Grade 9 Science LAS

9
SCIENCE
First Quarter
LEARNING ACTIVITY SHEETS

COPYRIGHT PAGE
SCIENCE
Learning Activity Sheets
(Grade 9)
Copyright © 2020
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Assistant Regional Director : RHODA T. RAZON EdD, CESO V, DepEd R02
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Development Team
Writers: ELIZABETH S. CATAMA, MT-I, Maddela Comprehensive High School
RICHELLE ANN L. DELA CRUZ, T-III, Maddela Comprehensive High School
ANTHONY P. AQUINO, T-III, Balligui High School
FEBIE P. AGBAYANI, T-I, Villa Gracia Integrated School
WINDSOR A. EUGENIO, T-III, Quirino General High School
JESSIE JOHN B. SAGUN, T-I, Ifugao Village Integrated School
MALORIE M. DELA CRUZ, T-I, Diffun National High School
REGIE BOY B. GATTADIW, T-I, Landingan Integrated School
RONALYN V. PERHILIANA, T-III, Pinaripad National High School
SUNSHINE BUSTAMANTE, T-III, Saguday National High School
Content Editor: GLORIA A. BACANI, Education Program Supervisor- SCIENCE, SDO Quirino, et.al
DEPMAR VALDEZ, Education Program Supervisor Science, SDO Cauayan City
Language Editor: SHERLY C. CAINGUITAN PhD, Education Program Supervisor - English, SDO Quirino
FE G. BUCCAHAN PhD, Education Program Supervisor -Filipino, SDO Quirino
Illustrators: RONALYN MELCHOR, Cabarrouguis
GREGORIA ITLIONG, Diffun
Layout Artist: RICHELLE ANN L. DELA CRUZ, T-III, Maddela Comprehensive High School
Focal Persons: RIZALINO G. CARONAN, Education Program Supervisor–LRMDS, CLMD, DepEd R02
ESTER T. GRAMAJE, Education Program Science, CLMD, DepEd R02
GLORIA A. BACANI, Education Pogram Supervisor, SDO Quirino
FELIMENDO M. FELIPE, SEPS-HRD, OIC LR Supervisor
Printed by: Curriculum and Learning Management Division

DepEd, Carig Sur, Tuguegarao City
i
Table of Contents
Competency Page Number
Explain how the respiratory and

circulatory systems work together to
transport nutrients, gases, and other
.............................. 1-22
molecules to and from the different
parts of the body
Infer how one’s lifestyle can affect the

functioning of respiratory and
.............................. 23-31
circulatory systems
Explain the different patterns of non-

Mendelian inheritance .............................. 32-48
Relate species extinction to the failure

of populations of organisms to adapt to
.............................. 49-59
abrupt changes in the environment
Differentiate basic features and

importance of photosynthesis and .............................. 60-70
respiration
ii
Note: Practice Personal Hygiene protocols at all times.
SCIENCE GRADE 9
Name: _____________________________ Grade level: _______________
Section: ____________________________ Date: _____________________
LEARNING ACTIVITY SHEET

The Human Respiratory System
Background Information for Learners (BIL)

The respiratory system, which includes air passages, pulmonary vessels, the lungs, and
breathing muscles, aids the body in the exchange of gases between the air and blood, and
exchange.
In addition to air distribution and gas exchange, the respiratory system filters, warms,
and humidifies the air you breathe. Organs in the respiratory system also play a role in speech
and the sense of smell.
Moreover, between the blood and the body’s billions of cells. Most of the organs of the
respiratory system help to distribute air, but only the tiny, grape-like alveoli and the alveolar
ducts are responsible for actual gas exchange. Respiratory system also helps the body maintain
homeostasis, or balance among the many elements of the body’s internal environment.
Parts of the Human Respiratory System
mouth
Image Source: Brainpop- The Respiratory System
1
The respiratory system is divided into two main components- the upper respiratory tract
and the lower respiratory tract.
Upper Respiratory Tract: The organs of the upper respiratory tract are located outside the
chest cavity and are composed of the nose, mouth, pharynx, and larynx.
NOSE: The nose is the primary airway used to breathe.
MOUTH: The mouth is used as an alternative airway when the nasal pathway (nose) is blocked
due to illness or trauma.
SINUSES: These air-filled spaces alongside the nose help make the skull lighter.
PHARYNX (Throat): The pharynx is the area behind the tongue at the very back of the mouth.
It allows the movement of air from the nose and mouth to the larynx in the process of breathing.
EPIGLOTTIS: It is the part that covers the opening of the trachea. It acts as a "trap door"
which closes when swallowing to prevent food from entering the lower airway.
LARYNX (Voice box): It connect the pharynx and trachea.
Lower Respiratory Tract: The organs of the lower respiratory tract are located inside the
chest cavity and are composed of the trachea, lungs, and all segments of the bronchial tree
(bronchi, bronchioles including the alveoli).
TRACHEA (Wind Pipe): The trachea is a hollow tube which passes air to the lower airways,
it is the main airway to the lungs. The trachea sits in front of the esophagus. It is supported by
cartilage rings.
LUNGS: The lungs are a pair of spongy, air-filled organs located on either side of the chest
(thorax).
BRONCHI: The bronchi are hollow tubes that branch off of the trachea into each lung and
create the network of intricate passages that supply the lungs with air. These structures are
supported by cartilage rings.
BRONCHIOLES: The bronchioles are smaller than bronchi and lie between the bronchi and
the alveoli, they differ from the bronchi in that they do not have cartilage rings, and stay open
via smooth muscle. These transfer air to the alveoli.
ALVEOLI (Air Sacs): The alveoli are the millions of thin-walled sacs inside the lungs which
are surrounded by microscopic blood vessels (capillaries). The thin walls and a significant
amount of blood flow allow oxygen and carbon dioxide to be easily exchanged. The alveoli are
the end of the airway.
DIAPHRAGM: The diaphragm is the main respiratory muscle that contracts and relaxes to
allow air into the lungs.
2
Phases in Human Respiration
Figure 1 Figure 2
Image Source: Wikipedia Image Source: Microbiology Notes
Respiration involves several functions such as oxidation of food by living cells;

transport of oxygen to the body cells and the removal of carbon dioxide from the lungs;
exchange of gases between your blood and lungs, and the breathing process.
Your respiratory system allows the exchange of gases to occur with two important
phases involved: external respiration and internal respiration.
External respiration is the exchange of gases between the atmosphere and the blood.
This involves the lungs. Internal respiration is the exchange of gases between the blood and
body tissues. It occurs in every living cell.
In external respiration, oxygen from the air goes into your lungs through the respiratory
tract. In your lung capillaries, oxygen joins your blood. At this point, the level of oxygen is
higher in the alveoli of your lungs.( See figures 1 and 2). This is why oxygen easily diffuses
from the air into your blood. The blood that leaves your lungs is called oxygenated blood, since
it is now rich with oxygen.
In the same phase, carbon dioxide moves from the blood entering your lungs and out
into the air. At this point, the blood in your lungs is said to be deoxygenated. It is rich in carbon
dioxide, which your blood has picked up from your body cells. This same blood is low in
oxygen because it has given up oxygen to your body cells. There is more carbon dioxide in this
blood than in your lung alveoli. That is why carbon dioxide diffuses out of the blood and into
the air.
How do you sleep at night? Do you allow yourself to be shut up in a close room? You
need a well- ventilated room where the air circulates for you to get a steady supply of oxygen.
Your body will be functioning normally in moving air.
What is the normal rate of your breathing? Infants breathe 30 to 40 cycles per
minute(cpm) At about six years of age, the breathing rate slows down to about 22 times a
minute. At your age, until you are about 25, the rate is further slowed down, about 16 to 18
cycles per minute (cpm). An exception is when you are an athlete or when you engage in hard
work. Your breathing rate in such cases will be higher.
3
The Human Breathing System
Figure 1 Figure 2 Figure 3
Image Source: Slideshare Image Source: Encyclopædia Britannica, Inc.
Life depends on breathing because the body cells need oxygen. Oxygen is one of the
mixtures of gases found in the air. During inspiration, you breathe in or inhale to bring a fresh
supply of air into your lungs. During expiration, you breathe out or exhale to get rid of carbon
dioxide or waste gases not needed by your body.
How does your body use up oxygen and give off carbon dioxide? Breathe in and out.
Notice your chest and belly moving and feel the soft air passing from the nose. Listen to the
quiet sounds of breathing in and out. Imagine the air moving from the nose into the throat,
through the air tubes, and into the airsacs.
The air we breathe goes through the nose, nasal passages, and then through the trachea
or windpipe, which separates into two branches, called bronchial tubes or bronchi, one entering
each lung. The bronchi subdivide many times inside the lungs, finally becoming hairlike tubes
called bronchioles. In the last part of the terminal bronchioles are tiny bubble –like bunch of
structures called alveoli or airsacs.
When you breathe in or inhale, the diaphragm muscle contracts. Inhaling moves the
diaphragm down and expands the chest cavity(See figures 1 and 2) Simultaneously, the ribs
move up and increase the size of the chest cavity. There is now more space and less air pressure
inside the lungs. Air pushes in from the outside where there is higher air pressure. It pushes
into the lungs where there is lower air pressure.
When you breathe out or exhale, the diaphragm muscle relaxes. The diaphragm and
ribs return to their original place. The chest cavity returns to its original size (See figure 3).
There is now less space and greater air pressure inside the lungs. It pushes the air outside where
there is lower air pressure.
4
The Circulatory System
Image Source: Cardiovascular System |

