School Bicol University Grade Level Grade 8

Teacher Irica Mae G. Ciervo Learning Area Living

Donn Mar C. Geraldino Things
MY DAILY LESSON PLAN Jessica A. Legisniana
Teaching Dates and Time Quarter Fourth
Quarter

DAY:

I. OBJECTIVES

The learners demonstrate understanding of…

1. how cells divide to produce new cells

A. Content Standards
2. meiosis as one of the processes producing genetic variations of the Mendelian Pattern
of Inheritance

The learners shall be able to:

B. Performance Standards
1. report on the importance of variation in plant and animal breeding

Learning Competency:

The learners should be able to…

- Predict phenotypic expressions of traits following simple patterns of inheritance

C. Learning Learning Objectives:

Competencies/Objectives
1. State the Mendelian Laws of Heredity.

2. Identify the genotypes, phenotypes, genotypic and phenotypic ratio, possible % of

phenotype, and genotype of the alleles of the sample organisms.

3. Solve a mendelian phenotypic and genotypic expression of traits using a Punnett

square (monohybrid and dihybrid cross)

Write the LC code for each S8LT-IVd-18

II. CONTENT Mendelian Genetics

LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Grade 8 Science Teacher’s Module, Department of Education, Philippines

2. Learner’s Material pages Grade 8 Science Learner’s Module, Department of Education, Philippines

Pages 7 – 19
 Link: https://depedtambayan.net/grade-8-science-module-mendelian-genetics/

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources

C. Routinary Activities The class will start with a short prayer to be followed by checking of attendance.

PROCEDURES

A. Reviewing previous lesson ELICIT

or presenting the new lesson
Activity 1: GENETIC TRAITS BINGO

Instructions:

The students will have a copy of a bingo card containing different traits. In 5 minutes, the
students will roam around the classroom to ask their classmates to sign which traits they
have.

B. Establishing a purpose for ENGAGE

the lesson
C. Presenting Once the activity is finished and the students are settled down, the teacher will instruct
examples/instances of the the next brief activity in which students are tasked to raise their hands when they found
new lesson someone sign the mentioned trait and point out who signed their paper.

The selected students will then go in front to show the traits they have according to the
indicated traits from the bingo.
 After that, the teacher will ask the students to identify which of the traits from the bingo
card is dominant or recessive. (This is to determine the students’ prior knowledge about
dominant and recessive traits.)

The teacher will ask questions:

What are your ideas about the following words?
 Genes
 Traits
 Inheritance
 Heredity
 Dominant
 Recessive

The students can answer based on their own understanding and the teacher will
emphasize that the ideas of the students may be proved correct, be corrected, and
improved throughout the discussion.

D. Discussing new concepts EXPLORE

and practicing new skills #1
E. Discussing new concepts The teacher will divide the class in groups with 5 members and introduce the next activity.
and practicing new skills #2
Activity 2: Genetic Snaps and Feature Fusion

Instructions:
1. The students will have a pair of images about groups of people/people who may have
the same and different observable traits.
2. Their simple task is to identify their similarities and differences and present it using a
Venn Diagram.
3. They can list as many as they can

Photo Pair #1
Photo Pair #2

Photo Pair #3

IMAGE 1 IMAGE 2

Let's try this!

1. What physical traits do you notice in each photo?
2. Are there any common traits shared by individuals in both photos?
3. Do you see any unique or distinctive traits in each photo?
4. How do these physical traits relate to genetics and inheritance?
5. Can you make any predictions about the genetic traits of the individuals based
on the photos?
6. Are there any environmental factors that could influence these traits?
7. What do these photos teach us about the diversity of traits within a population?
F. Developing mastery EXPLAIN
(Leads to Formative
Assessment 3) The students will present their output and will provide their answers on the given
questions.

With all the given answers, the teacher will carefully assess the understanding of the
students and may correct misconceptions that may arise.

The teacher will pose a question:

In this phase, how does our traits make us unique individuals? Does it have something to
do with our genes? Or is it just a myth?

The teacher will start the discussion proper about the background of genetics and
heredity.

Genetics is the study of heredity and the factors that affect the transmission of genes to
determine inherited characters from one generation to the next and one of the famous
people in this field is:

Gregor Mendel

“Father of Modern Genetics.”

• an Austrian monk who studied heredity in pea plants

(Pisum sativum). His work was published in 1865.

Reasons why Mendel use peas in his experiment:

 it has several traits to be studied.
 easy to grow.
 reproduce through self-pollination.

The different traits of Garden Peas that Gregor Mendel

studied are shown below:

Generations of Pea Plants

Parent generation (P) = pure-breeding pea plants  your parents
First filial generation (F1) = hybrid; crosses between pea plants with different traits  you
(TT x tt)
Second filial generation = formed from hybrid x hybrid pea plants  your kids
 (Tt x Tt)

Monohybrid Cross
A cross using one trait is referred as monohybrid cross.
Example:
RR x rr
(Round Seed) (Wrinkled Seed)

Dihybrid Cross
A cross that involves two pairs of gene or alleles is called dihybrid cross. An easy way to
do the dihybrid cross is through the use of Punnett square.

Example:
RRYY x rryy
(Round, Yellow Seed) (Wrinkled, Green Seed)

Punnett Square
Reginald C. Punnett is the one who devised the Punnett square. This is a simple way to
determine the possible combinations of genes in a given cross. It can help you predict
easily the outcome of a given cross.

