Content: Heredity: Inheritance and Variation

Content Standards: The learners demonstrate an understanding of how genetic information is

organized in genes on chromosomes
Performance Standards: Conduct an information dissemination activity on effective ways of
taking care of the respiratory and circulatory systems based on data gathered from the school or
local health workers

Learning Competency Code: S9LT-ID-28

DAY 1
I. Learning Objectives
1. Identify the components of a DNA molecule.

II. Subject Matter

A. Concept: DNA: The Genetic Material
B. Learning Materials: TV, and flash drive
C. Reference: LM (pp. 42-43)
D. Process Skills: relating, analyzing, explaining, evaluating
III. Learning Task (Constructive, Collaborative, Reflective)
A. Engagement
1. Daily Routine: greetings, report of attendance
2. Engagement Activity: What do you think is responsible for the formation of
traits passed from the parents to the offspring?
B. Exploration
1. To help the students describe the composition and structure of DNA, the
learners will watch a video presentation about the structure and functions of DNA
C. Explanation
1. What are the common parts of a nucleotide?
2. List the different kinds of nitrogenous bases.
3. Is there always going to be an equal number of guanine and cytosine
nucleotides in a molecule? Why?
D. Elaboration
Generalization
DNA is composed of chains of nucleotides built on a sugar and
phosphate backbone and wrapped around each other in the form of a double helix. The
four bases are: guanine, adenine, cytosine, and thymine. Guanine and cytosine are
complementary, always appearing opposite each other on the helix, as are adenine and
thymine. How is the genetic code passed from parents to offspring?

E. Evaluation
Fill in the blanks.
__________ is a complex molecule that is found in almost living organisms. Scientists
found out that DNA consists of long strands of nucleotides. Each nucleotide contains a pentose
sugar called ___________, a ____________, and one of the four compounds called
___________.
IV. Assignment
Bring the following materials for the next activity.(edible DNA)

Prepared by: Rosemarie P. Compendio, T - 1

Pag-asa National High School
Learning Competency Code: S9LT-ID-28
Day 2
I. Learning Objective ( Constructive, Collaborative, Inquiry)
1. Construct a model of a molecule of DNA
II. Subject Matter
A. Concept: DNA Modelling
B. Learning Materials: marshmallow, toothpick, candies, gummy bear
C.Reference:http://www.perkinselearning.org/accessible-science/activities/edible-dna-
model
D. Process Skills: creating/constructing, analyzing, and relating
III. Learning Task
A. Engagement
1. Daily Routine: greetings, report of attendance
2. Engagement Activity: What do you think is the role of DNA in the
transmission of traits fro parents to offspring?
B. Exploration
1. To help the students describe the composition and structure of DNA, the
learners will create a model of DNA using edible materials
C. Explanation
1. What is the pairing arrangement of the nitrogenous bases?
________ pairs with _________ and _________ pairs with _______
2. Are there always going to be an equal number of adenine and thymine
nucleotides in a molecule? Why?
3. Are there always going to be an equal number of guanine and cytosine
nucleotides in a molecule? Why?
D. Elaboration
Generalization
DNA is composed of chains of nucleotides built on a sugar and
phosphate backbone and wrapped around each other in the form of a double helix. The
four bases are: guanine, adenine, cytosine, and thymine. Guanine and cytosine are
complementary, always appearing opposite each other on the helix, as are adenine and
thymine. This is critical in the reproduction of the genetic material, as it allows a strand to
divide and copy itself, since it only needs half of the material in the helix to duplicate
successfully.
E. Evaluation
Fill in the blanks.
IV. Assignment
Ask students to research on some genetic disorders.

Prepared by: Rosemarie P. Compendio, T - 1

Pag-asa National High School
Learning Competency Code: S9LT-ID-28
Day 3
I. Learning Objectives
1. Describe the role of DNA in the transmission of traits

II. Subject Matter

A. Concept: Role of DNA- Pedigree Analysis
B. Learning Materials: internet
C. Reference: http://www.biologydiscussion.com/genetics/pedigree-analysis-of-hemophilia-
explained-with-diagram/5291
D. Process Skills: investigating, analyzing, and relating
III. Learning Task ( Constructive, Collaborative)
A. Engagement
1. Daily Routine: greetings, report of attendance
2. Engagement Activity: Let students present their research on some genetic disorders.
B. Exploration
1. Queen Victoria’s Pedigree Analysis
C. Explanation
1. What were your observations on the first filial generation?
2. What happens when the gene is present in the x chromosome in males?
D. Elaboration
Generalization
Pedigree analysis is a record of inheritance of a genetic trait for two or more
generations. It is presented in the form of a diagram or chart or family tree. In human genetics,
pedigree study is a strong tool utilized to trace the inheritance of a specific trait, abnormality or
disease. In a pedigree chart, it is conventional to use circles for females and square for males
E. Evaluation
Pedigree analysis output.
IV. Assignment
Do a background check about Gregor Mendel and his significant contribution to
Genetics.

Prepared by: Rosemarie P. Compendio, T - 1

Pag-asa National High School
Learning Competency Code: S9LT-Id-28
Day 4
I. Learning Objectives
1. Answer the pre-evaluate questions about Non-Mendelian Patterns of Inheritance.

II. Subject Matter

A. Concept: Pre-assessment
B. Learning Materials: picture ( Gregor Mendel )
C. Reference: LM (pp. 28-29)
D. Process Skills: investigating, analyzing, and relating
III. Learning Task ( constructive, collaborative)
A. Engagement
1. Daily Routine: greetings, report of attendance
2. Engagement Activity: Picture Explain ( Gregor Mendel)
Ask the following questions:
1. What do you know about Gregor Mendel?
2. What do you know about his significant contribution in the field of genetics?

B. Exploration
a. Pre-Evaluate:
1. Pink four o'clock flowers are obtained from a cross between pure bred red flower plant and
white flower plant. What is the genotype of the pink flowers?

2. If the left chain of a DNA molecule has a nucleotide sequence CCGTAGGCC, what is the
sequence of the right chain of the DNA molecule?
Answers:
1. RW
2. GGCATCCGG
C. Explanation
How is non-Mendelian inheritance different from Mendel’s observations?
What is the role of DNA in the transmission of traits?
D. Elaboration
Generalization
Gregor Mendel is known to be the father of modern genetics. He formed the base for the
understanding of heredity and variation. Although Mendel’s work failed to discuss thoroughly the
“factors” or genes he mentioned in his laws of inheritance, his findings prompted other scientists
to probe further into the mystery of heredity.
E. Evaluation
Output of the Pre-activity
IV. Assignment
Study the following terms at home:
1. Inheritance
2. Allele
3. Phenotype
4. Genotype

Prepared by: Rosemarie P. Compendio, T - 1

Pag-asa National High School
Learning Competency Code: S9LT-ID-28
Day 5
I. Learning Objectives
1. Explain incomplete dominance patterns of inheritance.
2. Illustrate by means of punnett square a cross involving incomplete dominance pattern
of inheritance.
II. Subject Matter
A. Concept: Incomplete Dominance
B. Learning Materials: Learner’s module
C. Reference: LM (pp.30-32)
D. Process Skills: explaining, illustrating, solving
III. Learning Task ( constructive, collaborative, reflective)
A. Engagement
a. Daily Routine: greetings, report of attendance
c. Engagement Activity: What do you know of the following terms?
1. Inheritance
2. Allele
3. Phenotype
4. Genotype
B. Exploration
To help the learners understand better incomplete dominance, they will work on Explore
1 (Phenotype and Genotype in incomplete dominance), pp.30-32, Module 2 of the Learners'
Module
C. Explanation
Incomplete dominance is a form of intermediate inheritance in which one allele for a
specific trait is not completely dominant over the other allele. This results in a third phenotype in
which the expressed physical trait is combination of the dominant and recessive phenotypes.
D. Elaboration
1. How many types of gametes will each parent produce in problems 1 and 2?
2. What is the phenotype of a heterozygous four o'clock flower?
3. What are the possible phenotypes of the offspring from the cross of the parental plants in
problems 1 & 2?
4. What are the possible genotypes of the offspring from the cross of the parental plants in
problems 1 and 2?

E. Evaluation
Output of the activity

IV. Assignment
Show the possible outcome of the cross between a white flowered four o'clock plant and a pink
flowered four o'clock plant.

1. What are the possible phenotypes of the offspring?

2. What is the genotype of the offspring?
DAY 6 ________________
Content: Heredity: Inheritance and Variation
Content Standards: The learners demonstrate an understanding of how genetic information is
organized in genes on chromosomes
Performance Standards: Conduct an information dissemination activity on effective ways of
taking care of the respiratory and circulatory systems based on data gathered from the school or
local health workers
Learning Competency Code: S9LT-ID-28

I. Learning Objectives
At the end of the lesson, the learners should be able to:
1. List the genotypes of the bull and cow in the given problem
2. Diagram and complete a punnet square
3. Give the phenotypic percentages of the offspring.
II. Subject Matter
A. Concept: Codominance

Prepared by: Rosemarie P. Compendio, T - 1

Pag-asa National High School
B. Learning Materials: Learner’s module
C.Reference: LM (pp.32-34)
D. Process Skills: explaining, illustrating, solving
III. Learning Task ( constructive, collaborative)
A. Engagement
a. Daily Routine: greetings, report of attendance
c. Engagement Activity: If you cross a red cow with white cow, can you have a pink cow?
B. Exploration
To help the learners answer the question in the Engage, they will do Explore 2 (Mystery
Bull), pp. 32-34, Module 2 of the Learners' Module.
C. Explanation
1. Will you be able to trace the father of the calves?
2. What are the possible phenotypes of the calves for each cow?

D. Elaboration
In codominance, both alleles are expressed equally in the phenotype of the
heterozygote. For example, red cows crossed with white cows will have offspring that are roan
cows. Roan refers to cows with red hair and white blotches.
How would you apply what you learned to improve the breeds of livestock in your are?

E. Evaluation

1. What is the possible phenotype of the offspring if a chicken with black feathers crossed with
white feathered chicken? Will it result to a grayish chicken?

IV. Assignment
Ask students to find out the blood type of their parents.

Prepared by: Rosemarie P. Compendio, T - 1

Pag-asa National High School
Learning Competency Code:S9LT-ID-28
Day 1
I. Learning Objectives
1. Infer the unknown phenotypes of individuals on the basis of the known phenotypes of
their family members
II. Subject Matter
A. Concept: Multiple Alleles
B. Learning Materials: Learner’s module
C. Reference: LM (pp.34-35)
D. Process Skills: explaining, illustrating, solving
III. Learning Task ( constructive, collaborative, inquiry, reflective)
A. Engagement
a. Daily Routine: greetings, report of attendance
c. Engagement Activity: Do you know your blood type? Do you know how blood types
are inherited?

B. Exploration
To help the learners determine all possible combinations of genes for a blood types that
a person might have, they will do Explore 3 (What's your blood types?), pp. 34-35, Module 2 of
the Learners' Module.
C. Explanation

1. What blood type (types) can be found in an offspring if a mother has type A blood and the
father has type B blood?
2. What blood type (types can be found in an offspring if a mother has type AB blood and the
father has type B blood?
D. Elaboration
1. In humans, there are four blood types (phenotypes): A, B, AB, O.
2. Blood type is controlled by three alleles: A, B, O.
3. O is recessive, two O alleles must be present for a person to have type O blood.
4. A and B are codominant, If a person receives an A allele and a B allele, their blood
type is type AB.

 What is the importance of knowing one's blood type?

E. Evaluation
What is the possible blood type of an offspring if both parents have type O blood?

IV. Assignment
Research about Rh Blood type

Prepared by: Rosemarie P. Compendio, T - 1

Pag-asa National High School
Learning Competency Code: S9LT-ID-28
Day 2
I. Learning Objectives
1. Describe the types and functions of sex chromosome
2. Discuss how sex in humans is determined.
II. Subject Matter
A. Concept: Sex chromosomes and sex determination
B. Learning Materials: Learner’s module
C. Reference: LM (pp.36-38)
D. Process Skills: explaining, illustrating, solving, and analyzing
III. Learning Task ( constructive, collaborative, inquiry)
A. Engagement
a. Daily Routine: greetings, report of attendance
c. Engagement Activity: How is sex determined and inherited?
B. Exploration
To help the learners determine the probability of having male or female sex, they will do
Explore 4 (Boy or Girl?), pp. 36-38), Module 2 of the Learners' Module.

C. Explanation
1. Draw a punnett square which shows the inheritance of the sex chromosomes.
2. What type of sperm must fertilize an egg to result in a female child?
3. Based on the punnett square, what percent of children would you expect to be male?
4. Which sex chromosomes determine a person's sex?
D. Elaboration
 Males have 44 body chromosomes and two sex chromosomes X and Y. The
males determine the sex of their children.
 Females have 44 body chromosomes and two sex chromosomes, both x.
 The total number in each cell of an individual is 46. These chromosomes contain
the genes, which are the factors of heredity.
 How chromosomes determine the sex of the child?
E. Evaluation
How do sex chromosomes function in determining the sex of an organism?
IV. Assignment
What are the factors that may influence the expression of human sexuality?

Prepared by: Rosemarie P. Compendio, T - 1

Pag-asa National High School
Learning Competency Code: S9LT-ID-28
Day 3
I. Learning Objectives
1. Solve problems related to sex-linked traits
2. Differentiate sex-limited traits from sex-influenced traits.
II. Subject Matter
A. Concept: Sex-linked traits, Sex-limited traits, Sex-influenced traits
B. Learning Materials: Learner’s module, internet
C. Reference: LM (pp.40-42), https://colormax.org/color-blind-test/
D. Process Skills: explaining, illustrating, solving, and analyzing
III. Learning Task ( constructive, collaborative)
A. Engagement
a. Daily Routine: greetings, report of attendance
c. Engagement Activity: Color blindness test (Ishihara Charts). Have you seen a bald
man? A bald woman?
B. Exploration
Group Explore: (Sex-related Inheritance)

Group 1 - sex-link traits

Group 2 - sex-limited traits

Group 3 - sex-influenced traits

C. Explanation
1. A woman is color blind. What are the chances that her sons will be color blind? If she
is married to a man with normal vision, what are the chances that her daughters will be color
blind? Will be carriers?
2. Aside from lactation, give other examples of sex-limited traits in animals.
3. What is the phenotypic and genotypic percentage in the offspring if the mother is bald
and the father is not bald?
D. Elaboration
 Sex-linked traits are inherited through the X-chromosomes.
 Males have only one X chromosome. Thus, if they inherit the affected X, they will have
the disorder.
 Females have two X chromosomes. Therefore, they can inherit/carry the trait without
being affected if it acts in a recessive manner.
 Sex-limited traits are those that are expressed exclusively in one sex.
 Sex-influenced traits are expressed in both sexes but more frequently in one than in the
other sex.
E. Evaluation
In 2 sentences, describe the difference between sex-linked, sex-limited and sex-
influenced traits.
IV. Assignment
A normal daughter of a man with hemophilia marries a man who is normal for the trait.
What is the probability that the daughter would become hemophiliac? What about the son?

Prepared by: Rosemarie P. Compendio, T - 1

Pag-asa National High School
Content: Heredity: Biodiversity and evolution
Content Standards: The learners demonstrate an understanding of how changes in the
environment may affect species extinction
Performance Standards: The learners should be able to make a multimedia presentation of a
timeline of extinction of representative microorganisms, plants, and animals
Learning Competency Code: S9LT-Ie-f30
Day 1
I. Learning Objectives
1. Explain the importance of biological diversity.
2. Identify the factors affecting population growth and size.
II. Subject Matter
A. Concept: Biodiversity and evolution
B. Learning Materials: Learner’s module, TV and flash drive
C. Reference: LM (pp.50-53)
D. Process Skills: explaining, illustrating, and analyzing
III. Learning Task ( constructive, collaborative, reflective)
A. Engagement
a. Daily Routine: greetings, report of attendance
c. Engagement Activity: Picture Explain. (Tubbataha reef and Coconut plantation).
Describe the organisms found in each picture.

B. Exploration
Photo Quiz (Identifying causes of extinction), Video presentation Biodiversity
conservation)

C. Explanation
 Population pertains to the number of organisms of the same species living in a
certain place.
 Causes of species extinction are the following: hunting and trapping,
overharvesting, destruction of habitat, and pollution.
D. Elaboration
What factors might influence a change in the population?
E. Evaluation
Explain why some animals are placed in park preserves?
IV. Assignment
Create a short essay on saving mother earth for future generation.

Prepared by: Rosemarie P. Compendio, T - 1

Pag-asa National High School
Learning Competency Code: S9LT-Ie-f30
Day 2
I. Learning Objectives
1. Determine the pattern of population distribution using mathematical formula.
2. Compare the distribution patterns of the different populations.
II. Subject Matter
A. Concept: Measuring Population Density
B. Learning Materials: Learner’s module,
C. Reference: LM (pp.56-57)
D. Process Skills: explaining, illustrating, analyzing, and solving
III. Learning Task ( constructive, collaborative, reflective)
A. Engagement
a. Daily Routine: greetings, report of attendance
c. Engagement Activity: What is population density?
B. Exploration
To help learners understand changes in population, factors affecting population growth
and size, they will perform Explore 2 (Population Density), pp.56-57, module 3 of the Learners'
Module.

C. Explanation
1. Compare the distribution patterns of the population.
2. What conditions could change the density of any population?
D. Elaboration
1. Population sizes vary among organisms.
2. Limiting factors are environmental conditions that keep a population from increasing in size
and help balance ecosystems.
E. Evaluation
1. Suppose 60 ants live in a 4 sq m plot of grass. What would be the population density
of the ants? What would the population density be if 100 ants live in an 8 sq m plot of grass?
IV. Assignment
Bring the following materials for Explore

- Toothpick (100 pcs)

- Stopwatch

- marking pen

Prepared by: Rosemarie P. Compendio, T - 1

Pag-asa National High School
Learning Competency Code: S9LT-Ie-f30
Day 3
I. Learning Objectives
1. Demonstrate using a simulation activity that habitat destruction can contribute to
species extinction
II. Subject Matter
A. Concept: Endangered but not extinct…yet
B. Learning Materials: Learner’s module,
C. Reference: LM (pp.58-59)
D. Process Skills: explaining, analyzing, and demonstrating
III. Learning Task ( constructive, collaborative, reflective, inquiry)
A. Engagement
a. Daily Routine: greetings, report of attendance
c. Engagement Activity: Metacards (endangered vs extinct)
B. Exploration
Learners will perform Explore 3 (Endangered but not extinct…yet)), pp.58-59, module 3
of the Learners' Module.

C. Explanation
a. What factors might account for differences in the graphs and/or total number of
toothpick grasshopper in each group?
b. In nature, what environmental factors might account for differences in the total number
of grasshoppers?
D. Elaboration
 Extinction occurs when the last member of that species dies.
 When the population of a species begins declining rapidly, the species is said to
be a threatened species
 A species is endangered when its population has become so low that it is
possible of becoming extinct
E. Evaluation
Output of the activity
IV. Assignment
Make an endemic endangered collage of species found in Palawan

Prepared by: Rosemarie P. Compendio, T - 1

Pag-asa National High School
Learning Competency Code: S9LT-Ie-f30
Day 4
I. Learning Objectives
At the end of the lesson, the learners should be able to:
1. 5. Create a presentation of a timeline of extinction of representative
microorganisms, plants, and animals
II. Subject Matter
A. Concept: Endangered but not extinct…yet
B. Learning Materials: TV, flash drive
C. Reference:
D. Process Skills: explaining, analyzing, demonstrating, and creating
III. Learning Task ( constructive, collaborative, reflective)
A. Engagement
a. Daily Routine: greetings, report of attendance
c. Engagement Activity: Video presentation (Extinction of dinosaurs)
B. Exploration
Differentiated Activity – scrap book, multimedia, role playing, jingle composition, poster
making, and information drive

C. Evaluation
Output of the activity (rubrics-see attached copy)
IV. Assignment
Prepare for a long test.

Prepared by: Rosemarie P. Compendio, T - 1

Pag-asa National High School