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Science
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Teacher’s Guide Unit
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This book was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at
[email protected].
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We value your feedback and recommendations.
Department of Education Republic of the Philippines
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Science – Grade 10 Teacher’s Guide First Edition 2015
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Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Teacher’s Guide. Those who have not entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly. Authors and publishers may email or contact FILCOLS at
[email protected] or (02) 439-2204, respectively.
Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, PhD
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Development Team of the Teacher’s Guide Authors: Herma D. Acosta, Liza A. Alvarez, Dave G. Angeles, Ruby D. Arre, Ma. Pilar P. Carmona, Aurelia S. Garcia, Arlen Gatpo, Judith F. Marcaida, Ma. Regaele A. Olarte, Marivic S. Rosales and Nilo G. Salazar. Reviewers: Eligio C. Obille Jr., Marlene Ferido, Ma. Helen DH Catalan, Vic Marie Camacho, Lilia M. Rabago and Cerilina M. Maramag Illustrators: Joseph V. Bales, Ramon C. Gatpo, Regaele A. Olarte, Marivic S. Rosales, Ruel C. Quindoy, Antonio I. Basilla, and Jose Leo Vic O. Albaño DepEd Specialists: Joseph R. Jacob and Maria Amparo R. Ventura Photo Credits: Herma D. Acosta, Dave G. Angeles, Liza A. Alvarez, Ruby D. Arre, Aurelia S. Garcia, Judith F. Marcaida, Regaele A. Olarte, Jane Chavarria and Nilo G. Salazar, Layout Artists: Joselito B. Asi and John Ralph G. Sotto
Printed in the Philippines by: REX Book Store, Inc. Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address:
Telefax: E-mail Address:
5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600 (02) 634-1054, 634-1072
[email protected] ii
All rights reserved. No part of this material may be reproduced or 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
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The Nervous System......................................................................167 Activity 1. Break It Down!........................................................167 The Nerve Cell...............................................................................168
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Control of Body Processes through the Nervous System..............170 Activity 2. How Fast Is Your Reaction?....................................172 Activity 3. A Nervous Trip........................................................173
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The Endocrine System...................................................................176
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Endocrine Glands and Their Hormones.........................................176 Activity 4. Who’s in Control?....................................................177 Activity 5. What Went Wrong?.................................................179
Menstrual Cycle.............................................................................181
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Activity 6. Mark My Calendar!..................................................181
Nervouse System Working Together with Endoctrine System to Maintain Homeostasis................................183 Performance Task: Vidoe Making...................................................184 Summary........................................................................................185 Answers to Summative Assessment..............................................187 Glossary..........................................................................................188 References and Links.....................................................................189
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Module 2. Heredity: Inheritance and Variation....................................191 Overview........................................................................................191 Answers to Pre-assessment...........................................................192 Activity 1. Getting to Know the DNA and RNA Structures.......193 Activity 2. DNA Makes DNA....................................................195 Activity 3. What’s the Message...............................................199 Activity 4. Relay the Message.................................................203 Activity 5. Trace the Code.......................................................207
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Activity 6. Chromie Change.....................................................210 Summary........................................................................................214 Answers to Summative Assessment..............................................215
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Glossary of Terms...........................................................................216 References and Links.....................................................................217 Module 3. Biodiversity and Evolution.................................................221 Overview.........................................................................................221
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Answers to Pre-assessment...........................................................222 Sources of Evidences in the Study of Evolution............................223
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Activity 1A. Where Do I Belong?.............................................224 Activity 1B. What’s My Age?...................................................226
Evolutionary Patterns from Comparative Anatomy.........................227 Activity 2. AHA! Analogous! Homologous!...............................228 Activity 3. So, Who is My Relative?.........................................229
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Activity 4. Let’s Compare.........................................................230 Activity 5. Follow The Track.....................................................232 Activity 6. Survivor....................................................................233
Performance Task..........................................................................235 Summative Assessment.................................................................236 Summary of Concepts....................................................................237 Glossary..........................................................................................238 References.....................................................................................238
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Module 4. Ecosystem: Biodiversity....................................................240 Overview.........................................................................................240 Pre-assessment..............................................................................241 Biodiversity and Stability Activity 1. Classifying the Value of Biodiversity....................242 The Ups and Downs of Population Growth....................................242
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Limiting Factors..............................................................................243 Activity 2. Dependent of Independent..................................245
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Environmental Problems and Issues..............................................246 Activity 3. Analyzing Environmental Issues.........................247 Activity 4. Biodiversity Status in the Community..................248
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Activity 5. Product Creation.................................................249 Activity 6. Showcasing of Products.....................................252
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Answers to Summative Assessment..............................................253 Glossary of Terms..........................................................................254
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References and Links.....................................................................255
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
December 2013
(Grade 10)
SCIENCE
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K to 12 Curriculum Guide
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Pasig City
DepEd Complex, Meralco Avenue
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Department of Education
Republic of the Philippines
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All rights reserved. No part of this material may be reproduced or 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.
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application to real-life situations.
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
interest and let them become active learners.
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:
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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
country’s cultural heritage.
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
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K to 12 BASIC EDUCATION CURRICULUM
The Conceptual Framework of Science Education
Brain-based learning
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Scientific, Technological and Environmental Literacy
K to 12 BASIC EDUCATION CURRICULUM
All rights reserved. No part of this material may be reproduced or 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.
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At the end of Grade 6, the learners should have developed the essential skills of scientific inquiry – designing simple investigations, using appropriate procedure, materials and tools to gather evidence, observing patterns, determining relationships,drawing conclusions based on evidence, and communicating ideas in varied ways to make meaning of the observations and/or changes that occur in the environment. The content and skills learned will be applied to maintain good health, ensure the protection and improvement of the environment, and practice safety measures.
At the end of Grade 3, the learners should have acquired healthful habits and havedeveloped curiosity about self and their environment using basic process skills of observing, communicating, comparing, classifying, measuring, inferring and predicting. This curiosity will help learners value science as an important tool in helping them continue to explore their natural and physical environment. This should also include developing scientific knowledge or concepts.
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4–6
K–3
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The learners should demonstrate an understanding of science concepts and apply science inquiry skills in addressingreal-world problems through scientific investigations.
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At the end of Grade 10, the learners should have developed scientific, technological, and environmental literacyand can make that would lead to rational choices on issues confronting them. Having been exposed to scientific investigations related to real life, they should recognize that the central feature of an investigation is that if one variable is changed (while controlling all others), the effect of the change on another variable can be measured. The context of the investigation can be problems at the local or national level to allow them to communicate with learners in other parts of the Philippines or even from other countries using appropriate technology.
7–10
KEY STAGE STANDARDS: (STANDARDS FOR SCIENCE LEARNING AREAS FOR K-3, 4-6, 7-10 AND 11-2)
At the end of Grade 12, the learners should have gained skills in obtaining scientific and technological information from varied sources about global issues that have impact on the country. They should have acquired scientific attitudes that will allow them to innovate and/or create products useful to the community or country. They should be able to process information to get relevant data for a problem at hand. In addition, learners should have made plans related to their interests and expertise, with consideration forthe needs of their community and the country — to pursue either employment, entrepreneurship, or higher education.
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.
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CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)
K to 12 BASIC EDUCATION CURRICULUM
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Grade-Level Standards
Grade 4
Grade 3
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At the end of Grade 4, learners can investigate changes in some observable properties of materials when mixed with other materials or when force is applied on them. They can identify materials that do not decay and use this knowledge to help minimize waste at home, school, and in the community. Learners can describe the functions of the different internal parts of the body in order to practice ways to maintain good health. They can classify 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.
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Grade 2
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At the end of Grade 2, learners will use their senses to explore and describe the functions of their senses, compare two or more objects and using two or more properties , sort things in different ways and give a reason for doing so, describe the kind of weather or certain events in the 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.
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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
K to 12 BASIC EDUCATION CURRICULUM
All rights reserved. No part of this material may be reproduced or 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
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Grade-Level Standards
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At the end of Grade 6, learners recognize that when mixed together, materials may not form new ones thus these materials may be recovered using different separation techniques. They can prepare useful mixtures such as food, drinks and herbal medicines. 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.
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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.
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K to 12 BASIC EDUCATION CURRICULUM
All rights reserved. No part of this material may be reproduced or 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
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At the end of Grade 9, learners have gained a a deeper understanding of the digestive, respiratory, and circulatory systems to promote overall health. They have become familiar with some technologies that introduce desired traits in economically important plants and animals. Learners can explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful compounds may arise from such rearrangements. 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.
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Grade 8
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At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can differentiate the concept of work as used in science and in layman’s language. They know the factors that affect the transfer of energy, such as temperature difference, and the type (solid, liquid, or gas) of the medium. Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They recognize other members of the solar system. 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
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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
K to 12 BASIC EDUCATION CURRICULUM
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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Grade-Level Standards
Living Things and Their Environment Force, Motion,& Energy
Living Things and Their Environment
Force, Motion,& Energy
Earth & Space
2nd Quarter
3rd Quarter
4th Quarter Earth & Space
Matter
G4
Matter
G3
Earth & Space
Force, Motion & Energy
Living Things and Their Environment
Matter
G5
Earth & Space
Force, Motion,& Energy
Living Things and Their Environment
Matter
G6
Earth & Space
Force, Motion,& Energy
Living Things and Their Environment
Earth & Space
Force, Motion,& Energy
Matter
Living Things and Their Environment
Earth & Space
Matter
Living Things and Their Environment
Force, Motion,& Energy
Earth & Space
Living Things and Their Environment Force, Motion,& Energy
Matter
G10
G9
G8
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Matter
G7
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SEQUENCE OF DOMAIN/STRANDS PER QUARTER
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
K to 12 BASIC EDUCATION CURRICULUM
All rights reserved. No part of this material may be reproduced or 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
Using the characteristics observed among solids, liquids, and gases, learners investigate ways in which solid turns into liquid, solid into gas, liquid into gas, and liquid into solid, as affected by temperature.
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Grade 5
Learners learn that some changes in the characteristics of a product such as food or medicine may affect its quality. One way of finding out is by reading and interpreting product labels. This information helps them decide when these products become harmful.
After investigating the changes in some observable characteristics of materials due to temperature in Grade 3, learners can now inquire about changes observed when a solid is mixed with a liquid or when a liquid is mixed with another liquid.
Changes in some characteristics of solid materials can be observed when these are bent, hammered, pressed, and cut.
Grade 6
Based on the characteristics of the components of a heterogeneous mixture, learners investigate ways of separating these components from the mixture. They will infer that the characteristics of each of the components remain the same even when the component is part of the mixture.
In Grade 4, the learners have observed the changes when mixing a solid in a liquid or a liquid in another liquid. From these investigations, learners can now describe the appearance of mixtures as uniform or non-uniform and classify them as homogeneous or heterogeneous mixtures.
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In Grade 4, learners investigated changes in materials that take place at certain conditions, such as applying force, mixing materials, and changing the temperature. In Grade 5, they investigate changes that take place under the following conditions: presence or lack of oxygen (in air), and applying heat. They learn that some of these conditions can result in a new product. Knowing these conditions enable them to apply the “5R method” (recycling, reducing, reusing, recovering and repairing) at home and in school.
CHANGES THAT MATTER UNDERGO
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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
SPIRALLING OF CONCEPTS GRADE 3 – GRADE 10
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When learners observe different objects and materials, they become aware of their different characteristics such as shape, weight, definiteness of volume and ease of flow. Using characteristics, objects and materials can be grouped into solids, liquids or gases.
MATTER
K to 12 BASIC EDUCATION CURRICULUM
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Further, learners demonstrate that homogeneous mixtures can be separated using various techniques.
Learners recognize that materials combine in various ways and through different processes, contributing to the wide variety of materials. Given this diversity, they recognize the importance of a classification system. They become familiar with elements and compounds, metals and nonmetals, and acids and bases.
Learners begin to do guided and semi-guided investigations, making sure that the experiment they are conducting is a fair test.
Grade 8
Grade 9
They also learn that the forces holding metals together are caused by the attraction between flowing electrons and the positively charged metal ions.
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They also recognize that the same particles are involved when these changes occur. In effect, no new substances are formed.
Learners learn that particles are always in motion. They can now explain that the changes from solid to liquid, solid to gas, liquid to solid, and liquid to gas, involve changes in the motion of and relative distances between the particles, as well as the attraction between them.
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CHANGES THAT MATTER UNDERGO
Recognizing that matter consists of an extremely large number of very small particles, counting these particles is not practical. So, learners are introduced to the unit—mole.
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Learners explain how covalent bonding in carbon forms a wide variety of carbon compounds.
Using their understanding of atomic structure learned in Grade 8, learners describe how atoms can form units called molecules. They also learn about ions. Further, they explain how atoms form bonds (ionic and covalent) with other atoms by the transfer or sharing of electrons.
Using models, learners learn that matter is made up of particles, the smallest of which is the atom. These particles are too small to be seen through a microscope. The properties of materials that they have observed in earlier grades can now be explained by the type of particles involved and the attraction between these particles.
PROPERTIES AND STRUCTURE OF MATTER
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In Grade 6, learners learned how to distinguish homogenous from heterogeneous mixtures. In Grade 7, learners investigate properties of solutions that are homogeneous mixtures. They learn how to express concentrations of solutions qualitatively and quantitatively. They distinguish mixtures from substances based on a set of properties.
Grade 7
K to 12 BASIC EDUCATION CURRICULUM
In Grade 9, learners described how particles rearrange to form new substances. In Grade 10, they learn that the rearrangement of particles happen when substances undergo chemical reaction. They further explain that when this rearrangement happens, the total number of atoms and total mass of newly formed substances remain the same. This is the Law of Conservation of Mass. Applying this law, learners learn to balance chemical equations and solve simple mole-mole, mole-mass, and mass-mass problems.
In Grade 9, learners learned that the bonding characteristics of carbon result in the formation of large variety of compounds. In Grade 10, they learn more about these compounds that include biomolecules such as carbohydrates, lipids, proteins, and nucleic acids. Further, they will recognize that the structure of these compounds comprises repeating units that are made up of a limited number of elements such as carbon, hydrogen, oxygen, and nitrogen.
Learners investigate how gases behave in different conditions based on their knowledge of the motion of and distances between gas particles. Learners then confirm whether their explanations are consistent with the Kinetic Molecular Theory. They also learn the relationships between volume, temperature, and pressure using established gas laws.
Grade 10
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Learners learn that living things depend on their environment for food, air, and water to survive.
Different kinds of living things are found in different places.
Learners learn that living things reproduce and certain traits are passed on to their offspring/s.
They also explore and describe characteristics of living things that distinguish them from non-living things.
In Grade 3, learners observe and describe the different parts of living things focusing on the sense organs of humans and the more familiar external parts of animals and plants.
Grade 3
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They also learn how vertebrates and invertebrates differ and how nonflowering plants reproduce,
In Grade 6, learners describe the interactions among parts of the major organs of the human body.
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.
BIODIVERSITY AND EVOLUTION Learners investigate that animals and plants Learners learn that reproductive live in specific habitats. structures serve as one of the bases for classifying living things.
Learners are introduced to the interactions among components of habitats such as tropical rainforests, coral reefs, and mangrove swamps.
They learn that plants and animals share common characteristics which serve as bases for their classification.
HEREDITY:INHERITANCE AND VARIATION Learners learn that humans, animals, and Learners learn how flowering plants and Learners learn how non-flowering plants plants go through life cycles. Some some non-flowering plants reproduce. (spore-bearing and cone-bearing plants, inherited traits may be affected by the ferns, and mosses) reproduce. environment at certain stages in their life They are also introduced to the sexual cycles. and asexual modes of reproduction.
They also learn about some parts that help plants and animals survive in places where they live.
After learning in Grade 4 how the major organs of the human body work together, the learners now focus on the organs of the reproductive systems of humans, animals, and plants.
PARTS AND FUNCTION OF ANIMALS AND PLANTS
Grade 4
In Grade 4, the learners are introduced to the major organs of the human body.
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LIVING THINGS AND THEIR ENVIRONMENT
K to 12 BASIC EDUCATION CURRICULUM
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Learners learn that interactions occur among the different levels of organization in ecosystems.
Learners learn that the cells in similar tissues and organs in other animals are similar to those in human beings but differ somewhat from cells found in plants.
After learning how flowering and non flowering plants reproduce, Grade 7 learners are taught that asexual reproduction results in genetically identical offspring whereas sexual reproduction gives rise to variation.
Grade 8
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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
BIODIVERSITY AND EVOLUTION Learners learn that species refers to a Learners learn that most species that group of organisms that can mate with one have once existed are now extinct. another to produce fertile offspring. They Species become extinct when they fail to learn that biodiversity is the collective adapt to changes in the environment. variety of species living in an ecosystem. This serves as an introduction to the topic on hierarchical taxonomic system.
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HEREDITY:INHERITANCE AND VARIATION Learners study the process of cell division Learners study the structure of genes by mitosis and meiosis. They understand and chromosomes, and the functions that meiosis is an early step in sexual they perform in the transmission of reproduction that leads to variation. traits from parents to offspring.
PARTS AND FUNCTION: ANIMAL AND PLANTS In Grade 8, learners gain knowledge of Learners study the coordinated how the body breaks down food into forms functions of the digestive, respiratory, that can be absorbed through the digestive and circulatory systems. system and transported to cells. They also learn that nutrients enter the Learners learn that gases are exchanged bloodstream and combine with oxygen through the respiratory system. This taken in through the respiratory provides the oxygen needed by cells to system. Together, they are transported release the energy stored in food. to the cells where oxygen is used to release the stored energy. They also learn that dissolved wastes are removed through the urinary system while solid wastes are eliminated through the excretory system.
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In Grade 7, learners are introduced to the levels of organization in the human body and other organisms. They learn that organisms consist of cells, most of which are grouped into organ systems that perform specialized functions.
Grade 7
K to 12 BASIC EDUCATION CURRICULUM
Learners investigate the impact of human activities and other organisms on ecosystems.
Learners revisit the mechanisms involved in the inheritance of traits and the changes that result from these mechanisms. Learners explain how natural selection has produced a succession of diverse new species. Variation increases the chance of living things to survive in a changing environment.
They also learn that changes that take place in sex cells are inherited while changes in body cells are not passed on.
Learners are introduced to the structure of the DNA molecule and its function.
Learners learn that organisms have feedback mechanisms that are coordinated by the nervous and endocrine systems. These mechanisms help the organisms maintain homeostasis to reproduce and survive.
Grade 10
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Learners observe and identify different sources of light, heat, sound, and electricity in their environment and their uses in everyday life.
Learners observe and explore and investigate how things around them move and can be moved. They also identify things in their environment that can cause changes in the movement of objects.
Grade 3
FORCE, MOTION AND ENERGY
D C O
Grade 5
This time, learners explore how different objects interact with light, heat, sound, and electricity (e.g., identifying poor and good conductors of electricity using simple circuits). They learn about the relationship between electricity and magnetism by constructing an electromagnet. They also learn about the effects of light, heat, sound, and electricity on people.
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This time, learners begin to accurately measure the amount of change in the movement of an object in terms of its distance travelled and time of travel using appropriate tools.
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.
FORCE AND MOTION
Learners now learn that if force is applied on an object, its motion, size, or shape can be changed. They will further understand that these changes depend on the amount of force applied on it (qualitative). They also learn that magnets can exert force on some objects and may cause changes in their movements.
Grade 4
Grade 8
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Organisms of the same kind interact with each other to form populations; populations interact with other populations to form communities.
Grade 7
K to 12 BASIC EDUCATION CURRICULUM
At this grade level, learners are introduced to the concept of energy. They learn that energy exists in different forms, such as light, heat, sound and electricity, and it can be transformed from one form to another. They demonstrate how energy is transferred using simple machines.
Aside from the identified causes of motion in Grade 3, such as people, animals, wind, and water, learners also learn about gravity and friction as other causes or factors that affect the movement of objects.
Grade 6
They learn how biodiversity influences the stability of ecosystems.
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.
This time learners recognize that different forms of energy travel in different ways—light and sound travel through waves, heat travels through moving or vibrating particles, and electrical energy travels through moving charges. In Grade 5, they learned about the different modes of heat transfer. This time, they explain these modes in terms of the movement of particles.
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Grade 9
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FORCE AND MOTION This time, learners study the concept of To deepen their understanding of motion, force and its relationship to motion. learners use the Law of Conservation of They use Newton’s Laws of Motion to Momentum to further explain the motion explain why objects move (or do not of objects. move) the way they do (as described in From motion in one dimension in the Grade 7). They also realize that if force previous grades, they learn at this level is applied on a body, work can be done about motion in two dimensions using and may cause a change in the energy projectile motion as an example. of the body. ENERGY Learners realize that transferred energy Learners explain how conservation of may cause changes in the properties of mechanical energy is applied in some the object. They relate the observable structures, such as roller coasters, and in changes in temperature, amount of natural environments like waterfalls. They current, and speed of sound to the further describe the transformation of changes in energy of the particles. energy that takes place in hydroelectric power plants. Learners also learn about the relationship between heat and work, and apply this concept to explain how geothermal power plants operate. After they have learned how electricity is generated in power plants, learners further develop their understanding of transmission of electricity from power stations to homes.
Grade 8
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From a simple understanding of motion, learners study more scientific ways of describing (in terms of distance, speed, and acceleration) and representing (using motion diagrams, charts, and graphs) the motion of objects in one dimension.
Grade 7
K to 12 BASIC EDUCATION CURRICULUM
Learners acquire more knowledge about the properties of light as applied in optical instruments. Learners also use the concept of moving charges and magnetic fields in explaining the principle behind generators and motors.
From learning the basics of forces in Grade 8, learners extend their understanding of forces by describing how balanced and unbalanced forces, either by solids or liquids, affect the movement, balance, and stability of objects.
Grade 10
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Learners will describe the natural objects that they see in the sky.
Learners will describe the different types of local weather,
Grade 5
After making simple descriptions about the weather in the previous grade, learners will now measure the components of weather using simple instruments. They will also identify trends in a simple weather chart.
Grade 6
After learning how to measure the different components of weather in Grades 4 and 5, learners will now collect weather data within the span of the school year. Learners will interpret the data and identify the weather patterns in their community.
Learners will learn that aside from weathering and erosion, there are other processes that may alter the surface of the Earth: earthquakes and volcanic eruptions. Only the effects of earthquakes and volcanic eruptions are taken up in this grade level, not their causes (which will be tackled in Grades 8 and 9). Learners will also gather and report data on earthquakes and volcanic eruptions in their community or region.
In Grade 6, learners will turn their attention to Earth as another natural object in space (in addition to the Sun, Moon, and stars). Learners will learn about the motions of the Earth: rotation and revolution. Learners will also compare the different members that make up the Solar System and construct models to help them visualize their relative sizes and distances.
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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.
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In this grade level, learners will learn that our surroundings do not stay the same forever. For example, rocks undergo weathering and soil is carried away by erosion. Learners will infer that the surface of the Earth changes with the passage of time.
GEOLOGY
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After familiarizing themselves with the general landscape, learners will investigate two components of the physical environment in more detail: soil and water. They will classify soils in their community using simple criteria. They will identify the different sources of water in their community. They will infer the importance of water in daily activities and describe ways of using water wisely.
Grade 4
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Learners will describe what makes up their environment, beginning with the landforms and bodies of water found in their community.
Grade 3
EARTH AND SPACE
K to 12 BASIC EDUCATION CURRICULUM
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Learners will explain the occurrence of the seasons and eclipses as a result of the motions of the Earth and the Moon. Using models, learners will explain that because the Earth revolves around the Sun, the seasons change, and because the Moon revolves around the Earth, eclipses sometimes occur.
Learners will explain the occurrence of atmospheric phenomena (breezes, monsoons, and ITCZ) that are commonly experienced in the country as a result of the Philippines’ location with respect to the equator, and surrounding bodies of water and landmasses.
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Learners will complete their survey of the Solar System by describing the characteristics of asteroids, comets, and other members of the Solar System.
PY
Learners will now leave the Solar System and learn about the stars beyond. They will infer the characteristics of stars based on the characteristics of the Sun. Using models, learners will show that constellations move in the course of a night because of Earth’s rotation, while different constellations are observed in the course of a year because of the Earth’s revolution.
ASTRONOMY
C O
In this grade level, learners will distinguish between weather and climate. They will explain how different factors affect the climate of an area. They will also be introduced to climatic phenomena that occur over a wide area (e.g., El Niño and global warming).
METEOROLOGY
Being located beside the Pacific Ocean, the Philippines is prone to typhoons. In Grade 5, the effects of typhoons were tackled. Here, learners will explain how typhoons develop, how typhoons are affected by landforms and bodies of water, and why typhoons follow certain paths as they move within the Philippine Area of Responsibility.
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
As a result of being located along the Ring of Fire, the Philippines is prone to earthquakes. Using models, learners will explain how quakes are generated by faults. They will try to identify faults in the community and differentiate active faults from inactive ones.
Grade 8
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Learners will explore and locate places using a coordinate system. They will discover that our country’s location near the equator and along the Ring of Fire influences elements of up Philippine environment (e.g., natural resources and climate).
Grade 7
K to 12 BASIC EDUCATION CURRICULUM
Note: The theory of plate tectonics is the sole topic in Earth and Space in Grade 10. This is because the theory binds many of the topics in previous grade levels, and more time is needed to explore connections and deepen learners’ understanding.
Using maps, learners will discover that volcanoes, earthquake epicenters, and mountain ranges are not randomly scattered in different places but are located in the same areas. This will lead to an appreciation of plate tectonics—a theory that binds many geologic processes such as volcanism and earthquakes.
Grade 10
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EP E 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges
1. Electromagnetic Spectrum
the different regions of the electromagnetic spectrum
The learners demonstrate an understanding of:
The learners s hall be able to:
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions
C O
The learners shall be able to:
The learners demonstrate an understanding of:
Grade 10 – Force, Motion and, Energy SECOND QUARTER/SECOND GRADING PERIOD
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
D
CONTENT STANDARDS
Grade 10 – Earth and Space FIRST QUARTER/FIRST GRADING PERIOD
CONTENT
D
1. compare the relative wavelengths of different forms of electromagnetic waves;
The learners should be able to…
1. describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts; 2. describe the different types of plate boundaries; 3. explain the different processes that occur along the plate boundaries; 4. describe the internal structure of the Earth; 5. describe the possible causes of plate movement; and 6. enumerate the lines of evidence that support plate movement
The learners should be able to…
LEARNING COMPETENCY
PY
K to 12 BASIC EDUCATION CURRICULUM
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.
3.1 Electromagnetic effects
3. Electricity and Magnetism the relationship between electricity and magnetism in electric motors and generators
the images formed by the different types of mirrors and lenses
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CONTENT STANDARDS
EP E
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2.1 Reflection of Light in Mirrors 2.2 Refraction of Light in Lenses
2. Light
CONTENT
C O
PERFORMANCE STANDARDS
S10FE-IIh-52
6. identify ways in which the properties of mirrors and lenses determine their use in optical instruments (e.g., cameras and binoculars);
8. explain the operation of a simple electric motor and generator.
7. demonstrate the generation of electricity by movement of a magnet through a coil; and
S10FE-IIj-54
S10FE-IIi-53
S10FE-IIg-51
S10FE-IIg-50
S10FE-IIe-f-49
S10FE-IIc-d-48
CODE
5. apply ray diagramming techniques in describing the characteristics and positions of images formed by lenses;
4. predict the qualitative characteristics (orientation, type, and magnification) of images formed by plane and curved mirrors and lenses;
3. explain the effects of EM radiation on living things and the environment;
2. cite examples of practical applications of the different regions of EM waves, such as the use of radio waves in telecommunications;
LEARNING COMPETENCY
PY
K to 12 BASIC EDUCATION CURRICULUM
All rights reserved. No part of this material may be reproduced or 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
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2. Heredity: Inheritance and Variation
1. Coordinated Functions of the Reproductive, Endocrine, and Nervous Systems
3. mutations that occur in sex cells as being heritable
2. how changes in a DNA molecule may cause changes in its product
1. the information stored in DNA as being used to make proteins
2. how these feedback mechanisms help the organism maintain homeostasis to reproduce
1. organisms as having feedback mechanisms, which are coordinated by the nervous and endocrine systems
PERFORMANCE STANDARDS
C O
The learners should be able to:
D
The learners demonstrate an understanding of:
Grade 10 – Living Things and Their Environment THIRD QUARTER/THIRD GRADING PERIOD
CONTENT
3. describe the feedback mechanisms involved in regulating processes in the female reproductive system (e.g., menstrual cycle);
2. explain the role of hormones involved in the female and male reproductive systems;
1. describe the parts of the reproductive system and their functions;
The learners should be able to…
LEARNING COMPETENCY
6. explain how mutations may cause changes in the structure and function of a protein;
5. explain how protein is made using information from DNA;
4. describe how the nervous system coordinates and regulates these feedback mechanisms to maintain homeostasis;
PY
K to 12 BASIC EDUCATION CURRICULUM
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.
1.1 Kinetic Molecular Theory 1.2 Volume, pressure, and temperature relationship 1.3 Ideal gas law
1. Gas Laws how gases behave based on the motion and relative distances between gas particles
The learners demonstrate an understanding of…
C O
write an essay on the importance of adaptation as a mechanism for the survival of a species
PERFORMANCE STANDARDS
10. explain the relationship between population growth and carrying capacity; and 11. suggest ways to minimize human impact on the environment.
1. investigate the relationship between: 1.1 volume and pressure at constant temperature of a gas; 1.2 volume and temperature at constant pressure of a gas; 1.3 explains these relationships using the kinetic molecular theory;
The learners should be able to…
S10MT-IVa-b21
S10LT-IIIj-43
S10LT-IIIi-42
S10LT-IIIh-41
S10LT-IIIg-40
8. explain the occurrence of evolution; 9. explain how species diversity increases the probability of adaptation and survival of organisms in changing environments;
S10LT-IIIf-39
CODE
7. explain how fossil records, comparative anatomy, and genetic information provide evidence for evolution;
LEARNING COMPETENCY
PY The learners shall be able to:
D
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
how evolution through natural selection can result in biodiversity
CONTENT STANDARDS
EP E
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3. Biodiversity and Evolution
CONTENT
K to 12 BASIC EDUCATION CURRICULUM
All rights reserved. No part of this material may be reproduced or 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
using any form of media, present chemical reactions involved in biological and industrial processes affecting life and the environment
D
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
2.1 Elements present in biomolecules 2.2 Carbohydrates, lipids, proteins, and nucleic acids 2.2.1 Food Labels
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
4. explain how the factors affecting rates of chemical reactions are applied in food preservation and materials production, control of fire, pollution, and corrosion.
S10MT-IVc-d-22
CODE
3. apply the principles of conservation of mass to chemical reactions; and
PY
K to 12 BASIC EDUCATION CURRICULUM
All rights reserved. No part of this material may be reproduced or 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
Infer why the Philippines is prone to typhoons
Week four
Second Quarter
Earth and Space
Domain/Content/ Component/ Topic
Uppercase Letter/s
D
Grade 8
Grade Level
First Entry
ES
S8
19
-
d
II
-
DOMAIN/ COMPONENT
PY
Matter
Earth and Space
Force, Motion, and Energy
Living things and their Environment
C O
SAMPLE
Science
EP E
Learning Area and Strand/ Subject or Specialization
D
LEGEND
Sample: S8ES-IId-19
CODE BOOK LEGEND
K to 12 BASIC EDUCATION CURRICULUM
MT
ES
FE
LT
CODE
UNIT 3
D
EP E
D
C O
PY
Living Things and Their Environment
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.
UNIT 3: Living Things and Their Environment Introduction
C O
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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.
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All modules in Grade 10 Unit 3-Living Things and Their Environment present mental and hands-on activities that are learner-centered to enable the students to apply science concepts and skills in addressing real-world problems through scientific investigations. These instructional activities are designed to enhance their knowledge, understanding, skills, and ability to transfer learning.
EP E
There are four modules in this quarter, namely: Module 1: Coordinated Functions of the Reproductive, Endocrine, and Nervous Systems Module 2: Heredity: Inheritance and Variation
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Module 3: Biodiversity and Evolution Module 4: Ecosystems
The role of K-12 science teachers is to effectively facilitate learning by guiding the students in performing every task and initiating an inquiry-based learning phase rather than merely making the students passive recipients of information. At the end of Grade 10, the learners should have already developed scientific, technological, and environmental literacy that will lead them to rational choices on any issue that they will face in life.
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.
1
Suggested time allotment: 12 to 14 hours
Coordinated Functions of the Nervous, Endocrine, and Reproductive Systems Performance Standard The learners…
create a campaign advertising video about the common and effective contraceptive measures used in family planning, in line with the Reproductive Health Law
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
D
how these feedback mechanisms help the organism maintain homeostasis to reproduce and survive.
D
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 person’s lifestyle affects these systems. Now they will learn about the coordinated functions of the reproductive, endocrine and nervous systems. This module will enable the students to show understanding of organisms as having feedback mechanisms, which are coordinated by the nervous and endocrine systems. They will also understand how these feedback mechanisms help the organism maintain homeostasis to reproduce and survive. 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.
At the end of this module, students are expected to: 1. Describe the parts of the nervous, endocrine, and reproductive systems, along with their functions. 2. Explain the role of hormones involved in the female and male reproductive systems. 3. Describe the feedback mechanisms involved in regulating processes in the female reproductive system.
PY
4. Describe how the nervous system coordinates and regulates feedback mechanisms to maintain homeostasis.
EP E
Pre-assessment
D
C O
In Module 1, students will answer the following key questions:
D
Odd Organ Out (Answers) Odd One Out Reason The heart is a part of the circulatory system, while HEART all the rest are parts of the nervous system. The lungs are a part of the respiratory system, LUNGS while the rest are parts of the female reproductive system. The skull is a part of the skeletal system, while the SKULL rest are parts of the endocrine system. The intestine is a part of the digestive system, INTESTINE while the rest are parts of the male reproductive system. The students have studied in the past that cells make up a tissue, tissues make up an organ, and organs make up a system. Now, they will first try to understand the organ system before going to the cellular level to know how the individual cells of the nervous system work. 166 All rights reserved. No part of this material may be reproduced or 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 Nervous System The Structure of the Nervous System
Activity 1
Break It Down!
In this activity, students will be able to identify the components of the nervous system by filling in the missing parts of the graphic organizer.
PY
Answers in the Activity:
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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
• It will also be useful to search for web resources of videos showing animated visual exploration of the nervous system.
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
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Q1. The Central Nervous System (CNS) serves as the main processing center for the entire nervous system while the Peripheral Nervous System (PNS) connects the central nervous system to the organs and limbs by relaying information through the nerves.
D
Q2. All the other parts of the nervous system will not be able to carry out their corresponding functions, and the other body systems will be affected as well.
The Nerve Cell Teaching Tips: • Let the students study Figure 1 and look at the different parts of the nerve cell or neuron. Explain to them that there are billions of neurons in the body. Let them distinguish the parts such as dendrites, cell body, and axon. Note that the axon shown in the figure is covered by glial cells, which are the most abundant cell types in the central nervous system.
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.
D
EP E
D
• 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.
Control of Body Processes through the Nervous System The Nerve Impulse Teaching Tips: • Explain to the students that neurons have the special ability to carry signals or impulses. Tell the students that their thoughts, emotions, learning, and many body functions are controlled by nerve impulses carried by the neurons.
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.
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• Another suggested illustration during discussion is doing the following simple exercise to show how neurons connect with other neurons. As a developmental activity, instruct the students to draw ten (10) dots on one side of the paper. Let these dots represent neurons, and assume that each neuron makes connections with the 10 dots on the other side of the paper. Ask the students to connect each dot on one side with the ten dots on the other side. As you can see from Figure 6, only four of the “neurons” have been connected, and it gets very complicated after awhich.
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• Remind the students that the given exercise is quite simple. Each neuron that is represented by a dot may actually make thousands of connections with other neurons. Let them know that if they finish all the dots, the paper would be really dirty.
Figure 3. “Connect the Dots” exercise, showing the complexity of neuron connections. 170 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
• 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
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3. https://www.youtube.com/watch?v=U0NpTdge3aw 4. https://www.youtube.com/watch?v=7EyhsOewnH4
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5. https://www.youtube.com/watch?v=-6t_n6kTj1A
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The next activity that the students will perform will enable them to understand more of the concepts on the control of body processes through the nervous system. Students build upon what they have already learned by testing their visual and auditory senses. Tell them to use their senses to detect the stimuli in the environment and make the corresponding response. As they do Activity 2 and record their reaction times, they will quickly learn that there are different skills and strategies involved in reacting to something when seeing and listening are required. Nevertheless, they will also learn that greater self-awareness, strategy development, and ongoing practice of these skills can improve their visual and auditory reaction times and ultimately, their survival and success in life.
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:
How Fast Is Your Reaction?
• 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.
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• 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)
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• 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).
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• Give practical examples of knowing one’s 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:
Q3. Answers will depend on whether the person is left-handed or right-handed.
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Q4. Answers will depend on whether the person is left-handed or right-handed. Q5. The ruler was caught faster with eyes open. Q6. The message travels from one neuron to another until it reaches the brain. Then, the brain’s response is also transmitted by another set of neurons. Q7. First, the eye sees the ruler, then sends a message to the brain. The brain sends a response through the muscles in the hand. Finally, the muscles contract to allow the person to catch the ruler.
