Quarter First

GRADE 9 Learning area Science

UNIFIED LESSON PLAN
Teaching date and time Week 4 Day 4

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of:

the different patterns of inheritance.
B. Performance The learners shall be able to:
Standards
C. Learning The learners should be able to:
Competencies / explain the different patterns of non-Mendelian inheritance. (S9LT-Id-29)
Objectives At the end of the session the learners are expected to:
Write LC code for Describe sex-related inheritance.
each
Explain sex- related inheritance.
Solve problems demonstrating sex- related inheritance using Punnett square.
II. CONTENT TOPIC/TITLE: Non-Mendelian Inheritance
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 33-39
2. Learner’s pp.41-49
Materials
3. Textbook
4. Additional
Materials from Curriculum Guide S9LT-Id-29
Learning Learner’s Material in Science 9
Resource (LR) Teacher’s Guide in Science 9
portal
B. Other Learning www.youtube.com/ThomasUnderhill
Resources www.webstockreview.net
www.cartoonstock.com
www.vectorstock.com
www.dreamstime.com
IV. PROCEDURES (ANNOTATIONS)
 PPS Indicators/KRA
Objectives/Rubric
Indicators to be Observed
A. Reviewing previous ELICIT (5 mins.)
lesson or
presenting the new  Teacher will review the previous lesson briefly. INDICATOR 5
lesson  Teacher will divide the class into five groups.
Task # 1: Maintain supportive learning
 Teacher will give the cut-outs to the group leader. environments that nurture and
 Students will make a concept map from the words given by their teacher. inspire learners to participate,
 A representative from every group will share to the class their output. cooperative and collaborate in
Answer: continued learning.
FEMALE SEX CHROMOSOMES

XX MALE MOV – The teacher engages

learners in a structured task
XY SEX CHROMOSOMES that features some elements
of cooperative learning:
XX XY positive interdependence,
individual accountability,
FEMALE MALE and face-to-face interaction.

ENGAGE (5 mins.)
B. Establishing a
purpose for the Task # 2: SPOT THE DIFFERENCE! INDICATOR 1
lesson  Teacher will post the following pictures to the class. Instruct the students to encircle Applies knowledge of
C. Presenting the picture that differs. content within and across
examples/instances 1.
of the new lesson curriculum teaching areas.

MOV -- The teacher

presents conceptual
knowledge of the subject
and makes connections
within the teaching area
 2.

3.

D. Discussing new EXPLORE (20 mins.)

concepts and
practicing new  Teacher will divide the class into three groups. INDICATOR 1
skills  Instruct every group to choose a leader and a secretary.
# 1
Applies knowledge of
 Allow the leader to assign task to every members of the group to ensure cooperation content within and across
among them.
curriculum teaching areas.
 Three different activities will be performed simultaneously.
 Group 1 will do Activity 1, group 2 for Activity 2, and Group 3 for Activity 3.
 Each group will be given 15 minutes to perform the activity. MOV – The teacher
presents conceptual
Activity 1: Boy or Girl? knowledge of the subject
Objective: and makes connections
 Discuss how sex in humans is determined within the teaching area
Materials: Activity sheets, Pen, paper
Procedure:
1. Draw a Punnett square which shows the inheritance of the sex chromosomes. Represent
the female sex chromosomes with XX and the male sex chromosomes with XY. INDICATOR 4

Establish safe and secure

learning environments to
Guide Questions:
enhance learning through the
Q1. What will be the sex of a child produced when an egg is fertilized by a sperm that
consistent implementation of
has a Y chromosome?
 Ans. Male policies, guidelines and
Q2. What type of sperm must fertilize an egg to result in a female child? procedures.
Ans. X bearing sperm
Q3. Based on this Punnett Square, what percent of children would you expect to be MOV – Setting of Standards
male? Ans. 50% in doing the activity.
Q4. Which sex chromosome is present in both male and female?
Ans. X chromosome INDICATOR 5
Q5.Infer which sex chromosomes determines a person’s sex. Maintain supportive learning
Ans. Y chromosome
environments that nurture and
Q6. What are the other factors that may influence the expression of human sexuality?
inspire learners to participate,
Ans. Environmental factors, such as age of mother that may lead to nondisjunction (Trisomy
cooperative and collaborate in
21), Aneuploidy where there is an excess or lack of X or Y chromosome and genital
development during conception, and the social interactions after birth may contribute to a continued learning.
certain degree to the expression of human sexuality.

