Science 8 Processes of Life

BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
Science 2 - Biology
Nature of Biology
Different Life Processes
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Written, edited and produced by Basic Education Assistance for Mindanao, April 2009
SCIENCE 2 - BIOLOGY
NATURE OF BIOLOGY
DIFFERENT LIFE PROCESSES
Information about this Learning Guide

Recommended number of lessons for this Learning Guide: 4
Basic Education Curriculum Competencies

Year 8 science: Nature of Biology
• Understand the nature of biology as a science of life
• Explain the different life processes
Objectives
• Identify the different life processes that an organism must perform to be classified as
living.
• Create a model of a creature and identify its life processes
• Explain how each process is done by a living organism.
Essential concepts, knowledge and understandings targeted

• An organism has to perform all the life processes before it can be considered living.
• The following are the different life processes; movement, respiration, sensitivity, growth,
reproduction, excretion, and nutrition.
Specific vocabulary introduced

• Movement - ability of an organism to transfer from one place to another.
• Respiration - the act of breathing air in and out.
• Sensitivity - capacity for physical sensation or response.
• Growth - the process of becoming larger and more mature through natural development.
• Reproduction - the production of offspring or new individuals through sexual or asexual
process.
• Excretion - excreting of waste matter, the act or process of discharging waste matter from
the tissues or organs.
• Nutrition - processing of food, the process of absorbing nutrients from food and processing
them in the body in order to keep healthy or to grow.
Suggested organizational strategies

• Prepared worksheets for the activities to be conducted.
• Formed grouping of students.
• Set the classroom for group activity.
Opportunities for Integration

English
Basic Education Assistance for Mindanao

Learning Guide, April 2009 3
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NATURE OF BIOLOGY
• Using the language in expressing thoughts and ideas.

Arts
• Creating a model.
Ecology
• Recycling materials.
Values
• Showing patience in working with others.
Activities in this Learning Guide

Activity 1: Be-Living or Not?
Multiple Intelligences
• Body/Kinaesthetic, Interpersonal
Skills
• Use information, Understanding information
Activity 2: The Venn Between
• Interpersonal
Skills
• Understanding information, Compare and discriminate between ideas
Activity 3: Is It Alive?
• Body/Kinaesthetic, Interpersonal
Skills
• Understanding information, Grasp meaning, Compare and discriminate between ideas
Activity 4: Life Processes Illustrated
• Naturalist, Interpersonal
Skills
• Relate knowledge from several areas, Knowledge of major ideas
Activity 5: Am I Alive?
• Intrapersonal

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Skills
• Mastery of subject matter, Knowledge of major ideas
Activity 6: My Personal Creation
• Visual/Spatial, Interpersonal, Intrapersonal
Skills
• Translate knowledge into new context, Use information
Activity 7: Life Process Journal
• Intrapersonal
Skills
• Use information, Understanding information
Key Assessment Strategies

• Assessment Rubrics
• Journals
• Paper-pencil test

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Mind Map
The Mind Map displays the organization and relationship between the concepts and
activities in this Learning Guide in a visual form. It is included to provide visual clues on
the structure of the guide and to provide an opportunity for you, the teacher, to
reorganize the guide to suit your particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that
the stages do not represent individual lessons. Rather, they are a series of stages over one
or more lessons and indicate the suggested steps in the development of the targeted
competencies and in the achievement of the stated objectives.
Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible
formative assessment ideas to assist you in determining the effectiveness of that stage on
student learning. It can also provide information about whether the learning goals set for
that stage have been achieved. Where possible, and if needed, teachers can use the
formative assessment tasks for summative assessment purposes i.e as measures of student
performance. It is important that your students know what they will be assessed on.
1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they
know about the topic and connect it with their past learning. Activities could involve making
personal connections.
Background or purpose
In this stage, students will be engaged in an activity that will help them recall their
previous knowledge on the difference between living things and non-living things.
Strategy
Game is a strategy that allows students to enjoy while learning in the process. It employs
teamwork and patience. It is typically a competition or contest that involves a
demonstration of an understanding of content or skill.

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Materials
Teacher Resource Sheet for Activity 1, Be-Living or Not?, page 13, bond paper, masking
tape or scotch tape
Activity 1 – Be-Living or Not?
Advance preparation:
• Produce four sets of the word strips from Teacher Resource Sheet for Activity 1 on page
13, and cut them before the activity.
Procedures:
1. Divide students into four groups.
2. Inform students that they will be participating in a game where they are going to
classify things into 2 categories - living things and non-living things.
3. Have them draw two columns on a long bond paper and have them label the first
column with living things and the second column with non-living things. The group
having the highest number of correct answers will be declared as the winner. You may
give a prize to the winning group/s.
4. Distribute the word strips to each group.
5. Emphasize that they will be given 15 seconds to perform the activity.
6. Ask students if they have some clarifications. If there is none, set the time and have
them perform the activity.
7. When done, facilitate checking of responses. Declare the winner/s. You may give them
a prize.
Formative Assessment
Checking of students' outputs. You may use the Group Participation Checklist on page 14 to
assess the performance of the students.
Roundup
Students should have classified things according to living things and non-living things.
2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the
objectives/expectations for the learning experience and an overview how the learning
experience will fit into the larger scheme.
The activity in this stage will introduce the students to the objectives of the lesson and at
the same time, give them an overview of the topic to be discussed. The activity would
allow the students to compare and contrast living things from non living things using a
Venn diagram. This would also lead them to mention the characteristics of living things
that differentiate them from non-living things.
Strategy
Brainstorming is a strategy which allows students to present their idea without the fear of
being rejected. This will increase the student-student interaction and allows each student
to share his/her idea.

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Venn Diagram is a form of graphic organizer commonly used in comparing things. It allows
them to structure the way they “think” about the similarities and differences between
concepts.
Materials
Activity 2 – The Venn Between, page 15
Activity 2 – The Venn Between
1. Divide students into desired number of grouping.
2. Distribute Activity 2, The Venn Between, page 15.
3. Inform students that in this activity, they are going to cite the differences and
similarities between living things and non-living things using a Venn diagram.
4. Explain that in a Venn diagram, there are three spaces. Emphasize that they are going
to write the similarities of the living things and non-living things in the area where the
two circles intersect. The differences will be written on both sides where the words
living things and non-living things are placed.
5. Allow students to have time for brainstorming.
6. Have students perform the activity at a given time.
7. Once done, have them post their work on the board.
8. If there are two or more words that describe a certain process (e.g. walk, run, etc.),
have them group these words and have them think of a category to summarize those
words (e.g. movement).
9. Encircle terms that are part of the life processes (movement, respiration, sensitivity,
growth, reproduction, excretion, nutrition). Inform them that their answers will be
revisited later in stage 4.
10.Inform them about the objectives of the topic.
Checking of students' outputs.
Roundup
Students should have compared and contrasted living things and non-living things. They
should have mentioned some of the observable characteristics of living things that
differentiate them from non-living things.
3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students.
Students should be encouraged to discover their own information.
In this stage, students will be introduced to the concepts concerning the different life
processes. In Activity 3 – Option 1, they will read the life story of Limerick the frog. They
will determine the different processes that Limerick will encounter in order for him to
survive. In Activity 3 – Option 2, they will give a detailed differentiation between a living
and a non-living thing. These Activities address BEC competency Unit 1 number 1.2.

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Strategy
Story is a strategy used in this stage to show how living organism exhibit the life processes
given certain situations. This would help students to picture out scenes and based them in
their own experience.
Small Group Discussion is a strategy used to generate ideas on a certain topic from all
students in a limited time. This is done to increase student – student interaction and to
encourage participation of every student especially in expressing his/her ideas.
Materials for Activity 3
Activity 3 – Option 1, The Story of Limerick , page 16
Activity 3 – Option 1 – The Story of Limerick
1. Organize students into several groups.
2. Distribute Activity Sheet 3 – Option 1, The Story of Limerick , page 16.
3. Have students read the story individually. Remind them to maintain silence so as not to
disturb others.
4. Once they are done reading, have them proceed to their group and ask them to share
their ideas to their group mates.
5. Conduct debriefing to clarify questions if there are any.
You may use Teacher Resource Sheet for Activity 3 – Option 1, Answer Key on page 18 to
check the answers of the students.
Roundup
Students should have determined the importance of the different life processes for the
survival of an organism.
Materials for Activity 3 – Option 2
Activity 3 – Option 2, Is It Alive?, page 19, peanuts, lima beans, a plant, slinky (magic
spring), potato, candle, match, water, stone, fruit fly, balloon, manila paper, marking pens
Activity 3 – Option 2 – Is It Alive?
Advance Preparation:
• Ask students to bring an object (or a picture of an object) that displays three or more of
the life processes but is not a living thing or NOT PART of a living thing (e.g. a stone)
Procedures:
1. Divide the class into desired number of groups.
2. Distribute Activity 3 – Option 2, Is It Alive?, page 19.
3. Give instructions on what the students will do during the activity.
4. Have students perform the activity.
5. Once done, have them compare their work with the other groups.
6. Use Background Information for Teachers on page 21 to conduct a short lecture
regarding the Basic Life Processes.

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You may use Student Assessment Rubric on page 25 in assessing students' performance.
Roundup
Students should have identified some of the life processes that characterize living things.
They should have evaluated some organisms based on their characteristics.
4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply
it to other learning experiences.
At this stage students' understanding will be assessed on how well they understand the
topic presented by indulging themselves to two activities. The first activity will ask
students to represent the life processes by making illustrations for each. The second
activity will allow students to identify the factors of what makes living things living.
Strategy
Small Group Discussion
Materials
Activity 4.1, Life Processes Illustrated, page 23, pencil, manila paper, marking pens
Activity 4.1 – Life Processes Illustrated
1. Divide students into desired number of groups.
2. Give instructions on what they are going to do during the activity.
3. Inform each group that each member has to perform a task. Assign each member to a
particular Life Process to work on.
4. Have them perform the activity at a given time. Ask them to draw on the manila paper.
5. Once done, have them post their work on the walls.
Check students' outputs. You may also use the Student Assessment Rating Scale provided
on page 25 to assess the performance of the students within a group.
Roundup
Students should have presented each of the different life processes with an illustration.
They should have given a description for each life process.
Materials
Student Activity Sheet for Activity 4.2, Am I Alive?, page 26
Activity 4.2 – Am I Alive?
1. Distribute Student Activity Sheet for Activity 4.2, Am I Alive?, page 26.
2. Give instructions on what they are going to do during the activity.
3. Have them perform the activity.

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4. Once done, collect their worksheets. You may facilitate discussion about the essential
concepts in the given task.
5. Revisit the Venn Diagram on stage 2.
You may ask the students to rate their group members using the Peer Assessment
Collaboration Rubric on page 27.
Roundup
Students should have explained some factors that characterize a living thing and a non-
living thing based on the things that they do.
5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and
transfer their learning to new or different situations.
This stage allows students to apply their skills and knowledge. The activity in this stage
will determine student's understanding of the topic by having them make a creature and
identify the life processes that it performs. This activity also allows them to apply
creativity.
Strategy
Model-making strategy provides the students an opportunity to “transform” learning in
one medium into another. This allows them to create something based on what they have
learned.
Materials
short/long coupon bond, pencil, any color medium, any recyclable materials
Activity 5 – My Personal Creation
1. Assign grouping to students. Make sure that each group has an identified artist within
the class. Have them assign a presenter for each group.
2. Inform students that in this activity they are going to make a creature that is capable
of living anywhere in the world and that they are going to participate in a “creature
convention”.
3. Have each member of the group make a design of their make-believe creature in a
piece of coupon bond.
4. Once done, have each member present their work to their group including its life
process. (They should be able to explain its mode of nutrition, how it reproduces,
etc... The more creative the better.)
5. Have each group select the best creature from within their group and adopt the best
life processes presented.
6. They are then going to make a model of their creature using recycled materials. This
creature will then be included in the “creature convention” were each group presents
their group's creation.

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You may ask the students to assess each other using the Peer Assessment Collaboration
Rubric on page 27-28. Check students' output using Creature Convention Rubric on page
29.
Roundup
Students should have designed a living creature. They should have made a model of it and
identified its life processes.
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the
objectives and summarize the learning gained. Teachers can also foreshadow the next set of
learning experiences and make the relevant links.
In this stage students will make a journal to give ideas on what they have learned from the
topic. This will also encourage them to come up with possible questions especially on
related concepts that they were not able to encounter.
Strategy
Journal is a great way to avoid hearing the response “I do not know what to write”. It
encourages students to share their ideas using writing prompts.
Materials
Student Activity Sheet for Activity 6, Life Process Journal, page 30
Activity 6 - Life Process Journal
1. Distribute Student Activity Sheet for Activity 6, Life Process Journal, page 30.
2. Inform them that this is an individual activity and that they have to finish it within the
given time.
3. Have students perform the activity.
4. Once done, collect their worksheets for rating.
You may use the Science Journal Rubric on page 31 to assess the work of the students.
Roundup
Students should have completed their journal. They should have summarized their ideas
and should have come up with at least one question or query.
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide)
The ways I will evaluate the success of my teaching this unit are:
1.
2.
3.

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Teacher Resource Sheet for Activity 1

Be-Living or Not?
Directions: Cut these into strips. Have students post them in their designated
columns.
Rocks A Mouse
Deer Moth
Bottle Paper Clips
Pigeon Virus
Water Apple
Paramecium Ballpen
Pencil Cement
Cells Folder
Sun Cellophane
Shoes Earthworm
Orchids Kite

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Group Participation Checklist
Directions: Enter appropriate points for students in each category. You may use the
scale of 1 to 4; 1 being the lowest possible point and 4 being the highest possible
points.
STUDENTS' NAMES Participates Offers Accepts Completes

willingly feedbacks ideas and task
and actively and opinions of assigned by
encourages others groups
others

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Activity 2
The Venn Between
Directions: Differentiate living things from non living things using the Venn diagram by giving examples and citing characteristics.
Living Things Non-Living Things
Similarities

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Activity 3 – Option 1
The Story of Limerick
Directions: Read the story silently. Answer the questions given at the end of the
story.
Limerick is a jolly frog who lives in a beautiful pond. He never misses going
out especially in warm sunny days. He has powerful legs which helps him to leap
from one rock to another. This allows him to catch insects hovering about on the
pond. This is advantageous to him since there are lots of frogs in the pond where
he lives.
One morning, as Limerick was catching insects, he happened to spot a snake
crawling towards the pond. He was so nervous of the sight of the snake that he
began to sweat. He jumped rapidly for safety. Knowing that he is safe, he rested
under a bush where he breathed heavily. The plants helped him to relax because
of the oxygen it gives off. After a while, he fell asleep.
When he woke up, it was already past lunch and he suddenly felt hungry. He
needs to eat in order to nourish his body. In his effort to find food, he jumped here
and there. Suddenly, he caught sight of something... a lady frog. Limerick got very
excited that he forgot his hunger and his misadventure with the snake. He jumped
towards the lady frog, very eager to meet her.
Limerick doesn't know that this frog is actually looking for a mate/partner.
When she saw Limerick, she felt in love with him at first glance. Both are lost for
words and they just jumped together until the sun sets. Evening came and it was
getting cold. Both of them shivered because of the cool breeze of wind. And in the
stillness of the night, they went down to his burrow.
After several weeks, she delivered bunch of eggs. And a little later, the eggs
became tadpoles. These were Limerick's babies and he has now become a proud
father. From then on, Limerick's life has never been the same.

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Answer the following questions:
1. How would you describe the words leap, jump, hover, and crawl in one word?
How did leaping and jumping help Limerick?
2. What phrase in the story describes growth? Why is growing important?
3. In the story, Limerick got nervous and began to produce sweat. Why do you think
is sweating important?
4. Limerick felt hungry and needs to eat. In the same way, we also eat when we get
hungry. Why?
5. What do you think is the significance of the bunch of eggs delivered by the lady
frog in the story?
6. How did Limerick and the lady frog react when a cool breeze of wind blew past
them? What does this indicate?
7. In the story, how did the plants help Limerick?

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Teacher Resource Sheet for Activity 3 – Option 1

The Story of Limerick - Answer Key

1. How would you describe the words leap, jump, hover, and crawl in one word?
(movement/motion) How did leaping and jumping help Limerick? ; (it helped him
to hunt for food and at the same time avoid being eaten by the snake.)
2. What phrase in the story describes growth? (the eggs became tadpoles) Why is
growing important? (growing is important because it allows you to become
mature and more adaptive to the environment)
3. In the story, Limerick got nervous and began to produce sweat. Why do you think
is sweating important? (Sweating is important because it is one way in which the
body regulates temperature. At the same time, it removes wastes materials from
the body.)
4. Limerick felt hungry and needs to eat. In the same way, we also eat when we get
hungry. Why? (We need to eat in order to nourish or body)
5. What do you think is the significance of the bunch of eggs delivered by the lady
frog in the story? (It signifies reproduction. It is important for the continuance of
life.)
6. How did Limerick and the lady frog react when a cool breeze of wind blew past
them? (They shivered.) What does this indicate? (It indicates that our body
responds to changes in temperature.)
7. In the story, how did the plants help Limerick? (It helped him to relax because of
the oxygen it releases.)

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Activity 3 – Option 2
Is It Alive?
Group Name/Number:_____________________
Directions: Perform the following activity and fill up the tables with the needed
data.
Procedure:
1. Discuss some criteria (life processes) that would best characterize a living thing
thing. Keep in mind that those chosen criteria shall only apply to living things.
Come to a consensus on selecting at least five or more of the criteria discussed.
CRITERIA (LIFE PROCESSES) REASON/S FOR SELECTING IT
e.g. A living thing should walk. A living thing has to walk in order to look for food.
2. Designate someone to be the reporter. Each member must be able to explain the
criteria that your group selected. You will be given three minutes to share your
criteria with the rest of the class.
3. Using input from each group and other resources, the class will come to a
consensus on the different life processes.
4. Observe the materials ( peanuts, lima beans, a plant, slinky (magic spring),
potato, candle, match, water, stone, fruit fly, balloon). State at least two
observations and two inferences for each sample on the observation and
inference table. Use the criteria decided in number 3. Write your explanation in
the fourth column.

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MATERIALS OBSERVATION INFERENCE EXPLANATION

(Does it move, eat, (living or non-living)
reproduce, excrete,
grow, react to changes
in the environment,
breath?)
5. Using the criteria decided upon in number three, determine if the sample is a
living or non-living thing.
1. How were you able to come up with those criteria?
2. When can you consider something as alive?

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Background Information for Teachers

The Life Processes
All living things, though they differ from each other, have seven things in common.
These are called Life Processes. All living things need them to be alive.
1. Movement – an act of changing location or position.
• Animals move around using their whole body to get from one place to
another. Plants plants on the other hand, move by turning towards the
sun (phototropism). Their roots move deeper into the soil.
2. Reproduction – the production of offspring or new individuals through sexual or
asexual process
• Sexual reproduction - reproduction involving the union or fusion of a
male and a female gamete. This usually occurs in animals wherein
mating has to be done in order to reproduce.
• Asexual reproduction - reproduction without the fusion of gametes. This
is exhibited by plants and one-celled microorganisms.
3. Sensitivity - The capacity of an organ or organism to respond to stimulation.
• Organisms usually react when there are changes in temperature. When it
is cold, organisms tend to seek warm places. When it is warm, they seek
cool places.
• Some plants tend to fold their leaves, like the “makahiya” plant, when
touched.
4. Growth – An increase in numbers, size, power, or intensity. It is the development
from a simpler to a higher or more complex form.
• Living things grow because of the food and nutrients that we eat. Non-
living things on the other hand, grow because of outside factors (e.g.
Rocks grow because of the minerals that attaches to it).
5. Respiration - The act or process of inhaling and exhaling; breathing.
• Animals need oxygen for respiration. Plants need carbon dioxide.
Important facts:
• We breathe 13 pints of air every minute.
• Each lung contains 300-350 million respiratory units called alveoli making
it a total of 700 million in both lungs.
• More than half a liter of water per day is lost through breathing.
• People under 30 years of age take in double the amount of oxygen in
comparison to a 80 year old.
• Yawning brings more oxygen to the lungs.

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6. Excretion - The process of eliminating waste products of metabolism and other

non-useful materials. It is an essential process in all forms of life.
• In the process of absorbing food, all creatures create poisonous waste
products that must be rid of. Getting rid of poisonous waste products is
important for the survival of an organism.
7. Nutrition - The process of nourishing or being nourished, especially the process
by which a living organism assimilates food and uses it for growth and for
replacement of tissues.
• Good nutrition allows your body to function optimally. Food provides the
energy and nutrients you need to be healthy.

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Activity 4.1
Life Process Illustrated
Name:_______________________________
Directions: In the spaces below, draw a picture to show each of the life processes.
Give a short description for each.
Movement Respiration
Reproduction Growth

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Sensitivity Excretion
Nutrition

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Teacher Resource Sheet

Student Assessment Rating Scale
Attempted Acceptable Admirable Awesome

Criteria
0 1 2 3 4 5 6 7 8 9 10
Contributions - Did not do - Could have done - Did their part of the - Always willing to help
any work. more. work. and do more.
- rarely - Sometimes offered - Usually offered - Did more than others.
offered useful ideas. useful ideas.
- Routinely offered
useful
useful ideas.
ideas.
Working with - Rarely - Often listens to, - Usually listens to, - Always listens to,
others listens to, shares with, and shares with, and shares with, and
shares with, supports the efforts of supports the efforts of supports the efforts of
or supports others. others. others.
the efforts
- Sometimes not a - Does not cause - Tries to keep people
of others.
good team member. problems in the group. working together.
- Often is
not a good
team
member.
Focus on the - Does not - Sometimes focuses - Focuses on the task - Almost always
task focus on the on the task and what and what needs to be focused on the task and
task and needs to be done. done most of the what needs to be done.
what needs time.
- Other group members This person is very self-
to be done.
must remind this - Group members can directed.
- Lets person to perform the count on this person.
others do task.
the work.

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Student Activity Sheet for Activity 4.2

Am I Alive?
Group Name/Number:____________________________
Directions: Look at the pictures below. For each picture, write down what makes
you think it is alive and why it is not. Decide on its category (alive/not alive) and
justify it.
Things that tell me it is alive:
Things that tell me it is not alive:
Alive or not alive?
Alive or not alive?
Alive or not alive?
Alive or not alive?
Alive or not alive
Alive or not alive?

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Teacher Resource Sheet for Activity 5A

Peer Assessment Collaboration Rubric
Criteria 4 3 2 1
Participation Group member Group member Group member Group member did
participated fully and participated participated but not participate,
was always on task in most of the time wasted time wasted time, or
class. and was on task regularly or was worked on unrelated
most of the time. rarely on task. material.
Leadership Group member assumed Group member Group member Group member did
leadership in an sometimes usually allowed not assume
appropriate way when assumed others t assume leadership or
necessary by helping the leadership in an leadership or assumed it in a
group stay on track, appropriate way. often dominated nonproductive
encouraging group the group. manner.
participation, posing
solutions to problems,
and having a positive
attitude.
Listening Group member listened Group member Group member Group member did
carefully to others' usually listened sometimes did not listen to others
ideas. to others' ideas. not listen to and often interrupted
others' ideas. them.
Feedback Group member offered Group member Group member Group member did
detailed, constructive offered occasionally not offer
feedback when constructive offered constructive or useful
appropriate. feedback when constructive feedback.
appropriate. feedback, but
sometimes the
comments were
inappropriate or
not useful.
Cooperation Group members treated Group member Group member Group member often
others respectfully and usually treated sometimes treated others
shared the workload others treated others disrespectfully or did
fairly. respectfully and disrespectfully or not share the
shared the did not share the workload fairly.
workload fairly. workload fairly.
Time Group member Group member Group member Group member did
Management completed assigned usually did not complete not complete most of
tasks on time. completed assigned tasks on the assigned tasks on
assigned tasks on time, and held time and often
time and did not up completion of forced the group to
hold up progress project work. make last-minute
on the projects adjustments and
because on changes to
incomplete work. accommodate
missing work.

SCIENCE 2 - BIOLOGY
NATURE OF BIOLOGY
Teacher Resource Sheet for Activity 5B

Peer Assessment Consolidation Table
Directions: Write the proficiency level from the rubric that fits each group
members' participation in the consolidation table. Include your own name in the
list.
Group Members Participation Leadership Listening Feedback Cooperation Time Total Score
Management
10

SCIENCE 2 - BIOLOGY
NATURE OF BIOLOGY

Creature Convention Rubric
Category 7 points 5 points 3 points 1 point
Appearance The project's The project's The project's The project's

appearance is appearance is appearance is appearance is
presentable. The good. Most somewhat good. quite poor. Feature
features used for features used for Only few features used for life
life processes are life processes are used for life processes is not
very observable observable. processes are observable.
(e.g. feet, nose, observable.
etc.)
Creativity The project is Good creative Some attempt Little attempt to

excellently effort. Project is made to add color add color or
presented neat and shows and originality. originality. Project
reflecting evidence of time Project is neat. has sloppy
creativity and a lot spent on it. appearance.
of thought.
Knowledge The project The project The project The project

demonstrates a demonstrates good demonstrates some demonstrates very
thorough knowledge of the knowledge of the little knowledge of
knowledge of the topic presented. topic presented. the topic
topic presented. presented.
Resources The project was The project shows The projects shows The project was
made purely out of most parts made of some parts made made out of
recyclable recyclable of recyclable materials bought in
materials. materials. materials. stores.

SCIENCE 2 - BIOLOGY
NATURE OF BIOLOGY
Student Activity Sheet for Activity 6

Life Processes Journal
Directions: Supply the following science journal-writing prompts with your own
ideas. Write the completed journal on the space provided below.
Today I discovered that __________________________________________________.

I also learned that _____________________________________________________.
The most interesting part of the topic was __________________________________.
I am still wondering _____________________________________________________.
Science Journal
Name:_________________________________ Date:_______________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

SCIENCE 2 - BIOLOGY
NATURE OF BIOLOGY

Science Journal Rubric
3 = Satisfactory 2 = Needs 1 = Unsatisfactory

Improvement
Completed journal
and wrote down
information
accurately
Clearly showed
knowledge learned
Provided detailed
descriptions using
scientific terms
Made correct
conclusions

SCIENCE 2 - BIOLOGY
NATURE OF BIOLOGY
For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1. Activating Prior 2. Setting the 3. Learning 4. Check for 5. Practice and 6. Closure
Learning Context Activity Sequence Understanding Application
Strategies
Activities from the

Learning Guide
Extra activities you

may wish to include
Materials and
planning needed
Estimated time for

this Stage
Total time for the Learning Guide Total number of lessons needed for this Learning Guide


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BASIC EDUCATION ASSISTANCE FOR MINDANAO

Information about this Learning Guide

Basic Education Curriculum Competencies

Essential concepts, knowledge and understandings targeted

Specific vocabulary introduced

Suggested organizational strategies

Opportunities for Integration

Basic Education Assistance for Mindanao

• Using the language in expressing thoughts and ideas.

Activities in this Learning Guide

Activity 2: The Venn Between

Activity 4: Life Processes Illustrated

Basic Education Assistance for Mindanao

Activity 6: My Personal Creation

Activity 7: Life Process Journal

Key Assessment Strategies

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1. Activating Prior Learning

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2. Setting the Context

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3. Learning Activity Sequence

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Basic Education Assistance for Mindanao

4. Check for Understanding of the Topic or Skill

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5. Practice and Application

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Basic Education Assistance for Mindanao

Teacher Resource Sheet for Activity 1

Bottle Paper Clips

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Teacher Resource Sheet for Activity 1

STUDENTS' NAMES Participates Offers Accepts Completes

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Living Things Non-Living Things

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Basic Education Assistance for Mindanao

Answer the following questions:

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Teacher Resource Sheet for Activity 3 – Option 1

Answer the following questions:

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Basic Education Assistance for Mindanao

MATERIALS OBSERVATION INFERENCE EXPLANATION

Answer the following questions:

1. How were you able to come up with those criteria?

2. When can you consider something as alive?

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Background Information for Teachers

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6. Excretion - The process of eliminating waste products of metabolism and other

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Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Teacher Resource Sheet

Attempted Acceptable Admirable Awesome

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Student Activity Sheet for Activity 4.2