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Lesson Plan For Grade 9 Science Quarter 1 Week 4

This document provides a lesson plan for a 9th grade science class on genetics. The lesson will take place over 5 days and cover the relationship between DNA, genes, and chromosomes. Students will differentiate these concepts, illustrate DNA base pairing, and understand the importance of the relationships. Teaching strategies include picture analysis, inquiry-based learning, and a collaborative activity where students construct a DNA model. Assessment includes questions to check student understanding and a post-test activity.

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Windie M. Bemida
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682 views3 pages

Lesson Plan For Grade 9 Science Quarter 1 Week 4

This document provides a lesson plan for a 9th grade science class on genetics. The lesson will take place over 5 days and cover the relationship between DNA, genes, and chromosomes. Students will differentiate these concepts, illustrate DNA base pairing, and understand the importance of the relationships. Teaching strategies include picture analysis, inquiry-based learning, and a collaborative activity where students construct a DNA model. Assessment includes questions to check student understanding and a post-test activity.

Uploaded by

Windie M. Bemida
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Learning Area Science

Learning Delivery Modality Face to Face (Learners-Led Modality)

School CALABARZON National HS Grade Level Grade 9


LESSON Teacher Ms. Windie M. Bemida Learning Area Science (JHS)
EXEMPLAR Life Science - Biology
Teaching Date Week 4 Quarter First Quarter
Sept. 18 – Sept. 22, 2023
Teaching Time 6:00 am – 12:00nn No. of Days 5 days (Based on PIVOT 4A
6 teaching loads BOW).

I. OBJECTIVES At theend of the lesson, learners are expected to:


a. Differentiate genes, DNA, and chromosomes (K).
b. Explain the relationship between genes, DNA, and chromosomes (K).
c. Illustrate how DNA base-pairing. (S)
d. Understanding of the importance and the relationship of DNA, genes,
and chromosomes(A/V).
A. Content Standards Explain the different patterns of non-Mendelian inheritance.

B. Performance Standards Make a multimedia presentation of the timeline of a species extinction of


representative microorganisms, plants, and animals.

D. Enabling Competencies
(If available, write the attached
enabling competencies)
II. CONTENT Living Things and the Environment:
Parts and Function of Respiratory and Circulatory Systems

III. LEARNING RESOURCES

A. References

a. Teacher’s Guide Pages

b. Learner’s Material Pages CLMD4A-Science 9_Q1 pp.19-23

c. Textbook Pages

d. Additional Materials from


Learning Resources
B. List of Learning Resources for
Development and Engagement
Activities
C. Teaching Strategies Picture analysis, Inquiry-Based Approach

IV. PROCEDURE Integration/ Indicators/


Annotation

A. Introduction
MANAGEMENT OF LEARNING:
Prayer/Greetings
Checking of Attendance
House Rules

What do I need to know?


 The learners will do the walkthrough of
the lesson objectives.

What’s new?
 Picture Analysis:
 The students will identify terms being
described in the pictures.
B. Development What do I know?
 The students will learn the terms and
their definitions to be used in the class
discussion.
What’s in?
 The teacher will give them a handout
about the lesson.
Assessment for Learning
What is it? Provides information on how
 The students will be tasked to answer the teacher will
the guide questions. develop/devise/adopt/modify
 The students will learn the relationship learners' needs-based
between genes, DNA, and activities.
chromosomes.

C. Engagement What’s more?


 The teacher will discuss about DNA-based Collaborative/Cooperative
pairing. Learning Approach
This will help/encourage
students to engage in group
What I can do? tasks that will enhance their
learning experiences.
 The teacher will give instructions to the
students to make a DNA model.
 The students will construct a model of
the DNA.

What other enrichment activities can I


engage in? (Additional Activities) Inquiry-Based Learning
Homework: is a learning process
Students will answer the following questions: that engages students
1. Are there always going to be an equal number by making real-world
of adenine and thymine nucleotides in a connections through
molecule? Why? exploration and high-
2. Are there always going to be an equal number level questioning.
of guanine and cytosine nucleotides in a
molecule? Why?

D. Assimilation What I have learned?


Students will undertake a Post-Test activity
to measure their mastery of the lesson.

What I can do? (Assessment)


The learners will answer the questions
provided. They may check their answers using
the key answer found in the latter part of the
module.
V. REFLECTION  The learners, in their notebooks,
journal, or portfolio will write their
insights about the lesson using the
prompts below.
I understand that__________.
I realize that _____________.

Prepared by:

WINDIE M. BEMIDA
(Subject Teacher)

Checked by:

MR. VICENTE D. REVOTA MRS. MARICRIS D. PABLO


(OIC-AP) (Principal)

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