Learning Area Science 9

Learning Delivery Modality Modular Distance Modality (Learners-Led Modality)

School Tanauan School of Fisheries Grade Level Grade 9
Teacher Marites B. Tibay Learning Area Science 9
LESSON Teaching Date Oct. 26 – Nov. 10, 2020 Quarter First
EXEMPLAR Teaching Time No. of Days 12 (see PIVOT 4A BOW for the number of days)

I. OBJECTIVES At the end of the lesson the learners must be able to:
1. Identify characters whose inheritance does not conform with predicted outcomes
based on Mendel’s laws of inheritance; and
2. Solve genetic problems related to incomplete dominance, codominance, multiple
alleles, and sex-linked traits.

A. Content Standards  The learners demonstrate understanding of:

1.) how genetic information is organized in genes on chromosomes,
2.) the different patterns of inheritance
B. Performance
Standards
C. Most Essential  MELC 3: Explain the different patterns of non-Mendelian Inheritance (S9LT-Id-29)
Learning Competencies
(MELC)
D. Enabling  Describe the location of genes in chromosomes (S9LT-Id-28)
Competencies
(If available, write
the attached enabling
competencies)
II. CONTENT  Non-Mendelian Inheritance
III. LEARNING
RESOURCES
A. References
a. Teacher’s K-12 Teacher’s Guide pages. 20-36
Guide Pages
b. Learner’s Alvarez, Liza A, Ma. Teresa B Delos Santos, Dave G Angeles, Herman l Apu-rada, Ma.
Material Pages Pilar P Columna, Oliver A Lahorra, Judith F Marcaida, et al. “Unit 1 Module 2.” In Science –
Grade 9 Learner's Module, First Ed., 34–35. FEP Printing Corporation, n.d., 2014
Delos Santos, Ma. Teresa B. Science 9 Learner's Module. First ed. Pasig City,
Philippines: Department of Education, 2014.
c. Textbook Abistado, Jonna M., Meliza P. Valdoz, Marites D. Aquino, Mary Anne T. Bascara, and Gil
Pages Nonato C. Santos. Worktext in Science and Technology - Science Links 9. Seamless K-12
Edition. Quezon City, Philippines: Rex Bookstore, Inc., 2014.
d. Additional Angeles, Delfin, Lieza Crisostomo, Darwin Quinsaat, and Salina Toledo. 2013. Science
Materials from Vistas 9. Makati City: Salesiana Books by Don Bosco Press.
Learning
Resources
B. List of Learning Kidz, Peekaboo. "How Your Heart Works? - The Dr. Binocs Show | Best Learning
Resources for Videos for Kids | Peekaboo Kidz." YouTube. August 17, 2018. Accessed June 18, 2020. https:
Development www.youtube.com/watch? v=tg_ObDJEaGo.
and Betts, G.J. et.al. 2017. The Cardiovascular System. Anatomy and physiology. Open
Engagement Stax
Activities Person. “Circulatory System Anatomy, Diagram &
Function.”Healthline. Health line Media, January 21, 2018. https:/www.healthline.com/
 human-body-maps/circulatory-system#3.
Dominant and Recessive Traits.” U*X*L Complete Life Science Resource.
Encyclopedia.com, June 8, 2020. https://www.encyclopedia.com/social-sciences/applied-
and-social-sciences-magazines/dominant-and-recessive- traits
U n d e r s t a n d i n g O u r C i r c u l a t o r y S y s t e m”, n. d. h t t p s : / /
esklalanga.files.wordpress.com/2011/01/understanding-our- circulatory-system.pdf
IV. PROCEDURES

A. Introduction What I need to know?

 The content of the lesson will be presented.
 Learning objectives will also be introduced to guide the learners on the learning targets
founded on KSAV principles.
 The learners will learn the different patterns of Non-Mendelian inheritance. This is a
type of inheritance wherein the patterns of phenotypes do not coincide with those
that was presented in the Mendelian Laws of inheritance. It also describes the
inheritance of traits linked to a single gene in the chromosomes.
 The key terms will be introduced to the learners to better
understand the patterns of non-Mendelian inheritance like:

Term Meaning
Incomplete Pattern of heredity in which one allele is not
Dominance completely dominant over another
Codominance Pattern of heredity in which both alleles are
Simultaneously expressed in the heterozygote
Multiple alleles A gene that is controlled by more than two alleles
Pleiotropy When one gene affects multiple characteristics
Lethal allele Allele that results in the death of an individual
Polygenic trait Traits that are controlled by multiple genes

 The learners will be given different activities so that they can explore the lesson. They
will be able to analyze monohybrid crosses involving incomplete dominance,
codominance, and sex linkage. They will also describe the complex patterns of in-
heritance and analyze monohybrid crosses of blood types.
 In their notebook, the learners will answer the Learning Task No.1

Learning Task 1: Examine the sample problem given below. Use the same
genotypes to determine the offspring of the crosses between X bY male and
female with XbXb. Find the genotypes, phenotypes, genotypic and phenotypic
ratio of the offspring.

Male-pattern baldness is a recessive sex-linked trait in which affected people

become bald
Sample Test Cross: male with XbY mated female with XBXb genotype

Genotypes: XB = no baldness (dominant)

Xb = male-pattern baldness (recessive)
 Using Punnett Square:
Xb Y

B
X

XBXb XBY

b Xb Xb XbY
X

Genotypes Phenotypes
XBXb Female normal
XbXb Female bald
XBY Male normal
XbY Male bald

Genotypic ratio: 25% XX

B b
; 25% XbXb ; XB Y and 25% Xb Y

Phenotypic Ratio: 25% female normal, 25% female bald; 25% male normal and 25%
male bald

 The learners will answer the Learning Task No. 2 by reading the handout about
exploring snapdragon. They will answer the guide questions in their notebook.

Learning Task 2:

Snapdragons

In this activity you will investigate the genetic trait of a flower color in snapdragons
which does not follow Mendel’s Law of Dominance

Recalling Mendel’s Law of Dominance, one allele can mask the expression of
another allele when they are joint together. Therefore, if a person has a heterozygous
genotype (i.e. one dominant allele and one recessive allele), he/she will show the
dominant phenotype (i.e. physical trait).

In snapdragons, there are two alleles for flower color - one coding for red color and
one coding for white color. When purebred red plants and purebred white plants are
crossed, the resulting offspring (i.e. the F1 generation) are all pink. When the pink
offspring are crossed to create a third generation (i.e. the F2 generation), 25% of the
offspring are red, 50% are pink, and 25% are white. These results are summarized in the
next page.
 Guide Questions:
1. State Non-Mendelian`s Law of Inheritance.
2. What are the two alleles for flower color in snapdragon?

 In their notebook, the learners will answer the Learning Task 3. “Exploring
Snapdragon”. Given the genotypes and phenotypes of flower color for P and F1,
they will solve for the genotypes and phenotypes of F2 generation. They will prove
how the given flower color was produced in the F1 and F2 generation.

Learning Task 3:
Exploring Snapdragons
Prove how the following flower color was produced in the F 1 and F2 generation.

Generation Flower Color

Legend:
P (parent) Red x White

Red flower - FR
F1 100% Pink

White flower - Fw
F2 25% Red
50% Pink Pink flower - FRFW

FR FR

Fw
FRFw FRFw
w
100% FRF
Pink flower
Fw FRFw FRFw
 F1 (example)

Offspring with corresponding %

F2 Offspring with corresponding %

B. Development What I know?

 The learners will do the Learning Task No. 4 by answering the following
questions. They will write their answers on their notebook.
Learning Task 4:

Guide Questions

1. Based on the results of the genetic crosses, why do you think the red and white
flower alleles can “interact with one another? Explain both the F1 and F2
generations.

2. How are the results of the crosses differ if the red allele was dominant over the
white allele? Explain both the F1 and F2 generations.

What is in?
Supplementary Activity
 The learners will answer Activity by completing the Frayer Model Graphic Organizer
to check what they have learned from the previous lesson.

Activity 1: Frayer Model Graphic Organizer

Directions: Complete the Frayer Model graphic organizer. Fill in the required
information in each window/box.

Definition Characteristics

Mendelian Pattern
of Inheritance

Examples Non-examples
C. Engagement What is More?
 The learners will answer the Learning Task No.5 by reading and understanding the
pattern of inheritance in multiple alleles. They will answer the guide question in their
notebook.
Learning Task 5:
Multiple Alleles

Mendel studied just two alleles of his pea genes, but real populations of-ten
has multiple alleles of a given gene. In this activity you will learn how to cross the
gene for coat color in rabbits (the C gene) which comes in four color
alleles (C, Cch, Ch, c) as shown by the figure below.

Using the given genotypes, find the F1 and F2 generation of the crossed between black
rabbit and chinchilla, the crossed of himalayan and albino. Use the Punnett Squares
below to guide you.

A. Black (CC) x Chinchilla (CchCch)

F1 Offspring with corresponding % F2 Offspring with corresponding %

Guide Question
1. Based on the results of the genetic crosses you have shown, how do you think the
red and white flower alleles can “interact with one another? Explain both the F1
and F2 generations.
2. How are the results of the crosses differ if the red allele was dominant over the
white allele? Explain both the F1 and F2 generations.
What I Can Do?
 The learners will apply their learnings by solving the problems below.
 The learners will answer the problem below.
 A woman claims that one of the three men is the biological father of her
child. The woman, the daughter, and all three men have their blood types
identified. The results are: mother, Heterozygous Type A; Daughter, Type
 AB?
Man #1, Homozygous Type A; Man #2, Type O; Man #3, Heterozygous type
B based on the blood types. Which of the three men is the father?

What else I Can Do?

 The learners will explain how they can help promote public awareness about sex-
linked diseases and how they will uplift their status in the society based on the
situation below.
 Nowadays, persons with disabilities can excel in their chosen field just like
Sander Severino who was diagnosed with muscular dystrophy when he
was eight years old became the first Filipino champion in International
Physically Disabled Chess Association (IPCA) last June 17,2020

Supplementary Activity
 The learners will do Activity by identifying whether the trait is Incomplete
Dominance, Codominance, Multiple Alleles or Sex-related Inheritance based on the
given set of examples.

Non-mendelian Trait Pattern of Inheritance

Pink snapdragon flower
Child with wavy hair
Blood Type AB
Color blindness in humans
Lactation in cattle
Sermonette chicken (speckled with black
and white feathers appearing separately)
ABO Blood Type System
Light violet fruit color eggplant (deep purple
eggplant x white eggplant)
Eye color in Drosophila

What I have learned?

D. Assimilation
 The Learners will do the Learning Task 6 by creating a family tree showing the F1
and F2 generations of their mother and father side. They will describe the
dominant traits that appear in both families. They will illustrate the answer in their
notebook.

What I Can Achieved?
Supplementary Activity
 The learners will answer what is asked for each shape.

A question circling Something from this

in my mind. What lesson that squares up A point from
are you thinking, or with what I already this lesson I
do you have know? would like to
questions about remember.
Assessment:
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Which of the following examples of traits do not follow the dominant-recessive
relationship of Mendelian inheritance?
A. Roan cow
B. Blood Type A (AO)
C. Heterozygous pea plant
D. 100% Yellow pea plant seed (F1)

2. In incomplete dominance, all offspring produced have heterozygous characteristics. When

will this happen?
A. Both parents are homozygous.
B. Both parents are homologous.
C. Both parents are heterozygous.
D. Both parents are homogeneous.

3. What is the genotype of a heterozygous roan coat (fur)-colored cattle?

A. RR
B. RW
C. WW
D. XX

4. Which of the following should be the genotypes and phenotypes of the parent cattle if you
only want roan fur cattle?
A. White (WW) x (WW) cattle
B. Red (RR) x Red (RR) cattle
C. Red (RR) x White (WW) cattle
D. Roan (RW) x Roan (RW) cattle

5. Which of the following blood types will ONLY be expressed when an individual has
homozygous alleles?
A. A
B. AB
C. B
D. O

6. What is the reason why sex-linked traits affect mostly male offspring?
A. They are always active.
B. They only have one X chromosome.
C. Their sex chromosomes are more vulnerable.
D. The recessive sex-linked traits target is the XY chromosome.

7. Which of the following is an example of sex-linked trait?

A. Baldness
B. Beard
C. Colorblindness
D. Lactation

8. How is sex in humans determined?

A. Chromosomes
B. Egg cell
 C. X-bearing sperm
D. Y-bearing sperm

9.Which of the trait is found on both male and female with different manner of expression?
A. Pregnancy
B. Facial hairs
C. Cock feathering
D. Milk production in mammals

10. What is the genotype of a female with normal vision?

A. NXN
B. XN Xn
C. Xn Xn
D. XN Y

11. Which of the following will be the phenotypic ratio of a cross between a homozygous
red-flowered snapdragon (RR) and a homozygous white-flowered snapdragon (WW)?
A. 100% pink
B. 75% pink;25% red
C. 50% red;50% white
D. 50% pink;25% red;25%white

12. What percent of children would be male when you cross a female sex chromosome and
the male sex chromosome?
A. 100%
B. 75%
C. 50%
D. 25%

13. What is the chance for a couple to have a hemophiliac daughter if the father is
hemophiliac and the mother is a carrier of the gene?
A. 0%
B. 25%
C. 50%
D. None of the above

14. Which of the following is the reason why females can inherit/carry sex-linked traits
without being affected?
A. They have no y-chromosome.
B. They have two x-chromosomes.
C. They only have one x-chromosome.
D. They only have one y-chromosome.

15. What is the blood type of the father if the daughter is type O and the mother is type A?
I. Type A II. Type AB III. Type B IV. Type O
A. I only
B. I and II only
C. I, III and IV only
D. II, III and IV only

V. REFLECTION  The learners will write their personal insights about the lesson in their notebook,
journal, or portfolio same as below.

I understand that
 ______________________________________________________________________________.

I realized that
________________________________________________________________________________
________________________________________________________________________________.

Prepared by:

MARITES B. TIBAY
Teacher III – Science

Reviewed:

BAYANI T. VICENCIO
Member, Division Review Committee in Science 9

SHIRLEY C. SIMAN, Ph.D.

Chairperson, Division Review Committee in Science 9

Checked by:

SHIRLEY C. SIMAN, Ph.D.

Vocational School Administrator II

Noted:

ROWENA B. TERCERO
Public School District Supervisor, West 2

Validated:

DENNIS B. MASANGCAY, Ph.D.

Education Program Supervisor, Science

Recommending Approval:

EDNA U. MENDOZA, Ph.D

Chief Education Supervisor, Curriculum Implementation Division
 RHINA O. ILAGAN, Ed.D
Officer -in- Charge, Office of the Schools Division Superintendent

SUPPLEMENTARY ACTIVITIES
Name: ___________________________________________ Date: ________________________________
Grade and Section________________________________ Score: ________________________________
Parent’s Signature: _________________________________________________________

MELC 3: Explain the different patterns of non-Mendelian Inheritance (S9LT-Id-29)

Lesson: Non-Mendelian Inheritance

Activity 1
Frayer Model Graphic Organizer
Directions: Complete the Frayer Model graphic organizer. Fill in the required information in each
window/box. Write your answer in your notebook.

Definition Characteristics

Non-Mendelian pattern of Inheritance

Examples Non - examples

Name: _____________________________ Date: ________________________________
Grade and Section: ___________________ Score: ________________________________
Parent’s Signature: ________________________________________________________

MELC 3: Explain the different patterns of non-Mendelian Inheritance (S9LT-Id-29)

Lesson: Non-Mendelian Inheritance
Activity 2

Directions: Identify whether the trait is Incomplete Dominance, Codominance, Multiple Alleles or Sex-
related Inheritance based on the given set of examples.

