WHOLE-BRAIN LESSON PLAN

2ND Quarter
SUBJECT: General Biology 1 GRADE: 11
UNIT TITLE: Energy Transformation WEEK: 6,7,8,9 & 10
LESSON TITLE: ATP- ADP Cycle, Cellular Respiration TOTAL NUMBER OF SESSIONS: 20

I. LEARNING ENDSTATES:

1) What skills & competencies, values & attitudes (7 self-mastery skills) are being developed? To what degree should students be
assessed?
 Learning to THINK: Understands the importance of chemical events in the three stages of cellular respiration
 Learning to DO: Conducts fermentation activity using common fruits to produce wine via microorganisms
 Learning to FEEL: Appreciate the significance of anaerobic respiration to cellular respiration
 Learning to COMMUNICATE: Expresses the practical uses of aerobic and anaerobic respiration
 Learning to INTUIT: Reflects on the significance of oxygen flow in the body
 Learning to LEAD: Inspires others to promote healthy lifestyle and environment
 Learning to BE: Scientific Innovator

HOW WILL THE LEARNING PROMOTE

MORAL/ETHICAL FORMATION: Understands how cellular processes affect over-all health and well-being
SOCIAL RESPONSIVENESS: Applies biological concepts and principles in promoting community health awareness

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II. ESSENTIAL QUESTION:

Explain how ATP can continue to be produced in the absence of oxygen?

III. MATERIALS, METHODS, AND ACTIVITIES TO ACHIEVE THE ENDSTATES

Materials Methods Activities

Worksheets Inquiry-based Learning Accomplishment of worksheets
Metacognition template Collaborative Learning Jigsaw Activity
Hand-outs/ PPT slides Lecture Method Discussion
Fermentation containers/matured nuts and Laboratory-based instruction Experimentation
coconut water
SWF Files ICT-based learning Simulations
IV. RUBRIC FOR ASSESSMENT
 Attachment 1: Rubric for Reflection Writing
 Attachment 2: Rubric for Scientific Output
IV. INSTRUCTIONAL PHASES LEARNING ACTIVITIES
Session 1
1) ACTIVATE (Creating Focus and Purpose)
Activity 1: Metacognition Template
Using the paragraph format template for “Framing” that is provided by the teacher, let the
learners relate their knowledge on cellular respiration.

In cellular respiration
First, I __________________________________________________________
Second, I ________________________________________________________
Third, I __________________________________________________________
Finally, I _________________________________________________________
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 By following this way, I ______________________________________________

Activity #2 JIGSAW ACTIVITY

Teacher tip
1. Encourage each member to ask question (s) for clarifications.
2. Provide cellular respiration handouts for each group to discuss.
3. Provide a rubric for the presentation that each group has to make.

2) ACQUIRE

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Activity 3: People Hunt (Chemical Events in Cellular Respiration)

Procedure

Stage Summary Some Starting Some End Products

Materials

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  Presentation of output (See attached rubric for grading)

Session 2
Activity 4: Discussion
CELLULAR RESPIRATION

Organisms, such as plants, can trap the energy in sunlight through photosynthesis and store it in the
chemical bonds of carbohydrate molecules. The
principal carbohydrate formed through photosynthesis is
glucose. Other types of organisms, such as animals, fungi,
protozoa, and a large portion of the bacteria, are
unable to perform this process. Therefore, these
organisms must rely on the carbohydrates formed in plants
to obtain the energy necessary for their metabolic
processes.

Animals and other organisms obtain the energy

available in carbohydrates through the process of
cellular respiration. Cells take the carbohydrates into their
cytoplasm, and through a complex series of metabolic
processes, they break down the carbohydrates and
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release the energy. The energy is generally not needed immediately; rather it is used to combine
adenosine diphosphate (ADP) with phosphate ions to form adenosine triphosphate (ATP) molecules.
Remember that ATP is the energy currency of the cell.

During the process of cellular respiration, carbon dioxide is given off. This carbon dioxide can be used by
plant cells during photosynthesis to form new carbohydrates. Also in the process of cellular respiration,
oxygen gas is required to serve as an acceptor of electrons. This oxygen is identical to the oxygen gas
given off during photosynthesis.

There is an interrelationship between the processes of

photosynthesis and cellular respiration, namely the
trapping of energy from the sun and providing energy
for cellular processes in the form of ATP.

The overall mechanism of cellular respiration involves four processes:

 GLYCOLYSIS
 THE KREBS CYCLE
 ELECTRON TRANSPORT SYSTEM
 CHEMIOSMOSIS
Glycolysis

Glycolysis is the process in which one glucose molecule is broken down to form two molecules of
pyruvate. The glycolysis process is a multi-step metabolic pathway that occurs in the cytoplasm of
animal cells, plant cells, and the cells of microorganisms. At least six enzymes operate in the metabolic
pathway.
GLYCOLYSIS
In the first steps of glycolysis ATP is used to energize

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the process. Two ATP molecules are used. During the

latter stages of glycolysis, four ATP molecules

are synthesized using the energy given off

during the chemical reactions. So, four ATP

molecules are synthesized and two ATP

molecules are used during glycolysis, for a net gain of two ATP molecules. Another reaction during
glycolysis yields enough energy to convert NAD to NADH. This NADH will later be used in the electron
transport system, and its energy will be released. During glycolysis, two NADH molecules are

produced.

Because glycolysis does not use any oxygen, the process is considered to be anaerobic

(without oxygen). For certain anaerobic organisms, such as some bacteria and fermentation yeasts,

glycolysis is the sole source of energy.

Glycolysis is a somewhat inefficient process because much of the cellular energy remains in the two
molecules of pyruvate that are created.

KREBS CYCLE (CITRIC ACID CYCLE)

Following glycolysis, the mechanism of cellular respiration follows another multi-step process called the
Krebs cycle (aka citric acid cycle). The Krebs Cycle occurs in the mitochondrion of the cell. This sausage-
shaped organelle possesses inner and outer membranes and therefore, an inner and outer
compartment. The inner membrane is folded over itself many times; these folds are called cristae (pl).
They are somewhat similar to the thylakoid membranes in chloroplasts. Located along the cristae are
the important enzymes necessary for the proton pump and for ATP production.
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 Before entering the Krebs cycle the
pyruvate molecules are converted to
a substance called acetyl-coenzyme
A, or acetyl-CoA. In this process,
electrons and a hydrogen ion are
transferred to NAD to form NADH .

The Mitochondrion

Acetyl-Co-A will enter the Krebs cycle and go through a series of reactions releasing energy to form
NADH, FADH2 and 2 ATP. During the Krebs cycle carbon atoms are also released to form six molecules of
CO2 (carbon dioxide) gas that are given off as a waste product. The NADH and the FADH 2 will be used in
the electron transport system.

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ELECTRON TRANSPORT SYSTEM

The electron transport system occurs in the cristae of the mitochondria, where a series of enzymes
exist. These enzymes accept high-energy electrons and pass the electrons to the next molecule in the

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system much like the photosystems in photosynthesis. At key sites along this transport system there are
proton pumping enzymes which use the energy of the electrons to transport protons across the
membrane into the outer compartment of the mitochondrion.

Protons (H+ ions) are transferred from NADH and FADH2 to the outer compartment of the
mitochondrion and the electrons from this split pass down the electron transport system. Eventually
they lose much of their energy and in cellular respiration, the final electron acceptor is an oxygen atom.
The electron-oxygen combination reacts with hydrogen ions to form water molecules (H2O).

The role of oxygen in cellular respiration is substantial. As a final electron acceptor, it is responsible for
removing electrons from the system. If oxygen was not available, electrons could not be passed among
the coenzymes, the energy in the electrons could not be released, the proton pump could not work, and
ATP could not be produced. In humans, breathing is the essential process that brings oxygen into the
body for delivery to the cells to participate in cellular respiration.

Activity #5
Comparing Graphic Organizer
Aerobic Respiration Anaerobic Respiration
How alike?

Aerobic Respiration Anaerobic Respiration

How different?
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Summary and Conclusion

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3) APPLY, PRACTICE, FORMATIVE
ASSESSMENT Session 3

Activity 5 : Diagram labelling

Direction: Place the words below in their correct location in the diagram.

Activity 6:
Cellular
Respiration
Simulation
Activity
(SWF Files)

Let the
learners
explore
samples of
simulation
activity
ADP + P ADP + P ATP ATP NAD+ NADH related to
NADH O2 H2O glucose CO2 pyruvate acetyl CoA cellular
respiration
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and how its events are carried inside the cell.

Activity 7: Laboratory Experiment

Homemade Virgin Coconut Oil and Fermentation

Materials needed:
Fermentation containers (food-grade transparent plastics), basin or stainless stock pots, ladle (long
spoon with deep bowl), cheesecloth (katsa), five fully matured nuts and coconut water, funnel, hand
soap, water, cotton wool, glass bottle or PET bottle

Procedures:
• The natural fermentation method has two parts:
(1) extraction and preparation of coconut milk and
(2) processing of VCO from the milk

The process for extracting, preparing and processing of VCO from the coconut milk are as follows:
1. a. Selecting nuts — select fully five matured nuts (12 to 13 months) and de-husk; the husk should be
turning brown.
2. Splitting and grating — split the de-husked nut into two manually and grate. Place the
3. First milk extraction — extract the milk from the grated coconut meat by hand using cheesecloth
(katsa). Mix the grated coconut milk and the coconut water. Materials to be used such as fermentation
containers, basin, ladle, and cheese cloth should be prepared neat and clean to avoid contamination.
Wash your hands vigorously with water and soap.to kill and remove the presence of microorganisms
that may alter the quality of VCO. Press the coconut meat thoroughly using your cheese cloth. Set aside
the milk obtained using your clean fermentation container(s). Prepare the coconut residue (sapal) for
the second round of milk extraction.
4. Second milk extraction — the ratio of mixing is 2 cups of milk residue (sapal) is to 1 cup of water
coming from the first milk extraction.

