School Grade Level 12
Teacher Katewin Mae H. Acdal Learning EARTH
Giscele S. Andres Area AND LIFE
Rizalyn C. Balila SCIENCE
Mark B. Buduan
Lovely S. Dela Cruz
Christine Jael C. Quizano
MY DAILY LESSON PLAN Teaching Dates and December 10, 2021 Quarter 2
Time (1 hour)
DAY: Friday
TIME GRADE & SECTION ROOM
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary
I. OBJECTIVES procedures must be followed and if needed additional lessons exercises and remedial activities maybe done for
developing content knowledge and competencies. These are assessed using formative assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning
the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate an understanding of how genes work and how genetic
A. Content Standards
engineering is used to produce novel products.
B. Performance Standards The learners should be able to conduct a survey of products containing substances
that can trigger genetic disorders such as phenylketonuria
Learning Competency:
Describe the process of genetic engineering.
Learning Objectives:
C. Learning Competencies/Objectives 1. Define genetic engineering;
2. Describe the techniques in genetic engineering as based from the situation
given; and
3. Appreciate the role of genetic engineering to human life.
Write the LC code for each (S11/12LT-IIej-17)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The
content can be tackled in a week or two.
II. CONTENT
GENETIC ENGINEERING (GMOs, CLONING)
List the materials to be used in different days. Valid sources of materials sustain children’s interest in the lesson and in
III. LEARNING RESOURCES learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development
A. References
1. Teacher’s Guide pages N/A
2. Learner’s Material pages N/A
3. Textbook pages N/A
4. Additional Materials from Learning N/A
Resource (LR) portal
B. Other Learning Resources https://www.researchgate.net/figure/provides-an-example-of-a-concept-map-Concept-maps-are-
diagrams-that-consist_fig1_228547059
https://www.livemaster.com/topic/3099485-fantastic-insects-by-hiroshi-shinno
https://www.nationalgeographic.org/encyclopedia/genetically-modified-organisms/
https://ohioline.osu.edu/factsheet/HYG-5058
https://www.pinterest.ph/pin/396879785889002126/
https://www.bbc.com/news/science-environment-25885756
https://www.voanews.com/science-health/philippines-approves-gmo-rice-fight-malnutrition
https://allianceforscience.cornell.edu/blog/2019/01/gmo-corn-transforming-farmers-lives-philippin
es/#:~:text=The%20Philippines%20is%20the%20first,resistant%20Bt%20brinjal%2C%20or%20e
ggplant
https://www.cas.miamioh.edu/mbiws/geneticengineering/how.htm
https://youtu.be/DIM38NlkWEo
Earth and Life Science Learning Activity Sheet written by Mr. Jackson B. Casibang
https://www.scholastic.com/content/dam/teachers/lesson-plans/migrated-featured-files/persuasiv
eessay.pdf
C. Routinary Activities 1. Prayer
2. Checking of Attendance
3. Greetings/Readiness Check
These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by the demonstration of learning by the students which you can infer from formative assessment
IV. PROCEDURES activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate time allotment for each step.
A. Reviewing previous lesson or Spin the Wheel. Short review on the Central dogma. (5 minutes)
presenting the new lesson The teacher will present a concept map to be filled out by students using the
appropriate words coming from the word pool. The activity begins by spinning the
wheel, using the app Wheel of Names, the name of the student to which the arrow
landed will give an entry. If his/her answer is correct, then the teacher will again spin the
wheel to choose another student. The process continues until the whole concept map is
complete.
B. Establishing a purpose for the Real or Unreal. Fact or Bluff game on real life and fictional organisms. (3 minutes)
lesson The teacher will present thought-provoking images of various organisms to the learners.
😂
On each image, the teacher will ask the learners if the organism is real (meaning the
organisms already exist in real life), if so, the students will click this emoji ( ), if the
😮
organism is fake (meaning, the organisms are products of fiction), then the student will
click this ( ).
C. Presenting examples/instances of The teacher will ask the learners the following questions:
the new lesson 1. How will you describe the organisms that were presented?
2. How can these organisms achieve their new characteristics? (3 mins.)
D. Discussing new concepts and Line It Up (video-based instruction).(15 minutes)
practicing new skills #1 Ask the students to share what they know about genetic engineering. Supplement it by
E. Discussing new concepts and giving a brief background about the topic. After giving a simple background, present
practicing new skills #2 unorganized/disarranged steps of genetic engineering and ask the students to arrange
these steps based on their prior knowledge. To confirm if their answers are correct,
provide a simple video presentation that discusses GE.
F. Developing mastery Ask the following questions to the students. (3 minutes)
(Leads to Formative Assessment 3) 1. What is a gene of interest?
2. Give the different enzymes involved in genetic engineering and their roles.
G. Finding practical applications of SCIENCE DETECTIVES! (15 minutes)
concepts and skills in daily living The class will be divided into two groups, each group will be assigned to study specific
H. Making generalizations and GMO which is either Bt corn or Golden rice. Upon joining their group’s break-out room,
abstractions about the lesson the students will be given a learning kit which consists of a podcast and the script for
the podcast. The students shall study the content of the learning kit for them to answer
the guide questions given to their group. Afterwards, they will present their answers to
the class.
I. Evaluating learning AM I OUT OF THIS WORLD? (10 minutes)
To ignite the learners’ creativity, the teacher will ask the learners to draw/ illustrate an
organism in any form/ material available. The learners may use an existing organism as
base and modify the parts. The organism may consist of out of this world or combined
real-life characteristics or parts. The organism is the learners’ creation thus, they can go
as creative and as artistic as they can. In the new normal teaching-learning set up, a
picture of the artwork will be uploaded in padlet. Following the picture will be the
learners description of the drawing/ organism and explanation of the reason why they
want to create such organisms, what genes have been modified, and what are the
benefits and possible drawbacks of having the organism in real-life. For offline and
modular learner, the learner may submit the artwork itself to the teacher along with the
printed copy of the write-up.
J. Additional activities for application Position Paper. (3 minutes)
or remediation Learners, after studying the different articles regarding Genetic Engineering, will be
asked if they support Genetic Engineering or not. Basically, they will be answering the
question "Are you Pro-Genetic Engineering or Anti-GE? Why? Why not?". (Learners
have to post in the padlet using the Hashtag #GeneticEngineering)
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student's progress this week. What works?
VI. REFLECTION What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for
you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% on
the formative assessment
B. No of learners who require
additional activities for remediation
Did the remedial lessons work?
C. 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 or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
