Directions: Answer the following Sex-linked Traits

SCIENCE LEARNING ACTIVITY

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. LC CODE
GRADE 9 1st QUARTER/LIVING THINGS WEEK 5 DAY 1 S9LT-Ie-f-30
AND ITS ENVIRONMENT
Name : ______________________________ Year & Section: ____________

TOPIC: Population Density

LEARNING COMPETENCY: The learners should be able to relate species extinction to the
failure of populations of organisms to adapt to abrupt changes
in the environment.

Activity No. 11
Measuring Population Density

I. OBJECTIVES:

1. Determine the pattern of population distribution using mathematical formula.

2. Compare the distribution patterns of the different populations.

II. LESSON OVERVIEW:

The penguins of the Arctic region seem to exist in a very crowded – or densely populated
environment, and in a random configuration. But the species of penguins survived that kind of
situation for many years now. How is that possible?
There are many physical factors that affect population density across the world such as,
water supply, climate, vegetation, and energy.

III. A.MATERIALS:

ruler, pencil, paper

B. REFERENCES:

Science 9 Learner’s Module. pp. 50-70

Capco, Carmencita M. et. al. (2014) Biology - You and the Natural World (Second Year.
Third Edition) Phoenix Publishing House pp. 463 -465
https://www.nature.com/scitable/knowledge/library/an-introduction-to-population-growth-
84225544/
https://www.khanacademy.org/science/biology/ecology/population-growth-and-regulation/
a/mechanisms-of-population-regulation

IV. PROCEDURE:

1
 1. Study the three patterns of population distribution in Figure 4 (p. 56).
2. Using the given formula for computing population density, calculate the density of
each population.
Density = no. of individuals
size of area
3. Count the total number for each population.
4. Use the table to record your data.

Population Name Number of organisms Density

V. ANALYSIS:

Q1. Compare the distribution patterns of the three populations?

______________________________________________________________________________

Q2. Which population has the greatest density?

______________________________________________________________________________

Q3. Infer from recorded data, what are the possible causes for the differences in the
population density?

______________________________________________________________________________

Q4. What conditions could change the density of any of the population?

______________________________________________________________________________

Q5. Describe how a population’s density can be used to learn about the needs and
characteristics of that population.
______________________________________________________________________________

VI. GENERALIZATION:

1. Identify the role of population in the energy flow and cycling of materials in nature.
2. When does population increase? When does it decrease?
3. Define population density.

VII. APPLICATION:

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 If the population of rats in your community is doubled, what effect would this have on
the resources of the community?

VIII. ENRICHMENT ACTIVITY:

Answer through illustrations (your own drawings or pictures clipped from magazines) the
following questions:
1. When does overcrowding become beneficial to organism?
2. How can undercrowding be harmful to organism?

RUBRIC FOR ARTWORK

NEEDS FAIR GOOD EXCELLENT

IMPROVEMENT 2 3 4
1

UNDERSTANDING The artwork The artwork The artwork is The artwork is

Demonstration that shows no shows little planned planned
instructions and understanding of evidence of adequately; carefully;
concepts are the concepts and understanding understanding understanding
understood. instructions. the concepts of some of most
and concepts and concepts and
instructions. instructions instructions is
shown shown.
Craftsmanship/ The artwork The artwork The artwork The artwork
Skill shows poor shows average shows good shows
Neatness, precision, craftmanship and craftmanship craftmanship outstanding
care. no attention to and little and attention to craftmanship,
detail. attention to detail. with clear
detail. attention to
detail.
Creativity/ The artwork The artwork The artwork The artwork
Originality lacks evidence of demonstrates an demonstrates demonstrates
Inventiveness, personal average amount some personal original personal
expression of ideas expression. of personal expression and expression and
outstanding
and imagination. expression. logical problem
problem solving
solving skills. skills.
Effort The student put The student put The student put The student put
What it takes to forth no effort or forth the effort forth the effort forth
finish the project as the project was required to required to extraordinary
well as possible, not completed; finish the complete the effort to
time dedicated to class time was project; used project well; complete the
the project inside not used well. class time used class time project well as
and/or out of class. adequately. well. possible; used

3
 class time
extremely well.

SCIENCE LEARNING ACTIVITY SHEET

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. LC CODE
st
GRADE 9 1 QUARTER/LIVING THINGS WEEK 5 DAY 3 S9LT-Ie-f-30
AND ITS ENVIRONMENT
Name : ______________________________ Year & Section: ____________

TOPIC: Causes of Species Extinction

LEARNING COMPETENCY: The learners should be able to relate species extinction to the
failure of populations of organisms to adapt to abrupt changes
in the environment.

Activity No. 12
Causes of Extinction

I. OBJECTIVES:

1. Sort various extinction scenarios into categories

2. Develop a list of the five possible reasons why animals become extinct.
3. Learn the acronym HIPPO as a way of remembering causes of extinction.

II. LESSON OVERVIEW:

In the course of Earth's history, many animals have become extinct. Since change is
inevitable in our planet, animals and other organisms need to survive, both individually and as
whole populations.
In the battle to survive, some animal species find ways to adapt and this helps them gain
an evolutionary edge and avoid extinction. Sometimes it is the end of the road for them, their
entire group or species completely dies out. This activity reviews the causes of demise of extinct
species on Earth.

III. A.MATERIALS:

scenario cards, manila paper, marker

B. REFERENCES:

Science 9 Learner’s Module. pp. 50-70

https://www.scholastic.com/teachers/lesson-plans/teaching-content/learning-causes-
extinction/
https://www.slideshare.net/markreyesvillamartin/species-extinction-54606911
https://www.ck12.org/book/cbse_biology_book_class_xii/section/19.3/

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IV. PROCEDURE:

1. Each group should create scenario cards for each of the below causes of extinction.
Multiple examples of each cause will be needed.

CAUSES OF EXTINCTION
H – Habitat loss
I – Introduction of species
P – Pollution
P – Population Growth
O - Overconsumption

Examples:

I am an owl who lived in a forest I am a fish who lived in the ocean

until workers came and cut down until cargo ships spilled oil making
all of the trees. (habitat loss) the water unclean for me to live.
(pollution)

V. ANALYSIS:

Q1. Students will label each category by completing the sentence, "These animals all became
extinct because..." Groups will have one sentence for each category explaining their
reasoning.

______________________________________________________________________________

VI. GENERALIZATION:

What causes species extinction?

VII. APPLICATION:

How can changes in the environment affect the continued survival of the species?

VIII. ENRICHMENT ACTIVITY:

Make a multimedia presentation of a timeline of extinction of representative

microorganisms, plants, and animals.

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 RUBRIC FOR MULTIMEDIA PRESENTATION
EXCELLENT - 4 GOOD - 3 SATISFACTORY - 2 NEEDS
IMPROVEMENT – 1
Subject knowledge Subject Some subject Subject knowledge is
is evident knowledge is knowledge is evident. not evident.
throughout the evident in much Some Information is Information is
Subject project. All of the project. confusing, incorrect, or confusing, incorrect, or
Knowledge information is clear, Most information flawed. flawed.
appropriate, and is clear,
correct. appropriate, and
correct.
The sequence of The sequence of The sequence of The sequence of
information is information is information is information is not
logical and intuitive. logical. Menus somewhat logical. logical. Menus and
Organization
Menus and paths to and paths to most Menus and paths are paths to information are
all information are information are confusing and flawed. not evident.
clear and direct. clear and direct.
The project shows The project The work is an The work is a minimal
significant evidence shows some extensive collection and collection or rehash of
of originality and evidence of rehash of other people's other people's ideas,
inventiveness. The originality and ideas, products, and products, and images.
Originality majority of the inventiveness. images. There is little There is no evidence of
content and many of evidence of new thought new thought.
the ideas are fresh, or inventiveness.
original, and
inventive.
Project runs Project runs Project runs minimally. Project does not run
perfectly with no adequately with There are many satisfactorily. There are
technical problems. minor technical technical problems too many technical
For example, there problems. when viewing the problems to view the
Technical
are no error project. project.
messages, all sound,
video, or other files
are found.