NOT

9
Science
Self - Learning Activities
S.Y. 2020-2021
Quarter 1- Living Things and Their Environment

Address: Mahayahay, Iligan City WRITERS: Anna Teresa P. Maglinte

Contact Numbers Sheila J. Paragoso
Guidance: (063) 223-1518 Department Head: Nida H. Gumera
Registrar: (063) 223-1517 Principal: Rex Lao Razo
 SCIENCE GRADE
Name:___________________________________ Grade & Section: ___________________________________________
MELC 26: 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.
GENERAL INSTRUCTIONS: Please write all your answers on the answer
sheet provided. Follow the Weekly Home Learning Plan (WHLP) given to
you. Do as instructed in every activity. Use blue or black pen.
I. Specific Objective
Name the parts of the respiratory system.
II. References: Science 9 Learner’s Module, pp. 2-4.
Science 9 Alternative Delivery Mode (ADM) Module, pp. 1-4.
III. Lesson Proper
Pre-Development of the Lesson
Can you live without water for a few days and without food for a
week? How about if you stop breathing for more than a few minutes?
Yes! You will die immediately if you stop breathing for more than a
few minutes. Remember, you can survive for several days without
water and survive for a month without food, but you cannot survive
for more than 5 minutes without oxygen. .
Development of the Lesson
The Human Respiratory System
The human respiratory system consists of organs in the body
that help us to breath. Respiration is linked to breathing. The
respiratory system does two very important things: it brings oxygen
into our bodies, and gets rid of carbon dioxide.
Breathe in and out. The air that you breathe moves to the
different parts of the respiratory system. These are the nose, nasal
cavity, pharynx (throat), larynx(“voice box” or “Adam’s Apple”), and
trachea (windpipe) which divides into two tubes called bronchi
(sing., bronchus).. Inside the lungs, the bronchi divide into tiny
tubes called bronchioles. At the end of the bronchioles are
hundreds of tiny air balloons called air sacs or alveoli (sing.,
alveolus). A large dome-shaped muscle called the diaphragm is
also found under the lungs.
Perform this simple activity to name the parts of the human
respiratory system.
ACTIVITY NO. 1: NAME ME
Objective: Name the parts of the human respiratory system.
Directions. Observe the drawing of the respiratory system in figure
1. Name the parts with the given words inside the box. Write your
answer on a sheet of paper.
diaphragm nose nasal cavity lungs larynx
bronchioles mouth bronchi trachea pharynx
2
Figure 1. The human respiratory system
Date: ______________
I. Specific Objectives
a. Explain how the lungs work.
b. Describe how the movement of the diaphragm helps the air go in
and out of the lungs.
II. References: Science 9 Learner’s Module pp.6-8.
Science 9 Alternative Delivery Mode (ADM) Module, pp. 9-13.
III. Lesson Proper
Pre-Development of the Lesson
Have you been in a crowded place like in the gym watching
intramural games, or inside a crowded bus? You are in a hurry to
get out and find a place where there are few people so you can
move freely. This situation is similar to the process that makes air
move in and out of the lungs.
Development of the Lesson
As you inhale or breathe in, your diaphragm muscle moves
down and your chest cavity expands. During inhalation, your ribs also
move outward increasing the size of the chest cavity. At this time your
lungs have more space and less air pressure. So air from the outside
where there is higher air pressure rushes into the lungs.
When you breathe out or exhale, everything happens in reverse.
Your diaphragm muscle moves up and the ribs move inward. Your
chest cavity returns to its original size. Your lungs now have less space
and greater air pressure so the air rushes outside where there is lower
air pressure.
(optional) Watch the video “ Mechanics of Respiration” from this
link:https://www.youtube.com/watch?v=hp-gCvW8PRY
IV. Evaluation
The movement of your chest makes your lungs expand and
contract. Your chest size changes when you breathe because of the
actions of your rib muscles and diaphragm muscles.
Study the diagram below.
Choose the correct word and write it on your paper.
1. When you inhale ( see figure A )
a. the ribs move ______________. (inward OR outward )
b. the diaphragm moves ___________. (upward OR downward )
c. there is now _______ ( more OR less ) space in the chest
area.
d. air rushes ________________ ( in OR out ) to fill the space.
2. When you exhale ( see figure B )
a. the ribs move _______________. ( inward OR outward )
b. the diaphragm moves ___________ ( upward OR downward )
c. there is now _______ ( more OR less ) space in the chest
area.
d. because of this pressure air moves ____ ( in OR out ) of the lungs
 SCIENCE GRADE 9
Name ________________________________________Grade & Section ________________ Date __________

MELC 26: Explain how respiratory and circulatory systems

work together to transport nutrients, gases, and other The diagram below shows the flow of the blood
molecules to and from the different parts of the body. 26:
Explain how the respiratory and circulatory systems
work together to transport nutrients, gases, and other
GENERAL INSTRUCTIONS: Please write all your answers on the our body tissues. Moreover, there is a valve between each atrium
molecules to and from the different parts of the body.
answer sheet. Do as instructed in every activity. Follow the and ventricle to prevent the blood from flowing backwards.
Weekly Home Learning Plan (WHLP) given to you. Use blue or
6: Explain how the respiratory and circulatory
black pen.
systems work together to transport nutrients, gases,
and other
I. Specific molecules to and from the different parts of
Objectives
the body.
a. Identify the major parts of the circulatory system and its
functions
b. Describe how the types of circulation work together with the 2
respiratory system to transport nutrients, gases, and other
molecules to and from the different parts of the body.

II. References: Science 9 Learner’s Module pp.8-16 Your heart pumps blood to every corner and small space in your
Science 9 Alternative Delivery Mode (ADM) Module, pp. 14-22. Your heart pumps blood to every corner and small space in your
body. The average heart beats approximately 72 times each minute.
III. Lesson Proper It weighs nine to eleven ounces in females and just an ounce or two
more in males. In your lifetime, your heart will beat approximately
Pre-Development of the Lesson 2.5 billion times.

The human circulatory system or cardiovascular system

is a complex network of blood vessels that reaches all parts of our
body. This network supplies the cells, tissues, and organs with
oxygen and nutrients, and eliminates carbon dioxide and waste
compounds.
The gas exchange between tissues and blood is a very
important function of the circulatory system. Your blood absorbs
oxygen and releases carbon dioxide in the lungs. With this reason,
the circulatory and respiratory system, whose function is to obtain
oxygen and discharge carbon dioxide, work with each other.
2. The Blood Vessels
Blood vessel, as illustrated in figure 3 is a vessel in the
human body in which blood circulates. The arteries carry
oxygenated blood away from the heart . The veins carry
deoxygenated blood to the heart. The capillaries are smallest blood
vessels that connect the smallest arteries and smallest veins. It is
also where gases and nutrients are exchanged.

Development of the Lesson

The major parts of the circulatory system include the heart, blood
vessels, and blood.

1. The Heart
The human heart as seen in
Figure 1 is about the size of your Figure 3. Blood vessels in the Human Body
fist. It is made of specialized
Cardiac muscle tissue that allows 3. The Blood
it to act as a pump within the
circulatory system. It is divided Blood is essential to life. Blood circulates through our body
into four chambers: two atria and delivers essential substances like oxygen and nutrients to the
(sing, atrium) or the receiving Figure 1.The major divisions of the heart body’s cells. It also transports metabolic waste products away from
chambers and two ventricles or those same cells. There is no substitute for blood. It cannot be made
the pumping chambers. or manufactured. Generous blood donors are the only source of
The two atria receive deoxygenated blood through the superior blood for patients in need of a blood transfusion. There are four basic
vena cava, which drains blood from the veins that come from the components that comprise human blood: plasma, red blood cells,
head and arms. The inferior vena cava, drains blood from the veins white blood cells and platelets
that come from the lower organs and the legs. The deoxygenated
blood carries more carbon dioxide to be expelled from the body
while the oxygenated blood carries more of oxygen to deliver to

3
 SCIENCE GRADE 9
Name ________________________________________ Grade & Section ____________________________ Date ___________

MELC 26: Explain how the respiratory and circulatory systems IV. Evaluation
work together to transport nutrients, gases, and other Activity No. 2: LET IT FLOW!
molecules to and from the different parts of the body.
Objectives:

TYPES OF CIRCULATION 1. Identify blood flow and gas exchange within the heart, circulatory
system, and lungs.
2. Explain how the lungs and the heart work together to transport
nutrients, gases and other molecules to and from the different parts
of the body.

Procedure:
Using the heart diagram, identify the empty boxes with the correct
answers to show the coronary circulation of the blood. Write your
1. Pulmonary circulation is a circuit that provides flow from the answer on your sheet of paper
heart to the lungs; and back to the heart.
Superior Vena Cava Tricuspid Right Atrium
Bicuspid Pulmonary Artery Right Ventricle
Lungs Left Ventricle Aorta Left
Atrium

2. Systemic circulation is a circuit that allows blood to flow

from the heart to the rest of the body; excluding the lungs.

Adapted from the Science 9

Learner’s Module, 1st Edition, 2014
Figure 6. Coronary circulation

3. Coronary circulation is a circuit mthat strictly provides

blood to the tissues of the heart

4
 SCIENCE GRADE 9
Name _________________________________________ Grade & Section _________________________ Date _______________

Activity No. 3: LET’S ORGANIZE!

Objectives:
1. Identify the components of the circulatory system.
2. Describe the different types of circulation.
Procedure:

Using the given concept map, fill in the missing parts, description,
and functions to complete the entire concept. Write your answer on
your sheet of paper

5
 SCIENCE GRADE 9
Name ________________________________________ Grade& Section ________________________Date_____

MELC 27: Infer how one’s lifestyle can affect

the functioning of respiratory and
circulatory systems. exposure also plays a big role in acquiring respiratory and circulatory
diseases.
GENERAL INSTRUCTIONS: Please write all your answers on the There are diseases associated with the respiratory system. Some
answer sheet. Do as instructed in every activity. Follow the Weekly of these are discussed below.
Home Learning Plan (WHLP) given to you. Use blue or black pen. 1. Asthma – is a condition when a person experiences difficulty in
breathing as a result of the narrowing and swelling of the bronchial
I. Specific Objective airways.
Identify common circulatory and respiratory illnesses that may 2. Common Cold – is the most common respiratory disease affecting
develop due to cigarette smoking. the upper respiratory tract (nose and throat). It is transmitted by virus
infected airborne droplets or by direct contact with infected secretions
II. References: Science 9 Learner’s Module pp.18-21. 3. Pneumonia – is the infection of the lungs caused by viruses and
Science 9 Alternative Delivery Mode (ADM) Module, pp. 1-13. bacteria wherein the alveoli in the lungs are inflamed and become
filled with liquid and pus making it difficult for the lungs to transfer
III. Lesson Proper oxygen to the blood.
4. Influenza – is commonly called the flu. It is caused by the influenza
Pre – Development of the Lesson virus that attacks your throat, nose and lungs. It is a highly contagious
You are aware that strenuous activities may lead to an increased heart disease and can spread directly through air droplets when people
rate. Monitoring your activities can keep you from dangers of cardio-
with flu sneeze, cough or talk and spread indirectly with objects
respiratory diseases. Another risk factor that drastically increases contaminated with virus.
heart rate and decreases the amount of oxygen in the blood is cigarette 5. Bronchitis - is the inflammation or swelling of bronchial tube lining.
smoking. Person with bronchitis may experience breathing difficulty because
Development of the Lesson of the mucus or phlegm that forms in the airways obstructing the flow
Cigarette smoking harms nearly every organ in the human body, of oxygen into the lungs
causing many illnesses and affecting health in general. 6. Tuberculosis (TB) – is a bacterial infections of the lungs caused
by mycobacterium tuberculosis, which is an airborne disease that
Activity No. 1: Cigarette Smoking is Dangerous to Your Health can spread from person to person through respiratory droplets via
coughing and sneezing. This may cause death if not treated early
and properly.
Objective: Explain the negative effects of cigarette smoking on the 7. Covid-19 - is a serious global infectious disease caused by a new
circulatory and respiratory systems. strain of coronavirus that infect both people and animals. It can
affect nose, sinuses, throat and lungs. It can spread mainly through
person-to-person contact by respiratory droplets and through
Procedure: contact with contaminated objects.
1. Look at the picture of the smoker’s body on Figure 1. Take note of Here are some of the common conditions affecting the circulatory
the illnesses that might develop due to system:
cigarette smoking.
1. Atherosclerosis – is a condition that develops when a substance
2. Complete the table below by filling called plaque builds up in the walls of the arteries making it harder
in the illnesses that might develop due
for blood to flow through. If a blood clot forms, it can block the blood
to cigarette smoking on both respiratory flow that can cause heart attack or stroke. The risk factors for these
and circulatory systems. diseases are smoking, eating food high in fats, excessive alcohol
intake, diabetes and increased stress.
3. Name the organ/s affected and 2. Stroke – occurs when it damages the brain when a blood vessel
explain how this / these organ/s are gets blocked or usually leaked from a blood clot. Some risk factors
affected by cigarette smoking. Copy for stroke include smoking, high blood pressure, excessive alcohol
the table below and answer on your intake and diabetes.
paper. Number one (1) was done as 3. Hypertension – is the other name for high blood pressure. It can
an example. lead to severe health complications. It is also known as the silent
Figure 1 The Smoker’s Body killer due to the fact that people with hypertension usually has no
symptoms. The causes of this disease includes obesity, diabetes,
lack of fruits and vegetables in the diet and high salt intake
Respiratory and circulatory diseases are common. Both of these
4. Heart attack – occurs when the blood flow to the part of the heart
diseases are easily treated, while others may cause severe illness or is blocked by blood clot, the heart muscle supplied by the artery
even death. If any parts of the respiratory and circulatory systems are begins to die. The causes for the heart attack are atherosclerosis,
not working properly, a human being can have diseases and if not diabetes, high blood pressure and gender (more common in males).
treated early and properly this may lead to death. Environmental
6
 SCIENCE GRADE 9

