1

FOREWORD

This Self Learning Kit will help the learners understand

how biological traits are passed to successive
generations. It explains why closely related individuals
resemble each other. It also describes the processes
involved in the development of new characters that
explains why members of the same species show
variations in the characters they express.
In this learning kit, the students will practice how to
predict the physical traits of offspring from whose parents
are known. With this, they will be able to explain on the
importance of variation, a fascinating feature of living
things.

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 LESSON
PREDICT PHENOTYPIC EXPRESSIONS OF TRAITS
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OBJECTIVES:
K:Describe how biological traits are passed on to successive
generations;
S: Perform monohybrid cross using Punnett Square correctly
given the phenotype and genotype of parents;
A: Explain why members of the same species show variation.

LEARNING COMPETENCY
Predict phenotypic expressions of traits following simple
patterns of inheritance. ( S8LT-IVf-18 )

I. WHAT HAPPENED

What have you observed

from the picture? Does
the child look like his
father or mother? What
are their similarities? Have
you ever wondered how
this happened? What
could be responsible for
this? These are some of
the questions that will be
answered as we go over
the lesson.

http://science-education.nih.gov

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PRE-TEST
DIRECTIONS: Read the statements carefully. Choose the letter of the correct
answer. Write the answers on your notebook.

1. What branch of biology deals with the study of heredity and variation?
a. genes b. genetics c. heredity d. traits
2. How do you call the pairs of genes that carry the same traits?
a. traits b. alleles c. F1 generation d. phenotype
3. Which of the following is an example of an allele?
a. C b. c c. CC d. CCc
4. A man has curly hair and both of his parents are homozygous dominant for
the trait. Which is the correct representation of homozygous dominant?
a. cc b. Cc c. CC d. all of the above
5. Which of the following is an example of recessive genotype?
a. cc b. Cc c. CC d. all of the above
6. If your genotype is Cc, what type of trait would you express as a
phenotype?
a. dominant b. recessive c. neither d. both a and b
7. Which is the correct definition of phenotype?
a. The gene combinations possible for a given trait.
b. The physical expression of the trait.
c. The genetic makeup of a specific organism.
d. All of the above
8. Curly hair is an example of which of the following?
a. genotype b. phenotype c. neither d. both a and b
9. Cc and CC are examples of which of the following?
a. genotype b. phenotype c. neither d. both a and b
10.Which is the correct definition of genotype?
a. The physical expression of the trait.
b. The gene combinations possible for a given trait.
c. The visible or observable expression of the results of genes.
d. All of the above

Good job! You did your best to

answer all the questions. Now, are you
ready to continue your journey? I will be
with you, as you travel, enjoy and learn in
this module.

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II. WHAT I NEED TO KNOW

DISCUSSION

Gregor Mendel discovered the basic principles of heredity

by breeding peas in carefully planned experiments. Later on,
Mendel discovered the principle of inheritance and genetics, the
branch of biology that deals with the study of heredity and
variation. It explains why closely related individuals resemble each
other. It also describes the processes involved in the development
of new characters that explains why members of the same
species show variations in the characters they express.

MENDELIAN PRINCIPLES

LAW OF DOMINANCE

States that “ the dominant trait dominates or prevents the

expression of the recessive trait.”

Mendel conducted an experiment, allowing the true-

breeding plants to cross fertilize. The pure plants were the parents
or P1 generation while the offspring of the P1 cross are the first
filial generation or F1 generation. Mendel noted that for each trait
he studied, one of these will be dominant and will be expressed if
it is present and mask the recessive trait. According to Mendel, if
the organism inherits two of the same gene, the genotype is
homozygous (TT or tt). If it inherits two different genes, it is
heterozygous ( Tt ).
For instance, when Mendel crossed pure tall pea plant with a pure
short pea plant, all offspring manifest the tall phenotype with genotype
Tt. Refer to the table below.

Parent T T
Note:
T- tall Tt Tt
t
t- short Tall Tall
TT, Tt- tall
Tt Tt
phenotype t
Tall Tall
tt- short phenotype

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Refer to the table for the list of dominant traits and recessive traits
as results of the crosses pure pea plants.

https://microbenotes.com/mendels-experiment-and-laws/
Try This Out
A. Determine whether the following genotype is homozygous or heterozygous
1. PP - ________________ 2. Tt - __________________ 3. rr - ______________

B. Determine the possible phenotype for each given genotype.

1. Yellow (Y) is dominant to green (y)
a. YY - ____________
b. Yy - ____________
c. yy- _____________

LAW OF SEGREGATION

States that “ during gamete formation, members of a gene

pair or allele separate.”

Every individual organism contains two alleles for each trait,

and that these alleles segregate (separate) during meiosis such
that each gamete contains only one of the alleles. An offspring
thus receives a pair of alleles for a trait by inheriting homologous
chromosomes from the parent organisms: one allele for each trait
from each parent. Hence, according to the law, two members of
a gene pair segregate from each other during meiosis; each
gamete has an equal probability of obtaining either member of
the gene.

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For example, a pea plant ,with green pod, has the genotype GG is
crossed to a pea plant with yellow pod with genotype gg. What
are the possible gametes?
GG

G G

gg
g

Separate Us
Identify the gametes. Fill in the box with the correct gametes
formed.
If a round-seed pea plant with genotype Rr is crossed
to wrinkled-seed pea plant with genotype rr, what are the possible
gametes?
______________

________
_

LAW OF INDEPENDENT ASSORTMENT

States that “ the expression of one particular trait does not

affect the expression of another trait.”

Mendel continued his experiments by crossbreeding two

hybrid plants of the F1 generation, which become P2 generation.
He wanted to determine if the trait for seed color would influence
the trait for seed shape.

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P2 generation
Y – yellow- dominant allele for seed color
x y – green- recessive allele for seed color
R-round-dominant allele for seed shape
YyRr x YyRr r-wrinkled- recessive allele for seed shape

YR Yr yR yr
Genotype Phenotype
1 YYRR
YR 2 YYRr
YYRR YYRr YyRR YyRr 2 YyRR 9 Yellow-round seed
4 YyRr
9
Yr 1 YYrr
3 Yellow-wrinkled
YYRr YYrr YyRr Yyrr 2 Yyrr
seed
3
1 yyRR
yR 2 yyRr 3 green-round seed
YyRR YyRr yyRR yyRr 3
1 green-wrinkled
1 yyrr
seed
yr
YyRr Yyrr yyRr yyrr
Yellow round green round

Yellow wrinkled green wrinkled

Mendel found that the dominant trait of one kind did not mask the
expression of the recessive trait of another kind. This means that,
the seed color, for instance, does not have any connection with
the seed shape of the pea plant.

What a great contribution by the Father of

Genetics! These principles formulated by
Gregor Mendel are not only limited to plant
traits. Have you ever wondered why you
don’t look like your mother or father? Come
on let’s investigate!

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INVESTIGATE !

Suppose your father has curly hair and your mother has
straight hair. You are the only child and inherited curly hair
from your father. Your parents are expecting a second child.
What are the chances that the second child would have
curly or straight hair?

The Punnett Square

It is a diagram that is used to predict an outcome of a
particular cross or breeding experiment. It is named after Reginald
Punnett, the person who devised it. The vertical column lists the
gametes from the female parent while the horizontal column has
the gametes of the male.

Steps to solve the problem using Punnett Square

Step Instruction Action or Solution

Choose a letter to represent C - curly hair

Step 1
the genes in the cross c- straight hair

Write the genotypes (in Father Mother

Step 2 symbols) of the parents
involved in the cross (P1) Cc x cc

Father Mother
Determine the possible Cc cc
Step 3 gametes that the parents
can produce
C c c c

C c
c
Place these gametes at the
Step 4 top and side of the Punnett
Square.
c

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 Fill in the empty boxes of C c
the Punnett square by
Step 5 writing the alleles from the c Cc cc
gametes that combine in
the appropriate boxes.
c Cc cc

a. Genotypes:
2 Cc – heterozygous curly
hair
2 cc – homozygous straight
hair
Using the results written b. Phenotypes:
Step 6 inside the boxes, answer the 2 Curly hair and 2 straight hair
problem.
50% chance of having curly
hair
50% chance of having
straight hair

Work It Out

Dark-skin is dominant to fair skin. Suppose your father has

dark-skin with the genotype Dd and your mother has fair-skin,
with genotype dd. You are the first-born child, and manifest
dark-skin. Your parents are expecting a second child. What
are the chances that the second child would have fair-skin?

Direction: Predict the skin type of the second child using the
Punnett Square. Follow the steps to solve the problem.

Step Instruction Action or Solution

Choose a letter to represent _____ - dark-skin

Step 1
the genes in the cross _____ - Fair-skin

Write the genotypes (in Father Mother

Step 2 symbols) of the parents
involved in the cross (P1) __________ x ___________

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 Father Mother
Determine the possible ______ ______
Step 3 gametes that the parents
can produce
____ ____ ____ _____

___ ___
Place these gametes at the ___
Step 4 top and side of the Punnett
Square.
___

___ ___
Fill in the empty boxes of
the Punnett square by
Step 5 writing the alleles from the __
gametes that combine in
the appropriate boxes. __

a. Genotypes:
Using the results written inside
b. Phenotypes:
Step 6 the boxes, answer the
problem.
Percentage:

III. WHAT I HAVE LEARNED

POST-TEST
DIRECTIONS: Read the statements carefully. Write the letter of the
correct answer.

Use the diagram to answer questions 1 to 6.

