Remodeled Plan 1st Quarter Heredity

UNDERSTANDING BY DESIGN
Unit I LIVING THINGS AND THEIR ENVIRONMENT

No. of Meetings
First Quarter
Established Goals
Heredity: Inheritance and Variation

Location of genes on chromosomes
Non-Mendelian inheritance
Incomplete dominance
Codominance
Sex-linked traits
Sex-Influenced traits
Sex-Limited traits
Breeding Strategies
STAGE I DESIRED RESULTS

TRANSFER
Students will be able to independently use their learning to.
Demonstrate awareness, advocacy and institutional support in patronizing economically important plants
and animals that are improved through breeding
MAKE MEANING
Enduring Understandings
Essential Questions
Students will understand that
Students will keep considering
1. All life on Earth is connected through shared

genetic history
2. Traits of an organism are transmitted to the
offspring through the genes found in
chromosomes.
Students will know
1. Without variation, what would the earth be

like?
2. How are traits transmitted from parents to
offspring?
3. Can traits of organisms be improved?
ACQUISITION OF KNOWLEDGE
1. Location of genes in chromosomes

2. Transmission of genes to the offspring
3. Patterns of non-Mendelian inheritance
AND SKILLS
Students will be skilled at
1. describing the location of genes in

chromosomes
2. investigating the transmission of
characteristics from parents to offspring
3. explaining the different patterns of non-
Mendelian inheritance;
STAGE 2: EVIDENCES
Code
Evaluative Criteria
Pre-Assessment is evaluated
TRANSFER TASK(S):
according to
-
Number of correct
answer
A. Level of Understanding
- Accuracy/Correctness
- Completeness
B. Level of Product
- Engaging
- Skillful
Goal- You know that genetically-modified food products are very common in the market.
Some groups of environmentalists are opposing the idea about these genetically modified
organisms. You like to understand how these organisms are being genetically manipulated
and you would like to share to the public the pros and cons of this technique.
Role- You can be a newscaster, a songwriter/composer, a visual artist
Audience- Students and teachers at your school
Situation- A big percentage of underdeveloped countries are suffering from hunger.
Geneticists all over the world are experimenting on organisms (plant and animals) that can
be genetically manipulated so as to increase food production. However, a group of
environmentalists is opposing this technique since researches on the effects of this
technique had not been fully explained and understood. You were tasked by DOST to
gather data on how this genetic techniques are being done by geneticists and interview a
group of environmentalist to hear and take their side. With all the data on hand you are
going to communicate your findings to the public.
Product/Performance:
1. Produce a newscast about these genetically-modified organisms and the pros and
cons of this technique
2. Compose a song whose lyrics are focused on the pros and cons about genetically
modified organisms
3. Make a poster-slogan on the pros and cons about genetically modified organisms.
Standards- your product will be assessed based on the following criteria: accuracy of the
information gathered, organization of idea, skill to speak before and after the audience
and clarity of the message
OTHER EVIDENCES
Teaching Strategies:
Think pair share
Graphic organizer
Experiments
Collaborative activity
Assessment strategies:
Say something cards
Phrase completion
Graphic organizer
Quiz
Summative Test
Performance task
STAGE 3: LEARNING PLAN

Code
ORIGINAL PLAN
REMODELED PLAN
Day 1
Day 1
Topic: Heredity, Inheritance and Variation
Topic: Heredity: Inheritance and Variation
Graduate Attributes: Competent Achiever, Critical Thinker
REMARKS
Skills: Describe the location of genes in chromosomes and
Graduate Attributes: Steward of Gods creation, Naturalist
explain its role for specific traits.. Explain the different
or Patriotic being
patterns of non-Mendelian
21st Century Literacy: Communication, Collaboration
inheritance
21st Century: Global Awareness, Health Literacy and

Communication and Collaboration Literacy
Subject Integration: TLE,CLED
Multiple Intelligence: Information Literacy, Intrapersonal
and Interpersonal
EU/EQ: Basic principles of heredity / Human traits are
inherited in different patterns of inheritance. / What is
the difference between a chromosome and a gene? / How
are variation in human traits produced
Reference (Technology):Google images/Phoenix Chemistry
Book 3rd Ed
HOOK!
My Inheritance
Ask the students to point out 1 of their best and worst
physical assets and tell from which parent they inherited it.
Activity: List down some physical traits from your parents

that you wished you had acquired but did not. Describe
what you might have looked like.
Subject Integration: CLE, TLE

Multiple Intelligence: Visual, Intrapersonal and
Interpersonal
EUs:
1. All life on Earth is connected through shared genetic history

2. Traits of an organism are transmitted to the offspring
through the genes found in chromosomes.
EQs
1. Without variation, what would the earth be like?