Name____________________________________ Grade & Section________________________ Date ___________

26: Explain how once lifestyle can affect the Activity No.2: What’s the Picture?
functioning of respiratory and circulatory Objective: Infer how one’s lifestyle can affect the functioning of
systems. the respiratory and circulatory systems.
Procedure:
IV. Evaluation
Directions. Identify the respiratory and circulatory diseases from the Study each picture that shows lifestyles that are either good or bad
statements below. Choose the letter of the correct answer from the for your respiratory and circulatory systems. Write a short
box below and write it on your paper. description on each picture on your paper then copy and answer the
guide questions that follow.
A. Hypertension F. Covid19
B. Atherosclerosis G. Heart attack
1.
C. Common cold H. Pneumonia
D. Bronchitis I. Influenza
E. Tuberculosis J. Asthma
1. It is the inflammation or swelling of bronchial tube lining. _________________
_________________
2. It is caused by a virus that attacks your throat, nose and lungs. It _________________
is a highly contagious disease and can spread directly through air
droplets and spread indirectly with objects contaminated with virus.
3. It is a condition when a person experiences difficulty in breathing 2.
as a result of the narrowing and swelling of the bronchial airways.
4. It occurs when the blood flow to the part of the heart is blocked _________________
_________________
by blood clot, the heart muscle supplied by the artery begins to die. _________________
5. Another name for high blood pressure.
6. Infectious disease caused by a new strain of coronavirus.
7. It is a condition that develops when a substance called plaque 3.
builds up in the walls of the arteries making it harder for blood to
flow. _________________
_________________
8. It is commonly called the flu. _________________
9. The most common respiratory disease.
10. It is a bacterial infection of the lungs caused by mycobacterium
tuberculosis.

4.

_________________
_________________
_________________

Guide Questions:

1. Why should you take care of your respiratory system?

_____________________________________________________
_____________________________________________________
_____________________________________________________
______________________________________________

7
 SCIENCE GRADE 9
Name ____________________________________Grade & Section __________________ Date ______________

ELC 28: Describe

DDescribe the the location
location of genesinin
of genes
chromosomes. chromosomes.
E Describe the
location of genes inPlease write all your answers on answer N G P H I S T O N E A V E D L Z L
GENERAL INSTRUCTIONS:
chromosomes.xplain
sheet. Do as instructed in every how the respiratory
activity. Follow the Weekly Home B A L L E L E S F B L E G F A S A
and circulatory systems work
Learning Plan (WHLP) given to you. Use together to pen.
blue or black
T O L C H R O M O S O M E S S P E
transport
I. Specific nutrients, gases, and other
Objectives
a. molecules to and frombasis
Explain the chromosomal the different parts
of inheritance. R Q N U C L E U S X C G N S C I I
b. of
Identify the
the body. components of a DNA molecule. A V N L W D K D N A U N E G F E O
II. References: Science 9 Learner’s Module p. 28 & pp.42-45. I S B M P C I H I O S I A B E Q U
Science 9 Alternative Delivery Mode (ADM) Module, pp. 1-9.
T X A Q L J C E N T R O M E R E T
III. Lesson Proper
C V T U H Y J A E U Y K H R L H L
Pre – Development of the Lesson
1. An observable characteristic determined by genes.
Why do we have different traits? A trait is an observable or an
2. These are structures within the cells that contain a person’s gene.
inherited characteristic of an organism from a parent determined by
3. A unit of heredity responsible for determining some
genes. How do genes determine traits? Each gene has a special role
characteristics which is transferred from a parent to offspring.
in determining physical traits — how we look —and many others about
4. A membrane-bound organelle in the cell that contains
us. They carry information that makes you who you are and what you
chromosomes.
look like: wavy, curly or straight hair, long or short legs, fair or brown
5. The position or location of a gene on a chromosome.
skin and even how you smile or laugh or cry. Many of these things are
6. These are different forms of the same gene which are located on
passed by genes from one generation to the next in a family.
the same part of the chromosome.
Development of the Lesson
7. It contains the genetic code of the organisms.
Genes are functional unit of heredity found in 8. It is a structure in a chromosome that joins together the sister
the chromosomes, which are in the nucleus of a cell as illustrated in chromatids.
Figure 1.Genes are sections of deoxyribonucleic acid (DNA) that are 9. The passing on of a characteristic/ trait genetically from one
in charge of different functions like making one of the proteins called generation to the next.
histones. Histones provide support to a chromosome to be packed in 10. It is a protein which provides support to a chromosome.
the nucleus of the cell.
Boveri and Sutton’s chromosome theory of inheritance states
Chromosome that genes are found at specific locations on chromosomes, and that the
behavior of chromosomes during meiosis can explain Gregor Mendel’s
Chromatids laws of inheritance which you have learned in Grade 8. Recall that
Histones
Centromere Nucleus meiosis is a process where a single cell divides into two to produce four
daughter cells.
Histones A chromosome contains hundreds to thousands of genes. Each
chromosome has a centromere that joins together the two chromatids
Telomere and divides also the chromosome into 2 sections or “arms”. The short
arm of chromosome is labelled the “p arm”. The long arm of
DNA (Double Helix) chromosome is labelled the “q arm”. The location of centromere on each
chromosome gives the chromosome its characteristic shape, and can be
Base Pairs used to help describe the location of the specific genes.
Figure 1. Chromosome Structure

Activity No. 1: Word Search Puzzle. Copy the puzzle below

on your paper and encircle in horizontal (-), vertical (|) and diagonal
(/) positions for the words in the box above the puzzle. As you find
the word, look for its meaning and write your answer on the paper.

