EARTH AND LIFE LAS No. 1 1st SEM.

FINAL TERM Date:_____________ Teacher: _________________

Name: __________________________________________ CN: _____ Grade & Section: __________________

THE EVOLVING CONCEPT OF LIFE

OBJECTIVES:
1, MELC: 1. Explain the evolving concept of life based on emerging pieces of evidence.
2. Describe how unifying themes (e.g., structure and function, evolution, and
ecosystems) in the study of life show the connections among living things and how
they interact with each other and with their environment.

2. Content: The historical development of the concept of life ; Origin of the First Life Forms;
Unifying themes in the study of life.

3. Formation Standard:
1. Promotes harmonious relationship based on mutual trust and respect;;
2. Creates a positive atmosphere of fidelity, trust and communion and offers good
example for emulation.

REFERENCES:
• Tolentino-Olivar II, Jose, Morales-Ramos, Anna Cherylle, (2016) Exploring Life Through Science
Series, pp.96-103
• Exploring Life’s Origin
http://exploringorigins.org/timeline.html
• Earth;s Beginnings
http://www.ecology.com/2011/09/10/earths-beginnings-origins-life
• Sia, Shila Rose D., Cortez, Leah Amor S., (2016) Science in Today’s World for Senior High School
pp. 91-93

KEY CONCEPTS:
1. Biology is the science that deals with the study of life processes of living organisms and the
search for solutions to problems associated with them
2. Biology is divided into many branches and specialized fields that correlate and overlap
with one another.
3. There are many theories and studies done to trace the origin of life on earth.
4. The study of biology is important because it helps in understanding the hows and whys of
living systems.
5. Living things exhibit unique characteristics that make them different from non-living
things.
6. Living things need energy to carry out all life’s processes. Living things get energy
from food.

SCIENCE 10 1|Page
 7. Organisms use different ways to obtain and use energy. Autotrophs make their own
food while heterotrophs get energy from the food they consume.
8. Glucose and ATP are used for energy by organisms.
9. The cell theory states that cells are the basic unit of life, all living things are made up of cells,
And all living things came from pre-existing cells.

LEARNING ACTIVITIES:

Set A. Multiple Choice: Encircle the letter of the correct answer.

1. Biology is the study of
a. life. b. fossils. c. earth and space. d. atoms and molecules.
2. Pasteur’s experiments proved that
a. Cells cannot survive in swan necked flasks.
b. in order to grow, cells need to be supplied with oxygen.
c. sterilizing nutrient broth prevents spontaneous generation.
d. Pre-existing cells present in the air can grow in sterilized nutrient broth.
3. Which of the following individuals argued in favor of the theory of spontaneous generation?
a. Louis Pasteur b. John Needham c. Francesco Redi d. Lazaro Spallanzani
4. Which of the following individuals is credited for definitively refuting the theory of
spontaneous generation using broth in swan-neck flask?
a. Aristotle b. Louis Pasteur c. John Needham d. Jan Baptista van Helmont
5. John Needham performed an experiment testing spontaneous generation. He boiled
chicken broth, placed it in a sterile flask, and then sealed the flask. After a few days,
Needham observed microorganisms in the flask. Based on current understanding, how was
his experiment flawed?
a. Boiling activated dormant microorganisms present in the broth.
b. After Needham boiled the broth, microorganisms entered the air.
c. He did not boil the broth long enough to kill all microorganisms present.
d. Microorganisms entered the broth from the flask itself after the flask was sealed.
6. Who disproved the theory of spontaneous generation using fresh meat in his experiment?
a. Aristotle b. Francesco Redi c. Lazaro Spallanzani d. John Needham
7. Panspermia is the name given to the theory that life originate from__
a. undersea thermal vents b. a primordial soup c. the ocean d. the universe
8. The theory of Spontaneous generation states that
a. life was created by a supreme being.
b. living organisms can be created from nonliving matter.
c. life can only come from the reproduction of other living creatures.
d. even though higher level organisms cannot be created from inanimate objects,
It is possible for microorganisms to appear.
9. Lazaro Spallanzani and Louis Pasteur both performed experiments hoping to disprove
Spontaneous generation. What conditions existed in Pasteur’s experiment that did not
exist in Spallanzani’s experiment?
SCIENCE 10 2|Page
 a. Neither air nor organisms could enter the flasks.
b. Both air and microorganisms could enter the flasks.
c. Air could enter the flasks but no microorganisms could enter.
d. No air could enter the flasks, but microorganisms could enter.
10. What idea that frogs arise from mud is an example of
a. Biogenesis b. Panspermia c. Divine creation d. Spontaneous Generation
11. The factor that motivates an organism to react or respond is called
a. completion b. homeostasis c. metabolism d. stimuli
12. The basic unit of all living things is a. atom b. cell c. molecule d. organism
13. The ability of an organism to adjust or change in order to survive in specific environmental
condition is called a. adaptation b. competition c. evolution d. homeostasis
14. The sum total of all chemical reactions in the body is called
a. anabolism b. ingestion c. metabolism d. respiration
15. The bears in the North Pole have thick, white furs instead of dark fur. This characteristic of
organisms is called a. adaptation b. metabolism c. cellular organization
d. growth and development.
16. A person sweating when he feels warm during a hot summer day is an example of
a. metabolism b. growth and development c. maintaining homeostasis
d. organization and hierarchy.
17. Organs repair themselves through a process of? a. meiosis b. mitosis c. transformation
d. both a & b
18. All individuals of a given species living in a defined area at a defined time belong to a/an
a. biosphere b. community c. ecosystem d. population
19. Which of the following does not comprise a logical hierarchy of organization?
a. molecules, atoms, organelles, tissues, systems
b. cells, tissues, organs, organ systems, organisms
c. atoms, molecules, cells, tissues, organ systems
d. organisms, populations, communities, biome, biosphere
20. Photosynthetic bacteria are examples of autotrophs. a. True b. False

