DIVISION OF DEL NORTE H(!#om"$"o#olog You# YoLANAO u# a%$ual Va#'ous Haa#!s DIEGO H. PATIGAYON NATIONAL HIGH SCHOOL '%al "=-"#'"%"s o Mukas, Kolambuga, Laao !"l No#$" P&"om"a $&" ollo?'g S%&ool D'"go H . Pa$'ga(o Na$'oal H'g& G#a!" L")"l G#a!" ** %alam'$'"s S%&ool T#o-'%al C(%lo"s T"a%&"# C&#'s$'" D. + a#a L"a#'g A#"a Ea#$& a! L'" S%'"%" T(-&oo9 Da$" a! S"-$"mb"# , /0*1 5ua#$"# T'm" *230 4 /230 PM Mosoos Am'&a6Habaga$9 I. OBJECTIVES Floo!s A. Co$"$ S$a!a#!s The lear earner ners dem demons onstrat rate an unde underrstan standi ding ng of the Hydr HydrooTo#a!o"s6I-o8'-o6meteorological Phenomena and Hazards. +u&a?' +. P"#o#ma%" S$a!a#!s The learners shall assess the possible h ydro-meteorological ydro-meteorological hazards that your community may experience. C. L"a#'g Com-"$"%'"s6Ob7"%$')"s At the end of the session, at least 80 of the the learners are expected expected to! ". describe the #arious hazards that may happen in the $a%e of tropical cyclones, monsoons, floods, or ipo-ipo. &S**6*/ES8Ig839 &S**6*/ES8Ig839 II. CONTENT
NAT:RAL HA;ARDS,MITIGAT HA;ARDS,MITIG ATION, ION, AND ADAPTATION2 ADAPTATION2
Hydro-meteorological Phenomena and Hazards III. LEARNING RESOURCES
A. R""#"%"s *. T"a%&"#
. A!!'$'oal Ma$"#'als #om L"a#'g R"sou#%"s +. O$&"# L"a#'g R"sou#%"s
'urriculum (uide (uide of )arth and *ife +cience for +H+! +H+! page https!$$$.youtube.com$atch +endongTyphoonin'agayandero'ity http!$$$.po$ersho$.com#ie$/12/e3(4/5Hydrometeorological6Hazards6po$ 3(4/5Hydro meteorological6Hazards6po$erpoint6ppt6presentation erpoint6ppt6presentation http!$$$.pre#ention$eb.net http!$$$ .pre#ention$eb.netenglishprofessiona englishprofessionalterminology# lterminology#.php7id90 .php7id90 https!en.$i%ipedia.org$i%iHydrometeorology https!prezi.com:tou#x https!prez i.com:tou#x;9/"o#common-hydromet ;9/"o#common-hydrometeorological-phenomena eorological-phenomena
IV. PROCEDURES
A. +"o#" $&" L"sso *. El'%'$ /. Egag"
+. L"sso P#o-"# *. E=-lo#"
/. E=-la' C. A$"# $&" L"sso *. Elabo#a$"
/. E)alua$"
+ho$ some pictures related to the pre#ious lesson and as% students to describe $hat the picture sho$s. +ho$ +ho$ a #ide #ideo o clip clip abou aboutt Typhoo phoon n +end +endon ong g that that hit hit
(roup the students into / groups and let them a. >iscuss about your actual actual experiences either either on the follo$ing calamities! cyclones, monsoons, floods and tornadoes b. >escribe and $rite the #arious hazards that may happen in the $a%e of tropical cyclones, monsoons, floods, or ipo-ipo.
The *eader of each group $ill share a summary of their discussion. +ho$ a Po$er point point presentati presentation on n the #arious hazards hazards that may happen in the $a%e of tropical cyclones, monsoons, floods, or ipo-ipo. I!"$''%a$'o2 I!"$'( $&" ?o#! $&a$ $o %om-l"$" a s$a$"m"$. @#'$" (ou# as?"# ' a s&""$ o -a-"#. BBBBBBBBBBBBBB ". ". usually characterized by in$ard spiraling winds that rotate countercloc%$ise in the ?orthern Hemisphere . 666666666666662. is the term for for the $ind that that carries hea#y rains to southern Asia, and the rains themsel#es, the real thing only occurs in Asia. 66666666666666=. is an o#erflo$ of $ater that submerges
land $hich is usually dry. 66666666666666. a #iolent $indstorm of limited extent characterised by an in$ard spiral motion 66666666666666/. >eri#ed from mauism, the Arabic $ord for season.
