WEEKLY HOME LEARNING PLAN

Grade Level 9 Sections Reliance (TTh-Sync, MW – Async) (9:00 – 10:00 AM) Humility (MF- Learning Area Science (Living Things and
Sync, TTh- Async) (11:30 AM – 12:30 PM) Environment)

Charity (TTH – Sync, MW- Async) (12:30 PM – 01:30 PM)

Quarter I Week 4 Inclusive Date October 26 – 30, 2020

Day/Time Learning Competency Learning Tasks Mode of Delivery

6:00 - 7:30 AM Wake up, make up your bed, eat breakfast and get ready for an awesome day 1

7:30 - 8:00 AM Have a short exercise meditation/bonding with the family

Explain the different patterns of non- Mendelian inheritance. (S9LT -Id -29)

How genetic information is organized in genes on chromosomes and the different patterns of inheritance.

Day 1  Measure the students’ prior ● For Online Class:

knowledge regarding
inheritance and variation
through the pre-test.
 Differentiate male and female
chromosomes.
 Determine the probability of
having a male or female
gender of offspring.
 Construct and analyze Punnet
square for monohybrid genetic
Topic: Sex determination and Sex – linked traits  Attendance will be posted in the google
classroom.
Material Resources:
 The students will play Quizziz for
https://docs.google.com/presentation/d/1gdskUhD6vn7eoF7Q4YkSSZ
Review.
NBTE1ZSLd7j3K5g-UL-MU/edit?usp=sharing\
 The teacher will share Google slide and
The daily routine will be observed.
also posted in the Google Classroom
1. Prayer with PearDeck.
 crosses involving sex-linked
traits.
 Explain why sex-linked traits
appear more often in males
than in females.
2. Greetings  Each student will have 1 point for their
3. Signing the Attendance form via Google classroom. graded recitation.
A. The students will watch a video about a pedigree of hemophilia in
Queen Elizabeth’s royal family. (Elicit)  Google meeting link:
B. The students will brainstorm ideas about the question, If
9 – Charity:
hemophilia is a genetic trait, then, why do more princes get it than
https://meet.google.com/lookup/goh45ub6
the princesses? Does sex matter? Why would sex matter in terms of
nj?authuser=0&hs=179
how a trait is inherited?. (Engage and Explore).
C. The teacher will discuss the concept of sex determination and X 9 – Reliance:
and Y-linked traits or Sex-linked traits. During the discussion, the https://meet.google.com/lookup/e4nzjl5pj
students will solve the problems in determining the gender of the 7?authuser=0&hs=179
offsprings and problems involved in sex-linked traits. (Explain)
D. Recap. The students will be given a problem to solve and explain 9 – Humility:
what will happen to their offspring using Punnett Square and https://meet.google.com/lookup/epldtkugg
Pedigree. (Evaluation). u?authuser=0&hs=179
E. Journal. The students will write a journal about what they have  Once the students are done with
learned in the lesson using I did my best on… I could have tried Homework the students will upload
harder on…. their work and comment DONE. This
can start submitting their work on
October 27, 2020.

 Modular access in ADM from Division

Office but will be answered via Google
Form and on Science notebook.
Day 2  Construct and analyze Punnet ● For Modular Class:
square for monohybrid genetic
A. Attendance will be posted in the Google Classroom but will remind
crosses involving sex-linked  Each student will get a point for each
the students via Messenger.
traits. correct answer during Review. This
B. The teacher will ask some questions that will help them recall what
 Understand the definition of will be added to their Performance
they have learned in the previous lesson via Messenger.
terms involved in sex Assessment.
C. Answer Pre-Test on pages 2 and 5 – 6 but will be answered via
determination.
  Give the phenotypic and
genotypic percentage of the
offspring.
Day 3  Compare and contrast Sex –
limited and Sex – influenced
traits
 Differentiate the
chromosomes present in a
sex-linked trait from a
person’s controlling sex.
 Analyze sex-limited trait and
sex – influenced trait by
discussing the gene for
lactation and baldness.
 Construct a Punnet square to
solve problems related to sex-
limited and sex – influenced
traits.
Google form.  Once the students are done with
D. Read and Understand the context of Brief Introduction on page 6-7. Activities 2 and 3, the students will
E. The students will do Activity 2, Crossword Puzzle on page 4, and upload their work and comment DONE.
Activity 3, Sex-Linked Genes on pages 7 – 8. This can start submitting their work on
F. To support the lesson, watch the youtube video via this link, October 28, 2020.
https://www.youtube.com/watch?v=jYXS_y2iOr4.
 Attendance will be posted in the google
classroom.
● For Online class:
 The students will play Quizziz for
Topic: Sex – limited vs Sex – influenced traits ft Sex – linked traits Review.
Material Resources:  The teacher will share Google slide and
https://docs.google.com/presentation/d/1gdskUhD6vn7eoF7Q4YkSSZ also posted in the Google Classroom
NBTE1ZSLd7j3K5g-UL-MU/edit?usp=sharing\ with PearDeck.
 Each student will have 1 point for their
graded recitation.
The daily routine will be observed.
 Google meeting link:
1. Prayer
9 – Charity:
2. Greetings
https://meet.google.com/lookup/goh45ub6
3. Signing the Attendance form via Google classroom.
nj?authuser=0&hs=179
A. The teacher will post a picture of a man carrying a baby and
students will brainstorm why males cannot lactate. Also, the
9 – Reliance:
teacher will post a picture of a bald male and students will
https://meet.google.com/lookup/e4nzjl5pj
brainstorm why only males experience baldness or hair loss.
7?authuser=0&hs=179
(Elicit)
B. The students will watch a video explaining about Expression of 9 – Humility:
Lactation in Cattle and human baldness. (Engage and Explore). https://meet.google.com/lookup/epldtkugg
C. Then, the teacher will explain the concept of Sex – limited and Sex u?authuser=0&hs=179
– influenced traits. (Explanation)
D. Recap. The students will be given sample problems and try to solve  Once the students are done with

Day 4  Construct and analyze Punnet
square for monohybrid genetic
crosses involving sex-linked
traits.
 Give the phenotypic and
genotypic percentage of the
offspring.
 Cite some ways on how to
properly care for some people
with genetic disorders.
Prepared by:
it using Punnett square in Peardeck. Also, the students will use a Homework the students will upload their
Venn Diagram to compare and contrast sex-limited and sex – work and comment DONE. This can
influenced traits. The answers will be posted in the Pear deck. start submitting their work on October
E. For homework, the students will make a journal by drawing what 30, 2020.
they have learned in the discussion. Also, the students will leave
comments to park their questions or suggestions to their teacher.
 Each student will get a point for each
correct answer.
A. For Modular Class:
 Once done with the Activity 4 and
B. Attendance will be posted in the Google Classroom but will remind infographic, the students will take a
the students via Messenger. picture, comment DONE, and upload
C. The teacher will ask some questions that will help them recall what their work online via Google
they have learned in the previous lesson via Messenger. Classroom. The students can start
D. Answer Post – Test and Check Your Understanding on pages 5 and submitting their work starting on
10 but will be answered via Google form. November 02, 2020.
E. The students will do Activity 4 on pages 9 and 10. Also, the
students will create an infographic about the proper care and
treatments for those people with genetic disorders.
F. To support the lesson, watch the youtube video via this link,
https://www.youtube.com/watch?v=5Lgovzq0QFQ.
Checked by: Noted by:
ERICHA E. SOLOMON RYAN NOEL A. DOŇA ARNEL L. CAŇERO, Ed.D.
Teacher – I Head Teacher III, Science Principal II