A DETAILED LESSON PLAN IN SCIENCE

Smile Granada

I. Objectives

At the end of the lesson, the learners can describe the location of genes in chromosomes
by;

a. differentiating between genotype and phenotype

b. demonstrating how a genotype is expressed as a phenotype

II. Subject Matter

A. Topic: Genotype and Phenotype

B. Materials: PowerPoint Presentation, Graphic Organizers
C. Reference: Moros, E. M. et al. (2018), Practical Science 9: Makati City,
Philippines: DIWA LEARNING SYSTEMS, Inc. pp (32)
D. Value: Developing self-worth

III. Methodology

Teacher’s Activity Student’s Activity

A. Preliminary Activities

• Greetings

Good Morning class!

• Prayer
Please stand for the prayer. For those Catholics, sign
of the cross. In the mane of the Father, the Son and
the Holy Spirit, Amen. All together. Our Father in
heaven hollowed be thy name, thy kingdom come
thy will be done on earth as it is in heaven give us
this day our daily bread and forgive us our sins as we
forgive those who sinned against us, do not bring us
to the test and deliver us from evil. Amen
• Checking of Attendance
Good Morning teacher!
In the name of the Father, the Son and The
Holy Spirit, amen. Our Father in heaven
hollowed be thy name, thy kingdom come
thy will be done on earth as it is in heaven
give us this day our daily bread and forgive
us our sins as we forgive those who sinned
against us, do not bring us to the test and
deliver us from evil. Amen

Miss secretary is there any absentees?

Yes Teacher!/No Teacher!
Okay please tell me after the class is ended.
Yes Teacher!
Thank you Miss Secretary.

B. Review

Okay class, who can recall what have we done last

time? We had discussed the structure of dna.

Yes! That’s it! What does DNA stands for? Deoxyribonucleic acid.

That’s right! And what is the sugar on DNA? Deoxyribose teacher!

Teacher’s Activity Student’s Activity

That’s good! What are the three components of DNA
again? The nitrogen base pairs, sugar and
 phosphate group.
That’s correct! What are the four nitrogen base
pairs? The adenine, thymine, guanine, and
cytosine.
That’s right!

C. Motivation
Now class, I want you to group yourselves in 5.
Each group will receive a folder containing some
pictures. You will have to pair the pictures together.
The first one to raise the folder gets the points
Choose a representative to come in front and get
your materials.

Let’s give a round of applause to everyone.

Now class, upon observing words, what would be It’s all about genes or traits
our possible topic this morning?

That’s right! Today, we will discuss about the traits

or genes specifically our genotype and phenotype.

D. Lesson Proper
Please listen carefully to the discussion because after
the lesson, an activity will follow. I am expecting
you to participate well because at end of the lesson
you can able to, everyone please read:
a) I can differentiate between genotype and
phenotype
b) I can demonstrate how a genotype is
expressed as a phenotype.
Yes! Teacher
Are you ready class?
My parents’ teacher.
Where do your traits come from?

That’s right! So a trait is a result of interaction of Building blocks of heredity found in

genes from your parents. What is a gene again chromosomes.
students?

Correct! Now, an allele is a form of gene. And there

are two kinds of allele, the genotype and phenotype.
Genotype is the genetic makeup or code of our DNA
while phenotype is the physical manifestation or the Black hair or curly hair teacher.
observable traits. Can you give me an example of
phenotype?

That’s good! In genotype, there two kinds – the It means the same teacher. The same kinds
homozygous and heterozygous. From its root word, of alleles.
homo, what do you think homozygous means?
It’s not the same kinds of alleles.
That’s right again! And heterozygous means? Yes! Teacher

That correct! Now, let’s go to traits. There are two

types’ traits. The dominant one and recessive one. It means that it mask the other traits.
What does dominant trait means? It is the one that is being masked.
That’s right! And the recessive one?

That’s correct! Now, open your book to page 32. Let

us consider the example from the book. And now
let’s identify whether it is phenotype or genotype
and whether the genotype is homozygous or Yes! Teacher
heterozygous.

Have you understand well our topic for today? It is what you inherit from your parents.
Okay then, what is a trait again?

Correct! And now, give an example of a dominant The straight hair is dominant while curly
trait and give an example of a related recessive trait. hair is recessive.

That’s right! Now, find a partner. You will both

create a monster in a lab through identifying its
genotype and phenotype. Then draw the monster
according to what you have identified. There is a
rubric already presented on your hand-out to help
you guide your drawing. I’ll give you at 5 minutes to
do it. Understand? Yes! Teacher

Exchange papers with the other two students. Check

whether the monster they have created is correct.

Since you already know how the genotype and

phenotype works. What is a genotype again? It is the genetic code of our DNA.

Give an example of phenotype. Black hair/short height/brown skin.

That’s right! Now, who can share to me what they

have experience in doing the activity?
No! teacher
Are there any questions?
 Individual Practice
Determine whether each item is a genotype or
phenotype. If it is genotype, tell if it is homozygous
or heterozygous.
1. PP - 1. genotype, homozygous
2. Curly hair - 2. phenotype
3. With dimples - 3. phenotype
4. Dd - 4. genotype, heterozygous
5. Tall height - 5. phenotype
6. Zz - 6. genotype, heterozygous
7. FF - 7. genotype, homozygous
8. Straight hair - 8. phenotype
9. Brown skin - 9. phenotype
10. Cc - 10. genotype, heterozygous

E. Generalization
3 W’s
Okay class, who can share to me the things they (Students answer randomly.)
have learned today?
That’s Good! So what? What is its relevance, (Students answer randomly.)
importance or usefulness in our world?
That’s right! Now What? How does this fit into what (Students answer randomly.)
we are learning, does it affect our thinking, can we
predict where we are going?
No Teacher.
Are there any more questions?

F. Value Integration
Now, is it more important to be liked by others or to
be yourself? Why?
(Students answer randomly.)
Very good! Nice idea! No Teacher.
Are there any more questions?

Okay, pass all the answer sheets in front.

IV. Evaluation

Identify whether it is a phenotype or genotype.

1. Short fingers
2. Long legs
3. Bb
4. cc
5. Cleft chin
6. Tt
7. ZZ
8. Xx
9. Curly hair
10. Blue eyes