2. How are traits transmitted from parents to offspring?
Values Integration: Service, Excellence, Loyalty
Reference (Technology): Phoenix, You and the Natural World

Science 9, Vibal, Science and Technology, Rex, Science Links
Daily Routine:
Opening prayer
Checking of attendance
Putting the room in order
Review of the previous lesson
Hook: Observing Yourself and Friends

Pre-Assessment :
The students will answer briefly the following questions:
Examine the table below. Identify the features that you

and your friends have from the list. There are two traits
1. Pink four oclock flowers are obtained from a cross
that are diagrammed.
between pure bred red flower plant and white flower plant.
1. Do you find these traits among you and your friends?
What is the genotype of the pink flowers?
2. Who among your friends look similar to you?
2. The structure of the DNA is actually in a double helix
3. Who has the most number of differences with you?
arrangement. The nitrogen bases in each of the chain can

only pair with specific bases, like adenine pairs only with
thymine and cytosine pairs only with guanine. If the left
chain of a DNA molecule has the nucleotide sequence
CCGTAGGCC, what is the sequence of the right chain of the
DNA molecule?
3. How is non-Mendelian inheritance different from
Mendels observations?
4. What is the role of DNA in the transmission of traits?
Bible Verse: 1 Corinthians 15:38-39
But God gives it a body as he has chosen, and to each kind

of seed its own body. 39 For not all flesh is the same, but
there is one kind for humans, another for animals, another
for birds, and another for fish.
38
Assignment: Identify the 7 traits of the pea plants in

Mendels Experiment.
Introduction of Performance Task, EUs and EQs

Pre-Assessment:
Answer briefly the following questions:
1. Pink four oclock flowers are obtained from a cross
between pure bred red flower plant and white flower
plant. What is the genotype of the pink flowers?
2. The structure of the DNA is actually in a double helix
arrangement. The nitrogen bases in each of the chain can
only pair with specific bases, like adenine pairs only with
thymine and cytosine pairs only with guanine. If the left
DAY 2
chain of a DNA molecule has the nucleotide sequence
Topic: Genetics studies similarities and differences
the DNA molecule?

3. Read the given problem.
horns (B). If an alien inherits both alleles (AB), then the
st
CCGTAGGCC, what is the sequence of the right chain of
inheritance
21 Century: Global Awareness, Health Literacy and

In some aliens, one center horn (A) is codominant with two

alien has three horns. A recessive allele (O) results in an
alien which has no horns. Can you match the genotype to

and Interpersonal
Book 3rd Ed
Bible Verse: Leviticus 19:19
19
You shall keep my statutes. You shall not let your cattle
breed with a different kind. You shall not sow your field
with two kinds of seed, nor shall you wear a garment of
cloth made of two kinds of material.
Motivation: ----- Fast Facts on Gregor Mendel
Socratic Discussion: Defining Genetic Terms
Dominance and Recessive
Law of Segregation
Synthesis:
Evaluation: Answer p.287, HMHYL
Homework: Study Mendelian Principles for series of
exercises
each of the pictures below? Write the genotype and

phenotype of the four aliens in the box provided.
Source: (image) www.biologycorner.com
Day 2
Topic: Heredity: Inheritance and Variation
ENVIRONMENT
or Patriotic being

Interpersonal
EUs:

EQs

Learning Competency: At the end of the lesson, the
learner will be skilled at

1. describing the location of genes in chromosomes

Daily Routine:
DAY 3
Topic: It all began with garden peas/Monohybrid
Inheritance
st
inheritance

and Interpersonal
Opening prayer
Objectives:
1. Describe the location of genes in chromosomes
2. Identify the parts of the chromosome
3. Explain how genes are responsible for specific traits
Motivation: Picture Analysis (See-Think-Wonder)

Book 3rd Ed
Bible Verse: Leviticus 19:19
19
You shall keep my statutes. You shall not let your cattle
breed with a different kind. You shall not sow your field
with two kinds of seed, nor shall you wear a garment of
cloth made of two kinds of material.
Motivation: --- Recall Genetic Terminologies
Class Activity: Solving Problems for Mendelian Principle
Synthesis:
Evaluation: Problem Solving Exercises
Mendelian Genetics using Punnet
Squares
Monohybrid and Dihybrid Crosses
Write 3 things that you see on the picture, two things

that you think about the picture and 1 thing that makes
you wonder about the picture.
Discussion:
1. What is a Gene?
2. What is a DNA?
3. DNA structure and base pairs
4. Role of DNA in the transmission of traits
5. Sex determination
Reflection: 1 Corinthians 15:38-39
But God gives it a body as he has chosen, and to each kind of

seed its own body. For not all flesh is the same, but there is one
kind for humans, another for animals, another for birds, and
another for fish.
1. What important value was being reminded to us by this
bible verse?
2. How can a person succeed despite of being different?
Synthesis: Force Connection!
A gene is like a __________.

Evaluation:
Identification:
1. The study of how traits are passed on from the
parents to the offspring.
2. Father of Genetics
3. The plant that an Austrian monk used to study
genetics
DAY 4
4. Observable characteristics determined by genes
Topic: Predicting the results of genetic crosses
5. Number of chromosomes in the gametes

6. The first 22 pairs of chromosomes
7. Can carry either X and Y chromosomes

8. Arrange in a double helix that resemble a twisted
inheritance

and Interpersonal
Book 3rd Ed
Motivation: Flower Colors
Ask the students to name the colors
in which the following flowers come
with:
rope ladder
9. Segments of the DNA that make protein
10. Meaning of DNA
Provide the correct base pair on the column provided
OLD DNA STRAND
T
G
C
A
C
NEW DNA STRAND
Day 3-5
Topic: Non-Mendelian Patterns of Inheritance
Roses, Bougainville,Tulips
How do these flowers get their
different colors?
Socratic Discussion: Modifications on Mendelian Principle
Describing the Law of
Incomplete Dominance
Explaining Sex-Linked
Traits
Class Activity: Problem Solving associated with the Law of
Incomplete Dominance and Sex-Linked Traits.
Assignment: Bring Pictures of organisms affected by
mutation.

or Patriotic being

Interpersonal
EUs:

EQs


1. explaining the different patterns of non-Mendelian
inheritance
Daily Routine:
Opening prayer
Objectives:
1. Discuss the different patterns of non-Mendelian
inheritance
2. Illustrate by means of Punnett square a cross
involving various patterns of non-Mendelian
inheritance.
3. Infer the unknown phenotypes of individuals on the
basis of the known phenotypes of their family
members
Motivation:
Use a mobile application to predict the possible physical
DAY 5
traits of the offspring of a couple.
1. What characteristics or traits of the offspring
Topic: Legacy of Mendel
that resembles the mother or the he father?
2. What are the characteristics or traits of the
offspring that neither resembles the mother or the
father?
patterns of non-Mendelian inheritance
3. What are the factors that may affect how a person
will look and develop?
and Interpersonal
Book 3rd Ed
Motivation:----------- The X-Men
Are they Real?
What makes them
different?
In the Mendelian patterns of inheritance, the effects of

the recessive gene are not observed when the dominant
gene is present. In this lesson, you will find out that
certain traits do not always follow the Mendelian principles
of heredity.
How did they become

different?
Incomplete Dominance
Class Discussion: Causes of Mutation

Defining Mutation
Describing the occurrence of
Mutation
Pentagon Activity: Students form groups of 5 to conduct
a research about the common forms of genetic mutation in
humans.
The entire report will be presented
through PowerPoint Presentation.
Evaluation: Presentation of Output: PowerPoint
Presentation by each group.
Punnett square showing a cross between red and white

four oclock flowers
Activity No. 1: Phenotypes and Genotypes in Incomplete
Dominance
Procedure:
1. Read the given problem:
Show the possible outcome of the cross between two pink

flowered four oclock plants by using the Punnett square.
2. Now, another cross was made involving a red flowered four
oclock plant and a pink flowered four oclock plant.
3. Using the Punnett square again, show the possible outcome.
4. Show your Punnett square for problems 1 and 2 using a Manila
paper.
5. Present and discuss your answers.
GUIDE QUESTIONS:
Q1. How many types of gametes will each parent produce in
problem no. 1?
In problem no. 2?
Q2. What is the phenotype of a heterozygous four oclock
flower?
DAY 6
Q3. What are the possible phenotypes of the offspring from
Topic: Traits from parents
In problem no. 2?

