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Science learners module grade 10 unit 3

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Ronalyn Concordia

This document is the teacher's guide for the Grade 10 Science curriculum published by the Department of Education of the Philippines. It provides an overview of the conceptual framework for science education in the K-12 Basic Education Curriculum. The goal is to develop scientific literacy to prepare learners to be informed and engaged citizens. The curriculum covers key concepts in life sciences, physics, chemistry, and earth sciences from Kindergarten through Grade 12. It emphasizes hands-on, inquiry-based learning using various approaches like contextual learning and problem-based learning. The curriculum also aims to develop values like environmental stewardship and innovation. The teacher's guide provides learning modules, activities, and assessments to help teachers implement the Grade 10 science curriculum.

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D EPED C O PY 10 Science Department of Education Republic of the Philippines This book was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@deped.gov.ph. We value your feedback and recommendations. Teacher’s Guide Unit 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. DEPED TAMBAYAN http://richardrrr.blogspot.com/ 1. Center of top breaking headlines and current events related to Department of Education. 2. Offers free K-12 Materials you can use and share.
D EPED C O PY ii Science – Grade 10 Teacher’s Guide First Edition 2015 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Teacher’s Guide. Those who have not entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly. Authors and publishers may email or contact FILCOLS at filcols@gmail.com or (02) 439-2204, respectively. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, PhD 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 Development Team of the Teacher’s Guide Authors: Herma D. Acosta, Liza A. Alvarez, Dave G. Angeles, Ruby D. Arre, Ma. Pilar P. Carmona, Aurelia S. Garcia, Arlen Gatpo, Judith F. Marcaida, Ma. Regaele A. Olarte, Marivic S. Rosales and Nilo G. Salazar. Reviewers: Eligio C. Obille Jr., Marlene Ferido, Ma. Helen DH Catalan, Vic Marie Camacho, Lilia M. Rabago and Cerilina M. Maramag Illustrators: Joseph V. Bales, Ramon C. Gatpo, Regaele A. Olarte, Marivic S. Rosales, Ruel C. Quindoy, Antonio I. Basilla, and Jose Leo Vic O. Albaño DepEd Specialists: Joseph R. Jacob and Maria Amparo R. Ventura Photo Credits: Herma D. Acosta, Dave G. Angeles, Liza A. Alvarez, Ruby D. Arre, Aurelia S. Garcia, Judith F. Marcaida, Regaele A. Olarte, Jane Chavarria and Nilo G. Salazar, Layout Artists: Joselito B. Asi and John Ralph G. Sotto 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.
D EPED C O PY 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 Activity 1. Break It Down!........................................................167 The Nerve Cell...............................................................................168 Control of Body Processes through the Nervous System..............170 Activity 2. How Fast Is Your Reaction?....................................172 Activity 3. A Nervous Trip........................................................173 The Endocrine System...................................................................176 Endocrine Glands and Their Hormones.........................................176 Activity 4. Who’s in Control?....................................................177 Activity 5. What Went Wrong?.................................................179 Menstrual Cycle.............................................................................181 Activity 6. Mark My Calendar!..................................................181 Nervouse System Working Together with Endoctrine System to Maintain Homeostasis................................183 Performance Task: Vidoe Making...................................................184 Summary........................................................................................185 Answers to Summative Assessment..............................................187 Glossary..........................................................................................188 References and Links.....................................................................189 TABLE OF CONTENTS 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.
D EPED C O PY 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 Summary........................................................................................214 Answers to Summative Assessment..............................................215 Glossary of Terms...........................................................................216 References and Links.....................................................................217 Module 3. Biodiversity and Evolution.................................................221 Overview.........................................................................................221 Answers to Pre-assessment...........................................................222 Sources of Evidences in the Study of Evolution............................223 Activity 1A. Where Do I Belong?.............................................224 Activity 1B. What’s My Age?...................................................226 Evolutionary Patterns from Comparative Anatomy.........................227 Activity 2. AHA! Analogous! Homologous!...............................228 Activity 3. So, Who is My Relative?.........................................229 Activity 4. Let’s Compare.........................................................230 Activity 5. Follow The Track.....................................................232 Activity 6. Survivor....................................................................233 Performance Task..........................................................................235 Summative Assessment.................................................................236 Summary of Concepts....................................................................237 Glossary..........................................................................................238 References.....................................................................................238 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.
D EPED C O PY 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 Activity 2. Dependent of Independent..................................245 Environmental Problems and Issues..............................................246 Activity 3. Analyzing Environmental Issues.........................247 Activity 4. Biodiversity Status in the Community..................248 Activity 5. Product Creation.................................................249 Activity 6. Showcasing of Products.....................................252 Answers to Summative Assessment..............................................253 Glossary of Terms..........................................................................254 References and Links.....................................................................255 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.
D EPED C O PY RepublicofthePhilippines DepartmentofEducation DepEdComplex,MeralcoAvenue PasigCity December2013 Kto12CurriculumGuide SCIENCE (Grade10) 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.
D EPED C O PY Kto12BASICEDUCATIONCURRICULUM CONCEPTUALFRAMEWORK Scienceeducationaimstodevelopscientificliteracyamonglearnersthatwillpreparethemtobeinformedandparticipativecitizenswhoareabletomakejudgments anddecisionsregardingapplicationsofscientificknowledgethatmayhavesocial,health,orenvironmentalimpacts. Thesciencecurriculumrecognizestheplaceofscienceandtechnologyineverydayhumanaffairs.Itintegratesscienceandtechnologyinthesocial,economic, personalandethicalaspectsoflife.Thesciencecurriculumpromotesastronglinkbetweenscienceandtechnology,includingindigenoustechnology,thuspreservingour country’sculturalheritage. TheKto12sciencecurriculumwillprovidelearnerswitharepertoireofcompetenciesimportantintheworldofworkandinaknowledge-basedsociety.Itenvisions thedevelopmentofscientifically,technologically,andenvironmentallyliterateandproductivemembersofsocietywhoarecriticalproblemsolvers,responsiblestewardsof nature,innovativeandcreativecitizens,informeddecisionmakers,andeffectivecommunicators.Thiscurriculumisdesignedaroundthethreedomainsoflearningscience: understandingandapplyingscientificknowledgeinlocalsettingaswellasglobalcontextwheneverpossible,performingscientificprocessesandskills,anddevelopingand demonstratingscientificattitudesandvalues.Theacquisitionofthesedomainsisfacilitatedusingthefollowingapproaches:multi/interdisciplinaryapproach,science- technology-societyapproach,contextuallearning,problem/issue-basedlearning,andinquiry-basedapproach.Theapproachesarebasedonsoundeducationalpedagogy namely,constructivism,socialcognitionlearningmodel,learningstyletheory,andbrain-basedlearning. SciencecontentandscienceprocessesareintertwinedintheKto12Curriculum.Withoutthecontent,learnerswillhavedifficultyutilizingscienceprocessskillssince theseprocessesarebestlearnedincontext.Organizingthecurriculumaroundsituationsandproblemsthatchallengeandarouselearners’curiositymotivatesthemtolearn andappreciatescienceasrelevantanduseful.Ratherthanrelyingsolelyontextbooks,variedhands-on,minds-on,andhearts-onactivitieswillbeusedtodeveloplearners’ interestandletthembecomeactivelearners. Asawhole,theKto12sciencecurriculumislearner-centeredandinquiry-based,emphasizingtheuseofevidenceinconstructingexplanations.Conceptsandskillsin LifeSciences,Physics,Chemistry,andEarthSciencesarepresentedwithincreasinglevelsofcomplexityfromonegradeleveltoanotherinspiralprogression,thuspavingthe waytoadeeperunderstandingofcoreconcepts.Theintegrationacrosssciencetopicsandotherdisciplineswillleadtoameaningfulunderstandingofconceptsandits applicationtoreal-lifesituations. 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.
D EPED C O PY Kto12BASICEDUCATIONCURRICULUM TheConceptualFrameworkofScienceEducation Developingand DemonstratingScientific AttitudesandValues Brain-based learning Scientific,Technologicaland EnvironmentalLiteracy 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.
D EPED C O PY Kto12BASICEDUCATIONCURRICULUM CORELEARNINGAREASTANDARD:(SCIENCEFORTHEENTIREKTO12) Thelearnersdemonstrateunderstandingofbasicscienceconceptsandapplicationofscience-inquiryskills.Theyexhibitscientificattitudesandvaluestosolve problemscritically,innovatebeneficialproducts,protecttheenvironmentandconserveresources,enhancetheintegrityandwellnessofpeople,makeinformed decisions,andengageindiscussionsofrelevantissuesthatinvolvescience,technology,andenvironment. KEYSTAGESTANDARDS:(STANDARDSFORSCIENCELEARNINGAREASFORK-3,4-6,7-10AND11-2) K–34–67–1011-12 AttheendofGrade3,the learnersshouldhaveacquired healthfulhabitsand havedevelopedcuriosityabout selfandtheirenvironment usingbasicprocessskillsof observing,communicating, comparing,classifying, measuring,inferringand predicting.Thiscuriositywill helplearnersvaluescienceas animportanttoolinhelping themcontinuetoexploretheir naturalandphysical environment.Thisshouldalso includedevelopingscientific knowledgeorconcepts. AttheendofGrade6,thelearners shouldhavedevelopedtheessential skillsofscientificinquiry–designing simpleinvestigations,usingappropriate procedure,materialsandtoolstogather evidence,observingpatterns, determiningrelationships,drawing conclusionsbasedonevidence,and communicatingideasinvariedwaysto makemeaningoftheobservations and/orchangesthatoccurinthe environment.Thecontentandskills learnedwillbeappliedtomaintaingood health,ensuretheprotectionand improvementoftheenvironment,and practicesafetymeasures. AttheendofGrade10,thelearnersshould havedevelopedscientific,technological,and environmentalliteracyandcanmakethat wouldleadtorationalchoicesonissues confrontingthem.Havingbeenexposedto scientificinvestigationsrelatedtoreallife, theyshouldrecognizethatthecentralfeature ofaninvestigationisthatifonevariableis changed(whilecontrollingallothers),the effectofthechangeonanothervariablecan bemeasured.Thecontextoftheinvestigation canbeproblemsatthelocalornationallevel toallowthemtocommunicatewithlearners inotherpartsofthePhilippinesorevenfrom othercountriesusingappropriatetechnology. Thelearnersshoulddemonstratean understandingofscienceconceptsandapply scienceinquiryskillsinaddressingreal-world problemsthroughscientificinvestigations. AttheendofGrade12,thelearners shouldhavegainedskillsinobtaining scientificandtechnologicalinformation fromvariedsourcesaboutglobal issuesthathaveimpactonthe country.Theyshouldhaveacquired scientificattitudesthatwillallowthem toinnovateand/orcreateproducts usefultothecommunityorcountry. Theyshouldbeabletoprocess informationtogetrelevantdatafora problemathand.Inaddition,learners shouldhavemadeplansrelatedto theirinterestsandexpertise,with considerationfortheneedsoftheir communityandthecountry—to pursueeitheremployment, entrepreneurship,orhighereducation. 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.
D EPED C O PY Kto12BASICEDUCATIONCURRICULUM GRADE/LEVELGrade-LevelStandards Kindergarten Thelearnerswilldemonstrateanemergingunderstandingofthepartsoftheirbodyandtheirgeneralfunctions;plants,animalsandvaried materialsintheirenvironmentandtheirobservablecharacteristics;generalweatherconditionsandhowtheseinfluencewhattheywear;and otherthingsintheirenvironment.Understandingoftheirbodiesandwhatisaroundthemisacquiredthroughexploration,questioning,and carefulobservationastheyinferpatterns,similarities,anddifferencesthatwillallowthemtomakesoundconclusions. Grade1 AttheendofGrade1,learnerswillusetheirsensestolocateanddescribetheexternalpartsoftheirbody;toidentify,externalpartsofanimals andplants;totelltheshape,color,texture,taste,andsizeofthingsaroundthem;todescribesimilaritiesanddifferencesgiventwoobjects;to differentiatesoundsproducedbyanimals,vehiclescars,andmusicalinstruments;toillustratehowthingsmove;to,describetheweatherand whattodoindifferentsituations;touseappropriatetermsorvocabularytodescribethesefeatures;tocollect,sort,count,draw,takethings apart,ormakesomethingoutofthethings;topracticehealthyhabits(e.g.,washinghandsproperly,choosingnutritiousfood)andsafety measures(e.g.,helpingtocleanorpackawaytoys,askingquestionsandgivingsimpleanswers/descriptionstoprobingquestions). Grade2 AttheendofGrade2,learnerswillusetheirsensestoexploreanddescribethefunctionsoftheirsenses,comparetwoormoreobjectsand usingtwoormoreproperties,sortthingsindifferentwaysandgiveareasonfordoingso,describethekindofweatherorcertaineventsinthe homeorschoolandexpresshowtheseareaffectingthem,dosimplemeasurementsoflength,tellwhysomethingsaroundthemareimportant, decideifwhattheydoissafeordangerous;givesuggestionsonhowtopreventaccidentsathome,practiceelectricity,water,andpaper conservation,helptakecareofpetsorofplants,andtellshortstoriesaboutwhattheydo,whattheyhaveseen,orwhattheyfeel. Grade3 AttheendofGrade3,learnerscandescribethefunctionsofthedifferentpartsofthebodyandthingsthatmakeuptheirsurroundings---rocks andsoil,plantsandanimals,theSun,Moonandstars.Theycanalsoclassifythesethingsassolid,liquidorgas.Theycandescribehowobjects moveandwhatmakesthemmove.Theycanalsoidentifysourcesanddescribeusesoflight,heat,sound,andelectricity. Learnerscandescribechangesintheconditionsoftheirsurroundings.Thesewouldleadlearnerstobecomemorecuriousabouttheir surroundings,appreciatenature,andpracticehealthandsafetymeasures. Grade4 AttheendofGrade4,learnerscaninvestigatechangesinsomeobservablepropertiesofmaterialswhenmixedwithothermaterialsorwhen forceisappliedonthem.Theycanidentifymaterialsthatdonotdecayandusethisknowledgetohelpminimizewasteathome,school,andin thecommunity. Learnerscandescribethefunctionsofthedifferentinternalpartsofthebodyinordertopracticewaystomaintaingoodhealth.Theycanclassify plantsandanimalsaccordingtowheretheyliveandobserveinteractionsamonglivingthingsandtheirenvironment.Theycaninferthatplants andanimalshavetraitsthathelpthemsurviveintheirenvironment. Learnerscaninvestigatetheeffectsofpushorpullonthesize,shape,andmovementofanobject. Learnerscaninvestigatewhichtypeofsoilisbestforcertainplantsandinfertheimportanceofwaterindailyactivities.Theylearnedaboutwhat makesupweatherandapplytheirknowledgeofweatherconditionsinmakingdecisionsfortheday.TheycaninfertheimportanceoftheSunto lifeonEarth. 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.
D EPED C O PY Kto12BASICEDUCATIONCURRICULUM GRADE/LEVELGrade-LevelStandards Grade5 AttheendofGrade5,learnerscandecidewhethermaterialsaresafeandusefulbyinvestigatingaboutsomeoftheirproperties.Theycaninfer thatnewmaterialsmayformwhentherearechangesinpropertiesduetocertainconditions. Learnershavedevelopedhealthfulandhygienicpracticesrelatedtothereproductivesystemafterdescribingchangesthataccompanypuberty. Theycancomparedifferentmodesofreproductionamongplantandanimalgroupsandconductaninvestigationonpollination.Theyhave becomeawareoftheimportanceofestuariesandintertidalzonesandhelpintheirpreservation. Learnerscandescribethemovementofobjectsintermsofdistanceandtimetravelled.Learnersrecognizethatdifferentmaterialsreact differentlywithheat,light,andsound.Theycanrelatetheseabilitiesofmaterialstotheirspecificuses. Learnerscandescribethechangesthatearthmaterialsundergo.Theycanmakeemergencyplanswiththeirfamiliesinpreparationfortyphoons. TheycanobservepatternsinthenaturaleventsbyobservingtheappearanceoftheMoon. Grade6 AttheendofGrade6,learnersrecognizethatwhenmixedtogether,materialsmaynotformnewonesthusthesematerialsmayberecovered usingdifferentseparationtechniques.Theycanprepareusefulmixturessuchasfood,drinksandherbalmedicines. Learnersunderstandhowthedifferentorgansystemsofthehumanbodyworktogether.Theycanclassifyplantsbasedonreproductive structures,andanimalsbasedonthepresenceorlackofbackbone.Theycandesignandconductaninvestigationonplantpropagation.They candescribelargerecosystemssuchasrainforests,coralreefs,andmangroveswamps. Learnerscaninferthatfrictionandgravityaffecthowpeopleandobjectsmove.Theyhavefoundoutthatheat,light,sound,electricity,and motionstudiedearlierareformsofenergyandtheseundergotransformation. Learnerscandescribewhathappensduringearthquakesandvolcaniceruptionsanddemonstratewhattodowhentheyoccur.Theycaninfer thattheweatherfollowsapatterninthecourseofayear.Theyhavelearnedaboutthesolarsystem,withemphasisonthemotionsoftheEarth asprerequisitetothestudyofseasonsinanothergradelevel. 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.
