EDUC 6 Semi Detailed Lesson Plan Science Grade 8 Anfone

SEMI-DETAILED LESSON PLAN in Science 8
Name of Demonstrator: RINE CHRISTELLE G. ANFONE Grade Level: 8

Learning Area: Science 8 Quarter: 4th Quarter
I. OBJECTIVES
A. Content Standards:
- The learners demonstrate the understanding on the genetic variations of
Mendelian Pattern of Inheritance
B. Performance Standards:
- The learners should be able to solve and predict phenotypic expressions of traits
C. Learning Objectives:
At the end of the lesson, the students should be able to:
K – Describe how biological traits are passed to successive generations
S – Perform monohybrid and dihybrid crosses using Punnett Square given the
phenotypes and genotypes of parents
A – Explain why family members of the same species show variation
II. SUBJECT MATTER

Topic: Mendelian Genetics (Predicting Phenotypic Expression of Traits)
References:
Joaquin, C., Lagunzad, C., & Rabago, L. (2010). Functional Biology: Modular Approach
(2ED, pp. 270-279). Philippines: Vibal Publishing House, Inc.
Opoc, C. (2020). Predict Phenotypic Expressions of Traits for Science Grade 8 Quarter
4/Week 3. Department of Education, Schools Division of Negros Oriental, Region
VII.
Ertia, M. (2014). Science Grade 8 Quarter 4 – Module 4 How Do I Look Like?
Department of Education, Zamboanga Peninsula, Region IX.
Patrick, M. [Film Theory]. (2017, December 25). Film Theory: Was SpongeBob
ADOPTED?! (SpongeBob SquarePants) [Video]. YouTube.
https://www.youtube.com/watch?v=0cMCo7lyQoY
Resources:
Google Classroom – Class code: vfnmoy7
Google Meet
Materials:
PowerPoint Presentation, Laptop, Internet Connection, PDF Learning Material
III. PROCEDURES
A. Preparation
1. Opening Prayer – lead by student
2. Attendance Check – Google Meet Attendance Tracking
3. Class Rules
4. Review of Previous Lessons – Mitosis vs Meiosis
Basis of Comparison Mitosis Meiosis

1. Number of daughter cells produced
2. Number of chromosomes is halved. (Yes/No)
3. Pairing of homologous chromosomes take place.
(Yes/No)
4. The daughter cells produced are always identical
in terms of genetic material. (Yes/No)
5. Motivation/Unfreezer
Game – “Show Me” – students are given certain characteristics and will show
on camera the characteristics needed:
1. Tongue Rolling
2. Hitchhiker’s thumb
3. Cleft Chin
4. Bent Little Finger
5. Widow’s Peak
6. Brown Eyes
7. Earlobe Attachment
6. Presenting the Learning Objectives
B. Presentation of Lesson Proper

1. ACTIVITY
a. “Predicting Offspring”
– the students are given pictures of parents, and they will predict what the
children will look like
b. “The SpongeBob Problem: Is SpongeBob adopted?”
Guide Questions:
1. What have you observed in our activities?
2. What characteristics do you think can be passed down from parents to
offspring?
3. Can we get a certain characteristic from our mother and another from
our father?
4. Have you ever wondered how this happened?
5. What could be responsible for this?
2. ANALYSIS
a. Types of Hereditary Characters
1) Morphological characters – refers to structure or form (ex: Shape)
2) Physiological characters – refer to functions of parts (ex: tongue
rolling)
3) Behavioral characters – externally directed activities in response to
stimuli (ex: thumb sucking)
4) Sexual characters – associated with being male or female
b. Who is Gregor Mendel?

Gregor Mendel
discovered basic
principles of heredity
by breeding peas in
carefully planned
experiments. Later on,
he discovered the
Principles of
Inheritance and
Genetics, the branch of Biology that deals with heredity and variation.
c. Mendel’s Experiments
- Why did Mendel select Garden Peas for his experiments?
 Exhibit two contrasting expressions of traits
 Reproduce at a fast rate
 Do not need much caring
 Adapted for self-pollination
d. Mendelian Principles of Inheritance
o With introduction of new vocabulary (alleles, genotype, phenotype,
homozygous, heterozygous)
1) Law of Dominance – dominant trait dominates or prevents the
expression of the recessive trait
2) Law of Segregation – during gamete formation, members of a gene
pair or allele separate
3) Law of Independent Assortment – the expression of one particular
trait does not affect the expression of another trait
e. The Punnett Square
- diagram used to predict outcome of a particular cross or breeding
experiment
f. Solving the SpongeBob problem
3. ABSTRACTION
a. Summary
b. Reflections from students
c. Questions/Clarifications from students
4. APPLICATION
a. Solving monohybrid crosses on the Punnett square
b. Solving dihybrid crosses in the Punnett square
5. ASSESSMENT
Directions: Read the statements carefully. Choose the letter of the correct
answer.
1-6.
1) In the above diagram, what is the dominant trait?

a. Black eyes c. both a and b
b. Brown eyes d. none of the above
2) In the above diagram, what is the recessive trait?
a. Black eyes c. both a and b
c. Brown eyes d. none of the above
3) Assuming that both parents are homozygous, why would all of the F1
generation have brown eyes?
a. Because brown-eye is a recessive trait
b. Because brown-eye is a dominant trait
c. Because both parents passed on the recessive trait
d. All of the above
4) In the diagram, what accounts for the black eyes in the F2 generation?
a. The F1 generation parents are homozygous brown-eyes
b. The black eyes allele is dominant over brown eyes allele
c. Heterozygous parents will produce 1 homozygous recessive
offspring
d. All of the above
5) What is the chance of having a child with black eyes if both parents are
heterozygous for the trait?
a. 25% c. 75%
b. 50% d. 100%
6) What would it mean if the allele for black eyes is represented as “b”?
a. Black eyes are dominant trait
b. Black eyes are recessive trait
c. It is both dominant and recessive
d. It is not transmitted
7-10.
Parent D d
D 1 3
d 2 4
Legend: D – with dimple d – without dimple
7) What allele gene pair will result from 3?
a. DD b. Dd c. dd
8) Which of the boxes correspond to offspring with dimples?
a. 1 and 2 b. 3 and 4 c. 1, 2, and 3 d. 2, 3, and 4
9) Which box corresponds to offspring without dimples?
a. 1 b. 2 c. 3 d. 4
10) What are the chances that their children will have dimples?
a. 25% c. 75%
b. 50% d. 100%
6. Assignment
Widow’s peak (S) is dominant over straight hairline (s). Given the mother has
heterozygous gene pair for widow’s peak, and the father has straight hairline.
a. What is the genotype of the mother?
b. What is the genotype of the father?
c. Perform a cross using a Punnett square.
d. Give the genotypic ratio of the cross.
e. Give the phenotypic ratio of the cross.

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SEMI-DETAILED LESSON PLAN in Science 8

Name of Demonstrator: RINE CHRISTELLE G. ANFONE Grade Level: 8

II. SUBJECT MATTER

Basis of Comparison Mitosis Meiosis

B. Presentation of Lesson Proper

b. Who is Gregor Mendel?

1) In the above diagram, what is the dominant trait?

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