Atimonan National

Grade Grade 9
School Comprehensive High
Level ARANGAN AND MOLAVE
School
(BIOLOGY)
Grade Level Angelica Princess S. Learning HEREDITY:
Teacher
Inquiry Based- Paroan Area INHERITANCE and
Lesson Plan VARIATION
Teaching Quarter 4th Quarter
Week 4 – MONDAY,
Dates and
Time
I. OBJECTIVES
The learners demonstrate an understanding of:
A. Content Standard 1. Projectile motion, impulse and momentum, and conservation of linear
momentum
The Learners shall be able to:
B. Performance Standard
1. Propose ways to enhance sports related to projectile motion
C. Learning The Learners should be able to…
Competencies/ 1. describe the horizontal and vertical motions of a projectile;
Objectives.
(Write the LC code for
each)
At the end of the lesson the students are expected to:
a. Define chromosomal mutation
D. Specific/Activity
b. Differentiate types of chromosomal mutation
objective
c. Perform an activity about chromosomal mutation
d. Recognize the possible effects of this kind of mutation

A. Content: Types of Chromosomal Mutation

B. Materials: LCD Projector, Laptop and speaker
C. Process Skills: writing, communicating, reasoning, analyzing
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. ELICIT
Review:
The teacher will conduct a review on the previous discussion on DNA and
RNA.
Eliciting student’s ideas for new lesson:
The teacher will present a short video clip from the movie X-Men.

 How did Cyclops from the X-Men get his superpowers?

 How about hulk and spider man?
B. ENGAGE
The teacher will group the class into four groups. Each of the group
will need to analyze the given sentences.
Example:
 Students will analyze the given SIMPLE SENTENCES.

Sentence Analysis
Sentence 1: THE DOG BIT THE CAT.
 Students shall be able to find the answer on the
Sentence 2: THE DOG BITfollowing
THE CAR. questions:
 Is sentence 1 different from sentence 2?
 If yes. In what way are they different?
 Are they different in meaning?
If yes. What made it so?
 From the given sentences student will reflect on these
questions:
 Did you see that changing a single letter also
changes the meaning of the sentence?
 Student will read and analyze the two sentences below.

Sentence Analysis
Sentence 1: THE DOG BIT THE CAT.
 Students shall be able to find the answer on the
Sentence 2: THE DOBfollowing
ITT HECquestions:
AT.
 What was changed (letter) in sentence 2 from
sentence 1?
 What was deleted? Added?
 Would it give you the same meaning given the
addition and deletion of letters?
C. EXPLORE
The teacher will facilitate an interactive discussion on the types
of Chromosomal Mutation. The students will do an activity
regarding the chromosomal mutation.
D. EXPLAIN
Students should be able to answer the following questions
based on the activity about Types of Chromosomal Mutation.
 How are the three chromosomal aberrations different
from each other?
 How are they similar?
 Which condition results to a gain of chromosome
material? Loss of chromosome material?
 What are some possible effects of these chromosomal
mutations?
E. ELABORATE
Chromosomal mutation occurs at the chromosomal level resulting in
gene deletion, duplication, or rearrangement that may occur during the
cell cycle and meiosis. It may be caused by parts of chromosomes
 breaking off or rejoining incorrectly.
Mutations in chromosomes may occur in a variety of ways. Sometimes
parts of chromosomes are broken off and lost during mitosis or
meiosis

F. EVALUATE
 The teacher will administer formative assessment prior to the
lesson about chromosomal mutation.

DIRECTIONS: Identify whether the following changes on the

sequence is caused by DELETION, DUPLICATION, INVERSION, and
TRANSLOCATION.
1. L M N O P Q R LMNNOPQR
2. E F G H I J K FGHIJK
3. A B C D E - F G H I J ABCIJ-FGHDE
4. T U V W X Y Z ZYXWVUT
5. H I J K L M N HIJLMN

G. EXTEND
 Research the following:
What is human karyotyping?
What is genetic engineering?

V. REMARKS

VI. 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?
LUCRECIA L. ESCRITOR
Science Head Teacher
Prepared by:

ANGELICA PRINCESS S. PAROAN

Grade 10 Science Teacher

Checked by:

MELANIE U. FLORES
Master Teacher I

Noted: