Science Grade 10 Part 3

DEPED COPY Point out during class discussion that the organism that is best adapted to the environment will continue to reproduce and perpetuate its own kind. Over time, it will produce a new breed of organisms that are different from the original ancestors because of mutation, genetic recombination and natural selection, which will lead to speciation and increase in biodiversity. Q28. Yes. (Answers may vary) Destruction of habitat may lead to food shortage, which may cause migration and death of organisms. Q29. (Answers may vary) Proper garbage disposal, energy conservation. Reuse, recycle and reduce consumption. End the lesson by asking this question: “What will you do in order to survive in any given environment or situation”? Performance Task After learning about variation and adaptation, the learners will now create a multimedia presentation about the things an individual must do in order to adapt and survive in environmental changes and challenges. They can express their thoughts and ideas from the point of view of an environmentalist, a climate change advocate, a mayor or governor of a particular town or a barangay official. Their presentation should cater to the common citizens to encourage them to be aware of environmental changes that can occur, to prepare them for things they need to do, and to help them adapt and survive in these environmental changes. They can interview people from the Department of Environment and Natural Resources (DENR), Climate Change Commission, National Disaster Risk Reduction and Management Council (NDRRMC), and other government agencies and Non-Government Organization (NGO), where they can gather information that will help them with their presentations. Their multimedia presentations will be graded based on purpose, content, understanding of the concepts, additional information and creativity. Teaching Tips: • Instead of creating a multimedia presentation, you may ask the learners to write an essay about the things an individual must do in order to adapt and survive these environmental changes. • You may evaluate the essay based on the purpose, content, and creativity of the learners’ output. 235 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.

Scoring GuideScore Criteria(10 points) All requirements are evident and exceed expectations. YEHEY!! The output is very neatly done and very well- Clap, Clap, Clap, Clap organized. The output shows lots of creativity.( 8 points) Completed and submitted on time. Clap, Clap, Clap All requirements are evident. The product is neatly done and well- organized. The product( 5 points) shows creativity. Clap, Clap Completed and submitted on time. The requirements are evident (maybe 1 or 2 missing) Neatly done, shows little creativity. Completed and submitted on time. Many requirements are not provided. Output is very poorly done and not so organized. Shows no creativity.DEPED COPY( 3 points) Clap(0) No outputSummative Assessment: 1. A 6. D 2. C 7. A 3. B 8. A 4. D 9. C 5. B 10. D 236 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 COPYTest II. 1. Convergent 2. Divergent Note: Instruct the learners to use line graph for graphical representation of the given situations. 3. 4. Summary of Concepts: • The fossil record, molecular data from DNA and amino acid sequences may be used to study possible changes in species over time. • Fossil records help the paleontologist determine if there were changes in structures and varieties of the species. • Embryology suggests that some organisms may have common patterns of development. • Morphological and molecular data show that organisms may be related to one another. • Jean Baptiste de Lamarck proposed The Theory of Need, The Theory of Use and Disuse, and The Theory of Acquired Characteristics. • Charles Darwin proposed the Theory of Natural Selection which is supported by the following ideas: Organisms struggle for existence, resulting in survival of the fittest and elimination of the unfit. Organisms learn to adapt to their environment in order to survive and reproduce. • Speciation may happen through gene combination, mutation, and natural selection. • Speciation increases biodiversity. 237 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.

Glossary of TermsAdaptation Ability of an organism to adjust and thrive in a given environmentAnalogousStructures Structure in organisms that are similar in function but different in originConvergentEvolution An increase in similarities among species derived from different ancestors as a result of similar adaptation to similarDivergent environmentEvolution An increase in the difference among descendants of a singleEvolution ancestral species as time passesGene Species change over period of time A segment of DNA or RNA that code for protein or RNA. AFitness molecular unit of hereditary traitFossils Ability to survive and produce offspring Preserved remains of organisms such as bones, shells, teethHomologous and fecesStructures Parts of different organisms that are similar in structure but serve different functions DEPED COPYReproduction The process by which an organism produces offsprings andVariation thus perpetuate the species Differences in traits of organisms in a populationReferences and Links:Alexander P. Bahret, MJ. Charles, J. Courts G. Skolky D’ Alessio N., Biology The Living World, Prentice hall New Jersey. 1989.Biology,Science and Technology Textbook, Department of Education, 1990.Brittain, TM., Biology: The Living World Laboratory Manual, New Jersey, USA: Prentice Hall Englewood Cliffs.1989.Campbell, NA. Williamson, B. Heyden, RJ. , Biology: Exploring New Life , New Jersey USA: Pearson Education Inc. 2004.Capco, CM. Phoenix Science Series: Biology Quezon City Philippines: Phoenix Publishing House. 2003. 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 COPYCarale LR. Galvez, ER. Risa, L. Biology Science and Technology for Better Life, Gil Puyat Ave., Makati City Phils. Basic Media System Inc.1989. Institute for Science and Mathematics Education Development, Biology Textbook,Book Media Press, Inc. 2004. Delos Reyes, J. Introductory Biology, U.P., Manila: IPPAO. 1995. Kent, M. Advance Biology, Great Claredon St. Oxford USA: Oxford University Press 2000. Mader, SS. Biology, USA: WMC. Brown Publishing. 1985. Meyer, DE., Biological Science a Molecular Approach, Boulder, Colorado, USA Biological, Science Curriculum Study. 1980. Miller, K. Levine, J. Biology Prentice Hall, New Jersey. 1991 Olivares, M. Bermio, E. Cruz, J. Science and Technology for the Modern World; SEMP II Diwa Scholastic Press Inc. 2003. Payawal, PC. Lannu, AL SD. Sangalang, MF. Soligam, AC. Cadiz, N M.Torreta, NK. Biology: Study and Review Guide, Greenhills San Juan, Phil: Academe Publishing House 1993. Rabago, LM. Joaquin, CC. Lagunzad, CG. Functional Biology, Vibal Publishing 2010. Reading Essentials for Biology, Teacher Annotated Edition, Glencoe Science, McGraw Hill, New York.USA. http.www.Albertawow.com http.www.earth history.org.uk http.www.napedu/catalog.php?recor id+13165 http// petrified wood museum.org/imprints.htm Poole, Lynne Carbon -14. www.chem.uwec.edu http://serendip.brynmawr.edu/waldron/#evolution 239 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: 10 hoursMODULE Ecosystem: Biodiversity4 Content StandardDEPED COPY The learners demonstrate the understanding of: • the influence of biodiversity on the stability of ecosystem • an ecosystem as being capable of supporting a limited number of organismsOverview In Grade 9, the learners were able to relate species extinction to the failureof population of organisms in adapting to abrupt changes in the environment.In Grade 10, the learners will explain in greater detail how diversity of speciesincreases probability of adaptation and survival in a changing environment.They will analyze how biodiversity can affect the stability of an ecosystem. Thismodule shows the value of biodiversity, factors that affect population growth,and the impacts of human activities on the environment. As the learners go through this module, they are expected to: • Explain how diversity of species increases probability of adaptation and survival of organisms in changing environment. • Explain the relationship between population growth and carrying capacity. • Suggest ways to minimize human impact on the environment. In this module, learners will gather information about the condition ofbiodiversity in their locality. They will identify the kinds of living things found intheir community and identify how valuable they are in the environment. Thismust be done for the learners to appreciate the importance of biodiversity. Thelearners will conduct investigations on the condition of their local biodiversityand the existing programs and projects for its conservation. 240 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 The module presents activities that will allow learners to understand the relationship between biodiversity and stability of an ecosystem. The activities will make the learners realize how each of them can contribute to the rehabilitation and conservation of the resources in their environment. Finally, the module will end with a culminating activity that will showcase the learning output of the learners. The following key questions may be used as guide for the teacher in synthesizing the activities found in the module to accomplish the learning competencies and standards. Key questions for this module Pre-Assessment: Notes to the teacher: • KWHL chart is used as pre-assessment in this module to determine prior knowledge of the learners on biodiversity and stability, and to identify the required skills in accomplishing the learning tasks. • The teacher may want to ask the students to fill out the KWHL chart individually, by pair or by group. • Answers may vary. • The teacher is free to modify this form of assessment depending on how it can help make learning easier for the students. Teaching Tips: • Make connections between what the students learned about biodiversity in Grade 9 and what they will learn in this module. • Give an overview of what the students will do and learn as they go through the module. • Capture enthusiasm for the daily learning tasks that the students will be doing in the entire module. 241 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 1 Classifying the Value of BiodiversityTeaching Tips: • Before the activity starts, you may want the students to view a short video clip or multimedia on biodiversity and its importance, or different interactions that take place in an ecosystem; then relate this to what they will learn for this activity. Sample video clip from you tube: o Biodiversity Video https://www.youtube.com/watch?v=HA3xNMJnFuo o Why Biodiversity Matters? https://www.youtube.com/ watch?v=N5ssjM2Fjuc o Show Me Science – The Importance of Biodiversity https://www.youtube.com/watch?v=5a1yr5Ut1sA • You may ask the learners to have a small group discussion on the value of biodiversity and ask them to complete table 1 found on their module. • Answers in Table 1 may vary. • Ask volunteers to share their group output then wrap up the discussion by asking the learners to answer the first key question “How do biodiversity affect stability of an ecosystem”?DEPED COPYKEY CONCEPT TO EMPHASIZE: Biodiversity benefits people in manys ways. It can be ofeconimical, ecological and aesthetical value. It also affects the stabilityof an ecosystem: the greater the biodiversity, the more chances thatstability can be attained in an ecosystem.The Ups and Downs of Population GrowthPossible answers to “Think about this!” section: 1. * This means that the birth rate of human is greater than the death rate. * Exponential growth rate shows an increasing number of human which indicates that there were more people were born than the number or rate of death. 2. The second situation indicates that death rate of the Monkey-eating Eagle is greater than the birth rate of the Monkey-Eating Eagle. 242 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 COPYLimiting Factors Teaching Tips: • Lesson on the limiting factors and carrying capacity can be done differently depending on the kind of learners. o For visual learners or learners who love to read, a reading comprehension activity may be given, but make sure that there are guide questions that will help them understand what they read and guide them in attaining the learning objectives. o For auditory learners, slow readers, and challenged students, a multimedia presentation can be used in presenting the lesson accompanied with appropriate assessment tool such as activity sheet, guide questions etc. o For advanced learners, web quest and online treasure hunt are engaging activities that may be used. Sample Webquest http://www.geocities.ws/rdw122/WQ_regulate_pop_growth.html http://rachelcoggins4b.edublogs.org/2012/05/19/limiting-factors- web-quest/ • You may modify the guide questions found on the learners’ material. • Possible answers to the guide questions and think about this section of the learners’ material/module: Chart on goat’s carrying capacity Q1. Based on the chart, the goat’s carrying capacity is 65. Because the chart shows that when the population of rat reaches 65 in number, the goat’s population stops growing, indicating that the area can only accommodate and support 65 goats. Q2. There is a rapid growth in the goat’s population between mid-May and mid- June. 243 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.

Answer to Think About This! 3. Difference Chart: Density-independent limiting factor • Population growth is not influencedDensity-dependent limiting factor by population density • Population growth is influenced by • Population growth is affected by human activities, natural disasters, population density and climate • Population growth is dependent on the carrying capacity of the environment or habitat Logistic population growth Exponential population growth• Population expansion decreases • Population growth is marked by a as resources become scarce rapid increase• Population growth stops when it • There are plenty of resources reaches the carrying capacity of available to support all organisms. the environment • Higher birth than death rateDEPED COPY 4. The human population will stop growing when it reaches its carrying capacity.Notes to the Teacher: • For enrichment, the learners must read on the limiting factors that depend on population density found in the learners’ material. • At this point, you may now ask the students to answer the second and third key questions: What are the limiting factors that affect population growth; and how does population growth affect the carrying capacity of an ecosystem? This will give you input on the level of understanding of the learners. 244 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 Dependent or Independent? This activity was designed to measure the understanding of the learnersabout the limiting factors of population growth. Answers:DEPED COPY Density- Limiting 1. independent factor or density- Situation dependent? EmigrationMrs. Rosales has 55 students in her Biology Density Resourcesclass, but she has room for 50. Because dependentthe room was crowded, the 5 students were Humanasked to go to the curriculum chairperson to Density activitieschange their schedules. dependent HumanDinoflagellates in Laguna de Bay increase activitiesin population due to an increase in organic Density Naturalsubstance in the body of water brought by independent disasterwater pollution. HumanThe oil spill in Cavite area harmed many Density activitiesaquatic organisms in the vicinity. independent PredationA new strain of Dengue virus breaks out inthe country. DensitySuper typhoon Yolanda caused many independentresidents to leave Leyte.Population of wild boar decreases because Densityof deforestation. independentAn increase in population of house lizardsin Barangay Himpot causes a decrease in Densitypopulation of mosquitoes. dependentNote:• Dinoflagellates are large group of protist that inhabits fresh water. Increase in their population causes red tide.• You may add other scenarios relevant to your community like illegal mining, over fishing, over poaching, conversion of mangrove swamps to coastal communities, overcrowding in island resorts, etc. 245 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.

2. Cause and Effect (answers may vary) Possible answersCause EffectStatistics shows that the number of There will be an increase in thebabies born per day is double the population of human.number of death per day. There will be a shortage of resources More food demand in a limited supplyPalawan government creates more The population of marine speciesimprovised breeding areas for the will increase and can decrease theendangered marine turtles and coral danger of extinction.reef fishes in their area.DEPED COPYSharks are hunted and killed for their Sharks population will decrease andfins. become endangered.Note: • Careful discussion on the effects should be observed particularly on increase in human population. The effects that might be given by the students may not be due to the increase in population but due to other factors like mismanagement of resources and the like.Environmental Problems and IssuesTeaching Tips:• You may show video or pictures of different environmental conditions in the archipelago, such as the current condition of marine ecosystem, fresh water ecosystem, tropical rainforest, mangroves, and agricultural lands. Then, ask the students if they have observed similar changes that took place in their community and how these changes might affect biodiversity in the area.Sample Video: o Illegal logging Endangers South Philippines https://www.youtube.com/watch?v=zeaE-8rlXGY o Balagbag, A documentary Film on Illegal Mining in Zamboanga https://www.youtube.com/watch?v=y9vONqOVzkg • From the students sharing, connect it to the next activity where students will analyze the problems depicted on the ecosystem. • Remind the students that the following activities are connected to the creation of their final output. 246 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 3 Analyzing Environmental Issues This activity will provide an opportunity to analyze sample environmentalproblems or issues in preparation of the actual analysis of their community.Teaching Tips: • Form small groups for this activity. Each group will work on a specific problem scenario depicted on the illustrations in the learners’ material. • Create a support material to guide learners in accomplishing their task. Sample support material/activity sheetActivity Title: ___________________________________________________Group Name: __________________________________________________Members:___________________ ___________________ _______________________________________ ___________________ ___________________Problem # ____: ________________________________________________Example : Problem #1: Forested area is converted into housingDEPED COPYPossible Causes of Possible Negative Effects on Possible positivethis Problem the Community/Environment effects on theExample: communityRelocation of peoplein Manila to City of Example: Example:San Jose del Monte • More trees were cut down • Less fortunate • Decrease in the number of people were kinds of organisms provided with • Population of organisms will better living decrease conditions. • Loss of natural habitat for different kind of organisms found in the forest• Ask each group to share their output. Give a checklist of what should be shared to guide students during this activity.• As part of the concluding part, you must relate or make connection between what the students have accomplished to the next task that they will do, which is focused on the biodiversity in their community. 247 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 COPYKEY CONCEPT TO EMPHASIZE: Changes in the habitat of organisms cause either increase or decrease in biodiversity. Humans are responsible for the conditions of the ecosystems. Natural resources should be used wisely to preserve them.Activity 4 Biodiversity Status in the Community The activity is about the status of biodiversity in a locality. It is focusedon the community of the learners. This will require students to gather dataabout species diversity, resources, population density, and carrying capacityof the area that will serve as evidence in discussing the condition or status ofbiodiversity of the area. The students’ output for this activity is very vital in the creation of theirfinal product.Teaching Tips: • What to prepare: o Groupings of the students Group them depending on how students can work best. The teacher may consider the residence, abilities/skills and interest of the students. o Planning template Each group must have a template that will serve as a guide in accomplishing their tasks. o Monitoring guide, checklist, logs, collaboration checklist/rubric, self and peer assessment form and the like are important tools to prepare. This will be used by both the teacher and the learners to monitor students’ progress and keeping them on track. o Communication letter for the involved stakeholders such as:  Request letter for the barangay tanod who will accompany the students during survey and interview  Setting an appointment with the staff/officials of the involved local government unit (LGU) and non government offices (NGOs) in the community. 248 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.

 Parents’ consent.  Letter to secure permission in accessing relevant information from involved local government offices such as City Environment and Natural Resources office (CENRO), agriculture offices, and statistics offices.  Assessment tools/scaffolds that will guide and help students in accomplishing their tasks such as rubric, collaboration checklist, group contribution form, self and peer assessment form, task and learning log and accomplishment/task checklist.• Send communications at least one week before the activity to ensure confirmation and avoid unnecessary incidents that may affect the activity.• Remind each group of the guide questions that will help them in planning how to accomplish their tasks and provide immediate feedback as needed.• Meet each group together with the barangay tanod for further instructions to ensure safety and cooperation during survey and interview.• Survey and interview must be done after school hours to avoid disruption of other classes, but not after office hours.• For ICT skilled teachers, you may want to explore on the thinking tools of Intel© for a more engaging, easy analysis of the gathered data. This can be used for free by your students in organizing and analyzing their gathered data. http://www.intel.com/content/www/us/en/education/k12/thinking-tools/seeing- reason.html• Guide students in completing the table in Activity 4B.• Student and teacher conferences will be helpful in guiding students in accomplishing activity 4B.DEPED COPYActivity 5 Product Creation This activity will require 2 to 3 class sessions to create the final learningoutput for module 4. The students will go through four iterative cycles of creation:Plan It, Do It, Review It and Share It. It is important to explain the importanceof the cycles of creation for the students to create better and quality learningoutput. Assist the students in learning more about the four cycles by giving andexplaining the information below. (Source: Intel© Education Skills for Success Teacher Book V1. Pages 17-18) 249 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 250 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 251 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 6 Showcasing of ProductsTeaching tips: • Organize a culminating activity to showcase their final outputs. • Invite stakeholders and school club officers as audience in the presentation of each groups’ final output. • It is important to orient the audience and students on the objectives of the event. • Remind the participants and audience in giving constructive feedback to establish friendly atmosphere and to promote collaboration. • Audience can be given opportunities to participate in the showcasing of learning outputs by asking them to share their feedback at the end of the presentation. • Provide a feedback form that can be used in assessing and providing constructive feedback. • Remind them on the use of rubric as scoring guide. • For more samples of assessment tools visit Intel© Education assessment library.Summary of Concepts:DEPED COPY• Biodiversity benefits people in many ways. It can be of economic, ecological or aesthetical.• Greater biodiversity promotes a more stable ecosystem.• More recent loss of biodiversity has been attributed primarily to human activities such as overfishing, overhunting, and loss of habitat.• Population growth gives us an idea on how fast a population changes over time.• Population growth can be affected by density-dependent or density- independent limiting factors.• Changes in the habitat may cause an increase or decrease in biodiversity.• Humans are obliged to take responsibility in maintaining a clean and healthy state of the ecosystem. 252 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 Summative Assessment: 1. A – promote it as an ecotourism destination, because it can increase the level of appreciation and awareness of people touring the area on the importance of the coral reef ecosystem. Trained persons should manage the area and guide the ecotourists. Choices B and C will not conserve but speed up the destruction of the reef ecosystem. Choice B, collect fishes and sell them to pet shops may be done in destructive ways like using cyanide and muro-ami that can harm the coral reefs. Choice C collecting corals as souvenir items for tourists will eventually destroy the reef. The collected corals might have living coral animals and may die from dehydration when taken out of the sea. Also the decrease in the coral affects the reef and those inhabiting the area may perish for lack of breeding place and food. 2. B – can still conserve the ecosystem if only few houses are built among the trees. The contour of the land was preserved and trees were not uprooted or cut down. Choice A cannot conserve the ecosystem because it can cause deterioration of the ecosystem. Choice C – might disturb animals living in the hilly land and kill plants from the trampling of many feet. 3. B – getting only minor forest products can conserve the rainforest ecosystem because it will not cause deterioration. Choice A is prone to illegal logging and cause deforestation Choice C might harm the forest because most of the campers leave their garbage and hunt exotic animals that cause disturbance in the ecosystem. 4. A 5. D 6. C 7. D 8. A 9. C 10. C 253 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.

Glossary of TermsBiodiversity is the variety of life forms in a particular ecosystem.Carrying capacity is the maximum number of organisms that an environment can hold or support,Ecosystem is a community of organisms that live, feed and interact with the environment. DEPED COPYExponential growth is a constant increase in the number of population of an organism.Limiting factors these are factors that control the growth of a population.Logistic growth is a population growth that reaches its carrying apacity characterized by zero growth rates.Population is the total number of organisms of the same species in the same area.Population density is the measurement of population per unit area.Stability is the capability of an ecosystem to be self-regulating, and returns it to a steady state after a disturbance. 254 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 COPYReferences and Links Internet Sources: Retrieved from http://www.conservation.org/global/philippines/publications/ Documents/Mapping_Population-Biodiversity_Connections.pdf Activate Instruction (2011, January 11). Study Guide: Population Dynamics | Carrying Capacity | Activate Instruction. Retrieved March 5, 2014, from https://app.activateinstruction.org/playlist/resource-sview/ rid/51ef03ce07121c75158c76f0/id/51ed742a07121cad4fe66a3c/bc0/ search/bc1/playlist Daily, G., & Ehrlrich, P. (1992, November). Population, Sustainability, and Earth’s Carrying Capacity A framework for estimating population sizes and lifestyles that could be sustained without undermining futuregenerations, by Gretchen C. Daily and Paul R. Ehrlich. Retrieved March 6, 2014, from http://dieoff.org/page112.htm DENR (n.d.). Biodiversity Resources. Retrieved March 1, 2014, from www. denr.gov.ph/index.php/component/content/article/18.html Elbrecht, T. (2010). ECOLOGY UNIT: POPULATION GROWTH. Retrieved February 28, 2014, from http://www.crazyteacherlady.com/ uploads/5/1/4/8/5148626/objective_2_activities_pop_growth.pdf Philippine Clearing House Mechanism for Biodiversity (n.d.). Overview on Biological Diversity. Retrieved February 28, 2014, from http://www. chm.ph/index.php?option=com_content&view=article&id=55&Item id=55 Skoool.co.uk/ Intel (2004). Population size. Retrieved March 4, 2014, from http://www.skoool.co.uk/content/keystage3/biology/pc/learningsteps/ FSPLC/LO_Template.swf Teachers try science (2012, January 30). Dynamic Population Dynamics. Retrieved February 28, 2014, from http://www.teacherstryscience.org/ lp/dynamic-population-dynamics 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.

DEPED COPYPeter de Guzman. (2012). Environmental problems in the Philippines [Web]. Retrieved from https://www.youtube.com/watch?v=ev_TWY8fdQ8Mindanao Examiner Production. (Producer) (2012).Balagbag: A documentfilm on illegal logging in zambaonga [Web]. Retrieved from https://www. youtube.com/watch?v=y9vONqOVzkgMoney 2389. (Producer) (2009). Biodiversity video[Web]. Retrieved from https:// www.youtube.com/watch?v=HA3xNMJnFuoDavid SuzukiFDM. (Producer) (2011). Why biodiversity matters? [Web]. Retrieved from https://www.youtube.com/watch?v=N5ssjM2Fjuc http://www.animalintelligence.org/2006/08/04/duck-and-chicken-raise- family-together/----Q3Books:Dispezio, M.,Luebe, M, et al. (1996). Diversity and Adaptation. In Science Insights Exploring Living Things (p. 139). United States of America: Addison-Wesley Publishing Company.Department of Education Republic of the Philippines (2009). Importance of Biodiversity, Environmental Issues, problems and Solutions. In Biology Textbook (pp. 326-327; 344-346). Mandaluyong City, Philippines: Book Media Press Inc.Glencoe (2000). Ecology. In Biology The Dynamics of Life (p. 94; 114). USA: McGraw-Hill Companies.Rabago, L. (2010). Philippine as Megadiversity Country. In Functional Biology (2nd ed., pp. 409-410). Quezon City, Philippines: Vibal Publishing House Inc. 256 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 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 4. Matter and its Interactions Introduction...........................................................................................258 Module 1. Behavior of Gases...............................................................259 Overview........................................................................................259 Activity 1. Getting to Know Gases...........................................261 Activity 2. Boyle’s Law.............................................................264 Activity 3. Charle’s Law...........................................................268 Activity 4. Gay-Lussac’s Law...................................................270 Activity 5. Combined Gas Laws..............................................272 Activity 6. Squashing the Bottle...............................................275 Activity 7. A Gaseous Outlook..................................................277 Summative Assessment Key..........................................................279 References and Links....................................................................280 Module 2. Chemical Reactions............................................................281 Overview........................................................................................281 Pre-assessment Answers...............................................................282 Activity 1. Everything has Changed.....................................283 Activity 2. What’s in a Reaction?.........................................286 Activity 3. We simply click together......................................288 Activity 4. How much can you take?...................................293 Activity 5. Balancing Act......................................................296 Activity 6. Race to The Finish Line......................................299 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 Part 1. Collision Theory........................................300 Part 2. Factors Affecting Reaction Rates..............300 Activity 7. Making Connections...........................................303 Answers to Summative Assessment..............................................312 Glossary of Terms References and Links....................................................................313 Module 3. Biomolecules........................................................................314 Overview........................................................................................314 Pre-assessment Answer.................................................................315 Activity 1. Test for Carbohydrates and Lipids.....................319 Activity 2. A. Test for Proteins..............................................321 Activity 2. B. The Denaturation Proteins.............................322 Answer to Summative Test............................................................323 Summary.......................................................................................315 Glossary of Terms..........................................................................325 References and Links....................................................................326 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 4 Matter and Its Interactions 257 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 Unit 4: Matter and its InteractionsIntroduction In Grade 9 Science, the students have learned about chemical bondingand its various types. They have learned how chemical bonding occurs andhow particles rearrange to form new substances. Basic mole concept was alsointroduced to them, relating mass and number of particles of substances. Theywere also able to analyze the bonding characteristics of carbon which resultsin the formation of large variety of compounds. This Teacher’s Guide for Grade 10 Science will help you teach themlearn that the rearrangement of particles happen when substances undergochemical reaction. The activities provided here will help you teach your studentsget to know how Law of Conservation of Mass applies to chemical reactionsby analyzing masses and number of atoms of substances before and after achemical reaction. Moving up from bonding characteristics of carbon, you willbe guiding your students to study about biomolecules such as carbohydrates,lipids, proteins, and nucleic acids. Using the activities here, you will lead the students in investigating howgases behave in different conditions based on knowledge of the motion anddistances between gas particles, which will enable them to explain behaviorof gases using the assumptions in the Kinetic Molecular Theory as well as therelationships between volume, temperature, and pressure using establishedgas laws.The modules included in this unit are as follows: Module 1: Behavior of Gases Module 2: Chemical Reactions Module 3: Biomolecules 258 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.