9

Science
Quarter 1 – Module 4
Heredity: Inheritance and Variation
Science – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 4: Heredity: Inheritance and Variation
First Edition, 2020

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 9

Science
Quarter 1 – Module 4
Heredity: Inheritance and Variation

iii
Introductory Message
For the facilitator:

Welcome to the Science 9 Alternative Delivery Mode (ADM) Module on

Heredity: Inheritance and Variation

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in
the body of the module:

Notes to the Teacher

In view to the new normal world we are facing, this
module was created to answer that education
should not stop for our learners.
This Science 9 Module for Quarter I is all about
Heredity: Inheritance and Variation. With this we
are trying to allow our learners to work
independently in discovering through simple and
enjoyable activities/ experimentation that are
aligned to the competencies that they should learn.

As a facilitator, you are expected to orient the learners on how to use

this module. You also need to keep track of the learners' progress while
allowing them to manage their own learning. Furthermore, you are expected
to encourage and assist the learners as they do the tasks included in the
module.

iv
For the learner:

Welcome to the Science 9 Alternative Delivery Mode (ADM) Module on

Heredity: Inheritance and Variation

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.

This module has the following parts and corresponding icons:

What I Need to This will give you an idea of the skills or

Know
competencies you are expected to learn
in the module.

What I Know This part includes an activity that aims

to check what you already know about
the lesson to take. If you get all the
answers correct (100%), you may decide
to skip this module.

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link the current lesson with the previous
one.

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introduced to you in various ways; a
story, a song, a poem, a problem opener,
an activity or a situation.

What is It This section provides a brief discussion

of the lesson. This aims to help you
discover and understand new concepts
and skills.

What’s More This comprises activities for independent

practice to solidify your understanding
and skills of the topic. You may check
the answers to the exercises using
the
Answer Key at the end of the module.
What I Have This includes questions or blank
Learned
sentence/paragraph to be filled in to
process what you learned from the
lesson.

v
 This section provides an activity which
What I Can Do will help you transfer your new
knowledge or skill into real life situations
or concerns.
This is a task which aims to evaluate
Assessment your level of mastery in achieving the
learning competency.
Additional In this portion, another activity will be
Activities given to you to enrich your knowledge or
skill of the lesson learned.
This contains answers to all activities in
Answer Key the module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
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5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module,
do not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You
can do it!

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 What I Need to Know

Heredity explains why offspring resembles their parents but not

identical. It is interesting to know how traits and characteristics are passed
from one generation to the next via genes. Genes encode the information
for making specific proteins which are responsible for the specific traits of
an individual. Chromosomes are found in cell, each of which contains many
genes.

In addition, every cell of any individual organism contains the

identical set of chromosomes. When organisms reproduce, genetic
information is transferred to their offspring. In Grade 8, you learned the
Mendelian patterns of inheritance. But not all genes show simple patterns of
dominant and recessive alleles.

In this module, you will learn the different patterns of Non-Mendelian

Inheritance such as incomplete dominance, codominance and multiple
alleles. You will be asked to try predicting possible inheritance of traits from
parents to offspring.

The module is divided into 3 lessons, namely:

 Lesson 1 - Incomplete Dominance

 Lesson 2 - Codominance
 Lesson 3 - Multiple Alleles

After going through this module, you are expected to:

1. solve problem related to incomplete dominance;

2. explain incomplete dominance pattern of inheritance;
3. diagram and complete a Punnett Square;
4. differentiate codominance from incomplete dominance;
5. infer the unknown phenotypes of individuals on the basis of the
known phenotypes of their family members; and
6. solve problem related to multiple alleles.

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 What I Know

I. Multiple Choice:

Directions: Choose the correct answer by encircling the letter.

