WEEKLY HOME LEARNING PLAN

SUBJECT: GENERAL BIOLOGY 1

SUBJECT CODE BIO 1 (CORE SUBJECT)
INSTRUCTORS: MS. CHRISANTA T. DE GUZMAN/MR. JOSHUA BONG A.BUAL
SCHOOL YEAR: 2021 - 2022
SEMESTER: FIRST SEMESTER MODE OF LEARNING : BLENDED LEARNING
QUARTER: 2nd QUARTER WEEK NUMBER: WEEK ONE
GRADE LEVEL: GRADE 11/12 TEACHING DATE: OCTOBER 25-29, 2021

TEACHING DAYS MONDAY- FRIDAY

a. Describe the patterns of electron flow through Light reaction events

MOST ESSENTIAL LEARNING
COMPETENCIES
b. Describe the significant events of the Calvin cycle

 Defining Light Reaction in Photosynthesis

LEARNING OBJECTIVES  Identifying the Patterns of Electron flow through light reaction events.

 Explain significant events happening during Calvin Cycle Process.

TOPIC

Understanding Photosynthesis and its Significant Role in Providing Essential Life

support in all Living Organisms.

• Photosynthesis
• Light Reaction
• The Calvin Cycle

REFERENCES:
SUBJECT MATTER

Title of the Book: Campbell Biology Tenth Edition

Author: Jane B. Reece, Lisa A. Urry, Michael L. Cain, Steven A. Wasserman, Peter V. Minorsky,
Robert B. Jackson

Page/s: 187-188

Online Journal: https://www.visiblebody.com/learn/biology/photosynthesis/reactions

https://www.britannica.com/science/photosynthesis/The-pathway-of-electrons
BEFORE THE LESSON
 Opening Prayer
 Checking of the Attendance
DAILY ROUTINE
 Checking of Device / Reminding the house rules
 Checking of Attendance / Recapitulating the previous lesson
CORE VALUES: EXCELLENCE AND CHARACTER

The teacher will show a video presentation to the class.

Video title: Diurnal VS Nocturnal

Video link: https://www.youtube.com/watch?v=dgyJbLFEbaY

At this point, after the students watch the entire video, the teacher will ask students several guided
MOTIVATION
questions to stimulate/generate learning responses.

The teacher will ask follow up questions regarding the short video clip.

Guide Questions:
1. Why some animals are nocturnal and diurnal?
2. Can animals be both nocturnal and diurnal?

DURING THE LESSON (PRESENTATION OF THE LESSON)

In the present, the new system of teaching is through blended learning. The teacher will be given one day to deliver his/ her lesson
within a week based on the schedule through zoom meeting cloud application.
- Based on the shared ideas of the students, the teacher will elaborate and summarize their opinions. The teacher will use the
strategy Think and Share so that the students can confidently share their own thoughts regarding the presented topic.
-Before the discussion, the students are expected to share their personal experiences and the importance of topic in their
lives. (Personal view of the Topic – Inductive Approach)

ESSENTIAL QUESTIONS

What are the reactions involved in photosynthesis?

The teacher will further explain the process of photosynthesis.

UNDERSTANDING THE PROCESS OF PHOTOSYNTHESIS

Within plant cells, chloroplasts are specialized organelles that serve as the sites of photosynthesis. The reactions that make up
the process of photosynthesis can be divided into light-dependent reactions, which take place in the thylakoids, and light-independent
reactions (also known as dark reactions or the Calvin cycle), which take place in the stroma.

1. Chloroplasts have a complex internal structure, and different reactions take place in different parts of the chloroplast.

Understanding what the inside of a chloroplast looks like is key to

visualizing where the different reactions of photosynthesis occur.

Surrounding the chloroplast is a double membrane, consisting of an outer

membrane and an inner membrane. This is similar in structure to the
double membrane of mitochondria.

Interior to the chloroplast’s inner membrane and surrounding the

thylakoids is a fluid called the stroma. The light-independent reactions of
photosynthesis take place within the stroma. It contains enzymes that
work with ATP and NADPH to “fix” carbon from carbon dioxide into
molecules that can be used to build glucose. The chloroplast’s own
genetic material (separate from that of the cell) is also stored in the stroma.

The interior of the chloroplast contains another membrane—the thylakoid membrane—which is folded to form
numerous connected stacks of discs. Each disc is a thylakoid and each stack is a granum (pl. grana).

The light-dependent reactions of photosynthesis take place within the thylakoids. These reactions occur when the
pigment chlorophyll, located within the thylakoid membranes, captures energy from the sun (photons) to initiate the
breakdown of water molecules.

2. The light-dependent reactions convert light energy into chemical energy.

The goal of the light-dependent reactions of photosynthesis is to collect

energy from the sun and break down water molecules to produce ATP
and NADPH. These two energy-storing molecules are then used in the
light-independent reactions.

