Grade Level 9

Learning Area Science (Biology)

Quarter First Quarter
Competency Code S9LT – Id -29

I. OBJECTIVES At the end of the lesson, the learners should be able to:

1. Identify the characters of multiple alleles

2. Solve genetic problems related to multiple alleles
3. Relate the importance of knowing our blood type.

a. Content Standards The learners demonstrate an understanding of the

different patterns of inheritance
b. Performance Standards No written performance standards in MELCS

c. Learning The learners shall be able to explain the different pattern

Competencies/Objectives of non-Mendelian inheritance

II. CONTENT Non- Mendelian inheritance: Multiple Alleles

III. LEARNING RESOURCES
a. References K to 12 Grade Learner’s Material in Science
1. Teacher’s Guide Pages Science 9 Teacher’s Guide pp. 32
2. Learner’s Material Science 9 Learners Module pp.34-35
Pages
3. Textbook Pages Science 9 Learners Module pp.34-35
4. Additional Materials
from Learning Resource
(LR) Portal
b. Other Learning https://www.youtube.com/watch?v=9O5JQqlngFY
Resources
IV. PROCEDURES

Preliminary Activities:

- Prayer
- Checking of Attendance
- Checking and Submission of Assignments
- Reminding of Classroom Rules
- Setting the classroom atmosphere

a. Reviewing the previous

lesson or Presenting the
new lesson. (Elicit) At the start of the lesson, the teacher will make sure that
5 mins. the students have understood the prerequisite concepts
from the previous lesson. Let the students play a game
entitled 4 pics in 1 word.
 I_ _ o_pl_ _e D_m_ _ a _c_

b. Establishing a purpose
of the lesson (Engage) Let’s play another game entitled “FIGGERITS”
5 mins. Mechanics:
1. Let the students work in groups (4)
2. Materials will be given
3. Every number has a correspond letter. All you
c. Presenting have to do is to unlock the terms by answering
examples/instances of the the given questions.
new lesson 4. The group who will finish first will be the winner!
10 mins.
________ _______
13647268 5668689

Answer the following:

1.Alleles that carry the trait that will be expressed

D _ _ _ n _ n _
10 11 1 7 12 5 12 4

2.A gene whose effects are mashed in the present of

dominant gene.

R _c _ _ _ _v _
21 8 22 8 9 9 7 23 8
3.A body fluid that contains four main components such
as plasma, RBC, WBC and platelets.

B _ o o _
16 6 11 11 10
4.Having two identical alleles of a particular gene or
genes.

H _ _ z y _ o _ _
17 11 1 18 19 20 11 3 9

d. Discussing new Activity 1: What’s Your Blood Type

concepts and practicing 1. Let the students work in groups (4)
new skills #1 2. Let them perform Activity 3 found in their Science
(Explore) Learning Material (pages 34)
10 mins. Guide questions:
1. What are the four blood types than can be found
in an offspring?

e. Developing mastery
leading to formative
assessment #2
(Explain) 10 mins.
f. Finding practical
application of concepts
and skills in daily living
(Elaborate)
5 mins.
g. Making generalizations
and abstractions about the
lesson
20 mins.
h. Evaluating learning
(Evaluate)
10 mins.
i. Additional activities for
application/remediation
(Extend)
V. REMARKS
VI. REFLECTION
2. What blood type can be found in an offspring if a
mother has type A blood and the father has type
B blood?
3. What blood type can be found in an offspring if a
mother has type AB blood and father has type A
blood?
4. What blood type can be found in an offspring if a
mother has type O blood and father has type AB
blood?
Presentation of students’ answer for Activity 1. Outputs
will be checked.
Ask the following questions:
1. Why is it important for us to know our blood type?
A video will be shown so that students have a better
understanding of knowing their own blood type.
(https://www.youtube.com/watch?v=9O5JQqlngFY)
Ask the following questions:
1. What would be the possible blood type of an
offspring if a mother has type O blood and the
father has type B blood?
Essay
Directions: Explain the following questions briefly. You
will be graded according to this rubric:
1. Given the situation: A patient in the hospital is in
need of blood type AB yet there is no available at
the blood bank and you were there hearing their
conversation. Since you have the same blood
type with the patient, what will you do?
2. What blood type is considered as the universal
donor? How about the universal recipient?
Directions: Determine the possible blood types if the:
 Mother and father has the same blood type A.
 Mother type AB blood and the father has blood
type O
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 lesson
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 work well? Why
did this work?
f. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
g. What innovation or
localized material did I
use/discover which I can
share with other teachers?

Prepared:
TRISHA MELROSE M. MILANES
Teacher I

School: Clarin National High School

District: Clarin South
Reviewed/
Evaluated:
MARISOL P. MORENO
Head Teacher - IV

NORLYN Q. LOBIDO
Master Teacher I

Approved:

RICARDO L. LAPIZ
School Principal III

Date Observed: