Earth and Life Science: Quarter 2 - Module 21: Evolving Concept of Life Based On Emerging Pieces of Evidence

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Earth and Life Science

Quarter 2 – Module 21:
Evolving Concept of Life Based
on Emerging Pieces of Evidence
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Personal Development
Alternative Delivery Mode
Quarter 2 – Module 21: Evolving Concept of Life Based on Emerging Pieces
First Edition, 2020
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Earth & Life Science

Evolving Concept of Life Based
on Emerging Pieces of Evidence
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Introductory Message
For the facilitator:
Welcome to the Earth and Life Science/Grade 11 Alternative Delivery Mode (ADM)
Module on Evolving Concept of Life Based on Emerging Pieces of Evidence!
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
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For the learner:
Welcome to the Earth and Life Science 11 Alternative Delivery Mode (ADM) Module
on Evolving Concept of Life Based on Emerging Pieces of Evidence!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link

the current lesson with the previous one.
What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.
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Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
Answer Key This contains answers to all activities in the

module.
At the end of this module you will also find:
References This is a list of all sources used in developing

this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
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What I Need to Know
This module was designed and written with you in mind. It is here to help you master
the Historical Development of the Concept of Life. The scope of this module permits
it to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
The module covers:

• Lesson 1 – Historical Development of the Concepts of Life
After going through this module, you are expected to:

1. identify the sequence of events of the history of life on earth;
2. name the pieces of evidence on the evolution of life on earth;
3. recognize the importance of knowing the history of life on earth
What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. Dinosaurs are reptiles that existed for a very long time. Which era did these
organisms evolve?
A. Cenozoic Era
B. Mesozoic Era
C. Paleozoic Era
D. Proterozoic Era
2. What are the first photosynthetic organisms that grow well on earth?
A. Bryophyllum’
B. cyanobacteria
C. stromatolites
D. zircon crystal
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3. The oxygen revolution changed Earth’s environment dramatically. Which of

the following adaptations took advantage of the presence of free oxygen in the
oceans and atmosphere?
A. The evolution of cellular respiration, which used oxygen to help
harvest energy from organic molecules.
B. The evolution of chloroplasts after early protists incorporated
photosynthetic cyanobacteria
C. The evolution of multicellular eukaryotic colonies from communities
of prokaryotes.
D. The evolution of photosynthetic pigments that protected early algae
from the corrosive effects of oxygen.
4. Why did it take millions of years for life to appear on Earth after the planet
had formed?
A. It took millions of years for RNA to replace DNA.
B. Life on Earth could begin only when seedlings arrived on our planet
from other worlds.
C. The planet had cooled down enough to sustain life.
D. The planet had warmed up enough to sustain life.
5. Which types of organisms developed first due to the early environmental
conditions on Earth?
A. eukaryotic and aerobic
B. eukaryotic and anaerobic
C. prokaryotic and aerobic
D. prokaryotic and anaerobic
6. What are called the remains of living organism used in understanding the
history of life on earth?
A. bone
B. fossils
C. seeds
D. shells
7. Which statement is NOT true of fossils?
A. A small percent of extinct organisms is preserved.
B. Most extinct organisms have been preserved.
C. Plants can form fossils.
D. Some bacteria can from fossils.
8. Which of the following can be considered as a fossil?
A. a billion-year old rock
B. a billion-year old piece of amber
C. a billion-year old amber with a primitive insect inside
D. the choices are all correct
9. What unique substance do researchers look after in their study of eukaryotes?
A. biomarkers
B. fossils
C. mitochondria
D. stromatolites
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10. What is the evidence for a last universal common ancestor among life on
earth?
A. They all look the same.
B. They are all aerobic.
C. They all have the same synthesis pattern.
D. They share the same underlying molecular biology.
11. Which statement best shows the main significance of studying the past?
A. It will allow them to think what they need to study
B. It will give job for many scientists and paleontologists.
C. The past is attractive to look back.
D. Understanding the past allows to predict the future and help in
creating it.
12. One of the significance of knowing the history of life is to determine the
origin of one living organism. According to researches, the ___are the only
surviving species and one of the living evidences that life have existed on
Earth and evolved from Homo erectus.
A. birds
B. dinosaurs
C. human beings
D. sponges
13. Over the past decades, there are challenges that environment faced.
Pandemics affected the lives of various living organisms. What is the
significance of knowing this history?
A. It will give an idea on how medical world will seek for the treatment.
B. It will give them an income.
C. It will lead them to know the history of life.
D. They will just be informed about it.
14. The following statements are challenges for the researchers in finding and
identifying signs of early cells. Which is not part of the group?
A. Cells are microscopic and most have no parts to fossilize
B. Slightly younger rocks have been heated up and undergone other
processes
C. Tectonic plate movements have destroyed nearly all rocks older than
about 4 billion years.
D. Materials and testing laboratories are not available.
15. The study of history of life is significant in many aspects. The stromatolites
played a significant role as a source of evidence. What is stromatolite?
A. It consists of layered bacteria and sediment.
B. It formed during volcanic eruptions.
C. It found in animals.
D. It produced by endosymbiosis .
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Lesson Evolving Concept of Life

1 Based on Emerging Pieces of
Evidence
Have you been curious of when and where did life possibly start on Earth? During
the 1800s geologists and the naturalists found several forms of physical evidence
that confirmed that Earth is very old. The evidence includes: fossils of ancient sea
life on dry land far from oceans, this supported the idea that the Earth changed over
time and some dry land today was once covered by oceans; the many layers of rock
allowed the people to realize that rock layers represent the order in which rocks and
fossils appeared, thus they were able to trace the history of Earth and life on Earth;
lastly, the indications that volcanic eruptions, earthquakes and erosion that
happened long ago shaped much of the Earth’s surface and supported the idea of an
older Earth. This module will help you understand the historical development of the
concept of life based on emerging pieces of evidence. This will trace back the events,
processes, and living organisms existed on earth from the earliest time to present.
What’s In
Activity 1: My Life in Timeline

Direction: Picture out a history of your life. Create a timeline that will reflect the
events happened to you in the past.
My Life in Timeline
Guide Questions
1. What is a timeline?
2. Why is timeline significant?
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This module will help you to understand the concepts about

historical development of life. Guide the students by elaborating
the simple and complex concepts included on each activity
presented. Expectedly you will meet the target at the end of the
module.
What’s New
Activity 2: Timeline of Events

Read and analyze the timeline. Arrange the following pictures in order. Write number
1 to 7 under each picture to show the order of the appearance of life forms on earth.
• The early earth is said to be violent

4.6 – 3.8 BYA because of the meteorites and volcanic
eruptions. With this condition, zircon
crystal was formed.
3.5 BYA • Life on Earth initially began with
prokaryotes, discovered in sedimentary
rock formations called stromatolites.
• The first photosynthetic organism
3.0 BYA thrived the earth which is blue green
algae called cyanobacteria.
Timeline of • Appearance of the first eukaryotes

Appearance of 2.0 BYA and the influx of multicellular
organisms occurred 1.2 billion years
Life Forms ago.
• The Paleozoic era when the trilobites
and cephalopods became dominant
500 MYA
in the ocean particularly during the
Cambrian and Ordovician
• The Mesozoic era-the age of reptiles that

251 - 65.5 has a span of 251 to 65.5 MYA divided
MYA into Triassic, Jurassic and Cretaceous
period
250 TYA • The Cenozoic era- recent life and based on

paleontological evidence. Homo erectus have
evolved.
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Cephalopod
_____________ ___________ and trilobite
Green algae
_________________ _____________
_________ __________
Activity 3: Evidence of Life

Directions: Give an evidence on the given events that occurred on geologic time scale
that enables the paleontologist to sequence the history of life.
Archean Proterozoic Eon

Hadean
(Period of (Period of
(Early Earth
Appearance of appearance of the
Development)
First Prokaryotes) first eukaryote)
Paleozoic era
Mesozic era
Cenozoic era (Dominance of
(Dominance of
(Recent Life) appearance of
dinosaurs)
trilobites)
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` Activity 4: It’s a match!
Directions: Column A are evidences while column B refers to certain timeline. Match
them by writing the letter of your answer on the space before the number.
Column A Column B
_____1. homo erectus A. 4.3 BYA
_____2. eukaryotes B. 2.0 BYA
_____3. zircon crystal C. Mesozoic Era
_____4. dinosaurs D. 250 thousand years ago
_____5. trilobite fossils E. Cambrian Period
Activity 5: Name It
Directions: Name the pieces of evidence on the evolution of life. Write your answer
on the space provided. Pick your answer from the terms inside the box.
zircon crystal stromatolites Cyanobacteria

first eukaryotes multicellular organisms Homo erectus
trilobite fossils
first prokaryotes
Period Evidences/Organisms
4.6 to 3.6 billion years ago 1.

3.5 billion years ago 2.
500 million years ago 6.
250 thousand years ago 7.
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What is It
The universe is about 4.6 billion years old. Life on earth, probably began only
between 3.5 and 4.0 billion years ago. Evidences from fossil records show the
emergence of the different life forms. The common ancestor of all life was prokaryotic.
Since, oxygen was scarce on the early Earth, so the ancestral cell must also have
been an anaerobic. There are some challenges encountered in searching for the
evidence of early life. Cells are microscopic and most have no parts to fossilize. The
tectonic plate movements have destroyed nearly all rocks older than about 4 billion
years, and most of the younger rocks have been heated or undergone processes that
destroy the traces of biological material. At present, the oldest cell microfossils
(microscopic fossils) are filaments from 3.5 billion-year-old rocks in Western
Australia. The filaments resemble chains of modern photosynthetic bacteria and the
rocks in which they occur are the remains of ancient stromatolites.
The researchers look for biomarkers specific to eukaryotes. It is a substance that
occurs only or predominantly in cells of a specific type. Eukaryotes are organisms
having true nucleus. The DNA is enclosed within the nucleus whereas DNA of most
prokaryotes lies enclosed in the cell’s cytoplasm. The first eukaryotes were protists.
For life to evolve from simple single-celled organisms to many millions of species of
prokaryotic species to simple eukaryotic species to all the protists, fungi, plants and
animals, took some time. The first life forms were very basic and this then allowed
for the evolution of more complex life forms. Eukaryotic cells evolved from prokaryotic
cells. The evolution of life is brought about the changes in the environment which
are linked to changes in climate and geology. These Earth’s environmental changes
made the Earth’s environment more suitable for a wider variety of life forms.
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Activity 6: Arrange Me
Directions: From the given statements below arrange them to show the origin and
evolution of eukaryotes. Number the boxes from 1-8, 1 as the earliest.
A. The emergence of first celled

B. Photosynthesis and aerobic
organisms lacking nucleus in respiration evolve in some
environment where oxygen was bacterial lineages
scarce .
C. Fungi, animals and algae that D. The presence of organic

give rise to plants-had evolved compounds on early Earth.
in the seas
E. Oxygen-producing F. Aerobic bacteria lived inside

photosynthetic bacterial cell eukaryotic cell, then
entered a eukaryotic cell, descendants of these bacteria
bacterial descendants evolved evolved into mitochondria
into chloroplasts
G. Endomembrane system and

nucleus evolve through the H. The modern life-modern
modification of cell organisms related by descent.
membranes
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What’s More
Activity 7: Time to Reveal
Directions: Arrange the jumbled word to reveal the evidence in the history of life on
earth. Write the answer on the space below the grid.
• A marine animal first evolved at
R I O T L T I E B the beginning of the Cambrian
period, 542 MYA, where they
dominated the ocean.
• The modern human that have

E E R C T U S M O H O evolved 250 thousand years ago.
A K R P O R Y O T S E • A basic cell type which lacks

true nucleus. Bacteria, blue-
green algae, archaeans and
spirochetes are examples of
organisms belonging to this cell
type.
R U O S D N I A S • These are giant reptiles that
roamed the earth during the
Mesozoic era.
A K R U E Y O T S E • This basic cell type possesses a

true nucleus that contains DNA
Activity 8: Origin of Life
Directions: Create a concept map that will discuss how life originated and
evolved based on emerging pieces of evidence using the concepts inside the
box.
• history of life ● adaptation

• eukaryotic cell ● photosynthesis
• prokaryotic cell ● scarcity of oxygen
• stromatolites ● biomarkers
• fossils ● organic monomers
• Variation Among Organisms
• Molecular DNA
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Activity 9: TMG (Transformations, Mass Extinctions and Geologic Changes)

Directions: Earth’s history is marked by a series of transformations, mass extinctions
and geologic changes that have taken place over the course of 4.6 billion years. Place
the given events on the corresponding time it occurred.
• First evidence of life (3,850 MYA) • Modern humans (0.1 MYA)

• Oldest fossils (3. 500 MYA) • Formation of great oceans (4,200
• First evidence of soft bodied animals MYA)
(900 MYA) • Continents begin shifting (3100
• The Cambrian Explosion (530 MYA) MYA)
• First land plants and fish (480 MYA) • Rodinia supercontinents breaks up (
• First reptiles (350 MYA) 700 MYA)
• First Mammals and dinosaurs (220 • Pangea supercontinent breaks up
MYA) (200 MYA)
• First birds (150 MYA) • Inland seas dry up (200 MYA)
• First hominids (5.2 MYA ) • Global ice ages begin (2 MYA)
• About 50%of marine invertebrate genera (Late Triassic 206 MYA)
• Dinosaurs and 60 to 80 percent of all species (End Cretaceous 65 MYA)
• 25 % of Marine invertebrate families (End Ordovician 443 MYA)
• Many wood land, plant-eating herbivores (Miocene 9 MYA)
Transformation Mass Extinctions Geologic changes

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Activity 10: Extinct Flora & Fauna

Directions: The study of the history of life revealed that there were living organisms
that became extinct brought by environmental conditions. In recent times, there are
news on various species that underwent this process. Enumerate flora and fauna
that become extinct and the reasons for this inexistence.
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Activity 11: Sequence of Events

Directions: Below are some key events happened in the past. Create a timeline that
will show the sequence of events of the history of life. Use the information below as
your guide. You may just use the keywords as part of your timeline.
• The genus Homo gave rise to modern humans, Homo sapiens, us. It
is estimated that they have been around for 2.3-2.4 million years,
coinciding with the first evidence of stone tool usage.
• The first mammals are our most direct ancestors, evolved from
Amniotes. One of the earliest known mammals was Eozostrodon lived
about 210 million years ago.
• Studies of fossils from the Devonian Period 416-359 MYA indicates
that land plants had evolved features we recognized today, such as
leaves, roots and secondary wood.
• Simple eukaryotes, but more advanced organisms, thought to
developed 1.6 – 2.1 billion years ago
• Oldest known fossilized prokaryotes have been dated approximately
3.5 billion years ago
• Around 1.1 billion years ago multicellular organisms are thought to
have started to develop.
• Animals in the most basic sense of the word, have evolved from
eukaryotes. Fossils of early sponges have been discovered in 665
million years old rock.
• 560 million years ago, some highly significant fossils of an organism
which was named Charnia were discovered. These enigmatic early
animals were anchored to the sea floor where they are thought to have
absorbed nutrients.
Activity 12: Why Should I Study History of Life?

Directions: Write at least fifty-word reflection paper on: “Why should I study history
of life?”.
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What I Have Learned
Activity 13: Complete me
Directions: Complete the paragraph by filling-up the blanks with the correct word
from the box.
stromatolites ocean
human Beings zircon crystal
4.6 billion years ago Mesozoic Era
Cenozoic 3.0 billion years ago
Earth Homo erectus
About (1) __________, the earth was formed as the solar system came into
existence with the other planets rotating around the sun. (2) __________ is said to be
geologically violent because of the continuous bombardment by meteorites and
volcanic eruptions. With this condition, minerals were formed from the elements and
compounds contained in the molten material. The oldest material found on earth is
the (3) __________ that is estimated to be 4.3 billion years old. Life on earth is believed
to begin 3.5 billion years ago with single –celled prokaryotes, as discovered in
sedimentary rock formations called (4) __________. As early as (5) __________, the first
photosynthetic organism thrived the earth which is blue green algae called
cyanobacteria. It was 2.0 billion years ago when the first eukaryotes appeared and
the influx of multicellular organisms occurred 1.2 billion years ago. During the
Paleozoic Era which lasted 542 to 251 MYA, the Cambrian and Ordovician Period
has been known as the age of invertebrates when trilobites and cephalopods became
dominant in the (6) __________. The (7) __________ is the age of reptiles that has a
span of 251 to 65.5 MYA divided into Triassic, Jurassic and Cretaneous Period. (8)
__________ is the era of recent life and based on paleontological evidence (9) __________
have evolved 250 thousand years ago. (10__________ are the only surviving species
and one of the living evidences that life have existed on earth.
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What I Can Do
Directions: You may pick one of the questions to answer in this area.
1. If the multicellular organisms arise from the unicellular organisms, can

you tell that all the species/organisms are related with one another?
2. If you are one of the environmentalists and was assigned in one of the
forests in the Philippines which happened to be the location of some
endangered species, what are the plans that you would organize to
ensure the conservation of the species of the flora and fauna present in
your assigned area?
3. Write a short poem that will discuss the importance of knowing the
concepts of the history of life to human beings and other living
organisms.
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Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Oxygen was scarce during the early development of Earth. By this situation,
what kind of organism first existed?
A. aerobic organism
B. anaerobic organism
C. mammal
D. protist
2. Which of the following statements is NOT true on the evolution of multicellular
organisms?
A. The process of continuous specialization brought more complex
organisms.
B. The prokaryotic organisms that formed multicellular aggregates were
like the cells of Cyanobacteria.
C. They are believed to have evolved from single-celled prokaryotic
organisms.
D. They are formed from other multicellular colonial aggregates through
cells specialization.
3. Why do you think the emergence of plants and animals came later than simple
living organisms?
A. The cell structures of these multicellular organisms are more complex.
B. Their existence is not that important on Earth
C. Their size is too big that it takes longer time for development.
D. These organisms composed of many nucleus compared to unicellular.
4. Which statement is incorrect about living organisms?
A. Evolution of oxygen-producing organisms allow the increase in the
atmospheric oxygen.
B. Organisms did not change despite of the changes in the environment.
C. The eukaryotic organisms evolved from the unicellular prokaryotic.
D. The earliest forms of life existed were the prokaryotes.
5. Place the following in the order in which they evolved or existed: eukaryotic
cell, prokaryotic cell, photosynthesis, organic molecules.
A. eukaryotic cell, photosynthesis, prokaryotic cell, organic molecules
B. eukaryotic cell, prokaryotic cell, organic molecules, photosynthesis
C. organic molecules, eukaryotic cell, photosynthesis, prokaryotic cell
D. organic molecules, prokaryotic cell, photosynthesis, eukaryotic cell
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6. What is the evidence for a last universal common ancestor among life on
Earth?
A. All are classified as aerobic organisms.
B. All look the same.
C. They have similar synthesis pattern.
D. They share similar molecular features.
7. What unique substance do researchers look after in their study of eukaryotes?
A. biomarkers
B. fossils
C. mitochondria
D. stromatolites
8. Which of the following can be considered as a fossil?
A. a billion-year old rock
B. a billion-year old piece of amber
C. a billion-year old amber with a primitive insect inside
D. the choices are all correct
9. Mainly the fossils are found on sedimentary rocks. What type of rocks are
stromatolites?
A. igneous
B. metamorphic
C. sedimentary
D. Trilobites
10. Which of the following is NOT true about the evidence that fossils provide?
A. All fossils gathered contain intact DNA that can be sequenced.
B. Fossil ages can often be determined by testing nearby rocks.
C. Fossil organisms often share physical similarities with living
organisms.
D. Some fossil organisms are transitional forms between groups of
organisms.
11. It was stated that the organisms are evolving. The evolution can be due to
environmental changes. More so, the conservation of their traits depends
mainly on how they will survive. In this regard, humans alter the natural world
bringing harmful consequences from their activity, known as ___.
A. environmental issues
B. ecosystem conflict
C. environmental topics
D. human intervention
12. What is the significance of studying the molecular evidence present among
living organisms?
A. It will allow the classification of living organisms.
B. It will benefit the economy of the world.
C. It will give idea for the scientist which to clone.
D. It will then serve as the basis of what to study.
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13. Over the past several decades, natural selection has caused populations of
Staphylococcus aureus to evolve resistance to most antibiotics. What do you
think would be the significance of being knowledgeable about the history of
this organism towards antibiotics?
A. It will give an idea of continuing the use of antibiotic against
Staphylococcus aureus.
B. It will give an idea for the medical team to discontinue the use of
particular antibiotic resistant to that microorganism.
C. It will just give them background about the microorganism.
D. It will just give them idea of increasing the frequency of the organisms.
14. The study of history of life is indeed significant. As part of searching for the
fossils of previous organisms, stromatolite played a significant role. What is
true about stromatolite?
A. It is found on eukaryotes.
B. It is produced by endosymbiosis.
C. It consists of layered bacteria and sediment.
D. It is formed during volcanic eruptions.
15. The following statements are challenges for the researchers in finding and
identifying signs of early cells. Which is NOT part of the group?
A. Cells are microscopic and most have no parts to fossilize
B. Materials and testing laboratories are not available.
C. Slightly younger rocks have been heated up and undergone other
processes
D. Tectonic plate movements have destroyed nearly all rocks older than
about 4 billion years.
Additional Activities
1. It was stated that researchers faced challenges looking for fossils of the
earliest-life forms. These fossils served as evidence of the origin of life. Based
on your knowledge of tectonic plates, why few samples of early rocks remain?
2. Create an interactive infographic that will show the history of earth.
17
18
What is It What I Know
Activity 10: Extinct Flora & Activity 6: Arrange Me 1. B
Fauna A. 2 F. 5 2. B
Students’ answer may B. 3 G. 4 3. A
vary C. 7 H. 8 4. C
Activity 11: Sequence of D. 1 5. D
Events E. 6 6. B
1. Prokaryotes-3.5 billion 7. B
2. Simple eukaryotes- What’s More 8. D
1.6-2.1 BY Activity 7: Time to Reveal 9. A
3. Animals-sponges – 665 1. trilobite 10. D
MY 2. Homo erectus 11. D
4. Charnia- 560 MY 3. prokaryotes 12. C
5. Land plants- 416-359 4. dinosaurs 13. A
MY 5. eukaryotes 14. A
6. First mammals- Activity 8: Origin of Life 15. A
Eozostrodon- 210 MY Students’ answer may
7. Homo sapiens- 2.3- vary What’s In
2.4 MY Activity 9: TMG Activity 1: My Life in
Activity 12: Why Should I Transformations Timeline
study History of Life 1. First evidence of life Students’ answer may
Students’ answer may 2. Oldest fossils vary
vary 3. First evidence of soft What’s New
bodied animals Activity 2: Timeline of Events
What I Have Learned 4. The Cambrian 1. 7
Activity 13: Complete Me Explosion 2. 5
1. 4.6 billion years ago 5. First land plants and 3. 3
2. Earth fish 4. 2
3. zircon crystal 6. First mammals and 5. 1
4. stromatolites dinosaurs 6. 4
5. 3.0 billion years ago 7. First birds 7. 6
6. ocean 8. First hominids Activity 3: Evidence of Life
7. Mesozoic era 9. Modern humans 1. zircon crystal
8. Cenozoic Geologic Changes 2. stromatolites
9. Homo erectus 1. Formation of great 3. biomarkers
10. human beings oceans 4. trilobite fossils
2. Continents begin 5. dinosaur fossils
What I Can Do shifting 7. Homo erectus
Students’ answer may 3. Rodinia Activity 4: It’s a Match
vary supercontinents breaks up 1. D
4. Pangea 2. B
supercontinents breaks up 3. A
Assessment
5. Inland seas dry up 4. C
1. B 11. D 6. Global ice ages 5. E
2. D 12. A Mass Extinctions Activity 5: Name It
3. A 13. B 1. 50% invertebrate 1. zircon crystals
4. B 14. C genera 2. stromatolites
5. D 15. D 2. Dinosaurs and 60 to 80 3. cyanobacteria
6. D % of all species 4. first eukaryotic
7. A 3. 25 % of marine 5. multicellular
8. D invertebrate families organisms
9. C 4. many wood land, plant- 6. trilobite fossil
10. A eating herbivores 7. Homo erectus
Answer Key
24
25
References
Books
Ramos, J.D.A. and A.C.M. Ramos. Exploring Life Through Science BIOLOGY.
Quezon City: Phoenix Publishing House, Inc., 2006.
Rea, M.A.D and N.H.A Dagamac. General Biology 2. Manila: Rex Book Store
Inc.,2017.
Robert, Dorothy, Mike, Dana, Donald, David, Cecie, Ralph, Christine, Lisa and
James F. Petersen. Earth and Life Sciences. Manila: Rex Book Store Inc.,
2016
Sia, S.R.D. and L.A.S. Cortez. Earth and Life Science. Quezon City. Sibs Publishing
House, Inc., 2016.
Websites
David Warmflash & Nathan Lents, “Origins of Life 1: Early Ideas and Experiments”,
accessed June 12, 2020,
https://www.visionlearning.com/en/library/Biology/2/Origins-of-Life-
I/226/quiz
“Deep Time and the History of Life,” PBS Learning Media, accessed June 5, 2020,
https://www.pbslearningmedia.org/resource/tdc02.sci.life.div.lp_divdeeptim
e/deep-time-and-the-history-of-life/
Jamie Brightmore, “Deep Time: A History of Earth-Interactive Infographic,” Jaybee

Productions, accessed June 3, 2020, https://deeptime.info/Jamie
Brightmore/Jaybee Productions, 2011-2020
“Practice: Fossils: Rocking the Earth quiz,” Khan Academy, accessed June 12, 2020,
https://www.khanacademy.org/partner-content/nova/nova-labs-
topic/evolution-101/e/fossils--rocking-the-earth-quiz.
19
26
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: [email protected] * [email protected]
20
27
21
28

Unifying Themes in the Study of
Life
29
Quarter 2 – Module 22: Unifying Themes in the Study of Life
First Edition, 2020
over them.


Writers: Vivan A. Novales, Rhodora G. Bautista
Jocelyn M. Manset
Job S. Zape Jr.
Jocelyn M. Manset
Job S. Zape Jr.
Eugenio S. Adrao
Elaine T. Balaogan
Merthel M. Evardome
Nadine C. Celindro
Nicolas M. Burgos
Mario B. Maramot
Fe M. Ong-ongowan

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
30
Earth & Life Science

Unifying Themes in the Study of
Life
31
Welcome to the Earth and Life Science/Grade 11 Alternative Delivery Mode (ADM)
Module on Unifying Themes in the Study of Life!
the module:

ii
32
For the learner:
Welcome to the Earth and Life Science 11 Alternative Delivery Mode (ADM) Module
on Unifying Themes of the Study of Life!
module.

module.





iii
33


competency.

learned concepts.

module.

this module.
4. W23wsObserve honesty and integrity in doing the tasks and checking your
answers.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
iv
34
What I Need to Know
the Unifying Themes of Biology. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
The module covers:

• Lesson 1 – Unifying Themes of Study of Life (Biology)

1. name the unifying themes in the study of life;
2. describe the unifying themes illustrated;
3. explain the connection among living things and their interaction with the
environment;
4. give details on how these themes serve as the foundation in the study of
biology.
5. value life by taking good care of all beings, human, plants and animals.
What I Know
paper.
1. Continuity of life is explained by ______________.

A. evolution
B. regulation
C. form and function
D. reproduction and inheritance
2. Living things are considered organisms if they possess which of the following
characteristics?
A. grow and develop
B. failure to produce offspring
C. absence of orderly structure
D. incapability of adapting to changing environment
1
35
3. Which of the following best explains why humans sweat when they get hot?
A. ability to grow
B. ability to reproduce
C. maintain the internal environment
D. use energy
4. Describe the image illustrated on the right side.
A. It shows how organisms respond to its
environment.
B. The organisms are growing and developing.
C. There is a transfer of energy among living
organisms.
D. They are evolving.
5. Which statement does not describe the image on
the right side?
A. Plants acquire energy for them to perform its
task, the food making.
B. Plants need the abiotic factors in order to
grow.
C. There is a transfer of energy from the sun to
the plants.
6. Which is TRUE among the given statements
that tell something about the illustration?
A. Early organisms lack cell.
B. Cell is the basic unit of life.
C. Cell is present among eukaryotic only.
D. Cell is present on fossils.
7. Living organisms cannot live alone, they are interacting with the abiotic factors
for sustainability of life. Which among the organisms is considered as the
abiotic?
A. bacteria
B. plant
C. light
D. man
8. One of the characteristics possessed by living organisms is growth and
development. This happens upon acquiring energy. When creating a food
chain, in what order do we start illustrating the smallest organism having the
most energy?
A. leading to the right
B. leading to the left
C. in the middle
D. any order will do
2
36
9. A nice smell of a plant is an adaptation that ______________

A. helps the plant to keep the nutrients inside.
B. pushes away the animals that try to eat them.
C. attracts the pollinators.
D. regulates the internal environment.
10. It was observed that the deciduous trees lose their leaves in cold and winter
in order to avoid freezing. This is an example of ______________.
A. a response
B. organization of life
C. function and structure
D. unity of living systems
11. It is a unifying theme of life science that explains the improvement of lives
of all organisms through research.
A. adaptation
B. inheritance
C. energy and life
D. biology and society
12. All organisms alive today have descended from simple cellular creatures
billions of years ago. Biologists were able to identify and preserved some of
the characteristics of that earliest organisms. This is associated in what
theme?
A. Function and structure are interdependent.
B. Cell theory as a description of living systems.
C. Emergent properties arise from the organization of life.
D. Unity of living systems is explained by evolutionary conservation.
13. The orchard sprayed with the chemical yields an average of 60 kilos of mango
per tree, the other orchard yields an average of 40 kilos of mangoes per tree.
Based on the data, in order to have a better yield trees must ______________.
I. receive the same amount of sunlight
II. receive the same amount of water
III. increase the orchard spray
A. I only
B. II only
C. I, II
D. I, II, III
3
37
14. Many threatened or endangered species can be saved by a large
______________.
A. coal mine
B. food chain
C. wildlife hunting
D. reforestation project
15. Living organisms can be protected through fighting deforestation. Which
statement/s describe/s this?
A. Plant more trees.

B. Reduce the use of products made from wood fiber.
C. Demand forest products from sustainable sources and deforestation fee
supply chains.
D. The choices are all correct.
4
38
Lesson
Unifying Themes in the
1 Study of Life
Earth is the home of organisms, including animals, plants and microorganisms. They
are found in the different parts of the said planet. The ecosystems-the biological
communities- include living organisms (biotic factors) like animals, plants, insects
and bacteria (interacting to its environment), as well as the nonliving components
(abiotic factors) like the rock, soil, water and sunlight. Non-living things are classified
as inanimate objects that may influence, alter or impact the life of biotic factors.
These abiotic factors are essential to biotic factors in various ways.
The field of science that deals with the study of life is the Life Science/Biology. It
involves different disciplines. These disciplines are connected to one another,
through which the biologist termed as unifying themes.
This module emphasizes these unifying themes that serve as the bases of the study
of Life Science. The ten unifying themes include: emergent properties, the cell, the
heritable information, structure/function, interaction with the environment,
regulation, unity and diversity, evolution, scientific inquiry, and the science,
technology and society. More so, this module explores how organisms interact with
one another and to its environment.
What’s In
Biology is the discipline of science that deals with the study of life. This comprises
number of disciplines such as biochemistry and ecology. As a wide-ranging and
complex science, biologists designed the term “unifying themes”, which serve as the
bases for the study of life.
5
39
Activity 1: DAD (Decode, Arrange, Describe)

Directions: Decode the given numbers to their corresponding letters of the alphabet,
then arrange the letters to reveal the magic word related to Biology. Lastly, describe
the term revealed.
12 5 3 12
1.
27 17 17 3 5 12 7
2.
1 1 1 18 22 22 9 14 17
3.
.
1 1 1 18 22 22 9 14 17 4
4.
7 8 20 22 17 25
5.
Guide the learners on defining and relating the magic word to the
field of Biology.
6
40
What’s New
Activity 2: Name It
Directions: Name the unifying theme illustrated below. Choose your answer from
words inside the box.
biological system reproduction and inheritance

cell regulation
interaction with the environment adaptation
energy and life evolution
form and function biology and society
1. 4.
2. 5.
3.
7
41
Activity 3: Match It
Directions: Match the given statements to its corresponding unifying themes.
1. Living things work as a system, at the same A. biological system

time they cannot be separated from non-living
things since they are both operating as a system.
2. Cells are the basic unit of life, which denotes B. energy and life
that all living things are composed of cells.
3. Autotrophs use light to perform the process C. biology and society
photosynthesis, on the other hand, heterotrophs
consume other organisms to obtain food.
4. Living things cannot live alone, their survival D. interaction with the
depends on how they interact with the environment
environment.
5. Organisms’ structures fit with its functions. E. the cellular basis of
life
6. Traits of parents are being passed from F. form and function
one generation to the next generation.
7. Cells of the body are surrounded by a G. reproduction and
small amount of fluid, and normal cell functions Inheritance
depend on the maintenance of cell’s fluid
environment including temperature, volume, H. adaptation
and chemical content.
8. Living organisms survive depending on I. regulation /
how one will adapt to its changing environment. homeostasis
9. The diversity of life arises by change
leading to the present biodiversity that we see. J. evolution
10. The field of science is changing the lives of
all organisms through research. K. scientific inquiry
What is It
The unifying theme connects the different subdisciplines that make biology as a
science. In addition to, the living organisms differ from nonliving organisms in
various aspects. What are these shared properties (of living organisms) that make
something “alive”?
▪ All levels of life have systems of related parts.
➢ A system is an organized group of interacting parts.
➢ A cell is a system of chemicals and processes. It is the basic unit of
life.
➢ A body system includes organs that interact.
➢ An ecosystem includes living and nonliving things that interact.
▪ Structure and function are related in biology.
➢ Structure determines function.
➢ The structure is the shape of the object.
➢ The function is the object’s specific role.
8
42
▪ Organisms must maintain homeostasis to survive in diverse

environments.
➢ Homeostasis is the maintenance of constant internal conditions.
➢ All living organisms must live in a stable environment.
▪ Evolution explains the unity and diversity of life.

➢ Evolution is the change in living things over time. The genetic makeup
of a population of a species changes.
➢ It accounts for both the diversity and the unity of life.
▪ Traits are being inherited and transferred.

➢ The continuity of life depends on the inheritance of biological
information in the form of DNA molecules.
➢ The genetic information is encoded in the nucleotide sequences of the
DNA.
▪ Organisms reproduce.
➢ It is necessary part of living; process of making more of one’s own
kind.
▪ Organisms are interdependent with one another.

➢ Organisms have evolved to live and interact with other organisms.
➢ Ecology deals with the interactions of living organisms with one
another and their environment.
▪ Organisms acquire and process energy.

➢ Living organisms use a source of energy for their metabolic activities.
➢ Some living organisms capture the light energy and convert it into
chemical energy in food.
➢ Some living organisms use chemical energy stored in molecules
obtained from food.
In addition to the properties mentioned, the two additional unifying

themes in the study of life include the scientific inquiry and science, technology
and society.
▪ Scientific Inquiry
➢ The process of science includes observation-based discovery and the
testing of explanations through the hypothetic-deductive.
➢ Scientific credibility depends on the repeatability of observation and
experiments.
▪ Science, Technology and Society

➢ Many technologies are goal-oriented applications of science.
➢ The relationships of science and technology to society are now more
crucial to understand than ever before.
9
43
Activity 4: What a Beautiful Life!

Directions: Given the characteristics of life in the first column, answer the related
questions posted in the second column.
Characteristics of Life Questions
What is the level of organization

Displays organization of living organisms?
Why do organisms reproduce?

Ability to reproduce
Why do organisms adapt?

Ability to adapt on changing
environment
In what way do living organisms

acquire energy?
Requires energy
Why is energy significant?
In what way do homeostasis

maintains?
Maintains homeostasis
What’s More
Activity 5: Connect Me
Directions: Show the connections of the given biotic and abiotic factors written
inside the box through a concept map.
Soil sunlight water Carbon dioxide
Oxygen Corn plant Man Chicken
10
44
Activity 6: What’s the connection?

Biology, also referred as Biological Science or Life Science deals with the study of
living organisms. It is divided into subdisciplines. As a broad discipline, biologists
use the term unifying themes where the study is being anchored. The major unifying
themes that were mentioned include the cell theory as a description of living systems,
continuity of life as explained by the molecular basis of inheritance, the
interdependence of structure and function, the diversity of life brought by evolution,
unity of living systems as explained by evolutionary conservations, and emergent
properties that arise from the organization of life.
Directions: Describe each unifying theme illustrated below. Give details on how these
themes serve as the foundation in the study of biology.
1.
Growth and development

Continuity of life
2.
Organization of Life
Acquire and process energy
11
45
Directions: Using the illustration below, explain briefly the interconnections of living
things and their environment. State how human being may value life.
Activity 7: Picture It Out
Directions: Create a visual representation of each theme. Write a sentence that will
explain how your picture is connected to the theme.
Unifying Themes Illustration/Explanation
1. Biological System
2. Cellular Basis of Life
3. Interaction with its

environment
4. Energy and Life
5. Form and Function
6. Reproduction and
Inheritance
7. Regulation
8. Adaptation
9. Evolution
10. Biology and Society
12
46
Activity 8: Complete Me
Directions: The two additional unifying themes of Biology are: “science benefits from
a cooperative approach and diverse viewpoints” and “scientists make observations
and then form and test hypotheses”. Using the template below, share your ideas
about the mentioned themes as you relate it to science, technology and society.
Subject Theme: _________

My chosen word is ______.
First, I know that ____.
In addition, I know that ____.
Finally, I know that ___.
Now, you know something that I know ____.
What I Have Learned
Understanding how life came about is a deep scientific undertaking. Organisms’

function, structures, growth and origin are indeed one of many diverse topics that
should be explored to grasp the complexities of life. Generally, the following
statements provide key concepts on the unifying themes in the study of life.
1. Biology is about the study of life.

2. The unifying themes connect the different subdisciplines that make up
biology as a science.
3. The unifying themes of biology comprise the cell theory as a description of
living systems, continuity of life, interdependence of function and structure,
evolution, unity of living systems and the properties that arise from the
organization of life.
4. The living organisms are composed of cells as what was discussed in the cell
theory. The cell theory is the foundation of our understanding of reproduction
and growth of organisms.
5. The continuity of life is best explained by the molecular basis of inheritance.
Heredity, which is the continuity of life from one generation to the next, is
dependent on correct copying of cell’s DNA into daughter cells.
6. The function and structure are interdependent.
7. The evolutionary change give rise to the diversity of life.
8. Living organisms (biotic factors) are dependent on its environment which
consists of nonliving organisms (abiotic factors). Living organisms also
interact with other living organisms.
9. Biotic factors (living things) are defined by set of characteristics including the
ability to reproduce, grow, move and ability to adapt to its environment. They
need food, water and other abiotic factors for their growth and development.
10. Abiotic factors are inanimate objects which include rocks, water, weather and
other living things present in the environment.
13
47
11. Biological systems are organized.

12. The study of Biology is important. It enables us to make appropriate decisions
in life. Failure to grasp biological concepts lead into an inappropriate
decisions.
13. One must value life by taking good care of all beings, humans, plants and
animals.
What I Can Do
“Covid-19 is one of the current problems that the world is experiencing. It is an

infectious disease caused by severe acute respiratory syndrome which affects
different people in different ways. How do you think Biology can be used to solve this
problem? (Include also on your discussion on how life may be valued.)
Make a creative presentation for your discussion.
Assessment
Directions: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. Genes are passed from one generation to the next generation through
______________.
A. evolution
B. regulation
C. form and function
2. Which among the given examples describes the unifying form and structure?
A. cellular basis of life
B. light as source of energy
C. bats have wings specialized for flying
D. living things arise from pre-existing cells
14
48
3. Makahiya plant closes its leaflets when touched. This is an example of

______________
A. energy and life
B. response to stimuli
C. form and structure
4. Describe the image illustrated.
A. It shows how organisms respond to its
environment.
B. Organisms are growing and developing.
C. There is a transfer of energy among living
organisms.
5. Which statement does not describe the image on
the right side?
A. Plants acquire energy for them to perform its
task, the food making.
B. Plants need the abiotic factors in order to
grow.
C. There is a transfer of energy from the sun to the plants.
Which is TRUE among the given statements
that tell something about the illustration?
A. Early organisms lack cell.
B. Cell is the basic unit of life.
C. Cell is present among eukaryotic only.
D. Cell is present on fossils.
7. Living organisms cannot live alone, they are interacting with the abiotic factors
for sustainability of life. Which among the organisms is considered as the
abiotic?
a. bacteria
b. plant
c. light
d. man
8. Chameleons shift colors wherever they go. They are able to turn any colors or
combine colors depending on where the environment is. What trait is being
described?
a. adaptation
b. interaction
c. inheritance
d. reproduction
9. The diversity of life arises by change leading to the present biodiversity that
we see. This is what we call as ______________.
A. evolution
B. adaptation
C. inheritance
D. reproduction
15
49
10. The field of science is changing the lives of all organisms through technology
and research. This is explained by ______________.
A. adaptation
B. biology and society
C. energy and life
D. inheritance
11. All organisms alive today have descended from simple cellular creatures
billions of years ago. Biologists were able to identify and preserved some of
the characteristics of that earliest organisms. This is associated in what
theme?
A. Function and structure are interdependent
B. Cell theory as a description of living systems.
C. Emergent properties arise from the organization of life.
D. Unity of living systems is explained by evolutionary conservation.
12. Research plays significant role for the improvement of lives in a given society.
With these, more scientists agree that all scientific knowledge comes from
______________.
A. experimentation
B. observation
C. textbooks
D. both experimentation and observation
13. The orchard sprayed with the chemical yields an average of 60 kilos of mango
per tree, the other orchard yields an average of 40 kilos of mangoes per tree.
Based on the data, in order to have a better yield trees must ______________.
I. receive the same amount of sunlight
II. receive the same amount of water
III. increase the orchard spray
a. I only
b. II only
c. I, II
d. I, II, III
14. Many threatened or endangered species can be saved by a large ______________.
A. coal mine
B. food chain
C. wildlife hunting
D. reforestation project
15. Living organisms can be protected through fighting deforestation. Which
statement/s describe/s this?
A. Plant more trees.
B. Reduce the use of products made from wood fiber.
C. Demand forest products from sustainable sources and deforestation
fee supply chains.
D. The choices are all correct.
16
50
1. Explain the quotation “Your body isn’t just a body, it’s an ecosystem” by Steve
Mills. You may present your work through an essay or illustration.
2. Explain how Biology can be studied from a microscopic approach to global

approach. (Indicate the unifying themes where the study of Biology is being
anchored).
17
18
What is It What I Know
Activity 4: What a Beautiful 1. A
Life? 2. B
1. A 3. C
2. E 4. C
3. B 5. D
4. D 6. A
5. F 7. C
6. G 8. B
7. I 9. C
8. H 10. A
9. J 11. D
10. C 12. D
13. C
What’s More 14. D
Students’ answer may vary 15. D
What I Can Do What’s In
Students’ answer may vary Activity 1: DAD
1. ecology
Assessment 2. cell
3. evolution
1. D
4. adaptation
2. C
5. growth
3. B
4. C
What’s New
5. D
6. A Activity 2: Name It
7. C 1. cell
8. A 2. evolution
9. A 3. interaction with the
10. B environment
11. D 4. form and function
12. D 5. energy and life
13. C Activity 3: Match It
14. D 1. A
15. D 2. E
3. B
4. D
5. F
6. G
7. I
8. H
9. J
10. C
Answer Key
51
52
References
Books
Moncada, Maria Noemi M,, Rolly B. Bayo-ang, Maria Lourdes G. Coronacion,

Annamae T. Jorda and Anna Jamille Restubog. Earth and Life Science.
Quezon City: Educational Resources Corporation, 2016.
Ramos, J.D.A. and A.C.M. Ramos. Exploring Life Through Science BIOLOGY.
Quezon City: Phoenix Publishing House, Inc., 2006.
Rea, M.A.D and N.H.A Dagamac. General Biology 2 Manila: Rex Book Store Inc.,
2017.
Seeley, Rod A, Trent D. Stephens and Philip Tate. Essentials of Anatomy and
Physiology. Singapore: Mc Graw Hill, 2007.
Sia, S.R.D. and L.A.S. Cortez. Earth and Life Science. Quezon City. Sibs Publishing
House, Inc., 2016.
Website
“Biological system”. Biology Online. Accessed May 28, 2020,
https://www.biology-online.org/dictionary/Biological_system
19
53

Telefax: (632) 8634-1072; 8634-1054; 8631-4985
20
54

Perpetuation of Life
55
Quarter 2 – Module 23: Perpetuation of Life
First Edition, 2020
over them.


