Science Education Institute and Ateneo De Zamboanga University – School of Education

CAPACITATING SCHOLAR-GRADUATES WITH PEDAGOGICAL SKILLS

LESSON EXEMPLAR WITH HOTS-SOLO LEVEL INTEGRATION

I. SUBJECT / GRADE LEVEL General Biology 1 – Grade 11/12

II. TOPIC Biological Molecules

III. REFERENCES Bettelheim, F.A, Brown, W.H, Campbell, M.K, Farell,S.O &
Torres,O (2013). Introduction to General, Organic and
Biochemistry (10th Ed.). Belmont, CA: Brooks/Cole

IV. CONTENT STANDARD Structures and Functions of Biological Molecules

- Carbohydrates, Lipids, Proteins, Enzymes, Nucleic Acids
V. PERFORMANCE STANDARD Construct a cell membrane model from indigenous or recyclable
materials

VI. MELC/COMPETENCY Categorize the biological molecules (lipids, carbohydrates,

proteins, and nucleic acids) according to their structure and
function (STEM_BIO11/12- Ii-j-15)

VII. SPECIFIC OBJECTIVES At the end of the lesson, the learners can:

a. distinguish between the four major biological molecules

based on their building blocks, type of bonds, functional
group present, and its function through jigsaw activity;
b. classify different biological molecules according to their
primary function through an interactive discussion;
c. analyze the composition of common foods to identify the
major biomolecules (carbohydrates, proteins, lipids)
present; and
d. perform a laboratory experiment to investigate the
biomolecules present in different food samples.

VIII. RESOURCES AND TECHNOLOGY Textbooks, Online Resources, PowerPoint Presentation, Projector,
INTEGRATION Classpoint, and Mentimeter.

IX. PEDAGOGY/STRATEGY/ACTIVITIES Inquiry-Based Learning Using 5Es Lesson Exemplar Model with
integration of SOLO framework
LEARNING TASKS
I. PRELIMINARY ACTIVITIES

Greetings
(Say: Good morning, class! Please remain standing for a short prayer.)

Classroom Preparation
(Say: Let’s start with an opening prayer. May I request the prayer leader to lead us with an opening
prayer.)

(Say: Kindly pick up the pieces of trash and arrange your chairs before you take your seats.)

Checking of Attendance
(Say: Class beadle, kindly check the attendance.)

House Rules Reminders

(Say: Please be reminded of the House Rules that we established.)

II. LESSON PROPER

A. ENGAGE

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Science Education Institute and Ateneo De Zamboanga University – School of Education
CAPACITATING SCHOLAR-GRADUATES WITH PEDAGOGICAL SKILLS

▪ The teacher will begin the lesson by showing the class a food label and
ask some questions.
▪ The teacher will write down students’ responses on the board

Questions:

1. Have your ever gone grocery shopping whether alone or with someone?
2. When buying food products, what are the things that you usually
consider?
3. Have ever checked the labels of the foods you buy? Why or why not?
4. What are the most common nutrients shown on the label?
5. Which of these nutrients are you most curious about? Why?

Say: Thank you everyone for your responses! Indeed, food is one of the important
components of our day-to-day lives to survive. However, most of us focuses on the
quantity rather than the quality of the food we consume. In this lesson, we will
understand the different biomolecules needed by our body and their individual role in
metabolic processes to achieve a healthier lifestyle starting from the food we eat.

B. EXPLORE

▪ The learners will be grouped accordingly. Ensure a diverse mix of perspectives within each group.
▪ Distribute the handout and the data sheets to each group.

Cooperative Learning: Jigsaw!

