SCHOOL: Tarlac National High School GRADE LEVEL: 9

TEACHER: Aika D. Muan LEARNING SCIENCE

AREA:
TEACHING DATE SECTION TIME
DAILY LESSON DATES AND September 1 PERIOD QUARTER: FIRST
PLAN TIME 6, 2019 ( 60 min)

I. LEARNING STANDARDS
A. Content Standard The learners demonstrate an understanding of:
1. how genetic information is organized in genes on chromosomes
B. Performance Standard  The students shall be able to demonstrate understanding of genetics by making
informed decisions to develop one’s potential, promote good health, improve
livelihood, use technology and make future choices.

C. Learning Competency The learners should be able to

 describe the location of genes in chromosomes; S9LT-Id-28
D. Learning Objectives 1. Differentiate among DNA, genes and chromosome
2. Simulate how genetic information is organized in genes and chromosome
3. Justify the importance of organization of genes on chromosomes.
II. CONTENT
A. Subject Matter/Topic: Location of Genes On Chromosomes
B. Concepts: The nucleus of the cell contains genetic material known as DNA. Sections of DNA are
genes that code for specific traits and DNA coils to create chromosomes.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pp.

2. Learner’s Guide pp.

3. Textbook pages  You and the Natural World – The New Science 9 Teacher’s Guide pp 32-34
 You and the Natural World – The New Science 9 Textbook pp 34-37
B. Other Learning Resources www.cpalms.org/Public/PreviewResourceLesson/Preview128818
IV. PROCEDURES
ELICIT
Strategy: Cold Writing 1. Students will do a cold write to answer the guiding question on their
worksheet, "How can you explain the relationship of the following components
within the cell: nucleus, DNA, chromosomes, and genes?"

Students should not know the answer to the question, but students should try to
answer the question to the best of their ability. The teacher should not grade
question or correct misconceptions since this cold write is only used for the students
to think on their own the relationships between terms that will be taught in the
lesson. (Give students about 2-3 minutes to answer question)
ENGAGE
Strategy: Inferring through simulation 1. Create teams of 4 students. Each team will have 1 Cell Template that will have
and diagrams an outline of a cell with a nucleus.
2. Each person in the team will have 1 yard of multicolored string and 1
paperclip. Make sure each team has a total of 4 pieces of multicolored string
and 4 paperclips.
3. Ask the teams the following question: "How can you fit each person's yarn
and paperclip into the center circle (on the Cell Template) neatly without
wadding the string into a ball?"
o The string and paperclip from each student must fit into the inner
circle on the Cell Template to represent the nucleus (do not tell
students what represents the nucleus)
o All 4 team members must get their materials into the inner circle at
the same time.
4. Once students have their model completed, then they will fill out question 2
part 1 on their worksheet. Students will fill out what they think each part of
the model represents for the cell, nucleus, DNA, chromosome, and gene. Do
not correct misconceptions at this time.
EXPLORE
Strategy: Inferring through simulation 1. Display a labeled picture of the cell, nucleus, DNA, chromosomes, and genes.
and diagrams
nucleus
cell chromosome

gene

DNA

2. Students will compare the labeled picture to their model.

3. Students will fill out section question 2 part 2 (Model) of their worksheet
under the actual column. Students will fill out the following:
o Cell is the large circle
o Nucleus is the small circle
o DNA is the yarn
o A chromosome is yarn wrapped around paper clip
o Genes are the colored sections of the yarn

EXPLAIN
Strategy: 1. The teacher will use PowerPoint to lead a discussion on the:
Explaining through Diagrams  Terms cell, nucleus, DNA, chromosome, and genes.
ICT Integration  Describing DNA structure
 Chromosome parts and types
 Decoding gene location

ELABORATE
Strategy: Rainbow Reading
Araling Panlipunan Integration
1. The students will read article: "There's a gene for life in high-altitude Tibet.
 Students read the article silently.
 Then students will "Rainbow Read" the article to answer text-dependent
questions. Rainbow Read is a strategy where students will underline the
evidence in the article with the appropriate color (as designated on their
worksheet), and then write the answers to questions on their student
worksheet.
 After reading the article and answering the questions

EVALUATION
This will be conducted during the Evaluate section in the PowerPoint and student
worksheet questions.

1. Students will answer the guiding question, "How can you explain the
relationship of the following components within the cell: nucleus, DNA,
chromosomes, and genes?" Students will use their Student Worksheet to
provide evidence to support their answers.
Teachers should look for answers that mention that the nucleus of the cell
contains DNA. In addition, students should mention that sections of DNA are
genes, and when DNA coils it creates chromosomes (question 10 on the
student worksheet).
2. After reading "There's a gene for life in high-altitude Tibet," students learned
that a special gene allowed the Tibetan population to survive in high altitudes.
Now students can answer the second guiding question: If you could create a
gene for human DNA, describe your gene and the trait it would code for.
Teachers should look for students describing a gene that could be passed to
their children; many answers could be accepted (question #11 on the student
worksheet).

EXTEND
Strategy: Diverse activities based on 1. After learning the topic of the discussion, the teacher will let the learners
 Howard Gardner’s Multiple
Intelligence.
This was determined during the first
week of June using an adapted
questionnaire.
make an activity for the application of the learned lesson by doing some
creative activities using their innate skills and intelligences
List of activity per groups:
Linguistic Group: research and present diseases that are caused by genes that have
been altered due to mutations in the DNA sequence. (Example: cystic fibrosis)

Spatial Group: create a chart to show the varying number of chromosomes between
various species.

Musical Group: create a jingle on how genetic material is packed in the nucleus.

Bodily-kinesthetic Group: create dance steps showing basic comparison of DNA,

chromosome and genes.

V. REMARKS

VI. REFLECTION
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 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 this work?
F. What difficulties did I encounter which my principal or superior can help me solve?

G. What innovations or localized materials did I used/discovered which I wish to share with other teachers?

PREPARED:

Aika D. Muan
Subject Teacher

Checked/Reviewed: Approved: Noted:

JUDY M. POLICARPIO, Ph.D. EPIFANIA B. DUNGCA, Ed.D. .

HT-VI, Science Dept. Principal IV Supervisor/DepEd Official