DETAILED

LESSON PLAN IN
SCIENCE 9
Mendelian and Non-Mendelian (Punnet square)

Prepared by:
Bless R. Jacosalem, LPT
JHS/SHS Science Teacher Applicant
 I. Objectives
At the end of the lesson, the students must be able to:
1. Students should be able to know about Mendelian. Non-Mendelian and Co-
dominance
2. Students should understand what is Punnet Square and the difference between
genotype and phenotype
3. Students should recognize the terms dominance and recessive as they are
concerned with the use of Punnet Square.
II. Subject Matter
A. Topic: Mendelian, Non-Mendelian, and Co-dominance (Punnet Square)
B. References:
C. Materials Used: Colored Construction Paper, Cartolina, Bond papers, Scissors,
and Pentelpen
D. Approach/Strategies/Techniques: Student-Centered Approach
III. Procedure

Teacher’s Activity Students Activity

A. Preparatory Activities

1. Drill

Good morning, everyone.

Before we start our class, let us first have

a prayer. (Students remain silent)

Amen.

How are you feeling today class? Feeling great, Ma’am.

That’s good to hear. How about the

others? Well, I hope you all are doing Yes, Ma’am.
well.

So, are you now ready to gain new

knowledge about science? Can you say it Yes, Ma’am!
louder?

Alright, that’s the spirit.

Before anything else, let us first check
your attendance.

Wow! There are no absentees today.

I hope we can keep it like this always.

2. Review

In our previous discussion, we talked

about genetics.

Can you still remember any of it? Yes, Ma’am

Okay, let’s check. Can someone please (Kristyl raises her hand)
explain what genetics is?

Yes, Kristyl. Can you share it with us? Yes, Ma’am. Genetics, by definition, is the
study of heredity in general and of genes
in particular.
Very well, Genetics is the study of
heredity in general and of genes in
particular. Thank you, Kristyl.

Now, could someone please tell me what (Lyra raises her hand)
makes up genetics?

Yes, dear. What makes up genetics? Ma’am. Based on what I have learned in
our previous discussion, the basic
components of genetics, such as DNA,
genes, chromosomes, and genetic
inheritance,

Exactly. Genetics is built around

molecules called DNA. DNA molecules
hold all the genetic information for an
organism.

Can we agree with that? Yes, Ma’am

Very well. I am very happy that you all

absorbed what we discussed last time.
B. Developmental Activities

1. Motivation

Before we go through our proper

discussion, let us first have an activity.

Are you up for an activity?

Yes, Ma’am!
Very good. That’s the energy.

Okay. Today’s activity is called “Arrange

Me.” Are you ready? Yes, we are Ma’am

Great. So in this activity, the class will be

divided into four groups. The group will (Students remain silent)
be identified based on which row you
belong to.

Now. I have four envelopes, which consist

of scrambled letters inside and one piece
of bond paper for each group. What you
are going to do is arrange these five sets
of scrambled words within 60 seconds.
The group that successfully organizes all
scrambled words on or before the time
limit is declared the winner.

I think everyone is ready to do the

activity. 3, 2, and 1, you may now start. (Students start working with their
respective groups)

The time is up. Please settle down.

Group 3 finished the activity first and got (Students cheering)
all the words right. They will be given a
perfect 10 points, and the rest of the
groups will be given 8 points.

Job well done, everyone. Give yourselves (Students Clapping)

a round of applause.

Okay. Thank you, class. You may now (Students remain silent)
settle down.

2. Presentation of the lesson

What have you observed from the activity (Charish, raises her hand)
we conducted?

Yes, Charish. What can you say? For me, ma'am. I have observed based on
the words we arranged earlier. They are
still connected to our previous discussion
of genetics. There are some familiar
words that I know we have already
encountered, such as traits and
inheritance.

Alright. Thank you for that, Charish.

Another hand, please. What else? (Romeo raises his hand)

Okay, Romeo. Let’s hear from you. As for me, ma’am, I agree with Charish. I
also recognized the word "traits,” which
has something to do with where the
things we do have now came from, and I
think I now have an idea of what we are
going to tackle later on.

Yes, that’s right. Thank you, Romeo.

I am very happy right now knowing that

each one of you can share so much based
on our activity.

Do you have any idea why we behave as Unfortunately, we don’t know much
we do right now and why we look as we about that ma’am
do right now?

That’s alright, class. Later on, we will get

to know the answers to that question.

Are you now ready for our new topic? Ready Na. Ready Na!
Can I hear “Ready Na” twice?

Alright, that's the energy that I’m looking

for.

3. Setting of Standards,

I know that you are all excited to dig Okay, Ma’am

deeper for today’s lesson, but let me first
remind you of our classroom rules.

First things first, upon entering the

classroom, make sure to sit properly and
keep quiet.

Can I have Jennny Riza read the next rule? (Angelie reads the second rule.)
Turn off your phone or put it into silent
mode and hide it in your bag. If not
permitted, do not speak unless you are
called or allowed to do so to avoid
distracting others inside the classroom.

Thank you, Jennny Riza. Next, you are not

allowed to talk to your classmates during
my discussion.

Jannie, can you read the next rule? (Jannie reads the second rule.)
You are not allowed to go out unless it is
important, so you need to ask permission
from your teacher.

Alright. Please take note of that class. Yes, Ma’am

Another thing, avoid unnecessary noise,
such as tapping your pens on the table, to
avoid distraction. Be polite and respect
your classmates’ opinions. Lastly, enjoy
the whole learning experience.

Since these rules were agreed upon by Yes, Ma’am

everyone, I hope we can abide by them. Is
that clear, class?

Very good. Keep in mind the rules and Yes, Ma’am

just enjoy this new lesson, okay?

4. Discussions

At this moment, we will be tackling

Mendelian and Non-Mendelian (Punnet
square).

Is everyone ready? Yes, Ma’am

Okay. Then. Let’s start by defining what

Mendelian means.

Do you have any ideas, class? No. Ma’am

It’s alright. Here’s what Mendelian

inheritance means

“Mendelian inheritance refers to certain

patterns of how traits are passed from
parents to offspring. These general
patterns were established by the Austrian
monk Gregor Mendel, who performed
thousands of experiments with pea plants
in the 19th century. Mendel’s discoveries
of how traits (such as color and shape) are
passed down from one generation to the
next introduced the concept of dominant
and recessive modes of inheritance.”

Now, can I have a volunteer who can

share his/her ideas with the class?
Yes, dear Jane. Let’s hear from you. ( Jane raises her hand )

Ma’am. I have observed that it is called

Mendelian inheritance after its founder,
Gregor Mendel, who is said to have
studied traits using pea plants. Also, the
word “trait” was present in the activity
we had earlier.
Very good, Jane. That’s right, Jane. You
may take your seat.

Mendel’s Law of inheritance

Law of segregation:
Alleles segregate randomly into gametes.
When gametes are formed, each allele of
one parent segregates randomly into the
gametes, such that half of the parent
gametes carry each allele.

Law of independent assortment:

Alleles of two (or more) different genes
get sorted into gametes independently of
one another.

Law of Dominance:
When two alleles of an inherited pair are
heterozygous, then the allele that is
expressed is dominant, while the allele
that is not expressed is recessive.

Are you still catching up, class?

Very well. Does anybody want to read the

following? Yes, Ma’am

Okay, Ailyn. You may do the honor. (Students raise their hands)

4 modes of inheritance
● Autosomal Dominant inheritance (Ailyn reads the 4 modes of inheritance)
● Autosomal Recessive inheritance
● X-linked dominant
● X-linked recessive
Thank you, Ailyn. So those are the four
modes of inheritance. I suggest you chat
down on your notes, class.
Yes, Ma’am

Non-Mendelian inheritance is a pattern of

inheritance in which traits do not
segregate in accordance with Mendel’s
law.

Alright. Before going any further, does

anyone have questions?

Okay then. Let's talk about genotype and Non so far, Ma’am
phenotype.

Genotype: This tells that those genes

correspond to a certain trait

Phenotype: Associated with a physical

trait—the trait those genes express. Eye
color, hair color, pod shape, and flower
position are all examples of phenotypes.

Two forms of genes:

● Dominant
● Recessive

Who among you here has an idea what

dominant means? (Mille raises her hand)

Yes. Mille, dear. You are recognized.

Ma’am. Based on my own understanding,
dominant can also mean bigger or
superior.
That is correct. When the dominant allele
is present, it will mask down the recessive
allele. Thank you, Mille. How about
recessive? Another hand, please.
Yes. John Paul. You are recognized. (John Paul raises his hands)

For me, ma'am. If dominant means bigger

or superior, just like Mille said. I am
guessing that recessive may mean the
other way around, which is smaller.
Alright. Thank you, John Paul. Nice try!
You know what class I appreciate it when
you try to participate because at least you
tried. It makes our class productive and
engaging. Well, you have a point there,
John Paul, because recessive may not
mean lesser but it will be masked down
when the dominant allele is present.

(Student raising their hand)

Yes, What is it, Jeffrey? Do you have any Yes, Ma’am. I do. What does the word
questions? “masked down” means?

Alright. That’s a good question dear,

Jeffrey. Masked down simply means will
not be recognized or prioritized. I mean,
the recessive allele is still there but it is
not shown. If the dominant allele is
present then the Recessive allele will be
put behind.

Am I clear?

Very well, then let’s proceed. Yes, Ma’am. Thank you!

Yes, Mylene dear. What is it?

 (Student raising their hand)

Ma’am, excuse me. May I know what

Homozygous Dominant, Heterozygous,
Of course, dear. We are about to tackle it and Homozygous recessive mean?
right now.

The word “homo” means the same.

The Words “Homozygous Dominant”
means Both are the same and dominant.

