Earth and Life Science – Grade 11

Alternative Delivery Mode

Quarter 1 – Module 2: Earth Materials and Processes
First Edition, 2020

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PublishedAuthors:
by the Department of Education
Melvin B. Arcangel, Hazel R. Balan,
Secretary: Leonor Magtolis-Briones
Teresita Z. Bastillada,
Undersecretary:
Reu Zandro C. Enguito, Dyna F. Gorre,
Assistant
Secretary: Fritz Ryan S. Hondanero,
Rowena E. Lontayao,
Development Team
Gilden of the M.
Maecah Module
Migalang,
Daisy R. Yap,
Authors: Melvin B. Arcangel, HazelJessie
R. Balan,
JamesTeresita Z. Bastillada, Reu Zandro C.
O. Yapao.
Enguito, Dyna F. Gorre, Fritz Ryan S. Hondanero, Rowena E. Lontayao, Gilden
Reviewers: Ringo R. Dadole
Maecah M. Migalang, Daisy R. Yap, and Jessie James O. Yapao.
Shylza C. Tipalan
Ricky P. Jabien
Illustrator:
Reviewers:
Ringo R. Dadole, Shylza Jann Dee C.
C. Tipalan, andCanicon
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Louis Philip O. Bayla

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 11
Earth and Life
Science
Quarter 2 – Module 5:
Perpetuation of Life

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 TABLE OF CONTENTS

PAGE
What I Need to Know 3 190

Module Contents 3 190

Learning Objectives 3 190

General Instructions 4 191

What I know 4 191

Learning Concept 7 194

What’s New 9 196

What I have learned 37224

Assessment 38225

Key to Answers 41226

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 MODULE 5
Perpetuation of Life
What I need to know
One characteristic of living organisms is how a few single cells can multiply,
diversify and organize to form a system of higher organisms. It ensures continued
existence of a species. Plant and animals today exist only because organisms of past
generations reproduce them. The process involved is guided by sequence of
information and transfer. For the sake of all living things, a plant`s reproduction should
not stop. Plants provide one of people`s basic needs food. On the other hand, plants
need animals for carbon dioxide, a product of animal and human cellular respiration.
Living organisms have a variety of reproductive patterns exhibited by plants
and animals. In this unit we will explore how cells of different organisms multiply and
diversify. As you go over this unit, we will also find out more about recent advances in
reproductive technology and how humans use genetic methods to improve life.
This module has five (5) lessons:
▪ Lesson 1 – Plant Reproduction and Its Structures
▪ Lesson 2 – How animals reproduce?
▪ Lesson 3 – Genetic information and Protein synthesis.
▪ Lesson 4 – Genetic Engineering and the uses of GMO
▪ Lesson 5 – Risks and Benefits of GMO`s (Genetically Modified Organisms)

Learning Objectives
After going through this module, you are expected to:
1. Describe the different ways of how plants reproduce. (S11/12LT-IIej-13)
2. Illustrate the relationship among structures of flowers, fruits and seeds.
(S11/12LT-IIej-14)
3. Describe the different ways of how representative animals reproduce.
(S11/12LT-IIej-15)
4. Explain how the information in the DNA allows the transfer of genetic
information and synthesis of proteins. (S11/12LT-IIej-16)
5. Describe the process of genetic engineering. (S11/12LT-IIej-17)
6. Conduct a survey of the current uses of genetically modified organisms.
(S11/12LT-IIej-18)
7. Evaluate the benefits and risks of GMO`s. (S11/12LT-IIej-19)

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 General Instructions

To achieve the competencies of this module, complete the following:

15. Understand and follow the instructions carefully.
16. Accomplish the pre-test to identify your preparedness about the lessons in this
module.
17. Refer your answers to the given answer key.
18. Read each lesson and do activities provided for you.
19. Demonstrate the activities to guide you in comprehending the lessons.
20. Take the self-test/Check your knowledge after each lesson to assess your
understanding of the topics.
21. Fill up your Journal Log
22. Answer the post-test to measure how much you have gained from the topics.

What I Know

I. MULTIPLE CHOICE: Choose the letter of the correct answer and encircle it.
1. In external reproduction, where does the egg and sperm cell unite?
A. Environment
B. Outside the body of female organism
C. Body or womb
D. Parent

2. In internal reproduction, where does the egg and sperm cell unite?
A. Fallopian Tube
B. Inside the body of female organism
C. Body or womb
D. Parent

3. The kind of reproduction undergone by Hydra

A. Budding
B. Regeneration
C. Fragmentation
D. Fission
4. The kind of reproduction undergone by Planarian, starfish and earthworms
A. Budding
B. Regeneration
C. Fragmentation
D. Fission
5. The union of egg and sperm is called ______
A. Fertilization
B. Reproduction
C. Offspring
D. Sexual

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6. Which of the following does not increase variation in the next generation?
A. Extinction
B. Sexual reproduction
C. Meiosis
D. Asexual Reproduction

7. A segment of DNA that codes from RNA and proteins

A. Gene
B. Centrosome
C. Histone
D. Nucleosome

8. Reproduce by parthenogenesis in which egg can develop into an embryo without

being fertilized by sperm cell
A. Honeybee
B. Snake
C. Toad
D. Primates

23. Asexual and sexual reproduction happens in plants.

A. False
B. True
C. None of the above
D. Maybe

24. Reproduction occurs in prokaryotic microorganisms (bacteria and archaea) and in

many eukaryotic, single-celled and multi-celled organisms
A. Sexual Reproduction
B. Asexual Reproduction
C. Multicellular cell
D. Unicellular cell

II. IDENTIFICATION
A. Directions: Read and understand each item and indicate which of the
statement below refer to. Write Roman Numeral (I or II) before the number.
Write your answer on a separate sheet of paper.
I. Sexual Reproduction
II. Asexual Reproduction

1. Two different types of sex cells unite to form an organism.

2. The parent characteristics are like of the offspring.
3. The new individual will be a part of the body of a single parent.
4. The offspring is a combination of traits of two Parents
5. Offspring are genetically identical to its parent

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B. Directions: Below are plant structures involved in asexual reproduction.
Identify the structures labelled as A, B, C, D and E.

