CITA HATI CHRISTIAN SENIOR SCHOOL WEST

CAMPUS
Jl. Bukit Golf L-2 No. 1 Citraland
Surabaya 60211, INDONESIA
Telp: (031) 7425470 7425471 Email: admin_ssw@bchati.sch.id

LESSON PLAN
Subject
Grade/Semester
Academic Year
Lesson No.
Time Allocation

:
:
:
:
:

Biology
XII/I
2016-2017
6
4 weeks (4X5 sessions)

Standard of Competence
Explain how mutations in the DNA sequence may or may not result in phenotypic change in
genetic mutation
Basic of Competence
Describe Mendelian genetics and its deviation
Indicators of Competence
Define genetic mutation
Differentiate gametic and somatic mutation
Differentiate gene and chromosomal mutation
Describe human disorder s caused by chromosomal disorders
Explain mutation source
Explain the impacts of mutation
A. Learning Objectives
Students able to develop attitude relevant to biology such as:
1.Concern accuracy and precision
2.Integrity
3.Enquiry
Expected characteristics:
(example: honesty, tolerance, democratic, communicative, responsible)
B. Learning Materials
Laptop
LCD projector
Ppt slide show
White board eraser
Worksheet
Board marker
Karyotyping worksheet
Scissors, glue
C. Learning Approaches
- Model: Interactive learning
- Method: Direct teaching
- Learning Strategy:
Class Meeting/Session: Explanation and discussion in the class
Outside of Class Tasks: Collecting information related
Individual Tasks: Worksheet about karyotyping

Main Stages
Time/Duration
Introduction/Warm Up-Lead In:
1) Motivation and Apperception:
Greeting
Praying
Admire the order and complexity of God's creation of the structure
and function of DNA, genes and chromosomes and heredity in the
formation and regulation processes in living things. Aware and
concern about environmental issues, protecting and caring for the
environment as a manifestation of the practice of Christian values
2)

10-15
minutes
D.

Prerequisite/Previous knowledge:
The students should have prior knowledge of DNA transcription
and translation. In using the Mutations Worksheet, the students are
reviewing the transcription and translation of a DNA sequence
while discussing the mutations of the sequence. When the class
translates the RNA sequence to the amino acid sequence, the
student will recognize any errors they might have.

Main Activities/Step by Step Procedures:

1) Exploration
Show the variety of fruits such as Water melon without seed, grapes
with many different colors, goat with 5 legs, man with skin condition
due to genetic disorders.
Ask the student why it could happen? What is mutation? How does it
happen? Where does it happen? What are the cause?

60- 70
minutes

2) Elaboration
Introduce the stages and phases:
Reviewing the concept of mutations and aberrations through
reference to answer all the impressions that have been seen.
Discussion of the process and the type of mutation
Discussion of the process and the type of aberration
Simulation of the mutation
Make a model of mutation
Simulation of Aberration
Make a scrapbook about the disorders due to mutation
The students transcribe the DNA sequences on the mutations
worksheet. The teacher will then guide the students in translating
the RNA sequences (determined by the students) to the amino acid
sequence. The guidance will allow the students to find any errors in
transcription and review translation of an RNA sequence. Have
students discuss what they noticed changed by the different
mutations.
3) Confirmation
The teacher walk around the room to look at the work of each
student. The teacher will provide immediate feedback as the students
are working on their independent work. The teacher should provide
feedback on their amino acid sequences prior to the coloring to allow
a more accurate comparison of the two final pictures.
Closing / Closure (Reflect Anticipatory Set):
The teacher will have the students present their pictures (it is best
to use a document camera to show the two different DNA sequences
at the same time as the colored pictures). The students should
compare their pictures to the other students who had the same
original DNA sequence to compare how the different mutations
altered the pictures in different ways. The teacher will also have the
students explain where the change in the DNA, RNA, and Amino
Acid sequence occurred. After seeing the different pictures
presented by the class, the students should have a better
understanding of the fact that DNA mutations may alter the amino
acid sequence substantially, very little, or cause no change. This will

10-15
minutes

Learning Activities
E. Resources
Biologi 3 Kelas 12 Idun Kistinnah Endang Sri Lestari 2009
Biologi 3 Kelas 12 Subardi Nuryani Shidiq Pramono 2009
Biologi IPA Kelas 12 Faidah Rachmawati Nurul Urifah Ari Wijayati 2009
Biologi Kelas 12 Langkah Sembiring Sudjino 2009
Mudah dan Aktif Belajar Biologi IPA Kelas 12 Rikky Firmansyah Agus Mawardi H M Umar
Riandi 2009
Panduan Pembelajaran Biologi Kelas 12 Suwarno 2009
Praktis Belajar Biologi Kelas 12 Fictor Ferdinand P Moekti Ariebowo 2009
F. Assessment
1) Assessment Techniques: Written objective test,
2) Form of Instruments: Multiple choice questions, short answer questions
3) Example of Instruments: Daily test
Acknowledged by,
Principal
__________________________________
__________________________________

Surabaya, 2016
Subject Teacher