Third Quarter

Scope and Sequence

Topic The Skeletal System; Support, Management and Control of the Human Body The Muscular System; Support, Management and Control of the Human Body The Nervous System; Support, Management and Control of the Human Body The Respiratory System; Supply and Transport The Digestive System; Supply and Transport The Circulatory System; Supply and Transport Blood and Lymph; Supply and Transport The Excretory System; Supply and Transport Detecting Internal Changes; Internal Checks and Balances The Endocrine Glands; Internal Checks and Balances Detecting External Changes; Internal Checks and Balances The Male Reproductive System; Reproduction and Life Stages The Female Reproductive System; Reproduction and Life Stages The Menstrual Cycle; Reproduction and Life Stages Pregnancy; Reproduction and Life Stages Birth and infancy and Other Life Stages; Reproduction and Life Stages Organic Nutrients, Inorganic Nutrients and a Balance Diet; Nutrients and Your Health Fertility Problems and Population Growth Defending the Healthy Body; Maintaining a Healthy Body Maintaining the Balance; Maintaining a Healthy Body Exercise; Your Bodys Performance Making Choices about Drugs; Your Bodys Performance Hazards in Our Surroundings; Your Bodys Performance Helpful Technologies For Defective Body parts Total

Days 2 2 2 2 2 2 2 2 1 2 2 2 2 3 2 3 2 4 5 3 2 2 2 2 55

Academic Budget Plantilla Science II Biology Year II Days: 2 Third Quarter Topic: The Skeletal System; Support, Management and Control of the Human Body Learning Objectives TPO1: Describe the parts and functions of the different organ systems TPO2: Identify the parts of the different organ systems in the human body TPO3: Give the function of the different organ systems TPO4: Assess the importance of each of the body system in the overall functioning of the organism Learning Content Humans have an internal skeletal system. Internal skeletons are made of bones, cartilages, and ligaments. Skeletal system supports the body, protects the delicate internal organs, provides body movement, stores and releases important minerals for the body, and produces blood cells. Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry. Approximate No. of

Multiple Intelligences Bodily-kinesthetic Intelligence

EO1. Describe the

Building Bones To help students learn about the composition of bones, have the students re-create bones and marrow

Identification: 1. What are the important functions of the bones? 2. Define cartilage

structures of bones and cartilages EO2. Explain the functions of the skeletal system

with cardboard toilet paper tubes and sponges. In addition, make other bones with empty toilet paper tubes. Lead a class discussion about the different types of bones and explain that humans have marrow inside our own bones; marrow produces blood cells, has a sponge-like composition, and is lighter than the surrounding bone. Then, compare human bones and birds' bones, which are hollow, and explain why birds need hollow bones so they can fly.

and give its significance. 3. What joins bones together? Give its types. 4. What is the role of tendons between muscle and bone? 5. Why do bones heal faster in children than in adults?

EO3. Locate and identify the important bones and joints in the human body

Using a danceable song, student will dance and pinpoint the different joints of their body.

Academic Budget Plantilla Science II Biology Year II Days:2 Third Quarter Topic: The Muscular System; Support, Management and Control of the Human Body Learning Objectives TPO1: Describe the parts and functions of the different organ systems TPO2: Identify the parts of the different organ systems in the human body TPO3: Give the function of the different organ systems TPO4: Assess the importance of each of the body system in the overall functioning of the organism Learning Content The bones have no way of moving by themselves. They are attached to muscles, which can contract to bring movement. The muscular system is composed of muscle cells and tissues held tightly together in bundles. There are more than 600 muscles in our body, and they make up more than half of our body weight Group Activity Muscle Challenge Identification: 1. Differentiate Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry. Approximate No. of

Multiple Intelligences Interpersonal and Linguistic Intelligences

EO1. Classify muscles according to their types and functions EO2. State and explain the functions of muscular system EO3. Differentiate muscle cells according its appearance, location and function.

tests students' retention of muscle functions. Separate students into two groups. One player from each group will come up and sit in a chair with her back toward the wall. You will write a muscle on the board. The students from each group will then openly call out functions of this muscle so that the group member can identify the word behind them. Once one group succeeds, the group wins a point. Each student in each group will participate. Continue the game as long as needed until all muscles are practiced. The group with the most points wins.

muscle cells according to (a) appearance; (b) location; and (c) function. 2. What connects voluntary muscle?

Academic Budget Plantilla Science II Biology Year II Days:2 Third Quarter Topic: The Nervous System; Support, Management and Control of the Human Body Learning Objectives TPO1: Describe the parts and functions of the different organ systems TPO2: Identify the parts of the different organ systems in the human body TPO3: Give the function of the different organ systems Learning Content Nervous system is like intercom system in school. It enables anyone to quickly transmit information or messages from one place to another or from one person to the other. This shortlived mechanism is important for the proper functioning of school as it is for our body. Having senses is Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry. Approximate No. of

Multiple Intelligences Spatial Intelligence

TPO4: Assess the importance of each of the body system in the overall functioning of the organism EO1. Distinguish the parts of the nervous system EO2. Describe the structure and functions of neurons or nerve cells EO3. Explain the nature and pathway of nerve impulses EO4. Illustrate how peripheral and autonomic nervous system work EO5. Identify the different function of the brain

useless unless the change they detect can be used to help us to decide what we should do. This means that information from sense cells must pass to our brain, the organ that controls our body. The brain then sends information to our muscles to do our action. This information passes through the nervous system.

Creating a Diagram of the Brain This activity can be used as an introduction to the nervous system. Groups of four or five students will create their own poster or diagram of the brain. Pupils are encouraged to tap into their creative sides using pictures, sketches and words to form a collage in each section of the brain to represent the functions of these lobes. For example, in the frontal lobe section, drawings of people smiling, crying or communicating can be utilized. In the parietal lobe section, images representing the five senses can be pasted. Students should do some basic research and be innovative using a variety of mediums such as clay,

Identification: 1. Give the functions of the nervous system. 2. What is neuron? Give its role in the nervous system. 3. Identify and five functions of the following: a. Cranial nerves b. Sensory nerve fibers c. Motor nerve fibers d. Spinal cord e. Cerebral cortex f. Medulla oblongata g. Pons h. Pupil i. dentrites j. cerebellum k. myelin sheath l. axon m. synapse n. olfactory nerve o. optic nerve p. retina 4. What part of the brain controls breathing, speech and balance?

photographs, and other craft materials .

Academic Budget Plantilla Science II Biology Year II Days: 2 Third Quarter Topic: The Respiratory System; Supply and Transport Learning Objectives TPO1: Describe the parts and functions of the different organ systems TPO2: Identify the parts of the different organ systems in the human body Learning Content Respiration is the process by which the body gets energy from food and oxygen. The organs of the respiratory system are involved in taking air into the body and passageway from your Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry. Approximate No. of

Multiple Intelligences Spatial Intelligence

TPO3: Give the function of the different organ systems TPO4: Assess the importance of each of the body system in the overall functioning of the organism EO1. Define respiration and its two phases EO2. Explain the relationship between cell respiration and gas exchange in the lungs EO3. Trace the pathway of oxygen and carbon dioxide through the human respiratory tract EO4. Distinguish between breathing and respiration

nostrils to your lungs, the lungs themselves, and the muscles that control our lungs are part of this system.

Lab Activity Materials A piece of string for every student; each piece should be more than large enough to fit around each students chest A marker for each student or each pair of students Notebook for record Procedure for Students, Part 1 1. Take the string in front of you and measure your chest as you inhale. Hold the spot on the string that marks this measurement with your finger, then mark it with the marker. 2. Now exhale, Based on the activity: 1. Was the circumference of your chest largest when you inhaled or when you exhaled? 2. Which way is the diaphragm moving on an inhalation? 3. Which way does it move on an exhalation?

Answer the ff: 1. What are the two phases of respiration? 2. How is the structure of an air sac adapted to perform in function?

measure with the string, and mark this new spot using a different colored marker. 3. Compare the two marks. Write down what you observe in your notebook.

3. What is the difference between breathing and cellular respiration? 4. Why does exposure to carbon monoxide (CO) increase the rate of breathing?

Procedure for Students, Part 2 1. Put both hands between your ribs, under your sternum (breastbone), and breathe in and out. 2. Feel your diaphragm moving up and down Academic Budget Plantilla Science II Biology Year II Days: 2 Third Quarter Topic: The Digestive System; Supply and Transport Learning Objectives TPO1: Describe the parts and functions of the different organ systems Learning Content The digestive system takes food into the body. It breaks down into bits small enough to pass through cell Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and Approximate No. of

Multiple Intelligences Interpersonal and Spatial Intelligence

TPO2: Identify the parts of the different organ systems in the human body TPO3: Give the function of the different organ systems TPO4: Assess the importance of each of the body system in the overall functioning of the organism EO1. Describe the digestion process and its functions EO2. Identify and locate the structures, organs, and substances that bring about the digestion process EO3. Give function of each organ in digestive system EO4. Describe how some accessory organs and glands aid the body in the

membranes. This breaking down of food is then put into the blood. The mouth, esophagus, stomach and intestines are organs of the digestive system.

molecules that are mostly discussed in Chemistry.

Travel Brochure Divide the class into several groups of three or four students each. Assign each group a "location" of the digestive system. For example, one group has "stomach," while another has "small intestine." Ask each group to design a travel brochure for their "location." Ask them to include pertinent information, such as the overall appearance of the location, the activities that occur there and the imports (what comes in) and exports (what goes out). You

Answer the ff: 1. Define the digestion and its two major phases or stages. 2. What mechanical digestion processes do the following perform on food? a. Mouth b. Esophag us c. Stomach d. Small intestine e. Large intestine 3. What substances undergo chemical digestion in the following? a. Mouth b. Esophag us c. Small

digestive process

might also ask them to include possible dangers or complications that can occur at their specific location. Allow the students to be creative with their descriptions and have fun with the explanations.

intestine

Academic Budget Plantilla Science II Biology Year II Days:2 Third Quarter Topic: The Circulatory System; Supply and Transport Approximate No. of

Learning Objectives TPO1: Describe the parts and functions of the different organ systems TPO2: Identify the parts of the different organ systems in the human body TPO3: Give the function of the different organ systems TPO4: Assess the importance of each of the body system in the overall functioning of the organism EO1. Know the functions of the circulatory system EO2. Identify and describe the parts of the circulatory system EO3. Explain the significance of exercise in blood circulation

Learning Content The circulatory system is the main transport system of the body. It is the means by which nutrients, enzymes and other important needs for the proper functioning of body systems, organs, tissues and cells as well as body defense components are transported to where they are required. Waste products of tissue metabolism are also transported to where they will be eliminated or otherwise acted upon. Foreign material such as bacteria and viruses may be transported around the body by the system.

Learning Experiences

Learning Evaluation

Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry.

Multiple Intelligences Musical and Spatial Intelligence

Activity based experiment: Purpose: To observe evidence of the blood circulating through the body. Procedure 1. Hold one hand down at your side. Hold the other hand above your head. 2. Count to thirty, and then hold your

Based on the activity: 1. What difference did you see in your hands after holding one hand up and one hand down? 2. Describe the two sounds you hear as the heart beats. 3. What was your pulse before exercising? After exercising? 4. What factors can have an effect on circulation? How might circulation be

EO4. Show awareness of the precautionary measures to take in order to maintain normal, healthy heart.

hands side by side. Observe them closely 3. Listen to your heart through a stethoscope. Move the receiver around your chest until the heartbeat is loudest. 4. Take your partners pulse. Place your finger lightly on the wrist until you can feel the pulse beats. Count the number of beats per minute. Have your partner take our pulse. 5. Exercise for ten minutes. Then take each others pulse again right away. Note any change. Students will draw and identify the different parts of the heart

different during space voyage? Answer the ff: 5. From which side of the heart does blood pass to most of the body? 6. What kind of blood vessels carries the blood toward the heart? 7. What kind of blood vessels carries the blood away from the heart? 8. How would you advertise the advocation of good health habits to prevent heart diseases in the school? In your community?

EO5. Illustrate human heart and show its important parts

Academic Budget Plantilla Science II Biology

Year II Days:2 Third Quarter Topic: Blood and Lymph; Supply and Transport Learning Objectives TPO1: Describe the parts and functions of the different organ systems TPO2: Identify the parts of the different organ systems in the human body TPO3: Give the function of the different organ systems TPO4: Assess the importance of each of the body system in the overall functioning of the organism EO1. Differentiate blood and lymph EO2: Identify the importance of the blood and lymph Learning Content Blood is the fluid of life, transporting oxygen from the lungs to body tissue and carbon dioxide from body tissue to the lungs. Blood is the fluid of growth, transporting nourishment from digestion and hormones from glands throughout the body. Blood is the fluid of health, transporting disease fighting substances to the tissue and waste to the kidneys. Lymph is an important part of the circulatory system. It aids the body's absorption of nutrients and helps to remove waste from the tissue. Learning Experiences Learning Evaluation Integration

Approximate No. of

Multiple Intelligences

Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry.

Students will make a list of different characteristics of blood and lymph and identify its differences.

1. What is contained in blood plasma? 2. What type of blood is the universal donor? The universal receiver? 3. What is the function of the hemoglobin? 4. Where does lymph come from? 5. What takes place in lymph nodes?

Academic Budget Plantilla Science II Biology Year II Days: 2 Third Quarter Topic: The Excretory System; Supply and Transport Learning Objectives TPO1: Describe the parts and functions of the different organ systems TPO2: Identify the parts of the different organ systems in the human body TPO3: Give the function of the different organ systems TPO4: Assess the importance of each of the body system in the overall functioning of the organism EO1. Identify and give the sources of waste materials from body Learning Content The excretory removes wastes from the body. A waste is bypoduct of metabolism that may harm or poison the cells. Some substances are needed by the cells in small amounts. But in large amounts these same substances may be poisonous. When this occurs, the excess must be removed from the body. Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry. Approximate No. of

Multiple Intelligences Spatial Intelligence

Make A Model Making a model is great way to get students involved in a tactile lesson. Using materials found at home or in the classroom, students can make a model of the excretory system. Suggested materials include kidney beans

1. Name three organs that remove excess water from the body 2. How does a rich blood supply help a kidney carry out its function? 3. Why do we have to excrete cell and body waste? 4. What will happen to

cells EO2. Define excretion and its significance EO3. Explain how the structures of kidneys function as excretory organs EO4. Show structures of kidneys EO5. Trace the expulsion of nitrogenous waste from urine formation until it passes down the urinary tract.

for the kidneys, yarn, uncooked spaghetti strands and straws for the tubes and blood vessels and a marshmallow for the bladder. Models can also be made using salt-flour dough or sculpting clay that hardens in the open air or oven. Students can also simulate digestion and the removing the solid wastes from food by making a zip top bag stomach. Add crackers, corn and a few other food items to a zip top bag and add water. Simulate the contracting of the stomach muscles by squeezing the bag. Then drain the bag through a coffee filter. Some particles will go through but the solid wastes will remain in the filter, similar to what happens in the small intestine. Carefully squeeze excess water from the filter. This represents

our body if the urine is not formed? 5. Name and describe the three processes in urine formation.

the large intestines function. Finally, you should be left with only solid wastes, especially the fibrous items like the corn or fruit. Academic Budget Plantilla Science II Biology Year II Days:1 Third Quarter Topic: Detecting Internal Changes; Internal Checks and Balances Learning Objectives TPO1: Give the function of the different organ systems TPO2: Assess the importance of each of the body system in the overall functioning of the organism Learning Content Blood links the cells of our body. Blood must be fairly constant in temperature, composition, and rate of flow. Sensors in different body organs detect changes in the blood. Too little or too much of something can trigger an unwanted response. The body has ways to maintain this balance. Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry. Approximate No. of

Multiple Intelligences Logicalmathematical; bodily-linesthetic

Activity based experiment: Purpose: To find out what

EO1. Explain the involvement of the

Based on the experiment: A. 1. How does exercise affect your

brain in water balance, breathing rate and heat control EO2. Give the function of the blood involving the three check and balance systems such as; water balance, breathing rate and heat control

factors outside your body affect your breathing rate. Procedure A. The Effect of Exercise 1. Breathe normally 2. Have your partner time you for one minute, while you count the number of times you inhale. Repeat this count two more times 3. Record your data 4. Your breathing rate is the average number of times you inhale per minute. Find the average of the three numbers. Record your average on a class chart 5. Run in place for 30 seconds 6. Immediately afterwards, have your partner count the number of times you inhale in on

breathing rate? 2. Does exercise affect the rate of some students more than others? What factors might account for this difference? 3. What happens in your body that makes exercise affect your breathing rate?

B. 1. Was your breathing rate greater or less

minute 7. Record data. B. Breathing into Paper Bag 1. Fit a paper bag snugly over your mouth and nose. Breathe normally into the bag for 30 seconds. 2. Remove the paper bag. Immediately count the number of times you inhale in one minute. 3. Record your data C. Taking Short Breaths 1. For 15 seconds take fast, short breath in and out. Then start to breathe normally. 2. Have your partner time you for one minute. Calculate the number of times you inhale while breathing

than usual? Was this also true for your classmates? 2. What might be the cause of the rate change? 3. Do you think a person with sicklecell anemia might breathe faster or slower than a person with normal blood? Why? C. 1. When you started to breathe normally after the fast, short breaths, did you breathe slower or faster than usual? 2. Did your classmate notice the same change in their breathing rates? 3. What do you think is the cause?

normally. 3. Record your data

Academic Budget Plantilla Science II Biology Year II Days:2 Third Quarter Topic: The Endocrine Glands; Internal Checks and Balances Learning Objectives TPO1: Describe the parts and functions of the different organ systems Learning Content The brain and nerves play major parts in keeping a balanced internal environment. Impulses travel Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and Approximate No. of

Multiple Intelligences Linguistic Intelligence

TPO2: Give the function of the different organ systems TPO3: Assess the importance of each of the body system in the overall functioning of the organism

quickly along neurons. A lack of balance may result in a rapid response from the body. Some responses are slower. These responses are controlled by chemicals. Chemicals that help keep the internal environment balanced are called hormones.

molecules that are mostly discussed in Chemistry.

Instructions Anterior Pituitary Hormones 1. Create a sentence which uses the first letters or, optimally, some part of the first syllable of the hormones that tells a story or invokes a striking image: "Fools Looting Alexandria Grow Horns, Provoking Tears" renders follicle-stimulating hormone (FSH) luteinizing hormone (LH), adrenocorticotropic hormone (ACTH), growth hormone (GH), prolactin (P), and thyroidstimulating

EO1. Give the functions of the endocrine system EO2. Name the endocrine glands and state their locations, the hormone(s) they secrete, the actions of the hormones, and the diseases brought about by their deficiencies.

1. What is a gland? How does it function? 2. What are the different glands in the body? 3. How do exocrine glands differ from endocrine glands? 4. Define hormones and give their functions.

hormone (TSH). 2. Copy the mnemonic of your choice onto one side of an index card. Write the essential information of each hormone represented in the mnemonic on the other side of the card: it's name, symbol, function, and precursor. 3. Quiz yourself by flashing the mnemonic side of the card and jogging your memory for the initials and names of the hormones referred to. Only look when you can't remember. Practice this way until you can remember all of them without looking. Academic Budget Plantilla Science II Biology Year II Days:2 Approximate No. of

Third Quarter Topic: Detecting External Changes; Internal Checks and Balances Learning Objectives TPO1: Recognize the necessity of an organized system for proper growth, development, and survival of the organism TPO2: Assess the importance of each of the body system in the overall functioning of the organism Learning Content Our external environment is constantly changing. The temperature is changing. The amount of light is changing. The amount of sound is changing. We are surrounded by different smells. We have organs that detect changes in our environment. These organs are called sense organs. The skin, eyes, ears, tongue, and nose are sense organs. Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry. Multiple Intelligences Linguistic and Spatial Intelligence

EO1. Explain how different sense organs like eyes, ears, nose, tongue and skin receive information from the environment

Describing Food Give each student a piece of chocolate or other small morsel of food, instructing your class not to eat the food yet. Guide your students in describing the sample using all five senses, beginning with sight before working up to taste. Students may include a few simple adjectives but should also describe the food in more complex ways. For example, students might

1. Can a person with normally functioning eyes still be blind? Why or why not? 2. Why is vitamin A essential for proper vision?

draw comparisons between the sample and unrelated objects. For sound, students must describe how the food sounds when being unwrapped, broken or otherwise handled. Students must describe taste last, at which point they can eat the food. Describing Pictures Pass a photograph or other picture around the class. Choose a picture with a subject that most students can relate to, such as a family gathering or school event. Instruct students to describe the setting of the photograph using all five senses. At the high school level, students must use complex descriptions instead of simple adjectives. For instance, instead of saying that a person in the photograph sitting near a fireplace feels "hot," students might describe the sensation of the sweat likely beading on the individual's skin.

Academic Budget Plantilla Science II Biology Year II Days:2 Third Quarter Topic: The Male Reproductive System; Reproduction and Life Stages Learning Objectives TPO1: Describe the parts and functions of the different organ systems TPO2: Identify the parts of the human reproductive system TPO3: Give the function of the different organ systems TPO4: Assess the importance of each of the body system in the overall functioning of the organism EO1. Identify and describe the parts that make up the Learning Content The male reproductive system consists of three parts: the organs that produce sex cells, the ducts that carry the sex cells, and a control system, The testes, also called the testicles, are the organs that produce sex cells. Millions of sex cells, or sperm, are produced every day. The protective sac called the scrotum. The scrotum both protects the testes and provides a cooler environment than in the body, which sperm require to live. Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry. Approximate No. of

Multiple Intelligences Linguistic and Interpersonal Intelligence

Reciprocal 1. Students will pair up and join desks so they can work together 2. Each group is given

1. What is the function of scrotum? 2. What are the three main parts of the male reproductive system?

male reproductive system EO2. Trace the production and the path taken by the sperm cells from their point of origin to the urethra of a human males body.

two diagrams, one is labelled the other is blank 3. The students are to quiz each other on the male reproductive system until 4. they can label each organ on the diagram 5. They should take turns quizzing partner A first and B second 6. The students were also given a word search with male reproductive vocabulary 7. to help strengthen the students understanding of the material

3. What kind of problem is often caused by the prostate?

Academic Budget Plantilla Science II Biology Year II Days: 2 Third Quarter Topic: The Female Reproductive System; Reproduction and Life Stages Learning Objectives TPO1: Describe the parts and functions of the different organ systems TPO2: Identify the parts of the human reproductive system TPO3: Give the function of the different organ systems TPO4: Assess the importance of each of the body system in Learning Content The female body, like the male body, has organs, ducts, and hormones involved in reproduction. Ovaries are important organs in a womans body. Located deep in a womans abdomen, the ovaries produce eggs that, when fertilized by sperm, develop into babies. Although the ovaries contain thousands of potential eggs, usually Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry. Approximate No. of

Multiple Intelligences Interpersonal Intelligence

the overall functioning of the organism EO1. Identify and describe the parts that make up the female reproductive system EO2. Give the function of the female reproductive system

only one egg matures at a time and is capable of being fertilized.

The Journey of the Female Egg --- Ovum Assign each group of students a component of the female reproductive system. In a large area, ask students to sit on the floor with their group, leaving two opening in the group. Select a student to act as the "ovum." The ovum will begin the journey standing in the ovary group. The members of the ovary group will provide information about the ovum and tell the ovum where she is headed. The process continues as the ovum travels throughout the reproductive system --- from ovulation to menstruation or fertilization and implantation.

1. Give the significant role played by each of the following: a. Ovum b. Fertilization c. Ovaries d. Vagina e. Fallopian tube 2. In which organ does the growth of the baby occur? 3. What regulates the female reproductive system? 4. Where does the new baby develop?

Academic Budget Plantilla Science II Biology Year II Days: 3 Third Quarter Topic: The Menstrual Cycle; Reproduction and Life Stages Learning Objectives TPO1: Give the function of the different organ systems TPO2: Assess the importance of each of the body system in the overall functioning of the organism Learning Content The menstrual cycle refers to the growth and release of a mature egg from a womans body followed by the maturation of another egg. The average menstrual cycle lasts 28 days. Within each menstrual cycle, there is a period of Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry. Approximate No. of

Multiple Intelligences Linguistic and Interpersonal Intelligence

Let the student

1. How does the

TPO3. Describe the stages of development of the fertilized embryo and fetus EO1. Understand the stages in the menstrual cycle.

menstrual flow which lasts from three to five days. This is called menstruation. When a woman menstruates, her body sheds the unfertilized egg and a portion of the uterus lining. The blood that is part of the menstrual flow results from the breakdown of tiny blood vessels in the lining of the uterus.

discuss the stages in menstrual cycle

menstrual cycle occur in females? 2. How long is the complete menstrual cycle? 3. Where does a fertilized egg attach itself? 4. How long is the usual period of menstrual flow?

Academic Budget Plantilla Science II Biology Year II Days: 2 Third Quarter Topic: Pregnancy; Reproduction and Life Stages Learning Objectives TPO1: Give the function of the different organ systems Learning Content When sperm are in the oviduct as the egg is moving toward the uterus, fertilization can occur. The result of fertilization is the Learning Experiences Learning Evaluation Integration Anatomy and physiology invariably involve chemical processes and molecules that are Approximate No. of

Multiple Intelligences Linguistic Intelligence

TPO2: Assess the importance of each of the body system in the overall functioning of the organism TPO3: EO1. Illustrate and explain the fertilization of the ovum. EO2. Show and point out significant stages in the development of the ovum

zygote. After the zygote reaches the uterus and begins to grow t is called an embryo.

mostly discussed in Chemistry. Pregnancy Time Line A healthy child starts with a healthy pregnancy. Teach your child development students about pregnancy by engaging them in the creation of a pregnancy time line. Assign each pupil several weeks, or a range of weeks, within a pregnancy. Ask each student to search the reference books for diagrams showing expected development during that stage of pregnancy. Provide or encourage students to acquire standard pregnancy texts such as "What to Expect when You're Expecting" by Heidi Murkoff and Sharon Mazel or "Pregnancy & Childbirth: The Complete Guide" by 1. What is the task of the uterus during birth? 2. What are the three stages of birth? 3. What is ectopic pregnancy? How can it be harmful?

Tracie Hotchner, both of which contain detailed information and diagrams of the various stages of pregnancy. Instruct the students to copy any diagrams that they find and use the written information in each text to compose a paragraph describing the changes that occur to baby and mom during that week or block of weeks. Create a line across a classroom wall using colored tape or ribbon. Place week markers along the time line you created. When students bring in their information, allow them to place their gathered materials in the appropriate place on the wall. Academic Budget Plantilla Science II Biology

Year II Days:3 Third Quarter Topic: Birth and infancy and Other Life Stages; Reproduction and Life Stages Learning Objectives TPO1: Assess the importance of each of the body system in the overall functioning of the organism EO1. Identify changes in boys and girls during adolescence EO2. List down the changes happen from birth to middle or old age. Learning Content When birth occurs, the uterus must force the baby from the mothers body. The process of forcing the fetus from the mothers body is called labor. The uterus contracts throughout pregnancy, keeping the muscles exercised and ready for birth. During infancy, babies need a great deal of love and caring. During childhood, physical and motor skills develop. Between ages 18 to 20, during adulthood, our bodies become full grown. Middle age is the period of age beyond young adulthood but before the onset of old age. Learning Experiences Learning Evaluation Integration

Approximate No. of

Trial Run Parenthood Show your students just how taxing parenting can be by allowing them to try it out. Give each student an egg to take care of for a set period of time. Sign the bottom of each egg to ensure that no students surreptitiously swap their original egg for a fresh one. Instruct the students to carry their egg with them everywhere, taking care not to drop their fragile, temporary baby. Grade students on their success in keeping their egg "alive" throughout the course of the activity. 1. At what age does a child become an adult? 2. What changes take place in boys and girls during adolescent? 3. What responsibilities are usually taken on during early adulthood? 4. What does menopause involve?

Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry.

Multiple Intelligences Spatial Intelligence

Academic Budget Plantilla Science II Biology Year II Days:2 Third Quarter Topic: Organic Nutrients, Inorganic Nutrients and a Balance Diet; Nutrients and Your Health Learning Objectives TPO1: Assess the importance of each of the body system in the overall functioning of the organism EO1. Define food and explain its significance to the human body EO2. List basic food materials needed by the body Learning Content Any material that an organism needs to live and grow is known as a nutrient. Nutrients supply the energy used for all life activities. The nutrients needed by all organisms are proteins, carbohydrates, fats, vitamins, minerals, and water. These nutrients are found in food. Green plants and certain algae can make the food they need. Learning Experiences Learning Evaluation Integration Nutrients are further covered in Chemistry. Approximate No. of

Multiple Intelligences Spatial Intelligence

Choosing Drinks Before class, prepare small paper cups on a tray that contain a variety of drinks. Print a chart with the nutritional information, including calories, for one serving of each drink. There should be at least four different drink options: water, milk, fruit juice and soda. At the beginning of the class, ask each student to select a drink. After each

1. Why should a meal contain all nine essential amino acids? 2. Why are carbohydrates important nutrients? 3. What are the two main groups of vitamins?

student has selected his drink of choice, survey the class and write on the board how many students chose each drink. Next, ask the students to prepare a written explanation about why they chose their drink. Students then estimate how much of the particular drink they consume each day. Instruct the students to write down all the nutrition information that they know about their chosen drink. Finally, have students compare their consumption of drinks with statistical information

Academic Budget Plantilla Science II Biology Year II Days:4 Third Quarter Topic: Fertility Problems and Population Growth Learning Objectives TPO1: Analyze some problems on fertility TPO2: Suggest ways of planning population growth EO1: Identify examples of fertility problems in both males and females. EO2. Identify the remedies for fertility problems. Learning Content Fertility problems are commonplace concerns for both males and females, so they must find ways to alleviate them. However, population growth is also a widespread concern, and there are many ways that population growth can be attained. However, there are ethical principles that come Learning Experiences Learning Evaluation Enumerate five examples of methods used for family planning, then state how each of them works. Students will answer questions about fertility problems as well as their cures. Integration Anatomy and physiology invariably involve chemical processes and molecules that are mostly discussed in Chemistry. Ethics of population growth is sometimes covered in Values Education. Approximate No. of

Multiple Intelligences Interpersonal Intelligece

Students will bring pictures of the

EO3. Identify the most commonly used methods of family planning. EO4. Discuss the ethics of the different methods for controlling population growth.

into play when population growth is the issue.

methods used in family planning, then will discuss how they function in class. Then at the end, students will discuss whether use of such methods is morally sound, not, or whether they will reserve judgment. Academic Budget Plantilla Science II Biology

Year II Days: 5 Third Quarter Topic: Defending the Healthy Body; Maintaining a Healthy Body Learning Objectives TPO1: Assess the importance of each of the body system in the overall functioning of the organism TO2: Identify the risks of contamination to various sexually transmitted diseases EO1. Identify three Learning Content The body does not always function properly. A disease is a disturbance of the body. Learning Experiences Learning Evaluation Integration

Approximate No. of

Diseases involve a modification of the bodys biochemistry something covered in Chemistry. Students will learn the basics of the immune system using a worksheet with 1. What are the two basic types of diseases? 2. What are the

Multiple Intelligences Interpersonal Intelligece

types of microorganisms that can cause disease in humans EO2. Determine the two main types of body defences against diseases EO3. Differentiate infectious disease and body disorder; depressants and stimulants; antibodies and antibitics

cartoon depictions of the different lines of defence. Students will then be divided into groups to "act out" what happens when the body faces an invader. Students in each group will have to decide how to best represent the immune response and perform their version for the class.

difference between an infectious disease and a body disorder? 3. Name the three types of microorganisms that can cause diseases in humans. 4. How are antibodies and antibiotics similar? How are they different?

Academic Budget Plantilla Science II Biology Year II Days:3 Third Quarter Topic: Maintaining the Balance; Maintaining a Healthy Body Learning Objectives TPO1: Assess the importance of each of the body system in the overall functioning of the organism Learning Content The body is a set of system in delicate balance. The body must receive a balanced supply of nutrients. Too much or too little of a nutrient Learning Experiences Learning Evaluation Integration Nutrients are discussed in greater depth in Chemistry. Approximate No. of

Multiple Intelligences Naturalistic Intelligence

Activity based

Based on the

EO1. Determine the result when a person take in more calories than he needs EO2. Describe two problems with a diet in which most of the calories come from fat EO3. Identify the effect of alcohol in a persons nervous system

can throw the body off balance. So can drugs. Even those that is helpful in small amounts.

Experiment Comparing the Energy from Walnuts and Peanuts Materials: 3 walnut halves, graduated cylinder or metric measuring spoons, 3 peanut halves, safety glasses, 6 matches, heartresistant test tube, thermometer, test tube holder, cork, straight pin Purpose: Determine if there is more energy in walnuts or in peanuts. The breakdown of food in cells during the energy release process is something like burning. When burned outside of the body, food releases heat. The heat released from burning food can ne measured. This heat is comparable to the amount of energy that is released from the breakdown of food inside the body.

experiment: 1. When the first walnut was burned, how much did the temperature of the water in the test tube increases? 2. What was the average rise of water temperature for the three trials with the walnuts? 3. Nutrition books show that walnuts contain 40% more calories than peanuts. How does that statement compare with your data? 4. What comparisons can you draw about energy from walnuts and peanuts? If you were dieting, Which type of nut would be better for you to eat? Fill in the blank. 1. Cholesterol can be a problem for people who eat too much ___. a. White

Procedure: 1. Put 10ml of water in a heat-resistant test tube. Measure and record the temperature of the water 2. Stick a pin through a walnut half so that the walnut is up by the head of the pin. Stick the other end of the pin into a cork 3. Light a walnut with the match. Using a test tube holder, hold the test tube with the water in it over the burning walnut. (Caution: Wear safety glasses when heating glass over a flame) 4. When the wall nut is completely burned, measure and record the temperature of the water 5. Repeat the activity for the walnut two more times. Each time, replace the water in the test

2.

3.

4.

sugar b. White flour c. Saturate d fat d. Protein ___ is especially damaging to the brain and liver a. Cholesterol b. LSD c. Nicotine d. alcohol Eating a balanced diet will prevent ___. a. Pneumonia b. Obesity c. Malnutrition d. Sugar diabetes ___ will supply energy but will lack necessary nutrients. a. Empty calories b. Depressants c. Magnesium and calcium d. Vitamins A and C

tube with 10ml of fresh water. Measure and record the temperature of the water before and after each trial 6. Repeat the activity three more times, using peanut halves instead f walnut halves

Academic Budget Plantilla Science II Biology Year II Days:2 Third Quarter Topic: Exercise; Your Bodys Performance Approximate No. of

Learning Objectives TPO1: Assess the importance of each of the body system in the overall functioning of the organism EO1. Determine the important reason to exercise EO2. Differentiate anaerobic and aerobic exercise E03. Identify the causes of muscle fatigue

Learning Content Exercise can make a huge difference in how well the human body functions. People who get the right kind of exercise have good muscle tone.

Learning Experiences

Learning Evaluation

Integration Keeping body healthy through exercise is covered in Values Education. Specific exercises are covered in MAPEH.