Ans$ers! ". tropical cyclones 2. typhoon bagyo =. flood . tornado /. monsoon @sing a using hazard maps, identify areas in the Philippines prone to hazards brought about by tropical cyclones, monsoons, floods, or ipo-ipo. 5ou can bro$se to the internet. rite your ans$ers in a B sheet of paper.
3. E=$"!
V. REMARKS VI. REFLECTION
A. No. o l"a#"#s ?&o "a#"! 0 o $&" o#ma$')" ass"ssm"$ +. No. o L"a#"#s ?&o #"u'#" a!!'$'oal a%$')'$'"s o# #"m"!'a$'o C. D'! $&" #"m"!'al l"ssos ?o#k No. o l"a#"#s ?&o &a)" %aug&$ u- ?'$& $&" l"sso. D. No. o l"a#"#s ?&o %o$'u" $o #"u'#" #"m"!'a$'o E. @&'%& o m( $"a%&'g s$#a$"g'"s ?o#k"! ?"ll @&( !'! $&"s" ?o#k F. @&a$ !''%ul$'"s !'! I "%ou$"# ?&'%& m( -#'%'-al o# su-"#)'so# %a &"l- m" sol)" G. @&a$ 'o)a$'o o# lo%al'"! ma$"#'als !'! I us"6!'s%o)"# ?&'%& I ?'s& $o s&a#" ?'$& o$&"# $"a%&"#s 'hec%ed Cy!
VELLMA LO: +. ALIMAN;A +ec. +chool Principal 4
S%&ool T"a%&"#
DIVISION OF LANAO DEL NORTE DIEGO H. PATIGAYON NATIONAL HIGH SCHOOL Mukas, Kolambuga, Laao !"l No#$" D'"go H . Pa$'ga(o Na$'oal H'g& G#a!" L")"l G#a!" ** S%&ool C&#'s$'" D. +a#a L"a#'g A#"a Ea#$& a! L'" S%'"%"
Da$" a! T'm"
5ua#$"#
I. OBJECTIVES
A. Co$"$ S$a!a#!s
The learners demonstrate an understanding of!
+. P"#o#ma%" S$a!a#!s
C. L"a#'g Com-"$"%'"s6Ob7"%$')"s
". the historical de#elopment of the concept of life 2. the origin of the first life forms =. unifying themes in the study of life The learners shall be able to! Appreciate and #alue life by ta%ing good care of all beings, humans, plants, and animals At the end of the session, at least 80 of the learners are expected to! ". explain the e#ol#ing concept of life based on emerging pieces of e#idence S**6*/LT8IIa8* 2. describe classic experiments that model conditions $hich may ha#e enabled the first forms to e#ol#e S**6*/LT8IIa8/ =. describe ho$ unifying themes &e.g., structure and function, e#olution, and ecosystemsD in the study of life sho$ the connections among li#ing things and ho$ they interact $ith each other and $ith their en#ironment S**6*/LT8IIa83 I$#o!u%$'o $o L'" S%'"%"
II. CONTENT III. LEARNING RESOURCES
A. R""#"%"s *. T"a%&"#. A!!'$'oal Ma$"#'als #om L"a#'g R"sou#%"s +. O$&"# L"a#'g R"sou#%"s
'urriculum (uide of )arth and *ife +cience for +H+! page /
IV. PROCEDURES
A. +"o#" $&" L"sso *. El'%'$
D"'" l'"J . A. Ciology is a :uest of ongoing in:uiry about the nature of life and e#en the origin of life. C. Thin%ing li%e a biologist! Eany interesting :uestions probably occur to you $hen you are outdoors surrounded by the natural $orld. '. The most fundamental :uestion $e may as%! hat is *4F)7 ". As% students to define Glife in their o$n $ords, by $riting do$n their definition#ie$understanding of life on a piece of paper
P&o$os
As?"# K"( T&" 2. >iscuss ho$ the phenomenon of life transcends a %&a#a%$"#'s$'%s6 -#o-"#$'"s o single-sentence definition l'"9
". A close-up picture of a sunflo$er, $ith the =. Tac%le the studentsI responses, and point out that $e capitulum &headD sho$ing the corolla dis% High degree of recognize life by $hat li#ing things do &dis% floretsD and corolla rays of the flo$er organization &illustrating a highly ordered structureD >. There are se#eral characteristicsproperties associated $ith 2. A pygmy seahorse camouflaging itself )#olutionary adaptation life. $ith its en#ironment e#olution and adaptation /. Egag" =. A ;ac%rabbitIs ears opening $ide, #i#idly
)nergy Processing Ac:uisition and use of energy
/. A sprouting seed &e.g. an oa% seedlingD
(ro$th and >e#elopment
. A damselfly landing on a #enus flytrap, $ith the flytrap rapidly closing its trap
1. A mother giraffe $ith its young calf standing beside her
8. A garden sho$ing lush #egetation and di#erse animals
>i#ersity and @nity
A. Present students $ith photos of the follo$ing &using an *'> pro;ectorD! C. As% students to examine each photograph, and instruct them to $rite do$n their immediate obser#ation as to the characteristic of life being illustrated being portrayed in each photo.
'. )xplain that this acti#ity see%s to broaden their understanding of life. )xpound on the sub;ect by as%ing examples from the students. >. As% the class! G?o$ that $e %no$ $hat life is, $e can as%, ho$ did life begin7 This is intended as transition to a discussion of the theories and e#idence pertaining to the origin of life.
+. L"sso P#o-"# *. E=-lo#"
I. Pos$"#8mak'g6 P#"-a#a$'o o# Gall"#( @alk A. >i#ide students into small groups &suggested size! four to fi#e members eachD. C. Pro#ide each group $ith! &"D boo%s, readings, andor handouts regarding the different theories about the origin of life throughout history, and &2D cartolina or manila paper, and &=D $riting and coloring materials. '. 4nstruct each group to create a poster pertaining to a specific theory on the origin of life. They may choose from the follo$ing topics! ". Theory of special creation 2. 'osmozoic theory =. Theory of spontaneous generation or JAbiogenesisI . Ciogenesis Theory /. parinIs Theory . 'oacer#ation Theory 1. K.C.+ HaldaneIs Hypothesis 8. @rey-Eiller hypothesis 9. Fossils &e#idence of past life, significance and important fossilsD "0. (eologic time scale &emergence of life formsD >. The posters must synthesize the information about their topic and present it in a creati#e, concise, and understandable manner. )ach poster should contain the follo$ing details! ".
Topic Title &e.g. Ciogenesis TheoryD
2.
Proponents &e.g. Francisco
=.
Luestions i. Mno$ledge N recalling facts &Mey ords! $hat, $hen, $here, define, spell, list, match, nameDO
ii. 'omprehension N understanding concepts and ideas &Mey ords! summarize, rephrase, explain, interpret, compare, contrast, outline, translateDO iii.
Application N applying %no$ledge in ne$ $ays
&Mey ords! apply, sol#e, model, ma%e use of, organize, experiment $ith, useDO i#.
Analysis N brea%ing do$n information into %ey concepts, finding e#idence &Mey ords! analyze, find e#idence for, examine, inference, assumption, categorize, conclusion, classify, compare, contrast, disco#er, dissect, inspect, simplify, relationshipsDO
#.
+ynthesis N combining elements in a no#el $ay, proposing alternate solutions &Mey ords! combine, create, design, de#elop, build, compile, compose, construct, formulate, imagine, in#ent, ma%e up, originate, plan, predict, propose, change, impro#e, adapt, impro#e, changeDO
#i.
)#aluation N ma%ing ;udgments based on accepted standards &Mey ords! criticize, defend, dispute, e#aluate, ;udge, ;ustify, recommend, rule on, agree, appraise, assessDO
.
'ontentdetailsfacts &ans$ers to the :uestions abo#eD
/.
). Accomplished posters exhibits $ill be posted $ithin the classroom and students $ill be as%ed to mo#e around the room to #ie$ the exhibits. II. Gall"#( @alk A. The purpose of the gallery $al% is to introduce students to different e#idence and theories in the historical de#elopment of the concept of life. 4nstruct students to ta%e informal notes as they #ie$ the exhibit. C. (roups may ta%e note of other possible :uestions related to the different topics, and gi#e suggestions or comments about the posters. '.
/. E=-la' A. )nd the acti#ity $ith an oral presentation, in $hich each group synthesizes their commentsresponses to the input from the others. C. A$"# $&" L"sso *. Elabo#a$"
Expand the discussion further by including the themes of life and how living things interact with each other and with their environment. Ask examples for each theme. Ask how these themes are unified or interconnected.
/. E)alua$"
Self and Peer Assessment +tudents should be pro#ided $ith opportunities to assess their o$n learning &self-assessmentD and the learning of others &peer assessmentD. +tudents can compare their $or% and pro#ide each other $ith feedbac% &peer assessmentD. +olicit feedbac%, suggestions, and recommendations from the students. As% them $hat difficulties they encountered, and $hat strategies they used to ma%e the tas% easy.
