FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)

Grade: 12 Semester: 2nd

Core Subject Title: General Biology 2 No of Hours/ Semester: 80 hours/Semester
Prerequisites if needed:______________________________
Core Subject Description: This subject is designed to enhance the understanding of the principles and concepts in the study of biology, particularly heredity and variation, and
the diversity of living organisms, their structure, function, and evolution.
Culminating Performance Standard:

How to Teach?

What to Teach? Why Teach? How to Assess?

Learning Competencies Highest Thinking Skills to Assess

Highest Enabling Strategies to
Use in Developing the Highest
Flexible Thinking Skills to Assess
Most
Essential KU KUD assessment
Content Content Topics Performance D
Standards Standards Clas RBT activities
Clas sifica (FAA)
Complete si Most Essential tio n Level
ficati Flexible
Enabling
on Learning
Performance General
Strategies
Check(s) Strategy
(FLS)
 The learners The learners The Learners: The Learners:
demonstrate shall be able
1.1 compare and 1.1 compare
an to... contrast the and contrast the Interactive
understandin Plants following D following Venn Diagram Representation discussion
g of... and processes in processes in Applying about the
Organismal Animal plants and plants and D processes
Biology develop a animals: animals:
Organs written in the
presentation reproduction, reproduction, venn diagram
Plant and (e.g. development, development,
Animal Organ roleplaying, nutrition, gas nutrition, gas
Systems and dramatizatio exchange, exchange,
their n and other transport/circulati transport/circula
Functions on, regulation of tion, regulation
forms of
body fluids, of body fluids,
multimedia) chemical and chemical and
to show how nervous control, nervous control,
an organism immune immune
maintains systems, and systems, and
Feedback homeostasis sensory and sensory and
through the motor motor
Mechanism
mechanisms mechanisms
interaction
of the 1.2 explain how
U
various some organisms
organ maintain steady
systems in internal
conditions that
the body
possess various
structures and
processes such
homeostasis

1.3 describe
examples of
Feedback homeostasis K 1.2 describe Remembering Mind Map or Interactive
Mechanism examples of Presentation
(e.g.,temperature Concept map discussion
homeostasis K
regulation, osmotic about the
balance and (e.g.,temperature processes
glucose levels) and regulation, osmotic written in the
the major features balance and mind map or
 of feedback loops glucose levels) concept map
that produce and the major
features of
feedback loops
that produce

The learners The learners

demonstrate shall be able
Genetics 1.4 predict 1.3 explain Mind Map Presentation Interactive
an to... U
genotypes sex linkage discussion
understandin U Analyzing
and and about the sex
g of...
phenotypes of recombinatio linkages written
1. make a parents and n in the mind
pedigree offspring map or concept
1. Mendel’s analysis in the using the laws map
Laws of Genetic learner’s family of inheritance
1.4 diagram Interactive
Inheritance Engineering using a simple
the steps in D Applying Diagram Presentation discussion
genetic trait 1.5 explain U
2. Sex Linkage DNA making about the steps
sex linkage
2. make a replication written in the
and
3. Central research and protein
recombination mind map or
Dogma of paper/case Synthesis concept map
Molecular study/poster on 1.6 describe
Biology K
genetic modifications
diseases to Mendel’s
4. Recombinant Interactive
classic ratios
3. make a 1.5 outline discussion
DNA (gene
diagram (e.g., interaction)
Outline about the steps
the D Applying Presentation
pictogram, processes
showing the written in the
poster) 1.7 illustrate involved in processes mind map or
U involved in concept map
showing the the molecular genetic
evolution of a structure of engineering genetic
domesticated DNA,RNA, engineering
crop and proteins

4. differentiate 1.8 diagram

the 3-Domain the steps in
D
Scheme from DNA
 the 5-Kingdom replication
Scheme of and protein
classification of Synthesis
living things
1.9 outline the
processes
involved in D
genetic
engineering

1.10 discuss
the D
applications of
recombinant
DNA

The learners 1.11

demonstrate describe
Evolution Evolution 1.6 explain Concept map Presentation Individual
an general K
and Origin of and Origin the or Mind Map answering the
understandin features of U Remembering
Diversity of Diversity mechanisms question with
g of... the history of
that produce constructive
life on Earth,
change in criticism from
including
populations the teacher
generally
Relevance, from
accepted
Mechanisms, generation
dates and
Evidence/Bases, to
sequence of
and Theories of generation
the geologic
Evolution (e.g.,
time scale
artificial
and
selection,
characteristic
natural
s of major
selection,
groups of
genetic drift,
organisms
mutation,
present
recombinati
during these
time periods
 on)

1.12 explain 1.7 explain Concept map Presentation Independent

the evidences of or mind map Quiz
mechanisms evolution
that produce (e.g., U Remembering
change in U biogeograph
populations y, fossil
from record,
generation to DNA/protein
generation sequences,
(e.g., artificial homology,
selection, and
natural embryology) Group Interactive
selection, D Applying Presentation Communicatio discussion
genetic drift, 1.8 infer n about the
mutation, evolutionary evolutionary
recombinatio relationships relationships
n) among organisms among
using the evidence organisms
1.13 show of evolution using the
patterns of evidence of
descent with evolution
modification D
from
common
ancestors to
produce the
organismal
diversity
observed
today

1.14 trace
the
development
of
evolutionary
 thought D
1.15 explain
evidences of
evolution
(e.g.,
biogeograph U
y, fossil
record,
DNA/protein
sequences,
homology,
and
embryology)

1.16 infer
evolutionary
relationships
among
organisms
D
using the
evidence of
evolution

1.17 explain
how the
Systematics The learners Taxonomic 1.9 describe Essay, Presentation Individual
structural U
Based on demonstrate Concepts species diversity Reflection answering the
and K Applying
Evolutionary an and cladistics, Paper question with
development
Relationship understandin including the types constructive
al
s g of… of evidence and criticism from
characteristic
procedures that the teacher
s and
can be used to
relatedness
establish
of DNA
evolutionary
sequences
Basic relationships
are used in
Taxonomic
Concepts and classifying
Principles, living things
Description,
Nomenclature, 1.18 identify
Identification, the U
and unique/distin
Classification ctive
characteristic
s of a
specific
taxon relative
to other taxa

1.19
describe
species
diversity and K
cladistics,
including the
types of
evidence and
procedures
that can be
used to
establish
evolutionary
relationships
Performance Task: The learners will create a diorama about the history of life on earth. Class will be divided into 2 groups and is expected to be . The video will be
presented in the class and will be graded according to the following standard:

4-5 3 2 0-1

Outstanding Very Satisfactory Satisfactory Needs Improvement

There is very clear main idea The main idea is clear and the The main idea is somewhat The main idea is not clear or
that is well- developed with lots development throughout the clear, but needs more well-developed
CONTENT
of detail throughout the video presentation can be seen development throughout the
presentation presentation

Students clearly explored and Student project is explored and Student project is original, but Student follows a set of
expressed multiple ideas in a expressed in a fairly original mostly based on existing idea direction to complete a project,
CREATIVITY
unique way way but did not explore new ways
to alter the idea

Information clearly relates to Most of the information clearly Few information relates to the Information has little or nothing
the main theme or topic relates to the main theme or main theme or topic. No details to do with the main theme or
Quality of Information
topic. 1-2 details and/or and/or examples are given. topic.
examples are given.

Source: http://richardrrr.blogspot.com/

Prepared by: MS. MARY ROSE C. GALIT Checked by: MARK STEVEN DEL ROSARIO
Faculty SHS Coordinator

Approved by: MS. SAHLEE V. QUINTO

OIC