Detailed Lesson Plan in Science 12-STEM
School
Teacher
Time & Date
I. OBJECTIVES
A. Content
Standard
B. Performance
Standard
University of Saint
Anthony
Ms. Rheanne R. Osea
October 22,2024
•
•
Learning Area
Quarter
Science
1st
Structures and functions of biological molecules
Enzymes
The learners are expected to:
•
•
•
•
•
II. CONTENT
12
The learners demonstrate an understanding of the:
•
C. Learning
Competencies
Grade Level
Demonstrate knowledge of essential elements, biomolecules,
and their functions in living organisms.
Explain and apply the properties of water and distinguish
between organic and inorganic compounds.
Collaborate and communicate effectively in group activities
and assessments, showing mastery of concepts.
Describe the components of an enzyme. STEM_BIO11/12-Ii-j-17
Explain oxidation/reduction reactions.
STEM_BIO11/12-Ii-j-18
Determine how factors such as pH, temperature, and
substrate affect enzyme activity.
STEM_BIO11/12-Ii-j-19
STRUCTURE & FUNCTIONS OF BIOMOLECULES
and ENZYMES
III. LEARNING RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
pg. 98-114
pages
Day 1: pg. 98-101
Day 3: pg. 102-104
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other
Resources
IV. PROCEDURES
PRELIMINARIES
DAY 1 – TUESDAY
OBJECTIVES
A. Reviewing the
previous lesson
or presenting
the new lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples of
the new lesson
•
Elements present in human body and air — lesson. Science
State Board, Class 7. (yaclass.in)
•
3. Hydrogen Bonds: A Special Type of Attraction - LabXchange
•
https://www.diffen.com/difference/Compound_vs_Element
•
Difference Between Organic and Inorganic Compounds |
Definition, Structure, Properties (pediaa.com)
Greetings
Opening Prayer
Attendance Checking
Class Rules
• Objective 1: Recap the previous lesson on membrane
transport and connect it to the role of biomolecules.
• Objective 2: Identify essential elements (organic and
inorganic) in the human body, and explain their significance.
• Objective 3: Engage in activities that reinforce the
understanding of elements and compounds, their definitions,
and their importance.
Teacher's Task:
• Briefly recap the previous lesson on the types of membrane
transport.
• Ask students for examples of active and passive transport
mechanisms.
• Encourage students to recall the differences between
diffusion, osmosis, and active transport.
Teacher's Task: Introduce the importance of biomolecules in living
organisms.
• “Today we will start learning about biomolecules, which are the
building blocks of life. We’ll explore the elements that make up
these molecules and why they’re so important.”
Activity 1: Figgerits Puzzle
Instructions for Students:
•
•
Each student will receive a worksheet with blanks and clues to
reveal the elements (chromium, fluorine, cobalt, manganese,
molybdenum, silicon, selenium, vanadium). After completing
the word, facts or trivia about the word are unlocked.
Answer each hint, and match the letters revealed above the
number with the similar numbers above, inside the box.
•
When all lines are completed, facts or trivia about the word
inside the box are unlocked.
Teacher's Task: Monitor student progress, assist where needed, and
reveal the answer at the end of the activity.
Activity 2: What Do You Mean?
Instructions for Students:
•
•
D. Discussing
new concepts
and practicing
new skills #1
Teacher's Task: Review the answers with the class after they have
finished, ensuring students understand the definitions.
Teacher's Task:
•
•
E. Discussing
new concepts
and practicing
new skills #2
You will be given words related to elements, compounds,
organic, and inorganic compounds.
Discuss and rearrange the jumbled words with your
groupmates to form the finalized definition of the term, and
write it down on the board.
Present a brief overview of inorganic compounds
(carbohydrates, proteins, lipids, nucleic acids) with examples
and their importance.
Explain tables 4.1 and 4.2 (regarding elements and their
functions in the human body), emphasizing sources and how
these elements are essential for health.
Teacher's Task:
• Provide a preview of the upcoming online simulation activity
for Wednesday.
• Guide students on navigating the simulation link (sent via
email or learning platform).
Instructions for Students: “When you open the simulation link, you’ll
be manipulating a water molecule. Here’s what you should do:”
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•
•
Move the cursor over the molecule to see its properties.
Use the sliders to increase and decrease the temperature to
observe changes in water's lattice structure.
