RED ARROW HIGH SCHOOL

Magsaysay Street San Nicolas, Pangasinan 2447

TOPIC/LESSON CHAPTER 1: BIOLOGICAL MACROMOLECULES
NAME

CONTENT The Learners demonstrate an understanding of:

STANDARD
The structures and functions of Biological Molecules:
-Carbohydrates
-Lipids
-Proteins
-Enzymes
-Nucleic acid
PERFORMANCE The learner reflects on a concrete experience in a philosophical way.
STANDARD
LEARNING
COMPETENCIES a. Describe the synthesis of macromolecules.

b. Differentiate dehydration (or condensation) from hydrolysis reactions.

c. Identify and draw basic building blocks of the four major classes of biological
molecules.

d. Categorize biological macromolecules based on their structure.

e. List functions of each type of biological molecules

f. Give common examples of each type of the four major biological molecules.

g. Enumerate possible diseases/disorders caused by lack or excess of biological

molecules.

SPECIFIC At the end of this chapter the learners shall be able to:
LEARNING
OUTCOMES a. Make a basic building blocks of the Major Biological Macromolecules.

b. Analyze the importance of each of the biological macromolecules to the

human body.

TIME ALLOTMENT 4hrs ( 240MINS)

MATERIALS

RESOURCES General Biology 1 by Giselle Millete M. Belardo

 RED ARROW HIGH SCHOOL
Magsaysay Street San Nicolas, Pangasinan 2447

I. INTRODUCTION Teacher’s Tip (if any):

 Communicate learning objectives and important terms:
Introduce the following learning goals using any of the suggested Prominently display the learning goals
protocols (e.g. verbatim, own words, or read aloud) and important terms on one side of
the classroom and frequently refer to
11. I can name the 5 Major Biological Macromolecules them during the discussion. You may
12. I can define what is Carbohydrate, Protein, Lipid, Enzyme and place a check-mark beside a term in
Nucleic Acid the wordlist after defining it so that
13. I can enumerate the functions of each of the biological the learners have an idea of their
macromolecules progress.
14. I can describe the synthesis of macromolecules
15. I can differentiate dehydration (or condensation) from hydrolysis Each learner can also illustrate or
reactions define the term on a sheet of paper
16. I can Identify and draw basic building blocks of the four major which can be tacked beside the list of
classes of biological molecules. words.
17. I can categorize biological macromolecules based on their
structure. Another way of incorporating lists of
18. I can list functions of each type of biological molecules important terms is to have placed in a
19. I can give common examples of each type of the four major blank bingo card grid.
biological molecules.
20. I can enumerate possible diseases/disorders caused by lack or Learners can write a short definition
excess of biological molecules. or description of the term under the
entry in the bingo card to block out a
 Introduce the list of important terms that learners will square. This may serve as the
encounter in this lesson: learner’s reference guide or method
of formative assessment.
Macromolecule Steroids
Polymer Enzymes
Monomer Hormones
Dehydration reaction Amino Acid
Hydrolysis reaction Polypeptide
Carbohydrates Peptide Bond
Monosaccharides DNA
Disaccharides RNA
Glycosidic Bond Chromatin
Polysaccharide Messenger RNA
Starch Nucleotides
Glycogen Polynucleotide
Triacylglycerol Ribosomal RNA
Triglycerides Transfer RNA
Saturated fatty acid Micro RNA
Unsaturated fatty acid
Trans fats
Omega fatty acids
Phospholipids

II. MOTIVATION
1. Divide the class into group of three.
2. Distribute sample food or nutrition labels to each group and ask
them if they know how to interpret the information written on
the food labels.
3. You may ask them the following questions to facilitate the
discussion and call on several groups to present in front of the
 RED ARROW HIGH SCHOOL
Magsaysay Street San Nicolas, Pangasinan 2447
class: Teacher Tip: (if any)
 How many servings are there in this container?
For the food labels, local products
 Would you agree that this is the reasonable amount of that are familiar to the learners will
food you would consume per serving? How many total make the best samples. Make sure
food calories© are in this container? that the labels have carbohydrates,
 How much fat is present in one serving? What kind of fats and proteins in them. If there are
fat? What is the importance of consuming fats in our no food labels available, you may do
diet? an image search and print some
 How much protein is present in one serving? What is sample food labels from the internet.
the importance of consuming protein in our diet?
 How much carbohydrate is present in one serving? Divisions into small groups of two or
What kind of carbohydrate? What is the importance of three may facilitate sharing. Only call
consuming carbohydrate in our diet? on two or three groups to present if
 Recall that human beings, like animals are heterotrophs there is limited time.
that need to take in energy and organic molecules
(Carbohydrates, Proteins and Fats) from plant and Expect the responses to vary
animal matter. depending on how realistic the
 Explain to the learners that this lesson will describe the serving size is. You can also discuss
structure of carbohydrates and lipids and explain the how advertisers influence how people
role that these biomolecules play in important biological perceive food. Take note that a food
processes. calorie is the same as 1kcal or 1000
calories. A young adult would often
III. INSTRUCTION/DELIVERY need to take 1800-2500c per day,
 Present a diagram similar to the one below: depending on their size and level of
http://www.personal.psu.edu/staff/m/b/mbt102/bisci4online/chemistry/elementsorgnsm.jpg activity.

Point out that the bulk (i.e. more than 90%) of the human body Responses may include saturated,
weight is provided by only three elements: oxygen, carbon and unsaturated and trans fats. Explain to
hydrogen. We get these elements primarily from the food we eat, the learners that the three fats will be
the water we drink and from the air we inhale around us. discussed in more detail during the
lesson. Regarding its importance,
Explain to the learners that biogeochemical cycles such as carbon- expect responses ranging from energy
oxygen cycle and water cycle play important roles in ensuring that source, insulation, for flavor, for aid in
we have access to these important elements. All forms of life, not cooking, for heart health, skin health,
only that of humans, are made up of four kinds of important large etc.
molecules: carbohydrates, lipids, proteins and nucleic acids. All of
these have carbon atoms as their backbones since carbon is capable Possible responses include sugar,
of forming up four chemical bonds with atoms of other elements. fibers, etc. Regarding its importance,
responses may include, energy source,
Facilitate the lecture on Carbohydrates, Lipids, Proteins and Nucleic for aid in regular bowel movement,
Acids. for provision of building blocks for
biosynthesis.

Regarding the importance of protein,

responses may include, muscle build
up, growth, facilitate healing process,
etc

What do humans get from food? Teacher Tip:

Heterotrophs, such as human beings, obtain energy and raw materials Use ball and stick models or plastic
 RED ARROW HIGH SCHOOL
Magsaysay Street San Nicolas, Pangasinan 2447
from food. These are important for cell growth, cell division, blocks to demonstrate how
metabolism, repair and maintenance of the body. Nutrients can be dehydration and hydrolysis reactions
classified as either organic nutrients (i.e. those that contain carbon such occur. Simple reusable ones may be
as carbohydrates, fats, proteins, vitamins and nucleic acids) or inorganic constructed from toothpicks or clay or
nutrients (i.e. those that do not contain carbon such as water and similar materials.
mineral salts)
If a projector is available, you may
What are Carbohydrates? also use animations like the ones
found at
Carbohydrates are organic compounds made up of carbon, hydrogen <http://www.cengage.com/biology/
and oxygen. These compounds have a general formula of CnH2mOm. discipline_content/animations/
This means that the hydrogen and oxygen atoms are present in a ratio reaction_types.swfto> to help in
of 2:1. For example, glucose a formula of C6H12O6 and sucrose has a visualization.
formula of C12H22O11.
Correct Response: 999 water
Carbohydrates are usually good sources of raw materials for other molecules
organic molecules and energy. One gram of CHO provides 4 food
Calories or 16kj of energy. In human diet During the Discussion, invite the
learners to find different kinds of
How are Carbohydrates formed? carbohydrates in their food labels.

CHO are examples of macromolecules. These are chainlike molecules Teacher Tip:
called polymers (mere means part) made from repeating units like Examples of alpha helices and beta
monomers. Polymers can be formed from covalenty-bonded monomers sheets may be created using wire for
much like a single structure can be made out of repeated building blocks the backbone and yarn for the H-
linked to each other. bonds; invite learners to speculate on
why alpha helix structures are
These monomers called monosaccharide, from covalent bonds when associated with storage
one monomer loses a hydroxyl group and the other loses a hydrogen polysaccharides and beta sheets with
atom in dehydration or condensation reactions, forming disaccharides. structural polysaccharides.
This reaction requires energy occur. The bound formed is called a
glycosidic linkage.

Longer polysaccharide chains are formed by monomer addition through Teacher Tip:
succeeding dehydration reactions. These reactions can occur in the Invite learners to compare the rigidity
human liver as carbohydrates are stored as polysaccharides called or structural integrity of plant matter
glycogen or in ground tissues of plantswhere there are stored as starch. or paper, a shrimp’s shell, and a
mushroom. Explain that all these
Polysaccharides are broken down into simpler components through the structures are formed from β sheets
use of water to break covalent bonds and release energy. The process,
known as hydrolysis (hydro means water and lysis means split), is the
opposite of dehydration reactions and often occurs in the digestive tract
during chemical and mechanical digestion. Here, enzymes break bonds
within polysaccharides. With the aid of water, one H group attaches to a
monosaccharide while another –OH group attaches to the other.

Comprehension question:
How many molecules of water are needed to completely hydrolyze a
polysaccharide that is one thousand monosaccharide long?

How are Carbohydrates classified? Teacher Tip:

Carbohydrates can be classified into three main categories, according to Demonstrate the effects of the
 RED ARROW HIGH SCHOOL
Magsaysay Street San Nicolas, Pangasinan 2447
increasing complexity: straight chains of saturated FAs on
 Monosaccharides (monos means single and saccharmeans packing by piling together flat
sugar) structures like books or blackboard
 Disaccharides (di means two) erasers and ask learners to compare
 Polysaccharide (poly means many) this with the stacking or packing of
irregularly shaped objects like
What are Lipids? partially folded sheets of cardboard.

Lipids are class of macromolecules that are nonpolar and hydrophobic in During discussion, invite the learners
nature. Major types include fats and oils, waxes, phospholipids and to find different kinds of fats in their
steroids. Fats are stored form of energy and are also known as food labels and decide on whether a
triglycerols or triglycerides. Fats are made up of fatty acids and either particular food is healthier than
glycerol or sphingosine. another based on its fat content.

Fatty acids may be unsaturated or saturated, depending on the presence

or absence of double bonds in the hydrocarbon chain. If only single Misconception
bonds are present, they are known as saturated fatty acids. Unsaturated Clarify the misconception that
fatty acids may have one or more double bonds in the hydrocarbon consuming fats is entirely dangerous
chain. for health. Fats are essential part of a
healthy diet when consumed in
Phospholipids make up the matrix of membranes. They have glycerol or moderation.
sphingosine backbone to which two fatty acid chains and a phosphate-
containing group are attached.

Steroids are another class of lipids. Their basic structure has four
focused carbon rings. Cholesterol is a type of steroid and is an important
constituent of the plasma membrane, where it helps to maintain the
fluid nature of the membrane. It is also the precursor of steroid
hormones such as testosterone.

What are Proteins?

Proteins are a class of macromolecules that perform a diverse range of

functions for the cell. They help in metabolism by providing structural
support and by acting as enzymes, carriers, or hormones. The building
blocks of proteins (monomers) are amino acids. Each amino acid has a
central carbon that is linked to an amino group, a carboxyl group, a
hydrogen atom, and an R group or side chain. There are 20 commonly
occurring amino acids, each of which differs in the R group. Each amino
acid is linked to its neighbors by a peptide bond. A long chain of amino
acids is known as a polypeptide.

Proteins are organized at four levels: primary, secondary, tertiary, and

(optional) quaternary. The primary structure is the unique sequence of
amino acids. The local folding of the polypeptide to form structures such
as the α helix and β-pleated sheet constitutes the secondary structure.
The overall three – dimensional structure is the tertiary structure. When
two or more polypeptides combine to form the complete protein
structure, the configuration is known as the quaternary structure of a
protein. Protein shape and function are intricately linked; any change in
shape caused by changes in temperature of pH may lead to protein
denaturation and a loss in function.

What is Nucleic Acids?

 RED ARROW HIGH SCHOOL
Magsaysay Street San Nicolas, Pangasinan 2447

Nucleic acids are molecules made up of nucleotides that direct cellular

activities such as cell division and protein synthesis. Each nucleotide is
made up of a pentose sugar, a nitrogenous base, and a phosphate
group. There are two types of nucleic acids: DNA and RNA. DNA carries
the genetic blueprint of the cell and is passed on from parents to
offspring (in the form of chromosomes). It has a double-helical
structure, with the two strands running in opposite directions,
connected by hydrogen bonds, and complementary to each other. RNA
is usually single-stranded and is made of a pentose sugar (ribrose), a
nitrogenous base, and a phosphate group. RNA is involved in protein
synthesis and its regulation. Messenger RNA (mRNA) is copied from the
DNA, is exported from the nucleus to the cytoplasm, and contains
information for the construction of proteins. Ribosomal RNA (rRNA) is
part of the ribosomes at the site of protein synthesis, whereas transfer
RNA (tRNA) carries the amino acid to the site of protein synthesis.
microRNA regulates the use of mRNA for protein synthesis.
 RED ARROW HIGH SCHOOL
Magsaysay Street San Nicolas, Pangasinan 2447
IV. ENRICHMENT (20 MINS) Teacher Tip

Divide the class into groups. Instruct the learners to This activity may be done as a class if time does
prepare the following materials that are needed for the not permit for the activity to be done in separate
laboratory activity. groups. If Benedict’s solution is not available, you
may only perform the last two tests.
 Eight glass droppers, medicine droppers, or caps
 12 test tubes In the absence of laboratory gradechemicalsyou
 Test tube holders or tongs may improvise with store bought chemicals like
 Beaker iodine and 70% ethyl alcohol for medical use.
 Alcohol lamp Make sure to test the procedure before
 Benedicts solution performing the activity in the class
 Iodine solution
 Ethanol solution
 Glucose solution
 Flour or cornstarch
 Cooking oil
 Sample of student brought food or drink
 Mortar and pestle

Explain the following process to the learners.

Benedict’s solution, a blue solution with CuSO4(aq), can

detect the presence of reducing sugars (i.e., any sugar with
a free aldehyde or ketone group such as all
monosaccharides and the disaccharides lactose and
maltose). When boiled, these sugars reduce CU2+ in
Benedict’s solution to produce a bricked precipitate of
CU2O(s).

Step 1
Mix equal volumes (2.5 mL) of Benedict’s solution and the
sample in a test tube and shake the mixture.

Step 2
Place the test tube in boiling water for 5 minutes.
CAUTION: Make sure that the mouth of the test tube is
pointed AWAY from your classmates.

Step 3
Allow to cool and observe the contents. A brickred
precipitate indicates that large amounts of reducing sugars
are present in the sample. Yellow-orange precipitate
indicates that a moderate amount is present. A blue-green
color indicates that only trace amounts are present.

Iodine test can be used to detect the presence of starch.

Step 1
Add three drops of iodine solution to the sample in a test
tube or any white container.
 RED ARROW HIGH SCHOOL
Magsaysay Street San Nicolas, Pangasinan 2447

Step 2
If iodine changes from orange brown to blue black starch is
present in the sample.

Emulsion test can be used to identify fats.

Step 1
Add 2.5mL of ethanol solution to a drop of the sample in a
test tube. Shae the mixture well.

Step 2
Sample should dissolve in ethanol to form a clear solution.

Step 3
Add 2.5 mL of water to mixture and shake well.

Step 4
If a cloudy white emulsion is present at the bottom of the
tube, fats are present in the sample.

Learners should perform all three tests on the following

samples:
 Glucose solution (available in the baking section of
grocery stores)
 Flour or cornstarch solution
 Cooking oil
 Food or drink sample that the learners brought

For solid samples, instruct the learners to mash a small

portion of the sample in some water using the mortar and
pestle and then test the resulting solution. Ask the learners
to prepare a table with appropriate headings in which to
record their results.

In discussing the results, ask the learners to conclude

whether carbohydrates or lipids are preset in their
samples. They may compare this with the list of ingredients
for their food or drink sample. The can also list possible
sources of errors.

EVALUATION (20 MINS)

Divide the class into small groups. Provide the groups with
different structures of lipids or carbohydrates and ask them
to create models using common or recyclable materials.

Ask the learners to explain or write a short description of Teacher Tip

their models. In grading the models, check to see if the Prior to this lesson, instruct the learners to bring
learners were able to create an accurate model of the recyclable materials that they can use for this
assigned lipid or carbohydrates. activity.
 RED ARROW HIGH SCHOOL
Magsaysay Street San Nicolas, Pangasinan 2447
Ask the learners, still in their small groups, to create a short
flowchart that will allow them to distinguish between the
different kinds of carbohydrates and lipids based on their
structures. They may use this flowchart in answering the
comprehension questions that follow.

Provide different molecular structures of the following and Teacher Tip

ask the learners to identify whether these are: The various carbohydrate structures were
obtained from the following electronic resources:
 Monosaccharides
 Disaccharides  Commons.wikimedia.org
 Storage polysaccharides  http://www.nature.com/pj/
 Structural polysaccharides journal/v43/n12/images/pj201196f3.jpg
 Saturated fats  https://chemwiki.ucdavis.edu/@api
 Unsaturated fats /deki/files/522/260px-
 Phospholipids Cellulose_strand.jpg?
 Steroids size=bestfit&width=352&height=310&
revision=1
You may also ask the learners to give one of the associated
functions or characteristics of the given carbohydrate or Images for the various lipid structures were
lipid. obtained from the following electronic resources:

 https://upload.wikimedia.org
 https://www.mikeblaber.org/oldwine/
BCH4053/Lecture13/triglyceride.jpg
 https://my.bpcc.edu/content/blgy225/
biomolecules/phospholipid.gif
 RED ARROW HIGH SCHOOL
Magsaysay Street San Nicolas, Pangasinan 2447
TOPIC/LESSON NAME UNIT 1: READING TEXTBOOKS ACROSS DISCIPLINES

CONTENT STANDARD The learner

Acquires knowledge of appropriate reading strategies for a better understanding of

academic texts.
PERFORMANCE The learner
STANDARD
Produces a detailed abstract of information gathered from the various academic texts
read.
LEARNING
COMPETENCIES 1. Determines the structure of a specific academic texts.
2. Differentiates language used in academic texts from various discipline.
3. Explains the specific ideas contained in various academic texts.
4. Uses knowledge of text structure to glean the information he/she needs.
5. Prepares outline reading texts in a given discipline.
6. Prepare a traditional and annotated bibliography of references used in an academic or
professional text according to prescribed guidelines.
7. Uses various techniques in summarizing a variety of academic text.
8. Summarizes the content of an academic text.
9. States the thesis statement of an academic text
10. Paraphrases/ explains a text using one’s own word.
11. Writes a precis/abstract/summary of texts in the various disciplines.
SPECIFIC LEARNING At the end of this chapter the learners shall be able to:
OUTCOMES Lesson 1: READING TEXTBOOKS IN THE NATURAL AND SOCIAL SCIENCE
a) Determine the structure of a textbook in the natural and social sciences
b) Describe the language used in natural science and social science textbooks.
c) Explain the specific ideas contained in textbooks in social and natural sciences.
d) Use knowledge of the structure of textbooks in social and natural sciences to
glean the information you need.
e) Identify the main idea of a chapter from natural and social science textbooks.
Lesson 2: PREPARING OUTLINES AND BIBLIOGRAPHIES
f) Outline reading texts in a given discipline
g) Prepare a traditional and annotated bibliography of references used I an
academic or professional text according to prescribed guidelines.
h) Determine the organization of ideas in a given passage.
Lesson 3: READING TEXTS IN MATHEMATICS AND THE HUMANITIES
i) Determine the structure of a textbook in mathematics and the humanities
j) Describe the language used in mathematics and the humanities textbooks.
k) Explain the specific ideas contained in textbooks inmathematics and the
humanities.
l) Use knowledge of the structure of textbooks in mathematics and the
humanities to glean the information you need.
m) Identify the main idea of a chapter from mathematics and the humanities
textbooks.
Lesson 4: PARAPHRASING AND SUMMARIZING
n) Paraphrase/ explain a text using one’s own words
o) Summarize the content of an academic text.

