School Salvador National High School Grade Level 11

Teacher Kip Aiza F. Gabawa Learning Area Science

Time & Dates Week 1 Day 1 Quarter 3

I. OBJECTIVES
A. Content
The learners understand Mendel’s Laws of Inheritance.
Standards
B. Performance Make a Pedigree Analysis in the learner’s family using a simple genetic
Standards trait.
C. Learning
Competencies/
The learners shall be able to construct pedigrees and predict genotypes
Objectives (Write
based on pedigree analysis (STEM_BIO11/12-IIIa-b-1)
the code for each
LC)
At the end of the lesson, the learners will be able to:
• identify the mode of inheritance of a particular trait given the pedigree;
D. Specific Objective • predict the genotypes of parents; and
• compute the probability of occurrence of an affected offspring in a given
cross.
E. Integration of
Content Within and HISTORY, MATHEMATICS
Across Curriculum
II. CONTENT GENETICS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pp 1-7
Pages
2. Learner’s
n/a
Material Pages
3. Textbook Pages
4. Additional
Materials from LR
Portal
B. Other Learning
Internet sites:
Resources
Learner’s
IV. PROCEDURES Teacher’s Activity/ies Expected
Response/s
Elicit (10 minutes)

“Who am I Relay? activity”

this activity is a group activity where learners are
going arrange jumbled letters posted on the board
based on the clues flashed on the tv screen These
words are the words that are related to the present The learner will
topic. read the
objectives.
A. Reviewing
Teacher will divide the class into 5 groups with 8 - identify the mode
previous lesson
members (depends upon the number of learners of inheritance of
or presenting the
in a classroom). Each group will be given 5 same a particular trait
new lesson
jumbled letters and should be arranged by the given the
learners in pairs. The first pair in line will be first pedigree
pair to arrange the first jumbled words on the - predict the
board. Make it sure that they have read first the genotypes of
clues flashed on the tv screen before arranging. parents
After the first pair, the second pair will follow until - predict the
the 4 jumbled words has already arranged. probability of
having an
affected offspring
 Each group will be given only 2 minutes to
rearrange the jumbled words. The group who
arrange jumble words first will be given a reward.

Jumbled Words Correct Words

1. PDANRBO PROBAND
2. EERGPIDE PEDIGREE The learners will
3. TUAOSMAOL AUTOSOMAL rearrange the
4. PYTEEGON GENOTYPE jumbled letters
5. SERVICEES RECESSIVE within 2 minutes.

CLUES:
1. First infected individual in a family.
2. a chart displays a family tree. Recorded
ancestry, especially upper-class of a
family
3. Is a trait whose alleles is control or
found in the autosomes.
4. A trait that requires at least one
dominant allele for the trait to be
expressed (e.g. Dd)
5. A trait that requires two recessive
alleles for the trait to be expressed

B. Establishing a Engage (10 minutes)

purpose for the
lesson The teacher will reveal the correct arrangements of
the jumbled words.

The teacher will relate the words to the present

topic.

ACTIVITY 1

The teacher will show a picture of a family tree and

ask learners what is family tree all about?

C. Presenting
examples/
instances of the
new lesson

(Family History Representation)

The teacher will show a sample Pedigree Chart of
Queen Victoria to the learners and they will be
asked the following questions:

What is really a pedigree chart and how it is differ

from a simple family tree? How it is being use?

(a pedigree chart is a diagram that shows the

occurrence and appearance or phenotypes and
genotypes of a particular gene or organism and its
ancestors from one generation to the next while
family tree only shows any member of the family

Pedigree chart is being used to assess the risk of

each member of the family)

ACTIVITY 2
Another picture will be shown to the learners. They
are going to analyze how much probability that a
member of a family will be affected with sickle cell
disease.
(you can use another disease/condition as an example
of genetic inheritance aside from sickle cell disease)
D. Discussing new Explore (15 minutes)
concepts and In relation to the situation presented earlier, the
practicing new teacher will show how trait or condition is being
skills #1 passed through the member/s of the family. The
teacher will introduce the patterns of inheritance
with the use of powerpoint presentation

PATTERNS OF INHERITANCE

I. AUTOSOMAL DOMINANT - Due to a

dominant gene
on an autosome
Characteristics:
- Males and
females are
equally affected
- Every affected
individual has at
least one
- Affected parent
affected
individuals
mating with
unaffected
individuals have
at least a 50%
chance of
transmitting the
trait to each child
- Two affected
individuals may
Ask the learner to interpret the pedigree. have unaffected
E. Discussing new children
concepts and - Phenotype
practicing new generally
skills #2 appears every
II. AUTOSOMAL RECESSIVE generation

- Due to a
recessive gene
on an autosome
Characteristics:
- Males and
females are
equally affected
- Affected
individual may
have unaffected
parents
- All children of
two affected
individuals are
affected
- Phenotype may
skip a –
generation
III. X-LINKED DOMINANT

- Due to a
dominant allele
on the x-
chromosome
Characteristics:
- Trait is never
passed from
father to son
IV. X-LINKED RECESSIVE - All daughters of
an affected male
and a normal
female are
affected
- All sons of an
affected male
and a normal
female are
normal
- Females are
more likely to be
affected than
males

V. Y-LINKED

- Due to an allele
on the y-
chromosome
Characteristic:
- When a male is
affected, all of
his male
children are
affected.
 Explain (5 minutes)
The teacher will divide the class into 3 groups
(depending on class population). Each group will
be given a copy of sample pedigrees

For each pedigree, provide questions for the group

F. Developing
to answer:
mastery
I. Identify the mode of inheritance.
II. Write down the genotypes of specific
individuals.
III. Compute for the probability of having an
affected offspring
(See Attached Worksheet)

G. Finding practical 1. Pedigree analysis

applications of is a visual diagram
concepts and that show phenotypes
skills in daily and genotypes for a
particular organism
living
and its ancestors.it
commonly used
human families to
track genetic
diseases, they can be
used for any species
and inherited trait.

Elaborate (20 minutes) 2. We can identify

the mode of
inheritance by
Guide questions:
analyzing trait
condition using
1. What is pedigree analysis and how it is pedigree chart.
important in tracing genetic inheritance?
2. How did you identify the mode of 3. We can find the
inheritance? probability of an
H. Making 3. How did you find out the probability of an offspring to be
generalization offspring to be affected by certain affected with certain
and abstractions condition? condition or disease
4. What are the different patterns of using Punnet square.
about the lesson
inheritance and explain how could this
4. In general,
pattern be identified? How did they differ? inheritance patterns
for single gene
disorder are classified
based on whether
they are autosomal or
X-linked and whether
they have a dominant
or recessive pattern of
inheritance.
Autosomal dominant-
only one copy of a
disease allele is
necessary for an
individual to suscept-
 ible to expressing
phenotype.
Autosomal recessive,
two copies of disease
allele are required.
They can be more
observable in
consanguineous
relationships. X-linked
dominant one copy of
disease allele on the
X chromosome is
required, meaning to
say both male and
female can be
affected. Y-linked
dominant one copy of
disease allele on Y
chromosome, where
male can solely be
affected.

Evaluate (5 minutes) 1. Y – linked trait

Major features of the
trait:
- Y chromosome is
PART 1. For the following pedigrees, give the present only in
most likely the mode of inheritance. males. So Y linked
genes only
transmitted from
1. father to son, never
from father to
daughter.
- Y-linked inheritance
is also known as
holandric inheritance.
- In case of Y linked
traits, skipping of
generation is
absent.
- If the father is
affected, all of his
sons will be
affected.
I. Evaluating learning

2. X-linked recessive
Major features of the
2. trait:
- More males than
females are
affected.
(These traits appear
more frequently in
males. Reason:
males need to inherit
only a single copy of
the allele to show the
trait, whereas
females must inherit
both copies of the
allele (one from each
parent) to show the
trait)
 - This mode of
inheritance shows
 skipping of
generation.
Unaffected (carriers)
mothers can have
affected son.
 - Father to son
transmission never
possible
 - All daughters of an
affected fathers is
found to be carriers.

3. 3. Autosomal
Dominant trait
Major features of the
trait:
 - Occurs in both
sexes with equal
frequency.
 - Trait usually skip
generations
 - Affected offspring
are usually born to
normal parents.
 - When both parents
are heterozygous,
approximately ¼ of
the offspring will
have the trait.
 - Consanguine
marriages increase
the chance of this
trait
 - Disease occurs
only when a person
inherits two alleles
for the trait, one from
each parent

4. Autosomal
4. Recessive trait
Major features of the
trait:
 - Occurs in both
sexes with equal
frequency.
 - Trait usually skip
generations
 - Affected offspring
are usually born to
normal parents.
 - When both parents
are heterozygous,
approximately ¼ of
the offspring will
have the trait.
 - Consanguine
marriages increase
the chance of this
trait.
 - Disease occurs
only when a person
inherits two alleles
for the trait, one from
each parent.
 PART 2. Multiple choice
1. If two parents are homozygous for a
genetically inherited recessive dominant
trait, what is the probability that they have a
child who does not this trait in his or her
phenotype?
a. 0%
b. 25%
c. 50%
d. 100%

2. If two parents are heterozygous for a genetically

inherited dominant trait, what is the probability
that they will have a child together who has this
trait in his or her phenotype?
a. 25%
b. 50% Part 2
c. 75%
1. A
d. 100%
2. C
3. If two people who are both carriers for 3. B
genetically inherited fatal recessive disease 4. D
decide to become parents, what will be the odds
that their children will also be carriers?
a. 1 out of 4
b. 2 out of 4
c. 3 out of 4
d. 4 out of 4

4. If woman is homozygous normal and her

husband is heterozygous for a genetically
inherited recessive disease and they decide to
become parents, what is the probability that they
will have a healthy child?
a. 1 out of 4
b. 2 out of 4
c. 3 out of 4
d. 4 out of 4

Extend (2 minutes)

1. As a homework, assign each learner to construct

a pedigree of an authentic family using any of the
following traits:
I. With (dominant) or without finger hair
(recessive)
II. Normal (dominant) or hitchhiker’s thumb
J. Additional activities
(recessive)
for application or
remediation III. Widow’s peak (dominant) or straight hairline
(recessive)
IV. Free (dominant) or attached earlobe
(recessive)
V. Curly (dominant), wavy (heterozygous) or
straight (recessive) hair

2. B. Where possible, determine the genotypes of

every individual in the family.
V. REMARKS
VI. REFLECTION

A. No. of learners who

earned 80% on the
formative
assessment

B. No. of learners who

require additional
activities for
remediation

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?