1. What is the phenotype (possible color) of a heterozygous flower

(combination of red and pink)?
a. Red b. Pink c. White d. undetermined

2. Pink flowers are obtained from a cross between pure bred red flower
plant (RR) and white flower plant (WW). What is the genotype of the pink
flower?
a. RX b. RD c. RS d. RW

3. Which of the following is an example of codominance?

a. Flower color b. Roan fur in cattle
c. Color-blind d. Baldness in humans

4. What are the possible phenotypes of the offspring from the cross of the
parental plants (RR x RW)?
a. Red and Pink b. Pink only c. Red only d. White only

5. Which of the following is an example of multiple alleles?

a. Flower color b. Human blood types
c. Baldness in human d. color-blind

6. If you cross two roan cows, what percentage of the progeny would you
expect to be roan?
a. 10% b. 25% c. 50% d. 75%

7. If there are 4 alleles for a gene, then what would be the number of
genotypes?
a. 5 b. 10 c.15 d. 20

8. What are the blood types of the possible children that a woman (type
O) and man (type AB) can have?
a. O and AB b. O and A c. O and B d. A and B

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9. Which blood type can be transfused to an individual whose blood type
is unknown?
a. AB b. B c. A d. O

10. The universal donors for the ABO system are type:
a. AB b. A c. B d. O

11. Identical pairs of gene for any given pair of hereditary characteristics
are called .
a. heterozygous b. homozygous
c. multiple alleles d. none of the above

12. What are the three alleles that control human blood type?
a. A, AB, O b. B, AB, O
c. A, AB, B d. A, B, O

13. What non-Mendelian inheritance pattern is a form of intermediate

inheritance in which one allele for a specific trait is not completely
expressed over its paired allele?
a. incomplete dominance b. codominance
c. multiple alleles d. all of the above

14. A and B are codominant allele for blood types. If a person inherits both A
a.
and B alleles,b.what is his blood
c. AB d. O
A
type? B

15. The distinct phenotypes produced by each allele can both be observed in
.
a. incomplete dominance b. codominance
c. multiple alleles d. all of the above

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 Lesson

1 Incomplete Dominance

The photo below of a South African family shows some of the variations
that exist in human skin color. The color of human skin can range from very
light to very dark with every possible gradation in between. As you might
expect, the skin color trait has a more complex genetic basis than just one
gene with two alleles, which is the type of simple trait that Mendel studied in
pea plants. Like skin color, many other human traits have more complicated
modes of inheritance than Mendelian traits. Such modes of inheritance are
called non-Mendelian inheritance, and they include inheritance of multiple
allele traits, traits with codominance or incomplete dominance all of which
are described below.

(Public domain; Henry M. Trotter via Wikimedia Commons)

Incomplete Dominance is a form of intermediate inheritance in which

one allele for a specific trait is not completely expressed over its paired allele.
This results in a third phenotype in which the expressed physical trait is a
combination of the phenotypes of both alleles. When a dominant allele, or
form of a gene, does not completely mask the effects of a recessive allele,
the organism’s resulting physical appearance shows a blending of both
alleles. It is also called semi-dominance or partial dominance. One example is
shown in roses. The allele for red color is dominant over the allele for white
color, thus heterozygous roses, which have both alleles, are pink. Note that
this is different from codominance, which is when both alleles are expressed
at the same time.

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 What’s In

Activity 1: Do you know him?

Biography of Gregor Mendel, Father of Genetics

Gregor Mendel (July 20, 1822 - January 6, 1884),

known as the Father of Genetics, is most well-known
for his work with breeding and cultivating pea plants,
using them to gather data about dominant and
recessive genes. Johann Mendel was born in July
20,1822 in the Austrian Empire to Anton Mendel and
Rosine Schwirtlich. He was the only boy in the family
and worked on the family farm with his older sister
Veronica and his younger sister Theresia. Mendel took
an interest in gardening and beekeeping as he grew up. As a young boy,
Mendel attended school in Opava. He went on to the University of Olomouc
after graduating, where he studied many disciplines,
including physics and philosophy. He attended the University from 1840 to
1843 and was forced to take a year off due to illness. In 1843, he followed his
calling into the priesthood and entered the Augustinian Abbey of St. Thomas
in Brno.

Questions:

1. Who is the father of genetics?

2. What is genetics?

What’s New

Activity 2: Happy Family Picture

Directions: Can you list the traits you

inherited from your mother? From your father?
Write your answers in the table on the next page.

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 Mother Father

What is it

Incomplete Dominance-Definition and Example

Incomplete Dominance occurs when neither of two alleles is fully

dominant nor recessive towards each other. The alleles are both expressed
and the phenotype, or physical trait, is a mixture of the two alleles. In less
technical terms, this means that the two possible traits are blended together.
In the Punnett square on the right, two
homozygous flowers are crossed (RR x WW), producing
all heterozygous (RW) offspring. It's easy to tell that
this is an example of incomplete dominance when
looking at the phenotypes of the offspring. As you can
see in the picture, all of the offspring are drawn as pink
flowers. Since neither of the parents (the white flower
and the red flower) has pink petals, we can conclude
that the alleles
for petal color in this specific flower show incomplete dominance over each
other. This means that the three different genotypes result in three unique
phenotypes: RR–Red petals, RW–Pink petals and WW–White petals.

Key Concepts
 Allele are genes of the same type that contain different kinds of
information. Alleles can be dominant or recessive.
 Dominant allele is the stronger of the two expressed genes.
 Recessive allele is the weaker of the two expressed genes. Recessive trait is
only shown if the gene is a homozygous recessive.
 Heterozygous refers to a gene having a dominant allele and a recessive
allele for a particular trait.
 Homozygous refers to a gene having two of the same type of alleles, either
both dominant or both recessive.
 Codominance occurs when two heterozygous alleles are fully expressed.
Neither allele can dominate so they both show up, but they do not blend.
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 Incomplete Dominance occurs when two alleles are neither dominant nor
recessive. The alleles are both expressed and show up as a mixture of the
two alleles.

What’s More

What do you think will be the color of the flower if a red flowered plant
is crossed with a white flowered plant?

Snapdragons are incompletely dominant for color; they have red, pink
or white phenotypes. The red flowers are homozygous dominant, the white
flowers are homozygous recessive, and the pink flowers are heterozygous. Give
the genotypes for each of the phenotype, using the letters “R” and “W” for
alleles. Pink color is the intermediate phenotype of red and white.

Gene representation: RR – Red WW – White RW – Pink

R R
W RW RW
W RW RW

Genotype: 4 RW Genotypic Ratio: RW – 4/4 (100%)

Phenotype: 4 Pink Phenotypic Ratio: Pink – 4/4 (100%)

Activity 3: Prediction

Directions: Show the genetic crosses between the following snapdragon

parents using the Punnett squares.

A. B.

R W R W
R W
W W

Activity 4: Complete Me!

Directions: Read and understand the statement below. Complete the Punnett
square and answer the following questions.

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 Labradoodles have wavy hair that comes from
having straight-haired and curly-haired parents.

Gene representation:
CC – Curly cc – Straight Cc – Wavy
C C
c
c

Guide Questions:

1. What is the genotype of wavy-haired Labradoodle?

2. Based on the result of the Punnett square, what is the phenotypic

percentage of wavy-haired Labradoodle?

Activity 5: Fill me in!

Directions: Read and understand the statement below. Complete the Punnett
square and answer the following questions.

A cross between a bird with blue feathers and a bird with white feathers
produces offspring with silver feathers.

B B
W
W

Guide Questions:

1. What are the genotypes of the parent birds?

2. What is the genotype of the bird with silver feathers?

3. Can you figure out the phenotypic percentage of the offspring with silver
feathers?

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 What I Have Learned

Directions: Fill in the blank.

One relationship that may occur between alleles for the same gene is 1.
. This occurs when the dominant allele is 2.
, so an intermediate phenotype results in
heterozygotes who inherit both alleles. Generally, this happens when the
3. for a given gene both produce proteins but one
protein is not functional. As a result, the 4. individual
produces only half the amount of normal protein as is produced by an
individual who is homozygous for the normal allele.

What I Can Do

Directions: Construct a Punnett square. Read the given statement carefully

and answer the question below.

Black hair (BB) is homozygous dominant. Brown hair (Bb) is

heterozygous. Blonde hair (bb) is homozygous recessive. A woman with brown
hair marries a man with brown hair.

Guide Question:
1. What are the possible genotypes and phenotypes of offspring?
Genotypes:
Phenotypes:

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 Assessment

Directions: Read and understand the statement below. Construct a Punnett

square. Predict the possible genotype and phenotype if round and disc-
shape squash are crossed.

Disc-shape squash is the intermediate phenotype of round (RR) and oval

squash.

Gene Representation: R – Round O – Oval

R R
O
O

1. What is the genotype for disc-shape squash?

a. DD b. DS c. RO d. RR

2. How many percent of the offspring having disc-shape squash?

a. 25% b.50% c. 75% d.100%

3-6. Using Punnett square, show the possible phenotypes if two disc- shape
squash are crossed?

R O
R 3. 4.
O 5. 6.

7. How many percent of the offspring having oval shape?

a. 25% b.50% c. 75% d.100%

8. It occurs when two alleles are neither dominant nor recessive, the
alleles are both expressed and show up as a mixture of the two alleles
is called .
a. incomplete dominance
b. codominance
c. heterozygous dominant
d. recessive allele

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 9-12. If tail length in cats is an incompletely dominant trait, what would
the resulting offspring of a cross between a long tailed cat (HH) with
short tailed cat (hh) be? Show your answer using a Punnett Square.

Gene Representation: HH – Long hh – Short Hh - medium

H H
h 9. 10.
h 11. 12.

13. How many percent of the offspring having medium tailed?

a. 25% b.50% c. 75% d.100%

14. What is the genotype of the long tailed cat?

a. HH b. Hh c. hh d. all of the above

15. In incomplete dominance

a. Phenotype of both allele is expressed
b. Phenotype of only one allele is expressed
c. Phenotype of neither of the alleles are expressed
d. Phenotype of both allele is partially expressed

Additional Activities

Directions: Read and understand the statement below. Construct a Punnett

square. Predict the possible genotype and phenotype.

Guinea pigs with yellow coat color have the genotype YY. Guinea pigs
with cream coat color have the genotype YW, and those with white coat color
have the genotype WW.

Describe the genotype and phenotype of the offspring when two cream
coat color guinea pigs are crossed.

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 Lesson

2 Codominance

Codominance occurs when two versions, or “alleles,” of the same

gene are present in a living thing, and both are expressed. Instead of one
trait being dominant over the other, both traits appear.

It is also a relationship between two versions of a gene. Individuals

receive one version of a gene, called an allele, from each parent. If the alleles
are different, the dominant allele usually will be expressed, while the effect of
the other allele, called recessive, is masked. In codominance, however, neither
allele is recessive and the phenotypes of both alleles are expressed. For a
codominant trait, a heterozygous organism will actually express both alleles.
This means that the distinct phenotypes produced by each allele can both be
observed.

What’s In

Activity 1: Complete me!

Directions: Analyze the given pictures below. Construct a Punnett square.

Read and answer the question.

Red White Pink

What is the possible outcome of the cross between red four o’clock
flower plant and white four o’clock flower plant?
R R
W
W

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 What’s New

Activity 2: Color Me!

Directions: Analyze the pictures below. Color the resulting coat of
calf.

+ =

What is It

Livestock

When a chicken with white feathers breeds with a chicken with black
feathers, the result is an offspring chicken that grows up to have both black
and white feathers.

Likewise, when red cattle breed

with white cattle, the resulting offspring
may show both red and white hairs,
resulting in a mixed coat pattern called
“roan.”
Pictures of cows with different colors

Rhododendron

Rhododendrons and other flowers may also exhibit codominance. In the

case of rhododendrons, the crossing of a red and white flower may yield a
flower that has both red and white patches. Many flowers show similar
patterns of codominance, where both of the parental flower colors show up in
different parts of the plant.

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 What’s More

In horses, the genotypes are as follows: brown horses are

BB, white horses are bb and a yellow-tannish colored horse with
a white mane and tail which is called “Palomino” is a Bb genotype.

Brown horse White horse Palomino

Activity 3: Cross Through a Punnett Square

Directions: Show the genetic crosses between the following horses and
answer the questions.
a. Brown horse x white horse
b. Brown horse x Palomino

Guide Questions:
1. Can palominos be considered a purebred line of horses? Why or why not?

2. Which two colors of horses would you want to breed if you wanted to
produce the maximum numbers of palominos in the shortest amount of
time?

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Activity 4: Mystery Bull

Directions: Read the given problem. Illustrate your answer using a

Punnett square.

Mang Marcelino owns purebred red cows. In his farm he noticed

that after a typhoon several months ago, all of the fences that separate
his cattle from his neighbors’ cattle were destroyed. During the time that
the fences were down, three bulls, one from each neighbor, mingled with
his cows. For a while, he thought that none of the bulls found his cows, but
over the months he noticed that all of his cows were pregnant. He
suspected that one of the bulls was the father. Which bull was it? Help
Mang Marcelino look for the father by solving the given problem.

Guide Question:
Directions: Determine the possible traits of the calves if a roan (RW) is
mated with a red (RR) cow.

R W
R
R

What I Have Learned

Activity 6: What can you say?

Guide Questions:

1. How will you differentiate codominance from incomplete dominance?

2. How would you apply what you have learned to improve the breeds of
livestock in your area?

3. What possible suggestions can you give to animal breeders in your area?

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 What I Can Do

Activity 7: Let’s Apply

Directions: Read and answer the question by giving explanation.

Guide question:
1. How would you apply the lesson you learned to improve the breeds of
livestock in your area? Choose your livestock from the given samples
below.

Chicken Cow Pig Goat Carabao

Assessment

Directions: Read carefully and understand each statement. Give what is

being asked. Construct a Punnett square and show the crosses of the given
problems.

Cross between two palomino horses (Bb).

1. Genotype: 3. Genotypic ratio:
2. Phenotype: 4. Phenotypic ratio:

Cross between a palomino (Bb) and a white horse (bb).

5. Genotype:
6. What is the phenotypic ratio of white horse?
7. What is the phenotypic ratio of Palomino horse?

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Cross between a black chicken (BB) and a white chicken (WW). Give the
phenotype of the offspring.

Key: BB – black WW – white BW – checkered

8. 10.
9. 11.

12. Genotype: 14. Phenotype:

13. Genotypic Ratio: 15. Phenotypic Ratio:

Additional Activities

Directions: Using a Punnett Square, predict the possible coat color of

offspring if black and white (BW) cow is mated with white (WW) cow.

Lesson

3 Multiple Alleles

Multiple alleles are types of Non-Mendelian inheritance pattern that

involves more than just the typical two alleles that usually code for a certain
characteristic in a specie. Other alleles may be co-dominant together and
show their traits equally in the phenotype of the individual. These exist in a
population when there are many variations of a gene present. In organisms
with two copies of every gene, also known as diploid organisms, each organism
has the ability to express two alleles at the same time.

Most of the times, when multiple alleles come into play for a trait,
there is a mix of types of dominance patterns that occur. Sometimes, one of
the alleles is completely recessive to the others and will be masked by any of
those that are dominant to it.

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 What’s In

Activity 1:

1. Explain codominance.
2. Give examples of codominance.

What’s New

Activity 2:

Directions: Know the blood types of your family members:

1. Father: 3. Brother:
2. Mother: 4. Sister:

What is It

Table 1. Human ABO blood types and their phenotypes.

Blood Type Genotype

A 𝐼 𝐴 𝐼 𝐴 , 𝐼 𝐴𝑖
B 𝐼𝐵 𝐼𝐵 , 𝐼𝐵 𝑖
AB 𝐼𝐴 𝐼𝐵
O ii

The IA and IB alleles are dominant over the i allele, which is always
recessive. However, when the I A and IB alleles are inherited together, both alleles
are expressed equally. This also makes IA and IB codominant of each other.

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Definition of Terms:
Homozygous means having identical pairs of gene for any given pair of
hereditary characteristics. Example: 𝐼 𝐴 𝐼 𝐴 , 𝐼𝐵𝐼𝐵
Heterozygous means having two different alleles of a particular gene.
Example: 𝐼𝐴𝑖 , 𝐼𝐵𝑖
Multiple Alleles lead to more than two phenotypes.

What’s More

Activity 3: It’s my type!

1. Write the genotype for each blood type based on the description given.
a. Homozygous for the “B” allele
b. Heterozygous for the “A” allele
c. Type O
d. Type “A” and had a type “O” parent
e. Type “AB”
f. Blood can be donated to anybody
g. Can only get blood from type “O” donor

2. Suppose that Alden Richard is homozygous for the type B allele, and
Mane Mendoza is type “O”. What are the possible blood types of their
baby? (Do the Punnett square)

Activity 4:
1. Complete the Punnett square showing all the possible blood types for
the offspring produced by a type “O” mother and a type “AB” father.
What are the percentages of each offspring?
a. A - c. AB -
b. B - d. O -

Activity 5:
1. Two parents think their baby was switched at the hospital. It’s 1968, so
DNA fingerprinting technology does not exist yet. The mother has blood
type “O”, the father has blood type “AB” and the baby has blood type
“B”.

