Republic of the Philippines

PALAWAN STATE UNIVERSITY

College of Teacher Education
Puerto Princesa City

A LESSON PLAN IN GRADE 10 SCIENCE

Topic/Title Central Dogma: Translation

Grade Level Grade 10
Time Allotment 1 Hour
Teacher Mark Gerald Z. Dalanon
Time & Date 2:00-3:00, February 21, 2023 (Thursday)

I. OBJECTIVES
A. Content Standard
The learners demonstrate an understanding of the information stored in DNA as being used to make proteins.
B. Performance Standard

C. Learning Competencies
The learners should be able to explain how protein is made using information from DNA. (S10LT-IIId-37)
D. Specific Learning Objectives
At the end of the 60-minute lesson, the Grade 10 students should be able to do the following with at least 75%
proficiency:
1. describe the process of translation;
2. explain the role of mRNA and tRNA in the process of translation;
3. identify amino acids by performing coding; and
4. appreciate the complexity and significance of DNA translation in the regulation of cellular processes.
II. CONTENT
Central Dogma: Translation
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pp. 188-190
pages
3. Textbook pages pp. 265-267
4. Additional Materials
from Learning Resource
(LR) portal
5. Other Learning Activity sheets
Resources
IV. PROCEDURES Teacher’s Activity Students’ Activity
Preliminaries
(3 minutes) Everyone, please stand up.

Good morning, everyone! Good morning, Sir Mark!

You may take your seats.
May I know from the class monitor if
there are students who are absent today? There’s none po, Sir.
If that’s the case, let’s proceed to today's
topic which is about the DNA translation.
1. Elicit (5 minutes)
Earlier, you have learned about the first
A. Presenting the new two steps of the central dogma, right? Yes, Sir.
lesson
I suppose you already have the right
knowledge of how those two processes
happen and how they are related.
Because this afternoon, we are going to
tackle the last step, which is? Translation.

Right, translation is the last step or

process in the central dogma of life.

Before we proceed, let’s see if you have

learned how to transcribe a replicated
DNA into mRNA. We have this DNA
sequence here and I want you to
transcribe it into mRNA.
DNA sequence: TAC CGC GCT AAC
TCA GGC ATT

Who would like to try? (Students raising their hands)

Okay, let’s call on (student’s name).

The student’s answer should be:
AUG GCG CGA UUG AGU CCG
UAA
Thank you!
Does everyone have the same answer? Yes, Sir.

Alright! Now, what did you notice in the

mRNA? It begins with a start codon.
And what is the start codon?
The AUG po.
Okay, that’s correct. What else?
It ended with a stop codon UAA.
Thank you. That’s right. So, I guess you
are all familiar with the start codon and
stop codon, especially the transcription.

Now, if in replication, the genetic

information is copied, while
transcription, rewrites the genetic code in
DNA into mRNA, what do you think
happens next in translation?

Yes, (Student’s name)?

Sir, in translation po, codons are read
and translated into amino acids.
Yes, that’s correct. Thank you, (Student’s
name). You may sit down.

Before we proceed,
And what are codons? Codons are the three consecutive
nitrogen bases.
 Exactly! Thank you!

Then, what are the nitrogenous bases that We have adenine, guanine, cytosine,
we have? and thymine po. In RNA, thymine
will be replaced by uracil.

That’s correct. Thank you!

Now, if the replication and transcription

happen inside the nucleus of the cell,
where do you think translation takes In the cytoplasm.
place?

That’s right.

2. Engage (7 minutes)
Before we proceed to our activity, let me
present to you our learning objectives for
this topic.
B. Establishing a purpose So, at the end of this topic, you should be
for the lesson able to do the following:
1. describe the process of
translation;
2. explain the role of mRNA and
tRNA in the process of
C. Presenting examples/ translation;
instances of the new 3. identify amino acids by
lesson ff performing coding; and
4. appreciate the complexity and
significance of DNA translation
in the regulation of cellular
processes.

Now, I have an illustration here. What do

you notice in the illustration? There are missing labels.

The students should label the

Missing labels, That’s right. So, as you illustration as follow:
can see, the illustration lacks labels for its
parts. That is why, what I want you to do
is to label it. I have here the words that
could be the right label for each of the
parts with an arrow.
 Who would like to try first, choose a part
you want to put a label on and choose
from the words there?

Thank you, everyone! You have labeled

our illustration correctly.
This illustration shows the overview of
the translation process.
Now, who has any idea of what each It is what keeps the amino acids
label says about the illustration that we
have? attached to each other to form
What do you think the peptide bonds polypeptides.
have to do with the illustration?

It carries the anticodon to be paired

Thank you, that is correct. with the mRNA codons, it also has
How about the tRNA here? What part in
the amino acid with it po.
translation does it play?

Well said, thank you! Yes, Sir.

Seeing this illustration, I think you can
now see how translation goes, right?

Okay, that’s good to hear. Because in our

next activity, you will translate/ decode
an mRNA into proteins.
3. Explore (15 minutes)
Now that you know a little about
translation, we’ll enrich that idea as we
D. Discussing new go through the processes that take place
concepts and practicing in translation.
new skills #1
Do you know how many processes are
there in translation?

E. Discussing new Yes, that’s right. Three.

concepts and practicing
new skills #2 Who can name those three processes? There are three, Sir.

That’s correct. Thank you!

Since, there are three processes, I will Initiation, elongation, and

also group the class into three. I had Termination.
randomly assigned your group already.
 Here is the list of members for each
group.
I have here the broken pieces of the
illustration of the process of the
translation. You have to attach the pieces
to complete the illustration. Then,
analyze the illustration and understand
how each process takes place. You may
read your books or look for other
necessary information online. I will give
you 15 minutes to do the task.
Each group should have these
Later you have to present the illustration illustrations at the end of the activity.
and discuss each step of the translation.
Initiation

Elongation

Termination

4. Explain (15minutes)
Have you attached all the pieces and
formed the complete picture?
F. Developing mastery
(leads to Formative Have you now understood how the Yes, Sir!
Assessment 3) process assigned in your group happens?

Because now, I want you to present the Yes po.

illustration you have fixed and discuss
how the processes take place using the
illustration. I will give each group 5
minutes to discuss and present. You will
be graded using the rubrics. I have here
the names of the members for each
group. I want one representative for each
group to come here and choose the two
members of the group that will present
here in front.

Grading rubrics:
● Content (10 pts)
All the information needed is provided.
● Presentation (10 pts)
Have presented the process with a loud
and clear voice.
The ideas are presented in a well manner
and easy to understand.
● Time Management (5 pts)
Done the presentation within the given
time duration.

The three groups should discuss the

three steps of translation like this.

Initiation
In this step, the ribosome and the
messenger RNA (mRNA) molecule,
which carries the genetic information
from the DNA, come together to form
a complex. The ribosome recognizes
the start codon (usually AUG) on the
mRNA, which signals the beginning
of the protein-coding sequence. This
codon is also known as the initiation
codon. A molecule of initiator tRNA,
which carries the amino acid
methionine, is recruited to the
ribosome, and the first peptide bond
is formed between the methionine
and the next codon on the mRNA.

Elongation
In this step, the ribosome moves
along the mRNA in the 5' to 3'
direction, adding amino acids to the
growing peptide chain. Each codon
on the mRNA is recognized by a
different tRNA molecule carrying the
corresponding amino acid. As the
ribosome moves along the mRNA,
the tRNA molecules enter the
ribosome, the peptide bond is formed,
and the ribosome moves to the next
codon. This process continues until a
stop codon (UAA, UAG, or UGA) is
reached.
 Termination
The stop codon signals the end of the
protein-coding sequence on the
mRNA. A release factor binds to the
stop codon and causes the ribosome
to release the newly synthesized
protein. The ribosome and the mRNA
then dissociate and the ribosome can
begin a new cycle of initiation and
elongation with a different mRNA
molecule.

Thank you, everyone! You all have done

a great job.
I suppose, right now, you totally
understand how the translation occurs.

So, during initiation, what codon should A start codon po.

be seen to start the translation?
AUG
And usually, what is it?

That’s right!
And which carries the amino acids that The tRNA po.
attach itself to mRNA?
The elongation.
After initiation, what comes next?

So, during elongation, what keeps the

amino acid attached to the other forming Peptide bond
polypeptide?

Then, during the build up of the

polypeptide, which direction does it go? From N terminal to C terminal
From what terminal to which terminal?
The termination
And what’s next after elongation?

How can we say that the translation will If there will be a stop codon in the
end for a particular polypeptide? sequence.

That’s right. And what are the three stop UAG UGA UAA
codons that we have?

Exactly!
You all seem to understand now the
process of translation. And I think we can
now proceed to our next activity.
5. Elaborate
(10 minutes) Application/ Generalization/ Valuing:
Since you already understand now how
the translation happens, let us then see
why translation is necessary along with
G. Finding practical the replication and transcription or
applications of concepts collectively known as? Central dogma of life.
and skills in daily living
For us to do that, let’s have an activity.
This activity actually requires your
knowledge about transcription and base
H. Making pairing or the protein synthesis as a
generalizations and whole.
abstractions about the I will provide a worksheet for this
lesson activity and you have to work in groups
with the same group in the previous
activity.
In this activity, you have to transcribe the
DNA of an organism into mRNA, then
from the mRNA, you have to identify as
well the corresponding pair for
anticodon. Once you have the anticodons,
you now have to write what amino acid
the code corresponds for. And once you
have all the amino acids for the
organism, you can now determine what
organism is that.
After the activity, the students should
have this answers:
 The correct answers will be given if there
will be enough time.
6. Evaluate (5 minutes) (Quiz)

The students will have a multiple choice

I. Evaluating learning quiz.

1. Where in the cell does translation

occur?
a. nucleus
b. cytoplasm
c. mitochondria
d. golgi apparatus
2. What is the correct order of the
steps of DNA translation?
a. initiation, elongation,
termination
b. initiation, termination,
elongation
c. elongation, initiation,
termination
d. termination, initiation,
elongation
3. Which codon enables initiation of
translation?
a. AAG
b. AUG
c. TAT
d. CUG
4. What molecule is decoded during
DNA translation?
a. tRNA
b. mRNA
c. DNA
d. tDNA
5. What is nearly always the first
amino acid in a polypeptide
chain?
a. arginine
b. leucine
c. proline
d. methionine
6. During elongation, what
molecules do the P and A
ribosomal binding sites hold?
a. peptide and mRNA
b. tRNA and mRNA
c. peptide chain and tRNA
d. GTP and mRNA
7. In what direction is the
polypeptide chain built up during
translation?
a. from C terminal to N
terminal
b. from N terminal to C
terminal
c. from 5’ to 3’
d. from 3’ to 5’
8. After termination, what happens
to the small and large subunits of
the ribosome?
a. They are degraded by cell
enzymes
b. They remained fused and
are degraded by enzymes
c. They dissociate and
become ready for
translation again
d. They dissociate and are
degraded by the enzymes
9. Which enzyme links amino acids
to their corresponding tRNA
molecules during translation?
a. peptidyl transferase
b. peptidyl translocase
c. tRNA transferase
d. aminoacyl-tRNA
transferase
10. What is an anticodon?
a. 3 bases complementary
to the mRNA codon
b. 3 bases complementary to
the tRNA codon
c. 5 bases complementary to After the short quiz, the students
the mRNA codon should have these answers:
d. 6 bases complementary to 1. b
the mRNA codon 2. a
3. b
4. b
5. d
 6. c
7. b
8. c
9. d
10. a
The papers will be checked and correct
answers will be given, if there will be
enough time.
7. Extend (5 minutes)
Assignment:

J. Additional activities Create your own diagram of the central

for application or dogma emphasizing the roles of the
remediation enzymes, the mRNA, and tRNA.
You can draw or use digital applications
to create your diagram. Submit your
work through a hard copy.

Rubrics will be given for the rating of

your work.

Did you all understand the translation

process?
Yes, Sir!
Any clarifications?
None po.
Well, if that’s the case, I hope you really
have learned something today.

That would be all for this afternoon.

Goodbye, class! Goodbye, Student teacher! Goodbye,
Sir Jude! Thank you for teaching us!
God bless you!
V. REMARKS

VI. REFLECTION
A. No. of learners who learned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation
 C. Did the remedial lesson work? No. of
learners who have caught up with the lesson
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 or supervisor can help me solve?
G. What innovation or localized materials did I
use to discover which I wish to share with
other teachers?

Prepared by: Certified True and Correct:

MARK GERALD Z. DALANON JUDE MATTHEW D. BERNAL

Student Teacher Cooperating Teacher