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Science
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Teacher’s Guide
Unit EP
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This book was collaboratively developed and reviewed by educators
from public and private schools, colleges, and/or universities. We encourage
teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
action@deped.gov.ph.
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We value your feedback and recommendations.
Department of Education
Republic of the Philippines
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Science – Grade 10
Teacher’s Guide
First Edition 2015
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the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
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Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
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Development Team of the Teacher’s Guide
Authors: Herma D. Acosta, Liza A. Alvarez, Dave G. Angeles, Ruby D. Arre,
Ma. Pilar P. Carmona, Aurelia S. Garcia, Arlen Gatpo, Judith F. Marcaida,
Ma. Regaele A. Olarte, Marivic S. Rosales and Nilo G. Salazar.
Reviewers: Eligio C. Obille Jr., Marlene Ferido, Ma. Helen DH Catalan,
Vic Marie Camacho, Lilia M. Rabago and Cerilina M. Maramag
Illustrators: Joseph V. Bales, Ramon C. Gatpo, Regaele A. Olarte, Marivic
S. Rosales, Ruel C. Quindoy, Antonio I. Basilla, and Jose Leo Vic O. Albaño
DepEd Specialists: Joseph R. Jacob and Maria Amparo R. Ventura
Photo Credits: Herma D. Acosta, Dave G. Angeles, Liza A. Alvarez, Ruby
D. Arre, Aurelia S. Garcia, Judith F. Marcaida, Regaele A. Olarte, Jane
Chavarria and Nilo G. Salazar,
Layout Artists: Joselito B. Asi and John Ralph G. Sotto
Printed in the Philippines by: REX Book Store, Inc.
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address:
Telefax:
E-mail Address:
5th Floor Mabini Building, DepEd Complex
Meralco Avenue, Pasig City
Philippines 1600
(02) 634-1054, 634-1072
imcsetd@yahoo.com
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
TABLE OF CONTENTS
UNIT 3. Living Things and their Environment
Introduction...........................................................................................164
Module 1. Coordinated Functions of the Nervous,
Endocrine, and Reproductive System................................165
Pre-assessment..............................................................................166
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The Nervous System......................................................................167
Activity 1. Break It Down!........................................................167
The Nerve Cell...............................................................................168
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Control of Body Processes through the Nervous System..............170
Activity 2. How Fast Is Your Reaction?....................................172
Activity 3. A Nervous Trip........................................................173
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The Endocrine System...................................................................176
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Endocrine Glands and Their Hormones.........................................176
Activity 4. Who’s in Control?....................................................177
Activity 5. What Went Wrong?.................................................179
Menstrual Cycle.............................................................................181
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Activity 6. Mark My Calendar!..................................................181
Nervouse System Working Together with
Endoctrine System to Maintain Homeostasis................................183
Performance Task: Vidoe Making...................................................184
Summary........................................................................................185
Answers to Summative Assessment..............................................187
Glossary..........................................................................................188
References and Links.....................................................................189
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Module 2. Heredity: Inheritance and Variation....................................191
Overview........................................................................................191
Answers to Pre-assessment...........................................................192
Activity 1. Getting to Know the DNA and RNA Structures.......193
Activity 2. DNA Makes DNA....................................................195
Activity 3. What’s the Message...............................................199
Activity 4. Relay the Message.................................................203
Activity 5. Trace the Code.......................................................207
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Activity 6. Chromie Change.....................................................210
Summary........................................................................................214
Answers to Summative Assessment..............................................215
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Glossary of Terms...........................................................................216
References and Links.....................................................................217
Module 3. Biodiversity and Evolution.................................................221
Overview.........................................................................................221
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Answers to Pre-assessment...........................................................222
Sources of Evidences in the Study of Evolution............................223
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Activity 1A. Where Do I Belong?.............................................224
Activity 1B. What’s My Age?...................................................226
Evolutionary Patterns from Comparative Anatomy.........................227
Activity 2. AHA! Analogous! Homologous!...............................228
Activity 3. So, Who is My Relative?.........................................229
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Activity 4. Let’s Compare.........................................................230
Activity 5. Follow The Track.....................................................232
Activity 6. Survivor....................................................................233
Performance Task..........................................................................235
Summative Assessment.................................................................236
Summary of Concepts....................................................................237
Glossary..........................................................................................238
References.....................................................................................238
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Module 4. Ecosystem: Biodiversity....................................................240
Overview.........................................................................................240
Pre-assessment..............................................................................241
Biodiversity and Stability
Activity 1. Classifying the Value of Biodiversity....................242
The Ups and Downs of Population Growth....................................242
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Limiting Factors..............................................................................243
Activity 2. Dependent of Independent..................................245
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Environmental Problems and Issues..............................................246
Activity 3. Analyzing Environmental Issues.........................247
Activity 4. Biodiversity Status in the Community..................248
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Activity 5. Product Creation.................................................249
Activity 6. Showcasing of Products.....................................252
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Answers to Summative Assessment..............................................253
Glossary of Terms..........................................................................254
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References and Links.....................................................................255
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December 2013
(Grade 10)
SCIENCE
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K to 12 Curriculum Guide
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Pasig City
DepEd Complex, Meralco Avenue
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Department of Education
Republic of the Philippines
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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application to real-life situations.
way to a deeper understanding of core concepts. The integration across science topics and other disciplines will lead to a meaningful understanding of concepts and its
Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another in spiral progression, thus paving the
As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations. Concepts and skills in
interest and let them become active learners.
and appreciate science as relevant and useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-on activities will be used to develop learners’
these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse learners’ curiosity motivates them to learn
Science content and science processes are intertwined in the K to 12 Curriculum. Without the content, learners will have difficulty utilizing science process skills since
namely, constructivism, social cognition learning model, learning style theory, and brain-based learning.
technology-society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy
demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science-
understanding and applying scientific knowledge in local setting as well as global context whenever possible, performing scientific processes and skills, and developing and
nature, innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed around the three domains of learning science:
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the development of scientifically, technologically, and environmentally literate and productive members of society who are critical problem solvers, responsible stewards of
The K to 12 science curriculum will provide learners with a repertoire of competencies important in the world of work and in a knowledge-based society. It envisions
country’s cultural heritage.
personal and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, thus preserving our
The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the social, economic,
and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.
Science education aims to develop scientific literacy among learners that will prepare them to be informed and participative citizens who are able to make judgments
CONCEPTUAL FRAMEWORK
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K to 12 BASIC EDUCATION CURRICULUM
The Conceptual Framework of Science Education
Brain-based
learning
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Developing and
Demonstrating Scientific
Attitudes and Values
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Scientific, Technological and
Environmental Literacy
K to 12 BASIC EDUCATION CURRICULUM
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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At the end of Grade 6, the learners
should have developed the essential
skills of scientific inquiry – designing
simple investigations, using appropriate
procedure, materials and tools to gather
evidence, observing patterns,
determining relationships,drawing
conclusions based on evidence, and
communicating ideas in varied ways to
make meaning of the observations
and/or changes that occur in the
environment. The content and skills
learned will be applied to maintain good
health, ensure the protection and
improvement of the environment, and
practice safety measures.
At the end of Grade 3, the
learners should have acquired
healthful habits and
havedeveloped curiosity about
self and their environment
using basic process skills of
observing, communicating,
comparing, classifying,
measuring, inferring and
predicting. This curiosity will
help learners value science as
an important tool in helping
them continue to explore their
natural and physical
environment. This should also
include developing scientific
knowledge or concepts.
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4–6
K–3
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The learners should demonstrate an
understanding of science concepts and apply
science inquiry skills in addressingreal-world
problems through scientific investigations.
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At the end of Grade 10, the learners should
have developed scientific, technological, and
environmental literacyand can make that
would lead to rational choices on issues
confronting them. Having been exposed to
scientific investigations related to real life,
they should recognize that the central feature
of an investigation is that if one variable is
changed (while controlling all others), the
effect of the change on another variable can
be measured. The context of the investigation
can be problems at the local or national level
to allow them to communicate with learners
in other parts of the Philippines or even from
other countries using appropriate technology.
7–10
KEY STAGE STANDARDS: (STANDARDS FOR SCIENCE LEARNING AREAS FOR K-3, 4-6, 7-10 AND 11-2)
At the end of Grade 12, the learners
should have gained skills in obtaining
scientific and technological information
from varied sources about global
issues that have impact on the
country. They should have acquired
scientific attitudes that will allow them
to innovate and/or create products
useful to the community or country.
They should be able to process
information to get relevant data for a
problem at hand. In addition, learners
should have made plans related to
their interests and expertise, with
consideration forthe needs of their
community and the country — to
pursue either employment,
entrepreneurship, or higher education.
11-12
The learners demonstrate understanding of basic science concepts and application of science-inquiry skills. They exhibit scientific attitudes and values to solve
problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed
decisions, and engage in discussions of relevant issues that involve science, technology, and environment.
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CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)
K to 12 BASIC EDUCATION CURRICULUM
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Grade-Level Standards
Grade 4
Grade 3
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At the end of Grade 4, learners can investigate changes in some observable properties of materials when mixed with other materials or when
force is applied on them. They can identify materials that do not decay and use this knowledge to help minimize waste at home, school, and in
the community.
Learners can describe the functions of the different internal parts of the body in order to practice ways to maintain good health. They can classify
plants and animals according to where they live and observe interactions among living things and their environment. They can infer that plants
and animals have traits that help them survive in their environment.
Learners can investigate the effects of push or pull on the size, shape, and movement of an object.
Learners can investigate which type of soil is best for certain plants and infer the importance of water in daily activities. They learned about what
makes up weather and apply their knowledge of weather conditions in making decisions for the day. They can infer the importance of the Sun to
life on Earth.
At the end of Grade 3, learners can describe the functions of the different parts of the body and things that make up their surroundings --- rocks
and soil, plants and animals, the Sun, Moon and stars. They can also classify these things as solid, liquid or gas. They can describe how objects
move and what makes them move. They can also identify sources and describe uses of light, heat, sound, and electricity.
Learners can describe changes in the conditions of their surroundings. These would lead learners to become more curious about their
surroundings, appreciate nature, and practice health and safety measures.
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Grade 2
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At the end of Grade 2, learners will use their senses to explore and describe the functions of their senses, compare two or more objects and
using two or more properties , sort things in different ways and give a reason for doing so, describe the kind of weather or certain events in the
home or school and express how these are affecting them, do simple measurements of length, tell why some things around them are important ,
decide if what they do is safe or dangerous; give suggestions on how to prevent accidents at home, practice electricity, water, and paper
conservation, help take care of pets or of plants , and tell short stories about what they do, what they have seen, or what they feel.
Grade 1
The learners will demonstrate an emerging understanding of the parts of their body and their general functions; plants, animals and varied
materials in their environment and their observable characteristics; general weather conditions and how these influence what they wear; and
other things in their environment. Understanding of their bodies and what is around them is acquired through exploration, questioning, and
careful observation as they infer patterns, similarities, and differences that will allow them to make sound conclusions.
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At the end of Grade 1, learners will use their senses to locate and describe the external parts of their body; to identify, external parts of animals
and plants; to tell the shape, color, texture, taste, and size of things around them; to describe similarities and differences given two objects; to
differentiate sounds produced by animals, vehicles cars, and musical instruments; to illustrate how things move; to, describe the weather and
what to do in different situations; to use appropriate terms or vocabulary to describe these features; to collect, sort, count, draw, take things
apart, or make something out of the things; to practice healthy habits (e.g., washing hands properly, choosing nutritious food) and safety
measures (e.g., helping to clean or pack away toys, asking questions and giving simple answers/ descriptions to probing questions).
Kindergarten
GRADE/LEVEL
K to 12 BASIC EDUCATION CURRICULUM
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Grade 6
Grade 5
GRADE/LEVEL
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Grade-Level Standards
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At the end of Grade 6, learners recognize that when mixed together, materials may not form new ones thus these materials may be recovered
using different separation techniques. They can prepare useful mixtures such as food, drinks and herbal medicines.
Learners understand how the different organ systems of the human body work together. They can classify plants based on reproductive
structures, and animals based on the presence or lack of backbone. They can design and conduct an investigation on plant propagation. They
can describe larger ecosystems such as rainforests, coral reefs, and mangrove swamps.
Learners can infer that friction and gravity affect how people and objects move. They have found out that heat, light, sound, electricity, and
motion studied earlier are forms of energy and these undergo transformation.
Learners can describe what happens during earthquakes and volcanic eruptions and demonstrate what to do when they occur. They can infer
that the weather follows a pattern in the course of a year. They have learned about the solar system, with emphasis on the motions of the Earth
as prerequisite to the study of seasons in another grade level.
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At the end of Grade 5, learners can decide whether materials are safe and useful by investigating about some of their properties. They can infer
that new materials may form when there are changes in properties due to certain conditions.
Learners have developed healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty.
They can compare different modes of reproduction among plant and animal groups and conduct an investigation on pollination. They have
become aware of the importance of estuaries and intertidal zones and help in their preservation.
Learners can describe the movement of objects in terms of distance and time travelled. Learners recognize that different materials react
differently with heat, light, and sound. They can relate these abilities of materials to their specific uses.
Learners can describe the changes that earth materials undergo. They can make emergency plans with their families in preparation for typhoons.
They can observe patterns in the natural events by observing the appearance of the Moon.
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K to 12 BASIC EDUCATION CURRICULUM
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Grade 9
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At the end of Grade 9, learners have gained a a deeper understanding of the digestive, respiratory, and circulatory systems to promote overall
health. They have become familiar with some technologies that introduce desired traits in economically important plants and animals. Learners
can explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful compounds may arise from
such rearrangements.
Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from volcanoes may be tapped
for human use. They are familiar with climatic phenomena that occur on a global scale. They can explain why certain constellations can be seen
only at certain times of the year.
Learners can predict the outcomes of interactions among objects in real life applying the laws of conservation of energy and momentum.
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Grade 8
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At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can differentiate
the concept of work as used in science and in layman’s language. They know the factors that affect the transfer of energy, such as temperature
difference, and the type (solid, liquid, or gas) of the medium.
Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They recognize other
members of the solar system.
Learners can explain the behaviour of matter in terms of the particles it is made of. They recognize that ingredients in food and medical products
are made up of these particles and are absorbed by the body in the form of ions.
Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have delved deeper into the process of
digestion as studied in the lower grades, giving emphasis on proper nutrition for overall wellness. They can participate in activities that protect
and conserve economically important species used for food.
Grade-Level Standards
Grade 7
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At the end of Grade 7, learners can distinguish mixtures from substances through semi-guided investigations. They realize the importance of air
testing when conducting investigations. After studying how organ systems work together in plants and animals in the lower grade levels, learners
can use a microscope when observing very small organisms and structures. They recognize that living things are organized into different levels:
Cells, tissues, organs, organ systems, and organisms. These organisms comprise populations and communities, which interact with non-living
things in ecosystems.
Learners can describe the motion of objects in terms of distance and speed, and represent this in tables, graphs, charts, and equations. They can
describe how various forms of energy travel through different mediums.
Learners describe what makes up the Philippines as a whole and the resources found in the archipelago. They can explain the occurrence of
breezes, monsoons, and ITCZ, and how these weather systems affect people. They can explain why seasons change and demonstrate how
eclipses occur.
GRADE/LEVEL
K to 12 BASIC EDUCATION CURRICULUM
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Grade-Level Standards
Living Things
and Their
Environment
Force, Motion,&
Energy
Living Things
and Their
Environment
Force, Motion,&
Energy
Earth & Space
2nd Quarter
3rd Quarter
4th Quarter
Earth & Space
Matter
G4
Matter
G3
Earth & Space
Force, Motion &
Energy
Living Things
and Their
Environment
Matter
G5
Earth & Space
Force, Motion,&
Energy
Living Things
and Their
Environment
Matter
G6
Earth & Space
Force, Motion,&
Energy
Living Things
and Their
Environment
Earth & Space
Force, Motion,&
Energy
Matter
Living Things
and Their
Environment
Earth & Space
Matter
Living Things
and Their
Environment
Force, Motion,&
Energy
Earth & Space
Living Things
and Their
Environment
Force, Motion,&
Energy
Matter
G10
G9
G8
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Matter
G7
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SEQUENCE OF DOMAIN/STRANDS PER QUARTER
At the end of Grade 10, learners realize that volcanoes and earthquakes occur in the same places in the world and that these are related to plate
boundaries. They can demonstrate ways to ensure safety and reduce damage during earthquakes, tsunamis, and volcanic eruptions. Learners
can explain the factors affecting the balance and stability of an object to help them practice appropriate positions and movements to achieve
efficiency and safety such as in sports and dancing. They can analyze situations in which energy is harnessed for human use whereby heat is
released, affecting the physical and biological components of the environment. Learners will have completed the study of the entire organism
with their deeper study of the excretory and reproductive systems. They can explain in greater detail how genetic information is passed from
parents to offspring, and how diversity of species increases the probability of adaptation and survival in changing environments. Learners can
explain the importance of controlling the conditions under which a chemical reaction occurs. They recognize that cells and tissues of the human
body are made up of water, a few kinds of ions, and biomolecules. These biomolecules may also be found in the food they eat.
1st Quarter
Grade 10
GRADE/LEVEL
K to 12 BASIC EDUCATION CURRICULUM
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Grade 3
Using the characteristics observed
among solids, liquids, and gases,
learners investigate ways in which solid
turns into liquid, solid into gas, liquid
into gas, and liquid into solid, as
affected by temperature.
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Grade 5
Learners learn that some changes
in the characteristics of a product
such as food or medicine may
affect its quality. One way of
finding out is by reading and
interpreting product labels. This
information helps them decide
when these products become
harmful.
After investigating the changes in
some observable characteristics
of materials due to temperature
in Grade 3, learners can now
inquire about changes observed
when a solid is mixed with a
liquid or when a liquid is mixed
with another liquid.
Changes in some characteristics
of solid materials can be observed
when these are bent, hammered,
pressed, and cut.
Grade 6
Based on the characteristics of the components
of a heterogeneous mixture, learners
investigate ways of separating these
components from the mixture. They will infer
that the characteristics of each of the
components remain the same even when the
component is part of the mixture.
In Grade 4, the learners have observed the
changes when mixing a solid in a liquid or a
liquid in another liquid.
From these investigations, learners can now
describe the appearance of mixtures as
uniform or non-uniform and classify them as
homogeneous or heterogeneous mixtures.
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In Grade 4, learners investigated changes in
materials that take place at certain
conditions, such as applying force, mixing
materials, and changing the temperature. In
Grade 5, they investigate changes that take
place under the following conditions:
presence or lack of oxygen (in air), and
applying heat. They learn that some of
these conditions can result in a new
product. Knowing these conditions enable
them to apply the “5R method” (recycling,
reducing, reusing, recovering and repairing)
at home and in school.
CHANGES THAT MATTER UNDERGO
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PROPERTIES OF MATTER
Aside from being grouped into
After learning how to read and interpret
solids, liquids, or gases, materials product labels, learners can critically decide
may also be grouped according to whether these materials are harmful or not.
their ability to absorb water,
They can also describe ways in which they
ability to float or sink, and
can use their knowledge of solids and
whether they decay or not
liquids in making useful materials and
products.
