Science 10 LAS Quarter 3

10
SCIENCE
Third Quarter
LEARNING ACTIVITY SHEETS

COPYRIGHT PAGE
SCIENCE
Learning Activity Sheets
(Grade 10)
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
“No copy of this material shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall
be necessary for exploitation of such work for profit.”
This material has been developed for the implementation of K to 12 Curriculum through the
Curriculum and Learning Management Division (CLMD). It can be reproduced for educational
purposes and the source must be acknowledged. Derivatives of the work including creating an
edited version, an enhancement of supplementary work are permitted provided all original
works are acknowledged and the copyright is attributed. No work may be derived from this
material for commercial purposes and profit.
Consultants:
Regional Director : BENJAMIN D. PARAGAS PhD, CESO V, Director IV, DepEd R02
Assistant Regional Director : JESSIE L. AMIN EdD, CESO V, DepEd R02
Schools Division Superintendent : RACHEL R. LLANA PhD, CESO VI, SDO Nueva Vizcaya
Asst. Schools Division Superintendent : MARY JULIE A. TRUS PhD, CESE, SDO Nueva Vizcaya
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG PhD, DepEd R02
Chief Education Supervisor, CID : EVELYN V. RAMOS
Development Team
Writers: ROEL C. BOSE, T-III, Casat National High School
GRETCHEN P. BALANGUE, T-III, Kayapa High School
ARCELI D. ARREOLA, T-III, Bascaran National High School
HAZEL M. ASUNZA, T-III, Dupax del Norte National High School
CHERRY MAE G. GARING, T-I, Diadi National High School
FELY T. ALFREDO, MT I, Diadi National High School
MARK RYAN F. MORALES, T-III, Uddiawan National High School
ESPERANZA O. DERILO, T-III, Dupax del Sur National High School
MARK ANTHONY Q. RUIZ, T-III, Dupax del Sur National High School
ALBERT V. FLORIDA, T-III, Paniki High School
NOVELYN O. ACIERTO, T-I, Murong National High School
ROBERT C. DIPAGAN, T-III, Kasibu National Agricultural School
Content Editor: MARICEL S. FRANCO, PhD, CESE, EPS-Science, SDO Nueva Vizcaya
DEPMAR VALDEZ, EPS SCIENCE, SDO Cauayan City
TERESITA M. TABOY, Principal IV, Bascaran NHS
FLORABEL P. MUTIA, HT-III, Solano HS
FE TOLENTINO, MT II, Murong NHS
MA. LEONORA LACUATA, HT I, Tiblac HS
ARSENIA DULAWAN, MT I, Bagabag NHS
ANNA MARIE JASMIN, Assistant Principal, Diadi HS
Illustrators: CHERRY MAE G. GARING, T-I, Diadi National High School
GRETCHEN P. BALANGUE, T-III, Kayapa High School
ARIES I. DELA CUEVA
Layout Artist: CHESTER C. CORTEZ, Division Librarian II, SDO Nueva Vizcaya
Focal Persons: RIZALINO G. CARONAN, Regional EPS–LRMDS, CLMD, DepEd R02
ESTER T. GRAMAJE, Regional EPS-Science, CLMD, DepEd R02
MARICEL S. FRANCO, PhD, CESE, Division EPS-Science, SDO Nueva Vizcaya
BERMELITA E. GUILLERMO, PhD, Division EPS-LRMDS
Printed by: Curriculum and Learning Management Division

DepEd, Carig Sur, Tuguegarao City
i
Table of Contents
Competency Page Number
Explain the role of hormones involved in the female .............................. 4 -14

and male reproductive systems.S10LT-IIIb-34
Describe the feedback mechanisms involved in

regulating process in the female reproductive .............................. 15-21
system (e.g. menstrual cycle) (S10LT-IIIc-35)
Describe how the nervous system coordinates and .............................. 22-29
regulates these feedback mechanisms to maintain
homeostasis. (S10LTIIIc-36)
Explain how protein is made using information .............................. 30-46
from DNA. (S10LT-IIId-37)
Explain how mutations may cause changes in the

structure and function of a protein. (S10LT-IIIe- .............................. 47-57
38)
Explain how fossil record, comparative anatomy, .............................. 58-66

and genetic information provide evidence for
evolution. (S10LT-IIIf-39)
Explain the occurrence of evolution (S10LT-III-40) .............................. 67-78
Explain how species diversity increases the .............................. 79-83

probability of adaptation and survival of organisms
in changing environments. (S10LT-IIIh-41)
Explain the relationship between population growth .............................. 84-89

and carrying capacity. (S10LT-IIIi-42)
1 Note: Practice personal hygiene protocols at all times.

SCIENCE GRADE 10
Name of Learner: _________________________ Grade Level: _____________

Date:___________________________________ Score:___________________
LEARNING ACTIVITY SHEET

Role of Hormones in Male and Female Reproductive Systems
Background Information for Learners
Hormones affect various processes in the body as they regulate and balance the
functioning of organs, tissues and cells. Hormones have a great impact on your growth,
appearance, emotions and reproductive functions. For most living creatures, reproduction is
basically a normal process controlled by hormones. These hormones are secreted by different
organs and targets a specific organ to control and regulate its normal functioning.
In humans, the functioning of the male and female reproductive systems is controlled
by hormones. The changes that occur during puberty stage are the effect of the releasing of
hormones in the body. The male and female reproductive system has their respective
hormones; androgen and testosterone for the male and estrogen and progesterone for the
female. There are different hormones that target the reproductive system to activate the
production of these hormones such as luteinizing hormones and follicle-stimulating hormone
that are secreted by the pituitary gland.
Learning Competency : Explain the role of hormones involved in the female and male
reproductive systems.S10LT-IIIb-34
Activity 1: Male Reproductive System

Directions: Read the informational text below about male reproductive system and be able to
answer the guide questions.
Informational Text
The Male Reproductive System
The male reproductive system consists of both the reproductive and accessory organs and
it is responsible for the production of sperm cell. The penis is the male organ for sexual
intercourse. It has three parts: the root, which attaches to the wall of the abdomen; the body, or
shaft; and the glans,(head of penis) which is the cone-shaped end of the penis. The opening of
the urethra, the tube that transports semen and urine from the bladder, is at the tip of the glans
penis. Semen, which contains sperm, is expelled through the end of the penis in a process called
ejaculation. Behind the penis is the scrotum, a loose pouch-like sac of skin that contains the
testicles (also called testes), as well as many nerves and blood vessels. The scrotum has a
protective function and acts as a climate control system for the testes. The testes are responsible
for making testosterone, the primary male sex hormone, and for producing sperm. Within the
testes are coiled masses of tubes called seminiferous tubules. These tubules are responsible for
Note: Practice personal hygiene protocols at all times.
|4
producing the sperm cells
Pubic Bone Bladder Seminal Vesicle
through a process called
spermatogenesis. Connected
to the testes is the Rectum
epididymis, a long, coiled
tube that rests on the Ejaculatory duct
backside of each testicle. It Penis
functions in the carrying and
Prostate
storage of the sperm cells gland
which are produced in the
Urethra
testes. The other organs of Bulbuorethral
the male reproductive gland
system include the Anus

following:
• Vas deferens — The Vas deferens
vas deferens is a Testis

Epididymis
long, muscular tube Scrotum
Urethral Opening
that travels from the Seminiferous
tubules
epididymis into the
pelvic cavity, to just
behind the bladder. It
transports mature sperm to the urethra in preparation for ejaculation.
• Ejaculatory ducts — These are formed by the fusion of the vas deferens and the
seminal vesicles. The ejaculatory ducts empty into the urethra.
• Seminal vesicles —The seminal vesicles produce a sugar-rich fluid (fructose) that
provides sperm with a source of energy and helps with the sperms’ motility (ability to
move). The fluid of the seminal vesicles makes up most of the volume of a man’s
ejaculatory fluid, or ejaculate.
• Prostate gland — The prostate gland is a doughnut-shaped that is located below the
urinary bladder in front of the rectum. It contributes additional fluid to the ejaculate.
Prostate fluids also help nourish the sperm.
• Bulbourethral glands — The bulbourethral glands, or Cowper’s glands, are pea-sized
structures located on the sides of the urethra just below the prostate gland. These glands
produce a clear, slippery fluid that empties directly into the urethra. This fluid lubricates
the urethra and neutralizes any acidity that may be present due to Myometrium residual drops of urine
in the urethra.
Cervix
Guide Questions:
1. What are the functions of the male reproductive system?
_____________________________________________________________________
_____________________________________________________________________
Vagina
_________________________________________
2. What is the most important organ of the male reproductive system? Why?
_____________________________________________________________________
_____________________________________________________________________
_________________________________________
|5
Activity 2: Female Reproductive System
Informational Text
The Female Reproductive System
The female reproductive system consists of both the reproductive and accessory
organs which help nurture the fertilized egg until it develops as a fetus. The female
reproductive organs include:
• Vulva: The external part of
the female genitalia that
protects sexual organs,
urinary opening, vestibule
and vagina. It is the center of
sexual response. The outer
and inner 'lips' of
the vulva are called the labia
majora and labia minora and it
is where the clitoris is located.
• Vagina: The vagina is a canal
that joins the cervix (the lower
part of uterus) to the outside
of the body. It also is known
as the birth canal.
• Uterus (womb): The uterus is
a hollow, pear-shaped organ
which is the home for a
developing fetus. The uterus
is divided into two parts: the
cervix, which is the lower part
that opens into the vagina, and the main body of the uterus, called the corpus. The
corpus can easily expand to hold a developing baby. A canal through the cervix allows
sperm to enter and menstrual blood to exit.
• Ovaries: The ovaries are small, oval-shaped glands that are located on either side of
the uterus. The ovaries produce eggs and hormones.
• Fallopian tubes: These are narrow tubes that are attached to the upper part of the uterus
and serve as pathways for the ova (egg cells) to travel from the ovaries to the uterus.
Fertilization of an egg by a sperm normally occurs in the fallopian tubes. The fertilized
egg then moves to the uterus, where it is implanted to the uterine lining.
• Cervix: This is a cylinder-shaped neck of tissue that connects the vagina and uterus
located at the lowermost portion of the uterus.
Guide Questions:
1. What are the functions of the female reproductive system?
_____________________________________________________________________
_____________________________________________________________________
|6
2. What is the most important organ of the female reproductive system? Why?
_____________________________________________________________________
_____________________________________________________________________
ACTIVITY 3: Crossword Puzzle
Directions: Fill in the crossword puzzle with words taken from the readings in either across or
downward direction using the given descriptions as guide.
Across
2. a tube that carries urine from the bladder out of the body
3. a doughnut-shaped gland that is located below the bladder
4. lining of the uterus
6. the male organ for sexual intercourse, used to transfer semen to the female and to expel
urine from the body.
11. refers to the discharge of semen through the urethra to the outside
14. the external pouch of skin and muscle containing the testes
15. female reproductive organs that produce eggs and produce the sex hormones, estrogen
and progesterone
|7
Down
1. it is the site of fertilization, the union of egg and sperm
5. a mixture of sperm cells and various secretion
7. a coiled tube attached to the back and upper side of the testicle that stores sperm and it is
connected to the vas deferens
8. the neck of the womb consisting of a narrow passage leading to the vagina
9. a muscular tube that connects the cervix to the outside of the body
10. sperm duct that extends upward from the epididymis
12. a hollow muscular organ in the pelvic cavity of female in which the embryo is nourished
and develops before birth. It is also known as the womb.
13. the external female genitals that include the clitoris and the two pairs of fleshy folds, that
surround the opening of the vagina
Activity 4: How the Reproductive System Works

Informational Text
How the reproductive system works?
The entire male reproductive system is dependent on hormones, which are chemicals
that stimulate or regulate the activity of cells or organs. Male sex hormones are responsible for
development of the primary and secondary male sex characteristic. The primary hormones
involved in the functioning of the male reproductive system are follicle-stimulating hormone
(FSH), luteinizing hormone (LH) and testosterone. FSH and LH are produced by the pituitary
gland located at the base of the brain. FSH is necessary for sperm production through a process
called spermatogenesis, and LH stimulates the production of testosterone, which is necessary
to continue the process of spermatogenesis. Testosterone is important in the development of
male characteristics, including muscle mass and strength, fat distribution, bone mass, facial and
body hair growth, voice change and sex drive.
Testosterone is an androgen, a group of hormones responsible for male growth and

development. Androgen synthesis and secretion in men are regulated by the complex
interaction between the hypothalamus–pituitary–testicular axis. The hypothalamus secretes
gonadotropin-releasing hormone (GnRH) which stimulates the pituitary gland into secreting
luteinizing hormone (LH) and follicle-stimulating hormone (FSH).
The female sexual development also starts with the secretion of gonadotropin-releasing
hormone(GnRH) .The GnRH travels through the blood vessels to the pituitary gland where it
stimulates the production of luteinizing hormone(LH) and follicle-stimulating hormone(FSH).
The FSH travels through the blood stream and causes the ovary to produce a follicle which
contains an egg in a process called oogenesis. The FSH will stimulate the ovarian follicle to
produce estrogen. Estrogen is a female sex hormone that stimulates the maturation of the
female sex organs and the development of the secondary sexual characteristics. After ovulation,
LH will stimulate the ovarian follicle known as corpus luteumto secrete estrogen and
|8
progesterone. The role of progesterone is to develop and maintain the uterine lining in
pregnancy, prevents the uterine contractions, and also prepares the mammary glands for milk
production. If an ovum is not fertilized, the secretion of estrogen and progesterone declines
rapidly. When an ovum is fertilized, the pituitary gland secretes the hormone prolactin which
maintains the production of milk in the mammary glands after giving birth. Another hormone
secreted by the pituitary gland is oxytocin which stimulates the contraction of uterus during
childbirth and releases milk from the mammary glands. The stage where physical and
emotional changes occurs in teenagers is puberty.
Guide Questions:
1. What are hormones?
_____________________________________________________________________
_______________________________________________________
2. What are the hormones of the male reproductive system? How do they work?
_____________________________________________________________________
_____________________________________________________________________
3. What are the hormones of the female reproductive system? How do they work?
_____________________________________________________________________
_____________________________________________________________________
Activity 5 Tracking Once Body Change

Directions: Complete the flowchart below by writing how your physical appearance changes
from childhood to present.
12-18 years old
9-11 years old

3-8 years old
Based from https://www.pearsonschoolandfecolleges.co.uk
0-2 years old
|9
Guide Questions:
1. Cite at least 3 major changes that you have observed in your body from your younger
years until now.
_____________________________________________________________________
_____________________________________________________________________
2. Do you think you went through changes and development?