3. E=$"! Clos" R"a!'g P#o$o%ol A. As% students to further read up on the topics and issues raised during class $hich they found particularly interesting. C. 'lose reading N the careful and purposeful reading and rereading of a text ". Focus on $hat the author has to say, $hat the authorIs purpose is, $hat the $ords mean, and $hat the structure of the text tells us. 2. 'arefully in#estigate texts and ma%e connections to essential :uestions about conditions on early )arth that made the origin of life possible, the first life forms and themes of life. '. 4nstruct students to submit an essay about their chosen topic on the next class meeting. Their essays should be based on $hat they read and researched. V. REMARKS VI. REFLECTION
A. No. o l"a#"#s ?&o "a#"! 0 o $&" o#ma$')" ass"ssm"$ +. No. o L"a#"#s ?&o #"u'#" a!!'$'oal a%$')'$'"s o# #"m"!'a$'o C. D'! $&" #"m"!'al l"ssos ?o#k No. o l"a#"#s ?&o &a)" %aug&$ u- ?'$& $&" l"sso. D. No. o l"a#"#s ?&o %o$'u" $o #"u'#" #"m"!'a$'o E. @&'%& o m( $"a%&'g s$#a$"g'"s ?o#k"! ?"ll @&( !'! $&"s" ?o#k F. @&a$ !''%ul$'"s !'! I "%ou$"# ?&'%& m( -#'%'-al o# su-"#)'so# %a &"l- m" sol)" G. @&a$ 'o)a$'o o# lo%al'"! ma$"#'als !'! I us"6!'s%o)"# ?&'%& I ?'s& $o s&a#" ?'$& o$&"# $"a%&"#s
Table 1 !rading "ubric for Poster /
=
2
Co$"$
'ontent is concise and accurate. All re:uired information is presented in a logical order.
'ontent is accurate but some re:uired information is missing andor not presented in a logical order. +till generally easy to follo$.
'ontent is accurate but some re:uired information is missing andor not presented in a logical order. >ifficult to follo$.
'ontent is :uestionable. 4nformation is not presented in a logical order. >ifficult to follo$.
'ontent is inaccurate. 4nformation is not presented in a logical order. >ifficult to follo$.
P#"s"$a$'o
Presentation flo$s $ell. Tools are used extensi#ely and creati#ely, for maximum effect.
Presentation flo$s $ell. Tools are used correctly. #erall presentation is interesting.
Presentation flo$s $ell. +ome tools are used to sho$ acceptable understanding.
Presentation is unorganized. Tools are not used in a rele#ant manner.
Presentation has no flo$. 4nsufficient use of tools.
P'%$u#"s, Cl'- 4mages are 4mages are Eost images are 4mages are appropriate. appropriate. *ayout is appropriate. *ayout is inappropriate. A#$ +a%kg#ou! *ayout is pleasing ade:uate. cluttered. *ayout is messy. to the eye.
"
?o images. Poor layout.
M"%&a'%s
?o spelling errors. ?o grammar errors. Text is in authorsI o$n $ords.
Fe$ spelling errors. Fe$ grammar errors. Text is in authorsI o$n $ords.
+ome spelling errors. +ome grammar errors. Text is in authorsI o$n $ords.
+ome spelling errors. +ome grammar errors. Eost of text is in authorsI o$n $ords.
Eany spelling and or grammar errors. Text is copied.
(roup no.6666666666666666666666666666666
'hec%ed Cy!
VELLMA LO: +. ALIMAN;A +ec. +chool Principal 4
S%&ool T"a%&"# Da$" a! T'm"
DIVISION OF LANAO DEL NORTE DIEGO H. PATIGAYON NATIONAL HIGH SCHOOL Mukas, Kolambuga, Laao !"l No#$" D'"go H. Pa$'ga(o G#a!" L")"l G#a!" ** Na$'oal H'g& S%&ool C&#'s$'" D. +a#a L"a#'g A#"a Ea#$& a! L'" S%'"%" S"-$"mb"# *>, /0*1 5ua#$"# 2/0 4 2/0 A.M
I. OBJECTIVES
A. Co$"$ S$a!a#!s +. P"#o#ma%" S$a!a#!s C. L"a#'g Com-"$"%'"s6Ob7"%$')"s
II. CONTENT
The learners demonstrate an understanding of the Hydro-meteorological Phenomena and Hazards. The learners shall assess the possible hydro-meteorological hazards that your community may experience. At the end of the session, at least 80 of the learners are expected to! ". gi#e practical $ays of coping $ith hydrometeorological hazards caused by tropical cyclones, monsoons, floods, or ipo-ipo. S**6*/ES8I&83 NAT:RAL HA;ARDS,MITIGATION, AND ADAPTATION2 H(!#o8m"$"o#olog'%al P&"om"a a! Haa#!s
