Science

Quarter 1- LIVING THINGS

Module 4: Biodiversity
and Evolution
9
CO_Q1_Science 9_ Module 4
Science – Grade 9
Alternative Delivery Mode
Quarter 1: Living Things
Module 4: Biodiversity and Evolution
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Jennifer P. Gecomo
Editor: Loreta E. Santos
Reviewers: Lucinda S. Concepcion, Marilou B. Cortes, Elvira P. Emerenciana,
Jerick N. Escober, Jaquilyn A. Floriano, Richard S. Galang,
Myla D. German, Bryan James B. Llaguno, Merbelyn R. Maligat,
Saldy B. Sanchez, Loreta E. Santos
Language: Astrid E. Arevalo, Elvira P. Emerenciana, Nova V. Tarcena
Design and Layout: Edgardo Q. Reyes Jr., Mark Joseph Y. Samarita,
Ana Lisa M. Mesina
Management Team: Malcolm S. Garma
Genia V. Santos
Dennis M. Mendoza
Micah S. Pacheco
Josefina M. Pablo
Manolo C. Davantes Jr.
Dalisay E. Esguerra
Hilda C. Valencia

Printed in the Philippines by ________________________

Department of Education – National Capital Region

Office Address: Misamis St. Bago Bantay, Quezon City
Telefax: (632)8929-0153
E-mail Address: [email protected]
 9
Science
Quarter 1- LIVING THINGS
Module 4: Biodiversity
and Evolution

Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-
bystep as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.
 In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is

here to help you master Biodiversity and Evolution. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

The module focuses on achieving this learning competency:

Relate species extinction to the failure of populations of organisms to
adapt to abrupt changes in the environment. (S9LT-Ie-f-30)

After going through this module, you are expected to:

1. Measure species distribution using a mathematical way of expressing the
amount of biodiversity and species distribution in a community;
2. Determine the pattern of population distribution;
3. Explain the probable causes of species extinction;
4. Explain the local and global environmental issues that contributed to species
extinction;
5. Make a multimedia presentation of a timeline of the extinction of
representative microorganisms, plants, and animals.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

2 CO_Q1_Science 9_ Module 4
1. Which one of the following expresses the index of diversity in a mathematical
way?
A. The vastness or area of an ecosystem
B. The species distribution in a community
C. The distance between two different ecosystems
D. The population of a given species per unit area

2. Which is the correct formula in calculating population density?

A. D = population/area
B. D = population x area
C. D = number of runs/total population
D. D = number of runs x total population

3. Which pertains to organisms that no longer exist at the present time, but have
existed in the past?
A. Exotic
B. Extinct
C. Endemic
D. Endangered

4. Which pertains to the process of introducing unnatural chemicals that

contaminate the air, soil, and seas?
A. Pollution
B. Acidification
C. Eutrophication
D. Neutralization

5. Which of the following causes of extinction is directly brought about by human

activity?
A. Glaciation
B. Overharvesting
C. Cosmic radiation
D. Volcanic eruptions

6. Which pertains to the largest number of individuals in a species that an

environment sustains for a long period of time?
A. Biodiversity
B. Limiting factor
C. Carrying capacity
D. Population density

3 CO_Q1_Science 9_ Module 4
7. Which refers to species of organisms whose population is so low that it has a
great tendency to become extinct?
A. Endangered C. Exotic
B. Endemic D. Threatened

8. Which is the process of introducing unnatural chemicals that contaminate the

air, soil, and seas?
A. Acidification
B. Eutrophication
C. Neutralization
D. Pollution

9. The amount of sunlight in a forest ecosystem determines the kind and

population of plants and trees that could thrive and survive to maintain
balance in the said ecosystem. Which refers to the “amount of sunlight” as
mentioned above?
A. biodiversity
B. limiting factor
C. carrying capacity
D. population density

10. Which is NOT a cause of deforestation?

A. typhoons
B. soil erosion
C. kaingin system
D. conversion of forests to agricultural lands

11. Which is NOT a common reason for a species to go extinct?

A. Random mutation in DNA
B. Habitat loss and destruction
C. New disease is introduced to a population.
D. New predators moving into or introduced into an area.

12. Which is NOT a consequence of cutting down trees?

A. floods
B. soil erosion
C. eutrophication
D. decrease in wildlife resources

13. Muro-ami is a fishing practice in South East Asia that makes use of which
material?
A. dynamite
B. electrical current
C. spears and arrows
D. encircling net together with pounding devices

4 CO_Q1_Science 9_ Module 4
 14. What type of biodiversity pertains to the variations of genes in a species?
A. species diversity
B. genetic diversity
C. ecosystem diversity
D. all of the above

15. Which factor has a tendency to increase population density?

A. limited food supply and diseases
B. limited space and higher birth rate
C. higher death rate due to a calamity
D. presence of a greater area for organisms to live

Lesson

1 Biodiversity and Evolution

In the previous module, you have learned the different patterns of
NonMendelian inheritance and the locations of genes in the chromosomes. In this
module, you will learn that a balanced ecosystem means a lot. The well-being of a
biological system is sustained by its plants and different creatures. At this point,
when species become endangered, it can compromise balancing biodiversity of our
ecosystem and may trigger the loss of other forms of species. You will focus on how
to measure the index of biodiversity and population density; you will also explain and
discuss the causes of species extinction, its local and global environmental issues
that contributed to species extinction, and the timeline of extinction of organisms.

Here are some key questions for you to ponder after finishing this module:
1. What is biodiversity?
2. What are the factors that affect the balance in biodiversity?
3. What causes species extinction?
4. How do the changes in the environment affect the continued survival of the
species?
5. What are the local and global issues that contribute to species extinction?

What’s In

Let’s recall your understanding of concepts of Biodiversity and Evolution. Write T if

the statement is true and F if the statement is false. Use a separate sheet of paper to
answer the questions.
_____1. All the organism or species on Earth have already been identified.

5 CO_Q1_Science 9_ Module 4
_____2. Once the population of species increases or decreases in size it affects the
balance of the ecosystem.
_____3. Human activities are among the causes of species extinction.
_____4. Geologic timescale is a scale used to represent and show the existence and
extinction of organisms.
_____5. The extinction of species does not give the earth harmful effect.

What’s New

Analyze the given picture below. Give five (5) reasons why we experience imbalance
in biodiversity. Use a separate sheet of paper to answer the question.

Figure1. Ecological Imbalance

6 CO_Q1_Science 9_ Module 4
 What is It
Biodiversity and Evolution

Biodiversity is the term used to describe the number and variety of life found on
Earth. Biodiversity has three types: genetic, species, and ecosystem.
A. Genetic diversity pertains to the variation of genes within species.
B. Species diversity pertains to the variety and abundance of species within a
region.
C. Ecosystem diversity is the variation among groups of organisms in different
physical settings.
All parts of the ecosystem are interacting with one another. If one of its
components experienced changes and it doesn’t adapt to its new environment
or situation it may probably die and lessen in numbers. The population
pertains to the number of organisms of the same species living in the same
region while communities are composed of different organisms living in the
same region.
What will happen if one population in an area increase? Will it affect the
distribution of space and food? Fortunately, changes in population may give a
big impact on the balance of biodiversity index.

Biodiversity Index is a scale of the diversity of plant and animal species in a

given area. It is a widely used tool for estimating the complexity, stability, and thus
general health of an ecosystem. It is expressed with the equation of: Total # of
different Species
Biodiversity Index =
Total # of Living Items

Populations of an organism can change and varies over time. This is due to
the different limiting factors occurring in the situation. Limiting factors are usually
described as lack of particular resources like the availability of food, water, and
space. Some of the other reasons are predation, diseases, and migration. Light,
temperature, and soil nutrients are also limiting factors because they help to identify
what kind of organism lived in a certain area. Increasing the number of population
size that an area can support is called carrying capacity. It is the size of a biological
species that can be sustained in a specific environment, given all the available
resources. If the carrying capacity reaches its maximum point, the organism in that
area will die because not all of their needs can be met.
When the number of species decreases in size, and only a few remain, that
species is considered as endangered and possibly becomes extinct in the future.
Some examples of endangered animals in the Philippines are tarsier in Bohol,
Philippine eagle, Philippines freshwater crocodiles, tamaraw in Mindoro, and

7 CO_Q1_Science 9_ Module 4
Philippine naked-backed fruit bat in Cebu. If animals of a particular species are
vulnerable at risk in terms the number of population of its kind, it is said to be
threatened. Extinction happens if the last member of that species is gone like
dinosaurs.
But what are the different causes of species extinction? It can be a natural
cause or man-made.
Natural Causes of Species Extinction
1. Climate change- the sudden changes in the earth’s temperature.
2. Land Development- conversion of land into residential area or building.
3. Acid precipitation- is a result of air pollution.
4. Diseases/Epidemic- infectious diseases or virulent infectious diseases
cause the change in biological populations.
5. Meteoric impact/Cosmic radiation- extinction happens when a massive
asteroid or meteor hits the surface of the earth.
6. The spread of Invasive species- it can change the abundance of diversity
or the food web in an ecosystem by destroying and replacing its natural
value and number.

Man-Made Causes of Species Extinction

1. Deforestation- illegal logging, kaingin farming
2. Pollution- either air or water pollution.
3. Destruction of Coastal Resources- this is caused by using dynamite in
fishing, muro-ami, and the conversion of beach into residences, and
overharvesting of fishes.

8 CO_Q1_Science 9_ Module 4
 Deforestation Pollution Destruction of Coastal resources

These environmental conditions and issues can affect both local and global
perspectives and can create a big impact in sustaining the ecological balance of the
earth. But on the other side, if an organism continues to live for more than a year
and continues to adapt to its changing environment, it will still exist and somehow
undergo evolution.
Evolution describes the gradual change of organisms from one state to
another. It deals with the first appearance of organisms and studies how they survive
and change through the course of time. Geologists constructed a timetable of the
earth’s history which is called geologic timescale. Geologic timescale is a timetable
of the earth’s history. In this scale, the earth’s history is divided into major divisions
called eras.
A. Paleozoic era (prehistoric life) – the existence of marine invertebrates;
the development of marine life.
B. Mesozoic era (middle life) – the existence of largest creatures.
C. Cenozoic era (recent life) – the existence of warm-blooded animals
and humans.

9 CO_Q1_Science 9_ Module 4
 Figure 2 Geologic Time Scale
What’s More
ACTIVITY 1: OUTDOOR EXPEDITION
Explore the vicinity of your house or garden. List down all the living organisms you
will see based on their category. Write the total number of species and total item on
the space provided, and lastly, answer the following questions and calculate
biodiversity index using the equation given. Write your answer on a separate sheet
of paper.
TREES
Total Species: _____
Total Item: ________

PLANTS
Total Species: _____
Total Item: ________

10 CO_Q1_Science 9_ Module 4
 TREE

PLANTS

ANIMALS
ANIMALS Total Species: _____
Total Item: ________

INSECT/BUGS
INSECTS/BUGS Total Species: _____
Total Item: ________

Guide Questions:
1. Which species has the greatest total in number?
2. Which species has the lowest total in number?
3. Calculate the biodiversity index using the given formula below:

Total # of different Species

Biodiversity Index =
=
Total # of Living Items

Rubric for the activity

CATEGORY 4 3 2 1
Accuracy All parts of the Most part of the Several part of the Students did not
activity are activity is completed activity is not complete the activity
completed with with accuracy. completed with with accuracy and
accuracy and effort. Therefore, more accuracy and failed to show
effort could have minimal effort was adequate effort.
been made. given.

Overall The student The students The students The student did not
demonstrated a hard worked hard on showed minimal show work or
work ethic and was most part of the work and enthusiasm.
enthusiastic with activity and showed enthusiasm.
completing his/her some enthusiasm
work. towards the project.

ACTIVITY 2: FULL OF SPACE

Study the five patterns of population distribution in Figure 1. Count the total number
for each population and record the data in the table below. After that, calculate the
density of each population using the equation below. Write your answer on a separate
sheet of paper.

Figure 1 Organisms live with lot area of 100 square meters (m2).

11 CO_Q1_Science 9_ Module 4
Table 1: Population Density
Population Number of Organisms Density

Guide questions:
Compare the distribution patterns of the five populations then answer the following.

1. Which population has the greatest density?

2. Infer from recorded data and write the possible causes for the difference in the
population density.
3. What conditions could change the density of any of the population?
4. Calculate the biodiversity index using the given formula below: No. of
Individuals

Density= =

Size of Area

ACTIVITY 3: CAUTION! CAUTION! OH SPECIES EXTINCTION

A. Take a look at the given pictures of species below. Identify whether this specie is
EXTINCT (last member of that species dies), ENDANGERED (population of that

12 CO_Q1_Science 9_ Module 4
species is very low), or THREATENED (if that species is declining rapidly). Write
your answer on a separate sheet of paper.

13 CO_Q1_Science 9_ Module 4
1. 2.

TAMARAW WARTY PIG

3. 4.

TARSIER PHILIPPINE EAGLE

DUGONG

5.

14 CO_Q1_Science 9_ Module 4
B. The following pictures show the causes of species extinction. Match the picture on
column A with its correct description on column B. Write your answers on a
separate sheet of paper.

15 CO_Q1_Science 9_ Module 4
 COLUMN A COLUMN B
1.

Air Pollution

2. Destruction of
Coastal Resources

Wildlife depletion
3.

Acid Precipitation

4.

Deforestation

5.

Water Pollution

16 CO_Q1_Science 9_ Module 4
 6.

C. Read and analyze the given statements carefully. Choose from the box the cause
of extinction being described in each statement. Write your answer on a separate
sheet of paper.
Deforestation Air pollution

Wildlife depletion Acid precipitation

Water pollution Destruction of Coastal Resources

_______________1. As a consequence of cutting down trees, we experience soil erosion,

floods, and a decrease in wildlife resources.
_______________2. Fishkill usually happens when there is an increase in the
concentration of organic nutrients that comes from garbage and
factories.
_______________3. The numbers of species decrease because of habitat loss caused
by invasion of human to its natural habitat.
_______________4. Cars burn fuel and factories emit harmful gases like carbon
dioxide, nitrogen oxides, and hydrocarbons that contribute to the
increasing temperature within the earth’s surface.
_______________5. Overharvesting, damaged mangrove areas, dynamite fishing, and
muro-ami are the causes of marine life destruction.
_______________6. It is a result of air pollution mostly from factories and motor
vehicles.

17 CO_Q1_Science 9_ Module 4
 ACTIVITY 4: THE GREAT IMPACT

Decode the word(s) or phrase that describes the local and global environmental issues
that contribute to species extinction. Use the number given, and then encode the
letter on the space provided per item number. Write your answer on a separate sheet
of paper.

1) 16-15-12-12-21-20-9-15-14
______________________________________

2) 8-21-14-20-9-14-7
______________________________________

3) 7-5-14-5-20-9-3-19
______________________________________

4) 4-9-19-5-1-19-5-19
______________________________________

5) 9-14-22-1-19-9-22-5 19-16-5-3-9-5-19
_________________________ _____________________

6) 4-5-19-20-18-21-3-20-9-15-14- 15-6 8-1-2-9-20-1-20

__________________ ___ _________________

7) 3-12-9-13-1-20-5 3-8-1-14-7-5
_________________________ _________________

8) 3-8-1-14-7-5-19 9-14 12-1-14-4-19-3-1-16-5

_________________ ____ _______________

9) 6-9-19-8-9-14-7
_______________________________________

18 CO_Q1_Science 9_ Module 4
 10) 15-22-5-18 8-1-18-22-5-19-20-9-14-7
______________ ________________________

ACTIVITY 5: PAST PRESENT EXTINCTION

Identify the era of the given animals below. Write whether it’s a PALEOZOIC,
MESOZOIC, or CENOZOIC era. Write your answer on a separate sheet of paper.

19 CO_Q1_Science 9_ Module 4
1. Dinosaurs 2. Fern

3. Trilobite

4. Cycas 5. Wolly mammoth

20 CO_Q1_Science 9_ Module 4
 What I Have Learned

Write the word that correctly completes the statement. Write your
answer on a separate sheet of paper.

1. ___________ is the term used to describe the number and variety of life found
on Earth.
2. There are three (3) types of diversity. These are: _______ diversity, ________
diversity and _________ diversity.
3. __________ of ecosystem pertains to the number of organisms of the same
species living in the same region.
4. ____________ are composed of different organisms living in the same region.
5. _________________ is a scale of diversified plant and animal species at a given
area.
6. _________________ are usually described as lack of particular resources like the
availability of food, water, and space.
7. _________________ is the size of a biological species that can be sustained in a
specific environment, given all the available resources.
8. When the number of species decreases in size, and only a few remain, that
species is considered as _____________.
9. If animals of a particular species are vulnerable at risk in terms of the number
of population of its kind, it is said to be _____________.
10. _____________________ can change the abundance of diversity or the food web
in an ecosystem by destroying and replacing its natural value and number.
11. ____________________ is caused by using dynamite in fishing, muro-ami, the
conversion of beach into residences, and overharvesting of fishes.
12. ____________ happens if the last member of that species is gone like dinosaurs.
13. ____________ describes the gradual change of organism from one state to
another
14. ______________ is a timetable of the earth’s history.
15. _______________ is the existence of warm-blooded animals and humans.

What I Can Do
It’s Good to be True!
21 CO_Q1_Science 9_ Module 4
Write TRUE if the statement is correct but if it’s FALSE, change the underlined word
or group of words to make the whole statement true. Write your answer on a separate
sheet of paper.

____________1. Limiting factors are environmental conditions that keep a population

from decreasing in size and help balance the ecosystem.
____________2. A species is endangered when its population is low which is nearly
extinct.
____________3. The carrying capacity is affected by changes in the environment.
____________4. Population is a group of organisms of the same species living in a
certain place.
____________5. Biodiversity refers to the variety of life in the area.
____________6. Evolution is a branch of life science that describes the rapid change
of organisms from one state to another.
____________7. Migration refers to the survival of a new species into an already
occupied area.
____________8. Human actions have resulted in habitat loss and degradation that
have accelerated the rate of extinction.
____________9. Biological magnification is the buildup of pollutants in organisms at
high tropic levels in a food chain.
____________10. The Mesozoic era is marked by the existence of largest creatures.

Assessment

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. Which is NOT an example of an endangered species?

A. Tarsier B. Dodo bird
C. Mouse deer D. Monkey- eating eagle

2. Which do you think is the biggest problem faced by endangered species?

A. Food B. Water

22 CO_Q1_Science 9_ Module 4
 C. Climate change D. Human activities

3. Which situation illustrates the relationship between a limiting factor and

population density?
A. When birth rate is greater than death rate, population increases.
B. When the population in a given area increases, the population density also
increases.
C. Population sizes change with the number of births or when organisms
move out of an ecosystem.
D. When the population of goats and cows in a field increases rapidly, there
may not be enough food for each of them.

4. Which could be a probable cause of increase in the population of preys in an

environment?
A. destruction of prey habitats
B. lower birth rate than death rate of preys
C. calamities and rampant spread of diseases
D. decrease in the population of their predators

5. How does habitat degradation cause extinction of species? A. It kills acid

intolerant species.
B. It leads to spread of diseases that exterminate species.
C. It leads to diminishing resources which increases competition among
species.
D. It leads to existence of shallow gene pools that promote massive
inbreeding.

6. What do woolly mammoth, Dodo, and Great Auk have in common? A. They
are all extinct.
B. They are all mammals.
C. They are all threatened species.
D. They are all endangered species.

7. Which statements are TRUE?

I. Introducing a new species in an ecosystem affects the food chain. II.
Extinction is a natural process that has occurred since the beginning of
time.
III. Human intervention is the most leading cause of animal extinctions in
this time.
A. I and II only C. I and III only
B. II and III only D. I, II and III

For question 8, refer to the table below:

Species composition of two fields
Number of individuals

Flower species Field A Field B

23 CO_Q1_Science 9_ Module 4
 Gumamela 300 10
Cattleya 330 50
Yellow bell 370 940
Total 1000 1000

8. How will you compare Field A with field B in terms of species richness, total
abundance and diversity?
A. Field A and B have the same species richness, total abundance and
diversity.
B. Field A and field B have the same species richness total abundance, but
Field A is more diverse than Field B.
C. Field A and field B have the same species richness, but Field A has a
greater total abundance and is more diverse than Field B.
D. Field A and Field B have the same greater total abundance, but Field A
has greater species richness and is more diverse than Field B.

9. Consider three communities. Each made up of a total of 100 organisms, drawn

from combinations of ten species, A to J.
Species composition of three different communities
Species Community 1 Community 2 Community 3
A 10 72 35
B 9 6 34
C 11 3 31
D 10 3 0
E 8 1 0
F 12 3 0
G 10 4 0
H 11 3 0
I 10 2 0
J 9 3 0
Total 100 100 100
Based on the table above, which statements are correct?
I. Community 3 has higher species richness than community 1 and
community 2.
II. Community 2 has the same species richness but has a lower diversity than
community 1.
III. Community 1 has the highest diversity because it has the highest species
richness and each species has a similar relative abundance.
A. I and II only C. II and III only
B. I and III only D. I, II and III

10. Which could you infer about an ecosystem with high species diversity? A.
Its food webs are relatively simple.
B. It has a greater number of successful species and a more stable ecosystem.

24 CO_Q1_Science 9_ Module 4
 C. The change in the environment would probably have quite serious effects
on it.
D. The environment is quite stressful with relatively few ecological niches and
only a few organisms are really well adapted to that ecosystem.

11. Assume two habitats have the same number of species of birds. The first
habitat is predominantly one species of bird, with just a few birds of the other
species. The second habitat has equal number of all the different bird species
found in habitat 1. Will they have the same biodiversity index? If yes, why? If
not, which will have the higher biodiversity index, and why?
A. Yes, because they have equal species richness and species evenness.
B. Yes, they will have the same biodiversity index because they have the same
number of species.
C. No, habitat 1 has a higher diversity because it is predominantly one
species of bird. Diversity index depends on the most number of counts of
one species of the organisms found in a community.
D. No, habitat 2 has a higher diversity because, aside from having the same
number of species of birds as habitat 1, it also has equal numbers of each
species. Species richness and species evenness are both measures of
biodiversity.

12. How does the destruction of coral reefs and mangrove forests contribute to
species extinction?
A. Amount of dissolved oxygen decreases.
B. Fish predators become massive in number.
C. Breeding grounds and nurseries of marine species are destroyed.
D. The oceans and seas become contaminated with heavy metals and other
pollutants.

13. Which illustrates how the introduction of new species may lead to extinction?
A. When a prey species becomes extinct, its predator loses its food source
and consequently becomes extinct.
B. Amphibian populations have been on the decline worldwide caused by
fungal infection of their skin which interferes with osmoregulation
C. When a large predator, the Nile perch, was introduced into Lake Victoria,
it caused the extinction of half of the species of fish endemic in it.
D. When bacteria in a lake increase in number due to continuous
decomposition of dead organisms, dissolved oxygen declines, killing all the
fishes in it.