chromosomes gene alleles DNA centromere

nucleus heredity locus histones trait
Figure 2. Location of Genes in a Homologous Chromosome
How are genes located on chromosomes? Genes on
each chromosome are arranged in a particular sequence, and
each gene has a specific location on the chromosome called locus
(plural, loci) as shown in Figure 2. Every chromosome comes in a pair
- one from the mother and one from the father parent in diploid
8
 organisms like us, humans. These pairs of chromosomes are called
homologous chromosomes. In humans, there are 23 pairs of Your output must look like this.
homologous chromosomes for a total of 46 chromosomes.
Homologous chromosomes (1) have similar structure and shape
and (2) have genes that code for proteins that express the same trait.
These homologous genes are called alleles. There are two alleles at
each genetic locus, with one allele inherited from each parent. Alleles
are different forms of the same gene which are located on the same
part of the chromosome. Although alleles code for the same trait, they
do not need to be the same. For instance, an allele pair might contain
one gene that codes for blue eye color while the other gene codes for
brown eye color. Notice that since the homologous chromosomes have
similar structure, any allele pair is usually found along the same locus
on the chromosomes.

Figure 3. Structure of a Nucleotide Figure 4. DNA Model Sample

DNA or deoxyribonucleic acid is the genetic material that carries the

hereditary information to ensure continuity of life. Its structure was not
determined until the 1950s. James D. Watson and Francis H. C. Crick
found out that DNA is composed of building units known as nucleotides.
Look at Figure 3 for the structure of a nucleotide. It is built on a
deoxyribose sugar and phosphate group that supports the four
nitrogenous bases: guanine pairs with cytosine and vice-versa while
adenine pairs with thymine and vice versa. The bases are
complementary, always appearing opposite to each other on the helix.
The structure of the DNA is actually in a double helix which means that
the long two chains of nucleotides are arranged in a spiral-like twisted
ladder.
Activity 2. DNA Modelling
GUIDE QUESTIONS:
1. What are the 2 common parts of a nucleotide?
2. What is the part of the nucleotide that differs among the other
nucleotides?
3. What is the pairing arrangement of the nitrogenous bases?
________ pairs with ________ and _______ pairs with ________
4. Are there always going to be an equal number of adenine and
thymine nucleotides in a molecule? Why?
Activity 3. Name and Match Me
A. Name the following parts with the given words in the box
below. Write your answer on your paper.

Objectives: 1. Identify the components of a DNA molecule. nucleus nitrogenous bases chromosome chromatid
2. Construct a model of a DNA molecule. centromere deoxyribose sugar phosphate group DNA
Materials: cut-outs of basic subunits of DNA scissors
crayons long bond paper tape or glue
Procedure:
1. Color and cut out all the units needed to make the nucleotides from
the DNA Model Template provided in Figure 5.
2. Color code the nitrogenous bases, phosphate and sugars.
Adenine= yellow, Guanine= green, Thymine= blue, Cytosine = red,
Phosphate = brown , and Deoxyribose sugar = black
3. Using the small squares and stars as guides, line up the bases,
phosphates and sugars. Attach the bases to the sugar using the circle
as guide. Construct the DNA model using the following sequence to
form a row from top to bottom.
Thymine - Adenine
Adenine - Thymine
Cytosine - Guanine
Guanine – Cytosine
Adenine – Thymine
Cytosine – Guanine
4. Now, glue the appropriate parts together forming
nucleotides on a long bond paper. Complete the right side
of the ladder. You will have to turn them upside down in
order to make them fit with the left side.
9
 6. __________

B. MATCHING TYPE.
Match Column A with B. Write only the letter of the correct answer
on your paper.
COLUMN A COLUMN B
1. The scientists who proposed the A. loci
chromosomal theory of inheritance B. cytosine
2. building units of DNA C. Sutton and Boveri
3. complementary pair of guanine D. gene
4. locations of genes in the chromosome E. nucleotides
5. functional unit of heredity F. “q arm”
6. genetic material G. Watson and Crick
7. long arm of chromosome H. adenine
I. DNA

10
Figure 5. Basic Subunits of DNA

11
12
 SCIENCE GRADE 9
Name ______________________________________Grade & Section ______________ Date __________ Score_______
MELC 29: Explain the different
mmmmmmmEMELC patterns of
MELC 29:Explain the In incomplete dominance, one-half of the gametes of the
heterozygotes (pink flowers) carry the allele for the red flower and
non-Mendelian inheritance.
different patterns of non-Mendelian the other one-half of it carry the allele for the white flower. Thus, the
inheritance
GENERAL LC 29 MELC 29:Explain
INSTRUCTIONS: Pleasethe write all your results of a heterozygote self-cross can still be predicted both the
different
answers onpatterns of non-Mendelian
the answer sheet. Do as instructed in genotypic and phenotypic ratios is 1:2:1. In this case, the genotypic
every activity.patterns
Followof the Weekly Home Learning ratio would be 1 RR: 2 RW: 1 WW, and the phenotypic ratio would
inheritance non-Mendelian
Plan (WHLP) given to you. Use blue or black pen. be 1:2:1 for red: pink: white.
inheritance 6: Explain how the respiratory Incomplete Dominance is the expression of blended (or
and circulatory
I,Specific systems
Objectives for the Day
work together to intermediate) traits in a heterozygous individual or offspring. The
a.transport
Explain incomplete dominance
nutrients, pattern
gases, and of inheritance; and
other blended traits are coded for by two alleles inherited from both
b.molecules
Solve problems
to and from the different parts using Punnett
involving incomplete dominance parents
square. Each of the two homozygous genotypes (refers to the parents)
of the body. shows a different phenotype since they are still distinct and
II. References: Science 9 Learner’s Module pp.28-31.
Science 9 Alternative Delivery Mode (ADM) Module, pp. 1-4. separated from each other. The resulting phenotype of the
III. Lesson Proper heterozygote is typically in between the two different homozygote
Pre-Development of the Lesson phenotypes.
In Mendelian patterns of inheritance, the effects of the recessive Examples of this include petal coloration in some flower
gene are not observed when the dominant gene is present. However, species (such as carnations and four o’clock flowers), curliness of
there are some traits that do not follow Mendel’s principles. Assigning human hair, and human hypercholesterolemia (also called high
one allele with a capital letter and the other in small letter does not cholesterol, is the presence of high levels of cholesterol in the
work because neither allele is completely dominant over the other. blood).
Development of the Lesson Points to Remember in Incomplete Dominance:
For the traits that Mendel have studied, one allele is completely • Only the phenotype of the heterozygote is blended (or intermediate).
dominant over the other. Thus, the phenotype of the resulting • The alleles of the parents (which, in this case, are red and white-
heterozygote offspring is identical to that of the homozygous dominant flowered plants) are still distinct and separate from each other.
parent. However, there are some genes in heterozygote offsprings that • The genotypic ratio also becomes the phenotypic ratio since half
do not share the phenotype of either parent.
of the gametes of the offspring carry half of both the parents .
To better understand this lesson, read and analyze the given
For you to better understand more about incomplete dominance,
problem in the activity below. Try to answer it using your knowledge in work on the activity below.
previous grade about Punnett square.
Let us try to see and discover. If we are going to make a Punnett Activity No. 1: Incomplete Dominance: Pheno
Square from it, it would look like the figure below . and Geno On the Go!
Objectives:
a. Explain the pattern of Incomplete Dominance.
b. Solve problems involving Incomplete Dominance.
Materials: Pen and Paper
Procedure:
1. Read and analyze the given problems. Answer the questions
that follow. Write your answers neatly on a sheet of paper.

1. Problem: Two pink bougainvillea flowers were crossed and they

produced offspring with 3 different colors. (RW is the allele for color
pink). The Punnett square for this cross is given below with the
genotypes of the offspring.

R W
Figure 1. A Punnett square showing a cross between a red R RR RW
and a white four o’clock flower and its offsprings W RW
What are the genotypes of the offsprings?
A genotype is an individual's collection of genes. In the Questions:
example that follows, RR and WW are the possible genotypes of a 1. What would be the phenotypes of the offspring?
four o’clock flower. When a true-breeding, pure red-flowered four 2. What are the phenotypic and genotypic ratios?
o’clock plant (represented by RR) crosses with a true-breeding, pure
white-flowered four o’clock plant (represented by WW), their
offsprings are all pink-flowered plants (represented by RW) which
are heterozygous. They neither produced red nor white-flowered
plants because neither of the two is completely dominant.

What are the genotypic and phenotypic ratios?

13
 IV. EVALUATION
Complete the paragraph below. Choose your answer from the In the given problem above, if we are to construct a Punnett
given words found in the word bank. Write your answer on a paper. square, it would look like the figure below .

WORD BANK
Distinct Blended Separated 1:2:1
In between Heterozygous Parents
Alleles Incomplete Dominance Two

The pattern _____________________ is the expression of

________________ (or intermediate) traits in a ____________
individual or offspring. The blended traits are coded for by _____
alleles inherited from both ________. Each of the two homozygous
genotypes (refers to the parents) shows a different phenotype since
they are still ________ and ___________ from each other. The
resulting phenotype of the heterozygote is typically ______ the
Figure 2. Codominance in Cattle
two different homozygote phenotypes. The genotypic and
phenotypic ratios is both ___________. Predict the possible offspring of the parents.

I,Specific Objectives As shown in the Punnett Square above, if a pure red bull
a. Explain the pattern of Codominance; and mates with a pure white cow, all their offspring will express both the
b. Give the phenotypic and genotypic percentages of the alleles of the red bull and white cow. Thus, cattles with roan coat are
offspring’s produced with the said mating of parents. The white coat has red
produced patches on it.
II. References: Science 9 Learner’s Module pp. 32-34. Codominance is another form of intermediate inheritance that
Science 9 Alternative Delivery Mode (ADM) Module, pp. 6-9. does not follow Mendel’s laws. In this form of inheritance, the
III. Lesson Proper alleles of a gene pair in a heterozygote offspring are fully
Pre-Development of the Lesson expressed or exhibited. As a result, the offspring’s phenotype is the
In this new lesson, you are going to get in touch and combination of the parent’s phenotypes.
eventually discover another intermediate pattern of inheritance Therefore, the trait is neither dominant nor recessive. Just
like in incomplete dominance, the genotypic ratio becomes the
that does not follow Mendel’s principles.
phenotypic ratio. Examples of this include A and B blood types in
Development of the Lesson
humans, sickle-cell disease, and coat color in cattle and horses
Another pattern of inheritance that does not follow Mendel’s
principles is Codominance. Read and analyze the problem below.
Points to Remember in Codominance:
Problem.  The phenotype of the heterozygote is a combination
A red bull, which is a male cattle ( CRCR ) mated with a white
of the phenotypes of the homozygous parents.
female cow ( CWCW ). Predict the possible offspring by filling up the
Punnett Square.  The trait is neither dominant nor recessive.
 Just like in incomplete dominance, the genotypic
CR CR ratio becomes the phenotypic ratio.
CW
CW
Activity No.1: Codominance: Mysterious Fishes
In cattle, there are 3 different phenotypes. Those with red
coats are homozygous for the red coat allele. Those with white Objectives
coats are homozygous for the white coat allele. Lastly, those cattle 1. Solve the given problems involving codominance by using
with red hairs mixed with white hairs are said to be heterozygous Punnett squares; and
and appears roan. The appearance of roan coats is due to the 2. Give the phenotypic percentages of the offspring.
codominance of the red and white coat color alleles. Materials:
In summary: Pen, paper
Procedure:
Cattle and Horse Coat Color Read and analyse the given problem. Copy and answer the given
Genotype Phenotype questions on your paper.
CRCR Red Coat
C C
W W White Coat In a certain fish, blue scales (FBFB) and red scales (FRFR) are
codominant. When a fish has the hybrid genotype, it has a
Roan Coat ( red hairs patchwork of blue and red scales
C RC W
mixed with white hairs)

14
 Problem: In this new lesson, you are going to learn that there are times
A patchwork fish was crossed with a fish that has blue scales. A when there may be more than two types of alleles that control a
Punnett square is given below with the genotypes of the offspring. certain trait. And this certain situation leads to the expression of more
than two phenotypes.
FB FR

FB FBFB FBFR Development of the Lesson

The work of Mendel on garden peas and his proposal on
FB FBFB FBFR his genetic laws suggested that a specific gene is controlled by just
two alleles. In our case today, we can say that it’s not always the
situation. Multiple alleles may exist in a population level and different
individuals in the population may have different pairs of alleles
a. How many fish/es has/have red scales? _________ despite the fact that humans and other diploid organisms can only
b. How many fish/es has/have blue scales? _________ have two alleles controlling a gene.
c. How many fish/es has/have patchwork scales? _________ Let’s consider this situation in the human ABO Blood Group
system.
IV. Evaluation A homozygous A male marries a heterozygous B female.
Copy and complete the Punnett square below and answer the
Instruction: Solve the given problem below and write your answer on questions on your paper.
a piece of paper.

