Académique Documents
Professionnel Documents
Culture Documents
http://richardrrr.blogspot.com/
10
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.
PY
Science
Teachers Guide
Unit
EP
ED
Department of Education
Republic of the Philippines
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
Science Grade 10
Teachers Guide
First Edition 2015
C
O
PY
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 Teachers Guide. Those who have not
entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers and
authors directly.
Authors and publishers may email or contact FILCOLS at filcols@gmail.com or (02)
439-2204, respectively.
EP
E
Office Address:
Telefax:
E-mail Address:
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.
TABLE OF CONTENTS
UNIT 3. Living Things and their Environment
Introduction...........................................................................................164
Module 1. Coordinated Functions of the Nervous,
Endocrine, and Reproductive System................................165
Pre-assessment..............................................................................166
PY
C
O
EP
E
Menstrual Cycle.............................................................................181
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.
PY
C
O
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
EP
E
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.
PY
Limiting Factors..............................................................................243
Activity 2. Dependent of Independent..................................245
C
O
EP
E
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.
December 2013
(Grade 10)
SCIENCE
C
O
PY
K to 12 Curriculum Guide
Pasig City
EP
E
Department of Education
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.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
D
PY
way to a deeper understanding of core concepts. The integration across science topics and other disciplines will lead to a meaningful understanding of concepts and its
Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another in spiral progression, thus paving the
As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations. Concepts and skills in
and appreciate science as relevant and useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-on activities will be used to develop learners
these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse learners curiosity motivates them to learn
Science content and science processes are intertwined in the K to 12 Curriculum. Without the content, learners will have difficulty utilizing science process skills since
namely, constructivism, social cognition learning model, learning style theory, and brain-based learning.
technology-society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy
demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science-
understanding and applying scientific knowledge in local setting as well as global context whenever possible, performing scientific processes and skills, and developing and
nature, innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed around the three domains of learning science:
C
O
the development of scientifically, technologically, and environmentally literate and productive members of society who are critical problem solvers, responsible stewards of
The K to 12 science curriculum will provide learners with a repertoire of competencies important in the world of work and in a knowledge-based society. It envisions
personal and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, thus preserving our
The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the social, economic,
and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.
Science education aims to develop scientific literacy among learners that will prepare them to be informed and participative citizens who are able to make judgments
CONCEPTUAL FRAMEWORK
EP
E
Brain-based
learning
PY
Developing and
Demonstrating Scientific
Attitudes and Values
C
O
D
EP
E
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.
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.
46
K3
PY
C
O
710
KEY STAGE STANDARDS: (STANDARDS FOR SCIENCE LEARNING AREAS FOR K-3, 4-6, 7-10 AND 11-2)
11-12
The learners demonstrate understanding of basic science concepts and application of science-inquiry skills. They exhibit scientific attitudes and values to solve
problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed
decisions, and engage in discussions of relevant issues that involve science, technology, and environment.
EP
E
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.
EP
E
Grade-Level Standards
Grade 4
Grade 3
PY
At the end of Grade 4, learners can investigate changes in some observable properties of materials when mixed with other materials or when
force is applied on them. They can identify materials that do not decay and use this knowledge to help minimize waste at home, school, and in
the community.
Learners can describe the functions of the different internal parts of the body in order to practice ways to maintain good health. They can classify
plants and animals according to where they live and observe interactions among living things and their environment. They can infer that plants
and animals have traits that help them survive in their environment.
Learners can investigate the effects of push or pull on the size, shape, and movement of an object.
Learners can investigate which type of soil is best for certain plants and infer the importance of water in daily activities. They learned about what
makes up weather and apply their knowledge of weather conditions in making decisions for the day. They can infer the importance of the Sun to
life on Earth.
At the end of Grade 3, learners can describe the functions of the different parts of the body and things that make up their surroundings --- rocks
and soil, plants and animals, the Sun, Moon and stars. They can also classify these things as solid, liquid or gas. They can describe how objects
move and what makes them move. They can also identify sources and describe uses of light, heat, sound, and electricity.
Learners can describe changes in the conditions of their surroundings. These would lead learners to become more curious about their
surroundings, appreciate nature, and practice health and safety measures.
C
O
Grade 2
At the end of Grade 2, learners will use their senses to explore and describe the functions of their senses, compare two or more objects and
using two or more properties , sort things in different ways and give a reason for doing so, describe the kind of weather or certain events in the
home or school and express how these are affecting them, do simple measurements of length, tell why some things around them are important ,
decide if what they do is safe or dangerous; give suggestions on how to prevent accidents at home, practice electricity, water, and paper
conservation, help take care of pets or of plants , and tell short stories about what they do, what they have seen, or what they feel.
Grade 1
The learners will demonstrate an emerging understanding of the parts of their body and their general functions; plants, animals and varied
materials in their environment and their observable characteristics; general weather conditions and how these influence what they wear; and
other things in their environment. Understanding of their bodies and what is around them is acquired through exploration, questioning, and
careful observation as they infer patterns, similarities, and differences that will allow them to make sound conclusions.
At the end of Grade 1, learners will use their senses to locate and describe the external parts of their body; to identify, external parts of animals
and plants; to tell the shape, color, texture, taste, and size of things around them; to describe similarities and differences given two objects; to
differentiate sounds produced by animals, vehicles cars, and musical instruments; to illustrate how things move; to, describe the weather and
what to do in different situations; to use appropriate terms or vocabulary to describe these features; to collect, sort, count, draw, take things
apart, or make something out of the things; to practice healthy habits (e.g., washing hands properly, choosing nutritious food) and safety
measures (e.g., helping to clean or pack away toys, asking questions and giving simple answers/ descriptions to probing questions).
Kindergarten
GRADE/LEVEL
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.
Grade 6
Grade 5
GRADE/LEVEL
Grade-Level Standards
PY
At the end of Grade 6, learners recognize that when mixed together, materials may not form new ones thus these materials may be recovered
using different separation techniques. They can prepare useful mixtures such as food, drinks and herbal medicines.
Learners understand how the different organ systems of the human body work together. They can classify plants based on reproductive
structures, and animals based on the presence or lack of backbone. They can design and conduct an investigation on plant propagation. They
can describe larger ecosystems such as rainforests, coral reefs, and mangrove swamps.
Learners can infer that friction and gravity affect how people and objects move. They have found out that heat, light, sound, electricity, and
motion studied earlier are forms of energy and these undergo transformation.
Learners can describe what happens during earthquakes and volcanic eruptions and demonstrate what to do when they occur. They can infer
that the weather follows a pattern in the course of a year. They have learned about the solar system, with emphasis on the motions of the Earth
as prerequisite to the study of seasons in another grade level.
C
O
At the end of Grade 5, learners can decide whether materials are safe and useful by investigating about some of their properties. They can infer
that new materials may form when there are changes in properties due to certain conditions.
Learners have developed healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty.
They can compare different modes of reproduction among plant and animal groups and conduct an investigation on pollination. They have
become aware of the importance of estuaries and intertidal zones and help in their preservation.
Learners can describe the movement of objects in terms of distance and time travelled. Learners recognize that different materials react
differently with heat, light, and sound. They can relate these abilities of materials to their specific uses.
Learners can describe the changes that earth materials undergo. They can make emergency plans with their families in preparation for typhoons.
They can observe patterns in the natural events by observing the appearance of the Moon.
EP
E
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.
Grade 9
PY
At the end of Grade 9, learners have gained a a deeper understanding of the digestive, respiratory, and circulatory systems to promote overall
health. They have become familiar with some technologies that introduce desired traits in economically important plants and animals. Learners
can explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful compounds may arise from
such rearrangements.
Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from volcanoes may be tapped
for human use. They are familiar with climatic phenomena that occur on a global scale. They can explain why certain constellations can be seen
only at certain times of the year.
Learners can predict the outcomes of interactions among objects in real life applying the laws of conservation of energy and momentum.
C
O
Grade 8
At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can differentiate
the concept of work as used in science and in laymans language. They know the factors that affect the transfer of energy, such as temperature
difference, and the type (solid, liquid, or gas) of the medium.
Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They recognize other
members of the solar system.
Learners can explain the behaviour of matter in terms of the particles it is made of. They recognize that ingredients in food and medical products
are made up of these particles and are absorbed by the body in the form of ions.
Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have delved deeper into the process of
digestion as studied in the lower grades, giving emphasis on proper nutrition for overall wellness. They can participate in activities that protect
and conserve economically important species used for food.
Grade-Level Standards
Grade 7
EP
E
At the end of Grade 7, learners can distinguish mixtures from substances through semi-guided investigations. They realize the importance of air
testing when conducting investigations. After studying how organ systems work together in plants and animals in the lower grade levels, learners
can use a microscope when observing very small organisms and structures. They recognize that living things are organized into different levels:
Cells, tissues, organs, organ systems, and organisms. These organisms comprise populations and communities, which interact with non-living
things in ecosystems.
Learners can describe the motion of objects in terms of distance and speed, and represent this in tables, graphs, charts, and equations. They can
describe how various forms of energy travel through different mediums.
Learners describe what makes up the Philippines as a whole and the resources found in the archipelago. They can explain the occurrence of
breezes, monsoons, and ITCZ, and how these weather systems affect people. They can explain why seasons change and demonstrate how
eclipses occur.
GRADE/LEVEL
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.
EP
E
Grade-Level Standards
Living Things
and Their
Environment
Force, Motion,&
Energy
Living Things
and Their
Environment
Force, Motion,&
Energy
2nd Quarter
3rd Quarter
4th Quarter
Earth & Space
Matter
G4
Matter
G3
Living Things
and Their
Environment
Matter
G5
Force, Motion,&
Energy
Living Things
and Their
Environment
Matter
G6
Force, Motion,&
Energy
Living Things
and Their
Environment
Force, Motion,&
Energy
Matter
Living Things
and Their
Environment
Matter
Living Things
and Their
Environment
Force, Motion,&
Energy
Living Things
and Their
Environment
Force, Motion,&
Energy
Matter
G10
G9
G8
PY
Matter
G7
C
O
At the end of Grade 10, learners realize that volcanoes and earthquakes occur in the same places in the world and that these are related to plate
boundaries. They can demonstrate ways to ensure safety and reduce damage during earthquakes, tsunamis, and volcanic eruptions. Learners
can explain the factors affecting the balance and stability of an object to help them practice appropriate positions and movements to achieve
efficiency and safety such as in sports and dancing. They can analyze situations in which energy is harnessed for human use whereby heat is
released, affecting the physical and biological components of the environment. Learners will have completed the study of the entire organism
with their deeper study of the excretory and reproductive systems. They can explain in greater detail how genetic information is passed from
parents to offspring, and how diversity of species increases the probability of adaptation and survival in changing environments. Learners can
explain the importance of controlling the conditions under which a chemical reaction occurs. They recognize that cells and tissues of the human
body are made up of water, a few kinds of ions, and biomolecules. These biomolecules may also be found in the food they eat.
1st Quarter
Grade 10
GRADE/LEVEL
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.
Grade 3
Grade 5
Grade 6
PY
C
O
PROPERTIES OF MATTER
Aside from being grouped into
After learning how to read and interpret
solids, liquids, or gases, materials product labels, learners can critically decide
may also be grouped according to whether these materials are harmful or not.
their ability to absorb water,
They can also describe ways in which they
ability to float or sink, and
can use their knowledge of solids and
whether they decay or not
liquids in making useful materials and
products.
Grade 4
EP
E
MATTER
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
Grade 8
Grade 9
PY
Learners explain how new compounds
are formed in terms of the
rearrangement of particles. They also
recognize that a wide variety of useful
compounds may arise from such
rearrangements.
C
O
EP
E
Grade 7
Grade 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.
Grade 3
EP
E
Grade 5
C
O
PY
Grade 6
ECOSYSTEMS
Learners learn that there are beneficial and
Learners are introduced to the
harmful interactions that occur among living
interactions among components of
things and their environment as they obtain
larger habitats such as estuaries and
their basic needs.
intertidal zones, as well as the
conditions that enable certain
organisms to live.
Grade 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.
Grade 8
C
O
Grade 9
ECOSYSTEMS
Learners learn how energy is transformed
Learners learn how plants capture
and how materials are cycled in
energy from the Sun and store energy in
ecosystems.
sugar molecules (photosynthesis). This
PY
EP
E
Grade 7
Grade 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.
Grade 3
D
C
O
Grade 5
PY
ENERGY
Learners learn that light, heat, and sound
travel from the source. They perform
simple activities that demonstrate how
they travel using various objects.
Note: Electricity is not included in Grade
4 because the concept of flow of
charges is difficult to understand at this
grade level.
Grade 9
stored energy is used by cells during
cellular respiration. These two processes
are related to each other.
Grade 4
Grade 8
EP
E
Grade 7
Grade 6
Grade 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.
Grade 9
C
O
PY
Grade 8
EP
E
Grade 7
Grade 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.
Grade 5
Grade 6
PY
METEOROLOGY
Learners will learn that the weather does
not stay the same the whole year round.
Weather disturbances such as typhoons
may occur. Learners will describe the
effects of typhoons on the community and
the changes in the weather before, during,
and after a typhoon.
ASTRONOMY
After describing the natural objects
After learning about the Sun, learners will
that are seen in the sky, learners will now familiarize themselves with the Moon
now focus on the main source of
and the stars. They will describe the
heat and light on Earth: the Sun, its
changes in the appearance of the Moon and
role in plant growth and
discover that the changes are cyclical, and
development, and its effect on the
that the cycle is related to the length of a
activities of humans and other
month. Learners will identify star patterns
animals.
that can be seen during certain times of the
year.
C
O
GEOLOGY
Grade 4
EP
E
Grade 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.
PY
ASTRONOMY
C
O
METEOROLOGY
Grade 9
Being located along the Ring of Fire, the
Philippines is home to many volcanoes. Using
models, learners will explain what happens
when volcanoes erupt. They will describe the
different types of volcanoes and differentiate
active volcanoes from inactive ones. They
will also explain how energy from volcanoes
may be tapped for human use.
GEOLOGY
Grade 8
EP
E
Grade 7
Grade 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.
EP
E
1. demonstrate ways to
ensure disaster
preparedness during
earthquakes, tsunamis,
and volcanic eruptions
1. Electromagnetic Spectrum
The learners s
hall be able to:
C
O
1. Plate Tectonics
1.1 Distribution
1.1.1 volcanoes
1.1.2 earthquake epicenters
1.1.3 mountain ranges
1.2 Plate boundaries
1.3 Processes and landforms along
plate boundaries
1.4 Internal structure of the Earth
1.5 Mechanism (possible causes of
movement)
1.6 Evidence of plate movement
PERFORMANCE
STANDARDS
GRADE 10
CONTENT STANDARDS
CONTENT
LEARNING COMPETENCY
PY
S10FE-IIa-b-47
S9ES Ia-j-36.6
S9ES Ia-j36.4
S9ES Ia-j36.5
S9ES Ia-j36.3
S9ES Ia-j36.2
S9ES Ia-j36.1
CODE
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.
CONTENT STANDARDS
EP
E
2. Light
CONTENT
C
O
PERFORMANCE
STANDARDS
S10FE-IIh-52
S10FE-IIj-54
S10FE-IIi-53
S10FE-IIg-51
S10FE-IIg-50
S10FE-IIe-f-49
S10FE-IIc-d-48
CODE
LEARNING COMPETENCY
PY
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.
CONTENT STANDARDS
EP
E
1. organisms as having
feedback mechanisms,
which are coordinated
by the nervous and
endocrine systems
PERFORMANCE
STANDARDS
C
O
CONTENT
LEARNING COMPETENCY
PY
S10LT-IIIe-38
S10LT-IIId-37
S10LT-IIIc-36
S10LT-IIIc-35
S10LT-IIIb-34
S10LT-IIIa-33
CODE
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.
1. Gas Laws
how gases behave based
on the motion and relative
distances between gas
particles
C
O
PERFORMANCE
STANDARDS
S10MT-IVa-b21
S10LT-IIIj-43
S10LT-IIIi-42
S10LT-IIIh-41
S10LT-IIIg-40
S10LT-IIIf-39
CODE
LEARNING COMPETENCY
PY
The learners shall be able
to:
2. an ecosystem as being
capable of supporting a
limited number of
organisms
1. the influence of
biodiversity on the
stability of ecosystems
Grade 10 Matter
FOURTH QUARTER/FOURTH GRADING PERIOD
4. Ecosystems
4.1 Flow of Energy and Matter in
Ecosystems
4.2 Biodiversity and Stability
4.3 Population Growth and
Carrying Capacity
CONTENT STANDARDS
EP
E
CONTENT
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.
