Life Energy Unit Portfolio Presentation Alonsabe, John Jasper C. Gemota, Raniza E.

Unit Summary In this unit they will learn the different process involving life energy namely photosynthesis, cellular respiration and fermentation and be able to appreciate the importance of the creatures that contributes to these processes.

CFQ’s Essential Question: How can we save the environment from total damage? Unit Question: What are the processes involving life energy? Content Questions: What is Photosynthesis? What is Cellular Respiration? What is Fermentation?

Vision for Unit By creating this unit, I want to –To try new strategies in teaching the process of Life Energy among the students. During this unit, I want my students to –To develop critical thinking among the students. –To build collaborative learning among students.

Experiments The students will; Observe how respiration process occurs on hydrilla.  Evaluate the importance of the interdependency of living things by the impact of life energy in our ecosystem.

create a controlled experiment looking at different aspects of photosynthesis. During the experiment they will take pictures. Each group will then make a creative power point presentation and present this to the class

Assessment Summary The students were given a review about the basic concepts of life energy and about the proper handling of laboratory equipment; this is to refresh their mind and to prepare them for the lesson and activities. They will also have a hands-on activity on hydrilla, the teacher will go around observing whether the students are performing the experiment correctly and if ever not, the teacher will assist the students. The students will also create a controlled experiment looking at different aspects of photosynthesis. They will compare the growth of plants placed in different type of soil, different types of light and different temperatures. Through these experiments, the students are expected to reflect on each of the experiment. After this, they will be required to make a power point presentation, this must have the following: 1. Major environmental problem 2. Cause of this major environmental problem 3. Doable solution to this major environmental problem. This will be graded according to the rubric. The students will also have a moving examination.