Science 10 Q3

10
Science
Quarter 3
Living Things and Their
Environment
1
DO_Q3_SCIENCE10_Module3
Science – Grade 10
Alternative Delivery Mode
Quarter 3: Living Things and Their Environment
First Edition, 2021
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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Authors: Edward A. Ramos, Jai Rabbai A. Eugenio, Agnes B. Panuncialman, Florida B.

Cabrera, Jonathan A. Aballe, Irene C. Cular, Mark Kenneth D. Mongaya,
Earlene G. De Vera, Donna Marie P. Sabalza, Zacarie Jo P. Del Rosario, Ada
D. Laguitan, Marivic S. Ferrer, Eric M. Masela, Flerida P. Velez, Jeanne E.
Acelo, Jarrel Sena, Alma V. Manalo, Mark E. Embuido, and Maricar DR.
Espiritu
Editors: Zacarie Jo P. Del Rosario and Jeanne E. Acelo
Reviewers: Donna Marie P. Sabalza, Zacarie Jo P. Del Rosario, Jeanne E. Acelo, Kelvin
T. Silvestre
Language Validator: Liza Vinda P. Unay, Lilia H. Jaime
Layout Artist: Zacarie Jo P. Del Rosario, Roselle Hutamariz, Raphael A. Lopez
Management Team: Dr. Meliton P. Zurbano, OIC – SDS

Mr. Filmore R. Caballero, CID Chief Education Supervisor
Mrs. Jean A. Tropel, EPS In – Charge of LRMS
Dr. Ma. Lea Q. Prondo, Education Program Supervisor – Science
Printed in the Philippines by ________________________
Department of Education – National Capital Region
Office Address: Pio Valenzuela St., Marulas, Valenzuela City

Telefax: (02) 292-3247
E-mail Address: sdovalenzuela@deped.gov.ph
2
What I Need to Know
The perpetuation of organisms’ race continues because of their reproduction. In

human, reproductive system performs different functions in different sexes. The female
reproductive system has two functions, to produce egg cells and to protect and nourish
offspring until birth. On the other hand, male reproductive system functions as
depositor of sperm.
At the end of this unit, the learners are expected to:

• Explain the role of hormones involved in the female and male reproductive
systems (S10LT-IIIb-34)
What I Know
Directions: Write the letter of the correct answer on a separate sheet of paper.
1. What are the chemical messengers of our body?

A. blood B. enzyme C. protein D. hormone
2. Which of the following reproductive organ is responsible for the production of
estrogen?
A. testes B. ovaries C. vas deferens D. fallopian tube
3. What is the group of hormones that is responsible for the development of
male sexual secondary characteristics and reproductive function?
A. estrogen B. androgen C. aldosterone D. progesterone
4. What male hormone helps in production of sperm?
A. estrogen B. androgen C. testosterone D. progesterone
5. What female hormone helps in preparing the uterine lining during
pregnancy?
A. estrogen B. androgen C. testosterone D. progesterone
1 (DO_Q3_SCIENCE_GRADE10_LESSON1
)
Lesson
1 Reproductive System
What’s New
Activity: Glow Up!

Directions: Paste and describe your childhood and recent photos inside the
box. Do it on a separate sheet of paper.
Childhood Present
Guide Questions:
1. What were the changes that you experienced in yourself from your childhood to the
present?
______________________________________________________________________________
2. What did you think were the reasons for these changes?
______________________________________________________________________________
3. What are the hormones responsible for the secondary characteristics of male?
female?
______________________________________________________________________________
What is It
Hormones are chemical messengers of the body that are transported into the
bloodstream to tissues and organs. Small amount of hormones have great impact and
effect to individual’s growth and development, metabolism, reproduction, mood, and
sexual function. Hormones help the body to perform and regulate different processes
that are needed to maintain its balance. Sex hormone that are mainly produced by the
ovaries and testes affect the growth and function of the reproductive organs and the
development of secondary sex characteristics.
)
What’s More
Activity 1.1 Crossword Puzzle

Directions: Find and write the words on a separate sheet of papaer connected
to the sex hormones in the grid.
P I T U I T A R Y G L A N D R I A A A
S F G F H A A G N R H A S T R O G E N
V N E G O R T S E E S T O S T G O N D
A N D R O G E N S T I M U L A T I N G
T E S T E S S S T E V H Y D F F G H O
A N F R G E E N R P I T F E T U S D D
E T H R T E S T O S T E R O N E F D T
D T H T R Y F T G A R C Y C L R E A D
F G F H T R F F E L U T E M S N N G S
E N O M R O H G N I Z I N I E T U L A
Activity 1.2 Identify the Word

Directions: Identify the word(s) described in each item. Do it on a separate sheet.
______________1. These are the chemical messengers of our body.
______________2. It is one of the male sex hormones responsible for sperm production.
______________3. It is a female hormone responsible for female sex secondary
characteristics.
______________4. It is a group of male sex hormones responsible for male sex secondary
characteristics.
______________5. It is a female hormone responsible for the preparation of uterine lining
for the fertilized egg.
What I Can Do
What do you think will happen if there are no sex hormones secreted in our
body?
___________________________________________________________________________
Assessment
1. Where does puberty directly begin?

A. testes or gonads C. anterior pituitary gland
B. ovaries or gonads D. corpus luteum or gonads
3
(DO_Q3_SCIENCE_GRADE10_LESSON1
)
2. In men, where are androgens synthesized?
A. Penis B. Testes C. Scrotum D. Vas deferens
3. What is the function of LH hormone?
A. stimulates muscle growth
B. causes color change in skin
C. stimulates oxidative respiration
D. stimulates production of testosterone
4. What stimulates the uterine lining in preparation for the implantation and nutrition
of the early embryo?
A. Androgen B. Estrogen C. Progesterone D. Testosterone
5. What causes menstruation?
A. decrease in LH
B. increase of LH
C. reduction of FSH
D. reduction in estrogen and progesterone
What I Need to Know
Menstruation or having a period, begins during puberty. For most girls, periods
start sometime between ages 9 and 16. The average age start is 12 to 13. A period
happens because of changes in hormones in the body. The ovaries release the female
hormones: estrogen and progesterone. These hormones cause the lining of the uterus
(or womb) to build up. The menstrual cycle describes recurring changes that occur
within the female reproductive system to make pregnancy possible. Each menstrual
cycle lasts roughly one month (28 days) and begins at puberty (menarche) before ending
with menopause. The menstrual cycle is mainly regulated by hormones which results
to feedback mechanisms.
• Describe the feedback mechanisms involved in regulating processes in the
female reproductive system (e.g., menstrual cycle). (S10LT-IIIb-35)
What I Know
1. Which term describes the monthly release of an egg from the ovary?
A. Fertilization B. Gestation C. Ovulation D. Menstruation
2. At which point in the menstrual cycle is a woman most fertile?
A. days 1 to 5 B. days 9 to 16 C. days 17 to 21 D. days 22 to 28
3. Which of the following statement is TRUE about menstruation?
A. During menstruation, the entire endometrium is shed.
B. Absence of menstruation always indicates an active pregnancy.
C. In a normal 28-day menstrual cycle it’s expected to last 3 to 5 days.
D. All of the above
)
4. Which of the following hormone stimulates the development of egg cell?
A. Androgen C. Luteinizing hormone (LH)
B. Estrogen D. Follicle Stimulating Hormone (FSH)
5. Which process occurs when there is a small rise in estrogen levels and luteinizing
hormone (LH) releases?
A. exhibits B. inhibits C. stimulates D. inhibin
Lesson Feedback Mechanisms In The

2 Female Reproductive System
What’s New
Activity: Menstrual Cycle

Directions: For each sentence below, write the matching letter that corresponds to your
answer from the diagram (figure 2.1). Do it on a separate sheet of paper.
Figure 2.1: The Uterine Wall
__________1. The egg is released by the ovary.

__________2. The uterus lining begins to gradually thicken up again.
__________3. The uterus lining is thick and waiting for a fertilized egg.
__________4. The thick lining of the uterus breaks down and flows out slowly.
__________5. The released egg travels down the fallopian tube to be fertilized.
What is It
The menstrual cycle is the monthly cycle of changes that happens in the female
reproductive system. During the menstrual cycle, an egg develops in an ovary. At the
same time, the uterus prepares for the arrival of a fertilized egg. Because each body is
different, the time it takes to complete one menstrual cycle is different between
different women. The menstrual cycle lasts an average of 28 days.
)
The entire duration of a Menstrual cycle can be divided into four main phases
(Figure 2.2).
1. Menstrual phase (Day 1-5)

Menstrual phase begins on the first day of menstruation and lasts till the 5th day
of the menstrual cycle. The following events occur during this phase:
• The uterus sheds its inner lining of soft tissue and blood vessels which exits the
body from the vagina in the form of menstrual fluid.
• Blood loss of 10 ml to 80 ml is considered normal.
• You may experience abdominal cramps. These cramps are caused by the
contraction of the uterine and the abdominal muscles to expel the menstrual
fluid.
2. Follicular phase (Day 1-13)

This phase also begins on the first day of menstruation, but it lasts till the 13th
day of the menstrual cycle. The following events occur during this phase:
• The pituitary gland secretes a hormone that stimulates the egg cells in the
ovaries to grow.
• One of these egg cells begins to mature in a sac-like-structure called follicle.
It takes 13 days for the egg cell to reach maturity.
• While the egg cell matures, its follicle secretes a hormone that stimulates the
uterus to develop a lining of blood vessels and soft tissues called
endometrium.
3. Ovulation phase (Day 14)

On the 14th day of the cycle, the pituitary gland secretes a hormone that causes
the ovary to release the matured egg cell. The released egg cell is swept into the
fallopian tube by the cilia of the fimbriae. Fimbriae are finger like projections located
at the end of the fallopian tube close to the ovaries and cilia are slender hair like
projections on each Fimbria.
4. Luteal phase (Day 15-28)

This phase begins on the 15th day and lasts till the end of the cycle. The following
events occur during this phase:
• The egg cell released during the ovulation phase stays in the fallopian tube for
24 hours.
• If a sperm cell does not impregnate the egg cell within that time, the egg cell
disintegrates.
The hormone that causes the uterus to retain its endometrium gets used up by
the end of the menstrual cycle. This causes the
menstrual phase of the next cycle to begin.
The regulation of the reproductive system through

feedback mechanisms is a process that requires the
action of hormones from the pituitary gland, the adrenal
cortex, and the gonads. In females, follicle-stimulating
hormone (FSH) stimulates development of egg cells, called
ova (pl.) or ovum (sing.), which develop in structures called
follicles. Follicle cells produce the hormone inhibin, which
inhibits FSH production. Luteinizing hormone (LH) also
plays a role in the development of ova, surge causes
ovulation, and stimulation of estradiol or estrogen and Figure 2.2: The Four Phases of Menstrual
progesterone production by the ovaries. Cycle
)
The two key groups of hormones which control and coordinate the menstrual cycle:
1. Pituitary hormones (FSH and LH) are released from the anterior pituitary gland
and act on the ovaries to develop follicles.
2. Ovarian hormones (estrogen and progesterone) are released from the ovaries and
act on the uterus to prepare for pregnancy.
Hormonal actions during menstrual cycle

There are four key events that comprise a typical menstrual cycle: follicular
phase, ovulation, luteal phase, and menstruation. These events are distinguished by
changes to hormonal levels, follicular development and the status of the endometrium,
as illustrated Figure 2.3.
1. Follicular Phase
• FSH is secreted from the anterior pituitary and stimulates growth of ovarian follicles
• The dominant follicle produces estrogen, which inhibits FSH secretion (negative
feedback) to prevent other follicles growing
• Estrogen acts on the uterus to stimulate the thickening of the endometrial layer
2. Ovulation
• Midway through the cycle (~ day
12), estrogen stimulates the anterior
pituitary to secrete hormones
(positive feedback).
• This positive feedback results in a
large surge of luteinizing hormone
(LH) and a lesser surge of FSH.
• LH causes the dominant follicle to
rupture and release an egg
(secondary oocyte) – this is called
ovulation.
3. Luteal Phase
• The ruptured follicle develops into a
slowly degenerating corpus luteum
• The corpus luteum secretes high
levels of progesterone, as well as
lower levels of estrogen
• Estrogen and progesterone act on
the uterus to thicken the endometrial
lining (in preparation for pregnancy)
• Estrogen and progesterone also
inhibit secretion of FSH and LH,
preventing any follicles from
developing.
Figure 2.3: Hormonal Actions During Menstrual Cycle

4. Menstruation
• If fertilization occurs, the developing embryo will implant in the endometrium and
release hormones to sustain the corpus luteum.
• If fertilization does not occur, the corpus luteum eventually degenerates (forming a
corpus albicans after 2 weeks)
• When the corpus luteum degenerates, estrogen and progesterone levels drop, and
the endometrium can no longer be maintained
• The endometrial layer is sloughed away and eliminated from the body as menstrual
blood (i.e., a woman’s period)
)
• As estrogen and progesterone levels are too low to inhibit the anterior pituitary, the
cycle can now begin again.
What’s More
Activity 2.1 Concept Map
Directions: Fill in the concept map of the important events in sequence during
the menstrual cycle by writing the numbers in the box.
1. The egg moves through the oviduct and enters the uterus.
2. The ovary releases an egg on day 14.
3. The pituitary releases hormones that cause the egg in the ovary to mature.
4. The cells of the thickened uterus break off and leave the vagina.
5. The egg has not been fertilized; therefore, it will not attach to the uterus.
6. The ovary itself releases a hormone called estrogen, which causes the uterus
to become thicker.
Activity 2.2: The Hormonal Actions During Menstrual Cycle
Directions: Complete the flow chart by choosing the correct terms inside the box.
)
GnRH Anterior Pituitary FSH LH Ovum
Ovulation Corpus luteum Progesterone Uterus Estrogen
What I Can Do
Why it is important to study the menstrual cycle?

_____________________________________________________________________________
Assessment
Directions: Arrange the following in sequence from 1 to 5 with reference to Hormonal

actions during menstrual cycle. Do it on a separate sheet of paper
___A. As estrogen and progesterone levels are too low to inhibit the anterior
pituitary, the cycle can now begin again.
___B. If fertilization does not occur, the corpus luteum eventually degenerates
(forming a corpus albicans after ~ 2 weeks).
___C. Estrogen and progesterone also inhibit secretion of FSH and LH, preventing
any follicles from developing.
___D. LH causes the dominant follicle to rupture and release an egg (secondary
oocyte) – this is called ovulation.
___E. Follicle stimulating hormone (FSH) is secreted from the anterior pituitary
and stimulates growth of ovarian follicles.
What I Need to Know
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 systems has its own
function in the body. In the human body, various organs work in coordination with one
another. In this module, you will learn about the coordinated functions of the
reproductive, endocrine, and nervous systems.
• Describe how the nervous system coordinates and regulates these
feedback mechanisms to maintain homeostasis. (S10LT-IIIb-36)
What I Know
1. Which is the control system of the human body?
A. Digestive System C. Nervous System
B. Integumentary System D. Respiratory System
9 (DO_Q3_SCIENCE_GRADE10_LESSON)
2. Which refers to the process by which the changes happened in the environment
relayed to the brain for appropriate action?
A. sensory B. response C. integration D. absorption
3. Which system controls the movement of the skeletal muscles?
A. Autonomic nervous system C. Somatic nervous system
B. Parasympathetic nervous system D. Sympathetic nervous system
4. What body mechanism is present when there is a release of insulin by the
pancreas as a response to increase level of blood sugar?
A. anabolism B. secretion C. metabolism D. homeostasis
5. What response is involved when one is confronted by an angry barking dog and
feeling confused as what to do?
A. somatic response C. regulatory response
B. voluntary response D. fight or flight response
Lesson
Nervous System
3
What’s New
Activity: Functions of the Nervous System
Directions: Write the function of the nervous system as demonstrated by the

following pictures. Do it on a separate sheet of paper.
1. ________________________ 2. __________________________
3. _________________________ 4. __________________________
What is It
Nervous System
It is a control system of the body and is a bit like a computer. It is involved in
receiving information about the environment around us (sensory functions, sensation)
and generating responses to that information (motor functions, responses) and
coordinating the two (integration). The brain is similar to the software and is responsible
for making decisions and the nerves are like the hardware or wiring that communicates
those decisions with the rest of the body. It provides monitoring, response, and
regulation of all systems in the human body and other organisms (e.g. homeostasis in
the body).
)
The Functions of Nervous System
Sensation refers to receiving information (stimuli/stimulus) about the
environment, either what is happening outside (ie: heat from the sun) or inside the body
(ie: heat from muscle activity). Sensory information travels towards the CNS through
the PNS nerves in the specific division known as the sensory (afferent) branch of the
PNS. When information arises from sensory receptors in the skin, skeletal muscles, or
joints this is known as somatic sensory information; when information arises from
sensory receptors in the blood vessels or internal organs, this is known as visceral
sensory information.
Response - The nervous system produces a response in effector organs (such as

muscles or glands) due to the sensory stimuli. The motor (efferent) branch of the PNS
carries signals away from the CNS to the effector organs. When the effector organ is a
skeletal muscle, the information is called somatic motor; when the effector organ is
cardiac or smooth muscle or glandular tissue, the information is called autonomic
(visceral) motor. Voluntary responses are governed by the somatic nervous system
and involuntary responses are governed by the autonomic nervous system.
Integration - Stimuli that are received by sensory structures are communicated

to the nervous system where that information is processed. In the CNS, stimuli are
compared with, or integrated with, other stimuli, memories of previous stimuli, or the
state of a person at a particular time. This leads to the specific response that will be
generated.
Parts of the Nervous System

1. Central Nervous System (CNS)
It is composed of the brain and spinal cord. Commands to the body originate in
the brain and the spinal cord connects the brain with the rest of the nerves in the
body.
2. Peripheral Nervous System (PNS)
Subdivision:
• Somatic Nervous System (SNS) regulates voluntary activities such as
muscular movement. It also controls reflexes, such as pulling your hand
away from the hot surface of a stove.
• Autonomic Nervous System (ANS) regulates activities that are not under
conscious control and has two divisions that are opposite of one another:
the sympathetic and parasympathetic nervous systems. The Sympathetic
Nervous System prepares the body for “fight-or-flight” responses, while
the Parasympathetic Nervous System is active during restful periods.
Homeostasis
All of the organs and organ systems of the human body work together like a well-
oiled machine. This is because they are closely regulated by the nervous and endocrine
systems. The nervous system controls virtually all body activities, while the endocrine
system secretes hormones that regulate these activities. Functioning together, the organ
systems supply body cells with all the substances that they need and eliminate wastes;
keep temperature, pH, and other conditions at just the right levels to support life
processes. The process in which organ systems work to maintain a stable internal
environment is called homeostasis.
Negative feedback, which is the response to a stimulus that keeps a variable
close to a set value, is necessary to maintain homeostasis. For example, your body has
an internal thermostat. When body temperature rises, receptors in the skin and the
brain sense the temperature change. The temperature change triggers a command from
)
the brain. This can cause several responses. If you are too hot, the skin makes sweat
and blood vessels near the skin surface dilate indicates decrease in body temperature.
What’s More
Activity: Mix and Match

