) Each cell is identical and performs the same function.
b) The cells are specialized to perform specific tasks.
c) All cells depend on a single cell to function.
d) Multicellular organisms do not need specialized cells.

4. Which of the following is a characteristic of multicellular organisms?

a) They are always microscopic.
b) They perform all life functions in one cell.
c) They have specialized cells for different functions.
d) They cannot survive in complex environments.

5. Which of these is NOT true about unicellular organisms?

a) They have a single cell that carries out all life processes.
b) They include organisms like bacteria and amoebas.
c) They have specialized tissues and organs.
d) They can reproduce on their own.

LC4 (A)
Differentiate plant and animal cells based on Short Quiz (5 Items)
their organelles which includes;a. Cell
membrane 1. Which of the following organelles is present in plant cells but absent in animal cells?
b. Nucleus ○ A. Mitochondria
c. Endoplasmic reticulum ○ B. Chloroplast
○ C. Ribosomes
d. Ribosomes ○ D. Lysosomes
e. Vacoule Correct Answer: B. Chloroplast
f. Mitochondria 2. What is the primary function of the vacuole in plant cells?
g. Golgi apparatus ○ A. Energy production
h. Chloroplast ○ B. Storage of nutrients and waste products
i. Centrioles ○ C. Protein synthesis
j. Cell wall ○ D. Cellular respiration
k. Lysosomes Correct Answer: B. Storage of nutrients and waste products
l. Plasmodesta 3. Which organelle is responsible for protein synthesis in both plant and animal cells?
m. Centrosomes ○ A. Golgi apparatus
○ B. Ribosomes
○ C. Nucleus
Learning Target(s): ○ D. Lysosomes
1. I can recognize the difference in my own Correct Answer: B. Ribosomes
explanation a plant from an animal cell. 4. What role do centrioles play in animal cells?
2. I can recognize the parts of a plant and ○ A. Photosynthesis
animal cells. ○ B. Cell division
3. I can recognize the function of each part of ○ C. Transport of molecules
the plant and animal cells ○ D. Storage of food
Correct Answer: B. Cell division
5. Which structure provides support and protection to plant cells but is not found in animal
Success Criteria: cells?
1. I could give a description of the ○ A. Cell membrane
difference between a Plant and an ○ B. Nucleus
Animal Cell. ○ C. Cell wall
2. I can describe the functions of each ○ D. Golgi apparatus
part of the cell Correct Answer: C. Cell wall

Activity 2: Video-Clip Viewing with Mnemonics Song

Introduction:
Understanding the differences between plant and animal cells, including their organelles and functions, is
essential for grasping basic biological concepts. Using multimedia resources, such as a mnemonics song
video clip, can enhance retention and understanding by providing a fun and engaging way to learn about
cell structure.
Objective:
Learners will watch a video clip featuring a mnemonics song that highlights the key differences between
plant and animal cells and explains the functions of various organelles.

Clickable Links :
https://www.youtube.com/watch?v=PGK2KFDLYRk

https://www.youtube.com/watch?v=T2ChZDwdKt8

Materials Needed:

● Projector or computer with screen

● Internet access or pre-downloaded video clip
● Paper and pens for taking notes

Steps:

1. Introduce the Video: Begin by explaining the purpose of the activity—using a mnemonics song to
learn and memorize the different organelles in plant and animal cells, their functions, and their
presence or absence in each cell type.
2. Watch the Video: Play the video clip with the mnemonics song that explains the differences
between plant and animal cells, focusing on key organelles (e.g., cell membrane, nucleus,
chloroplast, cell wall, etc.). Encourage students to pay attention to the lyrics, as they are designed to
help memorize these concepts.
3. Note-Taking: Ask learners to take notes on the organelles mentioned in the song, focusing on
which organelles are unique to plant or animal cells and their specific functions.
4. Group Discussion: After watching the video, have students share their notes and discuss in small
groups. Each group should identify at least one organelle unique to plant cells and one unique to
animal cells, and describe the function of each.
5. Create a Mnemonic: Challenge each group to create their own mnemonic phrase or song to
remember the differences and functions of plant and animal cell organelles. They can use the video
as inspiration.

Process Questions:

● Which organelles mentioned in the video are found only in plant cells, and what are their functions?
 ● Which organelles are unique to animal cells, and why are they important?
● How does using a song or mnemonic help you remember complex information?
● What similarities and differences did you notice between the cell structures of plants and animals?

Holistic Rubric for Mnemonic Activity

Score Description

4 Learners show a deep understanding of the differences between plant and

animal cells and the functions of various organelles. They actively engage
in discussions, accurately identifying key organelles and creating creative,
effective mnemonics.
3 Learners demonstrate a good understanding of the differences between
plant and animal cells, with minor errors. They participate in discussions,
identify key organelles, and create useful mnemonics, though some may
lack creativity or accuracy.

2 Learners show a basic understanding of cell differences, with some

significant misconceptions or errors. Participation in discussions is minimal,
and the mnemonics created are simplistic or unclear, showing limited
understanding.
1 Learners struggle to understand the differences between plant and animal
cells, with many errors or misconceptions. There is little to no participation
in discussions, and mnemonics are poorly constructed or incomplete.
LC 5 (A) Activity
Recognize that cells reproduce through two Cell Division
types of cell division, mitosis (two daughter
cells with the same number and kind of Introduction:
chromosomes) and meiosis (4 daughter There are two types of Cellular Division. They undergo certain stages and results.
cells with half the number of chromosomes),
and describe mitosis as cell division for Instructions:
growth and repair Read the lesson on cellular division as a group and formulate questions.

Learning Target(s): Questions to Answer:

1. I can compare and contrast the processes 1. How would you explain to an out of school youth these processes of cellular division?
and products of mitosis and meiosis. 2. How will you illustrate the different stages/ phases of cellular division?

Success Criteria: Learning Resources/Materials/Handout/Worksheet:

In my explanation of mitosis, I am able to Clickable Links : (Website Title and URL)
accurately describe the stages of mitosis and (Show sample worksheet below)
explain how it results in two daughter cells
with the same number of chromosomes as the
parent cell. Sample Assessment Item:
In my comparison of mitosis and meiosis, I
am able to clearly differentiate between the Multiple-Choice Questions
purposes and outcomes of these two types of
cell division. 1. Which type of cell division results in two daughter cells with the same number and kind of
chromosomes as the parent cell?
In my application of knowledge, I am able
a) Meiosis
to use visual aids or models to effectively
b) Mitosis
illustrate the role of mitosis in growth and
c) Binary Fission
repair of tissues.
d) Budding
2. Meiosis is important for which of the following processes?
a) Growth and repair
b) Sexual reproduction
c) Asexual reproduction
d) Healing of wounds
3. How many daughter cells are produced at the end of meiosis?
a) 1
b) 2
 c) 3
d) 4
4. Which of the following statements is true about mitosis?
a) It produces daughter cells with half the number of chromosomes as the parent cell.
b) It occurs in body cells for growth and repair.
c) It results in four genetically unique daughter cells.
d) It is only involved in the production of sex cells.
5. During meiosis, the number of chromosomes in the daughter cells is:
a) Doubled
b) Halved
c) The same as the parent cell
d) Tripled

LC7 (A) Activity FlowChart: Building Life from the Inside Out!
The learner should be able to:
Introduction: The world of biology is organized into different levels, starting from the smallest unit of life—
the cell—to the entire biosphere, which encompasses all ecosystems on Earth. Understanding these levels
 ● Describe the relationship between helps us see how life is structured and connected. In this activity, you will create a flowchart that visually
the 10 levels of biological represents these levels, helping you understand how each level builds upon the previous one.
organization to one another from
cells (simple) to the biosphere Instructions: Start by drawing a large flowchart on your paper, leaving enough space to add descriptions
(complex): and illustrations for each level.Begin with the smallest level, the Cell, and then work your way up to the
Biosphere, connecting each level with arrows. For each level of biological organization, write a brief
1. cells description explaining what it is and give an example (e.g., “Cell: The basic unit of life that makes up all
2. tissues living organisms, such as a nerve cell”). Draw or paste images next to each level to visually represent it.
3. organs You can use drawings, cutouts, or printed pictures.
4. organ systems
5. organisms
6. populations Mnemonic: "Clever Teachers Only Offer Ordinary People Creative Exciting Biology Basics"
7. communities
8. ecosystem ● Cell
9. biosphere ● Tissue
● Organ
● Organ System
● Organism
Learning Target(s): ● Population
● Community
● I can describe how the different ● Ecosystem
levels of biological organization, ● Biome
from cells to the biosphere, are ● Biosphere
connected using a labeled diagram.
Questions to Answer:
● What is the smallest unit of life?
Success Criteria: ● How do tissues relate to cells?
● What makes up an organ system?
● What distinguishes an ecosystem from a community?
● "In my description, I am able to
● How does the biosphere include all other levels of biological organization?
accurately identify and define each
level of biological organization, from
cells to the biosphere." Learning Resources/Materials/Handout/Worksheet:
● "In my explanation, I am able to ● Large sheets of paper or poster board
describe how cells form tissues, ● Markers, colored pencils, or crayons
tissues form organs, organs form ● Scissors and glue
● Pre-cut shapes or templates representing each level (optional)
 organ systems, and organ systems ● Printed images or drawings of organisms, ecosystems, etc. (optional)
form organisms."
● "In my diagram, I am able to clearly Clickable Links : (Website Title and URL)
(Show sample worksheet below)
label and illustrate the connections
● Levels of Organization of Living Things
between the levels of biological
https://www.youtube.com/watch?v=ksLh67GPBTc
organization."
● Khan Academy: Introduction to Biology
● In my analysis, I am able to explain
how individual organisms interact to Sample Assessment Item:
form populations, communities,
ecosystems, and ultimately the Multiple Choice Questions
biosphere
1. Which of the following best represents the correct order of biological organization from smallest to
largest?
a) Organism, Population, Organ System, Cell, Biosphere
b) Cell, Tissue, Organ, Organ System, Organism
c) Population, Community, Tissue, Ecosystem, Organ
d) Cell, Organ System, Organ, Tissue, Biome
Correct Answer: b) Cell, Tissue, Organ, Organ System, Organism
2. Which level of biological organization is directly above the population level?
a) Organism
b) Community
c) Ecosystem
d) Organ System
Correct Answer: b) Community
3. In which level of biological organization do different species interact with each other and with the
physical environment?
a) Community
b) Population
c) Ecosystem
d) Biome
Correct Answer: c) Ecosystem

LC8 (A) Activity Title: Exploring Biological Organization: From Cells to the Biosphere
Describe the relationship between the 10 levels of
biological organization from simplest to complex using Introduction: In this activity, you will explore how different levels of biological organization are
a labeled diagram (cells, tissue, organ, organ system, interconnected, starting from the smallest unit of life (the cell) to the largest level (the biosphere). By
organism, population, community, ecosystem, biome, creating a labelled diagram and answering related questions, you’ll gain a deeper understanding of how
biosphere) living organisms are structured and how they interact with each other and their environment.

