RUFINO G. PALABRICA SR.

NATIONAL
SCHOOL HIGH SCHOOL GRADE LEVEL GRADE 10
DAILY LESSON
PLAN GRADE 10 LEARNING
TEACHER MR. JIMMY R. PEROTE JR. BIOLOGY
(4TH Quarter: AREA
BIOLOGY)
TEACHING
DATE
QUARTER FOURTH

OBJECTIVES
FOCUS ON INQUIRY
The students will be able to describe and model the basic process of DNA replication and how it
relates to the transmission and conservation of the genetic information. Students will describe the
function of models in science and how they are helpful to the study of DNA.
LEARNING COMPETENCIES:
Code: S10ES - Ia-j- 36.2
* describe the distribution of active volcanoes, earthquake epicenter and mountain belts
At the end of the lesson the students should be able to:
1. Students will be able to describe the overall process of DNA replication and explain how
genetic information is conserved.
2. Students will be able to describe reasons why DNA replication occurs in the human body
for the purpose of regrowth, regeneration and development.
3. Students will be able to explain how mutations are formed, the mechanisms DNA has in
place to “proofread” and correct these mistakes in the DNA sequence, and the genotypic
and phenotypic consequences when DNA mutations are not corrected.
4. Students will be able to describe why models are useful to the study of DNA and DNA
replication.
A.CONTENT STANDARD
Understand the relationship among the locations of volcanoes, earthquake epicenters, and
mountain ranges
B.PERFORMANCE STANDARD
Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and
volcanic eruptions
C. SCIENCE PROCESS SKILLS
Asking Questions and Defining Problems
Developing and Using Models
Planning and Carrying Out Investigations
Constructing explanations
Engaging in arguments from evidence
Obtaining, Evaluating and Communicating Information

MATERIALS
Class set:  1 pack of jumbo craft sticks
 1 pack of white pipe cleaners
  1 pack of colored beads (need red,  Markers (Black, Purple , Light Blue,
blue, yellow, and green) and Orange)
 Scissors (20-24)  Whiteboards and dry erase markers
 Tweezers/Forceps (20-24)

Student materials (groups of 2-4 students):

 4 jumbo craft sticks o green
 6 pipe cleaners (to be cut in half)  1 black marker, purple marker, light
 12 Beads: blue /teal marker, orange marker
o red  1 scissor
o yellow  1 tweezer/forceps
o blue  1 Whiteboard and 1 Dry Erase
Marker

Worksheets *to be reproduced and distributed by the teachers

1. Worksheet #1: Guide to Creating Models- Teacher handout
2. Worksheet #2: “Something Old, Something New…”- Student Handout
3. Worksheet #3: DNA Sequences
4. Worksheet #4: DNA Replication Cards
5. Worksheet #5: DNA Mutation Simulation Activity Sheet
6. Worksheet #6: DNA Replication Assessment
7. Worksheet #7: Answer Keys

CONTENT
PRIOR KNOWLEDGE NEEDED BY THE STUDENTS
 Students should already know the overall structure of DNA including the nitrogenous
bases and sugar/phosphate backbone.
 Students should understand base pairs and base pairing rules.

BACKGROUND INFORMATION/ CONCEPT

After Watson and Crick discovered that DNA contains the genetic information to life, they
developed a proposal to explain how DNA copied itself during the cell cycle in a process
known as DNA replication. During this process, several enzymes such as Helicase and DNA
Polymerase work together to unzip the double helix, bond new nucleotides to the existing
DNA strands in order to create an exact copy of the original DNA strand. The replication
process can be summarized into four steps including: 1) Unzipping of the DNA double strand
with the help of Helicase. 2) Free-floating nucleotides pair one-by-one with the bases on the
template strand. 3) DNA Polymerase bonds the nucleotides together to form new strands that
are complementary to each template strand. 4) Two identical molecules of DNA result. Each of
which contains the original DNA strand and a new strand. Mutations are described as an
alternation in the DNA sequence. During replication, it is possible for a nucleotide to be
mismatched with the exposed base on the template strand. If this occurs unnoticed, and
replication proceeds, the DNA will become damaged leading to bulks or breaks in the growing
DNA strand. Luckily DNA has a proof-reading mechanism where it recognizes these errors in
the DNA strand, removes the incorrect base, and attempt to add the correct base again.
(SparkNotes Editors, n.d.)

PROCEDURES
 Level of
Lesson Estimated Technology
Student Brief Description
Components Time Used
Engagement
Students will watch a video and storyboard
their understanding of the process of DNA
Internet and
Engage 5 min 2 replication. Students will work collaboratively to
Video
share their understanding using small groups
and a whiteboard.
Students will work in groups of 2 or 4 to create
a model of DNA and the process of DNA
Explore 80 min None 3
replication. They will investigate where
replication occurs in the human body.
Students will in groups of 2-4 to explain why
DNA replication occurs in certain places in the
Explain 20 min None 2
human body. Students will reflect on the
importance of models to the study of DNA.
Students will work in groups of 2 or 4 to
investigate different forms of mutations and
what DNA does in order to proofread and
Expand/Elaborate 30 min Computer 3
correct any errors that may result during the
process of DNA replication. Students will
reflect on possible outcomes of DNA mutation.
Students will complete a summative
Evaluate 5 min None 1
assessment on DNA replication.

Level of Student Engagement

1 Low Listen to lecture, observe the teacher, individual reading, teacher demonstration, teacher-centered instruction

2 Moderate Raise questions, lecture with discussion, record data, make predictions, technology interaction with assistance

3 High Hands-on activity or inquiry; critique others, draw conclusions, make connections, problem-solve, student-centered

ENGAGE
1. To introduce the lesson, choose from the following questions to activate prior
knowledge:
a. What molecule contains the genetic information of life? [DNA]
b. Describe the structure of DNA. What do the letters DNA stand for? [double helix,
deoxyribonucleic acid]
c. Where in the cell do we find DNA? [nucleus]
d. Why is it important for DNA replication to occur? [In order for cells to divide and
multiply, DNA must be duplicated. This passes on the specific instructions for
each part of the organism.]
2. Watch a short video (3:27) on DNA replication - “DNA replication- 3D”
https://www.youtube.com/watch?v=TNKWgcFPHqw
NOTE: If there is an advertisement at the beginning of the video, please fast
forward or “Skip” through the ad if available. Make sure to display the video full screen
(arrows to the right of video time bar at the bottom of the screen) so that the web page
advertisements and other suggested videos are not seen. Watch for and close any pop-up
ads that may occur during the video.
3. After the video, ask students to take turns answering the following questions, one at a
time, around their group of 4. This will serve as a collaborative review of the contents of
the video clip. Each of the questions should circle around the group before a new
question is asked.
 How would you describe the overall process of DNA replication? [A DNA strand is
unzipped, and an exact copy of each strand of DNA is made with the help of different
enzymes.]
 Which enzyme begins the process of DNA replication? [Helicase]
  Which enzyme(s) and/or structure(s) play main roles during DNA replication? Describe
their roles. [Primase- makes primer; DNA Polymerase- binds to primer and makes
new strand of DNA; Okazaki Fragments- occur in lagging strand only; Exonuclease-
remove RNA primers; Ligase- seals the fragments of DNA]
 Why is one strand called “leading” and one strand called “lagging?” [In the “leading
strand,” DNA polymerase replicates the nucleotides in order moving in one direction.
In the “lagging strand,” a primer is created and then the DNA polymerase has to work
backward in small sections (Okazaki fragments) to build small sections of the DNA at
a time. This is more time consuming and it “lags” behind the development of the other
strand.]
 Why do they call DNA replication the “semi-conservative model?” [Because each
strand of DNA contains one old “conserved” strand of DNA and one new one]
4. Still working in groups of 4, ask students to grab a whiteboard and draw a 4 box grid.
Then ask students to write #1 in the upper left hand corner, #2 in the upper right hand
corner, #3, in the lower left hand corner, and #4 in the lower right hand corner. Students
will take turns storyboarding the process of DNA replication.
 Give each student approximately 30 seconds to draw or write down a part of the DNA
replication process in a storyboard format.
 After each 30 second interval, say “switch” and the next person in the group will have
30 seconds to add the next steps in the process of DNA replication.
 Continue this cycle until all students have completed their storyboard of DNA
replication.
5. Allow groups to walk around and observe the storyboards of the other groups.

EXPLORE
1. In this activity, students will become molecular biologists who will be
creating a model to represent the process of DNA replication and
investigate where it takes place in the human body.
2. Distribute Worksheet # 2 – Modeling DNA and DNA Replication (one
per student). Students will work in groups of 2 or 4.
3. Working in their groups, students will follow the directions on Worksheet#
2 to create a model of DNA and DNA replication. The teacher can follow
Worksheet#1 for the Model Guide.
4. Distribute Worksheet # 3 - DNA Sequence Cards to students when they
are ready for them.
a. Students will need their DNA sequence to create their model.
b. Once students have completed part 1, Construction of the DNA
model, please collect the DNA Sequence Cards from each group.
5. Make modeling supplies accessible to the students so that they can get the
materials that they need, when they need them.
6. Distribute Worksheet# 4 - DNA Replication Cards to students when they
are ready for them.

EXPLAIN
1. Students will complete the reflective questions on their handout.
2. Some questions you might ask students within their groups or as a whole class include:
 What enzyme do the scissors represent? What is the function of this enzyme?
[helicase; split the DNA]
 What enzyme do the forceps represent? What is the function of this enzyme?
 [ligase; seal the strands]
 Which craft stick represents the old DNA strand? [blue]
 Which craft stick represents the new DNA strand? [orange]
 Why did we draw circles and pentagons on our stick? What does this represent?
[The circles and pentagons represent the sugar/phosphate backbone of the DNA].
 How did the free floating nucleotides bind to the template or original strand? [DNA
polymerase]
 How was the genetic information conserved during this process? [Because each
strand of DNA contains one old conserved strand of DNA and one new one]
 Where does DNA replication occur in the body? Why? [nucleus where DNA is
stored]
 Why do you think it is important to match the bases appropriately? [Base Pairing
Rules: AT, CG; if not an error /mutations will occur]
 Predict what will DNA do if there is a mismatch in the pairing of the bases? [DNA
Polymerase will proofread and correct any mis-paired bases, if proofreading misses
the mismatch, a mutation will occur]
 Was there anything that surprised you about DNA replication? Explain. [Student
answers will vary]
3. Review of the correct process of DNA replication including the major enzymes and
proteins that contribute. This process is necessary so that students do not have
misconceptions about the formation of the new strand from the template or original
strand.

Expand
1. Ask students the following questions:
 Can an error occur during DNA replication? If so, what will DNA do to prevent or
stop this from happening? [Yes, errors can occur. DNA polymerase moves
backwards by one base pair, performs base excision, and then re-inserts the correct
base to continue to replication]
 What might happen if the DNA polymerase does not catch the error in DNA
replication? [A mutation will occur and the DNA will continue to be copies
inaccurately.]
2. Have students watch the YouTube video, “Mutations” (7:02)
https://www.youtube.com/watch?v=eDbK0cxKKsk. Which explains mutations and the
different types of mutations.
NOTE: If there is an advertisement at the beginning of the video, please fast forward or
“Skip” through the ad if available. Make sure to display the video full screen (arrows to the
right of video time bar at the bottom of the screen) so that the web page advertisements and
other suggested videos are not seen. Watch for and close any pop-up ads that may occur
during the video.
3. Explain to students that they are now going to use their knowledge of DNA replication
and mutation to simulate situations in which mutations have occurred.
4. Distribute Blackline Master #5 – DNA Mutation Activity to each student.
5. Allow students time to model the different type of mutations on their activity.
6. Allow students time to answer the questions that accompany the activity.
7. Review the correct formations of the different mutations once all students are finished to
ensure that students have the accurate understanding of each mutation.

EVALUATE
Informal/Formative Evaluation
1. Observation of students’ progress and understanding throughout Explore & Elaborate
activity.
2. Responses to probing questions to small groups.

Formal/Summative Evaluation
1. Final project and completed worksheet (Blackline Master # 2 & #5) can be graded and
based on the following components:
a. Accuracy of structure of model in showing the process of DNA replication
b. Accuracy of explanation of why DNA replication occurs in specific places in the
body including the skin, hair, heart, and liver.
c. Accuracy of creation of mutations and explanation of impact of mutations.
2. 8 Question Summative Quiz (Blackline Master #7)

WRAP UP.
Bring the lesson to a conclusion by asking students to stand up and pair up with someone
in the room other than in their group. Once in pairs, ask each student to explain to their
new partner what they learned with regards to DNA replication and mutations. Give each
student approximately 30 seconds to speak and share their learning with their partner.
Students could also ask their partners to clarify parts of the lesson that they didn’t fully
understand.

REFLECTION
A.No. Of learners who earned 80% of formative assessment:

B.No. Of learners who require additional activities for remediation:
 None
C.Did the remedial lesson works? No. Of learners who caught up w/ the lesson:
 no need for remediation
D.No. Of learners who continue to require remediation?
 none
E.Which of any teaching strategies is effective? Why did these work?
 Worksheet.
F.What difficulties did I encounter?
 Production of worksheet

CITATION OF SOURCES.

Original Lesson Plan by Leila Greene: “Something Old, Something

New…”

Checked by: