School MANGGAHAN NHS Grade Level TEN

DAILY Teacher LENY D. SANTOS Learning Area SCIENCE 10

LESSON
LOG Teaching Dates December 10, 2018 9:40 – 10:00 Quarter THIRD
and Time

PHASE EXPLORE
I. OBJECTIVES
A. Content The Learners demonstrate an understanding of
Standards how changes in a DNA molecule may cause changes in its product
mutations that occur in sex cells as being heritable
B. Performance
Standards
C. Learning S10LT-IIIe38
Competencies / Explain how mutations may cause changes in the structure and function of a protein;
Objectives
At the end of the period, the learners must be able to:

1. illustrate the kinds of chromosomal mutations

2. differentiate the kinds of chromosomal mutations
3. show respect to people with genetic disorders

II. CONTENT Unit 3 – Living Things and their Environment

Module 2 – Heredity: Inheritance and Variation
CHROMOSOMAL MUTATIONS

III. LEARNING
RESOURCES
A. References
Teacher’sGuide Pages 210-212
2. Learner’s Pages 284-293
Material
3. Textbook pages 1. APEX. Unit 6. p. 88.
2. EASE Biology. Module 15. pp. 14-15.
3. Science and Technology II: Biology Textbook. NISMED. 2012. p. 195.
4. Science and Technology II: Biology Textbook. NISMED. 2004. p. 195.
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning https://www.youtube.com/watch?v=kOZ6d8iOjfg
Resources
IV. PROCEDURES
A. Reviewing Elicit: FACT OR BLUFF!
(The activities in this
previous lesson or section will evoke or
presenting new draw out prior
concepts or prior
The teacher will give sets of questions of statement and the learner will analyse whether it
lesson experiences from is true or not. If it is true, say the word FACT, and BLUFF if otherwise.
the students)
1. Genes are segments of DNA that may code for RNA or proteins.
2. DNA molecule consists of single strands of nucleotides composed of sugar,
phosphate and nitrogenous base.
3. RNA has three major types including mRNA, rRNA and tRNA.
4. The specify base pairing in DNA, adenine with uracil, and cytosine with guanine
5. The mRNA carries the information in DNA, which is found in the nucleus, to the
ribosome found in the cytoplasm

If the statements are unclear to most of the students, clarify the misconceptions.
B. Establishing a Engage: TDAR Activity
(The activities in this
purpose for the section will stimulate THINK – Have the learners arrange a model/chart in a chronological order of the
lesson their thinking and
help them access following
and connect prior
cell, nucleus, chromosomes, dna, gene.
 DISCUSS – Let the students brain storm on how to solve the given activity
knowledge as a ACT- The students act collaboratively to arrange the model/ chart in a chronological
jumpstart to the
present lesson) order.

REFLECT – Let them explain the relationship among of these wordS.

POE Activity
C. Presenting
PRESENT- The teacher show the picture of superheroes such as Cyclops, Hulk,
examples /
instances of the
and Spiderman
new lesson OBSERVE- the learners observe and identify the superheroes that are presented
by the teacher
EXPLAIN- How this superheroes such as Cyclops, Hulk, and Spiderman got their
powers?

D. Discussing new Group the learners into five. Have them perform the activity about chromosomal
concepts and Explore: mutation
(In this section,
practicing new skills students will be
given time to think,
For the GROUP ACTIVITY
#1
plan, investigate,
and organize
Group 1 – Activity 1: Translocation
collected Group 2 – Activity 2: Deletion
information; or the
performance of the Group 3 – Activity 3: Inversion
planned/prepared
activities from the Group 4 – Activity 4: Down Syndrome
students’ manual
with data gathering Group 5 – Activity 5: Turners Syndrome
with Guide
E. Discussing new Questions) Have the learners present their work to the class. They will be evaluated using the rubrics
concepts and scoring guide below.
practicing new skills
#2 4 3 2 1
CRITERIA

All information Most of the Some of the Only few of

presented are information information the
Content clear and presented are are complete information is
correct. complete and and correct. correct.
correct.

Creativity The work is The work is The work is The work is

very creatively creatively somewhat not creatively
done. done. creatively done.
done.

Let the learners answer the following questions:

1. How are the three chromosomal aberrations/mutations different from each other? How
are they similar?
2. Do you think the normal genetic content of the chromosomes is affected?
3. Which condition results to gain of chromosome material? Loss of chromosome material?
4. What are some possible effects of these chromosomal mutations?
5.
 Explain:
(In this section,
F. Developing students will be
mastery involved in an
analysis of their 1. What are the different types of chromosomal mutation?
exploration. Their
understanding is 2. How the gain or loss of the chromosome material can affect the normal genetic
clarified and
modified because of Content of certain individual?
reflective
activities)/Analysis of 3. What are some possible effects of these chromosomal mutations?
the gathered data
and results and be
able to answer the
Guide Questions
leading to the focus
concept or topic for
the day.

Have the learners show love, respect, and concern to those people who are genetically
disorder through:
Group 1- Acrostic using the word R-E-S-P-E-C-T
G. Finding practical
Group 2 – Jingle
applications of Group 3- Compose a poem at least 1 to 2 stanzas.
concepts and Group 4- Create a bar graph showing Incidence of Down Syndrome Increases with
skills in daily living Maternal Age
Group 5 – Role play
H. Making Let the learners complete the concept map by filling in the correct word.
generalizations and
abstractions about CHROMOSOMAL MUTATION
the lesson
Elaborate:
(This section will
give students the
opportunity to
expand and CHROMOSOME STRUCTURE
solidify/concretize CHROMOSOME NUMBER
their understanding
of the concept
and/or apply it to a
real-world situation)

EDWARD DELETION
KLINEFELTER’S
SYNDROME
SYNDROME INVERSION

DOWN
TURNER’S
SYNDROME TRANSLOCATION
SYNDROME

Multiple Choice: Write the letter of the correct answer.

Evaluation:
(This section will
I. Evaluating provide opportunities 1. How many pairs of homologous chromosomes a human has?
Learning for concept check
a. 46 b. 23 c. 24 d. 45
test items and
answer key which 2. It is a change in the structure or amount of an organisms genetic material.
are aligned to the
learning objectives – a. Deletion b. Mutation c. chromosomal mutation d. translocation
content and
performance 3. It refers to the loss of a segment of DNA or chromosome
standards and
address a. Deletion b. Translocation c. Duplication d. Inversion
misconceptions- if 4. It caused by an extra copy of chromosome 21
any)
a. Down Syndrome c. Klinefelter’s Syndrome
b. Edward Syndrome d. Turner’s Syndrome
5. It occurs when apiece of chromosome breaks off and attaches to other chromosome
a. Deletion b. Translocation c. Duplication d. Inversion
6. It refers to a changes in the chromosomes where parts of the chromosomes are broken
and lost during meiosis
a. Deletion b. Mutation c. chromosomal mutation d. translocation
7. What kind of female disorder is shown in this picture, where female characteristics are
present but underdeveloped?
a. Down Syndrome
b. Edward Syndrome
c. Klinefelter’s Syndrome
d. Turner’s Syndrome
 8. It refers to the breakage of a chromosome in two places in which the resulting piece of
DNA is reversed and re-inserted into the chromosome
a. Deletion b. Translocation c. Duplication d. Inversion
9. The second most common trisomy which is also called as TRISOMY 18
a. Down Syndrome c. Klinefelter’s Syndrome
b. Edward Syndrome d. Turner’s Syndrome
10. It refers to a chart that shows all of the chromosomes in an organism
a. Karyotype c. Aneuploidy
b. b. Chromosomal Mutation d. Polyploidy
J. Additional Extend:
(This section gives
activities for situation that Research on the Genetic Engineering and how this modern biotechnology can be applied on the
application or explains the topic in
following:
a new context, or
remediation integrate it to 1. Medicine
another
discipline/societal 2. Agriculture
concern)
3. Food production
4. Crimes

V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% on
the formative
assessment
B. No. of learners
who require
addition 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 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?

Checked by:

ROSELYN A. GELERA
Department Chairman
ARLEEN D. CANAPI
Principal
 Activity 5: TURNER’S SYNDROME

Procedure:
1. Read an article study the picture showing a girl with a TURNER SYNDROME.
TO DO:

1. What is the cause of this chromosomal disorder?

2. Enumerate the signs/symptoms/characteristics of a person with Turners Syndrome.
3. Draw the Human Karyotype of Turners Syndrome.
 Activity 1:

GUIDE QUESTIONS:
1. Do you think the normal genetic content of the chromosome is
affected?
2. What are some possible effects of these chromosomal mutations?
 Activity 3

GUIDE QUESTIONS:
1. Do you think the normal genetic content of the chromosome is
affected?
2. What are some possible effects of these chromosomal mutations?
Activity 2
GUIDE QUESTIONS:
1. Do you think the normal genetic content of the chromosome is
affected?
2. What are some possible effects of these chromosomal mutations?