Region IX Grade Level 10

GRADE 10 Teacher Katherine Bernardino Learning Area SCIENCE

DAILY Teaching
LESSON Dates and March 6, 2024 Quarter 3rd QUARTER
LOG Time

I. OBJECTIVES
A. Content The learners demonstrate an understanding of:
Standards  the information stored in DNA as being used to make proteins
 how changes in DNA molecule may cause changes in its
product
 mutations that occur in sex cells as being inherited
B. Performance
Standards
C. Learning Explain how mutations may cause changes in the structure and functions of a
Unpacking of the
Competencie competency is applied
protein.S10LT-IIIe-38 to meet the curriculum
s / Objectives requirements based on
Write the LC Objective/s:
the Most Essential
code for each 1. Identify the types of mutation. Learning Competency
2. Describe how mutation alters the genetic code. (MELC). Parts of the
3. Cite an effect of mutation in humans. DLP are based on the
PPST Modules.
II. CONTENT Heredity: Inheritance and Variation
Topic: Mutation
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s Science 10 3rd Quarter Week 6 Module
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other
Learning Modules, visual aids, whiteboard and marker
Resources
IV. PROCEDURES
A. Reviewing Learner’s recall their
previous previous lesson.
ELICIT
lesson or
Recall the previous topic
presenting
- How do cells make proteins
the new
lesson
B. Establishing a ENGAGE Integration across the
purpose for Ask the following questions to the students; lesson is evident since
the teacher will ask the
the lesson 1. What is the role of DNA in living organism? learner’s their
2. What if something happens in the sequence of the DNA bases? knowledge about what
if something happens in
the sequence of the
DNA bases?

C. Presenting Teacher will show an example of mutants by giving fictitious examples

 examples/ like the superheroes in movies before giving real life example.
instances of
the new Teacher will ask the students:
lesson - What have you observe in the picture?
- Are they normal beings?

D. Discussing EXPLORE
new concepts Teacher will allow the students to guess what this humans called who Unlocking of term is
and possessed with superpowers. given to have an
overview and familiarity
practicing of the topic.
new skills #1 GUESS THE PICTURE

M_TAN_S
Answer: MUTANTS

After unlocking the term, allow students to define what mutation is.

E. Discussing Whole class will do the activity

new concepts
and Activity 1. Did the Cat Eat the Rat?
practicing 1. Delete the first H and regroup the letters in groups of three-
new skills #2 write out the new groups of three.

New Sentence: TEF ATC ATA TET HER AT.

Does the sentence still make sense? No.

2. Add the letter R before the word ATE in the original sentence.
Regroup the letters in groups of three. Write down the new
sentence.

New Sentence: THE FAT CAT RAT ETH ERA T.

Does the sentence still make sense? No.

3. Replace the R in the last word with B. Write the new sentence.
New Sentence: THE FAT CAT ATE THE BAT.
Does the sentence still make sense? Yes.

After the activity, the teacher will ask the following:

1. Have you ever encountered a message misinformation? Yes/No
2. How did it affect you? It is confusing to understand and often
misleading.
F. Developing EXPLAIN
mastery After the activity, present to the class the several types of
(Leads to mutation:
Formative
Assessment)
1. FRAMESHIFT
a. DELETION (a base is lost)
example of diseases includes cystic fibrosis

b. INSERTION (an extra base is inserted)

example of diseases include Beta-Thalassemia

2. POINT
a. SUBSTITUTION (one base is substituted for another)
⮚ SILENT mutation – If a substitution does not change the
amino acid

⮚ MISSENSE mutation – If a substitution changes the amino

acid

⮚ NONSENSE mutation – If a substitution changes the amino

acid to a “stop” codon
 After the
concept of
mutation has
been introduce to the class, asks a random student to identify the
type of mutation. Let anyone from the class to describe that specific
mutation.

Based from the activity 1:

New sentence #1: Frameshift (Deletion)
New sentence #2: Frameshift (Insertion)
New sentence #3: Point (Missense)

G. Finding ELABORATE There are varied

practical The teacher will show a picture and will ask the following question. questions that will help
the learner’s expound
applications - Who among here you here have been into a hospital? their knowledge of
of concepts - Are you familiar with this signage? mutation and will relate
and skills in the concept in real life
daily living situations.

- What happens if pregnant women are expose to a radiation?

- When can we say mutation is useful or harmful?
- Can you cite some examples or scenarios that mutation is
beneficial to species
- How about scenarios that mutation is harmful to species?

H. Making To sum up the lesson, Teacher will show an image of a type of Letting students to give
generalizatio mutation then students will identify it and share their insights about their insights about the
topic as a strategy to
ns and the topic.by answering the following question. wrap up the lesson will
abstractions assess students’
about the comprehension about
lesson the lesson. Students
will be challenged to
think critically.

How does mutation alter the genetic code?

- Student will explain how a single nucleotide substitution can
result in a change in the codon, leading to the incorporation of a
different amino acid.

When can we say mutation is useful or harmful?

- Student will cite an effect of mutations in humans

I. Evaluating EVALUATE Results of the

learning In ½ crosswise papers, answer Activity 2. evaluation will be
monitored to support
and assess learner’s
Test I: progress and
Compare the normal DNA sequence to the mutated DNA sequence achievement.
and identify what specific mutation is illustrated.
 UGG

Test II:
Read the passage below then perform the task that follows.

Sickle Cell Disease

Sickle cell anemia is the result of a type of mutation in the gene that
codes for part of the hemoglobin molecule. Hemoglobin carries
oxygen in your red bloods cells. The mutation causes the red blood
cells to become stiff and sickle-shaped when they release their
oxygen. The sickled cells tend to get stuck in blood vessels which can
slow or block blood flow and oxygen to parts of the body. Causing
pain and increased risk of stroke, blindness, damage to the heart and
lungs, and other conditions.

Analyze the DNA strands below to determine what amino acid is

changed and what type of mutation occurred.

Normal hemoglobin DNA

CAC GTG GAC TGA GGA CTC CTC

Normal hemoglobin mRNA

GUG CAC CUG ACU CCU GAG GAG

Normal hemoglobin A.A. sequence

VALINE-HISTIDINE-LEUCINE-THREONINE-PROLINE-GLUTAMIC ACID-GLUTAMIC
ACID
Sickle cell hemoglobin DNA
CAC GTG GAC TGA GGA CAC CTC

Sickle cell hemoglobin mRNA

GUG CAC CUG ACU CCU GUG GAG

Sickle cell hemoglobin A.A. sequence

VALINE-HISTIDINE-LEUCINE-THREONINE-PROLINE-VALINE-GLUTAMIC ACID

Type of Mutation: Substitution

I. Additional EXTEND
activities for In a ½ crosswise paper, list down 1 example of frameshift and point
application mutation diseases. Explain the type of mutation and its effect to the
J. or remediation body.

VI. REMARKS
VII. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment

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 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?

Prepared by: Verified by:

Katherine Bernardino Jo Ann F. Cadayona _____
4th Year/BSEd Science-Intern Cooperating Teacher