School Tanza National Comprehensive Grade Level 8

DETAILED High School

LESSON Teacher Frances Anne B. Blancaflor Learning Area Science
PLAN Teaching Date May 15-19, 2023 Quarter 4th
Teaching Time 12:40 to 7:00 PM No. of Day/s 4

The learners demonstrate understanding of:

A. Content Standards
Meiosis as one of the processes producing genetic
variations of the Mendelian Pattern of Inheritance.
The learners demonstrate understanding of:
B. Performance Standards
Report on the importance of variation in plant and
animal breeding.
C. Key Concepts /
Understandings to be Predict phenotypic expressions of traits following
developed simple patterns of inheritance.

D. Learning Competencies S8LT-IVf-18

Code
I. OBJECTIVES At the end of the lesson, learners are expected to:

A. Discuss Mendelian Genetics;

B. Solve and predict Mendelian phenotypic and
genotypic expression of traits in a monohybrid
cross;
C. Predict the phenotypic expressions of traits
following simple patterns of inheritance.
D. Appreciate the importance of understanding
Mendelian Genetics.

II. CONTENT Mendelian Genetics: Monohybrid Cross

A. References
a. Teacher’s Guide Pages
Science 8; Module 4
b. Learner’s Material Pages
Science 8 Worktext
c. Textbook Pages
d. Additional Materials
from Learning Resources
B. List of Learning Resources PowerPoint Presentations, Science Worktext
for Development and
Engagement Activities

Teacher’s Activity Students’ Activity

III. PROCEDURES

A. Introductory Activity Students are to be asked about the topic from our last
This part introduces the lesson content. meeting by doing the following activity. This activity will
 Although at times optional, it is usually assess the students understanding about the types of
included to serve as a warmup activity to give cell division.
the learners eagerness for the incoming lesson
and an idea about what it to follow.

Routinely Activities/ Preliminaries

a. Prayer
b. Checking of Attendance
c. Kumustahan session

The lesson content and learning objectives will be

presented so that the students will have an idea on
what to expect in the lesson.

To make the recall more interactive, the chosen student

will call someone to confirm and explain if their answer
is correct or not.

B. Activity/ Strategy
This is an interactive strategy to elicit learner’s This activity will help the students understand the
prior learning experience. It serves as a terminologies that will be used throughout the
springboard for new learning. It illustrates the lesson.
principle that learning starts where the
learners are. Carefully structured activities
Activity #1:
such as individual or group activities. Clear
instructions should be considered in this part
Unlocking of Difficulties
of the lesson. Directions: Unscramble the following words by
analyzing the following statements.

To proceed with the lesson, the teacher will give a

short introduction about Genetics by asking the
following questions below:

1. Can you name some traits that you got from your
parents?
2. Have you noticed how you and your siblings look
alike or look differently?
3. Based on your answers, how do you think this
happen?

The purpose of these questions is to stimulate

students’ curiosity and engagement to the lesson.
 Attached pictures are just some of the terminology’s
students will unlock, additional terminologies such as
heterozygous, recessive, dominant, phenotype, and
genotype will be shown in the power point presentation
prepared by the teacher. There will be a follow up
discussion every after the terms.

This activity will help the students to easily understand

the lesson.

C. Analysis
Essential questions are included to serve as a
guide for the teacher in clarifying key
understandings about the topic at hand. The teacher will call them all randomly to get the
Critical points are organized to structure the students' interest and attention. This will be done each
discussions allowing the learners to maximize time after the discussion to gauge the students
interactions and sharing of ideas and opinions understanding. Additionally, recitation will be used to
about expected issues. Affective questions are accomplish this.
included to elicit the feelings of the learners
about the activity or the topic. The last Observing Your Traits and Your Family’s Traits
questions or points taken should lead the Directions: Read the procedure carefully and
learners to understand the new concepts or answer the given questions.
skills that are to be presented in the next part
Procedure:
of the lesson.
1. Study the table below.
2. Identify the traits that you, your brother, sister,
mother, and your father have by checking the
After the unlocking of difficulties, the teacher will appropriate box.
proceed to discuss and clarify some points about
Mendelian Genetics.  Moreover, the teacher will start
discussing how to do Monohybrid Cross.

The following are the topics to be discussed by the

teacher.
 Mendel’s Experiment about Pisum Sativum or
Pea Plants
 Punnet Square
 Monohybrid Cross
D. Abstraction
This outlines the key concepts, important skills
that should be enhanced, and the proper
attitude that should be emphasized. This is
organized as a lecturette that summarizes the
learning emphasized from the activity,
analysis, and new inputs in this part of the
lesson.
The next activity promotes teamwork, critical thinking,
and problem-solving skills, while reinforcing the
understanding of mendelian genetics and monohybrid
cross. It does not require the use of the internet,
making it a hands-on and engaging activity that
encourages active learning and interaction with the
periodic table.
E. Application
This part is structured to ensure the
commitment of the learners to do something
to apply their new learning in their own
environment.
The guide questions will help the students initiate a
Questions:
Based on your observations on the different traits of
your family members,
a. Who looks most similar to you?
b. Who looks most different from you?
By doing this activity, students will be more curious
about why these similarities and differences happened
or possible.
Activity #2:
“Monohybrid Cross Using the Punnett Square”
Directions: Read the situation and answer the
questions that follow.
Tasks:
1. Show the given crossing using the Punnett Square.
2. Write the genotypes and phenotypes of the resulting
offspring.
Problem#1
A homozygous yellow seed pea plant was crossed with
another pea plant heterozygous yellow seed pea plant.
Problem#2
A homozygous short pea plant was crossed with
another pea plant heterozygous tall.
The teacher will conclude the activity by summarizing
and explaining the correct answers explained by the
students.
Activity #3:
Students are tasked to watch the movie GATTACA and
will be asked to do a film analysis by answering the
following questions.
GUIDE QUESTIONS:
1. How does the society depicted in "Gattaca"

thoughtful and comprehensive discussion about the
various aspects of "Gattaca."
Rubrics for the films analysis will be discussed by the
teacher before watching the movie.
F. Assessment
For the Teacher to:
a) Assess whether learning objectives have
been met for a specified duration
b) Remediate and/or enrich with appropriate
strategies as needed, and
c) Evaluate whether learning intentions and
success criteria have been met.
Reminder: Formative Assessment may be
given before, during, or after the lesson.
differentiate between "valids" and "in-valids," and how
does this division shape the characters' lives?
2. Describe the challenges that Vincent Freeman faces
as an "in-valid" individual aspiring to achieve his dreams
in a genetically-driven society. How does he overcome
these challenges?
3. Explore the significance of the character Jerome
Morrow, a "valid" who assists Vincent in his endeavors.
How does Jerome's physical condition contrast with his
intellectual prowess, and how does this challenge
societal norms?
4. In what ways does the film comment on the potential
dangers and consequences of a future society overly
reliant on genetic manipulation and discrimination?
5. The film is set in a futuristic dystopian world. How
does the production design, costumes, and
cinematography contribute to the portrayal of this
world and its atmosphere?
Direction: Choose the letter of the best answer. Write
in on a separate answer sheet.
1. Which does not describe Gregor Mendel?
A. An Austrian monk
B. Father of Genetics
C. Author of Punnett Square
D. Proponent of Law of Dominance
2. Which pair of letters represents a pure line dominant
trait?
A. CC
B. Gg
C. Ee
D. tt
3. Which pair of alleles represents a recessive trait?
A. BB
B. hH
C. Dd
D. ss
4. Which is true about homozygous organism?
A. has different alleles
B. has three identical alleles
C. has only one of the alleles
D. has two similar alleles
5. Which refers to the offspring resulting from a cross
between homozygous parents with two contrasting
traits?
A. Crossbred
B. Multiple Allele
C. Hybrid
 D. Purebred
6. Which refers to the genetic composition of a
particular trait of an organism?
A. Genotype
B. Homozygote
C. Heterozygote
D. Phenotype
7. Which is a homozygous recessive genotype?
A. GG
B. gg
C. GGG
D. Gg
8. Which refers to the physical appearance of an
organism?
A. Allele
B. Genotype
C. Genes
D. Phenotype
9. Which is NOT an example of an allele?
A. Bb
B. DD
C. Dr
D. tt
10. Which of the following is an example of a
homozygous genotype?
A. Tc
B. TT
C. tc
D. Tt
The teacher will ask volunteers to answer this question:

Imagine a future society where advancements in

genetic engineering have become common place,
allowing parents to choose and enhance their children's
genetic traits before birth. In this society, individuals
G. Concluding activity
who are not genetically engineered are considered 'in-
This is usually a brief but affective closing
valids' and face discrimination and limited
activity such as a strong quotation, a short
opportunities. How do you think such a society might
song, an anecdote, parable, or a letter that
impact concepts of personal identity, social equality,
inspires the learners to do something to
and human potential? Draw parallels between this
practice their new learning.
hypothetical scenario and the themes portrayed in the
movie 'Gattaca.' How could the experiences of
characters like Vincent Freeman and Jerome Morrow
serve as cautionary tales or sources of inspiration in this
context?

1.Remarks:
2. Reflections
a. Number of learners who earned 80% in the
evaluation.
b. Number of learners who require additional
activities for remediation.
c. Did the remedial lessons work? Number of
learners who have caught up with the lesson
d. Number of learners who continue to require
remediation.
e. Which of my learning 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: Noted

SALOME R. DELA CRUZ
FRANCES ANNE B. BLANCAFLOR Head Teacher VI
Teacher I

Checked by:
FLORENCIO C. COSTA Ed.D
BERNADETTE S. BAUTISTA Principal IV
Mater Teacher II