Unique Characteristics of

Specific Taxon Relative

to Other Taxa
Learner’s Module in General Biology 2
Third Quarter • Module 5 • Week 5

PHYLIS B. LANG-AKAN
Developer

Department of Education • Cordillera Administrative Region

NAME: ________________________ GRADE AND SECTION: ______________
TEACHER: _____________________ SCORE: _________________________
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
SCHOOLS DIVISION OF CAR
Wangal, La Trinidad, Benguet

Published by:
Learning Resource Management and Development System

COPYRIGHT NOTICE
2020

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“No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work is
created shall be necessary for exploitation of such work for profit.”

This material has been developed for the implementation of K-12 Curriculum
through the DepEd Schools Division of Baguio City - Curriculum Implementation
Division (CID). It can be reproduced for educational purposes and the source must
be acknowledged. Derivatives of the work including creating an edited version, an
enhancement or a supplementary work are permitted provided all original work is
acknowledged and the copyright is attributed. No work may be derived from this
material for commercial purposes and profit.

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 What I Know
INSTRUCTION. The following questions will assess your prior knowledge on the lessons
that we will take. Choose the letter of the correct answer and write it on your answer
sheet.

1. Which branch of science is responsible for naming, describing, and classifying living
organisms?
a. Anatomy c. Paleontology
b. Botany d. Taxonomy

2. A scientist found that species A, B, and C share some common traits, so he grouped
them together. Which of the following describes this process?
a. classification c. qualification
b. sorting d. system

3. The plants Melastoma malabathricum known as bagki in the Cordillera region belongs
to the order Myrtales while Brugmansia candida or angel’s trumpet belongs to the order
Solanales. Which of the following can we group together the order Myrtales and
Solanales?
a. class c. genera
b. family d. phylum

4. All living organisms having a cell wall, chloroplast, and are autotrophs are grouped as
plants while those with no cell wall, chloroplasts and are heterotrophs are grouped as
animals. In taxonomic terms, which of the following correctly presents the grouped plants
and animals?
a. kingdom c. phylum
b. order d. species

5. Which of the following is NOT a characteristic of Linnaeus’s system for

naming organisms?
a. multi-part name describing several traits
b. name that identifies the organism’s genus
c. name that includes the organism’s species
d. two-part name

6. Which of the following statements about taxonomic levels is CORRECT?

a. Class is larger than phylum.
b. Order is larger than family.
c. Kingdom is the smallest category.
d. Species is the largest category.

7.How did the Linnaean system of classification come about?

a. Certain species are found around the world and there are other species that
look like them which led to confusion.
b. Many species were discovered before and the scientists need a standard
naming system to identify these species.
c. Scientists are confused on the identity of a single species because it has
many common names in many languages.
d. both A and C

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8. Why do certain organisms cannot breed and produce an offspring?
a. The environment they are living in is not conducive for breeding.
b. The organisms are not compatible with each other.
c. The organisms belong to the same species.
d. The organisms do not belong to the same species.

9. Which taxonomic order correctly lists the following taxa from the largest to smallest?
a. class, phylum, kingdom
b. kingdom, class, phylum
c. kingdom, phylum, order
d. phylum, kingdom, class

10. Which of the following correctly presents the 5 kingdoms of organisms?

a. Archaebacteria, Monera, Plantae, Animalia, Protista
b. Archaebacteria, Eubacteria, Fungi, Protista, Animalia
c. Eukarya, Monera, Plantae, Animalia, Protista
d. Monera, Fungi, Protista, Plantae, Animalia

11. What was the greatest contribution of Linnaeus in science?

a. method of naming species
b. method of experimenting
c. method of organizing species
d. identification of characteristics

12. What was the basis of classification in the 1700s?

a. DNA barcoding
b. evolutionary relationships
c. genetic characteristics
d. morphological characteristics

13. How has DNA sequencing affected the science of classifying organisms?
a. It allowed for the comparison of genes at the molecular level.
b. It showed comparison of physical traits at the organism level.
c. DNA sequencing involved the system of classification.
d. It cannot accurately assess the relationship of organisms.

14. How important was the Linnaean taxonomy and DNA barcoding?
a. The Earth’s creatures are being threatened.
b. The study of both led to the confusion of organisms.
c. The study of living things is vague.
d. They give us a better understanding of the diversity of life on Earth.

15. Why do scientists need to classify living organisms into groups?

a. There is a need to identify the existing organisms in the planet.
b. This is to organize and make sense of the diversity of life in the planet.
c. This is part of their scientific study to explain to people the diversity of life.
d. both A and B

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 What’s In

Take a look at the scrambled letters below, form words out of these letters. Write
your answers on your answer sheet.

1. O G R A P H Y B I G E O 4. G A R O S I N M S

2. S O F L I S S 5. L O V E T I O N U

3. N U C L E I B O R I X Y D E O DICA

The words you just formed will help you recall the essential concepts that you
learned in the previous module. This will also help you to understand the new concepts and
ideas in this module.

What’s New
INQUIRY ACTIVITY
How can we classify fruits?
Procedure:
1. Prepare at least four kinds of fruits available at home. Wash and slice them into
two with a kitchen knife. Do it with caution.
2. Observe each fruit and record their characteristics on the table below.

Fruit

Characteristics
of the fruit

Describe the
fruit

 What characteristics did you use to describe the fruits?

_________________________________________________________________

 Which fruits are most closely related to each other? Why?

_________________________________________________________________

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 What Is It?
On the previous activity, the basis that you might have had in relating the fruits to
each other is their characteristics. You might have grouped together the fruits with seeds
and without seeds, those with almost same sizes and shapes, peelings or coverings, or
even the colors. With the fruits that you have grouped together, are they really related
to each other? Let’s find out!
How are living things organized?
With the constant change taking place in every living thing on Earth for more than
3.5 billion years, this has led to an astonishing variety of organisms. For example, a tropical
rain forest may sustain thousands of species. Within this, species that share common
characteristics can breed with one another to produce offsprings. Did you know that
biologists were able to identify about 1.5 million species and estimated that between 2 and
100 million additional species have yet to be discovered and identified?
To study the diversity of life, taxonomists use a system of classification termed
as Taxonomy to name organisms and group them in a logical manner. You learned in
your Grade 8 level what taxonomy is. During those times, you were able to explain the
concept of a species and classify organisms using hierarchical taxonomic systems
specifically the Linnaean system of classification. Let’s review and learn more about
this concept as we go along our lesson.

Taxonomy is the science and method of naming organisms. It is a fundamental

basis for all biological science and its application. Taxonomy involves three steps:

1. identifying a living organism

2. naming the identified living organism

3. classifying the identified living organism in

relation to other living thing

For a long time, taxonomy was based on morphology. That means it was all about
physical attributes like size, shape, color, and body structure (Miller and Levine, 2002).
Scientists before don’t have a standard naming system for identified organisms.

By the 18th century, European scientists recognized that referring to organisms by

common names is confusing. Depending on where you live, you might recognize an animal
as a mountain lion, a puma, a cougar, or a panther-all of which are common names for the
same animal. The scientific name for this animal is Felis concolor. The problem therefore
in not having a standard naming system was that, there are multiple names given to a
single species and names were given in several different languages.

With this problem being encountered, Carolus Linnaeus, a Swedish botanist came
up with a new naming system which we still use until today with some modifications.

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What is Binomial Nomenclature?

Binomial Nomenclature means a two-name system of assigning names. In

binomial nomenclature, each species is assigned a two-part scientific name. The scientific
name is always written in italics. The first letter of the word is capitalized and the second
word is lower cased. One name refers to the genus and the other one refers to the species.
For example, us, humans are called Homo sapiens. Homo is our genus. Sapiens is
our species. Actually, this system gave the European honeybee a much simpler scientific
name: Apis mellifera from its various names such as Apis pubescens, Thorace subgriso,
Abdomine fusco, Pedibus posticus glabis, Untrinque margine ciliates (Miller and Levine,
2002). Isn’t this easier compared to the many names it had? How are the various species
being classified?
If you can remember, the Linnean system of classification uses 7 taxonomic
categories arranged from the smallest to the largest which is presented below.

Taxon (plural-taxa): Taxon is a group of living

organisms which is used to represent a concrete unit
of classification. It may be large or small. In
a taxonomic hierarchy, there are a minimum
of seven categories (taxa), (Miller and Levine, 2002).

In each taxon, organisms under these exhibit unique

characteristics which would differentiate them from
other organisms.

This Photo by Unknown Author is licensed

under CC BY-SA
https://i.stack.imgur.com/7fLJx.png
Let’s take now take a look at the unique or distinctive characteristics of specific
taxon relative to other taxa (species, genus, family, order, class, phylum, kingdom) for us
to understand why certain organisms can or can’t be grouped together. Our questions on
why certain organisms cannot be together to produce offspring and why some organisms
share the same characteristics will be answered here.

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 Let’s go back to your answers under the What’s New activity. Were you able to
group them correctly? What changes will you undertake to be able to group them correctly?
Now that you have expanded your knowledge on the seven taxonomical
classification, let’s take a look how various organisms were grouped into various kingdoms
and domains. This is important whenever a new species is being discovered and classified.

DOMAINS

bacteria Archae Eukarya

eubacteria archaebacteria protista fungi plantae animalia

All the living organisms on earth are divided into three domains, these are the
Bacteria, Archaea, and Eukarya. The Kingdom Eubacteria and kingdom Archaebacteria
composed falls under the domain of bacteria and Archae respectively. Kingdom Protista,
Kingdom Fungi, Kingdom Plantae, and Kingdom Animalia fall under Eukarya. With these
groupings, we can infer that various species exhibit differences and similarities which
allows them to be grouped together or be separated. The question is, how did the scientists
came about with this classification of living organisms? Let’s discover!
During Linnaeus’s time, the scientific view of life is simpler. There are only two
kingdoms being recognized: animal and plant. As biologists learned more about the natural
word, they realized that the two kingdoms proposed by Linnaeus do not fully represent the
diversity of life in the planet. They discovered that protists and bacteria are different from
that of plants and animals and must have a different kingdom which was named as Protista.
After which, the mushroom, yeasts, and molds were separated in their own kingdom, Fungi.
Even after all these classifications, the scientists still are discovering new things like
realizing that bacteria lack the nuclei, mitochondria, and chlorophyll found in other forms of
life. Therefore, they were separated in another new kingdom, Monera. These processes
now produced the 5 kingdoms – Monera, Protista, Fungi, Plantae, and Animalia. As the
years went by, more evidence about microorganisms continued to emerge and with this,
the scientists discovered that Kingdom Monera were composed of two distinct groups. The
differences of these two groups are as great as that of animals and plants. As a result,
Monera has been separated into kingdoms – Eubacteria and Archaebacteria (Miller &
Levine, 2004).
The current Three Domain System groups organisms primarily based on their
differences in ribosomal RNA structure. Also, due to the biochemical characteristics and
DNA sequence analysis conducted by the scientists, it helped them in further classifying
organisms into their appropriate kingdom and domain.
Below is the summary table for the classification of living things.
Classification of Living Things
DOMAIN Bacteria Archaea Eukarya
KINGDOM Eubacteria Archaebact Protista Fungi Plantae Animalia
eria
CELL Prokaryote Prokaryote Eukaryote Eukaryot Eukaryot Eukaryot
TYPE e e e
CELL Cell walls Cell walls Cell walls Cell walls Cell No cell
STRUCTU with without of of chitin walls of walls or
RES peptidoglyc peptidoglyc cellulose cellulose chloropla
an an in some; ; sts
some

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 have chloropla
chloroplas sts
ts
NUMBER Unicellular Unicellular Most Most Multicell Multicell
OF CELLS unicellular multicellu ular ular
; some lar; some
colonial; unicellula
some r
multicellul
ar
MODE OF Autotroph Autotroph Autotroph heterotro Autotrop heterotro
NUTRITIO or or or ph h ph
N heterotroph heterotroph heterotrop
h
EXAMPLE Streptococ Methanoge Amoeba, Mushroo Mosses,
Sponges
S cus, ns, Parameci m, yeasts ferns,
, worms,
Escherichi halophiles um, slime flowering
insects,
a coli molds, plants
fishes,
giant kelp mammal
s
Adapted from: Miller, K.R. & Levine, J. (2004). Biology. Teacher’s Edition. Prentice Hall.
Pearson Education, Inc.
New technologies like DNA barcoding are helping scientists catch up with the
classification of living things. This is the second big change in taxonomy. The first one
happened about 250 years ago. Together, they provide the keys to understanding Earth’s
biodiversity (Levac, 2019).

DNA Barcoding
In 2003, Paul Hebert, a professor at the University of Guelph introduced DNA
barcoding. This technique is based on DNA sequencing. DNA barcodes are like Universal
Product Codes (UPCs). UPCs use a series of black bars to create unique tags for consumer
products. He found a way to create tags based on an organism’s DNA. Each species has
a different barcode. These barcodes reflect genetic differences at the molecular level.

This Photo by Unknown Author is licensed under CC BY-SA

https://upload.wikimedia.org/wikipedia/commons/thumb/1/15/Bildschirmfoto_2019-03-
28_um_17.23.07.png/500px-Bildschirmfoto_2019-03-28_um_17.23.07.png
In some genes, the DNA sequence is the same for all members of the same species
but it is different for members of different species. So a DNA barcode is simply the
sequence of molecules in a specific stretch of DNA. It identifies a species at the molecular
level. DNA barcoding improves the Linnaean taxonomy. It overcomes some pitfalls when
trying to identify a species based on morphology. DNA is a very tough molecule. It can be
recovered from damaged, degraded or even incomplete specimens. A species might go
through different stages of development but its genetic code never changes and cryptic
species will always have differences in their DNA. Their barcodes will be different no matter
how much they look alike.
Linnaean taxonomy and DNA barcoding are both important. They give us a better
understanding of the diversity of life on Earth (Tomkins, 2009).

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 What’s More?

ACTIVITY 1: ARRANGE ME!

INSTRUCTION: Arrange the following seven taxonomic categories from largest to

smallest. Write your answers on your answer sheet. (7 points)

phylum family class kingdom species order genus

ASSESSMENT 1. MATCH ME UP!

INSTRUCTION: Math the given statements in Column A with its correct answer in
Column B. Write your answers on your answer sheet. (10 pts.)

COLUMN A COLUMN B
1. This is a science and method of A. Binomial Nomenclature
naming organisms.
2. This is a group of organisms of closely B. Class
related sub-classes or order.
3. A group of organisms of closely C. Family
related class.
4. The smallest and basic unit of D. Genus
classification.
5. A group of organisms of closely E. Kingdom
related genera.
6. A group of living organisms which is F. Order
used to represent a concrete unit of
classification.
7. A group of organisms of closely G. Phylum
related families.
8. The largest and most inclusive of H. Species
Linnaeus’s taxonomic categories.
9. Each species is assigned a two-part I. Taxon
scientific name.
10. A group of organisms of closely J. Taxonomy
related species.

ACTIVITY 2. TABLE COMPLETION

INSTRUCTION: Describe in one sentence the different taxonomic categories. Write your
answers on your answer sheet. (14 points)
Species Genus Family Order Class Phylum Kingdom

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ASSESSMENT 2

INSTRUCTION: Answer the questions concisely. Write your answers on your answer
sheet. Be guided by the given criteria. (5 points each)

1. Why do scientists avoid using common names when discussing organisms?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

2. Why do biologists consider Linnaeus’s system an improvement over earlier systems?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

3. What is the importance of DNA structures in classifying organisms?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

4. How are the living organisms being classified under the seven taxonomic categories?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Criteria Score
3 2 1
Content The answers provided There are 1-2 incorrect There are more than 2
are highly correct. concepts. incorrect concepts.
2 1
Presentation The answers are The answers are
presented in a highly presented in a
organized manner. somewhat organized
manner.

What I Have Learned

Using a graphic organizer of your choice, illustrate Linnaeus’s system of
classification. Write your answer on your answer sheet. (10 points)
Criteria Score
8 6 4
Content The illustration provided There are 1-2 incorrect There are more than 2
using a graphic concepts on the incorrect concepts on
organizer is highly illustration. the illustration.
correct.
2 1
Presentation The answers are The answers are
presented in a highly presented in a
organized manner. somewhat organized
manner.

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 What I Can Do

APPLICATION:

Having learned the lesson on the classification of living things, you are now ready
to explore and apply it in real-life situations.

INSTRUCTION: Read and do the activity. (25 pts.)

Scientists classify living things in order to organize the astonishing diversity of life
on Earth. Modern scientists base their classifications mainly on molecular similarities.
They group together organisms that have similar proteins and DNA. Molecular similarities
show that organisms are related. In other words, they are descendants of a common
ancestor in the past. As we said earlier in our discussion, there are species that needs to
be named and some are to be discovered. However, with the current environmental
situation we have at the present (pollution, exploitation of resources, forest fires, and
others), these species that are yet to be identified are being endangered and at the verge
of extinction. As a matter of fact, the University of Turku reported last July 1, 2020 that
there are 15 million estimated different species living in our planet but 2 million of them
are currently known to science. Discovering these remaining species is important for
them to be protected. Also, they can be used in the development of new medicines as
well as become new source of food. Now, as a STEM student being aware of these
problems and knowing that there are some species having small population on their
certain family, genus, and others, what can you contribute to the protection of this
unknown species? Make an output on how you can help in the protection of the unknown
species in the world.
You are free to present your output in any form (ex: present the importance of the
species in the field of medicine through a video/poem/brochure, etc.) given the available
materials in your area or home. For tangible outputs, you are encouraged to use recycled
materials. Just be guided by the given criteria below.

Criteria Score
10 8 6 4
Content The output The output The output The output
presented shows presented shows presented shows presented shows
thorough understanding of substantial misunderstanding
understanding of the concepts understanding of of the concepts
the concepts learned. 1-2 of the the concepts learned. More than
learned. All the concepts are learned. 3-4 of the 4 of the concepts
concepts are irrelevant to what concepts are are irrelevant to
relevant to what is is being asked. irrelevant to what what is being
being asked. is being asked. asked.
5 4 3 2
Appropriateness All the concepts 1-2 of the 3-4 of the More than 4 of the
provided are very concepts provided concepts provided concepts provided
appropriate to the are irrelevant to are irrelevant to are irrelevant to
topic. the topic. the topic. the topic.
Quality The whole output The whole output The whole output The whole output
is of high quality. is of quality. has poor quality. has very poor
quality
Presentation The answers are The answers are The answers are The answers are
presented in a presented in a presented in a presented in a
highly organized generally somewhat poorly organized
manner. organized manner. organized manner. manner.

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 Assessment
INSTRUCTION: The following questions will assess how well you were able to grasp and
understand the concepts on Linnaean System of Classification and DNA sequencing for
classification. Choose the correct answer from the choices given and write your answers
on your answer sheet.

1. Why is DNA barcoding important in classifying organisms?

a. It helps identify the morphological structures of organisms.
b. It makes the identification of an organism faster and easier.
c. It provides a specific code for a certain organism which cannot be duplicated.
d. Both A and C

2. You discovered and observed a certain type of an organism and you discovered that
the organism has a cell wall, is multicellular, and cannot produce its own food. To which
kingdom will you classify this organism?
a. Archaebacteria c. Plantae
b. Fungi d. Protista

3. Which of the following is the correct way of writing a scientific name?

a. Ananas comosus
b. Ananas comosus
c. Ananas comosus
d. Ananas Comosus

4. Why do different species like Monstera deliciosa and Monstera dubia belong to the
same genus?
a. It is because the two species share the same characteristics or traits.
b. It is because they have the same morphological structure.
c. It is because they passed the criteria for similarities and differences.
d. It is how the scientists grouped them as a result of their researches.

5. Why do we need to protect the undiscovered species in our planet?

a. The discovery of these species might help in the formulation of new medicines.
b. It would help in better understanding the diversity of life in the planet.
c. They can contribute to the improvement of the economy and as source of food.
d. All of the above

6. Which of the following is NOT a characteristic of Linnaeus’s system for naming

organisms?
a. multi-part name describing several traits
b. name that identifies the organism’s genus
c. name that includes the organism’s species
d. two-part name

7. Mushroom was considered before as a plant because of its morphological structure.

Later on, it was classified under fungi. Why is this so?
a. It is multicellular. c. It has a cell wall.
b. It is heterotrophic. d. It is unicellular.

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8. Why did the scientists further classified the discovered organisms into 6 kingdoms
instead of the original 2 – Plantae and Animalia?
a. The discovered organisms exhibit different traits from that of plants and
animals.
b. The organisms have different structures from that of plants and animals.
c. There are too many organisms to be grouped under plants and animals.
d. To lessen the grouped organisms under plants and animals.

9. What makes Linnaean taxonomy and DNA barcoding important?

a. Earth’s creatures are being threatened.
b. The study of both led to the confusion of organisms.
c. The study of living things is vague.
d. They give us a better understanding of the diversity of life on Earth.

10. Which of the following statements about taxonomic levels is CORRECT?

a. Class is larger than phylum.
b. Order is larger than family.
c. Kingdom is the smallest category.
d. Species is the largest category.

11. What is the basis of classification in the 1700s?

a. DNA barcoding
b. evolutionary relationships
c. genetic characteristics
d. morphological characteristics

12. What does the Linnaean system of classification consists of?

a. hierarchy of groupings called taxa
b. genetic characteristics
c. Anatomy
d. Botany

13. How did the discovery of DNA help in the classification of organisms?
a. It showed that even if organisms look similar, they are unique with their genetic
composition.
b. It helped scientists pinpoint the group of a certain organism and discover new
groups as well.
c. DNA discovery improved the way organisms are classified into groups.
d. both B and C

14. How has DNA sequencing affected the science of classifying organisms?
a. It allowed for the comparison of genes at the molecular level.
b. It shows comparison of physical traits at the organism level.
c. DNA sequencing involves system of classification.
d. It cannot accurately assess the relationship of organisms.

15. The plant papaya has the scientific name Carica papaya. What is the genus of the
papaya?
a. Carica
b. papaya
c. both A and B
d. neither of the two

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 Additional Activity

INSTRUCTION: Do the given activity.

 Find out the proper way to use binomial nomenclature in scientific writing. Write
one or two paragraph about the different species of bears, which illustrates each
rule for using this naming system.
 Use any reference book or website to help you complete the activity.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

“Education is a trail to be freed from societal suppression”-pbl

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 20
Assessment
Activity 2 Activity 1 Pre-
1. C Assessment
2. B Answers may Kingdom
3. A vary Phylum 1. D
4. A Class 2. A
5. D Assessment 2 Order 3. A
6. A Family 4. A
7. B Answers may Genus 5. A
8. A vary according to Species 6. B
9. D the student’s 7. C
10. B perception Assessment 1 8. D
11. D 9. C
12. A 1. J 6. I 10. D
13. B 2. B 7. F 11. A
14. A 3. G 8. E 12. D
15. A 4. H 9. A 13. A
5. C 10. D 14. D
Additional 15. C
activity
-answers may
vary
ANSWER KEY
 REFERENCES
Carr, S.M. (2011). Alternative Classifications of Life. Retrieved
from: http://mun.ca/bilogy/scarr/Fi

More, H. (2020). Taxonomic Hierarchy.

Miller, K. R. and Levine, J. S. (2002). Biology. Pearson Education South Asia PTE
LTD. Copyright@ 2003 Pearson Education Inc.

Ohl, M. (2015). Principles of Taxonomy and Classification: Current Procedures

for Naming and Classifying Organisms

Tomkins, J. P. (2009). Common DNA sequences: Evidence of evolution or

efficient design

Levac, K. (2019). The Classification of Life: From Linnaeus to DNA Barcoding

Dimoff, A. (2018). DNA barcoding reveals widespread seafood fraud in Metro

Vancouver. CBC.

Rettner, R. (2017). DNA: Definiton, structure and discovery. Live Science.

Saint Louis University. (n.d) Biological nomenclature.
Study.com. (n.d). What are some limitations of the Linnaean classification system?
University of Turku. "New species described in 2020." ScienceDaily.
www.sciencedaily.com/releases/2020/07/200701100030.htm (accessed March 9,
2021).

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For inquiries or feedback, please write or call:
Department of Education-Cordillera Administrative Region
Wangal, La Trinidad Benguet, Philippines
Telefax: (074) 422-1318/(074) 422-4074
Email Address: car@deped.gov.ph

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