Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XI
MARYKNOLL HIGH SCHOOL OF ASUNCION
Asuncion, Davao del Norte

Learning Plan In: Non- Mendelian Inheritance

Date: June 20,24,26, 2019 and July 3, 2019
Grade Level: 9th
Quarter: 1st
Teacher: Mary-Rose P. Casuyon
Time Allotment: 5 hrs.

TOPICS
 Location of Genes on Chromosome
 Incomplete Dominance
 Multiple Alleles
 Multiple Genes
 Sex Linked Traits

CONTENT STANDARD
The Learners demonstrate an understanding of the following:

 how genetic information is organized in genes on chromosomes;

 the different patterns of inheritance, and;
 how genetic disorder is being pass from parent to its offspring.

PERFORMANCE STANDARD
The Learners should be able to:

 solve and predict an outcome of the parents having multiple genes;

 create a diagram showing the location of a particular trait in each gene (DOTES) and;
 solve and predict the possible outcome of the passing of genetic disorder using the Punnet Square
(DOTES).

LEARNING COMPETENCIES

The learners should be able to:

 describe the location of genes in chromosomes;
 explain the different patterns of non-Mendelian inheritance, and;
 discuss the effects of multiple genes on different individuals (DOTES).

SPECIFIC OBJECTIVES

Day 1
At the end of this module, I can:
differentiate between autosomes and sex chromosomes, and;
explain how the gender of an organism is determined.
Day 2-3
At the end of this module, I can:
recall Mendel’s pea plant experiment;
predict genotype and phenotype of offspring using laws of inheritance, and;
solve genetic problems using Punnet square.
Day 4
At the end of this module, I can:
compare Mendelian and Non-Mendelian Genetics;
compute the probability of the occurrence of different Non-Mendelian trait;
give examples of Non-Mendelian pattern of inheritance and;
identify diseases involving genetics.

I. Introduction
Day 1
At the end of this module, I can:
differentiate between autosomes and sex chromosomes, and;
explain how the gender of an organism is determined.

Procedure
Preliminaries
A. Prayer
B. Greetings
C. Motivation
Allow the students to arrange the following vocabularies.
1. SGENE- GENES - study of heredity
2. TSAIRT- TRAITS- any characteristic that can be passed from parent to offspring
3. NDA- DNA - the code for life of living things
4. REEIYTHD- HEREDITY - passing of traits from parent to offspring
5. AELLEL- ALLELE - two forms of a gene (dominant and recessive)
II. Interaction
Lesson Development
Discussion Proper
Introduce the following terminologies: genes, traits, DNA, heredity, allele, chromosomes, chromatin
homozygous, heterozygous, genotype, phenotype, monohybrid, dihybrid, dominant gee, recessive
gene, first filial generation, second filial generation, and parental generation.
Transition Statement
The teacher will ask the students the following questions:
 Name the two (2) forms of genes.
 Who is the person who coined the term mutation?
Synthesis/Closure
 How important is our DNA?
 What if humans do not have genes their cells?
 Broadening of Concept
Each chromosome is composed of coiled DNA molecule located in the nucleus of
eukaryotic cells. The chromosome number varies among the species wherein humans
have 46 chromosomes. Of the 23 pairs of human chromosomes, 22 pairs are called
autosomes and one (1) pair is the sex chromosomes. Females have 22 pair of autosomes
and a pair of sex chromosomes designated as XX. Males have 22 pairs of autosomes and
a pair of sex chromosomes designated as XY.
Assignment
In a 1 whole clean sheet of paper define the following Mendelian pattern of inheritance.

III. Introduction
Day 2-3
At the end of this module, I can:
recall Mendel’s pea plant experiment;
predict genotype and phenotype of offspring using laws of inheritance, and;
solve genetic problems using Punnet square.

Procedure
Preliminaries
D. Prayer
E. Greetings
F. Motivation
The teacher will let some students to watch the video entitled “Mendelian Genetics”.

IV. Interaction
Lesson Development
Discussion Proper
Introduction of the Father of Genetics- Gregor Johann Mendel and his experiment.
Introduce the Law of Mendelian Genetics.
Compare and contrast genotype and phenotype.
Explain the difference between homozygous and heterozygous
Solve genetic problems involving monohybrid and dihybrid using test cross and Punnet
square.
Transition Statement
The teacher will ask the students the following questions:
 Name the two (2) forms of genes.
 Who is the person who coined the term mutation?
Synthesis/Closure
 What is the best thing about pea plant (Pisum sativum)?
Broadening of Concept
Gregor Mendel, an Austrian monk, laid down the basic principles of inheritance. He applied
the quantitative approach in noting down his observations. Mendel formulated the following
principles of heredity based on his observations of garden peas: hereditary factors (genes)
 come in pairs; these factors segregate in the formation of gametes or sex cells (law of
segregation). Once these factors have segregated, they are independent of each other
(law of independent assortment).
Assignment
In a 1 whole clean sheet of paper, answer the question.
There are two (2) types of frontal hairline in humans, the dominant widow’s peak and the
recessive hairline. A woman heterozygous for widow’s peak frontal hairline marries a man
with straight frontal hairline. Show the cross on a Punnet square.
a. What is the genotype of the offspring?
b. What is the phenotype of the offspring?
c. What is the chance of the offspring to inherit the genes for both hairlines?

I. Introduction
Day 4
At the end of this module, I can:
compare Mendelian and Non-Mendelian Genetics;
compute the probability of the occurrence of different Non-Mendelian trait;
give examples of Non-Mendelian pattern of inheritance and;
identify diseases involving genetics.

Procedure
Preliminaries
A. Prayer
B. Greetings
C. Motivation
The teacher will play a video entitled:
 Non-Mendelian Genetics
 Diseases of Genes

II. Interaction
Lesson Development
Discussion proper on the topic.
Recall the Mendelian pattern of heredity.
Introduce the different Non-Mendelian pattern of heredity.
Ask the students to give examples of Non-Mendelian genetics.
Give problems involving Non-Mendelian genetics.
Activity (Fast Share)
The students will be grouped into four (4) and will form a circle. They will be given 3 minutes
to prepare and discuss. They will be tasked to solve genetic problems of Non-Mendelian
inheritance in a one whole manila paper. After that, the teacher will choose a representative
from each group, and he/she will orally present in front the output of the group.

Transition Statement
  What are the Non-Mendelian patterns of heredity?
Synthesis/Closure
 What do you think are the environmental factors which affects the inheritance of
traits?
Broadening of Concept
There are patterns of inheritance that do not follow Mendel’s principles. Incomplete
dominance results when neither allele is completely dominant over the other. Sex limited
traits are traits expressed in only one sex but not in the other due to the activation of sex
hormones. Sex influenced traits are expressed differently in the two sexes due to the
influence of sex hormones.