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.
KEY CONCEPT TO EMPHASIZE: Neurons have the special ability to carry signals or impulses. A nerve impulse is an electrochemical signal moving along an active neuron. The space between neurons is called synapse. A stimulus is any factor in the environment that influences behavior. A response is a reaction to a condition or stimulus. To survive, an organism must be able to respond to a stimulus. Reaction time is the length of time between application of a stimulus and detection of a response.
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Activity 3
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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:
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• 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.
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Suggested ideas to be written on the card are: 1. Touching a hot stove 2. Smelling spoiled food 3. Stepping on a thumb tack 4. Hearing a loud bang
• Refer to the following illustration to see how you will position the students in the game.
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.
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Figure 7. The game setup showing the relay course from start to end
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• When giving instructions to the students, it is important to note that the organ that will be receiving the stimuli may or may not be the same organ to make the response from the brain to the motor neurons. Point out that it could be another part of the body or a muscle that will carry out the action. Explain the difference between the receptor and the effector. • You may ask the students how anesthesia enables loss of sensation to avoid the feeling of pain. Explain that anesthesia disrupts the nerve impulse transmission in sensory neurons, leading to a temporary numbness or loss of sensation.
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• The suggested enrichment activities in the learners’ module may or may not be given to the students, depending on their level of mastery. These enrichment activities may also be given to the students as project or culminating task. Suggested Enrichment Activities:
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• During the first three years, a child’s brain triples in weight and establishes about 1,000 trillion nerve connections. Thus, the child’s experiences 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
Answers to Guide Questions: Q8. The brain receives the information through the sensory neurons that transmit the message from one neuron to another.
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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.
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Q11. The sensory neurons transmit impulses from the receptor to the brain while the motor neurons transmit impulses from the brain to the effector.
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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.
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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.
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KEY CONCEPT TO EMPHASIZE: When a receptor such an organ perceives a stimulus, the impulse is sent to the brain by the sensory neurons, transmitting information from one nerve cell to another. As the message reaches the brain, it processes the information and commands an effector such as a muscle or an organ to respond. The message coming from the brain is sent through the motor neurons.
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.
The Endocrine System Endocrine Glands and Their Hormones
Thyroid
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Parathyroid
Location
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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
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Gland
Thymus
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Adrenal
Pancreas
Reproductive - Testes (Males) - Ovaries (Females)
control maturation and male characteristics influence female traits and support reproductive function
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 Who’s in Control? In this activity, the learners will identify some of the major endocrine glands in the human body and their functions. Let them study each picture that shows the role of a particular gland in the endocrine system, write down the name of the endocrine gland, and explain its effect according to its function. Answers in the Activity:
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1. Ovaries
2. Adrenal Gland
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Secrete more progesterone and estrogen to promote pregnancy
Produces adrenaline to activate short-term stress response 3. Pituitary Gland
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Produces growth hormones 4. Thymus Gland
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Secretes thymosin to stimulate production of T- cells against infection
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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.
Answers to Guide Questions: Q15. The pituitary gland controls the output of other glands in the body. Q16. The thyroid gland is located below the voice box and regulates body metabolism by producing calcitonin that reduces blood calcium level; while parathyroid gland is located on the thyroid glands and produces parathormone that increases blood calcium levels and normalizes bone growth.
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Q17. The person’s pancreas is possibly involved when blood sugar level becomes unstable. Q18. The thymus gland enables the body to produce T- cells that help in fighting infections and diseases.
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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.
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Q21. Because the diabetic person’s pancreas does not produce enough insulin for the body, insulin injections must be administered to the body to regulate blood sugar levels.
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Q22. During menopause there is a significant change of hormone levels produced by the ovaries which eventually stops the menstrual cycle. Q23. Birth control pills contain hormones that control the functioning of the ovaries and the uterus. Most pills have the combination of the hormones estrogen and progesterone to prevent ovulation (the release of an egg during the monthly cycle).
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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.
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Answers in the Activity: 1. Dwarfism
2. Gigantism
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There is too little secretion of growth hormones by the pituitary gland, thus resulting to stunted growth.
There is an excessive secretion of growth hormones by the pituitary gland causing too much growth to the person. 3. Goiter
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There is an abnormal enlargement of the thyroid gland due to too much or too little amount of secreted hormone. Answers to Guide Questions: Q25. Dwarfism may arise if the pituitary gland is not producing enough growth hormones.
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Q26. A person with excessive secretion of growth hormones by the pituitary gland will have a condition called gigantism. Q27. The thyroid gland of the person is inflamed as there is an underlying abnormality in thyroid secretion. Q28. The gland cannot make enough thyroid hormone if it does not have enough iodine in the blood, so taking iodized salt is helpful. Q29. Answers may vary.
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.
The Reproductive System The Male Reproductive System Let the students be familiar with the functions of each part using the table:
c. bulbourethral gland
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Passage of sperm cells from testes to urethra
Passage of sperm cells and urine out of the body Provide liquid in which sperm can swim - Secretes a fluid that makes up most of the components of the semen
- Secretes a slightly alkaline milky fluid that is dis charged as part of the semen - Secretes a thick and clear mucus that lubricates and neutralizes the any trace of acidic urine in the urethra
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(Cowper’s gland)
Produces sperm cells Sac that holds the testis Deposits sperm cells into the vagina during mating
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b. prostate gland
Function
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Part Testis Scrotum Penis Vas deferens (Tube) Urethra Glands a. seminal vesicle
The Female Reproductive System
Let the students study each part and its corresponding function: Part
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Ovary
Oviduct
Function
Produces egg cells Serves as passageway of eggs from the ovary to the uterus; site of egg fertilization
Uterus
Site of egg implantation; serves as the place where fertilized egg develops
Vagina
Receives the penis of male during mating
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.
The Role of Hormones in Male and Female Reproductive System
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KEY CONCEPT TO EMPHASIZE: Hormones play an important role in both male and female reproductive systems. The pituitary gland controls the functions of both the testes and the ovaries. These hormones keep the reproductive system properly functioning.
The Menstrual Cycle Activity 6
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Feedback Mechanisms Involved in Regulating Processes in the Female Reproductive System
Mark My Calendar!
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Teaching Tips:
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In this activity, the learners will describe the feedback mechanisms involved in regulating processes in the female reproductive system.
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• 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.
• As a developmental activity, you may start by correcting myths and misconceptions about menstruation. A checklist of statements to be answered with fact or myth may be given to the students to check their prior understanding on the topic to be discussed. Answers to Guide Questions:
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Q30. The average length of a menstrual cycle is 28 days. However, it varies greatly among women (ranging from 21 to 35 days).
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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.
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Q33. After fertilization, pregnancy takes place. The egg attaches to the uterus and continues to grow inside the womb.
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Q34. It is important to study the menstrual cycle to be able to understand the natural changes that occur in the ovary and the uterus as essential part of sexual reproduction. The information is also useful in family planning to prevent unwanted pregnancy.
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.
Nervous System Working Together with Endocrine System to Maintain Homeostasis Answers to Guide Questions:
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Breastfeeding
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Q35. Failure in homeostasis can be potentially dangerous to a person as it may lead to various diseases and even death. Q36. Glucagon is released in response to low blood glucose level due to skipped lunch, thus increasing blood sugar into normal level. Q37. Insulin is released in response to an increase in blood glucose level due to eating sweets, thus decreasing blood sugar into normal level. Q38. The nervous and endocrine systems work together to lower the temperature of the internal organs such as by producing sweat to cool the body down. Q39. The following are some examples of the coordinated functions of the nervous, endocrine, and reproductive systems: The brain commands the mother’s body to be nurturing towards the baby through breastfeeding. In order to produce milk, hormones such as prolactin and oxytocin are needed. The secretion is stimulated by the sucking of the infant at the breast of the mother. Pregnancy and Child Birth
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Correct balance of sex hormones progesterone and estrogen is required throughout pregnancy with levels steadily rising until the birth of the baby. Until the mother’s body has adapted to the higher levels of these hormones, mood swings can be very common as they also act on the nervous system, specifically the brain. Oxytocin levels rise at the onset of labor, causing regular contractions of the womb and abdominal muscles. When the baby is born, oxytocin continues to contract the womb in order to reduce the risk of bleeding and to help detach the placenta which is delivered shortly afterwards.
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Copulation As the brain processes physical stimulation, the sex organs perform their corresponding biological functions. The sex glands in the endocrine system then produce secretions that are necessary for reproduction. Menstrual Cycle Follicle-Stimulating Hormone (FSH) stimulates the ovaries to release estrogen. High levels of estrogen then prevent the further production of FSH. Estrogen also stimulates the release of Luteinizing Hormone (LH) from the pituitary gland, which in turn controls the production of progesterone. High levels of progesterone then inhibit the further release of LH. 183
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Performance Task: Video Making Topic: Family Planning
Note to the Teacher: You may create your own rubric or scoring guide for this performance task or use the suggested rubric that is given below. Suggested Rubric to be used in rating: CATEGORY
4
3
2
1
Creativity and Originality
All the wordings and melody reflect an exceptional degree of students’ ingenuity in their creation.
Most of the wordings and melody used in the jingle reflect students’ ingenuity in their creation.
The 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.
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Accuracy and Relevance of the Content
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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 body’s responses to internal and external stimuli. Each component of the nervous system has a specific role to do as an important part of a team. • The nervous system has two main divisions, which are the Central Nervous System (CNS) and the Peripheral Nervous System (PNS).
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• 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.
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• The Peripheral Nervous System (PNS) contains all nerves that extend outside the brain and spinal cord. It has two main divisions, which are the Somatic Nervous System and the Autonomic Nervous System. • The basic unit of the nervous system is the nerve cell, called neuron. Neurons have dendrites and axons that aid in transmitting the message.
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• 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.
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• When a receptor such as an organ perceives a stimulus, the impulse is sent to the brain by the sensory neurons, transmitting information from one nerve cell to another. As the message reaches the brain, it processes the information and commands an effector such as a muscle or an organ to respond. The message coming from the brain is sent through the motor neurons. • The Endocrine System consists of glands that secrete chemicals called hormones which control various body processes. This control system usually brings about slow changes in the body because chemical agents move more slowly than nerve impulses. The major glands in the body are the pituitary, thyroid, parathyroid, thymus, adrenal, pancreas, ovaries and testes.
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.
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• The Reproductive System is a collection of organs in an organism that function together for sexual reproduction. The male reproductive organs are the penis, the testicles, the epididymis, the vas deferens, and the prostate gland. The female reproductive organs are the vagina, uterus (womb), fallopian tubes and ovaries.
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• Hormones play an important role in both male and female reproductive systems. The pituitary gland controls the functions of both the testes and the ovaries. These hormones keep the reproductive system properly functioning. • Hormones secreted by the ovaries and a small gland in the brain called the pituitary gland control the menstrual cycle.
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• A feedback mechanism is the process through which the level of one substance influences the level of another substance. A negative feedback affects the production of hormones in the menstrual cycle. High levels of one hormone may inhibit the production of another hormone.
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• 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.
Answers to Summative Assessment: I.
(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 is to process and integrate of information. 2. During puberty, there are significant hormonal activities occuring in the adolescent’s body that cause observable physical and emotional changes.
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3. The nervous system uses nerve impulses while the endocrine system uses hormones that normally enter the circulatory system to communicate messages.
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4. It is important to maintain homeostasis in the body to ensure balance and proper bodily functions in order to survive.
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1. d. 2. g. 3. e. 4. c. 5. b. 6. a. 7. f. 8. h.
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II. (Knowledge)
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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
the branch-like structure of the neuron that extends from the cell body to receive the impulse
Embryo
an organism in its early stages of development, especially before it has reached a distinctively visible form
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Axon
Endocrine Gland an organ that produces chemical secretions poured directly into the bloodstream also called ovum (plural: ova); the female gamete
Fertilization
a process that occurs when the sperm and egg combine to produce an embryo
Homeostasis
the ability or tendency of an organism to maintain internal equilibrium by regulating its processes
Hormone
a chemical substance produced in the body that controls and regulates the activity of certain cells or organs
Impulse
an electrochemical signal moving along a neuron
Neuron
the basic unit of the nervous system, also called nerve cell, that transmits messages to and from the central nervous system
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Egg Cell
Semen
the ejaculated fluid containing sperms and secretions from the seminal vesicle, prostate gland, and bulbourethral gland
Sperm
shorter term for spermatozoon (plural: spermatozoa); the male gamete
Stimulus
any factor in the environment that influences the behavior of an organism
Synapse
the space between neurons where electrochemical signals pass 188
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References and Links Printed Materials: Rabago, L., et. al., (2010). Functional Biology - Modular Approach. 2nd ed. Philippines: Vibal Publishing House, Inc
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Strauss, E; Lisowski, M. (2003). Biology: The Web of Life. 2nd ed. Philippines: Pearson Education Asia Pte Ltd..
(DepEd Materials)
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Electronic Sources:
BEAM: Biology – Organ System – Endocrine and Nervous Systems EASE, Module 9: Life Support Systems
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EASE, Module 13: Reproductive Systems
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APEX Biology – Unit IV, The Organ Systems
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 Alzeimer’s Association (2011). Three Main Parts of the Brain. Retrieved July 4, 2014 from:https://www.alz.org/braintour/3_main_parts.asp
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Encyclopedia Britannica Inc. (2014). Homeostasis. Retrieved July 5, 2014 from: http://global.britannica.com/EBchecked/topic/270188/ homeostasis KG Investments (2014). Stimulation Crucial to Devt. Retrieved July 3, 2014 from: http://www.kidsgrowth.com/resources/articledetail.cfm?id=259
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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
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National Center for Infants (2014). Zero to Three. Retrieved July 5, 2014 from: http://www.zerotothree.org/child-development/brain-development/
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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
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University of Texas (2012). Health Science. Retrieved July 3, 2014 from: http://teachhealthk-12.uthscsa.edu/ curriculum/ brain/brain01e-Wires. asp
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
2
Suggested time allotment: 8 hours
Heredity: Inheritance and Variation
Overview
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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
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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.
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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.
2. Explain how mutations may cause changes in the structure and function of a protein. a. Compare the different types of mutations and their possible results. The key questions will be used by the teacher as a guide in planning the lessons that are included in the Learners’ Material.
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Key questions for this module:
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The pre-assessment questions will allow the teacher to discover what is already known in a specific topic. The information gained in pre-assessment will be used to make instructional decision about learners’ strength and needs and determining which learners are ready for advance instructions.
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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
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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.
4. Any change in the sequence of nitrogenous bases in the DNA, and any mistake in the transcription of genetic information from DNA to RNA or pairing of the codon and anticodon, can cause changes in the kind, sequence, and number of amino acids of proteins synthesized by cells. These changes are called mutation.
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Suggestion to the Teacher: Try out all activities (Activities 1 to 6) before you start with the lesson.
Activity 1
Getting to Know the DNA and RNA Structures
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Teaching Tips:
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This activity is an initial assessment activity that will measure the learners’ understanding of the DNA and RNA structures. The learners are expected to compare the structures of the DNA and RNA molecule.
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1. Establish the motivation for the lesson. Direct learners’ attention to the visual of the DNA molecule. (The teacher should prepare this visual ahead of time). Help the students see the “pieces” that are alike or different.
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2. Ask learners to think about working on a puzzle. Prepare two separate sets of RNA and DNA nucleotides [six(6) pieces each set]. The teacher can use the DNA and RNA nucleotides on pages ___ and ___. 3. Tell one group of learners to put together the nucleotides of the DNA molecule and the nucleotides of the RNA molecule, as if fitting the pieces in a puzzle. 4. Ask learners to show their output. 5. Ask leading questions to the activity. • How is DNA different from RNA? • What nitrogen bases are found in DNA and RNA? 193
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6. Ask the learners to work on Activity 1 individually. 7. Remind learners to answer the guide questions. Point out the location of DNA and RNA in prokaryotic and eukaryotic cells.
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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.
Answer to comparison table.
DNA 2
RNA 1
nucleus
cytoplasm
2.
Location in the cell
3. 4.
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Basis of Comparison 1. Number of strand
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Meanwhile, the eukaryotic cell, has the so called ‘true’ nucleus, which means that its nuclear materials are enclosed by a nuclear membrane. In order to make proteins, the messenger RNA (mRNA) is assembled inside the nucleus through transcription. The coded genetic information carried by 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
Answers to Guide Questions: Q1. The DNA and RNA are made up of three components: namely:
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a. sugar b. phosphate group, and c. nitrogenous base.
Q2. DNA and RNA are different in the following:
a. DNA is double stranded while RNA is single-stranded. b. The sugar in DNA is deoxyribose while that in RNA is ribose. c. The nitrogen bases in DNA are adenine (A), guanine (G), thymine (T) and cytosine (C). In RNA are adenine, guanine, cytosine and uracil.
Q3. Uracil 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.
KEY CONCEPT TO EMPHASIZE:
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• A DNA molecule consists of two strands of nucleotides composed of sugar, phosphate, and nitrogenous bases that pair through hydrogen bonds. The paired strands form a twisted- sipper shape called a double helix. • RNA molecule is single stranded and is composed of nucletides. • RNA is three major types: mRNA, rRNA and tRNA. • In DNA, adenine bodns with thymine and cytosine bonds with guanine. • In RNA, adenine bonds with uracil and cytosine bonds with guanine.
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Activity 2
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Note: The teacher may read from Biology books and Learner’s Material about replication for background knowledge.
DNA Makes DNA
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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.
Figure 1. Unzipping of DNA Molecule
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A DNA “unzips” to form two strands, as shown in Figure 1. Notice that, as the molecule unzips, the base pairs separate. Each single strand of DNA then picks up bases present in the cell’s cytoplasm. In this way, two complete molecules of DNA are created. Notice that each new DNA molecule has the same order of base pairs as the original. The copying process is called replication.
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• 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.)
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2. Which nitrogen bases fit together to make base pairs? (Adenine and thymine fit together, and guanine and cytosine fit together.) 3. When a DNA molecule unzips to form two strands, what is added to each strand? What is produced? (Complementary bases attach to the exposed bases on the strands so that two complete molecules of DNA are produced.) 4. What is the copying of the DNA called? (replication) 5. How is the gene in the DNA coded? (It is usually coded by a particular sequence of base triplet called codons.) 196
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6. In what form does a gene carry information? (A gene carries information through the sequence of nitrogenous bases that may code for RNA or amino acids in proteins.) Determine the number of groups in your class for the activity. Ideally, about ten (10) learners or less per group.
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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.
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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.
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Check on the groups from time to time; see to it that the learners are able to do correctly Steps 3 to Step 12.
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Remind them to answer the guide questions.
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Ask the learners to “show and tell” something about their output. (You may decide as to how many groups will actually present).
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Lead learners to the answers to the guide questions.
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Answers to Guide Questions:
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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.
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The following events can help the learners understand how DNA copies itself:
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Step 1. An enzyme called helicase breaks the bond between nitrogenous bases. The two strands of DNA split. Step 2. The bases attached to each strand then pair up with the free nucleotides found in the cytoplasm.
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Step 3. The complementary nucleotides are added to each strand by DNA polymerase to form new strands. Two new DNA molecules, each with a parent strand and each with a new strand are formed. The DNA replication is known as semi-conservative replication, because one of the old strands is conserved in each new molecule. Figure 2 illustrates the semi-conservative replication of DNA.
Figure 2. DNA Replication 198 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
KEY CONCEPT TO EMPHASIZE:
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• DNA is made up of nucleotides containing sugars, phosphate groups, and nitrogenous bases and its shape is double helix. The complementary structure of DNA’s two strands allow each strand to serve as a template during replication. • The specificity of base pairing in DNA, adenine with thymine, and cytosine with guanine, allows DNA to replicate itself with accuracy.
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Note: The teacher can read from Biology books and Learners Material about transcription for background knowledge.
Activity 3
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What’s the Message
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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:
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• Introduce the lesson using guided inquiry to activate learners’ prior knowledge. • Establish the importance of the transcription process in gene expression. 1. What happens during the process of cell cycle? (Learners should answer that DNA is replicated and new cell structures are formed). Emphasize that DNA is already replicated before “cell division.” In eukaryotes, this process takes place in S phase of the interphase. The statement maybe applicable to bacterial cell division. 199
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•
Next establish the need for mRNA to carry the genetic code from the nucleus to the cytoplasm.
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1. How are proteins made? (Learners should know that proteins are made by ribosomes). 2. Where are ribosomes located in the cell? (Learners should know that ribosomes are located in the cytoplasm). 3. Where are genes located in the cell? (Learners should know that genes are located on DNA, which is located in the nucleus of eukaryotic cells and cytoplasm in bacterial cells). 4. How does the genetic code get out of the nucleus? (Learners should be able to understand that the genetic code found in the DNA sequence is “copied” or transcribed into RNA sequence. The messenger RNA leaves the nucleus and the message is translated into amino acid sequence in proteins). Determine the number of groups in your class for the activity. Ideally, about ten (10 learners or less per group.
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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.
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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.
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Check on the groups from time to time, see to it that the learners are able to do correctly Steps 6 up to 9.
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Remind them to answer the guide questions.
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Ask the learners to “show and tell” something about their output. (You may decide as to how many groups will actually present).
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Lead learners to the answers to guide questions.
Q9. It resembles the complementary strand that was not used.
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.
It can be unzipped by RNA polymerase and make corresponding RNA that maybe translated proteins required by the cell. This is important to keep the integrity of the DNA as the basis of heredity but at the same time produce the products that are encoded in the genes.
Q11. RNA brings the information from the DNA, which is in the nucleus, and brings it to the cytoplasm and serves as a template for protein synthesis.
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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,
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where the information is translated into proteins with the help of ribosomes. Assess the learners’ understanding by reviewing the steps of the transcription process.
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The following events will help the learners understand the process of transcription:
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• Step 1. RNA polymerase enzyme binds and opens the DNA molecule that will be transcribed. •
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Step 2. As the DNA molecule opens, the RNA polymerase slides along the DNA strand and links free RNA nucleotides that pair with the nitrogenous bases of the complementary DNA strand. Hence, if the sequence of bases on the DNA strand were CCG TTA CAT, the sequence of bases on the RNA strand would be GGC AAU GUA.
•
Step 3. When the process of base-pairing is completed, the RNA molecule breaks away as the DNA strands rejoin. The RNA leaves the nucleus and goes to the cytoplasm. Figure 6 shows the transcription process.
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.
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Figure 3. Transcription
KEY CONCEPT TO EMPHASIZE:
The order of nucleotides in DNA determines the order of nucleotides in messenger RNA in a process called transcription.
•
There are three types of RNA that help build proteins: mRNA, rRNA and tRNA.
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mRNA carries the information in DNA, which is found in the nucleus, to the ribosomes found in the cytoplasm.
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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.
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• • •
Note: The teacher can read from Biology books and Learner’s 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.
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1. How do cells use DNA to make proteins? (Most genes contain the information needed to make functional molecules called proteins. Through the processes of transcription and translation, information from DNA is used to make proteins). 2. What are cell structures made of? (Proteins and other types of biomolecules including lipid, carbohydrates, and other metabolites). Introduce the Central Dogma. Refer to Figure 4.
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The Central Dogma of Molecular Biology Figure 4. The Central Dogma on the Flow of Genetic Information Source: www.accesssexcellence.com
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).
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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.
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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.
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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.
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Remind them to answer the guide questions.
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Ask the learners to “show and tell” something about their output. (The teacher can decide as to how many groups will actually present).
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Lead them to the answers to the guide questions.
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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.
Answers to Guide Questions: Q13. In tRNA , the nucleotides are adenine, uracil, guanine and cytosine. The same nitrogenous bases are found in mRNA. The tRNA contains other nitrogenous bases that are derivatives of the same nucleotides. Q14. Adenine pairs with uracil and vice-versa.
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Q15. A codon is a set of three nitrogenous bases in mRNA which codes for a specific amino acid.
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Q16. Transfer RNA brings an amino acid in the cytoplasm to the ribosomes. Each tRNA molecule attaches to only one type of amino acid.
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Q17. In tRNA there is a sequence of three nucleotides that are complementary to the nucleotides in the mRNA codon. These three nucleotides are called an anticodon because they bond to the codon of the messenger RNA. The tRNA carries only the amino acid that the anticodon specifies.
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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.
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• Assess the learners’ understanding by reviewing the steps of the translation process. The following events in translation can help the learners understand the process: • Step 1. As translation begins, mRNA binds to a ribosome in which the ribosomal RNA is found. Then, tRNA molecules, each carrying a specific amino acid, attract the ribosome. The tRNA anticodon pairs with the first mRNA (start) codon AUG, to form the initiation complex. The two molecules temporarily join together.
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.
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• Step 5. As the process continues, a chain of amino acids is formed until the ribosome reaches a stop codon (e.g., UAA, UGA, UAG) on the mRNA strand. The polypeptide chain is released and protein synthesis is complete. Figure 7 summarizes the translation process.
