School LILIW SENIOR HIGH SCHOOL Grade Level Grade 11

Student KAYE M. ESTRELLA Learning Physical Science

Teacher Area
Teaching Quarter 1st Quarter
GRADE 1 TO 12 Date/Time MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
DAILY LESSON 9:12-10:00
LOG 10:00-10:48 11-E 11-E 11-E

10:48-11:36

11:36-12:26
LUNCH BREAK
12:26-1:14 11-A 11-A 11-A
2:02-2:14 RECESS
2:14-3:02 11-B 11-B 11-B

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of how the uses of different materials are related to their properties and structures
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

Write the LC code for each S11/12PS-IIIe-22

II. Content Exploring the Structure and Function of Biological Molecules

III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages P.Sci. 3rd Qtr Module 5 pp. 1-24
2.Learner’s Material pages Physical Science Quarter 3 Week 5 pp.1-24
3. Textbook pages
4.Additional Materials from
learning Resources (LR) portal
5. Other Learning Resources
IV. PROCEDURES
A. Review Previous The teacher will REVIEW PREVIOUS LESSONS by having students orally recall the different biomolecules they already know. This will activate prior knowledge and establish a
Lessons foundation for the new lesson Exploring the Structure and Function of Biological Molecules.

B. Establishing purpose The teacher will ESTABLISHING PURPOSE FOR THE LESSON/MOTIVATION by administering a multiple-choice quiz. Students will answer the questions on a separate sheet of paper.
for the This quiz will help us review some key concepts from previous lessons and prepare you for the new material we will be covering today: the building blocks of life – macromolecules!
Lesson/Motivation
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

1. Which is NOT an example of monomers of carbohydrates?

 a. Galactose b. Glucose c. Fructose d. Lactose

2. This comes from the Greek word "bios," which means life.
a. bio b. macro c. matter d. molecule

3. This refers to a group of atoms held together by chemical bonds.

a. Molecule b. Lipids c. Protein d. Nucleic acid

4. This is the main source of energy

a. Carbohydrates b. Lipids c. Protein d. Nucleic acid

5. It stores genetic information of the cell including DNA and RNA.

a. Carbohydrates b. Lipids c. Protein d. Nucleic acid
C. Presenting examples The teacher will PRESENTING EXAMPLES / INSTANCES OF THE NEW LESSON by facilitating a "Macromolecule Word Puzzle" activity. Students will be presented with a table containing
/instances of the new various words. They will need to identify and circle those words related to biological macromolecules. This activity will help activate prior knowledge about biological molecules and
lessons prepare students for deeper exploration of the topic.

Macromolecule Word Puzzle Directions: Study the table below. Encircle the words which are related to biological macromolecules. Look for the meaning of the encircled words and
add them to your prior knowledge.

D. Discussing new The teacher will be DISCUSSING NEW CONCEPTS AND PRACTICING NEW SKILLS #1.
concepts and practicing
new skills #1. Structure and Functions of Biological Macromolecules

Biological Macromolecules - large molecules that are important components of living systems. Performing a variety of functions, they are vital to sustaining life.
 “Macromolecule” - coined in 1920 by Nobel Laureate Hermann Staudinger, first to assert that large biological molecules are made up and formed by covalently bonded sub-units.

- Monomers and Polymers Macromolecules perform a crucial role in our cell structure and processes.
- Majority of biological macromolecules are polymers and are made of covalently linked basic units called monomers.
- Monomers that link with other monomers in various combinations result in the formation of polymers, which have different structures and functions.
- Carbohydrates are composed of carbon and hydrate (H + O). They are classified as simple or complex sugars.
- Simple sugars are monosaccharides and disaccharides, while complex sugars are polysaccharides.
- Carbohydrates serve as primary source of energy for man, storage of energy (glycogen), structural support for cell (cellulose & chitin), food (starch).

Nucleic Acid

Nucleic acids are biological macromolecules vital in the continuity of life. Nucleic acid carries the genetic material of a cell and provides instructions for the functioning of the cell.
There are two main types of nucleic acids the deoxyribonucleic acid (DNA) and ribonucleic acid (RNA). DNA carries genetic material found in all living organisms.

E. Discussing new
concepts & practicing
new skills #2
F. Developing Mastery The teacher will ACTIVATE PRIOR KNOWLEDGE by presenting a multiple-choice quiz with five questions related to basic chemical building blocks and large molecules. This will assess
(Leads to Formative students' understanding of relevant concepts before diving into the specific details of macromolecules.
Assessment) Activity 2. Molecular

Objective: Identify the polymers and monomers of the different macromolecules.

