DAILY
LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
(Write the LC code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
School Rolando R. Andaya Sr. Memorial High School
Grade Level 11
Teacher/Department Ariane I. Lagatic (SHS)
Teaching Dates and Time
Learning Area Earth & Life Science
Quarter/Semester 1ST Quarter/1st Semester
September 30- October 4,2019 M-F
Session 1
October 7,2019
Session 2
October 8,2019
Session 3
October 9,2019
Session 4
October 10,2019
Monday
Tuesday
Wednesday
Thursday
Session 5
October
11,2019
Friday
1. Plant and animal reproduction
2.Non- Mendelian Genetics How genes work (Translation and Transcription)
3. How genetic engineering is used to produce novel products
Conduct a survey of products containing substances that can trigger genetic disorders such as phenylketonuria
1. Describe the different ways of how plants reproduce S11/12LT-iiej-13
2. Illustrate the relationships among structures of flowers, fruits, and seeds S11/12LT-iiej-14
3. Describe the different ways of how representative animals reproduce S11/12LT-iiej-15
4. Explain how the information in the DNA allows the transfer of genetic information and synthesis of proteins 11/12LT-iiej-16
CELLULAR RESPIRATION/PERPETUATION OF LIFE
CG pp. 7 of 12
PP 34-45
4. Additional Material from
Learning Resource (LR) Portal
Slide presentation page 1-233 C/o Jonathan Jaime G. Guerrero Bicol University College of Science Department of Biology during the
Seminar @ Charisma Hotel, Guinobatan, Albay
B. Other Learning Resources
Biology (Tarbuck and Lutgens), Science (Thompson and Turk), internet resources, NASA/IAU/PAS power pointsarbuck, Lutgens, and Tasa. Earth
An Introduction to Physical Geology 11thed, 2014, p 122, /Earth and Life science (for SHS) by Duyanen and Andaya
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson.
1. Introduce the learning
objective by writing it on the
board, then give the students
5 minutes to write down on a
piece of paper what they
already know or what they
expect to learn under the
1. Introduce the learning objective
by writing it on the board, then give
the students 5 minutes to
write down on a piece of paper what
they already know or what they
expect to learn under the
specified topics:
1. Introduce the learning
objective by writing it on the
board, then give the students
5 minutes to
write down on a piece of
paper what they already know
or what they expect to learn
At the end of the lesson,
the learners will be able
to: 1. Know the structure
function relationship in
the various organ
systems 2. Able to
synthesize the various
Attend on
Eco-Bank
Seminar
@ LGU
Pasacao.
B. Establishing a purpose for
the lesson
specified topics: • Describe
the central dogma. • Explain
the process of replication. •
Explain the process of
transcription. • Explain the
process of translation. •
Synthesize the implication of
the central dogma
• Relate their knowledge of the
central dogma on genetic
engineering
• Know the process of genetic
engineering
• Describe the definition of
genetically modified organism
under the
specified topics:
a.Know the different uses of
genetically modified
organisms.
b.Know the advantage and
disadvantage of modified
organisms.
1. The teacher recalls the
trait he or she inherited from
his or her parents. The
inherited trait or “namana”
can be physical, talent or
behavior. Ask the student the
traits they inherited to their
parents and show it to the
class. 2. Clarify after the
activity that within the
context of the lesson, the
inherited trait that will be
discussed are of those
physical characters as
governed by the proteins in
our body.
1. The teacher can present a video
or a picture of his or her favorite
superhero. This can be a local or
foreign superhero, but it is better to
present to the students our local
superheroes like Captain
Barbel, Panday, Darna, Lastikman,
etc.
2. Ask the students, if they will
become a superhero with
superpowers what superpowers will
they
have and what changes in their body
will they need.
1. Read to the class the article
in the Philippine Star, where
the “Philippines is now the
biggest grower of GM crops”.
functions of the organ
systems in the day-today
activity of an individual 3.
Used their knowledge of
physiological processes
to understand the
different diseases
associated with the organ
systems
To start the class, ask the
student to share the
Philippine native food
that they have brought in
class.
Ask anyone the
ingredients of the food
they have tasted or
brought, if they do not
know all the
ingredients just ask them
to give the main
ingredient of the food.
Help the student/s in
classifying if the
food is mostly or high in
carbohydrates, proteins,
fats or nucleic acids. You
may write the
classification
using a table, diagrams or
any visual aid which can
later be used in summing
C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
The Central Dogma The
central dogma, or the
directional command of
creating proteins from
genetic information (DNA)
was dubbed by Francis Crick
in 1956. It summarized in a
simple illustration below:
Let the student watch the
video on translation and
trascription
Sing the DNA song for the overview
of the lesson
2. Debate on the implication
of this economically,
politically, ecologically, etc.
up the lesson.
Emphasize the following
concept:
Animal nutrition is the
process of taking in,
taking apart and taking
up the nutrients from a
food source. Food
processing has four main
stages: Ingestion,
Digestion, Absorption
and Elimination or
Egestion.
Discuss introduction to genetics by
viewing the video on introduction to
genetics.
1. Report on the different uses
of genetically modified
organisms and group them
according to
pharmaceutical, industrial,
agricultural and other
industries.
2. Discuss the advantages and
disadvantages of these GMOs.
3. In small groups, ask the
class to read on the Nature
article and Global Research
article on GMOs.
Critically compare it to the
Philippine Star article and
other knowledge the students
have. Divide
the class into two groups of
pro-GMO and anti-GMO.
Introduce Human
Digestive System and its
parts.
Group the Students into
4 and be able to perform
the given task based on
instruction.
E. Discussing new concepts
and practicing new skills #2
Students will answer the
guide questions.
1. What is the central
dogma?
2. What is DNA replication?
Why is it important?
3. What is Transcription?
Why is it important?
4. What is Translation? Why
is it important?
5. Why is the double helix
structure important in the
central dogma?
After viewing the video on
introduction recall the concept in
genetics by viewing the video about
mendelian genetics.
1. Create poster or slogans on
the implication/s, both
positive and negative, of GMO
in the Philippines. 2. Relate it
to current issues on neoliberal
policies, wherein the current
government is party to, which
can impact the farmers, not
only economically but also in
terms of the quality of the
crops being sold.
F. Developing mastery (Leads
to Formative Assessment 3)
PRACTICE
1. Group the class into small
groups with maximum six
members.
2. Based on their
understanding of
the lecture, create a skit
which
shows the whole process of
the
central dogma.
3. The group/s that were able
to
clearly show the process may
be
given bonus points
. PRACTICE
- Discuss the possible impact
of GMOs, using the deluge of
Chinese garlic in the
Philippines as a
1. Go back to the motivation activity
and the Reebop activity and ask the
students how will they be able to
acquire their superpowers with
their knowledge of genetic
engineering.
2. How can the Reebop activity be
related to the concept of genetic
engineering?
case study, in writing a report
as a term paper.
-Using Heneral Luna’s line,
“Bayan o Sarili/ Kalayaan o
Negosyo”, how can this be
related to the
issue of GMOs?
Using the table of the
native Filipino food, ask
the student where are
the sites of digestion of
the food.
Using their knowledge of
mechanical and chemical
digestion, they should be
able to identify site of
digestion of the given
food. During times, when
the you or the students
eat vegetables, why are
there
some complete pieces or
fragments of the
vegetables found with
the feces? Why aren’t
there meat or
other tough food
substance with it?
Label the parts and
function of the following;
G. Finding practical
applications of concepts and
skills in daily living
REFLECTION 1. Which of the
topics interest you the most?
Why?
2. Which of the topics
interest you the least? Why?
3. Did the activities help you
understand the topic (Y/N)?
Explain your answer.
Ask the following question:
H. Making generalizations and
abstractions about the lesson
Students will give the
summary on the lesson for
today.
Answer the ffg. question.
1.Why is the double helix
structure important in the
central dogma?
2.. What is the difference
between prokaryotic and
eukaryotic protein synthesis?
3. What is the relationship
among protein synthesis,
DNA and diseases?
4. How is “mana” or trait
inheritance in the Philippine
context explained by the
central dogma?
9. How can you explain the
genetics of singing ability of a
lot of Filipinos?
10. Genetically speaking, how
can Filipinos use this
information in fielding a
group for FIBA or FIFA
qualifiers?
I. Evaluating learning
From the time you have
eaten your lunch what
are the different process
involve?
Let the students generalizes and
Summarizes the lessons
1. Which of the topics interest
you the most? Why?
2. Which of the topics interest
you the least? Why?
3. Did the activities help you
understand the topic (Y/N)?
Explain your answer.
4. Did you see the
significance/ connection of
the topic in your life?
Give the summary of the
lesson.
EVALUATION (20 MINS)
The teacher can make his/her own
list of questions that will allow
students to practice critical thinking
skills. The quiz can be administered
by
pairs or individually. Paired or
grouped quiz allows the student to
further discussed the lesson and
learn from their peers. The teacher
can
formulate open-ended questions or
multiple-choice exam from the
lesson. The following are guide
questions which can help the
teachers in
formulating their questionnaires.
1. Define genetic engineering.
2. What is a vector?
3. What are the different kinds of
vector?
4. What is a plasmid? Why is it an
ideal tool in replicating genetic
sequences?
5. Why is bacteria a good living
1. What are the positive
impacts of GMOs?
2. What are the negative
impacts of GMOs?
3. What are the industries use
GMOs?
4. Is there a biological reason
in resisting the use of GMO?
5. What are possible reasons
not to allow GMOs in a
country?
6. As a country with a history
of economic, political,
psychological dependence and
subservience to
other countries, do you think
the use of GMO will be more
beneficial or detrimental?
7. Barring biological use of
GMOs, how is the use of GMO
in the country a symptom of
political and
economic dependency to
other countries?
8. How can the benefits of
The teacher can make
his/her own list of
questions that will allow
students to practice
critical thinking skills. The
quiz can be administered
by pairs or individually.
Paired or grouped quiz
allows the student to
further discussed the
lesson and learn from
their peers. The teacher
can formulate openended questions or
multiple-choice exam
from the lesson. The
following are guide
questions which can help
the teachers in
formulating their
questionnaires
Did you see the significance/
connection of the topic in your life?
Give acronym to
summarize the lesson
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No.of learners who earned 80%
on the formative assessment
B. No.of learners who require
additional activities for remediation.
C. Did the remedial lessons work?
No.of learners who have caught up
with the lesson.
D. No.of learners who continue to
require remediation
REFLECTION (HOMEWORK
FOR NEXT MEETING)
1. Which of the topics
interest you the most? Why?
2. Which of the topics
interest you the least? Why?
3. Did the activities help you
understand the topic (Y/N)?
Explain your answer.
4. Did you see the
significance/ connection of
the topic in your life?
candidate in genetic engineering?
6. What is a recombinant DNA?
7. Why is artificial selection or
selective breeding considered a
form of genetic engineering?
8. What is the downside of artificial
selection as a form of genetic
engineering? What is its upside?
9. What is a genetically modified
organism or GMO? How can it
benefit mankind and the
environment?
10. If you are the president of the
Philippines, will you allow the open
use of GMOs in the country? Why or
why not?
REFLECTION (HOMEWORK FOR
NEXT MEETING)
1. Which of the topics interest you
the most? Why?
2. Which of the topics interest you
the least? Why?
3. Did the activities help you
understand the topic (Y/N)? Explain
your answer.
4. Did you see the significance/
connection of the topic in your life?
GMOs outweigh its negative
effects?
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Prepared by:
ARIANE I. LAGATIC
SHS Teacher
LILIBETH B. ROMAN
School head
DAILY
LESSON LOG
School Rolando R. Andaya Sr. Memorial High School
Teacher/Department Ariane I. Lagatic (SHS)
Teaching Dates and Time
Session 1
September 30,2019
Monday
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
(Write the LC code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
Grade Level 11
Learning Area Earth & Life Science
Quarter/Semester 1ST Quarter/1st Semester
September 30- October 4,2019 M-F
Session 2
October 1,2019
Tuesday
The learners demonstrate understanding of hydrometeorological
hazards
The learners shall be able to: • develop a family emergency
preparedness plan to guide them on what to do before, during, and
after the occurrence of events that cause hydrometeorological
hazards; and • develop proficiency in executing emergency response
plans through safety drills
Apply
The learners are able to:
measures/interventions
• interpret different
before, during and after
hydrometeorological hazard maps
hydrometeorological hazards (DRR11/12-IIc-d-35
(DRR11/12-IIc-d-34
and 36)
Session 3
October 2,2019
Wednesday
Session 4
October 3,2019
Thursday
Session
October 4
Frida
The learners demonstrate understanding of the fire triangle.
Develop a family emergency preparedness plan to guide them on what to
do before, during, and after a fire incident.
The learners are able to:
• recognize elements of the fire triangle in different situations.
(DRR11/12-IIe-f-37)
CELLULAR RESPIRATION/PERPETUATION OF LIFE
CG pp. 7 of 12
PP 34-45
4. Additional Material from
Learning Resource (LR) Portal
Slide presentation page 1-233 C/o Jonathan Jaime G. Guerrero Bicol University College of Science Department of Biology during the Sem
Charisma Hotel, Guinobatan, Albay
B. Other Learning Resources
Biology (Tarbuck and Lutgens), Science (Thompson and Turk), internet resources, NASA/IAU/PAS power pointsarbuck, Lutgens, and Tasa. Earth An
Introduction to Physical Geology 11thed, 2014, p 122, /Earth and Life science (for SHS) by Duyanen and Andaya
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson.
1. Introduce the following
learning objectives using any
of the suggested protocols.
1. Introduce the following learning
objectives using any of the
suggested protocols. (Verbatim,
Review (3 minutes)
1. Ask the learners what is the
meaning of a hazard.
Participate in the
Celebration of the
School-Based Teachers
Participate in t
Celebration of
Teachers day.
B. Establishing a purpose for
the lesson
C. Presenting Examples/
instances of the new lesson
I. I can identify
hydrometeorological hazards
that my community is
exposed to
II. I know what to do before,
during and after severe
hydrometeorological to
minimize disasters
Own
Words, Read-aloud).
I. I can identify hydrometeorological
hazards and their respective hazard
maps
II. I can minimize my vulnerability to
hydrometeorological hazards by
proper preparation
1. Ask learners to enumerate
the most common severe
hydrometeorological hazards
we experience in
the Philippines
2. Ask learners about their
personal experience with a
severe hydrometeorological
hazards
Review of Common
Hydrometeorological Hazards in the
Philippines
1. What are hazard maps and how
can these maps help us?
2. Ask learners to enumerate the
most common severe
hydrometeorological hazards we
experience in
the Philippines
3. Ask learners what particular
hydrometeorological hazards are
their community exposed to.
Discuss different maps in the
Philippines.
1. Below is a list of thing to
do prior, during and after the
following
hydrometeorological events:
2. Ask the learners to name
the hazards that have been
described in detail in class.
This could be
done by learners listing the
hazards on the board.
3. Ask them about the
remaining hazard that they
need to know. They should be
able to name fire
hazards.
1. Introduce learner
objectives:
I. I can state the positive and
negative effects of fire.
II. I can distinguish what
materials are necessary to
create fire - the fire triangle.
Pre-Activity 1. Ask the learners
to get a piece of paper and
fold it in two. During the
Activity 1. On one side, they
need to write what could be
considered as positive
qualities of fire (PROS). 2. On
the other, they need to write
what could be considered as
negative qualities of fire
(CONS). 3. Give them 3
minutes to come up with their
lists. 4. Afterwards, ask to
day.
D. Discussing new concepts
and practicing new skills #1
Discuss the five types of
Hazards
E. Discussing new concepts
and practicing new skills #2
Group Work on Short Term
Meteorological Hazards
1. Divide the class into
several (5) groups
2. Assign a hazard exposure
scenario for each group (does
not have to be a single
hazard, for instance
thunderstorm and flooding in
school,
typhoon and storm surge in
an evacuation area, these
different hazards can occur
as a single event)
3. Ask the learners to
investigate the school
surrounding and discuss
among themselves what they
can do to prepare before,
minimize risk
during and their response
after such events.
4. Present their results by
role playing as members of
different sectors of our
society (i.e. politician,
teacher, weather forecaster,
etc.).
1. Ask the learners to explore the
publicly available hazard maps
discussed and pin-point your
location. (If school has no IT facility,
the hazards
maps can be printed beforehand
and distributed to the students)
learners to form pairs and
discuss what they have
written. 5. Call on 2 learners
to share their lists to the class
1. Explain to the learners that
fire has both positive and
negative effects and that the
goal of everyone
is to minimize the negative
effects of fire.
Fire Triangle Experiment
1. Let the learners recall
instances where they have
witnessed fire.
2. Ask the learners what could
be the materials needed to
make fire.
3. Tell the learners that fire
needs three elements for it to
be formed and that they will
find out what
the fire triangle is based on
experiments.
4. Prepare the materials
needed for the experiment:
candle, matches, glass jar in
which the candle can
fit inside and its lid, safety
goggles, and notebook or
worksheet.
F. Developing mastery (Leads
to Formative Assessment 3)
Draw contingency plan on
what to do before ,during
and after each hazard.
-Enumerate the hazards of your area
by providing corresponding hazard
map
G. Finding practical
applications of concepts and
skills in daily living
Ask:
If the particular hazard
happens in their community
what are the precautionary
measures that they are going
to employ.
Let the students summarize
the lesson.
-Discuss and enumerate the steps
that can be taken to reduce future
disasters in your community.
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
-Present (individually or by groups)
in front of class the results of the
discussion.
1. Give the learners a quiz in
which they will identify the
fire triangle in every situation.
2. They will need to evaluate
and list down the fire triangle
from these situations:
A. Bonfire being lit while
camping
B. Stove fire used for cooking
rice
C. Lamp (gasera) used for
areas where electricity is
unavailable
D. Lighter used for lighting
cigarettes
E. Grilling barbeques using
charcoal
F. Lightning striking a tree
G. Newspapers being burned
H. Fire crackers/fireworks
used during celebrations
I. Electrical fires during
summers
J. Chemicals stored in closed
J. Additional activities for
application or remediation
Assignment
1. Encourage the learners to
discuss the lessons learned
with their family / household
members.
ENRICHMENT
1. Ask the learners to go to their
local barangay and see what hazard
maps (or similar information) are
being used to prepare the local
community on certain
hydrometeorological events.
environments
ENRICHMENT
1. Ask the learners to identify
5 possible situations in their
houses where fire is present.
At least one (1)
fire with negative effects
should be included.
2. Let them identify the fire
triangle for each situation.
3. Ask them to come up with
concrete plans so that
unwanted fires will be
prevented.
V. REMARKS
VI. REFLECTION
A. No.of learners who earned 80%
on the formative assessment
B. No.of learners who require
additional activities for remediation.
C. Did the remedial lessons work?
No.of learners who have caught up
with the lesson.
D. No.of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Prepared by:
ARIANE I. LAGATIC
SHS Teacher
LILIBETH B. ROMAN
School head
DAILY
LESSON LOG
School Rolando R. Andaya Sr. Memorial High School
Teacher/Department Ariane I. Lagatic (SHS)
Teaching Dates and Time
Session 1
October 7,2019
Monday
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
(Write the LC code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
Grade Level 11
October 7- 11,2019 M-F
Session 2
October 8,2019
Tuesday
Learning Area Earth & Life Science
Quarter/Semester 1ST Quarter/1st Semester
Session 3
October 9,2019
Wednesday
Session 4
October 10,2019
Thursday
Sessi
October
Frid
1. Plant and animal reproduction
2.Non- Mendelian Genetics How genes work (Translation and Transcription)
3. How genetic engineering is used to produce novel products
Conduct a survey of products containing substances that can trigger genetic disorders such as phenylketonuria
1. Describe the different ways of how plants reproduce S11/12LT-iiej-13
2. Illustrate the relationships among structures of flowers, fruits, and seeds S11/12LT-iiej-14
3. Describe the different ways of how representative animals reproduce S11/12LT-iiej-15
4. Explain how the information in the DNA allows the transfer of genetic information and synthesis of proteins 11/12LT-iiej-16
CELLULAR RESPIRATION/PERPETUATION OF LIFE
CG pp. 7 of 12
PP 34-45
4. Additional Material from
Learning Resource (LR) Portal
Slide presentation page 1-233 C/o Jonathan Jaime G. Guerrero Bicol University College of Science Department of Biology during the Sem
Charisma Hotel, Guinobatan, Albay
B. Other Learning Resources
Biology (Tarbuck and Lutgens), Science (Thompson and Turk), internet resources, NASA/IAU/PAS power pointsarbuck, Lutgens, and Tasa. Earth An
Introduction to Physical Geology 11thed, 2014, p 122, /Earth and Life science (for SHS) by Duyanen and Andaya
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson.
1. Introduce the learning
objective by writing it on the
board, then give the students
5 minutes to
Attend @ Municipal Covered court
for the orientation of the Eco-Bank
Project in solid waste management.
1. Introduce the learning
objective by writing it on the
board, then give the students
5 minutes to
(Please refer to the COT –
DLL separate proposal)
B. Establishing a purpose for
the lesson
C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
write down on a piece of
paper what they already
know or what they expect to
learn under the
specified topics:
• Relate their knowledge of
the central dogma on genetic
engineering
• Know the process of
genetic engineering
• Describe the definition of
genetically modified
organism
1. The teacher can present a
video or a picture of his or
her favorite superhero. This
can be a local or
foreign superhero, but it is
better to present to the
students our local
superheroes like Captain
Barbel, Panday, Darna,
Lastikman, etc.
2. Ask the students, if they
will become a superhero with
superpowers what
superpowers will they
have and what changes in
their body will they need.
Sing the DNA song for the
overview of the lesson
Discuss introduction to
genetics by viewing the video
on introduction to genetics.
write down on a piece of
paper what they already know
or what they expect to learn
under the
specified topics:
a.Know the different uses of
genetically modified
organisms.
b.Know the advantage and
disadvantage of modified
organisms.
1. Read to the class the article
in the Philippine Star, where
the “Philippines is now the
biggest grower of GM crops”.
2. Debate on the implication
of this economically,
politically, ecologically, etc.
1. Report on the different uses
of genetically modified
organisms and group them
according to
pharmaceutical, industrial,
agricultural and other
E. Discussing new concepts
and practicing new skills #2
After viewing the video on
introduction recall the
concept in genetics by
viewing the video about
mendelian genetics.
F. Developing mastery (Leads
to Formative Assessment 3)
. PRACTICE
1. Go back to the motivation
activity and the Reebop
activity and ask the students
how will they be able to
acquire their superpowers
with
their knowledge of genetic
engineering.
2. How can the Reebop
industries.
2. Discuss the advantages and
disadvantages of these GMOs.
3. In small groups, ask the
class to read on the Nature
article and Global Research
article on GMOs.
Critically compare it to the
Philippine Star article and
other knowledge the students
have. Divide
the class into two groups of
pro-GMO and anti-GMO.
1. Create poster or slogans on
the implication/s, both
positive and negative, of GMO
in the Philippines. 2. Relate it
to current issues on neoliberal
policies, wherein the current
government is party to, which
can impact the farmers, not
only economically but also in
terms of the quality of the
crops being sold.
- Discuss the possible impact
of GMOs, using the deluge of
Chinese garlic in the
Philippines as a
case study, in writing a report
as a term paper.
-Using Heneral Luna’s line,
“Bayan o Sarili/ Kalayaan o
Negosyo”, how can this be
related to the
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
activity be related to the
concept of genetic
engineering?
Ask the following question:
Did you see the significance/
connection of the topic in
your life?
Let the students generalizes
and Summarizes the lessons
EVALUATION (20 MINS)
The teacher can make his/her
own list of questions that will
allow students to practice
critical thinking skills. The
quiz can be administered by
pairs or individually. Paired
or grouped quiz allows the
student to further discussed
the lesson and learn from
their peers. The teacher can
formulate open-ended
questions or multiple-choice
exam from the lesson. The
following are guide questions
which can help the teachers
in
formulating their
questionnaires.
1. Define genetic
engineering.
2. What is a vector?
issue of GMOs?
REFLECTION
1. Which of the topics interest
you the most? Why?
2. Which of the topics interest
you the least? Why?
3. Did the activities help you
understand the topic (Y/N)?
Explain your answer.
4. Did you see the
significance/ connection of
the topic in your life?
Give the summary of the
lesson.
1. What are the positive
impacts of GMOs?
2. What are the negative
impacts of GMOs?
3. What are the industries use
GMOs?
4. Is there a biological reason
in resisting the use of GMO?
5. What are possible reasons
not to allow GMOs in a
country?
6. As a country with a history
of economic, political,
psychological dependence and
subservience to
other countries, do you think
the use of GMO will be more
beneficial or detrimental?
7. Barring biological use of
GMOs, how is the use of GMO
in the country a symptom of
political and
J. Additional activities for
application or remediation
3. What are the different
kinds of vector?
4. What is a plasmid? Why is
it an ideal tool in replicating
genetic sequences?
5. Why is bacteria a good
living candidate in genetic
engineering?
6. What is a recombinant
DNA?
7. Why is artificial selection
or selective breeding
considered a form of genetic
engineering?
8. What is the downside of
artificial selection as a form
of genetic engineering? What
is its upside?
9. What is a genetically
modified organism or GMO?
How can it benefit mankind
and the environment?
10. If you are the president of
the Philippines, will you allow
the open use of GMOs in the
country? Why or why not?
REFLECTION (HOMEWORK
FOR NEXT MEETING)
1. Which of the topics
interest you the most? Why?
2. Which of the topics
interest you the least? Why?
3. Did the activities help you
understand the topic (Y/N)?
Explain your answer.
4. Did you see the
significance/ connection of
the topic in your life?
economic dependency to
other countries?
8. How can the benefits of
GMOs outweigh its negative
effects?
V. REMARKS
VI. REFLECTION
A. No.of learners who earned 80%
on the formative assessment
B. No.of learners who require
additional activities for remediation.
C. Did the remedial lessons work?
No.of learners who have caught up
with the lesson.
D. No.of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?