LESSON PLAN
Form: 5 SAINS 1
Date: 19th June 2015
Level: Intermediate
Time: 9.30 a.m. -10.00 a.m.
Topic: 5.0 Inheritances
Subtopic: 5.2 Inheritance traits of human
Objectives: Understanding inheritance
Learning outcomes:
At the end of this lesson, students should be able to:

State the blood groups in the ABO system and Rhesus factor in humans.

Explain the inheritance of ABO blood group in humans.
Moral values:
1. One should acknowledge their type of blood to avoid diseases for the next
generation.
2. People can help their siblings through blood test for donation.
3. People will acknowledge their rhesus factor to avoid death during blood
transfusion or pregnancies.
Educational Emphasis:

Science Process Skills: observing, classifying, communicating, defining
operationally.

Critical Thinking Skills: analysing, attributing, comparing and contrasting.

Creative Thinking Skills: generating ideas, relating, making generalisations,
visualising, making analogies.
Instructional Aids: Whiteboard marker, A4 paper with tasks, handouts.
Previous Knowledge: Students have learned about human blood in Chapter 2 of Science
Form 3.
Reference:
Gan Wan Yeat, Peter Ling Chee Chong, Azimah binti Rajion, Tan Kim Low. (2006). Biology
Form 5. Petaling Jaya, Selangor: Bakarep Sdn. Bhd.
Gan Wan Yeat. (2009). Success Biology SPM. Shah Alam, Sealngor: Oxford Fajar Sdn. Bhd.
Teaching Procedure:
Stage
Instructional Activities
Learning Activities
Set
(1) Teacher greets the students.
(1) Students greet the teacher.
Induction
(2) Teacher asks class monitor to recite (2) Class monitor recite the dua and
(5 minutes)
dua.
other students rise hand up.
(3) Teacher asks student’s condition.
(3) Students answer the question.
- feeling well, good, nice and etc.
(4) Teacher revises previous subtopic.
(4) Students give idea their previous
knowledge.
(5) Teacher starts with a story:

(5) Students pay attention to the
Rayyan is the only child in his story.
family. So, his parents love him
very
much.
One
day,
he
involved in an accident. He lost
lots of blood and he need blood
transfusion. His parents want to
be the donor. However, the
blood does not match with his
son.
(6) Teacher asks the reason blood do (6) Students respond to teacher’s
no match.
question:
- The child is adopted.
- The child is being changing during
birth.
- The child’s mother has been
cheated.
(7) Teacher asks provoking question:

(7) Students explain to teacher about
Are you sure they are not their understanding regarding to the
related by blood?
blood.
(8) Teacher explains the relation of the (8)
story to the topic that will be discussed.
Students
listen
carefully
to
teacher explanation.
Development (1) Teacher distributes handouts to all (1) Students receive the handouts.
(10 minutes)
students.
(2) Teacher discusses about blood
(2) Students read the handouts.
groups in the ABO system by using
handouts.
- Four blood groups which are O, A, B
and AB.
- Genotypes and phenotype of the ABO
blood group system.
- IA and IB IS dominant
- IO is recessive
- IAIB IS codominant
- IAIA homozygous
- IAIO heterozygous
(3) Teacher discuss table 5.6 while
(3) Students pay attention to the
drawing on the whiteboard.
discussion
and
drawing
at
the
whiteboard.
(4) Teacher asks two students on type
(4) Students answer the question.
of blood.
Students
observe
teacher’s
(5) Teacher draws schematic diagram
(5)
of ABO blood group at the whiteboard
schematic diagram in the whiteboard.
base on one of the student type of
blood.
- Parent’s genotype
- Gametes
- Genotypes of offspring
- Phenotype of offspring
(6) Teacher discusses about rhesus
(6) Students pay attention to teacher’s
factor by using handouts and refer
lecture.
drawing on the whiteboard.
-Agglutination
-Rh alleles is dominant
- rh alleles is recessives.
- Rh-positive (Rh+) and Rh-negative
(Rh-)
- Rh-Rh or Rh-rh is Rh-positive
- rh-rh is Rh-negative
(7) Teacher draws of crosses involving
(7) Students draw of cross involving
the Rhesus factor.
the Rhesus factor in their notes.
(8) Teacher pastes a picture about Rh-
(8) Students observe the picture.
negative mother on the whiteboard.
(9) Teacher explains about the picture
(9)
Students
listen
carefully
to
on the whiteboard.
teacher explanation.
(10) Teacher asks students if they have
(10) Students respond to teacher
question about the subtopic.
question.
“WHAT IS MY BLOOD?”
(1) Teacher divides students into pairs
(1) Students form a pair.
Activity 1
(2) Teacher distributes a task to each (2) Each pair of students receives the
(10 minutes)
pair of students.
tasks.
(3) Teacher asks each pair to do the (3) Students solve the task in pair.
following:
- Based on Mendel First Law, draw a
schematic
diagram
to
show
the
inheritance of the ABO blood groups
and the genotypes of the offspring if

The father’s blood group is A
and the mother’s blood group is
B.
(4) Teacher asks four representatives to (4) Students go the front and write
draw
schematic
diagram
at
the their answer at the whiteboard.
whiteboard.
(5) Teacher discusses the schematic (5) Students listen and take note
diagram.
about the discussion.
(6) Teacher gives reward to four (6) Students receive the reward.
representatives.
Conclusion
(1) Teacher summarizes and concludes (1)
Students
listen
to
teacher’s
(5 minutes)
about subtopic 5.2 inheritance traits in summarizing and conclusion.
human.
Follow-up activity: Teacher asks students to read about autosomes and sex chromosomes,
different human karyotypes, sex determination in offspring, sex-linked inheritance and
hereditary disease. Teacher will ask in the next teaching.
Self-evaluation:
Supervisors’ Comments: