8

Quarter 1
Lesson Exemplar Lesson

in Science 3
for

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science Grade 8
Quarter 1: Lesson 3 (for Week 3)
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team
Writer/s:
• Darryl Roy T. Montebon, Ph.D. (PNU Manila)

Validator/s:
• Genelita S. Garcia, Ph.D. (PNU Manila)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].

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 LESSON EXEMPLAR

SCIENCE /QUARTER 1 / GRADE 8

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners learn that:

Standards 1. Inherited traits passed from parents to offspring are governed by the rules on the patterns of inheritance.

B. Performance By the end of the Quarter, learners learn to represent patterns of inheritance and predict simple ratios of offspring.
Standards

C. Learning Learning Competency

Competencies 1. Describe simple patterns of inheritance in organisms
and Objectives 2. Represent patterns of inheritance of a simple dominant/ recessive characteristic through generations of a family;

Learning Objectives:
Students should be able to:
1. Describe their family and analyze the common traits present
2. Describe patterns of inheritance through pedigree analysis

D. Content Topic: Patterns of Inheritance

Sub-topic: Dominant and Recessive Traits

E. Integration

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II. LEARNING RESOURCES

● Pedigree ppt. (n.d.). [PowerPoint slides]. Retrieved from

https://www.duplinschools.net/cms/lib/NC01001360/Centricity/Domain/758/PEDIGREE%20ppt..ppt

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior (Day 1) Some sample questions:

Knowledge 1. Short Review ● What tissue in the roots
Facilitate a simple review game about the plant transport system. Let students absorbs water and
write their own questions and answers on a small piece of paper. Prepare a minerals? (Root hairs)
box or a container where students can place their questions. Pick questions
● What process pulls water
and call students to answer them.
up the xylem?
2. Feedback (Optional) (Transpiration)
● What sugar does
photosynthesis produce?
(Glucose)
● What carries food (sugar)
throughout the plant?
(Phloem)
● What are the tiny tubes in
xylem called? (Tracheids)
● Why is xylem like a straw?
(It's hollow and allows for
efficient transport)

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B. Establishing 1. Lesson Purpose
Lesson Purpose Post the question “Who do you look like?” on the board. Let students give their
answers and reasons for their responses.

2. Unlocking Content Area Vocabulary

• Facilitate a Scavenger Hunt activity to define words that are associated
with heredity.

• Hide cards or papers with terms and their definitions around the classroom
or school.

• Divide students into teams and provide them with a list of terms to find.

• The teams must search for the cards, match the terms with their
definitions, and return to the starting point within a time limit.

Here are some words to identify and unlock:

a. Alleles: different versions of a gene found at the same location
(locus) on homologous chromosomes.
b. Chromosomes: thread-like structures made of DNA.
c. Genes: the fundamental units of heredity.
d. Dominant: A genetic trait that is expressed when present, overriding
the expression of its recessive allele.
e. Recessive: A genetic trait that is expressed only in the absence of
the dominant allele.
f. Genotype: The genetic makeup of an organism, consisting of the
alleles it inherits from its parents.
g. Phenotype: The observable traits or characteristics of an organism,
resulting from its genotype and influenced by environmental factors.
h. Pedigree: A diagrammatic representation of a family's genetic
history, showing the transmission of traits across generations.
i. Homozygous: Having two identical alleles for a particular gene (e.g.,
homozygous dominant or homozygous recessive).
j. Heterozygous: Having two different alleles for a particular gene
(e.g., one dominant and one recessive allele).

