DLP-SCIENCE9.docx

Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: 1 Learning Area:
Science
Grade Level:
9
Quarter:
2ND
Duration:
45 min
Learning
Competency
/ies:
Explain how the Quantum Mechanical Model of the atom
describes the energies and positions of the electrons.
Key
Concepts/
Understandi
ng to be
Developed
The learners can identify energy levels, sublevels and atomic orbitals of an
atom.
1.Learning
Objectives Knowledge
Identify the energy levels, sublevels, and atomic orbitals
in an atom
Skills Infer that electrons can stay only in definite energy levels
Attitudes
Determine the maximum number of electrons that can
stay in an energy level
Values
Relate colors of light emitted by metals to the structure of
the atom
2.Content
Electrons and Energy Levels
3.Learning
Resources Q2_Sci.9_Mod.1_v1.0.pdf
4.Procedures
4.1
Introductory
Activity (2min.)
1. Teacher will show a picture and says, “Striking display of fireworks is
done all over the world during New Year’s Eve. Have you observed
the different colors of light emitted by these fireworks? Do you know
(S9MT-IIb-14)

what is responsible for this array of colors? Would you believe that
this is due to the arrangement of electrons within the atoms?”
4.2 Activity
(10 min.)
Refer to the illustration above to answer the
questions below.
1. Similar with the electron, what does the man require to climb up the
stairs?
2. When going up the stairs, is it possible to reach the top instantly?
(represent man as electron when explaining)
3. What happens to a person attempting to step on the next level with
insufficient energy? (represent man as electron when explaining)
4. Can electrons occupy any space between energy levels?
4.3 Analysis
(5min.)
Analyze the information given in the table 1 and answer Q1 and Q2.
Q1. What can you conclude about the elements and the color of flame
produced?
Q2. If sodium nitrate is change to another salt of sodium, ex. Sodium
chloride (table salt), do you think the color of the flame would be the same or
different? Why?

4.4 Abstraction
(18 min.)
- Each color of light has a specific wavelength. Among the visible light, red
light has the longest wavelength and has the lowest energy. Violet light has
the shortest wavelength and has the highest energy.
- These orbits are also known as “shells” or “energy levels” and are
assigned each a number: n=1, n=2, n=3, etc. or letters (K, L, M, N, O,
etc. ).
- If the electron received extra energy, it can jump into a higher energy
level, this is also called excited state. The electron in the excited state
can return to its original lower energy level or ground state by
releasing discreet amount of energy in the form of light.
4.5 Application
(10 min.) What I Can Do
Luksong tinik is one of our traditional games which originated in
Cabanatuan city. As the height of the barrier (tinik) increases, why do
players move away before jumping? Relate your answer to the energy of an
electron as its distance from the nucleus increases.
4.6
Assessment
(12 min.)
Illustrate the atomic model of the given elements.

4.7
Assignment (2
min)
Complete the table below.
4.8 Concluding
Activity (1 min)
Continuing the Application Activity.
Luksong tinik is one of our traditional games which originated in Cabanatuan
city. As the height of the barrier (tinik) increases, why do players move away
before jumping? Relate your answer to the energy of an electron as its
distance from the nucleus increases
5. REMARKS
6.
REFLECTIO
NS
Theoritical Perspective:

This lesson is important for students to understand that the
characteristics of matter are related to how electrons are distributed inside
the atoms
A. No.of learners
who earned
80% in the
evaluation.
B. No. of learners
who require
additional
activites 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
learning
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: Checked by:
VIANNEY B. CAMACHO MARISSA S. DIEPARINE, Ed.D
Science Teacher School Head

DLP
No.: 2
Learning Area:
Science
Grade Level:
9
Quarter:
2ND
Duration:
45 min
Learning
Competency/ies:
Explain how the Quantum Mechanical Model of the
atom describes the energies and positions of the
electrons.
Key Concepts/
Understanding to
be Developed
The learners can determine the pattern of filling the atomic orbitals
based on the given electron distribution of the first 10 elements.
1.Learning
in an atom
Attitudes
Values
the atom
2.Content
Electron Configuration
3.Learning
4.Procedures
4.1 Introductory
Activity (2min.)
Teacher will share a short insight about atoms.
1. Matter is composed of atoms. Atoms are made up subatomic
particles namely protons, neutrons, and electrons. The position
of electrons within the atoms plays a vital role in the way atoms
interact with one another to form compounds.
2. Tracking down the location of a given electron in an atom is
similar to tracking where a person lives. To find this person you
(S9MT-IIb-14)

need to know his complete home address: City, Barangay, and
house number. These corresponds to energy levels, sublevels,
and atomic orbitals in an atom
3. In order to track where all the electrons in an atom are, chemists
use notation called electron configuration. This electron
configuration is the most stable arrangement in which the
electrons have the lowest energy. An example of electron
configuration is 1s22s22p6 for neon atom.
4.2 Activity (10
min.)
Write the electron configuration of the elements and show the orbital
diagram using the Hund’s Rule and Pauli’s Principle.
4.3 Analysis (5min.) The electrons and the nucleus interact to make the most stable
arrangement possible. The way in which electrons are distributed in the
different orbitals around the nucleus is called the electron configuration.
Table 1: Distribution of electrons in the atomic orbitals of the first 10
elements.
Q1. Do you see any pattern in the electron configuration of the
elements?
Q2. What are these patterns?

4.4 Abstraction (18
min.)
Three rules are applied in deriving the electron configuration.
1. Aufbau’s Principle
2. Pauli’s Exclusion Principle
3. Hund’s rule of multiplicity
4.5 Application (10
min.)
Have you noticed the nutrient label in your favorite snack? What are the
elements present in it? List five (5) elements present in your snack and
make an element card which shows the element name, element
symbol, atomic number and electron configuration. Use short bond
paper and cut into four for your card.
4.6 Assessment (12
min.)
A. Multiple Choice: Select the letter of the best answer from among the
given choices.
1.Which statement is NOT correct for an atom with an electron
configuration of 1s22s22p63s23p5?
A. It has 17 electrons B. It has 3 main energy levels.
C. The 3p orbitals are completely field. D. The s orbitals are
completely filled
2.Which electron configuration below is correct?
A. 1s22s22p53s23p6 B. 1s22p63s23p3
C. 1s22s23s22p63p4 D. 1s22s22p63s23p4
3.Which is the correct configuration of P15 using the Hund’s Rule.
A. 1s2 2s2 2px 2 2py 2 2pz 2 3s2 3px 2 3py 1 3pz
B. 1s2 2s2 2px 2 2py 2 2pz 2 3s2 3px 1 3py 1 3pz 1
C. 1s2 2s2 2px 2 2py 2 2pz 2 3s2 3px 1 3py 1 3pz 4s1
D. 1s2 2s2 2px 2 2py 2 2pz 2 3s2 3px 1 3py 3pz 1 4s1
B. Write the electron configuration of Ca20 and show its orbital
diagram.

4.7 Assignment (2
min)
Shown here are the orbital configurations for the elements named. Each
configuration is incorrect in some way. Identify the error in each and write
the correct configuration.
4.8 Concluding
Activity (1 min)
THINK SHARE ACTIVITY
Teacher will ask this question to the class, “ What have you learned
about electron configuration?”
5. REMARKS
6. REFLECTIONS Theoritical Perspective
characteristics of matter are related to how electrons are distributed
inside the atom
A. No.of learners who
earned 80% in the
evaluation.
B. No. of learners who
require
additional activites
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
learning 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?
DLP
No.: 3
Learning Area:
Science
Grade Level:
9
Quarter:
2ND
Duration:
45 min
Learning
Competency/ies:
- Recognize different types of compounds (ionic and
covalent) based on their properties such as melting
point, hardness, polarity and electrical and thermal
conductivity
Key Concepts/
Understanding to
be Developed
- How atoms combine with other atoms by transferring or by
sharing electrons; and
- Forces that holds metals together
1.Learning
Explain the formation of ionic and covalent bonds
Skills
Recognize different types of compounds (ionic or
covalent) based on their properties such as melting point,
hardness, polarity and electrical and thermal conductivity
Attitudes
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Values
the atom
2.Content
IONIC AND COVALENT BOND
3.Learning
Resources
https://www.youtube.com/watch?v=Sk7W2VgbhOg
https://www.youtube.com/watch?v=DEdRcfyYnSQ
https://www.youtube.com/watch?v=LkAykOv1foc
4.Procedures
4.1 Introductory
Activity (2min.)
1. The teacher will ask the question, “What are valence
electrons?” then he/she will spin the wheel with names of students
to answer the question. Sharing ideas about valence electrons.
2. Teacher will say, Operationally define as electronegativity and
ionization energy.
3. Discuss Lewis structure.
4.2 Activity (10
min.)
1. Teacher will show how to write the Lewis Structure of an element.
Students will also practice writing the Lewis Structure.
2. students will answer the Activity # 1: What’s in the number?
Directions: Using the periodic table of elements, answer the given activity below.
 See attached periodic table of elements at the last page.
4. Then, students will also answer Activity # 2: Four Pics one Word
Directions: This game presents you with four pictures to let you guess what
specific word fits with the theme of the photos presented. Hope you enjoyed

the activity. For the next activity, your mission is to identify the properties of
metals and non-metals.
4.3 Analysis (5min.) Teacher will let students answer the activity for analytical concept about the lesson.
Tittle: Am I an Ionic or Covalent?
Directions: Classify the following properties as Ionic or Covalent compounds. Write
ionic or covalent on the space before each property.
__________1. Atoms share electrons to become stable.
__________2. High melting and boiling points
__________3. Conduct electricity when melted
__________4. Usually occurs between non-metals.
__________5. Poor electrical conductors in all phases
4.4 Abstraction (18
min.)
The teacher will discuss the ionic and covalent bond.
- Valence electrons are the electrons involved in forming bonds to form
compounds. It is important that you know the valence electrons so
that you can illustrate how bonds are formed. It is good that you have
found out that metals have low electronegativity and non-metals have

high electronegativity because this property plays an important role in
forming compounds.
- Electronegativity is a measure of the tendency of an atom to attract
electrons, the higher its value, the higher its tendency to attract
electrons. Chemical bonds are formed when valence electrons, the
electrons in the outermost electronic “shell” of an atom, interact.
- Chemical bonds are forces that hold atoms together to make
compounds or molecules. It is the connection between atoms in a
molecule. Atoms with the largest electronegativity differences (such
as metals bonding with nonmetals), the bonding interaction is called
ionic, and the valence electrons are typically represented as being
transferred from the metal atom to the nonmetal. Ex. Magnesium and
fluorine combine to form an ionic compound
- Covalent bonds are a class of chemical bonds where valence electrons
are shared between two atoms, typically two nonmetals. The
formation of a covalent bond allows the nonmetals to obey the octet
rule and thus become more stable. For example: fluorine and carbon
4.5 Application (10
min.)
The teacher will relate the lesson to a love story.
Tittle: Salt Love Story
Directions: Read and understand the story and answer the questions below.
Guide Questions:
1. Who are the characters in the story?
___________________________________________________________________
2. How many valence electrons does sodium and chlorine have?
___________________________________________________________________
3. What do you think is the type of bond that occurs among them?
___________________________________________________________________
4.6 Assessment (12
min.)
Directions: Choose the letter of the correct answer and place it on the corresponding
space before the number.
1. Which of the following properties of atoms is the most suitable reference for the
kind of bond that will take place between/ among them?
A. Atomic Size B. Electronegativity C. Electron Affinity D. Ionization Energy
2. When does covalent bonding takes place?

A. When atoms attain stability
B. When atoms collide with one another
C. When the attraction between atoms is strong
D. When atoms share electrons with one another
3. Which of the following types of bonds will have the highest electrical and thermal
conductivity?
A. Ionic bond B. nonpolar covalent bond C. Metallic bond D. Polar covalent bond
4. The kind of chemical bond that will form between two oxygen atoms.
A. Ionic bond B. nonpolar covalent bond C. Metallic bond D. Polar covalent bond
5. Nitrogen(N) belongs to family 5A and it is diatomic. How many nonpolar covalent
bonds will there be in N2 molecule?
A. 1 B. 3 C. 2 D. 4
4.7 Assignment (2
min)
ASSIGNMENT: Find me in your Home
Directions: List down at least 5 things you see inside your house that involves ionic
and covalent compounds.
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
4.8 Concluding
Activity (1 min)
Teacher will let the students continue the activity in application entitled
Salt Love Story.
5. REMARKS
inside the atom.
earned 80% in the
evaluation.
require
for remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.

continue to require
remediation.
E. Which of my
learning strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?

DLP
No.: 4
Learning Area:
Science
Grade Level:
9
Quarter:
2ND
Duration:
45 min
Learning
Competency/ies:
- Recognize different types of compounds (ionic and
covalent) based on their properties such as melting
point, hardness, polarity and electrical and thermal
conductivity
Key Concepts/
Understanding to
be Developed
- How atoms combine with other atoms by transferring or by sharing
electrons; and
- Forces that holds metals together
1.Learning
Explain the formation of ionic and covalent bonds
Skills
Recognize different types of compounds (ionic or covalent)
based on their properties such as melting point, hardness,
polarity and electrical and thermal conductivity
Attitudes
Determine the maximum number of electrons that can stay in
an energy level
Values
Relate colors of light emitted by metals to the structure of the
atom
2.Content
IONIC AND COVALENT BOND
3.Learning
Resources
https://www.youtube.com/watch?v=Sk7W2VgbhOg
https://www.youtube.com/watch?v=DEdRcfyYnSQ
https://www.youtube.com/watch?v=LkAykOv1foc
4.Procedures
4.1 Introductory
Activity (2min.)
Let the students answer the activity.
Activity # 3: Unlock Me!!!
Directions: Unlock your vocabulary using the words below.
S9MT-IIb-14

4.2 Activity (10
min.)
1. Teacher will say, How did you find the activity? For your next mission,
differentiate ionic from covalent bonds using the previous knowledge on their
properties.
2. Students will do the Activity: The Singing Bond (Band)! Let us try to loosen up
with the technicalities of chemical bonds. This song may not be within your genre
but it’s a very common song you’ve heard in your favorite radio stations, videoke
bar, or hummed by you mother. Join this music just for fun.
Chemical bonding Song
To the tune of Dancing Queen
First we'll start with ionic bonds, A metal and nonmetal are involved. The metal
gives over electrons, the nonmetal ... it receives. The atoms become IONS! Metals
might have 1,2 or 3 Electrons for the nonmetal to receive It all depends on what's
needed, to make the number 8 For the nonmetals' outer shell. AND IF IT HAPPENS
FOR THEM ... They both become IONS ...... CHARGED ATOMS..... They become IONS!
The metal's positive, the nonmetal's negative, they become IONS, oh yeah. The
metal's plus, the nonmetal minus, and opposites they do attract. So what you get,
when they come together, is an IONIC BOND. So what about those covalent bonds?
It's not about loss and gain of electrons. Valence electrons they are shared, to
complete the outer shells of the nonmetals set to bond. IT'S WHEN NONMETALS
JOIN ....to make covalent bonds With shared electrons ,,,, they're covalent bonds.
Not a transfer, instead they share valence electrons, oh yeah! Ionic bonds ... covalent
bonds..........................................both of them chemical bonds. How are they made?
What's the difference? Play the song again! Ionic bonds, covalent
bonds.........................................both chemical bonds!
Questions:
1. What composes a covalent bond? Hint: 5th stanza of the song
2. How did the valence electrons in a covalent compound achieve the octet? Hint: 4
th stanza of the song
3. How will you differentiate an ionic compound from covalent compound? Hint:
bonds, type: metal & non-metal.
4.3 Analysis (5min.) Teacher will let students answer the activity for analytical concept about the lesson.
Activity: Compare Me Not!!!
Directions: Compare and contrast ionic compound based on their properties such as
melting point, hardness, polarity and electrical and thermal conductivity. On the left

side of the circle write all about ionic, at the center their similarities and on the right
side write all about covalent.
Did you ever wonder how water is formed? What bonds does it work on?
4.4 Abstraction (18
min.)
The teacher will discuss the ionic and covalent bond.
Difference of Ionic and Covalent Bonds based on their properties.
4.5 Application (10
min.)
Let the students answer the activity.
ACTIVITY: We Bond through our Negativities!
Directions: Using the periodic table of elements, use the electronegativity to
complete the table below:

4.6 Assessment (12
min.)
Directions: Choose the letter of the correct answer and place it on the
corresponding space before the number.
1. A chemical bond formed when two atoms share electrons is called a(n)
A. covalent bond B. ionic bond C. crystal bond D. polyatomic bond
2. Which of the following compounds will have the highest melting temperature?
A. Lead wire B. Sodium chloride (salt) C. Paraffin wax D. Sucrose (table sugar)
3. Which of the following two statements about covalent bond are correct?
1. It can be formed between two metal atoms.
2. It can be formed between two non-metal ions.
3. It is formed by the transfer of electrons between atoms.
4. It is formed by sharing of electrons between atoms.
A. 1 and 3 B. 2 and 3 C. 1 and 4 D. 2 and 4
4. The salts NaCl and CaCl is __________________.
A. are good conductors of electricity B. Are positively charged
C. Held together by ionic bonds D. Both a and b
5. What bond holds the atoms of the elements in group 1 and 2 of the periodic
table?
A. non polar covalent bond B. metallic bond
C. polar Covalent bond D. ionic bond
4.7 Assignment (2
min)
ASSIGNMENT: Find me in your Home
Directions: List down at least 5 things you see inside your house that involves ionic
and covalent compounds.
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
4.8 Concluding
Activity (1 min)
Teacher will let the students continue the activity in application entitled Salt
Love Story.
5. REMARKS

This lesson is important for students to understand that the characteristics of
matter are related to how electrons are distributed inside the atom.
earned 80% in the
evaluation.
require
for remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
continue to require
remediation.
E. Which of my
learning strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?

DLP
No.: 5
Learning Area:
Science
Grade Level:
9
Quarter:
2ND
Duration:
45 min
Learning
Competency/ies:
Explain how ions are formed.
Key Concepts/
Understanding to
be Developed
Differentiate cations from anions based on their tendency to lose or gain
electrons.
1.Learning
Describe ions and how it is formed;
Skills
Differentiate cations from anions based on their tendency to lose or
gain electrons;
Attitudes
Show the formation of ions using Lewis Electron Dot Symbols
(LEDS);
Values
Write chemical formula of ionic compounds based on the charges of
ions
2.Content
IONS: HOW ARE THEY FORMED?
3.Learning
Resources
4.Procedures
4.1 Introductory
Activity (2min.)
(S9MT-IIe-f-16)

4.2 Activity (10
min.)
elements.
elements?

4.4 Abstraction (18
min.)
4.5 Application (10
min.)
4.6 Assessment (12
min.)
given choices.
completely filled
A. 1s22s22p53s23p6 B. 1s22p63s23p3
C. 1s22s23s22p63p4 D. 1s22s22p63s23p4
diagram.

4.7 Assignment (2
min)
4.8 Concluding
Activity (1 min)
5. REMARKS
inside the atom
earned 80% in the
evaluation.
require
for remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
continue to require
remediation.
E. Which of my
learning strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?

Date: Learning Area:
Science
Grade Level:
9
Quarter:
2ND
Duration:
45 min
Learning
Competency/ies:
Explain how the structure of the carbon atom affects the
type of bonds form.
Key Concepts/
Understanding to
be Developed
The learners can determine acidic and basic solutions change their color
using camote tops extracts.
1.Learning
Define acid, base and pH
Skills
Experiment some compound examples as acid or bases using
indicator.
Attitudes
Determine examples of acid and bases.
Values
Relate examples of compounds in every day life.
2.Content
ACID AND BASE
3.Learning
Resources
Q2_Sci.9_Mod.4_v1.0.pdf
Acids and Bases | DP Chemistry - IB Recap
www.youtube.com
4.Procedures
4.1 Introductory
Activity (2min.)
1. Teacher will give a short review about organic and inorganic
compound. Then, she will ask this question to the class “What do you
think of when I say "acid" or "base"? What compounds comes to your
mind?
(S9MT-IIg-h-17)

2. Identifying the object and pictures as acid or base.
Example: lemon – acid vinegar – acid
Soda – acid baking soda – base
Ammonia – base soap – base
Milk – acid coffee – acid
Blood – base bleach – base
4.2 Activity (10
min.) 1. Student will explore the pH of the following water, vinegar, sanitizers,
bleach, sugar, baking powder, calamansi juice and sprite using camote tops
extract. Observation.
2. Students will arrange the color and identify the acidity and bases of the
following compounds using Ph scale.
3. Writing of observation and analysis about the experiment.
4. Sharing of experience using analysis question.
4.3 Analysis (5min.) Analysis Question:
Why are acids and bases relevant to life?
Possible answer: Acids and bases are important in living things because most
enzymes can do their job only at a certain level of acidity. Cells secrete acids and
bases to maintain the proper pH for enzymes to work. Example every time you
digest food, acids and bases are at work in your digestive system.
4.4 Abstraction (18
min.)
* Acids – a solution with a pH lower than 7
* Bases – a solution with a pH higher than 7
* Pure water has a pH of 7
* Acids have higher concentration of hydronium ions than pure water, and a
pH lower than 7
* Bases have lower concentration of hydronium ions than pure water, and a
pH higher than 7
* The pH (power of hydrogen) scale runs from 1 to 14 and displays the range
of acids and bases from top to bottom.
* pH paper, litmus, or red and blue test strips, will tell you whether a solution is
an acid or base.
*Acid – base indicator are weak organic acids that change color depending on
the pH of the solution
4.5 Application (10
min.)
Teacher will share some application of acids and bases in every day life.
1. Toothpaste and pH – brushing of teeth everyday already experienced
base of the day. Toothpaste, which contains sodium fluoride, belongs

to the group of weak bases. The high pH of toothpaste helps kill any
bacteria that reside in the mouth at the time of brushing.
2. pH of Food Products
3. Cleaning Products
4.6 Assessment (12
min.)
QUIZ. MULTIPLE CHOICE
Direction: Read the question properly and encircle the letter of the best
answer.
1.A hydronium ion is:
a. Negatively charged c. Able to act as a base
b. Is created when water takes on a proton d. All of the above
2. In a solution where a reversible reaction is at equilibrium, both the forward
and reverse reactions:
a. Speed up b. Slow down c. Stop d. Continue at the same rate
3. In a container of pure water at equilibrium:
a. There are water molecules, hydronium ions, and hydroxide ions
b. There are only water molecules and hydronium ions
c. There are only water molecules
d. There are only hydroxide ions and hydronium ions
4. According to the Bronsted-Lowry definition, NH¬3 is:
a. A base, because, when it is mixed with water, an OH- ion is
created in the resulting solution
b. A base, because it accepts an H+ ion
c. An acid, because water donates an H+ ion
d. An acid, because it contains three hydrogen atoms
5. The equilibrium reaction: H3O+ <-> H2O <-> H+ + OH- is important
to acid-base chemistry because:
a. Acid base reactions are always equilibrium reactions
b. Acids and bases are only found in water
c. Water determines the pH of a solution
d. It shows how water can act as both an acid and a base
4.7 Assignment (2
min)
Give 10 example of acids and bases. Write your answer in Science notebook.
4.8 Concluding
Activity (1 min)
Teacher will ask this question to the class, “ How do you identify an acid or a
base?”
5. REMARKS
Acids and bases are important in living things because most enzymes can do
their job only at a certain level of acidity. Cells secrete acids and bases to
maintain the proper pH for enzymes to work. For example, every time you
digest food, acids and bases are at work in digestive system.
earned 80% in the
evaluation.

require additional
activites for remediation.
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.
continue to require
remediation.
E. Which of my learning
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
localized materials did I
use/discover which I wish
to share with other
teachers?
NAME: ______________________________ YR & SEC. ____________ DATE: ________
Acids, Bases, and pH Worksheet
Tittle
SUBSTANCE CAMOTE TOPS INDICATOR
COLOR
APPROXIMATE pH
WATER
VINEGAR
SANITIZER
BLEACH
SUGAR

BAKING POWDER
SPRITE

DLP
No.: 6
Learning Area:
Science
Grade Level:
9
Quarter:
2ND
Duration:
45 min
Learning
Competency/ies:
Explain how the Quantum Mechanical Model of the
atom describes the energies and positions of the
electrons.
Key Concepts/
Understanding to
be Developed
The learners can determine the pattern of filling the atomic orbitals
based on the given electron distribution of the first 10 elements.
1.Learning
in an atom
Attitudes
Values
the atom
2.Content
Electron Configuration
3.Learning
4.Procedures
4.1 Introductory
Activity (2min.)
(S9MT-IIb-14)

4.2 Activity (10
min.)
elements.
elements?
4.4 Abstraction (18
min.)
4.5 Application (10
min.)

4.6 Assessment (12
min.)
given choices.
completely filled
A. 1s22s22p53s23p6 B. 1s22p63s23p3
C. 1s22s23s22p63p4 D. 1s22s22p63s23p4
diagram.
4.7 Assignment (2
min)

4.8 Concluding
Activity (1 min)
5. REMARKS
inside the atom
earned 80% in the
evaluation.
require
for remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
continue to require
remediation.
E. Which of my
learning strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?

DLP No.: 1
DATE: AUG.29,2023
Learning Area: Science Grade Level: 9 Quarter:1st Duration: 45 min
Learning
Competency/ies:
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
Key Concepts/
Understanding to
be Developed
Shows the part of the respiratory and circulatory systems work together to
transport nutrients, gases and other molecules to and from the different parts of
the body
1.Learning
.Identify the parts of the respiratory system
Skills
Describe the main function of each part of the respiratory
system
Attitudes
Cite a situation on how to maintain a healthy & well- functioning
respiratory system
Values
2.Content
Parts of the Respiratory System
3.Learning
Resources
Science 9 Book (Exploring Life through Science pp.6-10, Science 9
Module 1,
4.Procedures
4.1 Introductory
Activity (2min.) ▪What body system is composed of group of organs in our body that enables us
to breath? (Respiratory System)
▪ What are the main organs of the respiratory system that looks like a sponge
located in the chest cavity? (Lungs)
▪What process is involved in the respiratory system when taking in oxygen and
releasing the waste carbon dioxide from the lungs? (Breathing)
4.3 Analysis (5min.)
1. What are the parts of the respiratory system?
2. How do these parts of the respiratory system work?
3. Why do you need to take care all the parts of the respiratory system?
4. When can you say that your respiratory system is in a good condition?
(S9LT – Ia-b-
26)

4.4 Abstraction (18
min.)
The teacher will discuss the following:
1. The function of respiratory system (Refer to the module in science 9-week 1
p.1)
2. The parts and functions of the respiratory system (Refer to the module in
science 9 week 1, p.10)
3. How to maintain a healthy and well-functioning part of the respiratory system
4.5 Application (10
min.)
Directions: Make a concept map on the parts of the respiratory system as
illustrated below. See to it that all parts of the respiratory system are complete.
composed of
4.6 Assessment (12
min.)
Let the students answer the questions correctly.
Test I—Completion Type
Directions: Complete each sentence with the correct word/s to come up the
correct answers.
1.The process of moving air in and out of the body is called____________.
2. An _____________ is a special part of body that has a specific form and
function.
3. The group of organs in our body that enables us to breath is called _______
system.
4. A____ is the passage connecting the throat & lungs
5.The tiny sacs in the lungs___
Test II-Multiple Choice Type
Directions: Choose the letter for the correct answer from the given choices.
1. Which of the following are the major organs of the respiratory system?
A. Eyes, Ears & Mouth B. Nose, Trachea & Heart
C. Trachea, Lungs & oxygen D. Nose, Trachea & Lungs
2. Where gas exchange happens?
A. alveoli B. heart C. mouth D. raveoli
3.Air moves into the lungs due to_____.
A. active transport B. decrease air pressure in the lungs
C. pressure of diaphragm on lungs D. throat muscles contracting
4.What surrounds the alveoli?
A. bronchioles B. capillaries C. carbon dioxide D. oxygen
5.To help gas exchange the surface of the lungs must NOT be______.
A. dry B. large C. thin D. wet
4.7 Assignment (2
min)
Bring the following localized materials for the use in the making of a lung model.
1) 3 pcs balloon -2 small-1 big
2) 1 empty bottle of 1.5 liter coke
3) 3 rubber band
4) 2 sturdy straw
Respiratory System

4.8 Concluding
Activity (1 min)
5. REMARKS
6. REFLECTIONS Respiratory system---is a system composed of group of organs in our body that
enables us to breath
Lungs --are respiratory organs situated inside the rib cage that transfer oxygen into the
blood and resume carbon dioxide from it.
VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D
Teacher I School Head

DLP No.: 2
DATE: AUG.30,2023
Learning Area: Science Grade Level: 9 Quarter:1st Duration:45 min
Learning
Competency/ies:
Key Concepts/
Understanding to
be Developed
Identify the parts and functions of the Human Respiratory System
1.Learning
Check the localized materials to be used in the construction of
the lungs model
Skills
Construct a model of the lungs (human chest cavity) using the
localized materials
Attitudes
Observe safety precautions in using hazardous equipment in
constructing a model of the lungs
Values
2.Content
Making Lungs Model
3.Learning
Resources Science 9 Learner’s Module by DepEd pp.6-7
4.Procedures
4.1 Introductory
Activity (2min.)
▪Tell the leader of the group to check the assigned materials for the activity.
Give 10 points for every member who brought the materials as their rewards.
This time the teacher will ask
the following questions:
▪What organs in the respiratory system are involved when oxygen is taking in
and taking out the carbon dioxide? (Lungs & Diaphragm)
▪ What are the main body parts used for breathing?
4.2 Activity (10
min.)
Activity # 2: Making Lung Model
Directions: Construct a Lung model using localized materials
What are Needed:
1 empty bottle of 1.5-liter coke, 3 pieces of balloons,
(1 big & 2 are small) 2 pieces of sturdy straws,1 pair
of scissors and 5 pieces of rubber bands
What to Do:
1.Using a pair of scissors, cut the bottom part of the 1.5-liter plastic bottle of
coke
2.Create 2 holes that are apart from each other in the cap of the plastic bottle.
Make sure that each hole is just big enough for a straw to fit through.
3. Stick the 2 straws through the holes of the bottle cap.
4. Place one balloon on the end of each straw and secure them with rubber
bands as shown the illustration below.
(S9LT – Ia-b-
26)

5.Stick the balloon ends of the straws through the bottle opening and screw the
lid on tightly.
6. Stretch out the larger balloon and place it over the open bottom of the plastic
bottle. Secure it with rubber band as tightly as possible.
Refer to the diagram of the finished lung model below.
A constructed model of the human chest cavity
7. Pull the larger balloon down that is away from the bottle in order to blow up
the two small balloons
8. Push the larger balloon towards the bottle in order to let the air out of the two
small balloons
9. Write down your observations.
4.3 Analysis (5min.) 1.Which part of the lung model represents the lungs?
2 Which part of the lung model represents the thin sheet of muscle?
3. What happens as you pull down the balloon at the bottom of the model.
4. What happens when you push-up the balloon?
5. Were you able to handle the equipment carefully? Why?
4.4 Abstraction (18
min.)
1. About lungs with their structures and functions
2. What helps the lungs become bigger and smaller?
3. How does the diaphragm help when we breath in and out?
4.5 Application (10
min.) Directions: Use the word bank on the box to solve the crossword puzzle below.
4.6 Assessment (12
min.)
Test I-Completion type
WORD BANK
lungs, larynx, pharynx, nasal
cavity, bronchi, trachea, rib,
diaphragm

Directions: Fill in the correct words to complete each sentence.
1. When the diaphragm contracts, the chest moves____. (2) This causes
the lungs become _____(3) and air comes in our lungs when we_____. (4)
When we exhale the diaphragm _____ (5) and it moves____ (6) towards the
_____. (7) This causes the lungs to become___ (8) and air is force _____ of
our lungs. When air is intake into the lungs it is called_____(9) while when air is
release from the lungs it is called______(10)
Test II- Multiple Choice Type
1. The main muscle that controls breathing by changing pressure in the chest
cavity when it contracts or relaxes
A. alveoli B. diaphragm C. mouth D. pharynx
2. How is carbon dioxide released from the body?
A. When we exhale B. When we inhale
C. When we sweat D. When we urinate
3. When a person exhales, which of the following is TRUE?
A. The thoracic pressure decreases
B. The diaphragm relaxes & moves up
C. The diaphragm contracts & moves up
D. The diaphragm contracts, moves up & thoracic pressure decreases
4. Which of the following body parts that work together to force air in and out of
the body?
A. Lungs& trachea B. Rib cage & nasal passage
C. Ribcage and diaphragm D. Diaphragm & nasal passage
4.7 Assignment (2
min)
Research the following questions:
1. How the lungs and diaphragm work together in the breathing process?
2. What happens to the diaphragm and the lungs when we breath in and out?
4.8 Concluding
Activity (1 min)
5. REMARKS
6. REFLECTIONS Lungs --are respiratory organs situated inside the rib cage that transfer oxygen
into the blood and resume carbon dioxide from it.
Diaphragm—is a special muscle that helps our lungs to move.

DLP No.: 3
DATE: AUG.31,2023
Learning
Competency/ies:
Key Concepts/
Understanding to
be Developed
Familiarize the parts of the breathing system.
1.Learning
Explain how the lungs & diaphragm work together using a
model
Skills
Describe the movement of the lungs with the other organ like
diaphragm muscle using a model
Attitudes
Values
Appreciate the importance of the lungs in the respiratory
system
2.Content
How the Lungs Work
3.Learning
Resources Science 9 Learner’s Module by DepEd pp.6-7
4.Procedures
4.1 Introductory
Activity (2min.)
▪ What have you done to make your lung model successfully made?
▪ Did all your members of the group, work collaboratively? How did you know?
Did they help each other?
▪ What if, some members of the group did not cooperate in performing the
group activity, what would you do as a leader?
In relation to the present topic, the teacher will ask this question:
▪ Why do physical education teachers instruct their students to do exercising by
breathing before their execution?
(S9LT – Ia-b-
26)

4.2 Activity (10
min.)
Activity #3 The Breathing
Process
Directions: Make a graphic organizer for a breathing process to show &
explain how the lungs & diaphragm work together. Use the text written below.
The Working Diaphragm & the Lungs during the Breathing
Process
Breathing involves two processes the inhalation and exhalation. Inhalation is
the breath in of an air while exhalation is the breath out of an air. In the
inhalation process the diaphragm contract & flattens, the volume in the
thoracic cavity increased, the lungs expand, air pressure in the lungs
decreased, and the difference in air pressure causes air to rush into the lungs.
The exhalation processes the diaphragm expands & relaxes, volume in the
thoracic cavity decreased, the lungs compress, air pressure in the lungs
increased and air rush out of the lungs.
4.3 Analysis (5min.) 1.What are the two processes involved in breathing?
2. What kinds of gas are exchanged during breathing?
3. What is the function of a diaphragm to our body?
What about the lungs?
4. What are the structures and functions of the lungs?
5. How does air move in and out of the body?
6. Why do lungs important to our body?
4.4 Abstraction (18
min.) The teacher will discuss the following:
1. The structures and functions of the lungs and diaphragm
2. How the lungs and diaphragm work together during the breathing process
3. The important of the lungs in the respiratory system
4.5 Application (10
min.) Directions: Describe the movement of the lungs with the diaphragm during the
breathing process using a model below and write your answers on the box
provided.

There are two stages in the act of breathing, the inhalation & exhalation.
During inhalation the muscles contract, the contraction of diaphragm muscle
causes the diaphragm to flatten, thus enlarging the chest cavity. The chest
cavity expands thus reducing air pressure causing air to passively drawn into
the lungs. Air presses from the higher pressure outside the lungs to the low
pressure inside the lungs. During exhalation, the muscles relax and no longer
contracting then the diaphragm curves 7 rises, the ribs & chest volume
decreases.
4.6 Assessment (12
min.)
Test I-Completion type
Directions: Fill in the correct words to complete each sentence.
1. When the diaphragm contracts, the chest moves____. (2) This causes
the lungs become _____(3) and air comes in our lungs when we_____. (4)
When we exhale the diaphragm _____ (5) and it moves____ (6) towards the
_____. (7) This causes the lungs to become___ (8) and air is force _____ of
our lungs. When air is intake into the lungs it is called_____(9) while when air is
release from the lungs it is called______(10)
Test II- Multiple Choice Type
1. The main muscle that controls breathing by changing pressure in the chest
cavity when it contracts or relaxes
A. alveoli B. diaphragm C. mouth D. pharynx
2. How is carbon dioxide released from the body?
A. When we exhale B. When we inhale
C. When we sweat D. When we urinate
3. When a person exhales, which of the following is TRUE?
A. The thoracic pressure decreases
B. The diaphragm relaxes & moves up
C. The diaphragm contracts & moves up
D. The diaphragm contracts, moves up & thoracic pressure decreases
4. Which of the following body parts that work together to force air in and out of
the body?
A. Lungs& trachea B. Rib cage & nasal passage
C. Ribcage and diaphragm D. Diaphragm & nasal passage
4.7 Assignment (2
min)

Answer the questions correctly & logically.
1. What are the causes & effects of the damaged lungs?
2. Why do lungs need to maintain in a healthy condition?
4.8 Concluding
Activity (1 min)
5. REMARKS
6. REFLECTIONS There are two stages in the act of breathing, the inhalation & exhalation.
During inhalation the muscles contract, the contraction of diaphragm muscle
causes the diaphragm to flatten, thus enlarging the chest cavity. The chest
cavity expands thus reducing air pressure causing air to passively drawn into
the lungs. Air presses from the higher pressure outside the lungs to the low
pressure inside the lungs. During exhalation, the muscles relax and no longer
contracting then the diaphragm curves 7 rises, the ribs & chest volume
decreases.

DLP No.: 4
DATE: SEPT.1,2023
Learning
Competency/ies:
Key Concepts/
Understanding to
be Developed
Identify the causes & effects of the damaged lungs.
1.Learning
Identify the causes of the damaged lungs
Skills
List down the effects of the damaged lungs to our body
Attitudes/
Values
Suggest ways on how to keep the lungs healthy
2.Content
The Causes & Effects of the Damaged Lungs
3.Learning
Resources https://www.webmd.com/lung/lung-diseases-overview
4.Procedures
4.1 Introductory
Activity (2min.)
Have you ever tried to observe a certain person whose condition is not good?
What would you do if you were not feeling well?
4.2 Activity (10
min.)
Activity #4 The Causes & Effects of the Damaged Lungs
Directions: Using the text below write five (5) causes and five (5) effects of the
damaged lungs
Present your answers in a tabulated form.
The Causes & Effects of Lung Damaged
1. Molds—produced spores into the air caused chronic obstruction pulmonary disease
2. Airbags—contain sodium azide to help push forward to protect you during car crash
and it can trigger the inflammation of the lungs
3. Radon—is a radioactive particle & natural uranium that gets into building through
cracks in floors & walls around plumbing & electrical wires and it can lead damaged to
lungs
4. Fireworks—the color is created by different bits of metal that explode a fine powder
into the air and can cause asthma
5. Gas appliances—contain chemical called nitrous oxide that can inflame the lungs.
Causes of the Damaged Lungs Effects of the Damaged Lungs
(S9LT – Ia-b-
26)

1.
2.
3.
4.
4.3 Analysis (5min.) 1.Based from your answers on the activity, how will you keep your lungs
healthy?
2. If you have breathing trouble, what would you do?
3. Why do we need to have a regular check up by a doctor?
4. Do you believe that early diagnosis of the condition can help to prevent from
becoming severe? Why?
4.4 Abstraction (18
min.) The teacher will discuss the following:
1.The Causes & Effects of the damaged Lungs
2. Ways on how to keep the lungs healthy
3. Tips on how you keep your body from illnesses
4.5 Application (10
min.)
Directions: Suggest ways on how to keep the lungs healthy by listing down your
answer on the box illustrated on the picture below.
4.6 Assessment (12
min.)
Let the students answer the following questions:
Test I Multiple Choice
Directions: Choose the letter for the correct answer.
1. Breathing exercise can give the lungs_____
A. boost B. ruin C. dry D. wet
2. To keep your lungs healthy you should ______
A. take high salty foods B. take fatty foods C. sit down always D. eat
healthy diet
3. What type of disease is also called a chronic disease
A. asthma B. bronchitis C. pneumonia D. influenza
4. Which types of diseases can lead to pneumonia?
A. infection B. influenza C. bronchitis D. allergies
5. What device can tell how much air we inhale & exhale?
A. CT scan B. MRI C. Stethoscope D. Spirometer

Test II-True or False
Directions: Write True if the statement is correct and False if the statement is
not correct
1.A disease that damages the bronchial tube & alveoli of the lungs called lung
cancer____
2. Persistent coughing to clear excess mucus may result to tuberculosis_____
3. Cigarette smoking damages alveoli whose main function is to push out the
excess mucus _______
4. Tuberculosis cannot be cured_____
5. Diarrhea & sore throat are some of the diseases caused by cigarette
smoking _____
4.7 Assignment (2
min)
Tell the students to study their notes for the preparation of the weekly test.
4.8 Concluding
Activity (1 min)
5. REMARKS
6. REFLECTIONS To keep your lungs healthy, you should: :
1. Avoid pollutants that can damage your airways like:
● Second hand smokers
● Away from chemicals like radioactive gas that can cause cancer
●Do not expose to fumes, dust and other type of pollutants
2.Do not smoke
3. Eat healthy diet with lost of fruits and vegetables
4.Exercise regularly to keep your lungs healthy
5. Frequent washing your hands always to prevent infections

DLP No.: 5
DATE: SEPT.4,2023
Learning
Competency/ies:
Key Concepts/
Understanding to
be Developed
The respiratory and circulatory systems work together to transport
nutrients, gases and other molecules to and from the different parts of
the body
1.Learning
Evaluate the students’ understanding through a weekly test
Skills Follow the given instructions of each type of test
Attitudes/
Values
Answer the test honestly & religiously
2.Content
Weekly Test
3.Learning
Resources Science 9 Module 1Week 1
4.Procedures
4.1 Introductory
Activity (2min.)
Give a sort of review taken from the previous lessons
▪ Give 5 minutes to scan their notes before the test starts
▪Let them prepare a sheet of paper for the answer sheets
▪Remind them to observe silence and exhibit the value of honesty while taking the test
4.2 Activity (10
min.) ▪ Orient them on the different instructions of the test
▪ Distribution of the test papers to the students
▪Give them enough time to finish per test item
▪ Ask them to review their answers before submitting their test papers
▪ Checking of the correct answers
▪ Recording of the scores
4.3 Analysis (5min.) ▪ After checking the test papers, ask the students the following questions:
1. Which test item/s is/are difficult for you to answer?
2. Which of the test item/s is/are easy for you to answer?
3. What would you do, to get easily capture the correct answers?
(S9LT – Ia-b-
26)

4.4 Abstraction (18
min.)
The teacher will give inputs to students on how to comprehend and get easily the correct
answers like:
▪Give 10 minutes study habit before going to bed
▪ Include your study habit in your daily routine
▪Always practice the method of studying
4.5 Application (10
min.)
Test Proper
▪ Tell the students not to make any unnecessary noise if the test is started.
▪Checking of the correct answers in the test papers
▪ Recording of the scores
4.6 Assessment (12
min.)
▪The teacher must examine the test results using the test analysis and determine the
degree to which each student has mastered the lesson. If 75 % of the students had
answered correctly then the teacher shall continue to the next module, however if more
than 30% fails then the teacher makes an intervention before to continue to the next
module.
4.7 Assignment (2
min)
The teacher will give assignments to the students in preparation for the next lesson
4.8 Concluding
Activity (1 min)
Give some tips on how to recall the concepts from the previous lessons
5. REMARKS
6. REFLECTIONS

DLP No.: 6
DATE: SEPT.5,2023
Learning
Competency/ies:
How one’s lifestyle can affect the functioning of
respiratory and circulatory systems
Key Concepts/
Understanding to
be Developed
Llifestyle can affect the functioning of respiratory and circulatory systems
1.Learning
Identify the diseases or disorders in the respiratory systems
resulted from the various lifestyles
Skills
Describe each type of disorder or disease of the respiratory
systems
Attitudes/
Values
Suggest ways on how these diseases in the respiratory system
can be prevented
2.Content
Respiratory Diseases Resulting of the Different Lifestyles
3.Learning
Resources Exploring Life through Science Grade 9 pp. 41-45
4.Procedures
4.1 Introductory
Activity (2min.)
▪ What diseases are very common by most people right now? (Heart diseases,
lung diseases, etc.)
▪ Why do people suffer from these diseases? (because of their lifestyles)
4.2 Activity (10
min.)
The Different Diseases of the Respiratory System Resulting to Various Lifestyles
Directions: Make a diagram as shown below and write the respiratory diseases and its
descriptions caused by lifestyles. Follow the diagram below.
Code: S9LT-Ic-27
▪Pneumonia
▪COPD
▪Tuberculosis
Fibrosis
▪Lung cancer
▪Asthma
▪Bronchitis
▪Emphysema

▪What are the respiratory diseases resulted to various lifestyles?
▪What respiratory structures are affected by various lifestyles?
▪How important is the respiratory system in maintaining life?
4.4 Abstraction (18
min.)
1. The respiratory diseases resulting on the various lifestyles
2. The descriptions of each respiratory disease caused by various
lifestyles
3. The preventive ways on how the respiratory diseases can be treated
4.5 Application (10
min.)
Directions: Write the different types of diseases in the respiratory system.
4.6 Assessment (12
min.)
Let the students answer correctly on the given items.
Test I-Multiple Choice:
Directions: Choose the letter for the correct answer from the given choices.
1. What obstructive lung disease involved damaged to the alveoli caused by
exposure to toxic chemicals or cigarette smoke?
A. Asthma B. Emphysema C. Sleep Apnea D. Congestive Heart Failure
2. Which two diseases could result in COPD?
A. Asthma & Chronic B. Congestive Heart Failure
C. Emphysema D. Emphysema & Chronic Bronchitis
3. Which of the following is a cause of Congestive Heart Failure?
A. Emphysema B. Hypertension C. Smoking D. Coronary Artery Disease

4.Which respiratory diseases is characterized as inflammation of the bronchi &
bronchial tubes, due to infections, smoking & pollutants?
A. Asthma B. Emphysema C. Chronic Bronchitis D. COPD
5. Which of the following would be a possible treatment for Asthma?
A. Oxygen therapy B. PAD device C. Nebulizer D. Oximetry
4.7 Assignment (2
min)
Research on how does a respiratory problem can be avoided or prevented.
4.8 Concluding
Activity (1 min)
Lifestyles are modifiable habits and ways of life that can greatly influence or
affect the overall health and well-being.
Respiratory diseases caused by lifestyle choices are the following:
1. Asthma
2. Chronic Obstructive Pulmonary Disease (COPD)
3. Emphysema
4. Lung cancer
5. Pneumonia
6. Chronic bronchitis
5. REMARKS
6. REFLECTIONS

DLP No.: 7
DATE: SEPT.6,2023
Learning
Competency/ies:
Key Concepts/
Understanding to
be Developed
1.Learning
Identify the diseases or disorders in the circulatory systems
resulted from the various lifestyles
Skills
Describe each type of disorder or disease of the circulatory
systems
Attitudes/
Values
Suggest ways on how these diseases in the circulatory system
can be prevented
2.Content
Circulatory Diseases Resulting of the Different Lifestyles
3.Learning
Resources Exploring Life through Science Grade 9 pp. 41-45
4.Procedures
4.1 Introductory
Activity (2min.)
▪Why do some people suffer from Circulatory diseases?
▪What would you do to avoid this kind of disease?
4.2 Activity (10
min.)
The Different Diseases of the Circulatory System Resulting to Various Lifestyles
Directions: Make a diagram as shown below and write the circulatory diseases and its descriptions
caused by lifestyles. Follow the diagram below.
Code: S9LT-Ic-
27
▪Atherosclerosis
▪ Coronary
Heart
disease
▪Hypertensive heart disease,
▪Rheumatic heart disease

What are the circulatory diseases resulted to various lifestyles?
▪What circulatory structures are affected by various lifestyles?
▪ How important is the circulatory system in maintaining life?
4.4 Abstraction (18
min.)
1. The circulatory diseases resulting on the various lifestyles
2. The descriptions of each circulatory disease caused by various lifestyles
3. The preventive ways on how circulatory diseases can be treated
4.5 Application (10
min.)
Directions: Identify the type of disease in the circulatory system due to
lifestyles which is susceptible for the given organs indicated.
4.6 Assessment (12
min.)
Let the students answer correctly of what is asking.
Test I Completion Type:
Directions: Fill in the missing words in the sentences using the words from the
box. You can use each word more than once.
THE CIRCULATORY SYSTEM
The circulatory______ carries _____around your body in tubes called____
vessels. Your blood takes oxygen_____ to all the cells in your body. There
three types of blood vessels and carried away from the____ are also large and
carry blood towards the heart.
Test II-Multiple Choice:
Directions: Read each item and write the letter of the correct answers.
1. Which behavior increases your risk of heart disease?
A. Smoking B. Eating unhealthy diet
C. Not getting enough exercise D. All of these
2. What health condition increase your risk for heart disease?
A. Diabetes B. High blood pressure
C. High cholesterol D. All of these
3. What is the most common symptom of a heart attack?
A. Chest pain/ pressure B. Upper body pain
C. Shortness of breath D. All of these
4. What causes a heart attack?
A. A heart valves stops working properly B. No enough blood reaches the heart

C. A pulmonary embolism D. None of these
4.7 Assignment (2
min)
Research on how does a circulatory problem can be avoided.
4.8 Concluding
Activity (1 min)
5. REMARKS
6. REFLECTIONS Circulatory diseases caused by lifestyles choices are the following
1.Atherosclerosis
2. Stroke
3. coronary heart disease
4. Hypertensive Heart Disease
5. Rheumatic Heart Disease

DLP No.: 8
DATE: SEPT.7,2023
Learning
Competency/ies:
Key Concepts/
Understanding to
be Developed
Lifestyle can affect the functioning of respiratory and circulatory systems
1.Learning
Identify the causes and effects of the different lifestyles
Skills
Discuss the causes and effects of the different lifestyles
Attitudes/
Values
Cite the benefits of a good lifestyle
2.Content
The Causes and Effects of the Various Lifestyles
3.Learning
Resources https://phdessay.com/unhealthy-lifestyle/
4.Procedures
4.1 Introductory
Activity (2min.)
Why do some people suffer from various diseases?
▪ What do you think are the causes of these diseases?
▪What do you think will happen to your body if you have unhealthy choice?
4.2 Activity (10
min.)
Directions: Make a graphic organizer as shown below to write the causes and
effects of various lifestyles. Write the causes on the circle and the effects on the
rectangle
Code: S9LT-Ic-
27

4.3 Analysis (5min.) What are causes and effects of lifestyles diseases?
▪ What contributes of unhealthy lifestyle?
▪ What might happen if a person goes on with negative lifestyle?
▪How can these unhealthy lifestyles be prevented /to promote wellness?
4.4 Abstraction (18
min.)
1. The Causes and Effects of various Lifestyles
2. The descriptions of Causes and effects of various Lifestyles
3. The Benefits of a Good Lifestyle
4.5 Application (10
min.)
Directions: Make a fishbone diagram for the causes and effects of unhealthy
lifestyles. Write the causes in the box while the effects in the lines Label the
head for the Causes & Effects of Unhealthy Lifestyles
4.6 Assessment (12
min.)
Directions: Choose the letter of the correct answer from the given choices.
1. Which of the respiratory diseases causes swelling 7 soreness of the airway’s
walls?
A. Asthma B. Lung cancer C. Pneumonia D. Cystic fibrosis
2. A disease which a common cause of smoking----
A. COPD B. Emphysema C. Pneumonia D. Asthma
3. Where do arteries carry blood? To the___
A. heart B. lungs C. away from lungs D. at the center of the lungs
4. What is your heart made of?
A. muscle B. tissue C. skin D. bones
5. What is composed of the circulatory system?

A. heart, blood, blood vessels B. heart, brain and lungs
C. lungs, blood, blood vessels D. brain, heart, blood vessels
Test II- TRUE or FALSE:
Write TRUE if the statement is correct if not write FALSE on the space
provided for.
___1. Life stops when circulation stops
___2. COPD is the chronic obstructive pulmonary disease
___3. Blood circulates through the body only a few times a day
___4. Respiration is the transport of materials in living things
____5. The heart is the most active muscle in our body
4.7 Assignment (2
min)
▪ Cut out the different pictures/examples of unhealthy lifestyles from old
magazines or newspapers and create a collage out of the cut outs in
your assignment notebook.
4.8 Concluding
Activity (1 min)
5. REMARKS
6. REFLECTIONS These are different causes of lifestyle’s choice
1. Unhealthy diet
2. Smoking
3. Alcohol consuming
4. Drug abuse
5. Stress
The Effects
1.malnutrition
2. Increased risk of lung cancer
3. Increased of heart diseases
4. Unwanted weight/gain obesity

DLP No.: 9
DATE: SEPT.8, 2023
Learning
Competency/ies:
How one’s lifestyle can affect the functioning of respir -
atory and circulatory systems
Key Concepts/
Understanding to
be Developed
1.Learning
Identify a lifestyle that can affect the normal functioning of the
Skills
Explain how each lifestyle affect the respiratory and
circulatory systems
Attitudes/
Values
Cite preventive measures of the different lifestyle practices
2.Content
The Different Lifestyles
3.Learning
Resources
Science 9 Module 1 week 2 pp.11-15
4.Procedures
4.1 Introductory
Activity (2min.)
▪What is your lifestyle choice?
▪How is your lifestyle choice right now?
▪What is the best thing for you to do so that you can maintain and sustain
a good physical and mental health?
4.2 Activity (10
min.)
Directions: Write the different lifestyles that can affect the functioning of the
respiratory & circulatory systems. Discuss each lifestyle.
Code: S9LT-Ic-
27

4.3 Analysis (5min.) How can one’s lifestyle affect the functioning of the respiratory & circulatory
systems?
▪How can these negative lifestyles be changed?
▪What might happen if a person goes on with the negative lifestyle?
4.4 Abstraction (18
min.)
1. The lifestyles that affect the functioning of the respiratory & circulatory
systems
2. Discuss on how each lifestyle affect the respiratory & circulatory systems
3. The preventive measures of the lifestyle practices
4.5 Application (10
min.)
Directions: Make a ladder diagram and write the preventive measures
and healthy lifestyle practices.
4.6 Assessment (12
min.)
Directions: Choose the letter of the correct answer from the given choices.
1. How you can have a healthy body image? It can be changed _____.
A. with your mood B. your environment
C. your experiences D. all of these
2. Which one of these describes healthy ways to cope with stress?
A. Exercise B. Get enough rest C. Learn to relax D. All of these
3. It is a lifestyle with no or irregular physical activity.
A. Good & healthy habit B. Alcohol consumption
C. Sedentary lifestyle D. Cigarette smoking
4. After exercising, give yourself a time to rest so that the body can ___ and __
A. Grow & repair B. Repair & recover

C. Allow the heart fast beating D. All of these
5.What do human beings need from their environment to live a healthy life?
A. Eat fatty foods & junk foods
B. Drink clean water & breath clean air
C. Take cold water & eat mineral foods
D. Breath in polluted air & drink river water
Test II- Completion type
1. Diseases or disorders happen due to_____ (lifestyle, activity) that can affect
the respiratory system
2. More commonly called___ (stroke, hypertension) known as high blood
pressure
3. It is a condition where the blood un broken blood vessel clots easily and
called___ (thrombosis, atherosclerosis)
4.7 Assignment (2
min)
Make a poster on how to take care of the respiratory and circulatory systems.
Use long bond paper and landscape for the layout.
4.8 Concluding
Activity (1 min)
5. REMARKS
6. REFLECTIONS The best way to prevent diseases in the respiratory and circulatory systems is
to have a healthy lifestyle which includes balance diet, regular exercise,
adequate rest, proper hygiene and avoiding vices like smoking and alcohol
drinking.Respiratory and circulatory disease can easily be detected with regular
health check-up and physical screening.

DLP No.: 10
DATE: SEPT.11,2023
Learning
Competency/ies:
Explain the different patterns of Non-Mendelian
inheritance
Key Concepts/
Understanding to
be Developed
The different patterns of Non-Mendelian inheritance
1.Learning
Define the important terms useful in understanding the Non-
Mendelian Principles of Heredity.
Skills List the Non-Mendelian Patterns of Inheritance.
Attitudes/
Values
Recognize the difference of Non-Mendelian from
Mendelian Principles
2.Content
Introduction to Non-Mendelian Patterns of Inheritance
3.Learning
Resources
SLM Science 9, Module 3
BSE, Compiled Lesson Plans (Biology), Unit VI: Genetics, pp. 20-36
4.Procedures
4.1 Introductory
Activity (2min.)
Activity 1: Let the learners answer the short activity.
Directions: Arrange first the jumbled letters in each box to form a word or term.
Possible Answers:
1. Energy
2. Iris
3. Nucleus
4. Egg
5. Recessive
6. Inherit
7. Hybrid
8. Allele
9. Nitrogen
10. Trait
11. chromosome
II. Use the words or terms in part 1 to answer the following questions. Find the
term that bears the initial given.
1.What I is found in your eyes that gives your eye color?
2.What N in your body body cells where DNA are found?
3.What H which refers to the offspring resulting from a cross of purebreds?
4.What E is the female reproductive cell?
(S9LT-Id-29)

5.What R that describes the trait that does not appear in offspring?
6.What I which means to receive a trait or gene from a parent?
7.What T which means a feature or adaptation of an organism?
8.What A is a variant form of a given gene?
9.What N is a component of proteins?
10.What C are structures in the cell nucleus along which the genes are
located?
11.What E is needed to cause changes?
4.2 Activity (10
min.)
Activity 1: Tell whether each statement below expresses Mendelian or Non-
Mendelian principles of heredity.
1. Neither gene is totally dominant over the other. - Non-Mendelian
2. Inheritance traits are controlled by genes. - Mendelian
3. One trait is dominant over another. - Mendelian
4. One allele is not dominant over the other - Non-Mendelian
5. Members of gene pairs (alleles) segregate and are inherited independently of
other pairs of genes. - Mendelian
6. A gene that exists in three or more allelic forms are called multiple alleles.
- Non-Mendelian
4.3 Analysis (5min.) Analysis:
1. How did you find the activity?
2. What are the statements mentioned in the activity that express the
Mendelian principles? Non-Mendelian principles?
3. Based on your understanding, how do you explain the difference
between Mendelian and non-Mendelian principles of heredity?
4.4 Abstraction (18
min.)
The teacher shall discuss the following:
1.Terms and definitions of some important genetic terms that will be repeatedly
mentioned while learning the Non-Mendelian Patterns of Inheritance;
2. History of Non-Mendelian Principles;
3. Non-Mendelian Patterns of Heredity (definitions only)
4. Punnet square and test-cross
4.5 Application (10
min.)
Let the learners solve 1 problem involving the Mendelian principle and 1 for the
non-Mendelian principle. They can illustrate their answer through test cross or
Punnet square.
1.A pea plant is homozygous for round seed and the other pea plant is
heterozygous for this trait (Rr) . What percent of the offspring will be
heterozygous?
Answer: 50% heterozygous
2.A red-flowered rose was crossed with a white-flowered rose. This cross
resulted to a pink-flowered rose. Illustrate this expression of pink flower.
Answer: 100% pink (RW)
3.Which problem is Non-Mendelian? Mendelian? Why?

Answer:
Problem 2 is non-Mendelian, incomplete dominance.
Problem 1 is Mendelian.
4.6 Assessment (12
min.)
Let the learners answer Exercise 1:
Part A. Word Hunt
Directions: Search in the jar the word or phrase being described or defined by
each sentence below.
1.It is a unit of inheritance.
2. It refers to the appearance or external expressions of the trait.
3. It refers to the internal genetic constitution.
4. It refers to the individual with one kind of factor as TT or tt.
5. It refers to individual with two kinds of factors as in Tt.
6.It refers to the sex cells, the egg and sperm cells.
7. It is a chart used to determine possible combinations of genes among
offspring, given the genotypes of their parents.
8. It describes traits that are not expressed in an organism.
9. It refers to the prevailing traits or the expressed traits of an organism.
10. A trait with multiple alleles.
Part B:
1. State/define the following:
A. Incomplete Dominance
B. Co-dominance
C. Multiple Alleles
D. Punnet Square
4.7 Assignment (2
min)
Research work:
1. Make a list of traits that follow the incomplete dominance pattern of
inheritance.
2. What are lethal genes?

4.8 Concluding
Activity (1 min)
5. REMARKS
6. REFLECTIONS The main difference between Mendelian and non-Mendelian inheritance is that
Mendelian inheritance describes the determination of traits by dominant and
recessive alleles of a particular gene, while non-Mendelian inheritance
describes the inheritance of traits that do not follow Mendel’s laws.
The non-Mendelian patterns of heredity are Incomplete Dominance, Co-
dominance, Multiple Alleles, Sex-limited traits, and Sex-influenced traits.

DLP No.: 11
DATE: SEPT.12,2023
Learning
Competency/ies:
inheritance
Key Concepts/
Understanding to
be Developed
Different Patterns of Non-Mendelian inheritance
1.Learning
Define incomplete dominance.
Skills
Illustrate a cross involving an incomplete dominance
pattern of inheritance by means of Punnet square.
Attitudes/
Values
Recognize traits that show incomplete dominance
2.Content
Non-Mendelian Patterns of Inheritance: Incomplete Dominance
3.Learning
Resources
4.Procedures
4.1 Introductory
Activity (2min.)
Activity 1: Let the learners answer the following.
Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. What pattern of inheritance that explains the expression of pink color of a
four o’clock flower?
A. Co-dominance B. Incomplete dominance
C. Multiple Alleles D. Sex-linked traits
2. If red gumalela flower is crossed with pink gumamela flower, what is/are the
possible phenotype/s of the offspring?
A. Red and pink gumamela flowers B. All pink gumamela flowers
C. All red gumamela flowers D. Pink and white gumamela flowers
3. A pattern of inheritance where both alleles are expressed equally in the
phenotype of the heterozygote is _______.
A. codominance B. Incomplete dominance
C. Multiple alleles D. Sex-linked traits
4. Xia’s father has type B blood (IBi)while her mother has type A (IAi) blood.
What are the possible blood types of Xia and her two brothers?
A. A and B B. O and A C. A, B, and O D. A, B, AB and O
5. A form of intermediate inheritance in which one allele for a specific trait is not
completely dominant over the other.
A. Co-dominance B. Incomplete dominance
C. Multiple alleles D. Sex-linked traits
Answers:
B, A, A, D & B
(S9LT-Id-29)

4.2 Activity (10
min.)
Activity 1: Determining Phenotypes and Genotypes in Incomplete Dominance
You will need:
pen paper
Procedure:
1. Solve the following problems below.
Problem 1: Cross a white four o’clock flower (WW) with a pink four o’clock (RW)
using a Punnet square.
A. What is the phenotype of a heterozygous four o’clock flower?
B. What are the possible offspring in this cross?
C. What are the possible genotypes of the offspring in this cross?
D. How many phenotypes that would possibly come out.
Problem 2: Show by means of diagrams the cross between black chicken of a
certain strain (BB) with splashed white chicken (with black splashes) (WW) the
offspring of which are blue (Andalusian breed).
A. What are the genotypes of parents and offspring in this cross?
B. What is the new phenotype that results in this cross?
C. How do you explain the formation of new phenotype in this cross?
Problem 3: What phenotypes would result if the blue offspring of chicken is
crossed with another blue offspring? Use Punnet square in solving this.
A. What are the phenotypes in this cross?
B. What are the genotypes in this cross?
C. Give the genotypic ratio of the offsprings.
D. Check the answers of the students. Ask 3 volunteers to illustrate their
answers on the board and explain. Process well the right procedure on
how to arrive at the right answer.
4.3 Analysis (5min.) 1. What can you say about the activity?
2. Were you able to get the right answers? Why? Why not?
3. How do you define incomplete dominance based on the activity you have
done?
4.4 Abstraction (18
min.)
1. Incomplete Dominance
Have you tried mixing red and white paint colors? What is the resulting
color? It is neither red nor white that comes out. The two colors blended
together to form a new or intermediate color which is pink. This blending
is comparable to some traits that show incomplete dominance.

Incomplete dominance or intermediate dominance is a pattern of
inheritance in which neither gene is totally dominant over the other. This
results to an intermediate form of other two phenotypes.
The following illustrations show crosses of red and white four o’clock
flowers and of both pink flowers.
4.5 Application (10
min.)
Instruct the learners to solve 1 problem.
Directions: Illustrate by means of Punnet square the following crosses involving
incomplete dominance. Identify the phenotype/s and genotype/s with their
percentage of the offspring.
1. In cats, the tail exhibits incomplete dominance. If you cross a long-tailed
(HH) cat with a short-tailed (hh), what are the possible genotype/s and
phenotype/s of the offspring?
Answer:
Check the answers of the learners by writing the illustration on the board.
Ask a volunteer to do it.
4.6 Assessment (12
min.)
Instruct the learners to answer the following problem.
1. In four o’clock flower plant, the allele for red-flower (R)color is incompletely
dominant over the allele for white-flower (W). A farmer crossed two different

colors of four o’clock flower and produced red and pink flowers. What possibly
be the alleles of these two flowers that the farmer crossed?
4.7 Assignment (2
min)
Research work:
1. Make a table of comparison between incomplete dominance and co-
dominance patterns of heredity.
4.8 Concluding
Activity (1 min)
5. REMARKS
6. REFLECTIONS Incomplete dominance or intermediate dominance is a form of intermediate
inheritance in which one allele for a specific trait is not completely dominant
over the allele. This results in the third phenotype in which the expressed
physical trait is a combination of the dominant and recessive phenotypes.

DLP No.: 12
DATE: SEPT.13,2023
Learning
Competency/ies:
inheritance
Key Concepts/
Understanding to
be Developed
1.Learning
Define co-dominance.
Skills
Illustrate a cross involving a co-dominance pattern of
inheritance by means of Punnet square.
Attitudes/
Values
Recognize traits that express co-dominance.
2.Content
Non-Mendelian Patterns of Inheritance: Co-dominance
3.Learning
Resources
4.Procedures
4.1 Introductory
Activity (2min.)
Activity 1: Incomplete Dominance or Co-dominance?
Download and print images of traits that show incomplete dominance and co-
dominance from the internet. Let the learners identify whether the picture shows
incomplete dominance or co-dominance.
4.2 Activity (10
min.)
Activity 1. Solving for Genetic Problems on Co-dominance
You will need:
Pen and paper
Procedure:
1. Solve the different problems dealing with co-dominance. Construct a
Punnet square to support your answers to the guide questions in every
problem.
Problem 1: Jon’s black feathered hen has five chicks which are erminette, a
feather color that comes out from black and white hen and roaster.
A. What are the genotypes and phenotypes of the chicks?
B. What are the genotypes of the roaster and hen?
C. What are the phenotypes of the hen and roaster?
Problem 2: Give the possible traits of the chicks if:
A. White (WW) chicken is mated with an erminette (RW) chicken.
B. Erminette chicken is mated with another erminette chicken.
Check the answers of the students. Ask 2 volunteers to illustrate their answers
on the board and explain. Process well the right procedure on how to arrive at
the right answer.
4.3 Analysis (5min.) 1. How did you find the activity?
2. How will you compare solving genetic problems involving co-dominance
with incomplete dominance?
3. Define co-dominance based on the activity that you have just done.
(S9LT-Id-29)

4.4 Abstraction (18
min.)
1. Codominance
Another non-Mendelian pattern of inheritance is co-dominance. This occurs
when one allele is not dominant over the other. Both traits of parents are
expressed in the offspring. This can be seen commonly in plants’ leaves and
petals and in animals’ fur, hair, skin or feather. If you spot leaves or petals that
have more than one pigment colors, then those exhibit co-dominance. What is
the color of your pet dog or cat?
Study the following examples of co-dominance below.
1. Human MN Blood Group
There are several blood group systems discovered by experts. One of them is
the MN blood group. This blood group in human beings exhibits co-dominance.
M and N are antigens found on the surface of the human red blood cells. This
group of antigens is controlled by a pair of co-dominant alleles, the LM and LN.
The pairing of these alleles will determine the blood type of an individual and
there are three: M, MN, N.
Group
Table 1: Human MN blood types and their genotypes
Analyze the following diagrams.
All offsprings are expressing heterozygote condition with LM and LN alleles.
This means that M and N antigens are present in their red blood cells.
2. The Roan Fur in Cattle
The fur color of cattle is a good example of codominance. Do you raise cattle?
What are the colors of their fur? Take a look at the illustrations below.

4.5 Application (10
min.)
Instruct the learners to solve 1 problem.
1. In rabbits, black coat color (CB) and white color (CW) are co-dominant
and dominant over albino (c), heterozygote (CWCB) are spotted. Show
the possible phenotype/s and genotype/s of the offspring from a cross
of heterozygous black-coated (CBc) and homozygous white-coated
(CWCW) rabbits.
Answer:
4.6 Assessment (12
min.)
Let the learners solve the following:
1. Express the possible phenotypes and genotypes of offsprings whose father’s
blood type is MN and mother’s is M. Use a Punnet square.
2. Red haired bull mated with roan furred cow. What are the possible genotypes
and phenotypes of the offspring?
4.7 Assignment (2
min)
Determine the blood types of your family by asking your parents or siblings.
1. Father’s blood type:____
2. Mother’s blood type:__
Figure 1: Codominance in cattle. Source: mrciardullo.weebly.com

3. Your blood type:___
4. Continue the number depending on how many brothers and sisters you have,
just indicate their names.
4.8 Concluding
Activity (1 min)
5. REMARKS
6. REFLECTIONS Co-dominance occurs when one allele is not dominant over the other. Both
traits of parents are expressed equally in the phenotype of the heterozygote.

DLP No.: 13
DATE: SEPT.14,2023
Learning
Competency/ies:
inheritance
Key Concepts/
Understanding to
be Developed
1.Learning
Define multiple alleles.
Skills
Illustrate a cross involving multiple alleles pattern of
inheritance by means of Punnet square.
Attitudes/
Values
Recognize traits that express multiple alleles.
2.Content
Non-Mendelian Patterns of Inheritance: Multiple Alleles
3.Learning
Resources
4.Procedures
4.1 Introductory
Activity (2min.)
Activity 1: Let the learners answer the following exercise.
Table 1: Human ABO blood types. Antigen(s) present and their genotype/s.
Exercise 1
Directions: Fill in the blanks with the right antigen or blood type to complete the
sentence. Refer to table 1 above.
1. The gene for blood type A is dominant over the gene for blood type ___.
2. The gene for blood type B is dominant over the gene for blood type ___.
3. The gene for blood type __ is not dominant over the gene for blood type __.
4. The gene for blood type B is not dominant over the gene for blood type __.
The gene for blood type __ is recessive to genes ___ and ___.
Answers:
1. O 2. O 3. A & B 4. A 5. O, A & B
(S9LT-Id-29)

4.2 Activity (10
min.)
Activity 1. What’s the Child’s Blood Type?
Materials:
Pen and paper
Procedure:
1. Use the given the blood types of the father and mother in determining
the possible blood types of the child. Support your answer through
Punnet square or test cross.
2. Study and analyze the following diagrams and answer the questions
below.
Questions:
1. What are the genotype/s of the parents if the child is of type AB?
2. What kind of parents would produce children having four blood groups?
3. If one parent is heterozygous and the other is homozygous, what are the
genotypes of the children?
4. If a child is type B and the mother is type O, the father could not be O and A,
and AB. Show this by means of a punnet square or diagram.
Check the answers of the students. Ask 4 volunteers to illustrate their answers
on the board and explain. Process well the right procedure on how to arrive at
the right answer.
4.3 Analysis (5min.) 1. How did you find the activity?
2. Can you tell now if you are a real child of your parents? How?
3. Define multiple alleles.

4.4 Abstraction (18
min.)
1. Multiple Alleles
A gene that exists in three or more allelic forms are called multiple alleles. The
ABO blood group in human is the best example of this pattern of inheritance.
There are three alleles responsible for this blood system: IA, IB, and i. The
absence and presence of antigens in the blood determines the person’s blood
type. There are only two antigens, the A and B. Individuals with blood type O do
not have antigens in their blood because allele i does not code for an antigen.
4.5 Application (10
min.)
Instruct the learners to solve 2 problems.
1. A father of four children has blood type B. The mother has blood type A.
Explain why none of their children has blood type A nor B .
Answer:
1. Both parents are homozygous of the blood type. Their genotypes are
IAIA & IBIB.
Offspring: 100% IAIB - Blood type AB
4.6 Assessment (12
min.)
Let the learners solve the following:
1. A father of heterozygous blood type B and a mother of heterozygous
blood type A produced offsprings of four blood types. What is the blood
type of the offspring that shows codominance? AB
ANSWER:
:

4.7 Assignment (2
min) Instruct the learners to answer the following.
Direction: Given the blood types of the mother and child, determine the possible
blood types of the father.
4.8 Concluding
Activity (1 min)
5. REMARKS
6. REFLECTIONS A gene that exists in three or more allelic forms are called multiple alleles. Like
in humans, blood type is a single trait with four phenotypes: A, B, AB, O. Blood
type is controlled by three alleles: A, B, and O.

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