School Jesus J.

Soriano National Grade Level 8

High School
GRADE
10
Teacher DOREEN GRAZIEL A. Learning SCIENCE
DAILY SABULAO Area
LESSON
PLAN Teaching April 23,2024 @ Quarter QUARTER 4
Dates and 11- 12
Time
(8-Avocado)

I. OBJECTIVES INDICATORS
TO BE
OBSERVED
DURING THE
DEMONSTRA
TION
A. Content The learners demonstrate an understanding of meiosis as
Standards 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
Standards variation in plant and animal breeding.
C. Learning
Competencies The learners should be able to Predict phenotypic
/ Objectives expressions of traits following simple patterns of
Write the LC inheritance.
code for each
Specific objectives: At the end of the lesson, the learners
should be able to:
1. Arrange the steps in solving the Punnett square.
2. Predict phenotypic and genotypic expressions of the
offsprings using the Punnett square.
3. Analyze and Interpret the outcome of the Punnett.
square.
II. CONTENT Mendelian Genetics
III. LEARNING
RESOURCE
S
A. References
1. Teacher’s Self Learning Module :
Guide pages Science 8 Quarter 4-Module 3 -Mendelian Genetics pp.
1-22
2. Learner’s Self Learning Module :
Materials pages Science 8 Quarter 4-Module 3 Mendelian Genetics pp.
1-22
B. Other Laptop, Powerpoint presentation, Activity sheets, manila
Learning paper
Resources

Page 1 of 10
IV. PROCEDUR Preliminaries: 5.
ES o Prayer and checking of attendance. Established
o Giving of house rules safe and
o Remind them of their safety, responsibilities, and secure
accountabilities for each other. learning
environment
Face -to-Face Class Rules Standards: to enhanced
> Respect – Treat everyone with courtesy and learning
consideration. through the
> Engage actively in the learning process. consistent
> Pay attention when someone is speaking or implementati
presenting on of policies,
> Minimize disruption by silencing phones. guidelines,
> Raise your hand and wait to be acknowledged and
procedures.

Reviewing (Interdisciplinary link from Grade 8 science: Explain the 1. Applied

previous lesson significance of meiosis in maintaining the chromosome knowledge of
or presenting number S8LT-IVe-17 content
the new lesson within
(ELICIT) • Show the picture to the class and let them identify curriculum
what type of cell division is presented. and across
• Call some learners to say something about meiosis curriculum
and ask, “What is the importance of crossing over in teaching
meiosis”? areas

• Present the table to the learners and ask the

following questions:

Page 2 of 10
 1. How will you know whether it is a dominant or recessive
allele?
2. How will you write homozygous dominant,
heterozygous dominant and a recessive?
3. What is a phenotype?

• Call some learners to complete the table presented

on the screen.
Establishing a • Show the learners a family picture of the Teduray 1. Applied
purpose for the Tribe. knowledge of
lesson (ENGAGE) • By looking at the children, give some observable content
traits inherited from the parents. within and
What do you mean by inherit? (Interdisciplinary link across
from English subject) curriculum
• Why do siblings have different physical teaching
appearances? areas .

7.
Established a
learner
centered
culture by
using
teaching
strategies
that respond
to their
linguistic ,
cultural ,
socio
• Present the learning objectives of the day to the economic
learners. and religious
backgrounds.
Page 3 of 10
 8. Adapted
and used
culturally
appropriated
teaching
strategies to
address the
needs of the
learners from
indigenous
people.

Presenting • Present a sample Punnett square with an answer to 2. Used a

examples/ the learners. range of
instances of the teaching
new lesson strategies
(ENGAGE) that enhance
learner
achievement
in literacy and
numeracy
skills

Guide questions;

1. What do you see in the picture?

2. In the outer boxes of the square, what do you think
represents genotype?
3. What does each box within the square represent?
4. By looking at the answer, how will you get the genotypic
and phenotypic ratios?

• There will be a brief discussion on Punnette square

Discussing new • The class will be divided into six (6) groups. Each 2. Used a
concepts and group will be given a paper strips. The paper strips range of
practicing new have steps for solving a problem using a Punnett teaching
skills #1 square. The group will arrange the steps that come strategies
(EXPLORE) first. They will be given three minutes to do the that enhance
activity. Once they are done, they will compare their learner
answers to those of the other group. achievement
in literacy and
Steps in solving a Punnett square. numeracy
skills
Page 4 of 10
1.Determine which allele of the identified trait is dominant 3.Applied a
and which is recessive. range of
2. Determine the parents' genotypes teaching
3. Draw a box and divide it into four smaller squares to strategies to
create a 2x2 grid. These squares represent the possible develop
offspring. critical and
4. Split the letters of the genotype for each parent and put creative
them outside the square. For parent one, place it along the thinking, as
top row and parent 2 in the left column of the grid. well as other
5. Simulate fertilization by combining one allele from the higher- order
top row with one from the left column. thinking
6. Predict the outcome of the cross by interpreting the skills
Punnett square in terms of genotype, phenotype, genotypic
ratio and phenotypic ratio.

• A sample problem will be presented in the class. Ask

some learners to answer the problem by applying
the steps on how to solve a Punnett square. Let the
class read the problem.

Sample problem:
In mice, black fur (B) is dominant to white fur (b). A
heterozygous black mouse (Bb) is crossed with a
homozygous white mouse (bb). What are the
genotypic and phenotypic ratios of their offspring?

• For the first drill, this will be done individually. The

learners will be given three minutes to answer the
problem.
• Call some learners to share their answers on the
board.

(Interdisciplinary link from Math subject)

DRILL 1
In sweet peas, purple flowers (P) are dominant to white
flowers (p). Two heterozygous purple-flowered sweet pea
plants (Pp) are crossed? Identify the genotype, phenotype,
genotypic & phenotypic ratios of the offspring.

Page 5 of 10
Discussing new • The learners will also learn that aside from using the 2. Used a
concepts and ratio method, they can use the percentage to predict range of
practicing new the possible outcomes (offspring). teaching
skills #2 strategies
(EXPLORE) that enhance
learner
achievement
in literacy
and
numeracy
skills

3. Applied
various
teaching
• The learners will answer the drill 2. They will be given strategies to
3 minutes to answer. develop
critical and
creative
DRILL 2 PROBLEM
thinking and
• Show your solution using Punnett Square. other higher-
➢ A heterozygous black-furred rabbit (Bb) is order
crossed with a homozygous white-furred rabbit thinking
(bb). skills.

9. Used
Question
strategies for
1. What percentage of the offspring will be providing
black furred? timely,
2. What percentage of the offspring will be accurate, and
white-furred? constructive
feedback to
improve
learner
performance.

Developing ➢ The class will be divided into six (6) groups. 2. Used a
Mastery (leads Each group will be given five (5) minutes to range of
to Formative complete the tasks. teaching
Assessment) strategies
(EXPLAIN) ➢ Present the rubrics in the class for that enhance
feedbacking learner
achievement
in literacy
and
numeracy
skills

3. Applied
various
teaching
strategies to
develop
Page 6 of 10
 critical and
creative
thinking and
other higher-
order
thinking
skills.

9. Used
strategies for
providing
timely,
accurate, and
constructive
feedback to
improve
learner
performance.

➢
➢ The group will select one representative to
explain the answer. The teacher will give
feedback right after the output presentation.

For Groups 1, 2, and 3

Instruction: Answer the problem and illustrate the Punnett

square to predict the possible offspring.

In cats, the short-haired cat (R) is dominant over the long-

haired cat (r) (University of California n.d.) (Hartwell 2016).
A male heterozygous short-haired cat is crossed with a
female homozygous long-haired cat. Show the possible
outcome of the cross.

Guide Questions:

1. Based on the Punnett square, how many of the offsprings

may be short-haired ? Long-haired?

2. Will there be a pure breed (homozygous) short-haired

offspring in the cross? Justify your answer.

For Groups 4, 5, and 6

In sunflowers, the allele for tall height (T) is dominant over

the allele for short height (t). A tall-height sunflower (TT) is
crossed with a short-heighted sunflower (tt).
Page 7 of 10
 Guide Questions:
1. Based on the Punnett square, how many offsprings may
be tall-heighted? Short-heighted?
2. Will there be a purebred (homozygous) short-heighted
offspring in the cross? Justify your answer.

Finding ➢ Let the learners answer the following questions 7.

practical Established a
applications of 1. Why is heredity important to living organisms? learner
concepts and 2. How does heredity affect your life? centered
skills in daily 3. How would you relate the concept of Punnett squares culture by
living to your family? using
(ELABORATE) teaching
strategies
➢ Present pictures of some diseases that link to that respond
heredity. to their
linguistic ,
cultural ,
socio
economic
and religious
backgrounds.

Generalizing Call some students to discuss the steps of predicting the 2. Used a
about the lesson possible offspring using the punnett square range of
(ELABORATE) teaching
strategies
that enhance
learner
achievement
in literacy and
numeracy
skills

Evaluating Instruction: Answer the problem given. Illustrate the .

learning punnet square and predict the offspring’s genotypes and
(EVALUATE) phenotypes.
3. Applied a
Anna and Tom are planning to have a child. Anna has range of
brown hair (a dominant trait, represented by the allele B) teaching
and is heterozygous (Bb). Tom has blond hair (a recessive strategies to
trait, represented by the allele b). Using a Punnett square, develop
predict the potential hair color of their child. What are the critical and
possible genotypes and phenotypes, and what is the creative
probability of each?" thinking, as
well as other
higher – order
thinking
skills.
Page 8 of 10
Additional Pedigree Analysis
activities for
application or Students will trace an inherited trait through their own family or another family
remediation and determine how the trait passed from generation to generation. Students
(EXTEND) gather data from family members and construct a pedigree to show that data.

V. REMARKS
VI. REFLECTI
ON
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of learners
who have
caught up
Page 9 of 10
 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:
Checked by:
DOREEN GRAZIEL A. SABULAO
Teacher II ERANIE L. BUYOC
Head Teacher III

Page 10 of 10