[

Grade
School COTTA NATIONAL HIGH SCHOOL Grade 10
Level
Daily
Learning
Lesson Teacher HARIASETH Y. TAULE Science
Area
Plan
Teaching Date
March 21, 2023 (2:00 PM – 3:00 PM) Quarter Third
and Time
DAY

I. OBJECTIVES

Most Essential Learning Explain how mutations may cause changes in the structure and
A.
Competency function of a protein.
B
Enabling Competency
.
C
.  Know what mutation is.
 Classify the given example of mutation based on the causes:
Hereditary/ Germline mutation and Acquired/ Somatic
Learning Objectives mutation.
 Differentiate the kinds of chromosomal mutations: duplication,
inversion, deletion, insertion, translocation based on the given
sequences or structure of chromosome.
 Identify the effects of mutation to a human body.

II. CONTENT MUTATION: CHROMOSOMAL MUTATIONS

III. LEARNING RESOURCES
A
References
.
1. Teacher's Guide Pages pp. 210-211
Learner's Materials Science Q3- Module 4: Protein Synthesis and Mutations pp. 16-19
2.
Pages Science 10 Textbook 282-284
Textbo
3. ok N/A
Pages
4. Additional Materials from
Learning N/A
Resource (LR) portal
B
Other Learning Resource https://www.youtube.com/watch?v=pkeF2iYhTqM
.
IV. PROCEDURES
(Integrative Approach, Game-based Learning, Interactive
A. ELICIT Teaching)
ACTIVITY 1: GUESS THE MOVIE CHARACTER
The learners will be playing the game “GUESS THE MOVIE
CHARACTER”
Procedure:
1. The teacher will show different pictures of movie characters
and learners will try to guess the name of the characters.
2. Each learner who correctly answer the name of the
character will be rewarded.

Movie Character 1 Movie Character 2 Movie Character

3
 Movie Character 4 Movie Character 5 Movie Character
For Indicator 1 (knowledge 6
across learning) and
Indicator 2 (Strategies for
Critical Thinking)

Annotation:

This part of the lesson

shows how images Guide Questions:
stimulates the learners
1. In what movie, can you watch the heroes shown in the
thinking for establishing the
game? (Answer: X-MEN)
new topic. The learners are 2. What are x-men? (Answer: They are mutants)
also required to utilize their 3. What word comes to your mind when you hear the word
vocabulary and speaking mutation? (Possible answers: change, alterations, variation,
skills before the teacher modification)
give the meaning of MUTATION- are changes or alterations in DNA sequences. They
mutation. usually manifest on our physical characteristics.

Examples of Mutation:

1. Color Blindness 3. Lactose Intolerance

2. Sickle Cell Disease 4. Skin Cancer

5. Lung Cancer

B. ENGAGE
QUESTION: What causes mutation?

TWO TYPES OF MUTATION:

1. Hereditary/ Germline Mutations- these are inherited from

parents, like colorblindness. They are present in almost all
the cells (including germ cells or the reproductive cells) in
bodies because they are inherited.
 2. Acquired/ Somatic Mutations- these occur usually
For Indicator 2 (Strategies for because of lifestyle or environmental factors like exposure
literacy and numeracy) and to chemicals or diseases. These can also occur due to
Indicator 3 (strategies for errors during cell division. Acquired mutations in somatic
critical thinking and HOTS)
cells are inherited.

Annotation: In this part of the

ACTIVITY 2: “Is it hereditary or acquired mutation?”
lesson, the learners will have to
think based on their prior Directions: Identify if the given example of mutation is hereditary
knowledge. The activity will also or acquired mutation. NOTE: The learners whose answer is
let the learners think for hereditary mutation will remain seated, and those whose answer
carefully to classify the given is acquired mutation will stand up.
examples.
1. Color Blindness 2. Lactose Intolerance
For Indicator 4 (Applying
positive and non-violent
discipline)

Annotation: The activity will be

3. Sickle Cell Disease 4. Skin Cancer
let learners give their answer by
standing or sitting. Thus, the
learners will be encouraged to
participate in the activity.

5. Lung Cancer

For Indicator 1 (knowledge (Collaborative Approach, Integrative teaching method)

EXPLORE
C. across learning) and
Indicator 3 (Strategies for ACTIVITY 3: “GIVE THE CORRECT SEQUENCE”
Critical Thinking, HOTS) (GROUPINGS)
Procedure:
Annotation:
1. The class will be divided into 5 groups.
The learners will have to rely 2. All groups will be given a cartolina paper and a marker. They will
on their knowledge in also receive an envelope containing the task they need to do for this
activity.
mathematics and English to 3. The goal of the game is to give the correct sequence of numbers.
answer the sequence. After 4. The group/s who would be able to give the correct answer will be
the activity, they need to give rewarded.
5. Note that, all of you will receive the same set of tasks. You will only
the connection of the activity be given 5 minutes to finish the activity. No using of cellphones.
to chromosomal mutation.
After the activity:
For Indicator 4 (Applying
 All groups are required to post their work on the board.
positive and non-violent
discipline) ACTIVITY PROPER

Annotation: A B C D E F

This part of the lesson, the

learners need to cooperate
with each other to finish the
 TASKS: Answer the following

A. What is the answer to 7-24÷8×4+6?

B. I am an odd number. Take away an alphabet and I become even.
What am I?
C. How many subjects do you have in Grade 10?
D. Write the date today (ONLY THE DAY).
7!
E. Calculate
5!
the tasks on limited time. The F. I have four tens. I am less than 44. I have three ones. What am I?
learners who will rewarded if ANSWER:
they got the correct A B C D E F

sequence. 1 7 8 21 42 43

GUIDE QUESTION:

1. How would you relate the activity to mutation?

EXPLAIN
D. CHROMOSOMAL MUTATION – occurs due to errors in cell
division, specifically in the crossing over part during meiosis I. It
affects large portions of the DNA strand and can happen in both
the autosomal and sex chromosomes.

THESE ARE THE DIFFERENT TYPES OF CHROMOSOMAL

MUTATIONS:
For Indicator 3 (Strategies for
Critical Thinking, HOTS) 1. Duplication- an extra copy or a gene is repeated.
2. Inversion- a segment is broken off and inverted.
Annotation: 3. Deletion- a segment is lost
4. Insertion- extra pairs are inserted into a new place
On this part, the learners 5. Translocation- part of one chromosome attaches to
bring together their prior another chromosome
knowledge and experiences
to support new knowledge
(Integrative teaching method)
and experiences.
ACTIVITY 4: “What type of chromosomal mutation am I?”

Directions: Identify the type of chromosomal mutation given on

each number. (The learners will only be given 3 minutes to finish
the activity)

Part 1

1. A B C D E F G  A B C E F G

ANSWER: Deletion
2. A B C D E F G  A B C D E E F G

ANSWER: Duplication
3. A B C D E F G  A B F E D C G
ANSWER: Inversion
 4. A B C D E F G  A B F E L M D C G

ANSWER: Insertion

5. A B C D E F G A B C D J K L

H I J K L H I E F G

ANSWER: Translocation

ACTIVITY 4: “What type of chromosomal mutation am I?”

E. ELABORATE
Directions: Identify the type of chromosomal mutation given on
each number. (The learners will only be given 4 minutes to finish
the activity)

Part 2

For Indicator 3 (Strategies for

Critical Thinking, HOTS)

Annotation: 1. Answer: Insertion

___________________

On this part, the learners

bring together their prior
knowledge and experiences
to support new knowledge 2. Answer: Insertion
___________________
and experiences.

Answer: Translocation
3. ___________________

Answer: Deletion
4. ___________________

Answer: Duplication
5. ___________________

EVALUATE (Integrative teaching method)

F
. For Indicator 3 (Strategies for ACTIVITY 5: “Complete Me”
Critical Thinking, HOTS)
I. Directions: Encircle the best answer to complete the
Annotation: On this part, the statements below.
learners bring together their
prior knowledge and 1. (Inversion, Translocation) is a chromosomal mutation in
experiences to support new which a piece of one chromosome breaks off and
attaches to another chromosome. Ans. Translocation
knowledge and experiences.
2. Duplication occurs when a portion of a chromosome is
(removed, replicated). Ans. replicated

3. A chromosomal defect in which a segment of the

chromosome breaks off and reattaches in the reverse
direction is called (inversion, insertion). Ans. inversion

4. Pallister Killian Syndrome is an example of (inversion,

duplication) mutation, where there is an extra
chromosome 12. Ans. duplication

5. Chronic Myeloid Leukemia (CML), is a result of

rearrangement between chromosome 9 and
chromosome 22. This type of mutation is called (deletion,
translocation). Ans. Translocation
(Reflective Approach)
G EXTEND
. EFFECTS OF MUTATION TO HUMANS

Mutation can have adverse effects, causing genetic disorders and other
diseases
For Indicator 1 (knowledge
across learning) 1. Genetic Disorders- caused by mutations in one or more genes
(cystic fibrosis)
Annotation: 2. Diseases like Cancer- cancer cells that grew out of control, forming
tumors that destroy healthy cells around the tumor. (Leukemia- hign
The learners will watch a number of abnormal white blood cells)
video showing one of the Some examples of beneficial include:
effects of chromosomal 1. Mutations in human physiology like trichromatic vision, which causes
mutation. The learners will us to discriminate among the three colors red, blue and green.
2. Increased bone density with research on this being used as basis for
reflect and relate this part skeletal disease therapy.
of the lesson to their lesson 3. Mutation in proteins that lead to resistance to some diseases like
in ESP 10. malaria, HIV, and heart disease. Research on this proteins are used
to help treat or cure diseases.

The learners will watch a video presentation

“Kayleen – Accepting a Child with Down Syndrome”
 Question: What is your take away in the video presented?

ESP 10 Quarter 3 Week 2: Ang Pagmamahal sa Diyos at sa Kapwa

Pagmamahal sa Kapwa- ay ang pagpapakita ng malasakit, pagrespeto at

paggalang sa kanila.

Reflection: All of us deserve love, care, and respect. We all have the right to
live happily. People who have chromosal mutations like Kayleen must not be
discriminated. That is why, we must understand why the Department of
V. REMARKS

VI. REFLECTION

No. of learners who earned 80%

A.
in the evaluation

B. No. of learners who require

additional activities for
remediation who scored below
80%
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 or discover
which I wish to share with other
teachers?

Prepared by: Checked by: Noted by:

HARIASETH Y. TAULE SHERLYN P. PEÑAFLOR RITCHELDA D. ABADILLA

Date submitted:
SST-I/ Science Teacher Head Teacher I Principal I
________________________