OVERVIEW

LIFE SCIENCES are the branches of science that study living things. A student who studies the life
sciences would be learning more about plants, animals, human beings or even tiny microscopic organisms.
Some life sciences focus on a specific type of life. For example, Zoology is the study of animals, while
Botany is the study of plants. Biology remains the centerpiece of the life sciences, technological advances in
molecular biology and biotechnology. It is the foundation of the life sciences because Biology covers so
many aspects important to life.
This part of the learning guide is only an introductory to life sciences. Do not expect that all the life sciences
will be covered exhaustively. But it is good that you get to know what each means to get a holistic picture of
life sciences.
The learning guide is divided into six lessons, namely:
 Lesson 1- The Beginning of Life
 Lesson 2- Perpetuation of Life
 Lesson 3- Bioenergetics
 Lesson 4- How Animals Survive
 Lesson 5- Evolution

GENERAL INSTRUCTIONS:
To do well in this unit, you need to remember and do the following:
1. Read the instructions carefully before starting anything.
2. Complete all the activities and worksheets. Follow instructions on how to submit them.
3. Consult your teacher if you need to clarify or verify something about an activity.
4. You will frequently come across process questions as you go through different lessons. Keep a
bond paper (any size) or yellow pad paper where you can write your answers to these
questions. Use also the notebook to jot down short notes, draw diagrams, and summarize what
you have just read.
5. For worksheets and reports that you need to submit, use the provided checklist and rubric to
evaluate your work before submission.
6. Follow schedule of the activities; remind yourself of DEADLINE. Read in advance when
necessary.
7. Allow time for relaxation and recreation when you are mentally tired . Make a time table to
schedule your study and recreation. Goodluck! 

In case you need to contact me, please use the lines below and observe time convenient in giving a call or
sending a message.

TNT: 09101206252 [email protected] Mary Casuyon

TM: 09267238178

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Life Science:Q2/ Weeks 1-6
 Lesson 1- The Beginning of Life
WEEK 1
I. Content Standards
The learner demonstrates an understanding of:
1. The historical development of the concept of life;
2. The origin of the first life forms; and,
3. The unifying themes in the study of life.
Performance Standard
The learners should be able value life by taking good care of all beings, humans, plants, and animals.
Most Essential Learning Competencies: The learners,
Explain the evolving concept of life based on emerging pieces of evidence.
Describe how unifying themes (e.g., structure and function, evolution, and ecosystems) in the
study of life show the connections among living things and how they interact with each other
and with their environment.
II. Learning Objectives
At the end of the lesson, I CAN:
1. Identify the different evolving concept of life based on emerging pieces of evidence;
2. Describe classic experiments that model conditions which may have enabled the first forms to
evolve; and,
3. Show the connections among living things and how they interact with each other and with
their environment.
III. Lesson Development (Suggested Time allotment: 30 minutes)
A. The Remarkable Beginnings
Have you ever wondered how life on
Earth began? Where do you think did the first
organisms come from? When did they come to
life?
Paleontologist are scientist who collect,
identify, and study pieces of evidence about
earlier life-forms and try to determine how
these have evolved into the organisms of today.
These pieces of evidence are among the fossils
of organisms that existed about billions of years
ago. Fig.1.https://commons.wikimedia.org/wiki/File:Fossil_-_Schleie_(Tinca).jpg

Some fossils are very small and can be

seen only with the aid of a microscope. These
are called microfossils. The fossils that are
considered the oldest on Earth are the
stromatolites. These are layers of sheet like
sedimentary rocks that were created by layers
upon layers of cyanobacteria, a single-celled
photosynthetic microbe. Bacteria are
considered to be the first life-forms that
existed on Earth over 2 billion years ago.
Fig.2.https://blogs.egu.eu/geolog/2016/10/17/imaggeo-on-
mondays-the-odd-living-rocks/

These pieces of evidence have also led scientists to conclude that the first life-forms began in
deep hot springs located in hydrothermal vents, or cracks on Earth’s surface (ocean floor).
Scientists maintain that the energy present in environments like this can support various chemical
reactions essential for the evolution of organisms. They have traced that the ancestors of all
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Life Science:Q2/ Weeks 1-6
 organisms came from aquatic microorganisms that survived even very high temperatures such as
those in hydrothermal vents.
The evidence collected by paleontologists reveals the remarkable relationship between the
diversity of organisms from the earlier life-forms to the present. Scientific research shows that earliest
life-forms have gone through evolution, or the gradual change and development of species or a group
of organisms that leads it to a more advanced form. However, scientists continue to study the
possibilities or organism.
B. The Origin of Life (Suggested Time allotment: 1 hour)
Theories about the Origin of Life
The question of how life originated is not easy to answer because it is impossible to go back in time
and observe life’s beginnings; nor are there any witnesses. There is testimony in the rocks of the
earth, but it is not easily read, and often it is silent on issues crying out for answers. There are, in
principle, at least three possibilities:
1. Special creation - Life forms may have been put on earth by supernatural or divine forces.
2. Extra-terrestrial origin - Life may not have originated on earth at all; instead, life may have
infected earth from some other planet.
3. Spontaneous origin - Life may have evolved from inanimate matter, as associations among
molecules became more and more complex.
1. Special Creation
The theory of special creation, that a divine God created life is at the core of most major
religions. The oldest hypothesis about life’s origins, it is also the most widely accepted. Far more
Americans, for example, believe that God created life on earth than believe in the other two
hypotheses. Many take a more extreme position, accepting the biblical account of life’s creation as
factually correct. This viewpoint forms the basis for the very unscientific “scientific creationism”.
2. Extra-terrestrial Origin
The theory of Panspermia proposes that meteors or cosmic dust may have carried significant
amounts of complex organic molecules to earth, kicking off the evolution of life. Hundreds of
thousands of meteorites and comets are known to have slammed into the early earth, and recent
findings suggest that at least some may have carried organic materials. Nor is life on other planets
ruled out. For example, the discovery of liquid water under the surface of Jupiter’s ice-shrouded
moon Europa and suggestions of fossils in rocks from Mars lend some credence to this idea. The
hypothesis that an early source of carbonaceous material is extra-terrestrial is testable, although it has
not yet been proven. Indeed, NASA is planning to land on Europa, drill through the surface, and send
a probe down to see if there is life.
3. Spontaneous Origin
Most scientists tentatively accept the theory of spontaneous origin that life evolved from
inanimate matter. In this view, the force leading to life was selection. As changes in molecules
increased their stability and caused them to persist longer, these molecules could initiate more and
more complex associations, culminating in the evolution of cells.
For some then the origin of life could be explained by the spontaneous generation theory
which states that life forms can be generated from inanimate objects. This belief had been around
since the time of Aristotle.
i. Francesco Redi, an Italian doctor was able to disprove the spontaneous generation theory
when he experimented by placing meat in all the jars, but covered four (4) of the jars with
muslin. Maggots developed in the open jars but did not develop in the muslin-covered jars.

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Life Science:Q2/ Weeks 1-6
 Fig.3.https://courses.lumenlearning.com/microbiology/chapter/spontaneous-generation/

ii. Lazaro Spallanzani, an Italian Catholic priest and scientist, likewise, tried to disprove the
spontaneous generation theory by performing a controlled experiment with broth. He put
broth into two flasks (glass containers) and sterilized them both by boiling the broth. One of
the flasks was left open to the air.
The other flask was sealed up to
keep out any organisms that might
be floating in the air.
Microorganisms developed only in
the uncovered flask. From this,
Spallanzani concluded that: 1. the
microorganisms did not come from
the broth, but were in the air that
entered the flask; and 2. therefore,
not even microorganisms came
from non-living things.
Fig.4.https://www.timetoast.com/timelines/spontaneous-generation-throughout-history

iii. Alexander I Oparin, a Russian scientist

hypothesized that the atmosphere of primitive
earth contained gases like ammonia, methane,
hydrogen, and water vapour. He explained
that energy of lightning and ultraviolet rays
from the sun caused these gases to combine
and form chemical compounds. As they
mixed with rain and hot seas, they formed
complex organic molecules which are similar
to what living things are made of.
Fig.5.https://www.thoughtco.com/early-life-theory-of-primordial-soup-1224531

iv. Stanley Miller, an American scientist,

performed an experiment using a
mixture of the gases suggested by
Oparin. He introduced electrical
sparks into the mixture. After a few
days, molecules similar to amino acids
that are found in all living things were
formed. His experiment proved that the
first organic molecules could have been
formed from the primitive earth.
Fig.6.http://myscienceschool.org/index.php?/archives/5907-How-
did-Millers-experiment-contribute-to-the-study-of-evolution.html

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Life Science:Q2/ Weeks 1-6
 Living cells may have arisen on early earth through a series of chemical combinations
of these organic compounds.
IV. Activity No. 1 (Suggested Time allotment: 20 minutes)
Write your answer in a bond paper (any size) or yellow pad paper and do not forget to write the page
number (5 points each).
Direction: Using your OWN words, define and describe the following theory below using a diagram.
a. Spontaneous Generation Theory (Abiogenesis)
b. Panspermia Theory
Activity No. 2 (Suggested Time allotment: 1 hour)
Write your answer in a bond paper (any size) or yellow pad paper and do not forget to write the page
number (20 points).
Direction: Make a graphic organizer of a unifying theme in the study of life that shows the
connections among living things and how they interact with each other and with their environment.
V. Synthesis Questions (Suggested Time allotment: 25 minutes)
Briefly explain the following questions using your OWN words. Write your answer in a bond paper
(any size) or yellow pad paper and do not forget to write the page number (5 points each).
1. What is the role of the environment in the survival of life billions of years ago?
2. Among the theories of the origin of life, which theory do you think is the most credible
one? Explain your answer.
VI. Video Viewing (Suggested Time allotment: 10 minutes)
Watch and explore the links below.
https://www.youtube.com/watch?v=de1hiS_XjWg
The Mysterious Origins of Life on Earth - Luka Seamus Wright
https://www.youtube.com/watch?v=5JF0VjluHSo
5 Scientific Theories: The Origin of Life on Earth
VII. Values Integration (Suggested Time allotment: 10 minutes)
Your understanding about how life originated impacts three important areas: your concept
of God in your religion, your view of who you are as human nature, and what you think about right
and wrong which refers to moral issues. To believe in abiogenesis does indeed require faith. Assuming
that abiogenesis has occurred simply because we're here is far from employing a rigorous scientific
method. That's where it is more like religious faith than scientific belief. Science confirms the Law of
Biogenesis: “life only comes from pre-existing life.” This is exactly what the Bible has said all along:
“In the beginning was the Word, and the Word was with God, and the Word was God. He was with
God in the beginning. Through him all things were made; without him nothing was made that has
been made. In him was life,  and that life was the light of all mankind” (John 1:1–4).
The Bible states that the living God is the source of life on earth. This is in perfect agreement
with the Law of Biogenesis. Therefore, the most scientific statement you can make about the origin of
life is “In the beginning, God…”
VIII. Performance Check (Suggested Time allotment: 3 hours)
Your goal in this section is to apply your learning to real life situations. You will be given a practical
situation which will demonstrate your understanding of the topic.
Your Life Science Teacher gave you the task to create a five-stanza jingle on valuing and taking
care of all organisms. The jingle will be used by your school to encourage students to take care of
the environment. The jingle should contain details that make it fun to sing and it should
encourage the students to take care of organisms.
You will write the lyrics of your jingle in a bond paper (any size) and record the song as an audio
file. You may use different instruments to make the jingle more appealing to the students.

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Life Science:Q2/ Weeks 1-6
 Your product will be assessed based on the following criteria.
Advanced Competent Apprentice Novice
(4) (3) (2) (1)
Lyrics are extremely Lyrics are Lyrics are Lyrics are not
catchy, describe the catchy, describe somewhat catchy catchy, lack
product well and are the product and and simple, but product
Lyrics simple. are simple. lack some product description and
description. are not simple.
Contains three or Contains two Contains one Lacks the
more qualities of an qualities of an quality of an qualities of an
effective jingle: short, effective jingle: effective jingle: effective jingle:
Melody catchy, simple or short, catchy, short, catchy, short, catchy,
repetitive. simple or simple or simple or
repetitive. repetitive. repetitive.
Excellent creativity; Some creativity; Little creativity; a Lacks creativity;
very well thought out. most parts few parts appeared not very thought
Presentation appeared to have to have been out.
been thought thought out.
out.
Extremely cohesive; Cohesive; all Somewhat Lacks cohesion;
Overall all parts interrelate parts interrelate cohesive; parts parts do not
Effectiveness very well. well. interrelate interrelate.
somewhat.
Fig.7.https://www.scribd.com/upload-document?archive_doc

IX. References
a. Textbook
Cruz, Susana Barzabal dela, Biology, 2003, Phoenix Publishing House, Inc. 364 p.
Star, Cecie and Taggart, Ralph, 1984, Biology, The Unity and Diversity of Life, Woodsworth
Publishing Corporation, 696 p.
Rabago, Lilia M., Functional Biology, 2005, Phoenix Publishing House, Inc., 415 p.
Moore, David (2013) Fungal Biology in the Origin and Emergence of Life. Cambridge, New
York: Cambridge University Press
b. Online/Weblinks
Online, Available at https://www.livescience.com/13363-7-theories-origin-life.html. (Accessed
last 27 October, 2020)

Online, Available at https://www.americanscientist.org/article/the-origin-of-life. (Accessed last

27 October, 2020)

Online, Available at https://www.youtube.com/watch?v=de1hiS_XjWg. (Accessed last 27

October, 2020)

Online, Available at https://www.youtube.com/watch?v=5JF0VjluHSo. (Accessed last 27

October, 2020)

Lesson 2- Perpetuation of Life

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Life Science:Q2/ Weeks 1-6
WEEK 2
I. Content Standards
The learner demonstrates an understanding of:
1. The plant and animal reproduction;
2. How genes work; and,
3. How genetic engineering is used to produce novel products.
Performance Standard
The learners should be able to conduct a survey of products containing substances that can trigger
genetic disorders such as phenylketonuria.
Most Essential Learning Competencies: The learners,
Describe the different ways of how representative animals reproduce.
Describe the process of genetic engineering.
II. Learning Objectives
At the end of the lesson, I CAN:
1. Explain the different ways on how animals and plant reproduce;
2. Discuss how information in the DNA allows the transfer of genetic information and synthesis
of proteins;
3. Give the importance of genetic engineering to humanity; and,
4. Evaluate the benefits and risks of using genetic modified organisms (GMOs).
III. Lesson Development (Suggested Time allotment: 1 hour)
A. Animal and Plant Reproduction
All living things reproduce. Reproduction is the process of generating offspring. There are
two main types of reproduction: sexual and asexual. Some organisms reproduce by only one type of
reproduction and others can reproduce by both.
i. Asexual Reproduction
The type of reproduction where cells from only one parent are used is called asexual. Only
genetically-identical organisms are produced by this type of reproduction. Evolutionary asexual
reproduction came before sexual reproduction.
Asexual Reproduction in Plants
Asexual reproduction in plants is also called vegetative reproduction. It usually
involves only the plant's vegetative structures like roots, stems and leaves. For example,
raspberries can produce a new generation using their stems; potatoes, using their roots; and
geraniums can be grown from any piece of a parent plant.  
Asexual Reproduction in Animals
Some invertebrate animals (without a backbone) reproduce by asexual reproduction.
Animals can reproduce asexually in the following ways:
1. Budding - during budding, a new organism starts growing from the parent's body.
At first it looks like a bud. This bud later develops into a mature organism.
Sometimes it stays attached to the parent's body and sometimes it breaks off. Hydras
reproduce by budding. 
2. Gemmules - these are special structures that are found in sea sponges. A parent
sponge releases gemmules that later develop into mature sponges.
3. Regeneration - the process of regeneration, detached pieces of the parent's body can
develop into a new organism IF this body part contains enough genetic information.
Some flat worms and starfish can reproduce by regeneration.

ii. Sexual Reproduction

During sexual reproduction, two gametes from both parents fuse, forming a zygote. A zygote is
also referred to as a fertilized egg. All gametes are haploid cells, meaning they have only one set of
chromosomes (1n). So, when gametes fuse, they form a diploid organism: 1n+1n=2n.
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Life Science:Q2/ Weeks 1-6
 Sexual Reproduction in Flowering Plants
Flowers contain both male and female parts. The female part is called the pistil, which
consists of the ovary, ovule, style and stigma at the tip. Inside the ovary are the ovules. Each ovule
contains an egg cell. The male structure is called the stamen. It consists of the filament and the
pollen-producing anther. A new seed is formed when an egg cell joins with a pollen cell in the
process of pollination. Pollination occurs when pollen grains are carried from the anther of the
stamen to the stigma of the pistil. 
Sexual Reproduction in Animals
Animal male gamete is called spermatozoan or sperm. Sperm is a mobile cell that moves
using its 'tail', called flagellum. Female gamete is called an ovum. It does not move and it is much
larger than sperm. 
IV. Synthesis Questions (Suggested Time allotment: 20 minutes)
Briefly explain the following questions using your OWN words. Write your answer in a bond paper
(any size) or yellow pad paper and do not forget to write the page number (5 points each).

1. What is the relationship among structures of flowers, fruits, and seeds of plants?
2. Why do their offspring look like their parents?
V. Activity No. 3 (Suggested Time allotment: 1 hour)
Write your answer in a bond paper (any size) or yellow pad paper and do not forget to write the page
number (10 points each).
Direction: The diagram shows a baby developing in the mother’s uterus.

Fig.8.https://www.stanfordchil drens.org/en/topic/default?id=anatomy-fetus-
in-utero-85-P01189

1. The growing baby needs protection from bumps, knocks, micro-organisms, and harmful
chemicals while inside the mother’s uterus. Describe how the baby is protected inside the
mother’s body.
__________________________________________________________________________
2. What is your stand on birth control? Are you in favor of artificial birth control method?
Support your answer.
____________________________________________________________________________
3. Why is the Catholic Church supports only the natural family planning and not the artificial
birth control method?
___________________________________________________________________________

B. Genetic Engineering (Suggested Time allotment: 1 hour)

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Life Science:Q2/ Weeks 1-6
 Genetic engineering is the process of
manually adding new DNA to an organism.
The goal is to add one or more new traits that
are not already found in that organism.
Examples of genetically engineered
(transgenic) organisms currently on the market
include plants with resistance to some
insects, plants that can tolerate herbicides,
and crops with modified oil content.
Deoxyribonucleic acid or DNA is a
genetic material which is stored in the
nucleus. The nucleus is a part of the
eukaryotic cell and contains nucleic acids and
it is responsible in protein production. Small segments of DNA are called genes. Each gene
holds the instructions for how to produce a single protein.
Fig.9.https://www.sparknotes.com/biology/molecular/structureofnucleicacids/section2/

How is genetic engineering done? 

Genetic engineering, also called transformation, works by physically removing a gene from one
organism and inserting it into another, giving it the ability to express the trait encoded by that gene.
The process of genetic engineering requires the successful completion of five steps:
Step 1: DNA Extraction
DNA is extracted from the desired organism. A sample of an organism containing the gene of
interest is taken through a series of steps to remove the DNA.
Step 2: Gene Cloning
The second step of the genetic engineering process is gene cloning. During DNA extraction,
the entire DNA from the organism is extracted at once. Scientists use gene cloning to separate the
single gene of interest from the rest of the genes extracted and make thousands of copies of it.
Step 3: Gene Design
Once a gene has been cloned, genetic engineers begin the third step, designing the gene to
work once inside a different organism. This is done in a test tube by cutting the gene apart with
enzymes and replacing gene regions that have been separated.
Step 4: Transformation or Gene Insertion
Since plants have millions of cells, it would be impossible to insert a copy of the transgene
into every cell. Therefore, tissue culture is used to propagate masses of undifferentiated plant cells
called callus. These are the cells to which the new transgene will be added.
The new gene is inserted into some of the cells using various techniques. Some of the more
common methods include the gene gun, agrobacterium, micro-fibers, and electroporation. The main
goal of each of these methods is to transport the new gene(s) and deliver them into the nucleus of a
cell without killing it. Transformed plant cells are then regenerated into transgenic plants. The
transgenic plants are grown to maturity in greenhouses and the seed they produce, which has
inherited the transgene, is collected.
Step 5: Backcross Breeding
Transgenic plants are crossed with elite breeding lines using traditional plant breeding
methods to combine the desired traits of elite parents and the transgene into a single line. The
offspring are repeatedly crossed back to the elite line to obtain a high yielding transgenic line. The
result will be a plant with a yield potential close to current hybrids that express the trait encoded by
the new transgene.

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Life Science:Q2/ Weeks 1-6
 Fig.10.h ttps://www.yourgenome.or
g/facts/what-is-genetic-engineering
An illustration showing how genetic modification is used to produce insulin in bacteria.
Image credit: Genome Research Limited

What is a GMO? (Suggested Time allotment: 30 minutes)

GMOs, or genetically modified organisms, are organisms whose genetic material has been
altered using genetic engineering. Genetic engineering is the modification of an organism's
phenotype by altering its genetic make-up. Genetic engineering is primarily performed by simple
mating or gene recombination. GMOs range from microorganisms like yeast and bacteria to insects,
plants, fish and mammals. Genetically modified crops (GM crops) are those engineered to
introduce a new trait into the species. Purposes of GM crops generally include resistance to certain
pests, diseases, or environmental conditions, or resistance to chemical treatments (e.g. resistance to a
herbicide). Other purpose of genetic modification of crops is to enhance its nutritional value, as seen
in the case of golden rice.

Fig.11.https:/ /guardian.ng/feat
ures/top-20- genetically-
modified- foods-products/

The use of
GM crops is
widely
debated. At
the moment
there is no
known
harm in
consuming
genetically
modified
foods. GM
foods are developed – and marketed – because there is some perceived advantage either to the
producer or consumer of these foods. This is meant to translate into a product with a lower price,
greater benefit (in terms of durability or nutritional value) or both.

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Life Science:Q2/ Weeks 1-6
VI. Synthesis Questions (Suggested Time allotment: 20 minutes)
Briefly explain the following questions using your OWN words. Write your answer in a bond paper
(any size) or yellow pad paper and do not forget to write the page number (5 points each).
Describe the early life-forms.
1. How do genes control the development, structure, and function of an organism?
2. Write the sequence of bases on a strand of DNA that is complementary to the following
DNA strand:
CATGCCTAAGCCAT
VII. Activity No. 4 (Suggested Time allotment: 1 hour)
Write your answer in a bond paper (any size) or yellow pad paper and do not forget to write the page
number (20 points).
Direction: Choose whether the arguments are for against (GM) Genetic Modified crops. Put a (/).

Argument For Genetic Modified Crops Against GM Crops

1. They are safe for human

consumption.

2. They could help increase yields.

3. They mainly benefit big Genetic

Modified companies.

4. Unknown long-term health risk of

antibiotic resistance.

5. They are most cost-effective.

VIII. Video Viewing (Suggested Time allotment: 15 minutes)

Watch and explore the links below.
https://www.youtube.com/watch?v=R8_ScKzLAfE
Sexual Reproduction in Plants | Plants | Biology | FuseSchool
https://www.youtube.com/watch?v=7zzp37y5DFg
Asexual Reproduction in Plants
https://www.youtube.com/watch?v=GIWzciogfLE
How Does Asexual Reproduction Work?
https://www.youtube.com/watch?v=LCtPzGPrDeA
Sexual Reproduction in Animals

IX. Values Integration (Suggested Time allotment: 10 minutes)

We are trying to live our lives with faith, hope and love. Science cannot resolve the conflict
between science and religion. If the conflict is to be resolved, it is up to persons of faith to modify
their concepts, and indeed this has been happening since the beginning of human history. Faith is
influenced by genes.  Human population has increased alarmingly over the past centuries and is still
threatening to increase. We are not giving the environment enough time to restock itself and a time
will come when nothing would be left for the future generations. It is important that we become
aware of the consequences of our actions and take steps before it becomes too late.
X. Performance Check (Suggested Time allotment: 3 hours)
Your goal in this section is to apply your learning to real life situations. You will be given a practical
situation which will demonstrate your understanding of the topic. Write your answer in a bond paper
(any size) or yellow pad paper and do not forget to write the page number (30 points).

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Life Science:Q2/ Weeks 1-6
 You are a researcher from BFAD and your supervisor has asked you to identify three
(3) foods, pharmaceutical, and agricultural products with GMOs that are available in the
market. Make a list of substances that were used to make the products. Identify the GMOs that
were used and find out their issues. Evaluate the benefits and risks of the GMOs in these
products.
Write in the list the genetic disorders that can be triggered once exposed to the substances. If the
GMOs pose risks to the health of consumers, make a recommendation that must convince the BFAD
commissioner to ban the products or conduct a thorough study about the harmful effects of these
products to the consumers. Use a copy of the table below for your research data.
Product Name of Product Substances Present in Genetic Disorder (s) Recommendation
Classification Product that can be Acquired

Food

Pharmaceutical

Agricultural

XI. References
a. Textbook
Cruz, Susana Barzabal dela, Biology, 2003, Phoenix Publishing House, Inc. 364 p.
Star, Cecie and Taggart, Ralph, 1984, Biology, The Unity and Diversity of Life, Woodsworth
Publishing Corporation, 696 p.
Rabago, Lilia M., Functional Biology, 2005, Phoenix Publishing House, Inc., 415 p.
Moore, David (2013) Fungal Biology in the Origin and Emergence of Life. Cambridge, New
York: Cambridge University Press
b. Online
Online, Available at https://www.youtube.com/watch?v=R8_ScKzLAfE. (Accessed last 27
October, 2020)
Online, Available at https://www.youtube.com/watch?v=7zzp37y5DFg. (Accessed last 27
October, 2020
Online, Available at https://www.youtube.com/watch?v=GIWzciogfLE. (Accessed last 27
October, 2020)
Online, Available at https://www.youtube.com/watch?v=LCtPzGPrDeA. (Accessed last 27
October, 2020)

Lesson 3- Bioenergetics
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Life Science:Q2/ Weeks 1-6
WEEK 3
I. Content Standards
The learner demonstrates an understanding of:
1. Nutrition: getting food to cells; and,
2. Gas exchange with the environment.
Performance Standard
The learners should be able to make a presentation of some diseases that are associated with the
various organ systems.
Most Essential Learning Competencies: The learners:
Describe the general and unique characteristics of the different organ systems in
representative animals.
II. Learning Objectives
At the end of the lesson, I CAN:
1. Describe the function of each cell part;
2. Describe how cells carry out functions required by life; and,
3. Describe how some animals exchange respiratory gases.
III. Lesson Development (Suggested Time allotment: 2 hours)
A. Discovery of the Cell
The invention of the microscope help scientists to study what a living organisms composed of.
Even today the study of cells reveals more detail, and its secrets, which are in fact the secrets of life
Robert Hooke an English scientist was the first to observed cell and in doing so he named
them cells. He examined a slice of cork in a primitive microscope and he saw tiny boxes, which he
thoughts looked like a room and led to him calling them cell.
However what Hooke actually saw was the dead cell walls of plant cells (cork) as it appeared under
the microscope.
The Cell Theory 
The cell theory was first proposed by Matthias Schleiden (1838) and Theodore Schwann (1839).
Rudolf Virchow (1855) later added the concept of formation of cells; to this theory. The cell theory is as
follows:
a. All living things are made of cells.
b. It is the smallest living unit structure and function of all organisms.
c. All cells arise from pre-existing cells.
The cell is a dynamic machine. It has parts that help to carry out its functions. A cell has three (3)
fundamental parts:
a. The cytoplasm where the main metabolic life activities take place.
b. The cell membrane which surrounds the cytoplasm.
c. The nucleus where genetic material is located.
Type of Cell
Living things vary in terms of the number of cells they have. Some living things are multicellular.
Others are unicellular. Two types of cells compose living things. In the case of bacteria and cyanobacteria
have prokaryotic cells. These cell lack distinct nuclei and only have few organelles that are not membrane-
bound. In contrast, eukaryotic cells have distinct nuclei and contained several membrane-bound
organelles.

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Life Science:Q2/ Weeks 1-6
 Fig.12.https://byjus.com/biology/prokaryotic-and-eukaryotic-cells/

Comparison of Eukaryotic Cells from Prokaryotic Cells

Animals, plants, protists and fungi have eukaryotic cell. (See Figure 13 for the illustration below for
the comparison of the two types of cells).
Prokaryotes Eukaryotes
Type of Cell  Always unicellular Unicellular and multi-cellular
Cell size Ranges in size from 0.2 μm – 2.0 μm in Size ranges from 10 μm – 100 μm in
diameter diameter
Cell wall Usually present; chemically complex in When present, chemically simple in nature
nature
Nucleus Absent. Instead, they have a nucleoid Present
region in the cell
Ribosomes Present. Smaller in size and spherical in Present. Comparatively larger in size and
shape linear in shape
DNA arrangement Circular Linear
Mitochondria Absent Present
Cytoplasm Present, but cell organelles absent Present, cell organelles present
Endoplasmic Absent Present
reticulum
Plasmids Present Very rarely found in eukaryotes
Ribosome Small ribosomes Large ribosomes
Lysosome Lysosomes and centrosomes are absent Lysosomes and centrosomes are present
Cell division Through binary fission Through mitosis
Flagella The flagella are smaller in size The flagella are larger in size
Reproduction Asexual Both asexual and sexual
Example Bacteria and Archaea Plant and Animal cell
Fig.13.https://byjus.com/biology/prokaryotic-and-eukaryotic-cells/

The Different Organelles and their Functions

ORGANELLES FUNCTION
1. Cell wall Provides mechanical support and maintains cell shape in plant cell. It
prevents water loss in plants and protect from over expansion by too
much water. (Animals have no cell wall)
2. Mitochondrion Provides energy for the cell in the form of ATP
3. Vacuole Stores water, food and waste for the cells
4. Golgi apparatus Sorts, packages and secretes cellular products
5. Lysosomes The “suicide bag”. They digest excess or worn out organelles, food
particles, and engulfed viruses or bacteria.
6. Centrioles Formation of the spindle fiber during cell division
7. Endoplasmic reticulum Translocation of materials within the cell and in and out of the
nucleus
8. Chloroplastids Gives green color of plants
9. Nuclear membrane Separates the nuclear contents from the contents of cytoplasm
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Life Science:Q2/ Weeks 1-6
 10. Nucleoplasm Synthesis of RNA and production of ribosomes
11. Ribosomes They use the RNA synthesized by the nucleolus in making specific
amino acid.
12. Cytoskeleton The cytoskeleton is responsible for cell shape, motility of the cell as a
whole, and motility of organelles within a cell
13. Microbodies They contain enzymes that are essential in neutralizing toxic
materials that are product of cellular metabolism
B. Gas exchange
Gas exchange is the process by which oxygen and carbon dioxide (the respiratory gases)
move in opposite directions across an organism's respiratory membranes, between the air or water
of the external environment and the body fluids of the internal environment. Oxygen is needed by
cells to extract energy from organic molecules, such as sugars, fatty acids, and amino acids. Carbon
dioxide is produced in the process and must be disposed.
Principles of Gas Exchange
The random movement of molecules is called diffusion. Although individual molecules
move randomly, a substance can have directed movement, or net diffusion. The net diffusion of a
substance occurs because of a difference in its concentration, or gradient, along its course. Within
an animal's body as oxygen is used up and carbon dioxide produced, the concentration gradient of
the two gases provides the direction for their diffusion. For example, as air or water nears the
respiratory membrane, the oxygen concentration on the outside of the membrane is higher than on the
internal side so oxygen diffuses inward. The concentration gradient for carbon dioxide is in the
opposite direction, and so net diffusion of carbon dioxide keeps it diffusing out of the body.

Fig.14.https://www.sciencephoto.com/media/1006655/view/salmon-gill-filaments-sem Fig.15.http://atlanticsturgeonresource.weebly.com/gas-exchange.html

Filaments of a salmon's gills. In fish, water is Gills are respiratory organs that absorb oxygen from
pumped across gills to enable gas exchange. water as it flows over the gill surface.
The solubility of the respiratory gases in water is low, and the solubility of oxygen is only about one-
twentieth that of carbon dioxide. Special transport molecules within body fluids increase the oxygen content
by holding oxygen molecules within circulating fluids. These molecules are called respiratory pigments
and include hemoglobin, which is red, and hemocyanin, which is blue. These molecules combine with

15
Life Science:Q2/ Weeks 1-6
oxygen at the respiratory membrane, where oxygen concentrations are relatively high and easily release the
oxygen in deeper tissues, which are low in oxygen.
Terrestrial animals must protect their respiratory membranes from drying out. Many spiders have
book lungs, which are specialized, leaf-shaped, inward folds of the cuticle, surrounded by an air chamber that
can be ventilated with muscular contractions. In larger terrestrial insects, the respiratory organs are inward,
branching, tubular extensions of the body wall called tracheae. The system is so extensive that most cells are
in close proximity to a tracheal branch and the tissues do not depend on blood circulation for gas transport.
Mammals, reptiles, and amphibians have saclike lungs with tidal (two way) air flow. This results in
residual air remaining in the lungs, reducing the concentration of available oxygen in comparison to bird
lungs. Reptile lungs have fewer air sacs and less respiratory surface area than mammals, and amphibian
lungs have less surface area than reptilian lungs.
IV. Synthesis Questions (Suggested Time allotment: 20 minutes)
Briefly explain the following questions using your OWN words. Write your answer in a bond paper
(any size) or yellow pad paper and do not forget to write the page number (5 points each).
1. Using a Venn diagram, list the differences and similarities of plant cell from animal cell.
2. What are the different types of gas exchange systems in animals? Differentiate them.
V. Activity No. 5 (Suggested Time allotment: 30 minutes)
Write your answer in a bond paper (any size) or yellow pad paper and do not forget to write the page
number (25 points).
Direction: In the boxes below, DRAW a plant and animal cell. Label the parts of the cells clearly.
(A picture from the internet is not allowed)

Plant Cell Animal Cell

VI. Video Viewing (Suggested Time allotment: 3 minutes)

Watch and explore the link below.
https://www.youtube.com/watch?v=zZtcMBTQaS4
Eukaryotic vs. Prokaryotic Cells
VII. Values Integration (Suggested Time allotment: 10 minutes)
From the tiniest cells invisible to the naked eye, to the tallest trees and largest creatures on
earth, all of creation tells a story. Just as the single cell represents all of the necessary potential to
become a fully formed human, so Jesus represents the fullness of human potential.
There are some fundamental differences on how creationists and evolutionists view life. It
seeks truth by faith and reason. To have an absolute truth, faith and reason must be harmonious with
each other so as the biblical creationists believe that God created various forms of life according to
their kinds with the ability to reproduce and fill the earth (Genesis 1:21– 22, 24–28). This view
includes the concepts that God had purpose in what He created and that it originally was very good
(Genesis 1:31;  Isaiah 45:18).
VIII. References
a. Textbook
Cruz, Susana Barzabal dela, Biology, 2003, Phoenix Publishing House, Inc. 364 p.
Rabago, Lilia M., Functional Biology, 2005, Phoenix Publishing House, Inc., 415 p.
Moore, David (2013) Fungal Biology in the Origin and Emergence of Life. Cambridge, New
York: Cambridge University Press

16
Life Science:Q2/ Weeks 1-6
 Lesson 4- How Animals Survive
WEEKS 4-5
I. Content Standards
The learner demonstrates an understanding of:
1. Circulation: the internal transport system;
2. The need for homeostasis;
3. Salt and water balance and waste removal;
4. The immune system: defense from disease;
5. How hormones govern body activities;
6. The nervous system; and,
7. The body in motion.
Performance Standard
The learners should be able to make a presentation of some diseases that are associated with the
various organ systems.
Most Essential Learning Competencies: The learners:
Analyze and appreciate the functional relationships of the different organ systems in ensuring animal
survival.
II. Learning Objectives
At the end of the lesson, I CAN:
1. Describe the general and unique characteristics of the different organ systems in
representative animals; and,
2. Analyze and appreciate the functional relationships of the different organ systems in
ensuring animal survival.
III. Lesson Development (Suggested Time allotment: 30 minutes)
A. Circulatory: The Internal Transport System
The circulatory system, also called the cardiovascular system or the vascular system, is
an organ system that permits blood to circulate and transport nutrients, carbon dioxide, hormones,
and blood cells to and from the cells in the body to provide nourishment and help in fighting diseases,
stabilize temperature and pH, and maintain homeostasis (Salandanan, et.al., 2016).
Two Types of Circulatory System
1. Open circulatory system - blood moves freely inside the body cavity and soaks the cells
with nourishment
2. Closed circulatory system - blood is pumped through tube, supplying cells with food and
oxygen and carrying away waste products
Human circulatory systems constitute the following:
1. Heart - a muscular organ located slightly to
the left of the middle of your chest;
pumping device for the circulation of
blood.

17
Life Science:Q2/ Weeks 1-6
 Fig. 16.https://biologydictionary.net/circulatory-system/
2. Blood Vessels
a. Veins - take blood back toward
your heart
b. Arteries - take oxygen-rich blood
away from the heart
c. Capillaries - are very tiny blood
vessels that form a connection
between arteries and veins;
facilitate the transfer of oxygen,
nutrients and wastes in and out of
the body.
Fig. 17.https://biologydictionary.net/circulatory-system/
3. Blood - a constantly circulating fluid providing the body with nutrition, oxygen, and waste
removal
Components of blood and their functions:
a. Red Blood Cells - take oxygen
from the lungs and transport it
to the rest of the body cells.
b. White Blood Cells - fight off
germs and give protection
from diseases.
c. Platelets - help in blood
clotting.
d. Plasma - liquid part of the
blood.

