8

Science
Modules
Quarter 4 – Weeks 1 - 4
8
Science
Quarter 4 – Module 1
The Human Digestive Sytem
Science – Grade 8
Alternative Delivery Mode
Quarter 4 –Module 1: The Human Digestive System
Second Edition, 2021

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

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Dr. Jay F. Macasieb, DEM CESE

Development Team of the Module

Writers: Yolanda C. Flores

Editors: Hernan L. Apurada
Reviewers: Ronald D. Espino, Meilani A.Osurman,Abraham Saturnino C.Barrientos,
and Welbert D. Borlado
Layout Artist: Maria Teresa A. Anonuevo and Larnie N. Tacud
Management Team: Neil Vincent C. Sandoval
Chief Education Supervisor,Curriculum and Implementation Division
Hernan L. Apurada
Education Programs, Supervisor

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph
 What I Need to Know
This module was designed to help studen1 ts thoroughly understand and acquire the
basic knowledge on human nutrition and digestion. This module will encourage
students to be mindful of their food choices that will supply our body systems with the
proper nutrients to achieve the optimum health our body needs.

After going through this module, you are expected to:

1. Describe and give the functions of each organ of the digestive system;
2. Trace the pathway of food through the digestive tract; and
3. Explain how ingestion, absorption, assimilation, and excretion take place
through the interaction of the digestive system with the circulatory,
respiratory, and excretory system.

What I Know

Direction: Choose the letter that corresponds to the best answer.

1. Which accessory organ produces bile?

A. gall bladder B. liver C. pancreas D. spleen
2. Where does most of the digestive process take place?
A. large intestine B. mouth C. small intestine D. stomach
3. Which best maintains intestinal health?
A. fat B. fiber C. starch D. vitamins
4. Which depicts the correct order of food traveling through the digestive
system?
A. mouth esophagus  liver  stomach  intestine  anus
B. mouth esophagus  stomach  pancreas  intestine  anus
C. mouth esophagus  stomach  large intestine  small intestine 
anus
D. mouth  esophagus  stomach  small intestine  large intestine 
anus
5. How does the large intestine function?
A. It breaks down solid food.
B. It churns food around with enzymes.
C. It absorbs water from the undigested food.
D. It produces enzymes needed for chemical digestion.

1
 Lesson
The Human Digestive System
1

WHY DO WE EAT? We eat food at breakfast, lunch and dinner, and sometimes in
between meals. WHY IS THIS NECESSARY? Animals get the nutrients they need by
taking in complex organic matter. WHAT IS THE IMPORTANCE OF FOOD WE EAT?
The body can only make use of the nutrients in the food after these nutrients have
passed through the cells in gut walls into the blood vessels. The blood in these blood
vessels will carry these nutrients to all parts of the body, where they will serve their
functions.

What’s In

In your previous year, you have been introduced to biological level of organization.
You were taught that the organism starts from the simplest to complex level.

Direction. Arrange the biological levels of organization from the simplest to the
most complex. Write the number inside the oval to indicate the correct sequence.
Start with 1 as the simplest and 5 as the most complex level.

ORGANISM ORGAN
TISSUE CELL ORGAN
SYSTEM

What’s New

Activity 1.0 Brighten Me Up…Let’s Color My World!

Direction: Label the parts of the digestive system using the color codes given
below. Then classify each organ whether it is a digestive tract or an accessory
organ. Put it on the table opposite the diagram.

liver (brown) gall bladder (blue)

mouth(pink) large intestine(violet)
stomach (green) salivary glands (black)
pancreas(yellow) small intestine (gray)
esophagus (red)

2
 DIGESTIVE ACCESSORY
TRACT ORGAN

Activity 1.1 Find My Perfect Match!

Direction: Match the digestive part to its task in the digestive system by
connecting the two hearts.

1 ESOPHAGUS An organ that produces bile.

2. GALL BLADDER B. It’s muscles mix the food with digestive juices and empties it’s
contents into the small intestine.

3
 3. LARGE INTESTINE C. It is an opening through which all food enters the body.

4. LIVER D. It moistens the food and releases enzymes.

5. MOUTH E. It transports the food from mouth to the stomach.

6. PANCREAS F. It stores bile until it’s needed for digestion.

7. SALIVARY GLANDS G. It is the site for final digestion and absorption.

8. SMALL INTESTINE H. It secretes enzymes into the small intestine.

9. STOMACH I. It absorbs water & salts from the materials that

performed gave
hasn’t youdigested.
been an idea of the parts and

What Is It

functions of the human digestive system. Let’s go into details as you read and
study the whole process of human digestion.

Digestion is a process of breaking down food into soluble molecules that can
be absorbed into the body. The Digestive System is involved in the process. In
humans, the two major parts of the Digestive System are the digestive tract and
accessory organs. The digestive tract serves as a passageway of food and
includes the mouth, esophagus, stomach, small intestine, and large intestine.
While the accessory organs are structures that do not directly act upon the food.
Salivary glands, liver, gall bladder, and pancreas are classified as accessory
organs.
Digestion starts in the mouth where the food is chewed and mixed. The
chemical breakdown of carbohydrates also begins in the mouth. Then the food is
swallowed and moves to the pharynx and passes to the esophagus. The
esophagus is about 25 cm long and 1.5 – 2 cm wide which propels food to the
stomach. In the stomach where digestion continues, food is mixed and churned
with gastric juices to form chyme. The chemical breakdown of proteins begins in
the stomach. From the stomach, the chyme will be received by the small
intestine. The small intestine is about 7 m long and 2.5vcm wide. It mixes
chyme with the digestives juices and propels food at a rate slow enough for
digestion and absorption. Fingerlike projections called villi increase the surface
area of the intestine and make absorption more efficient. Final digestion and
absorption take place in the small intestine. The undigested food materials that
become watery pass from the small intestine into the large intestine. The large
intestine or colon is about 1.5 m long and 6 cm wide. It absorbs water from the
undigested food it receives from the small intestine. When most of the water is
reabsorbed, solid waste, called feces is left. The feces move out of the body
through the anus.
4
https://pixabay.com/vectors/digestive-system-human- https://commons.wikimedia.org/wiki/File:Villi_
digestion-41529/ %26_microvilli_of_small_intestine.svg

The accessory organs have a specific role in digestion. The salivary glands
secrete saliva that lubricates the food and secretes an enzyme called ptyalin or
salivary amylase which changes starch to maltose. The liver produces bile which
emulsifies lipids. The gall bladder that is attached to the underside of the liver,
stores, and concentrates bile. The pancreas that lies behind the stomach secretes
pancreatic juice (mixture of digestive enzymes and sodium bicarbonate) into the
small intestine. The sodium bicarbonate neutralizes the acidic chyme coming from
the stomach.
The processes of human digestion include seven activities: ingestion,
propulsion, mechanical digestion, chemical digestion, absorption, assimilation,
and defecation.

1. Ingestion refers to the entry of food into the mouth. Food chewed in
the mouth, grinded by our teeth. Once inside your mouth, the food
turns into a moist lump called bolus. Enzymes present in the saliva
breakdown any starch.
2. Propulsion means the passage of food through the digestive tract. It
includes swallowing and peristalsis. Peristalsis is the wavelike
contraction and relaxation of the smooth muscles of the food tube. It
allows the movement of food down to the next part of the food tube.
3. Mechanical Digestion is mainly a physical process that does change
the chemical nature of the food instead it breakdowns food into a
smaller size. This includes mastication or chewing in the mouth,
churning of food in the stomach, and segmentation in the small
intestine.
4. Chemical Digestion involves the breakdown of complex food
molecules into their simplest form (building blocks) with the help of
enzymes. Each major food group uses different enzymes. Below
summarizes the chemical digestion of food.

CHEMICAL DIGESTION OF COMPLEX FOOD MOLECULES

carbohydrases
CARBOHYDRATES Simple sugars
protease
PROTEINS amino acids

lipase Fatty acids, glycerol

FATS

5
 5. Absorption is the movement of digested food molecules through the
wall of the food tube into the blood or lymph. This process takes place
primarily within the small intestine. From the surface cells of the food
tube, molecules of amino acids and simple sugars diffuse into the
capillaries and reach the blood. Molecules of fatty acids and glycerol
move into the lacteals and reach the lymph. At this point, the circulatory
system takes over the process.
6. Assimilation is the movement of digested food molecules into the
cells of the body where they are used. For instance, amino acids are
used to build new proteins, and glucose (a simple sugar) is used in
respiration to provide energy. The liver is important in assimilation
since it changes glucose into glycogen used for storage and amino
acids into proteins.
7. Defecation or egestion is the removal of undigested materials from the
body as feces. Feces are stored in the rectum and pass out through the
anus.

The digestive system absorbs water and nutrients from the food we eat.
The nutrients then are carried together with oxygen and water through the
circulatory system into cells throughout our body. Wastes from the cells are
eliminated through the respiratory system and excretory system.

What’s More

Activity 1.2 Follow my Path!

Direction: Complete the flow chart indicating the path of food through the digestive
tract.

Activity 1.3 Let’s Sequence It!

Direction: Put into proper order the events on how nutrients from the food are
taken in and used by the body. Arrange the letter for each event and place the
correct arrangement on the space provided.

Answer:

Activity 1.4 Break it down!

Direction: Classify each statement whether it is mechanical or chemical digestion by
checking the correct column.

6
 Statement Mechanical Chemical
1. chewing food in
the mouth
2. fatty foods turn
into lipase
3. bread turns into
simple sugar
4 biting food into
smaller pieces
1. Meaty foods turn
into amino acids

What I Have Learned

● The digestive system changes foods into their soluble forms like simple sugars,
amino acids, and fatty acids and glycerol. These soluble forms of foods are
absorbed into the bloodstream from the small intestine and the nutrients are
delivered to the body cells.
● The digestive tract or food tube consists of the mouth, esophagus, stomach,
small intestine, and large intestine. The accessory organs assisting these major
organs are the salivary glands, liver, gall bladder, and pancreas.
● The digestive processes are ingestion, propulsion mechanical digestion,
chemical digestion, absorption, assimilation, and egestion or defecation.
● Mechanical digestion involves physical movement to make foods smaller while
chemical digestion uses enzymes to break down food.

What I Can Do
Activity 1.4 My Healthy Food Plate

Aside from observing the minimum public health standards, practicing good
nutrition is another way to combat the threat of COVID-19. In this activity, you will
create your healthy food plate using the food guide called Pinggang Pinoy. The
Pinggang Pinoy is a nutritional tool that will help you prepare healthy food on a per
meal basis.
Follow these Pinggang Pinoy guidelines as you build your own healthy eating
styles.

https://commons.wikimedia.org/wiki/File:0957jfOnse_San_Juan_Metro_Manilafvf_03.jpg

1. Make half your plate represents the Glow foods such as fruits and vegetables.
2. One-third of your plate consists of the Go foods like rice, corn, bread, and root
crops.
3. The remaining one-sixth of your plate must include Grow foods such as meat,
eggs, poultry, fish, beans, and legumes.

After your preparation, take a selfie with your own Healthy Food Plate and
submit it to your teacher via FB messenger or through your LMS.

7
References

● Ongsun, Olivia B.2015 Science, Environment, Technology and Society

SIBS Publishing House Inc.
● Aquino, Marites D. Science Links Teacher’s Resource Material, REX
Book Store
8
Science
Quarter 4 – Module 2
Cell Division
Science – Grade 8
Alternative Delivery Mode
Quarter 4 –Module 2: Cell Division
Second Edition, 2021

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

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Dr. Jay F. Macasieb, DEM CESE

Development Team of the Module

Writers: Alora B. Rios

Editor: Hernan L. Apurada
Reviewers: Ronald D. Espino, Meilani A.Osurman,Abraham Saturnino C.Barrientos,
Layout Artist: Maria Teresa A. Anonuevo and Larnie N. Tacud
Management Team: Neil Vincent C. Sandoval
Management Team: Neil Vincent C. Sandoval
Chief Education Supervisor,Curriculum and Implementation Division
Hernan L. Apurada
Education Programs, Supervisor

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph
 What I Need to Know

Cell Division is one of the most remarkable cellular processes in organisms. All
organisms, from small or big undergo cell division. How and why do cells divide? This
module was designed for Grade 8 students like you. The different activities in this
module will help you understand the processes and importance of cell division. The
module is divided into two lessons, namely:
Lesson 1 – Cell Cycle
Lesson 2 – Meiosis
After going through this module, you are expected to:
1. Describe the stages of the cell cycle;
2. Describe the changes that occur during each stage of mitosis and
meiosis; and
3. Compare mitosis and meiosis.

What I Know

Direction: Choose the letter that corresponds to the best answer.

1. In what stage of meiosis do synapses of homologous chromosomes occur?
A. Metaphase I B. Metaphase II C. Prophase I D. Prophase II
2. What will be the chromosome number of each daughter cell after completing
mitosis when the parent cell has 20 diploid chromosomes?
A. 10 B. 20 C. 30 D. 40
3. What part of the cell cycle will occur after cytokinesis?
A. G1 B. G2. C. S D. Prophase
4. What do chromosomes do in meiosis but not in mitosis?
A. Each chromosome makes a copy.
B. The homologous chromosomes pair.
C. Chromosomes line up in the middle of the cell.
D. Chromosomes condense or shorten up before cell division begins.
5. What phase plays an important part in the growth and development of our
bodies?
A. Cytokinesis B. Karyokinesis C. Mitosis D. Meiosis
Cells, the basic unit of life undergo reproductive activities to maintain the

Lesson

1
CELL CYCLE

flow of genetic information from generation to the next through cell division. The
two types of cell division that occur in the body are mitosis and meiosis.

What’s In

Directions. Read each cell riddle below. Analyze which cell part the riddle
describes. Choose your answer from the items in the box below and write your
answer in the space provided.

1
 Mitochondrion Cell Membrane Ribosome
Nucleus Centrioles

Riddle #2. I serve as the site of protein synthesis. I have special proteins
and nucleic acids. Guess me! .

Riddle #1. I am the “brain” of the cell, and I control all the activities of the
cell. I am the .

Riddle #3. I am the protective layer Riddle #5. I generate most of the
around the cell, but I am not one cell’s supply of ATP, a source of
solid piece, I have tiny openings that chemical energy. Who am I?
allow materials to pass in and out of
the cell. I am the .
Riddle #4. We have paired
organelles that are present in the
cytoplasm only to participate in cell
division. We help anchor the spindle
fibers in their proper places. Guess
us!

What’s New

In your previous year, you learned the different parts of plant and animal cells.
But, not all cellular parts are involved in cell division. One part of it is a
chromosome that carry hereditary information known as DNA.
Activity 1.0 Chromo-Pick!
Direction: Label the parts of a chromosome. Choose your answer from the items
inside the box.

2
 What Is It

One of the most important organelles involved in cell division is the nucleus. This is
the control center of the cell. It contains the genetic material organized into
chromosomes, that carry the DNA, or the hereditary materials that can be passed on
from parent to offspring. They are essential in mitosis and meiosis and are replicated
or duplicated into new daughter cells. Chromosomes are composed of five parts
namely: centromere, chromatid, kinetochore, telomerase, and the upper part p arm
and lower part q arm.
Cell Cycle has two stages: Interphase and Mitosis. Interphase stage has three
substages (1) Gap 1 or G1 is the site of first growth after cell division;(2) Synthesis or
S where the DNA is copied or replicated; (3) Gap 2 or G2 it occurs after DNA has been
copied and the cell will continue to grow and produce new proteins. Mitosis has four
stages (PMAT). In Prophase this is the beginning after interphase where chromatin
condenses, and the nucleolus disappears. During Metaphase the chromosomes line
up at the center or the metaphase plate. In Anaphase the chromosomes break at
centromeres and sister chromatids move to opposite ends of the cell. In Telophase the
cells form two nuclei and finally, the cells begin to split into two.
After Mitosis, there is a formation of two genetically identical daughter cells, each
with the same chromosome number of each parent, and results in the formation of
somatic/body cells.

Plant and animal cells both undergo mitotic cell divisions. They differ in the formation
of daughter cells during cytokinesis. Animal cells form a cleavage furrow that gives
way to the formation of daughter cells. Plant cells don’t form furrows due to rigid cell
wall instead they have cell plate formation.

Schematic diagram of
cytokinesis in plant and
animal cells illustrated by
Alora Rios.

What’s More

Activity 1.2 Mitosis Time!

Direction: Put into proper order the events of the stages of mitosis by arranging the letters for each
event.

B C
A

3
 D E
https://en.wikipedia.org/wiki/File:Mitotic_Metaphase.svg
https://commons.wikimedia.org/wiki/File:Mitotic_Prophase.svg
https://commons.wikimedia.org/wiki/File:Mitotic_Anaphase.svg
https://commons.wikimedia.org/wiki/File:Mitotic_Telophase.svg
https://commons.wikimedia.org/wiki/File:Cytokinesis.png

Answer:
Activity 1.3 Let’s Match It!
Direction: Describe the events that occur during the following phases of mitosis.
Write the letter that corresponds to the best answer.
1. Prophase A. chromosomes are aligned at the equator
2. Telophase B. nuclear membrane has totally disappeared
3. Anaphase C. cytoplasm divides
4. Metaphase D. uncoiling of the chromosomes and nuclear
6. Cytokinesis membranes are formed
E. chromosomes separated and moved
toward the poles

Activity 1.4 Cell Cycle of Mind!

Direction: Complete the table by checking the correct column for each statement.
Statement Interphase Mitosis
1.Mitochondria and other
organelles are made.
2.Nuclear division
occurs.
3.Chromosomes are
duplicated.
4.Protein production is
high.
5.Chromosomes are
distributed equally to
daughter cells.

What I Have Learned

● Chromosomes has different parts: chromatids, centromere, kinetochore,

telomerase, and the chromosome arms (p arm and q
arm).
● Cell Cycle has two stages: Interphase, the nondividing phase wherein
most of a cell’s growth and metabolic activities take place and Mitosis the
shortest part of the cell cycle and the phase where the cell divides.
● Mitosis has four stages: Prophase, Metaphase, Anaphase and Telophase
(PMAT).
● Mitosis produces two genetically identical daughter cells each of these
has the same number of chromosomes of each parent. It occurs in body
or somatic cells.
● Mitosis differs in animal and plant cells. In animal cells it forms a
cleavage furrow that gives way to formation of daughter cells. Plant cells
don’t form furrows due to rigid cell wall instead they have cell plate
formation.

4
 What I Can Do

Answer the questions briefly with supporting details.

1.What are the significance of mitosis to our lives?
2.How is cancer related to mitosis?

Lesson
MEIOSIS
2

What’s In
In lesson 1, you studied about how a cell goes through a series of events as it grows
and divides to form new cells. Before you start with the next lesson, briefly answer the
questions below.
1. How do the two main stages of the cell cycle differ?
2. Describe the three substages of interphase.
3. What are the main events in each stage of mitosis?

