SCHOOL BAGONG SILANGAN HIGH SCHOOL GRADE LEVEL NINE
Weekly Learning Plan TEACHER CHERRYLEEN C. SANCHEZ LEARNING AREA BIOLOGY
DepEd Order 17, s 2022 WEEK 7
WEEK / TIME 12:40 – 7:00 PM QUARTER FIRST QUARTER
(AUGUST 4-8, 2025)
Most Essential Learning The learners should be able to
Competency (MELC’s) Explain the different patterns of non-Mendelian inheritance (S9LT-Id-29)
Content Standards The learners demonstrate an understanding of:
how genetic information is organized in genes on chromosomes and the different patterns of inheritance.
Performance Standards The learners shall be able to make a multimedia presentation of a timeline of extinction of representative microorganisms, plants, and animals.
DAY OBJECTIVES TOPIC/S CLASSROOM-BASED MANAGEMENT HOME-BASED ACTIVITIES
DAY 1 At the end of the period, the Assessment test about the Begin with the classroom routine: Let the learners do the following
Grade and Section learners will be able to: following: activities:
A. Identify the correct answers to 1. Cardiovascular system a. Classroom Prayer
TUESDAY questions on the test 2. Blood circulation b. Reminder of the classroom health and safety protocols DAY 4: Activity #1
12:40-1:25 9-PEARL effectively and confidently. 3. Respiratory system: c. Checking of Attendance MONOHYBRID CROSS
1:25-2:10 9- CALCITE B. Answer the test questions parts and functions. d. Quick “Kumustahan” ACTIVITY: A REVIEW!
3:15-4:00 9-GYPSUM promptly and neatly. 4. Pathway of air during Read the given situation. Show
4:00-4:45 9-GOLD C. Manifest honesty during the inhalation and Recall (Elicit) results using a Punnett square.
5:30- 6:15 9-RHODONITE assessment. exhalation. Ask the students:
6:15-7:00 9-QUARTZITE Students will be asked to recall previous topics and summarize 1. Tongue rolling is dominant
about the respiratory system and cardiovascular system. over a non-tongue rolling.
THURSDAY What will be result if a man
12:40-1:25 9-PEARL Motivation (Engage) who is heterozygous for the
1:25-2:10 9- CALCITE Students will be informed about the assessment test which is all trait marries a woman who is
3:15-4:00 9-GYPSUM about the cardiovascular system and respiratory system. recessive for the trait?
4:00-4:45 9-GOLD A. What are the alleles of man
5:30- 6:15 9-RHODONITE Discussion of Concepts (Explore) and woman?
6:15-7:00 9-QUARTZITE PRE – ASSESSMENT: B. What are their genotypes?
1. Distribution of quiz notebooks.
2. Arrangement of class seats for the assessment test. 2. Purple flower is dominant
FRIDAY (ALTERNATE) 3. Distribution of assessment module or test. over a white flower among pea
12:40-1:25 9-PEARL 4. Instructions will be given to all parts of the assessment. plants. If you cross two
1:25-2:10 9- CALCITE heterozygous flower what will
3:15-4:00 9-GYPSUM ASSESSMENT PROPER be the possible result?
4:00-4:45 9-GOLD 1. Answering the assessment test within the allotted time. A. Show result using a Punnett
5:30- 6:15 9-RHODONITE square.
6:15-7:00 9-QUARTZITE POST ASSESSMENT B. What are the genotypes of the
1. Checking of assessment outputs. flowers?
2. Recording the scores from their assessment outputs.
MONDAY AND Developing Mastery (Explain)
WEDNESDAY ASSESSMENT TEST DAY 5: Activity #2
ASYCHRONOUS CLASSES Link to the videoclip:
Application & Generalization (Elaborate) [Link]
Ask the students: watch?v=6XEvbH4ubeY
Let the students generalize what they have learned from the previous
lessons after the assessment test. Students will watch a videoclip
Evaluation about non-Mendelian inheritance.
Submission of students’ assessment outputs. Then they will answer the given
questions on their activity
DAY 2 At the end of the period, the HEREDITY Begin with the classroom routine: notebooks.
Grade and Section learners will be able to: VARIATION Guide questions:
A. Describe what is Mendelian DOMINANT a. Classroom Prayer 1. What are the types of non-
TUESDAY Genetics. RECESSIVE b. Reminder of the classroom health and safety protocols Mendelian inheritance?
12:40-1:25 9-PEARL B. Compare the dominant traits PHENOTYPE c. Checking of Attendance Describe each.
1:25-2:10 9- CALCITE with recessive traits. GENOTYPE d. Quick “Kumustahan” 2. What would be the result in
3:15-4:00 9-GYPSUM C. Explain how these traits can HOMOZYGOUS Punnett square if you cross a
4:00-4:45 9-GOLD be expressed from parents to HETEROZYGOUS Recall (Elicit) red snapdragon flower with a
5:30- 6:15 9-RHODONITE offspring. GREGOR MENDEL Ask the students if they can still recall about their lesson in white snapdragon flower?
6:15-7:00 9-QUARTZITE Genetics. Give a task of each group in the class. Genotype ratio? Phenotype
Their task is to assemble the puzzle pieces and to reveal the ratio?
THURSDAY information about him. 3. Why is human blood type
12:40-1:25 9-PEARL belong to multiple alleles?
1:25-2:10 9- CALCITE Explain.