Q4. What are the possible genotypes of the offspring from the
cross of the parental plants in problem no. 1?
In problem no. 2?
the cross of the parental plants in problem no. 1?
inheritance
st

and Interpersonal
Book 3rd Ed
Key Concepts
Incomplete dominance is a form of intermediate inheritance in
which one allele for a specific trait is not completely dominant
over the other allele. This results in a third phenotype in which
the expressed physical trait is a combination of the dominant
and recessive phenotypes.
CODOMINANCE
good example of codominance is roan fur in cattle as shown in
Figure BELOW. Cattle can be red (RR = all red hairs), white
(WW = all white hairs), or roan (RW = red & white hairs
Bible Verse: Colossians 1:20

And through him to reconcile to himself all things, whether
on earth or in heaven, making peace by the blood of his
cross.
together).
Motivation Short Video Clip: -------- Need Blood.

Have the students watch a short
video clip about Blood
Transfusion.
What went wrong during the
transfusion?
What will happen to the person
needing the blood?
Class Discussion: Human Genetics
Explaining the inheritance of
Blood type.
Significance of Blood type.
Inheritance of Human Traits
Activity:
Notebooking: Why do you think it is important to know and
keep track of a familys medical history? Do you know
yours?
Activity No. 2: Mystery Bull

Procedure:
1. Read the given problem:
Mang Marcelino owns purebred red cows. In his farm he noticed
that after a typhoon several months ago, all of the fences that
separate his cattle from his neighbors cattle were destroyed.
During the time that the fences were down, three bulls, one from
each neighbor, mingled with his cows. For a while, he thought
that none of the bulls found his cows, but over the months, he
noticed that all of his cows are pregnant. He suspected that one
of the bulls is the father. Which bull is it? Help Mang Marcelino
look for the father by solving the given problem
Determine the possible traits of the calves if :
a red (RR) bull is mated with a red (RR) cow 1

a red(RR) bull is mated with a white (WW) cow 2
a roan(RW) is mated with a red(RR)cow 3
2. Illustrate your answers using a Punnett square.

3. Write your answers on the Manila paper.
4. Present and discuss your answers.
GUIDE QUESTIONS:
Q1. Will you be able to trace the father of the calves?
DAY 7
What are the possible phenotypes of the calves for each cow?
Q2. Do you think you will make Mang Marcelino happy about the
Topic: Of men and women: How sexes are determined?
result of your investigation?

Q3. How are you going to explain it to him?
breeds of livestock in your area? What possible suggestions can
you give to animal breeders in your area?
inheritance
Q4. How would you apply what you have learned to improve the
st

and Interpersonal
Book 3rd Ed
In codominance both alleles are expressed equally in the

phenotype of the heterozygote. For example, red cows crossed
with white cows will have offspring that are roan cows. Roan
refers to cows with red hair and white blotches.
Multiple Alleles
Assign students to know their blood types beforehand. If
the blood type is unknown, ask them to just select any blood
type they want.
Motivation:
ClassActivity :
Key Concepts TO EMPHASIZE:
Start by dividing the class into four groups. Assign a student

Boy or Girl ?
Objective:
Discuss how sex in humans is determined
per group to make a record of the different blood types of the

group members and prepare a tally using the given table.
A
Materials:
Activity sheets Pen paper
Procedure:
1. Draw a Punnett square which shows the inheritance of
the sex chromosomes. Represent the female sex
chromosomes with XX and the male sex chromosomes
with XY.
Guide Questions:
Ask the assigned students to consolidate the data.

Ask the following questions:
1. Which blood type frequently appeared among you?
2. Do you know how blood types are inherited?
1.
2.
3.
4.
5.
6.
What will be the sex of a child produced when an

egg is fertilized by a sperm that has a Y
chromosome?
________________________________________
_______
What type of sperm must fertilize an egg to result in
a female
child?
________________________________________
_________
Based on this Punnett Square, what percent of
children would you expect to be
male?
________________________________________
____________
Which sex chromosome is present in both male and
female?
________________________________________
____________
Infer which sex chromosomes determines a persons
sex.
________________________________________
_______
What are the other factors that may influence the
expression of human
sexuality?.________________________________
________
Synthesis: This discusses three kinds of sex-related

inheritance, namely, sex-limited, sex- influenced and sexlinked.
Sex-Linked Genes Genes located on the X chromosomes
are called X-linked genes. Genes on the Y chromosomes are
called Y-linked genes. An example of an X-linked trait in
humans is hemophilia. A person suffering from hemophilia
could die from loss of blood even from a small wound
Activity No. 3: Whats your blood type?

