GRADES 1 TO 12 School LIPA CITY SENIOR HIGH SCHOOL Grade Level 12

DAILY LESSON LOG Teacher EVA G. DIMAANO Learning Area General Biology 2
Teaching Dates and Time Sep.11-15, 2017 Quarter 4

Session 1-3 (MWF) Session 1-2 (TTh)

I. OBJECTIVES
A. Content Standards The learners The learners The learners understand LESSON A. The learners The learners outline the
demonstrate an demonstrate an Structures and Functions of understand Structures and steps in Recombinant
understanding of Sex understanding of DNA, RNA and proteins Functions of DNA, RNA and DNA
Linkage Non-Mendelian proteins
Modes of Inheritance LESSON B. The learners
demonstrate an understanding of
Central Dogma of Molecular
Biology

B. Performance Standards
The learners shall be The learners shall be The learners shall be able to LESSON A. The learners shall be The learners shall be able
able to make a able to make a build models of DNA, RNA and able to build models of DNA, to explain how genes
research paper/case research paper/case proteins RNA and proteins may be modified and/or
study/poster on study/poster on LESSON B. The learners shall be inserted in host
genetic diseases genetic diseases able to identify requirements, cells/organisms
enzymes and products in DNA
replication, transcription, and
protein synthesis

C. Learning The learners explain The learners describe The learners illustrate the LESSON A. The learners illustrate The learners should be
Competencies/Objectives Write
sex linkage and modifications to molecular structure of DNA, the molecular structure of DNA, able to outline the
the LC code for each
recombination Mendel’s classic RNA, and proteins RNA, and proteins processes involved in
STEM_BIO11/12 - ratios (gene STEM_BIO11/12 -IIIa-b-4 STEM_BIO11/12 -IIIa-b-4 genetic engineering
IIIa-b-2 interaction) LESSON B. The learners should be STEM_BIO11/12- IIIa-b-6
STEM_BIO11/12 -IIIa- able to diagram the steps in DNA
b-3 replication, transcription and
protein synthesis
STEM_BIO11/12- IIIa-b-5
II. CONTENT Genetics Genetics Genetics Genetics Genetics

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/instances for
the new lesson
pp. 8 to 12 pp. 13 to 18 pp. 19 to23 LESSON A. pp. 19 to23 pp. 30 to 35
LESSON B. pp. 24 to29
Deped Curriculum Guide for General Biology 2
https://youtu.be/hywRdDVR76A LESSON A.
https://youtu.be/hywRdDVR76A
LESSON B.
https://youtu.be/OYeXMMwh3Lk
Session 1-3 (MWF) Session 1-2 (TTh)
Review the Review the Sex- Review the non-Mendelian Laws LESSON A. Review the non- Review DNA replication,
Mendelian Laws of linked traits of Inheritance Mendelian Laws of Inheritance transcription and
Inheritance and LESSON B. Review the DNA, RNA translation
pedigree analysis and protein
The purposes of the Cite the learning Cite the learning objectives: LESSON A. Cite the learning Communicate the
lesson are to objectives: 1. describe the building blocks objectives: learning objectives:
illustrate the 1. Distinguish of DNA, RNA and proteins; 1. describe the building blocks of 1. Compare classical
transmission of an X- Mendelian from 2. identify the structural and DNA, RNA and proteins; breeding with modern
linked and a Y-linked Non-Mendelian functional differences between 2. identify the structural and genetic engineering
character and give modes of RNA and DNA; and functional differences between techniques;
examples of other inheritance; and 3. Explain the different levels of RNA and DNA; and 2. enumerate the steps in
sex-related traits. 2. Describe some protein structure. 3. Explain the different levels of molecular cloning;
cases of non- protein structure. 3. describe some
Mendelian genetic LESSON B. Cite the learning methods to introduce
traits. objectives: DNA into cells; and
1. describe the requirements, 4. explain the selection
proteins and enzymes in DNA and screening of
replication, transcription and transformants/genetically
translation, and modified organisms
2. diagram the steps in (GMOs)
replication, transcription and
translation
Present pictures of Provide a narrative Ask the learners what a gene is. LESSON A. Ask the learners what Ask volunteers to
color blindness to the class. Ask them what “genes” have a gene is. Ask them what “genes” enumerate plants and
chart, family with (Teacher’s Guide p. they inherited from their have they inherited from their animals that have
male members who 14) parents. parents. desirable or enhanced
are bald, and woman Ask students to recall the Ask students to recall the traits. Ask learners to

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
breastfeeding a baby functions of DNA and proteins functions of DNA and proteins explain how each of the
Provide question for from their previous grade levels. from their previous grade levels. traits was developed
each picture shown. LESSON B. Ask learners to recall
the significance of mitosis.
Ask learners to imagine how
many cells a typical mature
human contains. Tell them they
all came from just one fertilized
egg.
Ask learners to recall phenotype.
Tell them that phenotype is
directly determined by proteins
or enzymes functioning in a
metabolic pathway.
Discussion on Sex- Recall in Mendelian Discussion on DNA, RNA and LESSON A. Discussion on DNA, Discussion on Genetic
linked Traits Ratios; Discussion on proteins RNA and proteins Engineering
Incomplete LESSON B. Discussion on DNA
Dominance and Co- replication (DNA Synthesis)
Dominance
Discussion on other Discussion on Show a video on Genes, DNA LESSON A. Show a video on Describe ways in which
Sex-related Traits Multiple Alleles and Chromosomes Genes, DNA and Chromosomes plasmids may be
LESSON B. Discussion on introduced into host
Transcription or RNA Synthesis organisms.
and Translation or Protein
Synthesis
Show a video presentation.
Ask students why Go back to the Ask students to provide the LESSON A. Ask students to Ask learners to
traits may be Motivation narrative sequence of the complementary provide the sequence of the differentiate the various
expressed differently sequence given a coding complementary sequence given a technologies for
between sexes. sequence of DNA coding sequence of DNA delivering genes into
Ask students why Ask students to build models of Ask students to build models of cells.
traits may be limited DNA by using recyclable DNA by using recyclable
to one sex only. materials to represent the materials to represent the
complementary bases. The DNA complementary bases. The DNA
backbone (phosphate and backbone (phosphate and sugar)
sugar) should be included. should be included.
LESSON B. Matching Type Game:
Identify whether the item is
involved in replication,
transcription or translation
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application
for remediation
V. REMARKS
VI.REFLECTION
A. No. of learners who earned
80% in the evaluation.
Group Activity: The students will apply the LESSON A. The students will Determine which
Divide learners into concepts in real life situations. apply the concepts in real life technologies are most
groups of four. Ask situations. appropriate for which cell
each group to LESSON B. The students will types
answer a set of identify the amino acid specified
question related to by a codon.
non-Mendelian
modes of
inheritance.
Traits can also be Ask the students to Ask students to convert the LESSON A. Ask students to Poster making: Ask
transferred through distinguish between given code sequence into an convert the given code sequence students to make a
the sex Mendel’s - and the mRNA transcript into an mRNA transcript poster on the steps and
chromosomes Non-Mendelian LESSON B. Ask students to other methods involved
modes of summarize why individuals have in recombinant DNA
inheritance. different visible characteristics or
phenotype.
Assignment: A Students will be Short quiz will be given. LESSON A. Short quiz will be Assignment: Research on
narrative for the evaluated based on given. the pros and cons of
homework will be their answers in the LESSON B. Assignment: Ask genetic engineering. Give
provided to the class. group activity. students to make their own their opinion on the
diagram of the steps involved in matter. Include issues on
DNA replication, transcription biosafety.
and translation.
Ass: Read about DNA
replication,
Transcription and
Translation
The lesson is a Lesson for GAS GENEROSITY will
continuation of start at Lesson A.
previous discussion Lesson for GAS PERSEVERANCE is
a continuation of Lesson A.
GAS 12 GENEROSITY GAS 12 GENEROSITY
STEM 12 SERENITY STEM 12 SERENITY STEM 12 SERENITY
________________________ ________________________
GAS 12 PERSEVERANCE GAS 12 PERSEVERANCE
_______________________ _______________________
 GAS 12 GENEROSITY GAS 12 GENEROSITY
STEM 12 SERENITY STEM 12 SERENITY STEM 12 SERENITY
B. No. of learners who require ________________________ ________________________
additional activities for
remediation who scored
below 80%. GAS 12 PERSEVERANCE GAS 12 PERSEVERANCE

C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
_______________________ _______________________
GAS 12 GENEROSITY GAS 12 GENEROSITY
STEM 12 SERENITY STEM 12 SERENITY STEM 12 SERENITY
________________________ ________________________

GAS 12 PERSEVERANCE GAS 12 PERSEVERANCE

D. No. of learners who continue GAS 12 GENEROSITY GAS 12 GENEROSITY

to require remediation STEM 12 SERENITY STEM 12 SERENITY STEM 12 SERENITY
________________________ ________________________

GAS 12 PERSEVERANCE GAS 12 PERSEVERANCE

_______________________ _______________________
E. Which of my teaching
strategies worked well? Why
did these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovation or localized

materials did I use/discover
which I wish to share with
other teachers?