3:15-4:00 9-GYPSUM
4:00-4:45 9-GOLD
5:30- 6:15 9-RHODONITE
6:15-7:00 9-QUARTZITE
FRIDAY (ALTERNATE)
12:40-1:25 9-PEARL
1:25-2:10 9- CALCITE
3:15-4:00 9-GYPSUM
4:00-4:45 9-GOLD What was Gregor Mendel known for?
5:30- 6:15 9-RHODONITE
Gregor Mendel, through his work on pea plants, discovered the
6:15-7:00 9-QUARTZITE
fundamental laws of inheritance. He deduced that genes come
in pairs and are inherited as distinct units, one from each parent.
Mendel tracked the segregation of parental genes and their
MONDAY AND appearance in the offspring as dominant or recessive traits.
WEDNESDAY
ASYCHRONOUS CLASSES Motivation (Engage)
WHICH ARE YOU? Post a picture of different traits in the class.
Then ask the students if they can do it or if they exhibit it.
Discussion of Concepts (Explore)
The history about the discovery of dominant and recessive traits will
be discussed as part of the review for grade 9.
What are the interesting facts about Gregor Mendel?
Developing Mastery (Explain)
The class will now watch a video clip about diseases of respiratory
diseases. After the video clip, each group must note other information
related to their assigned disease.
Videoclip: An intro to heredity
Link: [Link]
Guide questions:
1. How are traits passed down from parents to offspring?
2. What is DNA? What is its role in heredity?
Application & Generalization (Elaborate)
Integration of Topics Discussed
1. Why is it important to know if the trait is dominant or recessive?
2. Why do we have dominant genes? Recessive genes?
Evaluation
The learners will answer the 5-item quiz.
Identify what is being asked in each item.
1. A unit of inheritance.
2. The scientific study of heredity.
3. A structure in the nucleus that contains DNA.
4. Any organism that resembles its parents.
5. The substance that contains gene.
DAY 3 At the end of the period, the DNA molecule Begin with the classroom routine:
Grade and Section learners will be able to: Chromosomes
A. Identify the components of Gene a. Classroom Prayer
TUESDAY the DNA molecule. b. Reminder of the classroom health and safety protocols
12:40-1:25 9-PEARL B. Describe the structure of c. Checking of Attendance
1:25-2:10 9- CALCITE genes and chromosomes. d. Quick “Kumustahan”
3:15-4:00 9-GYPSUM C. Cite the differences among
4:00-4:45 9-GOLD the DNA, chromosomes, and Recall (Elicit)
5:30- 6:15 9-RHODONITE genes. Ask the students:
6:15-7:00 9-QUARTZITE Who is Gregor Mendel? What is his greatest contribution?
THURSDAY Motivation (Engage)
12:40-1:25 9-PEARL Ask the students:
1:25-2:10 9- CALCITE 1. Have you heard about DNA testing? What is it all about?
3:15-4:00 9-GYPSUM
4:00-4:45 9-GOLD
5:30- 6:15 9-RHODONITE
6:15-7:00 9-QUARTZITE
FRIDAY (ALTERNATE)
12:40-1:25 9-PEARL
1:25-2:10 9- CALCITE
3:15-4:00 9-GYPSUM
4:00-4:45 9-GOLD
5:30- 6:15 9-RHODONITE
6:15-7:00 9-QUARTZITE
Explain to students that DNA determines their trait. Traits that they
got inherited from their parents.
Discussion of Concepts (Explore)
MONDAY AND Allow students to watch a video about DNA, chromosomes, and
WEDNESDAY genes. Then let them answer the guide questions below.
ASYCHRONOUS CLASSES Videoclip: DNA, CHROSOMES, AND GENES
Link: [Link]
GUIDE QUESTIONS:
1. What is a DNA? How important is DNA to the body?
2. Why is it called or described as double helix?
3. What are the important components of a DNA molecule?
4. How does a DNA work in inheritance?
Developing Mastery (Explain)
Summary of the concepts:
What is DNA? It is the material that exists in every cell in your body
that holds your genetic code.
What is DNA made of? It has a language that it uses to write a code.
There are four chemical bases making up your DNA: Adenine (A),
Cytosine (C), Thymine (T), and Guanine (G).
These four bases arrange themselves on order to form codes.
What are genes? They are the building blocks for your body. Thay ae
the unit factors of heredity.
What are chromosomes? They are structures that look like thread,
which is within the nucleus. One molecule of DNA and one protein
make up the chromosome. Humans should have 23 pairs of
chromosomes (46 total). Chromosomes divide into 22 numbered pairs
(autosomes) and one pair of sex chromosomes (X and Y). You receive
one chromosome from each parent to make a pair.
Application & Generalization (Elaborate)
HEALTH CHECK!
Let the students answer the question on how they’ll be able to improve
the health of their DNA?
Evaluation
The learners will answer the given question in 4-5 sentences.
Identify what is being asked in each item.
1. It is the long name for DNA.
2. The twisted ladder shape of DNA.
3. A segment in the DNA that codes for inheritance.
4. These are the four bases in the DNA molecule.
5. They are structures that look like thread, which is within the
nucleus.
REFLECTION
Section No. of students who score above 4 No. of students who score below 4
A. No. of learners who earned 80% on the formative assessment
Section No. of students who score above 4 No. of students who score below 4
B. No. of learners who additional activities for remediation
Section No. of students who score above 4 No. of students who score below 4
C. Did the remedial lessons work? No. of learners who caught up with the lesson
D. No. of learners who continue require remediation
E. Which of my teachings work well? Why do they 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?
Prepared by: Checked by: Submitted to:
Cherryleen C. Sanchez Jose S. Caluza Marivic B. Francisco, Ph. D.
Teacher I Head Teacher III Principal IV