SCHOOL JUAN SUMULONG HIGH SCHOOL GRADE LEVEL Grade 11
TEACHER FREDERICK TAGORDA LEARNING AREA General Biology 1
DATE & TIME 8/15/18 QUARTER FIRST
I. OBJECTIVES
The learners demonstrate an understanding of:
A. Content Standards
● Transport Mechanism( Osmosis)
The learners should:
B. Performance Standards ● Understand the nature of osmosis in order to construct a cell membrane model
out of recyclable materials
The learners shall be able to:
Knowledge : explain osmosis in cells
C. Learning Competencies/
Objectives
Skill : use prediction chart to build knowledge about osmosis in cell
Write the LC code for each
Values : appreciate the cell membrane ways in transporting water in and out of the
cell
STEM_BIO11/12-Ig-h-13
II. CONTENT Osmosis
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Teaching Guide for Senior High School-General Biology 1 pp. 52-54
2. Learner’s Materials
pages
3. Textbook pages General Biology 1 pp. 44-45
4. Additional Materials from
Learning Resource (LR) General Biology 1 Mobile Learning app and Reviewer for Senior High K12
portal
Osmosis Definition www.youtube.com
What is an isotonic solution ? By Robert Gazy www.youtube.com
5. Other Learning Materials What is a hypotonic solution?By Elizabeth So www.youtube.com
What is a hypertonic solution?By Robert Gazy www.youtube.com
IV. PROCEDURES
A. Reviewing previous Elicit: Reviewing Solutions
lesson or presenting (The activities in this section
will evoke or draw out prior Activity : Mix the water and the material that you brought today in a
the new lesson concepts or prior experiences
from the students) glass and stir well.
1. What did you notice when stir your material in the a glass of
water? ?What did you produce?
2. What are the components of your solution?
3. How will you different the two components of solution?
B. Establishing a Fresh Start
purpose for the (Show a picture of a vegetable vendor spraying water on vegetables?
lesson
1.What do you see in the picture?
Engage: 2.Where do you usually see this scenario?
(The activities in this section 3.What tiny living component composes a leaf ?
will stimulate their thinking and
C. Presenting help them access and connect 4.What usually happen to vegetable sprayed with water?
prior knowledge as a jumpstart
examples/instances to the present lesson) 5.What happen to leafy vegetables that are not sprayed with water ?
of the new lesson 6.What do you think will happen to vegetables if you spray it with salty
water ?
D. Discussing new Explore:
concepts and (In this section, students will be Eggmosis Prediction
given time to think, plan,
practicing new skills investigate, and organize
collected information; or the
#1 performance of the Use prediction table to know more about the egg in different
planned/prepared activities
E. Discussing new from the students’ manual with types of solution
concepts and data gathering with Guide
Questions)
practicing new skills
#2
Explain:
(In this section, students will be
involved in an analysis of their
F. Developing mastery exploration. Their Utilize the idea presented in the isotonic, hypotonic, and
understanding is clarified and
(leads to Formative modified because of reflective hypertonic solution to explain what happen to the eggs and
Assessment 3) activities)/Analysis of the
gathered data and results and vegetable presented earlier
be able to answer the Guide
Questions leading to the focus
concept or topic for the day.
G. Finding practical A. Osmosis At Work
applications of
concepts and skills in Tell if the situation applies the concept of isotonic , hypotonic and
daily living hypertonic to the following practical applications. Explain if the
event is advantage or disadvantage.
1. Bloating of fish when we transfer them from salt water to
tap water.
2. Transferring IV fluid to the body.
3. Putting sliced unripe mango in a jar with tap water.
4. Bursting of grapes, cherries and berries during rainy days.
5. Watering the plant 2 times a day with small amount of water
rather than once a day with big amount of water
Elaborate:
(This section will give students
the opportunity to expand and
B.Mastering Osmosis Menu
solidify/concretize their
H. Making understanding of the concept
generalizations and and/or apply it to a real-world Choose the words, phrases or sentences below to create a
situation)
abstractions about customized menu for isotonic, hypertonic and hypotonic solution.
the lesson Use the table at the next slide as a guide.
1.More solute outside the cell , less solute outside the cell, more
solute inside the cell, less solute inside the cell
2.Swollen or burst cell, shrunk cell, cell with the same size.
3.Net movement of water outside the cell
Net movement of water inside the cell
Water moves equally in and out of the cell
( Please see the table on the slide)
Evaluation: Testing Your Knowledge In Osmosis
(This section will provide
opportunities for concept check Multiple Choice
test items and answer key
which are aligned to the Choose the letter of the correct answer and write it before each
learning objectives – content
and performance standards number.
and address misconceptions- if
any)
1. Blood cells do not burst during dextrose administration because the
solution is ____.
a. hypertonic c. isotonic
b. hypotonic d. none of the above
2. How can we know that slices of cucumber are placed in a bowl with
hypertonic solution ?
a. The bowl is dry.
b. The slices of cucumber shrinks.
c. The slices of cucumber swells.
d. None of the above
I. Evaluating learning 3.How does spraying water maintains the fresh look of fruits and
vegetables ?
a. Plant cells releases water.
b. Plant cells absorbs water by osmosis.
c. The water and the plant cells are isotonic
d. Both b and c
4.How does adding salt help preserve fish like tuyo?
a. Adding salt to fish will move or release the water to the salt
b. Adding salt to fish will retain the water in the fish.
c. Adding salt to fish will help its cells to swell and look fresh.
d. None of the above
5. Which is true in a fresh water fish that suddenly jump in seawater?
a. The fish will burst in isotonic solution.
b. The fish will shrink in hypotonic solution.
c. The fish will burst in hypertonic solution
d. The fish will shrink in hypertonic solution
Extend 1.Identify dependent and independent variables that you would like
to relate to clarify blurred ideas about osmosis.
2.Use Diving into Deep Learning Tool with output and submit your
work tomorrow.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:
FREDERICK A. TAGORDA
STEM Science Teacher
Checked By :
DINA P. ALASKA LEA M. TEODORO
Master Teacher I - Science Head Teacher III - Science
Noted By :
GUILIVER EDUARD L. VAN ZANDT
PRINCIPAL III
Observed By : _________________________________
Designation :__________________________________
Date: ________________________________________
Time : _______________________________________
