SCHOOL TAMBULIG NATIONA HIGH GRADE & SECTION 9- ALPHA

SCHOOL
TEACHER JANE ELAM S. MONTES QUARTER ONE
DATE & 1:00-2:00 /October 4, 2023 COT 1
TIME

LESSON PLAN IN SCIENCE

Using 7E’s Learning Cycle Model
Differentiated Teaching- Learning Strategy
CONTENT STANDARDS 1. how genetic information is organized in genes on chromosomes
2. the different patterns of inheritance
MELC Explain the different patterns of non - Mendelian inheritance S9LT -Id -29
OBJECTIVES At the end of the lesson, the students are expected to:
1. Explain incomplete dominance pattern of inheritance
2. Illustrate by means of Punnett square a cross involving incomplete dominance
3. Trace the pattern of inheritance of flower color from one generation to another
LESSON Non Mendelian Pattern of Inheritance: Incomplete Dominance
MATERIALS TV, Laptop, marking pens, manila papers, scotch tape, Lotus paint, activity materials

😊 Prayer
PRELIMINARIES/ BASIC
ROUTINES

😊 Setting class readiness

😊 A smiley with star is given to a group who is participative, cooperative and behave and will be
converted into corresponding points. The smiley with a star promotes the active participation of
the learners.

Indicator No. 6
Maintained learning environments that promotes fairness, respect and care to encourage learning.

😊 Checking of attendance

😊The class is divided into four groups and set by group.

Indicator No. 5
Established safe and secure learning environments to enhance learning through the consistent
implementation of policies, guidelines and procedures.

LESSON PROPER
7 E’s Phases Learning Activities Annotation
Elicit Review of the previous lesson:
Directions: Match Column A to Column B
A B
1. The physical feature or trait of an organism a. Genotype
2. A branch of biology concerned with the study of b. Inheritance
Genes, genetic variation, and heredity of c. variation
3. The genetic information make-up of organism d. phenotype
4. A process by which genetic information is passed e. gene
On from parents to child f. genetics
5. Any difference between cells, individual organisms
Or groups of organisms of any species
6. It is a unit of heredity, a section of DNA that codes
For a specific trait

Activity: Color Mixing

Students are asked to set by group.
Each group is given a set of paint or watercolor and letting them mix the colors
that they wanted and explain to the class the result. Indicator No. 1
(MAPEH- ARTS Integration) Applied knowledge
of content within
Rationale of the activity: and across
curriculum
teaching.
 Rationale of the activity:
A set of primary colors or primary colours (see spelling differences) consists
of colorants or colored lights that can be mixed in varying amounts to produce
a gamut of colors. This is the essential method used to create the perception of a broad
range of colors.
https://en.wikipedia.org/wiki/Primary_color

ENGAGE The learners will ask to Indicator No. 8

1.Name their favorite flower and why. Adapted and used
2. What is the importance of flowers in the environment? culturally
Rationale of the activity: appropriate
Questioning is one of the most effective ways teaching strategies
to make the students pay attention in the classroom. to address the
About this, the question must be addressed to the needs of learners
whole classroom before a student is asked to answer. from indigenous
“ (Atan Long, 1980: 142) groups.

*The learners will watch a very short videos about the beauty of different
colors of the flowers. Indicator No. 7
Rationale of the activity
Established a
What are the benefits of watching videos in the classroom?
learner-centered
Videos provide a way for learners to see and hear information more dynamically and
engagingly than traditional text-based materials. They can also help learners retain culture by using
information more effectively. Additionally, educators can use online educational videos to teaching strategies
supplement or replace the material for their classes. that respond to
https://www.google.com/search? their linguistic,
q=the+important+of+watching+videos+during+lesson&source=lmns&bih=595&biw=1280& cultural, socio-
hl=en- economic and
US&sa=X&ved=2ahUKEwj8x7Tj7dOBAxXlbmwGHQjHBmYQ_AUoAHoECAEQAA&safe=active religious
&ssui=on backgrounds.

