Lesson-Guide 2module - G9-Biology Module 2 On Template PDF

Lesson Guide in Science Grade 9
Lesson 9 (2 days)
Competency: Describe the location of genes in chromosomes
Objective(s):
1. Construct a model of a molecule of DNA
2. Identify the components of a DNA molecules
Topic: Location of Genes on Chromosomes
Resources Needed:
Cut-outs of basic subunits of DNA
Crayons
Pair of scissors
Tape or Glue
Preliminary Activity/Priming:
The teacher will ask the students to watch and sing the DNA song.
https://www.youtube.com/watch?v=ckZEds5taX4
Activity
Procedure:
1. Cut out all the units needed to make the nucleotides using the
attached DNA Model Template.
2. Color code the nitrogenous bases, phosphorus and sugars
according to the teacher‟s directions.
Adenine= yellow, Guanne= green, Thymine=blue, Cytosine=red,
Phosphate= brown and Deoxyribose= black
3. Using the small squares and stars as guides, line up the bases,
phosphates and sugars.
4. Now glue the appropriate parts together forming nucleotides.
Construct DNA model using the following sequence to form a row
from top to bottom:
Thymine
Adenine
Cytosine
Guanine
Adenine
Cytosine
Figure 1. Double-helix structure of DNA

Source: www.dreamstime.com
5. Let this arrangement represent the left half of your DNA molecule.
Quarter 1 Module 2 - Living Things and Their Environment 30

6. Complete the right side of the ladder by adding the complementary

bases. You will have to turn them upside down in order to make
them fit.
7. Your finished model should look like a ladder.
Figure 2. Basic Subunits of DNA

Reference:
DNA Paper Model Activity
http://www.karenmayes.com/pages/dna.pdf

Guide Questions:
1. What are the common parts of a nucleotide?
2. What is the one part of the nucleotide that differs among the other
different nucleotides?
3. List the different kinds of nitrogen bases.
4. Is there always going to be an equal number of adenine and
thymine nucleotides in molecule? Why?
5. Is there always going to be an equal number of guanine and
cytosine nucleotides in a molecule? Why?
The structure of the DNA is actually in a double helix arrangement

as shown in Figure 1.
The sides of the ladder are made up of alternating

_________________ and __________________ molecules. The steps (or
rungs) of the ladder are made up of ______________ held together by
hydrogen bonds.
Analysis:
1. What is DNA?
2. Why does DNA is often referred to as the Code of Life?
3. What are the components of the DNA?
4. How can you compare the nitrogen bases of DNA with RNA?
Abstraction:
DNA, or deoxyribonucleic acid, is the hereditary material in humans
and almost all other organisms. Nearly every cell in a person‟s body has the
same DNA. Most DNA is located in the cell nucleus (where it is called nuclear
DNA), but a small amount of DNA can also be found in the mitochondria
(where it is called mitochondrial DNA or mtDNA).
The information in DNA is stored as a code made up of four chemical
bases: adenine (A), guanine (G), cytosine (C), and thymine (T). Human DNA
consists of about 3 billion bases, and more than 99 percent of those bases
are the same in all people. The order, or sequence, of these bases
determines the information available for building and maintaining an
organism, similar to the way in which letters of the alphabet appear in a
certain order to form words and sentences.
DNA bases pair up with each other, A with T and C with G, to form
units called base pairs. Each base is also attached to a sugar molecule and a
phosphate molecule. Together, a base, sugar, and phosphate are called a
nucleotide. Nucleotides are arranged in two long strands that form a spiral

called a double helix. The structure of the double helix is somewhat like a
ladder, with the base pairs forming the ladder‟s rungs and the sugar and
phosphate molecules forming the vertical sidepieces of the ladder.
An important property of DNA is that it can replicate, or make copies of itself.
Each strand of DNA in the double helix can serve as a pattern for duplicating
the sequence of bases. This is critical when cells divide because each new
cell needs to have an exact copy of the DNA present in the old cell.
Source: http://ghr.nlm.nih.gov/handbook/basics/dna
Application:
What is the importance of discovering the structure and composition of
DNA in the field of science particularly in genetics as well as in human race?
Assessment:
Directions: Read the questions carefully and choose the statement that best
answers each question.
1. DNA is a long molecule made up of units called nucleotides. Which of

the following consists a nucleotide?
a. a nitrogen base
b. a nitrogen base and a sugar
c. a nitrogen base, sugar, and phosphate
d. two nitrogen bases, a sugar, and a phosphate
2. Which sequence of nucleotides would bond with the DNA sequence

TATGA?
a. TATGA b. ATACT c. GCGTC d. CGCAC
3. Which of the following DOES NOT describe the structure of DNA?

a. double helix c. nucleotide polymer
b. sugar phosphate background d. contains adenine – uracil pairs
Answers: 1. c 2. b 3. d
Agreement:
1. Draw the structure of a chromosome
2. Explain how you can locate the genes in chromosomes.

Lesson 10
Competency: Describe the location of genes in chromosomes
Objective(s):
1. Identify the parts of the chromosome.
2. Describe the location of genes in chromosomes.
Topic: Location of Genes in Chromosomes
Resources Needed:
Illustration of Chromosome Tarp (if available)
Pictures of chromosome structure
Manila paper
Marker
Colored thread
References:
https://www.youtube.com/watch?v=z8ojaHrxQR0
Group Game:
The class will be divided into two groups. Each group is given a roll
thread. The task of the group is to unroll the thread as fast as they can and
roll it again. The group who will finish the task for the fastest time will be the
winner.
Then, the teacher will post the following questions:
a. What is the relationship of thread to chromosome?
b. Why do you think some organisms have longer chromosomes and
others have shorter chromosomes?
Activity:
The students will watch a short video clip about the chromosomes.
https://www.youtube.com/watch?v=gpNmlbnI1o0
Then they will answer the guide questions below.
Guide Questions:
1. Use the diagram of a chromosome to

identify its parts.
2. In which part of the chromosome does the

gene is located?
3. How can you compare gene from

chromosome?

Analysis:
1. What are the different parts of the chromosome?
2. Describe the location of genes in the chromosome. You can use the
illustration below.
3. What are the functions of chromosomes?
4. Do all living things have the same type of chromosomes?
Source: https://www.genome.gov/26524120
Abstraction:
Chromosomes are thread-like structures located inside the nucleus of

animal and plant cells. Each chromosome is made of protein and a single
molecule of deoxyribonucleic acid (DNA). Passed from parents to offspring,
DNA contains the specific instructions that make each type of living creature
unique.
The constricted region of linear chromosomes is known as the
centromere. Although this constriction is called the centromere, it usually is
not located exactly in the center of the chromosome and, in some cases, is
located almost at the chromosome's end. The regions on either side of the
centromere are referred to as the chromosome's arms.
Centromeres help to keep chromosomes properly aligned during the
complex process of cell division. As chromosomes are copied in preparation
for production of a new cell, the centromere serves as an attachment site for
the two halves of each replicated chromosome, known as sister chromatids.
Telomeres are repetitive stretches of DNA located at the ends of linear
chromosomes. They protect the ends of chromosomes in a manner similar to
the way the tips of shoelaces keep them from unravelling. In many types of
cells, telomeres lose a bit of their DNA every time a cell divides. Eventually,
when all of the telomere DNA is gone, the cell cannot replicate and dies.
Telomeres also play a role in cancer. The chromosomes of malignant cells

usually do not lose their telomeres, helping to fuel the uncontrolled growth that
makes cancer so devastating.
White blood cells and other cell types with the capacity to divide very
frequently have a special enzyme that prevents their chromosomes from
losing their telomeres. Because they retain their telomeres, such cells
generally live longer than other cells.
Application:
How do we inherit our chromosomes?
Assessment:
Choose the letter of the correct answer.
1. What contains specific instruction that make each type of living
creature unique.
A. Chromosome B. Cell C.DNA D. RNA
2. It is the structure which keeps the chromosomes properly aligned

during cell division?
A. Centromeres C. Spindle Fiber
B. Telomeres D. Nucleus
Answer: 1. C 2. A
Agreement:
1. What is incomplete dominance?
2. Bring manila paper and marker.

Lesson 11
Competency: Explain the different patterns of non-Mendelian inheritance.
Objectives:
1. Explain incomplete dominance pattern of inheritance.
2. Illustrate by means of Punnett Square a cross involving incomplete
dominance pattern of inheritance.
Topic:Incomplete Dominance
Resources Needed: Gumamela flowers (red, white, pink) – pictures can

be used if real flower is not available.
Manila paper
Marker
References:
https://www.google.com.ph/search?q=index+of+diversity&source=lnms
&tbm=isch&sa=X&ved=0ahUKEwj7ereqNrKAhXFK6YKHTKuCuYQ_AUIBygB
&biw=1366&bih=667#tbm=isch&q=incomplete+dominance&imgrc=1s23BRCt
ml7qOM%3A
Preliminary Activity/ Priming:

The teacher will show three gumamela flowers color red, white and
pink. Then he/she will draw questions out of it.
Activity:
Procedure:
1. The students will be divided into four (4) groups. Each group will be
handed pictures of organisms having an incomplete dominant trait.
2. Solve related problem based on the handed picture through Punnett
Square. Refer to the given sample below:
Sample Problem:
R is the allele for red color gumamela, while W
is the allele for white gumamela flower. Using the
Punnett Square, determine the trait of their
offspring in the F1 generation.
Punnett Square

Problem Solving:
(a)
A two-horned male
alien (hh) is crossed with a
no horn female. What could
be the trait of their offspring?
www.schenectady.k12.ny.us
(b)
A yellow bell (YY)
X ? pepper produces an orange
(Yy) pepper. Determine the
probable trait of the other
parent.
(c)
Determine the parent of an F1
generation violet-colored (Vv) orchid.
(d) What will be the hair type of

offspring with parents having a
straight hair (HH) and kinky hair
X (hh)?
Analysis:
1. What is incomplete dominance?
2. When do we say that a trait follows a non-Mendelian pattern of
heredity?
Abstraction:
Incomplete dominance is a form of intermediate inheritance in which
one allele for a specific trait is not completely dominant over the other allele.
This results in a third phenotype in which the expressed physical trait is a
combination of the dominant and recessive phenotypes.

Do you know that some human traits can be considered as incomplete

dominance? See the picture below:
www.hairfinder.com
Application:
Suppose two pink-colored Gumamela flowers are crossed in the F2
generation, is there a probability for them to produce a homozygous red or
homozygous white flower? Prove your answer.
Assessment:
Directions: Read each question carefully and choose the statement that best
1. What phenotypes and phenotypic ratios would you expect in a test cross of
a pink flowered (RW) and a
red flowered (RR) snapdragon?
a. 2 pink : 2 red c. 2 pink : 1 red : 1 white
b. 3 pink : 1 red d. 2 red : 1 pink : 1 white
For numbers 2 and 3, base your answers in the following problem.
In plants known as “alas diez”, the allele for the dominant red flower
color is designated as „F‟ and is incompletely dominant over the allele for
white flowers „f‟. A horticulturist allows several heterozygous pink flowered
alas diez to self - pollinate and collects 200 seeds.
2. Which of the following is the correct Punnett Square to show the probability
of the test cross?
F F F f
a. f Ff Ff c. f Ff ff
f Ff Ff f Ff ff
f f F f
b. f ff ff d. F Ff Ff
f ff ff f Ff ff

3. Suppose all 200 seeds grew and survived as a mature plant, how many of
these plants will produce white
flowers?
a. 200 b. 100 c. 50 d. 0
Answers: 1. a 2. d 3. c
Agreement:
1. Explain codominance pattern of inheritance.
2. Give at least three (3) examples of codominant trait.

Lesson 12
Competency: Explain the different patterns of non-Mendelian

inheritance.
Objectives:
1. Explain codominance pattern of inheritance.
2. Illustrate by means of Punnett Square a cross involving
codominance pattern of inheritance.
Topic: Codominance
Resources Needed: Manila Paper marker

Reference: Learners Module for Grade 9
Preliminary Activity/ Priming:

Picture Parade
Observe the physical traits of different organisms in the picture.
Activity:
Procedure:
1. Read the given problem:
Mang Marcelino owns purebred red cows. In his farm he noticed
that after a typhoon several months ago, all of the fences that
separate his cattle from his neighbor’s cattle were destroyed.
During the time that the fences were down, three bulls, one from
each neighbor, mingled with his cows. For a while, he thought
that none of the bulls found his cows, but over the months, he
noticed that all of his cows are pregnant. He would like to find
out if the percentage probability of producing roan calf so that he
can adjust the price once he sells it. Refer to the given data
below to help Mang Marcelino solve his problem:
 A red (RR) bull is mated with a red (RR) cow 1

 A red (RR) bull is mated with a white (WW) cow 2
 A roan (RW) is mated with red (RR) cow 3
2. Illustrate your answer using a Punnett Square.

3. Write your answers on the Manila paper.

4. Present and discuss your answers.
Analysis:
1. What is codominance?
2. Does codominance trait apply to human traits? Why or why not?
Abstraction:
In codominance, both alleles are expressed equally in the phenotype of
the heterozygotes. For example, red cows crossed with white cows will have
offspring that are roan cows. Roan refers to cows with red hair and white
blotches. (The teacher will once again present the pictures on the Preliminary
Activity).
Application:
Encircle the pictures that shows codominant trait.
www.slideshare.net
Assessment:
1. Birds have a Z-W system. Male birds are ZZ, whereas females are ZW. In
chickens, barred feathers (Z) are dominant over nonbarred feathers (Z b).
What are the results of a cross between a barred female and a nonbarred
male.
a. 2 ZZb barred male : 2 ZW nonbarred female

b. 2 ZZ nonbarred male : 2 ZbW barred female
c. 2 ZZ nonbarred male : 2 ZW nonbarred female
d. 2 ZZb barred male : 2 ZbW barred female

2. In mice, agouti coat (BW) color is codominant. Hairs, when viewed under a
microscope are grey at the base and white at the tip. An agouti mouse will
result from a cross between a black (B) parent and a white (W) parent. What
will two agouti mice produce?
a. 75% black, 25% white
b. 50% white, 50 % black
c. 50% black, 25% white, 25% agouti
d. 50% agouti, 25% black, 25% white
3. What is the genotypic ratio of the resulting offspring in problem number 2?

a. 3 BB : 1WW c. 2 BW : 1 WW : 1 BW
b. 2 WW : 2 BB d. 2 BW : 1 BB : 1 WW
Answers: 1. a 2. d 3. d
Agreement:
1. What are the sex chromosomes?
2. How do you determine the gender of an organism?

Lesson 13
Competency: Explain the different patterns of non-Mendelian Inheritance
Objective(s): Infer the unknown phenotypes of individuals on the basis of the

known phenotypes of their family members.
Topic: Multiple Alleles
Resources Needed: Manila paper marker paper tape
References:
https://www.google.com.ph/search?q=description+of+human+bl
ood+types&biw=1366&bih=623&source=lnms&tbm=isch&sa=X&
ved=0ahUKEwiI6dvWmtjKAhUDBo4KHSmsAaAQ_AUIBigB#im
grc=vLUxQq4I2Yj7dM%3A
Do you know your blood type? Are you aware of its

corresponding behavior? Let‟s check this out!
Activity:
Procedure:
1. The teacher will give a word problem to the students regarding
blood types.
2. They will be asked to solve the word problem within the group.
3. The leader of the team will present their answer in front of the class.

Activity: Who’s the Real Father?
Nathaniel lost his mom Rachel. According to the family

lawyer, all of his mom’s properties will be given to him and
a part of it to his father. But he never met his father
because according to his mom, they got separated due to
marital issues, On the burial, three men came and
claimed that one of them is his father. Nathaniel knew that
his blood type is O (ii) while his mom’s is B (Bi). Who
could be his father among the three men if their blood
type is as follows:
Father 1: Paul James

Occupation: Businessman
Blood Type: AB
www.wotithub.com
Father 2: Paul John Father 3: Paul Jeric

Occupation: Professional Singer Occupation: Policeman
Blood Type: Bi Blood Type: AA
clipart.co www.123rf.com
Guide Questions:
1. Who among the three men is the possible father of Nathaniel? Prove
your answer through Punnett square.
2. Who among the fathers are not telling the truth? Why did you say so?
3. If Nathaniel would have other siblings, what could probably be their
blood types?
4. In case of emergency, can his siblings accept a type A blood? Why or
why not?
5. Suppose Nathaniel married a woman with type O (ii) blood, will there
be possibility for them to have a blood type B child? Prove your answer
through Punnett Square.
6. If instead he married a woman with AB blood type, is it possible for

them to bear child with type A and B blood? Explain your answer.
Analysis:
1. What are the four human blood types?
2. Describe the characteristics of each blood type.
Abstraction:
BLOOD TYPE BLOOD TYPE A BLOOD TYPE B BLOOD TYPE O

AB
 Individuals  Individuals  Individuals  Individuals
have the A have A have the B do not
and B antigen on antigen on have either
antigen on the surface the surface A or B
the surface of their of their antigen on
of their RBC‟s. RBC‟s. the surface
RBC‟s.  Their  Their of their
 Their blood blood RBC‟s.
blood plasma plasma  Their
plasma contains contains blood
does not antibodies antibodies plasma
contain against the against the contain I
any B antigen. A antigen. anti-A and
antibodies  Can  Can anti-B
against receive receive antibodies
either A or blood only blood only against the
B antigen. from from A and B
 Known as individuals individuals blood
universal of groups of group B group
recipients A or O or O (with antigens.
since they (with A B being  Can
can being preferable) receive
receive preferable) . blood only
blood from . from the
any group individuals
(with AB of group
preferable) O.
.
 Cannot  Can  Can  Can
donate donate donate donate
blood to blood to blood to blood to
either A or individuals individuals individuals
B group. with type A with type B of any A,
or AB. or AB. B, O
group.
Known as
universal
donor,

Antibody acts like an army that fights invaders

known as antigen. Lymphocyte or the white blood
cell recognizes the antigen as being foreign and
produces antibodies that are specific to that antigen.
Each antibody has a unique binding site shape which
locks onto the specific shape of the antigen. The
antibodies destroy the antigen (pathogen) which is
then engulfed by macrophages.
Blood Type Phenotype Genotype

A AA or Ai IAIA or IAi
B BB or Bi IBIB or IBi
AB AB IAIB
O O ii
Application:
What is the importance of knowing our own blood type? In what
situation can it help us?
Assessment:
1. Blood type analysis is used frequently as evidence in paternity suits.

Consider a hypothetical case of a mother with blood type A and a child with
blood type B. Which blood type of an accused man would exonerate him as
the father?
a. IBIB b. IAIB C. IBi D. all of these
2. In humans, the alleles for blood type are designated IA (A-type blood),
IB (B-type blood) and i (O-type blood). What are the expected frequencies
of phenotypes between a heterozygous A and heterozygous B?
a. 25% type A, 25% type B, 25% type AB, 25% type O
b. 25% type A, 25% type B, 50% type AB, no type O
c. no type A, no type B, 50% type AB, 50% type O
d. 100% type AB
Answers: 1. c 2. a

Agreement:
1. What is the importance of blood typing in blood transfusion
process?
2. Bring the following materials:
 Manila paper
 Marker
 Scotch/paper tape

Lesson 14
Competency: Explain the different patterns of Non-Mendelian inheritance.
Objective(s):
1. Discuss how sex in humans is inherited
2. Illustrate by means of Punnett square a cross showing sex
inheritance on human.
Topic: Sex Chromosomes and Sex Determination
Resources Needed:
Human karyotype of male and female sex chromosomes in tarp (if
available)
Manila paper
Marker
References: Learner‟s Module in Science Grade 9 pp. 10-12

https://www.youtube.com/watch?v=F5Zl5cj15jc
Have you ever wondered why you were born a boy instead of a girl - or
a girl instead of a boy?
Source: www.livescience.com
So if you need to know why you are the way you are, let‟s perform the
activity.
Activity:
Procedure:
a. Draw a Punnett square which shows the inheritance of sex
chromosomes. Represent the female sex chromosome with XX
and the male sex chromosomes with XY.
X X
X

Guide Questions:
1. What will be the sex of a child produced when an egg is
fertilized by a sperm that has a Y chromosome?
2. What type of sperm must fertilize an egg to result in a
female child?
3. Based on this Punnett square, what percentage of
children would you expect to be male?
4. Which sex chromosome is present in both male and
female?
5. Infer which sex chromosome determines a person‟s sex.
6. What are the other factors that may influence the
expression of human sexuality?
b. Be ready to report your work in class.
Analysis:
1. What are the sex chromosomes in humans?
2. How does the sex chromosome in human differ from male and female?
3. How many chromosomes do humans have?
Abstraction:
Humans have 46 chromosomes in each cell. Observation of the human
body cells shows 23 pairs of chromosomes for both males and females.
Twenty-two pairs are somatic or body chromosomes. The 23rd pair consists of
sex chromosomes. Human males and some other male organisms, such as
other mammals and fruit flies, have non-identical sex chromosomes (XY).
Females have identical (XX) sex chromosomes.
How is sex determined and inherited?
Study the gamete formation bases on the sex chromosomes. You will
observe in Figure 3 that all egg cells receive an X chromosome; while half of
the sperm cells receive X chromosomes and the other half receive Y
chromosomes.
Figure 1 and Sex Determination

If an egg is fertilized by a sperm with a Y chromosome, as shown in

Figure 4, the offspring is male. When an egg is fertilized by a sperm carrying
an X chromosome, the offspring is female. Note that there is a 50 percent
chance of having a male or female offspring. The greater the number of
offspring, the greater is the chance of getting the expected 1:1 ratio of male
and female.
Application:
What is your personal opinion regarding on sex change among some
of lesbians and gay community?
Assessment:
1. What will be the gender of a child produced when an egg is fertilized by a

sperm that has a Y chromosome?
a. male b. female
c. either a male or a female d. neither a male or female
2. Which sex chromosome is present in both male and female?

a. X chromosome b. Y chromosome
c. both X and Y chromosomes d. none
3. Aside from sex chromosomes, other factors may influence the expression
of human sexuality. Which of the following can be classified as such?
a. Environmental Factors, such as age of mother that may lead to
nondisjunction (trisomy 21).
b. Social interactions after birth that may contribute to a certain degree
to the expression of human sexuality.
c. Aneuploidy where there is an excess or lack of X or Y chromosome
and genital development
during conception
d. All of the above.
Answers: 1. a 2. a 3. d
Agreement:
1. Describe sex-linked traits.

2. Give some examples of sex-linked traits.

Lesson 15
Competency: Explain the different patterns of non-Mendelian genetics.
Objective(s):
1. Explain sex-linked traits.
2. Solve problems related to sex-linked traits by Punnett square..
Topic: Sex-Linked Traits
Resources Needed:
Manila paper
Marker
Pictures of people with sex-linked genes
References:
Learner‟s Module pp. 13-14
https://www.youtube.com/watch?v=h2xufrHWG3E
Game: Students will be divided into two groups. The teacher will
choose one student that will serve as the “guesser” and the two groups will be
the “guessee”. The teacher will write the different words on a sheet of paper
related to the topic like long hair, curly hair, fair complexion, brown eyes, tall
and color-blind. The students will be given time to guess the word/s. Each
correct answer is equivalent to 1 point. The group who earns the highest
score will be the winner.
The teacher will relate the last word to the lesson.
Activity:
Procedure:
1. Read the given problem.
a. Color-blindness is a recessive, sex-linked disorder in humans. A
color-blind man has a child with a woman who is a carrier of the
disorder.
2. Illustrate using a Punnett square the probability of having children
who will have normal vision and children who will be color-blind.
3. Use the given data to illustrate sex linked genes by Punnett square.
Genotype Phenotype
XX Normal female
X Xc Normal female, carrier of the gene
Xc Xc Color-blind female
XY Normal male
Xc Y Color-blind male
Guide Questions:
a. What is the genotype and phenotype of the male offspring?
b. What is the genotype and phenotype of the female offspring?
c. What is the chance that the child will be color-blind?

d. What is the chance that a daughter will be color-blind?
e. What is the chance that a son will be color-blind?
Analysis:
1. What are sex-linked traits?
2. What is color-blindness?
3. How sex-linked genes are inherited?
Abstraction:
Genes located on the chromosomes are called X-linked genes. Genes
on Y chromosomes are called Y-linked genes. An example of an X-linked trait
in humans is hemophilia. A person suffering from hemophilia could die from
loss of blood even from a small wound because the blood either clots very
slowly or does not clot at all. Another example of X-linked trait is color-
blindness.
How can you identify the genotype of the female or male who is
colorblind?
Notice that for a female to become a color-blind, she must be
homozygous( XcXc) for color-blind genes. The trait is, therefore, recessive in
females. If female has only one X chromosome with the allele for color
blindness, she becomes normal but can pass on the trait to her offspring. She
is therefore a carrier of the trait. Since males have only one X chromosome,
the gene for color-blindness when present in the male, will always be
expressed because it does not have an allele to hide or prevent its
expression. Thus, the male will be color –blind. This is the reason why
blindness is more common in males than in females.
Hypertrichosis pinnae auris, a genetic disorder in humans that
causes hairy ears. Since the trait is found in Y chromosome, then only males
can have the trait. A father who has the condition will pass on to all his sons,
and they, in turn will pass it on to their own sons.
Application:
A normal male married a woman which is carrier of the disorder. What
is the probability that their offspring‟s will be normal? Show the result by
Punnett square. Refer on the table below for the genotypes and phenotypes
of person with hemophilia.
Genotype Phenotype
XHXH Normal female
XHXh Normal female, carrier of the gene
Xh Xh Hemophiliac female
XHY Normal male
Xh Y Hemophiliac male
Assessment:
1. A husband with normal color vision has a pregnant color-blind wife. Which
is the correct phenotypic ratio for sex and color vision of the children?
a. 50% male color blind, 50% female normal vision
b. 50% male color blind, 50% female normal vision carrier
c. 25% male color blind, 25% male normal vision, 50% female normal vision
d. 50% male normal vision, 25% female normal vision, 25% female color blind
For numbers 2 – 5:
A woman is heterozygous for a rare dominant X-linked genetic disease,
Duchenne Muscular Dystrophy (DMD), which results in muscle degeneration
and premature death. She married a normal man (homozygous recessive for
DMD). They have children. The following questions pertain to his family.
2. What is the chance that the couple will have a daughter with Duchenne
Muscular Dystrophy disease?
a. 100% b. 50% c. 25% d. 0%
3.What is the chance that the couple will have a son with Duchenne Muscular
Dystrophy disease?
a. 100% b. 50% c. 25% d. 0%
4. Which is the correct phenotypic ratio for the sex and phenotypes of the
couple‟s children?
a. 25% heterozygous normal female, 25% female with DMD, 50% male
with DMD
b. 25% male with DMD, 25% female with DMD, 50% heterozygous
normal female
c. 25% heterozygous normal female, 25% homozygous normal female,
25% male with DMD, 25% normal male
d. all children will inherit the Duchenne Muscular Dystrophy disease
5. If the woman is heterozygous normal, how many children with Duchenne

Muscular Dystrophy disease would the couple have?
a. 1 out of 4 times c. 12 out of 16 times
b. 3 out of 6 times d. 0 out of 3 times
Answers: 1. b 2. d 3. c 4. c 5. a
Agreement:
1. What are sex-limited traits?
2. What is color blindness?
3. Bring manila paper and marker for the activity.
Lesson 16
Competency: Explain the different patterns of non-Mendelian inheritance.
Objectives:
1. Describe sex-limited traits.
2. Identify sex-limited traits among different organisms.
Topic: Sex-limited Traits
Resources Needed: pen and paper
References: www.slideshare.net
www.slideplayer.com
Spot the Difference among Male and Female Organisms
Activity:
Refer to the following expressions of lactation in cattle to solve the
problem below:
Table 1. Expression of Lactation in Cattle

Female Genotypes Female Phenotypes
XXLL (XLXL) Female lactating
XXLl (XLXl) Female lactating
XXll (XlXl) Female not lactating
Male Genotypes Male Phenotypes
XYLL (XLYL) Male not lactating
XYLl (XLYl) Male not lactating
XYll (XlYl) Male not lactating

Problem:
If female lactating cattle (XXLl) is crossed with a male not lactating
cattle (XYLl), how much percentage for a female lactating cattle can be
produced? Not lactating? Show your answer through Punnett Square.
Analysis:
1. What is sex-limited trait?
2. How can you identify some sex-limited traits among different
organisms?
Abstraction:
Sex-limited traits are generally autosomal, which means that they are
not found on the X or Y chromosomes. The genes for these traits behave
exactly the same way that any autosomal gene behaves. The difference here
comes in the expression of the genes in the phenotype of the individual. Sex –
limited traits are expressed in only one gender.
Application:
Cite other organisms with sex-limited traits.
Assessment:
1. In cattle, the gene for lactation (L) is dominant over the nonlactating
gene(l). What is the phenotype of the cattle with the genotype XXll?
a. male lactating c. female nonlactating
b. female lactating d. cannot be determined
2. A female cow has a genotype XXll while a male cow has XYll. The female
cow is lactating while the male cow is not. Why is this so?
I. because the gene for lactation is an X-linked trait, female has two X
chromosomes.
II. because the gene for lactation is a sex-limited trait, the phenotype is
only expressed in female.
III. because the gene for lactation is autosomal and is not found in the
X and Y chromosomes.
a. I and II only b. I and III only

c. II and III only d. I, II and III

3. In what way is a sex-limited trait different from a sex-linked trait?

a. Sex-limited trait is autosomal while sex-linked is carried by the sex
chromosomes
b. Sex-limited trait can only be expressed in one gender while sex-
linked trait can be expressed in both genders
c. Sex-limited trait is inherited from the X chromosome while sex-linked
trait is from the Y chromosome.
d. both a and b.
Answers: 1. c 2. c 3. d
Agreement:
1. Define sex-influenced traits.
2. Give examples of sex-influenced traits.

Lesson 17
Competency: Explain the different patterns of non-Mendelian genetics.
Objective(s):
1. Explain sex-influenced traits.
2. Solve problems related to sex-influenced traits by Punnett square.
3. Determine the genotypes and phenotypes of the offspring‟s from the
crossed.
Topic: Sex-Influenced Traits
Resources Needed:
Manila paper
Marker
Pictures of people with sex-influenced traits
Videos about sex-influence traits
References:
Learner‟s Module pp. 16-17
https://www.youtube.com/watch?v=BkqQvwxjnpA
Picture Analysis
The teacher will ask the students to study the pictures below.
Source: www.dmatureyoga.com
What have you noticed in the pictures? The teacher will lead the
question to the lesson.

Activity:
Procedure:
1. Study the data below to answer the questions.
Table 5. Expression of Pattern Baldness in Humans
Male Genotypes Male Phenotypes

XBYB Bald male
XBYb Bald male
XbYb Nonbald male
Female Genotypes Female Phenotypes
XBXB Bald female
XBXb Nonbald female
XbXb Nonbald female
2. Study the problem
a. A bald father (XBYb) married a non-bald mother (XbXb). The
couple wants to know the probabilities of their children to be
bald or non-bald. Use Punnett square to show the probable
offspring of the couple.
Guide Questions:
a. What are the genotypic and phenotypic ratios of the offspring of the
couple?
b. What is the percentage of bald male?
c. What is the percentage of non-bald male?
d. What is the percentage of bald female?
e. What is the percentage of the crossed non-bald female?
Analysis:
1. What are sex-influenced traits?
2. In what way are sex-limited and sex-influenced characters similar?
3. What is the main difference between sex-limited and sex-influenced
traits?
Abstraction:
What makes sex-influenced traits unusual and different to other sex-
related inheritance?

Sex-influenced traits are also autosomal, meaning that their gens are
not carried on the sex chromosomes. Again, what makes the traits unusual is
the way they are expressed phenotypically. In this case, the difference is in
the ways the two genders express the genes.
One classic example of a sex-influenced trait is pattern baldness in
humans, though the condition is not restricted to males. This gene has two
alleles, bald and non-bald. The behaviors of the products of these genes are
highly influenced by the hormones on the individual, particularly by the
hormone testosterone. All humans have testosterone, but males have much
higher levels of this hormone than females do. The result is that, in males, the
baldness allele behaves like a dominant allele, while in females it behaves like
a recessive allele.
Application:
Why do you think baldness is not expressed in females even though
both heterozygous gene pair occurs?
If you look at the heterozygous gene pair for baldness (Bb) in Table 5,
males express baldness, while females do not. Baldness may be expressed in
females but it occurs more frequently in males. Such trait is sex-influenced
because of a substance that is not produced equally in males and females.
Assessment:
Directions: Read the situation below and choose the statement that best
A heterozygous female nonbald is married to a homozygous bald male.

1. What are the genotypes of the couple?
a. XYBB x XXBB c. XYbb x XXbb
b. XYBb x XXBb d. XYBB x XXBb
2. How many percent is the chance that they will have a bald daughter?
a. 100% b. 50% c. 25% d. 0%
Agreement:
1. What is Index of Diversity?
2. What is the formula for Index of Diversity?

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Lesson Guide in Science Grade 9

Topic: Location of Genes on Chromosomes

Figure 1. Double-helix structure of DNA

Quarter 1 Module 2 - Living Things and Their Environment 30

6. Complete the right side of the ladder by adding the complementary

Figure 2. Basic Subunits of DNA

Quarter 1 Module 2 - Living Things and Their Environment 31

The structure of the DNA is actually in a double helix arrangement

The sides of the ladder are made up of alternating

Quarter 1 Module 2 - Living Things and Their Environment 32

1. DNA is a long molecule made up of units called nucleotides. Which of

2. Which sequence of nucleotides would bond with the DNA sequence

3. Which of the following DOES NOT describe the structure of DNA?

Quarter 1 Module 2 - Living Things and Their Environment 33

Competency: Describe the location of genes in chromosomes

Topic: Location of Genes in Chromosomes

Then they will answer the guide questions below.

1. Use the diagram of a chromosome to

2. In which part of the chromosome does the

3. How can you compare gene from

Quarter 1 Module 2 - Living Things and Their Environment 34

Chromosomes are thread-like structures located inside the nucleus of

Quarter 1 Module 2 - Living Things and Their Environment 35

2. It is the structure which keeps the chromosomes properly aligned

Quarter 1 Module 2 - Living Things and Their Environment 36

Competency: Explain the different patterns of non-Mendelian inheritance.

Resources Needed: Gumamela flowers (red, white, pink) – pictures can

Preliminary Activity/ Priming:

Quarter 1 Module 2 - Living Things and Their Environment 37

(d) What will be the hair type of

Quarter 1 Module 2 - Living Things and Their Environment 38

Do you know that some human traits can be considered as incomplete

For numbers 2 and 3, base your answers in the following problem.

Quarter 1 Module 2 - Living Things and Their Environment 39

Quarter 1 Module 2 - Living Things and Their Environment 40

Competency: Explain the different patterns of non-Mendelian

Resources Needed: Manila Paper marker

Preliminary Activity/ Priming:

Observe the physical traits of different organisms in the picture.

 A red (RR) bull is mated with a red (RR) cow 1

Quarter 1 Module 2 - Living Things and Their Environment 41

3. Write your answers on the Manila paper.

a. 2 ZZb barred male : 2 ZW nonbarred female

Quarter 1 Module 2 - Living Things and Their Environment 42

3. What is the genotypic ratio of the resulting offspring in problem number 2?

Quarter 1 Module 2 - Living Things and Their Environment 43

Competency: Explain the different patterns of non-Mendelian Inheritance

Objective(s): Infer the unknown phenotypes of individuals on the basis of the

Topic: Multiple Alleles

Resources Needed: Manila paper marker paper tape

Do you know your blood type? Are you aware of its

Quarter 1 Module 2 - Living Things and Their Environment 44

Activity: Who’s the Real Father?

Nathaniel lost his mom Rachel. According to the family

Father 1: Paul James

Father 2: Paul John Father 3: Paul Jeric

6. If instead he married a woman with AB blood type, is it possible for

BLOOD TYPE BLOOD TYPE A BLOOD TYPE B BLOOD TYPE O

Quarter 1 Module 2 - Living Things and Their Environment 46