This document contains the weekly learning plan for Pamosaingan National High School. The plan outlines the objectives, topics, classroom and home-based activities for the week of May 30 - June 3, 2022. On Monday, the topic will be projectiles launched horizontally and problems related to this. On Tuesday, the focus is projectiles launched at an angle, solving related problems, and investigating the relationship between angle of release and height/range. On Wednesday, students will apply their understanding of projectile motion to propose ways to enhance sports.

1. Republic of the Philippines
Department of Education
CARAGA REGION
SCHOOLS DIVISION OF SIARGAO
PAMOSAINGAN NATIONAL HIGH SCHOOL
Weekly Learning Plan in Science
Week 1, Quarter 1, August 22 - 26, 2022
Quarter: 1st
Quarter
Week: 1
MELC/s: Explain how the respiratory and circulatory systems work together to transport nutrients,
gases, and other molecules to and from the different parts of the body (S9LT-lab-26)
PS: 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
Grade Level: Grade 9
Learning Area: Science
Day Objectives Topic/s Classroom – Based Activities Home – Based Activities
Monday  Identify the key organs in the
respiratory system.
 Describe the function of each organ in
the respiratory system.
Parts and Functions of
the Human Respiratory
System
 Begin with classroom routine:
a. prayer
b. reminder on the classroom
health and safety protocols
c. attendance checking
d. quick “kumustahan”
A. RECALL (Elicit)
 Let the learners recall their prior
knowledge about the basic parts of
the human respiratory system.
B. MOTIVATION (Engage)
 Answer Activity 2 “High
to HelLow” on pages 4 –
5.

2.  Ask the learners the following
question:
- Have you experienced travelling by
the sea/ocean with big waves and
strong winds even without typhoon?
- What do you think causes the big
waves and strong winds?
C. DISCUSSION OF CONCEPTS
(Explore)
 Define what a monsoon is.
 Differentiate Habagat from Amihan.
 Discuss the factors causing wind
movement.
 Discuss the differences of minor wind
systems – land breeze and sea
breeze.
 Ask the students to answer Activity 1”
So Breezy” on page 3 and 4.
D. DEVELOPING MASTERY (Explain)
 Call on some students to share their
answers on the guide questions of
Activity 1.
E. APPLICATION & GENERALIZATION
(Elaborate)
 Ask the students to share their
insights on the given scenario.
- If you are at the beach, which
direction can you expect the wind to
come from in the afternoon? Explain.

3. F. EVALUATION
 Ask the learners to compare and
contrast the following using a Venn
diagram:
- Habagat and Amihan
- Land breeze and sea breeze
Thursday  Trace the direction of an
Intertropical Convergence Zone
(ITCZ).
 Describe how these phenomena
affect the people.
 Begin with classroom routine:
a. Prayer
b. Reminder on the classroom health
and safety protocols
c. attendance checking
d. quick “kumustahan”
A. RECALL (Elicit)
 Let the learners differentiate land
breeze and sea breeze; Habagat and
Amihan.
B. MOTIVATION (Engage)
 Ask the learners the following
question.
 Process learners’ answer on the guide
questions of Activity 2 “High to
HelLow”.
C. DISCUSSION OF CONCEPTS
(Explore)
 Describe Intertropical Convergence
Zone (ITCZ).
 Ask the students to answer Activity 3
” Where to Meet?” on page 6.
 Ask the learners to create
a photo essay about the
effects of monsoons or
land breeze and sea
breeze, and ITCZ to our
lives.

4. D. DEVELOPING MASTERY (Explain)
 Call on some students to share their
answers on the guide questions of
Activity 3.
E. APPLICATION & GENERALIZATION
(Elaborate)
 Ask the students to answer the
question below:
- Rainfall clears the atmosphere
of dust particles. After a rain,
the clouds seem to disappear.
Are these two events related?
Explain.
F. EVALUATION
 Ask the learners to answer the
questions below.
- How do different weather
disturbances originate?
- Why do ITCZ may trigger rain
showers and flash floods?
Prepared by: Reviewed by: Noted:
RUBY ROSE R. MAGSOLING DOUGLAS E. INCIERTO DANTE S. DACERA
Subject Teacher Master Teacher I School Principal II

5. Republic of the Philippines
Department of Education
CARAGA REGION
SCHOOLS DIVISION OF SIARGAO
PAMOSAINGAN NATIONAL HIGH SCHOOL
Weekly Learning Plan in Science
Week 8, Quarter 4, May 30 – June 3, 2022
Quarter: 4th
Quarter
Week: 8
MELC/s: predict phenotypic expression of traits following simple patterns of inheritance (S8LT-Ivf-18)
PS: report on the importance of variation of plant and animal breeding
Grade Level: Grade 8
Learning Area: Science
Day Objectives Topic/s Classroom – Based Activities Home – Based Activities
Tuesday  Describe simple pattern of
inheritance.
 Predict phenotypic expression of
traits following simple patterns of
inheritance.
Predicting Phenotypic
Expression of Traits
 Begin with classroom routine:
a. Prayer
b. Reminder on the classroom health
and safety protocols
c. attendance checking
d. quick “kumustahan”
A. RECALL (Elicit)
 Call on some learners to cite the
differences between the phenotype
and genotype of a trait.
B. MOTIVATION (Engage)
 Show a videoclip about the
expression of traits to the students.
- What was the video all about?
- How are traits expressed?
 Answer problems 1 and 2
found in Activity 2 “Let’s
Do This” on pages 8 and
9, LAS Week 3B.

6. C. DISCUSSION OF CONCEPTS
(Explore)
 Describe the Mendelian pattern of
inheritance.
 Explain how monohybrid cross is
done.
 Discuss how to use the Punnett
Square in predicting the possible
offspring.
 Divide the learners into four (4)
groups. Ask each group to answer
the assigned problem to them.
1. For humans, brown eyes are
dominant (B) over blue eyes (b).
A heterozygous brown-eyed man
marries a heterozygous brown-
eyed female. What are the
possible genotypes and
phenotypes of the offspring?
2. Patty is homozygous dominant
for freckles (SS), while Charlie is
homozygous for no freckles (ss).
Draw a Punnett square predicting
the probability if their children
will have freckles.
3. Eddie has brown eyes, while Cybil
has blue. If brown eyes are known
to be dominant, and blue eyes
are recessive, use a Punnett
square to predict their offspring.
Assume Eddie doesn’t carry a
recessive allele.
4. Cystic fibrosis is a recessive
genetic disorder. Ron is
homozygous dominant (FF) and

7. Nancy is a carrier (Ff) of cystic
fibrosis. Use a Punnett square to
predict the probability that one
of their children will have cystic
fibrosis?
D. DEVELOPING MASTERY (Explain)
 Call on a group representative to
show their cross using the Punnett
Square on the board for the assigned
problem to them.
E. APPLICATION & GENERALIZATION
(Elaborate)
 Complete the concept map on
Activity 1 “Guess What!” on page 8 of
LAS, Week 3B.
F. EVALUATION
 Provide a monohybrid cross
worksheet to the learners for
independent practice.
Thursday  Predict phenotypic expressions of
traits following simple patterns of
inheritance; and
 Recognize the contribution of
genetics to different fields.
 Begin with classroom routine:
a. Prayer
b. Reminder on the classroom health
and safety protocols
c. attendance checking
d. quick “kumustahan”
A. RECALL (Elicit)
 Recall students’ understanding
about monohybrid cross by
asking questions.
 Answer problems 3 and
4 found in Activity 2
“Let’s Do This” on pages
9 and 10, LAS Week 3B.

8. B. MOTIVATION (Engage)
 Ask the learners the following
question:
 Is it possible to cross to traits?
Why or why not?
C. DISCUSSION OF CONCEPTS
(Explore)
 Discuss dihybrid cross using the
Punnett Square.
 Show samples of dihybrid cross.
 Divide the students into four (4)
groups. Assign a specific question
for each group based on the give
problem.
- In mice, the ability to run
normally is a dominant trait.
Mice with this trait are called
running mice (R). The recessive
trait causes mice to run in
circles only. Mice with this trait
are called waltzing mice (r).
Hair color is also inherited in
mice. Black hair (B) is
dominant over brown hair
(b).For each of the following
problems, determine the
parent genotypes, determine
possible gametes then
construct a Punnett square to
solve.
a. Cross a heterozygous
running, heterozygous

9. black mouse with a
homozygous running,
homozygous black mouse.
b. Cross a homozygous
running, homozygous
black mouse with a
heterozygous running,
brown mouse.
c. Cross a waltzing brown
mouse with a waltzing
brown mouse.
d. Cross a waltzing brown
mouse with a waltzing
brown mouse.
 Ask each group to identify the
following based on the result of
their cross.
- parental genotype
- possible gametes
- offspring phenotypic ratio
- offspring genotypic ration
D. DEVELOPING MASTERY (Explain)
 Call each group to present their
output to the class. Allow learners ask
questions to the outputs of each
group for clarifications.
E. APPLICATION & GENERALIZATION
(Elaborate)
 Answer Activity 3 “I am important,
because?” on page 11 of LAS, Week
3B.
F. EVALUATION

10.  Ask the learners to solve the given
problems below.
1. In garden peas, tallness (T) is
dominant to shortness (t) and
axillary flowers (A) are dominant
to terminal flowers (a). What are
the expected ratios for the
genotypes and phenotypes of the
offspring if a heterozygous tall,
heterozygous axillary plant is
crossed with a heterozygous tall,
terminal plant?
2. In horses, the coat color black is
dominant (B) over chestnut (b).
The trotting gait is dominant (T)
over the pacing gait (t). If a
homozygous black pacer is mated
to a homozygous chestnut,
heterozygous trotter, what will be
the ratios for genotype and
phenotype of the F1 generation?
Prepared by: Reviewed by: Noted:
RUBY ROSE R. MAGSOLING DOUGLAS E. INCIERTO DANTE S. DACERA
Subject Teacher Master Teacher I School Principal II

11. Republic of the Philippines
Department of Education
CARAGA REGION
SCHOOLS DIVISION OF SIARGAO
PAMOSAINGAN NATIONAL HIGH SCHOOL
Weekly Learning Plan in Science
Week 8, Quarter 4, May 30 – June 3, 2022
Quarter: 4th
Quarter
Week: 8
MELC/s: investigate the relationship between the angle of release and the height and range of projectile
(S9FE-IVa-35)
PS: propose ways to enhance sports related to projectile motion
Grade Level: Grade 9
Learning Area: Science
Day Objectives Topic/s Classroom – Based Activities Home – Based Activities
Monday  Describe projectiles launched
horizontally and solve a variety of
problems related to this projectile.
 Describe projectiles launched at an
angle and solve a variety of
problems related to this projectile.
Projectile Motion  Begin with classroom routine:
a. Prayer
b. Reminder on the classroom health
and safety protocols
c. attendance checking
d. quick “kumustahan”
A. RECALL (Elicit)
 Recall the components of a
projectile motion and the
principles of a projectile.
B. MOTIVATION (Engage)
 Let the learners identify which of
the following are examples of
projectile motion based on the
given pictures.
 Ask the learners to solve
the given problems on
Part A of Activity 1
“Horizontally Launched
Projectiles”, page 5 – 6 of
the LAS Q4 – Week 3.

12. C. DISCUSSION OF CONCEPTS
(Explore)
 Explain why a projectile
launched horizontally has no
initial vertical velocity.
 Discuss the kinematics for a
projectile launched horizontally.
 Present the formulas on how to
solve the horizontal and vertical
components of motion of a
projectile launched horizontally.
 Show some sample problems of
projectile motion using the
components of horizontal and
vertical motions.
 Group the learners into four.
Assign a problem for each group
to solve:
- A soccer ball is kicked
horizontally of a 22-meter-
high hill and lands 35 meters
from the edge of the hill.
Determine the total time
traveled and initial
horizontal velocity of the
soccer ball.
- A wooden box is thrown
from the top of a 10-meter-
high building with an initial
horizontal velocity of 5 m/s.
Determine the total time
traveled and the range from
the edge of the building to
the landing location of the
wooden box.

13. D. DEVELOPING MASTERY (Explain)
 Call on a group representative to
show their solution on the board
for the assigned problem to
them.
E. APPLICATION & GENERALIZATION
(Elaborate)
 Let learners ask questions about
the problems for clarifications.
 Show again the formulas for the
horizontal and vertical
components and provide further
explanations on how to use
them in problem – solving.
F. EVALUATION
 For independent practice, let the
learners answer the problem
below.
- A ball is kicked horizontally
at 8 m/s from a cliff of 80 m
high. How far from the base
of the cliff will the stone
strike the ground?
Wednesday  Investigate the relationships
between the projection angle, the
height, the range, and the time of
travel of a projectile.
 Apply the concept of projectile
motion in playing games or sports.
 Begin with classroom routine:
a. Prayer
b. Reminder on the classroom health
and safety protocols
c. attendance checking
d. quick “kumustahan”
A. RECALL (Elicit)
 Recall the horizontal and vertical
components of a projectile motion.
 Accomplish Part A of
Activity 2 “Projectiles
Launched at an Angle” on
pages 7 – 10.
 Answer Activity 3 “Let’s
Investigate!” on pages 10
– 11.

14. B. MOTIVATION (Engage)
 Let the learners identify which of the
following pictures of games/sports
are examples of projectile motion
launched at an angle.
C. DISCUSSION OF CONCEPTS
(Explore)
 Discuss what happens to a projectile
launched at an angle.
 Present the formulas on how to
solve the horizontal and vertical
components of motion of projectile
launched at an angle.
 Show some sample problems of
projectile motion launched at an
angle using the components of
horizontal and vertical motions.
 Group the learners into four. Assign
a certain question for each group to
solve based on the given problems
and answer the guide questions:
- A ball is kicked from the ground
with an initial velocity of 12 m/s at
an angle of 28° above the horizontal.
Determine the time of flight, the
horizontal distance, and the height
reached by the ball.
- A rock is launched with an initial
velocity of 60 m/s at a certain angle
above horizontal reaching a
horizontal distance of 200 meters.
Determine the launching angle and
time of flight.

15. D. DEVELOPING MASTERY (Explain)
 Call on a group representative to
show their solution on the board for
the assigned problem to them.
 Call on some learners to answer and
explain the guide questions.
E. APPLICATION & GENERALIZATION
(Elaborate)
 Let learners ask questions for
clarifications.
 Show again the formulas for the
horizontal and vertical components
and provide further explanations on
how to use them in problem –
solving.
F. EVALUATION
 For independent practice, let the
learners answer the problem below.
- A bullet is fired at an angle of 60º
with an initial velocity of 200
m/s. How long is the bullet in the
air? What is the maximum height
reached by the bullet?
Prepared by: Reviewed by: Noted:
RUBY ROSE R. MAGSOLING DOUGLAS E. INCIERTO DANTE S. DACERA
Subject Teacher Master Teacher I School Principal II