10

Science
Quarter 3 – Module 8
Biodiversity: Key to More Variety

Department of Education ● Republic of the Philippines

Science – Grade 10
Alternative Delivery Mode
Quarter 3 – Module 9: Biodiversity: Key to More Variety
First Edition, 2020

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Published by the Department of Education- Division of Bukidnon

Schools Division Superintendent: Randolph B. Tortola, Ph.D. CESO IV

Development Team of the Module

Author/s : Lurie P. Gomonan

Content Editor : Joseph L. Silvestre,PhD
Language Editor : June Francis S. Sorongon, Ed.D
Reviewers : Ellen A. Azuelo, PhD, Rejynne Mary L. Ruiz, PhD
Illustrator and Layout Artist : Janmar Gomonan
Management Team :
: Arturo B. Bayocot, PhD, CESO III
Chairperson Regional Director

Co-Chairpersons : Victor G. De Gracia Jr., PhD, CESO V

Assistant Regional Director
: Randolph B. Tortola, PhD, CESO IV
Schools Division Superintendent
: Shambaeh A. Abantas-Usman, PhD
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD

Members : Neil A. Improgo, EPS-LRMS

Bienvenido U. Tagolimot, Jr., EPS-ADM
Elbert R. Francisco, CID Chief
Ellen A. Azuelo, EPS-Science
Rejynne Mary L. Ruiz, LRMS Manager
Jeny B. Timbal, PDO II
Shella O. Bolasco, Librarian II

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Office Address: Fortich Street, Sumpong, Malaybalay City
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E-mail Address: bukidnon@deped.gov.ph
 10
Science
Quarter 3 – Module 8
Biodiversity: Key to More Variety

This instructional material was collaboratively developed and reviewed

by educators from public schools. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at bukidnon@
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We value your feedback and recommendation

Department of Education ● Republic of the Philippines

 TABLE OF CONTENTS

Page
COVER PAGE
COPYRIGHT PAGE
TITLE PAGE
TABLE OF CONTENTS

LESSON 1: Biodiversity: The Whole Spectrum

What I Need to Know 1

What I Know 1
What’s In 3
What’s New 4
What is it 6
What’s More 7
What I Have Learned 9
What I Can Do 10
Assessment 10
Additional Activities 12

LESSON 2: Species Diversity

What I Need to Know 13

What I Know 13
What’s In 15
What’s New 16
What is it 16
What’s More 18
What I Have Learned 19
What I Can Do 19
Assessment 20
Additional Activities 22

LESSON 3: Species Diversity: Adaptation & Survival of Changing Environments

What I Need to Know 23

What I Know 23
What’s In 25
What’s New 25
What is it 26
What’s More 27
What I Have Learned 28
What I Can Do 29
Assessment 31
Additional Activities 32

Assessment 33
Key to Answers 38
References 39
Appendices 40
This page is intentionally blank
What This Module is About

Introductory Message

Welcome to the Science 10 Alternative Delivery Mode (ADM) Module on

Biodiversity: Key to More Variety.

This module was collaboratively designed, developed and reviewed by educators from
public schools to assist you, the teacher or facilitator, in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

To the facilitators:
As a facilitator, you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

To the parents:
As a vital partner in education, your support to your children’s learning at home, is a
great factor to ensure that they will become successful in what they do. As a parent,
you are expected to monitor your children’s progress while they are accomplishing the
tasks in this module while at the same time, ensuring that they learn independently.
The objectives set for this learning material will be certainly accomplished with your
steadfast guidance and support.

To the learners:
This learning resource hopes to engage the learners in guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

Furthermore, it is our objective that you will have fun while going through this material.
Take charge of your learning pace and in no time, you will successfully meet the
targets and objectives set in this module which are intended for your ultimate
development as a learner and as a person.
How to Learn from this Module
To achieve the objectives cited above, you are doing the following:

This will give you an idea of the skills or

What I Need to competencies you are expected to learn during the
Know module.

This part includes an activity that aims to check

what you already know about the lesson to take. If
What I Know
you get all the answers correct (100%), you may
decide to skip this module.

This is a brief drill or review to help you link the

current lesson with the previous one.
What’s In

In this portion, the new lesson will be introduced to

you in various ways, such as a story, a song, a
What’s New
poem, a problem opener, an activity or a situation.

This section provides a brief discussion of the

lesson. This aims to help you discover and
What is It
understand new concepts and skills.

This comprises activities for independent practice

to solidify your understanding and skills of the
What’s More
topic. You may check the answers to the exercises
using the Answer Key at the end of the module.
This includes questions or blank
What I Have sentence/paragraph to be filled in to process what
Learned you learned from the lesson.

This section provides an activity which will help

you transfer your new knowledge or skill into real
What I Can Do
life situations or concerns.

This is a task which aims to evaluate your level of

mastery in achieving the learning competency.
Assessment
 In this portion, another activity will be given to you
Additional to enrich your knowledge or skill of the lesson
Activities learned. This also tends retention of learned
concepts.
This contains answers to all activities in the
module.
Answer Key

• Take your time reading the lessons carefully.

• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

At the end of this module you will also find:

References This is a list of all sources used in developing this

module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included in
the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!
Lesson
Biodiversity:
1 The Whole Spectrum

Did you know that living things depend on their physical and chemical environment for
food, shelter, protection, and reproduction? Of course, who does not need food and water
and shelter to live? The non-living components such as soil, water, temperature and sunlight
can also affect the type and number of organisms living in an ecosystem. Biodiversity is a
term used to describe how varied living things are in an ecosystem. The more diverse the
ecosystem, the more stable it is.

What I Need to Know

At the end of this lesson, you will be able to:

1. Identify the levels of biodiversity.
2. Create an ecological map of the community.
3. Identify the kinds of species in an ecosystem

What I Know

Direction: Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. Which of the following refers to biodiversity?
A. Extinct species
B. Nonrenewable resources
C. The rate of species declines
D. The variety of species on Earth
2. Which is not a benefit of biodiversity?
A. Agriculture
B. Deforestation
C. Ecotourism
D. Medicine
3. An endangered species means______.
A. a species in danger of extinction.
B. a species growing on public land.
C. a species that have disappeared entirely.
D. an organism brought to a place where it has not lived before.
4. The level of biodiversity that involves a variety of habits and communities is
A. ecosystem diversity.
B. genetic diversity.
C. population diversity.
D. species diversity.
5. In what part of the world is the greatest number of extinctions occurred?
A. In deserts
B. In the Arctic
C. In tropical rain forest
D. In Europe and the United States
6. Why is biodiversity important to ecosystems?
A. It increases at each level of the food chain.
B. It helps populations adapt to ecological changes.
C. It reduces the number of insects in a given ecosystem.
D. It allows animals to feed permanently from one type of plant.
7. Which of the following is not a level of biodiversity?
A. Ecosystem
B. Genetic
C. Population
D. Species
8. Why are invasive species a threat to biodiversity?
A. They can be harmful to humans.
B. They can cause harm to the environment.
C. They can outcompete native organisms for their resources.
D. All statements are true.
9. ________ species is a non-native plant/animal introduced accidentally or
intentionally by humans.
A. Endangered
B. Extinct
C. Invasive (exotic)
D. Threatened
10. Which of the habitat where many critical biodiversity hotspots located?
A. Polar Environments.
B. Desert environments.
C. Cities and developed areas of the world.
D. Islands, tropical rain forests and coastal areas.
11. When animals are placed in controlled, restrictive environments, they ____
A. are less likely to compete.
B. may have difficulty meeting their basic survival needs.
C. become immune to infectious diseases that are common in the wild.
D. have a low rate of genetic disorders because their gene pool is large.
12. What is called for a discrete group of organisms of the same kind?
A. Column

2
 B. Community
C. Genes
D. Species
13. How does increasing species diversity affect ecosystems?
A. It only increases the productivity of an ecosystem.
B. It increases the efficiency and productivity of an ecosystem.
C. It does not increase the efficiency and productivity of an ecosystem.
D. It increases only the efficiency and not productivity of an ecosystem.
14. How many types of species are there in an ecosystem?
A. One
B. Two
C. Three
D. Four
15. Which is the largest scale of biodiversity?
A. Cell diversity
B. Ecological diversity
C. Genetic Diversity
D. Species Diversity

What’s In

An ecosystem can be small like an aquarium or a small pond in your backyard, with
only a few organisms interacting, or it may be large, like a forest with lots of organisms
interacting. There are two types of ecosystem: man-made and natural ecosystem. When we
speak of natural ecosystem, we are referring to those areas with little or no human
intervention. A forest is a natural ecosystem if it remains to be unchanged by human
activities. Other natural ecosystems include the oceans, the seas and the rivers.

Direction: Circle the words listed below. Words appear straight across, back-words, straight
across, up and down. Down and up and diagonally.

Word search made from:

https://thewordsearch.com/puzzle/1200894/biodiversity-the-whole-
spectrum

3
 What’s New

Biodiversity

Biodiversity is the variety of life forms in an ecosystem that describes how varied living
things are in a specific area. It is very important since it sustains through the flow of energy
the food web on earth and contributes to environmental stability.

Ecosystem

Organisms are part of biodiversity and may be economically and ecologically valuable.
Their products are a source of food, medicine, clothing, shelter and energy. They are
important in maintaining the balance in the ecosystem as they perform their specific roles.

MY BACKYARD: A SURVEY
Activity 1.1

I- Objectives: At the end of this activity, you should be able to:

a. identify the ecosystem found in the backyard,

b. evaluate the relationship between nonliving things and living things found in backyard,
c. create a visual presentation of the output, and
d. appreciate the connection of living and nonliving things in an ecosystem.

II- Materials:

 Meter stick
 String
 Marker
 Activity Sheet
 Magnifying lens (Optional)

III- Procedure:

1. Survey your backyard (or any area near your house that you think is an ecosystem).
2. Measure an area of 1 square meter (1 m2) and put a stick in each corner as markers
and tie a string around it for identification.
3. Record your observations and accomplish Worksheet 1.1.

4
 My Backyard: A Survey
Worksheet 1.1
Fill-in the table:

Table 1.1: Ecosystem

Living Organism Number Location Remarks

Table 1.2: Non-living Things

Non-living things Number Location Remarks

Questions:

1. What is the relationship between the living and nonliving organisms in your area?
2. Are there different species living in your marked area? How many species are there?
3. Are all the organisms living harmoniously? How?

VI- Illustration:

Draw your marked area and include the details in making your output.

5
VI: Conclusion:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

What is It

Biodiversity is the variety of life on earth and the essential interdependence of all
living things. Short for biological diversity, includes all organisms, species, and populations;
the genetic variation among these; and all their complex assemblages of communities and
ecosystems. It also refers to the interrelatedness of genes, species, and ecosystems and their
interactions with the environment.

Levels of Biodiversity
1. Genetic Diversity - different genes &
combinations of genes within populations.
Genetic diversity is all the different genes
contained in all individual plants, animals,
fungi, and microorganisms. It occurs within
a species as well as between species.
Different genes and different combinations
within the cat family results to different breeds.
2. Species Diversity- organisms that have
the potential to interbreed in nature and
produce viable, fertile offspring. A number
of different species represented in a given
community. Population are a group of
individuals of the same species that live in
the same area and interbreed, producing
fertile offspring. Species diversity is all the
Same species of cat with the potential to inter-
differences within and between populations breed and produces fertile offspring.
of species, as well as between different
species

3. Ecosystem Diversity-variation in the

ecosystems found in a region. Ecosystem
diversity is all the different habitats,
biological communities, and ecological
processes, as well as variation within
individual ecosystems.
Different kinds of habitat in an ecosystem
diversity.

6
 What’s More

How Diversity Works

Activity 1.2

A. Which is more diverse?

Direction: Look at the illustrations/pictures below and identify which is more diverse.
Write your answer in a separate sheet of paper.

1)

A. B.

2)

A. B.

3)

A. B.

4)

A. B.

5) A. Koi Pond B. Bird Cage

7
 6) A. Mini- Forest B. Ant Colony

7) A. Landscaped Garden B. Mahogany Forest

8) A. Backyard Garden B. Gmellina Plantation

9) A. Flower Garden B. Calamansi Nursery

10) A. Bat Cave B. Falls

Question:
What is your basis in choosing your answer? Explain.
___________________________________________________________________________
___________________________________________________________________________

8
 What I Have Learned

Below are the concepts used in Lesson 1: Biodiversity: The Whole

Spectrum. Read and understand each statement.

1. Biodiversity benefits people in many ways. It can be economic, ecological or aesthetic

value
2. Greater biodiversity promotes a more stable ecosystem.
3. There are three levels of biodiversity, Genetic Diversity, Species Diversity and
Ecosystem Diversity
4. Genetic diversity is the total number of genetic characteristics in the genetic makeup of
a species.
5. Species diversity is the number of different species that is represented in a given
community.
6. Ecosystem diversity deals with the variations in ecosystems within a geographical
location and its overall impact on human existence and the environment.
7. Biodiversity is important because it sustains the flow of energy in the food web on
Earth and contributes to environmental stability.
8. Organisms are important in maintaining balance in the ecosystem as they perform
their specific roles.
9. The more recent loss of biodiversity has been attributed primarily to human activities
such as overfishing and loss of habitat.
10. Ecological diversity includes the variation in both terrestrial and aquatic ecosystems

Task: Choose 3 statements above and explain them in your own words (15 points)
1. ____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. ____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. ____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

9
 What I Can Do

In a nutshell, Biodiversity is a term that describes how varied living things are in a
specific area. This time, think about a place in your community and try to identify organisms
that you can be found which are valuable to your life. How many kinds of living things can be
found in your community? Why do you consider those organisms important to you?

MAKE AN ECOLOGICAL MAP OF YOUR COMMUNITY

Activity 1.3

Help Matty, the Barangay Planner, does his job by drawing an ecological map of your
community.
a. Cite different landmarks, forests and houses in your map.
b. Help him plan a man-made ecosystem where there are thriving diverse species.
c. Make sure to label all the buildings, streets, and others.
d. Identify the species’ name, write their role in the ecosystem and cite ways on how it
helps the ecosystem.
BARANGAY (Name of Barangay) ECOLOGICAL MAP

Assessment

Direction: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. Which is the largest scale of biodiversity?
A. Cell diversity
B. Ecological diversity
C. Genetic Diversity
D. Species Diversity
2. Which of the following refers to diversity?
A. extinct species
B. nonrenewable resources

10
 C. the rate of species declines
D. the variety of species on Earth
3. How many types of species are there in an ecosystem?
A. One
B. Two
C. Three
D. Four
4. Which is not a benefit of biodiversity?
A. Medicine
B. Ecotourism
C. Deforestation
D. Agriculture
5. How will increasing species diversity affect ecosystem?
A. It only increases the productivity of an ecosystem.
B. It increases the efficiency and productivity of an ecosystem.
C. It does not increase the efficiency and productivity of an ecosystem.
D. It increases only the efficiency and not productivity of an ecosystem.
6. An endangered species means
A. a species in danger of extinction.
B. a species growing on public land.
C. a species that has disappeared entirely.
D. an organism brought to a place where it has not lived before.
7. What is called for a discrete group of organisms of the same kind?
A. Column
B. Community
C. Genes
D. Species
8. The level of biodiversity that involves a variety of habits and communities is
A. species diversity
B. population diversity
C. genetic diversity
D. ecosystem diversity.
9. Which habitat where many critical biodiversity hotspots located?
A. Polar Environments
B. Desert environments
C. Cities and developed areas of the world
D. Islands, tropical rain forests and coastal areas
10. In what part of the world are the greatest number of extinctions occurred?
A. In tropical rain forest
B. In the Arctic
C. In Europe and the United States
D. In deserts
11. ________ species is a non-native plant/animal introduced accidentally or
intentionally by humans.
A. Threatened
B. Invasive (exotic)
C. Extinct
D. Endangered

11
 12. Why do invasive species a threat to biodiversity?
A. They can outcompete native organisms for their resources
B. They can cause harm to the environment
C. They can be harmful to humans
D. All statements are true
13. Why is biodiversity important to ecosystems?
A. It reduces the number of insects in a given ecosystem.
B. It increases at each level of the food chain.
C. It helps populations adapt to ecological changes.
D. It allows animals to feed permanently from one type of plant.
14. Which of the following is not a level of biodiversity?
A. Species
B. Population
C. Genetic
D. Ecosystem
15. When animals are placed in controlled restrictive environments, they ____
A. are less likely to compete.
B. may have difficulty meeting their basic survival needs.
C. become immune to infectious diseases that are common in the wild.
D. have a low rate of genetic disorders because their gene pool is large.

Additional Activities

Imagine! Imagery!
Activity 1. 4
Task:
1. Imagine the Majestic Mount Kitanglad.
2. Write down the name of the species as many as you can think of that lived in Mount
Kitanglad for 60 seconds (time yourself)
3. Decide on what category you want to use.

A. List of species found in Mt. Kitanglad

_________________ ____________________ _________________
_________________ ____________________ _________________
_________________ ____________________ _________________

B. Question:
1. What made you decide on your category? (5 pts)
_____________________________________________________________________
_____________________________________________________________________

2. What is your definition of species? (5pts)

_____________________________________________________________________
_____________________________________________________________________

12
 Lesson
Species Diversity
2
Organisms are part of biodiversity and may be economically and ecologically valuable.
Species diversity is defined as the number of species and abundance of each species that
live in a location. The number of species that live in a certain location is called species
richness. Species diversity is the number of different species that are represented in a given
community. The effective number of species refers to the number of equally abundant species
needed to obtain the same mean proportional species abundance as that observed in the
dataset of interest.

What I Need to Know

At the end of this lesson, you will be able to:

1. identify different types of species,
2. compare the three types of species,
3. classify endemic species, exotic species and
cosmopolitan species, and
4. analyze the role of the different species and
its effect in the ecosystem.

What I Know

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. Which of the following levels of organization is arranged in the correct sequence from
most to least inclusive?
A. ecosystem, community, population, individual
B. community, ecosystem, individual, population
C. individual, population, community, ecosystem
D. individual, community, population, ecosystem
2. If you were to take a count of the diversity of species in your town, what would you
measure?
A. Biodiversity
B. Genetic diversity
C. Habitat diversity
D. Species Richness
3. If you were to measure the degree of difference between all of the rats that share a
species in a town, what would you be measure?
A. Habitat diversity

13
 B. Genetic Diversity
C. Biodiversity
D. Species Richness
4. A country with different type of habitat is said to have a high degree of what?
A. Biodiversity
B. Genetic Diversity
C. Habitat diversity
D. Species Richness
5. Why do regions of high geographic relief often also have higher biodiversity
Than flat areas?
A. They often comprise more than one type of habitat
B. There are more places to hide
C. They are better for growing crops
D. They got more sunlight
6. Considering the biodiversity, the animals can be classified as;
A. Fauna
B. Flora
C. Sativum
D. Pisum
7. The causes of extinction of ecosystem includes
A. Deforestation
B. Overhunting
C. Habitat loss
D. All of above
8. Which of the following will be harmed when there is extinction of any animal from the
ecosystem?
A. cycle
B. chain
C. stability
D. quality
9. Biodiversity is of importance as it offers:
A. Stability of Ecosystems
B. Stability of atmosphere
C. Stability of species
D. Stability of research
10. Hot spot areas have:
A. Low density of biodiversity
B. Only endangered plants
C. High density of hot springs
D. High density of biodiversity
11. What term is used for a situation in which species may be extinct in a particular area
but continue to exist in other locations?
A. Endangered
B. Extant
C. Extirpation
D. Dormant
12. Which of the following is the worst culprit when it comes to activities threatening
species with extinction?
A. Chemical pollutants
B. Habitat destruction
C. Overharvesting
D. Disease
13. The factors on which the diversity of animals and plants of a particular region are
dependent includes

14
 A. soils
B. climate
C. altitude
D. all of above
14. What is the most effective way of protecting biodiversity?
A. Protect the entire ecosystem
B. Save the endangered species
C. Preserve locally extinct species
D. Exterminate predators or threatened species
15. Which of the following is the best way of protecting and saving threatened species?
A. Captive breeding
B. Habitat protection
C. Strict implementation of laws of protecting wildlife resources.
D. Keeping them in an artificial environment that is protected and sheltered

What’s In

How many species do you think live on Earth? There are approximately 1.8 million
different species classified on Earth. Of all the
species identified, nearly one million are insects.
New species are being discovered each year.
Scientists estimate that there may be between 5
to 30 million species that live on Earth. Each year,
approximately 13,000 more species are added to
this growing list of known species.
Biodiversity is a term that can be used to
describe biological diversity at a variety of
different scales. But in this context, we will focus
An example of an ecosystem with varied biological on the description of species diversity. Species
diversity. Photo credit: Janmar D. Gomonan play essential roles in ecosystems, so local and
global species losses could threaten the stability of the ecosystem services on which humans
depend (McCann 2000).

Trees! Trees! And More Trees!

Activity 2.1

Task:
1. Have you notice different kinds of trees around your neighborhood?
2. Go outside and take a walk on your neighborhood (Practice social distancing and safety
protocol)
3. Identify the trees found in your community and search for the following:
b. Common name
c. Scientific name
d. Identify if it is endemic or exotic
4. Question: Are all the trees found in your community endemic? Exotic?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

15
 What’s New

Crossword Puzzle on Species Diversity

Activity 2.2

Direction: Complete the crossword by filling in a word that fits each clue.

Crossword made from: https://freecrosswordpuzzlemaker/speciesdiversity

What is It

Species Diversity
 Species- largest group of organisms capable of interbreeding and producing fertile
offspring.
 Diversity- A state of being diverse or variety. - A range of different things.
 Species diversity - number of different species that are represented in a given community
(a dataset) -incorporates both the number of species in a community (species richness)
and the evenness of species abundance.