A B C D E

A._________________ B.________________ C.__________________

D.___________________ E.______________________

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 LESSON

1
Plant Reproduction and Its
Structures
__________________________________________________________________

Learning Concept

Why is reproduction important? Reproduction is important for the perpetuation

of species. If there were no means of reproduction, individuals of a species would not
exist anymore and their species would die. In reproduction, new generations are
produced and the species lives on. How do you think plants reproduce? They do it
through Asexual and Sexual reproduction. Both type of reproduction can reproduce
possibly because of cell division. The main difference between the two is in terms of
parents. For example, a new individual form from a part of a parent individual. So, only
one parent is involved. A new individual is genetically identical from the parent this
time it is called asexual reproduction. Meanwhile, Flowering plants are the
dominant plant form on land and they reproduce by sexual and asexual
method. According to Valdez, Annabelle (2014) the sexual reproduction in
flowering plants involves the production of male and female sex cells. When the male
and female gametes are transfer to ovules the process is called pollination. After
pollination, fertilization takes place and the ovules grow into seeds within and inside a
fruit.
On the other hand, plant reproduction can also be accomplished through
sexual and asexual reproduction which is then called Alternation of generation.
Asexual Reproduction
Asexual reproduction produces offspring that are genetically identical to the
parent plant. It can reproduce asexually, even without the fertilizing the sex cells, by
either vegetative reproduction as defined by Hans Winkler., He further says that as
replacement of the normal sexual reproduction by asexual reproduction without
fertilization, many plants are able to propagate themselves using asexual
reproduction. This method does not require the investment requirement to produce a
flower, attract pollinators, or find a means of seed dispersal. Asexual reproduction
produces plants that are genetically identical to the parent plant because no mixing of
male and female sex cells takes place.
Naturally, these plants survive well under stable environmental conditions when
compared with plants produced from sexual reproduction because they carry genes
identical to those of their parents. Advantages of asexual reproduction include the
increased rate of maturity and a sturdier (strong) adult plant roots and stems of the
plants such as corms, stem tubers, rhizomes, and stolon which undergo asexual
reproduction or vegetative reproduction. See some samples below;

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 Potato

Potato is the underground manifestation of stem. It is called as stem tuber.

Potato reproduces asexually by the process known as vegetative propagation. Potato
have small eyes which gives rise to scaly leaves. During rainy season these eyes
start to produce scaly leaves due to availability of required amount of moisture. Scaly
leaves will then develop into new plants.

Gabi (Bisaya)
Corm is vertical, fleshy, underground stem that acts as a food-storage structure
in certain seed. Corms can store starches to fuel growth and to help plants survive
unfavorable conditions, and many produce offshoots known as daughter corms or
cormels that are used for vegetative reproduction.

Luy-a (Bisaya)

The rhizomes grow out from its original plant and invade the nearby soil.
They then make new flowering stalks.

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 Bermuda Grass

Stolon or runner a stem that runs along the ground, at the nodes, it forms
adventitious roots that grow into a new plant such as Bermuda grass.

What`s new

Learning Activity: Growing New Plant from One Plant

Materials: Hand lens, 3 small pots with sandy soil and ginger

Procedure:
1. Take a whole piece of ginger. Take note on its bump like portions. These are
the buds.
2. Now cut the ginger into several pieces containing at least a bud. Plant these
pieces of ginger separately in pots with moistened sandy soil. Do not bury
them deeply.
3. Don’t forget to moisten the soil regularly.
4. Then examine the pots after 2 weeks.

Q1: Do you notice a thing growing out of the soil? You may dig up carefully around
the ginger plants you planted.
________________________________________________________
________________________________________________________
________________________________________________________
Q2: Do you now notice any signs of growth? In which part of the ginger piece do you
notice growth occurs?
________________________________________________________
________________________________________________________
________________________________________________________

Q3: Do you agree asexual reproduction occurs in the ginger?

________________________________________________________
________________________________________________________
________________________________________________________

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Sexual Reproduction
Now this time, what is sexual reproduction in plants? It produces offspring by
the fusion of gametes, which result in offspring that are genetically different from the
parent or parents. Sexual reproduction involves two fundamental processes: mitosis
and meiosis, which rearranges the genes and reduces the number of chromosomes,
and the fertilization, which restores the chromosome to a complete diploid number. In
between these two processes, different types of plants like an alga vary, but many of
them, including all land plants, undergo alternation of generations, with two different
multicellular structures, a gametophyte and a sporophyte.
Look at the illustration below, two sex sells unite to form a complete cell called
which is called a zygote. The zygote then divides many times by mitosis and forms
and embryo. Through a complicated process of growth, it develops into an adult. The
adult then produces sex cells anew, thus, the life cycle continues. See the diagram
below.
Fertilization

Meiosis egg sperm Zygote

Mitosis
Adult Plant Embryo
Generalized sexual reproduction in Plants
However, sex cells (sperm and egg) which are reproduced in different organs
can be found in the same plant or in different individual plant. Take for instance the
gumamela plant. Picture below shows how reproduction takes place in plant. The
transfer of pollen from anther to the stigma is called Pollination.

Sexual Reproduction of Plants and the Parts of a Flower

The picture shows that when pollen which consist of the anther and filament
from the male organs (stamen) reaches the female organ which consist of the stigma,
ovule and pistil) fertilization then starts. When pods mature, they dry and crack to open
and then release seeds, which fall to the ground and germinate to make more plant.
Do you think it is possible for a flower to pollinate itself? Can the two types
Asexual and sexual reproduction happen in some flowering plants? The answer is yes,

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it is possible for a pollen of one flower to pollinate another flower. Therefore, it is called
cross pollination and is made possible with the help of wind, insects and birds. Among
plants, there are many methods of reproduction and development such as Ferns
(Pako-pako) and mosses (Lumot) sexual and asexual reproduction can occur but it is
known as Alternation of Generation as shown in the picture below.

The Life Cycle of Fern (Pako-pako) plant

What`s More

Learning Activity : Observing the Fern (Pako-pako) Plant

Materials:
Whole Fern Plant (Include the underground Stem)
Scalpel or Blade
Fertile fern or fronds
Cover slip

Procedure:
1. Examine the Fern Plant. Then take note of the Horizontal stem which grows
underground, the roots and the stem. This is the sporophyte stage.
2. Observe if there is small fern plant this is called underground stem.
For what is the underground stem then?
3. Observe the upper and lower surface of the fern leaves. Now, take note of the small
brown structure present.
4. Scrape some of the brown material on a slide. Place a drop of water on a coverslip.
5. The small stalked structures are now called spore cases. Few of these may have been
broken in handling. Observe that some spores may scatter on the slide while others
may be inside the spore case.

Q1: Can you locate the sporophyte of a fern plant?

_________________________________________________________
_________________________________________________________
_________________________________________________________

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Q2. What do you call the brown material in the slide?
____________________________________________________________
____________________________________________________________
____________________________________________________________

Q3. What becomes the zygote during development?

____________________________________________________________
____________________________________________________________
____________________________________________________________

What I have Learned

JOURNAL LOG

1. What did you learn?

______________________________________________________________
______________________________________________________________
______________________________________________________________

2. What topic did you not understand?

______________________________________________________________
______________________________________________________________
______________________________________________________________

3. What did you enjoy more about in the lesson?

______________________________________________________________
______________________________________________________________
______________________________________________________________

4. What aspect in the teaching worked best for you?

______________________________________________________________
______________________________________________________________
______________________________________________________________

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 LESSON

2 How animals reproduce?

______________________________________________________________

Learning Concept

There are some animals produce offspring through asexual reproduction while
other animals produce offspring through sexual reproduction. The two methods of
reproduction have advantages and disadvantages. Asexual reproduction certainly
produces offspring that are genetically identical to the parent because the offspring
are all clones and resembles of the original parent. A single individual can produce
offspring asexually and large numbers of offspring can be produced rapidly; definitely
these are two advantages that asexually reproducing organisms have over sexually
reproducing organisms. In a stable or normal environment, asexual reproduction is an
effective means of reproduction because all the offspring will be adapted to that
environment.
In an unstable or not normal environment, species that reproduce asexually
may be at a disadvantage because all the offspring are genetically identical and may
not be adapted to different conditions. In sexual reproduction, the genetic material of
two individuals is combined to produce genetically diverse offspring that can be
different from their parents. However, the genetic diversity of sexually produced
offspring is thought to provide sexually reproducing individual’s greater fitness
because many of their offspring can survive and reproduce in an unpredictable or
unstable environment. The species that reproduce sexually and have separate sex
cells must maintain two different types of individuals, males and females. As a result,
only half of the population (females) can produce the offspring, therefore fewer
offspring will be produced compared to asexual reproduction. This sitting is a
disadvantage of sexual reproduction compared to asexual reproduction.

Asexual Reproduction
Asexual reproduction can occur in prokaryotic microorganisms (bacteria and
archaea) and in many eukaryotic, single-celled and multi-celled organisms. There are
several ways that animals reproduce asexually among these are;

Fission
Binary fission can occur in some invertebrate, multi-celled organisms. The term
fission is applied for instances in which an organism appears to split itself into two
parts and, if possible, regenerate the missing parts of each new organism. For
example, species of turbellarian flatworms which is commonly called the planarians
they are able to separate their bodies into head and tail regions and then regenerate
the missing half in each of the two new organisms. Sea anemones (Cnidaria) on the
other hand, such as species of the genus Anthopleura will divide along the oral-aboral
axis, while sea cucumbers (Echinodermata) of the genus Holothuria, will divide into
two halves across the oral-aboral axis and regenerate the other half in each of the
resulting individuals.

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 Sea Anemone can
split down the middle
resulting to the production
of another individual
identical to the original.

Sea Anemone (taken from Camiguin Island)

Budding
Budding is a form of asexual reproduction which results from the outgrowth of
a part of the body leading to a separation of the “bud” from the original organism and
will lead to the formation of two individual, one is smaller than the other. Budding
occurs commonly in some invertebrate animals among these are hydras and corals.
In the case of hydras, a bud forms that develops into an adult and breaks away from
the main body.

Outgrowth of hydra leading to another formation of species.

Picture of hydra is truly fascinating in small aquatic animals. Most hydra shows
the outgrowth part leading to it are tiny, reaching a maximum of only about 30 mm long
when it can separate into bud fully extended. They are barely visible to the naked eye
and even in hand lens needed to be able to see them properly. When the body is
extended the tentacles will wave in the water.

Fragmentation

Fragmentation is a type of reproduction which breaks an individual into parts

followed by regeneration. When the animal is capable of fragmentation, and when
parts are big enough, a separate individual will regrow from each part. Fragmentation
can occur through accidental damage, from predators, or in natural form of
reproduction. Reproduction through fragmentation can be detected in sponges,
planarians, earthworms and sea stars. This process could form a new individual which
can be regenerated from a broken arm and a piece of the central disc.

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 Pictures above show how the starfish reproduce

Parthenogenesis

Parthenogenesis is a form of asexual reproduction in which an egg

develops into an individual without being fertilized by an organism. The result of the
offspring can either be haploid or diploid, depending on the process in the species.
Parthenogenesis can occur in invertebrates such as water fleas, rotifers, aphids, stick
insects, and ants, wasps, and bees. Ants and bees use parthenogenesis to produce
haploid males (drones). The diploid females are the result of a fertilized egg in some
vertebrate animals such as certain reptiles, amphibians, and fish can also reproduce
through parthenogenesis. The term is derived from the Greek words for “virgin birth,”
and several insect species including aphids, bees, and ants are known
to reproduce by parthenogenesis.

Picture shows how honey bee reproduce by parthenogenesis in which egg can develop
into an embryo without being fertilized by a sperm cell.

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Sexual Reproduction in Animals

In sexual reproduction, the two parents donate genes to their young resulting
to offspring with a mix of inherited genes from the parent. These genes can be
donated and mix through a process called fertilization. During sexual reproduction
among animals, a haploid sperm will then unite with a haploid egg cell in order to form
a diploid zygote. The zygote then divides mitotically into an embryo. The embryo grows
and matures eventually. After birth or hatching time, the animal develops into a mature
adult that is capable for reproduction. There are two methods by which fertilization can
take place.

1. external fertilization (the eggs are fertilized outside of the body),

2. internal fertilization (the eggs are fertilized within the female reproductive
tract).

External Fertilization

External fertilization is a process of fusion of male and female sex cells (sperm and
egg) occurs mostly in wet environments and requires both the male and female to
release and eliminate their gametes into their surroundings (usually water). This
process is also called spawning.

The advantage of external fertilization is that it could results to the production

of a large number of offspring. One disadvantage is that environmental hazards, such
as predators, an animal that greatly reduce the chance of surviving into
adulthood. Amphibians, fish, and coral are examples of organisms that reproduce this
way.

Animals that reproduce by spawning reproduction do not typically care for their
young after spawning. In other spawning animals, it provides varying degrees of
protection and care for their eggs after fertilization. Some will hide their eggs in the
sand like turtles while others carry them around in pouches like kangaroo. This extra care
and protection increase the animal's chances of survival.

External fertilization that occurs outside of Female Parent

Amphibian Fishes Aquatic Vertebrates

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 Internal fertilization is the union of an egg cell with a sperm during sexual
reproduction inside the body of a parent gametes. For this to happen, there is need
for this method for the male to introduce the sperm into the female's reproductive tract.
Only male gametes are discharged in the female genital’s tract. Meanwhile in Internal
fertilization is also followed by almost all plants like bryophytes, pteridophytes except
for a few aquatic non-vascular plants. It can also occur in terrestrial (animals living on
land). This method follows three ways which are oviparity, viviparity, ovoviviparity.

Oviparity is when animals lay eggs outside, and the nourishment is given to
the offspring by the presence of the yolk in the egg. These animals are called
oviparous, like birds, most amphibians, reptiles, bony fish, and some cartilaginous
fishes.

Viviparity is for mammals, few reptiles and cartilaginous fish. In this, the
offspring is developed within the body of a female and receive nourishment through
the placenta coming from the mother’s blood. Eventually, the developed offspring
comes out from the mother`s body. These animals are called as viviparous

Ovoviviparity, is when the eggs are retained in the female body, and the
nourishment is provided from the yolk present in the egg only to the developing
embryo. The egg hatched when the young ones are fully developed. Sharks, lizards,
snakes follow this process.

Internal fertilization that occurs inside of female parent

Reptile Bird Mammal

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 What’s New

Learning Activity: Answer me now!

Directions: In your Journal Log , answer the following questions (5 points each)

1. What is the difference between internal and external fertilization?

______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Discuss how oviparous and viviparous animal developed.

______________________________________________________________
______________________________________________________________
______________________________________________________________

What I can do

Learning Activity: My Own Model?

Instructions: Make a clay model of reproduction with the following animals Starfish,
Honeybee and Hydra using the suggested materials below.
✓ Multiple Colors of Clay
✓ Toothpicks
✓ Large pan or sheet
✓ Used papers for labeling
✓ Tape

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 What I have learned
JOURNAL LOG

1. What did you learn?

______________________________________________________________
______________________________________________________________
______________________________________________________________

2. What topic did you not understand?

______________________________________________________________
______________________________________________________________
______________________________________________________________

3. What did you enjoy more about in the lesson?

______________________________________________________________
______________________________________________________________
______________________________________________________________

4. What aspect in the teaching worked best for you?

______________________________________________________________
______________________________________________________________
______________________________________________________________

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 LESSON Genetic Information and

3
Protein Synthesis
______________________________________________________________

Learning Concept

Deoxyribonucleic Acid (DNA) is the molecule that contains the genetic

information of organisms. It is found in each cell in the organism and can tell cells what
proteins to make. It can be called a double helix hence; the structure consists of two
strands that wind around each other like a twisted ladder. Each strand will have a
backbone made of alternating groups of sugar (deoxyribose) and phosphate groups
attached to each sugar is one of four bases. These are the following adenine (A),
cytosine (C), guanine (G), or thymine (T). The two strands are held together by bonds
between the two bases, adenine forming a base pair with thymine, and cytosine
forming a base pair with guanine. How can we determine the sequence of protein
synthesis? The synthesis of protein takes two steps: Transcription and translation:

Picture shows the

DNA Structure. It contains the
genetic instructions used in
the development of all living
things. DNA act as organisms
blue print that gives the
instruction for which kind of
protein each cell should made.
Before a protein can be
synthesize,

DNA Model

In transcription, formation encoded from DNA gene in the nucleus will be

transmitted messenger RNA, or mRNA. The mRNA carries the code or the DNA Copy
for building a specific protein from the nucleus to the ribosomes in the cytoplasm.

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 Transcription Process

The process of transcription

Transcription takes place in the nucleus: As mentioned by (Beckett B.S,2000),

the gene coding for the protein is required to untwists then unzips, the Hydrogen or
the H-bonds between the strands break free RNA nucleotides that will form
complementary base pairs with one strand of DNA bases. Weak hydrogen bonds form
between base pairs are sugar phosphate bonds form between RNA nucleotides then
mRNA strand is synthesized.

In translation process, tRNA picks up specific amino acids from the cytoplasm
and brings them into position on the surface of a ribosome where they can be joined
together in specific order to make a specific protein.

The process of translation

Translation takes place in the ribosomes of the cytoplasm, or found on the

rough Endoplasmic Reticulum (ER): The ribosomes are the sites were proteins are
synthesize the mRNA strand attaches to a ribosome which is known as tRNA
molecules transport specific amino acids to the ribosome each of the , these are the
mRNA codon codes for a specific amino acid the anti-codons and codons match up
and form complementary base pairs peptide bonds form between the adjacent amino
acids to form the polypeptide (protein).

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 It must be noted that the tRNA is reused and collects another specific amino
acid. Then once the protein has been synthesized mRNA may move to another
ribosome to make a further protein or it can be broken down into free nucleotides to
be reused.

Processing the proteins

After translation process, the protein passes into the channels of the rough
endoplasmic reticulum (ER) for transportation to proceed. The protein is then
transmitted from the rough ER to the Golgi apparatus inside tiny fluid-filled sacs, called
vesicles. The Golgi apparatus is a system of membranes, this is responsible for the
modification, processing, and packaging of the proteins. The protein may have a
carbohydrate added, in order to form a glycoprotein. The Golgi apparatus packages
the protein in a secretory vesicle, which fuses to the cell membrane and releases the
protein from the cell. So, the process continues;

Production of Proteins

What`s New

Learning Activity: How will I synthesize my Protein?

Background information:
• DNA has 4 nucleotide bases:
Adenine and Thymine pair up
Guanine and Cytosine pair up
• RNA has the same bases with the exception that Uracil is present instead
of Thymine. Uracil bonds with Adenine.

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Procedure:
1. Color your DNA strand so that the bases are of different colors, but all of the
bases of the same type are of the same color.

2. Cut out the DNA and mRNA molecules. (mRNA is messenger RNA).
TRANSCRIPTION: occurs in the nucleus

3. Create the nucleus on the left side of your desk by placing your DNA strand
there. Unzip the DNA molecule by cutting on the dotted line. Discard the
bottom strand of DNA (this would not be discarded in a “real” cell but we are
simplifying the process).