Directions: Match the division of the nervous system in Column A to the functions in
Column B. Write the letter of the correct answer on a separate sheet.
Column A Column B
_____1. Central Nervous System a. regulates voluntary activities such
as muscular movement
_____2. Somatic Nervous System b. prepares the body for “fight-or-
flight” responses
_____3. Autonomic Nervous System c. commands to the body
_____4. Parasympathetic Nervous d. regulates activities that are not

System under conscious control
_____5. Sympathetic Nervous System e. normal and restful periods
What I Can Do
How does the brain receive the information from the environment? What does the
brain do as soon as it receives the information?
______________________________________________________________________________
Assessment
1. What is the nervous system similar to?
A. radio B. computer C. machine D. watch
2. Which of the following refers to the receiving of information from the changes in
the environment?
A. integration B. response C. sensation D. respiration
3. What are the two divisions of the nervous system?
A. Central nervous system and Somatic nervous system
B. Peripheral nervous system and Autonomic nervous system
C. Central nervous system and the Peripheral nervous system
D. Peripheral nervous system and Sympathetic nervous system
4. Which of the following is regulated by the Somatic Nervous System?
A. restful periods C. voluntary response
B. fight or flight response D. involuntary response
5. How does your hot body respond to maintain homeostasis?
A. chill B. sweat C. palpitate D. breathes heavily
)
What I Need to Know
The DNA controls the process by which proteins are formed from amino acids,
this process is called protein synthesis. Thus, protein synthesis will not take place
without DNA. Proteins determine the traits of an organism that have been coded by their
DNA.
At the end of this unit, you are expected to:
● Explain how protein is made using information from DNA. (S10LT-
IIIb-37)
● Explain how mutations may cause changes in the structure and
function of a protein (S10LT-llle-38)
What I Know
1. Which type of nucleic acid has a sugar of ribose?
A. nucleic acid C. ribonucleic acid
B. deoxyribonucleic acid D. all of the choices
2. Which of the following is the actual site of protein synthesis?
A. nucleus B. mitochondrion C. chloroplast D. ribosome
3. Which of the following is produced during the process of transcription?
A. ATP B. H2O C. DNA D. mRNA
4. Which of the following is NOT a nitrogenous base of DNA?
A. Guanine B. Thymine C. Adenine D. Uracil
5. Which of the following is the changes in the DNA sequence that affect genetic
information?
A. replication C. transformation
B. mutation D. transcription
)
Lesson
Protein Synthesis
4
What’s New
Activity: DNA versus RNA

Directions: Complete the table with the needed information about DNA and RNA,
then answer the guide questions.
What is It
CHARACTERISTICS DNA RNA

Number of strands
Sugar
Nitrogenous bases
Location in the cell
Guide Questions:
1. What are the differences between DNA and RNA?
________________________________________________________________________________
2. What are the similarities between DNA and RNA?
________________________________________________________________________________
Protein synthesis is the process in which cells make proteins. It occurs into two
sequential steps:
1. Transcription occurs in the cell nucleus and uses the base sequence of
DNA to produce mRNA. The mRNA carries the message for making a
specific protein out to the cytoplasm where translation occurs.
2. Translation converts the information in a series of three letter words in
the mRNA into a sequence of amino acids, the building blocks of protein.
)
Figure 4.1. Protein Synthesis
What’s More
Activity: Protein Synthesis

Directions: Study the illustrations and answer the following questions
below.
Figure 4.2. The two strands of DNA separated by an Figure 4.3. Two Strands of DNA
enzyme.
1. The two strands of DNA (left) have been separated by an enzyme. However,
the strands of DNA (right) show that the nitrogen bases starting to fill in
between the separated strands.
2. Fill in nitrogen base of the two strands of DNA (above) all the way to the right
to make two (2) complete strands of DNA.
Guide Questions:
1. What is the enzyme that separates the two strands of DNA?
________________________________________________________________________________
)
2. What are the complementary bases of Adenine (A)? Thymine (T)? Guanine (G)? and
Cytosine (C)?
________________________________________________________________________________
3. How many pairs of DNA is created after replication or duplication?
________________________________________________________________________________
.
What I Can Do
GMOs or Genetically Modified Organisms which undergo modifications of their

DNA to improve its characteristics in favor of human consumptions. Examples of
which is the rice plant which is modified to produce Vitamin. Are you in favor of
such technology? Why or why not?
________________________________________________________________________
Assessment
1. Which type of nucleic acid is presented in the nucleus and in the mitochondrion?
A. nucleic acid C. ribonucleic acid
B. deoxyribonucleic acid D. all of the choices
2. Which of the following is the actual site of protein synthesis?
A. nucleus B. chloroplast C. ribosome D. mitochondrion
3. Which of the following is produced during the process of transcription?
A. ATP B. mRNA C. DNA D. H2O
4. Which of the following is NOT a nitrogenous base of RNA?
A. Guanine B. Thymine C. Adenine D. Cytosine
5. Which of the following is the change in the DNA sequence that affect genetic
information?
A. mutation B. replication C. transcription D. transformation
What I Need to Know
Fossils are formed from remains of organisms which were buried in layers of
sedimentary rocks due to catastrophic events and natural geologic processes. In time,
these remains become minerals by forming rock like materials, as evidences used in
studying evolution.

• Explain how fossil records, comparative anatomy, and genetic
information provide evidence for evolution. (S10LT-IIIb-39)
)
What I Know
Directions: Write the letter of the correct answer. Do it on a separate sheet of paper.
1. Which of the following living organisms does NOT share the same at the most
basic level?
A. genetic codes C. proteins
B. amino acids D. genetic material (DNA)
2. Which of the following statements is correct in terms of amino acid sequence?
A. The greater the differences in the amino acid sequence of two species
compared, the more related the species are.
B. The lesser the differences in the amino acid sequence of two species
C. When the amino acid sequence of two species compared is just the
same, the more related the species are.
D. None of the choices
3. Which of the following species is the most closely related in terms of the
number of similar amino acids?
A. Human and gorilla C. Human and chimpanzee
B. Human and kangaroo D. Human and rhesus monkey
4. How many amino acids are different between a human and a chimpanzee?
A. 0 B. 1 C. 3 D. 5
5. What is the respiratory enzyme inside the mitochondria?
A. Monochrome C. Mitochrome
B. Cytochrome D. Autochrome
Lesson
Evidence For Evolution
5
What’s New
Activity: Fossil Records

Directions: Write the necessary information needed in the table below.
EVIDENCES TYPE OF FOSSILS DESCRIPTION
)
What is It
Evolution is the change in the characteristics within a group of organisms for a

period of time through natural selection resulting to the development of a new species.
Organisms occupying the earth have transformed gradually their structures,
characters, and capabilities enabling them to survive the changes in their environment.
Evidences from the fossil records, morphology and anatomy, embryonic growth and
biochemistry could be examined to prove if evolution of life on earth has occurred.
Fossil Records
Fossils are remains of living things that lived long ago and were preserved from
geological activity. They can be fragments of organisms which include bones, shells,
teeth as well as poop embedded in rocks, peat, resin, and ice.
Four major types of fossils
A. A mold or impression fossil is a fossilized imprint form in the substrate (Figure
5.1a).
B. Cast fossils are produced when a mold fills with sediment and then hardens into
rock (Figure 5.1b).
C. Trace fossils, also known as ichnofossils, as shown in Figure 5.1c, contain
information about preserved footprints, trails, burrows, or any stamps that reveal
about how things lived.
D. True form fossils are large body parts of an organism that has been substituted
by minerals (Figure 5.1d).
A B C D
Figure 5.1. Types of fossils (a) mold fossil, (b) cast fossil, (c) trace fossil and (d) true form fossil
Relative dating is a method used to determine the age of the rocks by comparing
them with the rocks in the other layers. The younger rock is found on the top layer and
the older rock is found in bottom layer.
)
The time scale is divided into units:
• An eon, measured in billions of years, is the longest time unit of the geologic
time scale.
• An era, defined by the differences in life-forms found in rock and measured in
hundreds of millions to billions of years
• Periods, measured in tens of millions of years to hundreds of millions of years,
are defined by the life-forms that were abundant or became extinct during the
time.
• Epochs, the smallest unit & are usually measured in millions of years to tens
of millions of years.
Figure 5.2. Relative Dating Techniques
Relative Dating Techniques

1. The principle of original horizontality states that layers of sediment are originally
deposited horizontally under the action of gravity.
2. The principle of superposition states that in an undisturbed rock sequence, the oldest
rocks are at the bottom and each successive layer is younger than the layer beneath.
Figure 5.3. The principle of cross-cutting relationships states that an intrusion or a fault is younger than the
rock it cuts across.
)
Evolutionary Patterns from Comparative Anatomy
Another evidence of evolution is from comparative anatomy. Structures can be
homologous or analogous.
Homologous structures may perform different functions in the species living in
the different environment, or it may have the same origin but different functions. Here
are some examples of homologous structures: forelimbs of dog, bird, lizard, and whale,
which are structurally the same, but functionally different. Analogous structures have
similar function but different origin. Examples are wings of birds, bats, and insects that
have the same function but different in origin.
Divergent evolution states that homologous structures are developed from
common ancestors but have different functions, such as bat wings and rodent forelimbs.
On the other hand, Convergent evolution suggests that analogous structures of
organisms originated from different ancestors but have similar functions due to
similarity in habitat, such as butterfly wings and bird wings.
What’s More
Activity 5.1 Match This

Directions: Match the following terms in Column A with their definitions in
Column B.
Column A Column B
_____1. Eon A. time periods defined by the life forms that were present;
usually measured in terms of tens of millions to hundreds
of millions of years
_____2. Period B. smaller divisions of time; usually measured in millions to
tens of millions of years
_____3. Era C. the longest period of time; measured in billions of years
_____4. Epoch D. second longest period of time; measured in hundreds of

millions to billions of years
Activity 5.2 Match This Too
Directions: Match the following terms in Column A with their definitions in Column B.
Column A Column B
_____1.Original horizontality A. principle which states that sedimentary rocks
are deposited in horizontal layers
_____2. Superposition B. a gap in the rock record
_____3. Unconformity C. principle which states that oldest rocks are at
the bottom and that each successive layer is
younger
_____4. Correlation D. matching of outcrops from one geographic
region to another
)
What I Can Do
Give at least 2 examples of analogous and homologous structures.

_________________________________________________________________________
_________________________________________________________________________
Assessment
Directions: Write the letter of the correct answer. Do it on a separate sheet of paper.
1. Which is a more definite characteristic to show relatedness of two organisms?
A. Similarity in development C. Similarity in structure
B. Similarity in courting behavior D. Similarity in genomic DNA
2. Why do organisms with close biochemical similarities show stronger evolutionary
relationships?
A. They have varied and different ancestry.
B. They have a common ancestor and have the same kind of proteins.
C. They possess same vestigial structure that made their evolutionary.
D. They have similar patterns during their early stages of development.
3. What evidence is present when DNA, gene codes and expressions, as well as amino
acids are basically shared by related species at the most basic level?
A. Fossil evidence C. Embryonic development evidence
B. Genetic evidence D. Comparative anatomy evidence
4. Which of the following statements is correct in terms of amino acid sequence?
A. The greater the differences in the amino acid sequence of two species
B. The lesser the differences in the amino acid sequence of two species
C. When the amino acid sequence of two species compared is just the same, the
more related the species are.
D. None of the choices
5. Which of the following species, is closely related to human beings according to
similarity of the number of amino acids and their location?
A. horse C. chimpanzee
B. gorilla D. rhesus monkey
What I Need to Know
A lot of scientific studies support that many organisms developed from a single
ancestor through acquisition of genetic changes and variations over a long period of
time, and that is what we called Evolution. It is the gradual development of species over
time.
● Explain the occurrence of evolution. (S10LT-IIIb-40)
)
What I Know
Directions: Write the letter of the CORRECT answer.

1. Who suggested that acquired traits can be inherited?
A. Darwin B. Lamarck C. Malthus D. Mendel
2. According to Lamarck’s hypothesis, how do species evolve?
A. randomly
B. from previous species
C. by mating between different species
D. due to changes in the inherited DNA sequence
3. Which theory describes that in order for the organism to survive they have to
develop characteristics necessary for them to adapt in the given environment?
A. Theory of Need C. Theory of Use and Disuse
B. Theory of Adaptation D. Theory of Acquired Characteristics
4. Which aspect of Lamarck’s theory is incorrect?
A. DNA is the mechanism of inheritance
B. acquired traits are inherited by offspring
C. new species evolved from previous species
D. organs in use will develop while organs not in use will disappear
5. Which theory suggests that acquired traits can be inherited by an organism?
A. Theory of Need C. Theory of Use and Disuse
B. Theory of Adaptation D. Theory of Acquired Characteristics
Lesson
Theories of Evolution
6
What’s New
Activity: Darwin or Lamarck

Directions: Read the following ideas. Write L if it belongs to Lamarck, D if it is
to Darwin and L/D for both. Do it on a separate sheet of paper.
_____1. Species evolve gradually over many generations.
_____2. Observed a wide diversity of life forms that adapted to their
environment.
_____3. The giraffes with acquired stretched necks passed on their traits
to their offspring.
_____4. Organism directing its own adaption due to needs produced by
the changes in environment.
_____5. Random variation was already present and the activity of the
environment produced adaptation.
)
What is It
Jean-Baptiste de Lamarck and His Contribution to Evolution

Jean-Baptiste de Lamarck (born August 1, 1744, Bazentin-le-Petit, Picardy,
France – died December 18, 1829) is a French naturalist and biologist who took a great
conceptual step in contribution to the theory of evolution.
He is best known for his idea that acquired
characteristics are inheritable, this idea is known as
Lamarckism. He believed that living things evolved in a
continuously upward direction, from dead matter, and
from simple to more complex forms. He claimed also
that species didn’t die out in extinctions but instead
they changed into other form of species.
As he goes along with his studies, using fossil
records as a guide, Lamarck was able to develope three Figure 6.1. Jean Baptiste de Lamarck
theories:
1. Theory of need which states that organisms change in response to their
environment. In order to survive they developed characteristics necessary for
them to adapt in a given environment.
2. Theory of Use and Disuse; according to this theory, organisms’
Figure 1: Jean-Baptiste behaviors
de Lamarck are
Source:https://sites.google.com/site/tina
transformed in response to environmental changes.evolution123/jean-baptiste-lamarck
This changed behavior will
eventually result in the alterations of their morphology or physical structures.
Moreover, Lamarck stated that organs not in use will disappear while organs in
use will develop.
3. Theory of Acquired Characteristics - He believed that giraffes developed their
elongated necks and front legs by generations in order to reach tall trees for food.
They kept stretching their necks up to the leaves until their neck became longer
and able to reach taller trees. These acquired characteristics were believed to be
passed on to their offspring and continue through the next generation of giraffes.
Charles Darwin and His Journey in Studying Evolution
Figure 6.2. Charles Darwin
Charles Darwin is an English naturalist, who made great contributions to the

science of evolution. He proposed the popular Theory of Evolution based on Natural
)
selection. In 1859, he published his book “On the Origin of Species by Means of Natural
Selection” after his voyage to the Galapagos Island in his ship named HMS Beagle. In
Galapagos Island, he observed that finch species have different beak shapes and sizes
for different food types (figure 6.3).
Figure 6.3. Four types of Finches
Darwin’s theory of natural selection

1. Organisms produce more offspring that can actually survive.
2. Organisms compete for limited resources.
3. Variation is present among species.
4. Natural selection constantly occurs.
The Theory of Natural Selection suggested that in consideration with the

condition of the environment, only the fittest organisms would survive. In organisms,
fitness refers to the ability of an organism to survive and produce offspring while
adaptation refers to the ability of organisms to adjust and thrive in the given
environment.
He also suggested that artificial selection also takes place in nature.
Specifically, in selective breeding wherein there is identification and selection of the
best and desirable traits to propagate in plants or animals. In doing so, the number of
organisms with desirable traits increases in the next generation.
What’s More
Activity 6.1 Biography
Directions: Write the necessary information to complete the biography.
)
Activity 6.2 Analysis
Directions:
1. Read and analyze the given situation below.
2. Fill in the table with number of rats in each year based on the diagram.
3. Answer the guide questions that follow.
Suppose that the moisture and temperature in the forest get dryer and warmer
over a period of 3 years and rats here are of two types: the light and dark colored rats.
What might happen to the rats’ population living in that area?
Figure 6.4. Rats in the period of 3 years in the forest
Table 6.1. Number of Light Colored Rats and Dark Colored Rats Per Year.
Year Light Colored Rats Dark Colored Rats
1
2
3
Guide Questions:
1. Which trait shows the variation among these rats?
________________________________________________________________________________
2. In what year will the number of light colored rats be greater than the dark colored
rats?
________________________________________________________________________________
3. What happened to the number of light colored rats as years passed by?
________________________________________________________________________________
4. What do you think affects the number of rats in the forest?
________________________________________________________________________________
5. Which rats can adapt in the given environment?
________________________________________________________________________________
What I Can Do
Destruction of our natural resources affect the survival of species. How

can you help to protect our natural resources and save biodiversity?
__________________________________________________________________________________
25 (DO_Q3_SCIENCE_GRADE10_LESSON6)
Assessment

1. Which of the following theories is suggested by Charles Darwin?
A. Theory of Needs C. Theory of Natural Selection
B. Theory of Use and Disuse D. Theory of Acquired Characteristics
2. How did Charles Darwin explain the natural selection as mechanism of evolution?
A. In organisms, organs not in use will disappear while organs in use will develop.
B. In a controlled environment all organisms can adapt and survive at the same
time.
C. In organisms, acquired characteristics of parents can be passed on to the
offspring.
D. In consideration with the condition of the environment, the organism with
desirable traits will survive while those with weaker traits will not.
3. Which of the following statement CORRECTLY described the term “survival of the
fittest”?
A. The biggest organisms in the environment always survive.
B. The smallest organisms in the environment always survive.
C. The organisms with undesirable traits for the certain environment would live
longer and adapt easier.
D. The organisms which are best adapted to their environment continue to exist,
survive and reproduce.
4. Which of the following refers to the ability of organism to adjust and thrive in the
given environment?
A. Adaptation B. Fitness C. Speciation D. Variation
5. Why do giraffes with short neck not able to survive based on Darwin’s idea of
evolution?
A. Giraffes with long neck looked beautiful than giraffes with short neck.
B. Giraffes with long neck were very aggressive than giraffes with short neck.
C. Giraffes with short neck were not able to survive due to inability to access
food.
D. Giraffes with short neck were not able to survive due to inability to fight
against the giraffes with long neck.
What I Need to Know
In this lesson, you will learn the flow of energy in ecosystem, how species diversity
increases the probability of adaptation and survival of organisms in changing
environments and determine how biodiversity is related to stability and how it affects
stability in the ecosystem.
• Explain how species diversity increases the probability of adaptation and
survival of organisms in changing environments. (S10LT-IIIb-41)
What I Know
1. What describes how varied living things are in a specific area?
A. Biodiversity C. Ecosystem
B. Carrying Capacity D. Population Growth
2. Which refers to the resilience to withstand changes that may occur in the
environment?
A. Carrying capacity C. Species Diversity
B. Exponential Growth D. Stability of the Environment
3. Which refers to the variety of species within a habitat or a region?
A. Biodiversity C. Genetic Diversity
B. Ecosystems Diversity D. Species Diversity
4. Which values of species produced by the organism without using them like
certain species maintain the chemical quality of natural bodies of water?
A. Aesthetic value C. Economic value
B. Direct economic value D. Indirect economic value
5. Which of the following describes an organism that makes its own food?
A. Omnivore B. Consumer C. Decomposer D. Producer
Lesson
Ecosystem: Biodiversity
7
What’s New
Directions: Identify which is being asked and write your answer on a separate
sheet of paper.
________1. It describes how varied living things are in a specific area.
________2. It is a community of organisms that live, feed, and interact with the
environment.
________3. This refers to the transfer or flow of energy through living things within the
ecosystem.
________4. It can be described as the resilience to withstand changes that may occur in
the environment.
________5. This process is affected by biodiversity and enables species to become fitted
to its environment.
What is It
Biodiversity is significant to us, human beings, because it sustains through flow

of energy the food web on earth. Energy moves life. The cycle of energy is based on the
flow of energy through different trophic levels in an ecosystem. Later, it contributes
greatly to the environmental stability. Stability of an ecosystem refers to the resilience
to withstand changes that may occur in the environment. There are many changes that
occur in the environment which may could be the result of natural or human activities.
These changes may severely reduce biodiversity and result to the instability of the
ecosystem.
What’s More
Activity 7.1: Thinking time

Directions: Answer the following guide questions:
1. How does the flow of energy occur in the ecosystem?
________________________________________________________________________
2. How do species diversity increase the probability of adaptation and survival of
organisms in changing environments?
________________________________________________________________________
3. How does biodiversity affect the stability of an ecosystem?
________________________________________________________________________
Activity 7.2: Energy Flow

Directions: Complete the diagram by filling up the words from the box.
Producers Consumers Inorganic Nutrient Decomposers

Heat Sun
Heat Heat
1 23 3
4
6
Activity 7.3: Jumbled Letters
Directions: Complete the sentences below by arranging the letters. Do it on a separate

sheet of paper.
1. At the first trophic level, primary (SPODRUREC) _______________ use solar
energy to produce organic material through photosynthesis.
2. The (VORHEREBIS) ____________ at the second trophic level, use the plants
as food which gives them energy.
3. The (SACIVORREN) ________________ at the next trophic level, feed on the
herbivores and derive energy for their sustenance and growth.
4. (SEPOCOMREDS) _________________ which break down wastes and return
the nutrients to the soil, which is then taken up by the producers.
5. (GREENY) _____________ is not recycled during decomposition, but it is
released.
What I Can Do
How important is biodiversity to the ecosystem?

________________________________________________________________________________
Assessment
1. Which refers to the resilience to withstand changes that may occur in the
environment?
A. Stability C. Biodiversity
B. Adaptability D. Sustainability
2. Why are invasive species a threat to biodiversity?
A. They can be harmful to humans.
B. They can cause harm to the environment.
C. They can compete with the native organisms for their resources.
D. All statements are true.
3. How can increasing the diversity of species affect the ecosystem?
A. It increases the stability of an ecosystem.
B. It increases the productivity in the ecosystem.
C. It increases the efficiency of function in an ecosystem.
D. All the given choices are correct.
4. How will you describe species diversity?
A. It describes how varied living things are in a specific area.
B. It refers to the variety of species within a habitat or a region.
C. It refers to the resilience to withstand changes that may occur in the
environment.
D. All statements are true.
5. Which of the following does not contribute to loss of biodiversity?
A. Transforming earth’s surface C. Use of sustainable materials
B. Explosion in the human population D. Destruction of natural habitats
What I Need to Know
In this lesson, you will learn how biodiversity can influence the stability of an
ecosystem and how population growth affects the carrying capacity of an ecosystem.
● Explain the relationship between population growth and carrying
capacity. (S10LT-IIIb-42)
What I Know

1. What is carrying capacity?
A. Sudden crash of a population
B. Limiting factors in an environment
C. Reproductive rate of a certain organism
D. Maximum size of a population that an environment can support
2. When does a population crash happen?
A. Resources are unlimited.
B. Population growth is very slow.
C. Population growth is rapidly decreasing.
D. Population exceeds the carrying capacity.
3. Which statement does NOT describe the exponential growth model?
A. There is a fixed growth in population.
B. Resources are limited for a population.
C. Resources are unlimited for a population.
D. There is a steady, continuous growth in a population.
4. What may happen when a population exceeds the carrying capacity of an
environment?
A. Dieback C. Population crash
B. Unavailability of resources D. All of the above
5. How can this (exceeding into carrying capacity) condition be avoided?
A. Migration to a different habitat C. Reducing population
B. Obtain new resources D. All of the above
Lesson Population Growth And

8 Carrying Capacity
What’s New
Directions: Define the following:

1. Population growth - __________________________________________________
2. Carry capacity - ______________________________________________________
3. Exponential growth - _________________________________________________
4. Logistic growth - _____________________________________________________
What is It
Population Growth and Carrying Capacity

Population growth is the increase in the number of individuals in a population.
Population growth rate is affected by several factors such as birth rate (natality), death
rate (mortality), immigration, and emigration.
Birth rate refers to the number of individual births in a population in a certain
period of time. Death rate indicates the number of deaths in a certain population in a
given time. If the birth rate is higher than the death rate, population size increases. If
the death rate is higher than birth rate, population size decreases.
The carrying capacity describes the maximum population size a particular
environment can hold in order to support and sustain the organisms living within it.
The carrying capacity is limited by known environmental factors such as adequate
supply of food, water, shelter, and mate. The space occupied by the organisms is also a
factor that affects carrying capacity
Exponential Growth and Logistics Growth

An exponential growth model is seen in populations with a uniform
reproductive increase by a fixed percentage at each time interval. A J curve is seen as it
shows a steady, continuous growth with unlimited resources. Species that can grow
exponentially in rapidly changing environments are called r-strategists.
A logistic growth model shows an S curve as it reveals a population which
undergoes limited resources in the environment. As the numbers rise and the
population reaches carrying capacity, the growth will slow down and then level off.
Species that grow slowly are called K-strategists.
Population Growth and Carrying Capacity Relationship
Figure 8.1 The changing mother earth
A population is a type of individuals of the same kind that occupy a particular

place throughout a period of time. Population growth shows us a picture on how a
population changes quickly over time. As a population increases in an area, a population
may encounter the impact of increased densities.
A population that is more than its carrying capacity will destroy its environment
so quickly that the carrying capacity will be diminishing resulting to population
destruction.
What’s More
Activity 8.1: What’s In the Curve?

Directions: Study the graph below and answer the guide questions.
Figure 8.2. Graph of Exponential Growth and Carrying Capacity
Guide Questions:
1. Which of the two curves shows exponential growth?
________________________________________________________________________________
2. Which of the two graph exhibits logistic growth?
________________________________________________________________________________
3. Which graph shows a fixed continuous growth in their population?

________________________________________________________________________________
4. Based on the graph, how many individuals is the carrying capacity of that
environment?
________________________________________________________________________________
5. In what generation does this population reach its carrying capacity?
________________________________________________________________________________
Activity 8.2: Population Growth
Directions: Using the data below, plot the graph that describes the population
growth of rabbits for a particular number of months.
Table 8.1. Population Growth of Rabbits for a Particular Number of Months

Month Rabbit Population
January 10
February 30
March 50
April 95
May 146
June 250
Rabbit Population Growth
460
410
360
310
260
210
160
110
60
10
January February March April May June July August September
Figure 8.3. Graph of Rabbit Population Growth
Guide Questions:
1. What have you noticed with the graph?
________________________________________________________________________________
2. On what month did was there a rapid increase in rabbit population?
________________________________________________________________________________
Study the graph below and answer the questions that follow:
Figure 8.4. Graph Showing Carrying Capacity of Visayan Spotted Deer
3. For what species is the carrying capacity graph shown?

________________________________________________________________________________
4. Compare the birth rate and death rate of the species before and after the carrying
capacity has been exceeded. What can you infer from this?
________________________________________________________________________________
5. What could be one possible reason why the population has exceeded the carrying
capacity?
________________________________________________________________________________
What I Can Do
How does the growing population in our country affect our environment?
________________________________________________________________________
Assessment
1. What happens when an environment reaches its carrying capacity?
A. The population will decrease
B. The population will increase
C. The resources will be unlimited
D. Nothing will happen.
2. What is carrying capacity?
A. The highest number of individuals that can fit into an area
B. The topmost number of species that can co-exist in an area
C. The capacity of an environment to accommodate an increasing population
D. The highest number of individuals that an area can support over the long
term
3. Which describes the earth’s human carrying capacity?
A. It is stable
B. It can be expanded indefinitely
C. It will increase over time because of technological advancement
D. It will decrease over time because resources are being consumed
4. Which of the following causes a decreasing wildlife population in most of the places
in our country?
A. Loss of habitat
B. Loss of limiting factor
C. Loss of carrying capacity
D. Loss of natural disturbances
5. A person breeds guinea pigs in a cage. After a few generations, the breeder observes
that the guinea pigs are more aggressive towards each other, the young are less
healthy and more young guinea pigs die. What do you think will happen to the
population of the guinea pigs?
A. The population will increase.
B. The population will decrease.
C. The population is not affected.
D. The population will remain the same.
References
• n.d.https://s3-us-west-2.amazonaws.com/courses-images/wp-
content/uploads/sites/1223/2017/03/28220842/Figure_37_03_03-
665x1024.jpg
• n.d.https://images.app.goo.gl/DXc1NaPJv9UCqErn8
• n.d.https://www.sites.google.com/site/fossilfinding/types-of-fossils/mold-
fossils
• n.d.https://vhmsscience.weebly.com/uploads/1/2/7/6/12762866/2621732_o
rig.jpg
• n.d.https://sites.google.com/site/tinaevolution123/jean-baptiste-lamarck
• n.d.https://wellcomeimages.org/indexplus/obf_images/42/c6/2e01bd51fdf27d
0c69dbf966b2ac.jpg
• n.d.https://wellcomeimages.org/indexplus/obf_images/5a/fe/054457a6f8c2c8
cfaec2622a0fb6.jpg
• n.d.https://cleanmalaysia.com/2017/01/28/nasa-images-show-earth-fast-
changing-worse/
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Office Address: Pio Valenzuela Street, Marulas, Valenzuela City
Telefax: (02) 8292-4340
Email Address: sdovalenzuela@deped.gov.ph
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Published by the Department of Education

Development Team of the Module

Authors: Edward A. Ramos, Jai Rabbai A. Eugenio, Agnes B. Panuncialman, Florida B.

Editors: Zacarie Jo P. Del Rosario and Jeanne E. Acelo

Language Validator: Liza Vinda P. Unay, Lilia H. Jaime

Layout Artist: Zacarie Jo P. Del Rosario, Roselle Hutamariz, Raphael A. Lopez

Management Team: Dr. Meliton P. Zurbano, OIC – SDS

Printed in the Philippines by ________________________

Department of Education – National Capital Region

Office Address: Pio Valenzuela St., Marulas, Valenzuela City

The perpetuation of organisms’ race continues because of their reproduction. In

At the end of this unit, the learners are expected to:

1. What are the chemical messengers of our body?

Activity: Glow Up!

Activity 1.1 Crossword Puzzle

Activity 1.2 Identify the Word

1. Where does puberty directly begin?

What I Need to Know

Lesson Feedback Mechanisms In The

Activity: Menstrual Cycle

Figure 2.1: The Uterine Wall

__________1. The egg is released by the ovary.

1. Menstrual phase (Day 1-5)

2. Follicular phase (Day 1-13)

3. Ovulation phase (Day 14)

4. Luteal phase (Day 15-28)

The regulation of the reproductive system through

Hormonal actions during menstrual cycle

Figure 2.3: Hormonal Actions During Menstrual Cycle

Activity 2.1 Concept Map

Activity 2.2: The Hormonal Actions During Menstrual Cycle

Why it is important to study the menstrual cycle?

Directions: Arrange the following in sequence from 1 to 5 with reference to Hormonal

What I Need to Know

Activity: Functions of the Nervous System

Directions: Write the function of the nervous system as demonstrated by the

Response - The nervous system produces a response in effector organs (such as

Integration - Stimuli that are received by sensory structures are communicated

Parts of the Nervous System

Activity: Mix and Match

_____4. Parasympathetic Nervous d. regulates activities that are not

Activity: DNA versus RNA

CHARACTERISTICS DNA RNA

Location in the cell

Activity: Protein Synthesis

GMOs or Genetically Modified Organisms which undergo modifications of their

What I Need to Know

At the end of this unit, you are expected to:

Activity: Fossil Records

EVIDENCES TYPE OF FOSSILS DESCRIPTION

Evolution is the change in the characteristics within a group of organisms for a

Figure 5.2. Relative Dating Techniques

Relative Dating Techniques

Activity 5.1 Match This

_____4. Epoch D. second longest period of time; measured in hundreds of

Activity 5.2 Match This Too

Give at least 2 examples of analogous and homologous structures.