Directions:

1. The class will be grouped with 4 members each which will be their “Study Group”.
2. Each member will be assigned with a number from 1 to 4. Each must read and study their own part of the
content independently as follows:
Member #1 – Carbohydrates
Member #2 – Lipids
Member #3 – Proteins
Member #4 – Nucleic Acids
3. After each member has studied their part independently for 10 minutes, they will gather with all the other
students who have been assigned with the same part. These are called “Expert Groups”.
4. For 15 minutes, within each Expert Group, students compare their ideas and work together to prepare a
presentation to give to their Study Groups.
5. Now that students have studied their part of the content in their expert groups, they return to their original
study groups, where each student takes a turn presenting their part.
6. For another 15 minutes, the members will take their turns to share their part to their respective study
group. As each “expert” teaches their part of the content, the others in the group will complete their table.

Say: Alright, time is up! The groups are now done with the activity and ready for the presentation of their results. I will
randomly choose the group to present first. Let us now lend our ears to each presenter and together let us make
sense of the activity we did earlier.

C. EXPLAIN (U-M-R)

▪ Teacher facilitates the presentation of output of each of the group.

▪ Presentation of Output: Allow the student to present their table from the activity earlier.
▪ After the presentation of the results, the teacher prepares the mood of the students for interactive
discussions using Classpoint.app in answering the guide questions.

Guide Questions:

1. What are the building blocks of carbohydrates? Lipids? Proteins? Nucleic Acids? (U)
Expected Response:
• Carbohydrates = monosaccharides
• Lipids = glycerol and fatty acids
• Proteins = amino acids
• Nucleic Acids = Nucleotides

2. Each of the building blocks are held together to form the complex structure of each biomolecule. What
type of bond is present in Carbohydrates? Lipids? Proteins? Nucleic Acids? (U)
Expected Response:
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Science Education Institute and Ateneo De Zamboanga University – School of Education
CAPACITATING SCHOLAR-GRADUATES WITH PEDAGOGICAL SKILLS

• Carbohydrates = glycosidic bond

• Lipids = ester bond
• Proteins = peptide bond
• Nucleic Acids = glycosidic bond, phosphodiester bond, and hydrogen bonds

3. What is/are the functional groups present in each biomolecule? (U)

Expected Response:
▪ In Carbohydrates, contains hydroxyl groups and a carbonyl group – aldehyde for glucose and
galactose, ketone for fructose.

▪ In Lipids, carboxyl, and hydroxyl groups.

▪ In Proteins, a variety of functional groups, including carboxyl, amine, and side chains that vary
depending on the specific amino acid.

▪ In Nucleic Acids, a single nucleotide is composed of three functional groups: a sugar, a triphosphate,
and a nitrogenous base

4. How do chemical bonds form between monomers to create the complex structures of biological molecules
(carbohydrates, proteins, nucleic acids, and lipids)? (M)
Expected Response:
▪ Carbohydrates: Monosaccharides (simple sugars) link together through glycosidic bonds, which are
a type of covalent bond formed by a condensation reaction. In this process, a hydroxyl group from
one sugar and a hydrogen from another sugar combine to form water, while the remaining parts of
the sugars form the covalent bond.

▪ Lipids: The bonding in lipids is more diverse. While some lipids do involve covalent bonds between
their fatty acid chains and glycerol backbones, others rely on weaker interactions like hydrogen
bonding for their structure.

▪ Proteins: Amino acids, the building blocks of proteins, connect via peptide bonds. Peptide bonds are
also formed through condensation reactions, where an amino group from one amino acid reacts with
a carboxyl group from another, releasing a water molecule and forming an amide bond (a type of
covalent bond).

▪ Nucleic Acids (DNA and RNA): These complex molecules are formed by linking nucleotides. The
sugar and phosphate groups of adjacent nucleotides form phosphodiester bonds, which are covalent
bonds created through a condensation reaction between a hydroxyl group on a sugar and a
phosphate group.

5. What is the role of the biomolecules in the structure and function of the cell membrane? (M)
Expected Response:
▪ Carbohydrates (Glycoproteins) are attached to some proteins and lipids on the outer surface of the
cell membrane. These glycoproteins can play a role in cell-cell recognition, signaling, and adhesion.

▪ Phospholipid bilayer structure forms the foundation of the cell membrane. The hydrophilic heads face
the watery environment (inside and outside the cell), while the hydrophobic tails point inwards, away
from the water. This creates a selectively permeable barrier, allowing certain substances to pass
through the membrane while restricting others.

▪ Cholesterol plays a crucial role in maintaining membrane fluidity. It integrates between phospholipids,
affecting their packing and influencing membrane flexibility. This helps the membrane function
properly at different temperatures.

▪ Integral membrane proteins are permanently in the cell membrane, while peripheral membrane
proteins attach and detach from the cell membrane at different times. The integral membrane proteins
and peripheral membrane proteins share one function. They both act in molecule transfer.

▪ Receptor proteins act as communication centers on the cell surface. They bind to specific molecules
(hormones, signaling molecules) outside the cell, triggering specific responses within the cell.

6. How do the structural differences between carbohydrates, lipids, proteins, and nucleic acids influence
their specific roles in different metabolic pathways within the human body? (R)
Expected Response:
▪ Carbohydrates:
Simple sugars (monosaccharides) have a simple structure with hydroxyl groups (OH) and single bonds,
making them readily soluble in water. Complex carbohydrates (polysaccharides) like starch and cellulose
have glycosidic linkages that store energy efficiently.

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CAPACITATING SCHOLAR-GRADUATES WITH PEDAGOGICAL SKILLS

Simple sugars are a primary source of cellular energy (glucose). Polysaccharides like starch act as energy
reserves, while cellulose provides structural support in plant cells. Enzymes (proteins) break down
carbohydrates into usable sugars during cellular respiration.

▪ Lipids:
Diverse group with varying structures. Triglycerides, the main storage form, consist of fatty acids linked
to glycerol by ester bonds. The length and saturation of the fatty acid chains influence their properties.
Phospholipids have a similar structure but with a phosphate group, making them crucial for cell membrane
formation.

Triglycerides store excess energy. Fatty acids can be broken down for energy when carbohydrate
reserves are depleted. Phospholipids form the bilayer structure of cell membranes, controlling what enters
and leaves the cell.

▪ Proteins:
Composed of amino acids linked by peptide bonds. The sequence and side chains (R groups) of amino
acids determine a protein's unique 3D structure, which dictates its function.

Proteins have diverse roles – enzymes that catalyze metabolic reactions, transporters that move
molecules across membranes, antibodies for immune defense, and hormones that regulate various
processes. The specific structure of a protein allows it to bind to specific molecules and perform its
designated function.

▪ Nucleic Acids:
DNA and RNA are composed of nucleotides linked by phosphodiester bonds. Each nucleotide has a
sugar, a phosphate group, and a nitrogenous base. The sequence of bases in DNA encodes genetic
information. RNA plays a vital role in protein synthesis.

DNA stores and transmits genetic information, the blueprint for life. RNA molecules like mRNA carry the
genetic code from DNA to ribosomes, where proteins are built. They are essential for protein synthesis,
a fundamental metabolic process.

Say: Any questions or clarifications? Great! To summarize, the lesson highlights the interconnectedness of
biomolecules, showcasing how their structure, function, and interactions within the human body orchestrate the
complex chemistry that sustains life. Now, let’s look at the following image. Observe and analyze the
amount/proportion of the biomolecules present in each plate.

D. ELABORATE (U-M-R)
▪ The teacher will present picture of a healthy plate and unhealthy plate.
▪ The teacher will ask the students to compare both plates.

A. B.

You Are What You Eat!

Directions: Answer the following questions using the concepts you learned.

1. Look at these two plates. Which of the plates include a variety of biomolecules to sustain our energy, a
good source for building and repairing tissues and for energy storage and cell function? (M)

Expected Response:
Plate A represents a balanced diet. It is consisted of complex carbohydrates like wheat bread and oats, egg,
beans, nuts, and meat are good source of proteins. Fruits and vegetables can be a goof source of fibers and
healthy fats.

On the other hand, Plate B represents an unhealthy diet as it contains more processed and oily foods.
Although the chicken can be a source of protein, it is often fried or breaded, adding unhealthy fats and
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CAPACITATING SCHOLAR-GRADUATES WITH PEDAGOGICAL SKILLS

significantly increasing calorie intake. Fries are primarily simple carbohydrates (starches) that are quickly
broken down into sugar, leading to blood sugar spikes and crashes. They lack fiber, a complex carbohydrate
important for digestion and gut health. The type of oil used for frying can be high in saturated and trans fats,
which contribute to heart disease.

2. Why do you think it is essential for us to maintain a balanced diet? (R)

Expected Response:
Fueling Cellular Activities: Our cells are constantly working, and they rely on a steady supply of different
biomolecules (carbohydrates, proteins, lipids) for energy production, growth, repair, and various cellular
processes. A balanced diet ensures these building blocks and fuel sources are available in appropriate
proportions.

Maximizing Energy Production: Carbohydrates, particularly complex carbohydrates like whole grains and
vegetables, provide a sustained source of energy for our cells. Without a balanced intake, we might
experience fatigue, difficulty concentrating, and sluggishness.

Building and Repairing Tissues: Proteins are the building blocks of our body's tissues, muscles, organs, and
enzymes. A balanced diet with good protein sources like lean meats, fish, beans, and legumes ensures our
body has the necessary materials for growth, repair, and proper functioning.

Maintaining Healthy Cell Membranes: Lipids, particularly healthy fats from sources like nuts, avocado, and
olive oil, are essential components of cell membranes. They also contribute to hormone production and
nutrient absorption. A balanced diet ensures these fats are present to support healthy cellular structure and
function.

Optimizing Immunity: A balanced diet rich in fruits, vegetables, and whole grains provides a vast array of
vitamins, minerals, and antioxidants. These play a vital role in supporting our immune system and protecting
our cells from damage.

Preventing Chronic Diseases: Imbalanced diets, often high in processed foods, unhealthy fats, and added
sugars, have been linked to an increased risk of chronic diseases like obesity, heart disease, diabetes, and
some cancers. A balanced diet can help reduce this risk by promoting healthy weight management, blood
sugar control, and overall well-being.

Say: Just like choosing the right fuel for a car, the food we consume impacts our energy levels and performance.
Knowing the type of foods we put on our plate allows us to strategically choose options that will give us the sustained
energy we need for our daily activities. I believe it is time for you to put your knowledge to test and have a laboratory
experiment.
E. EVALUATION

▪ The class will perform a laboratory experiment on selected food products commonly consumed by consumers.
▪ The class will be divided into 5 groups. Before the experiment proper, the students will be reminded of the
laboratory safety procedures and protocols.
▪ Each group must prepare a presentation of their results and findings based on the aside food samples
assigned per group.

GRASPS: Laboratory Experiment - Biomolecules: Color Reactions!

Perform an experiment on Biomolecules submit a Post Laboratory
GOAL
Report

ROLE You are Nutritionist

AUDIENCE Consumers of Zamboanga City

Many ordinary consumers do not have a clear idea on the
presence of macromolecules in the food products that they are
buying and will go blindly choose food items without properly
SITUATION examining the nutritional fact labels. As an expert in the field of
nutrition, you are task to conduct a series of experiments that will
help determine the presence of macromolecules on food items and
identify which macromolecule/s is/are present on them.
PERFORMANCE/
Laboratory Experiment and Laboratory Report
PRODUCT
Please refer to the rubric for the grading of the Laboratory
STANDARD
Experiment

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Science Education Institute and Ateneo De Zamboanga University – School of Education
CAPACITATING SCHOLAR-GRADUATES WITH PEDAGOGICAL SKILLS

Four types of carbon-based biomolecules are found in living organisms: carbohydrates, lipids, proteins and
nucleic acids. Since foods consist of plant or animal materials, they are combinations of these biomolecules,
providing us with energy and building blocks necessary for life (you really are what you eat!).