III. LEARNING RESOURCES
A. R""#"%"s *. T"a%&"#. A!!'$'oal Ma$"#'als #om L"a#'g R"sou#%"s +. O$&"# L"a#'g R"sou#%"s
'urriculum (uide of )arth and *ife +cience for +H+! page http!$$$.deped.go#.phsitesdefaultfiles>isaster20
https://web.facebook.com/Ocial.FNPN/videos/7608856772 7207/
https://li!k."#ippe$.com/e!/classes/57d8d%8db67&%f600 0&6%/co#$ses IV. PROCEDURES
A. +"o#" $&" L"sso *. El'%'$ /. Egag"
+ho$ some pictures related to the pre#ious lesson and as% students to describe $hat the picture sho$s. +ho$ a #ideo clip '(fte$ e*ects of t+phoo! ,ola!da As% the learners the follo$ing :uestions! @&a$ s&oul! (ou !o b"o#", !u#'g, a! a$"# a &(!#o8m"$"o#olog'%al &aa#! Do (ou# -a#"$s o# ")" (ou &a)" ma!" a am'l( !'sas$"# -la
+. L"sso P#o-"# *. E=-lo#"
The teacher as%s the students to go to their respecti#e groups. )ach group is assigned for each hydro-meteorological hazard. (roup " for tropical cyclone, (roup 2 for monsoons, (roup = for floods, and (roup for ipo-ipo. )ach group $ill choose a leader. The leaders of each group are then tas%ed to get manila paper and pens for their acti#ity from the teacher. The teacher $ill then gi#e instructions regarding the acti#ity. )ach group is tas%ed to gi#e at least "0 practical $ays to be $ritten in their respecti#e manila paper to the hydro-meteorological hazard they are assigned to. A rubric for their group acti#ity is then read and gi#en to each group. After the students are done $ith their acti#ity, each group leader $ill go in front and put the manila paper of their respecti#e group to share to the class $hat their group has come up to. •
•
•
/. E=-la'
C. A$"# $&" L"sso *. Elabo#a$" /. E)alua$"
The teacher $ill gi#e insights to deepen the topic and correct some things that need to be addressed. 4.
4n a sheet of paper. Ans$er the follo$ing! ". 5our place is in P++ Q. (i#e one practical $ay to cope the incoming typhoon. 2. Alert le#el is gi#en to Tubod and Molambugan residents since the $ater le#el of the ri#er has reached "8. meters. 5ou are one of the residents li#ing near the ri#er, gi#e one practical $ay to cope $ith the flooding in your place. = N /. Hydro-meterological hazards are common in our country. 4s it really necessary for a (rade "" student li%e you to %no$ the practical $ays of coping these hazards7 hy7 hy not7
3. E=$"!
V. REMARKS VI. REFLECTION
A. No. o l"a#"#s ?&o "a#"! 0 o $&" o#ma$')" ass"ssm"$ +. No. o L"a#"#s ?&o #"u'#" a!!'$'oal a%$')'$'"s o# #"m"!'a$'o C. D'! $&" #"m"!'al l"ssos ?o#k No. o l"a#"#s ?&o &a)" %aug&$ u- ?'$& $&" l"sso. D. No. o l"a#"#s ?&o %o$'u" $o #"u'#" #"m"!'a$'o E. @&'%& o m( $"a%&'g s$#a$"g'"s ?o#k"! ?"ll @&( !'! $&"s" ?o#k F. @&a$ !''%ul$'"s !'! I "%ou$"# ?&'%& m( -#'%'-al o# su-"#)'so# %a &"l- m" sol)"
4n a sheet of paper ans$er the follo$ing :uestions. ". Hydro-meteorological hazards can be triggered by human acti#ities. hat human acti#ities can trigger these hazards7 2. (i#e a definition of the follo$ing $ords! a. +oil erosion b. +ubmersion c. +alt$ater intrusion
G. @&a$ 'o)a$'o o# lo%al'"! ma$"#'als !'! I us"6!'s%o)"# ?&'%& I ?'s& $o s&a#" ?'$& o$&"# $"a%&"#s
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T"T$ S"RE 0000000 1 '3
Whi c hoft hef ol l owi nghy dr omet eor ol ogi c al haz ar dmaybr i ngheav yr ai nf al l and s t r ongwi nd? Whi c hoft hef ol l owi ngc anbeus edasafl oat at i ondev i c e? Heav yr ai nf al l andfl oodma yc r eat epool sofs t andi ngwat er .Whi c hoft he f ol l o wi ngani mal sma ybr eedons t andi ngwat erandc aus et hes pr eadof di s eas es ? Whi c hi st hemos tappr opr i at eac t i onwhent hewat erl ev el qui c kl yr i s esi ny our hous edur i ngaheav yr ai nf al l ? Whyshoul dy ouboi l t hewat erf ordr i nk i ngaf t eraheav yr ai nf al l orfl ood?
