DAILY LESSON LOG IN SCIENCE 10 3rd Quarter S.Y. 2022-2023 WEEK 6 DATE: March 27, 2023 I. OBJECTIVES A. Content Standards B. Performance Standards C. Learner’s Competencies Specific Objectives 1. Cognitive 2. Psychomotor 3. Affective II. CONTENT III. LEARNING RESOURCES A. REFERENCES Teacher’s Guide Pages: pp 195-198 2. Additional Materials from LR Portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1 E. Discussing new concepts and practicing new skills #2 F. Developing mastery (Leads to Formative Assessment #3) G. Finding practical applications of concepts and skills in daily living H. Making generalizations and abstractions about the lesson I. A. Evaluating learning Teacher: Mary Rose P. Fajardo The learners demonstrate an understanding of the information stored in DNA as being used to make proteins. The learners should be able to demonstrate the central dogma of the transfer of genetic information using a model of DNA template. Explain how protein is made using information from DNA. (S10LT-IIId-37) a. Explain the process of DNA Replication. b. Describe the components of DNA. a. Make a model of a DNA template to determine the sequence of bases in the new DNA strand. b. Create a diagram showing the process of replication. a. Relate DNA replication to its complementary structure. Topic: Heredity: Subtopic: Replication Inheritance and Variation Learner’s Materials Pages: pp 269-271 3. Textbook Pages: http://lrmds.deped.gov.ph/detail/2843 Lesson 1 https://www.youtube.c om/watch?v=4jtmOZaI vS0&feature=related& safety_mode=true&per sist_safety_mode=1 Describe the structure of the DNA. Describe the events during interphase prior to mitosis and meiosis. Reading Strategy: Read a paragraph on DNA Replication. Ask the following questions: 1. Why does DNA replicate? 2. Which nitrogen bases fit together to make base pairs? 3. What is the copying of the DNA called? Group Activity Perform Activity 2 in L.M. p.269-270 “DNA Makes DNA” (See attached rubrics for making a DNA replication model) Watch a video animation of DNA Replication https://www.youtube.c om/watch?v=4jtmOZaI vS0&feature=related& safety_mode=true&per sist_safety_mode=1 Discuss the answers in Guide Questions in L.M. p. 270 Ask the students how the structure of DNA molecule help account for the great variety of life exists on earth. Summarize the steps in DNA replication. Create a diagram that shows how DNA replication occurs. (See attached rubric for creating a diagram) J. Additional Activities for application or remediation: Do online activity on http://www.learninglifto ff.com/high-schoolscience-dnareplication/#.WA40pB97IU V. REMARKS VI. REFLECTION: A. No. of learners who earned 80% in the evaluation. B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lesson work? No. of learners who caught up with the lesson D. No. of learners who continue to require remediation E. 1.Which of my teaching strategies worked well? 2. Why did this work? F. What difficulties did I encounter 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: Checked by: Noted: MARY ROSE P. FAJARDO Science Teacher ELAINE JANE G. GARINGO HT-III MARIA GRACIA B. LEDESMA Principal I DAILY LESSON LOG IN SCIENCE 10 3rd Quarter S.Y. 2022-2023 WEEK 6 DATE: March 28, 2023 I. OBJECTIVES A. Content Standards B. Performance Standards C. Learner’s Competencies Specific Objectives 1. Cognitive 2. Psychomotor 3. Affective II. CONTENT III. LEARNING RESOURCES A. REFERENCES Teacher’s Guide Pages: 199-202 2. Additional Materials from LR Portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1 E. Discussing new concepts and practicing new skills #2 F. Developing mastery (Leads to Formative Assessment #3) G. Finding practical applications of concepts and skills in daily living H. Making generalizations and abstractions about the lesson I. A. Evaluating learning Teacher: Mary Rose P. Fajardo The learners demonstrate an understanding of the information stored in DNA as being used to make proteins. The learners should be able to demonstrate the central dogma of the transfer of genetic information using a model of DNA template. Explain how protein is made using information from DNA. (S10LT-IIId37) a. Identify the three main types of RNA. b. Describe the structure of RNA. a. Make a model to show how the order of bases in DNA determines the order of bases in mRNA. b. Infer why the structure of DNA enables it to be easily copied. a. Realize the importance of RNA in the cell. Topic: Heredity: Subtopic: Transcription Inheritance and Variation Learner’s Materials Pages: 272-275 3. Textbook Pages: http://lrmds.deped.gov.ph/detail/2843 Lesson 1 https://www.youtube.com/watch?v=WsofH466lqk Describe the events during the process of cell division. Using guided inquiry establish the need for mRNA to carry the genetic code from the nucleus to the cytoplasm. Describe the structure of RNA Identify the three main types of RNA. Group Activity Perform Activity 3 in L.M. pp. 273-274 “What’s the Message” (See attached rubrics for making a transcription model). Watch a video animation of Transcription Process https://www.youtube.c om/watch?v=WsofH46 6lqk Discuss the answers in Guide Questions in L.M. p. 274 What is the role of RNA in making proteins in the cell? Summarize the steps in Transcription. Write the corresponding mRNA to the given DNA sequences. (See attached formative assessment on transcription) J. Additional Activities for application or remediation Let the students make an acrostic poem from one of the vocabulary words; messenger RNA, ribosomal RNA, or transfer RNA. V. REMARKS VI. REFLECTION: A. No. of learners who earned 80% in the evaluation. B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lesson work? No. of learners who caught up with the lesson D. No. of learners who continue to require remediation E. 1.Which of my teaching strategies worked well? 2. Why did this work? F. What difficulties did I encounter 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: Checked by: Noted: MARY ROSE P. FAJARDO Science Teacher ELAINE JANE G. GARINGO HT-III MARIA GRACIA