DAILY LESSON PLAN

BIOLOGY FORM FIVE 2017

Instructors Name : VIKNESWARAN A/L M.GUNAHLAN

Class : K2
Week : 2
Date : 12 /9/2017
Time : 4 periods (2 hourS)
Teaching Materials : Textbook, reference books, internet
Title : Inheritance

Concept Identity
Focus Question Why do groups of people from different parts of the world often differ in appearance?
Outcomes Core Outcome Extended Outcome 1 Extended Outcome 2
Students will be able to Students will able to assemble the Students will be able to evaluate
differentiate: information on the outcomes of the the Mendels First Law (Law of
Genes and alleles offspring based on the Mendels First Segregation) and Mendels Second
Phenotype and genotype Law (Law of Segregation) and Law (Law of Independent
Dominant and recessive genes Mendels Second Law (Law of Assortment) based on the case
Homozygote and heterozygote Independent Assortment) by using studies given.
Mendels First Law (Law of Law of Probability.
Segregation) and Mendels
Second Law (Law of
Independent Assortment).
Orientation Phase:
1. Who is the Father of Modern Genetics? (Hint: Students will answer: Gregor Mendel. Instructor will say, no, its not. The answer is actually
true, but the instructor will answer Johann. The students will start to think and ask Who is Johann? Instructor will then reply He is
Johann Mendel). The class will then be started with the story of the autobiography of the Father of Modern Genetics, Gregor Johann
Mendel, and previous scholars: Josef Koelreuter and T.A Knight.
2. Why did the study pea plant carried out by Mendel is accepted, but the study of the same plant, carried out by previous scholars were not
accepted? What was the problem?
3. Why do the members of a family tend to resemble one another more than they resemble members of other families?
Activities Core Activity Extension Activity 1 Extension Activity 2
Students will be asked to do a Students will be asked to answer the Students will be asked to relate the
 presentation on:
Genes and alleles
Phenotype and genotype
Dominant and recessive genes
Homozygote and heterozygote
Mendels First Law (Law of
Segregation) and Mendels
Second Law (Law of
Independent Assortment)
and explain the understanding to
the class.
question on Mendels First Law and
Mendels Second Law based on the
Law of Probability by using a set of
questions given. They will be asked
to explain their results to the class.
Mendels First Law and Mendels
Second Law with the case of:
Incomplete Dominance (Hint: Is
this case against Mendels First
Law? Is the Blending Theory
introduced by the previous
scholars can be accepted?)
Epistasis (Hint: How can the
case of epistasis be related
with Mendels Second Law?
How can you explain the theory
of 9:7 ratios in Zea mays rather
than 9:3:3:1 ratios in normal
Mendels Second Law?)
Pleiotropic Effects

Students will be asked to explain

the results of their evaluations to
the class.
Ask the answer game - Whole class activity: Instructor will tell to the class a phrase or a sentence. For
example: Small, easy to grow and easy to observe the phenotypes. The answer is: The reason why Mendel
chose pea plants, but in this game, the students are not allowed to answer the questions by providing a
sentence or a phrase; instead they must answer the questions by asking a question!

For instance: Small, easy to grow and easy to observe the phenotypes given by the instructors.
Answer given by the students: Why did Mendel choose pea plant?

For those who answer the questions without question mark, 1 score will be deducted!
Concluding Activity: Students will be posed with the following question: What will happen if the Mendels First Law and Mendels Second
Law is not discovered until now?
Resources: Textbook, reference books, internet. Evaluation: Students evaluation on their ability to evaluate the theories in
relation to inheritance (i.e. Mendels First Law, Mendels Second Law, and
Blending Theory) and their ability to process the information creatively and
correctly: Ask the answer game.
 DAILY LESSON PLAN
BIOLOGY FORM FIVE 2017

Instructors Name : VIKNESWARAN A/L M.GUNAHLAN

Class : K5
Week : 2
Date : 13 /9/2017
Time : 4 periods (2 hourS)
Teaching Materials : Textbook, reference books, internet
Title : Inheritance

Concept Identity
Focus Question Why do groups of people from different parts of the world often differ in appearance?
Outcomes Core Outcome Extended Outcome 1 Extended Outcome 2
Students will be able to Students will able to assemble the Students will be able to evaluate
differentiate: information on the outcomes of the the Mendels First Law (Law of
Genes and alleles offspring based on the Mendels First Segregation) and Mendels Second
Phenotype and genotype Law (Law of Segregation) and Law (Law of Independent
Dominant and recessive genes Mendels Second Law (Law of Assortment) based on the case
Homozygote and heterozygote Independent Assortment) by using studies given.
Mendels First Law (Law of Law of Probability.
Segregation) and Mendels
Second Law (Law of
Independent Assortment).
Orientation Phase:
1. Who is the Father of Modern Genetics? (Hint: Students will answer: Gregor Mendel. Instructor will say, no, its not. The answer is actually
true, but the instructor will answer Johann. The students will start to think and ask Who is Johann? Instructor will then reply He is
Johann Mendel). The class will then be started with the story of the autobiography of the Father of Modern Genetics, Gregor Johann
Mendel, and previous scholars: Josef Koelreuter and T.A Knight.
2. Why did the study pea plant carried out by Mendel is accepted, but the study of the same plant, carried out by previous scholars were not
accepted? What was the problem?
3. Why do the members of a family tend to resemble one another more than they resemble members of other families?
Activities Core Activity Extension Activity 1 Extension Activity 2
Students will be asked to do a Students will be asked to answer the Students will be asked to relate the
presentation on: question on Mendels First Law and Mendels First Law and Mendels
 Genes and alleles
Phenotype and genotype
Dominant and recessive genes
Homozygote and heterozygote
Mendels First Law (Law of
Segregation) and Mendels
Second Law (Law of
Independent Assortment)
and explain the understanding to
the class.
Mendels Second Law based on the
Law of Probability by using a set of
questions given. They will be asked
to explain their results to the class.
Second Law with the case of:
Incomplete Dominance (Hint: Is
this case against Mendels First
Law? Is the Blending Theory
introduced by the previous
scholars can be accepted?)
Epistasis (Hint: How can the
case of epistasis be related
with Mendels Second Law?
How can you explain the theory
of 9:7 ratios in Zea mays rather
than 9:3:3:1 ratios in normal
Mendels Second Law?)
Pleiotropic Effects

Students will be asked to explain

the results of their evaluations to
the class.
Ask the answer game - Whole class activity: Instructor will tell to the class a phrase or a sentence. For
example: Small, easy to grow and easy to observe the phenotypes. The answer is: The reason why Mendel
chose pea plants, but in this game, the students are not allowed to answer the questions by providing a
sentence or a phrase; instead they must answer the questions by asking a question!

For instance: Small, easy to grow and easy to observe the phenotypes given by the instructors.
Answer given by the students: Why did Mendel choose pea plant?

For those who answer the questions without question mark, 1 score will be deducted!
Concluding Activity: Students will be posed with the following question: What will happen if the Mendels First Law and Mendels Second
Law is not discovered until now?
Resources: Textbook, reference books, internet. Evaluation: Students evaluation on their ability to evaluate the theories in
relation to inheritance (i.e. Mendels First Law, Mendels Second Law, and
Blending Theory) and their ability to process the information creatively and
correctly: Ask the answer game.
 DAILY LESSON PLAN
BIOLOGY FORM FIVE 2017

Instructors Name : VIKNESWARAN A/L M.GUNAHLAN

Class : K1
Week : 2
Date : 14 /9/2017
Time : 4 periods (2 hourS)
Teaching Materials : Textbook, reference books, internet
Title : Inheritance

