I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
(Write the LC code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the
new lesson
At the end of the lesson, the learners will be able to:
1. identify the mode of inheritance of a particular trait given the pedigree Commented [MlJB1]: I suggest, para mas specific, lagyan po ng
2. demonstrate understanding about pedigree analysis through pictures measurement or evaluative activity
and diagram Example: identify the mode of inheritance of a particular …..
through graphical presentation/diagram..
The learners demonstrate an understanding of Mendel’s Laws of Inheritance (hehe, ndi ko ala mung pedigree
The learners shall be able to make a pedigree analysis in the learner’s family
using a simple genetic trait
The learners predict genotypes and phenotypes of parents and offspring using
the laws of inheritance
STEM_BIO11/12-IIIa-b-1
Pedigree Analysis
N/A Commented [MlJB2]: Lagyan po ditto ng NA if wala
Genetics: Principles and Analysis by Hartl and Jones pp. 51 – 54 Commented [MlJB3]: Textbook references
https://www.teacherph.com/general-biology-2-teaching-guide/ pp 1 – 7
Slidedeck presentation, hand out, picture Commented [MlJB4]: Teaching paraphernalia like ppt,
handout, pictures, etc na gagamitin
Match Me!
The facilitator will asks the learners about the terms related to heredity and
variation such as genotypes and phenotypes, dominant and recessive traits,
homozygous and heterozygous dominants as well as homozygous recessive . Commented [MlJB5]: Pede mon a sir ito gawin na game or
The learners will match the picture with the correct term/concept written on a activity like matching type or metacards, individual or group man
piece of paper.
Pero pak din po ito
Like Mom Like Dad Activity
The facilitator will post a picture of a family. Then let the students identify the traits
that the children inherited from their parents
Pedigree Analysis
The facilitator will present a sample of pedigree. Let the learners analyze the
sample. Give them 5 minutes to share their idea about the diagram.

D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing Mastery
(Leads to formative assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application or
remediation
The facilitator will discuss the concept about pedigree: its definition, symbols
used, uses and construction of pedigree using slide deck presentations Commented [MlJB6]: What will be your teaching material
here? Ppt, video or anything suited
(Title ng formative)
Formetive assessment
Wala pa po kau formative dito
The facilitator will discuss on how certain alleles such as dominant, recessive,
autosomal or sex linked using the information from a pedigree using slide deck Commented [MlJB7]: IM?
presentation.
Formative
Formative ulit
From the slide deck presentation, the facilitator will present a sample of
pedigree.
Pedigree Identified Activity
Let the learners identify if the given pedigree is dominant or recessive, and
autosomal or sex – linked. . The learners will write their answer to the board. Commented [MlJB8]: Material to be used?
How this concept helps us to understand the traits that we inherited from our
Para ndi ka na mag annotate sir
parents? Is there any relevance you realized as we have gone along the
discussion?
Have the students make generalizations about the concepts on pedigree.
Direction. Answer the following questions.
1. What does the half colored represent?
2. What does a horizontal line between a square and a circle
mean?
3. What does a vertical line coming down from a square and
circle that are connected by horizontal line indicate?
4. What does a double line mean?
5. Which individual in the first generation is a carrier? Commented [MlJB9]: Ito sinasabi ko sir dun sa objectives…
Pd mo sir gawin ang objectives na demonstrate understanding
through……
 Assignment:

1. From the given pedigree, identify the following: (for learners that got below
80% and above)

1. A male
2. A female
3. A marriage
4. A person who expresses the trait
5. A person who does not express the trait
6. A connection between parents and offspring
7. How many generations are shown on this chart?

2. Assuming the chart above is tracing the dominant trait of "White Forelock
(F)" through the family. F is a tuft of white hair on the forehead. (for learner
who got 80% and above)
8. What is the most likely genotype of individual “A”? (FF, Ff or ff?)
9. What is the most likely genotype of individual “C”? (FF, Ff or ff?)

3.Please bring Manila paper, pair of scissors, marker and scotch tape.
REMARKS
I. REFLECTION
A. No. of learners who earned 80% in the
evaluation
STEM 1 ________
B. No. of learners who require additional
activities for remediation
STEM 1 ________
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
STEM 1 ________
D. No. of learners who continue to require
remediation
STEM 1 ________
E. Which of my teaching strategies worked well?
Why did these work
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers Commented [MlJB10]: YOUR BEST PRACTICES IN THIS LESSON

Checked:

MA. LETICIA JOSE C. BASILAN, Ph.D. Noted:

Master Teacher II
Mrs. MARCELA A. AGDAN
Assistant Principal II
I. OBJECTIVES At the end of the lesson, the learners will be able to:

predict the genotypes of the persons involved in the pedigree; and

analyze the sample pedigree

B. Content Standards The learners demonstrate an understanding of Mendel’s Laws of Inheritance

B. Performance Standards The learners shall be able to, make a pedigree analysis in the learner’s family
using a simple genetic trait
C. Learning The learners predict genotypes and phenotypes of parents and offspring using
Competencies/Objectives the laws of inheritance
(Write the LC code for each) STEM_BIO11/12-IIIa-b-1
II. CONTENT Pedigree Analysis
III. LEARNING RESOURCES
C. References
3. Teacher’s Guide pages
4. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources https://www.teacherph.com/general-biology-2-teaching-guide/ pp 1- 7
IV. PROCEDURES
K. Reviewing previous lesson or Recapitulation of the previous lesson
presenting the new lesson
Let the learners identify if the pedigree is autosomal or sex – linked, dominant
or recessive

L. Establishing a purpose for the lesson

Activity 1.2
M. Presenting examples/instances of the
Pedigree Analysis
new lesson
 Each group will receive a copy of a sample pedigree. Let the group analyze
the diagram

Let the learners answer the following guide questions:

N. Discussing new concepts and
practicing new skills # 1
O. Discussing new concepts and
practicing new skills # 2
1. How did you determine the genotype of the mother at 3?
2. Number 8 was colorblind just like his father. Where did the son at 8 get his
allele for colorblindness?
3. Neither number 1 nor 2 were colorblind. How did they have a colorblind son
(6)?
4. What must be the genotypes of the parents of a colorblind daughter?
Explain.
5. If number 13 marries a normal man, what is the probability that their sons
will be colorblind?
Presentation of the group’s output

P. Developing Mastery Based form the activity, the learners will able to master the concept of
(Leads to formative assessment 3) pedigree analysis
Q. Finding practical applications of How this concept helps us to understand the traits that we inherited from our
concepts and skills in daily living parents?
R. Making generalizations and Have the students make generalizations about the concept of pedigree.
abstractions about the lesson
The grades will be based on the score of their output
S. Evaluating learning
Construct a pedigree of an authentic family using any of the following traits:
I. With (dominant) or without finger hair (recessive)
T. Additional activities for application or II. Normal (dominant) or hitchhiker’s thumb (recessive)
remediation III. Widow’s peak (dominant) or straight hairline (recessive)
IV. Free (dominant) or attached earlobe (recessive)
V. Curly (dominant), wavy (heterozygous) or straight (recessive) hair
REMARKS
II. REFLECTION
H. No. of learners who earned 80% in the
evaluation
STEM 2 ________
I. No. of learners who require additional
activities for remediation
STEM 2 ________
J. Did the remedial lessons work? No. of learners
who have caught up with the lesson
STEM 2 ________
K. No. of learners who continue to require
remediation
STEM 2 ________
L. Which of my teaching strategies worked well?
Why did these work

M. What difficulties did I encounter which my

principal or supervisor can help me solve?

N. What innovation or localized materials did I

use/discover which I wish to share with other
teachers