Science Melc g9 q1 Week 4 DLL
Science Melc g9 q1 Week 4 DLL
Science Melc g9 q1 Week 4 DLL
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF TARLAC PROVINCE
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the
different patterns of inheritance.
B. Performance Standards:
C. Learner’s Competencies Explain the different patterns of Non- Mendelian
/ Code: inheritance/ S9LT-Id-29(Q1/ Week 3-4)
Specific Objectives (3 skills a day)
1. Cognitive Describe the characteristics of multiple alleles.
2. Psychomotor Create a table list of the possible genotypes for each of the
four blood types
3. Affective Recognize the importance of knowing ones blood type
II. CONTENT
Topic Non- Mendelian Patterns of Inheritance
Sub Topic Multiple Alleles
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Pages 2. Learner’s 3. Textbook Pages
31-32 Material Pages 48
34-35
4. Additional Materials from LR Portal
5. Other Learning Resources SCIENCE LINKS 9 by Marites D. Aquino
https://www.youtube.com/watch?
v=xfZhb6lmxjk
IV. PROCEDURES
A. Reviewing previous
lesson (or) presenting Recall concepts of Codominance and Incomplete
the new lesson Codominance.
https://www.google.com/url?sa=i&url=https%3A%2F
%2Fwww.slideshare.net%2FRomnickSeguiban
%2Fstrategic-intervention-material-for-science-
9&psig=AOvVaw1oYpdquv09tITxi3W-
kfS8&ust=1590202245463000&source=images&cd=vfe&
ved=0CAIQjRxqFwoTCKCWpZK7xukCFQAAAAAdA
AAAABAD
B. Establishing a purpose Show pictures of ABO blood group,eye colour in
to the lesson drosophila and fur colour in rabbit and ask the students
about their observation on the given pictures.
https://www.google.com/search?
q=abo+blood+type&tbm=isch&ved=2ahUKEwi8uoWCv8
bpAhW2JbcAHUm-DVMQ2-
cCegQIABAA&oq=abo+bllo&gs_lcp=CgNpbWcQARgA
MgYIABAKEBg6AggpOgYIABAIEB46AggAOgQIAB
BDOgUIABCDAVDJngdY2tEHYL_iB2gAcAB4BIABp
wGIAfkMkgEEMC4xM5gBAKABAaoBC2d3cy13aXota
W1nsAEF&sclient=img&ei=F0LHXvzSN7bL3LUPyfy2
mAU&bih=657&biw=1366#imgrc=P7Vs-
TrlutTSfM&imgdii=8y9bgw2pq7sPvM
C. Presenting examples/
instances of the lesson Introduce the key points:
Allele-is one of a pair of genes that appear at a particular
location on a particular chromosome and control the same
characteristic, such as blood type or color blindness.
Material:
Mystery message box
A B C D E F G H I J K L M N O P Q R
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
18
S T U V W X Y Z
19 20 21 22 23 24 25 26
Message box:
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __
13 21 12 20 9 16 12 5 1 12 12 5 12 519
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __
__ __
1 12 23 1 25 19 2 5 12 15 14 7 20 15 20
8 5
__ __ __ __ __ __ __ __ __ __ __ __ __
__ __
19 1 13 5 12 15 3 21 19 1 14 4 15
14 5 .
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __
__ __
1 12 12 5 12 5 9 19 16 18 5 19 5 14 20
1 20
E. Discussing new Activity 2: (Online)
concepts and practicing VIDEO ANALYSIS: Multiple Alleles (ABO BLOOD
new skills #2. TYPES)
Objective:
Create a table list of the possible genotypes for each of
the four blood types
Material:
Video cliphttps://www.youtube.com/watch?
v=xfZhb6lmxjk
Procedure:
Watch the video clip to create a table list of the blood
types and all the possible genotypes for each (multiple
alleles)
Material:
Online article (teacher may print this for offline activity)
https://www.elcaminohealth.org/stay-healthy/blog/
knowing-your-blood-type-more-important-you-think
Procedure:
Read the article to determine the importance of knowing
ones blood type
Guide Question:
Why is knowledge about your blood type important in
case of an emergency situation requiring a blood
transfusion?
H. Finding practical
K. Additional activities for Write the genotype and phenotype of the four blood types.
Application or
Remediation
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 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 worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or superior can
help me solve?
G.What innovations or
Prepared by:
PHILIP B. GALIZA
Teacher III
Checked by:
MARITA F. GARILLES
OIC – HT
Noted:
VILMA B. AGUAS,EDD
Principal III
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the
different patterns of inheritance.
B. Performance Standards:
C. Learner’s Competencies Explain the different patterns of Non-Mendelian
/ Code: inheritance/ S9LT-Id-29(Q1/ Week 3-4)
https://www.youtube.com/
watch?v=nsHZbgOmVwg
Use a Punnet square to predict their offspring based
on the type of inheritance.
1. What blood type/s can be found in an offspring if a
mother has type AB blood and the father has a
homozygous type B blood?
B O
A
B
A B
O
O
F.Discussing new concepts Activity #3
and practicing new Online Interactive Activity (teacher may print this for
i I
1. IA IA i
i Ii
Genotype:
Phenotype:
2. IA IB
IB IB IB
i IA i
Genotype:
Phenotype:
IA IA
IA
3. IB IA IB
Genotype:
Phenotype
H. Finding practical Lead the learners to realize the importance of ABO blood
K. Additional activities for A woman who is heterozygous type A has a child with a
Application or man who is type O. What are the probably genotypes and
Remediation phenotypes of the offspring?
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 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 worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or superior can
help me solve?
VII. What innovations or
localized materials
did I use/ discover
which I wish to share
with other teachers
Prepared by:
PHILIP B. GALIZA
Teacher III
Checked by:
MARITA F. GARILLES
OIC – HT
Noted:
VILMA B. AGUAS,EDD
Principal III
I.OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the
different patterns of inheritance.
B. Performance Standards:
C. Learner’s Explain the different patterns of non-Mendelian
Competencies / Code: inheritance/ S9LT-Id-29(Q1/ Week 3-4)
Materials:
Illustration
Pen
Procedure:
1. Identify the male and female chromosomes
https://www.slideshare.net/
HAVENFRULISHAPADILLA/biologysex-
determination-and-sex-chromosomes
Guide Question:
Which sex chromosomes determine a person’s sex?
Materials:
Punnet square
Pen
Procedure
Use a Punnett squares to shows the inheritance of the sex
chromosomes. Represent the female sex chromosomes
with XX and the male chromosomes with XY.
Guide Questions:
1. What percent of children would you expect to be male?
2. What type of sperm must fertilize an egg to result in a
female
Child?
Material:
Online resource
https://www.intechopen.com/books/childbirth/methods-
for-prenatal-sex-determination-and-their-importance-in-
understanding-and-prevention-of-gende
Procedure:
1. Launch the media interactive
https://media.hhmi.org/biointeractive/click/testing-
athletes/introduction.html
2. Write your thoughts about the interactive of sex
verification among athletes.
H. Finding practical
application of concepts
and skills in daily living What are the other factors that may influence the
expression of
human sexuality?
K. Additional activities for Explain why sex chromosomes important in the study of
Application or sex inheritance.
Remediation
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 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 worked well?
Why did this work?
F. What difficulties did I
encounter which my
Prepared by:
PHILIP B. GALIZA
Teacher III
Checked by:
MARITA F. GARILLES
OIC – HT
Noted:
VILMA B. AGUAS,EDD
Principal III
https://www2.palomar.edu/anthro/biobasis/bio_4.htm
IV.PROCEDURES
A. Reviewing previous
lesson (or) presenting Recall the past lesson and ask the students:
the new lesson “Does a sex matter in terms of how a trait is inherited?”
B. Establishing a purpose To start this lesson and get the student excited, play an
to the lesson introduction sequence clip from the popular show “ The
Simpsons”.
https://www.youtube.com/watch?
time_continue=16&v=WqJS_FqZNJ0&feature=emb_logo
Students will practice identifying sex-linked traits using
these characters as the back story, so they get really excited
about the lesson.
DOMINANT RECESSIVE
2. Use the genotype for Marie and John’s to figure out their
phenotype. Write each phenotype in the space provided in
the table below.
X-
Linked
Trait
Guide Question:
Which chromosome is responsible for the inheritance of
the sex-linked traits?
Guide Questions:
a. What is the genotype of the male?
b. What is the chance of having a color-blind child?
c. What is the chance that the daughter will be
color-blind?
Material:
PLIX Series Sex-linked Inheritance (Interactive)
https://www.ck12.org/assessment/tools/geometry-tool/
plix.html?
eId=SCI.BIO.254&questionId=5772b8619616aa4820c91a2
6&artifactID=2681601&plix_redirect=1
Procedure:
1. Launch the online interactive
https://www.ck12.org/assessment/tools/geometry-tool/plix.h
tml?
eId=SCI.BIO.254&questionId=5772b8619616aa4820c91a2
6&artifactID=2681601&plix_redirect=1
2. Move the red points to the genotype of each child's
parents.
3. What do you observe in the probability of the son or
daughter being colorblind?
4. Answer the “Challenge Me” questions
clotting.
4.Women who have a normal gene and a gene for a sex-
linked disorder are called_____.
5.A disorder in which a person cannot see the difference
between certain colors.
H. Finding practical
application of Why are males affected by recessive sex-linked diseases
concepts and skills in more often than females?
daily living
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
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 worked
well? Why did this
work?
F. What difficulties did I
encounter which my
principal or superior
can help me solve?
G. What innovations or
localized materials
did I use/ discover
which I wish to share
with other teachers
Prepared by:
PHILIP B. GALIZA
Teacher III
Checked by:
MARITA F. GARILLES
OIC – HT
Noted:
VILMA B. AGUAS,EDD
Principal III
C. Presenting
examples/ Introduce the Key Points:
instances of the
lesson Sex limited inheritance refers to the inheritance of traits that are
expressed only in either the male or the female offspring due to
their expression being influenced by differences in the anatomy of
males and females. For example if a trait is displayed in organs
present only in males, even though a female also inherits the gene,
it would not show in her.
2. Fill out the table below, write the genotypes and phenotypes
expression of lactation in cattle.
(Note: The gene for lactation (L) is dominant over the non-
lactatinggene(l)
XXLL
XXLl
XXll
Procedures:
Solve the following sex-limited problem using punnett square.
1.If a white female hen (XY) is crossed with a homozygous barred
rooster (XX).What is the phenotype and genotype for each sex?
(B is dominant (barred)).
XB XB
Xb
Y
MALE FEMALE
GENOTYPE
PHENOTYPE
https://embryo.asu.edu/pages/sex-limited-inheritance-drosophila-
1910-thomas-hunt-morgan
Procedure:
1. Read the article about Sex –limited inheritance in drosophila
https://embryo.asu.edu/pages/sex-limited-inheritance-drosophila-
1910-thomas-hunt-morgan
H. Finding
practical Ask the students to cite organisms in their community that exhibit
application of sex-limited traits.
concepts and
skills in daily
living
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
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
worked well?
Why did this
work?
F. What difficulties
did I encounter
which my
principal or
superior can
help me solve?
G. What
innovations or
localized
materials did I
use/ discover
which I wish to
share with other
teachers
Prepared by:
PHILIP B. GALIZA
Teacher III
Checked by:
MARITA F. GARILLES
OIC – HT
Noted:
VILMA B. AGUAS,EDD
Principal III
english-135581/
IV. PROCEDURES
A. Reviewing previous
lesson (or) presenting Recall the past lesson and ask the following questions:
the new lesson
1. What are sex-limited traits?
2. Cite examples of sex-limited traits.
B. Establishing a
purpose to the lesson Show pictures of male and female pattern of baldness and
ask the students what they observe on the given pictures.
https://www.google.com/search?
q=pictures+of+male+and+female+baldness&source=lnms&
tbm=isch&sa=X&ved=2ahUKEwjHgo2-
_OvpAhWtzjgGHbmSD5
Materials:
Online resourcehttps://www.toppr.com/content/video/sex-
limited-and-sex-influence-character-english-135581/
Procedure:
Watch the video clip about sex-influenced trait and answer
the guide
questions:https://www.toppr.com/content/video/sex-limited-
and-sex-influence-character-english-135581/
Guide Question:
What are the characteristics of sex-influenced traits? Cite
examples.
Materials:
-worksheets
-pen
-Table of
expression of
baldness in
humans
Procedure:
Solve the sample problem using Punnett square.
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
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 worked
well? Why did this
work?
F. What difficulties did I
encounter which my
principal or superior
can help me solve?
G. What innovations or
localized materials
did I use/ discover
which I wish to share
Prepared by:
PHILIP B. GALIZA
Teacher III
Checked by:
MARITA F. GARILLES
OIC – HT
Noted:
VILMA B. AGUAS,EDD
Principal III