A Detailed lesson Plan in Biology for Grade 9

By Marivic T. Severino
I.Objective
At the end of this activity, the students are expected to:

1. Explain the different patterns of non-Mendelian inheritance

II.Subject Matter
A. Topic: Different Patterns of Non-mendelian inheritance
B. Materials:
“find the end” map
Visual Aids
Chalk

C. Ideas
Non-Mendelian Inheritance- do not follow the dominant-recessive traits of
Mendel.
-traits can be controlled by more than one gene
-alleles are neither dominant nor recessive

D. Process: Discussion, Activity, Evaluation

E. Values: Passion, Curiosity

III.Procedure
TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A.Preparatory Activity
1.Prayer

Everyone please stand up, and let us have (Students standing up)
our prayer . Ms. _________ please lead the
Christian prayer and Mr. Baulo for the (Students praying.)
Muslim prayer.

• Greetings

Good Afternoon class! Good afternoon Ma’am!

Please take your seats.
How are you feeling today? That’s We’re good Ma’am.
great!

3.Checking of Attendance
Miss Secretary, who are absent today?
4.Collecting of Assignment (secretary reporting the absent)

Please pass the assignment that I have

given to you last meeting. Pass it forward
silently in 10seconds(teacher count 10
seconds)

Ok , all papers in?

Yes ma’am!
5.Drill
I have here with me a simple activity before
we start our lesson. It’s like a map
wherein you imagine that you are
strolling outside and all you have to
do is to trace it based on the (students group themselves)
instruction there. Now, group
yourselves into four. So, are you
ready? You have 5 minutes to do it.
After 5 min….
Ok time’s up! Did you have fun in the Yes Ma’am!
activity?
What did you observe in the activity? (Some will say yes)
Very good! Who can add the idea of Ma’am there are many animals
Princess? and plants.
Yes it has different colors. It has different colors ma’am.

• Review of Past lesson

What was our topic last meeting?
Very good! So can you still
remember what is genotype?
How about phenotype?
Well said Ms. Pacut.
Ma’am our topic last meeting is
about the Mendelian genetics.
Genotype is the set of genes in
our DNA which is responsible for
a particular trait.

Since we were finished with that, I Phenotype is the physical

assume that you alreadt knew the expression, or characteristics, of
terms that I will be using later. that trait.

B. Lesson Proper
1.Motivation
Who among you here love animals? (Some students raise their
Do you have pets in your house? What is hands)
your pet Ms. _____?What is its
color? Have you ever wondered
about their colors or why they got Yes ma’am.
that color? Dog mam.
(teacher will show a picture of cat) Brown.
No mam.

Have you seen a cat that looks like

this?
Now who loves plants? (teacher will post a
picture of flower) Especially flowers? (Some will say yes and no)

So I
guess
girls
love

Yes Ma’am.

flowers right?

2.Discussion

Our lesson for today is about Non-

Mendelian genetics. Do you have any idea
about this?

Non-Mendelian genetics, from the name No Ma’am.

itself, it does not follow Gregor Mendel’s
Laws.
In Mendel’s Laws, If he were given a
mommy black mouse & a daddy white
mouse & asked what their offspring would
look like, he would've said that a certain
percent would be black & the others would
be white. He would never have even
considered that a white mouse & a black
mouse could produce other color of
mouse! For Mendel, the phenotype of the
offspring from parents with different
phenotypes always resembled the
phenotype of at least one of the parents.

Now, there are other patterns of inheritance

that do not follow these rules as I have said
earlier.
One of these is incomplete dominance.
With incomplete dominance, a cross
between organisms with two different
phenotypes produces offspring with a third
phenotype that is a blending of the parental
traits.
We can still use the Punnett Square to solve
problems involving incomplete dominance. So the cross would look like this:
The only difference is that instead of using a
capital letter for the dominant trait & a
lowercase letter for the recessive trait, the
letters we use are both going to be capital. I think Pink Ma’am.
Why do you think so? Because you said a while ago that
Mr. Gapo? they are blending.
Thank you. It’s because neither trait
dominates the other.
If you have a red flower cross with white
flower, what would be the color of the Because both of them are
offspring? dominant Ma’am.
Why do say so?
(Teacher post a picture)
So the cross would look like this:

(Teacher explains while writing on the

board)
A = allele for red flowers
B = allele for white flowers
Homozygous red flower crossed with a
homozygous white flower.

red (AA) x white (BB) ---> pink 
AB---> 100%

A A

B AB AB

B AB AB

It's like mixing paints, red + white will make

pink. Red doesn't totally block (dominate)
the pink, instead there is incomplete
dominance, and we end up with something
in-between.

Another is co- dominance.

Given this example. (Teacher would show a
picture)

In co-dominance, the "recessive" &

"dominant" traits appear together in the
phenotype of hybrid organisms.

When we cross the alleles, (teacher draw a

Punnett square on the board)
Consider that these red cattle here is RR and
this white cattle is WW. If we cross these,
we yield all RW offsprings which means to
say that they are all red and white spotted.
Let’s proceed to sex-linked trait.
Sex-linked trait is also called as “X-linked”. Because it occurs in X
Why do you think? Do you have an idea Ms. chromosome Ma’am.
Agnes?

Very good! So which do you think is more

affected in this type of inheritance? Male or
Female? I think Female Ma’am.
Ms. Bontilao?
Let’s find out!
As we all know, females have XX
chromosomes and males have XY Yes Ma’am.
chromosomes. Right?
These chromosomes determine sex, so
genes located on these chromosomes are
known as sex-linked genes. The X
chromosome is much larger than the Y, so it
carries more genes than the Y chromosome.
Disorders that are sex-linked are much more
common in males, because they would only
need 1 recessive allele to have the trait;
rather than the two recessive alleles the
females need.

Take a look at this picture.

(teacher post a picture)

(teacher explain)
Another inheritance is Multiple Alleles. An Four Ma’am.
example of this is human blood type. In
humans, how many alleles for blood do we Three Ma’am.
have?
Another answer?

Who answered four? Three?

Ok, so There are three common alleles for
the gene that controls this characteristic.
The alleles IA, IB and i. IA and , IB are
dominant over i. Out of this three, only two
will exist in a diploid individual. (Some will say yes, some will say
My question is, can an offspring will have a no)
type O blood if her parents are type A and
B?

Of course a child can be type O! Recall the

following:

• Type A blood: IAIA, IAi

• Type B blood: IB IB, IB i
• Type AB blood: IAIB
• Type O blood: ii
(teacher explain)

Another inheritance is polygenic

inheritance. From the word itself, polygene
which means that it is composed of many
genes not just one. Example of this is skin
color, eye color height, and etc.
Let us have the eye color as an
example. This trait is thought to be
influenced by up to 16 different genes.
Two of the genes that
influence eye color have been
identified on chromosome 15 (OCA2
and HERC2). Several other genes that
determine eye color also influence
skin color and hair color.
Understanding that eye color
is determined by a number of
different genes, for this example, we
will assume that it is determined by
two genes. In this case, a cross
 between two individuals with light
brown eyes (BbGg) would produce
several different phenotype
possibilities. In this example, the
allele for black color (B) is dominant
to the recessive blue color (b) for
gene 1. For gene 2, the dark hue (G)
is dominant and produces a green
color. The lighter hue (g) is recessive
and produces a light color. This cross
would result in
five basic phenotypes and nine
genotypes.
• Black eyes: (BBGG)
• Dark Brown eyes: (BBGg), (BbGG)
• Light Brown eyes: (BbGg), (BBgg),
(bbGG)
• Green eyes: (Bbgg), (bbGg)
• Blue eyes: (bbgg)
Having all dominant alleles
results in black eye color. The
presence of at least two dominant
alleles produces the black or brown
color.
The presence of one
dominant allele produces the green
color, while having no dominant
alleles results in blue eye color.

The last one is the

environmentallyinfluenced.

• Genes play an important part in

determining our adult height. However,
factors such as poor nutrition can
prevent us from achieving our full
genetic potential.
• Genes are a major determinant of
human skin color. However, exposure
to ultraviolet radiation can increase the
amount of pigment in the skin and
make it appear darker.
2. Practice Exercises
Go back to your group in performing the drill.
Choose a representative to pick your task.
Present your output in class. You have five
minutes to prepare and a maximum of
5 minutes to present your output in class.
1. Describe the relationship between
environment and phenotype.
2. Differentiate incomplete dominance
and
3. What are multiple alleles? Is there
dominance in multiple alleles? (students proceed to their
co-dominance. group)
4. What is polygenic inheritance?
How does it work?

After 5 minutes…
Ok . lets start with group 4.

5. Generalization
What is the common non-mendelian
inheritance that you observe in your
environment?
(start presenting)
IV. Evaluation

V. Assignment