Pavia National High School

Science Department
Department of Education

Detailed Lesson Plan

GRADE 9 BIOLOGY
HEREDITY: INHERITANCE AND VARIATION
I. Objectives
At the end of the class discussion, the Grade 9 learners must have:
 Defined incomplete dominance
 Solve genetic problems related to incomplete dominance
 Identify the law that was not strictly followed in the Mendelian inheritance
II. Learning Content
A. Subject Matter
 Heredity:Inheritance and Variation - Incomplete Dominance
B. Content Outline
 Non-Mendelian Patterns of Inheritance
 Incomplete Dominance
 Example of Incomplete Dominance
 Crossing of traits in Incomplete dominance using a Punnett square
C. Science Concept
 There are 6 non-Mendelian patterns of inheritance namely: Incomplete dominance, Codominance, Multiple
alleles, Sex-linked traits, Sex-limited traits and Sex-influenced traits.
 Incomplete Dominance is a form of intermediate inheritance in which one allele for a specific trait is not
completely dominant over the other allele. This results in a third phenotype in which the expressed physical
trait is a combination of the dominant and recessive phenotypes.
 An excellent example in which Incomplete Dominance is evident is the four o’clock flower.
 A cross involving the red four o’clock flower and a white four o’clock flower produces pink four o’clock
flower.
D. Science Process Skills
 Observing
 Analyzing
 Communicating
E. Value Focus
 Participates in class discussion
 Cooperates during group works
 Appreciates the different forms of organisms having different traits.
III. Instructional Materials
A. Visual Aids
 Printed images,
 Key Concepts written in Manila paper
 Blank Punnett squares in cartolina
B. References
 Science 9 Learner’s Module, Module 2 pp. 1-5
 Pavia National High School
Science Department
Department of Education

 Science 9 Teacher’s Guide, pp. 20-22

IV. Lesson Development

Teacher’s Activity Student’s Activity Teacher’s Note/Remarks

“Everyone please stand up, let us pray.” The students will stand The teacher will ask a volunteer to
in attention to pray. lead the prayer.

“Good morning class” “Good morning The teacher will review their lesson in
Ma’am” grade 8 in order for the students to
In grade 8, you have learned that cells divide to connect their past knowledge to the
produce new cells and meiosis is one of the existing one.
process, in which produces variation in
Mendelian patterns of inheritance. The teacher may give example.
T T
Mendel concluded in his experiment with the s Ts Ts
pea plants that one allele is always dominant s Ts Ts
over the other. This resulted in just two Homozygous short (ss)which is a
phenotypes for each characteristics. When we ressesive trait and homozygous tall
say “height” that is the characteristic. When we (TT) which is a dominant trait
say “tall” or “short” those are the possible produces a heterozygous tall offspring.
phenotypes. And when the tall phenotype is
dominant over the short one, the resulting
offspring will be tall also.

“I have here some pictures tell me what can you A student will volunteer The teacher will show examples of
observe in this first picture?” to answer. traits governed by non-Mendelian
patterns of inheritance like a cat
“The other eye of the having a blue iris in one eye and a
cat is blue while the brown iris on the other eye, a white
Engagement
other eye is brown” American mother and a black
15 mins
“Very Good.” American father having a a daughter
with intermediate skin color.
“How about this one?” “Their daughter neither
inherit the skin color of
her mother nor her
father.”
“Very good”
All of those are examples of non-Mendelian
patterns of inheritance.

“We are going to discuss 6 patterns of non-

Mendelian inheritance which are Incomplete
Dominance, Codominance, Multiple Alleles,
Sex-linked Traits, Sex-limited traits, and Sex-
influenced Trait”

“And today we will focus on Incomplete

Dominance only.”

“Unlike in Mendel’s principle of inheritance, the

inheritance of characteristics is not always as
simple as it is. Mendel’s principle wasn’t wrong.
His work became the fundamentals for the
understanding of heredity and variation.”

Exploration “Let’s know more about Incomplete Dominance The students will go to The teacher will assign the groupings
10 mins by doing an activity.” their respected groups and will give the instructions.
and will listen to the
“Refer to page 31 of your book. Divide instructions.
yourselves into 6 groups. The first three groups
will answer problem 1 and the last three will
answer problem number 2.” The teacher will ask for a volunteer
 Pavia National High School
Science Department
Department of Education

“then answer the 4 guide questions right away” group to present their work.

“write it in a one whole sheet paper.” When the students are done, they will
“When you’re done choose a reporter who will write the punnett square on the board
present the solution and will discuss the answers only and while discussing, the teacher
to the guide questions.” will be the one to write the summary
on the board.

“Finish it after 15 mins. Are you ready?” “Yes Ma’am” The teacher will ask the students to
exchange papers and to check it during
the discussion.

The scores will serve as their

performance score for that day.
Explanation
20 mins “What you have done earlier is an example of
incomplete dominance.”

“Lets now answer and check your activity”

“Base your answers in the cross you made using

a punnett square.”

“How many types of gametes will each parent “In problem no. 1, there The students will earn 1 point for the
produce in problem no. 1? are two types of correct answer.
gametes for each
parent”
“Very good”
“In problem no. 1, the phenotype of both parents
are pink so the genotype of pink flower is RW
and the gametes found are “R” and “W”,
resulting to 2 types of gametes in each parent.

“How about in problem no. 2?” “In problem no. 2, one Another 1 pint for the correct answer.
parent will have 2 types
of gametes and the
second parent will have
1 type of gamete.”

“And what are those gametes can you find in the “R” and “W”
first parent?”

“It is because the genotype is RW”

“How about the second parent?” “R” only Ma’am”

“It is because the genotype is RR”

“What is the phenotype of heterozygous four

o’clock flower?”

“But before you’ll answer, let us first identify “The RW”

which genotype is heterozygous, the RR, the
WW, or the RW?”

“So what is the phenotype of RW?” “Pink Ma’am” One point for the correct answer

“Very good”
“Since you’re already able to identify the
phenotype of the organism given their genotype,
Let’s move on to the other question.”

“What are the possible phenotypes of the “in problem no. 1, the One check for each phenotype given
offspring from the cross of the parental plants in phenotypes of the to earn 3 points
problem no. 1?” offspring will be pink,
white and red flower.”
 Pavia National High School
Science Department
Department of Education

“What about in problem no. 2?” “The phenotypes of the One check for each phenotype given
offsprings in problem to earn 2 points.
“Very good.“Let’s proceed to the next question.” no. 2 are red and pink.”

“what are the possible genotypes of the offspring “RR, RW, WW are the One check for each genotype given to
from the cross of the parental plants in problem genotypes of offsprings earn 5 points.
no. 1? How about in problem no. 2?” in problem no. 1 while

“This problem is an example of Incomplete RR and RW are the

dominance.” genotypes of the
offspring in problem no.
2”
“Based on what you have done in your activity,
what do you think does incomplete dominance The students will give Listen to their insights.
means?” their ideas.

“Can everyone read what incomplete dominance “Incomplete dominance

is?” is a form of
intermediate inheritance
in which one allele for a
specific trait is not
completely dominant
over the other allele.
This results in a third
phenotype in which the
expressed physical trait
is a combination of the
dominant and recessive
phenotypes.”
“When we say intermediate inheritance, it means
that the inherited phenotype of the offspring is
somewhere in between the phenotypes of the
parents. This results to a third phenotype.”

“Just like in our example, the red and white

flower produces a pink flower. When the red and
white blend or combine, it produces pink. The
pink flower is the third phenotype produced
since the red and white are the first and second
phenotype.”

“The allele has blended in the offspring but still

the alleles always remain separate and distinct.”

“Understood?” Some students may Allow the students to ask for

“Any questions?” have some more clarifications.
clarifications.

Elaboration
10 mins “Going back to the pictures I’ve shown to you “The daughter of the
earlier, which of the two is governed by white and black
Incomplete dominance?” American Ma’am”

“What about their daughter?” “The skin color of her

mother and her father
blended making her
skin color somewhere
in between the skin
color of her parents.”
“Very good.”
 Pavia National High School
Science Department
Department of Education

“Can you give other examples where incomplete The students give their Check their example given and give a
dominance is evident?” own examples. feedback

“Get one half sheet of paper and answer the The teacher will give a short quiz to
following questions:” assess the learning of the students.

Fill in the blanks. Choose your answer from the

word bank.

1. The genetic make-up of an individual is ANSWER KEY:

Evaluation called . 1.Genotype
5 min 2. The physical appearance of an individual is 2.Phenotype
called . 3. Distinct
3. The alleles results from incomplete 4. Third phenotype
dominance are . 5. Intermediate inheritance
4. The resulting phenotype of the offspring in
incomplete dominance is called .
5. Incomplete dominance is a a form of
inheritance called .

Prepared by:
Louise Meara C. Severo

Noted by:

Mrs. Kriemihilda Gajo