D EPED C O PY Kto12BASICEDUCATIONCURRICULUM GRADE/LEVELGrade-LevelStandards Grade7 AttheendofGrade7,learnerscandistinguishmixturesfromsubstancesthroughsemi-guidedinvestigations.Theyrealizetheimportanceofair testingwhenconductinginvestigations.Afterstudyinghoworgansystemsworktogetherinplantsandanimalsinthelowergradelevels,learners canuseamicroscopewhenobservingverysmallorganismsandstructures.Theyrecognizethatlivingthingsareorganizedintodifferentlevels: Cells,tissues,organs,organsystems,andorganisms.Theseorganismscomprisepopulationsandcommunities,whichinteractwithnon-living thingsinecosystems. Learnerscandescribethemotionofobjectsintermsofdistanceandspeed,andrepresentthisintables,graphs,charts,andequations.Theycan describehowvariousformsofenergytravelthroughdifferentmediums. LearnersdescribewhatmakesupthePhilippinesasawholeandtheresourcesfoundinthearchipelago.Theycanexplaintheoccurrenceof breezes,monsoons,andITCZ,andhowtheseweathersystemsaffectpeople.Theycanexplainwhyseasonschangeanddemonstratehow eclipsesoccur. Grade8 AttheendofGrade8,learnerscandescribethefactorsthataffectthemotionofanobjectbasedontheLawsofMotion.Theycandifferentiate theconceptofworkasusedinscienceandinlayman’slanguage.Theyknowthefactorsthataffectthetransferofenergy,suchastemperature difference,andthetype(solid,liquid,orgas)ofthemedium. Learnerscanexplainhowactivefaultsgenerateearthquakesandhowtropicalcyclonesoriginatefromwarmoceanwaters.Theyrecognizeother membersofthesolarsystem. Learnerscanexplainthebehaviourofmatterintermsoftheparticlesitismadeof.Theyrecognizethatingredientsinfoodandmedicalproducts aremadeupoftheseparticlesandareabsorbedbythebodyintheformofions. Learnersrecognizereproductionasaprocessofcelldivisionresultingingrowthoforganisms.Theyhavedelveddeeperintotheprocessof digestionasstudiedinthelowergrades,givingemphasisonpropernutritionforoverallwellness.Theycanparticipateinactivitiesthatprotect andconserveeconomicallyimportantspeciesusedforfood. Grade9 AttheendofGrade9,learnershavegainedaadeeperunderstandingofthedigestive,respiratory,andcirculatorysystemstopromoteoverall health.Theyhavebecomefamiliarwithsometechnologiesthatintroducedesiredtraitsineconomicallyimportantplantsandanimals.Learners canexplainhownewmaterialsareformedwhenatomsarerearranged.Theyrecognizethatawidevarietyofusefulcompoundsmayarisefrom suchrearrangements. Learnerscanidentifyvolcanoesanddistinguishbetweenactiveandinactiveones.Theycanexplainhowenergyfromvolcanoesmaybetapped forhumanuse.Theyarefamiliarwithclimaticphenomenathatoccuronaglobalscale.Theycanexplainwhycertainconstellationscanbeseen onlyatcertaintimesoftheyear. Learnerscanpredicttheoutcomesofinteractionsamongobjectsinreallifeapplyingthelawsofconservationofenergyandmomentum. 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.
D EPED C O PY Kto12BASICEDUCATIONCURRICULUM GRADE/LEVELGrade-LevelStandards Grade10 AttheendofGrade10,learnersrealizethatvolcanoesandearthquakesoccurinthesameplacesintheworldandthatthesearerelatedtoplate boundaries.Theycandemonstratewaystoensuresafetyandreducedamageduringearthquakes,tsunamis,andvolcaniceruptions.Learners canexplainthefactorsaffectingthebalanceandstabilityofanobjecttohelpthempracticeappropriatepositionsandmovementstoachieve efficiencyandsafetysuchasinsportsanddancing.Theycananalyzesituationsinwhichenergyisharnessedforhumanusewherebyheatis released,affectingthephysicalandbiologicalcomponentsoftheenvironment.Learnerswillhavecompletedthestudyoftheentireorganism withtheirdeeperstudyoftheexcretoryandreproductivesystems.Theycanexplainingreaterdetailhowgeneticinformationispassedfrom parentstooffspring,andhowdiversityofspeciesincreasestheprobabilityofadaptationandsurvivalinchangingenvironments.Learnerscan explaintheimportanceofcontrollingtheconditionsunderwhichachemicalreactionoccurs.Theyrecognizethatcellsandtissuesofthehuman bodyaremadeupofwater,afewkindsofions,andbiomolecules.Thesebiomoleculesmayalsobefoundinthefoodtheyeat. SEQUENCEOFDOMAIN/STRANDSPERQUARTER G3G4G5G6G7G8G9G10 1stQuarterMatterMatterMatterMatterMatter Force,Motion,& Energy LivingThings andTheir Environment Earth&Space 2ndQuarter LivingThings andTheir Environment LivingThings andTheir Environment LivingThings andTheir Environment LivingThings andTheir Environment LivingThings andTheir Environment Earth&SpaceMatter Force,Motion,& Energy 3rdQuarter Force,Motion,& Energy Force,Motion,& Energy Force,Motion& Energy Force,Motion,& Energy Force,Motion,& Energy MatterEarth&Space LivingThings andTheir Environment 4thQuarterEarth&SpaceEarth&SpaceEarth&SpaceEarth&SpaceEarth&Space LivingThings andTheir Environment Force,Motion,& Energy Matter 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.
D EPED C O PY Kto12BASICEDUCATIONCURRICULUM SPIRALLINGOFCONCEPTSGRADE3–GRADE10 MATTER Grade3Grade4Grade5Grade6 PROPERTIESOFMATTER Whenlearnersobservedifferentobjects andmaterials,theybecomeawareof theirdifferentcharacteristicssuchas shape,weight,definitenessofvolume andeaseofflow.Usingcharacteristics, objectsandmaterialscanbegrouped intosolids,liquidsorgases. Asidefrombeinggroupedinto solids,liquids,orgases,materials mayalsobegroupedaccordingto theirabilitytoabsorbwater, abilitytofloatorsink,and whethertheydecayornot Afterlearninghowtoreadandinterpret productlabels,learnerscancriticallydecide whetherthesematerialsareharmfulornot. Theycanalsodescribewaysinwhichthey canusetheirknowledgeofsolidsand liquidsinmakingusefulmaterialsand products. InGrade4,thelearnershaveobservedthe changeswhenmixingasolidinaliquidora liquidinanotherliquid. Fromtheseinvestigations,learnerscannow describetheappearanceofmixturesas uniformornon-uniformandclassifythemas homogeneousorheterogeneousmixtures. CHANGESTHATMATTERUNDERGO Usingthecharacteristicsobserved amongsolids,liquids,andgases, learnersinvestigatewaysinwhichsolid turnsintoliquid,solidintogas,liquid intogas,andliquidintosolid,as affectedbytemperature. Changesinsomecharacteristics ofsolidmaterialscanbeobserved whenthesearebent,hammered, pressed,andcut. Afterinvestigatingthechangesin someobservablecharacteristics ofmaterialsduetotemperature inGrade3,learnerscannow inquireaboutchangesobserved whenasolidismixedwitha liquidorwhenaliquidismixed withanotherliquid. Learnerslearnthatsomechanges inthecharacteristicsofaproduct suchasfoodormedicinemay affectitsquality.Onewayof findingoutisbyreadingand interpretingproductlabels.This informationhelpsthemdecide whentheseproductsbecome harmful. InGrade4,learnersinvestigatedchangesin materialsthattakeplaceatcertain conditions,suchasapplyingforce,mixing materials,andchangingthetemperature.In Grade5,theyinvestigatechangesthattake placeunderthefollowingconditions: presenceorlackofoxygen(inair),and applyingheat.Theylearnthatsomeof theseconditionscanresultinanew product.Knowingtheseconditionsenable themtoapplythe“5Rmethod”(recycling, reducing,reusing,recoveringandrepairing) athomeandinschool. Basedonthecharacteristicsofthecomponents ofaheterogeneousmixture,learners investigatewaysofseparatingthese componentsfromthemixture.Theywillinfer thatthecharacteristicsofeachofthe componentsremainthesameevenwhenthe componentispartofthemixture. 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.
D EPED C O PY Kto12BASICEDUCATIONCURRICULUM Grade7Grade8Grade9Grade10 PROPERTIESANDSTRUCTUREOFMATTER InGrade6,learnerslearnedhowto distinguishhomogenousfrom heterogeneousmixtures.InGrade7, learnersinvestigatepropertiesof solutionsthatarehomogeneous mixtures.Theylearnhowtoexpress concentrationsofsolutions qualitativelyandquantitatively.They distinguishmixturesfromsubstances basedonasetofproperties. Learnersbegintodoguidedand semi-guidedinvestigations,making surethattheexperimenttheyare conductingisafairtest. Usingmodels,learnerslearnthatmatteris madeupofparticles,thesmallestofwhich istheatom.Theseparticlesaretoosmallto beseenthroughamicroscope.The propertiesofmaterialsthattheyhave observedinearliergradescannowbe explainedbythetypeofparticlesinvolved andtheattractionbetweentheseparticles. Usingtheirunderstandingofatomic structurelearnedinGrade8,learners describehowatomscanformunits calledmolecules.Theyalsolearnabout ions.Further,theyexplainhowatoms formbonds(ionicandcovalent)with otheratomsbythetransferorsharing ofelectrons. Theyalsolearnthattheforcesholding metalstogetherarecausedbythe attractionbetweenflowingelectrons andthepositivelychargedmetalions. Learnersexplainhowcovalentbonding incarbonformsawidevarietyof carboncompounds. Recognizingthatmatterconsistsofan extremelylargenumberofverysmall particles,countingtheseparticlesis notpractical.So,learnersare introducedtotheunit—mole. Learnersinvestigatehowgasesbehavein differentconditionsbasedontheir knowledgeofthemotionofanddistances betweengasparticles.Learnersthen confirmwhethertheirexplanationsare consistentwiththeKineticMolecular Theory.Theyalsolearntherelationships betweenvolume,temperature,and pressureusingestablishedgaslaws. InGrade9,learnerslearnedthatthe bondingcharacteristicsofcarbonresultin theformationoflargevarietyof compounds.InGrade10,theylearnmore aboutthesecompoundsthatinclude biomoleculessuchascarbohydrates,lipids, proteins,andnucleicacids.Further,they willrecognizethatthestructureofthese compoundscomprisesrepeatingunitsthat aremadeupofalimitednumberof elementssuchascarbon,hydrogen, oxygen,andnitrogen. CHANGESTHATMATTERUNDERGO Learnersrecognizethatmaterials combineinvariouswaysandthrough differentprocesses,contributingto thewidevarietyofmaterials.Given thisdiversity,theyrecognizethe importanceofaclassificationsystem. Theybecomefamiliarwithelements andcompounds,metalsandnon- metals,andacidsandbases. Further,learnersdemonstratethat homogeneousmixturescanbe separatedusingvarioustechniques. Learnerslearnthatparticlesarealwaysin motion.Theycannowexplainthatthe changesfromsolidtoliquid,solidtogas, liquidtosolid,andliquidtogas,involve changesinthemotionofandrelative distancesbetweentheparticles,aswellas theattractionbetweenthem. Theyalsorecognizethatthesameparticles areinvolvedwhenthesechangesoccur.In effect,nonewsubstancesareformed. Learnersexplainhownewcompounds areformedintermsofthe rearrangementofparticles.Theyalso recognizethatawidevarietyofuseful compoundsmayarisefromsuch rearrangements. InGrade9,learnersdescribedhowparticles rearrangetoformnewsubstances.In Grade10,theylearnthatthe rearrangementofparticleshappenwhen substancesundergochemicalreaction.They furtherexplainthatwhenthis rearrangementhappens,thetotalnumber ofatomsandtotalmassofnewlyformed substancesremainthesame.Thisisthe LawofConservationofMass.Applyingthis law,learnerslearntobalancechemical equationsandsolvesimplemole-mole, mole-mass,andmass-massproblems. 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.
D EPED C O PY Kto12BASICEDUCATIONCURRICULUM LIVINGTHINGSANDTHEIRENVIRONMENT Grade3Grade4Grade5Grade6 PARTSANDFUNCTIONOFANIMALSANDPLANTS InGrade3,learnersobserveand describethedifferentpartsofliving thingsfocusingonthesenseorgans ofhumansandthemorefamiliar externalpartsofanimalsandplants. Theyalsoexploreanddescribe characteristicsoflivingthingsthat distinguishthemfromnon-living things. InGrade4,thelearnersareintroducedto themajororgansofthehumanbody. Theyalsolearnaboutsomepartsthathelp plantsandanimalssurviveinplaceswhere theylive. AfterlearninginGrade4howthemajor organsofthehumanbodywork together,thelearnersnowfocusonthe organsofthereproductivesystemsof humans,animals,andplants. InGrade6,learnersdescribethe interactionsamongpartsofthemajor organsofthehumanbody. Theyalsolearnhowvertebratesand invertebratesdifferandhownon- floweringplantsreproduce, HEREDITY:INHERITANCEANDVARIATION Learnerslearnthatlivingthings reproduceandcertaintraitsare passedontotheiroffspring/s. Learnerslearnthathumans,animals,and plantsgothroughlifecycles.Some inheritedtraitsmaybeaffectedbythe environmentatcertainstagesintheirlife cycles. Learnerslearnhowfloweringplantsand somenon-floweringplantsreproduce. Theyarealsointroducedtothesexual andasexualmodesofreproduction. Learnerslearnhownon-floweringplants (spore-bearingandcone-bearingplants, ferns,andmosses)reproduce. BIODIVERSITYANDEVOLUTION Differentkindsoflivingthingsare foundindifferentplaces. Learnersinvestigatethatanimalsandplants liveinspecifichabitats. Learnerslearnthatreproductive structuresserveasoneofthebasesfor classifyinglivingthings. Theylearnthatplantsandanimalsshare commoncharacteristicswhichserveas basesfortheirclassification. ECOSYSTEMS Learnerslearnthatlivingthings dependontheirenvironmentforfood, air,andwatertosurvive. Learnerslearnthattherearebeneficialand harmfulinteractionsthatoccuramongliving thingsandtheirenvironmentastheyobtain theirbasicneeds. Learnersareintroducedtothe interactionsamongcomponentsof largerhabitatssuchasestuariesand intertidalzones,aswellasthe conditionsthatenablecertain organismstolive. Learnersareintroducedtothe interactionsamongcomponentsof habitatssuchastropicalrainforests, coralreefs,andmangroveswamps. 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.
D EPED C O PY Kto12BASICEDUCATIONCURRICULUM Grade7Grade8Grade9Grade10 PARTSANDFUNCTION:ANIMALANDPLANTS InGrade7,learnersareintroduced tothelevelsoforganizationinthe humanbodyandotherorganisms. Theylearnthatorganismsconsistof cells,mostofwhicharegroupedinto organsystemsthatperform specializedfunctions. InGrade8,learnersgainknowledgeof howthebodybreaksdownfoodintoforms thatcanbeabsorbedthroughthedigestive systemandtransportedtocells. Learnerslearnthatgasesareexchanged throughtherespiratorysystem.This providestheoxygenneededbycellsto releasetheenergystoredinfood. Theyalsolearnthatdissolvedwastesare removedthroughtheurinarysystemwhile solidwastesareeliminatedthroughthe excretorysystem. Learnersstudythecoordinated functionsofthedigestive,respiratory, andcirculatorysystems. Theyalsolearnthatnutrientsenterthe bloodstreamandcombinewithoxygen takeninthroughtherespiratory system.Together,theyaretransported tothecellswhereoxygenisusedto releasethestoredenergy. Learnerslearnthatorganismshave feedbackmechanismsthatare coordinatedbythenervousand endocrinesystems.Thesemechanisms helptheorganismsmaintain homeostasistoreproduceandsurvive. HEREDITY:INHERITANCEANDVARIATION Afterlearninghowfloweringandnon floweringplantsreproduce,Grade7 learnersaretaughtthatasexual reproductionresultsingenetically identicaloffspringwhereassexual reproductiongivesrisetovariation. Learnersstudytheprocessofcelldivision bymitosisandmeiosis.Theyunderstand thatmeiosisisanearlystepinsexual reproductionthatleadstovariation. Learnersstudythestructureofgenes andchromosomes,andthefunctions theyperforminthetransmissionof traitsfromparentstooffspring. Learnersareintroducedtothestructure oftheDNAmoleculeanditsfunction. Theyalsolearnthatchangesthattake placeinsexcellsareinheritedwhile changesinbodycellsarenotpassedon. BIODIVERSITYANDEVOLUTION Learnerslearnthatthecellsinsimilar tissuesandorgansinotheranimals aresimilartothoseinhumanbeings butdiffersomewhatfromcellsfound inplants. Learnerslearnthatspeciesreferstoa groupoforganismsthatcanmatewithone anothertoproducefertileoffspring.They learnthatbiodiversityisthecollective varietyofspecieslivinginanecosystem. Thisservesasanintroductiontothetopic onhierarchicaltaxonomicsystem. Learnerslearnthatmostspeciesthat haveonceexistedarenowextinct. Speciesbecomeextinctwhentheyfailto adapttochangesintheenvironment. Learnersrevisitthemechanismsinvolved intheinheritanceoftraitsandthe changesthatresultfromthese mechanisms.Learnersexplainhow naturalselectionhasproduceda successionofdiversenewspecies. Variationincreasesthechanceofliving thingstosurviveinachanging environment. ECOSYSTEMS Learnerslearnthatinteractionsoccur amongthedifferentlevelsof organizationinecosystems. Learnerslearnhowenergyistransformed andhowmaterialsarecycledin ecosystems. Learnerslearnhowplantscapture energyfromtheSunandstoreenergyin sugarmolecules(photosynthesis).This Learnersinvestigatetheimpactofhuman activitiesandotherorganismson ecosystems. 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.
D EPED C O PY Kto12BASICEDUCATIONCURRICULUM Grade7Grade8Grade9Grade10 Organismsofthesamekindinteract witheachothertoformpopulations; populationsinteractwithother populationstoformcommunities. storedenergyisusedbycellsduring cellularrespiration.Thesetwoprocesses arerelatedtoeachother. Theylearnhowbiodiversityinfluencesthe stabilityofecosystems. FORCE,MOTIONANDENERGY Grade3Grade4Grade5Grade6 FORCEANDMOTION Learnersobserveandexploreand investigatehowthingsaroundthem moveandcanbemoved.Theyalso identifythingsintheirenvironment thatcancausechangesinthe movementofobjects. Learnersnowlearnthatifforceisapplied onanobject,itsmotion,size,orshape canbechanged.Theywillfurther understandthatthesechangesdepend ontheamountofforceappliedonit (qualitative).Theyalsolearnthat magnetscanexertforceonsomeobjects andmaycausechangesintheir movements. Thistime,learnersbegintoaccurately measuretheamountofchangeinthe movementofanobjectintermsofits distancetravelledandtimeoftravel usingappropriatetools. Asidefromtheidentifiedcausesof motioninGrade3,suchaspeople, animals,wind,andwater,learners alsolearnaboutgravityandfrictionas othercausesorfactorsthataffectthe movementofobjects. ENERGY Learnersobserveandidentifydifferent sourcesoflight,heat,sound,and electricityintheirenvironmentand theirusesineverydaylife. Learnerslearnthatlight,heat,andsound travelfromthesource.Theyperform simpleactivitiesthatdemonstratehow theytravelusingvariousobjects. Note:ElectricityisnotincludedinGrade 4becausetheconceptof‘flowof charges’isdifficulttounderstandatthis gradelevel. Thistime,learnersexplorehowdifferent objectsinteractwithlight,heat,sound, andelectricity(e.g.,identifyingpoorand goodconductorsofelectricityusing simplecircuits). Theylearnabouttherelationship betweenelectricityandmagnetismby constructinganelectromagnet. Theyalsolearnabouttheeffectsoflight, heat,sound,andelectricityonpeople. Atthisgradelevel,learnersare introducedtotheconceptofenergy. Theylearnthatenergyexistsin differentforms,suchaslight,heat, soundandelectricity,anditcanbe transformedfromoneformto another.Theydemonstratehow energyistransferredusingsimple machines. 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.
D EPED C O PY Kto12BASICEDUCATIONCURRICULUM Grade7Grade8Grade9Grade10 FORCEANDMOTION Fromasimpleunderstandingofmotion, learnersstudymorescientificwaysof describing(intermsofdistance,speed, andacceleration)andrepresenting (usingmotiondiagrams,charts,and graphs)themotionofobjectsinone dimension. Thistime,learnersstudytheconceptof forceanditsrelationshiptomotion. TheyuseNewton’sLawsofMotionto explainwhyobjectsmove(ordonot move)thewaytheydo(asdescribedin Grade7).Theyalsorealizethatifforce isappliedonabody,workcanbedone andmaycauseachangeintheenergy ofthebody. Todeepentheirunderstandingofmotion, learnersusetheLawofConservationof Momentumtofurtherexplainthemotion ofobjects. Frommotioninonedimensioninthe previousgrades,theylearnatthislevel aboutmotionintwodimensionsusing projectilemotionasanexample. Fromlearningthebasicsofforcesin Grade8,learnersextendtheir understandingofforcesbydescribing howbalancedandunbalancedforces, eitherbysolidsorliquids,affectthe movement,balance,andstabilityof objects. ENERGY Thistimelearnersrecognizethat differentformsofenergytravelin differentways—lightandsoundtravel throughwaves,heattravelsthrough movingorvibratingparticles,and electricalenergytravelsthroughmoving charges. InGrade5,theylearnedaboutthe differentmodesofheattransfer.This time,theyexplainthesemodesinterms ofthemovementofparticles. Learnersrealizethattransferredenergy maycausechangesinthepropertiesof theobject.Theyrelatetheobservable changesintemperature,amountof current,andspeedofsoundtothe changesinenergyoftheparticles. Learnersexplainhowconservationof mechanicalenergyisappliedinsome structures,suchasrollercoasters,andin naturalenvironmentslikewaterfalls.They furtherdescribethetransformationof energythattakesplaceinhydroelectric powerplants. Learnersalsolearnabouttherelationship betweenheatandwork,andapplythis concepttoexplainhowgeothermalpower plantsoperate. Aftertheyhavelearnedhowelectricityis generatedinpowerplants,learners furtherdeveloptheirunderstandingof transmissionofelectricityfrompower stationstohomes. Learnersacquiremoreknowledgeabout thepropertiesoflightasappliedin opticalinstruments. Learnersalsousetheconceptofmoving chargesandmagneticfieldsinexplaining theprinciplebehindgeneratorsand motors. 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.
D EPED C O PY Kto12BASICEDUCATIONCURRICULUM EARTHANDSPACE Grade3Grade4Grade5Grade6 GEOLOGY Learnerswilldescribewhatmakesup theirenvironment,beginningwith thelandformsandbodiesofwater foundintheircommunity. Afterfamiliarizingthemselveswith thegenerallandscape,learnerswill investigatetwocomponentsofthe physicalenvironmentinmoredetail: soilandwater.Theywillclassifysoils intheircommunityusingsimple criteria.Theywillidentifythe differentsourcesofwaterintheir community.Theywillinferthe importanceofwaterindaily activitiesanddescribewaysofusing waterwisely. Inthisgradelevel,learnerswilllearnthat oursurroundingsdonotstaythesame forever.Forexample,rocksundergo weatheringandsoiliscarriedawayby erosion.Learnerswillinferthatthesurface oftheEarthchangeswiththepassageof time. Learnerswilllearnthatasidefromweathering anderosion,thereareotherprocessesthat mayalterthesurfaceoftheEarth:earthquakes andvolcaniceruptions.Onlytheeffectsof earthquakesandvolcaniceruptionsaretaken upinthisgradelevel,nottheircauses(which willbetackledinGrades8and9).Learners willalsogatherandreportdataonearthquakes andvolcaniceruptionsintheircommunityor region. METEOROLOGY Learnerswilldescribethedifferent typesoflocalweather, Aftermakingsimpledescriptions abouttheweatherintheprevious grade,learnerswillnowmeasurethe componentsofweatherusingsimple instruments.Theywillalsoidentify trendsinasimpleweatherchart. Learnerswilllearnthattheweatherdoes notstaythesamethewholeyearround. Weatherdisturbancessuchastyphoons mayoccur.Learnerswilldescribethe effectsoftyphoonsonthecommunityand thechangesintheweatherbefore,during, andafteratyphoon. Afterlearninghowtomeasurethedifferent componentsofweatherinGrades4and5, learnerswillnowcollectweatherdatawithin thespanoftheschoolyear.Learnerswill interpretthedataandidentifytheweather patternsintheircommunity. ASTRONOMY Learnerswilldescribethenatural objectsthattheyseeinthesky. Afterdescribingthenaturalobjects thatareseeninthesky,learnerswill nowfocusonthemainsourceof heatandlightonEarth:theSun,its roleinplantgrowthand development,anditseffectonthe activitiesofhumansandother animals. AfterlearningabouttheSun,learnerswill nowfamiliarizethemselveswiththeMoon andthestars.Theywilldescribethe changesintheappearanceoftheMoonand discoverthatthechangesarecyclical,and thatthecycleisrelatedtothelengthofa month.Learnerswillidentifystarpatterns thatcanbeseenduringcertaintimesofthe year. InGrade6,learnerswillturntheirattentionto Earthasanothernaturalobjectinspace(in additiontotheSun,Moon,andstars). Learnerswilllearnaboutthemotionsofthe Earth:rotationandrevolution.Learnerswill alsocomparethedifferentmembersthat makeuptheSolarSystemandconstruct modelstohelpthemvisualizetheirrelative sizesanddistances. 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.
D EPED C O PY Kto12BASICEDUCATIONCURRICULUM Grade7Grade8Grade9Grade10 GEOLOGY Learnerswillexploreandlocateplaces usingacoordinatesystem.Theywill discoverthatourcountry’slocation neartheequatorandalongtheRingof Fireinfluenceselementsofup Philippineenvironment(e.g.,natural resourcesandclimate). AsaresultofbeinglocatedalongtheRing ofFire,thePhilippinesisproneto earthquakes.Usingmodels,learnerswill explainhowquakesaregeneratedby faults.Theywilltrytoidentifyfaultsinthe communityanddifferentiateactivefaults frominactiveones. BeinglocatedalongtheRingofFire,the Philippinesishometomanyvolcanoes.Using models,learnerswillexplainwhathappens whenvolcanoeserupt.Theywilldescribethe differenttypesofvolcanoesanddifferentiate activevolcanoesfrominactiveones.They willalsoexplainhowenergyfromvolcanoes maybetappedforhumanuse. Usingmaps,learnerswilldiscover thatvolcanoes,earthquake epicenters,andmountainrangesare notrandomlyscatteredindifferent placesbutarelocatedinthesame areas.Thiswillleadtoan appreciationofplatetectonics—a theorythatbindsmanygeologic processessuchasvolcanismand earthquakes. METEOROLOGY Learnerswillexplaintheoccurrenceof atmosphericphenomena(breezes, monsoons,andITCZ)thatare commonlyexperiencedinthecountry asaresultofthePhilippines’location withrespecttotheequator,and surroundingbodiesofwaterand landmasses. BeinglocatedbesidethePacificOcean,the Philippinesispronetotyphoons.InGrade 5,theeffectsoftyphoonsweretackled. Here,learnerswillexplainhowtyphoons develop,howtyphoonsareaffectedby landformsandbodiesofwater,andwhy typhoonsfollowcertainpathsastheymove withinthePhilippineAreaofResponsibility. Inthisgradelevel,learnerswilldistinguish betweenweatherandclimate.Theywill explainhowdifferentfactorsaffectthe climateofanarea.Theywillalsobe introducedtoclimaticphenomenathatoccur overawidearea(e.g.,ElNiñoandglobal warming). Note:Thetheoryofplatetectonics isthesoletopicinEarthandSpace inGrade10.Thisisbecausethe theorybindsmanyofthetopicsin previousgradelevels,andmore timeisneededtoexplore connectionsanddeepenlearners’ understanding. ASTRONOMY Learnerswillexplaintheoccurrenceof theseasonsandeclipsesasaresultof themotionsoftheEarthandthe Moon.Usingmodels,learnerswill explainthatbecausetheEarthrevolves aroundtheSun,theseasonschange, andbecausetheMoonrevolvesaround theEarth,eclipsessometimesoccur. Learnerswillcompletetheirsurveyofthe SolarSystembydescribingthe characteristicsofasteroids,comets,and othermembersoftheSolarSystem. LearnerswillnowleavetheSolarSystemand learnaboutthestarsbeyond.Theywillinfer thecharacteristicsofstarsbasedonthe characteristicsoftheSun.Usingmodels, learnerswillshowthatconstellationsmovein thecourseofanightbecauseofEarth’s rotation,whiledifferentconstellationsare observedinthecourseofayearbecauseof theEarth’srevolution. 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.
D EPED C O PY Kto12BASICEDUCATIONCURRICULUM GRADE10 CONTENTCONTENTSTANDARDS PERFORMANCE STANDARDS LEARNINGCOMPETENCYCODE Grade10–EarthandSpace FIRSTQUARTER/FIRSTGRADINGPERIOD 1.PlateTectonics 1.1Distribution 1.1.1volcanoes 1.1.2earthquakeepicenters 1.1.3mountainranges 1.2Plateboundaries 1.3Processesandlandformsalong plateboundaries 1.4InternalstructureoftheEarth 1.5Mechanism(possiblecausesof movement) 1.6Evidenceofplatemovement Thelearnersdemonstrate anunderstandingof: therelationshipamongthe locationsofvolcanoes, earthquakeepicenters,and mountainranges Thelearnersshallbeable to: 1.demonstratewaysto ensuredisaster preparednessduring earthquakes,tsunamis, andvolcaniceruptions 2.suggestwaysbywhich he/shecancontribute togovernmentefforts inreducingdamagedue toearthquakes, tsunamis,andvolcanic eruptions Thelearnersshouldbeable to… 1.describethedistributionof activevolcanoes,earthquake epicenters,andmajor mountainbelts; S9ES–Ia-j- 36.1 2.describethedifferenttypesof plateboundaries; S9ES–Ia-j- 36.2 3.explainthedifferent processesthatoccuralong theplateboundaries; S9ES–Ia-j- 36.3 4.describetheinternalstructure oftheEarth; S9ES–Ia-j- 36.4 5.describethepossiblecauses ofplatemovement;and S9ES–Ia-j- 36.5 6.enumeratethelinesof evidencethatsupportplate movement S9ES–Ia-j-36.6 Grade10–Force,Motionand,Energy SECONDQUARTER/SECONDGRADINGPERIOD 1.ElectromagneticSpectrum Thelearnersdemonstrate anunderstandingof: thedifferentregionsofthe electromagneticspectrum Thelearnerss hallbeableto: Thelearnersshouldbeable to… 1.comparetherelative wavelengthsofdifferent formsofelectromagnetic waves; S10FE-IIa-b-47 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.
D EPED C O PY Kto12BASICEDUCATIONCURRICULUM CONTENTCONTENTSTANDARDS PERFORMANCE STANDARDS LEARNINGCOMPETENCYCODE 2.citeexamplesofpractical applicationsofthedifferent regionsofEMwaves,such astheuseofradiowavesin telecommunications; S10FE-IIc-d-48 3.explaintheeffectsofEM radiationonlivingthingsand theenvironment; S10FE-IIe-f-49 2.Light 2.1ReflectionofLightinMirrors 2.2RefractionofLightinLenses theimagesformedbythe differenttypesofmirrors andlenses 4.predictthequalitative characteristics(orientation, type,andmagnification)of imagesformedbyplane andcurvedmirrorsand lenses; S10FE-IIg-50 5.applyraydiagramming techniquesindescribingthe characteristicsandpositions ofimagesformedbylenses; S10FE-IIg-51 6.identifywaysinwhichthe propertiesofmirrorsand lensesdeterminetheirusein opticalinstruments(e.g., camerasandbinoculars); S10FE-IIh-52 3.ElectricityandMagnetism 3.1Electromagneticeffects therelationshipbetween electricityandmagnetismin electricmotorsand generators 7.demonstratethegeneration ofelectricitybymovement ofamagnetthroughacoil; and S10FE-IIi-53 8.explaintheoperationofa simpleelectricmotorand generator. S10FE-IIj-54 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.
