Subject: Ecology
First Quarter Topics:
Biogeochemical Cycles
(Nitrogen Cycle)
Established Goals
The learners demonstrate
understanding of the processes
in nitrogen cycle.
Performance Standard
Unit Plan __: Time Frame:
1 ½ hours
Stage 1 – Desired Results
Transfer Goal(s)
Students will be able to independently use their learning to
apply knowledgeably and manifest understanding about
nitrogen cycle to make innovative, competent, and cheap
agricultural products, which may help the students to know the
effects of nitrogen cycle to the environment.
Meaning
Learners working together,
manifest understanding nitrogen
cycle, gives the processes
involved in the nitrogen cycle
and valuing the effects of natural
bacteria that is useful in
everyday living.
School’s Vision-Mission
We envision Aklan Catholic
College as a vibrant educational
institution committed to
empowering stakeholders as
globally competent and
authentic Christians.
Essential Questions (EQ)
Students will understand
that…
1. Illustrate nitrogen cycle.
2. What are the common
microbes?
3. How does monggo help
in bringing back the
nutrients of the soil?
ACQUISITION
Enduring Understanding (EU)
 The nitrogen is released
through lightning then it
combines with water
from the rain and as a
result, it becomes nitrate
that is absorbed by the
plants then it will be
used by the consumers.
The plants and
consumers undergoes
decomposition that
releases nitrate with the
help of nitrifying
bacteria that is again
absorbed by the plants
and some of it is
released back in the
atmosphere with the
help of microbes.
 Rhizobium and
nitrobacters.
 There are microbes that
are present in the
decayed monggo plants
which undergo the
process of
ammonification.
 Knowledge (K)
Students will know… Students will be skilled at…
 The Nitrogen Cycle and
the processes involved.
 The important roles of :
1. Plants
2. Consumers
3. Microbes
4. Denitrifying bacteria
5. Nitrifying bacteria
 The effects of nitrogen
cycle in the
environment.
In doing experiments, the
learners will be skilled at…
Skills (S)
1. Applying this nitrogen
cycle in farming.
2. Evaluating the effects if
the nitrogen is not
released.
3. Correcting their
misconceptions
through
reading/research and
experimentation.
1. Conducting simple
experiments to show
the concept of nitrogen
cycle.
2. Using the scientific
method to answer their
queries.
3. Performing the
procedures
systematically.
4. Interpreting the data
based on experimental
reports
5. Formulating hypotheses
6. Making generalizations
based on the results of
experiment
7. Reporting results in
class accurately.

STAGE II – EVIDENCES OF LEARNING

EVALUATIVE CRITERIA ASSESSMENT EVIDENCES
 Evidence at the level of Transfer of Performance Task (T)
Performance
I. Engaging Scenario:
Performance assessment of the
manifestation of understanding “Water Wonders”
on the principle of surface
Have you ever wondered why some insects like water
tension and through doing an
striders can walk on surface of water? Is it a miracle? You
experiment.
may have also seen light weight things like the razor blade,
needle and foil floating on water or fluid.
Or have you wondered why rain falls in the form of
drops of water droplets running smoothly on the muddy
surface when you blow them with slight air. Then there is
the popular phenomenon of capillary action that makes the
fluid in capillary at higher levels than the surrounding fluid.
All these are the results of the surface tension.

II. Analytic Rubric

1. Clarity and relatedness of

the formulation of
objectives, hypotheses,
and conclusion. – 35%

2. Organization of procedures – 25%

3. Correct delivery of the

procedure. – 15%

4. Presentation of results. – 25%

_______________________________________
Total – 100%

Evidence at the Level of Other Evidences of Learning (OE)

Understanding

EXPLANATION Formative:
Proving that surface tension  Question and answer
affects the behavior of liquids.  Experimentation
Criteria:  Seatwork
a. Thorough  Assignment
b. Justifiable
 c. Clear Summative:
 Quizzes
INTERPRETATION  Research Work
Making sense of the data
gathered from investigations
that indicate the occurrence of
surface tension.
Criteria:
a. Meaningful
b. Illustrative

APPLICATION
Proposing ways on how
understanding on effects of the
surface tension be used in life.
Criteria:
a. Appropriate
b. Practical
c. Efficient
d. Effective

PERSPECTIVE
Arguing on the importance of
the breaking of surface tension
by putting wet-agents based on
their effect on health and
environment.
Criteria:
a. Insightful
b. Credible
c. Reflective of critical
thinking

EMPATHY
Role-playing a scientist’s feeling,
if there is no surface tension
that occurs, in making
formulating some important
chemicals that are used in daily
life.
Criteria:
a. Perceptive
b. Receptive
c. Sensitive

SELF-KNOWLEDGE
Realizing how understanding in
changes in behavior of liquids
affects one’s view on health and
the environment.
Criteria:
a. Reflective
b. Responsive
STAGE III – LEARNING PLAN

1st-2nd Meetings: Introduction to Surface Tension

1. Motivation: “Water Wonders”

A. Teacher to the class a razor blade floating on the surface of the water in a container.

B. Processing Questions

 Have you seen water striders?

 Where do you usually see them?
 Are you aware of the principle behind this activity?
 What would be the things that you will do if you can do what these insects do?

C. Teacher connects the motivation and informs the class of the following:
 Surface tension is a phenomenon in which the surface of the liquid, where the
liquid is in contact with gas, acts like a thin sheet.
 Various intermolecular forces, such as van der Waals forces, dipole-dipole
attraction and Hydrogen Bonds cause this phenomenon.
 Van der Waals forces are a group of relatively weak intermolecular interactions
which generally result when a molecule or group of molecules become
polarized into a magnetic dipole.
 Hydrogen bonds are an especially strong form of dipole-dipole attraction. A
hydrogen atom has one positively charged proton in its nucleus and one
electron. In molecules with hydrogen bonds, the strongly electronegative atom
 forms a covalent bond with hydrogen.
 Dipole-dipole attractions occur between polar molecules. In a polar molecule,
one end (or pole) of the molecule is positively charged and the other end (the
second pole) is negatively charged.

2. Development of the Lesson:

a. Activating Prior Knowledge: Recall of the past knowledge about water
 Teacher will give the directions what to do
 Put the pre-cut papers on the blackboard with written words in it.
 Column A will be matched with Column B.

 Teacher will give the class 10 minutes to match the words.

COLUMN A COLUMN B
Water has hydrogen bonds. Water Expands when frozen.
Water boils at 1000 C and freezes at 00 C at sea Boiling water is faster in high altitude.
level.
Water has high heat capacity. Water is used as coolant.
Water is polar. Water dissolves almost everything.
Water is transparent. Water gets distributed to the different parts of
a plant.
The density of ice is lower than that of the Ice floats in water.
density of water.

b. Teacher processes the learning experience.

 Were you able to recall the lessons you had learned in second year?
 How did you find the activity?
c. Acquiring Knowledge and Skills: Experimentation
 Divide the class into two.
 Put the materials in their tables.
 Let them fill up the activity and write their own objectives, procedure and
hypotheses.
 Let them follow the procedure they have made.
 After they have performed the procedure, give them the questions to answer for
evaluation of the activity.

Activity No. ___

Surface Tension

Name: Time:
Year and Section:
 I. Objectives
II. Hypothesis
III. Materials
IV. Data and Result
1. How would you describe the surface tension after performing the activity?
2. Why does the needle sink after you dropped soap on the water?

V. Conclusion
 The students will be asked to report their results in class.
3. Closure/Synthesis: Reflection

Think about your experience from today’s lesson. Write an essay that tells about the
lesson you have learned today and relate it to everyday life.

Evaluation:
Research for an article about the use of surface tension in the industry/pharmaceutical firms.

Instructional Materials:
 Visual aids
 Materials used in experimentation

Prepared by:
Juliet I. Villaruel – BSEd 3
Maria Vermina Joy I. Estrella BSEd – 2
Carol Jane Torrefiel BSEd – 2