MATATAG K TO 10 CURRICULUM
School: DepEdClub.com Grade Level: 8
MATATAG Name of Teacher Learning Area: SCIENCE
K to 10 Curriculum Teaching Dates and Time: JULY 7 – 11, 2025 (WEEK 4) Quarter: First
Weekly Lesson Log
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners learn that:
Standards 1. Inherited traits passed from parents to offspring are governed by the rules on the patterns of inheritance.
B. Performance By the end of the Quarter, learners learn to represent patterns of inheritance and predict simple ratios of offspring.
Standards
C. Learning Learning Competency
Competencies 1. Describe simple patterns of inheritance in organisms
and Objectives 2. Represent patterns of inheritance of a simple dominant/ recessive characteristic through generations of a family.
Learning Objectives:
Students should be able to:
1. Determine the process of creating Punnett squares
2. Predict simple ratios of offspring genotypes and phenotypes in crosses involving dominant/recessive gene pairs
through Punnett squares
3. Solve simple problems on genetic inheritance through Punnett squares
D. Content Topic: Predicting Traits
Sub-topic: Monohybrid and Dihybrid Crosses
E. Integration Discussing Punnett squares can address genetic diversity (SDG 10) and the importance of recognizing and valuing
differences among individuals and populations.
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MATATAG K TO 10 CURRICULUM
II. LEARNING RESOURCES
● Genetic Crosses Worksheet. (n.d.). [Worksheet]. Retrieved from
https://www.currituck.k12.nc.us/cms/lib/NC01001303/Centricity/Domain/149/Genetic_Crosses_Worksheet.pdf
III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS
A. Activating Prior (Day 1) Sample Question Board
Knowledge 1. Short Review
Facilitate a game called "Gene Genius' to review students on concepts in
E M D B
genetics in an engaging and interactive way. Players will answer a e if o
questions related to genetics and Punnett squares to earn points and s d f n
demonstrate their understanding of the material. y i c u
Divide the players into teams of 2-4 members each. u i s
Set up the scoreboard or scoring system where teams can track their m c
points. (See sample score board) u
Prepare question cards with genetics-related questions of varying difficulty l
levels. Include questions on genetic inheritance, traits, and other related t
concepts.
Q Q Q B
Each team selects a representative to start the game. The representatives 1 4 7 1
will take turns drawing question cards and answering them.
The first team selects a question card from the deck. The team Q Q Q B
representative reads the question aloud to their team. 2 5 8 2
The team has a set amount of time (e.g., 30 seconds to 1 minute) to discuss
and come up with an answer. Q Q Q B
After the time is up, the team representative provides the answer. If 3 6 9 3
correct, the team earns points based on the question's difficulty level. If
incorrect, the question goes to the next team for a chance to steal the
points.
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MATATAG K TO 10 CURRICULUM
Rotate the team representatives after each question, so every member gets
a chance to participate.
Continue playing until all the question cards have been used or until a
predetermined endpoint (e.g., a certain number of rounds or a set time
limit).
The team with the most points at the end of the game wins the title of
"Gene Genius."
Easy question: 1 point
Medium question: 2 points
Difficult question: 3 points
Bonus points can be awarded for particularly challenging questions or
creative answers
2. Feedback (Optional)
B. Establishing 1. Lesson Purpose
Lesson Purpose In a city hospital, a mix-up of the most curious kind unfolded. Daddy Willy
and Mommy Celia welcomed their newest addition, Baby Volty with short
fair skin, into the world. But instead of joy, confusion reigned supreme.
Mommy Celia was convinced of a hospital blunder, alleging their baby had
been swapped. Daddy Willy, a homozygous for his dark skin, and Mommy
Celia, heterozygous with a history of fair-skinned relatives would like to
know if indeed Baby Brandy is their child. How can you help them?
Guide Question:
1. How can you help solve the problem of Daddy Willy and Mommy
Celia?
2. How can you predict the characteristics of an offspring of an
organism?
2. Unlocking Content Area Vocabulary
Let students read the story in Activity 4.1: "The Colorful Tale of Bella,
Benny, and Their Butterfly Brood: A Story of Genetics and Diversity"
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MATATAG K TO 10 CURRICULUM
Instruct students to highlight or mark terms that are related to genetics
and describe what they mean. The following are some words to unlock:
a. Genotype: The genetic makeup of an organism, consisting of the
alleles it inherits from its parents.
b. Phenotype: The observable traits or characteristics of an organism,
resulting from its genotype and influenced by environmental
factors.
c. Homozygous: Having two identical alleles for a particular gene
(e.g., homozygous dominant or homozygous recessive).
d. Heterozygous: Having two different alleles for a particular gene
(e.g., one dominant and one recessive allele).
e. Genotypic Ratio: The ratio of different genotypes produced by a
genetic cross, representing the probability of each genotype
occurring among the offspring.
f. Phenotypic Ratio: The ratio of different phenotypes produced by a
genetic cross, representing the probability of each phenotype
occurring among the offspring.
Ask the following guide questions:
a. Which words are related to genetics?
b. How are these words important for predicting the trait of an
offspring?
C. Developing and Day 2
Deepening 1. Explicitation
Understanding Let students Accomplish the Activity 4.2: My Future family. This activity
will allow students to visualize the characteristics of their future children.
In effect, it will give them an idea in predicting traits of their own
offspring.
Facilitate a classroom discussion about the activity.
Guide questions:
1. What traits would you like your children to have? From your future
wife or husband? Why?
2. How will you predict if such traits will be inherited?
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MATATAG K TO 10 CURRICULUM
Day 3
2. Worked Example
Introduce Punnett squares as a tool for predicting offspring genotypes and
phenotypes in genetic crosses.
Model how to set up and use Punnett squares using examples related to
the trait studied in the pedigrees.
Discuss the dihybrid and monohybrid cross.
Clarify any misconceptions and ensure students understand the
difference between genotype and phenotype.
Let students accomplish Activity 4.3: Patterns of Inheritance
Assign groups to present their work in class and check students' answers.
Day 4
3. Lesson Activity
● Provide each group with a different genetic cross involving the trait studied Teachers are encouraged to
(e.g., homozygous dominant x homozygous recessive). provide their genetic problems
on mono and dihybrid crosses.
● Instruct students to predict the genotypic and phenotypic ratios of the
offspring using Punnett squares.
● Encourage students to discuss their predictions within their groups and
justify their reasoning.
● Have each group present their predictions to the class and facilitate a
discussion comparing and contrasting the different crosses.
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MATATAG K TO 10 CURRICULUM
D. Making 1. Learners’ Takeaways The teacher may propose other
Generalizations Let students accomplish the exit ticket below: activities for the learners to
describe their understanding
of a concept, idea, and skill
covered in the previous topic.
2. Reflection on Learning The teacher should allow the
Have students reflect on their traits as individuals. Let students answer the learners to document their
question “Do you like your traits? Why or why not?” ways on how they think about
their learning (metacognition).
Emphasize the importance of accepting and loving oneself and traits.
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MATATAG K TO 10 CURRICULUM
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating 1. Formative Assessment Answer Key:
Learning Let students answer the following multiple choice test questions:
1. In a monohybrid cross between two heterozygous individuals (Rr x Rr), what is 1. B) 1:2:1
the expected genotypic ratio of the offspring? 2. C) Heterozygous
A) 1:1 3. A) 9:3:3:1
B) 1:2:1 4. A) Same as the homozygous
C) 3:1 dominant individual
D) 9:3:3:1 5. B) Homozygous recessive
6. B) Yy
2. What is the phenotype of an organism with the genotype AaBb? 7. A) 1/4
A) Homozygous dominant 8. A) 1/16
B) Homozygous recessive 9. B) Codominance
C) Heterozygous 10. C) 9:3:3:1
D) None of the above
3. In a dihybrid cross between two individuals heterozygous for both traits (RrYy x
RrYy), what is the expected phenotypic ratio of the offspring?
A) 9:3:3:1
B) 3:1
C) 1:2:1
D) 1:1
4. If a trait is controlled by a single gene with two alleles, and one allele is completely
dominant over the other, what will be the phenotype of a heterozygous individual?
A) Same as the homozygous dominant individual
B) Same as the homozygous recessive individual
C) A blend of both dominant and recessive traits
D) None of the above
5. What is the genotype of an individual with the phenotype of a recessive trait?
A) Homozygous dominant
B) Homozygous recessive
C) Heterozygous
D) Cannot be determined
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MATATAG K TO 10 CURRICULUM
6. If a pea plant with yellow seeds (YY) is crossed with a pea plant with green seeds
(yy), what will be the genotype of the F1 generation?
A) YY
B) Yy
C) yy
D) Both YY and Yy
7. In a monohybrid cross between two heterozygous individuals (Ss x Ss), what is
the probability of producing a homozygous recessive offspring?
A) 1/4
B) 1/2
C) 1/3
D) 1/8
8. In a dihybrid cross between two individuals heterozygous for both traits (RrYy x
RrYy), what is the probability of producing an offspring with the genotype rrYY?
A) 1/16 The teacher may give
B) 1/8 homework for extended
C) 1/4 deliberate practice.
D) 1/2
9. If a trait is controlled by a single gene with two alleles, and both alleles are
expressed equally in the heterozygous condition, what kind of inheritance pattern
does it exhibit?
A) Incomplete dominance
B) Codominance
C) Multiple alleles
D) Polygenic inheritance
10. What is the expected genotypic ratio of the offspring in a dihybrid cross between
two individuals heterozygous for both traits (RrYy x RrYy)?
A) 1:2:1
B) 1:1:1:1
C) 9:3:3:1
D) 3:1
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MATATAG K TO 10 CURRICULUM
2. Homework (Optional)
A. Teacher’s Note observations This lesson design
Remarks on any of the Effective Practices Problems Encountered component prompts the teacher
following areas: to record
relevant observations
strategies explored and/or critical teaching events
that he/she can reflect on to
assess the achievement of
objectives. The
documenting of
materials used
experiences is guided by
possible areas for
observation including
teaching strategies
learner engagement/ employed, instructional
interaction materials used,
learners’ engagement in
the tasks, and other
notable instructional
areas.
others Notes here can also be on tasks
that will be
continued the next day or
additional activities needed.
B. Teacher’s Reflection guide or prompt can be on: This lesson design
Reflection ▪ principles behind the teaching component guides the teacher
What principles and beliefs informed my lesson? in reflecting on and for practice.
Why did I teach the lesson the way I did? Entries on this component will
serve as inputs for the LAC
▪ students sessions, which can center on
What roles did my students play in my lesson? sharing best practices
What did my students learn? How did they discussing
learn?
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MATATAG K TO 10 CURRICULUM
▪ ways forward
What could I have done differently? problems encountered and
What can I explore in the next lesson? actions to be taken; and
identifying
anticipated challenges and
intended solutions. Guide
questions or
prompts may be
provided here.
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