LM Science 9 Q1

LEARNING MODULE
NOTRE DAME OF MASIAG, INC.

SY 2020-2021
Science
Grade 9
Quarter 1
Name ______________________________________________
Section ______________________________________________
Subject Teacher ______________________________________________
Class Adviser ______________________________________________
FOR PRIVATE USE

In the NOTRE DAME OF MASIAG,INC.
Strictly not for Public Circulation
Foreword to Parents and Students
Welcome to Notre Dame of Masiag, Inc,. Modular Learning Modality for school year 2020-2021. This Module
was prepared for use in the Archdiocesan Notre Dame Schools of Cotabato (ANDSC) system. Whenever necessary and
appropriate, the Subject Teacher made some revisions in order to best suit the needs of your particular school.
This set of Modules will be used with an accompanying official textbook available for sale or rental from the
school. For the schools that does not use a textbook, the subject teacher will provide another set of texts or excerpts that
will serve as Substitute of the textbook, which is called Appendix Text. On a regular basis, the student will be directed to
do some activities in his/her Activity/Assessment Notebook. Make sure you have these 3 sets of Materials for your
classes: 1) Modules; 2) Textbook or Appendix Texts; and 3) Activity/Assessment Notebook.
For our Blended Learning, the school will use online technologies to support our Modular Learning Delivery: the
use of online classrooms, links, video presentations, social media, emails, live calls, webinars, etc. Furthermore, the
students are highly encouraged to find supplementary ways of learning like reading materials, multimedia, online
resources, and the aid of the people in the homes. It goes without saying that the parents are the best partners of the school
in the education of their children. Now, more than ever, your children need your support in the delivery of learning.
We are hopeful that despite its few disadvantages, this new approach to education will yield the most for our
students. We also hope that this pandemic will soon end and we can see you face to face. At the beginning of this school
year, may I introduce to you the Vision-Mission and Core Values to be adapted by all the ANDSC schools starting this
school year 2020-2021. Our Module Designers have tried their best to incorporate these treasures in the Modules.
Thank you for choosing Notre Dame.
Rev. Fr. Arnold L. Fuentes, DCC
Director/Superintendent
VISION STATEMENT
Notre Dame of Masiag, Inc., a member of the Archdiocesan Notre Dame Schools of Cotabato, providing quality
education rooted in the gospel values and Marian ideals, envisions to be a center of excellence in the holistic development
of human persons, equipped with knowledge and life-enriching skills who are successful and responsible citizens
contributing to the transformation of society.
MISSION STATEMENT
We commit ourselves to provide innovative programs for dynamic learning experiences in a safe and conducive
environment; foster a culture of peace, understanding and solidarity; develop leadership and exercise social responsibility;
participate in nation building and promote love for country; and collaborate with the local church in its mission of
evangelization.
CORE VALUES – N.O.T.R.E. D.A.M.E.

N Noble A Notre Damean demonstrates high moral principles that embody nobility of character
especially honesty and integrity.
O Obedient A Notre Damean exemplifies fidelity to God and loyalty to country; follows school policies,
rules and regulations; and practices desirable family values.
T Transformed A Notre Damean displays positive disposition in life and an acceptable level of self-confidence
and maturity, and shows capacity for teamwork, collaboration and solidarity.
R Respectful A Notre Damean shows high esteem and regard to oneself, others, the community, country,
nature, environment, and other faiths and cultures.
E Enlightened A Notre Damean demonstrates academic excellence, critical and reflective thinking, and
guided by one’s conscience, makes good decisions and actions based on wise judgment.
D Disciplined A Notre Damean wills and obliges to do what is right and expected, and exercises self-control in
one’s dealings with the world and others.
A Accountable A Notre Damean displays commitment and responsibility in performing one’s tasks, and shows
leadership capacities and sense of volunteerism and initiative.
M Marian A Notre Damean emulates Mary’s virtues especially faith in God, generosity, humility,
prayerfulness, purity, simplicity, and service.
E Empathetic A Notre Damean shows sensitivity and understanding of the feelings, ideas, beliefs, cultures,
traditions, and experiences of others; and shows compassion, friendship, kindness and
love.
FIRST QUARTER OVERVIEW
The environment is an indispensable source of important raw materials that organisms need to survive.
Light energy is transformed to chemical energy inside the chloroplasts to photosynthetic organisms to produce
glucose and oxygen. In turn, both products are utilized by the mitochondria to produce adenosine triphosphate
(ATP) and carbon dioxide, enter and exit an organism’s body through the respiratory system and are transported
to various organs via the circulatory system. The production of energy in the form of ATP supplies the needed
fuel for an organism, not only to grow and develop, but also more importantly, to reproduce which is
accompanied by the transfer of genetic information. The transmission of characteristics from parents to
offspring helps ensure the survival of the same species and create variability and biodiversity among organisms.
In this quarter, Lesson 1 scrutinize the close interaction between the structures of the respiratory and the
circulatory system, which transport oxygen, nutrients, antibodies, and hormones to the different parts of the
body. Lesson 2 probes one of the most important functions of organisms-the transfer of genetic information
from parents to offspring. Lesson 3 describes the importance and conservation of biodiversity, which helps
prevent the extinction of organisms. And lastly, Lesson 4 examines how an organism obtains, utilizes, and
transforms energy from various sources to fuel its activities.
REFERENCES AND WEBSITE LINKS USED IN THIS LESSON:

Josefina Ma. Ferriols-Pavico, Anna Cherylle Morales-Ramos, Aristea V. Bayquen, Angelina A. Silverio, John Donnie A.
Ramos (2018) Exploring Life Through Science Series, Second Edition. Quezon City: Phoenix Publishing House, Inc.
PEAC Module 2017

DepEd Module 2014
Links for Lesson 1:
http://video.about.com/firstaid/How-to-Perform-Hands-Only-CPR.htm
http://kidshealth.org/teen/your_body/body_basics/heart.html#- What the Heart & Circulatory System Do
http://kidshealth.org/teen/your_body/body_basics/heart.html#- Lungs and Respiratory System: What They Do?
http://www.teachertube.com/viewVideo.php?video_id=256514– Respiratory System (starting at 4:50 mark)
http://sumanasinc.com/webcontent/animations/content/humanheart.html- Blood Flow through the Human Heart
http://www.youtube.com/watch?v=xY60G6_tRM4– Balloon Angioplasty and Heart Disease: Demo Using Balloons
http://www.youtube.com/watch?v=N7nghr9TpSU– Coronary Artery Angioplasty
http://www.youtube.com/watch?v=aKduNgfePLU – Smoking-Induced Pneumonia
http://www.nlm.nih.gov/medlineplus/ency/patientinstructions/000094.htm- Being Active When You Have Heart Disease
http://www.dailymail.co.uk/health/article-2262441/Exercise-Yes-CAN-fit-good-Why-exercise-harmful-heart.html- Yes,
You Can Be Too Fit For Your Own Good: Why Exercise May Be Harmful to the Heart Disease
http://www.glencoe.com/sites/common assets/health fitness/gln
health_fitness_zone/pdf/heart_rate_monitor_activities/the_heart/the_heart_activity_2.pdf
Links for Lesson 2:
http://www.wiley.com/college/test/0471787159/biology_basics/animations/mendelianInheritance.swf-
Mendelian Inheritance
http://www.course- notes.org/Biology/Outlines/Chapter_15_The_Chromosomal_Basis_of_Inheritance-
Chromosomal Basis of Inheritance
http://www.tutorvista.com/content/biology/biology-iii/heredity-and-variation/chromosome-theory-inheritance.p
hp- Chromosome Theory of Inheritance
http://www.pbslearningmedia.org/asset/tdc02_int_hglandmarks/- Chromosome Viewer
http://anthro.palomar.edu/mendel/mendel_3.htm- Non-Mendelian patterns of inheritance
http://www.biologycorner.com/bio2/genetics/notes_incomplete_dominance.html- Incomplete Dominance and
Codominance
http://evolution.about.com/od/Evolution-Glossary/g/Multiple-Alleles.htm- Multiple Alleles
http://learn.genetics.utah.edu/content/chromosomes/typesauto/- Autosomal DNA
http://learn.genetics.utah.edu/content/chromosomes/typesx/- X chromosome DNA
http://learn.genetics.utah.edu/content/chromosomes/typesy/- Y chromosome DNA
http://anthro.palomar.edu/biobasis/bio_4.htm
http://ghr.nlm.nih.gov/handbook/inheritance/inheritancepatterns- What are the different ways in which a genetic
condition can be inherited?
http://ghr.nlm.nih.gov/handbook/inheritance/riskassessment- If a genetic disorder runs in my family, what are
the chances that my children will have the condition?
http://learn.genetics.utah.edu/content/variation/sources/- Sources of Variation
http://www.nps.gov/plants/restore/pubs/restgene/1.htm- Why is Genetic Diversity Important?
Links for Lesson

3:http://mea.denr.gov.ph/index.php?option=com_content&view=article&id=113&Itemid=205– Philippine
Biodiversity: Status and Threats
http://tdcms.ket.org/knh/biothreelevels.html- Three Levels of Biodiversity
http://cmsdata.iucn.org/downloads/species_extinction_05_2007.pdf- Species Extinction - TheFacts
http://www.haribon.org.ph/- Official website of Haribon Foundation
http://www.natureconservancy.ca/en/where-we-work/british-columbia/stories/de-extinction-or-conservation.htm
l- De-extinction or nature conservation?
http://www.conservation.org/about/pages/about_us.aspx- Conservation International
Links for Lesson 4:

Researchers Find Evidence of Photosynthesis-like Process in Aphids. N.p., n.d.
http://phys.org/news/2012-08-evidencephotosynthesis-like-aphids.html. 4 Feb.2014
“Assignment Photosynthesis Video”. How Stuff Works.
http://science.howstuffworks.com/life/29603-assignment- discoveryphotosynthesis-video.htm. 4 February 2014.
http://dsc.discovery.com/tv-shows/other-shows/videos/assignment-discovery-shorts-06-07-07-08-cellularrespira
tion.htm
Keener, Jim. “Bacteria”. n.p. 3 Feb 2003.

