Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula
DIVISION OF ZAMBOANGA SIBUGAY
TITAY NATIONAL HIGH SCHOOL
Titay, Zamboanga Sibugay

A LESSON PLAN FOR PHYSICAL SCIENCE WEEK 4

Grade
School TITAY NATIONAL HIGH SCHOOL Grade Level 11-HUMSS/ABM/AGRI-
CROP
Learning
Name FEGY P. BUHISAN PHYSICAL SCIENCE
Area
DATE/Time MARCH 22,2023/11:00- 12:00 /2:00 – 3:0 Quarter 3rd

I. Objectives

ANNOTATIONS:

a. Content
Standard
The learners demonstrate understanding of...

1. how the uses of different materials are related to their properties and structures
2. the relationship between the function and structure of biological macromolecules
KRA 1: Objective 2

Designed objectives are based on Anderson’s Revised Taxonomy, specifically making use of the cognitive taxonomy Remembering,
Understanding & applying. It facilitates the teachers to achieve their teaching objectives by setting goals for the students learning and then
creating assessments to observe the learning outcomes.

b. Performance
Standard
The learners should be able to...

make a creative representation of the historical development of the atom or the chemical element in a
timeline

c. Learning
Competencies
Explain how the structures of biological macromolecules such as carbohydrates, lipids, nucleic acid,
and proteins determine their properties and functions (S11/12PS-IIIe-22)

Value Focus
Promote values and understanding in the importance biological macromolecules
 Knowledge
Discuss the functions and properties of the structures of biological macromolecules.

Skills
Identify the structures of biological macromolecules such as carbohydrates, lipids, nucleic acid, and
proteins.

Attitude
Appreciate the importance of biological macromolecules in our daily life.

II. CONTENT

a. Topic
BIOLOGICAL MACROMOLECULES

b. Learning
Resources:

GENERAL TYPES OF INTERMOLECULAR FORCES, AND THEIR EFFECTS ON THE PROPERTIES OF

SUBSTANCES Physical Science/ Grade 11 (Core Subject) Quarter 3 / Week 3

Other Learning Resources

https://www.google.com/search?q=fischer+projection+of+amylopectin&tbm=isch&ved=2ahUKEwj-vaSPl-LnAhUfxIsBHeP3AxMQ2-

https://en.wikipedia.org/wiki/Fischer_projection

https://en.wikipedia.org/wiki/Haworth_projection

https://courses.lumenlearning.com/boundless-biology/chapter/carbohydrates/

c. Materials:
Power point presentation, Handouts, ADM, visual aids

d. Strategy
Cooperative Learning, Direct Instruction, and Discovery Learning
III. Methodology

A. Preparation

A. Preliminaries

 Greetings
 Prayer
 Checking of attendance

KRA 4: Objective 14

The conduct of prayer before the start of every class demonstrates to students the truth that God desires to be a part of every aspect of
our lives.

Setting of Classroom Rules: In our class, we will...

1. Always wear your facemask.

2. Listen attentively.
3. Raise your hand to speak..
4. Be honest and polite all the time.
5. Have fun and always try your best!

B. Recap
- type of intermolecular forces of attraction
KRA 2: Objective 5

Classroom rules are set to teach student a proper and safe way to act within the classroom and thus, improving the students learning.
Every minute in school is important. If the students have no rules to follow, everything will be in chaotic situation .

B. ELICIT/
MOTIVATION

DIRECT INSTRUCTION

Let the student sing the song one friend. (if projector or TV monitor is available)

https://www.youtube.com/watch?v=fGBIAK6lUGED
• What is the song all about?
• What can you say about their friendship?

(Alternative motivation) Have word spelling drill.

• What are the words all about?

• what is the importance and relevance of these words in our topic?
C. ESTABLISHIN G A PURPOSE FOR THE LESSON
The teacher presents the objectives of the lesson.

Call a learner to read the lesson objectives.

Learning Objectives:
A. Discuss the functions and properties of the structures of biological macromolecules.
B. Identify the structures of biological macromolecules such as carbohydrates, lipids, nucleic
acid, and proteins.
C. Appreciate the importance of biological macromolecules in our daily life.

C. ENGAGE/

ACTIVITY
Activity 1.
Group the class into 5 groups. Distribute to each group sample pictures Ask each group to
of the different carbohydrates present their work in the
Show to the class pictures of some common macromolecules such as class.
table sugar, milk, fruits, sugarcane, potatoes, bread, softdrinks, meat,
vegetables, oils, butter etc.

Give time the group to identify the pictures assigned and categorize
Let each representative or
them as carbohydrates, proteins, fats; their use and importance.
any member who wished
to share his/her ideas.
Pictures:
The sharing will answer
the following questions:

Questions:
1. What is/are the
pictures assigned in your
group?
2. Were you able to
Sample Image Category Uses/ importance categorize them easily?
1. Bread 3. What are your bases in
2. Meat categorizing them?
3. Oil 4. Why are these
important to us?

KRA 4: Objective 16

Review strategies are techniques for reengaging with information’s that they have already learned so that it stays fresh in the learners
mind the acquired knowledge and connect a better idea of what to expect on the next lesson.

(A learner centered Approach).

E. EXPLORE
EXPLAIN
Tell the class that these foods are important to living organisms. These foods are made up of
chemicals or molecules, we call them as BIOMOLECULES.

What is biological macromolecules or biomolecules?

Biomolecules are chemical molecules that play an important role in living system. Generally, these
follow the same laws of nature like other chemical molecules. However, biomolecules have specific
functions, especially in a living system where they commonly act as a building material. They are
arranged from smaller and simpler molecules called subunits, until they form more complex structure
called a macromolecule. It is important that we understand the basis of how these biomolecules
function.

There are four important biological macromolecules or biopolymers: Carbohydrates, lipids, proteins
and nucleic acids.

Many critical nutrients are biological macromolecules. The term

“macromolecules” was first coined in the 1920’s by Nobel Laurete
Herman Staudinger. He was the first to propose that many large
molecules are built by covalently linking smaller biological molecules
together.
Living organisms are made up of chemical building blocks. All organisms are composed of a variety
of these biological macromolecules. Each of these types of macromolecules performs a wide array of
important functions within the cell; a cell cannot perform its roles within the body without many
different types of these crucial molecules.
A. Carbohydrates
 Carbohydrates are the most abundant organic molecules in nature. They are present in human,
animal tissue, plant and in micro-organisms. Carbohydrates are also present in tissue fluids, blood,
milk, secretion, and excretions of animals.
 Sugars can be categorized into three namely:
monosaccharide, disaccharide, and polysaccharide.

Monosaccharide
The simplest sugars such as glucose, which is known as a blood sugar.

Disaccharide
This is composed of two simple sugars like sucrose, which is a table sugar and made of glucose and
fructose bonded together.

Polysaccharide
It is made of series of bonded glucose molecules like starch. Starchy foods are eaten such as potatoes
and pasta, enzymes in the body breaks them down
and this makes glucose available as a nutrient for your cells.

General Functions of Carbohydrates

 STORAGE form of energy (starch and glycogen)
 Main SOURCE of energy in the body (glycogen)
 Excess carbohydrate is converted to fat.
 Structural basis of many organisms
1.Cellulose of plants
2.Exoskeleton of insects
3.Cell wall of microorganisms
 Components of several animal structure and plant structures (cartilage, tendons)
 Carbohydrates are components of blood group substances.
 Ascorbic acid, a derivative of carbohydrate is a water-soluble
vitamin.

B. Proteins
 The term protein is from the Greek proteios, or “primary”.
These molecules appear in very diverse structures. Proteins are composed of hydrogen (H), carbon
(C), oxygen (O), nitrogen (N) and sometimes sulfur (S).
 Proteins function for bodily growth, repair, and replacement of cells and enzymes catalyze cellular
chemical reactions.
 The basic unit of protein is the amino acid. Amino acids are the
building blocks that form polypeptides and ultimately proteins.
Consequently, they are fundamental components of our
bodies and vital for physiological functions such as protein synthesis, tissue repair and nutrient
absorption.
 There are about 20 common amino acids although thousands of amino acids exist in nature. Amino
acids join together in a covalent bond (sharing of electrons) known as peptide bond. If two amino
acids join together, they form peptide.
 Proteins are made up of long chain of amino acids, hence also called as “polypeptides”.

Not all amino acids can be synthesized by our body. They must be obtained from food in order for us
to make proteins and to survive.
These amino acids are called essential amino acids that are readily available in our body and
considered non-essential amino acids.

Two most important functions of proteins:

1. Structural Proteins- Proteins are the major structural
components of most living tissues. They function for growth, repair, and replacement of tissues.
2. Catalytic Proteins- These are the enzymes ( catalyst) which increase the rate of biological reactions
inside the living organisms.
General Functions of Proteins
1. Transport substances in the body, such as hemoglobin transports oxygen.
2. Enzymes which catalyze chemical reactions in the body.
3. Defense function such as immunoglobulin(antibodies).
4. Hormones are proteins. That control many biochemical events. Example is insulin (a hormone
made by pancreas that allows the body to use sugar (glucose) from carbohydrates in the food that is
eaten for energy or to store glucose for future use. Insulin helps keep the blood sugar level from
getting too high (hyperglycemia) or too low (hypoglycemia).
5. Contraction of muscles. E.g. Muscle proteins (actin and myosin)
6. Gene expression. They control gene expression and
translation e.g. histones.
7. Nutrient and storage e.g. albumen of egg, casein of milk, Ferritin that stores iron.
8. Proteins acts as buffers e.g. Plasma proteins
9. Proteins function as anti-vitamins e.g. Avidin of egg.
10. Proteins are infective agents.

C. Lipids
 Lipids are hydrophobic molecules like fats, oils, phospholipids, and steroids.
 They function as energy storage, water proofing, membrane structure, and some hormones.
 Fats and oils are triglycerides composed of fatty acid tails and glycerol head.
 Lipids are biological compounds that consist of hydrogen, carbon, and oxygen. These non-polar
molecules are insoluble in water but soluble in ether, alcohol, chloroform, or other organic solvents.
 These molecules are considered as the highest form of energy reserve and long-term energy
storage. They are twice the energy as carbohydrates.
Some examples of Lipids:
a. Triglycerides which include fats and oils
Saturated Fats- These molecules contain fatty acids in which all of the carbon-carbon bonds are
single bonded. Most animal fats are solid at room temperature. Reminder: We should limit these in
our diet because they contribute to heart disease due to plaque depositions in arteries-a
cardiovascular disease called atherosclerosis.
Examples: Bacon, meat, oils, sour cream, and butter
Unsaturated Fats- These molecules have fatty acids with atleast one carbon-carbon bond is double
bond. These are liquid at room temperature which the fat molecules don’t stack tightly together. They
are from the plant, vegetable, and fish fats. Plant and fish fats are liquid at room temperature and are
known as oils.
b. Waxes- These are long-chain of fatty acids combined with alcohols rather than glycerol. These
molecules form protective coatings on the leaves of plants and the skins of animals.
c. Phospholipids- These are main component of the cell membrane.
They have a phosphate group bonded to one of the fatty acid
chains, making the molecules hydrophilic.
d. Hormones and Steroids which include Cholesterol- these are lipids with carbon rings. Steroids are
formed by different functional groups attached to the rings. One of the important steroids is the
cholesterol, which is an important component of cell membrane.
Many of these steroids are hormones such as sex hormones including testosterone and estrogen.

D. Nucleic Acid
 These are large molecules containing carbon, hydrogen, oxygen, nitrogen, and phosphorus. Nucleic
acids are polymers made of nucleotide monomers. Nucleotides build nucleic acids which are made up
of three parts: phosphate, sugar group (deoxyribose and ribose) and nitrogen- containing base. The
nitrogen bases are rings of carbon and nitrogen that come in two types: purines (a type of nitrogenous
base made of 2 rings and can only pair with a pyrimidine) and pyrimidines (a type of nitrogenous
base made of one ring and can only pair with purine).

There are two types of Nucleic Acids:

1. Deoxyribonucleic acids (DNA) –These molecules have two
strands that twisted around an imaginary axis to form a
double helix. They provide the template for all the information
necessary to every new life. DNA codes determine the
sequence of the amino acids.
2. Ribonucleic acid (RNA)- RNA molecule is a single
polynucleotide chain. Nitrogenous base Uracil links to
adenine instead of thymine. This store and transfers genetic
information for making proteins.

What is DNA made of?

 DNA is made up of molecules called nucleotides. Each nucleotide contains phosphate group, a
sugar group and a nitrogen base (adenine (A), thymine (T), guanine (G), and cytosine (C)
 Nitrogenous bases adenine (A)-thymine (T) and guanine (G)- cytosine (C) form the base pairs A-T
and G-C.
A base pair is a one of the pairs A-T or G-C. Notice that each base pair consists of a purine and a
pyrimidine. The nucleotides in a base pair are complementary which means their shape allows them to
bond together with hydrogen bonds. The A-T pair forms two hydrogen bonds.

KRA: 4, Objective 16

Visualization is a very effective way to attract your deepest desires, like what happen when the picture is your mother or your sister or
maybe one of the pictures is you. A big imagination that will connect the learners to a real-life situation.

KRA 1: Objective 2

Graphic organizer as an instructional tool that can help students organize and prioritize what they are comprehending and through this
 visual presentation students are able to see the relationships and connections to the information they want to convey.

KRA 4: Objective 16

This is evident that unfamiliar words are unlock through teaching students how to use the context clues and word parts to help define the
words. This teaching philosophy of learning in this part adhere perspective view of self-reflective, the desire to help students learn
comprehensively by simplifying difficult words to simple.

KRA 4: Objective 16

During the discussion, the use of HOTS Questioning is evident, students are encouraging to explore, interpret ideas and arrive at their own
answers. The strategy allows students to manipulate information and ideas in ways that transform their meaning and implication on
cognitive acts of thinking critically.

KRA 1 Objective 2

Constructivism approach is evident in the discussion also, considering that the teacher acts as facilitator only and the learners are
encouraging to interact, exchange views, experience and re construct meaning of the word in the statements.
 KRA 1: Objective 2

The use of inquiry-based learning is also evident in this instructional procedure thus processing the over all learning of the students after
the introduction and practice of the lesson is practice.

KRA 4: Objective 16

The assessment crafted is centered to sharpen the learners’ basic skills in the topin given, so as to prepare them for the next level of
learning. This idea revolves around essentialism.

F.

APPLICATION
Bring their attention again to the pictures on the board/ monitor. Show them the common samples of
foods and substances usually encountered at home or in the body and let them match the printed
structure of the the macromolecules (carbohydrates, proteins, lipids/fats and nucleic acids).

Pictures Structures

Bread

Fried chicken

Vegetable oil

Vitamin with Lysine

G. Practical Applications of Concepts and Skills in Daily Living

H.
Generalization
Biological macromolecules are
important cellular components and perform a wide array of functions necessary for the
survival and growth of living organisms.
Living organisms are made up of chemical building blocks. All organisms are composed of a variety
of these biological macromolecules. Each of these types of macromolecules performs a wide array of
important functions within the cell. A cell cannot perform its roles within the body without many
different types of these crucial molecules.

KRA 1: Objective 2

The use of inquiry-based learning is also evident in this instructional procedure thus processing the over all learning of the students after
the introduction and practice of the lesson is practice.
I. EVALUATION
Read and Match
Directions. Match Column A with Column.

KRA 4: Objective 16

The assessment crafted is centered to sharpen the learners’ basic skills in the topin given, so as to prepare them for the next level of
learning. This idea revolves around essentialism.

J. EXTEND

Additional activities for application or remediation (assignment)

The students will be given an assignments or advance research topic for the next session.

Assignment: Analyze and answer the following questions regarding element formation
during star formation and synthesis of new elements in the laboratory. Write your answers in
a one whole sheet of paper.

1. Describe the formation of primordial elements during the early stage of stellar
formation and evolution.

2. Discuss the pieces of evidence used by scientists to explain the formation of heavier
elements during stellar formation and evolution.

How did the discovery of atomic number pave the way to the synthesis of new elements in the
laboratory?
V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the evaluation

No. of learners who continue to require remediation

Did the remedial lesson work? No. of learners who caught up the lesson

No. of learners who require remediation

Which of my teaching strategies worked well? Why did these work?

What difficulties did I encounter which principal and supervisor can help or solve?

What innovation or localized did I use/discover which I wish to share?

Prepared by:

FEGY P. BUHISAN
SST-I/Subject Teacher

Reviewed by: Approved:

ELLEN P. BALDOVI ESTEBAN F. CANONES JR., J.D.,ED.D

HT-IV Principal IV