Grade Level Grade 9 Quarter First

Learning Area Integrated Science Date July 19, 2019

Teacher Rizalyn V. Desiderio Signature
Head Teacher Alma B. Castańo Signature
Principal Jeffrey C. Trinidad Signature

I. OBJECTIVES

The learners demonstrate understanding of …..

A.Content Standards 1. How to genetic information is organized in genes on chromosome
2. The different patterns of inheritance
B. Performance
Standards
Define and Explain Sex-linked traits S9LT-Id-29.4.4

a. determine the probability of inheriting a particular sex-linked traits

using a Punnett square based on the genotypes of the parents;
C.Learning
Competencies/
Objectives b. solve problems related to sex-linked disorder;

c. explain why sex-linked traits are more often expressed in males;

d. cite different effects of colour-blindness to people who are experiencing it.

Sex- linked traits

II.CONTENT
III.LEARNING RESOURCES
A.REFERENCES
1.Teacher’s Guide Science Grade 9 Teaching Guide pp. 27- 28
2.Learner’s Manual Science Grade 9 Learners’ Material pp.38-39
3.Textbook
www.online-stopwatch.com
www.colourblindnes.com
4. Additional
http://youtube.com/watch?v=il2TGKAV8Jo&t=8s
Materials from (LR)
portal

B.Other Learning
Resources
IV. PROCEDURE
1. Prayer
2. Greetings
Daily Routine
3. Checking of attendance and cleanliness of the room

Elicit ELICIT X X
(The activities in this section
will evoke or draw out prior  The teacher will show picture of
concepts or prior experiences pairs of chromosome.
from the students)
X
1. How many chromosomes do
humans have?
Y
2. What do you call the 22 pairs
of chromosomes?
3. How about the 23rd chromosome?
 The students will identify and compare autosomal chromosome with
a sex chromosome by presemting pictures of children with down
syndrome and picture of boy and girl.
 Let the students identify which of the 23 pairs of chromosome is
Down syndrome can be found and the same with gender .

 Using a Punnett Square cross male (XY) and female gametes (XX).
 Show the distribution of X and Y chromosome that carries genes
from father and mother to their offspring .
 Predict all the possible combinations in a cross of sex chromosome
for female and male offspring.
 Grade Level
Learning Area
Teacher
Head Teacher
Principal
B. Establishing a
purpose for the lesson
C. Engage:
(The activities in this
section will stimulate their
thinking and help them
access and connect prior
knowledge as a jumpstart
to the present lesson)
Explore:1
(In this section students
will be given time to think,
plan, investigate, and
organize collected
information
Grade 9 Quarter First
Integrated Science Date July 19, 2019
Rizalyn V. Desiderio Signature
Alma B. Castańo Signature
Jeffrey C. Trinidad Signature
ENGAGE
 Show short video from story of MAALA ALA MO KAYA entitled
LAMBAT. http://youtube.com/watch?v=il2TGKAV8Jo&t=8s
 Let the students give their own inference.
1. What genetic disorder is inherited by the offspring.
2. How this sex- linked disorder can be passed to their offspring?
3. Is there a chance to cure or avoid/ prevent the manifestation of
the disorder?
EXPLORE:
 The teacher will present a color coded pictures.
 The students will identify the hidden number in the Ishihara plates
.
Sex-Linked Traits:
A. Normal Color Vision: Ishihara Plates
A: 29, B: 45, C: --, D: 26
B. Red-Green Color-Blind:
A: 70, B: --, C: 5, D: --
C. Red Color-blind:
A: 70, B: --, C: 5, D: 6
D. Green Color-Blind:
A: 70, B: --, C: 5, D: 2
1. What number is written in letter A? B?
C? and D?
2. What sex –linked disorder is inherited
if you can’t recognize a particular color ? www.colourblindnes.com
 After the determining from the class who is affected by color blindness,
the students will do the activity.
PROCEDURE
 The class will be divided into five groups and they will work together
to solve different cases. They will move from station 1 to 5 in order to
solve the cases given.
 Result for case no. 1 will be presented by GROUP 1
 CASE 2 by group 2
 CASE 3 by group 3
 CASE 4 by group 4
 CASE 5 by group 5
 Each group will determine the probability of colour-blindness in
offspring using a Punnette square based on the genotypes of the
parents.
 Encourage students to spend only 2-3 minutes on each cases.
 It is ok if some of the groups do not complete all of the case studies.
We will go over them as a class.
Genotypes and Phenotypes of color blindness in human
Genotype Phenotype
1. X+X+ NORMAL FEMALE
2. X+Xc CARRIER FEMALE
3. XcXc COLOR BLIND FEMALE
4. X+ Y NORMAL MALE
5. Xc Y COLOR BLIND MALE
 Grade Level Grade 9 Quarter First
Learning Area Integrated Science Date July 19, 2019
Teacher Rizalyn V. Desiderio Signature
Head Teacher Alma B. Castańo Signature
Principal Jeffrey C. Trinidad Signature

COLOR BLINDNESS

CASE NO. 1 NORMAL father X CARRIER mother

CASE NO. 2 COLOR BLIND X NORMAL mother
CASE NO.3 COLOR BLIND father X COLOR BLIND mother
CASE NO.4 COLOR BLIND father X CARRIER mother
CASE NO.5 NORMAL father X COLOR BLIND mother

Explain:
(In this section, students will be
involved in an analysis of their
exploration. Their understanding
is clarified and modified because
of reflective activities)/ Analysis of
the gathered data and results and
be able to answer the Guide
questions leading to the focus
concept or topic for the day*.
EXPLAIN:
1. Presentation of the result per group.
2. Let the students answer the following questions:
A. What is the probabilty that a male offspring will have color blindness?
B. What is the probability having color blind female offspring
C. Can a male be a carrier of red green color blindness?
D. Can a color blind female have a son that has normal vision?
E. Can two normal parents have a color blind son?
F. what gender will always manifest the X-linked traits?
G. Why are males affected by recessive sex-linked diseases more often than females?

ELABORATE
Elaborate:
(This section will give
students the opportunity to What are the possible effects of color blindness to those who are experiecing it?
expand and solidify/concretize
their understanding of the How does color blindness affect daily life?
concept and/or apply it to a
real-world situation)

EVALUATION

From the video presented ( LAMBAT )show a cross of genotype of the parents using Punnette
square to help the youngest brother in the family to find out the probability of inheriting
a X -linked disorder (XDP) X-LINKED DYSTONIA PARKINSON.

NORMAL FATHER X CARRIER MOTHER

1. What is the chance of the female offspring XD Xd

Evaluation:
(This section will provide
opportunities for concept check
test items and answer key which
are aligned to the learning
objectives – content and
performance standards and
address misconceptions –if any
to inherit the disorder?
XD
2. What is the chance of the female to be
carrier of the disorder?
3. What is the chance of the male offspring to Y
inherit the disorder?

4. What is the chance of the male offspring

that he will not inherit the disorder?

5. From the result of your Punnette square is

there a chance that the younger brother will
not inherit the disorder?Why?

EXTEND

EXTEND
This section gives situation that
explains the topic in a new
context, or integrate it to another
discipline/societal concern
If you were the father and you know that your partner is carrier of a sex-linked
disorder do you still marry her?
Value integration/ moral lesson
Dont loose hope..........
Problem is not a sign to stop.....

V. REMARKS
 Grade Level Grade 9 Quarter First
Learning Area Integrated Science Date July 19, 2019
Teacher Rizalyn V. Desiderio Signature
Head Teacher Alma B. Castańo Signature
Principal Jeffrey C. Trinidad Signature

VI. REFLECTION

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 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?

WHEN GENDER MATTERS

Objective:

Solve problems related to sex-linked traits.

Materials:

Activity sheets

Procedure;
 Grade Level Grade 9 Quarter First
Learning Area Integrated Science Date July 19, 2019
Teacher Rizalyn V. Desiderio Signature
Head Teacher Alma B. Castańo Signature
Principal Jeffrey C. Trinidad Signature

1. Read the given problem:

Color- blindness is a recessive, sex-linked disorder in humans. Students from
9–Devotion undergoes a color-blindness test using Ishihara plates.
The result of the test shows that the disorder manifests mostly in males and some in
females. Students who are affected want to know how they inherit it.

Sex-Linked Traits:
Ishihara Plates
A. Normal Color Vision:
A: 29, B: 45, C: --, D: 26
B. Red-Green Color-Blind:
A: 70, B: --, C: 5, D: --
C. Red Color-blind:
A: 70, B: --, C: 5, D: 6
D. Green Color-Blind:
A: 70, B: --, C: 5, D: 2

1. What number is written in letter A? B?

C? and D?

2. Use the different cases below and illustrate using a Punnett square the chance of
the male and female offspring to inherit the sex-linked disorder based on the
genotypes of the parents

Genotypes and Phenotypes of color blindness in human

Genotype Phenotype
1. X+X+ NORMAL FEMALE
2. X+Xc CARRIER FEMALE
3. XcXc COLOR BLIND FEMALE
4. X+ Y NORMAL MALE
5. Xc Y COLOR BLIND MALE

COLOR BLINDNESS

CASE NO. 1 NORMAL father X CARRIER mother

CASE NO. 2 COLOR BLIND X NORMAL mother

CASE NO.3 COLOR BLIND father X COLOR BLIND mother

CASE NO.4 COLOR BLIND father X CARRIER mother

CASE NO.5 NORMAL father X COLOR BLIND mother