Writers: Nerissa E, Manila
Jocelyn M. Manset
Job S. Zape Jr.
Jocelyn M. Manset
Job S. Zape Jr.
Eugenio S. Adrao
Elaine T. Balaogan
Merthel M. Evardome
Nadine C. Celindro
Nicolas M. Burgos
Mario B. Maramot
Fe M. Ong-ongowan

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
56

Perpetuation of Life
57
Welcome to the (Earth and Life Science Grade 11) Alternative Delivery Mode
(ADM) Module on (Perpetuation of Life) !
the module:

ii
58
For the learner:
Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on

(Perpetuation of Life) !
module.

module.





iii
59


competency.

learned concepts.

module.

this module.
not alone.
iv
60
What I Need to Know
the nature of Biology. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.
The module covers:

• Lesson 1 – Perpetuation of Life

1. identify the type of asexual and sexual reproduction in animals;
2. describe the different ways of how representative animals reproduce
3. realize the importance of reproduction to maintain the continuity of life
What I Know
paper.
1. A term used to described morphologically and genetically similar individuals
A. clone
B. identical
C. similar
D. vegetative
2. The organism divides into two, leaving one piece headless and the other
Tailless each piece grows the missing body parts.
A. binary fission
B. binary fusion
C. transverse fission
D. transverse fusion
3. Reproduction in animals that involves production of new living organism by
combining two gametes from different organism, one male producing motile
gamete that must fused with the egg cell from female organism
A. asexual
B. sexual
C. both and b
D. none of a and b
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4. The largest cell in the female body waiting for a motile gamete to be fused with
A. egg
B. morula
C. sperm
D. zygote
5. Live bearing are animals which give birth to live offspring
A. oviparous
B. viviparous
C. both and b
D. none of a and b
6. In sexual reproduction, what are the gametes involved?
A. egg cell
B. sperm cell
C. both and b
D. none of a and b
7. It is characterized as having two reproductive system in one organism.
A. hermaphroditism
B. sequential hermaphroditism
C. both and b
D. none of a and b
8. Which is TRUE about sexual reproduction
A. Gametes has diploid cells.
B. Occur with only one parent involve.
C. Produce genetically different offspring as compared to parents.
D. Involves less time as compared to asexual preproduction process.
9. It is the term called for organism that shift from male to female like clown
fish.
A. protandrous
B. protogynous
C. both and b
D. none of a and b
10. Monkeys and other four legged animals are classifies as
A. oviparous
B. viviparous
C. both and b
D. none of a and b
11. The Philippine eagle is an example of
A. oviparous
B. viviparous
C. both and b
D. none of a and b
12. A new organism develops from an outgrowth or bud due to cell division at
one particular site is called
A. budding
B. fragmentation
D. parthenogenesis
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13. Process in which an organism divides into two and grow into a new
organism
A. binary fission
B. budding
D. parthenogenesis
For numbers 14-15, refer to the following choices below.
A. Statement I is correct
B. Statement II is correct.
C. Statement I and II are both correct.
D. Statement I and II are both incorrect.
_________14.
I. Aphids can reproduce sexually when condition are stable and
favorable during springs
II. Aphids can reproduce asexually when condition are stable and
favorable during springs
_________15. I. Sexual reproduction involves the union of gametes and it does
not change the number of chromosomes present.
II. Asexual reproduction involves the union of gametes and it does
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Lesson
1 Perpetuation of Life
There are varieties of organism in animal kingdom that means they possess different
modes of reproduction depending on the complexity of their morphology and
physiology. Simple organisms reproduce through asexual reproduction – offspring
come from a single parent and has the exact copy of the genes hence referred as
“clone”. Sexual reproduction in animals is the production of new living organism by
combining two gametes from different organism, one male producing motile gamete
that must fused with the egg cell from female organism. Through this process
similarity is preserve with respect to the transfer of genes from the parts to offspring
and individuality that explains the individual characteristics possessed by an
organism different from their parents nor siblings.
What’s In
Activity 1 It’s a Review!

Directions. Write TRUE on the space provided if the statement supports the unifying
themes in the study of life and FALSE if it doesn’t.
_______________ 1. Biological system can be applied to all levels of life starting to the
molecules of our cells all the way up to the whole biosphere.
_______________ 2. All organisms are made up of similar and one kind of cell.
_______________ 3. The coordination of the form and function of parts (form-fit-
function theme) strengthens the structure of life.
_______________ 4. An organism can be completely isolated from its surrounding.
_______________ 5. Energy can be obtained in chemical form in all the food we are
taking in the body.
_______________ 6. The three main structure of plants are flowers, seeds, and
fruits.
_______________ 7. The mature ovule of the flower is called fruit.
_______________ 8. The seed is the matured ovary of the flower after fertilization.
_______________ 9. Seeds pf plants can be dispersed through water, wind and
animals.
_______________ 10. The brightly coloured part of the flower that attract pollinator
are the petals.
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animal reproduction. All parts are consist of activities. Be guided
with the instruction on how you will answer each. Expectedly you
will meet the target at the end of the module.
What’s New
Activity 2 Spot the difference

Directions. Observe the two pictures below and answer the following question
carefully.
Guide questions.
1. Do you see any similarities and differences in the pictures?

_________________________________________________________________________________
_________________________________________________________________________________
2. If yes, can you describe how the first picture is similar to the other image?
_________________________________________________________________________________
_________________________________________________________________________________
3. If no, can you describe how the first picture is different to their image?
_________________________________________________________________________________
_________________________________________________________________________________
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What is It
Asexual Reproduction
Asexual reproduction is defined as the formation of new individuals from the cells of
a single parent. This is very common in plants less common in animals. Animals.
Asexual reproduction does not involve the union of gametes (sperm cell and egg
cell) and it does not change the number of chromosomes present. The resulting
offspring is similar or identical to the parent and without the need for a mate, they
are able to reproduce. There are different types of asexual reproduction in animals.
Activity 3 Reveal me!

Directions. Reveal the terms in grid by replacing the number with the vowels.
A(1) E(2) I(3) O(4) U(5)
1. 1 S 2 X 5 1 L
• Single individual produces offspring
2. F R 1 G M 2 N T 1 T 3 4 N
• Pieces of the parent breaks off and develops into a new animal
B 3 N 1 R Y
3.
• Process in which an organism divides into two and grow into a
new organism
4. B 5 D D 3 N G
• Process outgrowth or callus projecting from the parent and

eventually buds off
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P 1 R T H 2 N 4 G 2 N 2 S 3 S
5.
• Mechanism of asexual reproduction in which female offspring
develops from unfertilized eggs
6. T R 1 N S V 3 R S 3
• Fission that involves direct reproduction in which each portion

regenerates missing parts to become a complete new animal
depending on the axis of separation
Sexual Reproduction
Sexual reproduction is the perpetuation of a new organism from two organism with
the use gametes. In this process male gametes which is the sperm cell fuses with a
female gamete known as the egg cell to form a diploid cell called zygote containing
two sets of chromosomes. During sexual reproduction the genetic material contained
in their chromosomes combine to produce genetically diverse offsprings that are
different from both parents. Humans, frogs, fish cats and dogs all reproduce through
the method of sexual reproduction.
Activity 4 Fill In
Directions. Complete the description of the illustration in the left column by
choosing the terms in the grid. Write your answer in the spaces.
INSIDE EGG PARENT YOUNG
OVIPAROUS ANIMALS that lay

their ______, with little or no other
embryonic development within the
_________.
VIVIPAROUS ANIMALS bringing

forth live _______ that have
developed _______ the body of the
parent.
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What’s More
Types and Examples of Asexual Reproduction in Animals

Activity 5 Asexual Reproduction in Animals
Directions. Match animals to the type of asexual reproduction and their descriptions.
Write the type of asexual reproduction and the letter of the description in each
column.
Type of asexual reproduction:
PARTHENOGENESIS BINARY FISSION FRAGMENTATION

TRANSVERSE FISSION BUDDING
Descriptions:
A. The organism split into two separate organism.

B. A new individual grows on the body of its parent.
C. Multiple pieces of the parent breaks off and develops into a new organism.
D. The organism divides into two, leaving one piece headless and the other
tailless each piece grows the missing body parts.
E. Females egg develop into a new organism without being fertilized by a
sperm cell.
ANIMALS DESCRIPTION TYPES

1. honey bee (Apis mellifera)
2. hydra (Hydra oligactis)
3. amoeba (Amoeba proteus)
4. star fish (Asteroidea)
5. flat worms ((plathelminthes)
6. aphids (Myzus persicae)
7. bluegreen algae (cyanobacterium)
8. black worm (Lumbriculus variegatus)
9. yeast (Saccharomyces cerevisiae)
10. paramecium (Pamecium caudatum)
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Activity 6 Fit me
Directions. Complete each statement by choosing the terms in the grid below. Write
your answers in the box.
PARTHENOGENESIS BUDDING CLONE

FRAGMENTATION TRANSVERSE FISSION BINARY FISSION
1. is a term used to described morphologically and genetically similar

individuals through asexual reproduction.
2. An asexual reproduction in which a new organism develops from an outgrowth or

bud due to cell division at one particular site is called
3. In multicellular organisms it is a form of asexual reproduction in which an

organism is split into fragments where each of these fragments develop into matured,
fully grown individuals that are identical to their parents
4. Fission that involves direct reproduction in which each portion regenerates

missing parts to become a complete new animal depending on the axis of separation.
5. a reproductive strategy that involves development of a female (rarely

a male) gamete (sex cell) without fertilization.
Activity 7 Aphids Reproduction

Directions. Using the diagram, complete the statement below by choosing from the
choices. Write your answer in the blank.
Condition A
Aphids can reproduce asexually when

condition are stable and favorable
during early springs, they can produce
clones through ________________.
(parthenogenesis; budding)
With source of food
Condition B
In autumn, plants prepare for

dormancy, food becomes scarce then
aphids switch to reproductive modes to
produce by _______________ means.
Scarcity of food (sexual, asexual)
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Examples of Sexual Reproduction in Animals

Activity 8 Sexual Reproduction in Animals
Directions. Classify the following animals as viviparous or oviparous. Write on the
space given.
ANIMALS CLASSIFICATION
1. turtle (Eretmochelys imbricate)

2. eagle (Pithecophaga jefferyi)
3. giraffe (Giraffa camelopardis)
4. salmon (Salmo salar)
5. monkeys (Macaca fascicularis)
6. human (Homo sapiens)
7. frogs (Ran pipens)
8. banobo (Pan paniscus)
9. clownfish (Amphiprion ephippium)
10. cattle (Bos taurus)
Activity 9 Guess Me!

Directions. Complete the statements below by naming the figure/drawing given.
Write your answer on each blank opposite the number.
During sexual reproduction, a haploid 1. unites with a haploid
2. cell to form a diploid. In human the chromosomes of the sperm cell

has n=23 and the egg cell n= 23. After fertilization the combine egg cell and sperm
cell known as 3. contain two set of chromosomes 2n=46. It later grows
and develops to be 4.
1. _________________ 2. ____________________
3. _________________ 4. ____________________
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Activity 10 Sexual Reproduction

Directions. Using the diagram below classify if the statement is correct or not as
related to the descriptions of sexual reproduction in animals. Write True if it is
correct and False if incorrect on the space given.
__________1. Offsprings are different from the parent organism.

__________2. This process creates a variety of genetic make-up which is the
driving force behind evolution.
__________3. Sexual reproduction require three parents.
__________4. Asexual reproduction produces a greater chance of variation
within a species than sexual reproduction would.
__________5. This variation improves the chances that a species will adapt to
his environment and survive.
__________6. Only one sperm can fertilize an egg cell.
__________7. Egg cell in human has 46 chromosomes.
__________8. Sperm cell in human has 23 chromosomes.
__________9. In sexual reproduction, not only do you need two gametes for
fertilization, one has to be male, the other female.
__________10. Genetic “errors” happen more frequently because meiosis is more
complex than mitosis and diploid organisms have more
chromosomes to double.
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Activity 11
Directions. Arrange the jumbled words and complete the description in the next
column. Use the words in the box.
HERMAPHRODITISM TWO ; MONOECIOUS
SEQUENTIAL HERMAPHRODITISM FEMALE; MALE
1. ____________ are
A. individuals possess
M S I T I D O R H P A M R E H 2. ____________
reproductive system and
referred to as 3.
____________.
May self-fertilize or may
mate with another specie
fertilizing each other to
produce offspring.
(earthworms, slugs,
tapeworms and snails
B. 4. ____________ occurs
S Q E L I A T N U E when an organism change
its sex.
Types
M S I T I D O R H P A M R E H Protogynous
(5. ____________ converting
to male) (Wrasse or reef
fish)
Protandrous
(6____________converting to
female) (Clown fish)
What I Have Learned
1. Animals can reproduce through asexual and sexual means.

2. Asexual reproduction in animals have different types such as : Binary fission
where organism split into two separate organism; Budding is when new
individual grows on the body of its parent; Fragmentation happens when
multiple pieces of the parent breaks off and develops into a new organism;
Transverse fission occur when an organism divides into two, leaving one piece
headless and the other tailless each piece grows the missing body parts and
parthenogenesis when females egg develop into a new organism without being
fertilized by a sperm cell.
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3. Sexual reproduction in animals/ organism is when two organism reproduce

using their gametes the sperm and egg cell both have a haploid number of
chromosomes.
4. Oviparous animals that lay their eggs, with little or no other embryonic
development within the parent.
5. Viviparous animals bringing forth live young that have developed inside the
body of the parent.
6. Asexual reproduction requires only one parent while sexual reproduction
requires two parents.
Activity 12
Directions. Fill up the conceptual diagram about animal reproduction.
ANIMAL
REPRODUCTION
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What I Can Do
Activity 13 The life cycle of a clown fish
Direction. Using the diagram arrange the events occurring in the life of a clown fish.
Write your answer on the space before the number. (Use letter a-g)
________1. Adult clown fish either remains male or become female.

________2. Fertilized eggs are laid on a piece of coral near the anemone where
they live.
________3. Mating dance occur where clown fish chase each other to where the
eggs will be laid and repeat the process.
________4. The newly hatched clown fish started its life as male and is called
fry.
________5. The biggest clownfish will always become female.
________6. The fry catch their own food and become darker in shade as they
age.
________7. The male clown fish attract the female clown fish through courting
as pulling and biting of fins.
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Assessment
1. The organism split into two separate organism like in bacteria?

A. binary fission
B. budding
C. fragmentation
D. parthenogenesis
2. Flat worms (planarians) divides into two, leaving one piece headless and the
other tailless each piece grows the missing body parts .
A. binary fission
B. budding
C. fragmentation
D. parthenogenesis
3. A new individual grows on the body of its parent like hydra and yeast.
A. binary fission
B. budding
C. fragmentation
D. parthenogenesis
4. Reproduction in animals that involves production of new living organism by
combining two gametes from different organism, one male producing motile
gamete that must fused with the egg cell from female organism.
A. asexual
B. sexual
C. both and b
D. none of a and b
5. Are individuals possess two reproductive system are referred to as monoecoius.
A. budding
B. hermaphroditism
C. transverse fusion
D. transverse fission
6. Sperm cell and egg cell are used in sexual reproduction among animals. What
is the collective term for them?
A. body cells
B. gametes
C. both and b
D. none of a and b
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7. Hermaphroditism is also termed as _____________.

A. dioecious
B. monoecious
C. both and b
D. none of a and b
8. Which is TRUE about asexual reproduction in animals.
A. Involves more amount of time in the process.
B. Produce identical offspring like the parents.
C. Utilize gametes of the body.
D. Variety of genetic make-up is produced.
9. It is the term called for organism that shift from female to male like reel fish.
A. protandrous
B. protogynous
C. both a and b
D. none of a and b
10. Giraffe and lion are examples of
A. oviparous
B. viviparous
C. both and b
D. none of a and b
11. Salmon and other bony fish are examples of
A. oviparous
B. viviparous
C. both and b
D. none of a and b
12. Mechanism of asexual reproduction in which female offspring develops from
unfertilized eggs
A. budding
B. fragmentation
D. parthenogenesis
13. It involves direct reproduction in which each portion regenerates missing
parts to become a complete new animal depending on the axis of separation
A. budding
B. fragmentation
D. parthenogenesis
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_________14. I. The male clown fish attract the female clown fish through
courting as pulling and biting of fins.
II. The biggest clownfish will always become female.
_________15. I. Sexual reproduction involves the union of gametes and it does
II. Asexual reproduction involves the union of gametes and it does
Make a 300 word essay answering one of the question below. Upload the essay using
your name as saved file in the class shared drive. Accomplished using legal size
paper, single spaces, normal margin and Century Gothic 11.
1. How will the offspring be affected if one of the gametes or one of the parent
carry an impaired number of haploid chromosomes? Cite an example to justify
your answer. Answer in 10 maximum sentences only.
2. How would you explain the relationship of life perpetuation to the evolution of
life?
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What's More What's More What I Know
Activity 10 Activity 5 1.A
1. true 1. E, Parthenogenesis 2.C
2. true 2. B, Budding 3.B
3. A, Binary Fission
3. false 4.A
4. C, Fragmentation
4. false 5. D. Fragmentation 5.B
5. true 6. E. Parthenogenesis 6.C
6. true 7. A. Binary Fission 7.A
7. true 8. C. Fragmentation 8.C
8. true 9. B. Budding 9.A
9. true 10. A. Binary Fission
10.B
10. true 11.A
Activity 6
Activity 11 1. clone 12.A
1. hermaphroditism 2. budding 13.A
2. sperm cell 3. fragmentation 14.B
3. fertilization 4. transverse fission 15.A
4. sequential 5. parthenogenesis What's in
hermaphroditism Activity 1
5. oviparous Activity 7
1. TRUE
1. parthenogenesis
What can I do 2. FALSE
2. sexual
Activity 13 3. TRUE
1. d What's More 4. FALSE
2. a Activity 8 5. TRUE
3. g 1. oviparous 6. TRUE
4. b 2. oviparous 7. FALSE
3. viviparous
5. e 8. FALSE
4. oviparous
6. c 5. viviparous 9. TRUE
7. f 6. viviparous 10. TRUE
Assessment 7. oviparous What's New
1.A 8. viviparous Activity 2
2.A 9. viviparous Answer may vary among
3.B 10. viviparous
students’ perceptions.
4.B What's It
Activity 9
5.B 1. sperm Activity 3
6.B 2. egg 1. asexual
7.B 3. zygote 2. fragmentation
8.B 4. offspring/child 3. binary fission
9.B 4. budding
10.B 5. parthenogenesis
11.A 6. transverse
12.D Activity 4
13.C 1. egg; parent
14.C 2. young, inside
15.B
Answer Key
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References
Basco-Tiamzon, M.E. Z, Avissar, Y.,Choi J.,Desaix, J., Jurukovski V., Wise, R., Rye,
C. “General Biology 2 Senior High School Textbook” Published 2016 Vibal
Group, Inc.
Bayo-ang, R.B., Coronacion, M.L.G., Jorda, A.T., Restubog, A.J. “Earth and Life
Science for Senior High School” Published 2016 Educational Resources
Corporation
Commission on Higher Educvation. Earth and Life Science for Senior High School.
C.P. Garcia Ave., Diliman, Quezon City Philippines. Commission on Higher
Education, 2016
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79

Telefax: (632) 8634-1072; 8634-1054; 8631-4985
20
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81

Genetic Engineering
82
Quarter 2 – Module 24: Genetic Engineering
First Edition, 2020
over them.


Jocelyn M. Manset
Job S. Zape Jr.
Jocelyn M. Manset
Job S. Zape Jr.
Eugenio S. Adrao
Elaine T. Balaogan
Merthel M. Evardome
Nadine C. Celindro
Nicolas M. Burgos
Mario B. Maramot
Fe M. Ong-ongowan

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
83

Genetic Engineering
84
(ADM) Module on (Genetic Engineering) !
the module:

ii
85
For the learner:
Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on (Lesson

1: Genetic Engineering)!
module.

module.





iii
86


competency.

learned concepts.

module.

this module.
not alone.
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87
What I Need to Know
the nature of Earth and Life Science. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse
The module has one lesson:

• Lesson 1 – Genetic Engineering

1. define genetic engineering;
2. describe the techniques in genetic engineering as based from the situation
given
3. appreciate the role of genetic engineering to human life
What I Know
paper.
1. Organisms that have transferred DNA from other organisms are called
A. genetically modified organisms C. both a and b
B. transgenic organisms D. none of a and b
2. It is a process in which animals with desired characteristics are mated to
produce offspring with those desired traits is called
A. cloning C. inbreeding
B. hybridization D. selective breeding
3. It is a process of creating an organism that has an exact genetic copy of
another.
A. artificial selection C. gene splicing
B. cloning D. selective breeding
4. A technique in artificial selection that involves propagation of organisms with
desired traits
B. hybridization D. selective breeding
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5. It is a process where a DNA is cut out from one organism and put into
another organism.
A. cloning C. gene splicing
B. gel electrophoresis D. selective breeding
6. A recent technology used in genetic engineering is called
A. DNA Recombinant technology C. both a and b
B. Recombinant DNA technology D. none of a and b
7. A tool in genetic engineering where it cut and bind DNA nucleotides from two
sources.
A. bacteriophage C. plasmid
B. enzymes D. vector
8. It is a tool that helps in carrying and integrating the desired gene.
A. bacteriophage C. plasmid
B. enzymes D. vector
9. It is produced when two different nucleotide had been fused as one.
A. DNA C. restricted DNA
B. recombinant DNA D. vector DNA
10. All are tools in recombinant DNA technology except
A. enzymes C. restriction enzymes
B. host organisms D. vectors
11. All are ancient practices of genetic engineering except
A. hybridization C. recombinant technology
B. inbreeding D. selective breeding
12. Two individuals with unlike characteristics are crossed to produce the best in
both organisms.
B. Hybridization D. selective breeding
12. It is a process where a DNA is cut out from one organism and put into
another organism.
A. cloning C. gene splicing
B. gel electrophoresis D. selective breeding
13. Most commonly used host organism in recombinant DNA technology
A. bacteria C. plasmids
B. cells D. vectors
_________14. I - Since ancient time the practice of genetic engineering had begun.
II - Artificial selection is done to indirectly manipulate genes focusing
on the physical traits among organisms.
_________15. I – Vectors help in Recombinant DNA technology by carrying and
integrating the desired gene usually plasmids and acteriophages.
II - Host organism are used to propagate the recombinant DNA.
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Lesson
1 Genetic Engineering
Genetic engineering is the direct manipulation of an organisms genes using

biotechnology. It covers different kinds of technologies used to alter the genomes that
includes the insertion of genes from other individual either the same or from different
species that aims to produce or improve products.
What’s In
Activity 1 DNA, Genes, Proteins, Individual Trait

Using the diagram below and the grid to answer the question below.
DNA
GENES
PROTEINS
TRAIT
BENT FINGER
1. What are the roles of the DNA, genes and proteins in a given trait?
2. How would you relate the individual trait or characteristics to proteins,
genes and DNA?
3. Would the manifestation of a trait be affected once the DNA nor the genes
are altered?
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This module will help you to understand the concepts about the process of
genetic engineering. All parts are consist of activities. Be guided with the
instruction on how you will answer each. Expectedly you will meet the
target at the end of the module.
What’s New
“Genetics become my all consuming passion. I wanted to create the perfect species.
One that does not just live on our planet but one that makes it better for future
generations.” – Yasmina Haque_
Activity 2. Students are asked to answer the questions.

1. What do you think are the objectives of scientists in genetic engineering?
2. How are scientists able to realize their objectives in genetic engineering?
3. Can you cite the techniques in genetic engineering scientists utilize in creating
outcomes?
What is It
Since ancient times the practice of genetic engineering had begun. Artificial selection
is done to indirectly manipulate genes focusing on the physical traits among
organisms. Breeders choose which organism to mate and produce offspring with
desirable traits. They maintain this procedure without control of what genes can be
passed. Selective breeding is a process when animals with desired characteristics are
mated to produce offspring with those desired traits such as Angus cows are bred to
increase more meat. Hybridizations are when two individuals with unlike
characteristics are crossed to produce the best in both organisms like the disease
resistant potato called the Burbank potato. Inbreeding is a technique of breeding
organisms that are genetically similar to maintain desired traits found in the pure
dog breeds. As defined genetic engineering is the process of changing the DNA in
living organisms to create something new. It involves artificial manipulation,
modification, and recombination of DNA or other nucleic acid molecules to modify an
organism or population of organisms.
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Recombinant DNA Technology

Recombinant DNA is made by mixing DNA from two different sources. Restriction
enzymes was discovered on 1968 by Swiss microbiologist Werner Arbe. This was used
to splice, connect (or ligate), and remove or add nucleotides to sequences of the DNA.
This is process is used in recombinant DNA technology to remove and insert genetic
sequences from and into other sequences of other organism. Inserting the desired
gene into the genome of the host involves the selection of the desired gene for
administration into the host followed by a selection of the perfect vector (either
plasmid or bacteriophage) with which the gene has to be integrated and recombinant
DNA is formed. The recombinant DNA has to be introduced into the host, maintained
and carried forward to the offspring. Biotechnology and pharmaceutical companies
practice this techniques in working with medical and research purposes.
What’s More
Activity 3 Match me!

Using the terms in the box, match the genetic techniques in their descriptions.
Write your answer in the space given.
GEL ELECTROPHORESIS; GENE SPLICING

CLONING; INBREEDING
HYBRIDIZATION; SELECTIVE BREEDING
ARTIFICIAL SELECTION; GENETIC ENGINEERING
________________1. A science of changing the DNA in living organisms to create

something new
________________2. Breeders choose which organism to mate to produce offspring
with desired traits.
________________3. Animals with desired characteristics are mated to produce
offspring with those desired traits.
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________________4. Two individuals with unlike characteristics are crossed to

produce the best in both organisms.
________________5. Breeding of organism that genetically similar to maintain
desired traits.
________________6. Creating an organism that is an exact genetic copy of another
________________7. DNA is cut out of one organism and put into another organism
________________8. A technique used to compare DNA from two or more
organisms.
What I Have Learned
1. Genetic engineering is the processes of changing the DNA in living organisms

to create something new.
2. Artificial selection is practiced to indirectly manipulate genes focusing on the
physical traits among organisms. This include selective breeding,
hybridization and inbreeding.
3. Genetic engineering is referred to various techniques used for the
modification or manipulation of organisms through the processes
of heredity and reproduction.
4. This includes cloning, gene splicing, gel electrophoresis and DNA
recombinant technology.
5. Recombinant DNA technology use to remove and insert genetic sequences
from and into other sequences of other organism.
6. The tools used in Recombinant DNA technology are restriction enzymes,
vectors and host organisms.
What I Can Do
Activity 4 Genetic Engineering Techniques

Directions. Distinguish the techniques in genetic engineering as based from the
situation and examples given. Write the letter of the choices.
A. Artificial selection B. Selective breeding C. Hybridization D. Inbreeding

E. Cloning F. Gene splicing G. Gel electrophoresis: analyzing DNA
____1. When animals with desired characteristics are mated to produce offspring
with those desired traits. Dachshund were once bred to hunt badgers and
other burrowing animals.
____ 2. Creating an organism that is an exact genetic copy of another. They will
have the same exact DNA as the parent.
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____3. DNA is cut out of one organism and put into another organism. A trait will
be transferred from one organism to another.
____4. Luther Burbank created a disease resistant potato called the Burbank
potato. He crossed a disease resistant plant with one that had a large food
producing capacity.
____5. A technique used to compare DNA from two or more organisms.
____6. Breeding of organism that genetically similar to maintain desired traits. It
keeps each breed unique from others.
Activity 5 Genetic Engineering Techniques

Directions. Voice out your perceptions in the following statements about the current
technology in genetic engineering if you agree or not. Write your answers in your
journal notebook. Choose two from the three techniques.
1. Monkeys have been Cloned, Paving the way for Human Cloning
__________________________________________________________________________________
__________________________________________________________________________________
2. Bacteria as Living Microrobots to Fight Cancer

__________________________________________________________________________________
__________________________________________________________________________________
3. Two genetic regions (variants in both ABO blood group locus and cluster of genes
in chromosome 3) Linked with Severe COVID-19
__________________________________________________________________________________
__________________________________________________________________________________
Assessment
1. It is the process of manipulating genes in order to have the desired trait?

2. It is the process of breeding an organism that are genetically similar to
maintain desired traits. It keeps each breed unique from others.
A. artificial selection C. inbreeding
3. It is a technique where the DNA is cut out of one organism and put into another
organism. A trait will be transferred from one organism to another.
A. artificial selection C. genesplicing
B. cloning D. gel electrophoresis
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4. It is a technique of creating an organism that is an exact genetic copy of the

other organism.
B. cloning D. gel electrophoresis
5. An applied science of manipulating the genetic material of an organism through
artificial selection and biomedical techniques
A. artificial selection C. genetic engineering
6. It is referred to the joining of almost any nucleotide sequences to create a new
gene product or to introduce a new gene sequence.
A. DNA Recombinant technology C. both a and b
B. Recombinant DNA technology D. none of a and b
7. It is produced chiefly by certain bacteria and has the property of cleaving DNA
molecules at or near a specific sequence of bases.
A. bacteriophage enzymes C. restriction enzymes
B. plasmid enzymes D. vector enzymes
8. Most common vector used in genetic engineering techniques
A. bacteriophage and plasmid C. plasmid and DNA
B. enzymes and plasmid D. restriction enzymes and DNA
9. Which is not performed to produce recombinant DNA?
A. Insertion of the genetic sequences into other sequences of other
organism.
B. Removal of the genetic sequences of an organism.
C. Selection of the perfect vector with which the gene has to be integrated
D. Selection of the perfect enzymes with which the gene has to be
integrated.
10. Which is not a tool in recombinant DNA technology?
A. enzymes C. restriction enzymes
B. host organisms D. vectors
11. Which is not an ancient practice of genetic engineering?
A. hybridization C. recombinant technology
B. inbreeding D. selective breeding
12. Two individuals with unlike characteristics are crossed to produce the best in
both organisms.
B. cloning D. hybridization
13. In recombinant DNA technology which is most commonly used as a host
organism?
A. bacteria C. plasmid
B. cells D. vectors
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_________14. I - Since ancient time the practice of genetic engineering had begun.
II - Artificial selection is done to directly manipulate genes focusing
on the physical traits among organisms.
_________15. I – Enzymes help in Recombinant DNA technology by carrying and
integrating the desired gene usually plasmids and bacteriophages.
II - Host organism are used to propagate the recombinant DNA.
Activity 6 PROS and CONS

A. Directions. Conduct a short interview with one or two of your family members.
Ask them about how they think the positive and negative effects of genetic
engineering. List all their responses.
QUESTIONS RESPONSES
B. Make a list of pros and cons of genetic engineering summarizing the interview done.
Fill up the table below.
PROS CONS
➢ ➢
➢ ➢
➢ ➢
➢ ➢
➢ ➢
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What’s More
Assessment Activity 3 What I Know
1. genetic engineering 1.C
1.C 2. artificial selection
2.C 2.D
3. selective breeding 3.B
3.C 4. hybridization
4.B 4.D
5. inbreeding 5.C
5.C 6. cloning
6.B 6.B
7. gene splicing 7.B
7.C 8. gel electrophoresis
8.A 8.D
What can I do 9.B
9.D
10.C 1. B 10.C
11.C 2. E 11.C
12.D 3. F 12.B
13.A 4. C. 13.A
14.A 5. G 14.C
15.B 6. D 15.C
Answer Key
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References
Group, Inc.
Corporation
Education, 2016
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Telefax: (632) 8634-1072; 8634-1054; 8631-4985
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Benefits of Genetically Modified
Organisms
101
Quarter 2 – Module 25: Benefits of Genetically Modified Organisms
First Edition, 2020
over them.


Jocelyn M. Manset
Job S. Zape Jr.
Layout Artist: Anselma M. Ebero, Anselma M. Ebero
Jocelyn M. Manset
Job S. Zape Jr.
Eugenio S. Adrao
Elaine T. Balaogan
Merthel M. Evardome
Nadine C. Celindro
Nicolas M. Burgos
Mario B. Maramot
Fe M. Ong-ongowan

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
102

Benefits of Genetically Modified
Organisms
103
(ADM) Module on Benefits of Genetically Modified Organisms) !
the module:

ii
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For the learner:
Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on (Lesson

1: Genetic Engineering)!
module.

module.






iii
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competency.

learned concepts.

module.

this module.
not alone.
iv
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What I Need to Know
the nature of Earth and Life Science. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse
The module has one lesson:

• Lesson 1 – Benefits of Genetic Engineering

1. classify the situation given as a benefit or risk in using GMO
2. express ones perception in the use of GMO
What I Know
paper.
1. What do you call the technique where there is the transfer of genes from one
organism to another?
B. genetic engineering D. selective breeding
2. What is the other term for genetically modified organism?
A. genetically spliced organism C. both a and b
B. transgenic organism D. none of a and b
3. What do you call the process of genetic engineering that is aimed in improving
health conditions in producing vaccines?
A. cloning C. recombinant DNA technology
B. gene splicing D. selective breeding
4. What is the term used for the ethical implications and applications of genetic
engineering?
A. bioethics C. biogenesis
B. biogenetics D. biosynthesis
5. What do you call the hybrid of tiger and lion?
A. gerlion C. lioner
B. liger D. tilion
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6. What do you call the transgenic organism that is injected with scorpion venom
aimed to kill caterpillars?
A. venomous cabbage C. venomous cotton
B. venomous corn D. venomous soy
7. What do you call the transgenic organism that contained human protein per
litre of milk and found to be more nutritionally balance?
A. transgenic cow C. transgenic spider
B. transgenic goat D. transgenic scorpion
8. What transgenic organism can produce a fluorescent protein in its fur?
A. luminous cat C. luminous goat
B. luminous cow D. luminous spider
For numbers 9-15, refer to the following choices.
B. Statement II is correct
C. Statement I and II are correct
D. Statement I and II are incorrect
______9. I. Genetically modified plants have created resistance to harmful
agents, enhanced product yield, and shown increased adaptability
for better survival
II. Recombinant DNA technology has applications in various area
like medicine focusing in the discoveries of medicine to cure and
improve human health and nutrition
_____10. I. Genetically modified organisms (GMO) are products of
recombinant DNA technology
II. Translated organisms are other term for genetically modified
organisms
______11. I. Corn Resistance to insect pests, specifically the European corn
borer, through expression of the insecticidal protein Cry1Ab
from Bacillus thuringiensis
II. Vaccines in Maize Hepatitis B virus surface antigen (HBsAg)
produced in transgenic maize induces immune response when
injected into mice.
______12. I. Synthesis of synthetic human haemoglobin and erythropoietin
by genetically modified bacteria
II. Human growth hormone which cure blood clotting among
arteries
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______13. I. Human clotting factors have also been produced in the milk of
transgenic cows
II. “Pharm” animals were produced to synthesize pharmaceutical
products
______14. I. Crops like potato, tomato, soybean and rice are currently being
genetically engineered to obtain new strains with better nutritional
qualities and increased yield.
II. Angus cow give enhanced milk that can produce silk stronger than
steel
______15. I. Eherichia coli has injected human gene to produce hormone
insulin.
II. Liger is hybrid of tiger and lion.
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Lesson
Benefits of Genetic
1 Engineering
As defined Genetic engineering is the processes of changing the DNA in living
organisms to create something new. It involves artificial manipulation, modification,
and recombination of DNA or other nucleic acid molecules in order to modify an
organism or population of organisms.
Recombinant DNA technology has applications various area like medicine focusing
in the discoveries of medicine to cure and improve human health and nutrition aimed
to produce good quality and high quantity crops.
What’s In
Activity 1. Guess Me!

Direction. Answer the puzzle by writing your answers in the grid.
1 2 3
2
3
4
4
DOWN ACROSS
1. Enzymes that help cut and 1. Technology used to remove and insert
synthesize DNA nucleotide genetic sequences from and into other
sequences.
2. Process to produce identical 2. Organisms where the recombinant

organism without using gametes DNA is introduced usually bacteria.
3. Practiced to indirectly manipulate 3. Breeding of organism that are

genes focusing on the physical traits genetically similar to maintain desired
among organisms. traits.
4. DNA is cut out of one organism and 4. Technique used to compare DNA from
put into another organism two or more organisms.
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This module will help you to understand the concepts about the process of
benefits of genetic engineering. All parts are consist of activities. Be guided
with the instruction on how you will answer each. Expectedly you will meet
the target at the end of the module.
What’s New
Activity 2 Transgenic (GM) Organisms

Direction. Name the transgenic organism based from the description given by filling
up the missing letters.
1. __ __ A __ __ __ E taste of grapes but looks like apple
contained human protein per litre of

2. __ __ A __ __ __E __I __ __O__ milk and found to be more nutritionally
balance
3. __E __O__OU___ injected with scorpion venom aimed to

__A__ __ AG ___ kill caterpillars
4. B__N__N__ V__CC___N___ can produce virus proteins against

hepatitis and cholera
5. E___ ___ ___E__I __ __IA insulin gene is injected to bacteria to

___O___I produce hormone insulin
6. SP__D__R G___ ___T spider enhanced milk that can produce

silk stronger than steel
7. L__M__N__ __S C___T produce a fluorescent protein in its fur
8. L__G___R hybrid of tiger and lion
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What is It
The aim of planting genetically modified organism and its commercial use is to help
improve farming methods efficiently and productively. Some of the most common
crops are soybean, maize, cotton, canola, alfalfa, papaya, eggplant, potato, apple,
safflower, pineapple, and sugarcane.
Genetically modified plants have created resistance to harmful agents, enhanced
product yield, and shown increased adaptability for better survival. Recombinant
technology has been widely used in improving crop varieties. Several transgenic or
genetically modified organisms (GMO) have been produced. Genetically Modified
organism are also called transgenic organism; since genes are transferred from one
organism to another. Recombinant DNA technology is playing a vital role in
improving health conditions by developing new vaccines and pharmaceuticals. The
treatment strategies are also improved by developing diagnostic kits, monitoring
devices, and new therapeutic approaches. Synthesis of synthetic human insulin and
erythropoietin by genetically modified bacteria; human growth which cure stunted
growth; tissues plasminogen activator which dissolves blood clots among patients
who had heart attack; transgenic pigs used to produced human haemoglobin; human
clotting factors have also been produced in the milk of transgenic goats; production
of “pharm” animals to synthesize such as pharmaceutical products and production
of new types of experimental mutant mice for research purposes.
Production of human insulin in bacteria
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The transfer of human gene to bacteria Escherichia coli aims to have a mass
production of human insulin to cure diabetes mellitus. Insulin gene is extracted from
a human cell and spliced into a plasmid vector before inserted into a bacterial cell.
The transgenic bacteria is selected and cultured to be able to increase its number
carrying human insulin gene. The bacteria is harvested, purified and packed for
human use.
List of genetically modified organisms
Purpose Plant Descriptions
Herbicide Soybean Glyphosate herbicide (Roundup) tolerance conferred by

tolerance expression of a glyphosate-tolerant form of the
plant enzyme 5-enolpyruvylshikimate-3-phosphate
synthase (EPSPS) isolated from the soil
bacterium Agrobacterium tumefaciens, strain CP4
Insect Corn Resistance to insect pests, specifically the European
resistance corn borer, through expression of the
insecticidal protein Cry1Ab from Bacillus thuringiensis
Altered fatty Canola High laurate levels achieved by inserting the gene for
acid ACP thioesterase from the California bay
composition tree Umbellularia californica
Virus resistance Plum Resistance to plum pox virus conferred by insertion of a
coat protein (CP) gene from the virus
Vitamin Rice Three genes for the manufacture of beta-carotene, a

enrichment precursor to vitamin A, in the endosperm of the rice
prevent its removal (from husks) during milling
Vaccines Tobacco Hepatitis B virus surface antigen (HBsAg) produced in
transgenic tobacco induces immune response when
injected into mice
Oral vaccines Maize Fusion protein (F) from Newcastle disease virus (NDV)
expressed in corn seeds induces an immune response
when fed to chickens
https://www.nature.com/scitable/topicpage/genetically-modified-organisms-gmos-transgenic-
crops-and-732/
Activity 3 Uses of Transgenic (GM) Organisms

Direction. Match the following genetically modified organism to its application by
writing on the space given.
______1. Cotton A. Medicine/ Health Proposes
______2. Soy oil B. Energy sources
______3. Corn for livestock feeds C. Manufacturing products
______4. Large quantities of tomatoes D. Good yield/ Food supply
______5. Biodiesel and ethanol from corn E. High Quality Crops
______6. Drugs and genes
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What’s More
Bioethics is the study of controversial ethics brought about by advances in biology

and medicine. Bioethics is multidisciplinary. It blends philosophy, theology, history,
and law with medicine, nursing, health policy, and the medical humanities .
It is concerned with all the ethical questions that arise in the relationships among
life sciences and the cited fields. Bioethics is commonly understood that refers to the
ethical implications and application of the health-related life sciences including
biotechnology, such as cloning, gene therapy, life extension, human genetic
engineering. It promotes critic reflection about ethical conflicts, which are caused by
progressing in life science and medicine.
Activity 4 Benefit and Risk of GMO

Direction. Write the letter B if the statement given is a benefit while the letter R if it
is a risk from the use of genetically modified organism.
________1. Crops like potato, tomato, soybean and rice are currently being genetically
engineered to obtain new strains with better nutritional qualities and increased yield.
________2. Genetic engineering in food can be used to produce totally the same or
identical substances such as proteins and other food nutrients.
________3. Positive genetic engineering deals with enhancing the positive traits in an
individual like increasing longevity or human capacity while negative genetic
engineering deals with the suppression of negative traits in human beings like certain
genetic diseases.
________4. Genetic engineering in food involves the alteration of genes in crops.
________5. While increasing the immunity to diseases in plants, the resistance genes
may get transferred to the harmful pathogens.
________6. Genetic engineering can hamper the diversity in organisms.
________7. The genetic modification of foods can be used to increase their medicinal
value, thus making edible vaccines available.
What I Have Learned
1. Genetic Engineering is the process of changing the DNA in living organisms

to create something new.
2. Genetically modified organism are also called transgenic organism because
there was a transfer of genes from one organism to another.
3. Planting GMO and its commercial use improve farming methods efficiently
and effectively.
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4. Recombinant DNA technology is playing a vital role in improving health

conditions by developing new vaccines and pharmaceuticals.
5. Bioethics is the ethical implication and application of the health-related life
sciences biotechnology such as cloning, gene therapy, life extension, human
genetic engineering.
What I Can Do
Activity 6. What is your stand?

