DAILY LESSON PLAN IN GENERAL BIOLOGY 2

Division: CAPIZ Grade Level: GRADE 12

Name of Teacher: JIMSON A. DEGRACIA Learning Area: GENERAL BIOLOGY 2

Teaching Date and Time: MARCH 11, 2019 Quarter: 2ND SEMESTER
Duration: 1 hour

I. OBJECTIVES ANNOTATION
A. Content Standard The learners understand Structures and Functions of DNA, RNA and proteins
B. Performance The learners shall be able to build models of DNA, RNA and proteins
Standard
C. Learning The learners shall explain how the structures of DNA, RNA and proteins are related to their functions
Competency with (STEM_BIO11/12- IIIa-b-4)
code
D. Learning At the end of the lesson, the Grade 12 students should be able to perform the following task with 75% success:
Objectives 1. describe the building blocks of DNA, RNA and proteins; •
2. identify the structural and functional differences between DNA and RNA; and
3. appreciate the role of DNA and RNA in the human body.
II.CONTENT GENERAL BIOLOGY 2
Topic: Lesson 4: Molecular Structure of DNA, RNA, and Protein
Subject Integrated English , Mathematics &Values Education, ICT and Arts
Values Integration Keen observation, critical mindedness, cooperation, and resiliency
III.LEARNING
RESOURCES
A. Materials Needed Coupon bond, pencil, ballpen, ruler.
B. References
B.1. Teaching
Guide
B.2. Learner’s pp. 19-23
Material
B.3. Additional Curriculum Guide in Grade 12-Science
Materials from
Learning Resource
(LR) Portal
C. Other Learning Downloaded pictures
Resources
IV. PROCEDURE ANNOTATION
A. Reviewing Introductory Activities: (5 minutes)
previous lesson or A.Prayer
presenting the new B.Checking of Attendance
lesson C. Review (Integration of Oral Communication Skills and Physical Education ) This part targets COT Indicator #1 and #6
Use KWL method to as a review for what they know and want to know about DNA and RNA.
KWL
KWL
What I Know What I Want to Know What I Learned
This part targets COT Indicator # 3

.
Motivation
Case Study : (Integration of Students Critical Thinking)
(Divide the class into groups of learners. Allow each group to enumerate the most important functions of DNA and
proteins that they can recall from their previous grade levels. 2. Consolidate these answers on the board.

B. Establishing a (Let the students read the objectives)- (3 Minutes)

purpose for the At the end of the lesson, the Grade 12 students should be able to perform the following task with 75% success:
lesson 1. describe the building blocks of DNA, RNA and proteins; •
2. identify the structural and functional differences between DNA and RNA; and
3. appreciate the role of DNA and RNA in the human body.
C. Presenting ( Integration of Inquiry Approach and ICT that develops Higher order Thinking Skills) This part targets COT Indicator #3 and 9
examples/instances
of the new lesson Show a video clip presentation about different Filipino artist that are look alike.
(ELICIT) 1. What have you seen in the video?
2. Why does the son or the daughter look exactly like their parent?
3. Does it have something to do with the parents’ genes?

1.
D. Discussing the ( Integration of Inquiry Approach and ICT that develops Higher order Thinking Skills) This part targets COT Indicator #1 and #9
new concepts and
practicing new skills  Learners do the text and vocabulary building
(ENGAGE) 1. Ask learners what term(s) are difficult for them to understand, let them write it on a paper strip and
post it on the manila paper.
> Show a video presentation about DNA structure showing the three types of component molecule: phosphate
group, the sugar deoxyribose, and the bases adenine, thymine, cytosine, guanine (A, T, C, G).

E. Discussing new  Activity Proper This part targets COT indicators #4 and #5.
concepts and Students in group construct or create a model of a DNA and RNA Through awareness of the standard, the
practicing new skills  Guide Questions: students will engage in the activity with
(EXPLORE) 1. What are the components of the DNA and RNA molecules? enthusiasm, fun and sustained interest. This
2. What is the structural difference between DNA and RNA molecules? also fosters communication among the
3. What nitrogenous base is found in RNA molecule but not in DNA? members of the group towards the
achievement of the Activity’s objective, thus
The teacher will perform the following during the entire process of activity: develop collaboration and critical thinking.
1. Provide motivation For sure, they will not read the rubric once,
2. Praise the learners and give feedbacks but will use the rubric as a way to reflect,
3. Set rukes and guidelines analyze and improve their work.
4. Ensure active participation
5. Allow learners to expree their ideas
6. Give equal opportunities to learners This part targets COT Indicator # 3 to develop
7. Encourage learners to ask.. Learners’ critical and creative thinking
F. Developing The different groups will present/report their output.
mastery (Leads to Identify and describe the components of the DNA and RNA molecules.
Formative
Assessment)
(EXPLAIN)
G. Finding practical (15 minutes) ( Integration of ICT)
applications of Teacher’s Activity: Give a short lecture using powerpoint presentation that leads to an application of This targets COT Indicator # 9.
concepts and skills concept and skills in daily living.
in daily living
(ELABORATE) DNA, or deoxyribonucleic acid, is the hereditary material in humans and almost all other This part targets COT Indicator # 3 to develop
organisms. Most DNA is located in the cell nucleus (where it is called nuclear DNA), but a small Learners’ critical and creative thinking
amount of DNA can also be found in the mitochondria (where it is called mitochondrial DNA or
mtDNA). The information in DNA is stored as a code made up of four chemical bases: adenine (A),
guanine (G), cytosine (C), and thymine (T). The order, or sequence, of these bases determines the
information available for building and maintaining an organism, similar to the way in which letters of
the alphabet appear in a certain order to form words and sentences.

Ask:
 1. On what structure in a cell are genes located?
2. What are the components of genes?
3. Which part of the cell RNA is located?
4. What is the role of DNA and RNA in the cell? Does it have something to do with the organisms’
traits/characteristics?
5. What do you think will happen if the sequence in nitrogenous bases of DNA is altered or changed?
6. Why is it important to develop a healthy body? What will happen to unhealthy body?

H. Making (5 minutes)GROUP WORK ( Integration of Numerical literacy) Rubric

generalizations and Working as a group, the students will complete the comparison table by filling out with the correct information. Criteria 4- 3- 2- 1-Needs
abstractions about Excell Very Fair Improvement
ent Good
the lesson 1.Accuracy 4 3 2 1
2. Creativity/ 4 3 2 1
Neatness
3. Timeliness 4 3 2 1

Ask:
How will you describe the structure of DNA molecule compared to RNA molecule?
Let the discussant read their output
Their work will be rated using a rubric.

I. Evaluating (5 minutes)
Learning .
(EVALUATE) Students draw and label a model structure of DNA and RNA to show comparison.

J. Additional 1. Do a research work about the history of Dystonia and how it is related to (DNA) genetic disorder. .
activities for 2. Present it to the class by any of the following means; (Integration of Differentiated Instructions)
application for
remediation 1. Video presentation’
(EXTEND) 2. Slide deck presentation This part targets COT Indicator #6.
3. Poster

V.REMARKS
V..REFLECTIONS
A. No. of learners who
earned 80% in
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
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. With of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did
I encounter which my
principal or superior
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

Prepared by ;

JIMSON A. DEGRACIA
T-III

Checked and Observed by :

DR. TERESITA A. BARRIO

Asst. Principal II for Academics
PERFORMANCE TASK FOR DNA MODELLING