BIOLOGY

• This Teaching Guide is a donation by CHED to DepEd. It is for reference purposes only.
• SHS for SHS Framework

  • Saysay (Meaning): Why is this important?
  • Husay (Mastery): How will I deeply understand this?
  • Sarili (Ownership): What can I do with this?
• Biology I is a Science, Technology, Engineering and Mathematics (STEM) Specialized Subject taken in the first half of Grades 11/12.
• Implementing this course at the senior high school level is subject to numerous challenges with mastery of content among educators tapped to facilitate learning and a lack of resources to deliver the necessary content and develop skills and attitudes in the learners, being foremost among these.
• These teaching guides


  • Crafted and refined by biologists and biology educators in partnership with educators from focus groups all over the Philippines
  • Provide opportunities to develop Saysay, Husay, and Sarili
• Parts of the Teaching Guide

  • Introduction
  • Motivation
  • Instruction/Delivery
  • Practice
  • Enrichment
  • Evaluation
• The alignment of DepEd Functional Skills and CHED College Readiness Standards is presented in this Teaching Guide to prepare Senior High School graduates for the revised college curriculum which will initially be implemented by AY 2018-2019.
• Literacies and skills needed for the 21st century


  • Information literacies
  • Media literacy
  • Critical thinking and problem solving skills
  • Creativity
  • Initiative and self-direction
• Applying knowledge, understanding, theory, and skills

  1. Systematically

  2. For the development of the self, local, and global communities

  3. Using prior learning, inquiry, and experimentation
• Literacies and skills needed for the 21st century

  • Global awareness
  • Scientific and economic literacy
  • Curiosity
  • Critical thinking and problem solving skills
  • Risk taking
  • Flexibility and adaptability
  • Initiative and self-direction
• Relevant technologies


  • Work comfortably with
  • Develop adaptations and innovations for significant use in local and global communities
• Literacies and skills needed for the 21st century

  • Global awareness
  • Media literacy
  • Technological literacy
  • Creativity
  • Flexibility and adaptability
  • Productivity and accountability
• Communicating with local and global communities


  With proficiency, orally, in writing, and through new technologies of communication
• Literacies and skills needed for the 21st century

  • Global awareness
  • Multicultural literacy
  • Collaboration and interpersonal skills
  • Social and cross-cultural skills
  • Leadership and responsibility
• Interacting meaningfully in a social setting

  1. Contribute to the fulfilment of individual and shared goals

  2. Respecting the fundamental humanity of all persons and the diversity of groups and communities
• Literacies and skills needed for the 21st century

  • Media literacy
  • Multicultural literacy
  • Global awareness
  • Collaboration and interpersonal skills
  • Social and cross-cultural skills
  • Leadership and responsibility
  • Ethical, moral, and spiritual values
• de is a donation by CHED to DepEd. It is for reference purposes only.
• DEPED COPY
• MOTIVATION (5 MINS)


  1. Briefly review the differences between prokaryotic and eukaryotic cells by asking questions to the learners

  2. Compare the cell to a big city. Ask the learners what the requirements of the city would be in order for it to function. Relate these requirements to the parts of the cell.
• Prokaryotic cells


  Cells without a true nucleus
• Eukaryotic cells


  Cells with a true nucleus
• Cell parts found in both prokaryotic and eukaryotic cells

  • DNA
  • Cell membrane
  • Protoplasm (nucleoloid region and cytosol)
  • Ribosomes
• The city will need power

  Relate this to the function of the mitochondria and the chloroplast
• The city generates waste


  Relate this to the function of the lysosome
• The city requires raw materials to process into food, clothing, and housing materials

  Relate this to the functions of the Golgi Apparatus
• INSTRUCTION/PRACTICE (30 MINS)


  1. Draw the cell membrane

  2. Draw the double membrane of the nucleus (nuclear membrane)

  3. Draw the reticulated structure of the endoplasmic reticulum

  4. Draw ribosomes as separate units

  5. Draw a DNA and an mRNA

  6. Explain the possible 'pathways' for protein synthesis

  7. Draw the mRNA + functional ribosome on the endoplasmic reticulum

  8. Draw the formed polypeptide inside the rough endoplasmic reticulum

  9. Draw the Golgi Apparatus

  10. Draw the polypeptide travelling along the Golgi Apparatus stack

  11. Draw the mitochondria and label its parts

  12. Draw the chloroplast and label its parts
• Rough endoplasmic reticulum


  Endoplasmic reticulum with ribosomes attached
• Smooth endoplasmic reticulum


  Endoplasmic reticulum without ribosomes
• mRNA


  A copy of the DNA that will be sent to the cytoplasm for protein synthesis
• Cisternae


  Flattened sacs of the endoplasmic reticulum
• Golgi Apparatus


  A factory with an assembly manufacturing line
• Lysosome


  Formed by fusion of an endosome (formed by endocytosis) and a vesicle from the Golgi Apparatus
• Mitochondria


  Involved in energy transformation, have DNA, high surface area, and double membranes
• Chloroplast


  Involved in energy transformation (photosynthesis), have DNA, high surface area, and double membranes
• Enfolding is a common structural strategy to increase surface area
• ENRICHMENT (30 MINS)


  Facilitate a class discussion on why cells are generally small in size. Explain the relationship between surface area and volume.
• EVALUATION (60 MINS)


  1. Ask questions to the learners

  2. Assign a research assignment on how environmental toxins like lead and mercury affect the functions of the cell
• Assignments should be handwritten to ensure the learners have read the topic rather than just copying and printing from a source
• Compartmentalization


  Partitioning of a cell or house into different parts to facilitate the simultaneous occurrence of several activities without interfering with one another
• Compartmentalization in a cell

  Separates the DNA material of the nucleus, mitochondria, and chloroplast