PIVOT 4A LESSON EXEMPLAR USING THE IDEA INSTRUCTIONAL PROCESS - SCIENCE
SCIENCE
Learning Area
Learning Delivery Modality
School ALAMINOS NHS
LESSON Teacher CLARICE JENN R MALTO
EXEMPLAR
Teaching Date
Time 8:30 – 9:30 AM
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Most Essential Learning
Competencies (MELC)
D. Enabling Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
Online Distance Learning
Grade Level NINE
Learning Area SCIENCE
November 3-4, 10-11,
Quarter FIRST
2020
Number of Days EIGHT
At the end of the lesson, learners are expected to:
1. Identify characters whose inheritance does not conform with
predicted outcomes based on Mendel’s laws of inheritance.
2. Discuss incomplete dominance, codominance, sex-linked traits
and multiple alleles.
3. Solve genetic problems related to incomplete dominance,
codominance, multiple alleles and sex-linked traits through
Punnett Square.
4. Create a family tree showing the F1 and F2 generations of your
mother and father side.
The learners demonstrate an understanding of the different
patterns of inheritance.
The learners should be able to conduct an information
dissemination activity on effective ways of taking care of the
respiratory and circulatory systems based on data gathered from
the school or local health worker.
Explain the different patterns of non-Mendelian inheritance.
Describe the location of genes in chromosomes.
NON-MENDELIAN INHERITANCE: INCOMPLETE DOMINANCE
and CODOMINANCE, MULTIPLE ALLELES, SEX-RELATED
INHERITANCE
Grade 9 Science PIVOT 4A Learner’s Material (page 18-
20)
 4. Additional Materials from
Learning Resources

B. List of Learning Resources for

Development and Engagement
Activities

IV. PROCEDURES
Review of Past Lessons: Discussion
 Learners will refresh their knowledge about the
location of the genes in the chromosomes by
guessing the chromosome content presented in
the pictures.
 Learners will answer word puzzles for some
important genetic terms.
 Learners will analyze the sample cross of traits
presented in the slide. Let them recall and explain
Law of Dominance.
 Learners will solve genetic problem about Law of
Dominance using the Punnett Square.

Learning Task 1 - Picture Analysis:

 Learners will analyze the sample traits presented
A. INTRODUCTION in the slide about incomplete dominance and
(1 day) codominance.
 Learners will be asked:
o How will you describe the heterozygous
individual in incomplete dominance? in
codominance?
o What are the two alleles for flower color in
snapdragon?
o State the Law of Non-Mendelian Inheritance
in snapdragon.

Goal Orientation:
 The students will investigate the genetic trait of
flower color in snapdragons.
 The students will describe the inheritance pattern
of flower color in snapdragons that do not follow
Mendel’s law of dominance.

B. DEVELOPMENT Learning Task 2A

(3 days)  Let the learners in groups complete a Punnett
square to show incomplete dominance. Let them
analyze their results by answering the guide
questions. They will present their outputs in class
using Google Slides.
1. What are the possible phenotypes of the
offspring from the cross of the parental plants?
2. What are the possible genotypes of the
 offspring from the cross of the parental plants?

INCOMPLETE DOMINANCE
Group 1: In four o’clock plants, R is the allele for red
color and W is allele for white color. Two pink four o’clock
flower plants were crossed.
Group 2: Another cross was made involving a red four
o’clock flower plant and a pink four o’clock flower plant.

Learning Task 2B
• Let the learners list the genotypes of the bull and
cow, complete a Punnett Square, and give
phenotypic percentages of the offspring. They will
present their outputs in class using Google Slides.

CODOMINANCE
Group 1: A red bull (RR) is mated with a white cow (WW)
Group 2: A roan (RW) is mated with a red (RR) cow.

Learning Task 3
 Let the learners make a Punnett square showing
multiple alleles. Let them analyze their results by
answering the guide questions. They will present
their outputs in class.

MULTIPLE ALLELES

Group 1:
Find the F1 and F2 crosses given the genotypes for Black
and Chinchilla

o Based on the results of the genetic crosses, what

do you think are the corresponding phenotypes of
the offspring in the F1 and F2 generations?
o How are the results of the crosses differ if the
alleles are equally dominant?
o Would it be possible to obtain white rabbits if one
parent is white and the other is Chinchilla? Explain

Group 2:
Find the F1 and F2 crosses given the genotypes for
Himalayan and Albino
o Based on the results of the genetic crosses, what
do you think are the corresponding phenotypes of
the offspring in the F1 and F2 generations?
o How are the results of the crosses differ if the
allele for white is dominant to all other alleles?
o Show the Punnett square of the cross between a
black (CC) rabbit and a white (cc) rabbit
 Discussion
 SEX-LINKED TRAITS
 SEX LIMITED TRAITS
 SEX INFLUENCED TRAITS

Learning Task 4
C. ENGAGEMENT
 Let the learners make a Punnett square to show
(2 days)
cross of traits in Multiple Alleles.

Learning Task 5
 Let the learners create a family tree showing the
D. ASSIMILATION F1 and F2 generations of their mother and father
(2 days) side. Let them describe the dominant traits that
appear in both families.

I understand that _________________________

I realize that __________________________

VI. REFLECTION