Biology Q3 SLK 2024

ILOILO NATIONAL HIGH SCHOOL
Luna Street, La Paz, Iloilo City

(for INHS classroom use only) Biology 10
Quarter 3 Week 1
At the end of the session, I would be able to:
S10LT-111b-34- explain the role of hormones involved in the female and male
reproductive systems.
Concepts:
Lesson 1: Reproductive System
 Testosterone causes pre-natal development of male genitalia and both sperm

production and development of male secondary sexual characteristics during
puberty.
 The main male reproductive hormone is testosterone, which is secreted
by the testes and serves a number of roles:
 It is responsible for the pre-natal development of male genitalia
 It is involved in sperm production following the onset of puberty
 It aids in the development of secondary sex characteristics (including body hair,
muscle mass, deepening of voice, etc.)
 It helps to maintain the male sex drive (libido)
https://www.britannica.com/science/human-reproductive-system
* Estrogen and progesterone cause pre-natal development of female reproductive organs
and female secondary sexual characteristics during puberty.
* The main female reproductive hormones (secreted by the ovaries) are estrogen and
progesterone, which serve several roles:
 They promote the pre-natal development of the female reproductive organs
 They are responsible for the development of secondary sex characteristics (including body hair
and breast development)
jgmlrr/01/2024 Page 1
 * They are involved in monthly preparation of egg release following puberty (via the menstrual
cycle)
 Initially, estrogen and progesterone are secreted by the mother’s ovaries and
then the placenta – until female reproductive organs develop (this occurs in
the absence of testosterone)
Parts of the Female Reproductive System
https://www.britannica.com/science/human-reproductive-
******************************************************************
Activity 1
Directions:
1. Identify the (A) male and (B) female secondary sex characteristics.
2. Label the parts of the male and female reproductive system.
hpps://www.britannica.com/science/human-reproductive-system
Guide Questions:
1. What are the hormones produced in the male and female reproductive systems?
Enumerate and discuss each.
2.Every individual is designed to have an organ system with its corresponding parts and
functions. What happens when your body does not produce enough hormone like testosterone?
What happens if too much estrogen is produced?
3. How would you know if you have hormonal imbalance?
4. How do you treat hormonal imbalance?
5. Why is it so important to seek medical advice from the doctor or medical expert if you
have hormonal problems? How important are hormones to our body?
**********************************************************************************
Quarter 3 Week 2
S10LT-111b-34- describe the feedback mechanisms involved in regulating
processes in the female reproductive system (e.g. ,menstrual cycle).
Concepts:
Lesson 2
Feedback Mechanism in Menstrual Cycle
Feedback Mechanism – is the mechanism of the body to maintain the levels of hormones in
the body in the desired limits. An increase or decrease in the levels of the hormones triggers the
feedback mechanism. The body has two types of feedback mechanisms, positive and negative
mechanism. In positive feedback, the body uses the effect of a particular action/task to perform
more of the same behavior. One such example is the regulation of oxytocin. This oxytocin is
produced in the hypothalamus and secreted by the posterior part of the pituitary gland. It is
responsible for inducing contractions in the uterine wall during labor. In addition, in positive
feedback, rising levels of hormones feedback to increase hormone production. During most of
the menstrual cycle, estrogen and progesterone provide negative feedback to the hypothalamus
and pituitary gland. Negative feedback mechanism does not refer to “bad” effect, so to speak,
it simply implies that the current state of an activity is not beneficial, so the body then brings
about the opposite effect. The negative feedback signals that it is now time to stop an activity,
like the secretion of certain hormones in order to maintain a healthy balance. Let us consider the
case of our blood sugar level. Our blood sugar levels are mainly controlled by 2 hormones –
insulin and glucagon. These are secreted by the pancreas through special cells known as the
Islets of Langerhans. Insulin converts glucose molecules to glycogen and glucagon converts
glycogen to glucose. This another example of negative feedback. Progesterone maintains the
uterine lining (the thickness of the uterus wall). If the egg has not been fertilized, the corpus
luteum dies and progesterone levels drop. This causes menstruation, where the uterus lining
breaks down, this is known as having a period.
 The menstrual cycle describes recurring changes that occur within the female
reproductive system to make pregnancy possible
 Each menstrual cycle lasts roughly one month (~28 days) and begins at puberty (menarche)
before ending with menopause.
There are two key groups of hormones which control and coordinate the menstrual
cycle:
 Pituitary hormones (FSH and LH) are released from the anterior pituitary
gland and act on the ovaries to develop follicles
 Ovarian hormones (estrogen and progesterone) are released from the
ovaries and act on the uterus to prepare for pregnancy.
Menstrual Hormones
Flowchart of Hormonal Actions During Menstrual Cycle
https://www.newtimes.co.rw/lifestyle/menstrual-cycle
Key Events in the Menstrual Cycle

 There are four key events that comprise a typical menstrual cycle: follicular
phase, ovulation, luteal phase and menstruation
 * These events are distinguished by changes to hormonal levels, follicular development and the
status of the endometrium.
1. Follicular Phase
 Follicle stimulating hormone (FSH) is secreted from the anterior pituitary and stimulates growth
of ovarian follicles
2. Ovulation
 Midway through the cycle (~ day 12), estrogen stimulates the anterior pituitary to secrete
hormones (positive feedback)
3. Luteal Phase
 The ruptured follicle develops into a slowly degenerating corpus luteum.
4. Menstruation
 If fertilization occurs, the developing embryo will implant in the endometrium and
release hormones to sustain the corpus luteum.
Menstrual Cycle
https://www.newtimes.co.rw/lifestyle/menstrual-cycle
Activity 2
Directions:
1. Write the phrase found inside the box that matches your answer in the numbered boxes
below by writing it in your answer sheet.
2. Answer the guide questions.
5.
3.
4.
1. 2.
https://www.newtimes.co.rw/lifestyle/menstrual-cycle is fertility
Guide Questions:
1. Describe the feedback mechanisms involved in regulating processes in
the menstrual cycle.
2. Enumerate the key events in the menstrual cycle and discuss each.
3. In a normal 28-day menstrual cycle, when would you expect the LH surge to
occur? At which point in the menstrual cycle is a woman most fertile?
4. Why is it important to be aware of one’s fertility period?
5. How effective is fertility awareness in preventing pregnancy?
6. How can this specific lesson be useful in planning a family?
*****************************************************************
Quarter 3 Week 3
S10LT-111c-36- describe how the nervous system coordinates and regulates

these feedback mechanisms to maintain homeostasis.
Concepts:
Lesson 3 Nervous System
The nervous system regulates the feedback mechanism by initiating the signal that
will inhibit or release hormones. This signal can be in a form of releasing or inhibiting
hormone. This hormone will target a specific endocrine gland, that will secrete hormone
in response to the stimuli given. With the coordination of the endocrine system, the
nervous system regulates the feedback mechanism to maintain the body’s homeostasis.
Homeostasis – is the tendency to resist change in order to maintain a stable,

relatively constant internal environment.
• The nervous system coordinates the actions of complex organisms via the
transmission of electrochemical signals
These signals are transmitted by a specialized network of cells called neurons
• The nervous system can be divided into two main parts:
CNS (Central nervous system) – made up of the brain and spinal cord
PNS (Peripheral nervous system) – made of peripheral nerves which link the
CNS to the body’s receptors and effectors.
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Activity 3
Directions:
1. In your answer sheet, make a diagram similar below and fill in the boxes and indicate the
function of each component of the human nervous system.
Guide Questions:
1. Describes how the nervous system coordinates and regulates these
feedback mechanisms to maintain homeostasis.
2. How nervous systems coordinate the actions of complex organisms?
3. Consider the diagram of an internal feedback mechanism that the body uses to help maintain
homeostasis. What is the role of the central nervous system in this model? How will you relate
your response to a stimulus if you happened to touch a hot object?
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Quarter 3 Week 4
a. S10LT-IIId-3- explain how protein is made using the information from DNA.
b. S10LT-IIIe-38- explain how mutations may cause changes in the structure and
functions of protein.
Introduction
Molecular genetics has dramatically changed our understanding of life. The core of molecular
genetics is an appreciation of the significance of deoxyribonucleic acid (DNA) in the storage of
genetic information. DNA contains the blueprint for the synthesis of all proteins needed as building
blocks and for proper functioning of the cell. The proteins that cells synthesize determine what
characters are expressed by the organism. This means that what we inherit are not the traits but
the DNA that contains a particular sequence of nitrogenous bases. The nitrogenous bases
sequences determine the kinds of proteins our cells synthesize, which in turn determine the
expression of a particular trait.
Concepts:
The Central Dogma

In 1958, Francis Crick first proposed the idea that the sequence involved in the expression of
hereditary characteristics is from DNA to RNA to protein (Figure 1), known as the Central
Dogma of Molecular Genetics.
Figure 1. Transfer of genetic information
The Genetic Code
The genetic code consists of the sequence of nitrogen bases in a polynucleotide chain of DNA
or RNA. The bases are adenine (A), cytosine (C), guanine (G), and thymine (T) (or uracil, U, in
RNA). The four bases make up the “letters” of the genetic code. The letters are combined in
groups of three to form code “words,” called codons. Each codon stands for (encodes) one
amino acid unless it codes for a start or stop signal. There are 20 common amino acids in
proteins. With four bases forming three-base codons, there are 64 possible codons. 61 codons
are more than enough to code for the 20 amino acids, thus more than one codon codes for a
single amino acid. The genetic code is shown in the table 1 below.
Table 1. The Genetic Code
Reading the Genetic Code
To find the amino acid for a particular codon, find the cell in the table for the first and
second bases of the codon. Then, within that cell, find the codon with the correct third base. For
example, CUG codes for leucine, AAG codes for lysine, and GGG codes for glycine.
If you find the codon AUG in the table above, you will see that it codes for the amino acid
methionine. This codon is also the start codon that establishes the reading frame of the code.
The reading frame is the way the bases are divided into codons. It is illustrated in figure 2. After
the AUG start codon, the next three bases are read as the second codon. The next three bases
after that are read as the third codon, and so on. The sequence of bases is read, codon by codon,
until a stop codon is reached. UAG, UGA, and UAA are all the stop codons. They do not code for
any amino acids.
Figure 2. Reading the Genetic Code
*****************************************************************************
Activity 4.A
Concepts:
 The DNA molecule is composed of three types of component molecule:
phosphate group, the sugar deoxyribose, and the nitrogenous bases adenine, thymine, cytosine,
guanine (A, T, C, G). These are the three molecules that form the basic building block of DNA,
the nucleotides. Each nucleotide is composed of one phosphate group, one sugar molecule, and
one of the four bases. Across the strands of the helix, A always pairs with T, and G with C.
 Ribonucleic Acid, like DNA, is a nucleic acid. However, RNA structure
differs from DNA structure in three ways, shown in the illustration below. First, RNA
is single stranded – whereas DNA is double stranded. Second, the sugar in RNA is ribose; DNA
has deoxyribose. Finally, both DNA and RNA contain four nitrogenous bases, but instead of
thymine, RNA contains a similar base called uracil (U). The uracil pairs with adenine. The major
types of RNA include: messenger RNA (mRNA), ribosomal RNA (rRNA), and transfer RNA (tRNA).
Direction:
1.Study the given illustration and answer the guide questions below.
2. Copy the table in your answer sheet and fill in with the correct answers.
Basis of Comparison DNA RNA
1. Number of Strands
2. Location in the cell
3. Type of sugar present
4. Nitrogenous base pair
Guide Questions:
1. What are the components of the DNA and RNA molecule?
2. In what ways are RNA and DNA similar?
3. In what ways are they different?
****************************************************************************
Activity 4.B
Concepts:
Do you understand the process by which DNA copies itself? The following are the events while
DNA copies itself:
Step 1. An enzyme called helicase breaks the bond between nitrogenous bases. The two
strands of DNA split.
•Step 2. The bases attached to each strand then pair up with the free nucleotides found in the
cytoplasm.
• Step 3. The complementary nucleotides are added to each strand by DNA polymerase to form
new strands. Two new DNA molecules, each with a parent strand and each with a new
strand, are formed.
The DNA replication is known as semi-conservative replication, because one of the old strands
is conserved in each new molecule. Figure 3 below illustrates the semi-conservative replication
of DNA.
Figure 3. DNA Replication