Multiple Intelligences Bodily-kinesthetic Intelligence

Activity Based Experiment A Muscle Fatigue Materials: Washer, scissors, 100g mass, mater stick, string, clock or watch with second hand. Purpose: To find out how long it takes for muscles in the finger to become fatigued Procedure: 1. Make a pendulum by tying a washer to one end of a 30cm length of string. Hang the free end so that the washer can swing freely from side to side 2. Tie a 100g mass to one end of a 50cm

Based on the activity: 1. Did your finger speed up or slow down as time passed? 2. Were there more or fewer finger bends in the second 3minute period? 3. Was the 1-minute rest period long enough? Explain why or why not. 4. What causes muscle fatigue? 5. How can muscle fatigue be overcome? Answer the following: 6. What is the most important reason to exercise? 7. How is anaerobic exercise different from aerobic exercise?

3.

4.

5.

6.

length of string. Tie a loop in the other end. Slip the loop over our finger. Place your forearm on a desk top so that your fingers extend beyond the desk. Turn the palm of your hand upward. If the mass touches the floor, shorten the string by tying knots in it. Set the pendulum in motion. With each swing, bend the finger from which the mass is hanging. Try to keep up with the pendulum as well as you can. Have a partner call off 1-minute time periods. Count the number of finger bends in each minute until 3 minutes are up. Record your data in a chart After 3-minute period, rest 1 minute. Repeat for 3 minutes. Plot your

data on a graph. Academic Budget Plantilla Science II Biology Year II Days: 2 Third Quarter Topic: Making Choices about Drugs; Your Bodys Performance Learning Objectives TPO1: Assess the importance of each of the body system in the overall functioning of the organism EO1. Determine the effect of psychoactive drugs to central nervous system EO2. Identify the two types of drug addiction Eo3. Explain the factors cause a drug user to need more drugs Learning Content The most dangerous drugs all have one thing in common: they affect the central nervous system. These drugs alter the ways we sense, perceive and feel about reality. Learning Experiences Learning Evaluation Integration Structures of drugs are covered in greater depth in Chemistry. Effects of drugs are also covered in MAPEH. Simulation: Ask student to create a five-minute skit in which one of them plays a drug user and tries to talk a second student into trying some drug. Have two of the students pretend to be partners of the drug user and two of the students play friends of the victim. Try to think of all the arguments a drug pusher might use Based on the activity: 1. What pro-drug argument do you find hardest to resist? 2. How do you think you would feel in real situation in which drugs were available? 3. What are your overall attitudes towards drugs? 4. How does Approximate No. of

Multiple Intelligences Interpersonal and Bodily-kinesthetic Intelligence

to persuade someone psychoactive drugs to try drugs. Then alter the central think of all the nervous system? arguments might use 5. What are the two in rebuttal. Present types of drug skit to the rest of the addiction? class Academic Budget Plantilla Science II Biology Year II Days:2 Third Quarter Topic: Hazards in Our Surroundings; Your Bodys Performance Learning Objectives TPO1: Assess the importance of each of the body system in the overall functioning of the organism EO1. Determine household substances contain poisons EO2. Identify the effect of dangerous chemicals in the environment Learning Content Health and performance can also be threatened from third source: the hazards in our surroundings. These hazards include poison in food and water and in common household products, burns and explosions and other types of accidents. Learning Experiences Learning Evaluation Integration Structures of poisons are covered in greater depth in Chemistry. Activity Based Experiment The presence of Poisons Purpose: To locate the poisons in your home and to learn how to handle them Based on the activity: 1. How many poisonous products did you find? 2. Did you find any products that had no poison warnings or other cautions on the container but which contained chemicals you had Approximate No. of

Multiple Intelligences Naturalistic Intelligence

Procedure: 1. Make a list with the following headings: Product, Poisonous ingredient, Antidote, Safety Stored? 2. Make survey of your home and read the labels on each of the household products you discover. If the product is stored in a closed container away from foods, clothing, and linens and out of the reach of young children, write Yes: in the Safety stores column. If not, write No and tell why not? 3. Discuss any No items with your parents to see whether other safe storage places can be found. 4. Compare your list with those made by your classmates

never heard of? What were those chemicals? Do you think it would be safe to swallow them? 3. Did you uncover a household hazard you did not know existed? 4. Are there many dangerous substances in your home?

Academic Budget Plantilla Science II Biology Year II Days: 2 Third Quarter Topic: Helpful Technologies For Defective Body Parts Learning Objectives TPO1: Identify the technologies that help the scientific defective organ system function properly Learning Content Recent technologies have helped in making defective body organs functional again, mainly the heart, the lungs, the kidneys, and the sense organs. Students will bring pictures of technologies that can help defective body Learning Experiences Learning Evaluation Which of the recent technologies discussed would you like to be seen in our hospitals and why? Give two of those technologies along with the reasons. Integration Knowledge of different technologies is discussed in Integrated Science. Approximate No. of

Multiple Intelligences Logicalmathematical

EO1. Give examples of technologies that help defective body parts

function properly EO2. Cite instances in which these technologies are useful in restoring normal body functions EO3. Determine the benefits of these technologies compared to the risks

parts function properly, then the students will share them in class.

Students will discuss: Despite the benefits of these technologies, there are also risks. Are using these technologies worth the risks and the money spent on them?