Science Melc g9 q1 Week 4 DLL

Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF TARLAC PROVINCE
DAILY LESSON LOG IN SCIENCE GRADE 9
Name of Teacher:PHILIP B. GALIZA Quarter: First Date/Day: Sept 12

-13, 2022
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the
different patterns of inheritance.
B. Performance Standards:
C. Learner’s Competencies Explain the different patterns of Non- Mendelian
/ Code: inheritance/ S9LT-Id-29(Q1/ Week 3-4)
Specific Objectives (3 skills a day)
1. Cognitive Describe the characteristics of multiple alleles.
2. Psychomotor Create a table list of the possible genotypes for each of the
four blood types
3. Affective Recognize the importance of knowing ones blood type
II. CONTENT
Topic Non- Mendelian Patterns of Inheritance
Sub Topic Multiple Alleles
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Pages 2. Learner’s 3. Textbook Pages
31-32 Material Pages 48
34-35
4. Additional Materials from LR Portal
5. Other Learning Resources SCIENCE LINKS 9 by Marites D. Aquino
https://www.youtube.com/watch?
v=xfZhb6lmxjk
IV. PROCEDURES
A. Reviewing previous
lesson (or) presenting Recall concepts of Codominance and Incomplete
the new lesson Codominance.
1.Identify if the following pictures exhibits

CODOMINANCE or INCOMPLETE CODOMINANCE
Address: Macabulos Drive, San Roque, Tarlac City

Telephone No.: (045) 982-0374
Email Address: tarlac @deped.gov.ph
https://www.google.com/url?sa=i&url=https%3A%2F
%2Fwww.slideshare.net%2FRomnickSeguiban
%2Fstrategic-intervention-material-for-science-
9&psig=AOvVaw1oYpdquv09tITxi3W-
kfS8&ust=1590202245463000&source=images&cd=vfe&
ved=0CAIQjRxqFwoTCKCWpZK7xukCFQAAAAAdA
AAAABAD
B. Establishing a purpose Show pictures of ABO blood group,eye colour in
to the lesson drosophila and fur colour in rabbit and ask the students
about their observation on the given pictures.
https://www.google.com/search?
q=abo+blood+type&tbm=isch&ved=2ahUKEwi8uoWCv8
bpAhW2JbcAHUm-DVMQ2-
cCegQIABAA&oq=abo+bllo&gs_lcp=CgNpbWcQARgA
MgYIABAKEBg6AggpOgYIABAIEB46AggAOgQIAB
BDOgUIABCDAVDJngdY2tEHYL_iB2gAcAB4BIABp
wGIAfkMkgEEMC4xM5gBAKABAaoBC2d3cy13aXota
W1nsAEF&sclient=img&ei=F0LHXvzSN7bL3LUPyfy2
mAU&bih=657&biw=1366#imgrc=P7Vs-
TrlutTSfM&imgdii=8y9bgw2pq7sPvM

Telephone No.: (045) 982-0374
The students will answer the following questions:

1.Is it true that each of us have two alleles for each gene?
2.What is your idea about multiple alleles?
C. Presenting examples/
instances of the lesson Introduce the key points:
Allele-is one of a pair of genes that appear at a particular
location on a particular chromosome and control the same
characteristic, such as blood type or color blindness.
Genotype-are described as homozygous if there are two

identical alleles at a particular locus and as heterozygous
if the two alleles differ.
Multiple Alleles-pertain to the traits regulated by more

than two alleles.
An example of multiple allele is the inheritance of human

blood ABO blood type. A, B, AB and O. Three alleles
control this character the A, B, and O.
IA is a gene for the production of the antigen A.
IB for antigen B, and i for neither antigen.
D. Discussing new Activity 1: (Face to face)

concepts and practicing
new skills #1. Objective:
Describe the characteristics of multiple alleles.
Material:
Mystery message box
Procedure: Unravel the hidden message by writing the

letters that correspond to the numbers in the message box
to describe the characteristics of multiple alleles.
A B C D E F G H I J K L M N O P Q R

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
18
S T U V W X Y Z
19 20 21 22 23 24 25 26
Message box:
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __
13 21 12 20 9 16 12 5 1 12 12 5 12 519
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __
__ __
1 12 23 1 25 19 2 5 12 15 14 7 20 15 20
8 5
__ __ __ __ __ __ __ __ __ __ __ __ __
__ __
19 1 13 5 12 15 3 21 19 1 14 4 15
14 5 .
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __
__ __
1 12 12 5 12 5 9 19 16 18 5 19 5 14 20
1 20
E. Discussing new Activity 2: (Online)
concepts and practicing VIDEO ANALYSIS: Multiple Alleles (ABO BLOOD
new skills #2. TYPES)
Objective:
Create a table list of the possible genotypes for each of
the four blood types
Material:
Video cliphttps://www.youtube.com/watch?
v=xfZhb6lmxjk
Procedure:
Watch the video clip to create a table list of the blood
types and all the possible genotypes for each (multiple
alleles)
Blood Types Possible Genotypes

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Note: Blood type A and B are both dominant and O is

recessive.
F.Discussing new concepts Activity 3:
and practicing new
skills #3. Objective:
I can recognize the importance of knowing my blood type
Material:
Online article (teacher may print this for offline activity)
https://www.elcaminohealth.org/stay-healthy/blog/
knowing-your-blood-type-more-important-you-think
Procedure:
Read the article to determine the importance of knowing
ones blood type
Guide Question:
Why is knowledge about your blood type important in
case of an emergency situation requiring a blood
transfusion?
G. Developing Mastery The students will answer the following questions:

1. What are multiple alleles?
2. Give an example of multiple alleles?
H. Finding practical

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application of concepts Is it important for a couple to know their blood type

and skills in daily living compatibility before getting married? Explain.
I. Making Generalization Ask the learners to summarize their understanding of the

and Abstraction about concepts by asking the following questions:
the lesson: (Sequence
of Questions)
2. Why are blood type considered multiple alleles?
3. What is the importance of knowing your blood type?
J. Evaluating Learning Check students output.
K. Additional activities for Write the genotype and phenotype of the four blood types.
Application or
Remediation
V. REMARKS
VI. REFLECTION
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 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 superior can
help me solve?
G.What innovations or

Telephone No.: (045) 982-0374
localized materials did I

use/ discover which I
wish to share with other
teachers
Prepared by:
PHILIP B. GALIZA
Teacher III
Checked by:
MARITA F. GARILLES
OIC – HT
Noted:
VILMA B. AGUAS,EDD
Principal III

-15, 2022
I. OBJECTIVES
C. Learner’s Competencies Explain the different patterns of Non-Mendelian
1. Cognitive Determine the possible combination of genes for a blood

type that a person might have.
2. Psychomotor Solve blood typing problems using the Punnett square.
3. Affective Develop self-awareness by knowing the significance of
ABO blood type.
II. CONTENT
Sub Topic Multiple Alleles (ABO blood type)
A. REFERENCES

Telephone No.: (045) 982-0374
1. Teacher’s Guide 2. Learner’s 3. Textbook Pages

Pages31-32 Material Pages Pages 35-36
34-35
5. Other Learning Resources Spiral Science 9 by Oliver Lahora
https://www.webmd.com/a-to-z-guides/blood-types-what-to-know#
IV. PROCEDURES
lesson (or) presenting Recall the past lesson by asking the following
the new lesson questions:

2. Why are blood type considered multiple
alleles?
B. Establishing a purpose Ask the students the following questions:

to the lesson
1.Do you know your blood type?
2.What is your blood type?
3.What are your parents’ blood type?
C. Presenting examples/ Introduce the key points:

instances of the lesson  In humans, there are four blood types A, B, AB,
O.
 Blood type is controlled by three alleles A, B, 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 AB.
 Punnet square is a square diagram that is used to
predict the phenotype of a particular cross or
breeding experiment.

Telephone No.: (045) 982-0374
D. Discussing new Activity 1 (Face to face)

new skills #1. Given the blood type of the mother and the child,
identify the possible blood type of the father.
Mother’s Father’s Child’s Blood

Blood Type Blood Type Type
A A
B AB
AB B
O O
E. Discussing new Activity 2 (Online)

concepts and practicing The students will watch a video about Punnett square
new skills #2. to determine blood types and solve the following blood
types problem.
https://www.youtube.com/
watch?v=nsHZbgOmVwg
Use a Punnet square to predict their offspring based
on the type of inheritance.
1. What blood type/s can be found in an offspring if a
mother has type AB blood and the father has a
homozygous type B blood?
B O
A
B
2. What blood type/s can be found in an offspring if a

mother has type O blood and the father has a type AB
blood?
A B
O
O
F.Discussing new concepts Activity #3
and practicing new Online Interactive Activity (teacher may print this for

Telephone No.: (045) 982-0374
skills #3. offline activity)https://sciencemusicvideos.com/ap-

biology/genetics-mendelian-blood-type-sex-linkage/
solving-abo-blood-type-inheritance-problems/
Procedure:
Use the symbols to complete the chart
G. Developing Mastery Complete the punnet square below by writing the

correct combination of blood types allele and write the
phenotypic and genotypic ratio.
i I
1. IA IA i
i Ii
Genotype:
Phenotype:
2. IA IB
IB IB IB
i IA i
Genotype:
Phenotype:
IA IA
IA
3. IB IA IB
Genotype:
Phenotype
H. Finding practical Lead the learners to realize the importance of ABO blood

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application of concepts types by asking the question:

and skills in daily living *During blood transfusion, why it is vital that the blood
you received matches your own blood type?

of Questions) 1. How is ABO blood type inherited?
2. Why does blood typing matter?
J. Evaluating Learning Could a man with type B blood and a woman with type
AB produce a child with type O blood? Explain
K. Additional activities for A woman who is heterozygous type A has a child with a
Application or man who is type O. What are the probably genotypes and
Remediation phenotypes of the offspring?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the Evaluation:
require additional
activities for remediation
who scored below 80%:
No. of learners who have
caught up with the lesson:
continue to require
remediation:
Why did this work?
encounter which my
help me solve?
VII. What innovations or
localized materials
did I use/ discover
which I wish to share
with other teachers

Telephone No.: (045) 982-0374
Prepared by:
PHILIP B. GALIZA
Teacher III
Checked by:
MARITA F. GARILLES
OIC – HT
Noted:
VILMA B. AGUAS,EDD
Principal III

-20, 2022
I.OBJECTIVES
C. Learner’s Explain the different patterns of non-Mendelian
Competencies / Code: inheritance/ S9LT-Id-29(Q1/ Week 3-4)
1. Cognitive Infer which sex chromosomes determines a person’s sex

2. Psychomotor Use a Punnet square to show the probability of having
male or female offsprings
3. Affective Express why sex verification among athletes is important
II.CONTENT
Sub Topic Sex chromosomes and Sex Determination
III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide 2. Learner’s Material 3. Textbook Pages
Pages Pages 36-37
32-33

Telephone No.: (045) 982-0374

5. Other Learning
Resourceshttps://www.slideshare.net/HAVENFRULISHAPADILLA/biologysex-
determination-and-sex-chromosomes
IV. PROCEDURES
A. Reviewing previous Recall the past lesson by asking question:
lesson (or)
presenting the new How many genotypes are possible for a person with blood
lesson type A?
B. Establishing a Ask the students the following questions:
purpose to the 1.When your mother gave birth to you and the doctor
lesson affirmed that you were healthy,what would probably your
parents asked to the doctor?
2.Myth sharing about prenatal sex predicition of the
unborn.
C. Presenting Introduce the key points:

examples/ instances
of the lesson  There are 46 chromosomes in humans (23 pairs)
 The 22 pairs are autosomes which are somatic
cells or body cells and the 2 pairs are sex
chromosomes.
 Females are XX, and males are XY
 Each ovum contains X chromosome, while a
sperm may contain either an X or a Y
chromosome.
 Spermatogenesis-a process producing two types
of sperm cells, x-bearing and y-bearing cells.
 Oogenesis-is a process producing only one type of
ovum or egg cell, only x- bearing cells
D. Discussing new Activity 1

concepts and
practicing new Objective:
skills #1. I can identify which sex chromosomes determines a
person’s sex
Materials:
 Illustration
 Pen
Procedure:
1. Identify the male and female chromosomes

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2. Perform a cross between the male and female

chromosomes to determine the offspring’s sex.
https://www.slideshare.net/
HAVENFRULISHAPADILLA/biologysex-
determination-and-sex-chromosomes
Guide Question:
Which sex chromosomes determine a person’s sex?
E. Discussing new Activity 2 (Online)

concepts and
practicing new Objective:
skills #2. I can use a Punnet square to show the probability of
having male or female offsprings
Materials:
 Punnet square
 Pen
Procedure
Use a Punnett squares to shows the inheritance of the sex
chromosomes. Represent the female sex chromosomes
with XX and the male chromosomes with XY.
Guide Questions:
1. What percent of children would you expect to be male?
2. What type of sperm must fertilize an egg to result in a
female

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Child?
F. Discussing new concepts Activity 3 (Online or Face to face)

and practicing new
skills #3. Objective:
I can express why sex verification among athletes is
important
Material:
 Online resource
https://www.intechopen.com/books/childbirth/methods-
for-prenatal-sex-determination-and-their-importance-in-
understanding-and-prevention-of-gende
Procedure:
1. Launch the media interactive
https://media.hhmi.org/biointeractive/click/testing-
athletes/introduction.html
2. Write your thoughts about the interactive of sex
verification among athletes.
G. Developing Mastery Identify the following:

1. What will be the sex of a child produced when an egg is
fertilized by a sperm that has a Y chromosome?
2. What type of sperm must fertilize an egg to result in a
female?
3. Based on the Punnett Square in activity 2 , what percent
of children would you expect to be male?
4. Which sex chromosome is present in both male and
female?

Telephone No.: (045) 982-0374
5. Which sex chromosomes determines a person’s sex?
application of concepts
and skills in daily living What are the other factors that may influence the
expression of
human sexuality?

of Questions) 1.What is the role of sex chromosomes in sex
determination?
2. Which sex chromosomes determine a person’s sex?
3. What is the probability of having male or female
offsprings?
J. Evaluating Learning Check students output
K. Additional activities for Explain why sex chromosomes important in the study of
Application or sex inheritance.
Remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
Evaluation:
require additional
activities for
remediation who scored
below 80%:
No. of learners who
have caught up with the
lesson:
continue to require
remediation:
E. Which of my teaching
Why did this work?
encounter which my

Telephone No.: (045) 982-0374

help me solve?
G. What innovations or
localized materials did I
use/ discover which I
wish to share with other
teachers
Prepared by:
PHILIP B. GALIZA
Teacher III
Checked by:
MARITA F. GARILLES
OIC – HT
Noted:
VILMA B. AGUAS,EDD
Principal III

Telephone No.: (045) 982-0374
Name of Teacher:PHILIP B. GALIZA Quarter: First Date/Day: Sept 26,

2022
I. OBJECTIVES
B. Performance
Standards:
C. Learner’s Explain the different patterns of non-Mendelian
Competencies / Code: inheritance/ S9LT-Id-29(Q1/ Week 3-4)
1. Cognitive Infer that sex-linked traits are inherited through the X

chromosomes.
2. Psychomotor Solve problems related to sex-linked trait.
3. Affective Relate that genes located on sex chromosomes have
different probability of inheritance
II.CONTENT
Sub Topic Sex-Linked Genes
III.LEARNING RESOURCES
A. REFERENCES
Pages33-34 Pages 38-39 Pages 33-34
5. Other Learning Resources Spiral Science 9 by Oliver A. Lahorra
https://www2.palomar.edu/anthro/biobasis/bio_4.htm
IV.PROCEDURES
lesson (or) presenting Recall the past lesson and ask the students:
the new lesson “Does a sex matter in terms of how a trait is inherited?”
B. Establishing a purpose To start this lesson and get the student excited, play an
to the lesson introduction sequence clip from the popular show “ The
Simpsons”.

Telephone No.: (045) 982-0374
https://www.youtube.com/watch?
time_continue=16&v=WqJS_FqZNJ0&feature=emb_logo
Students will practice identifying sex-linked traits using
these characters as the back story, so they get really excited
about the lesson.

instances of the lesson
 A particularly important category of genetic linkage
has to do with the X and Y sex chromosomes.
Genes that are carried by either sex chromosome are
said to be sex linked.
 Men normally have an X and a Y combination of
sex chromosomes, while women have two X's.
Since only men inherit Y chromosomes, they are the
only ones to inherit Y-linked traits. Men and
women can get the X-linked ones since both inherit
X chromosomes.
 Many of the non-sex determining X-linked genes

are responsible for abnormal conditions such
as hemophilia, Duchennemuscular
dystrophy , fragile-X syndrome, some high blood
pressure, congenital night blindness, G6PD
deficiency, and the most common human genetic
disorder, red-green color blindness. X-linked genes
are also responsible for a common form of baldness
referred to as "male pattern baldness".


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new skills #1.

Objective:
I can infer that sex-linked traits are inherited through the X
chromosomes
Material:
activity sheets
pen
Procedure:
1. Use the data for Marie & John’s sex

chromosomes in the table below to answer
questions that follow.
DOMINANT RECESSIVE
O-predisposed obesity o- not predisposed to

obesity
N-normal vision n-blue-yellow

colorblindness
B-normal hair growth b-baldness
D-normal hearing d-deafness
R-immunity to r- not immune to

radioactivity radioactivity
S-sweat glands present s-sweet glands absent
M-athletic m-not athletic
T-impulsive t-not impulsive
2. Use the genotype for Marie and John’s to figure out their
phenotype. Write each phenotype in the space provided in
the table below.
X-
Linked

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Trait
Trait John’s John’s Marie’ Marie’s

Genoty Phenoty s Phenotype
pe pe Genoty
pe
Obesity XOY Obesity XoXo No obesity
Hearing XDY XdXd
Hair XbY XBXB

growth
Impulsive XTY XtXt
Athletic XmY XMXM
Guide Question:
Which chromosome is responsible for the inheritance of
the sex-linked traits?
E. Discussing new Activity 2

concepts and practicing Objective:
new skills #2. I can solve problems related to sex-linked trait
Procedure:
1.Read the given problem:
Color-blindness 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.
KEY:X=normal vision XC=color blindness
2. Illustrate using a Punnett square the probability of having

children who will have normal vision and who will be
color-blind.
Guide Questions:
a. What is the genotype of the male?
b. What is the chance of having a color-blind child?
c. What is the chance that the daughter will be

Telephone No.: (045) 982-0374
color-blind?
F. Discussing new Activity 3 (Online/Offline)

concepts and Objective:
practicing new skills I can relate that genes located on sex chromosomes have
#3. different probability of inheritance
Material:
PLIX Series Sex-linked Inheritance (Interactive)
https://www.ck12.org/assessment/tools/geometry-tool/
plix.html?
eId=SCI.BIO.254&questionId=5772b8619616aa4820c91a2
6&artifactID=2681601&plix_redirect=1
Procedure:
1. Launch the online interactive
https://www.ck12.org/assessment/tools/geometry-tool/plix.h
tml?
eId=SCI.BIO.254&questionId=5772b8619616aa4820c91a2
6&artifactID=2681601&plix_redirect=1
2. Move the red points to the genotype of each child's
parents.
3. What do you observe in the probability of the son or
daughter being colorblind?
4. Answer the “Challenge Me” questions
*The teacher may print this file for non-internet user.

G. Developing Mastery Write the term that best completes each statement.
1.Traits that are controlled by the sex chromosomes are
called____
2.Sex- linked trait controlled by either X or Y
chromosomes.
3.A sex-linked disorder that results in improper blood

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clotting.
4.Women who have a normal gene and a gene for a sex-
linked disorder are called_____.
5.A disorder in which a person cannot see the difference
between certain colors.
application of Why are males affected by recessive sex-linked diseases
concepts and skills in more often than females?
daily living
I. Making Ask the learners to summarize their understanding of the

Generalization and concepts by asking the following questions:
Abstraction about the
lesson: (Sequence of 1. What is a sex-linked trait?
Questions) 2. How are the sex-linked traits inherited?
3. Why do males have greater chances of inheriting color
blindness or hemophilia from their mother?
K. Additional activities If a male has a disease that is Y-linked, what percentage of

for Application or his sons will inherit the disease? Draw the Punnett square
Remediation and explain your answer.
V. REMARKS
VI.REFLECTION
earned 80% in the
Evaluation:
require additional
activities for
remediation who
scored below 80%:
C. Did the remedial
work? No. of learners
who have caught up
with the lesson:
continue to require
remediation:

Telephone No.: (045) 982-0374
E. Which of my teaching
strategies worked
well? Why did this
work?
encounter which my
principal or superior
can help me solve?
localized materials
did I use/ discover
with other teachers
Prepared by:
PHILIP B. GALIZA
Teacher III
Checked by:
MARITA F. GARILLES
OIC – HT
Noted:
VILMA B. AGUAS,EDD
Principal III

2022
I.OBJECTIVES

Telephone No.: (045) 982-0374
A. Content The learners demonstrate an understanding of the different

Standards patterns of inheritance.
B. Performance
Standards:
C. Learner’s Explain the different patterns of non-Mendelian inheritance/
Competencies / S9LT-Id-29(Q1/ Week 3-4)
Code:
1. Cognitive Identify the genotypes and phenotypes of the gene.

2. Psychomotor Use the Punnett square to solve the sex- limited problem
3. Affective Recognize the sex-limited inheritance in drosophila.
II. CONTENT
Sub Sex-Limited Traits
Topic
A. REFERENCES
1. Teacher’s 2. Learner’s 3. Textbook Pages
Guide Pages37- Material Page55
38 Page 40
B. Other Learning Resources Science Links 9 by Marites D. Aquino

IV. PROCEDURES
A. Reviewing
previous lesson Recall about sex-linked genes and how these traits are inherited.
(or) presenting
the new lesson
B. Establishing a Ask the students the following questions:
purpose to the 1.Have you seen males who lactate?Who breastfeed their child?
lesson 2.Why do you think males can’t lactate?
C. Presenting
examples/ Introduce the Key Points:
instances of the
lesson Sex limited inheritance refers to the inheritance of traits that are
expressed only in either the male or the female offspring due to
their expression being influenced by differences in the anatomy of
males and females. For example if a trait is displayed in organs
present only in males, even though a female also inherits the gene,
it would not show in her.

Telephone No.: (045) 982-0374
concepts and Objective

practicing new I can identify the genotypes and phenotypes of the gene.
skills #1.
Procedure:
1. Read the concept about Sex-Limited traits.
Sex-limited traits are generally autosomal, which

means that they are not found on the X or Y chromosomes.
The difference here comes in the expression of the genes in
the phenotype of the individual. Sex-limited traits are
expressed in only one gender. In cattle, for instance, lactation
is expressed in females but never in males. Both male and
female cattle however possess a gene pair for lactation.
The gene for lactation (L) is dominant over the non -
lactating gene (l). Table 4 shows the genotypes and
phenotypes of the gene for lactation. These genes are carried
by both males and females, but it is only expressed in females.
In female cattle, if at least one gene pair is for lactation (L), the
female produces milk? In male cattle, it does not matter if
they possess one or two genes for lactation. They never
produce milk.
2. Fill out the table below, write the genotypes and phenotypes
expression of lactation in cattle.
(Note: The gene for lactation (L) is dominant over the non-
lactatinggene(l)
FEMALE GENOTYPES FEMALE PHENOTYPES
XXLL
XXLl
XXll
MALE GENOTYPES MALE PHENOTYPES
Male Not Lactating
Male Not Lactating
Male Not Lactating

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practicing new I can solve the sex- limited problems using Punnett square
skills #2.
Materials:
Punnett square worksheets
pen
Procedures:
Solve the following sex-limited problem using punnett square.
1.If a white female hen (XY) is crossed with a homozygous barred
rooster (XX).What is the phenotype and genotype for each sex?
(B is dominant (barred)).
XB XB
Xb
Y
MALE FEMALE
GENOTYPE
PHENOTYPE
F. Discussing new Activity 3

practicing new I can recognize the sex –limited inheritance in drosophila
skills #3.
Materials:
Online Journals
https://embryo.asu.edu/pages/sex-limited-inheritance-drosophila-
1910-thomas-hunt-morgan
Procedure:
1. Read the article about Sex –limited inheritance in drosophila
https://embryo.asu.edu/pages/sex-limited-inheritance-drosophila-
1910-thomas-hunt-morgan
2. Write the hypothesis of Morgan after observing the white-eye

inheritance pattern.

Telephone No.: (045) 982-0374
G. Developing The students will answer the following questions:

Mastery 1. How are sex-limited traits inherited?
2. Enumerate examples of sex-limited traits.
H. Finding
practical Ask the students to cite organisms in their community that exhibit
application of sex-limited traits.
concepts and
skills in daily
living
I. Making Ask the learners to summarize their understanding of the concepts

Generalization by asking the following questions:
and Abstraction
about the 1. What are sex-limited traits?
lesson: 2. Why is it called sex-limited traits?
(Sequence of 3. Cite examples of sex-limited traits in animals?
Questions)
J. Evaluating Check students output
Learning
K. Additional If the male is heterozygous and the female is barred, what would
activities for the offspring be like?
Application or
Remediation
V. REMARKS
VI. REFLECTION
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
work? No. of
learners who
have caught up
with the lesson:

Telephone No.: (045) 982-0374
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
superior can
help me solve?
G. What
innovations or
localized
materials did I
use/ discover
which I wish to
share with other
teachers
Prepared by:
PHILIP B. GALIZA
Teacher III
Checked by:
MARITA F. GARILLES
OIC – HT
Noted:
VILMA B. AGUAS,EDD
Principal III

Telephone No.: (045) 982-0374

2022
I. OBJECTIVES
C. Learner’s Competencies Explain the different patterns of non-Mendelian
1. Cognitive Infer what sex-influenced traits are

2. Psychomotor Illustrate how to solve sex -influenced traits using a
Punnett square
3. Affective Recognize that the hormone testosterone has highly
influenced the pattern of baldness in men.
II. CONTENT
Sub Topic Sex-Influenced Traits
A. REFERENCES
Pages37-38 Pages 40-41 Page54
5. Other Learning Resources SCIENCE LINKS by MARITES D. AQUINO
https://www.toppr.com/content/video/sex-limited-and-sex-influence-character-

Telephone No.: (045) 982-0374
english-135581/
IV. PROCEDURES
lesson (or) presenting Recall the past lesson and ask the following questions:
the new lesson
1. What are sex-limited traits?
2. Cite examples of sex-limited traits.
B. Establishing a
purpose to the lesson Show pictures of male and female pattern of baldness and
ask the students what they observe on the given pictures.
https://www.google.com/search?
q=pictures+of+male+and+female+baldness&source=lnms&
tbm=isch&sa=X&ved=2ahUKEwjHgo2-
_OvpAhWtzjgGHbmSD5

instances of the
lesson Sex-influenced trait is a trait controlled by a pair of alleles
found on the autosomal chromosomes (pairs 1 through 22)
but its phenotypic expression is influenced by the presence
of certain hormones. Sex-influenced traits can be seen in
BOTH sexes, but will vary in frequency between the sexes,
or in the degree of the phenotypic expression.
Pattern baldness in humans (sometimes called “male

pattern baldness,” though the condition isn’t restricted to
males). This gene has two alleles, “bald” and “non-bald.”
The behaviors of the products of these genes are highly
influenced by the hormones in the individual, particularly by
the hormone testosterone.

Telephone No.: (045) 982-0374

concepts and
practicing new skills Objective:
#1. I can infer what is sex-influenced traits
Materials:
Online resourcehttps://www.toppr.com/content/video/sex-
limited-and-sex-influence-character-english-135581/
Procedure:
Watch the video clip about sex-influenced trait and answer
the guide
questions:https://www.toppr.com/content/video/sex-limited-
and-sex-influence-character-english-135581/
Guide Question:
What are the characteristics of sex-influenced traits? Cite
examples.

concepts and
practicing new skills Objective:
#2. I can illustrate how to solve sex -influenced trait using a
Punnett square
Materials:
-worksheets
-pen
-Table of
expression of
baldness in
humans
Procedure:
Solve the sample problem using Punnett square.
What is the probability that you will be bald if your father is

homozygous and balding, and your mother is homozygous
and not balding?

Telephone No.: (045) 982-0374
F. Discussing new Activity 3

concepts and
practicing new skills Guide Question:
#3.
Pattern baldness can occur in both males and females, why
it is more common in males?
G. Developing Mastery The students will answer the following questions:

1. The sex influenced traits are present in
_________________.
a) Autosome
b) Sex chromosome
c) Mitochondrial chromosome
d) These are epigenetic traits
2. If A is a sex influenced trait that is more expressed in
males, then which of the following is false?
a) Only male having a homozygous recessive form of this
gene will not express it
b) No female will express the gene
c) The gene is autosomal
d) Heterozygous female will not express this gene
3.What will be the phenotype and genotype of a
daughter born to bald mother and non-bald father?
a) b+/b+ non-bald
b) b+/b+ bald
c) b/b+ non-bald
d) b/b+ bald
4.Homozygous bald gene, a sex influenced gene, is
equally expressed in men and women.
a) True
b) False
5.Sex influenced traits are only related to females.
a) True
b) False
application of Assign the students to make a family tree and trace the
concepts and skills in inheritance of baldness in the family.
daily living
I. Making Ask the learners to summarize their understanding of the

Generalization and concepts by asking the following questions:
Abstraction about the

Telephone No.: (045) 982-0374
lesson: (Sequence of 1.What is sex-influenced traits?

Questions) 2.Cite samples of sex-influenced traits in animals.
K. Additional activities A male homozygous for clubfoot reproduces with a normal

for Application or homozygous female. What are the genotypes and
Remediation phenotypes of their children if testosterone alters the
phenotypic expression of the trait in the heterozygous
expression?
Let F represent normal foot

Let f represent clubfoot
V. REMARKS
VI. REFLECTION
earned 80% in the
Evaluation:
require additional
activities for
remediation who
scored below 80%:
C. Did the remedial
work? No. of learners
who have caught up
with the lesson:
continue to require
remediation:
strategies worked
well? Why did this
work?
encounter which my
principal or superior
can help me solve?
localized materials
did I use/ discover

Telephone No.: (045) 982-0374
with other teachers
Prepared by:
PHILIP B. GALIZA
Teacher III
Checked by:
MARITA F. GARILLES
OIC – HT
Noted:
VILMA B. AGUAS,EDD
Principal III

Telephone No.: (045) 982-0374

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Republic of the Philippines

DAILY LESSON LOG IN SCIENCE GRADE 9

Name of Teacher:PHILIP B. GALIZA Quarter: First Date/Day: Sept 12

1.Identify if the following pictures exhibits

Address: Macabulos Drive, San Roque, Tarlac City

Address: Macabulos Drive, San Roque, Tarlac City

The students will answer the following questions:

Genotype-are described as homozygous if there are two

Multiple Alleles-pertain to the traits regulated by more

An example of multiple allele is the inheritance of human

D. Discussing new Activity 1: (Face to face)

Procedure: Unravel the hidden message by writing the

Address: Macabulos Drive, San Roque, Tarlac City

Blood Types Possible Genotypes

Address: Macabulos Drive, San Roque, Tarlac City

Note: Blood type A and B are both dominant and O is

G. Developing Mastery The students will answer the following questions:

Address: Macabulos Drive, San Roque, Tarlac City

application of concepts Is it important for a couple to know their blood type

I. Making Generalization Ask the learners to summarize their understanding of the

J. Evaluating Learning Check students output.

Address: Macabulos Drive, San Roque, Tarlac City

localized materials did I

DAILY LESSON LOG IN SCIENCE GRADE 9

Name of Teacher:PHILIP B. GALIZA Quarter: First Date/Day: Sept 14

1. Cognitive Determine the possible combination of genes for a blood

Address: Macabulos Drive, San Roque, Tarlac City

1. Teacher’s Guide 2. Learner’s 3. Textbook Pages

1. What are multiple alleles?

B. Establishing a purpose Ask the students the following questions:

C. Presenting examples/ Introduce the key points:

Address: Macabulos Drive, San Roque, Tarlac City

D. Discussing new Activity 1 (Face to face)

Mother’s Father’s Child’s Blood

E. Discussing new Activity 2 (Online)

2. What blood type/s can be found in an offspring if a

Address: Macabulos Drive, San Roque, Tarlac City

skills #3. offline activity)https://sciencemusicvideos.com/ap-

G. Developing Mastery Complete the punnet square below by writing the

Address: Macabulos Drive, San Roque, Tarlac City

application of concepts types by asking the question:

I. Making Generalization Ask the learners to summarize their understanding of the

Address: Macabulos Drive, San Roque, Tarlac City

DAILY LESSON LOG IN SCIENCE GRADE 9

Name of Teacher:PHILIP B. GALIZA Quarter: First Date/Day: Sept 19

1. Cognitive Infer which sex chromosomes determines a person’s sex

Address: Macabulos Drive, San Roque, Tarlac City

4. Additional Materials from LR Portal

C. Presenting Introduce the key points:

D. Discussing new Activity 1

Address: Macabulos Drive, San Roque, Tarlac City

2. Perform a cross between the male and female

E. Discussing new Activity 2 (Online)

Address: Macabulos Drive, San Roque, Tarlac City

F. Discussing new concepts Activity 3 (Online or Face to face)

G. Developing Mastery Identify the following:

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5. Which sex chromosomes determines a person’s sex?

I. Making Generalization Ask the learners to summarize their understanding of the

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principal or superior can

Address: Macabulos Drive, San Roque, Tarlac City