UNM TAOS CLOUD taos.unm.edu
The circulatory system is the main transport system of the human body that nourishes
your cells with nutrients from the food you eat and oxygen from the air you breathe. Another
name for the circulatory system is the cardiovascular system. It is made up of the heart, blood
vessels namely veins, arteries, and capillaries and blood.
The heart provides the force to push oxygen- rich blood to the extremities of the body.
The arteries carry oxygenated blood away from the heart to the cells, tissues, and organs of the
body. Veins move deoxygenated blood to the heart. Capillaries, the smallest blood vessels in
the body, are the actual site where gases and nutrients are exchanged. The blood is a fluid that
circulates in the heart, arteries, and veins. It transports nutrients and oxygen throughout the
body. Moreover, it brings away waste products from all the parts of the body
There are 3 types of circulation which are very important in our body. These are the
pulmonary, coronary, and systemic circulations. In the Pulmonary Circulation, blood travels
from the heart to the lungs and back to the heart. Coronary circulation involves the journey
of blood through the tissues of the heart while Systemic Circulation includes the passage of
the blood from the heart to the different parts of the body, excluding the lungs.
5
The Human Heart
The heart is a fist-sized, muscular

organ that pumps blood through the body. It
has four chambers - the two ventricles and the
two atria. Each chamber has specific tasks to
do. The upper chambers are the atria (atrium
singular), the receiving chambers, that get
blood coming in from the veins while the
lower chambers are the ventricles, the
pumping chambers, that force the blood out
into the arteries. Accepting blood from the
body is the right atrium while blood from the
lungs is received by the left atrium. The right
ventricle sends blood to the lungs. On the
other hand, the left ventricle gives to tissues
all over the body.
Located between an atrium and a
ventricle is a valve. It prevents the blood from
flowing backwards. The valves are like one- Image Source: Cardiology: Basic
way doors that keep the blood moving in only one Physiology of the Heart and
direction. Valves control movement of blood into Mechanisms of Its Actions
the heart chambers and out to the aorta and the pinteres.com
pulmonary artery.
Blood Flow
The heart pumps blood that circulates throughout the body. Oxygen-poor blood enters
the right atrium of the heart (via veins called inferior vena cava and the superior vena cava).
The blood is then pumped into the right ventricle and then to the lungs through the pulmonary
artery, where the blood is enriched with oxygen (and loses carbon dioxide). The oxygen -rich
(oxygenated) blood is then carried back to the left atrium of the heart via the pulmonary vein.
The blood is then sent to the left ventricle, then to the various parts of the body through the
aorta. This cycle is then repeated. Everyday, the heart pumps about 2,000 gallons (7,600 liters)
of blood and beats about 100,000 times.
Learning Competency:
Explain how the respiratory and circulatory systems work together to transport
nutrients, gases, and other molecules to and from the different parts of the body.
(Quarter 1, Week 1-2) S9LT-Ia-b-2
6
Activity 1
Hunt that Part
Directions: Hidden in any direction in the star are parts of the Human Respiratory System.
Find and enclose the parts that you know. Write the identified parts in the box.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_________________________________________________________________
7
Activity 2
Name that Part!
Directions: Label the numbered part of the Human Respiratory System. Write your answer
beside the number.
Image Source: Study Resource
Directions: Identify what is being described or asked. Write the answer before the number.
__________ 1. It is the large band of muscles that controls the size of the chest cavity.
__________ 2. These are the two large lightweight organs of the respiratory system.
__________ 3. These are the little branches of the respiratory system.
__________ 4. It is the tube that connects the throat and the bronchi.
__________ 5. These are grape-like clusters of air sacs.
8
Activity 3
Human Respiration
Exercise A
Directions: Complete the following statements. Write your answer on the blank.
1. The exchange between the cells of the body and the blood by way of the fluid bathing the
cells is identified as ___________.
2. The exchange of gases between the atmosphere and the blood which involves the lungs is
known as ____________.
3. The blood that leaves the lungs which is rich in oxygen is described as
_________________.
4. The condition of the environment /room in order to acquire steady supply of oxygen is
referred as _____________.
5. An activity that may lead to higher rate of breathing is called __________.
Exercise B
Directions: Fill in the blanks with the missing words to complete the paragraph.
In the process of respiration, there is an exchange of (1) ___________ and
(2)________.In your body, oxygen is continuously supplied to your (3)___________ and is
transported through your bloodstream. Oxygen is then used to oxidize or “burn” food materials
in every (4) _____________. After the cellular breakdown of (5) _________ , (6)__________is
released by your cell. This gaseous waste is again ( 7) ___________by your (8)____________
and is expelled from your body system.
The breathing rate of individual varies according to (9) ________ or activities. Infants breathe
30 to 40 times a minute while at your age, until you are about 25, the rate is further slowed
down, about (10) __________times a minute.
Activity 4
The Human Breathing System
Complete Me
Directions: Fill in the blanks with the missing words to complete the paragraph.
A life process common to both plants and animals is called (1)_______________. The
process helps get air in and out of the (2)_____________.The air we breathe goes through
(3)___________ (4)______________ and(5)______________. When we breathe in or inhale
the (6)_____________contracts. Inhaling moves the diaphragm down and expands the
(7)_______________.When you breathe out or exhale , the diaphragm muscle
(8)_______________. The diaphragm and ribs return to their original place. The chest cavity
returns to its original size. There is now (9)_____________and greater (10) _______________
inside the lungs. It pushes the air outside where there is lower air pressure.
9
Activity 5
Word Cryptogram
Directions: Identify the structures of the circulatory system described in each box and write the
answer in the boxes provided.
1. Smallest blood vessel
2. Pumps the blood throughout the body
3. Carry deoxygenated blood to the heart
4. Movement of blood from the heart to the rest f the body except the lungs
5. Carries the materials throughout the body
6. Carries oxygenated blood away from the heart to the cells.
7. Carries the blood throughout the body
8. Movement of blood through the tissues of the heart
9. Movement of blood from the heart, to the lungs and back to the heart.
10. Other name of Circulatory system
10
Activity 6
The Circulatory System
Directions: Fill up the cells with the appropriate letters. Do not leave space for two words.
Write your answers also at the space provided before the numbers below.
Across
1. A circulation of blood through the tissues of the heart
2. A circulation of blood from the heart, to the lungs, and back to the heart
4. Pumps the blood throughout the body
6. Carries the materials throughout the body
8. A circulation of blood from the heart to the rest of the body, excluding the lungs.
9. The smallest blood vessels in the body, connecting the smallest arteries to the smallest veins
Down
1. The life support structure that nourishes your cells with nutrients from the food you eat and
oxygen from the air you breathe.
3. Carries the blood throughout the body
5. Carry oxygenated blood away from the heart to the cells, tissues and organs of the body
7. Carry deoxygenated blood to the heart
11
Activity 7
Identify Me
Exercise 1
Directions: Study the illustration of the human heart. Identify or label the numbered parts.
Write the correct answer on the blank beside the number.
4
1
5
2 6
7
3
Exercise 2
Directions: Write your answer on the blank provided.
1. Which vessels carry blood away from the heart?
2. Where would blood go when it leaves through :
a. Pulmonary artery? ___________________________
b. Aorta? ____________________________________
3. Which vessels carry deoxygenated blood from different parts of the body to the heart?
___________________________
4. What structure prevents the backflow of blood? ___________________________
5. How many cuspids do the valves of the heart have? ___________________________
6. Which chambers of the heart receive blood entering from the different parts of the body
and from the lungs? ___________________________
7. Which chambers of the heart pump blood away from the heart?
___________________________
8. What are the two (2) large veins that deliver blood into the right atrium?
___________________________
12
Activity 8
Arrow Diagram
Directions: Below is a diagram that shows the path of the blood. Fill in the box with the
correct part.
Deoxyg
enated
blood
Right LUNGS
Ventricle
Aorta Left atrium Pulmonary

vein
ein
13
Activity 9
Sum It Up!
Directions: Using the given graphic organizer, fill in the missing parts, description, and
functions to complete the entire concept.
14
Guide Question:
1. Compare the circulatory system to a community and cite representations of the different
parts of the circulatory system and types of circulation.
____________________________________________________________________
____________________________________________________________________.
Rubrics for Scoring
1. Completeness (5 points) - Does your response directly answer each part of the
question(s)?
Excellent Very Good Good Need Improvement
5 4-3 2 0 -1
2. Knowledge (10 points) - Does your response clearly show you have read and understand
the lesson content by correctly defining key terms, key persons and summarizing concepts?
10-9 8-7 7-6 0-5
3. Analysis (5 points) - Have you clearly state analysis and give examples to back them up?
5 4-3 2 0 -1
4. Writing Skills (5 points) - Do you write clearly, in complete sentences, with minimal
errors in grammar and spelling?
5 4-3 2 0 -1
15
Closure / Reflection
I learned that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
I enjoyed most on
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
I want to learn more on
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
References:
● Basic Airway Anatomy. (2020). Retrieved from https://medictests.com/units/basic-
airway-anatomy
● K to 12 Curriculum Guide
● Most Essential Learning Competency
● Alvarez, Liza A. ,et.al, Science 9 Learner’s Manual
● Capco, Carmelita M., Phoenix Science Series Biology
● Science and Technology for Modern World II
● Tan, Conchita T., Science for Daily Use, JICA Enterprises, 2002
● Cabrera, Mary Jane C., Perucho, Pacita L., Learn and Experience Science, JO-ES
Publishing House Incorporated, 2002
Weblinks
● http://google.com
● http://wikipedia.com
● http://tlsbooks.com
● http://enchantedlearning.com
● http://www.crabtreetbook.com/ProductDetail/9780778721987_your-hardworking-
heart-and-espectacular-circulatory-system-#V9TcDfp97NM
● http://lrmds.deped.gov.ph
● https://study.com/academy/lesson/the-blood-vessels-activities-for-middle-school.html
16
Answer Key
Activity 1: Hunt that Part
Activity 2. Name that Part

1. Nose
2. Mouth
3. Larynx
4. Lung
5. Left bronchi
6. Diaphragm
7. Pharynx
8. Trachea
9. Right bronchi
10. Bronchioles
11. Alveoli
EXERCISE A
1. Diaphragm
2. Lungs
3. Bronchioles
4. Trachea
5. Alveoli
17
Activity 3.What have I learned (Human Respiration)
Exercise A.
1. Internal Respiration
2. External Respiration
3. Oxygenated blood
4. Well- ventilated room / in moving air
5. Hardwork / Athletics
Exercise B. Fill in the blanks

1. Oxygen
2. Carbon Dioxide
3. Body cells
4. Living cell
5. Food
6. Carbon dioxide
7. Picked up
8. Blood
9. Age
10. 16-18
Activity 4. The Human Breathing System (Complete Me)
1. Respiration
2. Lungs
3. Nose
4. Nasal passages
5. Trachea
6. Diaphragm muscle
7. chest cavity
8. relaxes
9. less space
10. air pressure
18
Activity 5 -Word Cryptogram
1. Capillaries
2. Heart
3. Veins
4. Systemic
5. Blood
6. Arteries
7. Blood Vessel
8. Coronary
9. Pulmonary
10. Cadiovascular
Activity 6. The Circulatory System
Across
1. Coronary
2. Pulmonary
4. Heart
6. Blood
8. Systemic
9. Capillaries
Down
1. Circulatory System
3. Blood vessel
5. Arteries
7. Veins
19
Activity 7. Exercise 1
1. Superior vena cava
2. Right Atrium
3. Inferior vena cava
4. Aorta
5. Pulmonary Artery
6. Left Atrium
7. Left Ventricle
8. Valve
Exercise 2
1. Arteries
2. A) pulmonary artery-------lungs B .Aorta --------different parts of the body
3. Veins
4. Valves
5. 5 (3 in the tricuspid valve & 2 in the bicuspid )
6. Atria
7. Ventricles
Activity 8
Arrow Diagram
Deoxyg
enated
blood
Right atrium Right Pulmonary LUNGS
Ventricle artery
Oxygen
ated
blood
Aorta Left ventricle Left atrium Pulmonary

vein
ein
20
Activity 6. Sum it Up!
21
Prepared by:
ELIZABETH S. CATAMA
Writer
RICHELLE ANN L. DELA CRUZ

Writer
ANTHONY P. AQUINO
Writer
FEBIE P. AGBAYANI
Writer
22
SCIENCE GRADE 9
Name: _____________________________ Grade level: _______________
Section: ____________________________ Date: _____________________

Cigarette Smoking is Dangerous to Your Health

Our circulatory and respiratory systems have a big role to attain a balance working of the
other systems. On the one hand, our circulatory system plays a very important role in the proper
functioning of our body. This system regulates the blood supply in different parts which is done
with the help of heart and blood vessels. Blood gets oxygenated by the lungs and supplied to
the heart which pumps it to different parts of the body through the arteries. Then de-oxygenated
or impure blood is taken by the veins to the lungs for oxygenation and through this, the process
continues. Apart from carrying oxygen, blood also carries different minerals and nutrients
which are very necessary for all the parts of the body. Any restriction in the blood supply may
cause serious problems which can be life-threatening. Hence, it is very important to take proper
precautions in order to avoid different types of circulatory system diseases.
On the other hand, our respiratory system is a network of organs and tissues that help
you breathe. It includes your airways, lungs, and blood vessels. The muscles that strengthen
your lungs are also part of the respiratory system. These parts work together to move oxygen
throughout the body and clean out waste gases like carbon dioxide. The respiratory system has
many functions. Besides from helping you inhale and exhale it allows you to talk and to smell.
It also brings air to body temperature and moisturizes it to the humidity level your body needs.
Furthermore, it protects your airways from harmful substances and irritants.
The circulatory and respiratory systems work together to distribute blood and oxygen
throughout the body. Air moves in and out of the lungs through the trachea, bronchi, and
bronchioles. Blood moves in and out of the lungs through the pulmonary arteries and veins that
connect to the heart.
However, through the global changes and when tobacco has been growing wild in
America for nearly 8000 years ago, tobacco first considered to be dangerous to health in 1602,
an anonymous English author published an essay titled Work of Chimney Sweepers which
stated that illnesses often seen in chimney sweepers were caused by soot and that tobacco may
have similar effects. This was one of the earliest known instances of smoking being linked to
ill health.
There are approximately 600 ingredients in cigarettes. When burned, cigarettes create
more than 7,000 chemicals. At least 69 of these chemicals are known to cause cancer, and many
are toxic.
Many of these chemicals also are found in consumer products, but these products have
warning labels—such as rat poison packaging. While the public is warned about the danger of
the poisons in these products, there is no such warning for the toxins in tobacco smoke.
Smoking can lead to a variety of ongoing complications in the body, as well as long-
term effects on your body systems. While smoking can increase your risk of a variety of
problems over several years, some of the bodily effects are immediate. Cigarette smoking has
great effect to our systems most especially to our respiratory and circulatory systems. Smoking
23
has also effect to our immune system, digestive system, organ system and to our
musculoskeletal system.
Cigarette smoking harms nearly every organ in the body, causing many illnesses and
affecting health in general. The negative effects of smoking on circulatory system include
increased heart attacks, high blood pressure, coronary heart disease, arteriosclerosis, abdominal
aortic aneurisms, peripheral artery disease and other vascular diseases. The respiratory diseases
caused by smoking are Chronic Obstructive Pulmonary Disease (COPD), chronic bronchitis,
cystic fibrosis/bronchiectasis, emphysema, asthma, cough, colds, tuberculosis, lung cancer,
pneumonia, and other respiratory infections.
In addition, people who smoke are at higher risk of respiratory infections and there is
growing evidence that this includes coronavirus (COVID-19). The evidence also suggests that
people who smoke are more likely to be severely impacted by COVID-19, because of pre-
existing damage to their lungs. In addition, people who smoke are more likely to have other
health conditions (such as cancer), and more likely to experience severe COVID-19
complications.
So, the best way to prevent diseases in the respiratory and circulatory systems is to have
a healthy lifestyle, which includes balanced diet, regular exercise, adequate rest, proper
hygiene, stay away from stress, and avoiding vices such as cigarette smoking and alcohol
drinking. Respiratory and circulatory disease can easily be detected with regular health check-
up and physical screening.
Learning Competency
Infer how one’s lifestyle can affect the functioning of respiratory and circulatory
systems;(Quarter 1, Week 2) S9LT-lc-27
24
Activity 1
The Functions of My Two Systems
Directions: Differentiate the function of respiratory and circulatory systems by supplying

information in the Venn diagram below. Write your answer legibly and neatly.
25
Activity 2
Contents of a Cigarette (A)
Directions: Encircle the ten words listed below. Words appear straight across, back word
straight across, up and down, down and up, and diagonally. Take note, some of your answers
here in activity A will be using on activity B. List all the encircled words on the space provided
after the word search box.
1. ___________________________________ 6. _______________________________
2. ___________________________________ 7. _______________________________
3. ___________________________________ 8. _______________________________
4. ___________________________________ 9. _______________________________
5. ___________________________________ 10. ______________________________
26
Activity 3
Contents of a Cigarette (B)
Directions: Using the guide statements under across and down puzzle, fill in the boxes.
Guide Questions:
1. What surprising fact have you noticed on the compounds found in cigarettes? 2 points.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. How can you convince the users that the contents of cigarettes is from the raw materials of
making some of the dangerous products? Explain. 5 points
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
27
Activity 4
The Effects of Smoking on the Body
A. Directions: Complete the concept map by writing the different diseases that we can acquire
from cigarette smoking.
CIGARETTE SMOKING
CIRCULATORY SYSTEM RESPIRATORY SYSTEM
B. Directions: Identify the following statements. These are the diseases that we can acquire
from cigarette smoking. Write the missing letter in the boxes to complete the word. Use
CAPITAL LETTERS ONLY.
1. It is a common circulatory problem in which narrowed arteries reduce blood flow to your
limbs.
P L D E
2. It is a sudden interruption in the blood supply of the brain.
T R E
3. It also called hypertension, it means the force is higher than it should be.
H B E
4. This can happen due to artery blockage. It damages the heart muscle and are medical
emergencies.
E T S
5. It occurs when plaque builds up on the walls of your arteries and eventually blocks blood
flow.
A T S
6. It is an infection that inflames the air sacs in one or both lungs.