19
 a. Mother’s genotype:
b. Father’s genotype:
c. Baby’s genotype: or
d. What are the possible genotypes for children produced by this
couple? Was the baby switched?

What I Have Learned

Guide Questions:
1. What do multiple alleles mean?

2. What are the alleles for human blood type?

3. What are the phenotypes for blood type?

What I Can Do

Task 6: Help Ms. Singh

Directions: Solve the problem using Punnett square.

Ms. Singh is unsure who the father of her child is. The child has type “A”
blood. Father #1 has the genotype that is homozygous for the “A” allele while
Father #2 has the genotype that is homozygous for the “B” allele. Ms. Singh is
type “AB” blood.

1. Who’s the biological father?

20
 Assessment

Directions: Read and analyze the given scenario. Answer the following
questions.
Two parents think their baby was switched in the hospital. Amy the
mother has blood type “A”, Linville the father has blood type “B”.

A. Give the possible genotype of the following:

1. Mother’s genotype:
2. Father’s genotype:
3-6. Using Punnett square show the baby’s possible genotype.

B B
A 3. 4.
A 5. 6.

B. Write the blood type for each offspring from both parents.
Father’s Blood Type
A B O
Mother’s A 7. 8. 9.
Blood B 10. 11. 12.
Type O 13. 14. 15.

Additional Activities

Directions: Using a Punnett Square, predict the possible blood type of the
offspring in the given scenario.

1. What would be the possible blood type of a baby if a mother has AB

blood type and the father has blood Type B.

21
 Answer Key

Lesson 1

vary. B 15.
Student’s answer may C 14.
rr Rr r
2 White 2 Pink A 13.
rr Rr r Phenotype: What’s New D 12.
2 rr 2 Rr B 11.
r R B. Genotype: D 10.
B. characteristics. D 9.
1 White 2 Pink 1 Red of inherited D 8.
Phenotype: and the variation B 7.
rr Rr r C 6.
1 rr 2 Rr 1 RR study of heredity B 5.
Rr RR R A. Genotype: Genetics is the 2. A 4.
r R Gregor Mendell 1. B 3.
Activity 3 D 2.
A. Activity 1 B 1.
What’s More Know
What’s In
What I

Ratio: 4: Silver
3. Phenotypic
BW 2. Genotype:
WW BB 1. Genotype: ednolb 1 ,
bb Bb b
w notype: 1 black, 2
Phe
Activity 5 br
Gebno
notype: 1 BB, 2 Bb,
Bb BB B 1b
4 Cc Genotype: Activity 6
b B
Activity 4 What I Can Do
What’s More
10. Hh
1 White
9. heterozygous 4.
2 Cream 1 Yellow, Hh
Phenotype of offspring: 8. 3. alleles
A
7. exp ress ed
1 WW 2 YW, 1 6.B fully not 2. is
YY,g:
Genotype of offsprin 15. C OO
5. dom ina nce
14. A 4.O
R 1. Incomplete
WW YW W 13. D R3.O
YW YY Y 12. Hh R
R2. What Have I Learned
W Y 11. Hh D1. C
Activity 7 Assessment
Additional Activities

22
Lesson 2

guaranteed to have the palomino coloring.

combination is, the offspring will be
together because no matter what the genetic
should breed a white and a brown horse
amount of palomino colored horses, you
2.If you wanted to produce the maximum
heterozygous mix of coat color.
purebred line of horses because they are a Black & white spots
1.No, palominos cannot be considered a Activity 2

Bb b Bb Bb Bb b What’s New
BB B BB Bb Bb b
B B B B
RW W RW
Activity 3
RW W RW
What’s More R R

