SCHOOL LPNHS ALMANZA GRADE LEVEL 8

Marenella
LEARNING
TEACHER Rabanzo SCIENCE
AREA
TEACHING DATE AND TIME:
GRADE 8 Efficiency: 12:35-1:35
DAILY LESSON PLAN Discipline: 3:50-4:40 QUARTER
IN SCIENCE FOURTH
June 2, 2023
Master Teacher’s Head Teacher’s Principal’s PSDS’ EPS’
Signature Signature Signature Signature Signature

RECHELLE CARRIDO MARICEL S. PACTURAN LEONORA L. LUSTRE MILDRED T. TUBLE LAPRIZAL CASTUERAS

I. OBJECTIVES
The learners demonstrate understanding of
1. how cells divide to produce new cells.
A. Content Standards 2. how meiosis is 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

Standards plant and animal breeding.
C. Most Essential
Learning Competencies Predict phenotypic expressions of traits following
(S8LT-lVe-18)
and Code simple patterns of inheritance

SPECIFIC OBJECTIVES:
1. Solve problems involving Mendelian Genetics using Monohybrid
D. Objectives Cross.
2. Perform monohybrid cross using Punnett square.
3. Show appreciation of inherited traits
II. CONTENT Mendelian Genetics
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material
pp. 16-18
Pages
3. Textbook Pages
4. Additional Material
from LR
B. Other Learning
Laptop, cards, pen
Resources
IV. PROCEDURES
A. Review/Presenting ELICIT: “What`s the word, That`s the word!”
new lesson (5 minutes) In this activity the learners will draw out a prior concept.

Direction: The learners will formulate a word based on the pictures.

1.

Ans: Phenotype

Ans: Genotype
 Ans: Dominant

Ans: Monohybrid

Ans: Heterozygous
ENGAGE: “Mirror! Mirror!”
Direction: Look and describe yourself in the mirror.

In this activity the learners will stimulate their thinking and help them
access and connect to prior knowledge as a jumpstart to the present
lesson.
B. Establishing a Learners possible output:
purpose of lesson (3
Describe yourself
minutes)
Hair Straight/ curly
Black, brown, blonde
Face Round, long, oval,
Nose Pointed, button,
upturned
Skin color Light, brown, dark
brown
Body built Hourglass, rectangle,
C. Presenting instances round
of the new lesson (5
minutes) Guide questions:
1. Do you have the same traits with your chosen partner? Explain
why?
EXPLAIN: “Match-maker”
D. Discussing new
concepts and practicing In this activity the learners will be provided with an envelope with a
new skills #1 different family picture, and they will match each of the offspring to their
specific parent in terms of their traits.

Direction: Match the offspring to their specific parents based on their

traits.

E. Discussing new
concepts and practicing
new skills #2
(15 minutes)

EXPLAIN: “Solve the murder case mystery!”

In this activity the learners will be divided into 4 groups and each group
will be given the same murder case scenario for them to unlock and solve
the mystery, following the steps of a monohybrid cross. The first group
that is faster to solve the mystery will be rewarded after.

Directions: Follow the series of steps for the monohybrid cross.

1. Figure out the possible gamete genotype and try to separate the alleles
just like the diagram below.
Tt X tt
2. Place the possible gamete genotype of the parents on the designated
squares.
3. Simulate fertilization by moving the gametes into each of internal
boxes (which simulate possible offspring).

Now it is time for the murder mystery!

The Geico Gecko has been murdered. He is the victim of road rage gone
wrong and is now unfortunately roadkill, lying in the middle of Main
Street. You and your trusty sidekick are tasked with figuring out who
has murdered our Australian friend.

Suspects:
Name Alibi Hair color Hair texture Eye color
I was busy
Captain
accepting Blonde Straight Blue
America
award
I was
Hawkeye shooting Black Curly Brown
hoops
I was
Iron man saving the Black Straight Brown
world
 EXPLORE: “Punnett square pa more!
1. In guinea pigs, rough coats (with lots of swirly cowlicks) are
dominant over smooth coats. If an RR guinea pig is crossed with a
Rr guinea pig, what are the possible genotypes and phenotypes of
the offspring? What are the chances of each?
2. In rabbits, black fur is dominant over white fur. If you cross a BB
F. Developing mastery
male with a Bb female, what are the possible genotypes and
(10 minutes)
phenotypes of the offspring? What is the percent chance for each
type?
3. In cabbage butterflies, White wings are dominant to yellow wings.
If a Ww butterfly is crossed with a ww butterfly, what are the
possible genotypes and phenotypes of the offspring and the
percent chance for each?

ELABORATE:
Ask the learners the importance of Inheritance and let the learners
construct their own contributed ideas through a bubble map.

G. Finding practical
application of concepts
and skills in daily living
(5 minutes)

“Fill Me!”
Direction: Complete each given statement.

Recessive Trait Heterozygous

Pea Plant Genotypic Ratio
Dominant
H. Making generalization
(5 minutes)
Mendel`s Principle of Inheritance Gregor Mendel, through his work in
_______, discovered the fundamental laws of inheritance. Principle of
_______ are the trait that dominates or prevent the expression of the
recessive trait. _______ is a trait that did not appear in F1 generation.
Homozygous is the presence of two alleles of the same variants, and
______ is the number of times a genotype would appear in the offspring
after a test cross, while phenotype ratio is the number of alleles appears.

EVALUATION: “Genetic matching-quiz”

I. Evaluation (8 minutes) Direction: Match column A with the corresponding item in column B.
Write the correct letter of your answer for each number.

Column A Column B
 EXTEND: “My traits and my family`s traits”
Direction: Read the procedure carefully and answer the given questions.
Write your answers in a separate sheet.

Procedure:
1. Study the table below.
2. Identify the traits that you and your brother, sister, mother and
father have by checking the appropriate box.

Family members
Character Variants
Me Father Mother Brother Sister
Curly
Hair
Straight
Brown
Eye color
Black
Low
bridged
Nose
High-
bridged
Brown
Skin color
Light
Tall
Height
Short

V. REMARKS
VI. REFLECTIONS
A. No. of learners who
8 Efficiency________# of learners who earned 80% and above.
earned 80% in the
8 Discipline________# of learners who earned 80% and above.
Evaluation
B. No. of learners who
require additional 8 Efficiency ________# of learners who earned 80% and above
activities for 8 Discipline________# of learners who earned 80% and above.
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of ________ Yes ________ No
learners who caught ________# of learners who caught up the lesson
up the lesson?
D. No. of learners who
continue to require ________# of learners who continue to require remediation
remediation.
___Experiment ___Role Play ___Collaborative Learning
E. Which of my teaching ___Lecture ___Discovery Why?____________________________
strategies worked? ___Complete IMs
Why did this work? Others _________________________________________________________
F. What difficulties did I ___Bullying among pupils ___Pupils’ behavior/attitude
encounter which my ___Colorful IMs ___Science/Computer/Internet lab
principal or ___Unavailable technology equipment (AVR/LCD)
supervisor can help Others _________________________________________________________
me solve?
G. What innovation or ___Localized videos
localized material did ___Making big books from views of the locality
I use which I wish to ___Recycling of plastics for contemporary arts
share with other ___Local music composition
teachers? Others _________________________________________________________