TG - Science 10 - Q3 PDF
TG - Science 10 - Q3 PDF
Science
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Teacher’s Guide
Unit
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This book was collaboratively developed and reviewed by educators
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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
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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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TABLE OF CONTENTS
UNIT 3. Living Things and their Environment
Introduction...........................................................................................164
Pre-assessment..............................................................................166
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Activity 1. Break It Down!........................................................167
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Activity 2. How Fast Is Your Reaction?....................................172
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Activity 3. A Nervous Trip........................................................173
Menstrual Cycle.............................................................................181
Summary........................................................................................185
Glossary..........................................................................................188
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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
Activity 6. Chromie Change.....................................................210
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Summary........................................................................................214
Answers to Summative Assessment..............................................215
Glossary of Terms...........................................................................216
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References and Links.....................................................................217
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Module 3. Biodiversity and Evolution.................................................221
Overview.........................................................................................221
Answers to Pre-assessment...........................................................222
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Sources of Evidences in the Study of Evolution............................223
Activity 1A. Where Do I Belong?.............................................224
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Module 4. Ecosystem: Biodiversity....................................................240
Overview.........................................................................................240
Pre-assessment..............................................................................241
Limiting Factors..............................................................................243
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Activity 2. Dependent of Independent..................................245
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Activity 3. Analyzing Environmental Issues.........................247
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Activity 4. Biodiversity Status in the Community..................248
Glossary of Terms..........................................................................254
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K to 12 Curriculum Guide
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SCIENCE
DepEd Complex, Meralco Avenue
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Republic of the Philippines
Department of Education
(Grade 10)
December 2013
Pasig City
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
CONCEPTUAL FRAMEWORK
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
and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.
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The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the social, economic,
personal and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, thus preserving our
country’s cultural heritage.
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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
the development of scientifically, technologically, and environmentally literate and productive members of society who are critical problem solvers, responsible stewards of
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nature, innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed around the three domains of learning science:
understanding and applying scientific knowledge in local setting as well as global context whenever possible, performing scientific processes and skills, and developing and
demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science-
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technology-society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy
namely, constructivism, social cognition learning model, learning style theory, and brain-based learning.
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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
these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse learners’ curiosity motivates them to learn
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’
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interest and let them become active learners.
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
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
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
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application to real-life situations.
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Brain-based
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Scientific, Technological and
Environmental Literacy
C Demonstrating Scientific
Attitudes and Values
Developing and
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
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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KEY STAGE STANDARDS: (STANDARDS FOR SCIENCE LEARNING AREAS FOR K-3, 4-6, 7-10 AND 11-2)
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
Kindergarten
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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.
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
Grade 1
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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).
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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
Grade 2
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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.
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
Grade 3
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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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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
Grade 4 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.
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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
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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.
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K to 12 BASIC EDUCATION CURRICULUM
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
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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
Grade 5 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.
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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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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.
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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.
Grade 6
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.
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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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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
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.
Grade 7
Learners can describe the motion of objects in terms of distance and speed, and represent this in tables, graphs, charts, and equations. They can
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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.
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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
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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.
Grade 8
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
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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.
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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.
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Grade 9
Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from volcanoes may be tapped
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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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K to 12 BASIC EDUCATION CURRICULUM
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
Grade 10
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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.
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E SEQUENCE OF DOMAIN/STRANDS PER QUARTER
G3 G4 G5 D G6 G7 G8 G9 G10
Living Things
Force, Motion,&
1st Quarter Matter Matter Matter Matter Matter and Their Earth & Space
Energy
Environment
Living Things Living Things Living Things Living Things Living Things
2nd Quarter and Their and Their and Their
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and Their and Their Earth & Space Matter
Force, Motion,&
Energy
Environment Environment Environment Environment Environment
3rd Quarter
Force, Motion,& Force, Motion,& Force, Motion &
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Force, Motion,& Force, Motion,&
Matter Earth & Space
Living Things
and Their
Energy Energy Energy Energy Energy
Environment
Living Things
Force, Motion,&
4th Quarter Earth & Space Earth & Space Earth & Space Earth & Space Earth & Space and Their Matter
Energy
Environment
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K to 12 BASIC EDUCATION CURRICULUM
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information helps them decide
when these products become
harmful.
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
ECOSYSTEMS
Learners learn that living things Learners learn that there are beneficial and Learners are introduced to the Learners are introduced to the
depend on their environment for food, harmful interactions that occur among living interactions among components of interactions among components of
air, and water to survive. things and their environment as they obtain larger habitats such as estuaries and habitats such as tropical rainforests,
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their basic needs. intertidal zones, as well as the coral reefs, and mangrove swamps.
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conditions that enable certain
organisms to live.
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
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grade level. constructing an electromagnet. energy is transferred using simple
They also learn about the effects of light, machines.
heat, sound, and electricity on people.
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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.
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.
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.
K to 12 BASIC EDUCATION CURRICULUM
GRADE 10
PERFORMANCE
CONTENT
D CONTENT STANDARDS
STANDARDS
LEARNING COMPETENCY CODE
1. Plate Tectonics The learners demonstrate The learners shall be able The learners should be able
1.1 Distribution an understanding of: to: to…
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1.1.1 volcanoes
S9ES –Ia-j-
1.1.2 earthquake epicenters the relationship among the 1. demonstrate ways to 1. describe the distribution of
36.1
1.1.3 mountain ranges locations of volcanoes, ensure disaster active volcanoes, earthquake
1.2 Plate boundaries
Eearthquake epicenters, and preparedness during epicenters, and major
1.3 Processes and landforms along mountain ranges earthquakes, tsunamis, mountain belts;
plate boundaries and volcanic eruptions 2. describe the different types of S9ES –Ia-j-
1.4 Internal structure of the Earth
D plate boundaries; 36.2
1.5 Mechanism (possible causes of 2. suggest ways by which 3. explain the different
movement) he/she can contribute S9ES –Ia-j-
processes that occur along
1.6 Evidence of plate movement to government efforts 36.3
the plate boundaries;
in reducing damage due 4. describe the internal structure S9ES –Ia-j-
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to earthquakes, of the Earth; 36.4
tsunamis, and volcanic 5. describe the possible causes S9ES –Ia-j-
eruptions of plate movement; and 36.5
O 6. enumerate the lines of
evidence that support plate S9ES –Ia-j-36.6
movement
Grade 10 – Force, Motion and, Energy
SECOND QUARTER/SECOND GRADING PERIOD
The learners demonstrate The learners s The learners should be able
an understanding of: hall be able to: to…
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1. Electromagnetic Spectrum the different regions of the 1. compare the relative S10FE-IIa-b-47
electromagnetic spectrum wavelengths of different
forms of electromagnetic
waves;
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS
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Grade 10 – Living Things and Their Environment
THIRD QUARTER/THIRD GRADING PERIOD
The learners demonstrate The learners should be The learners should be able
an understanding of: able to: to…
1. Coordinated Functions of the
S10LT-IIIa-33
Reproductive, Endocrine, and 1. organisms as having 1. describe the parts of the
Nervous Systems feedback mechanisms, reproductive system and
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which are coordinated their functions;
by the nervous and
endocrine systems 2. explain the role of hormones
involved in the female and S10LT-IIIb-34
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2. how these feedback male reproductive systems;
mechanisms help the
organism maintain
3. describe the feedback
homeostasis to
reproduce
D mechanisms involved in
S10LT-IIIc-35
regulating processes in the
female reproductive system
(e.g., menstrual cycle);
C 4. describe how the nervous
system coordinates and
S10LT-IIIc-36
regulates these feedback
mechanisms to maintain
O homeostasis;
2. Heredity: Inheritance and 1. the information stored in
Variation DNA as being used to 5. explain how protein is made
make proteins using information from S10LT-IIId-37
DNA;
2. how changes in a DNA
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molecule may cause
changes in its product 6. explain how mutations may
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cause changes in the
3. mutations that occur in S10LT-IIIe-38
structure and function of a
sex cells as being protein;
heritable
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS
Grade 10 – Matter
FOURTH QUARTER/FOURTH GRADING PERIOD
1. Gas Laws The learners demonstrate The learners shall be able The learners should be able
an understanding of… to:
C to…
1.1 Kinetic Molecular Theory how gases behave based 1. investigate the relationship
1.2 Volume, pressure, and on the motion and relative between:
temperature relationship distances between gas
O 1.1 volume and pressure at
1.3 Ideal gas law particles constant temperature of S10MT-IVa-b-
a gas; 21
1.2 volume and temperature
at constant pressure of a
gas;
1.3 explains these
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relationships using the
kinetic molecular theory;
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
D STANDARDS
2. Biomolecules the structure of
biomolecules, which are
2.1 Elements present in biomolecules made up mostly of a limited 2. recognize the major
2.2 Carbohydrates, lipids, proteins, number of elements, such categories of biomolecules
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and nucleic acids as carbon, hydrogen, such as carbohydrates, S10MT-IVc-d-22
2.2.1 Food Labels oxygen, and nitrogen lipids, proteins, and nucleic
E D acids;
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
Sample: S8ES-IId-19
Roman Numeral
Quarter
D
Second Quarter II
*Zero if no specific quarter Matter MT
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a
Week Week four
C
d
specific week
-
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Infer why the Philippines
Arabic Number Competency 19
is prone to typhoons
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
UNIT 3
Living Things and Their
Environment
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O
C
E D
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D
163
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
UNIT 3: Living Things and Their Environment
Introduction
In the past years, the students have learned about the coordinated func-
tions 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
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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.
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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
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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.
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There are four modules in this quarter, namely:
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Module 4: Ecosystems
164
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Unit 3 Suggested time allotment: 12 to 14 hours
MODULE
Coordinated Functions of
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of…
the organisms as having feedback create a campaign advertising
mechanisms, which are coordinated by video about the common and
the nervous, endocrine, and reproductive effective contraceptive measures
systems. used in family planning, in line with
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the Reproductive Health Law
how these feedback mechanisms help
the organism maintain homeostasis to
reproduce and survive.
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Overview
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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
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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
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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
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
At the end of this module, students are expected to:
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In Module 1, students will answer the following key questions:
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C
D
Pre-assessment
E
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
Activity 1
Break It Down!
PY
O
C
E D
EP
D
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.
• You may choose to use the provided template for the graphic organizer or
allow the students to map the concepts on their own.
PY
• 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.
O
• Let the students use different colors to indicate different structures and
identify each part.
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
EP
well.
D
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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PY
When teaching about the nervous system, it is essential to go over the neu-
O
ron. 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.
C
• You can use the simplest model to illustrate a neuron using only your
D
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.
E
EP
D
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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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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 sig-
nals or impulses. Tell the students that their thoughts, emotions, learn-
ing, 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
PY
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
O
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.
C
• 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
D
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
E
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
EP
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.
D
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
• For fast learners, you may show pictures, animated videos, and
interactive web applications depicting Action Potential Depolar-
ization as enrichment for the concept of nerve impulse being an
electrochemical charge.
1. http://brainu.org/files/movies/action_potential_cartoon.swf
2. https://www.youtube.com/watch?v=ifD1YG07fB8
3. https://www.youtube.com/watch?v=U0NpTdge3aw
PY
4. https://www.youtube.com/watch?v=7EyhsOewnH4
5. https://www.youtube.com/watch?v=-6t_n6kTj1A
O
The next activity that the students will perform will enable them to
understand more of the concepts on the control of body processes through
C
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
D
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
E
skills can improve their visual and auditory reaction times and ultimately, their
survival and success in life.
EP
D
171
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Activity 2
How Fast Is Your Reaction?
Teaching Tips:
PY
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
O
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).
C
• Give practical examples of knowing one’s reaction time. In sports, re-
action time, the interval between stimulation and reaction, often deter-
mines who wins and who loses. Even more importantly, in real-life situ-
D
ations, like when driving a car, it can mean the difference between life
and death.
E
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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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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
A Nervous Trip
O
In this activity, the students will be able to explain how the body
processes are controlled through the nervous system
C
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
D
members to move freely. Another option is to make the two teams line up
at each side of the classroom.
E
• You may decide to do the activity simultaneously for all groups or one after
another, with the aid of a timer or stopwatch.
EP
• You may creatively think of different situations that you may write down on
the card to show different stimuli.
• Refer to the following illustration to see how you will position the students
in the game.
173
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Figure 7. The game setup showing the relay course from start to end
PY
• 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.
O
• You may ask the students how anesthesia enables loss of sensation to
avoid the feeling of pain. Explain that anesthesia disrupts the nerve im-
C
pulse transmission in sensory neurons, leading to a temporary numbness
or loss of sensation.
minating task.
• 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 dur-
ing the first three years of life are crucial to brain development. Gather
D
and write down information about the different ways of stimulating brain
development in children.
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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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
• 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
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.
PY
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.
Q11. The sensory neurons transmit impulses from the receptor to the brain
while the motor neurons transmit impulses from the brain to the effector.
O
Q12. Information travels in the nervous system through the neurons that
transmit the impulse. The sense organ receives the message, and the
C
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.
D
Q13. Any damage in the nervous system affects the function of other body
parts, since messages are not properly transmitted throughout the body.
E
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,
EP
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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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
The Endocrine System
Hormones
Gland Functions Location
Released
Oxytocin,
Vasopressin,
Growth Hormone,
Adrenocorticotropic
stimulates growth and
at the base of Hormone (ACTH),
PY
Pituitary controls the functions of
the brain Prolactin,
other glands
Luteinizing
Hormone, Follicle
Stimulating
Hormone (FSH)
O
regulates body
metabolism and causes below the
Thyroid Thyroxin, Calcitonin
storage of calcium in
C
voice box
bones
controls the calcium
Parathyroid levels in your body and in the neck Parathyromone
D
normalizes bone growth
enables the body
E
in front of the
Thymus to produce certain Thymosin
heart
antibodies
EP
176
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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.
1. Ovaries
PY
Secrete more progesterone and estrogen to promote pregnancy
2. Adrenal Gland
O
Produces adrenaline to activate short-term stress response
3. Pituitary Gland
C
Produces growth hormones
D
4. Thymus Gland
Secretes thymosin to stimulate production of T- cells against infection
E
5. Pancreas
EP
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.
Q17. The person’s pancreas is possibly involved when blood sugar level
becomes unstable.
PY
Q18. The thymus gland enables the body to produce T- cells that help in
fighting infections and diseases.
Q19. A person born without a thymus gland will not develop an adaptive
immune system and may eventually die.
O
Q20. The adrenal gland produces adrenaline that enables the body to have
the energy in doing spontaneous work during emergency situations.
C
Q21. Because the diabetic person’s pancreas does not produce enough
insulin for the body, insulin injections must be administered to the body
D
to regulate blood sugar levels.
Q23. Birth control pills contain hormones that control the functioning of the
EP
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).
Q24. Oxytocin and prolactin enable milk production that provides the required
D
178
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Activity 5
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
1. Dwarfism
There is too little secretion of growth hormones by the pituitary
gland, thus resulting to stunted growth.
2. Gigantism
O
There is an excessive secretion of growth hormones by the pituitary
gland causing too much growth to the person.
C
3. Goiter
There is an abnormal enlargement of the thyroid gland due to too
D
much or too little amount of secreted hormone.
E
Q25. Dwarfism may arise if the pituitary gland is not producing enough
EP
growth hormones.
Q28. The gland cannot make enough thyroid hormone if it does not have
enough iodine in the blood, so taking iodized salt is helpful.
179
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The Reproductive System
Let the students be familiar with the functions of each part using the table:
Part Function
Testis Produces sperm cells
Scrotum Sac that holds the testis
Penis Deposits sperm cells into the vagina during mating
PY
Vas deferens
Passage of sperm cells from testes to urethra
(Tube)
Urethra Passage of sperm cells and urine out of the body
Glands Provide liquid in which sperm can swim
a. seminal vesicle - Secretes a fluid that makes up most of the
O
components of the semen
b. prostate gland
- Secretes a slightly alkaline milky fluid that is dis
c. bulbourethral
C
charged as part of the semen
gland
- Secretes a thick and clear mucus that lubricates and
(Cowper’s neutralizes the any trace of acidic urine in the urethra
D
gland)
E
Let the students study each part and its corresponding function:
Part Function
Ovary Produces egg cells
D
180
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The Role of Hormones in Male and Female
Reproductive System
PY
Feedback Mechanisms Involved in Regulating
Processes in the Female Reproductive System
Activity 6
O
C
Mark My Calendar!
Teaching Tips:
E
• You may want to separate students into groups of females and males
EP
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
D
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.
181
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
• 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.
PY
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.
O
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.
C
Q33. After fertilization, pregnancy takes place. The egg attaches to the uterus
and continues to grow inside the womb.
D
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
EP
182
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Nervous System Working Together with Endocrine
System to Maintain Homeostasis
PY
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:
Breastfeeding
O
The brain commands the mother’s body to be nurturing towards the
baby through breastfeeding. In order to produce milk, hormones such
C
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
Correct balance of sex hormones progesterone and estrogen is
D
required throughout pregnancy with levels steadily rising until the
birth of the baby. Until the mother’s body has adapted to the higher
E
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.
CATEGORY 4 3 2 1
The video The video
The video
The video clearly communicates does not
indirectly
communicates some of the sufficiently
PY
communicates
Presentation 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
All the wordings Most of the The wordings
O
and melody wordings and melody
The wordings
reflect an and melody were made by
and melody
Creativity and exceptional used in the the student
Originality degree of
Cjingle reflect but were
were not
made by the
students’ students’ copied from
student.
ingenuity in their ingenuity in the ideas of
D
creation. their creation. others.
Most of the Some The contents
The contents of
contents of contents in of the video
E
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).
• The Central Nervous System (CNS) serves as the main “processing center”
for the entire nervous system. It has two main components, which are the
PY
brain, and the spinal cord.
O
• The basic unit of the nervous system is the nerve cell, called neuron. Neurons
have dendrites and axons that aid in transmitting the message.
C
• 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
D
may induce a nerve impulse that initiates physiological and behavioural
changes. A response is a reaction to a condition or stimulus. To survive, an
E
185
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
• 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
fallopian tubes and ovaries.
• 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.
O
• Hormones secreted by the ovaries and a small gland in the brain called the
pituitary gland control the menstrual cycle. C
• 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
• 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
E
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 sys-
tem. The main function of the CNS like the CPU is to process and inte-
grate of information.
2. During puberty, there are significant hormonal activities occuring in the ado-
lescent’s body that cause observable physical and emotional changes.
3. The nervous system uses nerve impulses while the endocrine system
PY
uses hormones that normally enter the circulatory system to communicate
messages.
4. It is important to maintain homeostasis in the body to ensure balance and
proper bodily functions in order to survive.
II. (Knowledge)
O
C
1. d.
2. g.
3. e.
D
4. c.
5. b.
E
6. a.
7. f.
8. h.
EP
III. (Process)
•
D
187
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Glossary
Axon the part of the neuron that transmits impulses away from
the cell body
PY
Endocrine Gland an organ that produces chemical secretions poured
directly into the bloodstream
Egg Cell also called ovum (plural: ova); the female gamete
O
Fertilization a process that occurs when the sperm and egg combine
to produce an embryo C
Homeostasis the ability or tendency of an organism to maintain internal
equilibrium by regulating its processes
D
Hormone a chemical substance produced in the body that controls
and regulates the activity of certain cells or organs
E
Neuron the basic unit of the nervous system, also called nerve
cell, that transmits messages to and from the central
nervous system
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
References and Links
Printed Materials:
Rabago, L., et. al., (2010). Functional Biology - Modular Approach. 2nd ed.
Philippines: Vibal Publishing House, Inc
PY
Electronic Sources:
(DepEd Materials)
O
BEAM: Biology – Organ System – Endocrine and Nervous Systems
C
EASE, Module 9: Life Support Systems
189
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
(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
KG Investments (2014). Stimulation Crucial to Devt. Retrieved July 3, 2014
from: http://www.kidsgrowth.com/resources/articledetail.cfm?id=259
MCB Berkely (2014). The Central Nervous System. Retrieved July 4, 2014
from:http://mcb.berkeley.edu/courses/mcb135e/central.html
O
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
C
National Center for Infants (2014). Zero to Three. Retrieved July 5, 2014 from:
http://www.zerotothree.org/child-development/brain-development/
D
Public Library of Science (2004). A Window into the Brain. Retrieved July 4,
E
Tamarkin, Dawn (2011). The Nervous System. Retrieved July 4, 2014 from:
http://faculty.stcc.edu/AandP/AP/AP1pages/nervssys/unit10/division.
htm
190
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Unit 3 Suggested time allotment: 8 hours
MODULE
2 Heredity: Inheritance
and Variation
Content Standard
PY
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
O
Overview
C
In Grade 9, learners were able to identify characters whose inheritance
does not conform to the Mendelian patterns of inheritance, solve genetic
D
problems related to incomplete dominance, codominance, multiple alleles
and polygenes; and identify the law that was not strictly followed in the non-
E
Mendelian 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.
EP
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.
PY
O
C
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
D
and determining which learners are ready for advance instructions.
Answers to Pre-assessment:
E
1. T T G G G A C T C A G A
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2. C G U U C A U G G A C U
3.
D
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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
Activity 1
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learners’ understanding of the DNA and RNA structures. The learners are
expected to compare the structures of the DNA and RNA molecule.
C
Teaching Tips:
D
1. Establish the motivation for the lesson. Direct learners’ attention to
the visual of the DNA molecule. (The teacher should prepare this
E
visual ahead of time). Help the students see the “pieces” that are
alike or different.
EP
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.
193
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6. Ask the learners to work on Activity 1 individually.
Point out the location of DNA and RNA in prokaryotic and eukaryotic cells.
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.
PY
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
O
mRNA is translated through protein synthesis using transfer RNA (tRNA).
Q3. Uracil
194
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KEY CONCEPT TO EMPHASIZE:
• 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
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with guanine.
• In RNA, adenine bonds with uracil and cytosine bonds
with guanine.
O
C
Note: The teacher may read from Biology books and Learner’s
Material about replication for background knowledge.
D
Activity 2
E
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.
D
Teaching Tips:
195
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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
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the same order of base pairs as the
original. The copying process is called
replication.
O
Figure 1. Unzipping of DNA Molecule
C
• After learners have completed the reading activity or viewed the video
on replication, you may check for understanding. Ask the following
D
questions:
E
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
PY
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.
O
• Remind them to answer the guide questions.
• Ask the learners to “show and tell” something about their output. (You
C
may decide as to how many groups will actually present).
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.
D
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.
PY
The following events can help the learners understand how DNA copies itself:
198
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KEY CONCEPT TO EMPHASIZE:
• 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.
PY
Note: The teacher can read from Biology books and Learners
Material about transcription for background knowledge.
O
Activity 3
C
What’s the Message
D
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
E
Teaching Tips:
knowledge.
199
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• Next establish the need for mRNA to carry the genetic code from the
nucleus to the cytoplasm.
PY
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).
•
about ten (10 learners or less per group.
O
Determine the number of groups in your class for the activity. Ideally,
C
• 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
D
been assigned a day before the activity.
• Explain the procedure of the activity. Make sure that the learners will
E
be able to follow the steps and come up with the expected output.
EP
• Check on the groups from time to time, see to it that the learners are
able to do correctly Steps 6 up to 9.
• Ask the learners to “show and tell” something about their output. (You
may decide as to how many groups will actually present).
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.
Q12. The messenger RNA carries the information of the gene in the DNA
through the DNA-dependent RNA synthesis or transcription. In
PY
eukaryotes, the mRNA moves from the nucleus to the cytoplasm,
where the information is translated into proteins with the help of
ribosomes.
O
• Assess the learners’ understanding by reviewing the steps of the
transcription process. C
The following events will help the learners understand the process of
D
transcription:
201
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PY
Figure 3. Transcription
O
KEY CONCEPT TO EMPHASIZE:
After doing the three (3) activities, the learners should be able to explain the
following concepts:
Note: The teacher can read from Biology books and Learner’s
Material about transalation for background knowledge.
202
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Activity 4
Teaching Tips:
• Establish the conceptual relationship between DNA, mRNA and protein.
PY
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).
O
2. What are cell structures made of? (Proteins and other types
of biomolecules including lipid, carbohydrates, and other
metabolites).
C
• Introduce the Central Dogma. Refer to Figure 4.
E D
EP
D
203
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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
PY
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.
O
• 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.C
• Remind them to answer the guide questions.
• Ask the learners to “show and tell” something about their output. (The teacher can
D
decide as to how many groups will actually present).
204
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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.
Q15. A codon is a set of three nitrogenous bases in mRNA which codes for a
specific amino acid.
PY
Q16. Transfer RNA brings an amino acid in the cytoplasm to the ribosomes.
Each tRNA molecule attaches to only one type of amino acid.
O
Q17. In tRNA there is a sequence of three nucleotides that are complementary
to the nucleotides in the mRNA codon. These three nucleotides are
C
called an anticodon because they bond to the codon of the messenger
RNA. The tRNA carries only the amino acid that the anticodon specifies.
D
Q18. When a stop codon is reached, translation ends and amino acid strand
is released from the ribosome.
E
EP
Q19. It resembles the job of the tRNA and the hollow blocks represent the
amino acids.
The following events in translation can help the learners understand the
process:
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.
PY
strand. The polypeptide chain is released and protein synthesis is complete.
Figure 7 summarizes the translation process.
O
C
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Figure 5. Translation
Source: www. scq.ubc.ca
D
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.
PY
• 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
O
Genetic Code Table below.
• Remind students to answer the guide questions.
C
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
D
CAT GUA CAU Valine
CAG GUC CAG Valine
E
207
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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.
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.
PY
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
O
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
C
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.
E D
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D
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Name: _________________________________ Section: ___________
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Valine
ACU
ACA UGU
AAA
GAA CUU
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C
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D
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:
• 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
PY
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).
O
• 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
C
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.
D
• 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
E
2. How did you change Broke a part Broke a part Broke a part,
the original structure and reversed and
of the chromosomes? attached it to reinserted
another it into
chromosome. the
chromosome
210
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3. Which condition/s Either gain or Loss of Either gain or
do you think loss of genetic genetic loss of genetic
result/s to change/s material OR no Material material OR no
of chromosome loss or gain of loss or gain of
material? Please genetic genetic material
indicate using the material during the
words loss, gain, during the process
either loss or gain of exchange
genetic material. process
PY
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.
O
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
C
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
D
defective gene and a normal one. This difference is enough to cause
serious and often fatal diseases.
E
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
• 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.
PY
• 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/
O
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
C
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.
D
Suggested website for hybrid fruits and vegetables:
(www.buzzle.com/articles/hybrid-fruits-and-vegetables.html)
E
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: ________________
RUBRIC
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evidence may have used, based his materials, made
of creativity or imitated or her work on connections
originality someone else’s someone else’s to previous
plan idea; made knowledge,
decisions after generating
referring to one many ideas
O
source
Concept Piece was not Piece was Piece was Piece was well-
understanding created at all created but created to show planned and
Cunclear desired traits of
the hybrid animal
created to show
desired traits
or plant crops of the hybrid
animal or plant
crops
D
Effort Did not finish Finished the Completed the Gave effort far
the work in a project, but it project in an beyond the
satisfactory lacks finishing above average requirements of
E
developed/
accomplished
Responsiveness Displayed Displayed Displayed Displayed
a negative a negative a positive a positive
response response at response most response all the
throughout the times during the of the time time during the
D
213
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SUMMARY
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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:
O
1. mRNA carries the information from DNA to the ribosomes.
2. tRNA translates the genetic message carried by the mRNA through
protein synthesis.
C
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
D
• 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
E
• 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. UGG
5. 6
6. Aspartic acid
7. U & A
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
PY
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
D. Given the list of amino acids, determine the sequence of bases in the codon
O
of the mRNA that codes for these amino acids. Use the table for the
Genetic Code
1. AUG 6. AAU/AAC
C
2. UUA/UUG/CUU/ 7. GUU/GUC/GUA/GUG
CUC/CUA/CUG
3. AGA/AGG 8. GGU/GGC/CGA/GGG
D
4. ACU/ACC/ACA/ACG 9. GAU/GAC
5. AAA/AAG 10. GAA/GAG
E
EP
D
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
Chromosomal
mutations changes in the chromosomes where parts
of the chromosomes are broken off
and lost during mitosis
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Codon each set of three nitrogenous bases in mRNA
representing an amino acid or a start/stop signal
O
RNA that corresponds to the amino acids in
proteins C
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
D
guanine(G).
216
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References and Links
Books
Rabago, L., et.al. (2010).Functional Biology:Modular Approach.Vibal
Publishing House, Inc.
PY
Addison Wesley Publishing Company.
O
Internet C
www.chemguide.co.uk/organic props/amino acids/dna1.html/
www.accessexcellence.org
D
www.elmhurst.edu
E
www.nature.com/scitable/topicpage/Genetic-Mutation - 1127
www.buzzle.com/articles/hybrid-fruits-and-vegetables.html
D
DepEd Materials
APEX Biology Unit 6 Anatomy of Genes Lessons 1-5 Heredity and Genetics
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DNA Template
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O
C
E D
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D
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
RNA Template
PY
O
C
E D
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D
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tRNA Template
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O
C
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Unit 1 Suggested time allotment: 8 hours
MODULE
3
Biodiversity and
Evolution
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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.
O
Overview
C
From Grade 7 to Grade 9, the students learned that organisms are
grouped into Kingdom, Phylum, Class, Order, Family, Genus and Species. They
D
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
E
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
EP
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.
In Grade 10, learners will realize that individual differences and variety
D
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.
PY
Key questions for this module:
O
C
Pre-assessment is given as a tool to measure the learners’ prior knowledge
about Evolution.
D
1. A 6. D
2. C 7. A
EP
3. B 8. A
4. D 9. C
5. B 10. D
II. Note: Instruct the learners to use line graph for graphical representation of
D
1. b.
222
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III. Patterns of Evolution.
1. Divergent 2. Convergent
PY
Teaching Tips:
• You may start the lesson by showing a picture of fossil remains
O
as a motivation.
• Explain that fossils are examples of materials that paleontologists
use in studying evolution; they are traces of organisms that
C
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
D
(coprolite). Through time, the fossil-bearing rocks were exposed
by movement of the Earth’s surface, by weathering, or dug out by
paleontologists.
E
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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• 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
PY
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
O
four examples of fossils in every layer. Then the teacher can ask
the learners these questions:
a. Which of the fossils is found at the deepest layer?
C
b. Which is found at the uppermost layer? Explain your answer.
Images of trilobite and crinoid stem taken from The Virtual Petrified Wood Museum
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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).
Q4. Cenozoic Era, the fossil of the first human was found during this Era.
PY
Q5. Organisms are arranged from invertebrates to vertebrates, from simple
organisms to complex organisms and from unicellular to multicellular.
(Answers may vary).
O
C
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.
D
In the next activity, the learners will determine the age of fossils by
checking its amount of radioactive Carbon-14.
E
Teaching Tips:
EP
• 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:
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,
PY
calamities, and changes that occurred.
Activity 1B
What’s My Age?
Note: In this activity, you may allow the learners to use calculator.
O
C
E D
EP
D
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.
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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:
PY
ancestors have similar function such as butterfly wings and bird wings.
O
Comparison between Homologous and Analogous Structures
Basis of Comparison Homologous Structure Analogous structure
C
.
Origin Have the same ancestor Have different
ancestors
D
Function Modified to perform Adapted to similar
different functions functions
E
whale butterfly
Q8. The teacher can ask the learners to research examples about analogous
structures. (Answers may vary).
D
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
PY
H
O
C
A
D
Activity from Payawal P. (1993)
E
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.
EP
Q10. The teacher can assign the students to do some research to determine
examples about homologous structures. (Answers may vary).
D
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?
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?
PY
abnormalities, cancer, and predisposition to infection. Yet on
some very rare occasions minor mutations promote desired trait
for growth or resistance to disease.
O
Activity 3
So, Who is My Relative?
C
Q11. The first and second stages of development of the organisms show
better similarities.
D
Q12. Possible answers: the shape of head, lower parts of the body, and
forelimbs.
E
Q13. Possible answers: organisms are different in size, shape of the head, hind
limbs, forelimbs, structure of the eyes, etc.
EP
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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
PY
Charles Darwin in foldable as shown below (Figure 1).
Figure 1
O
C
Activity 4
D
Let’s Compare
E
Table 2 Table 3
EP
D
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Table 4 Table 5
PY
O
Activity taken from Brittain T. (Biology the Living World) Lab Manual, 1989
C
Q15. Chimpanzee
Q16. Kangaroo
D
Graphs for Table 6 and Table 7
E
EP
D
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Q17. Bread molds, with 48 differences in amino acid sequence.
Q20. Yes, similarity in amino acid sequence may suggest the closer relationship
of the organisms.
PY
KEY CONCEPT TO EMPHASIZE:
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
O
species.
C
Activity 5 Follow the track
Teaching Tips:
EP
• 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.
D
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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.
The next activity will help the learners determine the effect of environmental
PY
changes on adaptation and survival of species.
Activity 6
O
Survivor
Teaching Tips: C
• 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.
D
• Guide the learners through the procedure. There may be steps in
E
• Make sure that the students are wearing their masks before using
the alcohol lamp.
D
• The teacher may ask the students to present the results in front of
the class for discussion.
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Events Survivor Not a Survivor
Fire (Alcohol lamp) Materials that did not burn All burnt materials
Flood ( Water) Materials that are wet but All wet and destroyed
not destroyed materials
PY
Sample results
Disturbances
FIRE Flood/
O
Organisms/ Earthquake Total number
(alcohol typhoon
Events (Magnet) of survivors
lamp) C (Water)
Marbles 6 18 25 25 or more
Paper 0 0 0 0
Candles 0 0 0 0
D
Plastics 0 0 0 0
Paper clips 6 2 6 18
E
Q24. Answers can be marbles and paper clips (Results may vary).
EP
Q25. Yes, possible answers are paper, plastics or candles (Results may vary).
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
D
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.
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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
End the lesson by asking this question: “What will you do in order to
survive in any given environment or situation”?
Performance Task
O
After learning about variation and adaptation, the learners will now create
a multimedia presentation about the things an individual must do in order to
C
adapt and survive in environmental changes and challenges.
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
D
particular town or a barangay official. Their presentation should cater to the
common citizens to encourage them to be aware of environmental changes
E
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
EP
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.
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Scoring Guide
Score Criteria
All requirements are evident and exceed
(10 points) expectations.
The output is very neatly done and very well-
YEHEY!! 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.
PY
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.
O
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.
C
D
(0) No output
E
Summative Assessment:
EP
1. A 6. D
2. C 7. A
D
3. B 8. A
4. D 9. C
5. B 10. D
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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.
3. 4.
PY
O
Summary of Concepts:
C
• The fossil record, molecular data from DNA and amino acid sequences
D
may be used to study possible changes in species over time.
E
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Glossary of Terms
Adaptation Ability of an organism to adjust and thrive in a given
environment
Analogous
Structures Structure in organisms that are similar in function but different
in origin
Convergent
Evolution An increase in similarities among species derived from
different ancestors as a result of similar adaptation to similar
environment
Divergent
Evolution An increase in the difference among descendants of a single
PY
ancestral species as time passes
Evolution Species change over period of time
Gene A segment of DNA or RNA that code for protein or RNA. A
molecular unit of hereditary trait
Fitness Ability to survive and produce offspring
O
Fossils Preserved remains of organisms such as bones, shells, teeth
and feces
Homologous
Structures
C
Parts of different organisms that are similar in structure but
serve different functions
Brittain, TM., Biology: The Living World Laboratory Manual, New Jersey, USA:
Prentice Hall Englewood Cliffs.1989.
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.
Kent, M. Advance Biology, Great Claredon St. Oxford USA: Oxford University
Press 2000.
PY
Meyer, DE., Biological Science a Molecular Approach, Boulder, Colorado,
USA Biological, Science Curriculum Study. 1980.
O
Olivares, M. Bermio, E. Cruz, J. Science and Technology for the Modern
World; SEMP II Diwa Scholastic Press Inc. 2003.
C
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.
D
Publishing 2010.
http.www.Albertawow.com
http.www.earth history.org.uk
D
http.www.napedu/catalog.php?recor id+13165
http://serendip.brynmawr.edu/waldron/#evolution
239
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Unit 3 Suggested time allotment: 10 hours
MODULE
4 Ecosystem: Biodiversity
Content Standard
PY
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
Overview
O
C
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.
D
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
E
module shows the value of biodiversity, factors that affect population growth,
and the impacts of human activities on the environment.
EP
capacity.
• Suggest ways to minimize human impact on the environment.
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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.
PY
O
C
D
Pre-Assessment:
E
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.
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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
PY
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
O
• 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.
C
• Ask volunteers to share their group output then wrap up the
discussion by asking the learners to answer the first key question
D
“How do biodiversity affect stability of an ecosystem”?
E
242
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Limiting Factors
Teaching Tips:
PY
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.
O
o For advanced learners, web quest and online treasure hunt are
engaging activities that may be used.
Sample Webquest
C
http://www.geocities.ws/rdw122/WQ_regulate_pop_growth.html
http://rachelcoggins4b.edublogs.org/2012/05/19/limiting-factors-
D
web-quest/
• You may modify the guide questions found on the learners’ material.
E
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
D
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 mid-
June.
243
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Answer to Think About This!
3. Difference Chart:
Density-dependent limiting factor Density-independent limiting factor
• Population growth is influenced by • Population growth is not influenced
population density by population density
• Population growth is dependent • Population growth is affected by
on the carrying capacity of the human activities, natural disasters,
environment or habitat and climate
PY
as resources become scarce rapid increase
• Population growth stops when it • There are plenty of resources
reaches the carrying capacity of available to support all organisms.
the environment • Higher birth than death rate
O
4. The human population will stop growing when it reaches its carrying
capacity.
• At this point, you may now ask the students to answer the second
E
and third key questions: What are the limiting factors that affect
population growth; and how does population growth affect the
EP
244
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Activity 2
Dependent or Independent?
Answers:
1.
Density-
independent Limiting
Situation
or density- factor
dependent?
PY
Mrs. Rosales has 55 students in her Biology Density Emigration
class, but she has room for 50. Because dependent
the room was crowded, the 5 students were
asked to go to the curriculum chairperson to
O
change their schedules.
Dinoflagellates in Laguna de Bay increase Density Resources
in population due to an increase in organic dependent
substance in the body of water brought by
C
water pollution.
The oil spill in Cavite area harmed many Density Human
D
aquatic organisms in the vicinity. independent activities
A new strain of Dengue virus breaks out in Density Human
the country. independent activities
E
population of mosquitoes.
Note:
245
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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.
PY
Sharks are hunted and killed for their Sharks population will decrease and
fins. become endangered.
Note:
O
• Careful discussion on the effects should be observed particularly on
increase in human population. The effects that might be given by the
C
students may not be due to the increase in population but due to other
factors like mismanagement of resources and the like.
Teaching Tips:
E
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
• 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.
246
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Activity 3
Analyzing Environmental Issues
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
PY
task.
O
Group Name: __________________________________________________
Members:
___________________ ___________________ ___________________
C
____________________ ___________________ ___________________
community
Example: Example: Example:
Relocation of people • More trees were cut down • Less fortunate
in Manila to City of • Decrease in the number of people were
San Jose del Monte kinds of organisms provided with
D
• 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.
247
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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.
Activity 4
Biodiversity Status in the Community
PY
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.
O
The students’ output for this activity is very vital in the creation of their
final product.
C
Teaching Tips:
D
• What to prepare:
o Groupings of the students
E
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,
D
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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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
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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
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instructions to ensure safety and cooperation during survey and
interview.
• Survey and interview must be done after school hours to avoid
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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
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data. This can be used for free by your students in organizing and
analyzing their gathered data.
http://www.intel.com/content/www/us/en/education/k12/thinking-tools/seeing-
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reason.html
• Guide students in completing the table in Activity 4B.
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Activity 5
Product Creation
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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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O
C
E D
EP
D
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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O
C
E D
EP
D
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Activity 6
Showcasing of Products
Teaching tips:
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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.
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• 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:
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over time.
• Population growth can be affected by density-dependent or density-
independent limiting factors.
• Changes in the habitat may cause an increase or decrease in biodiversity.
• Humans are obliged to take responsibility in maintaining a clean and
healthy state of the ecosystem.
252
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Answers to Summative Assessment:
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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.
C
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.
D
their garbage and hunt exotic animals that cause disturbance in the
ecosystem.
4. A
D
5. D
6. C
7. D
8. A
9. C
10. C
253
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Glossary of Terms
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interact with the environment.
Limiting factors
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these are factors that control the growth of a
population.
C
Logistic growth is a population growth that reaches its carrying
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apacity characterized by zero growth rates.
E
254
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
References and Links
Internet Sources:
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search/bc1/playlist
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sizes and lifestyles that could be sustained without undermining
futuregenerations, by Gretchen C. Daily and Paul R. Ehrlich.
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Retrieved March 6, 2014, from http://dieoff.org/page112.htm
id=55
255
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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
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David SuzukiFDM. (Producer) (2011). Why biodiversity matters? [Web].
Retrieved from https://www.youtube.com/watch?v=N5ssjM2Fjuc
http://www.animalintelligence.org/2006/08/04/duck-and-chicken-raise-
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family-together/----Q3
Books:
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Dispezio, M.,Luebe, M, et al. (1996). Diversity and Adaptation. In Science
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Insights Exploring Living Things (p. 139). United States of America:
Addison-Wesley Publishing Company.
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Glencoe (2000). Ecology. In Biology The Dynamics of Life (p. 94; 114). USA:
D
McGraw-Hill Companies.
256
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.