What’s In

15. 4/4 checkered

14. Checkered RW RR R
13. 4/4 BW RW RR R
12. BW W R
11. BW
Activity 5
10. BW
9. BW What’s More
8. BW
7. ½ Bb Student’s answer may vary.
6. ½ bb Activity 7
5. Bb, bb
¼ brown, ½ Palomino, ¼ white 4. What I Can Do
3. ¼ BB, ½ Bb, ¼ bb
Brown, Palomino, White 2.
1. BB, Bb, bb and milk production.
livestock in terms of meat quality
improve will traits that desired
bb Bb b the get to for them in order
Bb BB B breeders can cross breed animals
Animal answer: 3. Possible
b B alleles.
show up as a mixture of the two
Assessment and both expressed are alleles
The recessive. nor dominant
neither are alleles two when
2 white Phenotype: 2 Palomino Occurs Dominance: 2. Incomplete
2 WW Genotype: 2 BW but they do not blend.
dominate so they both show up,
can allele Neither expressed.
WW BW W fully are alleles heterozygous
WW BW W 1. Codominance: Occurs when two
W B Activity 6

Additional Activities What Have I Learned

23
Lesson 3

vary. vary.
Student’s answer may Student’s answer may

What’s New What’s In

NO
iBi, IAd. I
BIBi or I Bc. I dominant than blood Type i.
BIAI b. is more Bblood type I
ii a. Baby’s blood: B, because
Activity 5 iBI iBI i
iBI iBi I
What’s More BI BI

2.
d. 0 g. A, B, AB, O
c. 0 f. Type “O”
b. 50% BI Ae. I
a. 50% d.
Aic. ii
Activity 4
iAb. I
What’s More BIB1. a. I

Activity 3:
What’s More

O 15. child is father 1

3. Blood Types: A, B, AB and O. father of her
14. B
13. A the biological
ii O
12. B AB is blood type A,
BIAI
11. B B Since the child
iB, BIBI
10. AB iAI, AIAI A
9. Genotype
I Blood Type
BB BB B
8.AAB AB AB A
7. 2.
B B
6.AAB more than two phenotypes
5. AB 1. Multiple Alleles - lead to Father 2
4. AB
3. AB What I Have Learned
AB AB B
iB, IBIB2. AA AA A
iA, IAIAI1. A A
essmen I t the offspring are A, AB and B
Ass
The possible blood types of Father 1

Additional Activities What I Can Do

24
References
Science – Grade 8: Learner’s Module. Reprint Edition (2014, 2016). Department of
Education

Links:

https://www.expii.com/t/incomplete-dominance-definition-examples-10182
https://biologydictionary.net/incomplete-dominance/
https://www.pinterest.ph/pin/545357836113591978/
https://www.dentonisd.org/cms/lib/TX21000245/Centricity/Domain/1013/Punn
ett%20Square%20Packet.pdf
https://www.britannica.com/biography/Gregor-Mendel
https://www.gettyimages.com/detail/photo/happy-family-of-four-royalty-free-
image/696813100?adppopup=true
https://openoregon.pressbooks.pub/mhccbiology102/chapter/incomplete-
dominance-when-traits-blend/
https://www.biologyjunction.com/incomplete-dominance
https://www.dentonisd.org/cms/lib/TX21000245/Centricity/Domain/1013/Punn
ett%20Square%20Packet.pdf
https://www.expii.com/t/codominance-overview-examples-10181
https://www.google.com/search?q=multiple+allles&rlz
https://www.khanacademy.org/science/high-school-biology/hs-classical-genetics
https://www.google.com/search?q=sex+chromosomes+and+sex+determination
https://www.expii.com/t/incomplete-dominance-definition-examples-10182
https://biologydictionary.net/incomplete-dominance/
https://www.pinterest.ph/pin/545357836113591978/
https://www.dentonisd.org/cms/lib/TX21000245/Centricity/Domain/1013/Punn
ett%20Square%20Packet.pdf
https://www.britannica.com/biography/Gregor-Mendel
https://www.gettyimages.com/detail/photo/happy-family-of-four-royalty-free-
image/696813100?adppopup=true
https://openoregon.pressbooks.pub/mhccbiology102/chapter/incomplete-
dominance-when-traits-blend/
https://www.biologyjunction.com/incomplete-dominance
https://bio.libretexts.org/Bookshelves/Human_Biology/Book%3A_Human_Biology
_(Wakim_and_Grewal)/08%3A_Inheritance/8.5%3A_Non-
Mendelian_Inheritance

25
For inquiries or feedback, please write or call:

Department of Education – SDO Palawan

Curriculum Implementation Division Office

2nd Floor DepEd Palawan Building
Telephone no. (048) 433-3292

Learning Resources Management Section

LRMS Building, PEO Compound
Telephone np. (048) 434-0099

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