School/ Division City College of Calapan Grade Level Grade 9

Teacher Aldrin Dela Cruz

Learning Area Science 9
Kenth Joseph L. Ronquillo
No. of Session/s/ Date November , 2024
Quarter 3rd
(Tuesday)

LESSON PLAN

I. OBJECTIVES

A. Content The learners demonstrate an understanding of Volcanoes found in the Philippines.

Standards
B. Performance The learners shall be able to participate in activities that reduce risk and lessen the effects of
Standards climate change.

C. Learning Predict phenotypic expressions of traits following simple

Competencies patterns of inheritance. S8LT-IVf-18 (MELCS p. 391) (Week
3)

D. Objectives At the end of the lesson, the students should be able to:

a.) Describe the types of volcano

b.) Differentiate the types of volcano

c.) Appreciate how volcano affect our life

II. CONTENT Volcanoes: Classification and Types of Volcanoes

III. LEARNING
RESOURCES

A. References

1. Teachers Guide
Pages
2. Learner’s Materials
Pages

3. Textbook Pages

4. Additional https://byjus.com/physics/volcanoes/
Materials from LR
Portal
5. Other Learning ,
Resources Activity- http://rc-assets.teacherspayteachers.com
http://www.scribd.com

Images- http://www. google.com

6. Integration English, , Values

 7E’s Learning
IV. PROCEDURES Teacher’s Activity
Model Students’ Activity & Materials

I. Daily Routine (5 minutes)

1. Opening Prayer
Everybody, please stand In the name of the Father, of the
____________, and kindly lead the Son, and of the Holy Spirit.
prayer. Amen.

2. Greetings
Good morning class! Good morning teachers!

3. Classroom Management
Before you take your seat, (The students will pick up the
kindly pick up the pieces of paper pieces of paper and plastic
and plastic around you and arrange around them and will arrange
your chairs properly. their chairs properly.)

4. Checking of Attendance
Who are the absentees for today, (The class secretary will
class Secretary? How many are the announce the number of
girls? Boys? absentees)
5. Checking of assignment

Yesterday I gave you an

assignment, right? Yes Ma’am!
_______ What was our assignment Our assignment is all
all about? about_________________

Now, pass your assignment forward.

I will be the one who will check it. (The student will pass their
Pass your papers to the person in assignment)
front of you. Avoid unnecessary
noises.

Simple Recall/Review (2
A. Reviewing minutes)
the previous Class, what did we discuss last
lesson or meeting? What was the topic all Ma’am yesterday we discussed
presenting about? about homozygous dominant or
the new recessive and heterozygous.
lesson Great!
Elicit:
Let us see if you really understand
the differences between the three. (The student will guess the
(The activities in
Now, I have here a dice you are following combination of traits)
this section will going to identify if the following is
evoke or draw homozygous dominant or recessive
out prior and heterozygous.
concepts or prior
experiences from Very Good class.
the students)
Now last one aside from identifying
the three what are your other (Someone from the class will
learnings? share his or her learning)

Exactly!

Thank you so much to those

students who share their learnings.
I hope everyone learned something
from our yesterday’s discussion
Class? Have you experienced Yes Ma’am!
B. Establishing examining yourself in front of the
 a purpose for mirror?
the lesson
The teacher will bring out the mirror
and allow the student to describe
him/herself.

Please describe your physical

characteristics___________ (The student will describe
his/her physical characteristics)

What trait did you get from your

parents? The traits that I get from my
parents are my skin
complexion, my nose, eyes and
eyebrows.
C. Presenting Motivation (3 minutes)
examples/inst Class, today we are going to discuss
ances of the a new topic. We are going to find
new lesson out how are traits passed from
parents to offspring. But before that
let us try to answer this
PICTOWORD using the given set of
pictures that will serve as your clue.
Try to answer each given picture as
fast as you can.

Understood?
Engage:
Guess this set of pictures Yes Ma’am
(The activities in
this section will
stimulate their
thinking and help
them access and
connect prior Heredity
knowledge as a
jumpstart to the Very Good! Next
present lesson)

Phenotype

Exactly! How about this one?

Punnett Square

Great! Next

Last set of pictures

Dominant
Thank you for your participation in
our simple activity. Now what words Genotype
have you formed from the given set
of pictures?
Heredity, Phenotype, Punnett
The words that you have discovered Square, Dominant and
will be encountered in our lesson for Genotype
this morning
Which is the Mendelian Genetic
specifically the monohybrid cross.

