DIVISION OF NAVOTAS CITY

Science
Quarter 1

S.Y. 2021-2022
NAVOTAS CITY PHILIPPINES
Science – Grade 9
Alternative Delivery Mode
Quarter 1
Second 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

Writers: Russell P. Samson, Katryn Gallego Tan, Zessimira M. Baluyot,
Maria Kristina Cornelio Tapia, and Aussie Claire A. Cruz
Editor: Socora B. Retuya
Reviewers: Aussie Claire A. Cruz, Veronica A. Cane, and Jean May P. Buluran
Illustrators: Eric De Guia, Rodel R. Rimando, and Aussie Claire A. Cruz
Layout Artists: Aussie Claire A. Cruz, Veronica A. Cane, and Jean May P. Buluran
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Isabelle S. Sibayan, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Russell P. Samson, EPS in Science
Grace R. Nieves, EPS in Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Vergel Junior C. Eusebio, PDO II LRMS

Printed in the Philippines by ________________________

Department of Education – Navotas City

Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City
____________________________________________
Telefax: 02-8332-77-64
____________________________________________
E-mail Address: [email protected]
____________________________________________
 Table of Contents
What I Know ................................................................................1

Module 1......................................................................................3

Module 2......................................................................................11

Module 3.1 ...................................................................................16

Module 3.2 ...................................................................................20

Module 4......................................................................................26

Module 5......................................................................................32

Assessment ..................................................................................41

Answer Key ..................................................................................43

References ...................................................................................44
Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. How do the respiratory system and the circulatory system work together?
A. The respiratory system is responsible for breathing in oxygen and releasing
carbon dioxide, while the circulatory system is responsible for delivering
these gases through the body.
B. The respiratory system collects carbon dioxide and releases it out of the
body, while the circulatory system collects oxygen to distribute it to the
body.
C. The respiratory system is the pathway of gases from the outside environment
to the inside, whereas the circulatory system is the pathway of gases
internally.
D. The respiratory system distributes oxygen and carbon dioxide while the
circulatory system collects these gases for internal use.

2. Why do you think that even if you are not the one smoking, inhaling the smoke
from a cigarette puts you at risk for a variety of health problems?
A. It interferes with the normal functioning of the heart, blood, and vascular
systems, increasing the risk of a heart attack.
B. It expands the lungs involuntarily, causing pain when breathing.
C. It corrodes the nasal and oral tissues that inhibit the proper function of our
organ system.
D. It absorbs by our body and goes into the cells and tissues of different organ
systems.
3. How are infectious diseases, such as colds and influenza, most commonly
spread in humans?
A. Breathing viruses in the air C. Drinking infected water
B. Hand-to-face contact D. Eating contaminated food

4. Why is DNA called the "blueprint of life"?

A. It is like a fingerprint.
B. It has a blue color.
C. It contains the plans for building an organism.
D. It can relay messages to other molecules.

5. A farmer raises black and white chickens. To his surprise, when the first
generation of eggs hatch, all the chickens are black with white speckles
throughout their feathers. What should the farmer expect when the eggs laid
after interbreeding the speckled chickens hatch?
A. All the offspring will be speckled.
B. 75% of the offspring will be speckled, and 25% will be black.
C. 50% of the offspring will be speckled, 25% will be black, and 25% will be
white.
D. 50% of the offspring will be black and 50% of the offspring will be white.

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6. What do you call the variety of life in a region, including plants, animals, and
even microorganisms such as bacteria, that make up our natural world?
A. biodiversity B. community C. population D. species

7. What process may explain the decline in the number of tons of fish caught?
A. Bioremediation C. Extinction
B. Deforestation D. Overexploitation

8. What will happen to the rate of photosynthesis if the concentration of carbon

dioxide increases?
A. Decrease B. Increase C. Stay the same D. Stop

9. Which of the following organisms below is an example of a heterotrophic

organism?
A. Algae B. Bacteria C. Grass D. Human

10. Glycolysis is one of the three stages of cellular respiration. What product will be
formed if glucose (6-carbon sugar) splits into two 3-carbon atoms?
A. Pyruvate B. Coenzyme A C. Oxaloacetate D. Acetyl CoA

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 MODULE 1

This module was designed and written with you in mind. It is here to help
you master the Respiratory and Circulatory Systems. 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 lessons are 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 divided into two lessons, namely:
• Lesson 1.1 – Respiratory: The Breathing System
• Lesson 1.2 – Components of Circulatory System
After going through this module, you are expected to:
1. identify the key parts of the breathing system and describe the function of
each part of the breathing system;
2. explain how the lungs work;
3. describe how the movement of the diaphragm helps the air go in and out of
the lungs;
4. identify the components of the circulatory system;
5. explain the different types of circulation; and
6. explain how blood is pumped by the heart.

Lesson Respiratory: The Breathing

1.1 System

Your respiratory system helps you to breathe in oxygen and breathe out
carbon dioxide. It is composed of the following parts - nasal cavity, pharynx, larynx,
trachea, bronchi, bronchioles, and alveoli. These parts are protected and covered
by the rib cage.
When you breathe in, the air enters through your nostrils – the opening in
your nose. Your nostrils have hair which traps dust from the air. The nostrils lead
to the nasal cavity. In this part, the air gets moistened and warmed. The nasal
cavity is lined with glands that produce sticky mucus. Dust and dirt are trapped by
the mucus. Tiny hair-like structures are found in the nasal cavity. Your nasal
cavity is connected to a tube-like structure that serves as a passageway for both
food and air.
The pharynx is found between your nasal cavity and your esophagus. A flap
of tissue, called the epiglottis, is found at the end of the pharynx. It closes over
your larynx when you swallow, thus preventing food or liquid from entering your
larynx. Instead, the food and liquid go into your esophagus. Below the larynx is a
tube about 12 cm long called the trachea. The trachea is composed of C-shaped
rings of cartilage to keep it open. This is to allow the trachea to stretch or compress
during movements of the lungs. Mucous membrane and cilia line the trachea. They
trap bacteria and dirt.

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 The trachea branches out (or divides) into
two shorter tubes called the bronchi (singular:
bronchus). The bronchi carry air into the lungs.
The bronchus within each lung branches into
smaller tubes called the bronchioles (singular:
bronchiole). Tiny-walled sacs called alveoli
cluster at the end of a bronchiole. The alveoli
(singular: alveolus) are arranged in a grape-like
cluster surrounded by capillaries. Between the
alveoli and capillaries, the exchange of Oxygen
and Carbon dioxide takes place. As this
happens, Oxygen enters your body when you
breathe in, or inhale. In contrast, Carbon dioxide
leaves your body as you breathe out or exhale.
When you breathe in, or inhale, the
diaphragm muscle contracts. When you inhale,
your diaphragm moves down and your chest cavity expands. Simultaneously, your
ribs move up and increase the size of the chest cavity. There is now more space and
less air pressure inside your lungs, while there is greater air pressure outside. Air
pushes in from the outside where there is higher air pressure. It pushes into the
lungs where there is lower air pressure. When you breathe out, or exhale, your
diaphragm muscles relax. Both your diaphragm and ribs return to their original
place. The chest cavity returns to its original size. There is now less space and
greater air pressure inside the lungs. This causes the air to push outside where
there is lower air pressure.

Activity M1-L1.1 Fill Me In

Directions: Using the words below and following the arrows, complete the
inhalation process (breathing in) and the exhalation process (breathing out). Write
your answers in your science notebook.
Word Bank
Alveoli Larynx Nasal Cavity
Bronchi Trachea Nostrils
Bronchioles Pharynx

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A. Critical Thinking Questions:
1. Why is the nasal cavity lined with mucous glands?
___________________________________________________________________________
2. Why do you think the exchange of gases occurs at the alveoli?
___________________________________________________________________________
3. What do you think would happen if one of these parts failed to perform its
function?
___________________________________________________________________________
B. Directions: Refer to the illustration of a bunch of grapes below. Supply the
given illustration with the correct parts of the respiratory system.