Activity 2: When Gender Matters MOV – The teacher clearly

Objective: provides the class with
 Solve problems related to sex-linked traits. structured tasks involving
Materials: Activity sheets most elements of cooperative
Procedure: learning.
1. Read the given problem:
A. Color-blindness is a recessive, sex-linked disorder in humans. A color-blind man has a
child with a woman who is a carrier of the disorder.
KEY: X = normal vision Xc = color-blindness
2. Illustrate using a Punnett square the probability of having children who will
have normal vision and children who will be color-blind.
Guide Questions:
Q1. What is the genotype of the male? Ans. XcY
Q2. What is the genotype of the female? Ans. XXc
Q3. What is the chance that the child will be color-blind? Ans.50%
Q4. What is the chance that a daughter will be color-blind? Ans.50%
Q5. What is the chance that a son will be color-blind? Ans.50%
E. Discussing new Activity 3: Sex Limited & Sex Influenced Traits
concepts and Objective:
practicing new  Solve problems related to sex limited & sex influenced traits.
skills Materials: Activity sheets
# 2
Procedure:
1. Study the table below answer the guide questions.
 Sex-limited traits are generally autosomal, which means that they are not found on the X
or Y chromosomes. Sex-limited traits are expressed in only one gender. In cattle, for instance,
lactation is expressed in females but never in males. Both male and female cattle however
possess a gene pair for lactation. The gene for lactation (L) is dominant over the nonlactating
gene(l). Table 4 shows the genotypes and phenotypes of the gene for lactation. These genes are
carried by both males and females, but it is only expressed in females.
Guide Questions:
Q1.Can you give other examples of sex-limited traits in animals?
Ans. Other examples of sex-limited traits: fanlike tail feather in peacocks that is never
expressed in peahens and horns that are exclusively found in males of certain sheep
species.

Guide questions:
Q2. Predict the genotypic and phenotypic ratios in the offspring if the mother is bald and the
father is not bald. Perform a cross using a Punnett square.
 Ans.

Q3. In what way are sex-limited and sex-influenced characters similar?

Ans. Sex-limited and sex-influenced traits are similar in that their expression depends on
whether the person is male or female.
Q4. What is the main difference between sex-limited and sex-influenced traits?
Ans. Sex-limited traits are exclusively in one sex and never in the opposite sex. Sex-
influenced traits are expressed in both males and females, only more frequently in one
sex than in the other.
F. Developing Mastery EXPLAIN (10mins.)
(Leads to Formative
Assessment)  Call a representative from each group to present their output in the class. INDICATOR 1
 After the presentation, the teacher will process the correct answers in the activity and give Applies knowledge of
feedbacks to the groups’ output. content within and across
 Teacher will explain the key concepts of the different activities.
curriculum teaching areas.

MOV – The teacher

presents conceptual
knowledge of the subject
and makes connections
within the teaching area

INDICATOR 7

Use strategies for providing

timely, accurate and
constructive feedback to
improve learner performance

MOV – The teacher provides

substantive, specific, and
timely feedback, and shares
strategies to learners to
 improve their performance
toward the intended learning
outcomes.
ELABORATE (5 mins.)

G. Finding practical  Teacher will show to the class a video clip discussing sex related inheritance. Video title: INDICATOR 2
applications of “Genetics! Sex limited vs sex influenced vs sex linked inheritance” by Thomas Ensure the positive use of
concepts & skills in Underhill. ICT to facilitate the
daily living  After the video presentation, teacher will ask students to differentiate sex limited, sex
teaching and learning
influenced, and sex inheritance traits based on what they have seen or understand.
H. Making  Key concepts to emphasize: process.
generalizations and  Males have 44 body chromosomes and two sex chromosomes X and Y. The males MOV – The teacher
abstractions about determine the sex of their children. Females have 44 body chromosomes and two utilizes ICT & consistently
the lesson sex chromosomes, both X. The total number in each cell of an individual is 46. These shows evidences of the
chromosomes contain the genes, which are the factors of heredity. positive use of ICT to
 Sex-linked traits are inherited through the X chromosomes. facilitate the teaching and
 Males have only one X chromosome. Thus, if they inherit the affected X, they will learning process.
have the disorder.
 Females have two X chromosomes. Therefore, they can inherit/carry the trait without
being affected if it acts in a recessive manner.
 Sex-limited traits are those that are expressed exclusively in one sex.
 Sex-influenced traits are expressed in both sexes but more frequently in one than in
the other sex.
I. Evaluating Learning EVALUATE (10 mins.)

DIRECTION: Answer the following questions: INDICATOR 1

1. What are the two sex chromosomes of a male person? Applies knowledge of
Ans. X & Y content within and across
2. What are the two sex chromosomes of a female person?
curriculum teaching areas.
Ans. X & X
3. Hypertrichosis pinnae auris is a disorder in humans that causes hairy ears. This trait is only
found in Y chromosome. Thus, this condition illustrates ______________. MOV -- The teacher
Ans. Sex- linked trait presents conceptual
For questions 4-6: knowledge of the subject
Hemophilia is a disease caused by a gene found on the X chromosome. Therefore, it is and makes connections
referred to as a sex-linked disease. The recessive allele causes the disease. A man with within the teaching area.
hemophilia marries a woman that is homozygous dominant for the trait.
Make a key for the trait. XH=____________Xh = _____________
Ans. Mother: XH= XH XH Father Xh = Xh Y
 A. Illustrate using a Punnett square the probability that their children will have the disease.
Ans.

4. Identify the genotype of the male? Xh Y female? XH XH

5. Will any of their children have the disease? Yes
6. Predict the probabilities of their children having the disease.
Ans. 100% of the female will be carriers of the disease. All males will be haemophiliacs.
J. Additional activities EXTEND
for application or
remediation  Students will research other examples of sex-related inheritance.

V. REMARKS
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 lessons
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?
 Activity 3: Sex Limited & Sex Influenced Traits
Objective:
 Solve problems related to sex limited & sex influenced traits.
Materials: Activity sheets
Procedure:
2. Study the table below answer the guide questions.

Sex-limited traits are generally autosomal, which means that they are not found on the X or Y chromosomes.
Sex-limited traits are expressed in only one gender. In cattle, for instance, lactation is expressed in females but never
in males. Both male and female cattle however possess a gene pair for lactation. The gene for lactation (L) is
dominant over the nonlactating gene(l). Table 4 shows the genotypes and phenotypes of the gene for lactation. These
genes are carried by both males and females, but it is only expressed in females.
Guide Questions:
Q1.Can you give other examples of sex-limited traits in animals?

Guide questions:
Q2. Predict the genotypic and phenotypic ratios in the offspring if the mother is bald and the father is not
bald. Perform a cross using a Punnett square.
Q3. In what way are sex-limited and sex-influenced characters similar?
Q4. What is the main difference between sex-limited and sex-influenced traits?

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Rubrics for Group Activity

CRITERIA 4 (EXCELLENT) 3 (GOOD) 2 (FAIR) 1 (POOR)

Content

(The answers are

correct and clearly
stated.)

Presentation

(The reporters
explain their output
diligently and
spontaneously.)

Teamwork

(Every member of
the group
contributed or
participated in the
activity given.)

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