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Living Things
and Their
Environment
Quarter 1: Module 5-7

1
 Module 5 Measuring Biodiversity
DEVELOPMENT TEAM OF andTHE
Causes of Extinction
MODULE

WRITERS:
Most Essential Learning Competencies
BENJAMIN B. ALBAO, Master Teacher I
ROWELA G. RUPA, Head Teacher III
MARK
Relate species extinction to the ROVHIE
failure G. FERMIN,
of populations TeachertoI adapt to abrupt
of organisms
changes in the environment (S9LT-Ie-f-30)
SHALLIMAR D. FAN, Teacher I
SENEGRACE J. DIONERO, Head Teacher I
ELLAINE A. TABOR, Teacher I
MARITES T. TUDIO, Teacher III
What’s In JONALYN C. BANAN, Teacher II
MIKE ADAM M. SANTOS, Teacher I
`DARYL G. GUMACAL, Teacher I
JONATHAN A. ALVAREZ, Teacher I
AMERPHIDA B. SAMARITA, Teacher I
MA. CARMEL M. MACASINAG, Master Teacher I
CHRISTINE S. MANGCOY, Teacher I
MARIA PETRA FELISA D. BUCAYO, Teacher I

CONSOLIDATOR: GENOVIE G. TAGUM, Master Teacher II

LANGUAGE EDITOR: MYRA A. FUENTES, Master Teacher I

ELAINE A. TABOR, Teacher I

CONTENT VALIDATOR: CYNTHIA B. ONG, Master Teacher II

ANTHONETTE R. ESTUYE, Master Teacher I
ERIC JAMES PAGUIO, Master Teacher I
CARMELITA G. YAP, Master Teacher I
ROWELA G. RUPA, Head Teacher III
LOURDES S. MANDADERO, Teacher III

COVER PAGE ILLUSTRATOR: AIRA MARI CON M. AUSTERO

TEAM LEADER: DR. RAQUEL M. AUSTERO

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Biodiversity and Extinction
In 8th grade, you learned about the concept of species, and their importance in
the ecosystem’s biodiverse structure. To preserve the ecosystems around us, we are
tasked to protect and to conserve endangered and economically important species. But
have we ever asked ourselves what causes the decline of their population? What
happens when their numbers drop down to zero?
Measuring Biodiversity
Two common methods that scientists use to complete a biodiversity study of
organisms in one local habitat are line transects and plot studies. A transect is a long,
narrow sampling area, while a plot study is a square area that can be divided into
subplots. Transects extend over a longer portion of a study area than a plot does,
resulting in a larger sample of different plant species. However, plot studies are useful
for small areas that have a great variety of plant life.
Measuring Biodiversity Concepts:
● Species: group of organisms consisting of similar individuals capable of exchanging
genes or interbreeding
● Population: individuals of a single species that live in an area
● Community: all the populations that live in an area
● Habitat: the physical location or type of environment in which an organism of the
biological population lives or occurs
● Ecosystem: a dynamic complex of plant, animal and microorganism communities
and their non-living environment interacting as a functional unit
● Limiting factors: environmental conditions that keep a population from increasing
in size and help balance the ecosystems
● Carrying capacity: affected by the changes in the environment, it denotes the idea
of maximum number or density of population that a specific area can support
sustainably
● Richness: the number of unique species that are present but does not include the
number of individuals within those groups
1. Abundance is the number of individuals present in each group relative to the
total number of individuals. Abundance is calculated by dividing the number of
individuals by the total number for all groups.

Sample Computation:

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 Compute for the relative abundance of cats to the other animals living in a
small village.

25 cats. 45 dogs, 15 cows, 10 pigs and 18 goats

R.A. =
25/(25+45+15+10+18) x 100 = 22.12

Concerning all the animals living in the village, the result means that the
cats in the village have a relative abundance of 22.12.

2. Biodiversity is the variety of life and can be measured on multiple scales

including genetic diversity, species diversity, and ecosystem diversity. The
number of different species that live in an ecosystem determines the
biodiversity.

3. The biodiversity index is a particular way of measuring biodiversity. It can be

calculated by dividing the # of species by the # of organisms. The closer to the
biodiversity index is, the more diverse the community is.

Sample Computation:
Compute for the biodiversity index of a small pond using the information of
the identified organisms living in it.