Direction. Below are some of the arguments about the use of transgenic organism.
For your own perspective, explain your answer in the questions in not more than 5
sentences.
1. Among the cited examples of GMO, which do you think is the most
beneficial?
2. If you are a farmer would you take the chance of growing crops that are
pest resistant? Why or why not?
3. Considering the knowledge gained in genetic engineering, would you try to
patronize GMO fruits and vegetables? Why or why not?
4. Is creating or altering genes of an organism a form of Blasphemy to the
creator (God)? Why?
5. Is genetic engineering morally permissible or not?
Assessment
1. What do you call the process of manipulating genes in order to have the desired
trait?
2. Which among the choices is the other term for genetically modified organism?
A. artificially selected organism C. selected organism
B. cloned organism D. transgenic organism
3. Which among the choices below is used for improving health condition by
producing vaccines and pharmaceuticals?
A. cloning C. recombinant DNA technology
B. gene splicing D. selective breeding
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4. Which is referred to as the ethical implications and applications of the

process of genetic engineering?
A. bioethics C. biogenesis
B. biosystematics D. biogenetics
5. What do you call the transgenic organism that taste of grapes but looks like
apple?
A. Aplgrapes C. grapple
B. Aplres D. legrapes
6. What is the transgenic organism that insulin gene is injected to produce

hormone insulin?
A. Amoeba proteus C. both and b
B. Escherichia coli D. none of a and b
7. What plant is used to produce virus proteins against hepatitis B?
A. alfalfa C. soy beans
B. corn D. tobacco
8. What animal is used to enhance milk to produce silk stronger than steel?
A. cow C. scorpion
B. lion D. spider
For numbers 9-15, refer to the following choices.
B. Statement II is correct
C. Statement I and II are correct
D. Statement I and II are incorrect
______9. I. Genetically modified plants have created resistance to harmful
agents, enhanced product yield, and shown increased adaptability
for better survival
II. Recombinant DNA technology has applications in various area
like medicine focusing in the discoveries of medicine to cure and
improve human health and nutrition
_____10. I. Genetically modified organisms (GMO) are products of
recombinant DNA technology
II. Translated organisms are other term for genetically modified
organisms
______11. I. Corn Resistance to insect pests, specifically the European corn
borer, through expression of the insecticidal protein Cry1Ab
from Bacillus thuringiensis
II. Vaccines in Maize Hepatitis B virus surface antigen (HBsAg)
produced in transgenic maize induces immune response when
injected into mice.
______12. I. Synthesis of synthetic human haemoglobin and erythropoietin
by genetically modified bacteria
II. Human growth hormone which cure blood clotting among
arteries
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116
______13. I. Human clotting factors have also been produced in the milk of
transgenic cows
II. “Pharm” animals were produced to synthesize pharmaceutical
products
______14. I. Crops like potato, tomato, soybean and rice are currently being
genetically engineered to obtain new strains with better nutritional
qualities and increased yield.
III. Angus cow give enhanced milk that can produce silk stronger than
steel
______15. I. Eherichia coli has injected human gene to produce hormone
insulin.
II. Liger is hybrid of tiger and lion.
1. Watch the video in the website:

https://www.youtube.com/watch?v=KonUXpTv0SI
2. Show your learnings in the module by choosing from any of the platforms
suggested below to be uploaded in our Google Drive folder named as ELS1stQ
• an info graphics
• a one- page essay with maximum 300 words
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What’s More What’s New What I Know
Activity 4
1. B 5. R Activity 2 1.B 9. C
2. B 6. R 1. grapple 2.B 10. A
2. venomous cabbage 3.C 11. A
3. B 7. B
4. R 3. Spider goat 4.A 12. D
Assessment 4. liger 5.B 13. B
5. luminous cat 6.A 14. A
1.C 9. C
2.D 10. A 6. Escherichia coli 7.A 15. C
3.C 11. A 7. transgenic cow 8.A
8. Banana vaccine What’s In
4.A 12. D
5.C 13. B Down
6.B 14. A Activity 3 1. restriction
1. C 2. cloning
7.D 15. C
8.C 2. C 3. artificial
3. C 4. gene
4. D Across
5. B 1. recombinant DNA
6. A 2. host
3. inbreeding
4. gel electrophoresis
Answer Key
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References
Group, Inc.
Corporation
Education, 2016
Phillips, T. “Genetically modified organisms (GMOs): Transgenic crops and

recombinant DNA technology. Nature Education 1(1):213” Published 2008
Accessed June 6, 2020
https://www.nature.com/scitable/topicpage/genetically- modified-
organisms-gmos-transgenic-crops-and-732/
What is Bioethics? Accessed June 4, 2020 https://www.bioethics.msu.edu/what-is-

bioethics
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Telefax: (632) 8634-1072; 8634-1054; 8631-4985
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Organ Systems of
Representative Animals
124

Quarter 2 – Module 26: Organ Systems of Representative Animals
First Edition, 2020
over them.


Writers: Lillet L. Rosales
Editors: Erwin R. Abrencillo, Jocelyn M. Manset
Reviewers: Franz Kevin Manalo, Dominic Almirez, Princess Paolah L. De Guzman, Marissa C. Betchaida, Louie L.
Alvarez, Gregorio M. De Chavez Jr., Jocelyn M. Manset, Mario B. Maramot, Elaine T. Balaogan, Job S. Zape Jr.
Illustrator: Cherry Amor R. Laroza, Lovely Joy La Rosa, Charles Erick A. Jusay, Sandro Carlo B. Tablizo
Layout Artist: Elizalde L. Piol, Anselma M. Ebero
Management Team: Wilfredo E. Cabral, Regional Director
Job S. Zape Jr., CLMD Chief
Eugenio S. Adrao, EPS In Charge of LRMS
Elaine T. Balaogan, Regional ADM Coordinator
Fe M. Ong-ongowan, Regional Librarian
Mario B. Maramot, CID Chief
Rosalinda A. Mendoza, EPS in Charge of LRMS
Rosalinda A. Mendoza Division ADM Coordinator

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
125

Organ Systems of
126
Welcome to the Earth and Life Science Grade 11 Alternative Delivery Mode (ADM)
Module on Organ Systems of Representative Animals.
the module:
This contains helpful tips or strategies that will help you in guiding the learners
ii
127
For the learner:
Welcome to Earth and Life Science Grade 11 Alternative Delivery Mode (ADM) Module
on Organ Systems of Representative Animals.
module.

module.






iii
128

competency.

learned concepts.

module.

this module.
not alone.
iv
129
What I Need to Know
the nature of Animal Organ Systems. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with the
textbook you are now using.
The module is divided into three lessons, namely:

• Lesson 1 – Characteristics of Different Organ System of representative animals.

1. identify the different organ systems of representative animals;
2. describe the characteristics of different organ systems of representative animals.
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What I Know
Directions. Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. The lungs, nose, and trachea are part of which organ system?
A. Circulatory
B. Digestive
C. Muscular
D. Respiratory
2. Which system supports and protects the body while giving it shape and form?
A. Circulatory
B. Integumentary
C. Muscular
D. Respiratory
3. Most of the nutrient absorption that takes place during digestion occurs in
the __________.
A. Esophagus
B. Liver
C. Large intestine
D. Small intestine
4. What transport nutrients, gases, hormone, and wastes through the body?
A. Circulatory system
B. Digestive system
C. Muscular system
D. Respiratory system
5. What system filters out wastes toxins and excess water out nutrients from of the
circulatory system?
A. Digestive system
B. Excretory system
C. Integumentary system
6. Which body system is responsible for taking in oxygen and getting rid of carbon
dioxide?
A. Digestive system
B. Excretory system
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7. Which of the following is in the correct order from smallest to largest?

A. cell- organ- tissue- system
B. cell- tissue-organ- system
C. system- tissue- cell- organ
D. tissue- organ- system- cell
8. What system allows motion in the body?
B. Digestive system
C. Muscular system
9. What system breaks food down into energy for the body?
B. Digestive system
C. Muscular system
10. What system controls voluntary and involuntary life functions?

B. Digestive system
C. Nervous system
D. Muscular system
11. What two organs make up the central nervous system?

A. somatic nerves and autonomic nerves
B. cerebrum and cerebellum
C. neurons and receptors
D. brain and spinal cord
12. The wall of the alveoli is what kind of tissue

A. muscle tissue
B. nervous tissue
C. epithelial tissue
D. connective tissue
13. What is the relationship between tissues and organs?

A. organs are made up of tissues
B. organs are endorsed by tissues
C. tissues contain one or more organ
D. organ develop into tissues
14. Which of the following pairs of organs includes only the endocrine
glands?
A. Adrenal and ovary
B. Parathyroid and adrenal
C. Pancreas and parathyroid
D. Thymus and testes
15. Which of the following are proteins that fight off diseases?
A. antibodies
B. B- cells
C. antigens
D. memory cells
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Lesson Describe the General and Unique
26 Characteristics of the Different Organ

Systems in Representative Animals.
What happens when organisms become more complex? How do organisms built
of billions, or even trillions of cells get the raw materials needed to each and every cell?
The answer is body systems. Large, complex organisms need many levels of organization
to ensure all cells get what they need to perform life functions.
The body of an animal is like a well- organized machine capable of performing
different task. The ability of the body to do all the things it can do is due to the special
structures both inside and outside that work together in an orderly manner.
What’s In
Animals are arguably the most complex organism on this planet. The body is
made up of many, many millions of cells which you cannot see unless you use a
microscope. Special cells come together to make an organ.
Table 1
Cellular Organization
An organ is a complex structure with in the body. It has a special job or jobs to
do. The body system is a group of parts that work together to serve a common purpose.
Each individual body system works in conjunction with other body system. It relies on
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the other systems to work well to maintain internal stability and balance, otherwise
known as homeostasis.

This module introduces you to the different structures that make up
an organism. These structures are formed from the grouping
together of parts whose functions are related. You will also discover
in this module that anything happens to these small parts will affect
the functioning of the organs, organ systems and the whole
organism. Be guided with the instruction on how you answer the
activities.
What’s New
We are the most amazing organism of all living things carry some functions. The
Organ Systems are interdependent, interconnected, and packaged together in a
relatively small space. Animals are complex organisms with systems and processes that
allow them to carry out activities to remain in the living condition.
Activity 1
Name what kind of organ system is in the picture. Choose your answer in the box
below.
Muscular system Respiratory system Digestive system

Skeletal system Nervous system Circulatory system
Endocrine system Immune system Urinary system
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1. __________________________ 2.___________________________
3. __________________________ 4.___________________________
3. __________________________ 4.___________________________
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3. __________________________ 4.___________________________
9. _________________________________
What do you think is the most important organ system in body? Why?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Do all animals have the same organ systems?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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What is It
The human body and even the simplest animal is made up of several organ
systems that work as one unit. The major organ systems of the body work together,
either directly or indirectly, to keep the body functioning normally. The body is a
chemical and physical machine. As such, it is subject to certain laws. These are
sometimes called natural laws. Each part of the body is engineered to do a particular
function necessary for everyday living.
The Animal Organ Systems

1. Digestive System
Animal nutrition is the process of taking in, taking apart and taking up the
nutrients from the food source. Food processing has four main stages: Ingestion,
Digestion, Absorption, and Elimination or Egestion.
In animals with complete digestive system, where the entrance and exit of food
and waste are different, they have different kind of mechanisms of ingestion depending
on their evolutionary adaptation to their food.
In other animals, such as in cnidarians (jellyfish, anemone, coral) where the

entrance and exit of food and waste is the same, the region where this occurs is called
the gastrovascular cavity.
2. Respiratory System
Gas exchange is very important animals, as they require oxygen in the

production of higher amount of energy compared to process of energy production
without oxygen.
Air as a respiratory medium- As air is lighter and has more oxygen content
compared to the same volume of water, ventilation is not much of a problem of terrestrial
organisms.
The tracheal system of insects- The tracheal system of insects has a branched
network of tracheal tube which responds to the problem of decreased surface area in
the respiratory structure. The tracheal system opens externally through the side of the
insect through a structure called a spiracle. Air enters and exit through the spiracles.
As the respiratory system of insects are independent from their circulatory system,
gases is directly exchanged through tracheoles which have extensions that are directly
connected to the cells. Air sacs act like aspirator which takes in and push out air out
of the body of the insects.
The mammalian respiratory system- Compared to insects, mammals and other
organisms have respiratory system that work together with their circulatory system.
Gases are transported via the bloodstream and are exchanged via diffusion.
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Terrestrial ventilation - The alternating process of inhalation and exhalation.

There are two mechanisms of breathing, one is positive breathing and the other is
negative breathing. In positive breathing air is pushed into the lungs, such as in frogs.
3. Circulatory System
There are different ways in which animals transport substances across their
body. In animals with closed circulatory system, the circulatory fluid does not go out of
the vessel. Exchange occurs through diffusion via thinner vessels called capillaries
across the interstitial fluid.
Different animals, have adapted different mechanisms in transport such as in
fishes where a single circulation is enough. Compared to cnidarians, the gastrovascular
cavity of flatworms have extensions in order to reach areas of the body far from the axis.
Without these extensions of the gastrovascular cavity, diffusion might not be enough in
the transport of substances.
Amphibian double circulation differs from mammalian, crocodilian and avian as
blood is mixed. The presence of one ventricle does not prevent the mixing of blood,
unlike in the four-chambered heart of a mammal, crocodilian and an avian where the
ventricle is divided into two. Mixing of blood does not have major implication on
amphibians as:
1) they have low metabolic rate, thus, less need for energy;
2) they have the ability to respire through their skin, thus not needing to fully
oxygenate the blood through the lungs.
4. Urinary System
In order to remove wastes, animals have the excretory system, which enables it
to remove excess salt or water in the body. Waste removal follows the following
processes, 1.) filtration, 2.) reabsorption, 3.) secretion, and 4.) excretion
Organisms have different wastes in the form of nitrogenous wastes which they
need to excrete. Different organisms have different excretory system, such as the
protonephridia of flatworms, metanephridia of annelids, malpighian tubules of insects
and the nephrons of humans and mammals.
5. Immune System
Defends the internal environment from invading microorganisms and viruses, as

well as cancerous cell growth. The immune system provides cells that aid in protection
of the body from disease via the antigen/antibody response. A variety of general
responses are also part of this system.
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6. Endocrine System
Hormones are substances which can cause a reaction to a cell, in Greek it literally
means to excite. It is secreted into extracellular fluid such in blood or lymph and
transported to target cells to elicit a specific response, which can be rapid or slow. The
growth and development of the body are examples of slow and long term effect of a
hormone while circadian rhythm which is responsible for the sleep and-wake cycles
respond to a more rapid response to a hormone. In an endocrine pathway, the reaction
involves an endocrine cell, which releases the hormone to the bloodstream or the
lymphatic system, which is able to attach to receptors of a target cell.
7. Nervous System
The central nervous system is composed of the brain and spinal cord, while, the
peripheral nervous system is composed of corresponding structures outside of this two
organs of the nervous system. The central nervous system is responsible for
data/information processing which is gathered by the peripheral nervous system. Upon
processing, the CNS transmit the message again to the PNS, which then convey the
message for the appropriate response.
The nervous system has evolved in increasing complexity throughout the
different groups of animals. Connections among the neurons has increased, as seen in
the development of the nervous system from a simple nerve net to a system with ganglia
(group of neuron) to encephalized organisms where concentration of neurons are
centered in a head. Below shows the changes in the nervous system of organisms:
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8. Muscular System
The skeletal muscle is organized from its largest structure (the muscle tissue
itself) to its functional unit (the sarcomere) as a repeating longitudinal structure that is
bound together. Contraction is possible because of the structural organization of protein
molecules that makes up the sarcomere. When contraction occurs, the sarcomere
shortens and this is reflected in the contraction of a muscle (you can ask the students
to flex their biceps, and ask them if their muscle shortened). In terms of the molecular
and physiological process of contraction, nerve impulse transmission is needed to
depolarize the cell membrane of the muscle to stimulate contraction.
9. Skeletal System
It provides support and protection, and attachment points for muscles. The
skeletal system provides rigid framework for movement. It supports and protects the
body and body parts, produces blood cells, and stores minerals.
A clam’s shell is an example of an exoskeleton and the bones and cartilage in a
human is an example of an endoskeleton. An endoskeleton should not be misconceived
to be only made up of bones, as even in humans, our skeletons are made up of cartilage
and bones, while, shark’s endoskeleton is made up of cartilage. We have different bones
which our muscles can pull to create movement, and the different types of joints are
responsible for different movement that our body can create.
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What’s More
Activity 1.1
Organ System of an Animal Body
Across
2. creates red blood cell

4. removes carbon dioxide from the body
Down
1. breaks down food chemically and mechanically

3. collects and transport a clear fluid
5. provides movement inside and outside our body
6. moves blood around the body
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Activity 1.2
Tissues, Organs, & Systems

Multi-cellular organisms have many cells that work together in speciﬁc ways,
each group performing certain functions. When each group does its part, the organism
gets everything that it needs. A Tissue is a large group of cells that all have the same
purpose or function. Each kind of cell has unique characteristics such as shape, size,
flexibility, color and texture. Nerve cell combined with other nerve cell to make nerve
tissue. Muscle cell combined with other muscle cell to make muscle tissue. Bone cell
combine with other bone cell to make bone tissue.
An Organ is a group of tissues that work together to do a certain job for the body. Some
of the human body’s organs include the stomach, lungs, heart, kidneys, brain and liver.
Some of a plant’s organs include roots, stems, fruit and leaves. When several different
organs join to meet the organism’s needs, they are working together in an organ system.
There are several different organ systems constantly working in most multi-
cellular organisms. You are probably familiar with some of the human body systems.
The respiratory system includes the lungs and all the body parts that allow us to
breathe in oxygen and exhale carbon dioxide. The circulatory system includes the heart
and all the body parts that help move blood around the body. The blood, in turn, carries
nutrients and oxygen to all the cells of the body. The respiratory and circulatory
systems work very closely together. The digestive system helps to get nutrients from the
food that we eaten and stored energy for future use. The excretory system helps remove
waste product that would otherwise harm the body. Each of the body’s systems is
necessary for the overall health of the body. As the body’s building blocks, cells join to
make tissues. Tissues join to make organs. Organs join to make systems. It’s all
arranged to ensure the organism’s survival.
Answer the following questions based on the reading passage. Don’t forget to go
back to the passage whenever necessary to ﬁnd or confirm your answers.
1) Which statement supports the fact that bone cells are smaller than bone tissue?
______________________________________________ _____________________________________
____________________________________________________________________________________
_____________________________________________________________________________
2) What is an organ? Give an example of an organ.
_________________________________________ _________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3) Which organ system do you think is the most interesting? Why?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Activity 2
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2.1 Match the body function with the body system
Body System Function
_____ 1. Circulatory System A. Takes food into the body
_____ 2. Digestive System B. Makes body move
_____ 3. Endocrine System C. Control some chemical body

function
_____ 4. Urinary System
D. Removes wastes
_____ 5. Immune System
E. Supports body
_____ 6. Muscular system
F. Carries blood through the body
_____ 7. Nervous System
G. Fights diseases
_____8. Respiratory System
H. Controls most body function
_____9. Skeletal System
I. Bring oxygen, eliminate carbon
dioxide
2.2 Group the words where they belong
Joints Spinal cord Pharynx Tendons Stomach Testes

Trachaea Cartilage Pituitary gland Thymus Heart Bone marrow
Vessels Bladder Brain Muscles Large intestine Bones Ovaries
Lymph nodes Blood Ureter Kidneys Blood Lungs
Skeletal Muscular Nervous Respiratory Digestive
Endocrine Urinary Immune Circulatory
Questions:
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1. What will happen to the body if one organ system malfunctions?
____________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What do you think are the functions that are necessary for life?
____________________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________________
Activity 3
Match column A with column B. Write the letter of the correct match on the
blank. Use CAPITAL letter
______1. Skeletal System A. Gas exchange occurs via the movement of air
From the external environment and is exchanged
via a dead-end of clusters of thin epithelium of the
walls of air sacs called alveoli.
______2. Muscular System B. Removes excess salt and water in the body.
______3. Nervous System C. Formation of antibodies
______4. Respiratory System D. The growth and development of the body
______5. Digestive System E. Responsible for data/ information processing

which is gathered by the peripheral nervous system
______6. Endocrine System F. Movement is the reaction of the contraction of

muscle.
______7. Urinary System G. Framework of the body
______8. Immune System H. Heart is the main organ for this system
_____9. Circulatory System I. Allows the animal to acquire the necessary

Energy, organic molecules and essential
nutrients from the digested foods.
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What I Have Learned
Body Systems Work Together
You know that your body is made of cells. When groups of cells do the same
kind of work, they are called tissues. The word tissue comes from a Latin word
meaning to "weave." Cells that make up tissues are sometimes "woven" together.
You have four main types of tissues: epithelial, nervous, muscle, and
connective tissue. Epithelial tissue covers the outside of the body. It also lines organs
and cavities. Nervous tissue sends electrical signals. Muscle tissue helps you move.
Connective tissue joins bones and cushions organs.
When groups of tissues work together, they are called organs. Some examples
of organs are the heart, lungs, skin, and stomach. When organs work together, they
are called systems. For example, your heart, lungs, blood, and blood vessels work
together. They make up the circulatory system.
We have various systems in our body: muscular system, respiratory system,

digestive system, skeletal system, circulatory system, immune system, endocrine
system, nervous system and urinary system. Each system has a special job
I. Indicate which organ system will be primarily used in the following situation.
Write the beginning letter of correct organ system on the blank.
M muscular system D digestive system C circulatory system
S skeletal system R respiratory system N nervous system
U urinary system I immune system E endocrine
_____1. Prepare for a 5km run and eat lots of carbohydrates like rice to give you more
energy.
_____2. You lift your feet and move your legs as fast as you can.
_____3. But you have to go to the bathroom because you drank too much water before
the run.
_____4. Your breathing is getting faster and faster.
_____5. The heart is pumping fast as you sprint for the final 1km.
_____6. You enjoy attending the zumba activities
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_____7. Your body temperature increase because of the virus

_____8. The class play “pass the message.”
_____9. You can move your arms in a full range of motion.
_____10. Female tends to have a mood swing during the period.
II In the space provided, explain how the terms in each pair differ in meaning.
1. Gastrovascular cavity, Digestive tract

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. Gills, Lungs
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3. Open circulatory system, Closed circulatory system

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
4. Exoskeleton, Endoskeleton
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
5. Urination, Digestion
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
III. Directions: Fill in chart with purpose of the Human Body System
Animal Body System: Purpose of Animal Body System:
Respiratory System
Immune System
Circulatory System
Nervous System
Digestive System
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Skeletal System
Endocrine System
Muscular System
Urinary System
How do they all function together?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Which two organ systems bear major responsibility for ensuring homeostasis of the
internal environment?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
What I Can Do
You have probably heard the saying “no man is an island,” This saying means
that each person depends on others for many reasons. Inside the human body, this is
also true. When you look at an object, what organ systems are making your action
possible? Make a list of the organ systems involved when you eat, sleep and run.
____________________________________________________________________________________
____________________________________________________________________________________
________________________________________________________________________________
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Assessment
Directions. Choose the letter of the correct answer. Write the chosen letter on a
1. The urinary system gets rid of;

A. Cartilage
B. Nutrients
C. Oxygen
D. Waste
2. Which system delivers oxygen and nutrients to every cell in the body?
A. Circulatory
B. Integumentary
C. Muscular
D. Respiratory
3. What can you infer about carbon dioxide from the function of the respiratory
system?
A. It helps you breathe
B. It is more common the oxygen
C. It is harmful to your body
D. It is not found in the body
4. The circulatory system and the nervous system both:

A. Deliver blood to vital organs
B. Extend throughout the body
C. Sends electrical signals to the brain
D. Guard the body against infections
5. What is the main function of your stomach?

A. To hold food
B. To mix food with digestive juices
C. To absorb food into the blood stream
D. To hold waste materials
dioxide?
A. Digestive system
B. Excretory system
7. Which system of the body uses veins, blood, and arteries?

B. Digestive system
C. Muscular system
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8. Includes brain, spinal cord, and neurons.

B. Digestive system
C. Nervous system
9. What body parts are made of tissues that can contract and then relax back
to normal size?
A. Bones
B. Cartilage
C. Muscles
D. Tendons
10. What body system does a turtle’s shell belong to?

A. Circulatory
B. Digestive
C. Muscular
D. Skeletal
11. Blood is pump separately to pulmonary and systemic circuits; true for
amphibians, reptiles, birds, and mammals.
A. Double circulatory system
B. Open circulatory system
C. Systemic circuit
D. Pulmonary circuit
12. Which of the following are proteins that fight off diseases?
A. antibodies
B. B- cells
C. antigens
D. memory cells
13. Amphibian breath

A. with gills as larvae and with lungs as adults
B. with lungs as larvae and with gills as adults
C. both lungs and gills as adults
D. only through skin
14. Which of the following pairs of organs includes only the endocrine
glands?
A. Adrenal and ovary
B. Parathyroid and adrenal
C. Pancreas and parathyroid
D. Thymus and testes
15. The wall of the alveoli is what kind of tissue

A. muscle tissue
B. nervous tissue
C. epithelial tissue
D. connective tissue
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Reflection: What are your thoughts about your place in the environment?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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Answer Key
What's More
Activity 1.1
Down What I Know
1. Digestive
3. Lymphatic 1. D
5. Muscular 2. C
6. Circulatory 3. D
Across 4. A
2. Skeletal 5. B
4. Respiratory 6. D
7. B
Activity 1.2 8. C
1. Bone cells combine with other bone cells to make bone tissue 9. B
2. An organ is a group of tissue that work together to do the job in 10. C
the body 11. D
3. Students choice 12. C
13. A
Skeletal Muscular Nervous Respiratory Digestive 14. D
15. A
joints tendons Spinal pharynx pharynx
cord
bones muscles brain lungs stomach
cartilage trachea Large Assessment
intestine
Endocrine Urinary Immune Circulatory
1. D
testes bladder thymus heart 2. D
3. C
Pituitary ureter Bone Blood vessels
4. B
gland marrow
5. B
ovaries kidneys Lymph blood
nodes 6. D
7. A
Activity 2.1 8. C
9. C
1. F 10. D
2. A 11. B
3. H 12. A
4. D 13. A
5. G 14. D
6. B
7. H
8. I
9. E
Activity 3
1. G
2. F
3. E
4. A
5. I
6. D
7. B
8. C
9. H
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References
https://opentextbc.ca/anatomyandphysiology/chapter/1-3-functions-of-human-life-
2/
https://link.springer.com/content/pdf/10.1007%2F978-0-387-77251-6_27.pdf
https://cpb-us-
e1.wpmucdn.com/cobblearning.net/dist/9/1335/files/2014/01/Human-Body-
Systems-Exam-20kdl6d.pdf
https://quizizz.com/admin/quiz/572b58956f6f9f11113f102b/body-system-test-
review
https://study.com/academy/exam/topic/human-body-systems.html
https://www.proprofs.com/quiz-school/story.php?title=body-systems-test
https://www.researchgate.net/figure/A-schematic-overview-of-the-basic-components-
of-the-immune-system-abbreviations_fig3_259588386/download
https://studylib.net/doc/8425862/dr-27-2-animal-body-systems
https://www.thoughtco.com/organ-systems-of-the-body-quiz-4101216
https://www.proprofs.com/quiz-school/quizshow.php?title=human-organ-
systems&q=1
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Telefax: (632) 8634-1072; 8634-1054; 8631-4985

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Organ Systems of
154

Quarter 2 – Module 27: Organ Systems of Representative Animals
First Edition, 2020
over them.


Writers: Lillet L. Rosales
Rosalinda A. Mendoza Division EPS In Charge of LRMS
Rosalinda A. Mendoza, Division ADM Coordinator

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
155

Organ Systems of
156
Module on Organ Systems of Representative Animals. This module was
collaboratively designed, developed and reviewed by educators both from public and
private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal,
social, and economic constraints in schooling.
the module:
This contains helpful tips or strategies that will help you in guiding the learners
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For the learner:
Welcome to Earth and Life Science Grade 11 Alternative Delivery Mode (ADM) Module
on Organ Systems of Representative Animals. The hand is one of the most symbolized
part of the human body. It is often used to depict skill, action and purpose. Through
our hands we may learn, create and accomplish. Hence, the hand in this learning
resource signifies that you as a learner is capable and empowered to successfully
achieve the relevant competencies and skills at your own pace and time. Your
academic success lies in your own hands!
module.

module.






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competency.

learned concepts.

module.

this module.
not alone.
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What I Need to Know
the nature of Organ Systems. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.
The module is divided into three lessons, namely:

• Lesson 2 – Functional Relationships of the Different Organ Systems in
Ensuring Animal Survival

1. identify the different function organ system of the representative animal; and
2. explain the functional relationships of the different function organ system in
ensuring animal survival.
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What I Know
1. Your body needs to send urine out of the body. Which systems are involved?
A. Endocrine and excretory systems
B. Excretory and muscular systems
C. Muscular and digestive systems
D. Nervous and endocrine systems
2. What two body systems are most useful in getting nutrients from the food that
you eat?
A. Muscular and endocrine systems
B. Nervous and digestive systems
C. Nervous and circulatory systems
D. Circulatory and digestive systems
3. A student is outside on a very hot day. How does perspiration help maintain his
body heat?
A. It prevents heat from entering his body.
B. It causes evaporation and carries away body heat
C. It washes off bacteria off his skin.
D. It causes evaporation and saves body heat
4. Feedback mechanisms that regulate sugar levels in the blood belong to which
system?
A. Nervous system
B. Immune system
C. Digestive system
D. Endocrine system
5. The function of the cardiovascular or circulatory system is to transport blood
though out the body. What organ provides the force needed to transport or
move to move the blood?
A. Arteries
B. Brain
C. Heart
D. Capillaries
6. The digestive system is to absorbing nutrients as the circulatory system is to
A. Removing nutrients
B. Attracting nutrients
C. Distributing nutrients
D. Fighting infections
7. The immune system is to antibodies as the endocrine system is to
A. White blood cells
B. Nerve cells
C. Marrow
D. Hormones
8. Hormones increase the heart rate of an animal in danger?
A. Skeletal and circulatory
B. Immune and endocrine
C. Circulatory and endocrine
D. Endocrine and respiratory
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9. How does the feedback mechanism maintains your body temperature when
your surroundings are very hot?
A. The brain sends a message to the skin. The muscles in the skin contract, or
shiver, to cool the body.
B. The muscles in the skin contract, which sends a message to the brain that you
feel hot. The brain sends a message to the skin’s heat receptors.
C. Heat receptors in the skin send a message to the brain. The brain sends a
response to start sweating, which cools the body.
D. The skin starts sweating. The sweat sends a message to the brain, which sends
a response to stop sweating.
10. What two organs make up the central nervous system?
A. somatic nerves and autonomic nerves
B. cerebrum and cerebellum
C. neurons and receptors
D. brain and spinal cord
dioxide?
A. cardiovascular system
B. lymphatic system
C. lung system
D. respiratory system
12. Which of the following statements describes the role of the nervous system in
catching a baseball?
A. It provides structure for arm muscles.
B. It tells arm muscles to contract.
C. It releases adrenaline and prepares the student to run.
D. It provides energy to arm muscles.
13. What role does the endocrine system play in the body?
A. It controls voluntary actions.
B. It controls activities such as speaking, reading, and writing.
C. It controls bodily functions by means of chemical messengers.
D. It sends electrical messages along the spinal cord to muscles and glands.
14. Riding a bicycle requires additional energy from leg muscles. Which of the
following conditions may result from this activity, and which response helps
restore the body to its normal condition?
A. increased carbon dioxide in the blood can be removed by breathing faster
B. decreased oxygen can be replaced by digesting an apple
C. increased sugars in the blood stream can be diluted by drinking water
D. increased salt wastes can be removed by the heart
15. What is the major role of red blood cells in the circulatory system?
A. carry nutrients and oxygen to body cells
B. prevent disease and fight infection
C. carry digestive juices to the stomach
D. send chemical messages to the nervous system.
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Lesson Functional Relationships of the
2 different Organ Systems in ensuring

Animal Survival
Every day, you use your body to do a lot of things. Because of your body, you
can think, move, play and generally go about your daily activities. There are lot of
things happening inside your body that make life possible. You are alive because of
the many wonderful systems of organs that work together perfectly through very
complex processes. These organ systems keep in touch with one another, exchanging
information and working together to keep you alive.
What’s In
The body of an animal consist of various organ systems. Each of which

contains several specific organs. An organ is a unique anatomic structure
consisting of groups of tissues that work in concert to perform specific function.
System of Major Organ Function of the Organ System

the Body
Digestive Esophagus, stomach, Process foods and absorb nutrients,
System small intestine, large minerals, vitamins, and water.
intestine, rectum
Respiratory Nose, trachea, bronchi, Deliver air to sites where gas exchange
System lungs can occur.
Circulatory Heart, blood vessels Transport oxygen, nutrients and other
System substances to the cells and transport
wastes, carbon dioxide and other
substances away from the cells; help to
stabilize body temperature and pH.
Urinary Kidneys, urinary Removes excess water, salts, and waste
System bladder, ureter products from the blood and body and
controls pH
Immune Bone marrow, thymus Defends against microbial pathogens
System and other diseases
Nervous Brain, spinal cord Collects, transfers and process
System information and directs short term
change in other organ systems.
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Endocrine Glands produce Provides communication within the body

System hormones via hormone and direct long term
change in other organ systems to
maintain homeostasis
Muscular Muscles, tendons Provides movement, support and heat
System production
Skeletal Bones, cartilages, Supports and protects soft tissues of the
System ligaments body; provide movement at joints;
produces blood cells

This module introduces you to the relationships of different organ
system. You will also discover in this module that anything happens
to these small parts will affect the functioning of the organs, organ
systems and the whole organism. Be guided with the instruction on
how you answer the activities.
What’s New
There are various systems in the animal’s body: muscular system, respiratory
system, digestive system, skeletal system, circulatory (or cardiovascular) system,
excretory (or urinary) system, reproductive system, nervous system, Immune system,
and endocrine system. Each system has a special job. All of the body systems have
to work together to keep them healthy. The bones and muscles work together to
support and move the body. The respiratory system takes in oxygen from the air. It
also gets rid of carbon dioxide. The digestive system absorbs water and nutrients
from the food we eat. The circulatory system carries oxygen, water, and nutrients to
cells throughout the body. Wastes from the cells are eliminated by the respiratory
system, the excretory system, and the skin. The nervous system controls all these
activities with electrical impulses. If any system in the animal’s isn't working
properly, other systems are affected.
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ACTIVITY 1
Matching questions: Write the letter in the blank that match to the given systems
A.
_____1. Digestive system and Muscular System
_____2. Muscular System and Respiratory System
_____3. Urinary System and Circulatory System
_____4. Endocrine System and Nervous System
_____5. Respiratory system and Circulatory system
_____6. Endocrine System and Skeletal System
_____7. Digestive System and Circulatory System
_____8. Immune System and Skeletal System
_____9. Respiratory System and Circulatory System
_____10. Endocrine System and Circulatory System
B.
A. These systems interact when food is pushed down the esophagus to the
stomach.
B. These systems interact when the kidneys filter materials out of the body.
C. These systems interact to allow the inhalation and exhalation of gases.
D. These systems interact when glands of the brain control functions of the
body.
E. Takes oxygen for the delivery to cells and remove carbon dioxide brought
from the cell
F. Hormone increase the heart rate of an animal in danger
G. Oxygen is delivered from the lungs directly to your blood stream
H. Bone marrow produces red blood cell
I. Protein and sugar travels from the intestines directly to blood
J. The hormone testosterone increase the bone density of a growing male
What is It
Each Body System Works with the Others
Each individual body system works in conjunction with other body systems. The
circulatory system is a good example of how body systems interact with each other.
The heart pumps blood through a complex network of blood vessels. When the blood
circulates through the digestive system, for example, it picks up nutrients the body
absorbed from the last meal. The blood also carries oxygen inhaled by the lungs. The
circulatory system delivers oxygen and nutrients to the other cells of the body then
picks up any waste products created by these cells, including carbon dioxide, and
delivers these waste products to the kidneys and lungs for disposal. Meanwhile, the
circulatory system carries hormones from the endocrine system, and the immune
system’s white blood cells that fight off infection.
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Each of the body systems relies on the others to

work well. The respiratory system relies on the
circulatory system to deliver the oxygen it
gathers, while the muscles of the heart cannot
function without the oxygen they receive from
the lungs. The bones of the skull and spine
protect the brain and spinal cord, but the brain
regulates the position of the bones by controlling
the muscles. The circulatory system provides the
brain with a constant supply of oxygen-rich
blood while the brain regulates the heart rate
and blood pressure.
Even seemingly unrelated body systems are
connected. The skeletal system relies on the
urinary system to remove waste produced by
bone cells; in return, the bones of the skeleton
create structure that protects the bladder and other urinary system organs. The
circulatory system delivers oxygen-rich blood to the bones. Meanwhile, the bones are
busy making new blood cells. Working together, these systems maintain internal
stability and balance, otherwise known as homeostasis.
What’s More
Each organ system interacts with at least one other organ system. Organ systems do
not work independently; organ systems interact with each other to keep the organism
functioning. The systems of the body are interdependent. The job that one system
carries out depends on and influence jobs carried out by other systems.
Activity 1
Complete the table below by listing the body systems that interact together for each
scenario described.
SYSTEMS INTERACTION
1 Lungs supply oxygen carried by the blood to cells
of the body
2 Nutrients pass into the circulatory system to be
carried to body cells
3 Kidneys remove wastes from blood
4 Movement of the diaphragm in breathing
5 Production of blood cells in bone marrow
6 Daily movement and coordination
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7 Pumping of the heart & blood

8 Chewing, swallowing and movement of food
through the digestive tract
9 Pulmonary vein brings blood from the lugs back to
the heart
10 Muscles in the leg cause the tibia and fibula bones
to move upward
Question:
How do they all function together?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Activity 2
The human body systems interact to perform several functions for the whole
organism. Give the functions of the body when two systems work together.
1.
2.
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3.
4.
5.
Activity 3
Complete the table by writing the relationship of the given organ to the different
organ of the body.
System of the Body Interactions- Working with other Systems
Digestive System a. with circulatory system:
b. with muscular system:
c. with nervous system:
Respiratory System a. with circulatory system:
d. with urinary system:
Circulatory System a. with respiratory system:
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b. with digestive system:

d. with urinary system:
Urinary System a. with circulatory system:
b. with respiratory system:
Immune System a. with circulatory system:
b. with skeletal system:
Nervous System Controls all other systems:
Endocrine System a. with circulatory system:
Muscular System a. with circulatory system:
d. with digestive system:
e. with respiratory system:
Skeletal System a. with circulatory system:
c. with immune system:
What I Have Learned
Answer the missing word to complete the sentence
1. The digestive system relies on the ___________system to deliver the nutrients to

the entire body of the organism.
2. The respiratory system provides oxygen to the _______________system.
3. Carbon dioxide from cells is delivered from the circulatory system back to
the____________________ system so it can exit the body.
4. The circulat6ry system carries the waste from throughout the organism to the
_____________________ system, which takes care of excreting the waste from the
organism;
5. The circulatory system and the _____________system interact to deliver oxygen to
and to remove carbon dioxide from cells.
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What I Can Do
1. How will you protect your body from pathogens?

__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
2. Write a paragraph on how your body system is working together?

