SCIENCE DETAILED LESSON PLAN

GRADE LEVEL QUARTER/DOMAIN WEEK/DAY PAGE NO.

8 FOURTH/LT NO.

I. OBJECTIVES
A. Content Meiosis as one of the processes producing genetic variations of the
Standards Mendelian Pattern of Inheritance,
B. Performance
Report on the importance of variation in plant and animal breeding.
Standards
C. Learning 1. Predict phenotypic expressions of traits following simple patterns of
Competencies inheritance, S8LT-IVf-18
/ Objectives
Write the LC
code for each
II. CONTENT MENDELIAN GENETICS
III. LEARNING
RESOURCES
A. References
1. Teacher’s 223-230
Guide pages
2. Learner’s 329-336
Materials pages
3. Textbook
pages
National Science Education Standards
4. Additional
Benchmarks For Science Literacy Project 2061
Materials from
Cells, Heredity and Classification- Holt Science and Technology
Learning
Teaching Science in Elementary and Middle School Classrooms, A Project-
Resource (LR)
Based Approach Krajcik, Joseph S. , Czerniak, Charlene, and Berger,
portal
Carl
B. Other
Learning
Resources
IV. PROCEDURES
Elicit and Engage
A. Ask students to notice the differences in tongue curling. Have
them count the number of students with each trait and record the
results in their science journals using a data table. The tables
A. Reviewing have two columns (curl and no curl). Have students calculate the
previous ratios of students who can curl/total students in the class and
lesson or students who cannot curl/total students in the class. Have the
presenting the class discuss the results. (Note: A class of students is not a
new lesson scientific sample and may not yield statistically significant
results.)
 B. Some people have brown eyes, some have blue, and some have
green. Some people have earlobes attached directly to their
head, while others have earlobes that hang loose.
B. Establishing a
purpose for • Where do people get their different traits?
the lesson • How are traits passed from one generation to the next?
Students will record their initial thoughts in their Science Journals with the
expectation that they will revisit these questions at the conclusion of the
lesson
C. Presenting
examples/inst
ances of the
new lesson
Explore
For a simple trait like tongue rolling (curling) you have to have 2 allele. We
will label the allele that allows rolling “R”.
• What happens if you have RR? (Wait for student response.
Reinforce correct response.)
• Imagine you have rr. What does this mean? (Wait again. Reinforce
correct response.)
• What do you think will happen if you have Rr?
o Possible responses - “You can almost roll your tongue.”
 “It means you cannot roll your tongue.”
 “You can roll your tongue.”
• Act out “dominance” For example stand over a student is a
D. Discussing domineering (but harmless) manner. Ask “What does it mean to be
new concepts dominant?”
and practicing • “Think of recessive as laid back. If R is dominant and r is laid back,
new skills #1 what does this mean for a person who has Rr?” Wait for responses
then state (or restate) that the person will have the ability to roll their
tongue.
Note: Some students may ask if the order matters. “Order does not matter.
If you have Rr or rR, you have the ability to roll your tongue.”
• Introduce the bug parents.
o “We are going to practice our understanding of dominant and
recessive alleles by looking at some bugs.”
o Distribute the chart of the genotypes and phenotypes (See
attached), and display a large copy.
o Have genotypes for the mom and dad displayed. The
students will tell you what phenotypes are expressed. You
will build the parents according to their instructions.

E. Discussing
new concepts
and practicing
new skills #2
Explain
F. Developing
Notes: Punnett Squares
mastery (leads
to Formative
Q: What are punnett sqares?
Assessment 3)
A: A method of predicting what genes the offspring between 2 parents will
have. We use them to do genetic crosses, which is how we make this
prediction.

*We can predict the Probability of offspring inheriting particular

traits.

Probability means .

Examples:

1. If b = Blue eyes and B = brown or green eyes, what would be the

genotype of a hybrid parent?

What colored eyes would this person have?

Step One: Write down the genotypes of both of the parents, one at a time.

Step Two: Draw a punnett square. One box, broken up into 4 smaller boxes.

Step Three: Put one parent across the top of the box and one parent down
the left side of the box.

Step Four: Combine the letters inside the square.

What would be the genotype of a blue eyed person?

Guided Practice to do as a class:

1. Cross a hybrid green eyed parent with a blue eyed parent.

What is the probability of these parents having a blue-eyed offspring?

2. If T = tall height, and t = short height, cross a purebred tall person

with a hybrid person. What is the probability of these two parents
having a short offspring?
3. If G = having green pea pods, and g = having yellow pea pods,
cross 2 hybrid plants together. What is the probability of the offspring
having green pods?
4. If H = happy personality, cross 2 hybrid parents together. What is
the probability of these parents having an offspring who is not happy?
5. In whitetail deer, having albino fur is caused by a recessive gene (a).
Cross a purebred deer with normal fur with an albino deer. What is the
probability of the offspring being albino?
6.If having normal breathing is dominant (A) over having asthma, cross
2 hybrid parents together. What is the probability of the offspring breathing
normally?
7. In people with diabetes, the gene that produces insulin is faulty.
This is caused by a recessive gene (i). Cross a hybrid parent with a
parent that has diabetes. What is the probability of the offspring
having diabetes?
 The teacher will process the students’ reactions and outputs. Give
feedback to each group’s outputs. The teacher will give inputs on important
concepts missed by the students and include interaction between teacher
and students.

Elaborate
•
Possible Genotypes and Phenotype of
Candy Bugs

DOMINANT recessive
Genotypes and Phenotype Genotype and Phenotype
RR or Rr – red antennae rr – green antennae
SS or Ss – three body segments ss – two body segments
CC or Cc – curly tail cc- straight tale
LL or Ll – three pairs of legs ll – two pairs of legs
BB or Bb – blue nose bb – green nose
GG or Gg – green feet gg – black feet
EE or Ee – two eyes ee - three eyes
Mom’s genotype: Rr, Ss, Cc, ll, bb, gg, ee

Dad’s genotype: rr, ss, cc, Ll, Bb, Gg, Ee. Which parent has more dominant
G. Finding genes? ________________
practical
Describe how each parent will look. (Write the phenotypes.)
applications of
concepts and
skills in daily Mom Dad
living
___________________ _________________

___________________ _________________

___________________ _________________

___________________ _________________

___________________ _________________

___________________ _________________

___________________ _________________
Model-making lab –please refer to lab activity sheets
Students will complete steps 1-5 (refer to lab activity sheet)

o Follow-up questions:
 “What were the alleles that the mom had for
antennae?” “How did she end up with red antennae?”
 Pose the same question for body segments, curl of tail
and number of eyes.
 “If we had a bug with (insert genotype) what would it
look like?”
 Albinism is the result of a recessive gene “a”. Write
the phenotype for the following genotypes: • AA, Aa,
aA, aa

H. Making
generalization
The learners summarize his/her understanding that particles of matter are
s and
moving at all times.
abstractions
The learners confirm their understanding through a video presentation.
about the
lesson
Evaluate
Name:

Assignment: Greg Mendel’s Pea Plants

Purpose of this activity:

I. Evaluating
To mimic the genetic crosses that Greg Mendel did with his pea
learning
plants, to see what different genetic traits are possible.

Directions: Use the chart below to answer the Punnett square

questions that follow on the next pages.

Greg Mendel’s pea plant traits

http://faculty.mu.edu.sa/public/uploads/image/20121219/201212190833
08_74159.png

*T=tall t=short R=round r=wrinkled

G=green g=yellow/white A=axial a=terminal

1. Cross a hybrid tall plant with a short plant. Write down all possible
outcomes of this cross. Show all possible phenotypic ratios also.

2. Cross a plant with purebred axial flowers with one that has terminal
flowers. Write down all possible outcomes of this cross. Show all possible
phenotypic ratios also.
 3. Cross two plants together who are hybrid for seed coat color. Write
down all possible outcomes of this cross. Show all possible phenotypic
ratios also.

4. Cross a plant with purebred inflated pod shape with one that is hybrid for
the same trait. Write down all possible outcomes of this cross. Show all
possible phenotypic ratios also.

5. Cross a plant that has two dominant genes for seed shape with a plant
that has wrinkled peas. Write down all possible outcomes of this cross.
Show all possible phenotypic ratios also.

6. Cross two plants that are hybrid dominant for pod color. Write down all
possible outcomes of this cross. Show all possible phenotypic ratios also.

Design Your Own, "Tracing Traits," Students trace an inherited trait through
J. Additional
their own family or another family and determine how the trait
activities for
passed from generation to generation. Students gather data from
application or
family members and construct a pedigree to show that data.
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
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?

Writer 1: RUTH F. PATALITA Writer 2: Jerson P. Alo

Writer/s:
Region 9 Region 10

Member 2: Gemma A. Bendebel

Member 1: Zaldy D. Alima
School
CARAGA
Division
Member 3: Mary Ann M. Member 4: Shirley G. Bael
Arangcon NCR
Team Members: Region 10
Member 3: Christian R. Bincalo
Member 3: Deo R. Adoptante NCR
Region 7