This module aims to attain the understanding on the variation that occurs in

organisms and the implications that it could bring to species. It is intended to study the
process of cell division by mitosis and meiosis and let the students understand that
meiosis is an early step in sexual reproduction that leads to variation.

The learning goals of acquisition, meaning making and transfer are embedded in
the standards prescribed by the Department of Education.

PROGRAM STANDARD
The learners demonstrate understanding of basic science concepts and application of
science inquiry skills. They exhibit scientific attitudes and values to solve problems
critically, innovate products, protect the environment and conserve resources, enhance
the integrity and wellness of people, make informed decisions, and engage in
discussions of relevant issues that involve science, technology, and environment.

GRADE LEVEL STANDARD

The learner recognizes reproduction as a process of cell division resulting in growth of
organisms. They have dealt deeper into the process of digestion studied in the lower
grades giving emphasis on proper nutrition for overall wellness. They can participate in
activities that protect and conserve economically important species used for food.

CONTENT STANDARD
The learner demonstrates understanding of: how cells divide to produce new cells,
meiosis as one of the processes producing genetic variations of the Mendelian pattern
of inheritance.

PERFORMANCE STANDARD
The learner transfers learning by reporting the importance of variation in plant and
animal breeding.

ANGELITE CHARISM
St. Michael –Servant Leadership
TABLE OF CONTENTS
INTRODUCTION

PRE-ASSESSMENT

EXPLORE
Activity 1 – ANTICIPATION-REACTION GUIDE
Learning Target: To identify the student’s prior knowledge on heredity

Activity 2 – MIRROR, MIRROR IN THE WALL

Learning Target: To identify traits similar among family members

FIRM-UP
Activity 3 – TOUR OF THE BASICS
Learning Target: To be familiar with the cell organelles involved in the process of
cell division

Activity 4 – CELL CYCLE FLIP BOOK

Learning Target: To explain and see the cell cycle in action by creating a
flipbook animation that includes the three sub-phases of interphase, mitosis and
cytokinesis

Activity 5 – STAGES OF MITOSIS

Learning Target: To identify the different stages of mitosis.

Activity 6 – MITOSIS VERSUS MEIOSIS

Learning Target: To identify the differences of cell division: meiosis and mitosis
and understand the cell cycle

Activity 7 – MENDELIAN GENETICS

Learning Target: To assess learners understanding about Mendelian genetics.

DEEPEN
Activity 8 – VIDEO VIEWING – GAMETE FORMATION
Learning Target: To understand how cell division plays a big role in another
important life process: reproduction

Activity 9 – CASE ANALYSIS

Learning Target: To analyze real life situations in understanding genetics
 Activity 10 – ARTICULATING NEW KNOWLEDGE THROUGH ANTICIPATION-
REACTION GUIDE
Learning Target: To assess the student’s learning about cell division, heredity
and variation.

TRANSFER
Activity 11 – MINI-PERFORMANCE TASK
Learning Target: To demonstrate understanding of the importance of variation in
plant and animal breeding.

POST-ASSESSMENT
 1Hello Angelites! Welcome to this new journey
towards learning.

In this adventure, you will learn to acquire new

knowledge and develop new skills with the aid of
various activities either individually or collaboratively
in order to engage yourselves in experiencing the
fascinating beauty of science which you can
experience in your daily lives.

Before we proceed, let me present to you the learning competencies you are expected
to learn at the end of the module.

Learning Competencies
 Compare mitosis and meiosis and their role in the cell division cycle
 Explain the significance of meiosis in maintaining the chromosome number
 Predict the phenotypic expressions of traits following simple patterns of
inheritance.

Angelite Charism

Servant Leadership

I think you are now ready, so off we go!

As we venture in this lesson remember to search for the answers to the following
essential questions:

 Why must cells divide?

 Why are there differences among organisms of the same species?
 Why is important and necessary to have varied plants and animals?
 How are living things able to survive and make their species last
indefinitely in their own environment?

1
Angel clip-art retrieved from: htps://www.123rf.com/stock-photo/angel.html?sti=ld8bryusmlfybk2fe2|&mediapopup=104448153. July 7, 2020.
12:51pm
 2PRE-ASSESSMENT

Let’s find out how much you already know about this module. Write your
answers in the activity sheet. After taking this short test, we will check your
work and take note of the items that you were not able to correctly answer
and look for the right answer as you go through this module.

1. The following statements are true, except for____.

A. Cells must not divide in order to retain the diploid state of the chromosomes
during mitosis.
B. Meiosis is a cell division process but involves reduction of chromosome
number.
C. Mitosis is a cell division process that retains the same chromosome number.
D. Properly functioning spindle fibers are needed in both mitosis and meiosis.

2. Spindle fibers must attach to a portion of the chromosome after the nucleus has
disintegrated in prophase. Identify this part of a chromosome.
A. Centromere B. Chromatid C. Microfilament D. Microtubule
3. In mitosis, chromosome number in the daughter cells is _____, while in meiosis;
the chromosome number in the daughter cells is ______.
A. decreased; increased C. increased; retained
B. doubled; halved D. retained; halved
4. In a biology class, students were given the opportunity to watch actual mitosis
and meiosis under a microscope. From the choices given, which is scientifically
sound?
A. Meiosis forming 2 new, identical daughter cells
B. Meiosis forming 4 new, non-identical daughter cells
C. Mitosis forming 2 new, non-identical daughter cells
D. Mitosis forming 4 new, identical daughter cells
5. Spermatogenesis refers to sperm production, while oogenesis refers to egg
production. Which of the following pairings are correct?
A. Ovaries-egg cells
B. Ovaries-prostate
C. Testicles-gametes
D. Testicles-scrotum
6. Meiosis is a cell division that leads to daughter cells that have a haploid number
of chromosomes. This is possible because______.
A. A longer process leads reduction of chromosomes due to death.
B. The 2nd cell division no longer has chromosome replication.
C. There are more spindle fibers involved in separating the chromosomes.
D. There is a 2nd interphase that takes a longer time than cytokinesis.
7. Why do scientists say that sexual reproduction enables organisms to be better-
suited in adapting and evolving to environment change?
A. Because meiotic process leads to variation among offspring.
2
Retrieved from PEAC Module
 B. Because 2 organisms contribute to the genetic material of the next
generation.
C. Because sexual reproduction is used by trees which can live for hundreds of
years.
D. Because the strongest among the sperm cells is the one that fertilizes the
egg.
8. What is the correct cycle of cell division?
A. Prophase, interphase, anaphase, metaphase, telophase
B. Telophase, prophase, interphase, metaphase, anaphase
C. Interphase, prophase, metaphase, anaphase, telophase
D. Interphase, metaphase, anaphase, prophase, telophase
9. 3The component in the nucleus of a cell that codes and stores genetic
information is called
A. DNA C. Nucleoplasm
B. Nucleolus D. RNA
10. Which of the following is NOT a Mendelian law of inheritance?
A. In every organism, there is a pair of factors that control the appearance of a
particular trait.
B. The first filial generation does resemble either parent. Therefore no allele is
dominant over the other.
C. During gamete formation, the pair of factors segregates or separates from
each other.
D. During fertilization, the genes come together again to form new combinations.

In this lesson, you will be acquainted with the process involved in the cell
division particularly mitosis and meiosis and understand Mendelian genetics.

Let’s start by gathering your prior knowledge about heredity and variation.

4Activity
Title: ANTICIPATION-REACTION GUIDE
Learning Target: To identify the student’s prior knowledge on heredity.

Instructions:
3
Retrieved from LRMDS Portal
4
Retrieved from PEAC Module
  Write your answers in the activity sheet.
 Indicate on the left column if you agree/ disagree with every statement before
and after you are introduced to the module. The right column will be answered in
the latter part of the lesson.
Before Statement After
1. The nucleolus is the organelle responsible in
containing the hereditary molecule DNA.
2. Dwarf parents can have a normal-sized child.
3. A woman from the province was said to have
given birth to a milkfish.
4. Desirable traits in plants and animals can be
selected by breeders.
5. Meiosis allows variation among offspring of the
same parents

Cell division plays an important role in the reproduction of an organism.

5Activity
Title: MIRROR, MIRROR IN THE WALL
Learning Target: To identify traits similar among family members.

Material: Mirror
Instructions:
1. Look at yourself in front of the mirror.
2. List down on the table below your personal traits that you have observed in front
of the mirror. Example: eyes – father
3. Answer the guide questions.
4. Write your answers in the activity sheet.

OBSERVATIONS
PERSONAL TRAIT SIMILAR TO MY…
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

5
Retrieved from LRMDS Portal
 QUESTIONS:

1. Do you share all your traits with only one of your parents? (Yes/No)
Explain your answer.
2. Can you find traits similar to your distant relatives? (Yes/No)
Explain your answer.
3. Do you look exactly the same as your brother or sister? (Yes/No)
Explain your answer.
4. Is there a need for you to know the family traits of your probable husband or
wife? (Yes/No)
Explain your answer.
5. How can you relate cell division with identifying the traits similar to your family
members?

End of EXPLORE

You gave your initial ideas about heredity. The activities in the succeeding
parts will allow you gain understanding on the processes involved in cell cycle
(mitosis and meiosis) and the introduction to Mendelian Genetics.

Your goal in this section is to understand the definition and function of cell division,
the process of cell cycle and the comparison between mitosis and meiosis.

LESSON 1: CELL DIVISION

6
Cell Division also known as cell reproduction plays a crucial role in the
perpetuation of life as it ensures the continuity of life through sexual or
asexual reproduction.

6
Retrieved from: https://www.gograph.com/vector-clip-art/information.html. July 29, 2020. 4:41pm
 CONCEPT MAP

CELL DIVISION

comprises of
MITOSIS MEIOSIS

divides into
MEIOSIS I MEIOSIS II
CONTROLLED UNCONTROLLED
MITOSIS MITOSIS
lead to lead to occurs in

CLONING Occur in testes and

(Asexual CANCER ovary
reproduction,
regeneration)
caused by
considering o
lead to
Radioactive and
Advantages and carcinogenic Sexual Non-
disadvantages of substances Reproduction Disjunction
cloning

Watch the video found in this URL to have a glimpse of our lesson and
to appreciate the cell division:
https://www.youtube.com/watch?v=Q6ucKWIIFmg

In the previous, activities, you were introduced to the concept of heredity and how it
leads to differences and variation among species. Let’s begin by recalling the different
cell organelles and their functions particularly the one’s involved in cell division.
Activity Title: TOUR OF THE BASICS
Learning Target: To be familiar with the cell organelles involved in the process of cell
division.

Instructions:
1. Read the information on the links provided below and answer the following
questions.
2. Write your answers in the activity sheet.

 Cell Organelles
https://bio.libretexts.org/Bookshelves/Human_Biology/Book%3A_Human_Biology
_(Wakim_and_Grewal)/05%3A_Cells/5.06%3A_Cell_Organelles
 The Nucleus and DNA Replication
https://med.libretexts.org/Bookshelves/Anatomy_and_Physiology/Book%3A_Ana
tomy_and_Physiology_(OpenStax)/Unit_1%3A_Levels_of_Organization/3%3A_T
he_Cellular_Level_of_Organization/3.03%3A_The_Nucleus_and_DNA_Replicati
on

Questions:
1. What are the different cell organelles involved in cell division?
2. Why is the nucleus referred to as the “control center” of the cell?
3. Why DNA replication is important in the cell division?
4. Not all cells are the same. Each has a different function within an organism
and for different kinds of organism. How do these cells know what their role
is?
5. From your answer in number 4, can you relate why organisms are different
from each other?

You have learned from this activity the different cell organelles involved in cell
division and their functions, as well as the importance of DNA replication.

For the full discussions of the cell division, refer to page

507-510 of your book for your focused reading.

You can also download the powerpoint on cell division using this link
______________________ using your Aralinks or orange account. This
will guide you on your journey of understanding the cell division.
 LESSON 2: CELL CYCLE
“Cells arise from pre-existing cells” –Rudolf Virchow
7

8A cell cycle is a series of events that takes place in a cell as it grows and divides. A cell
spends most of its time in what is called interphase, and during this time it grows,
replicates its chromosomes, and prepares for cell division. The cell then leaves
interphase, undergoes mitosis, and completes its division. The resulting cells, known as
daughter cells, each enter their own interphase and begin a new round of the cell cycle.

For the full discussions of the cell cycle, refer to page

511-517 of your book for your focused reading.

You can also download the PowerPoint on cell cycle using this link
______________________ using your Aralinks or orange account. This
will guide you on your journey of understanding the cell cycle.

7
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8
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Cycle#:~:text=A%20cell%20cycle%20is%20a,mitosis%2C%20and%20completes%20its%20division. July 29,
2020. 7:53pm
9ActivityTitle: CELL CYCLE FLIP BOOK
Learning Target: To explain and see the cell cycle in action by creating a flipbook
animation that includes the three sub-phases of interphase, mitosis and cytokinesis.

Materials:
3x5 sized bond paper
4 colored pencils
Picture of each stage of mitosis

Instructions:
1. First draw the circles for each phase and transition of the cell cycle.
2. Then draw each phase of the cell cycle.
3. Draw the transition for each phase of the cell cycle.
4. Write in the correct labels for each phase card.
5. Create a color key on the last sheet of paper.
6. Create a title card.

Mark the color pencil/ crayons used:

_____________ - DNA (chromatin, chromosomes, chromatids)
_____________ - nuclear envelope
_____________ - spindles
_____________ - centrioles and microtubules

Procedure:
1. You are to draw the cell cycle as a flipbook animation. Start by numbering your
cards sequentially in the top right corner. All odd numbered cards are the stages
below.
a. Interphase (G1)
- Draw the cell with organelles, microtubules and chromatin in the
nucleus. Do not draw the nucleolus or centrioles.
b. Interphase (S)
- Draw the same as G1 but double the chromatin.
c. Interphase (G2)
- Draw the same as S but draw centrioles instead of microtubules.
d. Prophase
- For mitosis phase, do not draw the organelles.
e. Metaphase
f. Anaphase
g. Telophase
h. Cytokinesis.
- The two separate cells are in interphase (G1).
9
Retrieved from NGSS Life Science 2015. July 29, 2020.8:00pm
2. Draw a transition between each of the stages above. To draw the transitions,
draw the in-between of the previous and following phases. And write a short
description of the stage presented.
3. In the top right portion of all cards, number in sequential order.
4. On all odd-numbered cards, write in the following four labels using small print.
- In the top center of the card, write the phase name (leave
transitions blank).
- To the left of the cell, write the n value
- In the bottom of the right card, write diploid or polyploid.
5. Include a title card with the title, name, grade and section and date.
6. Include a concluding card at the end with the color key.

Cell cycle is a continuous process that starts from interphase that has three
sub-stages namely Gap 1 where the cell matures, Synthesis where the DNA
is copied and Gap 2 where the cells prepare for cell division. Interphase is
followed by Mitotic/ Mitosis phase where cells divide into identical cells
producing the daughter cells.

LESSON 3: MITOSIS and MEIOSIS

 Mitosis is a type of nuclear cell division that occurs in somatic
(non-reproductive) eukaryotic cells. At the end of mitosis, the new
daughter cells contain the same number of chromosomes as the
parent cell. Mitosis enables cellular growth and repair in
multicellular organisms. Mitosis takes place in 4 distinct yet
continuous phases: prophase, metaphase, anaphase, and
telophase. Cytokinesis overlaps with the later stages of mitosis to
10
compete the mitotic phase.

Go to this link to
understand the
purpose, stages
and applications of mitosis.
URL:
https://microbenotes.com/mito
sis/

Watch the
process of mitosis
on this link
https://www.youtube.com/watch?v=C6hn3sA0ip0

Activity Title: STAGES OF MITOSIS

Learning Target: To identify the different stages of mitosis.

Instruction:
 Tear the perforated part and paste it in your activity sheet and answer the
following questions.
 Number the following stages of mitosis in order (1-6) in each square, label each
stage properly and identify the numbered parts.
Labels: Metaphase, Telophase, Daughter cells, Anaphase, Interphase,
Prophase

10
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mitosis/tr42706.tr. July 29, 2020.9:33pm
 1

2 6
3
4

8
7

10

Questions:
1. What is the function of mitosis?
2. What are the events in the major stages of mitosis?
 You have learned the process of mitosis, the cell organelles involved in each
process and its function.

11
Meiosis is a process where a single cell divides twice to produce
four cells containing half the original amount of genetic information.
These cells are our sex cells – sperm in males, eggs in females.
Meiosis can be divided into nine stages. These are divided between
the first time the cell divides (meiosis I) and the second time it
divides (meiosis II).

11
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meiosis#:~:text=Meiosis%20is%20a%20process%20where,to%20form%20four%20daughter%20cells. July 29,
2020. 10:45pm
 Watch the video on the link to understand the process of meiosis.
https://www.youtube.com/watch?v=-DLGfd-Wpr4

Read the full discussion on meiosis on the link below:

https://www.yourgenome.org/facts/what-is-
meiosis#:~:text=Meiosis%20is%20a%20process%20where,to%20form%
20four%20daughter%20cells.

Activity Title: MITOSIS VERSUS MEIOSIS

Learning Target: To identify the differences of cell division: meiosis and mitosis and
understand the cell cycle.

Instruction: Cut the perforated part and paste it in your activity sheet. Then answer the
following questions.

A. Complete the table below and compare the process of mitosis and meiosis using
the given factors.

Factors for Comparison MITOSIS MEIOSIS

Objective
Occurrence
Number of Division
Promotes Variation?
(Yes/No)
Crossing Over? (Yes/No)
Synapsis (Yes/No)
Number of daughter cells
produced
Chromosome number per
daughter cell
(haploid/diploid)
Spindle fibers form (Yes/No)
Centrioles move at opposite
poles? (Yes/No)
Involves when the fertilized
egg grows to be a baby in
the mother’s womb (Yes/No)
Involves when you cut your
finger accidentally and starts
to heal (Yes/No)
Occurs during gamete
formation in testes and
ovaries (Yes/No)
Number of chromosomes is
halved. (Yes/No)
Type of cell where the
process occurs
Pairing of homologous
chromosomes take place.
(Yes/No)

B. Read each items carefully. Write the letter of the correct answer in your activity sheet in
capital letter.

____1. What series of events do cells go through as they grow and divide?
A. Mitosis B. Meiosis C. Cell cycle D. Spermatogenesis
____2. What process takes place when the cytoplasm pinches in half?
A. Meiosis B. Mitosis C. Cytokinesis D. Karyokinesis
____3. What phase of mitosis chromosomes split and spindle fibers pull the chromatids to
opposite poles? A. Telophase B. Metaphase C. Anaphase
D. Prophase
____4. How many chromosomes would each daughter cell has after mitosis if the parent cell
has 18 chromosomes?
A. 9 B. 36 C. 18 D. all of the above
____ 5. Which of the following is NOT a difference between mitosis and meiosis?
A. Mitosis occurs in somatic cells, while meiosis occurs in sex cells
B. Mitosis produces a diploid cell, while meiosis produces a haploid cell
C. Mitosis produces two daughter cells, while meiosis produces four daughter cells
D. Mitosis is needed in sexual reproduction, while meiosis is needed for growth of an
organism

Conclusion:
How are meiosis and mitosis different from each other?

From this activity you were able to learn that mitosis and meiosis have
similarities and differences.
 Gametogenesis is the process whereby haploid cell (n) is formed from a
diploid cell(2n) through meiosis and cell differentiation.

Gametogenesis in the male is known as spermatogenesis and produces

spermatozoa.

12 Gametogenesis in the female is known as oogenesis and result in the

formation of ova.

For the discussions of gametogenesis, refer to page

526-528 of your book for your focused reading.

You can also download the PowerPoint on gametogenesis using this

link ______________________ using your Aralinks or orange account.
This will guide you on your journey of understanding the gametogenesis.

For further discussion of gametogenesis kindly access the links provided below:

 https://bio.libretexts.org/Bookshelves/Introductory_and_General_Biology/Book%
3A_General_Biology_(Boundless)/43%3A_Animal_Reproduction_and_Developm
ent/43.3%3A_Human_Reproductive_Anatomy_and_Gametogenesis/43.3C%3A_
_Gametogenesis_(Spermatogenesis_and_Oogenesis)
 https://teachmephysiology.com/reproductive-system/embryology/gametogenesis/

12
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 LESSON 4: MENDELIAN GENETICS

The Mendelian Concept of a Gene

13Inthe 1860’s, an Austrian monk named Gregor Mendel
introduced a new theory of inheritance based on his experimental
work with pea plants. Prior to Mendel, most people believed
inheritance was due to a blending of parental ‘essences’, much
like how mixing blue and yellow paint will produce a green
color. Mendel instead believed that heredity is the result of
discrete units of inheritance, and every single unit (or gene) was
independent in its actions in an individual’s genome.

According to this Mendelian concept, inheritance of a trait depends on the

passing-on of these units. For any given trait, an individual inherits one gene from each
parent so that the individual has a pairing of two genes. We now understand the
alternate forms of these units as ‘alleles’. If the two alleles that form the pair for a trait
are identical, then the individual is said to be homozygous and if the two genes are
different, then the individual is heterozygous for the trait.

Based on his pea plant studies, Mendel proposed that traits are always controlled
by single genes. However, modern studies have revealed that most traits in humans are
controlled by multiple genes as well as environmental influences and do not necessarily
exhibit a simple Mendelian pattern of inheritance.

Mendel’s Experimental Results

Mendel carried out breeding

experiments in his monastery’s garden to
test inheritance patterns. He selectively
cross-bred common pea plants (Pisum
sativum) with selected traits over several
generations. After crossing two plants
which differed in a single trait (tall stems
vs. short stems, round peas vs. wrinkled
peas, purple flowers vs. white flowers,
etc), Mendel discovered that the next
generation, the “F1” (first filial generation),
was comprised entirely of individuals
exhibiting only one of the traits. However,
when this generation was interbred, its
offspring, the “F2” (second filial

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genetics/#:~:text=Mendel%20instead%20believed%20that%20heredity,passing%2Don%20of%20these%20units.
July 30, 2020.9:24pm
generation), showed a 3:1 ratio- three individuals had the same trait as one parent and
one individual had the other parent’s trait.

Mendel then theorized that genes can be made up of three possible pairings of heredity
units, which he called ‘factors’: AA, Aa, and aa. The big ‘A’ represents the dominant
factor and the little ‘a’ represents the recessive factor. In Mendel’s crosses, the starting
plants were homozygous AA or aa, the F1 generation were Aa, and the F2 generation
were AA, Aa, or aa. The interaction between these two determines the physical trait
that is visible to us.

Mendel’s Law of Dominance predicts this interaction; it states that when mating occurs
between two organisms of different traits, each offspring exhibits the trait of one parent
only. If the dominant factor is present in an individual, the dominant trait will result. The
recessive trait will only result if both factors are recessive.

