8

Lesson Exemplar Quarter

Lesson
1

in Science 3
for

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science Grade 8
Quarter 1: Lesson 3 of 5 (Week 3)
SY 2025-2026

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2025-
2026. 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:
 Darryl Roy T. Montebon, Ph.D. (PNU Manila)

Reviewed and Revised:

 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 blr.od@deped.gov.ph.
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 absorbs water and
students write their own questions and answers on a small piece of paper. minerals? (Root hairs)
Prepare a box or a container where students can place their questions. Pick
questions and call students to answer them. ● What process pulls water
up the xylem?
(Transpiration)
2. Feedback (Optional)
● What sugar does
photosynthesis produce?
(Glucose)

● What carries food (sugar)

throughout the plant?
(Phloem)

● What are the tiny tubes in

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 xylem called? (Tracheid)

● Why is xylem like a straw?

(It's hollow and allows for
efficient transport)

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.

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 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).
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?

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

Day 3
2. Worked Example
Activity 2.
 Divide students into small groups and provide each group with a
Some concepts for discussion
pedigree chart representing a family's history of a specific trait (e.g.,
are:
attached earlobes). See Activity #2: Pedigree Analysis
 Instruct students to analyze the pedigree charts, identify patterns of a.Genetics: Genes are
inheritance, and determine whether the trait is dominant or recessive. segments of DNA that serve
 Encourage students to discuss within their groups and come up with as the fundamental units of
hypotheses about how the trait is inherited. heredity, containing
 Circulate among groups to provide guidance and clarification as needed. instructions for the
 Let students present their work in class development, functioning,
and inheritance of traits in
organisms.
Day 4 b. Genes: Genes are like
the tiny instructions passed

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3. Lesson Activity from parents to children
that shape certain traits or
● Facilitate a discussion on the patterns observed in the pedigree charts. features in the children.
c. Gregor Mendel: Considered
● Conduct a class discussion to reiterate the concepts related to heredity. as the Father of Genetics for
his work on heredity
Guide questions: d. Dominant: A genetic
1. What are genes? What branch of science studies them? trait that is expressed when
2. How do you think that a trait is dominant? Recessive? present, overriding the
3. How will you compare genotype vs phenotype? expression of its recessive
allele.
e. Recessive: A genetic trait
● Let students create a concept map on the ideas they have learned from that is expressed only in the
absence of the dominant
genetics and heredity
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.

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D. Making 1. Learners’ Takeaways
Generalizations
Let students create a concept-map on how they understand the different The teacher may propose other
concepts and ideas, discussed on heredity. Let the class present their work activities for the learners to
in class and check for misconceptions and clarify challenging ideas. describe their understanding of
a concept, idea, and skill
A sample concept map is shown below: covered in the previous topic.

When pressed for time,

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://shorturl.at/kJpn2

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 The teacher should allow the
learners to document their
ways on how they think about
their learning (metacognition).

2. Reflection on Learning
 Conclude the lesson with a reflection period where students can share
their thoughts and insights on genetic diversity.

 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
genetic relationships
within a family
1. What is a pedigree? 2. B) Gregor Mendel
A) A type of dog breed 3. B) The genetic makeup of
B) A diagram showing genetic relationships within a family an organism

C) A scientific instrument used in genetic research 4. A) The observable traits of

an organism
D) A type of genetic mutation
5. B) A trait that is always
expressed, overriding the
expression of its recessive
2. Who is considered the Father of Genetics? allele
A) Charles Darwin 6. D) A trait that is expressed
B) Gregor Mendel only in the absence of the
dominant allele
C) Thomas Hunt Morgan
7. B) Segments of DNA that
D) James Watson code for proteins
8. B) They influence the
observable traits of an
3. What is a genotype?
organism
A) The observable traits of an organism 9. C) The transmission of
B) The genetic makeup of an organism traits within a family

C) The environment in which an organism lives 10.D) Through the

independent assortment
D) The combination of dominant and recessive alleles

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 and segregation of alleles
4. What is a phenotype?
A) The genetic makeup of an organism
B) The observable traits of an organism
C) The dominant alleles of an organism
D) The recessive alleles of an organism

5. What is a dominant trait?

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
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?

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 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 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 parental traits
B) Through the passing of genes from parent to offspring unchanged The teacher may give
homework for extended
C) Through the mixing of genes from both parents to form a new genetic
deliberate practice.
code

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 D) Through the independent assortment and segregation of alleles

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

A. Teacher’s Note observations on This lesson design component

Remarks any of the following Effective Practices Problems Encountered prompts the teacher to record
areas: relevant observations and/or
critical teaching events that
strategies explored he/she can reflect on to assess
the achievement of objectives.

The documenting of
experiences is guided by
materials used possible areas for observation
including teaching strategies
employed, instructional
materials used, learners’
engagement in the tasks, and
learner engagement/ other notable instructional
interaction areas.

Notes here can also be on tasks

that will be continued the next
day or additional activities
Others needed.

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B. Teacher’s Reflection guide or prompt can be on: This lesson design component
Reflection guides the teacher in reflecting
▪ principles behind the teaching on and for practice. Entries on
this component will serve as
What principles and beliefs informed my lesson? inputs for the LAC sessions,
which can center on sharing
Why did I teach the lesson the way I did?
the best practices discussing
problems encountered and
actions to be taken; and
▪ students identifying anticipated
challenges and intended
What roles did my students play in my lesson? solutions. Guide questions or
prompts may be provided here.
What did my students learn? How did they learn?

▪ ways forward

What could I have done differently?

What can I explore in the next lesson?

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