Sci q2 life & energy

Quarter: 2 Topic: Time Frame: 50 days
Life Energy Processes and
Food Production
Stage 1
Content Standard: Performance Standard:
The learner demonstrates understanding of the value of life Learners in groups use certain techniques or practices to
energy processes as used in improving certain techniques or produce innovative, market viable, dependable and
practices and developing beneficial products. profitable materials based on their understanding life
energy processes.
Essential Understanding(s): Essential Question(s):
Life energy processes can be used in (a) using certain
techniques or practices and (b) developing beneficial Why are life energy processes valuable?
products.
Learners will know: Learners will be able to:

I. From Light Energy to Chemical Energy of Food 1. discuss how certain techniques and practices are
A. Introduction: plant parts and functions used in enhancing photosynthesis for increased food
B. Photosynthesis production
1. Light-dependent reactions
2. Light-independent reactions 2. demonstrate how respiration can be used in
C. Glucose and production of food molecules developing products particularly local ones
D. Plant reproduction
E. Plant propagation/ Techniques or practices for production 3. infer the advantage of deriving food source from the
(sustainable farming, urban gardening, hydroponics, vertical lowest trophic level as energy flows in the
farming, bonsai-making) ecosystem.

II. From Chemical Energy of Food to Chemical Energy of ATP
A. Aerobic respiration
B. Anarerobic respiration
C. Food production

III. Energy Flow in the Ecosystem
A. One-way flow of energy in the biosphere (deriving food

from the lowest trophic level)
B. Food pyramid
C. Increasing food production

Stage 2
Product or Performance Task: EXPLANATION Evidence at the level of performance
Show the difference between life Performance assessment of the
Use of certain techniques or practices to energy processes. manifestation of understanding of life
produce innovative, market viable, energy processes as used in certain
dependable and profitable materials based Criteria: techniques or practices and developing
on their understanding life energy processes a. clarity (explanation is clear and beneficial products following these
direct) criteria:

b. Procedural ( the details of • Innovativeness
explanation is step by step and
easy to understand) • Marketability

c. Reasonable ( merited according • Dependability
to accepted standards) • Profitability
INTERPRETATION • use of certain techniques
llustrate how life energy processes and practices
occur.
• manifestations of life energy
Criteria: processes

a. Meaningful (drawing inference or
making justification on the
illustration presented)

b. Illustrative (discussing accurately
and comprehensively the details of

information)

APPLICATION

Propose ways on how
understanding of life energy
processes can be used in life.

Criteria:

a. Appropriate (proposing ways or
approaches in regard to how the
processes can be used/adapted/
customized in relation to one’s life)

b. Practical (suggesting how these
ways or approaches can be done
easily)

c. Efficient (expounding how the
proposed ways or approaches will
employ the productive use of time
and resources)

d. Effective (achieving the desired
result in using the understanding of
life energy processes)

PERSPECTIVE

Infer on traditional and modern
farming practices in increasing food

production through life energy
processes.

Criteria:

a. Insightful ( providing information
about the pros and cons of both
traditional and modern farming
practices)

b. Credible ( give realistic point of
view about farming
practices)

c. Reflective of critical thinking
(distinguishing between irrelevant
and relevant or inaccurate and
accurate information about farming
practices)

EMPATHY

Role playing a farmer’s feeling
when there is less production due
to some conditions (such as El Nino
and La Nina phenomena, pests,
and other interventions) affecting
life energy processes.

Criteria:

a. Perceptive (recognizing the
problem a farmer faces)

b. Receptive (accepting readily/
willingly a farmer’s feeling about the
less yield of products due to some
conditions such as El Nino and La
Nina phenomena, pests, and other
interventions)

c. Sensitive (demonstrating how a
farmer reacts to this situation)

SELF-KNOWLEDGE

Realizing how understanding of life
energy processes affects one’s
view in certain techniques or
practices in developing beneficial
products.

Criteria
a. Reflective (becoming aware how
one’s view on certain techniques or
practices is affected by the
processes)

b. Responsive (reacting positively
as a result of redirecting/ changing
one’s thought or view)

Stage 3
Teaching/Learning Sequence:

EXPLORE
As part of initial activities, learners shall be given an overview of life energy processes, what they are expected to learn
and how their learning shall be assessed. In this stage, diagnosis of their understanding life energy processes gained
from elementary science shall form part of the prerequisites. This also involves understanding or making meanings out
of the scientific knowledge obtained.

Learners shall:

1. undergo an assessment of their understanding of certain topics in elementary science such as different parts of the
plants, functions of each part, photosynthesis, and one-way flow of energy

(Suggestion: Assessment to use includes any of the following: paper and pencil test, use of checklist, use of
graphic organizer, pictures, etc. Teachers shall take note of learners’ prior knowledge and misconceptions, if any);

2. be introduced to the topic life energy processes

(Suggestion: Show video clips related to life energy processes. This could serve as a point of discussion among
the learners. This could also help the teacher in evaluating the prior knowledge of the learners.)

3. be oriented on related and varied resources and materials to be used in understanding life energy processes (see
resources and equipment/materials needed)

4. be given time to formulate questions on life energy processes and cluster these to initially find out what is/are
interesting for them

5. be given time to formulate other questions leading to the Essential Question with focus on how understanding of
life energy processes be used in improving certain techniques or practices and developing beneficial products

(Suggested Strategies: KWL, Focus Group Discussion, brainstorming, think-pair & square, dyads, round robin,
etc.)

6. generate as many tentative ideas (TI) to the Essential Question (EQ) as possible to show what they already know
about how life energy processes can be used in improving certain techniques or practices and developing beneficial
products

(Suggested Strategies: strategies to use include either brainstorming, Focus Group Discussion, graphic organizer,
concept mapping, etc. At this point, the teacher shall be careful not to reject learners’ opinion but shall encourage
them to give their ideas without being judged as right or wrong. Each tentative idea (TI) shall be written on the
board);

7. be grouped accordingly to choose some of the identified prior knowledge, alternative conceptions and tentative
ideas (TI). (Suggestion: Whatever each group of learners selected, the group shall be asked to challenge or
explore the validity of these prior knowledge, alternative conceptions or tentative ideas during the Firm Up Stage.)

8. be informed that they need to show their understanding of life energy processes in improving certain techniques or
practices and developing beneficial products

9. be informed that this product shall be assessed based on the following criteria: (a) innovativeness, (b)
marketability, (c) dependability, (d) profitability, (d) use of certain techniques and practices, and (e) manifestations
of life energy processes

(Suggested Activities: Brainstorming may be used to discuss how these criteria shall be used. For fast learners,
they shall be asked to develop their own criteria and rubrics and later compare these to the criteria found in this
Teaching Guide. Let them choose the most appropriate criteria by revising what they did or marrying both sets of
criteria so long as these will lead to an objective assessment of the product or performance. For average learners,
give them the criteria and develop the corresponding scoring rubric. Assist them to revise these rubrics until an
objective assessment can be made. For slow learners, give them the criteria and the rubrics. Ask them if they
understand and agree with these.)

FIRM UP
Varied learning experiences shall be introduced to help learners disprove alternative conceptions, examine/assess
prior knowledge, and begin to discover the validity of tentative ideas (TI) related to the EQ; make their understanding
of life energy processes real; equip them with skills and knowledge throughout the topic; and undergo differentiated
instruction to address their unique strengths and needs. This involves acquiring scientific knowledge which is about
accessing information, i.e., what information is needed, where information can be located and how information can be
gathered focusing life energy processes.

I. From Light Energy to Chemical Energy of Food

A. Introduction: Plant Parts and Functions

Using the chosen prior knowledge, alternative conceptions and/or tentative ideas (TI) to the EQ as starting/focal points
of investigation, learners shall:

1. classify the parts of a plant with complete parts according to their functions such as absorption of water and
nutrients, food production etc.)

(Main Ideas: Differentiation of the plant body into an underground root system and an aerial shoot system is an
adaptation to terrestrial life. The structure of roots is adapted to anchor the plant, absorb and conduct water and
minerals, and store food. The shoot system consists of the stems, leaves and flowers. The functions of the shoot
system include photosynthesis, reproduction, storage and transport.

(Suggested Strategies: cooperative learning, KWL, graphic organizers, oral sharing, meaning making, etc.)

(Suggested Activity: The learners may do the following activity and ask them to make inferences on
interrelationship of the plant organs based on activities performed.)

Directions: Classify the main parts of the plant according to the following functions.
a. leaves b. roots c. stem d. flower e. fruits f. trunk
Absorption of water Transport of water and Release of oxygen Food production Food storage
and nutrients nutrients

2. discuss concepts on specialized leaves, stems and roots;

(Main Idea: Modified structures with diverse functions have evolved in many plants for adaptation.)

(Suggested Strategies: discovery method, cooperative learning, etc.)

(Suggested Activity: Learners may observe specialized plant parts available in the school garden.)

3. revisit prior knowledge, alternative conceptions and/or TI on plant organ systems, if any.

(Suggested Activity: The teacher may ask each group of learners to discuss the prior knowledge, alternative
conceptions and/or TI which the group previously chose for investigation. This group shall be asked to reason out
for assessing, confirming or rejecting these respectively in the light of the activities conducted and analyses made
pertaining to plant organ systems.)

B.1. Light-dependent Reactions

Using the chosen prior knowledge, alternative conceptions and/or tentative ideas (TI) to the EQ as starting/focal points of
investigation, learners shall:

4. describe how requirements of the light reactions are obtained by plants

(Main Idea: The light-dependent reactions, or light reactions, constitute the first stage of photosynthesis, the
process by which plants capture and store energy from sunlight. In this process, light energy is converted into
chemical energy, in the form of the energy-carrying molecules ATP and NADPH.)

(Suggested Strategies: experimentation, modeling/teacher demonstration, concept mapping, etc.)

(Suggested Activities: Learners could relate the plant organs responsible for the acquisition of the requirements
for light reactions. The teacher may also let the learners perform LE Activity 1: Light and Chlorophyll
Development and LE Activity 2, Light and Photosynthesis. The teacher may present processes involved in light-
dependent reactions.)

5. revisit prior knowledge, alternative conceptions and/or TI on light reactions, if any.

(Suggested Activity: The teacher may ask each group of learners to discuss that prior knowledge, alternative
pertaining to light-dependent reactions)

B.2.. Light-independent Reactions

6. describe how requirements of the light-independent reactions are obtained by plants;

(Main Idea: The light-independent reactions of photosynthesis are chemical reactions that convert carbon dioxide
and other compounds into glucose.)

(Suggested Strategies: concept mapping, modeling/teacher demonstration, etc.)

(Suggested Activity: Learners could relate the plant organs used for the acquisition of the requirements for dark
reactions. The teacher may also present the processes involved in light –independent reactions. Note: Simulations
of these processes can be acquired from various resources such as video materials and internet.)

7. compare the light and dark reactions

(Main Ideas: The light reactions produce oxygen gas and convert ADP and NADH+ into ATP and NADPH. The light
reactions take place within the thylakoid membranes. The dark reaction or Calvin cycle uses ATP and NADPH from
the light reactions to produce high-energy sugars. The Calvin cycle takes place in the stroma, the region outside the
thylakoid membranes.)

(Suggested Strategies: concept mapping, retelling, use of venn diagram, etc.)

(Suggested Activity: The teacher may show an instructional video of the light and dark reactions.)

8. summarize the factors that affect photosynthesis

(Main Ideas: Plants use photosynthesis to harness the energy in sunlight to make sugars from carbon dioxide and
water. The rate of photosynthesis is affected by light wavelength and intensity, temperature, humidity, carbon dioxide
concentration and water.)

(Suggested Strategies: role playing, collage making, use of graphic organizers, etc.)

(Suggested Activity: Learners in group may present differentiated activities that would summarize the factors
affecting photosynthesis. Activities may include role playing, collage making, etc.)

9. predict the possible effects of the oversupply and/or undersupply of the factors affecting photosynthesis

(Main Idea: Oversupply and/or undersupply of the three main factors affecting photosynthesis such as light
irradiance and wavelength, carbon dioxide concentration and temperature may interfere with the process.)

(Suggested Strategies: use of graphic organizers, debate, etc.)

(Suggested Activity: Learners may work as a group and express their idea using a graphic organizer. Learners
may have a debate in the class regarding environmental issues, natural calamities and/or any issue that may affect
photosynthesis.)

10. revisit prior knowledge, alternative conceptions and/or TI on light reactions, if any.

pertaining to light-independent reactions.)

C. Glucose and the Production of Other Food Molecules


11. identify the presence of glucose in plants;

(Main Idea: The primary product of photosynthesis is glucose which serves as the foundation of other food
molecules.)

(Suggested Strategies: experimentation, cooperative learning, etc.)

(Suggested Activity: Learners may perform iodine test for the presence of starch. See LE Activity 3, The Iodine
Test.)

12. describe ways on how food molecules from glucose benefit life

(Main Idea: The plants depend on glucose for their growth and energy. All living organisms on earth depend on
fats, proteins and carbohydrates to derive their basic source of energy and thus have a direct dependence on the
process of photosynthesis for their survival.)

(Suggested Strategies: oral report, interview, library research, etc.)

(Suggested Activity: Learners may work as a group to plan out a school-based interview on the practical use of

glucose. They may write questions that they could use as they interview the teachers, students, school officials, etc.
They may also be asked to do LE Activity 4, Glucose as Building Blocks of Other Molecules.)

13. revisit prior knowledge, alternative conceptions and/ or TI on glucose and the production of other food molecules,
if any.

(Suggested Strategy: The teacher may ask each group of learners to discuss that prior knowledge,
misconceptions and/or TI which the group previously chose for investigation. This group shall be asked to reason
out for assessing, confirming or rejecting these in the light of the activities conducted and analyses made pertaining
to glucose and other food molecules.)

D. Plant Reproduction


14. identify each part of a flower and relate each part to its role in sexual reproduction

(Main Idea: Flowers are structurally designed for reproduction.)

(Suggested Strategies: K-W-L, role playing, etc.)

(Suggested Activity: To demonstrate the role in reproduction of each part of a flower, each learner may wear a
name tag indicating the plant part. A narrator will tell how each part aids in plant reproduction. Let the learners
discuss among themselves how they could be able to present it in a creative and meaningful manner.)

15. discuss the stages involved in the sexual reproduction of flowering plants which include gamete formation,
pollination, pollen germination, double fertilization, fruit development and seed germination

(Main Ideas: Reproduction in angiosperms takes place within the flower. The anther produces male gametophytes,
the sperm is produced in pollen grains, which attach to the stigma on top of a carpel, in which the female
gametophytes (inside ovules) are located. After the pollen tube grows through the carpel's style, the sex cell nuclei
from the pollen grain migrate into the ovule to fertilize the egg cell and endosperm nuclei within the female

gametophyte in a process termed double fertilization. The resulting zygote develops into an embryo, while the
triploid endosperm and female tissues of the ovule give rise to the surrounding tissues in the developing seed. The
seeds develop inside protective structures called fruits. The seed will eventually germinate and grow into a new
individual. )

(Suggested Strategies: experimentation, oral report, cooperative learning, use video presentations, use of ICT
materials, etc.)

(Suggested Activity: Learners may do LE Activity 5: Flowers and Pollination)

16. revisit prior knowledge, alternative conceptions and/ or TI on plant reproduction, if any

(Suggested Strategy: The teacher may ask each group of learners to discuss that prior knowledge,
misconceptions and/or TI which the group previously chose for investigation. This group shall be asked to reason
out for assessing, confirming or rejecting these in the light of the activities conducted and analyses made pertaining
to plant reproduction.)

5. Plant Propagation/ Techniques or Practices for Production


17. describe some characteristics of organisms that make them efficient food producers

(Main Idea: Plants have characteristics that enable them to survive in a favorable condition.)

(Suggested Strategy: graphic organizer, picture analysis, field trips, etc.)

(Suggested Activity: The teacher may show samples or pictures of common plant producers (such as rice, corn,
etc.) and let the learners observe and/ or analyze the characteristics that make them effective food producers.
Learners’ response may be presented using a graphic organizer.)

18. interview a farmer/plant breeder and write down his or her best practices

(Main Idea: Farmers use varied farming practices to have a better yield.)

(Suggested Strategies: interview method, demonstration, role playing, oral report, etc.)

(Suggested Activity: Learners may work as a group to come up with the list of questions that they may use when
they interview a farmer.)

19. describe ways of growing and propagating desirable plant species

(Main Idea: Desirable plant species can be propagated in many ways)

(Suggested Strategies: experiential learning, discovery method, etc.)

(Suggested Activities: Learners can be taught how to do activities involving life energy processes such as basic
gardening techniques, hydroponics, bonsai making, etc. Learners may also do LE Activity 6: How to Make an
Instant Bonsai Tree and LE Activity 7: How to Grow Hydroponic Fruits & Vegetables.)

20. revisit prior knowledge, alternative conceptions and/ or TI on plant propagation, if any.

(Suggested Strategy: The teacher may ask each group of learners to discuss that prior knowledge, alternative
for assessing, confirming or rejecting these in the light of the activities conducted and analyses made pertaining to
techniques and practices for effective plant propagation.)

II. From Chemical Energy of Food to Chemical Energy of ATP

A. Aerobic and Anaerobic Respiration

Using the chosen prior knowledge, alternative conceptions and/or tentative ideas (TI) related to the EQ as starting/focal
points of investigation, learners shall:

21. identify the raw materials and end products of respiration

(Main Idea: Cellular respiration requires a food molecule such as glucose and oxygen, and gives off carbon dioxide,
water and energy.)

(Suggested Strategies: KWL, use of diagram or graphic organizers, etc.)

(Suggested Activity: The teacher may show an instructional video on respiration.)

22. explain how stored energy in glucose is released in respiration

(Main Ideas: Cellular respiration is the process that releases energy by breaking down food molecules in the
presence of oxygen. It has three main stages: glycolysis, Krebs cycle/citric acid cycle and electron transport. Each
of the three stages captures some of the chemical energy available in food molecules and uses it to produce ATP.

(Suggested Strategies: KWL, experimentation, think pair share, etc.)

(Suggested Activity: To test the speed of respiration, learners may perform LE Activity 8: The Rate of
Respiration.)

23. compare aerobic and anaerobic respiration in terms of ATP production and end products

(Main Ideas: The process of anaerobic respiration yields relatively less energy as compared to the aerobic
respiration. The process of anaerobic respiration for production of energy can occur in either of the following: a.)
alcoholic fermentation wherein glucose is broken down to ATP, ethanol and carbon dioxide, b.) lactic acid
fermentation wherein glucose is broken down to ATP and lactic acid.)

(Suggested Strategies: use of graphic organizers, demonstration method, use of video materials and multimedia,
etc.)

(Suggested Activity: Learners may do LE Activity 9: Aerobic and Anaerobic Respiration.)

24. cite situations that show how respiration occurs in organisms

(Main Ideas: Aerobic respiration takes place in almost all living things. Some organisms can respire in the absence
of air: There are a number of fermentation pathways that different cells use. Yeast cells produce ethyl alcohol by
fermentation. Certain cells of our body, namely, muscle cells, use lactic acid fermentation. Depending on the
organism, some of the other products of fermentation include acetic acid, formic acid, acetone and isopropyl
alcohol.)

(Suggested Strategies: experimentation, think pair share, etc.)

(Suggested Activity: The learners may put up a mini exhibit of the products of respiration such as cheese,
buttermilk, yogurt, bread, etc. Prior to the activity, they may conduct a research on the processes involved in making
such products.)

