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C S N H S: Agaytay Ity Cience Ational Igh Chool
C S N H S: Agaytay Ity Cience Ational Igh Chool
I. CONTENT STANDARD
The learner will be able to understand how different genetic mechanisms change the gene and genotype
frequencies and ultimately cause change in populations.
II. PERFORMANCE STANDARD
The learners shall be able to calculate problems that involve changes in gene and genotype frequencies.
III. LEARNING COMPETENCIES
The learners shall be able to explain the mechanisms that produce change in populations from
generation to generation (STEM_BIO11/12-IIIc-g-9)
IV. SPECIFIC LEARNING OUTCOMES
At the end of the lesson, the learners will be able to:
1) enumerate the genetic mechanisms that cause change in populations;
2) explain how each genetic mechanism causes change in populations; and
3) calculate the change in gene and genotype frequencies cause by selection.
V. RESOURCES
GENERAL BIOLOGY 2 TEACHING GUIDE, pp. 77-80
Reece, JB, LA Urry, ML Cain, S Wasserman, PV Minorsky, RB Jackson. Campbell Biology. 9th ed.
2014. Illinois: Pearson Education Inc. pp. 480-499
VI. PROCEDURE
POSSIBLE ANSWERS
If any one of the conditions is not met
B. MOTIVATION (5 MINS) or satisfied, equilibrium (constant gene
Let me ask you this question, “What would and genotype frequencies) will not be
happen if any one of the conditions in the attained.
Hardy-Weinberg equilibrium is not satisfied?” The gene and genotype frequencies
will change and eventually this will
cause changes in the population and
will ultimately lead to species change
and evolution.
LESSON PROPER
C. ACTIVITY (15mins)
Now, class, group yourselves into four groups
and I will give you a worksheet with the
directions of the activity which you will be
doing. The rubrics at the end of the
worksheet will be the guide from which you
will be graded.
Is that clear?
Correct!
E. ABSTRACTION (5 mins)
Again class, what are the four genetic
mechanisms that allow changes in gene and
Mutation, Selection, Migration, and Genetic
genotypic frequencies in population?
Drift
Very good!
F. APPLICATION (5mins)
Now class, I want you to group yourselves
into four and discuss how to answer the
following problem which is a very relevant
topic to mankind nowadays.
SOLUTIONS:
• Plates or Napkins
1. Pour the contents of all 4 bags of Fish-shaped Biscuits into a large bowl which will represent the lake.
2. Depending on class size and your resources, you may wish to divide your class into pairs or groups.
3. Give each pair or group a copy of the Learner Data Sheet, if desired, and a plate or napkin; have them wash
their hands before beginning.
4. Explain that dark brown (chocolate-coated) biscuits are homozygous recessive individuals (gg) and that white
(milk-coated) biscuits display the dominant phenotype and therefore may be either homozygous dominant
(GG) or heterozygous (Gg).
Activity Proper
1. Have each learner pair or group remove 10 fish-shaped biscuits from the lake and place them on the plate or
napkin. In order to ensure random choice, have learners close their eyes.
2. Learners record the number of white and brown biscuits in Table 2 as Generation 1.
3. Instruct learners to select and eat 3 of their brown biscuits. (If they do not have 3 brown ones on their plate,
have them substitute a white one. The point, though, is to select against the brown phenotype over a few
generations.)
4. Have learners return to the lake, close their eyes, and randomly select 3 new biscuits to replace those that
were eaten. It is important that this step be random; learners must not introduce bias.
5. Learners then record their new count of white and brown biscuits in Table 2 as Generation 2, and then, as
before, select 3 brown ones to eat.
6. Have learners repeat steps 3–5 until they have data for 5 generations.
7. After data have been collected, have learners use the Hardy-Weinberg equation to calculate p, q, p2, q2, and
2pq.
8. Collect class data.
Rubrics