School Buug National Highschool
Maria Julina A. Soriano
Teacher
December 4, 2023
Teaching Date 7:30-8:30 a.m.
and Time 1:00 - 2:00 p.m.
2:00-3:00 p.m.
I. Objectives
1.1 Content Standards
1.2 Performance Standards
1.3 Learning Competencies / Objectives
Grade Level Garde 11
Earth and Life
Learning Area
Science
Quarter Second
The learners demonstrate understanding of genetic
engineering
The learners shall be able to: appreciate the role of
genetic engineering to human life.
Within a sixty-minute discussion, the Grade 11-
Hope, Love and Peace students are expected to do
the following:
a. Define genetic engineering.
b. Performed activity: DNA, Genes, Proteins and
Individual Trait. Use the diagram and the grid
below to answer the questions.
1. What are the roles of DNA, genes and
proteins in each trait?
2. How would you relate the individual trait
or characteristics to proteins, genes and
DNA?
3. Would the manifestation of a trait be
 affected once the DNA nor the genes are
altered? Why? Explain your answer.

II. CONTENT Genetic Engineering

III. LEARNING RESOURCES Earth and Life Science Quarter 2

Module 4- Genetic Engineering

III.1 References

III.2 Learning Materials Manila Paper and Visual Aid

III.3 Textbook pages Pp. 1-14

SSIV. PROCEDURES
Teacher’s Activity Students’ Activity
IV.1 Reviewing previous lesson A. Greetings
or presenting the new lesson “Good morning,
“Good morning, class!”
Ma’am!”
(ELICIT)
B. Prayer

“Before anything else. Let us

first ask guidance from our (One student leads the
Almighty through prayer.” prayer.)

C. Checking the
attendance
(Teacher will call the
names in the class record)
D. Set Classroom Rules
“All of you are already aware
of our class rules. Right?

"Then can someone tell me

what our classroom rules are?"
 “Yes, po Ma’am!”
“Very Good! I am expecting
that all of you will follow.”

(The students one by one

E. Motivation tell the classroom rules.)
“Before we proceed to our
discussion, let us have a quick
game and I know you are
familiar with this, it is called
(The students are
“2 Truths and a Lie.”
listening.)
What you must do is to guess
among the 3 statements which
is the lie.”

2 Truths and a Lie

Statement #1: I was born as a

premature baby.
Statement #2: I inherited the
roundness of my face from my
mother. (The students are
Statement #3: Education is thinking.)
my first choice as my degree
program.

“Among the 3 sentences

which is the lie?”
“The third sentence po,
“Good job everyone!” Ma’am.”

“And the 2 remaining

statements are called what?”

“The Truth po, Ma’am.”

“You would notice that the
truth statements that I’ve
mentioned were “traits” that I
did inherit from my parents.
These traits will be discussed
 further in the later part of our
class discussion.”

F. Review of the Lesson

“Now, can you still recall our

lesson last meeting?”
“Very Good! What is the
difference of oviparous and
viviparous?"
"Very good, class."
“It is about viviparous
and oviparous po,
Ma’am.”
“Oviparous animals lay
eggs that develop and
hatch outside their
bodies, while viviparous
animals give birth to live
young that develop inside
their bodies po, Ma’am.”

IV.2 Establishing purpose for G.Topic Presentation

the Lesson
“What comes into your mind
(ENGAGE)
when you hear the word genes
and engineering?”
(A student answers.)

“Very good. Genes are our

basic unit of inheritance.
Meanwhile an engineer is the
one that designs, creates and
tests structures, machines,
systems or processes or
buildings.” (Students listen.)

“In the concept of genetic

engineering, this is about on
changing the DNA makeup of
an organism.”
H. Presentation of the lesson’s
objectives:
(Teacher will let the students
read the objectives of the
lesson.)
"Everyone, kindly read the
objective for today."
(The students read the
objectives.)
The objective for today:

"Thank you for reading the

objective. The objective will be
our guide on what you should
learn for today.”
“To begin with, let us have an
activity. But before telling you (The students read the
what the activity is all about, rules.)
please read the group activity
rules."

Group Activity Rules:

1. Be attentive
2. Participate in every task.
3. Minimize your voice when
talking.
4. Be conscious of the given
time.
“Thank you for reading that.
Next, please read the rubrics
for our collaborative work.”
(Shows the criteria to the
 class.)

Category 5 3 2 Score

Content

Delivery

Cooperation

Timeliness

IV. 3 Discovering new concepts J. Pre-Activity Discussion

and practicing new skills
(EXPLORE) "Did you make your
assignment?"
“Yes, po Ma’am!”
"That’s good to hear. With the
information in your
assignment, I believe you can
complete the task that I'll be
giving to you. I will be
grouping you into 2 groups.”
(The teacher grouped them
into 2.)
"So now, please listen as I read
the mechanics of the activity.
Both Group 1 and Group 2 will
have the same activity. The
activity is called CLASSIFY
ME. Both Group 1 and Group 2
will classify the listed animals
if they are considered as
viviparous or oviparous.
As usual, you will have a
leader, 2 secretaries,
peacemaker, timekeeper and a
reporter/s. "
"You will be given 10 minutes
to do your activity. Now, are
my instructions clear?”
“Yes po, Ma’am.”
“That’s great. Okay, you may
start your activity now!”
(The students went to
their respective groups
and start do their
activity.)
(Time finish)
“Time’s up! Kindly settle down
and go back to your proper
seats. And also, reporters be
ready."
IV. 4 Discussing new concepts
and practicing new skills
(EXPLAIN)
IV. 5 Developing mastery
(ELABORATE)
“So, let us give the floor to the
Group 1 reporters. Please
listen class.”
(The Group 1 reporters
presented their work.)
"Very good Group 1."
How about the Group 2,
reporters you may start now. (The Group 2 reporters
Kindly listen to what they will presented their work.)
report."
"Very good Group 2. And very
good as well to all of you,
class."
"Now, that you had reported
your answers. Let us check if
your answers are correct.
First on the list is turtle. Turtle
lay eggs and it starts in April
end in mid-July. Thus, it is
considered as Oviparous.
Second is eagle. Eagle lay eggs
as well. It takes 35 days for the
eggs to hatch. That is why it is
considered also as Oviparous.
Third is giraffe. Giraffe is
considered as Viviparous
because it gives birth to an
already fully developed
offspring. And it takes 15
months for the giraffe to give (The students are
birth. listening.)
Fourth is salmon and is
considered as oviparous.
Fifth is monkey. They are also
oviparous animal because they
do give live birth.
Sixth is humans. As we all
know we are viviparous.
Seventh is frogs. And they as
well lay eggs and is a
oviparous.
Eight is bonobo. Bonobo is a
type of chimpanzee and is
viviparous.
Ninth, is clownfish. And is
oviparous.
And lastly the number ten is
cattle. As we all know it is a
mammal and is viviparous.”

"Again, how do we identify if

an animal is viviparous? Can
someone tell me?”

“Viviparous is an animal
that gives birth to
developed live young po,
Ma’am. “
“That’s correct! Good job. You
can take your seat.
“How about oviparous? How
can we identify if an animal is
oviparous?”
“Oviparous is animals
are animals that
reproduce by laying eggs
po, Ma’am.”

“Very good.”
"Do you have any questions,
clarifications?

“None po Ma’am.”
"Okay, so let's have a quiz.”

(The students get ready

for the quiz.)
IV. 6 Assessing what the “Get ½ crosswise sheet of
students have learned paper. Write your name and the
(EVALUATE) date today. Listen carefully
because I am just going to read
the question twice. Write on
your paper if the animal that I
am going to say is a viviparous
or oviparous. Do not cheat. Do
not share your answers.”
1. Giraffe
2. Turtle
3. Eagle (The students answer.)

4. Salmon
5. Cattle
6. Clownfish
7. Frogs
8. Humans
9. Bonobo
10. Monkeys

“Time’s up. Pass your papers

finished or unfinished. Do not (The students pass their
stand just pass it forward.” papers.)
IV. 7 (EXTEND) "And for your assignment
please copy this on your
notebook. This will be your
assignment which will be pass
tomorrow.”
Assignment:
(The students copy their
1. Do research about genetic assignment.)
engineering. You must
define what is genetic
engineering and give at
least 3 examples of genetic
engineering.
2. Prepare for the Activity 1:
DNA, Genes, Proteins and
Individual Trait.

Prepared by:
MARIA JULINA A. SORIANO
__________________

BSED SCIENCES STUDENT