Professional Documents
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GENERAL
BIOLOGY 2
SPECIALIZED SUBJECT | ACADEMIC-STEM
Lesson 9: Mechanisms that Produce Change in Populations . . 70 Lesson 21: Regulation of Body Fluids.....................................194
SHS for SHS The SHS for SHS Framework, which stands for “Saysay-Husay-Sarili for Senior High School,” is at
the core of this book. The lessons, which combine high-quality content with flexible elements to
Framework accommodate diversity of teachers and environments, promote these three fundamental concepts:
Through this Teaching Guide, teachers are also empowered to be Designers, Facilitators, and
Learners of their own lessons:
1. When teachers are Designers, they should be able to:
- Contextualize available resources, content, and tools to fit their learners and environments
- Collaborate with fellow teachers in preparing materials and lessons
About - Create and utilize assessments (rubrics, exams, projects)
this Teaching - Leverage Pedagogical-Content Knowledge in developing lessons
- Design lessons that encourage creativity and leadership
Guide 2. When teachers are Facilitators, they should be able to:
- Ask questions, facilitate discussions, and encourage student reflection
- Use learner-centered teaching strategies
- Provide useful feedback for learners
- Mentor learners for careers and further education
- Be sensitive to teenage development (gender, identity, character, grit)
3. When teachers are Learners, they should be able to:
- Gather data and student feedback
- Reflect on student feedback and classroom insights to improve teaching
- Use teacher/peer observations
- Critically use research and information
- Connect prior knowledge and debunk common misconceptions in education
iii
Parts of the This Teaching Guide is mapped and aligned to the DepEd SHS Curriculum, designed to be highly
usable for teachers. It contains classroom activities and pedagogical notes, and is integrated
Teaching Guide with innovative pedagogies. All of these elements are presented in the following parts:
1. Introduction
• Highlight key concepts and identify the essential questions
• Show the big picture
• Connect and/or review prerequisite knowledge
• Clearly communicate learning competencies and objectives
• Motivate through applications and connections to real-life
2. Motivation
• Give local examples and applications
• Engage in a game or movement activity
• Provide a hands-on/laboratory activity
• Connect to a real-life problem
3. Instruction/Delivery
• Give a demonstration/lecture/simulation/hands-on activity
• Show step-by-step solutions to sample problems
• Give applications of the theory
• Connect to a real-life problem if applicable
4. Practice
• Discuss worked-out examples
• Provide easy-medium-hard questions
• Give time for hands-on unguided classroom work and discovery
• Use formative assessment to give feedback
5. Enrichment
• Provide additional examples and applications
• Introduce extensions or generalisations of concepts
• Engage in reflection questions
• Encourage analysis through higher order thinking prompts
6. Evaluation
• Supply a diverse question bank for written work and exercises
• Provide alternative formats for student work: written homework, journal, portfolio, group/individual
projects, student-directed research project
On DepEd Functional Skills and CHED College Readiness Standards
As Higher Education Institutions (HEIs) welcome the graduates of On the other hand, the Commission declared the College
the Senior High School program, it is of paramount importance Readiness Standards that consist of the combination of
to align Functional Skills set by DepEd with the College knowledge, skills, and reflective thinking necessary to participate
Readiness Standards stated by CHED. and succeed - without remediation - in entry-level undergraduate
The DepEd articulated a set of 21st century skills that should be courses in college.
embedded in the SHS curriculum across various subjects and The alignment of both standards, shown below, is also presented
tracks. These skills are desired outcomes that K to 12 graduates in this Teaching Guide - prepares Senior High School graduates to
should possess in order to proceed to either higher education, the revised college curriculum which will initially be implemented by
employment, entrepreneurship, or middle-level skills development. AY 2018-2019.
Produce all forms of texts (written, oral, visual, digital) based on:
1. Solid grounding on Philippine experience and culture;
2. An understanding of the self, community, and nation;
Visual and information literacies, media literacy, critical thinking
3. Application of critical and creative thinking and doing processes; and problem solving skills, creativity, initiative and self-direction
4. Competency in formulating ideas/arguments logically, scientifically, and creatively; and
5. Clear appreciation of one’s responsibility as a citizen of a multicultural Philippines and
a diverse world;
v
K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SPECIALIZED SUBJECT
Grade: Grade 11/12 Quarters: 3rd to 4th Quarter
Subject Title: Biology 2 I No. of Hours: 40 hours/10 Weeks per Quarter
Subject Description: This subject is designed to enhance the understanding of the principles and concepts in the study of biology, particularly heredity and variation, and
the diversity of living organisms, their structure, function, and evolution.
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
The learners demonstrate The learners:
an understanding of:
1. compare and contrast the following processes in plants
1. Plant and Animal The learners shall be able to: and animals: reproduction, development, nutrition, gas STEM_BIO11/12-
exchange, transport/circulation, regulation of body IVa-h-1
Organ Systems and
develop a presentation (e.g. fluids, chemical and nervous control, immune systems,
their Functions
Organismal role-playing, dramatization and and sensory and motor mechanisms
other forms of multimedia) to
Biology 2. explain how some organisms maintain steady internal STEM_BIO11/12-
show how an organism
conditions that possess various structures and processes IVi-j-2
maintains homeostasis through
the interaction of the various 3. describe examples of homeostasis (e.g., temperature
2. Feedback Mechanisms
organ systems in the body regulation, osmotic balance and glucose levels) and the STEM_BIO11/12-
major features of feedback loops that produce such IVi-j-3
homeostasis
1. predict genotypes and phenotypes of parents and STEM_BIO11/12-
1. make a pedigree analysis in offspring using the laws of inheritance IIIa-b-1
the learner’s family using a
simple genetic trait 2. explain sex linkage and recombination STEM_BIO11/12-
IIIa-b-2
2. make a research paper/case
3. describe modifications to Mendel’s classic ratios (gene STEM_BIO11/12-
study/poster on genetic
1. Mendel’s Laws of interaction) IIIa-b-3
diseases
Inheritance
2. Sex Linkage 4. illustrate the molecular structure of DNA, RNA, and STEM_BIO11/12-
Genetics 3. make a diagram (e.g., proteins
3. Central Dogma of IIIa-b-4
pictogram, poster) showing
Molecular Biology the evolution of a 5. diagram the steps in DNA replication and protein STEM_BIO11/12-
4. Recombinant DNA synthesis
domesticated crop IIIa-b-5
4. differentiate the 3-Domain 6. outline the processes involved in genetic engineering STEM_BIO11/12-
Scheme from the 5-Kingdom IIIa-b-6
Scheme of classification of
STEM_BIO11/12-
living things 7. discuss the applications of recombinant DNA
IIIa-b-7
K to 12 Senior High School STEM Specialized Subject – General Biology 2 December 2013 Page 1 of 3
K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SPECIALIZED SUBJECT
K to 12 Senior High School STEM Specialized Subject – General Biology 2 December 2013 Page 2 of 3
K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SPECIALIZED SUBJECT
Sample: STEM_BIO11/12IIIh-j-16
LEGEND SAMPLE
Uppercase Letter/s
Domain/Content/ General Biology
Component/ Topic
Roman Numeral
Quarter Third Quarter III
*Zero if no specific quarter
Lowercase Letter/s
*Put a hyphen (-) in between letters to indicate Week Weeks eight to ten h-j
more than a specific week
-
describe species diversity and cladistics,
including the types of evidence and
Arabic Number Competency 16
procedures that can be used to establish
evolutionary relationships
K to 12 Senior High School STEM Specialized Subject – General Biology 2 December 2013 Page 3 of 3
SUGGESTED ACADEMIC TRACK – SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) STRAND SCHEDULING OF SUBJECTS*
Grade 11 Grade 12
STEM
1st Semester 2nd Semester 1st Semester 2nd Semester
21st Century Literature from the
Oral Communication in Context Reading and Writing Skills Physical Education and Health
Philippines and the World
Komunikasyon at Pananaliksik sa Pagbasa at Pagsusuri ng Iba’t-Ibang Contemporary Philippine Arts from
Wika at Kulturang Pilipino Teksto Tungo sa Pananaliksik the Regions
CORE SUBJECTS
Entrepreneurship
Pagsulat sa Filipino sa Piling
Larangan (Akademik) Research Project
General Chemistry 2
Research/Capstone Project
HOURS
PER DAY 5.8 6.6 6.6 5.8
Please note that some subjects have prerequisites. These are indicated in the Curriculum Guides and are listed below for easy referral.
SUBJECT PREREQUISITE/S
Research in Daily Life 2 Statistics and Probability
Basic Calculus Pre-Calculus
General Biology 2 General Biology 1
General Chemistry 2 General Chemistry 1
General Physics 1 Pre-Calculus, Calculus
General Physics 2 General Physics 1
K to 12 Senior High School Science, Engineering, Technology and Mathematics Strand Scheduling * 80 hours per subject
General Biology 2 60 MINS
8
INTRODUCTION (5 MINS) Teacher tip:
Ask the learners to review the topic on
Communicating Learning Objectives recombination in Meiosis that they took up in BIO 1.
1. Cite the learning objectives, which are as follows: Recombination or shuffling of genes/ alleles in
I. illustrate the transmission of an X-linked and a Y-linked character Meiosis results to variation in the genome of
gametes, the sperm cells and egg cells.
II. compute the probability of the occurrence of a sex-linked trait
III. give examples of other sex-related traits In any cell of the body (somatic), there are
chromosome pairs. In humans, pair numbers 1-22 are
Relevant Vocabulary the autosomes or body chromosomes while the last
2. State the relevant vocabulary: (23rd) pair is the sex chromosome.
I. Sex linked trait. The gene (pair) that determines a character (e.g. hemophilia) is located Normal human females have two X chromosomes
on the sex chromosomes and normal human males have one X chromosome
and a Y chromosome; that is:
II. X-linked trait. A sex-linked trait is where the gene or allele for the trait is found on the X
XX- female
chromosome XY- male
III. Color blindness. An X-linked recessive trait where a affected individual could
not distinguish red from green color (red green color blindness)
IV. Hemophilia. An X-linked recessive trait where an affected individual suffers from delayed
blood clotting during injuries because of the absence of certain blood clotting factors
V. Y-linked trait. A sex-linked trait where the gene or allele for the trait is found on the Y
chromosome
VI. Hypertrichosis pinnae auris. A Y-linked trait where affected males have hair growing from
their external ears
VII. Other sex-related traits.
A. Sex-influenced trait- Any trait in a diploid organism whose expression is affected
by an individual’s biological sex; a trait that occurs at a higher frequency in one
sex over the other
B. Sex-limited trait- Any trait in a diploid organism whose expression is limited to
just one biological sex
C.
MOTIVATION (10 MINS)
Case Study
Present these three cases using pictures:
A picture of a color blindness test chart A picture of a family with male members A picture or description of a woman
Ask the learners if they could see a figure who are bald breastfeeding a baby
in the picture and ask the class to recite Ask the learners if baldness occurs more Ask the learners who among the men and
aloud the figure/ number. in men or women. women are able to lactate or breastfeed their
young.
10
INSTRUCTION (25 MINS)
Sex-linked traits
• Give the definition of an X-linked trait • Hypertrichosis pinnae auris as an example of a Y-linked trait
• Explain why X-linked traits may occur more frequently in • If a male has the allele responsible for the trait, then his Y
one sex over the other chromosome will possess that allele. Since he will pass on
• In humans, males and females are represented by his Y chromosome to his sons, then all his sons will inherit
different sex chromosomes the trait, and they, in turn, can pass on the allele to their
• Females have two X chromosomes in the nucleus of sons.
their cells.
• Males have one X chromosome and one Y chromosome in 3. Describe other sex-related traits
the nucleus of their cells. Sex-influenced trait
• Depending on whether the trait is dominant or recessive, • Give the definition
the expression pattern of the trait differs in males and • Explain why traits may be expressed differently
females between sexes
• Colorblindness in humans as an example of sex-linked trait • Hormonal or physiological differences between the
• The alleles responsible for colorblindness is found on the sexes cause differences of expression of certain genes
X chromosome only • Baldness in humans as an example of a sex-
• The dominant allele is the normal allele; the recessive allele influenced trait. See Table 1 how baldness is
causes colorblindness hypothesized to be expressed by a single pair of
• Females need two copies of the recessive allele, one alleles, with B as the dominant allele for baldness
from each of the two X chromosomes, for the trait to be and b as the recessive normal allele.
manifested. If they only have one copy of the recessive Sex-limited traits
allele, they have normal color vision. However, they are • Give the definition
carriers for the trait in that they may pass it on to their • Explain why traits may be limited to one sex only
offspring. • Hormonal or physiological differences between sexes
• Males only need one recessive allele in their sole may limit the expression of some genes to one biological
X chromosome for the trait to be expressed. sex only
• Explain what happens to the expression patterns if the • Functional mammary glands as an example of a sex-
trait is X-linked and dominant. limited trait. Only females can express functional
• Use Table 2 as guide. mammary glands that produce milk immediately
• Give the definition of a Y-linked trait after giving birth.
• Explain why there is difference in expression between • Note that baldness behaves like a dominant trait in
males and females for Y-linked traits. (Since the allele is males in that only one dominant allele is needed for
found only in the Y chromosome, and since only males have baldness to be expressed. On the other hand, the trait
Y- chromosomes, then only males will express the trait. behaves like a recessive trait in women in that they
Females CANNOT express Y-linked traits.) need both dominant alleles to be present for baldness
to be expressed.
PRACTICE (20 MINS)
1. Divide learners into groups of four.
2. Ask each group to answer a set of questions related to sex-related traits in humans.
See sample questions.
ENRICHMENT
As a homework, provide this narrative to the class:
The last Emperor of Russia, Nicolas II, was married to Empress Alexandra, and they had five
Teacher tip:
children, Olga, Tatiana, Maria, Anastasia, and Alexis. Alexis was the only one who was afflicted Hemophilia is an X-linked recessive trait. Empress
with hemophilia or the royal bleeding disease; all other members were normal. Alexandra was most likely a carrier of the trait
• Research on this medical condition and determine the mode of inheritance. (XCX). She was a descendant of Queen Victoria of the
United Kingdom, who herself was a probable carrier.
• If only Prince Alexis was afflicted with the disease, determine his genotype. The Emperor was completely unaffected and
• What could be the genotypes of the Emperor and Empress? therefore had an XY genotype. Based on the
genotypes of the parents, Alexis had an XCY
• Is it possible that each daughter could have been a carrier? genotype, with the defective X chromosome carrying
the allele for hemophilia coming from his mother.
Each daughter, in turn, had a 50% probability of
being a carrier, but they could NEVER have been
affected.
12
General Biology 2 60 MINS
Father: Type O
I. Co-dominance - When two contrasting alleles are present
Mother: Type A
in the same locus or trait (heterozygote genotype), then
1st child: Type O
the phenotype expressed is a “blend” of the two extreme
2nd child: Type A
phenotypes. The two genes interact and the offspring
3rd child: Type B
shows the effects of both alleles.
Maternal grandfather: Type
AB Paternal grandmother:
II. Incomplete dominance - When two contrasting alleles Type B
are present in the same locus or trait (heterozygote
genotype), then both alleles are expressed in the same 3. Based on the results, is there a possibility that any one of the
phenotype children is not a biological offspring of the couple? To answer
this question, we must first understand how blood types, a
non- Mendelian trait is inherited.
III. Multiple alleles - When there are more than two types of
alleles for a given locus or trait, this will result in more than
two kinds of phenotypes that may be expressed for that
trait.
14
INSTRUCTION (40 MINS) Teacher Tip:
Review the Mendelian ratios and ensure that
Recall in Mendelian Ratios, Discussion on Co-Dominance and Multiple Alleles the learners are familiar with them before they
1. Let the learners recall the Mendelian Ratios in STEM_BIO11/12-IIIa-b-1 could proceed with the lesson.
2. Discuss incomplete dominance. Define the trait. The heterozygote genotype is expressed as
a distinct phenotype (a “blend” of the two extreme phenotypes). In this case, the
phenotypic ratio is the same as the genotypic ratio
I. Use snapdragon plants (Antirrhinum majus) as example (see figure 1).
A. RR – red flowers
B. Rr – pink flowers
C. rr – white flowers
Emphasize that incomplete dominance and co-
3. Discuss co-dominance. Define the trait. The heterozygote genotype is expressed as a
dominance are similar in that their phenotypic
distinct phenotype (both extreme phenotypes are expressed at the same time). Similar to ratios follow their genotypic ratios. However, they
incomplete dominance, the phenotypic ratio is the same as the genotypic ratio. differ in the expression of the heterozygote
condition: in co-dominance, the heterozygote
I. Use human MN blood typing as an example
expresses both extreme phenotypes; in
A. MM – type M incomplete dominance, the heterozygote is
expressed as a “blend” of the two extreme
B. MN – type MN
phenotypes.