While I am (verb) ______________________________ here is how my body systems are
working together.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Assessment
1. Which of the following is an example of the endocrine system directly interacting

with the nervous system?
A. Hormones provide feedback that affects neutral processing
B. The vertebrae protect the spinal cord from injury
C. Sensory receptors in bones send signals about body position to the brain
D. The brain sends signals that control the speed at which food moves through
the intestines.
2. During the final stages of human gestation, receptors for the hormone oxytocin
increase on the smooth muscle cells of the uterus. The release of the oxytocin
during labor stimulates the smooth muscle tissue in the wall of the uterus. The
vigorous contraction of the uterine smooth muscle helps push the baby through
the birth canal so that delivery can occur. This process involves the interaction
of which organ system?
A. Endocrine and reproductive only
B. Endocrine and muscular only
C. Endocrine, muscular and reproductive
D. Endocrine, reproductive, and excretory
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3. Kidneys are part of the excretory system. They purify the impure blood and send
it back to the rest of the body. Which system is mainly responsible for the
transport of plasma to the kidneys?
A. Circulatory systems
B. Respiratory systems
C. Nervous systems
D. Muscular systems
4. What two body systems are most useful in getting nutrients from the food that
you eat?
A. Muscular and endocrine systems
B. Nervous and digestive system
D. Circulatory and digestive systems
5. What two systems work together to provide body cells with a constant supply of
oxygen while removing carbon dioxide waste?
A. Circulatory and respiratory systems
B. Muscular and circulatory systems
D. Nervous and immune systems
6. Which of the following describes an interaction that occurs between two body
systems of a rabbit that helps the rabbit outrun a pursuing coyote?
A. The endocrine system releases hormones that prepare the immune system to
deal with the possible injuries.
B. The digestive system increases the rate of digestion, and the excretory system
ceases to provide tissues with more nutrients
C. The respiratory system increases the breathing rate, and the circulatory
system increases blood pressure to provide tissues with more oxygen
D. The skeletal system releases additional calcium, and the circulatory system
retains more sodium in the blood to provide muscles with ions for contraction
7. The human digestive system id approximately 900 cm long. Food is moved

through the digestive tract primarily by:
A. Bile produce by the pancreas
B. Hydrochloric acid by the stomach
C. Muscular contractions
D. The enzyme amylase and pepsin
8. The digestive system is to absorbing nutrients as the circulatory system is to

A. Removing nutrients
B. Attracting nutrients
C. Disturbing nutrients
D. Fighting infections
9. How do circulatory system and immune system work together to respond to an

injury?
A. Increase blood flow carries white blood cells to the site of the injury
B. Increase blood flow kills healthy cells which prevents infection at the site of
the injury
C. Increase blood flow allows for an increase in the exchange of carbon dioxide
and oxygen at the site of the injury
D. Increase blood flow removes infected cells from the body at the site of the
injury
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10. Which body systems must directly interact for vertebrate organism to exchange
gasses?
A. Circulatory and respiratory
B. Endocrine and respiratory
C. Immune and endocrine
D. Skeletal and circulatory
11. A deer hears a predator approaching and begins to run for safety. The deer has
primarily engaged what body system to escape?
A. Muscular, reproductive and circulatory system
B. Muscular, digestive, and immune system
C. Nervous, respiratory, and muscular system
D. Respiratory, endocrine and excretory system
12. Which two systems alert the young bird to the danger and help produce the
vomit it uses as a defense?
A. Excretory and immune
B. Muscular and digestive
C. Nervous and digestive
D. Urinary and muscular
13. Which of the following is an example of the endocrine system directly

interacting with the nervous system?
A. Hormones provide feedback that affect neuron processing
B. The brain sends signal that control the speed at which food moves through
the intestines
C. The vertebrae protect the spinal cord from injury
D. Sensory receptors in bones send signals about body position to the brain.
14. Which body systems work together to protect the body from pathogens?
A. Circulatory and immune
B. Digestive and excretory.
C. Endocrine and reproductive.
D. Muscular and vascular
15. How does the digestive system work with all other systems?
A. The digestive system transport blood to all the other systems
B. The digestive system puts oxygen into the body
C. The digestive system gives the body energy and nutrients
D. The digestive system allows the body to move
Reflection: You can’t have one without the other: How can you relate this to your
body systems?
13
14
What I Know What's More
1. B Activity 1
2. D 1. respiratory and circulatory
3. B 2. digestive and circulatory
4. D 3.urinary and circulatory
5. C 4. respiratory and muscular
6. C 5. immune and skeletal
7. D 6. muscular and nervous
8. C 7. Muscular and circulatory
9. C 8. Digestive and muscular
10. D 9. Respiratory and muscular
11. D 10. Skeletal and muscular
12. C
13. C Activity 2
14. A 1. The circulatory system carries nutrient to different
15. A part of the body from the digestive system
2. The excretory system filters waste out of the blood
Assessment 3. The muscular system allows movement of the
1. A bones
2. C 4. The circulatory system takes the oxygen for
3. A delivery to cells and removes carbon dioxide brough
4. D from cells
5. A 5. The circulatory transport the antibodies to fight
6. C invaders.
7. C
8. C
9. A
10. A
11. C
12. C
13. A
14. A
15. C
Answer Key
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173
References
www.courses.lumenlearning.com
https://www.cpb-us-e1.wpmucdn.com
www.reverehealth.com
www.scrib.com
https://www.nationalgeographic.org/activity/interconnected-systems-human-body/.
https://opentextbc.ca/anatomyandphysiology/chapter/1-3-functions-of-human-life-2/
https://link.springer.com/content/pdf/10.1007%2F978-0-387-77251-6_27.pdf
https://cpb-us-e1.wpmucdn.com/cobblearning.net/dist/9/1335/files/2014/01/Human-Body-
Systems-Exam-20kdl6d.pdf
https://quizizz.com/admin/quiz/572b58956f6f9f11113f102b/body-system-test-review
https://study.com/academy/exam/topic/human-body-systems.html
https://www.proprofs.com/quiz-school/story.php?title=body-systems-test
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Telefax: (632) 8634-1072; 8634-1054; 8631-4985

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The Process of Evolution
176

Quarter 2 – Module 28:The Process of Evolution
First Edition, 2020
over them.


Writers: Wilma A. Aguspina
Mario B. Maramot CID Chief
Rosalinda A. Mendoza Division EPS In Charge of LRMS
Rosalinda A. MendozaDivision ADM Coordinator

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
177

178
Module on Module 28: The Process of Evolution!
the module:

This contains helpful tips or strategies that will
help you in guiding the learners.
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For the learner:
Welcome to the Earth and Life Science Alternative Delivery Mode (ADM) Module on
The Process of Evolution!
module.

module.






iii
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competency.

learned concepts.

module.

this module.
not alone.
iv
181
What I Need to Know
the process of evolution. The scope of this module permits it to be used in many
The module covers:

• Lesson 1 – The Process of Evolution

1. Explain the process of evolution;
2. Identify some scientists who contributed to the historical developments of
evolutionary thoughts;
3. Compare Lamarckian and Darwinian Evolution;
What I Know
Directions. Choose the letter of the best answer. Write the chosen letter on a
1. What refers to the change in the gene pool of population due to chance?
A. bottleneck effect
B. founder effect
C. gene flow
D. genetic drift
2. Which of the following happens when a small population of organisms

separates from the larger group to invade a new area?
A. bottleneck effect
B. founder effect
C. gene flow
D. genetic drift
182
3. What refers to any movement of genes from one population to another?

A. gene flow
B. genetic shuffling
C. genetic variation
D. mutation
4. Who is the Father of evolution?

A. Alfred Russel Wallace
B. Carolus Linnaeus
C. Charles Darwin
D. Jean Baptiste de Lamarck
5. He proposed the theory of use and disuse.

A. ALFRED Russel Wallace
B. Carolus Linnaeus
C. Charles Darwin
D. Jean Baptiste de Lamarck
6. He believed that populations grow geometrically while resources

slowly increase leading to competition.
B. Carolus Linnaeus
C. Jean Baptiste de Lamarck
D. Thomas Malthus
7. Who is the Father of taxonomy?

B. Carolus Linnaeus
D.Thomas Malthus
8. According to his theory of evolution, organisms change during their

lifetime to survive then pass these changes to their offspring.
A. Carolus Linnaeus
B. Charles Darwin
D. Thomas Malthus
9. Who proposed the theory that involves natural selection?

A. Carolus Linnaeus
B. Charles Darwin
D. Thomas Malthus
183
10. This is also called migration

A. gene flow
B. genetic shuffling
C. genetic variation
D. mutation
11. Differences among individuals of a species are referred to as

__________.
A. adaptation
B. fitness
C. natural selection
D.natural variation
12. Refers to a change over time

A. evolution
B. gradualism
C. migration
D. mutation
13. Each living species has descended, with changes, from other species
over time and as a result species today look different from their
ancestors.
A. Theory of Descent with Modification
B. Theory of Modification
C. Theory of Natural Selection
D. Theory of Survival
14. Explains the difference in survival of individual and reproduce in a

particular environment
A. evolution
B. gene flow
C. gradualism
D. natural selection
15. Occurs when there is a change in genetic makeup of organism

A. gene flow
B. genetic drift
C. mutation
D. natural selection
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Lesson
28 The Process of Evolution
Charles Darwin formulated the theory of evolution by natural selection in

his book “On the Origin of Species” in 1859. It refers to a change over time and the
process by which modern organisms have descended from ancient organisms
What’s In
Activity 1
Inside the clouds write your own thoughts about evolution.
What’s New
There were scientists who contributed to the historical developments of

evolutionary thoughts.
Activity 2 The Who?

Identify the scientists who contributed to the historical developments of
evolutionary thoughts by arranging the letters inside the box.
A H M U T L S
1._____________________________________Believed that populations grow geometrically
while resources slowly increase or not at all, leading to competition
A N D W R I
2. _____________________________________Thought the idea of descent modification
N I L E N A S U
3. _____________________________________ Father of taxonomy
185
W L E L C A A
4. _____________________________________ Realized that species evolved because fittest
individuals survived and reproduced passing their advantageous characters
A A C R L K M
5. _____________________________________ Proposed the theory of inheritance of
acquired traits and theory of use and disuse
What is It
Mechanisms of Evolutionary Changes

Mechanisms of evolutionary changes include genetic drift, migration or gene
flow, mutation, natural selection and nonrandom mating.
Genetic drift is a change in the gene pool of a population due to chance.
Examples of genetic drift are bottleneck effect and founder effect. Bottleneck effect
takes place when population decreases due to various environmental factors such
as fires, earthquakes and floods. The founder effect happens when a small
population of organisms separates from the larger group to invade a new area.
Gene flow is described as the movement of genes from one population to
another. When this happens, there is a tendency to increase the gene diversity in
the populations.
Mutation occurs when there is a change in the genetic makeup caused by
environmental stressors. This process expands diversity of organisms.
Natural selection explains the difference in survival of individual and
reproduce in a particular environment.
Nonrandom mating increases the frequency of animal with desirable traits.
It causes evolution because it intrudes the natural pool of gene variations.
Activity 3
Complete the concept map
MECHANISMS
OF
EVOLUTIONARY
CHANGES
186
What’s More
Lamarckian vs. Darwinian Evolution
According to Lamarck’s theory of evolution, organisms change during their

lifetime to survive then pass these changes to their offspring. While Darwin’s theory
involves natural selection and struggle for existence. When an organism is fit and
can adapt to its environment, it survives and more chance to reproduce.
Activity 4
Compare Lamarckian vs. Darwinian Evolution through illustration. You may

use different animals of your interest.
What I Have Learned
Activity 5
Complete the sentences.
1. ______________________ refers to a change over time.

2. ______________________ is the father of evolution.
3. ______________________ is considered as father of taxonomy.
4. Thomas Malthus believed that populations grow geometrically while
resources slowly increase leading to __________________.
5. _________________________ proposed the theory of use and disuse.
6. _________________________ explains the difference in survival of individual
and reproduce in a particular environment.
7. Gene flow is the movement of ____________ from one population to another.
8. _________________ occurs when there is a change in the genetic makeup
caused by environmental stressors.
9. The _________________________ happens when a small population of
organisms separates from the larger group to invade a new area.
10. __________________ takes place when population decreases due to various
environmental factors such as fires, earthquakes and floods.
187
What I Can Do
Activity 6
Look at the picture below. This illustrates the evolution of phone.
Describe each stage and tell the changes occur in every phase.
Original graphic by Karen Hancock, LC student graphic artist – “The Evolution of the Phone”.
____________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Activity 7
Arrange the following pictures from ancient to modern based on your
understanding about theory of evolution. (Use numbers 1 to 5)
__________ __________ __________ __________ __________

188
Assessment
1. Refers to a change over time
a. evolution
b. gradualism
c. migration
d. mutation
2. Each living species has descended, with changes, from other species over time
and as a result species today look different from their ancestors
A. Theory of Descent with Modification
B. Theory of Modification
C. Theory of Natural Selection
D. Theory of Survival
3. Explains the difference in survival of individual and reproduce in a particular

environment
a. evolution
b. gene flow
c. gradualism
d. natural selection
4. Takes place when population decreases due to various environmental factors

such as fires, earthquakes and floods
a. bottleneck effect
b. founder effect
c. genetic flow
5. The process the movement of genes from one population to another

a. evolution
b. gene flow
c. gradualism
6. Which of the following is considered as mechanisms of change?

a. genetic drift
b. migration
c. natural selection
d. a, b and c
189
7. Changes in the DNA

a. gene flow
b. genetic shuffling
c. genetic variation
d. mutation
8. This is also called migration

a. gene flow
b. genetic shuffling
c. genetic variation
d. mutation
9. Differences among individuals of a s species are referred to as __________.

a. adaptation
b. fitness
c. natural selection
d. natural variation
10. Father of evolution

a. Alfred Russel Wallace
b. Carolus Linnaeus
c. Charles Darwin
d. Jean Baptiste de Lamarck
11. Proposed the theory of use and disuse.

b. Carolus Linnaeus
c. Charles Darwin
d. Jean Baptiste de Lamarck
12. Believed that populations grow geometrically while resources slowly

increase leading to competition
b. Carolus Linnaeus
c. Jean Baptiste de Lamarck
d. Thomas Malthus
13. Father of taxonomy

b. Carolus Linnaeus
d. Thomas Malthus
14. According to his theory of evolution, organisms change during their

lifetime to survive then pass these changes to their offspring
a. Carolus Linnaeus
b. Charles Darwin
190

d. Thomas Malthus
15. His theory involves natural selection

a. Carolus Linnaeus
b. Charles Darwin
d. Thomas Malthus
Activity 8
Match column A with the label in column B. Draw a line from column A with
the corresponding answer in column B.
A B
A. There was a variety of

1. neck lengths of giraffes.
B. Small-necked and
medium-necked giraffes
2. cannot reach the food so
they die.
3. C. Small-necked
giraffe cannot reach
the food so it dies.
D. Long-necked giraffe
4. survived and pass the
traits to its offspring.
Additional What can I do What can I do
Activity Activity 6 Activity 5
Activity 8 First stage – Human 1. evolution
used cans with strings 2. Charles Darwin
1. C to pass the message. 3. taxonomy
2. D Second stage – Human 4. competition
3. A developed wired 5. Jean Baptiste de Lamarck
4. B telephone. 6. natural selection
Third stage – Human 7. gene
used wireless 8. mutation
telephone.
What can I do 9. founder effect
Fourth stage – People
10. bottleneck effect
Activity 7 able to see the caller’s
image using
1. 2 smartphones
2. 4
3. 5
4. 3
5. 1 What's It What's New
Activity 3 Activity 2
What's More 1. MALTHUS
genetic drift
mutation 2. DARWIN
Activity 4 3. LINNAEUS
gene flow
4. WALLACE
Sample illustration of natural selection 5. LAMARCK
Lamarck and Darwin’s nonrandom mating
theory of evolution
What I Know What's in Assessment
.
1. D 9. B Activity 1 1. A 9. D
2. B 10. A 2. A 10. C
3. A 11. D 1. fossil records 3. D 11. D
4. C 12. A 2. comparative anatomy 4. A 12. D
5. D 13. A 3.comparative 5. B 13. B
6. D 14. D embryology 6. D 14. C
7. B 15. C 4.comparative 7. D 15. B
8. C biochemistry 8. A
5. molecular biology
Answer Key
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192
References
Miller, K. R.. & Levine, J. (2004). Prentice Hall: Biology. New Jersey, Pearson
Education Inc.
Salandanan, G.G., Faltado, R.E., & Lopez, M.B. (2016). Earth and Life
Sciences for Senior High School. Quezon City, Lorimar Publishing,
Inc.
Sia, S. & Cortez, L. (2016). Science in Today’s World for Senior High School
Hancock, K. (2015, March 24). The Evolution of the Phone. Retrieved from
http://thelcbridge.com/the-evolution-of-the-phone/
https://evolution.berkeley.edu/evolibrary

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

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194

Quarter 2 – Module 29:The Process of Evolution
First Edition, 2020
over them.


Writers: Wilma A. Aguspina
Rosalinda A. Mendoza, Division EPS In Charge of LRMS

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
195

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Module on Module 29: The Process of Evolution!
the module:

ii
197
For the learner:
The Process of Evolution!
module.

module.






iii
198

competency.

learned concepts.

module.

this module.
not alone.
iv
199
What I Need to Know
the process of evolution. The scope of this module permits it to be used in many
The module covers:

• Lesson 2 – The Process of Evolution

1. Describe how the present system of classification of organisms is based on
evolutionary relationships;
2. Interpret and explain the phylogenetic tree;
3. Explain the importance of phylogenetic tree to evolutionary relationship of
organisms.
What I Know
1. Greek word phylon from the word phylogeny means _______________________.
A. ancestor
B. branch
C. origin
D. tribe
2. Greek word genesis from the word phylogeny means ____________________.
A. ancestor
B. branch
C. origin
D. tribe
3. Diagram that trace evolutionary relationships and connections among
organisms
A. evolution
B. family tree
C. lineages tree
D. phylogenetic tree
200
4. Lineages that evolved early from the root and remain unbranched
A. basal taxon
B. branch point
C. root
D. sister taxa
5. The point where split takes place
A. basal taxon
B. branch point
C. polytomy
D. sister taxa
6. Branch with more than two lineages
A. basal taxon
B. branch point
C. polytomy
D. sister taxa
7. Point of two lineages stem from the same branch
A. basal taxon
B. branch point
C. root
D. sister taxa
8. Indicates that an ancestral lineage gave rise to all organisms on the tree
A. basal taxon
B. branch point
C. root
D. sister taxa
9. Monophyletic group is also called _________________.
A. clade
B. domain
C. genus
D. taxa
10. Group which shows common ancestor
A. monophyletic
B. paraphyletic
C. polyphyletic
D. polytomy
11. Indicates more than two immediate descendants
A. monophyletic
B. paraphyletic
C. polyphyletic
D. polytomy
12. Includes recent common ancestors are not included only distant relative
A. monophyletic
B. paraphyletic
C. polyphyletic
D. polytomy
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13. Refers to recent common ancestor but not all descendants are included
A. monophyletic
B. paraphyletic
C. polyphyletic
D. polytomy
For numbers 14 -15. Analyze the structure of phylogenetic tree.
14. What letter represents the root?

A. A
B. I
C. J
D. K
4. B and C are _________________.
A. branch point
B. node
C. sister taxa
D. polytomy
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Lesson
29 The Process of Evolution
In 1835, when Darwin visited the Galapagos Islands, evidence has been found
to indicate that living things have changed gradually during their natural history.
The study of fossils as well as biogeography, embryology, molecular evidence, and
comparative anatomy such as homologous structure, analogous structure and
vestigial structure provide evidence for evolution.
What’s In
Activity 1
Match the picture with each type of evidence. Choose your answer from the
word bank below. Write your answer inside the box.
1. 2.
3. 4.
5. 6.
203
What’s New
The evolutionary history of a group of organisms is called phylogeny from the

Greek word phylon which means “tribe” and genesis which means “origin”. Biologist
traditionally represent the genealogy or organism’s line of evolutionary development
of organisms as phylogenetic trees, which are diagrams that trace evolutionary
relationships and connections among organisms.
A phylogenetic tree can be read like a map of evolutionary history. Rooted
phylogenetic trees have single lineage at the base representing a common ancestor.
Activity 2
Label the parts of rooted phylogenetic tree based on the given description.
1.
2.
3.
5. 4.
analogous structure molecular evidence fossil

embryology vestigial structure homologous structure
Structure of Rooted Phylogenetic tree

branch point the point where split occurs
basal taxon lineage that evolved early from the root
and remains unbranched
sister taxa point of two lineages stem from the same
branch
polytomy branch with more than two lineages
Root Indicates that an ancestral lineage gave
rise to all organisms on the tree
204
What is It
There are four groups of evolutionary tree namely monophyletic, paraphyletic,

polyphyletic and soft polytomy. Monophyletic group is also called clade which shows
common ancestor. Paraphyletic group refers to recent common ancestor but not all
descendants are included. Polyphyletic group includes recent common ancestors are
not included only distant relative. Soft polytomy indicates more than two immediate
descendants.
Activity 3
Identify what group of evolutionary tree is illustrated below.
1. 2.
_____________________________ _________________________________
3.
____________________________ __________________________________
What’s More
Activity 4
Analyze the phylogenetic tree. Fill the blank with the correct answer.
205
1. The root of the tree is represented by letter ______________.

2. ____________ shows common ancestor of B and C.
3. A to E represents the ________________________.
4. B and C are ____________________.
5. Which is more likely close related? A and C or C and D?
What I Have Learned
Activity 5
Complete the sentences.
(1)__________________ were grouped and used as evidence and basis for further
classification of living things. The evolutionary history of a group of organisms is
called (2)__________________ from the Greek word phylon which means “tribe” and
genesis which means “origin”.
A (3) ____________________ can be read like a map of evolutionary history.
Rooted phylogenetic trees have single lineage at the base representing a common
ancestor. Structures of phylogenetic tree are tip or terminal node, basal taxon, s ister
taxa, polytomy and root. (4)___________________ is the point where split occurs.
Lineage that evolved early from the root and remains unbranched is called
(5)__________________________. A branch with more lineages is polytomy while
(6)____________________ shows that ancestral lineage gave rise to all organisms on the
tree.
The four groups of evolutionary tree are monophyletic, paraphyletic,
polyphyletic and soft polytomy. (7)______________ group is also called clade which
shows common ancestor and all their descendent. (8)_______________ group refers to
recent common ancestor but not all descendent are included. (9) ______________
group includes recent common ancestors are not included only distant relative.
(10)__________________ indicates that branching is unknown.
206
What I Can Do
Activity 6
Complete the phylogenetic tree. Choose the corresponding organism from the
word bank.
Alligator Beavers Dolphin Tuna

Frog Gorilla Tyrannosaurus
Assessment
1. Lineages that evolved early from the root and remain unbranched
a. basal taxon
b. branch point
c. root
d. sister taxa
207
2. The point where split takes place

a. basal taxon
b. branch point
c. polytomy
d. sister taxa
3. Indicates that an ancestral lineage gave rise to all organisms on the tree
a. basal taxon
b. branch point
c. root
d. sister taxa
4. Monophyletic group is also called _________________.

a. clade
b. domain
c. genus
d. taxa
5. Branch with more than two lineages

a. basal taxon
b. branch point
c. polytomy
d. sister taxa
6. Point of two lineages stem from the same branch

a. basal taxon
b. branch point
c. root
d. sister taxa
7. Greek word phylon from the word phylogeny means ______________________.

a. ancestor
b. branch
c. origin
d. tribe
8. Greek word genesis from the word phylogeny means ____________________.

a. ancestor
b. branch
c. origin
d. tribe
9. Diagram that trace evolutionary relationships and connections among

organisms
a. evolution
b. family tree
c. lineages tree
d. phylogenetic tree
208
For numbers 10 -11. Analyze the structure of phylogenetic tree.
10. Letter K represents _______________?

a. branch point
b. node
c. sister taxa
d. root
11. D and E are _________________.

a. branch point
b. node
c. sister taxa
d. root
12. Common ancestor shows in group _____________.
a. monophyletic
b. paraphyletic
c. polyphyletic
d. polytomy
13. Indicates more than two immediate descendants
a. monophyletic
b. paraphyletic
c. polyphyletic
d. polytomy
14. Includes recent common ancestors are not included only distant
relative
a. monophyletic
b. paraphyletic
c. polyphyletic
d. polytomy
15. Indicates recent common ancestor but not all descendants are included
a. monophyletic
b. paraphyletic
c. polyphyletic
d. polytomy
209
Activity 7
Study the phylogenetic tree then answer the questions below.
Questions:
1. What do you call to the place where two branches split apart? ________________
2. What does the branch point that connect chimpanzee, bonobo and human
represent? _____________________________________________________________________
3. What is that single branch point from which all branches originate?
_________________________________
4. What does the node closest to the root represent? _____________________________
5. How important is phylogenetic tree? ______________________________
Additional Activity What can I do What I Have
Activity 7 Activity 6 Learned
1. branch point 1. dolphin Activity 5
2. most recent common
2. tuna
ancestor of all the species 1. fossil
on those branches 3. frog
2. phylogeny
3. root 4. gorilla
3. phylogenetic tree
4. represents most recent 5. beaver
4. branch point
common ancestor for all 6. alligator
5. basal taxon
organisms in the tree 7. tyrannosaurus
6. root
5. used to help represent
evolutionary relationship 7. monophyletic
between organisms that 8. paraphyletic
are believed to have some 9. polyphyletic
common ancestry. 10. soft polytomy
What's More What's It What's New
Activity 4 Activity 3 Activity 2
1. K 1. Paraphyletic 1. Sister Taxa
2. G 2. Polyphyletic 2. Polytomy .
3. tip or terminal node 3. Monophyletic 3. Basal Taxon
4. sister taxa 4. Soft 4. Branch point
5. A and C Polytomy/Polytomy 5. Root
What I Know What's In Assessment
1. D 9. A Activity 1 1. A 9. D
2. C 10. A 2. B 10. D
3. D 11. D 1.analogous structure 3. C 11. C
4. A 12. C 2.homologous structure 4. A 12. A
5. B 13. B 3. embryology 5. C 13. D
6. C 14. D 4. vestigial structure 6. D 14. C
7. D 15. C 5. fossil record 7. D 15. B
8. C 6. molecular evidence 8. C
7. biogeography
Answer Key
210
211
References
Miller, K. R.. & Levine, J. (2004). Prentice Hall: Biology. New Jersey, Pearson
Education Inc.
Sia, S. & Cortez, L. (2016). Science in Today’s World for Senior High Schoo
https://media.hhmi.org/biointeractive/click/Phylogenetic_Trees/02.html
https://evolution.berkeley.edu/evolibrary
https://www.youtube.com/watch?v=RVW8iIEfiZI

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

212

Interaction and Interdependence
213

Quarter 2 – Module 30: Interaction and Interdependence
First Edition, 2020
over them.


Writers: Rhodora G. Bautista
Editors: Name
Reviewers: Name
Illustrator: Cherry Amor Laroza
Layout Artist: Elizalde L. Piol
Rosalinda A. Mendoza, Division EPS In Charge of LRMS

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
214

Interaction and Interdependence
215
Module on Interaction and Interdependence!
the module:

ii
216
For the learner:
Interaction and Interdependence!
module.

module.






iii
217

competency.

learned concepts.

module.

this module.
not alone.
iv
218
What I Need to Know
interaction and interdependence in the ecosystem. The scope of this module permits
it to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
The module covers:

• Lesson 1 – Interaction and Interdependence

1. Identify biotic factors and abiotic factors; and
2. Categorize biotic potential and environmental resistance that affect population
growth.
What I Know
1. What refers to the rate at which life forms reproduce when they have perfect
conditions that would advance fruitful reproduction?
A. limiting factor
B. biotic potential
C. carrying capacity
D. environmental resistance
2. These factors that can restrain the expansion of a population, for example,
predators, competitors, lack of food and water, diseases and reasonable living
space are called _____________________.
A. limiting factor
B. biotic potential
1
219
3. What is the maximum number of organisms that an ecosystem can support?

A. limiting factor
B. biotic potential
4. Which of the following is an example of environmental resistance?

A. Predators struggle for a similar prey.
B. Adequate food and water supply for the people
C. The health condition of the organisms is stable
D. Suitable habitat increases the growth of producers.
5. Which of the following is NOT an environmental resistance?

A. diseases
B. predators
C. competitors
D. reproduction
6. Which of the following constitute an ecosystem?

A. Living things
B. Non-living things
C. Living things and non-living things
D. Producers, consumers and predators
7. What would happen if living organism failed to reproduce?
A. The population confines its growth.
B. There will be increase in population.
C. There will be decrease in population growth.
D. It has no effect on the population of living organism.
8. Biotic and abiotic factors that prevent the persistent development of a population
like food, water and space is called _____________________.
A. limiting factor
B. biotic potential
9. Living organisms have the ability to reproduce? In which of the following condition
will NOT lead to reproduction?
A. Disease
B. Adequate food
C. Suitable habitat
D. No competitors
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220
10. Which of the following examples refers to an abiotic factor for environmental
resistance?
A. Fishes eat algae in ponds.
B. A certain prey has various predators
C. Trees are dependent on sunlight and water in an ecosystem
D. Corona virus disease killed many people around the world
11. What do you call a group of organisms that are of similar species that live in a
similar zone?
A. Habitat
B. Population
C. Ecosystem
D. Community
12. What BEST portray an ecosystem?

A. It refers to an interacting group of organisms.
B. It is the integration of plants, animals and microorganisms.
C. Different species of living organisms that interact with each other.
D. The area in which living things interact with one another and with their
environment.
13. Which of the following is NOT a biotic factor?

A. goat
B. temperature
C. Coronavirus
D. Coconut trees
14. Elmo was bitten by a mosquito. Mosquitoes, tapeworms, hookworms and leeches
are examples of _____________________.
A. Prey
B. Parasites
C. Predators
D. Producers
15. Which of the following is an essential factor that determine biotic potential?
A. Diseases
B. Predators
C. Competition
D. Number of offspring
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221
Lesson
Interaction and
30 Interdependence
Every living thing rely upon one another and their environment. No living
creature could make due all alone without relying upon different living beings and
its environment. Interaction and interdependence are two important relationships in
nature. According to Bayo-ang, Coronacion, Jorda, Restubog & Moncada (2016),
ecology is the branch of biology that deals with study of these relationships of
interaction and interdependence between living things and their environment. The
area wherein living things associate with each other and with their environment is
known as the ecosystem (Ramos & Ramos, 2016). Association among species help
shape ecosystem.
What’s In
Activity 1
Look around. What do you see in your environment? List 10 living things and
10 non-living things in the table. Answer the questions below.
Living things Non–living things
1. What is the interaction between living things and non-living things?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. How dependent are we on other organisms and the environment?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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222
Activity 2
Encircle the words in the grid and fill in the blanks with the correct term.
Niche Parasitism
Competition Commensalism
Predation Mutualism
Symbiosis Habitat
Population Community
G L E I P T R K C E S H A D
I F C O M M U N I T Y E S E
V P O P U L A T I O N S Y L
E H M U T U A L I S M D M E
R D P A R A S I T I S M B Y
P R E D A T O R N S R N I S
L D T E C O L O G Y G C O A
A V I H A B I T A T R H S H
N U T C O N S U M E R S I N
T X I A N I M A L S E T S N
S C O M M E N S A L I S M O
A L N I C H E F R O G A L R
D E C O M P P O S E R D Y M
1. Different types of organisms that interact with one another in a given area form
a _____________________.
2. A group of organisms of similar species that live in a characterized territory area
form a _____________________.
3. The place or type of environment in which an organism or population lives is

called _____________________.
4. The capacity of a life form or the role it plays in the habitat is known as ecological
_____________________.
5. Interaction between two organisms of various species in which at any rate benefits
is called _____________________.
6. _____________________ is a harmonious relationship wherein two life forms’
benefit.
7. The symbiotic relationship in which one organism benefits and the other is
unaffected is called _____________________.
8. _____________________ is a symbiotic relationship in which one organism benefits,
while the other is harmed.
9. The feeding of one organism on another is called _____________________. Life forms
that feed on the other living creature are called predator, while prey refers to life
forms eaten by a predator.
10. An environment can't fulfill all the requirements of its individuals so creatures
must battle with each other to survive. This sort of interaction when two species
utilize a similar limited resource is called _____________________.
5
223

interaction and interdependence in the ecosystem. All parts are
consist of activities. Be guided with the instruction on how you
will answer each. Expectedly you will meet the target at the end of
the module.
6
224
What’s New
The ecosystem comprises of all living and non-living things that interact with
each other in a given territory. Every living piece of an ecosystem, for example,
animals, plants, and other living being are called biotic factors. Living organisms
interact in the ecosystem to obtain food in order to survive. Their interaction can be
used to classify them as to producers, consumers and decomposers. The non-living
pieces of an ecosystem are called abiotic factors. Living creatures in a biological
system can't be separated independently from the abiotic or non-living components
in their natural surroundings (Ramos & Ramos, 2016).
Activity 3
Read the words in the word box. Sort the biotic and abiotic factors into their
proper column.
tree cow farmer

dog wind oxygen
temperature grass fish
water CO2 sunlight
bacteria salinity of water chicken
pH of soil flower
Biotic Factors Abiotic Factors

____________________________________ ___________________________________
____________________________________ ___________________________________
____________________________________ ___________________________________
____________________________________ ___________________________________
____________________________________ ___________________________________
____________________________________ ___________________________________
____________________________________ ___________________________________
Refer to the column of biotic factors and classify each as to:
Producers Consumers Decomposers
7
225
What is It
Biotic Potential and Environmental Resistance

Biotic potential and environmental resistance are the factors that influence
the population growth. Biotic potential is the rate at which life forms reproduce when
they have perfect conditions that would advance effective generation (Salandanan,
Faltado & Lopez, 2016). It is likewise characterized as capacity of a populace of a
species to propagate under perfect conditions, for example, adequate food and water
supply, no diseases, suitable habitat and no predators. The biotic potential among
creatures’ changes from species to species. The following factors determine biotic
potential:
1. numbers of offspring per reproduction

2. chances of survival age of reproduction
3. age at which propagation starts
4. how frequently every individual replicates
Activity 4
Look at the pictures. Tell something about each picture.
A. _____________________________
________________________________
________________________________
________________________________
________________________________
________________________________
B. _____________________________
________________________________
________________________________
________________________________
________________________________
________________________________
8
226
C. _____________________________
________________________________
________________________________
________________________________
________________________________
Activity 5
Refer to pictures shown in Activity 4. Answer the following questions.
1. How many offspring does each organism have?

A. _____________________________________
B. _____________________________________
C. _____________________________________
2. At what age each organism reproduce?

A. _____________________________________
B. _____________________________________
C. _____________________________________
3. What will happen if living organisms fail to reproduce?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. How can a population grow?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. How can predators affect the population’s growth?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. How does disease affect population growth?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
7. What factors control the increase of population?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
9
227
What’s More
Environmental resistance refers to the factors that can limit the growth of a
populace. It includes predators, competitors, disease, lack of food and water and
unsuitable habitat.
The biotic potential and environmental resistance influence the carrying
capacity which is defined as the maximum number of individuals that an ecosystem
can support.
Biotic and abiotic factors that prevent the persistent development of a
population like food, water and space are called limiting factors.
Activity 6
Analyze each picture. Categorize as either biotic potential or environmental
resistance. Explain your answer.
1. ___________________________________
Explanation:
_____________________________________________
_____________________________________________
_____________________________________________
2. ___________________________________
Explanation:
_____________________________________________
_____________________________________________
_____________________________________________
3. ___________________________________
Explanation:
_____________________________________________
_____________________________________________
_____________________________________________
4. ___________________________________
Explanation:
_____________________________________________
_____________________________________________
_____________________________________________
5. ___________________________________
Explanation:
_____________________________________________
_____________________________________________
_____________________________________________
10
228
What I Have Learned
Activity 7
Refer to this illustration in answering questions A, B and C.
A. What are the abiotic factors in the illustration?

1. _________________________________________
2. _________________________________________
3. _________________________________________
4. _________________________________________
B. What are the biotic factors in the illustration?

1. _________________________________________
2. _________________________________________
3. _________________________________________
4. _________________________________________
5. _________________________________________
6. _________________________________________
C. Identify the environmental resistance that may affect the population in the
ecosystem.
1. _________________________________________
2. _________________________________________
3. _________________________________________
4. _________________________________________
5. _________________________________________
D. What is the effect environmental resistance on a population?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________
11
229
What I Can Do
Activity 8
The year 2020 had been a tough and difficult time for many countries around
the world. What environmental resistance affect the Philippines? What measures will
you do to protect the community?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Assessment
1. What biotic relationship occurs in organism where one species is benefited while
the other is harmed?
A. predation
B. mutualism
C. parasitism
D. commensalism
2. Which of the following is an example of environmental resistance?

A. various predators may compete for a similar prey
B. suitable habitat restrains the growth of producers
C. change in seasons can influence conduct of living beings
D. desert biological systems have restricted life forms because of outrageous
parched conditions
12
230
3. What are the two important relationships in an ecosystem?

A. symbiosis and predation
B. mutualism and parasitism
C. interaction and interdependence
D. biotic potential and environmental resistance
4. Which of the following condition does NOT show abiotic factors in an ecosystem?
A. cactus growing in hot, dry regions
B. earthworm burrowing for habitation
C. polar bears living in a very cold environment
D. A young woman gave birth to a healthy baby boy
5. The carrying capacity is the maximum number of organisms that an ecosystem

can support. What influence the carrying capacity?
1. limiting factor 2. biotic potential 3. biotic factor 4. Abiotic factor
5. environmental resistance 6. predation 7. competition
A. 1 and 2 C. 2 and 5
B. 3 and 4 D. 6 and 7
6. What factors control the increase in population growth?

1. disease 2. unsuitable habitat 3. adequate food 4. competitors
5. predation 6. water 7. sunlight 8. temperature
A. 2,4,5,7 C. 1,3,4,5
B. 1,3,5,8 D. 1,2,4,5,
7. The biotic and abiotic factors that prevent the growth of a population like food,
water and space is called _____________________.
A. limiting factor
B. biotic potential
8. The symbiotic relationship in which both organisms are benefited?

A. predation
B. parasitism
C. mutualism
D. commensalism
9. Which of the following essential factors determine biotic potential?

A. diseases
B. lack of food
C. number of offspring
D. lack of suitable habitat
10. What do you call the area in which the living things interact with one another and
with their environment?
13
231
A. habitat
B. population
C. ecosystem
D. community
11. What is the connection between biotic potential and environmental resistance?
A. Biotic potential increases the population whereas environmental resistance
confines its growth.
B. Biotic potential increases the population while environmental resistance
decreases its growth.
C. Biotic potential and environmental resistance are the two factors that increase
the population growth.
D. Biotic potential and environmental resistance are the two factors that limit the
population explosion.
12. Which of the accompanying reasons does explain why various life forms have
diverse biotic potentials?
A. Offspring have distinctive survival rates.
B. Life forms have diverse multiplication rates.
C. Different life forms will have diverse reproductive life expectancies.
D. Organisms that abide in a similar situation will have similar potentials.
13. What is the symbiotic relationship in an ecosystem when one organism

benefits and the other are unaffected?
A. Predation
B. Parasitism
C. Mutualism
D. Commensalism
14. What is the type of interaction when the two species use the same limited
resources and struggle with one another to survive?
A. Predation
B. Symbiosis
C. Mutualism
D. Competition
15. What is the role of predator in the ecosystem?

A. Remove vulnerable prey
B. Increase the number of prey
C. Have no effect in the ecosystem
D. Decrease the number of predator
14
232
Cut and paste/ copy and paste or draw pictures of an ecosystem showing
environmental resistance and biotic potential.
Biotic Potential
Environmental Resistance
Answer Key
15
16
Assessment What I Know What's in
1. C 1. B Activity 1
2. A 2. D Answer may vary among
3. D 3. C students’ perceptions.
4. D 4. A
5. C 5. D Activity 2
6. D 6. C
7. A 7. C
8. C 8. A
9. C 9. A
10. C 10. C
11. B 11. B
12. D 12. D
1. Community
13. D 13. B
2. Population
14. D 14. B
3. Habitat
15. A 15. D
4. Niche
5. Symbiosis
6. Mutualism
What I Can Do
7. Commensalism
Activity 8
8. Parasitism
Answer may vary among
9. Predation
students’ perceptions.
10.Competition
What's More What I Have Learned
What's New Activity 6 Activity 7
Activity 3 1. Biotic potential A. 1. Air/ atmospheric gas
Biotic Abiotic Factor 2. Environmental resistance (O2/ CO2)
Factor 3. Environmental resistance 2. light
trees temperature 4. Environmental resistance 3. soil
dogs water 5. Biotic potential 4.temperature
bacteria light B. 1. snake
fish Oxygen Explanation- Answer may vary 2. frog
cow CO2 among student 3. deer
grass pH of soil 4. tiger
farmer salinity of water What is It 5. tree
chicken Activity 4 6. grass
Answer may vary among C. 1. predator
Producers Consumers Decomposers students’ perceptions. 2. competitor
trees dogs bacteria 3. disease
grass fish Activity 5 4. lack of food and water
cow 1. A – 1 5. unsuitable habitat
farmer B–8 D. Answer may vary among
chicken C–2 student
*Answers can be interchanged 1. A – 12 y.o.
B – 5 mos. *Answers can be interchanged
C – 4 mos.
3-7. Answer may vary among
student
233
234
References
Bayo-ang, R.B. et al. 2016. Earth and Life Science for Senior High School.
Quezon City: Education Resources Corporation
Ramos, J.D. and Anna Cherylle Morales-Ramos. 2006. Exploring life Through
Science BIOLOGY. Quezon City: Phoenix Publishing House, Inc.
Salandanan, G.G., Faltado, R.E., & Merle B. Lopez. 2016. Earth and Life
Sciences for Senior High School. Quezon City: Lorimar Publishing, Inc.
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235

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

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1

Earth and Life Science

Published by the Department of Education

Development Team of the Module

Printed in the Philippines by ________________________

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro

Earth & Life Science

Notes to the Teacher

For the learner:

This module has the following parts and corresponding icons:

What I Know This part includes an activity that aims to

What’s In This is a brief drill or review to help you link

What’s New In this portion, the new lesson will be

What is It This section provides a brief discussion of the

What’s More This comprises activities for independent

What I Have Learned This includes questions or blank

What I Can Do This section provides an activity which will

Assessment This is a task which aims to evaluate your

Additional Activities In this portion, another activity will be given

Answer Key This contains answers to all activities in the

At the end of this module you will also find:

References This is a list of all sources used in developing

The following are some reminders in using this module:

What I Need to Know

The module covers:

After going through this module, you are expected to:

3. The oxygen revolution changed Earth’s environment dramatically. Which of

Lesson Evolving Concept of Life

Activity 1: My Life in Timeline

2. Why is timeline significant?

Notes to the Teacher

This module will help you to understand the concepts about

Activity 2: Timeline of Events

• The early earth is said to be violent

Timeline of • Appearance of the first eukaryotes

• The Mesozoic era-the age of reptiles that

250 TYA • The Cenozoic era- recent life and based on

Activity 3: Evidence of Life

Archean Proterozoic Eon

` Activity 4: It’s a match!

zircon crystal stromatolites Cyanobacteria

4.6 to 3.6 billion years ago 1.

A. The emergence of first celled

C. Fungi, animals and algae that D. The presence of organic

E. Oxygen-producing F. Aerobic bacteria lived inside

G. Endomembrane system and

Activity 7: Time to Reveal

• The modern human that have

A K R P O R Y O T S E • A basic cell type which lacks

A K R U E Y O T S E • This basic cell type possesses a

Activity 8: Origin of Life

• history of life ● adaptation

Activity 9: TMG (Transformations, Mass Extinctions and Geologic Changes)

• First evidence of life (3,850 MYA) • Modern humans (0.1 MYA)

Transformation Mass Extinctions Geologic changes

Activity 10: Extinct Flora & Fauna

Activity 11: Sequence of Events

Activity 12: Why Should I Study History of Life?