This detailed lesson plan explains incomplete dominance inheritance patterns through a lesson on non-Mendelian genetics. The plan aims to teach students to explain incomplete dominance, illustrate crosses using Punnett squares, and solve genetics problems involving pink four o'clock flowers and gray cats. The lesson uses activities, discussions, practice problems, and assessments involving Punnett squares to help students understand that with incomplete dominance, heterozygous individuals express a blended phenotype between the two homozygous phenotypes.
This detailed lesson plan explains incomplete dominance inheritance patterns through a lesson on non-Mendelian genetics. The plan aims to teach students to explain incomplete dominance, illustrate crosses using Punnett squares, and solve genetics problems involving pink four o'clock flowers and gray cats. The lesson uses activities, discussions, practice problems, and assessments involving Punnett squares to help students understand that with incomplete dominance, heterozygous individuals express a blended phenotype between the two homozygous phenotypes.
This detailed lesson plan explains incomplete dominance inheritance patterns through a lesson on non-Mendelian genetics. The plan aims to teach students to explain incomplete dominance, illustrate crosses using Punnett squares, and solve genetics problems involving pink four o'clock flowers and gray cats. The lesson uses activities, discussions, practice problems, and assessments involving Punnett squares to help students understand that with incomplete dominance, heterozygous individuals express a blended phenotype between the two homozygous phenotypes.
This detailed lesson plan explains incomplete dominance inheritance patterns through a lesson on non-Mendelian genetics. The plan aims to teach students to explain incomplete dominance, illustrate crosses using Punnett squares, and solve genetics problems involving pink four o'clock flowers and gray cats. The lesson uses activities, discussions, practice problems, and assessments involving Punnett squares to help students understand that with incomplete dominance, heterozygous individuals express a blended phenotype between the two homozygous phenotypes.
1 Science 9 1 60 minutes Code: 1. LEARNING explain the different patterns of non-Mendelian inheritance. COMPETENCY S9LT-Id-29
Key Concepts/ Incomplete dominance is a form of intermediate inheritance in which one
Understanding to allele for a specific trait is not completely dominant over the other allele. be Developed This results in a third phenotype in which the expressed physical trait is a combination of the dominant and recessive phenotypes. Knowledge Explain incomplete dominance pattern of inheritance. Illustrate by means of Punnett square a cross involving incomplete Specific Learning Skills dominance pattern of inheritance. Objectives Attitudes Values 2. CONTENT HEREDITY: INHERITANCE AND VARIATION References TEACHER GUIDE, pp 3. LEARNING LEARNER MATERIAL, pp 28-32 RESOURCES Materials Pictures, laptop, TV, LM, AND TG 4. PROCEDURES Introduce the lesson by letting the students the new topic to be discuss and asking a 4.1 Introductory question what is heredity in your own understanding. (The students will answer the Activity question I ask.
Ask the learner to do the activity:
4.2 Activity By reading the given problem and showing the possible outcome of the cross between two colors by using Punnett square.
Guide Questions: 1. How many types of gametes will each parent produce in problem no. 1? in problem no. 2? 2. What is the phenotype of a heterozygous four o’clock flower? 4.3 Analysis 3. What are the possible phenotypes of the offspring from the cross of the parental plants in problem no. 1? 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? Discussion of the topic by Explain incomplete dominance pattern of inheritance 4.4 Abstraction Let the students write their reflection: 4.5 Application Do you think the alleles blended to make pink?
Read and answer the following problem.
1. Pink four o’clock 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. A black cat is crossed with a white cat and the resulting offspring are all gray (indicating incomplete dominance). What would be the result of a cross between a gray and a white cat? Gray cat genotype: GW White cat genotype: WW
Fill In the Punnets Square and Give The Phenotype Percentage of this Cross: 4.6 Assessment
______ % are _________________ color
G W ______ % are _________________ color
W 4.7 Assignment 4.8 Concluding Activity Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of lesson to the following day, in cases of classes suspension, etc. 5. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your 6. REFLECTIONS instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. Indicate below whichever is/are appropriate. A. No. of learners who earned 80% in the evaluation. 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. learners who continue to require remediation. E. Which of my learning 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?
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