25. revisit prior knowledge, misconceptions and/ or TI on aerobic and anaerobic respiration, if any

(Suggested Strategy: The teacher may ask each group of learners to discuss that prior knowledge, alternative
aerobic and anaerobic respiration.)

B. Food Production (with emphasis on local industries)


26. conduct activities on different ways preserving food

(Main Idea: Foods can be preserved in many ways.)

(Suggested Strategies: experiential learning, differentiated instruction, round robin discussion, research, oral
report, etc.)

(Suggested Activity: The following resources can be used to get samples of activities: internet, library, interview
with the public market vendors, factories, etc. The teacher may also consider LE Activity 10: The Methods of Fish
Preservation. )

27. use certain techniques or practices to produce innovative, market viable, dependable and profitable materials based
on their understanding about life energy processes particularly on respiration and fermentation

(Main Idea: Life energy processes are evident in several food production techniques.)

(Suggested Strategies: experiential approach, differentiated instructions, interviews, research, oral report, etc.)

(Suggestion: Learners could make fermented products such as buro of any kind, vinegar, dry sausages, kimchi
and yogurt. Procedures and recipes are available in recipe books and internet sites such as
http://filipinorecipes.org, http://www.magluto.com, and http://www.pinoyrecipe.net)

28. revisit prior knowledge, alternative conceptions and/ or TI on food production, if any.

food production.)

III. Energy Flow in the Ecosystem

A. One-way Energy Flow in the Biosphere


29. trace the energy flow in a food chain and food web

(Main Idea: Energy flow in the ecosystem is a one-way process. Energy flows from the sun, to the producers, and

to the consumers. The flow of energy between organisms can be shown by a food chain or a food web.)

(Suggested Strategies: role play, picture analysis, pantomime, etc.)

(Suggested Activity: The teacher may let the learners perform varied activities that would enable them to trace the
flow of energy in the food chain. They may analyze charts, solve problems, do puzzle activity, have a role play, etc.)

B. Food Pyramid


30. analyze the relationship between producers and consumers through the energy pyramid;

(Main Idea: A large amount of producers at the base of the pyramid will be needed to support only a few of the
consumers at the top.)

(Suggested Strategies: problem solving activity, debate, panel discussion, oral report, research, etc.)

(Suggested Activity: To better understand the relationship between producers and consumers in the energy
pyramid, the learners may do LE Activity 11: Producers vs. Consumers )

31. discuss the advantage of deriving our food source (fruits and vegetables) from the lowest trophic level.

(Main Idea: The greatest amount of energy is at the base of the pyramid. The amount of energy decreases towards
the top.)

(Suggested Strategies: multimedia presentation, panel discussion, school-based campaign on eating veggies,
hands on activities, etc.)

(Suggested Activity: The teacher may let the students have a debate on certain issues such as vegetarianism,
real and artificial juices, etc.)

32. revisit prior knowledge, alternative conceptions and/ or TI on food pyramid, if any.

(Suggested Activity: The teacher may ask each group of learners to discuss that prior knowledge, misconceptions
and/or TI which the group previously chose for investigation. This group shall be asked to reason out for assessing,
confirming or rejecting these in the light of the activities conducted and analyses made pertaining to food pyramid)

C. Increasing Food Production


33. discuss the possible effects of the disruption of food chain or food web on food production

(Main Idea: People are the top consumers in many food webs. To increase food production, they use methods
which may disrupt food chains and food webs. They have to learn how to correct these mistakes.)

(Suggested Strategies: symposium, role play, research, etc.)

(Suggested Activity: Invite resource persons to talk about monoculture (advantages/disadvantages), proper use
of insecticides and fertilizers, and other farming practices. Latest issues about the topic could be pointed out in the
dialogue among the learners.)

34. revisit prior knowledge, alternative conceptions and/ or TI on increasing food production, if any.

the increasing of food production.)

DEEPEN

Here, learners shall be engaged in understanding scientific knowledge which includes the processing and making
meanings out of the information. Learners need to reflect, revisit, revise and rethink their ideas; express their
understandings and engage in meaningful self-evaluation; and undergo in-depth study of life energy processes using
multiple sources of information and various modalities of manifesting learning.

