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    COT No. 2

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    Rina Romano
    1. The lesson plan outlines a biology class for 10th grade students that will teach them about protein synthesis from DNA. 2. Students will learn the central dogma of biology by illustrating how DNA is transcribed into mRNA and then translated into proteins using the genetic code. 3. Activities include a game to identify differences between DNA and RNA, watching a video on transcription and translation, arranging comic strips of the process in order, and a codon bingo activity to reinforce the genetic code.

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    COT No. 2

    Uploaded by

    Rina Romano
    92 views4 pages
    1. The lesson plan outlines a biology class for 10th grade students that will teach them about protein synthesis from DNA. 2. Students will learn the central dogma of biology by illustrating how DNA is transcribed into mRNA and then translated into proteins using the genetic code. 3. Activities include a game to identify differences between DNA and RNA, watching a video on transcription and translation, arranging comic strips of the process in order, and a codon bingo activity to reinforce the genetic code.

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    CLASSROOM OBSERVATION

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    COT-no.-2

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    1. The lesson plan outlines a biology class for 10th grade students that will teach them about protein synthesis from DNA. 2. Students will learn the central dogma of biology by illustrating how DNA is transcribed into mRNA and then translated into proteins using the genetic code. 3. Activities include a game to identify differences between DNA and RNA, watching a video on transcription and translation, arranging comic strips of the process in order, and a codon bingo activity to reinforce the genetic code.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    92 views4 pages

    COT No. 2

    Uploaded by

    Rina Romano
    1. The lesson plan outlines a biology class for 10th grade students that will teach them about protein synthesis from DNA. 2. Students will learn the central dogma of biology by illustrating how DNA is transcribed into mRNA and then translated into proteins using the genetic code. 3. Activities include a game to identify differences between DNA and RNA, watching a video on transcription and translation, arranging comic strips of the process in order, and a codon bingo activity to reinforce the genetic code.

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    © All Rights Reserved
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    Daily Lesson Plan in Grade 10 Biology

    School Sabino Rebagay Memorial HS Grade Level 10


    Teacher Rina R. Romano Learning Area Science (Biology)
    Time and Date 4TH Week Day 3 Quarter 3rd Quarter

    I. OBJECTIVES
    A. Content The learners demonstrate an understanding of:
    Standard 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
    Standard
    C. Learning The learners should be able to:
    Competency Explain how protein is made using information from DNA. (S10LTIIId-37)
    D. Specific At the end of the lesson, the students should be able to:
    Learning Outcome 1. Illustrate the central dogma of biology.
    2. Transcribe DNA sequences into mRNA sequence.
    3. Translate the mRNA codon into specific amino acid using the genetic
    code.

    II. CONTENT
    Module 2: Heredity and Inheritance
    Lesson 2: Protein Synthesis
    Duration: 1 day
    III. LEARNING
    RESOURCES
    A. Reference
    s
    1. Teacher’s Science TG pg. 203-309
    Guide pages
    2. Learner’s Science LM pg. 275-279
    Material
    pages
    3. Textbook Evangelista, E. et.al. (2015). Science in Today’s World 10 . Quezon City.
    pages SIBS Publishing House Inc., pp.
    4. Additional
    Materials
    from
    Leaning
    Resource
    (LR) Portal

    IV.
    PROCEDURES
    Preliminaries - The students lead the prayer and arrange the seat afterwards.
    - The teacher checks the attendance.
    A. Elicit (5mins.) The teacher prepares a game called. “Pass the Cabbage”.

    • Prior to the game the teacher prepares a cabbage model wherein each
    paper contains a statement.
    • As a song is played, the cabbage is passed on by the student to the
    person next to her/him.
    • When the music stops, the person holding the “cabbage” peels off the
    paper and identify the difference between DNA and RNA. The students
    will refer to the diagram below to answer the questions.
    Questions:

    Basis of Comparison DNA RNA


    1. Number of strands
    (Single stranded/double stranded)
    2. Location in the cell (Nucleus/Cytoplasm)

    3. Type of sugar
    (Deoxyribose/Ribose)
    4. Nitrogenous base pair
    (Adenine/Thymine/Guanine/Cytosine/Uracil)

    B. Engage (5 - Let the students answer the following questions:


    mins.)  What happens when two or three persons are asked to relay a
    message to another person’s?
     Is the message always completely and correctly received? Why or
    why not?

    C. Explore (10
    mins.) - The students will watch the video about Transcription and
    Translation.
    - Let the students be guided by the following questions:
    a. What are the steps in making protein?
    b. What are the three types of RNA?
    c. Why is protein synthesis important?

    The teacher divides the class into 3 groups. The group will be given a
    comic strip showing a story about protein synthesis. After reading the
    comic strip and guided by the video they watched, let them arrange
    chronologically (1-6) the steps of transcription and translation. They will
    also answer the guide questions below.

    Guide Question:
    1. How does transcription take place?
    2. How does translation take place?
    3. A construction worker brings hollow blocks to build a wall. What part
    of translation resembles the construction worker’s job? What do the
    hollow blocks represent?

    D. Explain (20  Each group presents their output in front of the class.
    mins.)
     The students will discuss the diagram below showing how
    transcription and translation is involved in making a protein

    DNA sequence TAC- TAG- AGC-


    Transcription ATT
    mRNA sequence AUG- AUC- UCG-
    UAA
    tRNA sequence UAC- UAG- AGC-
    Translation AUU
    Amino Acids coded Met- Ile- Ser
    into Protein

    The teacher will show a nucleotide base sequence of a DNA. The


    students will be asked to do the following:
    a. Fill in the complementary DNA triplet using DNA base pairing rule.
    b. Transcribe the bottom DNA strand
    c. Fill in the mRNA codon
    d. Use the codon chart and write the 3-letter abbreviated amino acid and
    the correct tRNA anticodon.

    E. Elaborate (15  Through Think-Pair-Share, the students will play the “CODON
    mins.) BINGO”.
    (See attached activity sheets)

    F. Evaluate (5 A. Fill in the table with the needed information.


    mins) Note: Use the genetic code to identify the amino acids.

    Order of
    Order of Amino Acid
    Order of bases in
    bases in Coded into
    bases in DNA mRNA
    tRNA proteins.
    (codon)
    TAG AUC
    CAT
    ACA UGU
    AAA
    GAA CUU

    Questions:
    1. How does mRNA is converted into amino acids?
    2. What is the role of tRNA in the process of protein synthesis?

    B. Illustrate how protein is made using from DNA molecules.

    G. Extend (5  Identify 5 diseases that might occur when protein synthesis goes
    mins) wrong?
    V. REMARKS

    Additional References:
     Protein Synthesis Song
    https://www.youtube.com/watch?v=xzmMg337_UE
     Video about Transcription and Translation
    https://www.youtube.com/watch?v=8_f-8ISZ164

    Prepared by:

    RINA R. ROMANO
    Teacher I

    NOTED:

    SALVACION R. RAQUID, PhD


    Principal I

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