Non-mendelian Trait Pattern of Inheritance

Pink snapdragon flower
Child with wavy hair
Blood Type AB
Color blindness in humans
Lactation in cattle
Sermonette chicken (speckled with black and
white feathers appearing separately)
ABO Blood Type System
Light violet fruit color eggplant (deep purple
eggplant x white eggplant)
Eye color in Drosophila
 Name: _________________________________________ Date: ________________________________
Grade and Section: ______________________________ Score: ________________________________
Parent’s Signature: ________________________________________________________

MELC 3: Explain the different patterns of non-Mendelian Inheritance (S9LT-Id-29)

Lesson: Non-Mendelian Inheritance

Activity 3

Directions: Answer what is asked for each shape. Write your answer in your notebook.

Something from this lesson that

A question circling in squares up with what I already
my mind. What are you know?
thinking, or do you have
questions about?

A point from this lesson

I would like to
remember.
 Name: _____________________________ Date: ________________________________
Grade and Section: ___________________ Score: ________________________________
Parent’s Signature: ________________________________________________________

MELC 3: Explain the different patterns of non-Mendelian Inheritance (S9LT-Id-29)

Lesson: Non-Mendelian Inheritance

QUIZ No. 3

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

1. Which of the following examples of traits do not follow the dominant-recessive relationship of Mendelian
inheritance?
a. Roan cow
b. Blood Type A (AO)
c. Heterozygous pea plant
d. 100% Yellow pea plant seed (F1)
2. In incomplete dominance, all offspring produced have heterozygous characteristics. When will this happen?
a. Both parents are homozygous.
b. Both parents are homologous.
c. Both parents are heterozygous.
d. Both parents are homogeneous.
3. What is the genotype of a heterozygous roan coat (fur)-colored cattle?
a. RR
b. RW
c. WW
d. XX
4. Which of the following should be the genotypes and phenotypes of the parent cattle if you only want roan fur
cattle?
a. White (WW) x (WW) cattle
b. Red (RR) x Red (RR) cattle
c. Red (RR) x White (WW) cattle
d. Roan (RW) x Roan (RW) cattle
5. Which of the following blood types will ONLY be expressed when an individual has homozygous alleles?
a. A
b. AB
c. B
d. O
6. What is the reason why sex-linked traits affect mostly male offspring?
a. They are always active.
b. They only have one X chromosome.
c. Their sex chromosomes are more vulnerable.
d. The recessive sex-linked traits target is the XY chromosome.
7. Which of the following is an example of sex-linked trait?
a. Baldness
b. Beard
c. Colorblindness
d. Lactation
8. How is sex in humans determined?
 a. Chromosomes
b. Egg cell
c. X-bearing sperm
d. Y-bearing sperm
9. Which of the trait is found on both male and female with different manner of expression?
a. Pregnancy
b. Facial hairs
c. Cock feathering
d. Milk production in mammals
10. What is the genotype of a female with normal vision?
a. XN XN
b. XN Xn
c. Xn Xn
d. XN Y
11. Which of the following will be the phenotypic ratio of a cross between a homozygous red-flowered
snapdragon (RR) and a homozygous white-flowered snapdragon (WW)?
a. 100% pink
b. 75% pink;25% red
c. 50% red;50% white
d. 50% pink;25% red;25%white
12. What percent of children would be male when you cross a female sex chromosome and the male sex
chromosome?
a. 100%
b. 75%
c. 50%
d. 25%
13. What is the chance for a couple to have a hemophiliac daughter if the father is hemophiliac and the mother is
a carrier of the gene?
a. 0%
b. 25%
c. 50%
d. None of the above
14. Which of the following is the reason why females can inherit/carry sex-linked traits without being affected?
a. They have no y-chromosome.
b. They have two x-chromosomes.
c. They only have one x-chromosome.
d. They only have one y-chromosome.
15. What is the blood type of the father if the daughter is type O and the mother is type A?
I. Type A II. Type AB III. Type B IV. Type O
a. I only
b. I and II only
c. I, III and IV only
d. II, III and IV only