Region XI Grade Level 8 - Faith

GRADE 8 Teacher Ms. Derly C. Datuin Learning Area Science

DAILY
LESSON LOG Teaching Dates March 6, 2019 Fourth
Quarter
and Time 8:30 – 9:30 AM

I. OBJECTIVES The students should be able to:

Use a Punnet square to predict the results of monohybrid crosses. (Essenfeld, 1994)
A. Content Standards The learners demonstrate an understanding of how cells divide to produce new cells and
meiosis as one of the processes producing genetic variations of the Mendelian Pattern of
Inheritance.
B. Performance The learners should be able to report on the importance of variation in plant and animal
Standards breeding.
C. Learning
Competencies /
Objectives Predict phenotypic expressions of traits following simple patterns of inheritance; S8LT-IVf-18
Write the LC code for
each
I. CONTENT The Punnet Square
(Monohybrid Cross)
II.
LEARNING
RESOURCES Science book
A. References
1. Teacher’s Guide
Page 226
pages
2. Learner’s
Pages 329-344
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Teaching Guide For Senior High School General Biology 2
Resources Howser, R. & Hawthorne, C. (2013). Lesson: don’t be a square. Retrieved from:
https://www.teachengineering.org/lessons/view/uoh_hp_lesson_square

III. PROCEDURES

A. Reviewing previous ELICIT:

lesson or presenting
the new lesson Meiosis indeed produces four daughter cells. Now, are those four daughter cells identical or
(5minutes) not? Also, the daughter cells produced in meiosis are different from the parent cell. And why is
that? So if the parent cell has 46 chromosomes, how many chromosomes will there be in the
daughter cells? Now, why is it necessary for meiosis to reduce the number of chromosomes in
half?

B. Establishing a purpose ENGAGE:

for the lesson
(10 minutes) Let’s have an activity. This activity is called “Who Are My Parents?” Some of the students have
pictures under the chair.

Now to the students with pictures under their chair, get the picture and come to the front. The
C. Presenting examples/ ones who got pictures with the same color of borders will stand beside each other.
instances of the new
lesson

Now let’s have another activity. I have here scrambled letters.

e n e t i c s g

e g n e

Page 1 of 6
 a e l l e L

g t e n o P e y

p e h n t O y p e

All you need to do is to arrange the scrambled letters to form words related to our discussion
today. The words you will form are actually familiar to you since we discussed those previously.
Now who’d like to try?

D. Discussing new EXPLORE:

concepts and
practicing new skills To determine whether you really know now how to use a Punnet square to predict the outcomes
#1(15 minutes) of a monohybrid cross, let’s have a group activity.
E. Discussing new
concepts and There will be 3 groups.
practicing new skills
#2

I. Objective:
After performing this activity, you should be able to:
a. Use a Punnet square to predict the result of a monohybrid cross.

II. Material/s: Pentel pen

III. Procedure:
1. Read and analyze the problem.

A man with brown eyes married a woman with blue eyes. If B=brown eyes and b=blue eyes, what will be
the possible color of the eyes of their child?

2. Fill the Punnet square below.

Father

B b

b Bb bb
Mother

b Bb bb

3. Complete the following:

Possible Offspring:
Genotype Phenotype
25% = _______=_____________
25% = _______=_____________
25% = _______=_____________
25% = _______=_____________

IV. Posing questions

1. What is the probability of their child to have brown eyes?

2. What is the probability of their child to have blue eyes?

Page 2 of 6
F. Developing mastery EXPLAIN:
(Leads to Formative
Assessment) • Lecture-Discussion Method
(15 minutes)

I. Objective:
After performing this activity, you should be able to:
a. Use a Punnet square to predict the result of a monohybrid cross.

II. Material/s: Pentel pen

III. Procedure:
1. Read and analyze the problem.

A man with brown eyes married a woman with blue eyes. If B=brown eyes and b=blue
eyes, what will be the possible color of the eyes of their child?

2. Fill the Punnet square below.

Father

B b

b Bb bb
Mother

b Bb bb

3. Complete the following:

Possible Offspring:
Genotype Phenotype
25%= _Bb_ = brown eyes
25%= _Bb _ = brown eyes
25%= _bb _ = blue eyes
25%= _bb _ = blue eyes

IV. Posing questions

1. What is the probability of their child to have brown eyes?

The probability of the man and the woman’s child having brown eyes is 50%.

2. What is the probability of their child to have blue eyes?

The probability of the man and the woman’s child having brown eyes is 50%.

G. Finding practical ELABORATE:

applications of
concepts and skills in Now do you think diseases can be passed on from parents to offspring?
daily living
(10 minutes) Give me an example of a disease that can be passed on by parents to offspring?

Page 3 of 6
H. Making
generalizations and To confirm whether they truly understand the topic, They are going to complete the Punnet
abstractions about the square.
lesson
A man with freckles married a woman without freckles.

Key:
F= with freckles
f= without freckles

What is the probability of the offspring to have freckles?

I. Evaluating learning EVALUATE:

(5 minutes)
Directions: Fill the Punnet square below and determine the possible trait of the offspring if both the
mother and father are heterozygous with dimples.

Key:
D= with dimples
d= without dimples

Father

D d Possible Offspring:
D
Genotype Phenotype
Mother

d
25% = _____ =_____________
25% = _____ =_____________
25% = _____ =_____________
25% = _____ =_____________

J. Additional activities for EXTEND:

application or
remediation In a ½ sheet of paper, define the following terms:
a. incomplete dominance
b. codominance
c. multiple alleles

IV. REMARKS

V. REFLECTION

Page 4 of 6
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:

DERLY C. DATUIN
Subject Teacher

Checked by:

JESSICA M. LUMAPAS
School Principal I

Page 5 of 6
References:
Ocampo, P.,et al. (2013). Science: learner’s module. Philippines: Vibal Publishing House, Inc.
Religioso,T., et al. (2013). You and the natural science. Quezon City: Phoenix Publishing House, Inc.

Genotype – A part of the genetic make-up of an individual which determines one of its characteristics. (Rr, RR, rr)
Phenotype – Observable characteristics or traits (Round, wrinkled)
Dominant gene – Gene containing the dominant trait represented by a big letter (R)
Recessive gene – Gene containing the recessive trait represented by a small letter (r)
Heterozygous genotype – Possesses one of each gene (Dd = dominant + recessive gene)
Homozygous genotype – Possesses two similar genes (DD = dominant + dominant, dd = recessive + recessive)

Page 6 of 6