Instructions:
Learning Target(s):
1. I can describe how the different levels of biological 1. Create a Labelled Diagram:
organization, from cells to the biosphere, are connected ○ On a blank sheet of paper, draw a large pyramid or hierarchical chart.
using a labeled diagram ○ Label each level of biological organization in order from the smallest unit to the largest. The
levels are: Cell, Tissue, Organ, Organ System, Organism, Population, Community,
Ecosystem, and Biosphere.
Success Criteria: ○ For each level, include a brief description of what it represents and an example. For instance:
■ Cell: The basic unit of life (e.g., a muscle cell)
In my description, I can accurately identify and ■ Tissue: Groups of cells working together (e.g., muscle tissue)
define each level of biological organization, from ■ Organ: A structure made up of different tissues (e.g., the heart)
cells to the biosphere ■ Organ System: Groups of organs working together (e.g., the circulatory system)
■ Organism: A single living entity (e.g., a human)
In my explanation, I can describe how cells form ■ Population: A group of organisms of the same species living in an area (e.g., humans
tissues, tissues form organs, organs form organ in a city)
systems, and organ systems form organisms." ■ Community: Different populations interacting in an area (e.g., humans, dogs, and birds
in a city park)
In my diagram, I can clearly label and illustrate the ■ Ecosystem: A community interacting with its environment (e.g., a city park ecosystem)
connections between the levels of biological ■ Biosphere: The global sum of all ecosystems (e.g., Earth’s biosphere)
organization." 2. Connect the Levels:
○ Draw arrows between each level to show how they are connected. For example, cells make
up tissues, tissues make up organs, and so on.
3. Answer the Following Questions:
○ How does each level of biological organization depend on the levels below it?
○ How do changes at one level (e.g., a change in a population) affect higher levels (e.g., a
community)?
○ Provide an example of how an organism interacts with its environment at the ecosystem level.

Questions to Answer:

1. Describe the role of cells in the biological hierarchy. How do they contribute to the formation of
tissues?
 2. Explain how organ systems work together to maintain homeostasis in an organism. Provide an
example.
3. Discuss how populations of different species interact within a community. How might these
interactions affect the ecosystem?
4. Reflect on how human activities can impact the biosphere. Give an example of an activity and its
potential effects.

Learning Resources/Materials/Handout/Worksheet:

● Clickable Links:
○ National Geographic – Ecosystems
○ Khan Academy – Levels of Organization in Biology
○ BioMan Biology – Levels of Organization

Sample Worksheet:

Level Description Example Connection to Other

Levels

Cell The basic unit of life. Muscle cell Cells form tissues.

Tissue Groups of cells working Muscle tissue Tissues form organs.

together.

Organ A structure made up of Heart Organs form organ

different tissues. systems.

Organ Groups of organs Circulatory system Organ systems work

System working together. within organisms.

Organism A single living entity. Human Organisms form

populations.
 Population A group of organisms of Humans in a city Populations interact
the same species. within communities.

Community Different populations Humans, dogs, and Communities interact

interacting in an area. birds in a city park within ecosystems.

Ecosystem A community interacting City park ecosystem Ecosystems contribute

with its environment. to the biosphere.

Biosphere The global sum of all Earth’s biosphere The biosphere includes
ecosystems. all ecosystems on Earth.

Sample Assessment Item:

1. Diagram Labeling: Provide a partially completed diagram of biological organization levels. Ask
students to label each level and provide a brief description and example for each.
2. Short Answer Questions:
○ Explain how an organ system such as the respiratory system interacts with the circulatory
system to maintain homeostasis.
○ Describe how a change in the population of a species could impact the ecosystem and give
an example

LC10 (A) Activity (Title)

Use the examples of food pyramids to describe the Introduction:
transfer of energy between organisms of trophic levels Instructions: (specific for students to follow even without the teacher)
from Producers, Primary Consumers, Secondary
Consumers and Tertiary Consumers Questions to Answer:

Learning Target(s):
1. I can describe how energy is transferred between
organisms from one trophic level to another using
examples of food pyramids Learning Resources/Materials/Handout/Worksheet:
Clickable Links : (Website Title and URL)
(Show sample worksheet below)
Success Criteria:
Sample Assessment Item:

· "In my description, I am able to explain how 1. Arrange the position of the given organism in a food pyramid and describe their trophic level.
energy flows from producers to various
consumers in a food pyramid." 2. Create a lake ecosystem that shows a concept of food chain. Discuss the roles of different trophic
levels within the ecosystem and how energy is transferred from one level to another
· "In my explanation, I am able to use specific
examples of organisms at each trophic level to
illustrate energy transfer."

· "In my analysis, I am able to describe how

energy decreases as it moves from one trophic
level to the next in a food pyramid."

· "In my examples, I am able to compare different food

pyramids and explain variations in energy transfer
among ecosystems."

LEARNING COMPETENCY
DEEPEN (MAKE MEANING)
(as stated in Curriculum Map)
 Activity Title: Genetic Transmission: Meiosis and Fertilization Simulation
LC6 (M1)
Explaining how genetic information is transmitted from Introduction: In this activity, you will explore how genetic information is passed from parents to offspring
both parents to offspring through the processes of through the processes of meiosis and fertilization. By simulating these processes, you will understand how
meiosis (which produces sex cells with half the genetic sex cells (gametes) are formed with half the genetic material and how fertilization restores the full set of
material) and fertilization (which combines these sex genetic information in the offspring.
cells to restore the full set of genetic information).
Instructions:
Learning target
1. Prepare Your Materials:
I can explain how genetic information is passed on ○ You will need colored beads or small objects to represent different alleles. For simplicity, use
to offspring through the processes of meiosis and two colors to represent two alleles for a gene (e.g., red for allele A and blue for allele a).
fertilization. ○ Prepare plastic bags or containers to represent gametes.
2. Simulate Meiosis:
Success criterion ○ Each student or pair of students represents one parent. Start with a set of beads (e.g., 2 red
and 2 blue beads) representing the parent’s genetic information.
"In my explanation, I can describe how fertilization
○ Randomly select half of these beads to represent one gamete (e.g., 1 red and 1 blue bead).
combines genetic information from both parents to Place these beads into one plastic bag. This simulates the formation of one type of gamete.
create a unique offspring." ○ Repeat the process to create a second gamete container with the remaining beads.
3. Simulate Fertilization:
· "In my comparison, I can distinguish between the ○ Exchange gamete containers with another student or pair to simulate mating. Each student
genetic outcomes of meiosis and fertilization." should now have gametes from another parent.
○ Combine the beads from each gamete container to simulate fertilization. Mix the beads from
both gametes to form a new set of beads that represents the offspring’s genetic makeup.
4. Record the Results:
○ Record the genetic information of the offspring on the provided worksheet.
○ Note the combinations of alleles from each parent and how they combine in the offspring.
5. Analyze and Answer Questions:
○ Review the genetic combinations in the offspring and compare them to the parent’s alleles.
○ Answer the questions on the worksheet based on your simulation.

Questions to Answer:

1. How does meiosis reduce the amount of genetic material in gametes?

○ Describe the process of meiosis and explain how it results in sex cells with half the genetic
material of the parent cell.
2. How does fertilization restore the full set of genetic information in offspring?
 ○ Explain how the combination of gametes during fertilization leads to the restoration of the full
genetic set.
3. What patterns can you observe in the genetic combinations of the offspring?
○ Analyze the combinations of alleles in the offspring and discuss any patterns or variations you
observed.
4. How does genetic variation occur as a result of meiosis and fertilization?
○ Discuss the role of meiosis and fertilization in contributing to genetic diversity in offspring.

Learning Resources/Materials/Handout/Worksheet:

● Clickable Links:
○ Khan Academy – Meiosis Overview
○ [Learn Genetics – Fertilization and Genetic Variation](https://www.learn
genetics.org/resources/fertilization/)
○ BioMan Biology – Genetic Inheritance

Sample Worksheet:

Parent 1 Parent 2 Offspring Genetic Notes

Gametes Gametes Makeup

Red, Blue Blue, Red Red, Blue, Red, Blue List allele
combinations

1.
Parent 1 Alleles:
○ Example: AA Bb
2. Parent 2 Alleles:
○ Example: Aa BB
3. Gamete 1 (Parent 1): ___________
4. Gamete 2 (Parent 1): ___________
5. Gamete 1 (Parent 2): ___________
6. Gamete 2 (Parent 2): ___________
7. Combined Genetic Makeup of Offspring:
 8. Analysis of Genetic Variation:
○ Describe any observed variations and discuss potential reasons for these variations.

Sample Assessment Item:

1. Diagram Labeling: Provide a diagram of meiosis and fertilization. Ask students to label each
stage and describe the genetic changes occurring in each step.
2. Short Answer Questions:
○ Describe how the process of meiosis ensures that each gamete has half the genetic
material of the parent cell.
○ Explain how the combination of alleles from two gametes during fertilization results in
genetic diversity in offspring.

LC7 (M2) C-E-R ACTIVITY

Explain how mitosis functions specifically as
a mechanism for growth and repair. Introduction: Welcome to today’s activity, where we will dive into the fascinating world of cell and explore
the role of mitosis in growth and repair. By the end of this activity, you will be able to explain how mitosis
Learning target(s): functions as a mechanism for both growth and repair of tissues in multicellular organisms.

1. I can analyze mitosis as a mechanism Instruction: Watch the youtube video and use the CER framework to analyze and explain how mitosis
that functions in the growth and repair contributes to the processes of growth and tissue repair.
process.
Success Criteria: C-E-R Worksheet Question: how mitosis process contributes to the processes of growth and tissue repair.
C-E-R Learning Resources/Materials/Handout: (e.g. article title and source): ouTube video titled “Mitosis –
In my explanation, I am able to discuss the The Cell Cycle and Cell Division” from Khan Academy https://www.youtube.com/watch?v=pm8Bvrx0o-o
process of mitosis in the growth and repair.
C-E-R Sample Completed Worksheet (show below)
In my comparison, I am able to explain how
mitosis differs from meiosis in terms of its role Claim:
in growth and repair. .
● Mitosis is essential for growth and repair in multicellular organisms because it ensures the
production of identical daughter cells necessary for these processes.

Evidence:

● In the video, the stages of mitosis are described in detail, showing how the cell divides into two
identical daughter cells. The video explains that during mitosis, the cell's genetic material is
duplicated and evenly distributed to ensure that each new cell has the same genetic information as
the original cell. Examples given in the video include tissue regeneration and growth, where new
cells replace damaged or old cells, allowing for repair and development.

Reasoning:

● The video illustrates that the accurate replication and distribution of genetic material during mitosis
are crucial for maintaining genetic consistency across cells. This process supports growth by adding
new cells to the organism and enables repair by replacing damaged or dead cells with new, identical
ones. For instance, in wound healing, mitosis helps generate new skin cells to cover and repair the
damaged area. Similarly, during growth, mitosis adds new cells to tissues, allowing the organism to
develop and increase in size.

Sample Error Analysis Assessment:

Evaluate and correct common misconceptions about mitosis and its role in growth and repair. This
assessment will help you understand the correct functions of mitosis and how to articulate its importance
accurately.

1. Incorrect Response:
 Student Answer: “Mitosis is not important for tissue repair. It only helps cells divide when an organism is
growing.”

Error Analysis:

● Misconception: The student has misunderstood the dual role of mitosis. Mitosis is crucial for both
growth and repair.
● Correction: Mitosis is indeed important for both growth and repair. During growth, mitosis allows an
organism to increase in size by producing more cells. During repair, mitosis replaces damaged or
dead cells to restore tissue function. For example, skin cells divide by mitosis to heal a wound.

TRANSFER
LC1 (T) Activity 1: Teacher Demonstration
Demonstrate proper handling (i.e. carry the Introduction:
microscope with both hands, one on the arm Today, we’ll be diving into an essential skill that every budding scientist needs to master: the proper
and the other supporting the base) and storing handling and storing of a compound microscope. This isn't just about keeping the equipment safe—it’s
(i.e. store it in a dry, clean area with a dust about ensuring that you can make the most of your observations and experiments. By learning how to care
cover, with the lowest objective lens in place for and store the microscope correctly, you’ll be taking an important step toward becoming a responsible
and the stage lowered) of a compound and skilled user of scientific tools. Let’s explore the best practices together and make sure our microscopes
microscope. are always ready to reveal the wonders of the microscopic world!

Instructions:
Learning Target(s): 1. Observe closely on how the teacher demonstrates the proper handling and storing of the compound
I can carry a compound microscope from the microscope.
working station to the storage area. 2. Write down the Do’s and Don'ts of handling and storing of the microscope.
3. Imitate what the teacher did using a mock-up microscope.
4. Wait for the approval of the teacher whether you are ready for the next activity or not.
Success Criteria:
In my handling of the microscope, I am able to
carefully carry and place it in a stable position Process Questions:
without damaging any of its components. 1. Where did the teacher hold the microscope while transporting it?
2. What specific condition should be considered in storing the microscope?
In my storing of the microscope, I am able to 3. What are the do’s and don’ts in handling the microscope.
properly clean and cover it, ensuring that all Activity 2: Student Demonstration
parts are securely protected and ready for Instructions:
future use. Demonstrate the proper handling and storage of the compound microscope. You will be scored
according to the given rubric:
HOLISTIC RUBRIC

4 - Exceptional Handling

● Demonstrates complete confidence and precision when handling the microscope.

● Carries the microscope with both hands, one on the arm and the other under the base,
showing full awareness of safety procedures.
● Places the microscope on a stable surface gently, with no risk of it tipping or being damaged.
● Exhibits care and attention to detail when adjusting and using the microscope, ensuring that
all components remain in perfect condition.
● Follows all best practices without any prompting or reminders.

3 - Proficient Handling

● Handles the microscope with care, using both hands as required.

● Places the microscope on a stable surface with minimal risk of tipping or damage.
● Adjusts and uses the microscope appropriately, with minor lapses in technique that do not
result in damage.
● Demonstrates a good understanding of handling procedures but may require occasional
reminders.

2 - Basic Handling

● Handles the microscope with some care but may occasionally use only one hand or show
lapses in technique.
● Places the microscope on a surface that is mostly stable, with some risk of tipping or minor
damage.
● Adjusts and uses the microscope with several mistakes, which may pose a slight risk to the
equipment.
● Requires frequent reminders to follow proper handling procedures.

1 - Inadequate Handling

● Handles the microscope carelessly, often using only one hand or placing it at significant risk
of damage.
● Places the microscope on an unstable surface, increasing the risk of tipping or damage.
● Adjusts and uses the microscope improperly, leading to a high risk of damaging the
equipment.
 ● Fails to follow proper handling procedures even with repeated reminders.

LC2(T) Activity 1: Modelling/Teacher Demonstration

Use proper technique in observing and identifying the Introduction:
(seven) parts of a cell with a microscope such as Cell Welcome to an exciting journey into the microscopic world! Today, we’re going to explore one of the most
membrane, nucleus, Cytoplasm, Mitochondria, fundamental units of life: the cell. By using a microscope, you’ll get an up-close look at the seven key parts
Ribosomes, Lysosomes, and Chloroplast. of a cell—each with its own unique role in keeping the cell alive and functioning. From the protective cell
membrane to the energy-producing mitochondria, every part is crucial to understanding how life works on a
cellular level. Let’s learn how to observe these cell structures with precision and accuracy, using proper
Learning Target(s): techniques that will help you identify and appreciate the intricate details of these tiny but essential
1. I can correctly set up and focus the components.
microscope to observe the main structures of
a cell. Instructions:
1. Observe closely on how the teacher demonstrates the proper techniques in viewing specimen.
2. List down the steps the teacher demonstrated.
Success Criteria: 3. Follow the steps done by your teacher using your assigned microscope and slide
In my observation, I am able to accurately
focus the microscope to clearly view the cell Process Questions:
membrane, nucleus, and cytoplasm. 1. What are the ideal conditions in viewing the specimen?
2. In which objective lens should you start when viewing a specimen?
In my identification, I am able to correctly 3. What parts will you use to magnify and sharpen the image of the specimen?
name and describe the function of the cell 4. What are the noticeable parts of the microscope under low power objective? high power objective?
membrane, nucleus, cytoplasm, mitochondria,
ribosomes, lysosomes, and chloroplast. Activity 2: Let’s Take a Cellfie!
Instructions:
1. Each group will be given a set of specimen, (plant cell & animal cell)
2. Apply the proper techniques you learned from the previous activity.
3. Take a picture of the cells using your camera.
4. Upload the picture to Canva and identify the parts of the cells observed in your picture.
5. Refer to the given rubrics for you to be guided on to the expected output.
HOLISTIC RUBRIC:

4 - Exceptional

● The group demonstrates an outstanding ability to apply proper microscope techniques, resulting in
clear and well-focused images of both plant and animal cells.
 ● The uploaded images on Canva are of high quality, showing all seven cell parts clearly and
accurately.
● All cell parts (cell membrane, nucleus, cytoplasm, mitochondria, ribosomes, lysosomes, chloroplast)
are correctly identified and labeled, with precise and accurate descriptions.
● The final presentation is visually appealing, well-organized, and shows a deep understanding of cell
structure and function.
● The group collaborates effectively, with each member contributing meaningfully to the activity.

3 - Proficient

● The group successfully applies proper microscope techniques, producing clear images of both plant
and animal cells, though with minor focusing issues.
● The uploaded images on Canva are good quality, with most of the cell parts visible and accurately
represented.
● Most of the cell parts are correctly identified and labeled, with minor errors or omissions.
● The final presentation is well-organized and demonstrates a solid understanding of cell structure and
function.
● The group works well together, with each member contributing to the activity.

2 - Basic

● The group shows basic application of microscope techniques, but the images of the cells may be
unclear or poorly focused.
● The uploaded images on Canva are of average quality, with some cell parts difficult to distinguish.
● Several cell parts are identified, but there may be errors in labeling or missing parts.
● The final presentation is somewhat organized but lacks depth in understanding of cell structure and
function.
● The group collaborates, but some members contribute more than others, and there may be
noticeable gaps in teamwork.

1 - Inadequate

● The group struggles to apply proper microscope techniques, resulting in unclear or unfocused
images of the cells.
● The uploaded images on Canva are of poor quality, with many cell parts missing or
indistinguishable.
● Few or no cell parts are correctly identified or labeled, with significant errors present.
 ● The final presentation is poorly organized, showing a lack of understanding of cell structure and
function.
● The group shows minimal collaboration, with uneven contributions and a lack of teamwork.

LC9&10(Merged) (T)
Illustrate the transfer of energy between Activity 1: Infographic Creation using Canva
organisms at different trophic levels, from
producers to tertiary consumers, using food Introduction
pyramids as a visual tool to demonstrate the
flow of energy and its ecological implications. Understanding how energy moves through an ecosystem is crucial for grasping the dynamics of food webs
and the relationships between organisms. By examining food pyramids, we can visualize the flow of energy
Learning Target(s): from producers, such as plants, to various levels of consumers, including herbivores, carnivores, and apex
I can create an infographics using Canva that predators. This concept is essential for understanding ecological balance, the impact of energy loss at each
will show the food pyramid and the flow of trophic level, and the overall stability and biodiversity of ecosystems.
energy in an ecosystem
Objective: Create an infographic that accurately represents a food pyramid, illustrating the flow of energy
Success Criteria: through different trophic levels in an ecosystem.
In my illustration of energy transfer, I am
able to accurately describe how energy Materials Needed:
moves from producers to primary consumers,
● Computer or tablet with internet access
secondary consumers, and tertiary
● Canva account
consumers, including the concept of energy
● List of organisms representing different trophic levels (e.g., grass, rabbit, fox, eagle)
loss at each level.
Steps:
In my creation of a food pyramid, I am able
to correctly place organisms at the 1. Introduction to Canva: Begin with a brief introduction or tutorial on using Canva, focusing on the
appropriate trophic levels, illustrating the flow tools and features relevant to creating infographics (text, shapes, images, and design elements).
of energy through the ecosystem. 2. Research: Have learners research and choose a specific ecosystem (e.g., grassland, forest, ocean)
and identify organisms that belong to each trophic level: producers, primary consumers, secondary
In my discussion of ecological consumers, and tertiary consumers.
interactions, I am able to explain how 3. Design the Infographic: Using Canva, learners will create a food pyramid infographic that includes:
energy transfer between trophic levels ○ A base layer for producers (e.g., plants, algae)
impacts the stability and biodiversity of an ○ A second layer for primary consumers (e.g., herbivores like rabbits, deer)
ecosystem. ○ A third layer for secondary consumers (e.g., small carnivores like foxes)
○ A top layer for tertiary consumers (e.g., apex predators like eagles or sharks)
 4. Energy Flow Arrows: Include arrows to show the direction of energy flow from one trophic level to
the next, and annotate each level with the approximate percentage of energy retained (e.g., 10%
rule).
5. Energy Loss Explanation: Add a section that explains the concept of energy loss at each level,
emphasizing why there is less energy available as you move up the pyramid.

Process Questions:

● What challenges did you face when selecting organisms for each trophic level?
● How does the energy flow change as it moves from one level to the next?
● Why is there less energy available at the top of the pyramid compared to the base?

Holistic Rubric for Activity 1: Infographic Creation using Canva

Score Description

4 The infographic clearly and accurately represents a food pyramid, with all
trophic levels correctly identified and labeled. The energy flow is clearly
depicted with accurate annotations on energy transfer and loss. Visuals are
engaging, well-organized, and effectively communicate the concept of
energy flow and ecological balance.

3 The infographic represents a food pyramid with most trophic levels correctly
identified and labeled. Energy flow is depicted, but with minor inaccuracies
or missing details. Visuals are clear and organized, with a good overall
presentation of the concept of energy flow and ecological balance.

2 The infographic shows a basic representation of a food pyramid, but with

some inaccuracies in identifying trophic levels or energy flow. Visuals are
 somewhat clear but may lack organization or coherence, making it harder
to fully understand the concept of energy flow and ecological balance.

1 The infographic poorly represents a food pyramid, with significant

inaccuracies in identifying trophic levels and energy flow. Visuals are
unclear or disorganized, and the infographic does not effectively
communicate the concept of energy flow and ecological balance.

Activity 2: Video Analysis and Collaborative Discussion ("Stick-it-Together")

Introduction: Understanding energy flow through ecosystems is crucial for grasping the relationships
between organisms. In this activity, we will watch a video explaining how energy transfers from producers
to various consumer levels, followed by a collaborative discussion. By analyzing the video and sharing
insights, we will explore how these energy transfers impact ecosystem stability and biodiversity.

Objective: Analyze a video that explains energy transfer between trophic levels and discuss its ecological
implications in a collaborative setting.

Materials Needed:

● Access to a suitable educational video on energy transfer and trophic levels (e.g., YouTube,
educational platforms)
● Sticky notes or digital collaboration tool (e.g., Padlet, Jamboard)
● Large chart paper or whiteboard

Steps:

1. Watch the Video: Start by watching a short educational video that explains how energy is transferred
between trophic levels in ecosystems, including examples of different types of ecosystems.
2. Note-Taking: While watching, students will use sticky notes or a digital tool to jot down key points,
questions, or interesting facts about energy transfer and trophic levels.
 3. Collaborative Discussion ("Stick-it-Together"):
○ After watching the video, divide students into small groups.
○ Have each group share their sticky notes on a large chart paper or whiteboard, categorizing
their notes under themes like "Producers," "Consumers," "Energy Flow," and "Ecological
Implications."
○ Facilitate a discussion where groups compare their observations, answer each other's
questions, and discuss the implications of energy transfer on ecosystem stability and
biodiversity.
4. Create a Summary: As a group, create a summary statement or paragraph that captures the main
points discussed about energy transfer, the importance of each trophic level, and how it affects the
ecosystem's health.

Process Questions:

● What new information did you learn about energy transfer and trophic levels from the video?
● How do you think energy loss at each trophic level affects the population sizes of organisms in an
ecosystem?
● In what ways can disruptions in energy flow impact the stability and biodiversity of an ecosystem?

Holistic Rubric for Activity 2: Video Analysis and Collaborative Discussion ("Stick-it-Together")

Score Description

4 The analysis and discussion demonstrate a thorough understanding of

energy transfer and trophic levels. The group actively participates, sharing
insightful observations and questions. The final summary is comprehensive,
clearly connecting energy transfer, ecosystem stability, and biodiversity,
showing strong collaboration and critical thinking.

3 The analysis and discussion show a good understanding of energy transfer

and trophic levels, with active participation from most group members. The
final summary covers key points and demonstrates a good connection
 between energy transfer, ecosystem stability, and biodiversity, with some
minor gaps or areas for improvement.

2 The analysis and discussion demonstrate a basic understanding of energy

transfer and trophic levels, but with limited participation or insights from
group members. The final summary addresses some key points but lacks
depth, with unclear connections between energy transfer, ecosystem
stability, and biodiversity.

1 The analysis and discussion show a limited understanding of energy

transfer and trophic levels, with minimal participation and engagement from
group members. The final summary is incomplete or lacks clarity, failing to
connect energy transfer, ecosystem stability, and biodiversity effectively.

Conclusion

By completing these activities, learners will gain a deeper understanding of the flow of energy through
ecosystems and the importance of each trophic level. They will develop skills in using visual tools like
infographics to represent complex concepts and engage in critical thinking through video analysis and
discussion. These activities will help them understand the ecological implications of energy transfer and
how it contributes to the stability and biodiversity of ecosystems.

PERFORMANCE STANDARD: Transfer Goal: The learner, on their own and in the long run, will be able to design educational campaign
By the end of the Quarter, learners materials to effectively communicate the importance of cellular structures, types of cell division, and
demonstrate understanding of the parts and ecological interactions, enabling them to raise awareness about biodiversity, conservation, and the impact
function of a compound microscope and use of environmental changes on different species.
this to identify cell structure. They recognize
that the cell is the basic unit of life and that Performance Task GRASPS
some organisms are unicellular and some are
multicellular. They explain that there are two
types of cell division, and that reproduction Goal
can occur through sexual or asexual
processes. They use diagrams to make The goal is for learners to design educational campaign materials that communicate the importance of
connections between organisms and their cellular structures, types of cell division, and ecological interactions. The aim is to raise awareness about
environment at various levels of organization. biodiversity, conservation, and the impact of environmental changes on different species.
They explain the process of energy transfer
through trophic levels in food chains.
Role

Learners will take on the role of an environmental educator or science communicator responsible for
educating the public about biological concepts and their implications for the environment.

Audience

The primary audience will be community members, students, and the general public who need to
understand the importance of cellular biology, biodiversity, and ecological conservation.

Situation

The learners are tasked with creating a campaign to educate the local community or school about the
importance of biodiversity and conservation. This campaign should focus on explaining how cellular
structures, types of cell division, and ecological interactions contribute to the survival and adaptation of
species in different environments.

Products

Learners will create educational campaign materials, which may include:

1. Posters or brochures illustrating cellular structures, types of cell division, and ecological interactions.
2. Infographics or videos explaining the benefits of certain adaptations in given environments and the
role of energy transfer in food chains.
3. Social media posts or a website dedicated to raising awareness about biodiversity and conservation
 issues.

Performance Task with 21st Century Skills

21st CENTURY SKILLS PERFORMANCE TASK INSTRUCTIONS

CRITICAL THINKING AND PROBLEM- Research and solve the problem of how to effectively
SOLVING communicate complex biological concepts to a general
audience. You'll need to consider how to make these
ideas accessible and interesting to people of various
ages and backgrounds.

COMMUNICATION
Use varied media—such as visuals, text, and videos—
to express your ideas clearly. Your goal is to convey
the importance of cellular biology, biodiversity, and
conservation in a way that is both informative and easy
to understand.

COLLABORATION Work in teams where each member has a specific role,

such as a researcher, designer, writer, or presenter.
Collaborate effectively to ensure that your team
produces high-quality campaign materials. Teamwork
will be crucial as you combine your strengths to create
something greater than what you could achieve
individually.

CREATIVITY Design innovative and visually appealing materials that

capture the audience’s attention. Use your creativity to
find new ways to explain scientific concepts and inspire
others to care about biodiversity and conservation.
CROSS-CULTURAL UNDERSTANDING Consider how biodiversity and conservation are
approached in different ASEAN countries. How would
you interact with people from these cultures to
communicate your campaign's message? Incorporate
this cross-cultural understanding into your campaign
materials.

COMPUTER/ICT Utilize digital resources, such as graphic design

software, video editing tools, and online platforms, to
create your campaign materials. Leverage these
technologies to enhance the quality and reach of your
project.

CAREER LIFELONG LEARNING After completing the project, reflect on how you can
continue to learn about the importance of biodiversity
and conservation throughout your life. Consider how
the skills you’ve developed during this task can be
applied to future career opportunities or personal
growth.

Performance Task Analytic Rubric

4 3
2 1
CRITERIA OUTSTANDIN SATISFACTO RATING
DEVELOPING BEGINNING
G RY
 The campaign
materials
demonstrate The campaign
The campaign
exceptional materials contain
materials have
accuracy, with significant
some accurate
correct and inaccuracies or
The campaign information, but
detailed missing
materials are there are
information information,
accurate, with no noticeable
Content throughout. The leading to
errors and inaccuracies,
Accuracy use of scientific confusion or
omissions. The gaps, and
terminology and misinformation.
content is clear inconsistencies
supporting The content
and credible. that weaken the
evidence is lacks credibility
overall message
strong, and requires
and
enhancing the substantial
understanding.
clarity and revision.
credibility of the
content.

Ideas are Ideas are clear, Some ideas are Ideas are
communicated with no unclear or unclear, poorly
Clarity and clearly and confusion. difficult to organized, or
Communication concisely. Adequate follow. confusing.
Comprehensive explanation of Limited Minimal or
explanation of cell division with explanation of inaccurate
different types of no gaps in cell division, explanation of
cell division and understanding. missing key cell division.
their concepts.
significance.

Design is Design is Design is Design is

Creativity and visually appealing and functional but cluttered,
Engagement appealing, supports content. lacks appeal or distracting or
engaging, and Campaign effectiveness in does not support
supports the materials are supporting the content.
content creative, with content. Campaign
effectively. originality. materials lack
 Campaign Campaign creativity and
materials are materials show originality.
highly creative, limited creativity
original, and or some
engaging. originality.

In-depth Good coverage basic coverage Poor or

Relevance and coverage of of ecological of ecological incomplete
Impact ecological interactions. interactions, coverage of
interactions and Conservation lacking depth. ecological
their role in the messages are Conservation interactions.
ecosystem. present. Good messages are Conservation
Strong clear analysis of weak or messages are
messages environmental underdeveloped. unclear or
promoting impact and the Basis analysis of absent.
Conservation are call to action is environmental Little to no
integrated present and impact, lacking analysis of
throughout. effective. depth. environmental
Thorough Call to action is impact on
analysis of how weak and not species or
environmental clearly ecosystems.
changes affect communicated. No clear action
species and is present.
ecosystems.
Clear compelling
call to action that
inspires the
audience to take
action.

The campaign The campaign The campaign The campaign

Organization materials are materials are materials have a materials lack
and Structure exceptionally well-organized, basic structure, clear
well-organized with a logical but there are organization and
and structured, flow and clear noticeable gaps structure,
with clear, structure in organization, making it
logical and including flow, or difficult for the
 strong transitions, integration of audience to
connections integration of visuals, or the follow the
between visuals, or the clarity of content.
sections. The use clarity of headings. Significant
of headings, headings. revisions are
visuals, and needed to
transitions improve the
effectively logical flow and
guides the integration of
audience through ideas.
the content.

Values Integration and Reflection"

Activity Title: Reflective writing
Introduction: The learners connect their understanding of cellular biology and ecology with personal values
and real-world applications, fostering a deeper appreciation for the role of science in addressing
environmental challenges.
Instructions: The learners will reflect on the key concepts/terms related to cellular structure , cell division
(mitosis and meiosis) and ecological interactions. They will reflect their understanding of biodiversity and
conservation through answering the following guided questions:
1.How do cellular processes and ecological interactions contribute to the health and sustainability of
ecosystems?
2. How can you apply what you've learned to raise awareness about the importance of preserving different
species and ecosystems?
3.Reflect on the personal values that guide your perspective on these issues. How can you use your
knowledge to advocate for or contribute to conservation and biodiversity efforts in your community?
4.Discuss the importance of knowing the types of cell division (mitosis and meiosis) and how sexual and
asexual reproduction contribute to genetic diversity and continuity of life.
5. Explain the significance of recognizing the cell as the basic unit of life and the difference between
unicellular and multicellular organisms. How does this understanding impact your view of biological
complexity?
Learning Resources/Materials/Handout: Compound Microscope Parts, Functions, and Labeled Diagram
Clickable Links : https://microscopeinternational.com/compound-microscope-
parts/?srsltid=AfmBOor_HJcXw-QPT4gcYYs69s0LTdp8zlv-PjQ2pkk876hgP44wu7Hx