The word “hetero” means not the same.

The words “homozygous recessive” mean
the alleles are not the same and
recessive.

Am I clear? People at the back, how was Yes’ ma’am. You are very well heard,
I? ma'am. Thank you for elaborating.

I'm glad to know. Okay, let’s proceed. Yes, Ma’am

Shall we? Listen very carefully. Be mindful
of all the details, and do not forget to
take notes.

Punnete Square
-is a graphical way of determining all of
the possible genetic outcomes when a
cross is performed.
In essence, it is a probability box with the
odds of each possible trait happening.

Allele: Different flavors of genes (B or b)

Dominant Allele: B - Brown Eyes
Recessive Allele: b - blue eyes
Homozygous Dominant: BB - Brown eyes

Heterozygous: Bb - Brown eyes

Homozygous Recessive: bb - Blue eyes
To determine the possible genetic
combinations of the offspring, the first
thing that must be done is to identify the
trait that is to be studied.
Let's say, for example, you want to
determine the possible outcomes of a
cross for eye color.
Use the capital letter "B" to represent
brown, as more people have brown eyes
than blue, which will be shown by a
lowercase "b":
B is brown

b is blue

Are you still with me, class?

Yes, Ma’am
Okay very good.

Dominance
Complete dominance: normal pattern of
dominance.
Complete dominance occurs when one
allele, or "version," of a gene completely
masks another. The trait that is expressed
is described as being “dominant” over the
trait that is not expressed. Most
organisms are diploid—that is, they get
two copies of each gene, one from each
of their parents.
Example:

Allele: Ee
Dominant Allele: EE
Recessive Allele: ee
Genotype: EE and ee
Phenotype: Purple and White flower
Genotypic ratio:
Bb : Bb
4 : 4
Phenotypic ratio:
Purple : White
4 : 4
Result: Purple flower

Incomplete dominance:
Allele: Rr
Dominant Allele: RR
Recessive Allele: rr
Genotype: RR, Rr, rr
Phenotype: Red, White, and Pink flower
Genotypic ratio:
RR : Rr : rr
1: 2: 1
Phenotypic ratio:
Red flower : White flower : Pink flower
1 : 2 : 1

Co-dominance:
Allele: RR and WW
Dominant Allele: RR and WW
Recessive Allele: 0
Genotype: RR and WW
Phenotype: Red and White Cow
Genotypic ratio: RW : RW
4 : 4
Phenotypic ratio: White cow : Red cow
4: 4
Result: Spotted cow / Roan cow

Complete dominance is Mendelian, and

both incomplete dominance and co-
dominance are non-Mendelian simply
because they don’t follow the normal
pattern of Mendelian inheritance.

5. Generalization

Alright, to sum up, this discussion, let’s

look at this table showing the comparison
between complete, incomplete, and co-
dominance.

(Shows the Table of Comparison for

Complete, Incomplete, and co-
dominance.)
Do you have any questions, class?
Clarifications?
Yes, Rhaneses. What is it? (students raise their hands)

Can we make or decide on our own Letter

to represent the alleles, ma’am?

That’s a good question. Yes, It is up to

you. But to make it more relatable I Yes, you did, ma’am. Thank you.
advise you to choose the first letter of the
allele to represent it. Did I answer your
question correctly?
Non so far, ma’am
Any questions?

Alright. So that’s it for the Mendelian and

Non-Mendelian (Punnet square)

6. Application

At this point, I will give you an activity to

work on.

Cross the given below, identify whether it

is mendelian, Non-Mendelia, or
codominance, and provide what is asked
in the following:
1. Allele:
2. Dominant Allele:
3. Recessive Allele:
4. Genotype:
5. Phenotype:
6. Genotypic ratio:
7. Phenotypic ratio:

Submit this by 4 p.m. today.

You can either draw it on bond paper or
work on it in Microsoft Word and print it.
It’s up to you, class.

2 points for each number and 6 points for

 the punnet square/box, for a total of 20
points.

IV. Assessment
Part I. Enumeration
Four modes of inheritance Two forms of genes
● ●
● ●
●
●
Three types of dominance
●
Three types of Mendel’s Law of Inheritance ●
● ●
●
●
Part II. Identification

1. ________ shows a blending of both alleles.

2. ________ graphical way of determining all of the possible genetic outcomes when a cross is
performed.
3. In ___________ both traits Appear
4. ________ completely masked down when the dominant allele is present.
5. ____________ refers to certain patterns of how traits are passed from parents to offspring

V. Assignment
Cross the following:
Application Crosspring
1.) Cross BB X gg
2.) Cross PP X Yy
3.) Cross CC X SS
Provide the following for each number. Also. Provide wether it is complete. incomplete, and co-
dominance.
Allele:
Dominant Allele:
Recessive Allele:
Genotype:
Phenotype:
Genotypic ratio:
Phenotypic ratio:

Submit it until Friday afternoon, 5:00pm and make sure to put your names on your assignments.