http://www.redcolony.com/art.php?id=0302030#Jim_Keener's_Terraforming_Method. 7 Feb 2014.
Dr. Katherine Harris (2008). Cellular Respiration Tutorials. Retrieved on November 2013 from
http://www.hartnell.edu/tutorials/biology/cellularrespiration.html
DEFINITION OF TERMS:
Adenosine Triphospate (ATP) - compound that stores energy in the cell
algae - a very large and diverse group of simple, typically autotrophic organisms, ranging from unicellular to multicellular
forms, such as the giant kelp, that may grow up to 50 meters in length.
allele –a different form of a gene that controls a certain trait.
alveoli – air sacs found at the end of bronchioles, site of gas exchange
aortic valve – flap of tissue found in the aorta, prevents blood from returning to the left ventricle
arteries – blood vessels that carry blood away from the heart
arteriosclerosis – a condition where plaque deposits result to narrowed blood vessels, usually associated with
hypertension
asthma– constricted/narrowed airways caused by allergens or physical activity
atrium – the upper chamber of the heart that receives blood coming in from the veins
autosome - a chromosome that is not directly involved in determining sex; not a sex chromosome
autotrophs - organisms that can make their own food.
biodiversity -refers to the variety of life in an area
bronchi – major airways that branch from the trachea to the left and right lungs
Calvin Cycle -name given to the cycle of dark reaction in photosynthesis
capillaries – smallest blood vessels which allow gas exchange or diffusion of nutrients/wastes into and out of the tissues
cardiopulmonary resuscitation (CPR) – an emergency medical procedure meant to allow the heart and the lungs to
function properly through chest compressions
carrying capacity - number of organisms of one species that an environment can support.
Catabolism – a form of metabolism by which complex substances are broken down to simpler substances. Usually,
energy is liberated during the process.
Cellular Respiration -catabolic process pathways of aerobic and anaerobic respiration, which break
chamber – the empty space of the heart where blood is contained
chest cavity – a hollow space in the body enclosed by the ribs between the diaphragm and the neck and containing the
lungs and heart
chlorophyll – green pigment in the chloroplast of photosynthetic organisms that captures light energy
chloroplast – a eukaryotic organelle that are usually found in plants and algae. This organelle enables organisms to
manufacture their own food through photosynthesis.
chromosome - a structure carrying genetic material, found in the nucleus of eukaryotic cells
chromosome theory of inheritance - a basic principle in biology stating that genes are located on chromosomes and that
the behavior of chromosomes during meiosis accounts for inheritance patterns.
chronic disease - any illness that is prolonged in duration, does not often resolve suddenly, and is rarely treated
completely
codominance -the situation in which the phenotypes of both alleles are exhibited in the heterozygote because both alleles
affect the phenotype in separate, distinguishable ways
continuous variation - variation within a population in which a graded series of intermediate phenotypes falls between
the extremes
cristae - inner folded membrane of the mitochondrion
deforestation - removing or clearing of a forest to include the cutting of all trees, mostly for agricultural or urban use
deoxyribonucleic acid, DNA - double-stranded, helical nucleic acid molecule consisting of nucleotide monomers with a
deoxyribose sugar and the nitrogenous bases adenine, cytosine, thymine, and guanine
diaphragm– a large flat muscle that separates the lungs from the stomach area and that is used in breathing
emphysema – a type of pulmonary disease involving damage to the air sacs
endangered species - a species in which the number of individuals falls so low that extinction is possible
eukaryotic – type of cell that contains internal membrane structures. This characterizes all plants, animals, protists, and
fungi.
eutrophication - the process by which a body of water becomes enriched in dissolved nutrients (such as phosphates) that
stimulate the growth of aquatic plant, life usually resulting in the depletion of dissolved oxygen
gamete - are reproductive cells that unite during sexual reproduction to form a new cell called zygote.
gene a discrete unit of hereditary information consisting of a specific nucleotide sequence in DNA or RNA
genotype - the genetic make-up, or set of alleles, of an organism
guard cell - specialized epidermal cell that controls the opening and closing of the stomata by responding to the changes
in water pressure
heterotrophs -organisms that cannot make food
hypertension – also known as high blood pressure, pertains to blood pressure with a value higher than 135/85 mmHg
incomplete dominance- a form of intermediate inheritance in which one allele for a specific trait is not completely
dominant over the other allele
Light Reaction - stage/phase of photosynthesis that require light
Limiting factor - environmental conditions that keep a population from over increasing in size and thus help balance
ecosystems
membrane bound organelles.
metabolism – is any chemical reaction that is happening inside a living system. Usually, this is driven by various enzymes
and ATP.
mitochondrial inheritance - the transmission of the mitochondrial genome from mother to child
mitochondrion - organelle that serves as site for cellular respiration
Multiple Alleles –when more than two alleles control the inheritance of a character.
phenotype -the physical and physiological traits of an organism, which are determined by its genetic make-up
photosynthesis – is the process by which autotrophs manufacture their own food with the use of inorganic sources in the
presence of sunlight.
pneumonia – a lung condition wherein the alveoli are filled with fluid which leads to poor gas exchange
polygenic inheritance - an additive effect of two or more genes on a single phenotypic character
population - the total number of organisms of the same species inhabiting a place at the same time.
population density - the number of individuals in an area
prokaryotic – is a type of cell that characterizes all bacteria. Organisms with this cell type do not have
pulmonary circulation – movement of oxygen-poor blood from the right ventricle for oxygenation in the lungs
then returned to the left atrium
pulmonary valve – prevents blood pumped by the right ventricle from returning as it moves towards the lungs
Punnett square –the method by which one can determine the possible genotypes and phenotypes when two
parents are crossed
Semi lunar valve – separates the left atrium from the left ventricle, ensures that blood will not return to the
right atrium once in the left ventricle
Sex-influenced traits –traits that are expressed in both sexes but more frequently in one sex than in the other.
Sex-limited traits - that are expressed exclusively in one sex of the species.
Sex-linked traits –traits that are controlled by genes located on the same sex chromosome.
species - A group , of organisms that have certain characteristics in common and are able to interbreed.
systemic circulation – movement of oxygen-rich blood that will be delivered from the left ventricle to the rest
of the body then returned to the right atrium
threatened species - species that have rapidly decreasing numbers of individuals
trachea – cartilaginous tube that serves as the airway connecting the nose and mouth with the bronchi, also
known as windpipe
trait any detectable variant in a genetic character
veins – blood vessels that carry blood towards the heart
ventricles – lower chambers of the heart that receive blood from their corresponding atria; the left is bigger and
thicker compared to the right half
EXPECTED SKILLS:
1. Explain the mechanism on how the respiratory and circulatory systems work together to transport
nutrients, gases, and molecules to and from the different parts of the body
2. Infer how one’s lifestyle can affect the functioning of respiratory and circulatory systems.
3. Describe the location of genes in the chromosomes
4. Explain the different patterns of inheritance
5. Describe biodiversity and its components
6. Explain how natural factors can contribute to biodiversity crisis and species extinction.
7. Relate species extinction to the failure of populations of organisms to adapt abrupt changes in the
environment.
8. Differentiate basic features and importance of photosynthesis and respiration.
9. Describe the parts of organelles involved in photosynthesis and cellular respiration.
10. Describe the process of food making by plants.
11. Describe how stored energy from food is changed to chemical energy for cell use.
12. Identify the factors that affect the rate of photosynthesis and cellular respiration.
13. Design and conduct an investigation to provide evidence that plants can manufacture their own food.
To do well in this module, you need to remember and do the following:
1. Identify and remember the key terms in each lesson. Take note of the examples given.
2. Read and study carefully the resources and online links.
3. Answer all questions and exercises as best as you can.
4. Read the instructions carefully before starting anything.
5. Look up the meaning of words that you do not know.
6. You will frequently come across process questions as you go through different lessons. Keep a notebook
(or use the Notepad) where you can write (and revise) your answers to these questions. Use also the
notebook to jot down short notes, draw diagrams, and summarize what you have just read.
7. Allow time for relaxation and recreation when you are mentally tired. Make a time table to schedule
your study and recreation.
Concept Map of the Module:
LESSON 1: RESPIRATORY AND CIRCULATORY SYSTEMS WORKING WITH THE OTHER
ORGAN SYSTEMS
Lesson 2: Heredity: Inheritance and Variation
Genes and Chromosomes
Heredity: Inheritance and Patterns and Inheritance

Variation
Genetic Variation and

Adaptation
Lesson 3: Biodiversity and Evolution

Factors that Affect the
Survival of Population
Natural and
Biodiversity and
Anthropogenic Causes of
Evolution
Extinction
Preventing Extinction
Lesson 4: Flow of Energy and Life Processes in Ecosystems
LESSON 1: RESPIRATORY AND CIRCULATORY SYSTEMS WORKING WITH THE OTHER ORGAN
SYSTEMS
Objectives/Budget Time per Week
Explain the mechanism on how the respiratory and circulatory systems work together to transport
1 week
nutrients, gases, and molecules to and from the different parts of the body
Infer how one’s lifestyle can affect the functioning of respiratory and circulatory systems. 1 week
Introduction:
Your body is a fascinating creation that can carry out incredible tasks and activities. It is like a machine
that is able to function with proper organization of parts and systems. However, our bodies also require proper
care and maintenance. It is just fitting to keep going with a healthy lifestyle to ensure that each part is
maintained appropriately while getting the most out of it.
In the past, you were introduced to the different levels of organizations in the human body and the mechanisms
involved in it.
You have learned that the human body is composed of different systems, which are collections of cells,
tissues, and organs, each of which has a special job that keeps you alive. Whether you eat, play, dance, sing, or
sleep; each part of your organ systems performs particular functions. You also discovered how the digestive
system breaks down food to nourish your whole body.
Now, you will learn how the different structures of the circulatory and respiratory systems work together to
transport oxygen-rich blood and nutrients to the different parts of the body. You will also understand the
prevention, detection, and treatment of diseases affecting the respiratory and circulatory systems.
Respiratory system is made up of the organs in the body that help us to breathe. Just remember that the word
respiration is linked to breathing. Circulatory system is responsible for distributing materials throughout the
body. Take note that circulation means transportation or movement in circles. Both systems are essentially
meant for each other. The common purpose could not be attained without the other system.
PRE-ASSESSMENT
Let’s find out how much you already know about this module. Choose the letter that you think best answers the
question. Please answer all items. Write your answers in your activity/assessment notebook.
1. The force exerted by blood against vessel walls
a. pulse b. blood pressure c. atrium d. calorie
2. When you inhale , your diaphragm
a. Stays the same b. moves up c. moves down d. none of these
3. Risk factors for high blood pressure include all these except
a. excess cholesterol b. obesity c. smoking d. exercise
4. Which of the following is not a respiratory disease?
a. emphysema b. hypertension c. asthma d. SARS
5. The movement of blood through the heart and body is called
a. circulation b. locomotion c. ventriculation d. heart pump
6. The beating sound your heart makes comes from
a. blood going in the wrong direction c. The heart skipping beats
b. valves closing d. Your ears playing tricks on you
7. These are the tubes that carry blood back to the heart
a. arteries b. veins c. pipes d. tubas
8. When you breath in air, you bring oxygen into your lungs and blowout
a. carbon dioxide b. oxygen c. carbon monoxide d. hydrogen
9. Most oxygen in the blood is transported
a. as gas dissolved in plasma c. as carboxyhemoglobin
b. as oxyhemoglobin d. as bicarbonate
10. The nose serves all the following functions except
a. as the initiator of cough reflex c. cleansing the air
b. warming and humidifying the air d. as a passageway for air movement
The Human Breathing System
Breathe in and out. Notice your chest and belly moving and feel the soft air passing from the nose.
Listen to the quiet sounds of breathing in and out. Imagine the air moving from the nose into the throat, through
the air tubes, and into the air sacs. The parts of the respiratory system that are in charge of supplying oxygen are
the nose, nasal passageways, windpipe, lungs, and diaphragm. In the nose and nasal passages, the entering air is
made warm, damp, and clean of unknown particles. Next, the air moves down through the trachea, bronchi,
bronchioles, and alveoli. Trachea is the empty tube that serves as passageway of air into the lungs. Bronchi are
the two branching tubes that connect the trachea to the lungs. Bronchioles are the hair like tubes that connect to
the alveoli. Alveoli are the air sacs that allow gas exchange in the lungs.
Perform the following simple activity to widen your understanding of the human breathing system.
ACTIVITY 1
PART A: What a Bunch of Grapes!
Objective: Identify the key parts of the breathing system
Materials: Bunch of grapes (or any other bunch of fruits or vegetables such as arosep or lato (seaweed),
lanzones, cauliflower, etc.)
Procedure:
1. Hold up the bunch of grapes. Let the bunch of grapes represent the breathing system.
2. Locate the parts of the breathing system: the main stem as the trachea, the large branching stems as the
bronchi, and all the little stems as the bronchioles. The individual grapes are the air sacs or alveoli.
3. One by one, gently take out some of the grapes to expose more of the branching stems
(bronchioles).Observe its structure.
4. Trace the pathway of oxygen using
the “Bunch of Grapes” model. Note that air
moves from the nose (nasal into the alveoli
(air sacs). The air we breathe carries the gas
oxygen. When we breathe, the oxygen goes to
the lungs.
PART B
Objective: Describe the function of each
part of the breathing system
Procedure:
Refer to the diagram, and check your understanding of the breathing system by
labelling each parts and giving its
functions in the box corresponding to the
part.
Figure 2. The human respiratory system

Guide Questions:
Note: Write your answers in
your activity/assessment notebook.
1. What does each part of the “Bunch of
Grapes” model represent, in relation to the
breathing system?
2. How will you describe the pathway of
oxygen in the breathing system?
3. What will happen if one part of the system
fails to carry out its function properly?
The Human Respiratory System

The respiratory system is what allows us to breathe and
exchange carbon dioxide for oxygen. The human
respiratory system is a series of organs responsible for
taking in oxygen and expelling carbon dioxide. The
primary organs of the respiratory system are the lungs,
which carry out this exchange of gases as we breathe.
This chart of the RESPIRATORY SYSTEM shows how

you breathe.
Breathing is the process that brings oxygen in the air into

your lungs and moves oxygen and through your body. Our
lungs remove the oxygen and pass it through our
bloodstream, where it's carried off to the tissues and
organs that allow us to walk, talk, and move.
Our lungs also take carbon dioxide from our blood and release it into the air when we breathe out.
The SINUSES are hollow spaces in the bones of your head. Small openings connect them to the nasal cavity.
The sinuses help to regulate the temperature and humidity of the air your breathe in, as well as to lighten the
bone structure of the head and to give tone to your voice.
The NASAL CAVITY (nose) is the best entrance for outside air into your respiratory system. The hairs that line
the inside wall are part of the air-cleansing system.
Air can also enters through your ORAL CAVITY (mouth), especially if you have a mouth-breathing habit or
your nasal passages may be temporarily blocked.
The ADENOIDS are overgrown lymph tissues at the top of the throat. When your adenoids interfere with your
breathing, they are sometimes removed. The lymph system, consisting of nodes (knots of cells) and connecting
vessels, carries fluid throughout the body. This system helps your body resist infection by filtering out foreign
matter, including germs, and producing cells (lymphocytes) to fight them.
The TONSILS are lymph nodes in the wall of your pharynx. Tonsils are not an important part of the
germ-fighting system of the body. If they become infected, they are sometimes removed.
The PHARYNX (throat) collects incoming air from your nose and passes it downward to your trachea
(windpipe).
The EPIGLOTTIS is a flap of tissue that guards the entrance to your trachea. It closes when anything is
swallowed that should go into the esophagus and stomach.
The LARYNX (voice box) contains your vocal cords. When moving air is breathed in and out, it creates voice
sounds.
The ESOPHAGUS is the passage leading from your mouth and throat to your stomach.
The TRACHEA (windpipe) is the passage leading from your pharynx to the lungs.
The RIBS are bones supporting and protecting your chest cavity. They move a small amount and help the lungs
to expand and contract.
The trachea divides into the two main BRONCHI (tubes), one for each lung. The bronchi, in turn, subdivide
further into bronchioles.
The RIGHT LUNG is divided into three LOBES, or sections.
The left lung is divided into two LOBES.
The PLEURA are the two membranes that surround each lobe of your lungs and separate the lungs from your
chest wall.
The bronchial tubes are lined with CILIA (like very small hairs) that have a wave-like motion. This motion
carries MUCUS (sticky phlegm or liquid) upward and out into the throat, where it is either coughed up or
swallowed. The mucus catches and holds much of the dust, germs, and other unwanted matter that has invaded
your lungs. Your lungs get rid of the mucus through coughing.
The DIAPHRAGM is the strong wall of muscle that separates your chest cavity from your abdominal cavity. By
moving downward, it creates suction to draw in air and expand the lungs.
The smallest section of the bronchi are called BRONCHIOLES, at the end of which are the alveoli (plural of
alveolus).
The ALVEOLI are the very small air sacs that are the destination of air that you breathe in.
The CAPILLARIES are blood vessels that are imbedded in the walls of the alveoli. Blood passes through the
capillaries, brought to them by the PULMONARY ARTERY and taken away by the PULMONARY VEIN.
While in the capillaries, the blood moves carbon dioxide into the alveoli and takes up oxygen from the air in the
alveoli.
Infectious Diseases of the Respiratory Tract

Common Cold
The common cold is a contagious infection of the upper respiratory tract and its usually the result of a
viral infections. Symptoms include sneezing, runny nose because of excessive nasal secretions, congestion, and
mild fever. Preeschool children are at greater risks of getting colds (between 6-12 times a year) while adults
typically acquire colds between two to four times anually. Colds does not have a cure but its symptoms can be
relieved by talking enough rest and drinking lots of fluids. The disease usually runs its course for about a week.
It is advisable to seek treatment if the colds last for more than a week.
Influenza
Influenza or flu is a contagious illness caused by several influenza viruses. Patients experience chills,
fever, severe headache, muscular pains, runny nose, and general discomfort. Although symptoms are similar
with the common cold, influenza is a more severe disease which can even lead to pneumonia and, for older
people and children death Influenza can spread globally and seasonal epidemic with severe cases of three to five
million and about 250 000 to 500 000 yearly deaths. Several new strains of flu viruses had emerged recently as
a result of mutation. These include Influenza A(H1N1), which cause a worlwide pandemic and affected millions
in June 2009. In the philippines, A(H1N1) cases reached 3 207, causing 9 deaths the pandemic lead to the
shutdown of many schools with infected students (DOH), July 30, 2009). Vaccinations and antiviral drugs are
available in some countries.
Pheunomia
Pneumonia refers to any infection of the lungs caused by bacteria, virus, fungi, or protozoa in rare
conditions. Its symptoms include fever, chest pain, fluid in the lungs, and difficulty in breathing. The disease
causes inflamation of the lungs air sacs or alveoli, which become field pus for fluid. Since pneumonia can
resemble the common cld or flu, it can easily be overlooked. Bacterial pneumonia lead to severe symptoms that
last longer than usual and likely can caused if left untreated. Chest x-rays accompanied and sputum tests can
confirm the type of pneumonia. The general treatment includes taking all the prescride medications and
participating in follow-up care. Individuals with compromized immune systems, such as those those Acquired
Immunodeficiency Syndrome (AIDS), can commonly suffer a protozoan infection known as pneumocystis
pneumonia.
Tuberculosis
The World Health Organization (WHO) reports that 8 million people develope tuberculosis (TB) while
about 2 million die from it each year. Approximately one-third of our world’s population is infected with this
disease. Abot eighty-two percent of all the TB cases in the world is accounted to the 22 countries, philippines
included, who are identified as ‘high-burden counties’in terms of incedence and prevalence.incidence refers to
the number of new cases with TB in a population within a particular 2011, the philippines 260,000 incidence
cases, 460,000 prevalence cases, and 28,000 deaths from the disease.(TB Facts estimated WHO statistics for TB
in high-burden countries 2011 ).
Tuberculosis is caused by the bacteria Mycobacterium Tuberculosis, which can spread via respiration droplets
through coughing, sneezing, or spitting phlegm. In general you need a long exposure before before becoming
infected. Inside the lungs the bacteria form small lump-like lesions called tubercles. Known to commonly affect
lungs, TB can also spread to other parts of the body such as the bones, joints, uninary track, and the central
nervous system. These cases are known as extra-pulmonary TB, symptoms of a person with active TB include a
bad cough lasting for three weeks or more, discolored or bloody sputum, weight loss, weakness or fatigue,
slight fever (usuall in the afternoon), night sweats, loss of appetite and pain when breathing or coughing. Skin
test, sputum test, and the chest x-rays can confirm if one has the disease,. Tuberculosis is a curable disease. One
takes several antibiotic for atleast six months. If not given proper medical attention. TB can lead to death.
Respiratory Disorders
Asthma
Asthma is a chronic and allergic condition that makes the breathing airways narrow and swollen, and
causes them to produce extra mucus. Asthmatic individual experience recuring periods of breathing difficulties,
wheezing while exhaling and inhaling, shortness of breath and coughing. The exact cause is unknown but
several factors or allergens help trigger asthmatic attack.
Bronchitis
Bronchitis is the inflammation or swelling of the breathing passages (bronchial tubes), the pathway
between the nose and the lungs. The disease is often caused by viral lung infection but can also be triggered by
industrial polutants and tobacco smoke. The small passageways of air and its lining may become inflamed,
infected, narrower, and clogged by mucus. People suffering from bronchitis have difficulty breathing and cough
with phlegm. The disease comes is two forms-acute and chronic. Acute bronchitis occurs when a patient
experiences a nagging cough that last for 1 to 3 weeks. If this conditions for a long period of time, as in three
months or more, and happens in two consecutive years it becomes chronic bronchitis, which can lead to the
scaring of the brochial tubes, the production of excessive mucus, and the infection from the micro organism.
Acute bronchitis can be treated with sufficient rest and drinking enough fluids. Chronic condition accompanies
by cough for more than three weeks must be given proper medical attention.
Emphysema
Emphysema is a long-term disease of the lungs caused by prolonged exposure to respiratory irritants like
tobacco chemicals and air polutants such as factory fumes or coal. This polmunary disease damages the alveoli
of the lungs as well as the breathing passages.as a patient inhales air, the air sacs expand, break and are damage,
forming as scar tissue. The alveoli turn into large, irregular pockets with holes in the, making them less elastic
and inefficient.
COPD
COPD stands for Chronic Obstructive Pulmonary Disease. The term is associated with a group of lung
diseases: emphysema. Asthma, and chronic bronchitis. Patients experince a progressive and long term
obstruction of airflow that makes breathing difficult. COPD is preventable since its most common cause is
smoking (including second-hand smoke). Pulmonary infections can be slowed down using antibiotics, but no
cure will be available if emphysema sets in.
Lung Cancer
Lung cancer is one of the causes of leading cancer-related deaths among men and women. It can be
acquired through the long-term exposure to tobacco smoke. Smoking allown more than 70 cancer-causing
chemicals to enter our body. These “carcinogenic” chemicals can cause the uncontrol groeth of malignant cells
called tumors, which may take up the space in the lungs use for gas exchange if left untreated, the cancer cells
can migrate or metastasize to other part of the body. The most common symptoms of lung cancer are coughing
(with blood), mucus production, weight loss, shortness of breath, blockage of airways. Unfortunately, lung
cancer is rarely detected early. Treatments include the removal of damage part, chemotherapy, and radiation.
Survival rates fore lung cancer patient remain low.
Activity 2: Bottled Balloons

Objectives: Explain how the lungs work
Describe how the movement of the diaphragm helps the air go in and out of the
lungs
Materials: 1 two-litre empty plastic bottle
1 sturdy straw
1 pair of scissors
3 balloons (1 big, 2 small)
5 rubber bands
Procedure:
1. Using a pair of scissors, cut the bottom out of the 2-liter plastic bottle.
2. Create two holes that are apart from each other in the cap of the plastic bottle. Make sure that each hole
is just big enough for a straw to fit through.
3. Stick the two straws through the two holes of the bottle cap.
4. Place one balloon on the end of each straw, and secure them with rubber bands, as shown in the figure
below.
Figure 3. The two straws with the balloons are inserted into the plastic bottle cap.
5. Stick the balloon ends of the straws through the bottle opening and screw the lid on tightly.
6. Stretch out the larger balloon and place it over the open bottom of the bottle. Secure it with the rubber
band as tightly as possible. Refer to the diagram of the finished lung model below.
Figure 4. A constructed model of the human chest cavity
7. Pull the larger balloon down; that is, away from the bottle, in order to blow up the two small balloons.
8. Push the larger balloon towards the bottle in order to let the air out of the two small balloons.
9. Write down your observations.
Guide Questions:
Note: Write your answers in your activity/assessment notebook.
1. What does each part of the constructed lung model represent?
2. What happens as you pull down the balloon at the bottom of the model?
3. What happens as you push up the balloon?
4. How does the movement of the diaphragm cause the air to go in and out of the lungs?
5. What might happen if you prick the balloon?
End of Explore
You just tried finding out how the respiratory works.
What you will learn in the next sections will also enable you to do the final project which involves presenting
healthy habits that promote care for the heart and lungs.
Let’s start gathering information by proceeding to the next part.

Let’s continue this module by gathering your thoughts about the processes involved in the circulatory and
respiratory systems. Your goal in this section is to learn and understand the efficient transport of blood carrying
oxygen and other nutrients. You will determine and relate the different factors that are at work during their
formation.
Have you heard of CPR?
If not, it stands for Cardio Pulmonary Resuscitation. It is an
emergency technique that has been developed to allow trained
individuals to revive patients or victims who are close to dying or
have lost consciousness. This technique zeroes in on “bringing
back to life” the heart and the lungs; the Latin word cardio refers
to the heart, while pulmo refers to the lungs. The fact that these
two organs had to be revived would indicate that they perform
vital roles for us. Do they need to work together that’s why they should be revived simultaneously? The heart
pumps blood throughout the body, while the lungs are in charge of getting gases like oxygen and carbon dioxide
moving in and out of our bodies. Why is it important to continuously receive oxygen? Why must blood be
pumped nonstop in our bodies? How can nutrients flow well in the body?
For those who have internet connection, follow this link:

http://video.about.com/firstaid/How-to-Perform-Hands-Only-CPR.htm in order to have a better idea of what
CPR is about and how it can turn around potentially life-threatening situations.
Process Questions:
1. What ideas on CPR did you learn?
2. How can CPR help in making nutrients flow well in the body?
Process Questions:
1. Why is it important that the heart and lungs are kept healthy?
2. Do you think the heart and lungs should work together when they perform their functions? Why?
3. How can nutrients flow well in the body?
Be sure to take note of the important terms that you will encounter.
What are the terms that you gathered? Do the terms sound familiar? What can help you more easily
remember these terms? Look back at your notes and try to cluster related concepts.
End of Firm-Up
In this section, the discussion was all about the processes involved as the respiratory and circulatory
systems perform their functions. Now that you know the important ideas about this topic, let’s go deeper by
moving on to the next section.
Cardiovascular disease (CVD or heart-related condition) is said to be

the number one cause of death among Filipinos. Closely coming in at
second is smoking. Do you know someone who may have a heart
condition, hypertension, or a health concern related to the circulatory
or respiratory system? The statistics provided by the Department of
Health (DOH) as well as the World Health Organization (WHO) show
that 30% of deaths in the country are due to a combination of heart and
lung conditions. This is definitely a growing concern in the country as
the number of Filipinos with such health issues continues to grow and
affect even the younger members of the population. With the serious
consequences that it can bring, have you paid attention to how such
conditions develop? Have you considered the likelihood that you and
your family can be predisposed to it? Have you ever thought of finding a way to avoid these health problems?
Your goal in this section is to take a closer look at formation and development of these conditions. You
will determine and relate the different factors that are at work during their formation
The circulatory system
The circulatory system is made up of blood vessels

that carry blood away from and towards the heart.
Arteries carry blood away from the heart and veins
carry blood back to the heart. The circulatory
system carries oxygen, nutrients, and hormones to
cells, and removes waste products, like carbon dioxide.
The circulatory system consists of three independent

systems that work together:
the heart (cardiovascular), lungs (pulmonary),
and arteries, veins, coronary and portal
vessels (systemic). The system is responsible for the
flow of blood, nutrients, oxygen and other gases, and as well as hormones to and from cells.
ACTIVITY 3: PICTURE ANALYSIS

Using the pictures found below, infer the likely consequences of these sample
circulatory and respiratory conditions.
Atherosclerosis – build up of plaque inside the blood vessels
Bronchitis – involves swelling of bronchioles as well as mucus build up in the alveoli
Process Questions:
1. Why is it important that the heart and lungs are kept healthy?
2. Do you think the heart and lungs should work together when they perform their functions? Why?
3. How can nutrients flow well in the body?
Activity 4: What’s the Word?
This activity that you will perform is a variation of a famous application game, known as “Four Pics –
One Word.” Use your analytical thinking in answering each set of puzzles.
Objective: Infer how one’s lifestyle can affect the functioning of the respiratory and circulatory systems
Procedure: All four pictures in each given set depict negative ways of living. They are connected by one
common word that indicates the effect of one’s lifestyle on the functioning of the respiratory and circulatory
systems. The expected answers are illnesses that are brought about by the negative lifestyles.
Write your answers in your activity/assessment notebook.
1. What’s the word
A_ _ _ _A
2.
What’s the word
H_ _ _ _ _ _ _ _ _ _N
3
What’s the
word
A_ _ _ _A
Guide Questions:
1. What idea is common in each set of pictures?
2. What are the negative lifestyles that are depicted in the pictures?
3. How can lifestyle affect the functioning of the respiratory and circulatory systems?
4. How can these negative lifestyles be changed?
5. What might happen if a person goes on with a negative lifestyle such as what was seen in the activity?
ACTIVITY 6: SMOKING-INDUCED PNEUMONIA
After reading the risk from smoking, show your

understanding of how certain respiratory conditions
caused by smoking may affect gas exchange.
For those who have internet connections, view the

link below to watch the video:
http://www.youtube.com/watch?v=aKduNgfePLU –
Smoking-Induced Pneumonia
After watching, try to find the answers to the
following questions:
Note: Write your answers in your activity/assessment
notebook.
1. How would you describe pneumonia?
2. How does it affect the gases present in the
lungs? What might disrupt the free flow of
substances, like oxygen and carbon dioxide, in the
body?
Exercise 1
Obtain the respiratory and pulse rates of your family members after jogging around your house for 10 minutes,
tabulate and make a graph of the data. Give your observations regarding the relationship of these data.
Age of Family Member Pulse Rate for 1 minute
Rubric scoring guide for Exercise 1

3 pts: Data was plotted using the appropriate graph and the written observation was clear and correct.
2 pts: Data was plotted using the appropriate graph; the written observation was incorrect.
1 pt: Data was plotted using the appropriate graph, no observation given.
0 pt: Data was plotted using the wrong graph and no observation was given.
ACTIVITY 7: ARTICLE READING: Exercise is not Always Good.

People have the tendency to join the bandwagon, whether it’s cellular phones, social networking sites, food
supplements, or even the choice of a college program. This does not exclude even joining fun runs or doing
exercises. It’s not unusual to see people - specially the elderly - pushing themselves to do strenuous exercises,
which could unfortunately, do more harm to their bodies than good. Why is this so? The reason for this is that
we have always associated exercise with healthy living.
Read this article to discover how exercise can possibly have adverse effects on some people.
Yes, you can be too fit for your own good: Why exercise may be harmful to the heart
BBC presenter Andrew Marr’s stroke has caused surprise not just because of his age — he is only 53 — but
also because, as a keen long-distance runner, he is so fit. But surprising new evidence suggests that exercise
may not always protect you against ill health – and may even be harmful to the hearts of some people.
A study just published in the journal PLoS One analyzed data from six exercise studies involving 1,687
regular exercisers to find out the effects of —regular workouts on the heart. The results shocked and confused
the scientists: in almost one in ten people tested, exercise seemed adversely to affect blood pressure, insulin
levels or ‘good’ HDL cholesterol levels. And in seven per cent of people, not just one but two of these risk
factors for heart disease were worse as a result of exercise.
Regular amounts of aerobic exercise, such as running, are known to slow the unhealthy changes to the
cardiovascular system that occur with age. However, intense and prolonged endurance training for
many years — for instance, for marathons or triathlons — could be damaging to the heart, an editorial
review published last year in the British Journal of Sports Medicine suggested.
The author, Greg Whyte, professor of sports science at Liverpool John Moores University, explains:
‘Our research found that 50 per cent of long-term endurance and ultra-endurance runners, some of whom had
been training for 43 years, showed signs of heart damage. ‘It is well documented that among veteran athletes
there is a higher incidence of early symptoms of cardiac disease, which might increase the risk of a heart attack.
There is a build-up of collagen in place of heart muscle, and compounds of blood markers that can make
someone more susceptible to unusual heart rhythms. ‘It does not occur in people who just do a few marathons
during their lifetime, but is a risk in people who have been training long and hard for years.’
So, should you be worried about doing exercise? No, says Professor Whyte, pointing to overwhelming
evidence that ‘exercise is wholly beneficial’, not just for the heart but for the whole body. Even in Bouchard’s
study, it was not all bad news. For 10 per cent of people there were enormous gains in at least one measure of
heart disease risk, with some improving by up to 50 per cent. And among those who did have adverse outcomes,
there was no evidence that these led to heart attacks or other health problems.
Professor Whyte says: ‘There will always be a few cases of people with underlying health problems and
heart issues for whom physical activity can be problematic, but most people should be doing more of it, not
less.’ Even ageing long-distance racers should not necessarily hang up their trainers.
‘They may need to be monitored, but the benefits for the heart still outweigh any risks.’ says Professor Whyte.
As for the risk of stroke, most studies say exercise is beneficial for stroke prevention in healthy people, says
John Brewer, professor of sport at the University of Bedfordshire. ‘It’s wise to get a check-up if you haven’t
exercised for a while nor have a family history of heart attacks and strokes, but in general, the evidence suggests
that everything from moderate activity to higher-intensity and longer-duration exercise is beneficial.’
Process Questions:
1. Did the idea of exercise being harmful to your health ever cross your mind?
2. How did you look at exercise prior to reading this article?
3. How can improper exercise prevent nutrients from flowing well in the body?
End of Deepen
In this section, the discussion was about the consequences of unhealthy circulatory and respiratory system, and
how these can be cured or prevented.
What new realizations do you have about the topic? What new connections have you made for yourself?
What helped you make these connections?
Now that you have a deeper understanding of the topic, you are ready to do the tasks in the next section.
Values Integration:
● Disciplined
The learners should be able to advocate activities that promote healthy and well-functioning Respiratory and
Circulatory systems.
Your goal in this section is apply your learning to real life situations. You will be given a practical task which
will demonstrate your understanding.
Performance Task: Information Dissemination Activity

Goal: Your objective is to present helpful information to the public about effective ways of taking care of the
respiratory and circulatory systems based on gathered data. The challenge is how you will be able to lead the
people to take action rather than merely accepting the presented information. There are obstacles to overcome
such as the reluctance and preconceived notion of people against changing their lifestyle to promote health.
Role: Suppose you work for an advertising company as a graphic artist and your job is to create public
informational materials. You are asked to disseminate information to the public regarding a lifestyle that ensures
healthy condition of the respiratory and circulatory systems.
Audience: Your target individuals to receive the information that you will provide are the people in your school
community including all students, teachers, and school officials. Parents and other persons who visit your
school might also see your work. Therefore, it is important that you convince them to consider the ways of
taking care of their bodies, specifically the circulatory and respiratory systems.
Situation: Upon gathering information, you have found out that poor lifestyle affects the performance of the
respiratory and circulatory systems. Many people are unaware of this, so they simply continue with their busy
lifestyles, neglecting their health, and exploiting their bodies. The challenge involves dealing with this by
creating a poster that will stir up the people’s consciousness in having a healthy lifestyle.
Product: Design a poster that will make members of your audience aware of how they can effectively take care
of their respiratory and circulatory systems. You may use any medium for your artwork.
Your output will be assessed in accordance with the following rubric.
RUBRIC
CATEGORY 4 3 2 1
Presentation The poster clearly The poster The poster The poster does
communicates the communicates indirectly not communicate
main idea and some of the communicates the any idea that can
strongly promotes important ideas idea and hardly promote
awareness and slightly promotes awareness
promotes awareness
awareness
Creativity and All of the graphics Most of the The graphics were The graphics were
Originality used on the poster graphics used on made by the not made by the
reflect an the poster reflect student but were student
exceptional degree student ingenuity copied from the
of student in their creation designs or ideas of
ingenuity in others
creation
Accuracy and All graphics in the Most graphics in Some graphics in The graphics in
Relevance of the poster are accurate the poster are the poster are the poster are
Content and related to the accurate and accurate and neither accurate
topic related to the topic related to the topic nor related to the
topic
Required The poster All required Few required Required elements
Elements includes all elements are elements are are missing
required elements included included
as well as
additional
information
End of Transfer
How did you find the performance task? How did the task help you see the real world use of the topic?
You have completed this lesson. Before you go to the next lesson, you have to answer the following
post-assessment questions.
EVALUATION
It’s now time to evaluate your learning. Write your answers in your activity/assessment notebook.
A. Multiple Choice: Choose the letter that corresponds to the correct answer.
1. All of the following actions are part of exhalation except_______
a. The rib cage contracts inward
b. the diaphram contracts and pulls downward
c. The volume of the thoric cavity decreases
d. the pressure within the thoric cavity increases
2. All of the following statements are true of cough except_________
a. The epiglotis closes off the trachea
b. The bronchioles force air into the bloodstream
c. G clears irritants from from your breathing passages
d. The air released when you cough might travel at a speed of 100 miles per hour
3. All these statements describe the trachea except________
a. It is also called the voice box
b. It carries air to and from the lungs
c. Its lower end branches into smaller tubes
d. It contains rings of cartilage that prevent it from collapsing
4. Which part of the brain is responsible for regulating our breathing rate?
a. Cerebrum c. medulla oblongata
b. Cerebrum d. pons
5. The movement of both oxygen and carbon dioxide in the body is accompanied by_____
a. Diffusion c. exsocytosis
b. Endocytosis d. osmosis
B. Critical Thingking
1. Why do gym instructors or physical Education teachers instruct those exercising to breathe
deeply?
2. Both parents smoke. How does this affect their lungs, and those of their children who are
nonsmokers?
C. Essential Question
1. Why do we need to breathe?
2. How can we avoid respiratory problems?
Lesson 2: Heredity: Inheritance and Variation
Objective/Budget Time per Week:

Explain the different patterns of non-Mendelian inheritance 2 weeks
INTRODUCTION:
In Grade 8, you learned that in cells divide to produce new cells and meiosis is one of the processes
producing genetic variations in Mendelian patterns of inheritance. In Grade 9, you will focus on describing the
location of genes in chromosomes, explain the different patterns of non-Mendelian inheritance and describe the
molecular structure of the DNA.
Gregor Mendel’s principles form the base for the understanding of heredity and variation. Although
Mendel’s work failed to discuss thoroughly the ‘factors’ or genes he mentioned in his laws of inheritance, his
findings prompted other scientists to probe further into the mystery of heredity. Several researches were
conducted after the rediscovery of Mendel’s work.
Walter Sutton and Theodore,Boveri became popular because they found the best evidence that an
inherited trait is determined by chromosomes. Chromosome Theory of Inheritance explained that genes are in
the chromosomes.
Mendelian laws of inheritance have important exceptions to them. For example, not all genes show simple
patterns of dominant and recessive alleles.
As you work on different activities in this module, you should be able to answer the following key
questions: 1.Where do traits come from and how are they passed from one generation to another? 2. What is the
role of DNA in the transmission of traits?
PRE-ASSESSMENT
1. If a colorblind woman marries a normal visioned man, their sons will be
a. Three-fourths colorblind and one-fourth normal
b. One-half colorblind and one-half normal
c. All normal visioned
d. All colorblind
2. A man and a woman, who do not show any apparent signs of a certain inherited disease, have seven
children (2 daughters and 5 sons). Three of the sons suffer from the given disease but none of the
daughters are affected. Which of the following mode of inheritance do you suggest for this disease?
a. Sex-linked recessive c. autosomal dominant
b. Sex limited recessive d. sex-linked dominant
3. A person with unknown blood group under ABO system has suffered much blood loss in an accident
and needs immediate blood transfusion. His one friend, who has a valid certificate of his own blood
type, offers for blood donation without delay. What would have been the type of blood group of donor
friend?
a. Type A b. Type B c. Type AB d. Type O
4. Haemophilia us more commonly seen in human males than in human females because
a. The disease is due to a Y-linked recessive mutation
b. The disease is due to an X-linked recessive
c. The disease is due to an X-linked dominant
d. A greater proportion of girls die in infancy
5. Factors that control traits are called
a. Genes b. purebreds c. recessives d. parents
6. What does a Punnett square show?
a. All the possible outcomes of a genetic cross
b. Only the dominant alleles in a genetic cross
c. Only the recessive alleles in a genetic cross
d. All of Mendel’s discoveries about genetic crosses
7. 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 black fur?
a. 25 percent b. 50 percent c. 75 percent d. 100 percent
8. An organism’s appearance is its
a. Genotype b. phenotype c. co dominance d. heterozygous
9. Genetic disorders are caused by
a. Pedigrees b. mutations c. dominant alleles d. sickle-shaped cells
10. Which combination of sex chromosomes results in a male human being?
a. XX b. YY c. XY d. either XX or YY
In the previous grade, you learned how Gregor Mendel described the passing of traits from one
generation to the next. His principles laid the foundation for the study of inheritance. The potential
combinations of offspring from two parents of known genotype can now be determined. Traits can more easily
be predicted.
Still, an important question remains. Do all organisms pass on their traits this way? Learn more about
Mendel’s “hereditary factors” and the other inheritance patterns they may follow.
Let’s start the module by gathering your thoughts about the inheritance of traits.
Activity 1. CASE ANALYSIS

Haemophilia is a bleeding disorder characterized by slow blood clotting process. People with this
condition experience prolonged bleeding following an injury, surgery, or having a tooth pulled. In severe cases,
bleeding occurs after minor trauma or even without an injury. Haemophilia is an inherited disorder
Discover how this trait is inherited as you go through this module. For your inquiry, consider this case:
Process Questions:
1. Is there an obvious pattern in the cases of haemophilia presented in the given situation?
2. Is there any irregularity in the inheritance of haemophilia in N.T.’s family? Why or why not?
ACTIVITY 2 : ELICITING PRIOR KNOWLEDGE THROUGH I-R-F CHART

In the previous activity, you were asked to think about the factors that influence the inheritance of traits. How
are traits inherited?
What are your initial answers to this question?
Summarize your answers to the question, and your thoughts and ideas in the first column (Initial) of the IRF
Chart.
How are traits inherited?
Initial Revised Final
End of Explore:
You gave your initial ideas on the inheritance of traits by answering the IRF chart.
Let’s find out how others would answer the above and compare their ideas to our own. As you compare, you
will find out if your ideas are in line with the standard. You will also learn other concepts which will help you
complete a required project found at the end. This project is scientific investigation about genetic variation and
adaptation.
We will start by doing the next activity.
Your goal in this section is to learn and understand key concepts about inheritance: the chromosomal basis of
inheritance and the non-Mendelian patterns of inheritance.
Activity 3: Mendelian Genetics

Unwired:
Research and understand about Mendelian genetics , then after reading answer the Process Questions below.
Wired:
For those who have internet connections, learn more about Mendelian genetics by exploring this link:
http://www.wiley.com/college/test/0471787159/biology_basics/animations/mendelianInheritance.swf-
Mendelian Inheritance, then answer the Process Questions below.
Process Questions:
1. What are “hereditary factors?”
2. What are the principles that Mendel formulated after his experiments with pea plants?
Let us go back to the N.T.’s case presented at the start of the lesson:
Process Questions:
1. How do you think would Gregor Mendel explain why N.T. and her husband had 2 hemophiliac sons
when both of them are healthy?
2. How do you think is this trait inherited? Explain using the principles of Mendel.
Activity 5: Chromosomal Basis of

Inheritance
Unwired:
Read and understand the basis of
inheritance, then after reading answer the
Process Questions below.
Wired:
For those who have an internet
connection, learn more about basis of
inheritance by exploring these links:
http://www.course-notes.org/Biology/Outlines/Chapter_15_The_Chromosomal_Basis_of_Inheritance-
Chromosomal Basis of Inheritance
http://www.tutorvista.com/content/biology/biology-iii/heredity-and-variation/chromosome-theory-inheritance.p
hp- Chromosome Theory of Inheritance,
http://www.pbslearningmedia.org/asset/tdc02_int_hglandmarks/- Chromosome Viewer, then answer the Process
Questions below.
Process Questions:
1. How do we now call Mendel’s hereditary factors?
2. Where are these hereditary factors located?
3. What are the physical carriers of genetic information?
4. What then do we really inherit from our parents?
5. How is genetic information copied from parents and transmitted to offspring
Time to go back to N.T.’s case:

Process Question:
Write your answer in your activity/assessment notebook.
1. As you learn about chromosomes, can this shed light to this case? How?
Genes on chromosomes determine what traits the organism will possess. In the next activity, learn about the
different ways or patterns by which particular genes are inherited.
ACTIVITY NO. 7: PATTERNS OF INHERITANCE

How are traits inherited?
Mendel concluded that there are two allelic forms of a gene, or two versions of a trait. For example, seed color
is either yellow or green, flower position is axial or terminal, plant height is either tall or short, etc.
However, why are there now a lot of colors for roses, orchids, and many other flowers? Hair color is not limited
to black or blonde; there’s white, brown, or red, and each even comes in different shades. Why are there spotted
cats or cows?
Why are there characteristics or diseases that seem to be inherited only by males in the family?
Many genetic studies and researches came after Mendel. Because of these, it was found that there are patterns of
inheritance that deviate from some of Mendel’s laws.
In this activity, find out about these patterns of inheritance as you explore different websites. Always go back to
the focus question: How are traits inherited?
Remember N.T.’s case? You may finally piece together the information to explain her family’s case as you go
through this next lesson.
Unwired:
Read and understand the patterns of inheritance, then after reading answer the Process Questions below.
Wired:
For those who have an internet connection, learn more about patterns of inheritance by exploring these links:
http://anthro.palomar.edu/mendel/mendel_3.htm- Non-Mendelian patterns of inheritance
http://www.biologycorner.com/bio2/genetics/notes_incomplete_dominance.html- Incomplete Dominance and
Codominance
http://evolution.about.com/od/Evolution-Glossary/g/Multiple-Alleles.htm- Multiple Alleles
http://learn.genetics.utah.edu/content/chromosomes/typesauto/- Autosomal DNA
http://learn.genetics.utah.edu/content/chromosomes/typesx/- X chromosome DNA
http://learn.genetics.utah.edu/content/chromosomes/typesy/- Y chromosome DNA
http://anthro.palomar.edu/biobasis/bio_4.htm, then answer the Process Questions below.
Process Questions:
1. Why are there varied traits?
2. Why is the presence of multiple alleles a deviation from Mendel’s principles?
3. How many pairs of autosomes do humans have? Why do autosomes come in pairs?
4. How are males and females different in terms of their sex chromosomes?
5. How is sex determined in humans?
6. How is sex-related inheritance different from the other patterns of inheritance that you’ve studied?
7. How are sex-linked traits inherited?
How do you think are you doing so far? Feel free to email or message through science 9 group chat your
questions and concerns to the teacher.
ACTIVITY NO. 8: REVISING PRIOR KNOWLEDGE THROUGH I-R-F CHART
Go back to the focus question. How are traits inherited?
What are now your revised answers to this question?
Summarize your answers to the question, and your thoughts and ideas in the second column (Revised) of the
IRF Chart.
Do you also now have revised insights on N.T.’s case of haemophili
Process Question:
With all the patterns of inheritance you have learned in the previous activities, which do you think best applies
to N.T.’s case? What makes you say so?
Confirm your answers in the next section.
End of Firm-Up
In this section, the discussion was about the chromosomal basis of inheritance and the different patterns
of inheritance.
Go back to the previous section and compare your initial ideas with the discussion. How much of your
initial ideas are found in the discussion? Which ideas are different and need revision? What new learning goal
should you now try to achieve?
Now that you know the important ideas about this topic, let’s go deeper by moving on to the next
section.
Now that you have learned about the different patterns of inheritance, it’s time for you to look more deeply,
analyze, and assess some genetic conditions. You are also going to learn more about variation, which arises
largely due to genetic inheritance.
Your goal in this section is to take a closer look at these aspects of the topic.
ACTIVITY NO. 9: ASSESSING GENETIC CONDITIONS

Wired:
For those who have internet connection, study the information found in the following links. Refer to the
information in order to make an analysis and assessment of the given case:
http://ghr.nlm.nih.gov/handbook/inheritance/inheritancepatterns-
http://ghr.nlm.nih.gov/handbook/inheritance/riskassessment
Answer the process question after viewing the links:
Process Questions:
1. What are the different ways in which a genetic condition can be inherited?
2. If a genetic disorder runs in my family, what are the chances that my children will have the condition?
Unwired:
Exercise 1: Situation Analysis. Make an assessment of the given genetic conditions:
A. Fragile X syndrome is a condition that causes a range of developmental problems that lead to learning
disabilities and cognitive impairment. They may have Attention Deficit Disorder (ADD) which impairs
their ability to maintain attention and focus on specific tasks. Approximately one-third of individuals
with Fragile X syndrome have features of autism-spectrum disorders that affect communication and
social interaction.
Fragile X syndrome is an example of X-linked dominant inheritance.
1. If the father has Fragile X syndrome, whom will he pass the disorder – to his sons or daughters?
Explain.
2. How will the situation change if it’s the mother who has the disorder?
3. Fragile X syndrome occurs in approximately 1 in 4,000 males and 1 in 8,000 females. However, males
are usually more severely affected by this disorder than females. Come up with an explanation forthis.
B. Red-green color blindness is the most common form of color blindness. Mark Zuckerberg, the creator of
the social networking site Facebook, is red-green color blind. That was said to be the reason why the
dominant color of Facebook is blue; this is the color that is easiest for him to see.
This condition is caused by a recessive gene found in the X chromosome.
1. Can a normal daughter have a color-blind father? a normal father? a color- blind mother? a normal
mother?
2. Can two normal parents have a color-blind son? a color-blind daughter?
3. Can two color-blind parents have a normal daughter? a normal son?
4. A brother and sister are both color-blind, is it possible for them to have a normal brother? a normal
sister?
Generalization Questions:
1. Based on the above situations, what are the different ways in which a trait or a genetic condition can be
inherited?
2. How can we predict inheritance patterns?
3. Why are these predictions or estimation of chances of inheritance helpful
Activity 10: CASE ANALYSIS
Refer to the information found in Activity 9 in order to make an analysis and assessment of the given case:
Process Question:
If you are N.T.’s genetic counsellor and she asked you about the risk of having a fourth child with haemophilia,
what will be your answer? How will you explain your answer to her?
ACTIVITY NO. 11: ARTICLE ANALYSIS (GENETIC VARIATION AND ADAPTATION)
Due to variation in characteristics that are inherited from the parents, living things exhibit individual
differences. This variation is further influenced by environmental factors such as climate, diet, accidents, culture
and lifestyle.
For those who have internet connection, read the sources of variation through these links:
http://learn.genetics.utah.edu/content/variation/sources/- Sources of Variation
http://www.nps.gov/plants/restore/pubs/restgene/1.htm- Why is Genetic Diversity Important?
Process question:
1. What are the different sources of genetic variation?
2. Why do populations need to maintain genetic variation?
3. Why is genetic diversity important?
4. Is it okay to be different? What good does it bring when one organism varies with another?
Read the following scenario:
The last wolves in Africa face a difficult road if they are going to survive. Just 500 Ethiopian wolves (Canis
simensis) remain in the mountains of the country for which they are named. The animals now live in six
fragmented populations located hundreds of kilometers apart from one another; three of these populations have
fewer than 25 wolves each. According to a study published last month in Animal Conservation, the Ethiopian
wolf now suffers from low genetic diversity and a weak flow of genes between packs.
Which do you think is the factor that led to low genetic diversity in the wolf population? Explain.
What are the consequences of low genetic diversity?
Communicate with your classmates and share insights on this case through your Science 9 group chat.
ACTIVITY NO. 12: STRENGTHENING NEW KNOWLEDGE THROUGH I-R-F CHART

The focus question for this lesson is: How are traits inherited?
What are your final answers to this question? Your answers should reflect your wider understanding of
inheritance and variation.
Summarize your answers to the question, and your thoughts and ideas in the third column (Final) of the IRF
Chart. Compare your new ideas with your previous ideas.
End of Deepen
In this section, the activities focused on predicting the patterns of inheritance and making assessment of various
genetic conditions. Variation caused by inheritance, and the importance of this variation were also highlighted
in this section.
What new realizations do you have about the topic? What new connections have you made for yourself? What
helped you make these connections?
Values Integration:
● Empathetic
The learners should be able to show appreciation of inherited traits and develop a sense of uniqueness
despite variation and diversity.
.Your goal in this section is apply your learning to real life situations. You will be given a practical task
which will demonstrate your understanding.
ACTIVITY 13: SCIENTIFIC INVESTIGATION
Find a partner and research a problem related to inheritance and variation. Make sure that you will follow
government protocol about COVID 19, for your protection and safety.
E-mail or text your chosen topic/problem/issue to your teacher. Wait for her feedback or approval. Once your
topic is approved, start investigating about it. For you and your partner’s output, you should be able to complete
this problem-and-solution outline and submit to your teacher.
Problem Definition
WHO:
WHAT:
WHY:
Solution Attempted Results
Final Results
Before submitting to your teacher, do a self-evaluation of your work by completing this checklist:
Criteria YES NO
I have a clear idea of what the problem or case is, who are
involved, and why a problem or irregularity exists.
My attempts at coming up with a solution involves (you

should answer “yes” in at least two):
● Identifying the gene involved (is it dominant or
recessive; autosomal or sex-linked, etc?)
● Inferring the pattern of inheritance of the trait involved
● Predicting outcomes for the next generations
● Determining the sources of genetic variation
● Investigating the causes and effects of low genetic
diversity
The results I came up with are based on careful research and
investigation.
The final result is a product of my best judgment of the
preliminary results gathered.
My scientific investigation is relevant and is informative to all
who will read it.
EVALUATION:
It’s now time to evaluate your learning. Please answer questions below.
A. Multiple Choice. Choose the letter that corresponds to the correct answer. Write your answer in your
activity notebook.
1. The classic Mendelian phenotypic ratio when a heterozygote self-cross is _________

a. 1:1 b. 3:1 c. 1:2:1 d. 9:3:3:1
2. A monohybrid cross involves____________
a. One trait at a time c. Two heterozygous individuals
b. Two homozygous individuals d. A dominant and recessive trait
3. A genotype with a symbol Aa is said to be____________
a. Dominant c. Homozygous
b. Heterozygous d. Recessive
4. Baldness is an example of a/an ___________
a. holandric genes c. sex- influence trait
b. polygene d. X-linked gene
5. The study that deals with the determination of the frequency of genes in a group of organisms is
called______
a. genetic engineering c. molecular genetics
b. Mendelian Genetics d. population genetics
6. What information can be obtained from a Punnet square?
a. genotype of offspring c. phenotype ratio of offspring
b. phenotype of offspring d. chromosome number of offspring
7. Which law of principle explains the separation of homologous chromosomes during meiois?
a. Law of segregation c. Principles of recessiveness
b. Principles of dominance d. Law of independent assortment
8. Which law or principles states that the inheritance of one trait is not affected by the inheritance.
a. Law of segregation c. Principle of Recessiveness
b. Principle of Dominance d. Law of Independent Assortment
9. A chromosome with a centomere at the middle is calle_________
a. acrocentric c. submetacentric
b. metacentric d. telocentric
10. When both parental phenotypes are expressed in the FI generation, the inheritance most likely
involved is/are _____________
a. codominance c. multiple alleles
b. incomplete dominance d. polygenic inheritance
B. Critical Thinking
1. Are you in favour that couples should undergo genetic counselling? Why?
C. Essential Question:
1. Why do we have varied traits?
2. How can we detect genetic abnormalities?
Lesson 3: Biodiversity and Evolution
Relate species extinction to the failure of populations of organisms to adapt to abrupt

1week
changes in the environment.
Introduction:
In Grade 8, you learned about the concept of species, classification of organisms using the hierarchical
taxonomic system and the advantage of high biodiversity in maintaining the stability of an ecosystem. In Grade
9, you will explain the importance of biodiversity, find out how changes in the environment may affect species
extinction and relate species extinction to the failure of populations of organisms to adapt to abrupt changes in
the environment.
In any ecosystem, organisms need a balanced environment. A balanced ecosystem is one in which all
living and nonliving things are interacting successfully. If any part of the ecosystem is disturbed, other parts will
also be disturbed. What happens to a community when its species diversity is reduced? Does loss of biodiversity
affect an ecosystem’s ability to sustain the species that remain or to perform certain functions that may
contribute to the needs of that ecosystem? This module will help you find answers to these questions.
Pre-Assessment:
Read carefully the questions and give your best answer. These will help your teacher determine the knowledge
you have for this topic.
Taking Animals for Profit Introduced species
Hunting and Trapping Destruction of habitat
Overharvesting Pollution
Photo Quiz: The words in the box are some of the causes of species extinction. Look at the pictures below and
identify which cause of extinction matches each group of pictures.
1.
2.
3.
4
The map below shows the population distribution of fish, water bugs, frogs and water lily plants in a pond.
Different parts of the ecosystem interact with one another. Changes to one part affect other parts. When all the
members of a species die, that species’ place in the ecosystem is gone forever. In this module you will study the
various threats that are considered causes of the loss of biodiversity.
.
Fig.1 Tubbataha Reef Fig. 2 Coconut Plantation
Study Figures 1 and 2. Picture yourself swimming and diving in Tubbataha Reef Marine Park, where
very high densities of marine species are found. What organisms are in Figure 1? How many different kinds of
organisms do you think you will see? Now, imagine yourself standing in a coconut plantation. Which species do
you think dominates this area? The Tubbataha Reef Marine Park has many populations. You can
see hundreds of different species of organisms, whereas in a coconut plantation, only one species dominates. A
population is a group of living things within a certain area that are all of the same species.
Several different populations may be found in a community. A population of one kind may affect a
population of another kind within the community. A jungle has a greater amount of biological diversity, or
biodiversity, than a cornfield. Biodiversity refers to the variety of life in the area. In a jungle community, some
populations, such as ants, fungi, and ferns, can be very large in number. Other populations such as tigers and
snakes have fewer members. Why do you think population sizes vary among organisms?
Now work on the activity to find out the amount of biodiversity and species distribution in a community.
Activity 1: Index of Diversity
Objective: Measure species distribution using mathematical way of expressing the amount of biodiversity
and species distribution in a community.
Materials: Pen Paper
Procedure:
1. This is an outdoor activity. Go to your backyard or any farm near your area.
2. Record the number of different species of trees present in the area. (It is not necessary to know their
names, just make sure that they differ by species.) Record this number in your data table.
DATA TABLE
Number of Species
Number of Runs
Number of Trees
3. Go to the designated area again. This time, make a list of the trees by assigning each a number as you
walk by it.
4. Place an X under Tree 1 on your list. If tree 2 is the same species as Tree 1, mark another X under Tree
1. Continue to mark an X under the trees as long as the species is the same as the previous one
5. When a different species is observed, mark an O under that tree on your list. Continue to mark an O if
the next tree is the same species as the previous. If the next tree is different, mark an X.
6. Record in your data table:
a. The number of “runs”. Runs are represented by a group of similar symbols in a row.
Example – XXXXOOXO would be 4 runs (XXXX – 1 run, OO – 1 run, X – 1 run, O – 1 run).
b. The total number of trees counted.
7. Calculate the Index of Diversity (I.D.) using the given formula:
Index of diversity = Number of species x number of runs

Number of trees
Guide Questions:
1. Compare how your tree I.D. would be different in a vacant lot than that in a grass lawn. Explain your
answer.
2. If humans were concerned about biological diversity, would it be best to have a low or high I.D. for a
particular environment? Explain your answer.
End of EXPLORE:
You just tried finding out how the communities with many different species (a high index of diversity)
will be able to withstand environmental changes better than communities with only a few species (a low index
of diversity).
. What you learn in the next sections will equip you as you complete the transfer task found at the end of
this lesson. The task is to create a multimedia presentation that shows relevant information and data you
gathered about extinction, as well as some recommendations.
We will start by doing the next activity.
Your goal in this section is to learn and understand the different causes of species extinction, both natural and
anthropogenic
Activity 2: Biodiversity and Species Extinction

Unwired:
Read about biodiversity and species extinction, then after reading answer the Process Questions below.
Wired:
For those who have internet connections, learn more about biodiversity and species extinction by exploring the
following links and answer the Process Questions below.
http://mea.denr.gov.ph/index.php?option=com_content&view=article&id=113&Itemid=205– Philippine
Biodiversity: Status and Threats
http://tdcms.ket.org/knh/biothreelevels.html- Three Levels of Biodiversity
http://cmsdata.iucn.org/downloads/species_extinction_05_2007.pdf- Species Extinction - The Facts
Process Questions:
1. Why is biodiversity important?
2. Why are some species better than others at adapting to environmental changes?
3. What happens if the biodiversity in an area is threatened?
4. Do you think our biodiversity is now threatened? Why?
5. What are the natural causes of extinction?
6. What are the anthropogenic causes of extinction?
In this section, you will be identifying patterns and formulating generalization from related studies about
extinction. These are some skills that scientists use to study about the different aspects of extinction.
ACTIVITY NO. 3: IDENTIFYING PATTERNS AND SEQUENCE OF EVENTS

Read the following article:
The Dodo Bird – A Lesson in Extinction
http://www.davidreilly.com/dodo/images/gallery/engraving_of_dodo11534121.jpg
The dodo bird was first sighted around 1600 on Mauritius, an island in the Indian
Ocean. It was extinct eighty years later. The Dodo’s stubby wings and heavy, ungainly
body tell us that the bird could not fly. Moreover, its breastbone was too small to
support the huge pectoral muscles a bird this size would need to fly. Yet scientists
believe that the Dodo evolved from a bird capable of flight. When an ancestor of the
Dodo landed on Mauritius, it found a habitat with plenty of food and no predators. Because there was no reason
for Dodos to leave the ground, they eventually lost their ability to fly. Other factors also contributed to the Dodo
birds’ extinction.
For example, many birds were eaten by the Dutch sailors who discovered them. However, the two most
influential factors in terms of the Dodo birds’ extinction were the destruction of the forest (which cut off the
Dodo’s food supply), and the animals that the sailors brought with them, including cats, rats, and pigs. These
animals destroyed Dodo nests.
Scientists at the American Museum of Natural History and other institutions around the world have
learned from the Dodo bird. They hope that the lesson of the Dodo can help prevent the extinction of other
forms of animal life and aid us in preserving the diversity of life on Earth.
Process Questions:
1. What are the reasons why the dodo went extinct?
2. Identify the sequence of events that led to the extinction of the dodo bird. Summarize your answers through a
flow diagram or sequence chart
Add shapes and levels to the chart if you

need to add more information
Activity 4: Making Predictions
Objective: Determine differences
between two hypothetical islands
Materials: Paper & pencil
Procedure:
1. Imagine that you and your friends
are being sent to explore two islands. The
islands are very similar in size, age, and
location. But one has human population and
the other does not have.
2. Predict what you will see in each
island.
3. Tabulate your predictions as shown
below.
Island A Island B
1 1
2 2
Guide Questions:
1. What did you predict you will see in each island?
2. How would you explain the differences that you will see in each island?
ACTIVITY 5: TAKING ACTION
How can species be saved from the threat of extinction?

This is a very important question that everyone should ask, answer, and take part in.
Unwired:
Read the passage below about biodiversity from premature extinction and preserving the ecosystem, then after
reading answer the Process Question below.
Preserving the Ecosystem
Healthy ecosystems clean our water, purify our air, maintain our soil, regulate the climate, recycle nutrients and
provide us with food. They provide raw materials and resources for medicines and other purposes. They are at the
foundation of all civilisation and sustain our economies.
Wired:
For those who have internet connections, learn more about protecting biodiversity from premature extinction
and preserving the ecosystem by exploring the following links then answer the Process Question below.
http://www.haribon.org.ph/- Official website of Haribon Foundation
http://www.natureconservancy.ca/en/where-we-work/british-columbia/stories/de-extinction-or-conservation.htm
l- De-extinction or nature conservation?
http://www.conservation.org/about/pages/about_us.aspx- Conservation International
Process question:
1. How about you? What can you contribute to saving species from the threat of extinction?
End of DEEPEN:
In this section, you investigated further the different cases of extinction – patterns, causes, and possible
prevention.
Many of the changes that man has done to the environment were made by accident. If you examine your
predictions in the activity, you probably listed them in the column meant for the island inhabited by human
population.
What helped you make these connections?-
Values Integration:
● Respectful
The learners should be able to recognize that human significantly modify natural ecosystems and that
irresponsible actions can lead to the premature extinction of species.
Your goal in this section is apply your learning to real life situations. You will be given a practical task which
will demonstrate your understanding of the topic.
ACTIVITY 6: PERFORMANCE TASK
Now that you have understood the causes of species extinction, you will make a multimedia presentation of a
timeline of extinction of representative microorganisms, plants, and animals. From these data, draw out patterns,
conclusions, and formulate recommendations in relation to biodiversity and species conservation.
Rubric:
CRITERIA Outstanding 4 Satisfactory 3 Developing 2 Beginning 1
Accurate data Presents high Presents Some data (timeline, Presents
quality and varied data(timeline, photographs, charts, data(timeline,
data (timeline, photographs, charts, etc.) are inaccurate photographs, charts,
photographs, charts, etc.) that are reliable etc.) that are
etc.) that are reliable and accurate inaccurate and
and accurate unreliable;
Justification Evidences gathered Evidences gathered Few evidences are Almost no
from the data and from the data and presented and with evidences are
relevant and relevant information very few references presented and made
updated information are presented clearly to the data; some no references to the
are presented clearly and concisely information is not data; many
and concisely making the work presented clearly important
making the work reasonable making the work information is
reasonable and unconvincing in presented in a
compelling. Highly certain parts confusing way. Is
convincing not presented
clearly making the
work unconvincing
Sound Conclusions Supports opinions Supports opinions Supports opinions Supports opinions
and and conclusions and conclusions and conclusions and conclusions
Recommendations with strong with reasons and with limited reasons with few reasons
arguments and evidence; Presents and evidence; and limited
evidence; Presents realistic, and Presents in some evidence; Presents
detailed, realistic, appropriate parts inconsistent recommendations
and appropriate recommendations recommendations with little, if any,
recommendations supported by the which are not support from the
supported by the information logically supported information
information presented by realistic, and
presented appropriate
information
End of Transfer
In this section, your task was to make a multimedia presentation about extinction.
How did you find the performance task? How did the task help you see the real world use of the topic?
Evaluation: It’s now time to evaluate your learning. Answer the following. Write your answer in your activity
notebook.
Multiple Choice. Choose the letter that corresponds to the correct answer.
1. Species that are in danger of becoming extinct in the near future are known as__________
a. endangered species c. keystone species
b. exotic species d. threatened species
2. The complete disappearance of the members of a species from Earth is called__________
a. Conservation c. Fragmentation
b. Extinction d. Preservation
3. The most effective way to preserve biodiversity is through____________
a. Captive breeding c. Habitat fragmentation
b. Habitat destruction d. Habitat preservation
4. In a warmer world, we would expect more____________
a. Loss of biodiversity c. Moderate weather patterns
b. Growth of coral reefs d. abundance in food production
5. The Ice age is an example of _________________
a. Background extinction c. Mass extinction
b. Commercial extinction d. Premature extinction
6. Which of the following bird species are affected by DDT and harmful effects of biomagnifications?
a. Maya c. Parrot
b. Owl d. Peregrine falcon
7. More organism are being destroyed in which area of the world?
a. Desert c. Rivers and lakes
b. Grasslands d. Tropical rainforest
8. All of the following are causes of premature extinction except_________
a. Habitat fragmentation c. Overharvesting
b. Human population growth d. Sustainable development
9. The risk extinction today is different from previous mass extinctions because____________
a. Biodiversity loss is slower
b. The ecosystem are more protected that before
c. The current crisis is caused by human activities
d. Natural calamities have reduced the number of species
10. Which level of organisms is more prone to extinction?
a. Ecosystem diversity c. Population diversity
b. Genetic diversity d. Species diversity
Critical Thinking:
1. How would you in a statement that says” extinction is a natural process and that we should not worry
about the loss of biodiversity?
Essential Questions
1. Why do we need to broaden our understanding of biodiversity?
2. In what ways is biodiversity valuable?
Lesson 4: Flow of Energy and Life Processes in Ecosystems
Differentiate the basic features and importance of photosynthesis and respiration. 1week
Introduction:
In module 3, you have learned how changes in the environment may affect species extinction. It helps you
understand how to prevent extinction of organisms in an ecosystem.
In this module, you will find out why other living things depend on plants for their food and energy and how
plants are able to manufacture their own food. Just how are plants able to manufacture their own food? What are
the necessary raw materials involved in the process of manufacturing and utilizing food? These are some of the
important questions that you will seek to answer in this module.
PRE-ASSESSMENT
1. Cell respiration breaks down to produce and energy.

a. glucose, carbon dioxide c. glucose, oxygen
b. oxygen, carbon dioxide d. ATP, oxygen
2. The process whereby plants capture energy and make sugar in the form of glucose is known as
a. Photosynthesis b. development c. homeostasis d. evolution
3. The major atmospheric (gas) product of photosynthesis is
a. Water b. nitrogen c. oxygen d. carbon dioxide
4. Cellular respiration is called an aerobic process because it requires
a. Oxygen b. exercise c. glucose d. light
5. What three things do plants need for the process of photosynthesis?
a. sunlight, oxygen, and sugar c. water, soil, and oxygen
b. sunlight, carbon dioxide, and water d. carbon dioxide, water, and soil
6. What is the name of the chemical where the energy is stored during the first phase of photosynthesis?
a. ATP b. carbon dioxide c. chlorophyll d. oxygen
7. If plants breathe in carbon dioxide, what do they breathe out?
a. nitrogen b. oxygen c. hydrogen d. carbon monoxide
8. Which of the following cannot be made by plants using glucose produced from photosynthesis?
a. Nucleic acids b. proteins c. starch d. cellulose
9. In what membrane bound structure do the light dependent reactions of photosynthesis occurs?
a. Thylakoid b. nucleus c. cell d. chlorophyll
10. True or False: Photosynthesis is responsible for the world’s oxygen supply which is needed for animals
to survive.
a. True b. False
b.
Plants are great food providers. Why do you think they are called great food providers? As you go through the
activities in this module, you will understand how plants provide food and help to make the flow of energy in
the ecosystem possible. You will understand how each plant structure helps in the process of food making, as
well as the factors that may affect the rate of food production done by plants.
Activity 1: Evidence of Photosynthesis
To show that oxygen is produced by photosynthesis (Santan leaf can be used if Elodea or Hydrilla is not
available)
Materials : Test tube water available plant sample
Procedure:
1. Place a fresh Santan leaf or Elodea or Hydrilla inside a test
tube. Add water to the test tube to cover the leaf or plant.
2. Leave the setup for about 10 to 15 minutes at room
temperature (29°C).
3. Observe the set-up.
Guide Questions:
Write your answers in your activity/assessment notebook. Figure 1: Sample set up
1. What did you see on the leaf/plant?
2. Did you see any bubbles in the set-up?
3. What do these bubbles indicate?
Activity 2: Article Analysis
Read the article below entitled Researchers find evidence of photosynthesis-like process in aphids. The article
presents an interesting perspective about a certain animal that can produce energy in a process unique from
other animals.An aphid giving birth to live young. Image: Wikipedia.
(Phys.org) -- In plants, algae and some types of bacteria and fungi, sunlight is converted to chemical
energy in a process we all know as photosynthesis; in that process water and carbon dioxide are also converted
to oxygen. Now it appears that a type of aphid, a small insect, is able to do something similar, minus the water
and carbon dioxide conversion. Researchers at the Sophia Agrobiotech Institute in France have found that not
only do aphids produce carotenoids, but the amount they produce seems to be directly influenced by the amount
of sunshine they receive in their daily life. This the authors explain in their paper published in Scientific
Reports, suggests the insects might be able to directly convert sunlight to energy, which would make it the only
animal able to do so.
Carotenoids are pigments that in most animals are obtained via consumption of other organisms that
create it via photosynthesis. Aphids on the other hand are able to synthesize them all by themselves, making
them stand out. Researchers aren’t sure why they do so, but many other animals rely on carotenoids to help
bolster a strong immunity system. Scientists do know that carotenoids in aphids are responsible for their color.
Those with high levels are green, those with very low levels are white, and those in-between are orange.
In this new research the team found that the levels of carotenoids in the aphids appeared to correlate
with levels of adenosine triphosphate (ATP), which we all remember from biology class as the way to measure
the transfer of energy in living things. The higher the level of carotenoids were the more ATP was present, but
more interestingly, when the team moved orange aphids in and out of direct sunlight, levels of carotenoids and
ATP rose and sunk, suggesting the insect was getting energy directly through such exposure. They also crushed
some of the orange bugs so as to purify their carotenoids as part of their experiment in trying to show that it was
the pigments that were involved in absorbing sunlight and converting it to energy.
None of this proves that aphids really can convert sunlight to energy, of course, it merely offers strong evidence.
To prove it, researchers will have to dream up more experiments that will help rule out other possibilities, such
as genetically engineering aphids that produce no carotenoids at all to see what happens.
Go back to the following statement from the article:
“In plants, algae and some types of bacteria and fungi, sunlight is converted to chemical energy in a process we
all know as photosynthesis; in that process water and carbon dioxide are also converted to oxygen.”
“This the authors explain in their paper published in Scientific Reports, suggests the insects might be able to
directly convert sunlight to energy, which would make it the only animal able to do so.”
Process Questions:
1. In what ways do plant aphids differ from other animals?
2. In what ways are plant aphids similar to plants, algae, and some bacteria?
End of Explore
You gave your initial ideas on photosynthesis. You started to explore the answers to the following questions:
● How do plants manufacture their food?
● What are the necessary materials needed for plants to manufacture their food?
Let’s now find out what the answers are by doing the next part.
Your goal in this section is to learn and understand key concepts of metabolism. You are going to investigate
metabolism as exemplified by Photosynthesis and Respiration.
Unwired:
Read and enhance your knowledge about photosynthesis and cellular respiration, then the Process Questions
below.
Wired:
For those who have internet connections, learn more about photosynthesis and cellular respiration by doing
Activity 3 and answer the Process Questions below.
ACTIVITY 3: VIDEO ANALYSIS
DESCRIPTION: In this activity, we will be investigating Photosynthesis and Respiration by focusing on the
“in” and “out” of these two processes. Watch videos about these two processes through these following links:
Photosynthesis
Description: Let us now look closer to the actual processes that are happening during the food-making process
of plants.
http://science.howstuffworks.com/life/29603-assignment-discovery-photosynthesis-video.htm
Cellular Respiration
Description: Now let us compare Photosynthesis to cellular respiration.
http://dsc.discovery.com/tv-shows/other-shows/videos/assignment-discovery-shorts-06-07-07-08-cellular-respir
ation.htm
Process Questions:
1. Why is Photosynthesis an ANABOLIC process?
2. Why is Respiration a CATABOLIC process?
3. Why do you think, unlike plants, animals cannot utilize the energy from the sun?
4. What anabolic and catabolic processes are happening inside the human body?
ACTIVITY 4: WHAT GETS “IN”, MUST COME “OUT

DESCRIPTION: Fill in the necessary information inside the chart.
INPUT OUTPUT Chart of Photosynthesis

PROCESS QUESTIONS:
1. Why do you think this process is called PHOTOSYNTHESIS?
2. Aside from the INPUT materials, what are other necessary structures are involved in this process?
INPUT OUTPUT Chart of Respiration
PROCESS QUESTIONS:
1. Why do you think this process is called RESPIRATION?
2. Aside from the INPUT materials, what are other necessary structures involved in this process?
3. How are photosynthesis and respiration related in terms of their different INPUT and OUTPUT?
End of Firm-Up
Now that you understand the basic requirements about the flow of energy and matter of living organism, your
goal in this section is to take a closer look at some aspects of the topic. Let us apply these basic concepts in
real-life situations happening around us.
Your goal in this section is to look closer into the process of Photosynthesis as it happens to different organisms.
You will also be investigating why photosynthesis is evidence of evolutionary relationship of among autotrophs.
ACTIVITY 5: SITUATIONAL ANALYSIS : “The Origin of the Chloroplast: The History of Life”
Title: Bacteria
Written by: Jim Keener Published by RedColony.com
Bacteria. Mars. You might not see much of a relationship between
the two terms. But according to leading scientists from the Mars
Society and other organizations, bacteria are as important to Mars
as bacteria in our stomachs orin our medicine or even our beer. They
played a leading role in the first ecosystem on Earth and will do
so again on the red planet. The simple fact is that without bacteria,
Mars will never be terraformed.
Bacteria can be supplied with Carbon, Oxygen, Hydrogen,
Nitrogen, and Phosphorus, the basic components in biochemistry
and all in abundance on Mars. Carbon can be found in the copious
supply of carbon dioxide in the atmosphere. Oxygen can be found almost anywhere, mainly in carbon dioxide,
aluminium oxide, iron oxide (rust), water, or the very little bit in the present Martian atmosphere. Hydrogen
could be found in underground aquifers of water, two miles underground. Nitrogen can be found in the Martian
soil and so can phosphorus. These amounts should be sufficient to substance our bacteria and then later, plants
and animals.
There are several types of bacteria. There are aerobic bacteria that require oxygen to survive, and
anaerobic bacteria that can live with or without oxygen. Obviously on Mars with very little oxygen present,
anaerobic bacteria will be the bacteriaofchoice.Nextareheterotrophicbacteriathatuseotherorganismsfor energy
and autotrophs that produce their own food through photosynthesis. With sunlight readily available on the
surface, autotrophs will most likely be used. Utilizing the Keener Black Chlorophyll theory, black bacteria
would absorb much more energy than green ones. The red planet would become the black planet as billions of
bacteria covered the entire surface.
So what would they do on the surface? They could pump water up from underground aquifers by the
same way we drink water upside-down. By releasing diatomic Oxygen (O2, the kind we breathe) into the
atmosphere, they would be making mars liveable. On the other hand, if we would prefer, we could pump
Triatomic Oxygen (O3, ozone) to heat the planet, or even a combination of both. Bacteria could also pump other
Greenhouse gases into the atmosphere. They could also be used in life support to purify water and air.
They could be used as a building material or could mine deep underground like they already do here on earth.
Coral is a good example of a hard covering material manufactured in the depths of the ocean. If we laminated
coral-like bacteria together indifferent layers I think we could build with them, like a growing concrete. They
could also mine iron and aluminium for our use. We could use itas a building material or sell it on Earth as
Mars' first trading export.
We could manufacture bacteria DNA to accomplish any of these tasks using biological engineering .This
is a technique long used that stems back from the days when a horse and donkey were first combined to produce
a stronger, more efficient mule. When combining traits from different organisms with bacterial DNA we would
be doing the same thing. We would have to make bacteria divide and grow at a set pace, so as not to overrun the
planet with our creations. Kim Stanley Robinson, an American novelist, suggests manufacturing a "suicide
gene" that would kick in whenever a bacteria reproduced x amount of times. In addition, we would have to
make them interlock, like moss, and cling to the rocks, ground, and/or something so not to be blown away
during a Martian dust storm.
One of the surveyors sent to them on was imperfectly sterilized. When we landed on the moon the
Apollo astronauts brought back pieces of the craft and found that when fedon Earth, the Bacteria started to grow
and thrive. Bacteria are thermos adaptive and hardy organism known to man, and I see no reason why we could
not make them survive on Mars.
1. Go back to the highlighted portion of the article, using the different descriptions on the different type of
bacteria, how would you classify plants and animals? Explain your answer.
2. Can life be possible without Photosynthesis? What is the importance of photosynthesis to life?
Unwired:
Read about electron transport chain, then after reading answer the Process Questions below.
Wired:
For those who have internet connections, learn more about electron transport chain by doing Activity 6 and
answer the Process Questions below
Activity No. 6: Pump it out!
Watch a short video clip about oxidative phosphorylation or electron transport chain, the final stage of cellular
respiration. After viewing the clip answer the following questions. The animation of electron transport chain
can be viewed on this link:http://www.hartnell.edu/tutorials/biology/cellularrespiration.html
Process Questions:
1. How will you describe the flow of electrons?
2. What do you think is the importance of NADH and FADH2 in the process?
3. What is the final acceptor of the electron in the process?
4. What compound is formed when the electron combines with the last acceptor?
End of Deepen:
In this section, the discussion was about the ability of organisms to manufacture their own food depends
on the structure and function relationship among its organelles.
Values Integration:
● Enlightened
The learners should be able to realize the importance of the sun in sustaining life processes and value the
role of photosynthesis as the source of energy in food chains.
Your goal in this section is apply your learning to real life situations. You will be given practical tasks that will
demonstrate your understanding.
Activity 7: Performance Task
Goal: Your objective is to provide possible solutions to a community problem or issue on food production.
Role: Suppose you are a representative from Department of Agriculture. You are asked to make a brochure or a
multimedia presentation to be used in your meeting with a certain community. It must contain tips and
information on how to put up a garden for crops suited for homes with limited space for planting.
Audience: Your target individuals to receive the information that you will provide are the people in your school
community including all students, teachers, parents, and school officials. Therefore, it is important that you can
provide with insights on how they can build small gardens in their homes.
Situation: Most communities in depend mostly on the supply of the crops from farms. What you need to do is
to provide communities with insights on how they can build small gardens in their homes.
Product: Create a material such as brochure, or a multimedia presentation that contains tips and information on
how to put up a garden for crops suited for homes with limited space for planting.
Your output will be assessed in accordance with the following rubric.
Criteria 4 3 2 1
Excellent Satisfactory Developing Beginning
(40pts.) (30pts.) (20pts.) (10pts.)
The presentation is The presentation is Some important Presentation was
extensively adequately facts and evidences superficial and not
supported with supported with valid were lacking or comprehensive
Comprehensive
insightful justifications, erroneous
(35%)
justifications, evidences, facts and
evidence, facts and ideas
ideas
Data were presented The data were Some details from The data are not
in an interesting accurate and free the experiment have accurate and have a
Accuracy of Data
manner and are from errors some errors lot of errors
(35%)
accurately presented
with no errors
All the elements are The elements are The presentation The presentation
well-synthesized organized. However, shows some degree lacks organization.
and organized. the transition/ of organization, but It reflects little
Organization
There is a smooth connection of ideas may still be effort to connect
(30%)
transition/connectio are smooth. There improved ideas
n of ideas seems to have
distinct sections
EVALUATION:
It’s now time to evaluate your learning. Please answer the following questions below. Write your answer in your activity notebook.
Critical Thinking
1. What are the advantages of aerobic respiration over anaerobic respiration in production?
2. What is misleading about the following statement: Plants perform photosynthesis and animals perform cellular respiration.
Essential Questions
1. How important is solar energy to us?
2. How do we get energy from food?

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LEARNING MODULE

NOTRE DAME OF MASIAG, INC.

Subject Teacher ______________________________________________

Class Adviser ______________________________________________

FOR PRIVATE USE

CORE VALUES – N.O.T.R.E. D.A.M.E.

REFERENCES AND WEBSITE LINKS USED IN THIS LESSON:

PEAC Module 2017

Links for Lesson

Links for Lesson 4:

Keener, Jim. “Bacteria”. n.p. 3 Feb 2003.

Lesson 2: Heredity: Inheritance and Variation

Genes and Chromosomes

Heredity: Inheritance and Patterns and Inheritance

Genetic Variation and

Lesson 3: Biodiversity and Evolution

The Human Breathing System

PART A: What a Bunch of Grapes!

Objective: Identify the key parts of the breathing system

Figure 2. The human respiratory system

The Human Respiratory System

This chart of the RESPIRATORY SYSTEM shows how

Breathing is the process that brings oxygen in the air into

The TRACHEA (windpipe) is the passage leading from your pharynx to the lungs.

The RIGHT LUNG is divided into three LOBES, or sections.

The left lung is divided into two LOBES.

Infectious Diseases of the Respiratory Tract

Activity 2: Bottled Balloons

Let’s start gathering information by proceeding to the next part.

For those who have internet connection, follow this link:

Cardiovascular disease (CVD or heart-related condition) is said to be

The circulatory system

The circulatory system is made up of blood vessels

The circulatory system consists of three independent

ACTIVITY 3: PICTURE ANALYSIS

Bronchitis – involves swelling of bronchioles as well as mucus build up in the alveoli

1. What’s the word

What’s the word

ACTIVITY 6: SMOKING-INDUCED PNEUMONIA

After reading the risk from smoking, show your

For those who have internet connections, view the

Rubric scoring guide for Exercise 1

ACTIVITY 7: ARTICLE READING: Exercise is not Always Good.

Performance Task: Information Dissemination Activity

Objective/Budget Time per Week:

Activity 1. CASE ANALYSIS

ACTIVITY 2 : ELICITING PRIOR KNOWLEDGE THROUGH I-R-F CHART

Initial Revised Final

Activity 3: Mendelian Genetics

Activity 5: Chromosomal Basis of

Activity 6. CASE ANALYSIS

Time to go back to N.T.’s case:

ACTIVITY NO. 7: PATTERNS OF INHERITANCE

ACTIVITY NO. 9: ASSESSING GENETIC CONDITIONS

ACTIVITY NO. 12: STRENGTHENING NEW KNOWLEDGE THROUGH I-R-F CHART

Solution Attempted Results

My attempts at coming up with a solution involves (you

1. The classic Mendelian phenotypic ratio when a heterozygote self-cross is _________

Relate species extinction to the failure of populations of organisms to adapt to abrupt