Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE

Science 8
Quarter 4 – Module 5:
The Concept
of Species

MELC: Explain the concept of a species.

(S8LT-IVG-19)

Prepared by:

FE LOUIE C. BATULAN
Teacher I
Vintar National High School
Science- Grade 8
Quarter 4 – Module 5: The Concept of Species
First Edition, 2020

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Development Team of Module

Writers: Fe Louie C. Batulan
Editor: Dolores P. Acierto
Mary Ann B. Melchor
Reviewers: Name
Illustrators: Name
Layout Artist: Name
Management Team: Joann A. Corpuz
Joye D. Madalipay
Arnel S. Bandiola
Jenetrix T. Tumaneng
Name of EPS In Charge
Name of PSDS In Charge

Schools Division of Ilocos Norte

Office Address: Brgy. 7B, Giron Street, Laoag City, Ilocos
Norte
Telefax: (077) 771-0960
Telephone No.: (077) 770-5963, (077) 600-2605
E-mail Address: ilocosnorte@deped.gov.ph
 8
Science
Quarter 4 – Module 5:
The Concept
of Species
Introductory Message
For the Facilitator:

Welcome to the Science 8 Module on The Concept of Species. This module

was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Note to the Teacher

This contains helpful tips or strategies that will help you
in guiding the learners

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

Welcome to the Science 8 Module on The Concept of Species. This module

was designed to provide you with fun and meaningful opportunities for guided and
independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

What I Need This will give you an idea of the skills or

to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to check

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

1
 What’s In This is a brief drill or review to help you link the
current lesson with the previous one.

In this portion, the new lesson will be introduced to

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

This section provides a brief discussion of the

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

This comprises activities for independent practice to

What’s More
solidify your understanding and skills of the topic.
You may check the answers to the exercises using
the Answer Key at the end of the module.

What I have This includes questions or blank

Learned sentence/paragraph to be filled in to process what
you learned from the lesson.

What I Can This section provides an activity which will help you
Do transfer your new knowledge or skill into real life
situations or concerns.

This is a task which aims to evaluate your level of

Assessment
mastery in achieving the learning competency.

Additional In this portion, another activity will be given to you

Activities to enrich your knowledge or skill of the lesson
learned.

Answer Key This contains answers to all activities in the module.

At the end of this module you will also find:

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

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

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the concept of species. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module is comprised of one lesson primarily needed for your next module,
namely:
 Lesson 1 – The Biological Concept of Species

After going through this module, you are expected to:

1. identify some invasive and endangered species in our country;
2. explain the biological concept of species;
3. describe each mechanism of reproductive isolation;
4. explain the effects of introducing invasive species; and
5. suggest some ways to protect our endangered species.

3
 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. What system is used by scientist in naming organisms?

a. Branding
b. Binomial Nomenclature
c. Scientific Name
d. Baptism
2. It is a group of population that has the potential to interbreed.
a. species
b. organisms
c. community
d. humans
3. If fertilization is successful, what is the resulting offspring of two different
species?
a. Pure breed
b. Dominant
c. Recessive
d. Hybrid
4. What concept states that species are defined in terms of reproductive
compatibility.
a. Physiological Concept
b. Physical Concept
c. Evolutionary Concept
d. Biological Concept
5. What separates different species on the biological concept of species?
a. The potential to interbreed
b. The potential to reproduce
c. The potential to exchange genes
d. All of the above
6. The mechanism that prevents fertilization from occurring.
a. Zygotic barrier
b. Postzygotic barrier
c. Prezygotic barrier
d. Midzygotic barrier
7. The mechanism that reduce the viability and fertility of a hybrid offspring
a. Zygotic barrier
b. Prezygotic barrier
c. Postzygotic barrier
d. Midzygotic barrier

4
8. Which of the following is NOT a mechanism of preventing fertilization?
a. Reduced fertility
b. Temporal isolation
c. Habitat isolation
d. Mechanical isolation
9. Which of the following is a postzygotic barrier mechanism?
a. Reduced fertility
b. Temporal isolation
c. Habitat isolation
d. Mechanical isolation
10. This term refers to a species is in danger of extinction throughout all or a
significant portion of its range.
a. vulnerable
b. threatened
c. extinct
d. endangered
11. Once a species is no longer present on the planet, the species is said to
a. vulnerable
b. threatened
c. extinct
d. endangered
12. What type of prezygotic barrier states that two species cannot interbreed
because they occupy different habitat within the same area.
a. Behavioral isolation
b. Temporal isolation
c. Habitat isolation
d. Mechanical isolation
13. What separates the species from interbreeding in temporal isolation?
a. Form of mating
b. Type of mating
c. Place of mating
d. Time of mating
14.What prevents two species from mating successfully in mechanical isolation?
a. Sexual differences
b. Physiological differences
c. Morphological differences
d. Psychological differences
15. A hybrid although robust, cannot reproduce because it is ___________.
a. sterile
b. fertile
c. hermaphrodite
d. pregnant