14. Deforestation, building of dams, conversion of forest to agricultural lands and

urban development could cause species to decrease in number which,
eventually, could lead to extinction. How?
A. They pollute the environment causing species to die.
B. They cause widespread of diseases which may lead to mass extinction.
C. They trigger calamities to occur which may cause mass extinction of
species.

25 CO_Q1_Science 9_ Module 4
 D. They destroy the habitat where species live, depriving them the chance to
thrive and survive.

15. Which are considered driving forces of extinction?

I. climate change II. Over
hunting
III. Carbon emissions
A. I and II only C. II and III only
B. I and III only D. I, II, and III
Additional Activities

Let’s Find Out!

A. Find and color the hidden words in the puzzle. Some words are spelled backwards,
up, or down. You may copy/reproduce this page and use coloring pen or highlighter
in answering. Don’t mark this module.

D E F O R E S T A T I O N U P
F N H D F E W H X V B Y I J O
K D D F V H M R U I K B A H L
L A E X V C B E D V F R R K L
F N U O P J L A X V G F D B U
V G H C V N X T X F X F I F T
L E X C X V B E X V X N C E I
B R F H C R H N X V B C A O O
Z E S F H T B E Z G N H C P N
A D A F V B N D C S G T V L V
L I M I T I N G F A C T O R K
D B M Y T I S R E V I D O I B
C O M M U N I T Y G H J Y E H
H J L J P O P U L A T I O N C

26 CO_Q1_Science 9_ Module 4
 E X T I N C T I O N L O P B M

BIODIVERSITY ENDANGERED THREATENED

DEFORESTATION POPULATION ACID RAIN

EXTINCTION COMMUNITY POLLUTION

LIMITING FACTOR

B. Identify the term described below. Choose your answer inside the box and write it
on a separate sheet of paper.
__________1. It is the term used to describe the number and variety of life found on
Earth?
__________2. It means the last individual belonging to a particular species is gone
forever.
__________3. It pertains to a population of different species occupying the same
geographical area.
__________4. It is the result of using and throwing waste products into the
environment.
__________5. It is a result of air pollution mostly from factories and motor vehicles?
__________6. It is a term used once the population of species begins to decline rapidly.
__________7. It refers to the cutting, clearing, and removal of trees.
__________8. It is a term used when the population has become so low that it is
possible of becoming extinct.
__________9. It is a group of living things within a certain area that contains all of the
same species.
__________10. These are environmental conditions that keep population from
increasing in size and help balance the ecosystem.

27 CO_Q1_Science 9_ Module 4
References
Book
Alvarez, Liza A., Dave G. Angeles, Hernan L. Apurada, Ma. Pilar P. Carmona, Oliver
A. Lahorra, Judith F. Marcaida, Ma. Regaele A. Olarte, Estrella C. Osorio, Digna C.
Paningbatan, Marivic S. Rosales, and Ma. Teresa B. Delos Santos. Science - Grade 9
Learner’s Module. Pasig City: Department of Education, 2014, 50-71.

Journal Article

Briggs, John C. “Emergence of a sixth mass extinction”. Biological Journal of the

Linnean Society Volume 122, Issue 2 2017: 243–248. Accessed July 22, 2020.
https://doi.org/10.1093/biolinnean/blx063

Website
American Museum of Natural History. “What Causes Extinction”. Accessed July 22,
2020. www.amnh.org/explore/ology/biodiversity/going-going-gone/what-
causesextinction

National geographic. “Extinct Species Explained”. Accessed July 22, 2020.

www.nationalgeographic.com/animals/reference/extinct-species/

National geographic. “Causes and Effects of Extinction”. Accessed July 22, 2020.
www.nationalgeographic.org/activity/causes-and-effects-extinction/

28 CO_Q1_Science 9_ Module 4
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex Meralco

Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]