C. NN – type N
4. Discuss multiple alleles. Define the trait. There are more than two types of alleles, and the
relationship of each allele with respect to others will determine the number of
phenotypes that may be expressed.
I. Use coat color in rabbits as example (see figure 2)
A. There are four different types of alleles in rabbits: C (Agouti), C ch (Chinchilla), Ch
(Himalayan), and c (Albino), with the following dominance hierarchy: C> Cch>Ch>
c.
B. The following genotypes will have the corresponding phenotypes in coat color:
i. CC – Agouti
ii. CCch – Agouti
iii. CCh – Agouti
iv. Cc – Agouti
v. CchCch – Chinchilla
vi. CchCh – Chinchilla
Teacher Tip:
vii. Cchc – Chinchilla Note that in the ABO system, the O allele is
h h recessive to both A and B alleles while the A and B
viii. C C – Himalayan
alleles are co-dominants of one another.
ix. Chc – Himalayan
x. Cc – Albino
16
PRACTICE (40 MINS)
1. Divide learners into groups of four. C. Two wavy plants will produce what possible kinds of
2. Ask each group to answer a set of questions related to offspring? Give their ratios? (ANSWER: 25% serrated:
non- Mendelian modes of inheritance. See sample 50% wavy: 25% smooth; this is a hybrid cross, which
questions. will give a 1:2:1 ratio)
1. In cattle, coat color is inherited in a co-dominant fashion. 3. In guinea pigs, coat color is governed by four alleles that
Homozygous B1B1 produces black coat, homozygous B2B2 constitute a multiple allelic series, C (black), cS (sepia), cC
produces white coat, and the heterozygous B1B2 produces (cream), and c (albino) with the following dominance
roan coat. Give the phenotypic ratio of the offspring of hierarchy: C>cS>cC>c. Determine the phenotypic ratios of
the following crosses: the progeny from the following crosses:
A. B1B1 x B1B1 (ANSWER: all black) A. Cc x CcS (ANSWER: 75% black: 25% sepia; the
genotypes and their probabilities of occurrence are:
B. B1B1 x B2B2 (ANSWER: all roan)
25% CC, 25% CcS, 25% Cc, and 25% cSc, giving a
C. B1B2 x B1B2 (ANSWER: 25% Black: 50% Roan: 25% phenotypic ratio of 75% black and 25% sepia)
White)
B. CcS x cCc (ANSWER: 50% black: 50% sepia; the
D. B1B1 x B1B2 (ANSWER: 50% Black: 50% Roan) genotypes and their probabilities of occurrence are 25%
1 2
E. B B x B B2 2
(ANSWER: 50% Roan: 50% White) CcC, 25% Cc, 25% cScC, 25% cSc, giving a phenotypic
ratio of 50% black and 50% sepia)
2. Ask learners if they have heard of the term “genes”. Ask them what “genes” have
they inherited from their parents.
Sample answers: genes for dimples, straight hair, etc.
20
7. Main Functions: Teacher Tip:
I. DNA: repository of genetic information; sequence of bases encodes the blueprint for If computers and internet facilities are available,
life processes structures for these biomolecules are available
as molecular structure files (*.pdb) from the
II. RNA: information in the form of base sequence is transformed (transcribed) into mRNA, Protein Data Bank (www.pdb.org).Focus on the
tRNA and rRNA. DNA is the template copied into RNA by base pairing. G with C; A with important parts of the structure that provide the
U. necessary physical properties of DNA, RNA and
III. Protein: functional products of genes; executes cellular functions proteins.
8. The four structural levels of proteins are: 1.Primary- sequence of amino acids in the Discuss the importance of these physical
polypeptide chain; 2. Secondary- when the polypeptide chains form a helix or a pleated features for the functions of DNA, RNA and
sheet structure; 3. Tertiary- coiling of the polypeptide, combining helices and sheet forms; proteins.
4. Quaternary- the association of two or more polypeptides in space
DNA Complementary Base Pairs Allows each strand to serve as a Emphasize that the DNA has negative charges on
template for replication and the outside due to the phosphate groups. Other
transcription stabilizing factors in the DNA should be
mentioned.
Phosphodiester bonds Essential for polynucleotide chain
elongation
Ask the learners to build models of DNA by using recyclable materials such as popsicle sticks
or pieces of colored papers to represent the complementary bases: G with C; A with T. The
DNA backbone (phosphate, sugar) should be included.
ENRICHMENT (5 MINS)
1. Convert the given coding sequence into an mRNA transcript:
Complementary Non-coding/ Template sequence 3’ TACGTATCTAATCCTATAGGGTCTATC 5’ Teacher Tip:
The mRNA transcript has almost the same
(Answer) sequence as the coding sequence (DNA), but the
Coding sequence ~ mRNA transcript 5’ AUGCAUAGAUUAGGAUAUCCCAGAUAG 3’ thymines are replaced to Uracil.
22
EVALUATION (10 MINS) Teacher Tip:
Ask learners to identify the type of biomolecule represented by a given chain structure: To help learners practice the generation of
complementary sequences, worksheets with
1. DNA- partially completed sequences may be used.
2. RNA-
3. Protein-
Example
Template sequence
3’ TAC_ _ _TCT_ _ _ CCTATAGGGTCT 5’
Learners may be asked to identify the important structural features in these chain structures
(features are listed in the instruction/ delivery table). A similar exercise of generating non-coding
sequences (DNA), transcripts (RNA) and translated polypeptides may be done to test the
learners understanding of the topic.
General Biology 2 60 MINS
24
INTRODUCTION (5 MINS) Teacher Tip:
1. The learning objectives will be communicated as follows: To help learners practice the generation of
complementary sequences, worksheets with
A. Describe the requirements, proteins and enzymes in DNA replication, transcription partially completed sequences may be used.
and translation
B. Diagram the steps in replication, transcription and translation.
C. Explain what happens to a gene sequence that undergoes transcription and
eventual translation into protein
MOTIVATION (5 MINS)
1. Ask learners to imagine how many cells a typical mature human contains. Tell them that they
all came from just one fertilized egg cell. A zygote goes through millions of generations of
cell divisions to become just the one person that a learner is. Even until now, cells in an
individual are still dividing. Ask learners what examples of tissues in their body are
undergoing cell division. (sample answers: skin; blood cells)
2. Also, ask learners to recall that in the previous topics on genetics, the phenotype is the
outside, visible characteristic of an organism. Any phenotype (eg. red flower) is directly
determined by proteins or enzymes functioning in a metabolic pathway. Proteins are made
by “turning on” specific portions of DNA that are called genes. Particular sequences of DNA
are transcribed to become RNAs. These are then used to produce proteins in a process
called translation.
INSTRUCTION (65 MINS) Teacher Tip:
1. DNA replication or DNA synthesis. DNA strands separate and serve as templates for the To help learners practice the generation of
production of new DNA molecules. complementary sequences, worksheets with
partially completed sequences may be used.
A. The following are features of replication:
i. Semiconservative- the resulting DNA consists of one old and one new strand
ii. Base pairing is maintained; Adenine pairs with Thymine, Guanine pairs with Cytosine
iii. New DNA molecules are produced in the 5’ to 3’ direction
iv. Semidiscontinuous. The leading strand is synthesized in a continuous manner (5’ to
3’) while the lagging strand is produced discontinuously in short stretches called
Okazaki fragments.
B. In lagging strand synthesis, there is a need for a primer terminus which is provided by
an RNA molecule. RNA is synthesized by a primase or RNA polymerase. The 3’OH of the
RNA is where new DNA nucleotides are added thus new DNA is built in the 5’ to 3’
direction.
C. Enzymes in replication are as follows: 1. helicase; 2. gyrase; 3. SSB (single strand
binding proteins); 4. primase or RNA polymerase; 4. DNA polymerase and 5. DNA ligase.
26
2. Transcription or RNA synthesis. DNA is unwound and one strand is used as template for Teacher Tip:
the production of an RNA molecule. An RNA polymerase makes RNA in the 5’ to 3’ direction. To help learners practice the generation of
complementary sequences, worksheets with
Specific regions in the DNA called promoters allow the binding of transcription factors which
partially completed sequences may be used.
make possible the binding of RNA polymerase. Three major types of RNA are: messenger
RNA (mRNA); transfer RNA (tRNA) and ribosomal RNA (rRNA).