Directions:
A. Copy and complete the following strand of DNA by placing the letter of the correct
nitrogenous base in your answer sheet.
5’ T A C C C A G T A G T T A C T 3’
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
If the DNA molecule above, is the parent strand of DNA, when the strands are split for
replication, which strand would be the template for the leading strand? Why?
Guide Questions:
1. Why does the DNA need to replicate?
2. How do base-pairing rules make DNA replication possible?
3. Explain three main steps in the process of DNA replication.
*****************************************************************************
Activity 4.C
Concepts:
Do you know how the information in DNA, which is found in the nucleus, move to the
ribosome in the cytoplasm? The following events can help you understand the process of
transcription:
• Step 1. Ribonucleic Acid polymerase enzyme binds and opens the DNA molecule that will be
transcribed.
• Step 2. As the DNA molecule opens, the RNA polymerase slides along the DNA strand and links
free RNA nucleotides that pair with the nitrogenous bases of the complementary DNA strand.
Hence, if the sequence of bases on the DNA strand were GTA AGC TCA, the
sequence of bases on the RNA strand would be CAU UCG AGU.
• Step 3. When the process of base-pairing is completed, the RNA molecule breaks away as the
DNA strands rejoin. The RNA leaves the nucleus and goes to the cytoplasm. Figure 4 below shows
the transcription process.
https://www.slideteam.net/0914-the-transcription-process-medical-images-for-powerpoint.html
Figure 4. The Transcription Process
Directions:
1. Complete the complementary DNA strand
2. Fill in the correct mRNA bases by transcribing the bottom DNA strand.
Guide Questions:
1. Explain how the structure of DNA enables the molecule to be easily transcribed. Why is this
important for genetic information?
2. Why is RNA important to the cell?
3. How does a messenger RNA (mRNA) molecule carry information from DNA?
*****************************************************************************
Activity 4.D
Concepts:
In translation, each set of three nucleotides in an mRNA molecule codes for one amino
acid in a protein. This explains why each set of three nucleotides in the mRNA is called a codon.
Each codon specifies a particular amino acid. For example, the first codon which is, cytosine-
guanine-uracil (CGU), instructs the ribosome to put the amino acid arg (arginine) in the
protein. The sequence of codons in the mRNA determines the sequence of amino acids in the
protein. The following events can help you understand the process of translation:
Step 1. As translation begins, mRNA binds to a ribosome. Then, tRNA molecules, each carrying a
specific amino acid, approach the ribosome. The tRNA anticodon pairs with the first mRNA (start)
codon argenine-uracil-guanine (AUG), to form the initiation complex. The two
molecules temporarily join together.
Step 2. Usually, the first codon on mRNA is AUG, which codes for the amino acid methionine.
AUG signals the start of protein synthesis. Then, the ribosome slides along the mRNA to the next
codon.
Step 3. A new tRNA molecule carrying an amino acid pairs with the second mRNA codon.
Step 4. When the first and second amino acids are in place, an enzyme joins them by forming a
peptide bond between them.
Step 5. As the process continues, a chain of amino acids is formed until the ribosome reaches a
stop codon (e.g., UAA,UAG,UGA) on the mRNA strand. The polypeptide chain is released. Protein
synthesis is complete. Figure 5 below summarizes the translation process.
http://kenpitts.net/bio/1st_sem_test_rev.htm
Figure. 5 Translation Process
Directions:
A. The “wheel” below shows how to determine which amino acids goes with which mRNA codon
sequence. To decode a codon, start at the middle of the circle and move outward.
1. Identify the amino acids that will be

produced from the following mRNAs codon:
a. AGC - c. UCA -
b. GAA- d. UGA -
2. What would the codon sequence(s) be
for:
a. Methionine-
b. Proline -
c. Glycine -
B. Suppose the DNA sequence GCTATATCG was changed to GCGATATCG. How would the
products of transcription and translation be affected? Copy and write the correct sequence on
your answer sheet.
mRNA sequence Amino acid sequence
GCTATATCG
GCGATATCG
Guide Questions:
1. Why is specific base pairing essential to the processes of transcription and translation?
2. Why do you think stop and start codons signals ae necessary for protein synthesis?
3. How do genes determine the traits of an organism? Explain in detail.
Mutations
Concepts:
Introduction:
A mutation is a change in a DNA sequence. Mutations can result from DNA copying mistakes
made during cell division, exposure to ionizing radiation, exposure to chemicals called mutagens,
or infection by viruses. Germ line mutations occur in the eggs and sperm and can be passed on
to offspring, while somatic mutations occur in body cells and are not passed on.
Effects of Mutations on Protein Structure and Function: Missense, Nonsense, and

Silent Mutations
Missense mutation: This type of mutation is a change in one DNA base pair that results in the
substitution of one amino acid for another in the protein made by a gene.
Nonsense mutation: A nonsense mutation is also a change in one DNA base pair. Instead of
substituting one amino acid for another, however, the altered DNA sequence prematurely signals
the cell to stop building a protein. This type of mutation results in a shortened protein that may
function improperly or not at all.
Silent mutation: Some mutations that change DNA bases do not have any effect on the
sequence of amino acids in the protein. These mutations are called silent mutations and they do
not affect the structure or function of the protein because there is no effect on the amino acid
sequence.
Figure1: Some mutations do not change the sequence of amino acids in a protein. Some swap one amino acid for another. Others
introduce an early stop codon into the sequence causing the protein to be truncated.
(Source: https://openoregon.pressbooks.pub/mhccbiology102/chapter/7)
Insertion or Deletion: An insertion changes the number of DNA bases in a gene by adding a
piece of DNA. A deletion removes a piece of DNA. Insertions or deletions may be small (one or a
few base pairs within a gene) or large (an entire gene, several genes, or a large section of a
chromosome). In any of these cases, the protein made by the gene may not function properly
Frameshift mutation: This type of mutation occurs when the addition or loss of DNA bases
changes a gene’s reading frame. A reading frame consists of groups of 3 bases that each code
for one amino acid. A frameshift mutation shifts the grouping of these bases and changes the
code for amino acids. The resulting protein is usually nonfunctional. Insertions, deletions, and
duplications can all be frameshift mutations.
Figure 2: Types of Mutation

(Source: https://openoregon.pressbooks.pub/mhccbiology102/chapter/7)
************************************************************
Activity 4.E
Directions:
Copy and complete the boxes below. Classify each as Deletion, Insertion, or Substitution and/or
as frameshift, missense, silent or nonsense (Hint: deletion or insertion will always be
frameshift). Write your answers in your answer sheets.
Original DNA Sequence: T A C A C C T T G G C G A C G A C T…

mRNA Sequence:
Amino Acid Sequence:
1.Mutated DNA T A C A T C T T G G C G A C G A C T
(Encircle the change)
mRNA sequence:
Amino acid sequence:
Effects?
Type of mutation:
2.Mutated DNA T A C G A C C T T G G C G A C G A C T
mRNA sequence:
Effects?
Type of mutation:
3. Mutated DNA T A C A C C T T A G C G A C G A C T
mRNA sequence:
Effects?
Type of mutation:
Answer the following questions:

1. Which type of mutation can cause new variations of a protein?
2. Which type of mutation results in abnormal amino acid sequence?
3. Which type of mutation stops the translation of the mRNA?
4. How does mutation cause the changes in the structure and functions of a protein?
Quarter 3 Week 5
Science 10
Quarter 3- Module 6
Evidences for Evolution
Source:https://upload.wikimedia.org/wikipedia/common
s/e/eb/Timeline_evolution_of_life.svg
Source:https://www.needpix.com/photo/678237/evolution-skull-
head-old-artifact-excavation-bone-skeleton-death
Department of Education ● Republic of the Philippines
Science – Grade 10
Alternative Delivery Mode
Quarter 3 – Module 6: Evidences for Evolution
and Environment
First Edition, 2020
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Science
Quarter 3- Module 6
Evidences for Evolution
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Lesson
Evidence from Fossil Records
1
What I Need to Know
In this lesson, you are going to describe how fossil records can provide evidences in
understanding evolution. It also presents how the age of fossils is determined through the use of
Carbon-14 dating. Furthermore, you would be able to examine the major events in Earth’s history
using the Geologic Time Scale.
Let us begin!
What I Know
Direction: Choose the CAPITAL LETTER of the best answer. Write the chosen letter on a
separate sheet of paper.
1. A person who studies fossils.

A. Biologist C. Evolutionist
B. Chemist D. Paleontologist
2. Where can most of the fossil records be found?
A. Igneous rocks C. Metamorphic rocks
B. Lava flows D. Sedimentary rock
3. In what era do the oldest found fossils belong to?
A. Cenozoic C. Paleozoic
B. Mesozoic D. Pre-Cambrian
4. This fossil of organisms is traced back to the Cenozoic Era.
A. Crinoid stem C. Trilobite
B. Man bone D. Vascular plan
5. This method is used to determine the age of rocks by comparing them with the other
layer.
A. Carbon Dating C. Relative Dating
B. Radioactive Isotope D. Rock Formation
What’s In
In the previous lesson, you have learned that all organisms possess unique characteristics.
Some organisms may tend to look the same but in reality, they have distinct differences from each
other. Others may not even be related to one another but they have similar functional features
and characteristics.
Before moving on, take a moment first to answer the question below.
Why are some animals from the past totally different from the animals that exist at the
present?
ACTIVITY 1
WHERE DO I BELONG?
Adapted from LM, pp. 304-305
Instructions
1. Analyze the table below.
2. Determine the fossil of organisms recorded in their respective era or
period. Write your answer under the column for Organism. Afterward, answer the
questions that follow.
An invertebrate Era Period Organism

1. Trilobite that lived in a
https://www.google.com/search?
shallow marine Recent
q=trilobite&tbm environment
during the
Ordovician and Quaternary
Silurian periods. Cenozoic
Tertiary
2. Crinoid Stem Crinoids look like Cretaceous

plants but are
actually animals
related to our Jurassic
modern starfish. Mesozoic
They belong to
Phylum Triassic
Echinodermata
and lived during
https://www.google.com/search? the Triassic
q=crinoid+s
tem&tbm
Period.
3. Dinosaur Bones Permian
Dinosaurs or giant Carboni-

reptiles ruled the ferous
Earth during the Devonian
Jurassic Period
under the Paleozoic Silurian
Mesozoic era.
Ordovician
https://www.google.com/search?q=dinosa
ur+bone+fossil&source=lnms&tbm
Cambrian
4. Vascular Plant This fossilized

leaf is once part of
an early vascular
plant during the
Carboniferous
Period.
https://www.google.com/search?q=vascula
r+plant+fossil&source=lnms&tbm
Guide Questions:
1. Which is assumed to be the oldest organism?
2. In what era can you possibly find the most recent fossil? Why do you say
so?
3. When do you think did the present day humans first appear on earth?
What Is It
Fossil Records
A fossil record is a group of fossils which has been analyzed and arranged
chronologically and taxonomically. Have you ever seen any samples of fossils belonging to any
organism?
Fossils are examples of evidences that paleontologists use in studying evolution. They
are traces of organisms that lived in the past and were preserved by natural process or
catastrophic events. They can be the remains of organisms which can include bones, shells, teeth
and also feces embedded in rocks, peat, resin, and ice. A paleontologist is a person who studies
fossils. In the studies of paleontologists, they have found that most fossils are commonly found
in sedimentary rocks. They were from the hard parts of the organisms like woody stem, bones or
teeth.
Another type of fossil is an imprint or impression. Imprints are shallow external molds
left by animal or plant tissues with little or no organic materials present.
Paleontologists make initial estimates of the age of fossils through the position of the
sedimentary rocks. Although generally, fossils that are found in the bottom layer are much older
than those found in the upper layer of the rocks.
Methods Used in Determining the Age of Fossils
Experts make use of several methods to determine the age of fossils. These methods are
the following:
1. Relative Dating - This method is used to determine the age of rocks by comparing them with
the rocks present in the other layer. The younger sedimentary rock layer is assumed to be found
on top and the older rock is found at the bottom
layer.
2. Radiometric Dating - This type of dating is used

to determine the age of rocks using the
decay of radioactive isotopes present
among the rocks such as Carbon-14. All
organisms have decaying Carbon-14 in
them.
Plants and animals that are still alive
constantly replace the supply of carbon in
their body while the amount of carbon-14 in
their body stays the same. When an
organism dies, carbon-14 will start to decay. https://www.pinterest.ph/pin/452400725045912231/
3. Carbon Dating- It is used to tell the age of organic materials. Art collectors use carbon dating
to determine if a piece of artwork is genuine or not.
Geologic Time Scale
Out of the examinations of layers of rocks and dating of fossils, scientists were able to
develop the Geologic Time Scale. This scale shows the major events in the Earth’s history. It also
shows the appearance of various kinds of organisms in a particular period of time on Earth.
Era, the largest division of the Geologic Time Scale, has the following parts: Precambrian,
Paleozoic, Mesozoic, and Cenozoic. Each era is further divided into periods.
Do you want to know how to determine the age of a fossil? If you do, then try the next
activity.
ACTIVITY 2
WHAT’S MY AGE?
Instruction:
Use the information below to determine the age of the fossils.

jgmlrr/01/2024
One way scientists determine the age of fossils is by checking the amount of Page 26
radioactive carbon-14 in the fossil. Carbon-14 breaks down or decays to form
Nitrogen-14 and the rate of this decay is constant. For instance, half of the remaining
carbon-14 breaks down every 5, 730 years.
Use this information to compute the age of fossils below.

Age of Fossil
______5730______ (in years)
________
_
1. Trilobite
___5730_________5730______
_ ________
2. Dinosaur bones _
_5730____5730___ ______5730______
_ ________
_
3. Crinoid stem
Guide Questions:
1. What is the oldest fossil?
2. How long does it take for half of the carbon-14 to break down or decay?
Check your understanding! Write your answers on your notebook.

1. Why is it important to know the age of a fossil?
2. What is the Geologic Time Scale? What does it do?
Assessment
What I Can Do
Apply what you have learned!
GEOLOGIC TIMELINE ACTIVITY
Significant developments and the extinction of plant and animal life can be shown in a
Geologic Time Scale.
Materials
calculator, activity notebook
Instruction
1. Complete the table below to show how long each era has lasted.
The Divisions of Geologic Time Percent Millions of Years (my)
The age of the Earth 100% 4,600 my
Cenozoic Era 1.5%
Mesozoic Era 4.0%
Paleozoic Era 6.5%
Precambrian Era 88.0%
2. Create a pie chart showing the percentage of how each era of geologic time is being represented
in the Geologic Time Scale.
Direction: Choose the CAPITAL LETTER of the best answer. Write the chosen letter
on a separate sheet of paper.
1. Where can most of the fossil remains be found?

A. Igneous rocks C. Metamorphic rocks
B. Lava flows D. Sedimentary rocks

2. A person who studies fossils.
A. Biologist C. Evolutionist
B. Chemist D. Paleontologist
3. This method is used to determine the age of rocks by comparing the rocks from those
found in the other layer.
A. Carbon Dating C. Relative Dating
B. Radioactive Isotope D. Rock Formation
4. This fossil of organisms is traced back to the Cenozoic Era.
A. Crinoid stem C. Trilobite
B. Man Bone D. Vascular plant
GEOLOGIC TIME SCALE CHALLENGE!
You are challenged to provide a different way on how to present the Geologic Time Scale
aside from the pie chart that you have just made in the previous activity. Let us say that the scale
can be represented using a bar graph, a layered cake or a flight of stairs.
Additional Activities
This time, you are encouraged to make a model of the Geologic Time Scale based on
your own image or analogy. Be creative and innovative.
Hint of Evolution
Lesson
from Comparative
2
Anatomy
What I Need to Know
In this lesson, you are going to describe how comparative anatomy is used by experts
when tackling evolution. It is also in this lesson that you are expected to distinguish the different
species, specifically on whether they are homologous or analogous in terms of their structures.
So, gear up and prepare to explore!
What I Know
TRUE OR FALSE
Direction: Write the word True if the statement is correct and False if not.
1. The study of the differences and similarities present among different things is called
comparative anatomy.
2. A homologous structure means that a structure is anatomically the same but
functionally different.
3. The wing of a bat and a human arm is a pair showing an analogous structure.
4. Analogous structure is also called divergent evolution.
5. In convergent evolution, organisms that are closely related develop similar
characteristics due to them living in a similar environment.
What’s In
In the previous lesson, you have discovered that fossil records do provide sources of
evidence for evolution which gave way to the concept about the origin of life.
You have also learned that fossil records can tell the history of life, which are the remains
or imprints of organisms from earlier geological periods that were preserved in sedimentary rocks.
The Geologic Time Scale was also mentioned. Now try to answer this first. Why is this
scale very significant in the study of evolution?
At this point, perform the next activity for you to gain a deeper understanding on the
anatomical structures and functions of different organisms.
What’s New
ACTIVITY 3
AHA! ANALOGOUS! HOMOLOGOUS!
Instruction: In the space provided, write H if the structures specified are homologous and A if
they are analogous. Follow-up questions are also prepared for you to answer.
Structure Classification
1. Human Arm Whale Flipper
https://www.google.com/search?q= https://www.google.com/search?
human+arm+anatomy&tbm q=flipper+whale+anatomy&tbme Flipper
2. Human Arm Alligator
https://www.google.com/search?q=
human+arm+anatomy&tbm forelimbhttps://www.google.com/
search?q=alligator+forelimb+anatomy&tbm
3. Bat Wing Butterfly Wing
q=bat+wing+anatomy&tbm
q=butterfly+wing+anatomy&tbm
4. Bird Wing Butterfly Wing
https://www.google.com/search? q=butterfly+wing+anatomy&tbm
q=bird+wing+anatomy&tb
Guide Questions:
1. Can you say that humans, whales and bats could possibly belong to a common
ancestral group? Explain why.
2. Give other examples of homologous structures.
What Is It
Hint of Evolution from Comparative

Anatomy
Another hint of evolutionary concept is

from comparative anatomy. Comparative
anatomy is the study of the similarities and
differences present in the anatomy of various
species. It is an important tool that helps to
determine the evolutionary relationships
between organisms and whether or not they
share common ancestors. Meanwhile,
anatomical similarities between organisms
support the idea that these organisms evolved from a common ancestor.
When referring to anatomical structures, they can either be homologous or analogous.
1. Homologous structures These refer to structures from different species which have similar
internal framework, position, and embryonic development. Homologous structures may have the
same origin or ancestors but different functions. This type of evolution is called divergent
evolution. Divergent evolution is the splitting of an ancestral population into two or more sub-
populations that are geographically isolated from one another. The following is an example of a
homologous structure: The forelimbs belonging to a dog, man, cat, bat, bird, lizard, and whale are
structurally the same, but are functionally different.
2. Analogous structures – The structures of unrelated species may evolve for them to look
somewhat the same because the structure has adapted to similar functions. In another words,
analogous structures have similar functions but different in origin. In convergent evolution,
analogous structures of unrelated organisms from different ancestors developed a similar function.
This is one example: The wings of birds, bats, and insects exhibit the same functions.
What I Have Learned
At this time, do the activity below to have a better grasp on comparative anatomy.
ACTIVITY 6
SEE THE DIFFERENCE!
Instruction: Supply the missing data in the table to show the comparison between homologous
and analogous structures.
Comparison between Homologous and Analogous Structures
What’s More
Basis of Comparison Homologous Structure Analogous Structure
Origin
Function
Example
Answer the questions concisely.

1. What is the importance of comparative anatomy in the study of evolution?
2. What is the difference between homologous and analogous structures?
What I Can Do
ARTWORK ACTIVITY
The picture below shows the forelimbs of six organisms that depict homologous structures.
For this activity, you are going to draw the forelimbs of the six organisms.
Use a legal size bond paper as your canvass then use coloring materials to add beauty to
your artwork.
Source: https://sites.google.com/a/hcpss.me/hahs_ferraro_biology/quarter-4-links/evolution-activity/station-2-
comparative-anatomy---homologous-structures
RUBRICS FOR DRAWING
ADAPTED: Rcampus
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=N7A24B&
Emerging Competent Proficient Distinguished

1 pt 2 pts 3 pts 4 pts
Craftsmanship Art work is messy and Art work is Art work is neat and Art work is
shows smudge marks somewhat messy shows very little impeccable and
5 pts and rips, tears, or folds. and shows either evidence of smudge shows no
Erasure lines showing. smudge marks or marks, rips, tears, or evidence of smudge
rips, tears, or folds. folds. A few erasure marks, rips, tears, or
Some erasure lines showing. folds. No erasure
lines showing. lines showing.
Technique/ Art work lacks technique Art work shows Art work shows good Art work shows a
and/or understanding of some technique technique. All mastery of advanced
Art Concepts art concepts. and understanding objects are placed in techniques in
of art concepts. correct space. composition. All
5 pts Negative and objects are placed in
positive space is correct space.
almost balanced. Negative and positive
space is balanced.
Creativity Art work shows little or no Art work shows Art work reflects Art work reflects a
evidence of original some evidence of originality. high level of
5 pts thought. Student does originality. Student Student uses line, originality.
not use line, shading or uses line, shading shading or form in an Student uses line,
form in a creative or form in a slightly original manner. shading or form in a
manner. original manner. highly original
manner.
Shading/ Completed art work is not Completed art Completed art work Completed art work is
shaded or incorrectly work is half is almost fully fully shaded showing
Proportion shaded. Still life objects shaded showing shaded showing excellent placement
are incorrect in average placement good placement of of light and darks
5 pts proportion with real life of light and darks light and darks using using excellent
objects. using average good drawing drawing technique.
drawing technique. technique. Still life Still life objects are in
Some still life objects are mostly in excellent
objects are in good proportion with real
proportion with real proportion with real life objects.
life objects. life objects.
TRUE OR FALSE
Instruction: Write the word True if the statement is correct and False if not.
1. In convergent evolution, organisms that are closely related develop similar

characteristics due to them living in a similar environment.
2. The study of the differences and similarities among different things is called
comparative anatomy.
3. If you compare the wing of a bat and a human arm, you would have an example of an
analogous structure.
4. Analogous structure is also called divergent evolution.
5. Homologous structures are anatomically similar in structure but different in
Evidence from
Lesson Embryonic
3 Development
What I Need to Know
function.
Do A Research
For this activity, you will study homologous and analogous structures. You will make
observations and analyze your data to determine which structures can be used to imply
evolutionary relationships and which cannot. Specifically, you will study the bones in the upper
limbs of whales, humans, cats, and dogs and also the function of the upper limbs among birds,
insects and bats.
In this lesson, you are going to describe how embryonic development can shed some light in the
study of evolution and on how the amino acid
sequence found within the DNA of organisms can help trace their relationships with one
another.
What I Know
TRUE OR FALSE
1. Based on their amino acid sequences, human beings and wheat are least related from
What’s New
each other.
2. According to evolutionists, the best test that can be performed to show the relatedness
of two organisms is by examining the similarities in their genomic DNA.
3. The embryonic development of birds and humans show similarities in stage 1.
4. An embryo is an early stage of development among organisms.
5. Gorillas and humans have a common ancestry as seen in their amino acid
sequence.
What’s In
In the previous lesson, you were informed that when trying to dig deeper into the study of evolution,
one can look into comparative anatomy as one of the concepts that can explain the
origin of life. Also, two important terms, homologous and analogous, which pertain to the
structures of different species were also introduced and discussed.
Before unveiling the next topic, take time to answer first this question. How do you
distinguish a homologous structure from an analogous structure?
ACTIVITY 5
SO, WHO IS MY RELATIVE?
Direction: Study and compare the stages of the embryonic development of some vertebrates.
Write your answers on your activity notebook. For your reference, please refer to the figure
below.
Stages of the Embryonic Development of Different Vertebrates
Guide Questions
1. In what stages of development did the organisms start to show some similarities?
2. In the third stage, identify the structure that made the organisms different from one other.
3. Can embryonic development be a basis for evidence to prove that evolution has indeed taken
place?
What Is It
Evidence from Embryonic Development
Embryology is the study of the anatomy development of an organism to its adult form. It
provides evidence for evolution as embryo formation in widely-divergent group of organisms tends
to be well conserved. That is to say, structures that are absent among adults of some groups
often appear during their embryonic forms.
An embryo is an early stage of development among organisms. As such, embryonic
development includes stages such as blastula, gastrula, and organogenesis. The embryo of
fishes, salamanders, lizards, birds, cats, and humans are similar during the first stage of their
embryonic development. However, they have several homologous structures that are no longer
What’s More
present when they become adults. Due to these manifestations, embryonic development is
considered to be very useful when studying the relationship of organisms.
Studies have also shown that closely-related species can exhibit similar embryonic
development but their adult structures can become quite different later on.
Amino Acid Sequence
Another evidence for evolution is provided by the biochemical analysis and amino acids
sequence of an organism’s DNA. For example, it is clear that the evolution of the new functions
of proteins commonly occurs after gene duplications. These types of duplication allow the free
modification of one copy by mutation, selection, or drift (changes in a population’s gene pool
resulting from chance), while the second copy continues to produce a functional protein.
This means that the greater the similarity present in the amino acid sequence, the closer
the relationship is among the organisms. Also, organisms with similar structures and biochemical
compositions could have probably descended from a common ancestor.
To increase your understanding on amino acid sequences and their determining factor to
the relationship of organisms, perform the activity in the next section.
ACTIVITY 6
LET’S COMPARE
Procedure
1. Given below are the amino acid sequences found in the cytochrome C of a human, chimpanzee,
gorilla, Rhesus monkey, horse, and kangaroo. Cytochrome C is a respiratory enzyme
located inside the mitochondria.
2. First, study carefully these sequences.
3. Next, supply the missing amino acid sequence of the chimpanzee, gorilla, Rhesus monkey,
horse, and kangaroo to complete Tables 2, 3, and 4. Refer to Table 1 for your answers.
4. Afterward, identify the differences of the amino acid sequences among these organisms. Use
the human’s amino acid sequence as your reference.
5. Finally, complete Table 5 to show the differences in the number of amino acids and the
positions in which they vary.
Guide Questions
1. Based on the activity, which of the organisms is the most closely related to humans?
2. Which is the least related to humans?
3. If the amino acid sequences of two organisms are similar, would it mean that their DNA would
also be similar? Explain your answer.
What I Have Learned

What I Can Do
1. What is embryonic development?
2. How does embryonic development provide evidence for evolution?
Apply what you have learned!
Study this statement: “The greater the similarity in amino acid sequence, the closer the
relationship is of the organisms.”
Answer this briefly: What is your opinion on the claim that gorillas and humans have a common
ancestry? Explain your answer.
Assessment
TRUE OR FALSE
1. Based on their amino acid sequences, humans and wheat are least related
from each other.
2. According to evolutionists, the best test that can be performed to show the relatedness
of two organisms is by checking for the similarity in their genomic DNA.
3. Embryonic development of birds and humans show similarities in stage 1.
4. An embryo is an early stage of development in organisms.
5. Gorillas and humans have a common ancestry based on their amino acid sequences.
Exit Slip
Using the evidences cited from the previous activities, construct an explanation to show
how comparative embryology can be used as an evidence for the theory of evolution.
A. Claim
B. Evidence
C. Reason
D. Conclusion
Post – Test
Direction: Choose the CAPITAL LETTER of the best answer.
1. Which pair of animals shows a correct example of homologous structures?

A. Wings of a butterfly and a bat
B. Flipper of a whale and forelimb of a cat
C. Fingers of a human and arm of a starfish
D. Tongue of a frog and proboscis of a mosquito
2. Where can most of the fossil remains be found?
A. Black soil C. Lava flows
B. Granite rock D. Sedimentary rocks
3. Which of the following statements DOES NOT describe evolution?
A. Evolution is continuous.
B. Evolution refers to change.
C. If there is mutation, there is change.
D. The world is stable and unchanging.
5. Which definite characteristic shows the relatedness of two organisms?
A. Similarity in development C. Similarity in structure
B. Similarity in courting structure D. Similarity in genomic DNA
6. Why do geologists use the Geologic Time Scale?
A. Due to the leap year
B. Due to time responsibility
C. Due to the vegetation of the Earth

D. Due to the time span of the Earth’s history
7. What is comparative anatomy?

A. The study of intermediate fossils.
B. The study of the development of a zygote to a newly born organism.
C. The study of the similarities in the anatomical structures of different species.
D. The study of the functions of the anatomical structures within species.
8. It is a record of the geologic events and the evolution of life forms as shown in the
fossil records.
A. Evolution Book C. Geologic Time Scale
B. Fossil recording D. Relative Dating
9. What is the oldest period in the Geologic Time Scale?
A. Cambrian C. Pre-Cambrian
B. Cretaceous D. Silurian
10. It is subdivided into units of geologic time called periods.
A. Century C. Period
B. Era D. Year
11. What is a homologous structure?
A. An anatomical structure that no longer serves a purpose in one
specie.
B. An anatomical structure that serves a similar purpose between two
unrelated species.
C. An anatomical structure that is shared between two species with a
common ancestor.
D. All of these describe a homologous structure.
12. It is a preserved remain of ancient organisms.
A. Embryo C. Fossil
B. Evolution D. Vestigial structure
13. The study of embryos and their development.
A. Biology C. Evolution
B. Embryology D. Paleontology
14. The process by which modern organisms have descended from ancient organisms
over time.
A. Analogous C. Fossil
B. Evolution D. Homologous
15. Evidences for evolution can be traced from the fossils recorded, and from the
structural and embryological development of organisms.
A. False B. True
References
Books:
Science 10 Learner’s Material pages 302-316
Online Websites:
Evidence from Fossil Records
https://bio.libretexts.org/Bookshelves/Introductory_and_General_Biology/Book%3A_General_Bi
ology_(Boundless)/18%3A_Evolution_and_the_Origin_of_Species/18.5%3A_Evidence_of_Evol
ution/18.5A%3A_The_Fossil_Record_as_Evidence_for_Evolution
https://www.svsd410.org/cms/lib05/WA01919490/Centricity/Domain/1355/Week%206-%20Geol
ogical%20Time%20Scale.pdf
https://quizlet.com/69526395/lesson-4-the-geologic-time-scale-flash-cards/
https://www.cpalms.org/Public/PreviewResourceLesson/Preview/43470
Comparative Anatomy
https://en.wikipedia.org/wiki/Comparative_anatomy
https://www.teacherspayteachers.com/Product/MS-LS4-2-Comparative-Anatomy-Lab-Stations-
Activity-3626608
https://sites.google.com/a/hcpss.me/hahs_ferraro_biology/quarter-4-links/evolution-
activity/station-2-comparative-anatomy---homologous-structures
Embryonic Development
https://bio.libretexts.org/Bookshelves/Microbiology/Book%3A_Microbiology_(Boundless)/8%3A_
Microbial_Evolution%2C_Phylogeny%2C_and_Diversity/8.01%3A_Origins_of_Life/8.1A%3A_E
vidence_of_Evolution
https://www.slideshare.net/daniholic/science-10-learners-material-unit-3
For inquiries and feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
DepEd Division of Bukidnon

Fortich Street, Sumpong, Malaybalay City
Telefax: (088) 813-3634
E-mail Address: bukidnon@deped.gov.ph
******************************************************************
Quarter 3 Week 6
S10LT-lllg-40- explain the occurrence of evolution.
Concepts:
Theories of Evolution- Charles Darwin’s Theory of Natural Selection
The more popular Theory of Evolution proposed by Charles Darwin based on natural
selection is different from the theories of Lamarck. According to Darwin, giraffe species originally
had varying neck lengths but natural selection favored the survival of giraffes with longer necks
that could feed on taller trees that were available. Giraffes with short neck were eliminated due
to lack of accessible food supply.
Fifty years after Lamarck’s Theory of Use and Disuse, Charles Darwin suggested the
Theory of Natural Selection, after his voyage to the Galapagos Island in HMS Beagle. He was
fascinated by the diversity of organisms he found along the journey. In Galapagos Island, he
observed that finch species have different beak structures for different food types. The abundance
of certain finch species in an island was somehow related to the type of available food for these
birds.
Darwin suggested that selection also takes place in nature. In selective breeding, farmer
identifies and selects the best and desirable trait to propagate. In natural selection, environmental
factors promote the survival of the fittest and eliminates the less fit.
Main Points of Darwin’s Theory of Natural Selection
1. Over production.
Most organism produce more offspring than can survive.
2. Competition.
Organisms compete for food and resources.
3. Variation
There is variation among individuals of a species.
4. Adaptation.
Individuals with traits best suited to the environment will survive.
************************************************************
Activity 6
Direction:
1. Observe the set of footprints in the diagram. Try to tell a story about the different events
and predict what can probably happen at the end. Write your answers on your answer sheets.
https://serendipstudio.org/exchange/bioactivities/NaturalSelectionIntro
Questions:
1. In diagram 1, how many sets of footprints are there? Based on the size of footprints,
describe the organisms.
2. In what directions are the footprints going?
3. Describe or predict what is happening in Diagram 2 and diagram 3.
4. Create your own story using the three diagrams and write it in your answer sheet.
******************************************************************
Quarter 3 Week 7
a. Code: S10LT-IIIh-41- explain how species diversity increases the probability of
adaptation and survival of organisms in changing environments.
b. code: S10LT-IIIj-42- explain relationship between population growth and
carrying capacity;
Ecosystems
Lesson 1: Biodiversity
Biodiversity is the shortened form of two words "biological" and "diversity". It refers to
all the variety of life that can be found on Earth (plants, animals, fungi and micro-organisms) as
well as to the communities that they form and the habitats in which they live.
Biodiversity is not only the sum of all ecosystems, species and genetic material. Rather, it
represents the variability within and among them. Biological diversity is often understood at three
levels:
1. Species diversity refers to the variety of different species;
2. Genetic diversity corresponds to the variety of genes contained in plants, animals, fungi
and micro-organisms;
3. Ecosystem diversity refers to all the different habitats that exist, like tropical or
temperate forests, hot and cold deserts, wetlands, rivers, mountains, coral reefs, etc.
It has been shown that biodiversity of an area has a large impact on the
ecosystem stability of that area. Areas with high levels of species and genetic diversity are likely
to have a more complex ecosystem, with a variety of food webs and biotic interactions.
Greater biodiversity in ecosystems, species, and individuals leads to greater stability. For
example, species with high genetic diversity and many populations that are adapted to a wide
variety of conditions are more likely to be able to survive in weather disturbances, disease, and
climate change. Species with a limited variety of phenotypes and where all members of the
species are similar to one another have a smaller chance of coping with environmental variability
compared to a species with greater diversity.
Adaptation refers to the ability of an organism to survive and reproduce in a particular
environment. This may involve changes in behavior or physical structure to survive.
Species - a group of closely related organisms that are very similar to each other and are
usually capable of interbreeding and producing fertile offspring.
******************************************************************
Activity 7
Directions:
The map below shows the distribution of population of species in an ecosystem. Study
and analyze before answering the questions that follow. Write your answers in your answer
sheets.
Legend: = zebra = deer = lion = hyena
A B
C D
Guide Questions:
1. Which species has the largest population in the ecosystem A, B, C and D?
2. What factors influence the survival of this animal in the ecosystems A, B, C, D?

3. How does biodiversity increase the survival of a species in an ecosystem?
4. How does environmental change affect the survival of hyenas and lions in ecosystem
B and D?
5. Based on the learnings you gained in this activity, what will you do in order to adapt
and survive in any given environment or situation?
*****************************************************************************
Ecosystems
Lesson 2: Population Growth and Carrying Capacity

Concepts:
In nature, populations of organisms rarely grow uncontrolled. Each population of
organisms has a carrying capacity, depending on the amount of resources available in the area
in which it lives. Carrying capacity means the maximum number of organisms that can be
supported or carried by the environment. It is determined by the amount of available resources
(food, habitat, water).
As a population grows in an area, a population may experience the effects of increased
densities and a population of organisms cannot grow forever – its growth will be limited or
stopped, at some point, and the death rate will be greater than the than the birth rate. A
population growth is limited by two general factors: density-independent factors and density-
dependent factors. They are commonly known as limiting factors of the environment.
Source: https://quizlet.com/148841688/52-sa-limits-to-population growth-flash-cards/
To a certain extent, population numbers are self-regulating because deaths increase when a
population exceeds its carrying capacity. Disease, competition, predator-prey interaction,
resource use and the number of populations in an ecosystem all affect carrying capacity.
Population density refers to the number of organisms per unit area. If the population’s
density is very high that means there are a lot of organisms crowded into a certain area. If a
population’s density is low, that means that are very few organisms in an area.
Source: https://opentextbc.ca/conceptsofbiologyopenstax/chapter/population-growth-and-regulation/
When resources are unlimited, populations exhibit exponential growth, resulting in a J-

shaped curve. When resources are limited, population exhibit logistic growth. Population
expansion decreases as resources become scarce, and it levels off when the carrying capacity of
environment is reached, resulting in a S-shaped curve.
******************************************************************
Reminder: Please follow the format used in the first activity.
Key: Fungus A
Activity 8 Fungus B
Directions:
Grown separately
1. Read each section carefully.
2. Study and interpret the graphs presented.
Guide Questions:
a. The two fungal species were allowed to grow alone and
Population Density
then allowed to grow together in a culture. Based on the

graphs, what can you conclude about the population
Grown in mixed culture
density when both species are grown separately?

b. When grown separately, what day did each fungus
reach its carrying capacity?
c. Explain what happened when two populations of fungi were
grown together?
d. What does carrying capacity mean in the given activity?
e. What happens when a population exceeds its carrying
capacity? 0 2 4 6 8 10 12 14
Source: https://schools.mabankisd.net/page/open/15005/0/Ecology-Worksheet.pdf Days
Mouse Deer Population in Guimaras Island

80
60
No. of Mouse
Deer
40
0
20
0
0 Time
f. What is the carrying capacity of the mouse deer in Guimaras Island?

g. Under what condition does exponential growth occur?
h. What are some conditions under which logistic growth occurs?
i. How does the population growth affect the carrying capacity of an ecosystem?
j. How would you explain the relationship between population growth and carrying capacity of
an ecosystem?
REFERENCES
Acosta, H. D., Alvarez, et. al.(2015). Living Things and Their Environment. In Science 10 (1st Ed. ed.,
Vol. 1, pp. 46-77). Department of Education. https://www.depedk12.com/2019/07/science-grade-10-
learners-materials-pdf.html
Audesirk, T. and Audesirk G. Biology: Life on Earth. 5th ed. Macmillan Publishing Company, Inc.,1993.
Bernardo, M.E. and Cruz, V. Hands and Minds on Activities for Biology. Innovative Educational
Materials, Inc.
Capco, C. Biology. Phoenix Publishing House, Inc. 1994.

Miller, K. and Levine, J. Biology. Pearson Education South Asia Pte Ltd.
Rabago, L. M., Joaquin, C. C., & Lagunzad, C. G. B. (2006). Functional Biology: Modular Approach. Vibal
Publishing House., Inc.
Velasquez, M. (2020, May 4). DNA. Mr. Velasquez. Retrieved January 18, 2021, from
https://standbehindbraum.weebly.com/3-dna.html
Villamil and Salandanan. Science and Technology. Phoenix Publishing House, Inc.
.
https://www.cs.allegheny.edu/sites/jjumadinova/teaching
https://study.com/academy/lesson/effects-of-mutations-on-protein-function-frameshift-silent-nonsense-
missense-mutations.html
https://pubmed.ncbi.nlm.nih.gov

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ILOILO NATIONAL HIGH SCHOOL

Luna Street, La Paz, Iloilo City

Lesson 1: Reproductive System

 Testosterone causes pre-natal development of male genitalia and both sperm

Parts of the Female Reproductive System

Flowchart of Hormonal Actions During Menstrual Cycle

Key Events in the Menstrual Cycle

S10LT-111c-36- describe how the nervous system coordinates and regulates

Lesson 3 Nervous System

Homeostasis – is the tendency to resist change in order to maintain a stable,

The Central Dogma

Figure 1. Transfer of genetic information

The Genetic Code

Table 1. The Genetic Code

Reading the Genetic Code

Figure 2. Reading the Genetic Code

2. Location in the cell

3. Type of sugar present

4. Nitrogenous base pair

Figure 3. DNA Replication

1. Identify the amino acids that will be

Effects of Mutations on Protein Structure and Function: Missense, Nonsense, and

Figure 2: Types of Mutation

Original DNA Sequence: T A C A C C T T G G C G A C G A C T…

Answer the following questions:

Department of Education ● Republic of the Philippines

Published by the Department of Education

Development Team of the Module

Author : Elmar M. Dongallo

Schools Division Superintendent

: Shambaeh A. Abantas-Usman, PhD

Assistant Schools Division Superintendent

: Mala Epra B. Magnaong, Chief ES, CLMD

Printed in the Philippines by

Ellen A. Azuelo, EPS-Science

Rejynne Mary L. Ruiz, LRMS Manager

Jenny B. Timbal, PDO II

Shella O. Bolasco, Librarian II

Name of Division ADM Coordinator

This instructional material was collaboratively developed and reviewed by

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

What I Need to Know

1. A person who studies fossils.

An invertebrate Era Period Organism

2. Crinoid Stem Crinoids look like Cretaceous

3. Dinosaur Bones Permian

Dinosaurs or giant Carboni-

4. Vascular Plant This fossilized

2. Radiometric Dating - This type of dating is used

Geologic Time Scale

Use the information below to determine the age of the fossils.

Use this information to compute the age of fossils below.

1. What is the oldest fossil?

Check your understanding! Write your answers on your notebook.

Apply what you have learned!

GEOLOGIC TIMELINE ACTIVITY

calculator, activity notebook

The Divisions of Geologic Time Percent Millions of Years (my)

The age of the Earth 100% 4,600 my

Cenozoic Era 1.5%

Mesozoic Era 4.0%

Paleozoic Era 6.5%