Teacher Christian believes in __________________

Please write your complete name here.

Grade & Section: ____________________________

JUNIOR HIGH SCHOOL

SCIENCE 10
ENHANCED LEARNING MODULE | OLALA 2.0
FOURTH QUARTER | MODULE 1 OF 1

“BIOMOLECULES”

Teacher Christian Jade G. Quijano

Subject Teacher

JUNIOR HIGH SCHOOL ENHANCED LEARNING MODULE | OLALA 2.0 | SCIENCE 10

 INTRODUCTORY MESSAGE
Now, more than ever, the academic community faces new challenges brought about by the health
crisis. With this recognition, the Department of Education (DepEd), through its Basic Education Learning
Continuity Plan (BE-LCP) identified different learning delivery modalities to ensure learning even without face-
to-face instruction in the classroom. One such modality is the Modular Distance Learning (MDL), where self-
learning modules or SLMs are to be used as primary learning resources.

Valuing this need and to fortify opportunities, Pres. Quirino Treasured Child School, Inc. gives life to
Enhanced Learning Module (ELM) OLALA Version 2.0. This is our response to the call for quality
instructional resources in varying learning delivery modalities. It features to the non-negotiable attributes of
self-learning modules, namely interactive, self-implementing, self-instructional, and compact. Our ELMs
OLALA Version 2.0 are also complaint to the learning timeframe recommended in the DepEd Order No. 1, s.
2021.

Moreover, the ELMs OLALA Version 2.0 are developed based on the K to 12 curriculum guides (2016).
They are also enhanced with resources in digital forms and additional contents that further engage, support,
and challenge the learners. The learning examples and opportunities within the ELMs OLALA Version 2.0
address the six facets of the Filipino whole learner: healthy, safe, engaged, supported, challenged and value-
oriented.

After completing the discussions, activities, and exercises in the ELMs OLALA Version 2.0, it is hoped
that the learners become more creative and critical thinkers, life and career-ready, healthy and holistically
developed. An integral part of our aspiration is that they become lifelong learners while the PQTCS stays true
to its mission in creating quality learning solutions.

The elements of the ELMs OLALA Version 2.0 are consistent with those stated in the DepEd Self-
Learning Modules Framework. These are as follows:

1. Overview – This section provides a glimpse or brief discussion of the lesson. This aims to help you discover and
understand new concepts and skills.
2. Learning Objectives – This will give you an idea of the skills or competencies you are expected to learn in the module.
3. Activating Prior Knowledge – This part includes an activity that aims to check what you already know about the
lesson to take.
4. Lesson – This includes the discussion or presentation of the concept or lesson being introduced.
5. Assessment – This is a task which aims to evaluate your level of mastery in achieving the learning objectives.

For the learner, the following are some reminders in using this ELM:

1. Use the module with care.

2. Read the instruction carefully before doing each task.
3. Observe honesty and integrity in doing the tasks.
4. Finish the task at hand before proceeding to the next.
If you encounter any difficulty in answering the tasks in this ELM, do not hesitate to consult your
teacher. Always bear in mind that you are not alone.

We hope that through this ELM, you will experience meaningful learning and gain deep understanding
of the relevant competencies. You can do it!

JUNIOR HIGH SCHOOL ENHANCED LEARNING MODULE | OLALA 2.0 | SCIENCE 10

 OVERVIEW

Hi there! In Grade 9, you learned about the general classes of compounds, the structure of carbon
atom, the type of bond it forms, and its uses.
In Grade 10, you will learn the four major biomolecules such as carbohydrates, protein, lipids, and
nucleic acids and recognize their contribution to the functions of the living world.
So enjoy, as you explore the world of biomolecules!

Are you ready? Answer or put a checkmark on the questions below and find out.

_____ Are you comfortable in your seat?

_____ Are you in a well-lit area?

_____ Are your notebook and pen beside you?

Let’s start and learn new skills!

LEARNING OBJECTIVES

At the end of the module, I can…

1. identify the elements present in biomolecules such as carbohydrates, lipids, proteins, and
nucleic acids; and
2. describe the structure of the major types of biomolecules.
ACTIVATING PRIOR KNOWLEDGE
A. Below is a KWL Chart. It will help you evaluate your understanding of the lessons that will be taken in this
unit. You will be asked to fill in the information in different sections of this module. As of now, you are
just to answer the first two columns. After reading these modules answer the last column. Write your
answer on a separate sheet of paper.

KWL CHART
What I Know
What I Want To Know
How I Learned
What I Learned

Now that you’ve answered the activity, answer the following questions:
J Is the activity difficult or not?
J How did you come up with your answers?

Well, how was it? Do you think you hit the right answers? If you fared well, very good! It means that you have
known much about the topic. But don’t be too confident enough, you might learn new things from this module.
Are you ready? Let’s begin.

LESSON 1: BIOMOLECULES

LESSON

 Carbohydrates are the most abundant class of molecules. They are known to be the chief energy
source of all living organisms.

• Carbohydrates are all made up of elements carbon, hydrogen and oxygen.

• Carbohydrates can be grouped into two: the micromolecule-monosaccharide; and the

JUNIOR HIGH SCHOOL ENHANCED LEARNING MODULE | OLALA 2.0 | SCIENCE 10

 macromolecules- disaccharide and polysaccharide.

• Glucose is the most important monosaccharide in nature since it provides the immediate source of
energy of the body’s cells and tissues.

• Disaccharides contain two monosaccharides units joined together by a covalent bond knowns as
glycosidic linkage.

• Maltose and lactose are the other disaccharides. Maltose is also known as malt sugar while
lactose is known as milk sugar.

• Carbohydrates that contain 10 monosaccharide units are called polysaccharides. Starch, glycogen
and cellulose are the common polysaccharides.

• Lipids are water insoluble molecules that are composed of carbon, hydrogen and oxygen.

• Fats and oils are triglycerides that are combinations of glycerol and three fatty acids.

• Proteins are complex biomolecules that contain amino acids linked through a peptide bonds.

• Amino acids are the building block of protein. The normal amino acid is composed of a central
carbon bonded to a hydrogen (H), a carboxyl group (-COOH) d amino group (-NH 2), and a side
chain or R group.

• The building blocks of living organisms are the nucleic acids. They are responsible in encoding,
transmitting, and expressing genetic information.

• A nucleotide has three components: a phosphoric acid molecule phosphate (PO 4 3-, a five carbon
sugar molecule, and a molecule of a nitrogen-containing base.

• There are two types of nucleic acids. These are the deoxyribonucleic acid (DNA) and the
ribonucleic acid (RNA).They differ in sugar content. RNA contains the sugar ribose while DNA
contains a sugar known as deoxyribose.

• The two purine bases are the adenine (A) and guanine (G) while the three pyrimidine bases are
the thymine (T), cytosine (C), and uracil (U).

ASSESSMENT

Independent Activity 1. Written Works.

Analyze the structure of biomolecules given below and answer the guide questions. Write your answers in your
paper.
1. What are the elements present in each structure for carbohydrates, proteins, lipids, and nucleic acid?
2. Are their structural formulas the same? Yes or no.

CARBOHYDRATES

JUNIOR HIGH SCHOOL ENHANCED LEARNING MODULE | OLALA 2.0 | SCIENCE 10

JUNIOR HIGH SCHOOL ENHANCED LEARNING MODULE | OLALA 2.0 | SCIENCE 10
 Independent Activity 2. Written Work

Copy the following table in your paper. Identify the elements that make up the following biomolecules. Put
a checkmark (√) if the element is present and (X) if it is not present.

CARBON HYDROGEN OXYGEN NITROGEN PHOSPHORUS

CARBOHYDRATES
PROTEINS
LIPIDS
NUCLEIC ACIDS

Independent Activity 3. Written Work

CARBOHYDRATES PROTEINS NUCLEIC ACIDS LIPIDS

FUNCTIONS Energy Source for the Speeds up Genetic Long term energy
plant cell chemical Blueprint, storage cell
reactions membrane structure
transport
molecules build
and repair cells
EXAMPLESSS Glucose Enzymes, DNA or RNA genetic Fats
SSS Sucrose Antibodies material Cell membrane
Cellulose Hemoglobin Steroids and
( plant cell) hormones
Glycogen (muscle
cells of animals)
FOODS Sugar, fruits, bread, Meat, eggs Cells must construct Fats and Oils
pasta, Dairy, beans, from other molecules
vegetables nuts
ORGANELLE Mitochondria, Made by In the nucleus, Cell membrane
EEE chloroplast ribosomes, (eukaryotes)0essFree
rough ER floating ( prokaryotes)

JUNIOR HIGH SCHOOL ENHANCED LEARNING MODULE | OLALA 2.0 | SCIENCE 10

 MONOMER sugar Amino acids nucleotide Made up of
3 fatty acids and 1
glycerol
POLYMER Starch Protein, Nucleic Acid/DNA
polypeptidecha
in

GUIDE QUESTION
1. Which biomolecule does not provide energy for an organism?
2. What are the biomolecules that provide energy for an organism?
3. What biomolecule is the most abundant?
4. What is the most important biomolecule?

Independent Activity 3. Performance Task

On a short bond paper draw at least 2 examples of BIOMOLECULES.
Components Mastery 5pts Accomplished 3pts Unacceptable 1pt

Reflection The drawing represents a clear The drawing represents The student clearly did not
and understanding of the a somewhat clear understand the information.
Knowledge information presented. understanding of the The drawing is not
material. representative of the
knowledge gained.
Basic Skills Drawing exhibits attention to Drawing contains many Drawing lacks detail. Little
detail and a variety of drawing strong elements but effort in work and appears
techniques. needs further refinement improvised and looks
and fine-tuning. Only a incomplete. No variety in
few drawing techniques drawing techniques.
used.
Layout/ Layout and proportion are Majority of the face is Elements of the face are out of
Proportion properly sketched. Face looks properly laid-out, but the place and/or out of proportion.
natural, without distortions. drawing has a few areas
that need further
refinement in order for
the face to look
proportional /natural.
Originality/ The student explored several Tried a few ideas but Fulfilled the assignment, but
Creativity choices, generating many based his/her work on gave no evidence of trying
ideas, unusual combinations or someone else’s idea. anything unusual. Shows no
changes on several ideas. evidence of original thought.
Performanc Worked independently. Worked independently Made little progress toward
e Followed directions and most of the time. goals. Very little accomplished
classroom rules. Showed some initiative. during the period. Materials
Used art materials wisely. Needed a few reminders and tools used inappropriately.
Participated in class on proper care of Difficulty listening and
discussions and cleaned up materials and followed following directions.
their workspace. classroom rules. Limited Disrespects others and
involvement in class disruptive in classroom.
discussions and had to
be reminded to clean up
workspace.

-End of Module-

JUNIOR HIGH SCHOOL ENHANCED LEARNING MODULE | OLALA 2.0 | SCIENCE 10