Grade 10 Science

1. P o i n t & C h r o m o s o m a l M u t a t i o n s

2. Students collectively define and connect
key terms on the board, forming a chain
of explanations. Each student adds to the
chain by linking terms and explaining
their relationships. The class reviews the
chain to clarify connections and enhance
comprehension of the topic.

3. DNA, the blueprint for life, contains genes that act like instructions.
These genes are passed down from parents to offspring through
inheritance, determining the traits an organism inherits.

4. Chromosomes, tightly coiled strands of DNA, house our genes,
which are the instructions for our traits. During reproduction, these
chromosomes are shuffled and halved, with one set coming from
each parent. This unique combination of genes passed on
determines the characteristics of the offspring.

5. Students will be watching a video about
Fetal Alcohol Syndrome and their
manifestations in the human body. After
that they will create a T-chart analysis
answering the following questions:

6. a. What is the genetic disorder
discussed in the video and in the
article? How do they manifest in
individuals?
b. What specific genetic mutation
causes the disorder and what is
believed to be the psychoactive
substance causing the mutation?
c. How do genetic disorders impact the
lives of individuals and their families,
both medically and emotionally?

8. MELC: Explain how mutations may cause changes in the
structure and function of a protein (S10LT-llle-38)
1.) Identify types of gene mutations and explain how each
mutation can potentially impact the resulting protein and,
consequently, the organism's characteristics.
2.) Create informative presentation explaining the concept
of gene mutations and their potential effects on organisms.
3.) Engage in a respectful exchange of arguments about
whole genome sequencing (WGS) on fetal cells,
considering the potential benefits and risks based on
scientific evidence.

9. Each group will be given worksheets that
includes the article about their assigned
topic and the guide questions that they
will answer to check their understanding.
Group 1: Sickle Cell Anemia
Group 2: Beta Thalassemia
Group 3: Cystic Fibrosis
Group 4: Opitz-Kaveggia syndrome
Group 5: Cancer
Group 6: Leukemia

10. They will then create a chart presenting
what they have learned from activity. The
contents of the chart are indicated below:
a.) Name of the disorder/disease
b.) Cause (Genetic Mutation)
c.) Effects (Signs and Symptoms)

11. Reminders:
1. You'll have a set amount of time at each station.
Read the information, look at any visuals, and
answer the guide questions.
2. Take notes on what you find interesting,
important, or confusing. Discuss your observations
with your group members at the station.
3. When the time is up, quietly move to the next
station as a group, following the designated route or
station numbers.

12. GUIDE QUESTIONS:
1.) How do the causes of these mutations (e.g.,
type of mutation, affected gene) differ from your
assigned disorder?
2.) Review the cause-and-effect sections of the
other groups' charts. Are the effects of the
mutations clearly explained? Do the charts
provide enough information to understand how
the mutation impacts a person?
3.) Has this activity changed your understanding
of the diversity of genetic mutation disorders?
Explain why or why not.

14. Mutations, or changes in the nucleotide sequence of the
DNA can happen during replication, transcription, or
translation. These damaged DNA is formed either by
substitution, deletion, or insertion of base pairs. A
change in DNA structure will ultimately change protein
structures which changes its function. Mutations are
commonly harmless, but sometimes, they lead to cell
death or tumor formations.

15. Mutations may be caused by the following: errors in DNA
replication process, chemical damages to the DNA
because of mutagens or chemicals that are capable of
damaging DNA, and radiation such as ionizing radiations
of gamma rays, x-rays, or even UV light.

17. Germline mutations occur in gametes, the sex cells, such as
eggs and sperm. These mutations are especially significant
because they can be transmitted to offspring and every cell in
the offspring will have the mutations.
Somatic mutations occur in other cells of the body. These
mutations may have little effect on the organism because they
are confined to just one cell and its daughter cells. Somatic
mutations also cannot be passed on to offspring.
There are a variety of types of mutations. Two major categories of mutations are
germline mutations and somatic mutations.

18. Chromosomal alterations are mutations that change
chromosome structure or number. They occur when a section
of a chromosome breaks off and rejoins incorrectly or does not
rejoin at all. Chromosomal alterations are very serious. They
often result in the death of the organism in which they occur.
If the organism survives, it may be affected in multiple ways.
Mutations also differ in the way that the genetic material is changed. Mutations may
change an entire chromosome or just one or a few nucleotides.

20. A point mutation is a change in a single nucleotide in DNA. This
type of mutation is usually less serious than a chromosomal
alteration. An example of a point mutation is a mutation that
changes the codon UUU to the codon UCU. Point mutations can
be silent, missense, or nonsense mutations. The effects of
point mutations depend on how they change the genetic code.
Mutations also differ in the way that the genetic material is changed. Mutations may
change an entire chromosome or just one or a few nucleotides.

21. Mutations also differ in the way that the genetic material is changed. Mutations may
change an entire chromosome or just one or a few nucleotides.

23. A frameshift mutation is a deletion or insertion of one or more
nucleotides that changes the reading frame of the base
sequence. Deletions remove nucleotides, and insertions add
nucleotides.
Mutations also differ in the way that the genetic material is changed. Mutations may
change an entire chromosome or just one or a few nucleotides.

24. AUG-AAU-ACG-GCU = methionine-asparagine-threonine-alanine
Now assume that an insertion occurs in this sequence. Let’s say an
A nucleotide is inserted after the start codon AUG. Then the
sequence of bases becomes:
AUG-AAA-UAC-GGC-U = methionine-lysine-tyrosine-glycine
Even though the rest of the sequence is unchanged, this insertion
changes the reading frame and thus all of the codons that follow it.
As this example shows, a frameshift mutation can dramatically
change how the codons in mRNA are read. This can have a drastic
effect on the protein product.

25. After each group have learned the assigned genetic
disorder from other groups and answered the guide
questions, based on their understanding of the
implications of gene mutation and how mutations
may cause changes in the structure and function of a
protein, students will write a claim answering the
essential question of the day and they will provide
evidence that will serve as their reason for writing
their claims.
CER (Claim-Evidence-Reasoning)

26. Essential Question of the day
Should all expectant parents undergo
whole genome sequencing (WGS) for
genetic mutations in their fetus, and if
a serious genetic disorder is detected,
should they have the right to
terminate the pregnancy?
CER (Claim-Evidence-Reasoning)

27. Whole genome sequencing (WGS)
CER (Claim-Evidence-Reasoning)
Whole-genome sequencing (WGS) is a
comprehensive method for analyzing entire
genomes. Genomic information has been
instrumental in identifying inherited disorders,
characterizing the mutations that drive cancer
progression, and tracking disease outbreaks.

29. Increased immunity Adaptation to environment
Mutations in certain genes can
enhance an organism's immune
system, making it more resistant
to specific diseases or
infections. For instance, a
mutation in a gene called CCR5
can make some people resistant
to HIV infection.
Mutations can allow organisms to
adapt to changes in their
environment. For example, the
peppered moth in England changed
its coloration from light to dark
during the Industrial Revolution due
to a mutation. This darker coloration
provided camouflage against the
sooty environment, increasing their
survival rate.

30. Lactose tolerance Sickle cell trait
The ability to digest lactose (milk
sugar) as adults is a result of a
mutation that arose in some
human populations. This
mutation allowed them to
continue consuming milk
beyond infancy, providing an
additional source of nutrients.
While sickle cell disease is a serious
genetic disorder, inheriting one copy
of the mutated gene (sickle cell trait)
can be beneficial in some regions.
This trait offers some protection
against malaria, a deadly parasitic
disease.

31. This is a specific strategy where
students are presented with a prompt
or image, then individually brainstorm
what they see, what they think about
it, and what they wonder about the
connections to other concepts.
See-Think-Wonder

32. Sentence Frames:
"Looking at the pictures in order, it seems like picture A shows _______, then picture B shows _______, which leads
to _______ in picture C."
"The sequence of the pictures suggests that _______ (event in picture A) causes _______ (event in picture B), and
ultimately results in _______ (event in picture C)."
"Picture A and picture B seem to be connected because _______ (detail in picture A) affects _______ (detail in picture
B). This likely leads to _______ (what picture C shows)."
"Although the pictures seem different at first glance, they all connect to the theme of _______ because _______ (detail
in picture A) relates to _______ (detail in picture B), and they both contribute to _______ (theme in picture C)."

33. Sentence Frames:
"Looking at the pictures in order, it seems like picture A shows _______, then picture B shows _______, which leads
to _______ in picture C."
"The sequence of the pictures suggests that _______ (event in picture A) causes _______ (event in picture B), and
ultimately results in _______ (event in picture C)."
"Picture A and picture B seem to be connected because _______ (detail in picture A) affects _______ (detail in picture
B). This likely leads to _______ (what picture C shows)."
"Although the pictures seem different at first glance, they all connect to the theme of _______ because _______ (detail
in picture A) relates to _______ (detail in picture B), and they both contribute to _______ (theme in picture C)."

34. MELC: Explain how mutations may cause changes in the
structure and function of a protein (S10LT-llle-38)
1.) Identify types of gene mutations and explain how each
mutation can potentially impact the resulting protein and,
consequently, the organism's characteristics.
2.) Create informative presentation explaining the concept
of gene mutations and their potential effects on organisms.
3.) Engage in a respectful exchange of arguments about
whole genome sequencing (WGS) on fetal cells,
considering the potential benefits and risks based on
scientific evidence.

35. This quiz is your chance to showcase your learning! Read each
multiple-choice question thoroughly and take your time. Recall the
important ideas and terms we discussed in class. Remember to
answer honestly and independently – everyone learns at their own
pace. Good luck!

36. Psychoactive substances are chemicals that alter mood, perception, and behavior. They
can be legal (caffeine, nicotine) or illegal (cocaine, heroin). These substances can have a
significant impact on the human body, including the brain and nervous system. This
assignment will explore the potential effects of psychoactive substances on human genes.
1. Choose a specific psychoactive substance (legal or illegal) and research its potential
effects on the human genome.
2. Focus on current scientific studies exploring if and how this substance might cause
mutations in genes.
3. Write a summary (2-3 paragraphs) of your findings, including:
The chosen substance and its general effects.
Specific details about the potential for mutations (types of mutations, affected
genes, etc.) based on your research.
Cite the sources you used (scientific articles, credible websites).

37. D o y o u h a v e a n y q u e s t i o n s ?

38. DNA acts as the master plan, storing the instructions for building
proteins. RNA serves as the messenger, carrying this information
from DNA to the protein-building machinery. Proteins, the
workhorses of the cell, perform most cellular functions based on the
instructions they receive.

39. SUGAR
Nucleotides are the basic units of DNA, composed of a
phosphate group (P), a sugar (deoxyribose), and a nitrogenous
base (A, C, G, or T) that encodes genetic information.
P

40. DNA is the molecule that forms genes, and multiple genes are grouped into
chromosomes. Chromosomes are present in the nucleus of every cell and
contain all the genetic information of an organism.

42. Chromosome
Chromosomes are structures formed by DNA and
proteins that house multiple genes in the cell nucleus.
Genes
Genes are segments of DNA that contain instructions
for protein synthesis and determine hereditary traits.

43. 19th Century
A scientist conducted
experiments with peas that
revealed patterns of
inheritance. However, he did
not know that these patterns
were related to DNA.
20th Century
In the 20th century, it was
discovered that DNA is the
molecule that carries genetic
information. This revolutionized
genetics and biology.
At present
DNA sequencing and
genetic engineering
enable a deep study of
genes and their influence
on inheritance.

44. This is the biological process through which
organisms transmit genetic traits, such as
physical traits and behavior patterns, to their
offspring by transferring genetic material,
which may include DNA or RNA in the case
of various organisms.
This transmission of genetic information
contributes to the continuity and diversity
of species on Earth.

45. Genetic transmission
Inheritance involves the transmission of genetic
information from parents to offspring, determining
characteristics in the progeny.
Diversity of traits
Through inheritance, biological traits are perpetuated
and diversified in all species on Earth.
Continuity of species
Inheritance is essential for the continuity and
adaptation of species over generations.