3. Translation or protein synthesis. This occurs in the ribosome. Basic ingredients are the
various types of RNAs produced in transcription and some proteins or enzymes. The mRNA
contains triplets of bases called codons that specify an amino acid, eg. UUU-phe. Various
tRNAs carry amino acids from the cytoplasm to the actual site of translation in the ribosome.
A tRNA has an anticodon that pair with a codon in the mRNA. Different rRNAs combine with
ribosomal proteins to make up the subunits of a ribosome. A functional ribosome has a small
and a large subunit.
To initiate translation, the small and the big subunits of the ribosome have
to be separated. Initiation factors (IF) make this possible. They also prevent
the premature reassociation of these subunits. The small subunit of the
ribosome binds the mRNA and allows the entrance of a tRNA to the P site
bearing the first amino acid. The big subunit then binds and together they
form an assembly ready for the next amino acid in the A site of the
ribosome.
28
The genetic code is the correspondence of the mRNA codons to amino acids. An amino acid is Teacher Tip:
specified by a codon with three code letters. The genetic code is shown as follows: Use flash cards. Organize learners into groups and
ask them to compete.
30
INTRODUCTION (5 MINS)
Communicating Learning Objectives and Review Teacher Tip:
1. The learning outcomes will be presented and the overall idea on how organisms may Make a quick review of the previous lesson on
be modified will be discussed. DNA replication and protein synthesis.
2. In order to survive, man has successfully domesticated selected plants and animals. He
has taken an active part in choosing desired traits of plants and animals. Traits that were
considered valuable (i.e. high fruit yield; high milk production, etc.) were sought out and
propagated. The processes involved may include classical breeding practices such as
controlled pollination of plants, and the mating of animals with desired traits. In today’s
modern science, molecular biology techniques are being employed in the insertion and
expression of proteins in different organisms for various purposes.
MOTIVATION (5 MINS)
Desirable Traits Teacher Tip:
1. Ask for volunteers to enumerate plants and animals that have desirable or enhanced Group the learners into 3’s or 4’s and allow each
traits. group to discuss examples of “enhanced” animals/
plants.
2. Ask learners to explain how each of the traits was introduced or developed (i.e.
classical breeding or recombinant DNA technology).
Biolistics. In this technique, a “gene gun” is used to fire DNA-coated pellets on plant
tissues. Cells that survive the bombardment, and are able to take up the expression
plasmid coated pellets and acquire the ability to express the designed protein.
Plasmid insertion by Heat Shock Treatment. Heat Shock Treatment is a process used to
transfer plasmid DNA into bacteria. The target cells are pre-treated before the procedure
to increase the pore sizes of their plasma membranes. This pretreatment (usually with CaCl2)
is said to make the cells “competent” for accepting the plasmid DNA. After the cells are
made
32
competent, they are incubated with the desired plasmid at about 4°C for about 30min. The
plasmids concentrate near the cells during this time. Afterwards, a “Heat Shock” is done on
the plasmid-cell solution by incubating it at 42°C for 1 minute then back to 4°C for 2
minutes. The rapid rise and drop of temperature is believed to increase and decrease the
pore sizes in the membrane. The plasmid DNA near the membrane surface are taken into
the cells by this process. The cells that took up the plasmids acquire new traits and are said
to be “transformed”.
Electroporation. This technique follows a similar methodology as Heat Shock Treatment, but,
the expansion of the membrane pores is done through an electric “shock”. This method is
commonly used for insertion of genes into mammalian cells.
The Flavr-Savr (“Flavor Savor”) tomato was the first genetically modified organism that was
licensed for human consumption. The trait modified in this tomato is its ripening process. A Note:
Which of the techniques discussed can be used to
gene for an enzyme that causes the degradation of pectin in the cell walls (i.e. detect if GMOs were used in a certain food
polygalacturonase) normally softens the fruit as it ripens. In Flavr Savr tomatoes, an inhibitor product?
(i.e. antisense RNA) disrupts the expression of this gene, thereby delaying the softening of
Answer: Assuming that the DNA is still intact in the
the fruit and extending the time it may be kept in storage and transported to markets.
sample, testing for specific marker genes in
expression plasmids can be used to detect the
Bt-Corn was developed to incorporate the production of a toxin (i.e. Bt-endotoxin) from presence of these engineered plasmids.
Bacillus thuringensis in corn plants. This toxin results in the death of pests that feed on
these plants like the corn borer larvae. The toxin has been shown to be selective for
Lepidoptera larvae and is non-toxic to humans, mammals, fish and birds. The selective toxicity
of the toxin allows its use in foodcrops. The introduction of the toxin is believed to increase
crop production due to decreased losses from pest infestation. The same technology has
been applied in the Philippines for the development of Bt-Eggplant.
34
Despite the proposed benefits of GMOs, some people have raised their concerns regarding
the consumption of these modified foods. While most of the products are tested for safety,
concerns are raised for the possibility of not being able to detect hazards that are present,
but are currently undetectable by today’s current technology.
Because of these issues, manufacturers are urged to provide labels that notify consumers
of GMO presence in their products. While GMOs are believed to be safe when licensed by
the food regulatory agencies, it is believed that the consumers must be provided with
enough information to make their own choices regarding their use.
PRACTICE (5 MINS)
Recitation Teacher Tip:
Biolistics may be more suitable for plants due
1. Ask the learners to differentiate the various technologies for delivering genes into cells.
to their thick cell walls.
2. Determine which technologies are most appropriate for which cell types.
(Answers: Biolistics for plants; Electroporation for mammalian cells; Heat shock for
bacterial cells)
ENRICHMENT (5 MINS)
Poster Making Teacher Tip:
1. Learners may be asked to make a poster on the steps and other methods involved in This may also be given as an assignment.
recombinant DNA.
EVALUATION (5 MINS)
Assignment
1. Give an assignment and allow learners to research on the pros and cons of
genetic engineering.
2. Ask them for their opinion on the matter, and ask them to support these opinions with
facts learned in class. Be sure that issues of biosafety are included in the discussion.
General Biology 2 60 MINS
36
INTRODUCTION (5 MINS) Teacher Tip:
Be sure to stress that for a gene to add a trait
Communicating Learning Objectives to an organism, the gene for the trait must be
1. The learning objectives will be presented and the processes in the Central Dogma of inserted within the target organism, and the
Molecular Biology will be reviewed: orga n i s m s h ou l d h a v e t h e n e c e s s
a r y “equipment” (i.e. enzymes, materials ) to
DNA (gene) 🢧 RNA (transcript) 🢧 Protein (trait)
produce the protein that results in the trait or
2. Different organisms have different traits based on their genes (DNA sequences). desired phenotype.
For example, frogs have antimicrobial peptides on their skin. Some jellyfish have proteins
that allow them to glow in the dark. Mutations in hemoglobin genes lead to anemia.
3. Based on the central dogma, if transcription and translation of genes lead to some traits, then
the insertion of certain genes in a given organism may provide it with new traits. This is the
basis for the development of genetically modified organisms (GMOs).
MOTIVATION (5 MINS)
Teacher Tip:
Thought Experiment Discuss the merits of the different proposed
1. The learner may be given a group activity/ thought experiment for constructing a “designer genes” based on the following
genetically modified organism/trait in a fruit. “Designer Genes group work” criteria:
I. Arrange the learners into groups of 3 or 4. 1. Originality of the study (i.e. Has
II. Have them identify a special trait (e.g. large fruit size) anyone done studies of this type
before?)
III. Have them identify a source organism (e.g. jackfruit / langka) 2. Feasibility of the study (How possible is
IV. Have them identify a target organism (e.g. aratilis) the proposed modification? Can the target
organism support the proposed trait? )
V. Have them identify the modified / added trait (e.g. langka-sized aratilis). 3. Potential Applications of the new organism
VI. Have the learners present their work to the rest of the class, and let the class decide on (What benefits would the recombinant
organism provide to society?)
the best proposal.
Some examples: Flood-resistant rice Delayed-
ripening fruits
INSTRUCTION (35 MINS)
Teacher Tip:
Presentation of Recombinant DNA
Ask the learners on the significance of finding
1. After the exercise, the learners should now be aware that there are many different traits that can many versus few entries on a given topic in
be introduced to organisms to change their properties. The following table shows examples of the database.
modified traits using cloned genes and their applications:
38
Chymosin Production Insertion of a gene Bacteria (Industry)
for chymosin Enhance large scale
production of
chymosin. This
enzyme serves as a
substitute for rennet
in the coagulation of
milk.
Rennet has to be
harvested from calves.
The large scale
production of this
enzyme in bacteria
provides an abundant
supply of this
important component
for the cheese
production industry.
For example, one would want to find out if any work has been done on spider silks. The databases (e.g. Genbank:Nucleotide database) may be
searched for entries that contain information on “Spiders, and Silk” (Result: 93615 entries). The results may be screened for more specific
studies (e.g. Malaysia, Spiders, and Silk- Result two entries).
PCR Amplification
Once a desired trait is chosen, information must be acquired for either its detection or expression
in a given organism.
1. Detection
Teacher Tip:
Some researchers may be interested in determining if a given gene/trait is available in a Mention that unlike DNA replication in
particular organism. If no previous research provides this information, researchers may test the vivo, PCR reactions do not use too many
DNA of different organisms for the presence of these specific genes. A technique that allows the helper enzymes such as helicases and
detection of specific genes in target organisms is called PCR. gyrases to help denature and stabilize
the template DNA strands.
The cyclic heating of the samples is
PCR amplification is an in-vitro method that simulates DNA replication in vivo. It utilizes a meant to provide the physical separation
of the template DNA strands through heat
thermostable (heat-resistant) DNA polymerase that builds single stranded DNA strands unto
denaturation of the inter-strand H-bonds.
unwound DNA templates. PCR uses repeated cycles of incubation at different temperatures to
promote the unwinding of the DNA template (~95°C); the annealing of a primer (a ~20bp
oligonucleotide sequence (recall RNA primers in DNA replication) onto the ssDNA template strand
(~54 - 60°C); and the extension of the generated ssDNA strand through the binding of
complementary bases to the template strand (~72° C). The thermostability of the polymerase
allows it to survive the repeated cycles of denaturation, annealing and extension with little loss of
enzyme function. Each cycle of PCR doubles the amount of the target sequence. A typical PCR
experiment uses about 35 cycles of amplification. This increases the original amount of the target
sequence by 235 (i.e. ~34 billion) times.
Gene detection by PCR involves the design of primers that would only bind to sequences that are
specific to a target. For example, researchers would want to find out if gene X (e.g. the gene for
insulin) is available in a target organism (e.g. a mouse, Mus musculus). Primers may be designed
by looking at the available sequences for gene X in the databases (e.g. all the genes for insulin in
different organisms; humans, pigs, cows, etc.). The different gene X sequences must be aligned/
compared to match areas of sequence similarity (conserved sequences) and areas of sequence
dissimilarity (non-conserved sequences). Primers designed to have the same sequence as the
conserved areas will be specific for binding gene X sequences in all the target organisms. Primers
designed to have the same sequence as the non-conserved areas will only be specific for the
organisms which match its sequence.
40
Primers may be classified as forward or reverse primers. Forward primers are complementary Teacher Tip:
and bind to the reverse complementary (non-coding) sequence of the gene. Reverse primers Let the learners recall the antiparallel orientation
of the bound primers to the template DNA. If the
are complementary and bind to the coding sequence of the gene.
template is represented from left to right in the
5’ 🢧 3’ orientation; then the primers should bind
near the 3’ end and the primers would be
STEPS in PCR Amplification represented 3’ 🢧 5’ going left to right.
Step 0: Undenatured Template ; Temp ~ 54 ° C;
Template: double stranded (ds) DNA strand. Complementary sequences are held together by H-bonds
5’ A T GCGATGAGGATATGACCCGATAGATAGAGGTATCTAGAGAT 3’ (Coding strand)
New Strand 1:
5’ A T GCGATGAGGATATGACCCGATAGATAGAGGTATCTAGAGAT 3’ (Coding strand) (old)
3’ CGCTACTCCTATACTGGGCTATCTATCTCCATAGATC-5’ (Reverse Primer) (new)
New Strand 2:
5’ GCGATGAGGATATGACCCGATAGATAGAGGTATCTAG-3’ (Forward Primer) (new)
PCR Results
The expected product of PCR amplification will depend on the sequences / position at which the
primer sequences bind. If the forward primer starts binding at nucleotide 3 (coming from the 5’ end)
of a 43bp long gene, and the reverse primer binds at a position complementary to nucleotide 39 of
the coding strand, then a 37bp product is expected per cycle of PCR.
New Strand 1:
Nucleotide # 3 Nucleotide # 39 Note: Other types of organisms (e.g. Yeast,
Mammalian Cells, etc.) may also be
37 bp product “transformed” to exhibit new traits. The type of
DNA constructs used for insertion of genes into
5’ A T GCGATGAGGATATGACCCGATAGATAGAGGTATCTAGAGAT 3’ (Coding strand) (old) these organisms will vary (e.g. Bacmids, Cosmids,
etc.)
3’- CGCTACTCCTATACTGGGCTATCTATCTCCATAGATC – 5’ (Reverse Primer) (new)
42
New Strand 2:
Nucleotide # 3 Nucleotide # 39
37 bp product
5’ GCGATGAGGATATGACCCGATAGATAGAGGTATCTAG -3’ (Forward Primer) (new)
3’ T A C GCTACTCCTATACTGGGCTATCTATCTCCATAGATC TCTA 5’ (Non-coding strand) (old)
Certain types of bacteria are capable of this process since they are able to take genes within their
cell membranes for eventual expression. The genes are normally in the form of small, circular DNA
structures called plasmids.
The genes found in the inserted plasmid DNA sequence will be expressed as proteins that provide
specific traits to the transformed bacteria. The basic components of an expression plasmid are listed
in the following table. The purpose of each of these is also provided.
COMPONENT PURPOSE
Promoter Allows the controlled expression of the desired gene in the presence
of an inducing agent (e.g. beta- galactosidase; heat treatment (~65°
C)
Multiple Cloning Site DNA sequence or portion for the insertion of the desired gene. This
section may contain sequences that will be cut by specific
restriction endonucleases ( cuts within the molecule) If both the
amplified gene and the plasmid are cut with the same restriction
enzyme, then complementary sequences will be generated for
each, allowing them to bind together or anneal. The desired gene is
inserted into the multiple cloning site through this process.
5’ GAATTC 3’
3’ CTTAAG 5’
Digestion Reaction
Undigested: Digested dsDNA:
5’ GAATTC 3’ 5’ G AATTC3’
3’ CTTAAG 5’ 3’ CTTAA G5’
If the desired cut sites are not found in the gene that needs to
be inserted; the sequences can be added by including the target
sequences in the primers used for PCR amplification.
44
COMPONENT PURPOSE
Multiple Cloning Site PCR Primers:
5’ GCGATGAGG 3’ (Forward Primer)
3’ CCATAGATC 5’ (Reverse Primer)
Inserted Gene Sequence Successful insertion of a gene allows the expression of its protein
product. This usually provides a specific trait to the “transformed”
bacteria. For example, if the gene for Green Fluorescent Protein is
placed within the expression plasmid, bacteria transformed with this
plasmid will produce protein (GFP) that will allow the bacterial cells /
colonies to glow green in the dark.
Antibiotic Resistance Provides a way to screen a population of bacteria for those that took
Gene up the plasmid. For example, if an ampicillin resistance gene is
encoded in the plasmid, then only bacteria which took up the
plasmid will be able to grow on media with ampicillin.
However, if the ampicillin resistance gene is cut and the gene is
inserted here for cloning, then the cell will no longer be resistant to
ampicillin. This is a way to select which among the colony of cells
actually contain the inserted gene sequence. Bacterial cells whose
ampicillin resistance gene have been cut will die in the presence
(agar plate) of ampicillin.
PRACTICE (5 MINS) Teacher Tip:
Steps in PCR and Gene Cloning At this point, learners’ imagination could be
stretched, but caution the learners that certain
1. Let learners give other hypothetically modified or genetically engineered plants and animals
ethical principles should be followed and adhered
which can be used for health, industry, agriculture and for the protection of the environment. to in the production of genetically modified
2. Ask learner to draw the parts of an expression vector. organisms. Animal welfare should be taken cared
of and human cloning must never be conducted.
