SCIENCE: GRADE 9

First Quarter / SY 20178-20198

Name:________________________________________________ Year & Section:__________________________

Teacher:______________________________________________ Date
Released :Released:_________________________

INDEPENDENT HOME PROGRAM

Lesson #1: The Respiratory System DUE DATE: July 3127, 20187
Learning Goals: Illustrate how diseases of the respiratory
system are detected, prevented, and treatedTrace the movement of oxygen from the lungs to the body, and of
carbon dioxide from the body cells to the lungs

Critical Thinking. Read the passage below and answer the questions that follow. Copy the questions and
write your answers on Word (Size 12, Arial, double-spaced). Submit via Google Classroom.
Instructions: Complete the table below. (30 points)Critical Reading. Read these passages from the text
and answer the questions that follow. Copy the questions and write your answers on Word (Size 14, Arial
Narrow, double-spaced). Submit via Google Classroom.

Journey of a Breath of Air

Take in a big breath of air through your nose. As you inhale, you may feel the air pass down your throat and
notice your chest expand. Now exhale and observe the opposite events occurring. Inhaling and exhaling may
seem like simple actions, but they are just part of the complex process of respiration, which includes these four
steps:

1. Ventilation.
2. Pulmonary gas exchange.
3. Gas transport.
4. Peripheral gas exchange.

Ventilation

Respiration begins with ventilation. This is the process of moving air in and out of the lungs. The lungs are the
organs in which gas exchange takes place between blood and air.

• Air enters the respiratory system through the nose. As the air passes through the nasal cavity, mucus
and hairs trap any particles in the air. The air is also warmed and moistened so it won’t harm delicate
tissues of the lungs.
• Next, the air passes through the pharynx, a long tube that is shared with the digestive system. A flap of
connective tissue called the epiglottis closes when food is swallowed to prevent choking.
• From the pharynx, air next passes through the larynx, or voice box. The larynx contains vocal cords,
which allow us to produce vocal sounds.
• After the larynx, air moves into the trachea, or wind pipe. This is a long tube that leads down to the
chest.

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 • In the chest, the trachea divides as it enters the lungs to form the right and left bronchi. The bronchi
contain cartilage, which prevents them from collapsing. Mucus in the bronchi traps any remaining
particles in air. Tiny hairs called cilia line the bronchi and sweep the particles and mucus toward the
throat so they can be expelled from the body.
• Finally, air passes from the bronchi into smaller passages called bronchioles. The bronchioles end in
tiny air sacs called alveoli.

Questions:

1. Describe the journey of air during ventilation.

2. What happens to air in the nasal cavity?

3. What is the role of the larynx?

4. What happens in the bronchi?

5. Where are the alveoli located? Why do you think it is positioned as such?

Nature of the Disease How It Can Be How It Can be Treated

Prevented
Common Ccold
Cough
Asthma
Influenza
Sinusitis
Asthma
Bronchitis
Pneumonia
Tuberculosis
Emphysema
Lung Cancer

Reference(s):

I find this lesson  easy  average  difficult.

My comments about this lesson:
__________________________________________________________

ACCOMPLISHMENT DATE: __________________ PARENT’S_ PARENT’S SIGNATURE:

______________________
TEACHER’S SIGNATURE: __________________

DUE DATE: August 71, 20187

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Lesson #2: Circulatory System
Learning Goal: Illustrate the gas exchange involved in breathing, transporting of gases, and exchange of
gasess:
A. Identify the components of blood and the role of each component.
B. Trace the major circuits of blood flow.
C. Explain the disorders that may affect the proper functioning of the circulatory system.

Critical Thinking. Read the passage below and answer the questions that follow. Copy the questions and
write your answers on Word (Size 12, Arial, double-spaced). Submit via Google Classroom.
Critical Reading. Read these passages from the text and answer the questions that follow. Copy the
questions and write your answers on Word (Size 14, Arial Narrow, double-spaced). Submit via Google
Classroom.
Instructions: Answer pp. 53-55 Part A (Test Yourself) and Part B (Critical Thinking) Write your answers in a ½
sheet of paper crosswiseon your Science Notebook. Copy the questions for critical thinking part
The Heart

The heart is a muscular organ in the chest. It consists mainly of cardiac muscle tissue and pumps blood
through blood vessels by repeated, rhythmic contractions. The heart has four chambers, as illustrated below:
two upper atria (singular, atrium) and two lower ventricles. Valves between chambers keep blood flowing
through the heart in just one direction.

The chambers of the heart and the valves between them are shown here. (Image courtesy of Wapcaplet and
Yaddah and under GNU-FDL 1.2.)

Blood Flow Through the Heart

Blood flows through the heart in two separate loops, which are indicated by the arrows in the figure above.

1. Blood from the body enters the right atrium of the heart. The right atrium pumps the blood to the right
ventricle, which pumps it to the lungs. This loop is represented by the blue arrows in the figure above.

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 2. Blood from the lungs enters the left atrium of the heart. The left atrium pumps the blood to the left
ventricle, which pumps it to the body. This loop is represented by the red arrows in the figure above.

Heartbeat

Unlike skeletal muscle, cardiac muscle contracts without stimulation by the nervous system. Instead,
specialized cardiac muscle cells send out electrical impulses that stimulate the contractions. As a result, the
atria and ventricles normally contract with just the right timing to keep blood pumping efficiently through the
heart.

Questions:

1. What is the role of the heart?

2. What is the main difference between the right side and left side of the heart?

3. What causes the heart to beat and to stop beating? Describe how this occurs.

References:

I find this lesson  easy  average  difficult.

My comments about this lesson:
__________________________________________________________

ACCOMPLISHMENT DATE: __________________ PARENT’S_ PARENT’S SIGNATURE:

______________________
TEACHER’S SIGNATURE: __________________

Lesson #3: Genetics

Learning Goals: Summarize the benefits and drawbacks of DUE DATE: August 16914, 20187
genetic manipulation among plants, animals and human
beings.Illustrate how human traits are inherited using different
inheritance patterns

Critical Thinking. Critical Reading. Read the passage below and answer the questions that follow. Copy the
questions and write your answers on Word (Size 12, Arial, double-spaced). Submit via Google Classroom.
Read these passages from the text and answer the questions that follow. Copy the questions and write your
answers on Word (Size 14, Arial Narrow, double-spaced). Submit via Google Classroom.
Instructions: Create an editorial cartoon of the benefits and drawbacks of genetic manipulation among plants,
animals and human beings. Make sure to check the rubric of expectations.

Mendel’s First Set of Experiments

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At first, Mendel experimented with just one characteristic at a time. He began with flower color. As shown in the
figure below, Mendel cross-pollinated purple- and white-flowered parent plants. The parent plants in the
experiments are referred to as the P (for parent) generation.

This diagram shows Mendel’s first experiment with pea plants. The F1 generation results from cross-pollination
of two parent (P) plants. The F2 generation results from self-pollination of F1 plants.

F1 and F2 Generations

The offspring of the P generation are called the F1 (for filial, or “offspring”) generation. As you can see from the
figure above, all of the plants in the F1 generation had purple flowers. None of them had white flowers. Mendel
wondered what had happened to the white-flower characteristic. He assumed some type of inherited factor
produces white flowers and some other inherited factor produces purple flowers. Did the white-flower factor
just disappear in the F1 generation? If so, then the offspring of the F1 generation —called the F2 generation —
should all have purple flowers like their parents.

1. To test this prediction, Mendel allowed the F1 generation plants to self-pollinate. He was surprised by
the results. Some of the F2 generation plants had white flowers. He studied hundreds of F2 generation
plants, and for every three purple-flowered plants, there was an average of one white-flowered
plant.Use one short bond paper for the editorial cartoon (you must use the full sheet).
2. Hand drawn stick figures and digitally manipulated (“PPhotoshopped”) pictures are not acceptable.
3. Colored (by color pencils only – no markers, pens, crayons, water colors, etc)Use appropriate materials
to color your work.
4. The BACK of the cartoon should have:
a. Title of Cartoon
b. Name
c. Date
d. Class period
5. It does not have to be one “big” drawing. It can be a comic strip format with multiple panels if you
would like.

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Question(s) to answer:

What is your specific opinion about genetic manipulation?

 Why should we care?

 What should we do about it?
 Why is this important?
 What does this say about what you believe?

Law of Segregation

Mendel did the same experiment for all seven characteristics. In each case, one value of the characteristic
disappeared in the F1 plants and then showed up again in the F2 plants. And in each case, 75 percent of F2
plants had one value of the characteristic and 25 percent had the other value. Based on these observations,
Mendel formulated his first law of inheritance. This law is called the law of segregation. It states that there are
two factors controlling a given characteristic, one of which dominates the other, and these factors separate and
go to different gametes when a parent reproduces.

