Activity 1 &2: Tell Me Something!
& Cell Exploration Date:____________________
Group #: _____________________________________ Class Section: ______________________
Direction:Identify the missing parts of the cell. Draw and label the missing part inside the cell. Recall
the function of the missing parts.
Guide Questions:
1. What parts make the cell complete?
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2. What are the functions of those parts being placed inside the cell? Describe those parts.
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3. What part that serves as the brain of the cell? Tell more something about it.
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Activity 3: Let’s Vault In! Date: ______________________________
Group #: _____________________________________ Class Section: ______________________
Direction:Using clay with different colors and cardboard, make your model/representation of how
CHROMOSOME, DNA and GENE are interconnected. Paste the picture of your output in the box.
Guide Questions:
1. Discuss briefly the following:
a. Chromosome
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b. DNA
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c. Gene
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2. What is the relationship among the following terms: chromosome, DNA, and gene?
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Activity 4: Picture Perfect! Date: ______________________________
Group #: _____________________________________ Class Section: ______________________
Direction:List down all observable traits observed in the picture. Use the table provided.
http://www.evrimianlamak.org/e/Evrim101:Eşey_ve_genetik_karılma
CHARACTERS FATHER MOTHER SON
Complexion Dark Fair
Color/Shape of the
Blue Brown
eyes
Color/ Shape of the
Eyebrows
Shape of the Nose
Hair Type Curly
Straight
Hair Line
Earlobe Free Attached
Shape of the Face
Guide Questions:
1. What are the traits manifested in the family?
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2. Which of these traits are inherited by son from mother?
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3. Which of these traits are inherited by son from father?
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4. Which of these traits are inherited by son from both parents?
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5. What do you mean by inherit?
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6. How are these traits passed on from parents to offspring?
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Activity 5: Baby G! Date: ______________________________
Group #: _____________________________________ Class Section: ______________________
Direction:Read and discuss with the biography of Gregor Mendel and fill
in the blanks of the given questions.
Gregor Mendel
Like many great artists, the work of Gregor Mendel was not appreciated until after his death. He is now
called the "Father of Genetics," but he was remembered as a gentle man who loved flowers and kept extensive
records of weather and stars when he died. He was born on July 22, 1822, to a poor farming family who lived in a
village in Northern Moravia, which is now part of the Czech Republic. His family valued education but had little
resources to send him to school, so he struggled to pay for his education.
Mendel becomes a monk. His professor recommended Mendel to the Augustinian monks in Brunn (now
Brno), who valued science, research, and education. His professor thought he would be a good candidate because
of his talent in physics and mathematics. Even though Mendel had not planned to be a monk, he was admitted to
the order on September 7, 1843.
Mendel was then able to continue his education at the University of Vienna where he found a talent for
teaching, though interestingly he was twice unable to pass the teaching certificate examination. He was quiet and
shy; he may have found the oral part of the examination too nerve-wracking. He was at home in the monastery's
botanical garden where he spent many hours a day breeding fuchsias and pea plants.
Keeping the peas. Mendel did not set out to conduct the first well-controlled and brilliantly-designed
experiments in genetics. His goal was to create hybrid pea plants and observe the outcome. His observations led
to more experiments, which led to unusually prescient conclusions. By simply counting peas and keeping
meticulous notes, Mendel established the principles of inheritance, coined the terms dominant and recessive, and
was the first to use statistical methods to analyze and predict hereditary information. For eight years, Mendel
cultivated thousands of pea plants and used a paintbrush to painstakingly transfer pollen from one plant to another
to make his crosses (all the while still attending to his duties as a monk and a teacher).
Gregor Mendel, through his work on pea plants, discovered the fundamental laws of inheritance. He
deduced that genes come in pairs and are inherited as distinct units, one from each parent. Mendel tracked the
segregation of parental genes and their appearance in the offspring as dominant or recessive traits. He recognized
the mathematical patterns of inheritance from one generation to the next. Mendel's Laws of Heredity are usually
stated as:
1. The Law of Dominance:
An organism with alternate forms of a gene will express the form that is dominant.
2. The Law of Segregation:
Each inherited trait is defined by a gene pair. Parental genes are randomly separated to the sex
cells so that sex cells contain only one gene of the pair. Offspring therefore inherit one genetic
allele from each parent when sex cells unite in fertilization.
3. The Law of Independent Assortment:
Genes for different traits are sorted separately from one another so that the inheritance of one trait
is not dependent on the inheritance of another.
Mendel's brilliance is unrecognized. On February 8, 1865, Mendel presented his work to the Brunn
Society for Natural Science. His paper, "Experiments on Plant Hybridization," was published the next year.
While his work was appreciated for its thoroughness, no one seemed to grasp its importance. The work was
simply too ahead of its time, too contrary to popular beliefs about heredity. "My time will come," Mendel once
said, but it was over 30 years before his work was appreciated.
After the peas. In the years following the publication of his work, Mendel continued his interest in
science: he attempted cross-breeding experiments with hawkweed and bees and became a meticulous record
keeper of meteorological and astronomical data. He was elected abbot of his parish in 1868 and became a political
activist in his later years, during which time he protested the taxation of his parish. At age 61, he died of kidney
failure.
After his death, Mendel's personal papers were burned by the monks. Luckily, some of
the letters and documents generated by Mendel were kept in the monastery archives.
PROFILING BABY G!
1. Name of the proponent: _________________________________________________
2. Nature of work/Profession: _______________________________________________
3. Interest/s:
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4. Ideas given by the proponent
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Sources:
5. Major contribution/s:
PowerPoint Presentation of the NTOT National Trainer, Ms. Cherry Rodriguez
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https://www.nature.com/scitable/topicpage/gregor-mendel-a-private-scientist-6618227
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https://www.biography.com/people/gregor-mendel-39282
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http://exchange.smarttech.com/details.html?id=84a64852-0046-46ff-98f0-e7fd13e8de2b
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Activity____________________________________________________________________________
6: The Garden Peas: Find the Missing Link Date:____________________________
Group #: _____________________________________ Class Section: ______________________
Direction: Fill in the procedure conducted by Gregor Mendel in his experiment with Garden Peas. Use
the clues given below in filling in the MISSING LINK.
Transferred pollen from stamens of white flower to
carpel of purple flower
Examined offspring.
Plant seeds from pod.
Removed stamens from purple flower.
Pollinated carpel matured into pod.
Activity 7: Learning the BASICS! Date: ______________________________
Group #: _____________________________________ Class Section: ______________________
Direction: Identify whether the pairing of alleles is heterozygous or homozygous. Follow the
instructions in each subtest. Use the space provided.
1. For each genotype below, indicate whether it is a heterozygous (He) or homozygous (Ho).
Which of the genotypes in #1 would be considered purebred? ______________________________ Which of the
genotypes in #1 would be hybrids? ____________________________________________
2. Determine the phenotype for each genotype using the information provided about garden peas.
Activity 8: Just PUNNETT! Date: ______________________________
Group #: ____________________________________ Class Section: ______________________
Direction: Complete the Punnett squares by filling in the correct alleles on the squares. Draw and label
the appearance of the pairing of alleles on the squares that shows the resulting offspring. Calculate the
phenotypic and genotypic ratio of the possible offspring.
Activity 9: Problem, Solved! Date: ______________________________
Group #: _____________________________________ Class Section: ______________________
Direction: Solve the problem using the Punnett square.
Activity 10: Dihybrid Problem Solving Date: ______________________________
Group #: _____________________________________ Class Section: ______________________
Direction: Solve the problem using the Punnett square.
1
2
TERMS DEFINITION
THE PASSING ON OF CHARACTERISTICS FROM
1. GDQDDHSX PARENTS TO OFFSPRING
THE BRANCH OF BIOLOGY THAT DEALS WITH 3
2. FDMDSHBS HEREDITY
DISTINGUISHING CHARACTERISTIC OF AN
3. SQAHS ORGANISM OR INDIVIDUAL
HIDDEN TRAIT
4. QDBDRRHUD
HAVING IDENTICAL PAIRS OF GENES,
5. GNLNYXFNTR PURELINE
BASIC UNIT OF INHERITANCE
6. FDMD
THE GENETIC MAKEUP OF AN ORGANISM
7. FDNNSXOD
THE PHYSICAL APPEARANCE OF AN
8. OGDMNSXOD ORGANISM
A GENETIC CROSS INVOLVING A SINGLE PAIR
OF GENES (ONE TRAIT); PARENTS DIFFER BY A
9. LNMNGXAQHC SINGLE TRAIT.
Activity 11: Mixed Up Genetix! Date: ______________________________ Group #:
_____________________________________ Class Section: ______________________
Direction: To decode the terms, write the letter of the alphabet that comes after each letter on the boxes
below. The definition that follows might be a great help. Underlined letters need not be replaced.
Activity 12: Tossing a Coin! Date: ______________________________ Group #:
_____________________________________ Class Section: ______________________
Direction: Toss the two coins together. If a head-head combination appears, mark column 1; if head-
tail, mark column 2; and if tail-tail mark column 3. Make 50 tosses of the coins. Get the total number of
times each combination appears. Calculate percentage of the appearance of each combination. Use the
table provided.
To compute the percentage: Total /50 (100%)
Activity 13: Word Bank! Date: ______________________________ Group #:
_____________________________________ Class Section: ______________________
Direction: Create word clouds using 3 terms related or connected to Mendelian Genetics and define
each word on the space provided.
Activity 14: Sum it up! Date: ______________________________ Group
#: _____________________________________ Class Section: ______________________
Direction: Summarize all the terms, concepts, ideas on Mendelian Genetics. Use colors, symbols, icons,
pictures & etc. to show your summary.
BE CREATIVE!
