Grade

School CAMP VICENTE LIM I. S 8

Level
DAILY Learning
LESSON LOG Teacher MARICEL R. FERNANDEZ SCIENCE
Area
MARCH 5, 2025
WEDNESDAY
6:00 - 6:40 LEOPOLD
Teaching
6:40 -7:20 KENDRICK
Dates and Quarter FOURTH
7:20 – 8:00 HEISENBERG
Time
9:00 – 9:40 DRAKE
12:10 – 12:50 SIMPSON
12:50 - 1:30 RUTHERFORD

I. WEEKLY OBJECTIVES
How cells divide to produce new cells
A. Content Standards Meiosis as one of the processes producing genetic variations of the
Mendelian Pattern of Inheritance
B. Performance Report on the importance of variation in plant and animal breeding
Standards
To predict phenotypic expressions of traits following simple patterns of
inheritance.
C. Learning 1. Solve problems involving Mendelian Genetics using Monohybrid
Competencies/ Cross.
Objectives 2. Perform monohybrid cross using Punnett square.
3. Show appreciation of inherited traits

II. CONTENT STAGES OF MEIOSIS

III. LEARNING
RESOURCES
A. References
1. Textbook Pages Science 8 Teacher’s Guide, pp. 271 – 273
2. Learner's Materials Science 8 Learner’s Material, pp. 325 – 329
3. Additional Materials https://opentextbc.ca/biology/chapter/8-2-laws-of-inheritance/
from Learning Resource https://knowgenetics.org/patterns-of-inheritance/
(LR) portal
B. Other Learning
Science Link 8 pp. 332 - 235
Resources
IV. PROCEDURES
Routinary Activities:
 Prayer
A. Reviewing yesterday's  Greetings
Lesson or Presenting the  Classroom Management
new Lesson (ELICIT)  Rules and Regulations
 Attendance and self-emotions check

“Mirror! Mirror!”
Direction: Look and describe yourself in the mirror. In this activity the
learners will stimulate their thinking and help them access and connect to
prior knowledge as a jumpstart to the present lesson.

Learners possible output:

B. Establishing a Describe yourself

purpose for the lesson Hair Straight/ curly

(ENGAGE) Black, brown, blonde

Face Round, long, oval,

Nose Pointed, button, upturned

Skin color Light, brown, dark brown

Body built Hourglass, rectangle, round

C. Presenting Examples/ Guide questions:
instances of the new
lesson (ENGAGE) Do you have the same traits with your chosen partner? Explain why?
D. Discussing new
concepts and practicing
new skills.
(EXPLORE)
“Solve the murder case mystery!”

In this activity the learners will be divided into 4 groups and each group
will be given the same murder case scenario for them to unlock and solve
the mystery, following the steps of a monohybrid cross. The first group that
is faster to solve the mystery will be rewarded after.

Directions: Follow the series of steps for the monohybrid cross.

1. Figure out the possible gamete genotype and try to separate the alleles
just like the diagram below.

Tt X tt

2. Place the possible gamete genotype of the parents on the designated

squares.

3. Simulate fertilization by moving the gametes into each of internal boxes

(which simulate possible offspring).

Now it is time for the murder mystery!

E. Discussing new
concepts and practicing The Geico Gecko has been murdered. He is the victim of road rage gone
new skills wrong and is now unfortunately roadkill, lying in the middle of Main Street.
(EXPLORE) You and your trusty sidekick are tasked with figuring out who has
murdered our Australian friend.

Suspects:

Prediction: Who do you think murdered the Geico Gecko and why?

Dominant: Brown/black hair, curly hair, brown eyes

Recessive: blonde hair, straight hair, blue eyes

Clue #1: Based on DNA from the crime scene, we know that the culprit
has at least two dominant traits. Who can we rule out? Why?

Clue #2: We found out that the eye color genotype is homozygous. Can
we rule anyone else out?

Clue #3: Harry Styles parents have Aa and Aa genotypes; Iron Man’s
parents have AA and Aa genotypes for eye color. Make two punnett
squares and find the probability that Harry and Iron Man are homozygous
dominant for brown eyes. Eliminate the suspect who is less likely to be
homozygous dominant.
“Punnett square pa more!

1. In guinea pigs, rough coats (with lots of swirly cowlicks) are

dominant over smooth coats. If an RR guinea pig is crossed with a
Rr guinea pig, what are the possible genotypes and phenotypes of
the offspring? What are the chances of each?
F. Developing Mastery 2. In rabbits, black fur is dominant over white fur. If you cross a BB
(EXPLAIN) male with a Bb female, what are the possible genotypes and
phenotypes of the offspring? What is the percent chance for each
type?

In cabbage butterflies, White wings are dominant to yellow wings. If a Ww

butterfly is crossed with a ww butterfly, what are the possible genotypes
and phenotypes of the offspring and the percent chance for each?
 Ask the learners the importance of Inheritance and let the learners
construct their own contributed ideas through a bubble map.

G. Finding practical
application of concepts
and skill in Daily Living
(ELABORATE)

“Fill Me!”
Direction: Complete each given statement.

Recessive Trait Heterozygous

H. Making generalization Pea Plant Genotypic Ratio

and abstraction about
the lesson.
Mendel`s Principle of Inheritance Gregor Mendel, through his work in
(ELABORATE)
_______, discovered the fundamental laws of inheritance. Principle of
_______ are the trait that dominates or prevent the expression of the
recessive trait. _______ is a trait that did not appear in F1 generation.
Homozygous is the presence of two alleles of the same variants, and ______
is the number of times a genotype would appear in the offspring after a
test cross, while phenotype ratio is the number of alleles appears.
Multiple Choices: Choose the letter of the correct answer.
1.In pea plants, the presence of a dominant allele (R) results in round
seeds, while the presence of a recessive allele (r) results in wrinkled seeds.
If a pea plant with round seeds (RR) is crossed with a pea plant with
wrinkled seeds (rr), what will be the phenotypic ratio of the offspring?
A) 1 round: 2 wrinkled
B) 2 round: 1 wrinkled
C) 3 round: 1 wrinkled
D) 1 round: 1 wrinkle
2. In rabbits, black fur (B) is dominant over white fur (b). If two rabbits
heterozygous for fur color (Bb) are crossed, what is the expected
phenotypic ratio of their offspring?
A) 1 black: 2 white
B) 2 black: 1 white
C) 3 black: 1 white
D) 3 white: 1 black
3. In fruit flies, red eye color (R) is dominant over white eye color (r). If two
fruit flies heterozygous for eye color (Rr) are crossed, what is the
I. Evaluating Learning
probability of having offspring with white eyes?
(EVALUATE)
A) 0%
B) 25%
C) 50%
D) 75%
4. Which of the following represents a simple pattern of inheritance where
one allele masks the expression of another allele?
A) Codominance
B) Incomplete dominance
C) Polygenic inheritance
D) Dominant-recessive inheritance
5. In cats, the presence of a dominant allele (S) results in short hair, while
the presence of a recessive allele (s) results in long hair. If two cats
heterozygous for hair length (Ss) are crossed, what is the expected
phenotypic ratio of their offspring?
A) 1 short hair: 2 long hairs
B) 2 short hair: 1 long hair
C) 3 short hair: 1 long hair
D) 3 long hair: 1 short hair
J. Additional Activities
for Application or Illustrate the meiosis stages (in correct order)
Remediation (EXTEND)
 Drake Heisenber Kendrick Leopold Rutherford Simpson
g
5
4
3
2
V. REMARKS 1
0
N
Mean

MPS
VI. REFLECTIONS
A. No of learners who
earned 80% of the
evaluation
B. No of learners who
require additional activities
for evaluation
C. Did the remedial lesson
work? No of learners who
caught up with the lessons
D. No of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal/supervisor can
help me to solve?

Prepared By:

MARICEL R. FERNANDEZ
Teacher II

Reviewed by:

MIRASOL Q. DOMINGO
Head Teacher III

Noted by:

MILDRED M. DE LEON
Principal III