How?________________________________________________________________
_____________________________________________________________________
Activity 6: Finding the Targets
Directions:
1. Study and analyze the diagram and informational text below that explains the
coordination between the nervous system (brain) and the reproductive system then
answer the activities that follow. The rubrics below will be used to rate your output.
2. Identify the effect/s of LH and FSH on the target organ/s in the table below.
3. Match the hormone with its function or effect. An option can be used more than once.
4. Answer the guide question.
RUBRICS IN RATING ANSWERS TO GUIDE QUESTIONS

FAIR GOOD EXCELLENT
(1 point) (3 points) (5 points)
Content Response includes an Response includes Response includes answer
answer to the question. answer to the question. to the question. The
The answer is not The answer is supported answer is supported by
supported from the by one reference from two references from the
reading material. the reading material. reading material.
Mechanics Thoughts are not that Thoughts are organized Thoughts are organized
organized. but not logically and logically arranged.
arranged.
Part of the brain, the hypothalamus, secretes

Gonadotropin-Releasing Hormone (GnRH) to
stimulate the pituitary gland to secrete Luteinizing
Hormone (LH) and Follicle-Stimulating Hormone
(FSH). These hormones target specific organs of
the male and female reproductive system and bring
about certain changes in the anatomy (physical
make-up) and physiology (processes and functions)
in males and females.
Source: Images/Encyclopedia Britannica
| 10
1. Identifying the effect/s of LH and FSH on the target organ/s
Effects on target organs
Hormone Male Reproductive System Female Reproductive System
LH
FSH
2. Matching Type
Column A Column B
_____ 1. stimulates milk production a. FSH
_____ 2. causes breast enlargement in females b. LH
_____ 3. stimulates production of mature sperm c. oxytocin
_____ 4. stimulates production of testosterone d. estrogen
_____ 5. causes change in male voice and muscle mass e. testosterone
_____ 6. stimulate the ovaries to produce estrogen f. prolactin
_____ 7. controls activity of the uterus lining g. progesterone
_____ 8. Stimulates contraction of uterus during childbirth
______ 9. Prepares and maintains the uterus during pregnancy
_____ 10. Cause the production of progesterone
Guide Question:
1. It is said that puberty is the period when boys and girls start to develop and manifest
secondary sex characteristics. These secondary sex characteristics are controlled by
hormones produced by glands in the nervous system and reproductive systems. What
do you think can possibly happen when the pituitary glands secrete very low amounts
or level of FSH and LH?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Activity 7: Sum It Up.

Directions: Read and analyze the following questions and choose the letter of the BEST answer.
Write your answer on the space provided before each number.
_____1. Where does fertilization take place?
A. cervix B. fallopian tube C. ovaries D. uterus
_____2. Which of the following is a function of testosterone?
A. Controls the secondary sex characteristics in male
B. Controls the secondary sex characteristics in female
C. Stimulates production of milk in mammary gland
D. Controls contraction of the uterine lining during childbirth
| 11
______3. What hormone is responsible for the expression of secondary sex characteristics in
females?
A. estrogen B. follicle-stimulating hormone
C. Luteinizing hormone D. testosterone
______4. Which of the following refers to the process of production and development of sperm
cells in male?
A. gametogenesis B. spermatogenesis
C. oogenesis D. all of the above
_____5. How does the gonadotropin-releasing hormone (GnRH) function?
A. GnRH stimulates the ovaries for the production of progesterone and estrogen.
B. GnRH stimulates the ovaries for the production of luteinizing hormone and
follicle stimulating hormone.
C. GnRH stimulates the testes and ovaries for the production of progesterone and
testosterone respectively.
D. GnRH stimulates the pituitary gland for the production of luteinizing hormone
and follicle stimulating hormone.
Reflection
If you are a boy/girl , what have you learned about the roles of hormones in your body?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________
References for learners

Angeles, D. C., Crisostomo, L. M., Toledo, S. B., &Quinsaat, D. T. (2014). Science
vistas. Don Bosco Press Inc.
Better Health Clinic. (November, 2018). Androgen deficiency in men.
https://www.betterhealth.vic.gov.au/health/conditionsandtreatments/androgen-
deficiency-in-men
Canyong, P. M., Bautista, F. S., Castillejos, M.A., & Delos Santos, M. T. (2015).
Science Grade 10. Vicarish Publication and Trading, Inc.
Cleveland Clinic. (n. d.). Male reproductive system.
https://my.clevelandclinic.org/health/articles/9117
Department of Education. (2015).Science 10learner’s material. REX Book Store,
Inc.
Ferriols-Pavico, J. M., Morales-Ramos, A. C., Bayquen, A. &Silverion, A. A., Exploring life
through science. Phoenix Publishing House, Inc.
| 12
Answer Key
Activity 1 Answer may vary
Activity 3
Across
2. URETHRA
3. PROSTATE GLAND
4. ENDOMETRIUM
6. PENIS
11. EJACULATION
14. SCROTUM
15. OVARIES
Down
1. FALLOPIAN TUBE
5. SEMEN
7. EPIDIDYMIS
8. CERVIX
9. VAGINA
10. VAS DEFERENS
12. UTERUS
13. VULVA

Activity 5
Possible Answers
Male-growth of body hair, increased muscular development, development of broad shoulders,
narrow pelvis and deepening of voice
Female- development of mammary glands and breast, broad pelvis, growth of body hair,
increase in fat distribution (breast, thighs, buttocks)
Activity 6
1. Identify the effect/s of LH and FSH on the target organ/s
Effects on target organs
Hormone Male Reproductive System Female Reproductive System
LH Testes – stimulates production of Ovaries – stimulates
testosterone production of estrogen and
progesterone
FSH Testes – initiates sperm Ovaries – stimulates the
production (controls growth of eggs; controls the
spermatogenesis or sperm menstrual cycle
production)
| 13
2. Match the hormone with its function or effect. An option can be used more than
once.
1. f 6. b
2. d. 7. d
3. a 8. c
4. b 9.g
5. e 10.b
3. It is said that puberty is the period when boys and girls start to develop and manifest
secondary sex characteristics. These secondary sex characteristics are controlled by
hormones produced by glands in the nervous system and reproductive systems.
What do you think can possibly happen when the pituitary glands secrete very low amounts
or level of FSH and LH?
Low amounts of FSH and LH have unfavorable effects in growing males and females
especially in the reproduction process. Since the production of important hormones -
testosterone, estrogen and progesterone are controlled by FSH and LH, deficiency in FSH
and LH can cause
Infertility in males and inability of females to produce viable eggs for fertilization. Other
explicit or observed effects include: irregular or stopped menstruation in females, poor
development of mammary glands and ducts; in males, loss of body and facial hair, muscle
weakness and other.
Activity 7
1. C 6. A
2. C 7. C
3. A 8. B
4. B 9. D
5. A 10. D
| 14
SCIENCE GRADE 10
Name of Learner: ___________________________ Grade Level: __________
Date: _________ _______________________ Score: _______________________

Feedback Mechanisms in the Menstrual Cycle
Background information for Learners

The human body is made up of different systems that coordinate with one another in
order to perform their functions well. If any part of these organ systems malfunctions, the body
will become unbalanced. The instability caused by the malfunctioning of one system cannot be
made stable by other systems because each system has its own function in the body.
The female reproductive system, just like the male reproductive system, is also
regulated by hormones. The follicles produce hormones that control the growth and release of
eggs from the ovaries. While other hormones prepare the uterus so a baby can grow in it, other
hormones still control the stretching of the uterus during pregnancy. An ovary releases only
one egg every 28 days.
Hormones control many of the changes in the reproductive system. The monthly
changes that takes place in the female reproductive system is called menstruation. This cycle
occurs every month from the first onset which could happen when a female is between 10 to
13 years old. The monthly cycle continues for about 40 years.
Learning Competency: Describe the feedback mechanisms involved in regulating process in
the female reproductive system (e.g. menstrual cycle) (S10LT-IIIc-35)
Activity 1. The Menstrual Cycle

Directions:
1. Study the illustration below and read the stages and events during the menstrual cycle
2. Copy and complete the table below. Write the phases of menstrual cycle in the first
column that is being described in the second column.
3 1
. .
.
2
.
Source: https://www.menstrupedia.com/articles/physiology/cycle-phases
| 15
The cycle can be subdivided into 4 phases/stages, first is the follicular phase where an
ovum with its surrounding follicle cells develop. The second is the ovulation phase which
involves the maturation and breaking away of the ovum from its surrounding follicle cells. The
third is the Luteal phase, it is characterized by the increase level of progesterone. The last one
is the menstruation stage/phase where the tissue lining, blood and mucus are discharged from
the female reproductive tract
The important events during the menstrual cycle are as follows:

1. The pituitary gland controls and starts the cycle.
2. The pituitary gland releases hormones that cause the egg in the ovary to mature. The
luteinizing hormone (LH) initiates the maturation of the follicles, converts ruptured
follicles into corpus luteum and causes the secretion of progesterone. The follicle
stimulating hormone (FSH) assists in the maturation of the follicles and causes the
secretion of estrogen from the follicles.
3. Meanwhile, the ovary itself releases a hormone called estrogen, which causes the
uterine lining to increase in thickness. The uterine lining becomes thicker so that the
fertilized egg can attach to it.
4. The ovary releases an egg on day 14. Assume that no sperm is present
5. The egg moves through the oviduct/fallopian tube and enters the uterus.
6. Meanwhile the uterus continues to thicken.
7. The egg has not been fertilized, therefore, it will not attach to the uterus.
8. The thick uterine lining is no longer necessary, so the cells of the thickened uterine
lining break off and leave the vagina. The unfertilized egg is lost and some blood will
be lost too. This loss of cells from the uterine lining, blood, and egg is called
menstruation
9. After menstruation, the cycle starts again.
Complete the table

PHASES DESCRIPTION/EVENTS
1 Follicle cells develop
2 Maturation and breaking away of the ovum from its
surrounding follicle cells
3 Increase level of progesterone
4 The tissue lining, blood and mucus are discharged from
the female reproductive tract
Activity 2. Mark my Calendar

Directions:
1. Use another sheet of paper to draw a sample calendar as shown below
2. Shade the dates/days using a color pen or crayons: Red for the menstruation phase or stage,
green for the follicular phase, blue for the ovulation phase, and yellow for the luteal phase,
then answer the guide questions below
| 16
May
M T W T F S S
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
Guide Questions:
1. How long does menstrual cycle last?
__________________________________________________________
__________________________________________________________
2. Describe what happens to the egg during the first 14 days of cycle.
__________________________________________________________
__________________________________________________________
3. Describe what happens to the ovum during the ovulation stage.

__________________________________________________________
__________________________________________________________
4. Explain what takes place in the uterus after fertilization.

__________________________________________________________
__________________________________________________________
Activity 3: Feedback Mechanisms Involved

Directions:
1. Read the informational text below and study the given diagram
2. Complete the table by writing the hormones and functions found in the ovaries and
pituitary glands
Informational Text
A feedback mechanism is the process through which the level of one substance
influences the level of another substance. The menstrual cycle is controlled by positive and
negative feedback mechanisms involving ovarian and pituitary hormones. In the phases/stages
of the menstrual cycle, during ovulation, positive feedback causes a burst of FSH, LH, and
estrogen. During the second half of the cycle, progesterone rises as the corpus luteum in the
ovary matures and produces this hormone.
A negative feedback affects the production of hormones in the menstrual cycle. High
levels of one hormone may inhibit the production of another hormone.
| 17
Negative Feedback mechanisms in the menstrual cycle
Source: Acosta, H., et al (2015) Grade 10 Learners’ Material
1. Follicle stimulating hormone (FSH) stimulates the ovaries to release estrogen. High
levels of estrogen then prevent the further production of FSH.
2. Estrogen also stimulates the release of luteinizing hormone(LH) from the pituitary
gland, which in turn controls the production of progesterone. High levels of
progesterone then inhibit the further release of LH.
GLAND HORMONE FUNCTION
Anterior Pituitary
Ovary/Ovaries
Activity 4. Please Remember Me!

Directions: Read carefully each statement and choose the letter of the correct answer.
_____ 1. Which of the following stages of menstrual cycle where an ovum with its surrounding
follicle cells develop?
a. Ovulation Stage b. Follicular Stage
c. Luteal Stage d. Menstrual Stage
_____ 2. Which of the following stages of menstrual cycle involves the maturation and
breaking away of the ovum/egg from its surrounding follicle cells; the ovum is then
released to the oviduct or fallopian tube?
b. Luteal Stage d. Menstrual Stage
_____ 3. Which is characterized by the increased level of progesterone which prepares the
uterus for reception and implantation to the developing zygote?
_____ 4. This is the stage where the tissue lining, blood, and mucus are discharged from the
female reproductive tract
_____ 5. Which of the following feedback mechanism happens in the luteal phase?
| 18
a. It increases the level of progesterone.
b. It increases the level of testosterone.
c. The uterus continues to thicken.
d. The tissue lining, blood and mucus are discharged from the female reproductive tract.
Reflection
1. Teenage pregnancy affects 5.99% of Filipino girls which is the second highest rate in
Southeast Asia based on 2019 Save the Children's Global Childhood Report. An estimated
538 babies are born to Filipino teenage mothers every single day based on the 2017
Philippine Statistical Authority. Once a teenager is active in her menstrual cycle there is
already a big possibility of having pregnancy. According to Ronald Swarn Roosevelt,
“Education is the key factor in combating teen pregnancy”. As a teenager what is the
implication of these data and the challenge of completing one’s education?
________________________________________________________________________
______________________________________________________________________
2. Suppose one of your female classmates is having her monthly period. And then you notice
that she easily get mad, irritable and sensitive to noise and other distractions. How will you
deal with her on the context on being her? Please answer based on your gender.
______________________________________________________________________
______________________________________________________________________
References
Acosta, H.,et al (2015) Grade 10 Science Learner’s Material, The Menstrual Cycle, pages
251-254
Madriaga, E. et al. (1994). Science and Technology II. Rex Book Store
Marshburn, Paul B. “Menstrual Cycle-Related Clinical Disorders.” Disorders of

Menstruation, 2011, 139–52. https://doi.org/10.1002/9781444391824.ch9.
“Methods In Menstrual Cycle Research.” The Menstrual Cycle, 2008, 69–97.

https://doi.org/10.4324/9780203135051-10.
| 19
Answer Key:
Activity 1: Menstrual Cycle
1. Follicular Phase
2. Ovulation Phase
3. Luteal Phase
4. Menstrual Phase
Activity 2. Mark My Calendar
Different answers of the students due to differet days/dates where they started to mark
(Possible answer)
RED - Menstruation BLUE – Ovulation Stage
GREEN – Follicular Stage YELLOW – Luteal Stage
May
M T W T F S S
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
Guide Questions
1. The average length of a menstrual cycle is 28 days. However, it varies greatly among
women (ranging from 21 to 35 days).
2. The young egg in the ovary begins to mature. Estrogen is secreted by the ovary. Uterus
thickens to prepare for the attachment of fertilized egg. The mature egg is then released
by the ovary.
3. Ovulation takes place and the egg enters the uterus. Meanwhile the uterus continues to
thicken. If no fertilization of egg occurs, the cells of the thickened uterus break off and
leave the vagina as menstruation
4. After fertilization, pregnancy takes place. The egg attaches to the uterus and continues
to grow inside the womb.
Activity 3: Feedback Mechanisms Involved

You Fill My Needs!
GLAND HORMONE FUNCTION
FSH Stimulates follicular growth in ovaries
Stimulates estrogen secretion
Anterior Pituitary
LH Surge causes ovulation
Results information of a corpus luteum
Estrogen Thickens uterine lining (endometrium)
| 20
Ovary/Ovaries Inhibits FSH and LH for most of cycle
Stimulates FSH and LH release pre- ovulation
Progesterone Thickens uterine lining
Inhibits FSH and LH
Activity 4: Please Remember Me!

