LAS 3rd Quarter FINAL

WEEK 1: Reproductive System
SCIENCE10
LEARNING ACTIVITY SHEET
HUMAN REPRODUCTIVE SYSTEM AND IT’S HORMONES
Background Information for Learners

The Female Reproductive System
Humans have many body systems but the system involved in the production of offspring is called the
reproductive system. Most organ systems of the body show little difference between male and female except
in the case of the reproductive system. There is a striking difference between the male and the female
reproductive systems, they also share a number of similarities. For example, the reproductive organs of male
and female is developed from the same embryological structures, and some hormones are the same for the
male and female although they produce different responses.
The female reproductive system has the following functions:

1. Production of female sex cells
2. Reception of sperm cells from the male
3. Nurturing the development of and providing nourishment for, the new individual
Source: http://www.youngwomenshealth.org/Images/repro-sys.jpg
The Male Reproductive System.
The penis and the scrotum are the male’s external organs. The penis is his organ of reproduction and
is also used for urination. Behind the penis is a sac-like skin that supports the testes. The testes produce
billions of sperm cells. These sperm cells travel from the testes through the vas deferens, tubes circling the
bladder. As the sperm cells travel through the vas deferens some glands (seminal vesicle, prostate and
Cowper) provide it with lubricating fluids that enable it to move. The sperm cells plus the lubricating fluids
called semen. The semen leaves the male body through the urethra.
The main parts of the male reproductive system are testes, vas deferens, urethra and penis.
• The testes produce the sperm cells.
• The external organs of the male reproductive system are penis and scrotum.
• The male reproductive system has structures specialized for reproduction
1
Source: Basic Education Assistance for Mindanao Learning Guide, March 2008
Learning Competency with Code

MELC 12a: Describe the parts of the reproductive system and their functions
LEARNING TASK 1: PARTS AND FUNCTIONS OF THE HUMAN REPRODUCTIVE SYSTEM

Direction: Read the clues. Then write your answer in the puzzle, starting from the square that has the same
number as the clue.
2
Across
1. The (female) ovum-producing glands.
5. Tubes that connect each ovary to the uterus through which the ovum travels.
7. A passage between the uterus and the vagina.
11. The tubes that carry sperm from the testicles.
13. The opening at the end of the digestive tract where feces leave the body.
14. A tube where only urine (in female) and both urine and semen (in male) pass
through in going outside the body.
15. The (male) sperm-producing glands/organs.
16. It is where a developing baby grows.
DOWN
2.The passageway leading from the uterus to the outside of the female body.
3.The female sex organ that becomes larger and firmer during sexual arousal.
4. The male reproductive cell.
6. It is where semen is stored.
8. A sac that holds the urine produced in the kidney.
9. The egg cell produced by the female.
10. The male external sex organ from which semen and urine are discharged. It can
become erect when sexually aroused.
12. The external sac to cover and protect the testicles.
Source: Basic Education Assistance for Mindanao Learning Guide, March 2008

MELC 12b: Explain the role of hormones involved in the female and male reproductive systems
LEARNING TASK 2: ROLE OF HORMONES

Part A: Read and understand the statements. Write only the letter of your choice.
A. progesterone B. estrogen C. luteinizing hormone D. follicle stimulating hormone
E. oocyte F. semen G. spermatogenesis H. hypothalamus I. corpus luteum J. testosterone
Term Description
1. Hormone released by anterior pituitary. In females, causes development of follicle in
males and promotes spermatogenesis.
2. The hormone that is secreted by the corpus luteum.
3. A follicle that has released its egg
4. A thick whitish fluid ejaculated from the penis (about 3.5 ml per ejaculation) It contain as
many as 400 million sperm plus secretions from the prostate, Cowper’s and seminal
vesicles.
5. It helps develop and maintain both the reproductive system and female characteristics,
such as breasts and pubic hair.
6. A female hormone that regulates the menstrual cycle and is crucial for pregnancy
7. An immature egg cell.
8. A development of sperm: involves meiosis
9. A part of brain that ultimately controls release of sex hormones.
10. The principal male sex hormone that is needed for the development of the primary male
sexual characteristics, maturation of sperm in spermatogenesis and also causes secondary
sexual characteristics. It is also responsible largely for the sex drive and aggressive behavior.
3
Part B
Figure A: section through a testis
Draw, color and label the structures in the diagram.
1. Seminiferous tubules in which the sperm are made. Blue
2.Collecting ducts where the sperm are stored. Green

3. Epididymis in which sperm mature and become motile. Red
4. Fibrous coat surrounding and protecting the testis. Brown
5. Vas deferens or sperm duct. Yellow
Figure B: Sperm
The diagram below shows a sperm. Draw, color and label the following areas.
a) The DNA-containing area. Brown
b) The enzyme-containing sac that aids sperm penetration of the egg. Yellow
c) The midpiece - contains mitochondria for energy for sperm movement. Red
d) The tail – propels the sperm along the female tract. Blue
Figure A: section through a testis Figure B: Sperm

Source: https://www.mrgscience.com/uploads/2/0/7/9/20796234/reproduction_worksheet.pdf
Rubric for Scoring

Activity: Role of Hormones (Part B)
Criteria 3 2 1
Labels Has all accurate labels. Has some accurate Has little or no accurate
labels. labels.
Presentation Everything is neat and Some is neat and easy to Little or no neatness.
easy to read. read.
Correctness of color All the colors are correct Some of the colors are Little or no correct color
based on the given correct
instructions
4
Reflection
__________________________________________________________________________________________
__________________________________________________________________________________________
References for Learners:
Video:
The Human Reproductive System
https://www.youtube.com/watch?v=TucxiIB76bo
Book:DepEd Science 10 Learning Material-Unit 3: Living Things and Their Environment
pp. 225-242
Prepared by
MARGIE A. TINGCANG
Name of Writer
5
WEEK 2: Menstrual Cycle
SCIENCE 10
FEEDBACK MECHANISMS INVOLVED IN REGULATING PROCESSES IN THE FEMALE REPRODUCTIVE
SYSTEM (MENSTRUAL CYCLE)

OVERVIEW OF MENSTRUAL CYCLE
Each month during the years between puberty and menopause, a woman’s body goes through a number of
changes to get it ready for a possible pregnancy. This series of hormone-driven events is called the menstrual
cycle. During each menstrual cycle, an egg develops and is released from an ovary every 28 days. The lining of
the uterus builds up. If a pregnancy doesn’t happen, the uterine lining sheds during a menstrual period. Then
the cycle starts again. This cycle occurs every month from the first onset which could happen when a female is
between 10 to 13 years old. The monthly cycle continues for about 40 years. Now, what controls this timing?
Hormones control many of the changes in the reproductive system. Remember that hormones are chemicals
that affect certain body organs.
A woman’s menstrual cycle is divided into four phases:

• menstrual phase
• follicular phase
• ovulation phase
• luteal phase
Figure 1: Menstrual Cycle

Source: https://www.youthkiawaaz.com/2020/05/understanding-menstrual-cycle-its-more-than-just-your-periods/
Menstrual phase
The menstrual phase is the first stage of the menstrual cycle. It’s also when you get your period. This phase
starts when an egg from the previous cycle isn’t fertilized. Because pregnancy hasn’t taken place, levels of the
hormones estrogen and progesterone drop. The thickened lining of your uterus, which would support a
pregnancy, is no longer needed, so it sheds through your vagina. During your period, you release a combination
of blood, mucus, and tissue from your uterus.
You may have period symptoms like these:

• cramps (try these home remedies)
• tender breasts
• bloating
• mood swings
6
• irritability
• headaches
• tiredness
• low back pain
On average, women are in the menstrual phase of their cycle for 3 to 7 days. Some women have longer periods
than others.
Follicular phase
The follicular phase starts on the first day of your period (so there is some overlap with the menstrual phase)
and ends when you ovulate. It starts when the hypothalamus sends a signal to your pituitary gland to
release follicle-stimulating hormone (FSH). This hormone stimulates your ovaries to produce around 5 to 20
small sacs called follicles. Each follicle contains an immature egg. Only the healthiest egg will eventually mature.
(On rare occasions, a woman may have two eggs mature.) The rest of the follicles will be reabsorbed into your
body. The maturing follicle sets off a surge in estrogen that thickens the lining of your uterus. This creates a
nutrient-rich environment for an embryo to grow. The average follicular phase. Trusted Source lasts for about
16 days. It can range from 11 to 27 days, depending on your cycle.
Ovulation phase
Rising estrogen levels during the follicular phase trigger your pituitary gland to release luteinizing hormone (LH).
This is what starts the process of ovulation. Ovulation is when your ovary releases a mature egg. The egg travels
down the fallopian tube toward the uterus to be fertilized by sperm. The ovulation phase is the only time during
your menstrual cycle when you can get pregnant. You can tell that you’re ovulating by symptoms like these:
• a slight rise in basal body temperature
• thicker discharge that has the texture of egg whites
Ovulation happens at around day 14 if you have a 28-day cycle — right in the middle of your menstrual cycle. It
lasts about 24 hours. After a day, the egg will die or dissolve if it isn’t fertilized.
Luteal phase
After the follicle releases its egg, it changes into the corpus luteum. This structure releases hormones, mainly
progesterone and some estrogen. The rise in hormones keeps your uterine lining thick and ready for a fertilized
egg to implant. If you do get pregnant, your body will produce human chorionic gonadotropin (hCG). This is the
hormone pregnancy tests detect. It helps maintain the corpus luteum and keeps the uterine lining thick.
If you don’t get pregnant, the corpus luteum will shrink away and be resorbed. This leads to decreased levels of
estrogen and progesterone, which causes the onset of your period. The uterine lining will shed during your
period.
During this phase, if you don’t get pregnant, you may experience symptoms of premenstrual syndrome (PMS).
These include:
• bloating
• breast swelling, pain, or tenderness
• mood changes
• headache
• weight gain
• changes in sexual desire
• food cravings
• trouble sleeping
The luteal phase lasts for 11 to 17 days. The average length Trusted Source is 14 days.
Feedback mechanisms in menstrual cycle:

A feedback mechanism is the process through which the level of one substance influences the level of another
substance. A negative feedback affects the production of hormones in the menstrual cycle. High levels of one
7
hormone may inhibit the production of another hormone.
1. Follicle stimulating hormone (FSH) stimulates the ovaries to release estrogen. High levels of estrogen
then prevent the further production of
2. Estrogen also stimulates the release of luteinizing hormones from the pituitary gland which in turn
controls the production of progesterone. High levels of progesterone then inhibit the further release of
LH.
WEEK 2: Menstrual Cycle

MELC 13: Describe the feedback mechanisms involved in regulating processes in the female reproductive
system (e.g. menstrual cycle) (S10LT-IIIc-35)
Learning Task 1: IMPORTANT EVENTS IN MENSTRUAL CYCLE

