Learning Area Science 9

Learning Delivery Modality Modular Distance Modality (Learners-Led Modality)

School Tanauan School of Fisheries Grade Level Grade 9
Teacher Marites B. Tibay Learning Area Science 9
LESSON Teaching Date November 11 – 13, 2020 Quarter First
EXEMPLAR Teaching Time No. of Days 3 (see PIVOT 4A BOW for the number of days)

I. OBJECTIVES At the end of the lesson the learners must be able to:
1. Find out how changes in the environment can affect species extinction,
2. Distinguish environmental changes that may result in the loss of the species,
3. Show a connection between the extinction of species and their ability to adapt to
changes in the environment.
A. Content Standards  The learners demonstrate understanding of how changes in the environment may
affect species extinction.
B. Performance  Make advocacy programs/projects to avoid extinction of species.
Standards
C. Most Essential  MELC 4: Relate species extinction to the failure of populations of organisms to adapt to
Learning Competencies abrupt changes in the environment.
(MELC) S9LT-le-f-30
D. Enabling
Competencies
(If available, write the
attached enabling
competencies)
II. CONTENT  Species Extinction and Adaptation
III. LEARNING
RESOURCES
A. References
a. Teacher’s
Guide Pages K-12 Teacher’s Guide pages. 38-43
b. Learner’s Alvarez, Liza A, Ma. Teresa B Delos Santos, Dave G Angeles, Herman l Apurada, Ma.
Material Pages Pilar P Columna, Oliver A Lahorra, Judith F Marcaida, et al. “Unit 1 Module 2.” In Science –
Grade 9 Learner's Module, First Ed., 34–35. FEP Printing Corporation, n.d., 2014

Delos Santos, Ma. Teresa B. Science 9 Learner's Module. First ed. Pasig City, Philippines:
Department of Education, 2014.
c. Textbook Abistado, Jonna M., Meliza P. Valdoz, Marites D. Aquino, Mary Anne T. Bascara, and Gil
Pages Nonato C. Santos. Worktext in Science and Technology - Science Links 9. Seamless K-12 Edition.
Quezon City, Philippines: Rex Bookstore, Inc., 2014.
d. Additional “Biodiversity Is Amazing.” Biodiversity Module - Activities, University of Georgia,
Materials gen.uga.edu/biodiversity_activity.html.
from Greentumble. “10 Reasons Why Species Become Endangered.” Greentumble, 5
Learning Sept. 2019, greentumble.com/10-reasons-why-species-become-endangered/
Resources en.wikipedia.org/wiki/Pollution#/media/File:Litter.JPG.
Ewing-Chow, Daphne. “Climate-Smart Coconut Agriculture Could Be the
Caribbean's Tree of Life.” Forbes, Forbes Magazine, 18 Nov. 2019, www.forbes.com/sites/
daphneewingchow/2019/11/17/climate-smart-coconut-agriculture-could-be-the
caribbeans-tree-of-life/#1cf80a5c7ea6.
B. List of Learning Kidz, Peekaboo. "How Your Heart Works? - The Dr. Binocs Show | Best Learning
Resources for Videos for Kids | Peekaboo Kidz." YouTube. August 17, 2018. Accessed June 18, 2020. https:
Development www.youtube.com/watch? v=tg_ObDJEaGo.
and Betts, G.J., et.al. 2017. The Cardiovascular System. Anatomy and Physiolo-gy. Open
 Engagement Stax
Activities Person. “Circulatory System Anatomy, Diagram & Function.” Healthline. Health line Media,
January 21, 2018. https:/www.healthline.com/ human-body-maps/circulatory-system#3.
Dominant and Recessive Traits.” U*X*L Complete Life Science Resource.
Encyclopedia.com, June 8, 2020. https://www.encyclopedia.com/social-sciences/applied-
and-social-sciences-magazines/dominant-and-recessive- traits

U n d e r s t a n d i n g O u r C i r c u l a t o r y S y s t e m”, n. d. h t t p s: / /
esklalanga.files.wordpress.com/2011/01/understanding-our- circulatory-system.pdf
IV. PROCEDURES
A. Introduction What I need to know?
 The content of the lesson will be presented.
 Learning objectives will also be introduced to guide the learners on the learning
targets founded on KSAV principles
 The learners will relate species extinction to the failure of populations or
organisms to adapt to abrupt changes in the environment.
 In their notebook, the learners will answer the Learning Task No.1
“Adapting in the New Normal Life” by writing a simple paragraph about
the changing environment in this time of pandemic. They will cite at least
three changes that they need to adapt to survive in the New Normal. They
will complete the paragraph given.