Learners shall:

1. conduct research about the new trends and discoveries involving photosynthesis and respiration

(Suggested Activity: may be done through a library research or internet search / if technology is not available, the
students may conduct a community-based research or survey / common practices in the community that involve
plant organs may be the basis of students’ research);

2. identify which farming practices or techniques are beneficial

3. role play the feelings of a farmer when there is less production due to certain factors – long-term use of pesticides,
etc. (FU: Empathy)

4. show the differences between life energy processes.( FU: Explanation)

5. ilustrate how cycle of materials and flow of energy occur through the life energy processes.(FU: Interpretation)

6. propose ways on how understanding of life energy processes be used in life.(FU: Application)

7. argue on traditional and modern farming practices in raising up food production through life energy processes.
(FU: Perspective)

8. realize how understanding of life energy processes affects one’s view in certain techniques or practices in
developing beneficial products.(FU: Self-knowledge)

To draw out the essential understanding, learners shall:

9. contemplate on the essential question “How does understanding of life energy processes become beneficial?”;(TN:
Teachers may ask sub-questions if the students fail to answer the EQ. Remind learners of the EQ which they
formulated at the beginning of the topics.)

10. reexamine their revised TI

11. justify their previous answers based on the understanding(s) gained

TRANSFER

There is a need to encourage learners to organize their learning experiences so that they can move from teacher-guided and
concrete activities to independent applications where they create or produce new knowledge in science. This is to challenge
learners to transfer their learning in new settings and use this creatively to generate new ideas, view things differently and
reengineer processes. Learners shall be involved in designing, constructing, planning, producing new knowledge and/or
inventing products which can contribute to the protection of the environment and sustainable use of resources.

Learners shall:

1. apply and add value to certain techniques or practices to produce innovative, market viable, dependable and
profitable materials based on their understanding about life energy processes.(for example: herb propagation using
recyclable materials, hydroponics, vinegar making, food preservation, meat processing, etc)

2. document the creation of products using the details of the criteria below:
• innovativeness

• marketability

• dependability

• profitability

• use of certain techniques and practices

• manifestations of life energy processes

3. conduct of classroom bazaar (where learners shall present and sell their products; teacher/s; and parents and
community members to assess the product/s

Weblinks:

http://www.biotopics.co.uk/humans/respro.html
http://www.bukisa.com
http://www.cals.ncsu.edu/agexed/sae/toolbox/worksheets.html
http://www.ehow.com
http://www.enchantedlearning.com
http://www.gardenguides.com
http://www.schools.utah.gov
http://www.solarenergyireland.com

References:
Essenfield, Gontang, and Moore. Biology 2nd Edition. Addison-Wesley Publishing Company, Inc., 1996. pp. 85-103
Krogh, David. Biology: A Guide to the Natural World 3rd Edition. Pearson Education, Inc. 2005. Pp. 153-163
Lesson Plans in Science II, BSE DepEd 2003, p.7

Materials
• Scissors
• Black construction paper
• Potted plant
• Tape
• Blue, red, green cellophane
• 5 large test tubes
• Glass-marking pencil
• Forceps
• 400-mL beaker

• 5 petri dishes
• Iodine solution
• Paper towels
• 15-to-20 gallon plastic bin with lid
• 1/2-inch and 3/4-inch drill bits
• Tape measure
• 1/2-inch drain fitting with screen
• 3/4-inch drain fitting with screen and riser extension
• Submersible aquarium pump, about medium size
• 2 feet of 1/2-inch flexible tubing
• 2 feet of 3/4-inch flexible tubing
• Concentrated nutrient solution
• Plant transplants
• Hydroponic pebbles or growing medium
• Water
• Grow lights, if necessary
• 2 clear glass jars
• tap water
• 2 sprigs of hydrilla
• lamp or natural light
• Test tubes
• Test tube rack
• Glass rod
• Spatula
• Mechanical grinder or pestle and mortar
• Dropping pipette
• White tile
• Eye protection glass
• Power drill

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