Science Grade 10 Part 3

SCIENCETeacher's Guide  Grade 10 Part 3

DEPED TAMBAYANhttp://richardrrr.blogspot.com/1. Center of top breaking headlines and current events related to Department of Education.2. Offers free K-12 Materials you can use and share. 10 Science Teacher’s Guide Unit  This book was collaboratively developed and reviewed by educatorsfrom public and private schools, colleges, and/or universities. We encourageteachers and other education stakeholders to email their feedback,comments, and recommendations to the Department of Education [email protected]. We value your feedback and recommendations.DEPED COPY Department of Education Republic of the Philippines All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Science – Grade 10Teacher’s GuideFirst Edition 2015 Republic Act 8293, section 176 states that: No copyright shall subsist in any work ofthe Government of the Philippines. However, prior approval of the government agency or officewherein the work is created shall be necessary for exploitation of such work for profit. Suchagency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,trademarks, etc.) included in this book are owned by their respective copyright holders.DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seekingpermission to use these materials from their respective copyright owners. All means have beenexhausted in seeking permission to use these materials. The publisher and authors do notrepresent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLS andonly within the agreed framework may copy from this Teacher’s Guide. Those who have notentered in an agreement with FILCOLS must, if they wish to copy, contact the publishers andauthors directly. Authors and publishers may email or contact FILCOLS at [email protected] or (02)439-2204, respectively.DEPED COPYPublished by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dina S. Ocampo, PhD Development Team of the Teacher’s Guide Authors: Herma D. Acosta, Liza A. Alvarez, Dave G. Angeles, Ruby D. Arre, Ma. Pilar P. Carmona, Aurelia S. Garcia, Arlen Gatpo, Judith F. Marcaida, Ma. Regaele A. Olarte, Marivic S. Rosales and Nilo G. Salazar. Reviewers: Eligio C. Obille Jr., Marlene Ferido, Ma. Helen DH Catalan, Vic Marie Camacho, Lilia M. Rabago and Cerilina M. Maramag Illustrators: Joseph V. Bales, Ramon C. Gatpo, Regaele A. Olarte, Marivic S. Rosales, Ruel C. Quindoy, Antonio I. Basilla, and Jose Leo Vic O. Albaño DepEd Specialists: Joseph R. Jacob and Maria Amparo R. Ventura Photo Credits: Herma D. Acosta, Dave G. Angeles, Liza A. Alvarez, Ruby D. Arre, Aurelia S. Garcia, Judith F. Marcaida, Regaele A. Olarte, Jane Chavarria and Nilo G. Salazar, Layout Artists: Joselito B. Asi and John Ralph G. SottoPrinted in the Philippines by: REX Book Store, Inc.Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)Office Address: 5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600Telefax: (02) 634-1054, 634-1072E-mail Address: [email protected] ii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY TABLE OF CONTENTS UNIT 3. Living Things and their Environment Introduction...........................................................................................164 Module 1. Coordinated Functions of the Nervous, Endocrine, and Reproductive System................................165 Pre-assessment..............................................................................166 The Nervous System......................................................................167 Activity 1. Break It Down!........................................................167 The Nerve Cell...............................................................................168 Control of Body Processes through the Nervous System..............170 Activity 2. How Fast Is Your Reaction?....................................172 Activity 3. A Nervous Trip........................................................173 The Endocrine System...................................................................176 Endocrine Glands and Their Hormones.........................................176 Activity 4. Who’s in Control?....................................................177 Activity 5. What Went Wrong?.................................................179 Menstrual Cycle.............................................................................181 Activity 6. Mark My Calendar!..................................................181 Nervouse System Working Together with Endoctrine System to Maintain Homeostasis................................183 Performance Task: Vidoe Making...................................................184 Summary........................................................................................185 Answers to Summative Assessment..............................................187 Glossary..........................................................................................188 References and Links.....................................................................189 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYModule 2. Heredity: Inheritance and Variation....................................191 Overview........................................................................................191 Answers to Pre-assessment...........................................................192 Activity 1. Getting to Know the DNA and RNA Structures.......193 Activity 2. DNA Makes DNA....................................................195 Activity 3. What’s the Message...............................................199 Activity 4. Relay the Message.................................................203 Activity 5. Trace the Code.......................................................207 Activity 6. Chromie Change.....................................................210 Summary........................................................................................214 Answers to Summative Assessment..............................................215 Glossary of Terms...........................................................................216 References and Links.....................................................................217 Module 3. Biodiversity and Evolution.................................................221 Overview.........................................................................................221 Answers to Pre-assessment...........................................................222 Sources of Evidences in the Study of Evolution............................223 Activity 1A. Where Do I Belong?.............................................224 Activity 1B. What’s My Age?...................................................226 Evolutionary Patterns from Comparative Anatomy.........................227 Activity 2. AHA! Analogous! Homologous!...............................228 Activity 3. So, Who is My Relative?.........................................229 Activity 4. Let’s Compare.........................................................230 Activity 5. Follow The Track.....................................................232 Activity 6. Survivor....................................................................233 Performance Task..........................................................................235 Summative Assessment.................................................................236 Summary of Concepts....................................................................237 Glossary..........................................................................................238 References.....................................................................................238 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYModule 4. Ecosystem: Biodiversity....................................................240 Overview.........................................................................................240 Pre-assessment..............................................................................241 Biodiversity and Stability Activity 1. Classifying the Value of Biodiversity....................242 The Ups and Downs of Population Growth....................................242 Limiting Factors..............................................................................243 Activity 2. Dependent of Independent..................................245 Environmental Problems and Issues..............................................246 Activity 3. Analyzing Environmental Issues.........................247 Activity 4. Biodiversity Status in the Community..................248 Activity 5. Product Creation.................................................249 Activity 6. Showcasing of Products.....................................252 Answers to Summative Assessment..............................................253 Glossary of Terms..........................................................................254 References and Links.....................................................................255 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

RepublicDEPEDof the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City K to 12 CurriculumCOPGuideY SCIENCE (Grade 10) December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - K to 12 BASIC EDUCATION CURRICULUMelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. CONCEPTUAL FRAMEWORK Science education aims to develop scientific literacy among learners that will prepare them to be informed and participative citizens who are able to make judgments Dand decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts. EThe science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the social, economic, personal and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, thus preserving our country’s cultural heritage. PThe K to 12 science curriculum will provide learners with a repertoire of competencies important in the world of work and in a knowledge-based society. It envisions Ethe development of scientifically, technologically, and environmentally literate and productive members of society who are critical problem solvers, responsible stewards of nature, innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed around the three domains of learning science: Dunderstanding and applying scientific knowledge in local setting as well as global context whenever possible, performing scientific processes and skills, and developing and demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science- technology-society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy namely, constructivism, social cognition learning model, learning style theory, and brain-based learning. CScience content and science processes are intertwined in the K to 12 Curriculum. Without the content, learners will have difficulty utilizing science process skills since Othese processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse learners’ curiosity motivates them to learn and appreciate science as relevant and useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-on activities will be used to develop learners’ interest and let them become active learners. PYAs a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations. Concepts and skills in Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another in spiral progression, thus paving the way to a deeper understanding of core concepts. The integration across science topics and other disciplines will lead to a meaningful understanding of concepts and its application to real-life situations.

K to 12 BASIC EDUCATION CURRICULUM Scientific,DEPEDTechnologicalCOand PY Environmental Literacy Developing and Demonstrating Scientific Attitudes and Values Brain-based learning The Conceptual Framework of Science Education All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - K to 12 BASIC EDUCATION CURRICULUMelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12) The learners demonstrate understanding of basic science concepts and application of science-inquiry skills. They exhibit scientific attitudes and values to solve problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed Ddecisions, and engage in discussions of relevant issues that involve science, technology, and environment. EKEY STAGE STANDARDS: (STANDARDS FOR SCIENCE LEARNING AREAS FOR K-3, 4-6, 7-10 AND 11-2) PK–3 4–6 EAt the end of Grade 3, the 7–10 11-12 learners should have acquiredAt the end of Grade 6, the learnersAt the end of Grade 10, the learners shouldAt the end of Grade 12, the learners healthful habits andshould have developed the essentialhave developed scientific, technological, andshould have gained skills in obtaining skills of scientific inquiry – designing environmental literacyand can make that scientific and technological information Dhavedeveloped curiosity aboutsimple investigations, using appropriatewould lead to rational choices on issuesfrom varied sources about global procedure, materials and tools to gather confronting them. Having been exposed to issues that have impact on the self and their environmentevidence, observing patterns,scientific investigations related to real life,country. They should have acquired using basic process skills ofdetermining relationships,drawingthey should recognize that the central featurescientific attitudes that will allow them observing, communicating,conclusions based on evidence, andof an investigation is that if one variable isto innovate and/or create products communicating ideas in varied ways to changed (while controlling all others), the useful to the community or country. Ccomparing, classifying,make meaning of the observationseffect of the change on another variable canThey should be able to process and/or changes that occur in the be measured. The context of the investigation information to get relevant data for a measuring, inferring andenvironment. The content and skillscan be problems at the local or national levelproblem at hand. In addition, learners predicting. This curiosity willlearned will be applied to maintain goodto allow them to communicate with learnersshould have made plans related to health, ensure the protection and in other parts of the Philippines or even from their interests and expertise, with Ohelp learners value science asimprovement of the environment, andother countries using appropriate technology.consideration forthe needs of their practice safety measures. community and the country — to an important tool in helping The learners should demonstrate an pursue either employment, them continue to explore their understanding of science concepts and apply entrepreneurship, or higher education. natural and physical science inquiry skills in addressingreal-world Penvironment. This should also include developing scientific Yknowledge or concepts. problems through scientific investigations.

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - GRADE/LEVEL K to 12 BASIC EDUCATION CURRICULUMelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. Kindergarten Grade-Level Standards Grade 1 Grade 2 DThe learners will demonstrate an emerging understanding of the parts of their body and their general functions; plants, animals and varied Grade 3 materials in their environment and their observable characteristics; general weather conditions and how these influence what they wear; and Grade 4 other things in their environment. Understanding of their bodies and what is around them is acquired through exploration, questioning, and Ecareful observation as they infer patterns, similarities, and differences that will allow them to make sound conclusions. At the end of Grade 1, learners will use their senses to locate and describe the external parts of their body; to identify, external parts of animals and plants; to tell the shape, color, texture, taste, and size of things around them; to describe similarities and differences given two objects; to Pdifferentiate sounds produced by animals, vehicles cars, and musical instruments; to illustrate how things move; to, describe the weather and what to do in different situations; to use appropriate terms or vocabulary to describe these features; to collect, sort, count, draw, take things apart, or make something out of the things; to practice healthy habits (e.g., washing hands properly, choosing nutritious food) and safety Emeasures (e.g., helping to clean or pack away toys, asking questions and giving simple answers/ descriptions to probing questions). At the end of Grade 2, learners will use their senses to explore and describe the functions of their senses, compare two or more objects and Dusing two or more properties , sort things in different ways and give a reason for doing so, describe the kind of weather or certain events in the home or school and express how these are affecting them, do simple measurements of length, tell why some things around them are important , decide if what they do is safe or dangerous; give suggestions on how to prevent accidents at home, practice electricity, water, and paper conservation, help take care of pets or of plants , and tell short stories about what they do, what they have seen, or what they feel. CAt the end of Grade 3, learners can describe the functions of the different parts of the body and things that make up their surroundings --- rocks and soil, plants and animals, the Sun, Moon and stars. They can also classify these things as solid, liquid or gas. They can describe how objects move and what makes them move. They can also identify sources and describe uses of light, heat, sound, and electricity. OLearners can describe changes in the conditions of their surroundings. These would lead learners to become more curious about their surroundings, appreciate nature, and practice health and safety measures. At the end of Grade 4, learners can investigate changes in some observable properties of materials when mixed with other materials or when Pforce is applied on them. They can identify materials that do not decay and use this knowledge to help minimize waste at home, school, and in the community. YLearners can describe the functions of the different internal parts of the body in order to practice ways to maintain good health. They can classify plants and animals according to where they live and observe interactions among living things and their environment. They can infer that plants and animals have traits that help them survive in their environment. Learners can investigate the effects of push or pull on the size, shape, and movement of an object. Learners can investigate which type of soil is best for certain plants and infer the importance of water in daily activities. They learned about what makes up weather and apply their knowledge of weather conditions in making decisions for the day. They can infer the importance of the Sun to life on Earth.

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - K to 12 BASIC EDUCATION CURRICULUMelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. GRADE/LEVEL Grade-Level Standards Grade 5 DAt the end of Grade 5, learners can decide whether materials are safe and useful by investigating about some of their properties. They can infer Grade 6 that new materials may form when there are changes in properties due to certain conditions. ELearners have developed healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They can compare different modes of reproduction among plant and animal groups and conduct an investigation on pollination. They have become aware of the importance of estuaries and intertidal zones and help in their preservation. PLearners can describe the movement of objects in terms of distance and time travelled. Learners recognize that different materials react differently with heat, light, and sound. They can relate these abilities of materials to their specific uses. Learners can describe the changes that earth materials undergo. They can make emergency plans with their families in preparation for typhoons. EThey can observe patterns in the natural events by observing the appearance of the Moon. At the end of Grade 6, learners recognize that when mixed together, materials may not form new ones thus these materials may be recovered Dusing different separation techniques. They can prepare useful mixtures such as food, drinks and herbal medicines. Learners understand how the different organ systems of the human body work together. They can classify plants based on reproductive structures, and animals based on the presence or lack of backbone. They can design and conduct an investigation on plant propagation. They can describe larger ecosystems such as rainforests, coral reefs, and mangrove swamps. CLearners can infer that friction and gravity affect how people and objects move. They have found out that heat, light, sound, electricity, and motion studied earlier are forms of energy and these undergo transformation. Learners can describe what happens during earthquakes and volcanic eruptions and demonstrate what to do when they occur. They can infer that the weather follows a pattern in the course of a year. They have learned about the solar system, with emphasis on the motions of the Earth OPYas prerequisite to the study of seasons in another grade level.

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - GRADE/LEVEL K to 12 BASIC EDUCATION CURRICULUMelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. Grade 7 Grade-Level Standards Grade 8 Grade 9 DAt the end of Grade 7, learners can distinguish mixtures from substances through semi-guided investigations. They realize the importance of air testing when conducting investigations. After studying how organ systems work together in plants and animals in the lower grade levels, learners Ecan use a microscope when observing very small organisms and structures. They recognize that living things are organized into different levels: Cells, tissues, organs, organ systems, and organisms. These organisms comprise populations and communities, which interact with non-living things in ecosystems. PLearners can describe the motion of objects in terms of distance and speed, and represent this in tables, graphs, charts, and equations. They can describe how various forms of energy travel through different mediums. Learners describe what makes up the Philippines as a whole and the resources found in the archipelago. They can explain the occurrence of Ebreezes, monsoons, and ITCZ, and how these weather systems affect people. They can explain why seasons change and demonstrate how eclipses occur. DAt the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can differentiate the concept of work as used in science and in layman’s language. They know the factors that affect the transfer of energy, such as temperature difference, and the type (solid, liquid, or gas) of the medium. Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They recognize other Cmembers of the solar system. Learners can explain the behaviour of matter in terms of the particles it is made of. They recognize that ingredients in food and medical products are made up of these particles and are absorbed by the body in the form of ions. OLearners recognize reproduction as a process of cell division resulting in growth of organisms. They have delved deeper into the process of digestion as studied in the lower grades, giving emphasis on proper nutrition for overall wellness. They can participate in activities that protect and conserve economically important species used for food. PAt the end of Grade 9, learners have gained a a deeper understanding of the digestive, respiratory, and circulatory systems to promote overall Yhealth. They have become familiar with some technologies that introduce desired traits in economically important plants and animals. Learners can explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful compounds may arise from such rearrangements. Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from volcanoes may be tapped for human use. They are familiar with climatic phenomena that occur on a global scale. They can explain why certain constellations can be seen only at certain times of the year. Learners can predict the outcomes of interactions among objects in real life applying the laws of conservation of energy and momentum.

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - K to 12 BASIC EDUCATION CURRICULUMelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. DEGrade 10GRADE/LEVEL Grade-Level Standards At the end of Grade 10, learners realize that volcanoes and earthquakes occur in the same places in the world and that these are related to plate boundaries. They can demonstrate ways to ensure safety and reduce damage during earthquakes, tsunamis, and volcanic eruptions. Learners can explain the factors affecting the balance and stability of an object to help them practice appropriate positions and movements to achieve efficiency and safety such as in sports and dancing. They can analyze situations in which energy is harnessed for human use whereby heat is released, affecting the physical and biological components of the environment. Learners will have completed the study of the entire organism with their deeper study of the excretory and reproductive systems. They can explain in greater detail how genetic information is passed from parents to offspring, and how diversity of species increases the probability of adaptation and survival in changing environments. Learners can explain the importance of controlling the conditions under which a chemical reaction occurs. They recognize that cells and tissues of the human body are made up of water, a few kinds of ions, and biomolecules. These biomolecules may also be found in the food they eat. PESEQUENCE OF DOMAIN/STRANDS PER QUARTER D1st Quarter C2nd Quarter O3rd Quarter PY4th Quarter G3 G4 G5 G6 G7 G8 G9 G10 Matter Matter Matter Matter Matter Force, Motion,& Living Things Earth & Space Energy and Their Environment Living Things Living Things Living Things Living Things Living Things Earth & Space Matter Force, Motion,& and Their and Their and Their and Their and Their Energy Environment Environment Environment Environment Environment Force, Motion,& Force, Motion,& Force, Motion & Force, Motion,& Force, Motion,& Matter Earth & Space Living Things and Their Energy Energy Energy Energy Energy Environment Earth & Space Earth & Space Earth & Space Earth & Space Earth & Space Living Things Force, Motion,& Matter and Their Energy Environment

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - DGrade 3 K to 12 BASIC EDUCATION CURRICULUMelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. EWhen learners observe different objects SPIRALLING OF CONCEPTS GRADE 3 – GRADE 10 and materials, they become aware ofMATTER Ptheir different characteristics such as Grade 4 Grade 5 Grade 6 shape, weight, definiteness of volume PROPERTIES OF MATTER In Grade 4, the learners have observed the and ease of flow. Using characteristics, changes when mixing a solid in a liquid or a objects and materials can be grouped liquid in another liquid. From these investigations, learners can now Einto solids, liquids or gases. describe the appearance of mixtures as Aside from being grouped into After learning how to read and interpret uniform or non-uniform and classify them as homogeneous or heterogeneous mixtures. solids, liquids, or gases, materials product labels, learners can critically decide may also be grouped according to whether these materials are harmful or not. their ability to absorb water, They can also describe ways in which they DCHANGES THAT MATTER UNDERGO ability to float or sink, and can use their knowledge of solids and whether they decay or not liquids in making useful materials and products. Using the characteristics observed Changes in some characteristics COPYIn Grade 4, learners investigated changes inBased on the characteristics of the components among solids, liquids, and gases, of solid materials can be observed of a heterogeneous mixture, learners learners investigate ways in which solid when these are bent, hammered, materials that take place at certain investigate ways of separating these turns into liquid, solid into gas, liquid pressed, and cut. conditions, such as applying force, mixing components from the mixture. They will infer into gas, and liquid into solid, as materials, and changing the temperature. In that the characteristics of each of the affected by temperature. After investigating the changes in Grade 5, they investigate changes that take components remain the same even when the some observable characteristics place under the following conditions: component is part of the mixture. of materials due to temperature presence or lack of oxygen (in air), and in Grade 3, learners can now applying heat. They learn that some of inquire about changes observed these conditions can result in a new when a solid is mixed with a product. Knowing these conditions enable liquid or when a liquid is mixed them to apply the “5R method” (recycling, with another liquid. reducing, reusing, recovering and repairing) at home and in school. Learners learn that some changes in the characteristics of a product such as food or medicine may affect its quality. One way of finding out is by reading and interpreting product labels. This information helps them decide when these products become harmful.

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - K to 12 BASIC EDUCATION CURRICULUMelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. Grade 7 Grade 8 Grade 9 Grade 10 In Grade 6, learners learned how to PROPERTIES AND STRUCTURE OF MATTER distinguish homogenous from Using models, learners learn that matter is Using their understanding of atomic Learners investigate how gases behave in Dheterogeneous mixtures. In Grade 7, made up of particles, the smallest of which structure learned in Grade 8, learners different conditions based on their is the atom. These particles are too small to describe how atoms can form units knowledge of the motion of and distances learners investigate properties of be seen through a microscope. The called molecules. They also learn about between gas particles. Learners then solutions that are homogeneous properties of materials that they have ions. Further, they explain how atoms confirm whether their explanations are mixtures. They learn how to express observed in earlier grades can now be form bonds (ionic and covalent) with consistent with the Kinetic Molecular explained by the type of particles involved other atoms by the transfer or sharing Theory. They also learn the relationships Econcentrations of solutions and the attraction between these particles. of electrons. between volume, temperature, and pressure using established gas laws. qualitatively and quantitatively. They They also learn that the forces holding distinguish mixtures from substances metals together are caused by the In Grade 9, learners learned that the based on a set of properties. attraction between flowing electrons bonding characteristics of carbon result in and the positively charged metal ions. the formation of large variety of PLearners begin to do guided and compounds. In Grade 10, they learn more Learners explain how covalent bonding about these compounds that include semi-guided investigations, making in carbon forms a wide variety of biomolecules such as carbohydrates, lipids, carbon compounds. proteins, and nucleic acids. Further, they Esure that the experiment they are will recognize that the structure of these Recognizing that matter consists of an compounds comprises repeating units that conducting is a fair test. extremely large number of very small are made up of a limited number of particles, counting these particles is elements such as carbon, hydrogen, D CLearners recognize that materials not practical. So, learners are oxygen, and nitrogen. Ocombine in various ways and through introduced to the unit—mole. In Grade 9, learners described how particles different processes, contributing to rearrange to form new substances. In the wide variety of materials. Given Grade 10, they learn that the this diversity, they recognize the rearrangement of particles happen when substances undergo chemical reaction. They Pimportance of a classification system. further explain that when this rearrangement happens, the total number They become familiar with elements of atoms and total mass of newly formed and compounds, metals and non- substances remain the same. This is the Ymetals, and acids and bases. CHANGES THAT MATTER UNDERGO Learners learn that particles are always in Learners explain how new compounds motion. They can now explain that the are formed in terms of the changes from solid to liquid, solid to gas, rearrangement of particles. They also liquid to solid, and liquid to gas, involve recognize that a wide variety of useful changes in the motion of and relative compounds may arise from such distances between the particles, as well as rearrangements. the attraction between them. They also recognize that the same particles are involved when these changes occur. In Law of Conservation of Mass. Applying this Further, learners demonstrate that effect, no new substances are formed. law, learners learn to balance chemical homogeneous mixtures can be equations and solve simple mole-mole, separated using various techniques. mole-mass, and mass-mass problems.

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - DGrade 3 K to 12 BASIC EDUCATION CURRICULUMelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. EIn Grade 3, learners observe and LIVING THINGS AND THEIR ENVIRONMENT describe the different parts of living things focusing on the sense organs Grade 4 Grade 5 Grade 6 Pof humans and the more familiar PARTS AND FUNCTION OF ANIMALS AND PLANTS In Grade 6, learners describe the interactions among parts of the major external parts of animals and plants.In Grade 4, the learners are introduced toAfter learning in Grade 4 how the majororgans of the human body. the major organs of the human body. organs of the human body work They also learn how vertebrates and EThey also explore and describe together, the learners now focus on the invertebrates differ and how non- They also learn about some parts that help organs of the reproductive systems of flowering plants reproduce, characteristics of living things thatplants and animals survive in places wherehumans, animals, and plants. distinguish them from non-livingthey live. Learners learn how non-flowering plants (spore-bearing and cone-bearing plants, Dthings. ferns, and mosses) reproduce. Learners learn that living things They learn that plants and animals share reproduce and certain traits are common characteristics which serve as bases for their classification. Cpassed on to their offspring/s. HEREDITY:INHERITANCE AND VARIATION Learners are introduced to the interactions among components of Learners learn that humans, animals, and Learners learn how flowering plants and habitats such as tropical rainforests, plants go through life cycles. Some some non-flowering plants reproduce. coral reefs, and mangrove swamps. inherited traits may be affected by the environment at certain stages in their life They are also introduced to the sexual cycles. and asexual modes of reproduction. ODifferent kinds of living things are found in different places. PYLearners learn that living things BIODIVERSITY AND EVOLUTION Learners investigate that animals and plants Learners learn that reproductive live in specific habitats. structures serve as one of the bases for classifying living things. ECOSYSTEMS Learners learn that there are beneficial and Learners are introduced to the depend on their environment for food, harmful interactions that occur among living interactions among components of air, and water to survive. things and their environment as they obtain larger habitats such as estuaries and their basic needs. intertidal zones, as well as the conditions that enable certain organisms to live.

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - K to 12 BASIC EDUCATION CURRICULUMelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. Grade 7 Grade 8 Grade 9 Grade 10 In Grade 7, learners are introduced PARTS AND FUNCTION: ANIMAL AND PLANTS Learners learn that organisms have to the levels of organization in the feedback mechanisms that are In Grade 8, learners gain knowledge of Learners study the coordinated coordinated by the nervous and Dhuman body and other organisms. how the body breaks down food into forms functions of the digestive, respiratory, endocrine systems. These mechanisms that can be absorbed through the digestive and circulatory systems. help the organisms maintain They learn that organisms consist of system and transported to cells. homeostasis to reproduce and survive. cells, most of which are grouped into They also learn that nutrients enter the organ systems that perform Learners learn that gases are exchanged bloodstream and combine with oxygen Learners are introduced to the structure through the respiratory system. This taken in through the respiratory of the DNA molecule and its function. EPEspecialized functions. provides the oxygen needed by cells to system. Together, they are transported release the energy stored in food. to the cells where oxygen is used to They also learn that changes that take release the stored energy. place in sex cells are inherited while They also learn that dissolved wastes are changes in body cells are not passed on. removed through the urinary system while solid wastes are eliminated through the Learners revisit the mechanisms involved excretory system. in the inheritance of traits and the DAfter learning how flowering and non changes that result from these HEREDITY:INHERITANCE AND VARIATION mechanisms. Learners explain how flowering plants reproduce, Grade 7 natural selection has produced a learners are taught that asexual Learners study the process of cell division Learners study the structure of genes succession of diverse new species. reproduction results in genetically by mitosis and meiosis. They understand and chromosomes, and the functions Variation increases the chance of living identical offspring whereas sexual that meiosis is an early step in sexual they perform in the transmission of things to survive in a changing reproduction that leads to variation. traits from parents to offspring. environment. Creproduction gives rise to variation. Learners investigate the impact of human Learners learn that the cells in similar activities and other organisms on tissues and organs in other animals ecosystems. Oare similar to those in human beings but differ somewhat from cells found PYin plants. BIODIVERSITY AND EVOLUTION Learners learn that species refers to a Learners learn that most species that group of organisms that can mate with one have once existed are now extinct. another to produce fertile offspring. They Species become extinct when they fail to learn that biodiversity is the collective adapt to changes in the environment. variety of species living in an ecosystem. This serves as an introduction to the topic on hierarchical taxonomic system. ECOSYSTEMS Learners learn that interactions occur Learners learn how energy is transformed Learners learn how plants capture among the different levels of and how materials are cycled in energy from the Sun and store energy in organization in ecosystems. ecosystems. sugar molecules (photosynthesis). This

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - Grade 7 K to 12 BASIC EDUCATION CURRICULUMelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. DOrganisms of the same kind interact Grade 8 Grade 9 Grade 10 with each other to form populations; stored energy is used by cells during They learn how biodiversity influences the populations interact with other cellular respiration. These two processes stability of ecosystems. are related to each other. Epopulations to form communities. Grade 6 FORCE, MOTION AND ENERGY Aside from the identified causes of PGrade 3 motion in Grade 3, such as people, ELearners observe and explore and Grade 4 Grade 5 animals, wind, and water, learners Dinvestigate how things around them also learn about gravity and friction as FORCE AND MOTION other causes or factors that affect the move and can be moved. They also movement of objects. identify things in their environment This time, learners begin to accurately that can cause changes in the measure the amount of change in the At this grade level, learners are movement of an object in terms of its introduced to the concept of energy. Cmovement of objects. distance travelled and time of travel They learn that energy exists in Learners now learn that if force is applied using appropriate tools. different forms, such as light, heat, on an object, its motion, size, or shape sound and electricity, and it can be can be changed. They will further understand that these changes depend on the amount of force applied on it (qualitative). They also learn that magnets can exert force on some objects and may cause changes in their movements. OLearners observe and identify different Psources of light, heat, sound, and ENERGY electricity in their environment and Ytheir uses in everyday life. Learners learn that light, heat, and sound This time, learners explore how different travel from the source. They perform objects interact with light, heat, sound, simple activities that demonstrate how and electricity (e.g., identifying poor and they travel using various objects. good conductors of electricity using Note: Electricity is not included in Grade simple circuits). 4 because the concept of ‘flow of They learn about the relationship transformed from one form to charges’ is difficult to understand at this between electricity and magnetism by another. They demonstrate how grade level. constructing an electromagnet. energy is transferred using simple They also learn about the effects of light, machines. heat, sound, and electricity on people.

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - K to 12 BASIC EDUCATION CURRICULUMelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. Grade 7Grade 8 Grade 9 Grade 10 DFrom a simple understanding of motion,FORCE AND MOTION From learning the basics of forces in Grade 8, learners extend their learners study more scientific ways ofThis time, learners study the concept of To deepen their understanding of motion,understanding of forces by describing describing (in terms of distance, speed, how balanced and unbalanced forces, force and its relationship to motion. learners use the Law of Conservation of either by solids or liquids, affect the Eand acceleration) and representing movement, balance, and stability of They use Newton’s Laws of Motion to Momentum to further explain the motion objects. (using motion diagrams, charts, and graphs) the motion of objects in oneexplain why objects move (or do not of objects. Learners acquire more knowledge about the properties of light as applied in Pdimension. optical instruments. EThis time learners recognize that Learners also use the concept of moving Ddifferent forms of energy travel in charges and magnetic fields in explaining the principle behind generators and different ways—light and sound travel motors. through waves, heat travels through moving or vibrating particles, and Celectrical energy travels through moving charges. In Grade 5, they learned about the Odifferent modes of heat transfer. This time, they explain these modes in terms PYof the movement of particles. move) the way they do (as described in From motion in one dimension in the Grade 7). They also realize that if force previous grades, they learn at this level is applied on a body, work can be done about motion in two dimensions using and may cause a change in the energy projectile motion as an example. of the body. ENERGY Learners realize that transferred energy Learners explain how conservation of may cause changes in the properties of mechanical energy is applied in some the object. They relate the observable structures, such as roller coasters, and in changes in temperature, amount of natural environments like waterfalls. They current, and speed of sound to the further describe the transformation of changes in energy of the particles. energy that takes place in hydroelectric power plants. Learners also learn about the relationship between heat and work, and apply this concept to explain how geothermal power plants operate. After they have learned how electricity is generated in power plants, learners further develop their understanding of transmission of electricity from power stations to homes.

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - DGrade 3 K to 12 BASIC EDUCATION CURRICULUMelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. ELearners will describe what makes up EARTH AND SPACE their environment, beginning with the landforms and bodies of waterGrade 4 Grade 5 Grade 6 Pfound in their community. GEOLOGY Learners will learn that aside from weathering EDLearners will describe the different and erosion, there are other processes that may alter the surface of the Earth: earthquakes types of local weather, and volcanic eruptions. Only the effects of earthquakes and volcanic eruptions are taken COLearners will describe the natural up in this grade level, not their causes (which PYobjects that they see in the sky. will be tackled in Grades 8 and 9). Learners After familiarizing themselves with In this grade level, learners will learn that will also gather and report data on earthquakes and volcanic eruptions in their community or the general landscape, learners will our surroundings do not stay the same region. investigate two components of the forever. For example, rocks undergo After learning how to measure the different components of weather in Grades 4 and 5, physical environment in more detail: weathering and soil is carried away by learners will now collect weather data within the span of the school year. Learners will soil and water. They will classify soils erosion. Learners will infer that the surface interpret the data and identify the weather patterns in their community. in their community using simple of the Earth changes with the passage of In Grade 6, learners will turn their attention to criteria. They will identify the time. Earth as another natural object in space (in addition to the Sun, Moon, and stars). different sources of water in their Learners will learn about the motions of the Earth: rotation and revolution. Learners will community. They will infer the also compare the different members that importance of water in daily activities and describe ways of using water wisely. METEOROLOGY After making simple descriptions Learners will learn that the weather does about the weather in the previous not stay the same the whole year round. grade, learners will now measure the Weather disturbances such as typhoons components of weather using simple may occur. Learners will describe the instruments. They will also identify effects of typhoons on the community and trends in a simple weather chart. the changes in the weather before, during, and after a typhoon. ASTRONOMY After describing the natural objects After learning about the Sun, learners will that are seen in the sky, learners will now familiarize themselves with the Moon now focus on the main source of and the stars. They will describe the heat and light on Earth: the Sun, its changes in the appearance of the Moon and role in plant growth and discover that the changes are cyclical, and development, and its effect on the that the cycle is related to the length of a activities of humans and other month. Learners will identify star patterns make up the Solar System and construct animals. that can be seen during certain times of the models to help them visualize their relative year. sizes and distances.

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - K to 12 BASIC EDUCATION CURRICULUMelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. Grade 7 Grade 8 Grade 9 Grade 10 Learners will explore and locate places GEOLOGY Using maps, learners will discover that volcanoes, earthquake Dusing a coordinate system. They will As a result of being located along the Ring Being located along the Ring of Fire, the epicenters, and mountain ranges are of Fire, the Philippines is prone to Philippines is home to many volcanoes. Using not randomly scattered in different discover that our country’s location earthquakes. Using models, learners will models, learners will explain what happens places but are located in the same near the equator and along the Ring of explain how quakes are generated by when volcanoes erupt. They will describe the areas. This will lead to an faults. They will try to identify faults in the different types of volcanoes and differentiate appreciation of plate tectonics—a EFire influences elements of up community and differentiate active faults active volcanoes from inactive ones. They theory that binds many geologic from inactive ones. will also explain how energy from volcanoes processes such as volcanism and Philippine environment (e.g., natural may be tapped for human use. earthquakes. resources and climate). PELearners will explain the occurrence of Note: The theory of plate tectonics METEOROLOGY is the sole topic in Earth and Space atmospheric phenomena (breezes, in Grade 10. This is because the In this grade level, learners will distinguish theory binds many of the topics in Dmonsoons, and ITCZ) that are between weather and climate. They will previous grade levels, and more explain how different factors affect the time is needed to explore commonly experienced in the country climate of an area. They will also be connections and deepen learners’ as a result of the Philippines’ location introduced to climatic phenomena that occur understanding. with respect to the equator, and over a wide area (e.g., El Niño and global warming). Csurrounding bodies of water and landmasses. Being located beside the Pacific Ocean, the Philippines is prone to typhoons. In Grade 5, the effects of typhoons were tackled. Here, learners will explain how typhoons develop, how typhoons are affected by landforms and bodies of water, and why typhoons follow certain paths as they move within the Philippine Area of Responsibility. OLearners will explain the occurrence of ASTRONOMY the seasons and eclipses as a result of the motions of the Earth and the PMoon. Using models, learners will explain that because the Earth revolves around the Sun, the seasons change, Yand because the Moon revolves around the Earth, eclipses sometimes occur. Learners will complete their survey of the Learners will now leave the Solar System and Solar System by describing the learn about the stars beyond. They will infer characteristics of asteroids, comets, and the characteristics of stars based on the other members of the Solar System. characteristics of the Sun. Using models, learners will show that constellations move in the course of a night because of Earth’s rotation, while different constellations are observed in the course of a year because of the Earth’s revolution.

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - DCONTENT K to 12 BASIC EDUCATION CURRICULUMelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. EGrade 10 – Earth and Space GRADE 10 FIRST QUARTER/FIRST GRADING PERIOD PERFORMANCE STANDARDS P1. Plate Tectonics CONTENT STANDARDS LEARNING COMPETENCY CODE 1.1 Distribution 1.1.1 volcanoes The learners demonstrate The learners shall be able The learners should be able S9ES –Ia-j- E1.1.2 earthquake epicentersan understanding of: to: to… 36.1 1.1.3 mountain ranges 1.2 Plate boundaries the relationship among the 1. demonstrate ways to 1. describe the distribution of S9ES –Ia-j- D1.3 Processes and landforms alonglocations of volcanoes, ensure disaster active volcanoes, earthquake 36.2 plate boundaries earthquake epicenters, and preparedness during epicenters, and major 1.4 Internal structure of the Earthmountain ranges earthquakes, tsunamis, mountain belts; S9ES –Ia-j- 1.5 Mechanism (possible causes of and volcanic eruptions 36.3 movement) 2. describe the different types of C1.6 Evidence of plate movement 2. suggest ways by which plate boundaries; S9ES –Ia-j- he/she can contribute 36.4 to government efforts 3. explain the different in reducing damage due processes that occur along S9ES –Ia-j- to earthquakes, the plate boundaries; 36.5 tsunamis, and volcanic eruptions 4. describe the internal structure S9ES –Ia-j-36.6 OPGrade 10 – Force, Motion and, Energy of the Earth; YSECOND QUARTER/SECOND GRADING PERIOD 5. describe the possible causes of plate movement; and 6. enumerate the lines of evidence that support plate movement The learners demonstrate The learners s The learners should be able an understanding of: hall be able to: to… 1. Electromagnetic Spectrum the different regions of the 1. compare the relative S10FE-IIa-b-47 electromagnetic spectrum wavelengths of different forms of electromagnetic waves;

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - K to 12 BASIC EDUCATION CURRICULUMelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. DEP2. LightCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE 2.1 Reflection of Light in Mirrors STANDARDS S10FE-IIc-d-48 ED2.2 Refraction of Light in Lenses S10FE-IIe-f-49 the images formed by the 2. cite examples of practical S10FE-IIg-50 different types of mirrors applications of the different and lenses regions of EM waves, such S10FE-IIg-51 as the use of radio waves in S10FE-IIh-52 3. Electricity and Magnetism the relationship between telecommunications; S10FE-IIi-53 3.1 Electromagnetic effects electricity and magnetism in S10FE-IIj-54 electric motors and 3. explain the effects of EM generators radiation on living things and the environment; 4. predict the qualitative characteristics (orientation, type, and magnification) of images formed by plane and curved mirrors and lenses; COPY5. apply ray diagramming techniques in describing the characteristics and positions of images formed by lenses; 6. identify ways in which the properties of mirrors and lenses determine their use in optical instruments (e.g., cameras and binoculars); 7. demonstrate the generation of electricity by movement of a magnet through a coil; and 8. explain the operation of a simple electric motor and generator.

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - DCONTENT K to 12 BASIC EDUCATION CURRICULUMelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. EThe learners demonstrate PERFORMANCE CODE CONTENT STANDARDS STANDARDS LEARNING COMPETENCY S10LT-IIIa-33 S10LT-IIIb-34 PReproductive, Endocrine, and The learners should be The learners should be able S10LT-IIIc-35 Grade 10 – Living Things and Their Environment able to: to… S10LT-IIIc-36 S10LT-IIId-37 THIRD QUARTER/THIRD GRADING PERIOD 1. describe the parts of the S10LT-IIIe-38 reproductive system and an understanding of: their functions; Eendocrine systems 1. Coordinated Functions of the 2. explain the role of hormones involved in the female and 1. organisms as having male reproductive systems; Nervous Systems feedback mechanisms, 3. describe the feedback 2. how these feedback mechanisms involved in regulating processes in the Dmechanisms help the female reproductive system (e.g., menstrual cycle); organism maintain homeostasis to 4. describe how the nervous reproduce system coordinates and which are coordinated regulates these feedback mechanisms to maintain by the nervous and homeostasis; COP2. Heredity: Inheritance and 5. explain how protein is made YVariation using information from 1. the information stored in DNA as being used to make proteins 2. how changes in a DNA DNA; molecule may cause changes in its product 6. explain how mutations may 3. mutations that occur in cause changes in the sex cells as being structure and function of a heritable protein;

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - K to 12 BASIC EDUCATION CURRICULUMelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE STANDARDS S10LT-IIIf-39 D3. Biodiversity and Evolution how evolution through 7. explain how fossil records, S10LT-IIIg-40 natural selection can result write an essay on the comparative anatomy, and S10LT-IIIh-41 in biodiversity importance of genetic information provide S10LT-IIIi-42 E4. Ecosystems adaptation as a evidence for evolution; S10LT-IIIj-43 mechanism for the 4.1 Flow of Energy and Matter in survival of a species 8. explain the occurrence of S10MT-IVa-b- evolution; 21 PEcosystems 9. explain how species 4.2 Biodiversity and Stability diversity increases the probability of adaptation 4.3 Population Growth and and survival of organisms in changing environments; ECarrying Capacity 1. the influence of 10. explain the relationship biodiversity on the between population stability of ecosystems growth and carrying capacity; and 2. an ecosystem as being capable of supporting a 11. suggest ways to minimize limited number of human impact on the organisms environment. DGrade 10 – Matter FOURTH QUARTER/FOURTH GRADING PERIOD C1. Gas Laws O1.1 Kinetic Molecular Theory 1.2 Volume, pressure, and temperature relationship PY1.3 Ideal gas law The learners demonstrate The learners shall be able The learners should be able an understanding of… to: to… how gases behave based 1. investigate the relationship on the motion and relative between: distances between gas 1.1 volume and pressure at particles constant temperature of a gas; 1.2 volume and temperature at constant pressure of a gas; 1.3 explains these relationships using the kinetic molecular theory;

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - DCONTENT K to 12 BASIC EDUCATION CURRICULUMelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. E2. Biomolecules CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE P2.1 Elements present in biomolecules STANDARDS 2. recognize the major S10MT-IVc-d-22 2.2 Carbohydrates, lipids, proteins,the structure of categories of biomolecules and nucleic acids biomolecules, which are such as carbohydrates, S10MT-IVe-g- made up mostly of a limited lipids, proteins, and nucleic 23 E2.2.1 Food Labels number of elements, such acids; as carbon, hydrogen, S10MT-IVh-j-24 oxygen, and nitrogen D COPY3.Chemical reactions the chemical reactions using any form of media, 3. apply the principles of associated with biological present chemical conservation of mass to and industrial processes reactions involved in chemical reactions; and affecting life and the biological and industrial environment processes affecting life 4. explain how the factors and the environment affecting rates of chemical reactions are applied in food preservation and materials production, control of fire, pollution, and corrosion.

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - K to 12 BASIC EDUCATION CURRICULUMelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. DLEGEND CODE BOOK LEGEND EFirst Entry DOMAIN/ COMPONENT CODE Sample: S8ES-IId-19 Living things and their Environment LT Force, Motion, and Energy FE SAMPLE Earth and Space ES Matter MT Learning Area andPGrade LevelScience Strand/ Subject or Grade 8 Specialization EUppercase Letter/s S8 Domain/Content/DRoman NumeralEarth and Space ES Component/ Topic - *Zero if no specific quarter II Quarter Second Quarter CLowercase Letter/sWeek Week four d - *Put a hyphen (-) in between 19 letters to indicate more than a Ospecific week PYArabic Number Competency Infer why the Philippines is prone to typhoons

DEPED COPYUNIT 3 Living Things and Their Environment 163 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYUNIT 3: Living Things and Their EnvironmentIntroduction In the past years, the students have learned about the coordinated func-tions of the digestive, respiratory, and circulatory systems. It has been explainedthat nutrients enter the bloodstream and combine with oxygen taken in throughthe respiratory system. They have also understood the structure of genes andchromosomes, and the functions they perform in the transmission of traits fromparents to offspring. They have discovered that most species that have existedbefore are now extinct, and have realized that species become extinct whenthey fail to adapt to changes in the environment. The students have becomefamiliar about how plants capture energy from the sun and store energy insugar molecules through photosynthesis, and have learned that stored energyis used by cells during cellular respiration. They have found out that these twoprocesses are related to each other. All modules in Grade 10 Unit 3-Living Things and Their Environmentpresent mental and hands-on activities that are learner-centered to enable thestudents to apply science concepts and skills in addressing real-world problemsthrough scientific investigations. These instructional activities are designed toenhance their knowledge, understanding, skills, and ability to transfer learning. There are four modules in this quarter, namely: Module 1: Coordinated Functions of the Reproductive, Endocrine, and Nervous Systems Module 2: Heredity: Inheritance and Variation Module 3: Biodiversity and Evolution Module 4: Ecosystems The role of K-12 science teachers is to effectively facilitate learning byguiding the students in performing every task and initiating an inquiry-basedlearning phase rather than merely making the students passive recipientsof information. At the end of Grade 10, the learners should have alreadydeveloped scientific, technological, and environmental literacy that will leadthem to rational choices on any issue that they will face in life. 164 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Unit 3 Suggested time allotment: 12 to 14 hoursMODULE Coordinated Functions of1 the Nervous, Endocrine, and Reproductive Systems Content Standards Performance StandardThe learners demonstrate understanding The learners… of…DEPED COPYthe organisms as having feedback create a campaign advertisingmechanisms, which are coordinated by video about the common andthe nervous, endocrine, and reproductive effective contraceptive measuressystems. used in family planning, in line with the Reproductive Health Lawhow these feedback mechanisms helpthe organism maintain homeostasis toreproduce and survive.Overview By going through Module 1, the students will realize that for whateveraction they do from the moment they get up in the morning to the time they goto bed, there is always a part of the body that requires the support of anotherpart to achieve its purpose. Take note that our body is made up of differentsystems that coordinate with one another in order to perform their functionswell; if any part of these organ systems malfunctions, the body will becomeunbalanced. The students have already studied from the past that human bodysystems are the combined functional units composed of various organs workingin full coordination with each other. Emphasize that the instability causedby the impairment of one system cannot be compensated by other systemsbecause each system has its own function in the body. In Grade 9, they havealready studied how the circulatory and respiratory systems work together, andhow a person’s lifestyle affects these systems. Now they will learn about thecoordinated functions of the reproductive, endocrine and nervous systems. This module will enable the students to show understanding oforganisms as having feedback mechanisms, which are coordinated bythe nervous and endocrine systems. They will also understand howthese feedback mechanisms help the organism maintain homeostasis toreproduce and survive. 165 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

At the end of this module, students are expected to:1. Describe the parts of the nervous, endocrine, and reproductive sys- tems, along with their functions.2. Explain the role of hormones involved in the female and male repro- ductive systems.3. Describe the feedback mechanisms involved in regulating processes in the female reproductive system.4. Describe how the nervous system coordinates and regulates feed- back mechanisms to maintain homeostasis.In Module 1, students will answer the following key questions:DEPED COPYPre-assessmentOdd Organ Out (Answers)Odd One Out ReasonHEART The heart is a part of the circulatory system, while all the rest are parts of the nervous system.LUNGS The lungs are a part of the respiratory system, while the rest are parts of the female reproductive system.SKULL The skull is a part of the skeletal system, while the rest are parts of the endocrine system.INTESTINE The intestine is a part of the digestive system, while the rest are parts of the male reproductive system. The students have studied in the past that cells make up a tissue, tissuesmake up an organ, and organs make up a system. Now, they will first try tounderstand the organ system before going to the cellular level to know how theindividual cells of the nervous system work. 166 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

The Nervous System The Structure of the Nervous SystemActivity 1 Break It Down! In this activity, students will be able to identify the components of thenervous system by filling in the missing parts of the graphic organizer.Answers in the Activity: DEPED COPY 167 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYTeaching Tips: • Before the students perform the activity, you may show pictures of the different parts of the nervous system. • Three-dimensional models of the nervous system may also be shown to the class so that the students can have a more realistic visualization. • You may choose to use the provided template for the graphic organizer or allow the students to map the concepts on their own. • It will also be useful to search for web resources of videos showing animated visual exploration of the nervous system. • For a more engaging activity, you may let the students create their own model of the nervous system or the brain using clay, paper mache, recyclables, food, or anything. • Let the students use different colors to indicate different structures and identify each part.Answers to Guide Questions:Q1. The Central Nervous System (CNS) serves as the main processing center for the entire nervous system while the Peripheral Nervous System (PNS) connects the central nervous system to the organs and limbs by relaying information through the nerves.Q2. All the other parts of the nervous system will not be able to carry out their corresponding functions, and the other body systems will be affected as well.The Nerve CellTeaching Tips: • Let the students study Figure 1 and look at the different parts of the nerve cell or neuron. Explain to them that there are billions of neurons in the body. Let them distinguish the parts such as dendrites, cell body, and axon. Note that the axon shown in the figure is covered by glial cells, which are the most abundant cell types in the central nervous system. 168 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY When teaching about the nervous system, it is essential to go over the neu- ron. Point out to the students that neurons are similar to other types of cells because they perform basic cellular functions and have the same components, like a nucleus, cell membrane and other organelles; but their primary function is to receive and transmit signal. • You can use the simplest model to illustrate a neuron using only your hand and arm, so that the students can understand its structure better. Simply hold out your arm and spread your fingers as shown in the figure below. Your hand represents the “cell body” (also called “soma”); your fingers represent “dendrites”, bringing information to the cell body, your arm represents the “axon”, taking information away from the cell body. • For enrichment activity, you may also ask the students to create their own nerve cell models out of different materials, such as beads, strings, or clay. Let them label the structures of the model they made and use it to remember the parts and function of a neuron. 169 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYControl of Body Processes through the Nervous SystemThe Nerve ImpulseTeaching Tips: • Explain to the students that neurons have the special ability to carry sig- nals or impulses. Tell the students that their thoughts, emotions, learn- ing, and many body functions are controlled by nerve impulses carried by the neurons. • Make the students imagine that you have a board with a row of switches. You may also show to the class an actual board of light bulbs and quickly click each switch in the row on and off. This will give the students an idea of how a nerve impulse travels along a neuron. • Let the students understand that nerve impulses have a domino effect. Explain how each neuron receives an impulse and passes it on to the connecting neuron or to an effector cell such as a muscle. Through a chain of chemical reactions, the dendrites receive an impulse that is transported through the axon and transmitted to the next neuron. • Another suggested illustration during discussion is doing the following simple exercise to show how neurons connect with other neurons. As a developmental activity, instruct the students to draw ten (10) dots on one side of the paper. Let these dots represent neurons, and assume that each neuron makes connections with the 10 dots on the other side of the paper. Ask the students to connect each dot on one side with the ten dots on the other side. As you can see from Figure 6, only four of the “neurons” have been connected, and it gets very complicated after awhich. • Remind the students that the given exercise is quite simple. Each neuron that is represented by a dot may actually make thousands of connections with other neurons. Let them know that if they finish all the dots, the paper would be really dirty. Figure 3. “Connect the Dots” exercise, showing the complexity of neuron connections. 170 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY • For fast learners, you may show pictures, animated videos, and interactive web applications depicting Action Potential Depolar- ization as enrichment for the concept of nerve impulse being an electrochemical charge. Suggested web links for Action Potential Depolarization are: 1. http://brainu.org/files/movies/action_potential_cartoon.swf 2. https://www.youtube.com/watch?v=ifD1YG07fB8 3. https://www.youtube.com/watch?v=U0NpTdge3aw 4. https://www.youtube.com/watch?v=7EyhsOewnH4 5. https://www.youtube.com/watch?v=-6t_n6kTj1A The next activity that the students will perform will enable them to understand more of the concepts on the control of body processes through the nervous system. Students build upon what they have already learned by testing their visual and auditory senses. Tell them to use their senses to detect the stimuli in the environment and make the corresponding response. As they do Activity 2 and record their reaction times, they will quickly learn that there are different skills and strategies involved in reacting to something when seeing and listening are required. Nevertheless, they will also learn that greater self-awareness, strategy development, and ongoing practice of these skills can improve their visual and auditory reaction times and ultimately, their survival and success in life.  171 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Activity 2 How Fast Is Your Reaction?Teaching Tips:• One way of motivating the students is by actually getting a quick reac- tion from the class and then discussing it. For example, you can throw a small object such as a candy or a ball into a group of students, catch- ing them off-guard, drop a book, or make a loud noise. Lead a general discussion of reaction time by asking students how they usually react to different situations.• Get students to think critically what draws objects toward the earth. Inte- grate the concept of “Free Fall” as what they have learned in Grade 9 to the activity that they will perform. For more advanced classes, you may use the formula t = √(2d/g)• After the students have performed the activity about reaction time, make them realize the value of practice, which may also be discussed in terms of the concept of long term memory. Ask them, “What other skills has practicing helped you learn and master?” (Examples may include doing math problems, typing, reading music, and various sports activities).• Give practical examples of knowing one’s reaction time. In sports, re- action time, the interval between stimulation and reaction, often deter- mines who wins and who loses. Even more importantly, in real-life situ- ations, like when driving a car, it can mean the difference between life and death. DEPED COPYAnswers to Guide Questions:Q3. Answers will depend on whether the person is left-handed or right-handed.Q4. Answers will depend on whether the person is left-handed or right-handed.Q5. The ruler was caught faster with eyes open.Q6. The message travels from one neuron to another until it reaches the brain. Then, the brain’s response is also transmitted by another set of neurons.Q7. First, the eye sees the ruler, then sends a message to the brain. The brain sends a response through the muscles in the hand. Finally, the muscles contract to allow the person to catch the ruler. 172 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY KEY CONCEPT TO EMPHASIZE: Neurons have the special ability to carry signals or impulses. A nerve impulse is an electrochemical signal moving along an active neuron. The space between neurons is called synapse. A stimulus is any factor in the environment that influences behavior. A response is a reaction to a condition or stimulus. To survive, an organism must be able to respond to a stimulus. Reaction time is the length of time between application of a stimulus and detection of a response. Activity 3 A Nervous Trip In this activity, the students will be able to explain how the body processes are controlled through the nervous system Teaching Tips: • Since this is a kinesthetic activity, the class needs more space to work with their team, so it is advisable to move the chairs a little to allow the members to move freely. Another option is to make the two teams line up at each side of the classroom. • You may decide to do the activity simultaneously for all groups or one after another, with the aid of a timer or stopwatch. • You may creatively think of different situations that you may write down on the card to show different stimuli. Suggested ideas to be written on the card are: 1. Touching a hot stove 2. Smelling spoiled food 3. Stepping on a thumb tack 4. Hearing a loud bang • Refer to the following illustration to see how you will position the students in the game. 173 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYFigure 7. The game setup showing the relay course from start to end • When giving instructions to the students, it is important to note that the organ that will be receiving the stimuli may or may not be the same organ to make the response from the brain to the motor neurons. Point out that it could be another part of the body or a muscle that will carry out the action. Explain the difference between the receptor and the effector. • You may ask the students how anesthesia enables loss of sensation to avoid the feeling of pain. Explain that anesthesia disrupts the nerve im- pulse transmission in sensory neurons, leading to a temporary numbness or loss of sensation. • The suggested enrichment activities in the learners’ module may or may not be given to the students, depending on their level of mastery. These enrichment activities may also be given to the students as project or cul- minating task.Suggested Enrichment Activities: • During the first three years, a child’s brain triples in weight and establishes about 1,000 trillion nerve connections. Thus, the child’s experiences dur- ing the first three years of life are crucial to  brain development. Gather and write down information about the different ways of stimulating brain development in children. * Suggested web references for the enrichment activity: 1. http://www.kidsgrowth.com/resources/articledetail.cfm?id=259 2. http://www.my-newborn-baby-care.com/infant-brain-development. html 3. http://www.zerotothree.org/child-development/brain-development/ 174 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY • Design a flyer that will disseminate information about the different diseases affecting the human nervous system. * In assessing the informational flyers created by the learners, it would be helpful to create a rubric to be shown to the class as a guide in doing the activity Answers to Guide Questions: Q8. The brain receives the information through the sensory neurons that transmit the message from one neuron to another. Q9. As soon as the brain receives the information, it processes the message and come up with a response to be sent through the neurons. Q10. The message from the brain is relayed by the motor neurons that transmit the message from one neuron to another going to the effector. Q11. The sensory neurons transmit impulses from the receptor to the brain while the motor neurons transmit impulses from the brain to the effector. Q12. Information travels in the nervous system through the neurons that transmit the impulse. The sense organ receives the message, and the information is sent by the sensory neurons to the brain. The brain then processes the information and sends a response through the motor neurons to the organ, gland or muscle. Q13. Any damage in the nervous system affects the function of other body parts, since messages are not properly transmitted throughout the body. Q14. Answers may vary depending on the students’ locality. Some examples of public health care programs that deal with the nervous system are National Mental Health Program, Epilepsy Camp, Universal Health Care, Rabies Prevention and Control Program, and many others. KEY CONCEPT TO EMPHASIZE: When a receptor such an organ perceives a stimulus, the impulse is sent to the brain by the sensory neurons, transmitting information from one nerve cell to another. As the message reaches the brain, it processes the information and commands an effector such as a muscle or an organ to respond. The message coming from the brain is sent through the motor neurons. After learning about the structure and funtions of the nervous system, students are now ready to learn that there is another system that controls and regulates body processes. Emphasize to the students that the endocrine system is in control of the body mechanisms that slowly take place, unlike the nervous system that controls rapid body processes. The given table lists all the major glands with their functions, locations, and the hormones they release. 175 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

The Endocrine System Endocrine Glands and Their Hormones Gland DEPED COPY Functions Location Hormones ReleasedPituitary stimulates growth and at the base of Oxytocin, controls the functions of the brain Vasopressin,Thyroid Growth Hormone,Parathyroid other glands below the AdrenocorticotropicThymus voice box Hormone (ACTH),Adrenal regulates body Prolactin,Pancreas metabolism and causes in the neck Luteinizing in front of the Hormone, Follicle storage of calcium in Stimulating bones heart Hormone (FSH) controls the calcium at the top of Thyroxin, Calcitonin levels in your body and the kidneys normalizes bone growth between the Parathyromone enables the body kidneys Thymosin to produce certain Adrenaline antibodies prepares the body for Insulin, Glucagon action, and controls the heart rate and breathing in times of emergency regulates blood sugar levelsReproductive control maturation and lower Androgen,- Testes male characteristics abdomen Testosterone (Males) influence female lower Estrogen, traits and support abdomen Progesterone- Ovaries reproductive function (Females) 176 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYActivity 4 Who’s in Control? In this activity, the learners will identify some of the major endocrine glands in the human body and their functions. Let them study each picture that shows the role of a particular gland in the endocrine system, write down the name of the endocrine gland, and explain its effect according to its function. Answers in the Activity: 1. Ovaries Secrete more progesterone and estrogen to promote pregnancy 2. Adrenal Gland Produces adrenaline to activate short-term stress response 3. Pituitary Gland Produces growth hormones 4. Thymus Gland Secretes thymosin to stimulate production of T- cells against infection 5. Pancreas Secretes insulin that regulates blood sugar levels 177 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYAnswers to Guide Questions:Q15. The pituitary gland controls the output of other glands in the body.Q16. The thyroid gland is located below the voice box and regulates body metabolism by producing calcitonin that reduces blood calcium level; while parathyroid gland is located on the thyroid glands and produces parathormone that increases blood calcium levels and normalizes bone growth.Q17. The person’s pancreas is possibly involved when blood sugar level becomes unstable.Q18. The thymus gland enables the body to produce T- cells that help in fighting infections and diseases.Q19. A person born without a thymus gland will not develop an adaptive immune system and may eventually die.Q20. The adrenal gland produces adrenaline that enables the body to have the energy in doing spontaneous work during emergency situations.Q21. Because the diabetic person’s pancreas does not produce enough insulin for the body, insulin injections must be administered to the body to regulate blood sugar levels.Q22. During menopause there is a significant change of hormone levels produced by the ovaries which eventually stops the menstrual cycle.Q23. Birth control pills contain hormones that control the functioning of the ovaries and the uterus. Most pills have the combination of the hormones estrogen and progesterone to prevent ovulation (the release of an egg during the monthly cycle).Q24. Oxytocin and prolactin enable milk production that provides the required nourishment for the baby. KEY CONCEPT TO EMPHASIZE: The endocrine system consists of glands that secrete chemicals called hormones that control various body processes. This control system usually brings about slow changes in the body because hormones move through the circulatory system more slowly than the nerve impulses. The major glands in the body are the pituitary, thyroid, parathyroid, thymus, adrenal, pancreas, ovaries and testes. 178 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYActivity 5 What Went Wrong? This activity will get the students familiarized with the different disorders in the endocrine system due to hormonal imbalance and the hormones responsible. After doing the activity, they will be able to explain the effect of a particular hormone in the body, if not properly regulated. Answers in the Activity: 1. Dwarfism There is too little secretion of growth hormones by the pituitary gland, thus resulting to stunted growth. 2. Gigantism There is an excessive secretion of growth hormones by the pituitary gland causing too much growth to the person. 3. Goiter There is an abnormal enlargement of the thyroid gland due to too much or too little amount of secreted hormone. Answers to Guide Questions: Q25. Dwarfism may arise if the pituitary gland is not producing enough growth hormones. Q26. A person with excessive secretion of growth hormones by the pituitary gland will have a condition called gigantism. Q27. The thyroid gland of the person is inflamed as there is an underlying abnormality in thyroid secretion. Q28. The gland cannot make enough thyroid hormone if it does not have enough iodine in the blood, so taking iodized salt is helpful. Q29. Answers may vary. 179 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

The Reproductive System The Male Reproductive SystemLet the students be familiar with the functions of each part using the table:Part FunctionTestis Produces sperm cellsScrotum Sac that holds the testisPenis Deposits sperm cells into the vagina during matingDEPED COPYVas deferens Passage of sperm cells from testes to urethra (Tube)Urethra Passage of sperm cells and urine out of the bodyGlands Provide liquid in which sperm can swima. seminal vesicle - Secretes a fluid that makes up most of theb. prostate gland components of the semenc. bulbourethral - Secretes a slightly alkaline milky fluid that is dis gland charged as part of the semen(Cowper’s - Secretes a thick and clear mucus that lubricates andgland) neutralizes the any trace of acidic urine in the urethra The Female Reproductive SystemLet the students study each part and its corresponding function: Part Function Ovary Produces egg cellsOviduct Serves as passageway of eggs from the ovary toUterus the uterus; site of egg fertilization Site of egg implantation; serves as the place where fertilized egg developsVagina Receives the penis of male during mating 180 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

The Role of Hormones in Male and Female Reproductive SystemKEY CONCEPT TO EMPHASIZE: Hormones play an important role in both male and femalereproductive systems. The pituitary gland controls the functions of boththe testes and the ovaries. These hormones keep the reproductivesystem properly functioning.DEPED COPYFeedback Mechanisms Involved in RegulatingProcesses in the Female Reproductive SystemThe Menstrual CycleActivity 6 Mark My Calendar! In this activity, the learners will describe the feedback mechanismsinvolved in regulating processes in the female reproductive system.Teaching Tips: • You may want to separate students into groups of females and males for this learning activity. However, if you decide to separate them, make sure that both groups receive the same information. • For procedure number three in the learners’ module, you may simply photocopy Figure 14 showing different episodes in the menstrual cycle or redraw the figure in bond paper to be cut out later on. You may also download pictures from the internet for a clearer and more accurate representation. • Be aware that there might be cultural sensitivities regarding this activity for individual learners, so you have to be cautious in facilitating the discussion. • You may use an overhead or LCD projector in explaining the menstrual cycle to the class before the activity proper. 181 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY• As a developmental activity, you may start by correcting myths and misconceptions about menstruation. A checklist of statements to be answered with fact or myth may be given to the students to check their prior understanding on the topic to be discussed.Answers to Guide Questions:Q30. The average length of a menstrual cycle is 28 days. However, it varies greatly among women (ranging from 21 to 35 days).Q31. The young egg in the ovary begins to mature. Estrogen is secreted by the ovary. Uterus thickens to prepare for the attachment of fertilized egg. The mature egg is then released by the ovary.Q32. Ovulation takes place and the egg enters the uterus. Meanwhile the uterus continues to thicken. If no fertilization of egg occurs, the cells of the thickened uterus break off and leave the vagina as menstruation.Q33. After fertilization, pregnancy takes place. The egg attaches to the uterus and continues to grow inside the womb.Q34. It is important to study the menstrual cycle to be able to understand the natural changes that occur in the ovary and the uterus as essential part of sexual reproduction. The information is also useful in family planning to prevent unwanted pregnancy. 182 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Nervous System Working Together with Endocrine System to Maintain Homeostasis Answers to Guide Questions: Q35. Failure in homeostasis can be potentially dangerous to a person as it may lead to various diseases and even death. Q36. Glucagon is released in response to low blood glucose level due to skipped lunch, thus increasing blood sugar into normal level. Q37. Insulin is released in response to an increase in blood glucose level due to eating sweets, thus decreasing blood sugar into normal level. Q38. The nervous and endocrine systems work together to lower the temperature of the internal organs such as by producing sweat to cool the body down. Q39. The following are some examples of the coordinated functions of the nervous, endocrine, and reproductive systems: Breastfeeding The brain commands the mother’s body to be nurturing towards the baby through breastfeeding. In order to produce milk, hormones such as prolactin and oxytocin are needed. The secretion is stimulated by the sucking of the infant at the breast of the mother. Pregnancy and Child Birth Correct balance of sex hormones progesterone and estrogen is required throughout pregnancy with levels steadily rising until the birth of the baby. Until the mother’s body has adapted to the higher levels of these hormones, mood swings can be very common as they also act on the nervous system, specifically the brain. Oxytocin levels rise at the onset of labor, causing regular contractions of the womb and abdominal muscles. When the baby is born, oxytocin continues to contract the womb in order to reduce the risk of bleeding and to help detach the placenta which is delivered shortly afterwards.  Copulation As the brain processes physical stimulation, the sex organs perform their corresponding biological functions. The sex glands in the endocrine system then produce secretions that are necessary for reproduction. Menstrual Cycle Follicle-Stimulating Hormone (FSH) stimulates the ovaries to release estrogen. High levels of estrogen then prevent the further production of FSH. Estrogen also stimulates the release of Luteinizing Hormone (LH) from the pituitary gland, which in turn controls the production of progesterone. High levels of progesterone then inhibit the further release of LH. 183 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Performance Task: Video Making Topic: Family PlanningNote to the Teacher: You may create your own rubric or scoring guide forthis performance task or use the suggested rubric that is given below.Suggested Rubric to be used in rating:CATEGORY 4 3 21Presentation The video clearly The video The video The videoCreativity and communicates communicates indirectly does not Originality the main idea, communicates sufficiently and is strongly some of the the idea, and communicate persuasive important is hardly any idea that ideas, and persuasive can persuade is slightly the audience persuasive DEPED COPY All the wordings Most of the The wordings The wordings and melody wordings and melody and melody reflect an and melody were made by exceptional used in the the student were not degree of jingle reflect made by the students’ students’ but were ingenuity in copied from student. ingenuity in their their creation. the ideas of creation. others.Accuracy and The contents of Most of the Some The contentsRelevance of the video are contents of contents in of the video the Content accurate and the video are the video are are neither related to the accurate and accurate and accurate nor topic. related to the related to the related to the topic. topic. topic. The campaign Required advertising Elements includes all All required Few required Required elements are elements are elements are(persuasiveness, required included. included. missing.musicality, elements as welllanguage, etc.) as additional details. 184 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.