A Detailed Lesson Plan in Science 9
Date: January 15, 2019
I. OBJECTIVES
At the end of the learning session, the students will be able to:
1. describe genes’ location and function;
2. use the Punnett square to predict the possible gene make- up of offsprings;
3. identify phenotypes as the expression of inherited characteristics, and
4. show appreciation on the importance of Punnett Square through active participation.
II. SUBJECT MATTER
A. Topic: Using Punnett Square to Predict Possible offsprings (Monohybrid Cross)
B. Materials: Print Materials, Laptop, Pictures
C. References: Science Module 8( pdf), pp.329-335;
Metamorphosis 9 pp. 270-276 by Matira, M. et.al
Metamorphosis 9 pp. 34-36 by Matira, M. et.al
Electronic resources: http://www.athro.com/evo/gen/punnett.html
http://www.kidshealth.org/kid/talk/qa/what_is_gene.html
D. Science Process: Comparing, Classifying, Preditcing,Communicating
E. Value: Appreciate one’s unique traits.
III. PROCEDURE
TEACHERS ACTIVITY STUDENTS ACTIVITY
A. PRELIMINARY ACTIVITY
(PRAYER, CHECKING OF
ATTENDANCE) Good morning maám!
Good morning students! (Somebody leads the prayer)
Let us pray.
Before we start, let’s us for God’s grace
and guidance through a short prayer. Almighty father ………… Amen
Is there anyone to lead the prayer, please?
Doing the instructions properly.
Before you sit down, kindly pick the
pieces of paper or any garbage under your
seats and please check the alignment of
your chairs.
You may take your seat. The attendance checker reports the attendance.
Call for the attendance checker’s attention
and ask him/her to report on the class
attendance. Good morning, maám!
Again, good morning! (Students raise their hand and some will be called
B. REVIEW to give a brief recall of the previous lesson.
Who wants to give the summary of the
last topic you had in this class?
Motivation
C. MOTIVATION
Yes, Maám.
I have here a memory game for you. Do you
know what a memory game is?
Memory Game
Good. This memory game you’ll play is like the
typical memory game you play on your phones.
Mechanics:
The player shall pick two of these circles at the
same time. You will open the circles you have
picked to see the pictures inside. The pictures
from the two circles should have be closely
related to each other. I will say the word ‘good’ if
you picked the right circles. The covering may be
removed. If you picked the wrong circles, you
have to close the lid again and switch player.
Very Good! I commend you for doing this game
fastly!
Answers:
Questions: I’ve noticed that these pictures represent different
1. While you were playing, what did you noticed characteristics/ TRAITS that an organism may
with the pictures inside each mystery circles? possess.
This one maám, for example, shows a straight
2. Will you enumerate some of these thumb, on the other hand, there is also a picture
characteristics/ traits? You may come in front to of a curve (hitch-hiker) thumb here.
see it closer. (Answers may vary according to students’view.)
(That’s a very good observation! Another
please?) .
3. Which among these traits do you have?
Are your thumb hitch-hiker? Or normal?
Do you have a widow’s peak? Or a normal
hairline? Is the iris of your eyes black or brown in
color?
To answer this question, you will do another
activity.
D. 4A’s
1. ACTIVITY
(Group yourselves into…)
This is a very simple game that is being played The students group themselves according to:
during parties or events. All you have to do is
Mechanics: *The ability or inability to role the tongue.
Group yourselves according to the traits that will *The color of your eyes
be mentioned by the teacher. You should be able *Normal thumb/ hitch-hiker
to find the persons with the same traits as yours *With widow’s peak/ normal hairline
or else you will be eliminated. *With/ without dimple
Immediately count the number of the members in *attached/ free earlobes
the group you created. The students report the number of their group
members.
Thank you so much for the active participation.
Give yourselves a big hand. Another round of
applause because finally, you have known some
traits you have but were not known by you.
What is a trait?
Precisely! I want you to again take a look at your A trait is a specific characteristic that affects the
classmate, look at her/his eyes. way a person looks and affects the body function.
Students follow the instruction.
Are her/ his eyes the same with the eyes of your
seatmate on your left side?
Now, look at his/her lips.
Is it the same with the others’? No maám.
Students follow the instruction.
Therefore, we can really say that each of us is a
unique individual for we differ in various traits. No mam
Where do you think these traits of ours come
from?
Very good. (Gives chips such as likes, hearts or From our parents maám. These traits are handed
wows emoticons in facebook.). These are indeed on from one generations to another.
passed on from one generations to another. That’s
why we should be thankful to our parents for
giving us our lovely eyes, our nose, and any
traits/ characteristics we have no matter how it
makes us look like.
But do you have any idea where do these traits
come from inside our body? These traits are being passed on from one
UNLOCKING OF DIFFICULTIES generation to other generation in the form of
genes.
The teacher will introduce terms that will be GENES- is a specific location on the
encountered in the lesson. chromosome that controls a certain trait. Since
chromosomes come in pair, genes also come in
What are genes? pair.
Very good! This is a picture of a chromosome
where genes are located at. It comes in pair. Since
chromosomes come in pair, so as genes. We use
two letters to represent this.
These can either be:
DD (homozygous without dimple)
Dd (heterozygous)
Dd (homozygous with dimple)
This combination of genes results to the
organism’s genotype resulting to the organism’s
phenotype. Any guess, what do we mean by PHENOTYPES REFER TO THE
phenotypes? ORGANISM’S PHYSICAL APPEARANCE
The different traits each of us possesses, are the
different versions of the same gene or alleles. Genes comes in many variations, we call as
ALLELES or discrete version of the same gene.
Will you please give me examples of alleles for a Gene for Allele 1 Allele 2
gene? eye color
Very good!
You also have to understand that some alleles are
dominant over the others. Earlobes Attached Free-earlobes
(The teacher posts the definition of dominant Hairline Widow’s peak normal
alleles and recessive alleles and let students
explain what they have understood from the
definitions.) DOMINANT ALLELE- an allele which is
always expressed when present. It prevents other
alleles to be shown.
2. ANALYSIS RECESSIVE ALLELE-an allele that is masked
Are you familiar with the “wittybunny” website? when dominant allele is present. It is only
The wittybunny website is a website generally expressed when there are two copies in the
designed for entertainment, it answers questions genotype.
like “How will you look 20 years from now?” or
“Who is your destiny”? or can even predict what
your babies would look like. Today, we’ll not use
wittybunny, but we’ll use our wittyscience.com to
predict the probabilities of traits of offsprings Yes ma’am./ No ma’am.
through the use of Punnet Square.
The Punnett square is the standard way of
working out what the possible offspring of
two parents will be.
– It is a helpful tool to show allelic
combinations and predict offspring
ratios.
Have you seen a Punnet Square?
So this is a Punnett Square.
(The teacher guides the students in using the
Punnett Square through examples.)
Let’s have this example. Yes/No mam.
Enrique Gil’s genotype is written us BB.
(homozygous dominant)
Liza’s genotype is Bb (heterozygous)
So based on the problem, how will you write
Enrique Gil’s genotype?
How about Liza’s ?
Do the cross using the Punnett Square.
Ma’am, there is a 100% chance / probability that
Female the child will have brown eyes.
Male
You have done it. Can you now answer the
question, what is the probability that their child
will have brown eyes?
Very good! So again, if Liza and Enrique marries
each other and will have a child, there is a 100 %
chance of having a baby with brown eyes. Let’s
have wittyscience result.
2 homozygous dominant
2 heterozygous
What are the possible genotypes of the cross?
3. ABSTRACTION:
Consider the situation below and answer the
question that follows by using a Punnett Square.
There is a 50 % chance that the child has free
earlobes and 50 % chance that he/she will have
attached earlobes.
The possible genotypes are:
½ heterozygous and ½ homozygous recessive.
www.wittyscience.com
Only one mam.
In Liza’s and Enrique’s, we focused on the trait
for eye color while on the latter, we focused on
What are the possible genotypes? the trait for earlobes.
A monohybrid cross.
Excellent! Each partner will receive WOWS from
me.
From the cross that we had, how many trait/s is/
are involved?
What is that?
Very good, since we focused on only one trait
alone, we call this cross as monohybrid cross.
Again, what do we call this?
Get your chip.
That’s it. None ma’am.
IV. EVALUATION
A. Identify the following statements:
_______________1. What do you call to the specific location in the chromosome that
controls a certain trait?
_______________2. What do you call the different versions of the same gene?
_______________3. It refers to the genetic make-up/allelic combination that results to an
organism’s physical appearance.
_______________4. This is always masked when the other allele is present and will only
be expressed when there are two copies of this allele.
_______________5. If an individual carries two different alleles for a trait, he is said to
be a
B. Use the Punnett Square to predict the possible gene make- up of offsprings and answer
the following questions:
1. Red hair (R) is dominant over blonde hair (r). Make a cross between a heterozygous
red hair and a blonde. What percentage of the offspring will have red hair?
2. Black eyes (B) is dominant over red eyes (b) in rats. Make a cross between a
homozygous dominant and a rat with red eyes. What is the possibility of a red eye offsprings?
V. ASSIGNMENT:
1. What is a dihybrid cross?
2. Describe Mendel’s work on crossing two factors.
Prepared by: Noted:
JULIE ANN Q. PEREZ ANNIE M. DADO, EdDELM
Teacher School Head
