GRADES 1 to 12
DAILY LESSON
LOG
SCHOOL
General Santos City National High School
TEACHER
TEACHING
TIME AND
SECTION
DATE:
GRADE
LEVEL
LEARNING
AREA
9
Living Things and Their
Environment
QUARTER 1
Module 2: Heredity:
Inheritance and Variation
September 29,2022
I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning
Competencies/Objectives
(Write the LC code for each)
D. Objectives
II. CONTENT
III. LEARNING REFERENCES
A. References
1. Teacher's Guide Pages
2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
ENGAGE
A. Reviewing previous lesson or
presenting the new lesson
The learners demonstrate an understanding of how genetic information
is organized in genes on chromosomes and the different patterns of inheritance.
The learners should be able to explain the different patterns of non-Mendelian inheritance;
(S9LT-Id-29).
At the end of the lesson, the learners should be able to:
1. Identify characters whose inheritance does not conform with predicted outcomes based on
Mendel’s laws of inheritance;
2. Explain incomplete dominance pattern of inheritance; and
3. Illustrate by means of Punnett square (mathematical model) a cross involving incomplete
dominance pattern of inheritance.
Incomplete Dominance
Science 9 books
Pp. 27-29
pp. 28-32
Brainstorming!
Let the learners recall the Mendelian Patterns of Inheritance by analyzing the given
cross between pure purple flower plant and pure white flower plant.
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the new
lesson
Questions: (question posted on the board)
With the given cross, pure Purple flower and pure White flower, what will be the
phenotype of the possible offspring?
Picture Analysis!
Show to the class three different pictures showing an interracial family with a child,
carnations (red, white and pink) and hair types (straight, curly and wavy). Let the
learners analyze the pictures and let them discuss for 1-minute what they think the 3
given pictures have in common?
Guide Questions: (question posted on the board)
1. Does the given pictures follow or conform the Mendelian First Law of
Dominance?
2. Are the traits of both parents present or shown in the offspring?
Teacher will present to the class the learning competency and objectives.
Let the learners remember the following key words: (Jumble Word Game)
1. Heredity
2.Genotype
3. Phenotype
4. Allele
5. Punnett Square
EXPLORE
D. Discussing of the new concepts
and practicing new skills #1
Let’s Investigate! Color-Mixing
Each group will be given a table chart and make a hypothesis as to what color will
they get when they mix the given color. (see attached activity sheet)
E. Discussing of the new concepts
and practicing new skills #2
Direction:
1. Each group will be given a table chart of color mixing with corresponding color
crayons.
2.First they will give their hypothesis on the left side of the table. On the right side of
the table they will record the actual color mixing result.
3. Below the table they will do the color combination or mixing activity.
4. Each group will be given 5-minute time.
Guide Questions: (question posted on the board)
1. Was your hypothesis for each color mixture correct?
2. Why do you think you got each color result? Explain.
3. Does the color result of mixing two different colors blend?
• Why does a pure red-flowered four o’clock plant crossed with a pure whiteflowered four o’clock plant produced offspring with all pink flowered four o’clock
plant.
EXPLAIN
F. Developing mastery (Leads to
formative assessment)
Scaffolding/Explicit
A. I do (PPT)
• The teacher will demonstrate on solving incomplete dominance using
punnett square.
• Use the PKPGP method
• Sample Problem:
What was the resulting offspring when a pure red-flowered four o’clock plant is
crossed with a pure white-flowered four o’clock plant? Is there any chance to produce
pink-flowered four o’clock plants from this cross?
B. We do (Board work)
• Let the representative student do the monohybrid cross using punnett
square based on the given sample.
• Let the learners identify the genotype and phenotype of the offspring and its
ratio.
• Use the PKPGP method
• Sample Problem (Activity 1 page 31 of LM)
Show the possible outcome of the cross between two pink four o’clock
flower plants by using the Punnett square.
C. I do (Group work)
•
•
Divide the class into four groups.
Each group will be provided with different situation to solve.
Group 1&3: A cross between a red-flowered four o’clock plant and a pinkflowered four o’clock plant.
Guide Questions:
1. How many types of gametes will each parent produce?
2. What is the phenotype of a heterozygous four o’clock flower?
3. What are the possible phenotypes of the offspring from the
given cross?
4. What are the possible genotypes of the offspring from the cross
of the parental plants?
Group 2&4: A cross between a white-flowered four o’clock plant and a pinkflowered four o’clock plant.
Guide Questions:
1. How many types of gametes will each parent produce?
2. What is the phenotype of a heterozygous four o’clock flower?
3. What are the possible phenotypes of the offspring from the
given cross?
4. What are the possible genotypes of the offspring from the cross
of the parental plants?
Power Point Presentation
Teacher’s time. The teacher will check and correct the output of the learners
through PowerPoint presentation (PPT).
✓ Input about Incomplete Dominance
ELABORATE
Brainstorming
Let the student answer the question:
• You are a "plantita" and you want to have different varieties of flowering
plants. How will you apply concept of incomplete dominance on plant
propagation?
G. Finding practical
applications to concepts and skills in
daily living
H. Making generalization and
abstraction
occur.
EVALUATE
I. Evaluating learning
Many characteristics have more complex inheritance patterns than those studied
by Mendel.
Incomplete Dominance- occurs when the phenotype of the offspring is somewhere
in between the phenotypes of both parents; a completely dominant allele does not
Directions: Read the given problem and determine the phenotype and genotype of offsprings.
Given Problem:
In radishes, red (R) and white (W) are pure-breeding colors, while hybrids are purple (RW). If
a red radish is crossed with a white radish, what will be the phenotype of the offspring? Show
the Punnett Square and percentage of each phenotype.Use the PKPGP Method.
PARENTS: _____________________
KEY: __________________________
PUNNETT SQUARE:
GENOTYPE:______________
RATIO:__________________
PERCENTAGE: ___________
PHENOTYPE: _____________
RATIO: ___________________
PERCENTAGE: ____________
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
of 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 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?
Name: ___________________________________
Section: __________________________________
Date: ___________________
Score: __________________
Picture Perfect!
Direction: Analyze the family picture below by identifying traits of a child similar from either the mother or father.
TRAITS
Color of the eyes
(blue or red)
FATHER
Shape of the eyebrows
(broad or thin)
Earlobe
(attached or detached)
Shape of the nose
(big or small)
Shape of the mouth
(heart or elongated)
Hair type
(straight or curly)
Guide Questions:
1. What are the traits manifested in the family?
2.Which of these traits are inherited by son from both parents?
3. How are these traits passed on from parents to offspring?
MOTHER
SON
Name: GROUP 1 & 3
Section: __________________________________
Date: ___________________
Score: __________________
Color Mixing Chart!
Direction: 1. Make a hypothesis on the left side of the table chart below as to what color you will get when you mix.
2. Mix the given color below and write the actual result you get after mixing on the right side of the table chart.
HYPOTHESIS
ACTUAL
BLUE + BLUE=
BLUE + BLUE=
RED + RED=
RED + RED=
BLUE + RED=
BLUE + RED=
BLUE + BLUE
RED + RED
BLUE + RED
Name: GROUP 2 & 4
Section: __________________________________
Date: ___________________
Score: __________________
Color Mixing Chart!
Direction: 1. Make a hypothesis on the left side of the table chart below as to what color you will get when you mix.
2. Mix the given color below and write the actual result you get after mixing on the right side of the table chart.
HYPOTHESIS
ACTUAL
YELLOW + YELLOW=
YELLOW + YELLOW=
RED + RED=
RED + RED=
YELLOW + RED=
YELLOW + RED=
YELLOW + YELLOW
RED + RED
YELLOW + RED
Name: GROUP 1& 3
Section: ___________________
Date: ___________________
Score: __________________
INCOMPLETE DOMINANCE
Direction: Complete the Punnett squares by filling in the correct alleles on the squares. Draw and label the appearance of
the pairing of alleles on the squares that shows the resulting offspring. Calculate the phenotypic and genotypic ratio of the
possible offspring.
PARENTS: RED-FLOWERED FOUR O’CLOCK PLANT AND A PINK-FLOWERED FOUR O’CLOCK PLANT.
KEY: ____________________
X_________________________________
GUIDE QUESTIONS:
1. How many types of gametes will each parent produce?
PUNNETT SQUARE:
2. What is the phenotype of a heterozygous four o’clock flower?
3. What are the possible phenotypes of the offspring from the given
cross?
4. What are the possible genotypes of the offspring from the cross
of the parental plants?
GENOTYPE:
PHENOTYPE:
RATIO:
RATIO:
PERCENTAGE:
PERCENTAGE:
Name: GROUP 2& 4
Section: ___________________
Date: ___________________
Score: __________________
INCOMPLETE DOMINANCE
Direction: Complete the Punnett squares by filling in the correct alleles on the squares. Draw and label the appearance of
the pairing of alleles on the squares that shows the resulting offspring. Calculate the phenotypic and genotypic ratio of the
possible offspring.
PARENTS: WHITE-FLOWERED FOUR O’CLOCK PLANT AND A PINK-FLOWERED FOUR O’CLOCK PLANT.
KEY:
____________________ X_______________________
GUIDE QUESTIONS:
1. How many types of gametes will each parent produce?
PUNNETT SQUARE:
2. What is the phenotype of a heterozygous four o’clock flower?
3. What are the possible phenotypes of the offspring from the given
cross?
4. What are the possible genotypes of the offspring from the cross
of the parental plants?
GENOTYPE:
PHENOTYPE:
RATIO:
RATIO:
PERCENTAGE:
PERCENTAGE:
RUBRICS for Output Presentation
Criteria
Excellent
Very Good
5
4
▪
Speaks with loud ▪
Prepared
and clear voice
▪
Speaks with
▪
Well prepared
satisfactory variation of
volume and inflection
Satisfactory
Needs Improvement
3
2
▪
Somewhat
▪
Unprepared
prepare
▪
Speaks in low
▪
Speaks in
volume and/or
uneven volume with monotonous tone,
little or no inflection which cause the
audience to disengage
Content/
Organization
▪
Demonstrates
full knowledge by
answering with
explanations and
elaboration
▪
Is
uncomfortable with
information and is
able to answer only
rudimentary
questions
▪
Does not have
grasp of information
and cannot well
explain the answers
▪
Does not
clearly
Enthusiasm/
Audience
Awareness
▪
Demonstrate
▪
Show enthusiastic
strong enthusiasm about feelings about topic
topic during entire
presentation
▪
Shows little
or mixed feelings
about the topic
being presented
▪
Shows no
interest in topic
presented
Teamwork
▪
Distributed the
tasks to all
▪
Almost half
of the members not
participating in the
task
▪
Few only
doing the tasks
▪
Only 1 almost
doing the works
Delivery
▪
Is at ease with
expected answers to all
questions, without
elaboration
▪
Somewhat others
are not doing the tasks