ADAPTIVE TEACHING GUIDE Template
Most Essential Topic # 3 Lesson # 3 (Name of the Lesson/topic) Cell in Action
Prerequisite Content-knowledge:
As a prerequisite of this lesson, the learners should have a foundation knowledge in Cell Biology or
Cell Physiology, which includes;
the difference between animal and plant cells and
organisms interacting with each other and with their environment to survive, and
understand how cells maintain homeostasis and communicate with their environment.
Prerequisite Skill:
As a prerequisite skill of this lesson, the learners should have an acquired skill in their science subject
from junior high school class, specifically in cell photosynthesis and respiration for them to be able to
easily cope up with this topic. The learners should have the skills in;
differentiating plant and animal cells according to presence or absence of certain organelles
explaining why the cell is considered the basic structural and functional unit of all organisms
differentiate biotic from abiotic components of an ecosystem
describe the different ecological relationships found in an ecosystem
predict the effect of changes in abiotic factors on the ecosystem
Prerequisites Assessment: (Describe the type and content of the Prerequisite Assessment and Use a separate sheet for the copy of a
full-blown assessment.)
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Pre-lesson Remediation Activity: (Describe the activities and Use a separate sheet for the copy of a full-blown assessment.)
1. For Students with an Insufficient Level of Prerequisite Content-knowledge and/or Skill(s):
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2. For Students with a Fairly Sufficient Level of Prerequisite Content-knowledge and/or Skill(s):
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Introduction:
In this lesson, the learners will explore the Transport Mechanisms in cell, a fundamental lesson in Cell
Biology or Physiology designed to equip the learners with essential knowledge about various methods
by which substances move into and out of cells, ensuring they grasp the fundamental concepts of
cellular transport. This course is expected to be completed within second academic week, with
opportunities to contact the instructor (Robert M. Balinton Jr.) during office hours or via email
([email protected]) for any concerns or queries.
Throughout this lesson, students should have a robust understanding of the principles of cell transport,
including passive transport mechanisms like diffusion and osmosis, as well as active transport
processes that require cellular energy. In addition, students are also expected to gain a comprehensive
understanding in relating the structure of components of the cell membrane to its function. This
knowledge will equip students with the ability to explain how cells maintain homeostasis, manage
nutrient intake, and expel waste products.
Learners will apply their learning in practical and academic activities and experiments for formative
and evaluative assessments. This includes laboratory experiments where they can observe osmosis and
diffusion in action, as well as in analyzing real-world biological scenarios. On a personal level,
understanding cell transport mechanisms enhances students' appreciation of how their bodies function
at the cellular level, providing a deeper insight into health and disease processes.
Overview of the Lesson:
The lesson will cover an overview of the cell membrane structure, the difference between passive and
active transport, the role of transport proteins, and the significance of cellular transport in maintaining
homeostasis. Through engaging activities, interactive discussions, and hands-on experiments, students
will gain a comprehensive understanding of how cells interact with their environment to sustain life.
Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General
Enabling Teaching Strategy. Number of chunking of topics will be dependent on the teacher’s
plan.)
Chunk 1
Formative question
Chunk 2
To effectively recall the knowledge of the learners about the lesson on the cell transport mechanisms,
there will be some series of thought-provoking questions for the learners to recall the fundamental
aspects of this lesson. The following are the processing questions to assess their understanding;
What is the primary function of the cell membrane?
What is active transport, and why does it require energy?
How do endocytosis and exocytosis differ from each other?
Describe how facilitated diffusion differs from simple diffusion.
Why is it important for cells to regulate the transport of substances across their membranes?
How do cells maintain homeostasis through cell transport mechanisms?
In what ways do cell transport mechanisms contribute to overall organism health?
Chunk 3
To ensure that the learners will understand the concept of the lesson, students will engage to perform a
laboratory activity Love of Lab on pages 154C to 154F. This laboratory activity will help the learners
to gain a comprehensive understanding in water potential in the cells of a specific plant stem (e.g
kangkong stem). Procedures and materials of the laboratory activity are provided in the book. Have
the student finish the activity within 40 minutes and present their data to the class. Each group will
assign a representative to present their works.
Chunk 4
At the end of this lesson, the learners will be provided an additional book reading material to further
enrich their knowledge with the lesson. Let students apply their learnings from the lesson that have
discussed about cell transport mechanisms.
The learners will read and understand the reading material provided from A Closer Look Explained on
page 156 in the textbook. There will be a guided questions provided to process what they have learned
from the textbook. The students must do this task individually and will be given 15 minutes to finish
and submit their work.
Synthesis
RUA of a Student’s Learning:
Post-lesson Remediation Activity: (Describe the activity and use a separate sheet for the copy of a full-blown activity.)
