For Grade 9 Regular: Science Instructional Packets

Republic of the Philippines
Department of Education
SCIENCE INSTRUCTIONAL PACKETS

FOR GRADE 9 REGULAR
(First Quarter)
Department of Education
Region III
DIVISION OF CITY OF SAN FERNANDO
PAMPANGA HIGH SCHOOL
PHS Blvd., Brgy. Lourdes, City of San Fernando, Pampanga
Tel. No. (045) 961-4261 Website: www.pampangahigh.school
SELF- INSTRUCTIONAL PACKETS
In SCIENCE GRADE 9 (REGULAR)
TEACHING SEPTEMBER 1-2,2020
DATES / WEEK Week-2
SCHOOL PAMPANGA HIGH SCHOOL
August 31,2020-National Heroes Day
(Regular Holiday) –Monday
TEACHER Grade 9 Science Teachers QUARTER FIRST QUARTER
GENERAL INSTRUCTIONS:
This paper belongs to the learner, you. Therefore, ALL ANSWERS must be written
on a ONE WHOLE SHEET OF PAD PAPER, which will be submitted to me. ALWAYS
include your NAME, GRADE and SECTION, SUBJECT MATTER (SCIENCE 9
REGULAR), and corresponding ACTIVITY TITLE (which will be written in a text box). You
may use the front and back portion of your paper. Write ANSWERS ONLY.
SAMPLE FORMAT:
Name: ______________________________ Score: ______________________
Grade and Section: ____________________ Subject Matter: Science 9 Week 2
Activity No. _____
SEPTEMBER 1,2020 Day 1
I. OBJECTIVES
A. Content Standard:
The learners demonstrate understanding of how the different structures of the
circulatory and respiratory systems work together to transport oxygen-rich blood and
nutrients to the different parts of the body.
B. Learning Competency:
The learners should be able 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.
Specific Objectives:
At the end of the lesson, you should be able to:
1.identify the key parts of the breathing system,
2.describe the function of each part of the breathing system,
3.explain how the lungs work, and
4.describe how the movement of the diaphragm helps the air go in and out of
the lungs.
II. CONTENT: LESSON 1: THE HUMAN BREATHING SYSTEM

III. LEARNING RESOURCES
A. References
a. Learner’s Material pages: 2-7
b. Teacher’s Manual pages: 3-7
IV. PROCEDURE
(ELICIT)
A. Reviewing previous lesson or presenting the new lesson
Pre-activity 1.1: FACT or BLUFF
(Write your answers on your pad paper.)
FACT or BLUFF: Write the word Fact if the statement is correct and Bluff if it is not.
__________ 1. Small intestine is larger than the large intestine.
__________ 2. The digestive system breaks down food and liquids into nutrients our body
can use for energy.
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__________ 3. Bacteria and germs found in food are killed by digestive juice.
__________ 4. Food comes to the large intestine after small intestine.
__________ 5. As food passes through the digestive tract, it becomes less complex and the
nutrients are more readily available to the body.
(ENGAGE)
B. Establishing the purpose for the lesson
Pre-activity 1.2: THE HUMAN BREATHING SYSTEM
Guide Questions:
1. Do you know why people breathe?
2. Why does your respiratory system work tirelessly to bring oxygen into your body?
3. Why is breathing important?
C. Presenting examples/instances of the new lesson

Read the topic “The Human Breathing System (LM pp. 3-4)
Activity 1.1: THE HUMAN BREATHING SYSTEM

The Human Breathing System
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 air sacs. The parts of the
respiratory system that are in charge of supplying oxygen are the nose, nasal
passageways, windpipe, lungs, and diaphragm. In the nose and nasal passages, the
entering air is made warm, damp, and clean of unknown particles. Next, the air moves down
through the trachea, bronchi, bronchioles, and alveoli. Trachea is the empty tube that serves
as passageway of air into the lungs. Bronchi are the two branching tubes that connect the
trachea to the lungs. Bronchioles are the hair-like tubes that connect to the alveoli. Alveoli
are the air sacs that allow gas exchange in the lungs.
Answer the following:

1.What are the parts of the human respiratory system?
2.What is the main function of the respiratory system?
(EXPLORE)
D. Discussing new concepts and practicing new skills #1
Perform the following simple activity to widen your understanding of the human
breathing system. (LM pp. 4-5)
Activity 1. 2: WHAT A BUNCH OF GRAPES!
Objectives:
At the end of the activity, you should be able to:
• identify the key parts of the breathing system, and
• describe the function of each part of the breathing system.
Materials: Bunch of grapes or any other bunch of fruits or vegetables such as arosep or lato
(seaweed), lanzones, cauliflower, malunggay,etc.)
Procedure:
1. Hold up the bunch of grapes or malunggay. Let the bunch of grapes or malunggay represent
the breathing system.
2. Try to locate the parts of the breathing system: the main stem as the trachea, the large
branching stems as the bronchi, and all the little stems as the bronchioles. The individual grapes
or malunggay leaves are the air sacs or alveoli.
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3. One by one, gently take out some of the grapes or malunggay leaves to expose more of the
branching stems (bronchioles). Observe its structure.
4. Trace the pathway of oxygen using the “Bunch of Grapes” model. Note that air moves from the
nose (nasal cavity) and mouth (oral cavity) to the trachea, bronchi, bronchioles, and then into the
alveoli (air sacs). The air we breathe carries the gas oxygen. When we breathe, the oxygen goes
to the lungs
5. Refer to the diagram and check your understanding of the breathing system by labeling each
part and giving its function in the box corresponding to the part.
Guide Questions:
1.What does each part of the “bunch of grapes” model represent in relation to the breathing
system?
2.How will you describe the pathway of oxygen in the breathing system?
3.What will happen if one part of the system fails to carry out its function properly?
E. Discussing new concepts and practicing new skills #2

Now that you have learned about the essential parts of the breathing system and their
functions, Do Activity 1.3 (LM pp. 6-8) to understand the mechanism and activities of the lungs
and diaphragm.
Activity 1. 3: BOTTLED BALLOONS
Objectives:
After performing this activity, you should be able to:
1. explain how the lungs work and
2. describe how the movement of the diaphragm helps the air go in and out of the
lungs.
Materials: 1 two-liter empty plastic bottle, 3 balloons/plastics (1 big, 2 small) , 1 sturdy straw, 1
pair of scissors, 5 rubber bands
Procedure:
1.Using a pair of scissors, cut the bottom out of the 2-liter plastic bottle.
2.Create two holes that are apart from each other in the cap of the plastic bottle. Make sure that
each hole is just big enough for a straw to fit through.
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3.Stick the two straws through the two holes of the bottle cap.
4 Place one balloon/plastic on the end of each straw, and secure them with rubber bands, as
shown in the figure below.
5.Stick the balloon/plastic ends of the straws through the bottle opening and screw the lid on
tightly.
6.Stretch out the larger balloon/plastic and place it over the open bottom of the bottle. Secure it
with the rubber band as tightly as possible. Refer to the diagram of the finished lung model
below.
7.Pull the larger balloon/plastic down; that is, away from the bottle, in order to blow up the two
small balloons/plastics.
8.Push the larger balloon/plastic towards the bottle in order to let the air out of the two small
balloons/plastics.
9.Write down your observations.
10.Paste the picture of your self-made lung model inside the box below and label the parts
using the parts of the respiratory system. (Note: If you don’t have a printer, DRAW your
self made lung model inside the box and label the parts using the parts of the
respiratory system).
Guide Questions:
1.What does each part of the constructed lung model represent?
2.What happens as you pull down the balloon/plastic at the bottom of the model?
3.What happens as you push up the balloon/plastic?
4.How does the movement of the diaphragm cause the air to go in and out of the lungs?
5.What might happen if you prick the balloon/plastic?
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(EXPLAIN)
F. Developing mastery
Let’s Study This! Read Key Concepts.
Respiration is usually confused with breathing. The two concepts are related process but
they are not the same. Respiration is the overall exchange of gases (how the body gets
oxygen gas (O2) and gets rid of carbon dioxide (CO2) among the atmosphere, the blood and
the cells. Breathing is just a phase in respiration. Respiration in land vertebrates, including
human contains four phases; breathing, external respiration, internal respiration and cellular
respiration. Breathing is the act of taking in air (inspiration) and out of the lungs (expiration).
External respiration is the exchange of oxygen gas and carbon dioxide between the air and
the blood within the lungs. Internal respiration is the exchange of oxygen gas and carbon
dioxide between the blood and the body cells and cellular respiration is the process of using
oxygen gas to break down sugar in food, producing energy (ATP) in cells and releasing
carbon dioxide as a waste product.
Air contains oxygen gas. Our body cells needs a continuous supply of oxygen gas to support
the energy-producing processes. As a result of this processes, your cells can perform all the
vital tasks that keep us alive. The body system that gets oxygen gas into our body and
removes carbon dioxide from the body is the respiratory system.
What is respiratory system?
Respiratory system is an organ system responsible for the supply of oxygen gas and
removed carbon dioxide in the body. It consists of organs and breathing structures that allow
gas exchange to happen. It brings oxygen gas into the body and gets rid of carbon dioxide
from the body. It is divided into two tracts; the upper and lower respiratory tracts. The
upper respiratory tract contains the nose, nasal cavities, pharynx and larynx.
The air that we breathe in is inhaled through the nose, where it is filtered through the
openings called the nostrils. Coarse hair in the nostrils trap the large dust and dirt particles,
which are coated with mucus from glands in nasal cavity/nasal passages. Nasal cavity/nasal
passage serves as the channel for airflow through the nose in which the air is warmed,
filtered and moistened. Those trapped
particles may irritate your nasal cavity and
cause you to sneeze. Sneezing expels and
helps prevent these particles from entering
the parts of the lower respiratory tract. The
warmed, moistened and filtered air moves
through a muscular tube in your upper throat
called pharynx. The pharynx is a common
passageway for both the food and air. It
leads to two passageways; the esophagus
and the trachea. The esophagus leads to the
digestive system and the trachea leads to
the respiratory system. In between the food
tube and the air tube there is a hole called
glottis. It has a piece of elastic cartilage
called epiglottis. Epiglottis is a piece of
cartilage which closes the glottis during
swallowing to prevent food and other substance to accidentally enter the trachea. When
food/water accidentally enters the trachea we will experience severe coughing or coughing
reflex or misanipan ( reflex that forces out foreign substances such as food/water that
accidentally enters the trachea). At the top of the trachea is the larynx/voice box. It is a short
airway that connects the pharynx and the trachea. It consists of two elastic ligaments or vocal
cords, which produces our voice. Air rushing out of the lungs cause the vocal cords to vibrate
and make sounds.
The lower respiratory tract is composed of the trachea, bronchi and bronchioles. The
tube -like structure in front of your neck is called trachea/windpipe. It looks like a vacuum
cleaner hose and acts as the main passageway in the lungs. The bumps you touched on the
trachea are rings or bands of cartilage (tough but flexible connective tissues). it is flexible
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enough to keep the passageway open for air. The inner walls of the trachea are covered with
cilia lining and mucus membrane just like the nasal cavity. It also traps dusts and dirt particles
and prevent it from reaching the lungs. Lungs are the main organs of the respiratory system
which are sponge-like organs found in the chest cavity bounded on the sides of the ribs and
on the bottom by the diaphragm. They are symmetrical pair but they are not completely
identical because the left lung is smaller than the right lung. They are divided into sections
called lobes; three in the right lung and two in the left. They are surrounded by a thin
membrane called pleura. The main function of the pleura is to lessen the friction by
generating fluid to lubricate the lungs when it expand during breathing. Before entering the
lungs, the air reaches a place where the trachea branches into two tubes- the left and the
right bronchi. Bronchi (singular form bronchus) are two branching tubes that connect the
trachea and the lungs. The left bronchus enters the left lung and the right bronchus enters the
right lung. There are primary, secondary and tertiary bronchi as the tubes become smaller.
The tertiary bronchi gives rise to the bronchioles. Bronchioles are the smallest subdivisions
of bronchi. They are air-tubes that are connected to the alveoli. At the tip of the bronchioles
are the alveolar ducts which are the final tubes that lead to the alveoli or air sacs. Alveoli
(singular alveolus) or air sacs resemble clusters of grapes on a stem which inflate during
inhalation and deflate during exhalation. They serve as the site of respiration in lungs wherein
the exchange of oxygen gas and carbon dioxide take place. They are surrounded by
capillaries.
MECHANICS OF BREATHING
Breathing is a mechanical process that helps get air into and out of the lungs. It
consists of two stages; inhalation and exhalation. Inhalation happens when you take in air into
your lungs while exhalation happens when you expel air from your lungs. Lungs have a
passive role in breathing because they don’t have muscles. The motion of air in and out of the
lungs is caused by the motion of the diaphragm. Diaphragm is a tough muscle that separates
the chest cavity from the abdominal cavity and muscles between the ribs. Did you notice that
when you inhale, you feel that your chest moves up and outward? This is because the
muscles in your ribs contract and pull your ribs upward and outward. The diaphragm initiates
the inhalation. When we inhale, the diaphragm contracts and become flat and pulls down the
bottom of your chest. The contraction of the muscles between the ribs and diaphragm
expands the chest cavity.
The expansion of the chest cavity will

reduce the air pressure inside the lungs.
The difference in air pressure will cause the
air to rush/go into the lungs (Remember that
gases travels from an area of higher
pressure to an area of lower pressure). (Just
like when you pulled down the
balloon/plastic at the bottom of the lung
model, the volume/space inside the bottle
increases causing the air pressure to
become lower. Since air pressure inside is
lower than the outside, the air then enters
through the straw/tube which make the two
balloons/plastics inside the bottle
inflated/expanded).
When we exhale, the muscles of the ribs and the diaphragm relax. The ribs will descend or
go down and the diaphragm will curve and rise making the chest cavity shrink. When the
chest cavity shrinks , it will contract and will increase the air pressure inside the lungs
causing the air to be expelled. The air passes from high pressure inside the lungs to low
pressure outside the lungs. (When you pushed up the balloon/plastic at the bottom of the
model, the volume/space inside the bottle decreases causing the air pressure to become
higher. Since air pressure inside is higher than the outside, the inside air then exits through
the straw/tube which makes the two balloons/plastic inside the bottle return to their original
size).
(ELABORATE)
G. Finding practical applications of concepts and skills in daily living
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Post-activity 1.1: THE RESPIRATORY SYSTEM
Check the numbers that best illustrates the proper care for the respiratory system.
______ 1. taking a bath regularly to avoid infections
______ 2. smoking
______ 3. getting enough sleep and rest
______ 4. consulting a doctor only when really needed
______ 5. covering the mouth and nose when sneezing
______ 6. wearing a mask in construction sites
______ 7. avoiding dust and smoke
______ 8. eating nutritious foods
______ 9. relaxing when feeling stressed
______ 10. cleaning the nose regularly and properly
H. Making generalizations and abstractions about the lesson

After studying the human breathing system, remember the following science concepts:
❖ Air enters the body through the nose, nasal passages, and then through windpipe
or trachea, which divides into two branches, called bronchial tubes or bronchi. The
bronchi subdivide many times inside the lungs, forming hair-like tubes called
bronchioles. At the end of the bronchioles are tiny bubble-like structures called
alveoli.
❖ When you breathe in or inhale, the diaphragm muscle contracts. When you breathe
out, or exhale, the diaphragm muscle relaxes. The diaphragm helps the air go in and
out of the lungs.
(EVALUATE)
I. Evaluating learning
QUIZ #2: THE RESPIRATORY SYSTEM
Fill in the blanks with the correct word or words based on what you have learned from the
lesson.
1. The primary task of the respiratory system is ____________________________.
2.The gas needed by the cells of the body to produce energy from food is _______.
3.The ___________________ closes to prevent food from getting into the trachea.
4.The lungs contain the__________________ in which gas exchange takes place.
5.The trachea divides into two _________________________________________.
6.The bronchi divide into ______________________________.
7.The chest cavity becomes _________________ when you breathe out or exhale.
8.The _____ is the main respiratory muscle that contracts and relaxes to allow air into the lungs.
9.Air entering your body is first moistened, warmed and filtered in the __________.
10. ___________ forces out foreign substances that accidentally enters the air tube.
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(EXTEND)
J. Additional activities for application or remediation
Post-activity 1.2: TAKE A DEEP BREATH
Movement of air in and out of the lungs is mainly due to the contracting and relaxing of a
large, involuntary muscle called the diaphragm on the floor of the chest cavity enlarges, causing
air to rush into the lungs to fill the space. This is called inhaling. When the diaphragm relaxes, the
chest cavity shrinks and air is pushed back out of the lungs. This is called exhaling.
Use the word from the word bank to label the parts of the respiratory system. Then label each
diagram as inhale or exhale. Some words may be used more than once.
Word Bank
Relaxed diaphragm Inhale Lung
inflated
Contracted diaphragm Exhale Lung
deflated
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DATES / WEEK Week-2
August 31,2020-National Heroes Day
(Regular Holiday) –Monday
SAMPLE FORMAT:
Name: ______________________________ Score: ______________________
Activity No. _____

I.OBJECTIVES:
The learners demonstrate an understanding of how the different structures of the
circulatory and respiratory systems work together to transport oxygen-rich blood and
nutrients to the different parts of the body.
B. Performance Standard:
The learners should be able to conduct an information dissemination activity on
effective ways of taking care of the respiratory and circulatory systems based on data
gathered from the school or local health workers.
C. Learning Competency:
The learners should be able to 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 (S9LT-la-b-26).
• Specific Objectives:
1. describe blood flow and gas exchange within the heart, circulatory system and lungs
2. explain the mechanism of how the respiratory and circulatory systems work
together.
II.CONTENT: LESSON 2: TYPES OF RESPIRATION AND GAS EXCHANGE

III.LEARNING RESOURCES
A. References
Teacher’s Guide pages: 7-8
Learner’s Material pages: 9-11
Textbook pages: 12-14
B. Other Learning Resources: BEAM II. 4 Organ Systems. Circulatory System. June
2008.
IV.PROCEDURE:
(ELICIT)
Pre-ACTIVITY 1.1: BREATHE IN, BREATHE OUT!
Page 9 of 14
When you were in Grade 8, you have learned that there are cycles of materials took place within
the ecosystem and the exchange of these materials occurred between two organisms. One of
these is the oxygen-carbon dioxide cycle which involves the cycling of the gases between animals
and plants. Based from the given figure below which illustrates the cycle, identify the gases which
you think comes in and comes out from humans and animals as well as from plants. Write your
answers inside the cloud and answer the given question that follow.
Guide Questions:
1. What is the gas we humans
breathe in?
2. What is the gas we humans
breathe out?
3. What is the gas that the
plants take in?
4. What is the gas that the
plants take out?
plants
5. Explain the cycle in your
humans own words.
(ENGAGE)
Pre-activity 1.2: RUN, RUN, RUN!

Suppose you ran in a certain park and you became exhausted after continuous exercise. As you
stopped, notice that you are experiencing some bodily changes. You are experiencing increase
in heart/pulse rate and you breathe faster than usual. What do you think is the reason why such
bodily changes occur upon engaging with physical activity? (You may receive an incentive upon
answering this)
Breathing is a mechanical process that helps get air into and out of the lungs as we
studied before. When there is gas exchange involved especially between the alveoli of the
lungs, blood and cells, the process of respiration occurs. Respiration can be classified into
three types: external, internal and cellular. External respiration occurs when gas exchange
happens between air (alveoli) and blood. When gas exchange takes place between blood
and tissues, internal respiration occurs.
Furthermore, cellular respiration happens when oxygen is used to produce ATP,

carbon dioxide as waste which will be discussed in detail in Module 4. Capillaries are tiny
blood vessels which facilitate gas exchange. This is the reason why they surround the walls
of the alveoli and are numerous on the surface of our tissues. Therefore, gas exchange
occurs from blood to alveoli and vice versa. Moreover, on blood and tissues and vice versa.
(EXPLORE)
Activity 1.1: RESPIRATION AND GAS EXCHANGE
1. Gas exchange between alveoli and capillaries: Study the figure below to answer the
following given questions.
Page 10 of 14
GUIDE QUESTIONS:
1.What is the gas that comes from
capillary to alveolus?
2.What is the gas that comes from
alveolus to capillary?
3.What happens to the gas that goes in
from capillary to alveolus?
4.What happens to the gas that goes in
from alveolus to capillary?
2. Gas exchange between capillaries and tissues: Study the figure below to answer the
following given questions.
GUIDE QUESTIONS:
1. What is the gas that comes from
capillary to body tissues?
2. What is the gas that comes from
body tissues to capillary?
3. What happens to the gas that
comes from capillary?
4. What happens to the gas that
goes in from body tissues to
capillary?
Activity 1. 2: OXYGENATED BLOOD OR DEOXYGENATED BLOOD

Our heart is the pumping organ of the body which is divided into two sides: the right
and left. Each side then is divided into two chambers: atria (upper) and ventricles (lower),
making a total of four (4) chambers. This is to separate oxygenated blood which comes
from lungs to be pumped to the body tissues and which is on the other hand comes from
body tissues to be pumped to the alveoli of the lungs.
Study the figure of this iconic heart. Complete the following statements below by encircling the
correct word/s in the parenthesis.
From the body To the lungs To the body From the lungs
Right atrium Left atrium
valve
Right Left
ventricle ventricle
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1. Blood that flows from the lungs is (oxygenated, deoxygenated) blood.
2. Blood that flows from the body is (oxygenated, deoxygenated) blood.
3. Blood that flows from right ventricle to the lungs is (oxygenated, deoxygenated) blood.
4. Blood that flows from left ventricle to the body is (oxygenated, deoxygenated) blood.

(EXPLAIN)
Activity 1. 3: HEART AND LUNGS WORKING TOGETHER

Based from the concepts that you have learned, answer the following questions:
Guide Questions:
1. How do the heart and lungs work together?
2. What takes place when you inhale and exhale?
3. How do the lungs and blood work together in delivering oxygen to the different parts of
the body?
4. Explain why the heart should be divided into two sides.
(ELABORATE)
Case study: Read the given case and answer the following questions:
Post-activity 1.1: WHEN SOMETHING GOES WRONG

Three weeks ago, 20-year-old Erica came down with symptoms of COVID-19. This
was worsened as she suffered difficulty of breathing which was resulted to fatigue. Other
symptoms were increased heart rate, increased breathing pattern, body weakness and even
chest pain. Upon checking her oxygen using a pulse oximeter, it was 78% which is below than
normal. Her doctor provided more intensive treatment to manage Ericas’ disease.
Guide Questions:
1. Why is Erica suffering from body weakness, chest pain and fatigue?
2. What could be the reason of depleted oxygen level in the blood?
3. What are the symptoms exhibited by Erica in order in compensate with
depleted amount of oxygen in the blood?
BLOOD FLOW AND GAS EXCHANGE WITHIN THE HEART, CIRCULATORY

SYSTEM, and LUNGS
Air first enters your lungs and then into the left part of your heart. It is then driven
by your heart into the bloodstream, all the way through your body. The heart pumps
blood, which transports essential nutrients, oxygen, and other chemicals to every cell in
your body. Once it reaches the cells, oxygen processes the nutrients to release energy.
Carbon dioxide is given off during this process. The blood delivers carbon dioxide into the
right portion of your heart, from which it is pumped to the lungs. Carbon dioxide leaves
your body through the lungs when you exhale.
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(EVALUATE)
I. Evaluating learning:
QUIZ #3: RESPIRATORY AND CIRCULATORY SYSTEM
Modified True or False: Write TRUE if the statement is correct. If the statement is incorrect
change the underlined word to an educated one to make the statement correct. Write your
answers on the space provided.
__________1. Our cells need oxygen to process nutrients for the release of energy.
__________2. The right side of the heart is mainly occupied by oxygenated blood.
__________3. The alveolus receives oxygen form capillaries which carries blood from the body.
__________4. Carbon dioxide is the gas that we inhale that is usually coming from cellular
respiration.
__________5. The blood delivers carbon dioxide into the right portion of your heart, from which
it is pumped to the lungs.
__________6. Blood from the lungs goes to the left side of the heart which will eventually
pumped to different parts of the body.
__________7. The lungs pumps blood, which transports essential nutrients, oxygen, and other
chemicals to every cell in your body.
__________8. Capillaries are tiny blood vessels where gas exchange takes place.
(EXTEND)
Post-activity 1.2: RESPIRATORY AND CIRCULATORY SYSTEMS WORKING

TOGETHER
Analyzing Diagrams: Study the figure below that illustrates how respiratory and circulatory
systems work together.
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Instructions:
Fill in each blank with the correct word/s to complete the statement. Choose your answer/s from
the word box below.
oxygen heart carbon dioxide diaphragm

vena cava pulmonary vein systemic circulation coronary circulation
blood aorta pulmonary artery pulmonary circulation
Respiratory and circulatory systems work together to transport oxygen and nutrients to
the different parts of the body. The mechanisms in breathing controlled by the movement of the
(1) __________ bring air in the lungs and this is transported all over the body through the
circulation of the blood that is pumped by the (2) __________. The (3) __________carries
deoxygenated blood from the heart to the lungs. In the lungs, the blood releases its (4) _______
and absorbs (5) _________. This process is called (6) __________. Blood then becomes
oxygenated and returns to the heart by passing the (7) __________. As the heart ejects blood,
the (8) __________carries oxygenated blood from the heart to all the tissues in the body except
the lungs. This process is called (9) __________and returns deoxygenated blood carrying
waste products, back to the heart by passing the (10)__________.
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SCHOOL TEACHING SEPTEMBER 7-8,2020
PAMPANGA HIGH SCHOOL
DATES / WEEK Week-3
SAMPLE FORMAT:
Name: ______________________________ Score: ______________________
Activity No. _____

I. OBJECTIVES
The learners demonstrate understanding of how the different structures of the circulatory
and respiratory systems work together to transport oxygen-rich blood and nutrients to the
different parts of the body.
The learners should be able to 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.
1. identify the different parts of the circulatory system,
2. explain the different types of circulation,
3. describe how the heart functions,
4. measure and describe your own pulse (heart beat),
5. explain how to use different time interval in measuring heartbeat.
II. CONTENT: LESSON 3: THE CIRCULATORY SYSTEM
III. LEARNING RESOURCES:

A. References
a. Teacher’s Guide pages: 8 – 12
b. Learner’s Material pages: 11 – 19
B. Other Learning Resources: Video about circulatory system

(circulatory_system_small_flv)
IV. PROCEDURE:
(ELICIT)
A. Reviewing previous lesson or presenting the new lesson.
Pre-activity 1.1: GUESS THE WORD (Write your answers on your pad paper.)
Page 1 of 15
Do this: Guess the word that is being described by providing the missing letters on the given
boxes below.
a. Tiny bubble – like bunch of structure inside the lungs.
V E I
b. The gas needed by the body to produce energy from food is,
Y N
c. When you inhale, the diaphragm muscles
C R T S
d. The empty tubes that serves as the passage way of air into the lungs.
R H E
e. Hair – like projections that filters the air that passes the nostrils.
I L
(ENGAGE)
Complete the concept map below by putting some words which you can relate
with the circulatory system.
Pre-activity 1. 2: CONCEPT MAP (Write your answers on your pad paper.)
CIRCULATORY
SYSTEM
Guide Questions:
a. Explain the importance of the circulatory system in our life.
b. In your own words, describe your concept map.

Read the topic: “The Circulatory System” (LM pp. 11-12)
Activity 1. 1: THE CIRCULATORY SYSTEM

The Circulatory System

The circulatory system is the life support structure that nourishes your cells with nutrients
from the food you eat and oxygen from the air you breathe. It can be compared to a complex
arrangement of highways, avenues and lanes connecting all the cells together into a neighbor-hood.
Sequentially, the community of cells sustains the body to stay alive. Another name for the circulatory
system is the cardiovascular system.
The circulatory system functions with other body systems to deliver different materials in the
body. It circulates vital elements such as oxygen and nutrients. At the same time, it also transports
wastes away from the body.
Page 2 of 15
The following are the three major parts of the circulatory system, with their roles:
1. Heart – pumps the blood throughout the body
2. Blood vessel – carries the blood throughout the body.

•Arteries - carry oxygenated blood away from the heart to the cells, tissues and organs
of the body
•Veins - carry deoxygenated blood to the heart
•Capillaries - the smallest blood vessels in the body, connecting the smallest arteries to
the smallest veins
- the actual site where gases and nutrients are exchanged
3. Blood – carries the materials throughout the body.
TYPE OF CIRCULATION
1. Pulmonary Circulation 2. Coronary Circulation 3. Systemic Circulation
Movement of blood from

Movement of blood from Movement of blood
the heart to the rest of the
the heart, to the lungs, and through the tissues of the
body, excluding the lungs
back to the heart heart

1. What are the three major parts of the circulatory system?
2. What is the main function of the circulatory system?
3. What are the three types of circulation?
4. What is the other name for the circulatory system?
5. Which major part of the circulatory system is responsible for the pumping of blood throughout
the body?
(EXPLORE)

To be able to fully understand the parts and functions of the circulatory system, do Activity 1.2.
(LM pp 13).
Activity 1.2: LET’S ORGANIZE!

Objectives:
• Identify the parts of the circulatory system,
• Explain the different types of the circulatory system.
Procedure:
Using the given organizer, fill in the missing parts, description and functions to complete the entire
concept.
Page 3 of 15
CIRCULATORY SYSTEM
Parts
Blood Vessels
Pumps the blood Carries the materials

throughout the body throughout the body
Types
Circulation
Types
Systemic
Circulation
Movement of blood through

the tissues of the heart

Activity 1.3: THE HUMAN HEART (Write your answers on your pad paper.)
a. Now that you have learned about the major parts and functions of the circulatory
system, this time you are going to focus on the parts and function of the human
heart. Read the topic, “The Human Heart” (LM pp 14-15).
The Human Heart
Do you know how big your heart is?

Take a look at your fist. The heart is a
hollow muscle, as seen in Figure 7, which
is just as big as your fist. It has four
chambers with specific tasks to do: two
ventricles and two atria. The atria are the
receiving chambers of the heart, accepting
blood from the body (right atrium) and
from the lungs (left atrium). The ventricles
are the pumping chambers, moving blood
to the lungs (right ventricle) and into the
body (left ventricle). Figure 7. Photo of an actual human heart
Page 4 of 15
The heart has two pumps.
Right Pulmonary
Each pump has two chambers, the
Artery
Left Pulmonary upper and lower chambers. The
Artery upper chamber is the atrium that
receives blood coming in from the
veins. The lower chamber is the
ventricle that forces the blood out into
the arteries. There is a valve between
each atrium and ventricle to prevent
the blood from flowing backwards.
Valve
The valves are like one-way doors
that keep the blood moving in only
one direction. Valves control
movement of blood into the heart
Figure 8. The major divisions of the heart
chambers and out to the aorta and
the pulmonary artery. Refer to figure
8.
All of the muscle tissues of the

heart do not contract at the same
time. Different parts of the heart
contract at different times. When
the top portion contracts, the
bottom part relaxes. When the
bottom contracts, the top relaxes.
When a chamber contracts, it
becomes smaller and the blood
inside gets squeezed or pumped
out.
Figure 9. The detailed parts of the heart
Source: sln.fi.edu/biosci/systems/
pulmonary.html
Guide Questions:
1. Explain how the heart
works.
2. How will you compare

the work of the heart to a
mechanical pump?
3. Identify the four

chambers of the heart and
state their functions.
4. What is the use of the

valve?
5. Label the parts of the

heart and circle the four
valves using the word bank
below.
Page 5 of 15
2. Since you have already understood how the heart functions and how blood is pumped all
over the body, you are now ready to check your own heart rate. Your heart beat is the sound
that your heart makes as it pumps blood and so now, you will further investigate about it in
the next activity. (LM pp. 17 -18)
Activity 1.4: THE RHYTHM OF MY HEART (Write your answers on your pad paper.)
Objectives:
• Measure and describe your pulse (heart rate) after several different activities
• Explain how to use different time intervals to measure your heart rate
Procedures:
NOTE!!!I If you know that you have a serious medical condition, do not perform this
activity.
1. Sit quietly and steadily for about 2-3 minutes.
2. When you are ready, place your first two fingers either on your neck or on the
thumb side of your wrist and locate your pulse.
3. Once you find your pulse, set the timer for 60 seconds and count the number of
beats you feel. That is your pulse rate.
4. Repeat procedures 2 and 3, but this time count for only 30 seconds. When you are
done, multiply your count by two. Compare your pulses.
5. Repeat procedures 2 and 3, but this time count for only 15 seconds and multiply
your count by four, then count for another 10 seconds and multiply by six.
6. Once you have determined your resting pulse, go to a place where you can
exercise vigorously (energetically) for at least one minute. Examples of these
exercises include fast jog, going up and down the stairs, skipping rope, or doing
pushups. When you are done, you should be experiencing rapid/fast breathing.
7. Choose the length of the test you wish to perform and find your pulse again.
8. Compare your resting pulse with your pulse after the exercise.
9. After the activity, record your observations on the table below and answer the guide
questions.
Number of beats
Time Resting Pulse Pulse after the
exercise
60 seconds
30 seconds
15 seconds
10 seconds
Guide Questions:
1. What was your pulse after exercising?
2. How would you differentiate your heart rates before and after exercising?
3. What is the advantage of timing for a full minute to find your pulse?
4. What is the advantage of timing over a shorter period of time, especially when you
have just finished exercising?
5. According to statistics, the maximum heart rate should be 220 minus a person's age.
How would you interpret your highest heart rate in relation to that given number?
(EXPLAIN)
Let study this! Read the key concept to better understand the human heart. (LM pp. 16 &18)
Page 6 of 15
KEY CONCEPTS
The heart is a hollow muscular organ, about the size of your fist, which is located
in the center of your chest between the lungs. It is a double pump that pumps on the left
and right sides. Every side is divided into two chambers, the atrium and the ventricle, each
of which has left and right portion, totaling to four chambers altogether. The top chamber is
the atrium (plural: atria). The bottom chamber is called the ventricle. The valve acts as a
one- way door, allowing blood to flow either forward into the next chamber, or out of the
heart.
KEY CONCEPTS
Each time your heart beats, it delivers oxygen-rich blood to your body, which allows
it to function properly. Your heart rate or pulse is the number of times your heart beats in
a minute (BPM or beats per minute). Shorter time intervals may be used in taking the pulse
as long as it comes to 60 seconds upon multiplying with a factor. When you are resting,
your heart rate slows down, as your body does not need as much blood as it does when
you exercise.
(ELABORATE)
Post-activity 1.1: TAKING CARE OF OUR CIRCULATORY

Draw a if the statement below is a positive way of taking care of our circulatory system,
and X if it is not.
______ 1. Drinking of 8 – 10 glasses of water every day.

______ 2. Smoking
______ 3. Getting enough sleep and rest
______ 4. Eating too much junk food and fatty foods.
______ 5. Exercising at least 30 minutes a day
After studying the circulatory system, remember the following science concepts:
• The circulatory system is the life support structure that nourishes your cells with nutrients
from the food you eat and oxygen from the air you breathe. It can be compared to a
complex arrangement of highways, avenues and lanes connecting all the cells together
into a neighbor-hood. Sequentially, the community of cells sustains the body to stay alive.
Another name for the circulatory system is the cardiovascular system. The circulatory
system functions with other body systems to deliver different materials in the body. It
circulates vital elements such as oxygen and nutrients. It is made up of three major parts:
heart, blood vessels and blood.
• The heart is a hollow muscular organ, about the size of your fist, which is located in the
center of your chest between the lungs. It is a double pump that pumps on the left and
right sides. Each side is divided across into two chambers. The top chamber is called the
atrium. The bottom chamber is called the ventricle. The valve acts as one-way door,
allowing blood to flow either forward into the next chamber, or out of the heart.
• Heart rate or pulse is the number of times your heart beats in a minute (BPM or
beats per minute). When you are resting, your heart rate slows down, as your body
does not need as much oxygen as it does when you exercise.
(EVALUATE)
QUIZ # 4: TYPES OF RESPIRATION AND GAS EXCHANGE

Page 7 of 15
Matching Type: Match the term/s in column A to the given description in column B.
Write the letter of the correct answer on the space provided before each number in column A.
A B
______1. Blood A. To prevent the blood from flowing back
______2. Circulatory System B. Carries the blood throughout the body
______3. Veins C. Pumps the blood throughout the body
______4. Coronary circulation D. Carries the material throughout the body
______5. Atrium E. Deliver different materials in the body
______6. Valve F. Movement of the blood through the tissue of the heart
______7. Heart G. Carries deoxygenated blood to the heart
______8. Pulse H. The number of times your heart beat per minute
______9. Left Ventricle I. Pumps oxygenated blood throughout the body.
______10. Blood vessel J. The receiving chamber of the heart
(EXTEND)
Post-activity 1. 2: Search for Me!

a. Research three (3) diseases of the heart, and state their possible cause/s and
effect/s to the body.
b. Use the table below to write your answer.
Name of Disease Cause of the disease Effect to the Body
1.
2.
3.
Page 8 of 15
DATES / WEEK Week-3
SAMPLE FORMAT:
Name: ______________________________ Score: ______________________
Activity No. _____
SEPTEMBER 9, 2020 Day 3

I. OBJECTIVES:
The learners demonstrate understanding of the prevention, detection, and
treatment of diseases affecting the circulatory and respiratory systems.
The learners should be able to infer how one’s lifestyle can affect the functioning
of respiratory and circulatory systems.
• identify ways of detecting and preventing diseases in the respiratory and circulatory
systems,
• explain the importance of a healthy lifestyle in avoiding such diseases and
• determine how one’s lifestyle can affect the functioning of the respiratory and circulatory
systems.
II. CONTENT: LESSON 4: PREVENTION IS BETTER THAN CURE

A. References
a. Teacher’s Guide pages: 13-15
b. Learner’s Material pages: 20-23
IV. PROCEDURE:
(ELICIT)
Pre-activity 1.1: RS or CS? (Write your answers on your pad paper.)
Write RS if the disease is related with Respiratory System and write CS if the disease is related
with Circulatory System
______1. Asthma ______6. Heart Failure

______2. Hypertension ______7. Tuberculosis
______3. Coronary Artery Disease ______8. Lung Cancer
______4. Arteriosclerosis ______9. Stroke
______5. Chronic Bronchitis ______10. Emphysema
Page 9 of 15
(ENGAGE)
Pre-activity 1. 2: “THE GREATEST WEALTH IS HEALTH.”
Explain the quote “The greatest wealth is health.”

Read the paragraph. (LM pp. 20)
Pre-activity 1. 3: CAUSES OF DEATH (Write your answers on your pad paper.)
The leading causes of death around the world are diseases affecting the
respiratory and circulatory systems. However, they can be prevented simply by
having a lifestyle that promotes wellness.
Circulatory and respiratory diseases begin to develop with unhealthy living.

Symptoms of these illnesses must not be neglected and appropriate cure must be
given immediately.
1. What causes the development of respiratory and circulatory diseases?
2. Suggest two (2) ways on how to prevent the development respiratory of and circulatory
diseases.
(EXPLORE)
Activity 1.1: PREVENTION IS BETTER THAN CURE
Perform the simple activity to widen your understanding of living a healthy lifestyle. (LM pp. 21)
Objectives:
• identify ways of detecting and preventing diseases in the respiratory and circulatory
systems, and
• explain the importance of a healthy lifestyle in avoiding such diseases.
Procedure:
1. Complete the graphic organizer by writing down some ways to keep your body healthy and
away from respiratory and circulatory diseases.
WAYS TO
STAY
HEALTHY
Guide Questions:
1. What do you mean when you say healthy living?
2. Why is it important to practice healthy lifestyle?

ACTIVITY 1. 2: WHAT’S THE WORD? (Write your answers on your pad paper.)
Page 10 of 15
Now that you have learned about the ways on how to stay healthy and prevent diseases, do
Activity 1.2 (LM pp. 22-23) to understand how one’s lifestyle can affect the functioning of the
respiratory and circulatory systems
Objectives:
• determine how one’s lifestyle can affect the functioning of the respiratory and circulatory
systems
Procedure:
1. All four pictures in each given set depict negative ways of living. They are connected by one
common word that indicates the effect of one’s lifestyle on the functioning of the respiratory
and circulatory systems. The expected answers are illnesses that are brought about by the
negative lifestyles. Write your answers in the box provided for each number.
1. What’s the Word? 2. What’s the Word?
A____A H_ _ _ _ _ _ _ _ _ _ N
3. What’s the Word?
A____A
Guide Questions:
1. What idea is common in each set of pictures?
2. What are the negative lifestyles that are depicted in the pictures?
3. How can your lifestyle affect the functioning of the respiratory and circulatory systems?
4. How can these negative lifestyles be changed?
5. What might happen if you continue living with a negative lifestyle such as what was seen in
the activity?
(EXPLAIN)
Study This!
Page 11 of 15
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, and avoiding vices such as cigarette smoking and alcohol drinking.
Circulatory and respiratory disease can easily be detected with regular health check-up
and physical screening.
Several lifestyle choices can affect a person’s risk for developing respiratory and
circulatory diseases. Negative lifestyle weakens your system while healthy lifestyle leads to
complete wellness. Vices, stressful environments, and unhealthy eating habits can cause
various diseases, specifically of the respiratory and circulatory systems.
(ELABORATE)
Post-activity 1.1: HEALTHY or UNHEALTHY (Write your answers on your pad paper.)
Put a check mark ( √ ) to a statement that shows a healthy lifestyle and put an “X” if the
statement shows unhealthy lifestyle.
______ 1. quitting smoking
______ 2. skipping breakfast
______ 3. spending too much time on your mobile phone and computer
______ 4. exercising regularly
______ 5. overeating
______ 6. drinking 8 to 10 glasses of water every day
______ 7. eating a balanced diet
______ 8. going to bed too late
______ 9. keeping an ideal body weight
______ 10. reducing salt and sugar intake

After studying the lesson, Prevention Is Better Than Cure, remember the
following science concepts:
• Cigarette smoking harms nearly every organ in the body, causing many illnesses and
affecting health in general. The negative effects of smoking on the circulatory system
include increased heart rate and blood pressure, coronary heart disease, arteriosclerosis,
and vascular diseases. The respiratory diseases caused by smoking are chronic
bronchitis, emphysema, asthma, cough, colds, tuberculosis, lung cancer, and other
respiratory infections.
• The best way to prevent diseases in the respiratory and circulatory systems is to have a
healthy lifestyle.
(EVALUATE)
QUIZ # 5: DO I BELONG HERE? (Write your answers on your pad paper.)
Encircle the word that does not belong to the group.
1. arteriosclerosis: heart failure: emphysema: hypertension
2. stroke: asthma: cough: bronchitis
3. lung cancer: colds: tuberculosis: vascular disease
4. regular washing of hands: eating nutritious food: getting enough sleep: smoking
5. drinking alcohol: taking a bath regularly: using mobile phones for a long time:
exercising only when in the mood
(EXTEND)
Post-activity 1.2: DO ME A POEM (Write your answers on your pad paper.)
Enrichment Activity: Make a short poem with 2 stanzas about how one’s lifestyle can affect
the functioning of the respiratory and circulatory systems.
Page 12 of 15
MODULE I SUMMATIVE TEST
TEACHING SEPTEMBER 11,2020
SCHOOL PAMPANGA HIGH SCHOOL DATES / WEEK Week-3
SAMPLE FORMAT:
Name: ______________________________ Score: ______________________
Summative Test #_________
Name: ______________________________ Score: ______________________
Summative Test # 1_
I. Read the statements/ questions carefully. Choose the best answer and write
only the CAPITAL LETTER on the space provided before each number.
________1. These are tiny air sacs in the lungs through which the exchange of oxygen and
carbon dioxide takes place.
A. Alveoli C. Cilia
B. Bronchi D. Trachea
________2. The dome-shaped muscle which controls the breathing process.