3. Using pieces of paper, allow the learners to illustrate the steps in restriction digestion and PCR
ENRICHMENT (5 MINS)
Uses of PCR and GMOs
1. Discuss how PCR may be used for the detection of disease causing pathogens in a population. For
example, it may be used to check if a patient has a dengue virus infection. This is done by using
primers that are specific for complementary DNA (cDNA) sequences that correspond to the
dengue viruses. If PCR amplification occurs using cDNA from a patient’s blood sample then the
patient likely has dengue viruses in his/her blood.
2. Discuss how the cloning and expression of certain genes allows for massive production of the
desired product. For example, the cloning and expression of insulin in bacteria allows for the
mass production of this necessary protein for use by diabetic patients. Prior to insulin production
in bacteria, insulin was harvested from other animals such as pigs.
Teacher Tip:
Try using other classic restriction enzymes:
Ex. Xho1; HindIII
46
EVALUATION (5 MINS)
Sample Exercise
1. Give learners a set of known Restriction Enzyme (RE) cut sites:
EcoRI BamH1
5’ GAATTC 3’ 5’ GGATTC 3’
3’ CTTAGG 5’ 3’ CTTAGG 5’
5’ ATGCATGGTACGTAGAGTTCCATGAATTCGCCCCTATAGGGTAGCCGAGGATCCTATGCCCGAATGTC 3’
3’ TACGTACCATGCATCTCAAGGTACTTAAGCGGGGATATCCCATCGGCTCCTAGGATACGGGCTTACAG 5’
4. A similar exercise may be done to locate areas where primer sequences can bind. The expected fragment sizes for PCR amplification
using different primers can be tested
Example:
Forward Primer:
5’ CATGGTACGTAG 3’
Reverse Primer:
3’ GCTCTATACGGG 5’
Target Sequence:
4 Product Size: 62 - 4 = 48bp 62
5’ ATGCATGGTACGTAGAGTTCCATGATAGAGCCCCTATAGGGTAGCCGAGCGAGATATGCCCGAATGTC 3’ 3’
TACGTACCATGCATCTCAAGGTACTATCTCGGGGATATCCCATCGGCTCGCTCTATACGGGCTTACAG 5’
48
General Biology 2 60 MINS
Specific Learning Outcomes All Resources listed at the End of this Lesson
At the end of the lesson, the learners will be able to:
• identify the dates and sequence of the periods in the geologic time
scale;
• identify the major events in each major period;
• describe the characteristics of the major groups of organisms
present during a time period;
• identify types of fossils; and
• describe causes of mass extinctions.
INTRODUCTION (5 MINS) Introduction
When we study the Earth’s age, we are also
Communicate Learning Objectives studying the fossil record and ultimately, the
Introduce the following objectives by asking volunteers to read them aloud: theory of evolution. The Earth is approximately
4.6 billion years old – a very big number ordinary
1. I can identify the dates and sequence of the geologic time scale
humans can’t easily relate with, especially, the
2. I can describe the characteristic features of major groups of organisms in each time period. specific time frame when we appeared. Comparing
the Earth’s age to one calendar year, events such
as the extinction of dinosaurs and the re-discovery
of the New World by Columbus would appear
MOTIVATION (10 MINS) relatively much easier. “Understanding the
geologic time scale reminds us of our time and
Discussion: How Old is the Earth? place in the universe.”
1. What is the age of the Earth?
The learners may give various answers from thousands to millions of years. Some will give Big Ideas: (May be written on the board or manila
answers near to 4.6 billion years. Write all the answers on the board and let them think of paper and posted on the board.
what the age of the Earth is.) • The Earth is 4.6 billion years old.
• Life on Earth arose around 3.5 billion
years ago.
2. What was the Earth like million of years ago? • Over Earth’s vast history, both gradual
and catastrophic processes have produced
Ask learners: “Have you seen the movies Ice Age and The Land Before Time? How was the enormous changes.
Earth presented in movies such as these?” Based from what you may have read, describe the
Earth million of years ago. The following answers may be given by learners: (1) covered with
Misconceptions:
thick blanket of ice, (2) lots of volcanoes and high mountains, (3) large organisms roamed
• Humans and dinosaurs existed on the Earth at
the land, (4) the atmosphere did not have high oxygen content, (4) asteroids/ meteors the same time.
frequently hit the surface, (5) the lands moved a lot or the continents were a little closer to • Plants and animals on Earth have
each other, (6) volcanic eruptions, (7) a little bit warmer, (8) plants were bigger, (9) humans always existed.
• The Earth is too big to change.
were not yet around. Accept all answers and ask them what are the possible conditions on
the early Earth. The teacher may show a clip from any of the movies depicting ancient earth
conditions.) Teachers must correct the misconceptions
learners have about the history of life on Earth.
Alternate Video:
Geologic Time Scale: Major Eons, Eras, Periods
and Epochs- https://www.youtube.com/watch?
v=nofyRleo3Vc
ENRICHMENT (10 MINS) Teacher Tip:
1. Answer the following in your journal. Journaling is a good technique to help some
I. The Earth has an incredibly long history. How does understanding of geologic time and passive learners to jot down their thoughts
first then share whatever they have written
the significant geologic events of the past impact your understanding of humans’ with a partner.
unique responsibility and place on earth?
Volunteers may be tapped in advance.
II. How does understanding the past help us understand the present? The best output will be posted in the room.
III. Calculate how many generations of humans it would take for us to exist now (assume an
average life span of 80 years) (What must we humans do to ensure we are able to exist
this long for many generations?
2. Form a dyad and discuss your answers.
52
General Biology 2 60 MINS
Specific Learning Outcomes All Resources listed at the End of this Lesson
At the end of the lesson, the learners will be able to:
• identify the dates and sequence of the periods in the geologic time
scale;
• identify the major events in each major period;
• describe the characteristics of the major groups of organisms
present during a time period;
• identify types of fossils; and
• describe causes of mass extinctions
INTRODUCTION (5 MINS) Teacher Tip:
Communicating Learning Objectives This lesson will present formally the lesson on
GTS. The learners will understand better the
The lesson for today will cover the following topics:
highlights of each time frame in the GTS.
1. Major events in the Geologic Time Scale (GTS)
2. Cambrian Explosion
MOTIVATION (5 MINS)
Discussion: How Old is the Earth?
Discussion: How Old is the Earth?
Ask the following questions:
1. How old is the Earth?
2. What is the biggest time frame in the GTS?
3. What is the smallest time frame in the GTS?
54
The Geologic time is divided into four large segments called Eons:
Hadean, Archean, Proterozoic and Phanerozoic. The Phanerozoic
is divided into Eras: Paleozoic, Mesozoic, and Cenozoic.
Extinction events and appearance of new life forms characterized
the divisions among Eras. Smaller divisions, called Periods,
characterized by a single type of rock system, make up each Era.
Some Periods are further divided into smaller time frame called
Epochs. (From: http://goo.gl/ITmoty)
Teacher Tip:
ENRICHMENT (20 MINS) Ask the learners to research if there are evidences to support that the
The Anthropocene “explosion” is as sudden and spontaneous as it is used to describe the fossil
record.
1. Present to the learners a new proposed Epoch, the Anthropocene.
I. What are the evidences that suggest that we are entering/ This is also a good time to discuss how new findings can affect an existing body of
have entered a new epoch? knowledge.
II. How do scientists decide if a new finding should be validated? Let the learners read the following articles about a proposed new epoch,
2. This can be discussed in a small group of 5 learners. the Anthropocene.
• Human impact has pushed Earth into the Anthropocene -
http://goo.gl/ fxggQf (04/13/16)
• What Is Anthropocene and Are We in It? - http://goo.gl/mq7I9V (04/13/16)
• Welcome to the Anthropocene - http://www.anthropocene.info (04/13/16)
Teacher Tip:
See to it that everyone has a clear understanding of the geologic time
scale. There is no need to remember all the events in each period.
General Biology 2 60 MINS
• identify the dates and sequence of the periods in the geologic time scale; (3) Russell PJ, SL Wolfe, PE Hertz, C Starr, B Mc Millan. Biology: the
Dynamic Science. 2008. California: Brooks/Cole CENGAGE Learning. pp.
• identify the major events in each major period; 419-439.
• describe the characteristics of the major groups of organisms
Additional Resources listed at the End of this Lesson
present during a time period;
• identify types of fossils; and
• describe causes of mass extinctions.
58
INTRODUCTION (5 MINS) Teacher Tip:
The lesson for today will cover the following topic: An alternative could be to show a clip from
the movie Jurassic Park or Jurassic World.
1. The types of fossils
2. Ways fossils are formed and how fossils’ ages are determined
The following sites provide information about
3. Mass extinctions- causes and frequency in the GTS Fossils:
• http://teacher.scholastic.com/scholasticnews/
magazines/scienceworld/assets/SW-
MOTIVATION (5 MINS) POWERPOINT-FOSSILS.ppt - (Downloaded
1. Where did scientists discover the first dinosaurs? 04/15/16)
2. Who coined the term dinosaurs? • http://www.enchantedlearning.com/subjects/
dinosaurs/dinofossils/Fossiltypes.html -
3. How did the discovery of dinosaurs make scientists become more interested in the (Downloaded 04/15/16)
geologic record? • http://www.livescience.com/37781-how-do-
4. How can fossils be used as evidence for the evolution of living forms? fossils-form-rocks.html - (Downloaded
04/15/16)
• http://www.bbc.co.uk/nature/fossils -
INSTRUCTION (50 MINS) (Downloaded 04/15/16)
1. The teacher will post on the board examples of fossils and let the learners identify the type. • http://www.whatisafossil.net - (Downloaded
04/15/16)
FOSSILS are evidences of organisms that lived in the past. They can be actual remains
like bones, teeth, shells, leaves, seeds, spores or traces of past activities such as animal
burrows, nests and dinosaur footprints or even the ripples created on a prehistoric
shore.
In exceptional preservation, fine details such as original color and individual muscle
fibers are retained, features often visible in electron microscopes. This is referred to as
the “Medusa effect.” (From: http://www.bbc.co.uk/nature/fossils/Lagerstätte)
TYPES OF FOSSILS DESCRIPTION EXAMPLES
Original Remains Preserved wholly (frozen in ice, trapped in tar pits, dried/ Woolly mammoth;
dessicated inside caves in arid regions or encased in Amber from the Baltic Sea region
amber/ fossilized resin)
Carbon Film Carbon impression in sedimentary rocks Leaf impression on the rock
Trace / Ichnofossils Record the movements and behaviors of the organism Trackways, toothmarks, gizzard rocks, coprolites
(fossilized dungs), burrows and nests
4. Carbonization or Coalification - The other elements are removed and only the • Big 5 Mass Extinction Events - http://
carbon remained www.bbc.co.uk/nature/extinction_events -
(Downloaded 04/16/16)
5. Recrystalization - Hard parts are converted to more stable minerals or small crystals turn into • The Great Dying - http://science.nasa.gov/
larger crystals science-news/science-at-nasa/
6. Authigenic preservation - Molds and casts are formed after most of the organism have 2002/28jan_extinction/ - (Downloaded
04/16/16)
been destroyed or dissolved
• Mass Extinctions - http://
science.nationalgeographic.com/science/
prehistoric-world/mass-extinction -
(Downloaded 04/16/16)
60
DATING FOSSILS
Knowing the age of a fossil can help a scientist establish its position in the geologic time scale
and find its relationship with the other fossils. There are two ways to measure the age of a fossil:
relative dating and absolute dating.
1. RELATIVE DATING
I. Based upon the study of layer of rocks
II. Does not tell the exact age: only compare fossils as older or younger, depends on
their position in rock layer
III. Fossils in the uppermost rock layer/ strata are younger while those in the
lowermost deposition are oldest
INDEX FOSSILS (guide fossils/ indicator fossils/ zone fossils): fossils from short-
lived organisms that lived in many places; used to define and identify geologic
periods
2. ABSOLUTE DATING
• Determines the actual age of the fossil
• Through radiometric dating, using radioactive isotopes carbon-14 and potassium-40
• Considers the half-life or the time it takes for half of the atoms of the radioactive element
to decay
• The decay products of radioactive isotopes are stable atoms.
Take a look at the table below. A living organism has carbon-14. For the amount of Carbon in
the organism’s body to become half, it will take about 5,700 years; which is the half-life of
carbon-14. Fill up the remaining data in the table. What is the limit in using carbon-14 as a
measure to determine a fossil’s age?
62
General Biology 2 60 MINS
• design a poster tracing evolutionary changes in a crop plant (e.g., rice Resources
or corn) that occurred through domestication (1) Freeman, S. Biological Science. 3rd ed. 2008. California:
Pearson Benjamin Cummings. pp. 503-525.
Learning Competency (2) Reece, JB, LA Urry, ML Cain, S Wasserman, PV Minorsky, RB
The learners describe general features of the history of life on Earth, including Jackson. Campbell Biology. 9th ed. 2014. Illinois: Pearson Education
generally accepted dates and sequence of the geologic time scale and Inc. pp.
480-499.
characteristics (STEM_BIO11/12-IIIc-g-8)
(3) Russell PJ, SL Wolfe, PE Hertz, C Starr, B Mc Millan. Biology: the
Specific Learning Outcomes Dynamic Science. 2008. California: Brooks/Cole CENGAGE Learning. pp.
At the end of the lesson, the learners will be able to: 419-439.
• identify the dates and sequence of the periods in the geologic time scale; Additional Resources listed at the End of this Lesson
• identify the major events in each major period;
• describe the characteristics of the major groups of
organisms present during a time period;
• identify types of fossils; and
• describe causes of mass extinctions.
66
SUMMATIVE ASSESSMENT 3. The layers in sedimentary rocks are also called
1. Geologic Time Scale Practice A. eras
Go to this site and try the quiz. (There is no need to B. epochs
memorize the smaller divisions of the geologic time scale.) C. strata
http:// D. gaps
www.geosci.ipfw.edu/gildner/TimeScalePractice.html
(Downloaded 04/16/16) 4. The movie “Jurassic Park” got its title from which era?
A. Paleozoic
2. Geologic Time Scale Events B. Mesozoic
Go to this site and try the quiz. http://www.glencoe.com/qe/ C. Cenozoic
scienceOLC.php?qi=6024 (Downloaded 04/16/16) D. Holozoic
68
RESOURCES:
NOTES:
1. The Geologic Time Scale: http://www.uky.edu/KGS/education/geologictimescale.pdf (Retrieved 07/08/15)
2. What Is a Fossil: http://www.discoveringfossils.co.uk/whatisafossil.htm (Retrieved 04/16/16)
3. BBC- Fossils: http://www.bbc.co.uk/nature/fossils (Retrieved 04/16/16)
4. How Fossils Form: http://www.enchantedlearning.com/subjects/dinosaurs/dinofossils/Fossilhow.html
(Retrieved 04/16/16)
VIDEOS:
1. Evolution (1971 animation)- https://www.youtube.com/watch?v=T1_vnsdgxII (viewed 07/08/15)
2. Geologic Time Scale
3. The Geologic Time Scale: https://www.youtube.com/watch?v=r10oh1NHKv4&spfreload=10 (viewed 07/08/15)
4. The Geologic Time Scale: https://www.youtube.com/watch?v=nofyRleo3Vc (viewed 07/24/15)
5. Four Ways to Understand the Earth’s Age: https://www.youtube.com/watch?v=tkxWmh-tFGs&spfreload=10 (viewed 07/08/15)
6. The History of Earth: https://www.youtube.com/watch?v=RQm6N60bneo (viewed 07/08/15)
SUPPLEMENTARY HANDOUTS
HANDOUT A
In this project you and your group mates will research on a human
Your campaign must include the following:
body system. Organize a campaign for your body system, present
1. The name of your body system written clearly.
your campaign to the rest of the class, and debate whether or not
your body system is most essential to the survival of the human 2. A colored, life-size representation of your body system.
species. In doing this, you will become an “expert” on your body 3. A brief description of the overall function(s) of your
system as well as learn about the other body systems from our body system.
classroom “experts”. Once all campaigning and debating is 4. All organs/parts of your body system drawn on your
complete, each student will vote for the system that they feel is representation where they are found in nature and clearly
most essential to humans. labeled.
5. A complete description of the function of each organ/part.
The body system you will be campaigning for is the (check one): 6. A complete description of the importance of your body
• Digestive system to an individual and to the survival of humans
• Respiratory referencing information given in points 1-5.
• Reproductive
• Circulatory
Your Debate must include the following:
• Excretory
• Lymphatic 1. A review of the importance of your system to the individual
• Integumentary and the species.
• Nervous 2. Rebuttals to points made by each of the other systems.
• Skeletal 3. Closing arguments.
