Republic of the Philippines

Department of Education
Region VI- Western Visayas
Division of Sipalay City
GMNHS- Camindangan Extension- Cambogui-ot Annex
Sto. Cambogui-ot, Brgy. Camindangan, Sipalay City, Negros Occidental

I. CONTENT STANDARD: Demonstrate the understanding of the information stored in DNA as being used to
make proteins.
II. PERFORMANCE STANDARD:
III. LEARNING COMPETENCIES: Explain how protein is made using information from DNA (S10LT-llld37)
IV. Objectives
Cognitive: Compare the structures of the DNA and RNA molecule.
Affective: Appreciate the role of DNA to an individual human.
Psychomotor: Create a DNA and RNA model in a creative way.
V. Subject Matter:
Structures of DNA and RNA molecules.
VI. Learning Resources

A. Materials: Laptop, LED TV, Speaker, Activity Sheets, Visual Model of DNA and RNA molecules,
Pentel pen, PowerPoint Presentation, Radio-based Instructional Audio and Video Clip.

B. References: Learner’s Material: Science 10 book, pages 266-268.

Science 10 MELC 4 Learner’s Activity Sheet
Video Link: http://youtu.be/0Elo-zXlk8M
VII. Value Focus: Comparing, Appreciating and Creating, Cooperation

VIII. Learning Development Tasks

Teacher’s Activity Students’ Activity Annotation

ELICIT: ELICIT:

^Preliminary Activities: ^Preliminary Activities:

Prayer Prayer
Checking of Attendance Checking of Attendance

The teacher will revisit ideas from the The students answers may vary. Retention (Remembering
students’ prior learning about DNA. Skills) English

ENGAGE: ENGAGE:

^The teacher will motivate students’
interests on today’s lesson by
instructing the students to listen and
participate to a Radio-based
instructional audio.
^The students will listen and participate Audio clip as an appropriate
to a Radio-based instructional audio. learning resource for some
The students’ responses may vary. students that may have eye
defects, and works well with
capable students too.

Essential Question: What are some Essential Question: What are some Hearing (Sensory Skills)
facts about the DNA and RNA facts about the DNA and RNA English and Health
molecules that have you learned? molecules that have you learned?
ICT Integration
^Presentation of the Topic
Structures of DNA and RNA
molecules.
^Presentation of Objectives
The teacher will present the following
objectives and instruct them to read it
aloud.
1. Compare the structures of the
DNA and RNA molecule.
2. Appreciate the role of DNA to an
individual human.
3. Create a DNA and RNA model in
a creative way.
EXPLORE:
^Pre-Activity Reminders
^ The class will be divided into 3
groups.
Let the student perform each of their
assigned activity.
Materials: Activity Sheets, Reading
Materials, Pentel pen and Manila
Paper
Instructions:
1. Go to your group and
participate in the activity.
2. Select your leader, secretary
and a reporter to report your work.
Procedure:
1. Work with your group and
understand the activity.
2. Answer the following
questions in the activity sheet provided
by your teacher.
Activity 1: Read the article about DNA
and RNA molecule and complete the
table about the difference between the
DNA and RNA structures.
Activity 2: Complete a graphic
organizer about the difference between
the DNA and RNA molecules and
answer the guide questions.
Activity 3: Label the structures of the
DNA and RNA molecules using the
model (will be provided by the teacher)
and answer the guide questions.
Note: See attached activity sheets.
^Presentation of the Topic
Structures of DNA and RNA
molecules.
^Presentation of Objectives
The students will read the following
objectives:
1. Compare the structures of the
DNA and RNA molecule.
2. Appreciate the role of DNA to an
individual human.
3. Create a DNA and RNA model in
a creative way.
EXPLORE:
^Pre-Activity Reminders
^The students will be grouped into
three and will perform the group
activity.
^Refer to the instructions, procedures
and guide questions in the activity
sheets.
Students will read aloud the
objectives thus enhances
reading skills. (Literacy)
Teaching strategy is
Differentiated Instruction
wherein addresses special
educational needs of the
students for they are grouped
according to their identified
skills.
English integration through
reading and comprehending the
article given.
Math Integration through
analyzing and completing the
graphic organizer.
Arts Integration through
creative labeling of DNA and
RNA model using the materials
provided by the teacher.
EXPLAIN: EXPLAIN:

 The teacher will listen to the  The students will report their
report of the group. work.

 The teacher will give feedback This provides a quick isometric

and commendations to each of that improves the students’
the group through instructing locomotor skills. (Physical
their classmates to give them a Education)
reward gesture-and-cheer claps.

 The teacher will process and  The students will see if their
deal with the answers of the answers to the activity are either
students to the activity. accurate or to be corrected by
the teacher.

The teacher will provide a brief history The students will take heed to what the History (Araling Panlipunan)
of how DNA was discovered and who teacher was saying.
discovered it.

The teacher will ask the students if how The students will deduct the current Performing basic operation;
many years does the study of DNA year (2021) to the year DNA was first Subtraction (Mathematics)
existed. discovered (1869).

ELABORATE: ELABORATE:

 The teacher will ask  The students will use their HOTS are observed when the
questions that may enhance Higher Order Thinking Skills in students take response on the
Higher Order Thinking answering the Teacher’s questions or problem presented
Skills. question. by the Teacher.

Analysis:
1. What are the tree types of The students will raise their hands to be
component molecule of DNA? recognized by the teacher.
2. What are the nitrogenous bases of The students’ answers may vary.
DNA? RNA?
3. What are the base pairing of DNA?
RNA?
4. What nitrogenous base is found in
RNA but not in DNA?

Abstraction:
1. What is DNA? RNA?
2. Draw on the board the structure of
DNA.
3. Label the structural components of
the DNA drawn on the board.

Application:
1. What are the importance of DNA in ESP is integrated by asking the
our body? students question that implies
2. If the nitrogenous bases of DNA and *Students may answer that mutation application on the real life
RNA are not paired correctly, what will will occur, defects in body parts, or life situation.
happen? would not exist.
Add-up a short information on
Mutation, as a cliffhanger for
the next day’s topic.

EVALUATE: EVALUATE:
 The students will answer the
evaluation.

Type of Test: ALTERNATE RESPONSE Type of Test: ALTERNATE RESPONSE

Direction: Write the word TUMPAK if the Direction: Write the word TUMPAK if the FILIPINO. Give the students a
statement is correct, and write the word statement is correct, and write the word brief trivia that TUMPAK is a
HINDI TUMPAK if the statement is HINDI TUMPAK if the statement is Filipino Balbal word on the
incorrect. incorrect.
topic Antas Ng Wika.
1. The RNA composes of 2 strand. 1. The RNA composes of 2 strand.
2. The nitrogenous bases of DNA are A, T, - HINDI TUMPAK
C, G. 2. The nitrogenous bases of DNA are A, T,
3. Uracil is found in RNA and not in DNA. C, G.
4. Adenine pairs with Guanine. - TUMPAK
5. Both DNA and RNA contain four 3. Uracil is found in RNA and not in DNA.
nitrogenous bases. - TUMPAK
4. Adenine pairs with Guanine.
- HINDI TUMPAK
5. Both DNA and RNA contain four
nitrogenous bases.
- TUMPAK

EXTEND: EXTEND:

In a short Bond Paper, draw a DNA In a short Bond Paper, draw a DNA ARTS. Drawing skills.
and RNA model, and label its parts. and RNA model, and label its parts.

Remarks:

Reflection:

Prepared by:
MA. CARMELA I. DANGAN
Science Teacher