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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)

Detailed Lesson Plan (DLP) Format


DLP No.: Learning Area: Biology 1 Grade Level: Grade11/12 Quarter:1 Duration:
Learning Describe the components of an enzyme Code:
Competency/ies: STEM_BIO11/12-Ii-j-17
(Taken from the Curriculum Guide)
Key Concepts / -Correlate knowledge about biomolecules to understand the functions of enzymes .
Understandings to be
-All enzymes are protein but not all protein are enzymes.
Developed

Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives


Knowledge Categories: Behavioral Verbs:
The fact or condition identify, retrieve, recognize,
Remembering Identify the components that make up
of knowing duplicate, list, memorize,
The learner can recall information and retrieve relevant an enzyme that determines how it
something with repeat, describe, reproduce
knowledge from long-term memory
familiarity gained works.
through experience Understanding interpret, exemplify, classify,
or association The learner can construct meaning from oral, written summarize, infer, compare,
and graphic messages explain, paraphrase, discuss

Skills Applying execute, implement, demonstrate,


The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare,
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect, defend,
complex activities or
Evaluating Detect that enzymes only work
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate on a single specific substrate.
from one's generate, hypothesize, plan, design,
knowledge, practice, Creating
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of
view

Attitude Categories: List of Attitudes:


Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty,
emotional point to, reply, select, sit, Study, use Personal discipline, Perseverance,
areas. 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Sincerity, Patience, Critical
A settled reacts to a particular phenomenon. Learning outcomes may emphasize compliance in thinking, Open-mindedness,
way of responding, willingness to respond, or satisfaction in responding (motivation). Interest, Courteous, Obedience,
thinking or Hope, Charity, Fortitude,
feeling
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Resiliency, Positive vision,
perform, practice, present, read, recite, report, select, tell, write
about Acceptance, Determined,
someone or 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Independent , Gratitude, Tolerant,
something, acceptance to the more complex state of commitment. Valuing is based on the Cautious, Decisive, Self-Control,
typically one internalization of a set of specified values, while clues to these values are expressed in the Calmness, Responsibility,
that is learner's overt behavior and are often identifiable. Accountability, Industriousness,
reflected in Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Industry, Cooperation, Optimism,
a person’s initiate, invite, join, justify, propose, read, report, select, share, study Satisfaction, Persistent, Cheerful,
behavior 4. Organization - Organizes values into priorities by contrasting different values, resolving Reliable, Gentle, Appreciation of Relate
conflicts between them, and creating a unique value system. The emphasis is on one’s culture, Globalism,
comparing, relating, and synthesizing values. enzymes to
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Compassion, Work Ethics, real life
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Creativity, Entrepreneurial Spirit,
Financial Literacy, Global, setting.
synthesize
Solidarity, Making a stand for the
5. Internalizing values - (Characterization): Has a value system that controls their behavior. good, Voluntariness of human act,
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Appreciation of one’s rights,
learner. Instructional objectives are concerned with the student's general patterns of Inclusiveness, Thoughtful,
adjustment (personal, social, emotional). Seriousness, Generous, Happiness,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Modest, Authority, Hardworking,
propose, qualify, question, revise, serve, solve, verify Realistic, Flexible, Considerate,
Sympathetic, Frankness
Values Categories: List of Values:
A learner's 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
principles or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
standards of name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
behavior; 2. Responding to Phenomena - Active participation on the part of the learners. Attends truth, Kindness, Humble
one's and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in 2. Maka-tao
judgment of responding, willingness to respond, or satisfaction in responding (motivation). Concern for Others, Respect for
what is Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, human rights, Gender equality,
important in perform, practice, present, read, recite, report, select, tell, write Family Solidarity, Generosity,
life. 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Helping, Oneness
Go beyond simple acceptance to the more complex state of commitment. Valuing is based on the 3. Makakalikasan
learner’s life internalization of a set of specified values, while clues to these values are expressed in the Care of the environment,
on earth, learner's overt behavior and are often identifiable. Disaster Risk Management,
include Protection of the Environment,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
more than Responsible Consumerism,
initiate, invite, join, justify, propose, read, report, select, share, study
wealth and Cleanliness, Orderliness, Saving
4. Organization - Organizes values into priorities by contrasting different values, resolving
fame, and the ecosystem, Environmental
conflicts between them, and creating a unique value system. The emphasis is on
would affect sustainability
comparing, relating, and synthesizing values.
the eternal 4. Makabansa Display harmony in
destiny of Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Peace and order, Heroism and performing group tasks.
millions. explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Appreciation of Heroes,
Intentionall relate, synthesize National Unity, Civic
y adding 5. Internalizing values - (Characterization): Has a value system that controls their behavior. Consciousness, Social
value to The behavior is pervasive, consistent, predictable, and most importantly, characteristic of responsibility, Harmony,
people the learner. Instructional objectives are concerned with the student's general patterns of Patriotism,
everyday. adjustment (personal, social, emotional). Productivity
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
practice, propose, qualify, question, revise, serve, solve, verify
2. Content Biological molecule

3. Learning Resources Teaching Guide Biology 1,Biology by Miller and Levine,Biology


by Campbell 10th edition
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson Curriculum The teacher will let students answer a work
content. Although at times optional, it is usually included to serve as a warm-up Contextualization sheet by group to relate polymers and
activity to give the learners zest for the incoming lesson and an idea about what
Localization: monomers into a new topic.
it to follow. One principle in learning is that learning occurs when it is conducted
Consider/include here (*see attachment)
in a pleasurable and comfortable atmosphere.
the appropriate Local
Then teacher ask the following:
Heritage Themes:
A. Annual Rites, 1.Which of the following terms that are in the
Festivals, and Rituals work sheet are not familiar to you or not
(Historical/Religious mentioned from the past lesson?
Festivals, Local
2.Do you know what is an enzyme?Is it a
Cultural Festivals,
Local monomer?a polymer?
Delicacies/Products 3.What specific polymer/monomer did you
Festivals, Rituals, match with the term “enzyme”? Why do you
Wedding Ritual, think so that they relate with each other?
Palihi Ritual, Burial
Ritual,
4.2 Activity/Strategy (____ minutes). This is an interactive strategy to B Literary Anthologies Students will be provided individual work sheet
elicit learner’s prior learning experience. It serves as a springboard for new Written In Local for this activity.
learning. It illustrates the principle that learning starts where the learners are. Language (BALITAW, *see attachment
Carefully structured activities such as individual or group reflective exercises, BALAK, Folktales/ Short
group discussion, self-or group assessment, dyadic or triadic interactions, Teacher ask:
Stories, Local Heroes
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like C. Historical Events, 1.What are the small figures trying to
may be created. Clear instructions should be considered in this part of the Enduring Values,
lesson.
Indigenous Materials, represent?
Indigenous Cultural
Communities/Indigenou
s People, Indigenous 2. What are the large figures trying to
Games represent?
D. Topography, Flora/
Fauna (Falls,
3.What is the implication of the right
Mountains, River, Cave,
Trees, Flower, Fauna matching of small figures to large figures in
E. Food & Local
products
order to fit perfectly?
G. Role Model Family
Note:The teacher will synthesize all the
responses of the students.
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.
Critical points are organized to structure the discussions allowing the learners to
1.Can you describe the component of an
maximize interactions and sharing of ideas and opinions about expected issues.
Affective questions are included to elicit the feelings of the learners about the enzyme?
activity or the topic. The last questions or points taken should lead the learners 2.What is the role of substrate?active site?
to understand the new concepts or skills that are to be presented in the next 3.Can you explain the mechanism of enzyme
part of the lesson.
substrate fitting?
4.What do you think will happen if the substrate
does not perfectly fit on the enzyme’s active
site?

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

c) Analysis of Learners’ Products Worksheets for all


(Teachers judge the quality of products produced by learners according to subjects, Essay, Concept
agreed criteria) Maps/Graphic
Organizer, Project,
Model, Artwork, Multi-
media Presentation,
Product made in
technical-vocational
subjects
d) Tests Skill Performance Test,
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Open-Ended Question,
mastery of a skill or knowledge of content) Practicum, 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:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson Research more about how enzymes affect our
daily life.

 Preparing for the new lesson

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.

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.

B. No. of learners who


require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners who
continue to require
remediation.

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)

Detailed Lesson Plan (DLP) Format


DLP No.: Learning Area: Biology 1 Grade Level: 11/12 Quarter:1 Duration:
Learning categorize the biological molecules according to their structure and Code:
Competency/ies: function. STEM_BIO11/12-Ii-j-15
(Taken from the Curriculum Guide)
Key Concepts / unique shape endows a specific function
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 2. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition identify, retrieve, recognize,
Remembering
of knowing duplicate, list, memorize,
The learner can recall information and retrieve relevant
something with repeat, describe, reproduce
knowledge from long-term memory
familiarity gained
Understanding interpret, exemplify, classify, Classify the biological molecule as a
through experience
The learner can construct meaning from oral, written and summarize, infer, compare,
or association
explain, paraphrase, discuss protein or nucleic acid according to
graphic messages
their structure and function.

Skills Applying execute, implement, demonstrate,


The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare, Compare protein and nucleic acid.
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect, defend,
complex activities or
Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's generate, hypothesize, plan, design,
knowledge, practice,
Creating
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of
view

Attitude Categories: List of Attitudes:


Growth in 5. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty,
emotional point to, reply, select, sit, Study, use Personal discipline, Perseverance,
areas. 6. Responding to Phenomena - Active participation on the part of the learners. Attends and Sincerity, Patience, Critical
A settled reacts to a particular phenomenon. Learning outcomes may emphasize compliance in thinking, Open-mindedness,
way of responding, willingness to respond, or satisfaction in responding (motivation). Interest, Courteous, Obedience,
thinking or Hope, Charity, Fortitude,
feeling
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Resiliency, Positive vision,
perform, practice, present, read, recite, report, select, tell, write
about Acceptance, Determined,
someone or 7. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Independent , Gratitude, Tolerant,
something, acceptance to the more complex state of commitment. Valuing is based on the Cautious, Decisive, Self-Control,
typically one internalization of a set of specified values, while clues to these values are expressed in the Calmness, Responsibility,
that is learner's overt behavior and are often identifiable. Accountability, Industriousness,
reflected in Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Industry, Cooperation, Optimism,
a person’s initiate, invite, join, justify, propose, read, report, select, share, study Satisfaction, Persistent, Cheerful,
behavior 8. Organization - Organizes values into priorities by contrasting different values, resolving Reliable, Gentle, Appreciation of
conflicts between them, and creating a unique value system. The emphasis is on one’s culture, Globalism,
comparing, relating, and synthesizing values. Compassion, Work Ethics,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Creativity, Entrepreneurial Spirit,
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Financial Literacy, Global,
synthesize Solidarity, Making a stand for the
5. Internalizing values - (Characterization): Has a value system that controls their behavior. good, Voluntariness of human act, Display
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Appreciation of one’s rights,
learner. Instructional objectives are concerned with the student's general patterns of Inclusiveness, Thoughtful, perseverance
adjustment (personal, social, emotional). Seriousness, Generous, Happiness, in doing the
Modest, Authority, Hardworking,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, activity.
Realistic, Flexible, Considerate,
propose, qualify, question, revise, serve, solve, verify
Sympathetic, Frankness
Values Categories: List of Values:
A learner's 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 7. Maka-Diyos
principles or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
standards of name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
behavior; 2. Responding to Phenomena - Active participation on the part of the learners. Attends truth, Kindness, Humble
one's and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
judgment of responding, willingness to respond, or satisfaction in responding (motivation).
what is Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
important in 8. Maka-tao Integrate solidarity
perform, practice, present, read, recite, report, select, tell, write
life. Concern for Others, Respect for while doing group task
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
Go beyond human rights, Gender equality,
simple acceptance to the more complex state of commitment. Valuing is based on the
learner’s life Family Solidarity, Generosity,
internalization of a set of specified values, while clues to these values are expressed in the
on earth, Helping, Oneness
learner's overt behavior and are often identifiable.
include
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
more than
initiate, invite, join, justify, propose, read, report, select, share, study
wealth and
4. Organization - Organizes values into priorities by contrasting different values, resolving
fame, and
conflicts between them, and creating a unique value system. The emphasis is on 9. Makakalikasan
would affect
comparing, relating, and synthesizing values. Care of the environment,
the eternal
destiny of Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Disaster Risk Management,
millions. explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Protection of the Environment,
Intentionall relate, synthesize Responsible Consumerism,
y adding 5. Internalizing values - (Characterization): Has a value system that controls their behavior. Cleanliness, Orderliness, Saving
value to The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the ecosystem, Environmental
people the learner. Instructional objectives are concerned with the student's general patterns of sustainability
everyday. adjustment (personal, social, emotional). 10. Makabansa
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Peace and order, Heroism and
practice, propose, qualify, question, revise, serve, solve, verify Appreciation of Heroes,
National Unity, Civic
Consciousness, Social
responsibility, Harmony,
Patriotism,
Productivity
2. Content Biological Molecules

3. Learning Resources Teaching Guide Biology 1,Biology by Miller and Levine,Biology


by Campbell 10th edition
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson Curriculum Present the following keywords in class:
content. Although at times optional, it is usually included to serve as a warm-up Contextualization *amino acid *deoxyribonucleic acid
activity to give the learners zest for the incoming lesson and an idea about what
Localization: *nucleotide *ribonucleic acid
it to follow. One principle in learning is that learning occurs when it is conducted
Consider/include here *nucleic acid *protein
in a pleasurable and comfortable atmosphere.
the appropriate Local
Then teacher ask the following:
Heritage Themes:
B. Annual Rites, a.Are you familiar with these words?
Festivals, and Rituals b.Can you give the meaning of these words?
(Historical/Religious c.How are these words related to lipids and
Festivals, Local
carbohydrates?
Cultural Festivals,
Local d. Do you remember what is a monomer, and
Delicacies/Products what relation does it have to the structure and
Festivals, Rituals, function of polymers?
Wedding Ritual,
4.2 Activity/Strategy (____ minutes). This is an interactive strategy to Palihi Ritual, Burial The teacher will prepare stations showing
Ritual,
elicit learner’s prior learning experience. It serves as a springboard for new various models/pictorial media of protein and
B Literary Anthologies
learning. It illustrates the principle that learning starts where the learners are.
Written In Local nucleic acid. Students will have to list down
Carefully structured activities such as individual or group reflective exercises,
group discussion, self-or group assessment, dyadic or triadic interactions,
Language (BALITAW, their observations.
BALAK, Folktales/ Short
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like
Stories, Local Heroes
Teacher ask:
may be created. Clear instructions should be considered in this part of the
C. Historical Events,
lesson.
Enduring Values, 1.What are your significant observations?
Indigenous Materials,
Indigenous Cultural
Communities/Indigenou 2.What are proteins? nucleic acid?
s People, Indigenous
Games 3.How are the proteins and nucleic acid
D. Topography, Flora/
Fauna (Falls,
similar from the way they are constructed?
Mountains, River, Cave,
Trees, Flower, Fauna Note:Teacher synthesizes all the
E. Food & Local
products
responses of the students.
G. Role Model Family

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. How do nucleic acid monomers influence the


function of DNA and RNA?

5.How does DNA and RNA different in


composition and structure?

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.

What are the implications of the fact that


proteins are made from twenty different
monomers, and DNA/RNA from only four?

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

f) Analysis of Learners’ Products Worksheets for all


(Teachers judge the quality of products produced by learners according to subjects, Essay, Concept
agreed criteria) Maps/Graphic
Organizer, Project,
Model, Artwork, Multi-
media Presentation,
Product made in
technical-vocational
subjects
d) Tests Skill Performance Test,
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Open-Ended Question,
mastery of a skill or knowledge of content) Practicum, Pen and
Paper Test, Pre and Pen and paper
Post Test, Diagnostic
Test, Oral Test, Quiz
4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

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.

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.

I. No. of learners who


require additional
activities for
remediation.
J. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
K. No. of learners who
continue to require
remediation.

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)

Detailed Lesson Plan (DLP) Format


DLP No.: Learning Area: Biology 1 Grade Level: 11/12 Quarter:1 Duration:
Learning -Categorize the biological molecules according to their structure and Code:
Competency/ies: function. STEM_BIO11/12-Ii-j-15
(Taken from the Curriculum Guide) - Explain the role of each biological molecule in specific metabolic STEM_BIO11/12-Ii-j-16
processes.
Key Concepts / -Unique shape endows a specific function.
Understandings to be - Glucose are major nutrients for cells which plays a key role in cellular respiration.
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 3. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition identify, retrieve, recognize,
Remembering Identify the biological molecule as a
of knowing duplicate, list, memorize,
The learner can recall information and retrieve relevant
something with repeat, describe, reproduce carbohydrate or lipid according to
knowledge from long-term memory
familiarity gained their structure and function.
through experience
Understanding interpret, exemplify, classify,
or association
The learner can construct meaning from oral, written and summarize, infer, compare,
graphic messages explain, paraphrase, discuss

Skills Applying execute, implement, demonstrate, Discover the role of glucose in


The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
metabolic processes.
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare,
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect, defend,
complex activities or
Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's
knowledge, practice, Creating generate, hypothesize, plan, design, Detect the presence of
The learner can put elements together to form a develop, produce, construct, carbohydrates and lipids in food
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of products using simple tests .
view
Attitud Categories: List of Attitudes:
e 9. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
Growth in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty,
feelings or point to, reply, select, sit, Study, use Personal discipline, Perseverance,
emotional 10. Responding to Phenomena - Active participation on the part of the learners. Sincerity, Patience, Critical thinking,
areas. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize Open-mindedness, Interest,
A settled compliance in responding, willingness to respond, or satisfaction in responding Courteous, Obedience, Hope,
way of (motivation). Charity, Fortitude, Resiliency,
thinking Positive vision, Acceptance,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Determined, Independent ,
or feeling perform, practice, present, read, recite, report, select, tell, write
about Gratitude, Tolerant, Cautious,
11. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges Decisive, Self-Control, Calmness,
someone from simple acceptance to the more complex state of commitment. Valuing is based on the
or Responsibility, Accountability,
internalization of a set of specified values, while clues to these values are expressed in the Industriousness, Industry,
somethin learner's overt behavior and are often identifiable.
g, Cooperation, Optimism,
typically
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
one that initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of
is 12. Organization - Organizes values into priorities by contrasting different values, one’s culture, Globalism,
reflected resolving conflicts between them, and creating a unique value system. The emphasis is on Compassion, Work Ethics, Creativity,
in a comparing, relating, and synthesizing values. Entrepreneurial Spirit, Financial
person’s Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Literacy, Global, Solidarity, Making
behavior formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, a stand for the good, Voluntariness
synthesize of human act, Appreciation of one’s
5. Internalizing values - (Characterization): Has a value system that controls their behavior. rights, Inclusiveness, Thoughtful, Display
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Seriousness, Generous, Happiness,
Modest, Authority, Hardworking, inclusiveness
learner. Instructional objectives are concerned with the student's general patterns of
adjustment (personal, social, emotional). Realistic, Flexible, Considerate, in all task.
Sympathetic, Frankness
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve, verify
Values Categories: List of Values: Integrate humility
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 13. Maka-Diyos in group success.
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends truth, Kindness, Humble
standards and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
of responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
one's perform, practice, present, read, recite, report, select, tell, write
judgment 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is simple acceptance to the more complex state of commitment. Valuing is based on the
important internalization of a set of specified values, while clues to these values are expressed in the 14. Maka-tao
in life. learner's overt behavior and are often identifiable. Concern for Others, Respect for
Go
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, human rights, Gender equality,
beyond Family Solidarity, Generosity,
initiate, invite, join, justify, propose, read, report, select, share, study
learner’s Helping, Oneness
4. Organization - Organizes values into priorities by contrasting different values, resolving
life on 15. Makakalikasan
conflicts between them, and creating a unique value system. The emphasis is on
earth, Care of the environment, Disaster
comparing, relating, and synthesizing values.
include Risk Management, Protection of
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, the Environment, Responsible
wealth explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Consumerism, Cleanliness,
and fame, relate, synthesize Orderliness, Saving the
and would 5. Internalizing values - (Characterization): Has a value system that controls their ecosystem, Environmental
affect the behavior. The behavior is pervasive, consistent, predictable, and most importantly, sustainability
eternal characteristic of the learner. Instructional objectives are concerned with the student's 16. Makabansa
destiny of general patterns of adjustment (personal, social, emotional). Peace and order, Heroism and
millions. Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Appreciation of Heroes, National
Intention practice, propose, qualify, question, revise, serve, solve, verify Unity, Civic Consciousness, Social
ally responsibility, Harmony,
adding Patriotism,
value to Productivity
people
everyday.
2. Content Biological Molecules

