LI 3617

Tagaytay City Science National High School

Brgy. Sungay West, Tagaytay City, Cavite 4120 Philippines ∙ Email: [email protected] ∙ Tel. No.: (046) 483-

Registration No: PH010-QC

A DETAILED LESSON PLAN IN GENERAL BIOLOGY II

TOPIC : Mechanisms that Produce Change in Populations

DATE : January 4, 2019; 11:30am-12:20pm

TIME FRAME: 50 minutes

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

TEACHER’S ACTIVITY STUDENT’S ACTIVTY

A. PRIMING ACTIVATING KNOWLEDGE (5 mins)

In our previous meeting, what have we

discussed? We discussed about Hardy-Weinberg
equilibrium and its conditions.
Very good! Now, are there any questions
about our previous lesson?
None.
Alright, now let us answer the following
questions.

Everyone, please read silently the directions

that are flashed on the screen.

DIRECTIONS: Define if the statement is true

or false. Write T is the answer is TRUE and DIRECTIONS: Define if the statement is true or
write F is the answer is FALSE on the space false. Write T is the answer is TRUE and write F
provided below. is the answer is FALSE on the space provided
below.
1. When gene frequencies remain
constant from generation to 1. When gene frequencies remain
generation, the population exhibits constant from generation to
Hardy- Weinberg equilibrium and is generation, the population exhibits
therefore a nonevolving population. Hardy- Weinberg equilibrium and is
2. The gene and genotype frequencies of therefore a nonevolving population.

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 LI 3617
Tagaytay City Science National High School
Brgy. Sungay West, Tagaytay City, Cavite 4120 Philippines ∙ Email: [email protected] ∙ Tel. No.: (046) 483-

the males and females in the TRUE Registration No: PH010-QC

population should be different in 2. The gene and genotype frequencies of
value. the males and females in the population
3. Dispersive and systematic processes should be different in value. FALSE
are the external factors that cause 3. Dispersive and systematic processes
changes in the gene and genotypic are the external factors that cause
frequencies of the population. changes in the gene and genotypic
4. Genotypic frequency is the relative frequencies of the population. TRUE
proportion of a certain allele amongst 4. Genotypic frequency is the relative
all of the total alleles of a gene in the proportion of a certain allele amongst all
gene pool. of the total alleles of a gene in the gene
5. The gene pool consists of all the genes pool. FALSE
present in a population. 5. The gene pool consists of all the genes
present in a population. TRUE
Very good! Most of you got all the answers to the five
questions correctly.

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.

Yes, that is correct.

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.

Each group will have a different mechanism

that changes the population’s gene and
genotype frequencies.
Group 1 – Mutation
Group 2 – Selection
Group 3 – Migration
Group 4 – Genetic Drift

You need to write all your results on a manila

paper and report your results and findings.

You have 15 minutes to do the task.

Is that clear?

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 LI 3617
Tagaytay City Science National High School
Brgy. Sungay West, Tagaytay City, Cavite 4120 Philippines ∙ Email: [email protected] ∙ Tel. No.: (046) 483-

Yes, it is. Registration No: PH010-QC

(See attachment for the worksheet)
D. ANALYSIS (10mins)
During mutation, what happens?
The transformation of one allele to its
alternative form, therefore causing changes
within the gene pool.
Yes, that is correct.

In selection, what happens that changes the

The environment exerts a force on certain
population’s gene and genotypic frequencies?
individuals that prevent them from mating.
It can be gametic (involving specific alleles) or
zygotic (involving specific genotypes.
Very good!

During migration, what happens?

The introduction of new individuals from a
migrant population into a recipient population
causing new genes and genotypes to be mixed
in the gene pool and changing its frequencies.
Correct, very good!

Lastly, what happens during genetic drift?

Random changes in both amount and direction
of the gene and genotype frequencies.
In large, randomly mating populations, such
changes are not apparent.

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!

If any of these mechanisms were employed

on the population level, what does it
It may change the gene and genotypic
indicate?
frequencies of the population, therefore
indicating evolution of species.
Correct!

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:

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 LI 3617
Tagaytay City Science National High School
Brgy. Sungay West, Tagaytay City, Cavite 4120 Philippines ∙ Email: [email protected] ∙ Tel. No.: (046) 483-

The delta-32 mutation, a recessive gene, gives Registration No: PH010-QC

humans protection from HIV infection. The
a. q = recessive allele = 0.2
allele frequency in a town in Sweden is 20%.
q2= immune to HIV = 0.2 x 0.2 =0.04 x
a. What percent of the population have two
100% = 4%
copies of the gene and are therefore immune
b. p + q = 1
to HIV?
2pq = heterozygous = 2 x 0.2 x 0.8 = 0.32
b. What percent of the population are less
x 100% =32%
susceptible to the disease since they are
q= 0.2
heterozygous?
p= 1 – 0.2 = 0.8

VII. EVALUATION (5mins)

Identification. Write the correct answer on the space provided.
1. Alteration of an allele to one form to another
2. Random changes in both amount and direction of the gene and genotype frequencies
3. Introduction of new individuals from a migrant population into a recipient population
4. Environment exerts a force on certain individuals that prevent them from mating
VIII. ASSIGNMENT (5 mins)
Answer the following problems. Show your solutions. It is to be passed on the next meeting.
1. Sixteen percent of the population are unable to taste the chemical PTC. These non-tasters are
recessive for the tasting gene.
a. What percentage of the individuals in the population are tasters?
b. What is the frequency of the dominant and recessive allele?
c. What percentage of the population are heterozygous for the trait?
2. A population of mice in Hardy-Weinberg equilibrium. 49% of the population are homozygous
recessive. What percentage of the population are homozygous dominant? What percentage of the
population are heterozygous?

Prepared by: Noted by: Approved by:

ANDREA CELINA B. DINGLASAN BERNADETTE S. DUMAYAS MAGDALENO R. LUBIGAN, Ed. D.

Special Science Teacher I SHS Coordinator School Principal IV

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 LI 3617
Tagaytay City Science National High School
Brgy. Sungay West, Tagaytay City, Cavite 4120 Philippines ∙ Email: [email protected] ∙ Tel. No.: (046) 483-

ACTIVITY IN HARDY-WEINBERG EQUILIBRIUM Registration No: PH010-QC

Name: ____________________________________ Section:___________________ Score: _____________

What do you need:

• 2 Large Bags of Milk-coated Fish-shaped Biscuits (e.g. Knick Knacks)

• 2 Large Bags of Chocolate-coated Fish-shaped Biscuits (e.g. Knick Knacks)

• Plates or Napkins

Preparation and Procedure

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

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