Archdiocesan Notre Dame Schools of Cotabato (ANDSC)

NOTRE DAME OF PARANG, INC.

Parang, Maguindanao del Norte
A.Y. 2023 -2024

ADAPTIVE TEACHING GUIDE

Subject: General Biology 1
Quarter: 1
Grade: 11
Date: August 5-9, 2024
Designer: Mr. Robert

Most Essential Topic # 1 Lesson # 1 - Life in a Cell

Prerequisite Content-knowledge:
As a prerequisite of this lesson, the learners should have a foundation knowledge in cell biology,
which includes;
 parts and functions of the compound microscope
 the different levels of biological organization
 the difference between animal and plant cells and
 reproduction being both asexual or sexual.
Prerequisite Skill:
As a prerequisite skill of this lesson, the learners should have an acquired skill in their science subject
from junior high school class, specifically in cell biology for them to be able to easily cope up with
this topic. The learners should have the skills in;
 identifying parts of the microscope and their functions
 focusing specimens using the compound microscope
 differentiating plant and animal cells according to presence or absence of certain organelles,
and
 explaining why the cell is considered the basic structural and functional unit of all organisms

Prerequisites Assessment:
1. Which part of the microscope is used to focus the specimen under low power?
a) Objective lens
b) Coarse adjustment knob
c) Fine adjustment knob
d) Stage clips
2. The part of the microscope that holds the slide in place is called the:
a) Eyepiece
b) Stage
c) Diaphragm
d) Nosepiece
3. Which of the following organelles is found only in plant cells?
a) Mitochondria
b) Ribosomes
c) Chloroplasts
d) Nucleus
4. The function of the diaphragm in a compound microscope is to:
a) Magnify the specimen
b) Illuminate the specimen
c) Control the amount of light reaching the specimen
d) Hold the objective lenses
5. Which structure is present in animal cells but absent in plant cells?
a) Cell wall
b) Vacuole
c) Lysosomes
d) Chloroplasts
6. When focusing a specimen under high power, which part of the microscope should be adjusted?
a) Coarse adjustment knob
b) Fine adjustment knob
c) Diaphragm
d) Revolving nosepiece
7. Which part of the microscope contains the lenses that increase magnification?
a) Stage
b) Eyepiece
c) Arm
d) Base
8. The cell is considered the basic structural and functional unit of all organisms because:
a) All cells have the same function
b) All organisms are composed of one or more cells, and all vital functions occur within cells
c) Cells are the smallest units that can be seen under a microscope
d) Cells can exist independently outside of any organism
9. To view a specimen at a higher magnification, you would switch to a higher power objective lens
using the:
a) Coarse adjustment knob
b) Fine adjustment knob
c) Revolving nosepiece
d) Stage clips
10. The part of the microscope that you look through to see the specimen is called the:
a) Objective lens
b) Condenser
c) Eyepiece
d) Illuminator
Key to Corrections
1. b) Coarse adjustment knob
2. b) Stage
3. c) Chloroplasts
4. c) Control the amount of light reaching the specimen
5. c) Lysosomes
6. b) Fine adjustment knob
7. b) Eyepiece
8. b) All organisms are composed of one or more cells, and all vital functions occur within cells
9. c) Revolving nosepiece
10. c) Eyepiece
The student will take an assessment as a prerequisite for this lesson to see how much they already
know about the lesson on cells, the fundamental building block of life. There will be ten multiple-
choice questions throughout the assessment.
Pre-lesson Remediation Activity:
1. For Students with an Insufficient Level of Prerequisite Content-knowledge and/or Skill(s):
The learners will form a group to label the basic cell structures of eukaryotic cells. They will
be discussing it as a group. (with figure).
2. For Students with a Fairly Sufficient Level of Prerequisite Content-knowledge and/or Skill(s):
The learners will identify if the statement is a prokaryotic or eukaryotic cell. There will be 6
statement to identify.

Introduction:

In this lesson, we will explore the "Life in a Cell," a fundamental lesson in cellular biology designed to
equip the learners with essential knowledge about the building blocks of life. This course is expected
to be completed within first academic week, with opportunities to contact the instructor (Robert M.
Balinton Jr.) during office hours or via email (rbalintonjr10@email.com) for any concerns or queries.

Throughout this lesson, students are expected to gain a comprehensive understanding of cellular
biology. This includes understanding the postulate of cell theory, distinguishing prokaryotic and
eukaryotic cells according to the structure and function of major and subcellular organelles, classifying
different cell types and their specific functions that leads to adaptation in carrying out specialized
functions, and applying this knowledge to analyze cellular behavior and responses in various
biological contexts.

The knowledge acquired in lesson is highly applicable across a spectrum of fields including biology,
medicine, biotechnology, and agriculture. It forms the foundation for understanding complex
biological systems and prepares students for further studies in specialized areas of life sciences. In
personal contexts, this knowledge empowers individuals to appreciate the intricacies of life at the
microscopic level, making informed decisions about personal health and engaging critically with
scientific advancements in biotechnology and medical research.

Overview of the Lesson:

This lesson will commence with an exploration of cell structure of prokaryotic and eukaryotic cells,
diving into the roles and interactions of cellular organelles. Practical sessions will provide hands-on
experience in microscopy and cell culture techniques, reinforcing theoretical concepts with real-world
applications. By the end of the lesson, students will have a comprehensive grasp of cellular biology,
preparing them to navigate and contribute to advancements in biological sciences.
Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General
Enabling Teaching Strategy. Number of chunking of topics will be dependent on the teacher’s
plan.)

Chunk 1: Cell City Challenge

Formative question: What are the postulates of the cell theory?
Start with a short, engaging video or animation that explains the basics of cell theory and the
differences between prokaryotic and eukaryotic cells. Highlight key organelles and their functions.
Divide the class into small groups (3-4 students each). Assign each group the task of creating a “Cell
City” on poster paper or the Manila Paper. Each group will design a city where different cell
organelles are represented by city components (e.g., nucleus as the city hall, mitochondria as power
plants, etc.). Have each group present their “Cell City” to the class, explaining the roles of various city
components and their analogies to cell organelles. Encourage other students to ask questions and
provide feedback. Each group should label the different parts of their city and explain how each
component relates to cell organelles and their functions.
1. What are the main postulates of cell theory, and how do they apply to all living organisms?
2. How can you use the analogy of a city to explain the idea that all living organisms are made
up of cells?
3. Why did you choose specific city components (e.g., city hall, power plant) to represent cell
organelles?
4. How do the functions of these city components relate to the functions of the cell organelles
they represent?
5. What are the key differences between prokaryotic and eukaryotic cells in terms of structure
and function?
6. How would you represent the differences between prokaryotic and eukaryotic cells in your
“Cell City” model?

Chunk 2
Cell Theory Detective
Formative Questions:
To know the knowledge level of the learners about the lesson, there will be some series of thought-
provoking questions for the learners to recall the fundamental aspects of this lesson. The following are
the processing questions to be asked.
1. What are the leading theories on how the first cells originated on Earth?
2. How do prokaryotic cells differ from eukaryotic cells?
3. What is the thing have used on the discovery of cell?
4. What are the unique structures of plant cells?
5. What are the unique structures of animal cells?
Chunk 3
In making sure that the learners will understand the concept of the lesson, they will be doing an
activity. The class will be divided into groups of three members with the following assignments.
Member 1: Light microscope
Member 2: Scanning electron microscope (SEM)
Member 3: Transmission electron microscope (TEM)
Each member of the group will assume the role of a “microscope expert.” Have the group members
take turns in discussing the microscope assigned to them. Let them focus on the key areas such as
magnification, resolution, and uses.
Chunk 4
At the end of this lesson, they will be provided an additional book reading and online reading material
to further enrich their knowledge with the lesson.
The learners will read and understand the reading material provided. There will be a guided questions
provided to process what they have learned from the textbook or article. The students must do this task
individually and will submit their work the next day.
Book Page: Reading material book page number 68 “A Closer Look Explained”
Link: https://www.phoenix.net.ph:457/QRrequest/QRGenerate/index/9f7c0593
Synthesis
Explain to students that they will create a comprehensive report that integrates the knowledge gained
from both the research project and the PBL activity. They will address the following components in
their report:
1. Theories on the Origin of the First Cells
2. Differences Between Prokaryotic and Eukaryotic Cells
3. Historical Tools and Techniques in Cell Discovery
4. Unique Structures and Functions of Plant and Animal Cells
5. Application of Cellular Biology Concepts to Real-World Problem

RUA of a Student’s Learning:

Present the scenario to the students. Explain that they are part of a research team that must address the
following issues:
1. Theories on the Origin of the First Cells
2. Differences Between Prokaryotic and Eukaryotic Cells
3. Historical Tools and Techniques in Cell Discovery
4. Unique Structures and Functions of Plant Cells
5. Unique Structures and Functions of Animal Cells
Emphasize that their goal is to present accurate information to help the lab overcome its crisis.
Scenario: A research lab has encountered a major crisis: their understanding of cell biology is
incomplete, leading to failed experiments and incorrect conclusions. The lab needs to present accurate
information to solve their issues and make advancements. Your task is to work as a team of
researchers to investigate and resolve these issues.
Each group will develop a solution or explanation for their assigned issue. This should include:
 A comprehensive explanation of the topic
 Proposed solutions or clarifications for the issues
 Visual aids such as diagrams, images, or models to support their findings
Groups will create a presentation of their findings and solutions. This could be a poster, a digital
slideshow, or a model. They should prepare to explain how their solutions will help resolve the lab’s
issues.

Post-lesson Remediation Activity:

The student’s work will be assessed. If the students don’t meet the required level, the teacher will
allow the students to redo some of their work under the teacher’s supervision. A new activity will be
given again to be submitted after two days. The students can only move forward to the next lesson
if all the requirements are fulfilled.