Daily Lesson Plan
Week: 16th Developed by: Ms Sonia
Date: 16-09-2024 Taught By: Ms Sonia
Class: 10th Subject: Biology
Period:1 (40 min) Topic: Mendel’s law of Independent Assortment
SLO (s): Students will be able to:
Demonstrate Dihybrid crosses through different examples.
State Mendel’s law of Independent Assortment.
Skills focused on: Analyzing ,interpreting
Resources: TLM(teacher learning material), Textbook, Syllabus break-up
Methodology (selected in the subject Coordination Meeting should be used):
Explanation + Discussion+ Q/Ans technique
Teacher will announce the topic and share objective with students.
Teacher will check the previous knowledge of students by asking questions.
o What is Monohybrid cross.
o What is dihybrid cross.
Teacher will start the lesson by explaining:
o State the Mendel’s law of Independent Assortment.
o Explain Dihybrid crosses through different examples.
Teacher will share S.C with students.
Teacher will recap the lesson with the help of students.
Teacher will pay special attention on struggling learners
Activity # :
Pair work
Discussion
Success Criteria:
Listen carefully the Mendel’s law of Independent Assortment.
Assessment For Learning:
Recap (on spot question answers)
H.W: Learn the topic
Subject Coordinator: _______________
Daily Lesson Plan
Week: 16th Developed by: Ms Sonia
Date: 17-09-2024 Taught By: Ms Sonia
Class: 10th Subject: Biology
Period:2 (40 min) Topic: Mendel’s law of Independent Assortment
SLO (s): Students will be able to:
Demonstrate that 9:3:3:1 dihybrid F-2 phenotypic ratio is an evidence of independent assortment.
State Mendel’s law of Independent Assortment.
Skills focused on: Analyzing ,interpreting
Resources: TLM(teacher learning material), Textbook, Syllabus break-up
Methodology (selected in the subject Coordination Meeting should be used):
Explanation + Discussion+ Q/Ans technique
Teacher will announce the topic and share objective with students.
Teacher will check the previous knowledge of students by asking questions.
o What is the F-2 phenotypic and genotypic ratio?
Teacher will start the lesson by explaining:
o State the Mendel’s law of Independent Assortment.
o Dihybrid cross.
o Punnett square method to find F-2 Generation
o 9:3:3:1 F-2 phenotypic ratio
Teacher will share S.C with students.
Teacher will recap the lesson with the help of students.
Teacher will pay special attention on struggling learners
Activity # :
Pair work
Discussion
Success Criteria:
Listen carefully the Mendel’s law of Independent Assortment.
Follow the instruction to find F-2 phenotypic ratio.
Assessment For Learning:
Recap (on spot question answers)
H.W: Learn the topic
Subject Coordinator: _______________
Daily Lesson Plan
Week: 16th Developed by: Ms Sonia
Date: 18-09-2024 Taught By: Ms Sonia
Class: 10th Subject: Biology
Period:3 (40 min) Topic: Mendel’s law of Independent Assortment (Worksheet)
SLO (s): Students will be able to:
Demonstrate that 9:3:3:1 dihybrid F-2 phenotypic ratio is an evidence of independent assortment.
State Mendel’s law of Independent Assortment.
Skills focused on: Analyzing ,interpreting
Resources: TLM(teacher learning material), Textbook, Syllabus break-up
Methodology (selected in the subject Coordination Meeting should be used):
Explanation + Discussion+ Q/Ans technique
Teacher will announce the topic and share objective with students.
Teacher will check the previous knowledge of students by asking questions.
o What is the F-2 phenotypic and genotypic ratio?
Teacher will start the lesson by explaining:
o State the Mendel’s law of Independent Assortment.
o Dihybrid cross.
o Punnett square method to find F-2 Generation
o 9:3:3:1 F-2 phenotypic ratio
Teacher will share S.C with students.
Teacher will recap the lesson with the help of students.
Teacher will pay special attention on struggling learners
Activity # :
Pair work
Discussion
Success Criteria:
Listen carefully the Mendel’s law of Independent Assortment.
Follow the instruction to find F-2 phenotypic ratio.
Assessment For Learning:
Recap (on spot question answers)
H.W: Learn the topic
Subject Coordinator: _______________
Daily Lesson Plan
Week: 16th Developed by: Ms Sonia
Date: 18-09-2024 Taught By: Ms Sonia
Class: 10th Subject: Biology
Period: 4(40 min) Topic: Revision (worksheet)
SLO(s): Students will be able to:
Do revision of difficult concepts
Skills focused on: problem solving ,Analyzing
Resources: TLM(teacher learning material), Textbook, Syllabus break-up
Methodology (selected in the subject Coordination Meeting should be used):
Discussion + Q/Ans technique
Teacher will announce the topic and share objective with students.
Teacher will check the previous knowledge of students by asking questions.
Teacher will revise the lesson by explaining the difficult concepts
Teacher will write down all main points on white boards with the help of graphic organizer by students input.
Teacher will recap the lesson with the help of students.
Teacher will announce the success criteria.
Teacher will pay special attention on struggling learners.
Activity # :
Reading
Discussion
Success Criteria:
Read the relevant text carefully.
To use the correct scientific terminology
Assessment For Learning:
Recap (on spot question answers + discussion)
H.W: learn the topics
Subject Coordinator: _________________
Daily Lesson Plan
Week: 16th Developed by: Ms Sonia
Date: 19-09-2024 Taught By: Ms Sonia
Class: 10th Subject: Biology
Period:5 (40 min) Topic: Co-dominance
SLO (s): Students will be able to:
Describe co-dominance.by using the example of ABO blood group system.
Skills focused on: Relating, comparing
Resources: TLM(teacher learning material), Textbook, Syllabus break-up
Methodology (selected in the subject Coordination Meeting should be used):
Brainstorming+ Discussion+ Q/Ans technique
Teacher will announce the topic and share objective with students.
Previous knowledge will be checked by the teacher through their verbal answers to different questions.
o State the Mendel’s law of Independent Assortment.
o What is dihybrid cross?
o What is the F-2 phenotypic ratio?
Teacher will start the lesson by explaining:
o Co-dominance
o Co-dominance in ABO blood group system.
Teacher will share S.C with students.
Teacher will recap the lesson with the help of students.
Teacher will pay special attention on struggling learners
Activity # :
Pair work
Discussion
Success Criteria:
Listen carefully about co-dominance
Use the correct scientific terminology
Assessment For Learning:
Recap (on spot question answers + discussion)
H.W: Learn the topic
Subject Coordinator: _________________
Daily Lesson Plan
Week: 16th Developed by: Ms Sonia
Date: 20-09-2024 Taught By: Ms Sonia
Class: 10th Subject: Biology
Period:6 (40 min) Topic: Incomplete-dominance
SLO (s): Students will be able to:
Explain incomplete dominance in Japanese 4 O’ Clock plant.
Differentiate between in-complete and co-dominance
Skills focused on: Relating, comparing
Resources: TLM(teacher learning material), Textbook, Syllabus break-up
Methodology (selected in the subject Coordination Meeting should be used):
Brainstorming+ Discussion+ Q/Ans technique
Teacher will announce the topic and share objective with students.
Previous knowledge will be checked by the teacher through their verbal answers to different questions.
o State the Co-dominance in ABO blood group system.
o What is Co-dominance.
Teacher will start the lesson by explaining:
o Incomplete dominance in Japanese 4 O’ Clock plant using the
Punnett square.
o Differentiate between in-complete and co-dominance
Teacher will share S.C with students.
Teacher will recap the lesson with the help of students.
Teacher will pay special attention on struggling learners
Activity # :
Pair work
Discussion
Success Criteria:
Listen carefully the difference between in-complete and co-dominance
Use the correct scientific terminology
Assessment For Learning:
Recap (on spot question answers + discussion)
H.W: Learn the topic
Subject Coordinator: _________________
