10-Bonifacio

DAILY LESSON LOG 10-Zamora

PEÑARANDA Grade 10-Del Pilar
School NATIONAL HIGH level/Section 10-Mabini
SCHOOL 10-Gomez
10-Burgos
MARK KEVIN G.
Teacher Learning Area SCIENCE 10
SANTOS
March 18, 2024
Teaching 10:00-11:00 am, 11:00-
Dates and 12:00 nn, 1:00-2:00 pm, Quarter Third
Time 2:00-3:00 pm, 3:00-4:00
pm, 4:00-5:00 pm
Day /s of the week
Week 7, Day 1
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of mutations that occur in sex cells as
being heritable.
B. Performance Put up a classroom-based hypothetical exhibit of different hybrid organisms using
Standards drawn pictures.

C. Learning a. Define genetic engineering.

Competencies/ b. Make a diagram on the steps of genetic engineering.
Objectives c. Draw a hypothetical hybrid organisms
(Write the LC code
for each)
II. CONTENT Genetic Engineering and Biotechnology
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages 295-296
page/s
2. Leaner’s Material
Pages 301-304
page/s
3. Textbook page/s
4. Additional
Materials from
Science 10 Teaching Guide, Science 10 Learner’s Material
Learning Resource
(LC) portal
5. Other Learning http://lrmds.deped.gov.ph/detail/2843
Resource
IV.PROCEDURE
A. Reviewing Are all mutations harmful? Give some instances where mutations maybe useful.
previous lesson or
presenting the new
lesson.
A. Establishing a
purpose for the
lesson
B. Presenting Ask the students whether they have eaten a genetically modified food (sometimes
examples/instances referred to as GMO, which stands for genetically modified organism) that day.
for the new lesson
C. Discussing new Cite and show pictures of 10 creations of Luther Burbank, an American horticulturist
concepts and who introduced more than 200 varieties of fruit.
 practicing new skills
#1
D. Discussing new Watch a video clip on How GMOs created. The link is https://www.youtube.com/
concepts and watch?v=2G-yUuiqIZ0 Reflect on the video presented. Diagram the steps in Genetic
practicing new skills Engineering.
#2

E. Developing Design a GMO

mastery (leads to Give the learners the following questions:
formative 1. If you could engineer an organism, what would you engineer, and why?
assessment 3) 2. What impact would your genetically modified organism have on the
environment/society?
3. Ask students to write a paragraph addressing the above question, and then draw
a picture of their engineered organism.
F. Finding practical Put up a classroom hypothetical exhibit of hybrid organisms using the different drawn
applications of pictures.
concepts and skills
in daily living
G. Making Ask the learners to give some important applications of genetic engineering and
generalization and recombinant DNA technology.
abstractions about
the lesson
H. Evaluate learning Evaluate students learning based on their output and performance on hybrid
organisms exhibit.
I. Additional activities Assign a GMO to the learners. Give the learners an ample time to research each
for application for modified food, and to design an infographic for the food. Infographics can be biased
remediation or balanced, but be sure that they identify the graphic as positively biased, negatively
biased, or balanced. For those that are biased, ask them to provide examples of
what information can be added/subtracted to produce a more balanced poster.
V. REMARKS

VI. REFLECTION

Prepared by: Checked by: Noted:

MARK KEVIN G. SANTOS MONETTE B. PADERES, PhD VIVIAN P. MADUCDOC, PhD

Master Teacher I Head Teacher III, Science School Principal IV