October 16-19, 2017

Day 1
Note:
No classes due to transport strike.

Day 2
Note:
The teacher will be on official business due to the ongoing event of Association of Private Schools
Meet (APS Meet 2017). The students will watch the championship game for the basketball girls and
boys to be held at the CDC Sports Complex.

Day 3
I. OBJECTIVES
At the end of the lesson, the students are expected to:
A. explain the synthesis of macromolecules;
B. differentiate dehydration(or condensation) from hydrolysis reactions; and
C. manifest friendliness, forgiveness and acceptance of the different characteristics among
others

II. CONTENT
The Major Biological Macromolecules
Hydrolysis and Dehydration Synthesis

III. RESOURCES
A. Reference
General Biology Textbook by Belardo, pp. 14-28
Biology Exploring Life through Science by Ramos, et. al., pp 38-39
B. Materials
white board, white board marker, laptop, LED TV, presenter, PowerPoint
presentation on hydrolysis and dehydration synthesis

C. Websites
https://www.google.com.ph/search?dcr=0&biw=1366&bih=613&q=dehydration+sy
nthesis+and+hydrolysis+ppt&oq=+and+hydrolysis+ppt&gs_l
https://www.google.com.ph/search?dcr=0&biw=1366&bih=613&q=dehydration+synthesis
+and+hydrolysis+worksheet&oq=dehydration+synthesis+and+hydrolysis&gs
- These websites were used to enrich the content and valuing part of the lesson.

IV. PROCESS
A. Introduction
1. Review
“Who am I” : Active Transport
a. Questions will be flashed in the television.
b. This will be identification type. Students will identify what is asked in the given
questions.
c. Students will write their answers in their blue books.
d. Checking of answers will follow.

2. Motivation
Video clip viewing about differences in lifestyle of individuals
Guide Questions:
a. What is the main concept of the video clip?
b. Describe the rich man and the poor kid. Which of them do you like most? Why
c. Differentiate the life situation of the poor kid from the situation of the rich man.

3. Setting of Objectives
Today we shall discuss about the dehydration synthesis and hydrolysis. At the end
of the lesson, you will be able to:
a. describe the synthesis of macromolecules;
b. differentiate dehydration(or condensation) from hydrolysis reactions; and
c. manifest friendliness, forgiveness and acceptance of the different
characteristics among others
 B. Interaction
1. Discussion
One Team, One Goal: Group Discussion
a. Giving of instructions, guidelines, rules and regulations for the activity
b. The class will be divided into six (6) groups.
c. Each group will discuss and answer the following:
What is the definition of biological macromolecules?
What composes these biological macromolecules?
How do macromolecules form?
What is dehydration synthesis?
What is hydrolysis?
Describe dehydration synthesis and hydrolysis.
Differentiate dehydration synthesis from hydrolysis reaction.
2. Presentation
a. Two members from each group will present their output in class
b. Checking of outputs

C. Integration
1. Synthesis
Dehydration synthesis involves the formation of new bonds and requires energy.
*What three (3) ways can you do to establish stronger bond or friendliness towards other
people?
Hydrolysis reactions break bonds and release energy. Have you encountered or
caused a “break” to anyone? What was this? How did you deal with it?

2. Valuing
Dehydration synthesis and hydrolysis reactions are similar for all macromolecules,
but each monomer and polymer is specific to its class. How do you associate
dehydration and hydrolysis in your life?
*How do you value individual differences?
Remember:
Do not underestimate yourself by comparing yourself with others. It’s our
differences that make us unique and define just how special we are.
(Unknown)
V. ASSIGNMENT

None

Day 4

I. OBJECTIVES
At the end of the lesson, the students are expected to:
A. identify the basic building blocks of the four major classes of biological molecules;
B. explain biological macromolecule based on its structure;
C. list functions of a biological molecule; and
D. manifest uprightness, good decision-making, consideration and appreciation of the
importance of knowing the function of macromolecule in an organism

II. CONTENT
The Major Biological Macromolecules
Carbohydrates

III. RESOURCES
C. Reference
General Biology Textbook by Belardo, pp. 14-28
Biology Exploring Life through Science by Ramos, et. al., pp 38-39
D. Materials
white board, white board marker, laptop, LED TV, presenter, PowerPoint
presentation on structure of carbohydrates

C. Websites
https://www.google.com.ph/search?q=quotes+about+nutrition&biw=1024&bih=63
7&source=lnms&tbm=isch&sa=X&sqi=2&ved=0ahUKEwi9883yyMTNAhXEG5QKHdQbCYoQ_
AUIBigB#tbm=isch&q=quotes+about+carbohydrates&imgrc=_
 https://www.google.com.ph/search?q=quotes+about+individual+differences&biw
=1024&bih=637&tbm=isch&imgil=tVAVcYY1yFzvSM%253A%253BCNm4Oe8LT5kRcM%253Bht
tp%25253A%25252F%25252Fquotesgram.com%25252Fquotes-about-individual-differences
- These websites were used to enrich the content and valuing part of the lesson.

IV. PROCESS
A. Introduction
1. Review
Metacards Game: Dehydration Synthesis and Hydrolysis
Red Metacard – True
Blue Metacard – False
Sample item:
T or F – Macromolecules are made from single subunits or building block
called monomers
Checking of answers will follow
2. Motivation
Picture Analysis: Macromolecules - Carbohydrates
a. What are shown in the pictures?
b. What concept can be drawn up by the pictures?
c. Do carbohydrates important for an organism? Why?
3. Setting of Objectives
Today we shall discuss about a macromolecule, which is carbohydrates. At the end of
the lesson, you will be able to:
a. identify the basic building blocks of the four major classes of biological
molecules;
b. explain biological macromolecule based on its structure;
c. list functions of a biological molecule; and
d. manifest uprightness, good decision-making, consideration and
appreciation of the importance of knowing the function of
macromolecule in an organism.
B. Interaction
1. Discussion
What are carbohydrates?
What is the molecular structure of carbohydrates?
Explain the molecular structure of carbohydrates as a macromolecule.

2. Group Activity
Think-Pair-Share: Subtypes of Carbohydrates
a. Giving of instructions, guidelines, rules and regulations for the activity
b. The class will be divided into twenty five (25) pairs/groups.
c. Each pair will discuss and answer the following:
CARBOHYDRATES
SUBTYPES DESCRIPTION EXAMPLES FUNCTIONS
e.g. -are simple sugars glucose Source of energy in humans
Monosaccharides - contains carbon usually
ranges from three to seven

3. Presentation
a. Two members from each group will present their output in class
b. Checking of outputs
C. Integration
1. Synthesis
(The teacher summarizes the day’s lesson by presenting the video on Carbohydrates)
2. Valuing
 Do you consider carbohydrates as an essential part of your diet? How do you ensure
balance diet? Why some individuals adhere to “low-carb” diet? Why athletes often “carb-
load” before important competitions?
Why do carbohydrates play important functions in humans, animals and plants?
Remember:
Don’t start a diet that has an expiration date. Focus on the lifestyle that will last
forever.
(Unknown)
The more easily digestible and refined the carbohydrates, the greater the effect on
our health, weight and well-being.
(Unknown)
V. ASSIGNMENT
To facilitate the discussion tomorrow, answer the following questions in your notebook. Write a
sentence that shows your understanding for each of the following terms:
a. Lipids
b. unsaturated fats
c. saturated fats
c. steroids