TIME ALLOTMENT 3 Weeks ( 12hrs) (720mins)

MATERIALS Textbook, Chalk and Board, Sample Textbook of Social Science and Natural Science
RESOURCES English for Academic and Professional Purposes by Wyson ( Vibal )
 RED ARROW HIGH SCHOOL
Magsaysay Street San Nicolas, Pangasinan 2447

I. INTRODUCTION

1. Communicate learning objectives and important terms: Introduce the

following learning goals using any of the suggested protocols ( e.g.
verbatim, own words, or read aloud)
 I can determine the structure of a specific academic texts.
 I can differentiate language used in academic texts from
various discipline.
 I can explain the specific ideas contained in various academic
texts.
 I can use knowledge of text structure to glean the information
he/she needs.
 I can prepare outline reading texts in a given discipline.
 I can prepare a traditional and annotated bibliography of
references used in an academic or professional text according
to prescribed guidelines.
 I can use various techniques in summarizing a variety of
academic text.
 I can summarize the content of an academic text.
 I can state the thesis statement of an academic text
 I can paraphrase/ explain a text using one’s own word.
 I can write a precis/abstract/summary of texts in the various
disciplines.

2. Introduce the list of important terms that learners will encounter in

this lesson:
 Scope and Limitations
 Thesis Statement
 Thematic
 Chronological
 Context Clues
 Rhetoric
 Caption
 Unit opener
 Picture
 Map
 Scientific method
 Empirical data
 Paradigm
 Objectivity
 Deduction
 Outline
 Bibliography
 Accurate
 Objective
 Subjective
 Figurative language
 Paraphrasing
 Plagiarism
 Misquote
 Synopsis
 RED ARROW HIGH SCHOOL
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II. MOTIVATION

LESSON 1: READING TEXTBOOKS IN NATURAL AND SOCIAL SCIENCE

 Divide the class into 2 groups.
 Distribute the sample of Natural Science and Social Science Book.
 Instruct them to look on the format of the texts written on the book.
Note the similarity and the differences of the two discipline.
 Assign one group to take note on the similarities and the other group Teacher’s Tip:
to note on the differences.
 Start the group discussion, let the first group relay their observation to
group 2 and vice versa.  Define the following
 Explain to the students that this subject aims to help them understand vocabularies so the student
more the topics they are reading in their textbooks to facilitate better will further understand the
learning. topic:
LESSON 2: PREPARING OUTLINES AND BIBLIOGRAPHIES
 Ask the students the following questions:  Paradigm
 Scientific method
“How do architects and engineers usually begin their construction of a  Empirical
building? Why do they begin in this manner? Is it advisable to begin  Detached manner
their construction in any other way? Why or why not?  Deductive manner
 Chronological
“What materials do they use in their building projects? What criteria
do they employ in choosing these materials?
 You can ask the students,
“What do you think is the
III. INSTRUCTION/DELIVERY
importance of a picture in an
academic texts or books?”
 Interactive Discussion on Lesson 1: Reading Textbooks in Natural and
Social Sciences.
I. The Nature of Knowledge in the Natural and Social Sciences Possible responses would be:
 Result of rigorous application of scientific method
 Expected to be empirical in nature  To serve as visual
 May improve or even change over time if proven that a representation of the topic to
paradigm better explains a given phenomenon. be discussed.
 Natural Sciences are concerned with natural phenomena and  To stir the interest of the
physical variables students but also to present
 Social Sciences deal with the behavior of individuals and the concept being tackled in
communities. concrete items.
II. The language of the Natural and Social Sciences
 Discuss the importance of
 Academic materials in the said fields are usually written in detached
each features of the Natural
manner.
 The pieces of information are also usually presented in deductive and Social Science Textboook.
manner.
 Discuss each “Reading Tip”
III. FEATURES OF A SAMPLE TEXTBOOK IN THE NATURAL AND written before or at the end of
SOCIAL SCIENCES every topic.
 CHAPTER OPENER  In science, an experiment or
 Heading (Chapter Number and Title) laboratory activity is
 Brief Explanation of the Contents of the conducted to test a
Chapter hypothesis. Thus, it is
 Sidebar important that at the end of
 Picture
the chapter, one is conducted
 LESSON OPENER
to confirm whether the
 Lesson Opener
 Science Principle or Main Idea
proposed hypothesis is valid
 Picture or not.
 RED ARROW HIGH SCHOOL
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 Caption
 LESSON PROPER
 Section Heading Note:
 Illustration Always make sure that your outline
 Body corresponds to the contents of the
 Label
text itself.
 Caption
You may produce an outline prior to
 ASSESSMENT TOOLS
 Guide Questions writing an essay to determine how
and what you want to write.
IV. FEATURES OF A SAMPLE TEXTBOOK IN THE SOCIAL SCIENCES
 UNIT OPENER
 Pictures
 Unit Number and Title
 First Paragraph
 Succeeding Paragraph
 CHAPTER OPENER
 Picture
 Lesson Objectives
 Lesson Number and Title
 First Paragraph contains its thesis statement
 Subtitle
 Succeeding paragraphs constitute the body
of the lesson
 LESSON PROPER
 Maps
 Bibliographic Citation
 Continuation of the body of the lesson
 Focusing Question
 LESSON SYNTHESIS
 Bullet Points
 Valuing Question
 Activities
 ASSESSMENT
 Discussion Question
 Concept Map or Graphic Organizer

Interactive discussion about Lesson 2: Preparing Outlines and Bibliographies

I. OUTLINING: LAYING THE FOUNDATIONS

 Define outline
 Mention the importance of an outline
 Discuss the two type of an outline (Topic and
Sentence outline)
 Go over the sample topic outline of the section we
lifted from a science textbook. Try to see how the
ideas are organized and presented.

II. BIBLIOGRAPHY LIST: TRADITIONAL AND

ANNOTATED

 Define Bibliography
 Discuss the two formats used in writing bibliography
(American Psychological Association- APA and
Modern Language Association-MLA)
 Show examples of each format
 Discuss how to write bibliography using these two
 RED ARROW HIGH SCHOOL
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formats.
Note:
 Discuss the definition of annotated bibliography and
show example/s. In preparing an annotated
bibliography, use your preferred style.
If you are into visual arts, write your
Interactive Discussion on Lesson 3: reading Texts in Mathematics and the annotated bibliography on index
Humanities
cards and decorate them accordingly.
I. THE NATURE OF KNOWLEDGE IN MATHEMATICS AND THE
HUMANITIES
If you want to see all the entries in
just one look, you may want to
 Mathematics deal with numbers and patterns, it is expected prepare a chart or table containing
to be an accurate discipline. the bibliographic entries as well as
 Mathematics make use of numbers and symbols in order to important details about them.
express certain truths.
 Mathematics is objective in nature.
 Humanities are a set of disciplines that attempt to capture the
richness of the human experience
 Humanities help people become more fully human through
different art forms such as literature, visual arts and music.
 Humanities are subjective in nature.
II. THE LANGUAGE OF MATHEMATICS AND THE HUMANITIES

 The language used in math textbooks is direct to the point

and is only supplementary to the numbers and symbols used
to express a mathematical concept.
 The language of the humanities textbooks, is carefully and at
the same time artistically phrased in order to capture
intricacies and nuances of a work of art.
 The language of the humanities employs a much complex
register which makes use of figurative language and even
deviations from grammar conventions to create an emotional
or intellectual impact.
III. A SAMPLE TEXTBOOK IN MATHEMATICS
 REVIEW
 Quick Review of the concepts the students are
expected to know prior to the presentation of the
lesson.
 Explanations of the Concept (brief)
 Quick Check- functions as a diagnostic test designed
to assess whether you have already mastered the
foundational concept needed to understand the new
lesson.
 LESSON OPENER
 Lesson Number and Title
 Pin-Up- will help yu think about the significance of
the lesson and some important opening concepts.
 A portion to write your expectations
 Definitions
 Pictures
 Real-world Link
 LESSON PROPER
 Work-Zone
 Types of problems to be dealt with
 One sample problem for each concept taught
 Practice problems
 Find A Rule- helps you come up with a suitable
Reading Tip:
Equations and Diagrams are the
interpretation of a definition in
mathematics. To make sure that your
computations are correct, see if they
would correspond to their respective
definitions.
When dealing with mathematics,
simply reading the text and the
examples are not enough for you to
fully grasp the concepts being
presented. You will have to solve for
the answers of the practice exercises
so that the patterns and ways of
approaching particular kinds of
problem will become more familiar to
you.
Proficiency in math does not only
entail the memorization of patterns to
solve certain types of problems. It also
involves being able to use
foundational concepts in order to
come up with new and creative
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mental representation of the lesson for easier solutions to more difficult problems.
understanding.
 Tables- represent pattern and equation Note: Mathematics isn’t just about
 Further Examples and Illustrations- to deepen the memorizing patterns of solutions to
students’ understanding of the lesson.
solve problem; more importantly, it
 ASSESSMENT
involves coming up with creative
 Practice Questions
 More practice problems
solutions to new problems people
 HOT-Higher Order Thinking Skills Problems or a encounter every day.
Challenge Section

IV. A SAMPLE TEXTBOOK IN THE HUMANITIES

 LESSON OPENER
 Lesson Number and Title
 Focusing Questions
 Historical Background

 LESSON OPENER(AUTHOR’S BACKGROUND) Reading Tip:

 Prepare to Read Section
 Unveil what You Know Section
Uses the pre-reading questions as a
 Vocabulary Building
guide that will focus you to the
 Pre-reading question
important points conveyed by the
 Picture and Biography of the Author
text.
 LESSON PROPER: THE LITERARY ITSELF
 Picture Answering the assessment questions
 Text’s Title and Author will help you assess your
 Text Itself (Body) understanding of the text and hone
 Learning Objectives you reading proficiency.
 Tip

 ASSESSMENT
 Remembering questions
 Understanding questions
 Analyzing questions
 Evaluating questions
 Creating questions
Reading Tip:
Using your marginal notes or a
separate sheet of paper, enumerate
Interactive Discussion on Lesson 4: Paraphrasing and Summarizing
the details given in support of the
 Define Paraphrasing
main point presented in each section.
 What constitutes an effective paraphrase? Weed out those that are not crucial so
that you will no longer need to go
I. Process of Paraphrasing through them as you write your
1. Repeatedly read the passage to be paraphrased. summary.
2. Do not look at the passage while you are writing your
paraphrase. Note: Some things to consider:
3. After writing your paraphrase, read the original passage once “What sort of ideas are presented in
again to check if you were able to accurately capture its this section?”
meaning. “How are they organized?”
4. Check if your paraphrase has errors in grammar or mechanics.
“Which ones are important, and
5. Always cite your source
which ones are not?”
 What is plagiarism?
 What are the common types of plagiarism? Use the potion for marginal notes
1. Word-for-Word(Verbatim) Plagiarism below to jot down your thoughts.
2. Word order Plagiarism
3. Ideal Plagiarism
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Reading Tip:
 Define Summary or Precis Closely examine the concluding
paragraph to help you identify the
I. Summarizing Process salient points presented in the essay.
1. Read the text you are about to summarize over and over Note that the conclusion and your
again summary have a similar function, and
2. Identify the main idea of the text
that is to succinctly recapitulate the
3. Put your feet into your reader’s shoes
4. Ensure a smooth flow of ideas.
ideas throughout the text.
5. Limit your summary to a few sentences.
6. Do not forget to proof read your work.

IV. ENRICHMENT
Group the students into 5, let them answer the following and let them share on
how they come up with their answers.

Lesson 1:
 Answer REFRESHER A (VOCABULARY CHECK), B(SHORT ANSWERS) p13
Lesson 2:
 Answer REFRESHERA(VOCABULARY CHECK) and B(PREPARING A
TRADITIONAL BIBLIOGRAPHY), C(PREPARING AN ANNOTATED
BIBLIOGRAPHY) p25-26
Lesson 3:
 Answer REFRESHER (SHORT ANSWERS) p41
Lesson 4:
 Answer REFRESHER A 9PARAPHRASING) and B (SUMMARIZING) P52

V. EVALUATION
Lesson 1:
 Answer CHALLENGE AND REFLECTION P14-15
Lesson 2:
 Answer CHALLENGE 1 AND 2 P27
Lesson 3:
 Answer CHALLENGE P41
Lesson 4:
 Answer CHALLENGE P52
 RED ARROW HIGH SCHOOL
Magsaysay Street San Nicolas, Pangasinan 2447
 RED ARROW HIGH SCHOOL
Magsaysay Street San Nicolas, Pangasinan 2447