Compilation Science8 Q4 Weeks1-4

8
Science 8
Quarter 4
Module 1 to 4
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to understand
each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity and test. We trust
that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any
part of this SLM. Use a separate sheet of paper in answering the exercises and
tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering
the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
1
8
Science 8
Quarter 4 – Module 1:
The Digestive System
2
Science – Grade 8
Alternative Delivery Mode
Quarter 4– Module 1: The Digestive System
First Edition, 2021
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ownership over them.
Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
JUNIOR HS MODULE DEVELOPMENT TEAM
Author :Mar P. Arizala and Joan A. Beltran

Co-Author - Content Editor :Joan A. Beltran
Co-Author - Language Reviewer : Mar P. Arizala
Co-Author - Illustrator : Mar P. Arizala
Co-Author - Layout Artist :Julie T. Labampa
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Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
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3
What I Need to Know
This module in Science is written and designed for the Grade 8 students in
response to the continuity plan of the Department of Education to bring learnings
to the learners at the comfort of your home due tothe COVID 19 pandemic.
After this module, you are expected to learn the following:

1. Explain ingestion, absorption, assimilation, and excretion (S8LT-IVa-13)
1.1 describe the process of digestion;
1.2 identify and locate the organs and substances that are involved in the
digestion process, and give the functions of each;
1.3 identifyhealthful practices that affect the digestive system
4
What I Know
DIRECTIONS: Let’s find out how much you already know about this module.
Choose the letter of the correct answer. Write your answer on a
sheet of paper.
1. The opening at the end of the digestive tract in which solid wastes are
eliminated
a. anus b. liver c. mouth d. small intestine
2. Tiny fingerlike projections in the small intestine
a. anus b. esophagus c. villi d. colon
3. A long tube that carries food from the mouth to the stomach
a. large intestine b. small intestine c. esophagus d. stomach
4. This is the job of the digestive system
a. to give the body shape.
b. to take in and break down food for use by the body.
c. to take in oxygen and give off carbon dioxide.
d. to transport oxygen and carbon dioxide, soluble food materials, organic
wastes, and hormones
5. This organ stores swallowed food and liquid, mixes up digestive juices with the
food and liquid and sends it to the small intestine.
a. esophagus b. stomach c. colon d. small intestine
6. Composed of the teeth, tongue, salivary glands and muscles, this part takes in
food to begin the process of digestion.
a. anus b. esophagus c. mouth d. stomach
7. The place where digested molecules of food, water, and minerals are absorbed
a. large intestine b. small intestine c. anus d. esophagus
8. This organ produces a digestive juice that contains a wide array of enzymes to
break down fat, carbohydrate, and protein in food
a. small intestine b. large intestine c. liver d. pancreas
9. Propulsion is movement through the digestive system, accomplished with the
help of
a. mastication b. peristalsis c. chyme d. defecation
10. Which example would not closely resemble mechanical digestion?
a. Cutting butter into individual parts.
b. Tearing bread into small cubes.
c. Boiling water.
d. Slicing a pancake.
11. In which organ does digestion begin?
a. Mouth b. Stomach c. Small intestine d. Large intestine
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12. What is the main role of the large intestine?
a. The main role of the large intestine is to churn food around with enzymes.
b. The main role of the large intestine is to break down solid food.
c. The main role of the large intestine is to absorb water.
d. The main role of the large intestine is to mash and cut foods.
13. What is the process of changing food into a form usable by the cells of the body?
a. Physical Change b. Digestion c. Chewing d. Circulation
14. Which of the following forms/s the large intestine?
a. Duodenum, Ileum, and Jejunum
b. Cardiac sphincter, Fundus and Pyloric sphincter
c. Caecum, Colon, and Rectum
d. Liver, Gall bladder, and Pancreas
15. Which organs help with the digestion of food?
a. The organs that help with the absorption of nutrients are pancreas, liver and
gall bladder.
b. The organs that help with the absorption of nutrients are liver, heart, and
spleen.
c. The organs that help with the absorption of nutrients are gall bladder,
kidneys, and appendix.
d. The organs that help with the absorption of nutrients are kidneys, liver, and
gall bladder.
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Lesson
1 The Digestive System
We are familiar with the different parts of our body. But how do we keep
these body parts intact, healthy and functioning? Our body parts need energy in
order to function, just like a car, it needs gasoline to run. Food is the fuel that
keeps the parts of our body working. The food we eat, however, needs to be
processed inside our body before it can be used. This exactly what our digestive
system does.
In this module, you will identify and understand the different parts of the
human digestive system, its functions and how itworks.
What’s In
DIRECTIONS:Rearrange the jumbled letters based on the given meaning. Write

your answer in a separate sheet of paper.
1. AONRG SMYTES - ______________________________________

It is a combination of different organ that has the same function.
2. SLCEL - _______________________________________
It is the basic unit of life.
3. MSMBLTEAOI - _______________________________________
It refers to all the chemical and energy transformations that occur in cells as they
carry out life’s processes.
4. NNSRTTIEU - _______________________________________
These are compounds in foods essential to life and health, providing us with
energy, the building blocks for repair and growth and substances necessary to
regulate chemical processes.
5. HTHALE - __________________________________________________
A state of complete physical, mental and social well-being and not merely the
absence of disease.
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What’s New
DIRECTIONS: Crossword puzzle: Identify the terms being described across and
1 2 3 4
6 7 8
9 10
11
12
13
down that refer to digestive system.

ACROSS
1 A large canal that absorbs water back into the body and then eliminates the
waste
6 An organ that makes digestive juices that break down food after it leaves the
stomach
8 A large muscular sac that digests food
9 A large, reddish-brown organ that filters the blood and secretes bile used for
digestion
10 An oral cavity where digestion starts
12 Process by which nutrients pass through the wall of the digestive system into
the blood
13 A muscular passage that brings food and liquids to the stomach
DOWN
2 An organ located under the liver that stores bile which helps digestion
3 A winding, tightly folded tube that absorbs water and nutrients from
undigested food
4 The flap over the trachea that keeps food from entering the windpipe
5 A section of the large intestine that temporarily stores feces before it exits the
body
8
7 Another name for the large intestine
11 Muscular organ which assists with chewing, swallowing, and taste
What is It
The digestive system is responsible for the processing and uptake of

nutrition. Every cell in an organism needs energy and an array of nutrients to
remain alive. Humans ingest a variety of foods; these can be classified by their
nutrition content as carbohydrates (sugars), lipids (fats), and proteins. Your body
generally cannot utilize food in its most complex form as a source of energy. There
is a need for food to be broken down.
Thedigestive system has three main functions: digestion of food, absorption
of nutrients and elimination of solid food waste. Digestion is the process of
breaking down food into components the body can absorb. It occurs in two stages:
mechanical digestion and chemical digestion.
• Mechanical Digestion takes place within the mouth and the stomach. The
food is acted upon mechanically or physically by the teeth and the tongue to
break it down into smaller pieces. To break down mechanically means to
bite, cut, tear, grind and mash large bits of food into a fine mixture.
• Chemical Digestion is the chemical breakdown of large, complex food

molecules into smaller, simpler nutrient molecules that can be absorbed by
the blood. At this stage, digestive enzymes are needed to hydrolyze (uses
water) and break down starch into glucose molecules, proteins into amino
acids, and fats into fatty acids and glycerol. This stage of digestion begins in
the mouth and stomach but occurs mainly in the small intestine.
After food is digested, the resulting nutrients are absorbed. Absorption is
the process in which substances pass into the bloodstream, where they can
circulate throughout the body. Absorption of nutrients occurs mainly in the small
intestine. Any remaining matter from food that cannot be digested and absorbed
passes into the large intestine as waste. The waste later passes out of the body
through the anus in the process of elimination.
The digestive system includes the digestive tract and its accessory organs,
which process food into molecules that can be absorbed and utilized by the cells of
the body.
9
THE DIGESTIVE TRACT
The digestive tract, also called the alimentary canalor gastrointestinal
tract,consists of long continuous tube that extends from the mouth to the anus.
The accessory organs, which include salivary gland, liver, gall bladder, and
pancreas, secrete fluids into the digestive tract that helps in digestion.
Source: https://bit.ly/2ZwcMLO
Figure 1. The Organs of the Digestive System
Table 1 shows the description and functions of the digestive organs.
Table 1. Description and Functions of Digestive Organs

Organ Description Functions
1. Ingests food
2. Chews and mixes food
• Anterior opening 3. Begins chemical
• Guarded by upper and breakdown of
Mouth lower lips
carbohydrates
• Contains oral glands,
tongue, and teeth 4. Moves food into the
pharynx
5. Begins breakdown of
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lipids via lingual lipase
• Narrow space behind the
oral cavity • Propels food from the oral
Pharynx • Common passageway of cavity to the esophagus
food and air
• Narrow muscular organ • Propels food to the

between the pharynx and stomach (peristalsis
Esophagus
the stomach movement)
• Mixes and churns food

• The largest and highly with gastric juices to form
muscular part of the chyme
digestive tube • Begins chemical
• Internally lined with breakdown of proteins
numerous folds or rugae • Releases food into the
Stomach duodenum as chyme
where gastric glands are
located • Absorbs some fat-soluble
• It has three parts: cardiac substances (for example,
sphincter, fundus and alcohol, aspirin)
pyloric sphincter • Possesses antimicrobial
functions
• The longest and most

coiled part of the digestive • Mixes chyme with
tube digestive juices
• Site of final digestion • Propels food at a rate slow
• About 22 feet long; food enough for digestion and
stays around 4.5 hours absorption
Small Intestine • Internally lined with • Absorbs breakdown
numerous folds or villi products of
that increase its surface carbohydrates, proteins,
for absorption lipids, and nucleic acids,
• It has three parts: along with vitamins,
duodenum, jejunum and minerals, and water
ileum
• Further breaks down food

• Posterior part of the residues
digestive tube • Absorbs most residual
• Food stays for about 5 to water, electrolytes, and
Large Intestine vitamins
25 hours or more
• It has three parts: caecum, • Propels feces toward
colon, rectum rectum
• Eliminates feces
• Posterior opening of the • Exit of fecal matter,

Anus
digestive tube regulated by the anal
11
sphincter
Table 2 shows the description and functions of the digestive glands.
Table 2. Description and Functions of Digestive Glands

Gland Description Functions
• Present only in
terrestrial animals
• It has three types: • Secrete saliva for
Salivary Gland parotid gland, lubrication of food in
submandibular gland the oral cavity
and sublingual gland
• Secretes gastric juice
• Found in the rugae (Mucin, Hydrochloric
Gastric Gland acid, Pepsinogen, and
(folds) of stomach
Lipase)
• Secretes pancreatic
• Found along the
Pancreas peripheral surface of juice (digestive enzyme)
the duodenum and bicarbonate
• Secretes bile which

• The largest gland in emulsify lipids, aiding
Liver the body their digestion and
• Storage of glycogen absorption
• A small, pear-shaped
organ on the right side • Stores, concentrates,
Gall bladder of your abdomen, just and releases bile
beneath your liver
THE DIGESTIVE PROCESS
Digestion starts when food is taken into the mouth. This is called ingestion.
As you chew, you are breaking the food into small pieces as a means of mechanical
breakdown. The pieces mix with
saliva before you swallow. Saliva is a
watery liquid made by the salivary
glands. It softens and wets the food
in the mouth and also initially starts
chemical digestion through the
enzymes present in it. Then the food
passes through the esophagus.
Muscle contractions in the esophagus
help move the food down to the
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stomach. This process is called peristalsis.
Source: https://bit.ly/3aACRzU
Figure 2. Peristalsis in the esophagus
Stomach juices are chemicals made by the body that help digest food. The
stomach is made up of muscles that churn and help mix the food and break it into
even smaller pieces.
The digestive glands in the stomach lining produce acids and enzymes that
digest proteins. These digestive juices could, in fact, harm the stomach. However, a
thick mucus layer helps keep this acidic chemical environment from destroying the
tissues of the stomach.
Digested molecules of food are absorbed through the small intestine. The
walls of the small intestine contain many folds that are lined up with tiny fingerlike
protrusions called villi. These villi are in turn covered with even smaller
protrusions called microvilli. These structures increase the surface area through
which nutrients are absorbed. During absorption, these nutrients pass through the
walls of the intestine and into the bloodstream where they get transported to the
different parts of the body.
The undigested parts of food or those that were not absorbed by the body are
eliminated as feces. This process is called elimination or defecation.
13
What’s More
DIRECTIONS: Label the different parts of the digestive system. Then give the
function of each of the structures you have labelled on the diagram
of the digestive system.Write your answer in a sheet of paper.
Source: https://bit.ly/3dskgrq
14
What I Have Learned
DIRECTIONS:Read the selection carefully, then fill-in the missing words to

complete the sentences below.Use the words in the box below.
liquids energy liver digestion mouth waste
chewed swallow food esophagus tongue rectum
saliva pharynx absorbed stomach small intestine

acid and enzyme large intestine digestive system
All animals need to eat 1. _____________________ to get 2.

____________________ to live. But in order to use this food, they have to break it
down in a process called 3. ____________________. And so, all animals have a group
of connected organs called the 4. _______________________.
In humans, the process of digestion begins in the 5.
_________________________ where food is 6. ______________________________ into small
pieces by the teeth. The 7. _______________________ helps by moving these pieces
around. These pieces are covered by 8. _________________________ or spit. The saliva
makes the food slippery so that it is easier to 9. ________________________. It also
helps to break down the food.
Once the food is swallowed, it passes through the 10. ______________________,
which is like a gate that sends food into the 11. ________________________ and air
into the lungs. The food travels down the esophagus and into 12.
_____________________. Once in the stomach the food is mixed with 13.
________________________ and crushed some more.
After spending some time in the stomach, the food is sent into the 14.
________ where nutrients are 15. _____________________. The 16.
_____________________ helps by producing some digestive juices called bile. Next, the
remaining food goes into the 17. ______________________ where the 18.
_____________________ are absorbed. The remaining food is called 19.
________________ and it is pushed into the 20. ___________ where it waits before
leaving the body.
15
What I Can Do
DIRECTIONS: Make a poster showing the importance of digestive system and on

how to take good care of it. Do it in a short bond paper.You will be
graded according to the rubrics below.
5 4 3 2 1
Content Content is Content is Content is Content is Content is
accurate accurate but accurate but either inaccurate.
Poster and all some some required questionable Information
contains required
required information is or is
information
appropriate information missing incomplete. incomplete,
is presented
items and in a logical is missing and/or not Information inaccurate,
information order. and/or not presented in a is not or not
(information presented in logical order, presented in presented
is appropriate a logical making it a logical in a logical
to assigned order, but is difficult to order, order,
topic). still follow. making it making it
generally difficult to difficult to
easy to follow. follow.
follow.
Presentation Presentation Presentation Presentation Presentation Presentatio
is neat, is mostly flows well. is n has no
Poster is clean, well- neat and Some tools are unorganized. flow.
clean, neat, organized used to show
clean. Tools are not Insufficient
and creative. and acceptable
presented in Information understanding used in a information
The is organized relevant and lacking
a creative .
information is way. in a logical Each manner. some of the
well Presentation manner and member’s Lacking member’s
organized, is colorful shows some information is some of the information.
interesting, and creative. degree of represented members’
accurate, and Information creativity. and identified information/
reflects an is interesting The overall with their and or
understandin and presentation name. information
g of the topic. accurate. is is not
interesting. identified
Pictures,Clip Images, Images, Most images Images are No images
Art and pictures, clip pictures, and/or inappropriat or artwork
Artwork art and and clip art artwork is are e and included.
Images, drawn artwork
and drawn colorful and
pictures, clip artwork are shows little,
colorful, and artwork are appropriate. if any,
art and drawn
appropriate mostly The layout creativity.
artwork are
to the topic. colorful and shows little The layout is
colorful and Layout messy,
appropriate. creativity
appropriate to flows well, disorganized
Layout may and/or is not
the assigned shows or cluttered.
show some organized
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topic. The creativity, degree of logically or
layout flows and is creativity cluttered.
well and pleasing to but is not
shows the eye. organized
creativity. logically
The overall and/or is
result is cluttered.
pleasing to
the eye.
Overall The poster The poster
Presentation fulfills all fulfills all
The poster requirement but one of
fulfills all s of the the
requirements assignment requirement
of the and s of the
assignment represents assignment
and shows the student’s and shows
the student’s full that the
full potential. potential. student put
forth an
honest effort
to complete
the
assignment.
Source: https://bit.ly/2Zw7zUn
17
Assessment
DIRECTIONS:A. Identification.Identify what is being described. Write your

answer on a sheet of paper.
1. It is the final act of digestion, by which organisms eliminate solid, semisolid, or

liquid waste material from the digestive tract via the anus.
2. It is the consumption of a substance by an organism. In animals, it normally is
accomplished by taking in a substance through the mouth into the
gastrointestinal tract; such as through eating or drinking.
3. The process that involves physical breaking of food into smaller pieces which
begins in the mouth as the food is chewed.
4. The process that involves the breaking down of food into simpler nutrients that
can be used by the cells.
5. It is a series of hollow organs joined in a long, twisting tube from the mouth to
the anus.
B. Modified Matching Type: Label the organs of the digestive system. Then
match the labeled organ with its appropriate function. Write the letter of your
answer on your paper.
Organs Functions
g. Small a. Secrete digestive

intestine enzyme and
bicarbonate
h. Large
intestine b. Absorbs the simplest
form of food
i. Stomach
2
1 c. Secretes bile
j. Liver
d. Mixes and churns
k. Pancreas
food with gastric
l. Gall bladder juices to form chyme
3 4 m. Esophagus e. Absorbs water
f. Propels food to the
5
stomach
Source: https://bit.ly/3kjb2PT
18
Additional Activities
DIRECTIONS: Create a one-week meal plan base on what you think that your body
needs. You may search the internet or read books as your reference
regarding healthy diet andnutritional needs of each person. Use the
given table below as guide in making your own meal plan. Write it
in a sheet of paper.
My Meal Plan
Breakfast Lunch Dinner
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
19
Answer Key
What I Know What’s In What’s New

1. A 1. Organ System Across
2. C 2. Cells 1. Large Intestine
3. C 3. Metabolism 6. Pancreas
4. Nutrients 8. Stomach
4. B
5. Health 9. Liver
5. B
10. Mouth
6. C 12. Absorption
7. B 13. Esophagus
What I Can Do
8. D
9. B Poster Down
10. C 2. Gall bladder
3. Small Intestine
11. A
4. Epiglottis
12. C
Additional Activities 5. Rectum
13. B 7. Colon
14. C Answers may vary. 11. Tongue
15. A
What’s More
Organs Functions
1. Mouth - Ingests food; Chews and mixes food
2. Liver – Secrets bile which emulsify lipids
3. Gall bladder – Stores, concentrates and releases bile
4. Large intestine – Absorbs most residual water
5. Anus – Exit of fecal matter
6. Salivary gland – Secrete saliva for lubrication of food
7. Esophagus – Propels food to the stomach
8. Stomach – Mixes and churns food with gastric juices to form chyme
9. Pancreas – Secretes digestive enzymes
10. Small intestine – Absorbs the simplest form of food
11. Rectum – Temporary storage of fecal matter
What I Have Learned Assessment

1. Food 11. Esophagus A. Identification
2. Energy 12. Stomach 1. Defecation
3. Digestion 13. Acid and enzyme 2. Ingestion
4. Digestive system 14. Small intestine 3. Mechanical Digestion
5. Mouth 15. Absorbed 4. Chemical Digestion
6. Chewed 16. Liver 5. Digestive System
7. Tongue 17. Large intestine B. Matching Type
8. Saliva 18. Liquid 1. D – J 4. B - L
9. Swallow 19. Waste
2. C – K 5. A - I
10. Pharynx 20. Rectum
3. E – H
20
References
Capco, Carmelita, and Gilbert Yang.et.al. 2010. You and the Natural World Biology.
3rd ed. Quezon City: Phoenix Publishing House Inc.
Campo, Pia, May Chavez, and Maria Helen Catalan.et.al. 2013. Science 8 Learner's
Module. 1st ed. Pasig City: Department of Education.
Bailey, R. (2019, February 14). ThoughtCo. Retrieved from

https://www.thoughtco.com/digestive-system-373572
Browne, D. (2015, February 24). OpenStax CNX. Retrieved from

https://cnx.org/contents/3xzxwV_7@1.1:Z66DGhlA@1/Digestive-System-
Module-1-Overview-of-the-Digestive-System
Lois-Lang, D. (2013, June 28). Hostos College Community. Retrieved from

https://guides.hostos.cuny.edu/bio140/5-
16#:~:text=Digestive%20Processes,alimentary%20canal%20through%20the%20
mouth.
21
8
Science 8
Quarter 4– Module 2:
Cell Division – Mitosis and
Meiosis
22
Science – Grade 8
Quarter 4– Module 2: Cell Division – Mitosis and Meiosis
First Edition, 2021
royalties.

Author :Catherine A. Dinglasan

Co-Author - Content Editor :Maricel S. Morales
Co-Author - Language Reviewer : Leonisa C. Sumili
Co-Author - Illustrator : Catherine A. Dinglasan
Co-Author - Layout Artist :Catherine A. Dinglasan
Co-Author - Team Leader :Julieta M. Agcaoile


Telefax: (047) 237-2102
23
What I Need to Know
This module in Science is written and designed for the Grade 8 students in
response to the continuity plan of the Department of Education to bring learnings
to the learners at the comfort of your home due amidst the COVID 19 pandemic.

1. Compare mitosis and meiosis, and their role in the cell division cycle
(S8LT-IVd-16); and
2. Explain the significance of meiosis in maintaining the chromosome
number (S8LT-IVe-17)
What I Know
Let’s find out how much you already know about this module. Choose the letter of
the correct answer. Write your answer on your activity notebook.
1. Which cells undergo cell division?

a. Prokaryotic cells only
b. Eukaryotic cells only
c. Cancer cells only
d. Both prokaryotic and eukaryotic cells
2. What parts of the cell involved in cell division?
a. Cell membrane and nucleus
b. Cell membrane and cytoplasm
c. Cytoplasm and nucleus
d. Cell wall and nucleus
3. Cell division in eukaryotic cells is a complex process because of
_______________.
a. The multiple chromosomes
b. The nucleus
c. The many organelles
d. All of the above
4. It is a process by which the nucleus of a cell is divided into two nuclei, each
with the same number and kind of chromosomes as the parent cell.
a. molecule c. meiosis
b. mitosis d. cell division
24
5. A kind of cell division that produces haploid gametes from diploid cells.
a. mitosis c. meiosis
b. reproduction d. production
6. Which of the following is the correct order of phases during mitosis?
a. telophase→prophase→metaphase→anaphase
b. prophase→anaphase→metaphase→telophase
c. prophase→metaphase→telophase→anaphase
d. prophase→metaphase→anaphase→telophase
7. How many chromosomes are in human normal cell?
a. 23 c. 46
b. 32 d. 64
8. Meiosis begins with one cell and ends with ____________ cells.
a. 4 b. 3 c. 2 d. 1
9. Which is the correct order of eukaryotic cell cycle?
a. G1 → G2 → S → M
b. S → G1 → G2 → M
c.M → G1 → S → G2
d.G1 → S → G2 → M
10. What happens during mitosis?
a. The nucleus of the cell divides.
b. The cytoplasm of the cell divides.
c.The cell divides.
d.The DNA replicates.
11. During this stage, the cytoplasm splits in two and cell divides.
a. Anaphase c. Telophase
b. Prophase d. Metaphase
12. It is represented by the symbol 2N, that contains two sets of chromosomes.
a. haploid c. gametes
b. diploid d. chromosomes
13. What condition of the individual is produced If chromosomes No.21 failed to
separate from each other during Meiosis I?
a. Down Syndrome c. Turner Syndrome

b. Klinefelter Syndrome d. “ Cry –like A –Cat” Syndrome
14. What condition is characterized by infertility and intellectual impairment in
afflicted females?
a. Down Syndrome c. Klinefelter Syndrome
b. Turner Syndrome d. “ Cry-like A-Cat” Syndrome
15. Which of the following accidents may occur to the chromosomes during
Meiosis that may result in abnormalities and retardation.
I. Fail to separate
II. A piece of chromosomes breaks
III. A piece of chromosomes lost
a. I only b. II only c. I and II d. I , II, III
25
Lesson
Comparing Mitosis and
1 Meiosis
In Science 7, you have learned that living things are made up of cells. They
are the basic units of structure and function of life.
Are you aware that all organisms, even the largest, start their life from a
single cell? You may wonder how a single cell become bigger, taller and heavier
organisms as time goes by. The main process involved in these changes is cell
division. A single cell divides to make two cells and these two cells then divide to
make four cells , and so on. The ability of cells to divide is unique for living
organisms.
What’s In
MITOSIS AND MEIOSIS WORD SEARCH
M I T O S I S R Z C L M T D S T
T C B H A P L O I D L R G I N T
E A S B N M L T F S E D H P J A
L E M O S O M O R H C G K L L N
O A E D P G H S P R T N N O M A
P H I C E N T R O M E R E I J P
H O O G E J H W F X F B C D S S
A M S H R L P E G Z G A G S D I
S O I N T E R P H A S E A E R S
E L S J Y S A R P R O P H A S E
H O T K U A N A P H A S E T A N
U G Y L I H S T D C D B D S H I
I O G Z O P D Y S V L C H T B K
O U D I T A M O R H C N T F N O
P S L C P T F U A B J O S G M T
A E B B Q E G I P N H P S H L Y
S R N C S M C O T M L R N J K C
26
1. Mitosis 11. Centromere
2. Meiosis 12. Haploid
3. DNA 13. Diploid
4. Cell 14. Interphase
5. Chromosome 15. Homologous
6. Prophase
7. Metaphase
8. Anaphase
9. Telophase
10.Chromatid
What’s New
Direction: Complete the words below base on the given meaning.
1. C _ L _ C _C L _
A repeating series of events that describes the life of a cell
2. M _ I _ S _ _
A type of cell division that produces haploid gametes from diploid cells.
3. M _ T _ _ I _
This type of cell division produces two identical cells with the same number of
chromosomes.
4. C _ _ L D _ V _ S I _ _
The process in which one cell divides to form two daughter cells.
5. I _ _ E R _ _ A S _
Phase of the cell cycle that includes the G1, S, and G2 phases.
6. C _ T _ _ I N _ S I _
Division of the cytoplasm, resulting in two daughter cells
7. H _ _ L _ _ D
Contain only one set of chromosomes (n).
8. DI _ _ O _ D
Contains two sets of chromosomes (2n).
9. C _ R _ _ O S _ M _
Threadlike structures that are made up of molecules of protein and DNA.
10. C _ _ T R _ M _ _ E
27
The point where two chromatids touch.
What is It
Organisms grow and reproduce through cell division. In eukaryotic cells, the
production of new cells occurs because of mitosis and meiosis. These nuclear
division processes are similar but distinct. Both processes involve the division of a
diploid cell, or a cell containing two sets of chromosomes (one chromosome donated
from each parent). Whether the nuclear division is by mitosis or meiosis, the
process involves four stages, namely: prophase, metaphase, anaphase, and
telophase.
Cell division is just one of several stages that a cell goes through during its
lifetime. The cell cycle is a repeatingseriesofevents, includinggrowth, DNAsynthesis,
andcelldivision. Thecellcycleinprokaryotes is quite simple: the cell grows, its DNA
replicates, and the cell divides. In eukaryotes, the cell cycle is more complicated.
The diagramintheﬁgurebelowrepresentsthecellcycleofaeukaryoticcell.
Theeukaryotic cell cycle has several phases (the first three of which are referred to
as interphase). In the Gap 1 phase (G1), the cell grows. In the Synthesis phase(S),
the cell replicates its DNA. In the Gap 2 phase (G2), the cell produces organelles
and materials for division. In mitosis phase (M)includes both mitosis and
cytokinesis. This is when the nucleus and then the cytoplasm divide.
Source:https://www.ck12.org/biology/cell-cycle/lesson/Cell-Cycle-MS-LS/
Of great importance in cell division are chromosomes and chromosome

number. The following are information about chromosome.
a. Chromosomes are threadlike structures (in the nucleus of cells) that are
made up of molecules of protein and DNA. They are responsible for the
transmission of traits from one generation to the next.
28
(the point where two chromatids touch)
(one of the two identical parts of the

Chromosome)
Source: https://guesthollow.com/high-school-biology-online-textbook/5-2-chromosomes-
and-mitosis/
b. Ahaploidcell, represented by the symbol N contains only one set of

chromosomes. Gametes (sperm and egg) are haploid.
c. A diploid cell, represented by the symbol 2N, contains two sets of
chromosomes. Most body cells (also called somatic cells) are diploid.
MITOSIS
Mitosis is a type of nuclear division that produces two new “daughter”
nuclei, each containing the same number of chromosomes as the parent nucleus.
STAGES OF MITOSIS
PROPHASE – the beginning of mitosis involves these changes:
• The chromosomes coil up into rod-shaped structures. The

chromosomes (2N=4) are double- stranded.
• Nucleoli and the nuclear membrane disappear.
• Spindle fibers are formed.
Source:https://i0.wp.com/www.phschool.com/science/biology_place/labbench/lab
3/images/prophase.gif
METAPHASE
• The rod-shaped double-stranded chromosomes (2N=4) arrange

themselvesat the equatorial plate, with the kinetochores attaching the
chromosomes to the spindle fibers.
29
Source:https://classconnection.s3.amazonaws.com/473/flashcards/2549473/png/metap
hase_middle1363712828432-thumb400.png
ANAPHASE
• Thekinetochoresdivide.Thefourdouble-strandedchromosomes become
eight single stranded chromosomes.
• The rod-shaped single-stranded chromosomes migrate to the poles.
Source:https://s3.amazonaws.com/classconnection/850/flashcards/3687850/gif/
anaphase-15822715DF056F04B6F-thumb400.gif
TELOPHASE
• The chromosomes uncoil.

• The nucleoli and the nuclear membrane reappear.
• The spindle fibers disappear.
Source:https://classconnection.s3.amazonaws.com/954/flashcards/2130954/gif/t
elophas1350956995137.gif
30
Cytokinesis is the final stage of mitosis During cytokinesis, the cytoplasm
splits in two and the cell divides.
Source:http://3.bp.blogspot.com/ifwzYijhFZE/UaIEad18YII/AAAAAAAAAsI/ID7oFAOzAd0/
s1600/stem+cell.JPG+15.JPG
MEIOSIS
Meiosis reduces the chromosome number in half. It takes place in plants

and animals whenever gametes or sex cells are formed through the process of
gametogenesis. Meiosis is a special type of cell division where the cell undergoes
two rounds of cell division to produce four daughter cells, each with half the
chromosome number as the original parent cell and with a unique set of genetic
material as a result of exchange of chromosome segments during the process of
crossing over.
Meiosis involves two consecutive divisions, Meiosis I and Meiosis II. Thus, a
cell that divides by meiosis produces four daughter cells.
STAGES OF MEIOSIS I
PROPHASE I – Homologous chromosomes pair up. This is called synapsis. At this
time, exchange of genetic material may occur through a process
referred to as crossing over.
METAPHASE I – Each pair of homologous chromosomes attach to a single spindle

fiber.
ANAPHASE I –One double-stranded chromosome in the pair moves to one pole,

while the other double-stranded chromosome in the pair moves to
the opposite pole.
31
TELOPHASE I –Two nuclei are produced, each containing only halfthe
chromosome
number of the original parent cell.
MEIOSIS II
Meiosis II is similar to mitosis and consists of the following stages: prophase
II, metaphase II, anaphase II, and telophase II. Each double-stranded chromosome
attaches to spindle fiber, its centromere splits into two, and the two strands of the
chromosome migrate to opposite poles. At the end of the cell division, four haploid
(N) daughter cells are produced.
Source:https://www.sciencefacts.net/wp-content/uploads/2020/10/Mitosis-vs-Meiosis-
Diagram-Chart.jpg
32
When Something Goes Wrong During Meiosis
Meiosis may not always proceed normally. Sometimes accidents happen. These
accidents may affect the functioning of the spindle fibers or movement of one or more
chromosomes. In humans, some accidents have been known to cause abnormal conditions.
For example, when chromosomes in a pair fail to separate from each other during Meiosis I,
the resulting egg cell acquires both members of a pair of chromosomes. If this involves
chromosomes pair 21,for example, and the egg is fertilized by a normal sperm, the individual
produced is afflicted with a retardation condition known as Down Syndrome (mongolism).
This condition is usually associated with pregnancy in women above 35 years of age.
Other conditions which arise from the failure of chromosomes to separate are
infertility and intellectual impairment in afflicted females (Turner syndrome) and sexual
underdevelopment and excessive tallness in males (Klinefelter syndrome).
Sometimes, a piece of chromosomes breaks off and gets lost. The effects of this
accidents depend on the particular gene lost. For example, when a part of chromosome 5 is
lost the newborn will have a face that is round and moonlike, cries feebly and is mentally and
physically retarded.
Several drugs may cause breaks or other abnormalities in the chromosomes.

Chlorpromazine sp. (a popular tranquilizer), diphenhydramine ( an antihistamine ),
and LSD ( a hallucinogen ) are some drugs known to cause breaks in the
chromosomes.
What’s More
Now that you have a deeper understanding of what happens during mitosis and
meiosis , it’s time to answer the following activity:
A.Direction: Tell whether the following events occur in :
a. Mitosis b. Meiosis I c. Meiosis II
Write only the letters. There may be more than one answer.
1. Double – stranded chromosomes move to the poles

2. Single – stranded chromosomes move to the poles.
3. Haploid cells are produced.
4. Diploid cells are produced.
5. Sex cells are produced.
33
6. New cells which are very much like the original cells are produced.
7. Homologous chromosomes pair off.
8. DNA replication
9. Somatic cells
10. Tetrad formation
B. The diagram below shows the stages of mitosis. Label each drawing with
correct phases of mitosis
____________________ ___________________ ___________________
___________________ _____________________ ____________________
What I Have Learned
Fill in the blank with appropriate term found in the box below.
Half Anaphase Telophase Cytokinesis
Prophase four Metaphase Interphase
DNA Meiosis I Mitosis daughter cells
Identical different
1.____________ consists of the G1, S, and G2 phases of the cell cycle.

2. Chromosomes are coiled structures made of ____________ and proteins.
3. ____________ is the division of the nucleus.
4. Thefourphasesofmitosisare____________,5. ____________,6. ___________,
7. ____________.
8. ____________ is the division of the cytoplasm.
9. Meiosisisatypeofcelldivisioninwhichthenumberofchromosomesisreduced
by____________.
10. Meiosis begins with one cell and ends with ____________ cells.
34
11. Meiosis involves two consecutive divisions, ___________ and 12.___________.
13. After cell division, the new cells are referred to as ____________ cells.
14. In mitosis daughter cells are genetically ____________, while in meiosis daughter
cells are genetically ____________.
What I Can Do
Direction: Compare and contrast mitosis and meiosis in the Venn diagram. Use the
terms listed below to fill in the Venn diagram.
one division body cells(somatic)

daughter cells are identical sex cells (gametes)
diploid crossing over occurs
daughter cells are genetically different create new cells-daughter cells
undergo DNA replication haploid
two divisions start with one parent cell
MITOSIS MEIOSIS
BOTH
35
Assessment
A. Directions: Choose the letter of the correct answer. Write your answer
on your activity notebook.
1. A type of nuclear division that produces two new “daughter” cells.

a. Meiosis I c. Mitosis
b. Meiosis II d. both a and b
2. During this stage, the cytoplasm splits in two and cell divides.
a. Anaphase c. Telophase
b. Prophase d. Metaphase
3. It is represented by the symbol 2N, that contains two sets of chromosomes.
a. haploid c. gametes
b. diploid d. chromosomes
4. Single chromosomes line up in the center, this happens during
a. Mitosis c. Meiosis II
b. Meiosis I d. all of the above
5. At the end of the mitotic division, how many cells are formed?
a. 1 b. 2 c. 3 d. 4
6. The process by which the exchange of genetic materials occur
a. Meiosis c. crossing over
b. cytokinesis d. synapsis
7. How many “daughter” cells are produced during Meiosis
a. 4 b. 3 c. 2 d. 1
8. The process by which gametes or sex cells are formed.
a. cytokinesis c. synapsis
b. gametogenesis d. crossing over
9. Which of the following is the correct order of phases during mitosis?
a. telophase→prophase→metaphase→anaphase
b. prophase→anaphase→metaphase→telophase
c. prophase→metaphase→telophase→anaphase
d. prophase→metaphase→anaphase→telophase
10. Which of the following is true of Meiosis ?
a. it occurs in body cells c. it occurs in plant spores
b. it occurs in sex cells d. it produces diploid cells
11. If chromosomes No.21 failed to separate from each other during Meiosis I,
the resulting individual produced is afflicted with retardation known as:
a. Down Syndrome c. Turner Syndrome

b. Klinefelter Syndrome d. “ Cry –like A –Cat” Syndrome
36
12. This condition is characterized by infertility and intellectual impairment in
afflicted females
a. Down Syndrome c. Klinefelter Syndrome

b. Turner Syndrome d. “ Cry-like A-Cat” Syndrome
13. Down syndrome may occur to a woman whose pregnancy happen during
the age of ____________.
a. 20 below b. 25 c. 30 d. 35 above
14. Which of the following accidents may occur to the chromosomes during
Meiosis that may result in abnormalities and retardation.
I. Fail to separate
II. A piece of chromosomes breaks
III. A piece of chromosomes lost
a. I only b. II only c. I and II d. I , II, III
15. Some known drugs may cause the abnormalities in the chromosomes
during pregnancy , EXCEPT ________.
a. Paracetamol c. diphenhydramine
b. chlorpromazine d. LSD ( hallucinogen )
Draw the stages of mitosis and meiosis
CRITERIA
Content 50%
Quality of workmanship 25%
Overall presentation 25%
Total 100%
37
Answer Key
What I Know: What’s New: What’s More

1. CELL CYCLE
2. D 11. C 2. MEIOSIS A. B.
3. C 12. B 3. MITOSIS 1. B, C 1.
4. D 13. A 4. CELL DIVISION TELOPHAE
5. B 14. B 5. INTERPHASE 2. A, C 2,
6. C 15. D 6. CYTOKINESIS PROPHASE
7. D 7. HAPLOID 3. C 3.
8. C 8. DIPLOID ANAPHASE
9. A 9. CHROMOSOME 4. A 4.
10. D 10. CENTROMERE METAPHASE
11. A 5. C 5.
INTERPHASE
6. A 6.
CYTOKINESIS
7 B
What I Can Do: What I Have Learned

Mitosis 1. INTERPHASE 11. MEIOSIS I
One division 2. DNA 12. MEIOSIS II
Diploid 3. MITOSIS 13. DAUHTER
Body cells(somatic) 4. PROPHASE CELLS
Daughter cells are identical 5. METAPHASE 14. IDENTICAL
6. ANAPHASE 15. DIFFERENT
Both 7. TELOPHASE
Starts with 1 parent cell 8. CYTOKINESIS
Create new cell-daughter cell 9. HALF
Undergo DNA replication 10. FOUR
MEIOSIS
Two divisions
Haploid
Sex cells(gametes) Additional Activities:
Daughter cells are genetically different
Drawing
Crossing over occurs
38
MITOSIS AND MEIOSIS WORD SEARCH
M I T O S I S R Z C L M T D S T
T C B H A P L O I D L R G I N T
E A S B N M L T F S E D H P J A
L E M O S O M O R H C G K L L N
O A E D P G H S P R T N N O M A
P H I C E N T R O M E R E I J P
H O O G E J H W F X F B C D S S
A M S H R L P E G Z G A G S D I
S O I N T E R P H A S E A E R S
E L S J Y S A R P R O P H A S E
H O T K U A N A P H A S E T A N
U G Y L I H S T D C D B D S H I
I O G Z O P D Y S V L C H T B K
O U D I T A M O R H C N T F N O
P S L C P T F U A B J O S G M T
A E B B Q E G I P N H P S H L Y
S R N C S M C O T M L R N J K C
References
Rabago, L. M.,et. al.(2014). Vibal Science and Technology Worktext. 1st ed.
Quezon
City: Vibal Group Inc.
Campo, P. C., et. al., (2013). Science – Grade 8 Leaner’s Module. Vibal
Publishing
House, Inc. Pasig City. 1st ed. ISBN: 978-971-9990-72-7.
Virchow, R. (1999). Chapter 9 . THE CELL CYCLE , MITOSIS , AND MEIOSIS :
CELLULAR. 1–49.
Treyes, R. S.,et.al. (2004). Science and Technology Textbook for Second Year.
Revised Edition. Book Media Press, Inc. Mandaluyong City. ISBN971-570-125-6.
Capco, Carmelita M. and Yang, Gilbert C. (2005). Biology Textbook. Phoenix
Publishing House, Inc. Quezon City. ISBN 971-06-1980-2.s
39
8
SCIENCE
Quarter 4– Module 3:
Phenotypic Expression
40
Science – Grade 8
Quarter 4 – Module 3: Phenotypic Expression
First Edition, 2021
royalties.

Development Team of the Module
Author: Marites P. Banzon

Co-Author: Leonardo M. Apales
Language Reviewer:Marites P. Banzon
Illustrator: Marites P. Banzon
Layout Artist:Marites P. Banzon
Team Leader: Julieta M. Agcaoile


Telefax: (047) 237-2102
41
What I Need to Know
This module in Science is written and designed for grade 8 students in response to
the continuity plan of the Department of Education. It aims to continue educating
learners at the comfort of their home. A key goal of Module 3 is for the learners to
understand Phenotypic expression.
At the end of this module, you are expected to learn the following:
1. Predict phenotypic expressions of traits following simple patterns of

inheritance (S8LT-IVf-18)
a. Express the genotypic and phenotypic ratios of the offspring
formed by crossing contrasting traits.
b. Understand Mendel’s Principles of Inheritance.
c. Show appreciation for Mendel’s contribution to the fieldof
Genetics
42
What I Know
Activity 1.
Instructions: Read each statement or question and choose the letter of the correct
answer. Write your answer on your activity notebook.
1. Two true breeding parents are crossed similar to Mendel's P generation. A

tall plant is crossed with a short plant. What is the expected outcome for the
F1 generation?
a. All tall
b. All short
c. All medium height
d. Half tall half short
2. If the cross from #1 is continued, what would be the expected outcome

in F2 generation?
a. All short
b. All tall
c. 3 tall, 1 short
d. Half tall, half short
3. If a plant that has round seeds has a parent that has wrinkled seeds,
what is its genotype? (Assume that round is dominant)
a. RR
b. Rr
c. rr
d. RrWw
4. This principle states that alleles separate during gamete formation:

a. Principle of multiple alleles
b. Principle of dominance and recessiveness
c. Principle of independent assortment
d. Principle of segregation
5. If you crossed two heterozygous plants, how many of the offspring will
also be heterozygous?
a. All
b. Half
c. ¾
43
d. 1/4
6. A plant that has purple flowers is crossed with one that has white
flowers. The offspring were half white and half purple. What were the
genotypes of the parents?
a. Pp x pp
b. Pp x Pp
c. PP x pp
d. PP x WW
7. A dihybrid cross (AaBb x AaBb) will result in what offspring ratio?

a. 4:4:2:2
b. 1:3:1
c. 3:1
d. 9:3:3:1
8. Phenotype refers to an organism’s

a. Genetic code
b. Physical appearance
c. Ratio
d. Parents
9. In each case where Mendel crossed the true breeding plants as

parents, the offspring displayed only one of the two traits seen in the
parents. This observation supports which principle of genetics?
a. Segregation
b. Independent assortment
c. Dominance and recessiveness
d. Allele frequency
10. Which of the following outcome would you expect from the
following cross: tall, round (TTRR) x short, wrinkled (ttrr)
a. All offspring tall and round
b. All offspring short and wrinkled
c. Half tall, round, half short wrinkled
d. 9:3:3:1
11. Assuming that both parents in the diagram below are

homozygous, why would all of the F1 generation have yellow
phenotypes?
44
a. Because the F1 genotypes are homozygous
b. Because yellow is dominant over green
c. Because both parents passed on yellow alleles
d. None of these
12. What does the notation TT means to a geneticist?

a. Two dominant alleles
b. Two recessive alleles
c. At least one dominant allele
d. One dominant allele and one recessive allele
13. What does a Punnett square show?

a. Only the dominant alleles in the genetic cross
b. All the possible outcomes of a genetic cross
c. Only the recessive alleles in the genetic cross
d. All of Mendel’s discoveries about genetics
14. In the diagram below, what accounts for the green pea seed in
F2 generation?
a. On average, 1 out of 4 offspring of heterozygous parents will be

homozygous recessive
b. The yellow allele is dominant over the green one
c. The F1 generation parents are homozygous yellow
d. All of the above
15. If a homozygous black guinea pig (BB) is crossed with a

homozygous white guinea pig (bb). What is the probability that an
offspring will have a black fur?
a. 25%
b. 50%
c. 75%
d. 100%
45
Lesson
1 Mendelian Genetics
How is the behavior of the chromosomes during meiosis related to heredity?

In order to answer this question, we must first look back at the experiments of
Gregor Mendel. The results of his garden experiments laid down the foundations of
Modern Genetics. Genetics is a branch of science that deals with heredity and
variation of organisms.
What’s In
Before we proceed, let us check if you still remember the topic in the previous
module.
Activity 2.
Identify if the sentence describes Mitosis or Meiosis.
1. Takes place in somatic cells.

2. Daughter cells have haploid number of chromosomes
3. All daughter cells are genetically identical to the parent cell.
4. Four daughter cells are produced
5. Takes place in the reproductive cells or gametes
6. Two daughter cells are produced.
7. One cell division
8. Daughter cells show variation in the genetic make up when
compared to the parent cell.
9. Daughter cells have diploid number of chromosomes
10. Two successive cell division
46
Notes to the Teacher
Ang modyulnaito ay naghahandasamga mag-
aaralupangmakalikha at mailarawan ang mgahugis ng
katawanayonsa kung paanoitoginagawa o
What’s New
Activity 3.
Instructions: Study the two pictures. Spot the differences in the two pictures.
What are the differences between that two pictures that you observed?
47
Activity 4.
HOW DO I LOOK LIKE?

Given is a checklist of some traits observable in human population. Put a
check (√) in the Yes column if you possess the trait. If you do not have this trait,
put a check mark in the No column.
Self-Survey of My Traits
Traits Yes No
1. I can roll my tongue
2. I have cleft chin
3. I have dimples
4. I have curly hair
5. I have a hitchhiker’s thumb
6. I have attached earlobes
7. I can distinguish blue and red colors
8. I have freckles
9. I am right-handed
10. The second toe of my foot is long
▪ Pair with a classmate and compare your results

▪ Compare with the class the results of your self survey
▪ Determine the percentage of the occurrence of these traits among your classmates
Think This Over: What explanation can you think of as regards the similarities and
differences in characteristics?
48
What is It
https://suebryceeducation.com/course/family/
Why do we look like our parents? Or why do we don’t look like exactly our
parents?
We don’t look like exactly our parents because of what is known as

“heredity”. Heredity is the passing of traits from parent to offspring. You may have
curly hair while your parents have straight hair. Or you may have blue eyes while
your parents have brown eyes.
People have investigated this question for a long time. About 150 years ago,
Gregor Mendel performed a very important experiment which helped find answers
to many of our questions.
Mendel and His Garden Peas
Heredity is dated since ancient times. People are convinced that offsprings
tend to resemble their parents’ skin color, shape of face, height and many other
traits. These traits can be passed down by parents to their offspring from
generation to generation. However, the concept of the gene was first put forth in the
late 19th century when an Austrian monk named Gregor Johann Mendel, using the
quantitative approach in the study of heredity, performed a series of breeding
experiments involving garden pea plants (Pisum sativum) that he crossed. He chose
this plant species for several reasons: first, garden peas easily grow and they
49
produce large number of offspring; second, garden peas are bisexual plants, that is
their male and female reproductive structures are located in the same flower and
they self-fertilize; and the third, garden peas have contrasting characteristics and
they mature quickly. With all these qualities, the researchers could easily allow the
flowers to undergo pollination under natural conditions and could intervene when
necessary.
Mendel’s Experiment
Mendel conducted his experiments in the following manner:
First: Production of the pure-breeding strains of pea plants. He allowed

several population of garden pea plants to self-pollinate for many generations until
he was able to gather seeds that produced only one particular trait garden peas
that produce only white-colored petals and garden peas that produce only purple-
colored petals.
Second: The crossing of two different varieties of pure-breeding strains. He

took pollens from another purple-colored flower and transferred them into the
stigma of the white-colored flower. He called these two varieties of garden peas as
P1 or first parental generation. When the garden peas produced seeds, he
gathered and planted them separately. Mendel found out that all garden peas
produced purple-colored flowers. He labeled the first set of offspring as F1 or the
first filial generation. The second phase of Mendel’s work can be summarized as:
P1 Purple-colored flower x White-colored flower
F1 All purple-colored flower
Third: The crossing of the F1 generations. Finally, Mendel pollinated the F1

generation. He called this as the P2 or second parental generation. Likewise,
Mendel gathered and planted the seeds. When the seeds germinated and produced
flowers, he noticed that 75% of the garden peas had purple-colored flowers and
25% had white-colored flowers. He labeled this second set of offspring as the F2 or
second filial generation. The white-colored flowers that did not appear in the F1
generation appeared in a ratio of 3:1. The third phase can be summarized as:
P2 Purple-colored flower x Purple colored flower
F2 75% Purple-colored flower and 25% White-colored flower
Or 3:1
50
Mendelian Principles
Mendel studied several other contrasting characteristics in garden peas like

those given in Figure 1. Based on the outcomes of the experiments, Mendel
proposed the following laws that led to the formulation of what is known as
Mendelian Principles of Genetics.
The Law of Complete Dominance
When a pure-breeding parent carrying a “stronger” characteristic is crossed or bred

with another pure-breeding parent carrying “weaker” characteristic, their offspring
will carry or manifest the stronger characteristic possessed by one parent. In phase
2 of Mendel’s work, the purple-color manifested among F1 generation. Therefore,
the purple color is the dominant characteristic. The white color that did not
manifest is the recessive characteristic. The non-appearance of the recessive
characteristic does not mean it was lost. Mendel hypothesized that it was just
hidden and masked by the dominant purple color. The third phase of the
experiment proved that he was right. The recessive white color appear even in a
small percentage.
Figure 1: Contrasting characteristics of pea plants
Principle of Allelism
Genes control the characteristics carried by any organism. Mendel did not
yet know anything about genes at his time. According to him, the characteristics of
an organism are determined by certain factors, which he described as elements.
These factors are in pairs. Now we know that a pair of genes called alleles. Capital
or uppercase letters represent dominant genes and lowercase letters represent
recessive genes. In the case of pure breeding parents (P1), purple color is
represented by PP and white color is represented by pp. If the pair of allele is the
same (PP or pp), it is a homozygous pair; if the pair of alleles is unlike (Pp), it is
51
heterozygous pair. The uppercase letter is always written before the lowercase
letter.
The Law of Segregation and Recombination
During gamete formation (gametogenesis), the pair of genes randomly

segregate. Under normal conditions, only one member of a pair of genes goes to a
gamete. It is only during the process of fertilization that genes/alleles recombine.
As a result, new gene combinations are produced. Segregation and recombination
of genes happen when two individual heterozygous for a trait are crossed, as shown
in the crossing of F1 offspring.
Monohybrid Inheritance
Monohybrid inheritance pertains to the inheritance of a single trait (seed

color, seed shape, position of flowers, etc.) one at a time. The sample crosses in Fig
1.1 and Fig. 1.2 will show the application of Mendel’s principle. Monohybrid
inheritance can be best explained using a simple handy diagram called Punnett
Square that was introduced by Reginald Punnett, a British Geneticist.
P1 Green pod color x Yellow pod color
GG gg
Gametes G Ggg
F1 G G
G Gg Gg
(green) (green)
G Gg Gg
(green) (green)
Ratio Genotypic ratio= 4:0 or 100%
Phenotypic ratio= 4:0 100% green
Figure: 1.1 Monohybrid cross of two pure-breeding parents
52
Figure: 1.1 shows an example of contrasting characteristics. Green pod color is
dominant over yellow pod color. Green is represented by the capital letter GG to
represent homozygous green. The lowercase letters gg represents yellow color. All
the possible genes or alleles carried by the sperm are placed on the top of the
square, and the possible genes or alleles carried by the egg cells or ova are placed
along the left side of the square. By combining the male and female gametes, each
carrying an allele for seed color, the possible F1 offspring produced are plants, all
of which are heterozygous green pod color (Gg) or 100% Gg plants.
P2 Green pod color x Yellow pod color
GgGg
Gametes G gGg
F2 G g
G GG Gg
(green) (green)
G Gg gg
(green) (yellow)
Ratio Genotypic ratio= 1:2:1 or 25% GG, 50% Gg, 25% gg
Phenotypic ratio= 3:1 or75% green, 25% yellow
Figure1.2 Monohybrid cross of the F1 generation
When the F1 offspring (Gg or heterozygous for green pod plants) were crossed (self-
pollinated) with each other, the F2 offspring produced consisted of 75% green (GG
and Gg) and 25% pea plants with yellow (gg) pod were produced. One dominant
allele or gene is enough for a dominant characteristic to be expressed. However, for
a recessive characteristic to be produced, a pair of two recessive genes or alleles
(gg) must be present.
GG and Gg alleles are expressed as both green colors, which is the physical
appearance or phenotype of both the offspring. Although they have the same
53
physical appearance, they differ in terms of their genetic make up or genotype.
The cross of two organisms heterozygous for a trait is known as hybrid cross.
Dihybrid Inheritance
Dihybrid inheritance pertains to the inheritance of two traits at a time.

Mendel, in one of his experiments, studied the principles behind the simultaneous
inheritance of two traits.
Mendel crossed two garden pea plants that were homozygous for deed color
and seed shape. See Figure: . Refer to Mendel’s Table of contrasting traits in Figure:
P1 Pure Yellow Round seed x Pure Green Wrinkled seed
YYRR yyrr
Gametes Y Y R R y y r r
F1 Yr yr Yr yr
YR YyRr YyRr YyRr YyRr
Ratio Genotypic ratio= 16:0 or 100% YyRr
Phenotypic ratio= 16:0 or 100 Yellow round seed
Figure 1.3 Dihybrid cross of pure-breeding parents
The male gametes can have only YR alleles and the female gametes only yr
alleles. Thus, the F1 offspring will all be YyRr or heterozygous yellow and round
seeded plants, indicating that yellow and round seeds are dominant traits.
Now, take a look at what will happen when F1 plants (YyRr) are allowed to
self-fertilize.
54
P2 Heterozygous Yellow Round seed x Heterozygous Yellow Round Seed
YyRrYyRr
Gametes Y y R r Y y R r
F2 YR Yr yR yr
YR YYRR YYRr YyRR YyRr
Yr YYRr YYrr YyRr Yyrr
yR YyRR YyRr yyRR yyRr
yr YyRr Yyrr yyRr yyrr
Ratio Genotypic ratio= YYRR=1, YYRr=2, YYrr=1, YyRR=2, YyRr=4, Yyrr=2,

yyRR=1, yyRr=2, yyrr=1 or 1:2:1:2:4:2:1:2:1
Phenotypic ratio= Yellow round=9, Yellow wrinkled=3, Green round=3,

Green wrinkled=1 or 9:3:3:1
Figure 1.4 Dihybrid cross of F2 generations
When the F1 plants were allowed to self-fertilize, each plant (YyRr) produces
four kinds of gametes, YR, Yr, yR and yr. This is because the members of the pair
of alleles independently segregate during gamete formation. When the gametes are
allowed to cross, nine different kinds of genotypes result in the F2 offspring but
with only four different kinds of phenotypes with the phenotypic ratio of 9:3:3:1.
Mendel repeated this experiment using various combinations of the different
characteristics of the garden pea plants, and in every combination, he always
observed the 9:3:3:1 phenotypic ratio. The results supported his third principle
that the pair of alleles segregates during gamete formation, and this principle is
known as Principle of independent Assortment.
55
What’s More
Now that you are familiar with Mendelian Inheritance, let us answer the activities
related to it.
Activity 5.
Instructions:
1. Let D= dominant allele and d= recessive allele, while DD= homozygous

dominant, Dd= heterozygous dominant and dd= homozygous
recessive. For each type of cross, determine the genotypic and
phenotypic ratios respectively. The first cross was already done for
you.
Cross Genotypic Ratio Phenotypic Ratio
1. DD x DD 100% DD 100% dominant
2. DD x Dd
3. DD x dd
4. Dd x Dd
5. Dd x dd
6. dd x dd
2. Show the genetic crosses of between the following pea plant

characteristics using Punnett squares and record the phenotypic and
genotypic ratio. Refer to Fig. 1. You can use any letter.
a. Heterozygous inflated pod shape x constricted pod shape
56
Genotypic ratio __________
Phenotypic ratio _________
b. Heterozygous axial flower x Heterozygous axial flower
Genotypic ratio _____________

Phenotypic ratio ____________
3. Show the genotypic ratio and phenotypic ratio of a cross between two
pea plants which are both heterozygous axial flower position,
heterozygous long stem. Use letter A for flower position and letter B
for stem length.
P2
Gametes
F2
Ratio
57
What I Have Learned
Summarize what you have learned by filling in the blanks.
(1)_______ is the study of heredity and variation. (2)__________ is the

transmission of genes from one generation to another. (3) _______ are DNA
molecules that determine the traits of an organism. These factors are in pairs,
called (4) __________. Upper case or capital letters represent (5) __________ genes,
while lowercase letters represent (6)_________ genes. If the pair of allele is the same,
it is called (7)___________ pair, if the pair is unlike, it is called (8) ____________ pair.
(9)_________ is the genetic makeup or composition that determines a particular trait
of an organism. (10)_________ refers to the physical appearance of an organism.
(11)___________ is considered the Father of Genetics who formulated the three
Mendelian laws of inheritance through his experiments on seven basic traits of pea
plant. The laws are: (12) __________________, (13)__________________ and
(14)_____________. He also showed these principles in predicting the statistical
probability of genotypes and phenotypes of possible offspring of
(15)_________________ and (16)_________________ crosses of traits from the pea
plants he used in his experiments.
What I Can Do
Answer the test cross problems below. Show your solution in a Punnett square.
1. In humans the allele for albinism is recessive to the allele for normal
skin pigmentation. If two heterozygotes have children, what is the
chance that a child will have normal skin pigment? What is the
chance that a child will have normal skin pigment? What is the
chance that a child will be albino?
2. In Siamese fighting fishes, blue tail (B) and veil tail (V) are the
dominant traits and the black tail (b) and the crown tail (v) are the
recessive traits. Provide a test cross for the following parental
genotypes.
a. BBVv xbbvv
b. BbVv xbbVv
58
Assessment
Instructions: Read each statement or question and choose the letter

of the correct answer. Write your answer on your activity notebook.
1. Mendel believed that the characteristics of pea plants are determined

by the:
a. Inheritance of units or factors from one parent
b. Inheritance of units or factors from both parents
c. Relative health of the parent plant at the time of pollination
d. Both a and c
2. Two true breeding parents are crossed similar to Mendel's P

generation. A tall plant is crossed with a short plant. What is the
expected outcome for the F1 generation?
a. All tall
b. All short
c. All medium height
d. Half tall half short
3. If the cross from #1 is continued, what would be the expected outcome

in F2 generation?
a. All short
b. All tall
c. 3 tall, 1 short
d. Half tall, half short
4. Phenotype refers to the ________ of an individual.

a. Genetic makeup
b. Actual physical appearance
c. Recessive alleles
d. Dominant alleles
5. If a plant that has round seeds has a parent that has wrinkled seeds,
what is its genotype? (Assume that round is dominant)
a. RR
b. rr
c. Rr
d. RrWw
59
6. If you crossed two heterozygous plants, how many of the offspring will
also be heterozygous?
a. All
b. Half
c. ¾
d. 1/4
7. A plant that has purple flowers is crossed with one that has white
flowers. The offspring were half white and half purple. What were the
genotypes of the parents?
a. Pp x pp
b. Pp x Pp
c. PP x pp
d. PP x WW
8. A dihybrid cross (AaBb xAaBb) will result in what offspring ratio?

a. 4:4:2:2
b. 1:3:1
c. 3:1
d. 9:3:3:1
9. In each case where Mendel crossed the true breeding plants as

parents, the offspring displayed only one of the two traits seen in the
parents. This observation supports which principle of genetics?
a. Segregation
b. Independent assortment
c. Dominance and recessiveness
d. Allele frequency
10. Which of the following outcome would you expect from the
following cross: tall, round (TTRR) x short, wrinkled (ttrr)
a. All offspring tall and round
b. All offspring short and wrinkled
c. Half tall, round, half short wrinkled
d. 9:3:3:1
11. Assuming that both parents in the diagram below are

homozygous, why would all of the F1 generation have yellow
phenotypes?
60
a. Because the F1 genotypes are homozygous
b. Because yellow is dominant over green
c. Because both parents passed on yellow alleles
d. None of these
12. If a homozygous black guinea pig (BB) is crossed with a

homozygous white guinea pig (bb). What is the probability that an
offspring will have a black fur?
a. 25%
b. 50%
c. 75%
d. 100%
13. What does the notation TT means to a geneticist?

a. Two dominant alleles
b. Two recessive alleles
c. At least one dominant allele
d. One dominant allele and one recessive allele
14. What does a Punnett square show?

a. Only the dominant alleles in the genetic cross
b. All the possible outcomes of a genetic cross
c. Only the recessive alleles in the genetic cross
d. All of Mendel’s discoveries about genetics
15. In the diagram below, what accounts for the green pea seed in
F2 generation?
a. On average, 1 out of 4 offspring of heterozygous parents will be

homozygous recessive
b. The yellow allele is dominant over the green one
c. The F1 generation parents are homozygous yellow
61
d. All of the above
B. Using a Punnett square. Show the probability of the following crosses.
1. In humans, the brown eye (B) allele is dominant to the blue-eye (b) allele.
If two heterozygotes mate, what will be the likely genotype and phenotype ratios of
the offspring?
2. In pea plants, the green color allele (G) is dominant over yellow color allele
(g) for seed color and tall (T) is the dominant allele in plant height. Parents
heterozygous for both traits are cross pollinated. Determine genotypic and
phenotypic ratio of the offspring.
Solve for the following problems using Punnett square:
1. Mrs. And Mr. Smith both have widow’s peaks (dominant). Their first
child also has a widow’s peak, but their second child doesn’t. Mr.
Smith accuses Mrs. Smith of being unfaithful to him. Is he necessarily
justified? Why or why not? Work the genetics problem predicting the
frequencies of the versions of this trait among their prospective
children.
2. A man with dark (dominant), curly (hair marries a woman with light,
straight hair. Their daughter, who happens to have dark hair, marries
a man with light, wavy hair. Answer the following questions about this
dark-haired daughter and her family. a. Draw a Punnett’s square for
this marriage, and predict the phenotypic ratio among the offspring of
the daughter and her husband. b. What is the chance that they will
have a child with hair just like his or her father’s?
62
Answer Key
What I have Learned:
What I Know: 1. Genetics

2. Heredity
1. B 3. Genes
2. C 4. Allele
3. B What’s In: 5. Dominant
4. D 6. Recessive
5. B 1. Mitosis 7. Homozygous
6. A 2. Meiosis 8. Heterozygous
7. D 3. Mitosis 9. Genotype
4. Meiosis 10. Phenotype
8. B
5. Meiosis 11. Gregor Mendel
9. C
6. Mitosis 12. Law of
10. A 7. Mitosis Dominance
11. B 8. Meiosis 13. Law of
12. A 9. Mitosis Independent
13. B 10. Meiosis assortment
14. A 14. Law of
15. D Segregation
15. Monohybrid
16. Dihybrid
What I can do:
1.
A a
A AA Aa
a Aa aa
75% Normal pigment
AA, Aa
25% Albino
aa
2.
a.
bv bv bv bv
BV BbVv BbVv BbVv BbVv
Bv Bbvv Bbvv Bbvv Bbvv
BV BbVv BbVv BbVv BbVv
Bv Bbvv Bbvv Bbvv Bbvv
Genotypic ratio: 8 BbVv, 8
Bbvv
8:8 or 1:1
Phenotypic ratio: 8 blue and
veil tail, 8 blue and
crown tail
8:8 or 1:1
63
b. B. Additional Activities:
bV bv bV Bv 1. Bb x Bb 1.Ww x Ww
BV BbVV BbVv BbVV BbVv W w
Bv BbVv Bbvv BbVv Bbvv B b W WW Ww
bV bbVV bbVv bbVV bbVv B BB Bb w Ww ww
bv bbVv bbvv bbVv bbvv b Bb bb 75% chance of has
Genotypic ratio: 2 BbVV, 4 Genotypic ratio: 1 BB, 2 Bb, widow’s peak
BbVv, 2 Bbvv, 2 bbVV, 4 1bb (WW,Ww,Ww)
bbVv, 2 bbvv 1:2:1
Phenotypic ratio: 3 brown 25% chance of no
2:4:2:2:4:2 or 1:2:1:1:2:1 eye (BB, Bb), 1 blue eye widow’s peak (ww)
(bb)
Phenotypic ratio: 6 blue and 3:1 2.
veil tail, 2 blue and crown 2. GgTt x GgTt
tail, 6 black and veil tail, 2 black P1 DD x dd
and crown tail GT Gt gT gt
F1 Dd (All Dd
G GGT GG GgT Gg
6:2:6:2 or 3:1:3:1 T T Tt T Tt dark, curly hair)
G GGT GGt GgT Ggt
Assessment: F2 Dd x dd
t t t t t
1. B gT GgT GgT ggT ggT d D
2. A T t T t D Dd Dd
3. C gt GgT Ggt ggT ggt d dd Dd
4. B t t t t 50% chance of dark
5. C Genotypic ratio: curly hair
6. B 1GGTT, 2GGTt, 2GgTT, 4GgTt,
7. A 1GGtt, 1ggTT, 2 ggTt, 1ggtt 50% chance of light
8. D 1:2:2:4:1:2:1:2:1 straight hair
9. C Phenotypic ratio:
10. A 9green,tall(GGTT,GGTt,GgTT, 0% chance of a child
11. B GgTt) with hair just like her
12. D 3green, short (GGtt,Ggtt) father’s
13. A 3yellow, tall (ggTT,ggTt)
64
What’s More:
Cross Genotypic Ratio Phenotypic

Ratio
1.DD x DD 100% DD 100% dominant
2. DD x Dd 50% DD, 50%Dd 100% dominant
3. DD x dd 100% Dd 100% dominant

4. Dd x Dd 25% DD, 75% dominant,
50%Dd, 25% dd 25% recessive
5. Dd x dd 50% Dd, 50% dd 50% dominant
50% recessive
6. dd x dd 100% dd 100% recessive
2. Ee x ee
E e
E Ee Ee
E Ee ee
Genotypic Ratio: 2 Ee, 2 ee 2:2 or 1:1
Phenotypic Ratio: 2 inflated (Ee), 2 constricted
(ee)
2:2 or 1:1
3. Dd x Dd
D d
D DD Dd
D Dd dd
Genotypic ratio: 1DD, 2Dd, 1dd 1:2:1
Phenotypic ratio: 3 axial flower (DD,Dd), 1
terminal flower (dd) 3:1
4. AaBb x AaBb
AB Ab aB ab
AB AABB AABb AaBB AaBb
Ab AABb AAbb AaBb Aabb
aB AaBB AaBb aaBB aaBb
Ab AaBb Aabb aaBb aabb
Genotypic ratio: 1AABB, 2AABb, 2AaBB, 4AaBb,
1 AAbb, 2Aabb, 1aaBB, 2 aaBb, 1aabb
1:2:2:4:1:2:1:2:1
Phenotypic ratio: 9 axial flower, long stem
(AABB,AABb,AaBB,AaBb)
3 axial flower, short stem (AAbb,Aabb)
3 terminal flower, long stem (aaBB, aaBb)
1 terminal flower, short stem (aabb)
65
References
Madriaga, E. & Mariano, J. (2020 Revised Edition).Science Links.C.M Recto,
Manila: Rex Book Store
Datukan. Garcia.Morales. Ocampo. (2017) Mixploring Science 8. Manila: Vibal

Group Inc.
Baguio, S.&Felicerta, C. (2018) Breaking Through Science 8. Second Edition. Edsa

South Triangle, Quezon City: C & E Publishing Inc.
Campo, P. & Chavez, M. Science Learner’s Module: Department of Education.

Philippines, Vibal Publishing House Inc.
66
8
Science
Quarter 4 – Module 4:
67
Science – Grade 8
Quarter 3 – Module 4: Concept of Species?
First Edition, 2021
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.

Author : Melissa Jean R. Nazareno/

Imelda R. Villanueva
Co-Author - Content Editor : Leonisa C. Sumili
Co-Author - Language Reviewer : Karen Joy L. Burac
Co-Author - Illustrator : Melissa Jean R. Nazareno/
Imelda R. Villanueva
Co-Author - Layout Artist : Melissa Jean R. Villanueva
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Printed in the Philippines by Department of Education – Schools Division of Bataan

Telefax: (047) 237-2102
68
What I Need to Know
This module in Science was written and designed for Grade 8 students in response
to the continuity plan of the Department of Education to bring learnings to the
learners at the comfort of your home amidst the COVID 19 pandemic.
1. explain the concept of Species (S8LT-IVg-19); and

2. classify organism using the hierarchical taxonomy system (S8LT-IVh-20).
What I Know
Let’s find out how much you already know about this module.
Direction: Solve the crossword puzzle by filling out the boxes with the correct
terms using the given clues. Write your answers on your activity notebooks. / Use
a separate sheet of paper for your answers.
ACROSS:
1. a group of living organisms consisting of similar

individuals capable of exchanging genes or
interbreeding
3. groups of organisms that share a pattern of

ancestry and descent and which form a single
branch on the tree of life
5. refers to a living thing that has an organized

structure, can react to stimuli, reproduce, grow,
adapt, and maintain homeostasis
DOWN :
2. Father of Taxonomy
4. a type of reproduction in which new organisms

are created, by combining the genetic
information from two individuals of different
sexes
6. the science of naming, describing and

classifying organisms and includes all plants,
animals and microorganisms of the world
69
Lesson
1 Concept of Species?
What’s In
Direction: Classify the following animals into similar groups. Write each word from
the box under the correct category in each column.
Lion whale alligator tiger Owl
frog tuna dog eagle snake
Mammals Fish Reptiles Birds
70
What’s New
Direction: Rearrange the jumbled letters based on the given meaning.
1. MYONTAOX - ______________________________________ is the science of

naming, describing and classifying organisms and includes all plants,
animals and microorganisms of the world.
2. IEPESSC - _______________________________________
a group of living organisms consisting of similar individuals capable of
exchanging genes or interbreeding
3. EGAINEL - _______________________________________
groups of organisms that share a pattern of ancestry and descent and
which form a single branch on the tree of life
4. SUAENNIL - _______________________________________
He discovered a system of identifying and classifying different species.
5. OLOLACIGIB - __________________________________________________
members of the population that actually or potentially interbreed in
nature, not according to similarity of appearance; they may look different
but may be of the same species
What is It
“Species are often defined as a group of individuals with similar

characteristics, where they can interbreed to produce fertile offspring.”
(Byjus). They are groups of organisms that share a genetic heritage, are able
to interbreed, and create offspring that are also fertile. Species is a Latin word
which means “kind” or “appearance”.
There are various types of species concept. Approximately 8.7 million of
species are packed on Earth; daily, there are 50 species being added to the
list. As there is a lot of discovery, it is difficult to study every species in detail
and develop a detailed method to accommodate newly discovered species. In
18th century, Carl Linneaus discovered a system of identifying and classifying
different species. That’s why he is called the father of taxonomy.
Taxonomy is the branch of science that deals with the nomenclature,
description, and classification of the living organisms, including plants,
animals, and microorganisms.
71
In this lesson, we will consider three species concepts that are
commonly used organismal groups than others. Each section below considers
the definition of the species concept, its assumptions and limitations, and
examples of groups for which that species concept does, and does not, easily
apply.
The Biological Species Concept
It defines species as members of the population that actually or

potentially interbreed in nature, not according to similarity of appearance.
They may look different, but may be of the same species. Members of the same
species must have the potential to interbreed. However, it doesn’t mean that
they have to be a part of the interbreeding group in real life. Look at the
example below.
Fig.1
Labsky
+ =
https://www.google.com/url?sa=i&url=
https%3A%2F%
2Fwww.pinterest.com%2Fpin%
https://thehappypuppysite.com/husky-
In some cases, however, the biological species concept is difficult or

impossible to use. For example, the definition’s focus on interbreeding means this
concept cannot be applied to asexual organisms such as bacteria. And those
animals that breed but from different species cannot be considered under
biological species concept.
The Lineage Species Concept

Due to the limitations of the biological species concept , other species
concepts have been developed. The lineage species concept defines species as
groups of organisms that share a pattern of ancestry and descent and which
form a single branch on the tree of life.
The lineage species concept resolves some of the problems of the
biological species concept since it can be applied to asexual species and those
for which detailed reproductive behavioral data are unavailable.
72
Figure 2 : A phylogenetic tree of the order Rodentia (rodents), representing the lineage
species concept’s focus on species being identified as unique branches on a phylogenetic tree. Image
from Wikimedia Commons4
The Morphological Species Concept

It defines species as groups of individuals that are morphologically
similar to one another and are morphologically distinct from other groups.
Another way of saying this is that members of the same species look alike;
members of different species look different.
This concept has identified most species named to date. It can also be
applied to asexual organisms and fossils. It relies entirely on morphology -
the physical structures or traits of an organism. As you look at the picture
in Figure 3 below, you will notice the morphological difference of the two
species. The big difference has lead them to be categorized as different
species.
Figure 3 : Two trilobites in the order Phacopidae; Hollardops mesocristata (left) and Cheirurus
ingricus (right). Images
73
What’s More
Now that you have a deeper understanding of what the concepts of species are all
about, it’s time to answer the following activity:
Direction: Refer to the following table and identify if each statement is TRUE or
FALSE by putting a check ( ) under your corresponding response.
STATEMENTS TRUE FALSE
1. Taxonomy is the branch of science that deals within

the nomenclature, description, and classification of
the living organisms, including plants, animals and
microorganisms.
2. There are only few species that can be found on
Earth.
3. All species concepts have limitations and work
better for some organismal groups than others
4. Carl Linnaeus is called the Father of Taxonomy.
5. Morphological concept of species can be applied to

sexual organisms only.
6. Members of the same species have the potential to

interbreed.
7. The lineage species concept resolves some of the
problems of the biological species concept.
8. Biological concept of species can be applied to both
sexual and asexual organisms.
9. Under biological concept of species, same species

have the potential to interbreed.
10. Lineage concept of species can be applied to both
sexual and asexual organisms.
74
What I Have Learned
1. Refer to the images above. Identify the pairs of organisms that are
able to produce offspring.
2. Which pair of organisms in the images are members of the same

species?
3. Consider all of the pairs of organisms that are not of the same
species. What criteria are missing in all cases that could be used to
define a species?
isdschools.org/
75
What I Can Do
1. Give 2 examples of animals of the same species that can produce

offspring.
2. Give 1 example of an animal from same family but not of the same
species that can produce offspring.
Assessment
Direction: Choose the letter of the correct answer. Write your answer on your
activity notebook.
1. The Biological Species Concept says…

a. organisms are part of the same species if they breed
b. organisms are part of the species if they look the same
c. organisms are part of the same species if they can produce offspring that
can also breed
d. organisms are part of the same species if they look the same and act the
same
2. What does the Biological Species Concept rely on to distinguish species?
a. Reproductive Isolation
b. Genetic Differences
c. Asexual organism
3. Does the Biological Species Concept work every time?
a. Yes b. No c. Maybe
4. This species concept defines organisms of the same species based on their
ability to mate with one another.
a. Biological Species Concept c. Ecological Species Concept
b. Morphological Species Concept d. Genotypic Species Concept
5. This species concept defines organisms of the same species based on their
physical similarities
a. Biological Species Concept c. Ecological Species Concept
b. Morphological Species Concept d. Genotypic Species Concept
6. He is the Father of Taxonomy.
a. Carl Linnaeus c. Charles Darwin
b. Aristotle d. Carl Charles
7. Who discovered a system of identifying and classifying different species.
a. De Candolle c. Theoprastus
b. Plinney d. Linnaeus
76
8. Species is a _____________________.
a. group of individual occurring in a geographical area
b. population of one type
c. population of asexual organism.
d. population of interbreeding individuals
9. Organism are classified to __________________________.

a. known their distribution
b. establish relationship
c. known their major traits
d. study evolution
10. Taxonomy is connected with ______________________________.

a. collection of plants and animals
b. classification of organisms
c. identification, nomenclature, and classification of organisms
d. All of the above
77
Lesson
The Classification of
2 Organisms
The previous lesson helped you learn the concept of species - the Biological
Concept, Lineage Concept and the Morphological Concept. In this lesson, you will
learn the Classification of Organisms.
What’s In
Brainstorming with Essential Questions:
Imagine if your room was messy. How would you find the supplies you need
in order to do your projects and learn?
How would classifying the items in your room help you understand them and use
them?
How would you sort/classify the items to make the best use out of them? Think
about how they are similar and how they are different.
What’s New
Direction: Read the sentences below, then choose the letter of the correct answer.
1. About how many species have been given scientific names so far?
a) 100,000
b) 500,000
c) 1 million
d) 1 3/4 million
2. Naming, describing, and classifying organisms into different categories based on
their characteristics is the definition of:
a) adaptive radiation
b) natural selection
c) taxonomy
3. The system of biological classification used today was created by ______________?
a) Charles Darwin
b) Carolus Linnaeus
c) Stephen Jay Gould
78
4. Which of the Linnaean classification categories listed below is the highest level?
a) genus
b) species
c) sapiens
5. Charles Darwin believed that _______________________.
a) evolution occurs
b) natural selection is the cause of evolution
c) both a and b
What is It
The name you gave to a living thing may be completely different from the
name someone else uses. In science, we use a common naming system for all living
things to avoid confusion. This lesson will explore the basics of our classification
system. Let’s know first the History of Taxonomy.
• Taxonomy is the branch of biology that names and

groups organisms according to their characteristics and
evolutionary history.
• Organisms were first classified more than 2,000 years
ago by the Greek philosopher Aristotle.
Early System of Classification
• Organisms were grouped into land dwellers, water dwellers, and air
dwellers.
• Plants were placed into three categories based on the differences in
their stems.
• As new organisms were discovered, his system became inadequate.
Categories were not specific enough. Common names did not describe a
species accurately.
Modern System Hierarchy: Seven Levels of Organization
Taxonomy is the branch of biology that classifies all living things. It was developed
by the Swedish botanist Carolus Linnaeus, who lived during the 18th Century. His
system of classification is still being used today.
Carolus Linnaeus (mid-1700s) was a Swedish biologist who established a

simple system for classifying and naming organisms. He developed a
hierarchy (a ranking system) for classifying organisms that became the
basis for Modern Taxonomy. For this reason, he is considered to be the
“father” of modern taxonomy.
79
Linnaeus invented binomial nomenclature, the system of giving each type of
organism a genus and species name. He also developed a classification system called
the taxonomic hierarchy, which today has eight ranks from general to specific:
domain, kingdom, phylum, class, order, family, genus, and species.
Figure 21. At each sublevel in the taxonomic classification system, organisms become more similar. Dogs
and wolves are the same species because they can breed and produce viable offspring, but they are
different enough to be classified as different subspecies. (credit “plant”: modification of work by
“berduchwal”/Flickr; credit “insect”: modification of work by Jon Sullivan; credit “fish”: modification of
work by Christian Mehlführer; credit “rabbit”: modification of work by Aidan Wojtas; credit “cat”:
modification of work by Jonathan Lidbeck; credit “fox”: modification of work by Kevin Bacher, NPS; credit
“jackal”: modification of work by Thomas A. Hermann, NBII, USGS; credit “wolf”: modification of work by
Robert Dewar; credit “dog”: modification of work by “digital_image_fan”/Flickr)
Levels in taxonomic classification: At each sublevel in the taxonomic classification

system, organisms become more similar. Dogs and wolves are of the same species
because they can breed and produce viable offspring, but they are different enough
to be classified as different subspecies.
80
Hierarchical models: The taxonomic classification system uses a hierarchical model
to organize living organisms into increasingly specific categories. The common dog,
Canis lupus familiaris, is a subspecies of Canis lupus, which also includes the wolf
and dingo.
Figure 12. The taxonomic classification system uses a hierarchical model to organize living organisms into
increasingly specific categories. The common dog, Canis lupus familiaris, is a subspecies of Canis lupus,
which also includes the wolf and dingo. (credit “dog”: modification of work by Janneke Vreugdenhil )
Hierarchical System: organization from larger to smaller, more-specific categories
The taxonomic classification system (also called the Linnaean system after its
inventor, Carl Linnaeus, a Swedish botanist, zoologist, and physician) uses a
hierarchical model. Moving from the point of origin, the groups become more specific,
until one branch ends as a single species. For example, after the common beginning
of all life, scientists divide organisms into three large categories called domains:
Bacteria, Archaea, and Eukarya. Within each domain is a second category called a
kingdom. After kingdoms, the subsequent categories of increasing specificity are:
phylum, class, order, family, genus, and species.
1. Domain
A domain is the highest (most general) rank of organisms. Linnaeus did invent some
of the taxonomic ranks, but he did not invent the domain rank, which is relatively
new. The term domain wasn’t used until 1990, over 250 years after Linnaeus
developed his classification system in 1735. The three domains of life are Bacteria,
Archaea, and Eukaryota.
81
Archaea are single-celled organisms similar to bacteria; some archaea live in extreme
environments, but others live in mild ones. Eukaryota, or every living thing on earth
that is not a bacterium or archaeon, is more closely related to the domain Archaea
than to Bacteria.
Taxonomic ranks are always capitalized, except for species. This allows people to
differentiate between bacteria (the organisms; could refer to all bacteria or just two
specific bacteria) and Bacteria (the domain, which includes all bacteria).
2. Kingdom
Before domains were introduced, kingdom was the highest taxonomic rank. In the
past, the different kingdoms were Animalia, Plantae, Fungi, Protista, Archaea, and
Bacteria (Archaea and Bacteria were sometimes grouped into one kingdom, Monera).
However, some of these groupings, such as Protista, are not very accurate. Protista
includes all eukaryotic organisms that are not animals, plants, or fungi, but some of
these organisms are not very closely related to one another. There is no set agreement
on the kingdom classification, and some researchers have abandoned it altogether.
Currently, it continues to be revised; in 2015 researchers suggested splitting Protista
into two new kingdoms, Protozoa and Chromista.
3. Phylum
Phylum (plural: phyla) is the next rank after kingdom; it is more specific than
kingdom, but less specific than class. There are 35 phyla in the kingdom Animalia,
including Chordata (all organisms with a dorsal nerve cord), Porifera (sponges), and
Arthropoda (arthropods).
4. Class
Class was the most general rank proposed by Linnaeus; phyla were not introduced
until the 19th Century. There are 108 different classes in the kingdom Animalia,
including Mammalia (mammals), Aves (birds), and Reptilia (reptiles), among many
others. The classes of Animalia that Linnaeus proposed are similar to the ones used
today, but Linnaeus’ classes of plants were based on attributes like the arrangement
of flowers rather than relatedness. Today’s classes of plants are different than the
ones Linnaeus used, and classes are not frequently used in botany.
5. Order
Order is more specific than class. Some of Linnaeus’ orders are still used today, such
as Lepidoptera (the order of butterflies and moths). There are between 19-26 orders
of Mammalia, depending on how organisms are classified—sources differ. Some
orders of Mammalia are Primates, Cetaceans (whales, dolphins, and porpoises),
Carnivora (large carnivores/omnivores), and Chiroptera (bats).
6. Family
Family is, in turn, more specific. Some families in the order Carnivora, for example,
are Canidae (dogs, wolves, foxes), Felidae (cats), Mephitidae (skunks), and Ursidae
(bears). There are 12 total families in the order Carnivora.
82
7. Genus
Genus (plural: genera) is even more specific than family. It is the first part of an
organism’s scientific name using binomial nomenclature; the second part is the
species name. An organism’s scientific name is always italicized, and the genus name
is capitalized while the species name is not. Genus and species are the only
taxonomic ranks that are italicized. The scientific name for humans is Homo sapiens.
Homo is the genus name, while sapiens is the species name. All other species in the
genus Homo are extinct. Some were ancestral to humans, such as Homo erectus.
Others lived at the same time, were closely related, and interbred with Homo sapiens,
such as Homo neanderthalensis, the Neanderthals.
8. Species
Species is the most specific major taxonomic rank; species are sometimes divided
into subspecies, but not all species have multiple forms that are different enough to
be called subspecies. There are an estimated 8.7 million different species of
organisms on Earth, but the vast majority have yet to be discovered and categorized.
While each genus name is unique, the same species names can be used for different
organisms. For example, Ursus americanus is the American black bear, while Bufo
americanus is the American toad. The species name is always italicized, but never
capitalized. It is the only taxonomic rank that is not capitalized. In scientific articles
where the species name is used many times, it is abbreviated after the first full use
by using just the first letter of the genus name along with the full species name.
Homo sapiens is abbreviated to H. sapiens.
Examples of Taxonomy:
The Scientific Classification of Humans is as follows:

Domain: Eukaryota
Kingdom: Animalia
Phylum: Chordata
Class: Mammalia
Order: Primates
Family: Hominidae
Genus: Homo
Species: sapiens
83
84
Classification of Cheetah
What’s More
Direction: Choose the letter of the correct answer.
1. Which taxonomic rank is more specific than order, but less specific than genus?
A. Species B. Family
B. C. Class D. Domain
2. What is the scientific name for humans?
A. Homo habilus B. Homo erectus
C. Homo sapiens D. Homo sapiens
3. Why is taxonomic classification used?
A. It allows each species to be uniquely identified.
B. It gives us an idea of how closely two organisms are related.
C. It has been unnecessary to change taxonomy since Linnaeus invented it
in the 18th Century.
D. Choices A and B
4. Which of the following is the highest level of classification?
A. order B. genus
C. family D. species
5. Newly discovered species are given ___________________ designations.
A. genus and species B. binomen
C. Latin name D. all of the choices
85
What I What I Have Learned
Direction: Generalize the lesson by completing the table below. Draw the table in a
separate sheet of paper, then write your answers.
DOMAIN Eukaryota Eukarya 8. Eukarya

KINGDOM 1. Animalia Animalia
PHYLUM Chordata 5. Chordata
CLASS 2. Mamalia Mamalia
ORDER Primates 6. Carnivora
FAMILY 3. Felidae 9.
GENUS Homo 7. Canis
SPECIES 4. Panthera pardus 10.
What I Can Do
Direction: Create a model of any classification of living things you want. You may use any
materials you wish (wood, paper, etc.). Choose your materials carefully by considering if
it is environment friendly and build it in advance to make sure it is sturdy. Your model
should be displayed. Be as accurate as possible. You may also use different colors for
different label in classifying. You can research using the internet. BE CREATIVE! Submit
your output with your name and section.
You will be graded based on the rubric below.
Excellent Very Not

(5) Good Good Fair Negligible evident
Criterion (4) (3) (2) (1) (0)
Model portrays
classification of
living things
Creativity
Appearance of Model
Timeliness
/Neatness
86
Assessment
Direction: Read the sentences below and choose the letter of the correct answer.
1. The process of grouping things based on their similarities (shared characteristics)

is called __________________.
A. Taxidermy B. Taxonomy
C. Pachidermy D. Taxis
2. The first person to have created a classification system for living organisms was
_______________.
A. Carolus Linneaus B. Leonardo Da Vinci
C. Pliny the Elder D. Aristotle
3. The correct term for a "two-part naming system" is ______________________.
A. Taxonomy B. Binomial nomenclature
C. Genus and species D. Latinized words
4. Which of the following people gave us the classification system that we still use
today?
A. Carolus Linneaus B. Leonardo Da Vinci
C. Pliny the Elder D. Aristotle
5. Which part of a scientific name can be descriptive (color, where it is found, etc)?
A. The genus B. The species
C. They both can D. Neither - scientists aren't supposed to do that!
6. With the earliest classification system, organisms were classified into which of
the following groups?
A. If they flew or not
B. If they flew or were in water
C. If they flew or were in water or were on land
D. If they flew or were in water or were in land (walk, run, or crawl)
7. The correct sequence for the seven levels of classification is ____________________.
A. Kingdom-Phylum-Order-Class-Family-Genus-Species
B. Kingdom-Phylum-Family-Class-Order-Genus-Species
C. Kingdom-Class-Family-Phylum-Order-Genus-Species
D. Kingdom-Phylum-Class-Order-Family-Genus-Species
8. Which level of Classification is the most general category?
A. Kingdom B. Genus
C. Phylum D. Order
87
9. A bear is classified as the following: Animalia, Chordata, Mammalia, Carnivora,
Ursidae, Ursus, americanus. Which one is the Order?
A. Ursidae B. Carnivora
C. Chordata D. Americanus
10. In a classification system, organisms are classified based on __________________.
A. Similar behaviors B. Similar morphology
C. Similar ancestry D. All of the above
Direction: Complete the following sentences and answer the questions using your
notes.
1. What is the name of the family that humans are classified in? _______________
2. Taxonomists use an organism’s evolutionary history or _________________ to
determine what other organisms it is closely related to.
3. There are 8 taxonomic groups used for the classification of living things,
starting with the largest or broadest group, ______________________.
4. Into what smaller groups does “class” get broken down? _____________________
5. What group gets broken down into “families”? _______________________________
88
Answer Key
LESSON 1
89
References
Boyden, Carrie. “Classifying Living Things.” BetterLesson. BetterLesson, July 29,
2015.
https://betterlesson.com/lesson/639486/classifying-living-things.
Doubtnut. “Why Are Living Organisms Classified?” doubtnut. Doubtnut.

Accessed April 23, 2021.
https://www.doubtnut.com/question-answer-biology/why-are-living-
organismsclassified52329716.
Editors, BD. “Taxonomy.” Biology Dictionary, April 29, 2017.

https://biologydictionary.net/taxonomy/.
“Encyclopedia of Biodiversity.” ScienceDirect. Accessed April 23, 2021.

https://www.sciencedirect.com/referencework/9780123847201/encyclo
pedia-of-biodiversity.
“Environmental Registry of Ontario.” Accessed April 23, 2021.

https://ero.ontario.ca/notice/0190279/comments/comments.csv?_format=csv.
“Species & Speciation (Article) | Speciation.” Khan Academy. Khan

Academy. Accessed April 23, 2021. https://www.khanacademy.org/science/ap-
biology/natural-
selection/speciation/a/speciesspeciation#:~:text=According%20to%20the%20mo
st%20widely,to%20produce%20viable%2C%20fert
ile%20offspring.&text=For%20example%2C%20when%20a%20female,produ
ce%20hybrid%20of fspring%20called%20mules.
“2.1 Species Concepts.” 2020. July 25, 2020.

https://bio.libretexts.org/@go/page/35629.
“Find My Pictures Folder and My Pictures That Disappeared.” Microsoft

Community. Accessed April 23, 2021.
https://answers.microsoft.com/enus/windows/forum/windows_7-pictures/find-
my-pictures-folder-and-my-picturesthat/bba56a05-9426-4e30-a697-dfb0f22bcbbb.
“Home.” Digital Atlas of Ancient Life. Accessed April 23, 2021.

https://www.digitalatlasofancientlife.org/learn/evolution/species-and-
speciesconcepts/.
tes.isdschools.org/hs_science_remote_learning_resources/useruploads/biology/T
hur sday,%20April%209_Harrison_Gearhart_Rauscher_Bolick_Biology.pdf
“Taxonomy.” Encyclopædia Britannica. Encyclopædia Britannica, inc. Accessed

April 23, 2021. https://www.britannica.com/science/taxonomy.
90
For inquiries or feedback, please write or call:
Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)
Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
Email Address: bataan@deped.gov.ph
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Pre-tests are provided to measure your prior knowledge on lessons in each

Published by the Department of Education

JUNIOR HS MODULE DEVELOPMENT TEAM

Author :Mar P. Arizala and Joan A. Beltran

DIVISION MANAGEMENT TEAM:

Printed in the Philippines byDepartment of Education – Schools Division of Bataan

After this module, you are expected to learn the following:

1 The Digestive System

DIRECTIONS:Rearrange the jumbled letters based on the given meaning. Write

1. AONRG SMYTES - ______________________________________

down that refer to digestive system.

The digestive system is responsible for the processing and uptake of

• Chemical Digestion is the chemical breakdown of large, complex food

Figure 1. The Organs of the Digestive System

Table 1 shows the description and functions of the digestive organs.

Table 1. Description and Functions of Digestive Organs

• Narrow muscular organ • Propels food to the

• Mixes and churns food

• The longest and most

• Further breaks down food

• Posterior opening of the • Exit of fecal matter,

Table 2 shows the description and functions of the digestive glands.

Table 2. Description and Functions of Digestive Glands

• Secretes bile which

THE DIGESTIVE PROCESS

DIRECTIONS:Read the selection carefully, then fill-in the missing words to

liquids energy liver digestion mouth waste

chewed swallow food esophagus tongue rectum

saliva pharynx absorbed stomach small intestine

All animals need to eat 1. _____________________ to get 2.

DIRECTIONS: Make a poster showing the importance of digestive system and on

DIRECTIONS:A. Identification.Identify what is being described. Write your

1. It is the final act of digestion, by which organisms eliminate solid, semisolid, or

g. Small a. Secrete digestive

What I Know What’s In What’s New

What I Have Learned Assessment

Bailey, R. (2019, February 14). ThoughtCo. Retrieved from

Browne, D. (2015, February 24). OpenStax CNX. Retrieved from

Lois-Lang, D. (2013, June 28). Hostos College Community. Retrieved from

Published by the Department of Education

JUNIOR HS MODULE DEVELOPMENT TEAM

Author :Catherine A. Dinglasan

DIVISION MANAGEMENT TEAM:

Printed in the Philippines byDepartment of Education – Schools Division of Bataan

After this module, you are expected to learn the following:

1. Which cells undergo cell division?

a. Down Syndrome c. Turner Syndrome

a. I only b. II only c. I and II d. I , II, III

MITOSIS AND MEIOSIS WORD SEARCH

Direction: Complete the words below base on the given meaning.

Of great importance in cell division are chromosomes and chromosome

(one of the two identical parts of the

b. Ahaploidcell, represented by the symbol N contains only one set of

• The chromosomes coil up into rod-shaped structures. The

• The rod-shaped double-stranded chromosomes (2N=4) arrange

• The chromosomes uncoil.

Meiosis reduces the chromosome number in half. It takes place in plants

METAPHASE I – Each pair of homologous chromosomes attach to a single spindle

ANAPHASE I –One double-stranded chromosome in the pair moves to one pole,

Several drugs may cause breaks or other abnormalities in the chromosomes.

A.Direction: Tell whether the following events occur in :

a. Mitosis b. Meiosis I c. Meiosis II

1. Double – stranded chromosomes move to the poles

__________ _ ___________

_________ _ __________