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STEM BIO11 12 Ii j 15 Amino Acids and Protein
BSED- Science
Bukidnon State University
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DETAILED LESSON PLAN IN
GENERAL BIOLOGY 1
School Grade Level 11/
Teacher Learning Area GenBio 1
Teaching Time: 180 minutes Quarter 1 st Semester, Final Term
I. OBJECTIVES
A. Content Standard
The learners demonstrate an understanding of the structure and function of biomolecules (i., proteins).
B. Performance Standard
The learners shall be able to construct a three-dimensional model of proteins using computers (i., computer generated models) or recyclable materials (i., physical models)
C. Learning Competencies
The learners: categorize the biological molecule (i., protein) according to their structure and function (STEM_BIO11/12-Ii-j-15) explain the role of each biological molecule n specific metabolic processes (STEM_BIO11/12-Ii-j-16) determine how factors such as pH, temperature, and substrate affect enzyme or protein activity (STEM_BIO11/12-Ii-j-19)
D. Specific Learning Outcomes
Specific Learning Outcomes At the end of the lesson, the learners shall be able to: 1. discuss the different levels of protein structure (i., primary, secondary, tertiary, and quaternary) 2. discuss how protein structural features may influence their interactions 3. discuss how protein structural features may influence their functions
II. CONTENT Amino Acids and Proteins Pt. 1 of 2
III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages
pp. 71-
Learner’s Materials pages Bilardo et al. (2017) General Biology 1, First Edition, pp. 14-
Textbook Pages
Additional Materials from Learning Resource (LR) Portal
Materials
Materials recyclable materials for construction of protein models, software for molecular modelling (available for free download)
B. Other Learning Resources
Resources (1) SwissPDB Viewer software (available for free download) (2) Protein Data Bank (can be accessed at db
IV. PROCEDURES
Teachers Activity Students Activity
A. Reviewing previous lesson or presenting the new lesson ( min.)
The teacher will call few students to recall what was the previous lesson all about.
Students will give the classification of carbohydrates and lipid.
B. Establishing a purpose for the lesson (5 min.)
The teacher will introduce the learning objective through verbatim.
At the end of the lesson, the learners shall be able to:
- discuss the different levels of protein structure (i., primary, secondary, tertiary, and quaternary)
- discuss how protein
structural features may
influence their interactions
- discuss how protein structural features may influence their functions
C. Presenting examples/ instances of the new lesson (20 min.)
Communicate learning objectives and important terms
Review the Genetic Code. In particular, have the learners translate codons to their corresponding amino acids.
Stress the importance of how mutations may alter the type of amino acid coded by a given sequence.
Discuss how some mutations may be ‘silent’.
Discuss how some mutations may be considered ‘conservative’ (e., AA changed to another with a similar functional group type) or ‘non-conservative’ (e., AA changed to another with a different functional group type).
Discuss the importance of the translation reading frame. Stress how frameshift mutations may lead to changes in the amino acid sequence translation as well as changes in the termination of the protein.
Prepare a genetic code table. Teach the learners how to use the genetic code table to translate an mRNA sequence.
Students will listen and take notes.
F. Finding Practical applications of concepts and skills in daily living ( min.)
Instruct the learners to construct paper models of helical structures. Paper models may be made to represent structures such as the 3-10 helix and the alpha-helix.
This is based on the classic experiment by Linus Pauling on the discovery of the alpha helix.
Students will watch a video on the discovery of the alpha helix using paper models is available on the internet. youtube/watch? v=EweuU2fEgjw
G. Making Generalizations and abstractions about the lessons (10 min.)
The teacher will let the students present their finding in the activity conducted.
Students will give their generalization about the lesson.
H. Evaluating Learners (50 min.)
Conduct an examination to assess the learners’ knowledge and understanding of the discussion
I. Additional Activities
Let the students make their 3D model of protein. Using recyclable materials.
Present a sample to the students.
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 these works? 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?
STEM BIO11 12 Ii j 15 Amino Acids and Protein
Course: BSED- Science
University: Bukidnon State University
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