Answer and draw your observations on the following questions
as you explore:
o Why is water considered a polar molecule?
o What happens to the lattice structure when
temperature is increased?
o What do you observe when the temperature is
lowered?
DAY 2 –
WEDNESDAY
OBJECTIVES
Teacher's Task: Provide guidance on where to write their inputs. (1
short sized bond paper to be passed on Thursday).
• Objective 1: Navigate an online simulation to explore the
molecular behavior of water.
• Objective 2: Understand why water is considered a polar
molecule.
• Objective 3: Observe and analyze how water’s lattice structure
changes with varying temperatures (increased and
decreased).
Online Simulation – Exploring the Properties of Water
Activity: Online Simulation on the Properties of Water
• Instructions for Students:
1. Access the link shared by the teacher and explore the
interactive water molecule simulation.
2. Manipulate the temperature and observe how water's
molecular behavior changes.
3. Answer the guide questions:
▪ Why is water considered a polar molecule?
▪ What happens to the lattice structure of
molecules when the temperature increases?
▪ What do you observe when lowering the
temperature?
4. Draw your observations and write your answers on a 1
short-sized bond paper.
•
DAY 3 – THURSDAY
OBJECTIVES
E.- (cont.)
Discussing new
concepts and
practicing new
skills #2
•
Rubrics for Grading:
o Clarity of answers (40%)
o Accuracy of observations (40%)
o Use of scientific terms (20%)
Objective 1: Compare and contrast organic and inorganic
compounds in terms of structure, examples, and importance.
• Objective 2: Discuss the unique characteristics and properties
of water, especially its function as a universal solvent.
• Objective 3: Reinforce knowledge of biomolecules and
elements through the "Whisper and Roar Challenge" game,
fostering teamwork and quick thinking.
• Objective 4: Apply understanding of biomolecules by
interpreting nutrition labels and identifying how elements and
compounds affect health.
Teacher's Task:
Provide a detailed comparison between organic and inorganic
compounds.
Use examples such as carbohydrates and nucleic acids for
organic compounds, and minerals like calcium and potassium
for inorganic compounds.
• Discuss the unique properties of water, emphasizing its
versatility and role in biological processes.
• Lead students to a deeper understanding of how biomolecules
function in living organisms.
Activity 3: Whisper and Roar Challenge
•
F. Developing
mastery (Leads
to Formative
Assessment
#3)
Instructions for Students:
• Assign numbers 1-3 in your groups of 3.
• Number 1 students will come to the front to look at the
question for 5 seconds.
• Return to your group and whisper the question to Number 2,
who will write it down.
• Number 3 will answer the question on the provided paper.
• Once the answer is written, Number 3 should run to the front
and make the sound of your assigned animal to indicate you’ve
finished.
• The group finishing first gets 3 points, the second group gets 2
points, and the rest get 1 point each.
• These points will be divided by 3 and added to your quiz score.
Teacher's Task: Monitor the game, keep track of the time, and
manage scoring.
G. Finding
practical
applications of
concepts and
skills in daily
living
DAY 4- FRIDAY
Teacher's Task:
Explain how to read nutrition labels and connect the concepts of
biomolecules and elements to real-life applications.
• Discuss how different elements are given percentages on
nutrition labels and the health effects of consuming specific
amounts.
•
Objective 1: Assess students' understanding of the differences
between organic and inorganic compounds.
• Objective 2: Evaluate their knowledge of water's properties
and the role of essential elements in the body through a quiz.
Teacher's Task:
OBJECTIVES
H. Making
generalizations
and
Have students write on a 1/4 sheet of paper:
abstractions
• One thing they learned today.
about the
• One question they still have.
lesson
• Pick 5 student responses, share it to the class and connect the
ideas before adding information to summarize the key points
of the lesson.
I.
Evaluating
learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. Number of
learners who
earned 80% on
the formative
assessment
B. Number of
learners who
require
additional
activities for
remediation
C. Did the
remedial
lesson work?
Number of
learners who
have caught
up with the
lesson
D. Number of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did this
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
30- ITEM QUIZ
I. IDENTIFICATION
II. MULTIPLE CHOICE
III. TRUE OR FALSE
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?
Prepared by:
RHEANNE R. OSEA
Pre-Service Teacher
Checked/Approved:
MS. JULIE ANN J. BEJERAS
On- Campus Cooperating Teacher