Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
MASS-TRAINING OF SHS TEACHERS FOR ACADEMIC TRACK
Lesson Plan in BIOLOGY 2
(Grade 11/12)

(K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL - STEM)

JULY 19, 2017

MICHAEL P. DOYSABAS, MAT BENIGNO D. ALBES

SOGOD NHS – SHS Francisca Dominice NHS - SHS
SOUTHERN LEYTE DIVISION NORTHERN SAMAR DIVISION

CONTENT STANDARD:
The learners demonstrate an understanding of:
(1) Mendel’s Law of Inheritance (2) Sex Linkage
PERFORMANCE STANDARD:
The learners shall be able to:
(1) make a pedigree analysis in the learner’s family using a simple genetic trait
(2) make a research paper/case study/ poster on genetic diseases

I. Objective
Describe modifications to Mendel’s classic ratios (Gene Interaction).
(STEM_BIO11/12-IIIa-b-3)

KBI: Develop cooperation and teamwork in performing assigned task

II. Content/Subject Matter

A. Topic : NON-MENDELIAN GENETICS

B. Subtopic : Modifications to Mendel’s classic ratios for gene interaction

III. Learning Resources

A. References : K to 12 Curriculum Guide for Senior High – Science, Technology,
Engineering and Mathematics (STEM) specialized Subject
BIOLOGY CAMPBELL (9TH Edition) Authors: Reece Campbell & et. al.
p. 294 to 368.
B. Materials : Hand-outs about “Non-mendelian Genetics”, LCD projector,
Video & Power point presentations & Worksheets.
IV. Procedure

A. Preliminary Activities & Review

Prayer…
Checking of Attendance…
(Recapitulate previous lesson in a Q &A)
What was our lesson last meeting? Mendelian Genetics
How many principles/laws he expressed? 2, 3
What are these laws/principles? Explain each
B. Motivation

Video presentation:
Now, as what you have seen on the video clip, let me ask the following questions
Why there are other ways to determine gene expression/interaction?
What are these ways? Are these possible?
… Thus, let us focus on this topic
 C. Presentation of the Lesson

So we are going to describe and discuss some of the modifications to Mendel’s

classical genetics and their ratios. Therefore I may say this is our lesson for today.
In order for everybody to understand it clearly let us have….
D. Activity

Activity #1 (Inheritance patterns that don’t follow the rules)

The heterozygous phenotype is a blending of the two homozygous phenotypes.
Problem: a four o’clock flower blends together give the possible result (rr=red ww=white)
Activity #2 Two alleles are both expressed as a dominant phenotype
Problem: Coat color in cows (with RR: Red WW: White) RW: ?

E. Analysis
(Students are further given short discussion and ask the following questions to analyze)
Q1. What is the result in Activity #1? Explain why it does happen
Q2. How about for activity #2? Tell what happens
Q3. Is it possible? Why or why not What are these ways?
F. Abstraction
A video presentation will be shown
Ask students how much they learned
and what conclusion and realization they can give
G. Application
Students are asked with these questions.
 In what way you can determine your family’s salient characteristics genetic trait
 If there is/are alterations of the gene interaction, what genetic diseases may be
possible?
H. Assessment

MULTIPLE CHOICE. Read each sentence carefully and write the letter of your choice on your
paper.
__________1. The classic Mendelian phenotypic ratio when a heterozygous is self-crossed is
a. 3:1 b. 1:1 c. 1:2:1 d. 9:3:3
__________2. Which of the following best describes a monohybrid cross?
a. a cross between two homozygous individuals
b. a cross between two heterozygous individuals
c. a cross that considers one trait at a time
d. none of the above
__________3. Color blindness is an example of ___________________.
a. holandric gene b. X-lined gene c. sex-influenced trait d. polygene
__________4. When the frequency of genes in a group of organisms is determined, the
study falls under _____________________.
a. Mendelian genetics b. Molecular genetics c. Population genetics d. Genetic drift
__________5. What information can be obtained from a Punnett square?
a. genotype of offspring b. phenotype of offspring c. phenotypic ratio of offspring
d. all of the above
__________6. The exchange of genetic material between homologous chromosomes is
called _______.
a. crossing over b. syngamy c. oogenesis d. meiosis
__________ 7. A polygenetic trait is also called ________________.
a. continuous trait b. multiple alleles c. holandric gene d. x-link gene
__________ 8. A person with only one X-chromosomes suffers from _______________.
a. Klinefelter’s syndrome b. Down’s syndrome c. Turner’s syndrome d. Tay-Sach’s disease
__________ 9. A family tree showing the inheritance of a trait over several generations is
called ___________.
a. pedigree b. karyotype c. Punnett square d. transposon
 I. Assignment
Write your answer on a half crosswise sheet of paper
In Drosophila melanogaster there is a dominant gene for gray body color and another
dominant gene for normal wings.
The recessive alleles of these two genes result in black body color and vestigial wings
respectively. Flies homozygous for gray body and normal wings were crossed with flies that had
black bodies and vestigial wings.
The F1 progeny were then test-crossed, with the following results:
Gray body, normal wings 236
Black body, vestigial wings 253
Gray body, vestigial wings 50
Black body, normal wings 61
Would you say that these two genes are linked? If so, how many units apart are they on the
chromosome?

V. Remarks
 Students are very interested and participative
 Some may find it difficult but they tried to cope with the lesson
 Most of them got the 75% of the total score.

VI. Reflection
 The entire period was full of fun and enjoyment because they were all trying
to trace back their personal traits from their family.
 They showed personal experiences of the salient traits of their family
 They were able to get the concept of the topic. And it was amazing.