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    Carbon Oxygen Cycle

    Uploaded by

    claud docto
    This lesson plan aims to teach students about the oxygen-carbon dioxide cycle through class activities and discussions. The lesson begins with a game to motivate students about breath-holding. Students are then split into groups to draw and explain the oxygen-carbon dioxide cycle. They also relate photosynthesis and climate change. The lesson evaluates students through a cell cycle matching activity and assigns research on mitosis, karyotyping, and meiosis.

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    Carbon Oxygen Cycle

    Uploaded by

    claud docto
    140 views4 pages
    This lesson plan aims to teach students about the oxygen-carbon dioxide cycle through class activities and discussions. The lesson begins with a game to motivate students about breath-holding. Students are then split into groups to draw and explain the oxygen-carbon dioxide cycle. They also relate photosynthesis and climate change. The lesson evaluates students through a cell cycle matching activity and assigns research on mitosis, karyotyping, and meiosis.

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    This lesson plan aims to teach students about the oxygen-carbon dioxide cycle through class activities and discussions. The lesson begins with a game to motivate students about breath-holding. Students are then split into groups to draw and explain the oxygen-carbon dioxide cycle. They also relate photosynthesis and climate change. The lesson evaluates students through a cell cycle matching activity and assigns research on mitosis, karyotyping, and meiosis.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    140 views4 pages

    Carbon Oxygen Cycle

    Uploaded by

    claud docto
    This lesson plan aims to teach students about the oxygen-carbon dioxide cycle through class activities and discussions. The lesson begins with a game to motivate students about breath-holding. Students are then split into groups to draw and explain the oxygen-carbon dioxide cycle. They also relate photosynthesis and climate change. The lesson evaluates students through a cell cycle matching activity and assigns research on mitosis, karyotyping, and meiosis.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    I.

    Objectives:
    At the end of the lesson, the students will be able to:
    A. describe oxygen- carbon dioxide cycle
    B. differentiate respiration from photosynthesis
    C. draw a diagram of oxygen- carbon dioxide cycle
    D. propose ways on how to lessen the effect of climate change

    II. Subject Matter


    A. Topic: Oxygen- Carbon Dioxide Cycle
    B. References:
    Capco and Yang, (1996) Biology p.233-236
    Ching, Johnny A., (2004) General Biology Compendium p.50- 54
    Department of Education, (2013) K-12 Grade 8 Science Module p.317-323
    http://www.geneticseducation.nhs.uk/mededu/changes-to-dna-affect-gene-dosage-or-
    function/mutations-vs-polymorphisms
    http://classroom.synonym.com/happens-mitosis-goes-wrong-8400.html
    C. Materials
    pictures, tape, cartolina, markers, powerpoint presentation
    III. Procedure
    Teacher’s Activity Students’ Activity
    A. Motivation
    Have you heard of Stig Avall Severinsen?
    (Students’ answer
    may vary)
    Stig Avall Severinsen is the world record holder
    of longest time holding his breath underwater
    for 22 minutes last May 3, 2012.
    In relation to this, you will play a game which
    will test if you can beat the record of Stig Avall.
    We will call the game “Hinga Pa More!”. I will
    divide the class into three.
    Each group should have a representative whom
    you think that he or she can hold his/her breath
    for a long time. The group with the longest time
    of holding breath will be the winner.
    (The students will play
    the game)
    B. Presentation
    Can we hold our breath for one hour?
    No.
    Why?
    Because our body
    needs oxygen.
    Without oxygen
    we can die.
    If we inhale oxygen, what do we exhale in return?
    Carbon dioxide.
    What do we call the process by which oxygen
    and carbon dioxide flows through the organisms
    and environment?
    Oxygen- carbon
    dioxide cycle.
    C. Lesson Proper

    Now that you are all abreast with the basic information on
    cell cycle, its time for you to go on the higher level.

    1. Orientation
    I will divide the class into two. I will give each group
    worksheets and materials needed for the activity. I
    will only give you ten minutes to finish the task and
    maximum of four minutes to present your output.
    (Students will go to their
    respective groups)
    2. Work Period
    Tasks:
    Group 1:
    (1) Draw a diagram of oxygen- carbon dioxide
    cycle.
    (2) Explain the process of oxygen- carbon dioxide
    cycle.
    (3) Construct a “Knock, Knock Song” using the given
    Words.
    Group 2:
    (1) Relate the given pictures to climate change.
    (2) Propose ways on how to lessen our emission of carbon
    dioxide in the environment.
    3. Culminating Activity
    How many percent is oxygen in the
    atmosphere?
    Twenty one percent.
    How is oxygen being produced?
    It is produced by plants
    through photosynthesis.
    What is photosynthesis?
    Photosynthesis is the process
    by which plants make
    their own food from sunlight,
    water, and carbon dioxide.
    Is oxygen the only sole product of
    Photosynthesis?
    No. Glucose is also one of the
    products which is a sugar
    that plants use for energy.
    Why does carbon dioxide

    D. Generalization
    We are now done discussing cell cycle.
    In the board, is a 3,2,1 Countdown.
    (The teacher will post a the 3,2,1 Countdown
    on the board.
    I will call students who will tell 3 facts they
    learned today, 2 ways on how they will use the
    information they learned today and 1 question they
    have in your mind.

    E. Application
    You will play a game called “PMAT Henyo”.
    I will divide the class into two. Each group should
    have a representative who will guess the specific
    stage of mitosis that will be given to the group
    and the rest of the group will answer his or her
    questions by Yes, No, or Maybe. The team who
    will get the shortest time will be the winner and will
    have additional 2 pts for the quiz later.
    (Students will play the game.)

    IV. Evaluation
    Direction: Identify what specific phase of the cell cycle is being described.
    A. G1 D. Prophase G. Telophase
    B. G2 E. Metaphase H. Cytokinesis
    C. S F. Anaphase I. Interkinesis

    _____ 1. Centriole reproduction in animal cell


    _____ 2. Centrioles move apart
    _____ 3. Centromeres splitted
    _____ 4. Chromosomes are aligned at the equator of the cell
    _____ 5. Cytokinesis completed
    _____ 6. Cytokinesis starts
    _____ 7. DNA replication
    _____ 8. Growth of the cell
    _____ 9. Longest phase of the mitosis
    _____ 10. Migration phase
    _____ 11. Mitotic apparatus begin to form
    _____ 12. Nuclear membrane starts to disappear
    _____ 13. Nucleolus reappears
    _____ 14. Preparation for DNA replication
    _____ 15.the most critical period of the cell cycle

    V. Assignment
    A. Follow up:
    1. Research on the latest treatment used in curing cancer.
    2. What is a karyotype?
    3. What stage in mitosis is best for karyotyping?
    B. Advance:
    1. Read about meiosis.
    2. List down the different stages of meiosis.
    References:
    Capco and Yang, (1996) Biology p.233-240
    Ching, Johnny A., (2004) General Biology Compendium p.50- 59
    Department of Education, (2013) K-12 Grade 8 Science Module p.317-329

    DETAILED LESSON PLAN


    IN
    BIOLOGY
    (Stages of Mitosis)
    SUBMITTED BY:
    BRYAN F. ARUGAY

    SUBMITTED TO:
    MRS. JOAN C. ZINAMPAN

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