Activity M1-L1.2: Bottled Balloons

(Adapted from Science 9 Learner’s Material)
Objectives: After performing this activity, you should be able to:
1. explain how the lungs work; and
2. describe how the movement of the diaphragm helps the air go in and out of the
lungs.
Materials:
1 1.5-liter empty plastic bottle 1 sturdy straw 1 pair of scissors
3 balloons (1 big, 2small) 5 rubber bands
Procedure:
1. Using a pair of scissors, cut the bottom out of the 2-liter plastic bottle.
2. Create two holes that are apart from each other in the cap of the plastic bottle.
Make sure that each hole is just big enough for a straw to fit through.
3. Stick the two straws through the two holes in the bottle cap.
4. Place one balloon at the end of each straw, and secure them with rubber
bands.
5. Stick the balloon ends of the straws through
the bottle opening and screw the lid on tightly.
6. Stretch out the larger balloon and place it over
the open bottom of the bottle. Secure it with
the rubber band as tightly as possible. Refer to
the diagram of the finished lung model on the
right.
7. Pull the larger balloon down, that is, away
from the bottle, in order to blow up the two
small balloons.
8. Push the larger balloon towards the bottle in order to let the air out of the two
small balloons.
9. Write down your observations.
Critical Thinking Questions:
1. What happens to the balloon inside as you pull down the balloon at the
bottom of the model?
___________________________________________________________________________
2. What happens to the balloon inside as you push up the balloon?
_______________________________________________________________________________

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Lesson Components of Circulatory
1.2 System

The human circulatory system has circulating

fluid, pumping organ, and blood vessels. The circulating
fluid (blood) is used to transport dissolved oxygen,
nutrients from food, and waste products. In humans
and other organisms, there is a special protein called
hemoglobin that increases the oxygen-carrying capacity
of the blood. The components of human blood are
plasma and the formed elements, such as red blood
cells or erythrocytes, white cells or leucocytes, and tiny
cell fragments, called platelets.
The next component is the heart. The heart, the
pumping organ, creates a pressure difference which
makes the blood flow. It is located inside the chest
within a membrane-lined cavity, the pericardium.
Blood vessels are the tubes that carry blood
throughout the body. They carry blood towards the tissues and then back to the
heart. Basically, there are three types of blood vessels, namely the arteries, the
veins, and the capillaries. The arteries carry oxygenated blood away from the heart
and have thick walls to resist the pressure of blood inside. The veins are large blood
vessels which carry unoxygenated
blood towards the heart. Unlike
other blood vessels, they have
valves to prevent backflow.
Capillaries are the smallest and
most numerous blood vessels. The
capillaries are the most important
part of the circulation because they
are the site of exchange with the
tissue cells. This exchange takes
place in the capillary beds. The
other smaller vessels are the
arterioles, which arise by repeated
branching from the arteries, and the venules, formed where the capillaries join
together.
Types of Circulation
Blood must circulate throughout our bodies to keep us alive. It carries
Oxygen from the air we breathe to cells present in all parts of your body. The
contraction (or simply the pumping) of the heart drives the flow of blood through
the arteries, capillaries, and veins. In our body, there are two circuits of blood flow
– one set of blood vessels circulates blood through the lungs for gas exchange,
while the other vessels flow to different parts of our body. These circulations or
circuits are called Pulmonary and Systemic Circuits.

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 In pulmonary circuits, the heart is
responsible for pumping blood to every cell
in the body. It is also responsible for
pumping blood to the lungs, where the
blood gives up Carbon dioxide and takes on
Oxygen. The heart pumps blood to both
regions efficiently because there are really
two separate circulatory circuits. Some
even refer to the heart as two separate
hearts - a right heart in the pulmonary
circuit and a left heart in the systemic
circuit. In the pulmonary circuit, blood
leaves the heart through the pulmonary arteries, goes to the lungs, and returns to
the heart through the pulmonary veins.
In the systemic circuit, blood leaves the
heart through the aorta, goes to all the organs of
the body through the systemic arteries, and then
returns to the heart through the systemic veins.
Thus, there are two circuits. Arteries always carry
blood away from the heart and veins always carry
blood toward the heart. Most of the time, arteries
carry oxygenated blood and veins carry
deoxygenated blood. There are exceptions. The
pulmonary arteries leaving the right ventricle for
the lungs carry deoxygenated blood and the
pulmonary veins carry oxygenated blood. If you
are confused as to which way the blood flows
through the heart, try this saying, “When it leaves the right, it comes right back,
when it leaves the left, it's left.” The blood does not have to travel as far when going
from the heart to the lungs as it does from the heart to the toes. It makes sense
that the heart would be larger on one side than on the other. When you look at a
heart, you see that the right side of the heart is distinctly smaller than the left side,
and the left ventricle is the largest of the four chambers.
While you might think the heart would have no problem getting enough
oxygen-rich blood, the heart is no different from any other organ. It must have its
own source of oxygenated blood. The heart is supplied by its own set of blood
vessels. These are the coronary arteries. There are two main ones with two major
branches each. They arise from the aorta right after it leaves the heart. The
coronary arteries eventually branch into capillary beds that course throughout the
heart walls and supply the heart muscle with oxygenated blood. The coronary veins
return blood from the heart muscle, but instead of emptying into another larger
vein, they empty directly into the right atrium.
This type of circulation is called coronary
circulation.
The heart pumps independently of the
brain, thanks to a collection of cells that fire
impulses automatically. These cells are in one of
the nodes, which is called the "pacemaker" of
the heart. Even without stimulation by a nerve,
the heart can continue beating.
Both sides of the heart pump at the same
rate, but the left side pumps with more force.
Each side of the heart must pump the same
volume, but the left side must pump a greater

7
distance since it pushes blood to the entire body. A normal resting heart rate is
around 60-80 beats per minute. A heart rate of 120 would be more typical during
exercise.

Activity M1-L2.1 Circulatory System Mind Map

A Mind Map is a diagram used to represent ideas, tasks or other items
linked and arranged radially around a central key word or idea. It is used to
generate, visualize, and classify ideas.
Directions: Fill out a mind map using linking words as your guide. Write as many
ideas as you can recall regarding the topic.

Critical Thinking Questions:

1. What do you think will happen if one of the components of circulatory
system failed to do its task?
___________________________________________________________________________
2. How does the circulatory system help human beings to survive?
___________________________________________________________________________

Activity M1-L2.2: Comparing Blood Vessels

Figure A
Directions: Study the illustrations showing the flow of
blood in the blood vessels and their structure. Then
answer the questions that follow. Write your answers in
your science notebook.
Critical Thinking Questions A:
1. What do the arrows in the illustration represent?
___________________________________________
___________________________________________
2. What can you say about the direction of the
arrows in the illustration?
___________________________________________

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 ___________________________________________
3. What do you notice about the location of the capillaries?
___________________________________________
Figure B
_______________________________________
Critical Thinking Questions B:
1. How would you compare the diameter
of the arteries, veins, and capillaries?
_____________________________________
_____________________________________
2. How would you relate the diameter of
capillaries to their function?
_____________________________________
_____________________________________
Be creative!
Make a list of things that can be
found in your home which are
analogous or similar to arteries, veins,
and capillaries.
_____________________________________
_____________________________________

Activity M1-L2.3: Journey of Your Blood

Directions: Identify the types of circulation illustrated in column A, and write your
explanation or description of each type in column B.

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Activity M1-L2.4: My Heart Beats
Material: Timer
Procedure:
1. At the start of the activity, locate your pulse point using your middle and
index fingers on your neck or wrist. Your pulse is equal to your heart beat.
2. Once you have located your pulse points, record your pulse while you are at
rest for 1 minute. Write the result in the second column of the table.
3. Then, compute the pulse rate using the formula provided in column number
3.
4. Go to a place where you can jog for 1 minute. Then, repeat procedures 2 and
3.
Activities Number of Pulse in 1 minute Pulse rate = No. of pulse/60seconds
At rest
Jogging
Critical Thinking Questions:
1. Based on your data, compare your heart rate while at rest and after you jog.
___________________________________________________________________________
2. What benefits can your heart get from the activities you performed?
___________________________________________________________________________
Be creative!
Aside from physical activities, what else can you do to protect your heart?
Take a picture or record a video of yourself doing/performing your chosen
activities.

A Heartfelt Journal
(Lifted from Basic Education Assistance for Mindanao Learning Guide)
Directions: Supply the following science journal-writing prompts with your own
ideas. Write the completed journal in your notebook following the format in the box
below.

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 MODULE 2

This module was designed and written with you in mind. It is here to help
you master how one’s lifestyle can affect the functioning of respiratory and
circulatory systems. 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 lessons are 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 divided into 2 lessons, namely:
• Lesson 2.1 – Health Risks Associated with Certain Lifestyle Choices
• Lesson 2.2 – Detection and Prevention of Respiratory and Circulatory
Diseases
After going through this module, you are expected to:
1. explain the negative effects of cigarette smoking;
2. infer how to detect and prevent diseases of the circulatory system and
respiratory system;
3. infer how one’s lifestyle can affect the functioning of the respiratory and
circulatory systems; and
4. conduct an information dissemination activity on effective ways of taking
care of the respiratory and circulatory systems.

Lesson Health Risks Associated with

2.1 Certain Lifestyle Choices

What is a lifestyle-related disease?

According to the official website of the Department of Health (DOH),
"Lifestyle-related disease" is a term that describes the contribution of behavior to
the development of chronic diseases.

What are the risk factors commonly shared by lifestyle-related diseases?

The hazard factors that relate to the way of life infection are smoking,
undesirable eating routine, physical dormancy, and stress.

What are the leading causes of mortality in the Philippines?

The main causes of death are ailments of the heart, diseases of the vascular
system, pneumonia, harmful neoplasms/tumors, and all types of tuberculosis,
accidents, COPD and partnered conditions, diabetes mellitus, nephritis /nephritic
disorder, and different infections of the respiratory system. Among these illnesses,
six are non-transferable and four are the major NCDs, for example, CVD, malignant
growth, COPD and diabetes mellitus.

11
What are some examples of unhealthy lifestyle habits that we should change?
In an article written by Dr. Willie Ong for Philstar.com, he listed the top
unhealthy habits that we should avoid if we want to have a healthy body and mind.
Below are just a few of the habits Dr. Ong has identified.
1. Heavy alcoholic 5. Yoyo diet and fad diet
2. Eating unhealthy foods 6. Thinking old
3. No doctor’s checkup 7. Lack of exercise
4. Engaging in extreme sports 8. Smoking

The Negative Effects of Cigarette Smoking

What are the basic components of a cigarette?
The basic components of most cigarettes are tobacco, a filter, and paper
wrapping. Although smokers use cigarettes to get nicotine, they are exposed to
toxic and cancer-causing chemicals that are created when the cigarette is burned.
(Recognize Tobacco in its Many Forms, 2016)

What is the status of tobacco smoking in the Philippines?

According to the results of the recent survey by the Global Adult Tobacco
Survey (GATS) on the status of tobacco smoking in the Philippines, 17.3 million
Filipino adults ages 15 or older are considered tobacco smokers. An adult male can
consume an average of 11 cigarettes per day, while a female adult can have an
average of 7 cigarettes per day. Meanwhile, 37 percent of adults are exposed to
tobacco smoke in their workplace and more than half, or 55%, are exposed to
secondhand smoke.
What are the negative effects of cigarette smoking?
• Infections of the lower • Aortic Aneurysm
respiratory tract • Stroke
• Increased risk of cardiovascular • Chronic Obstruction
diseases (atherosclerosis, Pulmonary Disease (COPD)
peripheral vascular ischemia, • Asthma and Pneumonia
and hypertension) • Cataracts
• Increased blood pressure • Periodontitis
• Cancer (Oropharynx, • Low bone density
Laryngeal, Esophageal, Lung, • Fetal deaths
Cervical, Kidney, Bladder, • Stillbirths
Leukemia, Pancreatic, and • Delayed conception
Stomach)

Activity M2-L1: Close Reading

Directions: Read the article below about the status and effects of cigarette smoking
in the Philippines. Highlight all the important details that you can get from the
article using any markers such as crayons, pencil, or ballpen, and then answer the
questions that follow.

Addressing the Tobacco Epidemic in the Philippines:

Progress Since Ratification of the WHO FCTC
by B. Bellew, M. Antonio, M. Limpin, L. Alzona, F. Trinidad, U. Dorotheo, R.
Yapchiongco, R. Garcia, A. Anden, J. Alday

12
 Tobacco use is an important behavioral risk factor that is responsible for 12%
of male deaths and 6% of female deaths in the world. Exposure to second-hand
smoke (SHS) is estimated to cause more than 600,000 premature deaths annually.
These include 166,000 deaths from lower respiratory infections, 35,800 from asthma
(1,100 from asthma in children), 21,000 from lung cancer and 379,000 from ischemic
heart disease in adults. This disease burden amounts in total to about 10.9 million
disability-adjusted life years. Of all deaths attributable to SHS, 28% occur in children
and 47% in women. Tobacco use is the leading cause of preventable death and is
estimated to kill more than 5 million people each year worldwide; if current trends
persist, tobacco will kill more than 8 million people worldwide each year by the year
2030, with 80% of these premature deaths in low- and middle-income countries. In
the Philippines, tobacco kills at least 87,600 Filipinos per year (240 deaths every
day); one third of these are men in the most productive age of their lives.

Critical Thinking Questions:

1. Based on the article, what is the leading cause of preventable death and why
is it labeled as “preventable”?
___________________________________________________________________________
___________________________________________________________________________
2. In the Philippines, tobacco kills at least 87,600 Filipinos per year. Why do
you think Filipinos tend to abuse the use of cigarettes despite its negative
effects?
___________________________________________________________________________
___________________________________________________________________________
3. As a student, how are you going to explain the negative effects of cigarette
smoking? What do you think is the most effective way to explain it?
___________________________________________________________________________
___________________________________________________________________________
4. What are your recommendations to regulate cigarette smoking in the
Philippines?
___________________________________________________________________________
___________________________________________________________________________

13
 Detection and Prevention of
Lesson
Respiratory and Circulatory
2.2
Diseases

What are the common pulmonary and cardiovascular diseases in the Philippines?

Figure 1: 2017 Annual Report on the top 10 causes of admission and discharges in the
Lung Center of the Philippines

Figure 2: Ten Leading Causes of Death: Philippines 2017

How do health practitioners detect diseases of the circulatory and respiratory
systems?
A. Blood Tests
When your muscles have been damaged, as in a heart attack, your body
discharges substances into your blood. Blood tests can quantify the substances
and show if, and the amount of, your heart muscle has been damaged.
B. Electrocardiogram (ECG)

14
 An ECG reads your heart’s electrical impulses. It shows how well your heart
is beating.
C. Magnetic Resonance Imaging (MRI)
An MRI uses very strong magnets and radio waves to create detailed images
of your heart on a computer.
D. Spirometry
You take in and out as hard as possible through a cylinder, and your
primary care physician quantifies how much air goes through your lungs. It can
help analyze conditions that influence how much air your lungs can hold, such as
chronic obstructive pneumonic illness (COPD).
How do we maintain a healthy respiratory and circulatory system?
• Maintain a healthy weight.
• Do not smoke.
• Exercise for a minimum of 30 minutes a day, most days of the week.
• Maintain a healthy, low-fat, low-cholesterol diet with more fruits, vegetables,
and whole grains.
• Avoid trans fats and saturated fats, which are often found in processed foods
and fast foods.
• Limit salt and alcohol intake.
• Use relaxation and self-care to reduce stress.

Activity M2-L2: Case Study Analysis

Directions: Read and understand the situation below, then answer the questions
that follow.
Dave, a 30-year-old man, is asking for some advice. He is generally in good
shape, but recently he has been developing mild coughing and tightness in his chest
after exercising. Dave does not smoke and has not had any illnesses recently.
However, he recalls using an inhaler as a child for asthma but was told that he no
longer had the condition. Dave does not take any medicine. He says he does not
want to follow up with a doctor, if possible, because he is very busy with his job and
does not have any health care insurance.
Critical Thinking Questions:
1. What questions can you ask to gather information and to help Dave with his
condition? (List down at least 3)
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
2. What information can you provide regarding his concerns and what are the self-
care methods that he can do at home to relieve his pain? The starting statement
have already been supplied for you; you just need to complete the sentences
given below.
To help Dave with his problem, he needs to…
___________________________________________________________________________
___________________________________________________________________________
My primary reason for thinking so is…
___________________________________________________________________________
___________________________________________________________________________

15
 As a student, it is essential that we begin practicing healthy living as soon as
possible. A healthy lifestyle would ensure a healthy body, especially now that we
are under quarantine due to COVID 19. Your objective is to raise awareness about
ways to care for your respiratory and circulatory systems through partaking in an
information dissemination activity listed below. You just need to pick ONE
ACTIVITY that is convenient for you and that you are interested in, and then
publish it on your preferred social networking site.
CHOICES:
1. Create different riddles pertaining to the list of healthy foods that we can eat. It
should consist of fruits and vegetables good for the respiratory and circulatory
system, with matching trivia on why they are good for our bodies.
2. Compose and record a song about ways to live a healthy lifestyle. You may
choose to create your own melody/tune or adapt an existing one and change the
lyrics.
3. Create a photo essay comparing bad and good habits affecting the organs of the
circulatory and respiratory system.
4. Look for a short story with moral values pertaining to living a healthy life and
retell the story on Facebook.
5. Design an infographic showing the negative effects of cigarette smoking on the
user, on the environment, and on the people around him.

MODULE 3.1

This module was designed and written with you in mind. It is here to help you
master the DNA molecules. 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 lessons are 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 divided into two lessons, namely:
• Lesson 3.1.1 – Components of DNA molecules
• Lesson 3.1.2 – Location of Genes in the Chromosomes
After going through this module, you are expected to:
1. identify the components of DNA molecules;
2. describe the structure of genes and chromosomes; and
3. describe the location of genes on chromosomes.

Lesson
Components of DNA Molecules
3.1.1

16
A Brief History of the Discovery of DNA
Deoxyribonucleic acid, or DNA, is one of the biological molecules (or
biomolecules) that contains the biological instructions that make each species
unique. As the name suggests, these molecules were first discovered and identified
in the nucleus. It is now known that they are also present in the cytoplasm as well.
DNA, along with the instructions it contains, is passed from adult organisms to
their offspring during reproduction.
Frederich Miescher, a Swiss biochemist, first observed DNA molecules in the
late 1800s. However, the discovery of the structure of DNA came after nearly a
century. In 1953, James Watson and Francis Crick, made an important discovery
about the DNA structure (two-strands or double helix model of DNA) by studying
and building models of these molecules based on the X-ray diffraction photographs
taken by Roslind Franklin. His findings were only acknowledged posthumously.
The Structure of DNA Molecules
DNA is made up of chemical building blocks
called nucleotides. Each nucleotide consists of three
smaller parts linked together. The first part is a
phosphate group, represented by P. The second
component is a molecule of a 5-carbon sugar
(pentose sugar). The third component is an organic
base which gives each nucleotide its particular
character.
The four types of nitrogen bases found in nucleotides are: adenine (A),
thymine (T), guanine (G) and cytosine (C). The order, or sequence, of these bases
determines what biological instructions are contained in a strand of DNA. For
example, the sequence ATCGTT might instruct for blue eyes, while ATCGCT might
instruct for brown.
To understand the structure of
DNA, let us think of a twisted ladder.
Think of the side of the ladder as a
strand of alternating sugar and
phosphate groups – strands that run in
opposite directions. Each rung (step) of
the ladder is made up of two nitrogen
bases, paired together by hydrogen
bonds. The base always follows the base
pairing rule – Adenine pairs with
Thymine (A-T), and Cytosine pairs with Guanine (C-G).

Activity M3.1-L1: Making DNA Helix Model

Objective: Identify the components of DNA molecules.
Materials:
plastic straws (4 different colors) scotch tape scissors
cello tape/electrical tape pencils

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Procedure:
1. Cut 6-cm long colored straws (yellow, red, green, and blue).
2. Tape blue and yellow straws together. Next, tape the red and green straws.
3. Place two lengths of sticky tape (1-meter long) on a smooth floor.
4. Stick colored straws alternately between the two sticky tapes.
5. Stick another layer of tape on top. The straw will be sandwiched between two
layers of stick tape.
6. Stick pencils on both ends to hold the model.
7. Hold both pencils’ ends and twist to see the DNA helix.
Critical Thinking Questions
1. What do the straws represent?
___________________________________________________________________________
2. Which part of the DNA helix is represented by the cello tape/electrical tape?
___________________________________________________________________________
3. Describe the arrangement of straws in your model.
___________________________________________________________________________

Lesson Location of Genes in the

3.1.2 Chromosomes

Location of Genes
Do both your parents have brown eyes? If so,
I presume that you also have brown eyes. You
inherited this trait for brown eyes from them. Or if
your mom has straight hair, you might have straight
hair too because you inherited the trait from your
mother. Genes are not just found in humans — all
animals and plants have genes, too.
Where are these genes located? Well, they are
so small that you cannot see them. Genes are found in tiny spaghetti-like
structures called chromosomes. And chromosomes are found inside cells. Your
body is made up of billions of cells. Cells are the very small units that make up all
living things. A cell is so tiny that you can only see it using a strong microscope.
Chromosomes come in matching sets of two (or pairs) and there are
hundreds — sometimes thousands — of genes on just one chromosome. The
chromosomes and genes are made of DNA, which is short for deoxyribonucleic acid.
Most cells have one nucleus. The nucleus is a small egg-shaped structure
inside the cell which acts like the brain of the cell. It tells every part of the cell what
to do. But, how does the nucleus know so much? It contains our chromosomes and
genes. As tiny as it is, the nucleus has more information in it than the biggest
dictionary you've ever seen.
In humans, the cell nucleus contains 46 individual chromosomes or 23 pairs
of chromosomes (chromosomes come in pairs, remember? 23 x 2 = 46). Half of
these chromosomes come from one parent and half come from the other parent.
But not every living thing has 46 chromosomes inside of its cells. For instance, a
fruit fly cell only has four chromosomes!

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Activity M3.1-L2: Genes' Neighbors
(adapted from the Basic Education Assistance for Mindanao Learning Guide: Biology
– Second Year)
Objective: Show the relationship between chromosomes, genes, and DNA in terms
of location.
Materials: ball of white yarn, 3-4 colored markers
Procedure:
1. Using the colored markers, color the yarn in
segments. Show a sample ball of yarn with
some colored segments (orange, green, blue,
etc.). Refer to the illustration on the right.
2. Please be reminded that it is not necessary to
have a uniform length of the segments. Once done, answer the questions
below.
Guide Questions:
1. Which structure is represented by the ball of yarn?
___________________________________________________________________________
2. Which structure is represented by the yarn?
___________________________________________________________________________
3. Which structure is represented by the colored segment of the yarn?
___________________________________________________________________________

Critical Thinking Questions:

1. What makes up a chromosome?
__________________________________________________________________________
2. Where is DNA found?
__________________________________________________________________________
3. Where can you find the genes?
__________________________________________________________________________

Extracting DNA
Materials:
salt bottled water liquid dish soap or hand soap
stick medicine dropper paper cup
Transparent jar or plastic cup alcohol (chilled)
Procedure:
1. Prepare a salt solution by adding one tablespoon of salt to approximately 25
ml of bottled water. Stir until the salt is completely dissolved.
2. Pour the saltwater into the paper cup.
3. Drink a mouthful of the solution from the paper cup ( without swallowing)
and swish it back and forth for at least 30 seconds, occasionally scraping
your teeth along the inside of your cheeks as you do. It is best to do this with
a clean mouth.
4. Spit your mouthwash solution back into the cup. Then bend the cup into a
sort of spout and pour the mouthwash solution into a transparent jar or

19
 plastic cup until it fills about one-half inch of the bottom of the transparent
jar or plastic cup.
5. Add two drops of liquid soap carefully.
6. Tilt the container (plastic cup or transparent jar) approximately 45 degrees,
use the dropper to add 20 drops of the chilled alcohol so it slides down the
test tube without disturbing the solution. Since it is less dense, the alcohol
will sit on top of the mouthwash and soap solution.
7. Swirl the container slowly (plastic cup or transparent jar). Do it carefully so
as not to make bubbles.
8. Let the container sit undisturbed in an upright position for one minute. At
this point, you should begin to see a milky white thread, possibly
interspersed with bubbles; appear between the solution and the alcohol.
That’s your DNA! After several minutes, the DNA should be suspended in the
alcohol layer.

MODULE 3.2

This module was designed and written with you in mind. It is here to help
you master the Pattern of Inheritance specifically the Non-Mendelian Pattern of
inheritance. The scope of this module permits it to be use in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
However, the order in which you read them can be changed to correspond with the
textbook you are now using.
After going through this module, you are expected to:
1. explain the different patterns of non-Mendelian inheritance;
2. identify characters whose inheritance does not conform with predicted
outcomes based on Mendel’s Law of Inheritance;
3. solve genetic problems related to incomplete dominance, codominance,
multiple alleles, and sex-linked traits; and
4. identify the law that was not strictly followed in the non-Mendelian
inheritance.

Lesson
Non-Mendelian Inheritance
3.2

After finding out that not all traits followed Mendel’s dominant and recessive
genes, several researches were conducted. Two of them were Sutton and Boveri, who
worked independently until they found the best evidence that an inherited trait is
determined by chromosomes. They know that there are many ways of inheriting traits,

20
aside from Mendel’s Law of Inheritance. Because Mendel was not able to explain
heredity at a cellular level, Sutton and Boveri became popular.
In this lesson, you will find out certain examples of inherited traits that do not
follow Mendelian principles of heredity – non-Mendelian Pattern of Inheritance.
Incomplete Dominance
In incomplete dominance, neither of the alleles is
dominant over the other. The dominant allele does not
completely mask the other allele. Thus, the resulting
offspring is in between the phenotypes of the two parents.
An example of incomplete dominance is the color of
the four o’clock flower shown in Figure 1. As the red flower
(RR) is crossed with the white flower (WW), the resulting
phenotype contains the blended color of both parents.
Please take note that it is only the phenotype that is
intermediate. The genotype of the offspring contains the alleles of both parents (RR and
WW); one white allele and one red allele (RW).
Codominance
Codominance is said to be a direct violation of
the Law of Dominance. With codominance, both alleles
are expressed in heterozygotes at the same time. If the
parents have red and white alleles, the offspring will
have patches of red and white.
In this example, a white bull (WW) mates with a
red cow (RR), and their offspring exhibit co-dominance
expressing both white and red hairs, a roan cow (RW).
Multiple Alleles
In Mendelian genetics, there are only two alleles controlling traits, but there
are populations which have more than two alleles in a gene. Sometimes, even if
there are only two alleles controlling the traits, there may be more than two types of
alleles available which could result in more than two phenotypes being expressed.
A very good example of
multiple alleles is our blood
type. Let’s look at the table. As
you can see, there are three
alleles that comprise our blood
system: alleles IA, IB, and i,
which result in four blood
types: type A, type B, type AB,
and the most familiar to us,
type O.
Alleles A and B are the dominant alleles; thus, they determine the blood
type. O is the recessive allele. If there is antigen A present in your blood, then you
are type A. If antigen B, you are type B. If both antigens A and B are present in
your blood type, then you are type AB. They are codominant. But, if neither the
allele A nor B is present, you are type O.
Check This Out!
If a man with homozygous type A blood
marries a woman with heterozygous type B blood,
what are the possible blood types of their
offspring. Please refer to Table 1 above (Human
ABO blood types and their phenotypes) for the
genotypes).
Homozygous type A = IAIA
Heterozygous type B = IBi

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 The result of the Punnett square shows the possible blood types of the
offspring would be type AB (IAIB) and heterozygous type A (IAi).
Sex Chromosomes and Sex Determination
There are 46 chromosomes (23 pairs) in human cells. Twenty-two pairs are
body chromosomes (autosomes) and the remaining pairs are the sex chromosomes.
Human males, other mammals, and fruit flies have non-identical XY chromosomes,
while females have XX chromosomes. These 46 chromosomes contain those genes
which are the factors of heredity. Figure 4 shows the gamete formation and how sex
determination occurs.

Sex-Linked Genes
The previous lesson gives you the idea of how body cells contribute to
passing traits from parents to offspring. Now, let us discuss the different traits that
we could inherit through sex cells. As you know, there are two kinds of sex
chromosomes: the X chromosome and the Y chromosome. Genes located on the X
chromosomes are called X-linked genes and genes located on the Y chromosomes
are called Y-linked genes.
Hemophilia is an X-linked gene. It is excessively bleeding due to slow blood
clots or no clotting happens at all. This could happen to a person who is infected
even if the wound is too small.
Table 2 shows the genotypes and
phenotypes of color blindness in humans.
Colorblindness is another example of X-linked
genes. Observe its genotypes and phenotypes. In
females, both X chromosomes should have a
colorblind allele for them to become colorblind,
but in males, since the male
Table 2. Genotypes and Phenotypes of has only one X chromosome
color blindness in humans and it doesn’t exist on the Y
chromosome, he will become
colorblind because it does not have an allele to prevent its
expression. A normal female who has an allele of colorblind
will still become normal but may pass the trait to her
offspring. In what gender is colorblind more common, in males
or in females?
An example of a Y-linked trait is hypertrichosis pinnae
auris. It is a genetic disorder in humans that causes hairy
ears. So, if a father has this trait, all his
sons will inherit the gene.
Sex Limited Traits
Sex limited traits are only expressed
in one gender. These traits are controlled by
sex-linked or autosomal genes or those
chromosomes that are not involved in sex

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determination. What can you say about the genotype and phenotype of females
lactating and males not lactating?
Table 3 shows that even though males have the genes for the trait, it will
never be expressed in males due to anatomical or physiological differences. That is
also the reason why only men can have prostate cancer and ovarian cancer in
females, even though they both have the same genes for it.

Sex Influenced Trait

Sex influenced traits are another example of autosomal genes. It is
expressed both in males and females, but is more frequent in one than the other.
This expression appears to be governed by sex hormones.
As shown in Table 4, baldness is more
commonly expressed in males. Even if a
female has an allele for baldness, it will never
be expressed unless both of her chromosomes
have genes for baldness. This is because men
have a higher level of testosterone than
women. Thus, in men, baldness appears to be
dominant while recessive in females.

Activity M3.2-L1.1: Incomplete Dominance and Codominance

Part A. We Belong
Directions: Identify the following set of illustrations as either incomplete
dominance or codominance.

1. __________________________________ 3. __________________________________

2. __________________________________ 4. __________________________________

Part B. Punnett Square

Directions: Using the Punnett square, predict the possible offspring of the given
parents. Write the phenotype and genotypic ratio.

1. Pink four o’clock flower (RW) x red four

o’clock flower (RR)
Phenotype __________
Genotypic Ratio __________

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 2. Two roan cows (RW)
Phenotype __________
Genotypic Ratio __________

Activity M3.2-L1.2: Who’s Who? (Multiple Alleles)

Directions: Read and analyze the scenario below. Answer the guide questions
using the information from the Punnet square you will create.
A woman with type A blood is claiming that a man with type AB blood is the
father of her child, who is type B.
1. Could this man be the father of the child? ___________
Show the possible crosses. Remember that a woman can have a homozygous
type A or a heterozygous type A. (Refer to the table for genotypes).
Punnett Square

2. If he is the father, what must be the mother's genotype? _____

Activity M3.2-L1.3: It’s a Boy, It’s a Girl! (Sex Chromosomes and Sex
Determination)
Directions: Determine how gamete formation is involve in sex determination. Refer
to Figure 4 for you to be able to complete the sentences.
You can see in Figure 4 that the egg cell consists of (1) __________ chromosomes,
while the sperm cell consists of (2) __________ chromosomes. If an egg cell is
fertilized by a sperm with a Y chromosome which is in the male cell, the offspring is
(3) __________. But if an egg cell is fertilized by a (4) __________ chromosome, the
offspring would be female. Therefore, it is the (5) ___________ who determines the
sex of the child.
Activity M3.2-L1.4: Love is Blind! (Sex-Linked Genes)
Directions: Read the comic strip below and answer the question at the end of the
story.

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Use the Punnett square to support your answer.

Activity M3.2-L1.5: The Runaway Rabbit

Directions: Analyze the illustrations below and answer the questions that follow.

1. Do you think the rabbit does not really belong to the family?
I think the rabbit (belongs, does not belong) to the family because
______________________________________________________________________________
_________________.
2. From what you have learned from the lessons, in what topic can we link the
rabbit’s situation? Explain.
I think we can relate the rabbit’s situation in the
___________________________________
because
_________________________________________________________________________.
3. How are you going to prove that that the rabbit is not part/part of the family?
Present every possibility. Make sure to include all the words below to explain
your answer.
alleles, genes, chromosome, phenotype, genotype

__________________________________________________________________________________
__________________________________________________________________________________

Using the Punnett square, show the

possible cross of your parents’ blood type and
encircle your own blood type on the result.

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 MODULE 4

This module was designed and written with you in mind. It is here to help you
explain importance of biodiversity in maintaining the stability of an ecosystem. In
previous year you learned about the classification of organism using the taxonomic
hierarchy. In Grade Nine you will recognize the importance of biodiversity- the
relationship that exists among living things and their environment as well as how
changes in the environment affect species. 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 lessons are 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.
This module focuses on Biodiversity and Evolution specifically on the following:
• Amount of biodiversity and species distribution in a community
• Probable causes of species extinction
• Local and global environmental issues that contributed to species extinction
After going through this module, you are expected to:
1. measure species distribution using a mathematical way of expressing the
amount of biodiversity and species distribution in a community;
2. determine the pattern of population distribution;
3. explain the probable causes of species extinction and the local and global
environmental issues that contributed to species extinction; and
4. make a multimedia presentation of a timeline of the extinction of representative
microorganisms, plants, and animals.

Lesson
Biodiversity and Evolution
4

Population refers to the number of organisms of the same species living in

a certain place. A uniform population of a single species adapted to a particular
environment is more at threat if environmental alterations occur. A diverse
population consisting of many species has a better chance of including
individuals that might be able to adapt to changes in the environment.
Communities with many different species (a high index of diversity) will be
able to withstand environmental changes better than communities with only a few
species (low index of diversity).
Natural ecosystems are “balanced” systems. The relationships and
interactions between the different organisms that make up the ecosystem
contribute to a certain stability. This balance may be disturbed for several reasons,
like changes in population sizes and the environment itself.
Population density is the average number of individuals per unit of area or
volume. Population density applies to all species on Earth, including plants which

26
produce crops, trees in the forest, fish in the oceans and seas, a variety of animals
in the jungles, and humans on the planet. Remember that the population can be of
the same size, but may have different densities, considering the number of
individuals per unit area. Population changes over time due to several factors, such
as birth, death, when new members move into the ecosystem, when members move
out of it, and when there is dispersal of organisms.
Several factors affect the ability of organisms to reproduce and survive. Any
factors and environmental conditions that limit the size of the population are called
limiting factors. These factors help to determine what types of organisms can live
in an ecosystem. Find out what the different limiting factors are in the next activity.
The maximum population an area can support with its resources like food,
water, and space is called carrying capacity (capacity=amount). If the population
size increases or rises above the carrying capacity, what do you think will happen
to the organisms and why?
As the saying goes, "No man is an island". Each organism depends on the
other. Animals like humans need plants in order to survive. The existence of many
species depends on other species. When living conditions in an area or ecosystem
are suitable, the population will generally grow. But eventually, some factors will
cause the population to stop growing, which can lead to species extinction.
The Philippines is very lucky because it has a rich and bounty of flora and
fauna. Many of which are consumed as food. Because of this, some are considered
endangered species. A species is classified as endangered when its population is
declined or threatened with possible extinction. Examples of endangered animals
are the Philippine Crocodile, Mindoro Bleeding Heart, Monkey eating Eagle,
Tamaraw in Mindoro, mouse deer in Palawan, and other aquatic species like the
Hawksbill Sea Turtle, Dugong found in Negros, and Tawilis, which were recently
classified as endangered species by the International Union for Conservation of
Nature. A species is considered extinct when the last remaining species has died.
Today, have you noticed any changes in your environment? Do you think the
natural resources in the environment are enough for all organisms? Are people
using resources wisely? Do you think the resources you are enjoying at present will
still be available in the future? How can you help preserve and conserve the natural
resources, especially the rich biodiversity of our country?
Critically Endangered Animals in the Philippines

Figure 1. Tamaraw Figure 2. Monkey-Eating Eagle Figure 3. Tarsier

Photos by Gregg Yan
Environmental Issues Affecting Extinction
A. Deforestation
Deforestation is one of the major reasons why wildlife species have
disappeared because of the destruction of their natural habitat. That is why some
species of animals, like monkey–eating eagles and tarsiers, have become
endangered in our country.
These are the causes of deforestation:
o Illegal logging
o Kaingin farming
o Forest fires
o Typhoon

27
 o Industrialization and conversion of agricultural land into different
establishments and housing projects
The loss of trees and other vegetation may lead to soil erosion, floods, fewer
crops, increased greenhouse gases in the atmosphere, and a decrease in wildlife
resources.
B. Water pollution
The water resources of the Philippines include inland freshwater (rivers,
lakes, and groundwater), and marine (bays, coastal, and oceanic waters). Sadly,
water becomes polluted for several reasons like the rapid increase in the
population, and industrialization in our country. The waste water discharge coming
from factories and households near bodies of water, and debris from different
establishments in the mining industry, causes major problems in different bodies
of water, like eutrophication. Eutrophication exists when the bodies of water
become enriched with nutrients such as Nitrogen and Phosphorus from sewage,
manure, pesticides, garbage, carcass
etc. Causes and Effects of Eutrophication
• Sewage carries chemicals which speed up the
growth of algae.
• Algae die and settle to the bottom and begin
to decompose.
• Bacteria that cause decomposition use up
oxygen in water.
• The amount of oxygen decreases and
eventually will not be available for animal life,
which makes them die. Bodies of water get
old.

Figure 4. Eutrophication
C. Air Pollution
Air pollution is due to the presence of harmful and toxic chemicals in the air.
Do you know that it is probably one of the most serious environmental problems
threatening our civilization today? The said chemicals are products of human
activities such as transportation, industrial work, mining, manufacturing
industries, and combustion from vehicles. These activities produce harmful gases
such as Carbon dioxide, Nitrogen oxides and hydrocarbons.
Carbon dioxide is one of the greenhouse gases that traps heat in the earth’s
atmosphere and warms the earth's surface, called the greenhouse effect, which is
a natural process. But the increasing amount of greenhouse gases in the
atmosphere like Carbon dioxide causes detrimental changes such as damaging the
ozone layer, causing global warming. The earth’s temperature is increasing due to
the rapid accumulation of carbon dioxide and other greenhouse gases, which
change the world's climate. It might cause damage such as water and food
shortages, and increase the number of deaths from floods, storms, and heatwaves.
D. Destruction of Coastal Resources
The Philippines is one of the 17 mega biodiverse countries, containing two-
thirds of the Earth’s biodiversity. Thus, it provides several ecosystems, one of
which is the marine ecosystem. But the marine ecosystem is endangered,
particularly the coral reefs, due to some human activities.
Human activities that destroy marine ecosystems:
o Overexploitation and Over-fishing
o Dynamite fishing and Muro-Ami
o Deforestation, agricultural and mining activities
o Coastal development, beach resorts,
construction of roads, homes, hotels, and restaurants
Figure 5: Overfishing and Mining Activities

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E. Acid Precipitation
It is commonly known as acid rain. It includes any form of precipitation that
contains acidic components, such as Sulfuric acid or Nitric acid, according to the
Environmental Protection Agency (EPA). Another pollutant aside from Sulfur and
Nitrogen oxides are emissions from factories and fuel combustion.
Harmful Effects of Acid Rain
o It can change the composition of soil
and bodies of water, which makes it
uninhabitable for local animals and
plants.
o It can cause yellowing of the leaves
of trees and causes them to fall.
o It can deteriorate limestone and
marble buildings and monuments.
Figure 6. Acid Rain
Now, the ecosystem is changing rapidly. It is a challenge to maintain,
sustain and protect the available resources we have in order to survive and for the
future of the next generation. Everybody must work together, make an effort to
protect our natural resources, our biodiversity, practice sustainable development,
join information campaigns, clean up drives, learn to recycle and plant more trees.
By saving and protecting our biodiversity, we are saving our home planet for future
generations.

Figure 3: Population
Activity M4-L1.1: Measuring Population Density
This activity will help you understand how to
compute population density in an environment.
Objectives:
• Determine the pattern of population
distribution using a mathematical formula.
• Compare the distribution patterns of the
different populations.
Procedure:
1. Study the pattern of population distribution in
Figure 3.
2. Count the total number of organisms for each
population. Record your data in table 1.
Image created through canvaforeducation.com
Table1: Population Density

Population Name Number of Density

Organism
Coconut Tree
Chili Plant
Banana Tree
3. Compute the population density of each group of species using the formula
below to complete Table 1.

Guide Questions:
1. Which population has the greatest population density? Lowest population
density?

29
 2. Compare the pattern of population distribution of the three groups of
different species.
3. Based on your recorded data, state the possible cause of the differences in
population density of the three populations.
4. Cite conditions which could change the density of the population.
5. How can we use the population’s density to learn about the needs and
characteristics of a certain population?

Activity M4-L1.2: Limiting Factors

Objective: Determine the
different limiting factors which
affect population in an
ecosystem.
Directions: Find the different
limiting factors in the grid.
Underline them.
Guide Questions:
1. Are the limiting factors
abiotic or biotic factors?
Explain why.
2. How will you relate limiting
factors to population
density?
3. Predict what will possibly
happen if a community
lives beyond the carrying capacity of the environment?

Activity M4-L1.3: Eco Scenario!

Directions: Read and analyze each scenario. Choose if the organism is
endangered, extinct, or threatened, then explain why you chose that answer.
Write your answer in your notebook. Note: You can collaborate with your classmates or
ask a family member to help you.
Scenario/Situation Answer Reason
1. The Philippine eagle is one of the world’s longest eagle
species, with a body measuring over 3.3 feet in length.
They mostly populated nearly every island in the
archipelago. More than 70 percent of the Philippines’
forests have been cleared to make room for urban and
agricultural expansion. What happened to the
Philippine eagle?
2. A small species of plant sprouts each year in a forest.
As it grows, the roots of this that are too close together
run out of space. Branches from other trees may block
the sunlight the small plant needs. What will happen
to the species of small plant and why?
3. There is a plan to build a dam near a forest. It is rich
in plant and animal diversity. What will possibly
happen to the plants and animals living in that forest?
4. Suppose an otter must eat 20 fish a day to survive.
Unfortunately, the nearby river can provide about 200
fish a day without harming the fish population. Ten
otters could easily live in this area because they would
only need 100 total fish. If there were 15 otters added

30
 to the existing otter living in that nearby river, what
would possibly happen to them and why?
5. The Cebu warty pig is endemic to Palawan, and
usually eats roots, tubers, and fruits that can be
found in the forest. Most of their natural habitat has
been cleared by local farmers who cut down the forest
to plant crops. Their habitat was destroyed. What do
you think happened to the Cebu warty pigs?

Activity M4-L1.4: The Causes of Extinction! Where Do They Belong?

This activity is about the local and global environmental issues that
contributed to the extinction of species.
Objective: To determine the local and global environmental issues that contributed
to species extinction.
Directions: Classify the following activities into: deforestation, water pollution, air
pollution, and destruction of coastal resources. Write the letter of your answer in the
table below the pictures.

Destruction Of Coastal
Deforestation Water Pollution Air Pollution
Resources

NOTE: There are letters from the choices that can be answered twice.

Activity M4-L1.5: Timeline!

Objective: Make a multimedia presentation showing
the timeline of the extinction of an organism.
Procedure:
1. Choose an extinct organism (microorganisms,
plants, and animals).
2. Decide what you will include in the timeline.
3. Decide when to begin and end.
4. Aim to present a well-rounded history.
5. Layout your timeline.
6. Choose any available multimedia material.
7. Be guided by the rubrics below in preparing
your timeline.

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Rubrics:

Now that you have understood the different

concepts about the importance of biodiversity and the
probable causes of species extinction, design a simple
project schedule planner which shows possible
activities that you can do as a student to help conserve
and protect biodiversity.

MODULE 5

During Grade 8, you learned how energy is transformed and how different
materials operated in the ecosystem. In Grade 9, you will focus on how plants gain
energy from the sun and use it for its cellular activities, and the processes involved
in the flow of energy in the ecosystem by determining and classifying the key
features and importance of photosynthesis and respiration.
This module is prepared for you, to have a knowledge that all species need
energy to survive. The content of this module focused on how an organism gains
energy from food and how organisms manufacture food and energy.
The module contains two topics, namely:
• Photosynthesis
• Cellular Respiration

32
 After going through this module, you are expected to:
1. relate physical plant characteristics (chloroplasts, pigments, stomata, etc.) to
their functions;
2. differentiate Light Dependent and Light Independent Reactions in terms of
the raw materials, processes, and end product;
3. conduct investigations that will show that plants are capable of making food;
4. explain the factors that affect the rate of photosynthesis;
5. describe the parts of the mitochondrion;
6. describe and explain the Krebs Cycle and the Electron Transport Chain;
7. differentiate photosynthesis and respiration in terms of cell structures
involved, raw materials, end products, and energy requirements; and
8. design and conduct investigation into how plants can manufacture their own
food.

Lesson Photosynthesis and Cellular

5 Respiration

Photosynthesis is a food making process made by autotrophic organisms

like plants which requires sunlight, energy-poor carbon dioxide, and water as
substrates (reactants). After the process is done, it releases oxygen into the
atmosphere and produces simple carbohydrate molecules that can be converted
into energy-rich glucose or any of dozens of other sugar molecules. These sugar
molecules contain energy and the energized carbon that all living things need to
survive.
Figure 1: The Photosynthesis Equation

Photosynthesis transfers electrons from water to a CO 2 molecule, forming a

sugar molecule called Glucose. This electron transfer is an example of a reduction-
oxidation (redox) process where CO2 is reduced, which gains electrons, making the
electron excited, while the water is oxidized, which loses electrons, thus producing
Oxygen.
The leaf plays a significant role in the Figure 2: The Chloroplast
survival of plants since it helps plants in various
ways, such as being the main photosynthetic
organ. It consists of multiple layers of cells that
include the upper and lower epidermis, the
mesophyll layer, vascular bundles, and stomata.
The upper and lower epidermis protect the leaves
by preventing water loss and providing an extra
layer to the leaves. Mesophyll, on the other hand, is
located in the middle layer.
Photosynthesis occurs inside the
chloroplast. It has a double membrane envelope courses/pages/8-1-overview-of-photosynthesis
Photo Credit: Organelles. https://openstax.org/books/biology-ap-

33
which is composed of an inner and outer membrane. Inside the chloroplast are
stacked, disc-shaped structures called thylakoids. The thylakoid membrane is
embedded with chlorophyll, a specialized pigment that absorbs light energy and is
responsible for the initial interaction between light and plant material, and
countless proteins that make up the electron transport chain. The internal space
enclosed by the thylakoid membrane is called the thylakoid lumen. A stack of
thylakoids is called a granum, and the liquid-filled space surrounding the granum
is called stroma or "bed". Take note: Stoma, or "mouth," is an opening in the leaf
epidermis.
The exchange of gases between Carbon dioxide and Oxygen takes place
through small and regulated openings called stomata (singular: stoma), which are
responsible for the regulation of gas exchange and water balance. Most stomata are
located on the bottom layer of the leaf, which help to minimize water loss. Each
stoma is surrounded by guard cells that regulate the opening and closing of the
stomata by swelling or shrinking in response to osmotic changes.
Photosynthesis occurs in two sequential stages: Light-dependent Reaction
and Calvin Cycle (dark reaction).
Figure 3: Two
Stage 1 - Light-dependent reaction happens in the
photosystems embedded presence of light. It occurs in the thylakoid membrane of
in the thylakoid the chloroplast and converts light energy to chemical
membrane energy. Autotrophic organisms require light energy, for
Carbon dioxide (CO2) and water (H2O) to react, thus
producing food and storing chemical energy in the form of
sugar (C6H12O6). Oxygen (O2) is one of the products of
photosynthesis and is released into the atmosphere.
Two photosystems (PS I and PS II) are embedded in the
thylakoid membranes, which are complexes of pigments that capture solar energy.
Chlorophylls a and b absorb violet, blue, and red wavelengths
from the visible light spectrum and reflect green.
Environmental factors such as length of day and temperature
influence which pigments leads at certain times of the year.
A photon of light strikes the antenna pigments of PS II
(P680) to initiate photosynthesis. In the noncyclic
pathway, PS II captures photons at a slightly higher
Photo Credit: Figure 8.15. “The Light Dependent Reaction”, by
OpenStax College, Concepts of Biology CC BY 4.0 Retrieved from
https://openstax.org/books/biology-ap-courses/pages/8-2-the-
energy level than PS I (P700). Take note that shorter
light-dependent-reaction-of-photosynthesis

wavelengths of light carry more energy.

The absorbed energy travels to the reaction center of the antenna pigment
that contains chlorophyll a and boosts chlorophyll electrons to a higher energy
level. The electrons are accepted by a primary electron acceptor protein and then
passed to the electron transport chain, also embedded in the thylakoid membrane.
The energy absorbed in PS II is enough to oxidize (break) water molecules,
releasing oxygen gas into the environment. The electrons released from the
oxidation of water replace the electrons that were boosted by the reaction center
chlorophyll. As the electrons pass through the series of electron carrier proteins
from the reaction center chlorophyll, hydrogen ions (H+) are pumped across the
membrane via chemiosmosis into the interior of the thylakoid. This action builds
up a high concentration of H+ ions, and as they flow through ATP synthase,
molecules of ATP are formed. These molecules of ATP will be used to provide free
energy for the synthesis of carbohydrates in the Calvin cycle, the second stage of
photosynthesis.
The electron transport chain connects PS II and PS I. Similar to the events
occurring in PS II, this second photosystem absorbs a second photon of light,
resulting in the formation of a molecule of NADPH from NADP+. The energy carried
in NADPH is also used to power the chemical reactions of the Calvin cycle.

34
 Figure 4: The Calvin Cycle
Stage 2 - Calvin Cycle (Dark reaction) is a
light-independent phase that takes place in the
stroma and Carbon atoms from Carbon dioxide
(CO2) that are fixed and used to make three-carbon
sugars. This process is dependent on, and energized
by, adenosine triphosphate (ATP) and Nicotinamide
adenine dinucleotide phosphate (NADPH) from light
reactions. Take note that Calvin cycle reactions can
be divided into three main stages: carbon fixation,
reduction, and regeneration of the starting
molecule.
In order for photosynthesis to occur properly,
it depends on the major factors that affect the rate
Photo Credit: Figure 1, "The Calvin cycle", by OpenStax
College, Concepts of Biology CC BY 4.0 of photosynthesis. These are the temperature, light
intensity, amount of Carbon dioxide and the
amount of water.
During photosynthesis, enzymes drive the process to take place. Therefore,
the reaction can only occur at a specific temperature and the right pH range. The
rate of photosynthesis increases with an increase in temperatures to the best level
for that plant. But, take note, if extreme temperatures and/or high pH levels occur,
it causes the enzymes to become denatured. (Once an enzyme denatures, it
changes shape, becomes inactive and cannot function.)
Since Carbon dioxide and water are the reactants, both must be present for
photosynthesis to occur. A decreasing amount of either CO2 or water will slow down
the process. The rate of photosynthesis increases as the concentration of Carbon
dioxide increases. However, the rate stops once the optimal concentration is
reached.
The same is true for light intensity. Light at both high and low intensity
causes photosynthesis to stop, even if how much water or CO2 is present. In high
intensities, the temperature increases, which leads to transpiration, which causes
the stomata to close, which lessens the CO 2 intake.
The energy flow of an organism begins with photosynthesis, allowing us to
store energy from sunlight in the chemical bonds of Glucose. When the chemical
bonds of Glucose breakdown, stored energy is released by the cells, and they make
the ATP (Adenosine triphosphate) they need. Cellular respiration is the process in
which Glucose is broken down and ATP is made.
Figure 5: The Cellular Respiration Equation

Cellular respiration can be classified into three stages: Glycolysis, the Krebs
cycle, and electron transport.
Stage I- Glycolysis
Figure 6: Glycolysis
Glycolysis means Glucose splitting in the absence of
Oxygen and occurs in the cytosol of the cytoplasm. Two
molecules of ATP and enzymes are used to split the molecule
of Glucose (6-carbon sugar) into two 3-carbon molecules
known as pyruvate or pyruvic acid. These pyruvates go on to
stage II of cellular respiration.
As glycolysis continues, energy is released, and used to
make four molecules of ATP. As a result, there is a net gain of

35
two (2) ATP molecules during glycolysis. During this stage, energy-rich electrons
are also transferred to molecules of NAD+ to produce two (2) molecules of NADH,
another energy-carrying molecule. In stage III of cellular respiration, NADH is used
to make more ATP.
Table 1. Types of Cellular Respiration
Aerobic Anaerobic
Cellular respiration that proceeds in Cellular respiration that proceeds
the presence of Oxygen without Oxygen
Stage II- Krebs Cycle (The Citric Acid Cycle)
Glycolysis produces two molecules of pyruvate (pyruvic acid). These
molecules enter the matrix of a mitochondrion, where the Krebs cycle begins.
Take note that before the Krebs cycle starts, pyruvates, which has three (3) Carbon
atoms, is split apart, and combine with an enzyme known as CoA (coenzyme A),
producing two-carbon molecule called acetyl-CoA. The third Carbon from pyruvates
combines with Oxygen to form carbon dioxide.
Figure 7: The Citric Acid
When acetyl-CoA combines with the four-carbon
Cycle
molecule OAA (oxaloacetate), it produces citric acid, which
has six Carbon atoms. This is the reason why the Krebs
cycle is also known as the Citric Acid cycle.
After Citric acid forms, it goes through a chain of
reactions which releases energy. The energy is harvested
from the molecules of NADH, ATP, and FADH2 (energy-
carrying compound). Carbon dioxide is released as a waste
product of the reactions. The last step of the cycle is to
restore OAA. This OAA molecule is needed for the next
turn of the cycle. Two (2) turns are needed because
glycolysis produces two pyruvate molecules.
Stage III- Electron Transport
Photo credit: Libretexts. 2.28: Krebs Cycle. 6 May 2020,
bio.libretexts.org/Bookshelves/Introductory_and_General_Biology
/Book:_Introductory_Biology_(CK-
The
12)/02:_Cell_Biology/2.28:_Krebs_Cycle. last
stage of Figure 8:Mitochondrial Electron Transport Chain
aerobic respiration is electron transport.
At this stage, the energy from NADH and
FADH2 is transferred to ATP.
Energy-rich electrons are released
from NADH and FADH2, and they moved
along electron transport chains. The
electron transport chains are located on
the inner membrane of the
mitochondrion. As the energy-rich
electrons are transported along the chains, Chan, Rozzy. File:Mitochondrial Electron Transport Chain.png. 4 Apr. 2006,
www.google.com/search?q=Mitochondrial+Electron+Transport+Chain.

some of their energy is taken away. This

energy is used to pump hydrogen ions across the inner membrane, from the matrix
into the intermembrane space.
The pumping of Hydrogen ions across the inner membrane creates a higher
concentration of ions in the intermembrane space than in the matrix.
Chemiosmotic gradient results in flow back of the ions across the membrane into
the matrix (lower concentration). ATP synthase serves as a channel protein that
helps the hydrogen ions cross the membrane and an enzyme which forms ATP from
ADP and inorganic phosphate. After passing through the electron-transport chain,
the used electrons combine with oxygen to form water.

36
 In order to fully understand photosynthesis, you will have to answer the
different activities. You can use the information above about the plant structures
and processes involved in photosynthesis.

Activity M5-L1.1: Cross Section of Leaf

Directions: Label the parts of an internal structure of a leaf and a chloroplast.
Write your answers on a separate sheet.
A. Internal Structure of a Leaf

Photo credit: Biodidac. “Leaf Anatomy Coloring.” Leaf Anatomy, Livingstone, www.biologycorner.com/worksheets/leaf_coloring.html
B. CHLOROPLAST

Photo Credit: "chloroplast", by Cell Project. Retrieve from https://sites.google.com/site/cellproject31113/home/chloroplast

Activity M5-L1.2: Understanding Photosynthesis

A. Raw Materials and End Products of Photosynthesis

Directions: Identify the raw materials and end products of photosynthesis by
completing the table below.
Table 2: Materials used by plants to undergo photosynthesis
RAW MATERIALS PRODUCT/S
1. 4.
2. 5.
3.

B. Photosynthesis
Directions: Use the word bank below to fill out the missing parts to complete the
process of photosynthesis.
Word Bank
NADPH Light Energy
Glucose Oxygen
Carbon dioxide Water
Calvin Cycle ATP
Light Dependent Reaction
Photo Credit: Two main stages of photosynthesis. Adapted from
“PHOTOSYNTHESIS”, by Mallery - Bil 150 Photosynthesis Workshop, pp 2.
Retrieved from chrome-extension://
oemmndcbldboiebfnladdacbdfmadadm/http://fig.cox.miami.edu/~cmallery
/150/workshops/phts.pdf

37
Activity M5-L1.3: Limiting Factors that Affect Photosynthesis
Directions: Fill out the blanks to complete the statement.

LIGHT INTENSITY
1. As the light intensity _______, the rate of photosynthesis
________ up until it reaches its maximum point.
2. The line levels out, which means even if the light
intensity __________, the rate of photosynthesis
_______________.

CARBON DIOXIDE CONCENTRATION

1. As the CO2 concentration _______, the rate of
photosynthesis ________ until the optimal concentration is
reached.
2. The line levels out, which means even if the CO2
concentration __________, the rate of photosynthesis
_______________.
TEMPERATURE
1. As the temperature _______, the rate of photosynthesis
________ until the optimal temperature is reached.
2. The line levels decreased to 0 ˚C, which means even if the
temperature __________, the rate of photosynthesis
_______________.

Activity M5-L1.4: The Powerhouse of the Cell

Directions: Read the passage about the powerhouse of the cell and answer the
guide questions.
Mitochondria are known as the “powerhouses” or “energy factories” of the
cells because they break the chemical bonds of glucose to release energy,
adenosine triphosphate (ATP).
Carbohydrates like Glucose made by plants in photosynthesis are broken
down by the process of Aerobic Cellular Respiration (requires oxygen) in the
Mitochondria of the cell, resulting in the release of energy from the cell. ATP is the
energy-carrying molecule produced by the Mitochondria through a chain of
chemical reactions. Take note that the more active a cell is (such as a muscle cell),
the more Mitochondria it will have.
Mitochondria are oval-shaped, double-membrane organelles that have their
own Ribosomes and DNA. Each membrane is a phospholipid bilayer embedded with
proteins such as: NADH dehydrogenase, succinate dehydrogenase, cytochrome c
reductase (the cytochrome b-c1complex), cytochrome c oxidase, and ATP synthase.
The space between the outer and inner membrane is called Intermembrane space.
The inner layer has folds called cristae. The area which is surrounded by the folds
is called the mitochondrial matrix.
A. Guide Questions
1. What simple sugar is broken down by mitochondria?
2. What cell process occurs in mitochondria?
3. Why are mitochondria known as the powerhouse of the cell?
4. What energy-carrying molecule is produced when the chemical bonds of
Glucose are broken?
5. Why do some cells have more mitochondria?

38
B. Directions: Label the different parts of Mitochondria to complete the diagram on
the right.
Activity M5-L1.5: How Cells Harvest Energy
A. Directions: Complete the crossword puzzle below.
Down:

1. Process where acetyl CoA is combined with

Oxaloacetate to produce citric acid
2. Place where glycolysis takes place
5. A gas released as a by-product of the Krebs cycle
6. Known as the powerhouse of the cell
7. Product of glucose splitting (3-carbon molecules)
Across:

3. Short for adenosine triphosphate

4. Glucose splitting
8. Last stage of aerobic cellular respiration
9. 6-carbon sugar produced after photosynthesis
10. Other 2 energy-carrying compounds produced
by the Krebs cycle

B. Directions: Analyze the cell diagram below and answer the following guide
questions.
1. What is/are the raw material/s and product/s?
Raw Material/s Product/s
A. B.
C.
2. Based on the diagram, describe how glycolysis
occurs.
_________________________________
3. In what specific part of the cell does glycolysis take place?
_________________________________

C. Directions: To complete the process, use the word bank below to fill in the
missing steps of the Krebs cycle.

Word Bank

NAD+ Pyruvate
CO2 Acetyl-CoA
ATP CO2
FADH2 3NADH
Coenzyme A

D. Directions: Read the passage carefully and answer the following guide
questions.
The Electron Transport Chain is the last stage of aerobic cellular respiration.
It is located on the inner membrane of the mitochondrion. NADH and FADH2
electrons move through a chain of electron transport acceptors. The movement of
electrons and H+ (hydrogen ions) results in ATP formation. The last electron (H +)
combines with the last acceptor (O2) to produce water.

39
 C6H12O6 + 6O2 → 6CO2 + 6H2O + ATP
Glucose Oxygen Carbon Dioxide Water Energy
Guide Questions:
1. What is the last stage of aerobic cellular respiration?
2. When a Hydrogen ion combines with Oxygen, what will be the product?
3. Where is this electron transport chain located?
4. How do electrons move?
5. How many molecules of Oxygen are needed to produce water?

Activity M5-L1.6: Photosynthesis and Cellular Respiration

Directions: Study and analyze the formula below and answer the following guide
questions.

Guide Questions:
1. Differentiate photosynthesis from cellular respiration based on the following:
Basis of Comparison Photosynthesis Cellular Respiration
Raw material/s 1. 2.
Product/s 3. 4.
Energy Requirement 5. 6.
2. Give your insight or understanding about the reactants and products of both
photosynthesis and cellular respiration.

Now that you have understood how energy from the sun is harvested and
converted to life energy, cite at least 3 ways in which you will be able to help your
family or your community with food production in this time of pandemic known as
the Covid-19.

40
Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Why do you think that even if you are not the one smoking, inhaling the smoke
from a cigarette puts you at risk for a variety of health problems?
A. It interferes with the normal functioning of the heart, blood, and vascular
systems, increasing the risk of a heart attack
B. It expands the lungs involuntarily, causing pain when breathing
C. It corrodes the nasal and oral tissues that inhibit the proper function of our
organ system.
D. It absorbs by our body and goes into the cells and tissues of different organ
systems.

2. How do the respiratory system and the circulatory system work together?
A. The respiratory system is responsible for breathing in Oxygen and releasing
Carbon dioxide, while the circulatory system is responsible for delivering
these gases through the body.
B. The respiratory system collects Carbon dioxide and releases it out of the
body, while the circulatory system collects Oxygen to distribute it to the
body.
C. The respiratory system is the pathway of gases from the outside environment
to the inside, whereas the circulatory system is the pathway of gases
internally.
D. The respiratory system distributes Oxygen and Carbon dioxide while the
circulatory system collects these gases for internal use.

3. A farmer raises black and white chickens. To his surprise, when the first
generation of eggs hatch, all the chickens are black with white speckles
throughout their feathers. What should the farmer expect when the eggs laid
after interbreeding the speckled chickens hatch?
A. All the offspring will be speckled.
B. 75% of the offspring will be speckled, and 25% will be black.
C. 50% of the offspring will be speckled, 25% will be black, and 25% will be
white.
D. 50% of the offspring will be black and 50% of the offspring will be white.

4. How are infectious diseases, such as colds and influenza, most commonly
spread in humans?
A. Breathing viruses in the air C. Drinking infected water
B. Hand-to-face contact D. Eating contaminated food

5. Why is DNA called the "blueprint of life"?

A. It is like a fingerprint.
B. It has a blue color.
C. It contains the plans for building an organism.
D. It can relay messages to other molecules.

41
6. What do you call the variety of life in a region, including plants, animals, and
even microorganisms such as bacteria, that make up our natural world?
A. biodiversity B. community C. population D. species

7. Which of the following organisms below is an example of a heterotrophic

organism?
A. Algae B. Bacteria C. Grass D. Human

8. Glycolysis is one of the three stages of cellular respiration. What product will be
formed if glucose (6-carbon sugar) splits into two 3-carbon atoms?
A. Pyruvate B. Coenzyme A C. Oxaloacetate D. Acetyl CoA

9. What process may explain the decline in the number of tons of fish caught?
A. Bioremediation C. Extinction
B. Deforestation D. Overexploitation

10. What will happen to the rate of photosynthesis if the concentration of Carbon
dioxide increases?
A. Decrease B. Increase C. Stay the same D. Stop

42
Module 1

Module 2 Module 3.1

43
Module 3.2

Module 4

Module 5

44
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