What’s New
Activity 2.0 Mess Me Up!
Direction: Arrange the jumbled letters to form a term used in the study of meiosis.
Write the correct term on the blank.
1.ploiddi - 4. revo singrosc - 7. maaschi -
2.sysisnap - 5. noitcudorper lauxes - 8. Tradet -
3. diolpah - 6. mosomeorch mogousloho- 9. megates -

What is It

Meiosis is a process of cell division which occurs from the sexually reproducing
individuals wherein it reduces the chromosome number from (diploid) into half
(haploid), to compensate for the doubling of the chromosomes during fertilization.
Meiosis stage consists of two successive nuclear cell divisions with only one round of
DNA replication (Meiosis I and Meiosis II).Meiosis 1 is the first division-reduction
division that has four stages: Prophase 1 ,where a homologous chromosomes come
together to form a tetrad and undergo a process of synapsis; Metaphase 1, the paired
homologous chromosomes align at the equatorial plate; Anaphase 1,each member of
the homologous pair separates from the other and moves toward the opposite poles;
Telophase 1, two daughter cells are formed, each has a haploid set of chromosomes,
the result of Telophase 1 is a requirement for Meiosis II. The stages of Meiosis II
known as the second division-gamete formation are as follow: Prophase II, no DNA
replication in this stage, sister chromatids are still attached at the centromere;
Metaphase II, each chromosome align at the equatorial plate; Anaphase II, sister
chromatids of each chromosome separated and moves toward the opposite pole;
Telophase II, four haploid cells are formed. Cell division is complete.

5
 After meiosis, four daughter cells are formed from one parent cell. These formed cells
are called gametes or sex cells. The process results to the reduction of chromosome
number in each daughter cell from diploid to haploid. The reduction – division allows
the formation of haploid gametes to ensure that after fertilization, the chromosome
number of the zygote will remain the same as the diploid chromosome number of the
parents.

https://commons.wikimedia.org/wiki/File:Meiosis_Stages_-_Numerical_Version.svg

What’s More

Activity 2.1 Can You Identify Me?

Direction: Identify the stages of meiosis illustrated below.

Activity 2.3 Come…Pair Me!! Compare Mitosis and Meiosis by completing the
given table with the needed information.

Point of Difference Mitosis Meiosis

Type of cell involved

6
Number of division
Number of daughter cells
produced
Chromosome number of
each daughter
Are the daughter cells
identical?

In humans, how many

chromosomes in each
daughter cell?

Purpose/ Importance

What I Have Learned

● Meiosis is responsible for the genetic variations and physical difference between and
among members of a given species.
● Meiosis is a type of cell division that occurs in the sex cells which reduces the
chromosome number of one sex cell to haploid (23).
● Meiosis involves two nuclear divisions, Meiosis I and Meiosis II. It has 8 stages namely:
Prophase I, Metaphase I, Anaphase I, Telophase I, Prophase II, Metaphase II, Anaphase
II and Telophase II.
● The significance of meiosis is to ensure that all organisms produced through sexual
reproduction contain the correct number of chromosomes. It is of great importance,
because it creates genetic diversity in the population.
● Mitosis occurs in body or somatic cells and produces two identical daughter cells while
Meiosis occurs in germ cells or gametes that produces four haploid daughter cells.

What I Can Do
Directions: Answer the question briefly. Explain the negative effects to humans when meiosis
goes wrong.

Assessment
Multiple Choice. Choose the letter that corresponds to the best answer.
1. What stage of cell cycle is involved in the replication of the DNA?
A. Anaphase B. Gap 1 C. Gap 2 D. Synthesis
2. Why do cells go through mitosis?
A. to synthesize DNA C. to produce energy for the cells
B. to replace damaged cells D. to duplicate their chromosomes
3. Which is the correct sequence of events that occur in Mitosis?
I. Cytokinesis
II. Chromosome condenses.
III. Formation of two nuclei.
IV. Chromosome aligns at the equator plate.
V. Chromosomes moved away going toward the opposite poles.
A. I, II, III, IV and V C. II, III, IV, V, and I
B. II, IV, V, III, and I D. I, III, II, V, and IV

7
4. When something goes wrong during meiosis, abnormal conditions happen. In
humans, Down’s syndrome is an example of such abnormality. Why the cells of a
person with Down’s syndrome have an extra chromosome?
A. due to crossing over C. due to nonseparation of body chromosome no.13
B. due to gene segregation D. due to nonseparation of body chromosome no. 21
5. What event normally occurs in meiosis but not in mitosis?
A. chromosome replication C. synapsis of homologous chromosome
B. nuclear membrane disintegration D. movement of chromosomes to opposite poles

References

Baguio, Sol Saranay et.al. 2018 Breaking Through Science 8. (2nd Edition)
C&E Publishing, Inc:
Evangelista, Eden et.al. 2014 Science in Today’s World 8. SIBS Publishing Inc.
Quezon City: 291-300
Rabago, Lilia et.al. 2010 Functional Biology Modular Approach. Vibal Publishing
House, Inc:228-235
Science Learner’s Module 8,2013. Department of Education:317-327

8
8
Science
Quarter 4 – Module 3
Gametogenesis
Science – Grade 8
Alternative Delivery Mode
Quarter 4 –Module 3: Gametogenesis
Second Edition, 2021

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

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Dr. Jay F. Macasieb, DEM CESE

Development Team of the Module

Writers: Salvacion C. Sanchez
Editors: Hernan L. Apurada
Reviewers: Ronald D. Espino, Meilani A. Osurman,
Abraham Saturnino C. Barrientos, and Welbert D. Borlado

Layout Artist: Maria Teresa A. Anonuevo and Larnie N. Tacud

Management Team: Neil Vincent C. Sandoval
Chief Education Supervisor, Curriculum and Implementation
Division

Hernan L. Apurada
Education Program Supervisor, Science

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph
 What I Need to Know

Gametogenesis comes from the Greek word gamos which literally means ‘union’.
In embryology, it is the process of the production of the egg cell and the sperm cell of an
organism. These cells are necessary for the perpetuation of life. In this module, you will
explore varied activities for you to gain a deeper understanding of the process of
gametogenesis in humans.
After going through this module, you are expected to:
1. differentiate between spermatogenesis and oogenesis; and
2. explain how chromosome number is retained in a species.

What I Know

Direction: Choose the letter that corresponds to the best answer.

1. Which is unique in oogenesis?
A. meiotic division C. gamete formation
B. mitotic division D. unequal cytoplasmic division
2. What causes the chromosomal reduction during gametogenesis?
A. meiosis B. mitosis C. nondisjunction D. synapsis
3. Which is a discontinuous process?
A. gametogenesis B. oogenesis C. spermatogenesis D. both B and C
4. At the end of spermatogenesis, what gives rise from each primary spermatocyte?
A. four spermatids C. two spermatids and two polar bodies
B. two secondary spermatocytes D. one secondary spermatocyte and 3 polar bodies
5. What will normally happen because of fertilization?

A. A gamete is produced.
B. Gametogenesis has begun.
C. The final phase of spermatogenesis starts.
D. A single sperm and ovum fuse their genetic material to produce an offspring
with the identical number of chromosomes.

Lesso
n Gametogenesis

1
Meiosis is the main event involved in the process of gametes or sex cells formation
known as gametogenesis. Gametes formation can be either: spermatogenesis, which
produces sperms and oogenesis which yields egg or ovum. Both processes undergo
meiosis resulting to the production of haploid daughter cells.

1
 What’s In

Activity 1. Tell me What I Am

Directions: Tell whether each event is part of Meiosis I or Meiosis II and identify
what specific phase of meiosis is involved. Refer to the diagram below as your guide.

Event in Meiosis Division (meiosis Phases of

I/meiosis II) meiosis
1. Nuclear membrane disintegrates;
chromatin condenses into chromosome
2. Homologous chromosomes paired by
synapsis
3. Chromatids move to opposite poles
4. Double stranded homologous
chromosomes separate
5. Chromosomes align at the middle
6. Homologous chromosomes align in the
middle
7. Double stranded chromosomes reached
at opposite poles
8. Cells with single stranded chromosomes
undergoes cytokinesis

https://commons.wikimedia.org/wiki/File:Meiosis_Stages.svg

What’s New

The word gametogenesis is a combination of two Greek words which literally means
‘marriage’ and ‘beginning’. It is simply a process of the production of the egg called
oogenesis and sperm cell known as spermatogenesis. For the gametes to serve its
purpose and for fertilization to occur, the sperm cell must search far and wide within
the female reproductive organ for the egg cell. The union of the egg and the sperm
happens in the fallopian tube. A normal healthy male may release 2 million to 1 billion
sperms cells, but only or two sperm cells may complete the fertilization process.

2
Activity 2: Catch me: Search the following group of terms from the word puzzle
below. Then, write a definition for each word on the blank.
1. fertilization

2. oocytes

3. spermatocytes

4. gametes

5. oogenesis

6. spermatogenesis

7. gametogenesis

8. ovulation

What is It
In the first part of the lesson, it is discussed how cells are exactly divided to produce
daughter cells with the same amount chromosome from its parent. While the second
part of this module introduced important terms about gametogenesis. On this part of
the module, we will discuss in detail how the sperm and the egg cell are produced.

Spermatogenesis is the process by which male gametes grow from germ cells in the
testes. In other words, it's how sperms are made. This development involves several
steps of cell division and differentiation. Please note that from the diagram below after
meiosis I, the 46 chromosomes of the spermatocyte produced two haploid cells and
produces four sperm cells after meiosis II. The whole process takes about 74 days.

https://commons.wikimedia.org/wiki/File:Figure_28_01_04.jpg

3
In spermatogenesis, diploid spermatogonia undergo mitosis until they start to develop
into gametes, afterwards, one develops into a primary spermatocyte that will go through
the first meiotic division to produce two haploid secondary spermatocytes. Then, the
secondary spermatocytes will undergo the second meiotic division to each form two
spermatids. Finally, the spermatids will develop flagella and become mature sperm cells.
On the other hand, oogenesis happens in the ovaries of the females. In this process,
diploid oogonium undergo mitosis until one develops into a primary oocyte, which will
start the first meiotic division, but then arrest. It will complete this division as it develops
in the follicle, producing a haploid secondary oocyte and a smaller polar body. The
secondary oocyte goes through the second meiotic division and then arrest again. It will
not complete the second meiotic division unless it is fertilized by a sperm. If fertilization
takes place, a mature ovum and three second polar bodies are formed. The polar bodies
will degenerate. While the ovum is ready to fuse with a sperm cell. Hence, only one egg
cell will mature once a month inside the ovary in a process referred as ovulation.

https://commons.wikimedia.org/wiki/File:Oogenesis_-_Meiosis.png

The haploid sperm cell and egg cell unite during fertilization to form a diploid zygote.
Thus, the normal number of chromosomes is maintained. Since the zygote has both
chromosomes from the mother and the father, the offspring will manifest variation of
traits.

https://commons.wikimedia.org/wiki/File:The_sperm_and_ovum_during_fertilization.svg

4
 What’s More

Activity 3: Sort Me Out

I. Directions: Arrange into proper order the steps in spermatogenesis by putting

numbers 1-5 on the space provided to indicate the correct steps in the process.
Spermatogenesis
A. The primary spermatocytes go through Meiosis I that results in the formation
of two haploid secondary spermatocytes.
B. The round-shaped non-motile spermatids undergo maturation and form
motile, haploid sperms.
C. Spermatogonium develops from the walls of the seminiferous tubules.
D. Each haploid secondary spermatocyte undergoes meiosis II and form two
spermatids.
E. The spermatogonium divides in mitosis and mature into primary
spermatocyte.

