GRADES 1 to 12
Daily Lesson Plan
I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competencies
Write the LC code for each
D. Contextualization/Indigenization The learners will make an illustration of mitosis and meiosis using materials
Innovation
E. Behavioral Learning Standard
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learners Material pages
3. Textbook pages
4. Additional materials from
Learning Resource (LR) portal.
B. Other Learning Resource
IV. PROCEDURES
A. ELICIT
ENGAGE
School Marao National High School Grade Level Grade 8
Teacher Queenie Bonn Mae O. Cerlos Learning Area Science 8
Dates and Time Quarter Second Quarter
The learners demonstrate an understanding on meiosis as one of the
processes producing genetic variation of the Mendelian pattern of inheritance
The Learners Shall be able to report of the importance of variation in plant and in
animals breeding
The Learners should be able to predict phenotypic expressions of traits
following simple patterns of inheritance. (S8LT-IVf-18)
 Predicting phenotypic ratios on dihybrid cross
that is present in their home.
The learners will hone their imagination and patience in doing certain activity
Heredity: Inheritance and Variation of Traits
pp. 87-89
TV, chalk and board
In this activity the learners will predict the number of chromosomes and daughter
cells on specific species in different types of cell division, engaging within and across
topic in Science and Mathematics, strengthen their numeracy and critical thinking
skills.
LESSON IN MATHEMATICS: Ratio and Proportion
Ratio: the quantitative relation between two amounts showing the number of times
one value contains or is contained within the other.
How many books do you have?
How many are you?
Direction: Predict the phenotypical ratios and genotypic ratios of monohybrid cross
traits.
1. There is a RR parent crossbreed with a rr parent what is the genotypic
ratio?
Answer: 4Rr
2. There is a Rr parent crossbreed with a Rr parent what is the genotypic
ratio?
Answer: 2Rr:1RR:1rr
3. There is a Rr parent crossbreed with rr parent what is the genotypic ratio?
Answer: 2Rr:2rr
In this activity the learners will predict the jumble words by a hint. The hint were
synonyms and antonyms of the word the missing word. Engaging within and across
topics in Science and English, strengthen their literary and critical thinking skills.
LESSON IN ENGLISH: Synonyms and Antonyms.
Direction: Guess the word by connecting it to its synonyms and antonyms.
Synonym: a word or phrase that means exactly or nearly the same as another word
or phrase in the same language, for example shut is a synonym of close.
 Antonym: a word opposite in meaning to another (e.g. bad and good ).

Trial 1:
1. Synonym of DIVISION
A. Union b. unity c. breaking up d. attachment
2. Antonym of TRAITS
a. Attribute b. character c. feature d. dislike
ACTIVITY:

Synonyms: Combine Antonyms disconnection

blend Mix division separation

H B I I A I N
EXPLORE In this activity the learners will explore the hybridization process by an emulation
strategy. It will strengthen their creative and critical thinking skills.

Direction: Each group will be given a simulator sheet and an Activity Sheet in 10
minutes each group will read the procedure and processes written on the simulator
sheet then answer the activity sheet based on the simulator sheet.

Simulator Sheet:

Process:
1. Consider two characters, seed color and seed shape. As previously shown,
Y dominates y to determine seed color, and R factor for "round" dominates
the r factor for "wrinkled" to determine seed shape.
2. The P (Parental) cross is between true-breeding lines of wrinkled yellow
peas (rrYY) and round green peas (RRyy).
3. The F1 offspring are therefore all RrYy, and are all round and yellow. In
forming the F2 plants, the alleles at the two loci segregate independently.
That is, the chance of getting an R allele and a Y allele is 1/2 x 1/2, of
getting an R and a y 1/2 x 1/2, and so on. Thus, all four possible diallelic
combinations occur with an equal probability of 1/4. The same is true for
both parents.
4. Given four possible gamete types in each parent, there are 4 x 4 = 16
possible F2 combinations, and the probability of any particular dihybrid type
is 1/4 x 1/4 = 1/16. The phenotypes and phenotypic ratios of these 16
genotype can be determined by inspection of the diagram above, called a
Punnet Square after the geneticist who first used it.
Activity Sheet:
DIHYBRID: RrYy x RrYy

R r Y y x R r Y y

RY __ rY __ __ Ry __ ry
 RY ry

ww
Ry RRYy Rryy

ry RrYy rryy

Genotypic Ratio:
In this activity the learners will explain the concept and ideas that they have learn
from the previous activity:
Direction: Crossbreed the following traits by using a hybridization Punnett square in
5 minutes.
HOTS Question: How will you identify the traits of an offspring
B. EXPLAIN Test 1: RRYY( homozygous dominant round and homozygous domina nt yellow
pea)
x rryy ( homozygous recessive wrinkled and homozygous recessive green
pea)

In this activity the learners will be place into five groups regardless by their gender.
Direction: Each group will crossbreed the following traits by using a hybridization
Punnett square in 5 minutes.
Test 2: Dihybrid Sex linked disorder (hemophilia)
XhXTT ( Tall female carrier of hemophilia) x XYtt( short normal male)
C. ELABORATE
HOTS Question: Why is it important to study hybridization process?
 It is important to study hybridization process because it allows us to predict
the gene flow within the offspring special if there is ailments or disorder.

D. EVALUATION Direction: Predict phenotypic expressions of traits following simple patterns of

inheritance by choosing the letter of the correct answer:
1. During gamete formation, the pair of genes separate from each other. This is
stated in what Mendelian law?
A. co-dominance
B. dominance
C. independent assortment
D. segregation
2. What does the law of dominance says?
A. A trait is expressed more when present in heterozygous form than in homozygous
form.
B. Dominant traits are not expressed not until it is combined with an allele of the
same kind.
C. Recessive traits are expressed over dominant traits.
D. Dominant traits are expressed whenever it is present.
3. What does the law of independent assortment says about gamete
formation and genes? They __________.
A. separate from each other freely
B. are linked to each other
C. blend with each other
D. join with each other
4. What is a gene? It is a/an __________.
A. DNA segment that codes for a certain protein/trait
B. trait that is based on a protein
C. RNA that codes for a protein
 D. protein that leads to a trait
5. What is an allele? It is a __________.
A. point that connects two sister chromatids
B. segment of a given chromosome
C. variant form of a given gene
D. locus in a gene

E. EXTEND The learners will make an illustration of illustration of mitosis and meiosis using
materials that is present in their home.
Activity 1: Cell Division?
Objectives
In this activity, you should be able to:
1. create Cell Division illustration using indigenous products and
Students may also utilize other indigenous musical instruments.
Materials Needed
1. Indigenous materials such as sticks, bottles or glassware available in your locality to be
used as cell division
2. Localized or improvised the chromosomes
3. Localized or improvised the base of the model
Procedure
1. Form a group of four (4).
2. Look for local materials which you can use
to create different models.
3. Try to come up with your own unique creation.
4. Check the Rubric included to become familiar with
the criteria for which you will be rated.

Proficiency Level:
V. REMARKS
Mastery Level: _________ Neary Mastery: ________
Below Mastery: ________ No Mastery: ___________

VI. REFLECTION
No. of learners who earned 80% in the evaluation
A. No. of learners who require additional activities for remediation who
scored below 80%
B. Did the remedial lesson work? No. of learners who have caught up with
the lesson
C. No. of learners who continue to require remediation
D. Which of my teaching strategies worked well? Why did this work?
E. What difficulties did I encounter which my principal or supervisor can
help me solve?
F. What innovation or localized material did I use/discover which I wish to
share with other teachers?
Prepared by:

QUEENIE BONN MAE O. CERLOS

JHS-Teacher 1
Noted by:

FREDDIE B. TIMON
School Head