Republic of the Philippines

DEPARTMENT OF EDUCATION
Region III
SCHOOLS DIVISION OF NUEVA ECIJA
PEARANDA NATIONAL HIGH SCHOOL
Pearanda, Nueva Ecija
S.Y. 2016-2017

SENIOR HIGH SCHOOL CURRICULUM

Semi Detailed Lesson Plan (SDLP)
Prepared by: Mr. John Philip I. Ramos

Date: October 11, 2016 Week: 9 Quarter: 1st

Subject: General Biology I Grade: 11 Semester: 1st

Learning Competency:
Explain the role of each biological molecule in specific metabolic processes STEM_BIO11/12-Ii-j-16

I. Objectives
At the end of the lesson the learners should be able to:
1. recognize the presence of reducing sugar to the different materials and ingredients,
2. perform laboratory procedures related to the topic Carbohydrates,
3. value the importance of balanced Carbohydrates in the diet.

II. Subject Matter

a. Topic Biomolecules (Carbohydrates)

b. Materials
1. LCD projector, speaker, video, microphone and powerpoint presentation
2. Laboratory equipment and materials
1 Glass dropper/pipette Benedicts solution
4 (10 ml )test tubes per group Glucose solution/corn syrup
Test tube rack Flour/cornstarch
1 test tube holder Cooking oil
1 alcohol lamp Softdrinks
Matches/lighter Syringes

c. References
www.youtube.com
http://science.jrank.org/pages/1197/Carbohydrate.html
http://chemistry.about.com/od/chemistrylab/a/How-To-Prepare-For-Chemistry-Lab.htm
http://healthland.time.com/2012/03/16/study-does-eating-white-rice-raise-your-risk-of-diabetes/
Biology, Glencoe Science; South Carolina Edition, Biggs et. al, pp. 168
The Commission on Higher education and Philippine Normal University; Teaching Guide for Senior
High School; General Biology I, pp. 67-68

d. Process Skills
recognizing, performing, valuing, explaining and communicating

e. Science Concepts
Benedicts solution, a blue solution with CuSO4(aq), can detect the prescence of
reducing sugar (i.e., any sugar with a free aldehyde or ketone group such as all monosaccharrides
and disaccharides lactose and maltose). When boiled, these Cu2+ in Benedicts solution to produce
a brick red precipitate of Cu2O(s).

f. Value Integration
Appreciate the importance of balanced carbohydrates in the diet.

III. Preparatory Activities

a. Daily Routine
1. Greeting
2. Weather Report
3. Attendance
 4. Health Inspection
5. Science News

b. Development of the Lesson

1. Motivation
The learners will play a game entitled Pass the chicken. They will pass the chicken to
each other and when the music stops the learner handling the chicken will pinch the chicken
thrice and answer the question.

2. Presentation
a. The learners will do an activity about testing presence of reducing sugars from the
different samples. They will be divided into 4 groups. Each group will do the same activity that will
be assigned to them. They will do the procedure and answer the laboratory report sheet. Once the
activity is done, each group will choose one representative to report their activity results.
b. The teacher will explain the procedure and the safety precautions.

3. Activities
a. The learners will perform an activity on testing carbohydrates. See attached laboratory report
sheet.

b. Post Laboratory Discussion

b.1 After performing the activity the students answer the following guide questions. Ask
the following to the learners.
1. What happened to the mixed solution and sample? State your observations.
a. glucose
b. flour or cornstarch
c. cooking oil
d. softdrinks
2. What can you conclude from the experiment?
3. What are the challenges encountered during the experiment?

b.2 The teacher will:

a. Explain the changes in color of the samples being used for the laboratory activity.
b. Recognize the presence of reducing sugar to the different materials and ingredients.

b.3
Going back to the samples. Why do you think cooking oil get separated from the
solution?

c. Generalization
What is the function of Benedict Solution?

4. Application
Does Eating White Rice Raise Your Risk of Diabetes?

c. Evaluation
Answer the following questions.
1. It is a blue solution with CuSO4(aq), can detect the presence of reducing sugar.
2. What color indicates that large amounts of reducing sugars are present in the sample.
3. What color indicates that a moderate amount of reducing sugars are present.
4. What color indicates that only trace amounts of reducing sugars are present.
5. True or False. The cooking oil separated from Benedicts solution indicating theres no
presence of sugar.

d. Homework
Read on Polysaccharides
Draw in 2 bond papers the Haworth Formulas in a pyranose rings of the different examples
of Polysaccharides (Glycogen, Cellulose, Chitin, Starch, Peptidoglycan)

Reflection

Remarks
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region III
SCHOOLS DIVISION OF NUEVA ECIJA
PEARANDA NATIONAL HIGH SCHOOL
Pearanda, Nueva Ecija
S.Y. 2016-2017

SENIOR HIGH SCHOOL CURRICULUM

Semi Detailed Lesson Plan (SDLP)
Prepared by: Mr. John Philip I. Ramos

Date: October 11, 2016 Week: 9 Quarter: 1st

Subject: General Biology I Grade: 11 Semester: 1st

Learning Competency:
Explain the role of each biological molecule in specific metabolic processes STEM_BIO11/12-Ii-j-16

I. Objectives
At the end of the lesson the learners should be able to:
1. recognize the presence of reducing sugar to the different materials and ingredients,
2. perform laboratory procedures related to the topic Carbohydrates,
3. value the importance of balanced Carbohydrates in the diet.

Materials Needed:
1 Glass dropper/pipette Benedicts solution
4 (10 ml )test tubes per group Glucose solution/corn syrup
Test tube rack Flour/cornstarch
1 test tube holder Cooking oil
1 alcohol lamp Softdrinks
Matches/lighter Syringes

II. Procedure
Benedicts solution, a blue solution with CuSO4(aq), can detect the prescence of reducing sugar (i.e.,
any sugar with a free aldehyde or ketone group such as all monosaccharrides and disaccharides
lactose and maltose). When boiled, these Cu2+ in Benedicts solution to produce a brick red precipitate
of Cu2O(s).
Step 1. Mix equal volumes (2.5 ml) of benedicts solution and the sample in a test tube and shake well.
Step 2. Place the test tube in boiling water for 5 minutes. CAUTION. Make sure that the mouth of the
test tube is pointed AWAY from your classmates.
Step 3. Allow to cool and observe the contents. A brick red precipitate indicates that large amounts of
reducing sugars are present in the sample. Yellow orange precipitate indicates that a moderate
amount is present. A blue green color indicates that only trace amounts are present.

Note: Learners should perform the test on the following samples:

1. glucose solution 3. cooking oil
2. flour or cornstarch 4. softdrinks

Ask the learners to conclude whether carbohydrates or lipids are present in their samples. They may
compare this with the list of ingredients for their food or drink sample. They can also list possible sources
of errors.

SAMPLE OBSERVATION CONCLUSION

Glucose Solution

Flour or Cornstarch
Cooking oil

Softdrinks

Reference: Commission on Higher Education and Philippine Normal University for CHED K-12 Curriculum
Guide for Teachers

III. Conclusion/Generalization

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