The map shown here is a composite risk map that considers pro#ected rainfall change$ risk to pro#ected temperature increase$ risk to typhoons$ and risk to El %i&o'induced drought. The combination of all these meteorological ha(ards has recently caused disasters to the islands of )u(on and *isayas$ where most of the risks are concentrated. The pattern of typhoon tracks has been fre+uenting the eastern portion of the country$ such that more disaster preparedness efforts are now centered on Eastern *isayas. These weather disturbances increase the risks in areas whose topographical features are prone to landslide and flooding. Sadly$ most of the rural areas in the *isayas have been exploited of their natural resources$ the effects of which are characteri(ed by degradation and instability of land. ,ith this profile$ the susceptibility of these areas to hydrometeorological ha(ards is high. PA!ASA has installed various weather stations all over the country to accurately detect$ observe$ measure$ and forecast any of possible meteorological ha(ards. -t is then important to be aware and be prepared at the onset of the season for specific ha(ards so that disasters may be minimi(ed if not totally prevented.
What is Life Sciences? )ife Sciences is the scientific study of living things from molecular level to the ecosystem level$ and involves a study of the interactions of organic molecules to the interactions of animals and plants with their environment. The list below contains some of the various branches of )ife Sciences. •
Anatomy plant and animal/
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0iochemistry
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0iotechnology
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0otany
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Ecology
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Entomology
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Environmental Studies
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!enetics
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edicine
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icrobiology
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orphology
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Physiology plant and animal/
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Sociobiology animal behaviour/
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Taxonomy
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2oology
Why study Life Sciences? 3ere are some reasons to study )ife Sciences •
To increase knowledge of key biological concepts$ processes$ systems and theories.
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To develop the ability to critically evaluate and debate scientific issues and processes.
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To develop scientific skills and ways of thinking scientifically that enables you to see the flaws in pseudo'science in popular media. To provide useful knowledge and skills that are needed in everyday living. To create a greater awareness of the ways in which biotechnology and knowledge of )ife Sciences has benefited humankind. To show the ways in which humans have impacted negatively on the environment and organisms living in the environment. To develop a deep appreciation of the uni+ue diversity of biomes -n Southern Africa$ both past and present$ and the importance of conservation.
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To create an awareness of what it means to be a responsible citi(en in terms of the environment and life' style choices that they make.
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To create an awareness of the contributions of South African scientists.
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To expose you to the range and scope of biological studies to stimulate interest in and create awareness of possible specialities and fields of study.
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To provide sufficient background for further studies and careers in one or more of the biological sub' disciplines.
An A to Z of possible careers in Life Sciences
Ever wondered what you can do with )ife Sciences after school4 0elow are some careers which you could study •
Agronomist someone who works to improve the +uality and production of crops.
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Animal scientist a researcher in selecting$ breeding$ feeding and managing of domestic animals$ such as cows$ sheep and pigs.
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Biochemist someone who investigates the chemical composition and behaviour of the molecules that make up living things and uses this knowledge to try understand the causes o f diseases and find cures.
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Botanist someone who studies plants and their interaction with the environment.
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Developmental biologist studies the development of an animal from the fertilised egg through to birth.
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Ecologist a person who looks at the relationships between organisms and their environment.
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Food Scientist someone who studies the biological$ chemical and physical nature of food to ensure it is safely produced$ preserved and stored$ and they also investigate how to make food more nutritious and flavourful.
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Geneticist a researcher who studies inheritance and con ducts experiments to investigate the causes and possible cures of inherited genetic disorders and how traits are passed on from one generation to the next.
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Horticulturalist a person who works in orchards and with garden plants and they aim to improve growing and culturing methods for home owners$ communities and public areas.
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Marine biologist a researcher who studies the relationships between plants and animals in the ocean and how they function and develop. They also investigate ways to minimise human impact on the ocean and its effects$ such as over fishing and pollution.
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Medical doctor or nurse someone who uses the current latest understanding o f the causes and treatments for disease to treat people who are ill or improve a person5s well'being.
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Medical illustrator someone who illustrates and draws parts of the hu man body to be used in textbooks$ publications and presentations.
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Microbiologist a researcher who studies microscopic organisms such as bacteria$ viruses$ algae and yeast and investigates how these organisms affect animals and plants.
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Nutritionist someone who gives advice to individuals or groups on good nutritional practices to either maintain or improve their health and to live a healthy lifestyle.
