DLP - STEM - BIO1112 Ii J 15 19
DLP - STEM - BIO1112 Ii J 15 19
DLP - STEM - BIO1112 Ii J 15 19
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
4.4 Abstraction (____ minutes). This outlines the key concepts, important Teacher ask:
skills that should be enhanced, and the proper attitude that should be 1.How are enzymes related to biological
emphasized. This is organized as a lecturette that summarizes the learning
molecules?
emphasized from the activity, analysis and new inputs in this part of the lesson.
2.Are proteins all enzymes? Are enzymes all
protein?
4.5 Application (____ minutes). This part is structured to ensure the Prepare a skit and emphasize how enzymes
commitment of the learners to do something to apply their new learning in their affect our lives.
own environment.
Scoring guide:
Content-4
Acting?dialogue-3
Organization-3
10
4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether
learning objectives have been met for a specified duration, b) Remediate
and/or enrich with appropriate strategies as needed, and c) Evaluate whether
learning intentions and success criteria have been met. (Reminder: Formative
Assessment may be given before, during, or after the lesson). Choose any from
the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play,
(Formal and informal observations of learners’ performance or behaviors are Oral Presentation,
recorded, based on assessment criteria) Dance, Musical
Performance, Skill
Demonstration, Group
Activity (e.g. Choral
Reading), Debate,
Motor & Psychomotor
Games, Simulation
Activities, Science
Experiment
b) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain insights on Activities, Written Work
their understanding and to progress and clarify their thinking) and Essay, Picture
Analysis, Comic Strip,
Panel Discussion, Think-Pair-Share
Interview, Think-Pair-
Share, Reading
4.7 Assignment (____ minutes). Fill-in below any of the four purposes:
Enhancing / improving the day’s lesson Research more about how enzymes affect our
daily life.
5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.
6. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? 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. Indicate below whichever is/are appropriate.
A. No. of learners who
earned 80% in the
evaluation.
E. Which of my
learning 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?
Prepared by:
Name: School:
Position/Designation: Division:
Contact Number: Email address:
Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others
Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
4.3 Analysis (____ minutes). Essential questions are included to serve as a Teacher ask:
guide for the teacher in clarifying key understandings about the topic at hand. 1.What are monomers of nucleotides called?
Critical points are organized to structure the discussions allowing the learners to
What are the monomers in protein called?
maximize interactions and sharing of ideas and opinions about expected issues.
Affective questions are included to elicit the feelings of the learners about the 2. What are the different structures of protein?
activity or the topic. The last questions or points taken should lead the learners
to understand the new concepts or skills that are to be presented in the next 3.There are 20 different types of monomers in
part of the lesson.
proteins. What makes each of these monomers
unique?
4.4 Abstraction (____ minutes). This outlines the key concepts, important Teacher ask:
skills that should be enhanced, and the proper attitude that should be
emphasized. This is organized as a lecturette that summarizes the learning
emphasized from the activity, analysis and new inputs in this part of the lesson.
4.5 Application (____ minutes). This part is structured to ensure the Make a comic strip about protein and nucleic
commitment of the learners to do something to apply their new learning in their acid showing their complex structure and
own environment.
function.Imagine that their conversation
happens within your body.
Scoring Guide:
Content-5
Creativity-3
Neatness-2
10
4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether
learning objectives have been met for a specified duration, b) Remediate
and/or enrich with appropriate strategies as needed, and c) Evaluate whether
learning intentions and success criteria have been met. (Reminder: Formative
Assessment may be given before, during, or after the lesson). Choose any from
the Assessment Methods below:
Assessment Method Possible Activities
d) Observation Investigation, Role Play,
(Formal and informal observations of learners’ performance or behaviors are Oral Presentation,
recorded, based on assessment criteria) Dance, Musical
Performance, Skill
Demonstration, Group
Activity (e.g. Choral
Reading), Debate,
Motor & Psychomotor
Games, Simulation
Activities, Science
Experiment
e) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain insights on Activities, Written Work
their understanding and to progress and clarify their thinking) and Essay, Picture
Analysis, Comic Strip,
Panel Discussion,
Interview, Think-Pair-
Share, Reading
11. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.
12. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? 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. Indicate below whichever is/are appropriate.
H. No. of learners who
earned 80% in the
evaluation.
L. Which of my
learning strategies
worked well? Why
did these work?
M.What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
N. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:
Name: School:
Position/Designation: Division:
Contact Number: Email address:
Bibliography
Appendices: (attach all materials that will be used)
4. Activity Sheet …
5. Formative Assessment …
6. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others
Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
4.3 Analysis (____ minutes). Essential questions are included to serve as a Teacher ask the following:
guide for the teacher in clarifying key understandings about the topic at hand.
a. What are carbohydrates?
Critical points are organized to structure the discussions allowing the learners
to maximize interactions and sharing of ideas and opinions about expected b. How are carbohydrates formed?
issues. Affective questions are included to elicit the feelings of the learners c. How are carbohydrates classified?
about the activity or the topic. The last questions or points taken should lead
the learners to understand the new concepts or skills that are to be presented d.Can you give an example of a
in the next part of the lesson. monosaccharide?What is a key role of glucose
in the cell?
d. What are lipids?
e. How are lipids classified?
4.4 Abstraction (____ minutes). This outlines the key concepts, important Teacher will ask:
skills that should be enhanced, and the proper attitude that should be 1.Do you think all foods contain carbohydrate and
emphasized. This is organized as a lecturette that summarizes the learning
lipid?
emphasized from the activity, analysis and new inputs in this part of the
lesson. 2.How does glucose play an important role in
metabolic processes?
4.5 Application (____ minutes). This part is structured to ensure the Students are tasked to make a meal plan for dinner
commitment of the learners to do something to apply their new learning in and find out if the food they have list down
their own environment.
contains carbohydrate or lipid.
4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether
learning objectives have been met for a specified duration, b) Remediate
and/or enrich with appropriate strategies as needed, and c) Evaluate whether
learning intentions and success criteria have been met. (Reminder: Formative
Assessment may be given before, during, or after the lesson). Choose any
from the Assessment Methods below:
Assessment Method Possible Activities
g) Observation Investigation, Role
(Formal and informal observations of learners’ performance or behaviors are Play, Oral
recorded, based on assessment criteria) Presentation, Dance,
Musical Performance,
Skill Demonstration,
Group Activity (e.g.
Choral Reading),
Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment
h) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain insights on Activities, Written
their understanding and to progress and clarify their thinking) Work and Essay,
Picture Analysis,
Comic Strip, Panel
Discussion, Interview,
Think-Pair-Share,
Reading
i) Analysis of Learners’ Products Worksheets for all
(Teachers judge the quality of products produced by learners according to subjects, Essay,
agreed criteria) Concept
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
Presentation, Product
made in technical-
vocational subjects
d) Tests Skill Performance
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Test, Open-Ended
mastery of a skill or knowledge of content) Question, Practicum, Pen and Paper
Pen and Paper Test,
Pre and Post Test,
Diagnostic Test, Oral
Test, Quiz
4.7 Assignment (____ minutes). Fill-in below any of the four purposes:
Preparing for the new lesson Research other biological molecules other than
lipid and carbohydrates.
4.8 Concluding Activity (____ minutes).
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote,
parable or a letter that inspires the learners to do something to practice their new learning.
17. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.
18. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? 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. Indicate below whichever is/are appropriate.
O. No. of learners who
earned 80% in the
evaluation.
S. Which of my
learning strategies
worked well? Why
did these work?
T. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
U. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:
Name: School:
Position/Designation: Division:
Contact Number: Email address:
Bibliography
Appendices: (attach all materials that will be used)
7. Activity Sheet …
8. Formative Assessment …
9. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others
1.sample nutrient label
2.Activity:Food Lab test Guide
Fat Test
For the fat test, we tested samples of milk, butter, peanut butter, olive oil,egg whites, an egg yolk, heavy cream, sunflower seeds,
sesame seeds and yogurt. We also used water for the control sample. We tested them by taking a big piece of brown paper-bag-type
paper, drawing squares for the samples, and spreading a little of each food in its square. We than waited for around 15 minutes for
the food samples to dry. Once dry, any sample containing fat left a dark grease stain on the paper.
Starch Test
The starch test was slightly more complicated. For the starch test, we made samples of cooked pasta, bread, crackers, a blue chip,
flour, a potato, sugar, corn starch. Again, we used water as a control. For the set-up, we took a small sample of each food, and put it in
a small plastic cup. For the testing, we put a few drops of iodine on the sample. If the sample contained starch, the drops turned blue.
This is because (from Wikipedia) "Starch forms an unstable complex (blue colored) in low concentrations of Iodine."
The potato after the Iodine was added.
As it's reacting with the starch,
the brown Iodine turns dark blue.