School: Kapatagan National High School Grade Level: 10

Section: Narra Learning SCIENCE

Area:
Teaching Quarter: 3
Dates and
Time:

I. OBJECTIVES
A. Content Standards: The Learners demonstrate an understanding of:
1. the information stored in DNA as being used to make proteins
2. how changes in a DNA molecule may cause changes in its product
3. mutations that occur in sex cells as being heritable
B. Performance Standards: The Learners should be able to:
Make an informational poster that presents the harmful and
beneficial effects of genetic mutation.
C. Learning 1. explain how protein is made using information from DNA; (S10LT-
Competencies/Objectives IIId-37 )
Write the LC code for At the end of the lesson, students should be able to:
each 1. explain how protein is made using information from DNA;
(S10LT-IIId-37)
2. Describe the process of replication by drawing a simple
flowchart.
3. Appreciate the importance of DNA replication.
II. CONTENT DNA Replication
A. Key Vocabulary and DNA Replication, Complementary Base Pairing, Enzyme
Concept Words
B. Description of Materials used and mentioned are commonly found at home and in
Localization/Indigeniza school. (i.e., stamp pad, zipper)
tion
C. Related Subjects
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material’s
Pages
3. Textbook Pages
4. Additional Materials EASE Biology. Module 14. p. 24.
from Learning
Resource (LR) portal
B. Other Learning Nueva España, Rebecca C. 2015. Science and Technology 10.pp 207-
Resources 209. ABIVA Publishing House, Inc.Quezon City, Philippines

Evangelista, Eden V., Follosco, Gloria L. Pili, Adora S., Sotto, Rosario P.
2015. Science in Today’s World: The New Grade 10. pp 189-190. SIBS
Publishing House, Inc. Quezon City, Philippines

IV. PROCEDURES ACTIVITY MATERIALS/

ASSESSME
NT TOOLS
A. Before the lesson
1. ELICIT (5 minutes) At the start of the lesson the teacher will make sure
(Reviewing Previous that the students have understood the prerequisite
Lesson or Presenting concepts from the previous lesson. Let them complete
the New Lesson) the table below:

Comparison between DNA and RNA

Parts/Components DNA RNA
Bases Laptop,
Sugar projector,
Strand/s Worksheet
Helix
 2. ENGAGE (10 The teacher will bring stamp pads to class. To show
minutes) that no two persons are alike, Ask the students to work
(Establishing a in pairs and put their left and right thumbs on the
purpose for the stamp pad and place their fingerprints on a piece of Picture,
lesson) coupon bond. Let them observe and compare. projector,
laptop
Show a zipper to the class to represent a DNA
molecule. Ask them if they can see any similarities
between a zipper and a DNA molecule (shown using a
picture projected to a screen).

Ask the following questions:

1. If a DNA molecule is like a zipper, what will

happen if the molecule is unwind and
unzipped?
2. Is it possible that a DNA molecule can make a
copy of itself?
3. How DNA makes a copy of itself?

Let the students have an initial answer on this

question” What is DNA Replication?”

IRF Chart
INITIAL REVISE FINAL
D
1. DNA Replication is a
process
_________________________
____________________.

B. Lesson Proper  Project to the screen the central dogma in

1. EXPLORE (15 minutes)
(Presenting
Examples/Instances of the
Lesson)
Guide Questions:
genetics: DNA RNA Protein for the
students to realize that DNA is the blueprint of
Life.
 Show a video clip of how DNA Replicates.
 Using the information in their LM’s, group the
students into 5 and let them describe the
process through the following outputs as
assigned by drawing of lots:
1- Flowchart
2- Song
3- Visual presentation
1. Why do you think enzymes aid in DNA
replication? How important are enzymes in this
Worksheet
process? ,
2. How will you describe the two daughter Projectors,
molecules after replication? Laptop,

2. EXPLAIN (10 minutes) Selected groups or volunteers are instructed to share

(Discussing New Concepts to the class the answers from the activity.
and Practicing New Skills)
The students’ presentation will be used as springboard
to discuss the topic.
Worksheet
The teacher will also show a video clip to teach the
concept.

The teacher will ask the students to revise their

answers in the IRF chart.
 C. After the Lesson
ELABORATE: 10 minutes
(Discussing New Concepts and
Practicing New Skills)
EXTEND
1. Let the students supply the correct base pairs.
a. Split DNA Strand – ATATCGGAGTACGTGCTA (Old
Strand)
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ (New Strand)
Worksheets
Guide Questions:
1. Were you able got the correct pair? How?
2. Did you find it hard?
3. In what part of the process difficult to you?
How important is DNA Replication?

If DNA never replicated, meiosis and mitosis would

EVALUATE:10 minutes
(Evaluating Learning)
slowly halve the size of the genome until each cell would
die, which probably would not take long. Therefore, it
is important that DNA doubles itself to account for the
cells splitting during mitosis/meiosis.
Describe the process of DNA Replication into 3 simple
steps:

2
Workshhets
3

What will happen if DNA never replicated?

Let the students finalize their answers in their IRF

chart.
V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think

about your students’ progress this day. What works? What else
VI. REFLECTION 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
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. Which of my teaching
strategies work well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
Localized materials did I
use/discover which I wish
to share with other
teachers?