WEEKLY LEARNING PLAN - DATE: October 10-14,2022

Subject Ronelyn T. Bubble A Bubble B

Teacher Sobriano Face to Face Home-Based
Ma.Regina
Checked by Grade Level 9 Grade Level 9
A. Tan
CADMIUM/6:00-7:00(Tuesday- Friday)
DYSPROSSIUM/ 7:00-8:00(Monday-
CADMIUM/6:00-7:00(Tuesday- Friday)
Wednesday & Friday)
DYSPROSSIUM/ 7:00-8:00(Monday- Wednesday & Friday)
GOLD/8:00-9:00(Tuesday-Friday)
GOLD/8:00-9:00(Tuesday-Friday)
Time/Class Time/Class BISMUTH/9:20-
Quarter 1st BISMUTH/9:20-10:20(Monday,Thursday,Friday)
Section Section 10:20(Monday,Thursday,Friday)
10:20-11:20(Tuesday)
10:20-11:20(Tuesday)
ARGON/10:20-11:20(Monday, Wednesday-Friday)
ARGON/10:20-11:20(Monday, Wednesday-
OHSP/11:20-12:20((Tuesday)
Friday)
OHSP/11:20-12:20((Tuesday)
Learning
Week 8 Science
Area
MELCS Explain the different patterns of non-Mendelian inheritance  ( S9LT-Id-29)
PERFORM The learners should be able to make a multimedia presentation of a timeline of extinction of representative microorganisms, plants, and animals.
ANCE
STANDARD

Day Objectives Topic/s Classroom-Based Activities Home-Based Activities

1 1. Identify the The DNA Begin with the classroom routine:  Read the “Let’s Understand” part on pages 2- 3.
components of the and its a. Prayer  Answer the “Let’s Apply” part
DNA molecule components b. Reminders of classroom health and safety
protocols
c. Checking of attendance
 Recall
-the students will read the “Brief
Introduction” part and identify the
 parts/organelles present in the Animal
Cell.
 Motivation
- The students will identify the traits
that they got from their parents.

Example:
curly hair-mother
height- father

 Discussion of the Concept

- The students will define DNA.
- The students will identify the parts of
DNA
 Application and Generalization
- The students will answer the “Let’s
Analyze” part
 Evaluation
- Let learners answer the “Let’s Try”
part
 Extend
- Differentiate and complete and
incomplete dominance
2 1. Describe the structure Genes Begin with the classroom routine:  Read the “Let’s Understand” part on pages 2- 3. They
of genes a. Prayer will write the description / definition of the following
and chromosomes b. Reminders of classroom health and safety terms:
2. Determine the location protocols
of genes in c. Checking of attendance a. Genes
chromosomes  Recall b. Chromosomes
-the students will label the parts of the c. Chromatid
DNA. d. Diploid
 Motivation e. Haploid
-the teacher will present a picture of a
passed trait (from parents to offspring)
 Discussion of the Concept
- The students will describe the
structures of genes and chromosomes
- They will determine the location of
 genes in chromosomes
 Application and Generalization
- The students will answer the “Let’s
Analyze II” part
 Evaluation
- The students will questions given by
the teacher
 Extend
- What are the Non-Mendelian Patterns
of Inheritance? Describe each
3 1. Explain the Non- Begin with the classroom routine: - The students will read the “Let’s Understand” part
incomplete dominance Mendelian a. Prayer and answer the following questions:
pattern of inheritance. Pattern of b. Reminders of classroom health and safety
2. Explain the Inheritance protocols 1. What is incomplete dominance pattern of inheritance?
codominance pattern c. Checking of attendance 2. What is codominance pattern of inheritance?
of inheritance  Recall 3. What is Punnett Square?
- The students will answer the “Let’s
Recall” part.
 Motivation
-the teacher will present a picture of a
passed trait (from parents to offspring).
-let students give other traits that can be
passed.
 Discussion of the Concept
- The students will discuss the
incomplete dominance and
codominance patterns of inheritance
- Identify the pattern of inheritance
present in the pictures
- Give examples which show 2 patterns
of inheritance
 Application and Generalization
- The students will answer the “Let’s
Apply” part
 Evaluation
- The students will answer the “Let’s
Try” part
 Extend
 - The student will perform the activity
in “Let’s Create” part
1. Determine all possible Non- Begin with the classroom routine: - The students will solve problem on Non-Mendelian
combinations of Mendelian d. Prayer Pattern of Inheritance.
genes for a specific Pattern of e. Reminders of classroom health and safety
blood type. Inheritance protocols Problem:
2. Determine the f. Checking of attendance
probability of having  Recall Mrs. Degaano and Mrs. Shegurado simultaneously labored
a male or female - The students will identify the picture at the same hospital. Both delivered their baby in good
gender if it is incomplete dominance or condition. After the delivery, both babies were placed in the
3. Explain the sex- codominance nursery room. Baby Degaano has blood type B while baby
influenced trait  Motivation Shegurado has blood type O. When the attending nurse
4. Explain the sex-linked  Discussion of the Concept presented the babies to the respective couple Mrs. Shegurado felt
trait - The students will determine the that it was not her baby and told the nurse that she might make a
possible combinations of genes for a mistake and gave the wrong babies to the couples. She told the
4
specific blood type and probability of nurse that her real baby was the baby given to Mrs. Degaano.
having a male or female gender. Mrs. Degaano on the other hand insisted that the baby given to
- Explain the sex- influence trait and her by the nurse was her real child. An investigation was
sex- linked trait conducted and blood typing of both couples was done. The
 Application and Generalization following are the blood types of the couples:
- The students will answer the “Let’s
Apply” part - A. Mr. and Mrs. Degaano – Blood type AB and
 Evaluation Heterozygous blood type O.
- The students will answer the “Let’s - B. Mr. and Mrs. Shegurado – Heterozygous A and
Try” part Heterozygous B.
 Extend
- The student will perform the activity
in “Let’s Create” part

Prepared by: Checked: Noted:

Ronelyn T. Sobriano Ma.Regina A. Tan Ma.Rhodora P. Esoino,Ed.D.
Subject Teacher Subject Coordinator Principal