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Figure 5. Translation Source: www. scq.ubc.ca
KEY CONCEPT TO EMPHASIZE: • •
The process of converting the information in a sequence of nitrogenous bases in mRNA into a sequence of amino acids that make a protein is known as translation. The role of transfer RNA (tRNA) is to bring the amino acids in the cytoplasm to the ribosomes to form polypeptides.
Note: The teacher can read from Biology books and Learners Material about the Genetic Code for background knowledge. 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
Trace the Code
In this activity, the learners will apply what they have learned about DNA and mRNA, and the use of the information in the Genetic Code Table.
Teaching Tips:
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• 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
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Q20. The complementarity of the base pairing is essential in transcription and translation. The final products coded by the DNA are RNA and proteins. Some of the DNA sequences are regulatory sequences that do not code for RNA or proteins but are important in gene expression. Protein synthesis is the basis of expression of hereditary characteristics in both structure and form.
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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: ___________
Activity 5 Trace the Code Order of bases in DNA TAG CAT
Order of bases in mRNA (codon) AUC
Order of bases in tRNA (anticodon)
Amino Acid Coded into Proteins
GUC CCA
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Methionine Valine
ACU UGU
ACA AAA GAA
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Genetic code Table
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CUU
Q22. Why is the specific base pairing essential to the processes of transcription and translation. ________________________________ Q23. How many codon/s codes for one amino acid? _______________________________________________________ 209 All rights reserved. No part of this material may be reproduced or 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
Chromie Change
In this activity the learners will illustrate and differentiate the kinds of chromosomal mutations.
Teaching Tips:
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• Introduce the lesson using guided inquiry to activate learners’ prior knowledge. • Establish the motivation for mutation lesson. 1. How do errors in base pairing of the DNA change the DNA sequence? (Different protein that is usually non-functional or with altered function will be made). 2. What do you call these changes? (Mutation) 3. What might cause a mutation to occur? (Mutations may be caused by mutagens in the form of radiation, chemicals, extremes of temperature, and even viral infection). • Determine the number of groups in your class for the activity. Ideally, about ten (10) learners or less per group. • Explain the procedure of the activity. Make sure that the learners will be able to follow the steps and come up with the expected output. • Check on the groups from time to time, see to it that the learners are able to do it correctly. • Remind them to answer the guide questions. • Lead learners to the answers of guide questions. • Guide the students in filling out the table below. Refer to the possible answers in the table. Chromosomal Mutations Translocation Deletion Inversion 2 1 1
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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.
Broke a part Broke a part, reversed and reinserted it into the 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
Answers to Guide Questions:
Loss of genetic Material
Either gain or loss of genetic material OR no loss or gain of genetic material during the process
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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.
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Q24. Translocation occurs when a piece of chromosome breaks off and attaches to another chromosome. An inversion involves the breakage of a chromosome in two places in which the resulting piece of DNA is reversed and re-inserted into the chromosome. Deletion refers to the loss of a segment of DNA or chromosome. Changes that affect the structure of chromosomes can cause problems with growth, development, and function of the body’s systems. These changes can affect many genes along the chromosome and disrupt the proteins made from these genes. Q25. The normal genetic content of the chromosome may be affected. Many diseases are caused by the effects of inherited genes. In most cases, there is only a small difference between the DNA sequence in the defective gene and a normal one. This difference is enough to cause serious and often fatal diseases. Q26. Gain or loss of chromosome material results in chromosomal mutations or aberrations; may also result to Down’s syndrome, Klinefelter’s Syndrome, or Turner’s Syndrome. However, Cri-du-chat Syndrome is due to loss of chromosome. Q27. The possible effects of chromosomal mutations are medical problems, problems on growth and development, genetic disorders, and even death. • Assess the learners’ understanding by showing a drawing of the four kinds of chromosomal mutations. Let learners analyze and identify the type of chromosomal mutation. • Show a normal male and female karyotype and some examples of karyotypes of chromosomal abnormalities, e.g. Down’s Syndrome, Cri-du-chat, Klinefelter’s syndrome and Turner’s syndrome. Let learners compare the normal karyotype with the karyotype of affected individuals. Let them identify which set of homologous chromosomes are affected. • Conclude the lesson by asking learners if their knowledge of molecular genetics may affect their lives. Ask for some volunteers and listen to their thoughts and ideas. 211
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(www.buzzle.com/articles/hybrid-fruits-and-vegetables.html)
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• Point out to the learners that in agriculture, traits of plants and animals could be modified by targeted or random mutations and that not all mutations are harmful. • Mention to the learners the concept about genetic engineering. In recombinant DNA technology, scientists have developed methods to move genes from one species into another. This process uses restriction enzymes to cleave one organism’s DNA into fragments and other enzymes to splice the DNA fragment into a plasmid or viral DNA. Transgenic organisms are able to manufacture genetic products alien to themselves using recombinant DNA. Genetic engineering has already been applied to bacteria, plants, and animals. These organisms are engineered to be of use to humans. • Access additional resources about genetic engineering on this link www.worldofteaching.com • Cite the work of Luther Burbank, an American horticulturist who introduced more than 200 varieties of fruit. The teacher can tell the learners that he developed pomato (tomato/potato), plumcot (plum/ apricot), and the white raspberry. The teacher can localize examples. • (Optional)Have students think about a hybrid fruit, vegetable, flower or animals that they might like to breed. Let them draw pictures of their hybrid organisms considering the qualities that they would like their hybrid organisms to have. • You may use the given sample rubric for this task or you may create your own rubric. Suggested website for hybrid fruits and vegetables: Note: The teacher can acces the LRMDS(BEAM) material of DepEd from which Activity 6 was adapted.
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KEY CONCEPT TO EMPHASIZE: • A mutation is a change in the base sequence of DNA. Mutations may affect only one gene, or they may affect whole chromosomes. • Mutations in eggs or sperm effect future generations by producing offspring with new characteristics. • Mutations in body cells affect only the individual and are not passed on to the offspring. • When DNA from two different species are joined together, it is called recombinant DNA. This process uses restriction enzymes to cleave one organism’s DNA into fragments and other enzymes to splice the DNA fragment into a plasmid or viral DNA.
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.
Name: _______________________________ Date: ________________ Grade: _____________
Teacher: _________________________________
RUBRIC Performance Indicator
Criteria
Value
2
3
4
Finished the piece of drawing but provides no evidence of creativity or originality
Includes an idea, but lacks originality and may have imitated someone else’s plan
Includes some unique ideas and several materials were used, based his or her work on someone else’s idea; made decisions after referring to one source
Includes many unique ideas and creative use of materials, made connections to previous knowledge, generating many ideas
Concept understanding
Piece was not created at all
Piece was created to show desired traits of the hybrid animal or plant crops
Piece was wellplanned and created to show desired traits of the hybrid animal or plant crops
Effort
Did not finish the work in a satisfactory manner
Finished the project, but it lacks finishing touches or can be improved with little effort
Completed the project in an above average manner, yet more could have been done/ developed/ accomplished
Gave effort far beyond the requirements of the project
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
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Piece was created but unclear
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Responsiveness
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Creativity and Originality
Total Teacher Comments:
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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.
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• 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).
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• There are three major types of RNA in the cell and their functions: 1. mRNA carries the information from DNA to the ribosomes.
2. tRNA translates the genetic message carried by the mRNA through protein synthesis. 3. rRNA forms the structural component of the ribosome.
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• Ribosomal RNA serves as the site for attachment of mRNA and tRNA and for protein synthesis
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• Translation is a process which the order of bases in mRNA of amino acids is synthesized/converted/decoded into a protein. It occurs in a ribosome of the cytoplasm. • A mutation is a change in the base sequence of DNA. Mutations may affect only one gene, or they may affect whole chromosomes.
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• Mutations in eggs or sperm may affect future generations by transmitting these changes in the offsprings. Mutations in non-sex (somatic) cells only are not hereditary. • When DNA from two different species are joined together, it is called recombinant DNA. This process uses restriction enzymes to cleave one organism’s DNA into fragments and other enzymes to splice the DNA fragment into a plasmid or viral DNA.
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Answers to Summative Assessment: A. 1. (a) TTACGGTCACCA 2. (a) (c) UUACGGUCACCA 3. (b) AAUGCCAGUGGU B. 4. UGG 5. 6 6. Aspartic acid 7. U & A
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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
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D. Given the list of amino acids, determine the sequence of bases in the codon
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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
process in which the DNA is copied
Amino acid
the building blocks of a protein molecule
Anticodon
the complement of the mRNA triplet code in the tRNA changes in the chromosomes where parts of the chromosomes are broken off and lost during mitosis
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Chromosomal mutations
Codon each set of three nitrogenous bases in mRNA representing an amino acid or a start/stop signal set of rules that specify to the codons in DNA or RNA that corresponds to the amino acids in proteins
Nitrogenous base
is a carbon ring structure that contains one or more atoms of nitrogen. In DNA, there are four possible nitrogen bases: adenine(A), thymine(T), cytosine(C) and guanine(G).
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Genetic code
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mRNA messenger RNA; brings information from the DNA in the nucleus to the cytoplasm. Mutation
Any change in the DNA sequence
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Recombinant DNA A form of DNA produced by combining genetic material from two or more different sources by means of genetic engineering. rRNA
ribosomal RNA; hold tightly to the mRNA and use its information to assemble amino acids.
tRNA
transfer RNA; a type of RNA that attach the correct amino acid to the protein chain that is being synthesized in the ribosome
Transcription
process of copying DNA sequence into RNA
Translation
process of converting information in mRNA into a sequence of amino acids in a protein 216
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References and Links Books Rabago, L., et.al. (2010).Functional Biology:Modular Approach.Vibal Publishing House, Inc. Biggs. A. Gregg, K., et.al. (2000).Biology: the Dynamics of Life. USA: McGraw - Hill Companies. Inc.
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Addison-Wesley (1996). Science Insights:Exploring Living Things. USA: Addison Wesley Publishing Company.
Internet
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Teaching Guide – Integrative Science Biology by Eferza Publications
www.chemguide.co.uk/organic props/amino acids/dna1.html/
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www.elmhurst.edu
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www.accessexcellence.org
ghr.nlm.nih.gov/handbook/mutations and disorders/gene mutation www.nature.com/scitable/topicpage/Genetic-Mutation - 1127
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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.
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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.
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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.
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tRNA Template
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Unit 1 MODULE
Suggested time allotment: 8 hours
3
Biodiversity and Evolution Performance Standards
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Content Standards
Overview
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The learners demonstrate the The learners write an essay or understanding of how evolution make a multimedia presentation on through natural selection can result the importance of adaptation as a to biodiversity. mechanism for survival of a species.
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From Grade 7 to Grade 9, the students learned that organisms are grouped into Kingdom, Phylum, Class, Order, Family, Genus and Species. They also learned that organisms possess unique qualities. Some organisms may look the same but they are totally different from one another, e.g. shark and dolphin; others may be related to one another but they have different physical features and characteristics, like bat and rodent. This is because organisms change over time. When climate changes, the environment will also change and so with organisms living in that environment. Some changes are easily noticeable. While other changes occur so slowly through time and not easily noticed.
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In Grade 10, learners will realize that individual differences and variety of characteristics are important to ensure the survival of species. The presence of advantageous and desirable traits allow organisms to survive natural calamities, disaster, and changes in the environment. This year, the students will learn how fossil records, patterns in development, and molecular data could be used to study the concept of evolution. They will also be provided with a variety of activities to help them understand the general processes and mechanism of evolution believed to produce the Earth’s biodiversity.
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:
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1. Understand how evolution is being studied from the fossil record and molecular data. 2. Give the importance of understanding the origin of life. 3. Explain why reproduction, variation, and adaptation are necessary for the survival of species. 4. Discuss how natural selection promotes expression and propagation of traits, and species that adapt with the changing environment.
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Key questions for this module:
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Pre-assessment is given as a tool to measure the learners’ prior knowledge about Evolution.
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Answers to the Pre-assessment 1. 2. 3. 4. 5.
A C B D B
6. 7. 8. 9. 10.
D A A C D
D
II. Note: Instruct the learners to use line graph for graphical representation of the given situation. 1.
b.
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III. Patterns of Evolution. 1. Divergent 2. Convergent
Sources of Evidences in the Study of Evolution
Evidences from Fossil Records Teaching Tips:
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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.
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• You may start the lesson by showing a picture of fossil remains as a motivation. • Explain that fossils are examples of materials that paleontologists use in studying evolution; they are traces of organisms that lived in the past and were preserved by natural processes or catastrophic events in rocks, peat, or ice; some fossils are remains of organisms, that include bones, shells, teeth and also feces (coprolite). Through time, the fossil-bearing rocks were exposed by movement of the Earth’s surface, by weathering, or dug out by paleontologists.
KEY CONCEPT TO EMPHASIZE:
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Most fossil remains are commonly found in sedimentary rocks; they are from the hard parts of the organism like woody stem, bones, or teeth.
Determining the age of the fossil Activity 1A should enable the students to estimate the age of fossils by their positions in the sedimentary rock.
Teaching Tips:
• Explain that fossils are formed from remains of organisms which were buried in layers of sedimentary rocks due to catastrophic events and natural geologic processes. In time, these remains were replaced by minerals forming rock like materials known as fossils. 223
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• In your discussion, state that relative dating is a method used to determine the age of the rocks by comparing them with the rocks in the other layers. The younger rock is found on the top layer and the older rock is found in bottom layer. Mention also that relative dating method depends upon the assumption that the age of a fossil is based on the relative age of the rock from which they are found; the technique is also used to date the rock based on the fossil it contained. This makes the method unreliable and require Carbon -14 dating, other radioisotopes dating, and molecular techniques. • Point out that some fossils have no living representatives today due to extinction. By comparing the fossils in the different rock layers, scientists were able to predict the changes that occurred in the characteristics of various organisms and to reconstruct the order of changes that these generations of organisms have undergone. • The teacher may ask the learners to draw a rock layer and put the four examples of fossils in every layer. Then the teacher can ask the learners these questions: a. Which of the fossils is found at the deepest layer? b. Which is found at the uppermost layer? Explain your answer.
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Where Do I Belong
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Activity 1A
Images of trilobite and crinoid stem taken from The Virtual Petrified Wood Museum
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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).
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Q4. Cenozoic Era, the fossil of the first human was found during this Era.
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Q5. Organisms are arranged from invertebrates to vertebrates, from simple organisms to complex organisms and from unicellular to multicellular. (Answers may vary). KEY CONCEPT TO EMPHASIZE:
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Paleontologist determine the age of the fossils through their positions in the sedimentary rocks. Fossils found in the bottom layer are assumed to be older than those found in the upper layers.
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In the next activity, the learners will determine the age of fossils by checking its amount of radioactive Carbon-14.
Teaching Tips:
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• You may mention another method of determining the age of fossils, and that is through the use of radioactive isotopes. This is done by analyzing the age of the fossils and rocks where the fossils were found, using the rate of decay of certain radioactive isotopes. This is called absolute dating technique. • Explain how the examination of layers of rocks and dating fossils allowed scientists to develop the Geologic Time Scale. The Geologic Time Scale proposes the major events in the earth’s history. It also suggests the appearance of various kinds of organisms in a particular period of time on earth. • You may discuss the Geologic Time Scale and highlight the notable dominant life forms in every period and era. Allow the students to gauge the environmental and climatic conditions in every era, and relate them to the kind of organisms that existed during that time. 225
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• 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
What’s My Age?
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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.
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Note: In this activity, you may allow the learners to use calculator.
Activity taken from Payawal P. (1993)
Q6. The age of the oldest fossil is 17 190 years old, a petrified wood. Q7. The age of the fossil will determine the particular Era or Period the organisms existed on earth. 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.
Evolutionary Patterns from Comparative Anatomy Another evidence of evolution is from comparative anatomy. Structures can be homologous or analogous.
Teaching Tips:
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• Point out that divergent evolution proposed that homologous structures that developed from common ancestors may have different functions, such as bat wings and rodent forelimbs. On the other hand, convergent evolution suggest that analogous structures of organisms of different ancestors have similar function such as butterfly wings and bird wings.
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• You may refer to the diagram below, for comparison between homologous and analogous structures.
Modified to perform different functions
Adapted to similar functions
Forelimbs of bat and whale
Wings of birds, bat and butterfly
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Function
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Comparison between Homologous and Analogous Structures Basis of Comparison Homologous Structure Analogous structure . Origin Have the same ancestor Have different ancestors
Example
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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.
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H
A
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Activity from Payawal P. (1993)
H
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H
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.
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Q10. The teacher can assign the students to do some research to determine examples about homologous structures. (Answers may vary). To summarize the lesson, you may ask the students this question: What is the relevance of homologous structures in studying divergent evolution, and analogous structures in studying convergent evolution?
Patterns in Embryonic Development The next activity is about the comparison of the embryonic development of different organisms. This activity will help the learners understand how embryonic development provides patterns in the concept of evolution and relatedness of certain animals. 228 All rights reserved. No part of this material may be reproduced or 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: • Start the activity by asking the following questions: o Who is your relative? Why is it important to know your relatives?
Activity 3
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• Explain that as the organisms grow and develop, the embryos gradually become more and more dissimilar. These differences in form are caused by genes that were turned on in the process of development through time. Differences in the form are controlled by the genetic blueprint of the organisms; and mutations in some of these genes may lead to congenital defects, physical abnormalities, cancer, and predisposition to infection. Yet on some very rare occasions minor mutations promote desired trait for growth or resistance to disease.
So, Who is My Relative?
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Q11. The first and second stages of development of the organisms show better similarities.
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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:
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Species that are closely related exhibit similar embryonic development although in the adult stage the organisms are quite different.
Evidence from Amino Acid Sequence Another area of study in the evidence of evolutionary concept is provided by protein and DNA sequences. The next activity will further help learners understand more about the relationship of organisms based on their molecular data. 229 All rights reserved. No part of this material may be reproduced or 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:
Let’s Compare
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Activity 4
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• Start the session with a review on DNA, protein structures, and relationships learned in module 2. • For tables 2, 3, 4, the teacher can ask the students to highlight the different amino acid by using other colors of pen. • For graphical representation of tables 6 and 7, you may ask the students to use different colors to represent pairing of species. • You may ask the learners to analyze the results and interpret the graphs, and discuss the results. • The teacher may assign the students to search about the theory of Jean Baptiste de Lamarck and Charles Darwin. Allow the students to organize their readings about Jean Baptiste de Lamarck and Charles Darwin in foldable as shown below (Figure 1). Figure 1
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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.
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Table 4 Table 5
Q15. Chimpanzee Q16. Kangaroo
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Activity taken from Brittain T. (Biology the Living World) Lab Manual, 1989
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Graphs for Table 6 and Table 7
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.
Q17. Bread molds, with 48 differences in amino acid sequence. Q18. Fruit fly and screwworm Fruit fly and wheat, with 47 differences in amino acid sequence. Q19.Yes, the similarity in amino acid sequence may suggest similarity in their DNA sequence.
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Q20. Yes, similarity in amino acid sequence may suggest the closer relationship of the organisms.
KEY CONCEPT TO EMPHASIZE:
Activity 5
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DNA and amino acid sequences maybe explored to investigate evolutionary concepts. These tools may provide identify and are used in the classification of organisms to their respective genus and species.
Follow the track
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Activity 5 is a simple simulation of natural selection using footprints of two different organisms. Encourage the students to use their imagination to create a story out of the footprints.
Teaching Tips:
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• 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
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Answers to Guide Questions: Q21. Two sets of footprints. Yes, the footprint on the left belongs to smaller organisms, while footprints on the right belong to much bigger organisms. Q22.They are both going to the same direction. Q23. Possible answers: in diagram 3, a struggle between the two organisms. In diagram 4 (Answers may vary), the organism with advantageous characteristics survived. The smaller organisms did not survive.
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The next activity will help the learners determine the effect of environmental changes on adaptation and survival of species.
Teaching Tips:
Survivor
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• 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.
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Activity 6
• Remind the learners about laboratory safety.
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• 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 that did not burn All burnt materials
Earthquake ( Magnet) Materials not attracted to the magnet
Materials attracted to the magnet
Flood ( Water)
All wet and destroyed materials
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
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Marbles Paper Candles Plastics Paper clips
FIRE (alcohol lamp) 6 0 0 0 6
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Organisms/ Events
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Disturbances
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Materials that are wet but not destroyed
Q24. Answers can be marbles and paper clips (Results may vary). Q25. Yes, possible answers are paper, plastics or candles (Results may vary).
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Q26. Marbles and paper clips were able to survive because they possess characteristics that can withstand the three environmental disturbances. The papers, candles, and plastics don’t have characteristics that can help them survive the three environmental disturbances (Answers may vary). Q27. Variation increases the chance of survival. Organisms with the most desirable traits would likely survive environmental changes and gradually become better suited to survive in a given environment; this is called adaptation.
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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.
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Q29. (Answers may vary) Proper garbage disposal, energy conservation. Reuse, recycle and reduce consumption.
Performance Task
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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.
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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.
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Summative Assessment: 1. A
6. D
2. C
7. A
D
3. B
8. A
4. D
9. C
5. B
10. D
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Test II. 1. Convergent 2. Divergent Note: Instruct the learners to use line graph for graphical representation of the given situations.
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3. 4.
Summary of Concepts:
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• The fossil record, molecular data from DNA and amino acid sequences may be used to study possible changes in species over time. • Fossil records help the paleontologist determine if there were changes in structures and varieties of the species. •
Embryology suggests that some organisms may have common patterns of development.
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• Morphological and molecular data show that organisms may be related to one another. • Jean Baptiste de Lamarck proposed The Theory of Need, The Theory of Use and Disuse, and The Theory of Acquired Characteristics. • Charles Darwin proposed the Theory of Natural Selection which is supported by the following ideas: Organisms struggle for existence, resulting in survival of the fittest and elimination of the unfit. Organisms learn to adapt to their environment in order to survive and reproduce. • Speciation may happen through gene combination, mutation, and natural selection. • Speciation increases biodiversity. 237
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Glossary of Terms
Divergent Evolution Evolution Gene Fitness Fossils Homologous Structures Reproduction
An increase in the difference among descendants of a single ancestral species as time passes Species change over period of time A segment of DNA or RNA that code for protein or RNA. A molecular unit of hereditary trait Ability to survive and produce offspring Preserved remains of organisms such as bones, shells, teeth and feces Parts of different organisms that are similar in structure but serve different functions The process by which an organism produces offsprings and thus perpetuate the species Differences in traits of organisms in a population
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Variation
An increase in similarities among species derived from different ancestors as a result of similar adaptation to similar environment
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Convergent Evolution
Structure in organisms that are similar in function but different in origin
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Analogous Structures
Ability of an organism to adjust and thrive in a given environment
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Adaptation
References and Links:
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Alexander P. Bahret, MJ. Charles, J. Courts G. Skolky D’ Alessio N., Biology The Living World, Prentice hall New Jersey. 1989. Biology,Science and Technology Textbook, Department of Education, 1990. Brittain, TM., Biology: The Living World Laboratory Manual, New Jersey, USA: Prentice Hall Englewood Cliffs.1989. Campbell, NA. Williamson, B. Heyden, RJ. , Biology: Exploring New Life , New Jersey USA: Pearson Education Inc. 2004. Capco, CM. Phoenix Science Series: Biology Quezon City Philippines: Phoenix Publishing House. 2003. 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.
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.
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Mader, SS. Biology, USA: WMC. Brown Publishing. 1985.
Meyer, DE., Biological Science a Molecular Approach, Boulder, Colorado, USA Biological, Science Curriculum Study. 1980.
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Miller, K. Levine, J. Biology Prentice Hall, New Jersey. 1991
Olivares, M. Bermio, E. Cruz, J. Science and Technology for the Modern World; SEMP II Diwa Scholastic Press Inc. 2003.
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Payawal, PC. Lannu, AL SD. Sangalang, MF. Soligam, AC. Cadiz, N M.Torreta, NK. Biology: Study and Review Guide, Greenhills San Juan, Phil: Academe Publishing House 1993.
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Rabago, LM. Joaquin, CC. Lagunzad, CG. Functional Biology, Vibal Publishing 2010. Reading Essentials for Biology, Teacher Annotated Edition, Glencoe Science, McGraw Hill, New York.USA. http.www.Albertawow.com
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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
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4
Suggested time allotment: 10 hours
Overview
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The learners demonstrate the understanding of: • the influence of biodiversity on the stability of ecosystem • an ecosystem as being capable of supporting a limited number of organisms
As the learners go through this module, they are expected to: • Explain how diversity of species increases probability of adaptation and survival of organisms in changing environment. • Explain the relationship between population growth and carrying capacity. • Suggest ways to minimize human impact on the environment.
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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.
