Quarter First

GRADE 9 Learning area Science

UNIFIED LESSON PLAN
Teaching date and time Week 4 Day 3

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 multiple pattern of inheritance using ABO blood type.
each
Explain multiple allele pattern of inheritance.
Solve problems demonstrating multiple allele pattern of inheritance using Punnett square.
II. CONTENT TOPIC/TITLE: Non-Mendelian Inheritance
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 31-32
2. Learner’s pp.39-41
Materials
3. Textbook
4. Additional EASE Biology Module 14 Lesson 2 pp.19-20
Materials from Curriculum Guide S9LT-Id-29
Learning
Learner’s Material in Science 9
Resource (LR)
portal Teacher’s Guide in Science 9

B. Other Learning www.youtube.com/AmoebaSisters

Resources
IV. PROCEDURES (ANNOTATIONS)
PPS Indicators/KRA
Objectives/Rubric
Indicators to be Observed
ELICIT (5 mins.)
A. Reviewing previous Task # 1: INDICATOR 5
lesson or  Teacher will review the previous lesson briefly.
presenting the new  Teacher will ask the students if they know their blood types. If not, let the students Maintain supportive learning
lesson select any blood type that they want. environments that nurture and
 Divide the class into four groups. Assign a student per group to make a record of the inspire learners to participate,
different blood types of the group members and prepare a tally using the given table. cooperative and collaborate in
A B AB O continued learning.
Frequency

 Ask the assigned students to consolidate the data. MOV – The teacher engages
 Teacher will ask the following questions: learners in a structured task
1. Which blood type frequently appeared among you? that features some elements
2. Do you know how blood types are inherited? of cooperative learning:
 Teacher will now introduce the lesson. positive interdependence,
It is true that individuals within a population have two alleles per gene. However, individual accountability,
multiple alleles (3 or more) may exist for that gene within a population. A good example and face-to-face interaction.
of multiple alleles is the ABO blood group of humans. A single gene controls ABO blood
type.
ENGAGE (10 mins.)
B. Establishing a
purpose for the Task # 2: WATCH & LEARN! INDICATOR 2
lesson  Let the students to watch the video entitled “Blood Types and Punnett Squares Ensure the positive use of
C. Presenting (Multiple Alleles)”by Amoeba sisters at www.youtube.com/amoebasisters . ICT to facilitate the
examples/instances Note: This video will guide the students to their next activity.
teaching and learning
of the new lesson  After the video presentation, teacher will ask the following questions:
process.
 What are antigens? Ans. Substances that can trigger immune response if foreign to
body.
 What blood type that is considered as the universal donor? Ans. Type O MOV – The teacher utilizes
 What blood type that can receive blood from anyone? Ans. Type AB ICT and generally shows
 What are the genotypes of blood type A, B, AB, and O? evidences of the positive use
Ans. Type A – IAIA, IAi ; Type B - IBIB, IBi; Type AB - IAIB, IAIB; Type O - ii of ICT to facilitate the
teaching and learning
process.

D. Discussing new EXPLORE (20 mins.)

concepts and
practicing new  Teacher will divide the class into five groups. INDICATOR 4
skills  Instruct every group to choose a leader and a secretary.
# 1
  Allow the leader to assign task to every members of the group to ensure cooperation Establish safe and secure
among them. learning environments to
D. Activity 3: What’s your blood type? enhance learning through the
Objective: consistent implementation of
 Infer the unknown phenotypes of individuals on the basis of the known phenotypes of policies, guidelines and
their family members procedures.
Materials: Paper, Pencil
Procedure: MOV – Setting of Standards
A. Given the blood types of the mother and the child, identify the possible blood type of in doing the activity.
the father.
Mother’s Father’s Blood Type Child’s Blood Type INDICATOR 5
Blood Type
A A, B, AB, or O A Maintain supportive learning
B A or AB AB environments that nurture and
AB A, B, AB, or O B inspire learners to participate,
O A, B or O O cooperative and collaborate in
(Red fonts= answers) continued learning.
Show the possible alleles that can be found in each offspring and write the blood type for
each offspring.
MOV – The teacher clearly
Use the table to answer the following questions, and list all possible blood types.
provides the class with
structured tasks involving
most elements of cooperative
Possible alleles from Father learning.
A B O
Possible alleles A IAIA; Type A IAIB; Type AB IAIA, ii; Type A & O
from Mother B IAIB; Type AB IBIB; Type B IBIB, ii; Type B & O
O IAIA, ii; Type A & O IBIB, ii; Type B & O ii; Type O

E. Discussing new E. Guide Questions:

concepts and Q1. What blood type (or types) can be found in an offspring if a mother has type A
practicing new blood and the father has type B blood?
skills Ans. AB, B, A, O
# 2 Q2. What blood type (or types) can be found in an offspring if a mother has type AB
blood and the father has type B blood?
Ans. AB, B, A
Q3. What blood type (or types) can be found in an offspring if a mother has type O blood and
the father has type B blood?
Ans. B, O
F. Developing Mastery EXPLAIN (10mins.)
(Leads to Formative
Assessment)  Call a representative from each group to present their output in the class. INDICATOR 7
 After the presentation, the teacher will process the correct answers in the activity and give
feedbacks to the groups’ output. 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 ask the students to solve the mystery case. The fastest group to solve the INDICATOR 1
applications of case will receive a bonus points/reward. Applies knowledge of
concepts & skills in G. Task # : The Lost Brother content within and across
daily living Mystery Case: Ador was looking for his long lost brother. According to the health record
curriculum teaching areas.
of Ador’s parents, his mother has a blood type O and his father was type A. Ador is also type
A.
Solve this mystery by identifying the possible blood type of Ador’s brother. MOV -- The teacher
Guide questions: presents conceptual
1. What is/are the possible blood type/s of Ador’s brother? knowledge of the subject
Ans. Blood type A & O and makes connections
2. Based on the given blood type of his parents, how many percent of chance that Ador’s sibling within the teaching area.
will have blood type O? Type AB? Type B?
Ans. Type O – 50%
Type AB – 0% INDICATOR 5
Type B – 0% Maintain supportive learning
3. Who is the lost brother of Ador?
environments that nurture and
A. Caloy – Blood type AB
inspire learners to participate,
B. Juan – Blood type O
C. Ramon – Blood type B
H. Making  A group’s representative will share their answers to the class. cooperative and collaborate in
generalizations and  Teacher will give feedbacks to every group’s output. continued learning.
abstractions about
 Teacher will process the correct answers and elaborate in the class.
the lesson MOV – The teacher clearly
 Teacher will explain the key concepts of the lesson:
provides the class with
 In humans, there are four blood types (phenotypes): A, B, AB, O.
structured tasks involving
 Blood type is controlled by three alleles: A, B, O.
most elements of cooperative
 O is recessive, two O alleles must be present for a person to have type O blood.
learning.
 A and B are codominant. If a person receives an A allele and a B allele, their blood type
is type AB.
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.
I. Evaluating Learning EVALUATE (10 mins.)

MULTIPLE CHOICE.
DIRECTION: Read the following questions and choose the letter of the best answer.

1. What possible genotypes that will produce B type of blood?

a. IA IB b. IB IB c. i i
2. What is the only genotype that will produce AB type of blood?
a. IA IB b. IB IB c. i i
3. What is the only genotype that will produce O type of blood?
a. IA IB b. IB IB c. i i
4. It occurs when more than two alleles control the inheritance of a character.
a. Dominant b. Genes c. Multiple alleles
5. What do you call to a method by which one can determine the possible genotypes and
phenotypes when two parents are crossed?
a. Alleles b. Punnett square c. Genes
J. Additional activities EXTEND
for application or
remediation Bring Home Task: INDICATOR 1
 Teacher will ask the students to make a collage of different pictures of living things that Applies knowledge of
illustrates incomplete dominance and codominance. content within and across
curriculum teaching areas.

MOV -- The teacher

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

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: What’s your blood type?
Objective:
 Infer the unknown phenotypes of individuals on the basis of the known phenotypes of their family members
Materials: Paper, Pencil
Procedure:
A. Given the blood types of the mother and the child, identify the possible blood type of the father.
Mother’s Father’s Blood Type Child’s Blood Type
Blood Type
A A
B AB
AB B
O O
Show the possible alleles that can be found in each offspring and write the blood type for each offspring.

Use the table to answer the following questions, and list all possible blood types.

Guide Questions:
Possible alleles from Father Q1. What blood
A B O
type (or types) can
Possible alleles A
be found in an
from Mother B
O
offspring if a
mother has type A
blood and the father has type B blood?
Q2. What blood type (or types) can be found in an offspring if a mother has type AB blood and the father has type
B blood?
Q3. What blood type (or types) can be found in an offspring if a mother has type O blood and the father has type B
blood?
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.)