Republic of the Philippines

BULACAN STATE
UNIVERSITY
COLLEGE OF
EDUCATION Bustos Campus
Bustos,
Bulacan

ADETAILEDLESSON
PLANONMENDELIAN
GENETICS
7E’S DETAILED LESSON PLAN IN SCIENCE
S.Y. 2023-2024
SCHOOL Bulacan State University GRADE LEVEL 3rd Year College
STUDENT Deang, Audrey Zean M. Dela LEARNING AREA Science
TEACHER Cruz, Reinius M. Ferrer,
Girlie D. Sampaga, Christine M.
Torres, Eduardo I P. Valerio,
Mark Brian T.

DAY May 22 SEMESTER 2nd Semester

DATE/TIME May 22, 8:00 AM – 9:00 AM GRADE & SECTION 3rd Year – 3E
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of 1.
How cells divide to produce new cells.
2. Meiosis as one of the processes producing genetic
variations of the Mendelian Pattern of Inheritance.

B. Performance Standard The learners are able to report on the importance of

variation in plant and animal breeding.
C. Learning Competencies/Objectives LC: The learners will predict phenotypic expressions of
traits following simple patterns of inheritance.

Objectives: At the end of the lesson, the learners should be

able to:

a. identify terms related to the used

of punnet square.
b. recognize the importance of Gregor Mendel’s
work.
c. construct a punnet square to predict the probability
of offspring genotypes and phenotypes.

D. CONTENT GENETICS
II. LEARNING RESOURCES
A. Reference Pages
1. Other References Internet Source, Science 8 Book
B. Instructional Materials Whiteboard and Marker, Manila Paper, BOX Model
(Punnet Square), and PPT Presentation.
III. PROCEDURES
A. Preliminary Activities 1. Prayer
(5 minutes) A student who was assigned will lead the prayer.
2. Greetings
Greet the students a good morning and request them
to say to their classmates
(I’m glad that you’re here).
3. Classroom Management
Task learners to arrange their seats properly and pick-
up the trashes under their chairs. Provide house rules
at the beginning of the class.

4. Checking of Attendance
Ask the class to say “I’m here, alive, and kicking!”
When they are called one-by-one.

In groups, If there are absentees, they’ll say

“ La, La, La, La, La, La, La, La, La, La, La ”
This is based on the number of absentees.
Ex. ( 2 students are absent that day, They will repeat
the rhythm twice) This is to get students attention and
give them a fresh start.
B. Reviewing previous REVIEW OF THE PAST LESSON
lesson or presenting
new lesson. The teacher will recall the topic that the student tackled
ELICIT during their last meeting to ensure what was learned.
(5 minutes)
Have you ever wonder why sometimes there are
circumstances in which an offspring or a child does not look
like the parent/s? There are also cases wherein the child is
like a mini me or small version or younger version of the
parent because they look almost identical. And in other cases
it is mix-up or combination of the features of both the
parents.

In your own understanding or based on your ideas and

opinions, do you have anything in mind that can be the
explanation or underlying reason for that phenomenon?

(To further ignite the curiosity of the students, the teacher

will show some images/photos of people that are familiar to
the students so that it will create relevance and at the same
time be realistic)

We are going to examine these photos and let us see what are
their relationship or connection for our topic in this
afternoon/morning.

(The teacher will present the photos)

The teacher will ask the students what they can say about the
photo? Do they possess similar physical features?
The teacher will show some more photos/images and ask the
insights of the students.

The teacher will ask the students what are their insights about
the images knowing that the man on the left side is the father
of the child in the middle and the woman in the right side is
his mother.

The teacher will show another picture involving the man

earlier and now he is with his mother (woman on the left
side), the teacher will let the students process the information
before asking them what. Are their insights.

The teacher will then connect these all above photos/images

to a lesson in Grade-7 under cell division particularly
meiosis. The teacher will highlight the particular
characteristic of meiosis which is the crossing over as well as
the nature of this cell division that produced 4 non-identical
daughter cells due to the difference in the strand of
chromosome that is produced.
The teacher will also tell that in gametes, a sex cell is only
compose of single strand of chromosome or chromatid. That
is why we have 46 chromosome or 23 pairs, 23 chromatids
from the father and 23 chromatids from the mother.

[After giving their insights, the teacher will proceed to the

next part)
C. Establishing the purpose Seems that you have already mastered our previous
of the lesson. ENGAGE topic. Now, before we formally start our discussion,
(5 minutes) let’s do an activity called lightbulb moments. But
before that I want you to group yourselves into two.
What you are going to do is to write the physical
traits you notice about your partner. Write these
traits in ¼ sheets of paper. You will be given 2 (Students observing
minutes to accomplish the tasks. You may start now. their partner)

Are you all done? Compare these traits to your

Volunteer: We have
partner. May I ask for two volunteers, what did you
noticed that we
notice about these traits? Are they the same or not? differ in hair, she
How were you able to observe this trait? has curly hair, while
I do have straight
hair. We are able to
observe each other
by using oursense
of seeing.
That's great! Later on you will know what this observable
trait is. As you can see we humans sometimes have similar
skin color such as brown or fair. Some may have similar eye
color such as brown or black, but even though we can see that
we have the same skin color, we are not genetically the same,
we are not a carbon copy of other people . Even siblings do
not have the same 100% genetic materials although we came
from the same parent except especially for identical twins. (Students raising
their hands)
Presented in front of you are Lightbulbs wherein
there is a corresponding question as you open it.
The chosen student must answer the question based Student 1: Ma’am, I
on their own ideas. Are you ready? Who wants to think it's a yes.
first choose a lightbulb? (Call a student) There is a
possibilities that we
1. Do you think it is possible for a trait to appear in the inherited it from
child even though it doesn’t show in the phenotype of the other generation of
parents? our family

(Students raising
their hands)

Student 2: Ma’am, I
Very good, you had explained your answer well. Next student
guess the
to volunteer?
phenotype of the
offspring would be
2. What do you think will be the eye color(phenotype) of
black
the offspring if its genotype consists of both dominant(black)
and recessive(brown) alleles?
(Students raising
their hands)

Student 3: In
my own
Fantastic, next volunteer to choose a lightbulb? opinion,
Ma’am, I can
3. If your body changes and you develop new physical say that it's
and behavioral characteristics, do your genes also change? yes because there
Why or why not? are
other
possibilities that
your genes
might be
affected by
the environment or
the behavior of
the person
causing it to
change.

Well said, (name)! 2 lightbulbs are left, who wants to answer (Students raising
the question behind one of those lightbulbs? their hands)
4. What information cannot be obtained from the punnett Student 4: Ma’am, I
square? believe its C, the
A. Genotype of offspring chromosome
number of the
B. Phenotype of offspring
offspring
C. Chromosome number of offspring
(Students raising
their hands)

Great job! Only one light bulb left, who’s wants to answerStudent 5: Maam
it? based on the
picture, it is the
5. Based on the picture, which among them shows autosomal second picture.
recessive inheritance? Because it shows
two pair of utated
gene.

What a very nice observation!

Well done, students! You will be able to know if your

answers are right or not through the discussion, so sit, listen
and enjoy the next part. I know some of you have questions
running through your mind which we will unveil through
discussing our next topic.
D. Presenting of the new This lesson will help students to understand how specific [Student 1]: Is it
lesson. EXPLORE traits are being passed down to offspring’s. something that
(5 minutes) makes us
[Teacher]: Good morning, everyone! Today, we’re going to different
do a fun activity that will help us understand how traits are from each
inherited and how probability works. We’re going to use other?
M&Ms to represent different alleles for a single trait. Can
anyone guess what a trait is?

[Student 2]: So,

we’re going to
[Teacher]: That’s right! A trait is a characteristic or feature pretend that the
that makes each of us unique. Now, let’s imagine that we’re M&Ms are like
going to create our own plants using M&Ms. We’ll use the genes that
different colors to represent different alleles. For example, determine how
brown M&Ms can represent the dominant allele for tall tall the plants will
plants, and yellow M&Ms can represent the recessive allele be?
for short plants.

[Student 3]: Can

[Teacher]: Exactly! Genes are like instructions that tell our we eat the
bodies how to grow and develop. In this case, the M&Ms will M&Ms?
represent those instructions. Now, I’m going to pair you up
with a partner, and each pair will receive two bags of M&Ms.
One bag will represent the alleles from one parent, and the
other bag will represent the alleles from the other parent.

[Teacher]: Not just yet! First, we’re going to sort the M&Ms [Student 4]:
by color. Each color represents a different allele. Once we’ve What’s a
phenotype?
sorted them, we’ll mix the candies from both bags to simulate
the offspring. This will help us predict the possible traits or
phenotypes of the plants.

[Teacher]: Great question! The phenotype is the physical

appearance or characteristic that we can see, like the height of
the plants. In our case, the phenotype will be determined by
the combination of alleles from both parents. Now, let’s start
sorting the M&Ms by color and create a chart to keep track of
the alleles.
[Students sort the M&Ms and create their charts] [Student 5]: Is it
like the chances
[Teacher]: Awesome job, everyone! Now, let’s mix the of something
candies from both bags to simulate the offspring. Take turns happening?
combining the M&Ms and see what colors you get. Based on
the colors, try to predict the possible phenotypes of your
plants.

[Students mix the M&Ms and discuss their predictions]

[Teacher]: Now, let’s take a moment to discuss probability.

Can anyone tell me what probability means?

[Teacher]: Exactly! Probability is the likelihood or chances of

something happening. In our case, we can calculate the
probability of certain phenotypes appearing in the offspring
by looking at the different combinations of alleles. For
example, if both parents have brown M&Ms, there’s a higher
probability of the offspring being tall.

[Students discuss and calculate probabilities]

[Teacher]: Wonderful job, everyone! Through this activity,

we’ve learned how traits are inherited, how to predict
phenotypes using alleles, and how probability plays a role in
genetics. I hope you had fun and learned something new
today!
E. Discussing new concepts Did you learn something today? But wait… There’s
and practicing new more!
skills.
EXPLAIN Aren’t you wondering why you have black skin, brown skin,
(8 minutes) or even white skin? Nod

Or Let’s say straight hairline, and curly? Amaze in awe

Everything has a reason and we are going to unveil it with our Students
naked eyes, You might have brown and black eyes for a will
Filipino (laughs a little) respond.

The activities that you have previously will help us to

understand the lesson even more.

I will show you a picture and you can raise your hand if you
know this person. Is that clear?

Who is he?
Yes? Gregor Mendel. You’re correct!

Do you know why this person is famous? Someone in the

class might know
That’s correct! He is the Father of Genetics. the name and
raises their hand.
Thank you for your answers, This will help us to understand
the lesson as we go through this lesson.

(The teacher introduces the lesson, explain the origin,

important concepts, using a Box Model Punnet Square with
the help of PowerPoint Presentation all throughout the
delivery)

GREGOR MENDEL:

Gregor Mendel is an Austrian monk. In a monastery, he spent

his time in investigating how individual traits were inherited.
Gregor Mendel used the garden peas (Pisum sativum) in his
experiments because it has several traits to be studied, easy to
grow, reproduce through self-pollination. Through his
research on garden peas, a new branch of science was
formed, it is called Genetics. Gregor Mendel then paved the
way for the study of Genetics.

(Using the lessons from the module, The teacher further

elaborates the lesson).

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.

Heredity refers to the transfer of traits genes from parents to

offspring.

(The teacher will show a picture after a brief discussion of the

first two concepts)

The students will

share their idea.

Look at the picture. What have you observed?

Gregor Mendel first produced pure-breeding plants through

self-pollination for many generations until all the offspring
had the same features as the parents. For example, when
green seed peas were self- pollinated, all the offspring
produced were all green seed peas. Using his pure-breeding
plants, Gregor Mendel started cross-pollinating the peas with
contrasting traits.

Allele – An allele is a specific variant of a gene. Imagine a

gene as an instruction manual for a trait, like garden pea
color. An allele is a particular version of those instructions.
For example, the gene for garden pea color might have an
allele for green peas (G) and an allele for yellow peas (g). An
organism inherits two alleles for each gene, one from each
parent.

Genotype – This refers to the combination of alleles an

organism has for a particular gene. It’s like the specific set of
instructions they received from their parents.

Phenotypes: In genetics, it refers to the observable

characteristics of an organism that result from the interaction
of its genotype (genetic makeup) and the environment. It’s
the outward expression of the genetic code, encompassing
everything from physical appearance to biochemical
processes and behavior.

(Present a picture on a PowerPoint that has labels)

(The teacher will use a box punnet square to demonstrate how

it is conducted.)

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.

(The teacher will give examples, This will be conducted

through the use of 3D Punnet Square)

Parents:

Bb & bb:

B – Brown eyes b
– Blue eyes

FF & ff

F – Dark skin f
– Light skin

Gregor Mendel’s results of his experiment made him

hypothesize that there was a factor in the plants which
controlled the appearance of a trait which he called hereditary
“factors”. He also hypothesized that traits were regulated by a
pair of “factors” now called alleles. With these findings,
Gregor Mendel was able to formulate the three principles of
heredity.

(The teacher will give his conclusions)

F. Developing mastery The teacher will be asking questions, and student’s can share
(leads to Formative their thoughts with the class based on their understanding
Assessment) about the lesson being taught.
ELABORATE

(10 minutes) For this next activity, I’ve prepared a Punnett square problem.
Solve and explain it in front of the class, and everyone must
try to solve it to know your understanding to the topic that
we’ve discussed.

Instructions: Use a Punnett square to show the possible

genotypes and phenotypes of the offspring.

A Black parent and a Caucasian parent are expecting a child.

