School Burauen Comprehensive Grade Level Grade XI

Daily National High School

Lesson Teacher Junedine Mitze P. Quiñones Learning Area Earth and Life
Log Science
Date November 21-22, 2022 Quarter 2nd Quarter

I. Objectives
A. Content Standards The learners demonstrate an understanding of how genetic engineering is
used to produce novel products.
B. Performance The learners shall be able to conduct a survey of products containing
Standards substances that can trigger genetic disorders such as phenylketonuria
C. Learning Enhance students’ knowledge on the following:
Competencies /
Objectives 1. Evaluate the benefits and risks of using GMOs (S11/12LT-IIej-19)
(Taken from the
MELCs with Codes)
II. Content Benefits of Genetically Modified Organisms
(Topic / Subject Matter)
III. Learning Resources
A. References Region 4A CALABARZON - Earth and Life Science ADM Self-Learning Modules.
with page
numbers
B. Other
Learning
Resources
IV. Procedures
A. Priming / Introductory Activities
A.1 Reviewing Ask the student the following:
Previous Lessons
(Review / Drill) 1. Define genetic engineering
2. What is GMO? Explain it.
3. What are the processes of genetic engineering?
A.2 Establishing a
Purpose for the
Lesson Activity 1
(Motivation)
PICTURE ANALYSIS
Activity 1: PICTURE ANALYSIS

Procedures:
1. Illustrate the image of
the given picture.
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 2. Answer the following
questions in the meta
strips:
a. What are the
representations of those
pictures?
b. What are your
noticeable observations?
3. Write your answers on
the meta strips.
Procedures:
1. Illustrate the image of the given picture.
2. Answer the following questions in the meta strips:
a. What are the representations of those pictures?
b. What are your noticeable observations?
3. Write your answers on the meta strips.
A.3 Presenting the
New Lesson
(Introduce the Topic Process the following
& Objective/s to the
Class)
previously set questions
in the “Picture Analysis”
Activity:
a. What are the
representations of those
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 pictures?
b. What are your
noticeable observations?
Focus the processing in
the concept of how those
products be modified.
Afterwards,
show to the class the
picture of the process of
genetic engineering.
Process the following previously set questions in the “Picture Analysis”
Activity:
a. What are the representations of those pictures?
b. What are your noticeable observations?
Focus the processing in the concept of how those products be modified.
Afterwards, show to the class the picture of the process of genetic
engineering.
B. Development of the
Lesson
B.1 Discussing New Let the students reflect and answer the Priming Question:
Concepts and Practicing New
Skills #1 Genetic engineering has five basic steps? What are they?
(Activity)
B.2 Discussing New The five basic steps in genetic engineering
Concepts and Practicing New Step 1: DNA Extraction - the first step in the genetic engineering process. This is
Skills #2 accomplished by taking a sample of bacteria containing the gene of interest and taking
(Analysis) it through a series of steps that separate the DNA from the other parts of a cell.

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B.3 Making Generalizations
and Abstraction about the
Lesson
(Abstraction with the
formulation of Generalization)
B.4 Developing Mastery
(Activity through a seatwork
or board work)
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Step 2: Gene Cloning - Scientists use gene cloning to separate the single gene of
interest from the rest of the genes extracted.
Step 3: Gene Design - designing the gene to work once inside a different organism.
This is done in a test tube by cutting the gene apart with enzymes and replacing
certain regions.
Step 4: Transformation - The modified gene is now ready for the fourth step in the
process, transformation or gene insertion. The new gene is inserted into some of the
cells using various techniques.
Step 5: Backcross Breeding - Transgenic plants are crossed with elite
breeding lines using traditional plant breeding methods to combine the desired traits of
elite parents and the transgene into a single line. The offspring are repeatedly crossed
back to the elite line to obtain a high yielding transgenic line. The result will be a plant
with a yield potential close to current hybrids that expresses the trait encoded by the
new transgene.
Discuss further the different Genetic Engineering Techniques
Differentiated Instruction
Activity 2: VIDEO CLIP ON THE PROCESS OF GENETIC ENGINEERING
(Source: https://www.youtube.com/watch?v=4fBQ2umTaMA)
 Let the students watch a video clip about the process of genetic engineering
 The Learners will right down all the important information that they get from the
video, answering the following guided questions.
1. Define genetic engineering
2. What is GMO? Explain it.

B.5 Finding Practical
Applications of Concepts and
Skills in Daily Living
(Valuing)
B.6 Evaluating Learning
(Formative Assessment)
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3. What are the processes of genetic engineering?
 Afterwards, Divide the members of the class into 3 groups. Assign each group
what to do.
 Assign two reporters in each group
1. Group 1 will do Activity 3
2. Group 2 will do Activity 4
3. Group 3 will do Activity 5
Activity 3: LIST AND IDENTIFY THE PROCESS OF GENETIC ENGINEERING
Group 1 will list and identify the process of genetic engineering using the diagram
given. Describe each process. (Learners may construct a graphic organizer as their
output)
Activity 4:
Group 2 will identify which one is GMO and which one is non-GMO, after identifying,
differentiate each GMO and NON-GMO. (Learners may use a graphic organizer-
basic outline as their output)
Activity 5:
Group 3 will identify the difference between GMO with NON-GMO. (Learners may
construct graphic organizer for their output)
The teacher will elaborate and explain to the class the importance of studying
the process of genetic engineering. Relate some genetically modified
organism products that have been recently made in the Philippines. Let the
students share what they know about those GMOs.
Multiple Choice. Choose the letter of the best answer. Write the chosen
letter on a separate sheet of paper.
1. It is the process of manipulating genes in order to have the desired trait.
A. artificial selection C. genetic engineering
B. cloning D. gene splicing
2. It is the process of breeding an organism that are genetically similar to
maintain desired traits. It keeps each breed unique from others.
A. artificial selection C. inbreeding
B. cloning D. selective breeding
2. It is a technique where the DNA is cut out of one organism and put into
another organism. A trait will be transferred from one organism to another.

B.7 Additional Activities for
Application or Remediation
(Assignment)
V. Remarks
(Indicate here if all of the
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A. artificial selection C. gene splicing
B. cloning D. gel electrophoresis
3. It is a technique of creating an organism that is an exact genetic copy of
the other organism.
A. artificial selection C. gene splicing
B. cloning D. gel electrophoresis
4. An applied science of manipulating the genetic material of an organism
through artificial selection and biomedical techniques
A. artificial selection C. genetic engineering
B. cloning D. selective breeding
5. It is referred to the joining of almost any nucleotide sequences to create a
new gene product or to introduce a new gene sequence.
A. DNA Recombinant technology C. both a and b
B. Recombinant DNA technology D. none of a and b
6. It is produced chiefly by certain bacteria and has the property of cleaving
DNA molecules at or near a specific sequence of bases.
A. bacteriophage enzymes C. restriction enzymes
B. plasmid enzymes D. vector enzymes
7. Most common vector used in genetic engineering techniques
A. bacteriophage and plasmid C. plasmid and DNA
B. enzymes and plasmid D. restriction enzymes and DNA
8. All of these are performed to produce recombinant DNA except
A. Removal of the genetic sequences of an organism.
B. Selection of the perfect vector with which the gene has to be integrated
C. Insertion of the genetic sequences into other sequences of another
organism
D. Selection of the perfect enzymes with which the gene has to be integrated
9. All of these are tools in recombinant DNA technology except
A. enzymes C. restriction enzymes
B. host organisms D. vectors
10. These are ancient practices of genetic engineering except
A. hybridization C. recombinant technology
B. inbreeding D. selective breeding
11. Two individuals with unlike characteristics are crossed to produce the best
in both organisms.
A. artificial selection C. genetic engineering
B. cloning D. hybridization
12. This is the most commonly used host organism in recombinant DNA
technology.
A. bacteria C. plasmid
B. cells D. vectors
For numbers 14-15, refer to the following choices below.
A. Statement I is correct
B. Statement II is correct.
C. Statement I and II are both correct.
D. Statement I and II are both incorrect.
14. I - Since ancient times, the practice of genetic engineering had begun.
II - Artificial selection is done to directly manipulate genes focusing on the
physical traits among organisms.
15. I – Enzymes help in recombinant DNA technology by carrying and
integrating the desired gene.
II - Host organisms are used to propagate the recombinant DNA.
Make a poem on the process of genetic engineering
 activities in the DLL have
been carried out or if
otherwise, specify the
activities performed.)
VI. Reflection
A. No. of Learners who
Earned 80% in the
Evaluation
B. No. of Learners who
Require Additional
Activities for
Remediation
C. Planned Intervention
to Address Learners’
Needs

Prepared By:

JUNEDINE MITZE P. QUIÑONES

Teacher

Checked By:

EDUARD A. NERJA
Mentor

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