A Detailed Lesson Plan

In Science for Grade 8 Students

Prepared by: Val Daryl Anhao
February 16, 2018
OBJECTIVES
CONTENT STANDARDS
The learners demonstrate an understanding of:

 how cells divide to produce new cells

 meiosis as one of the processes producing genetic variations of the Mendelian Pattern of
Inheritance
PERFORMANCE STANDARDS
The learners should be able to:

 report on the importance of variation in plant and animal breeding

LEARNING COMPETENCY

 predict phenotypic expressions of traits following simple patterns of inheritance

S8LT-IVf-18
SPECIFIC OBJECTIVE
At the end of a 60-minute period, the Grade Eight learners will be able to:

 Illustrate Mendel’s Laws: Law of Dominance, Law of Segregation, and Law

of Independent Assortment

 Use Punnett squares to solve basic problems in genetics.   

II. SUBJECT MATTER
MENDELIAN GENETICS
A. References
PDF: Science Grade 8 K-12 Learner’s Guide/Teacher’s Guide Module
B. Materials
Images, Laptop, speaker, marker, masking tape, visual aids
C. Ideas

 The law of segregation lets us predict how a single feature associated with a single gene
is inherited. In some cases, though, we might want to predict the inheritance of two
characteristics associated with two different genes.
 Mendel's law of independent assortment states that the alleles of two (or more) different
genes get sorted into gametes independently of one another. In other words, the allele a
gamete receives for one gene does not influence the allele received for another gene.
 The “Punnett Square” is used to show how different traits are passed from one generation
to the next.
D. Skills Process

 Identifying
E. Values

 Teamwork, Unity
Teacher’s Activity Students’ Activity
A. Preliminary Activites “Good morning Sir.”
“Good morning class.” “We are good Sir”
“How are you today class?”
“Alright, good to hear”
“Settle down now because I will check your attendance.”
B. Review Lesson
“Class, what have we discussed last meeting?” “Mendel’s garden pea experiment
and Law of Dominance”

“What traits that Mendel observed on the garden pea based on  Seed color (yellow or green)
his experiment?”  Seed shape (smooth or
wrinkled)
 Pod color (yellow or green)
 Pod shape (inflated or
pinched)
 Flower color (purple or
white)
 Flower position (axial or
terminal)
 Stem height (tall or short)
“Very Good! You really understand our lesson.”
C. Lesson Proper
1. Motivation
Do you ever realize that even you and your sibling have
differences even the slightest? One or more traits that you
have that your brothers and sisters do not? By end of this
“No Sir”
lesson you will be able to know on how and why traits differ
in some ways with the other.

2. Discussion
“This morning, we will learn Gregor Mendel’s other laws of
genetics.”

Before we proceed these are the learning objectives:

 Illustrate Mendel’s Laws: Law of Dominance, Law of
Segregation, and Law of Independent Assortment  
 Use Punnett squares to solve basic problems in
genetics.   

Last meeting we discussed about Gregor Mendel and his

garden pea plant experiment including the Law of
Dominance. “Dominant and Recessive traits sir”
What are traits that composes the law of dominance?

Very Good!

To continue Johann Mendel’s story about his experiments, he

continue his experiments for several years more. He only
crossed one pair of contrasting traits (monohybrid crosses),
he also crossed two pairs of contrasting traits (dihybrid) at “Round pea cross with Wrinkle pea
the same time. sir”
Please give an example of monohybrid cross.

Very good, so what he did was he crossed a purebred

(identical gene pair YY or yy) round, yellow pea plant with
another purebred green, wrinkled pea plant. “Yellow round offspring”
What will be the possible outcome of the breed?
That’s right RRYY crosses with rryy will produce offspring
with different traits:
 Round yellow
 Round green
 Wrinkled yellow
 Wrinkled green
We called it now the F2 Generation
But how this possible? The answer to that will be discussed
later.
If an individual has two copies of same allele of a gene on a
pair of chromosomes the individual is homozygous. The
prefix homo- means ‘same’

If an individual has two different alleles of a gene on a pair of

chromosomes the individual is heterozygous. The prefix
hetero- means other

To make an accurate prediction, we need to know whether the

two genes are inherited independently or not. That is, we
need to know whether they "ignore" one another when
they're sorted into gametes, or whether they "stick
together" and get inherited as a unit.

When Gregor Mendel asked this question, he found that

different genes were inherited independently of one another,
following what's called the law of independent assortment.
“a group or collection of different
What does assortment mean? things or people”

“to distribute into groups of a like

Good, what does assort mean? kind or to classify”

Very good, Mendel made the law of independent assortment

to know how traits “distribute” or “classify” into groups of
alike.

Mendel's law of independent assortment states that the

alleles of two (or more) different genes get sorted into
gametes independently of one another. In other words, the
allele a gamete receives for one gene does not influence “Yes sir”
the allele received for another gene. Understand?

Another law that Mendel come up during his experiment was

the law of segregation.

Before Mendel’s time, it was believed that all traits become

mixed when they are transmitter from generation to “Yes sir”
generation, as red and blue paint mix to give a violet color.
Got it?
However, when Mendel crossed pure- breeding pea plants,
the pea plant did not produced offspring with blended or
intermediate traits.

In Mendel’s experiments the pure-breeding plants had two

identical genes or a trait: round seed= RR, wrinkled seed=rr.
Then he hypothesized that:
“The pair of genes segregates or separates from each other
during gamete formation.”
In simpler terms, if we take a pea plant with the genotype YY,
in meiosis these alleles split into two Ys. During fertilization,
one of these Ys would unite with one allele (half a genotype)
from the other parent

To review, an individual may be homozygous or purebred

when the pair if the person’s genes is identical. Take note of “Yes Sir”
that.
Example is RR for round seeds and rr for wrinkled. If both
genes are dominant they are called homozygous dominant. If
both genes are recessive, they are called homozygous
recessive.
On the other hand, if an organism has a dominant and a “Heterozygous”
recessive trait, then it is called?

Very good!
When writing both alleles of an organism, this is called the
genotype. We can look at the genotypes to determine which “Yes Sir”
trait will be visible. The visible trait is called the phenotype.
Example:
 genotype (YY, zz)
 phenotype (dark, fair)
Now we can use this knowledge to predict the possible traits
in the offspring if we know the genotypes of the parents. Let’s
look back at Mendel’s pea plants again. We can take two
genotypes and predict what the offspring will look like
(phenotype) using a simple table known as a Punnett Square.

We can use the Punnett Square to work out the probability of

the different genotypes and phenotypes in a genetic cross.
• Punnett Square – A chart that shows how parents’
alleles might combine in an offspring.
– a tool that can help you understand the
patterns of heredity
– Geneticists use Punnett Squares to show all
the possible outcomes of a genetic cross and
to determine the probability of a particular
outcome
We’ll take at the homozygous dominant plant and cross it with
the homozygous recessive, as Mendel did in his experiments.
Split the genotype of the male into two alleles and write them
across the top. If you remember, the male pea plant produced
green seeds, so it is the homozygous recessive genotype (yy).
Now separate the genotype of the female, the homozygous
dominant (YY), into alleles and write them vertically along “Yes sir.”
the left side. Got it?

Now we cross the gametes by matching the parent alleles that

are above and to the left of each square to determine the
possible genotypes for the offspring. If you have only one “Yes sir.”
dominant allele, it must be written first in the genotype. Okay?
Look in each square and list all the different genotypes
present. Notice in this cross that they are all Yy, or
heterozygous. What is the phenotype for this? So, all of the
offspring have yellow seeds. If you remember, this is the same “Yes sir.”
as what Mendel found in his experiment. Follow me?

Since the offspring get half of its genotype from each parent,
when at least one parent is homozygous dominant, the
offspring will always get at least one dominant allele. Since
the dominant trait masks the recessive one, these offspring of
a homozygous dominant parent will always show the
dominant trait.

After crossing, we count the results.

• Genotypes
– 2 homozygous dominant
– 2 heterozygotes
• Phenotypes
– 4 yellow seeds
• Ratio
– 2:2 “Yes sir.”
You got it right?

Very good!

3. Generalization:  Law of dominance

What are the laws of genetics did Gregor Mendel develop?  Law of independent
So again what is genetics? assortment
 Law of segregation


“Punnett Square”
A chart that shows how parents’ alleles might combine in an
offspring.

D. Evaluation

Answer the following :

 1. In pine trees, long needles are dominant over short
needles. Cross a homozygous dominant plant with a
plant that is heterozygous. What is the probability that
the parents will produce offspring that have short
needles? Give the genotypic and phenotypic ratios.

2. In cats, a striped coat is dominant over a solid coat.

Cross a cat with a solid coat with a cat that is
heterozygous for a striped coat. What is the
probability that the parents will produce offspring
with a solid coat? Give the genotypic and phenotypic
ratios.

3. In humans, dark hair is dominant over light hair.

Cross a man that is homozygous recessive with a
woman that is homozygous dominant. What is the
probability that the parents will produce offspring
with light hair? Give the genotypic and phenotypic
ratios.

Assignment:
Search Test cross and Non- Mendelian Genetics.