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SCIENCE: GRADE 9 Formatted ...
Second Quarter / SY 2018-2019 Formatted ...
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Name:________________________________________________ Year & Section:__________________________
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Teacher:______________________________________________ Date Released
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INDEPENDENT HOME PROGRAM
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ACCOMPLISHMENT DATE: __________________ PARENT’S_ PARENT’S SIGNATURE:
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Lesson #2: Circulatory System Formatted ...

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1. Identify the components of blood and the role of Formatted ...
each component.
2. Trace the major circuits of blood flow. Formatted ...
3. Explain the disorders that may affect the proper functioning of the circulatory system. Formatted ...
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Instructions: Answer pp. 53-55 Part A (Test Yourself) and Part B (Critical Thinking) Write your answers in a ½
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Lesson #13: Genetics
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Learning Goals: Summarize the benefits and drawbacks DUE DATE: October 9, 2018
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beings. Formatted ...
Illustrate how human traits inherited using different patterns of inheritance. Formatted ...
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The traits of organisms are controlled by genes on chromosomes. A gene is the part of a chromosome Formatted ...
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In sexually reproducing species, chromosomes are present in cells in pairs. Chromosomes in the same
pair are called homologous chromosomes. They have the same genes at the same loci. The genes
may be present as the same or different alleles. During meiosis, when gametes are produced,
homologous chromosomes separate and go to different gametes. Thus, the two alleles for each gene
also go to different gametes.

When gametes unite during fertilization, the resulting zygote inherits two alleles for each gene. One
allele comes from each parent. The two alleles that an individual inherits make up the individual’s
genotype. The two alleles may be the same or different. An individual with two alleles of the same type
is called a homozygote. An individual with two alleles of different types is called a heterozygote.

The expression of an individual’s genotype is called its phenotype. The phenotype refers to the
individual’s traits. Different genotypes may produce the same phenotype. This will be the case if one
allele is dominant to the other. For example, if B is dominant to b, only the B allele will be expressed in
a Bb heterozygote. The recessive b allele will be expressed only in a bb genotype.

Questions:

1. Explain how the following concepts are related: gene, locus, and allele.
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2. In a sexually reproducing species, what determines an individual’s genotype?

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3. Explain the difference between genotype and phenotype.

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Reference(s):

I find this lesson  easy  average  difficult.

My comments about this lesson:
__________________________________________________________

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RUBRIC:

4 3 2 1

Student’s project Student’s project is Student’s project is Student’s project does

Meets Basic follows all five missing a minor point missing a major point not conform to more
Requirements instruction points. from instructions (for but is still completed than one major point.
example: date or title)
The cartoon is of The cartoon is of good The cartoon is of fair The cartoon appears to
excellent quality and it quality and it is quality and seems have been hastily
Organization &
is apparent that the apparent that the rushed. created and appears
Preparation
student spent time in student spent some messy or disorganized.
preparing it. time.
The cartoon The cartoon The cartoon The cartoon
demonstrates higher demonstrates an demonstrates demonstrates that the
Knowledge & Concept level understanding of understanding of an recognition of an issue student is still
of the Topic an issue. issue. but not a clear struggling to
understanding. understand the issue.
The cartoon’s style, The cartoon’s style, The cartoon’s style, The cartoon’s style,
Creativity of the color, and impact align color, and impact align color, and impact do color, and impact seem
Product perfectly with the well with the students not align well with the disjointed and rushed.
students ideas. ideas. students ideas.

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 The cartoon is rich The cartoon is rich The cartoon The cartoon
with symbolism. The with symbolism. The demonstrates little demonstrates little to
message goes beyond a message goes beyond a symbolism. The no symbolism. The
statement and reflects statement and reflects message does not message does not
an in-depth opinion an in-depth opinion really go beyond a really go beyond a
Visual Expression of answering more than answering one of the statement (for example statement and does not
Ideas one of the “questions “questions to answer.” “people in Africa are reflect an in-depth
to answer.” starving”) and does not opinion.
reflect an in-depth
opinion answering
more than one of the
“questions to answer.”

ACCOMPLISHMENT DATE: __________________ PARENT’S_ PARENT’S SIGNATURE:

______________________
TEACHER’S SIGNATURE: __________________

DUE DATE: October 16, 2018

Lesson #24: Biodiversity

Learning Goal: Analyze the different threats to biodiversity

How do you envision Earth and its biodiversity when you are 50 years old? What are the most
important elements to make your plan a reality?

Instructions: Look at the priority pyramid blocks and consider how each plays a role in shaping the
future. Carefully consider the 15 blocks and rank them from 1-15, with 1 being the MOST important in
your vision and 15 being the least important. Arrange them to make a pyramid with 1 at the top.
Justify in writing why you put 1 at the top and 15 at the bottom. Then, explain how it is essential or not
to your vision of Earth in the future.

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Reasoning:
1. According to the priority pyramid, which block do you consider as your top priority? Why?

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 ___________________________________________________________________________
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2. According to the priority pyramid, which block do you consider as your least priority? Why?
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Reference(s):

I find this lesson  easy  average  difficult.

My comments about this lesson:
__________________________________________________________

ACCOMPLISHMENT DATE: __________________ PARENT’S_ PARENT’S SIGNATURE:

______________________
TEACHER’S SIGNATURE: __________________

Lesson #3: History of the Elements

Learning Goal: Recognize that around 100 known DUE DATE: October 16, 2018
elements exist that may be combined in nature or by man to
produce compounds

Instructions: In a short bond paper, create an infograph of the element assigned to you. It should
contain a brief history of that element and its uses.

Reference(s):

I find this lesson  easy  average  difficult.

My comments about this lesson:
__________________________________________________________

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SCIENCE 9 PROJECT
DUE DATE: November 6, 2018

1. Use this format for your Science Fair Paper

FONT: Arial
FONT SIZE: 12
SPACING: Double spaced

2. Use third person point of view for the entire proposal. Print the hard copy in a short bond paper.

3. Revise the previous proposals based on the recommendations given during the topic defense. Your output
must contain the following parts:

I. Title Page
II. Statement of the Problem
III. Significance of the Study
IV. Review of Related Literature
V. Conceptual Framework
VI. Hypothesis
VII. Methodology (discuss procedure and blank data table for observations)
VIII. Prototype of the Project (Actual and Digital)
IX. Results and Discussion

REMARKS:
1. Tables are used to put results in an organized form; they are labeled with numbers and title on TOP. Graphs
and charts are used to show the relationship between factors being studied; they are labeled with figure
numbers and titles at the BOTTOM.
2. Illustrations are used for observations that need to be drawn for observations to be clearer
3. Present results neatly and clearly
4. In the discussion, the results should be analyzed in relation to the hypothesis being tested- is the hypothesis
accepted, rejected or revised based on results?
5. Tables, graphs, charts and illustrations are placed near their respective discussion.
6. For statements directly lifted from another author, the name of the author and name of publication are cited.
7. Keep a record of all the information you have gathered in your experiment. Use graphs, charts, and
photographs to help others understand your project. Your documentation will be used both for the report
and the display board. Photographs should be taken throughout the entire experiment. Data should consist
of qualitative (observations) and quantitative (numerical.) (Observations are factual statements of things
that can be observed using your senses – things you see, smell, hear, taste, or feel.) Quantitative data is to
be included in a table format. Charts and/or graphs provide further visual clarification and can accompany a
data table.
8. Once the data are collected, they must be organized and summarized so that the scientist can determine if
the hypothesis has been supported or negated. Tables and graphs (also called “figures”) have two primary
functions. They are used to (1) help you analyze and interpret your results and (2) enhance the clarity with
which you present the work to a reader or viewer. They are also useful to display several dependent
variables at the same time. A dependent variable is a variable dependent on another variable: the
independent variable. In simple terms, the independent variable is said to cause an apparent change in, or
simply affect, the dependent variable.

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