3. Chemical reactions
the chemical reactions
associated with biological
and industrial processes
affecting life and the
environment
C
O
PERFORMANCE
STANDARDS
the structure of
biomolecules, which are
made up mostly of a limited
number of elements, such
as carbon, hydrogen,
oxygen, and nitrogen
CONTENT STANDARDS
EP
E
2. Biomolecules
CONTENT
D
2. recognize the major
categories of biomolecules
such as carbohydrates,
lipids, proteins, and nucleic
acids;
LEARNING COMPETENCY
S10MT-IVe-g23
S10MT-IVh-j-24
S10MT-IVc-d-22
CODE
PY
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.
Quarter
Week
Competency
Roman Numeral
*Zero if no specific quarter
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a
specific week
Arabic Number
Week four
Second Quarter
Domain/Content/
Component/ Topic
Uppercase Letter/s
Grade 8
Grade Level
First Entry
ES
S8
19
II
DOMAIN/ COMPONENT
PY
Matter
C
O
SAMPLE
Science
EP
E
LEGEND
Sample: S8ES-IId-19
MT
ES
FE
LT
CODE
UNIT 3
EP
E
C
O
PY
163
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.
C
O
PY
In the past years, the students have learned about the coordinated functions 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.
EP
E
164
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.
Coordinated Functions of
the Nervous, Endocrine,
and Reproductive Systems
Performance Standard
The learners
C
O
Content Standards
The learners demonstrate understanding
of
the organisms as having feedback
mechanisms, which are coordinated by
the nervous, endocrine, and reproductive
systems.
PY
Unit 3
MODULE
Overview
EP
E
By going through Module 1, the students will realize that for whatever
action they do from the moment they get up in the morning to the time they go
to bed, there is always a part of the body that requires the support of another
part to achieve its purpose. Take note that our body is made up of different
systems that coordinate with one another in order to perform their functions
well; if any part of these organ systems malfunctions, the body will become
unbalanced. The students have already studied from the past that human body
systems are the combined functional units composed of various organs working
in full coordination with each other. Emphasize that the instability caused
by the impairment of one system cannot be compensated by other systems
because each system has its own function in the body. In Grade 9, they have
already studied how the circulatory and respiratory systems work together, and
how a persons 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.
165
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.
PY
4. Describe how the nervous system coordinates and regulates feedback mechanisms to maintain homeostasis.
EP
E
Pre-assessment
C
O
Activity 1
Break It Down!
PY
EP
E
C
O
167
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.
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.
PY
C
O
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:
EP
E
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.
168
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.
PY
C
O
When teaching about the nervous system, it is essential to go over the neuron. 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.
EP
E
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.
169
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.
PY
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.
C
O
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.
EP
E
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.
For fast learners, you may show pictures, animated videos, and
interactive web applications depicting Action Potential Depolarization 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
PY
3. https://www.youtube.com/watch?v=U0NpTdge3aw
4. https://www.youtube.com/watch?v=7EyhsOewnH4
C
O
5. https://www.youtube.com/watch?v=-6t_n6kTj1A
EP
E
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
bytesting 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.
171
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.
Activity 2
Teaching Tips:
One way of motivating the students is by actually getting a quick reaction 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, catching 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.
PY
Get students to think critically what draws objects toward the earth. Integrate 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)
C
O
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).
EP
E
Give practical examples of knowing ones reaction time. In sports, reaction time, the interval between stimulation and reaction, often determines who wins and who loses. Even more importantly, in real-life situations, like when driving a car, it can mean the difference between life
and death.
Answers to Guide Questions:
172
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.
PY
Activity 3
C
O
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:
EP
E
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.
Refer to the following illustration to see how you will position the students
in the game.
173
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.
PY
Figure 7. The game setup showing the relay course from start to end
C
O
EP
E
During the first three years, a childs braintriples in weight and establishes
about 1,000 trillion nerve connections. Thus, the childs experiences during 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/
174
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.
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
PY
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.
C
O
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.
EP
E
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.
175
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.
Thyroid
PY
EP
E
Parathyroid
Location
C
O
Pituitary
Hormones
Released
Oxytocin,
Vasopressin,
Growth Hormone,
Adrenocorticotropic
stimulates growth and
at the base of Hormone (ACTH),
controls the functions of
the brain
Prolactin,
other glands
Luteinizing
Hormone, Follicle
Stimulating
Hormone (FSH)
regulates body
metabolism and causes
below the
Thyroxin, Calcitonin
storage of calcium in
voice box
bones
controls the calcium
levels in your body and
in the neck
Parathyromone
normalizes bone growth
enables the body
in front of the
to produce certain
Thymosin
heart
antibodies
prepares the body for
action, and controls the
at the top of
heart rate and
Adrenaline
the kidneys
breathing in times of
emergency
regulates blood sugar
between the
Insulin, Glucagon
levels
kidneys
Functions
Gland
Thymus
Adrenal
Pancreas
Reproductive
- Testes
(Males)
- Ovaries
(Females)
lower
abdomen
Androgen,
Testosterone
lower
abdomen
Estrogen,
Progesterone
176
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.
Activity 4
Whos 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:
PY
1. Ovaries
2. Adrenal Gland
C
O
EP
E
5. Pancreas
Secretes insulin that regulates blood sugar levels
177
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.
PY
Q17. The persons 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.
C
O
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 persons pancreas does not produce enough
insulin for the body, insulin injections must be administered to the body
to regulate blood sugar levels.
EP
E
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.
178
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.
Activity 5
What Went Wrong?
This activity will get the students familiarized with the different disorders
in the endocrine system due to hormonal imbalance and the hormones
responsible. After doing the activity, they will be able to explain the effect of a
particular hormone in the body, if not properly regulated.
PY
2. Gigantism
C
O
EP
E
179
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.
c. bulbourethral
gland
PY
EP
E
(Cowpers
gland)
C
O
b. prostate gland
Function
Part
Testis
Scrotum
Penis
Vas deferens
(Tube)
Urethra
Glands
a. seminal vesicle
Let the students study each part and its corresponding function:
Part
Ovary
Oviduct
Function
Uterus
Vagina
180
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.
PY
C
O
Mark My Calendar!
EP
E
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.
181
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.
PY
C
O
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.
EP
E
182
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.
C
O
Breastfeeding
PY
EP
E
Copulation
As the brain processes physical stimulation, the sex organs perform
their corresponding biological functions. The sex glands in the
endocrine system then produce secretions that are necessary for
reproduction.
Menstrual Cycle
Follicle-Stimulating Hormone (FSH) stimulates theovaries to release
estrogen. High levels of estrogenthen 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 progesteronethen inhibit the further
release of LH.
183
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.
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
Creativity and
Originality
Most of the
wordings
and melody
used in the
jingle reflect
students
ingenuity in
their creation.
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.
The campaign
Required
advertising
Elements
includes all
required
(persuasiveness,
elements as well
musicality,
language, etc.)
as additional
details.
All required
elements are
included.
Few required
elements are
included.
Required
elements are
missing.
The wordings
and melody
The wordings
were made by
and melody
the student
were not
but were
made by the
copied from
student.
the ideas of
others.
C
O
EP
E
Accuracy and
Relevance of
the Content
PY
Presentation
The video
The video
The video
The video clearly communicates
does not
indirectly
communicates
some of the
sufficiently
communicates
the main idea,
important
communicate
the idea, and
and is strongly
ideas, and
any idea that
is hardly
persuasive
is slightly
can persuade
persuasive
persuasive
the audience
184
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.
Summary
The nervous system is composed of cells, tissues, and organs that regulate
the bodys 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).
PY
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.
C
O
EP
E
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.
185
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.
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.
PY
C
O
EP
E
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.
186
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.
(Understanding)
1. Like the CPU, the CNS serves as the main processing center of the system. The main function of the CNS like the CPU isto process and integrate of information.
2. During puberty, there are significant hormonal activities occuring in the adolescents body that cause observable physical and emotional changes.
PY
3. The nervous system uses nerve impulses while the endocrine system
uses hormones that normally enter the circulatory system to communicate
messages.
C
O
EP
E
1. d.
2. g.
3. e.
4. c.
5. b.
6. a.
7. f.
8. h.
II. (Knowledge)
III. (Process)
187
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.
Glossary
the part of the neuron that transmits impulses away from
the cell body
Dendrite
Embryo
PY
Axon
Fertilization
Homeostasis
Hormone
Impulse
Neuron
EP
E
C
O
Egg Cell
Semen
Sperm
Stimulus
Synapse
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.
PY
(DepEd Materials)
C
O
Electronic Sources:
EP
E
189
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.
(Online Resources)
ADAM Inc. (2013). Central Nervous System. Retrieved July 5, 2014 from:
http://www.nlm.nih.gov/medlineplus/ency/article/002311.htm
Alzeimers Association (2011). Three Main Parts of the Brain. Retrieved July
4, 2014 from:https://www.alz.org/braintour/3_main_parts.asp
PY
C
O
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/
EP
E
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
190
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.
Unit 3
MODULE
Heredity: Inheritance
and Variation
Overview
C
O
PY
Content Standard
The learners demonstrate understanding of
the information stored in DNA as being used to make proteins
how changes in DNA molecule may cause changes in its product
mutations that occur in sex cells as being inherited
EP
E
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 nonMendelian patterns. Learners were also able to describe the structure of the
DNA and make models of DNA molecule. They also learned that the genes in
their DNA influence their characteristics.
In Grade 10, learners will work on activities to assess their
understanding of the structure of the DNA, explain how DNA replication
takes place, how RNA is made using the information from DNA, how
it is transposed into proteins, and explain how mutations may cause
changes in the structure and function of a protein.
In this module, learners are expected to:
1. Explain how a protein is made using information from DNA.
a. Identify the role of DNA and RNA in protein synthesis
b. Relate DNA replication to its complementary structure.
c. Trace the process of replication, transcription and translation.
d. Describe the steps in protein synthesis.
191
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.
C
O
PY
EP
E
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.
Arginine
Serine
Tyrptophan
Threonine
Answer
192
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.
PY
Activity 1
Teaching Tips:
C
O
EP
E
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.
PY
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.
DNA
2
RNA
1
nucleus
cytoplasm
2.
3.
4.
EP
E
Basis of Comparison
1.
Number of strand
C
O
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).
Type of sugar
Nitrogenous bases
deoxyribose
A, T, C, G
ribose
A, U, C, G
a. sugar
b. phosphate group, and
c. nitrogenous base.
Q3. Uracil
194
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.
C
O
PY
EP
E
Activity 2
Note: The teacher may read from Biology books and Learners
Material about replication for background knowledge.
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.
195
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.
C
O
PY
EP
E
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.)
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.
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.
Ask the learners to show and tell something about their output. (You
may decide as to how many groups will actually present).
EP
E
C
O
PY
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.
197
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.
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.
PY
The following events can help the learners understand how DNA copies itself:
C
O
EP
E
PY
C
O
Note: The teacher can read from Biology books and Learners
Material about transcription for background knowledge.
Activity 3
EP
E
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:
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.
Next establish the need for mRNA to carry the genetic code from the
nucleus to the cytoplasm.
C
O
PY
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.
EP
E
Ask the learners to show and tell something about their output. (You
may decide as to how many groups will actually present).
200
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.
Q10.
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.
PY
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,
C
O
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:
EP
E
Step 1. RNA polymerase enzyme binds and opens the DNA
molecule that will be transcribed.
201
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.
PY
C
O
Figure 3. Transcription
There are three types of RNA that help build proteins: mRNA, rRNA
and tRNA.
EP
E
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.
Note: The teacher can read from Biology books and Learners
Material about transalation for background knowledge.
202
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.
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.
PY
C
O
EP
E
203
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.
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.
Ask the learners to show and tell something about their output. (The teacher can
decide as to how many groups will actually present).
EP
E
C
O
PY
204
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.
PY
Q15. A codon is a set of three nitrogenous bases in mRNA which codes for a
specific amino acid.
C
O
Q16. Transfer RNA brings an amino acid in the cytoplasm to the ribosomes.
Each tRNA molecule attaches to only one type of amino acid.
EP
E
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.
205
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.
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.
EP
E
C
O
PY
Figure 5. Translation
Source: www. scq.ubc.ca
Note: The teacher can read from Biology books and Learners Material
about the Genetic Code for background knowledge.
206
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.
Activity 5
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:
EP
E
C
O
PY
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 Order of bases in
Amino Acid
Order of bases
in mRNA
tRNA
Coded into
in DNA
(codon)
(anticodon)
Proteins
TAG
AUC
UAG
Isoleucine
CAT
GUA
CAU
Valine
CAG
GUC
CAG
Valine
GGT
CCA
GGU
Proline
ATG
UAC
AUG
Methionine
GTT,GTC,GTA,GTG CAA,CAG,CAU,CAC GUU,GUC,GUA,GUG Valine
TGA
ACU
UGA
Threonine
ACA
UGU
ACA
Cysteine
AAA
UUU
AAA
Phenylalanine
GAA
CUU
GAA
Leucine
To determine the order of bases in the first column (DNA), second column
(codon), and third column (anticodon), consider the complementary
base pairs in DNA: adenine pairs with thymine and guanine pairs with
cytosine. While in RNA: adenine pairs with uracil and guanine pairs with
cytosine.
To identify the amino acid, look at the bases in the mRNA codon, e.g.,
AUG using the Genetic Code Table. Look for the first letter of the mRNA
codon on the left side of the Genetic Code Table (A), the second letter
of the mRNA on the second column (U), and the third letter on the right
column (G). AUG codes for the amino acid-methionine.
207
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.
EP
E
C
O
PY
Q21. Each codon specifies a particular amino acid that is to be placed in the
polypeptide chain. There is more than one codon for each amino acid.
Assess learners understanding by giving an example of a DNA
sequence on the board. Ask one volunteer to transcribe it into mRNA
sequence and another volunteer to translate it into protein one codon
at a time.
Example:
DNA sequence:
AGACTTATC
mRNA sequence: UCUGAAUAG
PROTEIN:
Serine Glutamic acid Stop codon
Ask students about the function of the STOP codon to check for
understanding.
Lead learners to the next lesson by asking them what will happen if
the first C in the sequence is changed to G. Learners are expected
to answer that the protein sequence would be changed. This is an
example of mutation.
Tell the students that they will be learning about mutation in the next
lesson.
208
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.
Name: _________________________________
Section: ___________
Order of bases in
mRNA (codon)
AUC
Order of bases in
tRNA (anticodon)
GUC
CCA
PY
Methionine
Valine
ACU
UGU
ACA
AAA
GAA
EP
E
C
O
CUU
Activity 6
Chromie Change
In this activity the learners will illustrate and differentiate the kinds of
chromosomal mutations.
Teaching Tips:
EP
E
C
O
PY
1. How many
chromosome/s is/are
involved?
2. How did you change Broke a part
the original structure and
of the chromosomes? attached it to
another
chromosome.
210
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.
Either gain or
loss of genetic
material OR no
loss or gain of
genetic
material
during the
exchange
process
Loss of
genetic
Material
Either gain or
loss of genetic
material OR no
loss or gain of
genetic material
during the
process
PY
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.
EP
E
C
O
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.
(www.buzzle.com/articles/hybrid-fruits-and-vegetables.html)
EP
E
C
O
PY
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 organisms 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:
Note: The teacher can acces the LRMDS(BEAM) material of
DepEd from which Activity 6 was adapted.
212
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.
Teacher: _________________________________
RUBRIC
Performance
Indicator
Criteria
Value
Finished the
piece of drawing
but
provides no
evidence
of creativity or
originality
Includes an
idea,
but lacks
originality and
may have
imitated
someone elses
plan
Includes some
unique ideas
and several
materials were
used, based his
or her work on
someone elses
idea; made
decisions after
referring to one
source
Includes many
unique ideas
and
creative use of
materials, made
connections
to previous
knowledge,
generating
many ideas
Concept
understanding
Piece was
created to show
desired traits of
the hybrid animal
or plant crops
Effort
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
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
C
O
Piece was
created but
unclear
EP
E
D
Responsiveness
PY
Creativity and
Originality
Total
Teacher Comments:
213
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.
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.
PY
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).
C
O
There are three major types of RNA in the cell and their functions:
1. mRNA carries the information from DNA to the ribosomes.
Ribosomal RNA serves as the site for attachment of mRNA and tRNA
and for protein synthesis
EP
E
214
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.
PY
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
C
O
D. Given the list of amino acids, determine the sequence of bases in the codon
EP
E
of the mRNA that codes for these amino acids. Use the table for the
Genetic Code
1. AUG 6. AAU/AAC
2. UUA/UUG/CUU/
7. GUU/GUC/GUA/GUG
CUC/CUA/CUG
3. AGA/AGG 8. GGU/GGC/CGA/GGG
4. ACU/ACC/ACA/ACG
9. GAU/GAC
5. AAA/AAG 10. GAA/GAG
DNA Template
E. AUG UUA AGA ACU AAA AAU GUU GGU GAU GAA
Note: The teacher should consider that there are other possible answers
to be presented by students since one amino acid maybe coded by several
codons.
215
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.
Glossary of Terms
DNA replication
Amino acid
Anticodon
PY
Chromosomal
mutations
Nitrogenous base
C
O
Genetic code
EP
E
Recombinant DNA
A form of DNA produced by combining genetic
material from two or more different sources by
means of genetic engineering.
rRNA
tRNA
Transcription
Translation
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.
PY
Internet
C
O
EP
E
www.elmhurst.edu
www.accessexcellence.org
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
217
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.
EP
E
C
O
PY
DNA Template
218
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.
EP
E
C
O
PY
RNA Template
219
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.
EP
E
C
O
PY
tRNA Template
220
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.
Unit 1
MODULE
Biodiversity and
Evolution
Performance Standards
PY
Content Standards
Overview
C
O
EP
E
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 Earths biodiversity.
221
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.
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:
PY
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.
C
O
EP
E
A
C
B
D
B
6.
7.
8.
9.
10.
D
A
A
C
D
II. Note: Instruct the learners to use line graph for graphical representation of
the given situation.
1.
b.
222
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.
PY
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.
EP
E
C
O
Teaching Tips:
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.
C
O
PY
Where Do I Belong
EP
E
Activity 1A
Images of trilobite and crinoid stem taken from The Virtual Petrified Wood Museum
224
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.
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).
PY
Q4. Cenozoic Era, the fossil of the first human was found during this Era.
C
O
EP
E
In the next activity, the learners will determine the age of fossils by
checking its amount of radioactive Carbon-14.
Teaching Tips:
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.
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:
Activity 1B
Whats My Age?
PY
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.
EP
E
C
O
Note: In this activity, you may allow the learners to use calculator.
Q6. The age of the oldest fossil is 17 190 years old, a petrified wood.
Q7. The age of the fossil will determine the particular Era or Period the organisms
existed on earth.
226
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.
Teaching Tips:
PY
C
O
Modified to perform
different functions
Adapted to similar
functions
EP
E
Function
Example
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.
227
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.
Activity 2
AHA! Analogous! Homologous!
Directions: Write, in the space provided, H if the structures below are
homologous and A if they are analogous.
PY
EP
E
C
O
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?
Teaching Tips:
Start the activity by asking the following questions:
o Who is your relative? Why is it important to know your
relatives?
Activity 3
C
O
PY
Q11. The first and second stages of development of the organisms show
better similarities.
EP
E
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).
KEY CONCEPT TO EMPHASIZE:
Teaching Tips:
Lets Compare
EP
E
Activity 4
C
O
PY
Table 2 Table 3
230
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.
C
O
PY
Table 4 Table 5
Q15. Chimpanzee
Q16. Kangaroo
Activity taken from Brittain T. (Biology the Living World) Lab Manual, 1989
EP
E
231
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.
PY
Q20. Yes, similarity in amino acid sequence may suggest the closer relationship
of the organisms.
Activity 5
C
O
EP
E
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.
232
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.
PY
The next activity will help the learners determine the effect of environmental
changes on adaptation and survival of species.
Teaching Tips:
Survivor
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.
EP
E
C
O
Activity 6
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:
233
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.
Events
Fire (Alcohol lamp)
Survivor
Not a Survivor
Materials attracted to
the magnet
Flood ( Water)
Sample results
Earthquake
(Magnet)
Flood/
typhoon
(Water)
25
0
0
0
6
18
0
0
0
2
Total number
of survivors
25 or more
0
0
0
18
EP
E
Marbles
Paper
Candles
Plastics
Paper clips
FIRE
(alcohol
lamp)
6
0
0
0
6
Organisms/
Events
C
O
Disturbances
PY
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 dont 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.
234
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.
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.
PY
Performance Task
C
O
End the lesson by asking this question: What will you do in order to
survive in any given environment or situation?
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.
EP
E
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.
235
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.
Scoring Guide
Criteria
All requirements are evident and exceed
(10 points)
expectations.
The output is very neatly done and very wellYEHEY!!
organized.
Clap, Clap, Clap, Clap The output shows lots of creativity.
Completed and submitted on time.
All requirements are evident. The product is
( 8 points)
neatly done and well- organized. The product
shows creativity.
Clap, Clap, Clap
Completed and submitted on time.
The requirements are evident (maybe 1 or 2
( 5 points)
missing)
Clap, Clap
Neatly done, shows little creativity.
Completed and submitted on time.
Many requirements are not provided. Output is
( 3 points)
very poorly done and not so organized. Shows
Clap
no creativity.
C
O
PY
Score
No output
EP
E
(0)
Summative Assessment:
1. A
6. D
2. C
7. A
3. B
8. A
4. D
9. C
5. B
10. D
236
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.
Test II.
1. Convergent
2. Divergent
Note: Instruct the learners to use line graph for graphical representation of
the given situations.
C
O
PY
3. 4.
Summary of Concepts:
EP
E
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.
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.
Glossary of Terms
Divergent
Evolution
Evolution
Gene
Fitness
Fossils
Homologous
Structures
Reproduction
EP
E
Variation
PY
Convergent
Evolution
C
O
Analogous
Structures
Adaptation
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.
PY
C
O
EP
E
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
239
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.
Unit 3
MODULE
Ecosystem: Biodiversity
Content Standard
PY
Overview
C
O
EP
E
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.
In this module, learners will gather information about the condition of
biodiversity in their locality. They will identify the kinds of living things found in
their community and identify how valuable they are in the environment. This
must be done for the learners to appreciate the importance of biodiversity. The
learners will conduct investigations on the condition of their local biodiversity
and the existing programs and projects for its conservation.
240
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.
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.
C
O
PY
EP
E
Pre-Assessment:
Teaching Tips:
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.
Activity 1
Teaching Tips:
EP
E
C
O
PY
Before the activity starts, you may want the students to view a short
video clip or multimedia on biodiversity and its importance, or different
interactions that take place in an ecosystem; then relate this to what
they will learn for this activity.
Sample video clip from you tube:
o Biodiversity Video
https://www.youtube.com/watch?v=HA3xNMJnFuo
o Why Biodiversity Matters? https://www.youtube.com/
watch?v=N5ssjM2Fjuc
o Show Me Science The Importance of Biodiversity
https://www.youtube.com/watch?v=5a1yr5Ut1sA
You may ask the learners to have a small group discussion on the
value of biodiversity and ask them to complete table 1 found on their
module.
Answers in Table 1 may vary.
Ask volunteers to share their group output then wrap up the
discussion by asking the learners to answer the first key question
How do biodiversity affect stability of an ecosystem?
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.
Limiting Factors
Teaching Tips:
Lesson on the limiting factors and carrying capacity can be done
differently depending on the kind of learners.
PY
C
O
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-factorsweb-quest/
EP
E
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:
Q1. Based on the chart, the goats carrying capacity is 65. Because the
chart shows that when the population of rat reaches 65 in number, the
goats population stops growing, indicating that the area can only
accommodate and support 65 goats.
Q2. There is a rapid growth in the goats population between mid-May and midJune.
243
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.
PY
C
O
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.
EP
E
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.
244
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.
Activity 2
Dependent or Independent?
PY
Situation
Densityindependent
or densitydependent?
Density
dependent
EP
E
C
O
Emigration
Density
dependent
Resources
Density
independent
Density
independent
Density
independent
Density
independent
Density
dependent
Human
activities
Human
activities
Natural
disaster
Human
activities
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.
245
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.
PY
C
O
Note:
EP
E
Teaching Tips:
Sample Video:
o Illegal logging Endangers South Philippines
https://www.youtube.com/watch?v=zeaE-8rlXGY
o Balagbag, A documentary Film on Illegal Mining in Zamboanga
https://www.youtube.com/watch?v=y9vONqOVzkg
From the students sharing, connect it to the next activity where students
will analyze the problems depicted on the ecosystem.
Remind the students that the following activities are connected to the
creation of their final output.
246
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.
Activity 3
This activity will provide an opportunity to analyze sample environmental
problems or issues in preparation of the actual analysis of their community.
Teaching Tips:
PY
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
C
O
EP
E
Example:
Example:
Relocation of people More trees were cut down
Decrease in the number of
in Manila to City of
kinds of organisms
San Jose del Monte
Possible positive
effects on the
community
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.
247
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.
Activity 4
C
O
PY
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.
Teaching Tips:
The students output for this activity is very vital in the creation of their
final product.
EP
E
What to prepare:
o Groupings of the students
Group them depending on how students can work best.
The teacher may consider the residence, abilities/skills
and interest of the students.
o Planning template
Each group must have a template that will serve as a
guide in accomplishing their tasks.
o Monitoring guide, checklist, logs, collaboration checklist/rubric,
self and peer assessment form and the like are important tools
to prepare.
This will be used by both the teacher and the learners
to monitor students progress and keeping them on
track.
o Communication letter for the involved stakeholders such as:
Request letter for the barangay tanod who will
accompany the students during survey and interview
Setting an appointment with the staff/officials of
the involved local government unit (LGU) and non
government offices (NGOs) in the community.
248
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.
PY
C
O
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.
EP
E
http://www.intel.com/content/www/us/en/education/k12/thinking-tools/seeingreason.html
Activity 5
Product Creation
This activity will require 2 to 3 class sessions to create the final learning
output for module 4. The students will go through four iterative cycles of creation:
Plan It, Do It, Review It and Share It. It is important to explain the importance
of the cycles of creation for the students to create better and quality learning
output.
Assist the students in learning more about the four cycles by giving and
explaining the information below.
(Source: Intel Education Skills for Success Teacher Book V1. Pages 17-18)
249
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.
PY
C
O
D
EP
E
D
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.
PY
C
O
D
EP
E
D
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.
Activity 6
Teaching tips:
Showcasing of Products
PY
C
O
EP
E
Summary of Concepts:
252
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.
C
O
PY
EP
E
4. A
5. D
6. C
7. D
8. A
9. C
10. C
253
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.
Glossary of Terms
Biodiversity
Carrying capacity
PY
Ecosystem
Limiting factors
Logistic growth
C
O
an organism.
EP
E
Population density
Stability
254
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.
PY
Dynamics | Carrying Capacity | Activate Instruction. RetrievedMarch5,
2014, from https://app.activateinstruction.org/playlist/resource-sview/
rid/51ef03ce07121c75158c76f0/id/51ed742a07121cad4fe66a3c/bc0/
search/bc1/playlist
C
O
EP
E
chm.ph/index.php?option=com_content&view=article&id=55&Item
id=55
PY
Books:
C
O
http://www.animalintelligence.org/2006/08/04/duck-and-chicken-raisefamily-together/----Q3
EP
E
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
(2nded., pp.409-410). Quezon City, Philippines: Vibal Publishing
House Inc.
256
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.