Republic of the Philippines
Department of Education
CARAGA REGION
Demonstrator
DIVISION OF AGUSAN DEL SUR
Detailed Lesson Plan in Earth and Life Science - 11
2nd Quarter
Grade
Mrs. Ma. Anna Cheryna C. Cao
11
Level
School
Veruela National High School
Learning
Area
Earth and life science
Teaching Date &
Time
March 30, 2023 / 10:00 AM
Quarter
2nd – Week 4
A. Content Standard
The learners demonstrate understanding of how genes work.
B. Performance Standard
The learners should be able to conduct a survey of products containing
substances that can trigger genetic disorders such as phenylketonuria.
C. Most Essential Learning
Competency
Describe the process of genetic engineering. (S11/12LT-IIej-17)
Integration:
1. Within Curriculum
- outline the processes involved in genetic engineering
(STEM_BIO11/12- IIIa-b-6)
- discuss the applications of recombinant DNA (STEM_BIO11/12IIIa-b-7)
2. Across Curriculum
- Follow Occupational Health and Safety (OHS) procedures in
dealing with and for controlling hazards and risks
(TLE_HECGOS7/8-0i-j-6)
- Carry out work in accordance with standard operating
procedures (TLE_IAEPAS9-12AQS-Ia-1)
Within one-hour lesson, the students will be able to:
ing
D. Learning
Competencies/
Objectives
bjecti
ing
II. CONTENT
•
•
•
Define recombinant DNA technology or genetic engineering;
Illustrate how recombinant DNA is created; and
Reflect on the importance of genetic engineering in vaccine
development to fight COVID-19 through a short essay.
Recombinant DNA technology or Genetic engineering
III. LEARNING RESOURCES:
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
LAS Earth and Life Science 11 Quarter 2 Week 4
4. Additional Materials from
learning Resources (LR)
portal
https://www.khanacademy.org/science/biology/biotech-dna-technology/dnacloning-tutorial/a/restriction-enzymes-dna-ligase
Photos
https://www.dreamstime.com/stock-photo-scientist-replacing-part-dnamolecule-genetic-engineering-gene-manipulation-concept-image89207213
https://bigthink.com/surprising-science/are-gmos-really-that-bad/
https://bodell.mtchs.org/OnlineBio/BIOCD/text/chapter13/concept13.2.html
https://www.toppr.com/ask/question/write-the-steps-in-the-production-ofhuman-insulin-by-genetic-engineering-method/
B. Other Learning Resources
IV. PROCEDURES
PRELIMINARY ACTIVITIES
Laptop, TV, chalk, manila paper, printed materials, marker, bond paper
TEACHER’S ACTIVITY
Classroom Conditioning
(In a count of 1-3 arrange your
chairs and pick up some pieces
of paper.)
STUDENT’S ACTIVITY
As the teacher counts, the
students will:
1. Arrange the chairs.
2. Pick up the pieces of
paper; and
3. Are now ready to pray.)
Prayer
(The teacher will select a
student to lead a prayer.)
(The students will pray.)
Greetings
Good morning, class!
“Good morning, Teacher Che.
It’s nice to see you.”
Please be seated.
“Thank you, teacher.”
Checking of attendance
“Class secretary, do we have
any absent for today?”
“All are present, teacher.”
“Very good! Let’s give
ourselves a clap.”
Checking of Assignment
Class, do we have an
assignment?
“Okay”
“Today is new day, which
means a new opportunity to
learn new things. Do you
want to learn something new
today?”
(The students clap their hands)
“None, teacher“
“Yes, teacher!”
“That’s great!”
Setting of Standards
“Before we proceed to our
lesson, I have here the
classroom rules that I want Classroom Rules:
you to follow. Please read the Classroom Rules: The 5 P’s
following rules:”
1. Be prepared
2. Be positive
3. Be productive
4. Be polite
5. Be participative
A. Reviewing
previous lesson or
presenting the new lesson
ELICIT
“Let us start our lesson for today
with a ‘bang’ by having a game.”
“Do you want to play a game?”
“That’s great!”
“We will play a game called
CALCULATE ME!
1.4.2
Direction: I will divide the class into
4 groups. Each group will be given an
envelope. Inside the envelope are the
hidden terms that need to be
identified by subtraction and addition
of words. The first group to present
their answers on the board will
receive five (5) points, followed by
“Yes, teacher!”
three (3), two (2), and one (1). Every
correct answer is equal to 1 point.
“ Did you get that, class?”
“Alright! Let us have our count off.
Starting from here, 1, 2, 3, 4, 1……..
“Yes, teacher”
(The students continuously
count 1-4)
“Now, go to your groupmates and
form a circle.”
“By the way, always be reminded with
our classroom rules that you should
cooperate and participate with your
groupmates, and respect anyone’s
ideas and opinion.”
“Okay. In 3.2.1...let’s start.”
(The class will proceed to their
group and form a circle.)
CALCULATE ME!
RETRY – TRY +
COMBINATION – TION +
ANT – A
RECOMBINANT
TEACH – A + NOVEL –
VEL + LOGO – O + Y
TECHNOLOGY
GENRE – RE + ETHICS –
HCS
GENETIC
ENGINE + EAR – A +
SYRINGE - SYRE
ENGINEERING
TIDE – TIE + DINE – DIE
+ SEA - SE
DNA
“Okay, give yourselves a round of
applause.”
(Students will clap their hands)
(Students will read the words)
“Everybody, let us read the words
you have identified.”
“Very good, class. It seems that you
are good at calculation and you are
really familiar with these words.”
B. Establishing a purpose
for the lesson/presenting
examples/instances of the
lesson
ENGAGE
“This time, I want you to observe this
picture.”
Picture 1
Guide questions:
What can you observe in the picture, “ A DNA, teacher”
class?
“That’s right!”
“What happens to the DNA?”
“A part of DNA molecule was
“Excellent!”
removed, teacher.”
Picture 2
1.1.2
“What can you see in the picture, “A tomato, teacher.”
class?
“That’s right! It is a tomato.”
“What have you noticed about the “The first one is big, and the
tomato?”
other is small.”
1.1.2
“Very good!”
“There is a difference between the
sizes of the tomato, which means that
something has change.”
“Now, based on these pictures and
the words you have identified earlier,
what do you think is our topic for
today?”
“A student will raise his hand”
“Anyone?”
“Teacher, our topic for today is
about
recombinant
DNA
“Yes, Mr. /Ms. ______?”
technology
or
genetic
engineering.”
“Very good!”
“At this point, everybody read our Learning Objectives:
objectives for today.”
Within one-hour lesson, the
students will be able to:
•
•
•
define recombinant DNA
technology or genetic
engineering;
explain how recombinant
DNA is created; and
recognize the importance
of genetic engineering in
vaccine development to
fight COVID-19.
C.
Discussing
New EXPLORE
Concepts and Practicing
“Alright. Let us have another activity.”
New Skills
“Do you want to play another game?” “Yes, teacher!”
“Okay”
“This time we will have another game
called FIND MY PLACE.
1.4.2
Direction: With the same group,
each will be given another envelope.
Inside the envelope is an empty
concept map and terms or words
related to genetic engineering. You
are going to complete the concept
map using those terms. You will be
given 3 minutes to finish the task.
“Again, the first group to paste their
answers on the board will receive five
(5) points, followed by three (3), two
(2), and one (1). Every correct
answer is equal to 1 point.
“Are the instructions clear?”
“Yes, teacher.”
“Okay, timer starts now.”
ENZYMES
VECTORS
RESTRICTION ENZYMES
HOST ORGANISM
POLYMERASES
LIGASES
PLASMIDS
BACTERIOPHAGES
S
ENDONUCLEASES
EXONUCLEASES
“Time’s up!”
“Let us check your answers.”
“It’s good to know that majority got the
correct answers. However, I know
some of you are still confused about
the interconnection of these terms.
That’s why let us dig deeper into
these terms through another game.
This game is called FIND MY
MATCH!
D. Developing Mastery
1.4.2
EXPLAIN
Direction: With the same group,
each will be given another envelope.
Inside the envelope are the
aforementioned terms earlier along
with its corresponding information.
You are going to match the terms to
its corresponding information. You
will be given 5 minutes to finish the
task. The first group to present their
answers on the board will receive five
(5) points, followed by three (3), two
(2), and one (1). Every correct
answer is equal to 1 point.
“Are you ready?”
“Okay, timer starts now!”
“Yes, teacher!”
FIND MY MATCH!
ENZYMES
GENETIC
ENGINEERING
VECTORS
HOST
ORGANISM
LIGASE
RESTRICTION
ENZYMES
PLASMIDS
POLYMERASES
BACTERIOPHAGES
EXONUCLEASES
ENDONUCLEASES
It involves the group of
techniques used to cut up and
DNA, especially DNA from
different biological species, and
to introduce the resulting
hybrid DNA into organism in
order to form new combination
of heritable genetic material.
Proteins that help speed up
metabolism, or the chemical
reactions in our bodies.
A small circular DNA molecule
found in bacteria and some
eukaryotes.
Help to cut.
Help to synthesize.
Help to bind.
A type of restriction enzyme
that cleave (to divide or split)
the nucleic acid strands at the
middle
or
within
a
polynucleotide chain.
A type of restriction enzyme
that cleave (to divide or split)
the nucleic acid strands at the
middle from the ends.
Ultimate vehicles that carry
forward the desired genes into
the host organism.
Viruses that infect and
replicate only in bacterial cells.
It is where recombinant DNA is
introduced.
“Okay, time’s up!”
“Please remain with your groupmates
and be seated.”
“Let us check your work.”
“First, let us go back to the concept
map.
“Let us start with the main topic for
today – genetic engineering.
“Genetic engineering or Recombinant
DNA Technology involves the group
of techniques used to cut up a DNA,
especially DNA from different
biological species, and to introduce
the resulting hybrid DNA into
organism in order to form new
combination of heritable genetic
material.”
1.1.2
“Now there are tools used in genetic
engineering those are enzymes,
vectors, and host organisms.”
“Enzymes are proteins that help
speed up metabolism, or the
chemical reactions in our bodies.”
“Enzymes are subdivided into three:
Restriction enzymes, polymerases,
and ligases.”
“Let’s talk about restriction enzymes.
Restriction enzymes are proteins that
recognizes
a
specific,
short
nucleotide sequence and cuts the
DNA ‘only’ at that specific site, which
is known as the restriction site or
target sequence. They play a major
role in determining the location at
which the desired gene is inserted
into the vector genome.”
“There are two types of restriction
enzymes:
endonucleases
and
exonucleases.”
“Endonucleases cleave the nucleic
acid strands at the middle within a
polynucleotide chain. It might form
sticky or blunt ends.”
Sticky end – one strand is longer than
the other such that the longer strand
has bases which are left unpaired.
Blunt end – both strands are of equal
length.
“Exonucleases cleave nucleic acid
strands
from
the
ends
of
polynucleotide chain.”
“Now, let us proceed with the
polymerases – another type of
enzyme. DNA polymerase (DNAP) is
a type of enzyme that is responsible
for the process of DNA replication.”
“Next, we have the ligases. DNA
ligase is a specific type of enzyme
that facilitates the joining of DNA
strands together. “
“Let us proceed to the next tool of
genetic engineering which is the
vectors. Vectors help in carrying and
integrating the desired genes. It is the
ultimate vehicles that carry forward
the desired genes into the host
organism.”
“The most common vectors are the
plasmids and bacteriophages.”
Plasmids – a small circular DNA
molecule found in bacteria and some
eukaryotes.
Bacteriophages – are viruses that
infect and replicate only in bacterial
cells.
“Finally, the last tool in recombinant
DNA technology is the host
organisms. Host organism is where
recombinant DNA is introduced.”
“There are various ways in which
these recombinant DNAs are inserted
into the host, namely – alternate
heating and cooling, use of calcium,
microinjection, biolistic or gene gun,
etc.”
Microinjection – a technique wherein
substances are injected into single
cells using a very thin needle.
Biolistic or gene gun – is a method for
the physical introduction of DNA into
plant cells containing cell walls.
“Since we have already identified the
interconnection of these terms. Let us
go back to our main topic. When talk “Yes, teacher”
about genetic engineering, we talk of
it as a process, isn’t it?”
“Talking about a process, it should be
done systematically. When say
systematic, there are steps to be
followed. The same goes in genetic
engineering, there are step-by-step
process. Let us find out those steps
through another game.”
“Do you still want to play a game, “Yes, teacher!”
class?”
“Alright! This game
ARRANGE ME!”
E.
Findings
practical
application of concept and
skills in daily living/making
generalization
and
Abstraction
about
the
lesson. Finding practical
applications of concepts
and skills in daily living.
is
called
ELLABORATE
Direction: With the same group,
each will be given another envelope.
Inside the envelope are the steps in
recombinant DNA technology or
4.1.2
genetic engineering. You are going to
arrange the correct sequence of the
Steps. You will be given 3 minutes to
finish the task. The first group to
paste their answers on the board will
receive five (5) points, followed by
three (3), two (2), and one (1). Every
correct answer is equal to 1 point.
ARRANGE ME!
Selection and Isolation of DNA
Insert.
Selection of Suitable Cloning
Vector
Introduction of DNA-Insert into
Vector
to
Form
rDNA
Molecule
Recombinant DNA Molecule
is introduced into a Suitable
Host
Molecule
Selection of Transformed Host
Cells
Expression and Multiplication
of DNA Insert in the Host
“Now, let us check your work. While
checking your answers we will also
discuss these steps in detail with an
example.”
1.1.2
Steps to Genetic Engineering or
Recombinant DNA Technology
1. Selection and Isolation of DNA
Insert.
First step in recombinant DNA
technology DNA is the
selection of a DNA segment of
interest which is to be cloned.
This desired DNA segment in
than isolated enzymatically.
This DNA segment of interest
is termed as DNA Insert or
foreign DNA or target DNA or
cloned DNA.
2. Selection of Suitable Cloning
Vector
A cloning vector is selfreplicating DNA molecule, into
which the DNA insert is to be
integrated. A suitable cloning
vector is selected in the next
step of rDNA technology. Most
commonly used vectors are
plasmids and bacteriophages.
3. Introduction of DNA-Insert into
Vector to Form rDNA Molecule
The target DNA or the DNA
insert
which
has
been
extracted
and
cleaved
enzymatically by the selective
restriction
endonuclease
enzymes in step 1 are now
ligated (joined) by the enzyme
ligase to vector DNA to form
rDNA molecule which is often
called as cloning-vector-insert
DNA construct.
4. Recombinant DNA Molecule is
introduced into a Suitable Host
Suitable
host
cells are
selected and the rDNA
molecule so formed step 3 is
introduced into these host
cells. This process of entry of
rDNA into the host cell is called
transformation.
Usually
selected hosts are bacterial
cells like E. coli, however yeast
and fungi may also be utilized.
5. Selection of Transformed Host
Cells
Transformed
cells
(or
recombinant cells are those
host cells which have taken up
the rDNA molecule. In this step
the transformed cells are
separated from the nontransformed cells by using
various methods making use
of marker genes.
6. Expression and Multiplication
of DNA Insert in the Host
Finally, it to be ensured that
the foreign DNA inserted into
the vector DNA is expressing
the desired character in the
host
cells.
Also,
the
transformed host cells are
multiplied to obtain sufficient
number of copies. If needed,
such genes may also be
transferred and expressed into
another organism.
“So, those are the steps in
recombinant DNA technology or
“Yes, teacher”
genetic engineering.”
“Now, let me ask you class, is genetic
“Because it has a lot of
engineering important?”
applications
in
our
lives,
“Why do you say so?”
teacher.”
“Very good!”
“Genetic engineering has various
applications. Some of those are the
following:”
1.1.2
1. Production of Transgenic
Plants
2. Production of Transgenic
Animal
3. Production of Vaccines
4. Production of Antibiotics
5. Prevention and Diagnosis of
Diseases
6. Gene Therapy
7. Applications
in
Forensic
Science
“So, that’s all for recombinant DNA
“None, teacher”
technology or genetic engineering.
Do you have any question?”
“Alright! To test if you have really
understood our topic, let us have a
short quiz.”
“Please go back to your original
seats, and then arrange your chairs.”
“Please prepare a pen, a one-fourth
piece of paper and keep all the
unnecessary things. Put it on your
bags.
“Are you ready?”
F. Evaluating learning.
5.1.2
EVALUATE
Direction: Determine the correct
sequence of how human insulin is
produced as a process of genetic
engineering. You will be given 5
minutes to finish the quiz.
“Yes, teacher”
6
________ Insulin is extracted,
purified and bottled. It is then ready to
be injected into diabetic patients.
4
1
________ Introduce this recombinant
DNA into a bacterial cell to form the
recombinant bacterium.
5
________ Human insulin is extracted
from pancreas cells and an insulinproducing gene is isolated.
2
________ The recombinant bacteria
multiply in a fermentation tank and
produce human insulin.
________ A plasmid DNA is
extracted from a bacterium and cut
with restriction enzyme, forming
plasmid vector.
________ Insert human insulinproducing gene into the bacterial
plasmid
vector to form
the
recombinant DNA of human insulinproducing gene.
“Okay, time is up!”
“Pass your papers forward.”
G. Additional activities for EXTEND
application or remediation
3
“Before we end, please be guided
with your last activity to be submitted
tomorrow.”
“You can encode or write your output.
Then, submit your assignment in our “Okay, teacher.”
Google Classroom.”
1.5.2
REFLECTION
Direction: Write 5 sentence answer
in a separate sheet of paper
analyzing the importance of genetic
engineering or RDNA Technology in
vaccine development and QR code
development for contact tracing to
fight Covid-19
Rubrics
SCORE
15
10
5
0
INDICATORS
Practical
application is
scientifically
explained
consistent to the
concepts, and
has no
misconception.
Practical
application is
scientifically
explained
consistent to the
concepts, but
with minimal
misconception.
Practical
application is
explained
consistent to the
concepts but with
misconceptions.
No discussion.
“Alright. That would be all for today.”
“Do you have any question?”
“That’s great!”
“Did you have fun today?”
“I’m happy to hear that.”
“Then, goodbye, class.”
Prepared by:
MA. ANNA CHERYNA C. CASTULO
TEACHER I APPLICANT
“None, teacher”
“Yes, teacher!”
“Goodbye and thank you, Ma’am
Che.”