A. Diaphragm C. Lungs
B. Heart D. Trachea
________3. A structure in the heart and some veins that prevents the backflow of blood.
A. Atrium C. Ventricle
B. Valve D. Villi
________4. When you inhale, your diaphragm ______________.

A. Moves down C. Stays the same
B. Moves up D. None of these
________5. What type of circulation is described as the movement of blood from the heart to
the rest of the body, excluding the lungs?
A. Coronary C. Pulmonary
B. Dynamic D. Systemic
________6. The__________ are the receiving chambers of the heart.

A. Atria C. Septum
B. Auricles D. Ventricles
Page 13 of 15
________7. What is the function of the circulatory system in the body?
A. Breathing system C. Food processing system
B. System of nerves D. Blood transporting system
________8. The left atrium receives _________ blood from the lungs and drop it to the left
ventricle.
A. Deoxygenated C. Oxygen-depleted
B. Oxygenated D. Oxygen-poor
________9. Which valve prevents blood from flowing back into the right atrium when the right
ventricle contracts?
A. Aortic valve C. Bicuspid valve
B. Mitral valve D. Tricuspid valve
________10. As the blood flows through the heart, in what order does it pass through the
valves?
A. aortic, mitral, pulmonary, tricuspid
B. pulmonary, tricuspid, mitral, aortic
C. tricuspid, mitral, pulmonary, aortic
D. tricuspid, pulmonary, mitral, aortic
________11. Air enters your lungs through _____________.

A. Diaphragm C. Heart
B. Esophagus D. Trachea
________12. How many lobes does your left lung has?

A. 1 C. 3
B. 2 D. 4
________13. They carry oxygenated blood away from the heart to the cells, tissues and organs
of the body.
A. Arteries C. Cavae
B. Capillaries D. Veins
________14. Which of the following is the condition in which there is thickening and hardening
of the are arteries?
A. Arteriosclerosis C. Tuberculosis
B. Emphysema D. Vascular Disease
________15. Which of the following is the function of aortic valve?

A. It controls the flow of oxygen-rich blood from the left ventricle to the body.
B. It controls the flow of oxygen-poor blood from the right atrium to the lungs.
C. It controls the flow of oxygen-rich blood from the left atrium to the left
ventricle.
D. It controls the flow of oxygen-poor blood from the right atrium to the right
ventricle.
II. FILLING THE BLANKS: Fill the blank with the correct word/s from the word pool to
complete the statements below. Write your answer on the space before the number.
Breath Respiratory Hiccup Oxygen Inhale

Exhale Nostrils Filter Pharynx Yawn
Larynx Bronchi Alveoli Cough Trachea
Diaphragm Carbon Dioxide Sneeze Respiration Bronchioles
Nose Lungs Mouth Oral Cavity Nasal Cavity
Page 14 of 15
All animals need to 1. _____________ to live. We get this 2. _______________ gas
from the air that we breathe in. This gas enters our body then travels through a system of
organs called the 3. _______________ system.
When you 4. _______________, air enters the body through the nose openings called
5. _______________ and the cilia(hair) inside our nose 6. _______________ the air we
breathe. From there it passes through the 7. _______________ where the oral and nasal cavity
meet. The air then moves to the vocal folds called 8. _______________. The air travels down
the windpipe or 9. _______________ into two branching tubes called 10. _______________
and then into the smaller branches named as 11. _______________. Finally, the air reaches
the 12. _______________ where 13. _______________ or gas exchange takes place. In the
lungs the oxygen gas enters while the waste gas 14. _______________ leaves the blood and
then leaves the body when you 15. _______________. The 16. _______________ is the
muscle that controls the lungs.
It is important to keep the respiratory system clear so oxygen can keep flowing into your
body. If something gets in your nose and irritates it, you 17. _______________. If something
gets in your trachea or bronchi and irritates it, you 18. _______________. If something irritates
your diaphragm, you 19. _______________. Finally, if the brain thinks you are not getting
enough oxygen, then it forces you to 20. _______________.
Page 15 of 15
SAMPLE FORMAT:
Name: ______________________________ Score: ______________________
Activity No. _____
I. OBJECTIVES
The learners demonstrate an understanding of:
1. the different patterns non-Mendelian inheritance
Explain the different patterns of non-Mendelian inheritance
1. explain the different patterns of non-Mendelian inheritance (incomplete dominance),
2. identify characters whose inheritance does not conform with predicted outcomes
based on Mendel’s laws of inheritance,
3. solve genetic problems related to incomplete dominance,
4. express how non-Mendelian inheritance inheritance (incomplete inheritance) different
from Mendel’s observation,
5. identify the law that was not strictly followed in the non-Mendelian inheritance
(incomplete dominance).
II. CONTENT: LESSON 5: NON-MENDELIAN PATTERNS of INHERITANCE

(INCOMPLETE DOMINANCE)

A. References
B. Other Learning Resources:

www.biologycorner.com
buffonescience9.wikispaces
Science Links 9
IV. PROCEDURE:
(ELICIT)
Page 1 of 16
VOCABULARY WORDS
Allele – a different form of a gene that controls a certain trait.

Incomplete Dominance - occurs when the phenotype of the offspring is somewhere in
between the phenotypes of both parents; a completely dominant allele does not occur.
Trait - any characteristic that can be passed from parent to offspring.
Heredity - passing of traits from parent to offspring
Dominant - stronger of two genes expressed in the hybrid (the trait that will appear on an
individual);represented by a capital letter
Recessive - gene that shows up less often in a cross (the trait which did not appear on an
individual); represented by a lowercase letter.
Genotype – is the individual genetic composition. It includes all genes present in an
individual (ex. RR, Rr, Ww, T, t )
Phenotype – the appearance of an individual regardless of the genotype. refers to the
visible expression of an organism. (ex. color, height, shape)
Homozygous genotype - gene combination involving 2 dominant or 2 recessive genes
(e.g. RR or rr); also called pure.
Heterozygous genotype - gene combination of one dominant & one recessive allele(e.g.
Rr); also called hybrid.
Punnett Square -The method by which one can determine the possible genotypes and
phenotype when two parents are crossed.
(ENGAGE)
Pre-activity 1. 1: SOME COMMON HUMAN TRAITS

1. Conduct a survey among your family members. Indicate the appropriate characteristics/
Traits that each posseses.
Family Member
Characteristics/ Traits
Father Mother Brother Sister You
Eye Color
(Brown or Black)
Shape of Ear Lobes
(Attached or Detached)
Dimpled Cheek
(Yes or No)
Tongue Roller
(Yes or No)
Bent Little Finger
(hitch hiker thumb)
(Yes or No)
Nose
(Pointed or Flat)
Page 2 of 16
GUIDE QUESTIONS:
1. Which of those characteristics listed above are the most common among the members of the
family?
2. Which of those characteristics listed above are rare?

Pre-activity 1. 2: WHERE DO I BELONG?
Work this out!

Read the topic “Heredity: Inheritance and Variation” (LM pp. 28-29)
In some aliens, one center horn (A) is codominant with two horns (B). If an alien inherits
both alleles (AB), then the alien has three horns. A recessive allele (O) results in an alien
which has no horns. Can you match the genotype to each of the pictures below? Write the
genotype and phenotype of the four aliens in the box provided.

1. What did you observe regarding the horns of each aliens?
2. What causes for one alien to have a different horn from the others?
3. Identify the genotype and phenotype of the four (4) aliens.
In the Mendelian This was discovered In Incomplete

patterns of by scientists after Dominance, a
inheritance, the Mendel. They found heterozygote
effects of the out that some genes shows a
recessive gene are are not always phenotype that is
not observed when completely intermediate
the dominant gene dominant, which between the two
is present. In this leads to the homozygous
lesson, you will find formation of the phenotypes.
out that certain traits offspring with Neither allele is
do not always follow phenotype dominant over
the Mendelian intermediate the other.
principles of between parental
heredity. phenotype.
Read the topic “Incomplete Dominance” (LM pp. 30)

An example of incomplete dominance is flower color in four o’clock plant, like those
shown in Figure 1. When a pure red-flowered four o’clock plant is crossed with a pure white
flowered four o’clock plant, the offspring will produce neither red nor white flowers. Instead, all
flowers will be pink.
Page 3 of 16
• Do you think the alleles blended to make pink?
In incomplete dominance, it is only the phenotype that is intermediate. The red and
white alleles remain separate and distinct. Half the gametes of the pink four o’clock carry the
allele for red and half carry the allele for white. Therefore, the genotypic ratio also becomes the
phenotypic ratio.
Mendelian Nom-Mendelian
Genotype Phenotype Genotype Phenotype

RR Red RR Red RR-Red
rr White rr White
Rr Red Rr Pink
R R
r
Guide questions:
1. What is incomplete dominance?
2. State the characteristics of

incomplete dominance observed by Rr-Pink Rr-Pink
other scientist after Mendel.
r
3. Assuming that pink for o’clock
flowers are produced when red and
white flowers of this kind are
crossed, what are their phenotypic rr-white
and genotypic percentage? Rr-Pink Rr-Pink
Figure 1. Punnett square showing a cross

between red and white four o’clock flowers
(EXPLORE)
D. Discussing new concepts and practicing new skills #1(LM pp. 31-32)
Now, work on this activity to help you understand better incomplete dominance.
Activity 1.1: PHENOTYPES AND GENOTYPES IN INCOMPLETE DOMINANCE
Objectives:
• Explain incomplete dominance pattern of inheritance
• Illustrate by means of Punnett square a cross involving incomplete dominance
pattern of inheritance.
Procedure:
1. Read the given problem:
In four o’clock plants, R is the allele for red color
and r is the allele for white color. Two pink flowered four
o’clock plants were crossed.
Show the possible outcome of the cross

between two pink flowered four o’clock
plants by using the Punnett square.
2. Now, another cross was made involving a red flowered four o’clock plant and a pink
flowered four o’clock plant. Using the Punnett square again, show the possible outcome.
Page 4 of 16
Guide Questions:
Q1. How many types of gametes will each parent produce in problem no. 1?____In problem
no. 2? _____
Q2. What is the phenotype of a heterozygous four o’clock flower?________
Q3. What are the possible phenotypes of the offspring from the cross of the parental plants
in problem no. 1?______ In problem no. 2?______
Q4. What are the possible genotypes of the offspring from the cross of the parental plants
in problem no. 1?_________ In problem no. 2?________

Solve the following genetic problems involving NON-MENDELIAN PATTERNS of
INHERITANCE (INCOMPLETE DOMINANCE) to deeply understand the lesson.
Activity 1. 2: BLENDING OF TRAITS (Write your answers on your pad paper.)

Objective:
to solve genetic problems involving incomplete dominance.
Procedure:
Analyze and solve the following genetic problems.
1. Show a cross between a black bird (BB) & a white (bb) bird
producing offspring that are gray. The color of these birds is
determined by just two alleles
a) What are the genotypes of the parent birds in the
original cross? ____________
b) What is/are the genotype(s) of the offspring? _______
2. In some cats the genes for tail length shows incomplete dominance. Cats with long tails
(LL) and cats with no tails (ll) are homozygous for their respective alleles. Cats with one
long tail allele and one no tail allele have short tails (Ll). After showing the crosses of the
parents using the Punnett square for each of the following, give the phenotypic and
genotypic ratios of the offspring.
a) a long tail cat and a cat with no tail b) a long tail cat and a short tail cat
c) a short tail cat and a cat with no tail d) two short tail cats
(EXPLAIN)
Study This! Read Key Concepts
Incomplete Dominance – is a This was discovered by a

form of intermediate German botanist named Carl
inheritance in which one allele Correns. He found out that some
for a specific trait is not genes are not always completely
completely dominant over the dominant. The heterozygous
other allele. genotype produces a phenotype
This result in a third phenotype that falls in between the
in which the expressed dominant trait and the recessive
physical trait is a combination trait. In incomplete dominance, it
of the dominant and recessive is only the phenotype that is
phenotypes. intermediate.
Page 5 of 16
(ELABORATE)
G. Finding practical applications of concepts and skills in daily living.
Post-activity 1.1: NON-MENDELIAN PATTERNS of INHERITANCE
Instruction: Analyze and solve the following genetic problems.
1. In humans, tongue rolling is a dominant trait; those with the recessive condition cannot roll
their tongues. What percent of the offspring could roll their tongue if one is a hybrid (Rr) to roll
tongue and one is a pure recessive (rr) to roll tongue?
% can roll tongue________
2. In radishes, red (RR) and white (rr) are pure breeding colors, while hybrids are purple (Rr). If
a red radish is crossed with a white radish, what will be the phenotype of their offspring?
Phenotype of their offspring:
______________________
3. If you are a flower farmer who supplies to flower shops, how will you use your knowledge on
incomplete dominance to increase your income?
H. Making generalizations and abstractions about the lesson.
Many
Incomplete The law of
characteristics
dominance Incomplete
have more
occurs when the Dominance state
complex
phenotype of the that in a
inheritance
offspring is heterozygous
pattern than
somewhere in allele, one allele
those studied
between the is not completely
by Mendel.
phenotype of both dominant over the
They are
parents; a other alleles
complicated by
completely resulting in the
factors such as
dominant allele blending of
incomplete
does not occur. characteristics.
dominance.
(EVALUATE)
QUIZ # 6: NON-MENDELIAN PATTERNS of INHERITANCE

1. SpongeBob and his pal Patrick love to go jelly fishing at Jellyfish Fields! The fields are home
to a special type of green jellyfish known as Goobers(green) and only really great jelly
Page 6 of 16
fishermen are lucky enough to catch some on every trip. Many of the jellyfish are yellow
(YY) or blue (yy), but some end up green (Yy) as a result of incomplete dominance. Use this
information to help you complete each section below.
a. What would happen if SpongeBob and Patrick crossed two “goobers” or green jellyfish?
Complete the Punnett square to help you determine the probability for each color of
jellyfish.
Give the possible genotypes and phenotypes for the offspring.
Phenotypes: ___
Genotypes: ___
What percentage of the offspring would be yellow? %
What percentage would be blue? %
What percentage would be “goobers” (green)? %
b. What would happen if they crossed a yellow jellyfish with a goober? Complete the Punnett
square to help you determine the probability for each color of jellyfish.
Give the possible genotypes and phenotypes for the offspring

Phenotypes: _________
Genotypes: ________________________
What percentage of the offspring would be yellow? %
What percentage would be blue? %
What percentage would be “goobers” (green)? %
2. In horses, some of the genes for hair color are incompletely dominant. Genotypes are as
follows: brown horses are BB, white horses are bb and a Bb genotype creates a yellow-
tannish colored horse with a white mane and tail, which is called “palomino”. Show the
genetic crosses between the following horses and record the genotypic and phenotypic
percentages:
a. Brown x white b. brown x palomino c. palomino x palomino
Genotypic %:______ Genotypic%:______ Genotypic%:______

Phenotypic%:______ Phenotypic%:______ Phenotypic%:______
(EXTEND)
Post-activity 1.2: NON-MENDELIAN PATTERNS of INHERITANCE


1. A certain type of bird, Flabird, comes in three colors – blue, red and purple. This trait is
controlled by a single gene with incomplete dominance. A homozygous dominant (BB) is blue, a
homozygous recessive (bb) is red and a heterozygous (Bb) is purple. Show the results of the
following crosses:
a. Blue and purple Flabird b. Red and purple Flabird c. Two purple Flabird
Page 7 of 16
TEACHING
SEPTEMBER 16-17,2020
SCHOOL PAMPANGA HIGH SCHOOL DATES / WEEK
Week-4
SAMPLE FORMAT:
Name: ______________________________ Score: ______________________
Activity No. _____

I. OBJECTIVES
1. the different patterns of inheritance
1. explain codominance
2. differentiate codominance from incomplete dominance
3. solve genetic problems involving codominance
4. list the phenotypes and genotypes of the offsprings in the given problem
5. give phenotypic and genotypic percentages of the offsprings.
II. CONTENT: LESSON 6: NON- MENDELIAN PATTERNS of INHERITANCE

(CODOMINANCE)
A. References
B. Other Learning Resources: Science and Technology: Biology Textbook. NISMED.
2012. pp. 179-182.
IV. PROCEDURE:
(ELICIT)
Pre-activity 1.1: LETS MIX TOGETHER (Write your answers on your pad paper.)
Read the given situation below and apply what you have learned from the previous lesson.
There are three possible genotypes and phenotypes for wing color in
a species of moth: RR = red wings; Rr = orange wings; rr = yellow
wings. Using a Punnett Square, cross for the offspring of a male red-
winged moth and a orange-winged female moth. Use the solved
Punnett square to answer the following questions given.
Page 8 of 16
Guide Questions:
1. What particular non-mendelian pattern of inheritance was described in the given situation
above?
2. What are the genotypes and phenotypes of the parents?
3. What percent of the offspring will have: a. red wings:__ b. orange wings:__c.yellow wings:___
4. Moths lay lots of eggs! Suppose the parents produce 1,200 offspring, predict how many of
those offsprings will have orange wings.
(ENGAGE)
Pre-activity 1. 2: COLORED LIQUID (Write your answers on your pad paper.)
Two set-ups are presented below. Both set-ups present two-colored liquids as black and white,
which when mixed together, will show different results. Study the figure below and try to connect
it with the previous lesson. Note your observations.
Set-up A Set-up B
+ = + =
white black gray white black white-black
Guide Questions:
1. Describe what you have observed in Set up A
2. Describe what you have observed in Set up B
3. If we will connect the result in set-up A with our lesson, what non mendelian pattern of
inheritance does it represent? Explain your answer.
4. Can you guess what non mendelian pattern of inheritance was observed in set-up B? Explain
your answer.

Activity 1.1: NON-MENDELIAN PATTERNS of INHERITANCE (CODOMINANCE)
Read the topic “Codominance” (LM pp. 32)

Codominance
Another non mendelian pattern of inheritance is codominance. This results when one
allele is not dominant over the other. The resulting heterozygotes exhibit the traits of both
parents. One example of codominance is roan fur in cattle.
Consider this:
Red - (RR = all red hairs),
White - (WW = all white hairs),
Roan - (RW = red & white hairs together).
If you cross a red bull and a white cow, the offsprings produced are roan. Roan refers
to cows with red hair and white blotches.
Red - (RR) White - (WW) Roan - (RW)
Page 9 of 16
Guide Questions:
1.What are the phenotypes of the offsprings formed?
2.What are genotypes of offsprings formed?
3.What is the phenotypic ratio of the offsprings?
4.What is the genotypic ratio of the offsprings?
5.What is the phenotypic % of the offsprings?
6.What is the genotypic % of the offsprings ?
Other examples are:

Rhododendron is a crossed between a Gray horses (GG) are codominant to white
homozygous red flower (RR) with a horses (WW). The heterozygous horse (GW)
homozygous white (WW) flower is an Appaloosa (a white horse with gray
producing heterozygous pink (RW) spots).
Rhododendron flower.
(EXPLORE)
D. Discussing new concepts and practicing new skills #1(LM pp. 33)
Activity 1. 2: MYSTERY BULL (Write your answers on your pad paper.)
To widen your understanding of codominance, perform this simple activity.

Objectives:
• show the result of the crossed traits using a Punnett square
• list the genotypes and phenotypes of the offsprings in the given problem
• give the genotypic and phenotypic percentages of the offsprings in the given problem
Materials: paper and pen

Procedure:
1. Read the given problem.
Mang Marcelino owns purebred red cows. In his farm, he noticed that after a typhoon
several months ago, all of the fences that separates his cattle from his neighbor’s cattle were
destroyed. During the time that the fences were down, three bulls, one from each neighbor,
mingled with his cows. For a while, he thought that none of the bulls found his cows, but over
the months, he noticed that all of his cows are pregnant. He suspected that one of his
neighbor’s bull is the father. Which bull is it? Help Mang Marcelino look for the father by solving
the given problem.
Determine the possible traits of the calves if:
1.A red (RR) bull is mated with a red (RR) cow 1
Phenotype/s: ___________
Genotype/s: ___________
Phenotypic %: _________
Genotypic %: ___________
Phenotypic ratio: _________
Genotypic ratio: ___________
Page 10 of 16
2. A red (RR) bull is mated with a white (WW) cow 2
Genotype/s: ___________
Genotypic %: ___________
3. A roan (RW) is mated with a red (RR) bull 3

Genotype/s: ___________
Genotypic %: ___________
Guide Questions:
1. Will you be able to trace the father of Mang Marcelino’s calves? What are the possible
phenotypes of the calves in problem 1? problem 2? Problem 3?
2.Do you think you will make Mang Marcelino happy about the result of your investigation? How
are you going to explain it to him?
3.How would you apply what you have learned to improve the breeds of livestock in your area?
4. What possible suggestions can you give to animal breeders in your area?

Activity 1.3: VENN DIAGRAM (Write your answers on your pad paper.)
Using a Venn diagram, compare and contrast incomplete dominance and codominance. You
may write examples for each side.
Incomplete Dominance Codominance
(EXPLAIN)
When a red snapdragon is crossed with a white snapdragon, the next generation will have
all pink flowers! Because red and white blend, this is an example of a pattern of inheritance
called incomplete dominance. In incomplete dominance, the phenotypes of the two alleles
blend—just like mixing paints.
Page 11 of 16
In codominance, both alleles are expressed equally in the phenotype of the heterozygote.
For example, red cows crossed with white cows will have offspring that are roan cows. Roan
refers to cows with red hair and white blotches. Another example, is a cross between a black
cat and a tan cat results in a tabby cat.
(ELABORATE)
Post-activity 1.1: MY INHERITED TRAITS (Write your answers on your pad paper.)
Assuming that you as a unique organism, inherited both of your parent’s characteristics/ traits.
Using a graphic organizer, write your name in the circle and identify some traits that you think
you inherited from your father and mother and write them in the capsules on each side of the
circle.
My Father’s Traits My Traits My Mother’s Traits
1 1
2 2
3 3
Note: In case 1 or both of your parent/s is/are not around, you may consider persons related
to you such as your brother, sister, uncle, auntie and grandparents.
After studying codominance, remember the following science concepts:

• Codominance is a form of inheritance in which both alleles are equally shown.
• This result when one allele is not dominant over the other.
• The resulting heterozygotes exhibit the traits of both parents.
(EVALUATE)
I. Evaluating Learning
QUIZ # 7: NON-MENDELIAN PATTERNS of INHERITANCE (CODOMINANCE)
Answer the following: Illustrate your answer using a Punnett Square.
1. In Smileys, eye shape can be starred (SS), circular (CC), or a circle with a star (CS).
Write the genotypes for the pictured phenotypes.
Page 12 of 16
____________ ____________ ____________
a. Show the cross between a star-eyed and a circle eyed smileys.

What are the phenotypes of the offsprings? _______
What are the genotypes of the offsprings? __________
What are the phenotypic % of the offsprings? _________
What are the genotypic % of the offsprings? _________
What are the phenotypic ratio of the offsprings? _____________
What are the genotypic ratio of the offsprings? _________
b. Show the cross between a circle-star eyed smiley, and a circle eyed
smileys.
How many of the offsprings are circle-eyed? ____________
How many of the offsprings are circle-star eyed? ___________
c. Show the cross between two circle-star eyed smileys.

How many of the offsprings are circle-eyed? ____________
How many of the offsprings are circle-star eyed? ____________
How many of the offsprings are star eyed? ____________
2. Cat fur color is determined by codominance. The allele for tan fur (TT) and the allele for black
fur (BB) are codominant. The heterozygous condition results in a cat with tan and black spots
called tabby cat (BT).Show genetic crosses between the following cat parents, using the
Punnett squares provided and record the genotypic and phenotypic %s below
a. tabby x tabby b. tan x tabby c. tabby x black
Phenotypic %: ________________ ________________ ________________

Genotypic %: ________________ ________________ ________________
(EXTEND)
Post-activity 1.2: NON-MENDELIAN PATTERNS of INHERITANCE (CODOMINANCE)
Aside from the presented examples, search for 3 more other examples of NON-MENDELIAN
PATTERNS of INHERITANCE (CODOMINANCE) If possible, illustrate using pictures or
drawing and write brief discussion for each example focusing on the traits of the offspring.
1 2 3
Page 13 of 16
TEACHING SEPTEMBER 18& 21, 2020
DATES / WEEK Week 4-5
SAMPLE FORMAT:
Name: ______________________________ Score: ______________________
Activity No. _____

I. OBJECTIVES
1. the different non-mendelian patterns of inheritance
• infer the unknown phenotypes of individuals on the basis of the known phenotypes of
their family members,
• determine the phenotypic and genotypic blood types of the offspring on the basis of
known phenotype of the parents,
• explain how blood types are inherited,
• solve problems that demonstrate multiple allelism using Punnett Square.
II. CONTENT: LESSON 7: NON- MENDELIAN PATTERNS of INHERITANCE (MULTIPLE
ALLELES)
A. References
B. Other Learning Resources: Science and Technology: Biology Textbook. NISMED.
2012. pp. 179-182.
IV. PROCEDURE:
(ELICIT)
Pre-activity 1.1: WHAT’S THE CHICK? (Write your answers on your pad paper.)
Given the example below, identify the possible offspring’s phenotypic and genotypic
percentages using a Punnett Square.
In some chickens, the gene for feather color is controlled by
codominance. When a black chicken (BB) and a white chicken
(WW) are crossed, erminette chickens (BW) were produced.
When two (2) erminette chickens were crossed,
what is the probability that:
they would have a black chick? ______%
they would have a white chick? _______%
Page 14 of 16
(ENGAGE)
Pre-activity 1. 2: RAISE YOUR BLOOD (Write your answers on your pad paper.)
Ask each member of your family (parents, grandparents, siblings, and nephews if any, first aunt,
uncle and cousins if any) including yourself about your blood types. In the table below, make a
tally on how many of you are type A, B, AB or O. If some of them do not know their blood types,
do not include them in the tally.
A B AB O
Our blood types
Based now from the consolidation or tally on the blood types of your family members,
Answer the Following Questions:
1. Which blood type frequently appeared/is common in your family?
2. Do you know how blood types are inherited?
3. What is the importance of knowing your blood type?

Pre-activity 1. 3: IT’S MORE THAN TWO (Write your answers on your pad paper.)
Read the topic “Multiple Alleles (LM pp. 34)
Multiple Alleles
Sometimes, even if only two alleles control a trait, there may actually be more than two
types of alleles available. This will also lead to more than two phenotypes expressed. Another
blood group system in humans, the ABO system, is an example of a character governed by
multiple alleles. Three alleles are responsible for this blood system: IA, IB,and i. The ABO blood
type is determined by the presence or absence of two antigens, A and B. allele i does not code
for antigen. There are four possible blood types as shown in Table 2.
Table 2: Human Blood types and their phenotypes.

Blood Types/Phenotypes Genotypes
A (homozygous) IAIA or AA
A (heterozygous) IAi or AO
B (homozygous) IBIB or BB
B (heterozygous) IBi or BO
AB IAIB or AB
O ii or OO
The IA and IB alleles are dominant over the i allele, which is always recessive. However,
when the IA and IB alleles are inherited together, both alleles are expressed
equally. This also makes IA and IB codominant of each other.
Based on the text above, answer the following questions:

1. What are the three alleles that are responsible for ABO system?
2. Which genotype/s of blood type is/are homozygous?
3. Which genotype/s of blood type is/are heterozygous?
4. Which blood type is recessive? (hint: small)
(EXPLORE)
D. Discussing new concepts and practicing new skills #1(LM pp. 34-35)
Activity 1.1: WHAT’S YOUR BLOOD TYPE? (Write your answers on your pad paper.)
Objective:
At the end of the activity, you should be able to infer the unknown phenotypes of
individuals on the basis of the known phenotypes of their family members.
Materials: Paper and pen
Page 15 of 16
Procedure:
1. Given the blood types of the mother and the child, identify all the possible blood type of
the father.
Mother’s Blood Father’s Blood Type Child’s Blood Type
Type
A A
B AB
AB B
O O
2. Show all the possible alleles that can be found in each offspring and write the blood
type for each offspring.
Possible alleles from Father
A B O
Possible A
alleles from B
Mother O
3. Use the table to answer the following questions and list all possible blood types.
Guide Questions:
1. What blood types (or types) can be found in an offspring if a mother has type A blood and the
father has type B blood?
2. What blood type (or types) can be found in an offspring if a mother has type AB blood and the
father has type A blood?
3. What blood type (or types) can be found in an offspring if a mother has type O blood and the
father has type B blood?

Activity 1. 2: CAN BE OR CANNOT BE? (Write your answers on your pad paper.)
Read each situation, using what you have learned, analyze if parental probability can be
possible or not. Mark check ( ) if it is possible and mark cross (X) if it is not on the space
provided.
_____ 1. Both parents have type A (IAIA) blood. Their son has type AB blood.
_____ 2. Julia has type O blood. Her father has type B (IBi) and her mother has type A (IAi)
blood.
_____ 3. Both parents have type AB blood. Their daughter has type B (IBi) blood.
_____ 4. Carlo has type B (IBi) blood. Her father has type B (IBi) and her mother has type
O blood.
_____ 5. Both parents have type AB blood. Their daughter has type A (IAIA) blood.
Page 16 of 16
(EXPLAIN)
⚫ In humans, there are four blood types (phenotypes): A, B, AB. And O.
⚫ Blood type is controlled by three alleles; A, B, and O.
⚫ O is recessive, two O alleles must be present for a person to have type O blood.
⚫ A and B are codominant. If a person receives an A allele and a B allele, their blood type
is type AB.
⚫ Historically, a scientist named Karl Landsteiner discovered two antigens and two
antibodies in human blood. An example of multiple allelism is the inheritance of human
blood types.
B-antigen
A-antigen B-antibodies
B-antibodies
A-antibodies
B-antigen
A-antigen A-antibodies
Type A Type B Type AB Type O
(ELABORATE)
Post-activity 1.1: WHO IS MY MOMMY? (Write your answers on your pad paper.)
Maria, Leonora and Teresa gave birth to their sons on the same day and at the same hour.
However, the hospital personnel accidentally mislabeled the newborns before leaving them in
the nursery. The hospital administrators decided to conduct blood typing between the parents
and the newborns in order to determine their respective children. They tested the blood types
of the newborns as recorded below.
Baby 1- Type B (IBi) Baby 2- Type A (IAi) Baby 3- Type AB
To complete matching, the hospital administrator tested the blood types of the parent involved
as recorded below.
Mother 1 (Maria)- Type A (IAIA) Father 1- Type B (IBIB)
Mother 2 (Leonora)- Type O Father 2- Type B (IBIB)
Mother 3 (Teresa)- Type AB Father 3- Type O
Based on the result of your analysis. Identify now the respective babies of the three mothers.
1. Who is the son of Maria? _______________
2. Who is the son of Leonora? ______________
3. Who is the son of Teresa? _______________

After studying multiple allelism, remember the following science concepts:
Multiple alleles ALLELES in blood are represented

– when more An example of
by the following symbols:
than two multiple allelism
IA – causes antigen A formation
alleles control is the inheritance
IB – causes antigen B formation
the inheritance of human blood
of a character. i – does not cause either A or B
types
formation.
(EVALUATE)
I. Evaluating Learning
QUIZ # 8: NON- MENDELIAN PATTERNS of INHERITANCE (MULTIPLE ALLELES)
Read each situation. Apply what you have learned to solve following given problems:
Page 1 of 14
1. A wealthy elderly couple died together in an accident. Soon a man shows up to claim
their fortune, saying that he is their only son who ran away from home when he is young.
Other relative disputed his claim. Hospital record shows that the deceased couple were
type AB and type O respectively. The claimant to the fortune was type O. Could he be
their son? Explain your answer.
________________________________________________
________________________________________________
________________________________________________
2. A woman sues a man for the support of her child. She has heterozygous type A blood,
her child has type O and the man has heterozygous type B. Could the man be the father?
Explain your answer.
________________________________________________
________________________________________________
________________________________________________
3. A woman with heterozygous type A blood and a man with type O blood want to know
the probability of having a child with type O blood.
Probability: __________________________
4. A woman who has heterozygous type A blood has a baby with type O blood. The man
she claims is the father of the child says he is not. If he has type AB blood, could he be
the father of the child? Prove your answer.
________________________________________________
________________________________________________
________________________________________________
(EXTEND)
Post-activity 1.2: GIVE ME BLOOD (Write your answers on your pad paper.)
Using the checklist below, determine if a certain donor having different blood types can give or
can’t give blood to a certain recipient based on what you have learned about ABO blood system.
If you are a Medical Technologist decide whether the donor can or can’t give to their recipient by
putting check ( ) on the options. Explain your answers on the last column of the checklist.
Donor’s Recipient’s
Can be Can’t be Reason
Type Type
B B
O A
AB B
B O
O AB
A B
AB O
A AB
Page 2 of 14

DATES / WEEK Week-5
SAMPLE FORMAT:
Name: ______________________________ Score: ______________________
Activity No. _____

I. OBJECTIVES
A. Content Standard: The learners demonstrate an understanding of the different
patterns of non–Mendelian inheritance.
B. Learning Competency: The learners should be able to explain the different patterns of
non–Mendelian inheritance.
1. discuss and illustrate how sex in human is determined,
2. solve problems related to sex - linked traits and
3. differentiate sex - limited traits to sex - influenced traits.
II. CONTENT: LESSON 8: SEX – LINKED INHERITANCE

A. References
a. Teacher’s Guide pages: 25 – 30
B. Other Learning Resources
IV. PROCEDURE
(ELICIT)
Pre-activity 1.1: BLOOD TYPING (Write your answers on your pad paper.)
In the previous lesson, you learned how to determine all possible combinations of
genes for a blood type that a person might have. Let’s review how well you understand
this by answering the table below.
Show the possible alleles that that can be found in each offspring and write the blood
type for each offspring.
Possible alleles from Father

A B O
A
Possible alleles from
B
Mother
O
Page 3 of 14
(ENGAGE)
Pre-activity 1. 2: WORD HUNT(Write your answers on your pad paper.)
Using a red ink ballpen, find and circle all the words that are hidden in the word grid. The
words may be found in any directions (horizontal, vertical and diagonal).
Hidden words:
egg cell hemophilia sperm sex-linked
genes sex male dominant
chromosomes autosomes female carrier sex-limited
baldness traits genotype
G E N E S H H E M O P H I L I A W O
E G A C B G K O S E X M E C Q U F L
G E R I O M L J M F S T I A R T N T
G N E L L A R O L E X A T A N O M F
C O N E T H S G A C H T E N J S R B
E T D S D O M I N A N T G C O O E M
L Y F E M A L E C A R R I E R M P A
L P N O R M E F D E K N I L X E S L
Z E R Q W S D E W Q D F V J K O P E
Q H D H I B A L D N E S S F G H L E
C X S E X L I M I T E D P O U Y T R
C. Presenting examples/instances of the new lesson (LM p. 36)

Read and study this.
Activity 1.1: SEX CHROMOSOMES AND SEX DETERMINATION
Sex Chromosomes and Sex Determination

Humans have 46 chromosomes in each cell. Observation of the human body cells
shows 23 pairs of chromosomes for both males and females. Twenty- two pairs are somatic
chromosomes. The 23rd pair consists of sex chromosomes. Human males and some other
male organisms, such as other mammals and fruit flies, have non-identical sex chromosomes
(XY). Females have identical (XX) sex chromosomes.
• How is sex determined and inherited?
Let us study gamete formation based on the sex chromosomes. You will observe in Figure 3
that all egg cells receive an X chromosome; while half of the sperm cells receive X
chromosomes and the other half receive Y chromosomes.
Page 4 of 14
If an egg is fertilized by a sperm with a Y chromosome, as shown in Figure 4,
the offspring is male. When an egg is fertilized by a sperm carrying an X chromosome,
the offspring is female. Note that there is a 50 percent chance of having a male or
female offspring. The greater the number of offspring, the greater is the chance of
getting the expected 1:1 ratio of male and female.
Guide Questions:
1. How many chromosomes does a human have in each cells?
2. What sex chromosomes do male humans have?
3. What sex chromosomes do female humans have?
(EXPLORE)
Activity 1. 2: BOY OR GIRL? (Write your answers on your pad paper.)
To better understand our topic about sex determination, let’s do the next activities. (LM p. 37)
Objective:
• Discuss how sex in human is determined.
Materials: Pen Paper
Procedure:
1. Draw a Punnett square which shows the inheritance of the sex chromosomes. Represent the
female sex chromosomes with XX and the male sex chromosomes with XY.
Guide Questions:
1.What will be the sex of a child produced when an egg is fertilized by a sperm that has a Y
chromosome?
2. What type of sperm must fertilize an egg to result in a female child?
3. Based on this Punnett Square, what percent of children would you expect to be male?
4. Which sex chromosome is present in both male and female?
5. Infer which sex chromosomes determines a person’s sex.
6. What are the other factors that may influence the expression of human sexuality?
E. Discussing new concepts and practicing new skills #2 (LM p. 38)

Activity 1. 3: SEX – LINKED GENES (Write your answers on your pad paper.)
Sex-Linked Genes
Genes located on the X chromosomes are called X-linked genes. Genes on the Y
chromosomes are called Y-linked genes. An example of an X-linked trait in humans is
hemophilia. A person suffering from hemophilia could die from loss of blood even from a
small wound because the blood either clots very slowly or does not clot at all. Another
example of an X-linked trait is color blindness. To illustrate the inheritance of an X-linked
trait, consider color blindness as an example. Study Table 3. The X chromosome with the
gene for color blindness is represented as XC, while the one without is represented as X.
Page 5 of 14
Can you identify the genotype of the female who is color-blind? Notice that for a
female to become color-blind, she must be homozygous (XC XC) for the color-blind genes.
The trait is, therefore, recessive in females. If a female has only one X chromosome with
the allele for color blindness, she becomes normal but can pass on the trait to her offspring.
She is therefore a carrier of the trait. Since males have only one X chromosome, the gene
for color blindness when present in the male, will always be expressed because it does not
have an allele to hide or prevent its expression. Thus, the male will be color- blind. This is
the reason why color blindness is more common in males than in females.
Figure 5 is an example of a Y-linked trait, 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.
To further understand sex – linked traits, see figures 6,7,8 below.

Picture Analysis: Analyze the pictures that show sex - linked traits
Figure 7: Male and Female Human

Leg
Figure 6: Male and Female Goat

horn
. Figure 8: Chicks Male and Female

wing
Guide Questions:
1.What is X – linked genes?
2.Give an example of X – linked traits in human.
3.What is Y–linked genes?
4.Give example of Y –liked traits in human.
5. If the traits are found in the Y – chromosome, who will always inherit the traits? Why?
Page 6 of 14
Activity 1. 4: SEX – LIMITED TRAITS (Write your answers on your pad paper.)
Sex – Limited Traits
Sex – limited traits are traits governed by the genes in the autosomes but manifested
only in one sex because of physiology or anatomy. One good example is lactation or milk
production in cattle.
Other examples of sex – limited traits: fanlike tail feather in peacocks that is never expressed
in peahens, and horns that are exclusively found in males of certain sheep species.
Guide Questions:
1.What is sex-limited traits?
2.What is meant by the word autosomal?
3.Can you give other example of sex –limited traits in mammals?
Activity 1. 5: SEX – INFLUENCED TRAITS (Write your answers on your pad paper.)
Sex – Influenced Traits

Sex influenced traits are traits governed by the genes in the autosomes by
dominance depends on sex of individual. These traits are expressed in both sexes, but
frequently in one than in the other sex. One good example is baldness in human.
Baldness is not restricted to males. This gene has two alleles, “bald” and “non-bald”.
The behavior of the products of these genes are highly influenced by the hormones i the
individual, particularly testosterone. 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.
Table 5. Expression of Baldness Patterns In Humans

Male Genotypes Male Phenotypes
B B
X Y Male bald
XBYb Male bald
XbYb Male non-bald
Female Genotypes Female Phenotypes
B B
X X Female bald
XBXb Female non-bald
XbXb Female non-bald
Page 7 of 14
Guide Questions:
1.Predict the genotypic and phenotypic ratios in the
offspring if the mother is bald and the father is not
bald. Use the Punnett square.
2.In what way are sex – limited and sex –
influenced characters similar?
3.What is the main difference between sex-limited
and sex-influenced traits?
(EXPLAIN)
F. Developing mastery: Let’s Study This! Read the Key Concepts (LM pp 39)
Activity 1. 6: WHEN GENDER MATTERS (Write your answers on your pad paper.)
Objective:
• Solve problems related to sex-linked traits.
Procedures:
Read the given problem:
1. 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.
2. Illustrate using a Punnett square the probability of having children who will
have normal vision and children who will be color-blind.
KEY:
Male genotypes Male phenotypes

XY Normal
c
XY color-blind
Female genotypes Female phenotypes
XX Normal
c
XX Carrier
c c
XX color-blind
Guide Questions:
1.What is the genotype of the male parent?
2. What is the genotype of the female parent?
3. What is the chance that a daughter will be color-blind?
4. What is the chance that a son will be color-blind?
5. what is the chance of having a normal son?
(ELABORATE)
Post-Activity 1.1: WHICH IS WHICH? (Write your answers on your pad paper.)
Picture Analysis: Identify the following pictures below. Which one is sex – limited traits
and which is sex – influenced traits? Write your answer to the allotted box below the
picture.
A B C
Page 8 of 14
D E.

Study this! Read Key Concepts: (LM 37 - 41)
• Males have 44 body chromosomes and two sex chromosomes X and Y. The
males determine the sex of their children. Females have 44 body chromosomes
and two sex chromosomes, both X. The total number in each cell of an
individual is 46. These chromosomes contain the genes, which are the factors of
heredity.
• Sex-limited traits are those that are expressed exclusively in one sex.
• Sex-influenced traits are expressed in both sexes but more frequently in
one than in the other sex.
• Sex-linked traits are inherited through the X chromosomes.
• Males have only one X chromosome. Thus, if they inherit the affected X, they
will have another disorder.
• Females have two X chromosomes. Therefore, they can inherit/carry the trait
without being affected if it acts in a recessive manner.
(EVALUATE)
•I. Evaluating learning
• QUIZ # 9: SEX – LINKED INHERITANCE (Write your answers on your pad paper.)
Fill in the blank. Write the word/s needed to complete the given sentence. Use the word bank
below.
Sex-linked traits Punnett square 23 pairs

Allele 44 XX
Sex – influenced traits Sex chromosomes baldness
XY hemophilia Sex-limited traits
1. Males have __________ chromosomes and two sex chromosomes X and Y.

2. The total number of chromosomes in each cell of an individual is 46 or____ of chromosomes.
3. ___________determines the gender of an individual.
4. ___________ are expressed in both sexes but more frequently in one than in the other sex.
5. The use of ___________ is known as a method to determined possible genotypes and
phenotypes of the two parents.
6. A _________ is based on the X chromosomes. Females have two X chromosomes; they can
inherit or carry the traits without being affected if it is in a recessive manner.
7. In humans, ________ determines female gender and 8. _________ determine male gender.
9. In humans, _______________ are expressed exclusively in one gender.
10. A person suffering from ___________could die from loss of blood even from a small wound
because the blood either clots very slowly or does not clot at all.
Page 9 of 14
(EXTEND)
J. Additional activities for application or remediation.
Post-Activity 1.2: PROBABILITY TEST (Write your answers on your pad paper.)
Solve the given problem and answer the following questions (LM p. 41-42)
Hemophilia is a disease caused by a gene found on the X chromosomes. Therefore, it is

referred to as a sex-linked disease. The recessive allele causes the disease.
Problem: A man with hemophilia marries a woman that is homozygous dominant to

the traits.
Male genotypes Male phenotypes

H
X Y normal
XhY hemophilic
Female genotypes Female phenotypes
H H
X X normal
XHXh carrier
XhXh hemophilic
Illustrate using a Punnett square the probability that their children will have the
disease.
Guide Questions:
1.Identify the genotype of male and female parent.

2.Will any of the children have the disease?
3.Predict the probabilities of their children having the disease.
Page 10 of 14
MODULE II SUMMATIVE TEST
TEACHING SEPTEMBER 25,2020

SAMPLE FORMAT:
Name: ______________________________ Score: ______________________

Name: ______________________________ Score: ______________________
Summative Test # _2_
I. MATCHING TYPE: Match Column A with Column B. Write only the CAPITAL
LETTER of the correct answer on the space provided before the number.
COLUMN B
COLUMN A
A. Genotype
_____1. The trait which does not appear in an individual
B. Allele
_____2. Alleles that are not identical
C. Blood type O
_____3. Both alleles of a gene are expressed
D. Blood type AB
_____4. Individual genetic composition
E. Hemophilia
_____5. Makes up the individual’s genotype
F. Color blindness
_____6. The recessive blood type
G. Hypertrichosis pinnae auris
_____7. Genes located on the X chromosomes
H. X-linked gene
_____8. A condition in which blood clots very slowly or
I. Y- linked gene
doesn’t clot at all
J. Heterozygous
_____9. Growth of long hair in the outer ear
K. Recessive trait
_____10. Inability to distinguish certain colors
L. Codominance
II. MULTIPLE CHOICE: Read each statement/ question carefully. Write only the
CAPITAL LETTER of the correct answer on the space provided before the
number.
_____1. Two alleles expressing exactly the same information for a trait are designated as:
A. hemizygous C. homozygous
B. heterozygous D. monogamou
Page 11 of 14
_____2. A form of intermediate inheritance in which one allele for a specific trait is not
completely dominant over the other allele, which means the phenotype is a
combination of the dominant trait and recessive phenotype.
A. dominance C. recessive inheritance
B. incomplete dominance D. sex- linked inheritance
_____3. Where are the alleles for each parent written when using a Punnett square?
A. along the side of the grid
B. on top of the two squares of the grid
C. at the bottom of two squares of the grid
D. across the top and along the side of the grid
_____4. Those characteristics that can be determined on superficial inspection of an individual

are known as_____.
A. genotypic C. polygenic
B. phenotypic D. polyspermic
_____5. An example of alleles is:

A. T and t C. TT and Tt
B. AB and Ab D. WW and Ww
_____6. Long radishes crossed with round radishes results in all oval radishes. This type of
inheritance is:
A. codominance C. incomplete dominance
B. complete dominance D. multiple alleles
_____7. A carrier is a person who has ___________.

A. two recessive alleles for a trait.
B. two dominant alleles for a trait.
C. more than two alleles for a trait.
D. one recessive and one dominant allele for a trait.
_____8. Suppose a white-furred rabbit breeds with a black- furred rabbit and all of their offspring
have a phenotype of gray fur. What does the gene for fur color in rabbits appear to be
an example of?
B. complete dominance D. multiple alleles
_____9. Which of the given statement is NOT correct?

A. In humans, there are four blood types A, B, AB, and O.
B. Blood type is controlled by four alleles: A, B, AB and O.
C. O is recessive, two alleles must be present for a person to have type O blood.
D. A and B are codominant, if a person receives an A allele and a B allele, their
blood type is AB.
_____10. A gene for corn has two alleles, one for yellow kernels and one for white kernels.
Cross pollination of yellow corn and white corn results in ears of corn that have an
approximately even mix of yellow and white kernels. Which term best describes the
relationship between the two alleles?
B. complete dominance D. genetic recombination
_____11. An example of multiple allele inheritance is ___________.

A. the ABO blood type.
B. the appearance of freckles on the skin.
C. the appearance of birthmarks on the skin.
D. hair that seems to have several shades of a color.
_____12. A couple whose blood types are heterozygous A (IAi) and heterozygous B (IBi) may
have a child with which of the following blood type?
A. AB only C. AB and O only
B. A and B only D. A, B, AB and O
Page 12 of 14
_____13. What are the possible blood type of a child whose parents are both heterozygous for
“B” blood type?
A. 75% Type A and 25% Type B
B. 75% Type B and 25% Type O
C. 50% Type B and 50% Type AB
D. 25% Type AB, 50% Type B, and 25% Type A
_____14. Which blood type would not be possible for children of a Type AB mother and a Type
A father?
A. A C. O
B. B D. AB
_____15. How many pairs of chromosomes do humans have?

A. 1 C. 23
B. 2 D. 46
_____16. How many sex chromosomes do humans have?

A. 2 C. 44
B. 23 D. 46
_____17. Which pair of sex chromosomes produces male human being?

A. XX C. XY
B. YY D. Either XX or YY
_____18. Which of the following gives rise to a normal human female?

A. 22 pairs of autosomes and XX C. 23 pairs of autosomes and XY
B. 23 pairs of autosomes and XO D. 23 pairs of autosomes and XX
_____19. Which sex determines the sex of the offspring?

A. females C. both males and females
B. males D. neither males nor females
_____20. Sex- linked are genetically inherited traits that ___________.

A. are only found in males.
B. are only formed in females.
C. can appear in both males and females.
D. result from premarital sexual intercourse.
_____21. A Y-linked gene ___________.

A. is expressed only in male. C. is carried by mother
B. is expressed only in female. D. expressed both in male and female.
_____22. Many traits such as male pattern baldness are actually caused by genes located on
autosomes not on sex chromosomes. This is why baldness is much more common in
men than in women. Which of the following explains this phenomenon?
A. Baldness is a sex- linked trait. C. Baldness is a dominant trait.
B. Baldness is a sex-influence D. Baldness is a polygenic trait.
trait.
_____23. In family of four including a normal mother, a normal father, a color blind son and a
normal son; who do you think has the defective x gene other than the affected son?
A. the mother C. the normal son
B. the father D. the affected son only
_____24. What is the probability that the son of a colorblind father who is married with a normal
carrier female would be color blind?
A. 0 C. ½
B. ¼ D. ¾
_____25. Hemophilia is a sex- linked recessive trait in humans. If a father and a son are both
hemophiliacs, but the mother is normal, her genotype must be:
A. Xh Xh C. XH XH
H h
B. X X D. Xh Y
Page 13 of 14
Page 14 of 14
DATES / WEEK Week-6
include your NAME, GRADE and SECTION, SUBJECT MATTER (SCIENCE 9 REGULAR),
and corresponding ACTIVITY TITLE (which will be written in a text box). You may use the
front and back portion of your paper. Write ANSWERS ONLY.
SAMPLE FORMAT:
Name: ______________________________ Score: ______________________
Activity No. _____

I. OBJECTIVES
A. Content Standard: The learners demonstrate an understanding of how the changes in
the environment may affect species extinction.
B. Learning Competency: The learner shall be able to relate species extinction to the
failure of populations of organisms to adapt to abrupt changes in the environment;
1. explain the importance of biological diversity,
2. find out how changes in the environment can affect species extinction,
3. distinguish environmental changes that may result in the loss of the species and
4. determining the pattern of population distribution using mathematical formula
II. CONTENT: LESSON 9: CAUSES OF SPECIES EXTINCTION

A. References
a. Teacher’s Guide pages: pp. 37 – 53
b. Learner’s Material pages: pp. 50 -71
Exploring Life through Science – The New Grade 9 (Chapter 4 Extinction:
biodiversity lost forever page 115)
IV. PROCEDURE
(ELICIT)
Pre-activity 1.1: COMPONENTS OF DIVERSITY

In Grade 8, you learned about the concept of species, classification of organisms using
the hierarchical taxonomic system and the advantage of high biodiversity in maintaining the
stability of an ecosystem.
Review the following components of diversity. Use the clue given to arrange the jumbled
letters in each number.
___________1. These are the variety of processes such as matter cycling and energy flow taking
place within the ecosystem.
U N C T I O F A N L I V D E R S I Y T
___________2. It is the earth’s variety of species that contains an even greater variety of genes.
G N E E I T C V I D R E S I T Y
___________3. Known as the number of species that is represented in a given community.

S E I C E P S Y T I S R E V I D
___________4. The earth’s variety of deserts, grasslands, forest, mountains, oceans, lakes and
wetlands.
C O E S T M E Y S D I E V R Y I S T
___________5. The variety of Earth’s species, the genes they contain, the ecosystem in which
they live and the place where different energy processes occurs.
O I D V I B R E S I T Y
(ENGAGE)
B. Establishing the purpose for the lesson (LM pp 51-52)
Pre-activity 1.2: PHOTO QUIZ (Write your answers on your pad paper.)
Now read carefully the questions and give your best answer
The words in the box are some of the causes of species extinction. Look at the pictures below
and identify which cause of extinction matches each group of pictures.
Taking Animals for Introduced species

Profit
Hunting and Trapping Destruction of habitat
Overharvesting Pollution
1.
2.
3.
4.
5.
Pre-activity 1.3: POPULATION DISTRIBUTION (Write your answers on your pad paper.)
The map below shows the population distribution of fish, water bugs, frogs and water lily plants
in a pond. (LM p 52)
Key: = fish = water bug = frogs = water lily
Guide Questions:
1.Which species has the largest

population in the community?
2.Which species has the smallest

population in the community?
3. What factors might influence a

change in population?
C. Presenting examples/instances of the new lesson (LM pp 50 -53)
Activity 1.1: BIODIVERSITY (Write your answers on your pad paper.)
Let’s read and study this!

In any ecosystem, organisms need a balance environment. A balance ecosystem is one in
which all living and non-living are interacting harmoniously. If any part of the ecosystem is
disturbed, other parts will also be affected. When all of the members of a species die, the species’
place in the ecosystem is gone forever.
Biodiversity refers to the variety of life in the area. An important part of an ecosystem is an
organism which is any individual entity that exhibits the properties of life. There are a lot of
organisms present in an ecosystem, these organisms vary, and they are called species. Species
refers to the set of individuals that have the same distinct characteristics and are able to mate
and produce fertile offspring. A group of living things within a certain area that are all of the same
species is called a population. When various species interact as a group in a common location,
they form what we call a community.
Communities with many different species (high index of diversity) will be able to withstand
environmental changes better than the communities with only few species (low index of
diversity).
Population sizes vary among organisms. They change with the number of births (natality)
and when they move into an ecosystem (immigration). They also change when a member die
(mortality) or move out of an ecosystem (emigration).
Limiting factors limit the size of a population and keep a population from increasing in
size and help balance an ecosystem. It also helps in determining the types of organisms that can
live in an ecosystem. Example of limiting factors are availability of food, water, living conditions,
light, temperature and soil nutrients.
Carrying capacity is the maximum population size an environment can support.

Sustainable development means that a society should live under the carrying capacity
of the environment.
Guide Questions:
1.What is biodiversity?
2.What is meant by species?
3.What is the difference between population and community?
4.Why is it important to have limiting factors?
5.Give examples of limiting factors.
(EXPLORE)
Activity 1.2: INDEX OF DIVERSITY (Write your answers on your pad paper.)
Objective:
• Measure species distribution using mathematical way of expressing the amount of
biodiversity and species distribution in a community.
Procedure:
Assuming that you are in a specific area in a forest with a measurement of 150m2, you can
observe a lot of trees in the area.
START
HERE
END OF
RUN
1. Observe the variety of species of trees found on the given picture above.
2. Count the number of species found.
3. Record 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).
4. Count the total number of trees in the area.
5.Calculate the Index of Diversity (I.D.) using the given formula below:
Index of Diversity (I.D.) = Total Number of Species x Number of runs

Number of trees
6. Write your answer in the table below.
How many varieties of trees are there

Number of Species
in the picture?
In the picture, how many groups of
Number of Runs
trees have the same variety?
How many trees are there in the
Number of Trees picture?
Index of Diversity= No. of Species x No. of Runs

No. of Trees
Guide Questions:
1. Which community will have high index of diversity, communities with many species or
communities with many populations but only few species? Explain.
2. What is the role of biodiversity in our environment or communities?
3. What will happen if there is only one variety or species in the tree farm?
Activity 1.3: MEASURING POPULATION DENSITY

Objective:
• determining the pattern of population distribution using mathematical formula; and
• compare the ditribution patterns of the different populations.

Procedure:
Imagine that you are in an aqua park, seeing a giant aquarium with an area size of 6 m2, you
have observed different sea creatures.
1. Study the patterns of population distribution in the figure below.

2. Calculate the population density
Population Density = No. of individuals

Size of an area
3. Write your answer on the table below.

Number of
Population Name Population Density
organisms
Crabs
Lobster
Turtles
Squids
Fishes
Guide Questions:
1. Compare the distribution patterns of the populations. List down your observations.
2. Which population has the greatest density? Least density?
3. What conditions could change the density of any of the population?
4. Why is it important to measure the population density of a certain environment?

(EXPLAIN)
F. Developing mastery.
Read and study this, then answer the Guide questions below. (LM pp. 61 -68)
Activity 1. 4: CAUSES OF SPECIES EXTINCTION
Local and Global Environmental Issues/ Problem that Are Affecting our Community.
• DEFORESTATION-one of the country’s environmental problems is the rapid rate at which

trees are cut down. In the Philippines, the major causes of deforestation are Kaingin
farming, illegal logging, conversion of agricultural lands into housing projects, forest fires
and typhoons. As a consequence of cutting down trees, the following effects could take
place – soil erosion, floods and decrease in wildlife resources that will eventually lead to
extinction.
• WILDLIFE DEPLETION-Wildlife depletion is loss of wild animals through over hunting. Most
often, it refers to loss of their natural habitat due to human expansion of urbanization. The
largest scale killing of animals for food, trade and pleasure is one of the many causes for the
depletion of wildlife.
Threatened - when a particular species declines so fast that it becomes endangered.
Endangered – when its population has become so low that it is possible of becoming
extinct.
Extinction – the disappearance of species when the last of its members die.
✓ Functionally extinct species are those preserved and maintained only in zoos
and other artificial habitats. They are no longer found in the wild. These species
are no longer part of the natural habitat and unlikely to be introduced there.
✓ Local extinction or extirpation is when a species may be extinct in a particular
area, but continues to exist elsewhere. This may be reserved by the reintroduction
of the species from other locations.
In the Philippines, some terrestrial species like the tamaraw in Mindoro, mouse deer in Palawan,
Philippine deer, Monkey – eating eagle and aquatic species like the dugong found in Negros,
Batangas and Leyte are in danger of extinction. Human actions have resulted in habitat loss and
degradation that have accelerated the rate of extinction.
• WATER POLLUTION
A major problem in lakes, rivers and ponds is eutrophication. It happens when
there is high concentration of organic nutrients that comes from the domestic
garbage thrown in the bodies of water. In eutrophication, nutrients are washed away
from the land to enrich bodies of water. It causes excessive growth of aquatic plants and
algae that results in algal bloom, which eventually die and decompose. The process
depletes the oxygen dissolved in water, causing fish and other aquatic organisms
to die.
• AIR POLLUTION
Acid rain is a result of air pollution mostly from factories and motor vehicles.
Carbon dioxide acts like a blanket over the Earth, holding in the heat that would
otherwise radiate back into the space. The trapping of heat by gases in the earth’s
atmosphere is called greenhouse effect. The greenhouse effect is a natural process.
But as carbon dioxide in the atmosphere increases, greenhouse effect also intensifies –
this will lead to global warming. Global warming is an increase in the earth’s
temperature from rapid buildup of carbon dioxide and other gases. This in turn,
could change the world climate patterns.
• DESTRUCTION OF COASTAL RESOURCES

Coral reefs and coastal mangrove forest in the Philippines serve as the breeding
grounds and nurseries of marine fishes. But due to man’s activities, coastal areas are
getting destroyed through the years. Some of these activities include the following –
deforestation, agricultural activities and mining activities, dynamite fishing and muro – ami,
coastal areas conversion to beach resorts, residential area and overharvesting.
Guide Questions:
1.What is deforestation?
2.What are the major causes of deforestation?
3.What is the difference between threatened and endangered species?
4.Give example of endangered species in the Philippine.
5.What is extinction?
6. What is extirpation?
7.What is the major cause of wildlife extinction?
8.What is eutrophication?
9.How is greenhouse effect different from global warming?
10.What are the causes of destruction of coastal resources?
(ELABORATE)
Post-activity 1.1: SAVE MOTHER EARTH! (Write your answers on your pad paper.)
Check ( ) the space before the number if it shows activities that you think can
help to prevent animal extinction and save the ecosystem from destruction.
_____1. Cutting of trees for sources of new products like furniture’s or lumber.
_____2. Preserve the environment in which the animals live.
_____3. Reduce, reuse and recycle papers and plastic bottles.
_____4. Hunting of birds and other wild animals.
_____5. Educate your family about the endangered species in your locality.
_____6. Over collection of corals used for decorations and jewelry.
_____7. Convert forest into mining activities.
_____8. Be a volunteer of organizations that aim to protect the wildlife.
_____9. Buy sustainable products.
_____10. High concentration of organic nutrients product should be thrown in bodies of
water.

Read and study the following Key Concepts. (LM pp. 69)
➢ Population pertains to the number of organisms of the same species
living in a certain place.
➢ Biodiversity refers to the variety of life in an area.
➢ Communities with many different species (a high index of diversity) will be able to
withstand environmental changes better than communities with only a few species
(a low index of diversity).
➢ Population sizes vary among organisms. They change with the number of births and
when they move into an ecosystem. They also change when members die or move out
of an ecosystem.
➢ Limiting factors are environmental conditions that keep a population from increasing
in size and help balance ecosystems.
➢ The carrying capacity is affected by changes in the environment
➢ Extinction occurs when the last member of that species dies.
➢ When the population of a species begins declining rapidly, the species is said to
be a threatened species.
➢ A species is endangered when its population has become so low that it is possible
of becoming extinct.
➢ Human actions have resulted in habitat loss and degradation that have accelerated
➢ the rate of extinction.
➢ The principal causes of deforestation are illegal logging, kaingin farming, forest fires, and
conversion of agricultural lands to housing projects and typhoons.
➢ The effects of deforestation include soil erosion, floods and depletion of wildlife
resources.
➢ The major cause of wildlife extinction is the loss of habitat.
➢ Coral reef destruction is caused by dynamite fishing and muro-ami, while mangrove
destruction is caused by overharvesting and conversion of the area into other uses.
➢ In eutrophication, nutrients are washed away from the land to enrich bodies of water.
It causes excessive growth of aquatic plants and algae and results in algal bloom, which
eventually die and decompose. The process depletes the oxygen dissolved in water,
causing fish and other aquatic organisms to die.
➢ Acid rain is a result of air pollution mostly from factories and motor vehicles.
➢ Sustainable development means that a society should live under the carrying
capacity of the environment.
(EVALUATE)
QUIZ # 10: BIODIVERSITY (Write your answers on your pad paper.)
A. MULTIPLE CHOICE. Choose the letter of the best answer and write it on your paper.
_____1. Biodiversity is the variety of ____________ in an area.

a. community b. genes c. life d. Species
_____2. It keeps the population from increasing in size and helps balance the
ecosystem.
a. carrying capacity b. diversity c. ecosystem d. limiting factor
_____3. When species maybe extinct in a particular area but continue to exist
somewhere else, it is called _____________.
a. endangered b. extinction c. extirpation d. Threatened
_____4. It is known as the increase in earth’s temperature due to rapid build-up of

carbon dioxide and other gases.
a. acid rain b. eutrophication c. greenhouse d. global warming
_____5. It occurs when there is a high concentration of organic nutrients from domestic
garbage thrown in the bodies of water.
a. deforestation b. eutrophication c. extinction d. illegal logging
B. Solve for the Index of Diversity and Population Density of the following trees. Write your
answers on your pad paper.
START
HERE
END
SIZE OF THE AREA = 5 m2
Acacia Narra Lagundi Mahogany Bamboo
No. of Species Population name No. of organisms Population

Density
No. of Runs
Acacia
No. of Trees
Narra
INDEX DIVERSITY = Lagundi
_________
Mahogany
Bamboo
(EXTEND)
Post-activity 1.2: BE AWARE, BE IN-CHARGE! (Write your answers on your pad paper.)
If you will be in – charge of preventing the premature extinction of organism, what

would be your top three (3) priorities in your program? You may do your research or create
your own program.
List down your answer in the table below.
PROGRAM
1
3
MODULE III SUMMATIVE TEST
SCHOOL PAMPANGA HIGH SCHOOL TEACHING SEPTEMBER 30,2020
DATES / WEEK Week-6
SAMPLE FORMAT:
Name: ______________________________ Score: ______________________
Name: ______________________________ Score: ______________________
I. Read the statements/questions carefully. Choose the best answer and write
only the CAPITAL LETTER on the space provided before each number.
________1. The average temperature of the earth’s atmosphere may rise as a result of
A. Garbage Dumping C. Muro-ami
B. Greenhouse Effect D. Water Pollution
________2. It is any individual entity that exhibits the properties of life.