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 5. Mixing of first and second milk extracts — mix well the first and second coconut milk extracts for 10
minutes.
6. Preparing for the fermentation containers — place the coconut milk extract in clean fermentation
container(s). Cover the container(s) loosely as shown below. Place the container(s) in a place where
temperature is 35 to 40oC. Allow the coconut milk mixture to settle for 16 to 24 hours for natural
fermentation of the coconut milk extract to occur.
7. Separating the oil and fermented curd layers — separate the oil from the fermented curd by using
ladle to scoop the oil off the top. Note: dispose of the water phase and gummy portion by diluting with
water before draining into a grease trap. The fermented curd can be heated to remove the residual class
B oil that can be used for making skin care and herbal soap products. The toasted curd can also be
mixed with other compost material and use as organic fertilizer.
8. Filtering the oil — filter the VCO to remove adhering particles of fermented curd.
9. Packaging and storage — the recommended packaging material for VCO is glass. PET bottles can be
used in cases where the VCO is immediately consumed. Note: Class A VCO is always water clear. Class B
VCO is yellow. The latter happens when the process of coconut milk extraction is invaded by unwanted
microorganisms or sanitary protocols are not followed strictly such as washing the hands with
antibacterial soap or washing the materials with antibacterial detergent soap.

4) SUMMATIVE ASSESSMENT, CLOSURE

AND REFLECTION Sessions 4 and 5

Activity 8: Individual Activity

 Give 30-item Written Work on Cellular Respiration (Academic)

Activity 9: Individual Activity

 Make a self-reflection about how cellular processes especially aerobic exercises affect
over-all health and well-being (Ethical)
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Activity 10: Group Activity

Conduct community yoga session or any aerobic exercise to promote community health
awareness (Social Responsiveness)

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 Reflective Writing RUBRIC

Category Excellent Very Good Good

5 3 1

A. Quality of Evaluation Provides thoughtful, logical Provides general evaluation of the  Lacks evaluation of the scenario.
and Response to Scenario evaluation of the scenario. scenario.
(content)  Provides unclear response to scenario or
Provides a thoughtful, logical Provides a general response to lacks a response.
response to the scenario. the scenario.

B. Persuasive Argument Response is highly persuasive and Response is mildly persuasive and Response is not persuasive and is difficult to
(content) maintains reader’s attention. makes sense to the reader. understand.

C. Grammar, Usage, and Response has 3 or less errors in Response has 4-6 errors in Response has 7 or more errors in grammar,
Mechanics (writing) grammar, usage, and mechanics. grammar, usage, and mechanics. usage, and mechanics.

D. Organization (writing) Response paragraphs are well Response paragraphs have Response paragraphs have ineffective or no
organized with clear topic sentences appropriate topic sentences and topic sentences and supporting sentences.
and supporting sentences. There are supporting sentences. There are There are ineffective or no transitions between
effective transitions between some transitions between paragraphs.
paragraphs. paragraphs.

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 SCIENTIFIC OUTPUT

Scoring Level Science and Society Basic Concepts and Scientific Approach Nature of Science
Fundamental
Principles
Develops and defends an Integrates and applies Demonstrates Demonstrates scientific
4 - Accomplished informed position, basic scientific concepts comprehension of the reasoning across multiple
integrating values, and principles. scientific approach; disciplines.
science, and technology. illustrates with examples
Correctly describes Shows clear Accurately expresses Interprets and relates
perspectives concerning comprehension of concepts relating to the scientific results in a way
3 - Competent the scientific aspects of a basic scientific concepts scientific approach that shows a clear
societal issue. and principles. recognition of the nature
of science.
Recognizes the place of Able to state basic Uses vocabulary related Provides simplistic or
2 - Developing science in human affairs, scientific concepts to scientific methods in a incomplete explanations
but is unable to and principles. rote manner or showing of the nature of science.
communicate its roles. simple conceptualization
1 - Beginning Does not visualize a role Lacks understanding Shows minimal Does not distinguish
or need for science in of basic scientific understanding of between scientific,
human affairs. concepts and scientific methods political, religious, or
principles. ethical statements.

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