Science

9
QUARTER 1

LEARNER’S MATERIAL
 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 book 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.

This module is a resource of information and guide in under-

standing the Most Essential Learning Competencies (MELCs). Under-
standing the target contents and skills can be further enriched thru
the K to 12 Learning Materials and other supplementary materials
such as worksheets/activity sheets provided by schools and/or Schools
Division Offices and thru other learning delivery modalities including
radio-based and TV-based instruction (RB/TVI).

CLMD CALABARZON

PIVOT 4A CALABAR-
 Science
Grade 9

Regional Office Management and Development Team: Job

S. Zape, Jr.,
Viernalyn Nama, Ma. Leonora M. Natividad, Romyr L. Lazo, Fe M. Ong-
Ongowan, Lhovie A. Cauilan, Ephraim Guibas

Schools Division Office Development Team: : Elpidia B. Bergado, Gemma G. Cortez,

Noel S. Ortega, Leylanie V, Adao, Marissa O. Aguirre, Wenifreda N. Diquit, Paula Jan
Martinez, Noel D. Anciado, Maeden A. Ligsa,
Cesar Usero Jr., Angelita P. Latina, Kenyrose M. Lungcay, Beverly B. Meon,
Cindi N. Alejandrino, Karen G. Lambon, Luis L. Rufin, Ma. Antonette DF. Marquez, Jan
Criz O. Montero, Cindi N. Alejandrino, Nestle K. Besana, Rhoanne I. Biagon, Beverly
M. Hebron, Beverly M. Hebron, Jenny Jean E. Balazon, Nestle K. Besana,
Rhoanne I. Biagon, , Hiyasmin Capello, Jenny Jean E. Balazon

Science Grade 9
PIVOT IV-A Learner’s Material
Quarter 1
First Edition, 2020

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes
PIVOT 4A CALABAR-
 Guide in Using PIVOT Learner’s Material

For the Parents/Guardian

This module aims to assist you, dear parents, guardians, or siblings of

the learners, to understand how materials and activities are used in the new nor-
mal. It is designed to provide the information, activities, and new learning that
learners need to work on.

Activities presented in this module are based on the Most Essential

Learning Competencies (MELCs) for Science as prescribed by the Department of
Education.

Further, this learning resource hopes to engage the learners in guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

You are expected to assist the child in the tasks and ensure the learner’s
mastery of the subject matter. Be reminded that learners have to answer all the
activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using the IDEA
instructional process. This will help you attain the prescribed grade-level
knowledge, skills, attitude, and values at your own pace outside the normal class-
room setting.

The module is composed of different types of activities that are arranged

according to graduated levels of difficulty—from simple to complex. You are ex-
pected to answer all activities on separate sheets of paper and submit the out-
puts to your respective teachers on the time and date agreed upon.

PIVOT 4A CALABAR-
 PARTS OF PIVOT LEARNER’S MATERIAL

Parts of the
Description
LM

What I need to
know The teacher utilizes appropriate strategies in present-
Introduction

ing the MELC and desired learning outcomes for the

day or week, purpose of the lesson, core content and
relevant samples. This allows teachers to maximize
learners awareness of their own knowledge as re-
gards content and skills required for the lesson
What is new

What I know The teacher presents activities, tasks , contents of

Development

value and interest to the learners. This shall expose

the learners on what he/she knew, what he /she does
not know and what she/he wanted to know and
learn. Most of the activities and tasks must simply
What is in
and directly revolved around the concepts to
develop and master the skills or the MELC.
What is it

What is more The teacher allows the learners to be engaged in

various tasks and opportunities in building their
Engagement

KSA’s to meaningfully connect their learnings after

doing the tasks in the D. This part exposes the learn-
er to real life situations /tasks that shall ignite his/
What I can do her interests to meet the expectation, make their
performance satisfactory or produce a product or per-
formance which lead him/ her to understand fully
What else I can the skills and concepts .
do

The teacher brings the learners to a process where

Assimilation

What I have they shall demonstrate ideas, interpreta-

learned tion , mindset or values and create pieces of infor-
mation that will form part of their knowledge in re-
flecting, relating or using it effectively in any sit-
uation or context. This part encourages learners in
What I can creating conceptual structures giving them the ave-
achieve nue to integrate new and old learnings.

PIVOT 4A CALABAR-
 TRANSPORT OF NUTRIENTS IN THE
WEEKS
RESPIRATORY AND CIRCULATORY SYSTEM
1-2 Lesson
I
This lesson will provide you information on how respiratory and circula-
tory system work together in transporting nutrients, gases and other molecules
to and from the different parts of the body.
For respiratory system, you will learn the parts of the human respiratory
system, how gas exchange and transport of nutrients happen. You can match
air flow and blood flow during ventilation and learn the securing and guarding
in the respiratory tract.
Likewise in circulatory system, you will be familiar with the parts of the
circulatory system. You will also know more about the functions and mecha-
nisms involve in it. You will also find out some injuries and diseases that can
affect the circulatory system and ways by which we can to take good care of this
system. This lesson is very important specially this time of pandemic because
what is affected in our body are the main organs of respiratory system and cir-
culatory system.

The best way to keep you in good health is to maintain an internal bal-
ance or homeostasis of your cells and organ systems. You need to take healthy
foods for continuous energy, do a regular exercise, have a good and sound sleep
to rest your mind and body, take vitamins and a lot more of the positive ways to
boost your immune system.
When you eat foods, you are actually using the chemical energy that fuels
your body to do various activities. How are these nutrients, other fluids, gases
and other molecules transported in your body? Can you enumerate the differ-
ent organ systems in your body that work together to perform each functions to
maintain homeostasis?
You can start by doing a simple exercise! Are you ready? Try to jump five
times before you continue studying the lesson. Have you felt some changes in
your body? Try to feel the left part of your chest. Do you feel an increased and
faster heartbeat than when you are just sitting or doing a regular routine of be-
ing stationary in your place? Are you grasping for more air?
There are two organ systems that work together to allow the exchange of
gases when you are doing strenuous activity like jumping. These are the respir-
atory system and the circulatory system.
Nowadays in the time of pandemic, if a person is experiencing symptoms
like fever, colds and has a hard time breathing, there is a necessary measure to
keep oneself away from the suspicion of having acquired the virus that weakens
the respiratory system. This can be explained by the interaction of respiratory
and circulatory system if the virus gets in the body. How is this possible?
You will learn all these in the succeeding lessons.

PIVOT 4A CALABAR-
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 I
Let`s start by studying the coordinated parts and functions of the organs
of the respiratory and circulatory system that will aid in the transport of nutri-
ents, gases, and other molecules to and from the different parts of the body.
In humans and other animals, the necessary nutrients , gases and liq-
uids are transported in the body though the blood. Blood is carried through the
body via blood vessels. There are three blood vessels in the human body. These
are the vein, artery and capillary.
An artery is a blood vessel that carries blood away from the heart, where it
branches into ever-smaller vessels. All arteries have relatively thick walls that
can withstand the high pressure of blood ejected from the heart. Eventually, the
smallest arteries, vessels called arterioles, further branch into tiny capillaries,
where nutrients and wastes are exchanged, and then combine with other vessels
that exit capillaries to form venules, small blood vessels that carry blood to a
vein, a larger blood vessel that returns blood to the heart.
The respiratory system works directly with the circulatory system
to provide oxygen to the body. This substance moves into the blood vessels that
circulates the oxygen-rich blood to tissues and cells in the body. The chart be-
low shows the comparison of the arteries and veins in human body.

Comparison of Arteries and Veins

Arteries Veins
Direction of blood flow Conducts blood away Conducts blood toward the
form the heart heart
General appearance rounded Irregular; often collapsed
pressure high low
Well thickness thick thin
Relative oxygen con- Higher in systemic Lower in systemic veins; higher
centration arteries; lower in pul- in pulmonary veins
monary arteries
valves Not present Present most commonly in
limbs and veins inferior to the
heart

Blood flow refers to the movement of blood through a vessel, tissue, or

organ, and is usually expressed in terms of volume of blood per unit of time. It
is initiated by the contraction of the ventricles of the heart. Ventricular contrac-
tion ejects blood into the major arteries, resulting in flow from regions of higher
pressure to regions of lower pressure, as blood encounters smaller arteries and
arterioles, then capillaries, then the venules and veins of the venous system .

PIVOT 4A CALABARZON
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 I
Learning Task 1: Study the diagram of the human respiratory system. Identify
the parts of the respiratory system. Copy the diagram and label the parts cor-
rectly. Choose form the words listed below.
A
mouth nose B

bronchi air sacs C

D
E
lung branching tubes
trachea F

Learning Task No. 2: Use the diagram showing the exchange of gases in and
out of the cells. Copy and complete each statement.
1. The main artery of the body, supplying oxygenated blood to the circulatory
system. __________________
2. The upper right chamber of the heart that receives oxygenated blood from the
lungs. _______________________
3. The chamber within the heart that is responsible for pumping oxygen-depleted
blood to the lungs. ____________________
4. The artery carrying blood from the right ventricle of the heart to the lungs for
oxygenation. ____________________
5. Is the thickest of the heart's chambers and is responsible for pumping oxygen-
ated blood to tissues all over the body. ______

PIVOT 4A CALABARZON
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 I
Learning Task 3: Read the instruction in each activity. Prepare and write your
answers in your notebook.

A. Venn Diagram of Respiratory and Circulatory System

From the previous lesson you, became familiar with the respiratory system.
But as you explore this module you will then realize that respiratory and circulato-
ry system works together to perform their specific functions effectively. Below are
the descriptions for the two body systems. Construct a Venn diagram to show their
similarities and differences?

