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Grade 9 - 1st Quarter - Week 4 - Day 3
Grade 9 - 1st Quarter - Week 4 - Day 3
I. OBJECTIVES
Ask the assigned students to consolidate the data. MOV – The teacher engages
Teacher will ask the following questions: learners in a structured task
1. Which blood type frequently appeared among you? that features some elements
2. Do you know how blood types are inherited? of cooperative learning:
Teacher will now introduce the lesson. positive interdependence,
It is true that individuals within a population have two alleles per gene. However, individual accountability,
multiple alleles (3 or more) may exist for that gene within a population. A good example and face-to-face interaction.
of multiple alleles is the ABO blood group of humans. A single gene controls ABO blood
type.
ENGAGE (10 mins.)
B. Establishing a
purpose for the Task # 2: WATCH & LEARN! INDICATOR 2
lesson Let the students to watch the video entitled “Blood Types and Punnett Squares Ensure the positive use of
C. Presenting (Multiple Alleles)”by Amoeba sisters at www.youtube.com/amoebasisters . ICT to facilitate the
examples/instances Note: This video will guide the students to their next activity.
teaching and learning
of the new lesson After the video presentation, teacher will ask the following questions:
process.
What are antigens? Ans. Substances that can trigger immune response if foreign to
body.
What blood type that is considered as the universal donor? Ans. Type O MOV – The teacher utilizes
What blood type that can receive blood from anyone? Ans. Type AB ICT and generally shows
What are the genotypes of blood type A, B, AB, and O? evidences of the positive use
Ans. Type A – IAIA, IAi ; Type B - IBIB, IBi; Type AB - IAIB, IAIB; Type O - ii of ICT to facilitate the
teaching and learning
process.
G. Finding practical Teacher will ask the students to solve the mystery case. The fastest group to solve the INDICATOR 1
applications of case will receive a bonus points/reward. Applies knowledge of
concepts & skills in G. Task # : The Lost Brother content within and across
daily living Mystery Case: Ador was looking for his long lost brother. According to the health record
curriculum teaching areas.
of Ador’s parents, his mother has a blood type O and his father was type A. Ador is also type
A.
Solve this mystery by identifying the possible blood type of Ador’s brother. MOV -- The teacher
Guide questions: presents conceptual
1. What is/are the possible blood type/s of Ador’s brother? knowledge of the subject
Ans. Blood type A & O and makes connections
2. Based on the given blood type of his parents, how many percent of chance that Ador’s sibling within the teaching area.
will have blood type O? Type AB? Type B?
Ans. Type O – 50%
Type AB – 0% INDICATOR 5
Type B – 0% Maintain supportive learning
3. Who is the lost brother of Ador?
environments that nurture and
A. Caloy – Blood type AB
inspire learners to participate,
B. Juan – Blood type O
C. Ramon – Blood type B
H. Making A group’s representative will share their answers to the class. cooperative and collaborate in
generalizations and Teacher will give feedbacks to every group’s output. continued learning.
abstractions about
Teacher will process the correct answers and elaborate in the class.
the lesson MOV – The teacher clearly
Teacher will explain the key concepts of the lesson:
provides the class with
In humans, there are four blood types (phenotypes): A, B, AB, O.
structured tasks involving
Blood type is controlled by three alleles: A, B, O.
most elements of cooperative
O is recessive, two O alleles must be present for a person to have type O blood.
learning.
A and B are codominant. If a person receives an A allele and a B allele, their blood type
is type AB.
INDICATOR 7
MULTIPLE CHOICE.
DIRECTION: Read the following questions and choose the letter of the best answer.
V. REMARKS
VI.
REFLECTION
A. No. of learners who
earned 80 % on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
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 these 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?
Activity 3: What’s your blood type?
Objective:
Infer the unknown phenotypes of individuals on the basis of the known phenotypes of their family members
Materials: Paper, Pencil
Procedure:
A. Given the blood types of the mother and the child, identify the possible blood type of the father.
Mother’s Father’s Blood Type Child’s Blood Type
Blood Type
A A
B AB
AB B
O O
Show the possible alleles that can be found in each offspring and write the blood type for each offspring.
Use the table to answer the following questions, and list all possible blood types.
Guide Questions:
Possible alleles from Father Q1. What blood
A B O
type (or types) can
Possible alleles A
be found in an
from Mother B
O
offspring if a
mother has type A
blood and the father has type B blood?
Q2. What blood type (or types) can be found in an offspring if a mother has type AB blood and the father has type
B blood?
Q3. What blood type (or types) can be found in an offspring if a mother has type O blood and the father has type B
blood?
Rubrics for Group Activity
Content
Presentation
(The reporters
explain their output
diligently and
spontaneously.)
Teamwork
(Every member of
the group
contributed or
participated in the
activity given.)