DLL G10-3nd Quarter - WEEK 5

Republic of the Philippines
REGION IV-A CALABARZON

SCHOOLS DIVISION OF BATANGAS
ROSARIO EAST SUB OFFICE
BAYBAYIN INTEGRATED NATIONAL HIGH SCHOOL
BAYBAYIN, ROSARIO, BATANGAS
GRADES 1 to 12 School Baybayin Integrated National High School Grade Level 10

DAILY LESSON LOG Teacher FLORENDA C. MAPA Learning Area Science
Teaching Dates February 26 – March 1, 2024 Quarter 3rd Quarter
Day 1 Day 2 Day 3 Day 4

GRADE / SECTION - TIME
GRADE / SECTION - TIME GRADE / SECTION - TIME GRADE / SECTION - TIME
1:45-2:45- Grade 10 LAUREL 12:45-1:45- Grade 10 1:45-2:45- Grade 10 LAUREL 1:45-2:45- Grade 10 LAUREL
LAUREL
I. OBJECTIVES Describe how the nervous system Explain the importance of Construct a model of a DNA Construct a model of a DNA
coordinates and regulates these coordinated function of template to determine the template to determine the
feedback mechanisms to maintain Endocrine and Nervous sequence of bases in the new DNA sequence of bases in the new
homeostasis System in maintaining
strand. DNA strand.
Homeostasis.
Explain how protein is made using Explain how protein is made
information from DNA using information from DNA
A. CONTENT STANDARD Describe how the nervous Describe how the nervous The information stored in DNA The information stored in DNA
system coordinates and system coordinates and as being used to make proteins as being used to make proteins
regulates these feedback regulates these feedback 2. how changes in a DNA 2. how changes in a DNA
mechanisms to maintain mechanisms to maintain molecule may cause changes molecule may cause changes
homeostasis homeostasis in its product 3. mutations in its product 3. mutations
that occur in sex cells as that occur in sex cells as
being heritable being heritable
B. PERFORMANCE
STANDARDS
C. LEARNING How these feedback mechanisms How these feedback Explain how protein is Explain how protein is
Baybayin, Rosario, Batangas

(043) 773–4530
301082@deped.gov.ph
@DepEdTayoBNHS301082
COMPETENCIES / help the mechanisms help the made using information made using information
OBJECTIVES (Write LC organism maintain organism maintain
from DNA from DNA
code for each) homeostasis to reproduce and homeostasis to reproduce and
survive (S10LTIIIc-36) survive (S10LTIIIc-36)
II. CONTENT Nervous System: The Control Coordinated Function of Central Dogma: Replication Central Dogma: Replication
System of the Body Endocrine and Nervous
System in Maintaining
Homeostasis
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages pp. 183 pp. 183 pp. 195-199 pp. 195-199
2. pp. 250 pp. 255-256 pp. 255-256 pp. 269-271 pp. 269-271
3. Textbook Pages APEX Biology Unit 6 Anatomy of APEX Biology Unit 6 Anatomy
Genes Lessons 1-5 Heredity and of Genes Lessons 1-5 Heredity
Rabago, Lilia M.et.al. Functional Rabago, Lilia M.et.al.
Genetics. Rabago, Lilia M. et.al. and Genetics. Rabago, Lilia M.
Biology. Modular Approach, Functional Biology. Modular
Functional Biology. Modular et.al. Functional Biology.
pp.319-320 Approach, pp.319-320
Approach.pp.398-401 Modular Approach.pp.398-401
Lesson Guide pp 50-51 Lesson Guide pp 50-51
B. Other Learning Crayons, scissors, pastel/tape, ¼ Crayons, scissors, pastel/tape,

Resources size illustration board or long size ¼ size illustration board or long
folder size folder
IV. PROCEDURES
A. Reviewing of Past Lesson https://www.youtube.com/watch? Let the students arrange the Let the students compare DNA
Let the students compare DNA
or Presenting of New v=ycmyVhXcvTM following jumbled letters into and RNA molecules in terms
and RNA molecules in terms of:
Lesson the teacher will ask the students to words. of: structure, location and
structure, location and function
sing the song about homestasis S HIOSE M A TO S function

(043) 773–4530
301082@deped.gov.ph
What word did you form?

(Answer: HOMEOSTASIS)
B. Establishing a purpose for Video clip about DNA Replication PRESENTATION OF
the lesson OUTPUTS
C. Presenting examples/ https://www.youtube.com/watch? Activity 2 “DNA Makes DNA”

instances of the new v=Iz0Q9nTZCw4 In this activity students will
lesson The teacher will play video about construct a model of DNA
homeostasis replication and the specificity of
base pairing between nitrogenous
bases. (See attached activity sheet
in the Lesson Guide pp. 50-51)

(043) 773–4530
301082@deped.gov.ph
D. Discussing new concepts Cooperative Learning: Activity 10

and practicing new skills After knowing the functions of DNA Makes DNA
the Nervous System as well as Objective:
the different glands of the Make a model of a DNA
endocrine system and its template to determine the
importance, each group will be sequence of bases in the new DNA
given the following questions strand.
to answer:
Q1. What might happen to a Materials:
person who’s Nervous and • crayons
Endocrine systems • scissors
fail to maintain homeostasis? • paste/tape
Q2. Suppose a boy skipped • 1/4 size illustration board
his lunch for the day. How will or long size folder
the hormones
(glucagon) from his Procedure:
pancreas help his body to 1. Use the patterns of the
cope when his blood sugar components of the DNA provided
level drops below normal? by your teacher. Color code
Q3. Suppose a girl ate too phosphate = blue, deoxyribose
many sweets such as candies sugar = green and nitrogenous
and chocolates. bases as follows: adenine =
How will the hormones yellow, thymine = pink, guanine =
(insulin) from her pancreas violet and cytosine = red.
help her body cope 2. Cut out the shapes of each
with a possible blood sugar nucleotide.
level rise above normal? 3. Build a model of a strand of a
Q4. How do the Nervous and DNA molecule. The strand should
Endocrine systems respond to contain 6 base “rungs” following
an increase in the given order of the nucleotides

(043) 773–4530
301082@deped.gov.ph
environmental temperature to below.

achieve homeostasis? Guanine
Q5. How do the Nervous, Adenine
Endocrine, and Reproductive Cytosine
systems perform their Thymine
coordinated functions in Cytosine
various functions such as Guanine
pregnancy and
childbirth, menstrual cycle, 4. Tape the cut out pattern to form
breastfeeding, and sexual the nucleotides.
intercourse? 5. Let this arrangement represent
the left half of your DNA molecule.
6. Make a complementary strand
for the first strand that you made in
step 3.
7. Tape the cut-out pattern forming
nucleotides for the second strand
of the
DNA molecule.
8. Match the bases of the first
strand and the second strand. Do
not tape
across bases.
9. Once you have made your DNA
model, separate the two strands of
the
DNA model down the middle so
that there are now two single
strands of
DNA.

(043) 773–4530
301082@deped.gov.ph
10. Create new double-stranded

DNA by matching complementary
nucleotides to the bases on each
single strand.
11. Tape and then cut out the
pattern forming the nucleotides for
each of the
single nucleotides.
12. When you are finished, mount
the original DNA model and the
DNA model
with its complementary strand in
the illustration board or folder.
Guide Questions:
Q1. Compare the two new strands
of DNA. Are they the same or
different?
Why?
Q2. How do the nucleotides in
DNA pair?
Q3. How do you compare a DNA
molecule to a zipper?
Q4. How is information from the
DNA passed on from one cell to
another?
Q5. How does the structure of a
DNA molecule help account for the
great
variety of life that exists on earth?

(043) 773–4530
301082@deped.gov.ph
E. Discussing new concepts

and practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment
3)
G. Finding practical Your sister asked a favor from you
applications of concepts to buy art materials needed in
and skills in daily living doing her project in Science
subject. While going to market,
you smelled a barbecue being
grilled and started to salivate. You
realized that you haven’t eaten
your lunch, so you
bought barbecue before buying art Enrichment Activity
materials. Each group will be asked to
1. What was the stimulus in this compose a song about the
situation? coordinated function of
2. What was the response in this Nervous, Endocrine and
situation? Reproductive system. (Note:
You were playing basketball in the Students’ output will be
school gym. After an hour, you got assessed by using a rubric)
tired and thirsty. Consequently,
you ran to a store and bought a
bottle of water, then you looked for
a shady and cool place to relax.
3. What was the stimulus in this
situation?
4. What was the response in this
situation?

(043) 773–4530
301082@deped.gov.ph
H. Making generalizations What are the different

about the lesson hormones secreted by the
male and female reproductive
systems? Do hormones play
important role to attain
homeostasis? How can we say
that a body is in its
homeostasis state?
I. Evaluating learning Directions: Read carefully each
item. Use a separate sheet for
your answers. Write
only the letter of the correct
answer for each question.
1. It refers to the state reached

when each part of the body
functions in
equilibrium with other parts.
A. feedback C. impulse
B. homeostasis D. unstable
2. Which nervous system controls
the internal organs?
A. autonomic C. peripheral
B. central D. somatic
3. The hypothalamus connects the
two systems, ___________ and
____________.
A. cardiovascular, urinary C.
nervous, endocrine
B. circulatory, nervous D. nervous,

(043) 773–4530
301082@deped.gov.ph
respiratory
4. What part of a neuron carries
the impulse toward the cell body?
A. axon C. dendrite
B. cell body D. nucleus
5. Which of the following is TRUE
about synapse?
I. A connection between a neuron
and another neuron
II. The site of transmission of
electric nerve impulses between
neurons
III. An automatic response to a
stimulus
IV. It is considered as the control
system of the body
A. I only C. I, II and III
B. I and II only D. I, II, III, and IV
J. Additional Assignment
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the formative assessment
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have

(043) 773–4530
301082@deped.gov.ph
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
works?
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 : Checked : Noted:
Florenda C. Mapa ANITA M. AMADA JOCELYN M. BIANZON

Subject Teacher / Teacher III Master Teacher 1 Principal III

(043) 773–4530
301082@deped.gov.ph

DLL G10-3nd Quarter - WEEK 5

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

DLL G10-3nd Quarter - WEEK 5

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

REGION IV-A CALABARZON

GRADES 1 to 12 School Baybayin Integrated National High School Grade Level 10

Day 1 Day 2 Day 3 Day 4

Baybayin, Rosario, Batangas

B. Other Learning Crayons, scissors, pastel/tape, ¼ Crayons, scissors, pastel/tape,

Baybayin, Rosario, Batangas

What word did you form?

C. Presenting examples/ https://www.youtube.com/watch? Activity 2 “DNA Makes DNA”

Baybayin, Rosario, Batangas

D. Discussing new concepts Cooperative Learning: Activity 10

Baybayin, Rosario, Batangas

environmental temperature to below.

Baybayin, Rosario, Batangas

10. Create new double-stranded

Baybayin, Rosario, Batangas

E. Discussing new concepts

Baybayin, Rosario, Batangas

H. Making generalizations What are the different

1. It refers to the state reached

Baybayin, Rosario, Batangas

Baybayin, Rosario, Batangas

caught up with the lesson

Prepared : Checked : Noted:

Florenda C. Mapa ANITA M. AMADA JOCELYN M. BIANZON

Baybayin, Rosario, Batangas

You might also like