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Grade 11 - 2nd Quarter
Grade 11 - 2nd Quarter
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.
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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
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
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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)
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?
___________________________________________________________________________
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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/
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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
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 (/).
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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/
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
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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)
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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.
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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.
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Life Science:Q2/ Weeks 1-6
Fig. 19.https://biologydictionary.net/ngss-high-school-
tutorials/ls1-3-feedback-mechanisms-and-homeostasis/
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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/
https://www.nickengerer.org/longevity-and-wellness/tag/NextHealth
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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/
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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).
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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
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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
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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.
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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?
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
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