Direction: Arrange the important events of menstrual cycle from day 1 up to the last event by writing the
numbers from 1 to 9.
__A. Meanwhile, the ovary itself releases a hormone called estrogen, which causes the uterine lining to increase
in thickness. The uterine lining becomes thicker so that the fertilized egg can attach to it.
__B. The pituitary gland releases hormones that cause the egg in the ovary to mature. The luteinizing hormone
(LH) initiates the maturation of the follicles, converts ruptured follicles into corpus luteum and causes
the secretion of progesterone. The follicle stimulating hormone (FSH) assists in the maturation of the
follicles and causes the secretion of estrogen from the follicles.
__C. The ovary releases an egg on day 14. Assume that no sperm is present.
__D. The egg has not been fertilized; therefore, it will not attach to the uterus.
__E. After menstruation, the cycle starts again.
__F. The thick uterine lining is no longer necessary, so the cells of the thickened uterine lining break off and
leave the vagina. The unfertilized egg is lost and some blood is lost too. This loss of cells from the uterine
lining, blood, and egg is called menstruation.
__G. Meanwhile the uterine lining continues to thicken.
__H. The pituitary gland controls and starts the cycle.
__I. The egg moves through the oviduct and enters the uterus.
Learning Task 2: PHASES OF MENSTRUAL CYCLE
Direction: Draw the figure below then color the days with orange for Follicular Phase and green for Luteal Phase.
Mark the days with for Menstruation and for Ovulation days.
8
LEARNING TASK 3: FEEDBACK MECHANISM
Direction: Complete the diagram that shows the feedback mechanism in menstrual cycle below by filling out
the blank.
1.
3.
2.
Negative
feedback
4. 5.
CHOICES
Follicle Stimulating Hormone Luteinizing Hormone Pituitary Gland
Estrogen from Ovaries Progesterone from Ovaries
Reflection:
____________________________________________________________________________________
____________________________________________________________________________________
References for Learners: https://www.youthkiawaaz.com/2020/05/understanding-menstrual-cycle-its-more-than-just-your-periods/
Video:
Book: Scienc 10 LM unit 3 page 252
Prepared by
ADRIAN C. DIWA
Name of Writer
9
WEEK 3: HOMEOSTASIS
SCIENCE 10
NERVOUS SYSTEM WORKING TOGETHER WITH ENDOCRINE
SYSTEM TO MAINTAIN HOMEOSTASIS
OVERVIEW OF HOMEOSTASIS
You may have already read somewhere that
the Endocannabinoid System plays an integral role in
your body’s ability to achieve Homeostasis. Don’t
worry if you are not aware of what that means for
your well-being; that is what we are here for!
Homeostasis is the process of bodily self-regulation,
where biological systems maintain internal stability
and adjust to deal with external conditions to ensure
optimum survival. Our body is a delicate ecosystem of
chemicals, fluids, processes, and signals that keeps us
functioning as we do. Put it this way, if Homeostasis is
successful then life continues; otherwise, disaster or
death will occur. If our internal balance is stopped or
disrupted beyond repair our body cannot function
correctly and therefore, we will die.
We often refer to homeostasis as a ‘happy medium’,
our body systems work to achieve a state of
equilibrium, which is a balance that resists outside
influences. So, when there is an environmental
change (internally or externally), our bodies kick a
regulatory response into gear and works to achieve a
new balance; these changes in the body are achieved
with the nervous system, hormonal systems and the
activation/deactivation of cannabinoid receptors.
How to ensure healthy Homeostasis? Healthy body

function often happens/ doesn’t happen on its own.
There are millions of factors that can affect your
Source: https://cbdiablo.co.uk/what-is homeostasis/.
body’s ability to achieve homeostasis, and most of Figure 1.
them are out of our control. It is, however, our responsibility to ensure that all of these vital systems are able
Homeostasis
to work correctly. We need to monitor our own bodily functions and take note of when something doesn’t feel
right. Even slight changes to your lifestyle could prevent future (or correct current) imbalances.
If you are wondering how you can help your body achieve optimal homeostasis then have a look at a couple of
lifestyle changes that will help your body out:
• Regular Exercise (For Body & Mind)
• A Healthy Balanced Diet
• Drinking Lots of Water/ Keep Hydrated
• Ensuring a Healthy Sleeping Pattern
• Practice Mindfulness (Mental Health)
• Listen to your body’s needs.
10
We simply need to ensure that we are looking after ourselves and giving our bodies the best opportunities that
we can. If we live an unhealthy life, there is more chance that something goes wrong-do everything in
moderation and keep an eye on what your body Is telling you.
Feedback mechanisms in homeostasis
Negative Feedback Loop

A negative feedback loop is a reaction that
causes a decrease in function. It occurs in
response to some kind of stimulus. Often, it
causes the output of a system to be
lessened; so, the feedback tends to stabilize
the system. This can be referred to
as homeostasis, as in biology,
or equilibrium, as in mechanics.
Your body has all different kinds of negative
feedback loops. Explore a few different
examples.
• Human body temperature
• Human blood pressure
• Human metabolism
• Regulation of blood sugar in
humans
• Production of human red blood cells
Positive Feedback Mechanisms
In a positive feedback loop, feedback serves

to intensify a response until an endpoint is
reached.
Figure 2: Homeostasis
Source: https://biologydictionary.net/ngss-high-school
tutorials/ls1-3-feedbac mechanisms-and-homeostasis/
WEEK 3: HOMEOSTASIS
MELC 13: Describe how the nervous system coordinates and regulates these feedback mechanisms to
maintain homeostasis (S10LT-IIIc-36)
Learning Task 1: Guide Questions
Direction: Answer the following questions.
1. What might happen to a person whose nervous and endocrine system fail to maintain homeostasis?
2. Suppose a boy skipped his lunch for the day. How will the hormones (glucagon) from his pancreas help
his body to cope when his blood sugar level drops below normal?
3. Suppose a girl ate too many sweets such as candies and chocolates. How will the hormones (insulin)
from her pancreas help her body cope with a possible blood sugar level rise above normal?
4. How do the nervous and endocrine systems respond to an increase in environmental temperature to
achieve homeostasis?
11
5. How do the nervous, endocrine, and reproductive systems perform their coordinated functions in
various functions such as pregnancy and childbirth, menstrual cycle, breastfeeding, and sexual
intercourse?
Learning Task 2: Positive and Negative Feedback Mechanism

Direction: Tell whether it is positive or negative feedback mechanism. Write + if positive and – if negative.
1. A woman gives birth to her child. Her uterus will contract until her child is born.
2. When a human is hungry, metabolism slows down to conserve energy and allows the human to continue
living with less food.
3. A girl was injured due to motorcycle accident and experienced wounds. Because of that, platelets will
continue to be released to the injury site until the bleeding has stopped. This is called blood clotting.
4. When blood pressure increases, signals are sent to the brain from the blood vessels. Signals are sent
to the heart from the brain, and heart rate slows down, thus helping blood pressure to return to
normal.
5. When a human is hungry, metabolism slows down to conserve energy and allows the human to
continue living with less food.
Learning Task 3. Maintaining Homeostasis.
Situation:
You are the mayor of your town/ city. You are asked by the Governor to conduct a Health and
Wellness Program that aims to maintain homeostasis for each individual (workers, senior citizen, women and
students, etc.) in your town. You are about to propose a program by filling out the following below.
1. Title of the Health and Wellness Program- State the title (whether acronym then the meaning e.g.,
D.A.H.L.I.A.- Direct Access to Healthy Lifestyle, Intervention, and Advocacy) Write your own.
2. Objectives of the Program- Write the aims or goals of the program. This part answers “is this for what?
And why?
3. Target Individual- (Students, Women, Senior citizen and others.) or specify the sector of your choice.
Or you can write all if applied. This part answers “to whom?”
4. List down the program- What are the things to be done to achieve your goals. This part answers
“how?”
12
Reflection:
____________________________________________________________________________________
____________________________________________________________________________________
References for Learners: https://cbdiablo.co.uk/what-is homeostasis/.
Video:
Book: Science 10 LM unit 3 page 255
Prepared by
ADRIAN C. DIWA
Name of Writer
13
WEEK 4: HEREDITY: INHERITANCE
AND VARIATION SCIENCE 10
HEREDITY: INHERITANCE AND VARIATION
OVERVIEW OFHEREDITY: INHERITANCE AND VARIATION
Have you ever thought about why a cat always produces a kitten and not some other animal? Or why do we
resemble our parents? Or sometimes we are different from them in some traits. These questions are
influenced scientifically by Genetics- which deals with inheritance, as well as variation of traits from parents to
offspring by genes. Genes are the basic physical unit of inheritance and encode the information needed for
making specific proteins which is responsible for specific traits of an individual. It determines the development
and structure of organisms. This genetic information is held in the DNA in the form of genetic code.
THE DNA MOLECULE
The cells of the human body contain 23 pairs of

chromosomes. These chromosomes are made up of a
chemical substance known as deoxyribonucleic acid (DNA).
Each of the chromosomes in the body is made up of
different genes that determine a single trait. The
instructions for specifying the characteristics of an organism
are carried in the DNA (deoxyribonucleic acid) molecule.
DNA provides the information required for cell function, cell
growth and reproduction. The chemical and structural
properties of DNA explain how the genetic information that
underlies inheritance is both encoded (in a sequence of
building blocks) and replicated (by a templating
mechanism).
DNA is a large polymer and the instructions for genetic

inheritance are stored in a code made up of an equal
amount of four building blocks called nucleotide bases. Each
nucleotide contains three different components:
1. A phosphate group (one phosphorus with four (4) oxygen)
2. A five-carbon sugar (deoxyribose)
3. A nitrogen containing base (Adenine (A),Thymine (T),Guanine (G),Cytosine (C))
A strand of DNA contains millions of these four nucleotide bases. It is the order, or sequence, of the
nucleotide bases on the strand that provides the information for producing the proteins that build and
maintain an organism. The sequence of nucleotides on the DNA molecule is unique to an individual. An
important property of DNA is that it can replicate or make copies of itself. DNA is made up of two strands.
14
joined together in a double helix (like a spiral ladder) that can separate and each separate strand of DNA can
serve as a pattern for replicating the molecule. DNA is extraordinary reliable at replicating. It must replicate to
ensure the continuation of species but make some mistakes to enable evolution.
NUCLEIC ACIDS: DNA AND RNA
Nucleic acid is a large molecule composed of carbon, hydrogen, oxygen, nitrogen, and phosphorus. The
building blocks of nucleic acids are nucleotides- the DNA and RNA.
THE STRUCTURE AND CHEMICAL COMPOSITION OF DNA AND RNA
DNA RNA
Deoxyribonucleic Acid. Ribonucleic Acid
DEFINITION A nucleic acid that contains the The information found in DNA
genetic instructions used in the determines which traits are to be
development and functioning of created, activated, or deactivated,
all modern living organisms while the various forms of RNA do
the work.
FUNCTION The blueprint of biological Helps carry out DNA's blueprint

guidelines that a living organism guidelines. Transfers genetic code
must follow to exist and remain needed for the creation of
functional. Medium of long-term, proteins from the nucleus to the
stable storage and transmission of ribosome.
genetic information.
STRUCTURE Double-stranded. It has two Single-stranded. Like DNA, RNA is

nucleotide strands which consist composed of its phosphate group,
of its phosphate group, five- five-carbon sugar (the less stable
carbon sugar (the stable 2- ribose), and 4 nitrogen-
deoxyribose), and four nitrogen- containing nucleobases: adenine,
containing nucleobases: adenine, uracil (not thymine), guanine, and
thymine, cytosine, and guanine cytosine
BASE PAIRING Adenine links to thymine (A-T) Adenine links to uracil (A-U) and
and cytosine links to guanine (C- cytosine links to guanine (C-G).
G).
LOCATION DNA is found in the nucleus of a Depending on the type of RNA,

cell and in mitochondria. this molecule is found in a cell's
nucleus, its cytoplasm, and its
ribosome.
15
STABILITY Deoxyribose sugar in DNA is less Ribose sugar is more reactive
reactive because of C-H bonds. because of C-OH (hydroxyl)
Stable in alkaline conditions. DNA bonds. Not stable in alkaline
has smaller grooves, which makes conditions. RNA has larger
it harder for enzymes to "attack." grooves, which makes it easier to
be "attacked" by enzymes.
PROPAGATION DNA is self-replicating. RNA is synthesized from DNA

when needed.
UNIQUE FEATURES The helix geometry of DNA is of B- The helix geometry of RNA is of A-
Form. DNA is protected in the Form. RNA strands are continually
nucleus, as it is tightly packed. made, broken down and reused.
DNA can be damaged by exposure RNA is more resistant to damage
to ultra-violet rays. by Ultra-violet rays.
Source: https://www.diffen.com/difference/DNA_vs_RNA
Chargaff’s Rule of DNA
The rule that in DNA there is always equality in quantity

between the bases A and T and between the bases G
and C.
DNA REPLICATION
POINTS TO PONDER:
• Since DNA contains the genetic material for an organism, it is important that it be copied when a cell
divides into daughter cells. The process that copies DNA is called replication.
• Replication involves the production of identical helices of DNA from one double-stranded molecule of
DNA.
• Enzymes are vital to DNA replication since they catalyze very important steps in the process.
• The overall DNA replication process is extremely important for both cell growth and reproduction in
organisms. It is also vital in the cell repair process.
Sources: https://www.thoughtco.com/dna-replication-3981005
16
REPLICATION PROCESS:
Before DNA can be replicated, the double stranded molecule must be “unzipped” into two single strands. DNA
helicase disrupts the hydrogen bonding between base pairs to separate the strands into a Y shape known as
the replication fork. Each side of the double helix runs in opposite direction. At the same time replication
begins on both strands of the molecules.
DNA is directional in both strands, signified by a 5' and 3' end. This notation signifies which side group is
attached the DNA backbone. The 5' end has a phosphate (P) group attached, while the 3' end has a hydroxyl
(OH) group attached. This directionality is important for replication as it only progresses in the 5' to 3'
direction.
DNA replication takes place in the cytoplasm of prokaryotes and in the nucleus of eukaryotes.
THREE PROCESSES:
1. Initiation
Once the DNA strands have been separated, a short piece of RNA called a primer binds to the 3' end
of the strand. The primer always binds as the starting point for replication. Primers are generated by
the enzyme DNA primase.
2. Elongation
Free nucleotides pair with the base exposed as the template strand continuously unzip. Enzymes
known as DNA polymerases are responsible creating the new strand by a process called elongation.
DNA polymerase attach the nucleotide together to form new strand similar to each template.
3. Termination
Once both the continuous and discontinuous strands are formed, an enzyme
called exonuclease removes all RNA primers from the original strands. These primers are then
replaced with appropriate bases. A sub-unit of the DNA polymerase proofreads the new DNA and the
DNA ligase (enzyme) seals up the fragments into one long strand.
Two similar double stranded molecules of DNA result from replication. The new copies automatically
wind up again. According to Nowick “DNA replication is semi-conservative because one old strand is
conserved and used and the new strand is made.
17
THREE KINDS OF RNA IN PROTEINSYNTHESIS
Sources: https://www.slideshare.net/legoscience/rna-proteinsynthesis
TRANSCRIPTION
Transcription takes place in the nucleus.
It uses DNA as a template to make an
RNA molecule. RNA then leaves the
nucleus and goes to a ribosome in the
cytoplasm, where translation occurs.
It is the transfer of genetic instructions

in DNA to messenger RNA (mRNA).
During transcription, a strand of mRNA is
made that is complementary to a strand
of DNA.
Figure 1: Transcription uses the sequence of bases in a strand of DNA to make a complementary
strand of mRNA. Triplets are groups of three successive nucleotide bases in DNA. Codons are
complementary groups of bases in mRNA.
TRANSLATION:
Translation is the process by which a protein is synthesized from the information contained in a molecule of
messenger RNA (mRNA). During translation, an mRNA sequence is read using the genetic code, which is a set
of rules that defines how an mRNA sequence is to be translated into the 20-letter code of amino acids, which
are the building blocks of proteins. The genetic code is a set of three-letter combinations of nucleotides called
codons, each of which corresponds with a specific amino acid or stop signal. Translation occurs in a structure
called the ribosome, which is a factory for the synthesis of proteins. Translation of an mRNA molecule by the
ribosome occurs in three stages: initiation, elongation, and termination. During initiation, the small ribosomal
subunit binds to the start of the mRNA sequence. Then a transfer RNA (tRNA) molecule carrying the amino
acid methionine binds to what is called the start codon of the mRNA sequence. The start codon in all mRNA
molecules has the sequence AUG and codes for methionine. Next, the large ribosomal subunit binds to form
the complete initiation complex. During the elongation stage, the ribosome continues to translate each codon
in turn. Each corresponding amino acid is added to the growing chain and linked via a bond called a peptide
bond. Elongation continues until all of the codons are read. Lastly, termination occurs when the ribosome
reaches a stop codon (UAA, UAG, and UGA). Since there are no tRNA molecules that can recognize these
18
codons, the ribosome recognizes that translation is complete. The new protein is then released, and the
translation complex comes apart.
Sources: https://www.nature.com/scitable/definition/translation-rna-translation-173/
GENETIC CODE
HOW TO USE: (For instance you want

to determine which amino acid is
encoded by CAU codon)
Find the first base C in the left column
of the genetic code then find the 2 nd
base A in the above row. Find the
third base U in the right column,
therefore CAU codes for histidine.
19
WEEK 4: HEREDITY:
INHERITANCE AND VARIATION
MELC 15: Explain how protein is made using information from DNA. (S10LT-IIId-37)
LEARNING TASK 1: “EXPLORING DNA”

DIRECTION:
PART A: DNA STRUCTURE
1. Label EVERY sugar (S), phosphate (P), and nitrogen base (A, T, C, G) in the diagram below.
#2
2. What is this called? (encircled objects labeled #2). Describe it.

__________________________________________
3. The special structure of DNA is known as _______.
4. What makes up the DNA ladder? _____________
5. What about its rungs? _____________
PART B: DNA REPLICATION
DIRECTION: Below are the three steps of DNA replication. Analyze the picture and describe what is
happening. Be sure to include the names of any enzyme involved.
1. What happened to the DNA molecule?
2. What happened to the DNA molecule during the second

step of DNA replication?
3. What happened to the DNA molecule during the third

step of DNA replication?
20
PART C: HOW DNA IS COPIED
DIRECTION: Read and answer the questions carefully.
1. Why does DNA replicate?
2. What is DNA replication?
3. When a DNA molecule unzips to form two strands, what is added to each strand? What is
produced?
4. How is the gene in the DNA coded?
5. Arrange the steps of DNA replication in order. (Label it 1-4)
❖ Two new identical copies of DNA molecules have been produced.
❖ The DNA double helix breaks or unzip as the nucleotides base pairs separate.
❖ A complementary strand is created for each of the two strands of the original double
helix.
❖ An enzyme complex DNA polymerase attaches the nucleotide together to form new
strand similar to each template.
LEARNING TASK 2: “LET’S TRACE THE CODE!”
DIRECTION: From the information given, fill in the missing information.

a. To determine the order of bases in the first column (DNA), second column (mRNA-codon), and third
column (tRNA-anticodon) consider complementary base pairing.
DNA: adenine pairs with thymine; guanine pairs with cytosine ( A-T;G-C )
RNA : adenine pairs with uracil; guanine pairs with cytosine ( A-U; G-C)
b. To identify the amino acid, look at the bases in the mRNA codon.
e.g. AUG-using the GENETIC CODE TABLE, Find the first base A in the left column of the genetic code
then find the 2nd base U in the above row. Find the third base G in the right column, therefore AUG
codes for methionine.
❖ The first number is done for you.
DNA mRNA (codon) tRNA (anticodon) AMINO ACID CODED

INTO PROTEINS
1.TAC AUG UAC methionine
2. GUC
3. AAA Phenylalanine
4 UGU
5.GAA
6. UAG
21
Use the picture to answer the questions:
1. What is forming and happening in AREA A of the diagram? Describe it.

2. How does genetic code get out of the nucleus?
3. What is being assembled and happening in AREA C of the diagram?
4. Which mRNA codon will start the process of translation?
5. Which amino acid does every protein begin with?
6. Which mRNA codons will end the process of translation?
LEARNING TASK 3: C.S.I. -IN SEARCH OF MUTANT WHO?
DIRECTION: Read and analyze the situation. Using your knowledge in molecular biology, find the mutant WHO
using the DNA code sample found in the crime scene.
SITUATION:
A fire breathing mutant called WHO razed the science laboratory to the ground. The school officials have to
find WHO, and they have to do it fast. They had three suspects, namely:
1. BIGOTE UGLY who flunked Biology class three times. He has long nose hairs, dark skin and full lips.
2. WIZ WHITEY, whose investigatory project is about potential applications of nuclear fusion in
generating energy. She has short nose hairs, albino white skin and full lips.
3. DIRTY HARE-RY who has meted a week’s suspension by the Disciplinary Committee for repeated
tardiness. He has short nose hairs, dark skin and harelip (cleft upper lip and palate).
22
THE CRIME SCENE
Using a DNA sample found in the scene of the crime, the following nucleotide sequence was obtained. We
will call this THE CODE.
TAC AAA TTT ATC TAC AAA CTT CGT ATC TAC CAT CGT CAT ATC
_________________________________________________________________
BREAKING THE CODE

DNA is represented by nitrogen bases that are read in group of threes. To decode, use the DNA as
blueprint to produce mRNA. This is called TRANSCRIPTION. A specific type of nitrogen base in the
mRNA through complementary base pairing.
ADDITIONAL INFORMATION
Amino acids that make up the proteins for the three hereditary characters:
1. NOSE HAIRS
• Short: phenylalanine-lysine
• Long: leucine-lysine
2. SKIN COLOR
• Dark skin: valine-alanine-alanine
• Albino: valine-alanine-valine
3. LIPS
• Full lips: phenylalanine-glutamine-alanine
• Harelip: phenylalanine-lysine-alanine
❖ DNA codon, mRNA codon and equivalent amino acids
Answer the following:
Fill in the blanks for the missing mRNA codons.
DNA mRNA AMINO ACID
1. TAC START
2. AAA phenylalanine
3. TTT lysine
4. CTT glutamine
5. CAT valine
6. GAA leucine
7. CGT alanine
8. ATC STOP
23
CRIME SCENE INVESTIGATOR
Are you applying for a job? Can you identify who among the three suspects mutant WHO is?
APPLICATION FORM
1. Write the DNA code. Use a slash (/) to separate the nucleotide letters in groups of 3’s. TAC marks as
the beginning and ATC marks the end of each gene.
e.g. TAC / AAA TTT ATC TAC AAA CTT CGT ATC TAC CAT CGT CAT ATC
AUG/ _____ _____ ____ _____ _____ _____ ____ ____ _____ _____ _____ ____ ____
2. Write the RNA transcript. Don’t forget the complementary base pairing.
e.g.TAC / AAA TTT ATC TAC AAA CTT CGT ATC TAC CAT CGT CAT ATC
AUG/ _____ _____ ____ _____ _____ _____ ____ ____ _____ _____ _____ ____ _____
3. Write the amino acid equivalent for each group of 3 nucleotides in the RNA transcript.
e.g.TAC / AAA TTT ATC TAC AAA CTT CGT ATC TAC CAT CGT CAT ATC
AUG/ _____ _____ ____ _____ _____ _____ ____ ____ _____ _____ _____ ____ TAC
methionine _____ _____ ____ ______ _____ _____ ____ ____ ____ ______ ____ _____ STOP
START
4. Provide a CARTOGRAPHIC SKETCH of your PRIMARY SUSPECT based on the description generated from
your DNA analysis.
PRIMARY SUSPECT
5. Submit to your teacher, the head of FORENSIC SCIENCE DEPARTMENT. She will tell if you got the job.
Reflection: ________________________________________________________________________________
________________________________________________________________________________
24
References for Learners
https://www.pbslearningmedia.org/collection/heredity-inheritance-variation-of-traits/
https://www.gla.ac.uk/media/Media_212998_smxx.pdf
https://www.thoughtco.com/dna-replication-3981005
Video:
DNA REPLICATION
https://www.youtube.com/watch?v=mxAjSBhDkBQ
PROTEINSYNTHESIS
https://www.youtube.com/watch?v=2zAGAmTkZNY
Book:
DepEd Science 10 Learning Material-Unit 3: Living Things and Their Environment
pp. 263-281
Science Links-Unit 8: Heredity: Inheritance and Variation
pp- 238-248
Prepared by
MARICEL M. COSTA
Name of Writer
25
WEEK 5: MUTATION: Changes in the Genetic
SCIENCE 10
Code
MUTATION: Changes in the Genetic Code
MUTATIONS
A mutation is a change in DNA. An organism’s DNA affects
GENETIC CODE how it looks, how it behaves, and its physiology. A gene mutation is
SOURCE: http://eweb.furman.edu/~wworthen/bio111/3code.gif
a permanent alteration in the DNA sequence that makes up a gene,
such that the sequence differs from what is found in most people. When
SOURCE:
the code in a gene is changed, a different message may result. Any change
in the sequence of nitrogenous bases in the DNA, any mistake in the
transcription of genetic information from DNA to RNA or pairing of the
codon and anticodon, may cause changes in the kind, sequence and
number of amino acids of proteins synthesized by cells. Changes in the
protein structure or level of expression may lead to changes in cellular
SOURCE:
https://www.genome.gov/sites/default/files/tg/en/illustration/genetic_c
properties and behavior, as a result, the organism is affected. Changes in
ode.jpg
the genes can occur for a variety of reasons. Mutation may be induced by
factors called mutagens. Mutagens are commonly in the form of toxic
chemicals, and harmful radiation. Sometimes, mistakes occur in DNA replication, mitosis, and meiosis. All of
these can alter the DNA sequence and length. Mutations range in size; they can affect anywhere from a single
DNA building block (base pair) to a large segment of a chromosome that includes multiple genes. A mutation is
a change in the base sequence of DNA. Mutations may affect only one gene, or they may affect whole
chromosomes. Mutations in eggs or sperm effect future generations by producing offspring with new
characteristics. Mutations in body cells affect only the individual and are not passed on to the offspring. When
DNA from two different species are joined, it is called recombinant DNA. This process uses restriction enzymes
to cleave one organism’s DNA into fragments and other enzymes to splice the DNA fragment into a plasmid or
viral DNA.
Types of mutations that can occur in gamete cells:

• Gene mutation is a permanent change in the DNA sequence that makes up a gene.
• Chromosomal mutation occurs at the chromosome level resulting in gene deletion, duplication or
rearrangement that may occur during the cell cycle and meiosis. It maybe caused by parts of
chromosomes breaking off or rejoining incorrectly.
What is a missense mutation?

A missense mutation occurs when there is a mistake in the
DNA code and one of the DNA base pairs is changed, for example,
A is swapped for C.
This single change means that the DNA now encodes for a
different amino acid, known as a substitution. Sometimes a
change in the amino acid has no effect on the resulting protein's
function at all. On some occasions, the change in amino acid
enhances the protein's function, but in other cases it can
ultimately render the protein as "faulty".
https://cdn.technologynetworks.com/tn/images/body/1oi1578929033777.png
What is a nonsense mutation?
26
Like a missense mutation, a nonsense mutation also
involves a single alteration to the DNA base pair. However, in
the case of a nonsense mutation, this single change results in
the production of a stop codon, thereby terminating protein
synthesis prematurely. The result? A shortened protein that
may function, but also may not.
https://cdn.technologynetworks.com/tn/images/body/2-oi1578931068556.png
What is an insertion mutation?

An insertion mutation involves the addition of one (or
more) nucleotide base pairs into the DNA sequence. Insertion
mutations can vary in size, ranging from the insertion of just
one base pair into the DNA sequence to the insertion of a
section of a chromosome into another chromosome. The result
is a potentially malfunctioning protein.
https://cdn.technologynetworks.com/tn/images/body/3oi1578929174492.png
What is a deletion mutation?

As the title may suggest, a deletion mutation occurs
when there a piece of DNA is removed from the sequence. The
size of the DNA that is removed can vary in length, from a single
base pair to an entire gene or several consecutive genes. The
removal of the DNA can, again, compromise the function of the
encoded protein.
Source:https://cdn.technologynetworks.com/tn/images/body/4oi1578929227847.png
What is a frameshift mutation?

A frameshift mutation occurs when the aforementioned
"addition" or "deletion" mutations result in a change to the gene's
reading frame, which includes groups of three bases that encode for
an amino acid. The change in the reading frame alters the grouping of
the bases and subsequently changes the amino acids that are encoded.
Often, the encoded protein is non-functional.
Source:https://cdn.technologynetworks.com/tn/images/body/5-oi1578930920500.png
What is a duplication mutation?

In the case of a duplication mutation, a piece of DNA is
(abnormally) copied. This might happen once or several times
and can therefore impact the functionality of the encoded
protein. Duplication occurs when a section of a chromosome
is added from its homologous partner.
Chromosome mutations are often lethal as the chromosome structure is altered.
Source: https://i0.wp.com/geneticeducation.co.in/wp-content/uploads/2018/07/genetic-mutations.003.jpeg?resize=544%2C233&ssl=1
UNUSUAL GENETIC MUTATIONS IN HUMANS
1. PROGERIA
This disease causes accelerated aging. Most children who have progeria
essentially die of age related diseases around the age of 13, but some can live into their
20s. this disease is caused by a mutation in the LMNA gene, a protein that provides
support to the cell nucleus.
Source: https://ars.els-cdn.com/content/image/3-s2.0-B9780123838346000227-f22-07-9780123838346.jpg
27
2. Under Tan Syndrome
This condition whose most obvious property is that people who suffer from it
walk on all fours. These individuals walk with a quadrupedal locomotion, use primitive
speech, and have congenital brain impairment.
Source: https://i.ytimg.com/vi/094qMovHark/mqdefault.jpg
3. Hypertrichosis
Hypertrichosis is also called “werewolf syndrome” or Ambas Syndrome. People
with this condition have excessive hair on the shoulder, face, and ears. Studies have
implicated it to a rearrangement of chromosome.
Source: https://i2.wp.com/www.windowofworld.com/wp-content/uploads/2020/02/Hypertrichosis-Causes-Symptoms-and-
Treatment.jpg?fit=435%2C231&ssl=1
4. Epidermodysplasia verruciformis
This is extremely rare disorder that makes people prone to widespread human
papillomavirus (HPV) infection. This infection causes scaly macules and papules to grow on the
hand, feet, even face. These skin “eruptions” appear as wart-like lesion and even wood-like and
horn-like growths with reddish=brown pigmented plaques.
Source:https://sites.google.com/site/humangeneticmutations/_/rsrc/1468861936904/bad-mutations/epidermodysplasia-
verruciformis/1611805.jpg
5. Severe Combined Immunodeficiency Disorder (SCID)

Also known as the Boy in the Bubble Disease, it is a disorder in which individuals are
born without an effective immune system. The disorder is caused by a number of genes
including those that cause defects both T and B cell responses which has a downstream negative
effect on the production of lymphocytes and which is caused by mutations in a gene on the X
chromosome, primarily affects male infants.
6. Lesch-Nyhan Syndrome (LNS)

LNS is a genetic disorder that results in an overproduction of uric acid. Individuals with
LN release excess uric acid through their blood which builds up under the skin causing
gouty arthritis. It can also cause kidney and bladder stones. Individuals exhibit involuntary
body movements, like tensing muscles and jerking movements.
https://i.pinimg.com/236x/77/e4/f9/77e4f99cc75569aea25b525a62c287d4--genetic-disorder-uric-acid.jpg
7. Ectrodactyly
Formerly known as “lobster claw hand”, individual with this disorder have a cleft
where the middle finger or toe should be. This split-hand/ split -foot malformations are
rare limb deformities which can manifest in any number of ways. It is associated with
hearing loss. It is caused by several factors, including deletions, translocations, and
inversions in chromosome 7.
https://oaepublishstorage.blob.core.windows.net/8066a87d-01a7-4d1d-9fb9-f13af0b8a5c6/1220.fig.2.png
8. Klinefelter’s syndrome (XXY). Men with this condition are usually sterile and
tend to have longer arms and legs and to be taller than their peers. They are often
shy and quiet and have a higher incidence of speech delay.
9. Marfan Syndrome
This is a disorder of the connective tissues. Interestingly nearsightedness
(myopia) is a common form of the disease. But it is more renowned for the way it
causes bones to overgrow and create loose joints. Overgrown ribs can cause the
chest bone to bend inward or push outward.
28
10. “Cri du chat” is caused by the deletion of part of the short arm of chromosome 5. “Cri
du chat” is French, and the condition is so named because affected babies make high-
pitched cries that sound like a cat. Affected individuals have wide-set eyes, a small head
and jaw, are moderately to severely mentally retarded, and very short.
https://www.orak11.com/wp-content/uploads/2019/08/cri-du-chat-syndrome-
e1566307039513.jpg
11. Down’s syndrome is usually caused by an extra copy of chromosome 21(trisomy 21).
Characteristics include decreased muscle tone, stockier build, asymmetrical skull, slanting
eyes and mild to moderate mental retardation.
https://www.chop.edu/sites/default/files/styles/3_4_portrait/public/trisomy-21-patient-sara-and-john-
3x4.jpg?itok=1tCKN1eD
12. Edwards syndrome, which is the second most common trisomy after Down’s syndrome,
is a trisomy of chromosome 18. Symptoms include mental and motor retardation and numerous
congenital anomalies causing serious health problems. About 99% die in infancy. However,
those who live past their first birthday, usually are quite healthy thereafter. They have a
characteristic hand appearance with clenched hands and overlapping fingers.
Source: https://i.pinimg.com/originals/48/5c/94/485c94308da8c320c32e0f26a2f2336c.jpg
13. Jacobsen syndrome is also called terminal 11q deletion disorder.
This is a very rare disorder. Those affected have normal intelligence or
mild mental retardation, with poor or excessive language skills. Most have a bleeding
disorder called Paris-Trousseau syndrome.
14. Turner’s syndrome (X instead of XX or XY). Female sexual characteristics are present
but underdeveloped. They often have a short stature, low hairline, abnormal eye
features and bone development and a “caved-in” appearance to the chest.
https://i.pinimg.com/originals/09/a8/e2/09a8e296d8f9786bccfb56f118348b31.jpg
WEEK 15: MUTATION
MELC 16: Explain how mutations may cause changes in the structure and function of a protein.
S10LT-IIIe-38
LEARNING TASK 1: DNA Mutations
Direction: Transcribe and translate the origin DNA sequence. Then, do the same for each mutated DNA
sequence. Then, determine the consequence, if any, for each mutation, by circling your choice for each
question. You will need a genetic Code Chart.
A.
Original DNA
sequence TAC ACC TTG GCG ACG ACT
mRNA transcript
Amino acids
Mutated DNA
TAC ATC TTG GCG ACG ACT
sequence #1
mRNA transcript
(circle any changes)
Amino acids
Type of mutation Frameshift Insertion or
Point Substitution
( Circle one) Deletion
29
All amino
How did the
acids
mutation affect the 1 amino acid
No 1 amino acid Premature No stop changed
amino acid added/
change changed stop signal signal after the
sequence? (Circle deleted
point of
one)
mutation
B.
Mutated DNA
TAC GAC CTT GGC GAC GAC T
sequence # 2
mRNA transcript
Amino acids
Type of mutation Frameshift Insertion or
Point Substitution
( Circle one) Deletion
All amino
How did the
acids
mutation affect the 1 amino acid
No 1 amino acid Premature No stop changed
amino acid added/
change changed stop signal signal after the
sequence? (Circle deleted
point of
one)
mutation
ANALYSIS:
1. What type of mutation is seen in sequence #1? Sequence #2?
2. How did the mutation affect the amino acid sequence?
C. Write each codon per line and circle the nutated amino acid.
Original DNA : TAC GGT AAT CAA ATA GAA CCT GAG ACT
Mutated DNA :
Mutated mRNA :
Mutated Amino Acid :
Original amino Acid : Met Pro Leu Val Tyr Leu Gly Leu STOP
3. Was the mutated amino acid sequence the same or different than the original amino acid sequence?
Do you think the mutated protein would function the same or differently from the original protein?
LEARNING TASK 2: Chromosome Mutation