• In this lab, you will test to see which biomolecules are found in common foods. You will perform simple
chemical tests with substances called indicators to detect the presence of carbohydrates, proteins, and
lipids in certain foods. (An indicator is a substance that changes color when a certain compound is
present.) Each simple test includes a positive and negative control – water and a solution containing a
pure sample of a specific biomolecule.

Materials:
• 12pcs test tubes • 1pc test tube brush • Graduated cylinder
• 8pcs Droppers • Triple beam balance • Ruler Grater
• 4pcs 200mL beakers • Hot water bath • Cutter
• 4pcs marbles • Masking tape • Paper towel
• 1pc test tube rack • Blotting paper • Dishwashing soap
• Complete PPE
Chemicals:

• Iodine Solution • Alpha Naphthol Reagent

• Biuret Solution • Concentrated Sulfuric Acid (H2SO4)
• Benedict’s Solution • Ninhydrin Solution

Food sample to test:

Group 1 Group 2 Group 3 Group 4 Group 5
• 2 Eggs • 2 Eggs • 2 Eggs • 2 Eggs • 2 Eggs
• Potato • Apple • Carrot • Corn • Banana
• Low Fat Milk • Coconut Milk • Powdered Milk • Soy Milk • Butter

PROCEDURE:

Reminder!
1. Make sure you rinse your test tubes thoroughly after each test to avoid contamination.
2. Label the test tube using your masking tape
3. Safety googles, surgical mask and latex gloves must be used when dealing with concentrated sulfuric acid.

PART I. Molisch Test

Safety Googles, Surgical Mask and Latex Gloves Must Be Used When Dealing with
Concentrated Sulfuric Acid!

1. Add 1 ml dropper- full of each sample to a test tube. Note to separate the egg yolk and egg
white for a specific test tube.
2. Add 1 drop of alpha naphthol reagent in each test tube and mix thoroughly.
3. Then add 1 mL of concentrated H2SO4 in each test tube carefully by inclining the tube and
letting the sulfuric acid slide down on the side.

Positive test: The appearance of reddish violet or purple colored ring at the
junction of two liquids is observed in a positive Molisch test.

PART II. Benedict’s Test

1. Add 1 ml- dropper- full of each sample to its own test tube.
2. Add 1 ml- dropper- full of Benedict’s solution to each of the test tube with the food samples.
3. Place the test tubes in the hot water bath. Heat the test tubes for 5 full minutes.

Positive test: Benedict’s changes from blue to yellow or orange when heated with
the presence of monosaccharides.
Note: Sometimes this chemical reacts with another biomolecule to form a blue or
purple color. This is not the reaction that you are looking for.

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PART III. Lugol’s Test

1. Add 1 ml- dropper- full of each sample to its own test tube.
2. Add 2-3 drops of iodine to each sample, then shake.

Positive test: Lugol’s iodine changes from brown to blue or black with the presence of
starch

PART IV. Blotting test

1. Prepare 7 blotting papers or tear 7 small squares from a piece of brown paper or paper bag. Label
each with the name of the food sample.
2. Add a drop of each food sample on their respective blotting/ brown paper.
3. Set the paper aside to dry, for about 10 minutes.
4. After 10 minutes, hold the paper through a light and observe for translucent spots.

Positive test: A translucent spot on the paper indicates the presence of lipids in the
sample.

PART V. Biuret Test

1. Add 10 drops of each food sample to its own test tube.
2. Add 5 drops of NaOH to the food sample and then mix carefully.
3. Then add 3 drops of 1% CuSO4. (Note: do not shake the mixture)

Positive test: Biuret is clear/blue in the absence of protein, and turns purple with
the presence of protein.