Procedures:
A. Given the blood types of the mother and the child, identify
the possible blood type of the father.
Mothers Blood
Fathers Blood
Type
A
B
AB
O
Type
Childs Blood Type

A
AB
B
O
Show the possible alleles that can be found in each offspring

and write the blood type for each offspring.
Guide Questions:
Q1. What blood type (or types) can be found in an offspring if a
mother has type A blood and the father has type B blood?
mother has type AB blood and the father has type B blood?
mother has type O blood and the father has type B blood?
Key Concepts TO EMPHASIZE:
because the blood either clots very slowly or does not clot
at all. Another example of an X-linked trait is color
blindness.
DAY 8
Topic: Applied Genetics

inheritance

and Interpersonal
Book 3rd Ed
Bible Verse: Psalm 139:13-16
13
For you formed my inward parts; you knitted me together
in my mother's womb.14 I praise you, for I am fearfully and
wonderfully made Wonderful are your works; my soul knows
it very well.15 My frame was not hidden from you, when I
was being made in secret, intricately woven in the depths
of the earth.
16
Your eyes saw my unformed substance; in your book were
written, every one of them, the days that were formed for
In humans, there are four blood types (phenotypes):

A, B, AB, O.
Blood type is controlled by three alleles: A, B, O.
O is recessive; two O alleles must be present for a
person to have type O blood.
A and B are codominant. If a person receives an A
allele and a B allele, their blood type is type AB.
Reflection: Genesis 1:27

So god created man in his own image, in the image of God he
created him; male and female he created them.
1. How is heredity and inheritance described by the

bible verse?
2. As children of God, how can we make ourselves
deserving to enter his kingdom?
Synthesis:
Think at right angle

List the facts that you have learned in the lesson in column
A and write what you learned about them in column B.
FACTS:
WHAT YOU
LEARNED ABOUT
THE GIVEN FACTS?
me, when as yet there was none of them.

Class Activity: Film Showing: The Island
Evaluation: Reaction Paper: Human Cloning Issues
DAY 9
Topic: Chapter 2 Test
Graduate Attributes: Steward of Gods creation, Lay

Partner, Competent Achiever
21 Century Literacy: Information and Communication

st
Skills, Interpersonal and Self-Direction Skills,
Subject Integration: CLE, Physical Education

Evaluation: ACTIVITY SHEET (ZORK GENETICS)
BACKGROUND: A long time ago, in a galaxy far, far away, a great race of beings
lived on a planet called ZORK. The inhabitants were known as Zorkonians. They
are made up of 10 basic genes (unit) that code for their appearance. Each one of
these genes is made up 2 alleles (traits). With this in mind, there are 1,024
different possible combinations for their appearance! This is called their
phenotype or their physical appearance. If we look at their genes, there are
59,049 different combinations of the alleles! This is called the genotype or genetic
makeup. Remember that we use letters for the alleles that control the genes and
one letter or allele is inherited from each parent. You will be using Zorks, who use
the same genetic principles as a pea plant, to see how genes are passed on and
inherited. You will be using Punnett Squares to do this.
Here are some things to help you. You must understand these concepts and
terms! I will use traits from the table on the next page as examples.
Phenotype: The physical appearance or what the gene makes an organism look
like. Examples would be two eyes, yellow hair, and green lips from a zork.
1. Dominant: The trait that is shown the most. Example: Green hair is dominant
over yellow hair.
2. Recessive: The trait that is hidden. In this example: yellow hair.
Genotype: The genetic makeup of an organism. We use letters for the genotype.
Interpersonal
EU/EQ: Understand the respiratory and circulatory
systems of animals and humans. / Animals depend on the
environment for survival. / Basic principles of heredity. /
The importance of advances in the field of genetics, and
various issues confronting them. How does the respiratory
and circulatory systems work together and transport
nutrients to different parts of our body? / Why is
swimming after meals dangerous to ones health? / What
should we do if in case someone suffers from a heart
attack? / What is the difference between a chromosome
and a gene? / Explain how the four bases of DNA can
control so many traits.
Values Integration: Service, Simplicity
Reference (Technology): Phoenix Chemistry Book 3rd Ed

Preliminary Activities: -----Presentation of Standards
Minute Review
Activity Proper: Long Test: Chapter 2
Evaluation: Checking of Results
Performance Task
Remember that you need to look at the genotype to see what the phenotype will
be.
Example: There is a Gene or unit for hair color in a zork. The alleles or traits
(individual genes) for hair color would be yellow and green. There are 2 alleles for
each gene and we use letters for each allele. The capital letters are the dominant
alleles and the lower case letters are the recessive alleles.
Gene
Hair color
Allele
1. Green color = G
2. Yellow color = g
1. Heterozygous: The term used for different alleles. There is always one
dominant and one recessive allele. Example: Gg. There is only one possibility for
this!
2. Homozygous: The term used for having the same alleles. This will be either 2
dominant alleles or 2 recessive alleles. Example: GG or gg. There are 2
possibilities for this!
Please refer back to this to help you as you work through this assignment. You will
use the table on the next page to complete the problems that follow. Everything
you need is in the table! The following are the traits of a Zork, which we will use to
study genetics. You will be studying one family. Be sure to read each problem
carefully, because in each case the information is built upon the previous problem.
Goal- You know that genetically-modified food

products are very common in the market. Some groups
of environmentalists are opposing the idea about these
genetically modified organisms. You like to understand
how these organisms are being genetically manipulated
and you would like to share to the public the pros and
cons of this technique.
Role- You can be a newscaster, a songwriter/composer,
a visual artist
Situation- A big percentage of underdeveloped
countries are suffering from hunger. Geneticists all
SINGLE CROSS PROBLEMS
over the world are experimenting on organisms (plant

and animals) that can be genetically manipulated so as
to increase food production. However, a group of
environmentalists is opposing this technique since
researches on the effects of this technique had not
been fully explained and understood. You were tasked
by DOST to gather data on how this genetic
techniques are being done by geneticists and interview
a group of environmentalist to hear and take their
side. With all the data on hand you are going to
1. Cross a heterozygous green skinned zork with a yellow

skinned zork.
A. What do the possible offspring look
Like?
2. Cross a homozygous two horned zork with a heterozygous
two horned zork.
A. What are the genotypes of the possible offspring?
3. Cross a heterozygous green haired zork with a
heterozygous green haired zork.
A. What are the genotypes and phenotypes of the possible
communicate your findings to the public.
offspring?
4. Cross a green lipped zork with a heterozygous purple lipped
1. Produce a newscast about these geneticallymodified organisms and the pros and cons of
this technique
2. Compose a song whose lyrics are focused on the
zork.
A. What are the number of phenotypes and genotypes of the
offspring? Hint: Count what is in the boxes!
5. Tork, who is homozygous for tall meets Vorkina, who is short.
pros and cons about genetically modified

organisms
3. Make a poster-slogan on the pros and cons about
genetically modified organisms.
Standards- your product will be assessed based on the
A. What are the phenotypes and genotypes if they were to
following criteria: accuracy of the information
A. What are the possibilities for the height of their offspring?
gathered, organization of idea, skill to speak before
Hint: Look at 5A for information on Torky.
and after the audience and clarity of the message
7. Vorki the daughter meets a zork named Spork, who is
have offspring?
6. Tork and Vorkina have two children. One is a boy named
Torky and the other is a girl named Vorki. Many years later,
Torky meets and marries a girl named Morkalina who is short.
heterozygous for tall.

A. How many will be tall? How many will be short?
How many
will be TT? How many will be Tt? How many will be tt?
8. Torky has green hair and Morkalina has yellow hair. They
have four children and all of them have green hair. What
phenotype and genotype must Torky be?
9. Spork and Vorki both have three eyes.
A. What would their offspring look like?
10. Using problems 5-9, give the phenotypes and genotypes of
Tork, Vorkina, Torky, Morkalina, Spork and Vorki based ONLY
on the traits given in the problems.
Day 6-7
Topic: Non-Mendelian Patterns of Inheritance
or Patriotic being

Interpersonal
EUs:

EQs


1. explaining the different patterns of non-Mendelian
inheritance
Daily Routine:
Opening prayer
Objectives:
1. Discuss the different patterns of non-Mendelian
inheritance
2. Illustrate by means of Punnett square a cross
involving various patterns of non-Mendelian
inheritance.
3. Infer the unknown phenotypes of individuals on the
basis of the known phenotypes of their family
members
Motivation:
Watch a video about hemophilia/color blindness.

Discussion:
1. Illustrate the inheritance of x-linked traits by using

color blindness in the discussion
Activity No. 1: When Gender Matters!

1. Color-blindness is a recessive, sex-linked disorder in humans.
A color-blind man has a child with a woman who is a carrier of
the disorder.
KEY: X = normal vision Xc = color-blindness
2. Illustrate using a Punnett square the probability of having
children who will have normal vision and children who will be
color-blind.
Guide Questions:
Q1. What is the genotype of the male?
Q2. What is the genotype of the female?
Q3. What is the chance that a daughter will be color-blind?
Q4. What is the chance that a son will be color-blind?

Q5. What is the ratio of children with normal vision to those
who will be color blind?
A normal daughter of a man with hemophilia, a recessive sexlinked trait, marries a man who is normal for the trait.
Key: X=normal
Xh=hemophiliac
Guide Questions:
Q1. What is the genotype of the male?
Q2. What is the genotype of the female?
Q3. What percent of the couples daughter will become
hemophiliac?
Q4. What is the chance that a son will be color-blind?
Q5. What is the ratio of children with normal vision to those
who will be color blind?
Key Concepts
Sex-linked traits are inherited through the X

chromosomes.
Males have only one X chromosome. Thus, if they
inherit the affected X, they will have the disorder.
Females have two X chromosomes. Therefore, they
can inherit/carry the trait without being affected
if it acts in a recessive manner
Ask students the following questions to introduce the next

topic: Have you seen a bald man? What about a bald woman? It
appears that gender matters for the other kinds of traits as
well.
Sex-Influenced Traits
Show genotypes and phenotypes of the gene for baldness

Emphasize that chemical (testosterone) in the male body
influence the action of this gene.
Genes are highly influenced by the hormones in the individual,
particularly by the hormone testosterone. All humans have
testosterone, but males have much higher levels of this hormone
than females do. The result is that, in males, the baldness allele
behaves like a dominant allele, while in females it behaves like a
recessive allele.
GENOTYPE IN
MALES
FEMALES
SYMBOLS
BB
Bb
bb
BALD
BALD
NOT BALD
BALD
NOT BALD
NOT BALD
Predict the genotypic and phenotypic ratios in the offspring

if the mother is bald and the father is not bald. Perform a
cross using a Punnett square.
Sex-limited Traits
Show the genotypes and phenotypes of the gene for
lactation in cattle
Emphasize to the students that these genes are carried by both
males and females, but it is only expressed in females. This
manifested only in one sex for physiological or anatomical
reasons.
GENOTYPE IN
MALES
FEMALES
SYMBOLS
LL
Not Lactating
Lactating
Ll
ll
Not Lactating
Not Lactating
Lactating
Not Lactating
Other examples of sex-limited traits in animals:

Roosters develop large comb, while hens of the same breed do
not.
Horns that are exclusively found in males of certain sheep
species.
Key Concepts
Sex-limited traits are those that are expressed

exclusively in one sex.
Sex-influenced traits are expressed in both
sexes but more frequently in one than in the
other sex.
Reflection: Exodus 32:13

Remember your servants Abraham, Isaac and Israel, to
whom you swore your own self: I will make your
descendants as numerous as the stars in the sky and I will
give your descendants all this land I promised them, and it
will be their inheritance forever
1. What comes to your mind when you hear the word

inheritance?
2. What is the most precious inheritance/gift that you
had received?
3. What do you think did God ask in return for giving
Abraham what he promised?
Evaluation: Construct a pedigree chart: It runs in the Family
Activity Manual page 9.
Day 8
Topic: Breeding Strategies
or Patriotic being

Interpersonal
EUs:

EQs

Learning Competencies: At the end of the lesson, the

1. illustrating how traits of economically important
plants and animals are improved through breeding
2. discussing how genetic developments help improve
human lives
Daily Routine:
Opening prayer
Objectives:
1. Explain the benefits people get from advancements
in genetics
2. Realize the impact of breeding and genetic
developments in human lives.
3. Promote respect for people with genetic
abnormalities
Motivation: Say something cards
Ask the students to pick a card and talk about the word or
phrase written on the card. Below are suggested topics for
discussion:
1. Heredity
2. DNA
3. Chromosomes
4. Non-Mendelian Patterns of Inheritance
5. Cloning
6. Genetic engineering
Group task: WEBPAGE
Design a webpage that will show the impact of breeding

and genetic developments in human lives.
Gallery walk
Each group will be given a chance to ask questions and to rate

each group according to the learning competencies and rubrics
below.
SCALE
1=Little or no competence, 3=Above average competence,
2=Average competence, 4=Very competent
Learning Competencies
illustrating how traits of
Rate from 1 to 4
economically important
plants and animals are
improved through breeding
discussing how genetic
developments help improve
human lives
Rubrics
Accuracy of the content and
explanation
Clarity of the message
Creativity
Rate from 1 to 4
Reflection: Genesis 1:21

So God created the great creatures of the sea and every
living and moving thing with which the water teems,
according to their kinds, and every winged bird according
to its kind. And God saw that it was good.
1. Are you satisfied with what God has given us?
2. With this bible verse in mind, what issues on genetic
development arises?
Synthesis: Exit card
Write 3 things that you learned, 2 things that you ought
to know and one thing that you will never forget about the
topic
Day 9-10
Performance Task
Goal- You know that genetically-modified food products
are very common in the market. Some groups of
environmentalists are opposing the idea about these
genetically modified organisms. You like to understand how
these organisms are being genetically manipulated and you
would like to share to the public the pros and cons of this
technique.
Role- You can be a newscaster, a songwriter/composer, a
visual artist
Situation- A big percentage of underdeveloped countries
are suffering from hunger. Geneticists all over the world
are experimenting on organisms (plant and animals) that

can be genetically manipulated so as to increase food
production. However, a group of environmentalists is
opposing this technique since researches on the effects of
this technique had not been fully explained and
understood. You were tasked by DOST to gather data on
how this genetic techniques are being done by geneticists
and interview a group of environmentalist to hear and take
their side. With all the data on hand you are going to
communicate your findings to the public.
4. Produce a newscast about these geneticallymodified organisms and the pros and cons of this
technique
5. Compose a song whose lyrics are focused on the pros
and cons about genetically modified organisms
6. Make a poster-slogan on the pros and cons about
genetically modified organisms.
Standards- your product will be assessed based on the
following criteria: accuracy of the information gathered,
organization of idea, skill to speak before and after the
audience and clarity of the message

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UNDERSTANDING BY DESIGN

Unit I LIVING THINGS AND THEIR ENVIRONMENT

Heredity: Inheritance and Variation

STAGE I DESIRED RESULTS

Students will be able to independently use their learning to.

Students will understand that

Students will keep considering

1. All life on Earth is connected through shared

Students will know

1. Without variation, what would the earth be

1. Location of genes in chromosomes

Students will be skilled at

1. describing the location of genes in

STAGE 3: LEARNING PLAN

Topic: Heredity, Inheritance and Variation

Topic: Heredity: Inheritance and Variation

Graduate Attributes: Competent Achiever, Critical Thinker

Skills: Describe the location of genes in chromosomes and

Graduate Attributes: Steward of Gods creation, Naturalist

explain its role for specific traits.. Explain the different

21st Century Literacy: Communication, Collaboration

21st Century: Global Awareness, Health Literacy and

Activity: List down some physical traits from your parents

Subject Integration: CLE, TLE

1. All life on Earth is connected through shared genetic history

1. Without variation, what would the earth be like?

Reference (Technology): Phoenix, You and the Natural World

Hook: Observing Yourself and Friends

Examine the table below. Identify the features that you

1. Pink four oclock flowers are obtained from a cross

that are diagrammed.

1. Do you find these traits among you and your friends?

What is the genotype of the pink flowers?

2. Who among your friends look similar to you?

2. The structure of the DNA is actually in a double helix

3. Who has the most number of differences with you?

arrangement. The nitrogen bases in each of the chain can

Bible Verse: 1 Corinthians 15:38-39

But God gives it a body as he has chosen, and to each kind

Assignment: Identify the 7 traits of the pea plants in

Introduction of Performance Task, EUs and EQs

chain of a DNA molecule has the nucleotide sequence

Topic: Genetics studies similarities and differences

the DNA molecule?

Graduate Attributes: Competent Achiever, Critical Thinker

3. Read the given problem.

explain its role for specific traits.. Explain the different

horns (B). If an alien inherits both alleles (AB), then the

CCGTAGGCC, what is the sequence of the right chain of

21 Century: Global Awareness, Health Literacy and

In some aliens, one center horn (A) is codominant with two

Subject Integration: TLE,CLED

each of the pictures below? Write the genotype and

21st Century Literacy: Communication, Collaboration

1. All life on Earth is connected through shared genetic history

1. Without variation, what would the earth be like?

Learning Competency: At the end of the lesson, the

learner will be skilled at

Values Integration: Service, Excellence, Loyalty