Arteries Larynx Pumps blood

Blood Lungs Trachea
Bronchioles Nose Uses oxygen
Gas exchange Pharynx Veins
Heart Capillaries Valve

B. Inhale and Exhale

Each of the following goes with inhaling or exhaling. Place a checkmark in
the box where you think each statement belongs.

INHALING EXHALING
1. air moves out of the lungs
2. air moves into the lungs
3. ribs move out
4. ribs move in
5. chest space becomes smaller
6. chest space becomes larger
7. diaphragm moves down
8. Diaphragm moves up

PIVOT 4A CALABAR-
9
Learning Task 4: Read the handout about the heart and blood circulation.
Prepare and write your answers in your notebook.

Handout: Heart and Blood Circulation

The human heart consists of four chambers: The left side and the right side
each have one atrium and one ventricle. Each of the upper chambers, the
right atrium (plural = atria) and the left atrium, acts as a receiving chamber
and contracts to push blood into the lower chambers, the right ventricle and
the left ventricle. The ventricles serve as the primary pumping chambers of the
heart, propelling blood to the lungs or to the rest of the body.

There are two distinct but linked circuits in the human circulation called
the pulmonary and systemic circuits. Although both circuits transport blood
and everything it carries, we can initially view the circuits from the point of view
of gases. The pulmonary circuit transports blood to and from the lungs, where
it picks up oxygen and delivers carbon dioxide for exhalation. The systemic D
circuit transports oxygenated blood to virtually all of the tissues of the body
and returns relatively deoxygenated blood and carbon dioxide to the heart to be T
sent back to the pulmonary circulation.
T
The right ventricle pumps deoxygenated blood into the pulmonary trunk, T
which leads toward the lungs and bifurcates into the left and right pulmonary th
arteries. These vessels in turn branch many times before reaching the pulmo- ta
nary capillaries, where gas exchange occurs: Carbon dioxide exits the blood a
and oxygen enters. The pulmonary trunk arteries and their branches are the on- a
ly arteries in the post-natal body that carry relatively deoxygenated blood. th
b

Highly oxygenated blood returning from the pulmonary capillaries in

the lungs passes through a series of vessels that join together to form the pul-
monary veins—the only post-natal veins in the body that carry highly oxygenat-
ed blood. The pulmonary veins conduct blood into the left atrium, which
pumps the blood into the left ventricle, which in turn pumps oxygenated blood
into the aorta and on to the many branches of the systemic circuit.

Eventually, these vessels will lead to the systemic capillaries, where ex-
change with the tissue fluid and cells of the body occurs. In this case, oxygen
and nutrients exit the systemic capillaries to be used by the cells in their meta-
bolic processes, and carbon dioxide and waste products will enter the blood.

The blood exiting the systemic capillaries is lower in oxygen concen-

tration than when it entered. The capillaries will ultimately unite to form ven-
ules, joining to form ever-larger veins, eventually flowing into the two major
systemic veins, the superior vena cava and the inferior vena cava, which
return blood to the right atrium. The blood in the superior and inferior venae
cavae flows into the right atrium, which pumps blood into the right ventricle.
This process of blood circulation continues as long as the individual remains
alive.

PIVOT 4A CALABARZON
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 Dual System of the Human Blood Circulation Blood flows from the right
atrium to the right ventricle, where it is pumped into the pulmonary circuit.
The blood in the pulmonary artery branches is low in oxygen but relatively high
in carbon dioxide. Gas exchange occurs in the pulmonary capillaries (oxygen
into the blood, carbon dioxide out), and blood high in oxygen and low in carbon
dioxide is returned to the left atrium. From here, blood enters the left ventricle,
which pumps it into the systemic circuit. Following exchange in the systemic ca-
pillaries (oxygen and nutrients out of the capillaries and carbon dioxide and
wastes in), blood returns to the right atrium and the cycle is repeated. (Anatomy
and Physiology.Betts, J. G., et.al..Open Stax))

D
T
T
T
th
ta
a
a
th
b

Diagram showing the dual blood circulation (Anatomy and Physiology.Betts, J. G., et.al..Open Stax)

Guide Questions:
After reading the handout about the heart and blood circulation, answer the fol-
lowing questions.
1. What are the two circuits by which the gases are circulated in and out of the
lungs?
2. What tissues in the body transport the nutrients, gases and other substances
in the human body?
3. Describe the transport of gases in a pulmonary circuit.
4. Describe the transport of gases in a systemic circuit.
5. Describe the exchange of gases in a pulmonary capillaries.

PIVOT 4A CALABARZON
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D
Learning Task 5:Read and understand the procedures indicated in the activi-
ty. Perform them one by one. Make use of other materials available to you.

Face Mask Design

In this activity, you will learn to make a face mask from used clothing availa-
ble in your house. Look for three different textures of textile. Find out which is
the best textile for face mask and what design is best to protect the user.
Materials:
Used clothing (3 different textures)
Scissors
Tape measure
Procedure:
1. Make patterns for the desired design of your face mask.
2. Using three different textures of textile, find out which texture of textile is the
best cloth for face mask.
3. Fill in the template below
Describe how you inhale Describe the comfort of
and exhale using the face wearing the face mask like:
mask sweat absorbing capacity,
Type of Textile heat absorbing capacity
(test it by jumping as fast and moist release when
as you can in 3 minutes) wearing eyeglasses)
A

Project Description:
1.Design 2. Usability 3. Comfort
Guide Questions:
1. What is the economic implication of making your own washable face mask?
2. Why is it that wearing of face mask is mandatory in this time of pandemic
caused by Covid 19?
3. How will you relate this activity in your lesson on respiratory and circulatory
exchange of gases?

PIVOT 4A CALABARZON
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WEEK
Healthy Lifestyle
3 I
This lesson allows you to infer how one’s lifestyle can affect the function-
ing of respiratory and circulatory system. Eating nutritious foods, doing regular
exercise and gaining adequate sleep daily can keep your respiratory system, car-
diovascular or circulatory system and immune system stronger. These activities
will give your body enough knowledge, skills and attitudes towards a healthy
lifestyle.
To have a healthy lifestyle, we must be conscious of what we are doing,
like monitoring the amount of sleep we have daily, how we move in our position
when doing something like working in front of the computer, eating the nutri-
tious food and avoiding what is not necessary in our body. Science can reveal
that healthy body, eating correct food for our age and body and having fitness
routines can help prevent diseases like hypertension, stress, high cholesterol,
diabetes, and even simple respiratory tract diseases like cough, colds, asthma,
sinusitis and allergies. Also, preventing the corona virus to enter our systems
can be learned.
In the succeeding activities, you will experience cardiovascular exercise
that will help you to strengthen the heart muscles and make the respiratory
tract clear and free from particulates in the environment. Doing the breathing
exercise and stretching the muscles in our body can reverse our tendency to ex-
perience diseases.
You do not need to go to the gym or drink expensive medicines to make
your body healthy, just monitor your attitude towards a healthy lifestyle.
“Having a healthy lifestyle making your body on style” - Vier Nama.

source: workoutlabs.com

PIVOT 4A CALABARZON
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 Healthy Lifestyle

I
Learning Task 1: Read the instruction in doing the simple regular exercise at
home. Choose any material available at home. Sign a pledge of commitment.

Equipment: any rubber shoes (sneakers), jump rope (available at home)

Benefits: Jumping rope helps develop better body awareness, hand-foot coordi-
nation, and agility.

Safety: Your jump rope should be adjusted for your height. Stand with both
feet on the middle of the rope and extend the handles to your armpits. That’s
the height you’re going for. If it’s too long, cut or tie it to avoid tripping on the
rope.

Duration and frequency: 15 to 25 minutes, 3 to 5 times per week

Following a jump rope circuit is a great indoor or outdoor activity, though you’ll
want to make sure you have plenty of space. Your circuit routine should take
15 to 25 minutes to complete.

If you’re a beginner:
Start by jogging forward as you swing the jump rope over your head and under
your feet. Do this move for 15 seconds.
1. Next, reverse your direction and jog backward as you continue to swing the
jump rope. Do this move for 15 seconds.
Finish your set by doing a hopscotch jump for 15 seconds. To do this move,
jump rope in place, and as you jump, alternate between jumping your feet out
to the sides and then back to the center, similar to how you’d move them while
doing jumping jacks. Do this move for 15 seconds.
1. Rest for 15 seconds between sets.
2. Repeat 18 times.
3. If you’re an intermediate exerciser, you can perform the moves for 30 sec-
onds and rest for 30 seconds between sets. The advanced circuit should be per-
formed for 60 seconds at a time, followed by 60 seconds of rest.( https://
www.healthline.com/health/fitness-exercise/aerobic-exercise-examples#athome-exercises )

4. Sign the commitment form below.

I ___________________ pledge to do this physical activities for the month of ___________ .

Name Over Printed Signature/Date:___________

PIVOT 4A CALABARZON
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 D
Learning Task 2: Take a look at the chart and the figure . Prepare a month-
ly health pledge using these two. Write your answer in your notebook.

L
h
A

Weeks of the Month Cut Down On 2-3 Times a Week 3-5 Times a Week Everyday

1st Week

2nd Week

3rd Week

4th Week

5th Week

I ___________________ pledge to do this physical activities for the month of ___________ .

Name Over Printed Signature/Date:___________

PIVOT 4A CALABARZON
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 E
Learning Task 3: Do this activity with your family members. A family that
plays together stays together. One way of improving mental health is doing
group games like this. Read the instruction in the table below and begin. An-
swer the guide questions in your notebook.

Play for a Healthy Lifestyle

Guide Questions:
1. What have you realized on the questions being ask to you?
2. What are the things that you will stop doing?
3. What are the things that you need to continue?

PIVOT 4A CALABARZON

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Learning Task 4: In this activity make a menu for the week using the table be-
low. Make sure that you have a good combination of balance, healthy but not
expensive food. Remember that your family will benefit from this menu. Pre-
pare a table showing the nutritional contents and benefits of the itemized
menu of the day as shown in the sample table on the next page.

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

Break-
fast
Lunch

Dinner
Describe
the menu
of the
day. Why
did you
choose
them?

A
Learning Task 5: This activity will find out the health status of your family.
From the previous activity about maintaining a healthy lifestyle, Choose five
(5) questions for you to analyze and identify the status of your family health.
List down the answer of each of the family members. Write all their answers
in your notebook.

Healthy Lifestyle Case Study at Home

1. What influences a person’s family health?
2. What would you change in your life to make yourself healthier?
3. How to make your sleep tight and healthy?
4. Is smoking a healthy habit? Why?
5. What kind of physical activities should we do to improve our health?
6. How often an answer was mentioned by a family member?
7. What answers are the least mentioned? What are the most mentioned?
8. What can you infer from the responses in each question?
9. Give the summary of your findings and conclusions.

PIVOT 4A CALABARZON
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 WEEK
Non-Mendelian Inheritance

I Lesson
4-5
In this lesson, you will learn the different patterns of Non-Mendelian
inheritance. This is a type of inheritance wherein the patterns of phenotypes
does not coincide with those that was presented in the Mendelian Laws of in-
heritance. It also describes the inheritance of traits linked to a single gene in
the chromosomes.
To better understand the patterns of non-Mendelian inheritance it is
important to note the key terms like:

Term Meaning
Incomplete Pattern of heredity in which one allele is not
dominance completely dominant over another
Codominance Pattern of heredity in which both alleles are
Simultaneously expressed in the heterozygote
Multiple alleles A gene that is controlled by more than two alleles
Pleiotropy When one gene affects multiple characteristics
Lethal allele Allele that results in the death of an individual
Polygenic trait Traits that are controlled by multiple genes

There are different activities that you can explore in this lesson. You
will be able to analyze monohybrid crosses involving incomplete dominance,
codominance and sex linkage. You will also describe the complex patterns of
inheritance and analyze monohybrid crosses of blood types. ( images from
www.google.com)

source:https://www.google.com/imgres..i

PIVOT 4A CALABARZON
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I

Learning Task 2: Read the handout about exploring snapdragon. Answer the
guide question in your notebook.

Handout: Exploring Snapdragons

In this activity you will investigate the genetic trait of a flower color in
snapdragons which does not follow Mendel’s Law of Dominance
Recalling Mendel’s Law of Dominance, one allele can mask the expression
of another allele when they are joint together. Therefore, if a person has a hete-
rozygous genotype (i.e. one dominant allele and one recessive allele), he/she will
show the dominant phenotype (i.e. physical trait).
In snapdragons, there are two alleles for flower color - one coding for red
color and one coding for white color. When purebred red plants and purebred
white plants are crossed, the resulting offspring (i.e. the F1 generation) are all
pink. When the pink offspring are crossed to create a third generation (i.e. the
F2 generation), 25% of the offspring are red, 50% are pink, and 25% are
white. These results are summarized in the next page.

source:https://www.google.com/imgres..i
Guide Question :
1. State Mendel`s Law of Inheritance.
2. What are the two alleles for flower color in snapdragon?
3. State the Law of Non-Mendelian Inheritance in snapdragon.

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Exploring Snapdragons
Prove how the following flower color was produced in the F 1 and F2 generation.

Generation Flower Color Legend:

P (parent) Red x White Red flower - FR

White flower - Fw
F1 100% Pink
Pink flower - FRFW
F2 25% Red
50% Pink
25% White

FR FR

Fw FRFw FRFw
F1
100% FRFw Pink flower
(example) Fw FRFw FRFw

Offspring with corresponding %

F2 Offspring with corresponding %

D
Learning Task 2: Answer the following questions. Write your answer in your
notebook.

Guide Questions
1. Based on the results of the genetic crosses , why do you think the red and
white flower alleles can “interact with one another? Explain both the F 1 and F2
generations.

2. How are the results of the crosses differ if the red allele was dominant over the
white allele? Explain both the F1 and F2 generations.

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 E

Learning Task 3: Read and understand the pattern of inheritance in multiple

alleles. Answer the guide question in your notebook.
Multiple Alleles
Mendel studied just two alleles of his pea genes, but real populations often
have multiple alleles of a given gene. In this activity you will learn how to crossed
the gene for coat color in rabbits (the C gene) which comes in four color alleles (C,
Cch, Ch, c) as shown by the figure below.

Using the given genotype find the F1 and F2 generation of the crossed between
black rabbit and chinchilla, also the crossed of himalayan and albino. Use the
Punnet squares below to guide you.

A. Black (CC) x Chinchilla (C chCch)

F1 Offspring with corresponding %

F2 Offspring with corresponding %

Guide Question
1. Based on the results of the genetic crosses you have shown, how do you think
the red and white flower alleles can “interact with one another? Explain both
the F1 and F2 generations.
2. How are the results of the crosses differ if the red allele was dominant over the
white allele? Explain both the F1 and F2 generations.

PIVOT 4A CALABARZON
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Learning Task No. 4. Find the F1 and F2 crosses given the genotypes for Him-
alayan and Albinoc

B. Himalayan (ChCh) x Albino(cc)

F1 Offspring with corresponding %

F2 Offspring with corresponding %

Guide Question
1. Based on the results of the genetic crosses you have shown, how do you
think the red and white flower alleles can “interact with one another? Ex-
plain both the F1 and F2 generations.

2. How are the results of the crosses differ if the red allele was dominant over
the

Learning Task 5: Create a family tree showing the F1 and F2 generations of

your mother and father side. Describe the dominant traits that appear in both
families. Illustrate your answer in your notebook.

PIVOT 4A CALABARZON
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 WEEK

5
Species Extinction
Lesson
I
This lesson will relate species extinction to the failure of populations or
organisms to adapt to abrupt changes in the environment.
Extinction happens when the last member of the species dies. A species
becomes extinct if it can no longer adapt to changes in the environment and con-
sistently compete with other organisms in its environment.
From the research entitled “Cause and Consequences of Species Extinc-
tions” the authors Sodhi, Brook and Bradshaw (2014) concluded that, although
extinctions are a normal part of evolution, human modifications to the planet in
the last few centuries, and perhaps even millennia, have greatly accelerated the
rate at which extinctions occur. Habitat loss remains the main driver of extinc-
tions, but it may act synergistically with other drivers such as overharvesting and
pollution, and, in the future, climate change. Large-bodied species, rare species,
and habitat specialists are particularly prone to extinction as a result of rapid
human modifications of the planet. Extinctions can disrupt vital ecological pro-
cesses such as pollination and seed dispersal, leading to cascading losses, eco-
system collapse, and a higher extinction rate overall.
We are living in a dynamic changing environment and most species are
dependent on it. There are organisms that can easily adapt to the changing envi-
ronment depending on the resistant into it. There are organism that can adapt
easily but others are not.
Now is the time to embrace change, because even in the pandemic, we are
experiencing perhaps disappearance of living organisms that even human beings
can not adapt . But creative innovations are everywhere, discover new approach-
es instead of just waiting for solutions and blaming others for mistakes. The only
way to succeed over time is to exceed the effort of making the environment safe
for everyone.

I
Learning Task 1: Write a simple paragraph about the changing environment
in this time of pandemic. Cite at least three changes that you need to adapt in
order to survive in the New Normal. Complete the paragraph below.

Adapting in the New Normal Life

There are three changes that I need to adapt in order to survive in the new nor-
mal. These are _____________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________
____________________________________________________________________________________
_.

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 D
Learning Task 2: Complete the table to be familiar with the extinct animals of
the Philippines . Identify their common names. Use the pool of words below.

Extinct Animals in the Philippines common name / scientific

Common name /
Description Period
scientific name
Introduced in the 13th-16th? century
from Sabah in the reign of the Sultanate
of Sulu, and became extinct
on Maguindanao or were transported back to
Sabah. Bone fragments are the only proof left
behind of their existence
Once roamed in the plains of Luzon, Mindanao
entire Philippine Archipelago. Unfavorable geo-
graphical conditions and human exploitation
caused their extinction.
Discovered in Palawan in 2011. The fossil has
not yet been extracted from the rocks in fear of
destroying the natural heritage caves of Pala-
wan. Future technology in fossil extraction is
the only way to get and identify the fossil.
Excavations in Callao Cave, in the lowland (c.
85 m elevation) Cagayan River Valley of north-
eastern Luzon, Philippines, have produced the
first fossils of any endemic genera of Philip-
pine murinae rodents.
Two articulated phalanx bones and another
phalanx piece were found amidst an assem-
blage of other animal bones and stone tools
in Ille Cave near the village of New Ibajay. From
the stone tools, besides the evidence for cuts on
the bones, and the use of fire, it would appear
that early humans had accumulated the bones.

Due to the lack of a complete skeleton, it lived

during the Pleistocene era (2.588 million –
11,700 years ago) and that it was essentially
the larger version of its modern cousin.
Lived on the island of Cebu before becoming
extinct in modern times, primarily due
to habitat destruction and human exploitation.
The subspecies was declared extinct in 2000,
however, other warty pig subspecies still sur-
vive on other Philippine islands.
Stood only 75 cm (2 ft 6 in) and weighed about
150 to 160 kg (330 to 350 lb).The species was
smaller than the modern Mindoro tamaraw.

Common name/scientific name Period

Asian elephant Cebu tamaraw
Fossil marines
Elephas maximus Bubalus cebuencis Pleistocene
Tiger
Philippine rhinoceros
Stegodon luzonensis Panthera tigris sp. Holocene
Rhinoceros philippinensis

Palawan fossil Sirenia Philippine rhinoceros Miocene

Dugong sp. Rhinoceros philip-

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 E

Learning Task 3: Read the words in both columns. Match column A with Col-
umn B. Write your answer in your notebook.

A. Causes of Extinction of Species

Column B
Column A
1. From John W. Williams’ research, their findings indicated
that “By the end of the 21st century, large portions of the
A. Climatic Heating
Earth’s surface may experience climates not found at pre-
and Cooling sent and some 21st century climates may disappear.
B. Changes in Sea 2. Habitat loss and degradation affect 86% of all threatened
Levels or Cur- birds, 86% of mammals and 88% of threatened amphibi-
rents ans.
C. Asteroids / Cos-
3. Increase in population, destruction/fragmentation of habi-
mic Radiation
tat, pollution and climate change/global warming
D. Acid Rain
4. They use resources that the other species depend on.
E. Disease / Epi-
Once competition gets too great, the survival of the fittest
demic
plan will begin, and one of the species, usually the natural
F. Spread of Inva-
one, will die off.
sive Species
G. Human Causes 5. This forms when sulfur dioxide and / or nitrogen oxides
are put into the atmosphere. Increases the acidity of the
of Extinction
soil which affects plant life. It can also disturb rivers and
H. Habitat Degra-
lakes to a possibly lethal level.
dation
I. Climate Change 6. Each species has defense mechanisms like immunities
and the ability to fight disease. With the changing climate
and landscape certain species are losing their ability to
fend off disease. They are becoming more susceptible to
disease and epidemics, which can lead to their eventual
extinction.

7. The biodiversity Earth can’t keep up with the rapid chang-

es in temperature and climate. The species are not used to
severe weather conditions and long seasons.
8. This is the result of melting freshwater. The denser, saltier
water sinks and forms the currents that marine life de-
pends on. Ocean floor spreading and rising also affects
sea level.

9. The reverberations of their impact to Earth can be felt

around the world. The impact site is completely destroyed.
Radiation is being emitted from outer space and the sun.
A supernova remnant is one source of cosmic radiation.

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 B. My Advocacy Board
You have learned from the previous activity that one of the causes of extinc-
tion of species is disease or epidemics. Relating it to our present situation do you
think someday human beings will become extinct also because of diseases and
pandemics? What program or projects you would like to propose to avoid the ex-
tinction of human beings to happen? Write your advocacy program or projects in
your notebook.

A
Learning Task 4 : Answer the following questions. Prepare a simple proposal to
show your thoughts on the issue.

Adaptation to Changing Environment

This activity increases your awareness and interest to do something for the
changing environment. Below is the research entitled “The Conflict Between Ad-
aptation and Dispersal in Maintaining Biodiversity in Changing Environments”.
Make an analysis of the abstract of this research by identifying the objectives or
purpose of the research, methodology or design, and findings.

Objective / Purpose

Methodology / Design

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Findings

What is your realization on the results of the research?

Do you think we can adapt to abrupt changes in the environment?

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 WEEKS
Photosynthesis and Respiration
7-8
I Lesson

This lesson will lead you to differentiate basic features and importance of
photosynthesis and respiration. Try to read and understand some concepts in
some activities to know more on these.

The bi-product of photosynthesis is oxygen being release by plants.

Breathing in oxygen is necessary so that our cells can carry out cellular respira-
tion and generate ATP.

The two biological reactions that complement each other in the environ-
ment are photosynthesis and respiration that occur in a reverse manner. In the
process of respiration, oxygen and glucose yield water and carbon dioxide, while
carbon dioxide and water yields glucose and oxygen in photosynthesis. Both
photosynthesis and respiration can function enough as living organisms provide
carbon dioxide for plants that undergo photosynthesis and produces glucose.
Bacteria and plants release oxygen that is required for all living organisms for
respiration.

The equation of cellular respiration and photosynthesis are almost oppo-

site processes, meaning the interchange of oxygen and carbon dioxide by cellular
respiration and photosynthesis helps in maintaining both atmospheric oxygen
and carbon dioxide and differ in the form of energy that is being absorbed or re-
leased as shown by the figure below:

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 I

Learning Task 1: Observe the diagram showing the exchange of materials dur-
ing photosynthesis and cellular respiration. Answer the guide question based on
the diagram.

Guide Question:
1. In which part of the cell does photosynthesis happen?
2. In which part of the cell does respiration happen?
3. What energy is needed by photosynthetic organisms during the process of
photosynthesis?
4. What energy is needed by organisms during cell respiration?
5. What are the materials needed during photosynthesis?
6. What are the materials produced after the process of photosynthesis?
7. What are the materials needed during cell respiration?
8. What are the materials produced after the process of cell respiration?
9. Describe the materials needed during photosynthesis, where does they come
from?
10. Describe the materials needed during cell respiration, where does they come
from?

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D
Learning Task 2: Read and perform the task in each part. Write your answer
in your notebook.

PHOTOSYNTHESIS EQUATION
This activity will help you explore the photosynthesis equation.
Photosynthesis is the process used by plants and some bacteria to
create energy from sunlight. Chlorophyll is the green pigment in plants that
is responsible for this conversion process. During photosynthesis, photoauto-
trophs use energy from the sun, along with carbon dioxide and water, to
form glucose and oxygen.
A. Illustrate the photosynthesis equation and label properly.

B. Fill in the table below to describe the stages of photosynthesis. There are
two stages of photosynthesis, the light-dependent reactions and the Calvin
cycle.

REQUIRES
STAGE LOCATION EVENTS
SUNLIGHT?

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Learning Task 3: Answer the following questions after reading the paragraph.
Write your answer in your notebook.

RESPIRATION PROCESS AND EQUATION

Respiration is the process of taking oxygen from the air and cycling it
through the lungs, which then gives oxygen to blood to be used in the body.
The carbon dioxide waste is expelled out of the lungs. Cellular respiration us-
es glucose, or sugars, from food molecules and turns them into carbon diox-
ide, water, and ATP a nucleotide essential to the body.
Cellular respiration can occur both aerobically (using oxygen), or an-
aerobically (without oxygen). During aerobic cellular respiration, glucose re-
acts with oxygen, forming ATP that can be used by the cell. Carbon dioxide
and water are created as byproducts
A. Illustrate the cellular respiration equation and label properly.

TERM MEANING
The process happening inside the cells of organisms breaking
down glucose and can be used as energy
The primary energy carrier in living things

It is where cellular respiration occurs

The jelly-like substance that fills the space between organelles.

Process that requires oxygen

Process that does not require oxygen

An anaerobic pathway for breaking down glucose

B. Fill in the term being describe by the sentence on the right. Choose your
WORD POOL

Aerobic Mitochondria Cytoplasm

Adenosine triphosphate Fermentation Cellular respiration

Anaerobic

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E
Learning Task 4: Answer the following questions after performing the activity.
Write your answers in your notebook.

PLANTITO AND PLANTITA

In this activity, you prove the effect of photosynthesis in plants. Get
the needed materials as listed below and follow the steps on how to pre-
pare the experiment.
Materials:
2 garden pots or any empty container of the same size
Garden soil to fill your pots or container
10 pcs mongo seeds
Procedure:
1. Prepare garden pots / container.
2. Fill the garden pots / container with same amount of soil.
3. Water the soil, then put 5 mongo seeds in each pot / container.
4. Put one pot / container outside the house where sunlight is available
and the other pot inside the house where there is no sunlight.
5. Water the OUTSIDE INSIDE

Day 5 Day 8 Day 10 Day 15 Day 5 Day 8 Day 10 Day 15

Number of seeds grown

Color of stem and leaves

Length of stem and leaves

plants daily. Observe the growth of seeds.

6. Fill in the table below for your observation.
Guide Questions:
1. Which location can the plants grow faster? Why?
2. Which leaves and stems are greener in color? Why?
3. What contributes in the difference in the appearance of plants?

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 A

Learning Task 5 : Study the table before answering the questions below. Write
your answer in your notebook.

Differentiating Cellular Respiration and Photosynthesis

The table below are the comparison between cellular respiration and
photosynthesis. Fill in the missing spaces do differentiate the two.

Cellular Respiration Photosynthesis

Occurs only in all green plants, algae,

and in some bacteria.

The entire process occurs in Mitochon-

dria.

Carbon dioxide, water, and light energy

are the reactants of this process.

Carbon dioxide, water, and energy (ATP)

are the by-products.

Undergoes Anabolic Process.

Oxygen is taken in and carbon dioxide

is liberated out.

In this process, food is synthesis by

capturing the energy.

It is an exergonic reaction as energy is

released.

This process requires sunlight since

photosynthesis occurs only in the pres-
ence of sunlight.

The chemical reaction of cellular Respi-

ration is C6H12O6 + 6O2 → 6CO2 +
6H2O

1. How will your describe cellular respiaration in your own words? What
about photosynthesis?
2. What made the two processes different from each other?

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Para sa mga katanungan o puna, sumulat o tumawag sa:

Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta Rizal

Landline: 02-8682-5773 local 420/421

Email Address: [email protected]

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