Science+10+Module+q3+Sy+2021 22

CAMARINES NORTE COLLEGE INC.
Junior High School Department

Labo, Camarines Norte
S.Y. 2021-2022
LEARNING MODULE FOR SCIENCE 10
THIRD QUARTER
LIVING THINGS AND THEIR ENVIRONMENT
MODULE 6-9
The learners demonstrate an understanding of:

 the organisms as having feedback mechanisms, which are coordinated by the nervous and
endocrine systems.
 how changes in a DNA molecule may cause changes in its product.
 how evolution through natural selection can result in biodiversity and the influence of biodiversity
on the stability of ecosystem.
The learners shall be able to:

 conduct an awareness campaign about the importance of maintaining and achieving the internal
body balance together with the coordination of nervous and endocrine systems.
 make an informative campaign on how the individual will take good care of the children who
have a genetic disorder cause by the changes in a DNA molecule.
 write an essay on the importance of adaptation as mechanism for the survival of the species.
SCIENCE 10// LIVING THINGS AND THEIR ENVIRONMENT// S.Y. 2021-2022 1

TABLE OF CONTENTS
Week Module Page
Activities to be Submitted
Number Number
Activity 1: I Know My Worth
Activity 2: Feedback Mechanism of Menstrual Cycle
Activity 3: My Function, Your Function
1 4-6
Activity 4: Checks and Balances
Activity 5: Mind Ma
Quiz: Matching Type
Activity 6: C.E.R
2 Activity 7: Lay Out Your Ideas 9
PERFORMANCE TASK
Activity 8: DNA Simile
Activity 9: Pair Me With The Proper One
3 Activity 10: DNA makes DNA 11-13
Activity 11: Be A Careful Reader
Quiz: Identification
4 THIRD PRELIMINARY EXAMINATION
Activity 12: C.E.R
Activity 13: Writing A Project Planning
5
PERFORMANCE TASK 15-16
Activity 14: Time Zone

Activity 15: The Given Vs. Survival
Quiz: Identification
6 17-22
Activity 17: C.E.R
Activity 18: Collect Them All
Final IRF Chart
7 PERFORMANCE TASK 23
8 THIRD DEPARTMENTAL EXAMINATION
General Reminders
To do well in this lesson, you need to remember and do the following:
1. Read and follow the instructions carefully.
2. Don’t forget For furtherthe
to answer understanding,
pretest. You you
maycan also
write visit
your www.camarinesnortecollegejhs.com/
answer on your old notebook or paper. ANSWER KEY IS
GIVEN ON THE LAST PAGE for self-evaluation. YOU WILL NOT SUBMIT THIS TEST.
3. Read your reference book to answer the activities. Specific pages of book are given as guide.
4. Perform all the activities for you to understand the topic.
5. If there are articles included in the module which is needed for the activity, take time to read.
6. Open and view the indicated videos for supplementary learning. You can copy the link and watch it directly in
YouTube or you can just visit our school website. Supplementary materials for learning are uploaded there.
7. As much as possible, always do the Transfer task in your own.
8. Answer the posttest to measure how much you have learned from the lessons. TAKE NOTE: YOU WILL SUBMIT
THE POSTTEST.
9. ALWAYS FOLLOW THE SCHEDULED TIME INDICATED ON YOUR WEEKLY HOME LEARNING PLAN.
10. God bless and enjoy learning.

Unit VI: COORDINATED FUNCTIONS OF THE REPRODUCTIVE, ENDOCRINE,
AND NERVOUS SYSTEMS
The systems of the body are made up of different organs. Each organ plays a specific role to maintain
the proper functioning of the body. When one organ is malfunctioning, the human.
All living things like human beings produce offspring through the process of reproduction.
Throughout the learning activities, the students will consider these questions. How do reproductive,
endocrine, and nervous systems work together. How can an individual maintain and achieved the
internal body balance?
You can use your textbook as guide for answering the activities: Science Link 10 pages 202-232
Or visit our website: www.camarinesnortecollegejhs.com
Unit Coverage
Title: You’ll Learn To…
Coordinated  list the parts of the reproductive systems and its functions.
Functions of the  describe the feedback mechanisms involved in regulating processes in the female
Reproductive, reproductive system.
Endocrine, and  give the parts of nervous system and its function.
Nervous Systems  identify how the nervous system coordinates and regulates the feedback
mechanism to maintain homeostasis.
 explain the role of hormones involved in female and male reproductive systems.
Unit Concept Map
WEEK 1
What to do before? (Pretest) Try to answer the following questions and see if you find it right
as you finish studying the unit. You don’t need to pass the pretest. You can write your answer on
your old notebook for your future reference.
Multiple Choices: Choose the correct answer.

1. The uterus is _____________.
a. connected to both the oviducts and the vagina c. contributes to the development of the placenta
b. not an endocrine gland d. All of these are correct.
2. Pregnancy begins _____________.
a. when the egg is fertilized c. upon successful impanation
b. when ovulation occurs d. during the follicular phase
3. The anterior pituitary stimulates what gland in the human body?
a. thyroid b. adrenal cortex c. adrenal medulla d. urethra
4. When muscle of the uterus pushes the baby through the cervix and out of the vagina, this process is called __.
a. birth b. fertilization c. reproduction d. contraction
5. Which male organ produces millions of tiny sperm cells?
a. testes b. epididymis c. vas deferens d. urethra

WEEK 1(EXPLORE)
In this week you shall:
list the parts of the reproductive systems and its functions.
describe the feedback mechanisms involved in regulating processes in the female
reproductive system.
give the parts of nervous system and its function.
identify how the nervous system coordinates and regulates the feedback mechanism
to maintain homeostasis.
explain the role of hormones involved in female and male reproductive systems.
Let’s begin this module by gathering your ideas about reproductive system, nervous and
endocrine systems.
Exercise A: Jumbled System

Direction: Figure out and arrange the following jumbled letters to form vocabulary terms which is related to
reproductive, nervous, and endocrine systems and state what you know about the following term.
1. SEIRAVO - ______________________________________________________________
2. YRATIUTIP-_____________________________________________________________
3. NAIBR- _________________________________________________________________
4. MULLEBEREC- __________________________________________________________
5. DIOYHTR-_______________________________________________________________
Are you done with Exercise A? What can you say about the terms you figure it out? Maybe, you are now thinking about the
connection of those terms to each other. Now, let’s proceed to the next exercise to challenge you more. Happy learning.
Use intermediate paper

Exercise B: Eliciting Prior Knowledge Through I-R-F Chart
Direction: In the previous activity, you were asked to arrange the letters to get the terms needed in this
module. Now, use those words to come up in an idea to answer the questions below. Write your answer on the
first column “INITIAL.”
How can an individual maintain and achieved the internal body balance?
INITIAL REVISED FINAL
END OF EXPLORE!
You gave your prior knowledge on how an individual maintain and achieved the internal
body balance. Now let us find out more by doing the activities on the next section.
WEEK 1(FIRM UP)

Use 1 whole intermediate paper
Direction: Using the table below
list the parts of the male and female reproductive system and its functions.
Now, here is to help you more in your learnings.

You can watch the video entitled: “Female Reproductive
System” Have Fun!
https://www.youtube.com/watch?v=-5SOvWaW_OY
You can refer to pages 205-216 of Science Link Book (if any).
PARTS MALE OF REPRODUCTIVE SYSTEM PARTS OF FEMALE REPRODUCTIVE SYSTEM FUNCTION/S

Activity 2: Feedback Mechanism of Menstrual Cycle
Direction: Using the given diagram below about the feedback mechanism in menstrual cycle, describe
feedback mechanism of the menstrual cycle starting with the pituitary gland.

Direction: Using the table below, give the parts of the nervous and endocrine system together with its function.
Do this on a one whole sheet of paper. You can refer to pages 218-230 of Science Link Book (if any).

You can watch the video entitled: “The Feedback
Mechanism in Menstrual Cycle” Have Fun!
https://www.youtube.com/watch?v=hmmeoNQBoOY
PARTS OF NERVOUS SYSTEM PARTS OF ENDOCRINE SYSTEM
FUNCTIONS FUNCTIONS
Activity 4: Checks and Balances

Direction: Using the table below, identify how the nervous system coordinates and regulates the feedback
mechanism to maintain homeostasis in the certain situation. You can refer to pages 227-230 of Science Link
Book (if any).
SITUATIONS WHAT DID YOU DO TO RETURN YOUR BODY IN THE
NORMAL STATE?
Shivered on a cold day
Breathed heavily after running
Felt faint when you stood
Activity 5: Mind Map

Direction: In this unit’s performance task, you are expected to conduct an awareness campaign that will promote
the importance of maintaining and achieving the internal body balance together with the coordination of nervous
and endocrine system. To help you prepare your campaign, instructions are given.
1. Complete the Mind Map by writing observation on how to maintain and achieve the internal body balance
with the coordination of nervous and
endocrine systems.
2. You can research for significant materials
that can support and enhance their content by
applying their knowledge and skills in citing
sources and bibliography. (Step 2 is optional)
3. On the other side of the mind map, list down
ways on how an individual maintain and
achieve the internal body balance.
4. Keep the mind map. This is your reference
as you do the performance task. NOTE: You
can ask a help from their siblings,
guardians and teachers to give a comment
on your mind map.
This time, write your answer to the question posted at the beginning of this module by accomplishing the
REVISED COLUMN of the IRF Chart.
Congratulations! You have finished the first part of the lesson! Now, take a short break and
answer the assessment below:
Self- Assessment:
I can…
list the parts of the reproductive system and its functions.
describe the feedback mechanisms involved in regulating
processes in the female reproductive system.
give the parts of the nervous and endocrine system and
its function.
identify how the nervous system coordinates and
regulates the feedback mechanism to maintain
homeostasis.
END OF FIRM-UP
You finally knew what are the parts and function of the reproductive, nervous and
endocrine systems. Now it’s your turn to answer the short quiz on the next page!
GOOD LUCK!
Matching Type
Direction: Match the description in Column A with the correct values or scientific method on
column B. Write ONLY THE LETTER AND THE CONTENT OF YOUR ANSWER ON
YOUR PAPER. NO NEED TO COPY THE QUESTIONS.
COLUMN A COLUMN B
1. It is the tube that passes through the penis to the outside of the body, which A. uterus
carries urine and sperm.
2. It is made up of coiled tubules in which the sperm are produced. B. adrenal gland
3. It is a pear-shaped organ where a fertilized egg develops. C. cerebrum
4. It is a small tube extending from the ovary into the uterus. D. urethra
5. It controls the “fight or flight” response. E. corpus callosum
6. It is the gland that regulates the rate of metabolism. F. pons
7. It is the large upper region of the brain. G. medulla
8. It controls breathing, heart rate and swallowing. H. thyroid gland
9. It regulates breathing and helps control eye movement. I. testes
10. It is broad band of nerve fibers joining the two hemispheres of the brain. J. fallopian tube
WEEK 2(DEEPEN)
Last week, you already learned the parts and functions of reproductive, nervous, and endocrine systems as well
as feedback mechanism coordinated by the nervous and endocrine system. For this week, let’s explore and
discover things deeper. Happy learning!
Your goal in this section is to explain the role of hormones involved in the female and
male reproductive system. Here, you will be more enlighten why is it important to learn
the role of hormones involved the female and male reproductive system.
Given below are sample research abstract. Closely read each article and consider the following:
Guide Questions:
Which title of an article caught up your attention?
What evidence is seen in the article that shows the roles of hormones involved in the male and female
reproductive system?
Does understanding the role of hormones involved in the male and female reproductive system necessary?
Why?
Why must an individual show his /her understanding about the role of hormones involved in the male and
female reproductive system necessary?
Article 1
Title: Environmental Effects on Reproductive Health: The Endocrine Disruption Hypothesis
See Full text here Link: https://www.guttmacher.org/journals/psrh/1997/03/environmental-
effects-reproductive-health-endocrine-disruption-hypothesis
Reproductive health is exquisitely sensitive to characteristics of an individual's environment —including physical,
biological, behavioral, cultural and socioeconomic factors. The relative effects of these features may vary in different parts
of the world or even within a country. For example, in populations with high rates of sexually transmitted diseases or in
areas with inadequate health care resources, untreated infections may pose the greatest threats, increasing women's risk of
experiencing premature delivery, fetal loss or prenatal mortality. Furthermore, the infants of women with such diseases
risk acquiring the infection during delivery and are vulnerable to other complications during the neonatal period. In
societies where cultural norms favor large families, women may suffer health problems resulting from frequent
childbearing. Similarly, malnutrition increases a pregnant woman's susceptibility to poor outcomes. In some regions,
workplace and industrial pollution, as well as substances that are used commercially or in the home, may pose the greatest
threats. Exposure to lead, for instance, is associated with fertility impairments in both women and men, as well as with
the risk of spontaneous abortion and stillbirth; exposure to mercury in certain forms may cause birth defects and
neurological disorders. A number of solvents contribute to the risk of spontaneous abortion and birth defects, and some
of these substances may be a factor in hypertensive disorders during pregnancy and male infertility. Epidemiological
studies have proven the adverse reproductive health effects of some pesticides, and mounting evidence suggests that other
of these products also are harmful to reproductive health. Both man-made and naturally occurring materials that appear to
interfere with hormone synthesis or action are among substances whose effects on reproductive health are strongly
suggested, if not clearly established. Recent research pointing to the possible role of so-called endocrine disrupters in a
variety of reproductive health problems in wildlife, laboratory animals and humans has engendered considerable
controversy in scientific circles. Some scientists question the validity of the findings on a variety of grounds, while others
have used them to outline agendas for further research and relevant policymaking. As the endocrine disruption debate
continues to occupy researchers, it also is gaining attention among the public. During the past several years, articles and
opinion pieces about reproductive health problems and endocrine disruption have appeared in newspapers and in popular
science, business, news and general interest magazines. Public interest groups have produced monographs reviewing the
subject, and the trade publications of industries whose products have been labeled endocrine disrupters have carried
articles and editorials seeking a balanced reading of the evidence. A new round of coverage followed the publication in
early 1996 of Our Stolen Future: Are We Threatening Our Fertility, Intelligence, and Survival? —A Scientific Detective
Story. The book, written for lay readers, chronicles the development of the endocrine disruption hypothesis and considers
its implications. Much of the popular coverage of the issue has reflected great attention to presenting both sides of the
question in a manner that will inform but not alarm the public. Some of it, however, has been less successful at establishing
a context for the findings, clearly distinguishing facts from hypotheses, and communicating a measured view of the
implications both of what has been demonstrated and of areas requiring extensive additional research. The public has a
right and a need to know about issues with a potential for substantial public health ramifications; sensible voices on both
sides of this debate acknowledge the need for additional research and risk assessment, clear priorities for dealing with
documented risks and dissemination of verifiable information that can help individuals make informed health decisions.
The endocrine disruption hypothesis promises to remain a focus of research and debate for some time to come. Therefore,
without minimizing the importance of other environmental risk factors for men's and women's reproductive health, this
report focuses on what is known about hormone disrupters, areas that are being explored and the potential implications
for public health and policy.

Article 2
Title: “Hormonal Control of Human Reproduction”
See Full text here Link https://opentextbc.ca/biology/chapter/24-4-hormonal-control-of-human-
reproduction/
The human male and female reproductive cycles are controlled by the interaction of hormones from the hypothalamus and
anterior pituitary with hormones from reproductive tissues and organs. In both sexes, the hypothalamus monitors and
causes the release of hormones from the pituitary gland. When the reproductive hormone is required, the hypothalamus
sends a gonadotropin-releasing hormone (GnRH) to the anterior pituitary. This causes the release of follicle
stimulating hormone (FSH) and luteinizing hormone (LH) from the anterior pituitary into the blood. Note that the body
must reach puberty in order for the adrenals to release the hormones that must be present for GnRH to be produced.
Although FSH and LH are named after their functions in female reproduction, they are produced in both sexes and play
important roles in controlling reproduction. Other hormones have specific functions in the male and female reproductive
systems.The male and female reproductive cycles are controlled by hormones released from the hypothalamus and anterior
pituitary as well as hormones from reproductive tissues and organs. The hypothalamus monitors the need for the FSH and
LH hormones made and released from the anterior pituitary. FSH and LH affect reproductive structures to cause the
formation of sperm and the preparation of eggs for release and possible fertilization. In the male, FSH and LH stimulate
Sertoli cells and interstitial cells of Leydig in the testes to facilitate sperm production. The Leydig cells produce
testosterone, which also is responsible for the secondary sexual characteristics of males. In females, FSH and LH cause
estrogen and progesterone to be produced. They regulate the female reproductive system which is divided into the ovarian
cycle and the menstrual cycle. Menopause occurs when the ovaries lose their sensitivity to FSH and LH and the female
reproductive cycles slow to a stop.
Article 3
Title: “Hormonal Regulation of Female Reproduction”
Link: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3647363/
The complexity of controlling the hypothalamus-pituitary-gonadal (HPG) axis is apparent on several levels including
peripheral hormonal regulation and the extensive network of neuronal and glial cells that mediate this function. While
there is a single neuroendocrine output, gonadotropin releasing hormone (GnRH), its regulation depends on the precise
coordination of internal and external signals. The relative influence of each environmental signal varies between
organisms; some organisms are highly responsive to changes in day length, whereas others are more sensitive to
fluctuations in temperature, olfactory input, food availability, or acoustic stimuli. In other vertebrates, this coordination
of reproduction is dependent on internal signals such as steroid feedback and protein hormone modulation. In general,
though, there is a complex interaction between external environmental cues and a number of internal signaling processes
that converge to elicit regulation of the GnRH system, the final common pathway for transduction of these cues into a
reproductive output. This physiological regulation of reproduction to induce ovulation via GnRH needs to be coordinated
to regulate behavioral outcome for successful reproduction. Female mammals exhibit an internal hormonal milieu that is
in a daily state of flux and can be perturbed by disturbances in external inputs. Regardless of whether the organism is more
internally or externally biased in terms of its reproductive control, estradiol produced by developing follicles in the ovaries
has a central role. The ovarian synthesis of estradiol is a carefully regulated system that is coordinated by feedback
mechanisms between the hypothalamus, anterior pituitary, and ovaries. It is this estradiol signal that regulates the neural
network either inhibiting or facilitating the release of GnRH to act on the pituitary causing the synthesis and release of
FSH or LH, ovulation, and reproductive behaviors. A circuit that includes hypothalamic and limbic nuclei coordinating
olfactory, hormonal and environmental information controls female sexual behavior in rodents, which is precisely timed
to coincide with ovulation. Estradiol initially activates the circuit by acting in the arcuate nucleus of the hypothalamus
(ARH), sending a projection to the medial preoptic nucleus (MPN) where olfactory and limbic system inputs are integrated
and then activates the final common output of the hypothalamus ventromedial nucleus (VMH). Projections of the VMH
descend to the periaqueductal gray, the vestibular complex and eventually directly and indirectly innervate motoneurons
mediating the reproductive behavior. There are many reproductive strategies that exist that evolved based on their
environmental cues. Whatever the strategy, these animals are submitted to stressors and disease. This review examines
the regulation and dysregulation of the LH surge that triggers ovulation, hypothalamic control of reproductive behavior
and how these circuits are affected by photoperiod and disease.
Activity 6: C.E.R
Direction: Given above are sample research abstracts. It is important that you have read all the three because you
will be using those on the activity below. You are allowed to refer in this module or available references (e.g.,
textbook) and the internet but you are NOT allowed to ask help from your classmates, parents, guardians, relatives
or any other adult. Before submitting, make sure you have followed the instructions on how to answer. Discuss
your choice and support your answer with statements from the chosen article. Your support statement must answer
the guide questions.
Article 1: Environmental Effects on Reproductive Health: The Endocrine Disruption Hypothesis
Article 2: Hormonal Control of Human Reproduction
Article 3: Hormonal Regulation of Female Reproduction

Essential Article 1 Article 2 Article 3
Question Environmental Effects on Reproductive Hormonal Control of Hormonal Regulation of
Health: The Endocrine Disruption Hypothesis Human Reproduction Female Reproduction
How can an Answer: Answer: Answer:
individual
maintain and Supporting Texts: Supporting Texts: Supporting Texts:
achieved the
internal body Reason: Reason: Reason:
balance?
Common Ideas in Reasons:
Your Conclusion:
Understanding the role of hormones involved in male and female reproductive system is ___________
because ___________.
I understand that ______________.
Activity 7: Lay Out Your Ideas

Direction: Using the diagram below make a lay out or
template of ideas that you can use as guide to accomplished
the unit’s performance task. The you are going to list your
ideas about the question located in the middle of the
diagram.
Final I-R-F Chart

Direction: Based from the initial learning that you got, revised your thoughts by answering the FINAL column.
Congratulations! You are nearly done with this module lesson! Before doing the final task, check out what
are the things you can do now.
End of Deepen
In this section, the discussion was about the role of hormones involved in the female and male
reproductive systems. What new realizations do you have about the topic? What new connections
have you made for yourself? What helped you make these connections?
Now that you have a deeper understanding of the topic, you are ready to do the tasks in the next
section.
WEEK 2 (TRANSFER)
Your goal in this section is to apply your learning to real life situation. You will be given a
practical task which will demonstrate your understanding.
Performance Task
You have been commissioned by a popular drugstore chain to prepare for them an awareness campaign tool as they visit
the different barangays with their mobile clinic. Part of the medical mission that they are offering is to educate about the
importance of homeostasis in the body. The output that you are expected to accomplish must emphasize the roles played by
various body systems in relation to a person’s overall health and survival. Consider how your output will be if you have
been commissioned as a: computer animator, science writer, or science artist. Your product will be evaluated based on
content, organization, and impact.
You may create ONE of these products:
Product 1: Create a 5-10 slide presentation emphasizing the importance of maintaining and achieving the internal body
balance or homeostasis.
Product 2: Write a script for the infomercial emphasizing the importance of maintaining and achieving the internal body
balance or homeostasis.
Product 3: Make a poster emphasizing the importance of maintaining and achieving the internal body balance or
homeostasis.
Unit VII: HEREDITY AND VARIATION
Every day, you encounter different people who possess different traits. A variety of traits such as hair and eye
color, body structure, height, and weight are all influenced by genetics. They say that a good quality of seed produces
a good new plant. Just like human beings, good parents will most probably have good children. When baby is born,
they often say that he/she looks just like his/her mother or his/her father. There are many traits easily recognized from
the children who resemble their parents. The passing of traits from parents to child is called heredity.
Throughout the learning activities, the students will consider these questions. How does an individual can take good
care of a children with a genetic disorder cause by the changes in DNA molecule?
Unit Coverage
Heredity:  describe the structure of the DNA.
Inheritance and  recognize the pattern of base pairing molecule.
Variation  enumerate the DNA replication process.
 discuss the changes in a DNA molecule that may cause changes in its product.
Unit Concept Map
WEEK 3
What to do before? (Pretest) Try to answer the following questions and see if you find it
right as you finish studying the unit. You don’t need to pass the pretest. You can write your
answer on your old notebook for your future reference.
Multiple Choices: Choose the letter of the correct answer.

1. mRNA is formed from DNA. This process is called_______________.
a. duplication b. transcription c. replication d. translation
2. What do you call the three nitrogenous bases on a strand of tRNA?
a. codon b. anticodon c. code d. genes
3. When particular individual loses some part of his/her chromosome, this chromosomal aberration is called___.
a. deletion b. inversion c. translocation d. duplication
4. All of the following are true of RNA except _______.
a. RNA can leave the nucleus
b. RNA contains uracil in place of thiamine
c. RNA is a single strand
d. RNA and DNA have the same 5-C sugar.
5. If the sequence of bases along one side of a DNA molecule is AAGCT, the complementary sequence of
bases on the other side of the DNA molecule is __________.
a. AAGCT b. UUCGA c. GGTAC d. TTCGA

WEEK 3 (Explore)
In this section you shall:
describe the structure of DNA.
recognize the pattern of base pairing molecule.
enumerate the DNA replication process.
discuss the changes in a DNA molecule that may cause changes in its product
Let’s begin this module by gathering your ideas about DNA.
Use old notebook

Exercise A: Arrange Me Please
Direction: Determine the different terminologies that are necessary in this unit by arranging the jumbled letters
below.
1. dica cielcun 2. neniaug 3. seba ringiap 4. cdeo ticnege 5. lyporem
Are you done with Exercise A? What can you say about the terms you figure it out? Maybe, you are now thinking about
the connection of those terms to each other. Now, let’s proceed to the next exercise to challenge you more. Happy learning!
Exercise B. IRF Chart

Direction: In the previous activity, you were asked to arrange the letters to get the terms needed in this module.
Now, you will use those words to come up in an idea to answer the questions below. Write your answer on the
first column “INITIAL”.
How does an individual can take good care of a children with a genetic disorder cause by the changes in DNA
molecule?
END OF EXPLORE
You gave your prior knowledge about on how an individual can take good care of children with
genetic disorder cause by the changes in DNA molecule. Now let us find out more by doing the
activities on the next section.
WEEK 3 (Firm UP)

Activity 8: DNA Simile
Direction: Describe the structure of the DNA by completing the sentence by using similes. You can refer to
pages 238-244 of Science Link Book (if any).
 The DNA is like a ladder because _______________.
 The DNA is like an architect who makes blueprint because__________.
 The DNA is like a pair of high- heated shoes because ____________.

You can watch the video entitled: “Structure of
the Double Helix” Have Fun!
Clickable Link:
https://www.youtube.com/watch?v=4gFF1-VHHmk

Activity 9: Pair Me with The Proper One
Direction: Recognize the base pairing molecule of each nitrogenous bases. You can refer to pages 238-244 of
Science Link Book (if any).

You can watch the video entitled: “RNA and
Protein Synthesis” Have Fun!
Clickable Link:
https://www.youtube.com/watch?v=4gFF1-VHHmk

Activity 10: DNA makes DNA
Direction: Using the picture below, enumerate the steps in DNA replication process. You can refer to pages
245-254 of Science Link Book.
Steps in DNA Replication Process
1.
2.
3.
4.

You can watch the video entitled: “DNA
Structure and Replication” Have Fun!
https://www.youtube.com/watch?v=8kK2zwjRV0M
Activity 11: Be A Careful Reader

Direction: In this unit’s performance task, you will launch a campaign that focused on creating awareness on
how an individual will take good care of the children who have a genetic disorder cause by the changes in a
DNA molecule. In order to do that you will first follow the direction below. First, read the article about the
turner’s syndrome and answer the given process questions.
Link: https://my.clevelandclinic.org/health/diseases/15200-turner-syndrome
What is Turner syndrome (TS)?
Turner syndrome (TS), sometimes referred to as congenital ovarian hypoplasia syndrome, is a genetic disorder. It is the
most common sex chromosomal abnormality affecting girls and women. More specifically, it’s a problem with one of the
two X chromosomes -- the thread-like structures inside cells that are made of DNA. We get our DNA from our parents and
it is the DNA that contains the specific instructions that make each living creature unique! What causes Turner syndrome?
Turner syndrome happens when one of a female baby’s two X chromosomes is missing or incomplete. Researchers don’t
yet understand why this happens.
What are the symptoms of Turner syndrome?
The main symptom of Turner syndrome is short stature. Almost all females with TS: Grow more slowly than their peers
during childhood and adolescence. Have delayed puberty and lack of growth spurts, resulting in an average adult height of
4 feet, 8 inches. (If diagnosed early, growth hormone can help the person reach near-normal height). How can I take care
of my child with Turner syndrome? Early diagnosis is key. Pay attention to your child’s growth and milestones. Perhaps
you noticed your child doesn’t seem to be growing as they should or you see unusual physical symptoms. Talk to your
pediatrician. Certain treatments, such as hormone therapy, are best started early. It’s also important to stay on top of other
medical concerns, such as heart problems. Your healthcare provider can help you set up a team of specialists to manage
your child’s care. Your child will likely need regular monitoring and checkups to keep tabs on her health and any concerns.
Providers also recommend that children with Turner syndrome: Get screened for learning problems: This should happen as

early as 1 or 2 years of age. Teachers and parents can work together to help the child before learning disabilities get more
serious. Children with TS can learn executive function skills. Tutoring and occupational therapy can help them function at
their best in school and at home. Work with a mental health professional: A therapist can help with social issues and low
self-esteem, anxiety and depression. Cognitive-behavioral therapy, a type of talk therapy, can improve a person’s quality
of life. If I have a child with Turner syndrome, am I at higher risk for having another child with TS? Healthcare providers
consider Turner syndrome a sporadic condition, meaning it happens randomly. It’s possible to have a second child with TS,
but the risk is the same as it is for any pregnancy. You don’t have an increased risk for a second child with Turner syndrome
if you have an older child with the condition. Can a woman with Turner syndrome get pregnant?
Women with Turner syndrome are usually infertile, meaning they can’t get pregnant. But some women can get pregnant
using special fertilization techniques. What should I ask my healthcare provider?
If your child has Turner syndrome, ask your provider: What are the treatment options?
What are the risks and benefits of growth hormone injections and other hormone treatments?
When should hormone treatments begin? What other medical conditions is my child at risk for?
What specialists should be on her care team? What type of learning or developmental disabilities may occur?
A note from Cleveland Clinic
Turner syndrome is the most common sex chromosomal disorder affecting girls and women. TS happens when the X
chromosome is completely or partially missing. It’s a sporadic problem, meaning it happens randomly. The problem often
occurs in the parent’s egg or sperm during fertilization. There’s nothing you can do to prevent it. Symptoms of Turner
syndrome include short stature and lack of sexual development. Girls often don’t develop breasts or get their periods. A
combination of therapies can help women with TS live a good quality of life. Treatment may include hormone therapy to
help with growth and development. If you have concerns about your child’s growth or notice other symptoms, talk to your
healthcare provider.
Guide Questions:
1. What is turner’s syndrome?
2. How does turner’s syndrome happen?
3. How can turner’s syndrome be treated?
This time, write your answer to the question posted at the beginning of this module by accomplishing the
REVISED COLUMN of the IRF Chart.
How does an individual can take good care of a children with a genetic disorder cause by the changes
in DNA molecule?
Congratulations! You have finished the first part of the lesson! Now, take a short break and answer the
assessment below:
Self- Assessment:
I can…
describe the structure of the DNA.
recognize the pattern of base pairing molecule.
enumerate the DNA replication process
END OF FIRM-UP
You finally knew what is DNA and its structure also the base pairing molecule, and the
DNA replication process. Now it’s your turn to answer the short quiz on the next
page! GOOD LUCK!
IDENTIFICATION
Direction: Identify the terms being referred in each item. Write your answer on the space provided before the
number.
_________1. It is tightly coiled molecule that contains genes.
_________2. It is large molecule composed of carbon, hydrogen, oxygen, nitrogen, and phosphorus.
_________3. It is the building blocks of proteins.
_________4. When DNA is being copied it is called____.
_________5. He made a contribution in studying and analyzing the DNA of many different living things.
_________6. It is the unit of heredity existing as alleles on the chromosomes.
_________7. It is the universal code that specifies protein synthesis in the cells of all living things.
_________8. It is a nitrogenous base that must be pair with thymine.
_________9. It is a nitrogenous base that must be pair with cytosine.
_________10. It is the building blocks of nucleic acid.
WEEK 5(DEEPEN)
During week 3, you already learned what is DNA and its structure also you have learned the pairing bases of the
molecule and the steps in DNA replication process. For this week, let’s explore and discover things deeper. Happy
learning!
Your goal in this section is to discuss the changes in a DNA molecule that may cause
changes in its product. Here, you will be more enlighten why is it important to learn the
changes in a DNA molecule that may cause changes in its product.
Guide Questions:
What evidence is seen in the article that discuss the changes in DNA molecule that may cause changes
in its product?
Does understanding the changes in a DNA molecule necessary? Why?
Why must an individual show his /her understanding about the changes in a DNA molecule ?
Article 1
Title: What is DNA and How does it work?
See Full text here Link: https://www.medicalnewstoday.com/articles/319818
DNA is perhaps the most famous biological molecule; it is present in all forms of life on earth. But what is DNA or
deoxyribonucleic acid? Here, we cover the essentials. Virtually every cell in your body contains DNA or the genetic code
that makes you. DNA carries the instructions for the development, growth, reproduction, and functioning of all life.
Differences in the genetic code are the reason why one person has blue eyes rather than brown, why some people are
susceptible to certain diseases, why birds only have two wings, and why giraffes have long necks. Amazingly, if all of the
DNA in the human body was unraveled, it would reach to the sun and back more than 300 times Trusted Source. In this
article, we break down the basics of DNA, what it is made of, and how it works. Most DNA lives in the nuclei of cells
and some is found in mitochondria, which are the powerhouses of the cells. Because we have so much DNA (2 meters
Trusted Source in each cell) and our nuclei are so small, DNA has to be packaged incredibly neatly. Strands of DNA are
looped, coiled and wrapped around proteins called histones. In this coiled state, it is called chromatin. Chromatin is further
condensed, through a process called supercoiling, and it is then packaged into structures called chromosomes. These
chromosomes form the familiar “X” shape as seen in the image above. Each chromosome contains one DNA molecule.
Humans have 23 pairs of chromosomes or 46 chromosomes in total. Interestingly, fruit flies have 8 chromosomes Trusted
Source, and pigeons have 80. Chromosome 1 is the largest and contains around 8,000 genes. The smallest is chromosome
21 with around 3,000 genes. What is a gene? Each length of DNA that codes for a specific protein is called a gene. For
instance, one gene codes for the protein insulin, the hormone that helps control levels of sugar in the blood. Humans have
around 20,000–30,000 genes, although estimates vary Trusted Source. Our genes only account for around 3 percent of our
DNA, the remaining 97 percent is less well understood. The outstanding DNA is thought to be involved in regulating
transcription and translation.
Article 2
Title: “Recognize the Impact of DNA Mutations”
See Full text here Link https://courses.lumenlearning.com/suny-wmopen-biology1/chapter/dna-
mutations/
Over a lifetime, our DNA can undergo changes or mutations in the sequence of bases: A, C, G and T. This results in
changes in the proteins that are made. This can be a bad or a good thing.
A mutation is a change that occurs in our DNA sequence, either due to mistakes when the DNA is copied or as the result
of environmental factors such as UV light and cigarette smoke. Mutations can occur during DNA replication if errors are
made and not corrected in time. Mutations can also occur as the result of exposure to environmental factors such as
smoking, sunlight and radiation. Often cells can recognize any potentially mutation-causing damage and repair it before it
becomes a fixed mutation. Mutations contribute to genetic variation within species. Mutations can also be inherited,
particularly if they have a positive effect. For example, the disorder sickle cell anemia is caused by a mutation in the gene
that instructs the building of a protein called hemoglobin. This causes the red blood cells to become an abnormal, rigid,
sickle shape. However, in African populations, having this mutation also protects against malaria. However, mutation can
also disrupt normal gene activity and cause diseases, like cancer. Cancer is the most common human genetic disease; it is
caused by mutations occurring in a number of growth-controlling genes. Sometimes faulty, cancer-causing genes can exist
from birth, increasing a person’s chance of getting cancer. Errors during DNA replication are not the only reason why
mutations arise in DNA. Mutations, variations in the nucleotide sequence of a genome, can also occur because of damage
to DNA. Such mutations may be of two types: induced or spontaneous. Induced mutations are those that result from an
exposure to chemicals, UV rays, x-rays, or some other environmental agent. Spontaneous mutations occur without any
exposure to any environmental agent; they are a result of natural reactions taking place within the body. Mutations may
have a wide range of effects. Some mutations are not expressed; these are known as silent mutations. Point mutations are
those mutations that affect a single base pair. The most common nucleotide mutations are substitutions, in which one base
is replaced by another. These can be of two types, either transitions or trans versions. Transition substitution refers to a
purine or pyrimidine being replaced by a base of the same kind; for example, a purine such as adenine may be replaced by
the purine guanine. Trans version substitution refers to a purine being replaced by a pyrimidine, or vice versa; for example,
cytosine, a pyrimidine, is replaced by adenine, a purine. Mutations can also be the result of the addition of a base, known
as an insertion, or the removal of a base, also known as deletion. Sometimes a piece of DNA from one chromosome may
get moved to another chromosome or to another region of the same chromosome; this is also known as translocation.
Mutations in repair genes have been known to cause cancer. Many mutated repair genes have been implicated in certain
forms of pancreatic cancer, colon cancer, and colorectal cancer. Mutations can affect either somatic cells or germ cells. If
many mutations accumulate in a somatic cell, they may lead to problems such as the uncontrolled cell division observed
in cancer. If a mutation takes place in germ cells, the mutation will be passed on to the next generation, as in the case of
hemophilia and xeroderma pigmentosa.
Article 3
Title: “Mutation Example and How They Happen”
Link: https://www.canr.msu.edu/news/mutation-examples-and-how-they-happen
Health and survival of an organism depends on reliable and accurate DNA (Deoxyribonucleic Acid) replication and
orderly cell division. Without these processes being highly dependable, survival is questionable. However, occasional
mistakes occur. What kind of mistakes happen, what causes them to happen and what are some of the outcomes? First, it
is important to know most DNA does nothing. DNA is classified as “coding” or “non-coding.” Coding DNA codes for
the production of enzymes and proteins required to run the processes necessary for life. Non-coding DNA is similar to
random letters placed together that do not make sense. The purpose of such an abundance of non-coding DNA is poorly
understood, but of the 6.5 feet of DNA in each human cell, only about 1 inch is coding DNA. Mistakes within the non-
coding sections have no apparent consequences and that is one theory as to why there is so much it may act as a buffer to
protect coding DNA. A previous Michigan State University Extension article, “Mutants have value too,” mentioned some
DNA changes are useful. This article will discuss how they occur and gives examples of commonly seen plant mutations.
Mutations are due to changes occurring within DNA itself or in the replication/cell division process. Changes within the
DNA molecule are referred to as “point mutations” since they occur in a small portion of the DNA but may still have
significant effect because they change the “meaning of the code.” Point mutations can be due to damage from cosmic rays,
chemicals and viruses. They can also be due to stress from heat, cold, severe pruning or replication error causing a shift
in DNA sequences so it no longer makes sense. Many biological systems are pathway-type systems requiring intermediate
products to form before producing the final product. Enzymes control these intermediate steps, and interruption in any
step prevents the end product from being produced. Therefore, the more steps in the pathway, the more vulnerable the
system is to possible change.
Activity 12: C.E.R
Essential Question Article 1 Article 2 Article 3
What is DNA and Recognize the Impact of Mutation Example and How
How does it work? DNA Mutations They happen
How does an individual can take Answer: Answer: Answer:
good care of a children with a Supporting Texts: Supporting Texts: Supporting Texts:
genetic disorder cause by the
changes in DNA molecule? Reason: Reason: Reason:
Your Conclusion:
Understanding the changes in DNA molecule is ___________ because ___________.
Activity 13: Writing A Project Planning Map

Direction: After reading and analyzing the situation above, develop a Project Planning Map that will show how can an
individual will take good care of the children who have genetic disorder cause by the changes in DNA molecule. Use the
Project Planning Map template to help you organize your ideas.

Final I-R-F Chart
How does an individual can take good care of a children with a genetic disorder cause by the changes
in DNA molecule?
END OF DEEPEN
In this section, the discussion was about the changes in a DNA molecule that may cause changes in
its product. What new realizations do you have about the topic? What new connections have you
made for yourself? What helped you make these connections?
Now that you have a deeper understanding of the topic, you are ready to do the tasks in the next section.
WEEK 5 (TRANSFER)
Your goal in this section is to apply your learning to real life situation. You will be given a
practical task which will demonstrate your understanding.
Performance Task
The school is celebrating its annual Psychology Week. One of the activities during this celebration is to give
guidance counseling and a seminar on how to take good care of children with genetic disorder cause by the
changes in DNA molecule. The responsibility of producing the materials is left to the media team composed of
a scriptwriter, animator, painter. Your product will be evaluated based on content, organization, and impact.
You may create ONE of these products:
Product 1: Create a 2-5 minutes’ video presentation on how to take good care of children with genetic disorder.
Product 2: Write a script for the infomercial emphasizing on how to take good care of children with genetic
disorder.
Product 3: Using a ¼ cartolina make an abstract that shows how to take good care of children with genetic
disorder.

Unit VIII: BIODIVERSITY AND EVOLUTION
Unit IX: ECOSYSTEM
A mutualistic relationship occurs when two organisms of different species “work together” each
benefiting from the relationship. The interaction helps both organisms to survive. The honeybees, for example,
get pollen from the flower; the flower, in turn, gets its pollen spread to the other areas. Another example is
between ants and the acacia tree. The tree provides food for the ants, as well as shelter. In return, the ants
defend the tree from other herbivores, and remove other plants from the vicinity so that the tree can grow better.
Throughout the learning activities, the students will consider these questions. How does the process of
evolution through natural selection result in biodiversity and the influence of biodiversity on the
ecosystem?
Unit Coverage

Biodiversity and Evolution  identify the scientists behind the evolution of biodiversity.
Ecosystem  identify the environmental factors that affect the survival of organism in a
changing environment.
 explain the factors that lead to evolution and factors that affect the
survival of the organism in a changing environment.
Unit Concept Map
WEEK 6 (EXPLORE)
What to do before? (Pretest) Try to answer the following questions and see if you find it right
as you finish studying the unit. You don’t need to pass the pretest. You can write your answer on
your old notebook for your future reference.
Multiple Choices: Choose the letter of the correct answer.
1. All are causes of animal and plant extinction except_______________.
a. overgrazing b. experiment of research c. deforestation and glaciation d. particulates
2. It refers to the process involved in reproduction on speciation through isolation.
a. behavioral b. temporal c. geographical d. hybridization
3. The term ploidy means __________.
a. multiply b. chromosome c. reproduces d. genes
4. It occurs when populations reproduce at different times.
a. temporal b. geographical c. behavioral d. reproductive
5. Mutations are ______________.
a. the sole source of variation in asexually reproducing organisms.
b. the ultimate source of variation in asexually reproducing organism.
c. both genetic and chromosomal in nature.
d. All of these are correct.

WEEK 6 (EXPLORE)
In this section you shall:
identify the scientists behind the evolution of biodiversity.
identify the environmental factors that affect the survival of organism in a changing
environment.
explain the factors that lead to evolution and factors that affect the survival of the
organism in a changing environment.
Let’s begin this module by gathering your ideas about the evolution of biodiversity.
Use OLD NOTEBOOK

Exercise A: Arrange Me Please
Direction: Determine the different terminologies that are necessary in this unit by arranging the jumbled letters
below.
1. ytisrevid 2. epsaiction 3. citnege tfrid 4. nege wolf 5. noitatum
Are you done with Exercise A? What can you say about the terms you figure it out? Maybe, you are now thinking about
the connection of those terms to each other. Now, let’s proceed to the next exercise to challenge you more. Happy learning.
Exercise B. IRF Chart

Direction: In the previous activity, you were asked to arrange the letters to get the terms needed in this module.
Now, you will use those words to come up in an idea to answer the questions below. Write your answer on the
first column “INITIAL”.
How does the process of evolution through natural selection result in biodiversity and the influence
of biodiversity on the ecosystem?
END OF EXPLORE
You gave your prior knowledge about on how the process of evolution through natural selection
result in biodiversity and the influence of biodiversity on the ecosystem. Now let us find out more by
doing the activities on the next section.
WEEK 6 (Firm UP)

Direction: Using the diagram below, identify the scientists who proposed their ideas behind the evolution of
biodiversity. Refer on pages 261-265 of Science Links Book.

You can watch the video entitled: “Biodiversity
and Evolution and The Theory of Evolution”
Have Fun!
https://www.youtube.com/watch?v=BcpB_986wyk
https://www.youtube.com/watch?v=StXQUW4Yhfw

Activity 15: The Given Factors Vs. Survival
Direction: Using the table below, identify the factors that affect the survival of organism in a changing
environment. You can refer on pages 286-289 of Science Links Book.
ENVIRONMENTAL FACTORS THAT AFFECT HOW DOES IT AFFECT THE SURVIVAL OF
THE SURVIVAL OF ORGANISM ORANISM
Activity 16: List All You Can

Direction: In this unit’s performance task, you are expected to write an informative essay about the importance
of adaptation as mechanism for the survival of the species.
For you to be prepared, read the types of environmental changes that affect the evolution of life on earth on
pages 274-277.
While you are reading take down notes some of the important information about the importance of adaptation
as mechanism for the survival of the species. (Use your old notebook.)
Write your answers to the question posted at the beginning of this module by accomplishing the REVISED
COLUMN of the IRF Chart.
How does the process of evolution through natural selection result in biodiversity and the influence
of biodiversity on the ecosystem?
Congratulations! You have finished the first part of the lesson! Now, take a short break and answer the
assessment below:
Self- Assessment:
I can…
identify the scientists behind the evolution of biodiversity.
identify the environmental factors that affect the survival
of organism in a changing environment.
explain the factors that lead to evolution and factors that
affect the survival of the organism in a changing
environment.
END OF FIRM-UP
You finally knew who are the scientists behind the evolution of biodiversity and the
environmental factors that affect the survival of organism. Now it’s your turn to answer the
short quiz on the next page! GOOD LUCK!
IDENTIFICATION
Direction: Identify the terms being referred in each item. Write your answer on the space provided before the
number.
_________1. He studies the evolutionary relationship of the different types of organism.
_________2. He said that “all living things were descended from a common ancestor.”
_________3. He states that “all organisms evolved toward perfection and complexity.”
_________4. It is a theory that explain how the species evolve through natural selection, which is sometimes called “survival
of the fittest.”
_________5. It is the change in allele frequencies that affect an organism to be eliminated.
_________6. The transfer of alleles from the former population to another population.
_________7. It is the most essential abiotic factor that helps most living things to survive.
_________8. It refers to the physical characteristics of an organism that help them to survive
_________9. It refers to the different species within a region or community.
_________10. It refers to the variation of genes within the species.
WEEK 6 (DEEPEN)
Last week, you already learned who are the scientists behind the evolution of biodiversity and the factors that
lead to evolution. For this week, let’s explore and discover things deeper. Happy learning!
Your goal in this section is to explain the factors that lead to evolution and factors
that affect the survival of the organism in a changing environment. Here, you will
be more enlighten why is it important to learn the factors that lead to evolution and
factors that affect the survival of the organism in a changing environment.
Guide Questions:
What evidence is seen in the article that explain learn the factors that lead to evolution and factors that
affect the survival of the organism in a changing environment. Does understanding the learn the factors
that lead to evolution and factors that affect the survival of the organism in a changing environment
necessary? Why?
Why must an individual show his /her understanding about the factors that lead to evolution and factors
that affect the survival of the organism in a changing environment ?
Article 1
Title: Nature can cope with climate change. Unusual behavior of plants and animals of suggest were
underestimated their ability to adapt.
See Full text here Link: https://www.dailymail.co.uk/sciencetech/article-2622454/Nature-CAN-cope-climate-change-
Unusual-behaviour-plants-animals-suggests-weve-underestimated-ability-adapt-claim-studies.html
As the planet warms, animals and plants are learning to adapt to their new environment by either migrating or evolving, new research
has revealed. Many scientists believe the rate of climate change is too rapid for various species to keep up. But two new studies have
offered some hope that experts may have underestimated their abilities. The first study reveals how a species of butterfly named the
quino checker spot has defied expectations of extinction by moving to cooler climes and changing its diet. The quino checker spot,
found in Mexico and California, moved to higher altitudes to avoid extinction, according to research presented at the Butterfly
Conservation's symposium in Southampton. Its rapid adaption offers some hope to scientists that other insects could be able to change
their environment and survive a warmer climate. As the planet warms, animals and plants are learning to adapt to their new environment
by either migrating or evolving, new research has revealed. Many scientists believe the rate of climate change is too rapid for various
species to keep up. But two new studies have offered some hope that experts may have underestimated their abilities. The first study
reveals how a species of butterfly named the quino checker spot has defied expectations of extinction by moving to cooler climes and
changing its diet. The quino checker spot, found in Mexico and California, moved to higher altitudes to avoid extinction, according to
research presented at the Butterfly Conservation's symposium in Southampton. Its rapid adaption offers some hope to scientists that
other insects could be able to change their environment and survive a warmer climate. DNA evidence also suggests the European
wasp spider is evolving and have colonized new areas as they seek cooler climates. The spiders primarily lived in Mediterranean
regions until the 1930s but have gradually crept northwards to colonize Scandinavia, Poland and the Baltic region. Interestingly while
scientists thought they were trying to find new places to live that were the same temperature as the Mediterranean before temperatures
have risen, the spiders have actually moved into regions that are cooler than their original homes.
The reason for their behavior is they have been mating with spiders that like the cold, to create an invading species that can survive
freezing temperatures that would kill its Mediterranean relatives, researchers from Germany's Max Plank Institute told Dr. White. A
2011 review of data on hundreds of moving species found an average shift to higher altitudes of 36 feet (11 meters) per decade and
an average shift to higher latitudes of about 10.5 miles (17 km) per decade. ‘I think we should feel impressed by the impact that we
have, that we can change the course of evolution around us by the way we change the environment,’ Menno Schilthuizen, from Naturalis
Biodiversity Center in Leiden, Netherlands told National Geographic. ‘Our impact is much further and deeper than we tend to think.’
Article 2
Title: “Can Evolution Beat Climate Change”
See Full text here Link https://www.scientificamerican.com/article/sea-urchin-evolution-to-cope-with-climate-change-
ocean-acidification/
The oceanic pincushion known as the purple sea urchin relies on its many spines and pincers for protection and food. An inability to
form its spiny shell would devastate the species, which thrives on rocky shores off North America’s west coast. Unfortunately for the
purple sea urchin, higher carbon dioxide levels in the atmosphere as a result of human fossil-fuel burning presage a more acidic ocean
that might make it harder to form such shells. But new research suggests that the purple sea urchin may have the genetic reserves to
combat this insidious threat. A study published in Proceedings of the National Academy of Sciences on April 8 found that exposing
purple sea urchins to the kinds of acidified ocean conditions possible in the future unleashed genetic changes that may help the animal
survive. The researchers showed that although the exterior of sea urchin larvae changed very little, their genetics adapted to high CO2
environmental conditions in a single life span. Shifting environmental conditions have always played an outsize role in driving evolution.
A climate change from cold to hot transforms everything an organism needs to survive and thrive, so each animal, plant, microbe and
fungus species must adapt or die—as happened during the transition out of the most recent ice age. So the question isn't if the current
bout of human-induced climate change will drive evolution, but how—and maybe when? In the case of the purple sea urchin exposing
urchin larvae to current and projected levels of ocean acidification and then sampling their genes at set dates of development revealed

a population undergoing genetic changes under more acidic conditions. Simply put, those larvae with versions of genes better adapted
to high CO2 conditions became more common. "In a sense, it is the beginning of evolution," explains biologist Melissa Pespeni of
Indiana University Bloomington, who lead the experiment. “Only the individuals with the ‘right’ gene copies would be able to pass their
genes on to the next generation.” The genes in question code for proteins involved in processes like extracting shell-building minerals
from seawater or fat metabolism. The larvae exposed to today's conditions showed none of the changes seen in those exposed to
higher CO2 conditions. And the effect grew over time—some selection could be detected after one day, but an even more prominent
shift was apparent by the seventh day of development. Previous studies have suggested that such purple sea urchins—and other shell-
forming organisms—would struggle to grow and develop as the ocean grew more acidic, results that the new study ascribes to differing
lab conditions, particularly how densely the urchin larvae are packed. Although purple sea urchins like to cluster close together, testing
larvae under these conditions may have exacerbated the impact of ocean acidification. Of course, purple sea urchins are unlikely to
face stress only from ocean acidification; other threats include overfishing for urchin roe. This research suggests that the key to any
evolved response to ocean acidification is having enough diversity in the population to allow natural forces to pick and choose what
survives and thrives. Plus, "we don't know if there are negative side effects of such rapid evolutionary change," Pespeni notes. The
genes lost as a result of selection to cope with high acidity could prove to play an important role in anything from avoiding predators to
immune system responses. Regardless, such evolution does not have to be slow, as this sea urchin work shows. Research in soil mites
published on April 8 in Ecology Letters reaffirms that point, finding that laboratory-induced natural selection—in this case for shorter
maturation time—can work in as little as 15 generations. Then again, the purple sea urchin may be uniquely prepared to face a future
of increased acidity. The upwelling ocean environment where it lives periodically fluctuates between high- and low-CO2 seawater
conditions anyway. That means the population may have retained the genetic capacity to deal with high CO2—Pespeni notes they
have more genetic variability than most other organisms, a genetic reservoir that may serve the urchins well as they face the effects of
climate change. That also suggests other organisms at sea and on land without that history of exposure will not share the same genetic
resilience—as well as often lacking the purple sea urchins’ large population sizes. “Right now, it's really unclear what sorts of species
are likely to be able to evolve their way out of trouble,” says ecologist Dov Sax of Brown University, who was not involved in this
research. "It's a giant question that needs to be resolved and feeds into the issue of who is most at risk of extinction from climate change
Article 3
Title: “Predator-Prey Relationship”
Link: https://necsi.edu/predator-prey-relationships
A predator is an organism that eats another organism. The prey is the organism which the predator eats. Some examples of predator
and prey are lion and zebra, bear and fish, and fox and rabbit. The words "predator" and "prey" are almost always used to mean only
animals that eat animals, but the same concept also applies to plants: Bear and berry, rabbit and lettuce, grasshopper and leaf. Predator
and prey evolve together. The prey is part of the predator's environment, and the predator dies if it does not get food, so it evolves
whatever is necessary in order to eat the prey: speed, stealth, camouflage (to hide while approaching the prey), a good sense of smell,
sight, or hearing (to find the prey), immunity to the prey's poison, poison (to kill the prey) the right kind of mouth parts or digestive
system, etc. Likewise, the predator is part of the prey's environment, and the prey dies if it is eaten by the predator, so it evolves
whatever is necessary to avoid being eaten: speed, camouflage (to hide from the predator), a good sense of smell, sight, or hearing
(to detect the predator), thorns, poison (to spray when approached or bitten), etc. The fastest lions are able to catch food and eat, so
they survive and reproduce, and gradually, faster lions make up more and more of the population. The fastest zebras are able to escape
the lions, so they survive and reproduce, and gradually, faster zebras make up more and more of the population. An important thing to
realize is that as both organisms become faster to adapt to their environments, their relationship remains the same: because they are
both getting faster, neither gets faster in relation to the other. This is true in all predator-prey relationships. Another example of predator-
prey evolution is that of the Galapagos tortoise. Galapagos tortoises eat the branches of the cactus plants that grow on the Galapagos
islands. On one of the islands, where long-necked tortoises live, the branches are higher off the ground. On another island, where
short-necked tortoises live, the branches are lower down. The cactuses, the prey, may have evolved high branches so that the tortoises,
the predators, can't reach them. (Note, however, not just in this case but in any case of co-evolution and evolution, that there is always
more than one cause that forces an organism to adapt, and though it is likely that the higher branches are to avoid the tortoises, it is
also possible that it was a different cause, such as the sun, the ocean, or a different organism.)
Activity 17: C.E.R Use 1 whole intermediate paper

Essential Question Article 1 Article 2 Article 3
Nature can cope with climate change. Unusual Can Evolution Predator-Prey
behavior of plants and animals of suggest were Beat Climate Relationship
underestimated their ability to adapt. Change
How does the process Answer: Answer: Answer:
of evolution through
natural selection Supporting Texts: Supporting Supporting Texts:
result in biodiversity Texts:
and the influence of

biodiversity on the Reason: Reason: Reason:
ecosystem?
Your Conclusion:
Understanding the process of evolution through natural selection result in biodiversity is __________
because ___________.
Activity 18: Collect Them All

Direction: Watch or read documentary article or videos about the importance of adaptation as mechanism for
the survival of the species. Take down notes while you are reading or watching the documentary. Then compose
a paragraph or two and state how the organism use adaptation as the mechanism for its survival. Make sure to
include the references or sources from where you find the documentary article or videos. You can use the
template below as your guide for this activity. Do this on a long bond paper.
Final I-R-F Chart

How does the process of evolution through natural selection result in biodiversity and the influence of
biodiversity on the ecosystem?
END OF DEEPEN
In this section, the discussion was about the factors that lead to evolution and factors that affect the
survival of the organism in a changing environment. What new realizations do you have about the
topic? What new connections have you made for yourself? What helped you make these
connections? Now that you have a deeper understanding of the topic, you are ready to do the tasks
in the next section.
WEEK 7 PERFORMANCE TASK

Your goal in this section is to apply your learning to real life situation. You will be given
a practical task which will demonstrate your understanding.
Performance Task
Evolution journal is peer-reviewed online open-access journal. It publishes essays and articles that utilize concepts
of evolutionary biology to address issues relevant to health, environment, biodiversity, and economy. Papers
published should be accessible to a diverse audience within the industry, government, and health care, in terms
of the types of questions asked and investigated, and the interpretation and discussion of findings. The editorial
board is accepting articles from contributors working in the following fields: medicine, agriculture, conservation
biology, environmental sciences and microbiology.

The theme for the upcoming issue is “Adapt or Die.” Submissions are now being accepted. All contributors are
required to submit article or essay that explores important questions related to the theme and discusses how the
results and findings are broadly applicable to certain fields.
For your paper to published, it must be scientifically sound, sufficiently integrate applied or practical aspects of
the chosen topic, and engaging.
You have finished the activities prepared for you. Congratulations!

Good luck for your 3rd Departmental Examination!
THIRD QUARTER ANSWER KEY (SCIENCE 10)

PARTS MALE OF FUNCTION/S PARTS OF FUNCTION/S
REPRODUCTIVE FEMALE
SYSTEM REPRODUCTIV
E SYSTEM
1. Urethra 1. It carries urine and sperm. 1. fallopian tube 1. It contains the egg until fertilization
2. Penis 2. It is external sexual organ of the 2. uterus takes place.
3. Testes male through which the sperm are 3. ovary 2. It is a pear-shaped organ where a
4. Scrotum delivered into the female’s body. 4. cervix fertilized egg develops.
3. It produces male sex hormones. 3. It secretes hormones called estrogen and
4.It houses the testes and protect the progesterone.
sperm. 4. It connects the lower end of the uterus to
the upper portion of vagina.
PARTS OF NERVOUS SYSTEM PARTS OF ENDOCRINE SYSTEM
1. Midbrain 3. Brain stem 1. Hypothalamus Gland 3. Adrenal Gland
2. Cerebellum 4. Medulla 2. Pituitary Gland 4. Thyroid Gland
FUNCTIONS FUNCTIONS
1. It controls the movement of the eye and constriction and 1. It regulates body temperature, blood pressure, and use of water.
dilation of the pupil. 2. It stimulates adrenal gland to release specific hormone.
2. It coordinates muscle movement. 3. It controls “flight or fight response.”
3. It controls the heartbeat, breathing, and blood pressure. 4. It controls the calcium levels in the bloodstream.
4. It controls breathing, heart rate, and swallowing.
WEEK 5
Activity 10: DNA makes DNA
Steps in DNA Replication Process
1. DNA Replication takes place in the cytoplasm of prokaryotes and in the nucleus of eukaryotes. The enzymes start to
unzip the double helix as the nucleotide base pairs separate. Each side of the double helix runs in opposite directions. At the
same time, replication begins on both strands of the molecules.
2. Free nucleotides pair with the base exposed as the templates strand continuously unzip. An enzyme complex-DNA
polymerase attach the nucleotide together to form new strand similar to each template.
3. A sub-unit of the DNA polymerase proofreads the new DNA and the DNA ligase seals up the fragments into one long
strand.
4. Two similar double-stranded molecules of DNA result from replication. The new copies automatically wind up again.
Week 6
1700- Carolus Linnaeus- studying the evolutionary relationship of the different types of organisms
Georges Louis Leclerc de Buffon- Suggested that humans and apes are related
Erasmus Darwin- “All living things were descended from a common ancestor.”
Jean-Baptiste Lamarck- “All organisms evolved toward perfection and complexity.”
Charles Robert Darwin- “Survival of the fittest”

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CAMARINES NORTE COLLEGE INC.

Junior High School Department

The learners demonstrate an understanding of:

The learners shall be able to:

SCIENCE 10// LIVING THINGS AND THEIR ENVIRONMENT// S.Y. 2021-2022 1

Activity 14: Time Zone

SCIENCE 10// LIVING THINGS AND THEIR ENVIRONMENT// S.Y. 2021-2022 2

Unit Concept Map

Multiple Choices: Choose the correct answer.

SCIENCE 10// LIVING THINGS AND THEIR ENVIRONMENT// S.Y. 2021-2022 3

Exercise A: Jumbled System

Use intermediate paper

WEEK 1(FIRM UP)

Now, here is to help you more in your learnings.

SCIENCE 10// LIVING THINGS AND THEIR ENVIRONMENT// S.Y. 2021-2022 4

Activity 3: My Function, Your Function

Now, here is to help you more in your learnings.

PARTS OF NERVOUS SYSTEM PARTS OF ENDOCRINE SYSTEM

Activity 4: Checks and Balances

Breathed heavily after running

Felt faint when you stood

Activity 5: Mind Map

SCIENCE 10// LIVING THINGS AND THEIR ENVIRONMENT// S.Y. 2021-2022 7

SCIENCE 10// LIVING THINGS AND THEIR ENVIRONMENT// S.Y. 2021-2022 8

Activity 7: Lay Out Your Ideas

Final I-R-F Chart

Multiple Choices: Choose the letter of the correct answer.

SCIENCE 10// LIVING THINGS AND THEIR ENVIRONMENT// S.Y. 2021-2022 10

Let’s begin this module by gathering your ideas about DNA.

Use old notebook

Exercise B. IRF Chart

WEEK 3 (Firm UP)

 The DNA is like a ladder because _______________.

 The DNA is like an architect who makes blueprint because__________.

 The DNA is like a pair of high- heated shoes because ____________.

Now, here is to help you more in your learnings.

SCIENCE 10// LIVING THINGS AND THEIR ENVIRONMENT// S.Y. 2021-2022 11

Now, here is to help you more in your learnings.

Use 1 whole intermediate paper

Now, here is to help you more in your learnings.

Activity 11: Be A Careful Reader

SCIENCE 10// LIVING THINGS AND THEIR ENVIRONMENT// S.Y. 2021-2022 12

Common Ideas in Reasons:

Activity 13: Writing A Project Planning Map

SCIENCE 10// LIVING THINGS AND THEIR ENVIRONMENT// S.Y. 2021-2022 15

SCIENCE 10// LIVING THINGS AND THEIR ENVIRONMENT// S.Y. 2021-2022 16

Title: You’ll Learn To…

Unit Concept Map

SCIENCE 10// LIVING THINGS AND THEIR ENVIRONMENT// S.Y. 2021-2022 17

Use OLD NOTEBOOK

Exercise B. IRF Chart

WEEK 6 (Firm UP)

Now, here is to help you more in your learnings.

SCIENCE 10// LIVING THINGS AND THEIR ENVIRONMENT// S.Y. 2021-2022 18

Activity 16: List All You Can

SCIENCE 10// LIVING THINGS AND THEIR ENVIRONMENT// S.Y. 2021-2022 20

Activity 17: C.E.R Use 1 whole intermediate paper

SCIENCE 10// LIVING THINGS AND THEIR ENVIRONMENT// S.Y. 2021-2022 21

Activity 18: Collect Them All

Final I-R-F Chart

WEEK 7 PERFORMANCE TASK

SCIENCE 10// LIVING THINGS AND THEIR ENVIRONMENT// S.Y. 2021-2022 22

You have finished the activities prepared for you. Congratulations!

THIRD QUARTER ANSWER KEY (SCIENCE 10)