St. Joseph College – Olongapo Inc.

Senior High School Department | 1945

COMPETENCE | MORAL UPRIGHTNESS | SERVICE

ADAPTIVE TEACHING GUIDE

Topic/s BIOMOLECULES Week 9 - 10

Date

Prerequisite Macromolecules (Carbohydrates, Proteins, Lipids, and Nucleic Acids) from General Chemistry 1
Content-knowledge

Prerequisite Skill Identifying structure and functions of macromolecules

Prerequisites Complete the table below:

Assessment
MACROMOLECULE BASIC STRUCTURE MONOMER FUNCTION
1. Carbohydrates
2. Proteins
3. Lipids
4. Nucleic Acids

For insufficient Level of Pre-requisite Content-Knowledge and/or Skills: Answered 6 items

For Fairly Sufficient Level of Pre-requisite Content-Knowledge and/or Skills: Answered 10 items

Pre-lesson For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Remediation Activity
● Additional review material on the macromolecules. Learners will take another similar prerequisite assessment to determine his/her level of
readiness. Once the satisfactory level is achieved, learners proceed to the lesson proper.
For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
● Additional brief activity where learners share their correct understanding of the missed concepts in the first prerequisite assessment, once
done, learners proceed to the lesson proper.

Introduction 1. Time frame a student is expected to finish in learning the lesson (and where to contact the teacher when concerns arise)
The first 2 hours is intended for recalling the different macromolecules and their functions. The next 2 hours is intended for enzyme
components. The next 2 hours is for oxidation-reduction reactions. The last 2 hours is intended for factors affecting enzymatic activity.
GENERAL BIOLOGY 1 | Page 1 of 8
St. Joseph College – Olongapo Inc.
Senior High School Department | 1945
COMPETENCE | MORAL UPRIGHTNESS | SERVICE

Online and Distance (Online + Offline remote)

Learners can communicate with their teacher via LMS or social media messenger.

Blended (In-person On-campus + Online)

Learners can communicate with the teacher during the on-campus meeting and utilize the channels for Distance Learning during off-campus
days.

2. The knowledge (RUA) the student is expected to gain from learning the topic/lesson
● Describe the components of an enzyme
● Explain oxidation/reduction reactions
● Determine how factors such as pH, temperature, and substrate affect enzyme activity

3. Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)
EAA/PAA: Research and Communication
 Research about the factors affecting enzymatic activity and write an essay how it impacts the medical field
4. Overview of the Lesson
Living organisms are made up of chemicals and depend on them for important chemical reactions essential for life.

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

Chunk 1: Biomolecules
1. Engage:
 Begin the lesson by showing students various food items such as butter, bread, egg, and DNA model.
 Ask students to discuss and share their thoughts on what they think these items are made of and how they contribute to the functioning of living organisms.
 Facilitate a class discussion to highlight the importance of biological molecules in living organisms.
2. Explore:
 Provide students with a set of cards labeled with the names of different biological molecules (lipids, carbohydrates, proteins, and nucleic acids) and their structural
formulas.
 Ask students to work in pairs or small groups and sort the cards into categories based on their structure.

GENERAL BIOLOGY 1 | Page 2 of 8

St. Joseph College – Olongapo Inc.
Senior High School Department | 1945
COMPETENCE | MORAL UPRIGHTNESS | SERVICE

 Encourage students to discuss their reasoning behind the categorization.

3. Explain:
 Guide students through an explanation of the structure and function of each biological molecule category.
 Discuss the unique characteristics and roles of lipids, carbohydrates, proteins, and nucleic acids in living organisms.
 Use visual aids, diagrams, and real-life examples to enhance understanding.
4. Elaborate:
 Provide students with scenarios or case studies where they need to identify the appropriate biological molecule involved.
 Encourage students to explain their choices and provide reasoning based on the structure and function of the molecules.
 Facilitate a class discussion to compare and analyze different responses.
5. Evaluate:
Assessment Questions:
1. Identify the biological molecule responsible for storing and providing energy in organisms.
2. Categorize the following molecules: glucose, DNA, butter, and insulin.
3. Explain the structural differences between lipids and carbohydrates.
4. Describe the function of nucleic acids in living organisms.
5. Provide an example of a protein and explain its role in a specific biological process.
Sample Activities for Assessment:
 Group activity: Ask students to create a poster or infographic highlighting the structure and function of each biological molecule category.
 Individual activity: Provide students with a set of molecules and ask them to write a short paragraph explaining their categorization based on structure and function.

Chunk 2: Enzymes and their components

1. Engage (10 minutes)
 Begin the lesson by asking the students:
 "Have you ever heard of enzymes? What do you know about them?"
 "Can you give examples of enzymes and their functions?"
 Allow students to share their responses and discuss briefly.
 Introduce the topic by explaining that enzymes are biological catalysts and play a crucial role in various biochemical reactions in living organisms.

GENERAL BIOLOGY 1 | Page 3 of 8

St. Joseph College – Olongapo Inc.
Senior High School Department | 1945
COMPETENCE | MORAL UPRIGHTNESS | SERVICE

2. Explore (15 minutes)

 Present a diagram or visual representation of an enzyme on the board or projector.
 Divide the class into small groups and provide each group with a set of pictures representing different components of an enzyme.
 Instruct the groups to study the pictures and discuss among themselves to identify the components of an enzyme.
 Encourage them to use their prior knowledge and reasoning skills to make educated guesses.
 After 5-7 minutes, ask each group to present their findings and explain their reasoning behind their choices.
 Facilitate a class discussion to ensure all components are identified and understood.
3. Explain (10 minutes)
 Write the identified components of an enzyme on the board.
 Explain the function of each component using simple language and examples.
 Emphasize the role of each component in facilitating enzymatic reactions.
 Highlight the importance of proper functioning and structure of enzymes for the overall well-being of living organisms.
4. Elaborate (15 minutes)
 Divide the class into pairs and assign each pair a specific component of an enzyme.
 Instruct the pairs to research and gather information about their assigned component, including its structure, function, and any notable examples.
 Provide resources such as textbooks, internet access, or handouts to aid their research.
 After gathering the information, ask each pair to prepare a short presentation to explain their assigned component to the class.
 Allow time for presentations and encourage questions and discussions.
5. Evaluate (10 minutes)
Conduct a quick question and answer session to assess the students' understanding of the components of an enzyme.
Ask questions such as:
1. "What are the main components of an enzyme?"
2. "What is the function of the active site in enzymatic reactions?"
3. "Give an example of an enzyme and its corresponding substrate."
4. "How do coenzymes assist enzymes in their function?"
5. "Why is the proper folding of enzymes important for their activity?"
Assess the answers and provide feedback to address any misconceptions.
Assessment Questions:

GENERAL BIOLOGY 1 | Page 4 of 8

St. Joseph College – Olongapo Inc.
Senior High School Department | 1945
COMPETENCE | MORAL UPRIGHTNESS | SERVICE

1. What are the main components of an enzyme?

2. Explain the function of the active site in enzymatic reactions.
3. Give an example of an enzyme and its corresponding substrate.
4. How do coenzymes assist enzymes in their function?
5. Why is the proper folding of enzymes important for their activity?
Sample Activities:
 Research and Present: Assign each student a different enzyme and ask them to research and create a presentation highlighting its components, structure, and function.
 Enzyme Model: Provide materials such as clay or playdough and ask students to create a 3D model of an enzyme, labeling its components and explaining their roles.
 Case Study Analysis: Present a real-life scenario related to enzyme dysfunction or deficiency and ask students to analyze the case, identify the components involved, and
propose possible solutions.

Chunks 3: Oxidation-Reduction Reactions

1. Engage:
 Begin the lesson by asking students if they have ever seen rust on metal objects, and if they know what causes it. Encourage a brief discussion.
 Show students a picture of a rusty metal object and ask them to describe what they see.
 Ask students if they know what process causes the rusting of metal.
2. Explore:
 Divide students into small groups and provide each group with a set of materials including a piece of iron, a test tube, hydrochloric acid, and a litmus paper.
 Instruct students to place the iron piece in the test tube and add hydrochloric acid to it.
 Ask students to observe the reaction and record their observations, including any color changes or gas production.
 After the reaction, have students dip the litmus paper into the test tube and record the color change.
3. Explain:
 Gather students back together and discuss the observations made during the Explore stage.
 Introduce the concept of oxidation/reduction reactions and explain that these reactions involve the transfer of electrons.
 Provide a clear definition of oxidation and reduction, and explain how these processes relate to the observations made during the Explore stage.
 Use visual aids and examples to help students understand the concept better.
4. Elaborate:
 Divide students into pairs and provide each pair with a set of activity cards.

GENERAL BIOLOGY 1 | Page 5 of 8

St. Joseph College – Olongapo Inc.
Senior High School Department | 1945
COMPETENCE | MORAL UPRIGHTNESS | SERVICE

 Each activity card should describe a different real-life scenario involving oxidation/reduction reactions.
 Instruct students to read the activity card, discuss the oxidation/reduction processes involved, and explain their findings to the class.
 Encourage students to think critically and apply their knowledge to analyze the given scenarios.
5. Evaluate:
Assessment Questions:
1. Define oxidation and reduction in your own words.
2. Explain the role of electrons in oxidation/reduction reactions.
3. What are the observable signs of oxidation/reduction reactions?
4. Provide an example of a common oxidation reaction.
5. Describe a real-life scenario where reduction reactions occur.
Sample Activities for Assessment:
 Conduct a lab experiment to demonstrate an oxidation/reduction reaction and record observations.
 Write a short essay explaining the importance of oxidation/reduction reactions in everyday life.
 Create a poster illustrating different examples of oxidation and reduction reactions.

Chunk 4: Factors Affecting Enzymatic Activity

I. Engage
Objective: To pique students' interest and introduce the topic of enzyme activity.
 Begin by asking students if they have ever heard of enzymes and what they know about them.
 Show a short video or present a slideshow that highlights the importance of enzymes in biological processes.
 Ask students to brainstorm and discuss examples of enzymes they encounter in everyday life.
 Engage the students in a class discussion by asking questions such as:
 What do you think enzymes do in our bodies?
 Why do you think enzymes are important in chemical reactions?
II. Explore
Objective: To allow students to explore the factors that affect enzyme activity.
Divide the students into small groups and provide each group with a set of materials, including:

GENERAL BIOLOGY 1 | Page 6 of 8

St. Joseph College – Olongapo Inc.
Senior High School Department | 1945
COMPETENCE | MORAL UPRIGHTNESS | SERVICE

 Test tubes
 Enzyme solution
 Substrate solution
 pH solutions (acidic, neutral, basic)
 Water baths set at different temperatures
 Stopwatch or timer
 pH indicator solution
Instruct the students to design and conduct experiments to investigate the effects of pH, temperature, and substrate concentration on enzyme activity.
Encourage students to record their observations, measurements, and data during the experiments.
Circulate around the classroom to provide guidance and support as needed.
III. Explain
Objective: To provide students with the necessary information and explanations about enzyme activity and the factors that affect it.
 Lead a whole-class discussion to review the students' experimental findings and observations.
 Explain the concept of enzymes and their role as biological catalysts.
 Discuss how pH, temperature, and substrate concentration can influence enzyme activity.
 Use visual aids, diagrams, and real-life examples to help students understand the concepts.
 Address any misconceptions or questions that may arise during the discussion.
 Summarize the key points and ensure that students have a clear understanding of the topic.
IV. Elaborate
Objective: To allow students to apply their understanding of enzyme activity and the factors that affect it in a real-world context.

 Divide the students into pairs or small groups.

 Assign each group a specific scenario or case study that involves enzyme activity and the factors discussed.
 Instruct the groups to analyze the scenario, identify the relevant factors, and propose possible solutions or explanations based on their understanding.
 Encourage students to think critically and apply their knowledge to solve the given problems.
 Provide support and guidance as needed, and allow each group to present their findings and recommendations to the class.
V. Evaluate

GENERAL BIOLOGY 1 | Page 7 of 8

St. Joseph College – Olongapo Inc.
Senior High School Department | 1945
COMPETENCE | MORAL UPRIGHTNESS | SERVICE

Objective: To assess students' understanding of enzyme activity and the factors that affect it.
Assessment Questions:
1. What is the role of enzymes in biological processes?
2. How does pH affect enzyme activity? Provide an example.
3. Explain the relationship between temperature and enzyme activity.
4. What happens to enzyme activity when substrate concentration increases? Why?
5. Describe a real-life scenario where knowledge of enzyme activity and its factors is important.
Sample Activities:
 Design an experiment to investigate the effect of pH on the activity of an enzyme using available materials.
 Create a graph showing the relationship between temperature and enzyme activity.
 Write a short essay discussing the significance of enzyme activity in the field of medicine.

Synthesis The dry weight of an organism is made up of carbon-based molecules.

RUA of a Student’s Laboratory Experiment based on provided laboratory manual about biomolecules
Learning

Post-lesson  Review of the lesson

Remediation Activity  Feedbacking what topics are misunderstood
 Peer tutoring
 Worksheet

GENERAL BIOLOGY 1 | Page 8 of 8