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  • DNA RNA Edible Model Making

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    Ladylee Acuña
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    This lesson plan summarizes a 10th grade biology lesson on DNA replication, transcription, and translation. The objectives are for students to understand how DNA stores and transmits genetic information to make proteins. Students will build edible models of the processes and answer questions to demonstrate their understanding. Assessment will include evaluating the models and students answering process questions to check their mastery of key concepts. The teacher will reflect on what teaching strategies worked well and how to help students still struggling with the material.

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    This lesson plan summarizes a 10th grade biology lesson on DNA replication, transcription, and translation. The objectives are for students to understand how DNA stores and transmits genetic information to make proteins. Students will build edible models of the processes and answer questions to demonstrate their understanding. Assessment will include evaluating the models and students answering process questions to check their mastery of key concepts. The teacher will reflect on what teaching strategies worked well and how to help students still struggling with the material.

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    © All Rights Reserved
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    107 views5 pages

    DNA RNA Edible Model Making

    Uploaded by

    Ladylee Acuña
    This lesson plan summarizes a 10th grade biology lesson on DNA replication, transcription, and translation. The objectives are for students to understand how DNA stores and transmits genetic information to make proteins. Students will build edible models of the processes and answer questions to demonstrate their understanding. Assessment will include evaluating the models and students answering process questions to check their mastery of key concepts. The teacher will reflect on what teaching strategies worked well and how to help students still struggling with the material.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    of 5

    EXEMPLAR LESSON PLAN

    GRADE
    QUARTER/DOMAIN
    LEVEL 10
    3RD QUARTER
    Section March 30, 2023 PAGE NO. 1
    LIVING THINGS AND THEIR
    21, 3, 6,
    ENVIRONMENT
    10, 15

    I. OBJECTIVES
    A. Content 1. The learners should be able to demonstrate the understanding of
    Standards how the information stored in DNA is being used to make proteins.
    2. How changes in DNA molecule may cause changes in its product
    3. Mutation that occur in sex cells as being heritable

    B. Performance Explain how protein is made using information from DNA (S10lt-Iiid-37)
    Standards Explain how mutations may cause changes in the structure and function
    of a protein (S10lt-Ille-38)

    C. Learning
    Competencies/ The Learners should be able to:
    Objectives 1. Describe the structure of the DNA and RNA molecule and
    explain the rules of base pairing
    2. Build an edible model showcasing DNA Replication, and RNA
    Transcription and Translation processes.
    3. Recognize improper base pairing of nucleotide which leads to
    gene mutations.
    4. Practice proper dealings with persons with genetic mutations

    II. CONTENT DNA Replication, and RNA Transcription and Translations


    III. LEARNING
    RESOURCES
    A. References
    1. Teacher’s
    Guide pages
    2. Learner’s Science 10 Learners material pages 263 - 290
    Material Pages
    3. Textbook  Science Links 10 (2017) REX Book Store. 10 th Edition. Pages 238 -
    pages 248
     Science for the 21st Century Learner (2015) Diwa Textbooks.
    Pages 238 - 250
     Science and Technology 10 (2014) Vibal Group. Pages 218 - 231
     Practical Science 10 (2018) Diwa Learning Town. Pages 173 –
    194
    4. Additional Visual Aids
    Materials from Materials for Edible Model Making (may vary)
    Learning  Marshmallows, candies,
    Resource (LR)  Toothpicks
    portal  Bread/crackers

    Websites, videos
    5. Other Learning Edible Models of DNA Replication, and RNA Transcription and
    Resources Translation processes

    IV. PROCEDURES
    A. Reviewing State the lesson objectives
    Previous Lesson
    or presenting Present Key Terminologies: Word Cloud
    the new lesson. Have the students write the terminologies they remember about DNA
    B. Establishing a and RNA on the board.
    purpose for the
    lesson
    C. Presenting
    examples/
    instances of the
    new lesson

    From the words on the board, have the students answer the following
    questions

    1. What are components of DNA and RNA molecules?


    2. What is the structural difference between DNA and RNA?
    3. What nitrogenous base is found in RNA but not in DNA

    Unlocking of word difficulty: Fill in the blanks


    1. _______________ is the process of making 2 identical copies of
    DNA.
    2. _______________ is the process of making mRNA from DNA
    template.
    3. _______________ is the process of converting information
    from mRNA into a sequence of amino acids that makes proteins.
    Replication, Transcription, Translation..

    DAPAT VERB sa procedure


    Presentation of Rubrics

    D. Discussion new ACTIVITY 1: Edible models of DNA replication, and RNA transcription
    concepts and and translation processes
    practicing new
    skills # 1 Directions:
    1. Divide the class into 5 groups.
    2. Each group has a certain process in which they will build an edible
    model.
    a. Group 1 – DNA Replication Model
    b. Group 2 – DNA Replication Model
    c. Group 3 – RNA Transcription
    d. Group 4 – RNA Translation
    e. Group 5 – RNA Translation
    3. Give the activity procedures to each group. (See appendices)
    4. The groups will be given 15 minutes to build their models
    5. The groups will be given 3 minutes each to present their models in
    class.

    E. Discussion new Activity 2: Presentation of Models and Guide Questions


    concepts and
    practicing new Guide Questions: Replication
    skills # 2 1. Compare the new strands of DNA. Are they the same or
    different? Why?
    2. How do the nucleotides in DNA pair?
    3. Which base is paired with Adenine?
    4. Which base is paired with Guanine?
    5. How do you compare a DNA molecule to a zipper?
    Guide Questions: Transcription
    1. Does the mRNA closely resemble the DNA strand from which it
    was transcribed?
    2. Explain how the structure of DNA enables the molecule to be
    easily transcribed?
    3. Explain why RNA in important to the cell?
    4. how does mRNA carry information from DNA?
    5. Which base is paired with Guanine?
    6. Which base is paired with Adenine?

    Guide Questions: Translation


    1. What are the four nucleotide bases present in tRNA? Do these
    bases differ from the bases found in mRNA?
    2. What bases in mRNA can only join with the Adenine base of RNA?
    3. What is the role of tRNA in protein synthesis
    4. How does a tRNA molecule carrying its amino acid recognize
    which codon to attach?

    F. Developing Answer the following questions: Recitation


    mastery (leads 1. What are the bases found in DNA?
    to Formative 2. What are the bases found in RNA?
    Assessment) 3. Which base is found in DNA but not in RNA?
    G. Finding Practical 4. What is the role of DNA in the making of mRNA?
    applications of 5. How do Ribosomes know which tRNA is to be paired with mRNA?
    concepts and 6. How could a wrong base pairing affect the replicated DNA molecule
    skills in daily 7. A immature protein was made, what could be the cause?
    living
    H. Making G. LAGAY NG SITUATION, DOWN SYNDROME
    generalizations
    and abstractions H. QUESTIONS
    about the lesson

    I. Evaluating Evaluation of the model


    Learning Direction: The model presented by each group will be graded using the
    rubrics

    J. Additional Illustrate the DNA Replication and RNA transcription and Translation
    activities for Processes, using any materials other than those that were brought to
    Application or the classroom.
    remediation (Ex: Drawing, clay model, paper cut outs, etc.)
    V. REMARKS
    VI.REFLECTION
    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 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/discover which I wish to share with
    other teachers?
    Prepared by:

    LADYLEE B. ACUÑA
    Practice Teacher

    Checked by:

    FLORENDA L. MORTEL
    Master Teacher II

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