5
 Lesso
The Biological Concept of
n
Species
1

The biological species concept emphasizes on reproductive isolation. The

word species is Latin for “kind” or “appearance.” In daily life, we commonly
distinguish between various “kinds” of organisms—dogs and cats, for instance—
from differences in their appearance.

What’s In
From Grades 3 to 7 you have studied some of the different organisms and
their easily observable characteristics. You learned about those organisms that you
find just around you and other places in the country. You were taught that
organisms form the biotic component of an ecosystem. You were introduced to the
cells that differ in plants and animals. In addition, you learned about organisms
other than plants and animals. Some of these consist only of a single cell while
others have many. You may also have a chance to look at organisms that are so
small and can be seen only with the microscope.
This module will introduce you to the biological concept of species,
specifically the variety of organisms living on Earth. This will discuss how they are
able to produce hybrid offspring. It will also show the trends om endangered
species and invasive species in our country.

Note the Teachers

The teacher must consider the prerequisite skills needed in
the development of this competency including the schema or
background knowledge which may reinforce learning. This module
will help the learners bridge the gap of learning to attain mastery
of the lesson in its spiral progression.

6
 What is New

Britannica.com Petguide.com

Pinterest.com TheHiddenPanorama.com
Figure 1.1

Do these animals look familiar to you? Where exactly do you think have you
seen them? Calendar poster? Magazine? Newspaper? Or just the internet? Well, we
are closer than you think. These animals are actually what you are seeing at the
back of some paper bills in Philippine currency namely; tarsier (Carlito syrichta),
blue-naped parrot (Tanygnathus lucionensis), palm civet (Paradoxurus
hermaphroditus) and Pinctada maxima oysters.
These animals are actually known as endemic species which means that
they are native to our country. We can learn more about these animals but first, let
us understand the biological concept of these species.

7
 What is It
Species is one of the most specific classification that scientists use to
describe animals. Scientists use a system known as binomial nomenclature to
describe animals without the confusion of common names.
The primary definition of species used in this module is the biological
species concept. According to this concept, a species is a group of populations
whose members have the potential to interbreed in nature and produce viable,
fertile offspring—but do not produce viable, fertile offspring with members of other
such groups. Thus, the members of a biological species are united by being
reproductively compatible, at least potentially. All human beings, for example,
belong to the same species. An Aeta in Boracay may be unlikely to meet a
businessman in Tuguegarao, but if the two should happen to meet and mate, they
could have viable babies who develop into fertile adults.
In contrast, humans and apes remain distinct biological species even where
they live in the same region, because many factors keep them from interbreeding
and producing fertile offspring. In short, the biological species concept is based on
the potential to interbreed, not on physical similarity.
Because biological species are defined in terms of reproductive compatibility,
the formation of a new species hinges on reproductive isolation. Different species
are separated from each other by reproductive barriers which can be categorized in
to two; prezygotic and postzygotic barriers.
Prezygotic barriers are mechanisms that prevents fertilization from occuring
while postzygtic barrierrs are mechanisms that reduce the viability or reproductive
capacity of hybrid offspring.
In prezygotic barriers, we have several types namely; habitat isolation,
temporal isolation and mechanical isolation while postzygotic barriers include
reduced hybrid viability and reduced hybrid fertility. Below is a table showing
examples of each mechanism.

PREZYGOTIC BARRIERS
TYPES MECHANISM EXAMPLES
Two species that
occupy different Two species of
habitats within garter snakes in
the same area the genus
may encounter Thamnophis
each other occur in the same (a)
Habitat rarely, if at all, geographic areas, Reece, Campbell Biology
Isolation even though but one lives
they are not mainly in water
isolated by (a) while the other
obvious physical is primarily
barriers, such terrestrial (b).
as mountain
(b)
ranges.
Reece, Campbell Biology

8
 In North America,
the geographic
ranges of the
Species that
eastern spotted
breed during
skunk (Spilogale
different times (c)
putorius) (c) and
of the day, Reece, Campbell Biology
Temporal the western
different
Isolation spotted skunk
seasons, or
(Spilogale gracilis)
different years
(d) overlap, but S.
cannot mix their
putorius mates in
gametes.
late winter and S.
gracilis mates in (d)
late summer. Reece, Campbell Biology
The shells of two
species of snails
in the genus
Bradybaena
spiral in different
directions:
Moving inward to
the center, one
Mating is
spirals in a
attempted, but
counterclockwise
morphological
Mechanical direction (e, left),
differences
Isolation the other in a
prevent its
clockwise
successful
direction (e,
completion. (e)
right). As a result,
Reece, Campbell Biology
the snails’ genital
openings
(indicated by
arrows) are not
aligned, and
mating cannot be
completed.
PREZYGOTIC BARRIERS
Some salamander
subspecies of the
genus Ensatina
The genes of live in the same
different parent regions and
species may habitats, where
Reduced interact in ways they may
Hybrid that impair the occasionally
Viability hybrid’s hybridize. But
development or most of the
survival in its hybrids do not (f)
environment. complete Reece, Campbell Biology
development, and
those that do are
frail (f).

9
 Even if hybrids
are vigorous,
they may be
sterile. If the
chromosomes of (g)
the two parent The hybrid Reece, Campbell Biology
species differ in offspring of a
number or male donkey (g)
structure, and a female
meiosis in the horse (h) is a
hybrids may fail mule (i), which is
Reduced
to produce robust but sterile.
Hybrid Fertility
normal gametes. A “hinny” (not
Since the shown), the
infertile hybrids offspring of a (h)
cannot produce female donkey Reece, Campbell Biology
offspring when and a male horse,
they mate with is also sterile
either parent
species, genes
cannot flow
freely between
the species.

(i)
Reece, Campbell Biology

10
 What’s More

Activity 1 The Imposing Threats of Invasive Species

Directions: Read the comics below and answer the follow-up questions.

11
12
13
STONE SOUP BY JAN ELIOT Section 2: 7/31- 9/14/2013
1. What did Alix brought to their home?
_________________________________________________________________________________
2. Is it native to their land?
_________________________________________________________________________________
3. What threat did the species pose to their environment?
_________________________________________________________________________________
4. Do you think releasing an introduced species is beneficial to the environment?
Why?
________________________________________________________________________________
5. What law did Alix and his Grandma broke?
_________________________________________________________________________________

14
 What I have Learned

Directions: Let’s test your knowledge! Fill in the blanks to complete each
paragraph.

Species is one of the most specific classification that scientists use to

describe animals. Scientists use a system known as (1)__________________ to
describe animals without the confusion of common names.
The primary definition of species used in this module is the
(2)_______________ concept. According to this concept, a species is a group of
(3)____________ whose members have the potential to interbreed in nature and
produce viable, fertile offspring—but do not produce viable, fertile offspring with
members of other such groups.
In short, the biological species concept is based on the potential to
(4)____________, not on physical similarity.
Different species are separated from each other by reproductive isolation
which can be categorized in to two; prezygotic and postzygotic barriers.
Prezygotic barriers are mechanisms that prevents (5)_______________ from
occuring while postzygtic barriers are mechanisms that reduce the viability or
reproductive capacity of (6)_____________ offspring.
In prezygotic barriers, we have several types namely; habitat isolation,
temporal isolation and mechanical isolation while postzygotic barriers include
reduced hybrid viabilityy and reduced hybrid fertility.
In habitat isolation, two species that occupy different (7)__________ within
the same area may encounter each other rarely, if at all, even though they are not
isolated by obvious physical barriers, such as mountain ranges, may not interbreed
at all.
While species in temporal isolation that breed during (8)__________ times of
the day, different seasons, or different years cannot mix their gametes.
On the other hand, mating is attempted mechanical isolation, but
(9)_______________ differences prevent its successful completion.
The postzygotic barrier perhaps allow fertilization but the genes of different
parent species may interact in ways that impair the hybrid’s development or
survival in its environment. This is known as reduced hybrid viability.
Even if hybrids are vigorous, they may be sterile. If the chromosomes of the
two parent species differ in number or structure, meiosis in the hybrids may fail to
produce normal gametes. Since the (10)____________ hybrids cannot produce
offspring when they mate with either parent species, genes cannot flow freely
between the species. That is on the case of reduced hybrid fertility.

15
 What I Can Do

We may have learned that when a certain species is introduced to an

environment which is unnatural for it, there may be consequences. But there is a
more alerting concerns on the declining of population of certain organisms
particularly the endemic species. Below is a table of some endangered species in
our country. Complete the table below by identifying the name of each species,
cause of endangerment and possible solution.

Endangered Species Name Cause Solution

Sunlife.com

Phys.org

Mgahayopsapilipinas.com

16
calphotos.edu

Britannica.com

Pintetest.com

Phys.org

17
 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. The mechanism that reduce the viability and fertility of a hybrid offspring
a. Zygotic barrier
b. Prezygotic barrier
c. Postzygotic barrier
d. Midzygotic barrier
2. Which of the following is a postzygotic barrier mechanism?
a. Reduced fertility
b. Temporal isolation
c. Habitat isolation
d. Mechanical isolation
3. What system is used by scientist in naming organisms?
a. Branding
b. Binomial Nomenclature
c. Scientific Name
d. Baptism
4. What concept states that species are defined in terms of reproductive
compatibility.
a. Physiological Concept
b. Physical Concept
c. Evolutionary Concept
d. Biological Concept
5. What separates different species on the biological concept of species?
a. The potential to interbreed
b. The potential to reproduce
c. The potential to exchange genes
d. All of the above
6. Which of the following is NOT a mechanism of preventing fertilization?
a. Reduced fertility
b. Temporal isolation
c. Habitat isolation
d. Mechanical isolation
7. What prevents two species from mating successfully in mechanical isolation?
a. Sexual differences
b. Physiological differences
c. Morphological differences
d. Psychological differences

18
8. This term refers to a species is in danger of extinction throughout all or a
significant portion of its range.
a. vulnerable
b. threatened
c. extinct
d. endangered
9. What separates the species from interbreeding in temporal isolation?
a. Form of mating
b. Type of mating
c. Place of mating
d. Time of mating
10.It is a group of population that has the potential to interbreed.
a. species
b. organisms
c. community
d. humans
11.The mechanism that prevents fertilization from occurring.
a. Zygotic barrier
b. Postzygotic barrier
c. Prezygotic barrier
d. Midzygotic barrier
12.If fertilization is successful, what is the resulting offspring of two different
species?
a. Pure breed
b. Dominant
c. Recessive
d. Hybrid
13.Once a species is no longer present on the planet, the species is said to
a. vulnerable
b. threatened
c. extinct
d. endangered
14.A hybrid although robust, cannot reproduce because it is ___________.
a. sterile
b. fertile
c. hermaphrodite
d. pregnant
15.What type of prezygotic barrier states that two species cannot interbreed
because they occupy different habitat within the same area.
a. Behavioral isolation
b. Temporal isolation
c. Habitat isolation
d. Mechanical isolation

19
 Additional Activities

It has been written on our history that there are five major extinctions of
organisms over the last 500 million years. They say that it is likely to happen that
the 6th will be caused by the most powerful species on the planet- HUMANS.
To give you a hint of what we are doing in the present, here is a link to the
video by Steve Cutts https://www.youtube.com/watch?v=WfGMYdalClU.
List at least 10 anthropological activities and how to stop them or their
alternative instead.

Human Activities Possible Solution

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

20
 Answer Key

Assessment What I have Learned What I Know

1. C 1. Binomial 1. B
2. A nomenclature 2. A
3. B 2. Biological 3. D
4. D species/biological 4. D
5. D 3. population 5. D
6. A 4. interbreed 6. C
7. C 5. fertilization 7. C
8. D 6. hybrid 8. A
9. D 7. habitat 9. A
10.A 8. different 10.D
11.C 9. morphological 11.C
12.D 10. infertile 12.C
13.C 13.D
14.A 14.C
15. C 15. A

References
Reece, Jane B. Campbell Biology: The Origin of Species.
United States of America, 2011

Eliot, Jan. “Stone Soup.”

The Atlas of Endangered Species, September, 2013
https://www.nytimes.com/2017/03/08/technology/snap-makes-a-bet-on-
the-cultural-supremacy-of-the-camera.html.

"K To 12 Curriculum Guide In Science". 2016. Deped.Gov.Ph.

https://www.deped.gov.ph/wpcontent/uploads/2019/01/Science-
CG.pdf.

Department of Education. "K To 12 Most Essential Learning Competencies With

Corresponding CG Codes". Pasig City: Department of Education Central
Office, 2020.

21
For inquiries and feedback, please write or call:

Schools Division of Ilocos Norte – Curriculum Implementation Division

Learning Resource Management Section (SDOIN-CID LRMS)

Office Address: Brgy. 7B, Giron Street, Laoag City, Ilocos Norte
Telefax: (077) 771-0960
Telephone No.: (077) 770-5963, (077) 600-2605
E-mail Address: ilocosnorte@deped.gov.ph