Concept Identity
Focus Question Why do groups of people from different parts of the world often differ in appearance?
Outcomes Core Outcome Extended Outcome 1 Extended Outcome 2
Students will be able to Students will able to assemble the Students will be able to evaluate
differentiate: information on the outcomes of the the Mendels First Law (Law of
Genes and alleles offspring based on the Mendels First Segregation) and Mendels Second
Phenotype and genotype Law (Law of Segregation) and Law (Law of Independent
Dominant and recessive genes Mendels Second Law (Law of Assortment) based on the case
Homozygote and heterozygote Independent Assortment) by using studies given.
Mendels First Law (Law of Law of Probability.
Segregation) and Mendels
Second Law (Law of
Independent Assortment).
Orientation Phase:
1. Who is the Father of Modern Genetics? (Hint: Students will answer: Gregor Mendel. Instructor will say, no, its not. The answer is actually
true, but the instructor will answer Johann. The students will start to think and ask Who is Johann? Instructor will then reply He is
Johann Mendel). The class will then be started with the story of the autobiography of the Father of Modern Genetics, Gregor Johann
Mendel, and previous scholars: Josef Koelreuter and T.A Knight.
2. Why did the study pea plant carried out by Mendel is accepted, but the study of the same plant, carried out by previous scholars were not
accepted? What was the problem?
3. Why do the members of a family tend to resemble one another more than they resemble members of other families?
Activities Core Activity Extension Activity 1 Extension Activity 2
Students will be asked to do a Students will be asked to answer the Students will be asked to relate the
presentation on: question on Mendels First Law and Mendels First Law and Mendels
 Genes and alleles
Phenotype and genotype
Dominant and recessive genes
Homozygote and heterozygote
Mendels First Law (Law of
Segregation) and Mendels
Second Law (Law of
Independent Assortment)
and explain the understanding to
the class.
Mendels Second Law based on the
Law of Probability by using a set of
questions given. They will be asked
to explain their results to the class.
Second Law with the case of:
Incomplete Dominance (Hint: Is
this case against Mendels First
Law? Is the Blending Theory
introduced by the previous
scholars can be accepted?)
Epistasis (Hint: How can the
case of epistasis be related
with Mendels Second Law?
How can you explain the theory
of 9:7 ratios in Zea mays rather
than 9:3:3:1 ratios in normal
Mendels Second Law?)
Pleiotropic Effects

Students will be asked to explain

the results of their evaluations to
the class.
Ask the answer game - Whole class activity: Instructor will tell to the class a phrase or a sentence. For
example: Small, easy to grow and easy to observe the phenotypes. The answer is: The reason why Mendel
chose pea plants, but in this game, the students are not allowed to answer the questions by providing a
sentence or a phrase; instead they must answer the questions by asking a question!

For instance: Small, easy to grow and easy to observe the phenotypes given by the instructors.
Answer given by the students: Why did Mendel choose pea plant?

For those who answer the questions without question mark, 1 score will be deducted!
Concluding Activity: Students will be posed with the following question: What will happen if the Mendels First Law and Mendels Second
Law is not discovered until now?
Resources: Textbook, reference books, internet. Evaluation: Students evaluation on their ability to evaluate the theories in
relation to inheritance (i.e. Mendels First Law, Mendels Second Law, and
Blending Theory) and their ability to process the information creatively and
correctly: Ask the answer game.
 DAILY LESSON PLAN
BIOLOGY FORM FIVE 2017

Instructors Name : VIKNESWARAN A/L M.GUNAHLAN

Class : K4
Week : 2
Date : 15 /9/2017
Time : 4 periods (2 hourS)
Teaching Materials : Textbook, reference books, internet
Title : Inheritance

Concept Identity
Focus Question Why do groups of people from different parts of the world often differ in appearance?
Outcomes Core Outcome Extended Outcome 1 Extended Outcome 2
Students will be able to Students will able to assemble the Students will be able to evaluate
differentiate: information on the outcomes of the the Mendels First Law (Law of
Genes and alleles offspring based on the Mendels First Segregation) and Mendels Second
Phenotype and genotype Law (Law of Segregation) and Law (Law of Independent
Dominant and recessive genes Mendels Second Law (Law of Assortment) based on the case
Homozygote and heterozygote Independent Assortment) by using studies given.
Mendels First Law (Law of Law of Probability.
Segregation) and Mendels
Second Law (Law of
Independent Assortment).
Orientation Phase:
1. Who is the Father of Modern Genetics? (Hint: Students will answer: Gregor Mendel. Instructor will say, no, its not. The answer is actually
true, but the instructor will answer Johann. The students will start to think and ask Who is Johann? Instructor will then reply He is
Johann Mendel). The class will then be started with the story of the autobiography of the Father of Modern Genetics, Gregor Johann
Mendel, and previous scholars: Josef Koelreuter and T.A Knight.
2. Why did the study pea plant carried out by Mendel is accepted, but the study of the same plant, carried out by previous scholars were not
accepted? What was the problem?
3. Why do the members of a family tend to resemble one another more than they resemble members of other families?
Activities Core Activity Extension Activity 1 Extension Activity 2
Students will be asked to do a Students will be asked to answer the Students will be asked to relate the
presentation on: question on Mendels First Law and Mendels First Law and Mendels
 Genes and alleles
Phenotype and genotype
Dominant and recessive genes
Homozygote and heterozygote
Mendels First Law (Law of
Segregation) and Mendels
Second Law (Law of
Independent Assortment)
and explain the understanding to
the class.
Mendels Second Law based on the
Law of Probability by using a set of
questions given. They will be asked
to explain their results to the class.
Second Law with the case of:
Incomplete Dominance (Hint: Is
this case against Mendels First
Law? Is the Blending Theory
introduced by the previous
scholars can be accepted?)
Epistasis (Hint: How can the
case of epistasis be related
with Mendels Second Law?
How can you explain the theory
of 9:7 ratios in Zea mays rather
than 9:3:3:1 ratios in normal
Mendels Second Law?)
Pleiotropic Effects

Students will be asked to explain

the results of their evaluations to
the class.
Ask the answer game - Whole class activity: Instructor will tell to the class a phrase or a sentence. For
example: Small, easy to grow and easy to observe the phenotypes. The answer is: The reason why Mendel
chose pea plants, but in this game, the students are not allowed to answer the questions by providing a
sentence or a phrase; instead they must answer the questions by asking a question!

For instance: Small, easy to grow and easy to observe the phenotypes given by the instructors.
Answer given by the students: Why did Mendel choose pea plant?

For those who answer the questions without question mark, 1 score will be deducted!
Concluding Activity: Students will be posed with the following question: What will happen if the Mendels First Law and Mendels Second
Law is not discovered until now?
Resources: Textbook, reference books, internet. Evaluation: Students evaluation on their ability to evaluate the theories in
relation to inheritance (i.e. Mendels First Law, Mendels Second Law, and
Blending Theory) and their ability to process the information creatively and
correctly: Ask the answer game.
 DAILY LESSON PLAN
BIOLOGY FORM FIVE 2017

Instructors Name : VIKNESWARAN A/L M.GUNAHLAN

Class : K3
Week : 2
Date : 15/9/2017
Time : 4 periods (2 hourS)
Teaching Materials : Textbook, reference books, internet
Title : Inheritance

Concept Identity
Focus Question Why do groups of people from different parts of the world often differ in appearance?
Outcomes Core Outcome Extended Outcome 1 Extended Outcome 2
Students will be able to Students will able to assemble the Students will be able to evaluate
differentiate: information on the outcomes of the the Mendels First Law (Law of
Genes and alleles offspring based on the Mendels First Segregation) and Mendels Second
Phenotype and genotype Law (Law of Segregation) and Law (Law of Independent
Dominant and recessive genes Mendels Second Law (Law of Assortment) based on the case
Homozygote and heterozygote Independent Assortment) by using studies given.
Mendels First Law (Law of Law of Probability.
Segregation) and Mendels
Second Law (Law of
Independent Assortment).
Orientation Phase:
1. Who is the Father of Modern Genetics? (Hint: Students will answer: Gregor Mendel. Instructor will say, no, its not. The answer is actually
true, but the instructor will answer Johann. The students will start to think and ask Who is Johann? Instructor will then reply He is
Johann Mendel). The class will then be started with the story of the autobiography of the Father of Modern Genetics, Gregor Johann
Mendel, and previous scholars: Josef Koelreuter and T.A Knight.
2. Why did the study pea plant carried out by Mendel is accepted, but the study of the same plant, carried out by previous scholars were not
accepted? What was the problem?
3. Why do the members of a family tend to resemble one another more than they resemble members of other families?
Activities Core Activity Extension Activity 1 Extension Activity 2
Students will be asked to do a Students will be asked to answer the Students will be asked to relate the
presentation on: question on Mendels First Law and Mendels First Law and Mendels
 Genes and alleles
Phenotype and genotype
Dominant and recessive genes
Homozygote and heterozygote
Mendels First Law (Law of
Segregation) and Mendels
Second Law (Law of
Independent Assortment)
and explain the understanding to
the class.
Mendels Second Law based on the
Law of Probability by using a set of
questions given. They will be asked
to explain their results to the class.
Second Law with the case of:
Incomplete Dominance (Hint: Is
this case against Mendels First
Law? Is the Blending Theory
introduced by the previous
scholars can be accepted?)
Epistasis (Hint: How can the
case of epistasis be related
with Mendels Second Law?
How can you explain the theory
of 9:7 ratios in Zea mays rather
than 9:3:3:1 ratios in normal
Mendels Second Law?)
Pleiotropic Effects

Students will be asked to explain

the results of their evaluations to
the class.
Ask the answer game - Whole class activity: Instructor will tell to the class a phrase or a sentence. For
example: Small, easy to grow and easy to observe the phenotypes. The answer is: The reason why Mendel
chose pea plants, but in this game, the students are not allowed to answer the questions by providing a
sentence or a phrase; instead they must answer the questions by asking a question!

For instance: Small, easy to grow and easy to observe the phenotypes given by the instructors.
Answer given by the students: Why did Mendel choose pea plant?

For those who answer the questions without question mark, 1 score will be deducted!
Concluding Activity: Students will be posed with the following question: What will happen if the Mendels First Law and Mendels Second
Law is not discovered until now?
Resources: Textbook, reference books, internet. Evaluation: Students evaluation on their ability to evaluate the theories in
relation to inheritance (i.e. Mendels First Law, Mendels Second Law, and
Blending Theory) and their ability to process the information creatively and
correctly: Ask the answer game.
 DAILY LESSON PLAN
BIOLOGY FORM FIVE 2017

Instructors Name : VIKNESWARAN A/L M.GUNAHLAN

Class : K2
Week : 3
Date : 19/9/2017
Time : 4 periods (2 hourS)
Teaching Materials : Textbook, reference books, internet
Title : Inheritance

Concept Identity
Focus Question How can the knowledge in inheritance (Mendels First Law and Mendels Second Law) helps in determining the
blood group of an individual
sex of a child
preventing or curing any sex-linked inheritance diseases?
Outcomes Core Outcome Extended Outcome 1 Extended Outcome 2
Students will be able to examine: Students will be able to organise the Students will be able to assess the
the ABO blood groups in relationship between: current technologies used in curing
humans the ABO blood groups in humans or preventing any diseases related
the determination of sex of a the determination of sex of a to:
child child blood (sickle-cell anaemia,
the sex-linked inheritance the sex-linked inheritance rhesus blood group)
determination of sex of a child
(Turner syndrome, Klinefelter
syndrome, Triple X syndrome,
Jacobs syndrome)
sex-linked inheritance
diseases (haemophilia, red-
green colour blindness)
Orientation Phase:
1. Does animal have the ABO blood group like humans?
2. How to determine the sex of the offspring in other organisms?
Activities Core Activity Extension Activity 1 Extension Activity 2
Students will be asked to do a Students will be asked to search the Students will be asked to do a
 presentation on the topic of: information on the relationship drama on the topics of:
ABO blood groups between ABO blood groups, blood (sickle-cell anaemia,
Determination of sex of a child determination of sex of a child, sex- rhesus blood group)
Sex-linked inheritance linked inheritance and explain their determination of sex of a child
outcomes to the class by composing (Turner syndrome, Klinefelter
and explain them to the class. a poem/story. syndrome, Triple X syndrome,
Jacobs syndrome)
sex-linked inheritance diseases
(haemophilia, red-green colour
blindness)
by relating the topics with the
current technology used to treat
those diseases (pros and cons of
the technology used)
Whole class activity Musical chair: questions given to the students are based on their level (core, extended 1,
extended 2) and related to inheritance topic.
Concluding Activity: Students will be posed with the following question: What will happen if the 44 autosomes and the 2 sex chromosomes
carried by a person are not separated randomly during the meiosis process?
Resources: Textbook, reference books, internet. Evaluation: Students evaluation on their ability to apply the knowledge of
inheritance and their ability to answer the questions correctly and
creatively in 1 minute duration (musical chair activity).
 DAILY LESSON PLAN
BIOLOGY FORM FIVE 2017

Instructors Name : VIKNESWARAN A/L M.GUNAHLAN

Class : K5
Week : 3
Date : 20 /9/2017
Time : 4 periods (2 hourS)
Teaching Materials : Textbook, reference books, internet
Title : Inheritance

Concept Identity
Focus Question How can the knowledge in inheritance (Mendels First Law and Mendels Second Law) helps in determining the
blood group of an individual
sex of a child
preventing or curing any sex-linked inheritance diseases?
Outcomes Core Outcome Extended Outcome 1 Extended Outcome 2
Students will be able to examine: Students will be able to organise the Students will be able to assess the
the ABO blood groups in relationship between: current technologies used in curing
humans the ABO blood groups in humans or preventing any diseases related
the determination of sex of a the determination of sex of a to:
child child blood (sickle-cell anaemia,
the sex-linked inheritance the sex-linked inheritance rhesus blood group)
determination of sex of a child
(Turner syndrome, Klinefelter
syndrome, Triple X syndrome,
Jacobs syndrome)
sex-linked inheritance
diseases (haemophilia, red-
green colour blindness)
Orientation Phase:
3. Does animal have the ABO blood group like humans?
4. How to determine the sex of the offspring in other organisms?
Activities Core Activity Extension Activity 1 Extension Activity 2
Students will be asked to do a Students will be asked to search the Students will be asked to do a
 presentation on the topic of: information on the relationship drama on the topics of:
ABO blood groups between ABO blood groups, blood (sickle-cell anaemia,
Determination of sex of a child determination of sex of a child, sex- rhesus blood group)
Sex-linked inheritance linked inheritance and explain their determination of sex of a child
outcomes to the class by composing (Turner syndrome, Klinefelter
and explain them to the class. a poem/story. syndrome, Triple X syndrome,
Jacobs syndrome)
sex-linked inheritance diseases
(haemophilia, red-green colour
blindness)
by relating the topics with the
current technology used to treat
those diseases (pros and cons of
the technology used)
Whole class activity Musical chair: questions given to the students are based on their level (core, extended 1,
extended 2) and related to inheritance topic.
Concluding Activity: Students will be posed with the following question: What will happen if the 44 autosomes and the 2 sex chromosomes
carried by a person are not separated randomly during the meiosis process?
Resources: Textbook, reference books, internet. Evaluation: Students evaluation on their ability to apply the knowledge of
inheritance and their ability to answer the questions correctly and
creatively in 1 minute duration (musical chair activity).
 DAILY LESSON PLAN
BIOLOGY FORM FIVE 2017

Instructors Name : VIKNESWARAN A/L M.GUNAHLAN

Class : K1
Week : 3
Date : 21 /9/2017
Time : 4 periods (2 hourS)
Teaching Materials : Textbook, reference books, internet
Title : Inheritance

Concept Identity
Focus Question How can the knowledge in inheritance (Mendels First Law and Mendels Second Law) helps in determining the
blood group of an individual
sex of a child
preventing or curing any sex-linked inheritance diseases?
Outcomes Core Outcome Extended Outcome 1 Extended Outcome 2
Students will be able to examine: Students will be able to organise the Students will be able to assess the
the ABO blood groups in relationship between: current technologies used in curing
humans the ABO blood groups in humans or preventing any diseases related
the determination of sex of a the determination of sex of a to:
child child blood (sickle-cell anaemia,
the sex-linked inheritance the sex-linked inheritance rhesus blood group)
determination of sex of a child
(Turner syndrome, Klinefelter
syndrome, Triple X syndrome,
Jacobs syndrome)
sex-linked inheritance
diseases (haemophilia, red-
green colour blindness)
Orientation Phase:
5. Does animal have the ABO blood group like humans?
6. How to determine the sex of the offspring in other organisms?
Activities Core Activity Extension Activity 1 Extension Activity 2
Students will be asked to do a Students will be asked to search the Students will be asked to do a
 presentation on the topic of: information on the relationship drama on the topics of:
ABO blood groups between ABO blood groups, blood (sickle-cell anaemia,
Determination of sex of a child determination of sex of a child, sex- rhesus blood group)
Sex-linked inheritance linked inheritance and explain their determination of sex of a child
and explain them to the class. outcomes to the class by composing (Turner syndrome, Klinefelter
a poem/story. syndrome, Triple X syndrome,
Jacobs syndrome)
sex-linked inheritance diseases
(haemophilia, red-green colour
blindness)
by relating the topics with the
current technology used to treat
those diseases (pros and cons of
the technology used)
Whole class activity Musical chair: questions given to the students are based on their level (core, extended 1,
extended 2) and related to inheritance topic.
Concluding Activity: Students will be posed with the following question: What will happen if the 44 autosomes and the 2 sex chromosomes
carried by a person are not separated randomly during the meiosis process?
Resources: Textbook, reference books, internet. Evaluation: Students evaluation on their ability to apply the knowledge of
inheritance and their ability to answer the questions correctly and
creatively in 1 minute duration (musical chair activity).
 DAILY LESSON PLAN
BIOLOGY FORM FIVE 2017

Instructors Name : VIKNESWARAN A/L M.GUNAHLAN

Class : K4
Week : 3
Date : 22 /9/2017
Time : 4 periods (2 hourS)
Teaching Materials : Textbook, reference books, internet
Title : Inheritance

Concept Identity
Focus Question How can the knowledge in inheritance (Mendels First Law and Mendels Second Law) helps in determining the
blood group of an individual
sex of a child
preventing or curing any sex-linked inheritance diseases?
Outcomes Core Outcome Extended Outcome 1 Extended Outcome 2
Students will be able to examine: Students will be able to organise the Students will be able to assess the
the ABO blood groups in relationship between: current technologies used in curing
humans the ABO blood groups in humans or preventing any diseases related
the determination of sex of a the determination of sex of a to:
child child blood (sickle-cell anaemia,
the sex-linked inheritance the sex-linked inheritance rhesus blood group)
determination of sex of a child
(Turner syndrome, Klinefelter
syndrome, Triple X syndrome,
Jacobs syndrome)
sex-linked inheritance
diseases (haemophilia, red-
green colour blindness)
Orientation Phase:
7. Does animal have the ABO blood group like humans?
8. How to determine the sex of the offspring in other organisms?
Activities Core Activity Extension Activity 1 Extension Activity 2
Students will be asked to do a Students will be asked to search the Students will be asked to do a
 presentation on the topic of: information on the relationship drama on the topics of:
ABO blood groups between ABO blood groups, blood (sickle-cell anaemia,
Determination of sex of a child determination of sex of a child, sex- rhesus blood group)
Sex-linked inheritance linked inheritance and explain their determination of sex of a child
and explain them to the class. outcomes to the class by composing (Turner syndrome, Klinefelter
a poem/story. syndrome, Triple X syndrome,
Jacobs syndrome)
sex-linked inheritance diseases
(haemophilia, red-green colour
blindness)
by relating the topics with the
current technology used to treat
those diseases (pros and cons of
the technology used)
Whole class activity Musical chair: questions given to the students are based on their level (core, extended 1,
extended 2) and related to inheritance topic.
Concluding Activity: Students will be posed with the following question: What will happen if the 44 autosomes and the 2 sex chromosomes
carried by a person are not separated randomly during the meiosis process?
Resources: Textbook, reference books, internet. Evaluation: Students evaluation on their ability to apply the knowledge of
inheritance and their ability to answer the questions correctly and
creatively in 1 minute duration (musical chair activity).
 DAILY LESSON PLAN
BIOLOGY FORM FIVE 2017

Instructors Name : VIKNESWARAN A/L M.GUNAHLAN

Class : K1
Week : 3
Date : 22 /9/2017
Time : 4 periods (2 hourS)
Teaching Materials : Textbook, reference books, internet
Title : Inheritance

Concept Identity
Focus Question How can the knowledge in inheritance (Mendels First Law and Mendels Second Law) helps in determining the
blood group of an individual
sex of a child
preventing or curing any sex-linked inheritance diseases?
Outcomes Core Outcome Extended Outcome 1 Extended Outcome 2
Students will be able to examine: Students will be able to organise the Students will be able to assess the
the ABO blood groups in relationship between: current technologies used in curing
humans the ABO blood groups in humans or preventing any diseases related
the determination of sex of a the determination of sex of a to:
child child blood (sickle-cell anaemia,
the sex-linked inheritance the sex-linked inheritance rhesus blood group)
determination of sex of a child
(Turner syndrome, Klinefelter
syndrome, Triple X syndrome,
Jacobs syndrome)
sex-linked inheritance
diseases (haemophilia, red-
green colour blindness)
Orientation Phase:
9. Does animal have the ABO blood group like humans?
10. How to determine the sex of the offspring in other organisms?
Activities Core Activity Extension Activity 1 Extension Activity 2
Students will be asked to do a Students will be asked to search the Students will be asked to do a
 presentation on the topic of: information on the relationship drama on the topics of:
ABO blood groups between ABO blood groups, blood (sickle-cell anaemia,
Determination of sex of a child determination of sex of a child, sex- rhesus blood group)
Sex-linked inheritance linked inheritance and explain their determination of sex of a child
and explain them to the class. outcomes to the class by composing (Turner syndrome, Klinefelter
a poem/story. syndrome, Triple X syndrome,
Jacobs syndrome)
sex-linked inheritance diseases
(haemophilia, red-green colour
blindness)
by relating the topics with the
current technology used to treat
those diseases (pros and cons of
the technology used)
Whole class activity Musical chair: questions given to the students are based on their level (core, extended 1,
extended 2) and related to inheritance topic.
Concluding Activity: Students will be posed with the following question: What will happen if the 44 autosomes and the 2 sex chromosomes
carried by a person are not separated randomly during the meiosis process?
Resources: Textbook, reference books, internet. Evaluation: Students evaluation on their ability to apply the knowledge of
inheritance and their ability to answer the questions correctly and
creatively in 1 minute duration (musical chair activity).