(After this phase, the lesson and the lesson objectives will be
presented respectively.)
EXPLAIN At this phase, further discussion will be given by the teacher through Indicator No. 1
PowerPoint and video presentation Apply knowledge
of content within
and across
curriculum
teaching areas is
observable in this
part of the lesson.

Indicator No. 4
Displayed proficient use
of Mother Tongue,
Filipino and English to
facilitate teaching and
learning.

Differentiated Learning: Indicator No. 2

EXPLORE Use a range of teaching
(Group presentation will follow the activity) strategies that enhance
learner achievement in
literacy and numeracy
FOUR O’CLOCK FLOWER GROUP skills.
.
PUNNET SQUARE SIMULATION:
In this activity, students will work in groups to simulate genetic
crosses involving White and Pink Four o’clock flower plant with
incomplete dominance, similar to the example given during the
discussion.
Materials:
 Manila paper, pilot pen
SNAPDRAGON FLOWER GROUP Indicator No. 3
Applied a range of
Flower Color Genetics Simulation: teaching strategies to
In this activity, the groups will simulate genetic crosses involving develop critical and
creative thinking, as
flower color with incomplete dominance using Red and White well as other higher-
snapdragon flower picture. order thinking skills.
Materials:
 Picture of snapdragon flowers (red, white)
 Manila paper, glue, pilot pen, ruler
ROSE FLOWER GROUP
 Modeling Incomplete Dominance with Paper Chains:
In this activity, the group will create paper chain models to
represent incomplete dominance and predict phenotypic ratios
Of a red and green Rose flower.

Materials:
 Colored paper strips (two colors, e.g., red and green)
 Scissors, Glue, pilot pen, manila paper
CARNATION FLOWER GROUP
Case Studies and Real-World Examples:
In this research-based activity, the group will investigate real-
world examples of incomplete dominance and present their
findings to the class.
Materials:
 Access to the internet
(Allows the learners to get online and research the topic assign)

Rationale of the Activity

Students engaged in group work, or cooperative learning, show increased individual
achievement compared to students working alone. For example, in their meta-analysis
examining over 168 studies of undergraduate students, Johnson et al. (2014) determined
that students learning in a collaborative situation had greater knowledge acquisition,
retention of material, and higher-order problem solving and reasoning abilities than
students working alone
Indicator No. 9
Used strategies for
providing timely,
accurate and
 Reporting by group will follow after the activity constructive feedback to
improve learner
performance.

Rubric
Criteria 3 2 1
1.Cooperation All of the group 1-2 members do 1-2 members only
members are not participate doing the activity
participating
2.Content All answers to the 1-2 answer is All answers are
guide questions wrong and the wrong and the
are correct and explanation is explanations are
the explanation is not so clear vague and Indicator No. 6
clear confusing Maintained learning
environments that
promote fairness, respect
3.Presentation/ Output is well Output is well Output is not and care to encourage
organized and organized but organized and not learning.
Delivery of
delivered not delivered delivered properly
output confidently properly
4.Time Frame Performed the Performed the Performed the
activity and activity and activity and
answered the answered the answered the
guide questions guide questions guide questions
on or before the 1 minute after 2-3 minutes after
given time the given time the given time

ELABORATE  Further discussion will be given by the teacher.

Learners will also be reading a poem about the topic.

 The Learners will answer picture if

Incomplete Dominance or NOT

Indicator No. 3
Applied a range of
teaching strategies to
develop critical and
creative thinking, as
well as other higher-
order thinking skills.
 Indicator No. 7
Established a
learner-centered
culture by using
 Learners will also be reading a poem about the teaching strategies
topic. that respond to
their linguistic,
Incomplete Dominance cultural, socio-
economic and
Incomplete Dominance religious
It is not Blend but combined. backgrounds.
with two different types or phenotypes
And when the phenotype is Blue
And the other phenotype is Green.
These two shows codominance
Therefore, in incomplete Dominance it is Blue green
And that process called heterozygous.
How we describe the called incomplete Dominance
When we pared both alleles
And it resembled the ideas of blending the two pairs.

By:aizerowinorteza

EVALUATE Solve the following using the Punnett Square showing the genotype and Indicator No. 9
Used strategies for
phenotype. providing timely,
accurate and
1. A plant that has red flower is crossed with a plant with pink flower. constructive feedback to
improve learner
Determine the genotype and the phenotype of the flower offspring. performance.

2. In snapdragons flower color is controlled by incomplete dominance. The

two alleles are RED and WHITE. What is the resulting genotype and
phenotype of offspring?
EXTEND Assignment:
 Indicator No. 3
Applied a range of
Red tomato fruit (R) is dominant over yellow fruit (r). In a test cross teaching strategies to
between a homozygous red tomato fruit plant and a tomato plant that has develop critical and
yellow fruit, what would be the genotypes of the parents? creative thinking, as
well as other higher-
order thinking skills.

Genotype: ______________
Phenotype: _______________

Questions:
a. What are the genotypes of the offspring?
b. What are the phenotypes?
c. If two of the F1 generation from the above cross were mated,
what would be the phenotypes and genotypes of the offspring?

Prepared by:

JANE ELAM S. MONTES

Teacher III

CLASS OBSERVER

Date Observed: October 4, 2023

Checked & approved by:

JEANNE P. ALIVIO
Head Teacher V
Science Department Head
Group activities are an excellent way to reinforce the concept of incomplete dominance and engage students in
hands-on learning experiences. Here are four possible group activities related to incomplete dominance:

2. Flower Color Genetics Simulation:

In this activity, students will work in groups to simulate genetic crosses involving flower color with
incomplete dominance, similar to the snapdragon example.
Materials:
 Colored beads or buttons (e.g., red, white)
 Punnett square templates or paper
 Index cards labeled with genotypes (e.g., RR, RW, WW)
Procedure:
 Provide each group with colored beads or buttons representing alleles for flower color (e.g., red and
white).
 Assign students in each group specific genotypes (e.g., RR, RW, WW) using the index cards.
  Instruct groups to perform genetic crosses using the beads and Punnett squares to predict the
phenotypic ratios.
 Have groups present their crosses and outcomes to the class, explaining the concept of incomplete
dominance.
3. Trait Mixing with Play-Dough:
In this hands-on activity, students will create play-dough creatures with mixed traits to illustrate incomplete
dominance.
Materials:
 Play-Dough in different colors
 Trait cards (e.g., long tail, short tail, no tail)
 Trait description cards (e.g., L for long tail, S for short tail)
Procedure:
 Give each group a set of trait cards and trait description cards.
 Instruct students to create play-dough creatures by combining traits using the cards, with each trait
having a dominant and recessive form.
 Groups should record the traits they've combined and explain the concept of incomplete dominance.
 Allow groups to share their play-dough creatures and explain the genetics behind them.
4. Case Studies and Real-World Examples:
In this research-based activity, each group will investigate real-world examples of incomplete dominance
and present their findings to the class.
Materials:
 Access to the internet or biology textbooks
 Presentation tools (e.g., PowerPoint)
Procedure:
 Assign each group a specific real-world example of incomplete dominance, such as sickle cell
anemia, flower color in plants, or coat color in animals.
 Have groups research and prepare a presentation that includes the genetic background, phenotypic
outcomes, and the significance of incomplete dominance in their assigned example.
 Allow each group to present their findings to the class, fostering discussion and questions from other
students.
5. Modeling Incomplete Dominance with Paper Chains:
In this activity, students will create paper chain models to represent incomplete dominance and predict
phenotypic ratios.
Materials:
 Colored paper strips (two colors, e.g., red and white)
 Scissors
 Glue or tape
 Punnett square templates
Procedure:
 Provide each group with colored paper strips representing alleles for a specific trait (e.g., red and
white for flower color).
 Instruct students to create paper chains with different combinations of alleles to represent genotypes
(e.g., RR, RW, WW).
 Have groups use Punnett square templates to predict the phenotypic ratios of their paper chain
crosses.
 Groups can present their paper chain models and explanations to the class.

These group activities encourage active learning, critical thinking, and collaboration while reinforcing the concept of
incomplete dominance in an interactive and engaging way.