4. Line up the mRNA strand to your DNA strand so that the “rungs” on the ladders
match up. Fill in the appropriate complimentary bases on the mRNA based
upon the DNA. Color them using the same color scheme you made for your
DNA (use the same color for U as you did for T) (If the DNA strand has an A,
the mRNA at that spot will have a U...and so on). See picture below:
TRANSLATION: occurs in the cytoplasm

5. The right side of your desk is the “cytoplasm”. Move the mRNA to the
cytoplasm. Cut out the ribosome. Place it in the cytoplasm.

6. Place the left end of the mRNA on the ribosome as shown in the picture.

7. Cut out the 5 tRNA (transfer RNA) molecules. tRNA are found in the cytoplasm.
On one side they have 3 nucleotide bases (called the anticodon). On their other
side they have a receptor site for a particular amino acid. (For example the
CAA anticodon codes for Valine only.) This tRNA would never pick up a
different amino acid than the one it is coded for. tRNA’s job is to find amino
acids that are floating in the cytosol and bring them to the mRNA now attached
to the ribosome. The ribosome and mRNA has room for 2 tRNA at a time.

8. The ribosome “reads” the first 3 codons. It “calls for” a tRNA with the
complimentary anticodon. The tRNA attaches itself to the mRNA. Place the
complimentary tRNA anticodon on your mRNA

9. Keep the tRNA attached to the mRNA and move the mRNA to the left 3 bases.
Find tRNA for the second codon. Attach it.

10. Cut the amino acid off the first tRNA and tape the amino acid to the second
amino acid. This tape represents a peptide bond. Throw the first tRNA into the
cytoplasm. This tRNA will now find another amino acid to bond to.

11. Continue with translation until you have made a polypeptide made of five amino
acids. What order are they in?

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 What`s More

Learning Activity: Transcribe and Translate

Directions: Choose the correct answer from the box and write it in the space provided.

A. Transcription
DNA mRNA Gene coding
Nucleus Cytoplasm Sugar Phosphate

1. Requires untwists then unzips ________________________

2. Carries the blue print or genetic information. _____________
3. Where translation process starts. ______________________
4. Synthesized from RNA nucleotides ____________________
5. Where new mRNA strands move out ___________________
6. Bonds form between RNA Nucleotides. _________________

B. TRANSLATION

RIBOSOMES tRNA
Codon/anticodon protein

1. Transport specific acid. ____________

2. Where translation takes place_____________
3. Match up from complementary base pairs. ________________
4. Soon is released from the cell _______________

C. Explain why protein synthesis is important in the transfer of genetic materials?

______________________________________________________________
______________________________________________________________
______________________________________________________________

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 What I Have Learned
Journal Log

1. What did you learn?

______________________________________________________________
______________________________________________________________
______________________________________________________________

2. What topic did you not understand?

______________________________________________________________
______________________________________________________________
______________________________________________________________

3. What did you enjoy more about in the lesson?

______________________________________________________________
______________________________________________________________
______________________________________________________________

4. What aspect in the teaching worked best for you?

______________________________________________________________
______________________________________________________________
______________________________________________________________

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 LESSON

4
Genetic Engineering and the
uses of GMO
______________________________________________________

Learning Concept

Genetic Engineering is the process of adding the foreign DNA to the genome
of an organism. The target of adding one or more DNA is to have one or more traits
that are not found in a certain organism. On the other hand, it can also be a process
of physically remove from one organism and transfers the gene(s) for one or a few
traits into another gene. To understand how genetic engineering works, we must
understand the following concept;

What is DNA?
DNA is a molecule found in the nucleus of every body cell and is made up of 4
sub-units represented by the letters which is spell out as A, T, C and G. As cited by
Bruce, Albert (2000). The order of these sub-units in the DNA stands holds a code of
information for the cell. The genetic coding uses 4 letters to spell out the instructions
sequence so how to make the proteins organisms will need to grow and live. Small
segments of DNA are called genes. Each gene holds the instruction on how to produce
a single protein. Each organism may have a thousand of genes. The set of all genes
in an organism is called a genome.

Why are Proteins important in Genetic Engineering?

Proteins do the work of the in cells. They can be part of structures (such as cell
wall, organelles, tissues etc.) They can regulate reactions that take place in the cell or
they can serve as enzymes which speed up reaction. Everything you see in an
organism either made of proteins or the result of protein actions.

How is DNA important in genetic engineering?

DNA is a universal language, which means that genetic code is the same thing
in all organisms. When a gene for a desirable trait is taken from one organism and
inserted into another, it gives the recipient organism the ability to express the trait
encoded by that gene.

Types of Genetic engineering

Analytical Engineering this is the research branch of genetic engineering in

which virtual genetic models are created using computer software. Several computer
programs are used to hypothetically study the implications of various genetic
engineering activities if they are to be carried out in field practice. For example, before
going ahead and splicing two different genes in actual application, preparing an
analytical model based upon an appropriate program, developed for the purpose, will
give the researchers an idea whether splicing would be successful at all and if
successful, if the desired end would be achieved. This is a better way of carrying out

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the trial and error stage and reduces risks of disaster during experiments using real
organisms, most likely animals.

Applied genetic engineering

Genetic engineering, mentioned by Beckett, B.S 2000, is that field of genetic
engineering which pertains to practical application of genetic engineering tools to
manipulate the genes of living organisms for making genetic copies. To site certain
different characteristics in them that are not usual for the subjects. The first instance
is what we refer as cloning and the second set up refers to the premises of
transgenesis. While cloning is a highly regulated field, it has been carried out in various
subjects of animal and plant species with mixed results and uncertain success rates.
Transgenesis, on the other hand, is a comparatively common area and most of us
have partaken of the results of transgenesis sometime or the other. Don't believe me?
Well, what about hybrid fruits and vegetables? They are the most common and
abundant examples of transgenesis.

Chemical genetic engineering

Chemical genetic engineering can be called the main level of applied genetic
engineering since it deals with separating, classifying and graphing genes to prepare
them for applied genetic engineering activities and experiments. Chemical genetic
engineering may include genetic mapping, studying genetic interaction and genetic
coding. In the case of genetic mapping, the DNA fragments are assigned to individual
chromosomes and therefore, a genetic map is created after the complete DNA
sequencing of a subject is done. Genetic mapping is very important to understanding
the disease-gene link and this understanding lays the foundation of various genes. In
studying genetic interactions helps researchers understand exactly what set and
combination of genes would produce a particular phenotype or set of morphological,
physiological and behavioral characteristics. Gene coding deals with studying and
experimenting with amino acid sequences of DNA and RNA is needed to understand
the heredity trends and characteristics of a subject. This can help in understanding the
bases, possibilities and conditions of undesirable hereditary characteristics, defects
and disease in a bid to come out with medical solutions for the same.

Some scientists involved in the field of genetic research have been moving
toward the goal of being able to change DNA.
Genetic engineering is very useful to enhance people’s lives. If future research
produces more effective, efficient and accurate processes to manipulate human DNA,
scientists will be able to create cures for diseases that are not curable today. Even
birth defects could be almost totally taken out if doctors were able to change Childs
genes before birth. This process could also be adapted to cure hereditary diseases
and prevent them from passing to the future generations. It could also allow people
with family histories of diseases, such as cancer, to "fix" their genetic sequence to the
disease.

Other way that genetic engineering could affect people lives is its application
to genetically modified plants and animals which are used as food. If farmers breed
plants and animals specifically subject to engineered procedure to produce more meat
or fruit, faster and easier than normal, then food would become cheaper and more

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available. In addition, genetic engineering might allow the creation of better tasting, or
more nutritious foods in the market.

Genetic engineering likewise can improve the health of society tremendously.

Today genetic engineering is used in the fight against problems such as diabetes and
several more illnesses. Take a look at the figure below;

Human chromosome to be inserted to the plasmid of bacterial plasmid for insulin reproduction

These are the steps:

1. They use an enzyme to cut the insulin gene out of the chromosome
2. Plasmids are the removed from bacterial cell.
3. The plasmids are cut open with an enzyme
4. A human insulin gene is inserted into each plasmid
5. The genetic engineers encourage the bacteria to accept the genetically
modified plasmids. Bacteria with the insulin gene are then multiplied.
6. By culturing the genetically engineered bacteria, limitless supplies of insulin
maybe produced.

Uses of Genetically Modified Organisms (Why do we use GMOs?)

➢ GMOs will continue to developed and help farmers with their crops and to
produce safer, more consistent medicines and vaccines.
➢ Some GMO plants are resistant to contain herbicides making weed control
easier and more efficient. This allows for less tillage and less soil erosion.
➢ It creates internal defense in the plant that repels particular insect that would
destroy the crop. This means less insecticide application

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➢ GMOs are being tested to enhanced nutrition
➢ GMOs are helping agriculture use less water and grow more drought tolerant
plants

Common GMO`s crops in the world today

(from left to right): Onion, Apple, White Rice, Banana

GMOs Crops Produced in the Philippines

(from left to right): Carrots, Red Rice, Ampalaya, Eggplant

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 What`s New

Learning Activity: Know your GMO

Directions: Answer the following questions (5 points each).Write your

Answer in your journal log.

1. Enumerate GMO`s produced in the Philippines. Differentiate these GMO`S

product from the same organic product produced using traditional way of planting
crops.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. How can GMO crops help Filipino people? Are they harmful to our health? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

What I have learned

Journal Log

1. What did you learn?

______________________________________________________________
______________________________________________________________
______________________________________________________________

2. What topic did you not understand?

______________________________________________________________
______________________________________________________________
______________________________________________________________

3. What did you enjoy more about in the lesson?

______________________________________________________________
______________________________________________________________
______________________________________________________________

4. What aspect in the teaching worked best for you?

______________________________________________________________
______________________________________________________________
______________________________________________________________

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 LESSON

5 Risks and Benefits of GMOs

_____________________________________________________

Learning Concept

GMOs presented two different perspectives the risks and benefits to human
and agricultural crops. The most notable risks to human are the potential development
of allergens to GM crops and toxicity from it. On the other hand, studies also show GM
crops have benefits including the increased nutritional value in foods. These are the
reasons why we don’t need GMO foods and on the other hand why we need it?

Reasons we don’t need GMO foods:

• GMO crops do not increase yield potential

• GMO crops increase pesticide use
• GMO crops have created superweed
• GMO crops have toxic or allergenic effects on laboratory animals.
• GMO and Non-GMO crops cannot Co-Exist
• GMO is not needed for good nutrition
• There are better ways to feed the world
• Conventional breeding is better than GMO
• GMO is not precise technology that will continue to deliver unpleasant
surprises
ADVANTAGES WITH GMOs

➢ It could potentially solve hunger. Many people would agree that there is
not enough food in the world to feed everybody. As genetically
modified foods increase the yields of more crops, more food is
produced by farmers.

➢ We can begin to grow foods in different conditions. For, instance,

strawberries can be genetically engineered to grow in frosts.
Other foods that grow in cold climates can be engineered to grow
in hot climates.

➢ Some foods can be genetically modifying to contain higher amounts of

important vitamins and minerals. Hence, lack Vitamin

➢ A can cause blindness so, if rice can be modified to contain more

vitamin A, the amount of people going blind will decrease.

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 What`s New

Learning Activity: What can you say?

Directions: Read the opinion made by author and answer the self-test below, using
the guide questions given.

Face to face debate on GMO

DR. PERLMUTTER is a board certified DR. SARAH EVANEGA is a biologist

neurologist and four-time new York who earned her doctorate degree
Time best-selling author. He from Cornell University. Where she
received his MD from the University also helped lead a global project to
of Miami school of medicine where help protect the world`s wheat from
he was awarded . He is a frequent wheat stem rust. She`s currently the
lecturer at symposia sponsored by director of the cornell Alliance for
World Bank ,Yale university Science., a global communication
Columbia. He serve as an associate initiative that’s seeking to restore
Professor of the university of Miami science to the policies and discussion
miller School of Medicine. He also around genitically engineered crops.
serve as the board of director and is
a fellow of the American college of
nutrition.
1. What is your stance on GMO as food?
Dr. Sarah Evanega
Genetically modified organism (GMO) food is safe. I eat GMO foods, as much
as my three young children do, because I’m confident in the safety of these products.
I support GMO food because I’m convinced that GMO crops can help reduce poverty
and hunger among smallholder farmers in developing nations.
They can also lessen the environmental impact of agriculture in general.
Genetic engineering is a tool that can help us breed crops that resist drought,
diseases, and insect pests, which means farmers achieve higher yields from the crops
they grow to feed their families and generate extra income.

Dr. David Perlmutter:

Genetic modification of agricultural seeds isn’t in the interest of the planet
inhabitants. Genetically modified (GM) crops are associated with an increased use of
chemicals, like glyphosate, that are toxic to the environment and to humans. These
chemicals not only contaminate our food and water supplies, but they also
compromise soil quality and are actually associated with increased disease
susceptibility in crops.
This ultimately leads to an increase in the use of pesticides and further disrupts
ecosystems. And yet, despite these drawbacks, we haven’t seen increased yield
potential of GM crops, although that has always been one of the promises of GM
seeds.

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 2. Is GMO really less healthy than non-GMO food? Why or why not?

Dr. Sarah Evanega:

From a health perspective, GMO food is no different than non-GMO food. In
fact, they can even be healthier. Imagine peanuts that can be genetically engineered
to reduce levels of aflatoxin which would give those with celiac disease a healthy and
tasty bread option. GM corn has cut levels of naturally-occurring mycotoxin— a toxin
that causes both health problems and economic losses.
Other GMO foods, such as vitamin A-enriched Golden Rice, has been fortified
with vitamins and minerals to create healthier staple foods and help prevent
malnutrition. In general, though, the process of engineering crops to contain a certain
trait, such as pest-resistance or drought-tolerance, does nothing to affect the nutrient
quality of food. Insect-resistant Bacillus thuringiensis (Bt) crops actually reduce or
eliminate the need for pesticide applications, which further improves their
healthfulness and safety.
Similarly, studies have shown a new disease-resistant GMO potato could
reduce fungicide use by up to 90 percent.
Again, this would certainly result in a healthier potato — especially since even
organic farmers use pesticides. I understand that people have legitimate concerns
about highly processed foods, such as baked goods, breakfast cereals, chips, and
other snacks and convenience foods, which are often made from corn, soy, sugar
beets, and other crops that are genetically engineered. It’s the manufacturing process,
however, that makes these items less healthy than whole foods, like fruits, vegetables,
and grains. The origin of the ingredients is irrelevant.

Dr. David Perlmutter:

Without question, the various toxic herbicides that are liberally applied to GM
crops are having a devastating effect. In terms of the nutritional quality of conventional
versus GM food, it’s important to understand that mineral content is, to a significant
degree, dependent on the various soil-based microorganisms. When the soil is treated
with glyphosate, as is so often the case with GM crops, it basically
causes sterilization and deprives the plant of its mineral absorption ability. But to be
fair, the scientific literature doesn’t indicate a dramatic difference in the nutritional
quality comparing conventional and GM agricultural products in terms of vitamins and
minerals.
GM herbicide-resistant crops now account for more than 50 percent of the
global glyphosate usage. The connection between GM crops and use of chemicals
poses a significant threat to the health of humans and our environment.

3. Does GMO food affect the health of the environment? Why or why
not?

Dr. Sarah Evanega:

GMOs have a positive impact on the health of the environment by suppressing
the population of damaging insect pests, it’s also created a “halo effect” that benefits
farmers raising non-GM and organic vegetable crops, allowing them to reduce their
use of pesticides, too. We’re also seeing the use of genetic engineering to breed crops
that can produce their own nitrogen, thrive in dry conditions, and resist pests.

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 These crops will directly benefit environmental health by cutting the use of
fertilizers, pesticides, and water. Other researchers are working to accelerate the rate
of photosynthesis, which means crops can reach maturity quicker, thus improving
yields, reducing the need to farm new land, and sparing that land for conservation or
other purposes. Genetic engineering can also be used to reduce food waste and its
associated environmental impact. Examples include non-browning mushrooms,
apples, and potatoes, but could also be expanded to include more perishable fruits.

Dr. David Perlmutter:

No doubt. Our ecosystems have evolved to work in balance. Whenever harmful
chemicals like glyphosate are introduced into an ecosystem, this disrupts the natural
processes that keep our environment healthy. Other studies that have looked at the
pesticide levels in ground waters reported that 53 percent of their sampling sites
contained one or more pesticides. These chemicals are not only contaminating our
water and food supplies, they’re also contaminating the supplies for other organisms
in the surrounding environment. So the fact that GM seeds now account for more than
50 percent of global glyphosate usage is certainly concerning.
Perhaps even more importantly, though, is that these chemicals are harming
the soil microbiome. We are just now beginning to recognize that the various
organisms living in the soil act to protect plants and make them more disease resistant.
Destroying these protective organisms with the use of these chemicals weaken plants’
natural defense mechanisms and, therefore, will require the use of even more
pesticides and other chemicals
We now recognize that plants, like animals, are not autonomous, but rather
exist in a symbiotic relationship with diverse microorganisms. Plants are vitally
dependent upon soil microbes for their health and disease resistance. To summarize,
the use of pesticides for GM crops is disrupting ecosystems, contaminating the water
and food supplies for the environment’s organisms, and harming the soil microbiome.

4. Is GMO food necessary to feed the entire world population? Why or

why not?

Dr. Sarah Evanega:

With the world’s population expected to reach 9.7 billion by 2050, farmers are
now being asked to produce more food than they’ve produced in the entire 10,000-
year history of agriculture. At the same time, we’re facing extreme climate change
events, such as prolonged droughts and severe storms that greatly impact agricultural
production.
Meanwhile, we need to reduce the carbon emissions, water pollution, erosion,
and other environmental impacts associated with agriculture, and avoid expanding
food production into wild areas that other species need for habitat. We can’t expect to
meet these enormous challenges using the same old crop breeding methods. Genetic
engineering offers us one tool for increasing yields and reducing agriculture’s
environmental footprint. It’s not a silver bullet — but it’s an important tool in the plant
breeder’s toolbox because it allows us to develop improved crops more quickly than
we could through conventional methods. It also helps us work with important food
crops like bananas, which are very difficult to improve through conventional breeding
methods.

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 We certainly can feed more people by reducing food waste and improving food
distribution and storage systems worldwide. But we can’t afford to ignore important
tools like genetic engineering, which can do a lot to improve the productivity and quality
of both crops and live stocks. The social and environmental problems that we face
today are unprecedented in scale and scope. We must use all the tools available to
address the challenge of feeding the world while taking care of the environment.
GMOs can play a part.

Dr. David Perlmutter:

The argument that we need GMO food to feed the entire world population is
unreasonable. The reality of the situation is that GM crops have actually not increased
the yield of any major commercialized food source. The promise of increased yield
potentials with GM crops is one that we have not realized. Another important
consideration in terms of food security is the reduction of waste.
So, there’s definitely a big opportunity to reduce the amount of food that needs
to be produced overall by cutting waste out of the supply chain.

5. Is there a viable alternative to GMO food? If so, what is it?

Dr. Sarah Evanega:

There’s no reason to seek an alternative to GMO foods, from a scientific,
environmental, or health perspective. But if people wish to avoid GMO food, they can
purchase organic products. Organic certification does not allow the use of genetic
engineering. However, consumers need to be aware that organic food does carry a
rather hefty environmental and economic cost.
A recent study by the U.S. Department of Agriculture found that organic food
costs at least 20 percent more than nonorganic food — a figure that can be even
higher with certain products and in various geographic regions. That’s a significant
difference for families living within a budget, especially when you consider that organic
food is not any healthier than nonorganic foods, and both types of food typically have
pesticide residues that fall well below federal safety guidelines.
Organic crops also have an environmental cost because they’re generally less
productive and require more tilling than conventional and GM crops. They also use
fertilizers from animals, which consume feed and water and produce methane gas in
their waste. In some cases, take apples for example, the “natural” pesticides that
organic growers use are far more toxic to humans and the environment than what
conventional growers use.
In terms of plant breeding, some of the improvements that are possible with
genetic engineering simply couldn’t be accomplished through traditional methods.
Again, genetic engineering offers plant breeders an important tool that can result in a
healthy, eco-friendly approach to agriculture. There’s simply no scientific reason to
avoid this technology in producing food for the world’s growing population.

Dr. David Perlmutter:

Absolutely, there are many innovators working on solutions to sustainably solve
the issue of food insecurity. One area of focus has been reducing the waste across
the supply chain. For example, Apeel Sciences, a company that has raised funding
from the Bill and Melinda Gates Foundation, developed a natural coating that’s made
of leftover plant skins and stems. It can be sprayed on produce to slow the ripening

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process and extend shelf life, which helps consumers and supermarkets alike reduce
food waste.
In addition to this, forward-thinking researchers are now deeply involved in
studying the microorganisms that live on and near plants in terms of how they function
to enhance not only the health of plants, but the quality and quantity of nutrients that
they produce. According to British agricultural researcher Davide Bulgarelli, In a recent
published articles by The Scientist, “Scientists are looking to manipulate soil microbes
to sustainably increase crop production — and novel insights into the plant microbiome
are now facilitating the development of such agricultural tactics.”
The research that looks at how microbes benefit plants is consistent with similar
research relating microorganisms to human health. So, another alternative is to
harness and take full advantage of the beneficial interaction between microorganisms
and plants to create a healthier and more productive agricultural experience.

What`s More
Learning
Learning Activity: Debate Pa More!

Guide Questions: Write your answer in your journal log (5 points each question)

1. After reading the face to face debate of the two scientists, what is your stand of
GMO product in the Philippines?

2. Do you have GMO product in your municipality? Enumerate some of them and
compare it to the organic crops produce by some farmers in your locality?

3. Does genetic engineering of crops in the Philippines increase harvest yields?

Based your answer In your municipal Department of Agriculture or any
barangay official assigned in Agriculture.

4. Are GM Crop in your community a permanent and effective solution to farmers

weed problems?

What I can do

Learning Activity: E-survey Mo?

Directions: Conduct Interview among the following people in your municipality.

Record your interview, ask the following guide questions and report this
in our next meet up.
a) Barangay Chairperson on Agriculture Committee
b) Barangay Chairman
c) Municipal Agriculturist
1. What are the GMO products in your municipality?

2. Can you cite the benefits of produced GMO crops in your locality.

3. Why are GMOs used in Agriculture?

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 What I have learned

JOURNAL LOG

1. What did you learn?

______________________________________________________________
______________________________________________________________
______________________________________________________________

2. What topic did you not understand?

______________________________________________________________
______________________________________________________________
______________________________________________________________

3. What did you enjoy more about in the lesson?

______________________________________________________________
______________________________________________________________
______________________________________________________________

4. What aspect in the teaching worked best for you?

______________________________________________________________
______________________________________________________________
______________________________________________________________

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 Assessment

I. MULTIPLE CHOICE: Choose the letter of the correct answer and

encircle it.
1. In external reproduction, where do the egg and sperm cell unite?
A. Environment
B. Outside the body of female organism
C. Body or womb
D. Parent

2. In internal reproduction, where do the egg and sperm cell unite?

A. Fallopian Tube
B. Inside the body of female organism
C. Body or womb
D. Parent

3. The kind of reproduction undergone by Hydra

A. Budding
B. Regeneration
C. Fragmentation
D. Fission

4. The kind of reproduction undergone by Planarian, starfish and earthworms

A. Budding
B. Regeneration
C. Fragmentation
D. Fission

5. The union of egg and sperm is called ______

A. Fertilization
B. Reproduction
C. Offspring
D. Sexual

6. Which of the following does not increase variation in the next generation?
A. Extinction
B. Sexual reproduction
C. Meiosis
D. Asexual Reproduction

7. A segment of DNA that codes from RNA and proteins

A. Gene
B. Centrosome
C. Histone
D. Nucleosome

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8. Reproduce by parthenogenesis in which egg can develop into an embryo without
being fertilized by sperm cell
A. Honeybee
B. Snake
C. Toad
D. Primates

25. Asexual and sexual reproduction happens in plants.

A. False
B. True
C. None of the above
D. Maybe

26. Reproduction occurs in prokaryotic microorganisms (bacteria and archaea) and in

many eukaryotic, single-celled and multi-celled organisms
A. Sexual Reproduction
B. Asexual Reproduction
C. Multicellular cell
D. Unicellular cell

II. IDENTIFICATION
A. Directions: Read and understand each item and indicate which of the
statement below refer to; Write Roman Numeral (I or II) before the number.
Write your answer on a separate sheet of paper.
I. Sexual Reproduction
II. Asexual Reproduction

1. Two different types of sex cells unite to form an organism.

2. The characteristics of the offspring are like those of the parent
3. The new individual may have been a part of the body of a single
parent.
4. The offspring is a combination of traits of two Parents
5. Offspring are genetically identical to its parent

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B. Directions: Below are plant structures involved in asexual reproduction.
Identify the structures labelled as A, B, C, D and E.

A B C D E

A._________________ B.________________ C.__________________

D.___________________ E.______________________

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Key to Answers

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