Black eyes Brown eyes

x
P1

F1
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 F2

1. In the above diagram, what is the dominant trait?

a. black eyes b. brown eyes c. both a and b d. none of the
above
2. In the above diagram, what is the recessive trait?
a. black eyes b. brown eyes c. both a and b d. none of the
above
3. Assuming that both parents are homozygous, why would all of the F1
generation have brown eyes?
a. because brown-eye is a recessive trait
b. because brown-eye is a dominant trait
c. because both parents passed on the recessive trait
d. all of the above
4. In the diagram, what accounts for the black eyes in the F2 generation?
a. The F1 generation parents are homozygous brown-eyes
b. The black eyes allele is dominant over brown eyes allele
c. Heterozygous parents will produce 1 homozygous recessive offspring
d. all of the above.
5. What is the chance of having a child with black eyes if both parents are
heterozygous for the trait? ( Brown eyes is dominant over black eyes)
a. 25% b. 50% c. 75% d. 100%
6. What would it mean if the allele for black eyes is represented as “ b” ?
a. black eyes is dominant trait
b. black eyes is a recessive trait
c. it is both dominant and recessive
d. it is not transmitted

Refer to the boxes below to answer questions 7 to 10.

D- with dimples
d- without dimples

Parent D d

D 1 2

d 3 4

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7. Which of the boxes correspond to offspring with dimples?
a. 1 and 2 b. 3 and 4 c. 1,2 and 3 d. 2,3 and 4
8. Which of the boxes correspond to offspring with heterozygous genotype?
a. 1 and 2 b. 2 and 3 c. 3 and 4 d. 1 and 4
9. Which of the boxes correspond to offspring without dimples?
a. 1 b. 2 c. 3 d. 4
10. What are the chances that their children will have dimples?
a. 25% b. 50% c. 75% d. 100%

Congratulations! You accomplished all the tasks in

this learning module. Can you explain now why you
don’t look like you parents and siblings? I am sure
that you can. Let’s discuss more on phenotypes ,
involving two traits, when you will be in the next
grade level.

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REFERENCES:
Project EASE Biology Vol. II, Module 14

Rabago, Lili M., et.al.(2003).Functional Biology. Pp. 381-383

Functional Biology ( 2003), pp. 374

https://microbenotes.com/mendels-experiment-and-laws/

https://lrmds.deped.gov.ph/search?filter&search_param=all&query=heredity

http://science-education.nih.gov

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 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

FAY C. LUAREZ, TM, Ed.D., Ph.D.

OIC - Assistant Schools Division Superintendent
Acting CID Chief

NILITA L. RAGAY, Ed.D.

OIC - Assistant Schools Division Superintendent

ROSELA R. ABIERA
Education Program Supervisor – (LRMS)

ARNOLD R. JUNGCO
PSDS / Division Science Coordinator

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

CHERRY ANN A. OPOC

Writer
CHERRY ANN A. OPOC
Layout Artist
_________________________________
ALPHA QA TEAM
MA. ALETTA AARONA R. GAJELOMO
JUSTIN PAUL ARSENIO C. KINAMOT
MIEL C. PACULANANG
PETER PAUL A. PATRON
LYN-NO A. REGALADO

BETA QA TEAM
LIEZEL A. AGOR
JOAN Y. BUBULI
LIELIN A. DE LA CERNA
PETER PAUL A. PATRON
THOMAS JOGIE U. TOLEDO

DISCLAIMER

The information, activities and assessments used in this material are designed to provide accessible
learning modality to the teachers and learners of the Division of Negros Oriental. The contents of this module
are carefully researched, chosen, and evaluated to comply with the set learning competencies. The writers
and evaluator were clearly instructed to give credits to information and illustrations used to substantiate this
material. All content is subject to copyright and may not be reproduced in any form without expressed written
consent from the division.

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 SYNOPSIS: 50% chance fair-skin
50% chance dark-skin
This Self Learning Kit is made 2 dark-skin, 2 fair-skin
Phenotype 10. c
for Grade 8 students on the 2 Dd; 2dd 9. d

topic predicting phenotypic

Genotype 8. b
Dd dd 7. c
expressions of traits. The THE AUTHOR:
Dd dd 6. b
5. a
activities will guide them how
5.
d 4. c
traits are transmitted from d 3. b
4. D d 2. a
parents to offspring. Mother-dd, d,d 1. b
3. Father- Dd, D,d POST TEST
The activities in this Mother- dd
r
module enable them to report
2. Father- Dd
Fair-skin- d r
on the importance of variation 1. Dark-skin- D
r R
among living things. Work It Out
c. green
Separate Us
3. homozygous
b. yellow 2. heterozygous
a. yellow 1. homozygous
B. A.
Try This Out
5. a 10. b
4. c 9. a
3. c 8. b
2. b 7. b
1. b 6. a
PRE TEST

KEY ANSWER

ABOUT THE AUTHOR

Writer: CHERRY ANN A. OPOC, Teacher III

Graduated with a degree of Bachelor Of Science in Biology at
Negros Oriental State University in 2003 and Bachelor of
Secondary Education at Foundation University in 2004.
Currently teaching at Tambo National High School and
designated as the District Science Coordinator of Ayungon 2
District. Completed the Academic Requirement in Master of
Arts in Education – General Science at Foundation University.

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