Both parents carry genes for different traits, including skin
color. Using a Punnett square, determine the probability of
their offspring having a mixed skin color phenotype. Assume
that the black parent carries the dominant gene for dark skin
(BB) and the Caucasian parent carries the recessive gene for
light skin (bb).

In tulips, purple petals (Pp) are dominant over yellow petals

(pp). A tulip plant with purple petals is crossed with a tulip
plant with yellow petals solve for the possible genotypes and
phenotypes of the offspring.

Job well done!

Just as genes are inherited from parents, shaping who we are,

the values we learn from our families influence how we
behave and contribute to society. These values, like kindness
and honesty, are passed down through generations, impacting
the world around us for the better.

In life, genetics decide family connections, as seen in the

saying “blood is thicker than water. But it’s not merely blood
or genetics that bind us together, but

base on mutual understanding and a shared desire to protect

each other, also play vital roles in building strong family
bonds.

I hope you learned something today. Are there any questions

or concerns?

None!

If none, prepare your pen. As the teachers distribute the test

paper for you to answer.
G. Evaluating Learning Directions: Write capital letter of your choice on the space
EVALUATE provided before each number.
(5 minutes)
1. What term describes the observable physical
traits of an organism?

a. Phenotype
b. Dominant
c. Genotype
d. Recessive

2. If a trait is expressed only when an organism has

two copies of the same allele (e.g., tt for a recessive trait),
what term best describes this allele?

a. Phenotype
b. Dominant
c. Genotype
d. Recessive

3. It deals with the study of genes, genetic

variations, and heredity in organisms. Who is credited with
the discovery of this field?

a. Charles Darwin
b. Gregor Mendel
c. James Watson
d. Francis Crick

4. What is a phenotype?

a. Genetic makeup of an organism

b. Observable characteristics of an organism
c. Passing of traits from parents to offspring.
d. The study of how traits are inherited

[Link] term states that a certain allele masks the

appearance of another.

a. Dominate
b. Segregate
c. Initiate
d. Evaluate

6. In Gregor Mendel's experiment, what do you call

to the generation resulted from a cross between two pure-
bred plants with different traits.
a. Dihybrid
b. First Filial Generation
c. Hybrid
d. Parental Generation

7. In a brood of chickens, you observed that a certain

rooster, when paired with any other hen always produced
chicks that possess green legs/feet, what characteristic of
Mendelian genetics is shown in this scenario?

a. Dominant trait
b. Recessive trait
c. Physical trait
d. All of the above

8. A German Shepard dog possess a homozygous

recessive phenotype of black color; the offspring or puppy it
produces has the color or phenotype of sable, what would be
the color (phenotype) of the male parent.

a. black
b. tan
c. sable
d. bi color

9. It is the study of heredity and factors that affects

the transmission of a gene.

a. Gene
b. Gene Variation
c. Genetics
d. Genome

10. The one who devised the punnet square.

a. Reynal C. Punnet
b. Regine C. Punnette
c. Regilard C. Punet
d. Reginald C. Punnet

Key Answers:
1. A
2. D
3. A
4. B
5. A
6. B
7. A
8. C
9. C
10. D
H. Additional activities for
application or
ASSIGNMENT:
remediation. EXTEND
(2 minutes) Directions: Determine the Phenotype of the offspring based
on the given Genotype per number. Write the phenotype of
each offspring in the punnet square. This is worth 20 points.
(GROUP WORK)

1. RR – Red roses & rr – Blue roses.

2. Ss – Khaki feathers & ss – Gray feathers.
3. Uu – Yellow peas & uu – Lavender peas.
4. WW – White mouse & ww – Black mouse.

Rubrics:

5 Points (Dominant Trait: Excellent)

This is the prize pumpkin of the bunch! Your assignment
showcases exceptional mastery of the topic, with in-depth
content that demonstrates clear understanding. All elements
are labeled accurately, and your work is presented with
neatness that shines.

3 Points (Heterozygous: Good)

Your plant is healthy and thriving! You demonstrate a good
grasp of the mastery and have included solid content labels
are mostly present and accurate, and your work is generally
neat.

1 Point (Recessive Trait: Needs Improvement)

There’s room for growth here. While you may have attempted
the assignment, the mastery of the topic is lacking. The
content might be incomplete or unclear, labels might be
missing, and the overall presentation might be neatness
challenged.

Remember: Just like a Punnett Square predicts the potential

of offspring, this system helps you understand how well your
efforts have translated into a well-rounded assignment.

Prepared By: Team 4. Submitted To: Mr. Butch Stephen C. Duay

STUDENT TEACHERS FS2 Adviser
Deang, Audrey Zean M. Dela

Cruz, Reinius M. Ferrer,

Girlie D. Sampaga, Christine

M.

Torres, Eduardo I P.

Valerio, Mark Brian T.