GRADE NINE DAILY Teacher MELODY M.

CUNANAN Grade Level 9

LESSON LOG
Teaching Dates and Time September 25-29, 2023 Quarter First

9-Proton – 10:20-11:20 Week 5

9-Electron – 11:20-12:20
9-Dapdap – 12:20-1:20
9-Acacia– 1:20- 2:20
9-Apitong – 3:40- 4:40

DAY 1 DAY 2 DAY 3 DAY 4/ DAY 5

I.OBJECTIVES

A. Content Standards The learners demonstrate an understanding of

1. The prevention, detection, and treatment of diseases affecting the circulatory and respiratory systems.
2. How genetic information is organized in genes on chromosomes and the different patterns of inheritance.

B. Performance Standards The learners should be able to conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory
systems based on data gathered from the school or local health workers.

c. Learning Competencies/ The learners should be able to:

Objectives 1. Infer how one’s lifestyle can affect the functioning of the respiratory and circulatory systems work together. (S9LT-Ic-27)
2. Explain the different patterns of non-Mendelian inheritance (S9LT-Id-29)

1. Describe the structure of 2. Determine the location of 1.Explain the incomplete 1. Explain the codominance
genes and Chromosomes. genes in Chromosomes. dominance pattern pattern of Inheritance.
(S9LT-Id-29) (S9LT-Id-29) of inheritance. (S9LT-Ic-29)
(S9LT-Id-29)

Specific Objectives The learners should be able to:
1. Describe the structure of
genes and Chromosomes.
2. Construct a model of
chromosomes.
3. Demonstrate an appreciation
for the structure of
The learners should be able to:
1. Determine the location of
genes in Chromosomes.
2. Create a gene map illustrating
the location of a specific gene on
a chromosome using colored
The learners should be able to:
1. Explain the incomplete
dominance pattern of
inheritance.
2. Demonstrate their ability to
accurately complete Punnett
The learners should be able to:
1. Explain the codominance
pattern of Inheritance.
2. Demonstrate in completing
Punnett squares for
codominance scenarios,

II.CONTENT
III.LEARNING RESOURCES
A. REFERENCES
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B.Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson or Let the student recall the
presenting the new lesson
chromosomes and genes.
GENES & CHROMOSOMES
TG: pp. 42
LM: pp. 31-32
1 BEAM: Second Year-Biology -
2. EASE: Biology M9 -.
3. DepEd K-12 Curriculum Guide:
Grade 9
None
https://www.khanacademy.org/
science/high-school-biology/hs-
reproduction-and-cell-division/
hs-chromosome-structure-and-
numbers/a/hs-chromosome-
structure-and-numbers-review
components of the DNA
pencils and paper.
3. Develop an appreciation for
the importance of understanding
the location of genes in
chromosomes
GENE LOCATION IN
CHROMOSOMES
TG: pp. 42
LM: pp. 31-32
1 BEAM: Second Year-Biology -
2. EASE: Biology M9 -.
3.DepEd K-12 Curriculum Guide:
Grade 9
None
https://www.khanacademy.org/
science/ms-biology/
x0c5bb03129646fd6:inheritance-
and-variation/
x0c5bb03129646fd6:chromosom
es/v/chromosomes-and-genes
Recall the composition and
arrangement of genes and
chromosomes
squares for different traits and
organisms exhibiting incomplete
dominance.
3. Develop an appreciation for
the applications of incomplete
dominance in real-life scenarios,
such as plant breeding.
INCOMPLETE
DOMINANCE IN INHERITANCE
TG: pp. 30-31
LM: pp.21-22
1 BEAM: Second Year-Biology -
2. EASE: Biology M9 -.
3. DepEd K-12 Curriculum Guide:
Grade 9
None
https://www.khanacademy.org/
science/biology/classical-
genetics/variations-on-
mendelian-genetics/a/multiple-
alleles-incomplete-dominance-
and-codominance
Recall how to identify the
positions of genes within
chromosomes
accurately predicting the traits of
offspring.
3. Develop an appreciation for
the significance of codominance
in genetics and its relevance in
fields such as agriculture.
CODOMINANCE IN
INHERITANCE
TG: pp. 33-34
LM: pp. 22-23
1 BEAM: Second Year-Biology -
2. EASE: Biology M9 -.
3. DepEd K-12 Curriculum Guide:
Grade 9
None
https://www.khanacademy.org/
science/biology/classical-
genetics/variations-on-
mendelian-genetics/a/multiple-
alleles-incomplete-dominance-
and-codominance
What is incomplete dominance,
and could you provide a brief
example of how it affects the

B. Establishing a purpose for
the lesson.
C.Presenting examples/
instances of the new lesson
D. Discussion of new concepts
and practicing new skills #1
E. Discussion of New concepts
and practicing new skills #2
What if our DNA were not
organized into chromosomes but
instead existed as a single long
strand in each cell? How might
that change the way genes are
inherited and expressed?"
Activity 1: Chromosome
Modeling
Materials: Pipe cleaners, beads
(different colors), scissors
Instructions:
Students will use pipe cleaners
and beads to create models of
chromosomes. They will identify
and label the different parts of
the chromosome, such as
centromere, telomere, and
genes.
Rubric:
- Accuracy of chromosome
structure labeling: 10 points
- Creativity and neatness of the
model: 5 points
Questions:
1. What is the function of the
"Imagine you're a detective in
the world of genetics, searching
for a particular gene hidden in a
vast library of chromosomes. You
have a special magnifying glass
to help you. How would you
explain your strategy to your
fellow detectives for finding the
exact spot on the chromosome
map where this gene is located?"
Activity 1 : Gene Mapping
Materials: Paper, colored pencils
Instructions:
Students will research a specific
gene of interest and create a
gene map to show the location
of the gene on a chromosome.
They will also include
information about the gene's
function and any associated
disorders.
Rubrics:
- Accuracy of gene location on
the chromosome: 10 points
- Clarity and organization of
information on the gene map: 5
points
Questions:
1. How does gene mapping help
Picture having a red flower and a
white flower. If you breed these
two plants together, what color
do you think their offspring will
be?
Why does this happen, and what
do we call the color that results
from this type of inheritance
pattern?"
Activity 1: Punnett Square
Materials: Punnett square
worksheets, colored pencils
Instructions: Provide students
with Punnett square worksheets
and ask them to complete the
squares to predict the possible
offspring of two organisms
exhibiting incomplete
dominance. Use different traits
and organisms for variety.
Questions:
1. What are the possible
genotypes and phenotypes of
the offspring in the Punnett
square?
2. How does incomplete
dominance affect the expression
of traits in the offspring?
phenotype of offspring?
What happens when two
dominant alleles clash in a
genetic showdown?
Activity 1: Punnett Square on
CODOMINANCE
Materials: Worksheets with
Punnett square grids, pencils
Instructions:
1. Distribute worksheets with
Punnett square grids to each
student.
2. Provide a set of genetic traits
for the students to work with
(e.g., eye color, hair texture).
3. Instruct the students to fill in
the Punnett square grids to
predict the possible offspring
traits.
4. Ask the students to analyze
and interpret the results.
Rubric:
- Accuracy of Punnett square

F. Developing Mastery (Leads
to Formative Assessment 3)
G. Finding Practical
Applications of Concepts and
Skills in Daily Living
centromere in a chromosome?
2. How are genes arranged along
a chromosome?
Group Presentation:
1. Have each group present their
output
How does our understanding of
gene and chromosome structure
contribute to advancements in
personalized medicine and the
development of targeted
therapies for genetic diseases?
scientists identify the location of
disease-causing genes?
2. Why is it important to
understand the location of genes
in chromosomes?
Group Presentation:
1. Have each group present their
output
What specific examples can you
think of where knowledge about
the location of genes on
chromosomes has led to
breakthroughs or advancements
in medicine, agriculture, or
biotechnology, and how have
these advancements contributed
to improving our quality of life?
Checking of Activity:
Lecture: Explain the concept of
incomplete dominance using
visual aids, diagrams, and real-
life examples. The teacher
encourages student participation
by asking questions and
facilitating discussions.
Imagine you're a plant breeder
aiming to create a new flower
color for a popular garden plant.
How might your knowledge of
incomplete dominance in
inheritance patterns guide your
breeding efforts, and can you
provide an example of how this
knowledge could help you
achieve your goal?
predictions: 5 points
- Clear explanation of the results:
5 points
Questions:
1. How can you use Punnett
squares to predict the traits of
offspring in a codominance
scenario, and what do the results
reveal about genetic
inheritance?
2. As you complete the Punnett
squares for the given genetic
traits, what patterns or insights
can you derive from the
offspring's predicted traits, and
how does this relate to the
concept of codominance?
Checking of Activity:
Lecture: Explain the concept of
incomplete dominance using
visual aids, diagrams, and real-
life examples. The teacher
encourages student participation
by asking questions and
facilitating discussions.
How is the codominance pattern
of inheritance utilized in
agriculture to develop new plant
and animal varieties with
distinctive traits?
H. Making generalizations and
abstractions about the lesson
Explain the composition and
arrangement of genes and
chromosomes
explain how to identify the
positions of genes within
chromosomes
Explain the concept known as
incomplete dominance in the
context of inheritance patterns.
Explain the codominance pattern
of inheritance, its key
characteristics, and how it differs
from other patterns of
inheritance.

I. Evaluating Learning
Short quiz about the structure of
genes and Chromosomes.
Short quiz about the location of
genes in chromosomes.
Short quiz on the understanding
of incomplete dominance
including the Punnett square
problem.
Written assessment: Provide a
set of genetic scenarios where
students must determine the
possible outcomes using Punnett
squares.

Additional Activities for

application of remediation

V.REMARKS

VI.REFLECTION

No of learners who earned 80%

in the evaluation

No. of learners who require

additional activities for
remediation who scored below
80%

Did remedial lessons work? No.

of learners who have caught up
with the lesson

No. of learner who continue to

require remediation

Which of my teaching strategies

work well? Why did these
works?

What difficulties did I encounter

which my principal or supervisor
can help me solve?
 What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Checked by: Monitored by:

MELODY M. CUNANAN ANTONETTE M. DIZON NELIZA G. REYES

Teacher III Master Teacher I HT III, Science Department

Noted by:

RUBY U. DE JESUS
Principal IV