Grade 4
SPIRALLING OF CONCEPTS GRADE 3 – GRADE 10
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When learners observe different objects
and materials, they become aware of
their different characteristics such as
shape, weight, definiteness of volume
and ease of flow. Using characteristics,
objects and materials can be grouped
into solids, liquids or gases.
MATTER
K to 12 BASIC EDUCATION CURRICULUM
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Further, learners demonstrate that
homogeneous mixtures can be
separated using various techniques.
Learners recognize that materials
combine in various ways and through
different processes, contributing to
the wide variety of materials. Given
this diversity, they recognize the
importance of a classification system.
They become familiar with elements
and compounds, metals and nonmetals, and acids and bases.
Learners begin to do guided and
semi-guided investigations, making
sure that the experiment they are
conducting is a fair test.
Grade 8
Grade 9
They also learn that the forces holding
metals together are caused by the
attraction between flowing electrons
and the positively charged metal ions.
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They also recognize that the same particles
are involved when these changes occur. In
effect, no new substances are formed.
Learners learn that particles are always in
motion. They can now explain that the
changes from solid to liquid, solid to gas,
liquid to solid, and liquid to gas, involve
changes in the motion of and relative
distances between the particles, as well as
the attraction between them.
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Learners explain how new compounds
are formed in terms of the
rearrangement of particles. They also
recognize that a wide variety of useful
compounds may arise from such
rearrangements.
CHANGES THAT MATTER UNDERGO
Recognizing that matter consists of an
extremely large number of very small
particles, counting these particles is
not practical. So, learners are
introduced to the unit—mole.
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Learners explain how covalent bonding
in carbon forms a wide variety of
carbon compounds.
Using their understanding of atomic
structure learned in Grade 8, learners
describe how atoms can form units
called molecules. They also learn about
ions. Further, they explain how atoms
form bonds (ionic and covalent) with
other atoms by the transfer or sharing
of electrons.
Using models, learners learn that matter is
made up of particles, the smallest of which
is the atom. These particles are too small to
be seen through a microscope. The
properties of materials that they have
observed in earlier grades can now be
explained by the type of particles involved
and the attraction between these particles.
PROPERTIES AND STRUCTURE OF MATTER
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In Grade 6, learners learned how to
distinguish homogenous from
heterogeneous mixtures. In Grade 7,
learners investigate properties of
solutions that are homogeneous
mixtures. They learn how to express
concentrations of solutions
qualitatively and quantitatively. They
distinguish mixtures from substances
based on a set of properties.
Grade 7
K to 12 BASIC EDUCATION CURRICULUM
In Grade 9, learners described how particles
rearrange to form new substances. In
Grade 10, they learn that the
rearrangement of particles happen when
substances undergo chemical reaction. They
further explain that when this
rearrangement happens, the total number
of atoms and total mass of newly formed
substances remain the same. This is the
Law of Conservation of Mass. Applying this
law, learners learn to balance chemical
equations and solve simple mole-mole,
mole-mass, and mass-mass problems.
In Grade 9, learners learned that the
bonding characteristics of carbon result in
the formation of large variety of
compounds. In Grade 10, they learn more
about these compounds that include
biomolecules such as carbohydrates, lipids,
proteins, and nucleic acids. Further, they
will recognize that the structure of these
compounds comprises repeating units that
are made up of a limited number of
elements such as carbon, hydrogen,
oxygen, and nitrogen.
Learners investigate how gases behave in
different conditions based on their
knowledge of the motion of and distances
between gas particles. Learners then
confirm whether their explanations are
consistent with the Kinetic Molecular
Theory. They also learn the relationships
between volume, temperature, and
pressure using established gas laws.
Grade 10
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Learners learn that living things
depend on their environment for food,
air, and water to survive.
Different kinds of living things are
found in different places.
Learners learn that living things
reproduce and certain traits are
passed on to their offspring/s.
They also explore and describe
characteristics of living things that
distinguish them from non-living
things.
In Grade 3, learners observe and
describe the different parts of living
things focusing on the sense organs
of humans and the more familiar
external parts of animals and plants.
Grade 3
EP
E
Grade 5
D
C
O
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They also learn how vertebrates and
invertebrates differ and how nonflowering plants reproduce,
In Grade 6, learners describe the
interactions among parts of the major
organs of the human body.
Grade 6
ECOSYSTEMS
Learners learn that there are beneficial and
Learners are introduced to the
harmful interactions that occur among living
interactions among components of
things and their environment as they obtain
larger habitats such as estuaries and
their basic needs.
intertidal zones, as well as the
conditions that enable certain
organisms to live.
BIODIVERSITY AND EVOLUTION
Learners investigate that animals and plants
Learners learn that reproductive
live in specific habitats.
structures serve as one of the bases for
classifying living things.
Learners are introduced to the
interactions among components of
habitats such as tropical rainforests,
coral reefs, and mangrove swamps.
They learn that plants and animals share
common characteristics which serve as
bases for their classification.
HEREDITY:INHERITANCE AND VARIATION
Learners learn that humans, animals, and
Learners learn how flowering plants and Learners learn how non-flowering plants
plants go through life cycles. Some
some non-flowering plants reproduce.
(spore-bearing and cone-bearing plants,
inherited traits may be affected by the
ferns, and mosses) reproduce.
environment at certain stages in their life
They are also introduced to the sexual
cycles.
and asexual modes of reproduction.
They also learn about some parts that help
plants and animals survive in places where
they live.
After learning in Grade 4 how the major
organs of the human body work
together, the learners now focus on the
organs of the reproductive systems of
humans, animals, and plants.
PARTS AND FUNCTION OF ANIMALS AND PLANTS
Grade 4
In Grade 4, the learners are introduced to
the major organs of the human body.
D
LIVING THINGS AND THEIR ENVIRONMENT
K to 12 BASIC EDUCATION CURRICULUM
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Learners learn that interactions occur
among the different levels of
organization in ecosystems.
Learners learn that the cells in similar
tissues and organs in other animals
are similar to those in human beings
but differ somewhat from cells found
in plants.
After learning how flowering and non
flowering plants reproduce, Grade 7
learners are taught that asexual
reproduction results in genetically
identical offspring whereas sexual
reproduction gives rise to variation.
Grade 8
D
C
O
Grade 9
ECOSYSTEMS
Learners learn how energy is transformed
Learners learn how plants capture
and how materials are cycled in
energy from the Sun and store energy in
ecosystems.
sugar molecules (photosynthesis). This
BIODIVERSITY AND EVOLUTION
Learners learn that species refers to a
Learners learn that most species that
group of organisms that can mate with one
have once existed are now extinct.
another to produce fertile offspring. They
Species become extinct when they fail to
learn that biodiversity is the collective
adapt to changes in the environment.
variety of species living in an ecosystem.
This serves as an introduction to the topic
on hierarchical taxonomic system.
PY
HEREDITY:INHERITANCE AND VARIATION
Learners study the process of cell division
Learners study the structure of genes
by mitosis and meiosis. They understand
and chromosomes, and the functions
that meiosis is an early step in sexual
they perform in the transmission of
reproduction that leads to variation.
traits from parents to offspring.
PARTS AND FUNCTION: ANIMAL AND PLANTS
In Grade 8, learners gain knowledge of
Learners study the coordinated
how the body breaks down food into forms
functions of the digestive, respiratory,
that can be absorbed through the digestive
and circulatory systems.
system and transported to cells.
They also learn that nutrients enter the
Learners learn that gases are exchanged
bloodstream and combine with oxygen
through the respiratory system. This
taken in through the respiratory
provides the oxygen needed by cells to
system. Together, they are transported
release the energy stored in food.
to the cells where oxygen is used to
release the stored energy.
They also learn that dissolved wastes are
removed through the urinary system while
solid wastes are eliminated through the
excretory system.
EP
E
D
In Grade 7, learners are introduced
to the levels of organization in the
human body and other organisms.
They learn that organisms consist of
cells, most of which are grouped into
organ systems that perform
specialized functions.
Grade 7
K to 12 BASIC EDUCATION CURRICULUM
Learners investigate the impact of human
activities and other organisms on
ecosystems.
Learners revisit the mechanisms involved
in the inheritance of traits and the
changes that result from these
mechanisms. Learners explain how
natural selection has produced a
succession of diverse new species.
Variation increases the chance of living
things to survive in a changing
environment.
They also learn that changes that take
place in sex cells are inherited while
changes in body cells are not passed on.
Learners are introduced to the structure
of the DNA molecule and its function.
Learners learn that organisms have
feedback mechanisms that are
coordinated by the nervous and
endocrine systems. These mechanisms
help the organisms maintain
homeostasis to reproduce and survive.
Grade 10
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Learners observe and identify different
sources of light, heat, sound, and
electricity in their environment and
their uses in everyday life.
Learners observe and explore and
investigate how things around them
move and can be moved. They also
identify things in their environment
that can cause changes in the
movement of objects.
Grade 3
FORCE, MOTION AND ENERGY
D
C
O
Grade 5
This time, learners explore how different
objects interact with light, heat, sound,
and electricity (e.g., identifying poor and
good conductors of electricity using
simple circuits).
They learn about the relationship
between electricity and magnetism by
constructing an electromagnet.
They also learn about the effects of light,
heat, sound, and electricity on people.
PY
This time, learners begin to accurately
measure the amount of change in the
movement of an object in terms of its
distance travelled and time of travel
using appropriate tools.
ENERGY
Learners learn that light, heat, and sound
travel from the source. They perform
simple activities that demonstrate how
they travel using various objects.
Note: Electricity is not included in Grade
4 because the concept of ‘flow of
charges’ is difficult to understand at this
grade level.
Grade 9
stored energy is used by cells during
cellular respiration. These two processes
are related to each other.
FORCE AND MOTION
Learners now learn that if force is applied
on an object, its motion, size, or shape
can be changed. They will further
understand that these changes depend
on the amount of force applied on it
(qualitative). They also learn that
magnets can exert force on some objects
and may cause changes in their
movements.
Grade 4
Grade 8
EP
E
D
Organisms of the same kind interact
with each other to form populations;
populations interact with other
populations to form communities.
Grade 7
K to 12 BASIC EDUCATION CURRICULUM
At this grade level, learners are
introduced to the concept of energy.
They learn that energy exists in
different forms, such as light, heat,
sound and electricity, and it can be
transformed from one form to
another. They demonstrate how
energy is transferred using simple
machines.
Aside from the identified causes of
motion in Grade 3, such as people,
animals, wind, and water, learners
also learn about gravity and friction as
other causes or factors that affect the
movement of objects.
Grade 6
They learn how biodiversity influences the
stability of ecosystems.
Grade 10
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
This time learners recognize that
different forms of energy travel in
different ways—light and sound travel
through waves, heat travels through
moving or vibrating particles, and
electrical energy travels through moving
charges.
In Grade 5, they learned about the
different modes of heat transfer. This
time, they explain these modes in terms
of the movement of particles.
D
Grade 9
C
O
PY
FORCE AND MOTION
This time, learners study the concept of To deepen their understanding of motion,
force and its relationship to motion.
learners use the Law of Conservation of
They use Newton’s Laws of Motion to
Momentum to further explain the motion
explain why objects move (or do not
of objects.
move) the way they do (as described in From motion in one dimension in the
Grade 7). They also realize that if force previous grades, they learn at this level
is applied on a body, work can be done about motion in two dimensions using
and may cause a change in the energy
projectile motion as an example.
of the body.
ENERGY
Learners realize that transferred energy Learners explain how conservation of
may cause changes in the properties of mechanical energy is applied in some
the object. They relate the observable
structures, such as roller coasters, and in
changes in temperature, amount of
natural environments like waterfalls. They
current, and speed of sound to the
further describe the transformation of
changes in energy of the particles.
energy that takes place in hydroelectric
power plants.
Learners also learn about the relationship
between heat and work, and apply this
concept to explain how geothermal power
plants operate.
After they have learned how electricity is
generated in power plants, learners
further develop their understanding of
transmission of electricity from power
stations to homes.
Grade 8
EP
E
D
From a simple understanding of motion,
learners study more scientific ways of
describing (in terms of distance, speed,
and acceleration) and representing
(using motion diagrams, charts, and
graphs) the motion of objects in one
dimension.
Grade 7
K to 12 BASIC EDUCATION CURRICULUM
Learners acquire more knowledge about
the properties of light as applied in
optical instruments.
Learners also use the concept of moving
charges and magnetic fields in explaining
the principle behind generators and
motors.
From learning the basics of forces in
Grade 8, learners extend their
understanding of forces by describing
how balanced and unbalanced forces,
either by solids or liquids, affect the
movement, balance, and stability of
objects.
Grade 10
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Learners will describe the natural
objects that they see in the sky.
Learners will describe the different
types of local weather,
Grade 5
After making simple descriptions
about the weather in the previous
grade, learners will now measure the
components of weather using simple
instruments. They will also identify
trends in a simple weather chart.
Grade 6
After learning how to measure the different
components of weather in Grades 4 and 5,
learners will now collect weather data within
the span of the school year. Learners will
interpret the data and identify the weather
patterns in their community.
Learners will learn that aside from weathering
and erosion, there are other processes that
may alter the surface of the Earth: earthquakes
and volcanic eruptions. Only the effects of
earthquakes and volcanic eruptions are taken
up in this grade level, not their causes (which
will be tackled in Grades 8 and 9). Learners
will also gather and report data on earthquakes
and volcanic eruptions in their community or
region.
In Grade 6, learners will turn their attention to
Earth as another natural object in space (in
addition to the Sun, Moon, and stars).
Learners will learn about the motions of the
Earth: rotation and revolution. Learners will
also compare the different members that
make up the Solar System and construct
models to help them visualize their relative
sizes and distances.
PY
METEOROLOGY
Learners will learn that the weather does
not stay the same the whole year round.
Weather disturbances such as typhoons
may occur. Learners will describe the
effects of typhoons on the community and
the changes in the weather before, during,
and after a typhoon.
ASTRONOMY
After describing the natural objects
After learning about the Sun, learners will
that are seen in the sky, learners will now familiarize themselves with the Moon
now focus on the main source of
and the stars. They will describe the
heat and light on Earth: the Sun, its
changes in the appearance of the Moon and
role in plant growth and
discover that the changes are cyclical, and
development, and its effect on the
that the cycle is related to the length of a
activities of humans and other
month. Learners will identify star patterns
animals.
that can be seen during certain times of the
year.
C
O
In this grade level, learners will learn that
our surroundings do not stay the same
forever. For example, rocks undergo
weathering and soil is carried away by
erosion. Learners will infer that the surface
of the Earth changes with the passage of
time.
GEOLOGY
D
After familiarizing themselves with
the general landscape, learners will
investigate two components of the
physical environment in more detail:
soil and water. They will classify soils
in their community using simple
criteria. They will identify the
different sources of water in their
community. They will infer the
importance of water in daily
activities and describe ways of using
water wisely.
Grade 4
EP
E
D
Learners will describe what makes up
their environment, beginning with
the landforms and bodies of water
found in their community.
Grade 3
EARTH AND SPACE
K to 12 BASIC EDUCATION CURRICULUM
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Learners will explain the occurrence of
the seasons and eclipses as a result of
the motions of the Earth and the
Moon. Using models, learners will
explain that because the Earth revolves
around the Sun, the seasons change,
and because the Moon revolves around
the Earth, eclipses sometimes occur.
Learners will explain the occurrence of
atmospheric phenomena (breezes,
monsoons, and ITCZ) that are
commonly experienced in the country
as a result of the Philippines’ location
with respect to the equator, and
surrounding bodies of water and
landmasses.
D
Learners will complete their survey of the
Solar System by describing the
characteristics of asteroids, comets, and
other members of the Solar System.
PY
Learners will now leave the Solar System and
learn about the stars beyond. They will infer
the characteristics of stars based on the
characteristics of the Sun. Using models,
learners will show that constellations move in
the course of a night because of Earth’s
rotation, while different constellations are
observed in the course of a year because of
the Earth’s revolution.
ASTRONOMY
C
O
In this grade level, learners will distinguish
between weather and climate. They will
explain how different factors affect the
climate of an area. They will also be
introduced to climatic phenomena that occur
over a wide area (e.g., El Niño and global
warming).
METEOROLOGY
Being located beside the Pacific Ocean, the
Philippines is prone to typhoons. In Grade
5, the effects of typhoons were tackled.
Here, learners will explain how typhoons
develop, how typhoons are affected by
landforms and bodies of water, and why
typhoons follow certain paths as they move
within the Philippine Area of Responsibility.
Grade 9
Being located along the Ring of Fire, the
Philippines is home to many volcanoes. Using
models, learners will explain what happens
when volcanoes erupt. They will describe the
different types of volcanoes and differentiate
active volcanoes from inactive ones. They
will also explain how energy from volcanoes
may be tapped for human use.
GEOLOGY
As a result of being located along the Ring
of Fire, the Philippines is prone to
earthquakes. Using models, learners will
explain how quakes are generated by
faults. They will try to identify faults in the
community and differentiate active faults
from inactive ones.
Grade 8
EP
E
D
Learners will explore and locate places
using a coordinate system. They will
discover that our country’s location
near the equator and along the Ring of
Fire influences elements of up
Philippine environment (e.g., natural
resources and climate).
Grade 7
K to 12 BASIC EDUCATION CURRICULUM
Note: The theory of plate tectonics
is the sole topic in Earth and Space
in Grade 10. This is because the
theory binds many of the topics in
previous grade levels, and more
time is needed to explore
connections and deepen learners’
understanding.
Using maps, learners will discover
that volcanoes, earthquake
epicenters, and mountain ranges are
not randomly scattered in different
places but are located in the same
areas. This will lead to an
appreciation of plate tectonics—a
theory that binds many geologic
processes such as volcanism and
earthquakes.
Grade 10
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EP
E
1. demonstrate ways to
ensure disaster
preparedness during
earthquakes, tsunamis,
and volcanic eruptions
the relationship among the
locations of volcanoes,
earthquake epicenters, and
mountain ranges
1. Electromagnetic Spectrum
the different regions of the
electromagnetic spectrum
The learners demonstrate
an understanding of:
The learners s
hall be able to:
2. suggest ways by which
he/she can contribute
to government efforts
in reducing damage due
to earthquakes,
tsunamis, and volcanic
eruptions
C
O
The learners shall be able
to:
The learners demonstrate
an understanding of:
Grade 10 – Force, Motion and, Energy
SECOND QUARTER/SECOND GRADING PERIOD
1. Plate Tectonics
1.1 Distribution
1.1.1 volcanoes
1.1.2 earthquake epicenters
1.1.3 mountain ranges
1.2 Plate boundaries
1.3 Processes and landforms along
plate boundaries
1.4 Internal structure of the Earth
1.5 Mechanism (possible causes of
movement)
1.6 Evidence of plate movement
PERFORMANCE
STANDARDS
GRADE 10
D
CONTENT STANDARDS
Grade 10 – Earth and Space
FIRST QUARTER/FIRST GRADING PERIOD
CONTENT
D
1. compare the relative
wavelengths of different
forms of electromagnetic
waves;
The learners should be able
to…
1. describe the distribution of
active volcanoes, earthquake
epicenters, and major
mountain belts;
2. describe the different types of
plate boundaries;
3. explain the different
processes that occur along
the plate boundaries;
4. describe the internal structure
of the Earth;
5. describe the possible causes
of plate movement; and
6. enumerate the lines of
evidence that support plate
movement
The learners should be able
to…
LEARNING COMPETENCY
PY
K to 12 BASIC EDUCATION CURRICULUM
S10FE-IIa-b-47
S9ES –Ia-j-36.6
S9ES –Ia-j36.4
S9ES –Ia-j36.5
S9ES –Ia-j36.3
S9ES –Ia-j36.2
S9ES –Ia-j36.1
CODE
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
3.1 Electromagnetic effects
3. Electricity and Magnetism
the relationship between
electricity and magnetism in
electric motors and
generators
the images formed by the
different types of mirrors
and lenses
D
CONTENT STANDARDS
EP
E
D
2.1 Reflection of Light in Mirrors
2.2 Refraction of Light in Lenses
2. Light
CONTENT
C
O
PERFORMANCE
STANDARDS
S10FE-IIh-52
6. identify ways in which the
properties of mirrors and
lenses determine their use in
optical instruments (e.g.,
cameras and binoculars);
8. explain the operation of a
simple electric motor and
generator.
7. demonstrate the generation
of electricity by movement
of a magnet through a coil;
and
S10FE-IIj-54
S10FE-IIi-53
S10FE-IIg-51
S10FE-IIg-50
S10FE-IIe-f-49
S10FE-IIc-d-48
CODE
5. apply ray diagramming
techniques in describing the
characteristics and positions
of images formed by lenses;
4. predict the qualitative
characteristics (orientation,
type, and magnification) of
images formed by plane
and curved mirrors and
lenses;
3. explain the effects of EM
radiation on living things and
the environment;
2. cite examples of practical
applications of the different
regions of EM waves, such
as the use of radio waves in
telecommunications;
LEARNING COMPETENCY
PY
K to 12 BASIC EDUCATION CURRICULUM
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
CONTENT STANDARDS
EP
E
D
2. Heredity: Inheritance and
Variation
1. Coordinated Functions of the
Reproductive, Endocrine, and
Nervous Systems
3. mutations that occur in
sex cells as being
heritable
2. how changes in a DNA
molecule may cause
changes in its product
1. the information stored in
DNA as being used to
make proteins
2. how these feedback
mechanisms help the
organism maintain
homeostasis to
reproduce
1. organisms as having
feedback mechanisms,
which are coordinated
by the nervous and
endocrine systems
PERFORMANCE
STANDARDS
C
O
The learners should be
able to:
D
The learners demonstrate
an understanding of:
Grade 10 – Living Things and Their Environment
THIRD QUARTER/THIRD GRADING PERIOD
CONTENT
3. describe the feedback
mechanisms involved in
regulating processes in the
female reproductive system
(e.g., menstrual cycle);
2. explain the role of hormones
involved in the female and
male reproductive systems;
1. describe the parts of the
reproductive system and
their functions;
The learners should be able
to…
LEARNING COMPETENCY
6. explain how mutations may
cause changes in the
structure and function of a
protein;
5. explain how protein is made
using information from
DNA;
4. describe how the nervous
system coordinates and
regulates these feedback
mechanisms to maintain
homeostasis;
PY
K to 12 BASIC EDUCATION CURRICULUM
S10LT-IIIe-38
S10LT-IIId-37
S10LT-IIIc-36
S10LT-IIIc-35
S10LT-IIIb-34
S10LT-IIIa-33
CODE
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
1.1 Kinetic Molecular Theory
1.2 Volume, pressure, and
temperature relationship
1.3 Ideal gas law
1. Gas Laws
how gases behave based
on the motion and relative
distances between gas
particles
The learners demonstrate
an understanding of…
C
O
write an essay on the
importance of
adaptation as a
mechanism for the
survival of a species
PERFORMANCE
STANDARDS
10. explain the relationship
between population
growth and carrying
capacity; and
11. suggest ways to minimize
human impact on the
environment.
1. investigate the relationship
between:
1.1 volume and pressure at
constant temperature of
a gas;
1.2 volume and temperature
at constant pressure of a
gas;
1.3 explains these
relationships using the
kinetic molecular theory;
The learners should be able
to…
S10MT-IVa-b21
S10LT-IIIj-43
S10LT-IIIi-42
S10LT-IIIh-41
S10LT-IIIg-40
8. explain the occurrence of
evolution;
9. explain how species
diversity increases the
probability of adaptation
and survival of organisms in
changing environments;
S10LT-IIIf-39
CODE
7. explain how fossil records,
comparative anatomy, and
genetic information provide
evidence for evolution;
LEARNING COMPETENCY
PY
The learners shall be able
to:
D
2. an ecosystem as being
capable of supporting a
limited number of
organisms
1. the influence of
biodiversity on the
stability of ecosystems
Grade 10 – Matter
FOURTH QUARTER/FOURTH GRADING PERIOD
4. Ecosystems
4.1 Flow of Energy and Matter in
Ecosystems
4.2 Biodiversity and Stability
4.3 Population Growth and
Carrying Capacity
how evolution through
natural selection can result
in biodiversity
CONTENT STANDARDS
EP
E
D
3. Biodiversity and Evolution
CONTENT
K to 12 BASIC EDUCATION CURRICULUM
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
3. Chemical reactions
the chemical reactions
associated with biological
and industrial processes
affecting life and the
environment
C
O
PERFORMANCE
STANDARDS
using any form of media,
present chemical
reactions involved in
biological and industrial
processes affecting life
and the environment
D
the structure of
biomolecules, which are
made up mostly of a limited
number of elements, such
as carbon, hydrogen,
oxygen, and nitrogen
CONTENT STANDARDS
EP
E
2.1 Elements present in biomolecules
2.2 Carbohydrates, lipids, proteins,
and nucleic acids
2.2.1 Food Labels
2. Biomolecules
CONTENT
D
2. recognize the major
categories of biomolecules
such as carbohydrates,
lipids, proteins, and nucleic
acids;
LEARNING COMPETENCY
S10MT-IVe-g23
S10MT-IVh-j-24
4. explain how the factors
affecting rates of chemical
reactions are applied in
food preservation and
materials production,
control of fire, pollution,
and corrosion.
S10MT-IVc-d-22
CODE
3. apply the principles of
conservation of mass to
chemical reactions; and
PY
K to 12 BASIC EDUCATION CURRICULUM
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Quarter
Week
Competency
Roman Numeral
*Zero if no specific quarter
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a
specific week
Arabic Number
Infer why the Philippines
is prone to typhoons
Week four
Second Quarter
Earth and Space
Domain/Content/
Component/ Topic
Uppercase Letter/s
D
Grade 8
Grade Level
First Entry
ES
S8
19
-
d
II
-
DOMAIN/ COMPONENT
PY
Matter
Earth and Space
Force, Motion, and Energy
Living things and their Environment
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SAMPLE
Science
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Learning Area and
Strand/ Subject or
Specialization
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LEGEND
Sample: S8ES-IId-19
CODE BOOK LEGEND
K to 12 BASIC EDUCATION CURRICULUM
MT
ES
FE
LT
CODE
UNIT 3
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Living Things and Their
Environment
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UNIT 3: Living Things and Their Environment
Introduction
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In the past years, the students have learned about the coordinated functions of the digestive, respiratory, and circulatory systems. It has been explained
that nutrients enter the bloodstream and combine with oxygen taken in through
the respiratory system. They have also understood the structure of genes and
chromosomes, and the functions they perform in the transmission of traits from
parents to offspring. They have discovered that most species that have existed
before are now extinct, and have realized that species become extinct when
they fail to adapt to changes in the environment. The students have become
familiar about how plants capture energy from the sun and store energy in
sugar molecules through photosynthesis, and have learned that stored energy
is used by cells during cellular respiration. They have found out that these two
processes are related to each other.
D
All modules in Grade 10 Unit 3-Living Things and Their Environment
present mental and hands-on activities that are learner-centered to enable the
students to apply science concepts and skills in addressing real-world problems
through scientific investigations. These instructional activities are designed to
enhance their knowledge, understanding, skills, and ability to transfer learning.
EP
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There are four modules in this quarter, namely:
Module 1: Coordinated Functions of the Reproductive, Endocrine, and
Nervous Systems
Module 2: Heredity: Inheritance and Variation
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Module 3: Biodiversity and Evolution
Module 4: Ecosystems
The role of K-12 science teachers is to effectively facilitate learning by
guiding the students in performing every task and initiating an inquiry-based
learning phase rather than merely making the students passive recipients
of information. At the end of Grade 10, the learners should have already
developed scientific, technological, and environmental literacy that will lead
them to rational choices on any issue that they will face in life.
164
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1
Suggested time allotment: 12 to 14 hours
Coordinated Functions of
the Nervous, Endocrine,
and Reproductive Systems
Performance Standard
The learners…
create a campaign advertising
video about the common and
effective contraceptive measures
used in family planning, in line with
the Reproductive Health Law
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Content Standards
The learners demonstrate understanding
of…
the organisms as having feedback
mechanisms, which are coordinated by
the nervous, endocrine, and reproductive
systems.
PY
Unit 3
MODULE
Overview
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how these feedback mechanisms help
the organism maintain homeostasis to
reproduce and survive.
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By going through Module 1, the students will realize that for whatever
action they do from the moment they get up in the morning to the time they go
to bed, there is always a part of the body that requires the support of another
part to achieve its purpose. Take note that our body is made up of different
systems that coordinate with one another in order to perform their functions
well; if any part of these organ systems malfunctions, the body will become
unbalanced. The students have already studied from the past that human body
systems are the combined functional units composed of various organs working
in full coordination with each other. Emphasize that the instability caused
by the impairment of one system cannot be compensated by other systems
because each system has its own function in the body. In Grade 9, they have
already studied how the circulatory and respiratory systems work together, and
how a person’s lifestyle affects these systems. Now they will learn about the
coordinated functions of the reproductive, endocrine and nervous systems.
This module will enable the students to show understanding of
organisms as having feedback mechanisms, which are coordinated by
the nervous and endocrine systems. They will also understand how
these feedback mechanisms help the organism maintain homeostasis to
reproduce and survive.
165
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At the end of this module, students are expected to:
1. Describe the parts of the nervous, endocrine, and reproductive systems, along with their functions.
2. Explain the role of hormones involved in the female and male reproductive systems.
3. Describe the feedback mechanisms involved in regulating processes
in the female reproductive system.
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4. Describe how the nervous system coordinates and regulates feedback mechanisms to maintain homeostasis.
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Pre-assessment
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In Module 1, students will answer the following key questions:
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Odd Organ Out (Answers)
Odd One Out
Reason
The heart is a part of the circulatory system, while
HEART
all the rest are parts of the nervous system.
The lungs are a part of the respiratory system,
LUNGS
while the rest are parts of the female reproductive
system.
The skull is a part of the skeletal system, while the
SKULL
rest are parts of the endocrine system.
The intestine is a part of the digestive system,
INTESTINE
while the rest are parts of the male reproductive
system.
The students have studied in the past that cells make up a tissue, tissues
make up an organ, and organs make up a system. Now, they will first try to
understand the organ system before going to the cellular level to know how the
individual cells of the nervous system work.
166
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The Nervous System
The Structure of the Nervous System
Activity 1
Break It Down!
In this activity, students will be able to identify the components of the
nervous system by filling in the missing parts of the graphic organizer.
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Answers in the Activity:
167
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Teaching Tips:
Before the students perform the activity, you may show pictures of the
different parts of the nervous system.
•
Three-dimensional models of the nervous system may also be shown to
the class so that the students can have a more realistic visualization.
•
You may choose to use the provided template for the graphic organizer or
allow the students to map the concepts on their own.
•
It will also be useful to search for web resources of videos showing
animated visual exploration of the nervous system.
•
For a more engaging activity, you may let the students create their own
model of the nervous system or the brain using clay, paper mache,
recyclables, food, or anything.
•
Let the students use different colors to indicate different structures and
identify each part.
Answers to Guide Questions:
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•
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Q1. The Central Nervous System (CNS) serves as the main processing center
for the entire nervous system while the Peripheral Nervous System (PNS)
connects the central nervous system to the organs and limbs by relaying
information through the nerves.
D
Q2. All the other parts of the nervous system will not be able to carry out their
corresponding functions, and the other body systems will be affected as
well.
The Nerve Cell
Teaching Tips:
•
Let the students study Figure 1 and look at the different parts of the
nerve cell or neuron. Explain to them that there are billions of neurons in
the body. Let them distinguish the parts such as dendrites, cell body, and
axon. Note that the axon shown in the figure is covered by glial cells,
which are the most abundant cell types in the central nervous system.
168
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When teaching about the nervous system, it is essential to go over the neuron. Point out to the students that neurons are similar to other types of cells
because they perform basic cellular functions and have the same components,
like a nucleus, cell membrane and other organelles; but their primary function
is to receive and transmit signal.
D
You can use the simplest model to illustrate a neuron using only your
hand and arm, so that the students can understand its structure better.
Simply hold out your arm and spread your fingers as shown in the figure
below.
D
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•
Your hand represents the “cell body” (also called “soma”); your fingers
represent “dendrites”, bringing information to the cell body, your arm
represents the “axon”, taking information away from the cell body.
•
For enrichment activity, you may also ask the students to create their
own nerve cell models out of different materials, such as beads, strings,
or clay. Let them label the structures of the model they made and use it
to remember the parts and function of a neuron.
169
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Control of Body Processes through the Nervous System
The Nerve Impulse
Teaching Tips:
Explain to the students that neurons have the special ability to carry signals or impulses. Tell the students that their thoughts, emotions, learning, and many body functions are controlled by nerve impulses carried
by the neurons.
•
Make the students imagine that you have a board with a row of switches.
You may also show to the class an actual board of light bulbs and quickly
click each switch in the row on and off. This will give the students an idea
of how a nerve impulse travels along a neuron.
•
Let the students understand that nerve impulses have a domino effect.
Explain how each neuron receives an impulse and passes it on to the
connecting neuron or to an effector cell such as a muscle. Through a
chain of chemical reactions, the dendrites receive an impulse that is
transported through the axon and transmitted to the next neuron.
•
Another suggested illustration during discussion is doing the following
simple exercise to show how neurons connect with other neurons. As
a developmental activity, instruct the students to draw ten (10) dots on
one side of the paper. Let these dots represent neurons, and assume
that each neuron makes connections with the 10 dots on the other side
of the paper. Ask the students to connect each dot on one side with the
ten dots on the other side. As you can see from Figure 6, only four of
the “neurons” have been connected, and it gets very complicated after
awhich.
•
Remind the students that the given exercise is quite simple. Each
neuron that is represented by a dot may actually make thousands of
connections with other neurons. Let them know that if they finish all the
dots, the paper would be really dirty.
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•
Figure 3. “Connect the Dots” exercise, showing the complexity of neuron connections.
170
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• For fast learners, you may show pictures, animated videos, and
interactive web applications depicting Action Potential Depolarization as enrichment for the concept of nerve impulse being an
electrochemical charge.
Suggested web links for Action Potential Depolarization are:
1. http://brainu.org/files/movies/action_potential_cartoon.swf
2. https://www.youtube.com/watch?v=ifD1YG07fB8
PY
3. https://www.youtube.com/watch?v=U0NpTdge3aw
4. https://www.youtube.com/watch?v=7EyhsOewnH4
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5. https://www.youtube.com/watch?v=-6t_n6kTj1A
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The next activity that the students will perform will enable them to
understand more of the concepts on the control of body processes through
the nervous system. Students build upon what they have already learned
by testing their visual and auditory senses. Tell them to use their senses to
detect the stimuli in the environment and make the corresponding response.
As they do Activity 2 and record their reaction times, they will quickly learn
that there are different skills and strategies involved in reacting to something
when seeing and listening are required. Nevertheless, they will also learn that
greater self-awareness, strategy development, and ongoing practice of these
skills can improve their visual and auditory reaction times and ultimately, their
survival and success in life.
171
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Activity 2
Teaching Tips:
How Fast Is Your Reaction?
One way of motivating the students is by actually getting a quick reaction from the class and then discussing it. For example, you can throw
a small object such as a candy or a ball into a group of students, catching them off-guard, drop a book, or make a loud noise. Lead a general
discussion of reaction time by asking students how they usually react to
different situations.
•
Get students to think critically what draws objects toward the earth. Integrate the concept of “Free Fall” as what they have learned in Grade 9 to
the activity that they will perform. For more advanced classes, you may
use the formula t = √(2d/g)
•
After the students have performed the activity about reaction time, make
them realize the value of practice, which may also be discussed in terms
of the concept of long term memory. Ask them, “What other skills has
practicing helped you learn and master?” (Examples may include doing
math problems, typing, reading music, and various sports activities).
•
Give practical examples of knowing one’s reaction time. In sports, reaction time, the interval between stimulation and reaction, often determines who wins and who loses. Even more importantly, in real-life situations, like when driving a car, it can mean the difference between life
and death.
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•
Answers to Guide Questions:
Q3. Answers will depend on whether the person is left-handed or right-handed.
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Q4. Answers will depend on whether the person is left-handed or right-handed.
Q5. The ruler was caught faster with eyes open.
Q6. The message travels from one neuron to another until it reaches the brain.
Then, the brain’s response is also transmitted by another set of neurons.
Q7. First, the eye sees the ruler, then sends a message to the brain. The
brain sends a response through the muscles in the hand. Finally, the
muscles contract to allow the person to catch the ruler.
172
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KEY CONCEPT TO EMPHASIZE:
Neurons have the special ability to carry signals or impulses.
A nerve impulse is an electrochemical signal moving along an active
neuron. The space between neurons is called synapse. A stimulus
is any factor in the environment that influences behavior. A response
is a reaction to a condition or stimulus. To survive, an organism must
be able to respond to a stimulus. Reaction time is the length of time
between application of a stimulus and detection of a response.
PY
Activity 3
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A Nervous Trip
In this activity, the students will be able to explain how the body
processes are controlled through the nervous system
Teaching Tips:
Since this is a kinesthetic activity, the class needs more space to work
with their team, so it is advisable to move the chairs a little to allow the
members to move freely. Another option is to make the two teams line up
at each side of the classroom.
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•
•
You may decide to do the activity simultaneously for all groups or one after
another, with the aid of a timer or stopwatch.
•
You may creatively think of different situations that you may write down on
the card to show different stimuli.
D
Suggested ideas to be written on the card are:
1. Touching a hot stove
2. Smelling spoiled food
3. Stepping on a thumb tack
4. Hearing a loud bang
•
Refer to the following illustration to see how you will position the students
in the game.
173
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PY
Figure 7. The game setup showing the relay course from start to end
When giving instructions to the students, it is important to note that the
organ that will be receiving the stimuli may or may not be the same organ
to make the response from the brain to the motor neurons. Point out that it
could be another part of the body or a muscle that will carry out the action.
Explain the difference between the receptor and the effector.
•
You may ask the students how anesthesia enables loss of sensation to
avoid the feeling of pain. Explain that anesthesia disrupts the nerve impulse transmission in sensory neurons, leading to a temporary numbness
or loss of sensation.
•
The suggested enrichment activities in the learners’ module may or may
not be given to the students, depending on their level of mastery. These
enrichment activities may also be given to the students as project or culminating task.
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Suggested Enrichment Activities:
During the first three years, a child’s brain triples in weight and establishes
about 1,000 trillion nerve connections. Thus, the child’s experiences during the first three years of life are crucial to brain development. Gather
and write down information about the different ways of stimulating brain
development in children.
D
•
* Suggested web references for the enrichment activity:
1. http://www.kidsgrowth.com/resources/articledetail.cfm?id=259
2. http://www.my-newborn-baby-care.com/infant-brain-development.
html
3. http://www.zerotothree.org/child-development/brain-development/
174
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•
Design a flyer that will disseminate information about the different diseases
affecting the human nervous system.
* In assessing the informational flyers created by the learners, it would be helpful
to create a rubric to be shown to the class as a guide in doing the activity
Answers to Guide Questions:
Q8. The brain receives the information through the sensory neurons that
transmit the message from one neuron to another.
PY
Q9. As soon as the brain receives the information, it processes the message
and come up with a response to be sent through the neurons.
Q10. The message from the brain is relayed by the motor neurons that
transmit the message from one neuron to another going to the effector.
C
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Q11. The sensory neurons transmit impulses from the receptor to the brain
while the motor neurons transmit impulses from the brain to the effector.
D
Q12. Information travels in the nervous system through the neurons that
transmit the impulse. The sense organ receives the message, and the
information is sent by the sensory neurons to the brain. The brain then
processes the information and sends a response through the motor
neurons to the organ, gland or muscle.
EP
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Q13. Any damage in the nervous system affects the function of other body
parts, since messages are not properly transmitted throughout the body.
Q14. Answers may vary depending on the students’ locality. Some examples
of public health care programs that deal with the nervous system are
National Mental Health Program, Epilepsy Camp, Universal Health Care,
Rabies Prevention and Control Program, and many others.
D
KEY CONCEPT TO EMPHASIZE:
When a receptor such an organ perceives a stimulus, the impulse
is sent to the brain by the sensory neurons, transmitting information from
one nerve cell to another. As the message reaches the brain, it processes
the information and commands an effector such as a muscle or an organ
to respond. The message coming from the brain is sent through the motor
neurons.
After learning about the structure and funtions of the nervous system,
students are now ready to learn that there is another system that controls
and regulates body processes. Emphasize to the students that the endocrine
system is in control of the body mechanisms that slowly take place, unlike the
nervous system that controls rapid body processes. The given table lists all the
major glands with their functions, locations, and the hormones they release.
175
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The Endocrine System
Endocrine Glands and Their Hormones
Thyroid
PY
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Parathyroid
Location
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Pituitary
Hormones
Released
Oxytocin,
Vasopressin,
Growth Hormone,
Adrenocorticotropic
stimulates growth and
at the base of Hormone (ACTH),
controls the functions of
the brain
Prolactin,
other glands
Luteinizing
Hormone, Follicle
Stimulating
Hormone (FSH)
regulates body
metabolism and causes
below the
Thyroxin, Calcitonin
storage of calcium in
voice box
bones
controls the calcium
levels in your body and
in the neck
Parathyromone
normalizes bone growth
enables the body
in front of the
to produce certain
Thymosin
heart
antibodies
prepares the body for
action, and controls the
at the top of
heart rate and
Adrenaline
the kidneys
breathing in times of
emergency
regulates blood sugar
between the
Insulin, Glucagon
levels
kidneys
Functions
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Gland
Thymus
D
Adrenal
Pancreas
Reproductive
- Testes
(Males)
- Ovaries
(Females)
control maturation and
male characteristics
influence female
traits and support
reproductive function
lower
abdomen
Androgen,
Testosterone
lower
abdomen
Estrogen,
Progesterone
176
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Activity 4
Who’s in Control?
In this activity, the learners will identify some of the major endocrine
glands in the human body and their functions. Let them study each picture that
shows the role of a particular gland in the endocrine system, write down the
name of the endocrine gland, and explain its effect according to its function.
Answers in the Activity:
PY
1. Ovaries
2. Adrenal Gland
C
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Secrete more progesterone and estrogen to promote pregnancy
Produces adrenaline to activate short-term stress response
3. Pituitary Gland
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Produces growth hormones
4. Thymus Gland
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Secretes thymosin to stimulate production of T- cells against infection
D
5. Pancreas
Secretes insulin that regulates blood sugar levels
177
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Answers to Guide Questions:
Q15. The pituitary gland controls the output of other glands in the body.
Q16. The thyroid gland is located below the voice box and regulates body
metabolism by producing calcitonin that reduces blood calcium level;
while parathyroid gland is located on the thyroid glands and produces
parathormone that increases blood calcium levels and normalizes bone
growth.
PY
Q17. The person’s pancreas is possibly involved when blood sugar level
becomes unstable.
Q18. The thymus gland enables the body to produce T- cells that help in
fighting infections and diseases.
C
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Q19. A person born without a thymus gland will not develop an adaptive
immune system and may eventually die.
Q20. The adrenal gland produces adrenaline that enables the body to have
the energy in doing spontaneous work during emergency situations.
D
Q21. Because the diabetic person’s pancreas does not produce enough
insulin for the body, insulin injections must be administered to the body
to regulate blood sugar levels.
EP
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Q22. During menopause there is a significant change of hormone levels
produced by the ovaries which eventually stops the menstrual cycle.
Q23. Birth control pills contain hormones that control the functioning of the
ovaries and the uterus. Most pills have the combination of the hormones
estrogen and progesterone to prevent ovulation (the release of an egg
during the monthly cycle).
D
Q24. Oxytocin and prolactin enable milk production that provides the required
nourishment for the baby.
KEY CONCEPT TO EMPHASIZE:
The endocrine system consists of glands that secrete chemicals
called hormones that control various body processes. This control system
usually brings about slow changes in the body because hormones move
through the circulatory system more slowly than the nerve impulses. The
major glands in the body are the pituitary, thyroid, parathyroid, thymus,
adrenal, pancreas, ovaries and testes.
178
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Activity 5
What Went Wrong?
This activity will get the students familiarized with the different disorders
in the endocrine system due to hormonal imbalance and the hormones
responsible. After doing the activity, they will be able to explain the effect of a
particular hormone in the body, if not properly regulated.
PY
Answers in the Activity:
1. Dwarfism
2. Gigantism
C
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There is too little secretion of growth hormones by the pituitary
gland, thus resulting to stunted growth.
There is an excessive secretion of growth hormones by the pituitary
gland causing too much growth to the person.
3. Goiter
EP
E
D
There is an abnormal enlargement of the thyroid gland due to too
much or too little amount of secreted hormone.
Answers to Guide Questions:
Q25. Dwarfism may arise if the pituitary gland is not producing enough
growth hormones.
D
Q26. A person with excessive secretion of growth hormones by the pituitary
gland will have a condition called gigantism.
Q27. The thyroid gland of the person is inflamed as there is an underlying
abnormality in thyroid secretion.
Q28. The gland cannot make enough thyroid hormone if it does not have
enough iodine in the blood, so taking iodized salt is helpful.
Q29. Answers may vary.
179
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The Reproductive System
The Male Reproductive System
Let the students be familiar with the functions of each part using the table:
c. bulbourethral
gland
PY
Passage of sperm cells from testes to urethra
Passage of sperm cells and urine out of the body
Provide liquid in which sperm can swim
- Secretes a fluid that makes up most of the
components of the semen
- Secretes a slightly alkaline milky fluid that is dis
charged as part of the semen
- Secretes a thick and clear mucus that lubricates and
neutralizes the any trace of acidic urine in the urethra
EP
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(Cowper’s
gland)
Produces sperm cells
Sac that holds the testis
Deposits sperm cells into the vagina during mating
C
O
b. prostate gland
Function
D
Part
Testis
Scrotum
Penis
Vas deferens
(Tube)
Urethra
Glands
a. seminal vesicle
The Female Reproductive System
Let the students study each part and its corresponding function:
Part
D
Ovary
Oviduct
Function
Produces egg cells
Serves as passageway of eggs from the ovary to
the uterus; site of egg fertilization
Uterus
Site of egg implantation; serves as the place where
fertilized egg develops
Vagina
Receives the penis of male during mating
180
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The Role of Hormones in Male and Female
Reproductive System
PY
KEY CONCEPT TO EMPHASIZE:
Hormones play an important role in both male and female
reproductive systems. The pituitary gland controls the functions of both
the testes and the ovaries. These hormones keep the reproductive
system properly functioning.
The Menstrual Cycle
Activity 6
C
O
Feedback Mechanisms Involved in Regulating
Processes in the Female Reproductive System
Mark My Calendar!
EP
E
Teaching Tips:
D
In this activity, the learners will describe the feedback mechanisms
involved in regulating processes in the female reproductive system.
•
D
•
You may want to separate students into groups of females and males
for this learning activity. However, if you decide to separate them, make
sure that both groups receive the same information.
For procedure number three in the learners’ module, you may simply
photocopy Figure 14 showing different episodes in the menstrual cycle
or redraw the figure in bond paper to be cut out later on. You may also
download pictures from the internet for a clearer and more accurate
representation.
•
•
Be aware that there might be cultural sensitivities regarding this activity
for individual learners, so you have to be cautious in facilitating the
discussion.
You may use an overhead or LCD projector in explaining the menstrual
cycle to the class before the activity proper.
181
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•
As a developmental activity, you may start by correcting myths and
misconceptions about menstruation. A checklist of statements to be
answered with fact or myth may be given to the students to check their
prior understanding on the topic to be discussed.
Answers to Guide Questions:
PY
Q30. The average length of a menstrual cycle is 28 days. However, it varies
greatly among women (ranging from 21 to 35 days).
C
O
Q31. The young egg in the ovary begins to mature. Estrogen is secreted by the
ovary. Uterus thickens to prepare for the attachment of fertilized egg. The
mature egg is then released by the ovary.
Q32. Ovulation takes place and the egg enters the uterus. Meanwhile the
uterus continues to thicken. If no fertilization of egg occurs, the cells of
the thickened uterus break off and leave the vagina as menstruation.
D
Q33. After fertilization, pregnancy takes place. The egg attaches to the uterus
and continues to grow inside the womb.
D
EP
E
Q34. It is important to study the menstrual cycle to be able to understand the
natural changes that occur in the ovary and the uterus as essential part
of sexual reproduction. The information is also useful in family planning to
prevent unwanted pregnancy.
182
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Nervous System Working Together with Endocrine
System to Maintain Homeostasis
Answers to Guide Questions:
C
O
Breastfeeding
PY
Q35. Failure in homeostasis can be potentially dangerous to a person as it
may lead to various diseases and even death.
Q36. Glucagon is released in response to low blood glucose level due to
skipped lunch, thus increasing blood sugar into normal level.
Q37. Insulin is released in response to an increase in blood glucose level due
to eating sweets, thus decreasing blood sugar into normal level.
Q38. The nervous and endocrine systems work together to lower the
temperature of the internal organs such as by producing sweat to cool
the body down.
Q39. The following are some examples of the coordinated functions of the
nervous, endocrine, and reproductive systems:
The brain commands the mother’s body to be nurturing towards the
baby through breastfeeding. In order to produce milk, hormones such
as prolactin and oxytocin are needed. The secretion is stimulated by
the sucking of the infant at the breast of the mother.
Pregnancy and Child Birth
EP
E
D
Correct balance of sex hormones progesterone and estrogen is
required throughout pregnancy with levels steadily rising until the
birth of the baby. Until the mother’s body has adapted to the higher
levels of these hormones, mood swings can be very common as they
also act on the nervous system, specifically the brain. Oxytocin levels
rise at the onset of labor, causing regular contractions of the womb
and abdominal muscles. When the baby is born, oxytocin continues
to contract the womb in order to reduce the risk of bleeding and to
help detach the placenta which is delivered shortly afterwards.
D
Copulation
As the brain processes physical stimulation, the sex organs perform
their corresponding biological functions. The sex glands in the
endocrine system then produce secretions that are necessary for
reproduction.
Menstrual Cycle
Follicle-Stimulating Hormone (FSH) stimulates the ovaries to release
estrogen. High levels of estrogen then prevent the further production
of FSH. Estrogen also stimulates the release of Luteinizing Hormone
(LH) from the pituitary gland, which in turn controls the production
of progesterone. High levels of progesterone then inhibit the further
release of LH.
183
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Performance Task: Video Making
Topic: Family Planning
Note to the Teacher: You may create your own rubric or scoring guide for
this performance task or use the suggested rubric that is given below.
Suggested Rubric to be used in rating:
CATEGORY
4
3
2
1
Creativity and
Originality
All the wordings
and melody
reflect an
exceptional
degree of
students’
ingenuity in their
creation.
Most of the
wordings
and melody
used in the
jingle reflect
students’
ingenuity in
their creation.
The contents of
the video are
accurate and
related to the
topic.
Most of the
contents of
the video are
accurate and
related to the
topic.
Some
contents in
the video are
accurate and
related to the
topic.
The contents
of the video
are neither
accurate nor
related to the
topic.
The campaign
Required
advertising
Elements
includes all
required
(persuasiveness,
elements as well
musicality,
language, etc.)
as additional
details.
All required
elements are
included.
Few required
elements are
included.
Required
elements are
missing.
The wordings
and melody
The wordings
were made by
and melody
the student
were not
but were
made by the
copied from
student.
the ideas of
others.
C
O
D
EP
E
D
Accuracy and
Relevance of
the Content
PY
Presentation
The video
The video
The video
The video clearly communicates
does not
indirectly
communicates
some of the
sufficiently
communicates
the main idea,
important
communicate
the idea, and
and is strongly
ideas, and
any idea that
is hardly
persuasive
is slightly
can persuade
persuasive
persuasive
the audience
184
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Summary
• The nervous system is composed of cells, tissues, and organs that regulate
the body’s responses to internal and external stimuli. Each component of the
nervous system has a specific role to do as an important part of a team.
• The nervous system has two main divisions, which are the Central Nervous
System (CNS) and the Peripheral Nervous System (PNS).
PY
• The Central Nervous System (CNS) serves as the main “processing center”
for the entire nervous system. It has two main components, which are the
brain, and the spinal cord.
C
O
• The Peripheral Nervous System (PNS) contains all nerves that
extend outside the brain and spinal cord. It has two main divisions, which are
the Somatic Nervous System and the Autonomic Nervous System.
• The basic unit of the nervous system is the nerve cell, called neuron. Neurons
have dendrites and axons that aid in transmitting the message.
EP
E
D
• Neurons have the special ability to carry signals or impulses. A nerve impulse
is an electrochemical gradient moving along a neuron. The space between
neurons is called synapse. A stimulus is any factor in the environment that
may induce a nerve impulse that initiates physiological and behavioural
changes. A response is a reaction to a condition or stimulus. To survive, an
organism must be able to respond to a stimulus. Reaction time is the length
of time between application of a stimulus and detection of a response.
D
• When a receptor such as an organ perceives a stimulus, the impulse is sent
to the brain by the sensory neurons, transmitting information from one nerve
cell to another. As the message reaches the brain, it processes the information
and commands an effector such as a muscle or an organ to respond. The
message coming from the brain is sent through the motor neurons.
• The Endocrine System consists of glands that secrete chemicals called
hormones which control various body processes. This control system usually
brings about slow changes in the body because chemical agents move more
slowly than nerve impulses. The major glands in the body are the pituitary,
thyroid, parathyroid, thymus, adrenal, pancreas, ovaries and testes.
185
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• Hormones affect various processes in the body as they regulate and balance
the functioning of organs, tissues, and cells. Hormones greatly influence
growth, appearance, emotions, and reproductive functions. It plays an
essential role in the prevalence of disorders such as diabetes, thyroid disease,
growth and/or sexual dysfunction. Hormones act in very small amounts. An
increase or decrease in the said amount may result in a body disorder due to
hormonal imbalance.
PY
• The Reproductive System is a collection of organs in an organism that
function together for sexual reproduction. The male reproductive organs are
the penis, the testicles, the epididymis, the vas deferens, and the prostate
gland. The female reproductive organs are the vagina, uterus (womb),
fallopian tubes and ovaries.
C
O
• Hormones play an important role in both male and female reproductive
systems. The pituitary gland controls the functions of both the testes and the
ovaries. These hormones keep the reproductive system properly functioning.
• Hormones secreted by the ovaries and a small gland in the brain called the
pituitary gland control the menstrual cycle.
D
• A feedback mechanism is the process through which the level of one
substance influences the level of another substance. A negative feedback
affects the production of hormones in the menstrual cycle. High levels of one
hormone may inhibit the production of another hormone.
D
EP
E
• Homeostasis is the state reached when each part of the body functions in
equilibrium with every other part. This is attained through the regulation of the
bodily functions by the endocrine and nervous systems.
186
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Answers to Summative Assessment:
I.
(Understanding)
1. Like the CPU, the CNS serves as the main processing center of the system. The main function of the CNS like the CPU is to process and integrate of information. 2. During puberty, there are significant hormonal activities occuring in the adolescent’s body that cause observable physical and emotional changes.
PY
3. The nervous system uses nerve impulses while the endocrine system
uses hormones that normally enter the circulatory system to communicate
messages.
C
O
4. It is important to maintain homeostasis in the body to ensure balance and
proper bodily functions in order to survive.
EP
E
1. d.
2. g.
3. e.
4. c.
5. b.
6. a.
7. f.
8. h.
D
II. (Knowledge)
D
III. (Process)
•
•
•
•
•
•
•
187
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Glossary
the part of the neuron that transmits impulses away from
the cell body
Dendrite
the branch-like structure of the neuron that extends from
the cell body to receive the impulse
Embryo
an organism in its early stages of development,
especially before it has reached a distinctively visible
form
PY
Axon
Endocrine Gland an organ that produces chemical secretions poured
directly into the bloodstream
also called ovum (plural: ova); the female gamete
Fertilization
a process that occurs when the sperm and egg combine
to produce an embryo
Homeostasis
the ability or tendency of an organism to maintain internal
equilibrium by regulating its processes
Hormone
a chemical substance produced in the body that controls
and regulates the activity of certain cells or organs
Impulse an electrochemical signal moving along a neuron
Neuron
the basic unit of the nervous system, also called nerve
cell, that transmits messages to and from the central
nervous system
D
EP
E
D
C
O
Egg Cell
Semen
the ejaculated fluid containing sperms and secretions
from the seminal vesicle, prostate gland, and
bulbourethral gland
Sperm
shorter term for spermatozoon (plural: spermatozoa); the
male gamete
Stimulus
any factor in the environment that influences the behavior
of an organism
Synapse
the space between neurons where electrochemical
signals pass
188
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References and Links
Printed Materials:
Rabago, L., et. al., (2010). Functional Biology - Modular Approach. 2nd ed.
Philippines: Vibal Publishing House, Inc
PY
Strauss, E; Lisowski, M. (2003). Biology: The Web of Life. 2nd ed. Philippines:
Pearson Education Asia Pte Ltd..
(DepEd Materials)
C
O
Electronic Sources:
BEAM: Biology – Organ System – Endocrine and Nervous Systems
EASE, Module 9: Life Support Systems
D
EASE, Module 13: Reproductive Systems
D
EP
E
APEX Biology – Unit IV, The Organ Systems
189
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(Online Resources)
ADAM Inc. (2013). Central Nervous System. Retrieved July 5, 2014 from:
http://www.nlm.nih.gov/medlineplus/ency/article/002311.htm
Alzeimer’s Association (2011). Three Main Parts of the Brain. Retrieved July
4, 2014 from:https://www.alz.org/braintour/3_main_parts.asp
PY
Encyclopedia Britannica Inc. (2014). Homeostasis. Retrieved July 5,
2014 from: http://global.britannica.com/EBchecked/topic/270188/
homeostasis
KG Investments (2014). Stimulation Crucial to Devt. Retrieved July 3, 2014
from: http://www.kidsgrowth.com/resources/articledetail.cfm?id=259
C
O
MCB Berkely (2014). The Central Nervous System. Retrieved July 4, 2014
from:http://mcb.berkeley.edu/courses/mcb135e/central.html
Missouri University of Science and Technology (n.d.). Neuroscience.
Retrieved July 5, 2014 from: http://web.mst.edu/~rhall/
neuroscience/02_structure_and_pharmacology.pdf
D
National Center for Infants (2014). Zero to Three. Retrieved July 5, 2014 from:
http://www.zerotothree.org/child-development/brain-development/
EP
E
Public Library of Science (2004). A Window into the Brain. Retrieved July 4,
2014 from: http://www.plosbiology.org/article/info:doi/10.1371/ journal.
pbio.0020115
Tamarkin, Dawn (2011). The Nervous System. Retrieved July 4, 2014 from:
http://faculty.stcc.edu/AandP/AP/AP1pages/nervssys/unit10/division.
htm
D
University of Texas (2012). Health Science. Retrieved July 3, 2014 from: http://teachhealthk-12.uthscsa.edu/ curriculum/ brain/brain01e-Wires.
asp
190
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Unit 3
MODULE
2
Suggested time allotment: 8 hours
Heredity: Inheritance
and Variation
Overview
C
O
PY
Content Standard
The learners demonstrate understanding of…
• the information stored in DNA as being used to make proteins
• how changes in DNA molecule may cause changes in its product
• mutations that occur in sex cells as being inherited
EP
E
D
In Grade 9, learners were able to identify characters whose inheritance
does not conform to the Mendelian patterns of inheritance, solve genetic
problems related to incomplete dominance, codominance, multiple alleles
and polygenes; and identify the law that was not strictly followed in the nonMendelian patterns. Learners were also able to describe the structure of the
DNA and make models of DNA molecule. They also learned that the genes in
their DNA influence their characteristics.
D
In Grade 10, learners will work on activities to assess their
understanding of the structure of the DNA, explain how DNA replication
takes place, how RNA is made using the information from DNA, how
it is transposed into proteins, and explain how mutations may cause
changes in the structure and function of a protein.
In this module, learners are expected to:
1. Explain how a protein is made using information from DNA.
a. Identify the role of DNA and RNA in protein synthesis
b. Relate DNA replication to its complementary structure.
c. Trace the process of replication, transcription and translation.
d. Describe the steps in protein synthesis.
191
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2. Explain how mutations may cause changes in the structure and
function of a protein.
a. Compare the different types of mutations and their possible
results.
The key questions will be used by the teacher as a guide in planning
the lessons that are included in the Learners’ Material.
C
O
PY
Key questions for this module:
D
The pre-assessment questions will allow the teacher to discover what
is already known in a specific topic. The information gained in pre-assessment
will be used to make instructional decision about learners’ strength and needs
and determining which learners are ready for advance instructions.
EP
E
Answers to Pre-assessment:
1. T T G G G A C T C A G A
2. C G U U C A U G G A C U
D
3.
Arginine
Serine
Tyrptophan
Threonine
Answer
192
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4. Any change in the sequence of nitrogenous bases in the DNA, and
any mistake in the transcription of genetic information from DNA
to RNA or pairing of the codon and anticodon, can cause changes
in the kind, sequence, and number of amino acids of proteins
synthesized by cells. These changes are called mutation.
PY
Suggestion to the Teacher: Try out all activities (Activities
1 to 6) before you start with the lesson.
Activity 1
Getting to Know the DNA and RNA Structures
D
Teaching Tips:
C
O
This activity is an initial assessment activity that will measure the
learners’ understanding of the DNA and RNA structures. The learners are
expected to compare the structures of the DNA and RNA molecule.
EP
E
1. Establish the motivation for the lesson. Direct learners’ attention to
the visual of the DNA molecule. (The teacher should prepare this
visual ahead of time). Help the students see the “pieces” that are
alike or different.
D
2. Ask learners to think about working on a puzzle. Prepare two
separate sets of RNA and DNA nucleotides [six(6) pieces each set].
The teacher can use the DNA and RNA nucleotides on pages ___
and ___.
3. Tell one group of learners to put together the nucleotides of the DNA
molecule and the nucleotides of the RNA molecule, as if fitting the
pieces in a puzzle.
4. Ask learners to show their output.
5. Ask leading questions to the activity.
• How is DNA different from RNA?
• What nitrogen bases are found in DNA and RNA?
193
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6. Ask the learners to work on Activity 1 individually.
7. Remind learners to answer the guide questions.
Point out the location of DNA and RNA in prokaryotic and eukaryotic cells.
PY
Based on the structure of the nucleus, cells may be one of two types:
prokaryotic or eukaryotic. The main difference is that the prokaryotic cell
lacks a nuclear membrane. Its genetic materials, which is a long circular
DNA, occupies a space in the cell called nucleoid, while it is DNA occupies
a space in the nucleoid. Both the RNA and protein are synthesized in the
same compartment.
Answer to comparison table.
DNA
2
RNA
1
nucleus
cytoplasm
2.
Location in the cell
3.
4.
EP
E
D
Basis of Comparison
1.
Number of strand
C
O
Meanwhile, the eukaryotic cell, has the so called ‘true’ nucleus, which
means that its nuclear materials are enclosed by a nuclear membrane. In
order to make proteins, the messenger RNA (mRNA) is assembled inside
the nucleus through transcription. The coded genetic information carried by
mRNA is translated through protein synthesis using transfer RNA (tRNA).
Type of sugar
Nitrogenous bases
deoxyribose
A, T, C, G
ribose
A, U, C, G
Answers to Guide Questions:
Q1. The DNA and RNA are made up of three components: namely:
D
a. sugar
b. phosphate group, and
c. nitrogenous base.
Q2. DNA and RNA are different in the following:
a. DNA is double stranded while RNA is single-stranded.
b. The sugar in DNA is deoxyribose while that in RNA is ribose.
c. The nitrogen bases in DNA are adenine (A), guanine (G), thymine (T)
and cytosine (C). In RNA are adenine, guanine, cytosine and uracil.
Q3. Uracil
194
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KEY CONCEPT TO EMPHASIZE:
•
•
•
C
O
•
A DNA molecule consists of two strands of nucleotides
composed of sugar, phosphate, and nitrogenous bases
that pair through hydrogen bonds. The paired strands
form a twisted- sipper shape called a double helix.
RNA molecule is single stranded and is composed of
nucletides.
RNA is three major types: mRNA, rRNA and tRNA.
In DNA, adenine bodns with thymine and cytosine bonds
with guanine.
In RNA, adenine bonds with uracil and cytosine bonds
with guanine.
PY
•
EP
E
Activity 2
D
Note: The teacher may read from Biology books and Learner’s
Material about replication for background knowledge.
DNA Makes DNA
D
In this activity, the learners will demonstrate the replication of the DNA
molecule and the specificity of base pairing between nitrogenous bases. They
will make a model of a DNA template to determine the sequence of bases in
the new DNA strand.
Teaching Tips:
•
Before working on the activity, introduce a reading strategy. Ask
the students to study the diagram and read a paragraph about DNA
replication. You may also show a DNA replication video which you can
download from the YouTube.
195
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Figure 1. Unzipping of DNA Molecule
After learners have completed the reading activity or viewed the video
on replication, you may check for understanding. Ask the following
questions:
EP
E
D
•
C
O
PY
A DNA “unzips” to form two strands,
as shown in Figure 1. Notice that, as
the molecule unzips, the base pairs
separate. Each single strand of DNA
then picks up bases present in the cell’s
cytoplasm. In this way, two complete
molecules of DNA are created. Notice
that each new DNA molecule has
the same order of base pairs as the
original. The copying process is called
replication.
1. Why does DNA replicate? (To produce a copy of the genetic
material that will be transferred to new cells during mitosis
or to new gametes during meiosis.)
D
2. Which nitrogen bases fit together to make base pairs? (Adenine
and thymine fit together, and guanine and cytosine fit
together.)
3. When a DNA molecule unzips to form two strands, what is
added to each strand? What is produced? (Complementary
bases attach to the exposed bases on the strands so that
two complete molecules of DNA are produced.)
4. What is the copying of the DNA called? (replication)
5. How is the gene in the DNA coded? (It is usually coded by a
particular sequence of base triplet called codons.)
196
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6. In what form does a gene carry information? (A gene carries
information through the sequence of nitrogenous bases
that may code for RNA or amino acids in proteins.)
Determine the number of groups in your class for the activity. Ideally,
about ten (10) learners or less per group.
•
Provide the learners with the patterns of the components of the DNA
found on page ___. The other materials should have been assigned a
day before the activity.
•
Explain the procedure of the activity; make sure that the learners will
be able to follow the steps and come up with the expected output.
•
Check on the groups from time to time; see to it that the learners are
able to do correctly Steps 3 to Step 12.
•
Remind them to answer the guide questions.
•
Ask the learners to “show and tell” something about their output. (You
may decide as to how many groups will actually present).
•
Lead learners to the answers to the guide questions.
EP
E
D
C
O
PY
•
Answers to Guide Questions:
D
Q4. Each new strand formed is a complement of one of the original strands.
The result is the formation of two DNA molecules containing the original
DNA strand and the complementary daughter strands. The two new
daughter strands are also complementary to each other.
Q5. The two chains of nucleotides in a DNA molecule are held together by
hydrogen bonds between the bases. In DNA, cytosine forms three
hydrogen bonds with guanine, and thymine forms two hydrogen bonds
with adenine.
Q6. The pairing of the bases produces a long, two-stranded molecule that is
often compare to a zipper. If you look at a zipper, the sides of the zipper
represent the sugar and phosphate units, while the teeth of the zipper
represent the pairs of nitrogenous bases of the DNA.
197
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Q7. Before a cell can divide by mitosis or meiosis, it must first make a copy
of its chromosomes. The DNA in the chromosomes are then copied in a
process called DNA replication.
Q8. The variety of life forms is encoded in the DNA sequences of these
organisms. More variations are alternative forms of genes cross-over and
recombine in meiosis. Production of different gametes containing different
sets of these genes and subsequent fusion with other gametes result to a
myriad of variations in the population.
Assess the learners’ understanding by reviewing the steps of the replication process.
PY
•
The following events can help the learners understand how DNA copies itself:
C
O
Step 1. An enzyme called helicase breaks the bond between nitrogenous
bases. The two strands of DNA split.
Step 2. The bases attached to each strand then pair up with the free nucleotides
found in the cytoplasm.
D
EP
E
D
Step 3. The complementary nucleotides are added to each strand by DNA
polymerase to form new strands. Two new DNA molecules, each
with a parent strand and each with a new strand are formed. The
DNA replication is known as semi-conservative replication, because
one of the old strands is conserved in each new molecule. Figure 2
illustrates the semi-conservative replication of DNA.
Figure 2. DNA Replication
198
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KEY CONCEPT TO EMPHASIZE:
•
PY
•
DNA is made up of nucleotides containing sugars, phosphate
groups, and nitrogenous bases and its shape is double helix.
The complementary structure of DNA’s two strands allow each
strand to serve as a template during replication.
The specificity of base pairing in DNA, adenine with thymine,
and cytosine with guanine, allows DNA to replicate itself with
accuracy.
C
O
Note: The teacher can read from Biology books and Learners
Material about transcription for background knowledge.
Activity 3
D
What’s the Message
EP
E
In this activity, the learners will find out how the information in DNA,
which is found in the nucleus, moves to the ribosome in the cytoplasm.
Learners will demonstrate the process of transcription through the use of
paper DNA and mRNA models.
Teaching Tips:
Introduce the lesson using guided inquiry to activate learners’ prior
knowledge.
•
Establish the importance of the transcription process in gene expression.
D
•
1. What happens during the process of cell cycle? (Learners should
answer that DNA is replicated and new cell structures are
formed). Emphasize that DNA is already replicated before
“cell division.” In eukaryotes, this process takes place in S
phase of the interphase. The statement maybe applicable to
bacterial cell division.
199
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•
Next establish the need for mRNA to carry the genetic code from the
nucleus to the cytoplasm.
C
O
PY
1. How are proteins made? (Learners should know that proteins
are made by ribosomes).
2. Where are ribosomes located in the cell? (Learners should
know that ribosomes are located in the cytoplasm).
3. Where are genes located in the cell? (Learners should know
that genes are located on DNA, which is located in the
nucleus of eukaryotic cells and cytoplasm in bacterial
cells).
4. How does the genetic code get out of the nucleus? (Learners
should be able to understand that the genetic code found
in the DNA sequence is “copied” or transcribed into RNA
sequence. The messenger RNA leaves the nucleus and
the message is translated into amino acid sequence in
proteins).
Determine the number of groups in your class for the activity. Ideally,
about ten (10 learners or less per group.
•
Provide the learners with the patterns of the components of the DNA
and RNA found on pages 29 to 31. The other materials should have
been assigned a day before the activity.
•
Explain the procedure of the activity. Make sure that the learners will
be able to follow the steps and come up with the expected output.
•
Check on the groups from time to time, see to it that the learners are
able to do correctly Steps 6 up to 9.
•
Remind them to answer the guide questions.
D
EP
E
D
•
•
Ask the learners to “show and tell” something about their output. (You
may decide as to how many groups will actually present).
•
Lead learners to the answers to guide questions.
Q9. It resembles the complementary strand that was not used.
200
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Q10. It can be unzipped by RNA polymerase and make corresponding RNA
that maybe translated proteins required by the cell. This is important
to keep the integrity of the DNA as the basis of heredity but at the same time produce the products that are encoded in the genes.
Q11. RNA brings the information from the DNA, which is in the nucleus, and
brings it to the cytoplasm and serves as a template for protein synthesis.
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Q12. The messenger RNA carries the information of the gene in the DNA
through the DNA-dependent RNA synthesis or transcription. In eukaryotes, the mRNA moves from the nucleus to the cytoplasm, •
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where the information is translated into proteins with the help of ribosomes.
Assess the learners’ understanding by reviewing the steps of the
transcription process.
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The following events will help the learners understand the process of
transcription:
Step 1. RNA polymerase enzyme binds and opens the DNA molecule that will be transcribed.
•
Step 2. As the DNA molecule opens, the RNA polymerase slides
along the DNA strand and links free RNA nucleotides that pair with
the nitrogenous bases of the complementary DNA strand. Hence, if
the sequence of bases on the DNA strand were CCG TTA CAT, the
sequence of bases on the RNA strand would be GGC AAU GUA.
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•
•
Step 3. When the process of base-pairing is completed, the RNA
molecule breaks away as the DNA strands rejoin. The RNA leaves
the nucleus and goes to the cytoplasm. Figure 6 shows the
transcription process.
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Figure 3. Transcription
KEY CONCEPT TO EMPHASIZE:
The order of nucleotides in DNA determines the order of nucleotides
in messenger RNA in a process called transcription.
•
There are three types of RNA that help build proteins: mRNA, rRNA
and tRNA.
•
mRNA carries the information in DNA, which is found in the nucleus,
to the ribosomes found in the cytoplasm.
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After doing the three (3) activities, the learners should be able to explain the
following concepts:
DNA directs the production of proteins.
DNA determines the formation of mRNA.
The order of bases of mRNA determines the protein synthesized.
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•
Note: The teacher can read from Biology books and Learner’s
Material about transalation for background knowledge.
202
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Activity 4
Relay the Message
In this activity, the learners will demonstrate the process of translation.
Learners will find out how the message of the mRNA is translated to proteins.
Teaching Tips:
Establish the conceptual relationship between DNA, mRNA and protein.
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1. How do cells use DNA to make proteins? (Most genes contain
the information needed to make functional molecules called
proteins. Through the processes of transcription and translation,
information from DNA is used to make proteins).
2. What are cell structures made of? (Proteins and other types
of biomolecules including lipid, carbohydrates, and other
metabolites).
Introduce the Central Dogma. Refer to Figure 4.
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The Central Dogma of Molecular Biology
Figure 4. The Central Dogma on the Flow of Genetic Information
Source: www.accesssexcellence.com
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•
Explain that a particular gene in the DNA that code for proteins is transcribed into a
single-stranded molecule called messenger RNA (mRNA). The mRNA travels out of
the nucleus into the cytoplasm, where it is translated by the ribosome and transfer
RNA (tRNA) molecules into a peptide sequence. Once the peptide sequence is
translated, it folds into a three-dimensional protein, which acts to work or provide
structure to the cell.
Before starting the activity, determine the number of groups in your class for the
activity. Ideally, about ten (10) learners per group or less).
•
Provide the learners with the patterns of the components of the DNA and RNA
found on pages __, __, and __. The other materials should have been assigned a
day before the activity.
•
Explain the procedure of the activity, make sure that the learners will be able to
follow the steps and come up with the expected output.
•
Check on the groups from time to time seeing to it that starting with Step 6 up to
Step 9, the learners are able to do it correctly.
•
Remind them to answer the guide questions.
•
Ask the learners to “show and tell” something about their output. (The teacher can
decide as to how many groups will actually present).
•
Lead them to the answers to the guide questions.
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Answers to Guide Questions:
Q13. In tRNA , the nucleotides are adenine, uracil, guanine and cytosine.
The same nitrogenous bases are found in mRNA. The tRNA contains
other nitrogenous bases that are derivatives of the same nucleotides.
Q14. Adenine pairs with uracil and vice-versa.
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Q15. A codon is a set of three nitrogenous bases in mRNA which codes for a
specific amino acid.
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Q16. Transfer RNA brings an amino acid in the cytoplasm to the ribosomes.
Each tRNA molecule attaches to only one type of amino acid.
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Q17. In tRNA there is a sequence of three nucleotides that are complementary
to the nucleotides in the mRNA codon. These three nucleotides are
called an anticodon because they bond to the codon of the messenger
RNA. The tRNA carries only the amino acid that the anticodon specifies.
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Q18. When a stop codon is reached, translation ends and amino acid strand
is released from the ribosome.
Q19. It resembles the job of the tRNA and the hollow blocks represent the
amino acids.
Assess the learners’ understanding by reviewing the steps of the translation
process.
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•
The following events in translation can help the learners understand the
process:
•
Step 1. As translation begins, mRNA binds to a ribosome in which the
ribosomal RNA is found. Then, tRNA molecules, each carrying a specific
amino acid, attract the ribosome. The tRNA anticodon pairs with the first
mRNA (start) codon AUG, to form the initiation complex. The two molecules
temporarily join together.
205
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Step 2. Usually, the first codon on mRNA is AUG, which codes for the
amino acid methionine. AUG signals the start of protein synthesis. Then,
the ribosome slides along the mRNA to the next codon.
•
Step 3. A new tRNA molecule carrying an amino acid pairs with the second
mRNA codon.
•
Step 4. When the first and second amino acids are in place, an enzyme
joins them by forming a peptide bond between them.
•
Step 5. As the process continues, a chain of amino acids is formed until
the ribosome reaches a stop codon (e.g., UAA, UGA, UAG) on the mRNA
strand. The polypeptide chain is released and protein synthesis is complete.
Figure 7 summarizes the translation process.
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Figure 5. Translation
Source: www. scq.ubc.ca
KEY CONCEPT TO EMPHASIZE:
•
•
The process of converting the information in a sequence of nitrogenous
bases in mRNA into a sequence of amino acids that make a protein is
known as translation.
The role of transfer RNA (tRNA) is to bring the amino acids in the
cytoplasm to the ribosomes to form polypeptides.
Note: The teacher can read from Biology books and Learners Material
about the Genetic Code for background knowledge.
206
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Activity 5
Trace the Code
In this activity, the learners will apply what they have learned about DNA
and mRNA, and the use of the information in the Genetic Code Table.
Teaching Tips:
Point out to the learners that they have only explored the overall process
of transcription and translation, and that the activity will help them walk
through the sequence of the DNA, transcribe it into mRNA and mRNA
translating it into protein.
• Introduce the Genetic Code Table to the learners.
• Refer to the Genetic Code Table to identify the amino acid.
• Explain the procedure of the activity.
• Reproduce the activity sheet on page 209.
• Illustrate an example on the board on how to locate amino acids in the
Genetic Code Table below.
• Remind students to answer the guide questions.
Order of bases Order of bases in
Amino Acid
Order of bases
in mRNA
tRNA
Coded into
in DNA
(codon)
(anticodon)
Proteins
TAG
AUC
UAG
Isoleucine
CAT
GUA
CAU
Valine
CAG
GUC
CAG
Valine
GGT
CCA
GGU
Proline
ATG
UAC
AUG
Methionine
GTT,GTC,GTA,GTG CAA,CAG,CAU,CAC GUU,GUC,GUA,GUG Valine
TGA
ACU
UGA
Threonine
ACA
UGU
ACA
Cysteine
AAA
UUU
AAA
Phenylalanine
GAA
CUU
GAA
Leucine
• To determine the order of bases in the first column (DNA), second column
(codon), and third column (anticodon), consider the complementary
base pairs in DNA: adenine pairs with thymine and guanine pairs with
cytosine. While in RNA: adenine pairs with uracil and guanine pairs with
cytosine.
• To identify the amino acid, look at the bases in the mRNA codon, e.g.,
AUG using the Genetic Code Table. Look for the first letter of the mRNA
codon on the left side of the Genetic Code Table (A), the second letter
of the mRNA on the second column (U), and the third letter on the right
column (G). AUG codes for the amino acid-methionine.
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Q20. The complementarity of the base pairing is essential in transcription
and translation. The final products coded by the DNA are RNA and
proteins. Some of the DNA sequences are regulatory sequences
that do not code for RNA or proteins but are important in gene
expression. Protein synthesis is the basis of expression of hereditary
characteristics in both structure and form.
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Q21. Each codon specifies a particular amino acid that is to be placed in the
polypeptide chain. There is more than one codon for each amino acid.
• Assess learners’ understanding by giving an example of a DNA
sequence on the board. Ask one volunteer to transcribe it into mRNA
sequence and another volunteer to translate it into protein one codon
at a time.
Example:
DNA sequence:
AGACTTATC
mRNA sequence: UCUGAAUAG
PROTEIN:
Serine – Glutamic acid – Stop codon
• Ask students about the function of the ‘STOP’ codon to check for
understanding.
• Lead learners to the next lesson by asking them what will happen if
the first C in the sequence is changed to G. Learners are expected
to answer that the protein sequence would be changed. This is an
example of mutation.
• Tell the students that they will be learning about mutation in the next
lesson.
208
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Name: _________________________________
Section: ___________
Activity 5 Trace the Code
Order of bases
in DNA
TAG
CAT
Order of bases in
mRNA (codon)
AUC
Order of bases in
tRNA (anticodon)
Amino Acid Coded
into Proteins
GUC
CCA
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Methionine
Valine
ACU
UGU
ACA
AAA
GAA
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Genetic code Table
C
O
CUU
Q22. Why is the specific base pairing essential to the processes of
transcription and translation. ________________________________
Q23. How many codon/s codes for one amino acid?
_______________________________________________________
209
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Activity 6
Chromie Change
In this activity the learners will illustrate and differentiate the kinds of
chromosomal mutations.
Teaching Tips:
•
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Introduce the lesson using guided inquiry to activate learners’ prior
knowledge.
Establish the motivation for mutation lesson.
1. How do errors in base pairing of the DNA change the DNA
sequence? (Different protein that is usually non-functional or
with altered function will be made).
2. What do you call these changes? (Mutation)
3. What might cause a mutation to occur? (Mutations may be
caused by mutagens in the form of radiation, chemicals,
extremes of temperature, and even viral infection).
Determine the number of groups in your class for the activity. Ideally,
about ten (10) learners or less per group.
Explain the procedure of the activity. Make sure that the learners will
be able to follow the steps and come up with the expected output.
Check on the groups from time to time, see to it that the learners are
able to do it correctly.
Remind them to answer the guide questions.
Lead learners to the answers of guide questions.
Guide the students in filling out the table below. Refer to the possible
answers in the table.
Chromosomal Mutations
Translocation
Deletion
Inversion
2
1
1
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1. How many
chromosome/s is/are
involved?
2. How did you change Broke a part
the original structure and
of the chromosomes? attached it to
another
chromosome.
Broke a part Broke a part,
reversed and
reinserted
it into
the
chromosome
210
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Either gain or
loss of genetic
material OR no
loss or gain of
genetic
material
during the
exchange
process
Answers to Guide Questions:
Loss of
genetic
Material
Either gain or
loss of genetic
material OR no
loss or gain of
genetic material
during the
process
PY
3. Which condition/s
do you think
result/s to change/s
of chromosome
material? Please
indicate using the
words loss, gain,
either loss or gain of
genetic material.
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Q24. Translocation occurs when a piece of chromosome breaks off and
attaches to another chromosome. An inversion involves the breakage
of a chromosome in two places in which the resulting piece of DNA is
reversed and re-inserted into the chromosome. Deletion refers to the
loss of a segment of DNA or chromosome.
Changes that affect the structure of chromosomes can cause
problems with growth, development, and function of the body’s systems.
These changes can affect many genes along the chromosome and
disrupt the proteins made from these genes.
Q25. The normal genetic content of the chromosome may be affected. Many
diseases are caused by the effects of inherited genes. In most cases,
there is only a small difference between the DNA sequence in the
defective gene and a normal one. This difference is enough to cause
serious and often fatal diseases.
Q26. Gain or loss of chromosome material results in chromosomal mutations
or aberrations; may also result to Down’s syndrome, Klinefelter’s
Syndrome, or Turner’s Syndrome. However, Cri-du-chat Syndrome is
due to loss of chromosome.
Q27. The possible effects of chromosomal mutations are medical problems,
problems on growth and development, genetic disorders, and even
death.
• Assess the learners’ understanding by showing a drawing of the four
kinds of chromosomal mutations. Let learners analyze and identify
the type of chromosomal mutation.
• Show a normal male and female karyotype and some examples of
karyotypes of chromosomal abnormalities, e.g. Down’s Syndrome,
Cri-du-chat, Klinefelter’s syndrome and Turner’s syndrome. Let
learners compare the normal karyotype with the karyotype of affected
individuals. Let them identify which set of homologous chromosomes
are affected.
• Conclude the lesson by asking learners if their knowledge of molecular
genetics may affect their lives. Ask for some volunteers and listen to
their thoughts and ideas.
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•
•
•
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•
Point out to the learners that in agriculture, traits of plants and animals
could be modified by targeted or random mutations and that not all
mutations are harmful.
Mention to the learners the concept about genetic engineering. In
recombinant DNA technology, scientists have developed methods
to move genes from one species into another. This process uses
restriction enzymes to cleave one organism’s DNA into fragments
and other enzymes to splice the DNA fragment into a plasmid or viral
DNA. Transgenic organisms are able to manufacture genetic products
alien to themselves using recombinant DNA. Genetic engineering
has already been applied to bacteria, plants, and animals. These
organisms are engineered to be of use to humans.
Access additional resources about genetic engineering on this link
www.worldofteaching.com
Cite the work of Luther Burbank, an American horticulturist who
introduced more than 200 varieties of fruit. The teacher can tell the
learners that he developed pomato (tomato/potato), plumcot (plum/
apricot), and the white raspberry. The teacher can localize examples.
(Optional)Have students think about a hybrid fruit, vegetable, flower
or animals that they might like to breed. Let them draw pictures of
their hybrid organisms considering the qualities that they would like
their hybrid organisms to have.
You may use the given sample rubric for this task or you may create
your own rubric.
Suggested website for hybrid fruits and vegetables:
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(www.buzzle.com/articles/hybrid-fruits-and-vegetables.html)
Note: The teacher can acces the LRMDS(BEAM) material of
DepEd from which Activity 6 was adapted.
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KEY CONCEPT TO EMPHASIZE:
• A mutation is a change in the base sequence of DNA. Mutations
may affect only one gene, or they may affect whole chromosomes.
•
Mutations in eggs or sperm effect future generations by producing
offspring with new characteristics.
•
Mutations in body cells affect only the individual and are not
passed on to the offspring.
•
When DNA from two different species are joined together, it is
called recombinant DNA. This process uses restriction enzymes
to cleave one organism’s DNA into fragments and other enzymes
to splice the DNA fragment into a plasmid or viral DNA.
212
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Name: _______________________________ Date: ________________
Grade: _____________
Teacher: _________________________________
RUBRIC
Performance
Indicator
Criteria
Value
2
3
4
Finished the
piece of drawing
but
provides no
evidence
of creativity or
originality
Includes an
idea,
but lacks
originality and
may have
imitated
someone else’s
plan
Includes some
unique ideas
and several
materials were
used, based his
or her work on
someone else’s
idea; made
decisions after
referring to one
source
Includes many
unique ideas
and
creative use of
materials, made
connections
to previous
knowledge,
generating
many ideas
Concept
understanding
Piece was not
created at all
Piece was
created to show
desired traits of
the hybrid animal
or plant crops
Piece was wellplanned and
created to show
desired traits
of the hybrid
animal or plant
crops
Effort
Did not finish
the work in a
satisfactory
manner
Finished the
project, but it
lacks finishing
touches or can
be improved
with little effort
Completed the
project in an
above average
manner, yet
more could have
been done/
developed/
accomplished
Gave effort far
beyond the
requirements of
the project
Displayed
a negative
response
throughout the
development of
the piece
Displayed
a negative
response at
times during the
development of
the piece
Displayed
a positive
response most
of the time
during the
development of
the piece
Displayed
a positive
response all the
time during the
development of
the piece
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Piece was
created but
unclear
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Responsiveness
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1
Creativity and
Originality
Total
Teacher Comments:
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SUMMARY
DNA is the genetic material of organisms. A DNA is a double helix molecule
composed of two complementary strands of deoxyribonucleotides units.
The complementary base pairs of the DNA are held by hydrogen bonds.
•
The central dogma of the transfer of genetic information states that the
sequence involved in the expression of hereditary characteristics is from
DNA to RNA to proteins.
•
Genes are segments of DNA that may code for RNA or proteins.
•
Most sequences of three bases in the DNA of a gene code for a single
amino acid in a protein.
•
Transcription is the process by which the information in a strand of DNA
is copied into a new molecule of messenger RNA (mRNA).
•
There are three major types of RNA in the cell and their functions:
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•
1. mRNA carries the information from DNA to the ribosomes.
2. tRNA translates the genetic message carried by the mRNA through
protein synthesis.
3. rRNA forms the structural component of the ribosome.
Ribosomal RNA serves as the site for attachment of mRNA and tRNA
and for protein synthesis
•
Translation is a process which the order of bases in mRNA of amino
acids is synthesized/converted/decoded into a protein. It occurs in a
ribosome of the cytoplasm.
•
A mutation is a change in the base sequence of DNA. Mutations may
affect only one gene, or they may affect whole chromosomes.
•
Mutations in eggs or sperm may affect future generations by transmitting
these changes in the offsprings. Mutations in non-sex (somatic) cells
only are not hereditary.
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•
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When DNA from two different species are joined together, it is called
recombinant DNA. This process uses restriction enzymes to cleave
one organism’s DNA into fragments and other enzymes to splice the
DNA fragment into a plasmid or viral DNA.
214
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Answers to Summative Assessment:
A. 1. (a) TTACGGTCACCA
2. (a) (c) UUACGGUCACCA
3. (b) AAUGCCAGUGGU
B. 4.
5.
6.
7.
UGG
6
Aspartic acid
U&A
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C. Arrange the following steps in protein synthesis from first to last (1-6).
1 A. Transcription
3 B. tRNA – amino acid units link to mRNA
4 C. Amino acid separate from tRNA
5 D. Polypeptide chain assembled
2 E. mRNA links to ribosome
6 F. Stop codon encountered in mRNA
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D. Given the list of amino acids, determine the sequence of bases in the codon
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of the mRNA that codes for these amino acids. Use the table for the
Genetic Code
1. AUG6. AAU/AAC
2. UUA/UUG/CUU/
7. GUU/GUC/GUA/GUG
CUC/CUA/CUG
3. AGA/AGG8. GGU/GGC/CGA/GGG
4. ACU/ACC/ACA/ACG
9. GAU/GAC
5. AAA/AAG10. GAA/GAG
DNA Template
E. AUG UUA AGA ACU AAA AAU GUU GGU GAU GAA
Note: The teacher should consider that there are other possible answers
to be presented by students since one amino acid maybe coded by several
codons.
215
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Glossary of Terms
DNA replication
process in which the DNA is copied
Amino acid
the building blocks of a protein molecule
Anticodon
the complement of the mRNA triplet code in the
tRNA
changes in the chromosomes where parts
of the chromosomes are broken off
and lost during mitosis
PY
Chromosomal
mutations
Codon each set of three nitrogenous bases in mRNA
representing an amino acid or a start/stop signal
set of rules that specify to the codons in DNA or
RNA that corresponds to the amino acids in
proteins
Nitrogenous base
is a carbon ring structure that contains one
or more atoms of nitrogen. In DNA, there
are four possible nitrogen bases:
adenine(A), thymine(T), cytosine(C) and
guanine(G).
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Genetic code
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mRNAmessenger RNA; brings information from the
DNA in the nucleus to the cytoplasm.
Mutation
Any change in the DNA sequence
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Recombinant DNA
A form of DNA produced by combining genetic
material from two or more different sources by means of genetic engineering.
rRNA
ribosomal RNA; hold tightly to the mRNA and use
its information to assemble amino acids.
tRNA transfer RNA; a type of RNA that attach the
correct amino acid to the protein chain that is
being synthesized in the ribosome
Transcription
process of copying DNA sequence into RNA
Translation
process of converting information in mRNA
into a sequence of amino acids in a protein
216
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References and Links
Books
Rabago, L., et.al. (2010).Functional Biology:Modular Approach.Vibal Publishing House, Inc.
Biggs. A. Gregg, K., et.al. (2000).Biology: the Dynamics of Life. USA: McGraw - Hill Companies. Inc.
PY
Addison-Wesley (1996). Science Insights:Exploring Living Things. USA:
Addison Wesley Publishing Company.
Internet
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Teaching Guide – Integrative Science Biology by Eferza Publications
www.chemguide.co.uk/organic props/amino acids/dna1.html/
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www.elmhurst.edu
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www.accessexcellence.org
ghr.nlm.nih.gov/handbook/mutations and disorders/gene mutation
www.nature.com/scitable/topicpage/Genetic-Mutation - 1127
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www.buzzle.com/articles/hybrid-fruits-and-vegetables.html
DepEd Materials
APEX Biology Unit 6 Anatomy of Genes Lessons 1-5 Heredity and Genetics
BEAM Learning Guide, Nov.2008, Genetic Book of Life pp. 28-34
EASE Biology Lesson 3 The DNA Material pp. 20-24
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DNA Template
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RNA Template
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tRNA Template
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Unit 1
MODULE
Suggested time allotment: 8 hours
3
Biodiversity and
Evolution
Performance Standards
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Content Standards
Overview
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The learners demonstrate the The learners write an essay or
understanding of how evolution make a multimedia presentation on
through natural selection can result the importance of adaptation as a
to biodiversity.
mechanism for survival of a species.
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From Grade 7 to Grade 9, the students learned that organisms are
grouped into Kingdom, Phylum, Class, Order, Family, Genus and Species. They
also learned that organisms possess unique qualities. Some organisms may
look the same but they are totally different from one another, e.g. shark and
dolphin; others may be related to one another but they have different physical
features and characteristics, like bat and rodent. This is because organisms
change over time. When climate changes, the environment will also change
and so with organisms living in that environment. Some changes are easily
noticeable. While other changes occur so slowly through time and not easily
noticed.
D
In Grade 10, learners will realize that individual differences and variety
of characteristics are important to ensure the survival of species. The presence
of advantageous and desirable traits allow organisms to survive natural
calamities, disaster, and changes in the environment.
This year, the students will learn how fossil records, patterns in
development, and molecular data could be used to study the concept of
evolution. They will also be provided with a variety of activities to help them
understand the general processes and mechanism of evolution believed to
produce the Earth’s biodiversity.
221
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Moreover, they will realize that the gift of human intelligence and abilities
carries great responsibility to protect life and the environment, and to increase
biodiversity.
At the end of this module the learners are expected to:
PY
1. Understand how evolution is being studied from the fossil record and
molecular data.
2. Give the importance of understanding the origin of life.
3. Explain why reproduction, variation, and adaptation are necessary for the
survival of species.
4. Discuss how natural selection promotes expression and propagation of
traits, and species that adapt with the changing environment.
C
O
Key questions for this module:
D
Pre-assessment is given as a tool to measure the learners’ prior knowledge
about Evolution.
EP
E
Answers to the Pre-assessment
1.
2.
3.
4.
5.
A
C
B
D
B
6.
7.
8.
9.
10.
D
A
A
C
D
D
II. Note: Instruct the learners to use line graph for graphical representation of
the given situation.
1.
b.
222
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III. Patterns of Evolution. 1. Divergent2. Convergent
Sources of Evidences in the Study of Evolution
Evidences from Fossil Records
Teaching Tips:
EP
E
D
•
You may start the lesson by showing a picture of fossil remains
as a motivation.
Explain that fossils are examples of materials that paleontologists
use in studying evolution; they are traces of organisms that
lived in the past and were preserved by natural processes or
catastrophic events in rocks, peat, or ice; some fossils are remains
of organisms, that include bones, shells, teeth and also feces
(coprolite). Through time, the fossil-bearing rocks were exposed
by movement of the Earth’s surface, by weathering, or dug out by
paleontologists.
C
O
•
PY
Organisms inhabiting the earth have changed overtime. Their structures,
traits and abilities allowed them to adapt and survive in their environment. Data
from the fossil records, anatomy and morphology, embryonic development, and
biochemistry could be analyzed to demonstrate if evolution of life on Earth has
taken place.
KEY CONCEPT TO EMPHASIZE:
D
Most fossil remains are commonly found in sedimentary rocks;
they are from the hard parts of the organism like woody stem,
bones, or teeth.
Determining the age of the fossil
Activity 1A should enable the students to estimate the age of fossils by
their positions in the sedimentary rock.
Teaching Tips:
•
Explain that fossils are formed from remains of organisms which
were buried in layers of sedimentary rocks due to catastrophic
events and natural geologic processes. In time, these remains
were replaced by minerals forming rock like materials known as
fossils.
223
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•
PY
•
In your discussion, state that relative dating is a method used to
determine the age of the rocks by comparing them with the rocks
in the other layers. The younger rock is found on the top layer and
the older rock is found in bottom layer. Mention also that relative
dating method depends upon the assumption that the age of a
fossil is based on the relative age of the rock from which they are
found; the technique is also used to date the rock based on the
fossil it contained. This makes the method unreliable and require
Carbon -14 dating, other radioisotopes dating, and molecular
techniques.
Point out that some fossils have no living representatives today
due to extinction. By comparing the fossils in the different rock
layers, scientists were able to predict the changes that occurred
in the characteristics of various organisms and to reconstruct
the order of changes that these generations of organisms have
undergone.
The teacher may ask the learners to draw a rock layer and put the
four examples of fossils in every layer. Then the teacher can ask
the learners these questions:
C
O
•
a. Which of the fossils is found at the deepest layer?
b. Which is found at the uppermost layer? Explain your answer.
D
Where Do I Belong
D
EP
E
Activity 1A
Images of trilobite and crinoid stem taken from The Virtual Petrified Wood Museum
224
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Q1. The oldest organism in the list are the trilobites, (answers may vary).
They lived during Paleozoic Era, in the Silurian and Ordovician period.
They can be 600 million years old.
Q2. Cenozoic Era, the recent fossil may be found in the uppermost layer of the
rock. (Answers may vary).
Q3. Yes. Rock layers in the Cambrian period also have traces /imprints of
mollusks that lived during that time. Most of them were invertebrates.
(Answers may vary).
PY
Q4. Cenozoic Era, the fossil of the first human was found during this Era.
C
O
Q5. Organisms are arranged from invertebrates to vertebrates, from simple
organisms to complex organisms and from unicellular to multicellular.
(Answers may vary).
KEY CONCEPT TO EMPHASIZE:
D
Paleontologist determine the age of the fossils through their positions
in the sedimentary rocks. Fossils found in the bottom layer are
assumed to be older than those found in the upper layers.
EP
E
In the next activity, the learners will determine the age of fossils by
checking its amount of radioactive Carbon-14.
Teaching Tips:
You may mention another method of determining the age of fossils,
and that is through the use of radioactive isotopes. This is done by
analyzing the age of the fossils and rocks where the fossils were
found, using the rate of decay of certain radioactive isotopes. This is
called absolute dating technique.
D
•
•
Explain how the examination of layers of rocks and dating fossils
allowed scientists to develop the Geologic Time Scale. The Geologic
Time Scale proposes the major events in the earth’s history. It also
suggests the appearance of various kinds of organisms in a particular
period of time on earth.
•
You may discuss the Geologic Time Scale and highlight the notable
dominant life forms in every period and era. Allow the students to
gauge the environmental and climatic conditions in every era, and
relate them to the kind of organisms that existed during that time.
225
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•
Explain how the Geologic Time Scale might be used to determine the
approximate age of the Earth, estimated to be around 4.6 billion years
old. The information given by radioactive dating of the fossils, along
with observations of rocks and rock layers, enabled the geologists to
speculate on the history of life on our planet.
•
You may end the lesson by asking the students to reflect on this
situation:
Activity 1B
What’s My Age?
PY
You have been given an opportunity to travel in the future for several
hundred years. Use your imagination to think of organisms that might be living
on earth in that particular time, considering the environmental disturbances,
calamities, and changes that occurred.
D
EP
E
D
C
O
Note: In this activity, you may allow the learners to use calculator.
Activity taken from Payawal P. (1993)
Q6. The age of the oldest fossil is 17 190 years old, a petrified wood.
Q7. The age of the fossil will determine the particular Era or Period the organisms
existed on earth.
226
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Evolutionary Patterns from Comparative Anatomy
Another evidence of evolution is from comparative anatomy. Structures
can be homologous or analogous.
Teaching Tips:
Point out that divergent evolution proposed that homologous structures
that developed from common ancestors may have different functions,
such as bat wings and rodent forelimbs. On the other hand, convergent
evolution suggest that analogous structures of organisms of different
ancestors have similar function such as butterfly wings and bird wings.
•
You may refer to the diagram below, for comparison between
homologous and analogous structures.
C
O
PY
•
Modified to perform
different functions
Adapted to similar
functions
Forelimbs of bat and
whale
Wings of birds, bat and
butterfly
EP
E
Function
D
Comparison between Homologous and Analogous Structures
Basis of Comparison Homologous Structure Analogous structure
.
Origin
Have the same ancestor Have different
ancestors
Example
D
Q8. The teacher can ask the learners to research examples about analogous
structures. (Answers may vary).
The next activity will help the learners understand the importance of
comparative anatomy in the study of evolution.
227
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Activity 2
AHA! Analogous! Homologous!
Directions: Write, in the space provided, H if the structures below are
homologous and A if they are analogous.
PY
H
A
EP
E
Activity from Payawal P. (1993)
H
D
C
O
H
Q9. Yes, because their forelimbs are made up of same kinds of bones that just
vary in size and function differently, suggest that they share a common
ancestor.
D
Q10. The teacher can assign the students to do some research to determine
examples about homologous structures. (Answers may vary).
To summarize the lesson, you may ask the students this question: What
is the relevance of homologous structures in studying divergent evolution, and
analogous structures in studying convergent evolution?
Patterns in Embryonic Development
The next activity is about the comparison of the embryonic development
of different organisms. This activity will help the learners understand how
embryonic development provides patterns in the concept of evolution and
relatedness of certain animals.
228
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Teaching Tips:
Start the activity by asking the following questions:
o Who is your relative? Why is it important to know your
relatives?
•
Explain that as the organisms grow and develop, the embryos
gradually become more and more dissimilar. These differences in
form are caused by genes that were turned on in the process of
development through time. Differences in the form are controlled
by the genetic blueprint of the organisms; and mutations in
some of these genes may lead to congenital defects, physical
abnormalities, cancer, and predisposition to infection. Yet on
some very rare occasions minor mutations promote desired trait
for growth or resistance to disease.
Activity 3
C
O
PY
•
So, Who is My Relative?
D
Q11. The first and second stages of development of the organisms show
better similarities.
EP
E
Q12. Possible answers: the shape of head, lower parts of the body, and
forelimbs.
Q13. Possible answers: organisms are different in size, shape of the head, hind
limbs, forelimbs, structure of the eyes, etc.
Q14. Similarity in structures may suggest that organisms share common
ancestors. (Answer may vary).
D
KEY CONCEPT TO EMPHASIZE:
Species that are closely related exhibit similar embryonic development
although in the adult stage the organisms are quite different.
Evidence from Amino Acid Sequence
Another area of study in the evidence of evolutionary concept is provided
by protein and DNA sequences. The next activity will further help learners
understand more about the relationship of organisms based on their molecular
data.
229
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Teaching Tips:
Start the session with a review on DNA, protein structures, and
relationships learned in module 2.
• For tables 2, 3, 4, the teacher can ask the students to highlight
the different amino acid by using other colors of pen.
• For graphical representation of tables 6 and 7, you may ask the
students to use different colors to represent pairing of species.
• You may ask the learners to analyze the results and interpret
the graphs, and discuss the results.
• The teacher may assign the students to search about the theory of
Jean Baptiste de Lamarck and Charles Darwin. Allow the students
to organize their readings about Jean Baptiste de Lamarck and
Charles Darwin in foldable as shown below (Figure 1).
Figure 1
Let’s Compare
EP
E
Activity 4
D
C
O
PY
•
D
Table 2Table 3
230
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C
O
PY
Table 4Table 5
Q15. Chimpanzee
Q16. Kangaroo
D
Activity taken from Brittain T. (Biology the Living World) Lab Manual, 1989
D
EP
E
Graphs for Table 6 and Table 7
231
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Q17. Bread molds, with 48 differences in amino acid sequence.
Q18. Fruit fly and screwworm
Fruit fly and wheat, with 47 differences in amino acid sequence.
Q19.Yes, the similarity in amino acid sequence may suggest similarity in
their DNA sequence.
PY
Q20. Yes, similarity in amino acid sequence may suggest the closer relationship
of the organisms.
KEY CONCEPT TO EMPHASIZE:
Activity 5
C
O
DNA and amino acid sequences maybe explored to investigate
evolutionary concepts. These tools may provide identify and are
used in the classification of organisms to their respective genus and
species.
Follow the track
EP
E
D
Activity 5 is a simple simulation of natural selection using footprints of
two different organisms. Encourage the students to use their imagination to
create a story out of the footprints.
Teaching Tips:
•
D
•
This activity is best carried out in groups. Two days before the
lesson, assign each group to interpret or create a story out of the
four diagrams.
Allow the group to present their work in class. You may choose
the best story.
During the activity, it helps if you will post on the board an
illustrations of the activity “Follow the Track” especially during
group presentation.
During the discussion, point out that organisms struggle for
existence in order to survive; they compete for food and space.
Organisms with favorable and advantageous characteristics
survive and reproduce. Fitness refers to the ability of an organism
to survive and produce offsprings. Different individuals in a
population possess different characteristics and abilities; this is
called variation.
•
•
232
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Answers to Guide Questions:
Q21. Two sets of footprints. Yes, the footprint on the left belongs to smaller
organisms, while footprints on the right belong to much bigger organisms.
Q22.They are both going to the same direction.
Q23. Possible answers: in diagram 3, a struggle between the two organisms.
In diagram 4 (Answers may vary), the organism with advantageous
characteristics survived. The smaller organisms did not survive.
PY
The next activity will help the learners determine the effect of environmental
changes on adaptation and survival of species.
Teaching Tips:
C
O
Activity 6
Survivor
This activity is best carried out in groups. You may assign learners
to read and study activity 6 in advance to give them time to prepare
the materials.
•
Guide the learners through the procedure. There may be steps in
the procedure where closed supervision is needed, such as using
the alcohol lamp and removing the burnt materials.
•
Remind the learners about laboratory safety.
•
Make sure that the students are wearing their masks before using
the alcohol lamp.
D
EP
E
D
•
•
During the activity, students must use tongs or clamps to remove
burnt materials.
•
The teacher may ask the students to present the results in front of
the class for discussion.
•
You may use the table below, in determining the survivors.
Basis of determining survivors:
233
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Events
Fire (Alcohol lamp)
Survivor
Not a Survivor
Materials that did not burn All burnt materials
Earthquake ( Magnet) Materials not attracted to
the magnet
Materials attracted to
the magnet
Flood ( Water)
All wet and destroyed
materials
Sample results
Earthquake
(Magnet)
Flood/
typhoon
(Water)
25
0
0
0
6
18
0
0
0
2
Total number
of survivors
25 or more
0
0
0
18
EP
E
Marbles
Paper
Candles
Plastics
Paper clips
FIRE
(alcohol
lamp)
6
0
0
0
6
D
Organisms/
Events
C
O
Disturbances
PY
Materials that are wet but
not destroyed
Q24. Answers can be marbles and paper clips (Results may vary).
Q25. Yes, possible answers are paper, plastics or candles (Results may vary).
D
Q26. Marbles and paper clips were able to survive because they possess
characteristics that can withstand the three environmental disturbances.
The papers, candles, and plastics don’t have characteristics that can help
them survive the three environmental disturbances (Answers may vary).
Q27. Variation increases the chance of survival. Organisms with the most
desirable traits would likely survive environmental changes and gradually
become better suited to survive in a given environment; this is called
adaptation.
234
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Point out during class discussion that the organism that is best adapted
to the environment will continue to reproduce and perpetuate its own kind. Over
time, it will produce a new breed of organisms that are different from the original
ancestors because of mutation, genetic recombination and natural selection,
which will lead to speciation and increase in biodiversity.
Q28. Yes. (Answers may vary) Destruction of habitat may lead to food shortage,
which may cause migration and death of organisms.
PY
Q29. (Answers may vary) Proper garbage disposal, energy conservation.
Reuse, recycle and reduce consumption.
Performance Task
C
O
End the lesson by asking this question: “What will you do in order to
survive in any given environment or situation”?
After learning about variation and adaptation, the learners will now create
a multimedia presentation about the things an individual must do in order to
adapt and survive in environmental changes and challenges.
D
EP
E
D
They can express their thoughts and ideas from the point of view of
an environmentalist, a climate change advocate, a mayor or governor of a
particular town or a barangay official. Their presentation should cater to the
common citizens to encourage them to be aware of environmental changes
that can occur, to prepare them for things they need to do, and to help them
adapt and survive in these environmental changes. They can interview people
from the Department of Environment and Natural Resources (DENR), Climate
Change Commission, National Disaster Risk Reduction and Management
Council (NDRRMC), and other government agencies and Non-Government
Organization (NGO), where they can gather information that will help them with
their presentations.
Their multimedia presentations will be graded based on purpose,
content, understanding of the concepts, additional information and creativity.
Teaching Tips:
•
•
Instead of creating a multimedia presentation, you may ask the
learners to write an essay about the things an individual must do in
order to adapt and survive these environmental changes.
You may evaluate the essay based on the purpose, content, and
creativity of the learners’ output.
235
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Scoring Guide
Criteria
All requirements are evident and exceed
(10 points)
expectations.
The output is very neatly done and very wellYEHEY!!
organized.
Clap, Clap, Clap, Clap The output shows lots of creativity.
Completed and submitted on time.
All requirements are evident. The product is
( 8 points)
neatly done and well- organized. The product
shows creativity.
Clap, Clap, Clap
Completed and submitted on time.
The requirements are evident (maybe 1 or 2
( 5 points)
missing)
Clap, Clap
Neatly done, shows little creativity.
Completed and submitted on time.
Many requirements are not provided. Output is
( 3 points)
very poorly done and not so organized. Shows
Clap
no creativity.
D
C
O
PY
Score
No output
EP
E
(0)
Summative Assessment:
6. D
2. C
7. A
D
1. A 3. B
8. A
4. D
9. C
5. B
10. D
236
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Test II.
1. Convergent
2. Divergent
Note: Instruct the learners to use line graph for graphical representation of
the given situations.
C
O
PY
3.4.
Summary of Concepts:
D
The fossil record, molecular data from DNA and amino acid sequences
may be used to study possible changes in species over time.
EP
E
•
Fossil records help the paleontologist determine if there were changes
in structures and varieties of the species.
•
Embryology suggests that some organisms may have common patterns
of development.
•
Morphological and molecular data show that organisms may be related
to one another.
D
•
•
Jean Baptiste de Lamarck proposed The Theory of Need, The Theory of
Use and Disuse, and The Theory of Acquired Characteristics.
•
Charles Darwin proposed the Theory of Natural Selection which is
supported by the following ideas: Organisms struggle for existence,
resulting in survival of the fittest and elimination of the unfit. Organisms
learn to adapt to their environment in order to survive and reproduce.
•
Speciation may happen through gene combination, mutation, and
natural selection.
•
Speciation increases biodiversity.
237
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Glossary of Terms
Divergent
Evolution
Evolution
Gene
Fitness
Fossils
Homologous
Structures
Reproduction
An increase in the difference among descendants of a single
ancestral species as time passes
Species change over period of time
A segment of DNA or RNA that code for protein or RNA. A
molecular unit of hereditary trait
Ability to survive and produce offspring
Preserved remains of organisms such as bones, shells, teeth
and feces
Parts of different organisms that are similar in structure but
serve different functions
The process by which an organism produces offsprings and
thus perpetuate the species
Differences in traits of organisms in a population
EP
E
Variation
An increase in similarities among species derived from
different ancestors as a result of similar adaptation to similar
environment
PY
Convergent
Evolution
Structure in organisms that are similar in function but different
in origin
C
O
Analogous
Structures
Ability of an organism to adjust and thrive in a given
environment
D
Adaptation
References and Links:
D
Alexander P. Bahret, MJ. Charles, J. Courts G. Skolky D’ Alessio N., Biology
The Living World, Prentice hall New Jersey. 1989.
Biology,Science and Technology Textbook, Department of Education, 1990.
Brittain, TM., Biology: The Living World Laboratory Manual, New Jersey, USA:
Prentice Hall Englewood Cliffs.1989.
Campbell, NA. Williamson, B. Heyden, RJ. , Biology: Exploring New Life , New Jersey USA: Pearson Education Inc. 2004.
Capco, CM. Phoenix Science Series: Biology Quezon City Philippines: Phoenix Publishing House. 2003.
238
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Carale LR. Galvez, ER. Risa, L. Biology Science and Technology for Better
Life, Gil Puyat Ave., Makati City Phils. Basic Media System Inc.1989.
Institute for Science and Mathematics Education Development, Biology Textbook,Book Media Press, Inc. 2004.
Delos Reyes, J. Introductory Biology, U.P., Manila: IPPAO. 1995.
Kent, M. Advance Biology, Great Claredon St. Oxford USA: Oxford University
Press 2000.
PY
Mader, SS. Biology, USA: WMC. Brown Publishing. 1985.
Meyer, DE., Biological Science a Molecular Approach, Boulder, Colorado, USA Biological, Science Curriculum Study. 1980.
C
O
Miller, K. Levine, J. Biology Prentice Hall, New Jersey. 1991
Olivares, M. Bermio, E. Cruz, J. Science and Technology for the Modern World; SEMP II Diwa Scholastic Press Inc. 2003.
D
Payawal, PC. Lannu, AL SD. Sangalang, MF. Soligam, AC. Cadiz, N M.Torreta, NK. Biology: Study and Review Guide, Greenhills San Juan,
Phil: Academe Publishing House 1993.
EP
E
Rabago, LM. Joaquin, CC. Lagunzad, CG. Functional Biology, Vibal Publishing 2010.
Reading Essentials for Biology, Teacher Annotated Edition, Glencoe Science,
McGraw Hill, New York.USA.
http.www.Albertawow.com
D
http.www.earth history.org.uk
http.www.napedu/catalog.php?recor id+13165
http// petrified wood museum.org/imprints.htm
Poole, Lynne Carbon -14. www.chem.uwec.edu
http://serendip.brynmawr.edu/waldron/#evolution
239
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Unit 3
MODULE
Ecosystem: Biodiversity
Content Standard
PY
4
Suggested time allotment: 10 hours
Overview
C
O
The learners demonstrate the understanding of:
• the influence of biodiversity on the stability of ecosystem
• an ecosystem as being capable of supporting a limited number of
organisms
EP
E
D
In Grade 9, the learners were able to relate species extinction to the failure
of population of organisms in adapting to abrupt changes in the environment.
In Grade 10, the learners will explain in greater detail how diversity of species
increases probability of adaptation and survival in a changing environment.
They will analyze how biodiversity can affect the stability of an ecosystem. This
module shows the value of biodiversity, factors that affect population growth,
and the impacts of human activities on the environment.
D
As the learners go through this module, they are expected to:
• Explain how diversity of species increases probability of adaptation
and survival of organisms in changing environment.
•
Explain the relationship between population growth and carrying
capacity.
• Suggest ways to minimize human impact on the environment.
In this module, learners will gather information about the condition of
biodiversity in their locality. They will identify the kinds of living things found in
their community and identify how valuable they are in the environment. This
must be done for the learners to appreciate the importance of biodiversity. The
learners will conduct investigations on the condition of their local biodiversity
and the existing programs and projects for its conservation.
240
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The module presents activities that will allow learners to understand the
relationship between biodiversity and stability of an ecosystem. The activities will
make the learners realize how each of them can contribute to the rehabilitation
and conservation of the resources in their environment. Finally, the module
will end with a culminating activity that will showcase the learning output of the
learners.
The following key questions may be used as guide for the teacher in
synthesizing the activities found in the module to accomplish the learning
competencies and standards.
D
C
O
PY
Key questions for this module
EP
E
Pre-Assessment:
Notes to the teacher:
•
D
•
KWHL chart is used as pre-assessment in this module to determine prior
knowledge of the learners on biodiversity and stability, and to identify the
required skills in accomplishing the learning tasks.
The teacher may want to ask the students to fill out the KWHL chart individually,
by pair or by group.
Answers may vary.
The teacher is free to modify this form of assessment depending on how it can
help make learning easier for the students.
•
•
Teaching Tips:
•
•
•
Make connections between what the students learned about biodiversity in
Grade 9 and what they will learn in this module.
Give an overview of what the students will do and learn as they go through the
module.
Capture enthusiasm for the daily learning tasks that the students will be doing
in the entire module.
241
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Activity 1
Classifying the Value of Biodiversity
Teaching Tips:
Before the activity starts, you may want the students to view a short
video clip or multimedia on biodiversity and its importance, or different
interactions that take place in an ecosystem; then relate this to what
they will learn for this activity.
Sample video clip from you tube:
o Biodiversity Video
https://www.youtube.com/watch?v=HA3xNMJnFuo
o Why Biodiversity Matters? https://www.youtube.com/
watch?v=N5ssjM2Fjuc
o Show Me Science – The Importance of Biodiversity
https://www.youtube.com/watch?v=5a1yr5Ut1sA
You may ask the learners to have a small group discussion on the
value of biodiversity and ask them to complete table 1 found on their
module.
Answers in Table 1 may vary.
Ask volunteers to share their group output then wrap up the
discussion by asking the learners to answer the first key question
“How do biodiversity affect stability of an ecosystem”?
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KEY CONCEPT TO EMPHASIZE:
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Biodiversity benefits people in manys ways. It can be of
econimical, ecological and aesthetical value. It also affects the stability
of an ecosystem: the greater the biodiversity, the more chances that
stability can be attained in an ecosystem.
The Ups and Downs of Population Growth
Possible answers to “Think about this!” section:
1. * This means that the birth rate of human is greater than the death rate.
* Exponential growth rate shows an increasing number of human which
indicates that there were more people were born than the number or
rate of death.
2. The second situation indicates that death rate of the Monkey-eating
Eagle is greater than the birth rate of the Monkey-Eating Eagle.
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Limiting Factors
Teaching Tips:
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Lesson on the limiting factors and carrying capacity can be done
differently depending on the kind of learners.
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o For visual learners or learners who love to read, a reading
comprehension activity may be given, but make sure that there
are guide questions that will help them understand what they
read and guide them in attaining the learning objectives.
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o For auditory learners, slow readers, and challenged students, a
multimedia presentation can be used in presenting the lesson
accompanied with appropriate assessment tool such as activity
sheet, guide questions etc.
You may modify the guide questions found on the learners’ material.
Possible answers to the guide questions and think about this
section of the learners’ material/module:
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o For advanced learners, web quest and online treasure hunt are
engaging activities that may be used.
Sample Webquest
http://www.geocities.ws/rdw122/WQ_regulate_pop_growth.html
http://rachelcoggins4b.edublogs.org/2012/05/19/limiting-factorsweb-quest/
Chart on goat’s carrying capacity
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Q1. Based on the chart, the goat’s carrying capacity is 65. Because the
chart shows that when the population of rat reaches 65 in number, the
goat’s population stops growing, indicating that the area can only
accommodate and support 65 goats.
Q2. There is a rapid growth in the goat’s population between mid-May and midJune.
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Answer to Think About This!
3. Difference Chart:
Density-dependent limiting factor Density-independent limiting factor
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Logistic population growth
Population expansion decreases
as resources become scarce
Population growth stops when it
reaches the carrying capacity of
the environment
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•
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•
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Population growth is not influenced
by population density
Population growth is affected by
human activities, natural disasters,
and climate
Exponential population growth
Population growth is marked by a
rapid increase
There are plenty of resources
available to support all organisms.
Higher birth than death rate
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Population growth is influenced by
population density
Population growth is dependent
on the carrying capacity of the
environment or habitat
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4. The human population will stop growing when it reaches its carrying
capacity.
Notes to the Teacher:
For enrichment, the learners must read on the limiting factors that
depend on population density found in the learners’ material.
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At this point, you may now ask the students to answer the second
and third key questions: What are the limiting factors that affect
population growth; and how does population growth affect the
carrying capacity of an ecosystem? This will give you input on the
level of understanding of the learners.
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Activity 2
Dependent or Independent?
This activity was designed to measure the understanding of the learners
about the limiting factors of population growth.
Answers:
1.
Limiting
factor
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Situation
Densityindependent
or densitydependent?
Density
dependent
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Mrs. Rosales has 55 students in her Biology
class, but she has room for 50. Because
the room was crowded, the 5 students were
asked to go to the curriculum chairperson to
change their schedules.
Dinoflagellates in Laguna de Bay increase
in population due to an increase in organic
substance in the body of water brought by
water pollution.
The oil spill in Cavite area harmed many
aquatic organisms in the vicinity.
A new strain of Dengue virus breaks out in
the country.
Super typhoon Yolanda caused many
residents to leave Leyte.
Population of wild boar decreases because
of deforestation.
An increase in population of house lizards
in Barangay Himpot causes a decrease in
population of mosquitoes.
Emigration
Density
dependent
Resources
Density
independent
Density
independent
Density
independent
Density
independent
Density
dependent
Human
activities
Human
activities
Natural
disaster
Human
activities
Predation
Note:
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Dinoflagellates are large group of protist that inhabits fresh water.
Increase in their population causes red tide.
You may add other scenarios relevant to your community like
illegal mining, over fishing, over poaching, conversion of mangrove
swamps to coastal communities, overcrowding in island resorts,
etc.
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2. Cause and Effect (answers may vary)
Possible answers
Cause
Effect
Statistics shows that the number of There will be an increase in the
babies born per day is double the population of human.
number of death per day.
There will be a shortage of resources
More food demand in a limited
supply
Palawan government creates more The population of marine species
improvised breeding areas for the will increase and can decrease the
endangered marine turtles and coral danger of extinction.
reef fishes in their area.
Sharks are hunted and killed for their Sharks population will decrease and
fins.
become endangered.
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Note:
Careful discussion on the effects should be observed particularly on
increase in human population. The effects that might be given by the
students may not be due to the increase in population but due to other
factors like mismanagement of resources and the like.
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Teaching Tips:
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Environmental Problems and Issues
You may show video or pictures of different environmental conditions
in the archipelago, such as the current condition of marine ecosystem,
fresh water ecosystem, tropical rainforest, mangroves, and agricultural
lands. Then, ask the students if they have observed similar changes
that took place in their community and how these changes might affect
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biodiversity in the area.
Sample Video:
o Illegal logging Endangers South Philippines
https://www.youtube.com/watch?v=zeaE-8rlXGY
o Balagbag, A documentary Film on Illegal Mining in Zamboanga
https://www.youtube.com/watch?v=y9vONqOVzkg
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From the students sharing, connect it to the next activity where students
will analyze the problems depicted on the ecosystem.
Remind the students that the following activities are connected to the
creation of their final output.
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Activity 3
Analyzing Environmental Issues
This activity will provide an opportunity to analyze sample environmental
problems or issues in preparation of the actual analysis of their community.
Teaching Tips:
•
Form small groups for this activity. Each group will work on a specific
problem scenario depicted on the illustrations in the learners’ material.
Create a support material to guide learners in accomplishing their
task.
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Sample support material/activity sheet
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Activity Title: ___________________________________________________
Group Name: __________________________________________________
Members:
___________________ ___________________ ___________________
____________________ ___________________ ___________________
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Problem # ____: ________________________________________________
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Example : Problem #1: Forested area is converted into housing
Possible Causes of
this Problem
Possible Negative Effects on
the Community/Environment
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Example:
Example:
Relocation of people • More trees were cut down
• Decrease in the number of
in Manila to City of
kinds of organisms
San Jose del Monte
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•
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•
Population of organisms will
decrease
Loss of natural habitat for
different kind of organisms
found in the forest
Possible positive
effects on the
community
Example:
•
Less fortunate
people were
provided with
better living
conditions.
Ask each group to share their output. Give a checklist of what should be
shared to guide students during this activity.
As part of the concluding part, you must relate or make connection
between what the students have accomplished to the next task that they
will do, which is focused on the biodiversity in their community.
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KEY CONCEPT TO EMPHASIZE:
Changes in the habitat of organisms cause either increase or
decrease in biodiversity. Humans are responsible for the conditions of
the ecosystems. Natural resources should be used wisely to preserve
them.
Biodiversity Status in the Community
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Activity 4
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The activity is about the status of biodiversity in a locality. It is focused
on the community of the learners. This will require students to gather data
about species diversity, resources, population density, and carrying capacity
of the area that will serve as evidence in discussing the condition or status of
biodiversity of the area.
Teaching Tips:
What to prepare:
o Groupings of the students
Group them depending on how students can work best.
The teacher may consider the residence, abilities/skills
and interest of the students.
o Planning template
Each group must have a template that will serve as a
guide in accomplishing their tasks.
o Monitoring guide, checklist, logs, collaboration checklist/rubric,
self and peer assessment form and the like are important tools
to prepare.
This will be used by both the teacher and the learners
to monitor students’ progress and keeping them on
track.
o Communication letter for the involved stakeholders such as:
 Request letter for the barangay tanod who will
accompany the students during survey and interview
 Setting an appointment with the staff/officials of
the involved local government unit (LGU) and non
government offices (NGOs) in the community.
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The students’ output for this activity is very vital in the creation of their
final product.
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Parents’ consent.
Letter to secure permission in accessing relevant
information from involved local government offices
such as City Environment and Natural Resources office
(CENRO), agriculture offices, and statistics offices.
 Assessment tools/scaffolds that will guide and help
students in accomplishing their tasks such as rubric,
collaboration checklist, group contribution form, self
and peer assessment form, task and learning log and
accomplishment/task checklist.
Send communications at least one week before the activity to ensure
confirmation and avoid unnecessary incidents that may affect the
activity.
Remind each group of the guide questions that will help them
in planning how to accomplish their tasks and provide immediate
feedback as needed.
Meet each group together with the barangay tanod for further
instructions to ensure safety and cooperation during survey and
interview.
Survey and interview must be done after school hours to avoid
disruption of other classes, but not after office hours.
For ICT skilled teachers, you may want to explore on the thinking
tools of Intel© for a more engaging, easy analysis of the gathered
data. This can be used for free by your students in organizing and
analyzing their gathered data.
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http://www.intel.com/content/www/us/en/education/k12/thinking-tools/seeingreason.html
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Guide students in completing the table in Activity 4B.
Student and teacher conferences will be helpful in guiding students
in accomplishing activity 4B.
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Activity 5
Product Creation
This activity will require 2 to 3 class sessions to create the final learning
output for module 4. The students will go through four iterative cycles of creation:
Plan It, Do It, Review It and Share It. It is important to explain the importance
of the cycles of creation for the students to create better and quality learning
output.
Assist the students in learning more about the four cycles by giving and
explaining the information below.
(Source: Intel© Education Skills for Success Teacher Book V1. Pages 17-18)
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Activity 6
Teaching tips:
Showcasing of Products
Organize a culminating activity to showcase their final outputs.
•
Invite stakeholders and school club officers as audience in the presentation
of each groups’ final output.
•
It is important to orient the audience and students on the objectives of
the event.
•
Remind the participants and audience in giving constructive feedback to
establish friendly atmosphere and to promote collaboration.
•
Audience can be given opportunities to participate in the showcasing of
learning outputs by asking them to share their feedback at the end of the
presentation.
•
Provide a feedback form that can be used in assessing and providing
constructive feedback.
•
Remind them on the use of rubric as scoring guide.
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For more samples of assessment tools visit Intel© Education assessment
library.
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Summary of Concepts:
Biodiversity benefits people in many ways. It can be of economic,
ecological or aesthetical.
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Greater biodiversity promotes a more stable ecosystem.
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More recent loss of biodiversity has been attributed primarily to human
activities such as overfishing, overhunting, and loss of habitat.
•
Population growth gives us an idea on how fast a population changes
over time.
•
Population growth can be affected by density-dependent or densityindependent limiting factors.
•
Changes in the habitat may cause an increase or decrease in biodiversity.
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Humans are obliged to take responsibility in maintaining a clean and
healthy state of the ecosystem.
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Answers to Summative Assessment:
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1. A – promote it as an ecotourism destination, because it can increase
the level of appreciation and awareness of people touring the area on
the importance of the coral reef ecosystem. Trained persons should
manage the area and guide the ecotourists.
Choices B and C will not conserve but speed up the destruction of the
reef ecosystem. Choice B, collect fishes and sell them to pet shops may
be done in destructive ways like using cyanide and muro-ami that can
harm the coral reefs.
Choice C collecting corals as souvenir items for tourists will eventually
destroy the reef. The collected corals might have living coral animals
and may die from dehydration when taken out of the sea. Also the
decrease in the coral affects the reef and those inhabiting the area may
perish for lack of breeding place and food.
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2. B – can still conserve the ecosystem if only few houses are built among
the trees. The contour of the land was preserved and trees were not
uprooted or cut down.
Choice A cannot conserve the ecosystem because it can cause
deterioration of the ecosystem.
Choice C – might disturb animals living in the hilly land and kill plants
from the trampling of many feet.
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3. B – getting only minor forest products can conserve the rainforest
ecosystem because it will not cause deterioration.
Choice A is prone to illegal logging and cause deforestation
Choice C might harm the forest because most of the campers leave
their garbage and hunt exotic animals that cause disturbance in the
ecosystem.
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4. A
5. D
6. C
7. D
8. A
9. C
10. C
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Glossary of Terms
Biodiversity
is the variety of life forms in a particular ecosystem.
Carrying capacity
is the maximum number of organisms that an
environment can hold or support,
is a community of organisms that live, feed and
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Ecosystem
interact with the environment.
Exponential growth
is a constant increase in the number of population of
Limiting factors
these are factors that control the growth of a
population.
is a population growth that reaches its carrying
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Logistic growth
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an organism.
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apacity characterized by zero growth rates.
Population
is the total number of organisms of the same species
Population density
is the measurement of population per unit area.
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in the same area.
is the capability of an ecosystem to be self-regulating,
Stability
and returns it to a steady state after a disturbance.
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References and Links
Internet Sources:
Retrieved from http://www.conservation.org/global/philippines/publications/
Documents/Mapping_Population-Biodiversity_Connections.pdf
Activate Instruction (2011, January 11). Study Guide: Population PY
Dynamics | Carrying Capacity | Activate Instruction. Retrieved March 5,
2014, from https://app.activateinstruction.org/playlist/resource-sview/
rid/51ef03ce07121c75158c76f0/id/51ed742a07121cad4fe66a3c/bc0/
search/bc1/playlist
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Daily, G., & Ehrlrich, P. (1992, November). Population, Sustainability, and
Earth’s Carrying Capacity A framework for estimating population
sizes and lifestyles that could be sustained without undermining
futuregenerations, by Gretchen C. Daily and Paul R. Ehrlich.
Retrieved March 6, 2014, from http://dieoff.org/page112.htm
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DENR (n.d.). Biodiversity Resources. Retrieved March 1, 2014, from www.
denr.gov.ph/index.php/component/content/article/18.html
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Elbrecht, T. (2010). ECOLOGY UNIT: POPULATION GROWTH.
Retrieved February 28, 2014, from http://www.crazyteacherlady.com/
uploads/5/1/4/8/5148626/objective_2_activities_pop_growth.pdf
Philippine Clearing House Mechanism for Biodiversity (n.d.). Overview on
Biological Diversity. Retrieved February 28, 2014, from http://www.
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chm.ph/index.php?option=com_content&view=article&id=55&Item
id=55
Skoool.co.uk/ Intel (2004). Population size. Retrieved March 4, 2014, from
http://www.skoool.co.uk/content/keystage3/biology/pc/learningsteps/
FSPLC/LO_Template.swf
Teachers try science (2012, January 30). Dynamic Population Dynamics.
Retrieved February 28, 2014, from http://www.teacherstryscience.org/
lp/dynamic-population-dynamics
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Peter de Guzman. (2012). Environmental problems in the Philippines [Web].
Retrieved from https://www.youtube.com/watch?v=ev_TWY8fdQ8
Mindanao Examiner Production. (Producer) (2012).Balagbag: A documentfilm
on illegal logging in zambaonga [Web]. Retrieved from https://www.
youtube.com/watch?v=y9vONqOVzkg
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Money 2389. (Producer) (2009). Biodiversity video[Web]. Retrieved from https://
www.youtube.com/watch?v=HA3xNMJnFuo
David SuzukiFDM. (Producer) (2011). Why biodiversity matters? [Web]. Retrieved from https://www.youtube.com/watch?v=N5ssjM2Fjuc
Books:
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http://www.animalintelligence.org/2006/08/04/duck-and-chicken-raisefamily-together/----Q3
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Dispezio, M.,Luebe, M, et al. (1996). Diversity and Adaptation. In Science Insights Exploring Living Things (p. 139). United States of America: Addison-Wesley Publishing Company.
Department of Education Republic of the Philippines (2009). Importance of
Biodiversity, Environmental Issues, problems and Solutions. In Biology
Textbook (pp. 326-327; 344-346). Mandaluyong City, Philippines: Book
Media Press Inc.
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Glencoe (2000). Ecology. In Biology The Dynamics of Life (p. 94; 114). USA:
McGraw-Hill Companies.
Rabago, L. (2010). Philippine as Megadiversity Country. In Functional Biology
(2nd ed., pp. 409-410). Quezon City, Philippines: Vibal Publishing House Inc.
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