Mendel’s Laws of Inheritance

Mendel’s observations and conclusions are summarized in the following two principles,
or laws.

Law of Segregation
The Law of Segregation states that for any trait, each parent’s pairing of genes (alleles)
split and one gene passes from each parent to an offspring. Which particular gene in a
pair gets passed on is completely up to chance.

Law of Independent Assortment

The Law of Independent Assortment states that different pairs of alleles are passed
onto the offspring independently of each other. Therefore, inheritance of genes at one
location in a genome does not influence the inheritance of genes at another location.

For the additional discussions about Mendelian genetics, refer to page

528-529 of your book for your focused reading.

You can also download the PowerPoint on Mendelian genetics using

this link ______________________ using your Aralinks or orange
account. This will guide you on your journey of understanding the
Mendelian genetics.
Activity Title: MENDELIAN GENETICS
Learning Target: To assess learners understanding about Mendelian genetics.

Instructions:
 A. Read these passages from the text and answer the questions that follow.
 B. write your answers in capital letters.
 Write your answer in your activity sheet.

A. Mendel’s First Set of Experiments

14At first, Mendel experimented with just one characteristic at a time. He began with
flower color. As shown in the figure below, Mendel cross-pollinated purple- and white-
flowered parent plants. The parent plants in the experiments are referred to as the P (for
parent) generation.

This diagram shows Mendel’s first experiment with

pea plants. The F1 generation results from cross-
pollination of two parent (P) plants. The F2
generation results from self-pollination of F1 plants.

F1 and F2 Generations
The offspring of the P generation are called the F1
(for filial, or “offspring”) generation. As you can see
from the figure, all of the plants in the F1
generation had purple flowers. None of them had
white flowers. Mendel wondered what had
happened to the white-flower characteristic. He
assumed some type of inherited factor produces
white flowers and some other inherited factor
produces purple flowers. Did the white-flower
factor just disappear in the F1 generation? If so,
then the offspring of the F1 generation — called
the F2 generation — should all have purple flowers like their parents. To test this
prediction, Mendel allowed the F1 generation plants to self-pollinate. He was surprised
by the results. Some of the F2 generation plants had white flowers. He studied
hundreds of F2 generation plants, and for every three purple-flowered plants, there was
an average of one white-flowered plant.

Law of Segregation

14
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Mendel did the same experiment for all seven characteristics. In each case, one value
of the characteristic disappeared in the F1 plants and then showed up again in the F2
plants. And in each case, 75 percent of F2 plants had one value of the characteristic
and 25 percent had the other value. Based on these observations, Mendel formulated
his first law of inheritance. This law is called the law of segregation. It states that there
are two factors controlling a given characteristic, one of which dominates the other, and
these factors separate and go to different gametes when a parent reproduces.

Questions:

1. What did Mendel do in his first experiment?

2. What was the outcome of the F1 generation in Mendel’s first experiment?
3. What was the outcome of the F2 generation in Mendel’s first experiment?
4. Did Mendel repeat his initial experiment with other characteristics? What were his
results?
5. Explain the law of segregation. Discuss the reasoning Mendel used to develop this
law.

B. Answer the following questions.

1. The first recorded scientific study of genetics was done by
A. Dmitri Mendeleev. B. Carl Linnaeus.
C. Gregor Mendel. D. Charles Darwin.
2. Punnett squares show the possible of offspring.
A. genotypes B. number of chromosomes
C. DNA sequence D. letters of a sequence
3. The phenotype displays characteristics.
A. chemical B. dominant C. recessive D. physical
4. When a dominant allele is present, the offspring will show characteristics.
A. recessive B. dominant C. homozygous D.heterozygous
5. Mendel's research generated the terms "recessive traits" and "dominant traits" in
genetics studies.
A. True B.False
6. is an organism's genetic makeup.
A. Phenotype B. Genetics C. Genotype D. Gene
7. is the result of the combination of genetic makeup and environmental
effects.
A. Phenotype B. Genotype C. Genetics D. Heredity
8. A dominant gene usually shows itself over a
A. homozygous gene. C. recessive gene.
B. heterozygous gene. D. sex-linked trait.
9. If the two alleles for one trait are the same (pp or PP), the person is for that
trait.
A. Homozygous B. heterozygous C. oozygous D. nonfertile
10. A brown-eyed heterozygous (Ee) parent is crossed with a brown-eyed homozygous
dominant (EE) parent. Brown eyes are dominant, and blue eyes are recessive. What
are the expected offspring percentages for eye color?
A. 100% brown eyes C. 100% blue eyes
B. 50% brown eyes, 50% blue eyes D. 75% blue eyes, 25% brown eyes

END OF FIRM -UP

In this section, the discussion was about understanding the cell cycle, cell
division, comparison of mitosis and meiosis and the relationship between
inheritance and variation in heredity with some information about Mendelian
genetics.

Go back to the previous section and compare your initial ideas with the
discussion. How much of your initial ideas are found in the discussion? Which
ideas are different and need revision?

In this section you will continue to engage in activities that will broaden your
understanding about cell division, mitosis, meiosis and Mendelian genetics.

Activity Title: VIDEO VIEWING – GAMETE FORMATION

Learning Target: To understand how cell division plays a big role in another important
life process: reproduction.

The following videos feature oogenesis and spermatogenesis which are collectively
called gamete formation.
 Oogenesis - https://www.youtube.com/watch?v=63hFfJOJg9w
 Spermatogenesis - https://www.youtube.com/watch?v=6fBa8UqEano
Note: Write your answers in the activity sheet.

Questions:

1. How similar or different is oogenesis to spermatogenesis? Present your answers

through a Venn diagram.
2. What is the significance of oogenesis and spermatogenesis to :
a. Reproduction
b. Heredity
c. Variation
3. Does the gamete formation in humans differ from plants and animals? How?
Research about the topic and present your answers through a Venn diagram. Be
guided by the question: Why are there differences among organisms?

Gamete formation is important in sexual reproduction to maintain important

life processes.

Activity Title: CASE ANALYSIS

Learning Target: To analyze real life situations in understanding genetics.

Instruction: Read and analyze the following cases and answer the questions on each
case and write your answers in the activity sheet.

Case no.1:
Ruth is the youngest of three sisters. She has straight hair and light skin tone. Her elder
sisters, on the other hand, have wavy hair and fair complexion. How is this possible? Is
there a reason for Ruth to suspect that she is not a true member of the family? Explain.

Case no. 2
Monoculture refers to the use of land for growing only one type of plant. Today
monocultures have increased dramatically worldwide, mainly through the geographical
expansion of land devoted to single crops and year-to-year production of the same crop
species on the same land. Can you think of possible problems that may result from lack
of variation in monocultures? Explain.
Case no. 3
Every bird in a flock or every fish in a school may look the same to us but just as no two
people are exactly alike, individuals within all species vary. Explain how meiosis
contributes to the variations. Use illustrations to clarify your points.

After going through the three cases, answer the following questions:
1. Why are there differences among organisms of the same species?
2. Why is it important and necessary to have varied plants and animals?

You have learned the importance of variation among species and how meiosis
contributes into it.

Activity Title: ARTICULATING NEW KNOWLEDGE THROUGH ANTICIPATION-

REACTION GUIDE
Learning Target: To assess the student’s learning about cell division, heredity and
variation.

Instruction:
 Get your anticipation reaction guide. At this point you will answer the right column
of the Anticipation-Reaction Guide. Indicate if you agree or disagree with every
statement. After doing so, explain why you made certain corrections.

Before Statement After

1. The nucleolus is the organelle responsible in
containing the hereditary molecule DNA.
2. Dwarf parents can have a normal-sized child.
3. A woman from the province was said to have
given birth to a milkfish.
4. Desirable traits in plants and animals can be
selected by breeders.
5. Meiosis allows variation among offspring of the
same parents

Compare your answers to the ARG before and after going through the module.
What are your realizations?
 End of DEEPEN

In this section, the discussion was about the factors that lead to variation
and how meiosis contributes to such variation.

Now that you have a deeper understanding of the topic, you are ready to do
the tasks in the next section.

Your goal in this section is to apply your learning to real life situations you will be
given practical task which will demonstrate your understanding of the
importance of variation in plant and animal breeding.

Activity Title: MINI-PERFORMANCE TASK

Learning Target: To demonstrate understanding of the importance of variation in plant
and animal breeding.

ANIMAL AND PLANT BREEDING

The class is tasked to present a PowerPoint presentation on the importance of variation

in animal and plant breeding. The teacher divides the class into a group of five; each
group will choose a leader. The task will be divided as follows: two members as the
researcher, one member as the presenter and one will make the PowerPoint
presentation and the leader will oversee how each member works and finalize the
content of their presentation. The audience will be your classmates and the subject
teacher. The final output is a PowerPoint presentation on the importance of variation in
animal and plant breeding. The product will be judged based on the following criteria:
content, slide transition, slide creation, pictures, clip-art and background, mechanics
and presentation skills.
 RUBRICS IN POWERPOINT PRESENTATION

5 4 3 2 1
Content Content is Content is Content is Content is Content is
accurate and accurate but accurate but questionable. inaccurate.
all required some some required Information is Information
information is required information is not presented is not
presented in information is missing and/or in a logical presented in
a logical missing not presented order, making a logical
order. and/or not in a logical it difficult to order,
presented in order, making follow. making it
a logical it difficult to difficult to
order, but is follow. follow.
still generally
easy to
follow.
Slide Presentation Presentation Presentation Presentation Presentatio
Creation flows well flows well. flows well. is n has no
and logically. Tools are Some tools are unorganized. flow. No
Presentation used used to show Tools are not tools used.
reflects correctly. acceptable used in a
extensive use Overall understanding. relevant
of tools in a presentation manner.
creative way. is interesting.
Slide Transitions Smooth Smooth Very few No
Transitions are smooth. transitions transitions are transitions are transitions
Transitions are used on used on some used and/or are used.
enhance the most slides. slides they distract
presentation. from the
presentation.
Pictures, Images are Images are Most images Images are No images
Clip Art appropriate. appropriate. are inappropriate.
Background Layout is Layout is appropriate
pleasing to cluttered.
the eye.
Mechanics No spelling Few spelling Some spelling Some spelling Many
errors. No errors. Few errors. Some errors. Some spelling and
grammar grammar grammar grammar or grammar
errors. Text is errors. Text is errors. errors. Most of errors. Text
in authors’ in authors’ Text is in text is in is copied.
own words. own words. authors’ own authors’ own
words. words.
Presentation Well- General level Acceptable Low level of No
Skills rehearsed. of rehearsal. level of rehearsal. rehearsal
No Few rehearsal. Numerous indicated.
pronunciation pronunciation Some pronunciation Too many
 errors or errors or pronunciation errors or other pronunciatio
other other errors or other mistakes. n errors or
mistakes. mistakes. mistakes. other
mistakes.

End of TRANSFER

In this section, your task was to PowerPoint presentation that shows the
importance of variation in animal and plant breeding.

You have completed this lesson. Now, you have to answer the post-
assessment .

POST-ASSESSMENT

It’s now time to evaluate your learning. Write your answers in the activity
sheet.

A.MULTIPLE CHOICE. Write the letter of the correct answer in your activity sheet.

1. What organelle has projections made of protein that help organize chromosomes
during mitosis and meiosis?
a. centrioles b. centromeres c. chromatids d. spindle microtubules
2. When does fertilization takes place?
a. When egg cells compete to reach a sperm cell
b. When sperm cells compete to reach an egg cell
c. When a sperm cell and an egg cell unite to form a zygote
d. When a sperm cell loses its tail to form a zygote
3. What can lead to variation in the offspring of organisms that reproduce sexually?
a. Crossing-over of chromosomes during interphase
b. Crossing-over of chromosomes during prophase I
c. Greater number of chromosomes determines variation
d. Number and size of organism determine variation
4. Why is it vital for anaphase in mitosis to occur successfully?
a. To ensure that the daughter cells will have equal number of chromosomes
b. To ensure that chromatids are formed prior to telophase
c. To ensure that chromosomes are replicated before cytokinesis
d. To ensure that chromosome number will be reduced to form gametes
5. When does DNA replication occur during meiosis?
a. interphase I
b. prophase I
c. interphase II
d. prophase II
e. interphase I and II

B.MODIFIED TRUE OR FALSE. Write True if the statement is true and if the statement
is false identify the word/s that makes it incorrect and write the correct answer.

_____ 1. Cell division is basically the same in prokaryotic and eukaryotic cells.
_____ 2. Cytokinesis is the division of the cytoplasm.
_____ 3. The correct order of mitosis is prophase, anaphase, metaphase and
telophase.
_____ 4. DNA replication results in identical chromosomes.
_____ 5. A cell spends most of its life in growth phase 1 of the cell cycle.
_____ 6. The S checkpoint, just before entry into S phase, makes the key decision of
whether the cell should divide.
_____ 7. The correct order of phases of the cell cycle is G1 → S → G2 → M.
_____ 8. Interphase consists of mitosis and cytokinesis.
_____ 9. Organelles are made during growth phase 2.
_____ 10. If the cell cycle is not regulated, cancer may develop.

Summary:

Cell division is an important life process in order to maintain the number

of species. It can be mitosis that produces two daughter cells that is
exactly the same as the parent cell that usually happens in prokaryotes
and meiosis that produces to four haploid daughter cells that can cause
variation in living things. The study of heredity is important in order to
understand genetic variations.
As we are created in the image and likeness of God as it is written in
the book of Genesis, we humans must be of service to everyone and
anyone since everything that we have is borrowed from our creator. It is
in service that we are blessed by God.
 CONGRATULATIONS ANGELITE ! You made it to the FINISH LINE. See you in the
next QUEST!!

Angelite Charism

Servant Leadership

“…just as the Son of Man did not come to be served, but to serve, and to give his life as
ransom for many.” – Matthew 20:28
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