11

SENIOR
SENIOR HIGH
HIGH SCHOOL
SCHOOL

Activity Sheet in
Earth and Life Science
(Introduction to Life Science)

Quarter 2 – MELC 2
Unifying Themes in the Study of Life
 Quarter 2, Week 2

Learning Activity Sheets (LAS) No.2

Name of Learner: ________________________________________________________

Grade and Section: _________________________ Date: ______________

Learning Activity Sheets in Earth and Life Science 11

Unifying Themes in the Study of Life

I. Learning Competency
1.2 Describe how unifying themes (e.g., structure and function,
evolution, and ecosystem) in the study of life show the connections among
living things and how they interact with each other and with their
environment. (S11/12LT-IIa-3)

II. Background Information for Learners

The study of life in general is very wide. And to help us understand
this vastness, are what we call themes. Themes are distinct characteristics,
pattern, and or quality. To help us understand better the study of life, we
can look at themes individually and as a collective. In this way, we can
easily digest the commonalities of those exhibiting life.

The unifying themes in the study of life are an organization,

information, energy and matter, interactions, and evolution. The study of
organisms ranges from macro to micro or vice versa. This means that the
study of life can be from the planet earth as a planet that can host life to the
molecular level that comprises that life. The good thing, however, is that
these large chunks of concept can be broken into smaller ones. Let us
quickly explore these levels in the table below:

Table 1.1 Levels of Biological Organization

Levels Characteristics / Definition
1. Molecules These refer to chemical structures that are composed of
two or more atoms.
2. Organelles These are parts of the cell which are responsible for
function and integrity. Some are membrane bound
while others are not.
3. Cells These are the basic working and structural unit of an
organism. Different cells work in different organs. They
are structured according to function. Organisms can
either be single-celled or multicellular in nature.
4. Tissues These are simply cells grouped together and performs a
specialized function.
5. Organ This this a body part or a part of an organism which is
made up of a group of tissues. An organ functions,
specifically in a body.
6. Organism This refers to the individual living species. Each thriving
plant or animal is an organism.
7. Populations These refer to all individuals of a species living in a
specific area. Let us take for example a population of
crabs living in a coastal area.
8. Communities These are the variety of species inhabiting a specific
area. An example would be a coastal community. In this
community, we would expect to see a variety of animal
and plant species that thrives in coastal areas. Thus, a
community is a combination of different populations.
9. Ecosystems These refer to the biotic and abiotic factors in an area.
This includes not only the interaction between living
things but also the interaction between living and
nonliving.
10. Biosphere This consists of all the livable parts of the earth, by
livable, we are referring to all spaces which is inhabited
by life.
This includes spaces in land, water, and air.

Source: https://www.simply.science/index.php/organization-of-life
Figure 1.1 The levels of Biological Organization
 In the field of biology, not only is organization important as it gives a
compartmentalized focus on the different fields within biology but more
importantly it gives us a glimpse of new characteristics that are not present
in the previous hierarchy of organization. These characteristics we refer to
as, emergent properties, are a cause of the interaction and position or
arrangements of the previous organization’s parts. This allows for the
subsequent organization to be more complex than the previous.

Unity and Diversity of Life

Evolution is a much-debated topic in the past, but withstanding

scientific evidence, evolution has stood its ground and became a field.
Evolution by characteristic is the scientific thought which states that the
organisms of today are the modified descendants of their ancestors in the
past.

Evolution is said to be the scientific thought that would explain or

make sense of all the organisms now. Fossil records show that organisms
have been evolving for billions of years now, and that this accounts for the
vast diversity and variation of organisms in the past and present. Fossil
records also show evidence of unity aside from variation. There are animals
presently that may seem different from one another, let us take for example
the arm of a human being, wing of the bat, leg of a dog, and flipper of a
whale, they might have different uses, but their underlying anatomy are like
one another. They considered homologous structures.

