Biology G10 Unit Plan

Mary Help of Christians School (Cebu), Inc.
Minglanilla, Cebu
UNIT PLAN
SCIENCE GRADE 10
S.Y. 2019-2020
THIRD QUARTER
Teacher: Hermilo Monteza
Title: Living Things and Their Environment Unit 1: Coordinated Functions of the Reproductive, Endocrine, and Nervous Systems
Unit Description: This unit tackles on the coordination and interaction of the different structures of the nervous, endocrine and reproductive system. Also, to understand organisms
having feedback mechanisms, are coordinated by the nervous and endocrine systems and how these feedback mechanisms help organisms maintain homeostasis to reproduce and
survive.
STAGE 1: DESIRED RESULTS
Established Goals: Transfer Goal:

The learners will independently use their learning to present the
Content Standards: different functions of the feedback mechanisms with the coordination
The learners demonstrate understanding of organism as having feedback mechanisms, which are coordinated of the nervous and endocrine system, thus becoming a BMH who are
by the nervous and endocrine systems. critical thinkers, effective communicators, and responsible individuals.
The learners demonstrate understanding of how the feedback mechanisms help the organism maintain
homeostasis to reproduce and survive.
Performance Standard:
The learners will be able to present the different functions of the feedback mechanisms with the
coordination of the nervous and endocrine system.
Formation Standard:
The learners become disciplined and more responsible in taking care of one’s self
Enduring Understanding: Essential Questions:

The learners will understand that … The learners will be able to answer the following questions:
 The nervous system is composed of cells, tissues, and organs that regulate the body’s responses to  How does the nervous system control and regulate other
internal and external stimuli. parts of the body?
 Each component of the nervous system has a specific role to do as an important part of a team.  How important are the different receptors in maintaining
 The nervous system has two main divisions, which are the Central Nervous System (CNS) and the homeostasis?
Peripheral Nervous System (PNS).  How each sense organ is able to transmit nerve impulses?
 The basic unit of the nervous system is the nerve cell. Nerve cells are called neurons. Neurons have  How feedback mechanism works?
dendrites and axons that aid in transmitting message.  How do major endocrine glands secretes hormones?
 Hormones affect various processes in the body as they regulate and balance the functioning of organs,  How can a person’s lifestyle like smoking and regular
tissues, and cells. exercise affect the function of the
 Hormones greatly influence growth, appearance, emotions, and reproductive functions. 
 Feedback mechanism is the process through which the level of one substance influences the level of  nervous and endocrine system? What are its implications?
another substance.  How the hormones involved in the female reproductive
 A negative feedback affects the production of hormones in the menstrual cycle. High levels of one system works?
hormone may inhibit the production of another hormone.  Explain the role of hormones involved in the female and male
 Homeostasis is the state reached when each part of the body functions in equilibrium with other parts. reproductive system.
This is attained through the regulation of the bodily functions by the endocrine and nervous systems  How sexually transmitted diseases are being transmitted?
 How nervous system, endocrine system, and reproductive
system work together to maintain homeostasis?
Knowledge: Skills: Disposition:

The learners will know… The learners will be able to… The learners will acquire…
 NervousSystem  describe the parts of the reproductive system and  appreciation on the importance of the nervous,
o types of Nervous system their functions endocrine, and reproductive system.
o neurons  explain the role of hormones involved in the female  awareness on how to take care of one’s body and
o nerves and male reproductive systems maintain good health
o stimuli  describe the feedback mechanisms involved in  responsibility on how to nourish thenervous,
o response regulating processes in the female reproductive endocrine, and reproductive system.
o healthy nervous system system (e.g., menstrual cycle)  self-discipline in following the do’s and don’ts in
 Endocrine System  illustrate how sexually transmitted diseases can be maintaining a healthy lifestyle
o functions and parts of the endocrine system acquired, prevented and treated
o feedback mechanism  describe the processes of fertilization, development
o endocrine problems and birth
 summarize the functions of the major endocrine
o taking care of the endocrine system
glands and the hormones they secrete
 Reproductive System
 explain the mechanism of feedback control of the
o functions and parts of the reproductive system
endocrine glands
o menstruation
 illustrate how diseases of the endocrine system are
o fertilization acquired, prevented or treated
o zygote  explain how the nervous system coordinates and
o gametes regulates these feedback mechanisms to maintain
feedback mechanism homeostasis
 explain how each sense organ is able to transmit a
nerve impulse through different receptors to help
the brain interpret information.
 illustrate how diseases or disorders of the nervous
system are acquired, prevented or treated.
Stage 2-ASSESSMENT EVIDENCE

Performance Task Other Evidences:
 quizzes
Goal:  Chapter test
Your goal is to present information to the public about the common and effective contraceptive measures used in  Formative test
family planning, in line with the Reproductive Health Law.  Summative test
The video that you will create must be in persuasive form. The challenge is how you will be able to convince  Laboratory activities
people about the benefits of various contraceptive measures using gathered facts and scientific evidences.  Project
 IP projects
ROLE:
You are journalists; professional video production team.
AUDIENCE:
Your voice, as part of the youth, will be heard through your campaign advertising. You will present the finished
video in front of your class. After that, you may also opt to use social media advertising to let other people view
your multimedia presentation.
SITUATON:
Campaign advertising is often accomplished by combining a short message with a catchy tune that people are
likely to remember. Since one of the most powerful means of communicating information today is through music,
you may persuasively share your thoughts and ideas on the topic using a chosen melody. After studying the
coordinated functions of the reproductive, endocrine, and nervous systems, you will be able to use scientific and
logical explanations in promoting various contraceptive measures. There are challenges to overcome in
accomplishing the task such as the conflicting judgments of people on the issue that may cause various
controversies. Therefore, it is important to be objective in presenting ideas rather than being subjective.
PRODUCTS:
Campaign advertising is often accomplished by combining a short message with a catchy tune that people are
likely to remember. Since one of the most powerful means of communicating information today is through music,
you may persuasively share your thoughts and ideas on the topic using a chosen melody. After studying the
coordinated functions of the reproductive, endocrine, and nervous systems, you will be able to use scientific and
logical explanations in promoting various contraceptive measures. There are challenges to overcome in
accomplishing the task such as the conflicting judgments of people on the issue that may cause various
controversies. Therefore, it is important to be objective in presenting ideas rather than being subjective.
STANDARDS:
Your product will be evaluated based on the following:
 Content
 Impact
 Creativity
 Relevance
Stage 3-LEARNING PLAN

Time Learning Content Learning Activities Modification Remarks
Frame And Objectives
Content: 1.Pre-assessment
Week The Mechanism of
1 Human Reproductive System Preliminary assessment is intended to measure the prior knowledge of the students inhuman
Reproductive System.
Day 1 Learning Competency:
 Describe the parts of the Multiple choice. Answer in five minutes.
Reproductive System and 1.1 Ovulation usually occurs ___________.
their functions a. during menstruation
b. 14 days before menstruation
Science and Engineering Practice: c. One to three days after menstruation
 Ask questions and establish d. One to three days after menstruation
topic frame to relate ideas 1.2 In males, gametes are formed in the ________.
 Identify and evaluate a. Epididymis
information to form scientific b. Prostate glands
facts and concepts c. Seminiferous tubules
d. Vas deferens
Valuing:
 Advocate the preservation of 1.3 Fertilization of the ovum by the sperm usually occurs in the ____.
life a. fallopian tube
 Develop scientific curiosity b. ovary
and perseverance to gather c. uterus
information d. vagina
 Recognize the significant
role of hormones to human 1.4 Which is the correct pathway of the sperm?
reproductive system a. epididymis seminiferous tubules vas deferens urethra
 Care for reproductive system b. seminiferous tubules epididymis vas deferens
c. urethra vas deferens epididymis seminiferous tubules
Resources: d. vas deferens urethra seminiferous tubules epididymis
 Vengco, Navaza, Faraon,
Religioso. You and the 1.5 Which is the correct pathway of the egg?
Natural World Science 10, a. fallopian tube uterus follicle
Phoenix Publishing b. follicle fallopian tube uterus
House,2015 c. follicle uterus fallopian tube
d. uterus fallopian tube follicle
 Synergy for Success in
1.6 Which process refers to the union of an egg and sperm cell?
Science 10, Singapore Asia
a. fertilization
Publisher,2015
b. menstruation
 Pavico, Ramos, Bayquen,
c. menstrual cycle
Silvrerio, Worktext in
d. ovulation
Exploring LifeThrough
Science 10, Phoenix
1.7 The site of pregnancy is the _______.
Publishing House, 2015
a. cervix
 https://opentextbc.ca/ b. fallopian tube
biology/chapter/24-4- c. uterus
hormonal-control-of-human- d. vagina
reproduction/
1.8 The hormone that aids in follicle maturation system except
______.
a. estrogen
b. luteinizing hormone
c. progesterone
d. semen
1.9 All parts of the female reproductive system except ________.

a. fallopian tube
b. ovary
c. seminal vesicle
d. uterus
1.10 All parts of the female reproductive system except _____.
a. cervix
b. scrotum
c. testis
d.vas deferens
Explore:
 Provide a power point presentation of male and female reproductive system
compartmentalizing its different areas and functions.
 Discuss each organs and its corresponding functions.
a. How is form related to function?
b. Distinguish each specialization of area to relate with human reproduction.
c. Analyze the relationship between structures and functions of the male and
female.
 Objective Presentation:
Given varied learning activities, the Grade 10 students are expected to:
a. Describe and explain the parts and functions of the Human Reproductive System
b. Give importance to the role of reproductive system in perpetuation of species.
Firm-up:
 Libel the following diagram below:
Female Reproductive System
Male Reproductive System
Why does scrotum lie outside the body cavity?

Give each at least three (3) secondary male and female characteristics.
Deepen:
 Concept Formation.
Identify the components and events of the reproductive system following the diagram
below.
Transfer:
 Briefly discuss the mechanism of reproductive system in perpetuation of species.

 Present a situational example reflecting the work of hormones in regulating our daily
activities.
Week Content:
1 The Mechanism of Explore:
Day 2 Human Reproductive System  Briefly conduct a short recapitulation of previous discussion about reproductive
system.
Learning Competency:  Present a picture of different individuals ranging from young to adults.
 Explain the role of hormones a. Gather ideas and evaluate its connection to hormones that regulate the function
involved in the female and of reproductive system.
male reproductive systems b. In a form of group activity, assign each group to present hormones according to
its primary functions and of what particular parts of reproductive organ it is being
Science and Engineering Practice: produced.
 Ask questions and establish
topic frame to relate ideas  Objective Presentation:
 Identify and evaluate Given group activity, the Grade 10 students are expected to:
information to form scientific a. Describe and explain the hormonal mechanism of reproductive system.
facts and concepts b. Give importance to the role of hormones in reproduction.
Valuing: Firm-up:
 Advocate the preservation of  Answer the following items:
life
 To develop scientific 1. Which of the following statements about hormone regulation of the female
curiosity and perseverance
to gather information reproductive cycle is false?
 To recognize the significant a. LH and FSH are produced in the pituitary, and estradiol and progesterone
role of hormones to human are produced in the ovaries.
reproductive system b. Estradiol and progesterone secreted from the corpus luteum cause the
 Care for reproductive system endometrium to thicken.
c. Both progesterone and estradiol are produced by the follicles.
Resources: d. Secretion of GnRH by the hypothalamus is inhibited by low levels of estradiol
 Vengco, Navaza, Faraon, but stimulated by high levels of estradiol.
Religioso. You and the 2. Which of the following statements about the menstrual cycle is false?
Natural World Science 10, a. Progesterone levels rise during the luteal phase of the ovarian cycle and the
Phoenix Publishing secretory phase of the uterine cycle.
House,2015 b. Menstruation occurs just after LH and FSH levels peak.
 Synergy for Success in c. Menstruation occurs after progesterone levels drop.
Science 10, Singapore Asia d. Estrogen levels rise before ovulation, while progesterone levels rise after.
Publisher,2015 3. Which hormone causes Leydig cells to make testosterone?
 Pavico, Ramos, Bayquen, a. FSH
Silvrerio, Worktext in b. LH
Exploring LifeThrough c. inhibin
Science 10, Phoenix d. estrogen
Publishing House, 2015 4. Which hormone causes FSH and LH to be released?
 https://opentextbc.ca/ a. testosterone
biology/chapter/24-4- b. estrogen
hormonal-control-of-human- c. GnRH
reproduction/ d. progesterone
5. Which hormone signals ovulation?
a. FSH
b. LH
c. inhibin
d. estrogen
6. Which hormone causes the re-growth of the endometrial lining of the uterus?
a. testosterone
b. estrogen
c. GnRH
d. progesterone
7. If male reproductive pathways are not cyclical, how are they controlled?
8. Describe the events in the ovarian cycle leading up to ovulation.
9. -10. Draw a simple sketch of male and female reproductive system. Label its
corresponding parts.
 After the activity, these questions will be asked:

a. What does estrogen do to the lining of the uterus?
b. Why is this an important adaptation for reproduction in humans.
Deepen:
Male Reproductive Female Reproductive
Structure or Function System System
Type of sex cell
Where sex cells are produced
and stored
Tube that sex cells traveled
through once they are
produced
Where sex cells exit the body
Structure where the primary
sex hormones are produced
Primary sex hormones is
produced
Where an egg is fertilized
Where a fertilized egg will grow
Where the exchange of
nutrients occurs between
mother and developing fetus
Stimulate the male secondary
sex characteristics
Stimulate the female secondary
characteristics
 Asks students to complete this table to compare the structure and functions of the
male and female reproductive systems.
 Learners can use the table they completed to compare the male and female
reproductive systems with the hormones it produces.
Transfer:
 Describe the roles of male and female reproductive hormones

 Discuss the process of menopause
Week Content: Explore:

1 The Mechanism of  Present a photo of a female in different phases of emotional reaction and another
Day 3 Human Reproductive photo of a female having lower abdominal cramp.
System a. Why women do become irritable most of the time?
b. Why do women suffer dysmenorrheal before or during menstruation for
 Describe the feedback menstrual cycle?
mechanisms involved in c. In relation to female reproductive system, what organ is responsible for
regulating processes in the menstrual cycle?
female reproductive system (  Objective Presentation:
e.g., menstrual cycle) Through the interactive discussion, the Grade 10 students are expected to:
a. Determine the difference between ovulation and uterine cycle.
Science and Engineering Practice: b. Explain the changes that take place in the ovary and uterus during a female’s
 Ask questions and define monthly cycle
problems Firm-up:
 Obtain, evaluate and Identify and label the stages indicated below.
communicate information a. Ovarian Cycle
Valuing :
 To develop self-awareness,
and self-esteem
 Recognize the importance of b. Uterine Cycle
life
 To develop the value of
perseverance and patience
in answering the test
Resources:
Religioso. You and the
Natural World Science 10,
Phoenix Publishing
House,2015
Publisher,2015
Science 10, Phoenix
 https://opentextbc.ca/
biology/chapter/24-4-
hormonal-control-of-human-
reproduction/
After the activity, the following questions will be asked.
a. Why do the cycle an important adaptation for reproduction in humans.
b. Name 2 changes that occur in ovaries as a result of increase level in FSH.
Deepen:
 Illustrate a diagram that shows changes in the ovary and uterus during females
monthly cycle?
Transfer:
 What are the phases of the menstrual cycle?
 Explain how an egg in a follicle develops.

1 The Mechanism of  Using powerpoint presentation, show photos of common diseases of reproductive
Day 4 Human Reproductive System system caused by sexually transmitted disease.
a. How can we avoid and/or treat sexually transmitted illness.
 Illustrate how sexually b. What are some general signs of sexually transmitted diseases?
transmitted diseases can be
acquired, prevented and  Objective presentation
treated Through the interactive discussion, the Grade 10 students are expected to:
a. Identify and explain sexually transmitted diseases
 Describe the process of b. Care for reproductive system
fertilization, development
and birth. Firm-up:
Fill in the table of corresponding disease.
Science and Engineering Practice:
 Ask questions and define Disease Description Symptoms
problems Gonorrhea Bacterial infection of the genital tract. The first Thick, cloudy or bloody
 Obtain, evaluate and gonorrhea symptoms generally appear within discharge from the penis or
communicate information two to 10 days after exposure. However, vagina.
some people may be infected for months Pain or burning sensation
Valuing : before signs or symptoms occur. when urinating.
 To develop self-awareness, Abnormal menstrual
and self-esteem bleeding.
 Recognize the importance of Painful, swollen testicles.
life Painful bowel movements.
 To develop the value of Anal itching.
perseverance and patience Is a common sexually transmitted infection Clear, white, greenish or
in answering the test caused by a microscopic, one-celled parasite yellowish vaginal discharge.
called Trichomonas vaginalis. Discharge form the penis.
Resources: This organism spreads during sexual Strong vaginal odor.
 Vengco, Navaza, Faraon, intercourse with someone who already has Vaginal itching or irritation
Religioso. You and the the infection. The organism usually infects the Itching or Irritation inside the
Natural World Science 10, urinary tract in them but often causes no penis
Phoenix Publishing symptoms in men. Pain during sexual
House,2015 Trichomonas typically infects the women. intercourse
 Synergy for Success in Painful urination.
Science 10, Singapore Asia Is a bacterial infection of your genital tract? Discharge from penis or
Publisher,2015 Chlamydia may be difficult you to detect vagina
 Pavico, Ramos, Bayquen, because early-stage infectious often cause Pain during menstruation
Silvrerio, Worktext in few or no signs and symptoms. When they do
Exploring LifeThrough occur, they usually start one to three weeks
Science 10, Phoenix after exposure to chlamydia. Even when signs
Publishing House, 2015 and symptoms do occur, they’re often mild
and passing, making them easy to overlook.
Highly contagious and caused by a type of Small, red bumps, blisters
the herpes simplex virus (HSV). HSV enters (vesicles) or open sores
the body through small breaks in the skin or (ulcers) in the genital, anal,
mucous membranes. Most people with HSV and nearby areas.
never know they have it, because they have Pain or itching around the
no signs or symptoms. The signs and genital area, buttocks and
symptoms of HSV can be so mild that they go inner thighs
unnoticed.
HIV interferes with the body’s ability to Fever
effectively fight off viruses, bacteria, and fungi Headache
that cause disease and it can lead to AIDS. Sore throat
Primarily HIV infection may be mild enough to Swollen lymph glands
go unnoticed, but the amount of virus in the Rash
blood stream is already high. Fatigue
A chronic, life-threatening disease HIV has Rapid weight loss
been found in AIDS is the final and most Fever, Cough and shortness
serious stage of the infection which causes of breath. Pneumonia,
severe damage to the immune system. Persistent, unexplained
fatigue. Swelling of lymph
nodes for more than three
months. Chronic diarrhea.
Persistent headaches.
Unusual, opportunistic
infections. Recurring fever
or profuse night sweats.
Caused by the human papillomavirus (HPV), Small, flesh-colored or gray
are one of the most common types of STDs. swellings in the genital area.
Several wants close
together that take a
cauliflower shape.
Itching or discomfort in the
genital area
Bleeding with intercourse
Syphilis caused by bacteria. It infects the Small painless ulcers fever

genital area, lips, mouth or anus of both men warts in the groin swollen
and women. You usually get syphilis from lymph nodes weight loss
sexual contact with someone who has it. It
can also pass from mother to baby during
pregnancy.
Deepen:
Explain how sexually transmitted disease can be acquired, prevented, and treated
Transfer:
List down responsibilities of an individual that has to take and the likely consequences
that one has to face from engaging in any sexual activity.

 Present photos of a baby and a pregnant woman. Start the interaction with
1 The Mechanism of questions like
Day 5 Human Reproductive System a. Who brought us to the world?
b. Where did we came from?
 Describe the processes of c. In connection to previous discussion, how do reproductive system organize the
fertilization, development process of pregnancy?
and birth
 Present a video of cell fertilization and human stages of pregnancy.
Science and Engineering Practice: https://www.youtube.com/watch?v=DGyRD9HnXVs
 Ask questions and define a. How fertilization happen?
problems  Present another video of human stages of pregnancy
 Obtain, evaluate and https://www.youtube.com/watch?v=WtDknjng8TA
communicate information a. What are the stages of human development before birth?
b. What are the significant development of fetus in every month.
Valuing: Firm-up:
 To develop the sense of  Multiple Choice. Choose the bet answer.
responsible motherhood 1. What happens in the uterine tube?
 Recognize the importance of a. Pregnancy
life b. Fertilization
 To develop the value of c. Creationg of the secondary oocyte
perseverance and patience d. Sexual intercourse
in answering the test 2. What attaches to the uterine lining?
a. The blastocyst
Resources: b. Progesterone
 Vengco, Navaza, Faraon, c. The secondary oocyte
Religioso. You and the d. The zona pellucida
Natural World Science 10, 3. What stimulates contractions of the uterus after birth?
Phoenix Publishing a. HCG
House,2015 b. Estrogen
 Synergy for Success in c. Progesterone
Science 10, Singapore Asia d. Oxytocin
Publisher,2015 4. What are the stages of prenatal development? (in chronological order)
 Pavico, Ramos, Bayquen, a. Fetal, embryonic, preembryonic
Silvrerio, Worktext in b. Preembyronic, fetal, embryonic
Exploring LifeThrough c. Preembyronic, embryonic, fetal
Science 10, Phoenix d. Embryonic, preembryonic, fetal
Publishing House, 2015 5. Major organs begin to develop during which part of human gestation?
a. fertilization
b. first trimester
c. second trimester
d. third trimester
 Explain the process of fertilization.
 Describe the major development of fetus each month.
Deepen:
What is the placenta, and what does it do?
Why are the 1st 8 weeks of development most critical during pregnancy?
Transfer:
What parental responsibilities are entailed in producing a new, healthy individual?
Week Content:
2  The Mechanism of Mary Help of Christians School (Cebu), Inc.
Human Reproductive Minglanilla, Cebu
Day 1 System
SCIENCE GRADE 10
Learning Competency: A.Y. 2018 –2019
 To assess and evaluate the
student learning’s of Human Name of Student: __________________________ Score : ___________________
Reproductive System Teacher: _________________________________ Section/Time: _____________
Science and Engineering Practice: Chapter Test

 Ask questions and define Reproductive System
problems
 Obtain, evaluate and Test I. Multiple choices. Select the best answer.
communicate information 1. Which of the following is considered a primary sex organ in males?
a. Testes c. Penis
Valuing : b. Scrotum d. Prostate gland
 Develop the sense of 2. In response to warmth, the scrotum _________.
responsible motherhood a. Becomes heavily wrinkled
 Recognize the importance of b. Decreases blood flow to the testes
life c. Increases its surface area
 Perseverance and patience d. Pulls the testes closer to the body
in answering the test 3. The area of the sperm cell that contains many mitochondria is the
________________.
Resources: a. Tail c. Head
 Vengco, Navaza, Faraon, b. Acrosome d. Midpiece
Religioso. You and the 4. The _________ is shed during menstruation.
Natural World Science 10, a. Myometrium
Phoenix Publishing b. Perimetrim
House,2015 c. Endometrium
 Synergy for Success in d. Stratum
Science 10, Singapore Asia 5. The pH of the adult female vagina is normally __________.
Publisher,2015 a. Basic c. Neutral
 Pavico, Ramos, Bayquen, b. Alkaline d. Acidic
Science 10, Phoenix Test II. Match the column A with descriptions in Column B. Write the answer on the
Publishing House, 2015 blank.
Column A Column B
________ 1. Fallopian tube A. finger-like projections that brush over the

________ 2. Fimbriae ovary
________ 3. Uterus B. Generally the site of fertilization of the ________ 4.
Vagina ovulated oocyte
________ 5. Ovaries C. Thin walled structure that connects the uterus
D. House and form the female gametes
E. Receives, retains and nourishes a fertilized
ovum
Test III. Which of the following is mismatched? Rewrite your choice with the correct
answer.
I. Follicular phase; maturation of primordial follicle to form a secondary oocyte
II. Ovarian cycle; monthly series of events associated with maturation of an egg
III. Luteal phase; characterized by decreased progesterone levels
IV. Ovulation; secondary oocyte is released
Answer: ____________________________________________________________
Test IV.
A. Illustrate the stages of Uterine Cycle.

B. Make a diagram of Ovarian Cycle.
C. Label the diagram of male and female reproductive system below.
C.1 Male Reproductive System
C.2 Female Reproductive System

Test IV. Describe the major developments of fetus during pregnancy stage.
Week Content: Pre-assessment:

2  The Mechanism of Multiple Choices. Select the best answer/s.
Day 2 Endocrine System
1. Which of these is true of the endocrine system?
Learning Competency A. secretes hormones that are transported to target cells by blood
 Explain the mechanism of B. causes changes in metabolic activities
feedback control of the C. effects are prolonged
endocrine glands. D. All of above are true.
Science and Engineering Practice: 2. Name the gland that is located at the base of the throat, just inferior to the laryngeal
 Ask questions and define prominence (Adam's apple).
problems A. Pituitary.
 Obtain, evaluate and B. Pineal gland.
communicate information C. Hypothalamus.
D. Thyroid.
Valuing :
 Develop the sense of 3. What gland is located just superior to the kidneys?
determination and hardwork A. Pituitary.
in answering the test B. Adrenal.
 Care for health and self- C. Pancreas.
awareness D. ovaries
 interpersonal communication
4. In the pancreas, which are the cells that secrete insulin, decrease the blood levels of
glucose.
skills to enhance health and
A. delta.
avoid or reduce health risks.
B. alpha.
C. beta.
Resources:
D. beta.
5. The endocrine gland responsible for the body's circadian rhythm is the:
A. Thymus gland.
Phoenix Publishing
B. Pineal gland.
House,2015
C. Parathyroid gland.
 Synergy for Success in D. Pituitary gland.
Publisher,2015 6. Endocrine glands differ from exocrine glands in that:
 Pavico, Ramos, Bayquen, A. Endocrine glands are ductless and exocrine glands release secretions at the
Silvrerio, Worktext in body's surface or
Exploring LifeThrough into ducts.
Science 10, Phoenix B. Endocrine glands release hormones, whereas exocrine glands release waste.
Publishing House, 2015 C. Endocrine glands are formed by epithelial tissue, but exocrine glands are
 http://www.pif.ps/ primarily connective tissue.
~imettwoz/page.php?id=827 D. Endocrine glands are all interconnected; whereas exocrine glands act
completely independently.
7. Which of these is not an endocrine property?
A. hormones reach targets through the blood
B. effects are slow and cyclic
C. rapid acting effects
D. effects caused by chemicals.
8.The primary target of the releasing and inhibiting hormones of the hypothalamus is the:
A. Liver and adipose tissue
B. Gonads
C. Anterior pituitary
D. Bone marrow
9. Which of these is not an endocrine gland?

A. Pancreas.
B. Testes.
C. Salivary gland.
D. Parathyroid.
10. Which is not a function of the hypothalamus?

A. Affect heart rate
B. Control temperature
C. Affect water balance
D. Secrete FSH
11. Which if the following gland which can be classified as an endocrine and an exocrine
gland?
A. Thyroid.
B. Thymus.
C. Pancreas.
D. Pituitary.
12. Which of these hormones is made by the posterior pituitary?

