School CAMP VICENTE LIM INTEGRATED SCHOOL Grade Level 8

GRADE 8
Teacher MARICEL R. FERNANDEZ Learning Area SCIENCE
DAILY
LESSON LOG Teaching Dates and Time May 29 – June 2, 2023 Quarter Fourth Quarter

May 29 – May 31 June 1 – June 2

FIRST DAY SECOND DAY
TIME AND SCHEDULE MONDAY THURSDAY
6:15-7:05 FEYNMAN 6:15-7:05 FEYNMAN
7:05-7:55 EDDINGTON 7:05-7:55 EDDINGTON
9:00-9:50 HEISENBERG 7:55-8:45 GILBERT
9:50-10:40 MENDELEEV 9:50-10:40 MENDELEEV
10:40-11:30 DRAKE 10:40-11:30 DRAKE
TUESDAY FRIDAY
6:15-7:05 FEYNMAN 6:15-7:05 FEYNMAN
7:05-7:55 EDDINGTON 7:05-7:55 EDDINGTON
7:55-8:45 GILBERT 7:55-8:45 GILBERT
9:00-9:50 HEISENBERG 9:00-9:50 HEISENBERG
9:50-10:40 MENDELEEV 10:40-11:30 DRAKE
10:40-11:30 DRAKE
WEDNESDAY
7:55-8:45 GILBERT
9:00-9:50 HEISENBERG
9:50-10:40 MENDELEEV
I. OBJECTIVES To predict phenotypic expressions of traits following simple To predict phenotypic expressions of traits following simple
patterns of inheritance patterns of inheritance
A. Content Standard How cells divide to produce new cells How cells divide to produce new cells
Meiosis as one of the processes producing genetic variations of Meiosis as one of the processes producing genetic variations of the
the Mendelian Pattern of Inheritance Mendelian Pattern of Inheritance

B. Performance Report on the importance of variation in plant and animal Report on the importance of variation in plant and animal breeding
Standard breeding

C. Learning Predict phenotypic expressions of traits following Predict phenotypic expressions of traits following simple patterns of
Competency / simple patterns of inheritance. inheritance.
Objectives

1. LEARNING RESOURCES
A. References
1. Teacher’s Guide Science 8 Teacher’s Guide, pp. 271-273 Science 8 Teacher’s Guide, pp. 271– 273

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 pages
2. Learner’s Science 8 Learner’s Material, pp. 321-322 Science 8 Learner’s Material, pp.321 – 322
Materials pages
3. Textbook pages
4. Additional https://opentextbc.ca/biology/chapter/8-2-laws-of- https://opentextbc.ca/biology/chapter/8-2-laws-of-inheritance/
Materials from inheritance/
Learning Resource https://knowgenetics.org/patterns-of-inheritance/ https://knowgenetics.org/patterns-of-inheritance/
(LR)portal

B. Other Learning PPT, Science Link 8 pp. 333-335 PPT, Science Link 8 pp. 333-335
Resource
2. PROCEDURES
A. INTRODUCTION Begin the lesson by asking students to list some physical traits Review: What are the different simple patterns of inheritance?
they have observed in themselves, their family members, or their How can one predict the phenotypic expressions of traits using
friends. these simple patterns?

Write their responses on the board and discuss the diversity of

traits mentioned.

Introduce the concept of inheritance and explain that traits can

be passed down from parents to offspring through genes.

Show a video or a real-life example of how traits are inherited

and how they affect the phenotype.

What are the traits that you inherit from your parents?

B. DEVELOPMENT Discuss the basic concepts of genes, alleles, dominant and

recessive traits, and Punnett squares.

Begin a whole-class discussion by defining the terms

"inheritance" and "phenotype."

Explain that some traits follow simple patterns of inheritance,

such as dominant-recessive relationships.
Use examples (e.g., widows peak, attached earlobes) to illustrate
these patterns and discuss how they are passed down from
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 parents to offspring.
C. ENGAGEMENT Activity 1: Punnett Square Practice
Provide the students with a worksheet that has Punnett squares
with different traits and alleles. Allow them to work in pairs or
groups to solve the Punnett squares and predict the offspring's
phenotype. Afterward, check their answers together and discuss
any misconceptions.
.
Lesson to be continued in the next session: Due to time
constraints, the lesson will be continued in the next class to
ensure completion of all planned activities.
D. ASSIMILATION Multiple Choices: Choose the letter of the correct answer.
1.In pea plants, the presence of a dominant allele (R) results in
round seeds, while the presence of a recessive allele (r) results in
wrinkled seeds. If a pea plant with round seeds (RR) is crossed
with a pea plant with wrinkled seeds (rr), what will be the
phenotypic ratio of the offspring?
A) 1 round: 2 wrinkled
B) 2 round: 1 wrinkled
C) 3 round: 1 wrinkled
D) 1 round: 1 wrinkle
2. In rabbits, black fur (B) is dominant over white fur (b). If two
rabbits heterozygous for fur color (Bb) are crossed, what is the
expected phenotypic ratio of their offspring?
A) 1 black: 2 white
B) 2 black: 1 white
Activity 2: Trait Simulation
Provide the students with a set of cards that represent different
traits and alleles. Ask them to simulate the inheritance of traits by
randomly selecting cards and pairing them up to create offspring.
Afterward, they should predict the offspring's phenotype and check
their answers with a Punnett square.
Students work in small groups to complete the activities that
promote collaboration and critical thinking.
Multiple Choices: Choose the letter of the correct answer.
1.In pea plants, the presence of a dominant allele (R) results in
round seeds, while the presence of a recessive allele (r) results in
wrinkled seeds. If a pea plant with round seeds (RR) is crossed with
a pea plant with wrinkled seeds (rr), what will be the phenotypic
ratio of the offspring?
A) 1 round: 2 wrinkled
B) 2 round: 1 wrinkled
C) 3 round: 1 wrinkled
D) 1 round: 1 wrinkle
2. In rabbits, black fur (B) is dominant over white fur (b). If two
rabbits heterozygous for fur color (Bb) are crossed, what is the
expected phenotypic ratio of their offspring?
A) 1 black: 2 white
B) 2 black: 1 white
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 C) 3 black: 1 white C) 3 black: 1 white
D) 3 white: 1 black D) 3 white: 1 black
3. In fruit flies, red eye color (R) is dominant over white eye color 3. In fruit flies, red eye color (R) is dominant over white eye color
(r). If two fruit flies heterozygous for eye color (Rr) are crossed, (r). If two fruit flies heterozygous for eye color (Rr) are crossed, what
what is the probability of having offspring with white eyes? is the probability of having offspring with white eyes?
A) 0% A) 0%
B) 25% B) 25%
C) 50% C) 50%
D) 75% D) 75%
4. Which of the following represents a simple pattern of 4. Which of the following represents a simple pattern of inheritance
inheritance where one allele masks the expression of another where one allele masks the expression of another allele?
allele? A) Codominance
A) Codominance B) Incomplete dominance
B) Incomplete dominance C) Polygenic inheritance
C) Polygenic inheritance D) Dominant-recessive inheritance
D) Dominant-recessive inheritance 5. In cats, the presence of a dominant allele (S) results in short
5. In cats, the presence of a dominant allele (S) results in short hair, while the presence of a recessive allele (s) results in long hair.
hair, while the presence of a recessive allele (s) results in long If two cats heterozygous for hair length (Ss) are crossed, what is the
hair. If two cats heterozygous for hair length (Ss) are crossed, expected phenotypic ratio of their offspring?
what is the expected phenotypic ratio of their offspring? A) 1 short hair: 2 long hairs
A) 1 short hair: 2 long hairs B) 2 short hair: 1 long hair
B) 2 short hair: 1 long hair C) 3 short hair: 1 long hair
C) 3 short hair: 1 long hair D) 3 long hair: 1 short hair
D) 3 long hair: 1 short hair
The teacher provides questions which is structured and in
objective way to evaluate the knowledge and understanding
of the learners.
3. REMARKS

Drake Eddington Feynman Gilbert Heisenberg Mendeleev

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3
2
1
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Mean
MPS

4. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation who scored below 80%
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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 this 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:

MARICEL R. FERNANDEZ
Teacher II

Checked by: Reviewed by: Noted by:

ANTONIO A. BULAON JR. MIRASOL Q. DOMINGO, EdD MILDRED M. DE LEON

Master Teacher, I Head Teacher III Principal III