1. b
2. a
3. c
4. d
5. a
Reflection: Possible answers

1. There are many disadvantages of teenage pregnancy, one is, Teen moms are at high risk of
not finishing high school, dropouts, and even bullied by classmates or neighbors.
2. Male: Don’t make her feel unwanted and avoid give negative comments.
Female: Do not Criticize her and help her out with housework.
| 21
SCIENCE GRADE 10
Name: __________________________________ Grade Level: ______________

Date: ___________________________________ Score: __________________

Regulations of Nervous Systems’ Feedback Mechanisms
Nervous system is an organ system composed by different nerves and neurons which
primarily transmit signals between body parts. It is primarily directed by an organ called brain.
It controls our actions, thought, emotions and a lot more. Neurons are parts of the nervous
system that transmit signals or stimuli between the body and brain. There are three types
namely: Sensory, Motor and Interneurons. Sensory neurons act as a receptor of stimuli from
our senses (sight, touch, smell, hearing, taste). Sensory neurons then transmit this to the
interneurons or sometimes called the middlemen neurons. When the brain receives the info
from the sensory neuron, it also sends signal directed to motor neurons. This motor neuron then
tells the body part to act accordingly. This is the normal processing of information happens in
the body. If this process is disrupted, then homeostasis is also is disrupted.
Homeostasis is controlled by the nervous system which balances everything that
happens inside the human body. Disruption in the body’s homeostasis can lead to certain
conditions of abnormalities such as gigantism, dwarfism, diabetes, goiter and many more.
Though some of these abnormalities happen without our control, some ways can help mitigate
or possibly prevent these to happen.
Learning Competency: Describe how the nervous system coordinates and regulates these
feedback mechanisms to maintain homeostasis. (S10LTIIIc-36)
Activity 1 Motor vs. Sensory neurons

Directions:
1. Predict proper responses on motor neurons based on the stimuli perceived by sensory
neurons through the by choosing an EMOJI below. Put your answer on the action part.
2. Be able to answer to guide questions.
| 22
Source: Teachers Pay Teachers.com
Stimulus/Situation Action
(Sensory Neurons) (Motor Neurons)
1. You have seen your crush in your school.
2. Your terror teacher entered in your class.
3. You were locked in your homes during the Enhanced
Community Quarantine due to COVID-19.
4. You ate your favorite cake with refreshing beverages.
5. You farted in your classroom.
6. You have seen feces in your backyard.
7. You broke-up with your Boyfriend/Girlfriend.
8. You were tasked to compute a very complex Calculus
problem.
9. You have seen a white lady in your backyard.
10. Your allowance was reduced into half because you are
always getting into trouble.
Guide Questions
1. What is the function of motor neuron?
_____________________________________________________________________
2. What about the function of sensory neurons?
__________________________________________________________________
3. How does motor neuron function together with sensory neurons?
_____________________________________________________________________
4. What is the function?
_____________________________________________________________________
5. Why is it that in every stimulus, there should be always a proper action must be done?
________________________________________________________________
| 23
Activity 2 Why it is not working?
Directions:
1. Read the word in each column and be able to match the name of disease in Column A
with its description in Column B.
2. Read each question and be able to answer them diligently.
Matching Type
COLUMN A COLUMN B
_____ 1. Gigantism a. It is the overproduction of androgens which
disrupt the developments and release of egg cell.
_____ Dwarfism b. It is cause by overproduction of hormone from
pituitary which makes the adrenal gland
overactive.
_____ 2. Diabetes c. It is caused by an underactive thyroid gland
which leads to fatigue, dry skin and etc.
_____ 3. Hyperthyroidism d. It is caused by early releases of sex hormones
and leads to early puberty.
_____ 4. Hypothyroidism e. It is the underproduction of growth hormone
which lead short height of a person
_____ 5. Cushing Disease f. It is caused by the inability of the body to
produce insulin to control blood sugar level.
_____ 6. Polycystic Ovarian g. It is the overproduction of thyroid hormone and
Syndrome (PCOS) may cause goiter.
_____ 7. Precocious Puberty h. It is the overproduction of growth hormone
which usually caused by tumor in the pituitary
gland.
Guide Question
1. Discrimination is always felt by persons suffering from hormonal disorders. As a student,
in what way can you help those people with hormonal disorders?
________________________________________________________________________
| 24
Activity 3 Am I healthy?
Directions:
1. Read each basic practice and put a check on THUMBS UP if you practice it,
otherwise put your check on the THUMBS DOWN.
2. Be able to answer to guide questions.
Checklist
Basic Practices THUMBS THUMBS
UP DOWN
1. I eat vegetables regularly.
2. I smoke cigarette
3. I get at least 8 hours sleep every night.
4. I always stay awake late at night.
5. I perform exercises i.e. jogging, walking and
etc.
6. I always read lessons or short stories to
enhance my memory.
7. I always drink at least 8 glasses of water every
day.
8. I regularly eat junk foods
9. I always eat at a fast food chain.
10. I spend most of my time playing mobile
games.
Guide Question:
1. Aside from what is mentioned in the checklist above, what are you going to do to make
your body always in homeostasis?
______________________________________________________________________
Activity 4 Check Your Understanding

Direction:
1. Read carefully each statement and choose from the choices mentioned below each
item. Write the letter of your answer in your answer sheet.
_____ 1. It is the overproduction of pituitary hormone which makes the adrenal

gland overactive.
a. PCOS c. Cushing Disease
b. Gigantism d. Diabetes
| 25
_____ 2. A condition wherein the pituitary gland secretes too much amount of
growth hormone.
a. Dwarfism c. Gigantism
b. PCOS d. Diabetes
_____ 3. It is the state reached when each part of the body functions in equilibrium
with other parts.
a. Balanced c. Homeostasis
b. Steady d. Neutral
_____ 4. Why is proper maintenance needed by our nervous system?
a. So that we can avoid paying to doctors overpriced health services.
b. In order to avoid complication of diseases caused by disrupted
nervous system.
c. To avoid using your health insurance plans.
d. So our body can avoid heart-related diseases.
_____ 5. How should we take good care our nervous system?
a. Eats a lot of fatty food and junk foods.
b. Smoke cigarette 3 times a day and consume a lot of alcoholic beverages.
c. Eat healthy foods such as vegetables.
d. Sleep late at night.
Reflection
Direction: Read the question and answer briefly each item.
A. What are the things that you have learned so far about homeostasis?
_____________________________________________________________________
B. Do you still have questions on taking care of your nervous system that is left
unanswered? If there are, write it below?
_____________________________________________________________________
___
C. What are the things you need to do in order to avoid diseases related on homeostasis?
___________________________________________________________________
| 26
References
DepEd (2015) Science Learner’s Material 10

Gunnars, K. ( 2017) 10 High-fat Foods That Are Actually Super Health. Retrieved from
https://www.healthline.com/nutrition/10-super-healthy-high-fat-foods
WebMD.com(n.d.) Top Foods for Calcium and Vitamin Retrieved from
https://www.webmd.com/food-recipes/guide/calcium-vitamins-d-foods
WebMD.com(n.d.) What is Vitamin B12 Deficiency Anemia?. Retrieved from
https://www.webmd.com/a-to-z-guides/vitamin-b12-deficiency-anemia
KhanAccademy (n.d.)Homeostasis. Retrieved from
https://www.khanacademy.org/science/high-school-biology/hs-human-body-
systems/hs-body-structures-and-homeostasis/a/homeostasis.
Zimmermann, K.A. (2018) Nervous System: Facts, Function & Diseases. Retrieved from
https://www.livescience.com/22665-nervous-system.html
Lumen: Boundless Psychology (ln.d.) Neurons. Retrieved from
https://courses.lumenlearning.com/boundlesspsychology/chapter/neurons May 28,
2020
The Editors of Encyclopedia Britannica (March 27, 2020) Britannica. Retrieved from
https://www.britannica.com/science/homeostasis
Dowshen,S. (n.d.) When Blood Sugar is Too High. TeensHealth. Retrieved
https://kidshealth.org/en/teens/high-blood-sugar.html
Stoppler, MC. (2019) 14 Low Blood Sugar Symptoms. Dangers, Causes and Treatment.
Retrieved from https://www.medicinenet.com/hypoglycemia/article/htm#
MedlinePlus(n.d.) Diabetes. Retrieved from https://medlineplus.gov/diabetes.html
WebMD (n.d.) Endocrine Disorders. Retrieved from
https://www.webmd.com/diabetes/endocrine-system-disorders
PeaceHealth.org (n.d.) Nervous System Problems. Retrieved from
https://www.peacehelath.org/medical-topics/id/nersp
| 27
Answer Key
Activity 1: Motor neurons vs. Sensory neurons
Stimulus/Situation Action
(Motor Neurons)
(Sensory Note: POSSIBLE ANSWERS
Neurons)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1. Motor neurons process signals for the muscles and body parts to move according to the
directive of the brain.
2. Sensory neuron process signals acquired through the different senses (sight, smell,
touch, taste and hearing) and transmit it to the brain.
3. Sensory neurons transmit signal from the senses to the brain. The brain then processes
information and transmit it to motor neurons. The motor neurons then transmit the
signal to the body parts to move accordingly.
4. Proper actions must be done since it is natural for the body to protect itself from dangers
in its surrounding. Proper coordination and actions make the body normal. It there is no
coordination within the nervous system, there is a high probability of having a condition
or disease associated with the system.
Activity 2: Why is it not working?

1. H 5. C
2. E 6. B
3. F 7. A
4. G 8. D
Guide Question:
1. In order to help people with hormonal disorder, I should be first one to avoid bullying these
people.
| 28
Activity 3: Am I healthy?
Checklist
- Answers may vary
Guide Question:
1. Aside from the practices mentioned, I should always attend a doctor for a regular check-up
in order to monitor any abnormality that is occurring and affecting our body’s homeostasis.
Activity 4: Check Your Understanding

1. C
2. C
3. C
4. B
5. C
Reflection
A. I have learned about the types of neurons, homeostasis, diseases and proper ways on how
to take care our nervous system.
B. What are the other diseases that affects homeostasis in the body?
C. I have to read other book references and internet references that discuss about the
homeostasis in the body.
| 29
SCIENCE GRADE 10
Name: ________________________________ Grade Level: ______________
Date: _______________________________ Score: __________________

Protein Synthesis
Proteins are the fundamental constituent of the protoplasm of a cell. These are made up
of carbon, hydrogen, oxygen, and nitrogen atoms. Sulfur, phosphorus and iron may also be
present. Amino acids are the building blocks of proteins. Being vital in the human body,
proteins are essential in building and repairing body cells and tissues. The enzymes in our
bodies that speed up almost all chemical reactions are proteins. Individual differences are
noticeable because of different proteins in our genes. Proteins also serve as transport molecules,
reserve food and provide protection as antibodies.
The Central Dogma of Biology explains the flow of genetic information from DNA to
RNA to make a functional product in the form of protein. It states that the pattern of information
that occurs most frequently in our cells is: from existing DNA to make new DNA (DNA
replication), from DNA to make new RNA (transcription), from RNA to make new proteins
(translation).
Transcription Translation
DNA RNA Protein
Replication
Figure 3: The Central Dogma
Learning Competency: Explain how protein is made using information from DNA.
S10LT-IIId-37
Activity 1 Hello DNA! Hi RNA!
Directions: 1. Read carefully the given informational text about the DNA and RNA.
| 30
The Deoxyribonucleic Acid DNA was described by
Watson and Crick as a double Helix twisted together. It
consists of two strands of nucleotides wound around each
other which are held together by hydrogen bonds. The
double helix is twisted and can be compared to a flexible
ladder.
The backbone of the helix consists of alternating 5-C
sugar deoxyribose and phosphate group while the steps of
the ladder consists of pair of nitrogenous bases. The sugar in
DNA is deoxyribose. In nitrogenous pairings, DNA contains
the base pairs cytosine (C) with guanine (G), guanine (G)
with cytosine (C), adenine (A) with thymine (T), and
Thymine (T) with adenine (A).
The DNA is found in the nucleus of cells which contains
genetic materials or heredity information of all living things.
It is the ultimate source of proteins and enzymes in living Source: www.pinterest.com
things. Figure 1. The DNA molecule
The DNA is unique and can replicate itself through the
process called replication.
Like DNA, the RNA is a polymer consisting of
nucleotides. However, RNA is only single stranded instead
of the double-stranded DNA molecule. Furthermore, RNA
has ribose as its sugar and uracil as its nitrogen base instead
of thymine. RNA is synthesized from the DNA. Moreover,
unlike DNA, RNA comes in three types:
a. Messenger RNA (mRNA) brings information from
the DNA in the nucleus to the protein manufacturing
area, the cytoplasm. In the cytoplasm, the mRNA
becomes the template of information to make
proteins.
b. Ribosomal RNA (rRNA) are found like dots attached
to the ribosomes. The ribosomes hold tightly into the
mRNA using its information to assemble the amino
acids in correct order.
c. Transfer RNA (tRNA) supplies amino acids which
are the building blocks of proteins to the ribosomes Source: www.pinterest.com
to be assembled as proteins.
Figure 2. The RNA molecule
These types of RNA work during the process of
transcription and translation in protein synthesis.
| 31
2. Place a check mark on the column labeled with DNA if the term or phrase applies to DNA,
otherwise put a check mark on the RNA column.
Concept DNA RNA

Nucleotides
Single-stranded
Double-stranded
Deoxyribose
Ribose
Phosphate group
Adenine
Thymine
Cytosine
Guanine
Uracil
Double-helix
More than one form
Found in the nucleus
Leaves the nucleus
Replication
Transcription
Translation
Guide Questions
1. What are the components of the DNA and RNA molecule?
___________________________________________________________________
2. What do the DNA and RNA have in common?
___________________________________________________________________
3. How do they differ?
___________________________________________________________________
| 32
Activity 2: DNA from DNA!
Directions: 1. Read the given informational text about replication.

Before cells divide, it duplicates its DNA in a copying process called replication. This
process ensures that each resulting cell will have a complete set of DNA molecules. During
DNA replication, the DNA molecule separates into two strands, then produces two new
complementary strands following the rules of base pairing. Only certain bases can pair together
to form base pairs. In DNA, Adenine (A) always pairs with Thymine (T) and Guanine (G)
always pairs up with cytosine (C).
The following are the events while DNA copies itself:

Step 1. An enzyme called helicase breaks the
bond between nitrogenous bases. The two
strands of DNA Split.
Step 2: The bases attached to each strand then

pair up with the free nucleotides found in
the cytoplasm.
Step 3. The complementary nucleotides are
added to each strand by DNA polymerase
to form new strands. Two new DNA
molecules, each with a parent strand and
each with a new strand are formed. DNA
replication is known as semi-
conservative replication because one of
the old strands is conserved in each new
molecule. The figure shows the DNA
replication process. Source: ircamera.as.arizona.edu
Figure 3. DNA Replication
2. Match the DNA sequence in the first column to its corresponding DNA nitrogenous bases
in the third column by drawing an arrow in the center column to connect each.
1. A,A,C,C,G,C T,A,G,C,T,T
2. C,A,C,A,A,C C,C,G,G,T,A
3. G,G,C,C,A,T G,T,G,T,T,G
4. C,G,C,G,G,C T,T,G,G,C,G
5. A,T,C,G,A,A G,C,G,C,C,G
| 33
3. Take a look at the model of a strand of a DNA molecule. Draw a complementary strand on
its complementary nucleotide to complete the DNA replication model. The first one is done for
you.
P P
Adenine Thymine
S S S S
P P
Cytosine Guanine
S S S S
4. Color the parts of the DNA using the given Color Code: phosphate = blue, deoxyribose sugar
= brown and nitrogenous bases as follows: adenine = yellow, thymine = orange, guanine =
violet and cytosine = red.
Guide Questions
1. Why does DNA replicate?
___________________________________________________________________
2. Compare the two new strands. Are they the same or different? Why?
___________________________________________________________________
3. How do the nucleotides in the DNA pair?
___________________________________________________________________
4. How does the DNA account for the uniqueness of every individual?
___________________________________________________________________
Activity 3 RNA from DNA!

Directions: 1. Read the given informational text about transcription.
Informational Text
Transcription is the process by which the information in a DNA is copied into a new
molecule of messenger RNA (mRNA). This is to allow the genetic information to pass out of
the nucleus, through the nuclear pores where it can be used to assemble protein. The following
events can help you understand the process of transcription.
Step 1. Ribonucleic Acid polymerase enzyme binds and opens the DNA molecule that will be
transcribed.
| 34
Step 2. As the DNA molecule opens, the RNA polymerase slides along the DNA strand and
links free RNA nucleotides that pair with the nitrogenous bases of the complementary
DNA strand. They produce a reflected or copied code that appears in three sequential
bases of mRNA called codon. Hence, if the sequence of bases on the DNA strand
were CGG TAA CTT, the sequence of bases on the RNA strand would be GCC AUU
GAA.
Step 3. When the process of base-pairing is completed, the RNA molecule breaks away as the
DNA strands rejoin. The RNA leaves the nucleus and goes to the cytoplasm and
serves as a blueprint for protein synthesis during the process of translation. The figure
below shows the transcription process.
Source: http://www.mun.ca/biology/desmid/brian/BIOL2060/BIOL2060-21/21_09.jpg
Figure 4. The Transcription Process
2. Choose the correct letter of the corresponding mRNA strand for the following DNA
sequences below.
a. CCG-AUA c. UUA-CCG e. GGC-UAG
b. UGA-GUA d. UAC-TGC f. UAA-GGC
____1. CCGATC ____3. GGCTAT ____5. ACTCAT
____2. ATTCCG ____4. AATGGC
3. A codon consists of three (3) nucleotides usually correspond to a single amino acid. Identify
the codons in the following mRNA codes.
Example: AUGCUAACGGCG = AUG-CUA-ACG-GCG
1. CGGAUCCGCATA -
2. CGGGCUATATAT -
3. AGUCUGTTAATT -
4. ATCCATGUAATA -
5. CGCCCGAATTAA -
| 35
4. Take a look at the model of a DNA molecule ready for transcription. Draw a complementary
mRNA strand on its complementary nucleotide to complete the transcription model. The first
one is done for you.
P P
adenine thymine
S S S S
P P
adenine adenine
S S S S
5. Color the parts of the DNA using the given Color Code: phosphate = blue, deoxyribose sugar
= brown, ribose sugar = grey and nitrogenous bases as follows: adenine = yellow, uracil =
orange, guanine = violet and cytosine = red.
Guide Questions
1. How many strands of mRNA are transcribed from the two “unzipped” strands of DNA?
_________________________________________________________________________
2. If DNA is described as double helix, how should mRNA be described? Does the mRNA
molecule closely resemble the DNA strand from which it was transcribed?
___________________________________________________________________
3. Why is mRNA important to the cell?
___________________________________________________________________
Activity 4 Decode Me!

Directions: Read carefully the given informational text about translation.
Informational Text
In translation, each set of three nucleotides in an mRNA molecule codes for one amino
acid in a protein. This explains why each set of three nucleotides in the mRNA is called a
codon. Each codon specifies a particular amino acid. For example, the first codon which is,
| 36
cytosine-guanine-uracil (CGU), instructs the ribosome to put the amino acid arg (arginine) in
the protein. The sequence of codons in the mRNA determines the sequence of amino acids in
the protein. The following events in translation can help you understand the process:
Step 1. As translation begins, mRNA binds to a ribosome. Then, tRNA molecules, each
carrying a specific amino acid, approach the ribosome. The tRNA anticodon pairs with
the first mRNA (start) codon arginine-uracil-guanine (AUG), to form the initiation
complex. The two molecules temporarily join together.
Step 2. Usually, the first codon on mRNA is AUG, which codes for the amino acid methionine.
AUG signals the start of protein synthesis. Then, the ribosome slides along the mRNA
to the next codon.
Step 3. A new tRNA molecule carrying an amino acid pairs with the second mRNA codon.
Step 4. When the first and second amino acids are in place, an enzyme joins them by forming
a peptide bond between them.
Step 5. As the process continues, a chain of amino acids is formed until the ribosome reaches
a stop codon (e.g., UAA, UAG, UGA) on the mRNA strand. The polypeptide chain is
released. Protein synthesis is complete. The following illustrates the process of
translation.
Source: https://www.123rf.com
Figure 5. The Translation Process
2. Imagine that the messenger RNA leaves the nucleus after the transcription process and
attaches itself to the ribosome. Underline the correct tRNA anticodon pair of the following
mRNA codon.
a. CAC: GGU, GUG, UGU d. AAA: TTT, UUU, GGG
b. AUG: UAC, CAU, UAC e. GUA: CTA, CUA, CAU
c. UCG: ACG, AGC, UCA
3. Refer to the Genetic Code Table to complete the amino acid in the next table. To identify
the amino acid, look at the bases in the mRNA codon, e.g. AUG using the Genetic Code Table.
Look for the first letter of the mRNA codon on the left side of the table (A), the second letter
of the mRNA on the second letter column (U), and the third letter of the right side column (G)
AUG codes for the amino acid methionine. The first one is done for you.
| 37
First Second Letter Third
Letter Letter
U C A G
U Phe (phynylalanine) Ser (Serine) Tyr (Tyrosine) Cys U
(Cysteine)
Phe (phynylalanine) Ser (Serine) Tyr (Tyrosine) C
Cys
Leucine Ser (Serine) Stop A
(Cysteine)
Leucine Ser (Serine) Stop G
Stop
Trp
(Tryptophan)
C Leu (Leucine) Pro (Proline) His (Histidine) Arg U
(Arginine)
Leu (Leucine) Pro (Proline) His (Histidine) C
Arg
Leu (Leucine) Pro (Proline) Gln (Glutamine) A
(Arginine)
Leu (Leucine) Pro (Proline) Gln ( Glutamine) G
Arg
(Arginine)
Arg
(Arginine)
A Ile (Isoleucine) Thr Asn Ser (Serine) U
(Threonine) (Asparagine)
Ile (Isoleucine) Ser (Serine) C
Thr Asn
Ile (Isoleucine) Ser (Serine) A
(Threonine) (Asparagine)
Met (Methionine) Ser (Serine) G
Thr Lys (Lysine)
(Threonine)
Lys (Lysine)
Thr
(Threonine)
G Val (Valine) Ala (Alanine) Asp Gly (Glycine) U
(Asparagine)
Val (Valine) Ala (Alanine) Gly (Glycine) C
Asp
Val (Valine) Ala (Alanine) Gly (Glycine) A
(Asparagine)
Val (Valine) Ala (Alanine) Gly (Glycine) G
Glu (Glutamic
Acid)
Glu (Glutamic
Acid)
| 38
Order of bases in Order of bases in Order of bases in Amino acid Coded
DNA mRNA (codon) tRNA (anticodon) Into Proteins
TAC AUG UAC Methionine
AAA UUU
GAA GAA
TAG
CGC GCG
Guide Questions
1. Where must an mRNA attach before protein synthesis starts?
___________________________________________________________________
2. How many bases are needed to code mRNA CODON?
___________________________________________________________________
3. The tRNA starts decoding from the codon AUG. Stop codon signals the end of an amino
acid chain. Why is it important that a stop codon be part of protein synthesis?
___________________________________________________________________
Activity 5 Pass the Message!

Directions: 1. Complete the following table showing the products of the processes of
replication, transcription and translation. Use the Genetic Code table earlier to look for the
corresponding amino acid. The first row is done for you.
DNA Complementary Messenger RNA Transfer RNA Amino acid

Template DNA anticodon (translation)
Codon
(translation)
(Replication)
(Transcription)
AAT TTA UUA AAU leucine
CGC
GGA
UAG
CGU
glutamine
2. Transcribe the following DNA strand into mRNA and translate that into a polypeptide chain,
identifying the codons, anticodons, and amino acid sequence. Remember that the first codon
on mRNA to be decoded is AUG, which is methionine and stops on a stop codon.
a. Original Strand
G G T A C C T C C G G T G G G T G A T C
DNA
mRNA
| 39
tRNA
Amino
Acids
b. Original Strand
C G G T A C C T A G C T T A G A T C T A A
DNA
mRNA
tRNA
Amino
Acids
3. Each codon codes for an amino acid. The amino acids are joined together by peptide bonds
to form protein, which determines your trait- for example your hair color. Give the hair color
of a girl if the following proteins determine hair color. Color the girl’s hair after determining
the color. Refer to the table below.
Amino Acid Sequence Hair Color
Met-Ser-Thr-Gln-Phe Blonde hair
Met-Pro-Thr-His-Phe Red hair
Met-Pro-Thr-Gln-Leu Black hair
Met-Ser-Thr-His-Leu Brown hair
1. DNA Sequence:
TACTCGTGGGTGAAT
Amino Acid sequence:
____________________________________
Hair color:____________________________
2. DNA Sequence:
TACGGGTGAGTTGAG
____________________________________
Hair color:____________________________
| 40
3. DNA Sequence:
TACGGCTGCGTAAAG
____________________________________
Hair color:____________________________
Guide Questions
1. Define replication, transcription and translation in your own words.
___________________________________________________________________
Reflection
How can you make use of the concepts that you learned from this activity in your life?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References
Acosta, Herma D. et al. (2015). Science 10 Learners Material. REX Bookstore, Inc.
Acosta, Herma D. et al. (2015). Science 10 Teacher’s Guide. REX Bookstore, Inc.
Capco, Carmelita M. and Yang, Gilbert C. (2001). Biology. SIBS Publishing House, Inc.1552
Mandaluyong City, Philippines.
Levine, Joseph and Miller, Kenneth R. (2002). Biology. Pearson Education South Asia Pte Ltd.
Genome Quebec. (2018). Protein Synthesis. Retrieved from www.genomequebec-education-
formations.com
Notes1.pdf retrieved from https://www.livingston.org
Study.com.(2017). DNA & RNA Activities for High School. Retrieved from
study.com/academy/lesson/dna-rna-activities-for-high-school.html
| 41
Answer Key
Activity 1 Hello DNA! Hi RNA!
Concept DNA RNA
Nucleotides / /
Single-stranded /
Double-stranded /
Deoxyribose /
Ribose /
Phosphate group / /
Adenine / /
Thymine /
Cytosine / /
Guanine / /
Uracil /
Double-helix /
More than one form /
Found in the nucleus /
Found in the cytoplasm /
Replication /
Transcription /
Translation /
Guide Questions
1. The DNA and RNA are made up of three components namely: sugar, phosphate
group, and nitrogenous base.
2. The DNA and the RNA both have nucleotides, phosphate group, the nitrogenous bases
adenine, cytosine and guanine.
3. The DNA and the RNA are different in the following:
a. DNA is double stranded while RNA is single stranded.
b. The sugar in DNA is deoxyribose while in RNA is ribose.
c. The nitrogenous base Thymine in DNA has uracil as its counterpart in the
RNA.
d. The DNA is found in the nucleus while the RNA is in the cytoplasm.
| 42
Activity 2 DNA from DNA!
1. A,A,C,C,G,C T,A,G,C,T,T
2. C,A,C,A,A,C C,C,G,G,T,A
3. G,G,C,C,A,T G,T,G,T,T,G
4. C,G,C,G,G,C T,T,G,G,C,G
5. A,T,C,G,A,A G,C,G,C,C,G
Thymine
P S
Adenine
S P
PS P
Cytosine Guanine S
S S S S
P
S
Guide Questions
1. To produce a copy of the genetic material that will be transferred to new cells during
mitosis or to new gametes during meiosis.
2. The two new strands are complements of the original strand. The two DNA molecules
now contains an original strand and a complementary daughter strand.
3. Adenine always pairs up with thymine while cytosine always pairs up with guanine
and vice versa. They are held together by hydrogen bonds between the bases.
4. The uniqueness of an individual is encoded in the DNA sequences of organisms. We
have different sequence of nitrogenous bases in our DNA which makes every
individual one of a kind.
| 43
Activity 3 RNA from DNA!
1. e a. CGG - AUC – CGC - ATA

2. b b. CGG – GCU – ATA - TAT
3. a c. AGU – CUG – TTA - ATT
4. c d. ATC – CAT – GUA - ATA
5. b e. CGC – CCG – AAT – TAA
P P
Adenine Thymine
S S S S
P P
Cytosine Guanine
S S S S
Guide Questions
1. one (1)
2. single-stranded. It resembles the complementary strand that was not used
3. RNA brings the information from the DNA, which is in the nucleus, and brings it to the
cytoplasm and serves as a template for protein synthesis.
Activity 4 Decode Me!

a. CAC: GGU, GUG, UGU d. AAA: TTT, UUU, GGG
b. AUG: UAC, CAU, UAC e. GUA: CTA, CUA, CAU
c. UCG: ACG, AGC, UCA
| 44
Order of bases in Order of bases in Order of bases in Amino acid Coded
DNA mRNA (codon) Trna (anticodon) Into Proteins
TAC AUG UAC Methionine
AAA UUU AAA Phenylalanine
GAA CUU GAA Leucine
TAG AUC UAG Isoleucine
CGC GCG CGC Alanine
Guide Questions
1. Ribosome
2. Three (3)
3. A stop codon signals that that translation ends and the amino acid strand is released
from the ribosome.
Activity 5: Pass the Message!

DNA Complementary Messenger RNA Transfer RNA Amino acid
Template DNA anticodon (translation)
Codon
(translation)
(Replication)
(Transcription)
AAT TTA UUA AAU leucine
CGC GCG GCG CGC Alanine
CCT GGA GGA CCU glycine
ATC TAG UAG AUC Stop codon
CGT GCA GCA CGU Alanine
GTT, GTC CAA, CAG CAA, CAG GUU,GUC glutamine
a. Original Strand
G G T A C C T C C G G T G G G T G A T C
DNA
C C A T G G A G G C C A C C C A C T A G
mRNA C C A U G G A G G C C A C C C A C U A G
tRNA G G U A C C U C C G G U G G G U G A U C
Amino Methionine Glutamic alanine threonine histidine isoleucine
Acids acid
| 45
b. Original Strand
C G G T A C C T A G C T T A G A T C T A A
DNA
G C C A T G G A T C G A A T C T A G A T T
Mrna G C C A U G G A U C G A A U C U A G A U U
Trna C G G U A C C U A G C U U A G A U C U A A
Amino methionine Aspartic arginine isoleucine Stop
Acids acid
1. DNA Sequence:
TACTCGTGGGTGAAT
Met-Ser-Thr-His-Leu
Hair color: Brown Hair
2.DNA Sequence:
TACGGGTGAGTTGAG
Met- Pro- Thr- Gln- Leu
Hair color: Black Hair
3.DNA Sequence:
TACGGCTGCGTAAAG
Met- Pro- Thr- His- Phe
Hair color: Red Hair
Guide Questions
1. Answers may
vary
2. TACCATC
GATTGGAA
3. UACCAUC
GAUUGGAA
4. Five (5)
5. AUGGUA
GCUAACCUU
6. Tyrosine- histidine-
arginine- leucine- glutamic
acid
| 46
SCIENCE 10
Name: __________________________________ Grade Level: ______________
Date: ___________________________________ Score: __________________

MUTATION
Mutations are the results of failing to copy the correct DNA sequence during
replication. When the DNA sequence changed, the amino acids coded into proteins are
assembled in a different order. This may cause in the changes of protein structure or level of
expression and may lead to defective protein. Defective protein affects the cellular properties
and behavior and as a result, the organism is affected. Some mutations have no effect on the
organisms, some are beneficial and some are harmful that cause drastic changes in the
organisms.
One of the beneficial effects of mutation is new version of proteins that help organisms
to adapt in their environment in order to survive. Harmful effects of mutation include genetic
disorders or cancer.
Changes in the genes have many possible causes. Mutation may be induced by
environmental factors called mutagens. Examples of mutagens are toxic chemicals, harmful
radiation and infectious agent. Other mutations happen when mistakes occur in DNA
replication, mitosis, and meiosis.
There are two major categories of mutation: somatic mutations and germline mutations.
Somatic mutations occur in body cells. These mutations are confined to just one cell and its
daughter cells. It cannot be passed on to the offspring. Some mutations in body cells are known
to cause cancer. Germline mutations occur in reproductive cells/gametes. These mutations in
reproductive cells can be transmitted to offspring. Some mutations in reproductive cells can
cause birth defects and if the mutation is severe, embryo may not develop.
Mutations in reproductive cells/gamete cells can be gene mutations or chromosomal

mutation.
Gene mutation is a permanent change in the DNA sequence of a gene. It affects a single
gene through altering its base sequence. There are three types of gene mutations. These are
base substitutions, deletions and insertions.
Base substitution is the simplest type of gene mutation because only one base in the
sequence is substituted/replaced by another, so only one codon is affected. In gene deletion,
there is one or more base deleted in the sequence. A deletion of one or more codons results in
a protein missing one or more amino acids. Insertion happens when a base is added in the
sequence.
| 47
Chromosomal mutation is a change at the chromosome level that occurs during the cell
cycle and meiosis. Normally, zygote carries 46 chromosomes, 23 chromosomes from the sperm
cell and 23 from the egg cell. Any excess or lack of this number may result to changes in
structure and function of a protein. In most cases these changes may cause problems in the
development and function of the body system of a person that lead to medical problems. Some
cases of changes in the chromosomes may have no effect on the person.
There are varieties of ways on how chromosomes mutate. It can be by breakage of a

chromosome that leads to deletion, duplication, translocation and inversion. Removal of
chromosome segment is called chromosomal deletion and the genetic material is loss. In
deletion, there is one chromosome involved. Chromosomal duplication repeats a segment of a
chromosome. It produces extra copies of a chromosomal segment resulting in having extra
genetic material. Another type of chromosomal mutation is translocation which involves two
chromosomes. This happens if a segment of one chromosome moves to another. This can either
gain or loss of genetic material or no gain or loss of genetic material. Chromosomal inversion
happens when a part of a single chromosome breaks and rearranges itself in reversed.
The gain or loss of chromosome material can lead to a variety of genetic disorders.
Some of the genetic disorders caused by gain or loss of chromosomes are listed on the table
below.
Genetic Disorder Cause Characteristics/Effects

“cri-du- chat” deletion of part of the short high-pitched cries that sound
arm of chromosome 5 like a cat, a small head and
jaw wide-set eyes, very short
and moderately to severely
mentally retarded
Source:player.mashpedia.com
Down’s syndrome extra copy of chromosome stockier build, decreased

21 muscle tone, asymmetrical
skull, slanting eyes and
mild to moderate mental
retardation
Source: www.healthtap.com
| 48
Edwards’s syndrome trisomy of chromosome 18 mental and motor
presence of extra copy of the retardation and numerous
genetic material congenital anomalies
causing serious health
problems
Source: healthtap.com
Jacobsen syndrome Deletion of genetic material normal intelligence or mild

from chromosome 11 mental retardation, with poor
or excessive language skills,
bleeding disorder
https://www.dovemed.com/diseases-
conditions/jacobsen-syndrome/
Genetic Disorders Caused by Abnormal Number of Chromosomes
As you explore this module, you will be able to understand the different types of
mutations and their possible results.
You will also learn that mutation can result to change in the structure and function of a
protein and may affect the organisms.
Learning Competency:
Explain how mutations may cause changes in the structure and function of a protein.
(S10LT-IIIe-38)
| 49
Activity 1 - Getting to know Mutation
In this activity, you will be familiarized with the important information about mutation.
Complete the crossword puzzle using the given clues then try to answer the questions below
by referring it to the information you read above.
MUTATION CROSSWORD PUZZLE

Across:
2. environmental factors of mutation
3. changes are at the DNA sequence
of a gene
4. changes are at the chromosome
structure
6. mutation in body cells
8. producing two identical copies
9. harmful effect of mutation
Down:
1. example of mutagens
5. effect of mutation in reproductive
cells
7. mutation in reproductive cells
10. results of failing to copy the
Guide Questions correct DNA sequence
1. What is a mutation? ________________________________________________________

2. What causes mutation? ______________________________________________________
3. What is the difference between mutation in body cells and in sex cells?
___________________________________________________________________________
4. What is the difference between gene mutation and chromosomal mutation?
___________________________________________________________________________
| 50
Activity 2.1 - Gene Mutation
Directions:
1. Read and study the given examples on gene mutations.
2. Complete tables A and B by referring it to the Genetic Code Table in identifying the
amino acids. Answer also the given questions below the tables.
Study the following examples.
Original/Normal DNA sequence

DNA Sequence AAA ATG CTT CTC
Order of bases in mRNA (codon) U U U UAC GAA GAG
Amino Acid Coded into Proteins Phenylalanine Tyrosine Glutamic acid Glutamic acid
A. Mutated DNA sequence

1. Substitution
The amino acid Glutamic acid from the original DNA sequence is replaced by the
amino acid Lysine.
Table 1. Gene Substitution

Original DNA Sequence AAA ATG CTT CTC C T
DNA Sequence (mutated) AAA ATG TTT CTC
Order of bases in mRNA (codon) UUU UAC AAA GAG
Amino Acid Coded into Proteins Phenylalanine Tyrosine Lysine Glutamic acid
Cytosine (C) is replaced by Thymine(T)
2. Insertion
The original sequence of amino acid coded into proteins Phenylalanine -Tyrosine -
Glutamic Acid - Glutamic acid change into mutated sequence of amino acid
Phenylalanine -Tyrosine – Glycine – Arginine.
Table 2. Gene Insertion

Original DNA Sequence AAA ATG CTT CTC C
DNA Sequence (mutated) AAA ATG CC T TCT (inserted)
Order of bases in mRNA (codon) UUU UAC GGA AGA
Amino Acid Coded into Proteins Phenylalanine Tyrosine Glycine Arginine
Cytosine (C) is inserted between Cytosine ( C ) and Thymine (T)
3. Deletion
The original sequence of amino acid change into mutated sequence of amino acid
Phenylalanine -Threonine – Lysine – Arginine.
Table 3. Gene Deletion

Original DNA Sequence AAA ATG CTT CTC A
(deleted)
DNA Sequence (mutated) AAA TGC TTC TCC
Order of bases in mRNA (codon) UUU ACG AAG AGG
Amino Acid Coded into Proteins Phenylalanine Threonine Lysine Arginine
Adenine ( A ) is deleted in the sequence
| 51
Table A. DNA sequence of normal hemoglobin
Normal DNA Sequence (normal gene) TGA GGA CTC CTC
Order of bases in mRNA (codon)
Amino Acid Coded into Proteins
DNA sequence for protein for normal hemoglobin
Table B. DNA sequence of abnormal hemoglobin (sickle cell anemia)

Mutated DNA Sequence TGA GGA CAC CTC
DNA sequence for protein for abnormal hemoglobin (sickle cell anemia).
What type of mutation is this? _______________________________________________________

What amino acid is changed? ___________________________________________________
Do you think this will affect the structure and function of a protein? Why? _______________
___________________________________________________________________________
___________________________________________________________________________
Activity 2.2 - Gene Mutation

Directions: Complete tables 1, 2 and 3 by referring it to the Genetic Code Table in identifying
the amino acids. Answer also the given questions below the tables.
The first table shows the original DNA sequence while the second and third tables are
some of the possible mutated DNA sequences that might happen during DNA replication.
Table 1. Original DNA Sequence

Original DNA Sequence CAT CAT CAT CAT
Matching DNA Sequence
Original DNA Sequence
Table 2. Mutated DNA Sequence 1

Mutated DNA Sequence 1 CAT CAT ACA TCA
Mutated DNA Sequence 1

Mutated DNA Sequence 2 CAT CAT CTC ATC
Mutated DNA Sequence 2
| 52
___________________________________________________________________________
Activity 3-Chromosomal Mutations
Directions: Illustrations in column A are representations of the different types of chromosomal

mutation, examine the letters on the original chromosome and compare it on the letters of the
mutated chromosome. Match the illustrations in Column A with their corresponding type of
mutation from Column B and description from Column C. Write the letter of your answers on
the space provided.
Column A Column B Column C
Illustration Type of Mutation Description
__, __1. A B C D E F A. Inversion E. Extra copies of

part of chromosome
Original chromosome
are made.
A C D E F
Mutated
chromosome
__, __2. A B C D E F B. Translocation F. There is a lost part

of the chromosome.
Original chromosome
A B B C D E F
Mutated chromosome
__, __3. A B C D E F C. Duplication G. There are

reversed sections of
Original chromosome the chromosome.
A C B D E F
Mutated chromosome
__, __4. A B C D E F H. Part of one
D. Deletion chromosome breaks
Original chromosome off and attaches to
another
A B G H C D E F chromosome.
Mutated chromosome
| 53
Guide Questions
1. What are some possible genetic disorders for chromosomal deletion and duplication?
___________________________________________________________________________
___________________________________________________________________________
2. Which of the chromosomal mutation results to gain of chromosome material?

___________________________________________________________________________
3. Which of the chromosomal mutation results to loss of chromosome material?

___________________________________________________________________________
4. Can changes in the structure of chromosomes affect an individual? How?

___________________________________________________________________________
___________________________________________________________________________
Reflections
What have I learned in this lesson? ______________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What have I discovered about myself in doing the activities in this lesson? _______________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Am I happy about my discoveries? ______________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
| 54
Answer key
Activity 1
Mutation Crossword puzzle
1.chemicals 2. mutagens 3. gene
4.chromosomal 5. birth defects 6. somatic
7. germline 8. replication 9. cancer 10. Mutations
Guide Questions
1. Mutation is a change that occurs in the DNA sequence due to mistakes during replication.
2. Mutations can be a result of environmental factors or a mistake during replication, mitosis
and meiosis.
3. Mutation in body cells cannot be passed on to the offspring while mutation in the sex cells
can be transmitted to the offspring.
4. Gene mutation is a permanent change in the DNA sequence of a gene while chromosomal
mutations are changes at the chromosome structure.
Activity 2.1
A. DNA sequence of normal hemoglobin
Normal DNA Sequence (normal gene) T G A GGA CTC CTC
Order of bases in mRNA (codon) ACU CCU GAG GAG
Amino Acid Coded into Proteins Threonine Proline Glutamic Glutamic Acid
Acid
DNA sequence for protein for normal hemoglobin.
B. DNA sequence of abnormal hemoglobin (sickle cell)
Mutated DNA Sequence TGA GGA CAC CTC
Order of bases in mRNA (codon) ACU CCU GUG GAG
Amino Acid Coded into Proteins Threonine Proline Valine Glutamic Acid
DNA sequence for protein for abnormal hemoglobin (sickle cell).
What type of mutation is this? substitution

What amino acid is/are changed? Glutamic acid (Glutamic acid becomes Valine)
Do you think this will affect the structure and function of a protein? Yes Why? The structure
and function of the protein will be affected because the change in the structure of the DNA
sequence will also change the amino acid of the resulting protein. Glutamic Acid is replaced
by Valine resulting to dysfunctional protein.
Activity 2.2
Table 1. Original DNA Sequence
Original DNA Sequence CAT CAT CAT CAT
Matching DNA Sequence GTA GTA GTA GTA
Order of bases in mRNA (codon) CAU CAU CAU CAU
Amino Acid Coded into Proteins Histidine Histidine Histidine Histidine
Original DNA Sequence
Mutated DNA Sequence 1 CAT CAT ACA TCA
Matching DNA Sequence GTA GT A TGT AGT
Order of bases in mRNA (codon) CAU C AU ACA UCA
Amino Acid Coded into Proteins Histidine Histidine Threonine Serine
| 55
Mutated DNA Sequence
What type of mutation is this? insertion

What amino acid is/are changed? Two amino acid of Histidine (Two Amino acid of Histidine
becomes Threonine and Serine
Do you think this will affect the structure and function of a protein? Why?
Yes, this will affect the structure and function of the protein because of the changes in the
sequence of the amino acids can disrupt its function.
Mutated DNA Sequence 2 C AT CAT CTC ATC
Matching DNA Sequence G T A GT A G AG TAG
Order of bases in mRNA (codon) C A U C AU C UC AUC
Amino Acid Coded into Proteins Histidine Histidine Leucine Isoleucine
Mutated DNA Sequence
What type of mutation is this? deletion
What amino acid is/are changed? Two Amino acid of Histidine (Two Amino Acid of Histidine
become Leucine and Isoleucine)
Do you think this will affect the structure and function of a protein? Why?
Yes, this will affect the structure and function of the protein because incorrect amino acid
sequence can disrupt its function.
Activity 3
Multiple Matching
1. D, F 2. C, E 3.A, G 4.B, H
Guide Questions
1. chromosomal deletion - “cri-du-chat”
chromosomal duplication - Down’s syndrome & Edward’s syndrome
2. duplication
3. deletion
4. Yes, changes in the structure of chromosomes affect an individual. Changes can affect
the genes in the chromosome and this will disrupt the proteins made from these genes
and this will lead to medical problems, growth and development problems, genetic
disorders and even death for severe cases.
Reflections
What have I learned in this lesson? (possible answers)

I learned that mutation is a change that occurs in the DNA sequence due to mistakes
during replication. I learned also that mutations in reproductive cells/gamete cells can be gene
mutations or chromosomal mutation. Gene mutation is a permanent change in the DNA
sequence of a gene while chromosomal mutations are changes at the chromosome structure.
There are three types of gene mutations and these are base substitution, deletions and
insertion.There are four types of chromosomal mutations and these are inversion,
translocation, duplication and deletion.
| 56
What have I discovered about myself in doing the activities in this lesson?
I discovered that I can learn independently.
Am I happy about my discoveries? YES
References
Books:
Acosta, Herma D. et al. (2015). Science 10 Learners Material. REX Bookstore, Inc.
Acosta, Herma D. et al. (2015). Science 10 Teacher’s Guide. REX Bookstore, Inc
Websites:
https://www.boyertownasd.org
https://www.sciencedirect.com
https://www.nature.com
https://www.khanacademy.org/science/high-school-biology/hs-molecular-genetics/hs-
discovery-and-structure-of-dna/a/dna-proofreading-and-repair
https://www.yourgenome.org
https://www.quora.com
| 57
SCIENCE GRADE 10
Name: __________________________ Grade Level: ______________________
Date: ___________________________ Score: ______________________

Evidences for Evolution
Organisms on earth have changed overtime through a process called evolution.
Alterations in the genetic make-up and functions were attributed to the changes that have
occurred in the environment. Changes in the environment made the organisms developed traits
and characteristics suited for their survival. Others that could not adopt eventually died.
Scientists have been gathering evidences of evolution for many years by looking at
many different areas of science. Much evidences have been found to indicate that living things
have evolved or changed during their natural history. Scientist used fossil records, embryonic
development, anatomical structures and amino acids sequences as evidences to infer how
species are related. The greater the similarity in amino acid sequence, the closer the relationship
of the organisms. Similarities in the early stages of embryonic development suggest a common
ancestor for different organisms.
Learning Competency: Explain how fossil record, comparative anatomy, and genetic
information provide evidence for evolution. (S10LT-IIIf-39)
Activity 1: Loop It!

