Grade 1 to 12 School TELABASTAGAN INTEGRATED SCHOOL Grade Level NINE
DAILY LESSON LOG Teacher MR. ALVIN MARC M. DANCEL Learning Area SCIENCE
Teaching Dates and Time WEEK 5 (SEPTMEBER 25- 29,2023) Quarter FIRST
(7:30-8:20) NEWTON
(11:10-12:00) EINSTIEN
(1:00-1:50) GALILEO
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I. OBJECTIVES Objectives must be met over the week and connected to curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial
activities may be done for developing content knowledge and competencies. These are assessed during Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A.Content Standards The learners demonstrate an understanding of:
the different patterns of non-Mendelian inheritance.
B. Performance Standards The learners should be able:
C. Learning Competencies/Objectives The learners should be able to able to explain the different patterns of non-Mendelian inheritance.
Write the LC code for each OBJECTIVES:
1. Infer the unknown phenotypes of individuals based on the known phenotypes of their family members.
2. Determine the phenotypic and genotypic blood types of the offspring based on known phenotype of the parents
3. Explain how blood types are inherited
4. Solve problems that demonstrate multiple allelism and sex-linked traits using Punnett Square
5. Discuss and illustrated how sex in human is determined
6. Solve problems related to Differentiate sex-limited traits and sex-influenced traits
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
NON- MENDELIAN GENETICS
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
A.References
1. Teacher’s Guide pages 28-32
2. Learner’s Material pages 20-22
3. Textbook pages
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4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn things, practice their learning, question their learning
processes and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A.Reviewing previous lesson or DAY 1 and 2
presenting the new lesson Direction: Find at least ten (10) words that are hidden in the word grid below. The words may be found in any directions (horizontal,
vertical, and diagonal). And I want you to find two words that is so related to our lesson starting with letter M and A.
THE GENETICS WORD BANK!
A D S O U G Y Z O M O H G E
S O D O M I N A N T A C T G
P U N N E T T S Q U A R E S
U C O D O M I N A N C E G E
M A D H E T H E R A G N E N
M U L T I P L E A L L E L E
E A R E R C H A R H E G H G
F M O T H E R E F O P A T E
D A G A B I N O N M Y F A D
R E C E S S I V E O T A T E
A F G A R O E T Y Z T G G R
A R G A M E N E T Y N Y K T
B L O O D T Y P E G E Y P N
A R T E T B U P O O G T L E
E R O R E T H A F U T E E F
R T O E R O E T U S A T E D
B. Establishing a purpose for the Ask each member of your family (parents, grandparents, siblings, and nephews if any, first aunt, uncle, and cousins if any) including yourself about
lesson your blood types. In the table below, make a tally on how many of you are type A, B, AB, or O. If some of them do not know their blood types, do not
include them in the tally.
A B AB O
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Our Blood types
Presenting examples/instances of the
new lesson Multiple Alleles
Sometimes, even if only two alleles control a trait, there may be more than two types of alleles available. This will also lead to
more than two phenotypes expressed. Another blood group system in humans, the ABO system, is an example of a character governed
by multiple alleles. Three alleles are responsible for this blood system: I A, IB, and i. The ABO blood type is determined by the presence
or absence of two antigens, A and B. allele i does not code for antigen. There are four possible blood types as shown below:
The IA and IB alleles are dominant over the i allele, which is always recessive. However, when the I A and IB alleles are inherited
together, both alleles are expressed equally. This also makes IA and IB codominant of each other.
Blood types/ Phenotypes Genotypes
A (homozygous) I AI A
A (heterozygous) I Ai
B (homozygous) I BI B
B (heterozygous) I Bi
AB I AI B
O ii
In humans, there are four blood types (phenotypes): A, B, AB. And O.
Blood type is controlled by three alleles: A, B, and O.
O is recessive, two O alleles must be present for a person to have type O blood.
A and B are codominant. If a person receives an A allele and a B allele, their blood type is type AB.
Historically, a scientist named Karl Landsteiner discovered two antigens and two antibodies in human blood. An example of
multiple allelism is the inheritance of human blood types.
C. Discussing new concepts and
practicing new skills #1 SAMPLE PROBLEM:
1. A man with type B blood marries a woman with type A blood. They have the first child with blood type O.
a. What are the genotypes of the father and the mother?
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b. What is the genotype and phenotype of the baby?
Then let them solve the problem on their own by doing the activity:
ACTIVITY 1: WHAT’S YOUR BLOOD TYPE?
DAY 3
Then let the students solve problems by group and present in front.
Criteria:
Content- 10
Delivery_10
Organization -10
30 points
D.Discussing new concepts and DAY 4
practicing new skills #2
Let’s Study
Sex Chromosomes and Sex Determination
Humans have 46 chromosomes in each cell. Observation of the human body cells
shows 23 pairs of chromosomes for both males and females. Twenty- two pairs are
somatic chromosomes. The 23rd pair consists of sex chromosomes. Human males and
some other male organisms, such as other mammals and fruit flies, have non-identical
sex chromosomes (XY). Females have identical (XX) sex chromosomes.
How is sex determined and inherited?
Let us study gamete formation based on the sex chromosomes. You will observe in
Figure 3 that all egg cells receive an X chromosome; while half of the sperm cells
receive X chromosomes and the other half receive Y chromosomes.
If an egg is fertilized by a sperm with a Y chromosome, as shown above, the
offspring is male. When an egg is fertilized by a sperm carrying an X chromosome, the
offspring is female. Note that there is a 50 percent chance of having a male or female
offspring. The greater the number of offspring, the greater is the chance of getting the
expected 1:1 ratio of male and female.
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Guide Questions:
1. How many chromosomes does a human have in each cells?
2. What sex chromosomes so male humans have?
3. What sex chromosomes do female humans have?
Sex-Linked Genes
Genes located on the X chromosomes are called X-linked genes. Genes on the Y chromosomes are called Y-linked genes. An example
of an X-linked trait in humans is hemophilia. A person suffering from hemophilia could die from loss of blood even from a small wound
because the blood either clots very slowly or does not clot at all. Another example of an X-linked trait is color blindness. To illustrate the
inheritance of an X-linked trait, consider color blindness as an example. Study Table 3. The X chromosome with the gene for color
blindness is represented as XC, while the one without is represented as X.
Genotype Phenotype
XX Normal female
XXC or XCX Normal female, carrier of the gene
XCXC Color-blind female
XY Normal male
XCY Color-blind male
Sex-influenced Traits
Sex influenced traits are traits governed by the genes in the autosomes by
dominance depends on sex of individual. These traits are expressed in both sexes, but
frequently in one than in the other sex. One good example is baldness in human.
Baldness is not restricted to males. This gene has two alleles, “bald” and “non-
bald”. The behavior of the products of these genes are highly influenced by the
hormones i the individual, particularly testosterone. Males, have much higher levels of
this hormone than females do. The result is that, in males, the baldness allele behaves
like a dominant allele, while in females it behaves like a recessive.
Expression of Baldness Patterns in Humans
Male Genotypes Male Phenotypes
XBYB Male bald
XBY Male bald
XY Male non-bald
Female Genotypes Female Phenotypes
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XBXB Female bald
XBX Female non-bald
XX Female non-bald
Guide Questions
1. Predict the genotypic and phenotypic rations in the
offspring if the mother is bald and the father is not
bald. Use the Punnett Square.
2. In what way are sex-limited and sex-influenced
characters similar?
3. What is the difference between sex-limited traits and
sex-influenced traits?
E. Developing mastery DAY 5
Read each situation, using what you have learned, analyze if parental probability can be possible or not. Mark check () if
it is possible and mark cross (X) if it is not on the space provided.
_____ 1. Both parents have type A (IAIA) blood. Their son has type AB blood.
_____ 2. Julia has type O blood. Her father has type B (IBi) and her mother has type A
(IAi) blood.
_____ 3. Both parents have type AB blood. Their daughter has type B (IBi) blood.
_____ 4. Carlo has type B (IBi) blood. Her father has typed B (IBi) and her mother has
type O blood.
_____ 5. Both parents have type AB blood. Their daughter has type A (IAIA) blood
Colorblindness 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. Illustrate using a Punnett Square the probability of having children who will have normal vision and children who will be color-
blind.
Guide Questions:
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1. What is the genotype of the male parent?
2. What is the genotype of the female parent?
3. What is the chance that a daughter will be color-blind?
4. What is the chance that a son will be color-blind?
5. What is the chance of having a normal son?
F. Finding practical applications of
concepts and skills in daily living MULTIPLE ALLELLISM
There are several traits that are governed by multiple alleles, such as ABO blood group
system in humans, coat color in rabbits, and self-incompatibility in crop plants. As a matter of
fact, having multiple alleles in a trait leads to more combinations of phenotypes. The more
diverse life on earth is, the better!
SEX- LIMITED AND SEX- INFLUENCED TRAITS
Picture Analysis: Identify the following pictures below. Which one is sex-limited traits
and which is sex-influenced traits? Write your answer on the box below the picture.
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G.Making generalizations and Reiterate the following:
abstractions about the lesson Multiple Alleles occur when more than two alleles control the inheritance of a character.
Alleles in blood are represented by the following symbols:
o IA – causes antigen A formation
o IB – causes antigen B formation
o i – does not cause either A or B formation
An example of multiple allelism is the inheritance of human blood types
H.Evaluating learning
Read each situation. Solve the following problems.
1. A wealthy elderly couple died together in an accident. Soon a man shows up to claim their fortune, saying that he is their
only son who ran away from home when he is young. Other relative disputed his claim. Hospital record shows that the
deceased couple were type AB and type O respectively. The claimant to the fortune was type O. Could he be their son?
Explain your answer.
______________________________________________
______________________________________________
______________________________________________
2. A woman sues a man for the support of her child. She has heterozygous type A blood, her child has type O and the man has
heterozygous type B. Could the man be the father? Explain your answer.
______________________________________________
______________________________________________
______________________________________________
Fill in the blank. Write the word/s needed to complete the given sentence. Use the word blank below.
23 pairs Hemophilia Sex-limited traits
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44 Punnet Square Sex-linked traits
Allele Sex chromosomes XX
Baldness Sex-influenced traits XY
3. Males have __________ chromosomes and two sex chromosomes X and Y.
4. The total number of chromosomes in each cell of an individual is 46 or____ of chromosomes.
5. The ___________determines the gender of an individual.
I. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 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 this work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
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G. What innovation or localized
materials did I used/discover which I
wish to share with other teachers?
Prepared by: Checked by: Noted:
Alvin Marc M. Dancel Danica D. Guevarra Jennifer S. Lumanug,EdD
Teacher III Master Teacher II Principal II