22 snails, 15 frogs, 35 waterlilies, 8 fishes, and 6 shrimps

B.I. = 5/(22+15+35+8+6) = 0.058

The pond has a biodiversity index of 0.058. It means that the greater the index, the
greater the diversity.
Extinction
Natural causes of extinction are climate change (natural ones), competition from
other animals, reduction of food sources, or a combination of all. Additionally, one

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extinction could lead to another. When an important part of the food chain becomes
extinct, their predators will most likely lose their food source and starve to death, while
the prey of those extinct species will be free of predators that control their population.
An uncontrolled population will consume its prey relentlessly.
Whenever there is a change in the environment, the more adaptable species
have the higher chance of survival. This making them capable of reproduction. The
ones that are unable to adapt will not survive and most likely fail to reproduce. This is
evident when the death rate of a species is higher than its birth rate. It is a part of the
mechanism of evolution called “Natural Selection”.

Key Concepts:
1.Extinction in biology, is the dying out or extermination of the entire species.
2. Endangered Species are very likely to become extinct in
the near future.
3. Natural selection is a process where organisms with favorable traits are
more likely to survive and reproduce.
4. Desertification is the process by which fertile land becomes desert,
typically, as a result of drought, deforestation, or inappropriate agriculture.

5. Invasive species are not native to a specific location, and environment.

6. Global Warming is the unusually rapid increase in average surface
temperature over the past century. Primarily, this is due to the greenhouse
gases released by people burning fossil fuels.

Aside from obvious causes like overhunting and pollution, here are other ways
humans are causing mass extinctions all around the planet.
Climate Change and Global Warming
● Ice melts in polar regions which is home to many animals like penguins and
polar bears. Melted ice also leads to the rise in sea levels as well as
submerging low-lying islands.
● Global warming gives rise to the El Niño and La Niña phenomenon which
brings major disasters such as floods, drought heatwaves, and forest fires;
destroying habitats and killing its inhabitants.
● Change in temperature forces many species to flee from their comfortable
habitat. They migrate and invade other territories that are similar to their old
ones. Competition for resources against other species soon follows. The loser
and less adaptable ones will either migrate and repeat the cycle or face
extinction

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 ● Increases in carbon dioxide concentration also cause our oceans to
become more acidic. Acidic water dissolves the shells of many sea creatures
such as crabs, shrimps, oysters, and soon even coral reefs which are home to
numerous marine lives.
● Ocean water expands when heated further raising sea levels.
Small bodies of water in warmer areas dry out killing their inhabitants
Deforestation and Desertification
Wood, paper, and other products come from trees. To obtain these resources, an
extensive forest area needs to be cut down to provide for our needs. If not managed
correctly, desertification occurs.
Introduction of Invasive Species
If an invasive plant or animal is carried to another environment, especially in
places where there are no means to control their population, they tend to prey or
outcompete other species in their new unnatural environment causing food shortages
for other species living in that area.

Source: https://www.globalgiving.org/learn/cost-to-end-climate-change/

What’s More

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Activity 1: Relative Abundance and Biodiversity Index
Directions: Complete the table by computing the relative abundance of the target
species.

TABLE A

Target Species/Individuals Number of Species/Individuals Relative

Living with Target Species Abundance
15 Lions 30 Hyenas, 55 Buffalos, 60
Zebras, and 22 Wild Dogs
200 Tunas 450 Marlins, 560 Salmons, and
800 Sardines

22 Goats 40 Pigs, 65 Cows, 19 Sheep,

and 25 Horses
63 Dragonflies 30 Lizards, 50 Mantis,
and 95 Butterflies
85 Mango Trees 63 Coconut Trees, 50 Guava
Trees, and 38 Banana Trees

35 Hyenas 22 Wild Dogs, 42 Goats, 30

Zebras, and 22 Giraffes
12 Cedars 12 Birch, 8 Willows, and 15 Narra
18 Spiders 42 Flies, 33 Mosquitoes, 12
Lizards, and 6 Centipedes
14 Elephants 22 Monkeys, 35 Zebras, 17
Hippopotamus, and 9 Giraffes
26 Chickens 15 Geese, 42 Ducks, and 17
Turkeys

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Directions: Complete the table by computing the Biodiversity Index of the target
species or individuals.
TABLE B

No. of Organisms Biodiversity Index

22 Frogs
33 Snails, 60 Waterlilies, 15 Fishes, and 8 Turtles
245 Daffodils
500 Rose, 300 Daisies, and 200 Tulips
40 Narra Trees, 86 Kamagong Trees, and
25 Balete Trees
67 Rabbits, 14 Wild Dogs, 8 Buffalos, 33 Wild
Boars, and 22 Rats
68 Pigeons, 15 Eagles, 25 Falcons, and 10 Hawks
15 Lions, 5 Tigers, 8 Panthers, 22 Buffalos
35 Zebras, and 18 Ox
42 Mango Trees, 50 Banana Trees, 40 Papayas,
and 15 Durian Trees
50 Cactuses, 12 Scorpions, 25 Spiders,
and 8 Camels
23 Pigs, 18 Cows, 60 Chickens, 9 Goats
and 12 Sheep
14 Grizzly Bears, 32 Moose,
16 Wolves, and 22 Rabbits

Activity 2: Concepts of Extinction

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Directions: Match the name of the species in Column A with its picture in Column B.
Write the letter of our answer on the space provided before the number. Then, identify if
it is an endangered or extinct by encircling the correct answer.

