GRADES 1 TO 12 School ATIMONAN NCHS Grade Level 9

DAILY LESSON LOG Teacher ANGELICA PRINCESS S. PAROAN Learning Area SCIENCE
Teaching Dates and Time JULY 8-12 Quarter FIRST QUARTER
7:30-8:30 Grade 9 Arangan (M,T,W,Th)
8:30-9:30 Grade 9 Molave (T,Th,F)
10:00-11:00 Grade 9 Molave (W)

I.OBJECTIVES
Monday Tuesday Wednesday Thursday Friday
* Define heredity and traits. * Define heredity and traits. * Identify characters whose * Identify characters whose * Discuss codominance.
* Recall the Mendelian Genetics. * Recall the Mendelian Genetics. inheritance does not conform with inheritance does not conform with *Show aa diagram o human
* Differentiate dominant and * Differentiate dominant and predicted outcomes based on predicted outcomes based on blood types and their genotypes.
recessive traits. recessive traits. Mendel's law of inheritance. Mendel's law of inheritance. *Explain multiple alleles.
*Define genes. *Define genes. *Explain the incomplete dominance *Explain the incomplete dominance
*Demonstrate how to express the *Demonstrate how to express the pattern of inheritance. pattern of inheritance.
genotypes of a certain organism. genotypes of a certain organism. *Solve genetic problems related to *Solve genetic problems related to
*Show how to solve a Punnett *Show how to solve a Punnett incomplete dominance. incomplete dominance.
square. square.
A. Content Standards
The Learners demonstrate an understanding of how genetic information is organized in genes on chromosomes and the different patterns of inheritance
B. Performance Standards

C. Learning S9LT-la-b-26 S9LT-la-b-26 S9LT-la-b-26 S9LT-la-b-26 S9LT-la-b-26

Competencies/Objectives
Write the LC code for each

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two .
II CONTENT
Respiratory and Circulatory Systems Working with the other Organ Systems
III.
LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials.
Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous
lesson or presenting the
new lesson Recall the Mendel's Principle of
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances for the
new lesson
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding pratical
applications of
concepts and skills in
daily living
H. Making generalizations
and abstractions about the
lesson
Giving a variety of flowering Giving a variety of flowering
Recall the Mendel's Principle of plant and stating the color of its plant and stating the color of its Recall the concept of
Inheritance. Inheritance. flowers as an introduction of the flowers as an introduction of the incomplete dominance.
new lesson new lesson
Define genes. Show the
Define genes. Show the students
students how to write the
how to write the genotype of a Explain the concepts of
genotype of a certain train and
certain train and how to classify Discuss incomplete dominance Discuss incomplete dominance codominance and multiple
how to classify it. Explain what
it. Explain what will be the and use the Punnett square to and use the Punnett square to alleles. Give some examples
will be the phenotype of the
phenotype of the organism show its pattern of inheritance. show its pattern of inheritance. about it. Answer the prepared
organism having the identified
having the identified genotype. questions.
genotype. Solve a Punnett
Solve a Punnett square.
square.
Discuss how to write the
Discuss how to write the
genotype of a certain trait and Discuss examples of Discuss examples of incomplete Discuss the said patterns of
genotype of a certain trait and let
let the students to try it on their incomplete dominance. dominance. inheritance.
the students to try it on their own.
own.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Show and explain how to Show and explain how to Continuation of incomplete
determine the phenotype of the determine the phenotype of the Solving Punnett squares dominance. Do the activity in LM pp. 34-
organism based from the organism based from the involving incomplete dominance. 35.
obtained genotype. obtained genotype. More problem solving using
punnett square.
Identifying whether the offspring
Solving Punnett squares. Solving Punnett squares. follows the Incomplete
dominance or not.
Answer and discuss the guide
The students will be asked to questions.
Explaining the results of the Explaining the results of the give more examples of
Punnett Square. Punnett Square. incomplete dominance that were
seen in their environment.
From the parents as the basis, From the parents as the basis, Ask the students to define Cite the applications of
the students will choose a trait the students will choose a trait incomplete dominance, its codominance & multiple
and try to make a Punnett and try to make a Punnett characteristics and possible alleles in animals and
square from it. square from it. offspring. humans.
Ask the students to summarize Ask the students to summarize Ask the students to summarize Discuss briefly the two
their learning about their learning about their learning about patterns of inheritance differ
writing/identifying of the writing/identifying of the writing/identifying of the from incomplete dominance
genotype and phenotype of an genotype and phenotype of an genotype and phenotype of an
 organism. organism. organism.
I. Evaluating learning Seat work. Seat work. Seat work. Seat work. Seat work.
J. Additional activities for More concept check More concept check More concept check More concept check More concept check
application for remediation
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% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%.
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 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?

Prepared by: Checked by: Noted by:

ANGELICA PRINCESS S. PAROAN MELANIE U. FLORES LUCRECIA L. ESCRITOR

Teacher I Master Teacher I, Science Department Head Teacher III, Science Department