LS2 Scientific - Critical Thinking JUNIOR HIGH SCHOOL PDF

Learning Strand 2 – Scientific and Critical Thinking Skills
Alternative Learning System 2.0

First Edition, 2021
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Regional Director
Co-Chairpersons : Dr. Victor G. De Gracia Jr., CESO V
Assistant Regional Director
: Ms. Mala Epra B. Magnaong
Chief Education Supervisor, CLMD
: Dr. Ray Butch D. Mahinay
Education Program Supervisor, ALS
LEARNING ACTIVITY SHEETS DEVELOPMENT TEAM
Writers : Modessa Anding, Division of Lanao del Norte
: Doreen Pabonita, Division of Cagayan de Oro City
: Rosalina Facurib, Division of Cagayan de Oro City
: Francis Marc Uy, Division of Lanao del Norte
: Pinky Marris Fabria, Division of Cagayan de Oro City
: Wendave Berdelao, Division of Gingoog City
: Norma Manubag, Division of Malaybalay City
: Betsy Madroño, Division of Misamis Oriental
: Emmie Maniego, Division of Bukidnon
: Lalaine Dosayco, Division of Misamis Occidental
: Gebson Pendomay, Division of Valencia City
: May Lorielie Batoy, Division of Oroquieta City
: Margie Calderon, Division of Tangub City
: Marife Jongco, Division of Ozamiz City
Content Expert : Ms. Dyna Gorre
Teacher III (SHS), Division of Cagayan de Oro City
Reviewer : Dr. Marie Emerald Cabigas
Education Program Supervisor, SHS
Editor : Ms. Doreen Pabonita
ALS Mobile Teacher, Division of Cagayan de Oro City
Coordinator : Ms. Gretchen Catane
Education Program Specialist for ALS, Division of Malaybalay City
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Learning Strand 2
Scientific and Critical Thinking Skills
ALS K to 12 Basic Education Curriculum
This instructional material was collaboratively developed and reviewed by

implementers of the Alternative Learning System and teachers in the formal schools of
DepEd Region X, with the technical support from DepEd ALS Task Force and Smart
Communications.
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comments, and recommendations to [email protected].
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Department of Education ● Republic of the Philippines

ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
ACTIVITY SHEET FOR LEARNING STRAND 2: SCIENTIFIC AND CRITICAL-THINKING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School  Senior High School
LAS TITLE Using Scientific Method in Stating a Question LAS NO. 1 SCORE
LEARNING Use the scientific method to test hypothesis and reach conclusions on issues and concerns affecting
COMPETENCY daily life situations.
I. CONCEPT NOTES
The scientific method is a logical way of coming up with a solution to a given
problem based on keen observations and baseline data.
Study and analyze the situation below.

Jose was instructed together with the other ALS
learners to plant okra seeds for their “My Pet Plant
project”. Jose planted ten (10) okra seeds using an
empty plastic bottles while the rest of his classmates
planted it also using the same set up. They were
asked to take pictures of their project every week for
one (1) month.
Jose observed that his okra seeds are shorter in height compared to the ones
planted by his classmates.
What have caused the difference in terms of the height of the okra seeds they
have planted for their individual project? He researched about growing plants using
seeds and asked his classmates how they plant and nurture their okra plant as it
grows. He learned that for plants to grow, it needs sufficient sunlight, fertile soil, air,
and water to grow healthily. He repeated doing the experiment, applied what he
learned and did several observations.
II. EXERCISES
Based on the scenario above, place a check mark (/) on the the statements
which will coincide to the steps of the scientific method which Jose has followed.
(Yes) (No)
1. Observed the growth of Okra Seeds _____ _____
2. Identified the Problem in terms of the height of Okra plant _____ _____
3. Found out for the answer to the problem (hypothesis) _____ _____
4. Identified the variables or factors _____ _____
5. Conducted the experiment and observe again _____ _____

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Using Scientific Method in Collecting Data LAS NO. 2 SCORE
LEARNING Use the scientific method to test and reach on conclusion on issues and concerns affecting daily life
COMPETENCY situations.
I.CONCEPT NOTES
Collecting data is one of the processes needed in gathering data or information to
address pressing questions related to the identified problem. It also helps achieve good
results in problem solving and in decision making.
At present, collection of data can be done through observation. The use of senses
especially sense of sight is needed in this form of gathering data. The use of checklist,
and survey questionnaires is also another way of collecting data. Asking questions
virtually or through online interview is encouraged at present rather than doing it in face
to face. This can be done using apps such as Google Meet, Zoom or messenger. Focus
group discussion is also another way to obtain data before analyzing and interpreting it
to come up with a good conclusion. Use of pictures and video clips are also good
methods of data collection.
II. EXERCISES
Identify the best method needed to gather data on the following issues. Write your
answers on the space provided before each number.
_____________1. Experiences of ALS learners using modules or learning activity sheets
_____________2. Status of community learning centers of ALS during the pandemic
_____________3. Experiences of people in your community during General Community
Quarantine (GCQ)
_____________4. Urban flooding in some barangays during heavy rain in Cagayan de Oro
City
_____________5. Effects of social media (facebook, twitter, You Tube, online games) to
ALS learners

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Using Scientific Method in Formulating Hypothesis LAS NO. 3 SCORE
I. CONCEPT NOTES
A hypothesis is temporary answer to a given question based on baseline data or
because of keen observations. In this process, it involves data collection using tools to
gather enough evidences to support the data or revise the hypothesis. A hypothesis in
the scientific realm includes the null hypothesis and alternative hypothesis.
Let us recall the steps that Jose followed in solving his problem.
Soil was not fertile

“Why is it that
my okra seeds Insufficient water hypothesis
are shorter in and air
height? Insufficient sunlight
II. EXERCISES
Match the following problems in column A with its possible hypothesis in column B.
Write the CAPITAL letter of your chosen answer on the space provided before each number.
Column A Column B
_____1. Why is my internet connection slow? A. to earn for a living
_____2. What are the causes of climate change? B. poor drainage system
_____3. What is one of the causes of illness? C. network problem
_____4. Why do learners drop from school? D. increasing greenhouse gases
_____5. Why is there frequent urban flooding E. eating unhealthy food
in our city?

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Using Scientific Method in Conducting an experiment LAS NO. 4 SCORE
LEARNING Use the Scientific Method to test and reach on conclusion on issues and concerns affecting daily life
I. CONCEPT NOTES
An experiment is designed to test whether the hypothesis is acceptable or not. It is
composed of procedural steps that needs to be followed logically, to obtain a reliable and
accurate results or findings. Biases may arise, if the steps are not followed carefully and
correctly and so data may also be affected in terms of objectivity.
Jose
conducted
an
experiment.
A B
He observed what happened to the okra seeds

he planted.
II. EXERCISES
Arrange the steps in conducting an experiment, in a logical order. Assign numbers 1,
2, 3, 4, 5 and 6 in arranging the steps to determine the proper sequence in producing an
organic pesticide using hagonoy weeds (Chromolaena odorata) with a pechay plant
(Brassica rapa).
_____ 1. Pound the leaves of hagonoy weeds using mortar and pestle.
_____ 2. Dilute the extract obtained from hagonoy with 100 mL of water.
_____ 3. Filter the extract of hagonoy using a clean cloth or using a funnel and filter paper.
_____ 4. Gather hagonoy weeds from a place where it is growing abundantly.
_____ 5. Separate the leaves of hagonoy from its soft stem.
_____ 6. Store the extract of hagonoy in a clean empty container.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Using Scientific Method in Recording Data LAS NO. 5 SCORE
I. CONCEPT NOTES
Recording data is an important part of the scientific method. If data is not recorded
correctly, the accuracy of results is affected, and may require repetition of the experiment.
In measurement for example, it is crucial for the recorder to include the unit, not just the
figure or number. If you record the temperature of air, for example, a thermometer is used,
and it must be expressed in degree Celsius (˚C). In measuring the height of plants, it can
be expressed in centimeter (cm) or meter (m).
II. EXERCISES
Based on the experiment conducted by Jose with his okra seeds in the previous
activity, complete the table below by filling it in, with the correct data provided below.
0.74 cm green Container 1 with 6
enough loam soil
yellow 5 Container 3 with clay Container 2 with
soil less sandy soil
10 0.52 cm 0.23 cm yellow green
Set Up Plant Height Number of leaves Color of Leaves


NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Using Scientific Method in Making Conclusion LAS NO. 6 SCORE
I. CONCEPT NOTES
A conclusion is the answer to the objective of the activity or experiment being
conducted. In experimental research, it shows whether the stated hypothesis is accepted
or rejected based on the results and findings from the data collected.
II. EXERCISES
Label the following with the different steps of the scientific method. Simply choose
from the following options (in words or phrases) written down below for your answers.
Conclusion Experimental Set-ups

Hypothesis Collected data
Problem
_____________1. Why do okra plants differ in height?

_____________2. The type of soil used had greatly affected the height of the okra
plants.
_____________3.
Setup 1- with 40g loam soil, with 10 okra seeds planted, exposed to air and sunlight,
watered daily
Setup 2- with 40g sandy soil, with 10 okra seeds planted, exposed to air and sunlight,
watered daily
Setup 3- with 40g clay soil, with 10 okra seeds planted, exposed to air and sunlight,
watered daily
_____________4.
Set -Up Plant Height Color of leaves
Set up 1 0.74 cm Green

Set up 2 0.30 cm Green
Set up 3 0.48 cm green
_____________5. The type of soil has affected the height of the okra plants planted by
Jose. Loam soil produced the tallest okra plants compared to those
which were planted in sandy soil and clay soil. The hypothesis is
accepted due to this empirical evidence.
NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Making Critical Judgment LAS NO. 7 SCORE
LEARNING Analyze various options concerning issues affecting daily life situations e.g. birth control issues,
COMPETENCY removal of life support gadgets from a patient.
I.CONCEPT NOTES
Read the paragraph below.
Cagayan de Oro City is the city of golden friendship and opportunities. It is in the
northern part of Mindanao. Many people from provinces and rural areas go to Cagayan
de Oro City because it serves as a gateway in the island of Mindanao. It is composed
more or less of 37 barangays (urban and rural). Different malls and establishments
(banks, churches, schools, commercial spaces, wet markets, grocery stores etc.) are
found in this City. It also serves the people with different types of job opportunities.
However, due to the rise of human population in Cagayan de Oro City, the place
has also become overcrowded, polluted, and where traffic is heavy. In some parts of
this city, you will see squatter’s area. There are people who sleep on the streets. You
will even see plenty of children playing in the side streets of this city.
At present, many families have been facing economic crisis due to the pandemic.
Some families opted to practice birth control methods to limit the number of children in
the family due to smaller family income which do not suffice the needs of the families.
With the rising number of COVID-19 positive cases in the city, the local government
faced a great challenged in addressing the arising issue caused by Coronavirus which
is also a global issue. Economy and employment are affected including the business
and education sectors.
II. EXERCISES
Answer the following questions.
1. What do you think is the most pressing issue the Cagay-anons are facing in this
new normal times?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Future Orientation LAS NO. 8 SCORE
LEARNING
COMPETENCY
Relate advances in science and technology to a better quality of life.
I. CONCEPT NOTES
II. EXERCISES
Write TRUE if the statement involves the positive effects of technologies to your life
and FALSE if it is not.
_________1. The use of Google in doing research saves more time than reading books in
the library.
_________2. Using Facebook messenger allows you to communicate effectively to your
friends and family.
_________3. Computer units allow you to type more accurately and edit paper works
faster than typewriters.
_________4. Consulting with your teachers in ALS can easily be done using cellular
phones than telephones.
_________5. If you are lost in an area, using GPS leads you to your destination.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Sustainable Development LAS NO. 9 SCORE

LEARNING
COMPETENCY
Enumerate ways of using Earth's resources sustainably.
I. CONCEPT NOTES
Sustainable development is the ability of a system to provide the society with sufficient
needs using the natural resources without depriving and disturbing the stability of the
ecosystems which sustain these resources, and still meeting the needs of the future
generation. These resources can be categorized as renewable or nonrenewable resources.
Renewable resources include the water, air, and sunlight while nonrenewable resources
include petroleum products, coal, gold etc.
There are ways to utilize earth’s resources sustainably. These include the following:
1. Apply the 4Rs (reuse, reduce, repair, recycle).
2. Use bicycle for transportation instead of fuel driven vehicles such as motorcycles.
3. Conserve water and maintain cleanliness in the surrounding.
4. Plant and grow some trees. Do container gardening at home.
II. EXERCISES
Put a checkmark (/) on items where resources are being used sustainably and (X) if it
does not.
______1. Wasting of water when taking a bath
______2. Use of solar panels at home
______3. Taking a walk going to a nearby store
______4. Growing vegetables and fruits at home instead of buying in the market
______5. Watering the plants using the water used in washing the dishes

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School Senior High School
LAS TITLE Nervous System Ailments and their Preventive Measures LAS NO. 10 SCORE
LEARNING Demonstrate healthful habits in taking care of the nervous system, e.g., proper diet, exercise, personal
COMPETENCY hygiene, cleanliness, and proper handling of stress and tension.
I. CONCEPT NOTES
The nervous system needs our care and attention to retain its functionality being the
control center of our body. Once we ignore to do some healthful habits, problems may arise
such as inability to recall things due to deterioration of this system.
Healthful Habits in Taking Care of Our Nervous System
1. Eat regularly with balanced meals to maintain the provision of energy and to further
enhance brain activities.
2. Refrain from smoking and from drinking strong alcoholic beverages.

3. Sleep regularly and maintain 7-8 hours of sleep every night. Take some naps during
daytime. Take time to relax too.
4. Do some exercise regularly at least twice a week. Stretching and brisk walking for 30
minutes will do.
5. Take time to read some posts or read some scriptures for 15 to 30 minutes, every
morning
morning after waking up, to exercise your nerve and brain cells.
II. EXERCISES
Put a check mark (✓) if the statement demonstrates healthful habits in taking care of
the nervous system and (X) if it does not.
_____1. Personal Hygiene

_____2. Stress management
_____3. Proper diet
_____4. Worrying too much
_____5. Meditating
NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Skeletal and Muscular Systems Ailments LAS NO. 11 SCORE
LEARNING Identify injuries and diseases that can harm the skeletal and muscular systems, e.g., sprains, cramps,
COMPETENCY fractures, muscle strain, and osteoporosis.
I. CONCEPT NOTES
The Musculoskeletal Systems consist of bones, muscles, tendons, ligaments, joints,
and cartilage. Musculoskeletal injuries are common and are regularly seen in the emergency
department and sometimes in our home. There are common types of human injuries and
diseases which can result from the damage of muscular or skeletal system such as sprain,
cramps, fractures, muscle strain and osteoporosis.
Fracture
is also
known as a
broken
bone, is a
condition
that
changes
the shape
of the bone.
Sprain Cramps are an
refers to a involuntarily A strain is a
tear in the and forcibly tear on the part Osteoporosis is an
part of the contracted of a muscle. ailment when the bones
ligament. muscle that become brittle and are
does not relax. prone to breaking.
II. EXERCISES
Identify the following injuries and diseases that can harm the muscular and skeletal
system. Encircle the letter of your answer. (2 points each)
1. Which of the following is not an injury of the musculo-skeletal system?

A. osteoporosis B. strain C. tetanus D. fracture
2. When can we usually see people who got their fracture?
A. in cooking their food B. in a car accident C. in playing chess D. in chatting
3. Which of the following injuries/diseases that are usually encounter by an old age?
A. cramps B. fracture C. osteoporosis D. skeletal
4. James is a rescuer who is helping a patient who was in a car accident. This patient
had a broken leg. What is this type of musculoskeletal injury?
A. fracture B. strains C. osteoporosis D. cramps
5. Mrs. Martha is a 75-year-old, and she is complaining of pain in her back. The doctor
recommends her to take enough calcium to have strong bones. If she will not follow the
doctor’s recommendation, what type of disease might she encounters?
A. muscle strain B. fracture C. cramps D. osteoporosis

NAME DATE
SCHOOL/CLC DISTRICT
Respiratory System Ailments and their Preventive and
LAS TITLE LAS NO. 12 SCORE
Curative Measures
Describe some illnesses associated with the respiratory system, their causes and symptoms, e.g., causes
LEARNING
COMPETENCY
and symptoms of simple cough and colds, pneumonia, asthma, tuberculosis (TB), emphysema, whooping
cough and diphtheria.
I.CONCEPT NOTES
• The Respiratory System is vulnerable because it allows air into its passages. If any
part of the respiratory system is not working properly, then illnesses can occur.
Illness Causes Symptoms
Cough and It is caused by viruses. Sore throat, runny nose, fever
Colds
It is caused by bacteria, Chills, severe pain in the chest, fever,
viruses or fungi through difficulty in breathing, abdominal pain,
Pneumonia exposure to dirty cough, spitting of blood
environment.
Allergy to pollen, dust, Coughing, wheezing, chest tightness
Asthma food, drugs and chemicals or shortness of breath
It is caused by bacteria Severe cough, chest pain, continuous
Tuberculosis called Tubercle bacilli loss of weight, tiredness, blood in
(TB) sputum
Cigarette smoking, air Shortness of breath and cough
Emphysema pollution
It is caused by Difficulty in breathing, sore throat fever
Diphtheria Corynebacterium chills, nasal discharge
diphtheria.
II.EXERCISES
Encircle the letter of the correct answer. (2 points each)

1. It is characterized by fever, sore throat, and runny nose.
A. Asthma B. Cough and colds C. Tuberculosis D. Asthma
2. Diphtheria is caused by a bacterial microorganism called _________________.
A. Bordetella pertussis B. Virus C. Corynebacterium diphtheria D. Bacteria
3. The respiratory system is vulnerable because it allows ______ into its passages.
A. water B. bacteria C. cold D. air
4. John is 12 years old. He is allergic to pollen, dust, food, drugs and chemicals. He often
cough, wheeze, and experiencing chest tightness or shortness of breath. What does
John have?
A. Cough and Colds B. Asthma C. Emphysema D. Pneumonia
5. Diana was 14 years old when she started smoking. Recently, she has found it very difficult
to breathe and started coughing. Her doctor told her that she has ______________.
A. Diphtheria B. Emphysema C. Pneumonia D. Cough and Colds

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Digestive System Ailments and their Preventive and Cure LAS NO. 13 SCORE
LEARNING Describe the common ailments of the digestive system, e.g., the causes, symptoms, prevention, and
COMPETENCY cure of diarrhea, hyperacidity, peptic ulcer, indigestion.
I. CONCEPT NOTES
There are common ailments that may attack the digestive system. However, prevention
can be done to avoid such diseases. If symptoms may manifest in the digestive tract, possible
cure can still be given to the patient by consulting the physician, laboratory tests, and available
medicines.
II. EXERCISES
Identify the common digestive ailment being described in the following statements below,
given the symptoms, possible causes and preventions to do.
Gastritis Gastroesophageal Reflux Disease (GERD)
Ulcer Gastroenteritis (Stomach flu)
It can be caused by bacterial infection and life style habits

involving alcohol consumption. Eating large meals or lying
down right after a meal
1. _________ Bloating, nausea, weight loss, dry cough, bloating
Eat on time, chew food well, and drink the right amount of
fluids
Inflammation of the stomach, ulcer, constipation

2.________ It causes stomachache and vomiting
Common Eat slowly and chew food very well
Ailments
of
Digestive It can be caused by a bacteria or infection of the
System intestines
Loose watery stools, abdominal cramps, abdominal pain,
3.________ fever, nausea, urgent need of bowel movement
Always wah your hands thoroughly after using the toilet,
changing nappies before meals. Drink plenty of water and
avoid alcohol
Cigarette smoking, alcohols, bacteria

4.________ Nausea, heartburn, weightloss, acid reflux
Stop smoking, take medications, and eat healthy food


NAME DATE
SCHOOL/CLC DISTRICT
Excretory System Ailments and their Preventive and
Curative Measures
LEARNING
COMPETENCY
Demonstrate healthful habits in taking care of the excretory hygiene, sanitation and health habits.
I. CONCEPT NOTES
Remember:
• Disorders of the Excretory System can cause serious problems in the rear future of our
lives. Thus, people should follow some healthy habits to keep the excretory system
healthy. :
1. Drink Water – 2. Regular
Water has a dual Exercise –Exercise
role in the detox provides a fresh,
process. It highly oxygenated
removes and blood supply to the
carries toxins out major organs of the
of the body. Drink excretory system.
eight (8) glasses of
water each day to
keep your
excretory system
nourished.
3. Eat a Healthy Diet

– the excretory system 5. Remain Hygienic-
needs a plentiful Always clean your
supply of vitamins, surroundings, use
minerals and energy to disinfectants and
regulate kidney and sanitize yourself and the
liver function to keep environment on which
4. Avoid Toxins –Avoid drugs, you work on.
the system working alcohol and smoking. Choose
properly. organic foods whenever possible to
decrease the amount of pesticide
you consume.
II. EXERCISES
INSTRUCTION: Analyze the problem provided below and answer the questions.
Problem: Mary loves to eat salty peanuts, canned goods, and pizza. One day, she
experienced a burning sensation when she urinated. In your own idea, what are the things
that she should consider doing in order to prevent the same painful feeling happening again
the next time she would urinate? Give your recommendations by giving healthy practices.

NAME DATE
SCHOOL/CLC DISTRICT
Circulatory System Ailments and their Preventive and
Curative Measures
LEARNING Describe the common ailments associated with the cardio-vascular system, e.g., hypertension, angina
COMPETENCY pectoris, hematoma, varicose veins and anemia.
I. CONCEPT NOTES
The Circulatory System is prone to many diseases. Among these are hypertension,
myocardial infarction or heart attack, angina pectoris, varicose veins, hematoma, and anemia.
Hypertension refers to the increase of the Hematoma is the accumulation of blood
blood pressure above the normal state. It can outside of the blood vessels such as the
be caused by stress, lifestyle of a person and arteries, veins, or capillaries. This occurs
in others, is genetically transmitted. when there is a damage on the part of the
blood vessel.
Myocardial Infarction is commonly known as Anemia refers to the condition of the

heart attack. It happens when one of the blood containing a few red blood cells
arteries is blocked, blocking the blood lower than the normal.
(containing the oxygen and nutrients) to flow
through it. It causes the person to collapse
and sometimes leads to death.
Angina Pectoris is termed as chest pain due Varicose veins are veins which are
to the inability of the heart to get as much swollen or have been enlarged which
blood supply for it to function well. This appear as blue or violet. This happens
happens when the arteries are blocked with when blood flows in the wrong direction.
cholesterol deposits.
II. EXERCISES
Encircle the letter of the correct answer.

____1. It is characterized by a decreasing number of red blood cells.
a. Hematoma b. Varicose veins c. Anemia d. Hypertension
____2. It is known as heart attack due to blockage of arteries and slow blood flow.
a. Myocardial Infarction b. Anemia c. Angina Pectoris d. Hematoma
____3. It is a medical terms for chest pain.
a. Varicose veins b. Angina Pectoris c. Myocardial Infarction d. Anemia
____4. These are swollen veins where blood wrongfully flows.
a. Anemia b. Hematoma c. Varicose veins d. Hypertension
____5. A lump of blood collected outside of the larger blood vessels.
a. Angina Pectoris b. Anemia c. Hypertension d. Hematoma

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Male Reproductive System LAS NO. 16 SCORE
LEARNING
COMPETENCY
Relate the structure of the male reproductive system to its functions.
I. CONCEPT NOTES
Male Reproductive System
• The male reproductive system is mainly composed of
both the external and internal parts. The parts and its
functions are briefly described below.
• The male reproductive organs are specialized for
sexual reproduction and excretion, particularly in
urinating.
• The sperm cell is the sex cell.
Scrotum
External Parts Functions

Penis It is the primary male sex organ for reproduction
Scrotum It houses and protects the testicles, blood vessels and regulate
the temperature.
Testicles (testes) It is contained in the scrotum and produces the sperm cells, the
male gametes.
Epididymis It is where the sperm passes through the vas deferens and
stores the sperm cells and transport it from the testes.
Internal Parts Functions
Vas deferens A road for the sperm cells to pass through and a place for sperm
storage
Urethra A channel where both the urine and the semen exit
Seminal Vesicles Are sacs which are connected to the vas deferens and provides
the sperm cells with energy
Prostate Gland Helps in the ejaculation of additional fluid
II. EXERCISES
INSTRUCTION:In the space provided, write TRUE if the statement is correct and FALSE if
there is something wrong with the statement.
______________ 1. Testes are female sex cells which are located in the scrotum.
______________ 2. A channel where both the urine and the semen exit is the urethra.
______________ 3. The male reproductive organs are specialized for urination and child
birth.
______________ 4. The penis contains the sperm cells and maintain the temperature
necessary to keep it in good state.
______________ 5. The male reproductive cell is called “Egg Cell”.


NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Female Reproductive System LAS NO. 17 SCORE
LEARNING Relate the structure of the reproductive system to its function ,e.g., *female reproductive system
COMPETENCY :ovaries ,egg cells, fallopian tubes ,uterus or womb ,vagina ,cervix.
I.CONCEPT NOTES
The female reproductive system has an internal and external structure. Its main function
is the reproduction of species.
Parts of the Female Reproductive System and Its Function:
1.Ovaries – oval-shaped gland in either side of the uterus where eggs and hormones are
produced and developed.
2.Egg cell/ Ova – carries a set of chromosomes and produce a precise environment to
allow fertilization to occur
3.Fallopian tube – a narrow tube connected to the upper part of the uterus. The egg cell
(ova) travels in this tube from the ovary to the uterus. It is where the egg cell become
fertilized by the sperm cell.
4.Uterus/womb –a pear-shaped muscular
organ where implantation of the fertilized
egg takes place. It develops and nourishes fallopian tubes
the fetus.
5.Vagina – It is where the sperm cells pass through
6.Cervix- it is found in the lower part of the
uterus. It allows menstrual blood flows from
the uterus to the vagina. It is where the egg cells
sperm passes through during intercourse. uterus
ovaries
vagina cervix
II. EXERCISES
Draw a sectional view of human female reproductive system in the box. Label and number
the parts where the:
1. eggs develop
2. fertilization takes place
3. fertilized eggs get implanted
4. known as the birth canal
5. sperm passes through during intercourse

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Reproductive System Changes during Puberty LAS NO. 18 SCORE
LEARNING
COMPETENCY
Describe the changes that occur during puberty.
I. CONCEPT NOTES
Puberty is the process of which the body changes and matures into an adult capable of
sexual reproduction. These changes during puberty are caused by hormones produced in
our body. These hormones are testosterone for boys and oestrogen and progesterone for
girls. The following happens during puberty:
Boys Girls
voice gets deeper breast begins to develop
penis and testes gets bigger vulva,vagina and nipples get

bigger
shoulder and chest becomes monthly periods/ menstruation

broader starts
oily skin more likely to have oily skin more likely to have
acne acne
sudden change of mood sudden change of mood
hair starts to grow on face hair starts to grow on armpits,

armpits, chest, arms,legs and arms,legs and genital area
genital area
becomes taller,body increase in
becomes taller,muscles get size and shape,hips and waist
bigger and stronger gets more defined
II. EXERCISES
Instruction: Write TRUE if the statement describes the changes that occur during puberty
and FALSE if it does not.
________1. Mood swings in female during menstruation period

________2. Some parts of the body get bigger
________3. Pubic hair starts to develop
________4. Pimples start to appear
________5. Physical growth becomes stunted

NAME DATE
SCHOOL/CLC DISTRICT
Reproductive System Ailments and their Preventive and
Curative Measures
LEARNING Cite some ailments associated with the reproductive system, their causes, symptoms, prevention, and
COMPETENCY cure e.g., tumour, myoma, cancer of the uterus and cancer of the prostate.
I.CONCEPT NOTES
Reproductive system ailments are any ailments or diseases in the reproductive parts of
both male and female. Some examples are tumor, myoma, cancer of the uterus and
cancer of the prostate.
II. EXERCISES
Identify the reproductive system ailment being described in each row in the table
below. (2 pts. each)
DISEASE CAUSE SYMPTOMS PREVENTION CURATIVE
MEASURE
*hereditary *bloating *staying a healthy *surgery
1._______ *family history *pelvic /abdominal weight *radiation therapy
*increasing pain *avoid taking *chemotherapy
age *eating hormone
*underlying disorder/always replacement
personal feeling full therapy
history of *frequent urination *avoid risk factors
cancer
*infertility
*high *pain is evident in * healthy lifestyle *taking oral
2._______ estrogen level the abdominal part *maintain normal contraceptives to
during child- *abnormal bleeding weight regulate the
bearing years *urination is difficult hormones
*experience pain *hysterectomy
during sexual (removal of uterus)
contact *surgical removal of
fibroids
*pain medications
*hereditary *unusual vaginal *consider birth *chemotherapy/radia
3._______ *obesity discharge control pills tion therapy
*hyperplasia *painful urination *Know family
*infertility *pain during history
*metabolic intercourse *lose weight
syndrome *mass in the pelvic *decreased blood
area sugar
*regular check ups
*acquired *painful urination/ *maintain healthy **surgery
4._______ /hereditary ejaculation weight *radiation therapy
gene *difficulty in *keep physically *chemotherapy
mutation urination active *hormone therapy
*exposure to *erectile *healthy eating
radiation dysfunction pattern with low
*blood in calcium intake
urine/semen

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Food Preservation LAS NO. 20 SCORE

LEARNING Demonstrate scientific procedures in food preservation, e.g., sterilization, pasteurization (milk),
COMPETENCY refrigeration, canning, salting, drying, etc.
I. CONCEPT NOTES
FOOD PRESERVATION
It refers to the prevention of the growth of microorganisms and slowing the oxidation of
fats in foods such as meat, fruits and vegetables.
Different Methods of Food Preservation
DRYING FREEZING PICKLING PASTEURIZATION CANNING

G
➢ Drying - it is the oldest and simplest way of preserving food by drying fish, meat, fruits
and vegetables under the heat of the sun and the help of the wind. This method allows
water to be removed, thus bacteria cannot contaminate the food which may lead to
food spoilage.
➢ Freezing- is a method to keep the food fresh by having it frozen
➢ Pickling – It is a method where food is soaked in a salt solution or vinegar to preserve
food. It prevents the growth and reproduction of microorganisms.
➢ Pasteurization – heating liquids and foods to kill bacteria thereby preserving its
freshness and preventing its rapid spoilage
➢ Canning- keeping the food in good quality and extending its shelf life
II. EXERCISES
Identify the method of food preservation being used to produce the following food and
beverages. Write your answer on the space provided before each number.
______________1. Milk
______________2. Sardines
______________3. Cucumber salad
______________4. Dried fish
______________5. Longganisa

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Biotechnology LAS NO. 21 SCORE
LEARNING Discuss the concept of biotechnology.
COMPETENCY Give some important applications of biotechnology, e.g., food preservation and hydroponics.
I. CONCEPT NOTES
Biotechnology utilizes organisms to produce different innovations and products that will
enhance our living and help make our lives more pleasant in the aspects of health, food,
medicine etc.
APPLICATIONS FOR BIOTECHNOLOGY

In Medicine:
• Vaccine- helps organisms develop immunity against diseases
• Antibiotics- combat bacterial infections by killing the bacteria that cause the disease
In Food Preservation and Processing
• Processes which are used to enhance the taste, quality, shelf life and nutrition of food.
Environment-related
• Hydroponics- soilless plant growing
II. EXERCISES
Instructions: Write TRUE if the statement describes biotechnology and its applications and
FALSE if the statement does not describe biotechnology and its applications.
_________1. Biotechnology is using biology to create technology.
_________2. One of the important applications of biotechnology is the invention of vaccines
and medicines.
_________3. Biotechnology uses harmful organisms to destroy humans.
_________4. Hydroponics is the future of gardening.
_________5. Cheese, wine, bread and canned goods are products of biotechnology.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Preparing a Balanced Meal LAS NO. 22 SCORE
LEARNING
COMPETENCY
Demonstrate how to prepare a balanced meal.
I. CONCEPT NOTES
Every person needs to have a healthy lifestyle. One way to achieve it is by preparing a
balanced meal which gives a person all the nutrients he/she needs from the variety of food.
Food and nutrition experts have made a simple guide that will help us choose our foods
wisely. We call them the three (3) basic food groups which are fundamental in planning for
balanced meals.
Go foods Grow foods Glow foods

are energy-giving are body-building are body- regulating
foods. They are foods. They are rich foods. They are rich
mostly rich in in proteins. in vitamins and
carbohydrates and minerals.
fats.
❖ Combining moderate amounts of these foods will give you a balanced meal.
3 BASIC FOOD GROUPS EXAMPLE OF WELL-BALANCED

MEALS AND SNACKS
Eat variety of foods every day.
II. EXERCISES
Instruction: Create your own meal plan.
Breakfast Lunch Dinner

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Making Water Safe to Drink LAS NO. 23 SCORE
LEARNING
COMPETENCY
Demonstrate how to make water safe to drink e.g., boiling, filtering and chlorination.
I. CONCEPT NOTES
Water is a form of matter that exist in three (3) different phases. It can be solid in the
form of ice, liquid which is for drinking and washing, which has considerably no taste and is
odorless, and gas in the form of water vapor. In the absence of liquid water, all living things
will cease to exist. Water replenishes the lost body fluids and is important in different cellular
processes. There are three (3) ways to make water safe to drink. These include boiling,
filtering, and chlorination.
Boiling of water
- Is the easiest and cheapest way in purifying water which
requires heat
- It kills bacteria, viruses, pathogens etc.
- The time for boiling water is approximately 3 to 5 minutes
and it should be covered and cooled after.
Filtration
- This method includes the elimination of solid particles present in
water while the liquid portion is stored to allow precipitate to settle
at the bottom of the container.
- Filtering water can be done with the use of a clean cloth, paper
towel or filter paper or with a funnel and storing the liquid portion it
in a clean container.
- Filtered water can be further treated using other ways to make
water more potable for drinking.
Chlorination
- Chlorine is a common chemical which is used by people to treat
water for consumption.
- This process is suitable for disinfection and sanitization of water.
Six (6) to eight (8) drops of chlorine is usually added to a given
volume of water and allowing the mixture to stand for 30 minutes.
It can be stored in a clean container.
II. EXERCISES
Performance task in video
Individual/Group Activity
Demonstration of purifying water by boiling, filtering and chlorination.
Instruction:
1. Divide the class into 3 virtual groups.
2. Each group will be assigned to demonstrate the three (3) processes as specified
below by recording it through a video. Submission of output will be done online and
will be assessed with the use of a rubric.
BOILING FILTRATION CHLORINATION

N

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Health Services Available in the Community LAS NO. 24 SCORE
LEARNING Identify health services available in the community e.g., rural health center, Botika sa Barangay,
COMPETENCY hospitals and clinics.
I.CONCEPT NOTES
Promoting a healthy living in the community level is very essential since it ensure a
high number of people who can avail its health programs and services.
These are the example of public health services that could be available in our
community:
1. Rural Health Center/ Barangay Health Center/ Station-the primary unit that renders
basic health care to the community
2. Community Drugstore or commonly known as Botika sa Barangay- is a drug outlet

legally organize by Community Organization (CO), Non-Government Organization (NGO) or
by Local Government Unit (LGU). The government launched this program to increase the
availability of cheaper and affordable drugs in the community.
3. Community Hospital – provide different services for the local community, primarily works
on health care promotion and illness prevention but since illness, accidents and emergencies
happens in the community so the hospital needed to diagnose, treat and manage the various
ailments and diseases of the local population.
4. Community Health Clinic - a place where outpatients can avail first aid services, medical
treatment, check-up, and counselling e.g., dental clinic, lying – in clinics / birthing clinics
II. EXERCISES
Identify the health services in the community where you can avail the following. Choose
your answer from the box by writing the letter only.
A. Rural Health Center/ Barangay Health Center

B. Botika sa Barangay
C. Community Hospital
D. Community Health Clinic
____________1. Affordable medicines

____________2. Free vaccination for children
____________3. Free check-up
____________4. Diagnoses and treatment of illness
____________5. Information about family planning and counselling
____________6. Assistance in good nutrition
____________7. Help during childbirth
____________8. Information dissemination for good environmental sanitation
____________9. Education about good health
____________10. Cheaper drugs for maintenance

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Prohibited Drugs LAS NO. 25 SCORE
LEARNING Describe the physical, psychological, social, and economic implications of drug abuse such as physical
COMPETENCY emotional and mental instability which may result in being social and economic burden to society.
I.CONCEPT NOTES
Abused of prohibited drugs in an individual is likely to have a negative implications in
his life and to others. The effects may vary from experiencing mental disorder, acquiring
diseases to involvement of crimes that cause a big problem to self, family and to the society .
These are the different examples of the negative implications of drug abuse:
Effects
Physical aspect ➢ Weaken immune system
➢ abnormal heart condition
➢ loss of appetite/weight loss due to nausea and abdominal pain
➢ increase the chance of liver damage /failure
➢ prone to lung diseases
➢ prolonged used increase drug dependency and tolerance
➢ death
Mental health ➢ stroke, seizures, mental confusion, and brain damage
➢ memory loss, problems in decision making
➢ anxiety, depression, or psychosis
Economic ➢ job loss/ increased unemployment rate
issues ➢ negative impact to the economy of the community & country
Legal issues ➢ increase the chance of being a drug offender/ criminal
➢ imprisonment
Social aspect ➢ a threat to self and to other people (family, friends, and people
in the community
➢ family feud, broken family and may create bad relationship with
others
II. EXERCISES
Describe how the use of prohibited drugs affect a person’s life in the different aspects
cited below. (2pts each)
1. Mental health –
2. Social aspect –
3. Physical aspect-
4. Economic aspect-
5. Legal aspect-

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Scientific Procedure in Agriculture LAS NO. 26 SCORE
LEARNING Apply scientific procedures in agriculture ,e.g., seed /stock collection, grafting, marcotting, budding
COMPETENCY ,contour plowing, crop rotation and modern farm equipment /machineries.
I.CONCEPT NOTES
Scientific procedures are important in agriculture since it helps a lot in identifying and
solving problems in farming. Through this information and solutions, and the use of the
scientific method, agricultural farming practices or techniques evolve. An example of this is
seed or stock collection.
Seed /stock collection is a procedure that guarantees the variation of seedlings to be
planted and is important in maintaining the diversity of seed collection during pest’s
epidemics. To obtain a variety of seeds in big number, it should be collected from several
crops between species.
Scientific Procedure in Activities
Seed/Stock Collection
A. Identify underlying Choosing the right type of seeds to be planted on the field
problems
B. Hypothesis To take into consideration:
- characteristics of soil (sandy, loamy, moist)
- temperature and the amount of rainfall
- water supply
C. Gathering data - Ask seeds from other farmers in nearby fields and plant
these in your own soil
- Observe and gather data of the growth rate of plants.
D. Analyzing data -Compare the growth rate of your plants with those from your
nearby fields.
E. Making conclusion - Based on the data gathered and analysis you can now tell
what seeds you should plant in your soil.
F. Making and - With your conclusion you can now pick the right seeds and
implementing proceed to planting.
recommendations - During harvest, you may now choose seeds for storage from
well – ripened and high quality of fruits of a healthy parent
plants, which should be free from diseases and insect scars.
II. EXERCISES
Apply scientific procedures in using grafting method. You can refer to the above
example as your guide. (10pts.)
Scientific Procedure Activities

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Crop Rotation, Use of Diversion and Contour Farming LAS NO. 27 SCORE
LEARNING
COMPETENCY
Demonstrate skills in crop rotation, the use of diversion and contour farming.
I.CONCEPT NOTES
What is crop -is a practice of growing of various types of crops successively in

rotation? the same ground in a definite order
Why use crop -fertilizes the soil, increase harvest rate of crops, increases nutrients
rotation? in the soil
-lessens the problem of soil erosion and pollution, reduces weeds,
-decreases the occurrence of pest, reduce the problem on diseases
How to conduct -should be planted alternately for at least three to four year cycle and
crop rotation? this cycle should also be every year rotation
-careful planning is needed
How to start? - List and prioritize your goal.
- List the crops you plan to grow and the number of crops.
- Make rotational groups.
Example of Cycle of the Stages of Each Plant Bed/Plot

Example of crops: Season 1 Season 2 Season 3
Leafy– lettuce, cabbage, kangkong, etc.
. leaf crop (lettuce) root crop legume crop
Fruit bearing-tomato, peppers, okra,
root crop (gabi) leaf crop fruit crop
bitter gourd (ampalaya), eggplant legumes ( sitaw ) fruit crop root crop
Root crops –radish, ginger, gabi, fruit crop(tomato) legume crop leaf crop
cassava, sweet potato, etc.
Legumes – winged beans (sigarilyas),
lima beans (patani), cowpea, etc. • For three (3) year crop rotation
II. EXERCISES
Make a plan for your garden using one (1) year crop rotation .Set the cycle
and the type of crops you want to grow. Show this table.
Season 1 Season 2 Season 3

name of specific crop ? ?
? ? ?
? ? ?
? ? ?

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Hydroponics LAS NO. 28 SCORE
LEARNING
COMPETENCY
Cite the advantages and disadvantages of hydroponics.
I.CONCEPT NOTES
Everything in this world is not perfect, so, it has limitations and disadvantages. In
Hydroponics, as it is known to be a method of growing plants, without the use of soil, has its
advantages and disadvantages.
II. EXERCISES
Give five (5) advantages and (5) disadvantages on the use of hydroponics.
Choose from the options below to complete the data in the table.
• water and electricity threats

• no soil needed
• no weeds
• system failure threats
• can used up any space /location
• needs technical expertise
• reduce used of pesticides and herbicides
• fewer pest and diseases of plants
• requires time and commitment
• needs some initial higher investment on large scale project
• better growth of plants
• pH level is controlled easily
• effective use of nutrients and not wasted
• water-saving since it is recycled
• plants are grown all year round regardless of season since it is climate controlled
ADVANTAGES DISADVANTAGES
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

NAME DATE
SCHOOL/CLC DISTRICT
Proper Use of Organic Fertilizer, Pest Control and
Genetic Diversity of Crops
LEARNING
COMPETENCY
Conduct an orientation on the proper use of fertilizer, pest control and genetic diversity of crops.
I.CONCEPT NOTES
In agriculture, the use of fertilizer, pest control and genetic diversity is vital. If it is not
properly used, it can increase environmental risks, like pollutions and other threats. So,
having a good orientation and planning is a must, to achieve a precise and productive result.
This is the right time to share what you have learned in this lesson and some ideas from the
internet about the proper use of fertilizer, pest control and genetic diversity with your family,
friends and even to your neighbors.
What is are natural or industrially produced minerals and nutrients that served as
fertilizer? supplements to the soil and are essential in the cultivation and growth of
plants
Why plants It helps to increase harvest and improve the quality of soil. It is what every
need fertilizer? garden requires.
How will we -by checking plants soil and pH for any deficiency before adding the
know if the nutrient needed
plants needed - depends primarily on the total quantity of nutrients loss
fertilizer and -different variety of plants needs different nutrients requirements e.g., the
the quantity to heavy feeders (corn, eggplants, onions), moderate feeders (carrots,
be applied? okra, sweet potatoes) and light feeders (peas, baguio beans)
How to apply -from its base expanding to the outer circumference under the
fertilizer to branches/leaves
plants? - for vegetables, put the fertilizer in a strip parallel to the planting row
What are the a. Dry fertilizer: good option for second application of heavy feeders
types of b. Slow–release fertilizers - it maybe synthetic or organic; good option
fertilizer? What for long term healthy plants
type of plants c. Liquid fertilizer: fast acting good for plants that needs help and
are best suited boosting
to each type of d. Manure fertilizer: good for maintaining soil moisture, apply after
fertilizer? planting
II. EXERCISES
Share your knowledge to your immediate family about the proper use of fertilizer. Let
them sign in the table below after the orientation conducted.
Name of Family Member Signature
1.
2.
3.
4.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Photosynthesis LAS NO. 30 SCORE
LEARNING
COMPETENCY
Differentiate basic features and importance of photosynthesis and respiration
I. CONCEPT NOTES
Photosynthesis is the process by which plants produce their own food in the form of
glucose (simplest sugar) with oxygen (gas for inhalation) as another by product. This
occurs in the presence of sunlight as carbon dioxide and water combine during the
reaction. Chlorophyll, the green pigment in the leaves of the plants, traps the solar energy
from the sun which drives the whole food-making process. The solar energy is transformed
to chemical energy as food (glucose) is produced. The reaction can be summarized using
the chemical equation below:
Process of Photosynthesis
sunlight
6 CO2 + 6 H2O C6H12O6 + 6 O2
(carbon dioxide) (water) (glucose) (oxygen)
(reactants) (products)
II. EXERCISES
Fill in the blanks with the correct concepts that would complete the process of
photosynthesis.
Water and ____________ react together to produce oxygen and ____________. The
green pigment in plants that capture sunlight is known as ______________. In this process,
the energy from the sun will be converted to __________________ which is stored in the
food. The whole process of food making is known as ____________________.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Respiration LAS NO. 31 SCORE
LEARNING
COMPETENCY
Differentiate basic features and importance of photosynthesis and respiration.
I. CONCEPT NOTES
Respiration is just the opposite process of photosynthesis. Glucose is broken down

into water and carbon dioxide and releases energy in the presence of oxygen.
Process of Respiration
C6H12O6 + 6 O2 6 CO2 + 6 H2O + energy

(glucose) (oxygen) (carbon dioxide) (water)
(Reactants) (Products)
The table shows the difference between photosynthesis and respiration.

Photosynthesis Respiration
✓ Occurs in plants ▪ Occurs in both plants and animals
✓ Happens with the help of sunlight ▪ Does not need sunlight
(light dependent reaction)
✓ Involves absorption of energy ▪ Involves the release of energy from
(solar energy) the breakdown of glucose
✓ Reactants include CO2 (carbon ▪ Reactants include glucose
dioxide) and H2O (water) (C6H12O6) and oxygen (O2) (aerobic
respiration)
✓ Sugar and oxygen gas are formed. ▪ Carbon dioxide and water are
(glucose which is stored as starch formed from the reaction.
in plants)
II. EXERCISES
Fill in the blanks with the correct concepts on respiration and photosynthesis.
1. Photosynthesis: absorption of ___________; respiration: _________ of energy.
2. Water and carbon dioxide are the products of ___________ while ___________ and
________ are the products of photosynthesis.
3. Respiration involves the ______ of energy while photosynthesis involves the _______ of
energy.
ACTIVITY SHEET FOR LEARNING STRAND 2: SCIENTIFIC AND CRITICAL THINKING SKILLS
NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Classification of Organisms LAS NO. 32 SCORE
LEARNING
COMPETENCY
Classify organisms using hierarchical taxonomic system.
I. CONCEPT NOTES
Taxonomy is a branch of biology that classifies all living things using logical system. It
is also the technique of classifying organisms. It comes from the word taxis which means
arrangement, and nomos which means method.
II. EXERCISES
Complete the classification of a human using the taxonomic hierarchy. The
classification of a dog is provided for you to follow.
TAXONOMIC HIERARCHY
Eukarta DOMAIN Eukarta

DOG Animalia KINGDOM
Chordata PHYLUM Chordata
Mammalia CLASS
Carnivora ORDER Primates
Canidae FAMILY
Canis GENUS Homo
Canis lupus lupus SPECIES HUMAN
NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Microorganisms LAS NO. 33 SCORE
LEARNING
COMPETENCY
Identify beneficial and harmful microorganisms.
I. CONCEPT NOTES
Microorganisms are living organisms which could not be seen by the naked eyes.
It can be harmful, but some species are harmless and are useful to our system.
Three main groups of microbes:

Virus A virus requires a ‘host’ to multiply and reproduce. COVID-19, for example,
is caused by a Corona virus that resulted to a pandemic.
Fungi A fungus acquires its food from dead organic matter.
Bacteria These are microorganisms that usually cause infections such as the
Influenza. Other species are useful such as Lactobacillus sp..
Beneficial Harmful
Microorganisms which are helpful in the Microorganisms produce a harmful

growing process, beneficial to the body substance called toxins which can make
and enhance health. Beneficial in food illnesses and damage tissues and
industry and in fermentation. organs.
Ex: Streptococcus thermophilous, Ex: Influenza, Campylobacter, and
Rhizobacterium, and Lactobacillus Trichophyton
II. EXERCISES
Classify the microorganism listed below as beneficial or harmful. Write B if it is

beneficial, H if it is harmful and NA for not applicable.
_____________________1. Salmonella
_____________________2. Antibiotic
_____________________3. Coronavirus
_____________________4. Lactobacillus
_____________________5. Baking soda
_____________________6. Mycobacterium tuberculosis
_____________________7. H1N1 influenza virus
_____________________8. Measles vaccine
_____________________9. SARS-CoV-2
_____________________10. Button mushroom

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Vertebrates and Invertebrates LAS NO. 34 SCORE
LEARNING
COMPETENCY
Differentiate between vertebrates and invertebrates.
I. CONCEPT NOTES
Animals on earth can be classified as vertebrate and invertebrate. Vertebrates are
animals that have the presence of a backbone. Example is a Homo sapiens (human). An
invertebrate is any animal that do not have the presence of a backbone.
II. EXERCISES
Identify the following pictures of organisms as vertebrate or invertebrate. Write your
answer on the space provided for each item.
1.____________________ 2. ____________________ 3. _____________________
4. _______________________ 5. _______________________
NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Sexual and Asexual Reproduction LAS NO. 35 SCORE

LEARNING
COMPETENCY
Classify plants according to: means of reproduction – asexual and sexual.
I. CONCEPT NOTES
Plants undergo two types of reproduction which are sexual and asexual reproduction.
Sexual reproduction involves the male and female sex cells or gametes. It is made possible
through the seeds. Variations in plant characteristics among its offsprings are observed in
this process, which are different from its parents. However, in asexual reproduction, the
offsprings are just the same or identical with its parents. Only one parent is needed in this
process.
II. EXERCISES
Identify the type of reproduction being manifested by each plant, whether it is sexual or
asexual reproduction.
1 Bulbs (corms)
2 Citrus seeds
3 Grafted Mango seedlings
4 Germinated Beans
5 Rose plant (Stem)
6 Budding
7 Spore formation
8 Mango Seeds
9 Strawberry (stolon)
10 Potato (tuber)

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Mitosis LAS NO. 36 SCORE
LEARNING
COMPETENCY
Compare mitosis and meiosis and their role in cell dvision.
I. CONCEPT NOTES
Mitosis is a process of cell division which occurs in somatic cells or body cells. It
produces two daughter cells which are identical to its parent cell. It is a process which does
not involve sex cells or
gametes. It is important for
growth, maintenance and
repair of cells. It includes five
stages: interphase, prophase,
metaphase, anaphase and
telophase. It occurs in
eukaryotic cells, Eukaryotic
cells are cells that contain
true nuclei and membrane-
bound organelles, enclosed in
a plasma membrane.
II. EXERCISES
Direction: Arrange the following stages of mitosis from the first to the last stage. Based your
answers on the diagram shown above. Write only the numbers (1, 2,3, 4, 5, 6) on the space
provided.
______a. Chromosomes line up along the equatorial plates. A spindle fiber for each side
attaches to a sister chromatid, to equally divide the chromosomes.
______b. The chromatin condensed into tight chromosomes. The centrioles begin moving
towards the opposite ends and spindle fibers begin to form.
______c. Chromosomes begin to unwind into chromatin. The spindle fibers dissolve and a
nuclear membrane form around the chromatin.
______d. The centromere split apart, and the sister chromatids are now called chromosomes
which are pulled by spindle fibers to either end of the cell.
______e. Before the division take place, a cell must copy its own set of chromosomes. DNA
replicates.
______f. The cytoplasm begins to divide and the cell membrane pinches, forming two
identical cells, each with a full set of chromosomes.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Meiosis LAS NO. 37 SCORE
LEARNING
COMPETENCY
Explain the significance of meiosis in the maintaining the chromosomes number.
I.CONCEPT NOTES
Meiosis is a process which produces the sperm cell and the egg cell (sex cells or
gametes). It has two phases, Meiosis I and II. Meiosis I produces two (2) diploid cells while in
meiosis II, leads to the formation of four (4) haploid cells, two from each daughter cell from
the first division.
Four Stages of Meiosis I and II
MEIOSIS 1
Coiling of chromosomes, Nuclear envelope starts to disappear
Prophase I Pairing of homologous chromosomes
Crossing over happens which leads to genetic variation
Metaphase I Alignment of homologous chromosomes at the equatorial plate
Anaphase I Separation of homologous chromosomes
Movement of sister chromatids to the opposite poles
Telophase I Reappearance of nuclear membrane, cytokinesis or formation of cleavage
furrow, two (2) diploid cells are formed
MEIOSIS II
Prophase II Breaking down of nuclear envelope and spindle fiber forms and attach to the
centromeres
Metaphase II Alignment of the chromosomes at the equatorial plate
Anaphase II Movement of sister chromatids to the opposite poles
Telophase II Formation of four (4) haploid cells
II. EXERCISES
On the space provided below, write TRUE if the statement contains no mistake or error
and FALSE if there are observed errors in the statement.
________1. Meiosis leads to the formation of the sperm cell and egg cell.
________2. Crossing-over occurs during prophase II of meiosis.
________3. Meiosis II is very similar to mitosis called reductional division.
________4. Humans contains 23 pairs of chromosomes in their gametes.
________5. Meiosis produces genetic variability.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Evolution LAS NO. 38 SCORE
LEARNING
COMPETENCY
Explain the occurrence of evolution: Adaptation and causes of Extinction
I. CONCEPT NOTES
Evolution refers to the change in the traits of species of population through
generations. The main mechanism that drives evolution is through adaptation. Adaptation
gives the species of different living organisms, the opportunity to adjust and survive with the
changing environment. The organisms who have traits which are suitable to the environment,
has higher survival rate compared to those which are weak.
II. Exercises
Instruction: Use the picture illustrated above to answer the following questions below. Write
your answer on the space provided.
___1. Which is not included in the concept of Natural Selection?
A. competition among species C. transmission of acquired traits
B. genetic variation of population D. reproduction and survival of the fittest
___2. Changes that could contribute to the survival of organisms in a changing environment
A. mutation C. reproduction
B. natural selection D. adaptation
___3. The most reliable data that could provide the strongest evidence for change is:
A. fossils C. embryological change
B. homologous structure D. physical structure of organisms
___4. Overproduction of organisms of the same species would most likely lead to:
A. competition C. genetic variation
B. continues reproduction D. transmission of acquired traits from the parents
___5. The organisms whose traits are not adaptable to a changing environment will become:
A. extinct C. prone to competition
B. endangered D. continue to pass on traits over generations

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Ecological Relationship LAS NO. 39 SCORE
LEARNING
COMPETENCY
Describe the different ecological relationships found in the ecosystem
I. CONCEPT NOTES
Ecological relationships describe the different relationships of interacting organisms in a

community or ecosystem. These relationships include predation, parasitism, commensalism,
and mutualism. The presence of a predator who feeds on prey is called predation. An example
is when a snake (predator) eats a frog (prey) for food. On the other hand, when a parasite
such as a headlice, lives in the part of a body of an organism (host) to survive, the lice is
benefitted while the host is harmed. This manifest parasitism.
Commensalism is observed in a growing orchid and tree. Both are not harmed nor
benefits from each other. Mutualism is manifested when organisms benefit from each other. An
example is observed among flowers and bees.
II. EXERCISES
Identify the ecological relationship being exhibited by the following organisms. Write your
answers on the space provided.
___________________1. Carabao and the crow

___________________2. Lion and the deer
___________________3. Cat and the lizard
___________________4. Trees and insects
___________________5. Dogs and Ticks/fleas

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Biodiversity LAS NO. 40 SCORE
LEARNING
COMPETENCY
Explain the advantage of high biodiversity in maintaining the stability of an ecosystem
I. CONCEPT NOTES
Biodiversity refers to a variety of organisms living in different ecosystems. It falls into

three categories: species diversity, genetic diversity, and ecosystem diversity. The more
plant and animal species found in various ecosystems, the greater is the variety of its
species which ensures sustainability and stability of the ecosystems. The more stable and
sustainable the ecosystems are, the greater is its ability to withstand and recover from
unpredictable phenomena.
High biodiversity ensures more protection of various resources such as food, building
materials, fuel, and water, etc. It also suffices the needs of the population to maintain and
sustain life. It also helps in the process of waste decomposition, moderation, and stabilization
of climate. It also allows for proper cycling of nutrients and allows other processes to take
place such as pollination, soil fertility, air and water purification, and pest control. It can also
provide other forms of services such as tourism, research, and forms of recreation for
mankind.
II. EXERCISES
Write TRUE if the statement contains the correct concepts about biodiversityand
FALSE if there are mistakes or errors in it.
________1. Biodiversity plays an important role in the proper functioning of ecosystems.

________2. High biodiversity makes ecosystems more stable.
________3. Without biodiversity, existence of human life is possible on earth.
________4. High biodiversity would mean, a variety of species living in different ecosystems.
________5. The more sustainable and resilient the ecosystems would become, if there is
high biodiversity.

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic LiteracyLower Elementary Advanced ElementaryJunior High SchoolSenior High School
LAS TITLE Earth’s Satellite LAS NO. 41 SCORE
LEARNING Infer the pattern in the changes in the appearance of the moon and relate the cyclical pattern to the
COMPETENCY length of a month.
I. CONCEPT NOTES
Satellite is an object in space which orbits around a planet.
Earth has many satellites and moon is an example of it.
Moon makes one revolution of 27 1/3 to 29 1/2 days around earth. Its shape is round,
but it can change from time to time.This changes in appearance of moon’s shape is
referred to as phases.
Study the illustration about phases of the moon and its cyclical pattern below.
PHASES OF THE MOON
DAY 7
DAY 10 DAY 4
DAY 14 DAY 0
DAY 18
DAY 26
DAY 22
II.EXERCISES
In the space provided, write TRUE if the statement is correct and FALSE if not.
___________1. During new moon phase, moon is entirely dark because moon is between
earth and the sun.
___________2. The whole side of the moon is lighted during the waxing gibbous phase.
___________3. After the waning gibbous phase comes the waning crescent phase.
___________4. It takes 3 to 4 days for a moon to change to its new phase.
___________5. Half of the moon is lighted during first quarter phase.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE The Sun LAS NO. 42 SCORE
LEARNING
COMPETENCY Describe the characteristics of stars based on the characteristics of the sun.
I. CONCEPT NOTES
Stars are celestial bodies made up of hydrogen and helium usually seen as a point of
light in the sky.
The sun is a star located at the center of the solar system.
The sun is considered a star because of the following characteristics they have in
common:
Composition- consists of hydrogen and
helium.
Color- white (but appears yellow through
earth’s atmosphere
Temperature- average (not so hot and not
so cold)
Size- average ( not so big and not so small)
Composition - ball of hot gas made up of

hydrogen and helium.
Colors- red, orange, yellow, white and blue
Temperature- hot ( red stars), average, cold
(blue stars)
Sizes- big, average, small
II. EXERCISES
__________1. The sun and the stars are composed of hydrogen and helium.
__________2. The sun is considered a star because of its color.
__________3. Stars have one color which is yellow.
__________4. Red stars are hotter than the sun.
__________5. Stars have many sizes and its average size is the sun.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Solar and Lunar Eclipses LAS NO. 43 SCORE

LEARNING
COMPETENCY
Explain how solar and lunar eclipses occur
I. CONCEPT NOTES
An eclipse happens in the event, the moon or other heavenly body passes into the
shadow of another heavenly body. This event occurs when the sun, earth, and moon are in
straight positions. A solar eclipse happens when the shadow of the moon moves across the
Earth as it orbits. In this case, the moon is at the center or in between the sun and earth
which hinders the light from reaching into the earth.
Sun Moon Earth Sun Earth Moon
Solar Eclipse Lunar Eclipse
On the other hand, a lunar eclipse happens when the Earth is at the center in between
the sun and the moon. The earth cast a shadow on the moon.
I. EXERCISES
Explain how solar and lunar eclipses occur.
Solar Eclipse
____________________________________
____________________________________
____________________________________
______
ECLIPSES
Lunar Eclipse
____________________________________
____________________________________
____________________________________
______

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Layers of Earth and its Composition LAS NO. 44 SCORE
LEARNING
COMPETENCY
Describe the layers of the earth and its composition, e.g., crust, mantle, and core
I. CONCEPT NOTES
The earth forms part of the crust, mantle, and core.
Layers of the Earth Description Composition

1. Crust ▪ thin, outermost • rocks include basalt
▪ includes the continental and and granite
oceanic crust
▪ rigid, rocky, dense
2. Mantle ▪ thicker and denser • extremely hot due to
▪ solid and with molten rocks called magma
magma
▪ convection current happens
which drives plate tectonic
movements
▪ increasing temperature
3. Outer Core ▪ molten state • with liquid iron and

▪ very hot and very dense nickel
4. Inner Core ▪ solid • with solid iron
▪ very hot and very dense
EXERCISES
Directions: Complete the graphic organizer on the layers of the earth below. Describe each
layer.
Layers of the
Earth
NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Earth’s Atmospheres LAS NO. 45 SCORE
LEARNING
COMPETENCY
Discuss how energy from the sun interacts with the layers of the atmosphere.
I.CONCEPT NOTES
Atmosphere is a thick blanket of gas that covers the Earth. It acts as a shield of protection
from meteors that could crash Earth’s surface. Also, it protects us from the ultraviolet radiation
from the sun. It is divided into five layers. These are the troposphere, stratosphere, mesosphere,
thermosphere, and exosphere.
Layers of the
Earth’s Atmosphere Description
It contains 75% of the gases and it is the layer nearest to the Earth . Dust
Troposphere and water vapor are present in this layer. Also, it is where weather occurs.
It contains the ozone layer which keeps the harmful rays from the sun
Stratosphere reaching Earth’s surface. Hence, the ozone layer that serves as UV
protection, becomes thinner.
Mesosphere It is the coldest layer in the atmosphere.
Thermosphere It is considered the “hot layer” because it contains the warmest
temperatures in the atmosphere. It absorbs solar energy which makes
its temperature increase rapidly with altitude.
Exosphere Located above the thermosphere. It is the outermost layer of the
atmosphere. It’s about 500km to around 3,000 km above the Earth.
The Earth’s atmosphere interacts with the energy coming from the sun. The passage of solar
radiation is controlled by the Earth’s atmosphere. Some of this energy is reflected back into the
space upon striking the outermost layers of the atmosphere, and some is either absorbed or
scattered by atmospheric gases, vapors and dust particles. This solar radiation warms the Earth
surface and the Earth’s atmosphere provides a habitable climate.
II. EXERCISES
A. Label the layers of the atmosphere. B. Answer the question below.
How does the Earth’s atmosphere
interact with the incoming solar
energy from the sun?

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Earthquakes LAS NO. 46 SCORE

LEARNING Differentiate the epicenter of an earthquake from its focus, intensity of an earthquake from its magnitude
COMPETENCY and active and inactive faults
I. CONCEPT NOTES
An earthquake is an unpredictable event in nature caused by the movement of plates
along convergent, divergent or transform plate boundaries. This is mainly the effect of
convection current, in the earth’s mantle which causes the rise of hot materials (magma) as it
spreads sidewards, and subducts as it becomes denser (subduction).
The area where an earthquake starts is called a focus. The point just above the focus
is the epicenter. It is the area where the greatest trembling or shaking of the ground and
most damages are experienced. Magnitude refers to how strong an earthquake is. Intensity
refers to the degree of damages caused by an earthquake. Active faults are areas where
occurrences of earthquakes are felt while inactive faults are points where there is no record
of earthquakes that took place yet.
I. EXERCISES
Write TRUE if the statement contains correct concepts pertaining to an earthquake and
FALSE if it does not. Write your answers on the space provided before each number.
________1. Earthquakes occur first at the epicenter.
________2. The strength of an earthquake is called intensity.
________3. The focus is the origin of an earthquake.
________4. Most of the earthquakes occur along inactive faults.
________5. The higher the intensity of an earthquake, the greater is the damage on the
areas affected by it.

NAME DATE
SCHOOL/CLC DISTRICT
Precautionary Measures Before, During and After an
Earthquake
LEARNING
COMPETENCY
Demonstrate some precautionary measures before, during and after an earthquake
I. CONCEPT NOTES
The Philippines lies along the Pacific Ring of Fire where several faults, active
volcanoes and subduction zones are found. In Region X, for instance, there are earthquake
generators and two (2) active volcanoes present. With this given facts, it is important to be
prepared at all times. An earthquake is unpredictable and could not be prevented even with
the use of technology. Hence, the following precautionary measures before, during, and after
an earthquake, are to be considered:
Before 1. Prepare ahead of time on emergency kit.
2. Practice for an earthquake drill at home or in school.
3. Know where to locate the outlets and circuit breaker in your house.
During 1. Stay calm. Do the duck, cover, and hold positions. Always cover your head
with a rigid object for protection.
2. If you are inside the house or building, look for a rigid table and stay
beneath the object and hold the legs of the table with your hands. If you are
outdoor, go to an open field and avoid steep areas which are prone to
landslide.
3. If you are at the beach, leave the place immediately and move to a safer
and elevated area for at any instance a tsunami can occur.
After 1. Check by counting the members who are with you and inspect if there are
injuries and casualty.
2. When you are at home, do not forget to check or inspect the whole house
for any possibility of damages. Inform the local authorities immediately if such
situation is observed.
3. Stay in a safe place free from falling debris or damages, even from
aftershocks.
II. EXERCISES
Identify if the following precautionary measures are observed BEFORE, DURING or
AFTER an earthquake. Write your answer on the space provided before each number.
_________1. Fasten some heavy appliances through the walls of your house.
_________2. Use the stairs instead of an elevator if you are inside a building.
_________3. If you are on a trip, put the car to a stop and remain inside the vehicle and
observe.
_________4. Turn on your portable radio and be informed of the current news and notices
for aftershocks.
_________5. Prepare a family emergency plan and orient the members of the family ahead
about the plan.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Volcanoes LAS NO. 48 SCORE

LEARNING
COMPETENCY
Explain how a volcanic eruption occurs
I. CONCEPT NOTES
Volcanic eruption occurs when magma (molten rock) in the mantle rises to the
surface of Earth and is thrown out through the crater or vent of a volcano. Magma is formed
when one plate sinks (oceanic plate) while colliding (convergent) or sliding past with another
plate (transform) or when two plates separate apart (divergent). The plate that goes to the
mantle, melts and forms part of the magma. Magma is less dense than the solid rocks in the
mantle, and so it rises. As the magma rises, gas bubbles form. The thicker the magma, the
more violent and destructive the volcanic eruption becomes. This is due to the gas bubbles
which could not easily escape from it. The other way which could lead to an eruption, is
when the water in the underground, mixes with the magma in the mantle, forming a steam.
Build up of pressure would cause a volcanic eruption to happen. When magma reaches the
earth’s surface, it is called lava.
II. EXERCISES
Arrange the following events in chronological order from the first to the last process of
volcanic eruption. Assign with numbers 1-5 with 1 as the first event and 5 as the last.
________1. Lava reaches the ground.

________2. The oceanic plate/crust sinks as it collides with the continental crust.
________3. Magma rises to the opening of a volcano when too much pressure builds up.
________4. The subducting oceanic crust melts as it reaches the mantle, and forms part of
the magma.
________5. The lava that flows, go sideways and spread.

NAME DATE
SCHOOL/CLC DISTRICT
Precautionary Measures to Take Before and After
Volcanic Eruptions
LEARNING
COMPETENCY
Demonstrate precautionary measures to take before and after volcanic eruptions
I. CONCEPT NOTES
Volcanic eruptions can bring hassles and problems to affected communities or
localities especially if these communities are caught unprepared for such phenomenon.
Although signs of impending volcanic eruptions are detected through the PHIVOLCS, it is still
best to be well informed and to be aware of the precautionary measures to take, before and
after the eruption of a volcano. This is to reduce the impact or devastation it may bring and to
ensure the safety of the families including livestock and important properties.
Precautionary Measures
Before 1. Be aware of the danger of an erupting volcano.
2. Prepare your emergency kit ahead.
3. Evacuate to a safer place out of the danger zone per advice of the
local authorities.
During 1) Keep yourselves safe by staying in an area free from any volcano
hazards such as pyroclastic flow, ashfall, lava flow and mud flow.
2) Wear protective masks to protect yourself from inhaling the ashes
which may cause respiratory ailments.
3) If your house is away from the danger zone, remain inside your
house until further instructions.
After 1) Keep updated with the news and information by listening to the
radio. Wait for the go signal from the local authorities before returning
home.
2) If given with the go signal to go back to your house, and check the
whole area before cleaning it. Wear protective masks, suit and gloves.
II. EXERCISES
Check (/) if the following actions, demonstrates some safety precautions to take before or
after a volcanic eruption.
_________1. If out of the danger zone, stay inside your house once the volcano erupts.
_________2. Wear protective mask, suit, and gloves to protect yourself from volcanic ashes.
_________3. Go back to your house only if the authorities tell you to do so.
_________4. Keep informed about the eruption by listening to the news in radio or television.
_________5. Wait for further notice if it is still unsafe to go out from your house.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Weather and Climate LAS NO. 50 SCORE
LEARNING
COMPETENCY Describe the various factors that affects weather system, location and topography
I. CONCEPT NOTES
Weather is a condition of the atmosphere in a particular area at a given time. It can be
windy, hot or rainy. It changes within the day. Say for example, the weather in the morning
might not be the same in the afternoon.
There are factors that influence weather.
1. Solar Radiation - The sun’s solar radiation that reaches the Earth varies. As the Earth
orbits around the sun, the distance between the two changes. Also, tilting of the planet affects
weather for it determines the amount of heat that part of the planet would receive.
2. Latitude Location - Location on the Earth affects weather. Weather in the areas near
the equator does not change much for it receives the same amount of sunlight. Whereas,
areas far from the equator would receive more or less amount of sunlight depending on the
season.
3. Abundance of Water - Areas near bodies of water are usually wetter compared to
desert. Also, large bodies of water would create wind as temperature differs between land and
water.
4. Air Pressure and Temperature - The difference between hotter and cooler pockets of
air or fronts influenced air pressure. When the temperature of these pockets are very different,
they would try to mix together and create movements and pressure. When they are not very
different, it would result in fewer weather effects.
Daily changes in weather conditions are resulted from winds and storms. Whereas,
seasonal changes are resulted from the Earth’s revolution around the sun.
II.EXERCISES
Directions: Observe the weather in your place from 8:00 to 10:00 in the morning and 2:00
to 4:00 in the afternoon. Compare the weather in the morning with that in the afternoon.
Then, provide what is being asked below.
1. Describe the weather in the morning. Windy Hot Rainy
2. Describe the weather in the afternoon. Windy Hot Rainy
3. Is there a difference between the weather
in the morning and with that in the
afternoon? Yes No
4. What could be the factor/s that influence
the change in weather condition in your
place? ____________________________________

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Typhoons LAS NO. 51 SCORE
LEARNING
COMPETENCY Describe the effects of typhoons
I. CONCEPT NOTES
Typhoon, also called a tropical cyclone, is a storm experienced by regions in Indian
or west Pacific oceans. In other areas, it is called a hurricane. It is characterized by an air
mass that rotates around a central part called “eye”. This eye has a low pressure area. In
the Philippines, typhoons are called “bagyo”.
Typhoons are formed when moisture from oceans is pulled by strong winds. Then,
the thunderstorms, that started off already, convert the moisture into heat. This heat will
cause more air to flow to the center of the storm that causes evaporation. The heat and
air flow, that flows toward the eye,create typhoons.
As a typhoon moves on land, it’s wind can speed up from 118-149 km/h, 150 km/h
for severe typhoons or 190 km/h for super typhoons. Thus, this would bring positive and
negative effects on people, plants, animals, infrastructures and etc. These are the
following effects of typhoon:
Positive Effects Negative Effects
1. It brings rainfall to areas needing it. 1. Many people may lose their lives and
properties.
2. It breaks up bacteria and red tide in
bodies of water. 2. Trees will be uprooted.
3. It balances heat around the globe. 2. Buildings and infrastructures might be
damaged.
3. Flash flood and landslides will occur in
some areas.
II.EXERCISES
Directions: List down five (5) effects of typhoons that you have experienced in your community
or city.
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________

NAME DATE
SCHOOL/CLC DISTRICT
Precautionary Measures to Take Before, During and After
a Typhoon
LEARNING
COMPETENCY Simulate precautionary measures to take before, during and after a typhoon.
I. CONCEPT NOTES
Filipinos are used to calamities such as typhoons since the Philippines is a disaster-
prone country. Being prepared at all times is what every person needs. Everyone must be
prepared before the typhoon comes, during the typhoon and after the occurrence of typhoon.
II.EXERCISES
Directions: Read the situation and follow the instructions.

Situation: Imagine yourself as a person who is in-charge of the family. As the in-charge, you
need to always look out for the welfare of everyone. Now, you have heard that there is an
incoming typhoon for the coming months. What would you do? How are you going to prepare?
What are the things to do during its occurrence? What are the things needed to be done when
it’s over?
Portray the precautionary measures needed before, during and after the typhoon with a group
of five, then supply the needed things to do and prepare below.
Before the Typhoon During the Typhoon After the Typhoon

(4 answers) (3 answers) (3 answers)

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Electronic Devices and Information Technology LAS NO. 53 SCORE
LEARNING
COMPETENCY
Cite the advantages of using electronic devices
I. CONCEPT NOTES
Electronic devices are equipment which control not only the movement of current, but
also to process and control the flow of data or information. Almost all equipment in the world
involves the use of electronic devices, especially in the aspect of communication,
transportation, and even in the field of agriculture and food processing. Without it, life and work
would not be more convenient, and information would not be as accurate as it turns out to be.
Other advantages of using electronic devices would include the following:
1. It maintains connection with the loved ones, co-workers, and other people through
the use of social media in a must convenient and easy way.
2. It provides entertainment and leisure such as YouTube, Tik Tok, Facebook, FM/AM
etc.
3. Makes channel of communication faster and make accurate even in the conduct of
research.
II. EXERCISES
Write TRUE if the statement contains correct concepts in relation to using electronic
devices, and FALSE if it does not.
__________1. Electronic devices provide convenience and a faster way of communication.

__________2. Computers relieve stress by providing a form of entertainment.
__________3. Electronic devices enhance ones learning and research skills.
__________4. Electronic devices save time and effort.
__________5. Electronic devices bridge gaps and maintain connection among people.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Kinds of Communication Technology and its Advantages LAS NO. 54 SCORE
LEARNING
COMPETENCY
Identify different kinds of communications technology, e.g., handset, cellular phones
I. CONCEPT NOTES
Communication technology involves the transmission or transfer of information using
electronic devices. It eases communication among people. Communication is made easier
and faster through this system.
II. EXERCISES
A. Identify the different kinds of communication technology by encircling the word

or phrase in the box.
Telephone Walkie Talkie Laptops

Books Cellular phone Wifi
Refrigerator Washing machine Computer
Tablets Radio Gas range
Ipod Television Electric fan
Internet Encyclopedias DVD
B. Write TRUE if the statement is correct and FALSE if not.
__________1. Communication technology is used for worldwide communication.
__________2. Cellular phone allows us to send and receive different information.
__________3. Radio is important in times of emergencies and in disseminating information.


NAME DATE
SCHOOL/CLC DISTRICT
The Importance of Using Appropriate Technologies in
Improving Work Efficiency
LEARNING
COMPETENCY
State the importance of using appropriate technologies in improving work efficiency.
I. CONCEPT NOTES
Technology to improve work efficiency

Technology is a way to help you improve the way you carry out tasks. It can save your
time and money in doing the job in your work place, it can also produce quality products and
improve self-efficiency.
This are some Advantages and Disadvantages in using technology to improve work
efficiency:
Advantages in using technologies Disadvantages in using technologies
1. Communication- Through using 1.Anxiety- reliance on technology has
Computers, mobile phones (e-mails) increased social anxiety, where people
the communication can be directly are more comfortable communicating
send to the receiver in a quick with others through messages and
manner. chat apps, but not physically.
2.Automation- Tasks like data entry and 2. Over dependent on gadgets.
analytics, bookkeeping, and contact 3. Family distancing- people in the same
management can be partially or room don’t talk to each other, but only
completely be automated. to their devices.
3. Remote or Mobile Connectivity- This is 4. Laziness and lives of convenience.
best especially areas who can’t 5. More in touch with the radiation.
access direct information. By this,
implementing and announcing new
things it can be acquired instantly.
4. Sharing and storage- Technology that
streamlines information sharing and
storage is vital not only for efficiency,
but also for security best example for
this are Facebook, google drive etc.
5. Speed, Efficiency and Agility- Technology
is to speed up workflow processes,
giving your employees the ultimate
resource more time to focus on the
important work.
II. EXERCISE
Do you agree that technology can improve work efficiency? If yes, provide one
example.
_____________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

NAME DATE
SCHOOL/CLC DISTRICT
The Implications of Technology in Coping Possible
Hazards
-Identify the disaster –prone areas in the Philippines and in the immediate community through a hazard map,
LEARNING
COMPETENCY
-Make a hazard map of the immediate community.
-State the importance of hazard map in times of calamities
I. CONCEPT NOTES
Hazard map is a way to assist the people inside the community to be aware of the
possible hazardous happenings or calamities, community hazard map also provides
precautions and locate evacuation center. Some of the hazard map to be watch of are:
• High risk of flood map
• High risk of fire map
• Earthquake map
Sample of flood hazard map of Cagayan de Oro City
II. EXERCISES
Sketch or create simple hazard map in your own community.
Rubric:
Clarity of drawing: 3 pts
Location label: 3 pts
Identification of hazard prone area: 4pts

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE The Atom LAS NO. 57 SCORE
LEARNING
COMPETENCY
Determine the number of protons, neutrons and electrons in a particular atom.
I. CONCEPT NOTES
The atom is the smallest unit of matter that is composed of three sub-atomic particles:
the proton, the neutron, and the electron. Protons and neutrons make up the nucleus of
the atom, a dense and positively charged core, whereas the negatively charged electrons
can be found around the nucleus in an electron cloud.
Study how to determine the number of protons, neutrons and electrons in a particular
atom:
Number of Protons: atomic number
8 8
Atomic # P= 8
O Atomic Symbol O
Oxygen Name Oxygen Number of Neutron: mass # - atomic #
15.999 Atomic mass 15.999 N= 16 - 8= 8
Number of electrons: atomic # - charge

Round the atomic mass to the nearest
e= 8 - 0= 8
# to get the atomic #. Example: 15.999
so the atomic number now is 16.
Protons are positively charged particles found within atomic nuclei.

Neutrons are uncharged particles found within all atomic nuclei. A neutron's mass is
slightly larger than that of a proton.
Electrons have a negative charge and are electrically attracted to the positively charged
protons. Electrons surround the atomic nucleus in pathways called orbitals.
II. EXERCISES
Fill in the blanks and determine the number of protons, neutrons and electrons in a
given item.
11 _________
Number of Protons: ______________
Na Atomic Symbol
Number of Neutrons: _____________________
_______ ____________
22.989 ____________ Number of Electrons: ____________________
30 Number of Protons: ______________

_________ Number of Neutrons: _____________________
_________
Zinc Number of Electrons: ____________________
65.39

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Development of the Periodic Table LAS NO. 58 SCORE
LEARNING Trace the development of the periodic table from observations based on similarities in properties of
COMPETENCY elements
I. CONCEPT NOTES ONLY.

The Development of Periodic Table
Year
1862 French geologist Alexandre-Emile Béguyer de Chancourtois plotted the atomic weights of
elements on paper tape and wound them, spiral like, around a cylinder. The design put similar
elements onto corresponding points above and below one another. He called his model the
telluric helix or screw.
1864 English chemist John Newlands noticed that, if the elements were arranged in order of
atomic weight, there was a periodic similarity every 7 elements. He proposed his ‘law of octaves’
– similar to the octaves of music. Noble gases had yet to be discovered, which is why Newland’s
table had a periodicity of 7 rather than 8.
1868 Lothar Meyer compiled a periodic table of 56 elements based on a regular repeating pattern of
physical properties such as molar volume. Once again, the elements were arranged in order of
increasing atomic weights. (Meyer’s work was not published until 1870.)
1869 Russian chemist Dmitri Mendeleev produced a periodic table based on atomic weights but
arranged ‘periodically’. Elements with similar properties appeared under each other. Gaps were
left for yet to be discovered elements.
1894 William Ramsay discovered the noble gases and realized that they represented a new group in
the periodic table. The noble gases added further proof to the accuracy of Mendeleev’s table.
1913 Henry Moseley determined the atomic number of each of the known elements. He realized that,
if the elements were arranged in order of increasing atomic number rather than atomic weight,
they gave a better fit within the ‘periodic table’.
1928 Amateur French scientist Charles Janet uses mathematical patterns to investigate
the electron configuration of elements. He groups elements into blocks named after their atomic
orbitals: s-block (sharp), p-block (principal), d-block (diffuse) and f-block (fundamental).
1944 Glenn Seaborg proposed an ‘actinide hypothesis’ and published his version of the table in 1945.
The lanthanide and actinide series form the two rows under the periodic table of elements.
There is no need to copy the periodic table below.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Trends in the Periodic table LAS NO. 59 SCORE
LEARNING
COMPETENCY
Use the periodic table to predict the chemical behavior of an element
I. CONCEPT NOTES
It is called Periodic Table not just because it is a table of the elements, but because it
is arranged to reflect the periodic trends of the elements.
The first trend in Periodic table is Atomic

radius is half the distance between two
identical atoms touching each other.
- atomic radius increases as you move
right to left
- atomic radius increases as you move
down
The second trend is Electron Affinity is the ability of an atom to accept an electron. It
is measured by the energy change in the atom as an electron is added to the gaseous form
of the atom.
- electron affinity increases as you move left to right
- electron affinity decreases as you move down
The third trend is Electronegativity is the measure of attraction between the atom’s
nucleus and electrons in a chemical bond. In general, the higher the electronegativity, the
stronger the force of attraction between bonded electron and the atom nucleus.
- electronegativity increases as you move left to right across the table
- electronegativity decreases as you move down the table
The fourth trend is Ionization Energy is the energy needed to remove an electron
from a gaseous atom. The tighter the nucleus holds an electron, the more energy needed to
remove it.
- ionization energy increases as you move left to right across the table
- ionization energy decreases as you move down the table
II. EXERCISES
Using the trends in periodic table as guide, underline the correct answer.
1. Has higher electron affinity: Neon or Argon.

2. Has lighter electronegativity: Gold or Silver.
3. Has higher ionization energy: Iron or Copper.
4. Has higher atomic radios: Manganese or Magnesium.
5. Has lower electronegativity: Lead or Platinum.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Pure Substance and Mixtures LAS NO. 60 SCORE
LEARNING
COMPETENCY Distinguish mixtures from pure substances
I. CONCEPT NOTES
Pure substances can be elements made up exclusively of one kind of atom, or they
can be compounds made up of molecules that include two or more elements.
Example: Water
Mixtures can be homogeneous or heterogeneous depending on how finely mixed the

components are:
• Homogeneous mixture has the same uniform appearance and composition
throughout.
• Heterogeneous mixture consists of visibly different substances or phases. The
three phases or states of matter are gas, liquid, and solid.
Example: Oil mixed to water
Differentiate the following illustrations:
a. Pure substances b. Mixture
II.EXERCISES
Instruction: In the space provided, write PS if it is Pure Substance and write M if it is Mixture.
______1. Air ______6. Macaroni salad

______2. Soda ______7. nitrogen
______3. 12 karat gold ______8. Soil with stones
______4. Iron ______9. Chicken noddle soup
______5. Sugar ______10. Oxygen gas

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Types of Compounds LAS NO. 61 SCORE
LEARNING Recognize different types of compound (ionic or covalent) based on their properties such as melting
COMPETENCY point, hardness, polarity and electrical and thermal conductivity.
I. CONCEPT NOTES
Ionic Compound Covalent Compound
▪ They form crystals ▪ Also known as molecular compound.
▪ Hard ▪ Most covalent compound has relatively low
▪ Brittle melting points and boiling points.
▪ Consist of high melting points ▪ Tend to be more flammable than ionic
and also high boiling points. compound.
▪ Conducts electricity but only ▪ When dissolved in the water they don’t
when dissolved in the water. conduct electricity.
Here are some example of ionic ▪ Consist of non-metals bonded together
bond and ionic compound: These are some examples of covalent bonds and
NaBr: sodium bromide covalent compounds.
KBr: potassium bromide H2 - hydrogen
NaCl: sodium chloride H2O - water
NaF: sodium fluoride HCl - hydrogen chloride
KI: potassium iodide CH4 - methane
NH3 - ammonia
Take Note: We recognize ionic CO2 - carbon dioxide
compounds because they consist of Covalent bonds form when two nonmetallic atoms
a metal bonded to a nonmetal. have the same or similar electronegativity values.
So, if two identical nonmetals (example: two
hydrogen atoms) bond together, they will form a
pure covalent bond. When two dissimilar nonmetals
form bonds (example: hydrogen and oxygen), they
will form a covalent bond, but the electrons will
spend more time closer to one type of atom than the
other, producing a polar covalent bond.
References: https://bit.ly/2OzkxLC,
https://bit.ly/30j3enl, https://bit.ly/2DNHBE9
II. EXERCISES
Write IC if it is ionic compound and write CC if it is covalent compound.
_________1. PCl3 or Phosphorus trichloride

_________2. MgO or Magnesium oxide
_________3. K2O or Potassium oxide
_________4. NaCl or Sodium chloride
_________5. O3 or Trioxygen

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Chemical Reactions LAS NO. 62 SCORE
LEARNING Explain how the factors affecting rates of chemical reactions are applied in food preservation and
COMPETENCY materials production, control of fire, pollution and corrosion.
I. CONCEPT NOTES
A chemical reaction is a process that leads to the chemical transformation of one set of
chemical substances to another. Chemical reactions happen at a characteristic reaction rate
at a given temperature and chemical concentration. Typically, reaction rates increase with
increasing temperature because there is more thermal energy available to reach the
activation energy necessary for breaking bonds between atoms.
Rate of reaction is the rate at which chemical reaction proceeds or how slow and fast
the reaction occurs.
Chemical Reaction in food when it spoils and is preserved

Example of Food Spoilage and how it affects the food:
1. Air and Oxygen- It can provide conditions that will enhance the growth of microorganisms
and may cause damage to food with the help of enzymes and it can cause oxidation.
2. Microorganisms- Molds and most yeast that cause food to spoil require oxygen to grow.
They can often be found growing on the surface of foods when air is present.
Chemical Reaction in controlling fire:

1. Uses of Fire Extinguisher- The active chemical material of fire extinguisher are
potassium bicarbonate, liquid water, an evaporating fluorocarbon of the propelling
agent itself. In fire extinguisher specifically dry chemical hat is effective on class A, B
and C fires, this agent also works by creating a barrier between the oxygen element
and the fuel element on class A fires.
Chemical Reactions in environment:

1. Uses of gases and fuels to let the car run
2. Spoiling of food
3. Various factory rely on manufacturing goods
4. Cooking of food
5. Burning woods or any that cause smoke.
References: https://bit.ly/3jfiZEs
II. EXERCISES
Cite some advantages of chemical reactions in our daily lives? Use the space
provided.
_____________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Scalar and Vector Quantities LAS NO. 63 SCORE
LEARNING
COMPETENCY
Differentiate quantities in terms of magnitude and direction
I. CONCEPT NOTES
Scalar it is use for describing a quantity that has size but no direction. Vector it is a
quantity that can change and measured by its size and direction.
SCALAR QUANTITY VECTOR QUANTITY
It something has magnitude only Has both magnitude and direction

Distance is scalar quantity because it only but when we say the car travels 5 miles east
talks about the space between two objects. it is now a vector and called Displacement
Example: The car travels 5 miles.
Speed is scalar quantity because speed is a but when we say the car travels 20 miles per
rate of a thing that is moving. hour North then it is now a vector and called
Example: The car travels 30 miles per hour Velocity
Force is a vector because it is a power that
makes the object move towards its direction.
Mass is a scalar quantity because we
cannot apply direction to it
Example: I bought 3 kg. of Sugar
Temperature is a scalar quantity because it
is only a measurement using Celsius or
degrees Fahrenheit.
Example: The temperature this morning is
14 degree Celsius
Acceleration is a vector quantity,
acceleration tell us how fast our velocity
exchanging with respect to time and
because we can accelerate north, east, west
or south.
Volume is a scalar quantity because it only
measures the amount f space something
fills.
II. EXERCISES
Differentiate whether the given item is scalar quantity or Vector quantity.
__________1. I traveled home with 60 mph.

__________2. Malaybalay City down its temperature to 5 degrees Celsius.
__________3. Noel’s car traveled 80 mph east.
__________4. The motorcycle travels 80 miles west.
__________5. During ECQ Garzon family received 25 kls. of rice from the government.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Distance and Displacement LAS NO. 64 SCORE
LEARNING
COMPETENCY
Describe the motion of an object in terms of distance or displacement.
I. CONCEPT NOTES
Distance is the measurement of length between two points and does not have
direction. It is scalar quantity and thus, no negative sign.
Distance (d) = |Xf - Xi| (absolute value of the difference)
Displacement is the change in position of an object in a specific direction. It is a vector

quantity and thus, it can be positive or negative depending on the change of direction.
Displacement (ΔX) = Xf - Xi where, Xf refers to the valve in final position
Xi refers to the value in initial position
Example A. Find the distance and displacement of the given figure below
Xi Xf
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
Distance (d) = |Xf - Xi| = |6-(-4)| = |6+4| = |10| = 10
Displacement (ΔX) = Xf - Xi = 6-(-4) = +10 (positive since going to the positive direction)
Thus, the distance and displacement of two points in a number is 10 going to the right
or positive
Example B. Find the distance and displacement of the given figure below
Xi Xf
-3 -2 -1 0 1 2 3 4 5
Distance (d) = |Xf - Xi| = |-2-5)| = |-2+(-5)| = |-7| = 7 [absolute value of negative is always
positive (+)]
Displacement (ΔX) = Xf - Xi = -2-5) = -7 (negative since going to the negative direction)
Thus, the distance and displacement of two points in a number line is 7 going to the left
or negative direction.
II. Exercises
Identify the motion of the kicked ball in terms of distance and displacement.
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5
Distance (d) =
Displacement (ΔX) =

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Speed and Velocity LAS NO. 65 SCORE
LEARNING
COMPETENCY
Describe the motion of an object in terms of speed or velocity.
I. CONCEPT NOTES
Speed Velocity
• It is a scalar quantity. • It is a vector quantity.
• Signifies only the magnitude of the • Signifies the magnitude of the rate of
change of an object’s movement, change of position and the direction of
• Simply how fast you are travelling an object’s movement.
• Speed is the distance that covers unit • It is a speed with a given direction.
time • Velocity is the distance travelled in unit
Speed= Distance/Time time in a given direction.
Example: The car travels at 25 Velocity= Displacement/Time
meters/second
Constant Speed- When an object is not Example: The car travels at 20
changing, it is covering the same amount of meters/second going North.
distance in the same amount of time.
HOW TO SOLVE AND GET THE
HOW TO SOLVE AND GET THE SPEED? VELOCITY?
Example A: A motorcycle is travelling at 120 Example B: A motorcycle has travelled at
meters in 25 seconds at a constant speed. 150 meters in 30 seconds going westward
What is the speed of the motorcycle? to the city. What is the velocity of the
motorcycle?
S = distance / time
S = 120 m /25 sec V=displacement/time
S = 4.8 m/s V=150 m /30 sec
V= 5 m/s, west
II. EXERCISES
A. Identify the following items as SPEED or VELOCITY by underlining the correct answer. (2
points each)
1. Maria drive her car 50 km/h North (speed, velocity)

2. Mio motorcycle travels 125m/s (speed, velocity)
3. Tonton play his bicycle with 15m/s West (speed, velocity)
4. The car passes the bridge with a speed of 60km/s (speed, velocity)
5. It is a scalar quantity (speed, velocity)

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Linear Acceleration LAS NO. 66 SCORE
LEARNING Describe the motion of an object in terms of distance or displacement, speed or velocity, and
COMPETENCY acceleration.
I. CONCEPT NOTES
Linear Acceleration is the rate of change in velocity in a given time while in a straight
line. It is the term connected to the object in motion.
Motion is when the object changes position relative to the reference point.
To describe an object in linear motion, the terms distance, displacement, speed,
velocity, and acceleration are used.
Distance is the length of the path in which the object in motion traveled whereas
displacement is the distance between the initial position and the final position. Distance is
always positive while displacement can be positive or negative depending on its reference
point.
Speed is the distance traveled in an object in a given time while velocity is the
displacement traveled by an object in a given time.
Acceleration is the rate of change in velocity concerning time in a given direction.
II. EXERCISES
_________1. Acceleration is the rate of change in velocity per unit time in a specified
direction.
_________2. Speed is the displacement traveled by an object per unit time.
_________3. Displacement is always positive same with distance.
_________4. Distance is the total length the object traveled.
_________5. Displacement is the distance between the starting point to its final point.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Laws of Motion LAS NO. 67 SCORE
LEARNING Demonstrate the applications of laws of motion in: a. Linear motion (e.g. a running man on a
COMPETENCY straight line) b. Circular motion (e.g. “a turning wheel”).
I.CONCEPT NOTES
Laws of Motion are laws concerning the relationships among forces acting on a body
and its motion due to these forces. It is authored by Sir Isaac Newton.
The 3 Laws of Motion is stated as follows:

1. Objects at rest will stay at rest, and object in motion will stay in motion unless it is
acted by an external force. This is called the Law of Inertia.
2. The force from an object is equal to the product of its mass and its acceleration. This
is called the Law of Acceleration.
3. In every action that is done, there is an equal and opposite reaction. This is called as
Law of Action and Reaction, or Law of Interaction.
Figure 1 shows the Laws of Motion which applies to the

third law (Law of Action and Reaction). A person who is
running on the straight line pushes back and down on the
ground and at the same time, the ground pushes him
back in return.
Figure 1: Laws of Motion in a Straight Line
Figure 2 shows the Laws of Motion in a Circular

Motion which applies to the second law (Law of
Acceleration). In this figure, force is applied to spin the
bike wheel. If you exert a greater force on it, there is a
greater angular acceleration result. The bike will have
an angular acceleration if it is massive.
Angular acceleration will also smaller if we push on the
spoke nearer to the axle.
Figure 2: Laws of Motion in a Circular Motion
II. EXERCISES
Identify the law of motion applied in the following situations.
_______________1. Pushing a car in linear motion.

_______________2. A hevier vehicle moves slower compared to lighter vehicles.
_______________3. A stone is released using a sling shot.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Work LAS NO. 68 SCORE
LEARNING Identify situations in which work is done and in which no work is done in the absence and presence of
COMPETENCY force
I. CONCEPT NOTES
Work is a product of force that acts on something and its displacement from one
position to another.
Work is done if an object moves

because of force applied to it.
Figure 1 shows work is done because

the object moves as the girl push to a
distance in the direction towards which she is
pushing.
Figure 1: Work is done.
Work is not done when the object does not

move even force was applied to it.
Figure 2 shows work is not done because the

object does not move as you exert force to move it.
Figure 2: Work is not done.
II. EXERCISES
Write WD if the situations given below show work is done and ND if it is not done.
________1. Justine pushes against the concrete fence and becomes tired after.
________2. A box was dragged horizontally across a floor.
________3. A boy carries a sack of rice in his head and not moving.
________4. Jack sits on a chair for 2 hours.
________5. The girl holds a bouquet and carries it straight across the room at a constant
speed.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Electric Current and Charges LAS NO. 69 SCORE
LEARNING
COMPETENCY Describe the different types of charging processes.
I. CONCEPT NOTES
Electric current is the flow of charged particles from one region to another.
Electric charge is defined as charge of electrons, protons, and other subatomic

particles.
Electrons are negative charge particles while protons are positive charge particles.
There are three types of charging processes: charging by friction, charging by

conduction, and charging by induction.
Charging by friction is a type of charging process when an object is rubbed over

another object and electrons will easily transfer from object to another. This is due to friction
from the two objects. The object that transfers electrons loses negative charge (electrons)
and the object that accepts will gain negative charge (electrons).
Charging by conduction is done when an uncharged object is charged by having in

contact with another charged object. The uncharged object will have a negative charge
because it gains electrons. The charged object will lose its electrons and have positively
charged.
Charging by induction is a type of charging process when an uncharged object is

charged by bringing it near to another object without touching it. The nearer end will have a
charge opposite to the charge on charge conductors and two bodies attract.
II. EXERCISES
___________1.In the process, charging by friction, an object is brought near to another

object without touching.
___________2. Because of friction, the object that accepts electrons will have negative
charge.
___________3. With the use of charging by conduction, an uncharged object is charged by
making it contact with another charged object.
___________4. When we use charging by induction, we will rub the object over the other to
transfer electrons.
___________5. In conduction as a charging process, the charged object will lose its
electrons and will have positive charge.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Electrical Power and Energy LAS NO. 70 SCORE
LEARNING
COMPETENCY Differentiate electrical power and electrical energy
I. CONCEPT NOTES
Electrical energy is the object’s ability to do work while electrical power is the rate
at which work is done in an object.
Electrical energy is defined as how much work a person can do while electrical
power is described as how fast work can be done.
Electrical energy is measured in joules (J) while electrical power is measured in
watt (W).
Electrical energy is expressed as E while electrical power is expressed as P.
Electrical energy can be converted from one form to another while electric power
cannot be converted from one form to another.
Electrical energy can be restored while electrical power can’t be restored.
II. EXERCISES
Complete the graphic organizer below to show differences between electrical energy
and electrical power.
Electrical Energy Electrical Power
How are these two different?
1.________________________________ 1.___________________________________
_________________________________ ___________________________________
2. _______________________________ 2. __________________________________
_________________________________ __________________________________
3 .________________________________ 3. __________________________________
_________________________________ __________________________________
4 .________________________________ 4. __________________________________
_________________________________ ___________________________________
5. ________________________________ 5. __________________________________
________________________________ __________________________________

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Simple Machines and its Uses LAS NO. 71 SCORE
LEARNING Demonstrate how simple machines help make work easier and faster: lever, inclined plane, screw, edge,
COMPETENCY wheel and axle e.g., bicycle, pulley
I. CONCEPT NOTES
Simple machines are tools or equipment that help us make work easier with lesser time
consumed. Listed below are the different simple machines and its examples and how it works.
Type of How does it work Example

Simple
Machine
A lever can be used for lifting weights, removing, or pulling out Seesaw
things that are loose. Broom
scissor
An inclined plane is used primarily to lift heavy loads with less Stairs
effort and force. The longer the distance of the inclined plane, the ramp
easier is the work required. This is because the lesser the dump track
steepness of the plane, the lesser force is needed to move the
load.
Scissor
A wedge can be used to cut, split or fasten objects. Knife
teeth
A screw is a spiral form of the inclined plane. It is used to lift Light bulb,
materials and hold or fasten things. Water faucet
Car jack
The wheel and axle are easily remembered as the simple cars,
machine with a big and small wheel. It is a simple machine that doorknob,
causes movement. Ferris wheel
A pulley is used to make lifting easier. It changes the direction of Flagpole,
the force. So, if you want something lifted, you will have to pull well
down when using this simple machine.
II. EXERCISES
Fill in the blanks. Write your answers on the blank spaces provided.
__________1. Are tools that make work easier

__________2. A bicycle is an example of a simple machine classified as ______.
__________3. A pair of scissors is an example of two simple machines, namely: _____
and_______.
__________4. An elevator, a flagpole and a Venetian blind make use of the__________.
__________5. Used to lift heavy loads with less effort and force
__________6. An example of inclined plane used in going up or down a house or a building.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Electromagnetic Spectrum LAS NO. 72 SCORE
LEARNING
COMPETENCY Explain the hierarchy of colors in relation to energy
I. CONCEPT NOTES
The electromagnetic spectrum describes all kinds of light, as well as those that are
invisible to the human eye. Most of the light in the universe cannot be seen through our eyes.
The section of the electromagnetic spectrum that is visible to the human eye is called
the visible light spectrum. The most important characteristic of visible light is its
color.
There are seven colors in the visible light spectrum namely: red, orange, yellow,
green, blue, indigo, and violet.
WAVELENGTH
620-750nm
The colors of visible light
590-620nm carry a different amount of
570-590nm
energy.
Violet has the shortest
495-570nm
wavelength and, therefore,
495-570 nm carries the most energy,
450-495nm
whereas red has the
longest wavelength and
380-450nm
carries the least amount of
energy.
Hierarchy of Colors in relation to Energy
II. EXERCISES
__________1. The colors of visible light carry the same amount of energy.
__________2. The indigo has short wavelength and therefore it carries more energy.
__________3. Red has the longest wavelength and it carries the least amount of energy.
__________4. Blue has more energy than green since it has a shorter wavelength
compared to green.
__________5. The second color that has longer wavelength is orange and it carries less
energy next to the red.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Sound, Optics, and Thermodynamics LAS NO. 73 SCORE
LEARNING
COMPETENCY
Enumerate uses of light, sound, heat, and electricity.
I. CONCEPT NOTES
Sound is a wave made by vibrations of an object which results in the movement of

air particles. Its uses are ultrasound, echolocation, levitation, noise cancellation, stabilizing
brain waves, revealing natural geometry, growing food, healing wounds, boiling water, and
curing cancer.
Light refers to electromagnetic radiation which can be seen in the human eye. Its
uses are as food (through photosynthesis from sunlight), for vitamin D synthesis, growth of
the body, regulation of physiology, vision and sight, Temperature, sleep regulation, drying
and evaporation, sanitation of earth, source of electric energy, for chemical analysis by
spectroscopy, signal system, and sterilization.
Heat is a form of energy that is transferred from two objects of different
temperatures. Its uses are for photosynthesis, enzyme reactions, water cycle, chemical
reactions, automobile motion, cooking, electricity generation from solar and earth, melting
and molding of metals, drying, sterilization, and incubation to grow birds in the eggs.
Electricity is referred to as the flow of electrons, energy used to power electrical or
machines. People use electricity for entertainment, healthcare, engineering, transport and
communication, outdoors, household, commercial, office, fuel, and space.
II. EXERCISES
Use the graphic organizer below to enumerate the uses of light, sound, heat, and
electricity.
Learning Strand 2
Scientific and Critical Thinking Skills
ALS K to 12 Basic Education Curriculum
KEY TO CORRECTION
Department of Education ● Republic of the Philippines

ANSWER KEY – JUNIOR HIGH SCHOOL LEVEL
LAS TITLE Using Scientific Method in Stating a Question LAS NO. 1
1. Yes
2. Yes
3. Yes
4. Yes
5. Yes
LAS TITLE Using Scientific Method in Collecting Data LAS NO. 2
1. Interview or Focus Group Discussion

2. Observation
3. Interview, Observation
4. Use of pictures and Video Clips
5. Use of Checklist
LAS TITLE Using Scientific Method in Formulating a Hypothesis LAS NO. 3
1. C
2. D
3. E
4. A
5. B
LAS TITLE Using Scientific Method in Conducting an Experiment LAS NO. 4
1. 3
2. 5
3. 4
4. 1
5. 2
6. 6
LAS TITLE Using Scientific Method in Recording Data LAS NO. 5
Set Up Plant Height Number of Leaves Color of Leaves

Container 1 with enough loam soil 0.74 cm 10 Green
Container 2 with less sandy soil 0.52 cm 6 Yellow green
Container 3 with clay soil 0.23cm 5 Yellow
LAS TITLE Using Scientific Method in Making a Conclusion LAS NO. 6
1. Problem
2. Hypothesis
3. Experimental Set-ups
4. Collected Data
5. Conclusion
LAS TITLE Making Critical Judgment LAS NO. 7
Threat of the pandemic

Effects of Covid-19 Pandemic
LAS TITLE Future Orientation LAS NO. 8
1. True
2. True
3. True
4. True
5. True
LAS TITLE Sustainable Development LAS NO. 9
1.
2.
3.
4.
5.
Nervous System Ailments and their Preventive and Curative
LAS TITLE
Measures
LAS NO. 10
1.
2.
3.
4.
5.
Musculo-Skeletal System Ailments and their Preventive and Curative

LAS TITLE
Measures
LAS NO. 11
1. C
2. B
3. C
4. A
5. D
Respiratory System Ailments and their Preventive and Curative

LAS TITLE
Measures
LAS NO. 12
1. B
2. C
3. D
4. B
Digestive System Ailments and their Preventive and Curative

LAS TITLE
Measures
LAS NO. 13
1. Ulcer
2. Gastritis
3. Gastroenteritis (Stomach Flu)
4. Gastroesophageal Reflux Disease (GERD)
Excretory System Ailments and their Preventive and Curative

LAS TITLE
Measures
LAS NO. 14
1. Drink 8 to 9 glasses of water daily.

2. Avoid eating salty foods and foods which contain preservatives and carcinogens.
3. Have a regular exercise.
4. Live a healthy lifestyle. (Enough rest, balanced meal, maintain hygiene and sanitation)
Circulatory System Ailments and their Preventive and Curative

LAS TITLE
Measures
LAS NO. 15
1. C
2. A
3. B
4. C
5. D
LAS TITLE Male Reproductive System LAS NO. 16
1. False
2. True
3. False
4. False
5. False
LAS TITLE Female Reproductive System LAS NO. 17
Answer may vary.

LAS TITLE Reproductive System Changes during Puberty LAS NO. 18
1. True
2. True
3. True
4. True
5. False
Reproductive System Ailments and their Preventive and Curative

LAS TITLE
Measures
LAS NO. 19
1. Ovarian Cancer
2. Myoma or Uterine fibroids
3. Vaginal Cancer
LAS TITLE Food Preservation LAS NO. 20
1. Pasteurization
2. Canning
3. Pickling
4. Drying
5. Freezing
LAS TITLE Biotechnology LAS NO. 21
1. False
2. True
3. False
4. True
5. True
LAS TITLE Preparing a Balanced Meal LAS NO. 22

Answers may vary.
Breakfast Lunch Dinner
1 cup of rice, 1 piece of egg, 1 cup of rice, 1 serve of fish tinola 1 cup of rice, grilled pork/
vegetable salad, 1 slice of guava with vegetables, 1 slice of chicken, vegetable salad, 1 slice
or orange watermelon of mango
LAS TITLE Making Water Safe to Drink LAS NO. 23
Performance Task in Video

LAS TITLE Health Services Available in the Community LAS NO. 24
1. B
2. A/C
3. D
4. C
5. D
6. A
7. D
8. A
9. A
10. B
LAS TITLE Prohibited Drugs LAS NO. 25
1. Mental Health – memory loss, anxiety, depression, mental confusion, stroke, seizures
2. Social aspect – Family feud, create bad relationship with others, develops a threat to self and
others
3. Physical aspect – weak immune system, abnormal heart condition, loss of appetite, vulnerable to
respiratory and liver disease, increased drug dependency
4. Economic aspect - job loss, less productive
5. Legal aspect – commit some criminal acts, imprisonment
LAS TITLE Scientific Procedures in Agriculture LAS NO. 26
Answer may vary.
LAS TITLE Crop Rotation, Use of Diversion, and Contour Farming LAS NO. 27
Answer may vary.
LAS TITLE Hydroponics LAS NO. 28
ADVANTAGES DISADVANTAGES
• No soil needed. • Water and electricity threats
• No weeds • System failure threats
• Reduce usage of pesticides and herbicides. • Needs technical expertise
• Fewer pest and disease in plants • Requires time and commitment
• pH level is controlled easily • Needs some initial higher investment or large
• better growth of plants scale project.
• effective use of nutrients and not wasted
• water saving since it is recycled.
• Plants are grown all year round regardless of
reason since it is climate controlled
Proper Use of Organic Fertilizer, Pest Control and Genetic Diversity of

LAS TITLE
Crops
LAS NO. 29
Answer may vary.
LAS TITLE Photosynthesis LAS NO. 30
Water and carbon dioxide react together to produce oxygen and glucose. The green pigment in plants
that capture sunlight is known as chlorophyll. In this process, the energy from the sun will be converted to
chemical energy which is stored in the food. The whole process of food making is known as photosynthesis.
LAS TITLE Respiration LAS NO. 31
1. energy, release
2. respiration, glucose, and oxygen
3. release
LAS TITLE Classification of Organisms LAS NO. 32
Kingdom Animalia
Class Mammalia
Family Hominidae
Species Sapiens
LAS TITLE Microorganisms LAS NO. 33
1. H 6. H
2. NA 7. H
3. H 8. NA
4. B 9. H
5. B 10. B
LAS TITLE Vertebrates and Invertebrates LAS NO. 34
1. Vertebrate
2. Vertebrate
3. Invertebrate
4. Invertebrate
5. vertebrate
LAS TITLE Sexual and Asexual Reproduction LAS NO. 35
1. asexual 6. asexual
2. sexual 7. asexual
3. asexual 8. sexual
4. sexual 9. asexual
5. asexual 10. Asexual
LAS TITLE Mitosis LAS NO. 36
a. 3
b. 2
c. 6
d. 4
e. 1
f. 5
LAS TITLE Meiosis LAS NO. 37
1. True
2. False
3. False
4. True
5. True
LAS TITLE Evolution LAS NO. 38
1. D
2. A
3. A
4. A
5. A
LAS TITLE Ecological Relationships LAS NO. 39
1. Commensalism
2. Predation
3. Predation
4. Mutualism
5. Parasitism
LAS TITLE Biodiversity LAS NO. 40
1. True
2. True
3. False
4. True
5. True
LAS TITLE The Earth’s Satellite LAS NO. 41
1. True
2. False
3. False
4. True
5. True
LAS TITLE The Sun LAS NO. 42
1. True
2. True
3. False
4. True
5. True
LAS TITLE Solar and Lunar Eclipses LAS NO. 43
Solar Eclipse – It occurs when the moon is between the sun and earth which are in straight position. The moon
blocks the light coming from the sun and cast a shadow on Earth.
Lunar Eclipse – This happens when the Earth is in between the sun and moon presenting the light of the sun
from reaching the moon. The three heavenly bodies are also in straight position.
LAS TITLE Layers of the Earth and its Composition LAS NO. 44
Crust – thin, rocky, dense, rocks are merely basalt and granite, outermost layer
Mantle – thicker, and denser than the crust, with preserve of magma, convection current is evident,
temperature increases
Outer Core – in molten state, with liquid iron and nickel, very hot and very dense
Inner Core – in solid state containing solid iron, very hot and very dense
LAS TITLE Earth’s Atmospheres LAS NO. 45
A. 1. Exosphere
2. Thermosphere
3. Mesosphere
4. Stratosphere
5. Troposphere
B. The amount of solar radiation is controlled by the layers of the atmosphere.
LAS TITLE Earthquakes LAS NO. 46
1. False 4. False
2. False 5. True
3. True
LAS TITLE Precautionary Measures Before, During and After an Earthquake LAS NO. 47
1. Before
2. During
3. During
4. After
5. Before
LAS TITLE Volcanoes LAS NO. 48
1. 4
2. 1
3. 3
4. 2
5. 5
LAS TITLE Precautionary Measures Before, During and After a Volcanic Eruption LAS NO. 49
1.
2.
3.
4.
5.
LAS TITLE Weather and Climate LAS NO. 50
Answer may vary.

LAS TITLE Typhoons LAS NO. 51
Answer may vary.
LAS TITLE Precautionary Measures Before, During and After a Typhoon LAS NO. 52
Answer may vary.
LAS TITLE Electronic Devices and Information Technology LAS NO. 53
1. True
2. True
3. True
4. True
5. True
LAS TITLE Kinds of Communication Technology and Its Advantages LAS NO. 54
A.
Telephone Walkie-talkie Laptops
Tablets Cellular Phone Wifi
Radio
Ipod Computer
Internet Television
B. 1. True 2. True 3. True
The Importance of Using Appropriate Technologies in Improving Work

LAS TITLE
Efficiency
LAS NO. 55
Answer may vary.
LAS TITLE The Implications of Technology in Coping Possible Hazards LAS NO. 56
Answer may vary.
LAS TITLE The Atom LAS NO. 57
Atomic No. Number of Protons: 11

Atomic Symbol Number of Neutrons: 12
Name Number of Electrons: 11
Atomic mass
Number of Protons: 30
Name Number of Neutrons: 35
Number of Electrons: 30
LAS TITLE Development of the Periodic Table LAS NO. 58
Concept Notes only (10 points)
LAS TITLE Trends in the Periodical Table of Elements LAS NO. 59
1. Neon
2. Silver
3. Copper
4. Manganese
5. Lead
LAS TITLE Pure Substances and Mixtures LAS NO. 60
1. PS 6. M
2. PS 7. PS
3. PS 8. M
4. PS 9. M
5. PS 10. PS
LAS TITLE Types of Compounds LAS NO. 61
1. IC
2. IC
3. IC
4. IC
5. CC
LAS TITLE Chemical Reactions LAS NO. 62
Answer may vary.
LAS TITLE Scalar and Vector Quantities LAS NO. 63
1. Scalar
2. Scalar
3. Vector
4. Vector
5. Scalar
LAS TITLE Distance and Displacement LAS NO. 64
Distance (d) = |−5 − 5| = |−5 + (−5)| = |−10| = 10

Displacement (∆x) = Xf - Xi = -5 -5 = - 5 + (-5) = -10
Thus, the distance and displacement of the kicked ball is 10 going to the left or negative direction.
LAS TITLE Speed and Velocity LAS NO. 65
1. velocity
2. speed
3. velocity
4. speed
5. speed
LAS TITLE Linear Acceleration LAS NO. 66
1. True
2. False
3. False
4. True
5. True
LAS TITLE Laws of Motion LAS NO. 67
1. Law of Inertia
2. Law of Acceleration
3. Law of Interaction
LAS TITLE Work LAS NO. 68
1. ND
2. WD
3. ND
4. ND
5. WD
LAS TITLE Electric Current and Charges LAS NO. 69
1. False
2. True
3. True
4. False
5. True
LAS TITLE Electrical Power and Energy LAS NO. 70
Electrical Energy Electrical Power

1. Object’s ability to do work. 1. Rate at which work is done in an object.
2.How much work a person can do. 2. How fast work can be done.
3. Manned in Joules. 3. Manned in Watt.
4. Expressed as E. 4. Expressed as P.
5. Can be converted to another form. 5. Cannot be converted to another form.
6. Can be restored. 6. Cannot be restored.
LAS TITLE The Electromagnetic Spectrum LAS NO. 71
1. Simple Machine
2. Wheel and Axle
3. Lever and wedge
4. Pulley
5. Inclined Plane
6. Stairs
LAS TITLE The Electromagnetic Spectrum LAS NO. 72
1. False
2. True
3. True
4. True
5. False
LAS TITLE Sounds, Optics, and Thermodynamics LAS NO. 73
Answer may vary.

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Learning Strand 2 – Scientific and Critical Thinking Skills

Alternative Learning System 2.0

REGIONAL MANAGEMENT TEAM

Printed in the Philippines by

DEPARTMENT OF EDUCATION – REGIONAL OFFICE X

This instructional material was collaboratively developed and reviewed by

We encourage teachers and other education stakeholders to email their feedback,

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

ACTIVITY SHEET FOR LEARNING STRAND 2: SCIENTIFIC AND CRITICAL-THINKING SKILLS

Study and analyze the situation below.

ACTIVITY SHEET FOR LEARNING STRAND 2: SCIENTIFIC AND CRITICAL-THINKING SKILLS

ACTIVITY SHEET FOR LEARNING STRAND 2: SCIENTIFIC AND CRITICAL-THINKING SKILLS

Soil was not fertile

ACTIVITY SHEET FOR LEARNING STRAND 2: SCIENTIFIC AND CRITICAL-THINKING SKILLS

He observed what happened to the okra seeds

ACTIVITY SHEET FOR LEARNING STRAND 2: SCIENTIFIC AND CRITICAL-THINKING SKILLS

Set Up Plant Height Number of leaves Color of Leaves

ACTIVITY SHEET FOR LEARNING STRAND 2: SCIENTIFIC AND CRITICAL-THINKING SKILLS

Conclusion Experimental Set-ups

_____________1. Why do okra plants differ in height?

Set -Up Plant Height Color of leaves

Set up 1 0.74 cm Green

ACTIVITY SHEET FOR LEARNING STRAND 2: SCIENTIFIC AND CRITICAL-THINKING SKILLS

ACTIVITY SHEET FOR LEARNING STRAND 2: SCIENTIFIC AND CRITICAL-THINKING SKILLS

ACTIVITY SHEET FOR LEARNING STRAND 2: SCIENTIFIC AND CRITICAL-THINKING SKILLS

LAS TITLE Sustainable Development LAS NO. 9 SCORE

ACTIVITY SHEET FOR LEARNING STRAND 2: SCIENTIFIC AND CRITICAL-THINKING SKILLS

Healthful Habits in Taking Care of Our Nervous System

2. Refrain from smoking and from drinking strong alcoholic beverages.

_____1. Personal Hygiene

ACTIVITY SHEET FOR LEARNING STRAND 2: SCIENTIFIC AND CRITICAL-THINKING SKILLS

1. Which of the following is not an injury of the musculo-skeletal system?

ACTIVITY SHEET FOR LEARNING STRAND 2: SCIENTIFIC AND CRITICAL-THINKING SKILLS

Encircle the letter of the correct answer. (2 points each)

ACTIVITY SHEET FOR LEARNING STRAND 2: SCIENTIFIC AND CRITICAL-THINKING SKILLS

It can be caused by bacterial infection and life style habits

Inflammation of the stomach, ulcer, constipation

Cigarette smoking, alcohols, bacteria

Stop smoking, take medications, and eat healthy food

ACTIVITY SHEET FOR LEARNING STRAND 2: SCIENTIFIC AND CRITICAL-THINKING SKILLS

3. Eat a Healthy Diet

ACTIVITY SHEET FOR LEARNING STRAND 2: SCIENTIFIC AND CRITICAL-THINKING SKILLS

Myocardial Infarction is commonly known as Anemia refers to the condition of the

Encircle the letter of the correct answer.

ACTIVITY SHEET FOR LEARNING STRAND 2: SCIENTIFIC AND CRITICAL-THINKING SKILLS

External Parts Functions

______________ 5. The male reproductive cell is called “Egg Cell”.

ACTIVITY SHEET FOR LEARNING STRAND 2: SCIENTIFIC AND CRITICAL-THINKING SKILLS

ACTIVITY SHEET FOR LEARNING STRAND 2: SCIENTIFIC AND CRITICAL-THINKING SKILLS

voice gets deeper breast begins to develop

penis and testes gets bigger vulva,vagina and nipples get

shoulder and chest becomes monthly periods/ menstruation

sudden change of mood sudden change of mood

hair starts to grow on face hair starts to grow on armpits,

________1. Mood swings in female during menstruation period

ACTIVITY SHEET FOR LEARNING STRAND 2: SCIENTIFIC AND CRITICAL-THINKING SKILLS

ACTIVITY SHEET FOR LEARNING STRAND 2: SCIENTIFIC AND CRITICAL-THINKING SKILLS

LAS TITLE Food Preservation LAS NO. 20 SCORE

1. Photosynthesis: absorption of ___; respiration: _ of energy.

1. 2. 3. _