A B

______1. Dodo Birds a. (Endangered, Extinct)

https://www.fisheries.noaa.gov/species/blue-whale

______2. Giant Panda b. (Endangered, Extinct)

https://www.npr.org/templates/story/story.php?storyId=128937520

______3. Blue whale c. (Endangered, Extinct)

https://steemit.com/nature/@flamingirl/

______4. Tasmanian Tiger d. (Endangered, Extinct)

https://time.com/4235496/dodos-smart-brain-size/

______5. Orangutan e. (Endangered, Extinct)

https://kids.nationalgeographic.com/animals/mammals/facts/giant-panda

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______6. Tamaraw f. (Endangered, Extinct)
https://www.scientificamerican.com/article

______7. Sea Lion g. (Endangered, Extinct)

https://en.wikipedia.org/wiki/Tamaraw

______8. Mammoth h. (Endangered, Extinct)

https://www.britannica.com/animal/whale-shark

______9. Passenger Pigeon i. (Endangered, Extinct)

https://animaldiversity.org/accounts

______10. Whale Shark j. (Endangered, Extinct)

https://www.popularmechanics.com/science/animals

Activity 3: Climate Change

Directions: Write “C” if the concept presented causes climate change and write “E” if
it is an effect of climate change.

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________1. Increase in extreme weather events
________2. Pollution
________3. Rising temperature
________4. Energy use
________5. Rising sea level
________6. Consumer practices
________7. Unpredictable weather patterns
________8. Deforestation
________9. Land degradation
________10. Loss of wildlife and biodiversity
________11. Rapid industrialization
________12. Agricultural practices
________13. Transport
________14. Resource Extraction
________15. Increases in extreme weather events
________16. Burning of fossil fuels
________17. Creation of super typhoons
________18. Extreme heat waves
________19. Burning of garbage
________20. Extinction of some species

Activity 4: Fighting Climate Change

Directions: Draw a happy face if the picture shows how to take care of the
environment or draw a sad face if it doesn’t.

________1. __________4.
https://www.foodnavigator-asia.com/Article/2020/06/09/ https://www.nationalgeographic.org/encyclopedia/pollution/

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_________2. ___________5.
https://insh.world/science/what-if-we-stopped-burning-fossil-fuels-right-now/ https://app.emaze.com/@AOTCZIOLF#1

_________3.
https://theconversation.com/greenwashing-corporate-tree-planting

Activity 5: Environmental Think Tank

Directions: Identify a certain environmental issue that you are interested with, Search
for its possible causes, effects, solutions, and preventions. Write your answer in the
mind map below.

Effects
Causes

Environmental Issue

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 Solutions Preventions

What I Have Learned

Directions: Fill in the blanks with words or phrases that will make the following
statement correct. Choose answer inside the box below.

global warming rising sea levels habitat pollution deforestation

limiting factors biodiversity index natural selection
weather patterns change in temperature

1. Measuring Biodiversity includes identifying the species living on it, its population,
community, _______, types of ecosystems, _________, carrying capacities and
richness.
2. To understand and predict better the dynamics of a biodiversity scientist use the
various mathematical or statistical treatments such as relative abundance and
__________.
3. Various animals and plants became endangered or even extinct due to various
factors like ___________, competition or predation from invasive species,
desertification, and _____________.
4. Climate change and global warming result to drastic ______________, increase in
the acidity in bodies of water, and increase in sea level.

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5. Climate change can cause by rapid industrialization, energy use, agricultural
practices, ____________, consumer practices, livestock processing, transport, resource
extraction and ______________.
6. Rising temperatures, _______________, unpredictable _______________, extreme
weather events, land degradation and loss of wildlife and biodiversity are the effects of
climate change.

What I Can Do
Directions: As a student, list 5 simple ways that you can do or what you can
change in your lifestyle to fight global warming and climate change.

1.
2.

3.
4.
5.
Module 6 Photosynthesis and Respiration

Most Essential Learning Competencies

Differentiate basic features and importance of photosynthesis and respiration

(S9LT-Ig-j-31)

What’s In

Photosynthesis

Photosynthesis is the process by which plants manufacture food, mainly

sugars, from carbon dioxide and water in the presence of chlorophyll, utilizing light
energy and releasing oxygen as a by-product. In plants, it primarily takes place in the
leaves and little or none in stems depending on the presence of chlorophyll. The typical
parts of the leaves include the upper and lower epidermises, mesophyll spongy layer,

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vascular bundles, and stomata. The upper and lower epidermises protect the leaves
and has nothing to do with photosynthetic processes. The vascular bundles- the xylem
and phloem serve as transporting vessels of manufactured food and water. Mesophyll
has the greatest number of chloroplasts that contain chlorophyll. The main functions of
chloroplasts are to produce food (glucose) during photosynthesis and to store food
energy. Inside chloroplasts are membranous sacs called thylakoids, which are
suspended in a thick fluid, called the stroma. Thylakoids are concentrated in stacks
called grana. Carbon dioxide and water molecules are combined with the energy from
sunlight to produce sugar (glucose) and oxygen. These are the reactants (what is used)
in photosynthesis. The plant gets water from the ground through its roots. It collects
carbon dioxide from the air.
Photosynthesis in the leaves can be divided into two stages: the light-dependent
reactions (photo) and the Calvin cycle, also known as light-independent reaction
(synthesis). The light-dependent reactions take place in the thylakoid membrane and
require a continuous supply of light energy. Chlorophylls absorb this light energy, which
is converted into chemical energy through the formation of two compounds, ATP
(adenosine triphosphate) —an energy storage molecule and NADPH (nicotinamide
adenine dinucleotide phosphate)—a reduced (electron-bearing) electron carrier. In this
process, water molecules are also converted to oxygen gas—the oxygen we breathe!
The Calvin cycle, also called the light-independent reactions, takes place in the
stroma, and does not directly require light. Instead, the Calvin cycle uses ATP and
NADPH from the light-dependent reactions to fix carbon dioxide and produce three-
carbon sugars—glyceraldehyde-3-phosphate, or G3P, molecules—which join up to form
glucose.
Overall, the light-dependent reactions capture light energy and store it
temporarily in the chemical forms of ATP and NADPH. There, ATP is broken down to
release energy, and NADPH donates its electrons to convert carbon dioxide molecules
into sugars. In the end, the energy that started as light ends up trapped in the bonds of
Source: Introduction to Photosynthesis.(n.a).Retrieved from https://www.khanacademy.org/science/biology/photosynthesis-in-
plants/introduction-to-stages-of-photosynthesis/a/intro-to-photosynthesis.

the sugars.

Factors Affecting the Rate of Photosynthesis

The rate of photosynthesis refers to how fast photosynthesis takes place. There is
several factors that affect the rate or speed of photosynthesis on its own, regardless of
the level of the other factors. The major limiting factors for photosynthesis are light
intensity, temperature, and carbon dioxide concentration.

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A. The Effect of Light Intensity on Photosynthetic Rate
Photosynthesis cannot begin without light. As it is absorbed by chlorophyll to
convert carbon dioxide and water into glucose and oxygen, and so light becomes the
most influential factor. As sunlight hits more of the chlorophyll molecules, the rate of
photosynthesis increases because more chlorophyll is being photo-activated. At a
certain light intensity, the photosynthetic rate will plateau, as all available chlorophyll are
saturated with light. At low light intensity, the energy absorbed by plants is not sufficient
to be converted into biochemical energy.
The rate of photosynthesis increases linearly with increasing light intensity.
Gradually, the rate falls and at a certain light intensity, the rate of photosynthesis
remains constant. Hence, a rise in light intensity has no effect on the rate of
photosynthesis as the other factors such as temperature and carbon dioxide become
limiting.

B. The Effects of Temperature on Photosynthetic Rate

Photosynthesis is controlled by enzymes, which are sensitive to temperature
fluctuations. Enzymes assist in carrying out the reactions necessary to bind and store
glucose. The rate at which these enzymes work is affected by temperature. This makes
temperature another major limiting factor. As temperature increases, the photosynthetic
rate also increases, as reactants have greater kinetic energy and more collisions result.
Above a certain temperature, the rate of photosynthesis will decrease as essential
enzymes begin to denature.
Typically, chemical reactions increase with temperature. However, for
photosynthesis at temperatures above 40°C, the rate slows down. This is because the
enzymes involved in the chemical reactions of photosynthesis are temperature sensitive
and destroyed at higher temperatures.
The rate of photosynthesis does not increase with higher temperatures for all plants.
Plants that grow in colder climates have an optimum rate of photosynthesis at low
temperatures. Therefore, different types of plants have optimum temperatures for
photosynthesis.
Source: Factors Affecting Photosynthesis. (n.a). Retrieved from
http://www.funscience.in/study-zone/Biology/Nutrition/FactorsAffectingRateOfPhotosynthesis.php

C. The Effects of Carbon Dioxide Concentration on Photosynthetic Rate

Photosynthesis is involved in the fixation of carbon atoms to form organic molecules.
During the process, cells use carbon dioxide and energy from the sun to make sugar
molecules and oxygen. Then, via the respiration process, cells use oxygen and glucose

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to synthesize energy-rich carrier molecules, such as ATP, while carbon dioxide is
produced as a waste product.
Carbon dioxide concentrations are also important in regulating the stomata; it is in
the open pores through which plants exchange gases with the external environment.
Open stomata allow CO2 to diffuse into the leaves for photosynthesis, but also provide a
pathway for water to diffuse out of leaves. An increase in the concentration of carbon
dioxide gives an increase in the rate of photosynthesis, as more organic molecules are
being produced. At a certain concentration of CO 2 photosynthetic rate will plateau, as
the enzymes responsible for carbon fixation are saturated.
The rate of photosynthesis increases linearly with increasing carbon dioxide
concentration. At a certain carbon dioxide concentration, the rate of photosynthesis
remains constant. Hence, a rise in carbon dioxide levels has no effect on the rate of
photosynthesis as the other factors such as light intensity and temperature become
limiting.

What’s More

Activity 1: Into the Unknown

Directions: Label the parts of the internal structure of the leaf and the chloroplast.

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Answer the following:
1. Why are plants green?
______________________________________________________________________
2. What are the raw materials and by-product of photosynthesis?
Raw Material -_________________________________________________________
Products- ____________________________________________________________

Activity 2: Light vs Dark

Directions: Complete the table below by comparing light-dependent and light-
independent reactions according to the given properties. Choose from the word bank.
Properties Light-dependent Light-independent
first phase second phase CO
Reaction
2 NADPH carbon fixation
Reaction
light water ATP NADP water splitting
Phase of photosynthesis
thylakoid stroma (1) O2 ADP (2) sugar (glucose),

Requirement (3) (4)

Location (5) (6)

Functional role (7) (8)

Product (9) (10)

Activity 3: FACTOR OUT

Directions: Identify the word being described. Choose your answer in the box.

Chlorophyll Carbon Dioxide Pollutants Oxygen Light

Nutrients Temperature Moisture Enzymes Water

_________ 1. A green pigment found in the leaves of the plants

_________ 2. A gas found in the air, one of the gases people and animals breathe out
when they exhale
_________3. A substance that provides nourishment essential for growth and the
maintenance of life
_________ 4. The degree or intensity of heat present in a substance
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_________ 5. A colorless, odorless reactive gas is a life-supporting component of the
air
_________ 6. A substance that pollutes the water or the atmosphere
_________ 7. A liquid diffused in a small quantity as a vapor
_________ 8. A tasteless and odorless liquid at room temperature, most essential of all
compounds
_________ 9. An Electromagnetic radiation can be detected by the human eye
_________10. A substance that acts as a catalyst to bring a biochemical reaction

Answer the following questions.

1. Which among the lists are internal factors affecting photosynthesis? External factors?
Internal Factors:____________________________________________________
External Factors:___________________________________________________

Activity 4: Know the Facts

Directions: Encircle the word that would make the statement correct.
1. In photosynthesis, light is absorbed by (chlorophyll, chloroplast) to convert
carbon dioxide and water into glucose and oxygen.
2. The rate of photosynthesis (increases, decreases) as more chlorophyll is being
photo-activated by sunlight.
3. The rate of photosynthesis at temperatures above 40°C (slows down, speeds
up).
4. An increase in the concentration of (water, carbon dioxide) gives an increase in
the rate of photosynthesis, as more organic molecules are being produced.
5. When the amount of sunlight, temperature, and carbon dioxide concentration
reaches its optimum level, any changes (will affect, will no longer affect) the
rate of photosynthesis.

What I Have Learned

Directions: Complete the statements below by choosing the correct word in

the box.

chloroplasts chemical water photosynthesis

carbon dioxide light chlorophyll sugar

1. Photosynthesis occurs in plant cells containing________ – typically, these are

found mainly in the leaves of green plants.
19
 2. In photosynthesis, light energy from the Sun is trapped and converted into
_______energy in organic molecules.
3. Light, ______and carbon dioxide are the raw materials needed to produce
oxygen and sugar (glucose) by means of photosynthesis.
4. Light is absorbed in the _______-dependent stage and provides energy to split
water and form ATP and reduced NADP.
5. _________is the raw material for the light-independent stage of photosynthesis
since it is the carbon source that is fixed with the use of ATP from light-
dependent reaction to make sugar.
6. The rate at which _______occurs depends on the availability of the raw materials
needed for the process, carbon dioxide, water, and light.

What I Can Do
Photosynthesis allows plants to produce their
own food. Plants play a vital role in the
ecosystem. It is one of the main sources of food
for many living organisms. Aside from that, what
other benefits do we derive from plants? Write
your answers in the box. Source: https://www.shutterstock.com/image-vector/hands-

olding-seedling-des
259628249

.
Module 7 Cellular Respiration

Most Essential Learning Competencies

Differentiate basic features and importance of photosynthesis and respiration

(S9LT-Ig-j-31)

20
 What’s In

Cellular Respiration

Cellular Respiration gives both plant and animal cells useable energy. It is
defined by the equation below:

C6H12O6(glucose) + 6O2 → 6CO2 + 6H2O + ≈38 ATP

Stages in Cellular Respiration:

1. Glycolysis

Source: https://medium.com/countdown-education/3-simple-stages-in-cellular-respiration-and-how-they-work-4de3abc5f819
Where it occurs: Glycolysis occurs in the cytoplasm of cells, outside of mitochondria.

Reactants: It requires glucose and 2 ATP to split the glucose molecule, 2 NAD+ that

will become electron carrier molecules, and 4 ADP + P that will become 4 ATP.

21
Process: The 2 ATP are used to split the glucose into 2 pyruvic acids, or pyruvates,
and as those pyruvates are formed, 4 ATP are created as well as 2 NADH electron
carrier molecules.

Products: Each of the 2 pyruvic acids  contains 3 carbon atoms (the original glucose
molecule had 6), and there is a net gain of 2 ATP (2 are invested to split the glucose,
and 4 are formed from ADP and P) that the cell can now use as energy, as well as 2
NADH that each carry two electrons and hydrogen to the Electron Transport Chain.

Next step: If the cell has access to oxygen (anaerobic environment), then the 2 pyruvic
acids will become Acetyl CoA and go inside the mitochondria to perform the Krebs cycle
for more ATP.

2. Krebs Cycle

Source: https://medium.com/countdown-education/3-simple-stages-in-cellular-respiration-and-how-they-work-4de3abc5f819

Where it occurs: The Krebs Cycle occurs in the matrix of the mitochondria.

Reactants: The Krebs Cycle uses 2 Acetyl CoA (each with 2 carbons), a 4-carbon
acceptor molecule that powers the cycle, 8 NAD+ and 2 FAD that will become electron
carrier molecules, and 2 ADP + P that will become 2 ATP, and 6 O2 that provide
necessary oxygen. (Remember: Krebs Cycle is aerobic.)

Process: After the two pyruvic acids are converted to acetyl CoA, 2 carbon dioxide
molecules are produced, then the 2-carbon Acetyl CoA will be attached to the 4-carbon

22
acceptor molecule (one at a time) and go through a cycle where they produce CO2 and
electron carrier molecules.

Products: In total, 6CO2 are produced by combining the carbons from the pyruvic acids
with the oxygen molecules, as well as 8 NADH and 2 FADH2 electron carrier molecules,
and 2 ATP that the cell can use for energy.

Note: The 4-carbon acceptor molecule does not change and merely returns to its
initial state to accept another Acetyl CoA in another round of the Krebs Cycle.

Next step: All the carbons are now taken care of and have become carbon dioxide, so
all that’s left from the initial glucose are the hydrogen atoms and electrons on NADH
and FADH2, which go to the ETC for the most energy-rich part of cellular respiration.

3. Electron Transport Chain

Source: https://medium.com/countdown-education/3-simple-stages-in-cellular-respiration-and-how-they-work-4de3abc5f819

Where it occurs: The ETC occurs in the inner membrane of the mitochondria, within
the cristae (folds of the mitochondrion).

Reactants: The ETC uses 10 NADH electron carrier molecules (2 from glycolysis, 8
from the Krebs Cycle), 2 FADH2 (from the Krebs Cycle), plus the 6 oxygen atoms from
the original glucose molecule, and, most importantly, 34 ADP and P that are waiting to
be combined by the ATP Synthase (an enzyme that makes ATP).

Process: The electrons from the electron carrier molecules hop down the electron
transport chain and the H+ ions from the electron carrier molecules go across the inner
23
membrane through active transport, then they charge back out through facilitated
diffusion through the ATP synthase.

Products: The ETC makes 34 ATP (30 from 10 NADH, 4 from FADH 2), returns the
electron acceptor molecules (10 NAD+ and 2 FAD) so that they can be used again in
cellular respiration, and combines the H+ ions with electrons and oxygen atoms to
make 6H2O.

Next step: Cellular respiration will keep occurring again and again unless the cell runs
out of oxygen, in which place it will now perform fermentation to get the energy it needs
to move enzymes and other stuff around and stay healthy.

What’s More

Activity 1: MATCHING PART-Y

Directions: Identify the parts of the mitochondrion. Then, choose the letter on the
boxes that describes each part. Write your answer on the table.

A. A less permeable membrane that

folds over many times and creates
the cristae

B. The inner folded membrane of the

mitochondrion

C. A double phospholipid membrane

separates the intermembrane space
from the cytosol

D. Gel-like material occupying the

space enclosed by the inner
membrane

E. Region between the inner and

outer membrane

Parts of the Mitochondrion Description

1

24
 2
3
4
5

Activity 2: WORD BUILDER

Directions: Identify the words being defined. Be guided by the number of boxes
corresponding to each letter of the word.

1
2
3
4
5
6
7
8
9
10

Definitions
1. adenosine triphosphate, the primary energy carrier in living things
2. nicotinamide adenine dinucleotide phosphate is a cofactor used in an anabolic
reaction
3. requires free oxygen
4. does not require oxygen
5. also known as Citric Acid Cycle, is the second major step of cellular respiration
6. an organism that produces its food using light energy like plants
25
7. the process in which nutrients are converted into useful energy in a cell
8. supplies energy to cells through the citric acid cycle (also known as the Krebs cycle)
when oxygen is present
9. organism that cannot produce its food, instead of taking nutrition from other sources
of organic carbon
10. the process by which plants, algae, and some bacteria convert light energy to
chemical energy in the form of sugars

ACTIVITY 3: ARRANGE ME
Directions: Arrange the steps of Glycolysis in proper order. Write the numbers 1 - 8 on
the blank before each step.
_____ A. Glucose is broken down.
_____ B. Fructose-1,6-bisphosphate is formed.
_____ C. The pyruvate molecules are formed.
_____ D. 2 ATPs are used to form unstable sugar.
_____ E. 3-carbon sugar (glyceraldehyde-3-phosphate) is formed.
_____ F. ATP and NADH are formed and released.
_____ G. In the presence of oxygen, pyruvate is oxidized, and Krebs Cycle
begins.
_____ H. In the absence of oxygen, pyruvate undergoes fermentation.

ACTIVITY 4: SHAPED EVENTS

Directions: Arrange the sequence of events in the Krebs cycle. Write in the double
wave shape, each event to indicate proper sequence, 1 being the first event.

Formation of Three NAD+ are

1.______________________________
citrate takes converted to 3
2.
place. NADH and 3 H+. ________________________________
3.
Pyruvate One FAD is ________________________________
oxidation converted into 4.
activates Acetyl 1 FADH2 ________________________________
Coa. 26 5.
________________________________
6.
________________________________
7.______________________________
 One ATP is
Two carbon formed.
dioxide are
released.
At the end of the
The 2-carbon cycle, the
molecule enters regeneration of
the cycle and oxaloacetate
joins a 4-carbon happens.
molecule.

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ACTIVITY 5: STEP-BY-STEP
Directions: Complete the concept map of cellular respiration and its steps. Use the
keywords in the word box.

WORD BOX
6 NADH
Glycolysis
Lactic Acid
2 ATP
Alcohol
2 FADH2
2 ATP
Pyruvate oxidation to Acetyl-CoA
4 CO2
34 ATP

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ACTIVITY 6: Fit In
Directions: Fill in the missing steps in the Electron Transport Chain. Choose from the
given boxes. Write the letter of your answer.

A. In complex IV, B. FADH2 from C. Electrons in D. Electrons from

a reaction with glycolysis and complex III are Complex I and
O2 produces H2O. Kreb Cycle is picked up by Complex II are
More H+ ions are oxidized to FAD cytochrome C, transferred to a
pumped into the by Complex II. It another carrier carrier called
intermembrane also releases H+ molecule. This ubiquinone Q.
space. By now, ions into the molecule carries This molecule
the concentration intermembrane the electron to carries the
of H+ ions is very space and complex IV. electrons to
high. passes off Complex III.
electrons.

1 4

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ACTIVITY 7: Photosynthesis vs Respiration
Directions: Compare photosynthesis with respiration by filling in the table with the
correct answers.

Comparison Photosynthesis Respiration

Cell Structure Involve (1) _______________________ Mitochondrion

Raw Materials Carbon dioxide and (2) ________ Sugar and (3) ______________

End Product Sugar and oxygen (4) ______________________

Energy Requirements (5) _______________________ ATP (Chemical Energy)

What I Have Learned

Directions: Circle the word inside the parenthesis that will complete
the statement correctly.

1. Organism release stored energy in food through the process of (cellular

respiration, photosynthesis)
2. Cellular respiration occurs in the (mitochondria, nucleus) of the cell.
3. Respiration breaks down glucose into carbon dioxide, water, and energy (ATP) in
the presence of (oxygen, carbon dioxide).
4. The summary equation of respiration is as follows:

( CO2 , O2 )

5. The breakdown of glucose involves three major steps: ( Photosynthesis,

Glycolysis), Krebs Cycle and Electron transport chain.

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What I Can Do

Photosynthesis and cellular respiration are spontaneous processes that

are essential to living organisms.

Directions: Complete the diagram to show how the two process forms a
continuous cycle that sustains life.

Answer Key

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 MODULE 5 ACTIVITY 5

ACTIVITY 1 1. 2. 3.
Table A Answer Table B.
Key
1. 8.24 1. 0.036 4. 5.
2. 9.95 2. 0.0032
3. 12.87 3. .0.2 ACTIVITY 6 (Sample Answer)
4. 26.47 4. 0.035
MODULE 7
5. 36.02 5. 0.033
6. 23.18 MODULE 6
6. 0.058 Activity 4
7.25.53 7. 0.027
8. 14.88
Activity 3: 8. 0.042
9. 14.43 9. 0.041
1. chlorophyll 6. pollutants
1. Pyruvate oxidation activates Acetyl CoA.
10. 2.
26.00 10. 0.048 2. The 2-carbon molecule enters the cycle
carbon dioxide 7. moisture and joins a 4-carbon molecule.
3. nutrients 8. water 3. Formation of citrate take place.
ACTIVITY 2
4. temperature 9. light 4. Two carbon dioxide are released.
1. d,5.extinct
oxygen 6. g, endangered
10. enzymes 5. Three NAD+ are converted to 3 NADH and
2. e, endangered 7. i, endangered
3 H+.
3. a, endangered 8. j, extinct
6. One ATP is formed.
4. c, extinct 9. f, extinct
Activity 4 7. One FAD is converted into 1 FADH2.
5. b, endangered 10. h, endangered
8. At the end of the cycle, the regeneration of
Chlorophyll MODULE 6
oxaloacetate happens.
ACTIVITY 3 Increases Activity 1
1. E 6. C 11. C down
Slows 16. C 1.stomata 6.granum
2. C 7. E 12. C dioxide
Carbon 17. E 2.(palisade) mesophyll 7.stroma
Activity 5
3. E 8. C 13. C
Will 18. E
no longer 3.(spongy) mesophyll 8.thylakoid
4. C 9.E 14.C 19.C 4.guard cell
2. Glycolysis 9.inner membrane
5. EWHAT 10.E
I HAVE15.E 20.E
LEARNED 5.outer membrane 10.lamella
4. 2 ATP
1. CHLOROPLAST Guide
7. Lactic
Questions
Acid
ACTIVITY
2. 4CHEMICAL 8. Alcohol
1.It is because of the presence of chlorophyll
3. LIGHT that9. Pyruvate
absorbs oxidation
light buttoreflects
Acetyl-CoA
the green
1.
4. CARBON 2.
DIOXIDE3. 11. 6 NADH
wavelength of light.
5. PHOTOSYNTHESIS
4. 5. 2.The
12. raw materials are carbon dioxide, water
2 ATP
and13.light while 2the by-products are oxygen
2 FADH
What I Have Learned
MODULE 7 and14.glucose
4 CO2
[[[

Activitylimiting
1. habitat, 1 factors 15. ETC
Activity 2
2. biodiversity index 16. phase
1.first 34 ATP
3. natural selection, global warming 2.second phase
4. change in temperature Activity
3.light, water6
5. Deforestation, pollution
4.CO2, ATP,2.NADPH
1.B D 3. C 4. A
6. rising sea levels
5.thylakoid
Activity 7:
6.stroma
Activity 2 7.water splittingChloroplast
8.carbon fixationWater
1.ATP 6. KREB CYCLE Oxygen
9. O2 , ATP, NADPH
2. NADH 7.AUTOTROPHS Carbon
10. sugar (glucose), ADP,dioxide
NADP and water
3.AEROBIC 8. RESPIRATION Light energy
4.PYRUVATE 9. HETEROTROPHS
5.ANAEROBIC 10. PHOTOSYNTHESIS
WHAT I HAVE LEARNED
Activity 3
1. CELLULAR RESPIRATION
A.1 E. 4 32 2. MOTOCHONDRIA
B. 3 F. 5 3. OXYGEN
C. 6 G. 7 4. CO2
D. 2 H. 8 5. GLYCOLYSIS
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