BIOLOGY 1 Animal TissueTOPIC / LESSON NAME

Animal Tissue: Structure, Function and (cell) Modification

CONTENT STANDARDS

The learners can demonstrate an understanding of cell modification and animal tissues.

PERFORMANCE STANDARDS
LEARNING COMPETENCIES

SPECIFIC LEARNING OUTCOMES

TIME ALLOTMENT

The learners can make a good representation/model of the different tissue types.
1. Classify different animal tissues and specify functions of each. STEM_BIO11/12-Ia-c-4
2. Describe some cell modifications that lead to adaptation to carry out specialized functions.
STEM_BIO11/12-Ia-c-5
At the end of the lesson, the learners will be able to: (Choose from 1 or 2)
1. Present a 5-minute report on how the structures of the different animal tissues define their function.
2. Show a 2-minute infomercial about a disease caused by animal tissue malfunction.
3. Give constructive feedback, note areas of improvement and insights on their classmates reports or
infomercial.
3 hours

LESSON OUTLINE:
1. Introduction/Review: Communicating learning objectives
2. Motivation: PINOY HENYO CLASSROOM EDITION
3. Instruction/Delivery: a.) Review on Hierarchy of Biological Organization and PTSF b.) lesson proper
4. Practice: REPORTING or PRESENTATION OF INFOMERCIAL and CRITIQUING
5. Evaluation: Quiz
MATERIALS

Microscopes lcd projector, laptop or computer (if available), manila paper, cartolina, pictures, drawing
materials

RESOURCES

Reece JB, Urry LA, Cain ML. 2010. Campbell Biology 10th. San Francisco(CA):Pearson Benjamin
Cummings; 2010. 855-858pp.

BIOLOGY 1 Animal Tissue-

PROCEDURE

MEETING THE LEARNERS NEEDS

INTRODUCTION (5 MINUTES)
Teacher Tip: DO THE MOTIVATION FIRST
A. Communicate Learning Objectives
BEFORE DOING THE INTRODUCTION
(NOTE: PLEASE DO THE MOTIVATION BEFORE DOING THE INTRODUCTION)
1. Introduce the following learning objectives by flashing and writing it on the board and allow the As soon as you are done with the
students to have it written in their own words.
motivation, ask the class to refer to their
seatmate and have this done in pairs in
1. Classify different animal tissues and specify functions of each. STEM_BIO11/12-Ia-c-4
2. Describe some cell modifications that lead to adaptation to carry out specialized functions. order to manage and save time. If your
students are more comfortable in stating
STEM_BIO11/12-Ia-c-5
the LO in Tagalog/ local dialect, it will be
fine.
MOTIVATION (10 MINUTES)
A. PINOY HENYO CLASSROOM EDITION

Divide the class into two groups. Instead of having the typical Pinoy Henyo 1:1, in PINOY HENYO
CLASSROOM EDITION only one student will be having the mystery word card on his/her forehead while
the entire group will ONLY answer OO, HINDI or PWEDE. Penalties or disqualification can be given if
the team will yell or tell other clues to the guesser. Have at most 3 representatives per group to guess
the mystery word card in 1.5 minutes (per guesser).

Teacher Tip:
Prior to the lesson assign a reading
material/chapter for this topic. This will
help the students to facilitate the activity.

Do not limit yourself with the four types of

animal tissues, you can choose words
that describe the tissue type, even body
parts wherein the tissues are found or
At the end of the activity ask 1-2 students what they think will be the learning objectives of todays diseases that are cause with malfunction
lesson. Then immediately proceed with the introduction
on these tissue types.

Make sure that you mention the words you chose in your discussion (you may refer to the Try to check how the class reacts in this
activity, if the class gets rowdy you may
content section). For the students to see the connection of the activity in this lesson.
stop the activity, but make sure to warn
the students first.

BIOLOGY 1 Animal TissueINSTRUCTION/DELIVERY

Review 5 minutes
1. Start the class with a short review on: a.) Hierarchy of Biological Organization and b.)Unifying theme
in Biology: Form fits Function
a. Hierarchy of Biological Organization:
Mention that new properties arise with each step upward the hierarchy of life- EMERGENT
PROPERTIES
Ask the class, what are the levels of Biological organization. You must expect that students
must be able to answer this since this is just a review. If in case the class will not respond
to your question, you may lead them by mentioning the first level of the hierarchy

Start with the CELL, since it is the most basic unit of life that shows all life properties

Cells- tissue- organ- organ system- multicellular organism. You can show this by showing
pictures of the actual hierarchy using not so popular Endemic animals found in the Philippines
(Pilandok, Dugong, cloud rat to name a few)

Teacher Tip
Do not use too much time for the review.
Just make sure that you guide or lead the
students in remembering the past
lessons. Give clues if necessary.

For form fits function review, if the class

b. Unifying theme in Biology: Form fits Function

doesnt respond well, you may start

Ask the class what is the relation of form/ structure to function and vice versa
giving your own examples as for the

Then ask for examples of form fits function. Ex. Torpedo shape body of dolphins (mammals students to figure out this unifying theme.
with fishlike characteristics); birds bone structure and wing shape in relation to flying

Make sure that you relate structure to function, try to mention the role of fossils in
determining the habits of extinct animals. By doing this, it will make a strong connection and
relevance as to why to study the structure and function in Biology. Then you may now start with
the new topic on Animal Tissues.
Lesson Proper (90 minutes max)
For the main lesson, you may start your presentation by showing that animals are composed of
cells. So you can easily jump into the discussion of Animal tissue and define what a tissue is
(Groups of cells with a common structure and function):
Teaching strategy suggestions:
(OBSERVATION: w/o microscope 10-15 minutes; w/ microscope 20-30 min)

Prepare microscopes with prepared

slides. Make sure that you focus the
slides clearly. Give enough time for the
students to see the specimens and draw
the specimens in their notebook.
Encourage your students to write the
description and function of the tissue
type as you go along with your
discussion.

a.) setting up microscopes (if available) with prepared slides showing one example per tissue
type: i.) Epithelial ii.) connective iii.) muscle and iv.) nervous. Make sure that the labels are
covered because you will be asking which microscope number represents a specific tissue type
Allow your students to draw the pictures
as you go along with your discussion.
that you will be showing them. Encourage
b.) if microscope is unavailable, you may prepare cut out of pictures or drawing showing an

your students to write the description and

function of the tissue type as you go

BIOLOGY 1 Animal TissuePRACTICE

REPORTING or PRESENTATION OF INFOMERCIAL (50 minutes + 10 minutes critiquing)

Teacher Tip:

Group your students before you start

Divide the class into 6 groups: 4 groups will be reporting on the Animal Tissue while 2 groups will be doing an the lesson. You can have the reporting
infomercial about the disease caused by the malfunction of the tissue type (each of the group will have 2 tissue the day after you finished the
types).

discussion
on
Animal
Tissue
Structure,
Function
and
Cell
Each group will be given 5 minutes to report/ show their infomercial at the end of each presentation a 5-minute
critiquing must be facilitated by the teacher. The teacher must make sure to get feedbacks from the students and Modification. You can suggest your
clarify misconceptions from the reports. The report or the infomercial/ news on diseases will not be graded students to present their report using
a table (tissue type, cell structures
(formative assessment).
that characterize the tissue, where is
it located in the body, function,
importance)
EVALUATION (10-15 MINUTES)

The teacher can make his/her own list of questions that will allow students to practice critical thinking
skills. Having this short quiz done by group of 2s or 3s will allow students to discuss and decide among
themselves. If a student opts to answer individually, allow him/her. The teacher can prepare a multiplechoice type of evaluation if he/she is not comfortable with this type of exam.

Gauge your students if they are ready

to answer this individually. If they are
not yet ready, you can have this done
in pairs or by 3s. Make sure that you
give enough time for the group to
discuss their answers. Remind your
Answer the following questions briefly and clearly as possible:
students to answer this briefly and
1. What do you think is the importance of having a tissue level in the hierarchy of biological organization? (2 clearly.
points)
2. What do the varying shapes and arrangement of epithelial tissue suggest? (2 points)
3. What is the general function of Connective tissues? What is the common function to all the types of connective
tissue? (1 point)
4.Why are there voluntary and involuntary muscle tissue functions? (2 points)
5.What is the importance of glial cells in nervous tissues? (1 point)
6. Name 2 cell modifications and state its function. (2 points)

The teacher can make his/her own list of questions that will allow students to practice critical thinking
skills. Having this short quiz done by group of 2s or 3s will allow students to discuss and decide among
themselves. If a student opts to answer individually, allow him/her. The teacher can prepare a multiplechoice type of evaluation if he/she is not comfortable with this type of exam.

You may get a feedback from this

activity to see if the members of the
group helped or participated in their
small discussion to answer the short
quiz. You may ask them to rate the
members of the group.