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 k. Mendelian Inheritance: The principles of inheritance discovered by
Gregor Mendel, including the law of dominance, law of segregation
and the law of independent assortment.
l. Punnett Square: A diagram used to predict the possible genotype
combinations of offspring from a genetic cross between two parents.
m. Genotypic Ratio: The ratio of different genotypes produced by a
genetic cross, representing the probability of each genotype
occurring among the offspring.
n. Phenotypic Ratio: The ratio of different phenotypes produced by a
genetic cross, representing the probability of each phenotype
occurring among the offspring.
o. Monohybrid Cross: A genetic cross involving only one trait.
p. Dihybrid Cross: A genetic cross involving two different traits.
q. Probability: The likelihood or chance of a particular outcome
occurring, often expressed as a fraction or percentage.

• Ask the following guide questions:

a. Which word is familiar to you?
b. Which word do you think is hard to understand?
c. How are the words related to the lesson on heredity?

C. Developing and Day 2 Teachers are encouraged to be

Deepening 1. Explicitation sensitive to the nature of the
Understanding • Let students accomplish Activity 3.1: My Family and facilitate classroom student’s family (e.g. adopted
discussion children, separate parents, and
orphans). In such cases,
• Facilitate a classroom discussion about the story. teachers may prepare a picture
Guide questions: of a family and anchor the
1. How will you describe your family? discussion on them.
2. Which trait do you think you have inherited from your father? From
your mother?
3. Why do you think there is a difference in your inheritance?

Day 3
2. Worked Example

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 • Divide students into small groups and provide each group with a pedigree
chart representing a family's history of a specific trait (e.g., attached
earlobes). See Activity Sheet 3.2: Pedigree Analysis
Some concepts for discussion
• Instruct students to analyze the pedigree charts, identify patterns of are:
inheritance, and determine whether the trait is dominant or recessive. a. Genetics: Genes are
segments of DNA that
• Encourage students to discuss within their groups and come up with serve as the fundamental
hypotheses about how the trait is inherited. units of heredity,
containing instructions
• Circulate among groups to provide guidance and clarification as needed. for the development,
functioning, and
• Let students present their work in class inheritance of traits in
organisms.
Day 4 b. Genes: Genes are like the
3. Lesson Activity tiny instructions passed
● Facilitate a discussion on the patterns observed in the pedigree charts. from parents to children
that shape certain traits
● Conduct a class discussion to reiterate the concepts related to heredity. or features in the
Guide questions: children.
1. What are genes? What branch of science studies them? c. Gregor Mendel:
2. How do you think that a trait is dominant? Recessive? Considered as the Father
3. How will you compare genotype vs phenotype? of Genetics for his work
on heredity
● Let students create a concept map on the ideas they have learned from d. Dominant: A genetic trait
genetics and heredity that is expressed when
present, overriding the
expression of its recessive
allele.
e. Recessive: A genetic trait
that is expressed only in
the absence of the
dominant allele.
f. Genotype: The genetic
makeup of an organism,

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 consisting of the alleles it
inherits from its parents.
g. Phenotype: The
observable traits or
characteristics of an
organism, resulting from
its genotype and
influenced by
environmental factors.
h. Pedigree: A
diagrammatic
representation of a
family's genetic history,
showing the
transmission of traits
across generations.

D. Making 1. Learners’ Takeaways The teacher may propose other

Generalizations activities for the learners to
Let students create a concept map on how they understand the different describe their understanding of
concepts and ideas that were discussed on heredity. Let the class present a concept, idea, and skill
their work in class and check for misconceptions and clarify challenging covered in the previous topic.
ideas.
When pressed for time,
A sample concept map is shown below: teachers may choose to provide
students with a concept map
chart that is blank, leaving only
the words to be filled in by the
students themselves.

Image source:
https://bit.ly/48YeWFn

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2. Reflection on Learning The teacher should allow the
• Conclude the lesson with a reflection period where students can share their learners to document their
thoughts and insights on genetic diversity. ways on how they think about
their learning (metacognition).
• Encourage students to consider how they can apply their understanding of
diversity to future studies and careers in genetics and healthcare.

• Reiterate the importance of embracing diversity as a fundamental aspect of

human genetics and promoting equity and inclusion in genetic research
and practice.

