deped - grade 10 -- science teacher's guide_quarter 3
TRANSCRIPT
DEPED COPY
10
Science
Department of EducationRepublic 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 [email protected].
We value your feedback and recommendations.
Teacher’s GuideUnit 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.
DEPED TAMBAYANhttp://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.
DEPED COPY
ii
Science – Grade 10Teacher’s GuideFirst 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 [email protected] or (02) 439-2204, respectively.
Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: 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 CityPhilippines 1600
Telefax: (02) 634-1054, 634-1072E-mail Address: [email protected]
Development Team of the Teacher’s GuideAuthors: 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. MaramagIllustrators: Joseph V. Bales, Ramon C. Gatpo, Regaele A. Olarte, Marivic S. Rosales, Ruel C. Quindoy, Antonio I. Basilla, and Jose Leo Vic O. AlbañoDepEd Specialists: Joseph R. Jacob and Maria Amparo R. VenturaPhoto 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.
DEPED COPY
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.
DEPED COPY
Module 2. Heredity: Inheritance and Variation....................................191 Overview........................................................................................191 Answers to Pre-assessment...........................................................192
Activity 1. Getting to Know the DNA and RNA Structures.......193Activity 2. DNA Makes DNA....................................................195Activity 3. What’s the Message...............................................199Activity 4. Relay the Message.................................................203Activity 5. Trace the Code.......................................................207Activity 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?.............................................224Activity 1B. What’s My Age?...................................................226
Evolutionary Patterns from Comparative Anatomy.........................227Activity 2. AHA! Analogous! Homologous!...............................228Activity 3. So, Who is My Relative?.........................................229Activity 4. Let’s Compare.........................................................230Activity 5. Follow The Track.....................................................232Activity 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.
DEPED COPY
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.
DEPED COPY
Repu
blic
of th
e Ph
ilippi
nes
Depa
rtmen
t of E
duca
tion
DepE
d Co
mpl
ex, M
eral
co A
venu
e
Pasig
City
Dec
embe
r 201
3
K to
12
Curr
icul
um G
uide
SCIE
NCE
(Gra
de 10
)
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 COPY
K to
12
BASI
C ED
UCA
TIO
N C
UR
RIC
ULU
M
CON
CEPT
UAL
FR
AMEW
OR
K
Scie
nce
educ
atio
n ai
ms
to d
evel
op s
cient
ific
liter
acy
amon
g le
arne
rs th
at w
ill pr
epar
e th
em to
be
info
rmed
and
par
ticip
ativ
e cit
izens
who
are
abl
e to
mak
e ju
dgm
ents
and
decis
ions
rega
rdin
g ap
plica
tions
of s
cient
ific
know
ledg
e th
at m
ay h
ave
socia
l, he
alth
, or e
nviro
nmen
tal i
mpa
cts.
The
scie
nce
curr
iculu
m r
ecog
nize
s th
e pl
ace
of s
cienc
e an
d te
chno
logy
in e
very
day
hum
an a
ffairs
. I
t in
tegr
ates
scie
nce
and
tech
nolo
gy in
the
soc
ial,
econ
omic,
pers
onal
and
eth
ical a
spec
ts o
f lif
e. T
he s
cienc
e cu
rricu
lum
pro
mot
es a
stro
ng li
nk b
etw
een
scie
nce
and
tech
nolo
gy, i
nclu
ding
indi
geno
us t
echn
olog
y, t
hus
pres
ervi
ng o
ur
coun
try’s
cultu
ral h
erita
ge.
The
K to
12
scie
nce
curr
iculu
m w
ill pr
ovid
e le
arne
rs w
ith a
repe
rtoire
of c
ompe
tenc
ies
impo
rtant
in th
e w
orld
of w
ork
and
in a
kno
wle
dge-
base
d so
ciety
. It e
nvisi
ons
the
deve
lopm
ent
of s
cient
ifica
lly, t
echn
olog
ically
, and
env
ironm
enta
lly li
tera
te a
nd p
rodu
ctiv
e m
embe
rs o
f soc
iety
who
are
crit
ical p
robl
em s
olve
rs, r
espo
nsib
le s
tew
ards
of
natu
re, i
nnov
ativ
e an
d cr
eativ
e cit
izens
, inf
orm
ed d
ecisi
on m
aker
s, a
nd e
ffect
ive
com
mun
icato
rs. T
his
curr
iculu
m is
des
igne
d ar
ound
the
thre
e do
mai
ns o
f lea
rnin
g sc
ienc
e:
unde
rsta
ndin
g an
d ap
plyi
ng s
cient
ific
know
ledg
e in
loca
l set
ting
as w
ell a
s gl
obal
con
text
whe
neve
r po
ssib
le, p
erfo
rmin
g sc
ient
ific
proc
esse
s an
d sk
ills, a
nd d
evel
opin
g an
d
dem
onst
ratin
g sc
ient
ific
attit
udes
and
val
ues.
The
acq
uisit
ion
of t
hese
dom
ains
is
facil
itate
d us
ing
the
follo
win
g ap
proa
ches
: m
ulti/
inte
rdisc
iplin
ary
appr
oach
, sc
ienc
e-
tech
nolo
gy-s
ocie
ty a
ppro
ach,
con
text
ual l
earn
ing,
pro
blem
/issu
e-ba
sed
lear
ning
, an
d in
quiry
-bas
ed a
ppro
ach.
The
app
roac
hes
are
base
d on
sou
nd e
duca
tiona
l ped
agog
y
nam
ely,
con
stru
ctiv
ism, s
ocia
l cog
nitio
n le
arni
ng m
odel
, lea
rnin
g st
yle
theo
ry, a
nd b
rain
-bas
ed le
arni
ng.
Scie
nce
cont
ent a
nd s
cienc
e pr
oces
ses
are
inte
rtwin
ed in
the
K to
12
Curr
iculu
m. W
ithou
t the
con
tent
, lea
rner
s w
ill ha
ve d
ifficu
lty u
tilizi
ng s
cienc
e pr
oces
s sk
ills s
ince
thes
e pr
oces
ses
are
best
lear
ned
in c
onte
xt. O
rgan
izing
the
curr
iculu
m a
roun
d sit
uatio
ns a
nd p
robl
ems
that
cha
lleng
e an
d ar
ouse
lear
ners
’ cur
iosit
y m
otiv
ates
them
to le
arn
and
appr
ecia
te s
cienc
e as
rel
evan
t and
use
ful.
Rath
er th
an r
elyi
ng s
olel
y on
text
book
s, v
arie
d ha
nds-
on, m
inds
-on,
and
hea
rts-o
n ac
tiviti
es w
ill be
use
d to
dev
elop
lear
ners
’
inte
rest
and
let t
hem
bec
ome
activ
e le
arne
rs.
As a
who
le, t
he K
to 1
2 sc
ienc
e cu
rricu
lum
is le
arne
r-ce
nter
ed a
nd in
quiry
-bas
ed, e
mph
asizi
ng th
e us
e of
evi
denc
e in
con
stru
ctin
g ex
plan
atio
ns. C
once
pts
and
skills
in
Life
Scie
nces
, Phy
sics,
Che
mist
ry, a
nd E
arth
Scie
nces
are
pre
sent
ed w
ith in
crea
sing
leve
ls of
com
plex
ity fr
om o
ne g
rade
leve
l to
anot
her i
n sp
iral p
rogr
essio
n, th
us p
avin
g th
e
way
to
a de
eper
und
erst
andi
ng o
f co
re c
once
pts.
The
inte
grat
ion
acro
ss s
cienc
e to
pics
and
oth
er d
iscip
lines
will
lead
to
a m
eani
ngfu
l und
erst
andi
ng o
f co
ncep
ts a
nd it
s
appl
icatio
n to
real
-life
situ
atio
ns.
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 COPY
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
The
Con
cept
ual F
ram
ewor
k of
Sci
ence
Edu
cati
on
Dev
elop
ing
and
Dem
onst
ratin
g Sc
ient
ific
Att
itude
s an
d Va
lues
Brai
n-ba
sed
lear
ning
Scie
ntifi
c, T
echn
olog
ical
and
En
viro
nmen
tal L
iter
acy
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 COPY
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
CO
RE
LEA
RN
ING
AR
EA S
TAN
DA
RD
: (SC
IEN
CE
FOR
TH
E EN
TIR
E K
TO
12
)
The
lear
ners
dem
onst
rate
und
erst
andi
ng o
f bas
ic s
cien
ce c
once
pts
and
appl
icat
ion
of s
cien
ce-in
quiry
ski
lls. T
hey
exhi
bit
scie
ntifi
c at
titud
es a
nd v
alue
s to
sol
ve
prob
lem
s cr
itica
lly, i
nnov
ate
bene
ficia
l pro
duct
s, p
rote
ct t
he e
nviro
nmen
t an
d co
nser
ve r
esou
rces
, enh
ance
the
inte
grity
and
wel
lnes
s of
peo
ple,
mak
e in
form
ed
deci
sion
s, a
nd e
ngag
e in
dis
cuss
ions
of r
elev
ant
issu
es th
at in
volv
e sc
ienc
e, te
chno
logy
, and
env
ironm
ent.
KEY
STA
GE
STA
ND
AR
DS:
(ST
AN
DA
RD
S FO
R S
CIE
NC
E LE
AR
NIN
G A
REA
S FO
R K
-3, 4
-6, 7
-10
AN
D 1
1-2
)
K–3
4–
6 7–
10
11-1
2
At t
he e
nd o
f Gra
de 3
, the
le
arne
rs s
houl
d ha
ve a
cqui
red
heal
thfu
l hab
its a
nd
have
deve
lope
d cu
riosi
ty a
bout
se
lf an
d th
eir
envi
ronm
ent
usin
g ba
sic
proc
ess
skill
s of
ob
serv
ing,
com
mun
icat
ing,
co
mpa
ring,
cla
ssify
ing,
m
easu
ring,
inf
errin
g an
d
pred
ictin
g. T
his
curio
sity
will
he
lp le
arne
rs v
alue
sci
ence
as
an im
port
ant
too
l in
help
ing
them
con
tinue
to
expl
ore
thei
r na
tura
l and
phy
sica
l en
viro
nmen
t. T
his
shou
ld a
lso
incl
ude
deve
lopi
ng s
cien
tific
kn
owle
dge
or c
once
pts.
At t
he e
nd o
f Gra
de 6
, the
lear
ners
sh
ould
hav
e de
velo
ped
the
esse
ntia
l sk
ills
of s
cien
tific
inqu
iry –
des
igni
ng
sim
ple
inve
stig
atio
ns, u
sing
app
ropr
iate
pr
oced
ure,
mat
eria
ls a
nd t
ools
to
gath
er
evid
ence
, obs
ervi
ng p
atte
rns,
de
term
inin
g re
latio
nshi
ps,d
raw
ing
conc
lusi
ons
base
d on
evi
denc
e, a
nd
com
mun
icat
ing
idea
s in
var
ied
way
s to
m
ake
mea
ning
of t
he o
bser
vatio
ns
and/
or c
hang
es t
hat
occu
r in
the
en
viro
nmen
t. T
he c
onte
nt a
nd s
kills
le
arne
d w
ill b
e ap
plie
d to
mai
ntai
n go
od
heal
th,
ensu
re t
he p
rote
ctio
n an
d im
prov
emen
t of
the
env
ironm
ent,
and
pr
actic
e sa
fety
mea
sure
s.
At t
he e
nd o
f Gra
de 1
0, t
he le
arne
rs s
houl
d ha
ve d
evel
oped
sci
entif
ic,
tech
nolo
gica
l, an
d en
viro
nmen
tal l
itera
cyan
d ca
n m
ake
that
w
ould
lead
to r
atio
nal c
hoic
es o
n is
sues
co
nfro
ntin
g th
em. H
avin
g be
en e
xpos
ed t
o sc
ient
ific
inve
stig
atio
ns r
elat
ed t
o re
al li
fe,
they
sho
uld
reco
gniz
e th
at t
he c
entr
al fe
atur
e of
an
inve
stig
atio
n is
tha
t if o
ne v
aria
ble
is
chan
ged
(whi
le c
ontr
ollin
g al
l oth
ers)
, the
ef
fect
of t
he c
hang
e on
ano
ther
var
iabl
e ca
n be
mea
sure
d. T
he c
onte
xt o
f the
inve
stig
atio
n ca
n be
pro
blem
s at
the
loca
l or
natio
nal l
evel
to
allo
w t
hem
to
com
mun
icat
e w
ith le
arne
rs
in o
ther
par
ts o
f the
Phi
lippi
nes
or e
ven
from
ot
her
coun
trie
s us
ing
appr
opria
te te
chno
logy
.
The
lear
ners
sho
uld
dem
onst
rate
an
unde
rsta
ndin
g of
sci
ence
con
cept
s an
d ap
ply
scie
nce
inqu
iry s
kills
in a
ddre
ssin
grea
l-wor
ld
prob
lem
s th
roug
h sc
ient
ific
inve
stig
atio
ns.
At t
he e
nd o
f Gra
de 1
2, t
he le
arne
rs
shou
ld h
ave
gain
ed s
kills
in o
btai
ning
sc
ient
ific
and
tech
nolo
gica
l inf
orm
atio
n fr
om v
arie
d so
urce
s ab
out
glob
al
issu
es t
hat
have
impa
ct o
n th
e co
untr
y. T
hey
shou
ld h
ave
acqu
ired
scie
ntifi
c at
titud
es t
hat
will
allo
w t
hem
to
inno
vate
and
/or
crea
te p
rodu
cts
usef
ul t
o th
e co
mm
unity
or
coun
try.
Th
ey s
houl
d be
abl
e to
pro
cess
in
form
atio
n to
get
rel
evan
t da
ta fo
r a
prob
lem
at
hand
. In
addi
tion,
lear
ners
sh
ould
hav
e m
ade
plan
s re
late
d to
th
eir
inte
rest
s an
d ex
pert
ise,
with
co
nsid
erat
ion
fort
he n
eeds
of t
heir
com
mun
ity a
nd t
he c
ount
ry —
to
purs
ue e
ither
em
ploy
men
t,
entr
epre
neur
ship
, or
high
er e
duca
tion.
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 COPY
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
GR
AD
E/LE
VEL
G
rade
-Lev
el S
tan
dard
s
Kin
derg
arte
n
The
lear
ners
will
dem
onst
rate
an
emer
ging
und
erst
andi
ng o
f th
e pa
rts
of t
heir
body
and
the
ir ge
nera
l fun
ctio
ns;
plan
ts, an
imal
s an
d va
ried
mat
eria
ls in
the
ir en
viro
nmen
t an
d th
eir
obse
rvab
le c
hara
cter
istic
s; g
ener
al w
eath
er c
ondi
tions
and
how
the
se in
fluen
ce w
hat
they
wea
r; a
nd
othe
r th
ings
in t
heir
envi
ronm
ent.
Und
erst
andi
ng o
f th
eir
bodi
es a
nd w
hat
is a
roun
d th
em is
acq
uire
d th
roug
h ex
plor
atio
n, q
uest
ioni
ng, an
d ca
refu
l obs
erva
tion
as t
hey
infe
r pa
tter
ns, s
imila
ritie
s, a
nd d
iffer
ence
s th
at w
ill a
llow
the
m t
o m
ake
soun
d co
nclu
sion
s.
Gra
de 1
At t
he e
nd o
f G
rade
1, le
arne
rs w
ill u
se the
ir se
nses
to
loca
te a
nd d
escr
ibe
the
exte
rnal
par
ts o
f t
heir
body
; to
iden
tify,
ext
erna
l par
ts o
f an
imal
s an
d pl
ants
; to
tel
l the
sha
pe, c
olor
, tex
ture
, ta
ste,
and
siz
e of
thi
ngs
arou
nd t
hem
; to
des
crib
e si
mila
ritie
s an
d di
ffer
ence
s gi
ven
two
obje
cts;
to
differ
entia
te s
ound
s pr
oduc
ed b
y an
imal
s, v
ehic
les
cars
, an
d m
usic
al in
stru
men
ts;
to il
lust
rate
how
thi
ngs
mov
e; t
o, d
escr
ibe
the
wea
ther
and
w
hat
to d
o in
diff
eren
t si
tuat
ions
; to
use
app
ropr
iate
ter
ms
or v
ocab
ular
y to
des
crib
e th
ese
feat
ures
; to
col
lect
, so
rt, co
unt,
dra
w, ta
ke t
hing
s ap
art,
or
mak
e so
met
hing
out
of th
e th
ings
; to
pra
ctic
e he
alth
y ha
bits
(e.
g., w
ashi
ng h
ands
pro
perly
, ch
oosi
ng n
utrit
ious
foo
d) a
nd s
afet
y m
easu
res
(e.g
., h
elpi
ng t
o cl
ean
or p
ack
away
toy
s, a
skin
g qu
estio
ns a
nd g
ivin
g si
mpl
e an
swer
s/ d
escr
iptio
ns to
prob
ing
ques
tions
).
Gra
de 2
At t
he e
nd o
f G
rade
2, le
arne
rs w
ill u
se the
ir se
nses
to
expl
ore
and
desc
ribe
the
func
tions
of th
eir
sens
es, c
ompa
re t
wo
or m
ore
obje
cts
and
usin
g tw
o or
mor
e pr
oper
ties
, sor
t th
ings
in d
iffer
ent w
ays
and
give
a r
easo
n fo
r do
ing
so, d
escr
ibe
the
kind
of w
eath
er o
r ce
rtai
n ev
ents
in t
he
hom
e or
sch
ool a
nd e
xpre
ss h
ow t
hese
are
affec
ting
them
, do
sim
ple
mea
sure
men
ts o
f len
gth,
tel
l why
som
e th
ings
aro
und
them
are
impo
rtan
t ,
deci
de if
wha
t th
ey d
o is
saf
e or
dan
gero
us;
give
sug
gest
ions
on
how
to
prev
ent
acci
dent
s at
hom
e, p
ract
ice
elec
tric
ity, w
ater
, and
pap
er
cons
erva
tion,
hel
p ta
ke c
are
of p
ets
or o
f pl
ants
, a
nd tel
l sho
rt s
torie
s ab
out
wha
t th
ey d
o, w
hat
they
hav
e se
en, or
wha
t th
ey fee
l.
Gra
de 3
At t
he e
nd o
f G
rade
3, le
arne
rs c
an d
escr
ibe
the
func
tions
of th
e di
ffer
ent
part
s of
the
bod
y an
d th
ings
tha
t m
ake
up t
heir
surr
ound
ings
---
roc
ks
and
soil,
pla
nts
and
anim
als,
the
Sun
, M
oon
and
star
s. T
hey
can
also
cla
ssify
the
se t
hing
s as
sol
id, liq
uid
or g
as. Th
ey c
an d
escr
ibe
how
obj
ects
m
ove
and
wha
t m
akes
the
m m
ove.
The
y ca
n al
so id
entif
y so
urce
s an
d de
scrib
e us
es o
f lig
ht, he
at, so
und,
and
ele
ctric
ity.
Lear
ners
can
des
crib
e ch
ange
s in
the
con
ditio
ns o
f th
eir
surr
ound
ings
. The
se w
ould
lead
lear
ners
to
beco
me
mor
e cu
rious
abo
ut t
heir
surr
ound
ings
, ap
prec
iate
nat
ure,
and
pra
ctic
e he
alth
and
saf
ety
mea
sure
s.
Gra
de 4
At t
he e
nd o
f G
rade
4, le
arne
rs c
an in
vest
igat
e ch
ange
s in
som
e ob
serv
able
pro
pert
ies
of m
ater
ials
whe
n m
ixed
with
oth
er m
ater
ials
or
whe
n fo
rce
is a
pplie
d on
the
m. T
hey
can
iden
tify
mat
eria
ls t
hat
do n
ot d
ecay
and
use
thi
s kn
owle
dge
to h
elp
min
imiz
e w
aste
at
hom
e, s
choo
l, an
d in
th
e co
mm
unity
. Le
arne
rs c
an d
escr
ibe
the
func
tions
of th
e di
ffer
ent
inte
rnal
par
ts o
f th
e bo
dy in
ord
er to
prac
tice
way
s to
mai
ntai
n go
od h
ealth
. Th
ey c
an c
lass
ify
plan
ts a
nd a
nim
als
acco
rdin
g to
whe
re t
hey
live
and
obse
rve
inte
ract
ions
am
ong
livin
g th
ings
and
the
ir en
viro
nmen
t. T
hey
can
infe
r th
at p
lant
s an
d an
imal
s ha
ve tra
its t
hat
help
the
m s
urvi
ve in
the
ir en
viro
nmen
t.
Lear
ners
can
inve
stig
ate
the
effe
cts
of p
ush
or p
ull o
n th
e si
ze, sh
ape,
and
mov
emen
t of
an
obje
ct.
Lear
ners
can
inve
stig
ate
whi
ch t
ype
of s
oil i
s be
st for
cer
tain
pla
nts
and
infe
r th
e im
port
ance
of w
ater
in d
aily
act
iviti
es.
They
lear
ned
abou
t w
hat
mak
es u
p w
eath
er a
nd a
pply
the
ir kn
owle
dge
of w
eath
er c
ondi
tions
in m
akin
g de
cisi
ons
for
the
day.
The
y ca
n in
fer
the
impo
rtan
ce o
f th
e Su
n to
lif
e on
Ear
th.
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 COPY
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
GR
AD
E/LE
VEL
G
rade
-Lev
el S
tan
dard
s
Gra
de 5
At t
he e
nd o
f Gra
de 5
, lea
rner
s ca
n de
cide
whe
ther
mat
eria
ls a
re s
afe
and
usef
ul b
y in
vest
igat
ing
abou
t so
me
of t
heir
prop
ertie
s. T
hey
can
infe
r th
at n
ew m
ater
ials
may
form
whe
n th
ere
are
chan
ges
in p
rope
rtie
s du
e to
cer
tain
con
ditio
ns.
Lear
ners
hav
e de
velo
ped
heal
thfu
l and
hyg
ieni
c pr
actic
es r
elat
ed to
the
rep
rodu
ctiv
e sy
stem
aft
er d
escr
ibin
g ch
ange
s th
at a
ccom
pany
pub
erty
. Th
ey c
an c
ompa
re d
iffer
ent
mod
es o
f rep
rodu
ctio
n am
ong
plan
t an
d an
imal
gro
ups
and
cond
uct
an in
vest
igat
ion
on p
ollin
atio
n. T
hey
have
be
com
e aw
are
of t
he im
port
ance
of e
stua
ries
and
inte
rtid
al z
ones
and
hel
p in
the
ir pr
eser
vatio
n.
Lear
ners
can
des
crib
e th
e m
ovem
ent
of o
bjec
ts in
ter
ms
of d
ista
nce
and
time
trav
elle
d. L
earn
ers
reco
gniz
e th
at d
iffer
ent
mat
eria
ls r
eact
di
ffere
ntly
with
hea
t, li
ght,
and
soun
d. T
hey
can
rela
te th
ese
abili
ties
of m
ater
ials
to
thei
r sp
ecifi
c us
es.
Lear
ners
can
des
crib
e th
e ch
ange
s th
at e
arth
mat
eria
ls u
nder
go. T
hey
can
mak
e em
erge
ncy
plan
s w
ith t
heir
fam
ilies
in p
repa
ratio
n fo
r ty
phoo
ns.
They
can
obs
erve
pat
tern
s in
the
nat
ural
eve
nts
by o
bser
ving
the
app
eara
nce
of t
he M
oon.
Gra
de 6
At t
he e
nd o
f Gra
de 6
, lea
rner
s re
cogn
ize
that
whe
n m
ixed
tog
ethe
r, m
ater
ials
may
not
form
new
one
s th
us t
hese
mat
eria
ls m
ay b
e re
cove
red
usin
g di
ffere
nt s
epar
atio
n te
chni
ques
. The
y ca
n pr
epar
e us
eful
mix
ture
s su
ch a
s fo
od, d
rinks
and
her
bal m
edic
ines
. Le
arne
rs u
nder
stan
d ho
w t
he d
iffer
ent
orga
n sy
stem
s of
the
hum
an b
ody
wor
k to
geth
er. T
hey
can
clas
sify
pla
nts
base
d on
rep
rodu
ctiv
e st
ruct
ures
, and
ani
mal
s ba
sed
on t
he p
rese
nce
or la
ck o
f bac
kbon
e. T
hey
can
desi
gn a
nd c
ondu
ct a
n in
vest
igat
ion
on p
lant
pro
paga
tion.
The
y ca
n de
scrib
e la
rger
eco
syst
ems
such
as
rain
fore
sts,
cor
al r
eefs
, and
man
grov
e sw
amps
. Le
arne
rs c
an in
fer
that
fric
tion
and
grav
ity a
ffect
how
peo
ple
and
obje
cts
mov
e. T
hey
have
foun
d ou
t th
at h
eat,
ligh
t, so
und,
ele
ctric
ity, a
nd
mot
ion
stud
ied
earli
er a
re fo
rms
of e
nerg
y an
d th
ese
unde
rgo
tran
sfor
mat
ion.
Le
arne
rs c
an d
escr
ibe
wha
t ha
ppen
s du
ring
eart
hqua
kes
and
volc
anic
eru
ptio
ns a
nd d
emon
stra
te w
hat
to d
o w
hen
they
occ
ur. T
hey
can
infe
r th
at t
he w
eath
er fo
llow
s a
patt
ern
in t
he c
ours
e of
a y
ear.
The
y ha
ve le
arne
d ab
out
the
sola
r sy
stem
, with
em
phas
is o
n th
e m
otio
ns o
f the
Ear
th
as p
rere
quis
ite t
o th
e st
udy
of s
easo
ns in
ano
ther
gra
de le
vel.
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 COPY
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
GR
AD
E/L
EV
EL
Gra
de-
Leve
l Sta
nd
ard
s
Gra
de
7
At t
he e
nd o
f G
rade
7, le
arne
rs c
an d
istin
guis
h m
ixtu
res
from
sub
stan
ces
thro
ugh
sem
i-gu
ided
inve
stig
atio
ns. T
hey
real
ize
the
impo
rtan
ce o
f ai
r te
stin
g w
hen
cond
uctin
g in
vest
igat
ions
. Af
ter
stud
ying
how
org
an s
yste
ms
wor
k to
geth
er in
pla
nts
and
anim
als
in t
he lo
wer
gra
de le
vels
, le
arne
rs
can
use
a m
icro
scop
e w
hen
obse
rvin
g ve
ry s
mal
l org
anis
ms
and
stru
ctur
es. Th
ey r
ecog
nize
tha
t liv
ing
thin
gs a
re o
rgan
ized
into
diff
eren
t le
vels
: Ce
lls, tis
sues
, or
gans
, or
gan
syst
ems,
and
org
anis
ms.
The
se o
rgan
ism
s co
mpr
ise
popu
latio
ns a
nd c
omm
uniti
es, w
hich
inte
ract
with
non
-livi
ng
thin
gs in
eco
syst
ems.
Le
arne
rs c
an d
escr
ibe
the
mot
ion
of o
bjec
ts in
ter
ms
of d
ista
nce
and
spee
d, a
nd r
epre
sent
thi
s in
tab
les,
gra
phs,
cha
rts,
and
equ
atio
ns. T
hey
can
desc
ribe
how
var
ious
for
ms
of e
nerg
y tr
avel
thr
ough
diff
eren
t m
ediu
ms.
Le
arne
rs d
escr
ibe
wha
t m
akes
up
the
Phili
ppin
es a
s a
who
le a
nd t
he r
esou
rces
fou
nd in
the
arc
hipe
lago
. Th
ey c
an e
xpla
in t
he o
ccur
renc
e of
br
eeze
s, m
onso
ons,
and
ITC
Z, a
nd h
ow t
hese
wea
ther
sys
tem
s af
fect
peo
ple.
The
y ca
n ex
plai
n w
hy s
easo
ns c
hang
e an
d de
mon
stra
te h
ow
eclip
ses
occu
r.
Gra
de
8
At t
he e
nd o
f G
rade
8, le
arne
rs c
an d
escr
ibe
the
fact
ors
that
affec
t th
e m
otio
n of
an
obje
ct b
ased
on
the
Law
s of
Mot
ion.
The
y ca
n di
ffer
entia
te
the
conc
ept
of w
ork
as u
sed
in s
cien
ce a
nd in
laym
an’s
lang
uage
. T
hey
know
the
fac
tors
tha
t af
fect
the
tra
nsfe
r of
ene
rgy,
suc
h as
tem
pera
ture
di
ffer
ence
, an
d th
e ty
pe (
solid
, liq
uid,
or
gas)
of th
e m
ediu
m.
Lear
ners
can
exp
lain
how
act
ive
faul
ts g
ener
ate
eart
hqua
kes
and
how
tro
pica
l cyc
lone
s or
igin
ate
from
war
m o
cean
wat
ers.
The
y re
cogn
ize
othe
r m
embe
rs o
f th
e so
lar
syst
em.
Lear
ners
can
exp
lain
the
beh
avio
ur o
f m
atte
r in
ter
ms
of t
he p
artic
les
it is
mad
e of
. The
y re
cogn
ize
that
ingr
edie
nts
in foo
d an
d m
edic
al p
rodu
cts
are
mad
e up
of th
ese
part
icle
s an
d ar
e ab
sorb
ed b
y th
e bo
dy in
the
for
m o
f io
ns.
Lear
ners
rec
ogni
ze r
epro
duct
ion
as a
pro
cess
of ce
ll di
visi
on r
esul
ting
in g
row
th o
f or
gani
sms.
The
y ha
ve d
elve
d de
eper
into
the
pro
cess
of
dige
stio
n as
stu
died
in t
he lo
wer
gra
des,
giv
ing
emph
asis
on
prop
er n
utrit
ion
for
over
all w
elln
ess.
The
y ca
n pa
rtic
ipat
e in
act
iviti
es tha
t pr
otec
t an
d co
nser
ve e
cono
mic
ally
impo
rtan
t sp
ecie
s us
ed for
food
.
Gra
de
9
At t
he e
nd o
f G
rade
9, le
arne
rs h
ave
gain
ed a
a d
eepe
r un
ders
tand
ing
of t
he d
iges
tive,
res
pira
tory
, an
d ci
rcul
ator
y sy
stem
s to
pro
mot
e ov
eral
l he
alth
. Th
ey h
ave
beco
me
fam
iliar
with
som
e te
chno
logi
es t
hat
intr
oduc
e de
sire
d tr
aits
in e
cono
mic
ally
impo
rtan
t pl
ants
and
ani
mal
s. L
earn
ers
can
expl
ain
how
new
mat
eria
ls a
re for
med
whe
n at
oms
are
rear
rang
ed. Th
ey r
ecog
nize
tha
t a
wid
e va
riety
of us
eful
com
poun
ds m
ay a
rise
from
su
ch r
earr
ange
men
ts.
Lear
ners
can
iden
tify
volc
anoe
s an
d di
stin
guis
h be
twee
n ac
tive
and
inac
tive
ones
. The
y ca
n ex
plai
n ho
w e
nerg
y fr
om v
olca
noes
may
be
tapp
ed
for
hum
an u
se. Th
ey a
re fam
iliar
with
clim
atic
phe
nom
ena
that
occ
ur o
n a
glob
al s
cale
. Th
ey c
an e
xpla
in w
hy c
erta
in c
onst
ella
tions
can
be
seen
on
ly a
t ce
rtai
n tim
es o
f th
e ye
ar.
Lear
ners
can
pre
dict
the
out
com
es o
f in
tera
ctio
ns a
mon
g ob
ject
s in
rea
l life
app
lyin
g th
e la
ws
of c
onse
rvat
ion
of e
nerg
y an
d m
omen
tum
.
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 COPY
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
GR
AD
E/LE
VEL
G
rade
-Lev
el S
tan
dard
s
Gra
de 1
0
At t
he e
nd o
f G
rade
10,
lear
ners
rea
lize
that
vol
cano
es a
nd e
arth
quak
es o
ccur
in t
he s
ame
plac
es in
the
wor
ld a
nd t
hat
thes
e ar
e re
late
d to
pla
te
boun
darie
s. T
hey
can
dem
onst
rate
way
s to
ens
ure
safe
ty a
nd r
educ
e da
mag
e du
ring
eart
hqua
kes,
tsu
nam
is, a
nd v
olca
nic
erup
tions
. Le
arne
rs
can
expl
ain
the
fact
ors
affe
ctin
g th
e ba
lanc
e an
d st
abili
ty o
f an
obj
ect
to h
elp
them
pra
ctic
e ap
prop
riate
pos
ition
s an
d m
ovem
ents
to
achi
eve
effic
ienc
y an
d sa
fety
suc
h as
in s
port
s an
d da
ncin
g. T
hey
can
anal
yze
situ
atio
ns in
whi
ch e
nerg
y is
har
ness
ed fo
r hu
man
use
whe
reby
hea
t is
re
leas
ed, af
fect
ing
the
phys
ical
and
bio
logi
cal c
ompo
nent
s of
the
env
ironm
ent.
Lea
rner
s w
ill h
ave
com
plet
ed the
stu
dy o
f th
e en
tire
orga
nism
w
ith t
heir
deep
er s
tudy
of th
e ex
cret
ory
and
repr
oduc
tive
syst
ems.
The
y ca
n ex
plai
n in
gre
ater
det
ail h
ow g
enet
ic in
form
atio
n is
pas
sed
from
pa
rent
s to
offsp
ring,
and
how
div
ersi
ty o
f sp
ecie
s in
crea
ses
the
prob
abili
ty o
f ad
apta
tion
and
surv
ival
in c
hang
ing
envi
ronm
ents
. Le
arne
rs c
an
expl
ain
the
impo
rtan
ce o
f co
ntro
lling
the
con
ditio
ns u
nder
whi
ch a
che
mic
al r
eact
ion
occu
rs. Th
ey r
ecog
nize
tha
t ce
lls a
nd tis
sues
of th
e hu
man
bo
dy a
re m
ade
up o
f w
ater
, a few
kin
ds o
f io
ns, an
d bi
omol
ecul
es. T
hese
bio
mol
ecul
es m
ay a
lso
be fou
nd in
the
foo
d th
ey e
at.
SEQ
UEN
CE
OF
DO
MA
IN/S
TRA
ND
S P
ER Q
UA
RTE
R
G3
G
4
G5
G
6
G7
G
8
G9
G
10
1st
Qu
arte
r M
atte
r M
atte
r M
atte
r M
atte
r M
atte
r Fo
rce,
Mot
ion,
&
Ener
gy
Livi
ng T
hing
s an
d Th
eir
Envi
ronm
ent
Eart
h &
Spa
ce
2n
d Q
uar
ter
Livi
ng T
hing
s an
d Th
eir
Envi
ronm
ent
Livi
ng T
hing
s an
d Th
eir
Envi
ronm
ent
Livi
ng T
hing
s an
d Th
eir
Envi
ronm
ent
Livi
ng T
hing
s an
d Th
eir
Envi
ronm
ent
Livi
ng T
hing
s an
d Th
eir
Envi
ronm
ent
Eart
h &
Spa
ce
Mat
ter
Forc
e, M
otio
n,&
En
ergy
3rd
Qu
arte
r Fo
rce,
Mot
ion,
&
Ener
gy
Forc
e, M
otio
n,&
En
ergy
Fo
rce,
M
otio
n &
En
ergy
Fo
rce,
M
otio
n,&
En
ergy
Fo
rce,
M
otio
n,&
En
ergy
M
atte
r Ea
rth
& S
pace
Li
ving
Thi
ngs
and
Thei
r En
viro
nmen
t
4th
Qu
arte
r Ea
rth
& S
pace
Ea
rth
& S
pace
Ea
rth
& S
pace
Ea
rth
& S
pace
Ea
rth
& S
pace
Li
ving
Thi
ngs
and
Thei
r En
viro
nmen
t
Forc
e, M
otio
n,&
En
ergy
M
atte
r
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 COPY
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
SPIR
ALL
ING
OF
CO
NC
EPTS
GR
AD
E 3 –
GR
AD
E 10
M
ATT
ER
Gra
de 3
G
rade
4
Gra
de 5
G
rade
6
PR
OP
ERTI
ES O
F M
ATT
ER
Whe
n le
arne
rs o
bser
ve d
iffer
ent
obje
cts
and
mat
eria
ls, t
hey
beco
me
awar
e of
th
eir
diffe
rent
cha
ract
eris
tics
such
as
shap
e, w
eigh
t, de
finite
ness
of v
olum
e an
d ea
se o
f flo
w. U
sing
cha
ract
eris
tics,
ob
ject
s an
d m
ater
ials
can
be
grou
ped
into
sol
ids,
liqu
ids
or g
ases
.
Asid
e fr
om b
eing
gro
uped
into
so
lids,
liqu
ids,
or
gase
s, m
ater
ials
m
ay a
lso
be g
roup
ed a
ccor
ding
to
thei
r ab
ility
to a
bsor
b w
ater
, ab
ility
to
float
or
sink
, and
w
heth
er t
hey
deca
y or
not
Afte
r le
arni
ng h
ow t
o re
ad a
nd in
terp
ret
prod
uct
labe
ls, l
earn
ers
can
criti
cally
dec
ide
whe
ther
the
se m
ater
ials
are
har
mfu
l or
not.
Th
ey c
an a
lso
desc
ribe
way
s in
whi
ch t
hey
can
use
thei
r kn
owle
dge
of s
olid
s an
d liq
uids
in m
akin
g us
eful
mat
eria
ls a
nd
prod
ucts
.
In G
rade
4, t
he le
arne
rs h
ave
obse
rved
the
ch
ange
s w
hen
mix
ing
a so
lid in
a li
quid
or
a liq
uid
in a
noth
er li
quid
. Fr
om t
hese
inve
stig
atio
ns, l
earn
ers
can
now
de
scrib
e th
e ap
pear
ance
of m
ixtu
res
as
unifo
rm o
r no
n-un
iform
and
cla
ssify
the
m a
s ho
mog
eneo
us o
r he
tero
gene
ous
mix
ture
s.
CH
AN
GES
TH
AT
MA
TTER
UN
DER
GO
Usi
ng t
he c
hara
cter
istic
s ob
serv
ed
amon
g so
lids,
liqu
ids,
and
gas
es,
lear
ners
inve
stig
ate
way
s in
whi
ch s
olid
tu
rns
into
liqu
id, s
olid
into
gas
, liq
uid
into
gas
, and
liqu
id in
to s
olid
, as
affe
cted
by
tem
pera
ture
.
Chan
ges
in s
ome
char
acte
ristic
s of
sol
id m
ater
ials
can
be
obse
rved
w
hen
thes
e ar
e be
nt, h
amm
ered
, pr
esse
d, a
nd c
ut.
Afte
r in
vest
igat
ing
the
chan
ges
in
som
e ob
serv
able
cha
ract
eris
tics
of m
ater
ials
due
to
tem
pera
ture
in
Gra
de 3
, lea
rner
s ca
n no
w
inqu
ire a
bout
cha
nges
obs
erve
d w
hen
a so
lid is
mix
ed w
ith a
liq
uid
or w
hen
a liq
uid
is m
ixed
w
ith a
noth
er li
quid
. Le
arne
rs le
arn
that
som
e ch
ange
s in
the
cha
ract
eris
tics
of a
pro
duct
su
ch a
s fo
od o
r m
edic
ine
may
af
fect
its
qual
ity. O
ne w
ay o
f fin
ding
out
is b
y re
adin
g an
d in
terp
retin
g pr
oduc
t la
bels
. Thi
s in
form
atio
n he
lps
them
dec
ide
whe
n th
ese
prod
ucts
bec
ome
harm
ful.
In G
rade
4, l
earn
ers
inve
stig
ated
cha
nges
in
mat
eria
ls t
hat
take
pla
ce a
t ce
rtai
n co
nditi
ons,
suc
h as
app
lyin
g fo
rce,
mix
ing
mat
eria
ls, a
nd c
hang
ing
the
tem
pera
ture
. In
Gra
de 5
, the
y in
vest
igat
e ch
ange
s th
at t
ake
plac
e un
der
the
follo
win
g co
nditi
ons:
pr
esen
ce o
r la
ck o
f oxy
gen
(in a
ir), a
nd
appl
ying
hea
t. T
hey
lear
n th
at s
ome
of
thes
e co
nditi
ons
can
resu
lt in
a n
ew
prod
uct.
Kno
win
g th
ese
cond
ition
s en
able
th
em t
o ap
ply
the
“5R
met
hod”
(re
cycl
ing,
re
duci
ng, r
eusi
ng, r
ecov
erin
g an
d re
pairi
ng)
at h
ome
and
in s
choo
l.
Base
d on
the
cha
ract
eris
tics
of t
he c
ompo
nent
s of
a h
eter
ogen
eous
mix
ture
, lea
rner
s in
vest
igat
e w
ays
of s
epar
atin
g th
ese
com
pone
nts
from
the
mix
ture
. The
y w
ill in
fer
that
the
cha
ract
eris
tics
of e
ach
of t
he
com
pone
nts
rem
ain
the
sam
e ev
en w
hen
the
com
pone
nt is
par
t of t
he m
ixtu
re.
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 COPY
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
Gra
de 7
G
rade
8
Gra
de 9
G
rade
10
PR
OP
ERTI
ES A
ND
STR
UC
TUR
E O
F M
ATT
ER
In G
rade
6, l
earn
ers
lear
ned
how
to
dist
ingu
ish
hom
ogen
ous
from
he
tero
gene
ous
mix
ture
s. I
n G
rade
7,
lear
ners
inve
stig
ate
prop
ertie
s of
so
lutio
ns t
hat
are
hom
ogen
eous
m
ixtu
res.
The
y le
arn
how
to
expr
ess
conc
entr
atio
ns o
f so
lutio
ns
qual
itativ
ely
and
quan
titat
ivel
y. T
hey
dist
ingu
ish
mix
ture
s fr
om s
ubst
ance
s ba
sed
on a
set
of pr
oper
ties.
Le
arne
rs b
egin
to
do g
uide
d an
d se
mi-g
uide
d in
vest
igat
ions
, m
akin
g su
re t
hat
the
expe
rimen
t th
ey a
re
cond
uctin
g is
a fai
r te
st.
Usi
ng m
odel
s, le
arne
rs le
arn
that
mat
ter
is
mad
e up
of pa
rtic
les,
the
sm
alle
st o
f w
hich
is
the
ato
m. Th
ese
part
icle
s ar
e to
o sm
all t
o be
see
n th
roug
h a
mic
rosc
ope.
The
pr
oper
ties
of m
ater
ials
tha
t th
ey h
ave
obse
rved
in e
arlie
r gr
ades
can
now
be
expl
aine
d by
the
typ
e of
par
ticle
s in
volv
ed
and
the
attr
actio
n be
twee
n th
ese
part
icle
s.
Usi
ng t
heir
unde
rsta
ndin
g of
ato
mic
st
ruct
ure
lear
ned
in G
rade
8, le
arne
rs
desc
ribe
how
ato
ms
can
form
uni
ts
calle
d m
olec
ules
. Th
ey a
lso
lear
n ab
out
ions
. Fur
ther
, th
ey e
xpla
in h
ow a
tom
s fo
rm b
onds
(io
nic
and
cova
lent
) w
ith
othe
r at
oms
by the
tra
nsfe
r or
sha
ring
of e
lect
rons
. Th
ey a
lso
lear
n th
at t
he for
ces
hold
ing
met
als
toge
ther
are
cau
sed
by t
he
attr
actio
n be
twee
n flo
win
g el
ectr
ons
and
the
posi
tivel
y ch
arge
d m
etal
ions
. Le
arne
rs e
xpla
in h
ow c
oval
ent
bond
ing
in c
arbo
n fo
rms
a w
ide
varie
ty o
f ca
rbon
com
poun
ds.
Rec
ogni
zing
tha
t m
atte
r co
nsis
ts o
f an
ex
trem
ely
larg
e nu
mbe
r of
ver
y sm
all
part
icle
s, c
ount
ing
thes
e pa
rtic
les
is
not
prac
tical
. So
, le
arne
rs a
re
intr
oduc
ed t
o th
e un
it—m
ole.
Lear
ners
inve
stig
ate
how
gas
es b
ehav
e in
di
ffer
ent
cond
ition
s ba
sed
on t
heir
know
ledg
e of
the
mot
ion
of a
nd d
ista
nces
be
twee
n ga
s pa
rtic
les.
Lea
rner
s th
en
conf
irm w
heth
er t
heir
expl
anat
ions
are
co
nsis
tent
with
the
Kin
etic
Mol
ecul
ar
Theo
ry. Th
ey a
lso
lear
n th
e re
latio
nshi
ps
betw
een
volu
me,
tem
pera
ture
, an
d pr
essu
re u
sing
est
ablis
hed
gas
law
s.
In G
rade
9, l
earn
ers
lear
ned
that
the
bo
ndin
g ch
arac
teris
tics
of c
arbo
n re
sult
in
the
form
atio
n of
larg
e va
riety
of
com
poun
ds. In
Gra
de 1
0, t
hey
lear
n m
ore
abou
t th
ese
com
poun
ds t
hat in
clud
e bi
omol
ecul
es s
uch
as c
arbo
hydr
ates
, lip
ids,
pr
otei
ns, an
d nu
clei
c ac
ids.
Fur
ther
, th
ey
will
rec
ogni
ze t
hat
the
stru
ctur
e of
the
se
com
poun
ds c
ompr
ises
rep
eatin
g un
its t
hat
are
mad
e up
of a
limite
d nu
mbe
r of
el
emen
ts s
uch
as c
arbo
n, h
ydro
gen,
ox
ygen
, an
d ni
trog
en.
CH
AN
GES
TH
AT
MA
TTER
UN
DER
GO
Le
arne
rs r
ecog
nize
tha
t m
ater
ials
co
mbi
ne in
var
ious
way
s an
d th
roug
h di
ffer
ent
proc
esse
s, c
ontr
ibut
ing
to
the
wid
e va
riety
of m
ater
ials
. G
iven
th
is d
iver
sity
, th
ey r
ecog
nize
the
im
port
ance
of a
clas
sific
atio
n sy
stem
. Th
ey b
ecom
e fa
mili
ar w
ith e
lem
ents
an
d co
mpo
unds
, m
etal
s an
d no
n-m
etal
s, a
nd a
cids
and
bas
es.
Furt
her,
lear
ners
dem
onst
rate
tha
t ho
mog
eneo
us m
ixtu
res
can
be
sepa
rate
d us
ing
vario
us t
echn
ique
s.
Lear
ners
lear
n th
at p
artic
les
are
alw
ays
in
mot
ion.
The
y ca
n no
w e
xpla
in t
hat
the
chan
ges
from
sol
id t
o liq
uid,
sol
id to
gas,
liq
uid
to s
olid
, an
d liq
uid
to g
as, in
volv
e ch
ange
s in
the
mot
ion
of a
nd r
elat
ive
dist
ance
s be
twee
n th
e pa
rtic
les,
as
wel
l as
the
attr
actio
n be
twee
n th
em.
They
als
o re
cogn
ize
that
the
sam
e pa
rtic
les
are
invo
lved
whe
n th
ese
chan
ges
occu
r. I
n ef
fect
, no
new
sub
stan
ces
are
form
ed.
Lear
ners
exp
lain
how
new
com
poun
ds
are
form
ed in
ter
ms
of t
he
rear
rang
emen
t of
par
ticle
s. T
hey
also
re
cogn
ize
that
a w
ide
varie
ty o
f us
eful
co
mpo
unds
may
aris
e fr
om s
uch
rear
rang
emen
ts.
In G
rade
9, l
earn
ers
desc
ribed
how
par
ticle
s re
arra
nge
to for
m n
ew s
ubst
ance
s. I
n G
rade
10,
the
y le
arn
that
the
re
arra
ngem
ent
of p
artic
les
happ
en w
hen
subs
tanc
es u
nder
go c
hem
ical
rea
ctio
n. T
hey
furt
her
expl
ain
that
whe
n th
is
rear
rang
emen
t ha
ppen
s, t
he t
otal
num
ber
of a
tom
s an
d to
tal m
ass
of n
ewly
for
med
su
bsta
nces
rem
ain
the
sam
e. T
his
is t
he
Law
of Co
nser
vatio
n of
Mas
s. A
pply
ing
this
la
w, l
earn
ers
lear
n to
bal
ance
che
mic
al
equa
tions
and
sol
ve s
impl
e m
ole-
mol
e,
mol
e-m
ass,
and
mas
s-m
ass
prob
lem
s.
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 COPY
K to
12
BASI
C ED
UCA
TIO
N C
UR
RIC
ULU
M
LI
VIN
G T
HIN
GS
AN
D T
HEI
R E
NVI
RO
NM
ENT
Gra
de 3
G
rade
4
Gra
de 5
G
rade
6
PAR
TS A
ND
FU
NCT
ION
OF
ANIM
ALS
AND
PLA
NTS
In G
rade
3, l
earn
ers
obse
rve
and
desc
ribe
the
diffe
rent
par
ts o
f liv
ing
thin
gs fo
cusi
ng o
n th
e se
nse
orga
ns
of h
uman
s an
d th
e m
ore
fam
iliar
ex
tern
al p
arts
of a
nim
als
and
plan
ts.
They
also
exp
lore
and
des
crib
e ch
arac
teris
tics
of li
ving
thin
gs th
at
dist
ingu
ish th
em fr
om n
on-li
ving
th
ings
.
In G
rade
4, t
he le
arne
rs a
re in
trod
uced
to
the
maj
or o
rgan
s of
the
hum
an b
ody.
Th
ey a
lso le
arn
abou
t som
e pa
rts
that
hel
p pl
ants
and
ani
mal
s su
rviv
e in
pla
ces
whe
re
they
live
.
Afte
r lea
rnin
g in
Gra
de 4
how
the
maj
or
orga
ns o
f the
hum
an b
ody
wor
k to
geth
er, t
he le
arne
rs n
ow fo
cus
on th
e or
gans
of t
he re
prod
uctiv
e sy
stem
s of
hu
man
s, a
nim
als,
and
pla
nts.
In G
rade
6, l
earn
ers
desc
ribe
the
inte
ract
ions
am
ong
part
s of
the
maj
or
orga
ns o
f the
hum
an b
ody.
Th
ey a
lso le
arn
how
ver
tebr
ates
and
in
vert
ebra
tes
diffe
r and
how
non
-flo
wer
ing
plan
ts re
prod
uce,
HER
EDIT
Y:IN
HER
ITAN
CE A
ND
VAR
IATI
ON
Le
arne
rs le
arn
that
livi
ng th
ings
re
prod
uce
and
cert
ain
trai
ts a
re
pass
ed o
n to
thei
r offs
prin
g/s.
Lear
ners
lear
n th
at h
uman
s, a
nim
als,
and
pl
ants
go
thro
ugh
life
cycl
es. S
ome
inhe
rited
trai
ts m
ay b
e af
fect
ed b
y th
e en
viro
nmen
t at c
erta
in s
tage
s in
thei
r life
cy
cles
.
Lear
ners
lear
n ho
w fl
ower
ing
plan
ts a
nd
som
e no
n-flo
wer
ing
plan
ts re
prod
uce.
Th
ey a
re a
lso
intr
oduc
ed to
the
sexu
al
and
asex
ual m
odes
of r
epro
duct
ion.
Lear
ners
lear
n ho
w n
on-fl
ower
ing
plan
ts
(spo
re-b
earin
g an
d co
ne-b
earin
g pl
ants
, fe
rns,
and
mos
ses)
repr
oduc
e.
BIO
DIV
ERSI
TY A
ND
EVO
LUTI
ON
Di
ffere
nt k
inds
of l
ivin
g th
ings
are
fo
und
in d
iffer
ent p
lace
s.
Lear
ners
inve
stig
ate
that
ani
mal
s an
d pl
ants
liv
e in
spe
cific
hab
itats
. Le
arne
rs le
arn
that
repr
oduc
tive
stru
ctur
es s
erve
as
one
of th
e ba
ses
for
clas
sifyi
ng li
ving
thin
gs.
They
lear
n th
at p
lant
s an
d an
imal
s sh
are
com
mon
cha
ract
eris
tics
whi
ch s
erve
as
base
s fo
r the
ir cla
ssifi
catio
n.
ECO
SYST
EMS
Lear
ners
lear
n th
at li
ving
thin
gs
depe
nd o
n th
eir e
nviro
nmen
t for
food
, ai
r, an
d w
ater
to s
urvi
ve.
Lear
ners
lear
n th
at th
ere
are
bene
ficia
l and
ha
rmfu
l int
erac
tions
that
occ
ur a
mon
g liv
ing
thin
gs a
nd th
eir e
nviro
nmen
t as
they
obt
ain
thei
r bas
ic n
eeds
.
Lear
ners
are
intro
duce
d to
the
inte
ract
ions
am
ong
com
pone
nts
of
larg
er h
abita
ts s
uch
as e
stua
ries
and
inte
rtid
al z
ones
, as
wel
l as
the
cond
ition
s th
at e
nabl
e ce
rtai
n or
gani
sms
to li
ve.
Lear
ners
are
intro
duce
d to
the
inte
ract
ions
am
ong
com
pone
nts
of
habi
tats
suc
h as
trop
ical
rain
fore
sts,
co
ral r
eefs
, and
man
grov
e sw
amps
.
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 COPY
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
Gra
de 7
G
rade
8
Gra
de 9
G
rade
10
PA
RTS
AN
D F
UN
CTI
ON
: A
NIM
AL
AN
D P
LAN
TS
In G
rade
7, l
earn
ers
are
intr
oduc
ed
to t
he le
vels
of o
rgan
izat
ion
in t
he
hum
an b
ody
and
othe
r or
gani
sms.
Th
ey le
arn
that
org
anis
ms
cons
ist
of
cells
, mos
t of w
hich
are
gro
uped
into
or
gan
syst
ems
that
per
form
sp
ecia
lized
func
tions
.
In G
rade
8, l
earn
ers
gain
kno
wle
dge
of
how
the
bod
y br
eaks
dow
n fo
od in
to fo
rms
that
can
be
abso
rbed
thr
ough
the
dig
estiv
e sy
stem
and
tra
nspo
rted
to
cells
. Le
arne
rs le
arn
that
gas
es a
re e
xcha
nged
th
roug
h th
e re
spira
tory
sys
tem
. Thi
s pr
ovid
es t
he o
xyge
n ne
eded
by
cells
to
rele
ase
the
ener
gy s
tore
d in
food
. Th
ey a
lso
lear
n th
at d
isso
lved
was
tes
are
rem
oved
thr
ough
the
urin
ary
syst
em w
hile
so
lid w
aste
s ar
e el
imin
ated
thr
ough
the
ex
cret
ory
syst
em.
Lear
ners
stu
dy t
he c
oord
inat
ed
func
tions
of t
he d
iges
tive,
res
pira
tory
, an
d ci
rcul
ator
y sy
stem
s.
They
als
o le
arn
that
nut
rient
s en
ter
the
bloo
dstr
eam
and
com
bine
with
oxy
gen
take
n in
thr
ough
the
res
pira
tory
sy
stem
. Tog
ethe
r, t
hey
are
tran
spor
ted
to t
he c
ells
whe
re o
xyge
n is
use
d to
re
leas
e th
e st
ored
ene
rgy.
Lear
ners
lear
n th
at o
rgan
ism
s ha
ve
feed
back
mec
hani
sms
that
are
co
ordi
nate
d by
the
ner
vous
and
en
docr
ine
syst
ems.
The
se m
echa
nism
s he
lp t
he o
rgan
ism
s m
aint
ain
hom
eost
asis
to
repr
oduc
e an
d su
rviv
e.
HER
EDIT
Y:I
NH
ERIT
AN
CE
AN
D V
AR
IATI
ON
Af
ter
lear
ning
how
flow
erin
g an
d no
n flo
wer
ing
plan
ts r
epro
duce
, Gra
de 7
le
arne
rs a
re t
augh
t th
at a
sexu
al
repr
oduc
tion
resu
lts in
gen
etic
ally
id
entic
al o
ffspr
ing
whe
reas
sex
ual
repr
oduc
tion
give
s ris
e to
var
iatio
n.
Lear
ners
stu
dy t
he p
roce
ss o
f cel
l div
isio
n by
mito
sis
and
mei
osis
. The
y un
ders
tand
th
at m
eios
is is
an
early
ste
p in
sex
ual
repr
oduc
tion
that
lead
s to
var
iatio
n.
Lear
ners
stu
dy t
he s
truc
ture
of g
enes
an
d ch
rom
osom
es, a
nd t
he fu
nctio
ns
they
per
form
in t
he t
rans
mis
sion
of
trai
ts fr
om p
aren
ts t
o of
fspr
ing.
Lear
ners
are
intr
oduc
ed t
o th
e st
ruct
ure
of t
he D
NA
mol
ecul
e an
d its
func
tion.
Th
ey a
lso
lear
n th
at c
hang
es t
hat
take
pl
ace
in s
ex c
ells
are
inhe
rited
whi
le
chan
ges
in b
ody
cells
are
not
pas
sed
on.
BIO
DIV
ERS
ITY
AN
D E
VO
LUTI
ON
Le
arne
rs le
arn
that
the
cel
ls in
sim
ilar
tissu
es a
nd o
rgan
s in
oth
er a
nim
als
are
sim
ilar
to t
hose
in h
uman
bei
ngs
but
diffe
r so
mew
hat
from
cel
ls fo
und
in p
lant
s.
Lear
ners
lear
n th
at s
peci
es r
efer
s to
a
grou
p of
org
anis
ms
that
can
mat
e w
ith o
ne
anot
her
to p
rodu
ce fe
rtile
offs
prin
g. T
hey
lear
n th
at b
iodi
vers
ity is
the
col
lect
ive
varie
ty o
f spe
cies
livi
ng in
an
ecos
yste
m.
This
ser
ves
as a
n in
trod
uctio
n to
the
topi
c on
hie
rarc
hica
l tax
onom
ic s
yste
m.
Lear
ners
lear
n th
at m
ost
spec
ies
that
ha
ve o
nce
exis
ted
are
now
ext
inct
. Sp
ecie
s be
com
e ex
tinct
whe
n th
ey fa
il to
ad
apt
to c
hang
es in
the
env
ironm
ent.
Lear
ners
rev
isit
the
mec
hani
sms
invo
lved
in
the
inhe
ritan
ce o
f tra
its a
nd t
he
chan
ges
that
res
ult
from
the
se
mec
hani
sms.
Lea
rner
s ex
plai
n ho
w
natu
ral s
elec
tion
has
prod
uced
a
succ
essi
on o
f div
erse
new
spe
cies
. Va
riatio
n in
crea
ses
the
chan
ce o
f liv
ing
thin
gs t
o su
rviv
e in
a c
hang
ing
envi
ronm
ent.
ECO
SY
STE
MS
Lear
ners
lear
n th
at in
tera
ctio
ns o
ccur
am
ong
the
diffe
rent
leve
ls o
f or
gani
zatio
n in
eco
syst
ems.
Lear
ners
lear
n ho
w e
nerg
y is
tra
nsfo
rmed
an
d ho
w m
ater
ials
are
cyc
led
in
ecos
yste
ms.
Lear
ners
lear
n ho
w p
lant
s ca
ptur
e en
ergy
from
the
Sun
and
sto
re e
nerg
y in
su
gar
mol
ecul
es (
phot
osyn
thes
is).
Thi
s
Lear
ners
inve
stig
ate
the
impa
ct o
f hum
an
activ
ities
and
oth
er o
rgan
ism
s on
ec
osys
tem
s.
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 COPY
K to
12
BASI
C ED
UCA
TIO
N C
URR
ICU
LUM
Gra
de 7
G
rade
8
Gra
de 9
G
rade
10
Org
anism
s of
the
sam
e ki
nd in
tera
ct
with
eac
h ot
her t
o fo
rm p
opul
atio
ns;
popu
latio
ns in
tera
ct w
ith o
ther
po
pula
tions
to fo
rm c
omm
uniti
es.
st
ored
ene
rgy
is us
ed b
y ce
lls d
urin
g ce
llula
r res
pira
tion.
The
se tw
o pr
oces
ses
are
rela
ted
to e
ach
othe
r.
They
lear
n ho
w b
iodi
vers
ity in
fluen
ces
the
stab
ility
of e
cosy
stem
s.
FO
RCE
, MO
TIO
N A
ND
EN
ERG
Y
Gra
de 3
G
rade
4
Gra
de 5
G
rade
6
FOR
CE A
ND
MO
TIO
N
Lear
ners
obs
erve
and
exp
lore
and
in
vest
igat
e ho
w th
ings
aro
und
them
m
ove
and
can
be m
oved
. The
y al
so
iden
tify
thin
gs in
thei
r env
ironm
ent
that
can
cau
se c
hang
es in
the
mov
emen
t of o
bjec
ts.
Lear
ners
now
lear
n th
at if
forc
e is
appl
ied
on a
n ob
ject
, its
mot
ion,
size
, or s
hape
ca
n be
cha
nged
. The
y w
ill fu
rther
un
ders
tand
that
thes
e ch
ange
s de
pend
on
the
amou
nt o
f for
ce a
pplie
d on
it
(qua
litat
ive)
. The
y al
so le
arn
that
m
agne
ts c
an e
xert
forc
e on
som
e ob
ject
s an
d m
ay c
ause
cha
nges
in th
eir
mov
emen
ts.
This
time,
lear
ners
beg
in to
acc
urat
ely
mea
sure
the
amou
nt o
f cha
nge
in th
e m
ovem
ent o
f an
obje
ct in
term
s of
its
dist
ance
trav
elle
d an
d tim
e of
trav
el
usin
g ap
prop
riate
tool
s.
Asid
e fro
m th
e id
entif
ied
caus
es o
f m
otio
n in
Gra
de 3
, suc
h as
peo
ple,
an
imal
s, w
ind,
and
wat
er, l
earn
ers
also
lear
n ab
out g
ravi
ty a
nd fr
ictio
n as
ot
her c
ause
s or
fact
ors
that
affe
ct th
e m
ovem
ent o
f obj
ects
.
ENER
GY
Lear
ners
obs
erve
and
iden
tify
diffe
rent
so
urce
s of
ligh
t, he
at, s
ound
, and
el
ectri
city
in th
eir e
nviro
nmen
t and
th
eir u
ses
in e
very
day
life.
Lear
ners
lear
n th
at li
ght,
heat
, and
sou
nd
trave
l fro
m th
e so
urce
. The
y pe
rform
sim
ple
activ
ities
that
dem
onst
rate
how
th
ey tr
avel
usin
g va
rious
obj
ects
. No
te: E
lect
ricity
is n
ot in
clude
d in
Gra
de
4 be
caus
e th
e co
ncep
t of ‘
flow
of
char
ges’
is di
fficu
lt to
und
erst
and
at th
is gr
ade
leve
l.
This
time,
lear
ners
exp
lore
how
diff
eren
t ob
ject
s in
tera
ct w
ith li
ght,
heat
, sou
nd,
and
elec
tricit
y (e
.g.,
iden
tifyi
ng p
oor a
nd
good
con
duct
ors
of e
lect
ricity
usin
g sim
ple
circu
its).
Th
ey le
arn
abou
t the
rela
tions
hip
betw
een
elec
tricit
y an
d m
agne
tism
by
cons
truct
ing
an e
lect
rom
agne
t.
They
also
lear
n ab
out t
he e
ffect
s of
ligh
t, he
at, s
ound
, and
ele
ctric
ity o
n pe
ople
.
At th
is gr
ade
leve
l, le
arne
rs a
re
intro
duce
d to
the
conc
ept o
f ene
rgy.
Th
ey le
arn
that
ene
rgy
exist
s in
di
ffere
nt fo
rms,
suc
h as
ligh
t, he
at,
soun
d an
d el
ectri
city,
and
it c
an b
e tra
nsfo
rmed
from
one
form
to
anot
her.
They
dem
onst
rate
how
en
ergy
is tr
ansf
erre
d us
ing
simpl
e m
achi
nes.
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 COPY
K to
12
BASI
C ED
UCAT
ION
CURR
ICUL
UM
Grad
e 7
Grad
e 8
Grad
e 9
Grad
e 10
FO
RCE
AND
MOT
ION
From
a si
mple
und
ersta
nding
of m
otion
, lea
rner
s stu
dy m
ore
scien
tific
ways
of
desc
ribing
(in
term
s of d
istan
ce, s
peed
, an
d ac
celer
ation
) and
repr
esen
ting
(usin
g m
otion
diag
rams
, cha
rts, a
nd
grap
hs) t
he m
otion
of o
bjec
ts in
one
dimen
sion.
This
time,
lear
ners
study
the
conc
ept o
f fo
rce a
nd it
s rela
tions
hip to
mot
ion.
They
use
New
ton’s
Laws
of M
otion
to
expla
in wh
y obj
ects
move
(or d
o no
t m
ove)
the
way t
hey d
o (a
s des
cribe
d in
Grad
e 7)
. Th
ey a
lso re
alize
that
if fo
rce
is ap
plied
on
a bo
dy, w
ork c
an b
e do
ne
and
may
caus
e a
chan
ge in
the
ener
gy
of th
e bo
dy.
To d
eepe
n th
eir u
nder
stand
ing o
f mot
ion,
learn
ers u
se th
e La
w of
Con
serv
ation
of
Mom
entu
m to
furth
er e
xplai
n th
e m
otion
of
obj
ects.
Fr
om m
otion
in o
ne d
imen
sion
in th
e pr
eviou
s gra
des,
they
lear
n at
this
level
abou
t mot
ion in
two
dimen
sions
usin
g pr
ojec
tile m
otion
as a
n ex
ample
.
From
lear
ning
the
basic
s of f
orce
s in
Grad
e 8,
lear
ners
exte
nd th
eir
unde
rstan
ding
of fo
rces b
y des
cribin
g ho
w ba
lance
d an
d un
balan
ced
force
s, eit
her b
y soli
ds o
r liqu
ids, a
ffect
the
mov
emen
t, ba
lance
, and
stab
ility o
f ob
jects.
ENER
GY
This
time
learn
ers r
ecog
nize
that
dif
fere
nt fo
rms o
f ene
rgy t
rave
l in
diffe
rent
way
s—lig
ht a
nd so
und
trave
l th
roug
h wa
ves,
heat
trav
els th
roug
h m
oving
or v
ibrat
ing p
artic
les, a
nd
electr
ical e
nerg
y tra
vels
thro
ugh
mov
ing
char
ges.
In G
rade
5, t
hey l
earn
ed a
bout
the
diffe
rent
mod
es o
f hea
t tra
nsfe
r. T
his
time,
they
expla
in th
ese
mod
es in
term
s of
the
mov
emen
t of p
artic
les.
Lear
ners
reali
ze th
at tr
ansfe
rred
ener
gy
may
caus
e ch
ange
s in
the
prop
ertie
s of
the
objec
t. Th
ey re
late
the o
bser
vable
ch
ange
s in
tem
pera
ture
, am
ount
of
curre
nt, a
nd sp
eed
of so
und
to th
e ch
ange
s in
ener
gy o
f the
par
ticles
.
Lear
ners
expla
in ho
w co
nser
vatio
n of
m
echa
nical
ener
gy is
app
lied
in so
me
struc
ture
s, su
ch a
s roll
er co
aste
rs, a
nd in
na
tura
l env
ironm
ents
like
wate
rfalls
. The
y fu
rther
des
cribe
the
trans
form
ation
of
ener
gy th
at ta
kes p
lace
in hy
droe
lectri
c po
wer p
lants.
Le
arne
rs als
o lea
rn a
bout
the
relat
ionsh
ip be
twee
n he
at a
nd w
ork,
and
apply
this
conc
ept t
o ex
plain
how
geot
herm
al po
wer
plant
s ope
rate
. Af
ter t
hey h
ave
learn
ed h
ow e
lectri
city i
s ge
nera
ted
in po
wer p
lants,
lear
ners
furth
er d
evelo
p th
eir u
nder
stand
ing o
f tra
nsm
ission
of e
lectri
city f
rom
pow
er
statio
ns to
hom
es.
Lear
ners
acqu
ire m
ore k
nowl
edge
abo
ut
the
prop
ertie
s of l
ight a
s app
lied
in op
tical
instru
men
ts.
Lear
ners
also
use
the
conc
ept o
f mov
ing
char
ges a
nd m
agne
tic fi
elds i
n ex
plaini
ng
the
princ
iple
behin
d ge
nera
tors
and
mot
ors.
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 COPY
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
EAR
TH A
ND
SP
AC
E
Gra
de 3
G
rade
4
Gra
de 5
G
rade
6
GEO
LOG
Y
Lear
ners
will
des
crib
e w
hat
mak
es u
p th
eir
envi
ronm
ent,
beg
inni
ng w
ith
the
land
form
s an
d bo
dies
of w
ater
fo
und
in t
heir
com
mun
ity.
Afte
r fa
mili
ariz
ing
them
selv
es w
ith
the
gene
ral l
ands
cape
, lea
rner
s w
ill
inve
stig
ate
two
com
pone
nts
of t
he
phys
ical
env
ironm
ent
in m
ore
deta
il:
soil
and
wat
er. T
hey
will
cla
ssify
soi
ls
in t
heir
com
mun
ity u
sing
sim
ple
crite
ria. T
hey
will
iden
tify
the
diffe
rent
sou
rces
of w
ater
in t
heir
com
mun
ity. T
hey
will
infe
r th
e im
port
ance
of w
ater
in d
aily
ac
tiviti
es a
nd d
escr
ibe
way
s of
usi
ng
wat
er w
isel
y.
In t
his
grad
e le
vel,
lear
ners
will
lear
n th
at
our
surr
ound
ings
do
not s
tay
the
sam
e fo
reve
r. F
or e
xam
ple,
roc
ks u
nder
go
wea
ther
ing
and
soil
is c
arrie
d aw
ay b
y er
osio
n. L
earn
ers
will
infe
r th
at t
he s
urfa
ce
of t
he E
arth
cha
nges
with
the
pas
sage
of
time.
Lear
ners
will
lear
n th
at a
side
from
wea
ther
ing
and
eros
ion,
the
re a
re o
ther
pro
cess
es t
hat
may
alte
r th
e su
rfac
e of
the
Ear
th:
eart
hqua
kes
and
volc
anic
eru
ptio
ns. O
nly
the
effe
cts
of
eart
hqua
kes
and
volc
anic
eru
ptio
ns a
re t
aken
up
in t
his
grad
e le
vel,
not
thei
r ca
uses
(w
hich
w
ill b
e ta
ckle
d in
Gra
des
8 an
d 9)
. Le
arne
rs
will
als
o ga
ther
and
rep
ort
data
on
eart
hqua
kes
and
volc
anic
eru
ptio
ns in
the
ir co
mm
unity
or
regi
on.
MET
EOR
OLO
GY
Lear
ners
will
des
crib
e th
e di
ffere
nt
type
s of
loca
l wea
ther
,
Afte
r m
akin
g si
mpl
e de
scrip
tions
ab
out
the
wea
ther
in t
he p
revi
ous
grad
e, le
arne
rs w
ill n
ow m
easu
re t
he
com
pone
nts
of w
eath
er u
sing
sim
ple
inst
rum
ents
. The
y w
ill a
lso
iden
tify
tren
ds in
a s
impl
e w
eath
er c
hart
.
Lear
ners
will
lear
n th
at t
he w
eath
er d
oes
not
stay
the
sam
e th
e w
hole
yea
r ro
und.
W
eath
er d
istu
rban
ces
such
as
typh
oons
m
ay o
ccur
. Le
arne
rs w
ill d
escr
ibe
the
effe
cts
of t
ypho
ons
on t
he c
omm
unity
and
th
e ch
ange
s in
the
wea
ther
bef
ore,
dur
ing,
an
d af
ter
a ty
phoo
n.
Afte
r le
arni
ng h
ow t
o m
easu
re t
he d
iffer
ent
com
pone
nts
of w
eath
er in
Gra
des
4 an
d 5,
le
arne
rs w
ill n
ow c
olle
ct w
eath
er d
ata
with
in
the
span
of t
he s
choo
l yea
r. L
earn
ers
will
in
terp
ret
the
data
and
iden
tify
the
wea
ther
pa
tter
ns in
the
ir co
mm
unity
.
AST
RO
NO
MY
Lear
ners
will
des
crib
e th
e na
tura
l ob
ject
s th
at t
hey
see
in t
he s
ky.
Afte
r de
scrib
ing
the
natu
ral o
bjec
ts
that
are
see
n in
the
sky
, lea
rner
s w
ill
now
focu
s on
the
mai
n so
urce
of
heat
and
ligh
t on
Ear
th:
the
Sun,
its
role
in p
lant
gro
wth
and
de
velo
pmen
t, an
d its
effe
ct o
n th
e ac
tiviti
es o
f hum
ans
and
othe
r an
imal
s.
Afte
r le
arni
ng a
bout
the
Sun
, lea
rner
s w
ill
now
fam
iliar
ize
them
selv
es w
ith t
he M
oon
and
the
star
s. T
hey
will
des
crib
e th
e ch
ange
s in
the
app
eara
nce
of t
he M
oon
and
disc
over
tha
t th
e ch
ange
s ar
e cy
clic
al, a
nd
that
the
cyc
le is
rel
ated
to
the
leng
th o
f a
mon
th. L
earn
ers
will
iden
tify
star
pat
tern
s th
at c
an b
e se
en d
urin
g ce
rtai
n tim
es o
f the
ye
ar.
In G
rade
6, l
earn
ers
will
tur
n th
eir
atte
ntio
n to
Ea
rth
as a
noth
er n
atur
al o
bjec
t in
spac
e (in
ad
ditio
n to
the
Sun
, Moo
n, a
nd s
tars
).
Lear
ners
will
lear
n ab
out
the
mot
ions
of t
he
Eart
h: r
otat
ion
and
revo
lutio
n. L
earn
ers
will
al
so c
ompa
re t
he d
iffer
ent
mem
bers
tha
t m
ake
up t
he S
olar
Sys
tem
and
con
stru
ct
mod
els
to h
elp
them
vis
ualiz
e th
eir
rela
tive
size
s an
d di
stan
ces.
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 COPY
K to
12
BASI
C ED
UCA
TIO
N C
URR
ICU
LUM
Gra
de 7
G
rade
8
Gra
de 9
G
rade
10
GEO
LOG
Y
Lear
ners
will
expl
ore
and
loca
te p
lace
s us
ing
a co
ordi
nate
sys
tem
. The
y w
ill di
scov
er th
at o
ur c
ount
ry’s
loca
tion
near
the
equa
tor a
nd a
long
the
Ring
of
Fire
influ
ence
s el
emen
ts o
f up
Phili
ppin
e en
viro
nmen
t (e.
g., n
atur
al
reso
urce
s an
d cli
mat
e).
As a
resu
lt of
bei
ng lo
cate
d al
ong
the
Ring
of
Fire
, the
Phi
lippi
nes
is pr
one
to
earth
quak
es. U
sing
mod
els,
lear
ners
will
expl
ain
how
qua
kes
are
gene
rate
d by
fa
ults
. The
y w
ill try
to id
entif
y fa
ults
in th
e co
mm
unity
and
diff
eren
tiate
act
ive
faul
ts
from
inac
tive
ones
.
Bein
g lo
cate
d al
ong
the
Ring
of F
ire, t
he
Phili
ppin
es is
hom
e to
man
y vo
lcano
es. U
sing
mod
els,
lear
ners
will
expl
ain
wha
t hap
pens
w
hen
volca
noes
eru
pt. T
hey
will
desc
ribe
the
diffe
rent
type
s of
vol
cano
es a
nd d
iffer
entia
te
activ
e vo
lcano
es fr
om in
activ
e on
es. T
hey
will
also
exp
lain
how
ene
rgy
from
vol
cano
es
may
be
tapp
ed fo
r hum
an u
se.
Usin
g m
aps,
lear
ners
will
disc
over
th
at v
olca
noes
, ear
thqu
ake
epice
nter
s, a
nd m
ount
ain
rang
es a
re
not r
ando
mly
sca
ttere
d in
diff
eren
t pl
aces
but
are
loca
ted
in th
e sa
me
area
s. T
his
will
lead
to a
n ap
prec
iatio
n of
pla
te te
cton
ics—
a th
eory
that
bin
ds m
any
geol
ogic
proc
esse
s su
ch a
s vo
lcani
sm a
nd
earth
quak
es.
MET
EOR
OLO
GY
Lear
ners
will
expl
ain
the
occu
rren
ce o
f at
mos
pher
ic ph
enom
ena
(bre
ezes
, m
onso
ons,
and
ITCZ
) tha
t are
co
mm
only
exp
erie
nced
in th
e co
untry
as
a re
sult
of th
e Ph
ilippi
nes’
loca
tion
with
resp
ect t
o th
e eq
uato
r, an
d su
rrou
ndin
g bo
dies
of w
ater
and
la
ndm
asse
s.
Bein
g lo
cate
d be
side
the
Pacif
ic O
cean
, the
Ph
ilipp
ines
is p
rone
to ty
phoo
ns. I
n Gr
ade
5, th
e ef
fect
s of
typh
oons
wer
e ta
ckle
d.
Here
, lea
rner
s w
ill ex
plai
n ho
w ty
phoo
ns
deve
lop,
how
typh
oons
are
affe
cted
by
land
form
s an
d bo
dies
of w
ater
, and
why
ty
phoo
ns fo
llow
cer
tain
pat
hs a
s th
ey m
ove
with
in th
e Ph
ilippi
ne A
rea
of R
espo
nsib
ility.
In th
is gr
ade
leve
l, le
arne
rs w
ill di
stin
guish
be
twee
n w
eath
er a
nd c
limat
e. T
hey
will
expl
ain
how
diff
eren
t fac
tors
affe
ct th
e cli
mat
e of
an
area
. The
y w
ill al
so b
e in
trodu
ced
to c
limat
ic ph
enom
ena
that
occ
ur
over
a w
ide
area
(e.g
., El
Niñ
o an
d gl
obal
w
arm
ing)
.
Not
e: T
he th
eory
of p
late
tect
onics
is
the
sole
topi
c in
Ear
th a
nd S
pace
in
Gra
de 1
0. T
his
is be
caus
e th
e th
eory
bin
ds m
any
of th
e to
pics
in
prev
ious
gra
de le
vels,
and
mor
e tim
e is
need
ed to
exp
lore
co
nnec
tions
and
dee
pen
lear
ners
’ un
ders
tand
ing.
ASTR
ON
OM
Y
Lear
ners
will
expl
ain
the
occu
rren
ce o
f th
e se
ason
s an
d ec
lipse
s as
a re
sult
of
the
mot
ions
of t
he E
arth
and
the
Moo
n. U
sing
mod
els,
lear
ners
will
expl
ain
that
bec
ause
the
Earth
revo
lves
ar
ound
the
Sun,
the
seas
ons
chan
ge,
and
beca
use
the
Moo
n re
volv
es a
roun
d th
e Ea
rth, e
clips
es s
omet
imes
occ
ur.
Lear
ners
will
com
plet
e th
eir s
urve
y of
the
Sola
r Sys
tem
by
desc
ribin
g th
e ch
arac
teris
tics
of a
ster
oids
, com
ets,
and
ot
her m
embe
rs o
f the
Sol
ar S
yste
m.
Lear
ners
will
now
leav
e th
e So
lar S
yste
m a
nd
lear
n ab
out t
he s
tars
bey
ond.
The
y w
ill in
fer
the
char
acte
ristic
s of
sta
rs b
ased
on
the
char
acte
ristic
s of
the
Sun.
Usin
g m
odel
s,
lear
ners
will
show
that
con
stel
latio
ns m
ove
in
the
cour
se o
f a n
ight
bec
ause
of E
arth
’s ro
tatio
n, w
hile
diff
eren
t con
stel
latio
ns a
re
obse
rved
in th
e co
urse
of a
yea
r bec
ause
of
the
Earth
’s re
volu
tion.
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 COPY
K t
o 12
BAS
IC E
DU
CATI
ON
CU
RR
ICU
LUM
GR
ADE
10
CON
TEN
T CO
NTE
NT
STA
ND
ARD
S PE
RFO
RM
AN
CE
STA
ND
ARD
S LE
ARN
ING
CO
MPE
TEN
CY
COD
E
Gra
de 1
0 –
Eart
h an
d Sp
ace
FIR
ST Q
UAR
TER
/FIR
ST G
RA
DIN
G P
ERIO
D
1. P
late
Tec
toni
cs
1.1
Dist
ribut
ion
1.1.
1 vo
lcan
oes
1.1.
2 ea
rthq
uake
epi
cent
ers
1.
1.3
mou
ntai
n ra
nges
1.
2 Pl
ate
boun
darie
s 1.
3 Pr
oces
ses
and
land
form
s al
ong
plat
e bo
unda
ries
1.4
Inte
rnal
str
uctu
re o
f the
Ear
th
1.5
Mec
hani
sm (
poss
ible
cau
ses
of
mov
emen
t)
1.6
Evid
ence
of p
late
mov
emen
t
The
lear
ners
dem
onst
rate
an
und
erst
andi
ng o
f: th
e re
latio
nshi
p am
ong
the
loca
tions
of v
olca
noes
, ea
rthq
uake
epi
cent
ers,
and
m
ount
ain
rang
es
The
lear
ners
sha
ll be
abl
e to
: 1.
dem
onst
rate
way
s to
en
sure
dis
aste
r pr
epar
edne
ss d
urin
g ea
rthq
uake
s, ts
unam
is,
and
volc
anic
eru
ptio
ns
2. s
ugge
st w
ays
by w
hich
he
/she
can
con
tribu
te
to g
over
nmen
t effo
rts
in re
duci
ng d
amag
e du
e to
ear
thqu
akes
, ts
unam
is, a
nd v
olca
nic
erup
tions
The
lear
ners
sho
uld
be a
ble
to…
1.
des
crib
e th
e di
strib
utio
n of
ac
tive
volc
anoe
s, e
arth
quak
e ep
icen
ters
, and
maj
or
mou
ntai
n be
lts;
S9
ES –
Ia-j
-36
.1
2. d
escr
ibe
the
diffe
rent
type
s of
pl
ate
boun
darie
s;
S9ES
–Ia
-j-
36.2
3.
exp
lain
the
diffe
rent
pr
oces
ses
that
occ
ur a
long
th
e pl
ate
boun
darie
s;
S9ES
–Ia
-j-
36.3
4. d
escr
ibe
the
inte
rnal
str
uctu
re
of th
e Ea
rth;
S9
ES –
Ia-j
-36
.4
5. d
escr
ibe
the
poss
ible
cau
ses
of p
late
mov
emen
t; an
d S9
ES –
Ia-j
-36
.5
6. e
num
erat
e th
e lin
es o
f ev
iden
ce th
at s
uppo
rt pl
ate
mov
emen
t S9
ES –
Ia-j
-36.
6
Gra
de 1
0 –
Forc
e, M
otio
n an
d, E
nerg
y SE
CON
D Q
UAR
TER
/SEC
ON
D G
RA
DIN
G P
ERIO
D
1.
Ele
ctro
mag
neti
c Sp
ectr
um
The
lear
ners
dem
onst
rate
an
und
erst
andi
ng o
f:
the
diffe
rent
reg
ions
of t
he
elec
trom
agne
tic s
pect
rum
The
lear
ners
s
hall
be a
ble
to:
The
lear
ners
sho
uld
be a
ble
to…
1.
com
pare
the
rela
tive
wav
elen
gths
of d
iffer
ent
form
s of
ele
ctro
mag
netic
w
aves
;
S10F
E-II
a-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.
DEPED COPY
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
CO
NT
EN
T
CO
NT
EN
T S
TA
ND
AR
DS
P
ER
FOR
MA
NC
E
ST
AN
DA
RD
S
LEA
RN
ING
CO
MP
ET
EN
CY
C
OD
E
2. c
ite e
xam
ples
of pr
actic
al
appl
icat
ions
of th
e di
ffer
ent
regi
ons
of E
M w
aves
, su
ch
as the
use
of ra
dio
wav
es in
te
leco
mm
unic
atio
ns;
S1
0FE
-IIc
-d-4
8
3. e
xpla
in the
effec
ts o
f EM
ra
diat
ion
on li
ving
thi
ngs
and
the
envi
ronm
ent;
S
10
FE-I
Ie-f
-49
2.
Lig
ht
2
.1 R
efl
ect
ion
of
Lig
ht
in M
irro
rs
2.2
Re
fra
ctio
n o
f Li
gh
t in
Le
nse
s
the
imag
es for
med
by
the
differ
ent
type
s of
mirro
rs
and
lens
es
4.
pre
dict
the
qua
litat
ive
char
acte
ristic
s (o
rien
tatio
n,
type
, an
d m
agni
ficat
ion)
of
imag
es for
med
by
plan
e an
d cu
rved
mirro
rs a
nd
lens
es;
S1
0FE
-IIg
-50
5. a
pply
ray
dia
gram
min
g te
chni
ques
in d
escr
ibin
g th
e ch
arac
teris
tics
and
posi
tions
of
imag
es for
med
by
lens
es;
S1
0FE
-IIg
-51
6. i
dent
ify w
ays
in w
hich
the
pr
oper
ties
of m
irro
rs a
nd
lens
es d
eter
min
e th
eir
use
in
optic
al in
stru
men
ts (
e.g.
, ca
mer
as a
nd b
inoc
ular
s);
S1
0FE
-IIh
-52
3.
Ele
ctri
city
an
d M
ag
ne
tism
3.1
Ele
ctro
mag
netic
effec
ts
th
e re
latio
nshi
p be
twee
n el
ectr
icity
and
mag
netis
m in
el
ectr
ic m
otor
s an
d ge
nera
tors
7.
dem
onst
rate
the
gen
erat
ion
of e
lect
rici
ty b
y m
ovem
ent
of a
mag
net
thro
ugh
a co
il;
and
S1
0FE
-IIi
-53
8. e
xpla
in t
he o
pera
tion
of a
si
mpl
e el
ectr
ic m
otor
and
ge
nera
tor.
S
10
FE-I
Ij-5
4
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 COPY
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
CO
NT
EN
T
CO
NT
EN
T S
TA
ND
AR
DS
P
ER
FOR
MA
NC
E
ST
AN
DA
RD
S
LEA
RN
ING
CO
MP
ET
EN
CY
C
OD
E
Gra
de
10
– L
ivin
g T
hin
gs
an
d T
hei
r E
nvi
ron
me
nt
TH
IRD
QU
AR
TE
R/T
HIR
D G
RA
DIN
G P
ER
IOD
1
. C
oo
rdin
ate
d F
un
ctio
ns
of
the
R
ep
rod
uct
ive
, En
do
crin
e,
an
d
Ne
rvo
us
Sys
tem
s
The
lear
ners
dem
onst
rate
an
und
erst
andi
ng o
f:
1. o
rgan
ism
s as
hav
ing
feed
back
mec
hani
sms,
w
hich
are
coo
rdin
ated
by
the
ner
vous
and
en
docr
ine
syst
ems
2. h
ow t
hese
fee
dbac
k m
echa
nism
s he
lp t
he
orga
nism
mai
ntai
n ho
meo
stas
is t
o re
prod
uce
The
lear
ners
sho
uld
be
able
to:
The
lear
ners
sho
uld
be a
ble
to…
1.
des
crib
e th
e pa
rts
of t
he
repr
oduc
tive
syst
em a
nd
thei
r fu
nctio
ns;
S
10
LT-I
IIa
-33
2. e
xpla
in t
he r
ole
of h
orm
ones
in
volv
ed in
the
fem
ale
and
mal
e re
prod
uctiv
e sy
stem
s;
S1
0LT
-III
b-3
4
3. d
escr
ibe
the
feed
back
m
echa
nism
s in
volv
ed in
re
gula
ting
proc
esse
s in
the
fe
mal
e re
prod
uctiv
e sy
stem
(e
.g., m
enst
rual
cyc
le);
S1
0LT
-III
c-3
5
4. d
escr
ibe
how
the
ner
vous
sy
stem
coo
rdin
ates
and
re
gula
tes
thes
e fe
edba
ck
mec
hani
sms
to m
aint
ain
hom
eost
asis
;
S1
0LT
-III
c-3
6
2.
He
red
ity:
In
he
rita
nce
an
d
Va
ria
tio
n
1. t
he in
form
atio
n st
ored
in
DN
A as
bei
ng u
sed
to
mak
e pr
otei
ns
2.
how
cha
nges
in a
DN
A
mol
ecul
e m
ay c
ause
ch
ange
s in
its
prod
uct
3.
mut
atio
ns tha
t oc
cur in
se
x ce
lls a
s be
ing
herit
able
5.
exp
lain
how
pro
tein
is m
ade
usin
g in
form
atio
n fr
om
DN
A;
S1
0LT
-III
d-3
7
6. e
xpla
in h
ow m
utat
ions
may
ca
use
chan
ges
in t
he
stru
ctur
e an
d fu
nctio
n of
a
prot
ein;
S1
0LT
-III
e-3
8
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 COPY
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
CO
NT
EN
T
CO
NT
EN
T S
TA
ND
AR
DS
P
ER
FOR
MA
NC
E
ST
AN
DA
RD
S
LEA
RN
ING
CO
MP
ET
EN
CY
C
OD
E
3.
Bio
div
ers
ity
an
d E
volu
tio
n
how
evo
lutio
n th
roug
h na
tura
l sel
ectio
n ca
n re
sult
in b
iodi
vers
ity
write
an
essa
y on
the
im
port
ance
of
adap
tatio
n as
a
mec
hani
sm for
the
su
rviv
al o
f a
spec
ies
7. e
xpla
in h
ow fos
sil r
ecor
ds,
com
para
tive
anat
omy,
and
ge
netic
info
rmat
ion
prov
ide
evid
ence
for
evo
lution
;
S1
0LT
-III
f-3
9
8. e
xpla
in t
he o
ccur
renc
e of
ev
olut
ion;
S
10
LT-I
IIg
-40
4.
Eco
syst
em
s 4
.1 F
low
of
En
erg
y a
nd
Ma
tte
r in
E
cosy
ste
ms
4.2
Bio
div
ers
ity
an
d S
tab
ilit
y 4
.3 P
op
ula
tio
n G
row
th a
nd
C
arr
yin
g C
ap
aci
ty
1.
the
influ
ence
of
biod
iver
sity
on
the
stab
ility
of ec
osys
tem
s 2.
an
ecos
yste
m a
s be
ing
capa
ble
of s
uppo
rtin
g a
limite
d nu
mbe
r of
or
gani
sms
9.
exp
lain
how
spe
cies
di
vers
ity
incr
ease
s th
e pr
obab
ility
of ad
apta
tion
and
surv
ival
of or
gani
sms
in
chan
ging
env
iron
men
ts;
S1
0LT
-III
h-4
1
10. ex
plai
n th
e re
latio
nshi
p be
twee
n po
pula
tion
grow
th a
nd c
arry
ing
capa
city
; an
d
S1
0LT
-III
i-4
2
11. su
gges
t w
ays
to m
inim
ize
hum
an im
pact
on
the
envi
ronm
ent.
S1
0LT
-III
j-4
3
Gra
de
10
– M
att
er
FOU
RT
H Q
UA
RT
ER
/FO
UR
TH
GR
AD
ING
PE
RIO
D
1.
Ga
s La
ws
1.
1 Kin
etic
Mol
ecul
ar T
heor
y 1.
2 Vol
ume,
pre
ssur
e, a
nd
tem
pera
ture
rel
atio
nshi
p
1.3
Idea
l gas
law
The
lear
ners
dem
onst
rate
an
und
erst
andi
ng o
f…
how
gas
es b
ehav
e ba
sed
on t
he m
otio
n an
d re
lativ
e di
stan
ces
betw
een
gas
part
icle
s
The
lear
ners
sha
ll be
abl
e to
: Th
e le
arne
rs s
houl
d be
abl
e to
…
1.
inve
stig
ate
the
rela
tions
hip
betw
een:
1.