A. Below is the DNA base sequence for the normal protein for normal hemoglobin and the base sequence for
sickle cell hemoglobin.
Normal gene : GGG CTT CTT TTT
Sickle Gene : GGG CAT CTT TTT
1. Translate the normal and sickle cell DNA sequences above.
mRNA codon sequence : normal :

sickle :
amino acids coded : normal :

sickle :
2. What kind of a gene mutation is this. Support your answer.
30
B. Given the following three mRNA sequences, determine which two code for the same protein, Circle them.
mRNA #1 mRNA #2 mRNA #3
Transcript AGU UUA GCA ACG AGA UCA AGC CUC GCC ACU CGU AGU UCG CUA GCG ACC AGU UCA
Translate
TASK (WEEK 5)
Students will create an informative poster about a particular genetic disease
a. explain the type of mutation (gene or chromosomal)
b. compare the difference between the original DNA sequence and the mutant DNA sequence, as well
c. explain the effects of the particular mutation.
RUBRIC FOR SCORING:

CATEGORY 4 3 2 1
The poster includes all

All required elements All but 1 of the required
Required required elements as Several required
are included on the elements are included
Elements well as additional elements were missing.
poster. on the poster.
information.
All graphics are related

All graphics are related Graphics do not relate to
to the topic and most All graphics relate to the
to the topic and make it the topic OR several
Graphics - make it easier to topic. One or two
easier to understand. All borrowed graphics do
Relevance understand. Some borrowed graphics have
borrowed graphics have not have a source
borrowed graphics have a source citation.
a source citation. citation.
a source citation.
The poster is The poster is

The poster is attractive The poster is acceptably
exceptionally attractive distractingly messy or
Attractiveness in terms of design, attractive though it may
in terms of design, very poorly designed. It
layout, and neatness. be a bit messy.
layout, and neatness. is not attractive.
There are no There are 1-2 There are 3-4 There are more than 4
Grammar grammatical/mechanical grammatical/mechanical grammatical/mechanical grammatical/mechanical
mistakes on the poster. mistakes on the poster. mistakes on the poster. mistakes on the poster
Reflection: _________________________________________________________________________________
_________________________________________________________________________________

Video:
Types of Mutation
https://youtu.be/xYOK-yzUWSI
https://youtu.be/3jwDl7nYBPM
Book:
DepEd Science 10 Learning Material-Unit 3: Living Things and Their Environment
pp. 281 – 290
Prepared by:
EVERLYN R. BAYAN
Name of Writer
31
SCIENCE 10
WEEK 6: Evidences of Evolution
EVIDENCES OF EVOLUTION
EVIDENCES OF EVOLUTION
Evolution is associated with the basic idea of natural selection when a population of organisms
changed over the generations if individual having certain heritable traits leave more offspring than other
individuals. The result of natural selection is evolutionary adaptation, a population’s increase in the frequency
of traits that are suited to the environment. Evolution leaves observable signs. Data from the fossil records,
anatomy and morphology, embryonic development, and biochemistry could be analyzed to demonstrate if
evolution of life on Earth has taken place.
Fossils are examples of evidences that paleontologists

use in studying evolution. They are traces of organisms
that lived in the past and were preserved by natural
process or catastrophic events. They can be remains of
organisms which include bones, shells, teeth and also
feces embedded in rocks, peat, resin, and ice. Most
fossils were commonly found in sedimentary rocks.
They were from the hard parts of the organism like
woody stem, bones, or teeth. Another type of fossil is
an imprint or impression. Imprints are shallow external
molds left by animal or plant tissues with little or no
organic materials present. Compression is the other
https://www.expii.com/t/fossils-evidence-of-evolution-overview-
examples-10255 side with more organic material.
Another evidence of evolution is from the comparative
anatomy that involves the comparison of similar body structures of
different species. Structures from different species which have similar
internal framework, position, and embryonic development are
considered to be homologous.
Homologous structures may perform different functions in the species
living in the different environment, or it may have the same origin but
different functions. Example of homologous structures are forelimbs of
dog, bird, lizard, and whale, which are structurally the same, but
functionally different.
Structures of unrelated species may evolve to look alike, because
the structure is adapted to similar function. These are called
analogous structures. Analogous structures have similar functions
but different origin. Example are wings of bats,birds and insects that
have the same function but different origin.
The presence of homologous structures is a strong indicator
that the organisms evolved from common ancestors. This type of
evolution is called divergent evolution. Divergent evolution is the
splitting of an ancestral population into two or more subpopulations
that are geographically isolated fromone another. Convergence is an
increase in similarities among species derived from different
ancestors as a result of similar adaptation to similar environment. In
32
convergent evolution, analogous structures of unrelated organisms from different ancestors develop similar
function such as butterfly wings and bird wings.
Evidence from embryonic development include
stages such as blastula, gastrula, and organogenesis. An
embryo is an early stage of development in organisms. The
embryo of fishes, salamanders, lizards, birds, cats, and
humans are similar during the first stage of their embryonic
development; and have several homologous structures that
are not present when the organisms are adult. According to
this evidence, species that are closely related exhibit similar
embryonic development although in the adult stage the
organisms are quite different.
Another
area of study in
the evidence of
evolutionary concept is provided by protein and DNA sequences.
DNA and RNA are the mechanisms for inheritance and gene activity
in all living organisms. The structure of the genetic code is almost
identical in all living things. This uniformity in biochemical
organization underlies the diversity of living things and points to
evolutionary relationships. These tools may provide identify and are
used in the classification of organisms to their respective genus and
species.
WEEK 6: Evidences of Evolution

MELC 17: Explain how fossil records, comparative anatomy, and genetic information provide evidence for
evolution. (S10LT-IIIf-39)
Learning Task 1: “THE WHAT & WHY”
Instruction: For each question below, explain whether the evidence is comparative anatomy (homologous
structures), comparative anatomy (analogous structures), DNA analysis/biochemistry, or from the fossil
record. Then, using complete sentences, explain why it is evidence of evolution, or that life changes over time.
Example:
➢ Humans, chimpanzees, whales, and bats all have the same bones in their arms, fins, or wings.
a. What type of evidence is this? comparative anatomy (homologous structures)
b. Why is this evidence of evolution?
This is evidence of evolution because if all these animals have the same bones, they probably all
evolved from one creature that had those bones a very long time ago. Some of its children evolved (or
changed) into humans, and other evolved into whales or bats or chimpanzees.
33
1. Scientists find fossilized bones of a huge animal that doesn’t exist today.
a. What type of evidence is this? ___________________________________
2. The human gene for your muscle protein is different from monkey muscle protein in
4 places and different from a chicken’s gene in 25 places.
3. Honey possums lick nectar from flowers using a long tongue made of soft muscle.
Butterflies lick nectar from flowers using a long tongue made of hard protein.
Learning Task 2: Fossil Bone Structure.

INSTRUCTION: Examine the fossils of bone structure and teeth for each species. Bone
structure and teeth can be used to determine how each animal was adapted for its environment and the type
of food it ate. The bones in the following diagrams show fossils of the front foot bones and teeth of each
species. The foot bones at the upper right of each diagram indicate the relative sizes of each species.
Figure 1: FOREFOOT bones and teeth of horses
Look for and color the following bones in each species:

1. Color the toe bones red. These bones are marked with an x.
34
2. Color the foot bones blue. These bones are marked with an y.
3. Color the ankle bones green. These bones are marked with an w.
4. Color the heel bones yellow. These bones are marked with an z.
Using the diagrams in Figure 1, make measurements to fill in the table below.
Species Hyracotherium Miohippus Merychippus Equus
Number of toes
Number of toe bones
Number of foot bones
Number of ankle
bones
Number of heel bones
Total number of foot
bones
Length of foot (mm)
Height of teeth (mm
Questions:
1. What changes occurred in the surroundings of the species from Hyracotherium to Equus?
2. What change occurred in the shape of each species from Hyracotherium to Equus?
3. What change occurred in the size of each species from Hyracotherium to Equus?
4. As the surroundings changed, what happened to the teeth of each species?
5. Describe the overall changes in foot length, number of toes, and size of toes in each species over time.
Learning Task 3: Read…Analyzed… Perform..

SITUATION:
As you flip through the newspaper, you notice that the front- page article is about evolution. You are curious,
since you are becoming an expert on evolution, so you read it. These are the first 4 sentences of the article…
“There is no way that evolution happened. It is something that scientists made up. There is no proof that
evolution ever happened. How can we know what happened millions of years ago?”
INSTRUCTION:
After reading the whole article, you feel that it is your duty as a science scholar to write a letter to the editor
of this newspaper to provide facts about evolution to the public. Write your letter in the space below.
1. Begin the letter: Dear Editor,
2. Write 1 paragraph (at least 6 sentences) about how scientists know that evolution happened, or that life
has changed over time. In your paragraph, use, UNDERLINE, and explain the following terms:
- evolution, comparative anatomy, homologous structures, DNA, & fossil
3. At the end, sign your name
Reflection
Isn't evolution just a theory?
Given the amount of research and evidence available on evolution, why is it still classified as a theory? Be sure
to explain how a scientific theory fits into the big picture of the process of science.
(if it’s possible, you can watch a videoclip with this link: https://www.youtube.com/watch?v=XsZV90wOzOk).
35
Video:
Isn't evolution just a theory?
https://www.youtube.com/watch?v=XsZV90wOzOk
Book:DepEd Science 10 Learning Material-Unit 3: Living Things and Their Environmentpp. 300-315
Prepared by
MAYRA A. NAVARRA
Name of Writer
36
WEEK 7 - BIODIVERSITY AND EVOLUTION
SCIENCE 10
EXPLAIN THE OCCURRENCE OF EVOLUTION
THEORIES OF EVOLUTION
Jean Baptiste de Lamarck was the first evolutionist to believe that organisms change over
time. Using fossil records as a guide, Lamarck was able to develop three theories;
1. The Theory of Need

It states that organisms change in response to their environment. Their ability to survive
This Photo by Unknown Author is
helped them develop characteristics necessary for them to adapt in a given environment.
2. The Theory of Use and Disuse
According to Lamarck, organs not in use will disappear while organs in use will develop. Lamarck
believed that giraffes before have short necks, but because of the need to survive and in order to
reach tall trees for food, they kept stretching their necks until these became longer and able to
reach taller trees.
3. The Theory of Acquired Characteristics.
If an organism changes during life in order to adapt to its environment, those changes are passed
on to its offspring.
Many scientists rejected the theories of Lamarck. They understood that if there were changes in cell or body
structure, there could be changes in the genetic information of the species.
DARWINIAN THEORY
Charles Darwin Theory of Evolution was based on natural selection, it is different
from the theories of Lamarck. According to Darwin, giraffe species originally had
varying neck lengths but natural selection favored the survival of giraffes with longer
necks that could feed on taller trees that were available. Giraffes with short neck
were eliminated due to lack of accessible food supply.
Charles Darwin suggested the Theory of Natural Selection fifty years after Lamarck’s
Theory of Use and Disuse, after his voyage to the Galapagos Island in HMS Beagle. He
was fascinated by the diversity of organisms he found along the journey. Darwin
suggested that selection also takes place in nature. In selective breeding, farmer
identifies and selects the best and desirable trait to propagate. In natural selection, environmental factors
promote the survival of the fittest and eliminates the less fit.
Organisms struggle for existence in order to survive; they compete for food and space. Organisms with
favorable and advantageous characteristics survive and reproduce. Fitness refers
to the ability of an organism to survive and produce offspring. Different individuals
in a population possess different characteristics and abilities. This is called
variation.
Variation among individuals in the population would likely bring greater
chance of survival. An organism that is adapted and has structures fitted to survive
in a given environment would likely produce offspring.
37
WEEK 7 - BIODIVERSITY AND EVOLUTION
MELC 18: Explain the occurrence of evolution. (S10LT-IIIg-40)
LEARNING TASK 1: FOLLOW THE TRACK
Objective: Explain the Theory of Natural Selection.
Procedure:
1. Observe the set of footprints in the diagram.
2. Try to tell a story about the different events. 3. Predict what can probably happen at the end of the
diagram.
GUIDE QUESTIONS:
1. In Diagram 1, how many sets of footprints are there? Based on the size of footprints, describe the
organisms.
2. In what directions are the footprints going?
3. Describe or predict what is happening in Diagram 3. In Diagram 4.
LEARNING TASK 2
TRUE OR FALSE
1. Jean Baptiste de Lamarck was the first evolutionist to believe that organisms change over time.
2. The Theory of Need states that organisms change in response to their environment.
3. The Theory of Use and Disuse; which according to Lamarck, organs not in use will disappear while
organs in use will develop.
4. The Theory of Evolution was proposed by Charles Darwin
5. The Theory of Acquired Characteristics states that characteristics were believed to be inherited by
their offspring and propagated by the next generation.
6. Selective Breeding is the process of selecting the best and desirable trait to propagate.
38
7. Lamarck believed that giraffes before have short necks, but because of the need to survive and in
order to reach tall trees for food, they kept stretching their necks until these became longer and able
to reach taller trees.
8. According to Darwin, giraffe species originally had long neck already that they use to feed on taller
trees that were available.
9. An organism that is adapted and has structures fitted to survive in a given environment would likely
produce offspring.
10. Different individuals in a population possess different characteristics and abilities. That is called
Natural Selection.
LEARNING TASK 3
Variation increases the chance of survival of living things. Organisms with the best and
desirable traits would likely adapt to environmental changes and may gradually become better suited to
survive in a given environment. Organisms which are best adapted to the environment will continue to
reproduce and perpetuate their own kind. Mating between surviving populations of the same species may
shift the abundance of a new breed of organism because of mutation, gene combination, and natural
selection. This then leads to speciation and may subsequently increase biodiversity.
Guide Questions:
1. Can destruction of our natural resources affect the survival of species? How?
2. In what way can you help to protect our natural resources and save our biodiversity?
Reflection: ______________________________________________________________________
______________________________________________________________________
Video:
Natural Selection
https://www.youtube.com/watch?v=aTftyFboC_M
Book:
DepEd Science 10 Learning Material-Unit 3: Biodiversity and Evolution. Pg. 316-321
Prepared by
RASHEED A. MAZO
Name of Writer
39
WEEK 8a : Biodiversity and Evolution
SCIENCE 10
ADAPTATION AND SURVIVAL OF SPECIES

OVERVIEW OF ADAPTATION
Variety of organisms live everywhere on Earth.
However, some places on Earth are very hot and some are
very cold. For instance, 99% of Antartica are covered with
ice. But guess what? Some animals even live in Antarctica!
Animals can live in many different places in the world
because they have special adaptations to the area they live
in.
Adaptation is the physical or behavioral
characteristic of an organism that helps an organism to
survive better in the surrounding environment. In other
words, an adaptation is a way an organism adjusts to
Figure 1. Penguin living in Antartica
become more suited in the environment. Source: https://www.youtube.com/watch/reNu0H3XMxI
TYPES OF ADAPTATIONS
1. Structural Adaptation – is also called as physical adaptation. This involves organisms’ physical features
to help them obtain food, keep safe, build homes, withstand weather, and attract mates. This makes
them to live in a particular place and in a particular way.
For example, A bird’s beak is a unique and multi-

functional tool. It can help a bird gather or capture food,
communicate, groom feathers, defend territories, and
attack rivals. The shape of a bird’s beak is a clue to its
main source of food. The shape of a bird’s beak is
designed for eating particular types of food such as:
seeds, fruit, insects, nectar, fish, or small mammals.
Figure 2. Shape of birds’ bill

Source: https://learn.e-limu.org/topic/view/?c=5&t=25
Another example is the ability of some animals

to camouflage. Camouflage is an adaptation that helps
an organism blend in with its surroundings. Blending in
helps the animal avoid predators and increases its
ability to survive.
Figure 3. Chameleon camouflage adaptation
Source:https://www.nationalgeographic.com/animals/2018/08/chameleon-
camouflage-color-change-myth-news/
40
Plants also exhibit structural adaptations. The floor of the
rainforest is dimly lit, so flowers in muted tones would be hard
for insects to see. The brightly colored blooms of rainforest plants
allow bees and other pollinators to easily see and find them for
pollination.
Figure 5. Rafflesia flower

Source: https://www.govisitcostarica.com/blog/post/strangest-
rainforest-plants.aspx
2. Behavioral adaptation - This is the change that affects the behavior of an organism. This could be
caused due to the changes in the surrounding environment or due to the actions of other species.
For example, pufferfish, also known as blowfish, are easy

targets for predators. They are slow and easy to spot in the
ocean. However, if a predator gets too close, the pufferfish can
ingest water and air very quickly, making them several times
larger than their normal size. And if the newly huge pufferfish
doesn’t scare a predator away, the pufferfish’s poison will do the
job. It releases tetrodotoxin, which makes them taste bad and
can kill a larger fish.
Figure 5. Inflated Pufferfish adaptation
Source: https://allthatsinteresting.com/pufferfish
Another example is the hibernation process by

squirrel and bears. Hibernation is a behavioral adaptation
that allows animals to survive during the winter months.
Behavioral adaptation is simply an activity an animal does
to stay alive. During hibernation, the animal's body
processes, like breathing, slow down, and they survive on
stored food or fat.
Figure 6. Squirrel hibernating

Source: https://science.sciencemag.org/content/359/6379/982.full
Migration is the movement of a group of animals from one

location to another, typically in order to change habitats or living
environment. For instance, most sea turtles migrate between foraging
and nesting grounds, and seasonally to warmer waters. Often these
migrations take them hundreds and even thousands of miles. Sea
turtles nest in tropical and subtropical regions around the globe. Both
males and females will migrate to nesting areas to breed, generally
Figure 6. Sea turtle laying eggs
in the area where they were born. It is not known exactly how adult
Source: https://fineartamerica.com/featured/1-green-
turtles are able to navigate to their natal (birth) beaches, turtle-laying-eggs-m-watson.html
41
however, researchers think they may use a number of clues including ocean currents, the earth's
magnetic field, and water chemistry.
THEORY OF ADAPTATION
The theory of adaptation was proposed by Charles Darwin which states that an organism that is able to
adapt to the changing environment will survive, the rest will be eliminated. This is known as survival of the
fittest.
According to the adaptation theory, there are different changes that take place when the habitat
changes:
• Habitat Tracking: This is when a species finds another similar environment to which it has inhabited before.
• Extinction: When the species is unable to find such an environment, it dies or becomes extinct.
• Genetic Change: This occurs when organisms with slight genetic changes are better adapted to changed
habitat with better access to resources and mating partners.
IMPORTANCE OF ADAPTATION
Adaptation is essential for the survival of living
organisms. Animals, which are unable to adapt to changing
environmental changes die. These adaptations are a result
of genetic changes. The animals that survive pass on the
mutated genes to their offsprings. This is known as natural
selection.
Adaptations such as camouflage and colouration

protect them from predators. DNA mutations help in the
longer survival of animals in dangerous environments and
these traits of survival are passed onto future generations.
These adaptations make it possible for a variety of
creatures to thrive on planet earth.
One example is when Charles Darwin studied

turtles of two islands. The turtles present on one island
had short legs, straight shells and derived food present low Figure 7. Galápagos giant tortoise
to the ground. A few turtles migrated to another island, Source: https://www.theguardian.com/science/2017/mar/01/galapagos-
giant-tortoises-show-that-in-evolution-slow-and-steady-gets-you-places
where the food was much higher up. The turtles with
longer legs survived. Their necks elongated and shells
became rounded over the course of time. Thus, the
population on the new island grew with these adaptations
in their species.
42
BIODIVERSITY AS KEY TO SURVIVAL
Biodiversity, short for biological diversity,

refers to variety of living species on Earth, including
plants, animals, bacteria, fungi and other living
organisms. The number of species, the enormous
diversity of genes in these species, the different
ecosystems on the planet, such as deserts,
rainforests and coral reefs are all part of a
biologically diverse Earth. A common measure of
this variety, called species richness, is the count of
species in an area. The more species are thriving in
an area, the greater its biodiversity.
LEVELS OF BIODIVERSITY Figure 8. Biodiversity of species

Source: https://www.shutterstock.com/image-photo/biodiversity-collage-all-
Biodiversity is wide-ranging and is normally divided nonagricultural-value-plants-158966483
into three types or levels:

• Genetic Diversity - the variation in the genetic composition among individuals of a population, a
species, an assemblage, or a community. Diversity on a genetic level is a reflection of the similarities
and differences in the genes (segments of DNA on chromosomes) of individuals. These variations can
evolve as a result of many different processes, such as mutation, and physical or behavioral isolation
of populations
• Species Diversity - is defined as the number of species and abundance of each species that live in a
particular location. The number of species that live in a certain location is called species richness. If
you were to measure the species richness of a forest, you might find 20 bird species, 50 plant species,
and 10 mammal species. Abundance is the number of individuals of each species. For example, there
might be 100 mountain beavers that live in a forest. You can talk about species diversity on a small
scale, like a forest, or on a large scale, like the total diversity of species living on Earth.
• Ecological Diversity - Ecological or ecosystem diversity is the variety of ecosystems in an area. It

involves the complex network of various species present in the ecosystems and the dynamic
interactions between them. An ecosystem is made up of organisms from several different species
living together in an environment and their connections through the flow of nutrients, energy, and
matter. An ecosystem can cover a small area, like a pond, or a large area, like an entire forest. The
primary source of energy in virtually every ecosystem is the sun whose radiant energy is transformed
into chemical energy by the plants. Animals eat the plants, allowing the energy to flow through the
systems. The animals are, in turn, eaten by other animals. Fungi decompose organisms to obtain
energy and in the process recycle nutrients back into the soil. Hence, an ecosystem is a collection of
living components and non-living components that are connected by energy flow. It is difficult to
measure ecological diversity because every ecosystem on earth merges into the surrounding
ecosystems.
43
IMPORTANCE OF BIODIVERSITY
Biodiversity is important to humans for many reasons.
Biodiversity is also considered by many to have intrinsic value—
that is, each species has a value and a right to exist, whether or
not it is known to have value to humans. There are known 5 core
values that humans place on biodiversity:
• Economic—biodiversity provides humans with raw

materials for consumption and production. Many
livelihoods, such as those of farmers, fishers and timber
workers, are dependent on biodiversity.
Figure 8. Harvesting of crops
Source: https://www.gardenersworld.com/plants/crops-to-
• Ecological life support—biodiversity provides harvest-in-september/
functioning ecosystems that supply oxygen, clean air
and water, pollination of plants, pest control,
wastewater treatment and many ecosystem
services.
• Recreation—many recreational pursuits rely on our

unique biodiversity, such as bird watching, hiking
and camping. Our tourism industry also depends on
biodiversity.
• Cultural— culture is closely connected to

biodiversity through the expression of identity,
through spirituality and through aesthetic Figure 9. Hiking as recreation
appreciation. Indigenous people have strong Source: https://www.dreamstime.com/stock-photo-hiking-
couple-happy-going-hike-together-forest-image43999585
connections and obligations to biodiversity arising
from spiritual beliefs about animals and plants.
• Scientific—biodiversity represents a wealth of systematic ecological data that help us to understand the
natural world and its origins.
BIODIVERSITY AS KEY TO SURVIVAL
Diversity, be it genetic, anatomical or ecological, is considered as key for the ecosystem's survival.
Diversity is also thought to make ecosystems, species and populations more resilient to environmental stresses.
A large number of species in an ecosystem assures that when a certain catastrophe happens, several species
might die, especially those who didn't adapt. However, those species who are strong enough can be able to
withstand the changes in the environment.
EFFECTS OF HUMAN ACTIVITY TO BIODIVERSITY
Human activity is a major threat to the planet's biodiversity. This is because human population growth
has been rapidly increasing, which therefore consume most of the nature's resources.
Populations may grow exponentially for some period, but they ultimately reach a carrying capacity
when they become limited by resource availability. Humans, however, have continued to work around carrying
capacity as they develop new technologies to help support the ever-growing population.
This threatens biodiversity because the more humans are there, the more this displaces other species
and reduces species richness.
44
Below are the human-mediated causes of biodiversity loss:
1. Land-use change: Humans may destroy natural
landscapes as they mine resources and
urbanize areas. This is detrimental, as it
displaces residing species, reducing available
habitats and food sources.
2. Pollution: Pollution can occur from the runoff
or disposal of chemical substances, or from
energy sources (noise and light pollution).
3. Introduced species: Humans may
intentionally, or unintentionally introduce a
non-native species into an ecosystem. This can
Figure 10. Air pollution
negatively affect an ecosystem because the
Source: https://www.health.harvard.edu/blog/does-air-pollution-cause-
introduced species may outcompete native alzheimers-disease-2020072320627
organisms and displace them.

4. Resource exploitation: Humans constantly consume
resources for their own needs. Some examples include
the mining of natural resources like coal, the hunting and
fishing of animals for food, and the clearing of forests for
urbanization and wood use.
5. Extensive overuse of nonrenewable resources, like
fossil fuels, can cause great harm to the environment.
Recycling products made from nonrenewable resources
(such as plastic, which is made from oil) is one way to
reduce the negative impacts of this resource
exploitation. In addition, the development and use of
renewable resources, like solar or wind energy, can help
Figure 11. Overexploitation of natural resources decrease the harmful effects of resource exploitation.
Source: https://en.wikipedia.org/wiki/Exploitation_of_natural_resources
WEEK 8a : Biodiversity and Evolution

MELC 19. Explain how species diversity increases the probability of adaptation and survival of organisms in
changing environment
Learning Task 1
Below is the list of uses of biodiversity to humans. Write if it is economic, ecological, recreation,
cultural and scientific.
1. Wood from trees commonly use in building houses and other

infrastructures.
45
2. A specific strain of bacterium is being studied because of its potential to
cure cancer
3. Chickens, pigs and edible plants for food consumption
4. Ancient Egypt considered cats as sacred. Egyptians believed cats were

magical creatures, capable of bringing good luck to the people who
housed them. To honor these treasured pets, wealthy families dressed
them in jewels and fed them treats fit for royalty.
5. Field trips in forests are held to let the students observe the ecosystem
in actual and to appreciate the existence of variety of species.
Learning Task 2:MY OWN ENVIRONMENTAL PROGRAM
If you will be given a chance to create an environmental program, what will you call it and
what specific issues of biodiversity would you like to address?
Create a logo and a banner for your environmental program.
RUBRICS FOR CHECKING
46
WEEK 8B: Ecosystem: Biodiversity SCIENCE 10
POPULATION GROWTH AND CARRYING CAPACITY
OVERVIEW OF THE ECOSYSTEM AND BIODIVERSITY

What living organisms can be found on your
backyard? In a pond? In a forest? Ocean? It’s
enormous, right? Biodiversity is a term that we used to
describe variety of life on Earth. In other words, it
refers to all of the species in one region or ecosystem
such as bacteria, insects, plants and different forms of
animals. Interaction of these organisms are crucial as
each organism rely on each for survival. Moreover,
organisms also interact with the non-living matter in
the environment such as water, sunlight, nutrients in
soil and atmosphere. With these, organisms thrive.
In this lesson we will learn the factors how
certain species maintain its population size and how
the environment are limiting the growth of the
organisms’ population. Marine biodiversity
Source: https://wallup.net/sea-seabed-fish-corals-underwater-
ocean-tropical/
POPULATION GROWTH
Imagine you are in an out-of-town trip with

your family in African savanna and saw a group of
different species living together. Hence, in this
scenario, it depicts a population. A population is a
group of organisms of the same species that live in a
certain area. Take a look at the picture at the right.
What population of species do you see?
Ecologists are constantly monitoring
population of different organisms. Specifically,
scientists are studying the changes in the population
of organisms, if it decreases or increases. Population
size refers to number of individuals in the population.
The more individuals of species living in an area, the
bigger the population size and vice versa.
The increase in the population size refers to
population growth. Decreasing population growth Animals of Savanna
Source: http://www.terakoshi.com/item/animal/animalEn-html/04-
may be an indicator of potential problems in the 07280En.html
organisms’ environment.
There are many factors that can cause population’s size to change and behind why a population
increases or decreases. Any population, whether it be that of humans, animals, the mold growing on bread, or
the bacteria living in your intestines, will grow if more organisms are being developed or born, than are dying.
The number of births in a population is called the birth rate (natality) while the number of organisms that are
dying in a population is called the death rate (mortality). Thus, if the birth rate is greater than the death rate, a
population will grow. If the death rate is greater than the birth rate, then the population will decrease.
47
FACTORS AFFECTING THE POPULATION GROWTH
While populations would probably to continue to grow in size, a population of organisms cannot grow
forever—its growth will be limited, or stopped, at some point, and the death rate will be greater than the birth
rate. A population’s growth is limited by two general factors: (1) Density-independent factors and (2) Density-
dependent factors.
For us to better understand the 2 factors, we have to understand first the concept of population density.
Population density refers to the number of organisms per unit area. If a population’s density is very high, that
means there are a lot of organisms crowded into a certain area. If a population’s density is low, that
means there are very few organisms living in an area.
Take a look at the map below.
Population density of people in North America

Source: https://www.visualcapitalist.com/mapping-population-density-dot-town/
The map shows the population density of people in North America. This map has dots which represent
how dense the people are in the area. Interestingly, population in southeast is denser than that of the northwest
part of the continent. This means that there are more people living in southeast part than the northwest part.
Factors Affecting the Population Growth
1. Density-independent factors – These are any influences on a population’s birth or death rates,
regardless of the population density. It is typically a physical factor of the environment such as natural
disasters, temperature, sunlight, and the activities of humans in the environment. Natural disasters such
as tropical cyclones, floods, earthquakes and fires will stop a population from growing no matter how
many organisms are living in a certain area. The same goes for the temperature of an area and the
amount of sunlight it receives. If the temperature increases due to global warming, this will cause a
decrease in a population’s numbers, no matter how large or small the population was to begin with.
Human activities that alter the environment will also decrease the number of organisms in a population,
regardless of the size of a population.
2. Density-dependent factors – occur when a certain population reaches a certain number of organisms.
For example, when a population reaches a certain size, there won’t be enough resources (food,
shelter, water) for all of the organisms. This could cause the population to stop growing when the area
reaches the maximum organisms that can be supported.
48
CARRYING CAPACITY AND POPULATION GROWTH
We all know that living things

need resources in order to survive.
Available resources dictate the size of
the population. This means that the
population will increase if the resources
are abundant but population will
decrease if the resources are
insufficient.
Let us try to imagine this
scenario. Vehicles like jeepneys, bus or
train have carrying capacity. On
vehicles, carrying capacity would be the
maximum number of people that could
ride safely and comfortably inside. In
ecology, carrying capacity is defined as
the maximum number of a species that
Carrying capacity representation
can sustainably live in a given area. In Source: https://smatourism.com/why-carrying-capacity-should-be-a-last-resort/
other words, a population’s carrying
capacity is the size at which a population can no longer grow due to lack of supporting resources. All populations
have a carrying capacity, whether bacteria in a bottle or rabbits in a forest. If we were referring to a rabbit
population in a forest, the carrying capacity would refer to the maximum rabbit population that can be
supported by that forest’s resources.
What will happen if the population of species

reaches its carrying capacity?
In an ecosystem, the population of a species will

increase until reaches the carrying capacity. Then the
population size remains relatively the same. Eventually, if
a population exceeds carrying capacity, the ecosystem
may become unsuitable for the species to survive. If the
population exceeds the carrying capacity for a long
period of time, resources may be completely depleted.
Populations may die off if all of the resources are
exhausted.
Graph of logistic growth of population

Source: https://courses.lumenlearning.com/wm-
biology2/chapter/environmental-limits-to-population-
growth/
49
WEEK 8B: Ecosystem: Biodiversity
MELC 20: Explain the relationship between population growth and carrying capacity.
Learning Task 1
COMPARING POPULATION DENSITY
Directions: Refer to the 1999 map of United States to answer the guide questions
GUIDE QUESTIONS:
1. Are the population of people in the United States equally distributed? What do you think is the reason
why?
2. What are the states with high population density?
3. What are the states with low population density?
4. What is the estimated population in Wyoming?
5. What can you infer on the population density in United States?
Learning Task 2
Directions: Draw if the statement is correct, if otherwise
1. ____________________ Natural disasters such as typhoon, earthquake and volcanic eruption are
examples of density-dependent factors
2. ____________________ Organisms will continue to grow even if it reaches its carrying capacity
3. ____________________The population increases if the resources is abundant.
4. ____________________The death rate refers to the number of births in a population.
5. ____________________ The death rate is always equal to the birth rate
6. ____________________If the population density in an area is too high, competition will arise.
50
7. ____________________Density Independent factors are factors that occur or have an effect on a
population regardless of the density of the population.
8. ____________________The population will increase if the birth rate is greater than death rate
9. ____________________ Available resources dictate the size of the population
10. ____________________ If the population exceeds the carrying capacity for a long period of time,
resources may be completely depleted which may lead to death of organisms.
Learning Task 3
DEPENDENT OR INDEPENDENT?
Directions: Analyze and interpret the pictures below. Then, state whether the scenario shows density-
independent factor or density-independent factor. Indicate the specific limiting factor that is occurring.
PICTURE DEPENDENT/ LIMITING EXPLANATION

INDEPENDENT FACTOR
EXAMPLE:
Natural disaster will stop
the population from
Density-
Natural growing because of the
independent
disaster scarcity in water which
factor
may lead to organisms’
dehydration and death.
51
• https://byjus.com/biology/what-is-adaptation/
• https://www.theguardian.com/science/2017/mar/01/galapagos-giant-tortoises-show-that-in-
evolution-slow-and-steady-gets-you-places
• https://www.aboutbioscience.org/topics/biodiversity/
• https://byjus.com/biology/biodiversity/
• DepEd Science 10 Learning Material-Unit 3: Living Things and Their Environment pp. 111-130
• https://www.britannica.com/science/carrying-capacity
• https://www.nature.com/scitable/knowledge/library/an-introduction-to-population-growth-
84225544/#:~:text=Why%20Study%20Population%20Growth%3F,and%20interact%20with%20their%
20environment.&text=population%20growth%3A%20how%20the%20size,population%20is%20changi
ng%20over%20time.
• https://biologydictionary.net/density-dependent-and-independent-limiting-factors/
Prepared by
JENINA L. BINENE
Name of Writer
52
Week 1: ANSWER KEY
Activity 1: PARTS AND FUNTIONS OF THE HUMAN REPRODUCTIVE SYSTEM
1. OVARIES
2. VAGINA
3. CLITORIS
4. FALLOPIAN TUBES
5. SPERM
6. SEMINAL-VESICLE
7. CERVIX
8. BLADDER
9. OVUM
10. PENIS
11. VAS-DEFERENS
12. SCROTUM
13. ANUS
14. URETHRA
15. TESTICLES
16. UTERUS
Activity 2: ROLE OF HORMONES

PART A:
1. D
2. C
3. I
4. F
5. B
6. A
7. E
8. G
9. H
10. J
Week 2
ANSWER KEY:
Activity 1.
A. 3
B. 2
C. 4
D. 7
E. 9
F. 8
G. 6
H. 1
I. 5
Activity 2.
Follicular Phase-: Day 1-14 – Orange

Luteal Phase: Day 15-28- Green
Menstruation Days Day 1-4 or until Day 7 (may vary depending to woman’s body)-
Ovulation Days Day 12- 16 (the exact ovulation day is day 14.)
Activity 3
1. Pituitary Gland
2. Follicle Stimulating Hormone
3. Luteinizing Hormone
4. Estrogen from Ovaries
5. Progesterone from Ovaries
Week 3 Answer key:
Activity 1:
1. Failure in homeostasis can be potentially dangerous to a person as it may lead to various diseases and even death
2. Glucagon is released in response to low blood glucose level due to skipped lunch, thus increasing blood sugar into normal level
53
3. Insulin is released in response to an increase in blood glucose level due to eating sweets, thus decreasing blood sugar into normal level
4. The nervous and endocrine systems work together to lower the temperature of the internal organs such as by producing sweat to cool the
body down.
5. The following are some examples of the coordinated functions of the nervous, endocrine, and reproductive systems:
Breastfeeding
The brain commands the mother’s body to be nurturing towards the baby through breastfeeding. In order to produce milk, hormones such
as prolactin and oxytocin are needed. The secretion is stimulated by the sucking of the infant at the breast of the mother
Pregnancy and Child Birth

Correct balance of sex hormones progesterone and estrogen is required throughout pregnancy with levels steadily rising until the birth of the
baby. Until the mother’s body has adapted to the higher levels of these hormones, mood swings can be very common as they also act on the
nervous system, specifically the brain. Oxytocin levels rise at the onset of labor, causing regular contractions of the womb and abdominal
muscles. When the baby is born, oxytocin continues to contract the womb in order to reduce the risk of bleeding and to help detach the
placenta which is delivered shortly afterwards.
Copulation
As the brain processes physical stimulation, the sex organs perform their corresponding biological functions. The sex glands in the endocrine
system then produce secretions that are necessary for reproduction.
Menstrual Cycle
Follicle-Stimulating Hormone (FSH) stimulates the ovaries to release estrogen. High levels of estrogen then prevent the further production of
FSH. Estrogen also stimulates the release of Luteinizing Hormone (LH) from the pituitary gland, which in turn controls the production of
progesterone. High levels of progesterone then inhibit the further release of LH.
Activity 2:
1. +
2. –
3. +
4. –
5. –
Activity 3:
Answers may vary.
WEEK 4: ANSWER KEY
TASK 1 PART A
P P P P P
S S S S S
C T A
T G
S S S S S
P P P P P
2.Nucleotides-building blocks of nucleic acid; has three components: phosphate,5 carbon sugar molecule and a molecule of a nitrogen containing base
3. double helix
4 sugar and phosphate
5.base
TASK 1 PART B
1.The DNA helicase breaks or unzip the DNA molecule
2.Free floating DNA nucleotides match to the open DNA strand
3.DNA polymerase proofreads and reconnects DNA strand and the DNA ligase seals up the fragments into one long strand
TASK 2
DNA mRNA (codon) tRNA AMINO ACID
(anticodon) CODED INTO
PROTEINS
1.TAC AUG UAC methionine
2.CAG GUC CAG valine
3.AAA UUU AAA Phenylalanine
4.ACA UGU ACA cysteine
5.GAA CUU GAA leucine
6.TAG AUC UAG isoleucine
54
1. Transcription is taking place inside AREA A. mRNA is created from DNA strand
2. The genetic code found in the DNA sequence is copied or transcribed into RNA sequence. The mRNA leaves the nucleus and the message is
translated into amino acid sequence in proteins
3. In area C, the ribosome is performing the process called translation. One by one, an amino acid is being delivered to the ribosome by the
transfer RNA.
4. AUG
5. Methionine
6. STOP codons: UAA,UAG,UGA
TASK 3
mRNA
1.AUG 5.GUA
2.UUU 6.CUU
3.AAA 7.GCA
4.GAA 8.UAG
THE CODE:
TAC / AAA TTT ATC TAC AAA CTT CGT ATC TAC CAT CGT CAT ATC
AUG/ UUU AAA UAG/ AUG UUU GAA GCA UAG/ AUG GUA GCA GUA UAG
START phe- lys- STOP/ START -phe- glu- ala- STOP/START -val - ala – val - STOP
Short nose hairs/ full lips / albino (skin color)
PRIMARY SUSPECT: WIZ WHITEY
WEEK 5: ANSWER KEY
Activity 1: DNA Mutations

A.
Original DNA sequence
TAC ACC TTG GCG ACG ACT
mRNA transcript AUG UGG ACC CGC UGC UGA
Amino acids Met – Trp – Asn – Arg – Cys - STOP
Mutated DNA sequence #1 TAC ATC TTG GCG ACG ACT
mRNA transcript
AUG UAG ACC CGC UGC UGA
Amino acids Met - STOP
Type of mutation ( Circle
Point Substitution Frameshift Insertion or Deletion
one)
Premature stop
How did the mutation affect All amino acids
No 1 amino acid signal 1 amino acid
the amino acid sequence? No stop signal changed after the
change changed added/ deleted
(Circle one) point of mutation
B.
Mutated DNA sequence #
TAC GAC CTT GGC GAC GAC T
2
mRNA transcript
AUG CUG GAA CCG CUG CUG A
Amino acids Met - Leu – Glu – Pro – Leu – Leu -
Type of mutation ( Circle Frameshift Insertion or Deletion
Point Substitution
one)
How did the mutation No stop signal All amino acids
No 1 amino acid Premature stop 1 amino acid
affect the amino acid changed after the
change changed signal added/ deleted
sequence? (Circle one) point of mutation
ANALYSIS:
1. sequence #1- substitution, Sequence #2 - insertion
C. Write each codon per line and circle the nutated amino acid.
Original DNA : TAC GGT AAT CAA ATA GAA CCT GAG ACT
Mutated DNA : ATG CCA TTA GTT TAT CTT GCA CTC TGA
Mutated mRNA : UAC GGU AAU CAA AUA GAA CCU GAG ACU
Mutated Amino Acid : Try – Gly – Asn – Gln – Met – Glu – Pro - Thr
55
Original amino Acid
: Met
Pro Leu Val Tyr Leu Gly Leu STOP
3. different than the original amino acid sequence
Activity 2: Chromosome Mutation

A. mRNA codon sequence : normal : CCC GAA GAA AAA
sickle : CCC GUA GAA AAA
amino acids coded : normal : Pro – Glu – Glu - Lys

sickle : Pro – Val – Glu - Lys
2. Non sense Mutation. It involves a single alteration to the DNA base pair.
B.
mRNA #1 mRNA #2 mRNA #3
Transcript AGU UUA GCA ACG AGA UCA AGC CUC GCC ACU CGU AGU UCG CUA GCG ACC AGU UCA
Translate
WEEK 6. ANSWER KEY

Learning Task 1:
1. What: Fossil Record
Why: Fossils are important evidence for evolution because they show that life on earth was once different from life found on earth today. It
shows how the living things adopt in different natural and catastrophic circumstances.
2. What : DNA analysis/Biochemistry
Why: The structure of the genetic code is almost identical in all living things. This uniformity in biochemical organization underlies the
diversity of living things and points to evolutionary relationships.
3. What: Comparative anatomy (Analogous structure)
Why: Structures of unrelated species may evolve to look alike, because the structure is adapted to similar function.
Learning Task 2:
1. Probably, the land became drier forest and heavy vegetation replaced by grasses and plains.
2. Early horses were small and had curved backs while todays horse are much larger with straight backs.
3. The height increases.
4. The teeth become larger and flatter as adaptation to grazing.
5. The foot increased in length, ankle bones decreased, Number of toes decreased, sign of side toes became shorter than the central toe which
became larger.
Learning Task 3
Answers may vary.
Week 7: ANSWER KEY
LEARNING TASK 1
PART A
1. Two sets of footprints. Yes, the footprint on the left belongs to smaller organisms, while footprints on the right belong to much bigger
organisms.
2. They are both going to the same direction.
3. Possible answers: in diagram 3, a struggle between the two organisms. In diagram 4 (Answers may vary), the organism with advantageous
characteristics survived. The smaller organisms did not survive.
LEARNING TASK 2
1. TRUE 6. TRUE
2. TRUE 7. FALSE
3. TRUE 8. FALSE
4. TRUE 9. FALSE
5. TRUE 10. TRUE
LEARNING TASK 3
- Answer may vary. ( 5pts each)
56
Week 8:Answer Key
Activity 1
1. Economic value
2. Scientific value
3. Economic value
4. Cultural value
5. Recreation
Activity 2
Answers may vary
WEEK 8b: ANSWER KEY

Learning Task 1
1. No, the population in US are not equally distributed.
2. California, Wisconsin, Illinois, Tennessee, West Virginia, Florida, Ohio, New Jersey, Pennsylvania, Massachusetts, Florida, New York,
Kentucky, Indiana
3. Nevada, Idaho, Utah, Montana, Wyoming, Colorado, New Mexico, North and South Dakota
4. 450,000 (Answers may vary)
5. Answers may vary
Learning Task 2
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Learning Task 3
DEPENDENT/ LIMITING EXPLANATION
INDEPENDENT FACTOR
Density-dependent factor Competition Answers may vary
Density-dependent factor Predation Answers may vary
Density-independent factor Flood/Typhoon Answers may vary
Density-independent factor Pollution Answers may vary
57

LAS 3rd Quarter FINAL

Uploaded by

Copyright:

Available Formats

LAS 3rd Quarter FINAL

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

LAS 3rd Quarter FINAL

Uploaded by

Copyright:

Available Formats

WEEK 1: Reproductive System

Background Information for Learners

The female reproductive system has the following functions:

WEEK 1: Reproductive System

Learning Competency with Code

LEARNING TASK 1: PARTS AND FUNCTIONS OF THE HUMAN REPRODUCTIVE SYSTEM

WEEK 1: Reproductive System

Learning Competency with Code

LEARNING TASK 2: ROLE OF HORMONES

2.Collecting ducts where the sperm are stored. Green

Figure A: section through a testis Figure B: Sperm

Rubric for Scoring

Background Information for Learners

A woman’s menstrual cycle is divided into four phases:

Figure 1: Menstrual Cycle

You may have period symptoms like these:

Feedback mechanisms in menstrual cycle:

WEEK 2: Menstrual Cycle

Learning Task 1: IMPORTANT EVENTS IN MENSTRUAL CYCLE

Follicle Stimulating Hormone Luteinizing Hormone Pituitary Gland

Estrogen from Ovaries Progesterone from Ovaries

Book: Scienc 10 LM unit 3 page 252

How to ensure healthy Homeostasis? Healthy body

Feedback mechanisms in homeostasis

Negative Feedback Loop

Positive Feedback Mechanisms

In a positive feedback loop, feedback serves

Learning Task 2: Positive and Negative Feedback Mechanism

Learning Task 3. Maintaining Homeostasis.

Book: Science 10 LM unit 3 page 255

Background Information for Learners

OVERVIEW OFHEREDITY: INHERITANCE AND VARIATION

THE DNA MOLECULE

The cells of the human body contain 23 pairs of

DNA is a large polymer and the instructions for genetic

NUCLEIC ACIDS: DNA AND RNA

THE STRUCTURE AND CHEMICAL COMPOSITION OF DNA AND RNA

Deoxyribonucleic Acid. Ribonucleic Acid

FUNCTION The blueprint of biological Helps carry out DNA's blueprint

STRUCTURE Double-stranded. It has two Single-stranded. Like DNA, RNA is

LOCATION DNA is found in the nucleus of a Depending on the type of RNA,

PROPAGATION DNA is self-replicating. RNA is synthesized from DNA

Chargaff’s Rule of DNA

The rule that in DNA there is always equality in quantity

It is the transfer of genetic instructions

HOW TO USE: (For instance you want

LEARNING TASK 1: “EXPLORING DNA”

2. What is this called? (encircled objects labeled #2). Describe it.

1. What happened to the DNA molecule?

2. What happened to the DNA molecule during the second

3. What happened to the DNA molecule during the third

LEARNING TASK 2: “LET’S TRACE THE CODE!”

DIRECTION: From the information given, fill in the missing information.

DNA mRNA (codon) tRNA (anticodon) AMINO ACID CODED

1. What is forming and happening in AREA A of the diagram? Describe it.

LEARNING TASK 3: C.S.I. -IN SEARCH OF MUTANT WHO?

BREAKING THE CODE

Answer the following:

Fill in the blanks for the missing mRNA codons.

DNA mRNA AMINO ACID