Set B - Choose the correct word/s inside the box that corresponds to the given hierarchy of
organization below. Write your answer/s on the space provided from simplest to complex.

Atom Ecosystem Tissues

Biosphere Molecule
Body System Population
Cell Organ
Community Organism

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 1

11

2
2
10

4
5 8

1. __________________________________ 6, __________________________________
2. __________________________________ 7. __________________________________
3. __________________________________ 8. __________________________________
4. __________________________________ 9. __________________________________
5. __________________________________ 10. __________________________________
11. __________________________________

SYNTHESIS/REFLECTION:
How do biologists study life and explore its complexities?

SCIENCE 10 4|Page
EARTH AND LIFE LAS No. 2 1ST SEM. FINAL TERM Date:_______________ Teacher: __________________

Name: __________________________________________ CN: _____ Grade & Section: __________________

ANIMAL REPRODUCTION
OBJECTIVES:
1, MELC: 1. Describe the different ways of how representative animals reproduce .
2. Describe the process of genetic engineering.
3. Evaluate the benefits and risks of using GMOs.
2. Content: Animal reproduction, genetic engineering, and Benefits and Risks in using GMOs.
3. Formation Standard
1. Puts Christ at the center of one’s life that is adhering first and foremost;
2. Renders help to the society without compromising the teachings of the Church rooted in the
teachings of Christ, in order to achieve a complete and real social transformation

REFERENCES:
• Tolentino-Olivar II, Jose, Morales-Ramos, Anna Cherylle, (2016) Exploring Life Through Science
Series, pp. 151-161
• Free Rice 2.0
www.freerice.com
• GEN: Get the Latest in Biotechnology News
http://www.genengnews.com/
• Sia, Shila Rose D., Cortez, Leah Amor S., (2016) Science in Today’s World for Senior High School
pp. 126-132

KEY CONCEPTS:
1. Reproduction is the process by which organisms produce offspring. This is achieved
sexually or asexually.
2. Sexual reproduction involves the fusion of the parents’ gametes, resulting to a genetically
different offspring to the parent. Asexual reproduction produces an offspring from a
single parent. Usually an offspring arises directly from the parent’s body creating a clone;
thus, it is genetically identical to that of the parent.
3. Asexual reproduction in animals include budding, fragmentation, regeneration, and
parthenogenesis.
4. Sexual reproduction in animals involves gametogenesis, mating or spawning, and
fertilization.
5. Animals can be classified as oviparous or viviparous, depending on whether the early
stages of development occurs inside or outside the mother’s body.
6. Biotechnology can help reproduce plants and animals. This technology has the
Advantage of creating a specific variety of plants and animals used for the increased
Production in agriculture.

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 7. Genetic engineering, also called genetic modification or genetic manipulation, is the direct
manipulation of an organism's genes using biotechnology.
8. Genetically modified organisms (GMOs) are living organisms whose genetic material has
been artificially manipulated in a laboratory through genetic engineering.

LEARNING ACTIVITIES:
Set A. Multiple Choice: Encircle the letter of the correct answer.
1. Which of the following is NOT a form of asexual reproduction?
a. Fission b. Budding c. Fragmentation d. Fertilization
2. Which of the following is true about sexual reproduction?
q. Only one parent is involved.
b. Genetically identical organisms are produced.
c. It puts animals at an evolutionary disadvantage in terms of variation.
d. It involves the exchange of genetic material between two individuals.
3. What is reproduction?
a. When parents make offspring. c. When offspring is an exact copy of its parents.
b. When offspring make adults. d. both a and c are correct.
4. Some simple invertebrates reproduce by budding. What is budding?
a. When a leaf buds into a flower.
b. When an animal develops from a part of its parent.
c. When a bud forms on the adult’s body and develops into a new animal.
d. None of the above.
5. Both budding and regeneration produce clones. What is a clone?
a. An exact copy of its parent. c. Exact opposite of its parent.
b. Similar traits of its parent. d. None of the above.
6. A type of sexual reproduction that gives rise to the production of embryo even without
the process of fertilization.
a. Budding b. fragmentation c. parthenogenesis d. pollination
7. Prokaryotes reproduce asexually through
a. spore formation. b. binary fission. c. budding. d. vegetative propagation.
8. Which of the following are possible advantages of asexual reproduction?
a. It enhances genetic variability in the species.
b. It enables the species to colonize new regions rapidly.
c. It allows the species to endure periods of fluctuating or unstable environmental conditions.
d. Both a and b are correct.
9. In vertebrate animals, spermatogenesis and oogenesis differ, in that
a. spermatogenesis begins before birth.
b. oogenesis begins at the onset of sexual maturity.
c. spermatogenesis is not complete until fertilization occurs.
d. oogenesis produces one functional ovum, whereas spermatogenesis produces four
functional spermatozoa.
10. The sperm and egg are
a. Found only in females. c. gametes.
b. Non-functional cells. d. all found in male reproductive system.
SCIENCE 10 6|Page
 11. Human reproduction usually involves
a. Internal fertilization and internal embryonic development.
b. External fertilization and external embryonic development.
c. Internal fertilization and external embryonic development.
d. External fertilization and internal embryonic development
12. External fertilization is common for organisms that live in
a. Trees. b. water c. land. d. air.
13. The process of making changes in the DNA code of a living organism is called
a. In Vitro Fertilization. b. Hybridization. c. Genetic Engineering. d. Selective Breeding.
14. A scientist cloned a goat. Which of these is a true statement about the cloned goat?
a. It has new genes and traits. c. It looks the same but has different genes.
b. It lacks the genes for reproduction. d. It has the genes that are identical to the original
goat.
15. Which of these would NOT be a case of GM (genetic modification)?
a. Golden rice c. Square watermelons
b. Cloning a mammoth d. Glowing tobacco plants
16. In the reproductive cloning of an animal, the genome of the cloned individual comes from
a. a sperm cell. b. an egg cell. c. any gamete cell. d. a body cell.
17. What carries a gene from one organism into a bacterial cell?
a. a plasmid c. an electrophoresis gel
b. a restriction enzyme d. polymerase chain
18. What is a genetically modified organism (GMO)?
a. a hybrid organism.
b. a plant with certain genes removed.
c. an organism with an artificially altered genome.
d. any agricultural organism produced by breeding or biotechnology.
19. What does GMO stand for?
a. Genetically Modified Organism c. Good Marketing Option
b. Grand Money Order d. Genuine Motivation Only
20. Golden rice is a genetically modified crop plant where the incorporated genes are
Meant for biosynthesis of
a. Vitamin A. b. Vitamin B. c. Vitamin C. d. Beta-carotene.

SCIENCE 10 7|Page
Set B – Identify the type of Asexual Reproduction in the following organisms.

Hydra
Amoeba Planaria

________________________
_____________________ _______________________
_ _

Bacterium

________________________ _______________________

SCIENCE 10 8|Page
Set C – Fill in the Venn Diagram by writing the given descriptions below in their appropriate group.

Asexual Sexual
One Parent Two Parents
SYNTHESIS/REFLECTION:
How is genetic engineering changing the world?

Produce New
Organisms

*Requires more energy * Found in lower organisms * Cells divide by meiosis

*Cells divide by budding or regeneration * No chance of evolution * Requires less energy
*Found in higher organisms *Time efficient * Evolution is possible
.

SCIENCE 10 9|Page
EARTH AND LIFE LAS No. 3 1ST SEM. FINAL TERM Date:_______________ Teacher: __________________

Name: __________________________________________ CN: _____ Grade & Section: __________________

ANIMALS’ NEED TO SURVIVE

OBJECTIVES:
1, MELC: 1. Describe the general and unique characteristics of the different organ systems
in representative animals;
2. Analyze and appreciate the functional relationships of the different organ systems in
ensuring animal survival.
2.Content: Nutrition: getting food to cells ; Gas exchange with the environment; Circulation:
The internal transport system; the need for homeostasis; salt and water balance
and waste removal; the immune system: defense from disease, how hormones govern
body activities; the nervous system; the body in motion
3.Formation Standard:
1. Endures injury with patience and without resentment;
2. Promotes harmonious relationship based on mutual trust and respect.

REFERENCES:
• Tolentino-Olivar II, Jose, Morales-Ramos, Anna Cherylle, (2016) Exploring Life Through Science
Series, pp. 171-188
• Animal News
http://news.discovery.com/animals
• Sia, Shila Rose D., Cortez, Leah Amor S., (2016) Science in Today’s World for Senior High School
pp. 136-152

KEY CONCEPTS:
1. The levels of organization in an animal body consists of cells, tissues, organs, and organ
systems.
2. The digestive system consists of organs that break down food and absorb nutrients.
animals have different body parts and ways of digesting and absorbing food.
3. Digestion in most animals involves mechanical and chemical digestion. In complete
animals such as humans, mechanical digestion occurs in the mouth and stomach.
Chemical digestion occurs in some parts like the stomach and intestines with the aid of
the digestive enzymes and juices from the pancreas, gall bladder and liver.
4. Gases like oxygen and carbon dioxide are important in respiration of different animals.
Respiration is the exchange of gases between the body and the outside environment.
5. Different animals exhibit different types of respiratory systems. Simple animals have simple
Diffusion of gases in their body cells for respiration, while other animals have complex
respiratory systems.

SCIENCE 10 10 | P a g e
 6. The circulatory system is responsible for the circulation of gases, nutrients, and other materials
to be distributed to other parts of the body. There are two types of circulation:
open circulation and closed circulation.
7. Excretion is the process of eliminating wastes from the body. It is one of the major ways
on maintaining the balance of homeostasis in the body. Simple organisms eliminate wastes
via diffusion. Complex animals have excretory systems composed of excretory organs to
eliminate their body wastes. The more complex and bigger the body volume, the more
wastes are produced.
8. The nervous system allows the body to respond appropriately to the information gathered
by the sense organs.
9. The endocrine system produces chemicals that control the body’s daily activities and
long term development.

LEARNING ACTIVITIES:

Set A – Multiple Choice: Encircle the letter of the correct answer.

1. Which of the following is the largest gland in the human body?
a. Liver b. Pancreas c. Large intestine d. Stomach
2. Digestion of food starts from
a. liver. b. stomach. c. mouth. d. large intestine.
3. Which is true of the stomach?
a. Only mechanical digestion occurs in the stomach.
b. The cardiac sphincter is at the top of the stomach.
c. The stomach lining release amylase for fat digestion.
d. Digestion in the stomach occurs from more than 24 hours.
4. Which is true about hydra obtains and digests food?
a. Absorption of food occurs in their tentacles.
b. Hydra uses nematocysts to sting and catch prey for food.
c. Mechanical digestion of food occur in the body of hydra.
d. Hydra has two body openings, one for food intake and another for waste disposal.
5. Gastric enzymes in the stomach works best at a pH of
a. 2 b. 4 c. 6 d. 7
6. Respiration in the lungs occurs through the process of
a. excretion. B. diffusion. c. expiration. d. transpiration.
7. Why is oxygen important to blood and to the cells?
a. Oxygen helps the blood to clot.
b. Oxygen brings food to the cells.
c, Oxygen is necessary for cell growth and energy.
d.Oxygen is not important – carbon dioxide is the most important substance to the body.
8. Which respiratory organ is commonly used by insects for gas exchange?
a. gills b. lungs c. skin d. trachea
9. A structure not a part of the respiratory system is
a. nasal cavity. b. trachea. c. esophagus. d. pharynx.
SCIENCE 10 11 | P a g e
 10. Which of the following gas is released out during the process of respiration?
a. Oxygen b. Hydrogen c. Nitrogen d. Carbon Dioxide
11. The two upper heart chambers of the heart are called
a. atria b. septa c. valves d. ventricles
12. What are the blood vessels that carry blood back to the heart?
a. arteries b. capillaries c. nerves d. veins
13. Blood is classified as
a. nervous tissues. b. muscular tissues. c. connective tissues. d. epithelial tissues.
14. Pulse directly represents the
a. blood pressure. b. breathing rate. c. heartbeat. d. blood flow.
15. Arteries and veins differ in the following EXCEPT
a. direction of blood movement. c. hydrostatic pressure.
b. presence of valves d. thickness of the endothelium (inner lining)
16. The short fibers that carry messages from neurons toward the cell body are the
a. axon. b. cell body. c. dendrites. d. synapse.
17. What are the chemical signals that are transmitted through the synapse?
a. axon b. dendrites c. neurotransmitters d. platelets
18. Which organ produces insulin?
a. kidneys b. ovaries c. pancreas d. thyroid
19. The process by which wastes are eliminated from the body of an animal is called
a. circulation. b. digestion. c. excretion. d. respiration.
20. The internal skeletal support of animals made of hardened tissues is called the
a. endoskeleton. B. exoskeleton. C. axial skeleton. D. hydrostatic skeleton.

Set B - Label the Numbered Parts: Choose the correct word/s from the box.

1. Digestive System

Stomach Rectum
Small intestine Large intestine
Esophagus Mouth

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 1.

2.

4.

5.
3.

6.

2. Respiratory System

Diaphragm Pharynx
Trachea Left bronchus
Nasal Cavity Right bronchus
Alveoli Bronchioles

SCIENCE 10 13 | P a g e
 1._____________________ 5.______________________
_

2._____________________ 6.______________________
__
7.______________________

3._____________________
__

4._____________________

8.______________________

3. Circulatory System

Left ventricle Left atrium

Right ventricle Right atrium
Pulmonary artery Aorta

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 1.________________________
__ 4. ________________________

5. ______________________
2._____________________

6. ___________________
3.____________________
_____

SYNTHESIS/REFLECTION:
How are the organs of animals adapted to perform essential functions?

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EARTH AND LIFE LAS No. 4 1ST SEM. FINAL TERM Date:_______________ Teacher: __________________

Name: __________________________________________ CN: _____ Grade & Section: __________________

EVOLUTION: A Unifying Theme

OBJECTIVES:
1, MELC:
1. Explain how populations of organisms have changed and continue to change over
time showing patterns of descent with modification from common ancestors to
produce the organismal diversity observed today.
2. Describe how the present system of classification of organisms is based on evolutionary
relationships.
3. Categorize the different biotic potential and environmental resistance (e.g., diseases,
availability of food, and predators) that affect population explosion.
2.Content: The evidence for evolution ; The origin and extinction of species; The Principles of the
ecosystem; Biotic potential and environmental resistance; Terrestrial and aquatic
ecosystems; How human activities affect the natural ecosystem.
3.Formation Standard:
1. Puts Christ at the center of one’s life that is adhering first and foremost;
2. Believes in the authority and humbly follows commands for the
good of all;
3. Extends help to others selflessly

REFERENCES:
• Tolentino-Olivar II, Jose, Morales-Ramos, Anna Cherylle, (2016) Exploring Life Through Science
Series, pp. 218-234
• Evolution Live Science
https://www.livescience.com/topics/evolution
• Sia, Shila Rose D., Cortez, Leah Amor S., (2016) Science in Today’s World for Senior High School
pp. 172-178

KEY CONCEPTS:
1. Evolution is known as the change in species over time. It is also defined as the change
in allelic frequency in a population of species.
2. Darwin proposed that natural selection can lead to change. Variations that are
helpful may gradually accumulate in a species that are not useful may disappear
in the population.
3. There are numerous evidences that support the theory of evolution. These
include fossil records, comparative anatomy, similarities in embryonic structures,
molecular and biochemical , and biogeographical evidence.
4. Fossils are imprints or remains of once living things. By measuring the decay or

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 Radioactive carbon in the fossils or artefacts, the scientists are able to determine
its probable age.

5. Evolution in population is brought about by many different agents such as genetic

drift, gene flow, mutation, and non-random mating.
6. Divergent evolution is the splitting of a population into two reproductively isolated
groups while Convergent evolution Is an evolutionary pattern observed in similar
characteristics among two unrelated species that often live in similar environments.

LEARNING ACTIVITIES:

Set A – Multiple Choice: Encircle the letter of the correct answer.

1. Which of the following is not an evidence of evolution?

a. Fossils c. homologous structures
b. similarities in DNA d. embryonic structures
2. It is a change in gene pool in a population due to unpredictable fluctuation in the
Frequency of alleles from one generation to another.
3. The study of phylogeny is a description of
a. DNA of organisms. c. natural selection in species.
b. Mutations in the DNA. d. evolutionary history of organism.
4. A human arm and the wing of a butterfly is an example of
a. Vestigial structures. c. molecular structures.
b. Analogous structures. d. homologous structures.
5. A diagram that shows how organisms might be related is called
a. concept map. B. phylogenetic tree c. punctuated equilibrium. d. cladogram.
6. Changes occurring in groups of organisms over a long period of time are called
a. mutation. b. extinction. c. evolution. d. developmental changes.
7. The determining factor for speciation in a population is
a. Geographic isolation. c. genetic drift.
b. Mutation. d. structural changes.
8. Individuals that are well adapted to their environment will survive and produce
a. fewer mutations. b. more offspring. c. stronger genes. d. better traits.
9. The evolutionary theory proposed by Charles Darwin was
a. change in populations through time as a result of mutations.
b. the spontaneous generation of new organisms.
c. the passing on of genes from one generation to the next.
d. change in populations through time as a response to environmental change.
10. Which of the following phrases best describes the process of evolution?
a. The development of man from monkey-life ancestors
b. The change of simple to complex organisms
c. The development of characteristics in response to need
d. Change of populations through time

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Set B – True or False. Write true if the statement is correct and False if the statement is not correct.
_____________ 1. Homologous structures are structures with similar functions.
_____________ 2. Fossils are the only record that can prove that evolution occurred.
_____________ 3. Evolution on earth is a continuous process. Evolution is still happening and will
continue to occur.
_____________ 4. Non-random selection of mates in animals cause variety of traits in their
offspring.
_____________ 5. The founder effect occurs when a small population of organisms breaks
Away from the larger group to colonize a new area.
_____________ 6. Organisms existing today are the result of evolutionary processes that have occurred
over millions of years.
_____________ 7. Evolutionary theory is supported by factual, historical, and laboratory data.
_____________ 8. Charles Darwin wrote the Origin of the Species”.
_____________ 9. Fossils provide evidence for evolution.
____________10. Evolution depends on desirable traits being passed on to offspring.

SYNTHESIS/REFLECTION:

How does evolution define diversity, complexity, and relationships among organisms?

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EARTH AND LIFE LAS No. 5 1ST SEM. FINAL TERM Date:_______________ Teacher: __________________

Name: __________________________________________ CN: _____ Grade & Section: __________________

Activity #1
THE NUTRITIVE PROCESS
Nutrition is the process wherein an organism takes in and breaks down food substances to
be used for energy, growth, repair, and other life activities. The food you take in, which is necessary
for your growth and development is called nutrient.

I OBJECTIVES:
1. Classify different foods into their correct food groups.
2. Identify and classify the various nutrients found in foods.
3. List down the uses and sources of these food nutrients.

II. HYPOTHESIS:
_________________________________________________________________________________
________________________________________________________________________________________

III. MATERIALS:
Pictures of various kinds of food
A list of 15 vitamins and minerals
References such as medical books or dictionaries/ books on nutrition

IV. PROCEDURE:
1. From each pool of pictures, select each of the following:
a. Carbohydrates d. fats and oil
b. Protein e. vitamins
c. Water f. minerals (calcium, iron, etc.)
2. Fill-in Table 1.1
3. Below is a list of 20 Vitamins and mInerals. Research on each of them.

Minerals Vitamins
Potassium Zinc Vitamin A Vitamin C
Calcium Magnesium Vitamin B1 Vitamin D
Iron Phosphorous Vitamin B2 Vitamin E
Sodium Manganese Vitamin B6 Vitamin K
Iodine Chromium Vitamin B12 Folic Acid

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V. OBSERVATIONS
Table 1.1
NUTRIENTS: Their Uses and Sources
Type of Nutrient Uses Sources

Protein

Carbohydrates

Fats and Oils

Minerals
Calcium

Phosphorous

Iron

Iodine

Water

Vitamins

GUIDE QUESTIONS:
1. Why do organisms need food?
______________________________________________________________________________________
______________________________________________________________________________________

2. Which of the nutrients is/are:

a. Energy-giving? ___________________________________________________________________
Why? _____________________________________________________________________________
_____________________________________________________________________________

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 3. What is the main role of digestive enzymes in the digestion of food?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

4. What are the enzymes responsible for the digestion of:

a. Carbohydrates food _______________________________
_______________________________
b. Protein food _______________________________
_______________________________
c. Fats and Oils _______________________________
_______________________________

5. Why are vitamins and minerals needed by the body?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

VI. CONCLUSION
_________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

REFERENCES:
• Tolentino-Olivar II, Jose, Morales-Ramos, Anna Cherylle, (2016) Exploring Life Through Science
Series, pp. 179-181
• Sia, Shila Rose D., Cortez, Leah Amor S., (2016) Science in Today’s World for Senior High School
pp. 137-139

SCIENCE 10 21 | P a g e
 LABORATORY ACTIVITY RUBRIC
3 2 1 0

*Assumes active role. *Assumes active *Takes semi-active *Not active/ no

Degree of *Displays initiative and role. role. initiative.
Involvement knows how to follow *Follows written *Has difficulty *Has difficulty
properly the written procedure and may following written following written
procedure. at times ask for procedures and procedures and
clarifications. constantly ask constantly ask
questions that were questions that were
explained already explained already

*Consistent Works on task Given some attention *Effort is lacking.

*Persistent through. *Effort mostly to task. *Shows little or no
*Tasks are completed on consistent *Wastes time. productivity
Productivity
time. *Task are complete or *Effort inconsistent.
nearly complete *Low persistence.
*Incomplete task.

*All answers are *Tables and graphs *Tables and graphs *Tables, graphs or
accurate and are accurate and are incomplete or calculations are
comprehensive which labeled. inaccurate or labels or missing.
reflecting concepts *Calculations are calculations are *No answer is given.
Results and Findings learned. shown. lacking.
*Tables and graphs *Answers reflect *Answers are not
are well learned concepts. connected to the
accomplished *Provides adequate concepts.
*All calculations are explanation and attempts *Provides very brief
shown and explained. to relate it to the concepts answers and does not
*Provides learned. connect to concepts
comprehensive and learned.
well-thought
explanation.
*Relates answer to the
concepts and
competencies acquired.

*Logical, *Conclusion is logical and *Conclusion is not *Missing

Conclusion comprehensive, data based on data. based on data.
based and well- *Conclusion is
explained. inappropriate.
*Answers the objectives

Appropriate *Hypothesis was *Hypothesis was *Hypothesis and

hypothesis was given. provided. missing. procedures were
Hypothesis/ *Described a detailed *Describes an *Description is lacking missing.
Procedure and accurate accurate approach in detail or
approach for safety to gathering relevant inappropriate.
gathering of relevant data to address *The approach does
data and addressing inquiry question not address inquiry
the inquiry question questions.

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LABORATORY ACTIVITY RATING:

SCIENCE 10 23 | P a g e
EARTH AND LIFE LAS No. 6 1ST SEM. FINAL TERM Date:_______________ Teacher: __________________

Name: __________________________________________ CN: _____ Grade & Section: __________________

Activity #2
MY PULSE BEAT

The beating of the heart allows blood to flow and circulate to all body parts. The
contraction of the heart muscles forces the blood to flow through the arteries. The force caused
by the rushing blood makes the arterioles dilate. The rhythmic dilation and contraction of the
vessels is called the pulse beat. Normally, the pulse beat is taken from the wrist.
When people perform strenuous exercises, they are advised to monitor their pulse beat
to determine how the heart is coping with the activity.

I OBJECTIVES:
1. Determine the effects of various activities on the heart and pulse beat.

II. HYPOTHESIS:
_________________________________________________________________________________
________________________________________________________________________________________

III. MATERIALS:
• Wristwatch or stopwatch
• Colored pencils

IV. PROCEDURE:
A. Determining Your Pulse Beat
1. Turn your left hand so that the palm faces upward.
2. With the forefinger and middle finger of your right hand, apply pressure on your left
Wrist. The pulsating movement you feel is known as the pulse beat.

SCIENCE 10 24 | P a g e
 B. Activities
1. Sit down and relax for three minutes. Do not do anything, even talking. Then count
your pulse beat for one minute. Record the number.
2. Stand up and remain still for another three minutes. Then count your pulse beat for one
minute. Record the number.
3. Move freely around your room, as though you are taking a leisurely walk. Avoid pushing,
running, and making noise. Do this activity for another three minutes. Then count your
pulse beat for one minute and record the number.
4. Jog in place for one minute. Record your pulse beat for one minute.
Table 2.1
My Pulse Beat in Different Activities
Activity Number of Pulse Beat per minute
1. Sitting down and relaxing

2. Standing and Relaxing

3. Moving freely around the room

4. Jogging in place

V. GUIDE QUESTIONS:

1. What happens to the pulse rate when activities demand more body movements?
Explain.
______________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. What systems in the body are directly affected whenever pulse rate increases? Why?

________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

3. Why is the pulse beat a vital sign of life? Explain.

_______________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

SCIENCE 10 25 | P a g e
CONCLUSION:

__________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

REFERENCES:
• Tolentino-Olivar II, Jose, Morales-Ramos, Anna Cherylle, (2016) Exploring Life Through Science
Series, pp. 184-185
• Sia, Shila Rose D., Cortez, Leah Amor S., (2016) Science in Today’s World for Senior High School
p. 142

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 LABORATORY ACTIVITY RUBRIC
3 2 1 0
Degree of *Assumes active role. *Assumes active role. *Takes semi-active role. *Not active/ no
Involvement *Displays initiative and *Follows written *Has difficulty following initiative.
knows how to follow procedure and may at written procedures and *Has difficulty
properly the written times ask for constantly ask questions following written
procedure. clarifications. that were explained procedures and
already. constantly ask
questions that were
explained already.
Productivity *Consistent *Works on task *Given some attention *Effort is lacking.
*Persistent through. *Effort mostly consistent to task. *Shows little or no
*Tasks are completed *Task are complete or *Wastes time. productivity.
on time. nearly complete *Effort inconsistent.
*Low persistence.
*Incomplete task.
Results and *All answers are *Tables and graphs are *Tables and graphs are *Tables, graphs or
Findings accurate and accurate and labeled. incomplete or calculations are
comprehensive which *Calculations are inaccurate or labels or missing.
reflecting concepts shown. calculations are lacking. *No answer is given.
learned. *Answers reflect learned *Answers are not
*Tables and graphs are concepts. connected to the
well accomplished *Provides adequate concepts.
*All calculations are explanation and *Provides very brief
shown and explained. attempts to relate it to answers and does not
*Provides the concepts learned. connect to concepts
comprehensive and learned.
well-thought
explanation.
*Relates answer to the
concepts and
competencies
acquired.
Conclusion *Logical, *Conclusion is logical *Conclusion is not *Missing
comprehensive, data and based on data. based on data.
based and well- *Conclusion is
explained. inappropriate.
*Answers the objectives.
Hypothesis/ *Appropriate hypothesis *Hypothesis was *Hypothesis was missing. *Hypothesis and
Procedure was given. provided. *Description is lacking in procedures were
*Described a detailed *Describes an accurate detail or inappropriate. missing.
and accurate approach to gathering *The approach does not
approach for safety relevant data to address inquiry
gathering of relevant address inquiry questions.
data and addressing question.
the inquiry question.

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LABORATORY ACTIVITY RATING:

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