Learning Area SCIENCE

Learning Delivery Modality Modular Distance Modality

School City of Bacoor National High Grade Level

Grade 9
School – San Nicolas
LESSON
EXEMPLAR Teacher Michael J. Socuaje Learning Area Science

Teaching Date August 25 – 26 2020 Quarter First Quarter

Teaching Time 8:00 – 9:00 AM No. of Days 10 days

I. OBJECTIVES At t h e end of the lesson, learners are expected to:

 Explain the incomplete dominance pattern of inheritance
 Illustrate by means of Punnett square a cross involving incomplete dominance pattern of
inheritance

A. Content Standards The learners demonstrate an understanding of (1) how genetic information is organized in genes on
chromosomes (2) the different patterns of inheritance

B. Performance Standards 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 workers

C. Most Essential Learning Explain the different patterns of Non-Mendelian inheritance.

Competencies (MELC)

D. Enabling Competencies Describe the location of genes in chromosomes.

(If available, write the attached
enabling competencies)

II. CONTENT Module 2: Non-Mendelian Patterns of Inheritance- Incomplete Dominance

III. LEARNING RESOURCES

A. References
a. Teacher’s Guide Pages Science Teachers Guide p 20- 22

b. Learner’s Material Pages Science 9 Learners Module p 29-32

c. Textbook Pages Science Grade 9 Text Book- 40-41

d. Additional Materials from Science Tutorial Videos

Learning Resources https://www.youtube.com/watch?v=jWSyQOmOeys
https://www.youtube.com/watch?v=S_MmOKnPrc8

B. List of Learning Resources for

Development and Engagement ADM in Science 9
Activities Online videos through youtube.com

IV. PROCEDURES

A. Introduction What I need to know?

 The learners will do the walkthrough of the lessons expectations
 Learning objectives will also be introduced to guide the learners on the learning targets

What’s new?
 The learner will answer the given activity below
Who’s My Partner?
Matching Type: Match Colum B with appropriate description with Column A. Write the
letters of your answer. Kindly do it on a separate sheet of paper.
 A B
______1. An example of genotype
______2. These are two identical alleles. NANCE. Gregor Mendel
______3. These are how the trait physically
shows up in the organism. DOMI. Dominant
______4. This allele has the ability to mask
the expression of the other allele. COM. Homozygous
_______5. He is consider to be the “Father of
Heredity” IN. Pp

PLETE. Phenotype

 The learner will check their answers from the answer key at the back of the module
 The learner will ask to rewrite the letter of their answers on another space and formed
two words based on it.

 The teacher will introduce the lesson through the given activity below.

 The teacher will ask the learner to observed the picture below.

 After observing, with the learner’s background idea regarding the previous lesson, the
learner will try to answer the given problem.

In four o’clock plants, R is the allele for red color and W is allele for white color. A
red four o’clock
flower plant and
white four
o’clock flower plant
were crossed.
Show the
B. Development

What I know?
 The learners will answer the pre-assessment test indicated in the beginning of the
module to find out how much they already know about the topics/lessons.
 What’s in?
 The learners will answer the given activity below based on their previous lesson during
grade 8
FILL ME UP
The learners will fill up the missing letters of the following words below and give an example for
each completed word. Kindly do it on your notebook.

EXAMPLE
1. G_N_T_P_
2. P_E_O_YP_
3. H_M_Z_G_US AL_E_E
4. H_T_R_ZY_O_S AL_E_E
5. _O_IN_NT _L_E_E
6. R_C_S_I_E A_L_L_

What is it?
 The learners will study the lesson on page 29 of their Learner’s Module
 After studying the learners will answer the following questions
• Based on what you have read, were you able to get the correct answer from the
previous activity?
• What are the things that made your answers incorrect?
• Were you able to understand the lesson?

C. Engagement What’s more?

 The learners will answer the given problem

A. 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.
Show the possible outcome of the cross between two pink four o’clock flower plants by suing the
Punnet square.

Questions:
1. How do you describe the genotype of each parent?
2. What is the phenotype of a heterozygous four o’clock flower?
3. What are the possible phenotypes of the offspring from the cross of the parental
plants?
4. What are the possible genotypes of the offspring from the cross of the parental
plants?

What I can do?

 The teacher will ask the learner to cite some examples that shows incomplete dominance
 The learner can show some pictures of it.
 The learner should explain how his/her example shows incomplete dominance.

What other enrichment activities can I engage in?

 The learner will solve another problem

B. In four o’clock plants, R is the allele for red color

and W is allele for white color. A red four o’clock
flower plant and pink four o’clock flower plant were
crossed.
Show the possible outcome of the cross between A red four
o’clock flower plant and pink four o’clock flower plant by
suing the Punnett square.
Questions:
1. How do you describe the genotype of each parent?
2. What is the phenotype of a heterozygous four o’clock flower?
3. What are the possible phenotypes of the offspring from the cross of the parental
plants?
4. What are the possible genotypes of the offspring from the cross of the parental
plants?
 D. Assimilation What I have learned?
 The learner should complete the paragraph below with appropriate word based on what
he had learned.

COMPLETE ME

Incomplete dominance is a form of ____________ inheritance in which one ________

for a specific trait is not __________ ____________ over the other allele. This results
in a ________ ________________ in which the expressed physical trait is a
combination of the phenotypes of the parents. One of the examples is when a white
flower crossed with a red flower that produced a ______ flower.

What I can do? (Assessment)

 The learner will solve the problem
Answer the given problem.
A straight-haired woman married a man with curly hair. Is there a chance that their
offspring will have a wavy hair? Show your solution using a Punnett square.
Straight hair = SS curly hair – CC

V. REFLECTION  The learners, in their notebook, journal or portfolio will write their personal insights
about the lesson using the prompts below.

I understand that . I realize that .

Prepared by:

Michael J. Socuaje, LPT

Subject Teacher, Science