TG - Science 10 - Q3 PDF

10
Science
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Teacher’s Guide
Unit
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This book was collaboratively developed and reviewed by educators
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teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
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action@deped.gov.ph.
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We value your feedback and recommendations.

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Department of Education
Republic of the Philippines
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Science – Grade 10
Teacher’s Guide
First Edition 2015
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Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
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Undersecretary: Dina S. Ocampo, PhD
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Development Team of the Teacher’s Guide
Authors: Herma D. Acosta, Liza A. Alvarez, Dave G. Angeles, Ruby D. Arre,
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Ma. Pilar P. Carmona, Aurelia S. Garcia, Arlen Gatpo, Judith F. Marcaida,
Ma. Regaele A. Olarte, Marivic S. Rosales and Nilo G. Salazar.
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Reviewers: Eligio C. Obille Jr., Marlene Ferido, Ma. Helen DH Catalan,

Vic Marie Camacho, Lilia M. Rabago and Cerilina M. Maramag
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Illustrators: Joseph V. Bales, Ramon C. Gatpo, Regaele A. Olarte, Marivic

S. Rosales, Ruel C. Quindoy, Antonio I. Basilla, and Jose Leo Vic O. Albaño
DepEd Specialists: Joseph R. Jacob and Maria Amparo R. Ventura
Photo Credits: Herma D. Acosta, Dave G. Angeles, Liza A. Alvarez, Ruby
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D. Arre, Aurelia S. Garcia, Judith F. Marcaida, Regaele A. Olarte, Jane

Chavarria and Nilo G. Salazar,
Layout Artists: Joselito B. Asi and John Ralph G. Sotto
Printed in the Philippines by: REX Book Store, Inc.
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Office Address: 5th Floor Mabini Building, DepEd Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com
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TABLE OF CONTENTS
UNIT 3. Living Things and their Environment
Introduction...........................................................................................164
Module 1. Coordinated Functions of the Nervous,

Endocrine, and Reproductive System................................165
Pre-assessment..............................................................................166
The Nervous System......................................................................167
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Activity 1. Break It Down!........................................................167
The Nerve Cell...............................................................................168
Control of Body Processes through the Nervous System..............170
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Activity 2. How Fast Is Your Reaction?....................................172
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Activity 3. A Nervous Trip........................................................173
The Endocrine System...................................................................176

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Endocrine Glands and Their Hormones.........................................176
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Activity 4. Who’s in Control?....................................................177
Activity 5. What Went Wrong?.................................................179

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Menstrual Cycle.............................................................................181
Activity 6. Mark My Calendar!..................................................181

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Nervouse System Working Together with

Endoctrine System to Maintain Homeostasis................................183
Performance Task: Vidoe Making...................................................184
Summary........................................................................................185
Answers to Summative Assessment..............................................187
Glossary..........................................................................................188
References and Links.....................................................................189
Module 2. Heredity: Inheritance and Variation....................................191
Overview........................................................................................191
Answers to Pre-assessment...........................................................192
Activity 1. Getting to Know the DNA and RNA Structures.......193
Activity 2. DNA Makes DNA....................................................195
Activity 3. What’s the Message...............................................199
Activity 4. Relay the Message.................................................203
Activity 5. Trace the Code.......................................................207
Activity 6. Chromie Change.....................................................210
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Summary........................................................................................214
Glossary of Terms...........................................................................216
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Module 3. Biodiversity and Evolution.................................................221
Overview.........................................................................................221
Answers to Pre-assessment...........................................................222
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Sources of Evidences in the Study of Evolution............................223
Activity 1A. Where Do I Belong?.............................................224
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Activity 1B. What’s My Age?...................................................226

Evolutionary Patterns from Comparative Anatomy.........................227
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Activity 2. AHA! Analogous! Homologous!...............................228

Activity 3. So, Who is My Relative?.........................................229
Activity 4. Let’s Compare.........................................................230
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Activity 5. Follow The Track.....................................................232

Activity 6. Survivor....................................................................233
Performance Task..........................................................................235
Summative Assessment.................................................................236
Summary of Concepts....................................................................237
Glossary..........................................................................................238
References.....................................................................................238
Module 4. Ecosystem: Biodiversity....................................................240
Overview.........................................................................................240
Pre-assessment..............................................................................241
Biodiversity and Stability
Activity 1. Classifying the Value of Biodiversity....................242
The Ups and Downs of Population Growth....................................242
Limiting Factors..............................................................................243
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Activity 2. Dependent of Independent..................................245
Environmental Problems and Issues..............................................246
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Activity 3. Analyzing Environmental Issues.........................247
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Activity 4. Biodiversity Status in the Community..................248
Activity 5. Product Creation.................................................249

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Activity 6. Showcasing of Products.....................................252

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Glossary of Terms..........................................................................254
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K to 12 Curriculum Guide
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SCIENCE
DepEd Complex, Meralco Avenue
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Republic of the Philippines
Department of Education
(Grade 10)
December 2013
Pasig City
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K to 12 BASIC EDUCATION CURRICULUM
CONCEPTUAL FRAMEWORK
Science education aims to develop scientific literacy among learners that will prepare them to be informed and participative citizens who are able to make judgments
and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.
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The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the social, economic,
personal and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, thus preserving our
country’s cultural heritage.
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The K to 12 science curriculum will provide learners with a repertoire of competencies important in the world of work and in a knowledge-based society. It envisions
the development of scientifically, technologically, and environmentally literate and productive members of society who are critical problem solvers, responsible stewards of
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nature, innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed around the three domains of learning science:
understanding and applying scientific knowledge in local setting as well as global context whenever possible, performing scientific processes and skills, and developing and
demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science-
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technology-society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy
namely, constructivism, social cognition learning model, learning style theory, and brain-based learning.
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Science content and science processes are intertwined in the K to 12 Curriculum. Without the content, learners will have difficulty utilizing science process skills since
these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse learners’ curiosity motivates them to learn
and appreciate science as relevant and useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-on activities will be used to develop learners’
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interest and let them become active learners.
As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations. Concepts and skills in
Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another in spiral progression, thus paving the
way to a deeper understanding of core concepts. The integration across science topics and other disciplines will lead to a meaningful understanding of concepts and its
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application to real-life situations.
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Brain-based
The Conceptual Framework of Science Education

learning
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Scientific, Technological and
Environmental Literacy
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Attitudes and Values
Developing and
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CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)
The learners demonstrate understanding of basic science concepts and application of science-inquiry skills. They exhibit scientific attitudes and values to solve
problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed
decisions, and engage in discussions of relevant issues that involve science, technology, and environment.
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KEY STAGE STANDARDS: (STANDARDS FOR SCIENCE LEARNING AREAS FOR K-3, 4-6, 7-10 AND 11-2)
K–3 4–6 7–10 11-12

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At the end of Grade 10, the learners should
have developed scientific, technological, and At the end of Grade 12, the learners
At the end of Grade 3, the
At the end of Grade 6, the learners environmental literacyand can make that should have gained skills in obtaining
learners should have acquired
healthful habits and
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should have developed the essential would lead to rational choices on issues scientific and technological information
skills of scientific inquiry – designing confronting them. Having been exposed to from varied sources about global
havedeveloped curiosity about
simple investigations, using appropriate scientific investigations related to real life, issues that have impact on the
self and their environment
using basic process skills of
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procedure, materials and tools to gather they should recognize that the central feature country. They should have acquired
evidence, observing patterns, of an investigation is that if one variable is scientific attitudes that will allow them
observing, communicating,
determining relationships,drawing changed (while controlling all others), the to innovate and/or create products
comparing, classifying,
conclusions based on evidence, and effect of the change on another variable can useful to the community or country.
measuring, inferring and
predicting. This curiosity will
communicating ideas in varied ways to
make meaning of the observations
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be measured. The context of the investigation They should be able to process
information to get relevant data for a
can be problems at the local or national level
help learners value science as
and/or changes that occur in the to allow them to communicate with learners problem at hand. In addition, learners
an important tool in helping
them continue to explore their
environment. The content and skills
learned will be applied to maintain good
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in other parts of the Philippines or even from
other countries using appropriate technology.
should have made plans related to
their interests and expertise, with
natural and physical
health, ensure the protection and consideration forthe needs of their
environment. This should also The learners should demonstrate an
improvement of the environment, and community and the country — to
include developing scientific understanding of science concepts and apply
practice safety measures. pursue either employment,
knowledge or concepts. science inquiry skills in addressingreal-world entrepreneurship, or higher education.
problems through scientific investigations.
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GRADE/LEVEL Grade-Level Standards

The learners will demonstrate an emerging understanding of the parts of their body and their general functions; plants, animals and varied
Kindergarten
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materials in their environment and their observable characteristics; general weather conditions and how these influence what they wear; and
other things in their environment. Understanding of their bodies and what is around them is acquired through exploration, questioning, and
careful observation as they infer patterns, similarities, and differences that will allow them to make sound conclusions.
At the end of Grade 1, learners will use their senses to locate and describe the external parts of their body; to identify, external parts of animals
and plants; to tell the shape, color, texture, taste, and size of things around them; to describe similarities and differences given two objects; to
differentiate sounds produced by animals, vehicles cars, and musical instruments; to illustrate how things move; to, describe the weather and
Grade 1
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what to do in different situations; to use appropriate terms or vocabulary to describe these features; to collect, sort, count, draw, take things
apart, or make something out of the things; to practice healthy habits (e.g., washing hands properly, choosing nutritious food) and safety
measures (e.g., helping to clean or pack away toys, asking questions and giving simple answers/ descriptions to probing questions).
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At the end of Grade 2, learners will use their senses to explore and describe the functions of their senses, compare two or more objects and
using two or more properties , sort things in different ways and give a reason for doing so, describe the kind of weather or certain events in the
Grade 2
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home or school and express how these are affecting them, do simple measurements of length, tell why some things around them are important ,
decide if what they do is safe or dangerous; give suggestions on how to prevent accidents at home, practice electricity, water, and paper
conservation, help take care of pets or of plants , and tell short stories about what they do, what they have seen, or what they feel.
At the end of Grade 3, learners can describe the functions of the different parts of the body and things that make up their surroundings --- rocks
Grade 3
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and soil, plants and animals, the Sun, Moon and stars. They can also classify these things as solid, liquid or gas. They can describe how objects
move and what makes them move. They can also identify sources and describe uses of light, heat, sound, and electricity.
Learners can describe changes in the conditions of their surroundings. These would lead learners to become more curious about their
surroundings, appreciate nature, and practice health and safety measures.
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At the end of Grade 4, learners can investigate changes in some observable properties of materials when mixed with other materials or when
force is applied on them. They can identify materials that do not decay and use this knowledge to help minimize waste at home, school, and in
the community.
Learners can describe the functions of the different internal parts of the body in order to practice ways to maintain good health. They can classify
Grade 4 plants and animals according to where they live and observe interactions among living things and their environment. They can infer that plants
and animals have traits that help them survive in their environment.
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Learners can investigate the effects of push or pull on the size, shape, and movement of an object.
Learners can investigate which type of soil is best for certain plants and infer the importance of water in daily activities. They learned about what
makes up weather and apply their knowledge of weather conditions in making decisions for the day. They can infer the importance of the Sun to
life on Earth.
At the end of Grade 5, learners can decide whether materials are safe and useful by investigating about some of their properties. They can infer
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that new materials may form when there are changes in properties due to certain conditions.
Learners have developed healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty.
They can compare different modes of reproduction among plant and animal groups and conduct an investigation on pollination. They have
Grade 5 become aware of the importance of estuaries and intertidal zones and help in their preservation.
Learners can describe the movement of objects in terms of distance and time travelled. Learners recognize that different materials react
differently with heat, light, and sound. They can relate these abilities of materials to their specific uses.
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Learners can describe the changes that earth materials undergo. They can make emergency plans with their families in preparation for typhoons.
They can observe patterns in the natural events by observing the appearance of the Moon.
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At the end of Grade 6, learners recognize that when mixed together, materials may not form new ones thus these materials may be recovered
using different separation techniques. They can prepare useful mixtures such as food, drinks and herbal medicines.
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Learners understand how the different organ systems of the human body work together. They can classify plants based on reproductive
structures, and animals based on the presence or lack of backbone. They can design and conduct an investigation on plant propagation. They
can describe larger ecosystems such as rainforests, coral reefs, and mangrove swamps.
Grade 6
Learners can infer that friction and gravity affect how people and objects move. They have found out that heat, light, sound, electricity, and
motion studied earlier are forms of energy and these undergo transformation.
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Learners can describe what happens during earthquakes and volcanic eruptions and demonstrate what to do when they occur. They can infer
that the weather follows a pattern in the course of a year. They have learned about the solar system, with emphasis on the motions of the Earth
as prerequisite to the study of seasons in another grade level.
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GRADE/LEVEL D Grade-Level Standards
At the end of Grade 7, learners can distinguish mixtures from substances through semi-guided investigations. They realize the importance of air
testing when conducting investigations. After studying how organ systems work together in plants and animals in the lower grade levels, learners
can use a microscope when observing very small organisms and structures. They recognize that living things are organized into different levels:
Cells, tissues, organs, organ systems, and organisms. These organisms comprise populations and communities, which interact with non-living
things in ecosystems.
Grade 7
Learners can describe the motion of objects in terms of distance and speed, and represent this in tables, graphs, charts, and equations. They can
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describe how various forms of energy travel through different mediums.
Learners describe what makes up the Philippines as a whole and the resources found in the archipelago. They can explain the occurrence of
breezes, monsoons, and ITCZ, and how these weather systems affect people. They can explain why seasons change and demonstrate how
eclipses occur.
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At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can differentiate
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the concept of work as used in science and in layman’s language. They know the factors that affect the transfer of energy, such as temperature
difference, and the type (solid, liquid, or gas) of the medium.
Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They recognize other
members of the solar system.
Grade 8
Learners can explain the behaviour of matter in terms of the particles it is made of. They recognize that ingredients in food and medical products
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are made up of these particles and are absorbed by the body in the form of ions.
Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have delved deeper into the process of
digestion as studied in the lower grades, giving emphasis on proper nutrition for overall wellness. They can participate in activities that protect
and conserve economically important species used for food.
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At the end of Grade 9, learners have gained a a deeper understanding of the digestive, respiratory, and circulatory systems to promote overall
health. They have become familiar with some technologies that introduce desired traits in economically important plants and animals. Learners
can explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful compounds may arise from
such rearrangements.
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Grade 9
Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from volcanoes may be tapped
for human use. They are familiar with climatic phenomena that occur on a global scale. They can explain why certain constellations can be seen
only at certain times of the year.
Learners can predict the outcomes of interactions among objects in real life applying the laws of conservation of energy and momentum.
At the end of Grade 10, learners realize that volcanoes and earthquakes occur in the same places in the world and that these are related to plate
boundaries. They can demonstrate ways to ensure safety and reduce damage during earthquakes, tsunamis, and volcanic eruptions. Learners
can explain the factors affecting the balance and stability of an object to help them practice appropriate positions and movements to achieve
efficiency and safety such as in sports and dancing. They can analyze situations in which energy is harnessed for human use whereby heat is
Grade 10
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released, affecting the physical and biological components of the environment. Learners will have completed the study of the entire organism
with their deeper study of the excretory and reproductive systems. They can explain in greater detail how genetic information is passed from
parents to offspring, and how diversity of species increases the probability of adaptation and survival in changing environments. Learners can
explain the importance of controlling the conditions under which a chemical reaction occurs. They recognize that cells and tissues of the human
body are made up of water, a few kinds of ions, and biomolecules. These biomolecules may also be found in the food they eat.
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E SEQUENCE OF DOMAIN/STRANDS PER QUARTER
G3 G4 G5 D G6 G7 G8 G9 G10
Living Things
Force, Motion,&
1st Quarter Matter Matter Matter Matter Matter and Their Earth & Space
Energy
Environment
Living Things Living Things Living Things Living Things Living Things
2nd Quarter and Their and Their and Their
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and Their and Their Earth & Space Matter
Force, Motion,&
Energy
Environment Environment Environment Environment Environment
3rd Quarter
Force, Motion,& Force, Motion,& Force, Motion &
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Force, Motion,& Force, Motion,&
Matter Earth & Space
Living Things
and Their
Energy Energy Energy Energy Energy
Environment
Living Things
Force, Motion,&
4th Quarter Earth & Space Earth & Space Earth & Space Earth & Space Earth & Space and Their Matter
Energy
Environment
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SPIRALLING OF CONCEPTS GRADE 3 – GRADE 10

MATTER D
Grade 3 Grade 4 Grade 5 Grade 6
PROPERTIES OF MATTER
When learners observe different objects Aside from being grouped into After learning how to read and interpret In Grade 4, the learners have observed the
and materials, they become aware of solids, liquids, or gases, materials product labels, learners can critically decide changes when mixing a solid in a liquid or a
their different characteristics such as may also be grouped according to whether these materials are harmful or not. liquid in another liquid.
shape, weight, definiteness of volume their ability to absorb water, They can also describe ways in which they From these investigations, learners can now
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and ease of flow. Using characteristics, ability to float or sink, and can use their knowledge of solids and describe the appearance of mixtures as
objects and materials can be grouped whether they decay or not liquids in making useful materials and uniform or non-uniform and classify them as
into solids, liquids or gases. products. homogeneous or heterogeneous mixtures.
E CHANGES THAT MATTER UNDERGO
Using the characteristics observed Changes in some characteristics In Grade 4, learners investigated changes in Based on the characteristics of the components
among solids, liquids, and gases, of solid materials can be observed materials that take place at certain of a heterogeneous mixture, learners
learners investigate ways in which solid
turns into liquid, solid into gas, liquid
when these are bent, hammered,
pressed, and cut.
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materials, and changing the temperature. In
investigate ways of separating these
components from the mixture. They will infer
into gas, and liquid into solid, as Grade 5, they investigate changes that take that the characteristics of each of the
affected by temperature. After investigating the changes in place under the following conditions: components remain the same even when the
some observable characteristics presence or lack of oxygen (in air), and component is part of the mixture.
of materials due to temperature
in Grade 3, learners can now
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applying heat. They learn that some of
these conditions can result in a new
inquire about changes observed product. Knowing these conditions enable
when a solid is mixed with a them to apply the “5R method” (recycling,
liquid or when a liquid is mixed
with another liquid.
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reducing, reusing, recovering and repairing)
at home and in school.
Learners learn that some changes

in the characteristics of a product
such as food or medicine may
affect its quality. One way of
finding out is by reading and
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interpreting product labels. This
information helps them decide
when these products become
harmful.

PROPERTIES AND STRUCTURE OF MATTER
In Grade 6, learners learned how to Using models, learners learn that matter is Using their understanding of atomic Learners investigate how gases behave in
distinguish homogenous from made up of particles, the smallest of which structure learned in Grade 8, learners different conditions based on their
heterogeneous mixtures. In Grade 7, is the atom. These particles are too small to describe how atoms can form units knowledge of the motion of and distances
learners investigate properties of be seen through a microscope. The called molecules. They also learn about between gas particles. Learners then
solutions that are homogeneous
mixtures. They learn how to express
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observed in earlier grades can now be
ions. Further, they explain how atoms
form bonds (ionic and covalent) with
confirm whether their explanations are
consistent with the Kinetic Molecular
concentrations of solutions explained by the type of particles involved other atoms by the transfer or sharing Theory. They also learn the relationships
qualitatively and quantitatively. They and the attraction between these particles. of electrons. between volume, temperature, and
distinguish mixtures from substances pressure using established gas laws.
based on a set of properties. They also learn that the forces holding
metals together are caused by the In Grade 9, learners learned that the
Learners begin to do guided and attraction between flowing electrons bonding characteristics of carbon result in
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semi-guided investigations, making and the positively charged metal ions. the formation of large variety of
sure that the experiment they are compounds. In Grade 10, they learn more
conducting is a fair test. Learners explain how covalent bonding about these compounds that include
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carbon compounds.
biomolecules such as carbohydrates, lipids,
proteins, and nucleic acids. Further, they
will recognize that the structure of these
Recognizing that matter consists of an compounds comprises repeating units that
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particles, counting these particles is elements such as carbon, hydrogen,
not practical. So, learners are oxygen, and nitrogen.
introduced to the unit—mole.
CHANGES THAT MATTER UNDERGO
Learners recognize that materials Learners learn that particles are always in
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Learners explain how new compounds In Grade 9, learners described how particles
combine in various ways and through motion. They can now explain that the are formed in terms of the rearrange to form new substances. In
different processes, contributing to changes from solid to liquid, solid to gas, rearrangement of particles. They also Grade 10, they learn that the
the wide variety of materials. Given
this diversity, they recognize the
liquid to solid, and liquid to gas, involve
changes in the motion of and relative
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recognize that a wide variety of useful
compounds may arise from such
rearrangement of particles happen when
substances undergo chemical reaction. They
importance of a classification system. distances between the particles, as well as rearrangements. further explain that when this
They become familiar with elements the attraction between them. rearrangement happens, the total number
and compounds, metals and non- of atoms and total mass of newly formed
metals, and acids and bases. They also recognize that the same particles substances remain the same. This is the
are involved when these changes occur. In Law of Conservation of Mass. Applying this
Further, learners demonstrate that effect, no new substances are formed. law, learners learn to balance chemical
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homogeneous mixtures can be equations and solve simple mole-mole,
separated using various techniques. mole-mass, and mass-mass problems.
LIVING THINGS AND THEIR ENVIRONMENT

D PARTS AND FUNCTION OF ANIMALS AND PLANTS
In Grade 3, learners observe and In Grade 4, the learners are introduced to After learning in Grade 4 how the major In Grade 6, learners describe the
describe the different parts of living the major organs of the human body. organs of the human body work interactions among parts of the major
things focusing on the sense organs together, the learners now focus on the organs of the human body.
of humans and the more familiar They also learn about some parts that help organs of the reproductive systems of
external parts of animals and plants. plants and animals survive in places where humans, animals, and plants. They also learn how vertebrates and
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they live. invertebrates differ and how non-
They also explore and describe flowering plants reproduce,
characteristics of living things that
distinguish them from non-living
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things.
HEREDITY:INHERITANCE AND VARIATION
Learners learn that living things
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Learners learn that humans, animals, and Learners learn how flowering plants and Learners learn how non-flowering plants
reproduce and certain traits are plants go through life cycles. Some some non-flowering plants reproduce. (spore-bearing and cone-bearing plants,
passed on to their offspring/s. inherited traits may be affected by the ferns, and mosses) reproduce.
environment at certain stages in their life They are also introduced to the sexual
cycles. and asexual modes of reproduction.
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BIODIVERSITY AND EVOLUTION
Different kinds of living things are Learners investigate that animals and plants Learners learn that reproductive They learn that plants and animals share
found in different places. live in specific habitats.
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structures serve as one of the bases for common characteristics which serve as
classifying living things. bases for their classification.
ECOSYSTEMS
Learners learn that living things Learners learn that there are beneficial and Learners are introduced to the Learners are introduced to the
depend on their environment for food, harmful interactions that occur among living interactions among components of interactions among components of
air, and water to survive. things and their environment as they obtain larger habitats such as estuaries and habitats such as tropical rainforests,
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their basic needs. intertidal zones, as well as the coral reefs, and mangrove swamps.
conditions that enable certain
organisms to live.
PARTS AND FUNCTION: ANIMAL AND PLANTS

In Grade 7, learners are introduced In Grade 8, learners gain knowledge of Learners study the coordinated Learners learn that organisms have
to the levels of organization in the how the body breaks down food into forms functions of the digestive, respiratory, feedback mechanisms that are
human body and other organisms. that can be absorbed through the digestive and circulatory systems. coordinated by the nervous and
They learn that organisms consist of system and transported to cells. endocrine systems. These mechanisms
organ systems that perform

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cells, most of which are grouped into
Learners learn that gases are exchanged
They also learn that nutrients enter the
bloodstream and combine with oxygen
help the organisms maintain
homeostasis to reproduce and survive.
specialized functions. through the respiratory system. This taken in through the respiratory
provides the oxygen needed by cells to system. Together, they are transported
release the energy stored in food. to the cells where oxygen is used to
release the stored energy.
They also learn that dissolved wastes are
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removed through the urinary system while
solid wastes are eliminated through the
excretory system.
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After learning how flowering and non Learners study the process of cell division Learners study the structure of genes Learners are introduced to the structure
flowering plants reproduce, Grade 7 by mitosis and meiosis. They understand and chromosomes, and the functions of the DNA molecule and its function.
learners are taught that asexual
reproduction results in genetically
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that meiosis is an early step in sexual
reproduction that leads to variation.
they perform in the transmission of
traits from parents to offspring. They also learn that changes that take
identical offspring whereas sexual place in sex cells are inherited while
reproduction gives rise to variation. changes in body cells are not passed on.
BIODIVERSITY AND EVOLUTION
Learners learn that the cells in similar Learners learn that species refers to a
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Learners learn that most species that Learners revisit the mechanisms involved
tissues and organs in other animals group of organisms that can mate with one have once existed are now extinct. in the inheritance of traits and the
are similar to those in human beings another to produce fertile offspring. They Species become extinct when they fail to changes that result from these
but differ somewhat from cells found learn that biodiversity is the collective adapt to changes in the environment. mechanisms. Learners explain how
in plants. variety of species living in an ecosystem.
O natural selection has produced a
This serves as an introduction to the topic succession of diverse new species.
on hierarchical taxonomic system. Variation increases the chance of living
things to survive in a changing
environment.
ECOSYSTEMS
Learners learn that interactions occur Learners learn how energy is transformed Learners learn how plants capture Learners investigate the impact of human
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among the different levels of and how materials are cycled in energy from the Sun and store energy in activities and other organisms on
organization in ecosystems. ecosystems. sugar molecules (photosynthesis). This ecosystems.

Organisms of the same kind interact stored energy is used by cells during
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with each other to form populations; cellular respiration. These two processes They learn how biodiversity influences the
populations interact with other are related to each other. stability of ecosystems.
populations to form communities.
FORCE, MOTION AND ENERGY

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FORCE AND MOTION
Learners observe and explore and
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Learners now learn that if force is applied This time, learners begin to accurately Aside from the identified causes of
investigate how things around them on an object, its motion, size, or shape measure the amount of change in the motion in Grade 3, such as people,
move and can be moved. They also can be changed. They will further movement of an object in terms of its animals, wind, and water, learners
identify things in their environment
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understand that these changes depend distance travelled and time of travel also learn about gravity and friction as
that can cause changes in the on the amount of force applied on it using appropriate tools. other causes or factors that affect the
movement of objects. (qualitative). They also learn that movement of objects.
magnets can exert force on some objects
and may cause changes in their
movements.
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ENERGY
Learners observe and identify different Learners learn that light, heat, and sound
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This time, learners explore how different At this grade level, learners are
sources of light, heat, sound, and travel from the source. They perform objects interact with light, heat, sound, introduced to the concept of energy.
electricity in their environment and simple activities that demonstrate how and electricity (e.g., identifying poor and They learn that energy exists in
their uses in everyday life. they travel using various objects. good conductors of electricity using different forms, such as light, heat,
Note: Electricity is not included in Grade simple circuits). sound and electricity, and it can be
4 because the concept of ‘flow of They learn about the relationship transformed from one form to
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charges’ is difficult to understand at this between electricity and magnetism by another. They demonstrate how
grade level. constructing an electromagnet. energy is transferred using simple
They also learn about the effects of light, machines.
heat, sound, and electricity on people.

FORCE AND MOTION
From a simple understanding of motion, This time, learners study the concept of To deepen their understanding of motion, From learning the basics of forces in
learners study more scientific ways of force and its relationship to motion. learners use the Law of Conservation of Grade 8, learners extend their
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describing (in terms of distance, speed, They use Newton’s Laws of Motion to Momentum to further explain the motion understanding of forces by describing
and acceleration) and representing explain why objects move (or do not of objects. how balanced and unbalanced forces,
(using motion diagrams, charts, and move) the way they do (as described in From motion in one dimension in the either by solids or liquids, affect the
graphs) the motion of objects in one Grade 7). They also realize that if force previous grades, they learn at this level movement, balance, and stability of
dimension. is applied on a body, work can be done about motion in two dimensions using objects.
and may cause a change in the energy projectile motion as an example.
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of the body.
ENERGY
This time learners recognize that
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Learners realize that transferred energy Learners explain how conservation of Learners acquire more knowledge about
different forms of energy travel in may cause changes in the properties of mechanical energy is applied in some the properties of light as applied in
different ways—light and sound travel the object. They relate the observable structures, such as roller coasters, and in optical instruments.
through waves, heat travels through
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changes in temperature, amount of natural environments like waterfalls. They Learners also use the concept of moving
moving or vibrating particles, and current, and speed of sound to the further describe the transformation of charges and magnetic fields in explaining
electrical energy travels through moving changes in energy of the particles. energy that takes place in hydroelectric the principle behind generators and
charges. power plants. motors.
In Grade 5, they learned about the
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Learners also learn about the relationship
different modes of heat transfer. This between heat and work, and apply this
time, they explain these modes in terms concept to explain how geothermal power
of the movement of particles.
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plants operate.
After they have learned how electricity is
generated in power plants, learners
further develop their understanding of
transmission of electricity from power
stations to homes.
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EARTH AND SPACE

D GEOLOGY
After familiarizing themselves with In this grade level, learners will learn that Learners will learn that aside from weathering
Learners will describe what makes up
the general landscape, learners will our surroundings do not stay the same and erosion, there are other processes that
their environment, beginning with
investigate two components of the forever. For example, rocks undergo may alter the surface of the Earth: earthquakes
the landforms and bodies of water
physical environment in more detail: weathering and soil is carried away by and volcanic eruptions. Only the effects of
found in their community.
soil and water. They will classify soils erosion. Learners will infer that the surface earthquakes and volcanic eruptions are taken
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in their community using simple of the Earth changes with the passage of up in this grade level, not their causes (which
criteria. They will identify the time. will be tackled in Grades 8 and 9). Learners
different sources of water in their will also gather and report data on earthquakes
community. They will infer the and volcanic eruptions in their community or
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importance of water in daily region.
activities and describe ways of using
water wisely.
After making simple descriptions

D METEOROLOGY
Learners will learn that the weather does After learning how to measure the different
Learners will describe the different
about the weather in the previous not stay the same the whole year round. components of weather in Grades 4 and 5,
types of local weather,
grade, learners will now measure the Weather disturbances such as typhoons learners will now collect weather data within
components of weather using simple may occur. Learners will describe the the span of the school year. Learners will
instruments. They will also identify
trends in a simple weather chart.
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effects of typhoons on the community and
the changes in the weather before, during,
interpret the data and identify the weather
patterns in their community.
and after a typhoon.
ASTRONOMY
Learners will describe the natural
After describing the natural objects
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After learning about the Sun, learners will
that are seen in the sky, learners will now familiarize themselves with the Moon
In Grade 6, learners will turn their attention to
Earth as another natural object in space (in
objects that they see in the sky.
now focus on the main source of and the stars. They will describe the addition to the Sun, Moon, and stars).
heat and light on Earth: the Sun, its changes in the appearance of the Moon and Learners will learn about the motions of the
role in plant growth and discover that the changes are cyclical, and Earth: rotation and revolution. Learners will
development, and its effect on the that the cycle is related to the length of a also compare the different members that
activities of humans and other month. Learners will identify star patterns make up the Solar System and construct
animals. that can be seen during certain times of the models to help them visualize their relative
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year. sizes and distances.

GEOLOGY
As a result of being located along the Ring Being located along the Ring of Fire, the Using maps, learners will discover
Learners will explore and locate places
of Fire, the Philippines is prone to Philippines is home to many volcanoes. Using that volcanoes, earthquake
using a coordinate system. They will
earthquakes. Using models, learners will models, learners will explain what happens epicenters, and mountain ranges are
discover that our country’s location
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near the equator and along the Ring of
explain how quakes are generated by
faults. They will try to identify faults in the
when volcanoes erupt. They will describe the
different types of volcanoes and differentiate
not randomly scattered in different
places but are located in the same
Fire influences elements of up
community and differentiate active faults active volcanoes from inactive ones. They areas. This will lead to an
Philippine environment (e.g., natural
from inactive ones. will also explain how energy from volcanoes appreciation of plate tectonics—a
resources and climate).
may be tapped for human use. theory that binds many geologic
processes such as volcanism and
earthquakes.
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METEOROLOGY
Being located beside the Pacific Ocean, the In this grade level, learners will distinguish Note: The theory of plate tectonics
Learners will explain the occurrence of
atmospheric phenomena (breezes,
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Philippines is prone to typhoons. In Grade between weather and climate. They will is the sole topic in Earth and Space
5, the effects of typhoons were tackled. explain how different factors affect the in Grade 10. This is because the
monsoons, and ITCZ) that are
Here, learners will explain how typhoons climate of an area. They will also be theory binds many of the topics in
commonly experienced in the country
as a result of the Philippines’ location
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develop, how typhoons are affected by introduced to climatic phenomena that occur previous grade levels, and more
landforms and bodies of water, and why over a wide area (e.g., El Niño and global time is needed to explore
with respect to the equator, and
typhoons follow certain paths as they move warming). connections and deepen learners’
surrounding bodies of water and
within the Philippine Area of Responsibility. understanding.
landmasses.
ASTRONOMY
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Learners will complete their survey of the Learners will now leave the Solar System and
Learners will explain the occurrence of
Solar System by describing the learn about the stars beyond. They will infer
the seasons and eclipses as a result of
characteristics of asteroids, comets, and
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the characteristics of stars based on the
the motions of the Earth and the
other members of the Solar System. characteristics of the Sun. Using models,
Moon. Using models, learners will
learners will show that constellations move in
explain that because the Earth revolves
the course of a night because of Earth’s
around the Sun, the seasons change,
rotation, while different constellations are
and because the Moon revolves around
observed in the course of a year because of
the Earth, eclipses sometimes occur.
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the Earth’s revolution.
GRADE 10
PERFORMANCE
CONTENT
D CONTENT STANDARDS
STANDARDS
LEARNING COMPETENCY CODE
Grade 10 – Earth and Space

FIRST QUARTER/FIRST GRADING PERIOD
1. Plate Tectonics The learners demonstrate The learners shall be able The learners should be able
1.1 Distribution an understanding of: to: to…
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1.1.1 volcanoes
S9ES –Ia-j-
1.1.2 earthquake epicenters the relationship among the 1. demonstrate ways to 1. describe the distribution of
36.1
1.1.3 mountain ranges locations of volcanoes, ensure disaster active volcanoes, earthquake
1.2 Plate boundaries
Eearthquake epicenters, and preparedness during epicenters, and major
1.3 Processes and landforms along mountain ranges earthquakes, tsunamis, mountain belts;
plate boundaries and volcanic eruptions 2. describe the different types of S9ES –Ia-j-
1.4 Internal structure of the Earth
D plate boundaries; 36.2
1.5 Mechanism (possible causes of 2. suggest ways by which 3. explain the different
movement) he/she can contribute S9ES –Ia-j-
processes that occur along
1.6 Evidence of plate movement to government efforts 36.3
the plate boundaries;
in reducing damage due 4. describe the internal structure S9ES –Ia-j-
C
to earthquakes, of the Earth; 36.4
tsunamis, and volcanic 5. describe the possible causes S9ES –Ia-j-
eruptions of plate movement; and 36.5
O 6. enumerate the lines of
evidence that support plate S9ES –Ia-j-36.6
movement
Grade 10 – Force, Motion and, Energy
SECOND QUARTER/SECOND GRADING PERIOD
The learners demonstrate The learners s The learners should be able
an understanding of: hall be able to: to…
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1. Electromagnetic Spectrum the different regions of the 1. compare the relative S10FE-IIa-b-47
electromagnetic spectrum wavelengths of different
forms of electromagnetic
waves;
PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS
2. cite examples of practical

applications of the different
S10FE-IIc-d-48
regions of EM waves, such
as the use of radio waves in
D telecommunications;
3. explain the effects of EM
radiation on living things and S10FE-IIe-f-49
the environment;
2. Light 4. predict the qualitative
the images formed by the characteristics (orientation,
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2.1 Reflection of Light in Mirrors different types of mirrors type, and magnification) of S10FE-IIg-50
2.2 Refraction of Light in Lenses and lenses images formed by plane
and curved mirrors and
E lenses;
5. apply ray diagramming

techniques in describing the
D characteristics and positions
S10FE-IIg-51
of images formed by lenses;
6. identify ways in which the

properties of mirrors and
C lenses determine their use in S10FE-IIh-52
optical instruments (e.g.,
cameras and binoculars);
3. Electricity and Magnetism
the relationship between
O 7. demonstrate the generation
of electricity by movement S10FE-IIi-53
3.1 Electromagnetic effects electricity and magnetism in of a magnet through a coil;
electric motors and and
generators
8. explain the operation of a

simple electric motor and S10FE-IIj-54
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generator.
PERFORMANCE
STANDARDS
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Grade 10 – Living Things and Their Environment
THIRD QUARTER/THIRD GRADING PERIOD
The learners demonstrate The learners should be The learners should be able
an understanding of: able to: to…
1. Coordinated Functions of the
S10LT-IIIa-33
Reproductive, Endocrine, and 1. organisms as having 1. describe the parts of the
Nervous Systems feedback mechanisms, reproductive system and
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which are coordinated their functions;
by the nervous and
endocrine systems 2. explain the role of hormones
involved in the female and S10LT-IIIb-34
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2. how these feedback male reproductive systems;
mechanisms help the
organism maintain
3. describe the feedback
homeostasis to
reproduce
D mechanisms involved in
S10LT-IIIc-35
regulating processes in the
female reproductive system
(e.g., menstrual cycle);
C 4. describe how the nervous
system coordinates and
S10LT-IIIc-36
regulates these feedback
mechanisms to maintain
O homeostasis;
2. Heredity: Inheritance and 1. the information stored in
Variation DNA as being used to 5. explain how protein is made
make proteins using information from S10LT-IIId-37
DNA;
2. how changes in a DNA
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molecule may cause
changes in its product 6. explain how mutations may
cause changes in the
3. mutations that occur in S10LT-IIIe-38
structure and function of a
sex cells as being protein;
heritable
PERFORMANCE
STANDARDS
write an essay on the 7. explain how fossil records,

3. Biodiversity and Evolution how evolution through importance of comparative anatomy, and
natural selection can result adaptation as a S10LT-IIIf-39
genetic information provide
in biodiversity mechanism for the evidence for evolution;
D survival of a species
8. explain the occurrence of
S10LT-IIIg-40
evolution;
4. Ecosystems 9. explain how species
4.1 Flow of Energy and Matter in 1. the influence of diversity increases the
Ecosystems biodiversity on the probability of adaptation S10LT-IIIh-41
4.2 Biodiversity and Stability stability of ecosystems and survival of organisms in
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4.3 Population Growth and changing environments;
Carrying Capacity 2. an ecosystem as being
10. explain the relationship
capable of supporting a
between population
limited number of
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organisms
growth and carrying
S10LT-IIIi-42
capacity; and
11. suggest ways to minimize
D human impact on the
environment.
S10LT-IIIj-43
Grade 10 – Matter
FOURTH QUARTER/FOURTH GRADING PERIOD
1. Gas Laws The learners demonstrate The learners shall be able The learners should be able
an understanding of… to:
C to…
1.1 Kinetic Molecular Theory how gases behave based 1. investigate the relationship
1.2 Volume, pressure, and on the motion and relative between:
temperature relationship distances between gas
O 1.1 volume and pressure at
1.3 Ideal gas law particles constant temperature of S10MT-IVa-b-
a gas; 21
1.2 volume and temperature
at constant pressure of a
gas;
1.3 explains these
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relationships using the
kinetic molecular theory;
PERFORMANCE
D STANDARDS
2. Biomolecules the structure of
biomolecules, which are
2.1 Elements present in biomolecules made up mostly of a limited 2. recognize the major
2.2 Carbohydrates, lipids, proteins, number of elements, such categories of biomolecules
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and nucleic acids as carbon, hydrogen, such as carbohydrates, S10MT-IVc-d-22
2.2.1 Food Labels oxygen, and nitrogen lipids, proteins, and nucleic
E D acids;
3. Chemical reactions the chemical reactions using any form of media,

associated with biological present chemical 3. apply the principles of
S10MT-IVe-g-
and industrial processes reactions involved in conservation of mass to
23
affecting life and the biological and industrial chemical reactions; and
environment
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processes affecting life 4. explain how the factors
and the environment
O affecting rates of chemical
reactions are applied in
food preservation and S10MT-IVh-j-24
materials production,
control of fire, pollution,
and corrosion.
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CODE BOOK LEGEND
Sample: S8ES-IId-19
LEGEND SAMPLE DOMAIN/ COMPONENT CODE

D
Learning Area and
Strand/ Subject or Science Living things and their Environment LT
Specialization
First Entry S8
Grade Level Grade 8

Force, Motion, and Energy FE
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Domain/Content/
Uppercase Letter/s Earth and Space ES
E
Component/ Topic
Earth and Space ES
-
Roman Numeral
Quarter
D
Second Quarter II
*Zero if no specific quarter Matter MT
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a
Week Week four
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d
specific week
-
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Infer why the Philippines
Arabic Number Competency 19
is prone to typhoons
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UNIT 3
Living Things and Their
Environment
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O
C
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UNIT 3: Living Things and Their Environment
Introduction
In the past years, the students have learned about the coordinated func-
tions of the digestive, respiratory, and circulatory systems. It has been explained
that nutrients enter the bloodstream and combine with oxygen taken in through
the respiratory system. They have also understood the structure of genes and
chromosomes, and the functions they perform in the transmission of traits from
parents to offspring. They have discovered that most species that have existed
before are now extinct, and have realized that species become extinct when
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they fail to adapt to changes in the environment. The students have become
familiar about how plants capture energy from the sun and store energy in
sugar molecules through photosynthesis, and have learned that stored energy
is used by cells during cellular respiration. They have found out that these two
processes are related to each other.
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All modules in Grade 10 Unit 3-Living Things and Their Environment
present mental and hands-on activities that are learner-centered to enable the
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students to apply science concepts and skills in addressing real-world problems
through scientific investigations. These instructional activities are designed to
enhance their knowledge, understanding, skills, and ability to transfer learning.
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There are four modules in this quarter, namely:
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Module 1: Coordinated Functions of the Reproductive, Endocrine, and

Nervous Systems
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Module 2: Heredity: Inheritance and Variation
Module 3: Biodiversity and Evolution

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Module 4: Ecosystems
The role of K-12 science teachers is to effectively facilitate learning by

guiding the students in performing every task and initiating an inquiry-based
learning phase rather than merely making the students passive recipients
of information. At the end of Grade 10, the learners should have already
developed scientific, technological, and environmental literacy that will lead
them to rational choices on any issue that they will face in life.
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Unit 3 Suggested time allotment: 12 to 14 hours
MODULE
Coordinated Functions of
1 the Nervous, Endocrine,

and Reproductive Systems
Content Standards Performance Standard

The learners demonstrate understanding The learners…
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of…
the organisms as having feedback create a campaign advertising
mechanisms, which are coordinated by video about the common and
the nervous, endocrine, and reproductive effective contraceptive measures
systems. used in family planning, in line with
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the Reproductive Health Law
how these feedback mechanisms help
the organism maintain homeostasis to
reproduce and survive.
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Overview
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By going through Module 1, the students will realize that for whatever
action they do from the moment they get up in the morning to the time they go
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to bed, there is always a part of the body that requires the support of another
part to achieve its purpose. Take note that our body is made up of different
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systems that coordinate with one another in order to perform their functions
well; if any part of these organ systems malfunctions, the body will become
unbalanced. The students have already studied from the past that human body
systems are the combined functional units composed of various organs working
in full coordination with each other. Emphasize that the instability caused
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by the impairment of one system cannot be compensated by other systems

because each system has its own function in the body. In Grade 9, they have
already studied how the circulatory and respiratory systems work together, and
how a person’s lifestyle affects these systems. Now they will learn about the
coordinated functions of the reproductive, endocrine and nervous systems.
This module will enable the students to show understanding of

organisms as having feedback mechanisms, which are coordinated by
the nervous and endocrine systems. They will also understand how
these feedback mechanisms help the organism maintain homeostasis to
reproduce and survive.
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At the end of this module, students are expected to:
1. Describe the parts of the nervous, endocrine, and reproductive sys-

tems, along with their functions.
2. Explain the role of hormones involved in the female and male repro-
ductive systems.
3. Describe the feedback mechanisms involved in regulating processes
in the female reproductive system.
4. Describe how the nervous system coordinates and regulates feed-
back mechanisms to maintain homeostasis.
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In Module 1, students will answer the following key questions:
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C
D
Pre-assessment
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Odd Organ Out (Answers)

Odd One Out Reason
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The heart is a part of the circulatory system, while

HEART
all the rest are parts of the nervous system.
The lungs are a part of the respiratory system,
LUNGS while the rest are parts of the female reproductive
system.
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The skull is a part of the skeletal system, while the

SKULL
rest are parts of the endocrine system.
The intestine is a part of the digestive system,
INTESTINE while the rest are parts of the male reproductive
system.
The students have studied in the past that cells make up a tissue, tissues
make up an organ, and organs make up a system. Now, they will first try to
understand the organ system before going to the cellular level to know how the
individual cells of the nervous system work.
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The Nervous System
The Structure of the Nervous System
Activity 1
Break It Down!
In this activity, students will be able to identify the components of the

nervous system by filling in the missing parts of the graphic organizer.
Answers in the Activity:
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O
C
E D
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167
Teaching Tips:
• Before the students perform the activity, you may show pictures of the
different parts of the nervous system.
• Three-dimensional models of the nervous system may also be shown to

the class so that the students can have a more realistic visualization.
• You may choose to use the provided template for the graphic organizer or
allow the students to map the concepts on their own.
• It will also be useful to search for web resources of videos showing

animated visual exploration of the nervous system.
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• For a more engaging activity, you may let the students create their own
model of the nervous system or the brain using clay, paper mache,
recyclables, food, or anything.
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• Let the students use different colors to indicate different structures and
identify each part.
Answers to Guide Questions:

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Q1. The Central Nervous System (CNS) serves as the main processing center
for the entire nervous system while the Peripheral Nervous System (PNS)
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connects the central nervous system to the organs and limbs by relaying
information through the nerves.
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Q2. All the other parts of the nervous system will not be able to carry out their
corresponding functions, and the other body systems will be affected as
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well.
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The Nerve Cell
Teaching Tips:
• Let the students study Figure 1 and look at the different parts of the
nerve cell or neuron. Explain to them that there are billions of neurons in
the body. Let them distinguish the parts such as dendrites, cell body, and
axon. Note that the axon shown in the figure is covered by glial cells,
which are the most abundant cell types in the central nervous system.
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When teaching about the nervous system, it is essential to go over the neu-
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ron. Point out to the students that neurons are similar to other types of cells
because they perform basic cellular functions and have the same components,
like a nucleus, cell membrane and other organelles; but their primary function
is to receive and transmit signal.
C
• You can use the simplest model to illustrate a neuron using only your
D
hand and arm, so that the students can understand its structure better.
Simply hold out your arm and spread your fingers as shown in the figure
below.
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Your hand represents the “cell body” (also called “soma”); your fingers
represent “dendrites”, bringing information to the cell body, your arm
represents the “axon”, taking information away from the cell body.
• For enrichment activity, you may also ask the students to create their
own nerve cell models out of different materials, such as beads, strings,
or clay. Let them label the structures of the model they made and use it
to remember the parts and function of a neuron.
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Control of Body Processes through the Nervous System
The Nerve Impulse
Teaching Tips:
• Explain to the students that neurons have the special ability to carry sig-
nals or impulses. Tell the students that their thoughts, emotions, learn-
ing, and many body functions are controlled by nerve impulses carried
by the neurons.
• Make the students imagine that you have a board with a row of switches.
You may also show to the class an actual board of light bulbs and quickly
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click each switch in the row on and off. This will give the students an idea
of how a nerve impulse travels along a neuron.
• Let the students understand that nerve impulses have a domino effect.
Explain how each neuron receives an impulse and passes it on to the
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connecting neuron or to an effector cell such as a muscle. Through a
chain of chemical reactions, the dendrites receive an impulse that is
transported through the axon and transmitted to the next neuron.
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• Another suggested illustration during discussion is doing the following
simple exercise to show how neurons connect with other neurons. As
a developmental activity, instruct the students to draw ten (10) dots on
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one side of the paper. Let these dots represent neurons, and assume
that each neuron makes connections with the 10 dots on the other side
of the paper. Ask the students to connect each dot on one side with the
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ten dots on the other side. As you can see from Figure 6, only four of
the “neurons” have been connected, and it gets very complicated after
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awhich.
• Remind the students that the given exercise is quite simple. Each
neuron that is represented by a dot may actually make thousands of
connections with other neurons. Let them know that if they finish all the
dots, the paper would be really dirty.
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Figure 3. “Connect the Dots” exercise, showing the complexity of

neuron connections.
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• For fast learners, you may show pictures, animated videos, and
interactive web applications depicting Action Potential Depolar-
ization as enrichment for the concept of nerve impulse being an
electrochemical charge.
Suggested web links for Action Potential Depolarization are:
1. http://brainu.org/files/movies/action_potential_cartoon.swf
2. https://www.youtube.com/watch?v=ifD1YG07fB8
3. https://www.youtube.com/watch?v=U0NpTdge3aw
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4. https://www.youtube.com/watch?v=7EyhsOewnH4
5. https://www.youtube.com/watch?v=-6t_n6kTj1A
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The next activity that the students will perform will enable them to
understand more of the concepts on the control of body processes through
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the nervous system. Students build upon what they have already learned
by testing their visual and auditory senses. Tell them to use their senses to
detect the stimuli in the environment and make the corresponding response.
As they do Activity 2 and record their reaction times, they will quickly learn
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that there are different skills and strategies involved in reacting to something
when seeing and listening are required. Nevertheless, they will also learn that
greater self-awareness, strategy development, and ongoing practice of these
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skills can improve their visual and auditory reaction times and ultimately, their
survival and success in life.
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Activity 2
How Fast Is Your Reaction?
Teaching Tips:
• One way of motivating the students is by actually getting a quick reac-

tion from the class and then discussing it. For example, you can throw
a small object such as a candy or a ball into a group of students, catch-
ing them off-guard, drop a book, or make a loud noise. Lead a general
discussion of reaction time by asking students how they usually react to
different situations.
• Get students to think critically what draws objects toward the earth. Inte-
grate the concept of “Free Fall” as what they have learned in Grade 9 to
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the activity that they will perform. For more advanced classes, you may
use the formula t = √(2d/g)
• After the students have performed the activity about reaction time, make
them realize the value of practice, which may also be discussed in terms
O
of the concept of long term memory. Ask them, “What other skills has
practicing helped you learn and master?” (Examples may include doing
math problems, typing, reading music, and various sports activities).
C
• Give practical examples of knowing one’s reaction time. In sports, re-
action time, the interval between stimulation and reaction, often deter-
mines who wins and who loses. Even more importantly, in real-life situ-
D
ations, like when driving a car, it can mean the difference between life
and death.
E

EP
Q3. Answers will depend on whether the person is left-handed or right-handed.
Q4. Answers will depend on whether the person is left-handed or right-handed.

D
Q5. The ruler was caught faster with eyes open.
Q6. The message travels from one neuron to another until it reaches the brain.
Then, the brain’s response is also transmitted by another set of neurons.
Q7. First, the eye sees the ruler, then sends a message to the brain. The
brain sends a response through the muscles in the hand. Finally, the
muscles contract to allow the person to catch the ruler.
172
KEY CONCEPT TO EMPHASIZE:
Neurons have the special ability to carry signals or impulses.
A nerve impulse is an electrochemical signal moving along an active
neuron. The space between neurons is called synapse. A stimulus
is any factor in the environment that influences behavior. A response
is a reaction to a condition or stimulus. To survive, an organism must
be able to respond to a stimulus. Reaction time is the length of time
between application of a stimulus and detection of a response.

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Activity 3
A Nervous Trip
O
In this activity, the students will be able to explain how the body
processes are controlled through the nervous system
C
Teaching Tips:
• Since this is a kinesthetic activity, the class needs more space to work
with their team, so it is advisable to move the chairs a little to allow the
D
members to move freely. Another option is to make the two teams line up
at each side of the classroom.
E
• You may decide to do the activity simultaneously for all groups or one after
another, with the aid of a timer or stopwatch.
EP
• You may creatively think of different situations that you may write down on
the card to show different stimuli.
Suggested ideas to be written on the card are:

D
1. Touching a hot stove

2. Smelling spoiled food
3. Stepping on a thumb tack
4. Hearing a loud bang
• Refer to the following illustration to see how you will position the students
in the game.
173
Figure 7. The game setup showing the relay course from start to end
PY
• When giving instructions to the students, it is important to note that the
organ that will be receiving the stimuli may or may not be the same organ
to make the response from the brain to the motor neurons. Point out that it
could be another part of the body or a muscle that will carry out the action.
Explain the difference between the receptor and the effector.
O
• You may ask the students how anesthesia enables loss of sensation to
avoid the feeling of pain. Explain that anesthesia disrupts the nerve im-
C
pulse transmission in sensory neurons, leading to a temporary numbness
or loss of sensation.
• The suggested enrichment activities in the learners’ module may or may

D
not be given to the students, depending on their level of mastery. These
enrichment activities may also be given to the students as project or cul-
E
minating task.
Suggested Enrichment Activities:

EP
• During the first three years, a child’s brain triples in weight and establishes
about 1,000 trillion nerve connections. Thus, the child’s experiences dur-
ing the first three years of life are crucial to brain development. Gather
D
and write down information about the different ways of stimulating brain
development in children.
* Suggested web references for the enrichment activity:
1. http://www.kidsgrowth.com/resources/articledetail.cfm?id=259
2. http://www.my-newborn-baby-care.com/infant-brain-development.
html
3. http://www.zerotothree.org/child-development/brain-development/
174
• Design a flyer that will disseminate information about the different diseases
affecting the human nervous system.
* In assessing the informational flyers created by the learners, it would be helpful
to create a rubric to be shown to the class as a guide in doing the activity

Q8. The brain receives the information through the sensory neurons that
transmit the message from one neuron to another.
Q9. As soon as the brain receives the information, it processes the message
and come up with a response to be sent through the neurons.
PY
Q10. The message from the brain is relayed by the motor neurons that
transmit the message from one neuron to another going to the effector.
Q11. The sensory neurons transmit impulses from the receptor to the brain
while the motor neurons transmit impulses from the brain to the effector.
O
Q12. Information travels in the nervous system through the neurons that
transmit the impulse. The sense organ receives the message, and the
C
information is sent by the sensory neurons to the brain. The brain then
processes the information and sends a response through the motor
neurons to the organ, gland or muscle.
D
Q13. Any damage in the nervous system affects the function of other body
parts, since messages are not properly transmitted throughout the body.
E
Q14. Answers may vary depending on the students’ locality. Some examples
of public health care programs that deal with the nervous system are
National Mental Health Program, Epilepsy Camp, Universal Health Care,
EP
Rabies Prevention and Control Program, and many others.

When a receptor such an organ perceives a stimulus, the impulse
is sent to the brain by the sensory neurons, transmitting information from
D
one nerve cell to another. As the message reaches the brain, it processes
the information and commands an effector such as a muscle or an organ
to respond. The message coming from the brain is sent through the motor
neurons.
After learning about the structure and funtions of the nervous system,
students are now ready to learn that there is another system that controls
and regulates body processes. Emphasize to the students that the endocrine
system is in control of the body mechanisms that slowly take place, unlike the
nervous system that controls rapid body processes. The given table lists all the
major glands with their functions, locations, and the hormones they release.
175
The Endocrine System
Endocrine Glands and Their Hormones
Hormones
Gland Functions Location
Released
Oxytocin,
Vasopressin,
Growth Hormone,
Adrenocorticotropic
stimulates growth and
at the base of Hormone (ACTH),
PY
Pituitary controls the functions of
the brain Prolactin,
other glands
Luteinizing
Hormone, Follicle
Stimulating
Hormone (FSH)
O
regulates body
metabolism and causes below the
Thyroid Thyroxin, Calcitonin
storage of calcium in
C
voice box
bones
controls the calcium
Parathyroid levels in your body and in the neck Parathyromone
D
normalizes bone growth
enables the body
E
in front of the
Thymus to produce certain Thymosin
heart
antibodies
EP
prepares the body for

action, and controls the
at the top of
Adrenal heart rate and Adrenaline
the kidneys
breathing in times of
emergency
D
regulates blood sugar between the

Pancreas Insulin, Glucagon
levels kidneys
Reproductive control maturation and

lower Androgen,
- Testes male characteristics
abdomen Testosterone
(Males)
influence female
- Ovaries lower Estrogen,
traits and support
(Females) abdomen Progesterone
reproductive function
176
Activity 4
Who’s in Control?
In this activity, the learners will identify some of the major endocrine
glands in the human body and their functions. Let them study each picture that
shows the role of a particular gland in the endocrine system, write down the
name of the endocrine gland, and explain its effect according to its function.
1. Ovaries
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Secrete more progesterone and estrogen to promote pregnancy
2. Adrenal Gland
O
Produces adrenaline to activate short-term stress response
3. Pituitary Gland
C
Produces growth hormones
D
4. Thymus Gland
Secretes thymosin to stimulate production of T- cells against infection
E
5. Pancreas
EP
Secretes insulin that regulates blood sugar levels

D
177
Q15. The pituitary gland controls the output of other glands in the body.
Q16. The thyroid gland is located below the voice box and regulates body
metabolism by producing calcitonin that reduces blood calcium level;
while parathyroid gland is located on the thyroid glands and produces
parathormone that increases blood calcium levels and normalizes bone
growth.
Q17. The person’s pancreas is possibly involved when blood sugar level
becomes unstable.
PY
Q18. The thymus gland enables the body to produce T- cells that help in
fighting infections and diseases.
Q19. A person born without a thymus gland will not develop an adaptive
immune system and may eventually die.
O
Q20. The adrenal gland produces adrenaline that enables the body to have
the energy in doing spontaneous work during emergency situations.
C
Q21. Because the diabetic person’s pancreas does not produce enough
insulin for the body, insulin injections must be administered to the body
D
to regulate blood sugar levels.
Q22. During menopause there is a significant change of hormone levels

E
produced by the ovaries which eventually stops the menstrual cycle.
Q23. Birth control pills contain hormones that control the functioning of the
EP
ovaries and the uterus. Most pills have the combination of the hormones
estrogen and progesterone to prevent ovulation (the release of an egg
during the monthly cycle).
Q24. Oxytocin and prolactin enable milk production that provides the required
D
nourishment for the baby.

The endocrine system consists of glands that secrete chemicals
called hormones that control various body processes. This control system
usually brings about slow changes in the body because hormones move
through the circulatory system more slowly than the nerve impulses. The
major glands in the body are the pituitary, thyroid, parathyroid, thymus,
adrenal, pancreas, ovaries and testes.
178
Activity 5
What Went Wrong?
This activity will get the students familiarized with the different disorders
in the endocrine system due to hormonal imbalance and the hormones
responsible. After doing the activity, they will be able to explain the effect of a
particular hormone in the body, if not properly regulated.
PY
1. Dwarfism
There is too little secretion of growth hormones by the pituitary
gland, thus resulting to stunted growth.
2. Gigantism
O
There is an excessive secretion of growth hormones by the pituitary
gland causing too much growth to the person.
C
3. Goiter
There is an abnormal enlargement of the thyroid gland due to too
D
much or too little amount of secreted hormone.
E
Q25. Dwarfism may arise if the pituitary gland is not producing enough
EP
growth hormones.
Q26. A person with excessive secretion of growth hormones by the pituitary

gland will have a condition called gigantism.
D
Q27. The thyroid gland of the person is inflamed as there is an underlying

abnormality in thyroid secretion.
Q28. The gland cannot make enough thyroid hormone if it does not have
enough iodine in the blood, so taking iodized salt is helpful.
Q29. Answers may vary.
179
The Reproductive System
The Male Reproductive System
Let the students be familiar with the functions of each part using the table:
Part Function
Testis Produces sperm cells
Scrotum Sac that holds the testis
Penis Deposits sperm cells into the vagina during mating
PY
Vas deferens
Passage of sperm cells from testes to urethra
(Tube)
Urethra Passage of sperm cells and urine out of the body
Glands Provide liquid in which sperm can swim
a. seminal vesicle - Secretes a fluid that makes up most of the
O
components of the semen
b. prostate gland
- Secretes a slightly alkaline milky fluid that is dis
c. bulbourethral
C
charged as part of the semen
gland
- Secretes a thick and clear mucus that lubricates and
(Cowper’s neutralizes the any trace of acidic urine in the urethra
D
gland)
E
The Female Reproductive System

EP
Let the students study each part and its corresponding function:
Part Function
Ovary Produces egg cells
D
Serves as passageway of eggs from the ovary to

Oviduct
the uterus; site of egg fertilization
Site of egg implantation; serves as the place where
Uterus fertilized egg develops
Vagina Receives the penis of male during mating
180
The Role of Hormones in Male and Female
Reproductive System

Hormones play an important role in both male and female
reproductive systems. The pituitary gland controls the functions of both
the testes and the ovaries. These hormones keep the reproductive
system properly functioning.
PY
Feedback Mechanisms Involved in Regulating
Processes in the Female Reproductive System
The Menstrual Cycle
Activity 6
O
C
Mark My Calendar!
In this activity, the learners will describe the feedback mechanisms

D
involved in regulating processes in the female reproductive system.
Teaching Tips:
E
• You may want to separate students into groups of females and males
EP
for this learning activity. However, if you decide to separate them, make
sure that both groups receive the same information.
• For procedure number three in the learners’ module, you may simply
photocopy Figure 14 showing different episodes in the menstrual cycle
D
or redraw the figure in bond paper to be cut out later on. You may also
download pictures from the internet for a clearer and more accurate
representation.
• Be aware that there might be cultural sensitivities regarding this activity

for individual learners, so you have to be cautious in facilitating the
discussion.
• You may use an overhead or LCD projector in explaining the menstrual
cycle to the class before the activity proper.
181
• As a developmental activity, you may start by correcting myths and
misconceptions about menstruation. A checklist of statements to be
answered with fact or myth may be given to the students to check their
prior understanding on the topic to be discussed.
Q30. The average length of a menstrual cycle is 28 days. However, it varies

greatly among women (ranging from 21 to 35 days).
PY
Q31. The young egg in the ovary begins to mature. Estrogen is secreted by the
ovary. Uterus thickens to prepare for the attachment of fertilized egg. The
mature egg is then released by the ovary.
O
Q32. Ovulation takes place and the egg enters the uterus. Meanwhile the
uterus continues to thicken. If no fertilization of egg occurs, the cells of
the thickened uterus break off and leave the vagina as menstruation.
C
Q33. After fertilization, pregnancy takes place. The egg attaches to the uterus
and continues to grow inside the womb.
D
Q34. It is important to study the menstrual cycle to be able to understand the

E
natural changes that occur in the ovary and the uterus as essential part
of sexual reproduction. The information is also useful in family planning to
EP
prevent unwanted pregnancy.

D
182
Nervous System Working Together with Endocrine
System to Maintain Homeostasis

Q35. Failure in homeostasis can be potentially dangerous to a person as it
may lead to various diseases and even death.
Q36. Glucagon is released in response to low blood glucose level due to
skipped lunch, thus increasing blood sugar into normal level.
Q37. Insulin is released in response to an increase in blood glucose level due
to eating sweets, thus decreasing blood sugar into normal level.
Q38. The nervous and endocrine systems work together to lower the
PY
temperature of the internal organs such as by producing sweat to cool
the body down.
Q39. The following are some examples of the coordinated functions of the
nervous, endocrine, and reproductive systems:
Breastfeeding
O
The brain commands the mother’s body to be nurturing towards the
baby through breastfeeding. In order to produce milk, hormones such
C
as prolactin and oxytocin are needed. The secretion is stimulated by
the sucking of the infant at the breast of the mother.
Pregnancy and Child Birth
Correct balance of sex hormones progesterone and estrogen is
D
required throughout pregnancy with levels steadily rising until the
birth of the baby. Until the mother’s body has adapted to the higher
E
levels of these hormones, mood swings can be very common as they

also act on the nervous system, specifically the brain. Oxytocin levels
rise at the onset of labor, causing regular contractions of the womb
EP
and abdominal muscles. When the baby is born, oxytocin continues

to contract the womb in order to reduce the risk of bleeding and to
help detach the placenta which is delivered shortly afterwards.
Copulation
As the brain processes physical stimulation, the sex organs perform
D
their corresponding biological functions. The sex glands in the

endocrine system then produce secretions that are necessary for
reproduction.
Menstrual Cycle
Follicle-Stimulating Hormone (FSH) stimulates the ovaries to release
estrogen. High levels of estrogen then prevent the further production
of FSH. Estrogen also stimulates the release of Luteinizing Hormone
(LH) from the pituitary gland, which in turn controls the production
of progesterone. High levels of progesterone then inhibit the further
release of LH.
183
Performance Task: Video Making
Topic: Family Planning
Note to the Teacher: You may create your own rubric or scoring guide for
this performance task or use the suggested rubric that is given below.
Suggested Rubric to be used in rating:
CATEGORY 4 3 2 1
The video The video
The video
The video clearly communicates does not
indirectly
communicates some of the sufficiently
PY
communicates
Presentation the main idea, important communicate
the idea, and
and is strongly ideas, and any idea that
is hardly
persuasive is slightly can persuade
persuasive
persuasive the audience
All the wordings Most of the The wordings
O
and melody wordings and melody
The wordings
reflect an and melody were made by
and melody
Creativity and exceptional used in the the student
Originality degree of
Cjingle reflect but were
were not
made by the
students’ students’ copied from
student.
ingenuity in their ingenuity in the ideas of
D
creation. their creation. others.
Most of the Some The contents
The contents of
contents of contents in of the video
E
Accuracy and the video are

the video are the video are are neither
Relevance of accurate and
accurate and accurate and accurate nor
the Content related to the
EP
related to the related to the related to the

topic.
topic. topic. topic.
The campaign
Required advertising
Elements includes all All required Few required Required
D
(persuasiveness, required elements are elements are elements are

musicality, elements as well included. included. missing.
language, etc.) as additional
details.
184
Summary
• The nervous system is composed of cells, tissues, and organs that regulate
the body’s responses to internal and external stimuli. Each component of the
nervous system has a specific role to do as an important part of a team.
• The nervous system has two main divisions, which are the Central Nervous
System (CNS) and the Peripheral Nervous System (PNS).
• The Central Nervous System (CNS) serves as the main “processing center”
for the entire nervous system. It has two main components, which are the
PY
brain, and the spinal cord.
• The Peripheral Nervous System (PNS) contains all nerves that

extend outside the brain and spinal cord. It has two main divisions, which are
the Somatic Nervous System and the Autonomic Nervous System.
O
• The basic unit of the nervous system is the nerve cell, called neuron. Neurons
have dendrites and axons that aid in transmitting the message.
C
• Neurons have the special ability to carry signals or impulses. A nerve impulse
is an electrochemical gradient moving along a neuron. The space between
neurons is called synapse. A stimulus is any factor in the environment that
D
may induce a nerve impulse that initiates physiological and behavioural
changes. A response is a reaction to a condition or stimulus. To survive, an
E
organism must be able to respond to a stimulus. Reaction time is the length

of time between application of a stimulus and detection of a response.
EP
• When a receptor such as an organ perceives a stimulus, the impulse is sent

to the brain by the sensory neurons, transmitting information from one nerve
cell to another. As the message reaches the brain, it processes the information
and commands an effector such as a muscle or an organ to respond. The
message coming from the brain is sent through the motor neurons.
D
• The Endocrine System consists of glands that secrete chemicals called

hormones which control various body processes. This control system usually
brings about slow changes in the body because chemical agents move more
slowly than nerve impulses. The major glands in the body are the pituitary,
thyroid, parathyroid, thymus, adrenal, pancreas, ovaries and testes.
185
• Hormones affect various processes in the body as they regulate and balance
the functioning of organs, tissues, and cells. Hormones greatly influence
growth, appearance, emotions, and reproductive functions. It plays an
essential role in the prevalence of disorders such as diabetes, thyroid disease,
growth and/or sexual dysfunction. Hormones act in very small amounts. An
increase or decrease in the said amount may result in a body disorder due to
hormonal imbalance.
• The Reproductive System is a collection of organs in an organism that

function together for sexual reproduction. The male reproductive organs are
the penis, the testicles, the epididymis, the vas deferens, and the prostate
gland. The female reproductive organs are the vagina, uterus (womb),
PY
fallopian tubes and ovaries.
• Hormones play an important role in both male and female reproductive
systems. The pituitary gland controls the functions of both the testes and the
ovaries. These hormones keep the reproductive system properly functioning.
O
• Hormones secreted by the ovaries and a small gland in the brain called the
pituitary gland control the menstrual cycle. C
• A feedback mechanism is the process through which the level of one
substance influences the level of another substance. A negative feedback
affects the production of hormones in the menstrual cycle. High levels of one
hormone may inhibit the production of another hormone.
D
• Homeostasis is the state reached when each part of the body functions in
equilibrium with every other part. This is attained through the regulation of the
E
bodily functions by the endocrine and nervous systems.

EP
D
186
Answers to Summative Assessment:
I. (Understanding)
1. Like the CPU, the CNS serves as the main processing center of the sys-
tem. The main function of the CNS like the CPU is to process and inte-
grate of information.
2. During puberty, there are significant hormonal activities occuring in the ado-
lescent’s body that cause observable physical and emotional changes.
3. The nervous system uses nerve impulses while the endocrine system
PY
uses hormones that normally enter the circulatory system to communicate
messages.
4. It is important to maintain homeostasis in the body to ensure balance and
proper bodily functions in order to survive.
II. (Knowledge)
O
C
1. d.
2. g.
3. e.
D
4. c.
5. b.
E
6. a.
7. f.
8. h.
EP
III. (Process)
•
D
187
Glossary
Axon the part of the neuron that transmits impulses away from
the cell body
Dendrite the branch-like structure of the neuron that extends from

the cell body to receive the impulse
Embryo an organism in its early stages of development,

especially before it has reached a distinctively visible
form
PY
Endocrine Gland an organ that produces chemical secretions poured
directly into the bloodstream
Egg Cell also called ovum (plural: ova); the female gamete
O
Fertilization a process that occurs when the sperm and egg combine
to produce an embryo C
Homeostasis the ability or tendency of an organism to maintain internal
equilibrium by regulating its processes
D
Hormone a chemical substance produced in the body that controls
and regulates the activity of certain cells or organs
E
Impulse an electrochemical signal moving along a neuron

EP
Neuron the basic unit of the nervous system, also called nerve
cell, that transmits messages to and from the central
nervous system
Semen the ejaculated fluid containing sperms and secretions

D
from the seminal vesicle, prostate gland, and

bulbourethral gland
Sperm shorter term for spermatozoon (plural: spermatozoa); the

male gamete
Stimulus any factor in the environment that influences the behavior

of an organism
Synapse the space between neurons where electrochemical

signals pass
188
References and Links
Printed Materials:
Rabago, L., et. al., (2010). Functional Biology - Modular Approach. 2nd ed.
Philippines: Vibal Publishing House, Inc
Strauss, E; Lisowski, M. (2003). Biology: The Web of Life. 2nd ed. Philippines:

Pearson Education Asia Pte Ltd..
PY
Electronic Sources:
(DepEd Materials)
O
BEAM: Biology – Organ System – Endocrine and Nervous Systems
C
EASE, Module 9: Life Support Systems
EASE, Module 13: Reproductive Systems

D
APEX Biology – Unit IV, The Organ Systems
E
EP
D
189
(Online Resources)
ADAM Inc. (2013). Central Nervous System. Retrieved July 5, 2014 from:
http://www.nlm.nih.gov/medlineplus/ency/article/002311.htm
Alzeimer’s Association (2011). Three Main Parts of the Brain. Retrieved July
4, 2014 from:https://www.alz.org/braintour/3_main_parts.asp
Encyclopedia Britannica Inc. (2014). Homeostasis. Retrieved July 5,

2014 from: http://global.britannica.com/EBchecked/topic/270188/
homeostasis
PY
KG Investments (2014). Stimulation Crucial to Devt. Retrieved July 3, 2014
from: http://www.kidsgrowth.com/resources/articledetail.cfm?id=259
MCB Berkely (2014). The Central Nervous System. Retrieved July 4, 2014
from:http://mcb.berkeley.edu/courses/mcb135e/central.html
O
Missouri University of Science and Technology (n.d.). Neuroscience.
Retrieved July 5, 2014 from: http://web.mst.edu/~rhall/
neuroscience/02_structure_and_pharmacology.pdf
C
National Center for Infants (2014). Zero to Three. Retrieved July 5, 2014 from:
http://www.zerotothree.org/child-development/brain-development/
D
Public Library of Science (2004). A Window into the Brain. Retrieved July 4,
E
2014 from: http://www.plosbiology.org/article/info:doi/10.1371/ journal.

pbio.0020115
EP
Tamarkin, Dawn (2011). The Nervous System. Retrieved July 4, 2014 from:
http://faculty.stcc.edu/AandP/AP/AP1pages/nervssys/unit10/division.
htm
University of Texas (2012). Health Science. Retrieved July 3, 2014 from:

D
http://teachhealthk-12.uthscsa.edu/ curriculum/ brain/brain01e-Wires.

asp
190
Unit 3 Suggested time allotment: 8 hours
MODULE
2 Heredity: Inheritance
and Variation
Content Standard
PY
The learners demonstrate understanding of…
• the information stored in DNA as being used to make proteins
• how changes in DNA molecule may cause changes in its product
• mutations that occur in sex cells as being inherited
O
Overview
C
In Grade 9, learners were able to identify characters whose inheritance
does not conform to the Mendelian patterns of inheritance, solve genetic
D
problems related to incomplete dominance, codominance, multiple alleles
and polygenes; and identify the law that was not strictly followed in the non-
E
Mendelian patterns. Learners were also able to describe the structure of the
DNA and make models of DNA molecule. They also learned that the genes in
their DNA influence their characteristics.
EP
In Grade 10, learners will work on activities to assess their

understanding of the structure of the DNA, explain how DNA replication
takes place, how RNA is made using the information from DNA, how
D
it is transposed into proteins, and explain how mutations may cause

changes in the structure and function of a protein.
In this module, learners are expected to:
1. Explain how a protein is made using information from DNA.

a. Identify the role of DNA and RNA in protein synthesis
b. Relate DNA replication to its complementary structure.
c. Trace the process of replication, transcription and translation.
d. Describe the steps in protein synthesis.
191
2. Explain how mutations may cause changes in the structure and
function of a protein.
a. Compare the different types of mutations and their possible
results.
The key questions will be used by the teacher as a guide in planning

the lessons that are included in the Learners’ Material.
Key questions for this module:
PY
O
C
The pre-assessment questions will allow the teacher to discover what
is already known in a specific topic. The information gained in pre-assessment
will be used to make instructional decision about learners’ strength and needs
D
and determining which learners are ready for advance instructions.
Answers to Pre-assessment:
E
1. T T G G G A C T C A G A
EP
2. C G U U C A U G G A C U
3.
D
Arginine Serine Tyrptophan Threonine

Answer
192
4. Any change in the sequence of nitrogenous bases in the DNA, and
any mistake in the transcription of genetic information from DNA
to RNA or pairing of the codon and anticodon, can cause changes
in the kind, sequence, and number of amino acids of proteins
synthesized by cells. These changes are called mutation.
Suggestion to the Teacher: Try out all activities (Activities

1 to 6) before you start with the lesson.
PY
Activity 1
Getting to Know the DNA and RNA Structures
This activity is an initial assessment activity that will measure the
O
learners’ understanding of the DNA and RNA structures. The learners are
expected to compare the structures of the DNA and RNA molecule.
C
Teaching Tips:
D
1. Establish the motivation for the lesson. Direct learners’ attention to
the visual of the DNA molecule. (The teacher should prepare this
E
visual ahead of time). Help the students see the “pieces” that are
alike or different.
EP
2. Ask learners to think about working on a puzzle. Prepare two

separate sets of RNA and DNA nucleotides [six(6) pieces each set].
The teacher can use the DNA and RNA nucleotides on pages ___
and ___.
D
3. Tell one group of learners to put together the nucleotides of the DNA
molecule and the nucleotides of the RNA molecule, as if fitting the
pieces in a puzzle.
4. Ask learners to show their output.
5. Ask leading questions to the activity.

• How is DNA different from RNA?
• What nitrogen bases are found in DNA and RNA?
193
6. Ask the learners to work on Activity 1 individually.
7. Remind learners to answer the guide questions.
Point out the location of DNA and RNA in prokaryotic and eukaryotic cells.
Based on the structure of the nucleus, cells may be one of two types:
prokaryotic or eukaryotic. The main difference is that the prokaryotic cell
lacks a nuclear membrane. Its genetic materials, which is a long circular
DNA, occupies a space in the cell called nucleoid, while it is DNA occupies
a space in the nucleoid. Both the RNA and protein are synthesized in the
same compartment.
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Meanwhile, the eukaryotic cell, has the so called ‘true’ nucleus, which
means that its nuclear materials are enclosed by a nuclear membrane. In
order to make proteins, the messenger RNA (mRNA) is assembled inside
the nucleus through transcription. The coded genetic information carried by
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mRNA is translated through protein synthesis using transfer RNA (tRNA).
Answer to comparison table.

C
Basis of Comparison DNA RNA
1. Number of strand 2 1
D
2. Location in the cell nucleus cytoplasm
E
3. Type of sugar deoxyribose ribose

4. Nitrogenous bases A, T, C, G A, U, C, G
EP

Q1. The DNA and RNA are made up of three components: namely:
a. sugar
D
b. phosphate group, and

c. nitrogenous base.
Q2. DNA and RNA are different in the following:

a. DNA is double stranded while RNA is single-stranded.
b. The sugar in DNA is deoxyribose while that in RNA is ribose.
c. The nitrogen bases in DNA are adenine (A), guanine (G), thymine (T)
and cytosine (C). In RNA are adenine, guanine, cytosine and uracil.
Q3. Uracil
194
• A DNA molecule consists of two strands of nucleotides
composed of sugar, phosphate, and nitrogenous bases
that pair through hydrogen bonds. The paired strands
form a twisted- sipper shape called a double helix.
• RNA molecule is single stranded and is composed of
nucletides.
• RNA is three major types: mRNA, rRNA and tRNA.
• In DNA, adenine bodns with thymine and cytosine bonds
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with guanine.
• In RNA, adenine bonds with uracil and cytosine bonds
with guanine.
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C
Note: The teacher may read from Biology books and Learner’s
Material about replication for background knowledge.
D
Activity 2
E
DNA Makes DNA

EP
In this activity, the learners will demonstrate the replication of the DNA
molecule and the specificity of base pairing between nitrogenous bases. They
will make a model of a DNA template to determine the sequence of bases in
the new DNA strand.
D
Teaching Tips:
• Before working on the activity, introduce a reading strategy. Ask

the students to study the diagram and read a paragraph about DNA
replication. You may also show a DNA replication video which you can
download from the YouTube.
195
A DNA “unzips” to form two strands,
as shown in Figure 1. Notice that, as
the molecule unzips, the base pairs
separate. Each single strand of DNA
then picks up bases present in the cell’s
cytoplasm. In this way, two complete
molecules of DNA are created. Notice
that each new DNA molecule has
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the same order of base pairs as the
original. The copying process is called
replication.
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Figure 1. Unzipping of DNA Molecule
C
• After learners have completed the reading activity or viewed the video
on replication, you may check for understanding. Ask the following
D
questions:
E
1. Why does DNA replicate? (To produce a copy of the genetic

material that will be transferred to new cells during mitosis
or to new gametes during meiosis.)
EP
2. Which nitrogen bases fit together to make base pairs? (Adenine

and thymine fit together, and guanine and cytosine fit
together.)
D
3. When a DNA molecule unzips to form two strands, what is

added to each strand? What is produced? (Complementary
bases attach to the exposed bases on the strands so that
two complete molecules of DNA are produced.)
4. What is the copying of the DNA called? (replication)
5. How is the gene in the DNA coded? (It is usually coded by a

particular sequence of base triplet called codons.)
196
6. In what form does a gene carry information? (A gene carries
information through the sequence of nitrogenous bases
that may code for RNA or amino acids in proteins.)
• Determine the number of groups in your class for the activity. Ideally,
about ten (10) learners or less per group.
• Provide the learners with the patterns of the components of the DNA
found on page ___. The other materials should have been assigned a
day before the activity.
• Explain the procedure of the activity; make sure that the learners will
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be able to follow the steps and come up with the expected output.
• Check on the groups from time to time; see to it that the learners are
able to do correctly Steps 3 to Step 12.
O
• Remind them to answer the guide questions.
• Ask the learners to “show and tell” something about their output. (You

C
may decide as to how many groups will actually present).
• Lead learners to the answers to the guide questions.

E D

Q4. Each new strand formed is a complement of one of the original strands.
EP
The result is the formation of two DNA molecules containing the original
DNA strand and the complementary daughter strands. The two new
daughter strands are also complementary to each other.
D
Q5. The two chains of nucleotides in a DNA molecule are held together by
hydrogen bonds between the bases. In DNA, cytosine forms three
hydrogen bonds with guanine, and thymine forms two hydrogen bonds
with adenine.
Q6. The pairing of the bases produces a long, two-stranded molecule that is
often compare to a zipper. If you look at a zipper, the sides of the zipper
represent the sugar and phosphate units, while the teeth of the zipper
represent the pairs of nitrogenous bases of the DNA.
197
Q7. Before a cell can divide by mitosis or meiosis, it must first make a copy
of its chromosomes. The DNA in the chromosomes are then copied in a
process called DNA replication.
Q8. The variety of life forms is encoded in the DNA sequences of these
organisms. More variations are alternative forms of genes cross-over and
recombine in meiosis. Production of different gametes containing different
sets of these genes and subsequent fusion with other gametes result to a
myriad of variations in the population.
• Assess the learners’ understanding by reviewing the steps of the

replication process.
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The following events can help the learners understand how DNA copies itself:
Step 1. An enzyme called helicase breaks the bond between nitrogenous

bases. The two strands of DNA split.
found in the cytoplasm.

O
Step 2. The bases attached to each strand then pair up with the free nucleotides
C
Step 3. The complementary nucleotides are added to each strand by DNA
polymerase to form new strands. Two new DNA molecules, each
D
with a parent strand and each with a new strand are formed. The
DNA replication is known as semi-conservative replication, because
one of the old strands is conserved in each new molecule. Figure 2
E
illustrates the semi-conservative replication of DNA.

EP
D
Figure 2. DNA Replication
198
• DNA is made up of nucleotides containing sugars, phosphate
groups, and nitrogenous bases and its shape is double helix.
The complementary structure of DNA’s two strands allow each
strand to serve as a template during replication.
• The specificity of base pairing in DNA, adenine with thymine,
and cytosine with guanine, allows DNA to replicate itself with
accuracy.
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Note: The teacher can read from Biology books and Learners
Material about transcription for background knowledge.
O
Activity 3
C
What’s the Message
D
In this activity, the learners will find out how the information in DNA,
which is found in the nucleus, moves to the ribosome in the cytoplasm.
Learners will demonstrate the process of transcription through the use of
E
paper DNA and mRNA models.

EP
Teaching Tips:
• Introduce the lesson using guided inquiry to activate learners’ prior

D
knowledge.
• Establish the importance of the transcription process in gene expression.
1. What happens during the process of cell cycle? (Learners should

answer that DNA is replicated and new cell structures are
formed). Emphasize that DNA is already replicated before
“cell division.” In eukaryotes, this process takes place in S
phase of the interphase. The statement maybe applicable to
bacterial cell division.
199
• Next establish the need for mRNA to carry the genetic code from the
nucleus to the cytoplasm.
1. How are proteins made? (Learners should know that proteins

are made by ribosomes).
2. Where are ribosomes located in the cell? (Learners should
know that ribosomes are located in the cytoplasm).
3. Where are genes located in the cell? (Learners should know
that genes are located on DNA, which is located in the
nucleus of eukaryotic cells and cytoplasm in bacterial
cells).
4. How does the genetic code get out of the nucleus? (Learners
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should be able to understand that the genetic code found
in the DNA sequence is “copied” or transcribed into RNA
sequence. The messenger RNA leaves the nucleus and
the message is translated into amino acid sequence in
proteins).
•
about ten (10 learners or less per group.
O
Determine the number of groups in your class for the activity. Ideally,
C
• Provide the learners with the patterns of the components of the DNA
and RNA found on pages 29 to 31. The other materials should have
D
been assigned a day before the activity.
• Explain the procedure of the activity. Make sure that the learners will
E
EP
• Check on the groups from time to time, see to it that the learners are
able to do correctly Steps 6 up to 9.

D
• Ask the learners to “show and tell” something about their output. (You
may decide as to how many groups will actually present).
• Lead learners to the answers to guide questions.
Q9. It resembles the complementary strand that was not used.
200
Q10. It can be unzipped by RNA polymerase and make corresponding RNA
that maybe translated proteins required by the cell. This is important
to keep the integrity of the DNA as the basis of heredity but at the
same time produce the products that are encoded in the genes.
Q11. RNA brings the information from the DNA, which is in the nucleus, and
brings it to the cytoplasm and serves as a template for protein synthesis.
Q12. The messenger RNA carries the information of the gene in the DNA
through the DNA-dependent RNA synthesis or transcription. In
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eukaryotes, the mRNA moves from the nucleus to the cytoplasm,
where the information is translated into proteins with the help of
ribosomes.
O
• Assess the learners’ understanding by reviewing the steps of the
transcription process. C
The following events will help the learners understand the process of
D
transcription:
• Step 1. RNA polymerase enzyme binds and opens the DNA

E
molecule that will be transcribed.

EP
• Step 2. As the DNA molecule opens, the RNA polymerase slides

along the DNA strand and links free RNA nucleotides that pair with
the nitrogenous bases of the complementary DNA strand. Hence, if
the sequence of bases on the DNA strand were CCG TTA CAT, the
sequence of bases on the RNA strand would be GGC AAU GUA.
D
• Step 3. When the process of base-pairing is completed, the RNA

molecule breaks away as the DNA strands rejoin. The RNA leaves
the nucleus and goes to the cytoplasm. Figure 6 shows the
transcription process.
201
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Figure 3. Transcription
O
• The order of nucleotides in DNA determines the order of nucleotides

C
in messenger RNA in a process called transcription.
• There are three types of RNA that help build proteins: mRNA, rRNA
and tRNA.
D
• mRNA carries the information in DNA, which is found in the nucleus,
to the ribosomes found in the cytoplasm.
E
EP
After doing the three (3) activities, the learners should be able to explain the
following concepts:
• DNA directs the production of proteins.

D
• DNA determines the formation of mRNA.

• The order of bases of mRNA determines the protein synthesized.
Note: The teacher can read from Biology books and Learner’s
Material about transalation for background knowledge.
202
Activity 4
Relay the Message
In this activity, the learners will demonstrate the process of translation.

Learners will find out how the message of the mRNA is translated to proteins.
Teaching Tips:
• Establish the conceptual relationship between DNA, mRNA and protein.
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1. How do cells use DNA to make proteins? (Most genes contain
the information needed to make functional molecules called
proteins. Through the processes of transcription and translation,
information from DNA is used to make proteins).
O
2. What are cell structures made of? (Proteins and other types
of biomolecules including lipid, carbohydrates, and other
metabolites).
C
• Introduce the Central Dogma. Refer to Figure 4.
E D
EP
D
The Central Dogma of Molecular Biology

Figure 4. The Central Dogma on the Flow of Genetic Information
Source: www.accesssexcellence.com
203
• Explain that a particular gene in the DNA that code for proteins is transcribed into a
single-stranded molecule called messenger RNA (mRNA). The mRNA travels out of
the nucleus into the cytoplasm, where it is translated by the ribosome and transfer
RNA (tRNA) molecules into a peptide sequence. Once the peptide sequence is
translated, it folds into a three-dimensional protein, which acts to work or provide
structure to the cell.
• Before starting the activity, determine the number of groups in your class for the
activity. Ideally, about ten (10) learners per group or less).
• Provide the learners with the patterns of the components of the DNA and RNA
found on pages __, __, and __. The other materials should have been assigned a
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day before the activity.
• Explain the procedure of the activity, make sure that the learners will be able to
follow the steps and come up with the expected output.
O
• Check on the groups from time to time seeing to it that starting with Step 6 up to
Step 9, the learners are able to do it correctly.C
• Ask the learners to “show and tell” something about their output. (The teacher can
D
decide as to how many groups will actually present).
• Lead them to the answers to the guide questions.

E
EP
D
204
Q13. In tRNA , the nucleotides are adenine, uracil, guanine and cytosine.
The same nitrogenous bases are found in mRNA. The tRNA contains
other nitrogenous bases that are derivatives of the same nucleotides.
Q14. Adenine pairs with uracil and vice-versa.
Q15. A codon is a set of three nitrogenous bases in mRNA which codes for a
specific amino acid.
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Q16. Transfer RNA brings an amino acid in the cytoplasm to the ribosomes.
Each tRNA molecule attaches to only one type of amino acid.
O
Q17. In tRNA there is a sequence of three nucleotides that are complementary
to the nucleotides in the mRNA codon. These three nucleotides are
C
called an anticodon because they bond to the codon of the messenger
RNA. The tRNA carries only the amino acid that the anticodon specifies.
D
Q18. When a stop codon is reached, translation ends and amino acid strand
is released from the ribosome.
E
EP
Q19. It resembles the job of the tRNA and the hollow blocks represent the
amino acids.
• Assess the learners’ understanding by reviewing the steps of the translation

process.
D
The following events in translation can help the learners understand the
process:
• Step 1. As translation begins, mRNA binds to a ribosome in which the

ribosomal RNA is found. Then, tRNA molecules, each carrying a specific
amino acid, attract the ribosome. The tRNA anticodon pairs with the first
mRNA (start) codon AUG, to form the initiation complex. The two molecules
temporarily join together.
205
• Step 2. Usually, the first codon on mRNA is AUG, which codes for the
amino acid methionine. AUG signals the start of protein synthesis. Then,
the ribosome slides along the mRNA to the next codon.
• Step 3. A new tRNA molecule carrying an amino acid pairs with the second
mRNA codon.
• Step 4. When the first and second amino acids are in place, an enzyme
joins them by forming a peptide bond between them.
• Step 5. As the process continues, a chain of amino acids is formed until

the ribosome reaches a stop codon (e.g., UAA, UGA, UAG) on the mRNA
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strand. The polypeptide chain is released and protein synthesis is complete.
Figure 7 summarizes the translation process.
O
C
E D
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Figure 5. Translation
Source: www. scq.ubc.ca
D
• The process of converting the information in a sequence of nitrogenous

bases in mRNA into a sequence of amino acids that make a protein is
known as translation.
• The role of transfer RNA (tRNA) is to bring the amino acids in the
cytoplasm to the ribosomes to form polypeptides.
Note: The teacher can read from Biology books and Learners Material
about the Genetic Code for background knowledge.
206
Activity 5
Trace the Code
In this activity, the learners will apply what they have learned about DNA
and mRNA, and the use of the information in the Genetic Code Table.
Teaching Tips:
• Point out to the learners that they have only explored the overall process
of transcription and translation, and that the activity will help them walk
through the sequence of the DNA, transcribe it into mRNA and mRNA
translating it into protein.
PY
• Introduce the Genetic Code Table to the learners.
• Refer to the Genetic Code Table to identify the amino acid.
• Explain the procedure of the activity.
• Reproduce the activity sheet on page 209.
• Illustrate an example on the board on how to locate amino acids in the
O
Genetic Code Table below.
• Remind students to answer the guide questions.
C
Order of bases Order of bases in Amino Acid
Order of bases
in mRNA tRNA Coded into
in DNA
(codon) (anticodon) Proteins
TAG AUC UAG Isoleucine
D
CAT GUA CAU Valine
CAG GUC CAG Valine
E
GGT CCA GGU Proline

ATG UAC AUG Methionine
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GTT,GTC,GTA,GTG CAA,CAG,CAU,CAC GUU,GUC,GUA,GUG Valine

TGA ACU UGA Threonine
ACA UGU ACA Cysteine
AAA UUU AAA Phenylalanine
D
GAA CUU GAA Leucine

• To determine the order of bases in the first column (DNA), second column
(codon), and third column (anticodon), consider the complementary
base pairs in DNA: adenine pairs with thymine and guanine pairs with
cytosine. While in RNA: adenine pairs with uracil and guanine pairs with
cytosine.
• To identify the amino acid, look at the bases in the mRNA codon, e.g.,
AUG using the Genetic Code Table. Look for the first letter of the mRNA
codon on the left side of the Genetic Code Table (A), the second letter
of the mRNA on the second column (U), and the third letter on the right
column (G). AUG codes for the amino acid-methionine.
207
Q20. The complementarity of the base pairing is essential in transcription
and translation. The final products coded by the DNA are RNA and
proteins. Some of the DNA sequences are regulatory sequences
that do not code for RNA or proteins but are important in gene
expression. Protein synthesis is the basis of expression of hereditary
characteristics in both structure and form.
Q21. Each codon specifies a particular amino acid that is to be placed in the
polypeptide chain. There is more than one codon for each amino acid.
• Assess learners’ understanding by giving an example of a DNA
sequence on the board. Ask one volunteer to transcribe it into mRNA
sequence and another volunteer to translate it into protein one codon
at a time.
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Example:
DNA sequence: AGACTTATC
mRNA sequence: UCUGAAUAG
PROTEIN: Serine – Glutamic acid – Stop codon
• Ask students about the function of the ‘STOP’ codon to check for
O
understanding.
• Lead learners to the next lesson by asking them what will happen if
the first C in the sequence is changed to G. Learners are expected
C
to answer that the protein sequence would be changed. This is an
example of mutation.
• Tell the students that they will be learning about mutation in the next
lesson.
E D
EP
D
208
Name: _________________________________ Section: ___________
Activity 5 Trace the Code
Order of bases Order of bases in Order of bases in Amino Acid Coded

in DNA mRNA (codon) tRNA (anticodon) into Proteins
TAG AUC
CAT
GUC
CCA
Methionine
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Valine
ACU
ACA UGU
AAA
GAA CUU
Genetic code Table
O
C
E D
EP
D
Q22. Why is the specific base pairing essential to the processes of

transcription and translation. ________________________________
Q23. How many codon/s codes for one amino acid?

_______________________________________________________
209
Activity 6
Chromie Change
In this activity the learners will illustrate and differentiate the kinds of
chromosomal mutations.
Teaching Tips:
• Introduce the lesson using guided inquiry to activate learners’ prior
knowledge.
• Establish the motivation for mutation lesson.
1. How do errors in base pairing of the DNA change the DNA
sequence? (Different protein that is usually non-functional or
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with altered function will be made).
2. What do you call these changes? (Mutation)
3. What might cause a mutation to occur? (Mutations may be
caused by mutagens in the form of radiation, chemicals,
extremes of temperature, and even viral infection).
O
• Determine the number of groups in your class for the activity. Ideally,
about ten (10) learners or less per group.
• Explain the procedure of the activity. Make sure that the learners will
C
• Check on the groups from time to time, see to it that the learners are
able to do it correctly.
D
• Lead learners to the answers of guide questions.
• Guide the students in filling out the table below. Refer to the possible
E
answers in the table.

Chromosomal Mutations
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Translocation Deletion Inversion

1. How many 2 1 1
chromosome/s is/are
involved?
D
2. How did you change Broke a part Broke a part Broke a part,
the original structure and reversed and
of the chromosomes? attached it to reinserted
another it into
chromosome. the
chromosome
210
3. Which condition/s Either gain or Loss of Either gain or
do you think loss of genetic genetic loss of genetic
result/s to change/s material OR no Material material OR no
of chromosome loss or gain of loss or gain of
material? Please genetic genetic material
indicate using the material during the
words loss, gain, during the process
either loss or gain of exchange
genetic material. process
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Q24. Translocation occurs when a piece of chromosome breaks off and
attaches to another chromosome. An inversion involves the breakage
of a chromosome in two places in which the resulting piece of DNA is
reversed and re-inserted into the chromosome. Deletion refers to the
loss of a segment of DNA or chromosome.
O
Changes that affect the structure of chromosomes can cause
problems with growth, development, and function of the body’s systems.
These changes can affect many genes along the chromosome and
C
disrupt the proteins made from these genes.
Q25. The normal genetic content of the chromosome may be affected. Many
diseases are caused by the effects of inherited genes. In most cases,
there is only a small difference between the DNA sequence in the
D
defective gene and a normal one. This difference is enough to cause
serious and often fatal diseases.
E
Q26. Gain or loss of chromosome material results in chromosomal mutations

or aberrations; may also result to Down’s syndrome, Klinefelter’s
Syndrome, or Turner’s Syndrome. However, Cri-du-chat Syndrome is
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due to loss of chromosome.

Q27. The possible effects of chromosomal mutations are medical problems,
problems on growth and development, genetic disorders, and even
death.
• Assess the learners’ understanding by showing a drawing of the four
D
kinds of chromosomal mutations. Let learners analyze and identify

the type of chromosomal mutation.
• Show a normal male and female karyotype and some examples of
karyotypes of chromosomal abnormalities, e.g. Down’s Syndrome,
Cri-du-chat, Klinefelter’s syndrome and Turner’s syndrome. Let
learners compare the normal karyotype with the karyotype of affected
individuals. Let them identify which set of homologous chromosomes
are affected.
• Conclude the lesson by asking learners if their knowledge of molecular
genetics may affect their lives. Ask for some volunteers and listen to
their thoughts and ideas.
211
• Point out to the learners that in agriculture, traits of plants and animals
could be modified by targeted or random mutations and that not all
mutations are harmful.
• Mention to the learners the concept about genetic engineering. In
recombinant DNA technology, scientists have developed methods
to move genes from one species into another. This process uses
restriction enzymes to cleave one organism’s DNA into fragments
and other enzymes to splice the DNA fragment into a plasmid or viral
DNA. Transgenic organisms are able to manufacture genetic products
alien to themselves using recombinant DNA. Genetic engineering
has already been applied to bacteria, plants, and animals. These
organisms are engineered to be of use to humans.
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• Access additional resources about genetic engineering on this link
www.worldofteaching.com
• Cite the work of Luther Burbank, an American horticulturist who
introduced more than 200 varieties of fruit. The teacher can tell the
learners that he developed pomato (tomato/potato), plumcot (plum/
O
apricot), and the white raspberry. The teacher can localize examples.
• (Optional)Have students think about a hybrid fruit, vegetable, flower
or animals that they might like to breed. Let them draw pictures of
C
their hybrid organisms considering the qualities that they would like
their hybrid organisms to have.
• You may use the given sample rubric for this task or you may create
your own rubric.
D
Suggested website for hybrid fruits and vegetables:
(www.buzzle.com/articles/hybrid-fruits-and-vegetables.html)
E
Note: The teacher can acces the LRMDS(BEAM) material of

DepEd from which Activity 6 was adapted.
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• A mutation is a change in the base sequence of DNA. Mutations
D
may affect only one gene, or they may affect whole chromosomes.
• Mutations in eggs or sperm effect future generations by producing
offspring with new characteristics.
• Mutations in body cells affect only the individual and are not
passed on to the offspring.
• When DNA from two different species are joined together, it is
called recombinant DNA. This process uses restriction enzymes
to cleave one organism’s DNA into fragments and other enzymes
to splice the DNA fragment into a plasmid or viral DNA.
212
Name: _______________________________ Date: ________________
Grade: _____________ Teacher: _________________________________
RUBRIC
Performance Criteria Value

Indicator 1 2 3 4
Creativity and Finished the Includes an Includes some Includes many
Originality piece of drawing idea, unique ideas unique ideas
but but lacks and several and
provides no originality and materials were creative use of
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evidence may have used, based his materials, made
of creativity or imitated or her work on connections
originality someone else’s someone else’s to previous
plan idea; made knowledge,
decisions after generating
referring to one many ideas
O
source
Concept Piece was not Piece was Piece was Piece was well-
understanding created at all created but created to show planned and
Cunclear desired traits of
the hybrid animal
created to show
desired traits
or plant crops of the hybrid
animal or plant
crops
D
Effort Did not finish Finished the Completed the Gave effort far
the work in a project, but it project in an beyond the
satisfactory lacks finishing above average requirements of
E
manner touches or can manner, yet the project

be improved more could have
with little effort been done/
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developed/
accomplished
Responsiveness Displayed Displayed Displayed Displayed
a negative a negative a positive a positive
response response at response most response all the
throughout the times during the of the time time during the
D
development of development of during the development of

the piece the piece development of the piece
the piece
Total
Teacher Comments:
213
SUMMARY
• DNA is the genetic material of organisms. A DNA is a double helix molecule

composed of two complementary strands of deoxyribonucleotides units.
The complementary base pairs of the DNA are held by hydrogen bonds.
• The central dogma of the transfer of genetic information states that the
sequence involved in the expression of hereditary characteristics is from
DNA to RNA to proteins.
• Genes are segments of DNA that may code for RNA or proteins.
• Most sequences of three bases in the DNA of a gene code for a single
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amino acid in a protein.
• Transcription is the process by which the information in a strand of DNA
is copied into a new molecule of messenger RNA (mRNA).
• There are three major types of RNA in the cell and their functions:
O
1. mRNA carries the information from DNA to the ribosomes.
2. tRNA translates the genetic message carried by the mRNA through
protein synthesis.
C
3. rRNA forms the structural component of the ribosome.
• Ribosomal RNA serves as the site for attachment of mRNA and tRNA
and for protein synthesis
D
• Translation is a process which the order of bases in mRNA of amino
acids is synthesized/converted/decoded into a protein. It occurs in a
E
ribosome of the cytoplasm.

• A mutation is a change in the base sequence of DNA. Mutations may
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affect only one gene, or they may affect whole chromosomes.

• Mutations in eggs or sperm may affect future generations by transmitting
these changes in the offsprings. Mutations in non-sex (somatic) cells
only are not hereditary.
D
• When DNA from two different species are joined together, it is called
recombinant DNA. This process uses restriction enzymes to cleave
one organism’s DNA into fragments and other enzymes to splice the
DNA fragment into a plasmid or viral DNA.
214
A. 1. (a) TTACGGTCACCA
2. (a) (c) UUACGGUCACCA
3. (b) AAUGCCAGUGGU
B. 4. UGG
5. 6
6. Aspartic acid
7. U & A
C. Arrange the following steps in protein synthesis from first to last (1-6).
1 A. Transcription
3 B. tRNA – amino acid units link to mRNA
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4 C. Amino acid separate from tRNA
5 D. Polypeptide chain assembled
2 E. mRNA links to ribosome
6 F. Stop codon encountered in mRNA
D. Given the list of amino acids, determine the sequence of bases in the codon
O
of the mRNA that codes for these amino acids. Use the table for the
Genetic Code
1. AUG 6. AAU/AAC
C
2. UUA/UUG/CUU/ 7. GUU/GUC/GUA/GUG
CUC/CUA/CUG
3. AGA/AGG 8. GGU/GGC/CGA/GGG
D
4. ACU/ACC/ACA/ACG 9. GAU/GAC
5. AAA/AAG 10. GAA/GAG
E
EP
D
DNA Template
E. AUG UUA AGA ACU AAA AAU GUU GGU GAU GAA
Note: The teacher should consider that there are other possible answers
to be presented by students since one amino acid maybe coded by several
codons.
215
Glossary of Terms
DNA replication process in which the DNA is copied
Amino acid the building blocks of a protein molecule
Anticodon the complement of the mRNA triplet code in the

tRNA
Chromosomal
mutations changes in the chromosomes where parts
of the chromosomes are broken off
and lost during mitosis
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Codon each set of three nitrogenous bases in mRNA
representing an amino acid or a start/stop signal
Genetic code set of rules that specify to the codons in DNA or
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RNA that corresponds to the amino acids in
proteins C
Nitrogenous base is a carbon ring structure that contains one
or more atoms of nitrogen. In DNA, there
are four possible nitrogen bases:
adenine(A), thymine(T), cytosine(C) and
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guanine(G).
mRNA messenger RNA; brings information from the

E
DNA in the nucleus to the cytoplasm.

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Mutation Any change in the DNA sequence
Recombinant DNA A form of DNA produced by combining genetic

material from two or more different sources by
means of genetic engineering.
D
rRNA ribosomal RNA; hold tightly to the mRNA and use

its information to assemble amino acids.
tRNA transfer RNA; a type of RNA that attach the

correct amino acid to the protein chain that is
being synthesized in the ribosome
Transcription process of copying DNA sequence into RNA
Translation process of converting information in mRNA

into a sequence of amino acids in a protein
216
Books
Rabago, L., et.al. (2010).Functional Biology:Modular Approach.Vibal
Publishing House, Inc.
Biggs. A. Gregg, K., et.al. (2000).Biology: the Dynamics of Life. USA:

McGraw - Hill Companies. Inc.
Addison-Wesley (1996). Science Insights:Exploring Living Things. USA:
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Addison Wesley Publishing Company.
Teaching Guide – Integrative Science Biology by Eferza Publications
O
Internet C
www.chemguide.co.uk/organic props/amino acids/dna1.html/
www.accessexcellence.org
D
www.elmhurst.edu
E
ghr.nlm.nih.gov/handbook/mutations and disorders/gene mutation

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www.nature.com/scitable/topicpage/Genetic-Mutation - 1127
www.buzzle.com/articles/hybrid-fruits-and-vegetables.html
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DepEd Materials
APEX Biology Unit 6 Anatomy of Genes Lessons 1-5 Heredity and Genetics
BEAM Learning Guide, Nov.2008, Genetic Book of Life pp. 28-34
EASE Biology Lesson 3 The DNA Material pp. 20-24
217
DNA Template
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O
C
E D
EP
D
218
RNA Template
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O
C
E D
EP
D
219
tRNA Template
PY
O
C
E D
EP
D
220
MODULE
3
Biodiversity and
Evolution
Content Standards Performance Standards
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The learners demonstrate the The learners write an essay or
understanding of how evolution make a multimedia presentation on
through natural selection can result the importance of adaptation as a
to biodiversity. mechanism for survival of a species.
O
Overview
C
From Grade 7 to Grade 9, the students learned that organisms are
grouped into Kingdom, Phylum, Class, Order, Family, Genus and Species. They
D
also learned that organisms possess unique qualities. Some organisms may
look the same but they are totally different from one another, e.g. shark and
E
dolphin; others may be related to one another but they have different physical
features and characteristics, like bat and rodent. This is because organisms
change over time. When climate changes, the environment will also change
EP
and so with organisms living in that environment. Some changes are easily
noticeable. While other changes occur so slowly through time and not easily
noticed.
In Grade 10, learners will realize that individual differences and variety
D
of characteristics are important to ensure the survival of species. The presence

of advantageous and desirable traits allow organisms to survive natural
calamities, disaster, and changes in the environment.
This year, the students will learn how fossil records, patterns in
development, and molecular data could be used to study the concept of
evolution. They will also be provided with a variety of activities to help them
understand the general processes and mechanism of evolution believed to
produce the Earth’s biodiversity.
221
Moreover, they will realize that the gift of human intelligence and abilities
carries great responsibility to protect life and the environment, and to increase
biodiversity.
At the end of this module the learners are expected to:

1. Understand how evolution is being studied from the fossil record and
molecular data.
2. Give the importance of understanding the origin of life.
3. Explain why reproduction, variation, and adaptation are necessary for the
survival of species.
4. Discuss how natural selection promotes expression and propagation of
traits, and species that adapt with the changing environment.
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Key questions for this module:
O
C
Pre-assessment is given as a tool to measure the learners’ prior knowledge
about Evolution.
D
Answers to the Pre-assessment

E
1. A 6. D
2. C 7. A
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3. B 8. A
4. D 9. C
5. B 10. D
II. Note: Instruct the learners to use line graph for graphical representation of
D
the given situation.
1. b.
222
III. Patterns of Evolution.
1. Divergent 2. Convergent
Sources of Evidences in the Study of Evolution

Organisms inhabiting the earth have changed overtime. Their structures,
traits and abilities allowed them to adapt and survive in their environment. Data
from the fossil records, anatomy and morphology, embryonic development, and
biochemistry could be analyzed to demonstrate if evolution of life on Earth has
taken place.
Evidences from Fossil Records
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Teaching Tips:
• You may start the lesson by showing a picture of fossil remains
O
as a motivation.
• Explain that fossils are examples of materials that paleontologists
use in studying evolution; they are traces of organisms that
C
lived in the past and were preserved by natural processes or
catastrophic events in rocks, peat, or ice; some fossils are remains
of organisms, that include bones, shells, teeth and also feces
D
(coprolite). Through time, the fossil-bearing rocks were exposed
by movement of the Earth’s surface, by weathering, or dug out by
paleontologists.
E

EP
Most fossil remains are commonly found in sedimentary rocks;

they are from the hard parts of the organism like woody stem,
bones, or teeth.
D
Determining the age of the fossil

Activity 1A should enable the students to estimate the age of fossils by
their positions in the sedimentary rock.
Teaching Tips:
• Explain that fossils are formed from remains of organisms which
were buried in layers of sedimentary rocks due to catastrophic
events and natural geologic processes. In time, these remains
were replaced by minerals forming rock like materials known as
fossils.
223
• In your discussion, state that relative dating is a method used to
determine the age of the rocks by comparing them with the rocks
in the other layers. The younger rock is found on the top layer and
the older rock is found in bottom layer. Mention also that relative
dating method depends upon the assumption that the age of a
fossil is based on the relative age of the rock from which they are
found; the technique is also used to date the rock based on the
fossil it contained. This makes the method unreliable and require
Carbon -14 dating, other radioisotopes dating, and molecular
techniques.
• Point out that some fossils have no living representatives today
due to extinction. By comparing the fossils in the different rock
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layers, scientists were able to predict the changes that occurred
in the characteristics of various organisms and to reconstruct
the order of changes that these generations of organisms have
undergone.
• The teacher may ask the learners to draw a rock layer and put the
O
four examples of fossils in every layer. Then the teacher can ask
the learners these questions:
a. Which of the fossils is found at the deepest layer?
C
b. Which is found at the uppermost layer? Explain your answer.
Activity 1A Where Do I Belong

E D
EP
D
Images of trilobite and crinoid stem taken from The Virtual Petrified Wood Museum
224
Q1. The oldest organism in the list are the trilobites, (answers may vary).
They lived during Paleozoic Era, in the Silurian and Ordovician period.
They can be 600 million years old.
Q2. Cenozoic Era, the recent fossil may be found in the uppermost layer of the
rock. (Answers may vary).
Q3. Yes. Rock layers in the Cambrian period also have traces /imprints of
mollusks that lived during that time. Most of them were invertebrates.
(Answers may vary).
Q4. Cenozoic Era, the fossil of the first human was found during this Era.
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Q5. Organisms are arranged from invertebrates to vertebrates, from simple
organisms to complex organisms and from unicellular to multicellular.
(Answers may vary).
O
C
Paleontologist determine the age of the fossils through their positions
in the sedimentary rocks. Fossils found in the bottom layer are
assumed to be older than those found in the upper layers.
D
In the next activity, the learners will determine the age of fossils by
checking its amount of radioactive Carbon-14.
E
Teaching Tips:
EP
• You may mention another method of determining the age of fossils,

and that is through the use of radioactive isotopes. This is done by
analyzing the age of the fossils and rocks where the fossils were
found, using the rate of decay of certain radioactive isotopes. This is
D
called absolute dating technique.
• Explain how the examination of layers of rocks and dating fossils

allowed scientists to develop the Geologic Time Scale. The Geologic
Time Scale proposes the major events in the earth’s history. It also
suggests the appearance of various kinds of organisms in a particular
period of time on earth.
• You may discuss the Geologic Time Scale and highlight the notable
dominant life forms in every period and era. Allow the students to
gauge the environmental and climatic conditions in every era, and
relate them to the kind of organisms that existed during that time.
225
• Explain how the Geologic Time Scale might be used to determine the
approximate age of the Earth, estimated to be around 4.6 billion years
old. The information given by radioactive dating of the fossils, along
with observations of rocks and rock layers, enabled the geologists to
speculate on the history of life on our planet.
• You may end the lesson by asking the students to reflect on this
situation:
You have been given an opportunity to travel in the future for several
hundred years. Use your imagination to think of organisms that might be living
on earth in that particular time, considering the environmental disturbances,
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calamities, and changes that occurred.
Activity 1B
What’s My Age?
Note: In this activity, you may allow the learners to use calculator.
O
C
E D
EP
D
Activity taken from Payawal P. (1993)
Q6. The age of the oldest fossil is 17 190 years old, a petrified wood.
Q7. The age of the fossil will determine the particular Era or Period the organisms
existed on earth.
226
Evolutionary Patterns from Comparative Anatomy
Another evidence of evolution is from comparative anatomy. Structures
can be homologous or analogous.
Teaching Tips:
• Point out that divergent evolution proposed that homologous structures

that developed from common ancestors may have different functions,
such as bat wings and rodent forelimbs. On the other hand, convergent
evolution suggest that analogous structures of organisms of different
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ancestors have similar function such as butterfly wings and bird wings.
• You may refer to the diagram below, for comparison between

homologous and analogous structures.
O
Comparison between Homologous and Analogous Structures
Basis of Comparison Homologous Structure Analogous structure
C
.
Origin Have the same ancestor Have different
ancestors
D
Function Modified to perform Adapted to similar
different functions functions
E
Example Forelimbs of bat and Wings of birds, bat and

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whale butterfly
Q8. The teacher can ask the learners to research examples about analogous
structures. (Answers may vary).
D
The next activity will help the learners understand the importance of
comparative anatomy in the study of evolution.
227
Activity 2
AHA! Analogous! Homologous!
Directions: Write, in the space provided, H if the structures below are

homologous and A if they are analogous.
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H
O
C
A
D
Activity from Payawal P. (1993)
E
Q9. Yes, because their forelimbs are made up of same kinds of bones that just
vary in size and function differently, suggest that they share a common
ancestor.
EP
Q10. The teacher can assign the students to do some research to determine
examples about homologous structures. (Answers may vary).
D
To summarize the lesson, you may ask the students this question: What
is the relevance of homologous structures in studying divergent evolution, and
analogous structures in studying convergent evolution?
Patterns in Embryonic Development

The next activity is about the comparison of the embryonic development
of different organisms. This activity will help the learners understand how
embryonic development provides patterns in the concept of evolution and
relatedness of certain animals.
228
Teaching Tips:
• Start the activity by asking the following questions:
o Who is your relative? Why is it important to know your
relatives?
• Explain that as the organisms grow and develop, the embryos

gradually become more and more dissimilar. These differences in
form are caused by genes that were turned on in the process of
development through time. Differences in the form are controlled
by the genetic blueprint of the organisms; and mutations in
some of these genes may lead to congenital defects, physical
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abnormalities, cancer, and predisposition to infection. Yet on
some very rare occasions minor mutations promote desired trait
for growth or resistance to disease.
O
Activity 3
So, Who is My Relative?
C
Q11. The first and second stages of development of the organisms show
better similarities.
D
Q12. Possible answers: the shape of head, lower parts of the body, and
forelimbs.
E
Q13. Possible answers: organisms are different in size, shape of the head, hind
limbs, forelimbs, structure of the eyes, etc.
EP
Q14. Similarity in structures may suggest that organisms share common

ancestors. (Answer may vary).

D
Species that are closely related exhibit similar embryonic development

although in the adult stage the organisms are quite different.
Evidence from Amino Acid Sequence
Another area of study in the evidence of evolutionary concept is provided

by protein and DNA sequences. The next activity will further help learners
understand more about the relationship of organisms based on their molecular
data.
229
Teaching Tips:
• Start the session with a review on DNA, protein structures, and
relationships learned in module 2.
• For tables 2, 3, 4, the teacher can ask the students to highlight
the different amino acid by using other colors of pen.
• For graphical representation of tables 6 and 7, you may ask the
students to use different colors to represent pairing of species.
• You may ask the learners to analyze the results and interpret
the graphs, and discuss the results.
• The teacher may assign the students to search about the theory of
Jean Baptiste de Lamarck and Charles Darwin. Allow the students
to organize their readings about Jean Baptiste de Lamarck and
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Charles Darwin in foldable as shown below (Figure 1).

Figure 1
O
C
Activity 4
D
Let’s Compare
E
Table 2 Table 3
EP
D
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Table 4 Table 5
PY
O
Activity taken from Brittain T. (Biology the Living World) Lab Manual, 1989
C
Q15. Chimpanzee
Q16. Kangaroo
D
Graphs for Table 6 and Table 7
E
EP
D
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Q17. Bread molds, with 48 differences in amino acid sequence.
Q18. Fruit fly and screwworm

Fruit fly and wheat, with 47 differences in amino acid sequence.
Q19.Yes, the similarity in amino acid sequence may suggest similarity in

their DNA sequence.
Q20. Yes, similarity in amino acid sequence may suggest the closer relationship
of the organisms.
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DNA and amino acid sequences maybe explored to investigate
evolutionary concepts. These tools may provide identify and are
used in the classification of organisms to their respective genus and
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species.
C
Activity 5 Follow the track
Activity 5 is a simple simulation of natural selection using footprints of

D
two different organisms. Encourage the students to use their imagination to
create a story out of the footprints.
E
Teaching Tips:
EP
• This activity is best carried out in groups. Two days before the
lesson, assign each group to interpret or create a story out of the
four diagrams.
• Allow the group to present their work in class. You may choose
the best story.
D
• During the activity, it helps if you will post on the board an

illustrations of the activity “Follow the Track” especially during
group presentation.
• During the discussion, point out that organisms struggle for
existence in order to survive; they compete for food and space.
Organisms with favorable and advantageous characteristics
survive and reproduce. Fitness refers to the ability of an organism
to survive and produce offsprings. Different individuals in a
population possess different characteristics and abilities; this is
called variation.
232
Q21. Two sets of footprints. Yes, the footprint on the left belongs to smaller
organisms, while footprints on the right belong to much bigger organisms.
Q22.They are both going to the same direction.
Q23. Possible answers: in diagram 3, a struggle between the two organisms.

In diagram 4 (Answers may vary), the organism with advantageous
characteristics survived. The smaller organisms did not survive.
The next activity will help the learners determine the effect of environmental
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changes on adaptation and survival of species.
Activity 6
O
Survivor
Teaching Tips: C
• This activity is best carried out in groups. You may assign learners
to read and study activity 6 in advance to give them time to prepare
the materials.
D

• Guide the learners through the procedure. There may be steps in
E
the procedure where closed supervision is needed, such as using

the alcohol lamp and removing the burnt materials.
EP
• Remind the learners about laboratory safety.
• Make sure that the students are wearing their masks before using
the alcohol lamp.
D
• During the activity, students must use tongs or clamps to remove

burnt materials.
• The teacher may ask the students to present the results in front of
the class for discussion.
• You may use the table below, in determining the survivors.

Basis of determining survivors:
233
Events Survivor Not a Survivor
Fire (Alcohol lamp) Materials that did not burn All burnt materials
Earthquake ( Magnet) Materials not attracted to Materials attracted to

the magnet the magnet
Flood ( Water) Materials that are wet but All wet and destroyed
not destroyed materials
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Sample results
Disturbances
FIRE Flood/
O
Organisms/ Earthquake Total number
(alcohol typhoon
Events (Magnet) of survivors
lamp) C (Water)
Marbles 6 18 25 25 or more
Paper 0 0 0 0
Candles 0 0 0 0
D
Plastics 0 0 0 0
Paper clips 6 2 6 18
E
Q24. Answers can be marbles and paper clips (Results may vary).
EP
Q25. Yes, possible answers are paper, plastics or candles (Results may vary).
Q26. Marbles and paper clips were able to survive because they possess
characteristics that can withstand the three environmental disturbances.
The papers, candles, and plastics don’t have characteristics that can help
D
them survive the three environmental disturbances (Answers may vary).
Q27. Variation increases the chance of survival. Organisms with the most
desirable traits would likely survive environmental changes and gradually
become better suited to survive in a given environment; this is called
adaptation.
234
Point out during class discussion that the organism that is best adapted
to the environment will continue to reproduce and perpetuate its own kind. Over
time, it will produce a new breed of organisms that are different from the original
ancestors because of mutation, genetic recombination and natural selection,
which will lead to speciation and increase in biodiversity.
Q28. Yes. (Answers may vary) Destruction of habitat may lead to food shortage,
which may cause migration and death of organisms.
Q29. (Answers may vary) Proper garbage disposal, energy conservation.

Reuse, recycle and reduce consumption.
PY
End the lesson by asking this question: “What will you do in order to
survive in any given environment or situation”?
Performance Task
O
After learning about variation and adaptation, the learners will now create
a multimedia presentation about the things an individual must do in order to
C
adapt and survive in environmental changes and challenges.
They can express their thoughts and ideas from the point of view of
an environmentalist, a climate change advocate, a mayor or governor of a
D
particular town or a barangay official. Their presentation should cater to the
common citizens to encourage them to be aware of environmental changes
E
that can occur, to prepare them for things they need to do, and to help them
adapt and survive in these environmental changes. They can interview people
from the Department of Environment and Natural Resources (DENR), Climate
EP
Change Commission, National Disaster Risk Reduction and Management

Council (NDRRMC), and other government agencies and Non-Government
Organization (NGO), where they can gather information that will help them with
their presentations.
D
Their multimedia presentations will be graded based on purpose,

content, understanding of the concepts, additional information and creativity.
Teaching Tips:
• Instead of creating a multimedia presentation, you may ask the
learners to write an essay about the things an individual must do in
order to adapt and survive these environmental changes.
• You may evaluate the essay based on the purpose, content, and
creativity of the learners’ output.
235
Scoring Guide
Score Criteria
All requirements are evident and exceed
(10 points) expectations.
The output is very neatly done and very well-
YEHEY!! organized.
Clap, Clap, Clap, Clap The output shows lots of creativity.
Completed and submitted on time.
All requirements are evident. The product is
( 8 points) neatly done and well- organized. The product
shows creativity.
PY
Clap, Clap, Clap Completed and submitted on time.
The requirements are evident (maybe 1 or 2
( 5 points) missing)
Clap, Clap Neatly done, shows little creativity.
O
Completed and submitted on time.
Many requirements are not provided. Output is
( 3 points) very poorly done and not so organized. Shows
Clap no creativity.
C
D
(0) No output
E
Summative Assessment:
EP
1. A 6. D
2. C 7. A
D
3. B 8. A
4. D 9. C
5. B 10. D
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Test II.
1. Convergent
2. Divergent
Note: Instruct the learners to use line graph for graphical representation of
the given situations.
3. 4.
PY
O
Summary of Concepts:
C
• The fossil record, molecular data from DNA and amino acid sequences
D
may be used to study possible changes in species over time.
E
• Fossil records help the paleontologist determine if there were changes

in structures and varieties of the species.
EP
• Embryology suggests that some organisms may have common patterns

of development.
• Morphological and molecular data show that organisms may be related
to one another.
D
• Jean Baptiste de Lamarck proposed The Theory of Need, The Theory of

Use and Disuse, and The Theory of Acquired Characteristics.
• Charles Darwin proposed the Theory of Natural Selection which is
supported by the following ideas: Organisms struggle for existence,
resulting in survival of the fittest and elimination of the unfit. Organisms
learn to adapt to their environment in order to survive and reproduce.
• Speciation may happen through gene combination, mutation, and
natural selection.
• Speciation increases biodiversity.
237
Glossary of Terms
Adaptation Ability of an organism to adjust and thrive in a given
environment
Analogous
Structures Structure in organisms that are similar in function but different
in origin
Convergent
Evolution An increase in similarities among species derived from
different ancestors as a result of similar adaptation to similar
environment
Divergent
Evolution An increase in the difference among descendants of a single
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ancestral species as time passes
Evolution Species change over period of time
Gene A segment of DNA or RNA that code for protein or RNA. A
molecular unit of hereditary trait
Fitness Ability to survive and produce offspring
O
Fossils Preserved remains of organisms such as bones, shells, teeth
and feces
Homologous
Structures
C
Parts of different organisms that are similar in structure but
serve different functions
Reproduction The process by which an organism produces offsprings and

D
thus perpetuate the species
Variation Differences in traits of organisms in a population
E
EP
References and Links:

Alexander P. Bahret, MJ. Charles, J. Courts G. Skolky D’ Alessio N., Biology
The Living World, Prentice hall New Jersey. 1989.
D
Biology,Science and Technology Textbook, Department of Education, 1990.
Brittain, TM., Biology: The Living World Laboratory Manual, New Jersey, USA:
Prentice Hall Englewood Cliffs.1989.
Campbell, NA. Williamson, B. Heyden, RJ. , Biology: Exploring New Life ,

New Jersey USA: Pearson Education Inc. 2004.
Capco, CM. Phoenix Science Series: Biology Quezon City Philippines:

Phoenix Publishing House. 2003.
238
Carale LR. Galvez, ER. Risa, L. Biology Science and Technology for Better
Life, Gil Puyat Ave., Makati City Phils. Basic Media System Inc.1989.
Institute for Science and Mathematics Education Development, Biology

Textbook,Book Media Press, Inc. 2004.
Delos Reyes, J. Introductory Biology, U.P., Manila: IPPAO. 1995.
Kent, M. Advance Biology, Great Claredon St. Oxford USA: Oxford University
Press 2000.
Mader, SS. Biology, USA: WMC. Brown Publishing. 1985.
PY
Meyer, DE., Biological Science a Molecular Approach, Boulder, Colorado,
USA Biological, Science Curriculum Study. 1980.
Miller, K. Levine, J. Biology Prentice Hall, New Jersey. 1991
O
Olivares, M. Bermio, E. Cruz, J. Science and Technology for the Modern
World; SEMP II Diwa Scholastic Press Inc. 2003.
C
Payawal, PC. Lannu, AL SD. Sangalang, MF. Soligam, AC. Cadiz, N
M.Torreta, NK. Biology: Study and Review Guide, Greenhills San Juan,
Phil: Academe Publishing House 1993.
D
Rabago, LM. Joaquin, CC. Lagunzad, CG. Functional Biology, Vibal

E
Publishing 2010.
Reading Essentials for Biology, Teacher Annotated Edition, Glencoe Science,

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McGraw Hill, New York.USA.
http.www.Albertawow.com
http.www.earth history.org.uk
D
http.www.napedu/catalog.php?recor id+13165
http// petrified wood museum.org/imprints.htm
Poole, Lynne Carbon -14. www.chem.uwec.edu
http://serendip.brynmawr.edu/waldron/#evolution
239
MODULE
4 Ecosystem: Biodiversity
Content Standard
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The learners demonstrate the understanding of:
• the influence of biodiversity on the stability of ecosystem
• an ecosystem as being capable of supporting a limited number of
organisms
Overview
O
C
In Grade 9, the learners were able to relate species extinction to the failure
of population of organisms in adapting to abrupt changes in the environment.
D
In Grade 10, the learners will explain in greater detail how diversity of species
increases probability of adaptation and survival in a changing environment.
They will analyze how biodiversity can affect the stability of an ecosystem. This
E
module shows the value of biodiversity, factors that affect population growth,
and the impacts of human activities on the environment.
EP
As the learners go through this module, they are expected to:

• Explain how diversity of species increases probability of adaptation
and survival of organisms in changing environment.
• Explain the relationship between population growth and carrying
D
capacity.
• Suggest ways to minimize human impact on the environment.
In this module, learners will gather information about the condition of

biodiversity in their locality. They will identify the kinds of living things found in
their community and identify how valuable they are in the environment. This
must be done for the learners to appreciate the importance of biodiversity. The
learners will conduct investigations on the condition of their local biodiversity
and the existing programs and projects for its conservation.
240
The module presents activities that will allow learners to understand the
relationship between biodiversity and stability of an ecosystem. The activities will
make the learners realize how each of them can contribute to the rehabilitation
and conservation of the resources in their environment. Finally, the module
will end with a culminating activity that will showcase the learning output of the
learners.
The following key questions may be used as guide for the teacher in
synthesizing the activities found in the module to accomplish the learning
competencies and standards.
Key questions for this module
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O
C
D
Pre-Assessment:
E
Notes to the teacher:

EP
• KWHL chart is used as pre-assessment in this module to determine prior

knowledge of the learners on biodiversity and stability, and to identify the
required skills in accomplishing the learning tasks.
• The teacher may want to ask the students to fill out the KWHL chart individually,
by pair or by group.
D
• Answers may vary.

• The teacher is free to modify this form of assessment depending on how it can
help make learning easier for the students.
Teaching Tips:
• Make connections between what the students learned about biodiversity in
Grade 9 and what they will learn in this module.
• Give an overview of what the students will do and learn as they go through the
module.
• Capture enthusiasm for the daily learning tasks that the students will be doing
in the entire module.
241
Activity 1
Classifying the Value of Biodiversity
Teaching Tips:
• Before the activity starts, you may want the students to view a short
video clip or multimedia on biodiversity and its importance, or different
interactions that take place in an ecosystem; then relate this to what
they will learn for this activity.
Sample video clip from you tube:
o Biodiversity Video
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https://www.youtube.com/watch?v=HA3xNMJnFuo
o Why Biodiversity Matters? https://www.youtube.com/
watch?v=N5ssjM2Fjuc
o Show Me Science – The Importance of Biodiversity
https://www.youtube.com/watch?v=5a1yr5Ut1sA
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• You may ask the learners to have a small group discussion on the
value of biodiversity and ask them to complete table 1 found on their
module.
• Answers in Table 1 may vary.
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• Ask volunteers to share their group output then wrap up the
discussion by asking the learners to answer the first key question
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“How do biodiversity affect stability of an ecosystem”?
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Biodiversity benefits people in manys ways. It can be of
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econimical, ecological and aesthetical value. It also affects the stability

of an ecosystem: the greater the biodiversity, the more chances that
stability can be attained in an ecosystem.
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The Ups and Downs of Population Growth

Possible answers to “Think about this!” section:
1. * This means that the birth rate of human is greater than the death rate.
* Exponential growth rate shows an increasing number of human which
indicates that there were more people were born than the number or
rate of death.
2. The second situation indicates that death rate of the Monkey-eating

Eagle is greater than the birth rate of the Monkey-Eating Eagle.
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Limiting Factors
Teaching Tips:
• Lesson on the limiting factors and carrying capacity can be done

differently depending on the kind of learners.
o For visual learners or learners who love to read, a reading

comprehension activity may be given, but make sure that there
are guide questions that will help them understand what they
read and guide them in attaining the learning objectives.
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o For auditory learners, slow readers, and challenged students, a
multimedia presentation can be used in presenting the lesson
accompanied with appropriate assessment tool such as activity
sheet, guide questions etc.
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o For advanced learners, web quest and online treasure hunt are
engaging activities that may be used.
Sample Webquest
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http://www.geocities.ws/rdw122/WQ_regulate_pop_growth.html
http://rachelcoggins4b.edublogs.org/2012/05/19/limiting-factors-
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web-quest/
• You may modify the guide questions found on the learners’ material.
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• Possible answers to the guide questions and think about this

section of the learners’ material/module:
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Chart on goat’s carrying capacity
Q1. Based on the chart, the goat’s carrying capacity is 65. Because the
chart shows that when the population of rat reaches 65 in number, the
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goat’s population stops growing, indicating that the area can only
accommodate and support 65 goats.
Q2. There is a rapid growth in the goat’s population between mid-May and mid-
June.
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Answer to Think About This!
3. Difference Chart:
Density-dependent limiting factor Density-independent limiting factor
• Population growth is influenced by • Population growth is not influenced
population density by population density
• Population growth is dependent • Population growth is affected by
on the carrying capacity of the human activities, natural disasters,
environment or habitat and climate
Logistic population growth Exponential population growth

• Population expansion decreases • Population growth is marked by a
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as resources become scarce rapid increase
• Population growth stops when it • There are plenty of resources
reaches the carrying capacity of available to support all organisms.
the environment • Higher birth than death rate
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4. The human population will stop growing when it reaches its carrying
capacity.
Notes to the Teacher:

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• For enrichment, the learners must read on the limiting factors that
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depend on population density found in the learners’ material.
• At this point, you may now ask the students to answer the second
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and third key questions: What are the limiting factors that affect
population growth; and how does population growth affect the
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carrying capacity of an ecosystem? This will give you input on the

level of understanding of the learners.
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Activity 2
Dependent or Independent?
This activity was designed to measure the understanding of the learners

about the limiting factors of population growth.
Answers:
1.
Density-
independent Limiting
Situation
or density- factor
dependent?
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Mrs. Rosales has 55 students in her Biology Density Emigration
class, but she has room for 50. Because dependent
the room was crowded, the 5 students were
asked to go to the curriculum chairperson to
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change their schedules.
Dinoflagellates in Laguna de Bay increase Density Resources
in population due to an increase in organic dependent
substance in the body of water brought by
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water pollution.
The oil spill in Cavite area harmed many Density Human
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aquatic organisms in the vicinity. independent activities
A new strain of Dengue virus breaks out in Density Human
the country. independent activities
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Super typhoon Yolanda caused many Density Natural

residents to leave Leyte. independent disaster
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Population of wild boar decreases because Density Human

of deforestation. independent activities
An increase in population of house lizards Density Predation
in Barangay Himpot causes a decrease in dependent
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population of mosquitoes.
Note:
• Dinoflagellates are large group of protist that inhabits fresh water.

Increase in their population causes red tide.
• You may add other scenarios relevant to your community like
illegal mining, over fishing, over poaching, conversion of mangrove
swamps to coastal communities, overcrowding in island resorts,
etc.
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2. Cause and Effect (answers may vary)
Possible answers
Cause Effect
Statistics shows that the number of There will be an increase in the
babies born per day is double the population of human.
number of death per day. There will be a shortage of resources
More food demand in a limited
supply
Palawan government creates more The population of marine species
improvised breeding areas for the will increase and can decrease the
endangered marine turtles and coral danger of extinction.
reef fishes in their area.
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Sharks are hunted and killed for their Sharks population will decrease and
fins. become endangered.
Note:
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• Careful discussion on the effects should be observed particularly on
increase in human population. The effects that might be given by the
C
students may not be due to the increase in population but due to other
factors like mismanagement of resources and the like.
Environmental Problems and Issues

D
Teaching Tips:
E
• You may show video or pictures of different environmental conditions

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in the archipelago, such as the current condition of marine ecosystem,

fresh water ecosystem, tropical rainforest, mangroves, and agricultural
lands. Then, ask the students if they have observed similar changes
that took place in their community and how these changes might affect
biodiversity in the area.
D
Sample Video:
o Illegal logging Endangers South Philippines
https://www.youtube.com/watch?v=zeaE-8rlXGY
o Balagbag, A documentary Film on Illegal Mining in Zamboanga
https://www.youtube.com/watch?v=y9vONqOVzkg
• From the students sharing, connect it to the next activity where students
will analyze the problems depicted on the ecosystem.
• Remind the students that the following activities are connected to the
creation of their final output.
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Activity 3
Analyzing Environmental Issues
This activity will provide an opportunity to analyze sample environmental

problems or issues in preparation of the actual analysis of their community.
Teaching Tips:
• Form small groups for this activity. Each group will work on a specific
problem scenario depicted on the illustrations in the learners’ material.
• Create a support material to guide learners in accomplishing their
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task.
Sample support material/activity sheet
Activity Title: ___________________________________________________
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Group Name: __________________________________________________
Members:
___________________ ___________________ ___________________
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____________________ ___________________ ___________________
Problem # ____: ________________________________________________

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Example : Problem #1: Forested area is converted into housing
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Possible Causes of Possible Negative Effects on Possible positive

this Problem the Community/Environment effects on the
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community
Example: Example: Example:
Relocation of people • More trees were cut down • Less fortunate
in Manila to City of • Decrease in the number of people were
San Jose del Monte kinds of organisms provided with
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• Population of organisms will better living

decrease conditions.
• Loss of natural habitat for
different kind of organisms
found in the forest
• Ask each group to share their output. Give a checklist of what should be
shared to guide students during this activity.
• As part of the concluding part, you must relate or make connection
between what the students have accomplished to the next task that they
will do, which is focused on the biodiversity in their community.
247
Changes in the habitat of organisms cause either increase or
decrease in biodiversity. Humans are responsible for the conditions of
the ecosystems. Natural resources should be used wisely to preserve
them.
Activity 4
Biodiversity Status in the Community

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The activity is about the status of biodiversity in a locality. It is focused
on the community of the learners. This will require students to gather data
about species diversity, resources, population density, and carrying capacity
of the area that will serve as evidence in discussing the condition or status of
biodiversity of the area.
O
The students’ output for this activity is very vital in the creation of their
final product.
C
Teaching Tips:
D
• What to prepare:
o Groupings of the students
E
Group them depending on how students can work best.

The teacher may consider the residence, abilities/skills
and interest of the students.
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o Planning template
Each group must have a template that will serve as a
guide in accomplishing their tasks.
o Monitoring guide, checklist, logs, collaboration checklist/rubric,
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self and peer assessment form and the like are important tools
to prepare.
This will be used by both the teacher and the learners
to monitor students’ progress and keeping them on
track.
o Communication letter for the involved stakeholders such as:
 Request letter for the barangay tanod who will
accompany the students during survey and interview
 Setting an appointment with the staff/officials of
the involved local government unit (LGU) and non
government offices (NGOs) in the community.
248
 Parents’ consent.
 Letter to secure permission in accessing relevant
information from involved local government offices
such as City Environment and Natural Resources office
(CENRO), agriculture offices, and statistics offices.
 Assessment tools/scaffolds that will guide and help
students in accomplishing their tasks such as rubric,
collaboration checklist, group contribution form, self
and peer assessment form, task and learning log and
accomplishment/task checklist.
• Send communications at least one week before the activity to ensure
confirmation and avoid unnecessary incidents that may affect the
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activity.
• Remind each group of the guide questions that will help them
in planning how to accomplish their tasks and provide immediate
feedback as needed.
• Meet each group together with the barangay tanod for further
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instructions to ensure safety and cooperation during survey and
interview.
• Survey and interview must be done after school hours to avoid
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disruption of other classes, but not after office hours.
• For ICT skilled teachers, you may want to explore on the thinking
tools of Intel© for a more engaging, easy analysis of the gathered
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data. This can be used for free by your students in organizing and
analyzing their gathered data.
http://www.intel.com/content/www/us/en/education/k12/thinking-tools/seeing-
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reason.html
• Guide students in completing the table in Activity 4B.
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• Student and teacher conferences will be helpful in guiding students

in accomplishing activity 4B.
Activity 5
Product Creation
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This activity will require 2 to 3 class sessions to create the final learning
output for module 4. The students will go through four iterative cycles of creation:
Plan It, Do It, Review It and Share It. It is important to explain the importance
of the cycles of creation for the students to create better and quality learning
output.
Assist the students in learning more about the four cycles by giving and
explaining the information below.
(Source: Intel© Education Skills for Success Teacher Book V1. Pages 17-18)
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PY
O
C
E D
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D
250
PY
O
C
E D
EP
D
251
Activity 6
Showcasing of Products
Teaching tips:
• Organize a culminating activity to showcase their final outputs.

• Invite stakeholders and school club officers as audience in the presentation
of each groups’ final output.
• It is important to orient the audience and students on the objectives of
the event.
• Remind the participants and audience in giving constructive feedback to
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establish friendly atmosphere and to promote collaboration.
• Audience can be given opportunities to participate in the showcasing of
learning outputs by asking them to share their feedback at the end of the
presentation.
O
• Provide a feedback form that can be used in assessing and providing
constructive feedback.
• Remind them on the use of rubric as scoring guide.
C
• For more samples of assessment tools visit Intel© Education assessment
library.
D
Summary of Concepts:
E
• Biodiversity benefits people in many ways. It can be of economic,

ecological or aesthetical.
EP
• Greater biodiversity promotes a more stable ecosystem.

• More recent loss of biodiversity has been attributed primarily to human
activities such as overfishing, overhunting, and loss of habitat.
• Population growth gives us an idea on how fast a population changes
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over time.
• Population growth can be affected by density-dependent or density-
independent limiting factors.
• Changes in the habitat may cause an increase or decrease in biodiversity.
• Humans are obliged to take responsibility in maintaining a clean and
healthy state of the ecosystem.
252
1. A – promote it as an ecotourism destination, because it can increase

the level of appreciation and awareness of people touring the area on
the importance of the coral reef ecosystem. Trained persons should
manage the area and guide the ecotourists.
Choices B and C will not conserve but speed up the destruction of the
reef ecosystem. Choice B, collect fishes and sell them to pet shops may
be done in destructive ways like using cyanide and muro-ami that can
harm the coral reefs.
Choice C collecting corals as souvenir items for tourists will eventually
destroy the reef. The collected corals might have living coral animals
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and may die from dehydration when taken out of the sea. Also the
decrease in the coral affects the reef and those inhabiting the area may
perish for lack of breeding place and food.

O
2. B – can still conserve the ecosystem if only few houses are built among
the trees. The contour of the land was preserved and trees were not
uprooted or cut down.
C
Choice A cannot conserve the ecosystem because it can cause
deterioration of the ecosystem.
Choice C – might disturb animals living in the hilly land and kill plants
from the trampling of many feet.
D
3. B – getting only minor forest products can conserve the rainforest

E
ecosystem because it will not cause deterioration.

Choice A is prone to illegal logging and cause deforestation
Choice C might harm the forest because most of the campers leave
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their garbage and hunt exotic animals that cause disturbance in the
ecosystem.
4. A
D
5. D
6. C
7. D
8. A
9. C
10. C

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Glossary of Terms
Biodiversity is the variety of life forms in a particular ecosystem.
Carrying capacity is the maximum number of organisms that an

environment can hold or support,
Ecosystem is a community of organisms that live, feed and
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interact with the environment.
Exponential growth is a constant increase in the number of population of

an organism.
Limiting factors
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these are factors that control the growth of a
population.
C
Logistic growth is a population growth that reaches its carrying
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apacity characterized by zero growth rates.
E
Population is the total number of organisms of the same species

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in the same area.
Population density is the measurement of population per unit area.

D
Stability is the capability of an ecosystem to be self-regulating,

and returns it to a steady state after a disturbance.
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Internet Sources:
Retrieved from http://www.conservation.org/global/philippines/publications/

Documents/Mapping_Population-Biodiversity_Connections.pdf
Activate Instruction (2011, January 11). Study Guide: Population

Dynamics | Carrying Capacity | Activate Instruction. Retrieved March 5,
2014, from https://app.activateinstruction.org/playlist/resource-sview/
rid/51ef03ce07121c75158c76f0/id/51ed742a07121cad4fe66a3c/bc0/
PY
search/bc1/playlist
Daily, G., & Ehrlrich, P. (1992, November). Population, Sustainability, and

Earth’s Carrying Capacity A framework for estimating population
O
sizes and lifestyles that could be sustained without undermining
futuregenerations, by Gretchen C. Daily and Paul R. Ehrlich.
C
Retrieved March 6, 2014, from http://dieoff.org/page112.htm
DENR (n.d.). Biodiversity Resources. Retrieved March 1, 2014, from www.

D
denr.gov.ph/index.php/component/content/article/18.html
Elbrecht, T. (2010). ECOLOGY UNIT: POPULATION GROWTH.

E
Retrieved February 28, 2014, from http://www.crazyteacherlady.com/

uploads/5/1/4/8/5148626/objective_2_activities_pop_growth.pdf
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Philippine Clearing House Mechanism for Biodiversity (n.d.). Overview on

Biological Diversity. Retrieved February 28, 2014, from http://www.
chm.ph/index.php?option=com_content&view=article&id=55&Item
D
id=55
Skoool.co.uk/ Intel (2004). Population size. Retrieved March 4, 2014, from

http://www.skoool.co.uk/content/keystage3/biology/pc/learningsteps/
FSPLC/LO_Template.swf
Teachers try science (2012, January 30). Dynamic Population Dynamics.

Retrieved February 28, 2014, from http://www.teacherstryscience.org/
lp/dynamic-population-dynamics
255
Peter de Guzman. (2012). Environmental problems in the Philippines [Web].
Retrieved from https://www.youtube.com/watch?v=ev_TWY8fdQ8
Mindanao Examiner Production. (Producer) (2012).Balagbag: A documentfilm

on illegal logging in zambaonga [Web]. Retrieved from https://www.
youtube.com/watch?v=y9vONqOVzkg
Money 2389. (Producer) (2009). Biodiversity video[Web]. Retrieved from https://

www.youtube.com/watch?v=HA3xNMJnFuo
PY
David SuzukiFDM. (Producer) (2011). Why biodiversity matters? [Web].
Retrieved from https://www.youtube.com/watch?v=N5ssjM2Fjuc
http://www.animalintelligence.org/2006/08/04/duck-and-chicken-raise-
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family-together/----Q3
Books:
C
Dispezio, M.,Luebe, M, et al. (1996). Diversity and Adaptation. In Science
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Insights Exploring Living Things (p. 139). United States of America:
Addison-Wesley Publishing Company.
E
Department of Education Republic of the Philippines (2009). Importance of

Biodiversity, Environmental Issues, problems and Solutions. In Biology
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Textbook (pp. 326-327; 344-346). Mandaluyong City, Philippines: Book

Media Press Inc.
Glencoe (2000). Ecology. In Biology The Dynamics of Life (p. 94; 114). USA:
D
McGraw-Hill Companies.
Rabago, L. (2010). Philippine as Megadiversity Country. In Functional Biology

(2nd ed., pp. 409-410). Quezon City, Philippines: Vibal Publishing
House Inc.
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Published by the Department of Education

Reviewers: Eligio C. Obille Jr., Marlene Ferido, Ma. Helen DH Catalan,

Illustrators: Joseph V. Bales, Ramon C. Gatpo, Regaele A. Olarte, Marivic

D. Arre, Aurelia S. Garcia, Judith F. Marcaida, Regaele A. Olarte, Jane

Printed in the Philippines by: REX Book Store, Inc.

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Module 1. Coordinated Functions of the Nervous,

The Nervous System......................................................................167

The Nerve Cell...............................................................................168

Control of Body Processes through the Nervous System..............170

The Endocrine System...................................................................176

Activity 4. Who’s in Control?....................................................177

Activity 5. What Went Wrong?.................................................179

Activity 6. Mark My Calendar!..................................................181

Nervouse System Working Together with

Performance Task: Vidoe Making...................................................184

Answers to Summative Assessment..............................................187

References and Links.....................................................................189

Activity 1B. What’s My Age?...................................................226

Activity 2. AHA! Analogous! Homologous!...............................228

Activity 5. Follow The Track.....................................................232

Biodiversity and Stability

Activity 1. Classifying the Value of Biodiversity....................242

The Ups and Downs of Population Growth....................................242

Environmental Problems and Issues..............................................246

Activity 5. Product Creation.................................................249

Answers to Summative Assessment..............................................253

References and Links.....................................................................255

The Conceptual Framework of Science Education

CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)

K–3 4–6 7–10 11-12

GRADE/LEVEL Grade-Level Standards

GRADE/LEVEL Grade-Level Standards

GRADE/LEVEL D Grade-Level Standards

GRADE/LEVEL Grade-Level Standards

SPIRALLING OF CONCEPTS GRADE 3 – GRADE 10

Learners learn that some changes

Grade 7 Grade 8 Grade 9 Grade 10

LIVING THINGS AND THEIR ENVIRONMENT

Grade 3 Grade 4 Grade 5 Grade 6

Grade 7 Grade 8 Grade 9 Grade 10

PARTS AND FUNCTION: ANIMAL AND PLANTS

organ systems that perform

Grade 7 Grade 8 Grade 9 Grade 10

FORCE, MOTION AND ENERGY

Grade 7 Grade 8 Grade 9 Grade 10

EARTH AND SPACE

Grade 3 Grade 4 Grade 5 Grade 6

After making simple descriptions

Grade 7 Grade 8 Grade 9 Grade 10

Grade 10 – Earth and Space

2. cite examples of practical

5. apply ray diagramming

6. identify ways in which the

8. explain the operation of a

write an essay on the 7. explain how fossil records,

3. Chemical reactions the chemical reactions using any form of media,

CODE BOOK LEGEND

LEGEND SAMPLE DOMAIN/ COMPONENT CODE

Grade Level Grade 8

Module 1: Coordinated Functions of the Reproductive, Endocrine, and