PART VI. Ninhydrin Test

1. Add 2 mL of each food sample to its own test tube.
2. Add 10 drops of 0.1% ninhydrin solution in each test tube.
3. Cover the test tube with marble and heat it in a boiling water bath for 1-2 mins.
4. Remove from the water bath and allow to cool. Observe what happens.

Positive test: A positive test is either a purple/violet or a yellow color. The

yellow color indicates the presence of a specific amino acid proline. The purple
color indicates the presence of any other free amino acid.

Laboratory Experiment Rubric (55 points)

Criteria 5 4 3 2
The objectives clearly The objectives define The objective vaguely The objective shows
define the purpose of the the purpose of the defines the purpose of not connection to the
Objectives activity including higher activity including high the activity purpose of the activity
level of thinking skills. level of thinking skills.

Introduction is well- Introduction provides Introduction is written in Introduction does not

written which provides a an overview of the a basic form but provide an overview
clear overview of the topic. Uses some provides unclear about the topic. Does
Introduction topic. Uses all proper proper science overview of the topic. not use science
science vocabulary to vocabulary to introduce Uses minimal science vocabulary to
introduce the topic the topic vocabulary to introduce introduce the topic
the topic

All data are presented in Most data are Data is presented but Data is incomplete,
a manner that is presented in a manner not well-organized or unorganized and
organized and easy to that is organized and incomplete confusing to the
Data read. Data includes easy to read. Data reader
graphs, charts, tables, includes graphs,
measures, etc. charts, tables,
measures, etc.

Statement of what was States some of what States very little of what States only a little of
Results observed is written in an was observed in a was observed in a what was observed
easy-to-understand manner that ties manner that ties but not in a manner
(x2) manner that ties observations to a observations to a that ties observations
conclusion conclusion to a conclusion

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CAPACITATING SCHOLAR-GRADUATES WITH PEDAGOGICAL SKILLS

observations to a
conclusion

Uses observations, data, Uses some evidence to Uses some evidence to No evidence used to
and other evidence to create a statement create a statement create a statement
Analysis create a well-supported showing knowledge showing knowledge showing knowledge
statement showing gained gained gained
(x2)
knowledge gained

Detailed discussion of all Discussion of most Discussion of most Discussion of most

aspects of experiment, aspects of experiment, aspects of experiment, aspects of
Conclusion results, suggestions, results, suggestions, results, suggestions, experiment, results,
flaws, etc. and links to flaws, etc. and links to flaws, etc. but links to suggestions, flaws,
(x2) other relevant science other relevant science other relevant science etc. but shows no link
to other relevant
science

Sources were cited Minor mistakes were Sources were not No reference at all (0)
properly following APA made in the properly cited
References
citation referencing following
APA citation

• A deduction of 1 point per day within 5 days of late submission

Submission • If submitted beyond 1 week after the submission date, the highest possible score of the group will be
determined by the lowest scorer from the groups who submitted on time.

III. EXIT TICKET AND CONCLUDING STATEMENT

▪ Before the class ends, the teacher will ask the students to go to Menti.com
and input the Class code provided by the teacher or scan the QR code.

EXIT TICKET!
✓ Today I learned that... (biological molecule fact).
✓ I found it challenging to understand... (specific biological molecule concept).
✓ I can better understand the role of biological molecules in the body because... (brief explanation).
✓ "On a scale of 1 to 10, how much did you learn from today's lesson?"

Closing Statement: Alright class, that concludes our lesson on biomolecules. We've covered the four major players -
carbohydrates, proteins, lipids, and nucleic acids - learning about their building blocks, structures, and functions.
Remember, these molecules are the foundation of life, playing crucial roles in everything from storing energy to
building tissues. For our next lesson, we'll delve deeper into how these molecules interact with each other to carry out
amazing processes in living organisms with the help of the different ENZYMES.