A. FSH
B. LH
C. ACTH
D. ADH
13.Which gland controls basal metabolic rate (BMR)?

A. Thyroid.
B. Parathyroid.
C. Testes.
D. Pancreas.
14. How do hormones from the thyroid and parathyroid regulate the calcium
concentration of the blood?
A. Calcitonin lowers blood calcium; parathyroid hormone raises blood calcium.
B. Parathyroid hormone lowers blood calcium; calcitonin raises blood calcium.
C. Thyroxine and triiodothyronine together regulate calcium levels, as needs
dictate.
D. Both parathroid hormone and the three thyroid hormones function to regulate
blood calcium levels.
15. The posterior pituitary stores and releases:

A. Growth hormone and prolactin.
B. Prolactin and oxytocin.
C. Oxytocin and antidiuretic hormone (ADH).
D. ADH and growth hormone.
16. Which of the following hormones are responsible for the "fight-or-flight" response?
A. Epinephrine and norepinephrine.
B. Insulin and glucagon.
C. Esrtogen and progesterone.
D. Thyroxin and melatonin.
17. The pituitary hormone that stimulates the male testes to produce sperm and
stimulates the development of the follicle in the female on a monthly cycle is:
A. growth hormone
B. luteinizing hormone
C. prolactin
D. follicle-stimulating hormone
18. Which hormones of the adrenal glands supplement the sex hormones from the
gonads?
A. Mineralocorticoids, such as aldosterone
B. Glucocorticoids, such as cortisol
C. Gnadocorticoids, such as the androgens
D. Epinephrine and norepinephrine.
19. The clusters of cells in the pancreas that produce hormones are the:
A. Nodules.
B. Islets of Langerhans.
C. Pancreatic medulla.
D. Pancreatic cortex.
20. The Glucagon is:

A. accelerates the conversion of glycogen into glucose.
B. slows down glucose formation from lactic acid.
C. decreases the conversion of glycogen into glucose.
D. speeds up protein synthesis within cells.
21. Most hormones of the endocrine system are regulated by a:

A. Negative feedback mechanism.
B. Positive feedback mechanism.
C. Hormone-receptor complex.
D. Hormone-gene complex.
22. Calcitonin is a hormone of which of following:
A. Adrenal cortex.
B. Thyroid gland.
C. Pituitary gland.
D. Thymus gland.
E. None of the above.
23. Calcium level in the blood is regulated by the:

A. Thyroid.
B. Parathyroid.
C. Posterior pituitary.
D. Adrenal medulla.
E. A and B.
24. All of the following are hormones of the anterior pituitary except:
A. Human growth hormone (GH).
B. Follicle-stimulating hormone (FSH).
C. Parathyroid hormone(PTH).
D. Thyroid-stimulating hormone (TSH).
25. The secretions from which of these glands differs between males and females?
A. Adrenal.
B. Parathyroid.
C. Gonadal.
D. Pancreas
Explore:
 Cite some real life situation as guiding example to relate the topic of endocrine
system.
a. When you feel nervous, how your body response to your emotion?
b. When you saw your kitchen burning, how your body response to the situation?
c. In relation to our body system, what organ system is responsible for this?
 Present a video about feedback mechanism of endocrine system (7 min.)
https://www.youtube.com/watch?v=Iz0Q9nTZCw4
a. What is the role of hormones on our body processes?
b. Where can we locate the hormones?
c. What organs and glands constitute the endocrine system?
d. What are the functions of hormones in maintaining homeostasis?
Objective Presentation:
 Through interactive discussion, the Grade 10 students are expected to:
a. Identify the different glands of endocrine system
b. Resent and explain the mechanism of positive and negative feedback
c. Determine the key role of hormones to our body processes and regulation of
homeostasis.
Firm-up:
 Name the glands indicated in the diagram.
 Answer the following questions:

a. When does a target cell respond to hormone?
b. What is the difference between positive and negative feedback?
Deepen:
Make an illustration of feedback mechanism.
Transfer:
Give three hormones at work in your body and explain how they affect you.
Week Content: Firm-Up

2  The Mechanism of Activity: How Fast is your Reaction?
Day 3 Endocrine System Background Information:
Neurons have the special ability to carry signals or impulses. A nerve impulse is an
Learning Competency electrochemical signal moving along a neuron. The space between neurons is called
 Explain the mechanism of synapse. A stimulus is any factor in the environment that influences behavior. A response is
feedback control of the a reaction to a condition or stimulus. An organism must be able to respond to a stimulus in
endocrine glands. order to survive. Reaction time is the length of time between application of a stimulus and
detection of a response.
Science and Engineering Practice: The next activity that you will perform will enable you to understand these concepts
 Ask questions and define better. Use your body’s senses to detect the stimuli in your environment and execute the
problems corresponding response.
 Obtain, evaluate and
communicate information I. Objective:
a. Measure the length of time of response to catch a dropped object
Valuing :
 Develop the sense of II. Materials:
determination and hardwork a. 1 ruler b. data chart c. ballpen
in answering the test
 Care for health and self- III. Procedure:
awareness a. Construct a table like the one given below, to record your data.
Centimeters where the ruler fell
skills to enhance health and
avoid or reduce health risks. Trials Eyes open Eyes closed
Left hand Right hand Left hand Right hand
Resources: st
 Vengco, Navaza, Faraon, 1
Religioso. You and the 2nd
Natural World Science 10, 3rd
Phoenix Publishing
House,2015 4th
 Synergy for Success in 5th
Publisher,2015 Average
Silvrerio, Worktext in b. Have your partner hold a metric ruler at its end with the highest number in cm.
Exploring LifeThrough c. Place the thumb and forefinger of your left hand close to, but not touching, the end with the
Science 10, Phoenix lowest number.
Publishing House, 2015 d. When your partner drops the ruler, try to catch it between your thumb and finger.
 http://www.pif.ps/ e. Record where the top of your thumb is, when you catch the ruler. This number gives how
~imettwoz/page.php?id=827 many centimeters the ruler fell.
f. Repeat steps 2 to 5 five more times and record the measurements on the data table that
you have constructed earlier.
g. Repeat steps 2 to 5 five more times using your right hand to catch the ruler.
h. Repeat steps 2 to 5 five more times using your left hand with your eyes closed. Your
partner will signal you by saying “now” when the ruler drops.
i. Repeat steps 2 to 5 five more times using your right hand with your eyes closed. Record
your data and observations.
j. Exchange tasks and drop the ruler for your partner.
k. To complete your data chart, change all the centimeters to seconds by multiplying by 0.01.
l. After recording all the data, compute for the average by adding up the measurements of all
the trials and dividing it by the number of trials.
IV. Analysis:
(Answers will depend on whether the person is left-handed or right-handed)
1. With which hand did you catch the ruler faster when your eyes were open?
2. With which hand did you catch the ruler faster when your eyes were closed?
3. Did you catch the ruler faster with your eyes open or closed?
4. Explain why a message moving along nerve pathways takes time.
5. Describe the nerve pathway that the message followed when you saw the ruler fall.
6. How does the brain receive the information from the receptor?
7.How will you differentiate the sensory and motor neurons based on their functions?
8. What does the brain do as soon as it receives the information?
9. How will you differentiate the Central Nervous System (CNS) and the Peripheral Nervous
System (PNS) in terms of their functions?
V. Conclusion:
What might happen to the human body if one part of the nervous system fails to
carry out its function properly?
Week
2 Content: Explore:
Day 4  The Mechanism of a. Through power point presentation, display photos of individuals with different
Endocrine System illnesses. Ask guiding questions to obtain ideas connecting the function of
endocrine system.
Learning Competency b. Why people are encouraged to use iodized salt in their diet.
 Illustrate how diseases of c. How are reflexes protective?
the endocrine system are d. What will happen if a chemical was blocking several synapses?
acquired, prevented or
treated.  To enhance learning, group activity is given.
a. In a group of three (3) members, assign each group a gland and discuss the
actions of corresponding hormones including the decreasing and increasing
Science and Engineering Practice: factors.
 Ask questions and define b. Each group will present their output in three minutes.
c. Evaluate and justify each group presentation through scientific inputs of facts
problems and ideas involving prevention and treatment.
 Obtain, evaluate and
communicate information  Objective Presentation:
Given varied learning activities, the Grade 10 students are expected to
a. Give an example of an endocrine gland and explain its function.
Valuing : b. Determine the factors influencing the changes in its levels.
 Develop the sense of c. Analyze and explain the preventive measures and various treatment of
determination and hardwork endocrine disorders.
in answering the test Firm-up:
 Care for health and self-  Enumerate the ten major endocrine glands in our body and their functions.
 Make an illustration of hormonal changes showing its decreasing and increasing
level with corresponding disorders.
awareness
Deepen:
skills to enhance health and  Make a table of endocrine disorders containing the diseases, prevention and
avoid or reduce health risks. treatment.
Resources: Transfer:
 Vengco, Navaza, Faraon,  Why should we avoid long term-stresses?
Religioso. You and the  Why do diabetic patients find it difficult to treat their wounds?
 Why adrenaline is considered a real-life superhero hormone?
Phoenix Publishing
House,2015
Publisher,2015
Science 10, Phoenix
http://www.pif.ps/~imettwoz/
page.php?id=827
Week Content Minglanilla, Cebu
2  The Mechanism of
Day 5 Endocrine System SCIENCE GRADE 10
A.Y. 2018 –2019
Learning Competency
 Explain the mechanism of Name of Student: __________________________ Score : ___________________
feedback control of the Teacher: _________________________________ Section/Time: _____________
endocrine glands.
 Illustrate how diseases of Chapter Test
the endocrine system are Endocrine System
acquired, prevented or
treated. Test I. Enumeration.
1. Seven (7) hormones secreted by the anterior pituitary gland.
Science and Engineering Practice: 2. Two (2 hormones secreted by the posterior pituitary gland
 Ask questions and define 3. Three (3) factors that affects the endocrine system.
problems 4. Five (5) diseases that results from endocrine disorders.
 Obtain, evaluate and Test II. Multiple Choice. Select the best answer.
communicate information 1. Which of the following refers to an exocrine gland?
a. Adrenal gland
b. Pancreas
Valuing : c. Pituitary gland
 Develop the sense of d. Sweat glands
determination and hardwork 2. Aspirin can control the amount of which substance produced by the endocrine
in answering the test system?
a. Blood
 Care for health and self- b. Glands
awareness c. Hormones
 interpersonal communication d. Prostaglandins
3. What is the mechanism that regulates the amount of a hormone in the blood?
skills to enhance health and a. Adaptation
avoid or reduce health risks. b. Diffusion
c. Negative feedback
Resources: d. Secretion
 Vengco, Navaza, Faraon, 4. Which of the following is true about insulin?
Religioso. You and the a. It is an enzyme
b. It is secreted by the thyroid gland
c. It is involved in fight and flight response
Phoenix Publishing d. It is involved in the metabolism of glucose, amino acids, and fats.
House,2015 5. A speeding car suddenly approaches you. Which of your endocrine glands will most
 Synergy for Success in likely function to release a hormone?
Science 10, Singapore Asia a. Adrenal gland
Publisher,2015 b. Pineal gland
c. Pituitary gland
d. Thyroid gland
Silvrerio, Worktext in 6. A body part that is involved in both the nervous and endocrine system is the ______.
Exploring LifeThrough a. Adrenal gland
Science 10, Phoenix b. Hypothalamus
Publishing House, 2015 c. Testis
d. Thyroid gland
http://www.pif.ps/~imettwoz/
page.php?id=827 7. If you skip a meal, which of the following conditions would prevail?
a. Insulin levels will rise
b. Glucagon levels would rise
c. Insulin levels would rise and glucose would be converted to glycogen.
d. Glucagon levels would rise and glycogen would be converted to glucose.
8. An advantage of having endocrine system as well as the nervous system involved in

fight or flight response is that ______.
a. The endocrine responds faster
b. The endocrine response usually lasts longer
c. The endocrine system affects only the largest organs whose response is needed
to meet the emergency
d. The response by the endocrine system frees the nervous system to think of the
way out of the situation instead of simply maintaining the body in the alert state
9. All are functions of endocrine system except ______.
a. Facilitating of efficient gas exchange
b. Ensurance of proper growth and development
c. Maintenance of a relatively constant internal environment
d. Provision of a mechanism for rapid response to changes in the body
10. Which of the following best describes the relationship of insulin and glucagon?
a. They are antagonistic hormones
b. Insulin stimulates the pancreas to secrete glucagon
c. They work together to prepare the body to deal with stress
d. High levels of insulin inhibit pancreatic secretion of glucagon.
Tet III. Essay.

Answer and explain.
1. Why are hormones essential?
2. What important roles do endocrine glands perform in the body?
Week Content: Pre-assessment:

3  The Mechanism of Nervous Multiple Choice. Choose the best answer.
Day 1 System 1. What is not part of central nervous system?
a. Cranial nerves
Learning Competency: b. Hypothalamus
 How the nervous system c. Spinal cord
coordinates and regulates d. Thalamus
these feedback mechanisms 2. Which of the following can conduct impulses away from the neuron cell body or
toward it?
to maintain homeostasis a. Axon
 b. Dendrite
c. Myelin sheath
Science and Engineering Practice: d. Synapse
 Ask questions and establish 3. The peripheral nervous system includes the ______________.
topic frame to relate ideas a. brain
 Identify and evaluate b. nerves
information to form scientific c. spinal cord
facts and concepts d. synapse
4. Which of the following traces correctly the path of light into our eye?
Valuing: a. Cornea lens pupil retina
 Develop scientific curiosity b. Cornea pupil lens retina
and perseverance to gather c. Lens cornea pupil retina
information d. Pupil cornea lens retina
 Advocate for personal, 5. The cerebellum is the site for managing ____________.
family, and community a. Behavior
health. b. Memory
 Sound decision-making skills c. Motor activity
to enhance health d. Respiration
6. Aside from hearing, ears help us in maintaining our _________.
Resources: a. Balance
 Vengco, Navaza, Faraon, b. Brain function
Religioso. You and the c. Hormone secretion
d. Nerve pressure
7. Movement, pressure and tension are received by the ____________.
Phoenix Publishing a. Chemoreceptors
House,2015 b. Mechanoreceptors
 Synergy for Success in c. Photoreceptors
Science 10, Singapore Asia d. Thermoreceptors
Publisher,2015 8. A brain disorders associated with muscular rigidity and resting tremor is experienced
by patients with __________.
 Pavico, Ramos, Bayquen, a. Alzheimer’s disease
Silvrerio, Worktext in b. Encephalitis
Exploring LifeThrough c. Meningitis
Science 10, Phoenix d. Parkinson’s disease
Publishing House, 2015 9. In which direction does an impulse travel along a neuron?
 National Health Education a. from axon to axon
Standards: b. from axon to dendrite
http://www.cdc.gov/ c. from dendrite to axon
healthyschools/sher/standar d. from dendrite to dendrite
ds/index.htm 10. Which controls the “fight-or-flight” response that we experience during a stressful
situation?
a. Central nervous system
b. Parasympathetic division
c. Somatic nervous system
d. Sympathetic division
Explore:
 Present a photo of a man driving in a car with a panic reaction that he is about to
bump another car.
a. How do you think will the man do to escape the car accident?
b. What body organs is directing the man to response from the situation?
 Present a video about how nerve impulse is transmitted?

a. What does nervous system do?
b. What are the different types of neuron?
c. How is transmission of nerve impulse happen?
d. Where can we locate the neurotransmitter?
 Objective presentation:
a. Describe the many functions of nervous system with all other organs in the body
b. Illustrate how the impulse is transmitted and how response is stimulated
c. Differentiate the types of neurons
Firm-up:
Answer and explain the following:
1. How are nerve signals transmitted?
2. What part of the nervous system processes information to produce the
response?
3. How does signal move down a neuron?
4. What speeds up a nerve impulse down a neuron?
After the activity, discuss some of the things your nervous system controls in your body.
Are there things your body does automatically? How does that work?
Deepen:
Concept Mapping. Prepare a chain of events concept map of the different types of
neurons and how an impulse is transmitted and how a response is elicited.
Transfer:
Why are neurotransmitters important?

3  The Mechanism of Nervous  Present a video that shows the anatomical parts and physiological functions of
Day 2 System nervous system.
a. The nervous system has three main parts. What does each part do?
Learning Competency: b. There are five sections of the brain. Which part controls movement? Thinking?
 Explain how each sense Emotions? Breathing? Growing? Temperature?
organ is able to transmit a d. How does the nervous system work with each of the five senses?
nerve impulse through
 Objective presentation:
different receptors to help
the brain interpret
a. Determine the different areas and sub-areas of nervous system.
information. e. Describe the many functions of nervous system with all other organs in the body
Firm-up:
Science and Engineering Practice: Answer the following:
 Ask questions and establish 1. Your brain is the boss of your body and controls everything you do.
topic frame to relate ideas 2. The nervous system is made up of the brain, spinal cord, and nerves .
 Identify and evaluate 3. The spinal cord helps carry messages or signals back and forth between your body
information to form scientific and brain.
facts and concepts 4. How many nerves are in your body to send messages to brain and back?
Valuing: a. dozens
 Develop scientific curiosity b. hundreds
and perseverance to gather c. thousands
information d. millions
 Advocate for personal, e. billions
family, and community 5. What kinds of things are your brain and nervous system in charge of?
health. a. walking and running
 Sound decision-making skills b. thinking and talking
to enhance health c. feeling and sleeping
d. breathing and growing
Resources: e. all of the above
 Vengco, Navaza, Faraon, 6. How much does the average brain weigh?
Religioso. You and the About 3 pounds.
7. A nerve cell is also called a neuron .
8. Name the five main parts of the brain and one function of each:
Phoenix Publishing cerebrum, thinking or moving
House,2015 cerebellum, balance or coordination
 Synergy for Success in brain stem, breathing or circulation or digestion
Science 10, Singapore Asia hypothalamus, body temperature or appetite or sleep
Publisher,2015 pituitary gland, growth or metabolism
9. The peripheral nervous system:
a. is in the brain
Silvrerio, Worktext in b. includes nerves branching out from the spinal cord to the body
Exploring LifeThrough c. helps with peripheral vision
Science 10, Phoenix 10. Breathing, digestion, sweating, and shivering are all functions of the autonomic
Publishing House, 2015 nervous system.
 National Health Education 11. Both the brain and spinal cord are protected by bone .
Standards: 12. Neurons relay information to each other through a complex electrochemical
http://www.cdc.gov/ process.
healthyschools/sher/standar 13. Name one function of cerebrospinal fluid:
ds/index.htm (any one of the following: helps protect nerve tissue, keeps nerve tissue healthy,
helps removes waste products from brain and spinal cord)

3  The Mechanism of Nervous Ask guiding questions to review previous discussion:
Day 3 System a. What are the three main parts of nervous system?
b. How each part functions.
Learning Competency: c. How does the nervous system work with each of the five senses?
 Explain how each sense
organ is able to transmit a Firm up:
nerve impulse through Nervous Nellie’s Study Game
Directions: Fold 22 index cards in half lengthwise. Write the vocabulary words in the
different receptors to help list below on the top half of the cards, and brief definitions on the bottom half. Cut the cards
the brain interpret in half, put a dot on the back of the word cards, and place the cards face down and spread
information. out. Turn dot card and one plain card over for each turn to try to match a word with a
definition. Turn both face down when they don’t match, and both face up when they do
match. Repeat until all are face up.
 Ask questions and establish Autonomic nervous system Nervous system
topic frame to relate ideas Brain Meningitis
 Identify and evaluate Brain stem Parasympathetic nervous system
information to form scientific Cerebellum Spinal cord
facts and concepts Cerebral palsy Pituitary gland
Cerebrospinal fluid Sympathetic nervous system
Valuing: Corpus collosum Thalamus
 Develop scientific curiosity Cortex Peripheral nervous system
and perseverance to gather Epilepsy Neurons
information Hemispheres Hypothalamus
 Advocate for personal, Hippocampus Meninges
family, and community
health. Deepen:
 Sound decision-making skills Draw diagrams of the brain and nervous system. Identify the parts of the brain and
to enhance health nervous system and their functions. Use crayons to color the parts.
Resources:
Phoenix Publishing
House,2015
Publisher,2015
Science 10, Phoenix
 National Health Education
Standards:
http://www.cdc.gov/
healthyschools/sher/standar
ds/index.htm
3  The Mechanism of Nervous  Through power point presentation, show pictures of individuals suffering from
Day 4 System neurological illnesses.
a. What are some disorders of the nervous system?
Learning Competency: b. What are possible causes of theses disorders?
 Illustrate how diseases or
disorders of the system are  Objective Presentation:
acquired, prevented or Given varied learning activities, the Grade 10 students are expected to:
treated. a. Comprehend concepts relate to health promotion and disease prevention to
enhance health.
Science and Engineering Practice: b. Demonstrate the ability to practice health-enhancing behaviors and avoid or
 Ask questions and establish reduce health risks.
topic frame to relate ideas c. Demonstrate the ability to advocate for personal, family,
 Identify and evaluate and community health.
information to form scientific
facts and concepts
Valuing:
 Develop scientific curiosity
and perseverance to gather
information
 Advocate for personal,
health.
 Sound decision-making skills
to enhance health
Resources:
Phoenix Publishing
House,2015
Publisher,2015
Science 10, Phoenix
Standards:
http://www.cdc.gov/
ds/index.htm
Week Content: Transfer
3  The Mechanism of Nervous The learners will answer the Unit Test
Day 5 System Endocrine System
Reproductive System
Learning Competency: Nervous System
 How the nervous system
coordinates and regulates
these feedback mechanisms
to maintain homeostasis

 Ask questions and establish
topic frame to relate ideas
 Identify and evaluate
information to form scientific
facts and concepts
Valuing:
 Develop scientific curiosity
and perseverance to gather
information
 Advocate for personal,
health.
 Sound decision-making skills
to enhance health
Resources:
Phoenix Publishing
House,2015
Publisher,2015
Science 10, Phoenix
Standards:
http://www.cdc.gov/
ds/index.htm

Minglanilla, Cebu
UNIT PLAN
SCIENCE GRADE 10
S.Y. 2019-2020
THIRD QUARTER
Unit Title: Living Things and Their Environment Unit 2: HEREDITY: Inheritance and Variation of Traits
Unit Description: Understanding on the structure of the DNA, explain how DNA replication takes place, how ribonucleic acid (RNA) is made using the information from DNA, how information in
some genes is translated into proteins, and explain how mutations may cause changes in the structure and function of a protein.

The learners will be able to independently use their learning to present an analysis to be
Content Standards: used to predict the characteristics running in a family and decide which mode of inheritance is
The Learners demonstrate an understanding of the information store DNA as being observed, thus becoming BMH who are critical thinkers, effective communicators, and
used to make proteins. responsible individuals.
The learners demonstrate an understanding of how changes in a DNA molecule may
cause changes in its products.
The learners demonstrate and understanding of mutations that occur in sex cells as
being heritable.
The learners shall be able to present an analysis to be used to predict the
characteristics running in a family and decide which mode of inheritance is observed.
Formation Standard:
The learners will become grateful and respectful children both to their parents who
nourish and take care of them since birth and technologically competent through the
technologies used.
The learners will become loving children of Mary and friends to Jesus.

The learners will understand that… The learners will be able to answer the following questions:
 Deoxyribonucleic Acid (DNA) is the genetic material of organisms. 1. How evidences were able to explain DNA?
 A DNA is a double helix molecule composed of two complementary strands of 2. How protein is made using information from DNA?
deoxyribonucleotides units. The complementary base pairs of the DNA are held by 3. How mutation may cause changes in the structure and function of a protein?
hydrogen bonds. 4. How DNA base codes to the twenty amino acids that make up protein?
 The central dogma of the transfer of genetic information states that the sequence 5. How to apply the concept of biotechnology in improving our agriculture, medicine, and
involved in the expression of hereditary characteristics is from DNA to RNA to proteins. ecology?
 Genes are segments of DNA that may code for RNA or proteins. 6. What is the Central Dogma of Molecular Biology?
 Most sequences of three bases in the DNA of a gene code for a single amino acid in a 7. How does the DNA control the transmission and expression of genetic information?
protein. 8. How does genotype translate to phenotype?
 Transcription is the process by which the information in the strand of DNA is copied into 9. What is the role of DNA in heredity?
new molecule of mRNA 10. How importance is understanding the structure of DNA?
11. Why are nucleic acids essential in heredity?
 Translation is a process which determines the order of bases in mRNA of amino acids
12. Why must a cell produce proteins?
into a protein. It occurs in a ribosome in the cytoplasm. 13. How are genetic mutations advantageous and disadvantageous?
 A mutation is a change in the base sequence of DNA. Mutations may affect only one 14. How can we tell if an individual possibly has genetic disorder?
gene, or they may affect whole chromosomes. 15. How do genetically engineered products help us solve problems in society?
Knowledge: Skills Disposition

The learners will know… The learners will be able to The learners will develop the value of:
 Human Fertilization  list the pieces of evidence that established DNA as the  awareness of one’s responsibility of taking care of one’s gift
 Structure and Functions of Chromosomes hereditary material from God which is your traits and characteristics from your
 Haploid and Diploid  compare and contrast DNA from RNA structure parents
 DNA  explain how protein is made using information from DNA  respect to God’s will of giving you your unique self.
 RNA  explain how mutations may cause changes in the
 Central Dogma of Molecular Biology structure and function of a protein
 Biotechnology  relate the DNA base codes to the twenty amino acids that
make up proteins
 compare how mutations may cause changes in the
structure and function of a protein
 identify different application of biotechnology in medicine,
agriculture and ecology

 quizzes
Goal: Your goal is to help parents on how to take good care of their children who  Chapter test
have genetic disorder.  Formative test
Role: You are an artist  Summative test
Audience: Journalists  Laboratory activities
Situation: The school is celebrating its annual Psychology Week. One of the activities  Project
during this celebration is to give guidance counseling and a seminar on how to take
 IP projects
good care of children with genetic disorders. After the seminar, pamphlets will be
distributed.
4 3 2 1
Product: Choose one of the following:
Clarity of Concept The concept of the The concept of the The concept of the The concept of the
Product 1: Design a cover page for the pamphlet.
product is very product is clear product is not product is not very
Product 2: Illustrate different ways on how to take good care of children who are
clear. clear. clear.
suffering from hereditary genetic disorders.
Product 3: Create a graphic organizer on how to take good care of children with Completeness The product The product The product The product does
genetic disorder. attains the attains the attains the not attain the
Standards: The products will be assessed based on the following: purpose of the purpose and purpose but it is purpose and is
1. Clarity of Concept product and reaches out the incomplete incomplete.
2. Completeness reaches out task.
beyond the task.

Time Learning Content
Learning Activities Modification Remarks
Frame and Objectives
Content:
Week 4 Heredity: Inheritance Pre-Assessment
Day 1 and Variation Directions: Answer the following questions:
Competency: 1. The sequence of bases in one DNA strand is given below. Identify the complementary
 List the pieces of sequence of bases in the other strand of DNA.
evidence that
established DNA
as the hereditary
material
 Compare and
contrast DNA from
RNA structure
Science and 2. Show how the DNA code translates into RNA code by placing the sequence of bases of the
Engineering DNA and RNA side by side.
Practice:
 Asking questions
 Using models
 Analyzing data
 Constructing
explanations
 Communicating
information
3. Each combination of three nitrogenous bases on the mRNA molecule is a codon, a three-
Valuing: letter code for a specific amino acid. Use the table below to identify the specific amino acid for
To develop the value each mRNA codon.
of being proud to one’s
country
To show appreciation
of the importance of
biotechnology in
everyday living
To acknowledge the
ethical considerations
in the application of
biotechnology
Sources:
 Department of
Education (2012).
Science-Grade
10 Teacher’s THE GENETIC CODE
Guide: Second
Part. 1st Edition.
PSC Complex,
Meralco Avenue,
Pasig City,
Philippines.
 Department of
Education (2012).
Science-Grade
10 Learner’s
Material: Second
Part. 1st Edition.
PSC Complex,
Meralco Avenue,
Pasig City,
Philippines.
 Ferriols, Josefina,
et. al., 2015,
Exploring Life
Through Science
10, Quezon City, 4. Look at the four DNA sequences of bases below.
Phoenix
Publishing
House, Inc.
 Alumaga,
Jessica, et. al.,
2014, Science
and Technology
10, Araneta Ave.,
Quezon City,
Vibal Group, Inc.
 Valdoz, Meliza,
et. al., 2016,
Science Links 10,
Sta. Mesa
Heights, Quezon
City, Rex Book
Store, Inc. How does each of these errors change the DNA sequence? What do you call these changes?
________________________________________________
Materials:
Activity Sheets
Explore
The teacher will present a picture (shown below) and will ask questions:
 What is in the picture?
 Why do we need to have this kind of thing?
 What are the process of making a house or building?
 How will engineers determine if they are doing the right things upon building this house?
 Why do they need to follow their structural plan?
 In relation to biology, what is considered as blueprint of life? Or the basis of all
molecular biological activities?
Presentation of the Objectives
At the end of the lesson, the students should be able to:
 identify the evidences that established DNA as the hereditary material;
 compare the structures of the DNA and RNA molecule; and
 give the importance of DNA and RNA
Firm-Up
The teacher will explain the timeline of DNA discovery.
Griffith’s Transformation Experiment Levene’s Nucleotides

The Hershey-Chase Blender Chargaff Rules
Experiment Rosalind Franklin’s X-ray
Diffraction
The learners will answer these questions:

 What is Griffith’s Transformation Experiment all about?
 What is the role of E. coli in the Hershey-Chase Blender Experiment?
 How did Chargaff formulate his Rule?
 How did Rosalind Franklin’s X-ray Diffraction change the perspective about DNA?
 Why did Watson and Crick concluded that the structure of DNA is double-helix?
Deepen
The learners will perform an activity that would explain further the difference between RNA and
DNA.
Activity 1: Getting to know the DNA and RNA structure
Objective:
Compare the structures of the DNA and RNA molecule
Material:
Activity sheets
Procedure:
1. Read the given information carefully about DNA and RNA.
Figure 1. DNA Structure
Figure 2. RNA Structure

2. Fill in the comparison table below.
Basic Comparison DNA RNA
1. Number of Strands
2. Location of the cell
3. Type of Sugar
4. Nitrogenous base pair
Guide Questions:
1. What are the components of the DNA and RNA molecule?
2. What is the structural difference between DNA and RNA?
3. What nitrogenous base is found in RNA but not in DNA?
Generalization
To wrap-up, the teacher will give questions to generalize the concept:
 What did you learn today?
 Why is this relevant?
 What will you do with what you learn?
Transfer
Formative Test
The learners will be given a short quiz to answer with the following questions:
 What scientific studies led to the identification and characterization of the DNA?
 What are the contributions of Watson and Crick to DNA? How did Franklin’s experiment
influence Watson-Crick’s experiment?
 How do you describe the structure of DNA and RNA and how are they differ?
Week 4 Content: Explore
Day 2 Heredity: Inheritance The teacher will show picture a certain technique in decoding messages and asks questions
and Variation
Competency:
 Relate the DNA
base codes to the
twenty amino acids
that make up
proteins
Science and
Engineering
Practice:
 Using models
 Analyzing data
 Constructing  What do you think is this picture all about?
explanations  Who uses this kind of technique of decoding messages?
 Communicating  Why do they need to use this kind of method in sending messages?
information  How to decode Morse code?
 In relation to DNA, what components of DNA that serve as messages that would be
Valuing: decoded?
To develop the value
of being proud to one’s Presentation of Objectives:
country At the end of the lesson, the learner should be able to:
To show appreciation  determine the amino acids that make up proteins;
of the importance of  how to relate DNA codes to the twenty amino acids;
biotechnology in
 give the importance of decoding these DNA bases.
everyday living
To acknowledge the
Firm-Up
The teacher will explain the concept of The Central Dogma of Molecular Biology
biotechnology
Sources:
 Department of
Education (2012).
Science-Grade
10 Teacher’s
Guide: Second
Part. 1st Edition.
PSC Complex,
Meralco Avenue,
Pasig City,
Philippines.
 Department of
Education (2012).
Science-Grade
Key Concept about Central Dogma of Molecular Biology
10 Learner’s  DNA replication takes place in the cytoplasm of prokaryotes and in the nucleus of
Material: Second eukaryotes. The enzymes start to unzip the double helix as the nucleotide base pairs
separate. Each side of the double helix as the nucleotide base pairs separate. Each side of
Part. 1st Edition.
the double helix runs in opposite directions. At the same time, replication begins on both
PSC Complex,
strands of the molecule.
Meralco Avenue,
 The genetic information or code is copied into the messenger mRNA through the process
Pasig City,
Philippines. transcription. The transcription process occurs when the nucleotide sequence along the
DNA is copied into a strand of mRNA
 Translation is the final synthesis of a small protein through the help of the mRNA. The
et. al., 2015,
Exploring Life transfer of code from the mRNA to a small protein begins when the mRNA molecule attaches
Through Science in the ribosome, which forms the mRNA ribosome complex.
10, Quezon City,
Phoenix
Publishing The learners will perform on the activity to demonstrate the replication of the DNA molecule and
House, Inc. the specificity of base pairing in the nitrogenous bases
 Alumaga,
Jessica, et. al.,
2014, Science
Activity 2: DNA Makes DNA
and Technology
10, Araneta Ave.,
Objective:
Quezon City,
 Make a model of a DNA template to determine the sequence of bases in the new
Vibal Group, Inc.
 Valdoz, Meliza,
Materials:
et. al., 2016,
 Crayons • scissors • paste/tape
Science Links 10,
Sta. Mesa • 1/4 size illustration board or long size folder
Heights, Quezon
City, Rex Book Procedure:
Store, Inc. 1. Use the patterns of the components of the DNA provided by your teacher. Color code
phosphate = blue, deoxyribose sugar = green and nitrogenous bases as follows: adenine =
yellow, thymine = pink, guanine = violet and cytosine = red.
Materials: 2. Cut out the shapes of each nucleotide.
Crayons 3. Build a model of a strand of a DNA molecule. The strand should contain 6 base “rungs”
Scissors following the given order of the nucleotides below.
Guanine Adenine Cytosine Thymine Cytosine Guanine
paste/tape 4. Tape the cut-out pattern to form the nucleotides.
1/4 size illustration 5. Let this arrangement represent the left half of your DNA molecule.
board or long size 6. Make a complementary strand for the first strand that you made in step 3.
folder 7. Tape the cut-out pattern forming nucleotides for the second strand of the DNA molecule.
Answer sheets 8. Match the bases of the first strand and the second strand. Do not tape across bases.
9. Once you have made your DNA model, separate the two strands of the DNA model down the
middle so that there are now two single strands of DNA.
10. Create new double-stranded DNA by matching complementary nucleotides to the bases on
each single strand.
11. Tape and then cut out the pattern forming the nucleotides for each of the single nucleotides.
12. When you are finished, mount the original DNA model and the DNA model with its
complementary strand in the illustration board or folder.
Guide Questions:
1. Compare the two new strands of DNA. Are they the same or different? Why?
2. How do the nucleotides in DNA pair?
3. How do you compare a DNA molecule to a zipper?
4. How is information from the DNA passed on from one cell to another?
5. How does the structure of a DNA molecule help account for the great variety of life that exists
on earth?
Deepen
In the next activity, you will demonstrate the process of transcription through the use of paper
DNA and mRNA models.
Activity 3: What’s the Message
Objectives:
 Make a model to show how the order of bases in DNA determines the order of bases in
mRNA.
 Infer why the structure of DNA enables it to be easily copied.
Materials:
• crayons • 1/4 illustration board or long folder • scissors • paste/tape
Procedure:
1. Use the patterns of the components of the DNA provided by your teacher. Color code
phosphate = blue, deoxyribose sugar = green, ribose sugar = brown and nitrogenous bases as
follows: adenine = yellow, thymine = pink, guanine = violet and cytosine = red and uracil =
orange.
2. Cut out the shapes of each nucleotide.
3. Using the given order of the nucleotides below, construct a double stranded DNA molecule.
Guanine Adenine Cytosine Thymine Cytosine Guanine
4. Fasten your molecule together using a clear tape. Do not tape across base pairs.
5. Step 1, use the patterns of the components of the RNA provided by your teacher. Color code
phosphate = blue, ribose sugar = brown and nitrogenous bases as follows: adenine = yellow,
uracil = orange, guanine = violet and cytosine = red.
6. Cut out the shapes of each nucleotide.
7. With your DNA model in front of you, demonstrate the process of transcription by first pulling
the DNA model apart between the base pairs.
8. Using the right strand of the DNA model in step 3, begin matching complementary RNA
nucleotides with the exposed bases on the DNA model to make mRNA.
9. Tape the RNA nucleotides
10. When you are finished, tape your new mRNA molecule together.
Guide Questions
1. Does the mRNA model more closely resemble the DNA strand from which it was transcribed?
2. Explain how the structure of DNA enables the molecule to be easily transcribed. Why is this
important for genetic information?
3. Why is RNA important to the cell?
4. How does a mRNA molecule carry information from DNA?
Generalization
To wrap-up, the teacher will give questions to generalize the concept:
 What did you learn today?
 Why is this relevant?
 What will you do with what you learn
Week 4 Content: Firm-Up
Day 3 Heredity: Inheritance Activity 4: Relay the Message
and Variation Objectives:
• Make a model of the translation process
Competency: • Simulate the steps in translation
 Explain how protein
is made using Materials:
information from • crayons • 1/4 size illustration board or long size folder • scissors • paste/tape
DNA
Procedure:
Science and 1. Use the patterns of the components of the DNA and RNA provided by your teacher. Color
Engineering code phosphate = blue, deoxyribose sugar = green, ribose sugar = brown and nitrogenous
Practice: bases as follows: adenine = yellow, uracil = orange, guanine = violet, cytosine = red and amino
 Asking questions acid = green.
 Using models 2. Cut out the shapes of each nucleotide.
 Analyzing data 3. Using the given order of the nucleotides below, construct a double stranded DNA molecule.
 Constructing Guanine Adenine Cytosine Thymine Cytosine Guanine
explanations 4. Fasten your molecule together using a clear tape. Do not tape across base pairs.
 Communicating 5. Step 1, use the patterns of the components of the RNA provided by your teacher. Color code
information phosphate = blue, ribose sugar = brown and nitrogenous bases as follows: adenine = yellow,
uracil = orange, guanine = violet and cytosine = red.
Valuing: 6. Cut out the shapes of each nucleotide of RNA.
To develop the value 7. With your DNA model in front of you, pull apart the DNA model.
of being proud to one’s 8. Using the right strand of the DNA model in step 3, begin matching complementary RNA
country nucleotides with the exposed bases on the DNA model to make mRNA.
9. Tape the RNA nucleotides.
Sources: 10. Fasten your molecule together using a clear tape. Imagine that mRNA leaves the cell
nucleus and moves out to the cell’s ribosomes. Meanwhile, transfer RNA (tRNA) is present in
 Department of
the cell cytoplasm. tRNA has a three –base sequence (a triplet) that can match with the bases
Education (2012).
of mRNA.
Science-Grade
11. Cut out the two models of tRNA only along solid lines.
10 Teacher’s 12. Join the tRNA molecules to the mRNA model.
Guide: Second 13. When you are finished, tape your model of the translation process on the illustration board
Part. 1st Edition. or folder.
PSC Complex,
Meralco Avenue, Guide Question
Pasig City, 1. What are the four nucleotide bases present in tRNA? Do these bases differ from those found
Philippines. in mRNA?
 Department of 2. What base in mRNA can only join with the adenine base of RNA? uracil base of tRNA?
Education (2012). 3. What is a codon? What does it represent?
Science-Grade 4. What is the role of tRNA in protein synthesis?
10 Learner’s 5. How does a tRNA molecule carrying its amino acid recognize which codon to attach?
Material: Second 6. You have learned that there is a stop codon that signals the end of an amino acid chain. Why
Part. 1st Edition. is it important that a stop codon be part of protein synthesis?
PSC Complex, 7. A construction worker brings hollow blocks to build a wall. What part of translation resembles
Meralco Avenue, the construction worker’s job? What do the hollow blocks represent?
Pasig City,
Philippines. Deepen
Activity 5 Trace the Code
Objective:
et. al., 2015,
• Identify the amino acids coded for by the mRNA codon using the Genetic Code Table.
Exploring Life
Through Science
Materials:
10, Quezon City,
• Genetic Code Table • activity sheets
Phoenix
Publishing
Procedure:
House, Inc.
1. Copy and fill in the table.
 Alumaga,
2. Refer to the Genetic Code Table to identify the amino acid.
Jessica, et. al.,
Order of bases in Order of bases in Order of bases of Amino Acid coded
2014, Science
DNA mRNA tRNA into Protein
and Technology
TAG AUC
10, Araneta Ave.,
Quezon City, CAT
Vibal Group, Inc. GUC
 Valdoz, Meliza, CCA
et. al., 2016, Methionine
Science Links 10, Valine
Sta. Mesa ACU
Heights, Quezon ACA UGU
City, Rex Book AAA
Store, Inc. GAA CUU
3. To determine the order of bases in the first column (DNA), second column (codon), and third
Materials: column (anticodon), consider the complementary base pairs in DNA: adenine pairs with thymine
Crayons and guanine pairs with cytosine. While in RNA, adenine pairs with uracil and guanine pairs with
Scissors cytosine.
paste/tape 4. To identify the amino acid, look at the bases in the mRNA codon, e.g., AUG using the Genetic
1/4 size illustration Code Table. Look for the first letter of the mRNA codon on the left side of the genetic code table
board or long size (A), the second letter of the mRNA on the second letter column (U), and the third letter on the
right-side column (G). AUG codes for the amino acid -methionine. 5. Do the same with the
other codons in the chart.
folder
Activity Sheets
Guide Questions
1. Why is specific base pairing essential to the processes of transcription and translation?
2. How many codon/s codes for one amino acid?

Day 4 Heredity: Inheritance The teacher will present a picture of the characters of Mutant X,
and Variation
Competency:
 Compare how
mutations may
cause changes in
the structure and
function of a protein
 Explain how
mutations may Shalimar Fox used her animal speed, cunning and strength to help defend the Sanctuary from a
cause changes in possible takeover by Patient Zero and his cohorts. As other episodes of the TV series Mutant X
the structure and unfolds, we witness Brennan’s body generate electricity, Jesse walk through a stone wall and
function of a protein Emma use her telepathic abilities.
 Why can these mutants do amazing feats?
Science and  How did they gain their special powers?
Engineering  Can geneticists really alter and manipulate the transmission and expression of
Practice: hereditary characters?
 Asking questions Presentation of the Objective
 Using models At the end of the lesson, the learners are expected to be able to:
 Analyzing data  define mutation and its types;
 Constructing  illustrate the kinds of chromosomal mutation;
explanations  differentiate the kinds of chromosomal mutations;
 Communicating  importance of genetical mutation.
information
Firm-Up
Valuing: The teacher will then explain the concept of Genetic Mutation using the diagram below.
of being proud to one’s
country
To show appreciation
of the importance of Based on
biotechnology in
everyday living
To acknowledge the
biotechnology
Sources:  What are the types of Genetic Mutation?

 Department of  How are they differ from each other?
Education (2012).  What are the different factors causing mutations in the DNA of living cells?
Science-Grade  What do you think are the probable effects if duplication occurs in a chromosome?
10 Teacher’s  How are genetic mutations advantageous and disadvantageous?
Guide: Second
Part. 1st Edition. Deepen
PSC Complex, Activity 6: Chromie Change
Meralco Avenue, Objective:
Pasig City, • Illustrate the kinds of chromosomal mutations
Philippines. • Differentiate the kinds of chromosomal mutations
 Department of
Education (2012). Material:
Science-Grade Modeling clay of varied color
10 Learner’s
Material: Second Procedure:
Part. 1st Edition. A. Translocation
PSC Complex, 1. Using modeling clay make models of two (2) chromosomes. One should have a
Meralco Avenue, different color and size from the other.
Pasig City, 2. Break one part of each of the chromosomes. Exchange the parts and attach them to
Philippines. each of the other chromosomes. See illustration below.
et. al., 2015,
Exploring Life
Through Science
10, Quezon City,
Phoenix
Publishing
House, Inc.
 Alumaga,
Jessica, et. al.,
2014, Science
and Technology 3. Fill in the second column (translocation) of the table.
10, Araneta Ave., B. Deletion
Quezon City, 1. Make a model of a chromatid (one of the duplicated copies of a chromosome).
Vibal Group, Inc. 2. When done, remove a portion of it (close to either end of the chromosome or within
 Valdoz, Meliza, the long arm or short arm). If you choose to remove a part within the arms, be sure to join back
et. al., 2016, the bottom part. See sample illustration.
Science Links 10,
Sta. Mesa
Heights, Quezon
City, Rex Book
Store, Inc.
Materials:
Modeling clay of
varied color 3. Fill in the third column (deletion) of the table.
C. Inversion
1. Make a colored chromatid as shown below.
2. This time break a portion (with 2 colors) of it. Refer to the illustration below.
3. Reinsert it to the chromatid in reverse manner.
4. Fill in the fourth column (inversion) of the table.
Chromosomal Mutations
Translocation Deletion Inversion
1. How many
chromosomes are
involved?
2. How did you
change the original
structure of the
chromosomes?
3. Which
condition/s do you
think that result/s
to change/s of
chromosome
material? Please
indicate using the
word loss, gain,
either loss or gain
of genetic material.
Guide Questions:
1. How are the three chromosomal aberrations different from each other? How are they similar?
2. Do you think the normal genetic content of the chromosome is affected?
3. Which condition results to gain of chromosome material? Loss of chromosome material?
4. What are some possible effects of these chromosomal mutations?
Transfer
Formative Test
 What is mutation and its kinds?
 What causes mutation?
 How will mutation be beneficial?

Day 5 Heredity: Inheritance The teacher will show a video to the class regarding common world problems and will asks
and Variation questions afterwards.
https://www.youtube.com/watch?v=lcdTeXIpPLg
Competency:
 Identify different
application of How do genetically engineered products help us solve problems in society?
biotechnology in
medicine, Firm-Up
agriculture and The teacher will present inputs about Biotechnology
ecology. Key points on Biotechnology
 The term biotechnology was coined from the words biology and technology in the 1970’s
Science and when the first genetically engineered bacteria were reported.
Engineering  It is in our food. Improvement of crop quality and yield has been the major goal of farmers
Practice: since man started to cultivate plants
 Asking questions  It its in our medicine. Biotechnology has also been explored in the medical field, specifically
 Using models in the production of drugs used to treat different diseases.
 Analyzing data  It is inside of our body. Biochips are minute computers that were first seen in science-fiction
 Constructing movies to monitor the movement of individuals and to serve as an identification system.
explanations  It is in our agriculture. Modern methods of farming entail the use of synthetic fertilizers and
 Communicating insecticides to increase crop yield.
information  It is in our environment. Bioremediation generally refers to the use of biotechnology to solve
environmental problems, such as treatment and disposal of wastes, which are major
Valuing: problems associated with industrialization.
of being proud to one’s Deepen
country The learners will be grouped into 5 to have a critical analysis and problem solving. Each group
To show appreciation will be given a world problem and they are going to solve this problem utilizing the concept of
of the importance of biotechnology.
biotechnology in 1. Eggplant (Solanum melongena L.), a common and leading vegetable crop in the Philippines,
everyday living is considered as a good source of vitamins, fiber, and minerals. Many Filipino farmers depend
To acknowledge the on planting eggplant as a source of livelihood, but plant diseases and pests, such as the frui and
ethical considerations shoot borer (FSB), are major problems that lead to harvest decline and losses. As a remedy,
in the application of farmers rely heavily on insecticides, which are mostly effective only traces of toxic chemicals in
biotechnology the produce and the environment, and thus may have long-term consequence for consumers
and the environment.
Sources:
 Department of Guide questions
Education (2012). 1. What are some applications for genetic modifications?
Science-Grade 2. What are the characteristics of Genetically modified products that could potentially solve a
10 Teacher’s certain problem?
Guide: Second 3. How do genetically engineered products help us solve problems in society?
Part. 1st Edition.
PSC Complex,
Meralco Avenue, Generalization
Pasig City, To wrap-up, the teacher will give questions to generalize the concept:
Philippines.  What did you learn today?
 Department of  Why is this relevant?
Education (2012).  What will you do with what you learn?
Science-Grade
10 Learner’s
Material: Second
Part. 1st Edition. Transfer
PSC Complex, Formative Test
Meralco Avenue, The learners will be given a short quiz to answer with the following questions:
Pasig City,  How does biotechnology help us in our daily activities?
Philippines.  Example of genetically modified products and its impact to the society.
et. al., 2015, Assignment
Exploring Life Research latest biotechnological advancement and its impact to our society.
Through Science
10, Quezon City,
Phoenix
Publishing
House, Inc.
 Alumaga,
Jessica, et. al.,
2014, Science
and Technology
10, Araneta Ave.,
Quezon City,
Vibal Group, Inc.
Materials:
https://
www.youtube.com/
watch?v=lcdTeXIpPLg

Minglanilla, Cebu
UNIT PLAN
SCIENCE GRADE 10
S.Y. 2019-2020
THIRD QUARTER
Unit Title: Living Things and Their Environment- Ecosystems Unit III: Biodiversity and Evolution
Unit Description: This module will discuss the different sources of possible evidence for evolution such as fossil records, and developmental and molecular biology which gave way to the
different concepts about the origin of life. it will also provide a variety of activities to help you understand the processes and mechanism of evolution.

The learners will be able to write an essay on the importance of adaptation as a
Content Standards: mechanism for the survival of a species, thus becoming BMH who are critical thinkers and
The learners demonstrate of understanding how evolution through natural selection can effective communicators, responsible individuals, and guardians of the environments.
result in biodiversity.
Performance Standards:
The learners will be able to write an essay on the importance of adaptation as a
mechanism for the survival of a species.
Formation Standard:
The learners become disciplined and more responsible stewards of mother nature.

 Jean Baptiste de Lamarck proposed The Theory of Need, The Theory of Use and  How are early hominids’ characteristics compared to modern sapiens?
Disuse and The Theory of Acquired Characteristics.  How theories support about the appearance of early Homo sapiens?
 Charles Darwin presented the Theory of Evolution based on natural selection.  How does evolution produce different structures of species?
 Speciation or formation of a new species may occur through mutation, gene  How can the theory of natural selection affect the present generation?
combination, and natural selection.  How does the process of natural selection affect speciation and extinction of species?
 Speciation increases biodiversity  How can man protect species from extinction?
 Species may change over time. Fossil records, Developmental and Molecular Biology  Why do we adapt to our environment?
and Genetics may provide possible evidence for evolution.  How do different theories of evolution influence your beliefs on life on Earth?
 Patterns in animal development suggest that some organisms may have one common  How does natural selection lead to evolution?
ancestor.  How do we know that we, as organisms, change over time?
 Evidence in structure and molecular studies suggests that organisms are related with  What role do genes play in the evolution of species?
one another.  What causes new species to form?
 What similarities and patterns of evolution do you observe in nature?
 How fast do organisms evolve?
 Why will you (or will you not) support scientific claims about our human ancestors?
 Homo sapiens  explain the occurrence of evolution and describe how  appreciation on the importance of the evolution and biodiversity;
 Homo habilis the process takes place  awareness on how to take care biodiversity.
 Homo erectus  explain how fossil records, comparative anatomy, and  self-discipline in following the do’s and don’ts in maintaining a
 Natural Selection genetic information provide evidence for evolution healthy lifestyle and a stable ecosystem.
 Lamarck’s Theory  give some factors that affect the pattern of evolution in
 Use and Disuse some plants, animals and human beings
 Vestigial  compare and contrast the characteristics of early
 Analogous hominids
 discuss theories about the appearance of early Homo
sapiens
Stage Two – ASSESSMENT EVIDENCE

 quizzes
GOAL: Your goal is to create a multimedia presentation about the things an individual must do  Chapter test
in order to adapt and survive in environmental changes and challenges  Formative test
 Summative test
ROLE: Videographer; journalist.  Laboratory activities
 Project
AUDIENCE:
 IP projects
High school students.
SITUATON:
You can express your thoughts and ideas from the point of view of an environmentalist, a
climate change advocate, a mayor or governor of a particular town or a barangay official. Your
presentation should cater to the common citizens to encourage them to be aware of
environmental changes that can occur, to prepare them for things they need to do, and to help
them adapt and survive in these environmental changes
PRODUCT:
Your multimedia presentation will be graded accordingly using a rubric. It will be assessed
based on purpose, content, understanding of the concepts, additional information, and
creativity.
STANDARDS:
Your product will be evaluated based on the following:
 Accuracy of content
 Organization of Ideas
 Creativity
 Relevance
Learning
Time Competencies /
Learning Activities Modifications Remarks
Frame Engineering Practices /
Sources / Materials

Day 1 Biodiversity and Evolution Pre- Assessment
Multiple Choice. Choose the best answer.
Competency: 1. Where can most of the fossils be found?
 Explain the occurrence a. Sedimentary rock b. Granite rock c. Lava flows d. Black soil
of evolution and 2. Which of the following statements DOES NOT describe evolution?
describe how the a. Evolution is continuous. b. Evolution refers to change.
process takes place c. The world is stable and unchanging. d. If there is mutation, there is evolution.
3. Which pairs of animals show a correct example of homologous structures?
Science and a. Wings of butterfly and bat. b. Flipper of whale and forelimb of cat.
Engineering Practice: c. Fingers of human and arm of starfish d. Tongue of frog and proboscis of mosquito.
 Asking questions 4. In what Era can the oldest fossils be found?
 Using models a. Cenozoic b. Mesozoic c. Paleozoic d. Pre-Cambrian
 Analyzing data 5. Which of the following statements best explains the Theory of Natural Selection?
 Constructing a. Organs that are not used may disappear while organs that are constantly used may
explanations develop.
 Communicating b. In nature, the organisms with desirable characteristics may survive while those with
information weaker traits may not.
c. Organisms develop desirable structures to survive in a given environment.
Valuing: d. Acquired characteristics of parents can be passed on to offspring.
To develop the value of 6. Which is a more definite characteristics to show relatedness of two organisms?
being proud to one’s a. Similarity in development b. Similarity in courting behavior
country c. Similarity in structure d. Similarity in genomic DNA
7. Which of the following statement explains Lamarck’s Theory of Use and Disuse?
Sources: a. Body structures develop because they are used extensively
b. Body structures develop because they are not in use
 Department of
c. Body structures develop because of competition
Education (2012).
d. Body structures develop because of mutation
Science-Grade 10
8. Which of the following statements does not show the process of adaptation?
Teacher’s Guide:
a. Dying out of dinosaurs during Cretaceous period.
Second Part. 1st
b. Certain group of birds eating different kinds of food.
Edition. PSC Complex, c. The finches in Galapagos with different beaks.
Meralco Avenue, Pasig d. A child learning to walk on his own.
City, Philippines. 9. Why do organisms with close biochemical similarities show stronger evolutionary
 Department of relationships?
Education (2012). a. They have varied and different ancestry.
Science-Grade 10 b. They have similar patterns during their early stages of development.
Learner’s Material: c. They have a common ancestor and have the same kind of proteins.
Second Part. 1st d. They possess same vestigial structure that made their evolutionary relationship closer.
Edition. PSC Complex, 10. Which of the following statements supports the idea that extinction is necessary?
Meralco Avenue, Pasig a. To give way for other organisms to develop
City, Philippines. b. To let other organisms evolve and progress
 Ferriols, Josefina, et. c. To know who the fittest
al., 2015, Exploring Life d. is All of the above
Through Science 10, II. Draw the appropriate graphical representation of the following situations.
Quezon City, Phoenix a. Equal population of black peppered moths and white peppered moths inhabit a particular
Publishing House, Inc. area in the city. After a while, modernization and industrialization came. Because of pollution,
 Alumaga, Jessica, et. white peppered moths did not survive while the dark peppered moths enjoy the smog.
al., 2014, Science and b. A variety of species of deer lives in a certain part of the forest. But after sometime a new
Technology 10, Araneta organism was introduced to the wild; the fast deer increased in number, while the slow ones
Ave., Quezon City, became extinct.
Vibal Group, Inc.
 Valdoz, Meliza, et. al., III. Pattern of Evolution. Tell whether the diagrams illustrate convergent evolution or
2016, Science Links 10, divergent evolution.
Sta. Mesa Heights,
Quezon City, Rex Book
Store, Inc.
Materials:
Activity Sheets
Meter Stick
Firm-Up
Interpret picture 1 based on physical appearance.
Interpret picture 2. Consider that they are occupying

the same area (habitat) and are in competition of
available resources.
Deepen
The teacher will divide the class into group of six members and let each group brainstorm
and make a timeline about the early theories of evolution. Afterward, let each group
representative present and discuss a portion of the timeline in sequence. A sample timeline
is given below.
The teacher will further discuss Lamarck’s theory of evolution by citing the figure below.
Transfer
Formative Test
 What is evolution?
 Why do we need to study evolution?
 How are you going to explain evolution?
Day 2 Biodiversity and Evolution The learners will play the game Fact or Bluff.
1. Lizards are more closely related to birds than to crocodiles.
Competency: (Fact. A lizard is more genetically similar to a bird than to a crocodile)
 Explain how fossil 2. Scientists date dinosaurs.
records, comparative (Fact. Scientists can determine the age of a dinosaur’s bone by radioactive dating.)
anatomy, and genetic 3. Dragonflies were once as large as pigeons.
information provide (Fact. Fossils indicate that giant dragonflies cruised Earth 290 million years ago.)
evidence for evolution 4. Poodle puppies are born with a fancy haircut.
(Bluff. Poodle haircuts are not inherited.)
Science and 5. Life on Earth came from Mars.
Engineering Practice: (Bluff. No one knows how life on Earth began, but scientists are debating whether some
 Asking questions meteorites from Mars contain bacterial fossils.)
 Using models
 Analyzing data Firm-Up
 Constructing Activity 1A: Where Do I Belong?
explanations Objective:
 Communicating Draw and place the fossil of organisms in its proper Era and Period.
information Material:
pen and paper
Valuing:
To develop the value of Procedure:
being proud to one’s Try to place or draw the fossils of the following organisms in the Era and period where they
country belong.
Sources: Trilobite An invertebrate, Era Period Organism

 Department of it lived in a Cenozoic Recent
Education (2012). shallow marine
Science-Grade 10 environment
Teacher’s Guide: during
Ordovician and Quaternary
Second Part. 1st
Silurian
Edition. PSC
periods.
Complex, Meralco
Avenue, Pasig City,
Philippines. Teritiary
 Department of
Education (2012). Dinosaur bone Dinosaurs or Mesozoic Cretaceous
Science-Grade 10 giant reptiles
Learner’s Material: ruled the earth Jurassic Dinosaurs
Second Part. 1st during the
Edition. PSC Jurassic Period Triassic Crinoids
Complex, Meralco under Mesozoic
Avenue, Pasig City, Era Paleozoic Permian
Philippines. Vascular Plant This fossilized Carboniferous Vascular Plants
 Ferriols, Josefina, et. leaf is once part
al., 2015, Exploring of an early Devonian
Life Through Science vascular plant
10, Quezon City, during the Silurian Trilobites
Phoenix Publishing Carboniferous
House, Inc. Period Ordovician Trilobites
Cambrian
Materials:
Questions:
1. Analyze the table above. Which is assumed to be the oldest organism? Why do you think
so? What is the probable age of the fossil
2. In what era can you possibly find the most recent fossil? Why do you say so?
3. Do you think there are organisms that lived during the Cambrian Period? Explain your
answer.
4. When do you think did the present-day humans first appeared on earth?
5. Describe how organisms are arranged in the table.
Activity 1B: What’s My Age?

Objective:
Determine the age of fossil.
Materials:
• Paper • pen
Procedure
Use the information below to answer the age of the fossils.
One way scientists determine the age of fossils is by checking the amount of radioactive
carbon-14 in the fossil. Carbon-14 breaks down or decays to form nitrogen-14; the rate of
this decay is constant e.g. half of the remaining Carbon-14 breaks down every 5730 years.
Use this information and compute the age of the fossils on the next page.
Question:
1. What is the oldest fossil?
2. Why is it important to know the age of the fossil?
Deepen
Activity 2
AHA! Analogous! Homologous!
Objectives: • Distinguish homologous structure from analogous structure. • Explain the
relevance of comparative anatomy as an evidence of evolution.
Materials: • paper • pen
Directions: Write in the space provided H if the structures below are homologous and A if
they are analogous.
Questions:
1. Can you say that human, whale and bat might belong to a common ancestral group?
Explain why.
2. Give other examples of homologous structures.
Day 3 Biodiversity and Evolution
Activity: So, who is My Relative?
Competency: Objectives:
 Explain how fossil • Compare the stages embryonic development of different organisms.
records, comparative • Explain how embryonic development provides clues for evolution.
anatomy, and
genetic information Materials:
provide evidence for • paper • pen
evolution
Science and Procedure:
Engineering Practice: Study and compare the stages of embryonic development of the different vertebrates.
 Using models
 Analyzing data
 Constructing
explanations
 Communicating
information
Valuing:
To develop the value of
being proud to one’s Questions:
country 1. In what stages of development of the organisms above show similarities?
2. Identify the structure, how and where are they similar?
Sources: 3. In stage 3, identify the structures that made the organisms different from each other?
 Department of 4. Can embryonic development be an evidence that evolution took place? Explain.
Education (2012).
Science-Grade 10 Deepen
Teacher’s Guide: The learner will continue performing activity that would enhance their understanding about
Second Part. 1st evidences of evolution.
Edition. PSC Complex,
Meralco Avenue, Pasig Activity 4: Let’s Compare
City, Philippines. Objectives:
 Department of • Compare the sequence of amino acids in the cytochrome C of the different vertebrates.
Education (2012). • Infer about the evolutionary relationship of the organisms from the differences in amino acid
Science-Grade 10 sequence.
Learner’s Material:
Second Part. 1st Materials:
Edition. PSC Complex, • Pen • paper • graphing paper • coloring materials.
Meralco Avenue, Pasig
City, Philippines. Procedures:
1. Given are the sequences of amino acids in the cytochrome C of the human, chimpanzee,
 Ferriols, Josefina, et.
gorilla, Rhesus monkey, horse, and kangaroo. Cytochrome C is a respiratory enzyme located
al., 2015, Exploring Life
inside the mitochondria.
Through Science 10,
2. Study carefully the sequence of the amino acid.
Quezon City, Phoenix
3. Supply the missing amino acid sequence of chimpanzee, gorilla, Rhesus monkey, horse,
Publishing House, Inc.
and kangaroo to complete Tables 2, 3 and 4. Refer to table 1 for your answer.
4. Identify the differences using the amino acid sequence of human as reference.
Materials:
5. Complete Table 5 to show the number of amino acid differences and the position which
they vary.
1. Based on the activity, which organism is closely related to humans?
2. Which organism is least related to humans?
Study the table below
2. In a graphing paper, plot the information on Table 6 and Table 7 in a bar graph, and use
different colors to represent each pairing of species.
2. What organism appears to be least related to humans?
3. In Tables 6 and 7, which pair of organisms appears to be more related to each other?
Which pair of organisms is the least related to each other? Why did you say so?
4. If the amino acid sequence of the two organisms are similar, would their DNA be
also similar? Why?
5. Do you think the chimpanzee, gorilla, and humans have a common ancestry?
Explain your answer.
Day 4 Biodiversity and Evolution The teacher will display a picture of two related yet obviously different organism such as an
Arctic hare and a jack rabbit in their natural environment.
Competency: The learners will write down similarities between the two species, and questions will be
 Give some factors that asked.
affect the pattern of Do you think that the two organisms are of the same species? Explain.
evolution in some
plants, animals and Firm-Up
human beings The learners will perform this activity.
Activity 1: What is Survival of the Fittest?
Objective:
Science and At the end of the lesson, the learners are expected to be able to:
Engineering Practice:
 Asking questions Materials:
 Using models Meter stick
 Analyzing data
 Constructing Procedure:
explanations This activity is titled, “Survival of the Fittest”. You will compete for the availability of space to
 Communicating survive (to win the game) by staying in the given area.
information 1. Measure the area of your classroom by getting the length and width. Use this formula:
length (m) x width (m) to calculate the area (m 2 ).
Valuing: 2. Count the pupils in your class to compute for the population density using this formula:
To develop the value of number of people
being proud to one’s
area¿ ¿ ¿
country
3. Draw a line dividing the classroom in half. All pupils will move to one half of the room.
Determine the population density.
Sources:
4. Now, observe the reaction of your classmates in this type of environment.
 Department of
Draw again a line by dividing the classroom into fours. Repeat steps 3 and 4.
Education (2012).
Data Table: Population Density
Science-Grade 10
Teacher’s Guide:
Classroom Length (m) Width (m) Area (m 2 ) Population
Size Density
Second Part. 1st 2
Edition. PSC Complex, people/m
Meralco Avenue, Pasig Full
City, Philippines. 1
 Department of 2
Education (2012).
Science-Grade 10 1
Learner’s Material: 4
Second Part. 1st
Edition. PSC Complex, 1
Meralco Avenue, Pasig 8
City, Philippines.
 Ferriols, Josefina, et. 1
al., 2015, Exploring Life 16
Through Science 10,
Quezon City, Phoenix 1
Publishing House, Inc. 32
Materials:
Questions:
1. When the space got smaller and smaller, what observations can you tell based on the
reaction of the class members?
2. What is the behavior manifested by the population as they tried to adapt to the change in
the environment?
3. Why did the behavior of each pupil change as the environment (classroom) decreased in
size and became more crowded?
Day 5 Biodiversity and Evolution The teacher will present a picture of evolution of man
Competency:
 Discuss theories about
the appearance of early
Homo sapiens
 Compare and contrast
the characteristics of
early hominids
Science and
 Using models
 Analyzing data
 Constructing Firm-Up
explanations Base on the picture being presented, the learners will then give their observations about
 Communicating each stage as the man evolve throughout the time.
information
Deepen
Valuing: The learners will proceed to their cooperative learning group to perform a mini-task.
To develop the value of The learners will compare and contrast the characteristics of each hominid.
country
Sources:
 Department of Education
(2012). Science-Grade
10 Teacher’s Guide:
Second Part. 1st Edition.
PSC Complex, Meralco
Avenue, Pasig City,
Philippines.
 Department of Education
(2012). Science-Grade
10 Learner’s Material:
Second Part. 1st Edition. Transfer
PSC Complex, Meralco Formative Test
Avenue, Pasig City, Answer the following in a1/4 sheet of paper.
Philippines. 1. Why do we need to study the evolution of man? Give its importance.
 Ferriols, Josefina, et. al., 2. What are the major differences and similarities between early hominids?
2015, Exploring Life
Through Science 10,
Quezon City, Phoenix
Publishing House, Inc.
Minglanilla, Cebu
UNIT PLAN
SCIENCE GRADE 10
S.Y. 2019-2020
THIRD QUARTER
Unit Title: Living Things and Their Environment Unit VI: Ecosystem
Unit Description: Biodiversity can influence the stability of an ecosystem, the relationship between population growth and carrying capacity of a specific environment. You will become aware of
the different human activities that have a negative impact on the environment and propose that will help protect and conserve the biodiversity you have in your community.

The learners will independently use their learning to practice ways on how to help make an
Content Standards: ecosystem healthy, thus becoming BMH who are critical thinkers, effective communicators, and
The learners demonstrate understanding on the influence of biodiversity on the responsible individuals.
stability of ecosystems.
The learners demonstrate understanding on a diverse life can maintain the balance
of the ecosystem.
The learners demonstrate understanding on an ecosystem as being capable of
supporting a limited number of organisms.
The learners practice ways on how to help make an ecosystem healthy.
Formation Standard:
The learners will become disciplined and more responsible stewards of mother nature.

 Biodiversity benefits people in many ways. It can be of economic, ecological or  How organism’s interaction with matter and energy help them survive?
aesthetic value.  How species diversity increases the probability of adaptation and survival of organisms in
 Greater biodiversity promotes a more stable ecosystem. changing environments?
 The more recent loss of biodiversity has been attributed primarily to human  What is the relationship between population growth and carrying capacity suggest ways to
activities such as overfishing, overhunting, and loss of habitat. minimize human impact on the environment?
Population growth gives us an idea on how fast a population changes over time.  What are the characteristics of population?
 Population growth can be affected by density-dependent or density independent  How is exponential growth different from logistic growth?
limiting factors.  What are the factors that affect population growth?
 Changes in the habitat may cause an increase or decrease in biodiversity.  How does human population growth differ in the past as compared to today?
 Humans are obliged to take responsibility in maintaining a clean and healthy state  How does biological diversity affect the stability of an ecosystem?
of the ecosystem.

 Biodiversity  demonstrate how organism’s interaction with matter  appreciation on the importance of biodiversity
 Carrying capacity and energy help them survive  awareness on how to take good care of mother nature
 Limit  explain how species diversity increases the probability  responsibility on how to maintain the balance of nature and
 Ecosystem of adaptation and survival of organisms in changing establishing of acts that may conform to the norms of nature
 Matter, and energy help in survival environments  self-discipline in following the laws that could help in maintaining
 Environmental Problems  explain the relationship between population growth the balance of nature
and carrying capacity
 suggest ways to minimize human impact on the
environment
Performance Task: Other Evidences:

GOAL: Your goal is to create a cartoon that will make understanding of the causes of  quizzes
species extinction.  Chapter test
 Formative test
ROLE: You are a creative writer.  Summative test
 Laboratory activities
AUDIENCE: High school students across the country.  Project
 IP projects
SITUATION: A popular publishing house has commissioned you to write a comic book
series for high school science. However, they are asking you to give a sample of your work
before finalizing the deal. They are challenging you to make a draft outlining the concept of
biodiversity and extinction. It should be clear and appealing to them and consequently to
the readers of the comic book.
PRODUCT: You can choose any of the following:
1. A 10-15 panel comic strip on the different species diversity with emphasis on importance
of biodiversity.
2. A 10-15 panel comic strip on how organisms change gradually given new conditions in
the environment.
3. A 10-15 panel comic strip on the causes of extinction.
4. A 10-15 panel “silent” comic strip (without dialogue among characters) on the loss of
biodiversity.
5. A 10-15 panel comic strip reflecting the statement, “It is not the strongest of the species
that survive but those that fit best in the environment.”
STANDARDS: Your write-up will be assessed based on the following criteria:

 Accuracy of content
 Organization of idea
 Illustration

Learning Competencies
Time / Engineering
Learning Activities Modification Remarks
Frame Practices / Sources /
Materials
Explore c
Week 6 Content: Pre-Assessment:
Day 1 Ecosystems Directions: Fill in the table below to assess your prior knowledge about biodiversity and stability, and
identify the skills needed in accomplishing the learning tasks in this module.
Competency:
 Demonstrate how K W H L
organism’s What do I know? What do I want to How can I find out What did I learn?
interaction with find out? what I want to learn?
matter and energy
help them survive
Skills I expect to
Science and use:
 Asking questions Firm-Up
 Using models Survivor
 Analyzing data Objective:
 Constructing  Determine the effect of environmental changes on adaptation and survival of a species.
explanations Materials:
 Communicating  Tray (made up of chicken wire, 30 cm x 25 cm long and 4 cm thick), surgical mask, alcohol
information lamp, magnet, rags or mittens, glass of tap water, 25 pieces of marbles, paper clips, paper
square (1.5 cm x 1.5 cm), candles, (1.5 cm x 1.5 cm), plastic cellophane (1.5 cm x 1.5 cm)
Valuing: Procedure:
To develop the value of 1. Place inside the tray, 6 pieces each of marbles, paper clips, square paper, plastic cellophane,
being proud to one’s and candles. Spread them thoroughly on the tray.
country 2. Hold the tray with a mitten and run it over an alcohol lamp for one minute. Be careful while
working with an alcohol lamp.
Sources: 3. Remove the burnt materials and record the “survivors” or those that did not get burned.
 Department of 4. For every one survivor, add two offspring. (Ex. for one marble, add two more marbles.)
Education (2012). 5. Run along the magnet on the tray.
Science-Grade 10 6. Count the number of survivors. Repeat procedure 4.
Teacher’s Guide: 7. Using a glass of water, sprinkle water inside the tray.
Second Part. 1st 8. Remove the wet and destroyed organisms on the tray.
Edition. PSC 9. Count and record the number of survivors and repeat procedure 4.
Complex, Meralco
Avenue, Pasig City, Disturbances
Philippines. Materials/ Fire (alcohol Earthquake Flood/typhoon Total number of
 Department of Organisms lamp) (magnet) (water) survivors
Education (2012). Marbles
Science-Grade 10 Paper
Learner’s Material: Candles
Second Part. 1st Plastics
Edition. PSC Paper Clips
Complex, Meralco
Avenue, Pasig City, Questions:
Philippines. 1. Which of the organisms has the most number of survivors?
 Ferriols, Josefina, 2. Are there organisms that decrease in number or did not survive the three environmental
et. al., 2015, disturbances?
Exploring Life 3. Compare and contrast the characteristics of organisms that survive and did not survive the three
Through Science 10, environmental disturbances.
Quezon City, 4. How can changes and disturbances in the environment affect the survival of the species?
Phoenix Publishing 5. Can destruction of our natural resources affect the survival of species? How?
House, Inc. 6. In what way can you help to protect our natural resources and save our biodiversity?
Materials:
Tray (made up of chicken
wire, 30 cm x 25 cm long
and 4 cm thick), surgical
mask, alcohol lamp,
magnet, rags or mittens,
glass of tap water, 25
pieces of marbles, paper
clips, paper square (1.5
cm x 1.5 cm), candles,
(1.5 cm x 1.5 cm), plastic
cellophane (1.5 cm x 1.5
cm)
Week 6 Content: Deepen
Ecosystems
Day 2  Explain how 1. Show pictures of an ant colony, a beehive, or a crowd of people living in an area. From this, let
species diversity the students define population
increases the 2. Divide the class into groups of five members and have them visit the school garden or a nearby
probability of area in the community. Have the groups examine a particular ecosystem and identify the species
adaptation and found there. Give the following instructions:
survival of a. Choose a population in the area to observe. This may be a population of people, birds,
organisms in grasses, insects, etc.
changing b. Count/estimate and record the number of members in the population.
environments c. Measure/estimate the area occupied by the population.
d. Observe the interactions between species.
Competency: e. List the abiotic and biotic factors present in the ecosystem.
 Explain how 3. Have each group report their findings. Let them calculate its population density.
species diversity 4. Discuss population dispersion. Demonstrate the difference among the three types of population
increases the dispersion by asking six students to come in front of the class. Let them show a clumped distribution
probability of (grouped together), uniform distribution (one foot apart), and random distribution (six students will
adaptation and be grouped into two).
survival of
organisms in
changing Transfer
environments Directions: Answer the following questions.
A. How should each of the ecosystems below be used to conserve its resources? Explain your
Science and choice.
Engineering Practice: 1. Coral reef
 Asking questions a. Promote it as an ecotourism destination
 Using models b. Collect coral fishes and sell them to pet shops.
 Analyzing data c. Collect corals as souvenir items for tourists.
 Constructing 2. Hilly land
explanations a. Convert it into an industrial area
b. Build a community where houses are built among the trees.
 Communicating
c. Turn it into a jogging area
information
3. Rainforest
a. Cut the trees into logs and make timber.
Valuing:
b. Get only minor forest products.
c. Advertise it as a camping site.
4. Cocolisap infestation outbreak has been declared in some parts of the Philippines. The
country
cocolisap feeds on the sap of the coconut tree and injects toxic enzymes, resulting in discolored
leaves and deformed plant tissues that retard its growth of coconut tree. This, results in a decrease
Sources:
of the survival rate of coconut trees. Which of the following factors limit the population of coconut
 Department of
trees?
Education (2012).
a. diseases and parasites b. emigration
Science-Grade 10
c. predation d. competition for resources
Teacher’s Guide:
5. Davao is known for its wide variety of fruits and other plant species that makes it more
Second Part. 1st
attractive to tourists. Which of the following classification of value of biodiversity is described?
Edition. PSC a. Direct economic value b. Indirect economic value
Complex, Meralco c. Ethical/cultural d. both a and c
Avenue, Pasig City,
Philippines.
 Department of
Education (2012).
Science-Grade 10
Second Part. 1st
Edition. PSC
Complex, Meralco
Avenue, Pasig City,
Philippines.
et. al., 2015,
Exploring Life
Through Science 10,
Quezon City,
Phoenix Publishing
House, Inc.
Materials:
Activity Sheets
Ecosystems
Day 3  Explain the Activity : What is carrying capacity?
relationship
between This inquiry laboratory about yeast habitat carrying capacity is to come up with two different habitats
population growth for yeast and measuring their population growth
and carrying
capacity Materials:
Moasses, Grease pen, test tube, Tap water balloon2, rubber bands, 2 graduated cylinder,
Competency: yeast
 Explain how
species diversity Procedure:
increases the 1. Prepare two molasses solutions. Prepare a 25% and a 59% molasses solution using a graduated
probability of cylinder.
adaptation and For the 25% solution:
survival of Mix 5 mL of molasses with tap water until you get 20mL of solution. Pour into a test tube and
organisms in with a grease pen, label 25% on the tube.
changing For the 50% solution:
environments Get the other graduated cylinder and add 10 mL of molasses. Add another 10 mL of water to
make 20 mL. Add to a second test tube and with a grease pen write label 50% on the tube. Add
Science and your initials to each tube.
Engineering Practice: 2. Prepare the yeast solutions. Mix a packet (7 grams) of yeast unto 200 mL of warm tap water. You
 Asking questions will be using this same 200 mL yeast solution between both groups.
 Using models 3. Stir the yeast into the warm tap water until it is evenly suspended in the solution.
 Analyzing data 4. Add 25mL of the yeast solution to your 25% molasses test tube. Then add another 25mL to your
 Constructing 50% molasses solution.
explanations 5. Immediately place a balloon over each test tube and secure each balloon with 1 or 2 rubber
bands. With your thumb over the top of the tube and balloon, shake each gently for 2 minutes.
 Communicating 6. Place each tube in the rack in the warm water bath. As the yeast eats the molasses, they will
information produce CO2 (just like you do when you breathe out). The yeast will also grow and reproduce. The
amount of CO2 produced is an indirect way to measure the population growth of your yeast
Valuing: population.
being proud to one’s Questions
country 1. What happen to the two molasses solutions? Justify your answer.
2. What can you infer on the relationship of population growth and the carrying capacity of a
Sources: habitat?
 Department of
Education (2012).
Science-Grade 10
Teacher’s Guide:
Second Part. 1st
Edition. PSC
Complex, Meralco
Avenue, Pasig City,
Philippines.
 Department of
Education (2012).
Science-Grade 10
Second Part. 1st
Edition. PSC
Complex, Meralco
Avenue, Pasig City,
Philippines.
et. al., 2015,
Exploring Life
Through Science 10,
Quezon City,
Phoenix Publishing
House, Inc.
Materials:
Moasses, Grease pen,
test tube, Tap water
balloon2, rubber bands,
2 graduated cylinder,
yeast
Week 6 Content: Activity 4 : Biodiversity Status in the Community

Ecosystems You need to gather data about the status of biodiversity, population density, and carrying capacity of
Day 4  Suggest ways to your locality to determine the effects of these concerns on the economic, environment and social
minimize human aspects of your community.
impact on the
environment A. Use the guide questions below to plan out how you will accomplish this task.
Guide Questions:
Competency: 1. What will be the task of each member of your group?
 Explain the 2. What are the possible questions that you will ask in your survey/interview?
relationship 3. Who are your target respondents for your survey/interview?
between 4. How will you organize the data that you gathered?
population growth 5. What are the possible ways that your group can do beyond class hours to complete your learning
and carrying tasks?
capacity
B. Analyzing local biodiversity status
Science and Complete the table below based on the data gathered from the survey or interview.
Engineering Practice: Status of Local Threats Faced Local Gap Proposed
 Asking questions Biodiversity by Local Conservation Possible
 Using models Biodiversity Efforts Strategies
 Analyzing data
 Constructing
explanations
 Communicating
information
Valuing:
country
Sources:
 Department of
Education (2012). Activity 5: Product Creation
Science-Grade 10
Teacher’s Guide: Now that you are done with the analysis and plan on how to conserve and protect your local
Second Part. 1st biodiversity, you will produce materials that support the strategies and programs in its conservation
Edition. PSC and protection. During the creation of your product, you will undergo the cycles of creations:
Complex, Meralco planning, doing reviewing and sharing to ensure quality in your output.
Avenue, Pasig City,
Philippines. Planning
 Department of After learning about the project or ideas, you will be asked to select one project to work on with a
Education (2012). group of three to five students. Before beginning with your project, you must first write a project
Science-Grade 10 plan and get it approved by your teacher.
Learner’s Material: Questions to consider:
Second Part. 1st 1. How has your community changed since the time you have lived there?
Edition. PSC 2. What important issue is your community facing with regards to conservation and protection of
Complex, Meralco local biodiversity? Why is the issue considering a problem or challenge in conserving the local
Avenue, Pasig City, biodiversity?
Philippines. 3. What other information will you need to find out about this issue? Where will you find this
information?
4. How is your community likely to change in the next few years?
et. al., 2015,
5. What can people do in the community do to help protect and conserve the local biodiversity?
Exploring Life
Through Science 10, 6. How can you encourage them to participate in this project?
Quezon City, 7. What materials do you need for this project?
Phoenix Publishing
House, Inc.
Materials:
Activity Sheets
Week 6 Content: Planning for your presentation
Ecosystems Work with your group to plan for your presentation. Discuss your answers to the following guide
Day 5  Suggest ways to questions. Write your ideas on a sheet of paper.
minimize human 1. Review the description of the project you will be working on and rewrite the challenges in your
impact on the own words. Discuss the questions you need to consider.
environment 2. What are the big ideas that you will address in your presentation? Which ones will you need to
research and explore further?
Competency: 3. How will you begin your presentation? What information do you think should your presentation
 Explain the contain? How do you want your presentation to end?
relationship 4. What smaller activities might you include as part of your presentation?
between 5. How will you entertain your audience? Will you have printed materials for them? Will some of
population growth your members act, sing, or dance?
and carrying 6. Who among your group members will work on specific tasks?
capacity 7. How long would it take for each member to complete his/her assigned task? Which task/part
should be completed first? Which should come last?
Science and Review your presentation plan. Use a rubric as guide and present it to your teacher.
 Asking questions Doing
 Using models Now that your group has put together the plan that has been approved by your teacher, you can
 Analyzing data now start working on your presentation. Remember that you only have few class sessions to
 Constructing complete your work, so it is important that you use your time wisely.
explanations Before you begin your work, meet as a group and review the steps below.
1. Read and check your approved plan. Be sure that everyone knows what task to accomplish.
 Communicating
2. Complete the required research. Use available resources including the data gathered from the
information
survey or interview.
3. Check on your progress using the progress checklist provided by your teacher.
Valuing:
Reviewing
Towards the end of the class session, you should review the work you have completed and
consider the following questions:
country
1. From the information that you gathered, which do you think is not necessary? What other
information do you need?
Sources:
2. How does each completed task help make your big ideas clear?
 Department of
3. What could be done to make the different parts look like they belong in the same presentation?
Education (2012).
4. Make any desired changes. Remember to acknowledge or appreciate the task done by each
Science-Grade 10
member of the group.
Teacher’s Guide:
5. Practice your presentation.
Second Part. 1st
6. As you practice, make sure you take note of all the possible questions that your audience may
Edition. PSC ask you. Come up with the possible answers in advance.
Complex, Meralco
Avenue, Pasig City,
Philippines. Activity 6
 Department of Showcasing of Products
Education (2012).
Science-Grade 10 Your group will give a final presentation to an audience including invited members of the
Learner’s Material: community, parents, teachers and classmates.
Second Part. 1st In addition, you will watch and listen to another groups’ presentation.
Edition. PSC A. Review the steps below:
Complex, Meralco 1. When it is your turn to share, remember to speak slowly and clearly so people can understand
Avenue, Pasig City, what you are saying. When you are finished, allow members of the audience to ask questions.
Philippines. 2. As other groups give their presentations, watch and listen quietly, pay attention to the information
 Ferriols, Josefina, they are sharing. Think about the things you like about the presentation, as well as any questions
et. al., 2015, you may wish to ask later.
Exploring Life
Through Science 10,
Quezon City,
Phoenix Publishing
House, Inc.
Materials:
Activity Sheets

Biology G10 Unit Plan

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Mary Help of Christians School (Cebu), Inc.

Established Goals: Transfer Goal:

Enduring Understanding: Essential Questions:

Knowledge: Skills: Disposition:

Stage 2-ASSESSMENT EVIDENCE

Stage 3-LEARNING PLAN

1.9 All parts of the female reproductive system except ________.

Male Reproductive System

Why does scrotum lie outside the body cavity?

 Briefly discuss the mechanism of reproductive system in perpetuation of species.

 After the activity, these questions will be asked:

 Describe the roles of male and female reproductive hormones

Week Content: Explore:

Week Content: Explore:

Syphilis caused by bacteria. It infects the Small painless ulcers fever

Week Content: Explore:

Science and Engineering Practice: Chapter Test

________ 1. Fallopian tube A. finger-like projections that brush over the

A. Illustrate the stages of Uterine Cycle.

C.1 Male Reproductive System

C.2 Female Reproductive System

Week Content: Pre-assessment:

9. Which of these is not an endocrine gland?

10. Which is not a function of the hypothalamus?

12. Which of these hormones is made by the posterior pituitary?

13.Which gland controls basal metabolic rate (BMR)?

15. The posterior pituitary stores and releases:

20. The Glucagon is:

21. Most hormones of the endocrine system are regulated by a:

23. Calcium level in the blood is regulated by the:

 Answer the following questions:

Week Content: Firm-Up

8. An advantage of having endocrine system as well as the nervous system involved in

Tet III. Essay.

Week Content: Pre-assessment:

 Present a video about how nerve impulse is transmitted?

Week Content: Explore:

Week Content: Explore:

Mary Help of Christians School (Cebu), Inc.

Established Goals: Transfer Goal:

Enduring Understanding: Essential Questions:

Knowledge: Skills Disposition

Performance Task Other Evidences:

Stage 3-LEARNING PLAN

Griffith’s Transformation Experiment Levene’s Nucleotides

The learners will answer these questions:

Activity 1: Getting to know the DNA and RNA structure

Figure 2. RNA Structure

Week 4 Content: Explore

Sources:  What are the types of Genetic Mutation?

4. Fill in the fourth column (inversion) of the table.

Week 4 Content: Explore

Mary Help of Christians School (Cebu), Inc.

Established Goals: Transfer Goal:

Enduring Understanding: Essential Questions:

Stage Two – ASSESSMENT EVIDENCE

Performance Task Other Evidences:

Week 5 Content: Explore

Interpret picture 1 based on physical appearance.

Interpret picture 2. Consider that they are occupying

Sources: Trilobite An invertebrate, Era Period Organism

Activity 1B: What’s My Age?