B. LEDESMA Principal I DAILY LESSON LOG IN SCIENCE 10 3RD Quarter S.Y. 2022-2023 Week 6 DATE: March 29, 2023 I. OBJECTIVES A. Content Standards B. Performance Standards C. Learner’s Competencies Specific Objectives 1. Cognitive 2. Psychomotor 3. Affective II. CONTENT III. LEARNING RESOURCES A. REFERENCES Teacher’s Guide Pages: 203-206 2. Additional Materials from LR Portal B. Other Learning Resources Teacher: Mary Rose P. Fajardo The learners demonstrate an understanding of the information stored in DNA as being used to make proteins. The learners should be able to demonstrate the central dogma of the transfer of genetic information using a model of DNA template. Explain how protein is made using information from DNA. (S10LT-IIId-37) a. Determine the process of translation. b. Identify the four nucleotide bases present in tRNA. a. Make a model of the translation process. b. Simulate the steps in translation. a. Realize the role of tRNA in protein synthesis. Topic: Heredity: Inheritance and Subtopic: Translation Variation Learner’s Materials Pages: 275279 3. Textbook Pages: http://lrmds.deped.gov.ph/detail/2843 Lesson 1 https://www.youtube.co m/watch?v=41_Ne5mS 2ls&feature=BFa&list= PLCA73B287977B09E 9 IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson Introduce the Central Dogma Figure 4. T.G. p. 203 B. Establishing a purpose for the lesson Establish the conceptual relationship between DNA, mRNA and protein. 1. How do cells use DNA to make proteins? 2. What are cell structures made of? C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1 E. Discussing new concepts and practicing new skills #2 F. Developing mastery (Leads to Formative Assessment #3) G. Finding practical applications of concepts and skills in daily living H. Making generalizations and abstractions about the lesson I. A. Evaluating learning Describe the role of the mRNA in making proteins. Group Activity Perform Activity 4 in L.M. pp. 276-277 “Relay the Message” (See attached rubrics for making a Translation model) Watch a video animation of Transcription and Translation Process https://www.youtube.co m/watch?v=41_Ne5mS 2ls&feature=BFa&list= PLCA73B287977B09E 9 Discuss the answers in Guide Questions in L.M. p. 277 A construction worker brings hollow blocks to build a wall. What part of translation resembles the construction worker’s job? What do hollow blocks represent? Summarize the steps in Translation Answer Summary Assessment Part C on L.M. p. 295 Arrange the given steps in protein synthesis in correct order. J. Additional Activities for application or remediation: V. REMARKS VI. REFLECTION: Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A. No. of learners who earned 80% in the evaluation. B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lesson work? No. of learners who caught up with the lesson D. No. of learners who continue to require remediation E. 1.Which of my teaching strategies worked well? 2. Why did this work? F. What difficulties did I encounter 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: Checked by: Noted: MARY ROSE P. FAJARDO Science Teacher ELAINE JANE G. GARINGO HT-III MARIA GRACIA B. LEDESMA Principal I DAILY LESSON LOG IN SCIENCE 10 3RD Quarter S.Y. 2022-2023 Week 6 DATE: March 30, 2023 I. OBJECTIVES A. Content Standards B. Performance Standards C. Learner’s Competencies Specific Objectives 1. Cognitive Teacher: Mary Rose P. Fajardo The learners demonstrate an understanding of the information stored in DNA as being used to make proteins. The learners should be able to demonstrate the central dogma of the transfer of genetic information using a model of DNA template. Explain how protein is made using information from DNA. (S10LT-IIId-37) a. Identify the amino acids coded for by the mRNA codon using the Genetic Code Table. b. Determine the order of bases in DNA to the order of bases in mRNA (codon). 2. Psychomotor a. Practice the Genetic Code Chart. b. Apply Genetic Coding using the genetic code table. 3. Affective a. Realize the essential processes for transcription and translation. Topic: Heredity: Inheritance Subtopic: Genetic Code and Variation II. CONTENT III. LEARNING RESOURCES A. REFERENCES Teacher’s Guide Pages: 207-209 2. Additional Materials from LR Portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1 E. Discussing new concepts and practicing new skills #2 F. Developing mastery (Leads to Formative Assessment #3) Learner’s Materials Pages: 280-281 3. Textbook Pages: http://lrmds.deped.gov.ph/detail/2843 https://www.youtube.com/watch?v=a48GfC0ygpg Recall the overall process of transcription and translation. How does DNA make a unique protein that will perform specific function? Introduce the Genetic Code Table to the learners Perform Activity 5 in L.M. pp. 280-281 “Trace the Code” Watch a video presentation on Genetic Code https://www.youtube.c om/watch?v=a48GfC0 ygpg DNA Bingo Bonanza (See Attached Activity on Genetic Bingo) G. Finding practical applications of concepts and skills in daily living Give examples of DNA sequence and ask the students to transcribe it into mRNA sequence, and translate it into protein. H. Making generalizations and abstractions Discuss the specific base pairing essential to the about the lesson processes of transcription and translation. I. A. Evaluating learning Answer Summary Assessment Part D on L.M. p. 296 Determine the sequence of bases in the codon of the mRNA that codes for the given amino acid using Genetic Code Table. J. Additional Activities for application or remediation: V. REMARKS VI. REFLECTION: A. No. of learners who earned 80% in the evaluation. B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lesson work? No. of learners who caught up with the lesson D. No. of learners who continue to require remediation E. 1.Which of my teaching strategies worked well? 2. Why did this work? F. What difficulties did I encounter 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: Checked by: Noted: MARY ROSE P. FAJARDO Science Teacher ELAINE JANE G. GARINGO HT-III MARIA GRACIA B. LEDESMA Principal I