Directions: Match the monomers on the left with the macromolecules on the right. Write the letter of your answer on the space provided.

1.Macro means:
a. small b. big c. petite

2. The term “macromolecule” was coined in 1920 by:

a. Albert Einstein b. Socrates c. Nobel Laureate Hermann Staudinger

3. They are classified as simple or complex sugars.

a. Carbohydrates b. Lipids c. Nucleic Acid

4. It is defined as hydrophobic, nonpolar molecules containing carbon-hydrogen bonds.

a. Carbohydrates b. Lipids c. Nucleic Acid

5. There are two main types of these macromolecules, the deoxyribonucleic acid (DNA) and ribonucleic acid (RNA).
a. Carbohydrates b. Lipids c. Nucleic Acid

G. Finding Practical In this segment, the teacher will guide students in exploring the practical applications of concepts and skills learned in the lesson. By engaging in discussions and activities centered
Applications of around real-world scenarios, students will deepen their understanding of biological macromolecules and their significance in daily life. Through thought-provoking questions and
analysis, students will be encouraged to connect theoretical knowledge with practical implications, fostering critical thinking and application skills essential for their learning journey.
concepts and skills in
daily living Directions: Based on your understanding, briefly answer the following questions regarding the functions and importance of biological macromolecules to us.

1. Explain why an enzyme may be capable of breaking down starch but may not be able to break down cellulose.
2. Why do plant cells contain cellulose but animal cells do not?
3. How does the structure of macromolecules relate to their respective functions?
4. Why can’t most animals digest cellulose? 5. Differentiate saturated and unsaturated fat.

H. Making In this lesson segment, the teacher will guide students towards synthesizing and abstracting key concepts regarding biological macromolecules and their properties. Through
Generalizations & facilitated discussion and guided questioning, students will be prompted to extrapolate from specific examples provided, such as the structure of hydrophobic molecules and the
Abstractions about the role of polymers in biological systems, to more generalized understandings about the function and significance of these macromolecules in living organisms. This phase aims to
lessons deepen students' comprehension by encouraging them to make connections between the presented material and broader biological principles.

1. Biological macromolecules are composed of organic molecules. They are essential in different biological processes as they perform a wide variety of functions.
2. Hydrophobic means “fear of water”. Hydrophobic molecules repel water because they are non-polar.
3. Polymers are substances that contain a large number of similar units known as monomers which are bonded together.
4. Monomers are basic molecules. Monomers interact and react with other molecules to form a polymer chain or three-dimensional structure. This process is known as
polymerization.
5. Phospholipids are a class of lipids whose molecules contain a phosphate group. Phospholipids are major components of the cell membrane where they form the so-called “lipid
bilayer”.
 I. Evaluating Learning The teacher will engage students in the process of Evaluating Learning through a multiple-choice quiz. The purpose is to assess comprehension of key concepts covered in previous
lessons regarding the composition and characteristics of macromolecules. By presenting questions related to the main elements of carbohydrates, components of nucleic acids,
bonds between amino acids, and the identification of macromolecules, students will have the opportunity to recall and demonstrate their understanding. This activity will set the
stage for further discussion and reinforcement of essential biochemical principles.

1. Which elements serve as the main composition of carbohydrates?

a. C, O, H b. C, N, H c. C, O, N d. C, P, O

2. Which of the following elements is part of Nucleic acids composition?

a. He b. N c. S d. S

3. Which type of bond exists between amino acids?

a. Ester b. Ionic c. Glycosidic d. Peptide

4. Which macromolecule contains a nitrogenous base?

a. Carbohydrates b. Lipids c. Nucleic acid d. Protein

5. Which is an example of protein?

a. Adenine b. Chitin c. Steroids d. Wax

J. Additional activities for

application or Remediation
V. REMARKS

VI. REFLECTION
No. of learners who earned 80% on ___ of Learners who earned 80% above
this formative assessment
No. of learners who require ___ of Learners who require additional
additional activities for remediation activities for remediation
Did the remedial lessons work? No. ___Yes ___No ____ of Learners who have caught up with the lesson
of learners who have caught up the
lesson
No. of learners who continue to ___ of Learners who continue to require remediation
require remediation
Which of my teaching strategies
worked well? Why did these works?
What difficulties did I encounter
which my principal or supervisor
help me to solve?
What innovation or localized
materials did I used/discover which I
wish to share with another teacher
Prepared by:

KAYE M. ESTRELLA
Student Teacher

Checked by: Checked by:

SHERLY M. ARGUZON EVELYN B. QUIJANO
Teacher II Master Teacher II

Noted by:

GLORIA GERALDINE S. VICTORIA

School Principal II