Fig. 18.https://slideplayer.com/slide/8504556/
IV. Deepen your Understanding (Suggested Time allotment: 15 minutes)
Write your answer in a bond paper (any size) or yellow pad paper and do not forget to write the page
number (5 points).
Direction: True or False. Write T if the statement is correct and F if it is not.
_______1. It is the vein that takes away oxygenated blood away from the heart.
_______2. The red blood cells defend the body from harmful organisms.
_______3. The most dominant part of the blood is the platelets.
_______4. The human circulatory system is a closed circulatory system.
_______5. Veins are bigger than capillaries.
B. Homeostasis (Suggested Time allotment: 30 minutes)
Homeostasis is the property of a system in which
variables are regulated so that internal conditions remain
stable and relatively constant. Examples of homeostasis
include the regulation of temperature and the balance
between acidity and alkalinity (pH), water levels, presence
of waste, salt and other electrolytes, and metabolism.
Human homeostasis is the process that maintains
the stability of the human body's internal environment in
response to changes in external conditions.

18
Life Science:Q2/ Weeks 1-6
 Fig. 19.https://biologydictionary.net/ngss-high-school-
tutorials/ls1-3-feedback-mechanisms-and-homeostasis/

What is Homeostasis in Animal?

The bodies contain billions of cells of all different types that work together for a common cause.
They contain many organ systems: the digestive system, the respiratory system, the circulatory system, the
nervous system, the skeletal system, etc. And all those systems have to stay in balance with each other. In the
case of animals like humans, even a small change to the state inside of the body can be deadly. So to prevent
this, animals have developed something called homeostasis.
Energy balance in the Human Body
The bodies of animals are able to control the flow of energy using neurological and chemical
signals. Not only can they control how much of the food they eat is stored as fat, but they can send
signals to that which cause you to fill hungry or full.
Importance of Homeostasis of Internal Fluids to Animals
Animals expend a significant amount of energy in maintaining homeostatic conditions within
the body, including salt and water balance.
a. Animal tissues have high water content; insufficient water intake can cause dehydration.
b. Salts (ions) are essential for many biological functions; they are found in all body fluids.
c. Salt and water balance are maintained in spite of disturbances during routine bodily
processes.
d. Salts are lost in the sweat of mammals which is essential for cooling the body.
V. Deepen your Understanding (Suggested Time allotment: 10 minutes)
Write your answer in a bond paper (any size) or yellow pad paper and do not forget to write the page
number (5 points).
Direction: True or False. Write T if the statement is correct and F if it is not.
_____1. Filtered sea water can be used to replenish lost water in the body.
_____2. Kidney helps in the removal of toxic waste substance from the human body
_____3. Drinks, like Gatorade can restore salts during heavy exercise.
_____4. Salt is necessary to maintain the water content in the human body.
_____5. A change in the internal state of the human body can be fatal.
C. Immune System (Suggested Time allotment: 30 minutes)
The immune system is a complex network of organs containing cells that recognize foreign
substances in the body and destroy them. It protects vertebrates against pathogens, or infectious
agents, such as viruses, bacteria, fungi, and other parasites. The human immune system is the most
complex.

The Major Components of the Immune System

a. Lymph nodes - small, bean-shaped structures that produce and store cells that fight infection and
disease and are part of the lymphatic system.
b. Spleen - the largest lymphatic organ in the body, which is on the left side, under the ribs and above
the stomach, contains white blood cells that fight infection or disease.
c. Bone marrow - the yellow tissue in the center of the bones produces white blood cells. This spongy
tissue inside some bones contains immature cells, called stem cells, which could morph into any
human cell.
d. Lymphocytes - these small white blood cells play a
large role in defending the body against disease.
The two types of lymphocytes are B-cells, which
make antibodies that attack bacteria and toxins,
and T-cells, which help destroy infected or
cancerous cells.

19
Life Science:Q2/ Weeks 1-6
 e. Thymus - this small organ is where T-cells mature. It maintains the production of antibodies that
can result in muscle weakness.

Fig. 20.https://slideplayer.com/slide/9043325/

f. Leukocytes - these disease-fighting white blood cells

identify and eliminate pathogens and protect the body from
harmful microorganisms.

Leukocytes come in two basic types that combine to seek out

and destroy disease-causing organisms or substances.
The two basic types of leukocytes are:
1. Phagocytes cells that chew up invading organisms.
2. Lymphocytes cells that allow the body to remember and
recognize previous invaders and help the body destroy them.
Fig. 21.

https://www.nickengerer.org/longevity-and-wellness/tag/NextHealth

How Immune System Works

When antigens (foreign substances that invade the body) are detected, several types of cells work
together to recognize them and respond, these cells trigger the B lymphocytes to produce antibodies, which
are specialized proteins that lock onto specific antigens. Once produced, these antibodies stay in a person's
body, so that if his or her immune system encounters that antigen again, the antibodies are already there to do
their job. So if someone gets sick with a certain disease, like chickenpox, that person usually won't get sick
from it again.
This is also how immunizations prevent certain diseases. An immunization introduces the body to an
antigen in a way that doesn't make someone sick, but does allow the body to produce antibodies that will
then protect the person from future attack by the germ or substance that produces that particular disease.
VI. Deepen your Understanding (Suggested Time allotment: 15 minutes)
Write your answer in a bond paper (any size) or yellow pad paper and do not forget to write the page
number (5 points).
Direction: Identify the word being described below.
______________1. It is the body's defence against infectious organisms and other invaders.
______________2. It is the antibody present in mother’s milk.
______________3. They are also known as leucocytes.
______________4. Immunity that is only temporary.
______________5. A type of leukocytes that engulfs or eats pathogen.
D. Nervous System (Suggested Time allotment: 1 hour)
The nervous system is the part of an
animal's body that coordinates its voluntary
and involuntary actions and transmits signals
to and from different parts of the body.
Animals with a defined head possess a two-
part nervous system:
1. The central nervous system
(CNS) consists of the animal's
brain and spinal cord.

20
Life Science:Q2/ Weeks 1-6
 2. The peripheral nervous system (PNS) consists of all the nerves that travel from the
CNS to the rest of the animal's body.
Fig. 22.https://quizlet.com/270667092/chapter-14-organization-of-nervous-system-flash-cards/

How the Nervous System Works

The nervous system is defined by the presence of a special type of cell, called the neuron,
also known as a "nerve cell". Neurons have special structures that allow them to send signals rapidly
and precisely to other cells. They send these signals in the form of electrochemical waves travelling
along thin fibers called axons, which cause chemicals called neuro-transmitters to be released at
junctions called synapses. A cell that receives a synaptic signal from a neuron may be excited,
inhibited, or otherwise modulated. The connections between neurons can form neural circuits and
also neural networks that generate an organism's perception of the world and determine its behavior.
Along with neurons, the nervous system contains other specialized cells called glial cells
which provide structural and metabolic support. Among the most important functions of glial
cells are to support neurons and hold
them in place; to supply nutrients to
neurons; to insulate neurons
electrically; to destroy pathogens
and remove dead neurons; and to
provide guidance cues directing the
axons of neurons to their targets.
Glial cells are the most abundant
cell types in the central nervous
system. Types of glial cells include
oligodendrocytes, astrocytes,
ependymal cells, Schwann cells,
microglia, and satellite cells.
Fig. 23. https://www.sciencefacts.net/parts-of-a-neuron.html

Parts and Functions of the Brain:

1. Cerebral cortex - analyzes data, learn new information, form thoughts, make decisions.
2. Corpus collosum - communication between the left and right hemisphere.
3. Frontal lobe - cognition and memory.
4. Hypothalamus - controls maintenance functions such as eating.
5. Temporal lobe - auditory reception and interpretation.
6. Pituitary gland - master endocrine gland.
7. Pons - controls arousal and regulates
respiration.
8. edulla - controls heartbeat and breathing.
9. Spinal cord - controls simple reflexes.
10. Parietal lobe - body orientation.
11. Thalamus - relays messages between
lower brain centers and cerebral cortex.
12. Cerebellum - coordinates voluntary
movement and balance.

Fig. 24. https://flyingairambulance.com/blog/natural-consciousness-

artificial-intelligence-transport-of-critical-vegetative-patients-in-affordable-cost

E. Muscular System (Suggested Time allotment: 1 hour)

21
Life Science:Q2/ Weeks 1-6
 The muscular system is an organ system consisting of skeletal, smooth and cardiac muscles.
It permits movement of the body, maintains posture, and circulates blood throughout the body. The
muscular system in vertebrates is controlled through the nervous system, although some muscles
(such as the cardiac muscle) can be completely autonomous. Together with the skeletal system it
forms the musculoskeletal system, which is responsible for movement of the human body.

Importance of Muscles
Muscles provide strength, balance, posture, movement and heat for the body to keep warm.
The integrated action of joints, bones, and skeletal muscles produces obvious movements such as
walking and running. Skeletal muscles also produce more subtle movements that result in various
facial expressions, eye movements, and respiration.
Three Types of Muscles:
a. Smooth muscle found lining the walls of blood vessels, visceral organs (such as the
digestive tract and uterus) and are also found attached to hairs in the integument.
b. Cardiac muscles are found solely in the musculature of the heart wall cardiac muscle does
not fatigue readily, which is a
desirable trait in the muscles
that maintain circulation of
blood.
c. Skeletal muscle skeletal
muscles are closely associated
with the skeleton and are
used is locomotion; fibers are
closely associated with
connective tissues and are under
voluntary control by the nervous
system there are approximately
639 skeletal muscles in the
human body.
Fig. 25. https://www.pinterest.com/pin/210050770106799567/
VII. Synthesis Question (Suggested Time allotment: 20 minutes)
Briefly explain the following questions using your OWN words. Write your answer in a bond paper
(any size) or yellow pad paper and do not forget to write the page number (5 points).
1. Is animal survival possible even if not all organ systems are functioning? Explain your
answer.
VIII. Performance Check (Suggested Time allotment: 2 hours)
Your goal in this section is to apply your learning to real life situations. You will be given a practical
situation which will demonstrate your understanding of the topic (50 points).
You are assigned to create a 2-3 minutes informative commercial about the different diseases associated with the
various organ systems of the human body. The informative commercial is intended to raise the awareness of
Senior High School students about the possible diseases that may occur when the different organ systems are
abused or neglected. The informative commercial will be evaluated based on the following criteria:
1. Content (shows knowledge about the topic) – 30%
2. Organization (logical and interesting sequence that is easy to follow) – 20%
3. Volume and Clarity (clear voice and correct pronunciation)- 15%
4. Presentation (able to explain the content of the informative commercial and maintains eye contact with the
audience) – 25%
5. Time (2-3 minutes long) – 10%
A total of 100%, you can pass your output by posting it in your private group page named “Grade 11- Earth and
Life Science).
22
Life Science:Q2/ Weeks 1-6
IX. Video Viewing (Suggested Time allotment: 10 minutes)
Watch and explore the links below.
https://www.youtube.com/watch?v=8Nb9E62p2c0
Human Organ Systems Part 1 - 3D Animation - 11 Major Organ Systems of the Human Body Explained

https://www.youtube.com/watch?v=quQr6X1Q58I
What is Homeostasis? | Physiology | Biology | FuseSchool

X. Values Integration (Suggested Time allotment: 10 minutes)

Our bodies are (an important aspect of being) created in the image of God, and we should use
our bodies to glorify God. This means that we should practice faithfully especially in our eating
habits, drink more water and exercise regularly to keep our temple in the best shape; we can in a
fallen world. It indicates that bodily training does have some value, and that godliness should also be
considered a high value for Christians who desire to be faithful followers. If you are able to train your
body well, you will be better prepared and disciplined to train yourself in godliness. How well are
you taking care of yourself and your health?
XI. References
a. Textbook
Netter, Frank. H. Atlas of Human Anatomy. 2nd ed. New Jersey: Icon Learning System, 2001.
Cruz, Susana Barzabal dela, Biology, 2003, Phoenix Publishing House, Inc. 364 p.
Rabago, Lilia M., Functional Biology, 2005, Phoenix Publishing House, Inc., 415 p.
Moore, David (2013) Fungal Biology in the Origin and Emergence of Life. Cambridge, New
York: Cambridge University Press
b. Online
Online, Available at https://biologydictionary.net/ngss-high-school-tutorials/ls1-3-feedback-
mechanisms-and-homeostasis/. (Accessed last 2 November, 2020)
Online, Available at https://biologydictionary.net/circulatory-system/. (Accessed last 2
November, 2020)
Online, Available https://www.nickengerer.org/longevity-and-wellness/tag/NextHealth.
(Accessed last 2 November, 2020)

23
Life Science:Q2/ Weeks 1-6
 Lesson 5- Evolution
WEEK 6
I. Content Standards
The learner demonstrates an understanding of:
1. The evidence for evolution; and,
2. The origin and extinction of species.
Performance Standard
The learners should be able to design a poster, tracing the evolutionary changes in a crop plant (e.g.,
rice or corn) that occurred through domestication.
Most Essential Learning Competencies: The learners:
1. Identify the different series of evolution of human being;
2. Explain how populations of organisms have changed and continue to change over time,
showing patterns of descent with modification from common ancestors to produce the
organismal diversity observed today.
3. Describe how the present system of classification of organisms is based on evolutionary
relationships.
II. Learning Objectives
At the end of the lesson, I CAN:
1. Cite the causes of extinction of species; and,
2. Explain how populations of organisms have changed and continue to change over time.
III. Lesson Development (Suggested Time allotment: 1 hour)
A. What is Evolution?
Biological evolution is genetic change in a population from one generation to another. The
speed and direction of change is variable with different species lines and at different times.
Continuous evolution over many generations can result in the development of new varieties and
species. Likewise, failure to evolve in response to environmental changes can, and often does, lead
to EXTINCTION.
The result of the massive amount of evidence for biological evolution accumulated over the
last two centuries can safely conclude that evolution has occurred and continues to occur. All life
forms, including humans, evolved from earlier species, and all still living species of organisms
continue to evolve today.
Evidence of Evolution
The evidence for evolution has
primarily come from sources like fossil
record of change in earlier species,
homologies, DNA and protein, the
chemical and anatomical similarities or
related life forms, the geographic
distribution of related species, and the
recorded genetic changes in living
organisms over many generations.
a. Fossil Record

24
Life Science:Q2/ Weeks 1-6
 Remains of animals and plants found in sedimentary rock deposits give us an
indisputable record of past changes through vast periods of time. This evidence attests to the
fact that there has been a tremendous variety of living things. Some extinct species had traits
that were transitional between major groups of organisms. Their existence confirms that
species are not fixed but can evolve. Example is the image below (see Figure 26) shows the
human evolution wherein there is an increasing brain size over time.
Fig. 26. The human evolution wherein there is an
increasing brain size over time.
https://www.britannica.com/science/human-evolution/Increasing-brain-size

b. Homology
Evolutionary theory predicts that related
organisms will share similarities that are derived
from common ancestors. Similar characteristics
due to relatedness are known as homologies.
Homologies can be revealed by comparing the
anatomies of different living things, looking at
cellular similarities and differences, studying
embryological development, and studying
vestigial structures within individual organisms.
For instance, the many anatomical
similarities of wolves, dogs, and other members
of the genus Canis (see Figure 27) are due to the
fact that they are descended from the same
ancient canine species and still share 99.8% of
their genes.  Wolves and dogs also share
similarities with foxes, indicating a slightly more
distant ancestor with them. Fig.27.Wolves and dogs also share similarities
with foxes, indicating a slightly more
distant ancestor with them.
http://www.bio.miami.edu/dana/160/160S20_systematics_workshop.html

c. DNA Sequencing
Comparison of the DNA sequences allows organisms to be grouped by sequence
similarity, and the resulting phylogenetic trees are typically congruent with traditional
taxonomy, and are often used to strengthen or correct taxonomic classifications. Sequence
comparison is considered a mea-sure robust enough to correct erroneous assumptions in the
phylogenetic tree in instances where other evidence is scarce. For example (see Figure 28),
neutral human DNA sequences are approximately 1.2% divergent (based on substitutions)
from those of their nearest genetic
relative, the chimpanzee, 1.6% from
gorillas, and 6.6% from baboons.
Genetic sequence evidence thus
allows inference and quantification
of genetic relatedness between
humans and other apes.
Fig.28.Genetic sequence evidence thus allows inference
and quantification of genetic relatedness between
humans and other apes.
https://en.wikipedia.org/wiki/Chimpanzee_genome_project

d. Proteins
The proteomic evidence also supports the universal ancestry of life. Vital proteins, such
as the ribosome, DNA polymerase, and RNA polymerase, are found in everything from the
most primitive bacteria to the most complex mammals. The core part of the protein is
conserved across all lineages of life, serving similar functions.
Evolution of Man
The modern theory concerning the evolution of man proposes that humans and apes derive from
an apelike ancestor that lived on earth a few million years ago. The theory states that man, through a
combination of environmental and genetic factors, emerged as species to produce the variety of ethnicities
seen today, while modern apes evolved on a separate evolutionary pathway.
Perhaps the most famous proponent of evolutionary theory is Charles Darwin (1809-82) who
authored The Origin of Species (1859) to describe his theory of evolution. It was based largely on
observations which he made during his 5-year voyage around the world aboard the HMS Beagle (1831-36).
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Life Science:Q2/ Weeks 1-6
 Since then, mankind's origin has generally been explained from an evolutionary perspective.
Moreover, the theory of man's evolution has been and continues to be modified as new findings are
discovered, revisions to the theory are adopted, and earlier concepts proven incorrect are discarded.

Fig.28.Shows the evolution of man, from our ancestors to modern human.

https://in.pinterest.com/pin/411586853417431396/

IV. Deepen your Understanding (Suggested Time allotment: 10 minutes)

Write your answer in a bond paper (any size) or yellow pad paper and do not forget to write the page
number (5 points).
Direction: Identify the word being described by the given statement.
______________1. The remains of once living animals or plants.
______________2. The gaps in the fossil records.
______________3. The Father of evolution.
______________4. The existence of shared ancestry between a pair of structures, or genes, in
different taxa.
______________5. The process by which different kinds of living organisms are thought to have
developed and diversified from earlier forms during the history of the earth.
B. What is Extinction? (Suggested Time allotment: 1 hour)
Extinction is the end of an organism or of a group of organisms (taxon), normally a species.
The moment of extinction is generally considered to be the death of the LAST individual of the
species, although the capacity to breed and recover may have been lost before this point. Because a
species' potential range may be very large, determining this moment is difficult, and is usually done
retrospectively. This difficulty leads to phenomena such as Lazarus taxa, where a species presumed
extinct abruptly "reappears" (typically in the fossil record) after a period of apparent absence.

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Life Science:Q2/ Weeks 1-6
 Many factors are driving an unprecedented rate of extinction of plant and animal species
worldwide. Although extinction is a natural process, the rate at which current extinction is taking
place is clearly not, and all scientific evidence indicates that the activities of mankind are the primary
engine behind most recent and present extinction events.
Anthropogenic Extinction and Natural Extinction
Life depends on life. Animals cannot exist without green plants. Living things create niches
for other living things. But what happens if the living conditions of these organisms are not ideal for
their survival? What do you think are the major causes of species extinction?

Fig. 30.The image shows the natural

extinction of an organism (left), while
the next image shows the man - made
cause of extinction of some animals
(right).
https://phys.org/news/2018-07-extinction-natural.html
https://www.independent.co.uk/news/uk/politics/racism-trophy-hunt-
imports-ban-africa-wildlife-elephants-lions-black-white-report-
a9293251.html

In the previous activity, you learned about the importance of biodiversity at all three levels and you
thought about the possible consequences if the biodiversity is threatened. When we lose a species due to
extinction, this event will definitely affect the biodiversity at all levels (genetic, species, and ecosystem).
However, it was also long established that extinction is a natural event, maybe even a routine in geological
perspective. Most species that have ever lived have gone extinct.
What’s alarming is that currently, research says that species are lost at a rate that is never before
observed in Earth’s history. This accelerated rate of extinction is said to be anthropogenic or caused by
humans. According to the Center for Biological Diversity, extinction as a natural phenomenon occurs at a
natural “background” rate of about to 5 species per year. Scientists estimate that we’re now losing species at
1,000 to 10,000 times the background rate, with literally dozens going extinct every day.
V. Synthesis Question (Suggested Time allotment: 1 hour)
Briefly explain the following questions using your OWN words. Write your answer in a bond paper
(any size) or yellow pad paper and do not forget to write the page number (10 points each).
1. Every hour, three species of plants, animals, and other living things vanish forever.
Describe as many things that you can think of that are contributing to these organisms
extinction.
2. Knowing the role of humans in the extinction, what actions could you do to prevent
more species from becoming extinct?
3. Humans extract billions of gallons of oil from the ground every year. As this oil is
transported and harvested around the world, accidents occur and oil may spill onto land
or into the ocean where it is far more difficult to clean up. Contamination of water is
not only a problem for humans, but a problem for all the animals and organism that
live in the aquatic biome. Explain how you think oil in the ocean (one form of water
pollution) affects wildlife that depends on the ocean.
IX. Performance Check (Suggested Time allotment: 1 hour)
Your goal in this section is to apply your learning to real life situations. You will be given a practical
situation which will demonstrate your understanding of the topic. Write your answer in a bond paper
(any size) or yellow pad paper and do not forget to write the page number (30 points).
Direction: Fill in the table below.

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Life Science:Q2/ Weeks 1-6
 Causes of Extinction What is it? Where How is it a threat to Examples. State specific species
does it occur? biodiversity? that are threatened or are
extinct.
H- Habitat Loss
I- Invasive Species
P- Pollution
P- Population Growth
O- Overharvesting

VI. Video Viewing (Suggested Time allotment: 10 minutes)

Watch and explore the links below.
Learn about the natural and anthropogenic causes of extinction by exploring the following sites:
https://www.youtube.com/watch?v=2mlT0HeVLv4
Why do Animals go Extinct?

https://www.pbs.org/video/1-million-species-could-go-extinct-heres-why-gzljqs/
3 Million Species could go Extinct- Here’s Why?

https://www.youtube.com/watch?v=2mlT0HeVLv4
Why do Animals go Extinct?

https://www.pbs.org/video/1-million-species-could-go-extinct-heres-why-gzljqs/
1 Million Species could go Extinct- Here’s Why?
VII. Value Integration
The value of any given life is found in God’s companioning of a creature, God’s co -experience of
life and God’s remembering of that life. This is a foreign concept in a society that idolizes
accomplishment. What worth, what meaning, we ask, does a life have that does not survive? What is the
meaning of a species that turns out to be an evolutionary dead end, whose descendants do not have a
place among contemporary vegetation or wildlife? In the creative space of possibility instituted by God
in creation, each creature and each species brings glory to God in whatever form it takes. In light of this
claim, our faith in God concludes that neither continuing background extinction, nor the devastation of
species in cataclysms, tells against God’s companionship and possibilities of influence in the world.

VIII. References
a. Textbook
Netter, Frank. H. Atlas of Human Anatomy. 2nd ed. New Jersey: Icon Learning System, 2001.
Cruz, Susana Barzabal dela, Biology, 2003, Phoenix Publishing House, Inc. 364 p.
Rabago, Lilia M., Functional Biology, 2005, Phoenix Publishing House, Inc., 415 p.
Moore, David (2013) Fungal Biology in the Origin and Emergence of Life. Cambridge, New
York: Cambridge University Press

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Life Science:Q2/ Weeks 1-6