V. Presenting the objective of

the lesson

Before that, let us have first the

objective for today’s lesson. At the
end of the lesson, the student
should be able to:

Please read the number one

objective, boys

Thank you! Next girls

1. Identify the genotypes
and phenotypes of a given
cross using a Punnett
square
For the last objective everybody
2. Construct a Punnett square to
predict the possible genotype
and phenotype of an offspring

3. Cite the importance of

variation among organisms
through a poem.
D. Discussing Activity Proper (10 minutes)
new concepts Explore:
For your group activity this morning
and the whole class will be divided into Yes Ma’am!
(In this section,
practicing 3. I will give you ten (10) minutes to
students will be
new skills #1 accomplish the given task. Is that
given time to
clear to you?
think, plan,
investigate, and Now your group will be your
organize permanent grouping since the
collected beginning of the 4th quarter.
information; or
the performance Who are Group 1? Please stand, let (The group will stand and
us recall your designated task. someone will tell their assigned
of the
Leader, Assistant leader, material
planned/prepare manager, and timekeeper task.)
d activities from
the students’ How about group 2? Leader,
manual with data Assistant leader, material manager
gathering with and time keeper
Guide Questions) (The group will recall the task of
Last group? Who is your Leader,
Assistant leader, material manager each member)
and time keeper?

Since you already recall your

Yes Ma’am!
designated role, now listen to your
respective task to accomplishe. Did
you hear me loud and clear?

Group 1- “Let There Be Peas on

E. Discussing Earth”
new concepts
The group will read a comic strip.
and
Each scenario demonstrates how a
practicing trait is passed from a parent up to
new skills #2 the second filial generation

Guide Questions:
1. What are the characteristics of
the parents?
2. What are the characteristics of
the offspring of the first filial
generation?
3. What happens to the other
characteristics if all the offspring
are just tall plants?
Group 2- “Give Peas a Chance”

The group will try to construct a

Punnett square identifying the
possible combination of traits
among the parents. For example, is
the seed color of a pea plant.

The capital letter represents a

yellow color and the small letter y
represents a green color. Both
parents have the same
characteristic of yellow and green
color. Let us see how an offspring
acquired a yellow color seed.

Example:

1. In pea plants, two heterozygous

individuals will be crossed. Identify
the possible phenotype and
genotype of its offspring.

Guide Questions:
1. How many offspring have
dominant traits?
2. How many offspring has
recessive trait?
3. How many offspring acquire
round seed shape?
4. How many offspring acquire
wrinkled seed shape?

Group 3 – “Find Peas Despite

Differences”

The group will think about different

characteristics of organisms. Such
as their eye color, skin color, height,
hair, and other physical
characteristics. Through a poem,
the group will appreciate the
importance of differences.

Any questions? Clarification about

 your task? None Ma’am

Before I allow you to go with your

respective areas let us have first
the rubrics for your presentation.

The student will read each

criterion for the presentation

You may now proceed to your

(The student will proceed to
respective areas and work quietly. their areas and work
collaboratively)

Presentation (9 minutes)
F. Developing Since 10 minutes was already done,
Explain: please proceed to your respective
mastery seats and we will begin the
(leads to presentation.
Formative (In this section,
Assessment) students will be Group 1 please proceed in front.
involved in an
analysis of their Thank you so much group 1. Class (The student will give a coca
exploration. let’s give coca cola clap for group cola clap for the first
Their 1. presenters)
understanding is Group 2 will go in front to
present their task.
clarified and
modified Next group proceeds in front
because of
reflective Thank you for a job well done group 1,2,3,1,2,3 ang galing galing!
activities)/Analys 2. Class let us give ang galing
is of the galing clap for group 2.
gathered data (The group will present a poem
Last, but not the least, group 3 valuing the importance of
and results and come in front. variation within organisms)
be able to
answer the
Guide Questions Discussion (20 minutes)
leading to the
Group 1- “Let There Be Peas on
focus concept or
Earth”
topic for the
day.) Guide Questions: Answer:
1. What are the characteristics of 1. A tall (TT) and a short (tt) pea
the parents? plant
2. What are the characteristics of 2. Two tall plants (Tt)
the offspring of the first filial 3. There is a trait that covers
generation? the other trait. That’s why one
3. What happens to the other trait is only seen.
characteristics if all the offspring
are just tall plants?
Guide Questions: Answer:
1. How many offspring have 1. There are three (3) offspring
dominant traits? that has dominant trait
2. How many offspring has 2. Only one (1) offspring has
recessive trait? recessive trait.
3. How many offspring acquire 3. Three (3) offspring acquired
round seed shape? round seed shape
4. How many offspring acquire 4. One (1) offspring acquire
wrinkled seed shapes? wrinkled seed shape

Group 3 – “Find Peas Despite

Differences”

Self-Check

Raise thumbs up if you are ready to

listen and thumbs down if you are
not yet ready.

Now raise your emoji

What is heredity?
Refers about how traits are
passed on from parents to
offspring.

Skin color, eyes shape and

What is an example of those traits?
color, nose, and other physical
characteristics?

Now, when we talk about variation? It refers to the explanation why

differences occur in organism.

Give me an example. You and your?

Siblings

What are the differences that you

Hair, nose line, dimple,
have?