Mendel’s Laws of Inheritance

Law of Dominance
The law of dominance states that in every organism, there is a pair of factors or genes
which control the appearance of a particular trait.
 Law of Segregation
The law of segregation states that all pairs of genes for all the traits of an organism
segregate or separate from each other during meiosis or gametes (sex cells) formation.

Law of Independent Assortment

The Law of Independent Assortment states that the distribution or assortment of one pair
of genes is independent of the distribution of the other pair.

G. Finding practical applications ELABORATE

of concepts and skills in
daily living The teacher will give the following real-life word problems and will demonstrate how to
H. Making generalizations and solve them using a Punnett square.
abstractions about the
lesson
After the demonstration of the teacher, the students will then try to solve problems
individually using Punnett Square.

A. In rabbits, white fur (B) is dominant to black fur (b). If you cross a homozygous
dominant white fur male rabbit with a heterozygous white fur female rabbit, what
are the possible genotypes and phenotypes of the offspring? What is the
genotypic and phenotypic ratio and its possible % for each type?

B. In peas, round seed shape (R) is dominant to wrinkled seed shape (r), and
yellow seed color (Y) is dominant to green seed color (y). A pea plant which is
homozygous round seed and has green seed color is crossed with a pea plant
that is heterozygous round seed shape and heterozygous yellow seed color.
What are the possible genotypes and phenotypes of the offspring? What is the
genotypic and phenotypic ratio and its possible % for each type?

C.
For

humans, brown eyes are dominant (B) over blue eyes (b). A heterozygous
brown-eyed man marries a homozygous blue-eyed female. What are the
possible genotypes and phenotypes of the offspring? What is the genotypic and
phenotypic ratio and its possible % for each type?

D. In horses, the coat color black is dominant (B) over chestnut (b). The trotting gait
 is dominant (T) over the pacing gait (t). If a homozygous black pacer is mated to
a homozygous chestnut, heterozygous trotter, what are the possible genotypes
and phenotypes of the offspring? What is the genotypic and phenotypic ratio and
its possible % for each type?

I. Evaluating learning EVALUATE

The students will have an individual assessment.

Profile of Punnett Square

1. What is Punnett Square?
2. Who introduced Punnett Square?
3. When is it used?
5. Which type of hybrid crosses can it be used?
6. What postulate are associated with it?
7. Can it predict the phenotype of an offspring?
8. Can it predict the genotype of an offspring?
9. How about the ratio of traits?
10. In what way can it be helpful to humans?

Possible Answers:
1. A tool used to solve or predict the transmission of traits.
2. Reginald Punnett
3. When determining which traits from parents are dominant and recessive in offspring.
4. To visualize and predict genetic outcomes.
5. Monohybrid, dihybrid, trihybrid and poly-hybrid crosses.
6. Law of Segregation, Independent Assortment, and Law of Dominance.
7. Yes
8. Yes
9. Yes
10. It can predict conditions such as hemophilia, colorblindness, dystrophy, and
ichthyosis and can help determine ways to manage such conditions and.

After the profile assessment, the student will then reflect on their learning by
accomplishing a metacognitive activity.

What I know about today’s lesson:

I know that...
This is what I don't know.
I don't know...
This is what I need to know.
I need to know...
This is how I solve problems using Punnett Square…
First, I...
In addition, ...
Then, I...
Finally, I...
 Possible Answers: What I know about today’s lesson:

I know that when working on problems related to predicting phenotypic expression of

traits based on simple patterns of inheritance, it's important to understand the underlying
genetic principles.
This is what I don't know
I don't know the specific traits or genetic patterns mentioned in the problem until I read it
This is what I need to know.
I need to know thе gеnеtic pattеrns and traits dеscribеd in thе problеm, as wеll as thе
gеnotypеs of thе parеnts involvеd.
This is how I solve problems using Punnett Square…
First, I would carеfully rеad thе problеm to idеntify thе traits and pattеrns dеscribеd.
In addition, I would dеtеrminе thе gеnotypеs of thе parеnts (hеtеrozygous, homozygous,
еtc.) and idеntify thе allеlеs thеy carry.
Then, I would usе a Punnеtt squarе to prеdict thе possiblе gеnotypеs and phеnotypеs of
thе offspring.
Finally, I would analyzе thе rеsults from thе Punnеtt squarе to prеdict thе phеnotypic and
genotypic еxprеssions and ratios of thе traits basеd on thе known gеnеtic pattеrns.

J. Additional activities for EXTEND

application or remediation
The teacher will give an assignment. There will be a presentation in the next meeting.
Therefore, all students are required to present.

Instruction:

Bring a picture of your family, probably family picture including your parents and siblings.
If you don't have a family picture, you can bring an individual photo of your family
members. Then, describe your family depending on the appearance and personal
characteristics. After, identify which of them possess dominant traits and recessive traits.
Present them on the next meeting.

The rubric for grading is given below:

Criteria for Grading: Grading Scale:

Content – 15 45-50 – Excellent
Creativity – 15 35-44 – Satisfactory
Clarity – 10 25-34 – Good
Completeness – 5 15-24 – Needs Improvement
Timeliness – 5 0-14 – Inadequate
Total: 50

III. REMARKS

IV. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No of learners who require
additional activities for
remediation
Did the remedial lessons work?

C. No. of learners who

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?