DAILY LESSON PLAN IN PHYSICAL SCIENCE

Updated: Apr 25, 2019

TOPIC: MACROMOLECULES: Structures, Properties, and their Functions

School MARAHAN NATIONAL HIGH SCHOOL

SALOY NATIONAL HIGH SCHOOL
MABINI NATIONAL HIGH SCHOOL

Quarter: 3RD QUARTER

I. OBJECTIVES
A. Content Standards: The relationship between the function and structure of biological macromolecules.
B. Performance Standards
C. Learning Competencies: Explain how the structures of biological macromolecules such as carbohydrates, lipids,
nucleic acid, and proteins determine their properties and functions.
S11/12PS-IIIe-22
Learning Objectives:
1. Differentiate the properties structures, and functions of the four macromolecules.
2. Perceive information about the macromolecules through a gallery walk and sorting images.
3. Justify the importance of this concept to the real life situation.
II. CONTENT : MACROMOLECULES: Structures, Properties, and their Functions.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages: pp. 130-136
2. Learner’s Materials pages
3. Textbook pages: Shipman, J.T.; Wilson, J.D.; Higgins, C.A.; Torres, O. (2016) Physical Science: Fourteenth
Edition
4. Additional Materials
B. Other Learning Resources: Pearson Education, Inc Publishing as Benjamin Cummings, 2007
IV. PROCEDURES
A. Reviewing previous lesson or presenting new lesson
The teacher will conduct a review of a previous lesson through a game entitled “who wants to be a billionaire”
through a means of PowerPoint presentation. The following questions shall be asked below;
1. Which type of bond allows the movement of electrons freely?
a. Polar Covalent Bond
b. Non-Polar Covalent Bond
c. Ionic Bond
d. Metallic bond
2. Which among the materials below is the best conductor of electricity?
a. salt water
b. Distilled water
c. rain water
3. What do you think is the reason why water and oil do not mix with together?
a. because water is non-polar and oil is polar
b. because water is polar and the oil is non-polar
c. they are boy polar
d. they are both non-polar
4. Which type of bond below exhibits equal sharing of electrons?
a. Polar Covalent Bond
b. Non-Polar Covalent Bond
c. Ionic Bond
d. Metallic bond
B. Establishing a purpose for the lesson
The teacher will give mystery boxes to the students and each of them shall draw one item inside the boxes. The
teacher will ask several questions in relation to the drawn item.
· What item have you drawn in the box?
· Are these images somehow interrelated /related to each other?
· Which food have you picked is the best to be brought during a hiking activity?
· What about if you want to build your muscles?
· Which food will you avoid if you don’t want to be fat?
(The students are encouraged to raise their hands if they believe they are holding the image which answers to the
question.)
The objectives are as follows:
1. At the end of sixty minutes, the Differentiate the properties structures, and functions of the four macromolecules.
2. Perceive information about the macromolecules through a gallery walk and sorting images.
3. Justify the importance of this concept to the real-life situation.
C. Presenting examples/ instances of the new lesson
The teacher will show scrambled letters to form a word based on the clues given.
1. E A C H R A T O B Y D S – energy giving
2. S I P I D L – examples of fats and oils
3. E N I P O R T – muscle builders
4. C N U I E C L S A D I C – genetic material
D. Discussing new concepts and practicing new skills #1
ACTIVITY: Where do I belong?
Procedure:
1. The class will be divided into four.
2. Each group will be given sets of pictures of different foods according to what type macromolecule they are made
of.
3. The group will be given 5 minutes to sort the pictures which they find similar.
4. Each group shall answer the guide questions and their answers will be written in a manila paper.
5. Each group will choose one representative to present their output in front the class.
Table Guide:
1. Complete the data table below
Carbohydrates Proteins Lipids Nucleic Acid

E. Discussing new concepts and practicing new skills #2

After presenting the outputs, the teacher will asks the following questions.
1. What are your bases in grouping the images?
2. What have you observed to the images that belong to the same category?
3. How will you differentiate the characteristics of the macromolecules based on the foods that you categorize?
F. Developing mastery
Activity: Gallery Walk
Directions:
1. The class will be divided into four groups.
2. Each group will proceed to each station and answer the guide questions after reading the article for every station.
3. After the bell rings, each group will proceed to the next station.
4. After completing all the stations, the rapporteur will present the output.
Station 1 – Carbohydrates
Guide Questions:
a. What are the three classification of carbohydrates?
b. How are you going to describe the structure of the Monosaccharide, Disaccharide, and Polysaccharide?
c. What is the primary function of carbohydrates to living organisms?
Station 2 – Lipids
Guide Questions:
a. What are the major examples of lipids?
b. How will you going to describe lipids based on its structure?
c. What is the primary function of lipids?
Station 3 – Proteins
Guide Questions:
a. What is the basic unit of Protein?
b. What are some of the examples of foods where we can get protein?
c. What is the primary function of protein to the human body?
Station 4 – Nucleic Acids
Guide Questions:
a. What is the main function of Nucleic Acids?
b. How are you going to describe nucleic acid based on its structure?
c. What is the building block of Nucleic acids?
d. What are the two main classes of nucleic acids?
G. Finding practical applications of concepts and skills in daily living
ACTIVITY:
Procedures:
1. With the same groupings, the teacher will represent several scenarios in relation to the properties of each type of
macromolecules.
2. The teacher will randomly select the group that will answer the question.
3. Scenario 1: Kimberly is planning to hike in a local mountain area she is finding a hard time which food bag is she
going to buy for her consumptions? The bags are listed below;
Bag A: cereals, rice, and fruits
Bag B: beef, salmon, and pork chop
Bag C. butter, cheese, and vitamins
(Note: expenses is not an issue.)
Scenario 2: Roel is planning to join Mr, Olympia 2020, if he wanted to increase his muscle mass what food will you
advise for him to take?
Scenario 3: Kim Joon Han was diagnosed a heart disease specifically atherosclerosis, what food would you advise to
avoid or consume in minimal level? Support you answer.
Scenario 4: Ana’s Mother was diagnosed with Type I Diabetes four years ago. When Ana went to the Doctor for her
Annual Check-up, the doctor advised to lessen her sugar consumption. What could be the possible reason why the
doctor have said it so?
H. Making generalization and abstractions about the lesson
What are the four macromolecules and its properties and functions?
What other scenarios where in you can apply your learning about the lesson?
I. Evaluating learning
Multiple Choice:
1. Which among the following is the function of carbohydrates to humans?
a. it helps us build our muscles
b. it gives us energy to do our daily routines
c. it serves as a body insulator that keeps our body warm.
d. None of the above
2. Which among the following is the function of protein to our body?
a. it helps us build our muscles
b. it gives us energy to do our daily routines
c. it serves as a body insulator that keeps our body warm.
d. None of the above
3. Which among the following is the function of lipids to our body?
a. it helps us build our muscles
b. it gives us energy to do our daily routines
c. it serves as a body insulator that keeps our body warm.
d. None of the above
4. Which among the macromolecules below is composed of 3 to 8 carbons and is considered to be the simplest
among the others?
a. Carbohydrates
b. Proteins
c. Lipids
d. Nucleic Acid
5. If you are planning to go to a mountain hiking activity, what sets of foods are best to bring that will supply you
enough energy?
a. Butter, Cheese, Milk
b. Fried Fish, Embotido, Boiled eggs
c. Bread, Mashed potatoes, Fruit Jam
J. Additional activities for application or remediation
In a short bond paper, create a weekly diet plan based on your learning on our lesson.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who required 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/supervisor can help me solve?
G. What innovation or localized materials did I use/discover which I wish to share with other teachers?