Questions:

1. What did Mendel do in his first experiment?

2. What was the outcome of the F1 generation in Mendel’s first experiment?

3. What was the outcome of the F2 generation in Mendel’s first experiment?

4. Did Mendel repeat his initial experiment with other characteristics? What were his results?

5. Explain the law of segregation. Discuss the reasoning Mendel used to develop this law.

Reference(s):

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RUBRIC:

4 3 2 1

Student’s project follows
Meets Basic all five instruction points.
Requirements
The cartoon is of
Organization & excellent quality and it is
Preparation apparent that the student
spent time in preparing it.
Student’s project is
missing a minor point
from instructions (for
example: date or title)
The cartoon is of good
quality and it is apparent
that the student spent
some time.
Student’s project is
missing a major point but
is still completed
The cartoon is of fair
quality and seems
rushed.
Student’s project does not
conform to more than one
major point.
The cartoon appears to
have been hastily created
and appears messy or
disorganized.

The cartoon The cartoon The cartoon The cartoon demonstrates

demonstrates higher level
Knowledge & Concept of
understanding of an
the Topic
issue.
demonstrates an demonstrates recognition that the student is still
understanding of an of an issue but not a clear struggling to understand
issue. understanding. the issue.

The cartoon’s style, color, The cartoon’s style, color, The cartoon’s style, color, The cartoon’s style, color,
and impact align perfectly and impact align well with and impact do not align and impact seem
Creativity of the Product with the students ideas. the students ideas. well with the students disjointed and rushed.
ideas.

The cartoon is rich with
symbolism. The
message goes beyond a
statement and reflects an
in-depth opinion
Visual Expression of answering more than one
Ideas of the “questions to
answer.”
The cartoon is rich with
symbolism. The
message goes beyond a
statement and reflects an
in-depth opinion
answering one of the
“questions to answer.”
The cartoon The cartoon demonstrates
demonstrates little little to no symbolism.
symbolism. The The message does not
message does not really really go beyond a
go beyond a statement statement and does not
(for example “people in reflect an in-depth opinion.
Africa are starving”) and
does not reflect an in-
depth opinion answering
more than one of the
“questions to answer.”

I find this lesson  easy  average  difficult.

My comments about this lesson:
__________________________________________________________

ACCOMPLISHMENT DATE: __________________ PARENT’S_ PARENT’S SIGNATURE:

______________________
TEACHER’S SIGNATURE: __________________

SCIENCE 9 PROJECT (Group Work)

INSTRUCTIONS:

1. Research about the topic on sustainable development

that you want to use as a foundation for your Science
Fair project. Think of a theory/principle that will support
your data.

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 2. The following may be used:
A. Science Books
B. World Wide Web (make sure to use and cite credible sources)
C. Articles from Science Journals / Magazines
D. Newspaper Articles
E. Posters

3. Follow the format in the submission of your proposal:

FONT: Arial
FONT SIZE: 12
SPACING: Double spaced

4. Use third person point of view for the entire proposal.

5. Create 3 proposals per group that include the following parts:

I. Title Page

Must contain:
- Title of the report
- Names of authors (Alphabetical; Surname, followed by first name, include middle initial)
- Date of submission
- Footnote (*A proposal submitted in partial fulfillment of the requirements in Earth and Life
Science under Mr. Carlo Luigi R. Asis, 1st Quarter, S.Y. 2018-2019)

** The content must be well spaced and balanced symmetrically about vertical axis

II. Statement of the Problem

- What problem would you like to solve?
- What specific questions would you like your study to answer?

III. Significance of the Study

- Who will benefit from your study?
- How will they benefit?

IV. Review of Related Literature

- What information about your topic/problem is available in the reference materials?
- What findings from earlier research are related to your topic/problem?

V. Conceptual Framework
- Can you describe how key variables in your study are related?
- Can you show the form in a diagram?

VI. Hypothesis
- What specific relationship do you believe exists between two variables in your conceptual
framework? The relationship can be a possible explanation of a phenomenon or possible
solution to a problem.

VII. Methodology (discuss step by step of the procedure)

A.

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 - Can you describe the plan or design of the experiment?
- What is the experimental variable? The control?
B.
- Can you describe the sample or the organisms you plan to work with?
- How did you gather them?
C.
- If the group intends to create a prototype, include a digital lay out of the prototype. State the
significance of each component.
D.
- How will you test your experiment/ prototype?

VIII. Literature Cited

-Use APA format

Rubric:

Commendable Satisfactory Fair LIST SCORE

PARAMETERS HERE
40-60 points 20-40 points 10-20 points
Follows format accordingly One or two components Majority of the component is
Use of the required paper, font missing NOT specified
Title Page
and font size Indention and spacing is not Format is NOT followed
appropriate
 Question/Problem is  Question/Problem is  Question/Problem is NOT
specific and VERY CLEAR SOMEWHAT CLEAR. clear.
and can be answered  Hypothesis/Prediction  Hypothesis/Prediction is NOT
by doing an SOMEWHAT present or DOES NOT
experiment. address the question at all. address the question at all.
Statement of the Problem  Hypothesis/Prediction  Some variable(s) are  Variable(s) are not
Significance of the Study addresses the included but are not included.
Hypothesis and Variables question VERY CLEARLY. complete or are not clearly
 Independent (manipulated), identified
Dependent (responding) and
Controlled variable(s) are
included and are clearly
identified.
 The list of materials is VERY  The list of materials is  The list of materials is NOT
detailed and SOMEWHAT detailed and detailed and
complete. complete. complete.
Methodology  Experimental procedure is  Experimental procedure is  Experimental procedure is
VERY CLEAR. SOMEWHAT CLEAR. NOT CLEAR.
Includes no repetitions.

Initial DDraft DDue Date: August 2, 2018

Final Draft DDue Date: August 16, 2018
Actual Submission Date: _______________

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Lesson #4: Biodiversity DUE DATE: August 127, 2017
Learning Goal: Analyze the current problems on endangered
species which often have reduced variation

Instructions: Find an article on current problems on endangered species. Paste it in a short bond paper and
write your 2 paragraph analysis on the issue presented.

I find this lesson  easy  average  difficult.

My comments about this lesson:
__________________________________________________________

ACCOMPLISHMENT DATE: __________________ PARENT’S SIGNATURE:

______________________
TEACHER’S SIGNATURE: __________________

SCIENCE 9 PROJECT (Group Work)

INSTRUCTIONS:

6. Research about the topic on sustainable development that

you want to use as a foundation for your Science Fair
project. Think of a theory/principle that will support your
data.

7. The following may be used:

F. Science Books
G. World Wide Web (make sure to use and cite credible
sources)
H. Articles from Science Journals / Magazines
I. Newspaper Articles
J. Posters

8. Follow the format in the submission of your proposal:

FONT: Arial

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 FONT SIZE: 12
SPACING: Double spaced

9. Use third person point of view for the entire proposal.

10. Create 3 proposals per group that include the following parts:

IX. Title Page

Must contain:
- Title of the report
- Names of authors (Alphabetical; Surname, followed by first name, include middle initial)
- Date of submission
- Footnote (*A proposal submitted in partial fulfillment of the requirements in Science under Mr.
Carlo Luigi R. Asis, 1st Quarter, S.Y. 20178-20198)

** The content must be well spaced and balanced symmetrically about vertical axis

X. Statement of the Problem

- What problem would you like to solve?
- What specific questions would you like your study to answer?

XI. Significance of the Study

- Who will benefit from your study?
- How will they benefit?

XII. Review of Related Literature

- What information about your topic/problem is available in the reference materials?
- What findings from earlier research are related to your topic/problem?

XIII. Conceptual Framework

- Can you describe how key variables in your study are related?
- Can you show the form in a diagram?

XIV. Hypothesis
- What specific relationship do you believe exists between two variables in your conceptual
framework? The relationship can be a possible explanation of a phenomenon or possible
solution to a problem.

XV. Methodology (discuss step by step of the procedure)

A.
- Can you describe the plan or design of the experiment?
- What is the experimental variable? The control?
B.
- Can you describe the sample or the organisms you plan to work with?
- How did you gather them?
C.
- If the group intends to create a prototype, include a digital lay out of the prototype. State the
significance of each component.
D.
- How will you test your experiment/ prototype?

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 XVI. Literature Cited
-Use APA format

Rubric:Rubric:

PARAMETERS Excellent Satisfactory Fair LIST SCORE

5 points 3 points 1 point HERE

One or two components missingMajority of the component is

Title Page Follows format accordingly
NOT specified
Use of the required paper, font
Indention and spacing is not
and font size
appropriate Format is NOT followed
Question/Problem is Question/Problem is Question/Problem is NOT
specific and VERY SOMEWHAT CLEAR. clear.
CLEAR and can be Hypothesis/Prediction Hypothesis/Prediction is NOT
answered by doing an SOMEWHAT present or DOES NOT
experiment. address the question at all. address the question at all.
Hypothesis/Prediction Some variable(s) are Variable(s) are not
Statement of the Problem addresses the included but are not included.
Significance of the Study question VERY complete or are not clearly
Hypothesis and Variables CLEARLY. identified
Independent (manipulated),
Dependent (responding)
and
Controlled variable(s) are
included and are clearly
identified.

The list of materials is VERY The list of materials is The list of materials is NOT
detailed and SOMEWHAT detailed and detailed and
complete. complete. complete.
Methodology Experimental procedure is Experimental procedure is Experimental procedure is
VERY CLEAR. SOMEWHAT CLEAR. NOT CLEAR.
Includes no repetitions.

Draft Due Date: August 2418, 20187

Due Date: August 1265, 20187
Actual Submission Date: September 5August 24, 2017

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