School: Grade Level: Grade 9

Teacher: Learning Area: Science 9

Date and Time: Quarter: First

DETAILED LESSON PLAN

Grade Level At the end of Grade 9, learners have gained a deeper

Standard understanding of the digestive, respiratory, and circulatory systems
to promote overall health. They have become familiar with some
technologies that introduce desired traits in economically important
plants and animals. Learners can explain how new materials are
formed when atoms are rearranged. They recognize that a wide
variety of useful compounds may arise from such rearrangements.
Learners can identify volcanoes and distinguish between active
and inactive ones. They can explain how energy from volcanoes
may be tapped for human use. They are familiar with climatic
phenomena that occur on a global scale. They can explain why
certain constellations can be seen only at certain times of the year.
Learners can predict the outcomes of interactions among objects in
real life applying the laws of conservation of energy and
momentum.
Content The learners demonstrate an understanding of: the different
Standard patterns of inheritance.
Performance
Standard
Learning The learners should be able to:
Competency explain the different patterns of non-Mendelian inheritance.
LC CODE (S9LT-Id-29)
Domain/s Oral Reading, Vocabulary Development, Fluency, Writing
Science Inferring, Defining, Describing, Communicating, Explaining,
Process Skills Predicting
I. OBJECTIVES
At the end of the lesson, learners are expected to:

a. explain incomplete dominance pattern and codominance pattern of

inheritance;
b. realize the value of the concept of incomplete dominance and
codominance pattern of inheritance in improving breeding and
livestock; and
c. solve problems demonstrating incomplete dominance and codominance
patterns of inheritance using Punnett square.

II. SUBJECT MATTER:

A. Topic: Non-Mendelian Genetics

B. References:
 Curriculum Guide with Codes (page 166)
 Self-Learning Module
 Science Learners’ Materials (pages 32-39)
 Science Teachers’ Guide (pages 27-31)
 EASE Biology Module 14 Lesson 2 pp.18-19
 C. Other Learning Resources:
1. buffonescience9.wikispaces
2. www.youtube.com/MooMooMathandScience
3. www.pngguru.com
4. www.clipart-library.com
5. www.pngitem.com
6. www.pinterest.com
D. Materials: video, marker, graphic organizer, PowerPoint presentations,
visual aids, laptop, projector, projector screen
E. Valuing: Hard work, Patience
F. Integration: TLE, ICT, Mathematics, Reading

III. PROCEDURE

TEACHER’S ACTIVITY LEARNERS’ ACTIVITY

Preliminary Activities Things to remember:
 Prayer  Make sure that you are in your proper seats so
 Greetings and preparation of the learning that you will not be marked absent.
environment  Show respect by listening to the teacher and to
the one who is talking.
 Raise your hands if you want to answer.
 Be responsible for completing the task.
a. Drill “Tongue Twister”
The learners read the tongue twister.
Whether the weather be fine,
Or whether the weather be not,
Whether the weather be cold,
Or whether the weather be hot.
We'll weather the weather,
Whatever the weather,
Whether we like it or not

b. Review/Recall (ELICIT)

Directions: Choose four words in the box that are

related to the word HEREDITY. Then, place it on
the graphic organizer below.

variation cold recessive

community inheritance dominant

 variation

recessive

inheritance

dominant

c. Motivation (ENGAGE)

What’s The Word?

• The teacher will post the scrambled words
on the board.
• Ask random students to rearrange the
words.
.
SCRAMBLED WORDS:

1. SCITNEGE GENETICS
2. HEONPYTPE PHENOTYPE
3. PETYONGE GENOTYPE
4. LTEEPINOMC MIACENNDO INCOMPLETE DOMINANCE
5. NACENMIDOCO CODOMINANCE

Very good class. Your answers are correct. We

will be dealing with these words as we go on with
our lesson today. But before that, let us first read
our objectives.

(The teacher will present the lesson objectives) The learners read the lesson objectives.
d. Presentation of the New Lesson

Unlocking of Difficulties

GENETICS- the study of how genes and traits are

The learners read the terms and its definition.
passed down from one generation to the next.
PHENOTYPE- refers to an individual’s observable
traits, such as height, eye color, and blood type.
GENOTYPE- the total sum of genes transferred
from parents to offspring.
INCOMPLETE DOMINANCE- occurs when the
phenotype of the offspring is somewhere in
between the phenotypes of both parents; a
completely dominant allele does not occur.
CODOMINANCE- two dominant alleles of a
contrasting pair fully expressed at the same time
in the heterozygous individual.
Before proceeding to the next activity, teacher will
give short overview of their lesson and will
briefly review the steps in using Punnett square.
“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.”
Before we proceed to our lesson let me introduce
to you the tool that is used to determine the
pattern of inheritance in non-mendelian genetics.

e. Development of the Lesson

1. Activity (EXPLORE)

Say: Okay let us have a group activity. I will divide

you into four groups. Select your secretary and
your group reporter. But before you begin, I want
each group to be guided by this rubric. (See
attached Rubric)
The first 2 groups will perform the following:
 Using crayons, mix the colors to the given PINK
GRAY
picture of a flower and identify the
GREEN
resulting color.

Mix and Combine

Colors to be mixed:

a. RED + WHITE =
b. BLACK + WHITE =
c. YELLOW + BLUE =

Groups 3-4 will perform the other task:

 Cut the pictures of the animals and
shapes.
 Paste the shapes to the different parts of
the animals.

It was fun and enjoyable. (answers may vary)

The resulting color is different. (answers may vary)
2. Analysis/ Discussion (EXPLAIN)
Reporting, checking of outputs, and discussion

Groups 1 and 2

Follow-up questions:
 How do you find the activity?
 What are your observations?
(Teacher will just gather all student’s responses)
The teacher will now link this activity to
incomplete dominance and show one example
to the class. She will also discuss the equivalent
percentage each box has. The learners listen attentively to the discussion of the
teacher.

It was fun and enjoyable. (answers may vary)

The resulting color is different. (answers may vary)

Figure 1. Punnett square showing a cross

between red and white four o’clock flowers

Groups 3 and 4

Follow-up questions:
 How do you find the activity?
 What are your observations?

(Teacher will just gather all student’s responses)

Teacher will link this activity to codominance and
show one example to the class.

The students will watch the video.

Fig.2. Punnett square showing a cross between

white and brown cows

ELABORATE In incomplete dominance, a heterozygote shows a

The teacher will show the class a video about phenotype that is intermediate between the two
incomplete dominance and codominance. homozygous phenotypes. Neither allele is dominant
Search in www.youtube.com “Genetics Basics: over the other. Codominance on the other hand,
Difference between Codominance and describes a situation in which both alleles are
Incomplete Dominance” by MooMooMath and expressed at the same time.
Science.
Children born with semi-curly or wavy hair are an
3. Abstraction example of individuals exhibiting incomplete
The teacher asks the following questions: dominance because of the crossing of parents' alleles
both straight and curly hairs to produce such
 What is the difference between incomplete offspring.
dominance and codominance? A cross between a black chicken and a white chicken
will result in chicken with both black and white
feathers. This exhibits codominance.

(Answers may vary. Accept all related answers)

 Give other examples of the result of (Let the students copy the main concept in their
incomplete dominance and codominance notebook.)
that you observe in the locality.

4. Application

Read the given problem.

Using a Punnett square, 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

Guide Questions
1. Will you be able to trace the father of the Yes. Cow 1 will have red calves; Cow 2 will have roan
calves? What are the possible phenotypes of the calves; Cow 3 will have red and roan calves.
calves for each cow?
 I will use this knowledge to predict the possible
2. How would you apply what you have learned to outcome of offspring in breeding.
improve the breeds of livestock in your area?

Animal breeders can cross breed animals in order for

them to get the desired traits that will improve
3. What possible suggestions can you give to livestock in terms of meat quality and milk production.
animal breeders in your area?
(Answers may vary. Accept all related answers.)

Add:
Animal breeding requires passion, hardwork, and
patience. Improving breeding efficiency requires
proper feeding, pregnancy diagnosis, rest
periods, appropriate male-to-female ratios,
treatment of breeding diseases, accurate record-
keeping, and the use of correct breeding
techniques.

IV. EVALUATION (EVALUATE)

Directions: Encircle the letter of the correct answer.

1. What do you call a method by which one can determine the possible genotypes and
phenotypes when two parents are crossed?

a. Alleles b. Genes c. Punnet square D. DNA

2. A black chicken and a white chicken mate and produce a checkered chick. Which
type of inheritance would this be an example of?
a. Incomplete C. Co-dominance
b. Multiple alleles D. Sex-linked

3. A plant with pink petals (Rr) is crossed with a plant with white petals (ww). What is
the chance that the offspring will have red (RR) petals?

a. 100% b. 25% c. 50% d. 0%

4. A white flower that is crossed with a red flower resulted in pink flowers. This type of
inheritance is ________________.

a. Incomplete dominance c. Co-dominance

 b. Complete dominance d. Multiple alleles
5. All of the following are the importance of codominance and incomplete dominance in
improving the breeds of livestock, EXCEPT
a. can be used to predict the possible outcomes of offspring in breeding
b. produce animals with traits which are similar from those of animals available
c. produce animals with traits which are different from those of animals available
d. to get the desired traits in terms of meat quality and milk production

Key to correction:
1. c 2. c 3. d 4. a 5. b

V. ASSIGNMENT (EXTEND)
 Students will ask their parents about their blood type. If blood type is unknown,
students will just select any blood type that they want.
Note: This is in preparation for the next lesson.

VI. REMARKS ______________________________________________

VII. 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?
GROUP WORK RUBRICS

CRITERIA 4 (EXCELLENT) 3 (GOOD) 2 (FAIR) 1 (POOR)

Content

(The answers
are correct and
clearly stated.)

Presentation

(The reporters
explain their
output diligently
and
spontaneously.)
Teamwork

(Every member
of the group
contributed or
participated in
the activity
given.)