Learning Task 1:
Adapting in the New Normal Life

There are three changes that I need to adapt to survive in the new normal.
These are_____________________________________________________________

______________________________________________________________________________
______________________________________________________________________________

B. Development What I know?

 In their notebook, the Learners will do the Learning Task No. 2

Learning Task 2: Complete the table to be familiarized with the extinct animals of the
Philippines. Identify their common names. Use the pool of words below.

Extinct Animals in the Philippines common name / scientific

Common Name/Scientific Name Period

Asian elephant Fossil marines Pleistocene
Elephas maximus
Cebu tamaraw Holocene
Stegodon luzonenis Bubalus cebuencis

Palawan fossil Philippine rhinoceros Miocene

Sirenia Dugong sp. Rhinoceros philippinensis

Tiger Philippine rhinoceros

Panthera Tigris sp. Rhinoceros philippinensis
 Description Common/Scientific Period
Name
1. Introduced in the 13th-16th? Century
from Sabah in the reign of the Sultanate
of Sulu, and became extinct on
Maguindanao or were transported back
to Sabah. Bone fragments are the only
proof left behind of their existence
2. Once roamed in the plains of Luzon,
Mindanao entire Philippine Archipelago.
Unfavorable geographical conditions and
human exploitation caused their
extinction.
3. Discovered in Palawan in 2011. The
fossil has not yet been extracted from
the rocks in fear of destroying the
natural heritage caves of Palawan.
Future technology in fossil extraction is
the only way to get and identify the
fossil.
4. Excavations in Callao Cave, in the low-
land (c. 85 m elevation) Cagayan River-
Valley of northeastern Luzon, Philip
pines, have produced the first fossils of
any endemic genera of Philippine
murinae rodents.
5. Two articulated phalanx bones and
another phalanx piece was found amidst
an assemblage of other animal bones
and stone tools in Ille Cave near the
village of New Ibajay. From the stone
tools, besides the evidence for cuts on
the bones, and the use of fire, early
humans had accumulated the bones.
6. Due to the lack of a complete
skeleton, it lived during the Pleistocene
era (2.588 million – 11,700 years ago)
and that it was essentially the larger
version of its modern cousin.
7. Lived on the island of Cebu before
becoming extinct in modern times,
primarily due to habitat destruction and
human exploitation. The subspecies was
declared extinct in 2000, however, other
warty pig subspecies still survive on
another Philippine islands.
8. Stood only 75 cm (2 ft 6 in) and
weighed about 150 to 160 kg (330 to 350
lb). The species was smaller than the
modern Mindoro tamaraw.
C. Engagement What is More?
 The learners will answer the Learning Task no. 3 “Causes of Species Extinction”

Learning Task 3: Read the words in both columns. Match column A with column B.
Write your answer in your notebook.
Column A Column B
A. Climatic Heating and 1. From John W. Williams’ research, their findings indicated
Cooling that “By the end of the 21st century, large portions of the
Earth’s surface may experience climates not found at pre-sent
and some 21st century climates may disappear.
B. Changes in Sea 2.Habitat loss and degradation affect 86% of all threatened
Level or Currents birds, 86% of mammals and 88% of threatened amphibians.
C. Asteroids / Cosmic 3. Increase in population, destruction/fragmentation of
Radiation habitat, pollution, and climate change/global warming
D. Acid Rain 4.They use resources that the other species depend on. Once
competition gets too great, the survival of the fittest plan will
begin, and one of the species, usually the natural one, will die
off.
E. Disease / Epidemic 5.This forms when sulfur dioxide and / or nitrogen oxides are
put into the atmosphere. Increases the acidity of the soil
which affects plant life. It can also disturb rivers and lakes to a
possibly lethal level.
F. Spread of Invasive 6.Each species has defense mechanisms like immunities and
Species the ability to fight disease. With the changing climate and
landscape certain species are losing their ability to fend off
disease. They are becoming more susceptible to disease and
epidemics, which can lead to their eventual extinction.
G. Human Causes of 7. The biodiversity Earth cannot keep up with the rapid
Extinction changes in temperature and climate. The species are not used
to severe weather conditions and long seasons.
H. Habitat Degradation 8.This is the result of melting freshwater. The denser, saltier
water sinks and forms the currents that marine life de-pends
on. Ocean floor spreading and rising also affects sea level.

I. Climate Change and 9.The reverberations of their impact to Earth can be felt
Global Warming around the world. The impact site is destroyed. Radiation is
being emitted from outer space and the sun. A supernova
remnant is one source of cosmic radiation.

What I can Do?

 Based on the previous activity, one of the causes of extinction of species is disease or
epidemics. Relating to the present situation, the learners will think if someday human
beings will become extinct also because of diseases and pandemics. The learners will
make program or projects they would like to propose to avoid the extinction of human
beings to happen. They will write their advocacy program or projects in their
notebook.
 B. My Advocacy Board

You have learned from the previous activity that one of the causes of extinction of
species is disease or epidemics. Relating it to our present situation do you think someday
human beings will become extinct also because of diseases and pandemics? What program
or projects you would like to propose to avoid the extinction of human beings to happen?
Write your advocacy program or projects in your notebook.

What else I can Do?

Supplementary Activity
 The learners will compose an acrostic poem. They will choose a word or name and
use each letter in the name as the beginning of a word or line that tells something
about the topic. They will be guided with the given example.
S – Sometimes when we go to the beach, I will get sunburn
U – Usually, if I put sunblock on my skin, I will not burn
N – Noon is when I am prone to burning
D. Assimilation What I have learned?
 The learners will do the Learning Task No. 4 by answering the given questions.
They will prepare a simple proposal to show their thoughts on the issue.
Learning Task 4:

Adaptation to Changing Environment

This activity increases your awareness and interest to do something for the
changing environment. Below is the research entitled “The Conflict Between Adaptation
and Dispersal in Maintaining Biodiversity in Changing Environments”.
Make an analysis of the abstract of this research by identifying the objectives or purpose of
the research, methodology or design, and findings.

Objective / Purpose:

Methods and designs:

Findninds:
Assessment:
A. You have learned the importance of Biological Diversity, as well as how to preserve
our natural resources. Now, carefully read the questions and give the correct
answer by filling in the blanks.
1. Group of organisms of the same species living in a certain place is
called________________.
2. _____________ is the major cause of wildlife depletion.

3. When population of species begins declining rapidly, the species is said to be

_________________ species.
4. The principal causes of deforestation are __________________,
__________________,________________________________,
_________________________, and _________________________________.
5. In _____________________, nutrients are washed away from the land of enrich
bodies of water. It causes excusive growth of aquatic plants and algae and
results in algal boom, in water, causing fish and other aquatic organisms to die.
6. ________________________ are environmental condition that keep a
population from increasing in size and help balance ecosystem.
7. _______________________ is a result of air pollution mostly from factories and
motor vehicles.
8. Coral reef destruction Is caused by __________________ and
_____________, while the mangrove destruction is caused by
______________________ and ______________.
9. Communities with many different species has a ____________________
And communities with only few species has a
___________________________.
10. The loss of forests, wetlands, grasslands, and other habitats contributes to loss
of _________________________.
B. Multiple choice:
Choose the best answer that completes each sentence.
1. Which of the following importance of biodiversity is aesthetic in perspective?
A. Sources of food and Industrial products
B. Buffer of extreme climatic events
C. Allows people to enjoy nature
D. Sources of drugs and pharmaceutical products

2. Pollutants dumped into the rivers and streams eventually find their way
to ______________.
A. the ocean C. ground water supplies
B. the atmosphere D. Pollution

3. Some endangered species of plants in tropical rain forest may be sources of

_________________.
A. fossil fuel B. medicine C. hazardous waste D. food supply
4. Which of the following is not a natural cause of extinction?
A. Introduction of non-native species
B. Catastrophic events
C. Competition due to overpopulation
D. Disease

5. What is known as the process by which a body of water becomes enriched in dissolve
nutrients (such as phosphates) that stimulate the growth of aquatic plant, life usually
resulting in the depletion of dissolved oxygen?
A. Acid rain C . Eutrophication B. Deforestation D. Purification

6. The number of organisms of one species that an environment can support is

called____________.
A. Population density C. Biodiversity
B. Carrying capacity D. Carrying capacity series

7. The building up of pollutants in organisms at highest tropic level in a food

chain is known as ____________.
A. eutrophication C. acid rain
B. Biological magnification D. Global effect

8.What is called as the increase in the earth’s temperature from the rapid build-up
cartoon dioxide and other gases?
A. Greenhouse effect C. Pollution density
B. Index of diversity D. Carrying capacity

9. The mathematical way of expressing the amount of biodiversity and species

distribution in a community is known as______________.
A. population density C. density
B. index of diversity D. carrying cap
 10. The trapping of heat by gases in the earth’s atmosphere is called _________.
A. Global warming C. Air pollution
B. Greenhouse effect D. Water pollution
V. REFLECTION  The learners will write their personal insights about the lesson in their notebook,
journal, or portfolio same as below.

I understand that
__________________________________________________________________.

I realized that
__________________________________________________________________.
__________________________________________________________________.

Prepared by:

MARITES B. TIBAY
Teacher III - Science

Reviewed:

BAYANI T. VICENCIO
Member, Division Review Committee in Science 9

SHIRLEY C. SIMAN, Ph.D.

Chairperson, Division Review Committee in Science 9

Checked by:

SHIRLEY C. SIMAN, Ph.D.

Vocational School Administrator II

Noted:

ROWENA B. TERCERO
Public School District Supervisor, West 2

Validated:

DENNIS B. MASANGCAY, Ph.D.

Education Program Supervisor, Science

Recommending Approval:

EDNA U. MENDOZA, Ph.D

Chief Education Supervisor, Curriculum Implementation Division

RHINA O. ILAGAN, Ed.D

Officer -in- Charge, Office of the Schools Division Superintendent
 SUPPLEMENTARY ACTIVITIES

Name: ________________________________________________ Date: ________________________________

Grade and Section: ______________________________________ Score: ________________________________
Parent’s Signature: ______________________________________

MELC 4: MELC 4: Relate species extinction to the failure of populations of organisms to adapt to abrupt changes in
the environment (S9LT-le-f-30).
Lesson: Species Extinction and Adaptation

Activity 1
Acrostic Poem
An acrostic poem is one where you choose a word or name and use each letter in the name as the beginning of a word
or line that tells something about the person or topic. In this case let us start with the word BIODIVERSITY and try to
describe what happened to our environment now. You will be guided with the given example. The word is SUN.
S – Sometimes when we go to the beach, I will get sunburn
U – Usually, if I put sunblock on my skin, I will not burn
N – Noon is when I am prone to burning
B _______________________________________________________________
I _______________________________________________________________
O _______________________________________________________________
D _______________________________________________________________
I _______________________________________________________________
V _______________________________________________________________
E _______________________________________________________________
R _______________________________________________________________
S _______________________________________________________________
I _______________________________________________________________
T _______________________________________________________________
Y ________________________________________________________________
 Name: ________________________________________________ Date: ________________________________
Grade and Section: ______________________________________ Score: ________________________________
Parent’s Signature: ______________________________________

MELC 4: MELC 4: Relate species extinction to the failure of populations of organisms to adapt to abrupt changes in
the environment (S9LT-le-f-30).
Lesson: Species Extinction and Adaptation

QUIZ NO. 4

C. You have learned the importance of Biological Diversity, as well as how to preserve our natural
resources. Now, carefully read the questions and give the correct answer by filling in the blanks.

1. Group of organisms of the same species living in a certain place is called________________.

2. _____________ is the major cause of wildlife depletion.
3. When population of species begins declining rapidly, the species is said to be _________________
species.
4. The principal causes of deforestation are __________________, __________________,
________________________________, ________________________, and
_________________________________.
5. In _____________________, nutrients are washed away from the land of enrich bodies of water. It
causes excusive growth of aquatic plants and algae and results in algal boom, in water, causing fish
and other aquatic organisms to die.
6. ________________________ are environmental condition that keep a population from increasing in
size and help balance ecosystem.
7. _______________________ is a result of air pollution mostly from factories and motor vehicles.
8. Coral reef destruction Is caused by __________________ and _____________, while the mangrove
destruction is caused by ______________________ and ______________.
9. Communities with many different species has a ____________________. And communities with only few
species has a ___________________________.
11. The loss of forests, wetlands, grasslands, and other habitats contributes to loss
of_________________.

D. Multiple choice:
Choose the best answer that completes each sentence.
1. Which of the following importance of biodiversity is aesthetic in perspective?
A. Sources of food and Industrial products
B. Buffer of extreme climatic events
C. Allows people to enjoy nature
D. Sources of drugs and pharmaceutical products
2. Pollutants dumped into the rivers and streams eventually find their way to ______________.
A. the ocean C. ground water supplies
B. the atmosphere D. Pollution
3. Some endangered species of plants in tropical rain forest may be sources of _________________.
A. fossil fuel B. medicine C. hazardous waste D. food supply
4. Which of the following is not a natural cause of extinction?
A. Introduction of non-native species
B. Catastrophic events
 C. Competition due to overpopulation
D. Disease

5. What is known as the process by which a body of water becomes enriched in dissolve nutrients (such
as phosphates) that stimulate the growth of aquatic plant, life usually resulting in the depletion of
dissolved oxygen?
A. Acid rain B. Deforestation C. Eutrophication D. Purification
6. The number of organisms of one species that an environment can support is called____________.
A. Population density C. Biodiversity
B. Carrying capacity D. Carrying capacity series
7. The building up of pollutants in organisms at highest tropic level in a food chain is known as ________.
A. eutrophication C. acid rain
B. Biological magnification D. Global effect
8. What is called as the increase in the earth’s temperature from the rapid build-up cartoon dioxide and
other gases?
A. Greenhouse effect C. Pollution density
B. Index of diversity D. Carrying capacity
9. The mathematical way of expressing the amount of biodiversity and species distribution in a community
is known as______________.
A. population density
B. density
C. index of diversity
D. carrying cap
10. The trapping of heat by gases in the earth’s atmosphere is called _________.
A. Global warming B. Greenhouse effect C. Air pollution D. water pollution