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Key questions for this module
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Pre-Assessment:
Notes to the teacher: •
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KWHL chart is used as pre-assessment in this module to determine prior knowledge of the learners on biodiversity and stability, and to identify the required skills in accomplishing the learning tasks. The teacher may want to ask the students to fill out the KWHL chart individually, by pair or by group. Answers may vary. The teacher is free to modify this form of assessment depending on how it can help make learning easier for the students.
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Teaching Tips: • • •
Make connections between what the students learned about biodiversity in Grade 9 and what they will learn in this module. Give an overview of what the students will do and learn as they go through the module. Capture enthusiasm for the daily learning tasks that the students will be doing in the entire module. 241
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Activity 1
Classifying the Value of Biodiversity
Teaching Tips:
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• 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:
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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.
The Ups and Downs of Population Growth Possible answers to “Think about this!” section: 1. * This means that the birth rate of human is greater than the death rate. * Exponential growth rate shows an increasing number of human which indicates that there were more people were born than the number or rate of death. 2. The second situation indicates that death rate of the Monkey-eating Eagle is greater than the birth rate of the Monkey-Eating Eagle. 242 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Limiting Factors Teaching Tips: • Lesson on the limiting factors and carrying capacity can be done differently depending on the kind of learners.
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o For visual learners or learners who love to read, a reading comprehension activity may be given, but make sure that there are guide questions that will help them understand what they read and guide them in attaining the learning objectives.
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o For auditory learners, slow readers, and challenged students, a multimedia presentation can be used in presenting the lesson accompanied with appropriate assessment tool such as activity sheet, guide questions etc.
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o For advanced learners, web quest and online treasure hunt are engaging activities that may be used. Sample Webquest http://www.geocities.ws/rdw122/WQ_regulate_pop_growth.html http://rachelcoggins4b.edublogs.org/2012/05/19/limiting-factorsweb-quest/
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• You may modify the guide questions found on the learners’ material. • Possible answers to the guide questions and think about this section of the learners’ material/module:
Chart on goat’s carrying capacity
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Q1. Based on the chart, the goat’s carrying capacity is 65. Because the chart shows that when the population of rat reaches 65 in number, the goat’s population stops growing, indicating that the area can only accommodate and support 65 goats. Q2. There is a rapid growth in the goat’s population between mid-May and 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.
Answer to Think About This! 3. Difference Chart: Density-dependent limiting factor Density-independent limiting factor
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Logistic population growth
Population expansion decreases as resources become scarce Population growth stops when it reaches the carrying capacity of the environment
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Population growth is not influenced by population density Population growth is affected by human activities, natural disasters, and climate
Exponential population growth
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Population growth is marked by a rapid increase There are plenty of resources available to support all organisms. Higher birth than death rate
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Population growth is influenced by population density Population growth is dependent on the carrying capacity of the environment or habitat
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4. The human population will stop growing when it reaches its carrying capacity. Notes to the Teacher:
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• For enrichment, the learners must read on the limiting factors that depend on population density found in the learners’ material.
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• 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?
This activity was designed to measure the understanding of the learners about the limiting factors of population growth. Answers: 1. Limiting factor
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Situation
Densityindependent or densitydependent? Density dependent
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Mrs. Rosales has 55 students in her Biology class, but she has room for 50. Because the room was crowded, the 5 students were asked to go to the curriculum chairperson to change their schedules. Dinoflagellates in Laguna de Bay increase in population due to an increase in organic substance in the body of water brought by water pollution. The oil spill in Cavite area harmed many aquatic organisms in the vicinity. A new strain of Dengue virus breaks out in the country. Super typhoon Yolanda caused many residents to leave Leyte. Population of wild boar decreases because of deforestation. An increase in population of house lizards in Barangay Himpot causes a decrease in population of mosquitoes.
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
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2. Cause and Effect (answers may vary) Possible answers Cause Effect Statistics shows that the number of There will be an increase in the babies born per day is double the population of human. number of death per day. There will be a shortage of resources More food demand in a limited supply Palawan government creates more The population of marine species improvised breeding areas for the will increase and can decrease the endangered marine turtles and coral danger of extinction. reef fishes in their area. Sharks are hunted and killed for their Sharks population will decrease and fins. become endangered.
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Note:
• Careful discussion on the effects should be observed particularly on increase in human population. The effects that might be given by the students may not be due to the increase in population but due to other factors like mismanagement of resources and the like.
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Teaching Tips:
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Environmental Problems and Issues
• You may show video or pictures of different environmental conditions in the archipelago, such as the current condition of marine ecosystem, fresh water ecosystem, tropical rainforest, mangroves, and agricultural lands. Then, ask the students if they have observed similar changes that took place in their community and how these changes might affect
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biodiversity in the area.
Sample Video: o Illegal logging Endangers South Philippines https://www.youtube.com/watch?v=zeaE-8rlXGY o Balagbag, A documentary Film on Illegal Mining in Zamboanga https://www.youtube.com/watch?v=y9vONqOVzkg • From the students sharing, connect it to the next activity where students will analyze the problems depicted on the ecosystem. • Remind the students that the following activities are connected to the creation of their final output. 246
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Activity 3
Analyzing Environmental Issues
This activity will provide an opportunity to analyze sample environmental problems or issues in preparation of the actual analysis of their community.
Teaching Tips:
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• 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
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Activity Title: ___________________________________________________ Group Name: __________________________________________________ Members: ___________________ ___________________ ___________________ ____________________ ___________________ ___________________
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Problem # ____: ________________________________________________
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Example : Problem #1: Forested area is converted into housing Possible Causes of this Problem
Possible Negative Effects on the Community/Environment
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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 • •
Population of organisms will decrease Loss of natural habitat for different kind of organisms found in the forest
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.
KEY CONCEPT TO EMPHASIZE: Changes in the habitat of organisms cause either increase or decrease in biodiversity. Humans are responsible for the conditions of the ecosystems. Natural resources should be used wisely to preserve them.
Activity 4
Biodiversity Status in the Community
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The activity is about the status of biodiversity in a locality. It is focused on the community of the learners. This will require students to gather data about species diversity, resources, population density, and carrying capacity of the area that will serve as evidence in discussing the condition or status of biodiversity of the area.
Teaching Tips:
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The students’ output for this activity is very vital in the creation of their final product.
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• 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
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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.
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http://www.intel.com/content/www/us/en/education/k12/thinking-tools/seeingreason.html
• Guide students in completing the table in Activity 4B. • Student and teacher conferences will be helpful in guiding students in accomplishing activity 4B.
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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.
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Activity 6
Teaching tips:
Showcasing of Products
• Organize a culminating activity to showcase their final outputs. • Invite stakeholders and school club officers as audience in the presentation of each groups’ final output. • It is important to orient the audience and students on the objectives of the event.
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• Remind the participants and audience in giving constructive feedback to establish friendly atmosphere and to promote collaboration.
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• Audience can be given opportunities to participate in the showcasing of learning outputs by asking them to share their feedback at the end of the presentation. • Provide a feedback form that can be used in assessing and providing constructive feedback. • Remind them on the use of rubric as scoring guide.
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• For more samples of assessment tools visit Intel© Education assessment library.
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Summary of Concepts:
• Biodiversity benefits people in many ways. It can be of economic, ecological or aesthetical. • Greater biodiversity promotes a more stable ecosystem. • More recent loss of biodiversity has been attributed primarily to human activities such as overfishing, overhunting, and loss of habitat. Population growth gives us an idea on how fast a population changes over time.
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• Population growth can be affected by density-dependent or densityindependent limiting factors. • Changes in the habitat may cause an increase or decrease in biodiversity. • Humans are obliged to take responsibility in maintaining a clean and healthy state of the ecosystem.
252 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Answers to Summative Assessment:
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1. A – promote it as an ecotourism destination, because it can increase the level of appreciation and awareness of people touring the area on the importance of the coral reef ecosystem. Trained persons should manage the area and guide the ecotourists. Choices B and C will not conserve but speed up the destruction of the reef ecosystem. Choice B, collect fishes and sell them to pet shops may be done in destructive ways like using cyanide and muro-ami that can harm the coral reefs. Choice C collecting corals as souvenir items for tourists will eventually destroy the reef. The collected corals might have living coral animals and may die from dehydration when taken out of the sea. Also the decrease in the coral affects the reef and those inhabiting the area may perish for lack of breeding place and food. 2. B – can still conserve the ecosystem if only few houses are built among the trees. The contour of the land was preserved and trees were not uprooted or cut down. Choice A cannot conserve the ecosystem because it can cause deterioration of the ecosystem. Choice C – might disturb animals living in the hilly land and kill plants from the trampling of many feet.
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3. B – getting only minor forest products can conserve the rainforest ecosystem because it will not cause deterioration. Choice A is prone to illegal logging and cause deforestation Choice C might harm the forest because most of the campers leave their garbage and hunt exotic animals that cause disturbance in the ecosystem.
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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
is the variety of life forms in a particular ecosystem.
Carrying capacity
is the maximum number of organisms that an environment can hold or support, is a community of organisms that live, feed and
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Ecosystem
interact with the environment. Exponential growth
is a constant increase in the number of population of
Limiting factors
these are factors that control the growth of a population.
is a population growth that reaches its carrying
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Logistic growth
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an organism.
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apacity characterized by zero growth rates. Population
is the total number of organisms of the same species
Population density
is the measurement of population per unit area.
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in the same area.
is the capability of an ecosystem to be self-regulating,
Stability
and returns it to a steady state after a disturbance.
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.
References and Links Internet Sources: Retrieved from http://www.conservation.org/global/philippines/publications/ Documents/Mapping_Population-Biodiversity_Connections.pdf Activate Instruction (2011, January 11). Study Guide: Population
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Dynamics | Carrying Capacity | Activate Instruction. Retrieved March 5, 2014, from https://app.activateinstruction.org/playlist/resource-sview/ rid/51ef03ce07121c75158c76f0/id/51ed742a07121cad4fe66a3c/bc0/ search/bc1/playlist
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Daily, G., & Ehrlrich, P. (1992, November). Population, Sustainability, and Earth’s Carrying Capacity A framework for estimating population sizes and lifestyles that could be sustained without undermining futuregenerations, by Gretchen C. Daily and Paul R. Ehrlich. Retrieved March 6, 2014, from http://dieoff.org/page112.htm
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DENR (n.d.). Biodiversity Resources. Retrieved March 1, 2014, from www. denr.gov.ph/index.php/component/content/article/18.html
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Elbrecht, T. (2010). ECOLOGY UNIT: POPULATION GROWTH. Retrieved February 28, 2014, from http://www.crazyteacherlady.com/ uploads/5/1/4/8/5148626/objective_2_activities_pop_growth.pdf Philippine Clearing House Mechanism for Biodiversity (n.d.). Overview on Biological Diversity. Retrieved February 28, 2014, from http://www.
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chm.ph/index.php?option=com_content&view=article&id=55&Item id=55
Skoool.co.uk/ Intel (2004). Population size. Retrieved March 4, 2014, from http://www.skoool.co.uk/content/keystage3/biology/pc/learningsteps/ FSPLC/LO_Template.swf
Teachers try science (2012, January 30). Dynamic Population Dynamics. Retrieved February 28, 2014, from http://www.teacherstryscience.org/ lp/dynamic-population-dynamics 255 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Peter de Guzman. (2012). Environmental problems in the Philippines [Web]. Retrieved from https://www.youtube.com/watch?v=ev_TWY8fdQ8 Mindanao Examiner Production. (Producer) (2012).Balagbag: A documentfilm on illegal logging in zambaonga [Web]. Retrieved from https://www. youtube.com/watch?v=y9vONqOVzkg
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Money 2389. (Producer) (2009). Biodiversity video[Web]. Retrieved from https:// www.youtube.com/watch?v=HA3xNMJnFuo David SuzukiFDM. (Producer) (2011). Why biodiversity matters? [Web]. Retrieved from https://www.youtube.com/watch?v=N5ssjM2Fjuc
Books:
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http://www.animalintelligence.org/2006/08/04/duck-and-chicken-raisefamily-together/----Q3
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Dispezio, M.,Luebe, M, et al. (1996). Diversity and Adaptation. In Science Insights Exploring Living Things (p. 139). United States of America: Addison-Wesley Publishing Company. Department of Education Republic of the Philippines (2009). Importance of Biodiversity, Environmental Issues, problems and Solutions. In Biology Textbook (pp. 326-327; 344-346). Mandaluyong City, Philippines: Book Media Press Inc.
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Glencoe (2000). Ecology. In Biology The Dynamics of Life (p. 94; 114). USA: McGraw-Hill Companies. Rabago, L. (2010). Philippine as Megadiversity Country. In Functional Biology (2nd ed., pp. 409-410). Quezon City, Philippines: Vibal Publishing House Inc.
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.