Directions: Below are terms related to evolution. Loop them in the grid. The terms are
arranged horizontally, vertically or diagonally. The remaining letters will reveal a hidden
message. Find it out by doing the activity.
E E R A E P E R I O D V A N C E S T O R
O V L U T I D O N A I S A P N E P O C H
Y C O H A N C A G E N I N A T M H T E E
L H E L R I A T R A B A L L E E T H V E
A R A I U T S S W W I T L E H S I E I X
M N A P O T T P U L I A T O I O O O D sT
A N F O S S I L S A C N R Z G Z O R E I
R S C E N O Z O I C S G E O N O E I N N
C S P E C I E S N R A T I I O I U E C C
K G E O L O G I C T I M E C N C S S E T
| 58
Fossils Era Epoch Period Lamarck Darwin
Extinct Evolution Cenozoic Mesozoic Paleozoic Geologic Time
Ancestor Species Evidence Cast Analogous Theories
Questions:
1. What is the hidden message?
________________________________________________________________________
_______________________________
2. What are the terms you were able to find in the grid? Define each term. Use a separate sheet
of paper for your answers. (You may use dictionary or google search which ever resource
is available at home).
Activity 2: Going Back in Time

Directions: Analyze the Geologic Time Table and answer the questions below.
Era Period Epoch Some Distinctive Features End Date
(millions
of years
ago)
C Recent Humans are the dominant forms of life
E Quaternary Pleistocene Early man; Northern glaciation 0.01
N Pliocene Large carnivores 2.5
O Miocene First abundant grazing mammals 5
Z Tertiary Oligocene Large running mammals 25
O Eocene Modern types of mammals 38
I
Paleocene First placental mammals 55
C
M First flowering plants; placental
E Cretaceous mammals develop; dinosaurs die out as 65
S do many marine animals at the end of
O the period
Z First birds; first mammals;
O Jurassic Dinosaurs and ammonite abundant 135
I First dinosaurs; abundant cycads and
C Triassic conifers 195
Extinction of most kinds of marine
P Permian animals including trilobites; Southern 245
A glaciation
L Pennsylvani Great coal forest conifers; first reptiles
E Carboniferous an
O Sharks and amphibians abundant; large 285
Z Mississippia and numerous scale trees and seed ferns
O n
I Devonian First amphibians; ammonites; fishes 345
C abundant
| 59
Silurian First terrestrial plants and animals 400
Ordovician First fishes; invertebrates dominant 430
First abundant record of marine life;
Cambrian trilobites dominant 500
PRE Earth’s history begins; first life forms in
CAM the sea; first prokaryotes (bacteria) 580
BRIA appear; as time passes first eukaryotes
N appear
Guide Questions:
1. Describe the table. __________________________________________________
2. What information can we get from the table? _____________________________
3. In the geologic time table, what is the:
a. Longest division of time? __________________________________________
b. Shortest division of time? __________________________________________
4. What kind of organisms lived during the Precambrian era? What do you think are
the characteristics of these organism? __________________________________
5. In what era did human being appear? ___________________________________
6. Give the period of the first existence of the following organisms:
a. Amphibians____________________ e. Birds_______________________
b. Monkeys______________________ f. Reptiles_____________________
c. Dinosaurs_____________________ g. Flowering Plants______________
d. Land plants ___________________
Activity 3: Fossil Records

Directions: Study figure 1 and answer the questions below. .
Figure 1
Time
www.britanica.com/science/fossil-record
| 60
1. Which rock layer is the oldest?
____________________________________________________________
2. Which rock layer is the youngest?
_____________________________________________________________
3. Explain what you can learn about evolution when comparing different
fossils on different rock layers?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Activity 4: Comparative Anatomy: Analogous or Homologous?

Directions: Write H if the structures are homologous and A if they are analogous. Write your
answer on the space provided on the table. Then, answer the questions below.
Figure 2
Questions:
1. Can you say that human, whale and bat might belong to a common ancestral group?
Why? ______________________________________________________________
.______________________________________________________________
2. Give 3 other examples of organisms with homologous structures.
______________________________________________________________
______________________________________________________________
3. Give 3 other examples of organisms with analogous structures.
______________________________________________________________
| 61
______________________________________________________________
Activity 5: Who Is My Relative?
Direction: Study and compare the stages of embryonic development of the different vertebrates
and answer the questions below.
Questions:
4. In what stages of development do the organisms show similarities?
____________________________________________________________
5. Identify the structures. How and where are they similar? ______________
________________________ ___________________________________
6. In stage 3, identify the structures that made the organisms different from each
other? _________________________________________________
____________________________________________________________
7. Can embryonic development be an evidence that evolution took place? Why?
_______________________________________________________
____________________________________________________________
8. So, which organism is your closest relative? _______________________
___________________________________________________________
| 62
Activity 6: Let’s Compare!
Directions: Carefully study the table below that shows the number of amino acids sequences
in human, chimpanzee, gorilla, dog, chicken and frog. Compare the number of amino acid
sequences in human with those of other organisms. Then, record the differences in Table 2.
Table 1 Number of amino acid sequences in 5 organisms

Amino Acid Human Chimpanzee Gorilla Dog Chicken Frog
Alanine 3 3 3 1 2 3
Arginine 0 0 0 0 1 0
Asparagine 0 0 0 2 1 0
Aspartic Acid 2 2 2 2 2 0
Cysteine 0 0 0 0 0 0
Glutamic Acid 0 0 0 0 0 3
Glutamine 0 0 0 0 0 0
Glycine 3 3 3 2 2 3
Histidine 2 2 2 3 1 2
Isoleucine 0 0 0 0 0 1
Leucine 3 3 3 3 2 3
Lysine 3 3 3 4 3 2
Methionine 0 0 0 0 0 0
Phenylalanine 1 1 1 1 1 0
Proline 0 0 0 0 0 1
Serine 1 1 1 2 1 0
Threonine 0 0 0 0 1 0
Tryptophan 0 0 0 0 0 0
Tyrosine 0 0 0 0 0 0
Valine 2 2 2 2 3 2
Table 2 Number of Amino Acid Sequence Differences

Organisms Number of Differences
1.Human and Chimpanzee
2.Human and Gorilla
3.Human and Dog
4.Human and Chicken
5.Human and Frog
Questions:
8. Based on the activity, which organism is least and closely related to humans?
___________________________________________________________________
9.If the amino acid sequence of the two organisms are similar, would their DNA be also
similar? Why? ___________________________________________________
___________________________________________________________________
10.Do you think the chimpanzee, gorilla, and humans have a common ancestry?
Explain your answer. ________________________________________________
___________________________________________________________________
| 63
Reflection
Think, ponder and give your reactions on the statement “If humans evolved from apes,
why are there still apes?”
______________________________________________________________________
________________________________________________________________________
References:
Alumaga, M.et al.(2014). Science and technology. Vibal Publishing House, p.222-
233
DEPEd, Science Learner’s Module
DepEd(2009) Science and Technology. II: Biology. Mandaluyong City,
Philippines: Book Media Press Inc.
Ferriols-Pavico, J. et.al. (2015). Exploring Life Through Science: The New Grade 10.
Phoenix Publishing House.p315-331
Laylay, M.& Martinez, J.V. (2007). Evolution and Natural Selection: SciLinks.
Module14
Portugal et.al.(1997). Science and Technology 4. Revised Edition.Vibal Publishing
House, Inc. Metro Manila.
Rabago, L.M., PhD. et.al.(2003). Science and Technology Series: Functional Biology
Modular Approach. Quezon City, Philippines. Vibal Publishing house, Inc.
Stolz,E. et al. (1986).Prentice Hall Science Explorer. T Martins Press, LLC. P.627-
641
https://www.google.com/search?q=worksheets+on+the+evidences+of+evolution
| 64
Answer Key
Activity 1: Loop It!
Hidden Message: Evolution is any change in the heritable traits within a population across
generations.
• Fossil - The remains or stone impression of a long-deceased organism

• Cast - when fossils consist of sediment that filled the molds and hardened
• Molds- cavities or molds in rocks
• Species- a group of related animals or plants that is smaller than a genus
• Evidence – a detailed information or proof
• Geologic Time –is a “calendar” for events in the Earth History
• Homologous Structure - Structures that are shared between different organisms and that
originated with a common ancestor
• Analogous Structure-The exact opposite of homologous structures; they have very
different structures but the same function
• Darwin (Charles Darwin)- an English naturalist, best known for his contribution to
the Science of Evolution. He first proposed that all species of life have descended over
time from common ancestors is now widely spread and considered a fundamental
concept in science
• Lamarck (Jean Baptiste Lamarck)- French naturalist who proposed that biological
evolution occurred and proceeded in accordance with natural laws
• Ancestor – a person, typically one or more remote than a grandparent, from whom one is
descended
• Era –a time of several hundred million years. In the GTS, having the longest period of
time
• Period- a geologic time unit shorter than era
• Epoch- a geologic time unit shorter than periods
• Cenozoic –Meaning “New Life”. It is the current and most recent of the 3 geologic eras
of the Phanerozoic Eon
• Mesozoic- is an interval of geologic time from about 252 to 66 million years ago. It
is also called the Age of Reptiles and the Age of Conifers
• Paleozoic –is the earliest era of 3 geologic eras of the Phanerozoic Eon. It is the
longest of the eras and is subdivided into six geologic periods
Activity 2: Going Back In Time
1. The table is divided into era which is the longest period of time which is subdivided into
periods. A period is subdivided into epoch which is the shortest period of time.
2. The table gives us information on the history of the development or existence and
extinction of organisms during the ancient time
3. a. Era b. epoch
4. simple organisms or the prokaryotes
| 65
5. Cenozoic
6. a. Devonian b. Eocene c. Triassic d. Silurian
e. Jurassic f. Carboniferous d. Cretaceous
Activity 3 Fossil Records
1. Rock layer 1
2. Rock layer 7
3. The remains of ancient life found in the oldest rocks are fewer and more primitive than
those found in younger rocks. The earliest fossils are those of prokaryotes that appeared
about 3.4 to 3.6 billion years ago. These findings on fossils tell us that very simple
forms of life lived in the past and over millions of years gave rise to many kinds of
organisms with more complex body structures. Fossil records show us that organisms
have evolved gradually over a long period of time. (Answers may vary).
Activity 4 Analogous or Activity 5 Who is my relative?
Homologous? 4. The first and second stages of development of
1. H 3. A the organisms show better similarities.
2. H 4. A 5. Possible answers: the shape of head, lower parts
For Questions 1-3 of the body, and forelimbs
1. Yes, because their 6. Possible answers: organisms are different in
forelimbs are made up of size, shape of the head, hind limbs, forelimbs,
same kinds of bones that structure of the eyes, etc.
just vary in size and
7. Similarity in structure may suggest that
function differently,
organisms share common ancestors. (Answer
suggest that they share a
common ancestor may vary).
2. Answers may vary
3. Answers may vary
Activity 6 Let’s Compare?

Table 2 Number of Amino Acid Sequence Differences
Organisms Number of Differences
Human and Chimpanzee 0
Human and Gorilla 0
Human and Dog 6
Human And Chicken 8
Human and Frog 7
Answers to questions
8. Chicken. Chimpanzee and Gorilla
9. Yes, the similarity in amino acid sequence may suggest similarity in their DNA
sequence
10.Yes, similarity in amino acid sequence may suggest the closer relationship
of the organisms. (Explanations may vary)
| 66
SCIENCE GRADE 10
Name: _______________________________________ Grade Level: _________
Date: ________________________________________ Score: ______________

Occurrence of Evolution
Evolution describes the process by which the diversity of life on earth developed over time
from common ancestors. It is the change in the inherited traits of a population from generation to
generation. The changes occur either by random mutation or by the shuffling of genetic material during
sexual reproduction. It also happens when these heritable differences become more common or
rare in a population, either non-randomly through natural selection or randomly through genetic
drift. This occurs because organisms with advantageous traits pass on more copies of these
heritable traits to the next generation.
Evolution occurs with a population because individuals have different sets of these
traits that affect their ability to survive and reproduce. For example, some individuals may be
better at finding food, hiding from predators, or attracting mates. Those organisms with traits
that help them to survive and reproduce are more likely to pass genes responsible for those
traits to the next generation, a process termed natural selection. Over time, the distribution of
characteristics in the population change, reflecting a change in the genetic makeup of the
population.
Learning Competency: Explain the occurrence of evolution (S10LT-III-40)
Activity1. Theories of Evolution by Jean Baptiste de Lamarck

Directions: Read the following informational text about theories of evolution according to
Jean Baptiste de Lamarck and answer the guide questions below.
Informational Text
Jean Baptiste de Lamarck was the first evolutionist to believe that
organisms change over time. Using fossil records as a guide, Lamarck was
able to develop three theories; one is The Theory of Need which states
that organisms change in response to their environment. Their ability to Figure 1.
survive helped them develop characteristics necessary for them to adapt in Jean Baptiste Lamarck
a given environment. www.victorianweb.org/s

cience/Lamarck1.html
| 67
Next is The Theory of Use and Disuse; which according to
Lamarck, organs not in use will disappear, while organs in use will
develop. Lamarck believed that giraffes before have short necks, but
because of the need to survive and in order to reach tall trees for food,
they kept stretching their necks until these become longer and able to
reach taller trees. These acquired characteristics were believed to be
inherited by their offspring and propagated by the next generation. Figure 2.
Lamarck called it as The Theory of Acquired Characteristics.
Giraffe reaching the
leaves of trees for food.
Many scientists rejected the theories of Lamarck. They

understood that if there were changes in the cell or body structure, there could be changes in
the genetic information of the species. Let say for example, if you change the color of your hair
by dyeing it from black to blond, do you think your child will inherit the blond color of your
hair? It is no. This is the reason why theories of Lamarck on the occurrence of evolution were
rejected.
Guide Questions:
1. According to Lamarck, why do organisms need to change?_____________
2. Based from the passages, what might happen to the organs or body parts that are not in
use?______________________________________________
3. Explain how evolution occurs based from the Theory of Acquired Characteristics
proposed by Lamarck.________________________________
______________________________________________________________
4. Why did several scientists rejected the theories of Lamarck?____________
______________________________________________________________
Activity 2: Darwinian Theory

Directions: Read the following informational texts about Charles Darwin’s Theory of
Evolution to discover how it is being developed and understands the concept of the occurrence
of evolution by Natural Selection.
Informational Text
In 1859, Charles Darwin published his book, On the Origin of Species by Means of
Natural Selection. Contrary to creationism, Darwin believed that organisms evolve from
common ancestor. Because we all share a common ancestor, we are all related to one another
no matter how different we are. The relationships among organisms can be illustrated on a
family tree. Look at the following illustration.
| 68
:
Figure 3: Living organisms sit like leaves at the tips of the branches of the Tree of Life. Living things share a
common ancestor. All organisms are related to one another no matter how different they seem.
www.sirinet.net/-jgjohso/tree.htm
In Galapagos Island, he observed that finch species have different beak structures for
different food types. The abundance of finch species in an island was somehow related to the
type of available food for these birds.
Figure 4
Different species of finches
Darwin suggested that selection takes place in nature. In natural selection,

environmental factors promote survival of the fittest and eliminates the less fit. Organisms
which can adapt to their environment have a better chance of survival and have the capability
to reproduce their own kind.
| 69
Guide Questions.
1. What made finch species in the island of Galapagos have different beak structures?
__________________________________________________________
2. How natural selection happens?
______________________________________________________________
Activity 3: Follow the Track

Directions: Read the informational text and perform the following given procedure, and then
answer the guide questions that follow.
Informational Text
Organisms struggle for existence in order to survive; they compete for food and space.
Organisms with favorable and advantageous characteristics will survive and reproduce. Fitness
refers to the ability of an organism to survive and produce offspring. Different individuals in a
population possess different characteristics and abilities. This called variation. Perform the
following activity for you to further understand the Theory of Natural Selection.
Procedure:
1. Observe the set of footprints in the diagram.
2. Try to tell story about the different events (diagram).
3. Predict what probably happen at the end of the diagram
Diagram 1 Diagram 2 Diagram 3 Diagram 4
1. In Diagram 1, how many sets of footprints are there? Based on the size of footprints,
describe the organisms.
___________________________________________________________________
2. In what directions are the footprints going?
___________________________________________________________________
3. Describe what is happening in Diagram 3 and 4
| 70
Activity 4: Mechanisms of Evolution
Directions: Study the following informational texts about mechanisms of evolution to
understand how evolution occurs. Then answer the questions that follow.
Informational text
In real life animals migrate and find other mates, genes continually mutate, and nature
allows the fittest organisms to survive. When these conditions happen evolution has occurred.
Let’s discuss the specific conditions for evolution to occur with the different mechanisms.
A. Non-random mating
By non-random mating, we mean that sexual selection is not merely by chance. Individual’s
choice of mate is influenced by some physical and behavioral characteristics. For example,
white rabbits preferentially mate with rabbits of their own color. In humans, tall women prefer
tall men rather than short men
Inbreeding, which is commonly observed in plants and in some kinds of animals, is a very
good example of non-random mating. Inbreeding in plants is sometimes called self-
fertilization. Animals like dogs, rats, cats, rabbits, pigs, and many other animals practice
inbreeding. Inbreeding can result to a population whose members are alike in appearance,
fitness, and lifestyles.
Figure 5
Non-random mating
B. Mutation
The organism’s appearance is dictated by the information stored in its
chromosomes. So, if the chromosome’s structure or gene composition is
changed, the appearance of the organism will also be changed. Any change
in the structure of chromosomes and gene composition is called mutation.
Some are useful and become part of gene pool by the process of natural
selection. Figure 6: Mutations
What causes mutation? There are several agents for mutation (mutagens) like ultra violet
radiation and hazardous chemicals in the environment. These mutagens can change the
information stored in individuals’ chromosomes or genes. When mutation occurs, the
appearance of individuals in the population changes, and the gene pool becomes different from
the original population.
| 71
C. Genetic drift
Genetic drift means change in gene pool due to chance alone.
Unpredictable disasters or accidents such as earthquakes, floods, fires
and diseases can reduce or totally eliminate certain traits in the
population. Let’s say flood wiped out a population of ants. No
matter how good the ants are adapted to its environment, they could
be killed by such event. In this situation, the survival or death of Figure 7
individuals in the population has nothing to do with their fitness. Genetic drift
Genetic drift is also observed when a harmful insecticide has killed a big population of fruit
fly, leaving a few members with particular trait. . The next generation of fruit flies will inherit
only the trait present in the survivors. The success of this trait is due to chance but not because
it is the fittest trait. Genetic drift also happens when a small population breaks off from a larger
population and forms a new population. The resulting population inherits the traits of the
founders, so the new population becomes very different from the ancestral population.
D. Gene flow
Figure 8 Gene flow
Gene flow occurs when individuals migrate from one population to another. Gene flow
increases variations in the population. An effective sharing of traits happens when one
migrates and interbreeds with the individuals of newly found population. Often, this
results to an increase in the intermediate phenotypes in the population. Gene flow can also
occur without migration. When people travel to another area
and interbreed with the existing population there, an effective
exchange of genes occurs between the reproducing
individuals, even though the traveler returns home. For
example, during the U.S and Vietnam War in early 1970’s,
many American soldiers had children with Vietnamese
women. Because of that, the gene pool of the Vietnamese
population has altered.
Figure 9
Marriage between races often
Look around you. Have you noticed that plants and animals are
produces individuals of
intermediate appearance. so diverse? There are red, white, pink, and yellow rose flowers?
There are white, brown, and black dogs, some are big, and some
are small. Gene flow or genetic exchanges similar to these make a population more diverse.
Human species is also diverse. Asians, Americans, Africans, Europeans are physically
| 72
different. However, no matter how diverse the human population has become, humans still
remain as one species as long as the members continue to interbreed successfully and share
a common gene pool.
E. Natural selection
Based from the previous activities, nature selects which trait will survive and which will
not. These organisms with favorable traits, meaning those who are best suited in the
environment, have a better chance of survival. The survivors pass on the favorable traits to
their offspring, then after many generations, the population will produce organisms with
traits that are very different from their ancestor
Guide Questions:
1. What is the other term for non-random mating? _____________________
2. Do the phenotype of the offspring in non-random mating the same as their parents?
_____________________________________________________
3. How can mutation change the genetic pool?________________________
4. How can gene flow change the genetic make-up of a population?_____
______________________________________________________________
Activity 5: Match Me
Directions :Read each word/ phrase under column A and B. Match the words/ phrases in column A with
their corresponding descriptions in column B. Write the letter of your answer in the answer sheet.
Column A Column B
__1. Non-random Mating a. In nature, organisms with favorable traits have greater
chance of survival.
__2. Mutation b. It occurs when individuals migrate from one
population to another
__3. Genetic drift c. It occurs when there is a change in genetic make-up of
an organism.
__4. Gene Flow d. It is change in gene pool due to chance alone.
__5. Natural Selection e. Sometimes it is called as self- fertilization. Sexual
selection is not merely by chance
| 73
Activity 6: What is Speciation?
Directions: Read and understand the informational text below then answer the guide questions
that follows.
Informational Text
Speciation is simply the formation of new species. Evolution can lead to speciation.
Speciation requires numerous changes in the gene pool of a population, usually over a long,
long period of time A species is a group of organisms that are able to interbreed successfully,
and produce fertile offspring who themselves can reproduce. Each species is reproductively
isolated from every other species. Normally, gene exchange occurs only between the
populations of a species but not between populations of different species.
In other words, members of a species cannot interbreed
with members of another species. For example, Felis tigris (tiger)
is one of the cat species, but they cannot reproduce with Felis
domestica (domesticated cat), which is another cat species. Man
is a primate; it reproduces only with man but not with other
primates like apes and monkeys. Mating a horse and a donkey
produces a mule? Well, as what the picture tells you, horses and
donkeys can have offspring! Sometimes breeding may take place
but if so, the offspring are not so fertile and well adapted as the Figure 10:
parents. Mule produced is sterile; they cannot have offspring! http://www.fs.fed.us/r2/psicc/spl/string.s
html
http://www.archiveangel.com/gallery/wh
ite-horse-2.htm
There are two types of speciation: allopatric and sympatric. http://www.execulink.com/~wblank/don
key.htm
In allopatric speciation, a population is split into two by a
geographic barrier. The barrier may be a mountain, river, ocean,
valley, desert, or anything that physically prevents the mating between individuals of two
populations of the same species. The two sub-populations experienced the mechanisms we
have mentioned previously (natural selection, mutation, or genetic drift). Gradual changes
accumulate to each of the sub-populations until they become very different from each other. If
they do come to occupy the same territory again and successful mating occurs, speciation has
not occurred. But if they fail to reunite and produce offspring, speciation has occurred and
they have become separate species.
In sympatric speciation, two or more species arise from a single ancestral species in
the absence of physical barriers. Some pre-mating and post-mating barriers such as food
preference, mating behavior or sterility, prevent effective gene exchange between the
reproducing individuals. And when reproductive isolation has
been established, speciation will have occurred.
| 74
Figure 11: Comparing allopatric and sympatric speciation
Guide Questions
1. What is speciation? How does it happens?______________________
2. Differentiate the two types of speciation.________________________

Directions: Read carefully each question and be able to select the appropriate letter of the
correct answer.
1. Which of the following statements explains Lamarck’s Theory of Use and Disuse?
a. Body structures develop because they are used extensively
b. Body structures develop because they are not in use
c. Body structures develop because of competition
d. Body structured develop because of mutation
2. Why many scientists rejected the theories of Lamarck?
a. They believe that acquired characteristics can be inherited by their offspring
b. They believe that if there were changes in the cell or body structure, there could
be changes in the genetic information of the species
c. They believe that parts of the body that are extensively used will develop and
there will be a change in the genetic information.
d. They believe that and organism need to change in order to survive in a given
environment
3. Which of the following statement explains the Theory of Need?
a. Organisms need to change in response to their environment
b. Organisms need to change in order to survive.
c. Organisms need to change in order to adapt to their environment
d. All of the above
| 75
4. Which of the following statements best explains the Theory of Natural
Selection?
a. Organs that are not in used may disappear, while organs that are constantly used
may develop.
b. In nature, the organism with desirable characteristics may survive, while those
with weaker traits may not
c. Organisms develop desirable structure to survive in a given environment.
d. Acquired characteristics of parents can be passed on to offspring.
5. Abundance of finches in the Island of Galapagos implies the__?
a. Availability of foods c. Availability of prey
b. Availability of water d. availability of predator
6. It is the ability of an organism to adjust and thrive in a given environment.
a. Adaptation b. Fitness c. Reproduction d. Variations
7. Which of the following statements DOES NOT describe evolution?
a. Evolution is continuous c. The world is stable and unchanging
b. Evolution refers to change d. If there is mutation, there is evolution
8. An adaptation promotes
a. the chance to reproduce c. the chance to survive and reproduce
b. the chance to survive d. none of the above
9. What agent of evolutionary change can result to a population whose members are alike
in appearance, fitness and lifestyles?
a. inbreeding c. genetic drift
b. gene flow d. mutation
10. Which of the following describes mutation?
a. A result of inbreeding.
b. Any change in the structure of chromosomes.
c. Change in gene pool due to unpredictable situation.
d. Differential survival and reproduction of organisms
`
Reflection
1. During this time of pandemic, what are your adaptive measures which do you think
helpful in not contracting or even eliminating the virus?
_____________________________________________________________________
_____________________________________________________________________
__________________________________________
2. What does the phrase “Survival of the Fittest” mean? Relate in a real life situation
by citing a concrete example.
_____________________________________________________________________
_____________________________________________________________________
_________________________________________
| 76
References
EASE Biology. Module 15.
Science 10 Learners’ Material
Evolution: A Journey Into Where We’re From and Where We’re Going, PBS Evolution
Series Retrieved at http://www.pbs.org/wgbh/evolution/
“Theory of Evolution ( Read ) | Biology | CK-12 Foundation.” Accessed February 27, 2021.
https://www.ck12.org/c/life-science/theory-of-evolution/lesson/Theory-of-Evolution-
by-Natural-Selection-MS-LS/.
“How Does Evolution Occur?” New England Complex Systems Institute. Accessed February
27, 2021. https://necsi.edu/how-does-evolution-occur.
Answer keys:
Activity 1: Theories of Evolution by Jean Baptiste de Lamarck

1. Organisms need to change in response to their environment.
2. Organs not in use will eventually disappear
3. Evolution occurs when acquired characteristics is inherited by the offspring and
propagated by the next generation.
4. Many scientists rejected theories of Lamarck because if there were changes in cell or
body structure, there could be changes in the genetic information of species.
Activity 2: Darwinian Theory

1. The abundance of finch species in an island was somehow related to the type of
2. available food for these birds.
3. In natural selection, environmental factors promote survival of the fittest and eliminates
the less fit. Organisms which are best adapted to the environment will continue to
reproduce and perpetuate their own kind
Activity 3: Follow the Track

1-3. (Answers may vary)
Activity 4: Mechanisms of Evolution
1. Interbreeding
2. Yes
3. When mutations occur, the appearance of individuals in the population changes and the
gene pool becomes different from the original population.
4. Gene flow increases variation in the population by interbreeding to the newly found
population.
| 77
Activity 5: Match Me.
1. e 2. c 3. d 4. b 5. a
Activity 6: What is Speciation?
1. Speciation is simply the formation of new species. It happens when there are
numerous changes in the gene pool of a population, usually over a long, long period of
time.
2. In allopatric speciation, a population is split into two by a geographic barrier, while in
sympatric speciation; two or more species arise from a single ancestral species in the
absence of physical barriers.

1.a 2. b 3. c 4. b 5. a
6. a 7. c 8. c 9. a 10.b
| 78
SCIENCE GRADE 10
Name of Learner: ______________________________ Grade: __________
Section: ______________________________________ Date: __________

Ecosystem: Biodiversity
The air we breathe, the water we drink and the food we eat all rely on biodiversity. It
is the most complex and vital feature of our planet. On the other hand, without biodiversity, the
future of humanity is at stake. Biodiversity encompasses the variety of life forms found at all
scales of biological organization, ranging from genes to species to ecosystems. It is increased
by genetic change and evolutionary processes. However, it is reduced by habitat destruction,
population decline and extinction. The level of biodiversity is an essential factor in influencing
the resilience of ecosystems to disturbance.
The species is considered to have direct economic value if the products are sources of
food, medicine, clothing, shelter, and energy. It may also have an indirect economic value if
the benefits produced by the organism are being used. A lot of species provides visual or artistic
enjoyment, like a forested landscape which gives aesthetic value. Eventually the flow of energy
in the food web on earth is sustained which contributes to the environmental stability. Stability
of an ecosystem is resilience to withstand changes that may occur in the environment. There
are many changes that occur in the environment which may be a result of natural or human
activities. These changes may severely reduce biodiversity and result to the instability of the
ecosystem.
Learning Competency: Explain how species diversity increases the probability of adaptation
and survival of organisms in changing environments. (S10LT-IIIh-41)
Activity 1: Biodiversity and Stability
Directions.
1. Read carefully the informational text
2. Be able to complete the double entry below.
Informational Text
Organisms are part of biodiversity and may be economically and ecologically valuable.
Their products are source of food, medicine, clothing, shelter, and energy. These organisms are
also important in maintaining balance in the ecosystem as they performing their specific roles.
Some species maintain the quality of natural bodies of water; some prevent soil erosion and
floods, cycle minerals in the soil and absorb pollutants. Others feed on insects and pests which
control the population of organisms in a certain environment, thus making the ecosystem
balance and stable.
| 79
The value of species can be divided into various categories:
1. Direct economic value
The species is considered to have direct economic value if their products are sources of
food, medicine, clothing, shelter, and energy. For example, some medicines being used
nowadays have formulations extracted from plants or animals. Vinblastine and vincristine are
two chemicals that have been extracted from rosy periwinkle (tsitsirika (Tagalog), San Vicente
(Ilokano)) and are used in chemotherapy for Hodgkin’s disease and some form of cancer,
including lymphocytic leukemia. Another common plant, Vitex negundo (lagundi/dangla
(ilokano) is extracted for cough syrup production.
2. Indirect economic value

A species has an indirect economic value if there are benefits produced by the organism
without using them. For example, certain species maintain the chemical quality of natural
bodies of water, prevent soil erosion and floods, cycle materials in the soil, and absorb
pollutants.
3. Aesthetic value
A lot of species provides visual or artistic enjoyment, like a forested landscape and the
calming beauty of a natural park; or they may be used for spiritual meditation like the Prayer
Mountains.
Double entry
Ideas from
the text
Reaction/
Connections
Activity 2: What’s your Value?

Directions:
1. Visit a specific area or ecosystem near your place of residence.
2. List down at least five (5) organisms found in that area.
3. Describe the value of the organism by putting a happy face (☺) on the space under the
correct column.
4. Follow the example given and complete the table below.
| 80
Table 1. Organisms and their value
Organism Value Direct Indirect Aesthetic
Economic Economic Value
Value Value
Example: • Freshen the air ☺
Gmelina Tree
• Provide shade ☺
• Source of lumber ☺
1.
2.
3.
4.
5.
.
Activity 3: High or Low?

Directions: Read and analyze the scenario below and be able to answer the guide questions that
follow.
Scenario
A body of water has a normal pH of 7.0. It has low diversity thus it has few types of
organisms. There live Fish A, which can tolerate a pH of 7.2-8.4 and Fish B, which can tolerate
pH of 6.5 to 7.5. When acid rain comes it changes the pH of water to 6.0.
Guide questions:
1. Does pH level of water affect the life of fishes? Support your answer
___________________________________________________________________________
2. What will happen to Fishes A and B?
___________________________________________________________________________
Activity 4: Who will Survive?

Directions: Read and analyze the given scenario below and be able to answer the guide
questions that follow.
Scenario
What if you increase the biodiversity by adding more organisms? There will be a greater
chance that an organism can survive the acidic water if you add more fish with the following
pH tolerance. On the blank, indicate if the species will live or die in an acidic water.
Fish C that can tolerate pH 5.5-7.3 ___________________________________________

Clam A that can tolerate pH 6.1-9.3 ___________________________________________
Crab A that can tolerates pH 5.7-8.0 ___________________________________________
Algae that can tolerate pH 4.0-7.5 ___________________________________________
Coral that can tolerate pH 6.3-9.0 ___________________________________________
| 81
Guide questions:
1. How is the acidity of water be affected with increase number of organisms?
____________________________________________________________
2. How many types of organisms were able to survive in the acidic water?
____________________________________________________________
Activity 5 Recap Check

Directions : Read and understand the following statements then write the letter that corresponds to the
correct answer on the blank provided before each number.
_____1. It refers to the variety of life forms in a particular ecosystem.
a. Biodiversity c. Population
b. Organism d. Stability
_____2. Davao is known for its wide variety of fruits and other plant species that makes it
more attractive to tourists. Which of the following classification of value of
biodiversity is described?
a. Direct economic value c. Indirect economic value
b. Ethical/cultural d. both a and c
_____3. Why should we care about the rainforests?
a. They provide or nurture biodiversity.
b. They are sources of food and other resources.
c. They are a source for medicines and other chemicals.
d. All of the above.
_____4. How should a hilly land be used to conserve its resources?
a. Advertise it as a camping site.
b. Convert it into an industrial area.
c. Turn it into a jogging area.
d. Build a community where houses are built among the trees.
_____5. What is the effect on the acidity of water when you add more organisms in a
body of water?
a. Decrease c. It does not affect
b. Increase d. It may decrease or increase the acidity
Reflection
As the hope of the father land, how can you become resilient to withstand changes that may
occur in the environment?
References
Science 10 Learner’s Material pp. 328-331
Science 10 Teacher’s Guide pp. 240-242
Matira, Myrna D., et.al. Metamorphosis 10 Science Series for the 21st Century Learners.
Retrieved from https://staugustinepublications.com/product/junior-high-
school/metamorphosisscience-series-for-the-21st-century-learners
Gorsuch, Hayley (2008) What is Biodiversity? eAtlas. Retrieved at
https://eatlas.org.au/content/what-biodiversity
| 82
Answer Key
Activity 1: Biodiversity and Stability
Ideas from the text : Organisms are economically and ecologically valuable. It may have direct,
indirect and aesthetic value. Organisms are also important in maintaining balance in the
ecosystem.
Reaction/Connections: Organisms in the environment are very important to human. They are
the reasons why we live on earth, without them we may not survive. Thus we should treat them
with care so that they will increase in number despite changes that occur in the environment.
Activity 2: What’s your Value?

Table 1. Organisms and their value
Organism Value Direct Indirect Aesthetic
Economic Economic Value
Value Value
Example: • Freshen the air ☺
Gmelina Tree
• Provide shade ☺
• Source of lumber ☺
1.Guava Source of food ☺ ☺
2.Coconut tree Source of lumber ☺ ☺
3.Flowers Freshen the air ☺ ☺
4.Ducks Source of food ☺
5.Sugarcane Source of food ☺ ☺
Activity 3: High or Low?

1. Yes. The optimum pH level for fish are from 6.5 to 9.0, outside this range the fish will
die.
Fish A and B will both die because they cannot tolerate a Ph of 6.0
Activity 4: Who will Survive?
1. Fish C that can tolerate pH 5.5-7.3 - will survives
2. Clam A tolerates pH 6.1-9.3 - will die
3. Crab A tolerates pH 5.7-8.0 - will survive
4. Algae tolerates pH 5.7-8.0 - will survive
5. Coral tolerates pH6.3-9.0 - will die
Guide questions
1. Increasing the number of organisms will lower the acidity of water.
Three (3)
Activity 5 Recap Check
1. a 2. d 3. d 4. d 5. a
Reflection
To withstand changes that may occur in the environment, l can be resilient by finishing may
studies to be able to land in a job in the future. I should hone my skills and talents and live with
the values may parents thought me.
| 83
SCIENCE GRADE 10
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________

Relationship Between Population Growth and Carrying Capacity
A major component of modern ecological research focuses on the abundance of

organisms within a population and the changes over time and its contributing factors. Since a
population is a group of individuals of the same species living and interbreeding within a given
area, members of a population often depend on the same resources which are subjected to
similar environmental constraints. Such often rest on the availability of other members to
persist over time.
Scientists studied a population by examining how individuals in that population interact

with each other and how the population as a whole interacts with its environment. Population
ecologists rely on a series of statistical measures, known as demographic parameters, to
describe that population. Demography is the study of the characteristics of populations. It
provides a mathematical description of how those characteristics change over time.
Demographics can include any statistical factors that influence population growth or decline,
but several parameters are particularly important: population size, density, age structure,
fecundity (birth rates), mortality (death rates), and sex ratio.
There are several processes that occur simultaneously that can affect population
size and dynamics. As a population grows in an area, a population may experience the effects
of increased densities. In a given area, carrying capacity refers to the maximum population
size of the species that the environment can sustain. It is determined by the amount of available
resources (food, habitat, water). As the density of individuals in a population increases, these
individuals must begin competing for limited resources with each other If the population grows
indefinitely, less and less resources will be available to sustain the population.
Learning Competency: Explain the relationship between population growth and carrying
capacity. (S10LT-IIIi-42)
| 84
Activity 1 Ups and Downs of Population Growth
Directions: Read and analyze the given statement, then put an arrow up (↑) if you agree and
an arrow down (↓) if you disagree with the statement. Answer the guide questions below.
___1. Population is a group of organisms of the same species that are in a certain area.
___2. Birth Rate is the number of births in a population
___3. Death Rate is the number of organisms that are dying in a population.
___4. Population density refers to the number of organisms per unit area.
___5. If a population’s density is high, that means there are very few organisms in an
area.
Guide Questions:
a. Why should we care if the number of organisms in an area is increasing or decreasing?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
b. What causes a population size to increase or to decrease?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Activity 2 What Makes It Different?
Directions: Show using dots to illustrate high population density and low population density in
the boxes provided and answer the guide questions
High Population Density Low Population Density
Guide questions
1. If the human population is currently growing at an exponential rate. How can this be
explained in terms of birth and death rates.
_____________________________________________________________________
_____________________________________________________________________
______________________________________________________
| 85
2. If the monkey-eating eagle (Pithecophaga Jefferyi) is considered an endangered
species. What does this mean in terms of the birth and death rate of monkey-eating
eagle.
_____________________________________________________________________
_____________________________________________________________________
______________________________________________________
Activity 3 What is the Limit?

Directions: Read the informational text below and be able to complete concept map on
population growth.
Informational Text
A population’s growth is limited by two general factors: density-independent factors
and density dependent factors: Density-independent limiting factor that can stop a
population from growing can be such thing as natural disaster, temperature, sunlight and the
activities of human in the environment. Natural disaster such as tropical cyclones, floods,
earth quake and fires will stop a population from growing no matter how many organisms
are living in a certain area. The same goes for the temperature of an area and the amount of
sunlight it receives. If the temperature increases due to global warming, this will cause a
decrease in a population numbers no matter how large or small the population was to begin
with. Human activities that alter the environment will also decrease the number of organisms
in a population regardless of the size of a population.
Density-dependent limiting factor come into play when a population reaches certain
number of organisms. For example, when a population reaches a certain size, there won’t be
enough resources (food, shelter, water) for all of the organisms. This could cause the
population to stop growing when it reaches the maximum number of organisms that can be
supported or carried by the environment. This number is known as the population‘s carrying
capacity in a particular environment. Each population of organisms has a different carrying
capacity, depending on the amount available in the area in which it lives.
Concept Map
Population Growth
affected by two factors
caused by
which may result to
| 86
Activity 4 Graph Analysis
Directions: Below is a graph of habitat where a goat population has reached its carrying
capacity. Analyse the graph, then answer the questions below.
number of goats 60
40
20
5
x
may ist jun ist aug ist sep ist
1. What is the carrying capacity of the habitat?

______________________________________________________________
______________________________________________________________
______________________________________________________________
Why do you think so?_____________________________________________
______________________________________________________________
______________________________________________________________
2. What have you noticed with the population of goat between mid-May and mid-
June?__________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. a. What is the relationship between population growth and carrying capacity?

b.What will be the effect of a growing population on the carrying capacity of a
habitat?_________________________________________________________
_______________________________________________________________
_______________________________________________________________
| 87
Reflection
In order to support your family needs, your parents decided to have a fish pond project
by raising Tilapia situated in your farm. After digging a good hole with suitable pond liners
you notice that there were a lot of fingerlings bought. What do you think will happen when
there would be too many fingerlings in a fish pond with a very limited space or area?
References
Science 10 Learner’s Module, pp. 331 – 335.
Read, Dwight W., and Steven A. LeBlanc. “Population Growth, Carrying Capacity, and
Conflict.” Current Anthropology 44, no. 1 (2003): 59–85.
https://doi.org/10.1086/344616.
Steven A. LeBlanc, DwightW.Read and, DwightW.Read, Search for more articles by this
author, and StevenA.LeBlanc. “Population Growth, Carrying Capacity, and Conflict1.”
Current Anthropology, February 1, 2003.
https://www.journals.uchicago.edu/doi/10.1086/344616.
| 88
Answer Key
Activity 1: Ups and Downs of Population Growth
1. ↑ 2. ↑ 3. ↑ 4. ↑ 5. ↓
Possible answers to guide questions (Answers may vary)
a. We should care on the number of organisms in a certain area whether increasing or
decreasing in order that their lives will not be put in danger.
b. Causes that may lead population size increase or decrease: competition for resources,
predation, and diseases.
Activity 2: What Makes It Different?
1. If a population density is very high, that means there are a lot of organisms
crowded into a certain area.
2. If a population’s density is low, that means there are very few organisms in an
area
Activity 3: What is the Limit?

Possible answers for the concept map
✓ Two factors of population growth(Density-independent limiting factor and
Density-dependent limiting factor)
✓ Causes of Density-independent limiting factor(natural disaster .temperature,
sunlight and the activities of human in the environment(man-made)
✓ Causes of Density-dependent limiting factor(birth rate and death rate)
✓ Effects(Population growth may increase or decrease depending upon its
carrying capacity)
Activity 4 Graph Analysis
1. Approximately 70 goats because the graph between mid-Aug to mid-September
did not increase(static level)
2. There is an increase in the population of goat between mid-May and mid-June.
3. Answers may vary
a. The carrying capacity dictates the maximum population size. This refers to
the maximum of individuals of a certain species an environment can
maintain in the long term.
b. The human population will stop growing when it reaches its carrying
capacity.
Reflection (Answers may vary)

Putting too much fingerlings in a limited space will surely affect the population
growth because the carrying capacity of the area being used is not enough for them.
| 89

Science 10 LAS Quarter 3

Uploaded by

Copyright:

Available Formats

Science 10 LAS Quarter 3

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Science 10 LAS Quarter 3

Uploaded by

Copyright:

Available Formats

10

LEARNING ACTIVITY SHEETS

Printed by: Curriculum and Learning Management Division

Competency Page Number

Explain the role of hormones involved in the female .............................. 4 -14

Describe the feedback mechanisms involved in

Explain how mutations may cause changes in the

Explain how fossil record, comparative anatomy, .............................. 58-66

Explain the occurrence of evolution (S10LT-III-40) .............................. 67-78

Explain how species diversity increases the .............................. 79-83

Explain the relationship between population growth .............................. 84-89

1 Note: Practice personal hygiene protocols at all times.

Name of Learner: _________________________ Grade Level: _____________

LEARNING ACTIVITY SHEET

Background Information for Learners

Activity 1: Male Reproductive System

The Male Reproductive System

Note: Practice personal hygiene protocols at all times.

system include the Anus

vas deferens is a Testis

Note: Practice personal hygiene protocols at all times.

Note: Practice personal hygiene protocols at all times.

Note: Practice personal hygiene protocols at all times.

Activity 4: How the Reproductive System Works

How the reproductive system works?

Testosterone is an androgen, a group of hormones responsible for male growth and

Note: Practice personal hygiene protocols at all times.

Activity 5 Tracking Once Body Change

9-11 years old

Based from https://www.pearsonschoolandfecolleges.co.uk

0-2 years old

Note: Practice personal hygiene protocols at all times.

2. Do you think you went through changes and development?

RUBRICS IN RATING ANSWERS TO GUIDE QUESTIONS

Part of the brain, the hypothalamus, secretes

Note: Practice personal hygiene protocols at all times.

Activity 7: Sum It Up.

Note: Practice personal hygiene protocols at all times.

References for learners

Note: Practice personal hygiene protocols at all times.

Activity 4 Answer may vary

Note: Practice personal hygiene protocols at all times.

Note: Practice personal hygiene protocols at all times.

LEARNING ACTIVITY SHEET

Background information for Learners

Activity 1. The Menstrual Cycle

Note: Practice personal hygiene protocols at all times.

The important events during the menstrual cycle are as follows:

Complete the table

Activity 2. Mark my Calendar

Note: Practice personal hygiene protocols at all times.

3. Describe what happens to the ovum during the ovulation stage.

4. Explain what takes place in the uterus after fertilization.

Activity 3: Feedback Mechanisms Involved

Note: Practice personal hygiene protocols at all times.

GLAND HORMONE FUNCTION

Activity 4. Please Remember Me!

Note: Practice personal hygiene protocols at all times.

Marshburn, Paul B. “Menstrual Cycle-Related Clinical Disorders.” Disorders of

Name of Learner: _____________ Grade Level: _

Name: ____________________ Grade Level: