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Biology 1
Alternative Delivery Mode
Quarter 1 – Module 3: Cell Modifications
First Edition, 2020

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
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Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education, Division of Palawan

Schools Division Superintendent;
Natividad P. Bayubay, CESO VI
Assistant Schools Division Superintendents:
Loida Palay - Adornado, Ph.D.
Felix M. Famaran

Development Team of the Module

Writer: Rowena F. Panol

Editor: Josie Joshua R. Pasion
Illustrator: Mytz Vale Coleen F. Panol
Layout Artist: Rowena F. Panol
Management Team: Aurelia B. Marquez
Rodgie S. Demalinao
Rosalyn C. Gadiano

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Office Address: PEO Road, Barangay Bancao-Bancao, Puerto Princesa City

Telefax: (048) 433-6392
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Website: www.depedpalawan.com.

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iii
Introductory Message
For the facilitator:
Welcome to the Biology 1 Alternative Delivery Mode (ADM) Module on
Cell Modifications!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling. This learning resource hopes to engage the learners
into guided and independent learning activities at their own pace and time.
Furthermore, this also aims to help learners acquire the needed 21st century
skills while taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box
in the body of the module:

Notes to the Teacher

In view to the new normal world we are facing, this
module was created to answer that education should
not stop for our learners.
This Biology 1 Module for quarter 1 is all about Cell
Modifications. With this we are trying to allow our
learners to work independently in discovering
through simple and enjoyable
activities/experimentation that are aligned to the
competencies that they should learn.

As a facilitator, you are expected to orient the learners on how to use

this module. You also need to keep track of the learners' progress while
allowing them to manage their own learning. Furthermore, you are expected
to encourage and assist the learners as they do the tasks included in the
module.

iv
For the learner:
Welcome to the Biology 1 Alternative Delivery Mode (ADM) Module on
Cell Modifications. This module was designed to provide you with fun and
meaningful opportunities for guided and independent learning at your own
pace and time. You will be enabled to process the contents of the learning
resource while being an active learner.
This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to
Know competencies you are expected to learn in
the module.
This part includes an activity that aims to
What I Know
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In
the current lesson with the previous one.
In this portion, the new lesson will be
What’s New
introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of
What is It
the lesson. This aims to help you discover
and understand new concepts and skills.
This comprises activities for independent
What’s More
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have
Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do
help you transfer your new knowledge or
skill into real life situations or concerns.

v
 This is a task which aims to evaluate your
Assessment
level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional
Activities to you to enrich your knowledge or skill of
the lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module,
do not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.
We hope that through this material, you will experience meaningful
learning and gain deep understanding of the relevant competencies. You can
do it!

vi
 What I Need to Know

This module was designed and written to help you learn more on cell
modifications that lead to adaptation to carry out their special functions. It
will help you master the different cellular modifications of cells that make a
cell different from another type of cell. The scope of this module permits it to
be used in many different learning situations. The language used recognizes
the diverse vocabulary level of students. The lesson is arranged to follow the
standard sequence of the course. But the order in which you read them can
be changed to correspond with the textbook you are now using.

The module is focused on only one lesson, specifically:

• Lesson 1 – Cell Modifications
After going through this module, you are expected to:
1. identify some cell modifications that lead to adaptation to carry out
specialized function;
2. describe some cell modifications among bacteria, animals and plants
that lead to adaptation to carry out specialized functions; and
3. make a three-tab book with pictorial presentation of three other cell
modifications either in bacteria, animal or plants.

What I Know

Find out how much you have already known about the lesson by taking the
short test below. Take note of the questions that you find difficult to answer
and look for the correct answer as you go through this module.

Directions: Read each statement carefully. Encircle the letter of the correct
answer.

1. Which of the following statements about bacterial pili is FALSE?

A. Pili are comparatively longer than flagella.
B. Pili are randomly distributed on surface of the cell.
C. Pili are long hair-like tubular microfibers like structures.
D. Pili are specialized cells made up of iron-containing protein.

1
2. Which of the following descriptions apply to cellular modification in
bacteria?
A. They are responsible in the contraction and expansion of muscle cells.
B. They are used as diagnosis and treatment of diseases.
C. They are in charge for the beating of cilia on the cell surface.
D. They are resistant to extreme heat, extreme cold, dehydration, and large
amount of ultraviolet radiation.

3. Why are Red Blood Cells (RBCs) enucleated?

A. They accomplish vital tasks in the transport of salts and nutrients.
B. They carry oxygen from the lungs to the body and carbon dioxide back
to the lungs.
C. They increase the efficiency of oxygen transport but does not show any
metabolic activity and multiplication.
D. They relax the blood vessels and capillaries which may help with gas
exchange.

4. How do cells communicate with each other?

A. They pass chemical messages via the cell wall.
B. They send chemical messages to the nucleus of cells.
C. They send chemical messages to each other via genes.
D. They send physical messages between themselves.

5. In which way/s are sperm specialized for its role in reproduction?

A. They have a tail (flagellum) to allow it to swim towards an egg.
B. They have a head which contains enzymes to digest the exterior of the
egg allowing the sperm to enter the egg and fuse with it.
C. The middle piece is packed with mitochondria to release energy needed
to swim and fertilize the egg.
D. All the answers are correct.

6. Which phrase BEST describes the function of actin and myosin?

A. A structures made of protein that can help a bacterial cell attach to
environmental surfaces.
B. A structure of reddish granular cells that carry the nerve impulses
throughout the body.
C. A structure that can move an egg cell through the female reproductive
tract.
D. A structure made of protein filament that slide past one another as the
muscle contracts and expands for organism activity.

2
7. Which describes the role of an endospore in bacteria?
A. A form of sexual reproduction in bacteria during which genetic
information is exchanged.
B. A dormant state of bacteria that can survive in unfavorable conditions.
C. A protective covering that bacteria secrete to protect themselves against
harsh environment.
D. A tiny hair-like structure made of protein that attaches the bacteria to
a surface.

8. Which pair is NOT properly matched?

A. axons: carry nerve impulses away from cell body
B. spores: defense mechanism to heat, high pressure, and stress
C. flagella: efficient absorption of water and minerals
D. cilia: move an egg cell through the female reproductive tract.

9. Which of the following statement is FALSE about nerve cell?

A. It has a cell body with an elongated axon or fiber that is surrounded by
insulating cells.
B. Its form is related to its function of carrying electrical signals long
distances within the body to communicate information.
C. It easily allows substance to pass through them easily.
D. It receives and transmits of information that allow an organism to
respond appropriately.

10. Which of the following BEST describes the function of motile (or moving)
cilia?
A. They keep the airways clear of mucus and dirt allowing us to breathe
easily and without irritation.
B. They are responsible for adhesion allowing bacteria to colonize
environmental surfaces or cells and resist flushing.
C. They ensure the survival of a bacterium through periods of
environmental stress.
D. They increase the external surface area for absorption of water and
mineral ions.

Use the diagram below to answer question 11.

3
11. Which number in the illustration represents the location where would you
expect to find the spermatozoa flagella?
A. 1 B. 2 C. 3 D. A and B

12. What type of cell has these modifications: don’t contain nuclei, disk-
shaped, flattened, smooth, and flexible?
A. nerve cells C. skin cells
B. Red Blood Cells (RBCs) D. ciliated epithelial cells

13. Which of the following is an important cell modification particularly in the

roots of the plants?
A. Large surface area for efficient absorption of nutrients
B. Resistant to extreme heat, extreme cold, and dehydration
C. Sweep mucus and dirt particles out of the lungs
D. Help a bacterial cell attach to environmental surfaces

Refer to the diagram below to answer question 14.

14. What does the diagram above show?

A. A structure made of protein that can help a bacterial cell attach to
environmental surfaces.
B. A structure of reddish granular cells that carry the nerve impulses
throughout the body.
C. A structure that can move an egg cell through the female reproductive
tract.
D. A structure made of protein filament that slide past one another as
the muscle contracts and expands for organism activity.

15. The special modification in bacteria are the following EXCEPT:

A. defense mechanism to heat
B. defense mechanism to infection
C. defense mechanism to high pressure
D. defense mechanism to stress

4
 Lesson
Cell Modifications
1
This lesson explores the various specialized cellular modifications that
make a cell different from another type of cell. Understanding how a cell is
perfectly suited for the role it performs, this help us appreciate the
workmanship in the bodies of living things through cell study.

What’s In

You have learned about the cellular types and histology in your previous
lessons. Those focuses on many different cells and tissues performing specific
functions for the cell.The next activity will help you check your understanding
concerning different cell types that keep the body functioning as one unit.

Activity 1. Is this Me?

Pick one of the type of muscle cells in human body as shown in the
diagram below. Consider what would happen if you did not have this type of
cell in your body.

Cardiac muscle Smooth muscle Skeletal muscle

Figure 1. The different types of muscle cells.

5
Answer the following questions briefly.
1. Imagine that you are looking in a mirror. Would you look like yourself?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. What would you look like if your face were covered with a different kind
of covering instead of skin cells?
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________

3. Do you think you could survive without this type of cell? Explain.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

4. How do cells work together to perform a particular function in the body?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

5. How does specialized cell structure suits its function?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

6
 What’s New

Before you continue, answer the activity below to understand some

terms used in the lesson.

Activity 2. Finding Word

Directions: Form the correct word of jumbled letters on the left to identify the
important terms/words used to describe some cell modifications
among bacteria, animals and plants.

Jumbled Word Your Answer

1. S E O P S R __ __ __ __ __ __

2. I I C I V O M L R L __ __ __ __ __ __ __ __ __ __

3. L A G L E F A L __ __ __ __ __ __ __ __

4. I L C L A __ __ __ __ __

5. L P I I __ __ __ __

6. E T D N D I E S R __ __ __ __ __ __ __ __ __

7. O M S I N Y __ __ __ __ __ __

8. X O A N __ __ __ __

9. C A I T N __ __ __ __ __

10. H O I R O T A R S __ __ __ __ __ __ __ __ __

7
 What is It

Cells do not look the same. They often have lots in common and similar
organelles, but there are hundreds of specialized cells, all of which have
adaptations that allow it to effectively function. The following are examples of
cell modifications in bacteria, animals and plants. Let’s explore more about
it.

1. Spores
o Bacteria have several mechanisms that help them survive
environmental challenges such as lack of water, extreme temperature
change, and lack of nutrients. When environmental conditions are
harsh, some types of bacteria produce a structure called endospore.
The bacteria that cause anthrax and tetanus are examples of endospore
producers. An endospore can be thought of as a dormant cell.
o Endospores are resistant to extreme heat, extreme cold, dehydration,
and large amount of ultraviolet radiation.
o Spore formation is a special modification in bacteria, particularly as a
defense mechanism to heat, high pressure, and stress.
o Spores are also highly resistant to many chemicals, including most
disinfectants.
o Spores can survive for many years in soil and other inanimate objects.
o The spore will transform into a new organism once exposed to a more
favorable environment. Spores usually contain 30% water and do not
exhibit measurable metabolic activity.

Figure 2.1. Bacterial spores

2. Cilia and Flagella
o Cilia (singular, cilium) and flagella (singular, flagellum) are fine, hair-
like/ whip-like structures that extend from the body of a variety of cells.
While they vary in terms of length and numbers in different types of

8
 cells (as well as patterns of movement), cilia and flagella are generally
identical in structure and composition.
o Cilia and flagella are two different types of microscopic appendages on
cells. Cilia are found in both animals and micro-organisms, but not in
most plants.
o Depending on the type of cells, cilia and flagella have the following
functions:
• Propelling cells - using cilia or flagella, cells are able to move
freely in their environment, especially in aquatic or moist
environments.
• Sensory functions - Some cilia and flagella allow cells to sense
changes in their surroundings which in turn allows the cells to
respond appropriately.
• Transporting material - Using cilia and flagella, some cells are
able to not only trap, but also guide the transportation of given
material. This may serve to engulf such material into the cell or
prevent unwanted material/particles/microorganisms from
invading the cell or tissue.
o Cilia are short, numerous projections that look like hairs in amoeba.
These hair/thread-like projections can also be found in the bronchi,
uterine tubes, and the digestive tract that exhibits a radical motion
similar to the motion of oars in a rowboat to pass material and they are
large in numbers. Other cilia can move an egg cell through the female
reproductive tract. The epithelium of the trachea has motile cilia where
they sweep mucus and dirt particles out of the lungs (like mopping the
floor) while all mammalian cells have a single non-motile primary
cilium. For example, sensory organs like eye and nose.

cilia

Figure 2.2. Paramecium

o Flagella are long whip-like filamentous structures or tail-like

projections present in bacteria, archaea, and eukaryotes, though they
are most commonly found in bacteria. Sperm cells in many species

9
 (including humans) contain a prominent flagellum in order to swim
through the vagina or to facilitate sperm motility. Flagella serve for the
propulsion of single cells (swimming of protozoa and spermatozoa).
Flagella helps prokaryotes move toward the light, higher oxygen
concentration, or chemicals such as sugar or amino acids that they
need to survive. They are fewer in number. Few eukaryotes use
flagellum to increase reproduction rates. Typically, a cell has one or two
flagella.

Flagellum

Figure 2.3. Euglena

3. Pili
o Pili (singular, pilus) are submicroscopic, hairlike structures made of
proteins that can help a bacterial cell attach to environmental surfaces
and act as a bridge between cells. Copies of plasmids can be sent across
the bridge, thus providing some prokaryotes with new genetic
characteristics. This is one way of transferring the resistance to
antibiotics.
o Pili are modifications that enable bacteria to adhere to tissue surfaces
and invasion of host cells. They can have a role in movement but more
often involved in adherence to surfaces which facilitates infection and
is a key virulence characteristic. Example: bacteria inside the human
intestine may produce pili in order to adhere to the host's cells.

Pili

Figure 2.4. Bacterial cell

10
4. Dendrites and Axons of the nerve cells
o Dendrites: each neuron contains several dendrites. They receive signals
called impulses from other neurons and conduct the impulses to the
cell’s body.
o Axons: there is only one per neuron and they are long and thin that
carry nerve impulses away from cell body to other neurons and
muscles.

Dendrites

Axon

Figure 2.5. Nerve cell

5. Actin and Myosin
o Skeletal muscle is arranged into fibers, which are fused muscles.
Muscle fibers consist of many smaller units called myofibrils. Myofibrils
consist of even smaller units, myosin (form thick filaments) and actin
(form thin filaments), which are protein filaments. These filaments slide
past one another as the muscle contracts and expands for organism
activity.
Actin

Myosin

Figure 2.6. The actin-myosin interaction in muscle

6. Root hairs
o Root hairs are tiny, hair-like structures that grow on the surface of the
plant roots. They have thin cell walls and a long, hair-like projection to
increase surface area which allow for efficient absorption of water and
minerals.
o Root hairs collect water and mineral nutrients present in the soil and
take this solution up through the roots to the rest of the plant.

11
 Figure 2.7. Root hairs

7. Enucleated red blood cell

o Red blood cells are also known as RBCs, red cells, red blood corpuscles
or erythrocytes. RBCs are used to transport oxygen and carbon dioxide
in the blood. They are well-adapted for this function because they
contain hemoglobin, an iron-containing biomolecule that can bind
oxygen and is responsible for the blood's red color. The cells have a
biconcave shape that increases surface area. Their small size and ability
to bend allows them to easily move all over the body.
o The enucleated red blood cell bends more than a nucleated one, and
can thus fit through narrower capillaries, which is more efficient.

Figure 2.8. Red blood cell

8. Microvilli
o Microvilli (singular: microvillus) are microscopic cellular membrane
protrusions that increase the surface area of cells for absorption.
o Thousands of microvilli form a structure called the brush border that
is found on the apical surface of some epithelial cells, like those in small
intestine.

12
 Epithelial cell

Microvilli

Figure 2.9. Epithlial cells in the small intestine

What’s More

In the previous discussion, you find out that a multicellular organism’s

development and survival are based on the functions and interactions of its
many cells. Let’s find out your knowledge about cell modification further.

Activity 3A. Match Me

Match the words in Box A with the functions in Box B. Write your
answer the space before the number.
Box A
A. Actin and myosin F. Flagella
B. Axons G. Pili
C. Dendrites H. Microvilli
D. Cilia I. Root hairs
E. Enucleated red blood cell J. Spores

13
 Box B
_________1. Hemoglobin-containing, disc-shaped that transports oxygen
to the body cells.
_________2. Hair-like structure made of proteins that enable bacteria to
adhere to tissue surfaces.
_________3. Cell membrane extensions of an epithelial cell that increase
the surface area of cells.
_________4. Thin neuron branch that receives neural messages from other
neurons and conduct the impulses to the cell body.
_________5. Whip-like structure that aid for the propulsion of single cells
(facilitates sperm motility).
_________6. Help in the survival of the organisms during adverse
environmental conditions (heat, high pressure, and stress).
_________7. Filaments of protein that permit the muscle to contract and
elongate for organism activity.
_________8. A neuron extension that transmits messages away from the
cell body and toward another cell.
_________9. Tiny hair-like structures that increase the area available for
water absorption and that of minerals and other nutrients.
_________10. Hair-like projections that can also move an egg cell through
the female reproductive tract.

Activity 3B. Draw Me

Directions: Draw a paramecium and a euglena. Identify its cellular

modification and its purpose.

14
 What I Have Learned

Let us see how well you can make a summary of what you know about
the lesson.

Activity 4. What I’ve learned

Complete each statement below as to the insights you have learned from
the lesson.

Let me tell you about some of the important things I’ve learned about
the lesson. First I’ll start with…
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Next I’ll tell you about…___________________________________________ _______

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Something else I learned was…____________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Lastly, I now truly understand about…_____________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

15
 What I Can Do

The next activity will help you transfer your knowledge which you have
learned or gained into real-life situations.

Activity 5. Boost Your Imagination

Directions: The students are asking questions about cell modifications
adapted for different functions on the picture below. Give your best
answer to the questions that follow.

Why do plant, What specialized cell

animal, and would you expect to

bacterial cells find in a tomato plant

and predict the
undergo cellular
adaptations that the
modification?
cell have?

1
Maeve Vale
2

How are cells

adapted?

3 Toffee

How do those
adaptations make the
cell more efficient?

Micah
4

Congratulations for finishing the lesson! Everything is over except for

the assessment below. Don’t fail to answer this part of the lesson. This will
check how much you have learned.

16
 Assessment

Directions: Read each statement carefully. Encircle the letter of the of the
best answer.

1. How do cilia differ from flagella?

A. length C. numbers in different types of cells
B. patterns of movement D. all the answers are correct

2. What structure does spermatozoon use for movement?

A. pilus C. flagellum
B. cilium D. microvillus

3. Which of the following allows the efficient extraction of nutrients from food?
A. Red Blood Cells (RBC) C. amoeba
B. microvillus D. euglena

4. Which phrase BEST describes the role of an endospore in bacteria?

A. A protective covering that bacteria secrete to protect themselves against
harsh environments.
B. A tiny hair-like structure made of proteins that attaches to a surface.
C. A dormant state of bacteria that can survive in unfavorable
conditions.
D. A form of sexual reproduction in bacteria during which genetic
information is exchanged.

5. Which pair is NOT properly matched?

A. enucleated red blood cells: transport oxygen and carbon dioxide in the
blood
B. root hairs: increase surface area which allow for efficient absorption of
water and minerals
C. actin and myosin: slide past one another as the muscle contracts and
expands for organism activity
D. pili: allow cells to sense changes in their surroundings which in turn
allows the cells to respond appropriately

17
Refer to the diagram of a nerve cell below to answer Question 6 to 8.

6. Which structure is labeled with the letter X in the diagram?

A. synapse C. dendrite
B. axon D. neuron

7. What does the letter Y in the image represent?

A. axon C. neuron
B. dendrite D. synapse

8. Which function represented by the letter X fits the diagram?

A. Serves as insulator and increases the speed at which a nerve impulse
can travel along an axon.
B. Transmits messages away from the cell body and toward another cell.
C. Receives neural messages and transmits information to the cell body.
D. Acts as a defense mechanism to heat, high pressure, and stress.

9. What structure does paramecium use for movement?

A. cilium C. microvillus
B. pilus D. flagellum

10. Which statement concerning bacterial flagella is NOT TRUE?

A. Flagella are long whip-like filamentous structures.
B. Flagella are randomly distributed on surface of the cell.
C. Flagella do not have any role in surface attachment.
D. Flagella are many times thicker than Pili.

11. Which of the following statements is TRUE about Cilia?

A. Some protists, such as paramecium have thousands of cilia used for
movement and feeding.
B. In human respiratory tract, coordinated movement in cilia sets up a
wave that propels particles up and out.
C. Other cilia can move an egg cell through the female reproductive tract
D. All the answers are correct.

18
12. Why do red blood cells need to be tiny?
A. so that they can carry carbon dioxide throughout the body
B. so that they can clump together
C. so that they can’t be infected by bacteria
D. so that they can move through narrow blood vessels

13. Which of the following types of cells have no nucleus?

A. nerve cells C. Red Blood Cells (RBC)
B. reproductive cells D. muscle cells

14. Which statement best describes the structures of root hair cell which is
adapted for water uptake?
A. large surface area C. many mitochondria
B. membrane-bound organelle D. thick walls

15. Which of the following characteristics is/are shared by euglena and

paramecium?
I. Both are structures that extend from the body of a variety of cells.
II. Both are structures used for locomotion.
III. Both are non-motile prokaryotes.
IV. Both are heterotrophs with restricted mobility.

A. I only B. II only C. I and II D. I and IV

19
 Additional Activities

Now, it’s time to demonstrate your understanding of cell modifications

by performing the additional activity below.
Activity 6. Cell Modification Foldable
Make a three-tab book and create a pictorial presentation of three other
cell modifications either in bacteria, animal or plants. Indicate the name of
the specialized cells and describe their respective functions. In this activity,
you will need 8.5” x 11” white cartolina/paper, markers or colored pencils,
scissors, and textbooks/reading materials.
STEP 1. Fold a vertical sheet of paper from side to side. Make the front
edge about 2 cm shorter than the back edge.

STEP 2. Turn lengthwise and fold into thirds.

STEP 3. Unfold and cut only the top layer along both folds to make three
tabs. Label each tab.

STEP 4. Draw each of the specialized cells on the front of the tab as it
is closed down.

STEP 5. On the back of the tab, write the function of the specialized
cell.

STEP 6. Indicate your name on the last tab on the front.

20
Cell Modification Foldable Rubric

Criteria Excellent (4) Good (3) Fair (2) Poor (1)

The three-tab The three-tab The three-tab The three-tab

book book book book
Knowledge

demonstrates demonstrates demonstrates demonstrates

a thorough good knowledge some knowledge very little
knowledge of of the topic with of the topic knowledge of the
the topic much detail. which lacks topic which
which is very detail. lacks detail.
detailed.

Goes beyond More than one At least one half Less than one
the half of the of the half of the
requirements requirements requirements requirements are
of the are met but the are met. At least met.
extended functions/adapt half of the Functions/adapt
activity. ations and/or functions/adapt ations and/or
Labels

Functions/ad picture is not ations and/or picture are

aptations accurate. picture is missing.
and/or correct.
pictures of the
specialized
cell are
written in
detail.

The three-tab Good creative The three-tab The three-tab

book is effort. The book is book is quite
Creativity &
Appearance

excellently three-tab book somewhat poor poor and did not

presented is neat and with just impart any clear
reflecting shows evidence enough information
creativity and of time spent on information about the topic.
a lot of it. about the topic.
thought.

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 Answer Key

D 15. 15. B
A 14. 14. D
C 13. 13. A
D 12. 12. B
D 11. 11. A
B 10. 10. D 10. A
A 9. 9. I 9. C
C 8. 8. B 8. C
A 7. 7. A 7. B
C 6. 6. J 6. D
D 5. 5. F 5. D
C 4. 4. C 4. B
B 3. 3. H 3. C
C 2. 2. G 2. D
D 1. 1. E 1. D

Assessment What's More What I Know

What’s New

1. S E O P S R SPORES

2. I I C I V O M L R L MICROVILLI

3. L A G L E F A L FLAGELLA

4. I L C L A CILLIA

5. L P I I PILI

6. E T D N D I E S R DENDRITES

7. O M S I N Y MYOSIN

8. X O A N A XON

9. C A I T N A CTIN

10. HOI ROTARS ROOTHAIRS

22
References
Books

Biggs, Haggins, et al. Biology, Phoenix Publishing House, 2013.

Dela Peña, R., Gracilla, D., and Christian R Pangilinan. General Biology
(Combined Book 1&2), 1st ed. JFS Publishing Services, 2016
Faltado, Ruben et al. General Biology 1, Lorimar Publishing, Inc. 2017.

Hoefnagels, Marielle. General Biology (Books I and II). McGraw-Hill Education,

2016.
Ramos, Anna Cherylle and John Donni Ramos. Exploring Life Through
Science: Biology, 2nd ed. Phoenix Publishing House, 2011.

Rhea, Maria Angelica D., and Nikki Heherson A. General Biology 2. Rex
Publishing.

Web Sources

Retrieved on June 8, 2020: Biology for AP® Courses; https://openstax.org

23
For inquiries or feedback, please write or call:

Department of Education – SDO Palawan

Curriculum Implementation Division Office

2nd Floor DepEd Palawan Building
Telephone no. (048) 433-3292

Learning Resources Management Section

LRMS Building, PEO Compound
Telephone No. (048) 434-0099

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