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    The Learners Demonstrate Understandin G Of... The Learners Should Be Able To..

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    Sab Ibarreta
    The document outlines the content standards, performance standards, learning competencies, and duration for a Biology II course over 4 quarters. The major topics covered include recombinant DNA, evolution, basic taxonomy, and plant and animal organ systems. Specifically, it will focus on outlining genetic engineering processes, mechanisms of evolution, distinguishing classification schemes, and comparing reproductive and homeostatic processes in plants and animals over the course of the year.

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    The Learners Demonstrate Understandin G Of... The Learners Should Be Able To..

    Uploaded by

    Sab Ibarreta
    260 views3 pages
    The document outlines the content standards, performance standards, learning competencies, and duration for a Biology II course over 4 quarters. The major topics covered include recombinant DNA, evolution, basic taxonomy, and plant and animal organ systems. Specifically, it will focus on outlining genetic engineering processes, mechanisms of evolution, distinguishing classification schemes, and comparing reproductive and homeostatic processes in plants and animals over the course of the year.

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    GenBio2ONLY

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    The document outlines the content standards, performance standards, learning competencies, and duration for a Biology II course over 4 quarters. The major topics covered include recombinant DNA, evolution, basic taxonomy, and plant and animal organ systems. Specifically, it will focus on outlining genetic engineering processes, mechanisms of evolution, distinguishing classification schemes, and comparing reproductive and homeostatic processes in plants and animals over the course of the year.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    260 views3 pages

    The Learners Demonstrate Understandin G Of... The Learners Should Be Able To..

    Uploaded by

    Sab Ibarreta
    The document outlines the content standards, performance standards, learning competencies, and duration for a Biology II course over 4 quarters. The major topics covered include recombinant DNA, evolution, basic taxonomy, and plant and animal organ systems. Specifically, it will focus on outlining genetic engineering processes, mechanisms of evolution, distinguishing classification schemes, and comparing reproductive and homeostatic processes in plants and animals over the course of the year.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Grade Level: Grade 11/12

    Subject: Biology II

    Quarter Content Performance


    Standard Standard Most Essential Learning Competencies Duration

    The learners The learners K to 12 CG Code


    demonstrate should be
    understandin able to...
    g
    of...
    rd Recombinant Make a research Outline the processes involved in genetic STEM_BIO11/12-IIIa-b-6
    3 Week 1
    DNA paper/case engineering
    study/poster on STEM_BIO11/12-IIIa-b-7
    Discuss the applications of recombinant DNA Week 1
    genetic diseases
    Relevance, Make a diagram Describe general features of the history of life on STEM_BIO11/12-IIIc-g-8
    Mechanisms, (e.g., pictogram, Earth, including generally accepted dates and Week 2
    Evidence/Bases, poster) showing sequence of the geologic time scale and
    4

    Quarter Content Performance


    Standard Standard Most Essential Learning Competencies Duration

    The learners The learners K to 12 CG Code


    demonstrate should be
    understandin able to...
    g
    of...
    and Theories of the evolution of a characteristics of major groups of organisms present
    Evolution domesticated during these time periods
    crop Explain the mechanisms that produce change in STEM_BIO11/12-IIIc-g-9
    populations from generation to generation (e.g.,
    Week 2
    artificial selection, natural selection, genetic drift,
    mutation, recombination)
    Show patterns of descent with modification from STEM_BIO11/12-IIIc-g-10
    common ancestors to produce the organismal Week 3
    diversity observed today
    Trace the development of evolutionary thought Week 3 STEM_BIO11/12-IIIc-g-11
    Explain evidences of evolution (e.g., biogeography, STEM_BIO11/12-IIIc-g-12
    fossil record, DNA/protein sequences, homology, Week 4
    and embryology)
    Infer evolutionary relationships among organisms STEM_BIO11/12-IIIc-g-13
    Week 4
    using the evidence of evolution
    Basic Taxonomic Differentiate the Explain how the structural and developmental STEM_BIO11/12IIIhj-14
    Concepts and 3-Domain characteristics and relatedness of DNA sequences
    Week 5
    Principles, Scheme from the are
    Description, 5-Kingdom used in classifying living things
    Nomenclature, Scheme of Identify the unique/ distinctive characteristics of a STEM_BIO11/12IIIhj-15
    Week 5-6
    Identification, classification of specific taxon relative to other taxa
    and living things Describe species diversity and cladistics, including STEM_BIO11/12IIIhj-16
    Classification the types of evidence and procedures that can be Week 6
    used to establish evolutionary relationships
    th Plant and Develop a Compare and contrast the following processes in STEM_BIO11/12-IVa-h-1
    4 Animal Organ presentation (e.g. plants and animals: reproduction, development,
    Week 1-4
    Systems and role-playing, nutrition, gas exchange, transport/ circulation,
    their Functions dramatization regulation of body fluids, chemical and nervous
    5

    Quarter Content Performance


    Standard Standard Most Essential Learning Competencies Duration

    The learners The learners K to 12 CG Code


    demonstrate should be
    understandin able to...
    g
    of...
    and other forms control, immune systems, and sensory and motor
    of multimedia) to mechanisms
    Feedback show how an STEM_BIO11/12-IVi-j-2
    Mechanisms organism
    maintains Explain how some organisms maintain steady
    homeostasis internal
    through the conditions (e.g., temperature regulation, osmotic Week 5-6
    interaction of the balance and glucose levels) that possess various
    various organ structures and processes
    systems in the
    body

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