GRADES 1 TO 12 School Piddig National High School

DAILY LESSON Teacher Clarissa Paraiso

LOG Teaching Dates and Time

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

C. Learning Competencies/
Objectives
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:
At the end of the lesson, the learners will be able to:
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

II. CONTENT Perpetuation of Life: How Genes Work

II. LEARNING RESOURCES
A. References
1. TG pages 205-214
2. LM pages N/A
3. Textbook pages N/A
Materials from LR
Portal
B. Other Learning Resources Quipperschool.com
IV. PROCEDURES

Communicating Learning Objectives (5 MINS)

A. Reviewing previous
lesson or presenting new
lesson
Introduce the learning objective by writing it on the board, then give the
students 5 minutes to write down on a piece of paper what they already know or
what they expect to learn under the specified topics:
Describe the central dogma.
Explain the process of replication.
Explain the process of transcription.
Explain the process of translation.
Synthesize the implication of the central dogma

Pamana nina Nanay at Tatay (10 MINS)

The teacher recalls the trait he or she inherited
B. Establishing a Purpose
from his or her parents. The inherited trait or namana can be physical, talent or
for the Lesson
behavior. Ask the student the traits they inherited to their parents and show it to the
class.
C. Presenting The teacher can start the lesson by introducing an everyday tool/object he or she
examples/instances of the brought in the class and associate it to its corresponding function. This can then be
new lesson related to the lesson. (5MINS)

D. Discussing New concepts

Interactive discussion thru Powerpoint Presentation: The Central Dogma (60MINS)
and practicing new skills #1
E. Discussing New concepts
and practicing new skills #2

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)

H. Making generalization and

Identify different implications of the genetic information on traits and disease (5min)
abstraction about the lesson

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

End of the topic questions (5MINS):

1. Which of the topics
J. Additional activities for interest you the most? Why?
application or remediation 2. Which of the topics interest you the least? Why?
3. Did the activities help you understand the topic (Y/N)? Explain your answer.
4. Did you see the significance/ connection of the topic in your life?
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned 80% in
evaluation

B. No. of Learners who required additional

activities for remediation who scored below
80%
C. Did the remedial lessons work? No. of
learners who caught up with the lesson

D. No. of Learners who continue to require

remediation

E.Which of my teaching strategies worked

well? Why did these work?

F. What difficulties did I encounter which my

principal/supervisor help me solve?
G. What innovation or localized materialsdid
I used/discover which I wish to share with
other teachers?
chool Grade Level 11-GAS
Learning Area EARTH AND LIFE SCIENC
Quarter 2ND QUARTER

SION 2 SESSION 3 SESSION 4

duction; how genes work; and how genetic engineering is used to

substances that can trigger genetic disorders such as phenylketunaria

er of genetic information

n.

d, then give the

y already know or

t he or she inherited
physical, talent or
ts and show it to the

ol/object he or she
on. This can then be

ral Dogma (60MINS)

 Based on their
ole process of the
process may be given

quence, a game of
m the one letter
o base sequences or

, Proline and
dents can decode into
ange in the

s and disease (5min)

ow students to
pairs or individually.
the lesson and learn
ons or multiple-
s which can help the

gma?
rotein synthesis?
diseases?
xplained by the

Filipinos?
n in fielding a group

ool.com

hich of the topics

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:

B. Performance Standards
1. Conduct a survey to assess the possible geologic hazards that your community
may experience. (Note: Select this performance standard
if your school is in an area near faultlines, volcanoes, and steep slopes.)
2. Conduct a survey or design a study to assess the possible hydrometeorological
hazards that your community may

C. Learning Competencies/
Objectives
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
At the end of the lesson, the learners will be able to:
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

II. CONTENT History of the Earth: Geologic Time Scale

II. LEARNING RESOURCES
A. References
1. TG pages 135-141
2. LM pages N/A
3. Textbook pages N/A
4. Additional Materials
from LR Portal
B. Other Learning Resources Quipperschool.com
IV. PROCEDURES
 PRE- CLASS PREPARATION
1. Scout for an area or location that is ~ 50 m long (e.g. a hallway, gym,
multipurpose hall, open area); 2. Assess for hazards specially if area chosen
is outdoors (e.g. interaction with vehicles); 3. Cut cartolina (four different
colors) into notebook size pieces
4. Using a permanent marker, write down on the cartolina the significant
events in Earths History , Use a separate color per event type (Event Tags)
A. Reviewing previous lesson or
5. Print out several copies of the blank geologic time scale which can be
presenting new lesson
downloaded from: http://
serc.carleton.edu/files/introgeo/interactive/examples/bgeotime.pdf
1. Introduce the following learning objectives (5MINS) :
a. Appreciate the immensity of geologic time and recognize that the Earth
has a very long history;
b. Identify the timing and duration of the major events in Earths History;
c. 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

Give a demonstration/lecture/simulation (45 MINS)

Lecture proper (Outline) Activity
This lesson was adapted from:
http://www.teachersdomain.org/resource/ tdc02.sci.life.div.lp_divdeeptime/
Divide class into groups of 5 -10 students. Distribute the blank geologic time
scale to each student. Each group will create their own time scales. In the
preselected area, use a measuring tape to lay-out a line measuring 46
D. Discussing New concepts and
meters. Use a plastic straw or draw a line using colored chalks (if the ground
practicing new skills #1
surface allows). Mark one end as Today and the other end as 4.6 billion
years. Subdivide the line into 46 one meter sections each representing 100
million years. Mark each subdivision with a masking tape or with colored
chalk. Ask the students to arrange the event cards along their respective time
scales according to their date.
Optional : Ask the students to represent some of significant events by means
of drawings (if the surface allows) using colored chalk.

E. Discussing New concepts and

practicing new skills #2
 The teacher selects one of the time scales made by the students and leads
F. Developing Mastery the discussion of the History of the Earth. Ask the students to recall how the
solar system formed at around 4.6 billion of years ago

G. Finding practical application

of conceps and skills in daily
living

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

I. Evaluating learning Short Quiz in QuipperSchool

J. Additional activities for

application or remediation

V. REMARKS
VI. REFLECTION
A. No. of Learners who earned 80% in evaluation

B. No. of Learners who required additional

activities for remediation who scored below 80%

C. Did the remedial lessons work? No. of learners

who caught up with the lesson

D. No. of Learners who continue to require

remediation

E.Which of my teaching strategies worked well?

Why did these work?

F. What difficulties did I encounter which my

principal/supervisor help me solve?
G. What innovation or localized materialsdid I
used/discover which I wish to share with other
teachers?
 Grade Level 12-Nov
Learning Area EARTH AND LIFE SCIENC
Quarter 2ND QUARTER

SESSION 2 SESSION 3 SESSION 4

 AND LIFE SCIENC
UARTER

SESSION 4