Incomplete and Codominance

Grade Level 9
Learning Area Science (Biology)

Quarter First Quarter
Competency Code S9LT – Id -29
I. OBJECTIVES At the end of the lesson, the learners should be able to:
1. Identify the characters of incomplete dominance and

codominance
2. Solve genetic problems related to incomplete
dominance and codominance
3. Relate the importance of incomplete dominance and
codominance.
a. Content Standards The learners demonstrate an understanding of the

different patterns of inheritance
b. Performance Standards No written performance standards in MELCS
c. Learning The learners shall be able to explain the different pattern

Competencies/Objectives of non-Mendelian inheritance
II. CONTENT Non- Mendelian inheritance: Incomplete Dominance

and Codominance
III. LEARNING RESOURCES
a. References K to 12 Grade Learner’s Material in Science
1. Teacher’s Guide Pages Science 9 Teacher’s Guide pp. 30
2. Learner’s Material Science 9 Learners Module pp.31-32
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) Portal
b. Other Learning https://www.youtube.com/watch?v=6XEvbH4ubeY
Resources
IV. PROCEDURES
Preliminary Activities:
- Prayer
- Checking of Attendance
- Checking and Submission of Assignments
- Reminding of Classroom Rules
- Setting the classroom atmosphere
a. Reviewing the previous At the start of the lesson, the teacher will make sure that
lesson or Presenting the the students have understood the prerequisite concepts
new lesson. (Elicit) from the previous lesson. Let’s play a game entitled
5 mins. “pass the ball”
1. A branch of Biology concerned with the study of
genes, genetic variation, and heredity in the
organism.
2. It is the set of genes in our DNA which is
responsible for a particular trait
3. It is the physical expression or characteristics of
that trait.
4. Who is the father of Genetics?
b. Establishing a purpose Ask the following questions:

of the lesson (Engage) 1. What is your favourite animal?
5 mins. 2. Describe your pet based on its physical
appearance.
Then show a picture of an animal

c. Presenting
examples/instances of the
1. 2.
new lesson
10 mins.
Then ask the following questions:

1. Describe the physical appearance of the first cat.
How about the other one?
2. Do they differ? Why?
d. Discussing new Let them watch first a video clip for them to recall and
concepts and practicing understand how to answer their activity.
new skills #1 (https://www.youtube.com/watch?v=6XEvbH4ubeY)
(Explore) Activity 1
10 mins. 1. Let the students work in groups (3)
2. Let them perform Activity 1 found in their Science
Learning Material (pages31-32)
Guide Questions:
1. How many types of gametes will each parent
produce in problem no 1 and 2?
2. What is the phenotype of a heterozygous four o\
clock flower?
3. What are the possible phenotypes of the
offspring from the cross of the parental plants in
problem no.1? How about problem no.2?
e. Developing mastery
leading to formative Presentation of students’ answer for Activity 1. Outputs
assessment #2 will be checked.
(Explain) 10 mins.
f. Finding practical Ask the following questions:
application of concepts 1. What role does non-mendelian inheritance play
and skills in daily living in preserving diversity?
(Elaborate) 2. Is it important for us to know about non-
5 mins. mendelian inheritance? If yes, why?
g. Making generalizations Ask the following question:

and abstractions about the 1. What are the three types of non-mendelian
lesson inheritance.
20 mins. 2. Why do we need to know our blood type.
3. Describe the relationship between the
environment and phenotype
h. Evaluating learning Essay
(Evaluate) Directions: explain the following questions briefly. You
10 mins. will be graded according to this rubric:
1. Why is incomplete dominance regarded as non -

mendelian? How about the codominance?
2. How can we predict inheritance patterns?
i. Additional activities for Surf the internet or other online reference, then look for
application/remediation an article on organism that follows non-mendelian
(Extend) inheritance specifically, incomplete dominance and
codominance.
V. REMARKS
VI. REFLECTION
a. No. of learners who

earned 80% in the
evaluation
b. No. of learners who
require additional activities
for remediation who scored
below 80%
c. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson
d. No. of learners who
continue to require
remediation
e. Which of my teaching
strategies work well? Why
did this work?
f. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
g. What innovation or
localized material did I
use/discover which I can
share with other teachers?
Prepared:
TRISHA MELROSE M. MILANES
Teacher I
School: Clarin National High School

District: Clarin South
Reviewed/
Evaluated:
MARISOL P. MORENO
Head Teacher - IV
NORLYN Q. LOBIDO
Master Teacher I
Approved:
RICARDO L. LAPIZ
School Principal III
Date Observed:

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Grade Level 9

Learning Area Science (Biology)

1. Identify the characters of incomplete dominance and

a. Content Standards The learners demonstrate an understanding of the

c. Learning The learners shall be able to explain the different pattern

II. CONTENT Non- Mendelian inheritance: Incomplete Dominance

b. Establishing a purpose Ask the following questions:

Then show a picture of an animal

Then ask the following questions:

g. Making generalizations Ask the following question:

1. Why is incomplete dominance regarded as non -

a. No. of learners who

School: Clarin National High School

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