VNHS Republic of the Philippines

Department of Education
2005
Region IV – MIMAROPA
Division of Oriental Mindoro
VILLAPAGASA NATIONAL HIGH SCHOOL – APNAGAN EXTENSION

DETAILED LESSON PLAN

Earth and Life Science
Second Semester: Quarter 1

I. OBJECTIVES

A. Content Standard
How Genes work
B. Performance Standard
Conduct a survey of products containing substances that can trigger genetic disorders such as
phenylketonuria.
C. Learning Competency
Explain how the information in the DNA allows the transfer of genetic information and synthesis of proteins
(S11/12LT-IIej- 16)

II. CONTENT
DNA transcription and Translation

III. LEARNING RESOURCES

Reference: Earth ad Life Science, DNA Transcription and Translation Sciren Triangle 2015
Instructional Materials: PowerPoint presentation, laptop, reference book, chalk, chalkboard

IV. PROCEDURES
A. Before the Lesson

a) Daily Routine
1. Prayer
2. Greetings
3. Checking of Classroom condition
4. Checking of Attendance

b) Developmental Activities
1. Review
 What is DNA?
 What is Genes?
 What is the difference between genes and chromosomes?

2. Engage
FACT OR BLUFF

Direction: Write FACT if you think the statement is true and BLUFF if you think it is false.

1. Your DNA is 99.9% the same as the person sitting next to you.
2. Your DNA is 99.8% similar to a chimpanzee
3. Your DNA is 90% the same as a mouse.
4. Your DNA is 60% the same as a fruit fly.
5. Your DNA is 50% the same with banana.

3. Presentation of Lesson Objectives

After completing the lesson, the students can:

a. Explain how DNA directs the production of proteins.
 b. Construct a protein sequence from a given DNA sequence.
c. Recognize the importance of DNA transcription and translation.

B. Lesson Proper
1. Explore

Remind the students about the research assignment on Rosetta stone. Let them present some of their work in
class.
Guide Questions:
How can you relate “transcription” and “translation” to the Rosetta stone?
How are you going to figure out what is written on the stone?
What do we need to do in order to read these ancient texts?

2. Explain
 Present a PowerPoint presentation about DNA transcription and translation.
 The process of turning DNA into protein is very similar to the way we decode Rosetta stone. DNA is
found within the nucleus of a cell. It must stay within the nucleus, so we must go there to transcribe it.
The transcribed material (mRNA) is then able to leave the nucleus and be translated into amino acids
which make up a protein.

3. Elaborate
 What does the museum represent?
 What does the individual transcribing the text represent?
 What does the translator represent?
 Explain the relationship between DNA, mRNA and tRNA? Why all three are necessary to the process
of building a single protein molecule?

C. After the lesson

1. Generalization
 Accurate transcription and translation is a crucial biological event in our body. What will happen if an
error occurred during transcription or translation?

 What could happen if the DNA that resulted in a start or stop codons were damaged or mutated into
something else?

2. Application

Direction: Have students form groups of 2-4 students. All students will receive a handout containing
a chart showing how to transcribe DNA to RNA and how to translate RNA to protein. This handout will also bare
the question, “whose hungry?”

WHO’S HUNGRY?
(DNA Transcription and Translation Activity)

Part A:

Instructions:

Step 1. At the front of the room, you can find the nucleus (a small container) that contains the genomic
information (a DNA sequence written on a piece of construction paper) needed to make protein.

Step 2. Go to the front of the room and, using the worksheet as a guide, transcribe the DNA into RNA. Once it is
transcribed, return to your seats to translate the sequence.

Step 3. Use the handout to determine the amino acid sequence that correlates with the RNA sequence. The amino
acids can be glued or taped to the handouts. You can now translate the RNA sequence into a polypeptide.

Step 4. If you have correctly gone through the steps of transcription and translation, then the resulting string of 1
letter amino acids will bear the answer to the question.

Part B:
Direction: Using the information you have previously read and the information provided in this handout, find the
answer to the following question:

1. Transcription: Transcribe the DNA found within the nucleus into mRNA.
 2. Translation: Using the amino acids (1 letter abbreviation) provided, construct the polypeptide (protein). Use
scotch tape or a glue stick to adhere the sequence to this handout and determine the answer to the question!

3. Evaluation
1. Which of the following DNA sequences is complementary to the base sequence ACCGTAT?
a. GTTACGC b. UCCGTAT
c. TGGATA d. CAATGCG
2. Choose the nucleotide sequence of the RNA strand that would be complementary to the following strand:
GTAGTCA.
a. UATUAGA b. ACGACTG
c. CAUCAGU d. CATCAGT
3. The main function of tRNA is to
a. carry a message that, when translated, forms proteins
b. form a portion of ribosomes, a cell’s protein factories
c. string together complementary RNA and DNA.
d. bring amino acids from the cytoplasm to the ribosomes.
4. Which phrase best describes translation?
a. converts mRNA into protein
b. catalyze bonds between amino acids
c. produces RNA from DNA molecules
d. recycles tRNA molecules for reuse
5. AUG is the codon for the
a. start signal for translation
b. binding site for RNA polymerase.
c. start signal for transcription.
d. binding site for DNA polymerase.
4. Assignment
Direction: Research the following inherited diseases and EXPLAIN how it is related to DNA:
a. Neurodegenerative disease (childhood ataxia with central hypomyelination, CACH)
b. Wolcott-Rallison syndrome (WRS)
c. Bone-marrow failure syndrome (i.e. Shwachman-Diamond disease)

V. Remarks

VI. Reflection

Prepared by:

JENNIFER D. RELOX
SHST-II

Inspected by:

ALEX M. MAGBANUA,ED.D.
TIC/Head Teacher III