K TO 12 School Grade Level 9

DAILY LESSON LOG Teacher Learning Area Science

Teaching Dates and Time Quarter 1 (week 4)

MONDAY TUESDAY WEDNESDAY THURSDAY FFRIDAY

I. OBJECTIVES
A. Content The learners demonstrate an understanding of:
Standards 1. how genetic information is organized in genes on chromosomes
2. the different patterns of inheritance
B. Performance The learners should be able to:
Standards 1. conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on data gathered from the
school or local health workers
C. Learning The learners should be able to…
Competencies / 3. describe the location of genes in chromosomes; (S9LT-Id-28)
Objectives Write 4. explain the different patterns of non-Mendelian inheritance; (S9LT-Id-29)
the LC code for
each The learners are expected to: The learners are expected to: The learners are expected to: The learners are expected to: The learners are expected to:
1 Define the terms ‘Gene’ and 1. Explain the incomplete 1. Infer the unknown 1. List the genotypes of the 1. Solve problems related to
‘Chromosome’. dominance pattern of inheritance. phenotypes of individuals bull and cow in the given sex-linked traits
2. Identify where chromosomes 2. Illustrate by means of on the basis of the known problem. 2. and multiple genes using a
are found in the body. Punnett square a cross phenotypes of their own 2. Diagram and complete a Punnett square.
3.Describe the basic structure and involving incomplete Punnett square.
family members.
features of a chromosome. dominance pattern of 3. Give the phenotypic
4.Investigate the human percentage of the offspring.
inheritance.
Karyotype. 4. Discuss how sex in
humans is determined.
2. Heredity: Inheritance and Variation
2.1 Location of genes on chromosomes
2.2 Non-Mendelian inheritance
2.2.1 Incomplete dominance
II. CONTENT 2.2.2 Sex-linked traits
2.2.3 Multiple alleles
2.3 Multiple genes

III. LEARNING
RESOURCES

1|Page
A. References 1. Phoenix 9- Exploring Life 1. Phoenix 9- Exploring Life 1. Phoenix 9- Exploring Life 1. Phoenix 9- Exploring Life 1. Phoenix 9- Exploring Life
Through Science Through Science Through Science Through Science Through Science
2 http://sonhank.com/wp- 2.https://www.youtube.com/ 2.ttps:// 2.https://
content/uploads/2015/10/Genes- watch?v=iUd_wcbKv2c www.youtube.com/watch? www.highlineschools.org/...
and-Chromosomes-worksheet.pdf 3.https://www.youtube.com/ v=oE8tGkP5_tc /sex-linked%20traits
3. web.mnstate.edu/.../Genes, watch?v=iUd_wcbKv2c 3.www.wou.edu/ %20polygenic
%20Chromosomes%20and ~bledsoek/103materials/ %20inheritance...
%20DNA%20(talk%203).ppt presentations/
1. circulatory_system.ppt
2. 4.

1. Teacher’s Guide TG pages 21 TG page 23 TG page 22 TG page 27

pages
2. Learner’s LM pages 31 LM pages 34-36 LM pages 33-34 LM pages 39
Materials pages
3. Textbook pages
4. Additional
Materials from 1. BEAM II. Your Genetic Book of 1. BEAM II. Your Genetic Book of 1. BEAM II. Your Genetic 1. BEAM II. Your Genetic 1. BEAM II. Your Genetic
Learning Resource Life. Life. Book of Life. Book of Life. Book of Life.
(LR) portal 2. APEX. Unit 6. Lesson 3. 2. APEX. Unit 6. Lesson 3. 2. APEX. Unit 6. Lesson 3. 2. APEX. Unit 6. Lesson 3. 2. APEX. Unit 6. Lesson 3.
3. Science and Technology II: 3. Science and Technology II: 3. Science and Technology II: 3. Science and Technology 3. Science and Technology
Biology Textbook. NISMED. 2012. Biology Textbook. NISMED. 2012. Biology Textbook. NISMED. II: Biology Textbook. II: Biology Textbook.
pp. 184-185. pp. 184-185. 2012. pp. 184-185. NISMED. 2012. pp. 184- NISMED. 2012. pp. 184-185.
4. Science and Technology II: 4. Science and Technology II: 4. Science and Technology II: 185. 4. Science and Technology
Biology Textbook. NISMED. 2004. Biology Textbook. NISMED. 2004. Biology Textbook. NISMED. 4. Science and Technology II: Biology Textbook.
pp. 184-185. pp. 184-185. 2004. pp. 184-185. II: Biology Textbook. NISMED. 2004. pp. 184-185.
NISMED. 2004. pp. 184-
185.

B. Other Projector/Laptop/meta Projector/Laptop/ sheets/Marker/ Projector/laptop/paper/pencil Projector/Laptop/Periodic .

Learning cards/Marker/Adhesive tape Activity sheets table sheets/Marker/
Resources Activity sheets
IV.
PROCEDURES
A. Reviewing The students will define and Review the medelian pattern of Presents the topic on LM Let the students describe Review the sweet pea done
previous lesson or describe again the DNA, Describe inheritance, such as the law of page 35. Let the students again codominance using by Gregor Mendel.
presenting the new the model through The PPT. dominance and recessiveness and familiarize the blood type of specific examples. What is monohybrid and
lesson www.biologyjunction.com/dna law of independent assortment. group mate. dihybrid?
%20structure1.ppt Enhance with PPT.

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 www.scienceprofonline.com/...pp
ts/Mendelian-Genetics-Heredity-
Biology-Lecture-Po...
B. Establishing a Picture Analysis: Present a varieties of flower such In group let the students Let the students answer the Present the activity with
purpose for the as red, pink, and white roses or any presents a unique feature of question posted on board? module provided to the
lesson available flower to your locality. their family that the students Is Bulls really get angry students and starts with sex-
Let the student explain how are inherited (e.g. curly hair, grey when they saw a red color? linked traits activity on LM
these color produced? Via natural teeth.) Consider Rodeo game page 39.
processed or enhanced.

C. Presenting Video clip Presentation: Genes, let the students do the activity in Refer to activity 3. Page 35 Read the given problem on In rabbits, grey hair is
examples/ DNA and Chromosomes LM page 31 in group. for the lesson. page 33. Let the students in completely dominant
instances of the explained pair analyze the problem. to white hair and
new lesson black eyes are
Note: completely dominant
to red eyes.
Refer to
sub folder Appendix 1attached
GG = gray hair
in case video in not available. BB=black eyes
https://www.youtube.com/ Gg = gray hair
watch?v=hywRdDVR76A Bb=black eyes
gg = white hair
bb=red eyes

Let the students do

the task

Refer to appendix 2
procedure #1
D. Discussing new Refer to the PowerPoint on this Show the possible outcome of the Given the blood types of the Refer on activity 2 page 33, Refer to Appendix 2. Let the
concepts and topic to answer the following cross between two pink four o mother and the child, identify procedure number 2 to 5. students Fill it out and
practicing new questions: clock flower plants by using the the possible blood type of the Answer the Guide questions determine the
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skills #1 web.mnstate.edu/.../Genes, Punnett square. father. Refer to procedure 1 Q5 to Q8 phenotypes and
%20Chromosomes%20and Group activity LM page 35. Consider Table 2 on page 34 proportions in the
%20DNA%20(talk%203).ppt Group Activity The Human ABO blood offspring.
1. types and their Phenotypes.
2. What is your blood type? Do
you Know your Blood
Type? What are your
parents blood type?

E. Discussing new Collaborative Activity Describe the pattern of inheritance Show the possible alleles that Refer to activity 4. Page 37. Hospital Mix-up Problem:
concepts and In the diagram below fill in the using the blood types using can be found in each Draw a Punnett square and Refer to Appendix 2
practicing new missing words in the squares Punnett square. offspring and write the blood complete the Table as procedure #7
skills #2 provided. type of each offspring. Refer instructed on procedure 1,
Group Activity. to LM page 35 procedure # 2. page 37.
Group Activity.
F. Developing Answer the guide questions 1 to 4 Paper and pencil Let the Students answer Q12 Pencil and Paper
mastery (Leads to page 31 to 32. Use the table to answer the to Q17. A tall, yellow-seeded pea
Formative Pencil and Paper questions on page 35 Q9 to Consider table # on page 38. plant heterozygous for
Assessment 3) Q11. Identify the genotype of the height and seed color (TtYy)
female which is color blind. is crossed with a tall, green-
seeded pea plant that is
heterozygous for height but
homozygous recessive for
seed color (Ttyy). If 80
offspring are produced, how
Pencil and paper many are expected to be tall
Students will give other negative and have yellow seeds?
effects of smoking on circulatory Show your work!
and respiratory system.
http://sonhank.com/wp-content/
uploads/2015/10/Genes-and-
Chromosomes-worksheet.pdf
G. Finding Give the importance of incomplete Let the students Give some genetic disorders Let the students appreciate
practical dominance in Flower production brainstorm/discuss of related to sex -linked genes the Medical application and
applications of and its significant in flower knowing the blood type of and discussed how it is Tracing the inheritance of an
concepts and skills industry. every individual for medical inherited and treated if individual.
in daily living Group Discussion and forensic purposes. applicable.
H. Making 1.Define the terms ‘Gene’ and 1. Explain the incomplete 1. Infer the unknown 1. List the genotypes of the
generalizations ‘Chromosome’ dominance pattern of inheritance phenotypes of individuals on bull and cow in the given
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and abstractions 2.Identify where chromosomes 2. Illustrate by means of Punnett the basis of the known problem
about the lesson are found in the body square a cross involving phenotypes of their own 2. Diagram and complete a
3.Describe the basic structure and incomplete dominance pattern of family members. Punnett square,
features of a chromosome inheritance. 3. Give the phenotypic
4. Investigate the human percentage of the offspring.
Karyotype 4. Discuss how sex in
humans is determined.
I. Evaluating The group output/presentation The group output will be rated The group and individual The group
learning will be rated using the rubric in using the criteria on page 21. written output will be rated output/presentation will be
scale of 1 to 5. using the rubric in scale of 1 rated using the rubric in
to 5. scale of 1 to 4 on page 25.
J. Additional Gather and write down .
activities for information about the different
application or diseases affecting the respiratory
remediation and circulatory system and their
common causes.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners
who earned 80% on
the formative
assessment
B. No. of learners
who require
additional activities
for remediation.
C. Did the remedial
lessons 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 these work?
F. What difficulties
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did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover which I
wish to share with
other teachers?

Appendix 1.

Appendix 2

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