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IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment Answer Key:

Learning Let students answer the following multiple choice test questions: 1. B) A diagram showing
1. What is a pedigree? genetic relationships
A) A type of dog breed within a family
B) A diagram showing genetic relationships within a family 2. B) Gregor Mendel
C) A scientific instrument used in genetic research 3. B) The genetic makeup of
D) A type of genetic mutation an organism
4. A) The observable traits of
2. Who is considered the Father of Genetics? an organism
A) Charles Darwin
5. B) A trait that is always
B) Gregor Mendel
expressed, overriding the
C) Thomas Hunt Morgan
expression of its recessive
D) James Watson
allele
3. What is a genotype? 6. D) A trait that is expressed
A) The observable traits of an organism only in the absence of the
B) The genetic makeup of an organism dominant allele
C) The environment in which an organism lives 7. B) Segments of DNA that
D) The combination of dominant and recessive alleles code for proteins
8. B) They influence the
4. What is a phenotype? observable traits of an
A) The genetic makeup of an organism organism
B) The observable traits of an organism 9. C) The transmission of
C) The dominant alleles of an organism traits within a family
D) The recessive alleles of an organism 10. D) Through the
independent assortment and
5. What is a dominant trait? segregation of alleles
A) A trait that is only expressed in the presence of a recessive allele
B) A trait that is always expressed, overriding the expression of its recessive allele
C) A trait that is expressed when both alleles are recessive
D) A trait that is rarely expressed in offspring

6. What is a recessive trait?

A) A trait that is always expressed, overriding the expression of its dominant allele
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 B) A trait that is expressed only in the presence of a dominant allele
C) A trait that is expressed when both alleles are dominant
D) A trait that is expressed only in the absence of the dominant allele

7. How are genes defined?

A) Segments of RNA that code for proteins
B) Segments of DNA that code for proteins
C) Regions of the cell membrane that transport molecules
D) Units of heredity found only in bacteria

8. What is the role of genes in heredity?

A) They determine the environment in which an organism lives
B) They influence the observable traits of an organism
C) They control the growth and development of an organism
D) They have no role in heredity

9. What does a pedigree analysis show?

A) The genetic makeup of an individual
B) The observable traits of an individual
C) The transmission of traits within a family
D) The environmental factors affecting an individual

10. How are genes inherited according to Mendelian genetics?

A) Through blending of parental traits
B) Through the passing of genes from parent to offspring unchanged
C) Through the mixing of genes from both parents to form a new genetic code
D) Through the independent assortment and segregation of alleles

2. Homework (Optional)
Let students create a Pedigree chart of their family. Students may choose one trait
to be illustrated in their pedigrees.

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 The teacher may give
homework for extended
deliberate practice.

A. Teacher’s Note observations on This lesson design

Remarks any of the following Effective Practices Problems Encountered component prompts the teacher
areas: to record
relevant observations
strategies explored and/or critical teaching events
that he/she can reflect on to
assess the achievement of
objectives. The
documenting of
materials used experiences is guided by
possible areas for
observation including
teaching strategies
employed, instructional
learner engagement/
materials used, learners’
interaction
engagement in the
tasks, and other notable
instructional areas.
Notes here can also be on tasks
others that will be
continued the next day or
additional activities needed.

B. Teacher’s Reflection guide or prompt can be on: This lesson design

Reflection ▪ principles behind the teaching component guides the teacher
What principles and beliefs informed my lesson? in reflecting on and for practice.
Why did I teach the lesson the way I did? Entries on this component will
serve as inputs for the LAC
▪ students sessions, which can center on
What roles did my students play in my lesson?

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 What did my students learn? How did they learn? sharing best practices
discussing
▪ ways forward problems encountered and
What could I have done differently? actions to be taken; and
What can I explore in the next lesson? identifying
anticipated challenges and
intended solutions. Guide
questions or
prompts may be
provided here.

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