3. Learning Resources Teaching Guide Biology 1,Biology by Miller and Levine,Biology


by Campbell 10th edition
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson Curriculum 1. Divide the class into groups of three.
content. Although at times optional, it is usually included to serve as a warm- Contextualization 2. Distribute sample food or nutrition labels to
up activity to give the learners zest for the incoming lesson and an idea about
Localization: each group and ask them if they know how to
what it to follow. One principle in learning is that learning occurs when it is
Consider/include here
conducted in a pleasurable and comfortable atmosphere.
the appropriate Local interpret the information written on the food
Heritage Themes: labels. (see food lable sample attachment).
C. Annual Rites,
Festivals, and
Then teacher ask the ff. questions:
Rituals a. Would you agree that this is the reasonable
(Historical/Religiou amount of food you would consume per
s Festivals, Local
Cultural Festivals,
serving? How many total food calories (C) are
Local in this container?
Delicacies/Products b. How much fat is present in one serving?
Festivals, Rituals,
What kind of fat? What is the importance of
Wedding Ritual,
Palihi Ritual, Burial consuming fats in our diet?
Ritual, c. How much carbohydrates are present in
B Literary Anthologies
Written In Local
one serving? What kind of carbohydrates?
Language (BALITAW, What is the importance of consuming
BALAK, Folktales/
Short Stories, Local
carbohydrates in our diet?
Heroes d. Decide on whether this food sample can be
C. Historical Events, eaten often or sparingly and justify.
Enduring Values,
Indigenous Materials, Note: Explain to the learners that this lesson
Indigenous Cultural will describe the structure of carbohydrates
Communities/Indigen
and lipids
ous People,
Indigenous Games
D. Topography, Flora/
Fauna (Falls,
4.2 Activity/Strategy (____ minutes). This is an interactive strategy to Mountains, River, Food laboratory test for lipid (fat)and
elicit learner’s prior learning experience. It serves as a springboard for new Cave, Trees, Flower, carbohydrate(starch)
learning. It illustrates the principle that learning starts where the learners are. Fauna
Carefully structured activities such as individual or group reflective exercises, E. Food & Local
group discussion, self-or group assessment, dyadic or triadic interactions, products *see attachment for procedure.
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like G. Role Model Family Teacher ask the following:
may be created. Clear instructions should be considered in this part of the 1.What were the food products that contain
lesson.
fats?starch?
2.Is it good for us to know the food
component of what we are eating?Explain.
3.Where does these food components come
from?
Note:Teacher synthesizes all the responses
of the students.

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:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 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.

P. No. of learners who


require additional
activities for
remediation.
Q. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
R. No. of learners who
continue to require
remediation.

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.

The sugar after the Iodine was added.


As you can see, the Iodine did not change color,
meaning that the sugar contains no starch.

SEP: Testing for Lipids, Proteins and Carbohydrates


http://seplessons.ucsf.edu/node/362

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