GRADES 1 to 12 School Don Ruben E. Ecleo Sr. Mem.

NHS Grade Level Grade VIII

DETAILED LESSON Teacher LAURA MEMOSA D. INSON Learning Area Science

PLAN Teaching Dates and Time Feb. 6, 2019 Quarter Fourth Quarter

Wednesday

I. OBJECTIVES d. make a punnet with ratio

a. identify the three laws of b. explain the four principles of c. solve for P1, F1 and F2
Mendelian Genetics Mendelian Genetics

A. Content Standards The learners demonstrate an understanding of:

1. meiosis as one of the processes producing genetic variations of the Mendelian Pattern of Inheritance

B. Performance The learners should be able to:

Standard
1. report on the importance of variation in plant and animal breeding
C. Learning
Competencies
Write the LC code The learners should be able to…
for each Predict phenotypic expressions of traits following simple patterns of inheritance S8LT-IVf-18

Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.

II. CONTENT
Mendelian Genetics
III. LEARNING
RESOURCES

D. References

1. Teacher’s Guide
pages
2. Learners Material
pages
Science Learner’s Module Pages 329-332
3. Textbook pages - Science and Technology II: Biology Textbook. NISMED. 2004. Pages 133-134
- Brooker, R.J. (2008). Genetics: analysis and principles (3rd ed.)

4. Additional materials Laptop, projector, pentil pen, colored chalk, cartolina

from Learning
Resource (LR)
portal.
5. Other Learning
Resource
https://www.sciencedirect.com
https://www.untamedscience.com

IV. PROCEDURES

A. Reviewing ELICIT Teacher’s Activity Students’ Activity

previous lesson or
Okay class, what was your last topic?
presenting the
new lesson Ma’am! Ma’am!
Yes Arvie?
Our last topic was all about the stages of meiosis
Ma’am.”
Okay very good! Thank you Arvie.
What did you learned about stages of meiosis?
Any idea from the back?
Ma’am may I?
Yes Melody?
I learned from our previous lesson was, meiosis is used
for just one purpose in the human body: the production
of gametes – sex cells, or sperm or eggs. Its goal is to
make daughter cells with exactly half as many
chromosomes as the starting cell.
Okay, very good! Thank you for your idea. Give hands to
Melody.
Another idea from the boys.
Ma’am! Ma’am!

Yes Khurt?
Meiosis in humans is a division process that takes us
from a diploid cell – one with two sets of chromosomes.
In humans, the haploid cells made in meiosis are sperm
and eggs. When a sperm and an egg join in fertilization,
the two haploid sets of chromosomes form a complete
Okay, very well said Khurt! Thank you. diploid set: a new genome.
In meiosis, the cell has a more complex task. It is still
needs to separate the sister chromatids and the
homologous chromosomes. Homologue pairs separate
during a first round of cell division, called, meiosis I while
sister chromatids separate during a second round, called
meiosis II. In each round of division, cells go through four
stages.
Who can give me the four stages?
 Another hand please! Yes Ethel.

Ma’am the four stages are Prophase, Metaphase,

Anaphase and Telophase.
Okay, that’s it! Those are the four stages of meiosis:
Prophase, Metaphase, Anaphase and Telophase.
Okay class, any questions or clarifications regarding your
past lesson?

None Ma’am!
Okay, so are you ready to move forward with our next
topic?
Yes Ma’am!

B. Establishing a ENGAGE Okay, before we proceed to our new lesson, let’s have first
purpose for the an activity related to our lesson. I will group you into three
lesson then each group will be provided with a cartolina and a
pentil pen. All you have to do is to brainstorm, collaborate
and cooperate with your group mates so that you can write
many words as you can about genetics. I will give you five
minutes in doing it.
Are we clear class? Yes Ma’am!

Okay, you may start now! (The students starts to brainstorm and do the activity)

Okay, time is up! Cartolina up and pentil pens up!

Now post your work on the board. Let’s see if what group
has many words.
 (They post their work on the board)
Okay, very good! Give hands to your selves.

C. Presenting Power Point Presentation/ Diagram of Mendelian Genetics

examples/instances
of the new lesson.
D. Discussing the new EXPLORE So now, I will give you another activity for you to explore
concepts and more about our topic. I have here some cards, the blue and
practicing new skills Mix-N- Match the red one. I will distribute this card to each one of you
#1 then afterwards you are going to find your pair based on
what is written in your card. You are going to look for the
meaning of the word that you are holding. After finding
your pair just stays beside them until all of you finished. I
will give you 3 minutes in doing this activity. After that you
are going to read your cards in front so that we will find out
whether it is right or wrong. Are we clear class? Yes Ma’am!

Okay, 5 minutes is done and all of you already found your

partner. So first pair please go to the front and read your (Each pair went to the front and share what they’ve
cards. got.)

Okay, very good!

E. Discussing the new
concepts and
practicing new skills
#2
F. Developing EXPLAIN Okay class, what we did a while ago is much related with
mastery our topic this morning. But before we go on with our
(Leads to discussion on Mendelian Genetics, let’s get to know first
formative Gregor Mendel. So, who among you here knew who
assessment 3) Gregor Mendel is?
Any hand?
Ma’am! Ma’am!
Yes Buen?

Okay, very well said! So, in short, Gregor Mendel was
known as the Father of Modern Genetics. He used the pea
plants (Pisum sativum) in his experiments. Gregor Mendel
was the man behind this Mendelian Genetics which is our
topic this morning. Are you familiar with this?
Okay, very good! So, what is Mendelian Genetics all
about?
Yes Queenie, do you have an idea?
Okay, very good Queenie! Thank you.
Mendel proposed that traits are always controlled by single
genes. However, modern studies have revealed that most
Gregor Mendel was an Austrian monk who discovered
the basic principles of heredity through experiments in
his garden. Mendel’s observations became the
foundation of modern genetics and the study of
heredity, and he is widely considered a pioneer in the
field of genetics.
Yes Ma’am!
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. 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 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 form 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.
traits in human are controlled by multiple genes as well as
environmental influences and do not necessarily exhibit a
simple Mendelian pattern of inheritance. Mendel carried
out breeding experiments in his monastery’s garden to test
inheritance patterns. He selectively cross-bred common
pea plants 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), 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 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 generations were Aa, and the F2 generations were
AA, Aa or aa. The interaction between these two
determines the physical trait that is visible to us.
Did you understand the Mendelian Genetics class? Yes Ma’am!

Any question? None Ma’am!

Okay, so now let’s have the three laws of Mendelian

Genetics.
Who can give me the three Mendelian laws?
Any volunteer? Ma’am! Ma’am!

Yes Mark? The three Mendelian laws are: Law of Dominance, Law
of Segregation and Law of Independent Assortment.

Okay, that’s right!

So those are the three laws of Mendelian Genetics: the
Law of Dominance, the Law of Segregation and the Law of
Independent Assortment.
So let’s have first the Law of Dominance. Who has an idea
about this law?
Law of Dominance states that if one parents has two
Yes Grace?
copies al allele A – the dominant allele – and the
second parent has two copies of allele a – the
recessive allele – then the offspring will inherit an Aa
genotype and display the dominant phenotype.

Okay very good Grace!

Law of Dominance states that a dominant trait is a trait
whose appearance will always be seen in offspring. In
other words, dominance describes the relationship
between two alleles.
Ma’am! Ma’am!
How about the 2nd law or the Law of Segregation?

Mendel’s 2nd law, the Law of Segregation states that

Yes Jamby? these two alleles will be separated from each other
during meiosis. Specifically, in the second of the two
cell divisions of meiosis the two copies of each
chromosome will be separated from each other,
 causing the two distinct alleles located on those
chromosomes to segregate from one another.

That’s right Jamby! Thank you for that idea.

In the Law of Segregation, a parent may have two distinct
alleles for a certain gene, each on one copy of a given
chromosomes.
So now, let’s have the 3rd law which is the Law of
Independent Assortment.
The third law or the Law of Independent Assortment
Who can share their ideas about this law?
states that the way an allele pair gets segregated into
Yes Jane? two daughter cells during the second division of meiosis
has no effect on how any other allele pair gets
segregated.

Okay, very good! Thank you Jane.

So, in other words, the traits inherited through one gene
will be inherited independently of the traits inherited
through another gene because the gene resides on
different chromosomes that are independently assorted
into daughter cells during meiosis.
So those are the three laws of Mendelian Genetics.
Since we are done with the laws, let’s have next, the four
principles of Mendelian Genetics.
Any idea about the four principles of Mendelian Genetics?
Who can share their knowledge about these principles?
Any volunteer from the boys?
The four principles of Mendelian Genetics are:
Yes Dexter?
Okay, very well said Dexter! Thank you for your idea.
So those are the four principles of Mendelian Genetics: the
Principle of Dominance, the Inheritance of Biological
Characteristics, the Principle of Segregation and the
Principle of Independent Assortment.
Any questions regarding with the Mendelian principles?
Ma’am! Ma’am!
 Some alleles are dominant and some are
recessive. It belongs to the Principle of
Dominance
 Gene passed down from parent to offspring. It
belongs to the Inheritance of Biological
Characteristics
 During the production of gametes, two copies
of each hereditary factor separate. It belongs
to the Principle of Segregation
 Genes for different traits can segregate
independently during the formation of
gametes. It belongs to the Principle of
Independent Assortment

None Ma’am!
Okay, very good!
So, in order for Mendel to predict the phenotype and
genotype of a particular individual, he get first the Parental
generation and then cross it to get the First Filial
Generation and then he also cross the F1 to get the
Second Filial Generation. The F2 generation was used to
make the punnett square possible.
But class, are you familiar with punnet square? Yes Ma’am!

Oh! That’s good to hear class!

So, who can tell me something about punnet square?
Yes Jastine?
Punnett square is a graphical representation of the
possible genotypes of an offspring arising from a
particular cross or breeding event. Creating a punnet
square requires knowledge of the genetic composition
of the parents. The various possible combinations of
their gametes are encapsulated in a tabular format.
Therefore, each box in the table represents one
fertilization event.

Okay, that’s right! Thank you Jastine.

Punnett square was created in the twentieth century, much
after Mendel’s seminal experiments on genetics. However,
they are now commonly used to explain the results that
Mendel obtained, especially when combined with our
current knowledge of DNA, genes and chromosomes.
Who can draw the punnet square on the board?
Ma’am may I?

Yes Mi?
(Mi draw the punnett square on the board)

Okay, very good! Thank you Mi!

So this is the appearance of punnet square.
G. Finding practical ELABORATE
application of
concepts and skills Group Activity I’ll give you another activity. Each group will be given (The students are doing their activity)
in daily living different task to perform.
Group 1 – (Solve for P1 and F1 using the genotype TT x
tt)
Group 2 – (Make a punnet square and get the ration using
the genotype (RR x rr)
Group 3 – (Explain the work of G1 and G2)
I will give you 3 minutes in doing this activity
H. Making
generalization and Okay class that ends our discussion. Any questions?
abstraction about None Ma’am!
the lesson Did you understand our lesson? Yes Ma’am!
May I see if you really understand our lesson, who can
summarized our discussion?
Ma’am! Ma’am!
Yes, Nicole?
Gregor Mendel was an Austrian monk who discovered
the basic principles of heredity through experiments in
his garden. He used the pea plant (Pisum sativum) in
his experiment. Through this he was known as the
Father of Modern Genetics. Prior to Mendel, most
people believed inheritance was due to a blending of
parental essences. According to this Mendelian
concept, inheritance of a trait depends on the passing-
on of these units. We understand also the alternate
form of these units as alleles. If the two alleles that form
Okay, very good! Thank you Nicole. the pair for a trait are identical then it said to be a
Additional idea? How about from the boys? homozygous and if the two genes are different, then it
Yes John?
said to be heterozygous.

Okay, very well said John! Thank you for your idea.
So that is the Mendelian Genetics.
Any questions about our lesson this morning?
Since you really understand our topic, I have here some
questions to test your understanding.
I. Evaluating learning EVALUATION Get ½ sheet of paper and answer the following questions:
1.-3. Give the three laws of Mendelian Genetics.
4.-7. Give the four Mendelian principles
8. Solve for the P1 and F1 generation using phenotype TT
x tt
9. Get the F2 generation (refer to No. 8)
10. Make a punnet square and get the ratio.
Mendel proposed that traits are always controlled by
single genes but modern studies revealed that most
traits in humans are controlled by multiple genes as
well as environmental influences and do not necessarily
exhibit a simple Medelian pattern of inheritance. There
were three Mendelian laws which are the Law of
Dominance, Law of Segregation and Law of
Independent Assortment and he also formulated the
four principles which are Principle of Dominance,
Inheritance of Biological Characteristics, Principle of
Independent Assortment and Principle of Segregation.
In order for Mendel to identify the phenotype of the
offspring, he cross the P1 (Parental Generation) to get
the F1 (first filial generation) and then cross the F1 to
get the F2 (second filial generation) which are used in
the punnet square and for him to get the ratio of the
individual’s trait.
None Ma’am!
(The students starts answering the given questions)
 J. Additional EXTEND Assignment:
activities for
Research and study about Biodiversity.
application or
remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify
VI. REFLECTION what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.

K. No. of learners who

earned 80% in the
evaluation
L. No. of learners who
require additional
activities for
remediation who
scored below 80%
M. Did the remedial
lesson worked? No.
of learners who
have caught up with
the lesson
N. No. of learners who
continue to require
remediation
O. Which of my
teaching strategies
worked well? Why
did this work?
P. What difficulties did I
encounter which my
principal or
 supervisor can help
me solve?
Q. What innovation or
localized material
did I use/discover
which I wish to
share with other
teachers?

Prepared by:

LAURA MEMOSA D. INSON

Teacher Applicant

_____________________________ _____________________________ ________________________

Observer 1 Observer 2 Observer 3

_________________________ ___________________________
Observer 4 Observer 5