One notable evolutionary view emerged in the 1800s, when the father
of evolution, Charles Darwin, published the book, “The Origin of Species”.
This book contained Charles Darwin’s studies and observations, which
expressed two main points. One, that “contemporary species arose from a
succession of ancestors that differed from them”. This is what we call,
descent with modification and accounts for the dual nature of life’s unity
and diversity. Second, that “natural selection is the primary reason of
descent with modification”.

Natural selection sprung from Darwin’s observations from his

studies. It states that species with inherited traits are more adaptive to the
environment which means they are more likely to survive and reproduce
than those who are not. This is because the environment constantly selects
to produce traits from the random variant traits naturally occurring within a
population.

A characteristic common to all forms of life is the need for energy. This
is a requirement for organisms to perform life processes. The various
indicators of life and processes like growing, reproducing, moving, and other
intracellular processes require that the organism spend energy.

The sun is the primary source of energy in the environment. All

organisms rely on the sun’s energy input to survive. It provides energy on
earth in the form of light and is received and utilized by the autotrophs or
producers. These autotrophs or producers are photosynthetic organisms.
These organisms can harvest sunlight to create their own food. The
photosystems harvest light ang together with raw materials like CO 2, and
water covert light energy into chemical energy. This process is called
photosynthesis. The chemical energy in the form of food molecules will then
be passed by plants and other photosynthetic organisms to other organisms
that are not able to produce their own food. Note that that there is already
energy transfer happening in this process. The organisms receiving the
energy from producers are called consumers, as shown in figure 2 below.

https://www.tutorialspoint.com/environmental_studies/environmental_studies_energy_flo
w_in_ecosystem.htm

Figure 1.2 Energy Flow in An Ecosystem

When an organism uses energy to perform work or certain processes,

such as cell division, or pumping of blood from the heart to circulation,
some of the energy used is lost in the environment in the form of heat. In a
nutshell, energy in an ecosystem flows through in one direction, enters as
light, and exits as heat. And in contrast, chemicals used are recycled. The
chemicals that a plant absorbs from the soil and water is incorporated into
the plant body, then later passed on to the animal that eats the plant.
Eventually, these chemicals will then be returned into the environment by
decomposers like bacteria that breaks down dead matter. These chemicals
will then be taken up by the soil (usually) and is ready to be again absorbed
by the plants. Then the cycle goes on, as shown in figure 3 below.
https://www.tutorialspoint.com/environmental_studies/environmental_studies_energy_flo
w_in_ecosystem.htm

Figure 1.4 Nutrient Cycle in an Ecosystem

Remember the organizational hierarchy presented in the beginning of this

lesson? From the molecular level to the ecosystem, and to the biosphere in
general, interaction is important. Interaction’s collegiate definition in the
Meriam-Webster Dictionary is the mutual or reciprocal action or influence.
In biology, interaction at every level of hierarchy is important as it ensures
smooth operation and combination of parts to function. This is very much
evident in the interaction of molecules in the cell, and in the parts or
components of the ecosystem.

When we talk about the lower

levels of hierarchy in biology, we are
referring to the interactions that
make up the organism, this means,
molecule level up to the organ level.
The interaction in the lower levels of
hierarchy is important for
operations of certain regulations.
Let us take for example the
regulation of waste materials in the
body, particularly carbon dioxide.
The body needs to keep the levels of
carbon dioxide in the lungs low so
that it can easily diffuse from the blood to the lungs and excreted via
exhaling. This process alone, allows for a lot of interaction in between
organs, cells, tissues, and molecules. This ability to self-regulate is made
possible by a mechanism we call, feedback.
https://byjus.com/biology/exchange-regulation-of-gases/
Figure1.4 Gas Exchange at the Alveolus

In an ecosystem, we see interaction at a macro level. Every organism

interacts with other organisms, and with the abiotic environment as well.
The grass blade, for example, can be eaten by a caterpillar and in turn is
eaten by a bird. The bird, when it dies will then undergo breakdown with the
help of decomposers, and materials from the decomposition like molecules
will then be absorbed by the soil. You see, interaction like this ensures that
the ecosystem continues to thrive through having a regulated function, as
shown in figure 5 below.

https://young7science16.weebly.com/interactions-and-ecosystems.html

Figure 1.5 Simple Food Web/ Ecosystem Interaction

III. Accompanying DepEd Textbook and Educational Sites

DepEd Learning Materials, Bernas, V.S etc. (2015). Exploring the Realms of
Science 7. JO-ES Publishing House, Inc., pp.107-109

IV. Activity Proper

Activity 1. DESIGNING AN EXPERIMENT FOR LIFE
Objective: This activity is aimed at better understanding and appreciation
of the themes in the study of life. After this activity, you are expected to be
able to determine the themes of biology as they relate to the properties of
life.
Materials:
 mung bean seeds
  Pot
 Soil
 Measuring tools
 Other materials (as needed by the experiment design)

Procedure:

1. Propose a hypothesis
From common knowledge, you already have an idea as to
what plants need to grow healthy, like water and sunlight.
Think of other factors or substances that will affect plant
growth (suggestions: type of soil, fertilizer type, music, or
human voice). Choose a variable, then propose a hypothesis
about how the presence and absence of that factor affects
the growth or survival of a plant.
2. Conduct your experiment
a. Outline the steps of your experiment. Identify the
variable and controls in your experiment.
NOTE: There should only be one experimental variable
– the presence or absence of the factor you are testing.
b. Determine the time for your experiment.
c. Specify the data that you will observe in the
experimental and control setups. Choose the data that
can be accurately measured and compared.
d. Conduct your experiment and record your
observations.

3. Analyze your data

a. Compare the measured data from the experimental
and control plants.
b. Organize your data into a table.
c. Make a graph to display your results.

4. Draw conclusion
Did the presence of your experimental variable make a
difference in the growth of the experimental and control
plants? Was the effect more or less than you had
proposed?
Activity 2. Make a Concept Map
Directions: Complete the concept map below by adding the following terms:
adaptation, atom, cell, community, ecosystem, energy, development,
growth, individual, molecule, organ, organization, organ system,
population, reproduction, response, tissue.

ORGANISMS

Have may have

 Properties of life many levels of organization

V. Reflection

I have learned that

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I have realized that

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I will apply what I’ve learned in this topic….

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

VI. Answer Key

Activity 1
Student’s answer may vary
Activity 2
Tissue
Population Response
Organs system Reproduction
Organ Organization
Molecule Individual
Ecosystem Growth
Community Development
Cell Energy
Atom Adaptation
 Properties of life
many levels of organization

may have Have

organisms

Reflections
Student’s answer may vary

References:
“Energy Flow in Ecosystem.” Tutorials point. Accessed
July 10, 2020.
https://www.tutorialspoint.com/environmental_studies/environment
al_studies_energy _flow_in_ecosystem.htm.

“'Evolution Is Aimless': How Else Do We Explain External Testicles?” Genetic

Literacy Project, May 16, 2019.
 https://geneticliteracyproject.org/2018/07/23/evolution-is-aimless-
howdo-we-explain-external-testicles/.

“Interactions and Ecosystems.” 5th grade science - Home. Accessed July 10,
2020. https://young7science16.weebly.com/interactions-and-
ecosystems.html.

“What Is DNA? - Genetics Home Reference - NIH.” U.S. National Library of

Medicine. National
Institutes of Health. Accessed July 10, 2020.
https://ghr.nlm.nih.gov/primer/basics/dna.Accessed July 10,
2020.https://pixabay.com/

Admin. “Explore How Gas Exchange In The Lungs Takes Place In Vivid
Detail.” BYJUS. BYJU'S, October 23, 2019.
https://byjus.com/biology/exchange-regulation-of-gases/.

Boundless. “Boundless Biology.” Lumen. Accessed July 10,

2020. https://courses.lumenlearning.com/boundless-
biology/chapter/phylum-cnidaria/.

Lindauer, Martin. “Natural History.” Encyclopædia Britannica. Encyclopædia

Britannica, inc., November 12, 2019.

https://www.britannica.com/animal/hymenopteran/Naturalhistory.

Manosa , Susan D., and Frederick T. Talaue. “Science - C & E Bookshop.”

Accessed July 10, 2020 .https://www.cebookshop.com/index.php?
route=product/category&path =57_101 7&page=13.

SimplyScience. Accessed July 10, 2020. http://www.simply.science/.

Strauss, Eric, and Marylin Lisowski. “Chapters 35, 36, and 37.” Essay. In
Biology: the Web of Life, 852–905. Reading, MA: Scott Foresman-
Addison Wesley, 2000.

Urry, Lisa A., Martha R. Taylor, Michael Pollock, and Neil A. Campbell.
“Chapter 1.” Essay. In Study Guide for Campbell Biology, 1–27. New York: Pearson,
2017.

11
SENIOR
SENIOR HIGH
HIGH SCHOOL
SCHOOL
 Activity Sheet in
Earth and Life Science
(Introduction to Life Science)

Quarter 2 – MELC 3
Plant and Animal Reproduction

Quarter 2, Week 3

Learning Activity Sheets (LAS) No.3

Name of Learner: ________________________________________________________

Grade and Section: _________________________ Date: ______________

Learning Activity Sheets in Earth and Life Science 11

 Plant and Animal Reproduction

I. Learning Competency
1.3 Describe how the different ways of how representative animals
reproduce. (S11/12LT-IIej-15)

II. Background Information for Learners

We are products of billions of years’ worth of evolution, and we know
this much thanks to reproduction. Through reproduction, nature has
selected organisms that have a gene pool that is capable of surviving and
thriving. Animals have both adapted and evolved to better fit their
environments thanks to variation.
While us, humans, have goals in life some animals were born to
reproduce and die immediately after. So now you ask, why is reproducing
offspring so important to animals? This is one of question that we will be
answering into later, on this module. In this lesson, we will understand key
concepts about the complexities of reproduction in animals and synthesize
our learning at the end. Lastly, this lesson will also allow you to appreciate
the true importance of why a continuity of a species is important.

Source:https://pixabay.com/
Figure 2.1 Elephant herd crossing an African savannah

Sexual vs. Asexual

Figure 2.1 shows how sexual and asexual reproduction produces
offspring. In an asexual reproduction, a parent organism will not need a
mate or partner for it to produce its own offspring. The offspring of asexual
organisms are an exact same copy of its parent organism.
 Figure 2.1 A diagram of Asexual and Sexual Reproduction

In sexual reproduction, a male and female gamete is needed to

produce an offspring. In most instances, there is a male and female
organism to produce the gametes but, this is not always the case. Finding a
partner for sexual animals can sometimes prove difficult, and so, as an
adaptive mechanism and evolutionary solution, some animals exhibit
hermaphroditism. This is when an organism has both male and female
reproductive system. This is common among sessile (stationary) animals. In
hermaphroditism, the organism may or may not have a partner for
fertilization to occur. Unlike, an asexual offspring, a sexual offspring is
genetically unique from its parent organisms. Notice how there are two
apparent sexes in sexual organisms, while there is no definite sex in the
asexual organism.
Types of asexual reproduction
1. Binary Fission – occurs in single celled organisms. It is when a
parent cell divides itself into two equal parts and create an offspring. This
type of reproduction is like cloning as shown in figure 3. To easily remember
and understand the reproduction process of binary fission it is valuable to
remember what the terms mean. The word binary means something having
two parts (the new daughter bacteria) while the word fission means the
movement of splitting (the dividing of two equal parts). Ex. Bacteria
 Figure 2.3 Binary Fission in Bacteria

2. Fragmentation – occurs when an organism breaks a part of

itself into a fragment, and the fragment develops into a new organism as
shown in figure 4. Ex. Starfish & acoel flatworms

Figure 2. 4 Starfish undergoing fragmentation

3. Budding – happens when a parent organism grows a bud

attached to its body. When the bud is developed it will detach itself from the
parent and form a new organism. Ex. Yeast and Jellyfish

https://courses.lumenlearning.com/boundless-biology/chapter/phylum-cnidaria/
Figure 2.5 Jellyfish Lifecycle
 4. Parthenogenesis – occurs when the embryo of an organism can
grow and develop without fertilization. Ex. Some species of ants &
Honeybees.

https://www.britannica.com/animal/hymenopteran/Natural-history
Figure 2.6 Parthenogenesis in bees

Table 2.1 Advantages and Disadvantages in Sexual and Asexual

Reproduction
Types Advantages Disadvantages
Sexual Reproduction  The population is  Needs a partner
less likely to
to reproduce.
catch diseases all
at once.  Takes more time
 Has more to reproduce.
chances of
survival
 Has genetic
variation.
Asexual Reproduction  Only one parent  Has less
organism is surviving
needed to chances due to
reproduce. the lack of
Faster than genetic variation.
sexual  Population is
reproduction more likely to
catch diseases at
the same time.
Mechanisms of Fertilization

There are two types of fertilization – internal and external. Internal

fertilization occurs when the fusion of gametes is inside the female body,
while an external fertilization is the opposite where fusion of gametes is
outside the female body.
The 3 types of internal fertilization
1. Oviparity – the female has fertilized eggs laid outside its body.
The young will get nourishment from its yolk and will be protected by the
external covering of the egg. The types of eggs will vary in different animals.
Chicken eggs will have high calcium carbonate concentrations, while
reptiles will produce leathery eggs. Ex. Chickens

Source: https://pixabay.com/
Figure 2.7 Chicks from chicken eggs

2. Viviparity – most common in mammals, the offspring develops

within the female and is nourished by the mother’s blood in the placenta.
Ex. Bears

Source: https://pixabay.com/
Figure 2.8 Brown Bear frolicking in the grass

3. Ovoviviparity – like oviparity, ovoviviparity has fertilized eggs

that nourish the young from its yolk. The key difference between them, is
that ovoviviparous animals only lay the eggs when they are ready to hatch.
Ex. Great White Sharks

Source: https://pixabay.com/
Figure 2.9 Great White Shark in the ocean

The table below will better summarize the key difference and
similarities of the two fertilization processes.

Table 2.2 Summary of Features for Internal and External Fertilization

INTERNAL EXTERNAL
FERTILIZATION FERTILIZATION
PROCESS Egg is fertilized inside Egg is
female body. fertilized outside
female body.

Male gamete is
discharged unto the female Male
gamete. gamete is
discharged unto
the female gamete.
SUCCESS RATE Since the offspring is Has a less
developed inside the body of chance of survival
the female, it will have more because the
chances in surviving even in offspring develops
harsh environment because without protection
it is protected. in the open
environment.
KEY FEATURES Has three types: Survives
best in
1. Oviparity
moist/aquatic
2. Viviparity
environments.
3. ovoviviparity

EXAMPLES Few offspring are Has a

produced. greater number of
offspring
Elephants
Goats produced?
Cats
Fish
frogs

III. Accompanying DepEd Textbook and Educational Sites

DepEd Learning Materials, Bernas, V.S etc. (2015). Exploring the
Realms of Science 7. JO-ES Publishing House, Inc., pp.112-120

IV. Activity Proper

Activity 1. MATCHY! MATCHY!

Directions: Identify the type of reproduction described in the organisms in
column A. Write your answer in column B. Write the letter of the correct
answer.

Column A Column B
1. A single organism that functions as both the a. budding
male and female in reproduction.
2. An organism that requires both a male and a b. binary fission
female to reproduce.
3. This organism breaks a part of itself to c. parthenogenesis
reproduce.
4. A male and a female pig mate to reproduce d. internal
piglets.
fertilization
5. This organism’s embryo does not need e. fragmentation
fertilization to develop into an offspring.
6. This organism divides itself into two equal parts f. sexual reproduction
to reproduce.
7. An organism that grows buds to reproduce. g. hermaphrodites

Activity 2. TELL ME, AM I TRUE OR FALSE?

Directions: True or False. Write the word true if the statement is correct
and the word false if it is not.

1. __________ Both internal and external fertilization has the male gamete
discharged unto the female reproductive system.
2. __________ Internal fertilization has more offspring produces compared
to external fertilization.
3. __________ The 3rd stage of sperm development is called spermatozoa.
4. __________ Humans are ovoviviparous.
5. __________ Parthenogenesis is when an organism has both the male
and female gametes.

Activity 3. DRAW ME AT MY PLACE!

Directions: Pick a species and draw it in its natural habitat in the box
below.

Now that you have drawn them here are some follow up questions:
1. What is your chosen species and where does it live?
___________________________________________________________________
___________________________________________________________________
2. Why do you think it thrives in that environment?
_____________________________________________________________________
_____________________________________________________________________
3. Do you think that its environment is being disturbed by external
factors?
 _____________________________________________________________________
_____________________________________________________________________

V. Reflection

I have learned that

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I have realized that

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I will apply what I’ve learned in this topic….

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

VI. Answer Key

Activity 1 Activity 3
Student’s answer may vary
1. G
2. F
3. E
4. D
5. C
6. B
7. A

Activity 2 Reflections

1. FALSE Student’s answer may vary

2. FALSE
3. FALSE
4. FALSE
5. FALSE
References:
“Energy Flow in Ecosystem.” Tutorials point. Accessed
July 10, 2020.
https://www.tutorialspoint.com/environmental_studies/enviro
nmental_studies_energy _flow_in_ecosystem.htm.

“'Evolution Is Aimless': How Else Do We Explain External Testicles?”

Genetic Literacy Project, May 16, 2019.
https://geneticliteracyproject.org/2018/07/23/evolution-is-
aimless-howdo-we-explain-external-testicles/.

“Interactions and Ecosystems.” 5th grade science - Home. Accessed

July 10, 2020.
https://young7science16.weebly.com/interactions-and-
ecosystems.html.

“What Is DNA? - Genetics Home Reference - NIH.” U.S. National

Library of Medicine. National
Institutes of Health. Accessed July 10, 2020.
https://ghr.nlm.nih.gov/primer/basics/dna.Accessed July 10,
2020.https://pixabay.com/

Admin. “Explore How Gas Exchange In The Lungs Takes Place In Vivid
Detail.” BYJUS. BYJU'S, October 23, 2019.
https://byjus.com/biology/exchange-regulation-of-gases/.

Boundless. “Boundless Biology.” Lumen. Accessed July 10,

2020. https://courses.lumenlearning.com/boundless-
biology/chapter/phylum-cnidaria/.

Lindauer, Martin. “Natural History.” Encyclopædia Britannica.

Encyclopædia Britannica, inc., November 12, 2019.

https://www.britannica.com/animal/hymenopteran/Naturalhi
story.

Manosa , Susan D., and Frederick T. Talaue. “Science - C & E

Bookshop.” Accessed July 10, 2020
.https://www.cebookshop.com/index.php?
route=product/category&path =57_101 7&page=13.

SimplyScience. Accessed July 10, 2020. http://www.simply.science/.

Strauss, Eric, and Marylin Lisowski. “Chapters 35, 36, and 37.” Essay.
In Biology: the Web of Life, 852–905. Reading, MA: Scott
Foresman-Addison Wesley, 2000.
Urry, Lisa A., Martha R. Taylor, Michael Pollock, and Neil A. Campbell.
“Chapter 1.” Essay. In Study Guide for Campbell Biology, 1–27.
New York: Pearson, 2017.