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
inheritance.
Write the LC
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
RESOURC
ES
A. References
1. Teacher’s Self Learning Module :
Guide pages Science 8 Quarter 4-Module 3 -Mendelian Genetics
pp. 1-22

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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
IV. PROCEDU Preliminaries: 5.
RES 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
 Show the picture to the class and let them identify curriculum
(ELICIT) 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:

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 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

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 centered
culture by
using
teaching
strategies
that respond
to their
linguistic ,
cultural ,
socio
economic
and religious
backgrounds.
 Present the learning objectives of the day to the
learners.
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 2. Used a

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

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 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. They 2. Used a
concepts and will be given the rumbled steps in solving range of
practicing new problems using a Punnett square. They are going teaching
skills #1 to arrange the steps through writing one (1) to six strategies
(EXPLORE) (6). They will be given one minute to do the that enhance
activity. Once they are done, they will compare learner
their answers to those of the other group. achievement
in literacy
Steps in solving a Punnett square.
and
1.Determine which allele of the identified trait is dominant numeracy
and which is recessive. skills
2. Determine the parents' genotypes
3. Draw a box and divide it into four smaller squares to
create a 2x2 grid. These squares represent the possible 3.Applied a
offspring. range of
4. Split the letters of the genotype for each parent and put teaching
them outside the square. For parent one, place it along the strategies to
top row and parent 2 in the left column of the grid. develop
5. Simulate fertilization by combining one allele from the critical and
top row with one from the left column.
creative
6 HH’\]df
thinking, as
\fd.;lf
well as other
 A sample problem will be presented in the class. higher- order
Ask some learners to answer the problem by thinking
applying the steps on how to solve a Punnett skills
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.

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 (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.

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

3. Applied
various
 The learners will answer the drill 2. They will be teaching
given 3 minutes to answer. strategies to
develop
DRILL 2 PROBLEM critical and
 Show your solution using Punnett Square. creative
 A heterozygous black-furred rabbit (Bb) is thinking and
other higher-
crossed with a homozygous white-furred
order
rabbit (bb).
thinking
skills.
Question
1. What percentage of the offspring will be
black furred? 9. Used
2. What percentage of the offspring will be strategies for
white-furred? providing
timely,
accurate, and
constructive
feedback to
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 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
critical and
creative
thinking and
other higher-
order
thinking
skills.

 The group will select one representative to

9. Used
explain the answer. The teacher will give
strategies for
feedback right after the output presentation.
providing
timely,
For Groups 1, 2, and 3 accurate, and
constructive
feedback to
Instruction: Answer the problem and illustrate the improve
Punnett square to predict the possible offspring. learner
performance.

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

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 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).

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 ,

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 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.

Anna and Tom are planning to have a child. Anna has

brown hair (a dominant trait, represented by the allele B) 3. Applied a
and is heterozygous (Bb). Tom has blond hair (a recessive range of
trait, represented by the allele b). Using a Punnett square, teaching
predict the potential hair color of their child. What are the strategies to
possible genotypes and phenotypes, and what is the develop
probability of each?" critical and
creative
thinking, as
well as other
higher – order
thinking
skills.

Page 9 of 12
Additional Pedigree Analysis
activities for
application or
remediation Students will trace an inherited trait through their own family or another family
(EXTEND) and determine how the trait passed from generation to generation. Students
gather data from family members and construct a pedigree to show that data.

V. REMARKS
VI. REFLECTI
ON

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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
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:
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 Checked by:
DOREEN GRAZIEL A. SABULAO
Teacher II ERANIE L. BUYOC
Head Teacher III

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