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Palaeontologist a researcher who studies fossils of plants and animals to trace and reconstruct evolution$ prehistoric environments and past life.
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Pharmacologist a scientist who develops new or improved drugs or medicines and conducts experiments to test the effects of drugs and any undesirable side effects.
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Physiologist a researcher who studies the internal functions animals and p lants during normal and abnormal conditions.
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Science teacher someone who helps students in different areas of science$ whe ther it is at primary school$ high school or university.
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Science riter someone who writes and reports about scientific issues$ new discoveries or researcher$ or health concerns for newspapers$ maga(ines$ books$ television and radio.
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!eterinarian someone who looks after the health and wellbeing of pets$ domestic animals$ animals in game parks and (oos. "oologist a researcher who studies the behaviour$ interactions$ origins and life processes of different animal groups
$i4ing Sunlight5 Ho6 Plants ,ring the Earth to $ife hat ,o# Need •
3ivi! 4#!liht 4t#de!t (ctivit+ 4heet
ate$ials •
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lass$oom set of Living Sunlight: How Plants Bring the Earth to Life P$i!table 6a: Photos+!thesis a!d espi$atio! 9f$om eache$;s <#ide fo$ Living Sunlight . ,o# will !eed to sc$oll dow! to 1!d 6a. ake a cop+ fo$ each st#de!t.
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( commo! ho#sepla!t
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( few seeds
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wo pape$ c#ps
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wo small plastic lids
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4oil fo$ the c#ps
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Newspape$
P#$pose
To help students understand that energy from the sun is necessary for life on earth.
o!te=t
This lesson uses the book #iving Sunlight$ Ho Plants Bring the Earth to #i%e to teach students the basics of photosynthesis and the role the sun plays in keeping plant and animal life alive and thriving on earth. The illustrations are as much a teaching tool as the text.
The book$ which is written by olly 0ang and Penny 6hisholm$ is one of the winners of the 7818 S09: Pri(e for Excellence in Science 0ooks. Students in grades ; to < know that plants need sunlight to grow$ but they may not know how important sunlight is for plants$ animals$ and humans to survive. The science be hind photosynthesis is a little complicated for this age group$ but teachers can lay the groundwork for understanding through reading the book and doing the related activities. ead o$e
Pla!!i! (head
-f you think it would be useful$ you could purchase a =*= of the book at %utmeg edia. This =*= could be pro#ected onto a screen and you could use it as a supplement to the book to help you point out ideas shown in the pictures. :or some background information on the book$ you could listen to the podcast interview with olly 0ang$ who is one of the authors and the illustrator of the book. Please note that you should use seeds for this lesson that re+uire sunlight to sprout. Some examples of th ese kinds of seeds are begonias$ impatiens$ petunias$ primulas$ and coleus.
otivatio!
0efore proceeding with this lesson$ you will need to spend some time with the book$ reading the story plus the notes at the end of the book. The notes at the back of the book explain the concept of photosynthesis in detail and interpret the illustrations$ which are central to understanding. 0egin by leading a discussion about the basic concept of photosynthesis so you can measure what students know about the connection between sunlight$ energy$ and plant life. )ead a class discussion by asking students these +uestions •
e all !eed e!e$+ to $ow a!d live> b#t pla!ts> a!imals> a!d h#ma!s et thei$ e!e$+ f$om di*e$e!t places. he$e do +o# thi!k pla!ts et thei$ e!e$+ ?he+ et thei$ e!e$+ f$om s#!liht.@
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he$e do h#ma!s a!d a!imals et thei$ e!e$+ ?he+ et thei$ e!e$+ f$om pla!ts.@
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4o what does this mea! ?At mea!s that the e!e$+ fo$ all life comes f$om s#!liht.@
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id +o# k!ow that a!imals a!d h#ma!s ca!!ot live witho#t pla!ts ?his "#estio! will help +o# a#e st#de!ts; #!de$sta!di!s a!d misco!ceptio!s abo#t the impo$ta!ce of pla!t life.@
This may be a good time to use the >'7 Printables for )iving Sunlight to help assess what students know about photosynthesis. These printables introduce the basic concepts and were created by olly 0ang$ Sally Sisson$ ?im !reen$ and Penny 6hisholm.
evelopme!t
%ow read the book to the students. -deally$ they will have several copies so they can follow along in small groups as you read. 0e sure to hold the book up so they can see the pages. This book has many illustrations that are more than what meets the eye$ so you will want to discuss the illustrations as you read. They serve as a visual explanation of the concept of photosynthesis. @ou will need to read slowly so students will have time to absorb the concepts. Pause for +uestions$ and ask students to describe what they see in the illustrations. To help facilitate understanding$ set a common houseplant within your reach. As you read and discuss the photosynthesis process$ hold the plant up in front of the class and point to the different parts of the plant. "ead the first two pages out loud. Pause to ask students •
ho is telli! this sto$+
The sun is telling the story./ "ead two more pages. Pause to ask students •
hat a$e all these +ellow dots ?he+ a$e s#!liht.@
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hat is i! these +ellow dots
?he e!e$+ the s#! makes is i! the +ellow dots.@ "ead the next four pages and pause to discuss the photosynthesis process. Talk students through the process using these +uestions •
4ee the 1$st ill#st$atio!> the ma!i1ed imae of the $oots hat a$e the $oots doi! ?he+ a$e s#cki! #p wate$ f$om the ea$th.@
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Poi!t to the seco!d ill#st$atio!. hat;s happe!i! i! this bo= ?he pla!t is abso$bi! e!e$+ f$om the s#!.@
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Poi!t to the thi$d ill#st$atio!. hat;s happe!i! he$e ?he pla!t is b$eaki! the wate$ i!to h+d$oe! a!d o=+e!.@
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Poi!t to the last ill#st$atio!. hat;s happe!i! he$e ?he pla!t is t$appi! the e!e$+ f$om the s#!.@
"ead the next four pages. •
id +o# k!ow pla!ts make s#a$ ?(!swe$s will va$+.@
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As this s#a$ like the $e#la$ ki!d of white s#a$ ?No> that ki!d of s#a$ is called s#c$ose. he ki!d of s#a$ pla!ts make is called l#cose.@
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Bow do pla!ts #se this l#cose ?he+ #se it to $ow a!d be health+. he+ #se it to make seeds a!d f$#its a!d Cowe$s.@
"ead the next two pages. •
4i!ce h#ma!s do!;t have leaves> how do we et e!e$+ f$om the s#! ?e eat the pla!ts.@
"ead the next eight pages. •
D$eathe i! the ai$. he$e a$e +o# etti! this ai$ o$ o=+e! ?e a$e etti! it f$om pla!ts.@
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D$eathe o#t. hat a$e +o# b$eathi! o#t ?e a$e b$eathi! o#t ca$bo! dio=ide.@
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hat happe!s to that ca$bo! dio=ide ?he pla!ts b$eathe it i! a!d #se it to make mo$e food.@
"ead the next page. •
3ook at this ill#st$atio!. hat a$e +o# seei! ?e a$e seei! the ci$cle of life.@
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hat does the ci$cle of life tell +o# abo#t photos+!thesis ?At tells #s that all livi! thi!s !eed e!e$+ f$om the s#! to s#$vive.@
"ead the last page. •
Bow do +o# k!ow +o# have livi! s#!liht i!side +o# ?e a$e alive beca#se we eat pla!ts a!d a!imals that eat pla!ts.@
After you have read the book to the students$ as a group$ students should follow the directions on the )iving Sunlight student sheet to help them plant a few seeds in a paper cup with soil and place it in the sun. They should plant the same kind of seed in another paper cup but place it in a dark place. After a few days$ have the students check on the seedlings. -f the cup in the sun has sprouted$ ask the students to talk about why one cup sprouted and the other didn5t. At this point$ you may want to talk with your students about how some seeds need sunlight in order to sprout while other seeds do not. @ou could discuss as a class why this may be so. Encourage your students to explain their answers and accept all answers from them. )eave the sprouted seedling in the sun$ and place a clear #ar over it overnight. -n the morning$ have the students check the seedling. There should be condensation on the inside of the #ar. =iscuss with students the condensation being evidence of the plants breathing out oxygen$ which is called transpiration and is part of the photosynthesis process.
(ssessme!t
3ave students answer the +uestions on the Photosynthesis and "espiration Printable Ba. @ou can also use the Steps of Photosynthesis Printable C to have students describe$ in their own words$ the photosynthesis process. The illustrations in this printable are the same as in the book.
E=te!sio!s
As a follow'up activity to this lesson$ bring to class these vegetables to represent parts of a plant broccoli the flower/$ celery the stem/$ carrot the root/$ and tomato the fruit/. 3old up ea ch one and discuss with students how eating these vegetables and fruit gives us energy from the sun to fuel our own energy. The sunlight went into the plant and helped the plant make energy. -f we eat the plant$ we get the energy. -f animals eat the plant$ they get the energy. Then$ if we eat the animals$ we get the energy one step removed. -f possible$ students could each bring a salad ingredient to class so that they could make a salad and eat it$ knowing they are powering their bodies with energy from the sun.