Within chloroplasts, chlorophyll is the pigment that absorbs sunlight. It is

stored in the thylakoid membranes in protein complexes called
photosystem I and photosystem II. The series of light-dependent reactions
begins when sunlight hits a molecule of chlorophyll, located in
photosystem II. This excites an electron, which leaves the chlorophyll
molecule and travels along the thylakoid membrane via a series of carrier
proteins (known as the electron transport chain).

Then, something amazing happens—photosystem II splits a water molecule to restore this lost electron and fill the
“energy vacuum” that has been created. This is a process humans haven’t been able to replicate exactly in a lab!

Each water molecule breaks down into two hydrogen (H) atoms and one oxygen (O) atom. The oxygen is released
as a waste product—oxygen atoms from disassembled water molecules join up in pairs to form oxygen gas (O2).

The hydrogen ions build up in high concentration in the lumen of the thylakoid. They pass through an enzyme called
ATP synthase, and their movement provides the energy needed to add a third phosphate to ADP (adenosine
diphosphate) to form ATP (adenosine triphosphate). This energy-storing molecule powers many cellular processes.
In fact, the glucose made during photosynthesis is broken down to produce more ATP later, during cellular
respiration.

Meanwhile, the electron released from photosystem II arrives at photosystem I, which also contains chlorophyll.
Energy from the sun excites the electron again, giving it enough
energy to pass across the membrane and into the stroma, where
it joins with a hydrogen ion and an NADP+ to create the energy-
carrying molecule NADPH.

ATP and NADPH move from the thylakoid into the stroma, where
the energy they store is used to power the light-independent
reactions.

The pathway of electrons

In diagrams that describe the light reaction stage of

 photosynthesis, the actual photochemical steps are typically represented by two vertical arrows. These arrows
signify that the special pigments P680 and P700 receive light energy from the light-harvesting chlorophyll-protein
molecules and are raised in energy from their ground state to excited states. In their excited state, these pigments
are extremely strong reducing agents that quickly transfer electrons to the first acceptor. These first acceptors also
are strong reducing agents and rapidly pass electrons to more stable carriers. In light reaction II, the first acceptor
may be pheophytin, which is a molecule similar to chlorophyll that also has a strong reducing potential and quickly
transfers electrons to the next acceptor. Special quinones are next in the series. These molecules are similar to
plastoquinone; they receive electrons from pheophytin and pass them to the intermediate electron carriers, which
include the plastoquinone pool and the cytochromes b and f associated in a complex with an iron-sulfur protein.

In light reaction I, electrons are passed on to iron-sulfur proteins in the lamellar membrane, after which the electrons
flow to ferredoxin, a small water-soluble iron-sulfur protein. When NADP+ and a suitable enzyme are present, two
ferredoxin molecules, carrying one electron each, transfer two electrons to NADP+, which picks up a proton (i.e., a
hydrogen ion) and becomes NADPH.

Each time a P680 or P700 molecule gives up an electron, it returns to its ground (unexcited) state, but with a positive
charge due to the loss of the electron. These positively charged ions are extremely strong oxidizing agents that
remove an electron from a suitable donor. The P680+ of light reaction II is capable of taking electrons from water in
the presence of appropriate catalysts. There is good evidence that two or more manganese atoms complexed with
protein are involved in this catalysis, taking four electrons from two water molecules (with release of four hydrogen
ions). The manganese-protein complex gives up these electrons one at a time via an unidentified carrier to P680+,
reducing it to P680. When manganese is selectively removed by chemical treatment, the thylakoids lose the capacity
to oxidize water, but all other parts of the electron pathway remain intact.

3. The light-independent reactions (Calvin cycle) use stored chemical energy from the light-dependent reactions to “fix”
CO2 and create a product that can be converted into glucose.

The ultimate goal of the light-independent reactions (or Calvin cycle) is to

assemble a molecule of glucose. This is the part of photosynthesis that
requires the CO2 the plant gets from the air.

Essentially, the plant needs the carbon from the CO2 to create the
building blocks for glucose. An enzyme in the stroma called ruBisCo
combines a five-carbon molecule of RubP (ribulose biphosphate) with a
molecule of carbon dioxide. This creates a six-carbon molecule that is
broken down into two three-carbon molecules (3-phosphoglycerate).
This part of the light-independent reactions is referred to as carbon
fixation.

Then, the energy carriers from the light-dependent reactions make their contribution. ATP and NADPH give each 3-
phosphoglycerate a hydrogen atom, creating two molecules of the simple sugar G3P (glyceraldehyde-3-phosphate).
Ultimately, these two molecules of G3P are used to build one molecule of glucose. This part of the light-independent
reactions is typically referred to as reduction (or reducing the sugar) because electrons are added.

It is important to note that the Calvin cycle typically uses six molecules of carbon dioxide at a time. This means that
twelve molecules of G3P are generated. However, only two of them are used to produce a molecule of glucose—the
rest are recycled back into RubP so that the cycle can keep running.

TABLE 1: PHOTOSYNTHESIS REACTIONS

Light-dependent reactions Light-independent reactions
Use stored chemical energy to “fix” CO2 and
Goal Convert light energy into chemical energy create a product that can be converted into
glucose
Location Chloroplasts—thylakoids Chloroplasts—stroma
Input Sunlight, H2O, NADP+, ADP CO2, NADPH, ATP
NADP+, ADP, G3P (Two G3P can be made
Output NADPH, ATP, O2
into C6H12O6)

The teacher will generalize the lesson through a video presentation.

Video title: Light & Dark reaction

Video link: https://www.youtube.com/watch?v=v-G-d27C1TU

AFTER THE LESSON

Critical Thinking , Creativity , Communication

The teacher will give an activity to assess the students understanding about the topic discussed.
ENRICHMENT ACTIVITY
PHOTOSYNTHESIS IN A CROSSWORD

Fill in the crossword puzzle with the words missing from the sentences below. Match the
number of the sentence to the boxes placed across or down the grid. If filled out correctly, the words
will fit neatly into the puzzle.
Across

4. Phosysnthesis mostly takes place in the ________ of plant leaf mesophyll cells.
7. Only _________ plants can photosynthesize.
9. The where plants can manufacture their own food through the help of sunlight.
11. The vascular tissue in plants that conducts water and dissolved nutrients upward from the root
and also helps to form the woody element in the stem

Down

1. As leaves start to lose their green colors in fall and______, they can no longer do photosynthesis.
2. Plants produce this while sugar is made of this.
3. During the process of photosynthesis, cells use _______ and energy from the Sun to make sugar
molecules and oxygen.
5. Plants wouldn't have been green without this!
6. Apart from plants, photosynthesis occurs only in single-celled _______ and protists.
8. If plants didn't produce this, we would have been dead by now!
10. If we breathe through eyes, plants breathe through these.
 CRITICAL THINKING, CREATIVITY, COMMUNICATION

WRITTEN WORK NO. 2

PHOTOSYNTHESIS: ESSAY PROBLEM ANALYSIS

Based on our discussion, we already know that plants can make their own food through the
process of photosynthesis.

1. How does photosynthesis convert light energy into chemical energy?

2. What kind of photosynthesis adaptations have evolved in response to
3. different environmental conditions?
4. Describe how you get energy indirectly from the food that you eat.
5. How can some organisms survive without sunlight and photosynthesis?

ESSAY RUBRIC
Unsatisfactory Needs Satisfactory Outstanding
5 pts Improvement 10 pts 15 pts
8 pts
Content & - Content is - Content is not - Content is - Content is
Developmen incomplete. comprehensive accurate and comprehensive,
t - Major points and /or persuasive. accurate, and
are not clear. persuasive. - Major points persuasive.
-Specific - Major points are are stated. - Major points are
EVALUATION examples are addressed, but - Responses are stated clearly and
not used. not well adequate and are well supported.
supported. address topic. - Responses are
- Responses are - Content is excellent, timely and
inadequate or do clear. address topic.
not address topic. -Specific - Content is clear.
-Specific examples are -Specific examples
examples do not used. are used.
support topic.
Organization - Organization - Structure of the - Structure is -Structure of the
& Structure and structure paper is not easy mostly clear and paper is clear and
detract from the to follow. easy to follow. easy to follow.
message. - Transitions need - Transitions are - Transitions are
- Writing is improvement. present. logical and maintain
disjointed and - Conclusion is - Conclusion is the flow of thought
lacks transition missing, or if logical. throughout the
of thoughts. provided, does paper.
not flow from the - Conclusion is
body of the paper. logical and flows
from the body of the
paper.
Grammar, - Paper - Paper contains - Rules of - Rules of grammar,
Punctuation contains few grammatical, grammar, usage, usage, and
& Spelling numerous punctuation and and punctuation punctuation are
grammatical, spelling errors. are followed with followed; spelling is
punctuation, minor errors. correct.
and spelling Spelling is
errors. correct.

Critical Thinking , Creativity , Communication

Students reflect on the lessons through answering the following questions:

VALUING

1. As a Monlimarian? How does photosynthesis benefit human considering that we are not
capable of executing this kind of process in terms of energy conversion?

1. Philippine literature.
2. Include your references
Critical Thinking , Creativity , Communication

AGREEMENT
After the discussion, assignment will be given for the development of students proficiency in the topic
discussed.

1. Draw the cycle of photosynthesis.

End of lesson
END OF LESSON

SUBMITTED BY: MS. CHRISANTA T. DE GUZMAN/ MR .JOSHUA BONG A.BUAL APPROVED BY: MR. RONEL T. BORBON
SUBJECT INSTRUCTORS ACADEMIC COORDINATOR
VICE- PRINCIPAL

DATE: _____________________________ DATE: ___________________________

SUBMITTED TO: MR .JOSHUA BONG A.BUAL NOTED BY: MR. ALEXANDER IGNACIO
HEAD TEACHEER, SENIOR HIGH SCHOOL PRINCIPAL
DATE: _____________________________ DATE: ___________________________