II. Direction: Arrange into proper order the steps in oogenesis by putting numbers 1-6
on the space provided to indicate the correct steps in the process.
Oogenesis

A. Secondary oocyte goes through meiosis II which stops at the metaphase stage
and forms ootid.
B. The primary oocyte goes through meiosis I which stops until the female
reaches puberty.
C. Oogonium develops from the primordial germ cells overlying the ovary.
D. During fertilization, the ootid produces the non-motile, large, and spherical
ovum and the second polar body that degenerates.
E. Oogonium goes through mitosis and differentiates into primary oocyte.
F. When puberty occurs, the primary oocyte forms into haploid secondary oocyte
and one polar body.
III. Comparison Activity
Direction: Supply the necessary information to complete the table below.
Differences between Spermatogenesis and Oogenesis
Properties Spermatogenesis Oogenesis

2. location
3. duration
4. cell division
5. growth phase
6.production rate
7. motility of gametes

5
 What I Have Learned

 Gametogenesis refers to the production of gametes that takes place

through the process of meiosis.
 The production of sperm cells is called spermatogenesis while the
production of egg cells is called oogenesis.
 During spermatogenesis, each primary spermatocyte will divide into two
haploid secondary spermatocytes in the first meiotic division. Then, these
secondary spermatocytes will go through a second meiotic division to
produce four spermatids that eventually develop into sperm cells.
 During oogenesis, a primary oocyte starts the first meiotic division, but
then arrests until the female reaches puberty when it will finish this
division in a developing follicle. This results in a secondary oocyte, and if it
is fertilized by a sperm cell, stimulation of the egg cell to complete the
second meiotic division occurs.
 After gametogenesis, the egg cell and sperm cell that are formed are
haploid. This ensures the formation of a diploid zygote once fertilization
occurs. Thus, the normal chromosome number of the offspring will be
maintained. Likewise, the combining of chromosomes after fertilization
provides genetic variation on the offspring.

What I Can Do

Answer this question.

How does meiosis help in solving various gamete-derived infertility issues
among couples? Answer in not more than one paragraph.
(Students’ outputs will be assessed using the Rubric for Essay: High School
https://www.kpu.ca/sites/default/files/NEVR/High%20School%
20Rubrics.pdf)

6
 Assessment

Direction: Choose the letter that corresponds to the best answer.

1. Which is NOT true about the difference between spermatogenesis and
oogenesis?
A. Spermatogenesis produces sperm cells, while oogenesis produces egg cells.
B. The entire process of spermatogenesis takes place at a shorter period
compared to oogenesis.
C. Spermatogenesis produces four haploid daughter cells, while oogenesis
produces two diploid cells.
2. Spermatogenesis produces four sperm at a time, while oogenesis normally
produces one egg a month.When is meiosis II completed in oogenesis?
A. When the female reaches puberty.
B. After the formation of secondary oocyte.
C. After the sperm cell fused with the egg cell.
D. During the formation of oogonia while the female is still a fetus.
3. When a human female is born, her oocytes are in which stage of
meiosis?

A. Metaphase I B. Prophase I C. Prophase II D. Telophase II

4. Oogenesis is the process in the ovary that results in the production of female gametes.
Which is NOT true about oogenesis in humans?
A. Oogenesis begins before birth.
B. Oogenesis continues throughout the life of the individual.
C. At birth, an ovary already contains all the cells it will ever have that will develop into
eggs.
D. In oogenesis, unequal cytokinesis results in one single large daughter cell which goes
on to form the egg.
5. Which are haploid cells?
C. primary spermatocytes and primary oocytes
A. primordial germ cells
B. spermatogonia and oogonia D. secondary spermatocytes and secondary oocytes

7
References
Allas, Ian Mark F. et. al. 2013 Discover Science 8. Philippines : Diwa Learning
Systems, Inc: 117-119.

Aquino, Marites D. et. Al. 2013. Science Links 8. Philippines: Rex Book Store. 131-
135.

8
8
Science
Quarter 4 – Module 4
Mendelian Genetics
Science – Grade 8
Alternative Delivery Mode
Quarter 4 – Module 4: Mendelian Genetics
Second Edition, 2021

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owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Dr. Jay F. Macasieb, DEM CESE

Development Team of the Module

Writer: Juriel L. Poguilla

Editor: Hernan L. Apurada

Reviewers: Ronald D. Espino, Meilani A. Osurman,

Abraham Saturnino C. Barrientos, and Welbert D. Borlado

Management Team: Neil Vincent C. Sandoval

Chief Education Supervisor, Curriculum and Implementation
Division

Hernan L. Apurada
Education Program Supervisor, Science

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph
 What I Need to Know

The journey to unravel the mysteries within us has involved the invention of many
new technologies. This module will help us understand how variation happens and how
traits are being passed from the parent to the offspring. Come and let us discover the
wonderful world of Genetics.
After going through this module, you are expected to:
1. describe the Mendelian principles of inheritance by analyzing Mendel’s
experiment on garden peas;
2. identify the genotypic and phenotypic ratios of offspring in the standard
monohybrid; and
3. solve problems involving Mendelian Genetics.

What I Know

Directions: Choose the letter that corresponds to the best answer.

1. How did Gregor Mendel develop his basic principles of heredity?

A. He developed it by X-rays to induce mutation.
B. He developed it by analyzing large numbers of offspring.
C. He developed it by observing crossing over during meiosis.
D. He developed it by examining chromosomes with microscope.
2. Which is a phenotype?
A. aquatic plants C. corn plant with small ears
B. seed within pods D. cone – bearing gymnosperms
3. A pea plant is Tt. Which statement is correct?
A. Its genotype is Tt, and its phenotype is tall.
B. Its phenotype is Tt, and its genotype is tall.
C. Its genotype is Tt, and its phenotype is dwarf.
D. Its phenotype is Tt, and its genotype is dwarf.
4. Please refer to the following situation. Pea seeds may be round (R) or
wrinkled (r).
r r
R
R
What proportion of the offspring in the following crosses would be wrinkled?
A. 1:1 C. 1:3
B. 1:2 D. None is wrinkled
5. A Tt plant is crossed to a tt plant. What is the expected outcome for the ratio of
offspring from this cross?
A. 1 tall: 1 dwarf C. 2 tall: 2 dwarf
B. 1 tall: 3 dwarf D. 3 tall: 1 dwarf

1
 Lesso
n Mendelian Genetics
1
Have you ever wondered why you look like your family members? Same
as your puppy or kittens looks like their parents. Even a mango tree in your
backyard tends to bear a mango fruit. In this lesson, you will understand the
idea of Gregor Mendel on how genes can be passed from one generation to the
next.

What’s In

Activity 1.0 What’s My Trait?

Let us have a little warm-up before we dig deeper into this lesson. The table
given below has the different traits that you need to investigate. Your task is to look
for the kind of characteristics your mother or father have per trait and write it on
the table below. Then afterward, try to look yourself in a mirror and find out your
very own characteristics per trait.

Example:

Traits Mother Father Yourself

Height Short Tall Tall
(Tall or short)

Now it’s your turn.

Traits Mother Father Yourself

Hair Type
(curly, straight)
Eye color
(brown, non-brown)

Shape of hairline
(Widow’s peak,
straight)

Handedness
(right-handed, left-
handed)

Presence of Dimples
(present, absent)

2
 1. Based on the accomplished table, do you have more similar traits with your mother
or your father?

2. Are there some traits that you have in which your parents do not have? Cite examples.

3. What explanation you can think of why you differ from your parents in terms of the
trait that you have?

What’s New

In understanding Genetics, you must familiarize yourselves with the different

terminologies for you to fully grasp the principles of inheritance.
Activity 1.1 Fill Me Out! Before you Go! Go!
Direction: Write the missing letters to form the words being described.

What is It
The words used in the previous activity will help you as you learn the concept of
Genetics. Analyze the table below as the important terms are represented.

Genetic Term Representation Examples Genetic Term Representation Examples

gene /allele One letter T, t, R, r heterozygous One upper case Tt, Rr
dominant Upper case T, R letter and another
gene/ allele letter lower-case letter
recessive Lower case t, r Homozygous Two upper case TT, RR
gene / allele letter dominant letters
phenotype word tall, short, Heterozygous One upper case Tt, Rr
round,
dominant letter and one lower
wrinkled
case letter
genotype two letters TT, Tt, tt
Homozygous two lower case tt, rr
homozygous Two upper case letters
TT, tt
or recessive letters
Two lower case letters

3
 Genetics is the study of the process of inheritance. This field manages to describe how
traits are passed on from one generation to the next. Gregor Johann Mendel, an
Austrian Monk was considered the “Father of Genetics” as he conducted and
performed the first genetics experiment with the use of pea plants in the late 1850s. In
studying Genetics, Mendel chose to closely examine the pea plant for some reason. First,
they have easily recognizable traits. Aside from that, they grow immediately. And lastly,
they can self-pollinate or cross-pollinated. Upon analyzing the pea plant, he discovered
that three out of four plants have one version of the trait and one out of every four would
have the other version. His discovery was true to all seven traits of the pea plants.

Illustrated by Juriel L. Poguilla via Canva.

https://www.canva.com/design/DAEjljUSBMc/K8J6GYfOthfglPnvkOb4LA/edit#

Mendelian Principles

1. The Law of Complete Dominance

- An organism with different forms of a gene will express the dominant form.
Like what happened in Gregor Mendel’s experiment when he crossed a purple-
flowered plant and a white-flowered plant. In which as a result it turned out
to be all purple flowers.

2. Law of Segregation
- This law states that the two copies of a gene segregate or separate from each
other during transmission from parent to offspring. Therefore, there can only
be one copy of each gene found in a gamete (sex cells). At fertilization, the two
gametes combine randomly, potentially producing different combinations.

3. Law of Independent Assortment

- This law states that two different genes randomly assort their alleles during
the formation of haploid cells.
Example: The pea color inheritance is independent of the height, pod color,
and flower position.

4
Monohybrid Cross
A monohybrid cross is the hybrid of two individuals with homozygous genotypes
which result in the opposite phenotype for a certain genetic trait.
The cross between two monohybrid traits (TT and tt) is called a Monohybrid
Cross. The Monohybrid cross is responsible for the inheritance of one gene. It can
be easily shown through Punnett Square. It is also used by geneticists to
observe how homozygous offspring express heterozygous genotypes inherited
from their parents.

Dihybrid Cross

A dihybrid cross explains a mating experiment between two organisms that are
identically hybrid for two traits. A hybrid organism is heterozygous, which means that
it carries two different alleles at a particular genetic position or locus. Therefore, a
dihybrid organism is heterozygous at two different genetic loci.
Example: A pea plant that is heterozygous for round, yellow seeds is self-fertilized, what
are the phenotypic ratios of the resulting offspring?
1. Determine the parental genotypes. P generation: RrYy x RrYy

2. Determine the gametes. Gametes: RY, Ry, rY, ry (parent 1) and RY, Ry, rY, ry (parent 2).
3. Set up a large 4x4 Punnett square, place one gamete set from the parent on the top, and
the other on the side.
4. Write the genotypes of the offspring in each box and determine how many of each
phenotype you have.

5
 RY Ry rY ry Genotype: RRYY= 1; RRYy= 2; RrYY= 2; RrYY= 2;
RrYy= 2; Rryy= 2; rrYy= 2; RRyy= 1; rrYY= 1; rryy=1
RY RRYY RRYy RrYY RrYy
Genotypic ratio: 1:2:2:2:2:2:2:1:1:1
Ry RRYy RRyy RrYy Rryy
Phenotype: Round, yellow= 9; Round Green= 3;
rY RrYY RrYy rrYY rrYy Wrinkled yellow= 3; wrinkled green= 1
ry RrYy Rryy rrYy rryy Phenotypic ratio: 9:3:3:1

What’s More

Activity 1.2 Genotype, Phenotype? That’s My Type!

A. Classify each of the following gene pairs as homozygous (HO) or heterozygous
(HE). Write either HE or HO.

1. gg 2. Jj 3. KK 4. Ll 5. Mm 6. ZZ

B. Given the genotype, identify its corresponding phenotype.

b.1. Round seeds (S) are dominant to wrinkled seeds (s).
SS Ss ss

gg Gg GG

b.2. Green pods (G) are dominant to yellow pods (g).

C. Based on the phenotype given below, give its corresponding genotype.

c.1. Inflated pod shape (I) is dominant to constricted (i).
Inflated pod shape= Constricted pod shape=
c.2. Orange body-color (O) is dominant to red (o).
Orange body= Red body=

Activity 1.3: Mono and Di, Solve It to Survive It!

1. A heterozygous smooth pea pod plant is crossed with a wrinkled pea pod plant. Predict
the offspring of this cross. Note: Smooth plant is dominant over wrinkled.
What is the genotype of the parent?
Result - Genotype: Genotypic ratio:
Phenotype: Phenotypic ratio:

2. A Widow’s peak hairline (H) is dominant to a straight line (h). Cross a heterozygous
Widow’s peak hairline to a straight hairline person.
What is the genotype of the parent?
Result - Genotype: Genotypic ratio:
Phenotype: Phenotypic ratio:
3. Cross two light-haired people if brown hair is dominant over light-colored hair—use
D and d as your alleles. What is the genotype of the parent?
Result - Genotype: Genotypic ratio:
Phenotype: Phenotypic ratio:
4. The following letters represent the genotypes of rabbits. GG= gray hair, Gg= gray hair,
gg= white hair, BB= black eyes, Bb= black eyes and bb= red eyes. A male rabbit with
the genotype GGbb is crossed with a female rabbit with the genotype ggBb the Punnett
square is set up below. Fill out and determine the phenotypes and proportions in the
offspring.
a. How many out of 16 have gray fur and black eyes?
b. How many out of 16 have gray fur and red eyes?
c. How many out of 16 have white fur and black eyes?
d. How many out of 16 have white fur and red eyes?

6
5. Given the following information: dominant allele for black fur= B, recessive allele for
white fur= b, dominant allele for rough fur= R, recessive allele for smooth fur= r. Cross
a heterozygous parent (BbRr) with a heterozygous parent (BbRr) guinea pig.
a. What is the probability of producing guinea pigs with
black rough fur? Possible genotypes:
b. What is the probability of producing guinea pigs with
black, smooth fur? Possible genotypes:
c. What is the probability of producing guinea pigs with
white, rough fur? Possible genotypes:
d. What is the probability of producing guinea pigs with
white, smooth fur? Possible genotypes:

What I Have Learned

 Genetics is the study of the process of inheritance and Gregor Johann Mendel is
the father of Genetics.
 Mendelian principles include Law of Complete Dominance, Law of Segregation,
and Law of Independent Assortment.
 A monohybrid cross is the study of the inheritance of one characteristic.
 A dihybrid cross explains a mating experiment between two organisms that are
identically hybrid for two traits. It also carries two different alleles at a particular
genetic position or locus.
 Punnett Square is used by geneticists to observe how offspring express genotypes
inherited from their parents.

What I Can Do

To Be or Not to Be? Genetics Poetry!

Imagine yourself as a geneticist and a poet. Create a short poem about your knowledge
on the importance of Mendelian genetics. It can either be handwritten or digitized.
Poem Rubrics
Exemplary Accomplished Developing Beginning
(25 points) (20 points) (15 points) (10 points)
Organization The sequencing of The sequencing of The sequencing of The sequencing of
words and phrases is words and phrases is words and phrases is words and phrases
logical, and the reader somewhat logical, and very confusing, and is random. The
can easily follow the the reader can follow the reader may need reader can find no
ordering of ideas. the ordering of ideas to use his or her evidence of
with minimal effort. knowledge to thoughtful ordering
determine the of ideas.
ordering of ideas.

Word Choice The poem uses many The poem uses The poem uses The poem uses
precise, vivid, and several descriptive general or ordinary general or ordinary
and Main descriptive words to words to develop a terms to develop a terms to describe
Idea develop a central idea central idea or central idea or the objects; the
or message about message about message about words do not
Mendelian Genetics. Mendelian Genetics Mendelian Genetics. develop a central
idea or knowledge.
Spelling There are no or very There are spelling Numerous spelling Numerous spelling
few spelling errors. errors, which may or errors impede the errors impede the
They are may not be reader from reader from
developmentally developmentally understanding the understanding the
appropriate and do appropriate. However, poem’s message. poem’s message.
not impede the they do not impede Some of the mistakes Unfortunately,
reader's the reader's are developmentally mistakes are not
understanding of the understanding of the appropriate, but developmentally
poem. poem. others should have and should have
been noticed and been noticed and
corrected. corrected.
Creativity Very creative ideas Has many creative Has some creative Shows little or no
and illustrations. ideas and illustrations ideas and creativity.
illustrations

7
 Assessment

Direction: Choose the letter that corresponds to the best answer.

1. Mendel crossed two plants, called the P generation. The offspring of this cross are
known as hybrids. What are hybrids?
A. The result of crossing two true breeding plants; they contain two
genes, one of each allele.
B. The result of crossing two true breeding plants; they contain two
genes of identical alleles.
C. The result of a hybrid cross; they contain two genes for each trait,
both carrying the recessive allele.
D. The result of a hybrid cross; they contain two genes for each trait,
both carrying the dominant allele.
2. Refer on the Punnett square below. Which accurately represents the
phenotypic and genotypic ratios of the F1 generation?
P generation: BB x bb where: B= black cat and b= white cat
A. Phenotypic ratio 100% black, genotypic ratio 100% Bb.
B. Phenotypic ratio 100% white, genotypic ratio 100% Bb.
C. Genotypic ratio 100% black, phenotypic ratio 100% Bb.
D. Phenotypic ratio 50% black, 50% white, genotypic ratio 100% Bb.
3. In Mendel’s garden peas, the tall allele (T) is dominant over the dwarf allele (t)
and the green pod allele is dominant (Y) over the yellow pod allel (y). What is the
genotype of a heterozygous tall, homozygous green pod pea plant?
A. TtYy B. TTYY C. TtYY D. TTYy
4. Based on the results of Mendel’s experiments, what principle of heredity supports
his findings on the phenotype expressed by the offspring in the F1 generation?
A. Law of Dominance C. Law of Unit of Character
B. Law of Segregation D. Law of Independent Assortment

5. Normal kernels are dominant to waxy kernels. What type of seed will be produced
if you crossed a waxy kernel plant to heterozygous normal plant?
A. All are normal kernel.
B. 1 normal kernel: 1 waxy kernel
C. 1 normal kernel: 3 waxy kernel
D. 2 normal kernel: 2 waxy kernel

References
Brooker, Robert J. 2016. "Mendelian Inheritance." In Concepts of Genetics Second
Edition, by Robert J. Brooker, 42-55. New York: McGraw-Hill Education.

2021. Canva for Education. February. Accessed February 2021.

https://www.canva.com/design/DAEVOp6h67U/0sziItZH25TNKKSd31dsCQ/e
dit
Estrellita A. Madriaga, Meliza P. Valdoz, Marites D. Aquino, Mary Anne B. Castillo.
2015. "Petterns of Mendellian Inheritance." In Sacience Links, by Meliza P.
Valdoz, Marites D. Aquino, Mary Anne B. Castillo Estrellita A. Madriaga.
Sampaloc Manila: Rex Bookstore.

Hoefnagels, Mariele. 2016. "Patterns of Inheritance." In Biology: The Essentials, by

Mariele Hoefnagels, 171-176. New York: McGraw-Hill Education.

2005. ReadWriteThink. Accessed February 8, 2021.

https://betterlesson.com/lesson/resource/2992675/poem-rubric.