science 9

1. DAILY LESSON PLAN
Grade 9
School Moreno Integrated School Grade Level Grade 9
Teacher Menchie T. Yaba Learning Area Science
Teaching
Date and
Time
Week 3 Day 2 Quarter First
I. OBJECTIVES:
A. Content Standards The learners demonstrate an understanding on how genetic information is
organized in genes on chromosomes.
B. Performance
Standards
C. Learning
Competencies
Explain the different patterns of non-Mendelian inheritance.; S9LT-Id-29
Specific Objectives :
1. Describe codominance pattern of inheritance;
2. Illustrate by means of Punnett square a cross involving codominance pattern
of inheritance and;
3. Cite the importance of codominance pattern of inheritance in plant and animal
production.
II. CONTENT Codominance Pattern of Inheritance
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages Science 9 TG pp 30 -32
2. Learner’s Materials Science 9 LM pp. 32-33
3. Textbook Pages CIENCE LINKS pp 42-45
EASE Biology, Module 14. Lesson 3
4. Additional Materials
from LR
BEAM II , Your Genetic Book of Life
APEX , Unit 6 Lesson 3.
B. Other Learning
Resources
power point presentation
IV. PROCEDURES
Preliminary Activity Greeting
Prayer
Checking of Attendance by group
Checking of classroom’s orderliness
Setting of Classroom Standards
A. ELICIT (Access
prior knowledge)
The teacher will ask the students to identify which of the following statements
describes incomplete dominance by saying YES if it is true and NO if it is false.
1. Incomplete dominance results in a third new phenotype that is a blend of
the parents’ phenotypes.
2. Offspring of a cross between homozygous parents with different
phenotypes exhibits a trait intermediate between them.
3. In incomplete dominance, the phenotypic ratio is the same as the
genotypic ratio.
4. A cross between heterozygous individuals will give rise to three [3] kind
of phenotypes.
5. A white four o’clock flower when crossed with a red four o’clock flower
will produce pink flowers.
B. ENGAGE (Get the
student’s mind
focused on the
topic)
The teacher will show a Roan calf to the class then ask the following questions:
1. How do you think this roan calf were produced?
2. What could be the phenotypes of their parents?

2. The teacher may flash on the screen the ff. pictures and asked:
Does the pictures follows the same pattern of inheritance with incomplete
dominance?
C. EXPLORE
(Provide students
with a common
experience)
Pre- Activity
- Giving of instructions and rubrics to be used in rating student’s activity,
other clarifications.
- Distribution of Activity Sheet
Activity Proper
Codominance: Sharing is Caring
Procedure:
1. Read and analyze the given problem and give what is being asked.
2. Answer the questions that follow.
3. Write your answers neatly in a sheet of paper
Problem #1 In Planet Codom where Antimoniums live, the appearance of their
tail is controlled by codominant genes. Tails could either be straight [SS] or curly
[CC]. Heterozygous form [SC] exhibits a tail that is curly at the base and straight
at the end. Suppose 2 heterozygous Antimoniums are bred, show the cross
using a Punnett square.
Problem #2 Among Minance – a hypothetical plant flourishing in Planet Codom
– gold [GG] leaf color is codminant with bronze [BB] leaf color. A gold leaf
speckled with bronze occur among heterozygotes [GB]. Using a Punnett square
show the cross between a bronze leaf with a speckled flower.
Questions:
 What would be the genotypes and phenotypes of the offspring?
 What are the phenotypic and genotypic ratios?

3. Post Activity
Presentation of group’s output
Presentation by group will be limited to 3 minutes. Criteria will be as follows:
Time Management 1 point
Cooperation 1 point
Presentation 2 points
Output 2 points
Science concept 4 points
Total 10 points
D. EXPLAIN (Teach
the concept) The teacher will process students’ responses to the activities. Then she will
deepen the concepts by giving other examples
of codominance patter of inheritance.
Codominance is a heterozygote condition wherein
both traits are present simultaneously, rather than
one fully determining the phenotype. A speckled
chicken is a good example of dominance.
A cross between a black and white chicken will produce chicken with both
black and white feathers. The alleles for black feathers in some varieties of
chicken is codominant with the allele for white feathers.
Another example that shows how the co-dominance pattern of inheritance
is determined by genes is in the blood typing in humans. An antigen is a
protein- bound to a sugar molecule found on the surface of our red blood
cells. A pair of alleles (IA and IB) which controls one group of antigens,
help in determining the blood types of an individual.

4. E. ELABORATE
(Students apply
the information
learned)
The teacher will emphasize that in codominance, both alleles are expressed
equally in the phenotype of the heterozygote.
The teacher will ask a student to answer the problem below:
A codominant gene controls feather color among Krunggeltz, a hypothetical bird,
where green [GG] and violet [VV] are codominant to each other. The
heterozygous form [GV] shows green-violet striped feathers. With a Punnett
square, show a cross between a striped feathered bird and a violet feathered
bird.
To appreciate the importance of codominance pattern of inheritance in our life
the teacher may ask this question.
An animal raiser always experience loss in his farm. One of the possible reasons
why he suffers the loss is he is raising small breed of animals. Using your
knowledge of codominance pattern of inheritance, what suggestion can you give
to improve his livestock?
F. EVALUATE (How
well know the
students have
learned the
concepts)
Directions: Identify which of the following statements describes codominance
by writing RIGHT before each statement if it is true and WRONG if it is false.
A. In codominance, the phenotypic ratio is different from the genotypic ratio.
B. Codominance results in a third phenotype where both parental phenotypes
are expressed
C. A cross between heterozygous individuals will give rise to four [4] kind of
phenotypes.
D. A cross between homozygous parents of different phenotypes exhibits a new
phenotype where both traits are present.
E. A roan coat cow when crossed with a white coat cow will produce a red coat
cow.
G. EXTEND (Deepen
conceptual
understanding
through use in new
content)
Answer the following questions in your notebook.
1. Describe what happens to the characteristics of the offspring as compared to
that of the parents.
2. Can you identify which characteristics of the parents is dominant or recessive?
V. REMARKS

5. VI. REFLECTION
A.No. of learners who earned
80% in the evaluation
B.No. of learners who require
additional activities for
remediation
C.Did the lesson work? No. of
learners who have caught up w/
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?
Prepared by:
MENCHIE T. YABA
Master Teacher II