School Matuyatuya NationalHigh Grade Grade 9

DAILY School Level

LESSON Teacher Arlene R. Bullanday Learning Science
EXEMPLAR Area
Teaching Date July 08, 2019 Quarter 1st Quarter
TEACHING PEDAGOGY DIFFERENTIATED INSTRUCTION/ INQUIRY-BASED LEARNING

I. OBJECTIVES
A. Content Standards
B. Performance Standards
At the end of the lesson, at least 80% of the students should be able to:
 Demonstrate an understanding of how genetics information is
organized in genes on chromosomes and the different patterns of
inheritance

C. Learning Competencies  Explain the different patterns of non- Mendelian (S9LT-la-b-26)

D. Learning Objectives  Infer the unknown phenotype of individuals on the basis of the
known phenotypes of their family members.(K)

II.CONTENT Heredity: Inheritance and Variation (MULTIPLE ALLELES)

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages TG pp. 23-24
2. Learner’s Materials Pages L.M. pp. 34-35
3. Textbook Pages
4. Additional Materials from None
Learning Resource (LR)
Portal
B. Other Learning Resources Paper, pens

IV.PROCEDURES
A. Reviewing Previous Review of previous lesson:
Lesson or Presenting the
New Lesson DIRECTION: Classify the picture whether it is incomplete dominance or
ENGAGE codominance.

Guide Questions:
 Based from the picture, how can you describe incomplete
inheritance? Codominance?
  Are the traits of both parent can be observed in the offspring?

B. Establishing a Purpose for Try this!

the Lesson  If blood type is unknown, ask then to just select any blood type
ENGAGE they want.
 Start by dividing the class into four groups. Assign a student per
group to make a record of the different blood types of the group
members and prepare a tally using the given table.

 Ask the assigned students to consolidate the data.

 Ask the following questions:
1. Which blood type frequently appeared among you?
2. Do you know how blood types are inherited?

The teacher will state the objectives of the lesson:

Students should be able to infer the unknown phenotype of
individuals on the basis of the known phenotypes of their family
members

C. Presenting Task 1: Study the picture below then give your observation
Examples/Instances of
the Lesson
ENGAGE

Describe the table. What can you say about the blood type?
What are the phenotype for each blood type?
How many blood type do we have?

D. Discussing New Concepts Group Activity

and Practicing New Skills  Students will be divided into 3 groups and each group will be
#1 given specific tasks.
EXPLORE  Each group will present their outputs in class.

Group 1: ACTIVITY: My father ‘s Blood Type

Identify the possible blood type of the father.

Mother’s Blood Type Father’s blood Type Child’s Blood Type

A A
B AB
AB B
O O

Guide Questions:

1. What possible blood type of the father if;

  The mother has Type A blood and the child has a Type A
blood?
 The mother has Type B blood and the child has a Type AB
blood?
 The mother has Type AB blood and the child has a Type
AB blood?
 The mother has Type O blood and the child has a Type O
blood?

Group 1: ACTIVITY: My Mother ‘s Blood Type

Identify the possible blood type of the mother.

Mother’s Blood Type Father’s blood Type Child’s Blood Type

AB A
B AB
O B
A O

Guide Question:
2. What possible blood type of the mother if;
 The father has Type AB blood and the child has a Type A
blood?
 The father has Type B blood and the child has a Type AB
blood?
 The father has Type AB blood and the child has a Type AB
blood?
 The father has Type O blood and the child has a Type O
blood?

Group 3: ACTIVITY: My Child

Show the possible alleles that can be found in each offspring and write
the blood type for each offspring.

E. Discussing New Concepts

and Practicing New Skills  Reporting and group presentation
#2  Checking of the results of the activity
EXPLAIN
How do we solve the blood type of an offspring in multiple alleles?
 F. Developing Mastery
(Leads to Formative Another problem:
Assessment 3) A man with Type O blood marries a woman with heterozygous Type A
ENGAGE blood. What are the possible phenotype of the children?

G. Finding Practical Oral Questioning:

Applications of Concepts
and Skills in Daily Living  How would you apply what you have learned about multiple
ELABORATE alleles?

H. Making Generalizations Summarizing the lesson:

and Abstractions about  What is multiple Allelle?
the Lesson  How do we solve the traits of an offspring in a multiple Allele
ELABORATE

I. Evaluating Learning
EVALUATE Direction: Identify the possible phenotype by completing the table given.

Mother’s Blood Type Father’s blood Type Child’s Blood Type

AB A
B AB
AB B
O O

J. Additional Activities for

Application or What is Sex Chromosome?
Remediation How is sex determined and inherited?
EXTEND
V. REMARKS ____ Lesson carried. Move on to the next objective.
____ Lesson not carried.

VI. REFLECTION ____ Students did not find difficulties in answering the lesson.
____Students found difficulties in answering the lesson.
____Students did not enjoy the lesson because of lack knowledge, skills
and interest about the lesson.
____Students were interested on the lesson, despite of some difficulties
encountered in answering the questions asked by the teacher.
____Students mastered the lesson despite of limited resources used by
the teacher.
____Majority of the students finished their work on time.
____Some students did not finish their work on time due to unnecessary
behaviour.
A. No. of learners who ____ out of ____ Grade – earned 75% above
earned 80% in the
evaluation
B. No. of learners who ____ out of ____ Grade 9- Amethyst require additional activities for
require additional remediation.
activities for remediation ____ out of ____ Grade 9- Diamond require additional activities for
remediation.
C. Did the remedial lessons ____ Yes ____ No
work? No. of learners ____ out of ____ Grade 9- Amethyst earned 75% above
who have caught up with ____ out of ____ Grade 9- Diamond earned 75% above
the lesson
 D. No. of learners who ____ out of ____ Grade 9- Amethyst continue to require remediation.
continue to require ____ out of ____ Grade 9- Diamond continue to require remediation.
remediation
E. Which of my teaching Strategies used that work well:
strategies work well? ___ Metecognitive Development: Self – assessments, note taking and
Why did these work? studying techniques, and vocabulary assignments.
___ Bridging: Thin-pair-share, quick-writes, and anticipatory charts
___ Schema-Building: Compare and contrast, jigsaw learning, peer
teaching, and projects.
___ Contextualization: Demonstrations, media, manipulative, repetition,
and local opportunities.
___ Text Representation: Student created drawings, videos and games.
Other Techniques and Strategies used:
___ Explicit Learning ___ Group Collaboration
___ Gamification/Learning through play ___ Answering preliminary
activities
___ Rereading of Paragraphs ___ Differentiated Instruction
___ Role Playing/Drama ___ Discovery Method
___ Lecture Method Others (specify): __________________
Why?
___ Complete LMs ____ Availability of materials
___ Students’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks
___ Audio Visual Presentation of the lesson

F. What difficulties did I ___ Bullying among students ___ Students’ behaviour/attitude
encounter which my ___ Colorful LMs ___ Unavailable Technology Equipment
principal or supervisor ___ Science/Computer/Internet Lab ____ Additional clerical works
can help me solve?
G. What innovations or Planned Innovations:
localized materials did I ___ Contextualized/Localized and Indigenize4d IM’s
used/discover which I ___ Localized Videos
wish to share with other ___ Making module from views of the locality
teachers? ___ Recycling of materials to be used as Instructional Materials
___ Local poetical composition

Checked/ Observed by:

__________________________
Date: ______________________ ANTONIO L. PAR
Teacher- in- Charge