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    Jovelo Dela Peña
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    This document outlines a science lesson plan for 8th grade students on sex-influenced traits. The lesson plan covers: (1) explaining sex-influenced inheritance and diagramming crosses involving sex-influenced genes, (2) using the example of pattern baldness in humans, and (3) having students diagram a cross and calculate offspring percentages involving a bald father and a heterozygous mother. The lesson plan also includes evaluating student learning through diagramming crosses and calculating offspring percentages.

    Original Description:

    about Non mendelian Inheritance

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    This document outlines a science lesson plan for 8th grade students on sex-influenced traits. The lesson plan covers: (1) explaining sex-influenced inheritance and diagramming crosses involving sex-influenced genes, (2) using the example of pattern baldness in humans, and (3) having students diagram a cross and calculate offspring percentages involving a bald father and a heterozygous mother. The lesson plan also includes evaluating student learning through diagramming crosses and calculating offspring percentages.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    20 views4 pages

    Sex Influenced Traits

    Uploaded by

    Jovelo Dela Peña
    This document outlines a science lesson plan for 8th grade students on sex-influenced traits. The lesson plan covers: (1) explaining sex-influenced inheritance and diagramming crosses involving sex-influenced genes, (2) using the example of pattern baldness in humans, and (3) having students diagram a cross and calculate offspring percentages involving a bald father and a heterozygous mother. The lesson plan also includes evaluating student learning through diagramming crosses and calculating offspring percentages.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    of 4

    Republic of the Philippines

    Department of Education
    Region VIII
    DIVISION OF SAMAR
    District of Pinabacdao
    QUINTIN QUIJANO SR. AGRICULTURAL SCHOOL
    Mambog Pinabacdao Samar

    SCIENCE G8
    Quarter I

    I. Objectives:
    A. Content Standards:
    *The different patterns of inheritance
    B. Performance Standards:
    .
    C. Learning Competencies/Objectives/Write The LC code each
    *Explain the different patterns of non-Mendelian inheritance
    Specific Objectives
    * diagram a cross involving sex-influenced genes.
    Contextualized Objectives
    * diagram a cross involving sex-influenced genes if the father is one of the previous
    Mayors of Pinabacdao.

    II. Content: Sex-Influenced traits

    III. Learning Resources:


    A. References:
    1. Teachers Guide pages: pp.
    2. Learners’ Material pages: pp.
    3. Textbook pages:
    4. Additional materials from
    (LR) Portal
    IV. Other learning resources:

    A. Reviewing previous lesson or presenting a new lesson: (3 mins)


     Sex-Linked and Sex limited Influence.

    B. Establishing a purpose to the lesson: (5 mins)

    Do you know who they are?


    What common feature are similar in each given picture?
    C. Presenting Examples/ instances of a new lesson
     Do you know who they are?
     What common feature are similar in each given picture?

    D. Discussing new concept and practice new skills #1.

    E. Discussing new concept and practice new skills #2

    F. Developing mastery (13 mins)


     Sex-influenced traits are also autosomal. Again, what makes these traits unusual is
    the way they are expressed phenotypically. genders express the genes
     One classic example of a sex influenced trait is pattern of baldness in humans,
    though the condition is not restricted to males.
     It has two alleles, “bald” and “non-bald”. The behaviors of the products of these
    genes are highly influenced by the hormones in the individual, particularly by the
    hormone testosterone.

     All humans have testosterone, but males have much higher levels of this hormone
    than females do. The result is that, in males, the baldness allele behaves like a
    dominant allele, while in females it behaves like a recessive allele.

    G. Finding practical applications of concepts and skills in daily living. (5 mins)

    H. Making Generalizations about the lesson (2 mins)


     Sex-influenced traits are also autosomal. Again, what makes these traits unusual is
    the way they are expressed phenotypically. genders express the genes
     One classic example of a sex influenced trait is pattern of baldness in humans,
    though the condition is not restricted to males.
     It has two alleles, “bald” and “non-bald”. The behaviors of the products of these
    genes are highly influenced by the hormones in the individual, particularly by the
    hormone testosterone.
     All humans have testosterone, but males have much higher levels of this hormone
    than females do. The result is that, in males, the baldness allele behaves like a
    dominant allele, while in females it behaves like a recessive allele

    I. Evaluating Learning. (10 mins)


    Answer the following.

     Diagram a cross involving a bald father (bb) which is


    homozygous and non-balding, a mother (Bb) which is is
    heterozygous and not balding.
     Write the percentage of bald and non- bald offspring

    Xb Yb

    XB
    Xb

    J. Additional activities for the application or remediation.

    I. REMARKS
    II. REFLECTION
    A. No. of learners who earned
    80% in the evaluation
    B. No. of students who require
    additional activities for
    remediation who scored
    below 80%
    C. Did the remedial lesson
    work? No. of learners who
    had caught up with the
    lesson.
    D. No. of learners who
    continue to require
    remediation
    E. Which of my teaching
    strategies work 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
    the other teachers?

    Prepared by:
    JOVELO B. DELA PENA
    SST-III

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