D EPED C O PY Kto12BASICEDUCATIONCURRICULUM CONTENTCONTENTSTANDARDS PERFORMANCE STANDARDS LEARNINGCOMPETENCYCODE Grade10–LivingThingsandTheirEnvironment THIRDQUARTER/THIRDGRADINGPERIOD 1.CoordinatedFunctionsofthe Reproductive,Endocrine,and NervousSystems Thelearnersdemonstrate anunderstandingof: 1.organismsashaving feedbackmechanisms, whicharecoordinated bythenervousand endocrinesystems 2.howthesefeedback mechanismshelpthe organismmaintain homeostasisto reproduce Thelearnersshouldbe ableto: Thelearnersshouldbeable to… 1.describethepartsofthe reproductivesystemand theirfunctions; S10LT-IIIa-33 2.explaintheroleofhormones involvedinthefemaleand malereproductivesystems; S10LT-IIIb-34 3.describethefeedback mechanismsinvolvedin regulatingprocessesinthe femalereproductivesystem (e.g.,menstrualcycle); S10LT-IIIc-35 4.describehowthenervous systemcoordinatesand regulatesthesefeedback mechanismstomaintain homeostasis; S10LT-IIIc-36 2.Heredity:Inheritanceand Variation 1.theinformationstoredin DNAasbeingusedto makeproteins 2.howchangesinaDNA moleculemaycause changesinitsproduct 3.mutationsthatoccurin sexcellsasbeing heritable 5.explainhowproteinismade usinginformationfrom DNA; S10LT-IIId-37 6.explainhowmutationsmay causechangesinthe structureandfunctionofa protein; S10LT-IIIe-38 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.
D EPED C O PY Kto12BASICEDUCATIONCURRICULUM CONTENTCONTENTSTANDARDS PERFORMANCE STANDARDS LEARNINGCOMPETENCYCODE 3.BiodiversityandEvolutionhowevolutionthrough naturalselectioncanresult inbiodiversity writeanessayonthe importanceof adaptationasa mechanismforthe survivalofaspecies 7.explainhowfossilrecords, comparativeanatomy,and geneticinformationprovide evidenceforevolution; S10LT-IIIf-39 8.explaintheoccurrenceof evolution; S10LT-IIIg-40 4.Ecosystems 4.1FlowofEnergyandMatterin Ecosystems 4.2BiodiversityandStability 4.3PopulationGrowthand CarryingCapacity 1.theinfluenceof biodiversityonthe stabilityofecosystems 2.anecosystemasbeing capableofsupportinga limitednumberof organisms 9.explainhowspecies diversityincreasesthe probabilityofadaptation andsurvivaloforganismsin changingenvironments; S10LT-IIIh-41 10.explaintherelationship betweenpopulation growthandcarrying capacity;and S10LT-IIIi-42 11.suggestwaystominimize humanimpactonthe environment. S10LT-IIIj-43 Grade10–Matter FOURTHQUARTER/FOURTHGRADINGPERIOD 1.GasLaws 1.1KineticMolecularTheory 1.2Volume,pressure,and temperaturerelationship 1.3Idealgaslaw Thelearnersdemonstrate anunderstandingof… howgasesbehavebased onthemotionandrelative distancesbetweengas particles Thelearnersshallbeable to: Thelearnersshouldbeable to… 1.investigatetherelationship between: 1.1volumeandpressureat constanttemperatureof agas; 1.2volumeandtemperature atconstantpressureofa gas; 1.3explainsthese relationshipsusingthe kineticmoleculartheory; S10MT-IVa-b- 21 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.
D EPED C O PY Kto12BASICEDUCATIONCURRICULUM CONTENTCONTENTSTANDARDS PERFORMANCE STANDARDS LEARNINGCOMPETENCYCODE 2.Biomolecules 2.1Elementspresentinbiomolecules 2.2Carbohydrates,lipids,proteins, andnucleicacids 2.2.1FoodLabels thestructureof biomolecules,whichare madeupmostlyofalimited numberofelements,such ascarbon,hydrogen, oxygen,andnitrogen 2.recognizethemajor categoriesofbiomolecules suchascarbohydrates, lipids,proteins,andnucleic acids; S10MT-IVc-d-22 3.Chemicalreactionsthechemicalreactions associatedwithbiological andindustrialprocesses affectinglifeandthe environment usinganyformofmedia, presentchemical reactionsinvolvedin biologicalandindustrial processesaffectinglife andtheenvironment 3.applytheprinciplesof conservationofmassto chemicalreactions;and S10MT-IVe-g- 23 4.explainhowthefactors affectingratesofchemical reactionsareappliedin foodpreservationand materialsproduction, controloffire,pollution, andcorrosion. S10MT-IVh-j-24 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.
D EPED C O PY Kto12BASICEDUCATIONCURRICULUM CODEBOOKLEGEND Sample:S8ES-IId-19 LEGENDSAMPLE FirstEntry LearningAreaand Strand/Subjector Specialization Science S8 GradeLevelGrade8 UppercaseLetter/s Domain/Content/ Component/Topic EarthandSpaceES - RomanNumeral *Zeroifnospecificquarter QuarterSecondQuarterII LowercaseLetter/s *Putahyphen(-)inbetween letterstoindicatemorethana specificweek WeekWeekfourd - ArabicNumberCompetency InferwhythePhilippines ispronetotyphoons 19 DOMAIN/COMPONENTCODE LivingthingsandtheirEnvironmentLT Force,Motion,andEnergyFE EarthandSpaceES MatterMT 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.
D EPED C O PY 163 UNIT 3 Living Things and Their Environment 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.
D EPED C O PY 164 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 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. All modules in Grade 10 Unit 3-Living Things and Their Environment present mental and hands-on activities that are learner-centered to enable the students to apply science concepts and skills in addressing real-world problems through scientific investigations. These instructional activities are designed to enhance their knowledge, understanding, skills, and ability to transfer learning. There are four modules in this quarter, namely: Module 1: Coordinated Functions of the Reproductive, Endocrine, and Nervous Systems Module 2: Heredity: Inheritance and Variation Module 3: Biodiversity and Evolution Module 4: Ecosystems The role of K-12 science teachers is to effectively facilitate learning by guiding the students in performing every task and initiating an inquiry-based learning phase rather than merely making the students passive recipients of information. At the end of Grade 10, the learners should have already developed scientific, technological, and environmental literacy that will lead them to rational choices on any issue that they will face in life. 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.
D EPED C O PY 165 Content Standards The learners demonstrate understanding of… Performance Standard The learners… the organisms as having feedback mechanisms, which are coordinated by the nervous, endocrine, and reproductive systems. how these feedback mechanisms help the organism maintain homeostasis to reproduce and survive. create a campaign advertising video about the common and effective contraceptive measures used in family planning, in line with the Reproductive Health Law Overview By going through Module 1, the students will realize that for whatever action they do from the moment they get up in the morning to the time they go to bed, there is always a part of the body that requires the support of another part to achieve its purpose. Take note that our body is made up of different systems that coordinate with one another in order to perform their functions well; if any part of these organ systems malfunctions, the body will become unbalanced. The students have already studied from the past that human body systems are the combined functional units composed of various organs working in full coordination with each other. Emphasize that the instability caused by the impairment of one system cannot be compensated by other systems because each system has its own function in the body. In Grade 9, they have already studied how the circulatory and respiratory systems work together, and how a person’s lifestyle affects these systems. Now they will learn about the coordinated functions of the reproductive, endocrine and nervous systems. This module will enable the students to show understanding of organisms as having feedback mechanisms, which are coordinated by the nervous and endocrine systems. They will also understand how these feedback mechanisms help the organism maintain homeostasis to reproduce and survive. Unit 3 MODULE 1 Suggested time allotment: 12 to 14 hours Coordinated Functions of the Nervous, Endocrine, and Reproductive Systems 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.
D EPED C O PY 166 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. In Module 1, students will answer the following key questions: Pre-assessment Odd Organ Out (Answers) Odd One Out Reason HEART The heart is a part of the circulatory system, while all the rest are parts of the nervous system. LUNGS The lungs are a part of the respiratory system, while the rest are parts of the female reproductive system. SKULL The skull is a part of the skeletal system, while the rest are parts of the endocrine system. INTESTINE The intestine is a part of the digestive system, 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. 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.
D EPED C O PY 167 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: 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.
D EPED C O PY 168 Teaching Tips: • Before the students perform the activity, you may show pictures of the different parts of the nervous system. • Three-dimensional models of the nervous system may also be shown to the class so that the students can have a more realistic visualization. • You may choose to use the provided template for the graphic organizer or allow the students to map the concepts on their own. • It will also be useful to search for web resources of videos showing animated visual exploration of the nervous system. • For a more engaging activity, you may let the students create their own model of the nervous system or the brain using clay, paper mache, recyclables, food, or anything. • Let the students use different colors to indicate different structures and identify each part. Answers to Guide Questions: Q1. The Central Nervous System (CNS) serves as the main processing center for the entire nervous system while the Peripheral Nervous System (PNS) connects the central nervous system to the organs and limbs by relaying information through the nerves. Q2. All the other parts of the nervous system will not be able to carry out their corresponding functions, and the other body systems will be affected as well. The Nerve Cell Teaching Tips: • Let the students study Figure 1 and look at the different parts of the nerve cell or neuron. Explain to them that there are billions of neurons in the body. Let them distinguish the parts such as dendrites, cell body, and axon. Note that the axon shown in the figure is covered by glial cells, which are the most abundant cell types in the central nervous system. 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.
D EPED C O PY 169 When teaching about the nervous system, it is essential to go over the neu- 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. • You can use the simplest model to illustrate a neuron using only your hand and arm, so that the students can understand its structure better. Simply hold out your arm and spread your fingers as shown in the figure below. 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. 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.
D EPED C O PY 170 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 click each switch in the row on and off. This will give the students an idea of how a nerve impulse travels along a neuron. • Let the students understand that nerve impulses have a domino effect. Explain how each neuron receives an impulse and passes it on to the connecting neuron or to an effector cell such as a muscle. Through a chain of chemical reactions, the dendrites receive an impulse that is transported through the axon and transmitted to the next neuron. • Another suggested illustration during discussion is doing the following simple exercise to show how neurons connect with other neurons. As a developmental activity, instruct the students to draw ten (10) dots on one side of the paper. Let these dots represent neurons, and assume that each neuron makes connections with the 10 dots on the other side of the paper. Ask the students to connect each dot on one side with the ten dots on the other side. As you can see from Figure 6, only four of the “neurons” have been connected, and it gets very complicated after awhich. • Remind the students that the given exercise is quite simple. Each neuron that is represented by a dot may actually make thousands of connections with other neurons. Let them know that if they finish all the dots, the paper would be really dirty. Figure 3. “Connect the Dots” exercise, showing the complexity of neuron connections. 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.
D EPED C O PY 171 • 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 4. https://www.youtube.com/watch?v=7EyhsOewnH4 5. https://www.youtube.com/watch?v=-6t_n6kTj1A The next activity that the students will perform will enable them to understand more of the concepts on the control of body processes through the nervous system. Students build upon what they have already learned by testing their visual and auditory senses. Tell them to use their senses to detect the stimuli in the environment and make the corresponding response. As they do Activity 2 and record their reaction times, they will quickly learn that there are different skills and strategies involved in reacting to something when seeing and listening are required. Nevertheless, they will also learn that greater self-awareness, strategy development, and ongoing practice of these skills can improve their visual and auditory reaction times and ultimately, their survival and success in life.  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.
D EPED C O PY 172 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 the activity that they will perform. For more advanced classes, you may use the formula t = √(2d/g) • After the students have performed the activity about reaction time, make them realize the value of practice, which may also be discussed in terms of the concept of long term memory. Ask them, “What other skills has practicing helped you learn and master?” (Examples may include doing math problems, typing, reading music, and various sports activities). • Give practical examples of knowing one’s reaction time. In sports, re- action time, the interval between stimulation and reaction, often deter- mines who wins and who loses. Even more importantly, in real-life situ- ations, like when driving a car, it can mean the difference between life and death.  Answers to Guide Questions: 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. 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. 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.
D EPED C O PY 173 Activity 3 A Nervous Trip In this activity, the students will be able to explain how the body processes are controlled through the nervous system Teaching Tips: • Since this is a kinesthetic activity, the class needs more space to work with their team, so it is advisable to move the chairs a little to allow the members to move freely. Another option is to make the two teams line up at each side of the classroom. • You may decide to do the activity simultaneously for all groups or one after another, with the aid of a timer or stopwatch. • You may creatively think of different situations that you may write down on the card to show different stimuli. Suggested ideas to be written on the card are: 1. Touching a hot stove 2. Smelling spoiled food 3. Stepping on a thumb tack 4. Hearing a loud bang • Refer to the following illustration to see how you will position the students in the game. 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. 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.
D EPED C O PY 174 • When giving instructions to the students, it is important to note that the organ that will be receiving the stimuli may or may not be the same organ to make the response from the brain to the motor neurons. Point out that it could be another part of the body or a muscle that will carry out the action. Explain the difference between the receptor and the effector. • You may ask the students how anesthesia enables loss of sensation to avoid the feeling of pain. Explain that anesthesia disrupts the nerve im- 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 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- minating task. Suggested Enrichment Activities: • During the first three years, a child’s brain triples in weight and establishes about 1,000 trillion nerve connections. Thus, the child’s experiences dur- ing the first three years of life are crucial to brain development. Gather and write down information about the different ways of stimulating brain development in children. * 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/ Figure 7. The game setup showing the relay course from start to end 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.
D EPED C O PY 175 • Design a flyer that will disseminate information about the different diseases affecting the human nervous system. * In assessing the informational flyers created by the learners, it would be helpful to create a rubric to be shown to the class as a guide in doing the activity Answers to Guide Questions: Q8. The brain receives the information through the sensory neurons that transmit the message from one neuron to another. Q9. As soon as the brain receives the information, it processes the message and come up with a response to be sent through the neurons. Q10. The message from the brain is relayed by the motor neurons that transmit the message from one neuron to another going to the effector. Q11. The sensory neurons transmit impulses from the receptor to the brain while the motor neurons transmit impulses from the brain to the effector. Q12. Information travels in the nervous system through the neurons that transmit the impulse. The sense organ receives the message, and the information is sent by the sensory neurons to the brain. The brain then processes the information and sends a response through the motor neurons to the organ, gland or muscle. Q13. Any damage in the nervous system affects the function of other body parts, since messages are not properly transmitted throughout the body. Q14. Answers may vary depending on the students’ locality. Some examples of public health care programs that deal with the nervous system are National Mental Health Program, Epilepsy Camp, Universal Health Care, Rabies Prevention and Control Program, and many others. 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. KEY CONCEPT TO EMPHASIZE: When a receptor such an organ perceives a stimulus, the impulse is sent to the brain by the sensory neurons, transmitting information from one nerve cell to another. As the message reaches the brain, it processes the information and commands an effector such as a muscle or an organ to respond. The message coming from the brain is sent through the motor neurons. 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.
D EPED C O PY 176 The Endocrine System Endocrine Glands and Their Hormones Gland Functions Location Hormones Released Pituitary stimulates growth and controls the functions of other glands at the base of the brain Oxytocin, Vasopressin, Growth Hormone, Adrenocorticotropic Hormone (ACTH), Prolactin, Luteinizing Hormone, Follicle Stimulating Hormone (FSH) Thyroid regulates body metabolism and causes storage of calcium in bones below the voice box Thyroxin, Calcitonin Parathyroid controls the calcium levels in your body and normalizes bone growth in the neck Parathyromone Thymus enables the body to produce certain antibodies in front of the heart Thymosin Adrenal prepares the body for action, and controls the heart rate and breathing in times of emergency at the top of the kidneys Adrenaline Pancreas regulates blood sugar levels between the kidneys Insulin, Glucagon Reproductive - Testes (Males) - Ovaries (Females) control maturation and male characteristics influence female traits and support reproductive function lower abdomen lower abdomen Androgen, Testosterone Estrogen, Progesterone 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.
D EPED C O PY 177 Activity 4 Who’s in Control? In this activity, the learners will identify some of the major endocrine glands in the human body and their functions. Let them study each picture that shows the role of a particular gland in the endocrine system, write down the name of the endocrine gland, and explain its effect according to its function. Answers in the Activity: 1. Ovaries Secrete more progesterone and estrogen to promote pregnancy 2. Adrenal Gland Produces adrenaline to activate short-term stress response 3. Pituitary Gland Produces growth hormones 4. Thymus Gland Secretes thymosin to stimulate production of T- cells against infection 5. Pancreas Secretes insulin that regulates blood sugar levels 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.
D EPED C O PY 178 Answers to Guide Questions: Q15. The pituitary gland controls the output of other glands in the body. Q16. The thyroid gland is located below the voice box and regulates body metabolism by producing calcitonin that reduces blood calcium level; while parathyroid gland is located on the thyroid glands and produces parathormone that increases blood calcium levels and normalizes bone growth. Q17. The person’s pancreas is possibly involved when blood sugar level becomes unstable. 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. Q20. The adrenal gland produces adrenaline that enables the body to have the energy in doing spontaneous work during emergency situations. Q21. Because the diabetic person’s pancreas does not produce enough insulin for the body, insulin injections must be administered to the body to regulate blood sugar levels. Q22. During menopause there is a significant change of hormone levels produced by the ovaries which eventually stops the menstrual cycle. Q23. Birth control pills contain hormones that control the functioning of the ovaries and the uterus. Most pills have the combination of the hormones estrogen and progesterone to prevent ovulation (the release of an egg during the monthly cycle). Q24. Oxytocin and prolactin enable milk production that provides the required nourishment for the baby. KEY CONCEPT TO EMPHASIZE: The endocrine system consists of glands that secrete chemicals called hormones that control various body processes. This control system usually brings about slow changes in the body because hormones move through the circulatory system more slowly than the nerve impulses. The major glands in the body are the pituitary, thyroid, parathyroid, thymus, adrenal, pancreas, ovaries and testes. 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.
D EPED C O PY 179 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. Answers in the Activity: 1. Dwarfism There is too little secretion of growth hormones by the pituitary gland, thus resulting to stunted growth. 2. Gigantism There is an excessive secretion of growth hormones by the pituitary gland causing too much growth to the person. 3. Goiter There is an abnormal enlargement of the thyroid gland due to too much or too little amount of secreted hormone. Answers to Guide Questions: Q25. Dwarfism may arise if the pituitary gland is not producing enough growth hormones. Q26. A person with excessive secretion of growth hormones by the pituitary gland will have a condition called gigantism. Q27. The thyroid gland of the person is inflamed as there is an underlying abnormality in thyroid secretion. Q28. The gland cannot make enough thyroid hormone if it does not have enough iodine in the blood, so taking iodized salt is helpful. Q29. Answers may vary. 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.
D EPED C O PY 180 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 Vas deferens (Tube) Passage of sperm cells from testes to urethra Urethra Passage of sperm cells and urine out of the body Glands a. seminal vesicle b. prostate gland c. bulbourethral gland (Cowper’s gland) Provide liquid in which sperm can swim - Secretes a fluid that makes up most of the components of the semen - Secretes a slightly alkaline milky fluid that is dis charged as part of the semen - Secretes a thick and clear mucus that lubricates and neutralizes the any trace of acidic urine in the urethra The Female Reproductive System Let the students study each part and its corresponding function: Part Function Ovary Produces egg cells Oviduct Serves as passageway of eggs from the ovary to the uterus; site of egg fertilization Uterus Site of egg implantation; serves as the place where fertilized egg develops Vagina Receives the penis of male during mating 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.
D EPED C O PY 181 The Role of Hormones in Male and Female Reproductive System Feedback Mechanisms Involved in Regulating Processes in the Female Reproductive System The Menstrual Cycle Activity 6 Mark My Calendar! In this activity, the learners will describe the feedback mechanisms involved in regulating processes in the female reproductive system. Teaching Tips: • You may want to separate students into groups of females and males for this learning activity. However, if you decide to separate them, make sure that both groups receive the same information. • For procedure number three in the learners’ module, you may simply photocopy Figure 14 showing different episodes in the menstrual cycle or redraw the figure in bond paper to be cut out later on. You may also download pictures from the internet for a clearer and more accurate representation. • Be aware that there might be cultural sensitivities regarding this activity for individual learners, so you have to be cautious in facilitating the discussion. • You may use an overhead or LCD projector in explaining the menstrual cycle to the class before the activity proper. KEY CONCEPT TO EMPHASIZE: Hormones play an important role in both male and female reproductive systems.The pituitary gland controls the functions of both the testes and the ovaries. These hormones keep the reproductive system properly functioning. 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.
D EPED C O PY 182 • As a developmental activity, you may start by correcting myths and misconceptions about menstruation. A checklist of statements to be answered with fact or myth may be given to the students to check their prior understanding on the topic to be discussed. Answers to Guide Questions: Q30. The average length of a menstrual cycle is 28 days. However, it varies greatly among women (ranging from 21 to 35 days). Q31. The young egg in the ovary begins to mature. Estrogen is secreted by the ovary. Uterus thickens to prepare for the attachment of fertilized egg. The mature egg is then released by the ovary. Q32. Ovulation takes place and the egg enters the uterus. Meanwhile the uterus continues to thicken. If no fertilization of egg occurs, the cells of the thickened uterus break off and leave the vagina as menstruation. Q33. After fertilization, pregnancy takes place. The egg attaches to the uterus and continues to grow inside the womb. Q34. It is important to study the menstrual cycle to be able to understand the natural changes that occur in the ovary and the uterus as essential part of sexual reproduction. The information is also useful in family planning to prevent unwanted pregnancy. 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.
D EPED C O PY 183 Nervous System Working Together with Endocrine System to Maintain Homeostasis Answers to Guide Questions: Q35. Failure in homeostasis can be potentially dangerous to a person as it may lead to various diseases and even death. Q36. Glucagon is released in response to low blood glucose level due to skipped lunch, thus increasing blood sugar into normal level. Q37. Insulin is released in response to an increase in blood glucose level due to eating sweets, thus decreasing blood sugar into normal level. Q38. The nervous and endocrine systems work together to lower the temperature of the internal organs such as by producing sweat to cool the body down. Q39. The following are some examples of the coordinated functions of the nervous, endocrine, and reproductive systems: Breastfeeding The brain commands the mother’s body to be nurturing towards the baby through breastfeeding. In order to produce milk, hormones such as prolactin and oxytocin are needed. The secretion is stimulated by the sucking of the infant at the breast of the mother. Pregnancy and Child Birth Correct balance of sex hormones progesterone and estrogen is required throughout pregnancy with levels steadily rising until the birth of the baby. Until the mother’s body has adapted to the higher levels of these hormones, mood swings can be very common as they also act on the nervous system, specifically the brain. Oxytocin levels rise at the onset of labor, causing regular contractions of the womb and abdominal muscles. When the baby is born, oxytocin continues to contract the womb in order to reduce the risk of bleeding and to help detach the placenta which is delivered shortly afterwards.  Copulation As the brain processes physical stimulation, the sex organs perform their corresponding biological functions. The sex glands in the endocrine system then produce secretions that are necessary for reproduction. Menstrual Cycle Follicle-Stimulating Hormone (FSH) stimulates the ovaries to release estrogen. High levels of estrogen then prevent the further production of FSH. Estrogen also stimulates the release of Luteinizing Hormone (LH) from the pituitary gland, which in turn controls the production of progesterone. High levels of progesterone then inhibit the further release of LH. 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.
D EPED C O PY 184 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 Presentation The video clearly communicates the main idea, and is strongly persuasive The video communicates some of the important ideas, and is slightly persuasive The video indirectly communicates the idea, and is hardly persuasive The video does not sufficiently communicate any idea that can persuade the audience Creativity and Originality All the wordings and melody reflect an exceptional degree of students’ ingenuity in their creation. Most of the wordings and melody used in the jingle reflect students’ ingenuity in their creation. The wordings and melody were made by the student but were copied from the ideas of others. The wordings and melody were not made by the student. Accuracy and Relevance of the Content The contents of the video are accurate and related to the topic. Most of the contents of the video are accurate and related to the topic. Some contents in the video are accurate and related to the topic. The contents of the video are neither accurate nor related to the topic. Required Elements (persuasiveness, musicality, language, etc.) The campaign advertising includes all required elements as well as additional details. All required elements are included. Few required elements are included. Required elements are missing. 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.
D EPED C O PY 185 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 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. • The basic unit of the nervous system is the nerve cell, called neuron. Neurons have dendrites and axons that aid in transmitting the message. • Neurons have the special ability to carry signals or impulses.A nerve impulse is an electrochemical gradient moving along a neuron. The space between neurons is called synapse. A stimulus is any factor in the environment that may induce a nerve impulse that initiates physiological and behavioural changes. A response is a reaction to a condition or stimulus. To survive, an organism must be able to respond to a stimulus. Reaction time is the length of time between application of a stimulus and detection of a response. • When a receptor such as an organ perceives a stimulus, the impulse is sent to the brain by the sensory neurons, transmitting information from one nerve cell to another.As the message reaches the brain, it processes the information and commands an effector such as a muscle or an organ to respond. The message coming from the brain is sent through the motor neurons. • The Endocrine System consists of glands that secrete chemicals called hormones which control various body processes. This control system usually brings about slow changes in the body because chemical agents move more slowly than nerve impulses. The major glands in the body are the pituitary, thyroid, parathyroid, thymus, adrenal, pancreas, ovaries and testes. 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.
D EPED C O PY 186 • 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), 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. • Hormones secreted by the ovaries and a small gland in the brain called the pituitary gland control the menstrual cycle. • 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. • Homeostasis is the state reached when each part of the body functions in equilibrium with every other part. This is attained through the regulation of the bodily functions by the endocrine and nervous systems. 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.
D EPED C O PY 187 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 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) 1. d. 2. g. 3. e. 4. c. 5. b. 6. a. 7. f. 8. h. III. (Process) • • • • • • • 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.
D EPED C O PY 188 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 Endocrine Gland an organ that produces chemical secretions poured directly into the bloodstream Egg Cell also called ovum (plural: ova); the female gamete Fertilization a process that occurs when the sperm and egg combine to produce an embryo Homeostasis the ability or tendency of an organism to maintain internal equilibrium by regulating its processes Hormone a chemical substance produced in the body that controls and regulates the activity of certain cells or organs Impulse an electrochemical signal moving along a neuron Neuron the basic unit of the nervous system, also called nerve cell, that transmits messages to and from the central nervous system Semen the ejaculated fluid containing sperms and secretions from the seminal vesicle, prostate gland, and bulbourethral gland Sperm shorter term for spermatozoon (plural: spermatozoa); the male gamete Stimulus any factor in the environment that influences the behavior of an organism Synapse the space between neurons where electrochemical signals pass 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.
D EPED C O PY 189 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.. Electronic Sources: (DepEd Materials) BEAM: Biology – Organ System – Endocrine and Nervous Systems EASE, Module 9: Life Support Systems EASE, Module 13: Reproductive Systems APEX Biology – Unit IV, The Organ Systems 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.
D EPED C O PY 190 (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 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 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 National Center for Infants (2014). Zero to Three. Retrieved July 5, 2014 from: http://www.zerotothree.org/child-development/brain-development/ Public Library of Science (2004). A Window into the Brain. Retrieved July 4, 2014 from: http://www.plosbiology.org/article/info:doi/10.1371/ journal. pbio.0020115 Tamarkin, Dawn (2011). The Nervous System. Retrieved July 4, 2014 from: http://faculty.stcc.edu/AandP/AP/AP1pages/nervssys/unit10/division. htm University of Texas (2012). Health Science. Retrieved July 3, 2014 from: http://teachhealthk-12.uthscsa.edu/ curriculum/ brain/brain01e-Wires. asp 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.
D EPED C O PY 191 Content Standard The learners demonstrate understanding of… • the information stored in DNA as being used to make proteins • how changes in DNA molecule may cause changes in its product • mutations that occur in sex cells as being inherited Overview In Grade 9, learners were able to identify characters whose inheritance does not conform to the Mendelian patterns of inheritance, solve genetic problems related to incomplete dominance, codominance, multiple alleles and polygenes; and identify the law that was not strictly followed in the non- 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. In Grade 10, learners will work on activities to assess their understanding of the structure of the DNA, explain how DNA replication takes place, how RNA is made using the information from DNA, how it is transposed into proteins, and explain how mutations may cause changes in the structure and function of a protein. In this module, learners are expected to: 1. Explain how a protein is made using information from DNA. a. Identify the role of DNA and RNA in protein synthesis b. Relate DNA replication to its complementary structure. c. Trace the process of replication, transcription and translation. d. Describe the steps in protein synthesis. Unit 3 MODULE 2 Suggested time allotment: 8 hours Heredity: Inheritance and Variation 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.
D EPED C O PY 192 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: The pre-assessment questions will allow the teacher to discover what is already known in a specific topic. The information gained in pre-assessment will be used to make instructional decision about learners’ strength and needs and determining which learners are ready for advance instructions. Answers to Pre-assessment: 1. T T G G G A C T C A G A 2. C G U U C A U G G A C U 3. Answer Arginine Serine Tyrptophan Threonine 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.
D EPED C O PY 193 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. Activity 1 Getting to Know the DNA and RNA Structures This activity is an initial assessment activity that will measure the learners’ understanding of the DNA and RNA structures. The learners are expected to compare the structures of the DNA and RNA molecule. Teaching Tips: 1. Establish the motivation for the lesson. Direct learners’ attention to the visual of the DNA molecule. (The teacher should prepare this visual ahead of time). Help the students see the “pieces” that are alike or different. 2. Ask learners to think about working on a puzzle. Prepare two separate sets of RNA and DNA nucleotides [six(6) pieces each set]. The teacher can use the DNA and RNA nucleotides on pages ___ and ___. 3. Tell one group of learners to put together the nucleotides of the DNA molecule and the nucleotides of the RNA molecule, as if fitting the pieces in a puzzle. 4. Ask learners to show their output. 5. Ask leading questions to the activity. • How is DNA different from RNA? • What nitrogen bases are found in DNA and RNA? Suggestion to the Teacher: Try out all activities (Activities 1 to 6) before you start with the lesson. 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.
D EPED C O PY 194 6. Ask the learners to work on Activity 1 individually. 7. Remind learners to answer the guide questions. Answer to comparison table. Basis of Comparison DNA RNA 1. Number of strand 2 1 2. Location in the cell nucleus cytoplasm 3. Type of sugar deoxyribose ribose 4. Nitrogenous bases A, T, C, G A, U, C, G Answers to Guide Questions: Q1. The DNA and RNA are made up of three components: namely: a. sugar b. phosphate group, and c. nitrogenous base. Q2. DNA and RNA are different in the following: a. DNA is double stranded while RNA is single-stranded. b. The sugar in DNA is deoxyribose while that in RNA is ribose. c. The nitrogen bases in DNA are adenine (A), guanine (G), thymine (T) and cytosine (C). In RNA are adenine, guanine, cytosine and uracil. Q3. Uracil 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. Meanwhile, the eukaryotic cell, has the so called ‘true’ nucleus, which means that its nuclear materials are enclosed by a nuclear membrane. In order to make proteins, the messenger RNA (mRNA) is assembled inside the nucleus through transcription. The coded genetic information carried by mRNA is translated through protein synthesis using transfer RNA (tRNA). 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.
D EPED C O PY 195 Activity 2 DNA Makes DNA In this activity, the learners will demonstrate the replication of the DNA molecule and the specificity of base pairing between nitrogenous bases. They will make a model of a DNA template to determine the sequence of bases in the new DNA strand. Teaching Tips: • Before working on the activity, introduce a reading strategy. Ask the students to study the diagram and read a paragraph about DNA replication. You may also show a DNA replication video which you can download from the YouTube. Note: The teacher may read from Biology books and Learner’s Material about replication for background knowledge. KEY CONCEPT TO EMPHASIZE: • A DNA molecule consists of two strands of nucleotides composed of sugar, phosphate, and nitrogenous bases that pair through hydrogen bonds. The paired strands form a twisted- sipper shape called a double helix. • RNA molecule is single stranded and is composed of nucletides. • RNA is three major types: mRNA, rRNA and tRNA. • In DNA, adenine bodns with thymine and cytosine bonds with guanine. • In RNA, adenine bonds with uracil and cytosine bonds with guanine. 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.
D EPED C O PY 196 Figure 1. Unzipping of DNA Molecule • After learners have completed the reading activity or viewed the video on replication, you may check for understanding. Ask the following questions: 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.) 2. Which nitrogen bases fit together to make base pairs? (Adenine and thymine fit together, and guanine and cytosine fit together.) 3. When a DNA molecule unzips to form two strands, what is added to each strand? What is produced? (Complementary bases attach to the exposed bases on the strands so that two complete molecules of DNA are produced.) 4. What is the copying of the DNA called? (replication) 5. How is the gene in the DNA coded? (It is usually coded by a particular sequence of base triplet called codons.) A DNA “unzips” to form two strands, as shown in Figure 1. Notice that, as the molecule unzips, the base pairs separate. Each single strand of DNA then picks up bases present in the cell’s cytoplasm. In this way, two complete molecules of DNA are created. Notice that each new DNA molecule has the same order of base pairs as the original. The copying process is called replication. 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.
D EPED C O PY 197 6. In what form does a gene carry information? (A gene carries information through the sequence of nitrogenous bases that may code for RNA or amino acids in proteins.) • Determine the number of groups in your class for the activity. Ideally, about ten (10) learners or less per group. • Provide the learners with the patterns of the components of the DNA found on page ___. The other materials should have been assigned a day before the activity. • Explain the procedure of the activity; make sure that the learners will be able to follow the steps and come up with the expected output. • Check on the groups from time to time; see to it that the learners are able to do correctly Steps 3 to Step 12. • Remind them to answer the guide questions. • Ask the learners to “show and tell” something about their output. (You may decide as to how many groups will actually present). • Lead learners to the answers to the guide questions. Answers to Guide Questions: Q4. Each new strand formed is a complement of one of the original strands. The result is the formation of two DNA molecules containing the original DNA strand and the complementary daughter strands. The two new daughter strands are also complementary to each other. Q5. The two chains of nucleotides in a DNA molecule are held together by hydrogen bonds between the bases. In DNA, cytosine forms three hydrogen bonds with guanine, and thymine forms two hydrogen bonds with adenine. Q6. The pairing of the bases produces a long, two-stranded molecule that is often compare to a zipper. If you look at a zipper, the sides of the zipper represent the sugar and phosphate units, while the teeth of the zipper represent the pairs of nitrogenous bases of the DNA. 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.
D EPED C O PY 198 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. 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. Step 2. The bases attached to each strand then pair up with the free nucleotides found in the cytoplasm. Step 3. The complementary nucleotides are added to each strand by DNA polymerase to form new strands. Two new DNA molecules, each with a parent strand and each with a new strand are formed. The DNA replication is known as semi-conservative replication, because one of the old strands is conserved in each new molecule. Figure 2 illustrates the semi-conservative replication of DNA. Figure 2. DNA Replication 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.
D EPED C O PY 199 Activity 3 What’s the Message In this activity, the learners will find out how the information in DNA, which is found in the nucleus, moves to the ribosome in the cytoplasm. Learners will demonstrate the process of transcription through the use of paper DNA and mRNA models. Teaching Tips: • Introduce the lesson using guided inquiry to activate learners’ prior knowledge. • Establish the importance of the transcription process in gene expression. 1. Whathappensduringtheprocessofcellcycle?(Learnersshould 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. KEY CONCEPT TO EMPHASIZE: • DNA is made up of nucleotides containing sugars, phosphate groups, and nitrogenous bases and its shape is double helix. The complementary structure of DNA’s two strands allow each strand to serve as a template during replication. • The specificity of base pairing in DNA, adenine with thymine, and cytosine with guanine, allows DNA to replicate itself with accuracy. Note: The teacher can read from Biology books and Learners Material about transcription for background knowledge. 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.
D EPED C O PY 200 • 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 should be able to understand that the genetic code found in the DNA sequence is “copied” or transcribed into RNA sequence. The messenger RNA leaves the nucleus and the message is translated into amino acid sequence in proteins). • Determine the number of groups in your class for the activity. Ideally, about ten (10 learners or less per group. • Provide the learners with the patterns of the components of the DNA and RNA found on pages 29 to 31. The other materials should have been assigned a day before the activity. • Explain the procedure of the activity. Make sure that the learners will be able to follow the steps and come up with the expected output. • Check on the groups from time to time, see to it that the learners are able to do correctly Steps 6 up to 9. • Remind them to answer the guide questions. • 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. 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.
D EPED C O PY 201 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 eukaryotes, the mRNA moves from the nucleus to the cytoplasm, where the information is translated into proteins with the help of ribosomes. • Assess the learners’ understanding by reviewing the steps of the transcription process. The following events will help the learners understand the process of transcription: • Step 1. RNA polymerase enzyme binds and opens the DNA molecule that will be transcribed. • Step 2. As the DNA molecule opens, the RNA polymerase slides along the DNA strand and links free RNA nucleotides that pair with the nitrogenous bases of the complementary DNA strand. Hence, if the sequence of bases on the DNA strand were CCG TTA CAT, the sequence of bases on the RNA strand would be GGC AAU GUA. • 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. 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.
D EPED C O PY 202 Figure 3. Transcription After doing the three (3) activities, the learners should be able to explain the following concepts: • DNA directs the production of proteins. • DNA determines the formation of mRNA. • The order of bases of mRNA determines the protein synthesized. KEY CONCEPT TO EMPHASIZE: • The order of nucleotides in DNA determines the order of nucleotides in messenger RNA in a process called transcription. • There are three types of RNA that help build proteins: mRNA, rRNA and tRNA. • mRNA carries the information in DNA, which is found in the nucleus, to the ribosomes found in the cytoplasm. Note: The teacher can read from Biology books and Learner’s Material about transalation for background knowledge. 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.
D EPED C O PY 203 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. 1. How do cells use DNA to make proteins? (Most genes contain the information needed to make functional molecules called proteins.Throughtheprocesses oftranscriptionandtranslation, information from DNA is used to make proteins). 2. What are cell structures made of? (Proteins and other types of biomolecules including lipid, carbohydrates, and other metabolites). • Introduce the Central Dogma. Refer to Figure 4. Figure 4. The Central Dogma on the Flow of Genetic Information Source: www.accesssexcellence.com The Central Dogma of Molecular Biology 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.
D EPED C O PY 204 • Explain that a particular gene in the DNA that code for proteins is transcribed into a single-stranded molecule called messenger RNA(mRNA). The mRNAtravels out of the nucleus into the cytoplasm, where it is translated by the ribosome and transfer RNA (tRNA) molecules into a peptide sequence. Once the peptide sequence is translated, it folds into a three-dimensional protein, which acts to work or provide structure to the cell. • Before starting the activity, determine the number of groups in your class for the activity. Ideally, about ten (10) learners per group or less). • Provide the learners with the patterns of the components of the DNA and RNA found on pages __, __, and __. The other materials should have been assigned a day before the activity. • Explain the procedure of the activity, make sure that the learners will be able to follow the steps and come up with the expected output. • Check on the groups from time to time seeing to it that starting with Step 6 up to Step 9, the learners are able to do it correctly. • Remind them to answer the guide questions. • Ask the learners to “show and tell” something about their output. (The teacher can decide as to how many groups will actually present). • Lead them to the answers to the guide questions. 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.
D EPED C O PY 205 Answers to Guide Questions: Q13. In tRNA , the nucleotides are adenine, uracil, guanine and cytosine. The same nitrogenous bases are found in mRNA. The tRNA contains other nitrogenous bases that are derivatives of the same nucleotides. Q14. Adenine pairs with uracil and vice-versa. Q15. A codon is a set of three nitrogenous bases in mRNA which codes for a specific amino acid. Q16. Transfer RNA brings an amino acid in the cytoplasm to the ribosomes. Each tRNA molecule attaches to only one type of amino acid. Q17. In tRNA there is a sequence of three nucleotides that are complementary to the nucleotides in the mRNA codon. These three nucleotides are called an anticodon because they bond to the codon of the messenger RNA. The tRNA carries only the amino acid that the anticodon specifies. Q18. When a stop codon is reached, translation ends and amino acid strand is released from the ribosome. Q19. It resembles the job of the tRNA and the hollow blocks represent the amino acids. • Assess the learners’ understanding by reviewing the steps of the translation process. 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. 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.
D EPED C O PY 206 • Step 2. Usually, the first codon on mRNA is AUG, which codes for the amino acid methionine. AUG signals the start of protein synthesis. Then, the ribosome slides along the mRNA to the next codon. • Step 3. A new tRNA molecule carrying an amino acid pairs with the second mRNA codon. • Step 4. When the first and second amino acids are in place, an enzyme joins them by forming a peptide bond between them. • Step 5. As the process continues, a chain of amino acids is formed until the ribosome reaches a stop codon (e.g., UAA, UGA, UAG) on the mRNA strand. The polypeptide chain is released and protein synthesis is complete. Figure 7 summarizes the translation process. Figure 5. Translation Source: www. scq.ubc.ca KEY CONCEPT TO EMPHASIZE: • The process of converting the information in a sequence of nitrogenous bases in mRNA into a sequence of amino acids that make a protein is known as translation. • The role of transfer RNA (tRNA) is to bring the amino acids in the cytoplasm to the ribosomes to form polypeptides. Note: The teacher can read from Biology books and Learners Material about the Genetic Code for background knowledge. 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.
D EPED C O PY 207 Activity 5 Trace the Code In this activity, the learners will apply what they have learned about DNA and mRNA, and the use of the information in the Genetic Code Table. Teaching Tips: • Point out to the learners that they have only explored the overall process of transcription and translation, and that the activity will help them walk through the sequence of the DNA, transcribe it into mRNA and mRNA translating it into protein. • Introduce the Genetic Code Table to the learners. • Refer to the Genetic Code Table to identify the amino acid. • Explain the procedure of the activity. • Reproduce the activity sheet on page 209. • Illustrate an example on the board on how to locate amino acids in the Genetic Code Table below. • Remind students to answer the guide questions. Order of bases in DNA Order of bases in mRNA (codon) Order of bases in tRNA (anticodon) Amino Acid Coded into Proteins TAG AUC UAG Isoleucine CAT GUA CAU Valine CAG GUC CAG Valine GGT CCA GGU Proline ATG UAC AUG Methionine GTT,GTC,GTA,GTG CAA,CAG,CAU,CAC GUU,GUC,GUA,GUG Valine TGA ACU UGA Threonine ACA UGU ACA Cysteine AAA UUU AAA Phenylalanine GAA CUU GAA Leucine • To determine the order of bases in the first column (DNA), second column (codon), and third column (anticodon), consider the complementary base pairs in DNA: adenine pairs with thymine and guanine pairs with cytosine. While in RNA: adenine pairs with uracil and guanine pairs with cytosine. • To identify the amino acid, look at the bases in the mRNA codon, e.g., AUG using the Genetic Code Table. Look for the first letter of the mRNA codon on the left side of the Genetic Code Table (A), the second letter of the mRNA on the second column (U), and the third letter on the right column (G). AUG codes for the amino acid-methionine. 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.
D EPED C O PY 208 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. Example: DNA sequence: AGACTTATC mRNA sequence: UCUGAAUAG PROTEIN: Serine – Glutamic acid – Stop codon • Ask students about the function of the ‘STOP’ codon to check for understanding. • Lead learners to the next lesson by asking them what will happen if the first C in the sequence is changed to G. Learners are expected to answer that the protein sequence would be changed. This is an example of mutation. • Tell the students that they will be learning about mutation in the next lesson. 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.
D EPED C O PY 209 Name: _________________________________ Section: ___________ Activity 5 Trace the Code Order of bases in DNA Order of bases in mRNA (codon) Order of bases in tRNA (anticodon) Amino Acid Coded into Proteins TAG AUC CAT GUC CCA Methionine Valine ACU ACA UGU AAA GAA CUU Genetic code Table 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? _______________________________________________________ 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.
D EPED C O PY 210 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 with altered function will be made). 2. What do you call these changes? (Mutation) 3. What might cause a mutation to occur? (Mutations may be caused by mutagens in the form of radiation, chemicals, extremes of temperature, and even viral infection). • Determine the number of groups in your class for the activity. Ideally, about ten (10) learners or less per group. • Explain the procedure of the activity. Make sure that the learners will be able to follow the steps and come up with the expected output. • Check on the groups from time to time, see to it that the learners are able to do it correctly. • Remind them to answer the guide questions. • Lead learners to the answers of guide questions. • Guide the students in filling out the table below. Refer to the possible answers in the table. Chromosomal Mutations Translocation Deletion Inversion 1. How many chromosome/s is/are involved? 2 1 1 2. How did you change the original structure of the chromosomes? Broke a part and attached it to another chromosome. Broke a part Broke a part, reversed and reinserted it into the chromosome 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.
D EPED C O PY 211 3. Which condition/s do you think result/s to change/s of chromosome material? Please indicate using the words loss, gain, either loss or gain of genetic material. Either gain or loss of genetic material OR no loss or gain of genetic material during the exchange process Loss of genetic Material Either gain or loss of genetic material OR no loss or gain of genetic material during the process Answers to Guide Questions: Q24. Translocation occurs when a piece of chromosome breaks off and attaches to another chromosome. An inversion involves the breakage of a chromosome in two places in which the resulting piece of DNA is reversed and re-inserted into the chromosome. Deletion refers to the loss of a segment of DNA or chromosome. Changes that affect the structure of chromosomes can cause problems with growth, development, and function of the body’s systems. These changes can affect many genes along the chromosome and disrupt the proteins made from these genes. Q25. The normal genetic content of the chromosome may be affected. Many diseases are caused by the effects of inherited genes. In most cases, there is only a small difference between the DNA sequence in the defective gene and a normal one. This difference is enough to cause serious and often fatal diseases. Q26. Gain or loss of chromosome material results in chromosomal mutations or aberrations; may also result to Down’s syndrome, Klinefelter’s Syndrome, or Turner’s Syndrome. However, Cri-du-chat Syndrome is due to loss of chromosome. Q27. The possible effects of chromosomal mutations are medical problems, problems on growth and development, genetic disorders, and even death. • Assess the learners’ understanding by showing a drawing of the four kinds of chromosomal mutations. Let learners analyze and identify the type of chromosomal mutation. • Show a normal male and female karyotype and some examples of karyotypes of chromosomal abnormalities, e.g. Down’s Syndrome, Cri-du-chat, Klinefelter’s syndrome and Turner’s syndrome. Let learners compare the normal karyotype with the karyotype of affected individuals. Let them identify which set of homologous chromosomes are affected. • Conclude the lesson by asking learners if their knowledge of molecular genetics may affect their lives. Ask for some volunteers and listen to their thoughts and ideas. 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.
D EPED C O PY 212 • Point out to the learners that in agriculture, traits of plants and animals could be modified by targeted or random mutations and that not all mutations are harmful. • Mention to the learners the concept about genetic engineering. In recombinant DNA technology, scientists have developed methods to move genes from one species into another. This process uses restriction enzymes to cleave one organism’s DNA into fragments and other enzymes to splice the DNA fragment into a plasmid or viral DNA.Transgenic organisms are able to manufacture genetic products alien to themselves using recombinant DNA. Genetic engineering has already been applied to bacteria, plants, and animals. These organisms are engineered to be of use to humans. • Access additional resources about genetic engineering on this link www.worldofteaching.com • Cite the work of Luther Burbank, an American horticulturist who introduced more than 200 varieties of fruit. The teacher can tell the learners that he developed pomato (tomato/potato), plumcot (plum/ apricot), and the white raspberry. The teacher can localize examples. • (Optional)Have students think about a hybrid fruit, vegetable, flower or animals that they might like to breed. Let them draw pictures of their hybrid organisms considering the qualities that they would like their hybrid organisms to have. • You may use the given sample rubric for this task or you may create your own rubric. Suggested website for hybrid fruits and vegetables: (www.buzzle.com/articles/hybrid-fruits-and-vegetables.html) KEY CONCEPT TO EMPHASIZE: • A mutation is a change in the base sequence of DNA. Mutations may affect only one gene, or they may affect whole chromosomes. • Mutations in eggs or sperm effect future generations by producing offspring with new characteristics. • Mutations in body cells affect only the individual and are not passed on to the offspring. • When DNA from two different species are joined together, it is called recombinant DNA. This process uses restriction enzymes to cleave one organism’s DNA into fragments and other enzymes to splice the DNA fragment into a plasmid or viral DNA. Note: The teacher can acces the LRMDS(BEAM) material of DepEd from which Activity 6 was adapted. 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.
D EPED C O PY 213 Name: _______________________________ Date: ________________ Grade: _____________ Teacher: _________________________________ RUBRIC Performance Indicator Criteria Value 1 2 3 4 Creativity and Originality Finished the piece of drawing but provides no evidence of creativity or originality Includes an idea, but lacks originality and may have imitated someone else’s plan Includes some unique ideas and several materials were used, based his or her work on someone else’s idea; made decisions after referring to one source Includes many unique ideas and creative use of materials, made connections to previous knowledge, generating many ideas Concept understanding Piece was not created at all Piece was created but unclear Piece was created to show desired traits of the hybrid animal or plant crops Piece was well- planned and created to show desired traits of the hybrid animal or plant crops Effort Did not finish the work in a satisfactory manner Finished the project, but it lacks finishing touches or can be improved with little effort Completed the project in an above average manner, yet more could have been done/ developed/ accomplished Gave effort far beyond the requirements of the project Responsiveness Displayed a negative response throughout the development of the piece Displayed a negative response at times during the development of the piece Displayed a positive response most of the time during the development of the piece Displayed a positive response all the time during the development of the piece Total Teacher Comments: 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.