A male cattle with roan coat (CRCW) mates with a female which has IB i
a red coat (CRCR). A Punnett square of the cross is given below IA
with the genotypes of the offspring.
IA

1. What would be the possible blood types of their children?

2. What is the percentage of having a type O child?

In humans, the ABO Blood Group system is a character

governed by multiple alleles. There are 3 alleles that governed this
system: IA, IB and i.
1. Identify the possible phenotypes of the offspring. In summary:
2. Give its phenotypic ratio. Phenotypes Genotypes
IAIA (homozygous),
Type A
I. Specific Objectives IAi (heterozygous)
a. Solve problems involving multiple alleles; and IBIB (homozygous),
Type B
b. Infer the unknown phenotypes of individuals on the basis of the IBi (heterozygous)
known phenotypes of their family members. Type AB IAIB
II. References: Science 9 Learner’s Module pp. 34-35. Type O ii
Science 9 Alternative Delivery Mode (ADM) Module, pp. 10-13.
III. Lesson Proper Let us try to solve the problem presented earlier in this lesson by
Pre-Development of the Lesson making a Punnett square to show the cross between parents. It
In codominance, the phenotype of the heterozygote exhibits would look like the one shown below.
both the phenotypes of the homozygous parent. Thus, the trait is
neither dominant nor recessive.
If we take back a look at the Punnett square, it is clearly seen that
there is no Type O in the boxes. Therefore, there is 0% chance of
Male / Female
IB i having a Type O child.

Points to Remember in Multiple Alleles:

IA IAIB IAi  There are more than two alleles controlling a gene pair.
 More than two phenotypes are exhibited or expressed in
IA IAIB IAi the offsprings.
 In the ABO Blood Group system:
What would be the possible blood types of their children?  Alleles IA and IB are codominant of each other
 Alleles IA and IB are dominant over the i allele
 Allele i i is always recessive.
Based on the Punnett square above, the possible blood types
of their children are Type AB and Type A. Read and analyze the activity below to gain more understanding
 What is the percentage of having a type O child? on multiple alleles.

15
Activity No.1: What’s Your Blood Type, Baby?

Objective:
Infer the unknown phenotypes of individuals on the basis of the
known phenotypes of their family members
Materials: pen and paper
Procedure:
1. Read the instruction carefully. Analyze the problem. Copy the
table and write your answers on a piece of paper.
The table below shows the blood type of an individual. Predict
using a Punnett square the possible blood type on the basis of the
given phenotypes of their family members.

Mother’s Blood Father’s Blood Child’s Blood

Type Type Type
A A
B AB
AB B
O O
IV. Evaluation
Identify which among the sentences below are facts about the
pattern of multiple alleles and which are not.
Instructions:
I. Write True if the statement is correct. If False, change the
underlined word/s to make the sentence correct. Write your answer
on your paper.
1. In multiple alleles, there are more than two alleles controlling a
gene pair.
2. The resulting offspring’s produced exhibit the combination of the
alleles of the parents.
3. In the ABO Blood Group system, the allele i is always dominant
over the other alleles.
4. Multiple Alleles also occurs in the fur color of rabbits and
laboratory mice.
5. The alleles IA and IB are codominant of each other.

II. There are some traits that are coded for by more than two alleles.
One of the common examples is blood type in humans. This is a
violation of Mendel’s Principle of unit characteristics. A case is given
below for you to solve. Write your answer on a sheet of paper.

A male individual whose blood type is

AB marries a female whose blood type is A.
Is it possible to bear a child whose blood type
is O? Prove your answer by making a Punnett
square.

16
 SCIENCE GRADE 9
Name _____________________________________Grade & Section______________ Date ____________ Score_______
MELC 30: Relate species extinction to the
failure of populations of organisms to adapt
to abrupt changes in the environment.
(S9LT-Ie-f-30)
GENERAL INSTRUCTIONS: Please write all your
answers on the answer sheet. Do as instructed in
every activity. Follow the Weekly Home Learning
Plan (WHLP) given to you. Use blue or black pen.
I. Specific Objectives
a. Explain the importance of biodiversity
b. Enumerate the different limiting factors in the environment
II. Reference: Science 9 Learner’s Module pp.50-57
III. Lesson Proper
Climate change Organisms Temperature Ecosystem
Food Biodiversity Habitat destruction Life Sunlight
Overexploitation Survival Limiting factors Biotic Abiotic
Pre-Development of the Lesson
In any ecosystem, organisms need a balanced environment. A
balanced ecosystem is one in which all living and non-living things are
interacting successfully. If any part of the ecosystem is disturbed, other
parts will also be disturbed.
Development of the Lesson
An ecosystem is a community of organisms interacting with the
physical environment. It has two (2) components which include biotic
(living) and abiotic (non-living) components. To continuously survive,
organisms depend on their surroundings. In an ecosystem, organisms
need a balanced environment.
What will happen to the organisms in an ecosystem, if there are
not enough non-living components like water, soil, sunlight, and air
present? What will happen to the ecosystem if the organisms are not
in their state of balance or equilibrium? Limiting factors are usually
expressed as a lack of a particular resource. The factors can be biotic
or abiotic that affect an ecosystem and the organisms in it. In activity
1, you will find out the different classification of limiting factors in our
ecosystem.
When all the individuals of the same species die, the place
of that species in the area is lost forever. This is due to the limiting
factors present in the environment. The limiting factors determine the
carrying capacity of a habitat. Carrying capacity refers to the
maximum size of the population it can support. If an organism, group,
or population does not have enough resources to sustain it,
individuals will die through starvation, or they will fail to produce
offspring. Does it affect the biodiversity in an ecosystem?
Biodiversity is a compound word derived from ‘biological
diversity’. It refers to the variety of life in the area. Communities with
many different species (high biodiversity) will be able to withstand
environmental changes better than communities with only a few
species (low biodiversity). An increase in biodiversity also increases
the adaptability of the ecosystem to changing environmental
conditions; thus, increasing the population density (number of
individuals in an area). This means that high biodiversity also
increases the survival of organisms in an ecosystem.
17
Many factors affect the loss of biodiversity. Low biodiversity can
lead to species extinction. This includes habitat destruction,
overexploitation, environmental conditions like global warming and
climate change, pollution, and competition due to limited resources.
When the population of a species decreases rapidly, the species is
considered threatened. A species is considered endangered when its
population is very low. Extinction occurs when the last members of
that species die. Dinosaurs and dodo birds are examples of extinct
species. Tarsier, Philippine Eagle, Dugong are examples of
endangered and threatened species in the Philippines.
IV.EVALUATION. Complete the concept map on the next
page that will show the relationship between biodiversity, limiting
factors, and other factors affecting population growth and size.
Choose your answer from the box on the next page. Write your
answer on a sheet of paper.
I. Specific Objectives
a. Identify the different environmental issues and factors disrupting
the ecological balance; and
b. Provide solutions to different environmental problems.
II. Reference: Science 9 Learner’s Module pp. 60-70
III. Lesson Proper
Pre – Development of the Lesson
Biodiversity also provides us with unlimited resources. Because
we depend too much on it, we have already forgotten our role in
conserving it. The sad part is, biodiversity is continuously threatened
over the years due to the many factors related to human activities.
Development of the Lesson
Over the past years, our environment keeps on changing. Many
landscapes were converted into buildings, expressways, parks, and
subdivisions. Along the beaches, you can see lots of resorts,
restaurants, cafes, and other commercial establishments. Every day,
our natural resources are continuously utilized for food, shelter,
clothing, electricity, and fuel to support our needs. We keep on
searching for comfortable living without thinking we are already
destroying the environment.
Environmental Issues and Concerns
Many human activities disturb the balance in the
ecosystem. Examples of these are pollution, deforestation, wildlife
depletion, and destruction of coastal resources. All of these result
in ecological imbalance. Ecological imbalance happens when
there is a disturbance which is either natural or man-made
disturbance that disrupts the balance of an ecosystem. (Read with
comprehension pp.61-70 for more explanations on environmental
issues/problems and answer Activity 2: Let’s Factor It Out! on
your paper).
IV. EVALUATION
Activity 2. Let’s Factor It Out!
Objectives:
1. Identify the factors disrupting the ecological balance.
2. Provide solutions to different environmental problems.
Procedure
Identify the environmental problem on the following causes below.
Write on the blank WP for water pollution, DF for deforestation,
CR for destruction of coastal resources and AP for water pollution.
Example: CR – muro-ami fishing
_________1. Smoke from factories
_________2. Overfishin
_________3. Eutrophication
_________4. Illegal Logging
_________5. Kaingin farming
_________6. Dynamite fishin
_________7.Improper garbage disposal
_________8.Conversion of landscapes to buildings
_________9. Burning of fossil fuels (oil, coal, gasoline)

18
 SCIENCE GRADE 9
Name ______________________________________Grade & Section______________ Date ____________ Score_______ Day

MELC 31: Differentiate basic features and

importance of photosynthesis and B. Chloroplast
respiration. (S9LT-Ig-j-31
thylakoid outer membrane stroma
GENERAL INSTRUCTIONS: Please write all your granum inner membrane
answers on the answer sheet. Do as instructed in
every activity. Follow the Weekly Home Learning
Plan (WHLP) given to you. Use blue or black pen.
LESSON 1: How do plants manufacture food?
I,Specific Objectives
a. Identify the plant structures involved in photosynthesis;
b. Identify the raw materials and products in the food
making process.
c. Describe the process and importance of photosynthesis.
II. Reference: Science 9 Learner’s Module pp. 74-85
III. Lesson Proper
Pre-Development of the Lesson Plants need water, carbon dioxide (remember the exchange of
Some organisms are able to adapt to changes but some are gases between plants and
not which may lead to an ecological imbalance. It is essential for us animals) and the energy
to learn what are the basic needs of organisms to be able to survive. from the sun.
Development of the Lesson Not only water is
Photosynthesis is a food making process done by plants and delivered to the leaves but
autotrophic organisms such as algae, phytoplankton and some also the carbon dioxide that
bacteria. enters through the stomata
The chemical reaction for photosynthesis is: as shown in Figure 1.
chlorophyll Stomata (sing.,stoma) are
6CO2 + 6H2O C6H12O6 + 6O2 found on the lower surface
Carbon Dioxide Water Sunlight Glucose Oxygen of the leaf that allow the
entrance of carbon dioxide
(NOTE: See pp. 74-75 for more discussions on and exit of oxygen.
photosynthesis) Figure 2. Stomata in the Leaves

Activity No. 1. Internal Parts of a Leaf and

Chloroplast Primarily, photosynthesis takes place in the leaves due to the
Objective: Identify the internal parts of a leaf and a chloroplast. presence of chloroplast which contains chlorophyll. The typical
Procedure: parts of the leaves are the upper and lower epidermis, mesophyll
palisade and spongy layers, vascular bundles (xylem and
Spongy Upper epidermis Stomata Chloroplasts phloem) and the stomata. The waxy outer covering of a leaf on top
Palisade Lower epidermis Mesophyll Cuticle of the upper epidermis is called cuticle. The table below describes
the functions of each part of a leaf.
Label the parts of (a.) the internal structure of a leaf and (b)
chloroplast using the given word banks. Write your answer on your
paper. Parts Functions

A. Internal Structure of a Leaf Upper and Lower protects the leaves

Epidermis
Mesophyll
a. palisade layer Inner layer of a leaf that contains
(found below the chloroplasts which traps light energy from
upper epidermis) the sun.
b. spongy layer
(found below the
palisade layer)
Vascular bundles transport manufactured food and water
a. xylem transports water
b. phloem transports food
Stomata Gas (carbon dioxide and oxygen) exchange
takes place

19
 Chloroplast is a cell organelle having a double membrane
composed of inner and outer membrane. It is where stacks of
thylakoids (disc-shaped structures) called granum (pl.,grana) are
found which is surrounded by the liquid-filled space called stroma,
which also plays a role in the process of photosynthesis.
Stages of Photosynthesis
Figure 2. Phases of Photosynthesis
Light-dependent reactions require the light coming from the sun,
which is then absorbed by the chlorophyll occurring in the thylakoid
membrane converting light energy into chemical energy. Also, water
is used in this stage to facilitate the formation of free electrons and
oxygen. The energy gathered during this stage is stored in the form
of ATP (Adenosine Triphosphate) and NADPH (Nicotinamide
Adenine Dinucleotide Phosphate Hydrogen) which will be
needed in the next stage.
Light-independent reaction (Calvin Cycle) occurs right
away after the light-dependent phase. It needs the products of the
light phase to convert carbon dioxide (CO2) into sugar. This stage
takes place in the stroma.
IV. EVALUATION
I. Answer the following questions on your paper by completing the
sentences that follow using the word/phrases inside the box.
absorb energy from light O6 (oxygen) 6H2O (water)
water, carbon dioxide and energy facilitate gas exchange
it is the number one source of food C6H12O6 (glucose)
1. What do plants need for photosynthesis? Plants need
_________
2. What is the function of the stomata? The function of the stomata
II. Reference: Science 9 Learner’s Module pp. 85-92.
III. Lesson Proper
Pre-Development of the Lesson
Do animals have chloroplast? Can they photosynthesize? Of
course, not! If so, how will they be able to get energy? Yes, that is
through cellular respiration.
Development of the Lesson
Since animals are heterotrophic, they feed on plants and even
other organisms; they cannot make their own food. The energy
source of all organisms is called adenosine triphosphate also
known as ATP. The food that you eat will not be directly converted
into ATP; instead, it will undergo a process called cellular
respiration.
Glucose (C6H12O6 ), the simple organic molecule found in
carbohydrates, is the main source of energy for most organisms. It is
the main product of photosynthesis. Photosynthesis happens in
chloroplasts while cellular respiration happens in mitochondria.
(NOTE: See p.88 for the description and illustration of
mitochondria)
Cellular Respiration is classified into two types —aerobic
respiration which occurs in the presence of oxygen and
anaerobic respiration which occurs in the absence of oxygen.
A. Aerobic Respiration
After a short exercise, your body releases sweat (water), and
you breathe in oxygen and breathe out carbon dioxide.
The summary equation for aerobic respiration is
C6H12O6 + 6O2 6CO2 + 6H2O + ATP
Glucose Oxygen Carbon Dioxide Water
Energy
Cellular respiration undergoes four main stages namely,
glycolysis, pyruvate oxidation, Krebs Cycle and Electron
Transport Chain.
1. The first stage is Glycolysis, which occurs in the cytoplasm. In
this stage, the glucose is broken down into 2 molecules of
pyruvate, which is transferred into the mitochondria to form acetyl
coenzyme A, gaining 2 ATP.
2. Next, the Krebs Cycle which converts acetyl coenzyme A into
carbon dioxide, releasing chemical energy and captured in the form
of NADH, FADH2 and ATP.
3. Lastly, FADH and NADH pass their electron in the electron
transport chain. As a result, releasing large amount of chemical
energy.
[

is to ________________ (NOTE: Refer to pp.86-87 for the four main stages)

3. What is the function of the chlorophyll? The function of the
chlorophyll is to___________. B. Anaerobic Respiration
4. Why is photosynthesis important to plants and other organisms? Same with aerobic respiration it also begins with glycolysis
Photosynthesis is very important because_____________. where
5. Complete the summary equation of photosynthesis below. a molecule of glucose is broken down into two molecules of pyruvic
light energy acid. Then pyruvic acid is further divided into acetaldehyde and
6CO2 + _________ ________ + _________ carbon dioxide and acetaldehyde acts as an acceptor of hydrogen to
Carbon Dioxide chlorophyll produce ethyl alcohol. Anaerobic respiration only produces 2 net ATP
molecules.

IV. Evaluation
LESSON 2: How is stored energy in food converted A. Choose the correct word from the word bank to complete each
into chemical energy? sentence. Write your answer on a sheet of paper.
WORD BANK
I, Specific Objectives
1. Describe the structure and function of mitochondria as the main glycolysis mitochondrion pyruvate oxidation
organelle involved in respiration. energy carbon dioxide oxygen-independent
2. Describe the process and importance of respiration oxygen cytoplasm oxygen dependent
20 ATP glucose pyruvic acid ethyl alcohol
1. We breathe in ________ and breath out ___________. Activity No.1. Your Products, My Materials
2. Organisms need to eat because food is the source of ________. Objective:
3. Cellular respiration may be classified into two types, aerobic if it is Compare photosynthesis and respiration
____________ and anaerobic if it is ______________. Procedure:
4. An anaerobic respiration also begins with ____________ where a Study the given diagram. Copy and complete the table by
molecule of glucose is broken down into two molecules of ________. comparing photosynthesis and respiration.
5. In anaerobic respiration, acetaldehyde acts as the acceptor of
hydrogen to produce a molecule of ____________.
6. The broken down of molecules consist of three steps, namely
glycolysis, ____________ and Krebs cycle.
7. Glycolysis occurs in ____________.
8. Pyruvate oxidation and Krebs cycle occurs in _____________.
9. Cellular respiration cannot take place in the absence of
________.
10. Pyruvic acid oxidation converts pyruvic acid into ____________
with the production of carbon dioxide.

LESSON 3: Differentiating Photosynthesis and Cellular

Respiration
I, Specific Objective
Differentiate photosynthesis and cellular respiration
II. Reference: Science 9 Learner’s Module pp.92-93.
III. Lesson Proper
Pre-Development of the Lesson
You already know how plants manufacture food and how
heterotrophs, mostly animals, convert the food into energy. Plants use Basis of Comparison Photosynthesis Respiration
the sun's energy, water, and carbon dioxide. It then undergoes a
process to be able to make food. This food will then be used by other 1. Cell structure
organisms to be able to survive. 2. Starting
Development of the Lesson materials
Materials are recycled through the chloroplast and 3. End products
mitochondrion. Study the equations below. 4. Energy
requirement
Table 1. Comparing Photosynthesis and
Respiration

IV. EVALUATION

MULTIPLE CHOICE. Answer the following questions. Write the

Given the equations above, you can notice that photosynthesis is
just a reverse equation of cellular respiration. Photosynthesis
needs carbon dioxide, water, and energy which results in the
production of glucose and oxygen. On the other hand, cellular
respiration needs glucose and oxygen which results in the
production of carbon dioxide, water, and energy. In other words, the
products of one process are the reactants of the other. With these
we can conclude that autotrophs and heterotrophs need each other
to be able to survive.
letter of the correct answer on your paper.
1. Where do respiration and cellular respiration take place?
a. Respiration and photosynthesis both occur in plants
b. Respiration and photosynthesis both occur in animals
c. Respiration occurs in chloroplast and photosynthesis occurs
in mitochondria
d. Respiration occurs in mitochondria and photosynthesis
occurs in chloroplast
2. In what way are photosynthesis and cellular respiration
different?
a. Respiration stores energy while photosynthesis releases
energy
b. Cellular respiration stores ATP while photosynthesis
releases ATP
c. Cellular respiration produces oxygen while photosynthesis
uses oxygen
d. Cellular respiration uses oxygen while photosynthesis
produces oxygen

21
 3. How are photosynthesis and cellular respiration related to each
other?
a. The products of one process are the reactants of the other.
b. The products of photosynthesis and cellular respiration are just
the same.
c. The reactants of photosynthesis and cellular respiration are just
the same.
d. The reactant and the product of photosynthesis and cellular
respiration are just the same.
4. Which of these molecules completes the process of cellular
respiration?
glucose + oxygen ----> water + _________ + _______
a. ATP, carbon dioxide c. NADH, oxygen
b. ADB, oxygen d. oxygen, ADP

5. What process is being represented by the given chemical equation?

a. cellular respiration c. aerobic respiration

b. photosynthesis d. anaerobic respiration

22