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SESSION 1 SESSION 2
I. OBJECTIVES
The learners demonstrate an understanding of plant and animal reproduction; how genes work; and how g
A. Content Standards produce novel products.
B. Performance Standards The learners shall be able to conduct a survey of products containing substances that can trigger genetic
The learners explain how the information in the DNA allows the transfer of genetic information
and synthesis of proteins (S11/12LT-IIej-16)
Specific Learning Outcomes:
C. Learning Competencies/ At the end of the lesson, the learners will be able to:
Objectives 1. Identify the different ways how plants reproduce.
2. Differentiate asexual reproduction from asexual reproduction.
3. Learn the advantage and disadvantage of both types of reproduction.
4. Relate how animal reproduction impacts ecosystem imbalance
Group the class into small groups with maximum six members. Based on their
understanding of the lecture, create a skit which shows the whole process of the
F. Developing Mastery
central dogma. The group/s that were able to clearly show the process may be given
bonus points. (20MINS)
In order to show the impact of a change in the DNA or RNA sequence, a game of
breaking the code can be played. Words can be generated from the one letter
symbol of the different amino acids, which can be translated into base sequences or
G. Finding practical
vice versa.
application of conceps and
Example, the word HAPPY, is a sequence of Histidine, Alanine, Proline and
skills in daily living
Tyrosine. You can give a sequence of base pairs which the students can decode into
specific words. Also, you can change a base pair to see the change in the
information. (10MINS)
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. 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?
I. Evaluating learning
5. Why is the double helix structure important in the central dogma?
6. What is the difference between prokaryotic and eukaryotic protein synthesis?
7. What is the relationship among protein synthesis, DNA and diseases?
8. 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? (10MINS)
Short Quiz from Quipperschool.com
er of genetic information
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on. This can then be
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, Proline and
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ange in the
ow students to
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the lesson and learn
ons or multiple-
s which can help the
gma?
rotein synthesis?
diseases?
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Filipinos?
n in fielding a group
ool.com
in your answer.
life?
School
GRADES 1 TO 12
Teacher
DAILY LESSON LOG
Teaching Dates and Time
SESSION 1
I. OBJECTIVES
The learners demonstrate an understanding of how the planet Earth evolved inthe last
A. Content Standards 4.6 billion years (including the age of the Earth, major geologic time subdivisions, and
marker fossils).
The learners shall be able to describe how the Earths history can be interpreted from
the geologic time scale (S11/12ES-Ie-29)
Specific Learning Outcomes
C. Learning Competencies/ At the end of the lesson, the learners will be able to:
Objectives 1. Appreciate the immensity of geologic time and recognize that the Earth
has a very long history;
2. Identify the timing and duration of the major events in Earths History;
3. Recognize how short human history is in relation to the history of the Earth
The teacher draws a 24 hour clock on the board. He or she then proceeds to
ask the students How old is the Earth? When the correct age of the Earth
has been established, the teacher then compares geologic time to a 24 hour
clock. The teacher then marks some important events in Earths History in
B. Establishing a Purpose for the
the 24 hour clock (10 MINS):
Lesson
a. First prokaryotes
b. First Eukryotes
c. First multicellular organisms
d. Extinction of the Dinosaurs
C. Presenting
examples/instances of the new
lesson
Ask the students to write a report (200 to 300 words) on one of the following
topics (25 MINS):
H. Making generalization and
1. Theories on the Origin of Life
abstraction about the lesson
2. Possible Causes of Mass Extinction Events
3. How mankind is driving the next mass extinction event
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned 80% in evaluation
SESSION 4