D EPED C O PY 214 SUMMARY • DNAisthegeneticmaterialoforganisms.ADNAisadoublehelixmolecule composed of two complementary strands of deoxyribonucleotides units. The complementary base pairs of the DNA are held by hydrogen bonds. • The central dogma of the transfer of genetic information states that the sequence involved in the expression of hereditary characteristics is from DNA to RNA to proteins. • Genes are segments of DNA that may code for RNA or proteins. • Most sequences of three bases in the DNA of a gene code for a single amino acid in a protein. • Transcription is the process by which the information in a strand of DNA is copied into a new molecule of messenger RNA (mRNA). • There are three major types of RNA in the cell and their functions: 1. mRNA carries the information from DNA to the ribosomes. 2. tRNA translates the genetic message carried by the mRNA through protein synthesis. 3. rRNA forms the structural component of the ribosome. • Ribosomal RNA serves as the site for attachment of mRNA and tRNA and for protein synthesis • Translation is a process which the order of bases in mRNA of amino acids is synthesized/converted/decoded into a protein. It occurs in a ribosome of the cytoplasm. • A mutation is a change in the base sequence of DNA. Mutations may affect only one gene, or they may affect whole chromosomes. • Mutations in eggs or sperm may affect future generations by transmitting these changes in the offsprings. Mutations in non-sex (somatic) cells only are not hereditary. • 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. 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.
D EPED C O PY 215 Answers to Summative Assessment: A. 1. (a) TTACGGTCACCA 2. (a) (c) UUACGGUCACCA 3. (b) AAUGCCAGUGGU B. 4. UGG 5. 6 6. Aspartic acid 7. U & A C. Arrange the following steps in protein synthesis from first to last (1-6). 1 A. Transcription 3 B. tRNA – amino acid units link to mRNA 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 of the mRNA that codes for these amino acids. Use the table for the Genetic Code 1. AUG 6. AAU/AAC 2. UUA/UUG/CUU/ 7. GUU/GUC/GUA/GUG CUC/CUA/CUG 3. AGA/AGG 8. GGU/GGC/CGA/GGG 4. ACU/ACC/ACA/ACG 9. GAU/GAC 5. AAA/AAG 10. GAA/GAG 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. DNA Template 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.
D EPED C O PY 216 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 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 RNA that corresponds to the amino acids in proteins Nitrogenous base is a carbon ring structure that contains one or more atoms of nitrogen. In DNA, there are four possible nitrogen bases: adenine(A), thymine(T), cytosine(C) and guanine(G). mRNA messenger RNA; brings information from the DNA in the nucleus to the cytoplasm. 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. 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 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.
D EPED C O PY 217 References and Links Books Rabago, L., et.al. (2010).Functional Biology:Modular Approach.Vibal Publishing House, Inc. Biggs. A. Gregg, K., et.al. (2000).Biology: the Dynamics of Life. USA: McGraw - Hill Companies. Inc. Addison-Wesley (1996). Science Insights:Exploring Living Things. USA: Addison Wesley Publishing Company. Teaching Guide – Integrative Science Biology by Eferza Publications Internet www.chemguide.co.uk/organic props/amino acids/dna1.html/ www.accessexcellence.org www.elmhurst.edu ghr.nlm.nih.gov/handbook/mutations and disorders/gene mutation www.nature.com/scitable/topicpage/Genetic-Mutation - 1127 www.buzzle.com/articles/hybrid-fruits-and-vegetables.html DepEd Materials APEX Biology Unit 6 Anatomy of Genes Lessons 1-5 Heredity and Genetics BEAM Learning Guide, Nov.2008, Genetic Book of Life pp. 28-34 EASE Biology Lesson 3 The DNA Material pp. 20-24 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.
D EPED C O PY 218 DNA Template 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.
D EPED C O PY 219 RNA Template 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.
D EPED C O PY 220 tRNA Template 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.
D EPED C O PY 221 Content Standards Performance Standards The learners demonstrate the understanding of how evolution through natural selection can result to biodiversity. The learners write an essay or make a multimedia presentation on the importance of adaptation as a mechanism for survival of a species. Overview From Grade 7 to Grade 9, the students learned that organisms are grouped into Kingdom, Phylum, Class, Order, Family, Genus and Species. They also learned that organisms possess unique qualities. Some organisms may look the same but they are totally different from one another, e.g. shark and dolphin; others may be related to one another but they have different physical features and characteristics, like bat and rodent. This is because organisms change over time. When climate changes, the environment will also change and so with organisms living in that environment. Some changes are easily noticeable. While other changes occur so slowly through time and not easily noticed. In Grade 10, learners will realize that individual differences and variety of characteristics are important to ensure the survival of species. The presence of advantageous and desirable traits allow organisms to survive natural calamities, disaster, and changes in the environment. This year, the students will learn how fossil records, patterns in development, and molecular data could be used to study the concept of evolution. They will also be provided with a variety of activities to help them understand the general processes and mechanism of evolution believed to produce the Earth’s biodiversity. Unit 1 MODULE 3 Suggested time allotment: 8 hours Biodiversity and Evolution 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.
D EPED C O PY 222 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. Key questions for this module: Pre-assessment is given as a tool to measure the learners’ prior knowledge about Evolution. Answers to the Pre-assessment 1. A 6. D 2. C 7. A 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 the given situation. 1. b. 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.
D EPED C O PY 223 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 Teaching Tips: • You may start the lesson by showing a picture of fossil remains as a motivation. • Explain that fossils are examples of materials that paleontologists use in studying evolution; they are traces of organisms that lived in the past and were preserved by natural processes or catastrophic events in rocks, peat, or ice; some fossils are remains of organisms, that include bones, shells, teeth and also feces (coprolite). Through time, the fossil-bearing rocks were exposed by movement of the Earth’s surface, by weathering, or dug out by paleontologists. 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. KEY CONCEPT TO EMPHASIZE: Most fossil remains are commonly found in sedimentary rocks; they are from the hard parts of the organism like woody stem, bones, or teeth. 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.
D EPED C O PY 224 • In your discussion, state that relative dating is a method used to determine the age of the rocks by comparing them with the rocks in the other layers. The younger rock is found on the top layer and the older rock is found in bottom layer. Mention also that relative dating method depends upon the assumption that the age of a fossil is based on the relative age of the rock from which they are found; the technique is also used to date the rock based on the fossil it contained. This makes the method unreliable and require Carbon -14 dating, other radioisotopes dating, and molecular techniques. • Point out that some fossils have no living representatives today due to extinction. By comparing the fossils in the different rock layers, scientists were able to predict the changes that occurred in the characteristics of various organisms and to reconstruct the order of changes that these generations of organisms have undergone. • The teacher may ask the learners to draw a rock layer and put the four examples of fossils in every layer. Then the teacher can ask the learners these questions: a. Which of the fossils is found at the deepest layer? b. Which is found at the uppermost layer? Explain your answer. Activity 1A Where Do I Belong Images of trilobite and crinoid stem taken from The Virtual Petrified Wood Museum 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.
D EPED C O PY 225 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. Q5. Organisms are arranged from invertebrates to vertebrates, from simple organisms to complex organisms and from unicellular to multicellular. (Answers may vary). In the next activity, the learners will determine the age of fossils by checking its amount of radioactive Carbon-14. Teaching Tips: • You may mention another method of determining the age of fossils, and that is through the use of radioactive isotopes. This is done by analyzing the age of the fossils and rocks where the fossils were found, using the rate of decay of certain radioactive isotopes. This is called absolute dating technique. • 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. KEY CONCEPT TO EMPHASIZE: 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. 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.
D EPED C O PY 226 • 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, calamities, and changes that occurred. Activity 1B What’s My Age? Note: In this activity, you may allow the learners to use calculator. Activity taken from Payawal P. (1993) Q6. The age of the oldest fossil is 17 190 years old, a petrified wood. Q7.The age of the fossil will determine the particular Era or Period the organisms existed on earth. 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.
D EPED C O PY 227 Evolutionary Patterns from Comparative Anatomy Another evidence of evolution is from comparative anatomy. Structures can be homologous or analogous. Teaching Tips: • Point out that divergent evolution proposed that homologous structures that developed from common ancestors may have different functions, such as bat wings and rodent forelimbs. On the other hand, convergent evolution suggest that analogous structures of organisms of different ancestors have similar function such as butterfly wings and bird wings. • You may refer to the diagram below, for comparison between homologous and analogous structures. Comparison between Homologous and Analogous Structures Basis of Comparison Homologous Structure Analogous structure Origin Have the same ancestor . Have different ancestors Function Modified to perform different functions Adapted to similar functions Example Forelimbs of bat and whale Wings of birds, bat and butterfly Q8. The teacher can ask the learners to research examples about analogous structures. (Answers may vary). The next activity will help the learners understand the importance of comparative anatomy in the study of evolution. 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.
D EPED C O PY 228 Activity 2 AHA! Analogous! Homologous! Directions: Write, in the space provided, H if the structures below are homologous and A if they are analogous. Activity from Payawal P. (1993) 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. Q10. The teacher can assign the students to do some research to determine examples about homologous structures. (Answers may vary). To summarize the lesson, you may ask the students this question: What is the relevance of homologous structures in studying divergent evolution, and analogous structures in studying convergent evolution? Patterns in Embryonic Development The next activity is about the comparison of the embryonic development of different organisms. This activity will help the learners understand how embryonic development provides patterns in the concept of evolution and relatedness of certain animals. H H H A 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.
D EPED C O PY 229 Teaching Tips: • Start the activity by asking the following questions: o Who is your relative? Why is it important to know your relatives? • Explain that as the organisms grow and develop, the embryos gradually become more and more dissimilar. These differences in form are caused by genes that were turned on in the process of development through time. Differences in the form are controlled by the genetic blueprint of the organisms; and mutations in some of these genes may lead to congenital defects, physical abnormalities, cancer, and predisposition to infection. Yet on some very rare occasions minor mutations promote desired trait for growth or resistance to disease. Activity 3 So, Who is My Relative? Q11. The first and second stages of development of the organisms show better similarities. Q12. Possible answers: the shape of head, lower parts of the body, and forelimbs. Q13. Possible answers: organisms are different in size, shape of the head, hind limbs, forelimbs, structure of the eyes, etc. Q14. Similarity in structures may suggest that organisms share common ancestors. (Answer may vary). 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. KEY CONCEPT TO EMPHASIZE: Species that are closely related exhibit similar embryonic development although in the adult stage the organisms are quite different. 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.
D EPED C O PY 230 Teaching Tips: • Start the session with a review on DNA, protein structures, and relationships learned in module 2. • For tables 2, 3, 4, the teacher can ask the students to highlight the different amino acid by using other colors of pen. • For graphical representation of tables 6 and 7, you may ask the students to use different colors to represent pairing of species. • You may ask the learners to analyze the results and interpret the graphs, and discuss the results. • The teacher may assign the students to search about the theory of Jean Baptiste de Lamarck and Charles Darwin.Allow the students to organize their readings about Jean Baptiste de Lamarck and Charles Darwin in foldable as shown below (Figure 1). Figure 1 Activity 4 Let’s Compare Table 2 Table 3 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.
D EPED C O PY 231 Table 4 Table 5 Activity taken from Brittain T. (Biology the Living World) Lab Manual, 1989 Q15. Chimpanzee Q16. Kangaroo Graphs for Table 6 and Table 7 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.
D EPED C O PY 232 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. Activity 5 Follow the track Activity 5 is a simple simulation of natural selection using footprints of two different organisms. Encourage the students to use their imagination to create a story out of the footprints. Teaching Tips: • This activity is best carried out in groups. Two days before the lesson, assign each group to interpret or create a story out of the four diagrams. • Allow the group to present their work in class. You may choose the best story. • During the activity, it helps if you will post on the board an illustrations of the activity “Follow the Track” especially during group presentation. • During the discussion, point out that organisms struggle for existence in order to survive; they compete for food and space. Organisms with favorable and advantageous characteristics survive and reproduce. Fitness refers to the ability of an organism to survive and produce offsprings. Different individuals in a population possess different characteristics and abilities; this is called variation. KEY CONCEPT TO EMPHASIZE: DNA and amino acid sequences maybe explored to investigate evolutionary concepts. These tools may provide identify and are used in the classification of organisms to their respective genus and species. 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.
D EPED C O PY 233 Answers to Guide Questions: Q21. Two sets of footprints. Yes, the footprint on the left belongs to smaller organisms, while footprints on the right belong to much bigger organisms. Q22.They are both going to the same direction. Q23. Possible answers: in diagram 3, a struggle between the two organisms. In diagram 4 (Answers may vary), the organism with advantageous characteristics survived. The smaller organisms did not survive. The next activity will help the learners determine the effect of environmental changes on adaptation and survival of species. Activity 6 Survivor Teaching Tips: • This activity is best carried out in groups. You may assign learners to read and study activity 6 in advance to give them time to prepare the materials. • Guide the learners through the procedure. There may be steps in the procedure where closed supervision is needed, such as using the alcohol lamp and removing the burnt materials. • Remind the learners about laboratory safety. • Make sure that the students are wearing their masks before using the alcohol lamp. • 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: 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.
D EPED C O PY 234 Events Survivor Not a Survivor Fire (Alcohol lamp) Materials that did not burn All burnt materials Earthquake ( Magnet) Materials not attracted to the magnet Materials attracted to the magnet Flood ( Water) Materials that are wet but not destroyed All wet and destroyed materials Sample results Disturbances Organisms/ Events FIRE (alcohol lamp) Earthquake (Magnet) Flood/ typhoon (Water) Total number of survivors Marbles 6 18 25 25 or more Paper 0 0 0 0 Candles 0 0 0 0 Plastics 0 0 0 0 Paper clips 6 2 6 18 Q24. Answers can be marbles and paper clips (Results may vary). 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 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. 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.
D EPED C O PY 235 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. End the lesson by asking this question: “What will you do in order to survive in any given environment or situation”? Performance Task After learning about variation and adaptation, the learners will now create a multimedia presentation about the things an individual must do in order to adapt and survive in environmental changes and challenges. They can express their thoughts and ideas from the point of view of an environmentalist, a climate change advocate, a mayor or governor of a particular town or a barangay official. Their presentation should cater to the common citizens to encourage them to be aware of environmental changes that can occur, to prepare them for things they need to do, and to help them adapt and survive in these environmental changes. They can interview people from the Department of Environment and Natural Resources (DENR), Climate Change Commission, National Disaster Risk Reduction and Management Council (NDRRMC), and other government agencies and Non-Government Organization (NGO), where they can gather information that will help them with their presentations. Their multimedia presentations will be graded based on purpose, content, understanding of the concepts, additional information and creativity. Teaching Tips: • Instead of creating a multimedia presentation, you may ask the learners to write an essay about the things an individual must do in order to adapt and survive these environmental changes. • You may evaluate the essay based on the purpose, content, and creativity of the learners’ output. 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.
D EPED C O PY 236 Scoring Guide Score Criteria (10 points) YEHEY!! Clap, Clap, Clap, Clap All requirements are evident and exceed expectations. The output is very neatly done and very well- organized. The output shows lots of creativity. Completed and submitted on time. ( 8 points) Clap, Clap, Clap All requirements are evident. The product is neatly done and well- organized. The product shows creativity. Completed and submitted on time. ( 5 points) Clap, Clap The requirements are evident (maybe 1 or 2 missing) Neatly done, shows little creativity. Completed and submitted on time. ( 3 points) Clap Many requirements are not provided. Output is very poorly done and not so organized. Shows no creativity. (0) No output Summative Assessment: 1. A 6. D 2. C 7. A 3. B 8. A 4. D 9. C 5. B 10. D 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.
D EPED C O PY 237 Test II. 1. Convergent 2. Divergent Note: Instruct the learners to use line graph for graphical representation of the given situations. 3. 4. Summary of Concepts: • The fossil record, molecular data from DNA and amino acid sequences may be used to study possible changes in species over time. • Fossil records help the paleontologist determine if there were changes in structures and varieties of the species. • Embryology suggests that some organisms may have common patterns of development. • Morphological and molecular data show that organisms may be related to one another. • 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. 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.
D EPED C O PY 238 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 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 Fossils Preserved remains of organisms such as bones, shells, teeth and feces Homologous Structures Parts of different organisms that are similar in structure but serve different functions Reproduction The process by which an organism produces offsprings and thus perpetuate the species Variation Differences in traits of organisms in a population References and Links: Alexander P. Bahret, MJ. Charles, J. Courts G. Skolky D’ Alessio N., Biology The Living World, Prentice hall New Jersey. 1989. Biology,Science and Technology Textbook, Department of Education, 1990. Brittain, TM., Biology: The Living World Laboratory Manual, New Jersey, USA: Prentice Hall Englewood Cliffs.1989. Campbell, NA. Williamson, B. Heyden, RJ. , Biology: Exploring New Life , New Jersey USA: Pearson Education Inc. 2004. Capco, CM. Phoenix Science Series: Biology Quezon City Philippines: Phoenix Publishing House. 2003. 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.
D EPED C O PY 239 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. 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 Olivares, M. Bermio, E. Cruz, J. Science and Technology for the Modern World; SEMP II Diwa Scholastic Press Inc. 2003. 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. Rabago, LM. Joaquin, CC. Lagunzad, CG. Functional Biology, Vibal Publishing 2010. Reading Essentials for Biology, Teacher Annotated Edition, Glencoe Science, McGraw Hill, New York.USA. http.www.Albertawow.com http.www.earth history.org.uk http.www.napedu/catalog.php?recor id+13165 http// petrified wood museum.org/imprints.htm Poole, Lynne Carbon -14. www.chem.uwec.edu http://serendip.brynmawr.edu/waldron/#evolution 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.
D EPED C O PY 240 Content Standard 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 In Grade 9, the learners were able to relate species extinction to the failure of population of organisms in adapting to abrupt changes in the environment. In Grade 10, the learners will explain in greater detail how diversity of species increases probability of adaptation and survival in a changing environment. They will analyze how biodiversity can affect the stability of an ecosystem. This module shows the value of biodiversity, factors that affect population growth, and the impacts of human activities on the environment. As the learners go through this module, they are expected to: • Explain how diversity of species increases probability of adaptation and survival of organisms in changing environment. • Explain the relationship between population growth and carrying capacity. • Suggest ways to minimize human impact on the environment. In this module, learners will gather information about the condition of biodiversity in their locality. They will identify the kinds of living things found in their community and identify how valuable they are in the environment. This must be done for the learners to appreciate the importance of biodiversity. The learners will conduct investigations on the condition of their local biodiversity and the existing programs and projects for its conservation. Unit 3 MODULE 4 Suggested time allotment: 10 hours Ecosystem: Biodiversity 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.
D EPED C O PY 241 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 Pre-Assessment: Notes to the teacher: • KWHL chart is used as pre-assessment in this module to determine prior knowledge of the learners on biodiversity and stability, and to identify the required skills in accomplishing the learning tasks. • The teacher may want to ask the students to fill out the KWHL chart individually, by pair or by group. • Answers may vary. • The teacher is free to modify this form of assessment depending on how it can help make learning easier for the students. Teaching Tips: • Make connections between what the students learned about biodiversity in Grade 9 and what they will learn in this module. • Give an overview of what the students will do and learn as they go through the module. • Capture enthusiasm for the daily learning tasks that the students will be doing in the entire module. 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.
D EPED C O PY 242 Activity 1 Classifying the Value of Biodiversity Teaching Tips: • Before the activity starts, you may want the students to view a short video clip or multimedia on biodiversity and its importance, or different interactions that take place in an ecosystem; then relate this to what they will learn for this activity. Sample video clip from you tube: o Biodiversity Video https://www.youtube.com/watch?v=HA3xNMJnFuo o Why Biodiversity Matters? https://www.youtube.com/ watch?v=N5ssjM2Fjuc o Show Me Science – The Importance of Biodiversity https://www.youtube.com/watch?v=5a1yr5Ut1sA • You may ask the learners to have a small group discussion on the value of biodiversity and ask them to complete table 1 found on their module. • Answers in Table 1 may vary. • Ask volunteers to share their group output then wrap up the discussion by asking the learners to answer the first key question “How do biodiversity affect stability of an ecosystem”? 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. KEY CONCEPT TO EMPHASIZE: Biodiversity benefits people in manys ways. It can be of econimical, ecological and aesthetical value. It also affects the stability of an ecosystem: the greater the biodiversity, the more chances that stability can be attained in an ecosystem. 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.
D EPED C O PY 243 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. o For auditory learners, slow readers, and challenged students, a multimedia presentation can be used in presenting the lesson accompanied with appropriate assessment tool such as activity sheet, guide questions etc. o For advanced learners, web quest and online treasure hunt are engaging activities that may be used. Sample Webquest http://www.geocities.ws/rdw122/WQ_regulate_pop_growth.html http://rachelcoggins4b.edublogs.org/2012/05/19/limiting-factors- web-quest/ • You may modify the guide questions found on the learners’ material. • Possible answers to the guide questions and think about this section of the learners’ material/module: 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 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. 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.
D EPED C O PY 244 Answer to Think About This! 3. Difference Chart: Density-dependent limiting factor • Population growth is influenced by population density • Population growth is dependent on the carrying capacity of the environment or habitat Density-independent limiting factor • Population growth is not influenced by population density • Population growth is affected by human activities, natural disasters, and climate Logistic population growth • Population expansion decreases as resources become scarce • Population growth stops when it reaches the carrying capacity of the environment Exponential population growth • Population growth is marked by a rapid increase • There are plenty of resources available to support all organisms. • Higher birth than death rate 4. The human population will stop growing when it reaches its carrying capacity. Notes to the Teacher: • For enrichment, the learners must read on the limiting factors that depend on population density found in the learners’ material. • At this point, you may now ask the students to answer the second and third key questions: What are the limiting factors that affect population growth; and how does population growth affect the carrying capacity of an ecosystem? This will give you input on the level of understanding of the learners. 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.
D EPED C O PY 245 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. Situation Density- independent or density- dependent? Limiting factor Mrs. Rosales has 55 students in her Biology class, but she has room for 50. Because the room was crowded, the 5 students were asked to go to the curriculum chairperson to change their schedules. Density dependent Emigration Dinoflagellates in Laguna de Bay increase in population due to an increase in organic substance in the body of water brought by water pollution. Density dependent Resources The oil spill in Cavite area harmed many aquatic organisms in the vicinity. Density independent Human activities A new strain of Dengue virus breaks out in the country. Density independent Human activities Super typhoon Yolanda caused many residents to leave Leyte. Density independent Natural disaster Population of wild boar decreases because of deforestation. Density independent Human activities An increase in population of house lizards in Barangay Himpot causes a decrease in population of mosquitoes. Density dependent Predation 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. 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.
D EPED C O PY 246 2. Cause and Effect (answers may vary) Possible answers Cause Effect Statistics shows that the number of babies born per day is double the number of death per day. There will be an increase in the population of human. There will be a shortage of resources More food demand in a limited supply Palawan government creates more improvised breeding areas for the endangered marine turtles and coral reef fishes in their area. The population of marine species will increase and can decrease the danger of extinction. Sharks are hunted and killed for their fins. Sharks population will decrease and become endangered. Note: • Careful discussion on the effects should be observed particularly on increase in human population. The effects that might be given by the students may not be due to the increase in population but due to other factors like mismanagement of resources and the like. Environmental Problems and Issues Teaching Tips: • You may show video or pictures of different environmental conditions in the archipelago, such as the current condition of marine ecosystem, fresh water ecosystem, tropical rainforest, mangroves, and agricultural lands. Then, ask the students if they have observed similar changes that took place in their community and how these changes might affect biodiversity in the area. Sample Video: o Illegal logging Endangers South Philippines https://www.youtube.com/watch?v=zeaE-8rlXGY o Balagbag, A documentary Film on Illegal Mining in Zamboanga https://www.youtube.com/watch?v=y9vONqOVzkg • 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. 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.
D EPED C O PY 247 Activity 3 Analyzing Environmental Issues This activity will provide an opportunity to analyze sample environmental problems or issues in preparation of the actual analysis of their community. Teaching Tips: • Form small groups for this activity. Each group will work on a specific problem scenario depicted on the illustrations in the learners’material. • Create a support material to guide learners in accomplishing their task. Sample support material/activity sheet Activity Title: ___________________________________________________ Group Name: __________________________________________________ Members: ___________________ ___________________ ___________________ ____________________ ___________________ ___________________ Problem # ____: ________________________________________________ Example : Problem #1: Forested area is converted into housing Possible Causes of this Problem Possible Negative Effects on the Community/Environment Possible positive effects on the community Example: Relocation of people in Manila to City of San Jose del Monte Example: • More trees were cut down • Decrease in the number of kinds of organisms • Population of organisms will decrease • Loss of natural habitat for different kind of organisms found in the forest Example: • Less fortunate people were provided with better living conditions. • Ask each group to share their output. Give a checklist of what should be shared to guide students during this activity. • As part of the concluding part, you must relate or make connection between what the students have accomplished to the next task that they will do, which is focused on the biodiversity in their community. 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.
D EPED C O PY 248 Activity 4 Biodiversity Status in the Community 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. The students’ output for this activity is very vital in the creation of their final product. Teaching Tips: • What to prepare: o Groupings of the students Group them depending on how students can work best. The teacher may consider the residence, abilities/skills and interest of the students. o Planning template Each group must have a template that will serve as a guide in accomplishing their tasks. o Monitoring guide, checklist, logs, collaboration checklist/rubric, self and peer assessment form and the like are important tools to prepare. This will be used by both the teacher and the learners to monitor students’ progress and keeping them on track. o Communication letter for the involved stakeholders such as:  Request letter for the barangay tanod who will accompany the students during survey and interview  Setting an appointment with the staff/officials of the involved local government unit (LGU) and non government offices (NGOs) in the community. KEY CONCEPT TO EMPHASIZE: Changes in the habitat of organisms cause either increase or decrease in biodiversity. Humans are responsible for the conditions of the ecosystems. Natural resources should be used wisely to preserve them. 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.
D EPED C O PY 249  Parents’ consent.  Letter to secure permission in accessing relevant information from involved local government offices such as City Environment and Natural Resources office (CENRO), agriculture offices, and statistics offices.  Assessment tools/scaffolds that will guide and help students in accomplishing their tasks such as rubric, collaboration checklist, group contribution form, self and peer assessment form, task and learning log and accomplishment/task checklist. • Send communications at least one week before the activity to ensure confirmation and avoid unnecessary incidents that may affect the activity. • Remind each group of the guide questions that will help them in planning how to accomplish their tasks and provide immediate feedback as needed. • Meet each group together with the barangay tanod for further instructions to ensure safety and cooperation during survey and interview. • Survey and interview must be done after school hours to avoid disruption of other classes, but not after office hours. • For ICT skilled teachers, you may want to explore on the thinking tools of Intel© for a more engaging, easy analysis of the gathered data. This can be used for free by your students in organizing and analyzing their gathered data. http://www.intel.com/content/www/us/en/education/k12/thinking-tools/seeing- reason.html • Guide students in completing the table in Activity 4B. • Student and teacher conferences will be helpful in guiding students in accomplishing activity 4B. Activity 5 Product Creation This activity will require 2 to 3 class sessions to create the final learning output for module 4. The students will go through four iterative cycles of creation: Plan It, Do It, Review It and Share It. It is important to explain the importance of the cycles of creation for the students to create better and quality learning output. Assist the students in learning more about the four cycles by giving and explaining the information below. (Source: Intel© Education Skills for Success Teacher Book V1. Pages 17-18) 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.
D EPED C O PY 250 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.
D EPED C O PY 251 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.
D EPED C O PY 252 Activity 6 Showcasing of Products Teaching tips: • Organize a culminating activity to showcase their final outputs. • Invitestakeholdersandschoolclubofficersasaudienceinthepresentation of each groups’ final output. • It is important to orient the audience and students on the objectives of the event. • Remind the participants and audience in giving constructive feedback to establish friendly atmosphere and to promote collaboration. • Audience can be given opportunities to participate in the showcasing of learning outputs by asking them to share their feedback at the end of the presentation. • Provide a feedback form that can be used in assessing and providing constructive feedback. • Remind them on the use of rubric as scoring guide. • For more samples of assessment tools visit Intel© Education assessment library. Summary of Concepts: • Biodiversity benefits people in many ways. It can be of economic, ecological or aesthetical. • 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 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. 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.
D EPED C O PY 253 Answers to Summative Assessment: 1. A – promote it as an ecotourism destination, because it can increase the level of appreciation and awareness of people touring the area on the importance of the coral reef ecosystem. Trained persons should manage the area and guide the ecotourists. Choices B and C will not conserve but speed up the destruction of the reef ecosystem. Choice B, collect fishes and sell them to pet shops may be done in destructive ways like using cyanide and muro-ami that can harm the coral reefs. Choice C collecting corals as souvenir items for tourists will eventually destroy the reef. The collected corals might have living coral animals and may die from dehydration when taken out of the sea. Also the decrease in the coral affects the reef and those inhabiting the area may perish for lack of breeding place and food. 2. B – can still conserve the ecosystem if only few houses are built among the trees. The contour of the land was preserved and trees were not uprooted or cut down. Choice A cannot conserve the ecosystem because it can cause deterioration of the ecosystem. Choice C – might disturb animals living in the hilly land and kill plants from the trampling of many feet. 3. B – getting only minor forest products can conserve the rainforest ecosystem because it will not cause deterioration. Choice A is prone to illegal logging and cause deforestation Choice C might harm the forest because most of the campers leave their garbage and hunt exotic animals that cause disturbance in the ecosystem. 4. A 5. D 6. C 7. D 8. A 9. C 10. C 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.
D EPED C O PY 254 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 interact with the environment. Exponential growth is a constant increase in the number of population of an organism. Limiting factors these are factors that control the growth of a population. Logistic growth is a population growth that reaches its carrying apacity characterized by zero growth rates. Population is the total number of organisms of the same species in the same area. Population density is the measurement of population per unit area. Stability is the capability of an ecosystem to be self-regulating, and returns it to a steady state after a disturbance. 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.
D EPED C O PY 255 References and Links Internet Sources: Retrieved from http://www.conservation.org/global/philippines/publications/ Documents/Mapping_Population-Biodiversity_Connections.pdf Activate Instruction (2011, January 11). Study Guide: Population Dynamics | Carrying Capacity | Activate Instruction. Retrieved March 5, 2014, from https://app.activateinstruction.org/playlist/resource-sview/ rid/51ef03ce07121c75158c76f0/id/51ed742a07121cad4fe66a3c/bc0/ search/bc1/playlist Daily, G., & Ehrlrich, P. (1992, November). Population, Sustainability, and Earth’s Carrying Capacity A framework for estimating population sizes and lifestyles that could be sustained without undermining futuregenerations, by Gretchen C. Daily and Paul R. Ehrlich. Retrieved March 6, 2014, from http://dieoff.org/page112.htm DENR (n.d.). Biodiversity Resources. Retrieved March 1, 2014, from www. denr.gov.ph/index.php/component/content/article/18.html Elbrecht, T. (2010). ECOLOGY UNIT: POPULATION GROWTH. Retrieved February 28, 2014, from http://www.crazyteacherlady.com/ uploads/5/1/4/8/5148626/objective_2_activities_pop_growth.pdf Philippine Clearing House Mechanism for Biodiversity (n.d.). Overview on Biological Diversity. Retrieved February 28, 2014, from http://www. chm.ph/index.php?option=com_content&view=article&id=55&Item id=55 Skoool.co.uk/ Intel (2004). Population size. Retrieved March 4, 2014, from http://www.skoool.co.uk/content/keystage3/biology/pc/learningsteps/ FSPLC/LO_Template.swf Teachers try science (2012, January 30). Dynamic Population Dynamics. Retrieved February 28, 2014, from http://www.teacherstryscience.org/ lp/dynamic-population-dynamics 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.
D EPED C O PY 256 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 fromhttps:// www.youtube.com/watch?v=HA3xNMJnFuo 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- family-together/----Q3 Books: Dispezio, M.,Luebe, M, et al. (1996). Diversity and Adaptation. In Science Insights Exploring Living Things (p. 139). United States of America: Addison-Wesley Publishing Company. Department of Education Republic of the Philippines (2009). Importance of Biodiversity, Environmental Issues, problems and Solutions. In Biology Textbook (pp. 326-327; 344-346). Mandaluyong City, Philippines: Book Media Press Inc. Glencoe (2000). Ecology. In Biology The Dynamics of Life (p. 94; 114). USA: McGraw-Hill Companies. Rabago, L. (2010). Philippine as Megadiversity Country. In Functional Biology (2nd ed., pp. 409-410). Quezon City, Philippines: Vibal Publishing House Inc. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

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