A. Community C. Organism
B. Humans D. Population
________3. When various species interact as a group in a common location, they form a
A. Community C. Biodiversity
B. Diversity D. Population
________4. It occurs when the last member of that species dies.

A. Diversity C. Extirpation
B. Extinction D. None of these
________5. It is an increase in the earth’s temperature from rapid buildup of carbon dioxide and
other gases.
A. Air Pollution C. Global Warming
B. Climate Change D. Greenhouse Effect
________6. It refers to those species which are preserved and maintained only in zoos and
other artificial habitats.
A. Endangered C. Locally extinct
B. Functionally extinct D. Threatened
________7. It is the result of air pollution mostly from factories and motor vehicles.
A. Acid Rain C. Eutrophication
B. Deforestation D. Extinction
________8. The following are causes of coastal reef and mangrove destruction EXCEPT
A. Dynamite fishing C. Muro-ami
B. Kaingin D. Overharvesting
________9. It is a set of individuals that have the same distinct characteristics and are able to
mate and produce fertile offspring.
A. Biodiversity C. Population
B. Community D. Species
________10. Which is NOT true about eutrophication?

A. It causes fish and other aquatic organisms to die.
B. It causes excessive growth of aquatic plants and algae.
C. It is a process that depletes the oxygen dissolved in water.
D. It can lead to soil erosion and depletion of wildlife resources.
II. FILLING THE BLANKS: Fill the blank with the correct word/s. Write your answer on
the space provided.
1. When a species’ population becomes so low that only a few remain, the species is
considered _________________________.
2. The maximum population size an environment can support is called its _________________.
3. __________ are environmental conditions that keep a population from increasing in size and
help balance ecosystems.
4. ___________ is a group of living things within a certain area that are all of the same species.
5. In the Philippines, some terrestrial species which are in danger of extinction are the
___________________ and 6. ___________________.
7. In the Philippines, the major causes of deforestation are __________ and 8. ___________.
9. As a consequence of cutting down trees, the following effects could take place:
___________ and 10. _____________.
11. When the population of a species begins declining rapidly, the species is said to be_______.
12. Communities with many different species have _________________ of diversity.
13. _________ means that a society should live under the carrying capacity of the environment.
14. The trapping of heat by gases in the earth’s atmosphere is called ____________________.
15. A major problem in lakes, rivers and ponds is ________________________________.
III. PROBLEM SOLVING: Work on the following problems. Show your solutions.
1. Suppose 60 ants live in a 4 square meter plot of grass. What would be the population density
of the ants? What would the population density be if 100 ants live in an 8 square meter plot of
grass? (6pts)
2. If 40 carabaos live in a 500 square meter area, what is their population density? (4pts)
TEACHING OCTOBER 1-2, 6, 2020
DATES / WEEK Week-6-7
October 5, 2020-World’s Teachers Day
(Special Holiday) –Monday
SAMPLE FORMAT:
Name: ______________________________ Score: ______________________
Activity No. _____
OCTOBER 1,2020 Day 4
I. OBJECTIVES:
A. identify the cell structure and functions of plants involved in the food making process,
B. identify the raw materials needed for photosynthesis,
C. explain the phases involved in photosynthesis and
D. describe the factors affecting the rate of photosynthesis.
II. CONTENT: LESSON 1O: PHOTOSYNTHESIS

A. References
a. Teacher’s Guide pages: pp. 55-68
b. Learner’s Material pages: pp. 72-85
PEAC JHS Learning Module
https://study.com/academy/lesson/environmental-factors-that-
impactphotosynthesis.html?fbclid=IwAR35FfvN4-
5ZwZBiW4tR1oJ4QCi7bIdQovwug05UeqsJOc7XmsggVe9T1E
https://cbseworld.weebly.com/uploads/2/8/1/5/28152469/lesson11.pdf?fbclid=IwAR1
Jg3nqFFW9USqYdOI-C_E0-SqY0TCF0wQVgDyHTQmrBTIu6vifKc9teE
IV. PROCEDURE:
(ELICIT)
In module 3, you have learned how changes in the environment may affect
species extinction. It helps you understand how to prevent extinction of organisms in
an ecosystem. As a recall, answer the activity below.
Pre-activity 1.1: “TEXT TWIST” (Write your answers on your pad paper.)
Guess the word that is being described by arranging the jumbled letters.
Page 12 of 20
__________________1. It is a group of organisms that have certain characteristics in
common and are able to interbreed.
C P S E S I E
__________________2. It refers to the variety of life in an area.
D B I V E R O S I Y T I
__________________3. It is the total number of organisms of the same species

inhabiting a place at the same time.
O N L A P U P O T I
__________________4. It is the number of individuals in an area.
O N L A P U P O T I S I D E N T Y
__________________5. It refers to species in which the number of individuals

falls so low that extinction is possible.
D R E D A E N G E N S E C I S P E
(ENGAGE)
Pre-activity 1.2: BUBBLE MAP (Write your answers on your pad paper.)
All living things need energy to sustain life. Humans and animals eat food to get energy. Plants
also need energy to grow and survive. But, they don’t need to consume other organisms for food.
Instead, they make their own food through a process called “photosynthesis”.
Fill out the bubble map with the words related with photosynthesis.
PHOTOSYNTHESIS
Activity 1.1: WHAT IS PHOTOSYNTHESIS? (Write your answers on your pad paper.)
To understand how plants make their own food, study the diagram below.
Page 13 of 20
Figure 1: PHOTOSYNTHESIS
Use the words in the box to complete the paragraph below.
Oxygen gas sunlight sugar water
photosynthesis chlorophyll carbon dioxide starch
1.)_____________ is the process by which plants produce their own food in the presence
of 2.)________, 3.)________and 4.)_______. Plants contain a green pigment called
5.)________ that absorbs sunlight. The raw materials coming from the atmosphere and roots
react to produce 6.)_______ which is stored as food in other parts of the plant in the form of
7.)_______.Furthermore, 8.)________ is released into the environment for animals and humans
to breathe.
(EXPLORE)
Plants make their own food through photosynthesis. What are the plant structures that
enable a plant to perform photosynthesis? Do the activities below to find out.
Activity 1.2: PHOTOSYNTHESIS (Write your answers on your pad paper.)
Objectives:
a. identify the plant structures involved in photosynthesis,
b. give the raw materials and end products of photosynthesis and
c. differentiate light reactions from dark reactions.
Procedures:
1. Read the following paragraph carefully. Then, use the information in the text to
label the parts of a chloroplast and the internal structure of a leaf.
PLANT STRUCTURES FOR PHOTOSYNTHESIS
In plants, photosynthesis
mainly takes place in the leaves and little or none in stems, depending on the presence
of chlorophyll. A waxy layer known as cuticle covers the leaves of all plant species. The
upper and lower epidermis protect the leaves and has nothing to do with photosynthetic
processes. The upper epidermis is a single layer of cells on the upper surface of the
leaf, which aids the water conservation while the lower epidermis is a single layer of
cells on the lower surface of the leaf, which contains stomata and guard cells. The
palisade mesophyll layer is found below the upper epidermis. The spongy mesophyll
is found above the lower epidermis and has the greatest number of chloroplasts that
contain chlorophyll. They are important in trapping light energy from the sun. Vascular
bundles (phloem and xylem) serve as transporting vessels of manufactured food and
water. The xylem transports water and minerals to the leaves; the phloem transports
the photosynthetic products to the other parts of the plants. Carbon dioxide and oxygen
gas are collected in the spongy layer and enter and exit the leaf through the stomata.
Page 14 of 20
Chloroplasts are double membrane organelle with outer membrane, inner membrane and
intermembrane space. The outer membrane is permeable to small organic molecules,
whereas the inner membrane is less permeable and studded with transport proteins.
Intermembrane space is the space between outer and inner membrane. There are two
distinct regions present inside the chloroplast known as the grana and stroma. Granum is
made of stacks of disc- shaped structures known as thylakoids. The thylakoid consists of
the thylakoid membrane and the enclosed region called the thylakoid lumen. Photosynthetic
pigments (e.g. chlorophyll) are embedded into the thylakoid membrane, making it the site
of the light dependent reaction in photosynthesis. The thylakoid lumen is used for
photophosphorylation during photosynthesis. Stroma is the colorless fluid outside the
thylakoid membranes in the chloroplasts. Lamella connects the stacks of thylakoids.
A. Internal Structure of a Leaf
HINTS (FIGURE A):

1. It covers the leaves of a plant.
2. It is found on the upper surface of the leaf which aids in the water conservation.
3. It transports water and minerals to the leaves.
4. It transports the photosynthetic products to the other parts of the plants.
5. It serves as an entryway for carbon dioxide and releasing of oxygen gas.
6. It is found above the lower epidermis and has the greatest number of chloroplasts
that contain chlorophyll
7. It is found on the lower surface of the leaf, which contains stomata and guard cells.
B. Chloroplast
Page 15 of 20
HINTS (FIGURE B):
1. Its membrane is permeable to small organic molecules.
2. It is the space between outer and inner membrane.
3. It is less permeable and studded with transport proteins.
4. It is the colorless fluid outside the thylakoid membranes in the chloroplasts.
5. It is made of stacks of disc- shaped structures known as thylakoids.
6. It consists of the thylakoid membrane and the enclosed region called the
thylakoid lumen.
7. It connects the stacks of thylakoids.
8. It is used for photophosphorylation during photosynthesis.
Guide Questions:
a) Which part of the plant does photosynthesis take place?
b) Why is chlorophyll needed for photosynthesis?
c) What is a granum?
d) What are the two vascular bundles?
e) What are Chloroplasts?
OCTOBER 2, 2020 Day 5
Activity 1.2: PHOTOSYNTHESIS (continuation) (Write your answers on your pad paper.)
2. Now that you have already learned about the plants’ structures involved in the
photosynthesis, you may now proceed to the raw materials and end products of
photosynthesis.
Photosynthesis is a series of chemical reactions that convert carbon dioxide and water
into glucose (sugar) and oxygen gas in the presence of sunlight. The general chemical
equation for photosynthesis is:
Using the chemical equation for photosynthesis, fill in the necessary information inside
the chart.
INPUT -> OUTPUT Chart of Photosynthesis
PHOTOSYNTHESIS
INPUT (What are happens inside the OUTPUT (What are
the raw materials Chloroplasts containing the end products
needed?) C_L_R_P_Y_L produced?)
• •
that absorbs
• •
_U_L_G_T.
Guide Questions:
a. What happens in the process of photosynthesis?
b. What is the energy source for photosynthesis?
Page 16 of 20
3. Read and understand the comic strips carefully.
1 2
Oh, I’m so hungry.
Let’s go make some
The ingredients I need
food through
to make my food are
PHOTOSYNTHESIS!
sunlight, water and
carbon dioxide
Plants use sunlight, water

and carbon dioxide to There are 2 stages of photosynthesis: Light Reactions
make glucose and oxygen or Light Dependent reactions and Calvin Cycle (also
gas. This process is called known as Dark Reactions or Light Independent
photosynthesis. Reactions)
3 4 I will add
water.
First, I need
energy from
the sun.
Light dependent reactions occur in the thylakoid The light dependent reactions capture energy from
membranes of the chloroplasts. Electron carrier sunlight which is then changed into chemical energy
molecules are arranged in electron transport chains that is stored in molecules of NADPH and ATP. In this
that produce ATP and NADPH, which temporarily process, water molecules are also converted to
store chemical energy. oxygen gas.
5 6
I will also
add carbon
dioxide.
Yay! I can
now eat!
The Calvin cycle/dark reactions do not require

light. It uses ATP and NADPH from the light
reactions to fix carbon dioxide and produce
glucose.
https://www.storyboardthat.com/storyboards/savannahmoran35360/comic-strip
4. Complete the concept map of the entire process by filling up the figures with the
processes involved, raw materials used, and end products of the entire process
of food making.
Page 17 of 20
P
H
I
P N
O
T
R V
O
O
O S
L
C V
Y
N
E E
T
D
S H
E
S I
S
N
E I
S S
Guide Questions:
a. What are the two processes involved in photosynthesis? Differentiate the two.
b. Where do the light reactions and Calvin cycle/Dark Reactions take place?
c. Why is Calvin cycle also known as Dark Reactions?
d. What are the two products of the light reactions that are needed for the Calvin cycle/Dark
Reactions?
e. What are the products of the Calvin cycle/Dark Reactions?
Now that you have learned about the plants’ structures and processes involved in
photosynthesis, it’s about time you move on to the Factors Affecting the Rate of Photosynthesis.
Activity 1.3: FACTORS AFFECTING THE RATE OF PHOTOSYNTHESIS
Objectives:
1. describe the Factors Affecting the Rate of Photosynthesis (light, carbon
dioxide, temperature, and water)
Procedure:
1. Read the paragraph below.
FACTORS AFFECTING THE RATE OF PHOTOSYNTHESIS
1. Light intensity is one factor that affects photosynthesis. Without the energy from light, the
chemical reaction cannot happen. If plants have less light, they photosynthesize more slowly.
The speed of photosynthesis increases with greater light intensity, though it ultimately levels
off once the plant has as much light as it needs.
2. Carbon dioxide (CO2) concentration is another factor that affects photosynthesis.

Generally, there is plenty of carbon dioxide in the air so there is little impact on photosynthesis
in different environments. It's still a requirement, however, and if we deprive plants of carbon
dioxide in the lab, we find a similar relationship to that of light: the rate of photosynthesis
increases with carbon dioxide concentration until the plant has enough or more carbon dioxide
than it needs; at that point, the rate doesn't increase much further.
3. Very high and very low temperature affect the rate of photosynthesis of plants and animals
adversely. Rate of photosynthesis will rise with temperature from 5°-37°C beyond which there
is a rapid fall, as the enzymes involved in the process of the dark reactions are denatured at
high temperature. Between 5°-35°C, with every 10°C rise in temperature rate of
photosynthesis doubles or Q10 is 2 (Q = quotient), or slightly less than two.
Page 18 of 20
4. Water (H2O) has an indirect effect on the rate of photosynthesis. Loss of water in the soil is
immediately felt by the leaves, which get wilted and their stomata close down thus hampering
the absorption of Carbon dioxide (CO2) from the atmosphere. This causes decline in
photosynthesis.
https://study.com/academy/lesson/environmental-factors-that-impact photosynthesis.html?fbclid=IwAR35FfvN4-5ZwZBiW
4tR1oJ4QCi7bIdQovwug05UeqsJOc7XmsggVe9T1E
https://cbseworld.weebly.com/uploads/2/8/1/5/28152469/lesson-11.pdf?fbclid=IwAR1Jg3lnqFFW9USqYdOI-C_E0-SqY0TCF0wQVgDyHTQmrBTIu6vifKc9teE
2. Complete the table below using the information you have learned above.
Factors How it affects the rate of photosynthesis

1.Light
2.Carbon dioxide
3.Temperature
4.Water
(EXPLAIN)
Study This! Read Key Concepts (LM pp. 74-75 ).
PHOTOSYNTHESIS
Photosynthesis is a process of food making done by plants and other autotrophic organisms.
The presence of chlorophyll enables these organisms to make their own food. Autotrophic
organisms require light energy, carbon dioxide (CO2), and water (H2O) to make food (sugar).
In plants, photosynthesis primarily takes place in the leaves and little or none in stems
depending on the presence of chlorophyll. The typical parts of the leaves include the upper
and lower epidermis, mesophyll spongy layer, vascular bundles, and stomates. The upper and
lower epidermis protects the leaves and has nothing to do with photosynthetic processes.
Mesophyll has the greatest number of chloroplasts that contain chlorophyll. They are
important in trapping light energy from the sun. Vascular bundles - phloem and xylem serve
as transporting vessels of manufactured food and water. Carbon dioxide and oxygen gas were
collected in the spongy layer and enters and exits the leaf through the stomata.
The parts of a chloroplast include the outer and inner membranes, intermembrane
space, stroma and thylakoids stacked in grana. The chlorophyll is built into the membranes of
the thylakoids. Chlorophyll absorbs white light but it looks green because white light consists
of three primary colors: red, blue, and green. Only red and blue light is absorbed thus making
these colors unavailable to be seen by our eyes while the green light is reflected which makes
the chlorophyll looks green. However, it is the energy from red light and blue light that are
absorbed and will be used in photosynthesis. The green light that we can see is not absorbed
by the plant and thus, cannot be used in photosynthesis.
There are two stages of photosynthesis: (a) Light-dependent Reactions and (b) Calvin
Cycle (dark reactions). Light-dependent reactions happens in the presence of light. It occurs
in the thylakoid membrane and converts light energy to chemical energy. Water (one of the
raw materials of photosynthesis) is utilized during this stage and facilitates the formation of
free electrons and oxygen. The energy harvested during this stage is stored in the form of
ATP (Adenosine Triphosphate) and NADPH (Nicotinamide Adenine Dinucleotide
Phosphate Hydrogen). These products will be needed in the next stage to complete
photosynthetic process. Calvin Cycle (dark reactions) is a light-independent phase that
takes place in the stroma and converts Carbon dioxide (CO2) into sugar. This stage does not
directly need light but needs the products of light reactions. This is why it occurs immediately
after the light-dependent phase.
To get a better understanding of photosynthesis, watch the
NOTE video by visiting the link below.
https://www.youtube.com/watch?v=-rsYk4eCKnA
Page 19 of 20
(ELABORATE)
Post-activity 1.1: “I CAN MAKE A CHANGE” (Write your answers on your pad paper.)
Photosynthesis can be considered as the ultimate source of life for nearly all plants and animals
by providing the source of energy that drives all their metabolic processes.
Your simple acts have a huge impact on the environment. Using Oslo/short bond paper,
create a poster illustrating how you can help in taking good care of the environment. Then, write
5 sentences describing your poster. The rubrics is provided for you to be guided in achieving a
remarkable score.
Page 20 of 20

After studying the lesson about photosynthesis, remember the following concepts:
KEY CONCEPTS
• Plants have green pigments called chlorophyll stored in the chloroplast. This pigment
aids in capturing light energy from the sun that enables plants to change it into
chemical energy stored in the food. This process is called photosynthesis.
• There are two stages of photosynthesis: light reactions and Calvin cycle (dark
reactions).
• The factors that affect the rate of photosynthesis are temperature, carbon dioxide,
water, and light. Providing the plant with the right amount of these materials will ensure
good quality and quantity of the harvest.
(EVALUATE)
QUIZ # 11: PHOTOSYNTHESIS AND ITS PROCESSES

Identification
Read each statement carefully. Identify what plant structure is being described in each item and
write it on the space provided before each number.
__________1. It is a green pigment found in plants which enables them to use energy from
sunlight in order to grow.
__________2. It allows the intake of carbon dioxide and the release of oxygen.
__________3. It is the site of the light reactions.
__________4. It is the site of Calvin cycle/Dark Reactions.
__________5. These are stacks of structures called thylakoids
Multiple Choice
Read each question carefully. Write the CAPITAL LETTER of the correct answer on the space
provided before each number.
_____1. In addition to light and chlorophyll, what else do plants require for photosynthesis to
occur?
A. water and sugar C. oxygen and carbon dioxide
B. water and oxygen D. water and carbon dioxide
_____2. What are the end products of photosynthesis?

A. sugar and carbon dioxide C. water and carbon dioxide
B. sugar and oxygen D. water and oxygen
_____3. Which substances from the light reactions of photosynthesis are used in the Calvin
cycle/Dark Reactions?
A. ATP and NADPH C. carbon dioxide and ATP
B. light and water D. ATP and glucose
_____4. Which of the following is a product of Calvin cycle/Dark Reactions?

A. water C. glucose (sugars)
B. ATP D. light
_____5. Which of the following is NOT a factor affecting the rate of photosynthesis?
A. temperature C. water
B. amount of light D. oxygen
Page 1 of 15
(EXTEND)
Post-activity 1.2: LIGHT VS DARK (Write your answers on your pad paper.)
Study the given figure and use it as your guide/reference in completing the table below.
Process Light Reactions Calvin Cycle/ Dark
Reactions
Site of the Process
Raw Materials
Energy Needed
End Products
STROMA
THYLAKOID
MEMBRANE
CHLOROPLAST
Page 2 of 15
TEACHING October 7-9,2020
DATES / WEEK Week-7
October 5, 2020-World’s Teachers Day
(Special Holiday) –Monday
SAMPLE FORMAT:
Name: ______________________________ Score: ______________________
Activity No. _____
October 7,2020 Day 2

I. OBJECTIVES
A. Content Standard: The learner demonstrates an understanding of the structure and
function of mitochondrion as the main organelle involved in respiration.
B. Learning Competency: The learners should be able to differentiate basic features and
importance of photosynthesis and respiration.
• Specific Objectives:
1. define cellular respiration,
2. illustrate the different stages of cellular respiration,
3. identify the parts and important functions of mitochondria in cellular respiration,
II. CONTENT: LESSON 11: CELLULAR RESPIRATION

A. References
a. Teacher’s Guide pages: 68 - 73
B. Other Learning Resources: Source:
http://www.hartnell.edu/tutorials/biology/cellularrespiration.html
www.biology4kids.com
IV. PROCEDURE
(ELICIT)
Before going to the next lesson, check your understanding about Photosynthesis.
Pre-activity 1.1: LET’s SMILE and FROWN(Write your answers on your pad paper.)
Draw if the given statement is TRUE and draw if the statement is FALSE.
________1. Photosynthesis is a process of food making done by plants and other autotrophic
organisms.
Page 3 of 15
________2. In plants, photosynthesis mainly takes place in the roots and little or none in stems,
depending on the presence of chlorophyll.
________3. Oxygen enters through the stomata of the leaves.
________4. There are two stages of photosynthesis: (a) Light Reactions and (b) Calvin Cycle
(Dark Reactions).
________5. The factors that affect the rate of photosynthesis are temperature, carbon dioxide,
water and light.
(ENGAGE)
Pre-activity 1. 2: FOOD IS LIFE (Write your answers on your pad paper.)
Since you already know how food is being produced, now what do you think is the
importance of food to animals and human?
Complete the concept map below with statement telling why food is important in the
human body.
Source of
nutrients
C. Presenting examples/instances of the new lesson (LM p.85)
Activity 1.1: CELLULAR RESPIRATION, ENERGY OF LIFE!

Read and understand the given concepts below
Cellular Respiration, Energy of Life
All heterotrophic organisms including man depend directly or indirectly on plants and other
photosynthetic organisms for food. Organisms need food as the main source of energy. All
organisms need energy to perform essential life processes.
The food must be digested to simple forms such as glucose, amino acids, and fatty acids
to be transported in the cells. Glucose will then undergo a process called cellular respiration to
produce Adenosine Triphosphate (ATP), a high-energy molecule needed by working cells.
Cellular respiration has three major steps: Glycolysis, Krebs Cycle, and Electron Transport
Chain.
Cellular respiration requires a food molecule such as glucose and oxygen, and gives off
carbon dioxide, water and energy. Cellular respiration is the process that releases energy
by breaking down food molecules in the presence of oxygen and it occurs inside the
mitochondrion of the cell.
Page 4 of 15
Guide Questions:
1. What is cellular
Respiration?
2. What are the three stages of
cellular respiration?
3.What are the starting
materials of cellular
respiration?
4.What are the final products
of cellular respiration?
5. Where does cellular
respiration take place?
ACTIVITY 1.2: THE POWER HOUSE OF THE CELL!

Mitochondria (plural) are known as the powerhouse of the cell. They are the organelles that
act like a digestive system which takes in nutrients, breakdown and creates energy rich molecules
for the cell. The biochemical process of the cell is known as cellular respiration.
The important function of the mitochondria is to produce energy. The simple molecule of
the nutrition is sent to the mitochondrion (singular) to be processed and to produce charged
molecules. These charged molecules combine with oxygen and produce ATP molecules. This
process is known as oxidative phosphorylation.
Mitochondrion is a membraned enclosed organelle distributed throughout cytoplasm of

the most eukaryotic cells. These organelles have important parts which help in the process of
cellular respiration. These are the:
1. OUTER MITOCHONDRIAL MEMBRANE- outer membrane that encloses the entire

mitochondrion.
2. INNER MITOCHONDRIAL MEMBRANE - consist of folds over many times and creates
layered structures called cristae.
3. CRISTAE – are sub-compartments of the inner membrane of mitochondrion where
Electron transport chain occurs.
4. MITOCHONDRIAL MATRIX– the fluid inside the mitochondrion where Krebs cycle takes
place for aerobic cellular respiration.
Objective:
• identify the parts and functions of the mitochondrion
Materials:
• Pen and Paper
Procedures:
a. Identify the pointed parts of the mitochondrion. Use the parts written in the word pool
below.
Page 5 of 15
1.
4.
2.
3.
Cristae Outer Mitochondrial Membrane Matrix Inner Mitochondrial Membrane

Guide Questions:
1. What is the important function of mitochondrion?
2. Why is mitochondrion known as the powerhouse of the cell?
3. Describe each part of the mitochondrion. Use the concept map below.
MITOCHONDRION
(EXPLORE)
D. Discussing new concepts and practicing new skills #1 (LM p. 89)
ACTIVITY 1.3: WITH OR WITHOUT OXYGEN! (Write your answers on your pad paper.)
Now that you have already known where cellular respiration takes place, this time you are
going to study the types of cellular respiration depending on the presence and absence of
oxygen.
Read and study this!
Oxygen as have we known before is an important material needed for cellular respiration.
In fact if we recall in module 1, our cells/tissues need to be supplied with sufficient amount of
oxygen by our blood which then came from our lungs upon inhalation. Likewise, it is exchanged
with Carbon dioxide which is the waste material of cellular respiration and is being eliminated in
our body upon exhalation.
There are two types of cellular respiration, aerobic and anaerobic. Aerobic respiration is
more efficient and can be utilized in the presence of oxygen, while anaerobic respiration does
not require oxygen.
Types of Respiration
Aerobic Respiration Anaerobic Respiration

• • Uses oxygen • Does not use oxygen
Page 6 of 15
Glycolysis can occur with or without oxygen, making it possible for both anaerobic and aerobic
respiration. Generally, this process involves taking one glucose (sugar) molecule and breaking it
down into pyruvate and energy (2 ATP). Therefore the starting point for both types of respiration
is the same.
Glucose
Glycolysis
O2 not present O2 present

(Anaerobic) Pyruvate (Aerobic)
Fermentation Krebs cycle
Lactic acid or Ethanol Electron Transport Chain
36-38 ATPs
Aerobic Respiration
With the presence of oxygen, this type of respiration is more efficient than anaerobic
respiration because it makes more energy (or ATP) for every molecule of glucose. However,
aerobic respiration can only be utilized in the presence of an ample oxygen supply. If Oxygen
is present, Krebs Cycle will take place followed by Electron Transport Chain.
For every glucose molecule a total of 36 to 38 ATP molecules are produced in aerobic
cellular respiration.
Eukaryotes Prokaryotes
• Total ATP Yield • Total ATP Yield

2 ATP – glycolysis 2 ATP - glycolysis
4 ATP – converted from 2 NADH–glycolysis 6 ATP - converted from 2 NADH - glycolysis
6 ATP – converted from 2 NADH – Bridging 6 ATP - converted from 2 NADH - Bridging
phase phase
2 ATP – Krebs cycle 2 ATP - Krebs cycle
18 ATP – converted from 6 NADH – Krebs 18 ATP - converted from 6 NADH - Krebs
cycle cycle
4 ATP – converted from 2 FADH2 – Krebs 4 ATP - converted from 2 FADH2 - Krebs
cycle cycle
36 ATP 38 ATP
Anaerobic Respiration
If oxygen is not present, the pyruvate will undergo the second step in anaerobic respiration
which is called fermentation. Depending on the organism, pyruvate can either be fermented into
ethanol or lactic acid. Ethanol is produced from alcohol fermentation of bacteria or yeasts. On
the other hand, lactic acid fermentation occurs in bacteria, fungi, and animal muscle cells.
Fermentation releases CO2, but does not make any ATP. Since glycolysis (the first stage) yields
only 2 ATP, anaerobic respiration yields 2 ATP for every molecule of glucose. The whole process
of anaerobic respiration takes place in the cytoplasm.
Fermentation is the process by which we make wine and other types alcohol. Through
an anaerobic process, yeast will break down the glucose in the grape juice and convert it into
pyruvate. The pyruvate is then fermented into ethanol/ alcohol. During anaerobic respiration
CO2 is also released, this is why there are bubbles in wine and champagne (the release of CO2
during anaerobic respiration is also how yeast causes bread to rise).
Using a table chart, check your understanding about aerobic and anaerobic respiration. Write
Page 7 of 15
YES in the column if the statement is applicable to each type of cellular respiration and write NO
if it is not.
Guide Questions:
Aerobic Anaerobic a. What are the two types of cellular
Respiration Respiration respiration?
1. Requires oxygen b. When does aerobic respiration occur?
2. Undergoes c. When does anaerobic respiration
glycolysis occur?
3. Produces ATPs d. Infer which type of respiration yields
4. Ethanol is produced more ATP?
5.Takes place in the e. Discuss briefly the fermentation
mitochondrion process?
6.Fermentation occurs f. What are the products of fermentation
7. CO2 is released process?
October 8, 2020 Day 3
ACTIVITY 1.4: STAGES OF CELLULAR RESPIRATION

VOCABULARY TERMS
ATP= Adenosine Triphosphate
NADH=Nicotinamide Adenine Dinucleotide (NAD) + Hydrogen (H).
Acetyl CoA=Acetyl Coenzyme A
FADH2= Flavin Adenine Dinucleotide
1. GLYCOLYSIS
Glycolysis is the first stage of the cellular respiration, in both aerobic and anaerobic
reactions, which happens in the cytoplasm of the cell. It literally means “splitting sugars” and
it is a process where the 6-carbon sugar molecule (glucose) is broken down into two 3-carbon
molecules called pyruvic acid (or pyruvate). Two energy rich ATP molecules are required to start
the process and will undergo the 10-step processes. It will yield a net gain of 2 ATP molecules, 2
pyruvic acid molecules needed on the next stage and 2 high-energy electron carrying
molecule of NADH.
2 ATP
Mitochondria
1 2 1 2 3
6 3 2 + 2 NADH
1 2 3
5 4
Cytoplasm
Guide Questions:
1. How many ATP molecules are needed to start glycolysis?
2. In the given illustration, what happens to NAD+?
3. How many ATP molecules are produced in the entire glycolysis?
4. How many net gain of ATP molecules are made in the process?
5. Aside from ATP, what are the other products generated in the process?
Page 8 of 15
The ATP Board
` Before you proceed with the next ATP NADH FADH2 Others
stage, make an initial tally of what Glycolysis 2 2 0 2
you have learned in Glycolysis pyruvate
Krebs
Cycle
Electron
Transport
Chain
Total 2 2 0
2. KREBS CYCLE
Prior to the beginning of the next stage, the pyruvic acid, which is the byproduct of
glycolysis, crosses the mitochondrial membrane and is used to form acetyl coenzyme A (acetyl
CoA) in the presence of oxygen. Acetyl CoA is then used in the first step of the second stage of
the cellular respiration which is the Krebs cycle. It is also known as Citric acid cycle.
The Krebs Cycle occurs in the mitochondrial matrix and generates a pool of chemical
energy (ATP, NADH, and FADH2) from the oxidation of pyruvate, the end product of glycolysis.
Pyruvate is transported into the mitochondria with energy from NADH and loses carbon dioxide
to form acetyl-CoA, a 2-carbon molecule. When acetyl-CoA is oxidized to carbon dioxide in the
Krebs cycle, chemical energy is released and captured in the form of NADH, FADH2, and ATP
Krebs cycle has 8-step processes and each step is catalyzed by a specific enzyme and
co-enzymes. One molecule of acetyl CoA is used to generate 1 ATP, 3 NADH, and 1 FADH2.
Since two acetyl CoA molecules are generated from the two pyruvic acid molecules produced in
glycolysis, the total number of these molecules yielded in the citric acid cycle is doubled into 2
ATP, 6 NADH, and 2 FADH2. Two additional NADH molecules are also generated in the
conversion of the pyruvic acid to acetyl CoA prior to the start of the cycle making a total of 8
NADH. The NADH and FADH2 molecules produced are passed along to the final phase of the
cellular respiration called the electron transport chain.
Energy from NADH
1 2 3 Aerobic Respiration
Pyruvate Gaining of oxygen
Oxidized to form 2 NADH
1 2 3 Acetyl-CoA and removal 1
Carbon atom
2 CO2
Oxygen Acetyl CoA
1 2 Remember: 1 Acetyl CoA= 1 cycle
d
Therefore: 2 Acetyl Co A= 2 cycles
2 CO2 1 2
Krebs cycle Note: Since NAD+ and FAD+
+
6 NAD 6 NADH serve as electron carriers in
the cycle, they are reduced
(addition of H electron) into
2 FAD+ 2 FADH2 NADH (which carries 1 H
electron) and FADH2 (which
carries 2 H electrons). They are
2 ATP needed for the last stage which
is the electron transport chain.
Guide Questions:
6. Where in the cell does Krebs cycle occur?
7. What is/are the initial reactant/s?
8. What is the role of NAD+ and FAD+ in the process?
9. What are the products in this process?
10. In the Krebs cycle, how many ATPs are produced in a single glucose molecule
Page 9 of 15
You are now getting closer to The ATP Board
` the next stage, the ETC ATP NADH FADH2 Others
(Electron Transport Chain) Glycolysis 2 2 0 2
pyruvate
Krebs 2 8 2 4 CO2
Cycle (waste)
Electron
Transport
Chain
Total 4 10 2
3. ELECTRON TRANSPORT CHAIN
The electron transport chain is

embedded in the folds of the inner
membrane of the mitochondrion called
cristae. There are four protein
complexes that are part of the electron
transport chain. A fifth complex serves
to transport hydrogen ions back into the
matrix.
Accumulation of Hydrogen
ions/protons in this side
causes this space to become
Step 2c positive gradient
Step 2a Step 3
On the other
hand, loss of
positive H ions on
this side causes
this space to
become negative
gradient
Step 1
Step 4
A total of 32
ATPs are
Oxygen serves synthesized
as final acceptor
Step 2b
The figure above represents the step-by-step procedure of electron transport chain:
STEP 1: electrons are donated to the electron transport chain by NADH and FADH2.
STEP 2a: electrons are passed along the chain from protein complex to another protein
complex until they are donated to oxygen forming water.
STEP 2b: Oxygen serves as the final acceptor of electron. This causes the O2 atom to
split into two single atoms. When oxidized with two Hydrogen atoms, it forms
water.
STEP 2c: during the passage of electrons, protons are pumped out from the
mitochondrial matrix across the inner membrane and into the intermembrane
space.
STEP 3: protons move across ATP synthase from the area of positive gradient to the
area of negative gradient.
Page 10 of 15
STEP 4: the hydrogen ion/proton that is catalyzed by the ATP synthase provides the
energy for the production of ATP from ADP.
Things to remember:
• NADH generates more ATP than FADH2. For every NADH molecule that is oxidized,
10 H+ ions are pumped into the intermembrane space. This yields about 3 ATP
molecules (except to those generated in glycolysis which can yield about 2 ATP
molecules each). Because FADH2 enters the chain at a later stage (Complex II), only
6 H+ ions are transferred to the intermembrane space. This accounts for about 2 ATP
molecules.
• In eukaryotic cells, the energy in 2 NADH yielded in glycolysis is required to be used
to transport the NADH from cytoplasm into the mitochondrion for the Krebs cycle. As
energy is reduced, the ATP that can be yielded from these NADH is reduced as well
from 3 into 2. Therefore, if 2 NADH were yielded in glycolysis, these NADH can be
converted to only 4 ATPs. These are lesser compared to those ATPS that can be
converted from NADH yielded in Krebs cycle (3 ATPs each).
• A total of 32 ATP molecules are generated in the electron transport chain
Guided Question: Why 32 ATP in ETC???

11. Where does electron transport chain occur?
12. What is/are the initial reactant/s? For every 1 NADH (Glycolysis), we
13. What is the final electron acceptor in this process? can produce 2 ATPs (2x2 =4)
14. What are the products in this process? For every 1 NADH (Krebs cycle),
15. How many ATP’s are made in this process? we can produce 3 ATPs (3x8=24)
For every 1 FADH2, we can
produce 2 ATPs (2x2=4)
Therefore 10 NADH yields a total
of 30 ATPs and 2 FADH yields 4
ATPs
`
The ATP Board
ATP NADH FADH2 Others
Congratulations! Now Glycolysis 2 2 0 2
your exploration on the
stages of cellular pyruvate
respiration ends here. Krebs 2 8 2 4 CO2
Cycle (waste)
Electron 32 0 0 Water
Transport
Chain
Total 36 10 2 Used in
ETC
(EXPLAIN)
Read and study the following Key Concepts! (LM 87, 91)
Mitochondrion is considered as the powerhouse of the cell. It plays an important
role in the breakdown of food molecules to release the stored energy in the form of ATP
(Adenosine Triphosphate).
Food Molecules Simple Forms

• Carbohydrates • Sugars Adenosine
• Fats • Fatty Acids Triphosphate
• Proteins • Amino Acids
Even though simple forms of nutrients coming from food are available, they cannot be used by
our cells as chemical energy for bodily processes. Therefore cellular respiration is essential.
Most of the stages of the respiration take place in the mitochondrion. Adenosine Triphosphate
is the usuable chemical energy by our cells to perform various bodily processes.
Page 11 of 15
Cellular Respiration can be classified into aerobic and anaerobic respiration. When
glucose is broken down in the presence of oxygen to produce more amount of energy
the process is called aerobic respiration. It occurs in the cytoplasm to mitochondria
and have an end product of Carbon dioxide and water. Aerobic respiration can be
summed up by the chemical equation below:
C6H12O6 + 6 O6 6 CO2 + 6 H2O + 36

Glucose Oxygen Carbon dioxide Water ATPs
The breakdown of glucose in the absence of oxygen to produce energy is called

anaerobic respiration. It takes place in the cytoplasm only and have an end product
of Lactic acid (animal cells), carbon dioxide and ethanol (plant cell). The following
chemical equations illustrate how anaerobic respiration takes place.
C6H12O6 2 C3H6O3 2
Animal Cells + +
Glucose Lactic Acid ATPs
C6H12O6 2 C2H5OH 2 CO2 2

Plant Cells Glucose Ethanol + Carbon
+ dioxide + ATPs
+
(ELABORATE)
Post - activity 1.1: LIFE WITHOUT OXYGEN! (Write your answers on your pad paper.)
Read the following situations to answer the given guide questions below.
Situation 1: LACTIC ACID FORMATION
Rommy, a 65 year old man is practicing a sedentary lifestyle. He has a history of Angina
Pectoris (mild heart attack) 1 year ago and has type II diabetes. In a party he attended, he
joined alcohol drinking session with his friends and complemented it with a lot of fatty foods.
After an hour, he complained having a severe painful chest, difficulty and shortness of
breathing, nausea and fatigue. He was rushed to the hospital and was immediately treated
with intense supply of oxygen and pain medications. The physician explained to the family
that lactic acid accumulation to Rommy’s cardiac muscles is the cause of severe chest pain
that lead to heart attack.
Guide Questions:
1. What caused Rommy’s severe chest pain that lead to heart attack?
2. Why did he experience difficulty and shortness of breathing?
3. Along with pain medications, why was immediately treated with a lot of oxygen supply?
Situation 2: FERMENTATION
Fermentation has many health benefits and is used in the production of alcoholic beverages,
bread, yogurt, preservatives, apple cider vinegar and medicines. It is also used in industry to
generate ethanol as a source of biofuel. In bread making, when sugar, yeast, flour and water
are combined to form dough, yeast breaks down the sugar and gives off carbon dioxide,
which causes the bread to rise. Lactic acid fermentation is used to flavor or preserve dairy
products and vegetables, for example yogurt, pickles and kimchi. Acetic acid fermentation
can also be used to turn starches and sugars from grains and fruit into sour tasting vinegar
and condiments including apple cider vinegar. Fermentation technology has long been known
for the production of various medically important products such as antibiotics, solvents such
as ethanol, intermediary compounds such as citric acid and probiotics. New generation
fermentation products include anti-viral drugs, therapeutic recombinant proteins and DNA,
and some forms of antibodies.
Guide Questions:
1. Why is fermentation important in bread making and wine production?
2. What is/are the importance of fermentation in food preservation?
3. Name at least 2 products of fermentation technology in the field of medicine.
Page 12 of 15
October 9, 2020 Day 4
• Cellular respiration is the process by which cells generate energy in the form of ATP
from glucose molecules.
• Respiration breaks down glucose into carbon dioxide, water and energy (ATP) in the
presence of oxygen.
• Mitochondrion is known as the powerhouse of the cell.
• The breakdown of glucose involves three major steps: Glycolysis, Krebs cycle,
Electron Transport Chain.
• Glycolysis takes place in the cytoplasm while Krebs cycle and electron transport
chain occur in the mitochondria of the cells.
• The entire process of aerobic cellular respiration yields 36-38 ATPs
• Aerobic respiration occurs when glucose is broken into energy in the presence of
oxygen
• Anaerobic respiration on the other hand takes place when glucose is broken down
into energy in the absence of oxygen.
• Anaerobic respiration can be classified either fermentation of lactic acid or ethanol
(EVALUATE)
QUIZ # 12: CELLULAR RESPIRATION (Write your answers on your pad paper.)
A. Use the following phrases below that shows similarities and differences between
aerobic respiration and anaerobic respiration and arrange them using a Venn diagram
AEROBIC RESPIRATION ANAEROBIC RESPIRATION
1.Uses oxygen 7.has three stages – Glycolysis, Krebs cycle, ETC

2.Does not use oxygen 8.has two stages – glycolysis, fermentation
3.both undergo Krebs cycle 9.released high amount of ATP
4.occurs in most cell 10.released low amount of ATP
5.occurs in yeast cell 11.produces CO2
6.starts in glycolysis 12.uses glucose
Page 13 of 15
B. Study the given picture below and answer the given questions that follow.
Oxygen Oxygen
ATP ATP
ATP
1. Which step uses the glucose?

2. Which step uses oxygen?
3. Which step does the waste product carbon dioxide come from?
4. Which step dies the waste product water come from?
5. Based on the image, which step is the most important when it comes to supplying ATP?
6. How much ATP is made in cellular respiration based on the image?
7. Is this type of cellular respiration aerobic or anaerobic?
8. Which stage of cellular respiration produce the most number ATP?
(EXTEND)
Post - activity 1.2: LET’S SUMMARIZE! (Write your answers on your pad paper.)
Summarize the concept by completing the table below. Use the Glycolysis stage and the
concepts you have learned in this lesson as your guide
Obtain glucose Glycolysis Krebs Cycle Electron

from eating. Transport Chain
1.Where does it
take place? Cytoplasm
2.What are the
reactant/s? Glucose
3.What are the
product/s? 2 NADH
ATP + 2 Pyruvic Acid
4.How many ATP’s
are made/
2 ATP
produced?
Page 14 of 15
Page 15 of 15
TEACHING OCTOBER 12, 2020
SCHOOL PAMPANGA HIGH SCHOOL Week-8
DATES / WEEK
SAMPLE FORMAT:
Name: ______________________________ Score: ______________________
Activity No. _____

I. OBJECTIVES:
1. differentiate photosynthesis and cellular respiration,
2. identify the raw materials and end products of photosynthesis and cellular respiration,
3. explain the importance of photosynthesis and cellular respiration.
II. CONTENT: LESSON 12: COMPARING PHOTOSYNTHESIS AND CELLULAR

RESPIRATION

A. References
a. Teacher’s Guide pages: pp. 55-80
b. Learner’s Material pages: pp. 72-93
PEAC JHS Learning Module
https://www.cusd80.com/cms/lib/AZ01001175/Centricity/Domain/4939/Chapter%204
%20%20Photosynthesis%20and%20Cellular%20Respiration.pdf
IV. PROCEDURE:
(ELICIT)
Pre-activity 1.1: P or CR (Write your answers on your pad paper.)
Identify whether the statement describes photosynthesis or cellular respiration. Write P for
photosynthesis and CR for cellular respiration.
_____1. It needs sunlight to occur.

_____2. It gives off carbon dioxide
_____3. It occurs in the chloroplasts.
_____4. Oxygen is one of its waste products.
_____5. It occurs in the mitochondria.
(ENGAGE)
Complete the crossword puzzle using the hints given below.
Pre-activity 1.2: Crossword Puzzle (Write your answers on your pad paper.)
Page 1 of 11
1
4
2 3
ACROSS
1. gas used by plants to make sugar
3. the gas released by plants
5. process of converting light, water and carbon dioxide to make sugar and oxygen
6. a sugar made during photosynthesis
7. organelle where cellular respiration occurs (singular form)
DOWN
1. organelle where photosynthesis takes place
2. compound that stores energy in the cell
4. compound taken up from the roots of the plants for its hydrogen atoms

Read the paragraph below and answer the questions that follow.
Activity 1.1: Photosynthesis and Cellular Respiration as Complementary Processes

In many respects, photosynthesis and cellular respiration are complementary reactions

within the environment. Plants take in carbon dioxide during photosynthesis and make glucose.
The glucose is then used by the plants or organisms that consume the plants for the process of
cellular respiration to make ATP. Photosynthesis releases oxygen into the atmosphere. Cellular
respiration produces carbon dioxide which is released back into the atmosphere. Hence, the
products of photosynthesis function as the inputs of cellular respiration (oxygen and glucose). The
products of cellular respiration function as the inputs of photosynthesis (carbon dioxide and
water).
Most producers undertake both photosynthesis and cellular respiration to survive.
Consumers only undertake cellular respiration but will ingest or absorb photosynthetic products.
Both photosynthesis and cellular respiration are extremely important biological processes needed
by organisms, to carry out life processes. Photosynthesis is largely responsible for producing and
maintaining the oxygen content of the earth’s atmosphere. Cellular respiration is one of the key
ways a cell releases chemical energy stored in ATP to fuel cellular respiration
Guide Questions
1. Why are photosynthesis and cellular respiration considered as complementary reactions?
2. What are the products of photosynthesis that function as the inputs of cellular respiration?
3. What are the products of cellular respiration that function as the inputs of photosynthesis?
4. Why are photosynthesis and cellular respiration important?
(EXPLORE)
Page 2 of 11
There is recycling of materials through the chloroplast and mitochondrion.
Study the diagram below.
Activity 1.2: Photosynthesis vs. Cellular Respiration
Objective:
a. compare and contrast photosynthesis and cellular respiration.
Procedures:
1. Study the diagram below.
ATP
https://byjus.com/biology/difference-between-photosynthesis-and-respiration/
2. Compare and contrast photosynthesis and cellular respiration by completing the

table.
Basis of Comparison Photosynthesis Respiration

Location 1. 2.
Starting/raw materials 3. 4.
End products 5. 6.
Energy requirement 7. 8.
Guide Questions:
a) What are the 4 substances being recycled during photosynthesis and cellular
respiration?
b) In what cell organelle does photosynthesis occur? How about cellular respiration?

Now that you are already familiar with the similarities and differences of photosynthesis
and cellular respiration. You may now proceed with the chemical equations of
photosynthesis and cellular respiration.
Activity 1. 3: Chemical Equation (Write your answers on your pad paper.)
Page 3 of 11
Objectives:
After analyzing the chemical equations of photosynthesis and cellular respiration,
you should be able to:
1. familiarize yourself with the chemical equations of photosynthesis and cellular
respiration,
2. enumerate the raw materials and end products of photosynthesis and cellular
respiration.
Procedure:
1. Analyze the chemical equations of photosynthesis and cellular respiration. Then,
answer the questions that follow.
a. CHEMICAL EQUATION OF PHOTOSYNTHESIS
b. CHEMICAL EQUATION OF RESPIRATION
Guide Questions:
a. What did you notice about the chemical equation of photosynthesis and cellular
respiration?
b. What are the raw materials and end products of photosynthesis?
c. What are the raw materials and end products of cellular respiration?
(EXPLAIN)
Study This! Read Key Concepts
PHOTOSYNTHESIS AND CELLULAR RESPIRATION
Photosynthesis
Photosynthesis is often considered to be the single most important life process on Earth.
It changes light energy into chemical energy and also releases oxygen. Without photosynthesis,
there would be no oxygen in the atmosphere. Photosynthesis involves many chemical reactions,
but they can be summed up in a single chemical equation:
6CO2 + 6H2O + Light Energy → C6H12O6 + 6O2
Photosynthetic autotrophs capture light energy from the sun and absorb carbon dioxide
and water from their environment. Using the light energy, they combine the reactants to produce
glucose and oxygen, which is a waste product. They store the glucose, usually as starch, and
they release the oxygen into the atmosphere.
Cellular Respiration
Cellular respiration actually “burns” glucose for energy. However, it doesn’t produce light
or intense heat as some other types of burning do. This is because it releases the energy in
Page 4 of 11
glucose slowly, in many small steps. It uses the energy that is released to form molecules of ATP.
Cellular respiration involves many chemical reactions, which can be summed up with this
chemical equation:
C6H12O6 + 6O2 → 6CO2 + 6H2O + Chemical Energy (in ATP)
Cellular respiration occurs in the cells of all living things. It takes place in the cells of both
autotrophs and heterotrophs. All of them burn glucose to form ATP.
https://www.cusd80.com/cms/lib/AZ01001175/Centricity/Domain/4939/Chapter%204%20%20Ph
otosynthesis%20and%20Cellular%20Respiration.pdf
(ELABORATE)
Post-activity 1.1: Make an Analogy (Write your answers on your pad paper.)
a. LET’S MAKE A SANDWICH!
Compare the process of photosynthesis to a sandwich meal. Complete the analogy
by using the words in the box below. An initial pair is given to help you accomplish
this task.
chloroplasts water sunlight carbon dioxide
Photosynthesis Sandwich HINT
Glucose (A sugar subunit) Sandwich Meal The finished food product.
Photosynthesis Sandwich HINT

1. This is the source of energy for
Stove
the food making process.
2. Bread Just like the bread, it is the

basic source of carbon in the
food making process.
3. Oil Just like the oil, this raw

material is in liquid form that
provides the hydrogen needed
to form glucose.
4. Frying pan Just like the frying pan, this is

where photosynthesis occurs
b. LET IT BURN!
This time, compare the process of cell respiration to an automobile combustion.
Complete the analogy by using the words in the box below. An initial pair is given to
help you accomplish this task.
oxygen glucose ATP carbon dioxide
Cell Respiration Automobile HINT

Mitochondrion Gas Piston This is where the process is
happening
Cell Respiration Automobile HINT
1. Gasoline/Diesel This is the chemical energy

that is used in the process.
Page 5 of 11
2. Oxygen Gas requirement for the
“burning” process to occur.
3. Smoke Gas that is released as a

waste material.
4. Energy that is produced from

Mechanical (movement)
the chemical energy.

After learning the lesson about comparing photosynthesis and cellular respiration,
remember the following concepts:
KEY CONCEPTS
• Materials are recycled through the processes of photosynthesis in the chloroplast and
respiration in the mitochondrion. However, the flow of energy is one-way.
• Through the process of photosynthesis, plants and other chlorophyll-bearing
organisms produce food for themselves. In photosynthesis, plants capture light energy
and convert it into chemical energy stored in food.
• Organisms release stored energy in food through the process of respiration.
Respiration breaks down glucose into carbon dioxide, water and energy (ATP) in
the presence of oxygen.
(EVALUATE)
QUIZ #13: Photosynthesis and Cellular Respiration
A. Multiple Choice
Read each question carefully. Write the letter of the correct answer on the blank
provided before each number.
_____1. What makes photosynthesis processes different from cellular respiration

processes?
a. Photosynthesis uses glucose and cellular produces glucose
b. Photosynthesis releases energy and cellular respiration stores energy
c. Photosynthesis captures energy and cellular respiration releases energy
d. Photosynthesis removes oxygen and cellular respiration produces oxygen
_____2. Which of the following is TRUE about photosynthesis?

a. Plants do not require energy to perform photosynthesis.
b. Plants get the energy they need for photosynthesis from soil.
c. Plants get the energy they need for photosynthesis from water.
d. Plants get the energy they need for photosynthesis from sunlight.
_____3. Which of the following is TRUE about photosynthesis and cellular respiration?
a. The inputs of cellular respiration are the inputs of photosynthesis.
b. The inputs of photosynthesis are the inputs of cellular respiration.
c. The outputs of photosynthesis are the inputs for cellular respiration.
d. The outputs of cellular respiration are the outputs of photosynthesis.
_____4. Why is photosynthesis important for all living organisms?

a. Plants produce carbon dioxide in the atmosphere through photosynthesis.
b. Plants produce oxygen in the atmosphere through photosynthesis.
c. Photosynthesis produces ATP.
d. All of the above.
Page 6 of 11
_____5. Why is cellular respiration important?
a. It makes ATP
b. It makes glucose.
c. It produces oxygen.
d. It produces water.
B. Venn Diagram. Compare and contrast photosynthesis and cellular respiration

through Venn diagram. (5 POINTS
PHOTOSYNTHESIS CELLULAR
RESPIRATION
(EXTEND)
Complete the concept map below based on what you have learned about
photosynthesis and cellular respiration.
Post-activity 1.2: Concept Map (Write your answers on your pad paper.)
sunlight ATP
2.
requires produces
3.
is the energy needed in
1. cellular respiration
4.
produces needs
5.
Page 7 of 11
MODULE IV SUMMATIVE TEST
TEACHING OCTOBER 13, 2020
DATES / WEEK Week-8
SAMPLE FORMAT:
Name: ______________________________ Score: ______________________
Name: ______________________________ Score: ______________________
I. WORD ANALOGY: In each of the following questions, there are given two sets of
words/phrases. Each set contains words/phrases which depict certain relationship.
However, one of the two sets has a missing word/phrase which makes the analogy
incomplete. From the given choices, choose the right word that has a relationship
with the given word in the set which then depicts the same relationship as with the
two words in the first set.
________1. Photosynthesis: Chloroplast, Cellular Respiration: _______________
A. Cell Membrane C. Mitochondrion
B. Golgi Complex D. Nucleus
________2. Water: Xylem, Gases (O2 and CO2): _______________

A. Chlorophyll C. Spongy Layer
B. Epidermis D. Stomata
________3. Glycolysis: Cytoplasm, Krebs Cycle: _______________

A. Cristae C. Inner Mitochondrial Membrane
B. Mitochondrial Matrix D. Outer Mitochondrial Membrane
________4. Calvin Cycle: Stroma, Light Reactions: _______________

A. Epidermis C. Lamella
B. Inner Membrane D. Thylakoid Membrane
________5. Aerobic Respiration: Carbon Dioxide, Anaerobic Respiration: _______________

A. Citric Acid C. Oxygen
B. Lactic Acid D. Water
________6. Chloroplast: Cell’s kitchen, Mitochondrion: _______________

A. Bean-shaped C. Final Acceptor
B. Center D. Powerhouse
Page 8 of 11
________7. Glycolysis: 2 ATPs, Krebs Cycle: _______________
A. 1 ATP C. 4 ATPs
B. 2 ATPs D. 34 ATPs
________8. Cellular Respiration: Oxygen, Photosynthesis: _______________

A. Carbon Dioxide C. Nitrogen
B. Glucose D. Oxygen
________9. Simple form: Glucose, Stored/Complex Form: _______________

A. Galactose C. Starch
B. Maltose D. Sugar
________10. Organelle: Chloroplast, Pigment: _______________

A. Chloroform C. Mesophyll
B. Chlorophyll D. Mitochondrion
________11. Krebs Cycle: Citric Acid Cycle, Splitting Sugars: _______________

A. Aerobic Respiration C. Electron Transport Chain
B. Anaerobic Respiration D. Glycolysis
________12. Sunlight: Light Energy, Glucose: _______________

A. Chemical Energy C. Nuclear Energy
B. Mechanical Energy D. Thermal Energy
________13. 3-carbon molecule: Pyruvate, 2-carbon molecule: _______________

A. FADH2 C. Acetyl-CoA
B. Glucose D. Adenosine Diphosphate
________ 14. Chloroplasts in plants: Present, Mitochondria in plants: _______________

A. Absent C. Cannot be determined
B. Present D. Sometimes present or absent
________ 15. Stored Energy in Food: Glucose, Chemical Energy for cells: _______________
A. ATP C. FADH2
B. NADH 2 D. Pyruvic Acid
II. WHICH DOES NOT BELONG TO THE GROUP? : Each item consist a box with
group of words/phrases inside. Identify which word/phrase should not be included in
the group. There should only be one possible answer. Write the whole word/phrase
in your answer sheet
16. Cristae Outer Membrane 19. Amount of Oxygen

Amount of Water
Matrix Thylakoid Membrane
Temperature
Amount of Sunlight
17. Water Carbon Dioxide
Sunlight Glucose Glycolysis Citric Acid Cycle
20. Calvin Cycle Electron Transport Chain
18. Lamella Cristae
Stroma Thylakoid Membrane
III. ANALYZING DIAGRAMS. Analyze the given figure showing the recycling of materials
through chloroplast and mitochondrion. From your analysis, complete the statement
written below on each figure to sum up the whole process.
Page 9 of 11
Materials are recycled through the processes of photosynthesis in the (21) __________ and
(22) __________ in the mitochondria. However, the flow of energy is one way. Photosynthesis
requires (23) __________ other than CO2 and water to occur. This process yields oxygen and
(24) __________ which will be used as raw materials for cellular respiration. At the end of the
process, cellular respiration yields (25) __________ in the form of ATP. The end products of this
process are CO2 and (26) __________ which in return are recycled as raw materials for
photosynthesis.
IV. MULTIPLE CHOICE: Read the statements/questions carefully. Choose the best
answer and write only the CAPITAL LETTER on the space provided before each
number.
________27. Plants are very unique among other organisms due to their capability to trap
sunlight and make their own food. Which of the following enables plants to trap
energy from the sun?
A. Chlorophyll C. Spongy Mesophyll
B. Chloroplast D. Thylakoid Membrane
________28. What is the overall goal of cellular respiration?

A. To manufacture food.
B. To break down water molecules.
C. To make water and carbon dioxide.
D. To produce energy from the breakdown of glucose molecules.
________29. In which organism/s does cellular respiration occur?

A. plants C. animals
B. fungus D. all of these
________30. Which of the following is the correct equation for photosynthesis?

A. CO2 + light + H2O --> O2 + sugar
B. O2 + light + H2O --> CO2 + sugar
C. CO2 + sugar + H2O --> O2 + light
D. CO2 + O2 + H2O --> light + sugar
________31. Which of the following is TRUE about cellular respiration?

A. occurs only in animals.
B. breaks down food molecules to release stored energy.
C. occurs before plants are able to carry out photosynthesis.
D. is performed only by organisms that are incapable of photosynthesis.
Page 10 of 11
________ 32. Which stage of cellular respiration yields the most number of ATP molecules in
the total required number.
A. Glycolysis C. Citric Acid Cycle
B. Krebs Cycle D. Electron Transport Chain
________ 33. Why is Calvin Cycle known to be the “Dark Reactions” in the process of
Photosynthesis?
A. because it happens only in the absence of light
B. because it requires the presence of sunlight to occur
C. because it takes place outside the thylakoid membrane
D. because it occurs only in the presence of Carbon Dioxide
________ 34. What happens at the end of the Electron Transport Chain?
A. the electrons are used in the formation of ethyl alcohol.
B. the electron combines with oxygen and protons to form water.
C. the electrons build up inside the mitochondria and diffuse back to a
thylakoid.
D. none of the above.
________ 35. What happens in the process of fermentation?

A. glucose is broken down into pyruvic acid in the cytoplasm
B. pyruvate is oxidized to Acetyl-CoA in the presence of oxygen
C. carbon dioxide is released and ethanol is produced from pyruvate
D. sufficient amount of ATPs lead to the formation of water and lactic acid
Page 11 of 11

For Grade 9 Regular: Science Instructional Packets

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For Grade 9 Regular: Science Instructional Packets

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Republic of the Philippines

SCIENCE INSTRUCTIONAL PACKETS

Name: ______________________________ Score: ______________________

Grade and Section: ____________________ Subject Matter: Science 9 Week 2

Activity No. _____

SEPTEMBER 1,2020 Day 1

II. CONTENT: LESSON 1: THE HUMAN BREATHING SYSTEM

C. Presenting examples/instances of the new lesson

Activity 1.1: THE HUMAN BREATHING SYSTEM

The Human Breathing System

Answer the following:

E. Discussing new concepts and practicing new skills #2

The expansion of the chest cavity will

H. Making generalizations and abstractions about the lesson

Name: ______________________________ Score: ______________________

Grade and Section: ____________________ Subject Matter: Science 9 Week 2

Activity No. _____

SEPTEMBER 3,2020 Day 3

II.CONTENT: LESSON 2: TYPES OF RESPIRATION AND GAS EXCHANGE

Pre-activity 1.2: RUN, RUN, RUN!

C. Presenting examples/instances of the new lesson

Furthermore, cellular respiration happens when oxygen is used to produce ATP,

E. Discussing new concepts and practicing new skills #2

Activity 1. 2: OXYGENATED BLOOD OR DEOXYGENATED BLOOD

Right atrium Left atrium

2. Blood that flows from the body is (oxygenated, deoxygenated) blood.

SEPTEMBER 4,2020 Day 4

Activity 1. 3: HEART AND LUNGS WORKING TOGETHER

Post-activity 1.1: WHEN SOMETHING GOES WRONG

H. Making generalizations and abstractions about the lesson

BLOOD FLOW AND GAS EXCHANGE WITHIN THE HEART, CIRCULATORY

Post-activity 1.2: RESPIRATORY AND CIRCULATORY SYSTEMS WORKING

oxygen heart carbon dioxide diaphragm

Name: ______________________________ Score: ______________________

Grade and Section: ____________________ Subject Matter: Science 9 Week 3

Activity No. _____

SEPTEMBER 7,2020 Day 1

II. CONTENT: LESSON 3: THE CIRCULATORY SYSTEM

III. LEARNING RESOURCES:

B. Other Learning Resources: Video about circulatory system

Pre-activity 1. 2: CONCEPT MAP (Write your answers on your pad paper.)

C. Presenting examples/instances of the new lesson

Activity 1. 1: THE CIRCULATORY SYSTEM

The Circulatory System

2. Blood vessel – carries the blood throughout the body.

1. Pulmonary Circulation 2. Coronary Circulation 3. Systemic Circulation

Movement of blood from

Answer the following:

D. Discussing new concepts and practicing new skills #1

Activity 1.2: LET’S ORGANIZE!

Pumps the blood Carries the materials

Movement of blood through

E. Discussing new concepts and practicing new skills #2

The Human Heart

Do you know how big your heart is?

All of the muscle tissues of the

Figure 9. The detailed parts of the heart

2. How will you compare

3. Identify the four

4. What is the use of the

5. Label the parts of the

SEPTEMBER 8,2020 Day 2

Post-activity 1.1: TAKING CARE OF OUR CIRCULATORY

Name: ________ Score:

Name: ________ Score:

Name: ________ Score:

Name: ________ Score:

1. Asthma 6. Heart Failure

Name: ________ Score:

Name: ________ Score:

4. When you inhale, your diaphragm ______.

6. The__ are the receiving chambers of the heart.

11. Air enters your lungs through _____.

Name: ________ Score:

Genotypic %: Genotypic%: Genotypic%:__

Name: ________ Score: