The National Teachers College

629 J. Nepomuceno St., Quiapo Manila Metro Manila

Submitted by: Triskal C. Buenaflor

Submitted to: Mrs. Gunda

Date Submitted: November 19, 2014

Subject: Principles of Teaching 2

Learning Objectives
1. Students will classify organisms based on the
distinguishing characteristics of the domains
and/or kingdoms of living organisms.
2. Students will identify and/or describe how
and/or why organisms are hierarchically
classified based on evolutionary relationships.
3. Students will identify and/or explain the
reasons for changes in how organisms are
classified.
4. Students will identify ways in which a
scientific claim is evaluated (e.g., through
scientific argumentation, critical and logical
thinking, and consideration of alternative
explanations).
5. Students will identify examples of scientific
inferences made from observations.
6. Students will identify what is science, what
clearly is not science, and what superficially
resembles science (but fails to meet the
criteria for science).

Cognitive

Affective

Psychomotor

7. Students will recognize that the strength or

usefulness of a scientific claim is evaluated
through scientific argumentation, which depends
on critical and logical thinking, and the active
consideration of alternative scientific
explanations to explain the data presented.
8. Students will identify sources of information,
and assess their reliability according to the
strict standards of scientific investigation.
9. Students will describe the conditions required
for natural selection, including: overproduction
of offspring, inherited variation, and the
struggle to survive, which result in
differential reproductive success.
10.
Students will use Mendels laws of
segregation and independent assortment to
analyze patterns of inheritance.
11.
Using one or more model systems, students
will be able to integrate the regulation of
organ system functions in a whole animal using a
conceptual model of feedback to explain
homeostasis.
12.
Students will apply their knowledge of cell
biology to selected examples of changes or
losses in cell function. These can include
responses to environmental or physiological
changes, or alterations of cell function brought
about by mutation.
13.
Students will test and deepen their mastery
of genetics by applying this knowledge in a
variety of problem-solving situations.
14.
Students will appreciate the time-frame of
evolution on life on earth.

15.
Using an example such as flowering,
students will explain the fundamental role of
gene expression in plant development.

16.
Students will appreciate the issues
involved in explaining the origin of life and
how they might be resolved.
17.
Students will use an ecological vocabulary
in arguments and explanations of ecological
phenomena.
18.
Students will be able to apply concepts and
theories from biology to ecological examples.
19.
Students will be able to explain why
factors such as changes in climate, spread of
infectious disease, and access to resources
influence populations.
20.
For a given community, under a set of
specific conditions, students will determine the
relative importance of competition, predation,
herbivory, symbiosis, and infectious disease in
driving changes in the community.