Seed color, seed shape, seed

Mendel studied the 7 traits of a pea
coat color, pod color, pod
plant. What are those?
shape, flower position and
height.

He crosses first the P1 and this

refers to?
Parental Generation
What about the offspring? Or F1
First Filial Generation

Let us talk about Punnett Square.

Helps to predict the outcome of
What is the use of Punnett square?
cross traits from parents.

Who discovered Punnett Square?

Reginald Punnett
Let us recall the following term
what is homozygous Homozygous dominant is a pair
of two genes express in capital
letter, homozygous recessive is
a pair of gene express in small
letter and heterozygous is the
combination of dominant and
Exactly! recessive

Let us explain the cross-breeding of

the seed color of a pea plant using
a Punnett square

(The teacher will call a volunteer to

explain first the given sample)

Wherein we have to write the first

pair of genes of one parent to the
top, and the other one is on the left
side of the Punnett Square. The
next step is to combine the pair of
gametes until the four boxes was (The student will try to explain
filled in. We must write first the the given sample)
dominant gene/allele expressed in
capital letters.

Is that clear to you?

Let us see. Try this sample on the Yes Ma’am
board. I need some volunteer (The student will raise their
hand)

Genetic make-up of particular

trait of an organism

Genotype refers to?

Observable traits or visible trait

of an organism bases on the
genotype.
What about phenotype?

Yes Ma’am!

Did you understand?

G. Finding X. Application (3 minutes)
practical The question is, what are the other Ma’am the cat their eye color,
similar species that possess the dog their fur or skin, the
applications variation among their chicken their feather, fishes,
of concepts Elaborate: characteristics? Give me one. leaves, and flowers.
and skills in Anything on your surrounding
(This section
daily living. will give
Very Good! Nice idea class
students the
opportunity to No, Ma’am because I now
What will you do if you saw a understand why differences
expand and
person who has a different skin occur in individual
solidify/concret
complexion than yours? Would you
ize their
laugh? We can earn from this variation.
understanding
of the concept People tend to embrace unique
Think of a benefit that we can get products or crops.
and/or apply it
from the variation among species.
to a real)
Specifically, the flowers and fruits

You have a great idea class!

XI. Generalization (5)
H. Making
What are your learnings from our I have learned that Punnett
generalizatio discussion? square is a tool that helps to
ns and determine the possible traits of
abstractions an offspring
about the Very good!
lesson
Who else? What have you learned I have learned that the
from our discussion? dominant trait was expressed in
a capital letter upon writing in a
Punnett square while the
recessive trait was expressed in
a small letter.

I learned about the difference

between genotype and
Great Idea! Last one? phenotype. Where genotype
refers to genetic makeup while
phenotype is the observable
Awesome! traits among organisms.

Class let us give 5 claps to those

who have shared their learnings. (The class will give 5 claps to
their classmates.)

Evaluation: Short Quiz

I. Evaluating
(This section will Since you already learned about our (The student will get a ¼ sheet
learning discussion get ¼ sheet of paper. of paper and answer the quiz
provide
opportunities for within 3 minutes.)
Direction: Read each question
concept check
carefully. Choose the letter of the
test items and best answer.
answer key
which are 1. Which is a homozygous recessive
aligned to the genotype?
learning A. GG C
B. GGG
objectives –
C. gg
content and D. Gg
performance
standards and 2. What do you call a tool that helps
address to predict the outcome of a cross? C
misconceptions-
if any) A. Pie Chart
B. Bar graph
 C. Punnett Square
D. Punnett graph

3. Which refers to the physical

appearance of an organism?
A. Allele D
B. Genes
C. Genotype
D. Phenotype

4. Which of the following is

considered one of the importance of
variations within a crop?

A. Source of power D
B. Source of energy
C. Source of pandemic
D. Source of income and further
study

5. What is the possible result on the

last box when we combine the gene
of a pea plant for pod color?

A.

GG
B. Gg D
C. gG
D. gg

Who got 5?4?3?2?1?

(The student raises their hand
based on their scores)

For your assignment

J. Additional In your notebook, construct a
activities for Extend: Punnett square identifying the
application or possible genotypic trait of the
(This section following:
remediation
gives situation
that explains the 1. Eye colors were B- brown b-
topic in a new green
context, or Father- Bb
integrate it to Mother-Bb
another 2. Rose petals were R- red r-
discipline/societa pink
l concern) Father- Rr
Mother- Rr
Now and forever Amen!
Praise be Jesus Christ! Goodbye teachers thank you for
That’s all for today goodbye teaching us today!
class!
V. REMARKS
VI. REFLECTIONS

A. No. of learners
who earned 80% in
the evaluation

B. No. of learners
who require
additional activities
for remediation

C. Did the remedial

lessons work? No. of
learners who have
caught up with the
lesson

D. No. of learners
who continue to
require remediation

E. Which of my
teaching strategies
worked well? Why
did this 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:
GLENDA T. IGESIA
Applicant