• Endocrine
• Muscular
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CAMPAIGN and DEBATE
RUBRIC
Absent 0
BALLOT ESSAY RUBRIC
248
General Biology 2 - Colored Images
250
Lesson 17.1: Compare and Contrast Process in Plants and Animals: Reproduction and
Development Pages 141, 142, and 143
Lesson 17.1: Reproduction and
Lesson 17.2: Reproduction and Development / Pages 150, 151, 152, and 153
Development / Pages 143 and 145
252
Lesson 17.2: Reproduction and Development
Pages 153, 154, and 155
Lesson 19: Gas Exchange / Page 184 Lesson 23: Chemical and Nervous Control / Page 217
254
Lesson 23: Chemical and Nervous Control / Page 216
Lesson 17: Introduction to Reproduction / Page 138
256
Biographical Notes
IVAN MARCELO A. DUKA NEIL ANDREW B. BASCOS, PH.D.
Team Leader Writer
Prof. Ivan Marcelo A. Duka is an Associate Professor 5 and the Dr. Bascos is an Associate Professor 7 at the National Institute of
College Secretary of the College of Arts and Sciences at the Molecular Biology and Biotechnology at the University of the
University of the Philippines Los Banos. He has been teaching at Philippines Diliman. He earned his doctorate degree in Molecular
the university various courses, such as Biology 1 and 2, and Cellular Biology from Tulane University, New Orleans; and
Molecular Biology, Evolutionary Biology, Cell Biology and his bachelor’s degree in Molecular Biology and Biotechnology
Genetics for 40 years. from the University of the Philippines Diliman. He is also a
Principal Investigator at the Protein Structure and Immunology
Laboratory at the National Institute of Molecular Biology and
He finished his Master of Science in Genetics from the University
Biotechnology, UP Diliman. He is a member of the Technical
of the Philippines Los Banos, and his Bachelor’s Degree in
Panel on Biology and Molecular Biology at the Commission on
Biology, major in Zoology, in the same university. He also
Higher Education, and also became the Deputy Director for
earned a Cell Biology Apprentice Degree from the University of
Facilities and Services at the National Institute of Molecular
Wales College of Cardiff, United Kingdom. He received
Biology and Biotechnology, University of the Philippines Diliman.
numerous grants and fellowships, such as the AIDAB Fellowship
Award in Sydney, Australia; and the British Council Fellowship to
the University of Wales. He also wrote various papers, articles, MA. GENALEEN Q. DIAZ, PH.D.
books, laboratory manuals, and other teaching materials Writer
focusing on Biotechnology, Molecular Biology, Immunology, Dr. Genaleen Diaz is Professor IV at the University of the
Recombinant DNA Techniques, Physiology, and Genetic Philippines Los Banos where she has been teaching
Engineering. undergraduate and graduate subjects for 27 years. She is
currently the Head of Genetics and Molecular Biology Division of
the Institute of Biological Sciences. Dr. Diaz earned her
Prof. Duka is also a Board Member of the Philippine Society for
doctorate degree in Genetics at the UPLB. She also completed
Biochemistry and Molecular Biology, a Subject Matter Specialist
her master’s degree in Genetics and her bachelor’s degree in
of the Learning Resource Centre for Biology Tutorials and
Biology at the same university. Dr. Diaz is a member of the
Biology Summer Bridge Course, and a member of the UPLB
National Research Council of the Philippines and the
University Council. He is also primarily responsible for assisting
Outstanding Young Scientists, Inc. Her scholarly works were
incoming university instructors by providing them necessary
included in publications such as the Philippine Journal of
mentorship in classroom management and curriculum
Philippine Science and Technology, Journal of Genetics, and
development.
UPLB’s Genetics Laboratory Manual.
MA. CARMINA C MANUEL, PH.D. IAN KENDRICH C. FONTANILLA, PH.D.
Writer Writer
Dr. Carmina Manuel is Assistant Professor V at the University of Dr. Ian Fontanilla has been teaching at the University of the
the Philippines Los Banos where she teaches subjects spanning Philippines Diliman for 20 years, where he is currently Assistant
molecular genetics, human genetics, and evolutionary biology. Professor. His researches are found in scholarly publications,
Dr Manuel is recipient of the IBS Outstanding Teacher Award for including the Philippine Journal of Science, Asia Life Sciences,
3 consecutive years since 2013. She has also presented her and the Zoological Journal of the Linnean Society. Dr. Fontanilla
authored research papers in Science conferences around the has presented academic papers in international conferences in
country. Dr. Manuel finished her doctorate degree in Genetics at the Philippines, Portugal, Brazil, Belgium, London, and
the UPLB. She earned her master’s degree in Genetics and her Australia. He is a member of professional societies such as
bachelor’s degree (cum laude) also in UPLB. Unitas Malacologia and the Philippine Environmental Mutagen
Society among others. Dr. Fontanilla completed his doctorate in
Genetics at the University of Nottingham, while he earned his
SHARON ROSE M. TABUGO, PH.D. master’s and bachelor’s degrees in Biology at UP Diliman.
Writer
Dr. Sharon Rose is Assistant Professor IV at the Mindanao State
University - Iligan Institute of Technology where she has been EUGENIO P. QUIJANO, JR.
teaching for 6 years. Her academic papers and researches were Writer
published in a number of ISI-indexed and international journals Mr. Eugenio Quijano, Jr. has been teaching science for 25 years
such as the International Research Journal of Biological now. He is currently a Biology and General Science teacher at
Sciences, the European Journal of Zoological Research, the the Xavier School and also a student Trainer in science
Australian Journal of Biological Sciences, and the Global Journal competitions. Prior to teaching, he has worked as a Researcher
of Medicinal Plant Research. Dr. Tabugo earned her doctorate for the DOST and DepEd. Mr Quijano is a member of the Biology
degree in Biology at the MSU-IIT. She received her master’s Teachers Association of the Philippines and the Greenpeace
degree in Biology as a DOST scholar also in MSU-IIT and she Organization. He is currently finishing his master’s degree in
graduated cum laude with a bachelor’s degree in Biology at the Biological Sciences at the University of Santo Tomas. He finished
same university. his Certification Program in Education at the University of the
Philippines Diliman, and earned his bachelor’s degree in Biology
at the UST.
258
ANNALEE S. HADSALL CAROLINE PAJARON
Technical Editor Writer
Prof. Annalee S. Hadsall is an Assistant Professor 7 at the Caroline Hernandez Pajaron is a communication specialist and
Institute of Biological Sciences, College of Arts and Sciences, journalist. She has 13 years of experience in content
University of the Philippines Los Banos. She earned her development, production, and management with different
bachelor’s degree in Biology, Cum Laude, from the Philippine agencies such as Globe Telecommunications, and Asian
Normal College. She finished her Master of Science degree in Development Bank . She is currently Information and Advocacy
Botany, Major in Plant Systematics, and a Minor degree in Officer of the Civil Society Coalition on the Convention on the
Horticulture at the University of the Philippines Los Banos, Rights of the Child. Ms. Pajaron received her master’s degree in
under the UP-NSDB Graduate Manpower Scholarship Program. Journalism from the Ateneo de Manila University through a
Konrad Adenauer Center for Journalism grant. She graduated
She is also the curator for orchids and epiphytes at the UPLB from the Ateneo as a Father Nicholas Kulny scholar with degrees
Museum of Natural History. Her research interests include in English Literature and Communication. She is finishing her
morpho-anatomical diversity of indigenous Philippine orchids, doctorate degree in Public Administration at the University of
biodiversity studies of Mt. Isarog, and phytogeographical the Philippines.
patterns of epiphytes. With her work in botany studies, she was
able to describe three new plant species, and has written
laboratory exercises in biodiversity and general botany. She also MA. DANIELA LOUISE F. BORRERO
a writer in Distance Education Modules for the Diploma in Illustrator
Science Teaching of UP Open University. Ms. Daniela Borrero is a visual artist, photographer, writer, and
teacher. She is the Founder and Chief Operating Officer of the
Besides being prolific in her academic publications, she was also D11B Graphic Design Studio. She has also worked as Human
tapped by the Department of Education to evaluate teaching Resource Officer in a Law Office. Ms. Borrero’s works were part
materials and general references in elementary Science. She in exhibits such as The Heist Conference and Analog Signals
became a trainer for Grades 8, 9, and 10 Science. She is actively in Nova Gallery, and Maximum Purity in Prose Gallery. She
involved in training teachers, especially in biodiversity and plant graduated her bachelor’s degree in Home Economics and
systematics. Elementary Education at the University of the Philippines Diliman.