N I A
7. It is an umbrella term that encompasses several respiratory illnesses that cause

breathlessness, or the inability to exhale normally.
D
28
8. It is defined as a common, chronic respiratory condition that causes difficulty breathing due
to inflammation of the airways.
T M
9. It is a form of COPD emphasized by a chronic cough. Usually people cough up sputum

(mucus from the lungs), especially in the morning.
C C C
10. It is a genetic respiratory disease caused by a defective gene that creates thick and sticky
mucus that clogs up tubes and passageways.
C I S
Activity 5
Prevention is Better than Cure
A. Directions: Enumerate the different ways to prevent circulatory and respiratory systems
diseases.
1._________________________________________________________________________
2._________________________________________________________________________
3._________________________________________________________________________
4._________________________________________________________________________
5._________________________________________________________________________
B. Directions: Create an informative story that illustrates various ways of preventing diseases
that affect the respiratory and circulatory systems. You must also show the importance of
keeping our bodies healthy and free from illnesses. You can use another sheet/s of paper if the
available space is not enough.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
29
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
SHORT STORY RUBRIC

EARNED POSSIBLE
ELEMENTS
POINTS POINTS
ORGANIZATION. The story flows in a sequence order
15
beginning, middle, end, and makes sense to the reader.
DEVELOPMENT-SETTING. The setting fits well in the
storyline. It tells to the reader the time, place and 10
environment of the story.
DEVELOPMENT-CHARACTERS. The writer adequately
describes the characterization from the character looks, feels, 20
acts, etc. of each character.
DEVELOPMENT-PLOT. The plot contains a clear rising
action, falling action, and resolution that fit both the 20
characters and the setting.
MECHANICS. Proper grammar and spelling has been
10
observed throughout the story.
PROFESSIONALISM. The writer utilized any act of class.
He is working efficiently and effectively. A person edit task 25
piece at some point throughout the writing process.
TOTAL 100
Source: https://ecdn.teacherspayteachers.com/thumbitem/Short-Story-Rubric-Writing-
1500875455/original-337555-1.jpg
Activity 6
30
Art for Life
Directions: Cut out different examples of healthy lifestyle from old magazines or newspapers
and create a collage out of the cut outs. Please be guided on the rubrics below for photography
and collage making.
31
SCIENCE GRADE 9
Name of Learner: ______________________ Grade Level: ______________
Section: ______________________________ Date: ____________________

NON-MENDELIAN PATTERN OF INHERITANCE

Gregor Mendel is known as the “Father of Genetics” for his pioneering work with pea
plants genetics. However, he was not able to describe simple or complete dominance patterns
in individuals based on what he saw with the pea plants. There are many other ways that genes
are inherited which Mendel did not mention about when he published his work. Over time
many of these patterns have emerged and have significantly impacted speciation and evolution
of species over time.
Below is a list of some of the most common Non-Mendelian pattern of Inheritance.

1. INCOMPLETE DOMINANCE - is when two alleles blend their characteristics
in a trait. For example a four o’clock flower that is pink is a result of cross
pollination between a red and white four o’clock plant.
Legend:
RR = Red
WW = White
RW = Pink
Genotypic Ratio: 4:4

Phenotypic Ratio: All Pink
Genotypic Percentage: 100% pink
https://pt.slideshare.net/maryamijaz49/incomplete-dominance/7
32
2. CODOMINANCE - both of the alleles of the trait are fully expressed in the
individual.
The Punnett square

shows the possible
genotypes resulting
from the cross of a
black chicken with a
white chicken.
https://www.slideshare.net/evansv1/incomplete-codominance-
multiplealleles
Genotypic Ratio - 4:4

Phenotypic Ratio - 4 checkered “erminette” Chicken
Genotypic Percentage - 100% checkered “erminette” Chicken
3. MULTIPLE ALLELES - happen when there are more than two alleles that are
possible to code for any one characteristics. Example is the A, B, O blood type
among humans. These alleles are responsible for this blood system: IA IB , i
AB X AO (IAIB X IAi)
IA IB
IA IA IA IB
IA
(AA) (AB)
IAi IBi
i
(AO) (BO)
Genotypic Ratio -1:1:2:4

Phenotypic Ratio – 1 type AB Genotypic Percentage: 25% type AB
1 type B 25 % type B
2 type A 50 % type A
33
4. SEX-RELATED INHERITANCE. Some traits are carried on the
sex chromosomes, X and Y. Most traits carried are present on only
the X chromosomes. The Y chromosome is smaller and so very few
genes are located in this chromosome. Sex-Related Inheritance can
be categorized into three types of inheritance: Sex-linked, Sex-
influenced, and Sex-limited.
4.1 SEX-LINKED TRAITS – traits that are located on the X

chromosome are called X-linked traits and traits that are found
on the Y chromosome are called Y-linked traits. Males have
only one X chromosome. Thus if they inherit the affected X
they will have the disorder. Females have two X chromosomes.
Therefore, they can inherit/carry the trait without being
affected if it acts in a recessive manner. Example is the sickle
cell anemia and hemophilia.
http://www.ufmcpueblo.com/sickle-cell-anemia/ https://www.rnpedia.com/nursing-notes/maternal-and-child-nursing-
notes/hemophilia-nursing-care-plan-management/
Females do not have Y

chromosome, thus, Y-linked tarits are
for males because they have the Y
chromosome. Example of Y-linked
trait is hypertrichosis pinnae auris, a
genetic disorder in humans that causes
hairy ears. Since the trait is found in the
Y chromosome, then only males can
have the trait. A father who has the
condition will pass it on to all his sons,
and they, in turn, will pass it on to their
own sons.
https://www.slideserve.com/malaya/mendelia
n-inheritance
34
4.2 SEX-INFLUENCED TRAITS are traits that can be observed
mostly in one sex. Occurrence of such trait is more frequent in
one sex. If a male has one recessive allele, the trait will be
expressed, but it will take two recessive alleles for the female
to show that same trait. One classic example of a sex influenced
trait is pattern of baldness in humans, though the condition is
not restricted to males. This gene has two alleles, “bald” and
“non-bald”. The behaviors of the products of these genes are
highly influenced by the hormones in the individual,
particularly by the hormone testosterone. All humans have
testosterone, but males have much higher levels of this
hormone than females do. The result is that, in males, the
baldness allele behaves like a dominant allele, while in females
it behaves like a recessive allele.
https://fabrickated.com/2015/03/06/male-pattern-baldness/
4.3 SEX-LIMITED TRAITS. These are

traits expressed in only one sex.
Hence, sex-limited traits can only be
observed in the phenotype of one sex.
Barred coloring in chickens, for
instance, this trait is normally visible
only in roosters. Other examples of
sex-limited traits are fanlike tail
feather in peacocks that is never
expressed in peahens and horns that
are exclusively found in males of
certain sheep species.
https://www.researchgate.net/figure/Plymouth-
Rock-Barred-Lighter-color-of-rooster-plumage-B1-
B1-compared-to-hen-V1_fig5_333107189
35
COMPETENCY
• Explain the different patterns of Non-Mendelian Inheritance. (Quarter 1, Week
3-4) S9LT-Id-29
Activity 1: WORD HUNT
Directions: Using the table below, find and encircle the listed 15 words related to Non-
Mendelian Pattern of Inheritance. Words appear to be straight across, up and down, and
diagonally.
I F Q G R A C G P R T N A M Z X Y K L C
A N H E O D A X T D S E X Z L W Q T N O
H F C N U S C H R O M O S O M E I K A D
M K B O T O U X T Z L S W E V A P R X O
G A K T M B J O P Z D T Y X R A S D Z M
E E M Y R P T I N H E R I T A N C E L I
N O E P I R L L K J H G D S A Q W E R N
E A R E H F Z E G H J K L O M N B V Y A
S L L P V V X P T Z D T H F M L P Q Z N
E X Y L Y H C O G E W R T F Y S B C P C
P Y U M E I V I F S D M J S W Q A S R E
H K I Q X L B U C X H O L P H O V X E R
E D O G E N E T I C S F M R S G H L C O
N M P Z R R N S S W P J K I R S V Z E D
O T A A G A E F Y J O L I N N W D V S P
T P S Q N A R V U P N C H G M A G P S A
Y Q D W E R T Y U I O Z X C V B N M I Q
P U N N E T T S Q U A R E T G B E C V L
E D U K O E A I O R F B V J L P S S E D
W Y M U L T I P L E A L L E L E S T Q M
Activity 2: FACT or BLUFF?
Directions: Read and analyze each statement carefully. Write FACT if the statement is
true and BLUFF if the statement is false. Use the space provided before the item number
for your answer.
_____ 1. Genetics is a branch of biological science that deals with the study of heredity
in organisms.
_____ 2. Incomplete dominance will occur when the two dominant alleles combined
resulting to a third phenotype.
_____ 3. Codominance pattern of inheritance will be observed if a dominant gene
overrides a recessive gene.
_____ 4. In humans, there are four blood types (phenotypes): A, B, AB, O.
36
_____ 5. Human blood type is controlled by three alleles: A, B, O.
_____ 6. If a pure black-colored dog and a pure white-colored dog mated, the offspring
would be either a pure black or a pure-colored one.
_____ 7. Phenotype pertains to the genetic make-up of an organism.
_____ 8. Genotype refers to the organism’s observable physical traits such as color,
size, texture, and shape.
_____ 9. Multiple alleles could result to the expression of more than two phenotypes.
_____ 10. When a red (RR) rose is crossed with a pink (RW) rose, there will be an
equal percentage for the offspring to become red and pink.
(50% = RR, 50% = RW)
_____ 11. Y-linked traits are traits that are expressed in both male and female.
_____ 12. Sex-limited traits are traits expressed in the phenotype of only one sex.
_____ 13. Sex-influenced traits are expressed equally in both sexes.
_____ 14. Sickle cell anemia and hemophilia are examples of Y-linked traits.
_____ 15. Horn in some sheep species and fan-like feather of peacocks are examples
of sex-limited traits.
Activity 3: WORD ANALOGY
Directions: Choose the best word that will fit the analogy.
1. __________________: blending of traits ; Codominance : both are expressed.

2. Pink flower: Incomplete Dominance ; Codominance : _________________.
3. Type O:ii ; ______________: IA IB
4. Punnett Square : Reginald Punnett ; Mendelian Pattern of inheritance:
_____________________
5. White striped carnation flower : _______________________ ; Pink Carnation:
Incomplete dominance.
6. XY is to male:______: female
7. Genotype: Genetic make-up_____________________:Actual physical appearance
8. Baldness: Sex influenced;_____________________ Sex-Linked
9. Barred Chickens:__________________ baldness : Sex-influenced
10. Sex-Related inheritance: X chromosome; Non Sex-Related inheritance______.
Activity 4: CODOMINANCE
Directions: Solve the following genetic problem using a Punnett Square.
1. A Red Bull (RR) and a white cow (CC) mated. Predict for the possible offspring of
the crossbreeding by using a Punnett square.
37
Activity 5: INCOMPLETE DOMINANCE
Directions: Solve for the following genetic problems.
The genes of the flower color in gumamela plants show incomplete dominance.
Assume that RR is for red flowers. Plants with heterozygous gene pair produce pink
flowers.
1. Solve the following crosses. Show your solution by filling up the Punnett Square.
a. RR x WW d. RW x RW
b. RR x RW e. WW x WW
c. RW x WW
a. b. c.
d. e.
2. Which parental genotypes provided above will produce the following offspring? Write only
the letter before the number.
_____2.1 All the phenotypes red, pink, and white flowered plants are represented in the
offspring.
_____2.2 Of the 4 offspring 2 are pink and 2 are white.
_____2.3 All offspring are heterozygous.
_____2.4 Out of the 100 % offspring, 50 % has red flowers and 50% has pink flowers.
_____2.5 All of the offspring produced have white flowers.
38
Activity 6: MULTIPLE ALLELES
Directions: Solve the following crosses using punnett square. Write the genotypic ratio
(GR) and the phenotypic ratio (PR).
a. IA I B x IA IB b. ii x I Ai
GR: PR:
GR: PR:
Activity 7: SEX-LINKED TRAIT
Color Blindness is a recessive sex-linked disorder in humans. A color-blind man

has a child with a woman who is a carrier of the disorder. Using a punnet square explain
the probability of having children with normal vision and children who will be color
blind Use the table below as your guide.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
GENOTYPES AND PHENOTYPES OF COLOR BLINDNESS IN HUMANS
GENOTYPE PHENOTYPE
1. XX Normal Female
2. XXC Normal Female carrier of the genes
3. XCXC Color-blind female
4. XY Normal Male
5. XCY Color blind Male
39
Activity 8: SEX-INFLUENCED TRAIT
Baldness is a sex influenced trait. Under the heterozygous gene pair for baldness
(Bb), males express baldness while females do not. Given that a bald woman marries a
non-bald man. What would be the probability that their children will also be bald?
Justify your answer using a punnet square. (Note: Use the table below as your reference
for test cross).
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
EXPRESSION OF PATTERN BALDNESS IN HUMANS
Male Genotypes Male Phenotypes

XYBB Male Bald
XYBb Male Bald
XYbb Male Non Bald
Female Genotypes Female phenotypes

XXBB Female bald
XXBb Female non bald
XXbb Female non bald
Activity 9: SEX-LIMITED TRAITS
In fruit flies, humans, and other mammals, sex is determined by an X-Y system.
However many organisms do not have the X-Y system of sex determination. For
example birds have a Z-W system. Male birds are ZZ whereas females are ZW. In
chickens barred feathers (Zo) are dominant over the non-barred feathers (Zb)
1. Draw a punnet square that shows the results of a cross between a barred female and
non-barred male.
40
2. What is the probability that the offspring will be
2.1 Barred females?
2.2 Non-barred females?
2.3 Barred Males?
2.4 Non-barred Males?
Activity 10: QUESTION AND ANSWER PORTION
Directions: Answer the following questions in 3 to 4 sentences
1. Can you consider having wavy hair as a case of incomplete dominance pattern?
Why do you say so?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. If a person happens to have a blood type which is AB+, can we consider it as a case
under the codominance pattern of inheritance? Why or why not?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. If a Colorblind male marries a Colorblind female carrier, will there be chances that
they will produce a child who has normal vision? Why or Why not?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
RUBRICS FOR THE ESSAY

Insightful Thorough Basic Marginal Inadequate
(5 points) (4 points) (3 points) (2 points) (1 point)
Insightful and Thorough Adequate Marginal Response reflects
well-crafted response with response with response reflects inadequate
response that supporting limited minimal understanding of
manifests details elaboration and understanding of the given
interpretation of supporting the given questions and
the given details. questions and lacks supporting
questions and lacks supporting details.
includes details.
supporting
details.
https://www.hip-books.com/teachers/writing-about-reading/evaluating-written-responses/
41
REFLECTION
I learned that __________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
I enjoyed most on ______________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
I want to learn more on __________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
42
Sources
Male Pattern Baldness. (2015, March 6). Retrieved from Fabrickated:

https://fabrickated.com/2015/03/06/male-pattern-baldness/
Sickle Cell Anemia. (2019). Retrieved from University Family Medicine Center:
http://www.ufmcpueblo.com/sickle-cell-anemia/
Maternal and Child Nursing Notes: Hemophilia Nursing Care Plan & Management. (2020).
Retrieved from RN Pedia: https://www.rnpedia.com/nursing-notes/maternal-and-
child-nursing-notes/hemophilia-nursing-care-plan-management/
Most Essential Learning Competencies (MELCs) - Complete Files. (2020, June 2). Retrieved
from GuroAko: http://guroako.com/2020/06/02/most-essential-learning-
competencies-melcs-complete-files/
Writing about Reading: Rubric for Written Responses. (2020). Retrieved from High Interest
Publishing: https://www.hip-books.com/teachers/writing-about-reading/evaluating-
written-responses/
Admin, G. A. (2020, June 2). Most Essential Learning Competencies (MELCs) - Complete
Files. Retrieved from GuroAko: http://guroako.com/2020/06/02/most-essential-
learning-competencies-melcs-complete-files/
Alvarez, L. A. (2014). Science-Grade 9 Learner's Module. Pasig City: Department of

Education.
CL, P. (2014, July 3). Grade 9 science. Retrieved from SlideShare:
https://www.slideshare.net/23060430/grade-9-science
Evans, V. (2012, January 27). incomplete-codominance-multiplealleles. Retrieved from

Slideshare: https://www.slideshare.net/evansv1/incomplete-codominance-
multiplealleles
Galavez, M. (2020). Malaya: Mendelian Inheritance. Retrieved from SlideServe:

https://www.slideserve.com/malaya/mendelian-inheritance
Maryamijaz49. (2012, January 23). Incomplete Dominance. Retrieved from SlideShare:

https://pt.slideshare.net/maryamijaz49/incomplete-dominance/7
Mitrofanova, O. V. (2020). Figure: Plymouth Rock Barred Lighter color of rooster plumage
B1 B1 compared to hen. Retrieved from Research Gate:
https://www.researchgate.net/figure/Plymouth-Rock-Barred-Lighter-color-of-rooster-
plumage-B1-B1-compared-to-hen-V1_fig5_333107189
43
ANSWER KEY
Activity 1: WORD HUNT

Directions: Using the table below, find and encircle the listed 15 words related to Non-
Mendelian Pattern of Inheritance. Words appear to be straight across, up and down, and
diagonally. (no specific order)
1. GENETICS 6. CODOMINANCE 11. SEX

2. INHERITANCE 7. OFFSPRING 12. CHROMOSOME
3. PUNNETT SQUARE 8. TRAIT 13. GENES
4. INCOMPLETE DOMINANCE 9. GENOTYPE 14. ALLELES
5. MULTIPLE ALLELES 10. PHENOTYPE 15. RECESSIVE
Activity 2: FACT or BLUFF?