1 vo
lum
e an
d pr
essu
re a
t co
nsta
nt t
empe
ratu
re o
f a
gas;
1.
2 vo
lum
e an
d te
mpe
ratu
re
at c
onst
ant pr
essu
re o
f a
gas;
1.
3 ex
plai
ns the
se
rela
tions
hips
usi
ng the
ki
netic
mol
ecul
ar the
ory;
S1
0M
T-I
Va
-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.
DEPED COPY
K to
12
BASI
C ED
UCAT
ION
CURR
ICUL
UM
CONT
ENT
CONT
ENT S
TAND
ARDS
PE
RFOR
MAN
CE
STAN
DARD
S LE
ARNI
NG C
OMPE
TENC
Y CO
DE
2. B
iom
olec
ules
2.1 El
emen
ts pr
esen
t in b
iomole
cules
2.2
Car
bohy
drate
s, lip
ids, p
rotei
ns,
and n
uclei
c acid
s 2.2
.1 Fo
od La
bels
the s
tructu
re of
bio
molec
ules,
which
are
made
up m
ostly
of a
limite
d nu
mber
of el
emen
ts, su
ch
as ca
rbon
, hyd
roge
n, ox
ygen
, and
nitro
gen
2.
reco
gnize
the m
ajor
categ
ories
of bi
omole
cules
su
ch as
carb
ohyd
rates
, lip
ids, p
rotei
ns, a
nd nu
cleic
acids
;
S10M
T-IV
c-d-
22
3. C
hem
ical r
eact
ions
the c
hemi
cal r
eacti
ons
asso
ciated
with
biolo
gical
and i
ndus
trial
proc
esse
s aff
ectin
g life
and t
he
envir
onme
nt
using
any f
orm
of me
dia,
pres
ent c
hemi
cal
reac
tions
invo
lved i
n bio
logica
l and
indu
strial
pr
oces
ses a
ffecti
ng lif
e an
d the
envir
onme
nt
3. ap
ply th
e prin
ciples
of
cons
erva
tion o
f mas
s to
chem
ical r
eacti
ons;
and
S10M
T-IV
e-g-
23
4. ex
plain
how
the f
acto
rs aff
ectin
g rate
s of c
hemi
cal
reac
tions
are a
pplie
d in
food p
rese
rvatio
n and
ma
terial
s pro
ducti
on,
cont
rol o
f fire
, poll
ution
, an
d cor
rosio
n.
S10M
T-IV
h-j-2
4
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 COPY
K t
o 12
BAS
IC E
DU
CATI
ON
CU
RR
ICU
LUM
COD
E B
OO
K L
EGEN
D
Sa
mpl
e: S
8ES-
IId-
19
LEG
END
SA
MPL
E
Firs
t En
try
Lear
ning
Are
a an
d St
rand
/ Su
bjec
t or
Spec
ializ
atio
n
Scie
nce
S8
Grad
e Le
vel
Grad
e 8
Upp
erca
se L
ette
r/s
Dom
ain/
Cont
ent/
Co
mpo
nent
/ To
pic
Eart
h an
d Sp
ace
ES
-
Rom
an N
umer
al
*Zer
o if
no s
pecif
ic qu
arte
r Q
uart
er
Seco
nd Q
uart
er
II
Low
erca
se L
ette
r/s
*Put
a h
yphe
n (-
) in
betw
een
lette
rs to
indi
cate
mor
e th
an a
sp
ecifi
c w
eek
Wee
k W
eek
four
d
-
Ara
bic
Num
ber
Com
pete
ncy
Infe
r why
the
Phili
ppin
es
is p
rone
to ty
phoo
ns
19
DO
MA
IN/
COM
PON
ENT
COD
E
Livi
ng th
ings
and
thei
r Env
ironm
ent
LT
Forc
e, M
otio
n, a
nd E
nerg
y FE
Eart
h an
d Sp
ace
ES
Mat
ter
MT
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 COPY
163
UNIT 3Living 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.
DEPED COPY
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.
DEPED COPY
165
Content StandardsThe learners demonstrate understanding
of…
Performance StandardThe 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
OverviewBy 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 3MODULE
1Suggested 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.
DEPED COPY
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-assessmentOdd 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.
LUNGSThe 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.
INTESTINEThe 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.
DEPED COPY
167
The Nervous System
The Structure of the Nervous System
Activity 1Break 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.
DEPED COPY
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.
DEPED COPY
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.
Figure 1. The Basic Parts 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.
DEPED COPY
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.
DEPED COPY
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.
DEPED COPY
172
Activity 2How 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.
DEPED COPY
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.
DEPED COPY
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.
DEPED COPY
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.
DEPED COPY
176
The Endocrine System
Endocrine Glands and Their Hormones
Gland Functions Location Hormones Released
Pituitarystimulates 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
Parathyroidcontrols the calcium
levels in your body and normalizes bone growth
in the neck Parathyromone
Thymusenables the body to produce certain
antibodies
in front of the heart Thymosin
Adrenal
prepares the body for action, and controls the
heart rate andbreathing 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.
DEPED COPY
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 GlandProduces adrenaline to activate short-term stress response
3. Pituitary Gland Produces growth hormones
4. Thymus GlandSecretes thymosin to stimulate production of T- cells against infection
5. PancreasSecretes 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.
DEPED COPY
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.
DEPED COPY
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.
DEPED COPY
180
The Reproductive System
The Male Reproductive System
Let the students be familiar with the functions of each part using the table:
Part FunctionTestis Produces sperm cells
Scrotum Sac that holds the testisPenis 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 bodyGlands
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 FunctionOvary Produces egg cells
Oviduct Serves as passageway of eggs from the ovary to the uterus; site of egg fertilization
UterusSite 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.
DEPED COPY
181
The Role of Hormones in Male and FemaleReproductive System
Feedback Mechanisms Involved in Regulating Processes in the Female Reproductive System
The Menstrual Cycle
Activity 6Mark 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.
DEPED COPY
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.
DEPED COPY
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 BirthCorrect 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 CycleFollicle-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.
DEPED COPY
184
Performance Task: Video MakingTopic: 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.
DEPED COPY
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.
DEPED COPY
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.
DEPED COPY
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.
DEPED COPY
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.
DEPED COPY
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.
DEPED COPY
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.
DEPED COPY
191
Content StandardThe 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 synthesisb. Relate DNA replication to its complementary structure.c. Trace the process of replication, transcription and translation.d. Describe the steps in protein synthesis.
Unit 3MODULE
2Suggested 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.
DEPED COPY
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.
AnswerArginine 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.
DEPED COPY
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.
DEPED COPY
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 RNA1. Number of strand 2 1
2. Location in the cell nucleus cytoplasm
3. Type of sugar deoxyribose ribose4. 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.
DEPED COPY
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.
DEPED COPY
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.
DEPED COPY
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.
DEPED COPY
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.
DEPED COPY
199
Activity 3What’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. What happens during the process of cell cycle? (Learners should answer that DNA is replicated and new cell structures are formed). Emphasize that DNA is already replicated before “cell division.” In eukaryotes, this process takes place in S phase of the interphase. The statement maybe applicable to bacterial cell division.
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.
DEPED COPY
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.
DEPED COPY
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.
DEPED COPY
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.
DEPED COPY
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. Through the processes of transcription and translation, 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.
DEPED COPY
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 mRNA travels out of the nucleus into the cytoplasm, where it is translated by the ribosome and transfer RNA (tRNA) molecules into a peptide sequence. Once the peptide sequence is translated, it folds into a three-dimensional protein, which acts to work or provide structure to the cell.
• Before starting the activity, determine the number of groups in your class for the activity. Ideally, about ten (10) learners per group or less).
• Provide the learners with the patterns of the components of the DNA and RNA found on pages __, __, and __. The other materials should have been assigned a 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.
DEPED COPY
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.
DEPED COPY
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. TranslationSource: 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.
DEPED COPY
207
Activity 5Trace 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
ProteinsTAG AUC UAG IsoleucineCAT GUA CAU ValineCAG GUC CAG ValineGGT CCA GGU ProlineATG UAC AUG MethionineGTT,GTC,GTA,GTG CAA,CAG,CAU,CAC GUU,GUC,GUA,GUG ValineTGA ACU UGA ThreonineACA UGU ACA CysteineAAA UUU AAA PhenylalanineGAA 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.
DEPED COPY
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: AGACTTATCmRNA sequence: UCUGAAUAGPROTEIN: 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.
DEPED COPY
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 AUCCAT
GUCCCA
MethionineValine
ACUACA UGUAAAGAA 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.
DEPED COPY
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 MutationsTranslocation 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 andattached it toanotherchromosome.
Broke a part Broke a part,reversed and reinsertedit intothechromosome
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 COPY
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 orloss of geneticmaterial OR noloss or gain ofgenetic materialduring theexchangeprocess
Loss of geneticMaterial
Either gain orloss of geneticmaterial OR noloss or gain ofgenetic materialduring theprocess
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.
DEPED COPY
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.
DEPED COPY
213
Name: _______________________________ Date: ________________
Grade: _____________ Teacher: _________________________________
RUBRIC
Performance Indicator
Criteria Value1 2 3 4
Creativity and Originality
Finished the piece of drawing butprovides no evidenceof creativity or originality
Includes an idea,but lacks originality andmay have imitatedsomeone else’s plan
Includes someunique ideas and severalmaterials were used, based his or her work on someone else’s idea; made decisions after referring to one source
Includes manyunique ideas andcreative 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
TotalTeacher 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.
DEPED COPY
214
SUMMARY
• DNA is the genetic material of organisms. A DNA is a double helix molecule composed of two complementary strands of deoxyribonucleotides units. The complementary base pairs of the DNA are held by hydrogen bonds.
• The central dogma of the transfer of genetic information states that the sequence involved in the expression of hereditary characteristics is from DNA to RNA to proteins.
• Genes are segments of DNA that may code for RNA or proteins. • Most sequences of three bases in the DNA of a gene code for a single
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.
DEPED COPY
215
Answers to Summative Assessment:A. 1. (a) TTACGGTCACCA
2. (a) (c) UUACGGUCACCA3. (b) AAUGCCAGUGGU
B. 4. UGG5. 66. Aspartic acid7. 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/AAC2. UUA/UUG/CUU/ 7. GUU/GUC/GUA/GUG
CUC/CUA/CUG3. AGA/AGG 8. GGU/GGC/CGA/GGG4. ACU/ACC/ACA/ACG 9. GAU/GAC5. 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.
DEPED COPY
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.
DEPED COPY
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.
DEPED COPY
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.
DEPED COPY
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.
DEPED COPY
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.
DEPED COPY
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.
OverviewFrom 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 1MODULE
3Suggested 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.
DEPED COPY
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-assessment1. A 6. D2. C 7. A3. B 8. A4. D 9. C5. 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.
DEPED COPY
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.
DEPED COPY
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.
DEPED COPY
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.
DEPED COPY
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 1BWhat’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.
DEPED COPY
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 StructuresBasis 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.
DEPED COPY
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.
A
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.
DEPED COPY
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 3So, 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.
DEPED COPY
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 4Let’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.
DEPED COPY
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.
DEPED COPY
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.
DEPED COPY
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
SurvivorTeaching 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.
DEPED COPY
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 resultsDisturbances
Organisms/ Events
FIRE(alcohol
lamp)
Earthquake(Magnet)
Flood/typhoon(Water)
Total number of survivors
Marbles 6 18 25 25 or morePaper 0 0 0 0Candles 0 0 0 0Plastics 0 0 0 0Paper 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.
DEPED COPY
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.
DEPED COPY
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.
DEPED COPY
237
Test II.
1. Convergent2. 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.
DEPED COPY
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 originConvergent 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 passesEvolution Species change over period of timeGene A segment of DNA or RNA that code for protein or RNA. A
molecular unit of hereditary traitFitness Ability to survive and produce offspringFossils Preserved remains of organisms such as bones, shells, teeth
and fecesHomologousStructures 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.
DEPED COPY
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.
DEPED COPY
240
Content StandardThe 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 3MODULE
4Suggested 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.
DEPED COPY
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.
DEPED COPY
242
Activity 1Classifying 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 Biodiversityhttps://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 GrowthPossible 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.
DEPED COPY
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.
DEPED COPY
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.
DEPED COPY
245
Activity 2Dependent 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.
DEPED COPY
246
2. Cause and Effect (answers may vary) Possible answers
Cause EffectStatistics 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 resourcesMore 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-8rlXGYo 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.
DEPED COPY
247
Activity 3Analyzing 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.
DEPED COPY
248
Activity 4Biodiversity 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 interviewSetting 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.
DEPED COPY
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 5Product 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.
DEPED COPY
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.
DEPED COPY
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.
DEPED COPY
252
Activity 6Showcasing of Products
Teaching tips:
• Organize a culminating activity to showcase their final outputs.• Invite stakeholders and school club officers as audience in the presentation
of each groups’ final output. • It is important to orient the audience and students on the objectives of
the event.• Remind the participants and audience in giving constructive feedback to
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.
DEPED COPY
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 deforestationChoice 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.
DEPED COPY
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.
DEPED COPY
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&Itemid=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.
DEPED COPY
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 from https:// 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.