3 Types of Species:
 Endemic species - is one whose habitat is restricted to a particular area; often
endangered - differs from “indigenous,” or “native,” (although it occurs
naturally in an area, is also found in other areas.)
 Exotic Species -is any species intentionally or accidentally transported and released
by man into an environment outside its present range. -most severe agents
of habitat alteration and degradation, and major cause of the continuing
loss of biological diversity throughout the world.

16
  Cosmopolitan Species -Pertinent or common to the whole world. Cosmopolitan
distributions can be observed both in extinct and extant species.

Philippine Setting
Philippine mahogany is a trade name for a collective species of trees with highly
durable lumber. Collective name of over 40 native trees – apitong, bagtikan, lauan pula or
puti, guijo, tanguile, palosapis, gisok, yakal. Philippines is one of the 18 megadiverse
countries with 70%-80% of the world’s biodiversity. We have over 3,600 native trees. About
65% of our plants are endemic. Over 35% of our birds are endemic. Around 60% - 85% of
animals are endemic (The Philippine Native Plants Conservation Society, Inc. (PNPCSI)

EXOTIC TREES
Some exotic trees are invasive species. It will displace our local or native vegetation. It
inhibits the growth of native species, it releases toxins, makes soil acidic, competes with soil
nutrients and water. They bring in pests and diseases with no predators in the country and
make unhealthy soil. Exotic trees could bring about negative effects to our biodiversity which
results to no birds, no animals, no plants, and no predators in the area. There is a need to
conserve our native trees to prevent extinction.
Reasons why we need to plant native trees.
 Native trees are beautiful in our landscape
 Highly adapted to our environment. Less maintenance, no fertilizer needed.
 Able to tolerate wet and dry season- typhoons and drought.
 It is our natural forest and as a symbiotic relationship to the land, water and animals
that has developed through the year.
 Provide food to humans and local animals-birds, insects and wild animals
 A source for alternative medicine
 Help restore water
 Native trees give us a sense of culture and heritage to be proud of as Filipino
 With so limited space, let us prioritize our threatened native trees over exotics
Our native trees are threatened, vulnerable, endangered, physical extinction and
extinction from our collective memories as Filipinos. The following are endemic trees of the
Philippines.

Kalumpang/ Bubog

Duldul/ Malabulak

17
 Talisay

Kamuning Banaba

Narra/Apalit Botong /Bulubitoon /Bitoon

Photo credit: Cel M Tungol: The Philippine Native Plants Conservation Society, Inc. (PNPCSI)

What’s More

Walk of Fame (Gallery Walk)

Activity 2.3
I- Objectives:
At the end of the activity, you will be able to:
a. identify different types of species,
b. classify endemic species, exotic species and cosmopolitan species, and
c. analyze the role of the different species and its effect in the ecosystem.

II- Materials
 Pictures
 Worksheet
 Paste/ glue
 ¼ cartolina
 Scotch tape
 marker

18
 III- Procedure:
1. Ask pictures with descriptions and materials from your teacher.
2. Classify the picture if it is endemic, exotic and cosmopolitan species.
3. Paste it in your cartolina and write the role of the species in the ecosystem
4. Answer the questions in your worksheet.

IV- Questions:
1. Why is exotic species helpful in the survival of the endemic species in an
ecosystem?
_______________________________________________________________
_______________________________________________________________
2. Explain how species diversity increases the probability of adaptation and
survival of organisms in changing environments.
_______________________________________________________________
_______________________________________________________________

What I Have Learned

Introduced Species
Activity 2.4

Option 1: Do option 1 if you have access to the internet and answer the guide questions:
Watch the video entitled: Introduced Species: A Threat to Philippine Biodiversity
YouTube link: https://www.youtube.com/watch?v=RSoWR0RMHsg
Guide Questions:
1. What are the introduced trees mentioned in the video?
2. What is/are the effects of planting exotic trees in the Philippines?
3. What agency/ies is/are spearheading the task on planting endemic trees and
doing information dissemination to the Filipinos?
4. What do you need to do to take part in this endeavor?
5. Write your realization/ reaction about the video clip.
Option 2: For those who do not have access to the internet, read the article in Appendix An
entitled “The Danger of Introduced Species” and answer the following guide questions.
Guide Questions:
1. What are the introduced species mentioned in the article?
2. What are the characteristics of these invasive species?
3. How do these species affect their environment?

What I Can Do

ENVIRONMENTAL SPEECH MAKING

Activity 2.5
Task: Make an Environmental Pledge (Panunumpa para sa Kalikasan).

19
I- Objectives:
At the end of the activity, you should be able to:
1. make a pledge for the environment, and
2. create an artistic output on the written personal pledge
II- Materials:
 Coloring Materials
 Construction Paper (any color)
 Ruler
 Marker
 Bond paper
III- Procedure
1. Make a pledge to take care of the environment.
2. Write it creatively in a construction paper

Assessment

Multiple Choice. Choose the letter of the correct answer. Write the letter on of
your answer in a separate sheet of paper.

1. Which of the following is the best way of protecting and saving threatened species?
A. Captive breeding
B. Habitat protection
C. Strict implementation of laws of protecting wildlife resources.
D. Keeping them in an artificial environment that is protected and sheltered.
2. Which of the following levels of organization is arranged in the correct sequence from
most to least inclusive?
A. individual, population, community, ecosystem
B. individual, community, population, ecosystem
C. ecosystem, community, population, individual
D. community, ecosystem, individual, population
3. What is the most effective way of protecting biodiversity?
A. Save the endangered species
B. Protect the entire ecosystem
C. Preserve locally extinct species
D. Exterminate predators or threatened species
4. If you were to take a count of the diversity of species in your town, what would you be
measuring?
A. Species Richness
B. Habitat diversity
C. Genetic diversity
D. Biodiversity
5. The factors on which the diversity of animals and plants of a particular region are
dependent includes
A. altitude
B. climate
C. soils
D. all of above
6. If you were to measure the degree of difference between all of the rats that share a
species in a town, what would you be measuring?
A. Species Richness
B. Habitat diversity
C. Genetic Diversity

20
 D. Biodiversity
7. Which of the following is the worst culprit when it comes to activities threatening
species with extinction?
A. Chemical pollutants
B. Disease
C. Habitat destruction
D. Overharvesting
8. A country with different type of habitat is said to have a high degree of what?
A. Biodiversity
B. Genetic Diversity
C. Habitat diversity
D. Species Richness
9. What term is used for a situation in which species may be extinct in a particular area
but continue to exist in other locations?
A. Dormant
B. Endangered
C. Extant
D. Extirpation
10. Hot spot areas have:
A. High density of biodiversity
B. High density of hot springs
C. Low density of biodiversity
D. Only endangered plants
11. Why do regions of high geographic relief often also have higher biodiversity
Than flat areas?
A. They got more sunlight.
B. There are more places to hide.
C. They are better for growing crops.
D. They often comprise more than one type of habitat.
12. Considering the biodiversity, the animals can be classified as
A. sativum
B. pisum
C. flora
D. fauna
13. What causes the extinction of ecosystem?
A. deforestation
B. overhunting
C. habitat loss
D. all of above
14. Which of the following will be harmed if there is extinction of any animal from the
ecosystem?
A. chain
B. cycle
C. quality
D. stability
15. Biodiversity is of importance as it offers:
A. Stability of atmosphere
B. Stability of Ecosystems
C. Stability of research
D. Stability of species

21
 Additional Activities

Think Before You Click

Activity 2.6

Task:
I. Research on the following:
A. Endemic Flowers in the Philippines
a. Name
b. Location
B. Endemic Trees
a. Name
b. Location
C. Endemic Animals
a. Name
b. Location
D. Exotic Plants
a. Reasons why they are introduced in the Philippines
b. Where it came from
c. Advantage and disadvantages
E. Exotic Animals
a. Reasons why they are introduced in the Philippines
b. Where it came from
c. Advantage and disadvantages

II. Make an album of all the endemic flowers, plants, animals and exotic plants and
animals in the Philippines and prepare for a creative presentation of output.

22
 Lesson Species Diversity: Adaptation
& Survival of Changing
3 Environments
Most of us would think that when organisms eat other organisms, it would lead to the
eventual reduction of the “preyed” species. In an ecosystem, there are various interactions
between species that contribute to the structure of the community. This interaction may be
categorized into four types: competition, predation, herbivory and symbiosis.

What I Need to Know

At the end of this lesson, you will be able to:

1. define adaptation
2. explain how species diversity increases the
probability of adaptation and survival of
organisms in changing environments

What I Know

Multiple Choice. Choose the letter of the correct answer. Write the letter of your answer in a
separate sheet of paper.
1. Variations are important in population because they can lead to _________________.
A. More fossils
B. Less evolution
C. Better environments
D. New species over time
2. Physical adaptation ____________________.
A. are the way an organism act
B. are the way an organism behave
C. happen over a short period of time
D. are the features or characteristics of an organism’s body
3. Behavioral adaptations ____________________.
A. the way animal look
B. physical characteristics of an organism
C. are the things animals do to survive
D. only found in insects
4. Adaptations in a species over time are caused by __________________.
A. only an increase in temperature
B. different changes in the environment
C. the amount of food that is available
D. animals choosing to change something about themselves

23
5. A certain plant species has evolved to contain a bad-tasting chemical. Which of these
is the MOST LIKELY the outcome of this adaptation?
A. The chemical aids in photosynthesis.
B. Animals are less likely to eat the plant.
C. Animals are more likely to eat the plant.
D. The plant is able to live in many environments.
6. The Burmese python, like any other snakes has loosely hinged jaw. Which of these
best describes an advantage of this adaptations?
A. This type of jaw provides no advantage.
B. This type of jaw allows the snake to climb and live in trees.
C. This type of jaw allows the snake to scoop up water from ponds and rivers.
D. This type of jaw can be stretched wide, allowing the python to swallow animals
that are larger than its head.
7. Which structural adaptation BEST allows a tiger to hunt a prey in tall grasses?
A. Long, sharp claw
B. Striped fur
C. Large teeth
D. Powerful jaw
8. Organisms that break down food dead organic matter is called _____
A. Decomposers
B. Consumers
C. Predators
D. Parasites
9. Which of the following occurs when organisms try to get the same resources?
A. Symbiosis
B. Competition
C. Parasitism
D. Predation
10. Which of the following symbiotic relationships is considered parasitic?
A. Tapeworm in an intestinal tract.
B. Pilot fish swimming under sharks.
C. Bees transporting pollen from flowers.
D. Birds eating the insects from the back of a hippopotamus.
11. A symbiotic relationship in which one species benefits without benefiting or harming
the other organism.
A. Mutualism
B. Parasitism
C. Commensalism
D. Competition
12. Which population would best thrive in a swampy environment?
A. A population of organisms with gills.
B. A population of organisms with wings.
C. A population of organisms with hooves.
D. A population of organisms with thick fur.
13. A plant has the following characteristics: short, thick stem, small, plump leaves
covered by a waxy coating, roots grow close to the surface of the ground. From which
environment is this plant most likely adapt?
A. Grassland
B. Coniferous forest
C. Desert
D. Arctic tundra

24
 14. Which of the following behavioral adaptations is best suited for survival in an
environment with harsh, extremely cold and long winters?
A. Hibernation
B. Defensive behavior
C. Courtship
D. Webbed feet
15. The arctic environment has temperatures that range between -22oC and 6oC with snow
covering some of the area. Which adaptation would most likely help a populations of
organisms survive this environment?
A. Long necks and tall legs
B. Large shell and leathery skin
C. Green feathers and webbed feet
D. Light colored fur and layers of blubber

What’s In

Humans depend on biodiversity in numerous ways, yet species are being rapidly lost
due to human activities. The ecosystem services approach to conservation tries to establish
the value that society derives from the natural world such that the true cost of proposed
development actions becomes apparent to decision makers.

WORD WAR
Activity 3.1

Direction: Arrange the jumbled letters to form a correct term. Write your answer to your
answer sheet.
_______________________1. I E S P C S E
_______________________ 2. V D O I R I Y T B I S E
_______________________ 3. H T E N E D R E A T PECIESS
_______________________ 4. G E R E D N D A N E PECEISS
_______________________ 5. X T I N C T E PECIESS
_______________________ 6. D E M I C E N ECIESSP
_______________________ 7. U L N E R A B L E V PECIESS
_______________________ 8. P E C I E S S SITREVDIY
_______________________ 9. O X T E C I EPCEISS
_______________________ 10. T O S M E C E Y S

What’s New

ONLINE ACTIVITY
Activity 3.2

Option 1: Watch the videos on YouTube entitled Biodiversity through these links.
Video #1: https://www.youtube.com/watch?v=VvjNcxsHXYI

25
 Video #2: https://www.youtube.com/watch?v=vnmPdHmRv9o&pbjreload=101
Reflection
Video #1:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Video # 2:

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________

Option 2: Read an article on BIODIVERSITY HOTSPOTS (See Appendix B) and answer the
questions below.

Question:
1. What crisis is the author in this article is referring to?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What statement in the article has caught your attention? Explain your answer.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

What is It

Earth is home to an astonishing diversity of species that provide

food, medicine and other infrastructure necessary for the existence of
humankind. Given the intense competition between species for limited
resources, how is this diversity maintained? Ecologists have shown that
differences in how species interact with their environment counter the
inevitable loss of biodiversity that occurs when better competitors
overrun their inferior counterparts. An example of adaptation
of butterfly: Mimicry

26
 Humans depend on biodiversity in countless ways, yet species are being rapidly lost
due to human activities. The ecosystem services approach to conservation tries to establish
the value that society derives from the natural world such that the true cost of proposed
development actions becomes apparent to decision makers. Species are an integral
component of ecosystems, and the value they provide in terms of services should be a
standard part of ecosystem assessments.
 Adaptation refers to the ability of an organism to survive and
reproduce in an environment. This may involve changes in
behavior or physical structure to survive. For example, if we
take a street dog (that lives in a tropic place) in Alaska (cold
country), it will grow thicker fur to survive cold temperature. A Camouflage of a snake to
Likewise, when a dog in a cold country brought to the tropics, it look for a prey.
will shed its fur to adapt to the warm climate.
 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.
A Chameleon hiding from a
predator.
The differences among individuals in a population that
improve the species' fitness. These adaptations can be physical,
chemical, or behavioral. Camouflage and mimicry are two forms of
physical adaptation.

 Camouflage: Structural adaptation that enables an individual

to blend with its surroundings, and that allows an individual to
avoid detection by predators. Occurs when an individual
Mimicry of a Viceroy butterfly to
“blend” into the environment in the eyes of a potential predator. look like a Monarch butterfly to
avoid being eaten by the
 Mimicry: A phenomenon in which an individual gains some sort predator.
of survival advantage by looking like an individual of another (often more harmful)
species. Is present when one species has evolved to look like another species in a way
that will provide some advantage. The best-known examples of mimicry are those in
which a species mimics another that is toxic or harmful to a potential predator.
Camouflage and mimicry are both adaptations because they increase the likelihood of an
individual evading predation long enough to reproduce.
A. Bivalves also provide good examples of camouflage and mimicry. The spines
on the shells of Spiny Oysters (family Spondylidae) provide crevices in which algae,
sponges, and other epibionts
B. Epibiont: An organism that lives on the surface of another living organism. Can
settle and grow to cover and camouflage the shell. With time, this growth helps the Spiny
Oyster to “disappear” on the surface of the reef, lowering the threat of predation from top-
level predators such as fish. Octopuses and squid (both cephalopods, and close relatives
of bivalves) are the “camouflage champions” of the mollusk.

What’s More

MIMICRY: A Simulation
Activity 3.3
Mimicry is when a plant or animal has similar features to another species that help it to
survive. One of the best examples of these is the Monarch and Viceroy butterflies. Monarch
butterflies taste bitter, so predators aren’t as likely to eat it. The viceroy butterfly has similar

27
markings to the Monarch, so predators avoid it too since they will think that it will taste bitter
like Monarch.

Materials:
Soft Drinks (Sprite and diet coke)
Alka-Seltzer (you can buy this in the pharmacy)
Plastic cups
Worksheet

Procedure:
1. Mark plastic cups with A and B.
2. Fill cup marked A with SPRITE (half of the cup).
3. Fill cup marked B with Alka-Seltzer (half of the cup).
4. Observe cup A and cup B, write your observation and description on your worksheet.
5. The cups represented two different butterflies and you are going to pretend to be a
predator that wants to eat the butterflies. Start the activity: "Eat" butterfly A by drinking
the soft drink (Cup A).
6. Write your observation on your worksheet on how it tastes like etc.
7. Predict what would be the taste of Cup B (Seltzer). Write your predictions.
8. Drink Cup B. Write your observation.
9. Explain the difference between looking the same and tasting the same.
10. Which cup would you be willing to take? (Consider your experience on cup A and B.)
11. If you are the predator, what will be the kind of butterfly you are willing to “eat”? Why?
12. Explain mimicry.

What I Have Learned

ADAPTATION IN PROGRESS
Activity 3.4
In this activity, you will be able to know the kind of adaptation made by Polar bears and
Penguins in a very cold temperature such as the North Pole (Polar bears) South Pole
(penguins).

Materials:
 Basin
 Ice
 Water
 Vegetable shortening (ask/buy in the bakery)
 Worksheet
 gloves
Procedure:
1. Pour a water in the basin (half full) and add crushed ice.
2. Put your hand inside the set-up for 5-10 seconds. Write your observation.
3. Put on the gloves and cover it with the vegetable shortening.
4. Sink your hand with gloves covered with vegetable shortening in the basin. Observe.
Write your observation in your worksheet.
5. Compare your experience.
Worksheet:
1. Pour a water in the basin (half full) and add crushed ice.

28
 2. Dip your hand inside the set-up for 5-10 seconds. Write your observation.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Put on the gloves and cover it with the vegetable shortening.
4. Dip your hand with gloves covered with vegetable shortening in the set-up for 5-10
seconds. Observe. Write your observation.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. Compare your observations.
_____________________________________________________________________
_____________________________________________________________________

What I Can Do

YUMMY NIPS! YUMMY M&M’S

(A simulation on Survival Challenge)
Activity 3.5

Nature can be brutal. The harsh reality is that if you are not a hunter, then you are
being hunted, also known as the prey. What do animals do to avoid being eaten? Some
animals develop defense mechanisms, like porcupine quills or the plated armor of an
armadillo. Other animals develop gross tastes on their bodies, or poisonous mucus coatings.
The survival of a species depends on their adaptation of their environment.
At the end of this activity, you will be able to hunt for M&M prey in a series of different
habitats to discover which M&M's survive in each habitat and why.

Materials:
 Plastic bags
 M&M’s (six colors with 10 candies in each color)
 Nips candy (at least 30 candies each color)
 Container
 Stopwatch
 Friend who likes to eat candies
 Worksheet

Procedure:
1. Prepare a mixed group of "prey." Do this by counting and placing 10 M&M's of each
color into a plastic bag. (This means you should have one plastic bag with 10 yellow,
10 blue, 10 green, 10 brown, 10 red, and 10 orange M&M's candies in it.)
2. Prepare different "habitats" using Nips candies. Do this by counting and placing 30
Nips of a single color in a bag. Repeat for each color, in the end you will have 5 bags
— each with just one color of Nips. (This means you should have one plastic bag with
30 orange Nips, one bag with 30 yellow Nips, one with 30 green nips, one with 30 red
nips, and one with 30 purple nips.)
3. Gather together a pack of 2-4 volunteer "predators." This can be anybody who likes to
eat M&M's: a friend, brother, sister, mom, dad, grandparent, etc.

29
 4. Explain the rules of the game to your predators as follows:
a. The volunteers should pretend to be M&M's birds. They should make a "beak"
using their pointer finger and thumb for collecting M&M's candies.
b. Set a timer (or watch a stopwatch) for 20 seconds. During those 20 seconds,
the volunteers will use their beak to quickly pick up M&M's and quickly put them
in their other hand.
Note: To encourage the volunteers to be fast, tell them that when they are done
with the experiment, they can eat the same number of candies that they
picked up. (But they should not eat any candies until you are all done
testing.)
c. The volunteers should avoid picking up any Nips candies because Nips make
the M&M's birds sick. The Nips represent the habitat that the M&M's candies
live in.
5. After explaining the rules, pour one prepared bag of Nips into a container or sturdy
plate. Mix in the prepared bag of M&M's. Put the container in the middle of your group
of M&M's birds. Make sure everyone can reach the container.
6. Set your timer for 20 seconds.
7. Say, Go! and start the timer. When the timer beeps, everyone should stop picking up
M&M's.
8. Count the number of each M&M's color that each person collected. Record the
numbers in a data table in your lab notebook, like Table 1. If any volunteer collected
any Nips, put the number of Nips they collected in the bottom row of their column, the
one labeled “Nips". Also, re-emphasize that Nips make the M&M's birds sick and
should be avoided.
9. Make sure to record the data for the correct habitat. For example, if you used orange
Skittles as the habitat, record your data in the columns that say "Orange Nips" at the
top.
HABITAT
Yellow Red Orange Purple
Candies Green Nips
Nips Nips Nips Nips
collected
Vol. Vol. Vol.
Vol.2 Vol.1 Vol.2 Vol.2 Vol.1 Vol.2 Vol.2
1 1 1
Yellow M&M’s
Green M&M’s
Brown M&M’s
Blue M&M’s
Orange
M&M’s
Red M&M’s

In your worksheet, make a data table like this one to record your data. You should have a row
for each M&M's color, as well as a row for Nips (one row for all of the colors). Make a column
for each Nips habitat, as shown above. Within the habitat's column, also include a column for
each volunteer. ("Volunteer" has been abbreviated as "Vol." in some places here.)

Question: What can you say about the activity connecting on the lesson on adaptation?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

30
 Assessment

Multiple Choice. Choose the letter of the correct answer. Write the chosen letter on a
separate sheet of paper.
1. The arctic environment has temperatures that range between -22oC and 6oC
with snow covering some of the area. Which adaptation would most likely help
a population of organisms survive this environment?
A. Long necks and tall legs
B. Large shell and leathery skin
C. Green feathers and webbed feet
D. Light colored fur and layers of blubber
2. Variations are important in population because they can lead to ___________.
A. More fossils
B. Less evolution
C. Better environments
D. New species over time
3. Which of the following behavioral adaptations is best suited for survival in an
environment with harsh, extremely cold and long winters?
A. Courtship
B. Defensive behavior
C. Hibernation
D. Webbed feet
4. Physical adaptation ____________________.
A. are the way an organism act
B. are the way an organism behave
C. happen over a short period of time
D. are the features or characteristics of an organism’s body
5. A plant has the following characteristics: short, thick stem, small, plump leaves
covered by a waxy coating, roots grow close to the surface of the ground. For
which environment is this plant most likely adapted?
A. Arctic tundra
B. Coniferous forest
C. Desert
D. Grassland
6. Behavioral adaptations means_____________
A. the way animal look
B. only found in insects
C. are the things animals do to survive
D. physical characteristics of an organism
7. Which of the population would best adapt to thrive in a swampy environment?
A. A population of organisms with gills
B. A population of organisms with wings
C. A population of organisms with hooves
D. A population of organisms with thick fur
8. Adaptations in a species over time are caused by ________
A. only an increase in temperature
B. the amount of food that is available
C. different changes in the environment
D. animals choosing to change something about themselves
9. A symbiotic relationship in which on species benefits without benefiting or
harming the other organism.

31
 A. Commensalism
B. Competition
C. Mutualism
D. Parasitism
10. A certain plant species has evolved to contain a bad-tasting chemical. Which of
these is the MOST LIKELY to outcome of this adaptation?
A. The chemical aids in photosynthesis
B. Animals are less likely to eat the plant
C. Animals are more likely to eat the plant
D. The plant is able to live in many environments
11. Which of the following occurs when organisms try to get the same resources
A. Symbiosis
B. Predation
C. Parasitism
D. Competition
12. The Burmese python, like any other snakes has loosely hinged jaw. Which of
these best describes an advantage of this adaptations?
A. This type of jaw provides no advantage
B. This type of jaw allows the snake to climb and live in trees
C. This type of jaw allows the snake to scoop up water from ponds and
rivers
D. This type of jaw can be stretched wide, allowing the python to swallow
animals that are larger than its head.
13. Which structural adaptation BEST allows a tiger to hunt prey in tall grasses?
A. Large teeth
B. Long, sharp claw
C. Powerful jaw
D. Striped fur
14. What determines whether or not an organism is well adapted?
A. Its genes
B. Its behavior
C. Its environment
D. Its environment and its genes
15. A salamander is born with the skin pattern that makes them camouflage in their
forest environment. This helps them hide from the predators. What is this an
example of?
A. adaptation
B. competition
C. homology
D. variation

Additional Activities

Research Activity
Activity 3.6
Research on the following:
1. Examples of species who presented for their survival and production.
2. Examples of species with mimicry as their means of adaptation.
3. Examples of species with camouflage as their means of adaptation.

32
 Assessment (Unit Test)

Multiple Choice. Choose the letter of the correct answer. Write the chosen letter on a
separate sheet of paper.
1. In what part of the world is the greatest number of extinctions occurring?
A. in deserts
B. in Europe and the United States
C. in the Arctic
D. in tropical rain forest
2. Why are invasive species a threat to biodiversity?
A. They can be harmful to humans
B. They can cause harm to the environment
C. They can outcompete native organisms for their resources
D. All statements are true
3. When animals are placed in controlled, restrictive environments, they ____.
A. are less likely to compete.
B. may have difficulty meeting their basic survival needs.
C. become immune to infectious diseases that are common in the wild.
D. have a low rate of genetic disorders because their gene pool is large.
4. How will increasing species diversity affect ecosystems?
A. It only increases the productivity of an ecosystem.
B. It increases the efficiency and productivity of an ecosystem.
C. It does not increase the efficiency and productivity of an ecosystem.
D. It increases only the efficiency and not productivity of an ecosystem.
5. Which of the following levels of organization is arranged in the correct sequence
from most to least inclusive?
A. ecosystem, community, population, individual
B. community, ecosystem, individual, population
C. individual, population, community, ecosystem
D. individual, community, population, ecosystem
6. Hot spot areas have:
A. Low density of biodiversity
B. Only endangered plants
C. High density of hot springs
D. High density of biodiversity
7. Which of the following is the worst culprit when it comes to activities threatening
species with extinction?
A. Chemical pollutants
B. Habitat destruction
C. Overharvesting
D. Disease
8. What is the most effective way of protecting biodiversity?
A. Save the endangered species
B. Preserve locally extinct species
C. Exterminate predators or threatened species
D. Protect the entire ecosystem
9. Which of the following is the best way of protecting and saving threatened species?
A. Captive breeding
B. Habitat protection
C. Strict implementation of laws of protecting wildlife resources
D. Keeping them in an artificial environment that is protected and sheltered
10. The Burmese python, like any other snakes has loosely hinged jaw. Which of
these best describes an advantage of this adaptation?
A. This type of jaw provides no advantage.
B. This type of jaw allows the snake to climb and live in trees.
C. This type of jaw allows the snake to scoop up water from ponds and
rivers.
D. This type of jaw can be stretched wide, allowing the python to swallow
animals that are larger than its head.
11. Which structural adaptation BEST allows a tiger to hunt prey in tall grasses?
A. Long, sharp claw
B. Striped fur
C. Large teeth
D. Powerful jaw
12. Which population would best be adapted to thrive in a swampy environment?
A. A population of organisms with gills
B. A population of organisms with hooves
C. A population of organisms with wings
D. A population of organisms with thick fur
13. A plant has the following characteristics: short, thick stem, small, plump leaves
covered by a waxy coating, roots grow close to the surface of the ground. For
which environment is this plant most likely adapted?
A. Grassland
B. Coniferous forest
C. Desert
D. Arctic tundra
14. Which of the following behavioral adaptations is best suited for survival in an
environment with harsh, extremely cold and long winters?
A. Hibernation
B. Defensive behavior
C. Courtship
D. Webbed feet
15. The arctic environment has temperatures that range between -22oC and 6oC with
snow covering some of the area. Which adaptation would most likely help a
population of organisms survive this environment?
A. Green feathers and webbed feet
B. Large shell and leathery skin
C. Light colored fur and layers of blubber
D. Long necks and tall legs

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Answer Key:

38
References

Department of Education - Learner’s Manual Science Grade 10, First Edition, 2015.

https://www.bbc.co.uk.news.oud.Retrieved on June 12, 2020, by E.D.Aranggo

https://www.slideshare.net/janszxkie/species-diversity. Accessed June 12, 2020, by

L.P.Gomonan.
https://www.youtube.com/watch?v=LGtTgl3G2Z4. Accessed June 13, 2020, by L.P.
Gomonan.
https://study.com/academy/lesson/biodiversity-activities-games.html. Accessed June 13,
2020, by L.P. Gomonan.
https://thewordsearch.com/puzzle/1200894/biodiversity-the-whole-spectrum/. Last Updated
June 13, 2020 by L.P. Gomonan
http://teach-from-the-heart.blogspot.com/2012/10/mimicry.html. Accessed June 14, 2020 by
L.P. Gomonan.

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 Appendix A

THE DANGER OF INTRODUCED SPECIES

http://animalscene.ph/2018/06/25/the-danger-of-introduced-species/
By Gregg Yan

Who would have thought that guppies, tilapia, and maya weren’t endemic to the Philippines?
What are the most commonly encountered Philippine animals? If the maya, tilapia, ipis,
dagang estero, or kalabaw are top-of-mind, you’re in for a surprise. Despite being ever-
present, none of them originated from the Philippines.

Introduced by accident or on purpose, exotic species can overpower native plants and
animals in just a few generations. How prevalent are introduced species in the Philippines?

HOW THEY GOT HERE

o Maya birds were imported from Europe to combat loneliness—and they’re impostors!
The term “maya” once referred to a group of small, gregarious birds, particularly the richly-
hued chestnut munia (Lonchura atricapilla), and our national bird until 1995. Legend has it that
lonely Spaniards, wishing the Philippines to feel more like their beloved Spain, brought
Eurasian tree sparrows (Passer montanus) with them in the early 1900s. A century later,
they’ve become our most familiar bird, flitting over every major Filipino island, town, and city—
and sometimes plaguing ricefields. Sadly, most Pinoys now mistakenly believe the introduced
Eurasian tree sparrow is the real maya.

o African Tilapia were imported for food. Originally hailing from Africa and the Middle
East, tilapia are now among the world’s most important food fish, grown in 70 countries.
Mozambique tilapia (Oreochromis mossambicus) were brought to the country in the 1950s,
followed by Nile tilapia (Oreochromis niloticus) in the 1960s. The territorial and prolific
mouthbrooders (their fry seek shelter in their parents’ mouths) took over all major Philippine
waterways within 50 years.
Tilapia can decimate the native fauna of many rivers and lakes, and not just in the Philippines.
In Lake Victoria, Africa’s largest, the introduction of Nile perch and tilapia has spurred the
extinction of 60% of the lake’s native fish in what may be the biggest vertebrate extinction of
the 20th century.

o Brown rats or dagang estero were expert ship stowaways. Hailing from northern
China, brown rats (Rattus norvegicus) invaded every continent save for Antarctica by hitching
aboard ships— making them the most widespread mammal next to us! Typically seen
slinking around grimy alleys and gunky canals at night, these all-gnawing rodents have
annihilated many island species, especially birds.

o In Palawan’s Bancauan Isle, introduced rats wiped out all groundbreeding

seabirds. Rats are also smarter than we think. They’re as intelligent as dogs, learning fast
and remembering solutions to complex problems.
o Colorful guppies were imported from South America to combat malaria. Introduced in
1921 to keep mosquitoes at bay, prolific ‘millions
20 fish’ or guppies (Poecilia reticulata) have
spread to just about every waterway in the country, dining on wriggling kiti-kiti or mosquito
larvae. Not all introduced species are harmful though—these lively
livebearers (they pop out little guppies instead of laying eggs) control mosquito-borne
diseases like dengue and malaria, constantly making our country a safer place to live in.

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o Giant cane toads were brought in to eat pests in sugarcane fields in the 1930s. Their
success story is truly “ribbeting”—but giant cane toads (Rhinella marina) eat more than
insects. They gorge on anything: small birds, mammals, reptiles… even other toads! With
their toxic, leathery hides and rabbit-like reproduction rates, they’ve become the
Philippines’ most common amphibian, sitting at the top of the heap in their warty, bug-eyed
glory.

o Alien catfish are displacing our delicious, native hito. Introduced for food, African
sharptooth catfish (Clarias gariepinus) and Asian walking catfish (Clarias batrachus) are
displacing our local hito, the broadhead catfish (Clarias macrocephalus), now dwindling
both from land conversion and hybridization with the two alien species.
A good reason to conserve our broadheads? Among the three species, ours is still the
tastiest!

o Golden kuhol were introduced from South America for food. “What better way to feed
people than to throw South American snails into ricefields?” thought entrepreneurs in 1982?
Well, these little golden buggers don’t spread at a snail’s pace. Eight years after
introduction, golden apple snails (Pomacea canaliculata) and their familiar pink egg
clutches infested 11% of the Philippines’ ricefields, turning our palayan into their personal
salad bowls. Tasty, yes, but these gastronomic gastropods are now top rice pests.

o American cockroaches took over the world through commerce. By stowing away on
ships, planes, trucks, bags, and anything small enough to crawl in, American
cockroaches (Periplaneta americana) colonized the world, contaminating food stores with
cockroach crap. Aside from being unbelievably tough to kill (they can take a full-force slipper-
slap and still merrily scurry into a wall crack), they’re armed with a truly terrifying move: the
flying ipis attack.

Did you know that the Philippines is working on improving the naturalized carabao strain we
know as the “kalabaw”?

o Carabao were brought in by Malay settlers for farming over 2,000 years ago.
Originating from India, Indochina, and China, wild water buffalo were domesticated
approximately 5,000 years ago. Malay settlers brought carabao (Bubalus bubalis
carabanensis) to till the isles which would later become the Philippines around 2,200 years
ago. The beloved, hard-working carabao has now been naturalized as our national
animal.

o Aquarists (the irresponsible ones that is) dumped South American janitor fish into
rivers. No invasive species story would be complete without mentioning janitor
fish, particularly the common plecostomus (Pterygoplichthys pardalis) and sailfin
plecostomus (Pterygoplichthys disjunctivus). Aquarists just love these tireless, sucker-
mouthed algae eaters, which hail from the fast-flowing waters of South America.
Unfortunately, they grow larger than a foot—way too large for most aquaria. Well-meaning
pet-keepers then dumped them in rivers. Voila! The infestation has spread as far as
Mindanao. Looks like we’re the real suckers.

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 Appendix B
WHY ARE BIODIVERSITY HOTSPOTS IMPORTANT?
https://www.conservation.org/priorities/biodiversity-hotspots
TROND LARSEN

There are places on Earth that are both biologically rich — and deeply threatened. For
our own sake, we must work to protect them. Species are the building blocks of Earth's life-
support systems. We all depend on them. But our planet’s “biodiversity,” the vast array of life
on Earth, faces a crisis of historic proportions. Development, urbanization, pollution, disease
— they’re all wreaking havoc on the tree of life. Today, species are going extinct at the fastest
rate since the mass extinction of the dinosaurs.

To stem this crisis, we must protect the places where biodiversity lives. But species
aren’t evenly distributed around the planet. Certain areas have large numbers of endemic
species — those found nowhere else. Many of these are heavily threatened by habitat loss
and other human activities. These areas are the biodiversity hotspots, 36 regions where
success in conserving species can have an enormous impact in securing our global
biodiversity.
The forests and other remnant habitats in hotspots represent just 2.4% of Earth’s land
surface. But you’d be hard-pressed to find another 2.4% of the planet that’s more important.

WHAT ARE BIODIVERSITY HOTSPOTS?

To qualify as a biodiversity hotspot, a region must meet two strict criteria:
 It must have at least 1,500 vascular plants as endemics — which is to say, it must
have a high percentage of plant life found nowhere else on the planet. A hotspot, in other
words, is irreplaceable.
 It must have 30% or less of its original natural vegetation. In other words, it must
be threatened.

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For inquiries and feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

DepEd Division of Bukidnon

Fortich Street, Sumpong, Malaybalay City
Telefax: (088) 813-3634
E-mail Address: bukidnon@deped.gov.ph