St. Joseph College – Olongapo Inc.

Senior High School Department | 1945

COMPETENCE | MORAL UPRIGHTNESS | SERVICE

ADAPTIVE TEACHING GUIDE

Topic/s TRANSPORT MECHANISM Week 7-8

Date

Prerequisite Cellular Membrane and its structure

Content-knowledge

Prerequisite Skill Identifying cellular membrane parts and structure

Prerequisites What are the different functions of these structure in the cell membrane?
Assessment
1. Carbohydrates
2. Transport Proteins
3. Enzymatic Proteins
4. Receptor Proteins
5. Cholesterol
6. Junction Proteins
7. Cell Recognition Proteins
8. Channel Proteins
For insufficient Level of Pre-requisite Content-Knowledge and/or Skills: Answered 4 items
For Fairly Sufficient Level of Pre-requisite Content-Knowledge and/or Skills: Answered 6 items

Pre-lesson For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Remediation Activity
● Additional review material on the cell membrane and its structure. Learners will take another similar prerequisite assessment to determine
his/her level of readiness. Once the satisfactory level is achieved, learners proceed to the lesson proper.
For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
● Additional brief activity where learners share their correct understanding of the missed concepts in the first prerequisite assessment, once
done, learners proceed to the lesson proper.

Introduction 1. Time frame a student is expected to finish in learning the lesson (and where to contact the teacher when concerns arise)

GENERAL BIOLOGY 1 | Page 1 of 9

St. Joseph College – Olongapo Inc.
Senior High School Department | 1945
COMPETENCE | MORAL UPRIGHTNESS | SERVICE

The first 2 hours is intended for cell membrane structure and function. The next 3 hours is intended for active transport. The last 3 hours is
intended for passive transport.

Online and Distance (Online + Offline remote)

Learners can communicate with their teacher via LMS or social media messenger.

Blended (In-person On-campus + Online)

Learners can communicate with the teacher during the on-campus meeting and utilize the channels for Distance Learning during off-campus
days.

2. The knowledge (RUA) the student is expected to gain from learning the topic/lesson
● Describe the structural components of the cell membrane
● Relate the structure and composition of the cell membrane to its function
● Explain transport mechanisms in cells (diffusion, osmosis, facilitated transport, active transport)
● Differentiate exocytosis and endocytosis

3. Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)
EAA/PAA: Creativity
 Creating a model of cell membrane with the use of available materials
4. Overview of the Lesson
The transport of substances into and out of the cell is needed for cells to acquire nutrients and get rid of waste.

Student’s Experiential
(Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
Learning

Chunk 1: Cell Membrance

I. Engage
Objective: At the end of this stage, students will be able to recall prior knowledge about cells and their structures.
Activities:
 Show a visual representation of a cell membrane on the board or projector.
 Ask the students to brainstorm and discuss in pairs or small groups what they already know about the cell membrane.

GENERAL BIOLOGY 1 | Page 2 of 9

St. Joseph College – Olongapo Inc.
Senior High School Department | 1945
COMPETENCE | MORAL UPRIGHTNESS | SERVICE

 Facilitate a class discussion by asking questions like:

 What is the cell membrane?
 What is its function?
 Can you name any components of the cell membrane?
II. Explore
Objective: By the end of this stage, students will be able to identify the different structural components of the cell membrane.
Activities:
 Provide each student with a handout containing a labeled diagram of the cell membrane.
 In pairs, students will examine the diagram and discuss the different components of the cell membrane.
 After the discussion, the pairs will present their findings to the class, pointing out and describing the structural components of the cell membrane.
III. Explain
Objective: At the end of this stage, students will be able to explain the functions and importance of the structural components of the cell membrane.
Activities:
 Introduce the different components of the cell membrane using a slideshow presentation or a visual aid.
 Discuss each component's function and importance in maintaining cell integrity and regulating transport.
 Provide examples or real-life scenarios where the components of the cell membrane play a crucial role.
 Facilitate a class discussion to ensure students have a clear understanding of the explanations given.
IV. Elaborate
Objective: By the end of this stage, students will be able to apply their knowledge of the cell membrane's structural components in a practical context.
Activities:
 Divide the students into small groups.
 Assign each group a specific scenario where the cell membrane's structural components are involved (e.g., diffusion, active transport, cell signaling).
 In their groups, students will analyze and discuss how the cell membrane's components are utilized in their given scenario.
 Each group will present their findings to the class, explaining the relevance of the cell membrane's components to the scenario.
V. Evaluate
Objective: At the end of this stage, students will be able to demonstrate their understanding of the cell membrane's structural components through assessment.

GENERAL BIOLOGY 1 | Page 3 of 9

St. Joseph College – Olongapo Inc.
Senior High School Department | 1945
COMPETENCE | MORAL UPRIGHTNESS | SERVICE

Assessment Questions:
 Explain the function of the cell membrane.
 Name and describe three structural components of the cell membrane.
 How does the cell membrane contribute to maintaining cell integrity?
 Give an example of a scenario where the cell membrane's components are involved in active transport.
 Discuss the importance of the cell membrane's components in cell signaling.
Sample Activities:
 Draw and label a diagram of the cell membrane, indicating its structural components and their functions.
 Create a concept map showing the relationship between the cell membrane's components and their roles in maintaining cell homeostasis.
 Write a short essay discussing the significance of the cell membrane's components in cellular communication.

Chunks 2: Cell Membrane structures and their functions

Stage 1: Engage
Activity 1: Introduction to the Cell Membrane
 Begin the lesson by asking students what they know about the cell membrane.
 Prompt them with questions such as:
 What is the cell membrane?
 Where is it located?
 What do you think its function is?
 Encourage students to share their ideas and write their responses on the board.
Activity 2: Video Presentation
 Show a short video or presentation that provides an overview of the structure and composition of the cell membrane.
 Highlight key concepts and terminology related to the cell membrane.
 Pause at certain points to ask questions and check for understanding.
Stage 2: Explore
Activity 3: Cell Membrane Structure
 Provide handouts with diagrams of cell membranes.

GENERAL BIOLOGY 1 | Page 4 of 9

St. Joseph College – Olongapo Inc.
Senior High School Department | 1945
COMPETENCE | MORAL UPRIGHTNESS | SERVICE

 In pairs or small groups, ask students to examine the diagrams and identify the different components of the cell membrane.
 Encourage students to discuss the structure and composition of the cell membrane and how it might relate to its function.
 Circulate around the classroom to facilitate discussions and answer any questions.
Activity 4: Microscope Observation
 If microscopes are available, allow students to observe actual cell membranes under the microscope.
 Guide them in identifying the different structures and components they see.
 Encourage students to make connections between their observations and the diagrams they examined earlier.
Stage 3: Explain
Activity 5: Class Discussion
 Lead a class discussion to explain the relationship between the structure and composition of the cell membrane and its function.
 Use the information gathered from the previous activities to guide the discussion.
 Highlight key points such as the lipid bilayer, integral proteins, peripheral proteins, and their roles in maintaining cell homeostasis and regulating transport.
Activity 6: Examples and Analogies
 Provide examples and analogies to help students understand the concepts better.
 For example, compare the cell membrane to a selectively permeable gatekeeper that allows certain substances to enter or leave the cell.
 Encourage students to ask questions and seek clarification during the discussion.
Stage 4: Elaborate
Activity 7: Cell Membrane Models
 If resources are available, provide materials for students to create models of the cell membrane.
 This could be done using craft materials, clay, or any other suitable materials.
 In groups or individually, ask students to create a 3D representation of the cell membrane, highlighting its structure and composition.
 Allow students to present their models to the class and explain their design choices.
Activity 8: Case Study Analysis
 Provide a case study or real-life scenario that requires students to apply their understanding of the cell membrane's structure and function.
 Ask students to analyze the situation and propose possible solutions or explanations based on their knowledge.
 Encourage critical thinking and discussion among students.
Stage 5: Evaluate

GENERAL BIOLOGY 1 | Page 5 of 9

St. Joseph College – Olongapo Inc.
Senior High School Department | 1945
COMPETENCE | MORAL UPRIGHTNESS | SERVICE

Assessment Questions:
1. Explain the role of the lipid bilayer in the cell membrane.
2. Identify two types of proteins found in the cell membrane and describe their functions.
3. How does the structure of the cell membrane contribute to its function in maintaining cell homeostasis?
4. Provide an example of a substance that can easily pass through the cell membrane and explain why.
5. Discuss the importance of the cell membrane in regulating the transport of molecules in and out of the cell.
Sample Activities for Assessment:
 Multiple-choice questions related to the structure and function of the cell membrane.
 Diagram labeling activity where students identify the different components of the cell membrane.
 Short-answer questions that require students to explain concepts and provide examples.

Chunk 3: Transport Mechanism

Engage
 Begin the lesson by showing a short video clip or image that demonstrates the movement of substances in and out of cells.
 Ask the students to share their observations and thoughts on how substances are transported in cells.
 Guide the discussion towards the concept of transport mechanisms in cells.
Explore
 Divide the students into small groups and provide each group with a set of materials, including a selectively permeable membrane, different solute solutions, and water.
 Instruct the groups to conduct a series of experiments to investigate the movement of solutes and water across the membrane.
 Encourage the students to make observations and record their findings during the experiments.

Explain
 Facilitate a whole-class discussion to explain the different transport mechanisms in cells.
 Introduce the concepts of diffusion, osmosis, facilitated transport, and active transport.
 Provide clear definitions and examples for each mechanism.
 Use diagrams or visual aids to enhance understanding.
Elaborate

GENERAL BIOLOGY 1 | Page 6 of 9

St. Joseph College – Olongapo Inc.
Senior High School Department | 1945
COMPETENCE | MORAL UPRIGHTNESS | SERVICE

 Divide the students into pairs or small groups and assign each group a specific transport mechanism (diffusion, osmosis, facilitated transport, or active transport).
 Instruct the groups to research and prepare a short presentation on their assigned mechanism.
 Encourage the students to include real-life examples and applications of the mechanism in their presentations.
Evaluate
 Conduct a class quiz or assessment to evaluate the students' understanding of the transport mechanisms in cells.
 Provide five multiple-choice or short-answer questions that assess the students' knowledge and application of the concepts.
 Review the answers as a class and address any misconceptions or areas of difficulty.
Assessment Questions
1. What is the main difference between diffusion and active transport?
2. Explain the process of osmosis and provide an example.
3. How does facilitated transport differ from simple diffusion?
4. Give an example of a substance that is transported across a cell membrane through active transport.
5. Describe the role of transport proteins in facilitated transport.
Sample Activities
 Diffusion Demonstration: Set up a simple diffusion experiment using a petri dish filled with water and a drop of food coloring. Observe how the food coloring molecules
spread throughout the water over time.
 Osmosis Simulation: Use dialysis tubing and different concentrations of sugar solutions to demonstrate osmosis. Observe and record the changes in the volume and
appearance of the tubing.
 Facilitated Transport Role-Play: Divide the students into pairs, with one student acting as a transport protein and the other as a molecule. Have them demonstrate the
process of facilitated transport by physically interacting and moving through a "cell membrane" obstacle course.
 Active Transport Case Study: Provide the students with a case study of a specific substance that requires active transport for cellular uptake. In small groups, have them
research and present the process and importance of active transport for that substance.
 Transport Mechanism Comparison Chart: Have the students create a chart that compares and contrasts the different transport mechanisms in cells. They should include
key characteristics, examples, and real-life applications for each mechanism.

Chunk 4: Endocytosis vs Exocytosis

Engage:
 Show a video clip or image of a cell undergoing exocytosis or endocytosis.
 Ask the students if they have ever seen similar processes in their daily lives.

GENERAL BIOLOGY 1 | Page 7 of 9

St. Joseph College – Olongapo Inc.
Senior High School Department | 1945
COMPETENCE | MORAL UPRIGHTNESS | SERVICE

 Discuss with the students what they already know about exocytosis and endocytosis.
Explore:
 Divide the students into small groups.
 Provide each group with a microscope slide containing a sample of cells.
 Instruct the students to observe the cells under the microscope and identify any signs of exocytosis or endocytosis.
 Encourage the students to discuss their observations within their groups.
Explain:
 Facilitate a class discussion on the observations made by the students.
 Introduce the concepts of exocytosis and endocytosis.
 Explain the differences between the two processes, including the movement of materials and the involvement of vesicles.
 Use visual aids, diagrams, or animations to enhance understanding.
Elaborate:
 Provide the students with additional examples of exocytosis and endocytosis in different contexts, such as neurotransmitter release and cell membrane recycling.
 Divide the students into pairs or small groups.
 Assign each group a specific example and ask them to research and present how exocytosis or endocytosis occurs in that context.
 Encourage discussion and questions among the students.
Evaluate:
Conduct a class quiz or assessment to gauge the students' understanding of exocytosis and endocytosis.
Use the following questions as a guide for assessment:
 Define exocytosis and endocytosis.
 Describe the main differences between exocytosis and endocytosis.
 Provide an example of exocytosis and explain its significance.
 Provide an example of endocytosis and explain its significance.
 Compare and contrast exocytosis and endocytosis.
Sample Activities:
 Role-play: Divide the students into groups and assign each group a specific cell type. Instruct them to act out the process of exocytosis or endocytosis as it occurs in their
assigned cell.
 Case study: Provide the students with a real-life scenario where exocytosis or endocytosis plays a crucial role. Ask them to analyze the situation and explain how the

GENERAL BIOLOGY 1 | Page 8 of 9

St. Joseph College – Olongapo Inc.
Senior High School Department | 1945
COMPETENCE | MORAL UPRIGHTNESS | SERVICE

process is involved.
 Diagram creation: Ask the students to create labeled diagrams illustrating the steps of exocytosis and endocytosis. They can use art supplies or digital tools for this
activity.
Assessment Questions:
1. Define exocytosis and endocytosis in your own words.
2. What are the main differences between exocytosis and endocytosis?
3. Give an example of a biological process that involves exocytosis and explain its significance.
4. Give an example of a biological process that involves endocytosis and explain its significance.
5. Compare and contrast exocytosis and endocytosis in terms of their mechanisms and functions.

Synthesis The semipermeable cell membrane serves as the gateway for the entry and exit of substances to the cell.

RUA of a Student’s Laboratory Experiment based on provided laboratory manual about transport mechanism
Learning

Post-lesson  Review of the lesson

Remediation Activity  Feedbacking what topics are misunderstood
 Peer tutoring
 Worksheet

GENERAL BIOLOGY 1 | Page 9 of 9