Directions: Read and analyze each statement carefully. Write FACT if the statement is
true and BLUFF if the statement is false. Use the space provided before the item
number for your answer.
1. FACT
2. FACT
3. BLUFF
4. FACT
5. FACT
6. FACT
7. BLUFF
8. BLUFF
9. FACT
10. FACT
11. BLUFF
12. FACT
13. BLUFF
14. BLUFF
15. FACT
Activity 3: WORD ANALOGY

Directions: Choose the best word that will fit the analogy
1. Incomplete Dominance : blending of traits; Codominance: both are expressed.
2. Pink flower: Incomplete Dominance; Codominance: White striped
3. Type O: ii ; Type AB : IA IB
4. Punnett Square : Reginald Punnett ; Mendelian Pattern of Inheritance : Gregor
Mendel
5. White striped carnation flower: Codominance ; Pink Carnation: Incomplete
dominance
6. XY is to male: XX: female
7. Genotype: Genetic make-up Phenotype: Actual physical appearance
8. Baldness : Sex influenced; Hemophilia: Sex-Linked
9. Barred Chickens: Sex Limited; baldness : Sex-influenced
10. Sex-Related inheritance: X chromosome; Non Sex-Related inheritance: Y
chromosome.
44
Activity 4: CODOMINANCE
Directions: Solve the following genetic problem using a Punnett Square.
1. A Red Bull (RR) and a white cow(CC)mated. Predict for the possible offspring of
the crossbreeding by using a Punnett Square.
R R
C RC RC
C RC RC
Activity 5: INCOMPLETE DOMINANCE

Directions: Solve for the following genetic problems. The genes of the flower color in
gumamela plants show incomplete dominance. Assume that RR is for red flowers.
Plants with heterozygous gene pair produce pink flowers.
1. Solve the following crosses. Show your solution by filling up the Punnett Square.
a. RR x WW d. RW x RW
b. RR x RW e. WW x WW
c. RW x WW
a. b. c.
R W
R R R R
W RW RW RR RR W RW WW
R
W RW RW W
W RW RW RW WW
d. e.
W W
R W
R RR RW W WW WW
W RW WW W WW WW
2. Which parental genotypes provided above will produce the following offspring? Write
only the letter before the number.
__D__2.1 All the phenotypes red, pink, and white flowered plants are represented in the
offspring.
__C__2.2 Of the 4 offspring 2 are pink and 2 are white.
__A__2.3 All offspring are heterozygous.
__B__2.4 Out of the 100 % offspring, 50 % has red flowers and 50% has pink flowers.
__E__2.5 All of the offspring produced have white flowers.
45
Activity 6: MULTIPLE ALLELES
Directions: Solve the following crosses using punnett square. Write the genotypic ratio (GR)
and the phenotypic ratio (PR).
b. IA I B x IA IB (AB X AB) b. ii x IAi (OO X AO)
A B O O
A A
AA AB AO AO
B O OO OO
AB BB
GR: 1:1:2:4 GR: 2:2:4

PR: 1 type A PR:2 type A
1 type B 2 type O
2 type AB
Activity 7: SEX-LINKED TRAIT

Color Blindness is a recessive sex-linked disorder in humans. A color-blind man
has a child with a woman who is a carrier of the disorder. Using a punnet square explain
the probability of having children with normal vision and children who will be color
blind. Use the table below as your guide.
Answer: The couple will have the following children:

• A daughter who is a carrier of colorblind trait.
• A colorblind daughter.
• They will also have a son who has normal vision, and
• A son who is colorblind
XC Y
X
XXC XY
C
X
XCXC XCY
GENOTYPES AND PHENOTYPES OF COLOR BLINDNESS IN HUMANS

GENOTYPE PHENOTYPE
XX Normal Female
XX C Normal Female carrier of the genes
C C
X X Color-blind female
XY Normal Male
XCY Color blind Male
46
Activity 8: SEX-INFLUENCED TRAIT
Baldness is a sex influenced trait. Under the heterozygous gene pair for baldness
(Bb), males express baldness while females do not. Given that a bald woman marries a
non-bald man. What would be the probability that their children will also be bald?
Justify your answer using a punnet square. (Note: Use the table below as your reference
for test cross).
Answer: The couple will have the following offspring:

• 1 bald male
• 1 non-bald female but a carrier of the trait.
Xb Yb
XB XXBb XYBb
XB XXBb XYBb
EXPRESSION OF PATTERN BALDNESS IN HUMANS

Male Genotypes Male Phenotypes
XYBB Male Bald
XYBb Male Bald
XYbb Male Non Bald
Female Genotypes Female phenotypes

XXBB Female bald
XXBb Female non bald
XXbb Female non bald
Activity 9: SEX-LIMITED TRAITS
In fruit flies, humans, and other mammals, sex is determined by an X-Y system.
However many organisms do not have the X-Y system of sex determination. For
example birds have a Z-W system. Male birds are ZZ whereas females are ZW. In
chickens barred feathers (Zo) are dominant over the non-barred feathers (Zb)
3. Draw a punnett square that shows the results of a cross between a barred female and
non-barred male.
Zb Z
Zo ZbZo ZZo
W ZbW ZW
47
4. What is the probability that the offspring will be
4.1 Barred females? – 0%
4.2 Non-barred females? – 50%
4.3 Barred Males? – 50%
4.4 Non-barred Males? - 0%
Activity 10: QUESTION AND ANSWER PORTION

Directions: Answer the following questions in 3 to 4 sentences
1. Can you consider having wavy hair as a case of incomplete dominance pattern?
Why do you say so? (Answers may vary)
Possible answer: No because incomplete dominance pattern produces a
heterozygote that shows a phenotype that is intermediate between the two
homozygous phenotypes. Neither allele is dominant over the other. Wavy hair is
either a dominant or recessive trait, thus, it is not a product of incomplete
dominance.
2. If a person happens to have a blood type which is AB+, can we consider it as a case
under the codominance pattern of inheritance? Why or why not? (Answers may
vary)
Possible answer: Yes because when the IA and IB alleles are inherited together, thus,
both alleles are expressed equally. This makes IA and IB codominants of each other.
3. If a Colorblind male marries a Colorblind female carrier, will there be chances that
they will produce a child who has normal vision? Why or Why not? (Answers may
vary)
Possible answer: Yes - if a colorblind male marries a colorblind female carrier, there
will be 50% chance of having a child with normal vision. From this percentage,
there will be 25% chance to have a normal son and 25% normal daughter but still a
carrier of the disorder enabling her to pass the trait to her offspring. The table shows
the product of the punnett square:
Genotypic &
Number Sex Genotype Phenotype Phenotypic
Percentage
normal vision but
1 Female XXC 25%
a carrier
1 Female XCXC colorblind 25%
1 Male XY normal vision 25%
1 Male XCY colorblind 25%
Prepared by:
Jessie John B. Sagun

Malorie M. Dela Cruz
Writers
48
SCIENCE GRADE 9
Name: _____________________________ Grade level: _______________
Section: ____________________________ Date: _____________________

The Ecosystem

In an ecosystem, organisms (examples are plants, animals and humans) need a balanced
environment for them to survive. A balanced ecosystem is one in which all living and nonliving
things are interacting successfully. If any part of the ecosystem is disturbed, other parts will
also be disturbed.
Illustrated by:Mac Daryll P. Malto
Imagine yourself being stranded in a jungle where you can see different kinds of
species. Species is a group of organisms that have certain characteristics in common and are
able to interbreed. What organisms can you see in the figure above? How many different kinds
of organisms do you see?
49
Image Source: www.bing.com/images
Now, picture yourself being the owner of the banana plantation. Which species do you
think dominates this area? The jungle has many populations where you can see hundreds of
different species of organisms compared to the banana plantation that has only one species
dominates.
Compared to a Banana Plantation, jungle has a greater amount of biodiversity.
Biodiversity is commonly observed in an area where there is a variety of life. Population of
different species has its differences. Examples of species with higher populations are the ants
and fungi while deers and wild pigs have fewer numbers. Living things that are all of the same
species living within a certain area called population. Populations may also change in sizes
because of the limiting factors like natural disasters. Some populations become so low due to
some human activities and natural phenomenon and are considered as endangered. Nowadays,
deers and wild pigs are considered endangered species.
Environmental Problems
Deforestation is one of the most usual problems we are encountering nowadays. People
are continuously cutting down trees. Kaingin, illegal logging, land conversion, forest fires and
natural phenomenon are the causes of deforestation.
We cannot deny the fact that water pollution is also a major problem in our country.
Water pollution is due to mismanagement of garbage near lakes, ponds and rivers. Humans
throwing garbage in some water areas contributes to eutrophication where there is a
concentration of organic nutrients.
Air pollution from burning of garbage, factories and car burn fuels is also one of the
main problem in the society. Urban areas like Metro Manila where a huge number of cars and
factories experience this kind of environmental problems.
Dynamite fishing, mining activities and overharvesting are some of human activities
that destroy the breeding grounds of marine fishes.
Acid Precipitation or the acid rain is also considered to be one of the environmental
problems in the country. Due to pollutants like sulfur and nitrogen oxides, rainwaters become
more acidic which will harm living things.
50
Relate species extinction to the failure of populations of organisms to adapt to abrupt
changes in the environment (Quarter 1, Week 5) S9LT-Ie-f-3
Directions/Instructions: Read, study, and understand carefully the following activities.

Answer the activities honestly.
Activity 1
Index of Diversity
Materials: Pen, Paper

Procedure (Read each statements carefully and follow the instructions)
1. Study the picture carefully.
number: _______ number: _______ number: _______

number: _______ number: _______
mark: _________ mark: _________ mark: _________
mark: _________ mark: _________

number: _______ number: _______
mark: _________ mark: _________ mark: _________
mark: _________ mark: _________

number: _______ number: _______
mark: _________ mark: _________ mark: _________
mark: _________ mark: _________
2. Record the number of species of animals seen in the picture. Record the number in your data table
DATA TABLE
Number of species
Number of runs
Number of animals
51
3. This time, write number 1-10 to each picture from left to right.
4. Place an X under animal 1 on the picture. If animal 2 is the same species as animal 1, mark another
X on it. Continue to mark an X on the animals as long as the species is the same as the previuos one.
5. When a different animal is observed, mark on the picture. Continue to mark an O if the next picture
is the same as the previous. If the next picture is different, mark an X.
6. Record in your data table:
a. The number of “runs”. Runs are represented by a group of similar symbols in a row. Example-
XXXXOOXO would be 4 runs (XXXX = 1 run, OO = 1 run, X = 1 run, O = 1 run).
b. The total number of animals counted.
7. Calculate the Index of Diversity (I.D.) using the given formula: Show your solution in the box
provided.
Index of Diversity = Number of species x number of runs
Number of animals
Guide Questions:
Q1: Compare how your animal I.D. would be different in a jungle. Explain your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Q2: If humans were concerned about biological diversity, would be it best to have a low or
high I.D. for a particular environment? Explain your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
52
Activity 2
Fruit Crash
Directions: On the picture below, you can find different kinds of fruits. Crash all the same fruits
that are closed together using a line either vertically or horizontally.
Example:
Guide Questions:
Q3: How many groups of fruits were crushed? _______________
Q4: How many groups of fruits were left? ___________________
Q5: Do you see the difference between the fruit crashed and the fruit left when it comes to
quantity?
Explain your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Q6: What happened to the number of fruits overtime?
Explain your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Q7: On the other hand, some of the hunters continue trapping animals in the jungle. What do
you think will happen to the species living in that area? Explain your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
53
Activity 3
React on It!
Directions: Read the statements carefully. Check (/) on the LIKE reaction if the statement is
true. Otherwise check (/) on the DISLIKE reaction if the statement is false.
Reactions Statements
1. Due to irresponsible forest hunting, some of the species

___ ___
living in the area are considered endangered.
2. According to the field biologists, 44 species of birds are
___ ___
internationally recognized as threatened.
3. The birth rate is the only factor that can affect the
___ ___
population’s size.
4. Natural disasters can also limit the size of a population so
___ ___
it is considered as one of the limiting factors.
5. If the population of a pig in a small area rises above the
carrying capacity, some of them die because they cannot
___ ___
meet all their needs.
6. Population is a group of living things within a certain area
___ ___
that are all of the same species.
7. Population sizes change when all the members stay into
___ ___
the ecosystem.
8. Availability of foods, water and living conditions are some
___ ___ examples of limiting factors.
9. Extinction is the disappearance of a species when the last
___ ___ of its members die.
10. Human actions have not resulted in habitat loss and
___ ___
degradation that have accelerated the rate of extinction.
54
Activity 4
Show It With a Pict!
Directions: The pictures below show some of the local and global environmental
issues/problems that are affecting your community. Complete the words that describe the
pictures.
1 2
I D F D E E S A N
P E I
A I
P R P A O N
55
4
P L O
W E
L U N
(Photos from https://www.bing.com)
56
Closure/ Reflection:
My Facebook Post!
Directions: Just like on Facebook, post your reflection regarding the topic by simply writing it
in the Facebook wall below.
a. I learned that…….
b. I enjoyed most on……
c. I want to learn more on………
Scientist
My Reflection…
57
Answer Key
Learning Activity Index of Diversity 1:
A. Small Community
DATA TABLE
Number of species 3
Number of runs 8
Number of animals 15
Solution
Index of Diversity = Number of species x number of runs
Number of animals
I.D. = 3 X 8
15
I.D. = 24
15
B. Jungle
I.D. = 1.6
Q1: Small communities have low I.D. since there are fewer species distribution while the jungle
have high I.D. since there are different kinds of species distribution.
Q2: Communities with many different species have a high index of diversity, this will enable
the communities to withstand environmental changes better than communities with only few
species or low index of diversity.
Learning Activity: Fruit Crash

Q3: 110
Q4: 60
Q5: Yes. There is a larger number of fruits crashed compared to the number of fruits left.
Q6: As I crash the fruits, its number declines.
Q7: If the hunters will continue to hunt animals in the jungle, the number of the species will
decrease. Some animals will become endangered and soon will be extinct.
58
Learning Activity 3: React on it!
1. Like 6. Like
2. Dislike 7. Dislike
3. Dislike 8. Like
4. Like 9. Like
5. Like 10. Dislike
Learning Activity 4: Show it with a pict!
1. WILDLIDE DEPLETION
2. DEFORESTATION
3. ACID PRECIPITATION
4. AIR POLLUTION
5. WATER POLLUTION
Prepared by:
REGIE BOY B. GATTADIW

Writer
59
SCIENCE GRADE 9
Name: _____________________________ Grade level: _______________
Section: ____________________________ Date: _____________________

ECOSYSTEM: Life Energy
Background Information for Learner (BIL)
Energy is essential for the existence of all lifeforms on Earth. Energy enters the living
world in the form of radiant energy. Photosynthetic organisms like plants are capable of
harnessing solar energy and use it to make food. Plants make food by using energy from
sunlight to transform carbon dioxide (CO2), a gas absorbed from air and water (H2O) taken
from the ground by the roots into glucose(C6H12O6) and oxygen (O2). This process is called
photosynthesis and it occurs in the chloroplast of the plant cell. The glucose produced by
plants is used to build the body parts of the plants and as source of energy to fuel its metabolic
activities.
The rate of photosynthesis is affected by the following factors: light intensity, carbon
dioxide concentration, temperature, water supply and chlorophyll concentration. So how do
said factors affect the rate of photosynthesis?
Light intensity. The rate of photosynthesis would go up as the intensity of light is
increased which will lead to the production of more ATP. However, very high intensity may
also slow down the rate of photosynthesis as it bleaches the chlorophyll. Normal amount of
sunlight is quite sufficient for a normal rate of photosynthesis.
Carbon dioxide Concentration. It was earlier discussed that carbon dioxide is one of
the reactants of photosynthesis. If the concentration of carbon dioxide is increased, the rate of
photosynthesis will also increase. However, it is found that 0.1% of carbon dioxide in the
atmosphere increases the rate of photosynthesis significantly.
Temperature. Temperature has an effect to the rate of photosynthesis. An optimum
temperature ranging from 25oC to 35oC is required for a good rate. At temperature around 0oC
the enzymes stop working and at very high temperatures the enzymes are denatured.
Water supply . Water is an essential factor in photosynthesis. The lack of water not
only cause the plant to wilt (and thereby lose its ability to capture sunlight) but also limits the
quantity of carbon dioxide. This happens when the leaves are dry, they close their stomata in
order to conserve water being lost as water vapor through them.
60
Chlorophyll concentration. The concentration of chlorophyll affects the rate of
reaction as they absorb the light energy needed for the reactions. Lack of chlorophyll or
deficiency of chlorophyll results in chlorosis or yellowing of leaves. It can occur due to disease,
mineral deficiency or the natural process of aging (senescence). Lack of iron, magnesium,
nitrogen and light affect the formation of chlorophyll and thereby cause chlorosis.
Image Source: slideshare.com

To utilize the energy from food, organisms need to undergo cellular respiration.
Cellular Respiration is a process that occurs in the mitochondria of all organisms. In this
process, glucose is broken down into carbon dioxide and water and release energy in the form
of ATP. The ATP is used for all the processes that occur within the cell.
Differentiate basic features and importance of photosynthesis and respiration (Quarter
1, Week 6-7) S9LT-1g-j-31
61
ACTIVITY 1
The Photosynthetic Process
Directions: Read and analyze the poem below and answer the questions that follow.
THE PROCESS CALLED PHOTOSYNTHESIS

Ronalyn V. Perhiliana, Teacher III
Water from the ground

Sunlight all around
Plus the carbon dioxide
Aid all the process inside
Chlorophyll that traps light seen in a spectra

Chloroplast that do all the needed opera
Roots that sip nutrients adding to leaves’ aura
Amazing is the process, making you say, “Aha, aha!”
Light reaction in the grana

Calvin Cycle in the stroma
What do you call this process?
It’s not a magic but it is photosynthesis
Water, carbon dioxide and light

Converted to food and oxygen that’s right
ATP, NADPH, products of light reaction on the march
With carbon dioxide on the Dark side, produces sugar or starch
Oh, photosynthesis in the leaf is wonderful

It makes products that are very useful
But only green plants are capable
In doing this process that is so delightful
Q1. What are needed in photosynthesis as described in the poem?

Q2. Why is chlorophyll important in the process?
62
Q3. What is the main function of chloroplast in photosynthesis?
___________________________________________________________________________
___________________________________________________________________________
Q4. What are the two phases of photosynthesis? What are the products of each?
___________________________________________________________________________
___________________________________________________________________________
Q5. How do plants support life on earth?
___________________________________________________________________________
___________________________________________________________________________
Q6. What does the poem want to convey?
___________________________________________________________________________
___________________________________________________________________________
Q7. Can we survive without plants? Why or why not?
___________________________________________________________________________
___________________________________________________________________________
Directions: Complete the table to summarize the process of photosynthesis.
Photosynthetic Phase Location Raw materials Products
Light Reaction
Dark Reaction/Calvin Cycle
ACTIVITY 2
Factors Affecting the Rate of Photosynthesis
Directions: Fill in the correct terms into the empty boxes to complete the concept map.
Rate of
Photosynthesis
Is affected
by
63
ACTIVITY 3
Photosynthesis vs. Cellular Respiration
Directions: Study the diagram below to compare photosynthesis and cellular respiration.
Write your answer on the table below.
Process Location Raw materials Products
Photosynthesis
Cellular respiration
Q8. How do the two processes complement each other?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
64
ACTIVITY 4
How do cell obtain energy from food?
Directions: Study the diagram below to explain how stored energy from food is converted into
chemical energy for cell use. Complete the table below and answer the questions briefly.
Ready for cell use

(Note: All cells need energy (ATP) to do work) The energy is used by the
Sciencelearn.org.nz cell to do work
Stages Location (In which Raw Materials Product
part of the cell does (What are the (What are the materials
the process occur?) materials that are produced?)
needed?)
Q9. Which part of the cell converts glucose into ATP?

___________________________________________________________________________
___________________________________________________________________________
Q10. What is the energy molecule for the cell?
___________________________________________________________________________
___________________________________________________________________________
Q11. What process takes place when food is turned into energy readily used by the cell?
___________________________________________________________________________
___________________________________________________________________________
65
Activity 5. (Extension Activity)
Directions: Relate the function of a mitochondrion to the things or persons around you for
you. You can illustrate it through drawing or through a simple paragraph.
Ex. A mitochondrion is like a Power Bank that converts stored energy to electrical energy.
Converts stored energy to

ATP
Sciencelearn.org.nz
Converts stored energy

to electricity
Amazon.com
Test Yourself
Choose the letter of the best answer and write on the space provided before each item.
_____ 1. Why will an increase in carbon dioxide concentration result in an increase in the
rate of photosynthesis?
a. Carbon dioxide provides the energy needed for photosynthesis.
b. Carbon dioxide is a reactant and a raw material needed for
photosynthesis.
c. Carbon dioxide acts as catalyst to speed up the rate of reaction.
-------- 2. How does temperature affect the rate of photosynthesis?

a. Increase the rate at which enzymes work
b. Stops certain enzymes that interfere with photosynthesis working
c. Gives the plant energy to perform photosynthesis
_____3. When it is cold and raining outside, what is the limiting factor?
a. Temperature b. carbon dioxide c. rainfall
66
_____4. On a hot, dry day, plants close their stomata to conserve water. What impact will
this have on photosynthesis?
a. Levels of carbon dioxide (a reactant) will fall, and levels of oxygen (a
product) will rise.
b. As a result, the rate of photosynthesis will slow down.
_____ 5. What is the role of chlorophyll in photosynthesis?
a. Produce sugar b. traps heat energy c. traps light energy
_____ 6. We know that a leaf needs 4 things in order to complete the process of
photosynthesis. What are these four things?
a. Carbon dioxide, water, sunlight, chlorophyll
b. Oxygen, water, sunlight, chlorophyll
c. Oxygen, soil, sunlight, chlorophyll
._____ 7. What is the name of the green pigment that captures light for photosynthesis?
a. Chlorophyll c. myoglobin c. chloroplasts
_____ 8. Which of the following might increase the rate of photosynthesis?
a. decreasing the duration of light
b. decreasing the intensity of light
c. increasing the amount of carbon dioxide
_____ 9. What happens to sunlight in photosynthesis?
a. It is converted to chemical energy and stored.
b. It is stored then converted to chemical energy.
c. It is not used in energy production.
Students in grade 9 class did an experiment with aquatic plants to investigate the effect of
temperature on the rate of photosynthesis. They obtained the following results:
Trial 1 Trial 2 Average

Water Temperature # of O2 bubbles in 5 # of O2 bubbles in 5 # of O2 bubbles in 5
min min min
10° C 3 5 4
30° C 12 10 11
_____ 10. Which of the following is a reasonable conclusion that can be drawn from the results
of this experiment?
a. Temperature has no effect on photosynthesis.
b. Low temperature speed up the process of photosynthesis
c. Photosynthesis in this aquatic plant occur more efficiently at 30 oC than at
10 oC.
Reflection
67
Answer the questions briefly.
1. What have I learned?
2. What helped me understand the topic?
3. What are things I want to learn more?
References:
Books
K-12 Learners’ Module for G9 Science
SciLINKS, Module 12: Photosynthesis
Pictures and cliparts

Photo credits: Philina M. Pastor
Amazon.com
https://image.slidesharecdn.com/photosynthesisppt-150123102952-conversion-
gate01/95/photosynthesis-29-638.jpg?cb=1427428246
Sciencelearn.org.nz
http://wikki.answer.com/Q/what-factors-influence-the-rate-of-photosynthesis
Answer Key
Activity 1
Q1. What are needed in photosynthesis as described in the poem? Sunlight, water and carbon
dioxide.
Q2. Why is chlorophyll important in the process? It helps the plants to trap energy from
sunlight.
Q3. What is the main function of chloroplast in photosynthesis? It serves as site of
photosynthesis.
Q4. What are the two phases of photosynthesis? What are the products of each? The two phases
of photosynthesis are the light reaction and Calvin Cycle. The light reaction produces ATP and
NADPH and oxygen while the Calvin cycle produces glucose.
Q5. How do plants support life on earth? They convert light energy into food which is used by
them and other organisms as energy source.
Q6. What does the poem want to convey? Photosynthesis is important.
Q7. Can we survive without plants? Why or why not? Answers may vary.
Photosynthetic Phase Location Raw materials Products
Light Reaction granum water Oxygen, ATP,

NADPH
68
Dark Reaction/Calvin Cycle stroma Carbon dioxide glucose
Activity 2
Rate of
Photosynthesis
Is affected
by
Carbon dioxide Light Intensity Temperature Water Chlorophyll

concentration availability concentration
Activity 3
Process Location Raw materials Products
Photosynthesis chloroplast Carbon dioxide, Oxygen, glucose

water
Cellular respiration Glucose, oxygen Carbon dioxide,

mitochondrion ATP(energy)
Q8. How do the two processes complement each other?

The products of photosynthesis are used as raw materials in cellular respiration.
Likewise, the products of cellular respiration are used as raw materials of photosynthesis.
Activity 4
Stages Location (In which Raw Materials Product

part of the cell does (What are the (What are the materials
the process occur?) materials that are produced?)
needed?)
glycolysis cytoplasm Glucose pyruvate

Kreb’s Cycle Mitochondrion pyruvate NADH, FADH2, ATP,
carbon dioxide
Electron Mitochondrion Oxygen ATP (energy)

Transport Chain
69
Q9. Which part of the cell converts glucose into ATP? Answer: The cytoplasm
Q10. What is the energy molecule for the cell? Answer ATP
Q11. What process takes place when food is turned into energy readily used by the cell?
Answer: Cellular respiration
Activity 5. Answers may vary.
Test Yourself
1. B
2. C.
3. A
4. B
5. C
6. A
7. A
8. C
9. A
10. C
Prepared by:
RONALYN V. PERHILIANA
Writer
MAXIMA L. ALLAGA
Writer
70

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9

LEARNING ACTIVITY SHEETS

Printed by: Curriculum and Learning Management Division

Competency Page Number

Explain how the respiratory and

Infer how one’s lifestyle can affect the

Explain the different patterns of non-

Relate species extinction to the failure

Differentiate basic features and

LEARNING ACTIVITY SHEET

Background Information for Learners (BIL)

Parts of the Human Respiratory System

Image Source: Brainpop- The Respiratory System

Image Source: Wikipedia Image Source: Microbiology Notes

Respiration involves several functions such as oxidation of food by living cells;

Figure 1 Figure 2 Figure 3

Image Source: Slideshare Image Source: Encyclopædia Britannica, Inc.

Image Source: Cardiovascular System |

The heart is a fist-sized, muscular

Image Source: Study Resource

2. Pumps the blood throughout the body

3. Carry deoxygenated blood to the heart

5. Carries the materials throughout the body

6. Carries oxygenated blood away from the heart to the cells.

7. Carries the blood throughout the body

8. Movement of blood through the tissues of the heart

10. Other name of Circulatory system

Aorta Left atrium Pulmonary

Rubrics for Scoring

Excellent Very Good Good Need Improvement

Excellent Very Good Good Need Improvement

10-9 8-7 7-6 0-5

Excellent Very Good Good Need Improvement

Excellent Very Good Good Need Improvement

Activity 1: Hunt that Part

Activity 2. Name that Part

Exercise B. Fill in the blanks

Activity 6. The Circulatory System

Aorta Left ventricle Left atrium Pulmonary

RICHELLE ANN L. DELA CRUZ

LEARNING ACTIVITY SHEET

Background Information for Learners (BIL)

Directions: Differentiate the function of respiratory and circulatory systems by supplying

CIRCULATORY SYSTEM RESPIRATORY SYSTEM

6. It is an infection that inflames the air sacs in one or both lungs.

7. It is an umbrella term that encompasses several respiratory illnesses that cause

9. It is a form of COPD emphasized by a chronic cough. Usually people cough up sputum

SHORT STORY RUBRIC

LEARNING ACTIVITY SHEET

Background Information for Learners (BIL)

Below is a list of some of the most common Non-Mendelian pattern of Inheritance.

Genotypic Ratio: 4:4

The Punnett square

Genotypic Ratio - 4:4

Genotypic Ratio -1:1:2:4

4.1 SEX-LINKED TRAITS – traits that are located on the X

Females do not have Y

4.3 SEX-LIMITED TRAITS. These are

Activity 1: WORD HUNT

Activity 2: FACT or BLUFF?

Activity 3: WORD ANALOGY

1. __________________: blending of traits ; Codominance : both are expressed.

Directions: Solve the following genetic problem using a Punnett Square.

Directions: Solve for the following genetic problems.

number: ___ number: _ number: _____

number: ___ number: _ number: _____

number: ___ number: _ number: _____