Mrs. Soemi Barrientos
Belmopan Comprehensive School
3rd Biology: 3 Science 3
Semester 2: Week 7
Starting: March 2nd to 6th 2020
Time: 40 mins
sessions
Skills:
 Discuss
 Analyze
 Explain
Carbon Monoxide and Haemoglobin:
 Carbon monoxide is a colourless, odourless and tasteless
gas that is lighter than air and can be fatal to life. Death
as a consequence to this is known as carbon monoxide
poisoning.
 Carbon monoxide is can be found in tabacco smoke
 It has a greater affinity for haemoglobin than oxygen
 It displaces oxygen and quickly binds to haemoglobin so
very little oxygen is taken by the RBC to cells.
Development:
1. Using the following video
(https://www.youtube.com/watch
?v=fLKOBQ6cZHA); teacher will be
introducing the properties of the
red blood cells.
2. With the use of a ppt; teacher
will be explaining the properties
of the red blood cells.
Page
Session: 1-2
RBC to
efficiently carry
out its function
3. Discuss the
effect of
carbon
monoxide on
haemoglobin.
1
CONTEXT/PREVIOUS KNOWLEDGE: Student will be recalling the importance of blood. Student will be recall the components of the
circulatory system. Students will recall the properties of the components of the circulatory system. Students will recall the importance of the
circulatory system. Students will recall the properties of the circulatory system. Student will be able to calculate the surface area to volume
ration.
TOPIC
OBJECTIVES
KEY CONCEPTS
LEARNING/TEACHING
ACTIVITIES
Introduction:
Topic:
Through a power point Function of Red blood Cell: (only 1 function)
Teacher will be allow the student to
Circulatory
presentation on Red
 Transport oxygen
answer the following questions:
system
blood cells, students
What is the blood main purpose?
will be able to:
State the different component of the
1. State the
blood?
function of the
The percentage of the different
Sub- Topic: Red
RBC
blood component are?
blood Cells
2. Describe the
Using the following video
(Erythrocytes)
structural
(https://www.youtube.com/watch?v=V
adaptations
SVYgivfs9c); teacher will be
that enable the
reviewing the previous lesson.
3. Class discussion will occur on
the properties of the red blood
cells.
Attitudes:
 Respect
 Appreciate
Conclusion:
Students will be randomly asked
question on the topic.
If time permit; students will be
doing worksheet on the blood
components.
Sub- Topic: ABO
Blood Groups
Session: 3
Time: 40 mins
sessions
Skills:
 Discuss
KEY CONCEPTS
Through a power point ABO Blood Group System:
on the ABO Blood
 4 blood groups/ types: A, B, AB, O
system, students will
 Blood groups are based on antigens (proteins) that are
be able to:
present on the surface of the RBC
1. Define basic
Eg. If antigen A is present on all RBC of a person, the
terminology related
person is said to have blood group A.
to the topic
2. Determine the type
of antibody a given
blood group has
floating in the
plasma
3. Discuss
agglutination and
hemolysis as a
result of the action
of antibodies.
4. Determine whether
given blood groups
are compatible
with each other.
LEARNING/TEACHING
ACTIVITIES
Introduction:
Teacher will be asking the student to
state the component of the blood.
Teacher will ask the properties of
the blood.
Development:
1. Teacher will be explain the
terms antigens and
antibodies with the use of
ppt.
2. Students will form groups
and student will have
different food color.
3. At the center of the class
student will be have a flask
and will be add to drops of
the food color to the flask as
the follow instruction.
I.
Red- group A
II.
Blue- group B
2
Topic:
Circulatory
system
OBJECTIVES
Page
TOPIC
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
Purple (Red and
Blue)- group AB
Water-group O
Add two drop of
RED + BLUE
Add two drop of
RED + PURPLE
Add two drop of
RED + WATER
Add two drop of
BLUE + RED
Add two drop of
BLUE + PURPLE
Add two drop of
BLUE + WATER
XI.
4. Student will be observing
the color change.
5. Teacher will explain the
importance of blood
transfusion between the
different blood groups.
Conclusion:
Students will be randomly asked
question on the topic.
If time permit; students will be
doing worksheet on the blood
components. (Worksheet 3)
3
Attitudes:
 Respect
 Appreciate
 Antibodies are present in the blood plasma. Eg. A person
with blood type A has antigen A on the RBC and anti-B
antibodies on the plasma.
Page
 Analyze
 Explain
 During a transfusion, the following is important:
 Donor’s Antigen on the RBC
 Recipient’s Antibodies in the plasma
 IF THE ANTIBODY MATCHES THE ANTIGEN, THE
RBC STICK TOGETHER AND TRANSFUSION WILL
NOT BE SUCCESSFUL.
Anti -B
Anti –A
None
Anti- A
Anti- B
Antigen
A
Antigen
B
Antigens
√
X
√
X
X
√
√
X
X
X
√
X
Universal Recipient; Blood Group AB
A &B
none
√
√
√
√
Universal Donor; Blood Group O
4
A
B
AB
O
A
Donor’s Blood Type
B
AB
O
Page
Recipient’s
Blood Type
Blood Groups
Compatibility
H.W on Erythroblastosis Fetalis
- What is it?
- What happens during this condition?
- What are the treatments?
- Symptoms on babies born with this condition?
Sub- Topic:
Anaerobic
Respiration in
plants cells
Session: 4-5
Time: 80 mins
sessions
Skills:
 Record
 Analyze
 Discuss
Attitudes:
 Respect
 Appreciate
KEY CONCEPTS
TOPIC: Blood Groups
LEARNING/TEACHING
ACTIVITIES
Introduction:
A quick revision of the grading
criteria will be done. Special
emphasis will be placed on the MM
criteria.
AIM: To simulate the compatibiliy of blood groups
Development:
Lab #:13
Through a lab
experiment on food
tests, students will
be able to:
1. To simulate
the
compatibiliy
of blood
groups
2. Correctly
execute lab
practical skills
3. Follow lab
procedures
carefully and
correctly
4. Accurately
record results
of experiment
Date: __________________
SKILLS: Measurements and Manipulation
1. Teacher and student will be
reading the procedure and will
be discussing the importance of
blood and blood transfusion.
2. Students will be given 45
minutes to conduct the lab
activity.
3. Students will then be allowed to
clean their workstation and their
lab equipment.
4. Students will use the rest of the
session to complete the write up
of the lab report.
5. Important points will be
highlighted.
Conclusion:
Students will be randomly
questioned on content that must
5
Topic:
Respiration
OBJECTIVES
Page
TOPIC
be included on the table of
results.
Surface Area to volume ratio was comprehended by the students however, student did not perform adequate on their quiz
given to them. Hence teacher taught the lesson again and reinforced it more. Student performed better than before. Students
comprehensive that the circulatory system is allows the blood to be transport through the body. Due to the holiday on
Friday; the red blood cells and blood types was brief taught, this week it will be reinforced.
REFERENCES
Collins Biology Workbook for CSEC by Anne Tindale page 28-29
Collins Concise Revision Course CSEC Biology by Anne Tindale; page
35
Concise Revision Course, CSEC Biology by Anne Tindale: page: 5-7
Biology for CSEC 2nd Edition, page: 288-296
Biology for CSEC New Edition, Page: 367-378
A concise revision for CXC- biology page 112-113
Anne Tindale. Collins Concise Revision Course CSEC Biology. Harper
Collins Publisher. 2016. Pages 37-39
Linda Atwaroo-Ali. Biology for CSEC Examination 2nd Edition.
Macmillian education. 2009. Pages: 44-45
Miller and Levince. Prentice Hall Biology. Prentice Hall Inc. Nd. Pages 188189
https://www.youtube.com/watch?v=sLP8dcnWnJg
https://www.youtube.com/watch?v=UUzrsabhkuQ
6
STUDENTS’ ASSESSMENT
THE FOLLOWING TECHNIQUES WILL BE USED TO
ENSURE STUDENTS MASTERY OF LESSON CONCEPTS:
 Oral questioning
 Class discussion
 Think pair and share
 Group work
 Review of topics for exam
Page
SelfEvaluation of
the lessons of
the previous
week:
Worksheet 2
Fill in the blanks with words from the word bank.
Word Bank:
Oxygen
lungs
platelets
plasma
red
food
white
heart
bank
body
1. Red blood cells carry ____________________.
2. Blood gets oxygen from your _________________.
3. Blood carries _____________ nutrients from the intestines.
4. _____________ blood cells fight germs.
5. Blood travels to all parts of your ________________.
6. The liquid part of the blood is called ___________________.
7. ____________ blood cells give blood its color.
8. ________________ form blood clots.
9. Adults donate blood at a blood _________________.
10. This structure allows blood to get pressure to reach all parts of the body: _____________.
Worksheet 3
State the type of antigens and antibodies present.
ANTIGENS
ANTIBODIES
Type A
Type B
Type AB
Type O
Place a check mark () if the blood transfusion is possible and a “X” when it is not possible
Type A
Type B
Type AB
Type O
Type A
Type B
Type AB
Page
7
Type O
Belmopan Comprehensive School
Weekly Lesson Plan Feedback Form - Science Department
Teacher Name: Mrs. Soemi Barrientos
Subject Area: General Biology: 3 Science 3
Date: Monday 2nd March 2020
Time: ______________a.m.
Scoring:
G – Good
N – Needs Improvement
S – Satisfactory
Lesson Plan
Lesson Plan was submitted prior to lesson
Lesson Plan has appropriate structure and sequence
Content is appropriate
Objectives were listed and clearly defined throughout the lesson plan
Designs assignments that are meaningful and constructive
Lesson plan is aligned with course outline
Outcomes are realistic and achievable
Lesson plan incorporates a variety of teaching and learning strategies
Score
Comments:
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HOD Signature
______________________
V.P. Signature
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Teacher Signature
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Page
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