School: Grade Level: 10

Teacher: Learning Area: Science

GRADES 10 Teaching Dates and
DAILY LESSON LOG Time: Quarter: 3rd Quarter Week 4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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
C. Learning 5. Explain how protein is made using information from DNA; (S10ELT - IIId - 37)
Competencies  Describe DNA and  Describe and explain  Identify the role of  Identify the role of Summative
RNA molecule the process of DNA specific RNA molecule specific RNA molecule Assessment
 Compare the structure replication (mRNA and tRNA) (rRNA) responsible for
of DNA and RNA responsible for transcription
molecule transcription.
 Explain transcription
Peace Education
Integration
II. Content Heredity: Inheritance and Variation
III. Learning
Resources
A. References
1. Teacher’s Guide pp 191- 195 pp 195 - 199 pp 199 - 202 pp 203 - 206 pp 215
Pages
2. Learner’s Materials pp 263 - 268 pp 269 - 271 pp 272 - 275 pp 275- 279 pp 295 - 296
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR) Portal)
B. Other Learning
Resources
IV. Procedures
Elicit Recall: (Validation of the Recall: Review: let the students to
4 nitrogenous bases of extended activity: Briefly discuss the steps in arrange the jumbled
DNA and RNA molecule Attachment # 3 from Day DNA replication.
- adenine 1) 1. IONTPIRCSNART
- thymine Some random student will 2. ARMN
- cytosine choose a word in the box 3. ARTN
- guanine and write it on the 4. CILURA
- uracil(RNA) Venn Diagram illustrated 5. TIATIONINI
in the Manila paper. 6. GATIONONLE
7. MINATERTION

Answer:
1. Transcription
2. mRNA
3. tRNa
4. Uracil
5. Initiation
6. Elongation
7. Termination
Engage Group Activity: Show a video presentation Ask the students, “Can you See Attachment
Each group will make a about DNA replication imagine a car being
model of DNA and RNA and ask the students the assembled in a car factory? Video: TRANSLATION
molecule with the given following questions:
cut outs of DNA and RNA See Attachment # 1 Video link:
templates. 1. Why does DNA (Quarter 3-Week 4-Day3) https://www.youtube.com/
replicate? watch?v=5bLEDd-PSTQ
See Attachment # 1 (To produce a copy of (Relate the Car making
(Quarter 3-Week 4-Day1) the genetic material that analogy with transcription,
will be transferred to refer to Learner’s material
new cells during mitosis page 272
or to new gametes *optional:
during meiosis) Show a video clip about
2. Which nitrogen bases transcription and let
fit together? students jot down
(Adenine-Thymine, important notes
Guanine- Cytosine)
3. When a DNA molecule Video: TRANSCRIPTION
unzips to form two
strands, what is added to Video link:
each strand? What is https://www.youtube.com/
produced? watch?v=_Zyb8bpGMR0
(Complementary bases &t=25s
attach to exposed bases
on the strands so that
two complete molecules
of DNA are produced)
4. What is the copying of
the DNA called?
(Replication)
5. How is the gene in the
DNA coded?
(It is usually coded by a
particular sequence of
base triplet called
codons.)
6. In what form does a
gene carry information?
(A gene carries
information through the
sequence of nitrogenous
bases that may code for
RNA or amino acids in
proteins.)

Video link:
https://www.youtube.com/
watch?v=Qqe4thU-os8
Explore Group Activity: Group Activity
Activity 1 in Learner’s Each group will do the
material page 266 Activity 2: DNA makes
DNA page 269 -270 in
*See Attachment # 2 Learner’s Material and
(Quarter 3-Week 4-Day1) answer the guide
questions.
See Attachment #1
(Quarter3-Week4-Day2)
Explain In 2 minutes each group In 2 minutes each group
will present their will present their output to
observations in the class. the class.
Elaborate See Attachment Discuss the answers in the
Video: DNA and RNA given guide questions.
structure
Video link: 1. Compare the two new
https://www.youtube.com/ strands. Are they the same
watch?v=apaP9a079po or different? Why?
The students will have a 2. How do the nucleotides
generalization about the in DNA pair?
structure of DNA and
RNA 3. How do you compare a
DNA molecule to a
zipper?
4. How is information
from the DNA passed on
from one cell to another?
5. How does the structure
of a DNA molecule help
account for the great
variety of life that exists
on Earth?
Group Activity
Each group will do the
Activity 3: What’s the
Message pages 273- 274
Learner’s Material and
answer the guide
questions.
See Attachment # 2
(Quarter 3-Week 4-Day3)
In 2 minutes each group
will present their output to
the class.
Discuss the answers in the
given guide questions.
1. Does the mRNA model
more closely resemble the
DNA strand from which it
was transcribed?
2. Explain how the
structure of DNA enables
the molecule to be easily
transcribed. Why is this
important for genetic
information?
3. Why is RNA important
to the cell?
4. How does a mRNA
molecule carry information
from DNA?
Group Activity:
Each group will perform
Activity 4: Relay the
Message pages 276- 277 in
Learner’s Material and
answer the guide questions.
See ATTACHNMENT # 1
(Quarter 3-Week4-Day 4)
In 2 minutes each group
will present their output to
the class.
Discuss the answers in the
given guide questions.
1. What are the four
nucleotide bases present in
tRNA? Do these bases
differ from those found in
mRNA?
2. What base in mRNA can
only join with the adenine
base of RNA? Uracil base
of tRNA?
3. What is a codon? What
does it represent?
4. What is the role of tRNA
in protein synthesis?
5. How does a tRNA
molecule carrying its amino
acid recognize which codon
to attach?
6. You have learned that
there is a stop codon that
signals the end of an amino
acid chain. Why is it
 Refer to Teacher’s guide
pages 197- 198 for
possible answers.
Refer to Learner’s
material page 271 for
more inputs.
Refer to Teacher’s guide
pages 199-202 for possible
answers.
Refer to Learner’s material
pages 274 - 275 for more
inputs.
important that a stop codon
be part of protein synthesis?
7. A construction worker
brings hollow blocks to
build wall. What part of
translation resembles the
construction worker’s job?
What do the hollow blocks
represent?

Refer to Teacher’s guide

pages 205- 206 for possible
answers.
Evaluate Guide questions in Guide questions in Guide questions in Activity Guide questions in Activity
Activity 1 will serve as an Activity 2 will serve as an 3 will serve as an 4 will serve as an
evaluation. evaluation. evaluation. evaluation.
Extend See Attachment # 3 See Attachment # 2 See Attachment # 3 See Attachment # 2
(Quarter 3-Week 4-Day1) (Quarter3-Week4-Day 2) (Day 3-Quarter 3-week 4) (Quarter 3-Week4-Day 4)
V. Remarks
VI. Reflection
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
requires additional acts.
for remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who caught up
with the lessons
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal/supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?