PRIVATE EDUCATION ASSISTANCE COMMITTEE

ADAPTIVE TEACHING GUIDE

Most Essential Topic #4

Lesson #1: Biomolecules

Prerequisite Content Knowledge:

Polarity and Common Basic Elements (CHONPS)

Prerequisite Skill:
Determining the product quality and appearance through the properties of a compound

Prerequisite Assessment:
The learners’ levels of knowledge and skill vis-à-vis the prerequisites in this lesson may be determined through the assessment given below.

Part I. Polarity
Modified True or False: Write the word TRUE of the statement is CORRECT and if it is NOT change the underlined word with the correct answer in the space provided before the number to
make the statement correct.
TRUE 1. Polar Covalent Bonds occur when electron pairs are unequally shared.
TRUE 2. Non-polar Covalent Bonds occurs when electron pairs are shared equally.
Non-polar Covalent 3. Oxygen gas (O2) is categorize as Polar Covalent Bond.
Polar Covalent 4. Water (H2O) is categorize as Nonpolar Covalent Bond.

Part II. Elements

Write a short explanation based on your retained knowledge on the following elements:
a. Carbon, Hydrogen, Oxygen, Nitrogen, Sulfur

Pre-lesson Remediation Activity:

1. For students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):
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Additional guided activities on determining the polarity and the common basic elements found on sample compounds given.

2. For students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Brief Activity where learners share their understanding of polarity and common basic elements on compounds.

Introduction:
1. Time frame the student is expected to finish in learning the lesson:
You can accomplish this lesson in 180 minutes (1 ½ hours/day of engagement). You may contact the teacher via email (abcde@gmail.com), Messenger (Juan Luna Maestro) or their
respective LMS for concerns and clarifications on the topic. Your teacher shall also use the same platforms for monitoring purposes.

2. The knowledge (RUA) the students is expected to gain from learning the topic/lesson
At the end of the lesson, you will be able to determine if the compound/s found on household items and personal care products are categorize as carbohydrate, protein, lipids or nucleic
acid and determine their respective uses in the human body.

3. Context where student/s is going to apply his learning (In what PAA/EFAA and personal use?)
You can apply your learnings from this lesson by completing product analysis matrix.
*Product Analysis: Matrix in determining which category of biomolecule will the active ingredient found in household item/s or personal care product/s.

4. Overview of the Lesson

This lesson will allow you to have an understanding on the characteristics and usage of the different types of Biomolecules. Topics to be discussed includes the four types of biomolecules,
which are carbohydrates, lipids, protein and nucleic acid. You learning these topics will lead to the understanding of the different compounds found on household and personal care
products and be able to identify its usage and harmful effects to the human body.

Students’ Experiential Learning (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)

Chunk 1
Carbohydrates

Guide Question:
1. From the picture below, what observations can you infer regarding carbohydrates?
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Figure 1.1 Figure 1.2 Figure 1.3

Guide question 1 will be presented as an avenue for the students to get the general idea on what a carbohydrate is.
Figure 1.1 - Carbohydrates are made up of sugars
Figure 1.2 – repeating elements are C, H and O
Figure 1.3 – repeating portions per segment

Introduce the terms and definitions of saccharide, monosaccharide, disaccharide, and polysaccharide.

You may let the learners draw the function based on the different sources.

For example:
1. Fructose, can be found in fruits (source), and fruits are sources of energy (function)
2. Cellulose, which can be found in plant stems, leaves, bark, roots which serves as the structural material of plants (function).

Compare monosaccharides and disaccharides with polysaccharides to show the relationship of structure and property/function. Point out that there is rigidifying of the molecules as more
saccharides are attached and more branches are created. In the process of creating longer chains, water is being released. This can be related to loss of mobility/flexibility of polysaccharides.
These molecules are also less soluble in water

Chunk 2
Lipids
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Guide Questions:
1. What do you know fats and oils?
2. List down products (household items or personal care items) found at your house that can be categorized as fats and oils.
3. What observations can you infer in the pictures below?

Figure 2.1 Figure 2.2

Figure 2.1 and 2.2

* it has three chains connected to a point
* it has long chains mainly composed of C and H
* it is composed of elements C, H, O

Based from the different examples of kinds of oil or fats the learners have mentioned in formative question #1, there are different kinds or classifications of lipids. Introduce the classifications
of lipids and the kinds of fatty acids.

From the two kinds of fatty acids, mention to the students that there are good fats and bad fats.
**ask the students what do they know about the “good fat” fatty acids and the “bad fat” fatty acids

Chunk 3
Proteins
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Guide Questions
1. From the knowledge you have gained, write down products/items that you consider as protein.
2. What clues can you observe regarding protein in the picture below?

Figure 3.1

Guide question 2 will be presented as an avenue for the students to get the general idea on what proteins are.
Figure 3.1 – Proteins are made up of Amino Acids

Guide question 1 will be used to open up the different kinds and functions of protein in the human body.

Chunk 4
Nucleic Acids

Guide Questions
1. What clues can you observe regarding Nucleic Acid in the pictures below?
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Figure 4.1 Figure 4.2

Guide question 1 will be presented as an avenue for the students to get the general idea on what nucleic acids are.
**Figure 4.2 – shows that there are different shapes (circle, pentagon and square) in a nucleic acid structure.
Pointing out the different shapes in a nucleic acid structure introduce the different three basic parts of a nucleotide.

Synthesis
Biomolecules play a crucial role in the human body. They are assigned in different functions and uses throughout the body. Some of which are beneficial to our health and some are
harmful. From your understanding of biomolecules, which biomolecule do you think is beneficial to use as ingredients in personal care products and how so?

RUA of a Student’s Learning

At this point, the teacher will determine the level of achieved knowledge and skills of the learners in this lesson on Biomolecules. The learners will determine by demonstrating on how
the active ingredients of products used at home and personal care products are categorized in the different biomolecules in order to utilize the appropriate ways in determining their
benefits and their respective precautionary measures.

The learners’ output will be done through the completion of the product analysis matrix and will be evaluated through the following criteria:
Content
*Scientific soundness
*Comprehensiveness
*Relevance and urgency of the socio-scientific issues

Online learners will upload their digital outputs in the LMS.

Offline and in-person learners will physically submit their hard/soft outputs.
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Post-lesson Remediation Activity

The learners’ outputs (RUA demonstration/expression) will be evaluated by the teacher vis-a-vis the PAA #4 criteria. Unachieved standard(s) or criterion/ia will require the learners to
revise that part of their output, with monitoring of the teacher. Once all standards/ criteria are met, the learners can proceed to the next lesson.