Republic of the Philippines
DEPARTMENT OF EDUCATION
GRADE LEVEL
8
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Daily Objective:
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Region XI
DETAILED SCIENCE LESSON PLAN
First Quarter Week 1 / Day 4 Page No.
The learners demonstrate an understanding of meiosis as one of the processes
producing gametic variations of the Mendelian Pattern of Inheritance
The learners should be able to report on the importance of variation in plant and
animal breeding.
Predict phenotypic expressions of traits following simple patterns of inheritance
(S8LT-IVf-18)
At the end of the one-hour period, the students are expected to:
a. Identify the steps in Gregor Johann Mendel’s Discovery on Inheritance
b. Differentiate dominant trait and recessive trait
c. Appreciate the works of Gregor Johann Mendel on inheritance.
Unit 4 Module V
Science Learner’s Module and Genetics
Pages 320 -332
Worksheets, reading material
Projector, laptop
ELICIT
Since the works of Gregor Mendel is all about heredity and that such major
processes merely occur within the cell, thus, the teacher will ask some volunteers
from the class to label the parts of the cell so that students can relate with the
preceding concepts to be introduced.
ACTIVITY 1
“Name the Parts”
Establish the importance of the contribution of Gregor Johann Mendel in the field of
Genetics.
C. Presenting examples/instances of ENGAGE
the new lesson >The teacher will let the students perform Activity 2 “An Inventory of My Traits”

ACTIVITY 2
“An Inventory of My Traits – Survey”

What combination of these traits do you have? Complete the survey to find out.

YES NO
1. I have detached earlobes
2. I can roll my tongue
3. I have dimples
4. I am right-handed
5. I have freckles
6. I have naturally curly hair
7. I have a cleft chin
8. I have allergies
9. I cross my left thumb over my right when I clasp my
hands together
10. I can see the colors red and green (I am not color
blind)
11. The hairline on my forehead is straight.

Adapted from “Alike But Not The Same” in Human Genetic Variation, NIH Curriculum Supplement Series
1999. http://science-education.nih.gov

Follow-up Questions:

Q1. Does the traits present in you are also present in your mother and father?
Q2. Is there any traits that are not present either from your mother or father?
Q3. What are your realizations after completing such activity?

D. Discussing new concepts and EXPLORE

practicing new skills #1 The students will be given a cut strips of paper containing the steps of Mendel’s
Experiment and will be tasked to arrange such steps.
The cut strips should be arranged like this:

ACTIVITY 1
“Step by Step”
E. Discussing new concepts and
practicing new skills #2
R EXPLAIN
EXPLORE
>The students will be grouped into two and they will perform Activity 3.
The students will complete the table (Punnet Square) below:
(Note: Each group will be given different sets of table.
(Try to predict the offspring of the plant by crossing the following)
ACTIVITY 3
“You Complete Me!”
T T R r
Legend: T – Tall R – Round
t – Short r - wrinkled
Follow-up Questions:
Q1. What are the possible offspring of the plant you have crossed?
Q2. What are your basis in identifying the possible offspring?
After the conduct of activity, let students report to the class the result of
their activity.
Discussion of the Activity will follow after the reporting. ( TEACHER)
> The teacher will explain the concepts involving in the activity
Gregor Mendel developed the model of heredity that now bears his name by
experiments on various characteristics of pea plants: height (tall vs. Short); seed color
(yellow vs. Green); seed coat (smooth vs. wrinkled), etc. The following explanation
uses the tall/short trait. The other traits Mendel studied can be substituted for tall
and short.
Mendel started out with plants that "bred true". That is, when tall plants were self-
pollinated (or cross-pollinated with others like them), plants in following generations
were all tall; when the short plants were self-pollinated (or cross- pollinated with
others like them) the plants in following generations were all short.
Mendel found that if true breeding Tall [T] plants are crossed (bred) with true breeding
short [t] plants, all the next generation of plants, called F1, are all tall.
Mendel created a model that accounted for these and other data he got from his
breeding experiments. The following summarizes the model's first basic feature.
Mendel's model for the F1 generation is summarized in the table at the below. The
model states that each trait is controlled by a pair of hereditary packets we now call
genes. One packet comes from each parent. The alleles (= forms) of the gene for
height are the same in true breeding plants ( T T and t t parent plants ). Cross breeding
T T with t t plants produces T t plants in the first or F1 generation. The F1 plants
receive a T allele from the tall parent and a t allele from the short parent. The F1
plants are tall because the T allele is expressed and "cover up" the t allele. So the T
(tall) allele is called dominant and t (short) allele is called recessive.
The diagram at the below shows how Mendel's model explains the 3:1 ratio of tall to
short plants in the F2 generation. In the F1 generation each plant had one T and one
t allele of the gene controlling height. Plants in the F2 generation had a 50:50 chance
of getting a T or a t from each parent plant. The diagram shows that this results in 1
out of 4 plants getting only t genes and 3 plants getting at least one T gene (which
makes the plant tall, because T is dominant over t)
 The diagram also shows that the F2 generation actually has three kinds of plants.
1/4 are t t plants, which are short and produce only short plants in following
generations in self-pollinated. Of the remaining 3/4 tall plants, 1/4 are T T, which are
tall and produce only tall plants in following generations if self-pollinated. The
remaining 2/4 get a T from one parent and at from the other. When self-pollinated,
they produce a pattern exactly like the F1 generation: 1 short plant for every 3 tall
plants. These plants are exactly like the F1 generation.

G. Finding practical applications of ELABORATE

concepts and skills in daily living > The teacher will give additional punnet squares to be completed by the students.

T t

>The teacher will discuss further about the dominant traits and recessive traits by
giving a video presentation.

https://www.youtube.com/watch?v=mnSkz8s-b44

H. Making generalizations and N/A

abstractions about the lesson
J. Evaluating Learning EVALUATE
>Let the students answer the exercise below.

A.
1. What do you call a gene or trait that is masked with a dominant trait?
Ans. Recessive trait
2. What do you call a trait that is being expressed?
Ans. Dominant trait
3. What are the possible offspring if you are going to cross RR x Rr?
4. What is the significance of the study of Gregor Mendel in the field of
Science and even in our own lives?

B.

With the materials given by the teacher, illustrate the steps undergone by Gregor
Mendel during his experiments on Pea Plants.
J. Additional activities for application EXTEND
or remediation  Research about the biography of Gregor Mendel and present it in the class
tomorrow.
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%.
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson.
 D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these 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: Einstein RMTOT_INNOVATORS’ GROUP_Joan Calamba

INNOVATORS’ GROUP

SHERYL S. MITCHAO JANELIE L. ROJAS MARIA MELISSA P. LARIOSA

Teacher I Teacher I Teacher I

LETCHELL G. FEDREQUILAN GERLIE T. EGOT EMILY JOY ABAD

Teacher I Teacher I Teacher I

APRIL ROSE A. LAWAS JEAZEL B. MOSENDO RHELYN SHELA I. BELACAS

Teacher I Teacher I Teacher
 ACTIVITY 2
“An Inventory of My Traits - Survey”

What combination of these traits do you have? Complete the survey to find out.

YES NO

1. I have detached earlobes

2. I can roll my tongue

3. I have dimples

4. I am right-handed

5. I have freckles

6. I have naturally curly hair

7. I have a cleft chin

8. I have allergies

9. I cross my left thumb over my right when I clasp my hands together

10. I can see the colors red and green (I am not color blind)

11. The hairline on my forehead is straight.

Adapted from “Alike But Not The Same” in Human Genetic Variation, NIH Curriculum Supplement Series 1999. http://science-education.nih.gov

Follow-up Questions:

Q1. Does the traits present in you are also present in your mother and father?

Q2. Is there any traits that are not present either from your mother or father?

Q3. What are your realizations after completing such activity?

 ACTIVITY 3

“You Complete Me!”

T T R r

Legend: T – Tall R - Wrinkled

t – Short r - Smooth

Follow-up Questions:

Q1. What are the possible offspring of the plant you have crossed?

Q2. What are your basis in identifying the possible offspring?

 ACTIVITY 1
“Name the Parts”